Field And Practicum Experiences

During my field experience at Ridge Elementary school, I was placed in a 4th-grade classroom. While working on my field experience I had gotten the luxury to connect and bond with several types of student’s from various backgrounds and demographics. When I first stepped foot into the fourth-grade classroom it was very well decorated with quotes, educational tips, and motivational messages. There were three windows in which the students often gazed out while working. The walls were an eggshell color which was kind of depressing. Adding color to the walls would have made the environment feel a little more joyful yet the students still made that classroom their second home by decorating their desks.

Reflecting back over the years since receiving my initial National Board Certification, I clearly see that the mentoring roles I have been a part of have been the most rewarding. Mentoring has enabled me to collaborate with others new to the profession as well as with veteran teachers in the classroom. Through this collaboration in a variety of settings, I have been able to improve the effectiveness of my teaching practices which in turn has had a positive impact on my students. A study from Teacher Collaboration in Instructional Teams and Student Achievement by the American Educational Research Journal (2015) states that the quality of teacher collaboration positively influences teacher performance

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

Finally, teacher preparation programs must address field experiences. The idea of integrating coursework and field experiences is not new for teacher preparation programs. It has been happening for decades. However, the connections typically made between coursework and field experience are technical in nature. Teacher candidates learn methods for teaching subject area knowledge, or for managing classrooms, and are then sent to schools to practice those methods on real students. In these instances, schools are considered sites for practice, not sites for study. Schools are presented as natural and fixed. Teacher candidates learn how to function within schools as they currently are, and behave like the teachers who are already there. This approach does nothing more than perpetuate the status quo. What would be more effective is recasting schools not as entities in

The proposed workshop must take in consideration training supervisors in peer coaching. Peer coaching is beneficial for both supervisory and teaching practices. It enables supervisors to provide directed assistance to every teacher and helps teachers improve their instructional skills and address their immediate instructional issues. Glickman (2010) views peer coaching as a supervisory approach that helps teachers “confide in, improve and move with each other towards collective actions.” In particular, peer coaching provides a strong system of support as teachers seek to implement new strategies, examine practices, transfer skills and put in-service learning in action. According to Zepeda (2010), peer coaching promotes teacher’s growth and development. Moreover, it leverages face-to-face interaction, thus, promoting relationship building and strong collegiality towards collective improvement and institution effectiveness. Supervisors using peer coaching as a clinical and differentiated form of supervision break the isolation found in most k-12 and empower teachers by placing them at the center of their own leaning (Zepeda, 2012). Teachers who participate in peer coaching are more secure and better connected, and certainly, in a better position to solve their own instructional issues and problems, as well as, find innovative ways to teach, thus benefiting themselves, their colleagues and their institutions (Hooker, 2013).

3. Trainees must complete all sections of the assessment. Be sure to reference the assessment context and proposed environment

I have conducted my field of experience at Westside Elementary School, second and third grade classroom. The third grade class consists of 20 students. The teacher does not have any aide even though she needs some assistance, because two of her students are falling behind. The sad part about this is that the students have not being diagnosed yet, but they are having a lot of difficulties. The teacher mentioned that by fourth or fifth grade those two students will need to be placed in a special education classroom. The students both have a concentration problem and it causes them to struggle with reading, writing, math, listening, and speaking. The teacher asked me to

It is a big and scary world out in today’s global economy,but just how should one prepare for such a task? To prepare for such an obstacle that changes day by day can be quite difficult in college. College can be fun, but to completely prepare for the real worlds economy one must learn to focus and prepare in college for the real world. There are three different methods to fully prepare for the world’s economy ahead, in-field practice or co-op, talking to a professional, and studying the every changing economy of that field.

When I first heard of an opportunity to partake in an field experience, I couldn't help but get a tad excited. My first field experience was with elementary aged students, it was an eye opening experience that made me realize that perhaps I would be more suited for secondary age students. Therefore, this field experience I feel more excited about partaking in since it is with the age group that I will be working with. That being said, I am going to be at two different middle school's here in town Anthony and Eisenhower.

I conducted my field experience through the Forsyth County School System in conjunction with the Forsyth County Parks and Recreational Department. The students or “campers” as we like to call them are comprised of two groups. One group is special needs students ranging from ages six to twelve. The second group ranges from ages thirteen to twenty and are also special needs students. The younger campers attend classes from 8:30-1:00 and the older students attend from 1:30-5:00.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

The practicum experience is at Communities at Indiana Haven. It is mainly a long-term home facility. It has three units: rehabilitation unit, Alzheimer unit, and resident long-term home unit. Staff enter each unit using their cards and they have to make sure that each door is closed behind them. For the three units, there are two RNs working during the day-shifts, while only one RN working at the night-shifts. Also during the day there are six LPNs and nine nursing assistants. At night, there are four LPNs and five nursing assistants. Moreover, to be admitted to this community, patients have to meet certain criteria. For example, Indiana Haven does not accept patients who need tracheostomy care or nasogastric tubes because of the decrease number

Lastly, the importance of technology within the classroom is effected by how it is used outside of the classroom. So, a proper candidate will accept the technology around her and uses it to her advantage. Using it to help relate to her students and engage them in learning with that technology. Bringing a new experience for the students with the technology they are use too. The students can view technology different and as a useful tool

The evidence presented in the unit 's IR, Addendum, observations by the onsite team, onsite documents provided by the unit or on the OneDrive site, and interviews with unit faculty, school based faculty alumni, and candidates support the continuing effort of the unit to design, implement, and evaluate field and practicum experiences to help candidates develop their knowledge, skills, and professional dispositions.

The unit has instituted Transition Points (Gates) at both initial and advanced levels to track and gather evidence of candidates ' outcomes, guide faculty and candidates as they transition through the program and the unit assessment system, specifically in relation to knowledge, skills and dispositions (Exhibit 2.3.a. These assessments are both formative and summative.