...As a future teacher it is very important to talk to people in this career field and find out just as much as I can about their profession. I chose to interview Mr. Vasile, a Math and Computer Science high school teacher in his late fifties. He is known and loved by everyone, students and teachers, as well. He has been teaching for more than 25 years and is familiar with everything and anything in the school. I chose to interview him because I know that I will be able to pickup and learn a lot from his professional experience. The interview took place during lunch at the school he teaches at and everything went just as smooth as I anticipated. I brought lunch for both of us and shared a unique hour of emotional talk. I had a list of questions planned out but in the end I realized that I did not need all of them and picked out the top important ones. I started out my interview with asking him why...
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...Teacher Interviewed: School:l Grade: 7th grade Number of years teaching: 3 Background Information: Ms. Voltz is someone who is passionate about Language Arts. She always knew she wanted to be a teacher. She is not married yet but hopes to get married soon. She is a very caring and kind person. One of the things that she loves the most are babies besides her students. She hopes to have some of her own one day. I had the amazing opportunity to interview my sister’s 7th grade teacher. I had a chance to really get to know her on a field trip I chaperoned in the summer. In the field trip I got to see the close bond the students had with her. She is very kind and has an amazing sense of humor. The students love to be around her; when I ask my sister who her favorite teacher is, she answers “Ms. Voltz.” Ms. Voltz is the type to try to help others in whatever she can. She shows a positive attitude and always has a smile in her face. During my interview, my goal was to really see how she gets the close bond with her students. I got good advice with her answers. To follow, are the questions I asked Ms. Voltz. 1) How did you feel about special education students in your classroom? 1. “I like an inclusive classroom because it allows all students to get the same education. However, it is a little challenging to have a student at a second grade level in a classroom with a student at a 11th grade level. Differentiated instruction is a skill that works, but again, it is challenging for...
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...As a tenth grade English teacher at Port St. Lucie High School, I had the opportunity to sit and interview a student, “John,” on his experiences with learning English as a second language, and how he perceives himself – and believes others perceive him – in an English-speaking environment. This interview took place after school on Wednesday, December 7, 2016. John and I began our conversation with acquiring background information. John and his family (father, mother, and two older sisters) moved to Tampa, Florida in 2009 from El Salvador. John was nine years old when the family immigrated. They lived for four months with John’s grandmother, who had travelled earlier to secure residence for the family. John’s father had secured an excellent new job opportunity in information technology that could not be rejected. The family knew basic English, according to John, but spoke and wrote solely in Spanish. When they moved to Florida, John’s...
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...Administrator and Teacher Interview | Julia Deaton | Christine Kirchner | Edu 310 | 11/3/2012 | For my administrator and teacher interview I chose to interview Donnie Drew from Commerce High School where I live here in Georgia and Amberly Neese an English teacher here at Grand Canyon University. I chose Mr. Drew to interview first and for my administrator because he is an educator that I have looked up to since a very young age. I chose Mrs. Neese because she is the first teacher I have encountered here at GCU so far who has truly made a long, lasting impression on me as a person. Based on Mr. Drew and Mrs. Neese’s responses a few things were actually very similar. In fact, the answers that were similar are that; they both are educators who have a master’s degree; they both would recommend teaching only to people with a passion for it. They are also similar because they both have fellow teachers in their families, they both live in the communities they teach in, and both believe the greatest benefit of teaching is being able to influence and help children. Out of both of my interviews with Mr. Drew and Mrs. Neese only a few things stood out in stark contrast. These responses were; Mr. Drew has been an educator for almost 50 years while Mrs. Neese for almost 20, Mr. Drew began teaching because of a love of young people and sports, Mrs. Neese because of a love of children, helping people and because she wanted to be a good influence unlike some of her past teachers. I learned...
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...Running head: Administrator and Teacher Interview Administrator and Teacher Interview Administration and Teacher Interview I remember sitting in the Principles Office one day during recess unsure of why she would want to meet with me. My knees were knocking, my palms were damp, and you could sense the amount of fear that was present in my body. As Ms. Bagakowski called me into her office she reassured me that this was a friendly visit and not one of discipline. She wanted to ask if I would be okay with moving into a different class because I was struggling in my current class. As I look back now on the experience I understand more of the reasons behind the switch and I also understand the role that both my Teacher and the Principle play in the school. The assignment this week was to interview both an Administrator and a Teacher and compare and contract their roles in the education system. I like that you used a personal example. When I went into Ms. Vance’s office I was quickly reminded of the fear I felt waiting for Ms. Bagakowski. Ms. Vance is the Director for Madison Christian Children’s Center in Phoenix, Arizona. As I began the interview Ms. Vance expressed her passion for children and how she became the director of Madison Christian Children’s Center. It wasn’t until she was mother that she really found her true calling to be a Teacher. She ran her own daycare from him and after her children were old enough to attend Preschool she went to work...
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...Teacher Interview Mr. Henderson has been teaching for the past ten years, he has always loved working with children with disabilities. Although it is something new every day he does enjoy what he does for a living, it does get difficult at times. Although working with administration does get hard at times Mr. Henderson especially when it comes down to getting meeting dates for IEP meetings, means going through an entire list of different administration and consolers to be able to meet on a date that works. Mr. Henderson do believe that, due to the fact that being a teacher, requires constant meetings with parents, counselors and administration it is important that he plans his meetings months, and weeks in advance. Many of the meetings that...
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...After interviewing two dance teachers in the field that I am interested in, I found out a lot of interesting things about these two unique individuals. The first person I interviewed is a dear friend of mine and has been my favorite teacher/mentor of all time. Christian Donnelly has worked with many famous dancers including: Principle dancers of the NYC Ballet Company, Gregory Hines, Mark Bramble, Frank Hatchett, Andrew Lippa, and Grant Gustin. Chris prefers to teach dancers that are thirteen years old and older. His typical class consists of a warm-up followed by exercises, both center and across the floor that focus on improving technique, then finish class with a combination. He encourages difficult students that they can achieve great things and to keep trying, but if they get too far out of hand, he will ask the student to be transferred to a different class....
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...Ms. Gonzalez is a bilingual fourth grade teacher in Gilbert elementary, Irving ISD that I interviewed. She has been teaching for thirteen years including this year and it's her first year teaching fourth grade. She came from Tamaulipas, Mexico and used to be a a gymnastics teacher in Mexico. She discovered that she loved teaching and decided to enroll in a university in Mexico. After she graduated and began teaching in Mexico, she was offered in the exchange program to teach in the U.S.A. She learned English through the program and later transferred to America five years later to begin teaching kindergarten. I have known her for a year by helping out in her classroom from time to time and have become good friends. She was the first teacher that saw and treated me as a teacher and not a student or a teacher's...
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...Interview of an Early Childhood Teacher Patricia Cole ECE 101 Pathways to teaching young children: An Introduction to Early Childhood Education Darlene Newcomb April 15, 2013 Interview of an Early Childhood Teacher Today is April 5, 2013 at Inca Head Start with patsy Beasley. Patsy has agreed to take time out of her busy schedule to help us understand her thoughts and outlooks of her job as a three year old teacher. Patsy started her career in early childhood education about forty one years ago. She has been with her present job about fifteen years. She taught in Stockton California for about twenty six years before her family moved to Oklahoma. She has been in early education since 1972 and requirements were a high school diploma and an early childhood certificate. She later received her associate’s degree while she still lived in California. Soon after moving to Oklahoma she started working for Inca Head Start and in the last several years there were talk about all early education teachers would need to have a bachelor’s degree. She once again went back to college and attained here bachelor’s degree in early childhood education. There are several competences that are necessary to work as a teacher for Inca Head Start. I as a teacher am responsible for planning all classroom activities and overseeing other staff in my room. I am responsible for teaching age appropriate learning skills according to the individual child’s abilities. I am to encourage and assist parents...
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...The project investigated variations in teachers‟ classroom practice, and relationships with professional life phase, identity and school context (using value-added pupil attainment scores as indicators of schools‟ overall academic effectiveness) , which builds on and extends a four-year longitudinal research study (Day et al, 2006). The study sought to identify key factors that contribute to effective teaching and pupil outcomes in primary and secondary phases of schooling in a sample of 83 effective teachers (45 primary and 38 secondary), 39 school leaders, and approximately 3000 pupils from 39 schools in England. The project had three main aims: (1) To describe, analyse and explain the variation in primary and secondary school teachers‟ classroom behaviours and practice using two different observational instruments, detailed field notes and pupil and teachers‟ perceptions, focusing on English and mathematics teaching; (2) To explore typical and more effective classroom practice of teachers in Years 2, 6 and 9, across different school contexts, professional life phases and ages in relation to observation of practice and professional, situated and/or personal factors which are perceived to affect observed practice over time; and, (3) To draw out implications from the findings of (1) and (2)above for policymakers concerned with raising standards, for schools and for teacher development. Data were collected via extended case studies of teachers identified as of theoretical interest...
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...A qualitative study by Watts (2016) addressed what conditions contribute to the retention of teachers in rural school districts. Watts uses three guiding question that are in what ways do professional relationships influence teacher retention, how does school culture impact teacher retention, and what conditions outside of school influence teacher retention. The participants in this study are employed within the three rural counties in eastern Kentucky from November 2015 to February 2016. The counties that participated are Fairfield, Laurens, and Pickens. The superintendent and two principals from each district were invited to participate in individual interviews. The two types of interview Watts used was semi-structured individual interviews...
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...Number 1 Fall 2013 Riveros, A., Newton, P., & Costa, J. (2013). From Teachers to Teacher-Leaders: A Case Study Introduction This review critically reviews the article ‘From Teachers to Teacher-Leaders’ by Augusto Riveros, Paul Newton and Jose da Costa which appeared in International Journal of Teacher Leadership. The review will critique the article, evaluating its focus on the study, the research questions or hypotheses, the method and instrument used, the procedure, the findings and the conclusion at the end of the article. Overall, the article was well written, clear and relevant. I. Statement of the Problem a. Research Topic The topic of the study is to focus attention on the teachers’ experiences of leadership. The authors state, “teacher leadership has been positioned as a central component in discourses on educational change and improvement.” This sets the context for more specific research problem. b. Research Problem As the title of the article suggests, teacher leadership is from teachers to experienced teacher-leaders. In this study, the authors offer an analysis of a province-wide teacher leadership initiative that was administered by 2Learn.ca Society. The purpose is to introduce the innovation and technology infusion in K-12 curricula. The concept of teacher leadership is the central to this initiative. TLM or Teacher-Leader Model is built on the potential of teachers who had interest in technology and leadership in their own school districts...
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...conducted by Students With Involved Families and Teachers (SWIFT) with at youth at risk for behavioral problems. This particular investigation utilized maximum variation purposive sampling in conjunction with a parent and teacher interview process that resulted in six themes related to the refinement of the intervention conducted by SWIFT. The six major themes included the recruitment and intervention timeline, length of transition supports, behavioral progress monitoring collection and data entry, case management coordination, benefits of skills coaching supports, and the parent coach role. The study determined that an increase in the involvement of parents and teacher in the early stages of SWIFT intervention, time of support provided, and communication between case manager, parent coach, skills coach, parents and teacher would be feasible and positively influence the successful transition from day treatment school (DTS) to the home district school (DS). This study looks to address the problem relating to the transition of emotionally disturbed (ED) at risk youth as they make the transition from individually focused day treatment schools (DTS)...
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...Article Critique of “Feedback Equals Feed forward: Issues in Teacher Progression and Development among Primary Teachers in Jamaica.” Miller, P. (2013). "Feedback Equals Feed forward: Issues in Teacher Progression and Development among Primary Teachers in Jamaica." Problem First, to observe, the ‘hidden factor of not receiving feedback on applications submitted or on performance after interviews can be considered equally problematic for teacher development and progression. Second, the needs of rewarded system can encourage productivity. And lastly, is the reason of being promoted. Comment From the journal, it shows that no teacher interview received post-interview feedback is problematic in several ways. First, this is simply not good HR practice. Second, the opportunity to help candidates develop and see their ‘blind spots’ is missed. Teachers teach because of their ethic of care (Smith 2011) towards students; they should be rewarded for their dedication, commitment, skill, experience and expertise by providing continuous professional development (CPD) as their ladder to be more productive. The tendencies in promoting and/or appointing must give way to inclusive practices based around merit, equal opportunities and ‘fitness for purpose’. It can no longer acceptable that persons are promoted or appointed because of who they know or who knows them. In addition, creative ways should be found to appropriately reward well-qualified and experienced. Main Points * Importance...
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...comparison to, teacher of color has grown significantly (Waddell, 2012). According to Waddell (2012) researchers claimed that the demographic disparity between K-12 students and the teaching force not only harms the concept of equity , but that it also causes damaging effects on students’ achievement, particularly students of color. A growing concern about the demographic...
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