Internship Reflection Week of 2012-02-06 [24] (301 and 401 Exhibitions)

You may recall that the juniors and seniors at our high school are called the 301s and 401s, respectively.  This week was their chance to display their portfolios, learning plans, and describe projects that they are working on.  Next week we will give the 101s and 201s a chance to do the same.

There are two teachers (advisors) at each grade level, which means 4 teachers were coordinating exhibitions for their students this week.  Each advisor has approximately 17 students.  This week Mr. H., Mr. M. were holding exhibitions for their 301 students, while Mr. R. and Mr. K. were holding exhibitions for their 401 students.

The February exhibition cycle is the second of three cycles that occurs in each school year.  If students are on track to graduate (or level up from 301 to 401) then this exhibition has an easy message, however, if students are not on track to graduate, then this exhibition is a chance to issue a corrective message and put a procedure in place to come around that student and address the deficits well before the May exhibitions are upon us.

As I reflect on my skills at giving useful feedback and grades in student exhibitions, I am reminded that there is basically a rubric, which we are asked to follow.  Using concepts learned from EDU6172 at SPU, I ought to be able to augment the given rubric and help build some uniformity in the grades I have been giving.  Thinking deeply about the rubric we are using, and then adding to that rubric as I observe others giving scores will be very helpful for me next time around.  My key value in it all is to be fair to all the students on whose panels I sit.  My other value is to give a score that reinforces the key message which advisor, parent, and other staff are giving to the student.  I find that if my score is widely disparate from that of others on the panel, that I need to have concrete reasons for that, so that the student understands the message we are sending about the effort and work they have put forward.

I remain convinced that these weeks are central to the Big Picture model of education.  It is in these exhibitions that students show their true colors, and get feedback from supportive adults on next steps.

Rough Timeline (No need to evaluate)

Monday 2/6/2012:  Exhibitions for 4 students, results from my HOPE reflections, sent a copy of Video release form to Mr. H.

Tuesday 2/7/2012:  Exhibitions for 3 students.

Wednesday 2/8/2012: Exhibitions for 3.5 students, Dr. Algera visits Big Picture

Thursday 2/9/2012:  Exhibitions for 2 students.  Contacted CJTC chef.  Contacted a teacher familiar with Washington State Arts Commission grants. 

Friday 2/10/2012:  Exhibitions for 2 students.  CleanHarbors contact made.

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