I've come to the end of my preparation for teaching in California. I've spent four semesters in real schools with real students, teachers, and administrators. I've worked online, in Saturday Seminars, and in class to develop, practice, and refine my teaching skills. I feel well prepared, and I attribute this to three factors:

• Integrated curriculum from CalStateTEACH

• Excellent support from CalStateTEACH Faculty Advisor

• Top notch Master Teachers and staff at my placement schools

Integrated Curriculum from CalStateTEACH

CalStateTEACH's four semesters are arranged in integrated units that build on one another. In my first term, I learned the importance of the social environment, establishing a positive environment for learning, and maintaining that environment. I witnessed my master teachers transition from one activity to another with ease (it looks so easy!). I found that my master teachers applied the same philosophy of meeting each child where they are for general and special education students.

Term One provided multiple opportunities to articulate and define my theories about education, discipline, learning, and the purpose of schooling.

Term Two brought opportunities to focus on methods. Essential Learning Outcomes focused on Literacy, Science, Mathematics and Social Studies. I learned to integrate Art into other subject lessons. I delved deeply into learning about students (with many more opportunities to come) with a literacy unit. My placement at McAuliffe School overlapped Term One and Two, making it possible for me to practice my classroom managment (Term One) and methods (Term Two) with the same classroom.

The second part of my Term Two was spent in Cupertino's summer school program. I purposely selected public alternative schools that offer progressive education for all of my placements except for summer school. Districts usually combine students from all schools for summer school, so I experienced students from a broad spectrum of learning philosophies. I shared responsibility with my master teacher for a 4/5 combination. My job was to work with the fifth graders whenever they were separated from the fourth graders. The pace was fast, the content was scripted. We made quick progress through workbook lessons. I attempted to teach hands-on, inquiry lessons, and soon found that without the foundational background, the students were not prepared to make the best use of that type of teaching. They needed to make fast, demonstrable progress in order to pass onto the next grade level, so the workbook method was the best choice. I learned that different circumstances require different teachinig. This was not the last time I'd learn this lesson.

Term Three dove deeply into differentiating instruction for each student. I learned about identifying and accommodating special needs, using assessment to identify the unique needs of all students and to inform instruction, creating individual learning plans for various subjects or skills, record keeping, and making content relevant to students. In this term, I grew in confidence that I can get to know all of my students and use that familiarity to build curriculum that engages and grows their skills. I studied one student in depth, administered a battery of formal and informal assessments, and developed an individual learning plan for her. This experience was later built upon when I administered assessments to another class for the purpose of recommending summer school.

Term Four integrated all of the learning from the prior three semesters and gave me enough practice time to feel very well prepared. When I started the program, I would not have believed I'd be excited to solo teach for two weeks, but I was! The work in Term Four was designed to culminate in the big project: a continuous unedited 20-30 minute video taped lesson with analysis. That project pulled everything together: classroom management, instructional design, instructional time, making learning comprehensible and relevant, and professional growth. Although my lesson delivery was not up to my standards, I learned more than if it had been perfect. My reflection and analysis of the lesson was where the learning took place. I identified areas to improve and professional goals for myself. I will not follow lesson plans at the expense of flexibly responding to my class, for example.

Excellent support from CalStateTEACH Faculty Advisor

My faculty advisor, as per the program at CalStateTEACH, came to my placement schools throughout all four terms. Instead of me going to classes and being supported outside the school environment, and then placed back with students to apply my knowledge and skills, my advisor came into my school and coached me there. This was incredibly valuable because I learn best when I immediately apply my new skills and get immediate feedback. My faculty advisor gave me online coaching on each lesson plan, then observed me in my environment, and gave me feedback on the spot. This met my need for being able to put things to immediate use.

My faculty advisor was always available by email and cell phone whenever I needed him. He offered support beyond what I asked, always balancing my need for autonomy and guidance. His feedback was always spot-on and gently stated, which I appreciate because I want to learn but I don't want to feel criticized. His experience as a teacher and principal was evident in every meeting with teachers and administrators. He connected easily and made everyone feel at ease. I know I was successful because of the support and guidance he offered and provided online, on site, and on the phone.

Top notch Master Teachers and staff at my placement schools

Learning from day one from real teachers made all the difference for me in this program. My last Master Teacher gave me exactly the right amount of responsibility when I needed it. I learned as much from observing her as I did being observed by her. I implemented Morning Meetings and "passing a greeting" in her K/1 class. She gave me 100% freedom to implement things my way, and then gave me gentle, direct feedback on what worked and what might work better. I could feel her confidence in me, and that built my own confidence. On my last day, the students shared their "appreciations" for me, and I was really touched when one said, "I appreciate Michelle because she started Morning Meetings and it feels really good."

The principal at my summer school placement introduced me to Page Keeley's assessment probes. My last Master Teacher taught me about Monart, Ed Emberley's Drawing with Children, Richard Gentry's MONSTER spelling assessment, and multiple methods of teaching literacy and math. Two other Master Teachers introduced me to Six Traits writing, especially using picture books to teach writing skills. I have a whole file of lessons and resources shared with me by my teachers. The spirit of sharing and collaborating was so helpful.

Conclusion

I feel well prepared to start work as a teacher in my own classroom. I've got so many resources and ideas. Everyone from my last student teaching placement, plus my faculty advisor, have agreed to help me as I start teaching. I feel like teaching is my calling, and I'm right at home with the wonderful people I've met along my program. It is with gratitude and confidence that I leave CalStateTEACH and into the education community. I'm starting a new chapter of my career change: that of Teacher.