Artifact # 4
Context:
Dr. Darrell Morris set up an independent study for some of the full-time reading education graduate students to participate in. I chose to work at Mabel School in Zionville, NC because I did my internship and student teaching work there in undergraduate school. I knew the school and the majority of the people there. I really enjoyed working with the teachers and students, so I automatically knew I wanted to go back if I had a chance. In this independent study we were scheduled to “shadow” the Title 1 reading teacher two days a week for 2 hours a day. I was very lucky to be able to work with Amy Miller and learn what being a reading teacher is all about from her. She set up three tutoring session opportunities that were all very different. I started the day off working with a second grade girl that was a wonderful reader, just needed help in with her fluency. We worked on partner-reading and repeated readings throughout the semester in which she showed much improvement. I also worked with a 4th grade girl that was on a 2nd grade reading level. This particular student not only needed to be brought up to her appropriate reading level, but she needed a tutor to motivate and model how much important reading is in her life. We focused our tutoring session on basal partner-reading, writing, and easy reading. Finally, I worked with a small group of 4th graders that were on mid-4th reading level. This group was fun to work with because they loved to read, were focused, and willing to participate in any activity. Each of these tutoring experiences taught me something different about teaching reading. I definitely learned many skills that I will take with me into my career.
Impact:
Even though I tutored students in reading for the entire semester, there was no way that I could have learned everything that the Title I teacher does in his/her typical job. I did, however, get a basic knowledge of the position and how it works. I was not able to work directly with Amy Miller for the entire day that I was at Mabel, however, I did learn a lot about her job as a reading specialist that sparked even more of an interest in this area of education. At any free moment during my time at the school, she would answer any of my questions, show me learning tactics for teaching reading, various programs she uses, as well as books, basals, and activities she uses with children. In order to be an effective Title I teacher, I learned that you need to have the appropriate materials to teach reading. There needs to be a wide variety of materials that will meet any child’s needs effectively. It is very important that the reading teacher has a very keen knowledge of teaching reading in order to help children master this most important aspect of education and life. I learned that it is important that a reading teacher to be able to pinpoint any problem with a child’s reading and know how to help improve it. Diagnosing the problem and preparing an effective lesson plan for each child/children is imperative in this position as an educator.
Alignment:
Principle A: Instructional Expertise
When participating in the Independent Study at Mabel School, I demonstrated instructional expertise by applying the theoretical, philosophical, and research bases for educational practice to improve student learning when tutoring students below grade level in reading. I designed and modified instruction and learning environments based on assessment of student learning problems and successes. I monitored the effects of instructional actions, selection of materials, and other instructional decisions on students' learning and behavior when tutoring my students. I also understood and linked subject matter and students' developmental and diverse needs in the context of school settings when planning and performing my tutoring sessions.
Principle B: Knowledge of Learners
As a tutor at Mabel School under the direction of Title 1 teacher, Amy Miller, I incorporated knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction. I was able to seek to increase understanding of and respect for differences in students, including exceptionalities. I designed and delivered instruction that is responsive to differences among all learners, reflecting on and modifying instruction that fostered student learning. I understood and respected differences between the learning behaviors and outcomes expected in diverse communities, as well as creating and maintaining a classroom environment conducive to learning in which all learners feel welcome to be successful.
I used research to examine and improve instructional effectiveness and student achievement while completing the Independent Study at Mabel School. I used student and school performance data to improve student learning, classroom processes, and school practices. I also was able to investigate educational problems through action research through evaluation of my tutoring sessions.
Principle E: Professional Development and Leadership
While completing my Independent Study at Mabel School, I was able to engage in continued professional development and provide leadership at the classroom, school, and community levels, and within the profession by tutoring one-on-one and small groups in reading. I was able to seek, evaluate, and act on input from educators, parents, students, and other members of the community for continuous improvement. I also participated formally and informally in appropriate professional communities within the school as well as perform collaborative leadership to address educational problems.