Observation Prompt #6 (Week of 4/12): Based on your observations, mentor teacher discussions, discuss

how the end of the quarter presents challenges for the classroom teacher. Also, discuss what you think
the data meetings really offer the student and the teacher. How would you decide what information to
share with parents? Also, discuss how you think you will handle this as a teacher? What can you do to
make this time period easier? Also, what ideas that your teacher gave you about dealing with parents, in
general, during conferences do you think you will use and why? Also, discuss which ideas your mentor
teacher gave you about dealing with parents of children who may be having challenges/ difficulties in your
class do you think you will use as a teacher and why?

Journal Reflection Rubric EDUC 308 Student Name: Shelley Quema

Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

Content 0-34 points 35-39 points 40-44 points 45-50 points /50
Reflection

Reflection lacks critical Reflection demonstrates Reflection demonstrates Reflection demonstrates a

thinking. Superficial
connections are made with key
course concepts and course
materials, activities, and/or
assignments
Personal 0-11oints
Growth
Conveys inadequate evidence
of reflection on own work in
response to experiences or
self-assessment questions
posed. Personal growth and
awareness are not evident
and/or demonstrates a neutral
experience with negligible
personal impact. Lacks enough
inferences, examples, personal
insights and challenges, and/or
future implications are
overlooked.
Writing 0-13 points
Quality
Poor writing style lacking in
standard English, clarity,
language used, and/or
frequent errors in grammar,
punctuation, usage, and
spelling. Needs work.
Timeliness Deduct 11 points-overall
failing
Journal reflection is submitted
2-3 days (49-72 hours) after
the deadline.
limited critical thinking in
applying, analyzing, and/or
evaluating key course
concepts, theories from
readings, lectures, activities,
and/or assignments
Minimal connections made
through explanations,
inferences, and/or
examples.
12-17 points
Conveys limited evidence of
reflection on own work in
response to experiences or
the self-assessment
questions posed.
Demonstrates less than
adequate personal growth
and awareness through few
or simplistic inferences
made, examples, insights,
and/or challenges that are
not well developed.
Minimal thought of the
future implications of
current experience.
14-15 points
Casual writing style that is
sometimes unclear and/or
with some errors in
grammar, punctuation,
usage, and spelling.
Deduct 6-10 points
Journal reflection is
submitted 1-2 days (25-48
hours) after the deadline.
some degree of critical
thinking in applying,
analyzing, and/or
evaluating key course
concepts and theories from
readings, lectures,
discussions, activities,
and/or assignments.
Connections made through
explanations, inferences,
and/or examples.
18-22 points
Conveys evidence of
reflection on own work
with a personal response to
experiences or the
self-assessment questions
posed. Demonstrates
satisfactory personal
growth and awareness
through some inferences
made, examples, insights,
and challenges. Some
thought of the future
implications of current
experience.
16-17 points
Average writing style and
logically organized using
standard English with
minor errors in grammar,
punctuation, usage, and
spelling.
Deduct 1-5 points
Journal reflection is Journal reflection is submitted
submitted within 1 day (24 on or before deadline.
hours) after the deadline.
TOTAL POINTS (sum of 4 Criteria)
high degree of critical thinking
in applying, analyzing, and
evaluating key course
concepts and theories from
readings, lectures,
discussions, activities, and/or
assignments. Insightful and
relevant connections made
through contextual
explanations, inferences, and
examples.
23-30 points /30
Conveys strong evidence of
reflection on own work with a
personal response to
experiences or the
self-assessment questions
posed. Demonstrates
significant personal growth
and awareness of deeper
meaning through inferences
made, examples, well
developed insights, and
substantial depth in
perceptions and challenges.
Synthesizes current
experience into future
implications.
18-20 points /20
Well written and clearly
organized using standard
English, characterized by
elements of a strong writing
style and basically free from
grammar, punctuation, usage,
and spelling errors.
0 points deducted /--
/100
Write essay here.
Name: Shelley Quema Pg. 2
At the end of the quarter, students may not be where they need to be at. Because of the varying
academic levels, grading can be a bit more difficult because students are working on all the same
assignments but students are not all on the same academic level. so students who are lower
academically may receive lower grades because they are struggling with the current coursework. Also,
this quarter ended off with state testing. I feel as though once state testing is done with, students may
start to feel like they don’t want to do work. They have put in all that effort and preparation to take the
state test, and once it’s done, they may think they do not need to put in the same amount of effort. I
think that data meetings offer students and teachers the time to discuss their progress. Students can
address anything they need to, teachers can talk to students about what they seem to be struggling
with and offer ways to help them improve. Teachers can essentially tell their students their glows and
grows, just as you (Professor Carroll) do with us. All the data that is received helps determine if
students need services such as AIS math or AIS reading. It’s interesting that if students are at a certain
percentile (lower percentile) and they maintain that low percentile, they generally don’t get any
intervention. They need to do worse before getting any help they need, which honestly is horrible. I
learned this is my EDUC 314, I believe it was RTI where you need to do worse before getting any
intervention. I think that if students are scoring low, we should intervene ASAP so the student doesn’t
fail more. If we continue to let students fail before help, it can have a negative impact on their self
confidence and mentality.

After talking with Mrs. Powers, she loves to share positive things about a student to their
parents/guardians. She was explaining that she feels parents don’t want to come into a parent teacher
conference to just hear all the negative things about their child. So she always says the positives. She
believes that this builds trust and a positive relationship, and I highly agree. I would share the positive
information with parents as well as things that I may be concerned about. But how I word my concerns
are important. I think I would say “so and so has difficulty with so and so. I want them to succeed. I
want the student to gain the help that they need academically and will do my best to help close the
gap. Do you have any other advice on how I can help your child succeed?” This is a quote Mrs. Powers
would use with parents and I think it’s a great way to address any problems. It emphasizes the
importance of having the child succeed and not just flat out saying “your child is doing bad at so and
so.” She said that if parents don’t make it in for a face to face meeting, she likes to call them and offer
to do a phone conference. I love this idea. Not all parents have the time to come into their child’s
school and have a conversation, in a perfect world, all parents would have all the time in the world for
their child, but realistically some don’t; which is okay! Having a phone meeting allows both Mrs.
Powers and the parent to gain and discuss important information and build a relationship. They’re able
to talk about everything they would’ve been able to talk about in person. If a student is having
challenges in the classroom, Mrs. Powers likes to ask the parents if they have any advice on how to
help their child succeed. She addresses what the student is struggling with, but emphasizes that she
wants to help them succeed no matter what. She doesn’t pry for personal information about what is
going on with the child’s home life, but only asks what the parents think she can do to help the
student. I will use this method because I love how it doesn’t seem like she’s putting blame or accusing
the parents of not seeing their child struggling. It doesn’t put the blame on anyone about what the child
is doing after school. It emphasizes the teachers' want for helping the student succeed and allowing
parents to be involved by giving their parental advice on their child.
Pg. 3 Scan or take clear up close, readable picture of note pages.