Internships |
Internships |
By the end of the internship I will: 1. Improve my understanding of the student services department. 2. Learn the part that the teacher and others play in school-based team meetings. 3. Develop a plan as to how the teacher can utilize the counselling department to enhance the delivery of the health component of the PHE curriculum. 4. Better understand the transition process of special needs students from middle to high school. 5. Learn in detail about the part that the parents play in their child’s learning. |
Process: 1. Through my role as teacher representative on school-based team, I will continue to deepen my understanding how the department works together with teachers and administrators. 2. Work with other colleagues in order to learn the part that teacher plays in meeting the needs of the special needs students. 3. Work with the counselling team to implement health units in Grade 8, through my role as Grade 8 team leader. 4. Work with school resource department heads at both the middle school and high school to streamline course planning process and transitions for special needs students and their parents. 5. Learn more about the parent involvement required and needed in the whole process. |
By the end of the internship II will: 1. Participate in and facilitate school-wide initiatives connected to school vision and goals, specifically school-wide participation in Global Read Aloud. 2. Present on writing strategies and numeracy at two major conferences – Provincial Intermediate Teacher’s Association (myPITA) annual conference, this fall in Abbotsford & Association for Middle Level Education (AMLE) annual conference, this fall in Nashville. |
Process: 1. For the second year, promote connections within the school and outside of the school through the Global Read Aloud initiative. Reading aloud to students is a component of balanced literacy, an approach Langley School District is trying to ensure all teachers at middle school are implementing. With the support of the learning commons teacher, I will help facilitate and direct this initiative in our school for a second year. 2. Share writing strategies, based off research to other teachers and leaders at two conferences. Both workshops are focused on setting up a classroom routines where formative assessment is the focus throughout the writing process. 3. Share numeracy activities around developing operational fluency in fractions, decimals, and percents. |
By the end of the Internship III I will: Be a School Advisor for the final practicum of a teacher candidate from Trinity Western University. Process: This will be my first time navigating the expectations of the Trinity Western Teacher Program. In the past, I have had 4 teacher candidates in the past from UBC. This placement is unique, because this will be this teacher candidates last practicum; however, she has had a different school advisor up until this point. Her original school advisor is off on medical leave, so I have been asked to take on the teacher candidate allowing her to stay at our school for her final practicum. |
Timeline: In January, 2020 my teacher candidate began to take over teaching duties for myself and two other teachers whom I share my class with. As the primary teacher of division 803, I was assigned as the primary School Advisor (SA) for her final practicum. By the end of January, she was teaching and 80%. My job through the process is to help her grow and develop as a teacher, providing her with feedback and guidance. The last week before spring break was her last week of teaching 80%. After spring break, I will write and present her final report. She will be fully finished her practicum the last week of March. |