Field Placement Experience

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

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

My field experience took place at School for All Seasons in Isanti, MN. I spent some time in both a kindergarten and first grade classroom. This was an exciting time as I got be part of the kindergarten class on the first two days of school and the second week with the first grade classroom. The kindergarten classroom had approximately 18 students and the first grade classroom had approximately 22 students.

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

A sit-down interview, in the interviewee’s classroom, on April 22, 2017, results in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. Containing eight initial questions and two response follow-up inquiries, this interview represents a 4-year Kindergarten grade level perspective, and utilizes eleven years of teaching experience. As a University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before accepting her current position of nine years. With extensive knowledge of the field, Rachel qualifies as an excellent resource, both when actively pursuing plans to become an Elementary Education

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

Washtenaw ACT (Assertive Community Treatment) is my current field placement and area of interest. The agency monitors medication, coordinates and links clients to resources, assesses mental health, and assists in the planning and advocating for our clients social status, mental health and overall well-being for individuals with a severe and persistent mental illness (CSTS, 2011). With all of the great methods we use at ACT, we do not use any of the current information or techniques we have discussed this far in class. Severe and persistent mentally ill populations show the most immediate benefits from psychotropic medication involved treatments. A meta-analysis of 106 studies found that individuals with psychotropic medications were more improved than 65% of individuals treated with somatic methods only (Bently, 2002).

Taking a class about teaching and actually going to a classroom to teach is an eye opening experience. Field experience helps prepare you for what an actual classroom setting is like when you’re in charge and not just teaching in front of your peers. By taking part in field experience I was able to learn new things about education as a whole and myself in general. Field experience changed me by allowing me to see the classroom through teacher’s eyes and helping me narrow down the list of what career I might want in the future. Going into the field experience I had no idea what to expect.

When graduation started to come around, deciding what I wanted to for the rest of my life still wasn’t clear to me. I was looking for that one perfect career where I could support myself and not have to depend on anyone else financially. After getting frustrated and feeling like I wasn’t going to find what I wanted to do, my dad talked to me about physical therapy and told me what benefits would come out at the end when I was done with school. He talked to me about one of his cousins who is currently employed and how great she is doing.

The valuable experience I have gained in the mission field has prepared me to work in underserved populations. I had the opportunity to travel to Haiti twice, both of which were during a devastating public health care strike that left the Haitian people without medical care. While in Haiti, I experienced events that average Americans will never witness. Upon my arrival the people of the small village learned that I was a nursing student and began approaching me with requests for medical care. With no experience and limited supplies I did my best to improvise. I encountered scared parents with children that had superficial wounds and children with rashes that covered their heads. Thankfully, I was able to offer some assistance and comfort to

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.

Thank you for considering me for a phone interview for the Field Technician position at NextGen Parking. I am still interested in the position and would gladly schedule a phone interview.

The engagement skills I have utilized thus far in field placement is building trust with others, mentoring others, and inclusion (social/community). I’ve been working with individuals new to me therefore it is important for me to build trust with these individuals so that we can collaboratively work together to achieve their desired outcomes. I’ve been mentoring new staff to the agency. As an employee with a long history with the agency, I’ve been asked to provide feedback to new staff to foster their growth as an employee. Additionally, I have been working on inclusion-social/community/employment inclusion. There is a movement in the state of Ohio for individuals with a developmental disability to become more engaged in their communities.

Being out in the field is way more different than reading and learning just from a book. Interning in a project where there are over 200 subcontractors and over 5,000 men and women working, carrying something to write on has been very helpful. Being out here as a field coordinator has been critical and carrying something with me has helped me keep in track of everything that is going on with the project. Whether it is to write some finished floor elevations to even directions by a supervisor, this suggestion has been very effective.