Reflection Paper On Practicum Experience

For my last class I went to a Montessori school for my practicum field experience, and as you mentioned with the homeschooling, they also use the method that allows the students to learn at their own pace, the students are not rushed into going to the next level just because they have spent too much time in one level. I had never heard of this concept until I went there, when I went to the interview and met the principal she told me "This is a non-traditional school, are you ok with it"? that's when I asked and she began to explain and of course I also looked it up online and learned more, but whatever I knew prior to being in the classroom could not prepare me for what I saw in the classroom of about ten students and all of them working on

Taking on the role as a teacher puts me in a leadership role. I chose for my artifact the ESO online training from Mr. Moss, EDEE 4330 Math class. Math seems to be the subject across the board most people is afraid of, but the ESO training provided fatal information for student’s success. I understand that I am responsible for setting an example for my students that I would be proud of them to emulate. I would love for my students to follow in my footprints and make a difference in others’ lives. It has been said, “it takes a village to raise a child”, and I know that I can be most effective when I reach out to families, colleagues, and the community, to employ the approach. It takes all that to raise well-adjusted productive members of our community, being it locally or

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.

Despite the many challenges I face daily, remembering that I significantly influence the lives of each my students will help me in becoming a better teacher leader. Reason and Reason (2011) states that a mission will not come to fruition without ownership and ownership cannot be stimulated without consistently reminding everyone why they come to work each day. It is my mission every day to transform lives in my classroom and school environment. I have chosen a career in education because I believe that it is one of the most important functions performed in our culture. I believe that teachers individually and collectively have the ability to not only change the world but to improve it.

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

The West Fargo Public School system is not only the fastest growing school district in the State of North Dakota, it is also one of the most innovative and creative. The district’s Mission is “Educating today’s learners for tomorrow’s world”. Teachers employed by the district take this Mission statement to heart and live it in their own lives. To them, education is a lifelong process, not just something everyone experiences between the ages of 5-17. Evidence of this can be seen in the fact that this past summer 20 elementary and secondary teachers began a 20 month educational journey by enrolling in West Fargo’s second Teacher Leadership Academy (TLA). The Academy is a collaborative effort between West Fargo Public Schools and North Dakota State University’s Educational Leadership Program. The 20 teachers began their journey this summer and will be meeting during the school year every-other Wednesday after school. At the end of five semesters they will be awarded the Masters of Education (M. Ed.) degree. Some of the unique features of the Teacher Leadership Academy are: a) rather than traveling to campus for their coursework, Academy students are taught at the district’s Leidal Education Center, b) classes are facilitated by not only university professors, but the district’s two assistant superintendents [Dr. Allen Burgad and Mrs. Beth Slette], and c) course assignments are focused around the district’s initiatives and strategic plan.

An important cornerstone required when perusing a Bachelor of Science in nursing degree (BSN), is to gain practicum experience in a clinical setting. During practicum rotation, students can build on their foundation knowledge, think more critically and gain independence. The purpose of this paper is to reflect on my clinical experience during the second half of my practicum rotation, that captured the essence of my nursing practice.

I am an excellent candidate to assist school leadership with surpassing its annual goal. As a Turn Around administrator, I developed the skills and systems to review school improvement plans, analyze and disaggregate data, look for trends and gaps and implement scientific researched based intervention. I worked with principals to implement Response to Intervention (RtI) program. At the end of the program was a significant increase in student proficiency rate on formative and summative assessments. I used different strategies to address concerns with achievement gaps on formative and summative assessment, student and staff discipline and attendance and community involvement. I supported and implemented several mentoring programs. Several lives

I have always been a highly motivated individual who was involved in a wide array of extracurricular activities. My inquisitive nature coupled with a determination to learn new concepts and skills has led me to many new opportunities. One experience in particular revealed my passion for teaching and the desire to help others achieve their goals. Junior year of college I became a teaching assistant (TA) for an integrative experience kinesiology course. The

In this article review, I will be reviewing the article written by Anna Jo Perry called The Practicum, A point of change. I will be discussing what the article is about, the importance of communication between the associate teacher and the student and other staff members. I will also be discussing why I believe the article would be of interest to an early childhood teacher or a parent of a young child.

I serve as a second year Fellow with the Beginning Teachers Leadership Network (BTLN) and we collaborate on policy and pedagogue issues and I am excited to be a presenter at our monthly meetings to share resources, content and instructional skills with the other

My pathway to educational leadership began in 2008 when my desire to use education as a tool to affect societal change inspired me to join the Mississippi Teacher Corps (MTC). MTC—one of the most selective alternate-route teaching programs in the nation—gave me the opportunity to spend two years teaching biology to inner-city minority students. During this time, I was also able to mentor first year teachers and obtain an M.A. in Curriculum and Instruction from the University of Mississippi. The enjoyment of succeeding in both graduate school and in the classroom was tempered by a growing understanding of the harsh realities that many of my students faced. I witnessed the important role that administrators played and the challenges they encountered

With the shift in professional learning from collecting PLUs to one focused on improving teaching and learning, it is important that teacher leaders play a role in implementing professional learning communities and helping to make sure accountability in professional learning. I am excited about the opportunity to share these changes and new expectations with fellow teachers. A fellow teacher and I have been trained on the upcoming changes and will be redelivering it to other teachers at our school in the near

List the most significant strengths that you bring to the practicum based on preceding checklist.

Every fourth-year teacher trainees will have to conduct practicum and will work under the guideline of their associate teachers and supervisors. The purpose of doing the practicum are to put training into practice, to become accustomed to teaching in the tertiary school settings, and to develop and expand each trainee’s teaching expertise and confidence. In the following paragraph, I will express what I have learnt from doing practicum to reflect on my past teaching strengths and weaknesses from the teaching practicum.