Field 1 DT Curriculum Interview

Total = 33 points

In this task, you will pose a list of questions to your Directing Teacher. The information you obtain
should be recorded under the question in narrative format. Do NOT email the questions to your
DT or hand them the questions and ask them to respond. Use the opportunity to have conversation
about your upcoming tasks, including your requirements for planning and teaching lessons. Type
your answers in narrative form under each question. Submit via Blackboard.

1. What courses/subjects do you teach?

7th grade Comprehension Science and an elective 8th grade Science Exploration.
2. What is the long-range plan/curriculum map for this course? Can this be accessed
online?
For the 7th grade curriculum, students are posed the question Where did we come from?
and begin identifying the sequence of events that has built the earth, along with the other
planets within our solar system. Starting with the big bang and working through the
elements that were a byproduct of that event (Hydrogen, Carbon, etc.). Students were
given a brief chemistry review of the elements which connected the earths many layers
and the minerals/rocks found within the crust; also the elemental composition of the
earths core. The unit then shifts into climate/atmospheric conditions of the earth and how
the climate changes due to the rotation of the earths axis; also how the latitude and
longitude can change the weather/climate in different areas of our planet. After that, life
on earth is introduced and the idea of evolution is discussed by having students access
prior knowledge of animals that lived on earth millions of years ago. Plants and animals
are discussed along with the processes that keep organisms alive (respiration, digestion,
etc.). The end goal being the discussion of how Homo sapiens arose and how they
became one of the most successful species on earth.
The 8th grade curriculum is structured as an elective class where students learn additional
scientific theories and procedures necessary to properly carry out scientific experiments.
These classes are building science fair projects and/or using robotics kits to develop
scientific skills by trial and error.
3. What unit are you currently teaching? How long do you anticipate it will last?
What is next? What came before this unit of study?
The unit that covers Where did we come from? extends throughout the entire school
year, but the particular topic currently being discussed and taught in class involves the
formation of our solar system and how the planets vary in their size/shape/atmospheric
conditions/composition. Students are briefly taught the relation of the planets to the sun
and how gravity influences a planets orbit. Students learn about how the distance from
the sun can change the size and temperature of a planet; and how that distance also
changes the time it takes for one full orbit around the sun (planetary year). The next

portion of this unit focuses on earths characteristics, which include the atmosphere,
climate, and ability to sustain life.
4. What assessments have you already given to your students to gauge their
performance on the standards? What other assessments will be given this semester?
Students were given a baseline test in the beginning of the school year that covers
material they shouldve learned in 6th grade science to determine what remedial material
should be covered before jumping into the 7th grade unit. The directing teacher has his
own mastery target that he expects his students to reach by the end of the semester, which
he periodically checks by assessment. Any students within his bracket of mastery are
given supplemental work, while students that lie outside of that are given more remedial
work to keep all students at the same pace.
5. Are the assessment tools online? If not, what is the format?
The directing teacher uses both FOCUS (formal) and OneNote (informal) to perform
assessments. His informal assessments require students to draw diagrams, label parts
correctly, and give thorough explanation of answers. His formal assessments are multiple
choice tests completed on FOCUS.
6. Is the baseline data communicated to the students? To parents/guardians? If so,
how?
Students can message the teacher through OneNote to receive progress reports and to
simultaneously discover what expectations of success the teacher sets.
7. How do you use student data in your planning?
Since exile level is determined through Achieve 3000, the data collected is used to group
students based on their proficiency on Achieve 3000. One group completes Achieve 3000
articles first, while the other group receives teacher-led discussion. The higher
proficiency students are grouped together to receive lecture first. This means that students
that have a lower proficiency that are completing assignments on Achieve 3000 are
primed before receiving instruction. Since theyre required to tap into their reading
comprehension first, any lecture or notes following that should give them a higher
comprehension of the new material being taught.
8. What resources do you utilize when planning your lessons? (Including PLC,
department chair, district supports, etc.)
There are district guidelines that start off explaining broad topics, and break down
segments that should be given extra attention for each topic covered. It includes item
specifications so that extraneous material doesnt throw off mastery. These specifications
typically include sample questions that direct instruction/lesson planning. There are
content focus reports that are done within the school that address trends in learning across

classrooms to move students forward. These content focus reports also highlight/clarify
standards while including limitations of knowledge (what information can be properly
and thoroughly taught in the time allowed; what details must be overlooked in order to
focus on key points).
9. Does your school or district provide an instructional framework (lesson plan
format) for lesson planning? Can this be accessed online?
The district ultimately controls the content requirements, but the principal also has a hand
in determining which specific content areas/information should be required for mastery.
For example, if the district requires lesson in atmospheric conditions of the earth, but
doesnt include the impact of human activity in climate change throughout the earths
history, the principal can determine it to be a vital aspect of learning about the earths
atmosphere and require the teachers to cover that material in addition to the districts list
of material.
10. How many students are in your class(es)? Would you describe your students as on grade
level, needing enrichment/extension, or in need of remediation? (If more than one course,
more than one subject is taught, you may provide all of the information or focus on the
class/course with which you will be spending the majority of time this semester.)
There are approximately 28 students in each class. Two of his 7 th grade classes are on par with the
standards and expectations of the course, while his other two 7 th grade classes need improvement
or remediation. Since the 8th grade elective course acts as a review of material from 6 th and 7th
grade course information, the remediation is an essential part of the class. There arent benchmark
tests for science in 6th or 7th grade, but 8th grade is tested to ensure mastery. The elective class also
introduces novel experiences that help students build the skills to develop experiments and
laboratory-like procedures.
11.Are there learners with special needs in your class? Identify by initial or first name and last
initial. Describe the learner and the need. (For example, S.L. is a 5 th grader with a reading
based learning disability. She needs oral presentation of material and extended time to
complete lengthy content area reading. R.S. is an 11th grader with attention deficit disorder.
He requires repetition of directions and preferential seating to minimize distractions.)
The buildings are separated into categories that attend to different needs (ex. One building will
house all ESOL students, another will house all the gifted/ESE students, and another will house
all autistic students). The building that my directing teacher is in houses all ESOL students, so
altogether he has 20 ESOL students spread out in his classes.
1st Period: John B. Lorena B. Jana D. Luis G. Maria G. Juanita M. Masahiro M. Ezekiel S. Jherrie
S. Hectshalie S. Hashleigh S.
3rd Period: Rochelle C.
8th Period: Gissel A. Francis A. Jeison A. Soat B. Cinthya G. Jose R. Chloe S. Riona Y.
All of these students require translation; there are specified teachers that sit in class to assist the

students that cant comprehend lecture when spoken in English. All OneNote assignments can be
translated into Spanish, or another foreign language and subtitles are included whenever showing
educational videos to the class.