Field Placement Experience Paper

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

If I presented myself in the most professional and knowledgeable manner, it may be beneficial to obtaining a placement with this agency if I decided to pursue it. With these tips from Sarah, my nerves had relaxed a little and a couple more questions came to my mind. I knew I would be ready for the interview.

The Department of Human Services Family Assistance Division is headed by the Field Management Director 1, Yolanda Shegog-Wright. The Field Management Director 2 positions are held by Beverly Moore and Deidre Iglus. These two positions report directly to the FMD 1. The FMD 2’s manage the four Office Supervisor 1 positions as well as the ten Field Management Supervisors. The Field Management Supervisors manage approximately nine eligibility counselors. Two Office Supervisor 1’s manage eight Secretary positions each while the other two OS 1’s manage the remaining support staff with includes Clerk 1’s, Clerk 2’s, Mail Clerk’s, and Eligibility Clerk’s.

I had the pleasure of meeting Devyn in November 2015. I asked whether he was able to be interviewed by me, and he agreed. Devyn has worked in the Therapeutic Recreation field for 20 years.

For my EDU 260 Field Experience placement I was sent to Windsor elementary school which accepts students from grades PK-5 elementary. The principal of this intuition is Mrs. Beth Elliott while the superintendent is Dr. Debbie Hamm. The ACT Aspire assessment was given to students in grades 3-8 in spring 2015. The ACT has four readiness levels those levels include: exceeding, ready, close, and in need of support. The students were assessed in four subject areas in each of these areas a percent was given for the students who fell into the exceeding and ready level of the act. The table 1 out-lines the percent of student’s in who placed in ready or exceeding on the ACT. The SC Palmetto Assessment of State Standards (SCPASS) was given to

Lonnie B. Nelson Elementary is a public education institution in Richland 2 School District located in Columbia, SC. The school was established in 1963 and celebrated its fifty-third birthday this year. Much has changed since the doors first opened at the “hive” over a half-century ago, but tradition and history remains just a rich as the community it belongs to. Lonnie B. was named after a local prominent businessman who also served as a member on the school board. In an efforts to recognize his contributions and work for the community, the school was founded after Mr. Nelson. The original structures of the school still reside in the well-developed elementary school that Lonnie B. has transformed into

Lonnie B. Nelson Elementary is a public education institution in Richland Two School District, located in Columbia, South Carolina. The school was established in 1963 and celebrated its fifty-third birthday this year. Much has changed since the doors first opened at the “hive” over a half-century ago, but the tradition and history remain just as rich as the community it belongs to. Lonnie B. was named after a local prominent businessman who also served as a member of the school board (“History,” 2016). The school was founded after the renowned Mr. Nelson, in an effort to recognize his contributions and work in the community (“History,” 2016). The original structures of the building still reside in the well-developed, modern, elementary school that Lonnie B. Nelson is today. Renovations and additions have been completed in order to sustain the rapid growth of the population in Northeast Columbia. The most recent changes to the school include; adoption of the Integrated Thematic Instruction (ITI) model in 2006, establishment of the Academy for Civic Engagement (ACE) magnet program in 2007, the active use of 7 Habits of Highly Effective People used as a framework for their community of learners and AVID, Advancement Via Individual Determination, for students grades fourth through fifth (“History,” 2016). Lonnie B. Nelson provides a safe and nurturing environment that focuses on challenging all students academically while

All of the students in my field placement speak English pretty well. There are just a few students, who speak both Spanish and English, but there are no students, who speak just Spanish or struggle with English. However, my CT teaches kinder and uses a lot of strategies that would help ELLs a lot. For example, whenever my CT goes over the different colors with his students, he points to the picture of the color with the word on it and repeats the word. Sometimes, my CT will sound out each letter in the word or have his students guess what the word is by the first sound the word makes. The repetition of words helps his students understand the correspondence between a written word and a spoken word. Sounding out each letter in a word also helps his students understand that different letters make different sounds and that putting together different letters create words.

My field placement was at Beverly Garden Elementary, where I worked with various students in regards to their academics. Most of my work consisted of both group and individual work. Since I worked in a school environment, the concept was to help the students with skills rather than diagnostic assessment and treatment. My supervisor made it clear that I did not need to diagnosis any of the students. My main focus was to help the students with whatever issues that affected their academic, such as behavioral problems or life events. Out of the many students, who I saw, there was one which stood out the most to me. The student had various problems with behaviors and life events.

I enjoyed my filed placement experience! The only concern that I have is the number of hours I have completed. This was a unique experience for me as SPARC hours are Monday through Friday 9 am to 1 pm. I only worked there 4 days per week. In having to complete 250 hours to pass the term I am worried about this. In addition, we had 2 days off for weather related reasons and one full week off due to the spring break for SPARC.

I moved to California three years ago to pursue a Master's degree in social work at USC. During the time I have lived here, I have gained invaluable experience working full-time in the social work field. My first social work related job in California was working at an IMD step-down program for transitional aged youths and adults with dual diagnoses. From there, I began working in the Wraparound program at Aviva Family and Children's Services as a Child and Family Specialist. I have thoroughly enjoyed my time working with these agencies but am also very excited to begin graduate study at USC's School of Social Work since my graduate education was the reason for my move to southern California.

I went to Charleston Area Medical Center (CAMC) Medical Rehabilitation Center in Charleston for my Level 1 Fieldwork II placement. My supervisor is very knowledgeable. Prior to the treatment session, she always explains briefly about the patient history. I got to observed wide range of diagnosis like CVAs, TBIs and Spinal Cord injuries. I really enjoyed my week observing the patients and how OTs and COTAs work with them to make them as independent as possible. I learned a lot from my supervisor. During the treatment sessions, she always asked my input for the activities for the patients. I observed lots of therapeutic exercises that helps patient with strengthening, bilateral hands use, fine motor skills as wells as ADLs that includes showering,

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

My worst fear during the interviews were that I would say something that was insensitive or that the clients would be offended off something that I would say. However, the opposite of my expectations happened, I really had a great time interacting with the different clients. I think the greatest reward out of talking to the clients was that my anxiety and nervousness towards the possibility of messing up, when in fact the opposite happened. The greatest reward out of this was that was that the clients seemed very happy to tell some of their stories to our group. Some stories that they were telling us took them into a sense of nostalgia when talking about some of their early memories. It was also very rewarding to know that the clients thoroughly enjoyed being there and knew that they were going to help us become better occupational therapists.

The field experience has been a learning experience. I had the opportunity to work with the teacher and students in classrooms activities and even during recess. I have been to elementary schools before to complete my volunteer hours, but this one so far has been the best. I have learned how to communicate with students and teachers. Teachers and faculty are the role models of the school setting. However, the students are the ones who make the teachers special.