D168- Master’s of Education
Performance Task - #3
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of
the submission and no more than a 10% match to any one individual source can be
directly quoted or closely paraphrased from sources, even if cite...
Amber Zeman
D168- Master’s of Education
Performance Task - #3
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of
the submission and no more than a 10% match to any one individual source can be
directly quoted or closely paraphrased from sources, even if cited correctly. The
originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides
detailed criteria that will be used to evaluate your work. Each requirement below may
be evaluated by more than one rubric aspect. The rubric aspect titles may contain
hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides,
OneDrive, etc., unless specified in the task requirements. All other submissions must be
file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Part 1: Interview
A. Conduct an interview with an educational professional in your community on
topics related to mental health or emotional well-being, youth suicide
prevention, substance abuse, or child abuse. Identify the following:
• the interviewee’s name and job title – Kimberly Scott; 1st Grade Teacher
• the interviewee’s organization – Cholee Elementary School
• the date and time of your interview – December 5th, 2021 @ 2:30pm
Note: Do not include any identifying information about students or community
members in your submission.
1. As part of your interview, address the following topics:
a. Identify specific mental health or emotional well-being issues that exist
within your community.
I teach at a title one school in a very low-income community.
Many of the students don’t have the necessities needed in
order to even have a successful school day. So, I had to supply
most of my classroom supplies this year to ensure my kids are
ready each day and my classroom regardless of income is
thriving. Teaching at a regular school for so many years it was
a bit of a culture shock to me as many of the families are
uninvolved in their children’s schooling. I have had a handful of
instances where a student has come to school crying or upset
because they were just yelled at, and it takes a lot to be able to
calm them down. I conducted a conference just last week
where a parent yelled at the student because they had to leave
work early and it was to discuss progress monitoring for this
specific child. In front of myself and the ESE teacher, the parent
told us that she didn’t have time to help her child with work
and called the child stupid and smacked him in the head
because they should “know” how to be able to identify their
letters and write. This student does try their very best but
unfortunately, as you know, if what they are learning isn’t
being enforced at home and they aren’t practicing with the
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