This past week was actually pretty darn great!

I had an amazing observation from my Principal on Tuesday, and honestly, I have to say, that I’m really proud of myself. I was commended for how well I work with my co-teacher lolllll.

Anyways, in terms of my project updates, a few things have changed:

My IRB application has been resubmitted, and I have observations coming up next weekend, so I’m hoping to get full approval asap.

My literature review is now complete. I am so glad that all of the long Saturday time crunches are starting to ease up a bit. I am also excited to present Monday. (I totally forgot about my presentation, and only remembered last night.) However, my slideshow was completed last Monday, and I forgot about that too!

Before Class – Monday, October 19

In preparation for my M.A. thesis presentation, please briefly review the following two teaching observation frameworks:

1. Danielson Framework for Teaching (2022): Familiarize yourself with the four domains, paying particular attention to Domain 3 (Learning Experiences).
2. York College Teaching Observation Form: Review the observation categories and consider how the instrument evaluates teaching practices in higher education.

As you review both frameworks, consider the following question:

What differences do you notice in how each framework defines and evaluates effective teaching?

You do not need to complete a written response. Please come prepared to share your initial observations during our class discussion.

– It is okay if you are unable to read the frameworks. I will provide time during my presentation to briefly review them, so that I can address any misconceptions.

Some misconceptions that I anticipate are:

1. The Danielson Framework is only intended for K–12 education. Classmates may assume it cannot provide meaningful insight into college instruction because it is primarily associated with K–12 settings.

2. Both frameworks evaluate the same instructional practices. Classmates may assume that two teaching observation instruments necessarily measure effectiveness in similar ways.

3. A more detailed framework is automatically a better framework. Classmates may equate greater pedagogical specificity with greater validity or usefulness.

4. An observation captures everything about an instructor’s teaching. Classmates may overlook instructional planning, professional responsibilities, and decisions that are not directly observable.

5. Teaching writing is evaluated the same way as teaching any other subject. Classmates may not initially consider discipline-specific practices such as modeling revision, providing writing feedback, and facilitating peer review.

So, this past week has very much been a time-crunch kind of week.

My IRB submission came back with “Minor Stipulations.” I’ve since made most of the suggested revisions. However, I’m still waiting for permission from another university to use their evaluation tool. I suppose I was a little confused as to why I need permission, considering the form is publicly available online. Whatever.

Some of the other questions were about what I would do if people felt uncomfortable with me observing, and how I would make sure students didn’t feel uncomfortable. Like… imagine me saying that to my own administrator during a classroom observation. Some of these questions are kind of insane. Sorry, I’m not trying to diss the IRB, but come on now.

Anyways, my literature review is completed! I’m in the final stages of revising it, and I’m also preparing for my upcoming observations.

Now I’m starting to see what Dr. Zamora meant by there being hurdles…

This week was a bit challenging for me. I spent Monday with a migraine, and then on Tuesday I found out I was being observed right after Columbus Day. So, naturally, my co-teacher and created this great lesson, and I spent 9 hours at work yesterday laminating materials, and I still haven’t even cut anything out yet…

So, in terms of my actual thesis update? Here is my progress:

Status Update

• Literature Review – 65%??
  • Introduction – 100% Completed
  • Literature Review Section – 11/25 Sources & Annotations Completed
  • Methodology & Analysis – 100% Completed
• IRB Approval Process – 50%?
  • Application Submitted
• Living Project Description – Ongoing
  • 100% Up-to-Date
• Faculty Letter – 100%
  • 100% Completed
• Consent Form, Pre-Observation Form, Evaluation Models, all Completed

I also have four tentative observations scheduled! Woohoo!

Now, I just have to finish my Lit Review, and await my IRB approval.

Looking forward to being in class next week. Hopefully there is no traffic! (There will be…)

So, this week has been a very productive week for me. Well, actually, it’s just been “a week.”

I don’t even know where to start, so I think I’m going to use some images.

So, let’s start with Tuesday. Tuesday was fine, we had a PLC meeting, and I was able to get out of lunch duty. Honestly, mood. Then Wednesday comes… Uh oh, Back to School Night! So somehow, from 12 – 3:30 and then from 4:30 – 6:30, I’m supposed to have free time. Somehow, I ended up only being able to get one week’s worth of lesson plans done, and I also cleaned my classroom.

But Thursday… I was running on 1%. I was tired, I was barely functioning. I was trying so hard to make it through the day. And on top of that, Dr. Libbey and I were trying to figure out how to get our IRB stuff submitted. Once I figured it out, I had to go back and revise all of my documents, because they needed the Kean Letterhead. Then I needed to make a consent form… Okay cool. Bell rings for 7th period. UGHHHH. Now I realize I’m going to be staying past contract hours. Let’s just say, Thursday was nothing compared to Friday…

My thesis asks me to consider how college instructors teach writing.

Meanwhile, I work in a middle school.

This week, I had one of those days where “English teacher” somehow turned into teacher, substitute support, conflict mediator, crowd control, and—briefly—someone who probably looked far more authoritative than I actually am.

At one point, I realized my department supervisor had witnessed some of the chaos. My immediate thought was: Well, if nothing else, I hope this counts toward Domain 4.

The funniest moment came when, under an incredible amount of stress, I took charge of a situation involving a large group of students. It worked beautifully… until I looked around and realized some of the staff probably had absolutely no idea who I was.

Sorry! I promise I’m a teacher!

So, while my academic life currently asks, “How do college instructors teach writing?” my middle-school life has recently been asking, “Can everyone please just calm down?”

Writing pedagogy will have to wait. I’m trying to prevent a war over here.

The thesis continues.

Anyways, onto my actual update.

Status Update

• Literature Review – 50%??
  • Introduction – 100% Completed
  • Literature Review Section – 2/25 Sources & Annotations Completed
  • Methodology & Analysis – 100% Completed
• IRB Approval Process – 50%?
  • Application Submitted
• Living Project Description – Ongoing
  • 100% Up-to-Date
• Faculty Letter – 100%
  • 100% Completed
• Consent Form, Pre-Observation Form, Evaluation Models, all Completed

Overall, I think I am in a very good spot for my Thesis. For my presentation, I think I will share a brief overview of the evaluation models, my reflection forms, my pre-observation forms, and my project description.

It has been amazing working with Dr. Libbey. Honestly, she’s one of the coolest, down-to-earth professors I’ve ever met.