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Dara Marquez

Introduction to Elementary Education 201

Observation Assignment #5: Cooperative Teacher Interview

1. The primary reason Dr. Caisse became a teacher was, “When I was in high

school she had the best teacher. She was invested in the students and made

them feel like they could do whatever they wanted. She was her role model.”

2. The main challenge, “Would have to be…having your administration support your

vision for the methods of student learning. Nevada has approved curriculum and

you have to fight (have a voice) for your teaching style. Also I went from having

a ratio of 2 students – 1 device (computer/laptop) to a ratio of 4 students – 1

device.” Stated Dr. Caisse.

a. She has a blended on-line teaching classroom as well and is working with

her supervisor to make that happen.

3. “The best part of teaching – of course the students. Seeing the transformation in

students from the beginning of the year to the end,” answered Dr. Caisse.

a. Dr. Caisse has the students keep their own person Data Notebooks were

they record their own academic progress to get students invested in their

learning (self-reflection).

4. “To determine where the students sit in the class I use a questionnaire in the

beginning of the school year (likes/dislikes). The very first time they come in I

have the seating arranged randomly,” explains Dr. Caisse.

5. She uses the Kagan system to help select the members of flexible grouping. I

use a base of high/medium and medium/low to balance learning styles and


strengths,” stated Dr. Caisse. On average she switches the sitting arrangements

every 6 weeks. She will also occasionally allow the students to choose their

seating.

6. “I interact with parents a lot. Over the summer I send out an introduction about

myself. In the beginning of the year I ask for the parents to complete a

homework assignment and tell me about the student (their child) and their goals

for the 5th grade. In the beginning of the year I call all the parents and introduct

myself and give my contact information and say how we are a “team”. Also, in

the beginning of the year I send home a packet explaining my expectations of the

students. I use a program called Class Dojo all the time and comment on the

student’s behavior. I call parents often and keep a log of who I called, when, and

why. I want parents to know they can call and that communication is open with

me. I always look for positive things first when commenting. I will either send a

note or call the parents.” Dr. Caisse explained to me.

a. While we were talking about the parent contact she made a point to say

that she tries to contact the parents and report positive progress or

behavior more than for negative reasons; although if something negative

occurs she does contact them for that as well. She told me that most of

the parents are involved and that she does have their support.

7. Dr. Caisse did not tell me a set amount of time that she spends on grading. She

stated, “I grade at home mostly and on the weekends.” She does not have

enough school time to get it done there. I use formative assessments for talking

and communicating. I use Google Classroom and the students can turn some
assignments in on-line. Some of the assignments turned in on-line can be

graded through programs,” added Dr. Caisse.

8. Dr. Caisse said, “For lesson planning I send an unlimited amount of time. I use

Engine Curriculm.”

a. Dr. Caisse showed me her lesson plans for a week and it was 19 pages

long. I could tell that she takes her time when preparing them.

“The lesson plans have to be turned in on-line and must be word-for-word and

include standards. I break mine down by time. (Ex: 9:25 – 10:45). I spend

around 4 – 5 hours on the week’s lesson plan and they are supposed to be

turned in on Monday. I do mine over the weekend for the up-coming week,”

stated Dr. Caisse.

9. Dr. Caisse teaches 5th grade and her students are between the ages of 10 and

12 and for behavior consequences she uses a few different things. “I focus on

the positive behavior. I award positive behavior (treasure box). For the students

with bad behavior they are not allowed the positive reward and are “missing out”

as their consequence. That way they are more likely to have positive behavior in

the future and the students already with positive behavior will continue it. Also I

use the Class Dojo program throughout the day if the student is having negative

behavior and lastly I will call the parents. Ex: “That’s going to be a call home.”

Different things are used for different situations,” described Dr. Caisse.

10. Dr. Caisse was a 1st year CCSD teacher. “Last year I was evaluated 9 times,”

said Dr. Caisse. She explained to me that when she is evaluated that it is done

through an observation and from each observation she has to meet with the
administration 3 times. 1 – Pre-observation form (what to expect). 2 – Actual

observation. 3 – Post Observation (how you felt the lesson went). She told me

that they used the NEPF (tool). That it is a rubric and the students fill out a

survey based on the teacher’s performance.

Example: (students answer with , or )

Helps me learn

Safe in Classroom

Cares about me

Comments:

Dr. Caisse showed me the surveys that her class had filled out for one of the

evaluations and one comment that was made was: Dr. Caisse is the best

teacher I’ve ever had. I thought that was wonderful to see!

11. “What surprised me most about teaching for CCSD was having 44 students in

my classroom. Also how much you have to handle and just all that you have to

do. As far as the field of education every year that I teach something else gets

on on the teacher’s plate but nothing gets taken away,” state Dr. Caisse.

At the end of the interview she told me that, “I want to create lifelong learners.” I

think that is a great goal to have as a teacher.

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