8-8-16 3:00-6:30 I met my on-site supervisor, Amy Gonzalez and the staff members at Tenaya. Together, we greeted and welcomed all 7th graders and their families during registration. I helped pass out ID cards and bus schedules to students.
8-9-16 3:00-6:30 Today was 8th registration. With the school staff, we greeted and welcomed all 8th graders and their families to Tenaya. I helped pass out ID cards, bus schedules, and class schedules to students.
8-25-16 7:45-3:00 Today was my first full day at Tenaya. I spent the day in the classrooms observing students in the Laptop Program and GATE classes.
8-26-16 7:45-3:15 I spent the day in the classrooms observing students in general education and SPED classes.
9-1-16 7:45-3:15 Gonzalez gave me a brief explanation of IEP and 504 and showed me how to identified IEP and 504 students on ATLAS. She also showed me how to create student’s schedules. Today was my first day working with middle school students. I reviewed the 3 students’ information on ATLA before meeting them. I spent 5th and 6th period building rapport with 3 students.
9-2-16 7:45-3:00 I met and built rapport with students. I also did afterschool supervision with Mike, Tenaya’s Vice-Principal.
9-8-16 7:45-3:00 Today was Women’s Alliance’s fieldtrip to Wonder Valley; therefore Gonzalez was not on campus. Other than morning supervision, I spent an hour getting myself familiar with ATLAS. I also met with students to build rapport.
9-9-16 7:45-3:00 While Gonzalez was
It is personally satisfying to me to work with the students and teachers in District 57. I am driven to do my very best for them. Through collaboration with the teachers, I was able to determine their needs, from gathering and preparing materials to providing extra help in the classroom. I demonstrated cooperation and
IEP’s which are individualized educational plan are very important documents, they are used to meet a student’s educational needs. There are certain criteria a student must meet to be eligible for special education services. A team of people work together to create
The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor
Having discovered my calling to work with nontraditional students, I took a position with St. Charles Youth and Family Services as a Teacher of Experiential Education. This position allowed me to interact with urban students from MPS who were expelled, court ordered or Special Education students who were deemed best suited to self-contained program. I loved the challenge every day. Every student was so different, but they all wanted and craved the same thing… acceptance and unconditional love. I wanted more.
Starting middle school was a mixture of anxiety and excitement. There was a brand new campus to explore, but we were also nervously anticipating the academic program that was about to begin. Most of my grade had been together since the age of four and by this time there were clear social divides. There were the girls who were seen as popular, and then there was everybody else. You could say that I was part of the popular crowd, though at the time I didn’t notice myself standing apart from the others. As a group of friends we got on well, we’d hang out, go to the cinema, have sleepovers, all the usual things friends do. Then things gradually started to change.
Today was my first day in my elementary education field placement, which was in Kindergarten. I did not know what to expect in the Kindergarten classroom, so I went with my knowledge learned from my textbooks. The classroom was a warm and inviting room that made you feel happy and comfortable. The classroom was filled with brightly colored posters that pertained to many different academic content such as a number line, an alphabet, a calendar, different vin diagram charts, how to make words by letters chart, math procedures, ways to read, need to know words, how to sound out words, and a behavior chart. The room was like a magic learning palace.
Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it
Next the webinar described the steps taken by the school district to ensure participation in the IEP meeting. The individual components of the IEP were described. Finally Extended School Year (ESY) and the reevaluation process was described in the webinar.
College and Community Access Coordinator, Saginaw Public School District, Saginaw, Michigan Dec. 2010- July 2012
As an experienced and energetic teacher at Picadome Elementary for the past 17 years, I am committed to high quality education for all children despite gender, socio-economic levels, race, ethnicities, and learning capabilities. I have sought leadership opportunities including serving on the SBDM and being chairperson of both the Budget and Needs Assessment committees. I worked closely with the Picadome leadership team and other SBDM members to ensure that budget decisions were based on achievement data and would increase student learning.
I’d like to invite you on behalf of Principal Mulia to a Collaboration Day at John B. Monlux on Monday, October 24th, at 8:45 am. Some principals did not receive their first email, or may have been blocked by a spam filter. Therefore, I am following up again, just in case. You may reply to this email, or let someone in your office know you will be attending, and I can add your name to the list. Please disregard if you have already responded.
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the
My first day of observations had finally arrived. Filled with excitement, I opened the doors to Pleasant Ridge Elementary School, and walked into the front office to sign in as a guest for the day. I made my way to the second grade wing to do my first observation for my field experience report. The second grade instructor greeted me as I entered her classroom, with a big bright smile I found made her classroom warm and inviting.
same greeting. All of the teachers were more than happy to be helping a future
Special education creates opportunities for students, parents, teachers and related staff and administrators to work together to improve educational results students with disabilities. IEPs and 504s are the plans that help educators to develop education for each student with disabilities. The IEP is an important legal document that handles issues in special education properly. There are so many rules that school personnel must follow. In this assignment, I will identify effective procedures for documentation and remediation of the teacher, her behaviors and the allegations about her regarding a special education student.