Entrance Portfolio Review Admission to Undergraduate Teacher Education K-12 & Secondary Education, Seaandary NaME Carissa Erdynan procram: ot DATE: Y/ij2oy Overall Portfolio Rating: (circle one) | = Accomplished }=Proficient 2 Apprentice 1=Novice _0=Nonratable Portfolio Items Rating Competency | Note: Each item must contain a rationale/cover sheet. [Weve | Reisner | Hevgwe [ Title page; Organization 3 : | 4 Copy of Reflective Paper (includes personal testimony) uy 2 Educational Issues Paper from EN105 (Expository Waiting) | 4 3 Philosophy of Education Brochure from ED201 Ly (Introduction to Education) 7 | 4 Graded Speech Outline from SP100 (Speech y | Communication) | 5 Approved Field Experience Evaluation Forms Yy 6 Current Unofficial Transcript yy | 7 | Paper/'Test from Content Area 4 Committee Signatures Date 1 a 7/1/2014 24 APPLICATION TO THE SCHOOL OF EDUCATION K-12/Secondary Teacher Education name COS\SSAEC AMON _ Program Sec. MoM ¢.ducodsoN Housing/Dorm (LOTOdo\\o.t _ _ Phone( STO) BSO-AVIA Email address COSA _2cenan Glory \eoe.LOU Sophomore Cunior ‘C1 Transfer student/Class Status: ‘As of today, do you have a valid driver's license? yes ONo ++Write a reflective paper to accompany this form that integrates a testimony of your salvation, a discussion of your growth in the Lord, your desire or “call to teach,” your experiences that have led you to your interest in teaching, and your perceptions of your strengths and weaknesses. Please submit this in MLA format. student signature COMPETE Ceclurcatr pate {26/2014 For Office Use Only cpa_391_ credits completed_“Z23_— as of (_FAL)/ SPRING 20 ff Act 34 es at CO Fingerprinting Oretest O Portfolio. Zz AL samisiongrrted__Admision denied __A86 ractyroveor (Dido Than ome 3/24) 2014 Program Uason/Z Date30 APPLICATION FOR STUDENT TEACHING Name Zama Cacissa__N LO3- TH-3 339 (Last) First) (M1) (Gocial Security Number) 52 Lupine Lone , Selinsgrove, C, V1S7O (Hote Address) 7O-B56-W714 Secondacy MoXhemeales Education (Cell Phone) 7 (Program) When did you enter BBC? Fe\\D.OV2. Expected BBC Graduation Date: May 20\6 Do you have personal, individual use of a vehicle to drive during student teaching? Yes “No Student Teaching Request Information: SEMESTER Requested: Fall (year); Spring LONG (year) ELEMENTARY & EARLY CHILDHOOD programs only: Student Teaching Grades Desired: 1 Preference;___ 24 Preference; es poo 7 ‘Specific considerations or concerns regarding placement (i.e. allergies, location, etc.) “ tg, OF re es racy cook try ame Cenneete LeaseU MADER) quo ary Creal plolic Kho one Detar Tn eeeg HY hs Student signature LAU Hiya pate_|-24-15 For Office Use Only GPA. Credits completed asof FALL / SPRING 20__ Praxis scores: Fundamental Subjects (K-12 and preK-6 programs) Subject Assessment Field Experience Hours Ministry Units Portfolio acceptance Child Abuse History (Criminal Record Check Fingerprinting TB test Faculty Advisor Date Program Director DateStudent: Carissa Erdman Stage | Field Experience Course Hours Completed ‘School and Date ELL 5.75 ‘Abington Heights ~ 11/18/13-11/19/13 inclusive 4 ‘Sunbury Christian Acad. ~ 42/20/13, Intro to Special Ed. 5 ‘Scranton Head Start ~ 3/25/14-3/27/14 inclusive 15 ‘Sunbury Christian Acad. ~ 5/14/14 POLE 7 Faith Mtn, ~ 11/3/14 Human Growth and Development is ‘Sunbury Christian Acad. ~ 5/16/14 Human Growth and Development 35 ‘Sunbury Christian Acad. — 5/19/14 Stage Il Field Experience School/Teacher | Hours Completed | Dates Documentation completed Sunbury Christian 4 1/5/15— _ | Field Experience Reflection form Acad.Joseph Best 1/6/15 Sunbury Christian 125 5/15/14— | Field Experience Reflection form Acad,/Joseph Best 5/20/14 Stage Ill Field Experience School/Teacher | Hours Completed | _ Dates Documentation Completed ‘Sunbury Christian 35 Yes (Rachel Wiren) Acad./Mr, Buczeski“rnc las School of Education UNDERGRADUATE TEACHER EDUCATION FIELD EXPERIENCE RECORD FORM K-12/SECONDARY TEACHER EDUCATION 0 ( Name Program Instructions to Teacher Education student: go beyond «© Fillout this Record form entirely. For each experience, fll out [For Teacher Education use ony and submit a corresponding Evaluation form © Allpaperwork must be completed and submitted twoweeks | jp; after last date of experience. Sap don musta * For summer work, the deadline is two weeks after ahs TREE start of college classes. aes ant Have teacher/leader at sign this form at the completion Date of hours. Failure to complete paperwork with signatures and all information will render the experience null. Fo ES F Mwypony | serrincscHooycrry | GRADY | SEEN | ieac ATURE OF & we ook = ws (ashi3 ee “ US Ve te L wales | Ges * tz > [Buarery Cheshon NOR wold Paras oenes Qo [dol buhé TOTAL HOURS qa5 ‘Tum in completed form with hours totaled to: TEACHER EDUCATION ADMINISTRATIVE ASSISTANTFIELD EXPERIENCE REFLECTION FORM K-12/SECONDARY TEACHER EDUCATION a Name CONV MoAb a. woo | SErTING/SCHOOL/CTTY GRADY | #HOURS U TAGE | OBSERVED Ss [Nong axe | 575 TERONS Soca ope IL Q Describe briefly two of the activities that you ee et dai ‘this period of field experience. Dg ode, Se Gade a psoolbAay ashodisncs wear Lnle Wey collected A § Sed d YORWONW yEGn-TA uy wheresdwey WO seE ra nae ected S aS okt WWhord ing Whe work Se Naew Swavaleo olde Sy aloierwe Or Wocher Workwy Lula studantsushe Sake mcdhoaling, She Hed NO Worl bn onde levedy and ToRjZ ers a Oe Swe. What did you notice about students or the teaching/Iearning process that you had forgotten or had not, Known belore? Eo cea nded OIG GSMA Cony ee ko MOAWAR Sludvinks Yo \eor A, Some ON Ve Neacs © Clasewed seemed dy have SKLcully HN YB, Lsile & ners seemed ko We OWE So Go WW VEsy WATTS Wo wre wo og \w be ase Yo Conare MWe dQveeads © ypreuc ches Ne aks 4ookk. What procedures, techniques, or styles have you observed during your field experience that you will seek to employ in your teaching? os lew w GAA LO KON te oi “t se Ke PN Qeauess lils What effect, if any, has this experience had on your desire or commitment to teach (in general/in Christian school/ in public school)? How about your desire to work with any specific age groups or in particular settings? “Ws dV WV: GAM Selo eve Rw Med LTD MS Ges aad ve TE Ge: - é : € \ew Sore a kne Ceres Wee Mo Os Sk. M ye dese No) \e on Ages ia Was ASO Co greeny EMrYyes Owseeeg W Be complete. Give honest answers. These reflections will help you shape professional thinking. ‘Submit this form to the Teacher Education Administrative Assistant within four weeks of the completion of your experience. aSchool of Education UNDERGRADUATE TEACHER EDUCATION FIELD EXPERIENCE RECORD FORM K-12/SECONDARY TEACHER EDUCATION name_(_carisse Erdman — go beyond Instructions to Teacher Education student: © Fill out this Record form entirely. For each experience, fill out and submit a corresponding Evaluation form. © _All paperwork must be completed and submitted two weeks he erie after last date of experience. + Forsummer work, the deadline is two weeks after on start of college classes. For Teacher Education use only Have teacher/leader at sign this form atthe completion Date: of hours. Failure to complete paperwork with signatures and all information wil render the experience null, MM/DD/YY GRADE/| # HOURS SIGNATURE OF REC INGRCHOOU CTY AGE OBSERVED TEACHER/LEADER: SNe | Sunbury C Rew |O27\20 || V3 | dee Pinon egy SU5|id Baby Cnttshon dae WAG 65 fA fd [DIielIHt |Sunbucy Chrishan Arodeny 7-12 [\.S SILA [Sunbury Chashen Acoderm 12 TB, 5 ot ot TOTAL HOURS 19 ‘Tum in completed form with hours totaled to: ‘TEACHER EDUCATION ADMINISTRATIVE ASSISTANT.FIELD EXPERIENCE REFLECTION FORM K-12/SECONDARY TEACHER EDUCATION Name CANS Fodman GRADE] #HOURS |] | paveon SETTING/SCHOOL/CITY | AGE” | OBSERVED | tL IL l I Describe briefly two of the activities that you experienced during this period of field experience. \ Twas alle do dosecrve lhow My dean ues pee Short. “Kime tes\s tothe OM GEC GAGS. X ai56 olserve A how i ¢ ere orc A tho claoe oi ncles Sor Wests wow he Wear ied akeven Y wikhk Awe Ader stode sony, Mhe younger oe 5: What did you notice about students or the teaching/leaming process that you had forgotten or had not known before? = ke s ents \ TD nokeed hou ving vlan Ves Lo involve Students wn Me lesson, € AO¥ les wp ly Aa sk What Procedures, techniques, or styles have you observed during your field experience that you will seek to employ in your teaching? : © uss able to dalkvat agi wihw sje echo Showed me many ways to Wieor porte ech ology ko Wee clei ou What effect, ifany, has this experience had on your desire or commitinent to teach (in general/in Christian school/in public school)? How about your desire to work with any specific ‘age groups or in Particular settings? i any Qa Aver i reng \ Present sire SO woe @ Clheisan ceeady be complete. Give honest answers. These reflections will help you shape professional thinki Submit this Form to the Teacher Education Administrative Assistant within fot weeks ofthe completion of cour ‘experience, SAPTIST BIBLE COLLEGE & SEMINARY BBG&S 538 VENARD ROAD | CLARKS SUMMIT PA 18413 d 570.585.2400 | www edsCarissa Erdman 1 / Dn Stage I Student Documentations Planning and Preparation of the teacher Use of standards and objectives Mr. Buczeski, along with the rest of the teachers at this school, is not required to create lesson plans that include standards and objectives. However, Mr. Buczeski showed me how he uses the teacher edition of the textbooks, which includes lesson objectives. Use of differentiation, modifications, and/or adaptations Classroom sizes are quite small at Sunbury Christian Academy, which allows Mr. Buczeski to get to know his students very well. He takes time to notice how they learn, areas in which they struggle, and anything would assist him in teaching them. There were no students with IEPs, but there were a few students who struggled greatly. Mr. Buczeski made a point of asking them specific questions to ensure comprehension. He also allowed a lot of time for problem-solving during class. During this time he would walk around the room and give special, one-on-one assistance to any struggling learners. Mr. Buczeski also provided helpful worksheets or hints on how to create notecards for those who wanted to make them. Use of various teaching styles ‘Mr. Buczeskis main style of teaching is a mix between lecture and demonstration. There is no discussion in his classroom, but the students feel as though they are safe and comfortable to ask questions whenever necessary. Mr. Buczeski does many problems an the board, using scaffolding techniques as he first does one by himself and slowly asks students to tell him what to do next. Use of technology and resources The technology is slightly behind at Sunbury Christian Academy. Every teacher has access to a projector to hook up to their computer, but not all know how to utilize even this. Mr, Buczeski will occasionally utilize PowerPoint presentations during his classes, but not very often. The technology most used in his math classes is @ graphing calculator, which he teaches students to use. Mr. Buczeski will also occasionally use resources from other math textbooks or from the internet to supplement his lessons. Classroom Environment Classroom management Mr. Buczeski is quite strict with his younger students; however, as students progress through his classes, they begin to understand his system and he relaxes his rules. ThisCarissa Erdman 2 seems very effective in general, because he lets the younger students know that he means business and does not tolerate misbehavior. However, this system also allows him to build relationships with students as they mature and he is better able to tailor the learning experience to each student. Classroom dynami set by teacher/students Mr. Buczeski’s math classroom does not usually take on a conversational feel. He is very ‘much in control of his classroom and of the direction of his lesson. However, he changes his approach depending on the class and the students involved. Certain classes seemed very talkative and willing to participate in asking and answering questions. In this situation, Mr, Buczesk’ allowed the class to dictate the direction of the lesson by their questions. However, for classes in which no one wanted to ask or answer questions, he was prepared with a direction and with ways to engage the students. For example, if no one raised their hand, he would call on someone or have students do problems on the board. Classroom discipline Very few students misbehaved during class. | believe this is because Mr. Buczeski is in charge of school disciplinary matters, which means he gets to decide upon detention lengths and things of that nature. Therefore, students tend to behave better in his. classes. However, in the few instances when someone was talking or doing something they should not have been doing, Mr. Buczeski would give them a warning by asking them to stop. ifthe behavior persisted, he would inform them that they had earned lunch in his classroom, detention, a visit to the office, etc. The severity of discipline depended on the misbehavior. Instructional Delivery Communication of goals, procedures, and content Mr. Buczeski always did a good job of telling his class what he wanted them to learn from the lesson before he taught it as well as reinforcing these main points at the end of his lesson. He was very clear in explaining directions and content. His style of teaching is discussed above, as well as how he uses standards, objectives, differentiation, modification, and adaptations. Questioning and Discussion /Technology/Student engagement ‘These topics have already been discussed above.Carissa Erdman 3 Professionalism Dress A typical outfit for Mr. Buczeski consisted of khaki pants and a school polo shirt, although non-school-related polo shirts, sweaters, vests, and other things of that nature were also acceptable. The female teachers generally wore dress pants, skirts, or dresses. Jeans, sneakers, and t-shirts were not allowed for faculty members. Punctuality All teachers were expected to arrive at the school building around 7:45 am, but some would arrive earlier because they were on bus duty that day. As far as being on time to class, this is one area in which Mr. Buczeski struggles (by no fault of his own). During my time with him, a new principal was in office. This created a lot of need for Mr. Buczeski in the office helping the principal and taking care of things. He had a lot on his plate, which caused him to miss the first few minutes of many classes. Presentation of materials is correct and aesthetically pleasing Mr. Buczeski is fortunate enough to have his own classroom, which means he gets to. decorate. He is not an artsy person, so his main method of decoration is posters. However, this is an effective method because it gives students many different math- related things to look at and can give hints to certain types of problems. Mr. Buczeski does not create his own handouts very often, so he does not usually need to worry about typos or creating aesthetically pleasing worksheets. Obvious integrity Mr. Buczeski conducts himself in a Chrstlike manner whether he is interacting with students, parents, or coworkers. He is always available to give students extra help or give them guidance about college decisions, as he also slightly functions asa guidance counselor at Sunbury Christian Academy. His care for students is obvious and his work ‘ethic shows in things like how quickly he grades and returns tests. Personal Reflection {only taught a few lessons during this time, but | learned that | do well at explaining concepts. One area for growth involves writing on the board. | need to master the teacher position of standling beside what | am writing so that students can still see the problem. | also need to remember to write bigger to make it easier for students to see what | am doing. Another area for growth involves my ability to come up with questions to ask students on the spot. | do well if! previously thought about what I want to ask, but attempting to come up with meaningful questions that will assess learning is something | need to work on. An area in which | feel | will do well is classroom management. | tend to be on the strict side, but | really enjoyed Mr, Buczeskis philosophy of becoming more lenient as the years go by and | get to know my students.FIELD EXPERIENCE RECORD FORM ~ STAGE ONE K-12/SECONDARY TEACHER EDUCATION Med ZA FAdmen Program SCC wane Cos Instructions to Teacher Education student: * Fillout this Record form entirely. For each experience, fill out and submit a corresponding Reflection form. © All paperwork must be completed and submitted to the course professor two weeks after last date of experience, For summer work, the deadline is two weeks after start of college classes. © Once hours are handed in to the appropriate professor for credit in the course, please double check the hours have been turned into the SCHOOL OF EDUCATION: ADMINISTRATIVE ASSISTANT Have teacher/leader sign this form at the completion of hours. Failure to complete paperwork with signatures and all information will render the experience null. GRADE/| # HOURS SIGNATURE OF SETTING/SCHOOL/CITY ung ETTINGSCHOO! ‘AGE | OBSERVED | _TEACHER/LEADER Sat 15, [SuncyCrrcononAccdmy | G-12 | 7 ml 4 TOTAL HOURS— yeh. of Game FIELD EXPERIENCE RECORD FORM ~ STAGE ONE K-12/SECONDARY TEACHER EDUCATION Instructions to Teacher Education student: * Fill out this Record form entirely. For each experience, fill out and submit a corresponding Reflection form. * All paperwork must be completed and submitted to the course professor two weeks after last date of experience. For summer work, the deadline is two weeks after start of college classes. * Once hours are handed in to the appropriate professor for credit in the course, please double check the hours have been turned into the SCHOOL OF EDUCATION: ADMINISTRATIVE ASSISTANT Have teacher/leader sign this form at the completion of hours. Failure to complete paperwork with signatures and all information will render the experience null. GRADI/]_#HOURS SIGNATURE OF EL OBSERVED. TEACHER/LEADER_ wah a “wes, | yi Pract | TOTAL HOURSv{3 FIELD EXPERIENCE REFLECTION FORM - STAGE I K-12/SECONDARY TEACHER EDUCATION Name. Program GRADE | # HOURS MM/DD/YY SETTING/SCHOOL/CITY 8 SCHOO! AGE | OBSERVED Directions: Be complete. Give honest answers. These reflections will help you shape professional thinking. Submit this form to the professor of your course within two weeks of the completion of your experience. The professor will turn the hours in to the Administrative Assistant for the School of Education. Describe briefly two of the activities that you experienced during this period of field experience. Tune able bo sh vesi8e @ Shodan 4 lisken fuk wy her WEN GS She QS A. TA wus wees ee Made May obaelad to wetcn a row vk was dGdewenk| SwolGe Qo Segulae" clavsreum. T also had Me Oy coy Av cbt tHe Waller 6s go admin stered speed ests Yodle ‘What did you notice about students or the teaching/learning process that you had forgotten or had not known before? re slants Wee moe engaged NROAT expected sace Hey Lr y¢ Laing OM\WAe Chas, CUNT OdsO Mw ake vA pees Nik Mey do nod wer oe prc Occomplisywad os \wey Shovie % v Pp ¥ What procedures, techniques, or styles have you observed during your field experience that you will seek to employ in your teaching? X Wack Wreak dWis Sue DE csc now T de mek wart Yo Wack. Werealer tors oniy & Cos WetOl, AO a Neacter a qneddvel, She had lithe keamecdge of Me sly timaller # caly crecked Soo ornewor Loompeharend admiarirslered guirzs, TE Wand vay sskor? Acs. born $0 HE More Vader ache, FP A ould cokvadiy \ke to Mack. What effect, if any, has this experience had on your desire or commitment to teach (in general/in Christian school /in public school)? How about your desire to work with any. specific age groups or in particular settings? “re small selung of A CWTishiany SSMOO\ 15 SIN Where © desivedy work, WX Tam nok Qpose® XO ex \en Zev YQWWKE sdnoc\. We giaces FW oove SAW Ye most wekrgunng Gi vw as weilyt CAS School of Education ~ go beyond UNDERGRADUATE TEACHER EDUCATION FIELD EXPERIENCE RECORD FORM K-12/SECONDARY TEACHER EDUCATION Name Cot \ssaEcdman Program Sec, Mody Td, Instructions to Teacher Education student: ‘* Fill out this Record form entirely. For each experience, fill out For Teacher Education use only and submit a corresponding Evaluation form. * All paperwork must be completed and submitted two weeks after last date of experience. + For summer work, the deadline is two weeks after start of college classes Supervising Professor: —__ © Have teacher/leader at sign this form at the completion Date: of hours, * Failure to complete paperwork with signatures and all information will render the experience null Ianyopw| serrinoscioouey | GRADE/] #HOURS | SIGNATUREOF MM/DD/YY SETTING/SCHOOL/CITY ‘AGE OBSERVED YSIS ROMER EY [Gi | 7 els ‘ eleiw spss] \) | ues Slzoha lo (OURS Turn in completed form with hours totaled to: "TEACHER EDUCATION ADMINISTRATIVE ASSISTANTGi FIELD EXPERIENCE REFLECTION FORM K-12/SECONDARY TEACHER EDUCATION Name Program MM/DD/YY SETTING/SCHOOL/CITY (GRADE) |: HOURS x HO : ‘AGE | OBSERVED Describe briefly two of the activities that you experienced during this period of field experience. YX expenenced a lesion Uting Kclvology «LT exe ¢ wenad a echas Gong. OW Vest worl Sudants Lino dA poorly vs, ‘What did you notice about students or the teaching/learning process that you had forgotten or had not known before? ZL pad Lagotton how wg lent 5 ‘Sy especially Nhe lower geetes. Lye WN Lhe Glass ren, What procedures, techniques, or styles have you observed during your field experience that you will seek to employ in your teaching? TZ was cisle Wo closer a eer hor lowing ceecees ibe 40 s buds ducing @ free pemod arindeccrting dieser ty Wacwy w\ & Clors setny: What effect, if any, has this experience had on your desire or commitment to teach (in general/in Christian school/in public school)? How about yeur desire to work with any specific age groups or in Jar settings? —_ ‘ . 4 | pardemarseB—T SNV Wark AO kech wr @ Crna sehexl, AN open NV ovine Sehoo\s Be complete, Give honest answers, These reflections will help you shape professional thinking, ‘Submit this form to the Teacher Education Administrative Assistant within four weeks of the completion of your experience. BAPTIST BIBL ee IBBGS 5 VENAR ROAD | CLARKS SUMMIT, PA 18421 10.86.2200 | wn Dbc edName Instructio after last date of experience. of hours. School of Education UNDERGRADUATE TEACHER EDUCATION FIELD EXPERIENCE RECORD FORM K-12/SECONDARY TEACHER EDUCATION Program ns to Teacher Education student: go beyond Fill out this Record form entirely. For each experience, fill out For Teacher Education use only and submit a corresponding Evaluation form. Alll paperwork must be completed and submitted two weeks * For summer work, the deadline is two weeks after start of college classes, Have teacher/leader at sign this form at the completion Failure to complete paperwork with signatures and all Case Paes ‘Supervising Professor: formation will render the experience null. MM/DD/YY SETTING/SCHOOL/CITY GRADE | #HOURS SIGNATURE OF ‘TEACHER/LEADER AGE | OBSERVED ~ SL 2 alae e714, om 3 Widuas TOTAL HOURS Turn in completed form with hours totaled to: ‘TEACHER EDUCATION ADMINISTRATIVE ASSISTANTFIELD EXPERIENCE REFLECTION FORM K-12/SECONDARY TEACHER EDUCATION Name _ Program | MM/D! rd GRADE/ | # HOURS | _ oY [ SEETING/SCHOOUCITY AGE OBSERVED | Shes Dinin We A DYN See WL Cele | 5] Describe briefly two of the activities that you experienced during this period of field experience. TS coseeved how vee Wrocians wield AW Weck been Ay ag see Jame judradks Kus very buAarvee cs here dy Zedso coseoucd how & wr @ AWR-CUs glace, VIE ME SNM { d-‘bysit Lise Asse What did you notice about students or the teaching/learning process that you had forgotten or had not known before? —_ . . _ _.\ T VAs Fr yorker ow d SQCUN A con ve Keo We ORBAOO OV MAS pe Gi Jo. ‘What procedures, techniques, or styles have you observed during your field experience that you will seek to employ in your teaching? We ¢ are Ve ENG Pict cack so \vey 7 t OR WOVE VAs ard to voy cages Foy, wo 0 Racing Vays a Uo Hoge Aly .WRaenl Shrew CE Soi, What effect, if any, has this experience had on your desire or commitment to teach (in general/in Christian school/in public school)? How about your desire to work with any specific age groups or in particular settings? TNS se ony 15 \ 2 OCW . YS aod Ww UF Gio Toa Le Odiwg, SV Wet nb SPEER SAN Dy’ ree Ws heae i, Be complete. Give honest answers. These reflections will help you shape professional thinking, Submit this form to the Teacher Education Administrative Assistant within four weeks of the completion of your experience. SAPS BLE COUEGE SENAY { B 528 VENAROROAD | CLARKS SUMMIT. Ph 18422 705862400 | wwndeedsStage II Cooperating Teacher Form Stage II Field experience at BBC is a platform where prospective teachers gain pedagogical insight and experience to the daily responsibilities of a teacher by shadowing a well-established teacher for five consecutive days, which will accumulate to approximately 35 hours. Throughout those five days, it is beneficial for the prospective teacher to take part in whatever small tasks might be deemed appropriate by the teacher such as facilitating vocabulary lessons, grading quizzes, giving input to differentiated lessons, or teaching a mini-lesson about a short story or about writing thesis statements. Please mark any and all pedagogical experiences in which the prospect was able to observe and participate, Descriptions or explanations are welcome. Lesson planning @ Class Discussion @ Facilitation of Mini-lesson Facilitation of full-period lesson (1. Facilitation of rehearsal/practice A Tutoring session &% Assessment / Grading Staff meeting (0 Extracurricular duties 0 OtherOna scale of 1 ~ 5 please rate the prospective siudent teacher in the following categories: Pedagogical Insight for Planning 1 2 3 4 None Some Average Good Exeslent Pedagogical Insight for Instruction 1 2 3004 None Same Average Good Extent Pedagogical Insight for Building Classroom Environment 1 2 3004 Nove Some Average Good Excelent Professionalism Observed 1 2 304 © None Some Average Good Excelent Potential as a Highly Effective Teacher 1 2 3 4 3) Nowe Sime Avinge Good ESSfent Cooperating Teacher Joseph Buczeske Host School Prospective Teacher Dates of Experience