ELEMENTARY, MIDDLE, HIGH SCHOOL, AND DISTRICT LEVEL VISITS

DOCUMENTATION

Georgia Southern University

COLLEGE OF EDUCATION
Department of Leadership, Technology, and Human Development

SUPERVISED FIELD EXPERIENCE:

ELEMENTARY, MIDDLE GRADES, HIGH SCHOOL, AND DISTRICT LEVELS

EDLD 7737 AND EDLD 7738

This form will serve to document that you have completed ½ day each at the elementary,
middle, high school, and district levels.

In addition to completing this form, you should document these field experiences in Forms
8 and 10.

The hours should be included in Form 10 as part of your 125 hours and you should include
reflections and artifacts (if any) as part of Form 8.

Your Name: Sherita Myrick

Campus Mentor: Turner Floyd
University Supervisor: Dr. Torian White

½ Day FIELD EXPERIENCE at the HIGH SCHOOL LEVEL

Date and Time of Activity: October 17,2023 9:00am - 1:30pm

Hours Completed: 4.5

School or District Office you visited: Early County High School

Persons you met with: Miss Angela Bell

Description of the Field Experience Activity and Your Role

I chose to shadow Mrs. Angela Bell on October 17, 2023 (9am-1:30pm). The shadowing took
place at the High School. Mrs. Bell is our district Multi-Tiered System of Supports for Students
(MTSS) Coordinator and PBIS Director. She has been in education for years. This is her 1st
year as the MTSS Coordinator and PBIS Director. Prior to becoming the PBIS Director and
MTSS Coordinator, she was the principal at the middle school.

As the PBIS Director, she must use the MTSS model to facilitate student learning. She also must
have the ability to work at multiple school levels, including alternative school. Along with
having the ability to assess and address needs of students of different ages, she must coordinate
with school counselors to plan, implement, and evaluate behavior interventions and support for
students of all grades. Mrs. Bell also works with teachers to develop and implement behavior
intervention strategies. She spends much of her day attending MTSS and SST meetings at the
three schools in the district and the alternative school. She also devotes a lot of time to
increasing her knowledge regarding the significance of and access to local policy, State Board of
Education rules, state and federal law, and related regulations/requirements regarding Positive
Behavior Interventions and Supports and student services.

As the MTSS Coordinator, Mrs. Bell’s responsibility is the individual responsible for overseeing
the services to, for, and on behalf of students, with the goal of improving the academic, social,
and emotional well-being of all students. She serves a diverse student population, working to
analyze barriers to learning and achievement, identifying and utilizing needed resources, and
developing and implementing strategies to address and eliminate identified barriers to student
learning. Mrs. Bell works with the Special Education Director, PBIS Director, teachers,
administrators, and the Family Engagement Coordinator to provide direct and indirect services
to/for students individually or in groups, offering students the support necessary for them to be
successful (academically, behaviorally, and social emotionally) during the school year and to
prepare them for the next school year/graduation. She also works with the school counselors and
the Director of Student Services to oversee the emotional and academic needs of the students
enrolled in each school. As the MTSS Coordinator, she is also expected to meet with students
who may encounter or exhibit difficulties that may affect the students’ education. Another
responsibility Mrs. Bell is to support teachers in collecting and analyzing data for the
RTI/SST/MTSS process.

She stated one of her biggest challenges is making sure that each school is implementing MTSS
with fidelity. She also stated that when she first began her job that she did not feel prepared for
it, but after going through the MTSS/SST endorsement process, she became familiar with her
role as a MTSS/PBIS Director. Her job focuses on student achievement by ensuring that the
proper interventions are being implemented with fidelity for students to be successful. Another
challenge that she has faced was getting principals and teachers buy-in. When school
administration supports her, it helps her job to run smoothly and more efficiently.

Mrs. Bell is close to retirement and is very satisfied with the progress she has made in
implementing PBIS and MTSS in the schools. This year she has also implemented Therapeutic
Drumming as a Tier II and Tier III intervention.

Overall, shadowing Mrs. Bell provided me with a wealth of knowledge relating to the
MTSS/PBIS process. Also, as the instructional coach, we are in monthly Tier I and Tier II date
meetings together, and SST Meetings when I can attend. I think one of the biggest takeaways
that I could use would be to inform teachers that the process does work if it’s implemented with
fidelity because we are seeing the results.