Emily Purkey Case Study

Amanda Densmore is the most patient and altruistic teacher that I know. Never once did she shout at my eighth-grade class at Zion Lutheran school. Mrs. Densmore may have become irked with our class on many occasions, but rarely did she show this emotion. Unlike other teachers, she never raised her voice when we were being disrespectful. Instead, she spoke in a softer tone. Our eighth-grade teacher would wait for us to listen to her. Actions speak louder than words. She taught us this on multiple occasions without having to say anything.

Emily Murphy was a Canadian women’s rights activist, jurist, and author. She is best known for contributions to Canadian feminism, specifically the question of whether women were “persons” under law. She is one of the strongest women in canadian history.

I observed the kindergarten classroom of Sarah House. During my observation, Ms. House completed a language arts lesson with her students. Ms. House used both whole class instruction and one on one instruction during her lesson. I felt that she did an amazing job with classroom management and created lessons that were not only engaging, but fun for the students.

Mrs. Rowe, the Assistant Principal, has “trained teachers and taught students in Benin, West Africa; taught in an integrated program for at-risk students in Los Alamos, New Mexico; started a program for at-risk students in Mahopac, New York; and taught AP, Honors, special ed., at-risk, and low-level readers in the Cherry Creek School District.” (Aurora Academy, 2013)

I have always found Ms. Branson to be committed to helping our student and any teacher that requests her help. She helped facilitate our study club at Otis for the 5th, 6th and 7th graders for the last year we had the 7th and 8th graders at our elementary schools. She always began by creating relationships with all students she worked with by praising their successes and

Initial Contact: CW Holland made initial contact at Spartanburg Regional at 2:28pm. Present is the mother, Oliva Patterson, Baby Girl (who is not named yet) and Garvin Patterson. The father Derrick Andrew Patterson.

Meghan Parsons is a sophomore and is on the Colorguard team here at Chino Hills High School. Meghan is a hard worker and has determination to do well in Colorguard. She also has a lot of passion in what she does, and you can see in the Colorguard performances where the girls love what they are doing. The amazing performances they put on do not come so easy. Meghan says that they practice almost every day for at least four hours. Meghan claims that even sometimes after practice or on days the team does not have practice; they also practice at home. They practice here at Chino Hills High in Center Ice, the gym, or the stadium. On days of their performances and competition, they usually have a full on practice before they leave for a competition. After their practice they do their hair, makeup, and get into their costume.

I am writing this recommendation in reference to Mr. Lex Lunde for the assistant principal position at West Fargo High School. Over the past five years, it has been a privilege to know and work closely with Mr. Lunde through curriculum writing, classroom observations, and his participation in the Improving Academic Literacy training. During my time spent with Mr. Lunde, I have recognized an educator who demonstrates leadership, patience, collaboration, and values a student-centered educational approach in his teaching and coaching.

In the case of Emily M., she has been showing signs that indicate abuse. Her lethargy and declination of both school performance and overall attendance have worried teachers to an extreme extent. These worries, when combined with the bruises on the child’s body discovered by the school nurse, lead to an investigation by school officials. Her parents claimed that due to her poor school performance and reluctance to complete her chores at home, their religious doctrine dictates that she must be put on a strict diet as well as receive corporal punishment in various ways (Siegel, 2015). At this point in the process, there is a decision to be made as to what should happen to Emily M. now that the information has been collected and the family has been interviewed.

It is my pleasure to provide this recommendation letter on behalf of Marsha Martin for selection as a substitute classroom teacher at Tate School. I have known Ms. Martin for many years as a former kindergarten and pre-school classroom teacher. Most recently I had the pleasure to supervise her in the position of Literacy Integration Specialist for Early Childhood through the Striving Readers Comprehensive Literacy grant implementation at Carver Early Learning Center. During her time as a Literacy Integration Specialist, I observed her commitment to excellence in education, sincere loyalty to our school system, and dedication to the success of the grant implementation at Carver. Her devotion in supporting the administration and teachers

It is my pleasure to offer this letter of recommendation on behalf of Laura Davidson. Mrs. Davidson has been employed with Elmwood Local Schools for the last ten school years and is the only licensed school counselor in the District. While she is primarily assigned to the middle school, she provides counseling and guidance services to over 1,200 students. She is also the committee chair for the Washington, D.C. Committee, PBIS and state testing coordinator, student council advisor, and has also planned bereavement services for multiple school tragedies. Mrs. Davidson has distinguished herself as a remarkable leader, counselor, and premiere transformational leader.

I am confident that Mrs. Smith will be an asset to any classroom. She is knowledgeable, confident,

I observed Mrs. Adams teach and she had excellent classroom management, differentiation in her instruction, and you could tell that she genuinely cared for her students. It was evident that the children were not just learning, but enjoying their lesson. I would definitely love for her to teach my

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

In responding to Emily’s statement that her file “Says it all”, First, I would acknowledge that I am aware she has been receiving treatment for several years. among psychiatric disorders (Be izario, 2017). Some of the questions I would ask is, how long she has been feeling this way. Does she feel like hurting herself, how many hours of sleep do you get, do you have unintentional weight loss or gain, during the last month have you often been bothered by having little While expressing the fact that although her file may contain detailed information with her past treatment, I would like to hear from her on what she thinks her problem is. Explaining to her after we identify her current concerns we can work on mutually define goals to achieve measurable outcomes. After by giving me a detailed description of what she feel is her current problem will allow me to better help her and give me a better understanding of who she is. I would also ask Emily what she