Field Placement Reflection

My experiences during this time was very interesting. I got to work with children of all ages and racial backgrounds. I was able to grade papers with other educators and able to work with students when they needed help. The thing I found most

With my twenty years of experience in Early Childhood Education, I’ve collaborated with teachers in developing and implementing ideas to support student’s academic performance. I performed student’s academic assessments. I complied and maintained daily logs based on student's level of progression. In addition, I logged in financial statements, received inventory items and organized inventory for distribution of class materials needed for instruction. I’ve provided effective parental support with the families to develop and implement teaching techniques to enhance their child's growth development and knowledge of school readiness skills. My resume contains additional information on my experience and

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

This morning my field instructor and I had a lengthy, but refreshing, conversation related to challenges with service delivery created by the agency setting; which than transitioned into a productive conversation related to the challenges the agency creates related to services in general. For refreshing, during field placement, I am working with individuals diagnosed with an intellectual and or developmental disability. As it relates to the agency setting, our main facility is an old school setting built in 1974. While over the years, the building has been remodeled, many areas of the building would not be considered easily accessible for an individual with a disability. There are doorways that have not yet been remodeled and remain narrow

In order to find out how the homeroom teacher Ms. Mendez*, collaborates with parents an interview took place on February 21 after school. The interview has taught me the importance of documentation. When conducting parent teacher conferences or speaking to administration, data needs to be presented in regards to students’ academic progress. Thus, documenting everything the student does will serve as evidence to parents and faculty. Additionally, Mrs. Mendez makes sure to bring grades, test scores, anecdotal notes, and work samples when conferencing with parents and/ or the school administration. Although, the school sends out progress reports every four weeks and report cards every semester, Mrs. Mendez uses ClassDojo for parents to be informed of the class content each week.

My role in contributing to an outstanding educational program would be one of support. As the principal I would be supportive of teachers by encouraging innovation and planing activities that would enhance learning that extends beyond the classroom. As principal, I would also foster leadership and collaboration among staff. I would be supportive of students and families. It is important for families to know that school staff is there for their children and have their best interests at heart. I would be supportive of our PTSO and work to further develop community support and involvement. Furthermore, as principal I would support the development of the whole child. From academics to social/emotional development from athletics to the arts, middle

The teacher will go around the classroom to answer questions from the groups, give encouragement, and make sure students are on task.

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

I have had a lot of change with this concept in my own experiences with Field placement as well. I am placed in a public-school setting, I have seen how the curriculum really have kids struggling inside the classroom. They struggle and don’t care because they think that its dumb how you need to learn every step. Public schools I use to think that how they went about the curriculum was bad and they didn’t help the kids until one day at field placement. For example, in week 1 of field placement, “She did so well with walking around and making sure all the kids were getting the help that they needed” (Phillippi, 2017, p.1). This just shows that they know the curriculum is hard for some kids to learn and sometimes it’s not bad to stop and

While interning for Head Start they gave me the opportunity to spend time in the classroom and in the office. In the classroom, the teachers included me in any activities of the day to help me learn what it takes to serve underprivileged children. I learned how to interact with parents that were not content and also learned how to interact with the children.

Being an early childhood educator provides me with the opportunity to share my love of learning while guiding my students to also become a lifelong autonomous learner. Being part of a great education system allows me to provide my students with what is needed most, a secure strong individual who cares not only for the academic success of my students but for the heart of my students as

Working as an after-school childcare supervisor I have encountered a variety of individuals and families with different experiences. One

During the first month of my field placement, I quickly realized that working with the homeless was going present a challenge for me. It seemed like I was back to my first year of teaching, as each day, I was emotionally exhausted. Teaching for twenty-four years, I thought I would have been a bit more calloused by now, and able to avoid becoming so emotionally attached. I cried after I left the shelter on my first day. Even after the second day, I cried when the children had to get into the van to go to the congregation for the evening. Similar to teaching, this was going to be a job where I would have to find my way by experiencing it each day. I retrained myself to be as present in the moment as I could at the shelter, always being careful

I have been a preschool teacher, teaching mixed age children from 18 months to 5 years, for over 10 years. I started as a work study employee, while attending the Community College of Philadelphia in 2006, to a part-time teaching assistant while attending Temple University in 2010. This led me to a lead-teacher position after graduation and then to a program coordinator. I have developed effective working relationships with children in the past years. This position has helped me improve my teamwork and interpersonal skills by cooperating with other teachers in planning teaching materials according to the Reggio Emilia approach and by sharing teaching resources. I decided that working with children, understanding and assisting in their education,

As we close out 2016, I am confident that the initiatives implemented, and are still developing were executed with the utmost professionalism and precision. In keeping with our continuous improvement traditions at Union Pacific as well as my personal drive to always excel. I know, I can always do more. I remain fully engaged at all levels and areas of my territory. The border interchange locations at times seem to encompass a greater portion of my activity, however, I know I must additionally meet the same requirements and standards set for my entire fellow SQ Field manager team. All of our field managers have area specific challenges. No matter how great my challenges are or have been I make every effort to complete my assigned tasks. In