FORM 8

Georgia Southern University

COLLEGE OF EDUCATION
Department of Leadership, Technology, and Human Development

SUPERVISED FIELD EXPERIENCE REFLECTION

EDLD 7737/7738 FALL ____ SPRING _ X ___ YEAR ______

Candidate: Sherita Myrick

School-based Mentor: Turner Floyd

University Supervisor: Dr. Torian White

School: Early County Middle School

Semester: Spring 2024 Month: January

PART I: DESCRIPTION OF THE FIELD EXPERIENCE

Date of Activity: 01/ 10

 Hours Completed: 6 hour
 Georgia Leadership Standards Met: 1, 3,8
Description of the Field Experience Activity and Your Role: 2 Science, 2 Social Studies, and 2 Math
Observations
PART II: REFLECTION

This week I had the opportunity to stop by each Science, Social Studies, and Math teachers’ classrooms to do
subject instruction analysis using Teacher Keys Standards. Each teacher did a great job leading instruction.

Teacher Keys Format:

1. Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content,
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
Each teacher demonstrated an extensive understanding and were effective in their delivery of the
curriculum.
2. Instructional Planning: The teacher plans using state and local school district curricula and standards,
effective strategies, resources, and data to address the differentiated needs of all students.
The teachers each used Georgia State Standards from GaDOE to plan their lessons, they used
effective teaching strategies throughout the block that I observed, and the Math teachers used Big
Ideas Curriculum, Social Studies teachers used Carole Marsh Workbook, and Science Teachers used
ConnectEd. All resources were purchased by the district.
3. INSTRUCTIONAL STRATEGIES The teacher promotes student learning by using research-based
instructional strategies relevant to the content to engage students in active learning and to facilitate the
students’ acquisition of key knowledge and skills.
Teacher’s Instructional strategies were in a logical, learning sequence for all students which
consisted of a Sponge/Bellringer, Opener/Directions, Mini Lesson, Work Session, and Closing.
4. DIFFERENTIATED INSTRUCTION The teacher challenges and supports each student’s learning by
providing appropriate content and developing skills which address individual learning differences.
 The only differentiated instruction I observed was in the Math and Science teachers’ lessons. They
each used differentiated instruction strategies in grouping of students, think/pair/share, in delivery of
the content through videos and manipulatives.
5. ASSESSMENT STRATEGIES The teacher systematically chooses a variety of diagnostic, formative,
and summative assessment strategies and instruments that are valid and appropriate for the content and
student population.
The teacher assessed student learning in math by having students use individual whiteboards, and
Science and Social Studies teachers used Tickets-Out-The-Door to formally assess.
6. ASSESSMENT USES The teacher systematically gathers, analyzes, and uses relevant data to measure
student progress, to inform instructional content and delivery methods, and to provide timely and
constructive feedback to both students and parents.
Teachers all provided feedback to students throughout the lesson to ensure understanding. The TOD
that the Science and Social Studies teacher collected and graded will be used for small group
instruction the next day.
7. POSITIVE LEARNING ENVIRONMENT The teacher provides a well-managed, safe, and orderly
environment that is conducive to learning and encourages respect for all.
All teachers promoted a positive learning environment through their words and actions.
8. ACADEMICALLY CHALLENGING ENVIRONMENT The teacher creates a student-centered,
academic environment in which teaching and learning occur at high levels and students are self-directed
learners
The teachers all created a student centered and academically challenging class. They promoted the
use of language based on state standards and consistently referenced them. Students displayed a high
level of reasoning skills, and if a student was not motivated the teachers would address them in
positive aspects to get those individuals involved.
9. PROFESSIONALISM The teacher exhibits a commitment to professional ethics and the school’s
mission and participates in professional growth opportunities to support student learning, and
contributes to the profession.
Each teacher exhibited professionalism with students.
10. COMMUNICATION The teacher communicates effectively with students, parents or guardians, district
and school personnel, and other stakeholders in ways that enhance student learning.
Each teacher communicated effectively directions, learning targets, expectations, and hopeful student
outcomes.

In summary, I truly enjoyed each lesson the teachers presented. I was very impressed in the Science
classroom about how the teacher engaged students with popcorn videos about conduction, convection,
and radiation. I even learned a lot myself. It was very engaging! In Miss White’s room, I was very
pleased during the work session how students were working independently on building equations on
their whiteboards. In Social Studies, I like how Mr. Stevens transitioned students back from group work
to individual instruction with a count que, and they all knew what to do and the expectations he had set
in place for them. They all had excellent lessons and teaching strategies.