Cooperating teacher: ​Mrs. Gibson is my cooperating teacher in which I have been assigned to.

Other teachers or professionals who assist: ​I have the opportunity to work with a variety of
Mrs. Gibson’s coworkers in her classroom, especially because Mrs. Gibson’s homeroom class is
an identified gifted class, and Mrs. Green’s homeroom class is an identified inclusion class. On
various occasions, Mrs. Shuffler, who is Three Oaks Elementary School’s gifted resource
teacher, has allocated class time to work with the students in Mrs. Gibson’s homeroom class.
Mrs. Wolf is one of the assistant teachers of Three Oaks Elementary School’s special education
program, so she is present in the classroom on a regular basis when Mrs. Green’s homeroom
class is being taught by Mrs. Gibson. Students also seem to frequently work with Mrs.
Wuesthoff, who is Three Oaks’ instructional technology specialist.

Grade level and/or subjects taught: ​Mrs. Gibson is one of the six fifth grade teachers at Three
Oaks Elementary School. Fifth graders at Three Oaks Elementary School are taught by two
different teachers. Mrs. Gibson teaches language arts and social studies to both her homeroom
class and to her switch teacher’s homeroom class. Mrs. Green, who is Mrs. Gibson's switch
teacher, teaches math and science to both her homeroom class and to Mrs. Gibson’s
homeroom class.

Special education students and gifted students: ​As I have been discussing throughout
various of my assignments, Mrs. Gibson’s homeroom class is an identified gifted class, and Mrs.
Green’s homeroom class is an identified inclusion class. Because of this obvious division, I can
confidently say that the gifted students are included in the gifted class, and the special
education students are included in the inclusion class. The needs of specific gifted students are
met through the inclusion of the gifted resource teacher, Mrs. Shuffler, and the needs of specific
special education students are met through the inclusion of the various special education
teachers, specifically Mrs. Wolf. As an advocate for special education students, I do believe that
the Virginia Beach City Public School system, in general, needs to do a better job at providing a
well supported special education staff to schools. I have noticed a variety of instances in the
inclusion class occur because of the lack of special education staff and the lack of support that
the special education staff receives from the ​superintendent, the downtown executives, the
principals, the teachers, and the students.

Class themes: ​Mrs. Gibson has an immense coffee obsession, so various aspects of the class’
structure and her classroom are coffee themed. She’s also a huge fan of the color pink, animal
prints, and sparkles, so those themes are also closely tied into the overall theme of the
classroom’s physical appearance.

Behavior/discipline plan:​ I am not completely sure of the discipline plan that Three Oaks
Elementary School has set in place in regards to which consequences are justified for which
behaviors. I know that two students in Mrs. Green’s class, Gabe and Johnny, have daily
behavior logs that are filled out, and these logs help to encourage the two of them to behave
with a purpose in the classroom and to stay on task. Mrs. Gibson has placed an emphasis on
her beliefs on rewarding good behavior to me, so tickets are often awarded to students that are
behaving in ways that deserve a ticket or multiple tickets. Students are encouraged to trade in
their tickets at the end of the quarter in exchange for an item or multiple items in the store that
parents of students in Mrs. Gibson’s and Mrs. Green’s class help to set up. Faculty members
also have Leader of the Wolf Pack certificates that they award students with for desirable
behavior around the elementary school.