The info graphics show data that is pulled in regards to the teachers opinion of their school community as well as the parents opinion, and the relations they have surrounding the use of the data collected on the students. I noticed that the largest upward progression from prior years in trust from families that the school is keeping their child’s data secure and private. Families seems to have the highest trust from the administrators and the least from the guidance counselors. On the teacher aspect it seems that there is a lack in data about parents information for the students progress in school. Data in my experience has always been a great lead in for when conversing with parents of a student as well as utilizing the data collected on a student to inform and modify instruction so the data does not surprise me. I do wonder how the survey was presented, voluntary or not and if there was a certain area demographic that was polled which could lead to skewed and biased data. In the video, data was shown and highlighted to provide proof and guidance that our students are progressing and making successful skill mastery in their academics. Data also covers the behaviors of the students and how they’re adapting to social and emotional scenarios faced in and outside of the classroom. Using formative assessments as a team will be crucial in my fall position in special education, these assessments will show daily progress in all subjects of my students and will help tailor how and what I can instruct them on further.

Center 2:

Launching a task has always been a bit of a daunting element of instruction for me because it requires so much proactive planning and anticipation of your students need and potential confusion. When looking at a curriculum based lesson plan being able to anticipate areas of confusion that will require further clarification or alternate methods of instruction are essential to providing the smoothest launch for my students. Taking the white washed curriculum presented and making it more relevant to my students and their experiences is the first step in fostering an active and engage leaning community as well as mediating any potential confusion just based on the scenarios presented in the task or activity. Giving students ample think time and not always feeding the pathways to solution is something I will need to be constantly aware of when assisting students who may be struggling, this will sustain the critical thinking and problem solving gears for the students. The video provided further highlighted how important it is to include activities and tasks that directing relate and celebrate aspects of my students lives in order to have a vested interest from the students in their learning. Students should be able to take what they learned in the classroom out into their communities and see direct application. In my future classroom I plan to take the time to thoroughly look over the curriculum and tasks and alter them to make them more relevant to my students and keeping the rigor just as intense.

How are we looking at measuring diversity as a metric- through the population size, group being looked at, etc. 
Equity being the access to everyone and equal opportunity. Using the lens of social justice for the policy and practices. The most challenging portion of this information is the lens at which they are looking at data. The text here is only showing the education to workforce diversity rates, however this type of data needs to be across the board in a variety of different areas and not just honed in on these two specifically. From tax brackets to school funding to everything else included in a community. To provide limitations such as these two categories almost makes the diversity issue not seem as important. Although, this is incorrect and is a social lens that should be looked at in a multitude of ways. One action that I want to take is to ensure that diversity is representative of a community population as well as a national population. Further, I believe that encouraging students beyond their current means and opening pathways for them (such as STEM) and providing the resources for them to push beyond the educational institution. The responsibility of the data falls on educators, and the "we" it isn't just one part of the population that's responsible, but rather and entire societal portion. 

The fact that I too do not live in the community where I teach is definitely something that I feel frustrated by. I am aware that I lack the same kind of fundamental knowledge that a teacher  has who lives in the community where they teach. While some of my experiences growing up allow me some insight it is still not the same or enough to achieve what WIlliam Trent describes. I tried to find a place in Berea but there were no places available  to rent, and buying/ renovating just isn't a financial possibility right now. Nevertheless this feels like an excuse because the effect is the same. 

If I am not able to live in the community I should at least try to be in it as much as possible on the weekends, after school and before school. 
Long term I should continue to look for a way to move into the neighborhood where I teach and where my students live. 

During the video, I noticed how often teachers are collecting data. Not only do teachers collect data during lessons, but also during play. Data may also include information about topics like emotional health and shape recognition. Each of these pieces of information are a part of the puzzle that makes each student different. Data benefits parents and students, but also developing classroom teachers.

The researcher is examining how we define social justice.The researcher is also measuring the level of commitment to social justice in mathematics classrooms based on the criteria of equity, equal access, and more. 

We need to develop a clear definition of social justice in order to implement it and commit to in schools, especially mathematics classrooms. 

The researcher directs her question to the audience of the math conference, presumably made up of teachers and other staff, principals, administrators, and possibly parents. 

At first, the vagueness of "more" was challenging for me. After finishing the video, I understood the importance of equity, equal access, and ensuring that students have the tools to make change in their communities. 

I will clearly define social justice for myself at the onset of the school year. I will commit to learning about my students so that I can help create an equitable environment where everyone has equal access to what they need to learn and thrive. I will also empower my students to examine themselves and the circumstances in their neighborhoods/the world, and encourage them to think of ways to create positive, long-lasting change. 

Video:

During the video I noticed how the pre-k teachers collect data during their students playtime to assess their area of growth. The teachers collect data on academic and social emotional growth, and a master teacher comes into the classroom to take observational notes . I wonder how often preschool teachers are required to collect data on their students each week? 

I choose to explore the data binder. I personally would use the data binder because it seems very convenient and an easy way to keep all my student data in one place. 

Center #5

Dr. William Trent video
The data being discussed is the importance of having high quality teachers. According to Dr. William Trent, teachers should know their students and have experiences with their family and community. One challenge for teachers is not having the same socio-cultural knowledge as students.