Supervision

//**__Supervision of Volunteers or Paraprofessionals__: Volunteers and paraprofessionals make a substantive contribution to the class environment or activities.**//
Betty and I have worked together on and off for the past several years. Before D-PAtH she was the ed tech in my Humanities I class. It was during that period of time when Betty and I began to build a very strong professional relationship. Betty's wealth of knowledge in the field of Humanities has made her an asset to D-PAtH. If I have to go to a meeting or miss block, Betty is in charge. She is at ease with the students and holds a firm but fair attitude. She makes a substantive contribution to the class environment (behaviorally).

One of Betty's strong unit areas is WWII. She is currently leading this unit. Last year she recommended the novel //The Book Thief// for D-PAtH kids. We ordered a class set, they read them last year and the new group are currently reading them again. The book's narrator is death personified. Betty contributed to the class activities by suggesting the hook of the lesson which was to ask students to draw death. The question was, "What does Death look like to you?" Since students are working through this unit independently she checks in with students regarding the novel to see if they are grasping the concepts. She also made a list of words and concepts students should be familiar with in order to understand the novel. I turned those words into a Keynote for the students. Finally, we recently added three students to D-PAtH who all need this unit. She meet with all three of them and provided the students with a synopsis of several Holocaust novels. Per her suggestions two student chose //Night// and one chose //The Book Thief.//
 * Evidence 1 WWII unit:**





As I was getting a feel for D-PAtH, I was trying to figure out the best way to use our I block Humanities block. There are 15 students who need Hum II and Hum III. Betty and I decided to try a system. I would meet with Hum II for half the block while she was simultaneously meet with Hum III. Midway through the class we would swap. The system worked well, the only issue we were running into was poor attendance. I have provided a calendar for the unit. The split for each day indicates when students would switch from Betty to me.
 * Evidence 2 Split Hum II and Hum III (40 min/40 min):**



Betty is embedded in our master schedule. When the semester changed, so did Betty's role during B block. During Sem 1 she was the ed tech in my class helping students through Senior English. Now she is leading Hum I in a separate room. I have attached a screen shot of a portion of the master schedule. The orange writing is where Betty is making a substantive contribution by leading the class.
 * Evidence 3 Leads classes:**