Content:  During my student teaching, I taught all subject areas that correspond to the North Carolina Standard Course of Study for second grade. I completed my student teaching at Spindale Elementary in Spindale, North Carolina, under the advisement, of Mrs. Heather Thompson.

Impact:  This experience has given me a great wealth of knowledge to carry me into my career as a teacher in the public school system. I gained knowledge not just in working with students but with peers, parents, and administration by attending grade level meetings, staff meetings, parent conferences, Individualized Education Plan meetings, and behavior meetings. I communicated with the school counselor on several occasions.

Alignment: 

I met the following standard and indicators by attending staff meetings, grade level meetings, parent conferences, Individualized Education Plan meetings, and behavior meetings. I also attended several Professional Development workshops. I was actively involved in teaching a new math curriculum series and getting and giving feedback to the administration. I developed a presentation for the students to present a social studies lesson on for parents, staff, faculty, and friends of the community. I had several guest speakers to come into the classroom to talk with the students, and on Read Across America Day(Dr. Suess' birthday) I invited several community members to read to the students.

Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 2: Teachers participate in meetings that establish policy.

Indicator 3: Teachers communicate with parents, guardians, and caretakers to build partnerships between home and school.

Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.

Indicator 5: Teachers communicate with administrators concerning their needs including funds for field trips and guest speakers, materials unique to specific subjects and special projects, and professional development study and travel.

Indicator 6: Teachers welcome classroom observation by other professionals and initiate professional dialogue regarding teaching methods and instructional delivery.

Indicator 8: Teachers research and learn to apply best practices in elementary education and participate in the dissemination of those ideas.

Indicator 9: Teachers understand the importance of collaborating with colleagues to strengthen content, research, and pedagogy as well as with the community to provide quality instruction that meets state competencies.

Indicator 10: Teachers advocate for the rights and welfare of their students by involving appropriate school and community human resources in meeting the individual needs of each students