PDS

 

The Professional Development School is a partnership with Illinois State University.  It is a year long teacher education program which consists of four phases.  The first two phases were done in the fall semester of 2005.  These two phases consist of observing and aiding our teachers in the classroom while taking method courses through Illinois State University.  The last two phases were done in the spring semester of 2006.  Throughout these two phases I spent my time fully in the classroom student teaching.

 

Phase 1:

 

I was placed in a third grade classroom from August to mid-October.  In the beginning, I attended district and building meetings outside the classroom and observed and assisted my mentor teacher as she set up her classroom before her students’ arrived.  I was also involved in Meet the Teacher Night and Parent-Teacher Conferences.  Most of my time in the classroom during Phase 1 was spent observing and assisting my mentor.  I also worked in small groups on different skills. Collaborating with my mentor, other grade level teacher and support staff was another part of my Phase 1 experience.

 

Phase 2:

 

I was placed in a fifth grade classroom from mid-October to December.  This placement was in the same district; however, it took place at an intermediate building instead of a primary building.  Here, I was involved with student led Parent-Teacher Conferences.  My role during my Phase 2 placement was to begin to become more familiar in the classroom and start taking the initiative to teach whole group instruction.  I collaborated with the other grade level teacher on a daily basis, along my mentor and other support staff.

 

Phase 3:

 

I was sent back to my third grade classroom from Phase 1 and was there from January to early May.  I was very comfortable with this transition due to my familiarity with the teacher, students, support staff and their building and classroom procedures.  Each week I taught the majority of the subject areas and took on a lot of the teacher responsibilities.  These responsibilities included Charlotte Danielson’s Framework for Teaching.  I planned and prepared for each school day with my mentor and other grade level teacher.  I established my classroom environment with my classroom management plan.  I varied my instructional approach based on my learners’ needs and I was professional in my conduct.  These professional responsibilities included taking part in an IEP meeting for a student in my classroom, attending SIP and SILT team meetings, and collaborating with support staff on a daily basis.  I also took part in Parent-Teacher Conferences and Open-House at the end of the year.  This has been a valuable experience helping me to obtain the skills essential to become an outstanding teacher.