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Student Shadowing at Lucille Umbarger School
L4L5 Instructional Leadership Strand
Bryan Jones
University of Washington
The outline I will follow for this assignment is to address each section of the rubric under the
report and reflection sections in order from top to bottom.
Description: The setting I conducted the observation in was the building in which I am the
principal. Lucille Umbarger School is in the Burlington-Edison School District and serves approximately
740 students in grades Kindergarten through eight. The majority of our student population is white at 51
percent, followed by Hispanic at 41 percent with no other individual race or ethnicity accounting for
more than two percent of the population. 64 percent of the students receive free or reduced meals. 13
percent of students qualify for Special Education services. 19 percent of students are English Language
Learners.
This is my third year as principal of the school. Three years ago, the Special Education team at
that time consisted of a speech pathologist, school psychologist, three special education teachers and
three instructional assistants. The culture at the time of my arrival was very much that it was the job of
the special education staff to work with students with disabilities. While there was an intention of
inclusion, the general reaction when a student with a disability was struggling in class was to send the
student to see the special education teacher. The special education staff at that time were inclined to
accommodate these types of teacher requests and often pulled students from core instruction. To date,
the only remaining staff member from that special education team three years ago is the school
psychologist. There has been a complete turnover in staff including the reduction of two instructional
assistants and the addition of on certificated staff member. The goal is a true inclusion model, however
my own personal knowledge of special education is limited and I rely heavily on the support of the
District director of special services as well as my own staff for guidance on how to best serve our
students. My inability to clearly communicate the goals of the special education program has caused
some tension among the general education and special education staff. Teachers are confused as to why
their students with disabilities are no longer being pulled at the same rate they are accustomed to and
there is a communication gap occurring between special education teachers and general education staff
as to how to serve those students in their classrooms.
The student I chose to shadow was a nine year old boy in third grade. The student requires
specially designed instruction in reading, math and written language. According to his IEP, 87.84 percent
of his day is in the general education setting. His homeroom class is a close resemblance in makeup to
the overall student demographics of the school. Students in third grade have a homeroom teacher in
which they receive a bulk of their instruction from. They do attend specialists for PE, music and library,
which account for no more than 75 minutes in a given day outside of the homeroom teacher’s class.
I shadowed the student for approximately three and one-half hours. I started shadowing the
student in his home room, followed him to music, science, lunch and then back to his home room for
literacy instruction. I attempted to scribe as much as I could throughout the time I observed him. I did
not interact with the student other than when he approached me. The entire class stayed together for
each of the transitions except for their lunch and recess time. The homeroom teacher was a substitute
on the day of the shadowing.
Logistics: I was not exactly sure if I should summarize my observations or include them in this
section. I will include the notes (22 pages), clearly identify the end of the observation and then begin the
reflection section immediately following.
Prev Next
DANIEL CURTIS SANDOVAL Grade: 03
704 S ALDER ST Burlington, WA 98233 Primary Guardian: JENNIFER GRIME (360) 982-7375
Alert Info:
Note:
Email Teachers
Second Phone: Third Phone: School Email: Home Email:
Student Id: 0204498 Birthday: 06/04/2003 Language: English Internal Id: 33660 Age: 9 Gender: Male
Status: Active Locker: Fed/State Ethn: Other Hispanic/Latino Other Name: State Race: Other American Indian
Federal Race: 1
Local Race: H - Hispanic
School Information Entity: 102/LUCILLE UMBARGE
School: LUCILLE UMBARGER EL Homeroom: 201
Advisor: BARBARA DAHLSTED [email protected] Hr Teacher: BARBARA DAHLSTED [email protected] Disc Officer:
Family ***1 JENNIFER GRIME MOTHER (360) 982-7375 [email protected] DANNY SANDOVAL FATHER
Emergency Contacts PAM GRIME GRANDMOTHER (360) 610-2687
CHRISTINA BUCKLEY FAMILY FRIEND (360) 540-4218
MAIRIA SANDOVAL GRANDMOTHER (360) 840-1076
D=Daniel S=Student T=Teacher C=Class
*There is a substitute for the homeroom teacher today.
10:32-
As soon as I walk into class, Daniel approaches me and asks me to eat lunch with him. The expectation is that no other students are out of their seat and that they are getting ready for points.
10:33-
T-Instructs the class to get a sheet for points.
D-Gets his sheet and returns to his seat.
T-Reads through the list of the class and each student reports their points.
10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 1:00 1:15 1:30 1:45Music Music PE/Science Lunch Lunch Lunch Literacy Literacy Literacy Literacy
20 points possible. Most students report between 18-20 points.
Three students choose steps during this period.
D-Gives himself 18.
10:38
T-Just about time for music. Make sure everything is cleaned up.
D-Sits quietly. Doodles on his points sheet.
10:39
T-Calls students to line up at the door for music.
T-Your Pencils should be down.
T-Calls Daniel’s name
D-Stays in his seat.
T-How come you are still in your seat?
D-You didn’t call me.
T-Yes I did.
T-Shows Daniel his spot in line.
10:41
C-Walks to music
10:44
D-Doing push ups in line w/ another student. (all others waiting quietly.)
T-Redirects Daniel.
D-Starts playing rock paper scissors.
10:47
Music class starts.
T-We have lot’s to do today, begins giving instructions.
C-Follows.
D-Doing what all other students are doing.
T-That is a good position.
C-Posture all changes.
D-Sits up as well.
T-Writes “allegro” on the board and another series of terms.
T-What does that mean?
10:51
C-Starts to lose their attention.
T-I need everyone’s attention.
D-Staring at the ceiling.
T-Starts playing the tune on the piano.
C-Sings
10:52
T-Open to pg. 118.
10:53
T-Starts the music. Groundhog song.
C-Sings along with the music.
D-Starts dancing. Then sits.
C-Seated and singing.
Throughout the song Daniel is more animated than the rest of the class.
10:54
T-Books away.
D-approaches the teacher.
T-Directs him to sit.
T-Starts writing notes.
T-States class expectations.
10:56
T-Continues writing
T-Don’t say it just think it.
T-Okay now with me…
C-says it with teacher.
D-Responds as the others in the class do.
10:58
T-Turn and talk.
D-Follows instructions.
10:59
T-Continues instruction.
D-Sliding out of chair on to the floor.
C-All sitting.
11:00
S- explains their thinking.
D-Staring at the ceiling bending over back of chair.
11:01-
T-Pg. 88
T-1,2. Ready go
C-Repeats
Class reads notes, says words to the beat, then sings.
11:03
D-Slapping knee to the beat.
C-Singing. No other students slapping.
11:04
T-Would you tell your neighbor what is happening in the story.
C-Turns and talks.
11:04
T-Tell me something.
D-Raises his hand. 5 other hands up. Does not get called on.
11:05
T-What is your favorite worst excuse?
S-responds.
T-That is pretty bad, what is another one. Calls on another student.
D-Still has hand up.
11:06
T-Turn to 90, figure out the rhythm, just say it.
D-reads to self.
11:07
T-Alright, anyone think they can do it just by themselves?
T-Calls on a student to do it alone. 1,2 ready go…
D-Starts stating the rhythm as well.
T-Wait, alone.
S-Completes the instructions.
T-Ok, lets sing.
11:09
T-Takes a bag of candy hearts from Daniel to use as an example. (Hearts on the page in the book).
T-References his favorite sayings.
11:11
T-OK books away.
D-Approaches teacher.
T-Don’t get up again.
T-Stomp and clap call and response.
11:12
T-Okay last one, woodchuck, 1,2 ready go…
C-recites.
T-Ok poem now 1,2, ready go.
C-Class recites.
11:13
T-Plays music.
C-follows teacher instructions.
11:14
T-Ok, where is our points sheet. When I call your name raise your hand and give me your points (out of 20).
D-Restless at this time. Other students starting to wiggle a bit as well, but Daniel is having a tougher time holding still.
Most students give themselves 17-20.
D-gives himself 20
11:16
Class ends. Lines up at the door and heads back to class.
11:21
Science class starts (Different instructor).
T-Today we are going to continue to estimate how much something is and then actually measure it.
T-The worksheet we have today is going to allow us to measure parts of our body. Posts the worksheet on the overhead.
11:23
D-Playing with the measuring tool. Not looking at the teacher.
C-Many doing the same as Daniel.
11:24
T-We are going to be doing two things today. 1st we will estimate. What is that?
S-Guess.
T-We will first do height then armspan. Calls up a student to model armspan.
D-Directs attention to the front.
T-Explains.
11:26
T-Explains the other things they are going to measure.
11:28
T-Any questions about what you are going to do today?
Two questions.
T-So you all know what is expected. Hands out the sheets to being working.
11:29
Class has the assignment and begins working. 8 students rush to the teacher to get measured. Daniel waits in his seat, and then makes his way over to line up to get measured.
11:34
Daniel has been measured for height but has not returned to his group to work on the assignment. Dancing around the room. Asks the teacher to use the restroom.
The rest of the class is all measuring their body parts.
11:36
D-returns from the restroom. Returns to group. Does not start task. Most students have the first two done at this point. Daniel has none.
D-His partner goes to look for a new group.
D-Begins zipping his head up in his coat.
T-Redirects Daniel. Instructs him to begin working.
D-Sits down with partner. Appears to write his name on his paper.
11:41
D-Just now measuring his wingspan.
Daniels paper compared to another student at 11:42
11:44
D-and partner now working together.
11:48
T-321…head back to your desk and put your materials away.
D-Gets up and goes to another table.
T-Redirects D back to seat.
D-Goes back to his seat, does not put anything away.
C-Most student in the class have all materials put away and are seated quietly.
11:49
D-Still has a desk full of papers.
11:50
5 students choose steps during this time.
T-We will continue this on Wednesday. You should be more than halfway through.
D-No more progress on his paper than 8 minutes ago.
11:51
T-Let’s clean up and get points sheets out for points. I will collect your papers.
11:52
T-Comes to collect D’s paper but he put it in his bag. Teacher moves on. D does not get his paper out.
11:54
T-In Science today if you did your best you earned 20 points. Most students give themselves 17-20 points.
D-Gives himself 20.
T-Gives himself 18.
T-Any concerns?
C-state concerns they have with other students.
12:00
T-I will dismiss groups that are ready to go wash their hands for lunch.
D-7th of 9th group dismissed.
LUNCH 12:00-12:25
RECESS 12:25-12:45
Daniel has a lunch from home and sits with a number of students from his class.
12:15
D-Touches the hair of the boy next to him several times. The boy slaps is hand away.
D-For the duration of lunch (other than touching his neighbors head) he keeps relatively to himself. He engages in conversations with his neighbors similar to the rest of the students in the cafeteria.
12:24
D-His table is dismissed to go outside for recess. He puts his lunch box away and walks outside alone.
12:25
D-Goes to the covered play area and wonders around by himself for a bit.
12:28
D-Chases a student to the grass.
12:29
D-Stands alone in the grass and then goes over to the playground.
12:31
D-Plays chase with a group of 4-5 boys on the pavement.
12:31
D-Jumps on a boy’s back
12:32
D-Grabs a boy by the shoulders
12:33
D-By himself again
The rest of the group continues to run around and when they run by he attempts to join up with them, but falls off after a few steps.
Spends most of the recess wandering around by himself.
12:37
D-Jogs out to the field to another group of boys playing football. Watches for a bit then self-appoints himself to a team. Not sure if the rest of the group recognizes he is playing or not.
12:40
Bell rings to go inside.
12:48
Back to homeroom
T-States expectations and begins stating words for a spelling pre-test.
T-Directs D to put his feet down.
12:49
D-Raises his hand.
T-Calls on him.
D-I’m stretching.
T-OK, please stretch your arms down so that I don’t think you have a question.
T-Continues stating words and sentences.
12:51
T-Putting..
D-What, pudding?
T-No poo tah ing, I will be poo tah ing the paper in your file. Repeats.
12:53
T-Continues with the list.
12:56
On the last word, I take a picture of D’s test and his neighbors test. First picture is D’s.
12:57
T-Reads a sentence for the class to write.
12:58
T-Asks if anyone needs any repeated. 5 students ask for repeats. D asks for number 15.
1:01
D-Comes back to my desk to see the picture I took.
T-I need your attention. We are only going to do the first section. Short A, and long A, (repeats for all the vowels). If you get to this point on your own, you may read on your own.
1:02
Two students hand out the packets and they begin working.
1:03
LAP IA enters the room as well as a parent volunteer.
1:04
T-Boys and girls I have a question. It looks like I might be doing things in the wrong order. It looks like we should be doing read to self first. What are some of the expectations.
10 students respond
1:07
T-Ok, so we all know what to do. So you need to make sure that you have two books. Three books.
T-Starts drawing sticks with numbers. Numbers drawn get to choose where to go.
D-When his number is drawn he chooses, “Morris”. (A big moose to sit next to).
Parent volunteer (PV)-Calls D over to her and redirects his choice. Tells him you are going to read with me in the hall.
1:10
PV-What is the title of this book?
D-Has difficulty.
PV-Covers up part of the word to help him sound it out.
D-Wed nes day?
PV-Okay now let’s try it with the rest of the title.
D-The Wednesday…
PV-Helps him sound out the last word.
D-Surprise.
PV-Ok all together.
D-The Wednesday Surprise. (Still struggles a bit).
1:13
PV-Ok let’s start to read it together.
Each line in the book causes D about as much difficulty to read as the title.
1:14
PV-So we are going to finish this page and then move onto the Cat in the Hat.
1:14
S-Comes out to take him to group.
1:15
D- and another student go to work with Mrs. Good (K-3 Special Education Teacher).
1:18
D-Get’s down to Mrs. Good’s room.
T-Groups have been cancelled today.
D-Gives Mrs. Good a hug and heads back up to class.
1:21
D-Back with PV reading.
1:22
PV-Works w/ D on the series title and then the title of the book. Ready to Read and Thomas Jefferson and the Ghostriders
1:24
PV-Opens to the title page and reads the title again. What do you think it will be about?
D-Thomas Jefferson?
1:25
PV-Ok, let’s start reading.
1:27
D-Reads each word by enunciating each individual word and repeating each word as he reads.
1:28
PV-Okay, let’s read that line again to make it more fluid and see if it makes any sense.
D-Reads the line without errors.
PV-Nice job! What are they saying?
D-(missed what he said)
PV-Ok, let’s move to the next page.
1:29
Similar fashion to the first page.
1:31
End of observation. The observation concludes with D working with the PV.
*THIS MARKS THE END OF THE SHADOWING NOTES*
Reflection on student experience: One of the reasons I chose to shadow this student is because
I presented this assignment to my special education staff in order to get some feedback as to whom it
could benefit. The teacher who has this student on their caseload indicated that the homeroom teacher
had some behavior concerns for this student as well as some concerns about his home and thought this
would be a good opportunity. From the description the homeroom teacher gave I went into the day
expecting to see an out of control child who did not get along with others. What I actually observed that
day was far from that. There were times that he had trouble paying attention, but his behavior on the
whole was no different than any of his peers in his class. Actually, I would say that on this day his
behavior was better than many if not most of his male peers.
Academically however, he clearly struggled on many of the tasks that were asked of him. He
avoided much of the work that was assigned to him throughout the day. That avoidance may be what
the homeroom teacher is referring to when she is discussing her concerns about behavior. The
avoidance was addressed by simple re-directs to get back on task. I am wondering to what extent the
Science instructor is aware of what Daniel’s needs are. Even if he is aware of what the IEP states, I
wonder to what extent he is able to make instructional decisions that are able to help Daniel make
growth on his IEP goals. While the observation in his homeroom setting was with a substitute teacher,
based upon my interactions with the regular instructor I am not sure his experience would have been all
that much different.
Daniel was generally happy at school on the day of the observation and this is typical behavior
that of him. He regularly asks me to eat lunch with him at his table with his friends and has what
appears to be positive relationships with peers and adults. I wonder however, if he is making the growth
he is capable of. His avoidance seems to be a coping mechanism for tasks that he perceives too difficult
for him. When the only directions given in the general education setting in response to this behavior is
to, “…get back to work” I am not sure he clearly understands how to proceed. If he is unclear in how to
engage in the academic expectations, it seems as though it will be difficult for him to make any
academic progress at all. However, the avoidance he has displayed has allowed him to successfully make
it through school to this point. If nothing changes, he will likely go through his entire academic career
getting by with being a nice boy who does not cause enough disruption to garner significant attention
while avoiding any task he does not know how do and getting enough points for his effort to make it
through about the 10th grade before dropping out. I know that is a bleak picture and is one that I intend
to change, but our system in its current state does not respond effectively to meet Daniel’s academic
needs.
Reflection on leadership implications: What I was struck by the most during this experience was
how easy it is for students with disabilities to slip through the cracks. While I have observed this in
general throughout my building this experience highlighted some of my existing fears. One observation
that I continually make in classrooms is that teachers do not know how to differentiate their instruction
to meet the needs of diverse learners, or they know how and because of the amount of work it takes to
do so they choose not to do it.
Our data confirms these fears. Students with disabilities or students that speak a language other
than English as their first language continually underperform at alarming rates in our building. What this
suggests to me is that I need to do a much better job of providing opportunities for teachers to learn
what it looks like to successfully work with diverse learners in the classroom.
This year we are attempting to serve students with disabilities in a much more inclusive manner.
However, as I mentioned earlier this shift in the service model has caused some frustration among staff.
I need to work with my Director of Special Services as well as other District leaders to find the time and
resources to effectively support this model. I have not found a way within our current schedule to find
the time necessary for my Special Education staff to work with teachers to explain how support can look
in their classrooms without students being pulled from class for small group instruction. While that still
may be appropriate at times for some students outside of core academic instruction, the majority of our
students need to be served in the general education setting and I have to be able to support that.
Reflection on the shadowing process: When I was a high school assistant principal I would try
and pick out a random student a few times a year and go through their day with them. I learned so
much from those experiences and for whatever reason have not continued that practice into my
principal role now. This experience reminded me of how valuable it is to see a classroom for an
extended period of time and to see the learning through the eyes of a student. While I find myself in
classrooms regularly for observations and walkthroughs, this extended look helps explain our data.
There is so much time where students are not being academically challenged at appropriate levels.
Perceptions of staff reflect that there is no real need for change in their practices instead there is just a
need for students to change how they respond to those practices.
The shadowing process reinforced the amount of work we have to do as a building. It inspired
me continue to find ways to improve as a leader so that I am able to in turn help my staff so that we can
ultimately prepare students for career and college readiness. I am wondering how I can get staff to
personalize that level of instruction for each student. Instead of asking the question what do we need to
do to get all students career and college ready at LU, I need to start asking what do we need to do to get
Daniel career and college ready at LU? I think the answers to those questions are very different, and
once I can start to help staff see that it is different we might be able to make some progress as a system.
Rubric on the following page
Shadowing Rubric
Underdeveloped Acceptable Proficient
Report
Description Logistics
No description of classes included.
Description of classes is present, but unclear.
A description of each class is present, concise, and painted a clear picture for the reader
No logistics provided.
Logistics are included, but not clearly written. Description of what the student did or record of interaction missing. OR behaviors not presented using low-inference language.
Logistics are included, and clearly described. Descriptions of what the student was doing are included, interactions are recorded, and attention is paid to whether or not behavior and academics are the same or different than in the general education setting. Student and teacher behaviors described using low-inference language.
Reflection
Student experience
Leadership
implications
Reflection on shadowing process
No insights provided.
Insights about the student’s experience are included, but need clarification or are not relevant.
Insights are cogent, clear and relevant to the situation described.
No implications for leadership or
teaching included.
No discussion of the shadowing process included in the reflection.
Implications irrelevant to situation or not clearly described.
Shadowing process is merely mentioned.
Implications for teaching and leadership are clearly described and relevant to the situation. Generalizations made for future as a teacher/leader.
Discussion of the shadowing process is included and thoughtful.
Overall Mechanics
& professional communication
Many spelling and grammar errors.
(more than 5)
PFL not used.
A few errors present- does not interfere with the message of the author (3-5 errors) PFL used occasionally
The assignment is well edited. Fewer than 2 errors in spelling or grammar. Writing is clear and well organized. PFL is used at each opportunity.
Comments: I think I attempted to use PFL in this paper. I have definitely been thinking about it more since our last session. I am not sure if I used it at every possible opportunity, but I think I was really working on it for this writing experience.
