Component I: Classroom Teaching

Task A-1: Teaching and Learning Context

Complete once prior to Cycle 1 observations to describe your teaching and learning context. If the teaching
environment changes significantly, e.g., new school, change in classroom placement configuration, change
in grade or courses taught, you will need to complete this form again.

Intern Name: Elijah Daye Edwards

Content Areas: English

Grade Level(s): Sophomores, Juniors

Date: 12/4/14
Daily average number of students
taught
120

School Instructional Goals

Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your
resource teacher, colleagues, principal, or other school personnel to help identify these goals.
Make Boyle County a Distinguished School--I will contribute by effectively teaching ACT skills that can used on
the English portion of the ACT.
(Multiple sources of data should include faculty meeting notes, Comprehensive School Improvement Plan,
School-Based Decision Making Council minutes, continuous assessment data, content literacy plans, and other
sources of data e.g., Program Review process being developed.)
Resources/Assistance
Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent
involvement, supplies, and human resources available to you.)
School Labs
Parent Teacher Organization
SBDM
Supplies (Kim Evans)
Teacher Copier/Workroom
Grants (Possible)
Describe how you will utilize resources to implement school and instructional goals.
I will utilize all available resources for the betterment of myself and my students.
Critical Student Characteristics or Attributes
a. Using appropriate student achievement and demographic data, identify and describe the characteristics
of your students that will require differentiated instruction to meet their diverse needs. (In developing
your response, you may need to examine characteristics such as differences in culture, language, and
learning styles as well as differences in developmental levels and achievement levels.)
Several of my students have a noticable language barrier, and accomodations will need to be made for this.
I have several students that are gifted and tatented, and will need accomodations. They will need to be
offered choice in activities so that they will be able to express themselves in a way that shows their depth of
learning and creative abilities. Additionally, they will need opportunities to further their knowledge of the
material.

I have several students that are also parents and this will need to be taken into account.
After analyzing ACT data, I determined that students are at different levels , and I wiil use Kagan
structuring to accommodate the diverse needs of the classroom.
I also have several students with IEPs that will need to be followed closely. These students will need
prompting, cues, visual aids, manipulatives, direct instruction, paraphrasing, extended times, readers, and
redirection.
b.

Based on the diversities youve described in a above develop a profile for three specific students in your
class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.

One student struggling to meet lesson objectives or targets:

Markus struggles to meet lesson objectives. He has an IEP that states he has been diagnosed with ADHD and is
in the low average range for general intelligence. Ha has also expressed to me how difficult his home life is: he
lives with his girlfriend because his parents were caught in an embezzlement scam. He has a hard time turning in
assignments on time. Even more difficult, his lexile is much lower than most of his peers, so he has a hard time
keeping up with the reading. It's improtant that I maintain a good relationship with Markus. He is emotional and
it is evident that he needs positive role models and encouragement in his life.
One student meeting lesson objectives or targets:
Nick is a good student who enjoys making others laugh and participating in class. He currently has a 90% in
English III, but is fully capable of gaining higher. It's improtant to keep him focused because he likes to socialize
and get carried away on tangents related to the lesson. If he applied himself more and concentrated on his work,
he could excel.
One student exceeding lesson objectives or targets:
Lauren is a bright young lady who is very thorough in her work and is creative. She currently has a 36 score on
the English section of the ACT. She has a 100% in English III and strives to do her best on all assignments. She
exceeds the objectives by going above and beyond and expressing how she can use the information learned in the
lessons in real-life; she gives examples about how the information can apply to other examples. Lauren typically
expresses her learning through her excellent writing ability. She is a joy to have in class, and possibly one of the
most intuitive people I have ever met.