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(Group 2)

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(Group 1)

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(Group 3)

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0:00 / 5:47•Watch full video

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The Real World of Teach for America: The Perfectionist

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0:00 / 5:47•Watch full video

# data[].attributes.attachment_link.title
The Real World of Teach for America: The Perfectionist

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0:00 / 5:47•Watch full video

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The Real World of Teach for America: The Perfectionist

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How did Jeylan reflect on her practices?​ Identify a strength and an opportunity for growth.

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Are the teacher's expectations and students' actions aligned?​ Why or why not?

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What do you think will happen after the Fall Break?​ Why or why not?

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“Every time I turn around there’s something new—and now it’s coaching, which is supposed to solve every problem in our school. I’ve been teaching for eight years and I’ve done a good job teaching 7th grade Social Studies - in spite of constantly changing administrations, new superintendents, new standards, new assessments, and so on. The latest set of administrators have launched a whole slew of new programs and initiatives—in fact, they announced that our school has 5 “top priority” goals for this school year. However, admin isn’t paying attention to the right things. Forty six percent of the students are performing below grade level on benchmark assessments, and they are all out of control.  I feel like I have a lot of experience, I care about our kids and know what they need, and I know what works — but I feel like my experience and expertise isn’t listened to. The times the coach has visited my classroom, my students have been mostly on task. I can’t control everything. I used to really love teaching, but I’m starting to feel hopeless.”

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"I have been teaching for 3 years in a community that is different (racially & socioeconomically) from the one that I was raised in. Nonetheless, I have high expectations for all kids, and I set big goals for student growth that are shared with the class. My classroom is organized, instruction is very structured and routine, including those for assessment. There may be compliance, however, I often observe low student engagement, with less than half of the class submitting their assignments on time. I value rigor, but I’ve been told that the tasks that my students are given are level 1 on Blooms and Webb’s Depth of Knowledge and they aren’t relevant. How can I give them more when these kids can only recall their multiplication facts with 58% accuracy! I’ve been assigned to work with the coach every other week on incorporating new strategies. Well, that might work for the kids in Ms. T’s class, but these kids need much more structure. They can’t handle it when I loosen up."

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“I am a mid-career year teacher, and I am having a really hard time. There was a fight in my classroom today, the principal gave me a 2 rating on my last observation, my grade level team is constantly bickering with each other, and I just don’t think I can do this anymore. I work all the time—I have no social life, I never exercise, I skip lunch—and I never feel like I’m doing enough. I expected my first year or two to be like this, but now, in my (6th/8th/10th….) year, it just feels impossible. I am seriously thinking about whether I should quit because I also don’t feel like I’m doing much of anything good for the kids. Sometimes I think a sub would probably be better for them, but then I also think I’m not a quitter. I am aware that things are sometimes disorganized in my classroom. The coach has pointed out that I lack some basic routines and procedures. Although I spend a lot of time at school after dismissal, the time goes so fast that I often don’t get to finish planning my lessons. I feel so unfocused and scattered. The kids have only completed about 60% of their writing assignment, and I have only graded a third of them so far. I truly want to be a good teacher, but I just don’t know how much longer I can hang on.”

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No, the teacher's expectations are not aligned. She is not redirecting the undesired behaviors.

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No, the teacher is setting expectations as an authoritarian rather than a partnership to help students meet goals. No relationships are being made and the teacher is unable to connect with students realities. 

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No, the teacher is setting expectations as an authoritarian rather than a partnership to help students meet goals. No relationships are being made and the teacher is unable to connect with students realities. 

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It seems as though the teacher expected teaching this course would be easy and students would be active and engaged in the class but we see that is not the case. In the beginning she made the class about her instead of relating to students.

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Somewhat. The teacher expected success and so did the students but not always simultaneously.

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The teacher's expectations and students action do not align. Her expectations were never set. She did not engage the students.

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The teachers and student expectations are not aligned with each other.

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The teacher expectations and student expectations are not aligned because the teacher wants to be in charge instead of building a relationship.

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Without a classroom reset the student outcomes will not improve.

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The teacher feels powerful and feels as though the kids are beneath her.

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The teacher feels powerful and feels as though the kids are beneath her.

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The teacher has not gained student ownership of the learning expectation.

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The teacher has not gained student ownership of the learning expectation.

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After Fall Break the classroom will be a HOT MESS EXPRESS!

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After Fall Break the classroom will be a HOT MESS EXPRESS!

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The teacher will probably complain about students. Maybe the coach will come in and support her.

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Teacher was more focused on her goals and not the students.

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Teacher was more focused on her goals and not the students.

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Her thoughts of power have drastically changed.

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Her thoughts of power have drastically changed.

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The teacher is going to have a different perspective on teaching and learning with this cohort.  

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The teacher is going to have a different perspective on teaching and learning with this cohort.  

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Teacher expected one thing and the students did not engage.

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She appears invested, so maybe she will have a reset and have student buy in

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She appears invested, so maybe she will have a reset and have student buy in

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If the teacher doesn’t reset and come up with a different plan, the Fall won’t be successful.

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She's not really reflective. She doesn't seem to have a growth mindset. She doesn't see what she is doing wrong.

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She's not really reflective. She doesn't seem to have a growth mindset. She doesn't see what she is doing wrong.

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Teacher will reflect and make adjustments.

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Jeylan realized that her initial impression of being in control of the classroom was not reality. She recognizes that her approach is not working but doesn't seem to know what to try differently.

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Jeylan realized that her initial impression of being in control of the classroom was not reality. She recognizes that her approach is not working but doesn't seem to know what to try differently.

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She needs a mentor to support her establishing a relationship with the students

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She needs a mentor to support her establishing a relationship with the students

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She did not appear to reflect on her practices.

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I think she needs to focus on the needs of the students.