Courses taught every semester
These courses were offered regularly every semester as part of the initial educator license requirement at the MAT program. These courses are Field I: EMA 511 – Elementary/Middle School Education Foundation of Instruction and Assessment. EMA 530 – EC-MC & MC-EA Field Experience I and EMA 550 - EC-MC & MC-EA Port I, accompany EMA 511. I will refer to this group of courses as Elementary Field I class. Second group is EMA 513 – Secondary Education Foundation of Instruction and Assessment. EMA 531 – EA-A & EC-A Field Experience I and EMA 553 – EA-A & EC-A Port I, accompany EMA 513. I will refer to all this group of courses as Secondary Field I class. Lastly, EMA 604: Student Teaching Professional Development Seminar. Few changes over the years happened to the naming as well as offering of these courses that I will include in my reflection.
As I started teaching at Stritch, I taught the Elementary and Secondary Field I. In the first two years, EMA 511 and EMA 513 with their accompany courses were offered in two separate sections. Due to changes at the university level and in an effort to increase the number of students enrolled in a course section; these two courses were combined and we
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I learned and implemented various teaching strategies to meet the diverse needs of all teacher candidates. I met with peers and other faculty members to discuss teaching strategies and different ways to meet the needs of all learners. As I mastered and excelled in my teaching, I shifted my effort to focus more on service and scholarship as I maintained teaching excellence. In my tenure folder, I included my annual goals for the past four years as well as my reflection on the goals achievement. Even though, the format of the goals changed slightly every year, but the heart of the annual goals continued to be consistent. I’m proud to say that I have achieved and exceeded my annual goals
During this class I have been able to explore more into the world of education and through different videos of how education has changed over time. Today, I will be discussing the video “The Bottom Line in Education 1980-Present” and how education operated during this period. I was given the opportunity to understand how schools in the United States were functioning from 1980 until how schools are functioning now. The documentary talked about different topics concerning the impact of the educational system with how it has to be changed with things such as the curriculum of what the children are learning.
The assessment I have created is for my eighth grade history class. My edTPA class contains 21 students. At this point in the school year I was teaching the students about the Constitutional Convention. More specifically, for this assessment, we were learning about the major debates that took place during the Constitutional Convention. Those debates being; whether to adopt the Constitution or stay with the Articles of Confederation, whether representation should be equal for states or based on population, and whether slaves should or shouldn’t count towards a state’s representation. The main learning objective for this assessment was that SWBAT analyze different viewpoints of the Constitutional Convention through a three paragraph essay following
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
Goals are set for teachers. Teachers know what areas they have to teach and all students are learning the same material.
Therefore, the EBAA recommendation of one ELL teacher for every 100 ELL student equals 0.13 FTEs at Endeavor. Accordingly, Endeavor exceeds the EBAA recommendation with a 0.2 FTE ELL teacher that comes one day per week; again, a shared position throughout the district to equate 1 FTE for this position. Endeavor does not provide any extended day program either before or after-school as suggested by the EBAA. However, the neighboring community center offer before or after service free of charge to the community.
Online Course: Becoming a Teacher, (2005) Course Video Files, ECU, Lesson Lab. (Part 2, Christodulou ,A.)
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
It’s funny how quickly time flies by it seems like just yesterday I was complaining about writing the first part of this assignment. Looking back at it now, the reasons why I want to become a teacher remain the same. I want to inspire, shape, encourage, and mentor my students. I want to make the kind of impact on each and every single one of them that they will carry on for the rest of their lives. Whether it be simply believing in them, and telling them that I know they are capable of accomplishing anything they want to, or helping them through a tough time. My desire to become a teacher has increased tremendously the past 16 weeks, and I am so eager and excited to finish my education to begin my teaching career.
In my first years of teaching I plan to get a better understanding of my school community and the surrounding community, so I know where and how to get support for my students. I plan on attending trainings to keep up with the various concepts and principles that I will have to follow when teaching. I will also need to develop deeper understandings of adolescent development which will help when I am teaching to see changes in behavior and understanding and how it relates to each individual student. As a long term goal I will build relationships with fellow teachers to provide them support and learn together to become a team of advocates for our students. I know that it is up to me to grow and continue learning all that I can to provide my students the best learning experience possible.
In conclusion, us teachers must find ways to reach the minds of every individual by allowing them to express themselves and understand every lesson taught. My goal as a teacher is to provide to in each and every student with the necessary skills and knowledge so they could succeed on their own. I want to leave a memory of myself as a teacher who was not afraid to roll up the sleeves to help another student in any way and influenced others to do the right thing. My colleagues recall me a teacher who regularly participates and who was active to contribute assistance to the school community.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
(10)Refresher courses, Orientation programs Seminars, Conferences, Workshop, Symposium should be encouraged for the professional growth of teacher educators. All the educationists can be oriented with new developments, changes, innovations in the field of education.
As a future educator, I have many goals. My first goal would be to never overpower my students. Being a teacher should not be a job, it should be a passion. I will focus my classroom around the student’s needs, rather than my own. The classroom will revolve around the students. I will be their guiding hand through education. Another goal of mine is to have the students interact in a positive way. Social interaction is very important. As students combine with peers they share knowledge and learn how to solve problems. In the real-world, this what will happen. Whenever I can, I li...
Historically the education system was mainly of the teachings and learning, that focuses is on content or discipline that was being taught. This type of teaching and learning is known as “Subject Base Approach or Subject Centered Approach”. In subject-centered curricula, the subject matter itself serves as the organizing structure for what is studied and how it is studied. In its purest form, the curriculum for each subject-area is designed by subject-matter experts and is intended to be studied using subject-specific methods and tools of inquiry (Burton, 2013). The Subject Base Approach is the process of the in-depth teaching and learning of specific subjects or disciplines in isolation. All focuses are placed on the subjects' or disciplines' (Mathematics, English, Languages, Science, Religious Education, Physical Education,...........) content area.