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VANGUARD UNIVERSITY - Graduate Program in Education

CLASSROOM DEMOGRAPHIC PROFILE

Student Teacher: Amanda Newcomb Master Teacher: Eunice Hooker


School: Costa Mesa Middle School Academic Year 2016 -2017
Address: 2650 Fairview Road Semester: Circle: F S Sum
City: Costa Mesa, CA ZIP 92626 Dates: 2/8/2017 to 6/22/2017
Phone (714)424-8000 Principal: Guy Olguin
Grade Level(s): Grade 7 Subject(s): English
Secondary: Choose one class to use for this profile.

Ethnic Groups Represented in the Class:

Master teacher and student teacher should fill this page Student Teachers
out together, using data from the specific class. Ethnic Group:
Write the number of students in each category below: Check one.

American Indian __________ American Indian ______


Asian Asian ______
Pacific Islander __________ Pacific Islander ______
Filipino __________ Filipino ______
Hispanic/Latino 21 Hispanic/Latino ______
Black/African American Black/African American____
White (not Hispanic) 8 White (not Hispanic) X
Multiple or No Response _____1____ Multiple ______
Total ____30____

Total number of students of ethnic groups different than that of the student
teacher:____22_____
(a)
Total number of students in the class: _____30_____
(b)
Percentage of class members of ethnic groups different than that of the student teacher:
Divide (a) by (b)__73%

Master Teacher Signature Eunice Hooker Date 2/14/2017


Student Teacher Signature: Amanda Newcomb Date 2/14/2017

CLASSROOM PROFILE
I. English Learners:
The Master Teachers and Student Teachers work closely together to provide differentiated
instruction for the students in their classrooms. In order to fulfill the CTC Credential
requirements and to complete the coursework during the Teacher Education program, the
credential candidates must learn to identify strengths and needs of children and youth to
enable them to provide appropriate instruction.

English
First Name: Proficiency Strengths: Specific Needs: Suggestions for
Level Instruction:
(CELDT):
Joshua L5 Reading Writing Monitor writing
Angela L4 Talking Writing Monitor writing
Luis L3 BICS Reading Audiobooks
Evan L4 Listening Writing Monitor writing
Josue L4 Listening Writing Monitor writing
Kevin L3 BICS Reading Audiobooks

The Master Teacher and the Student Teacher must work together to complete this Profile.
Use data such as SBAC, CELDT results, etc.

List only first names of students. If there are more students than spaces provided, use a
separate page.

Total number of students in this class: ___30____


II. Students with an IEP:
First RSP/SDC: Strengths: Specific Needs: Suggestions for
Name: Instruction:
Sasha RSP Listening Decoding words Reading out loud

III. Students with a 504 Plan:

First Name: Strengths: Specific Needs: Suggestions for


Instruction:

IV. Students Identified as Gifted and Talented (GATE):

First Name: How Strengths: Specific Needs: Suggestions for


identified? Instruction:

V. Students Not Listed in Above Categories (use SBAC data):

First Name: Strengths: Specific Needs: Suggestions for


Instruction:
Victor Writing Concentration Sit near front
Ryan Reading Talking in class Sit away from
friends
Eric Reading Talking in class Sit away from
friends
Jeremy Reading Vocabulary Word of the day
V. Students Not Listed in Above Categories, continued:

First Name: Strengths: Specific Needs: Suggestions for


Instruction:
Dylan Writing Group work Teach
collaboration
Lisbeth Writing Attention Sit near front
Cameron Reading Time management Teach time
management
skills
Daniel Writing Group work Teach
collaboration
Princessa Reading Independent work Guided
independent
practice
Haydee Reading Talking Equal class
discussions
Reese Reading Writing Short journals
Jake Writing Revising Guided revision
Geovanny Writing Revising Guided revision
Kailyn Reading Organizing writing Prewriting
Janice Writing Talking Equal class
discussions
Pilar Reading Writing Short journals
Dylan Reading Writing Short journals
Sasha Writing Vocabulary Word of the day
Belen Writing Group work Teach
collaboration
Kennia Reading Grammar Worksheets and
peer reviews
Imani Reading Independent work Guided practice
Jonathan Writing Organizing writing Prewriting
Cameron Writing Concentration Sit near front
BEGINNING STUDENT TEACHERS: RETURN TO YOUR FACULTY COHORT
LEADER DURING WEEK THREE OF YOUR BST ASSIGNMENT

1. What are the implications for instruction in this particular classroom considering
the student demographics and your own ethnic group?

Many of the students are either English only or redesignated ELLs. For the
students who have not yet been redesignated, it is important to provide support for
those students. Using techniques such as audiobooks and partner work can help
those students to build upon the necessary skills for English language
development.

2. What instructional strategies do you believe would best benefit these students?

For the ELL students, they need to build upon their writing skills, as well as
their reading skills. Using audio books and having the students review each
others writing in small groups would help them to build those skills.

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