Intern Advice Seminar
MSU Special Education Intern Seminar
Fall 2016
Fall 2016
Standard 6: Proactive participation in collaborative initiatives, professional learning communities, professional organizations, and teacher leadership beyond the classroom
Thoughtful, accomplished teachers are proactive members of the broader professional community. They create and pursue opportunities for professional development, and provide leadership in a variety of ways among colleagues in their schools and communities. They form professional networks, learning communities in their schools, are active members of professional organizations. They contribute to our collective understanding and efforts to improve policy and practice in curriculum, teaching in P-12 public education.
Goal 3: Collaborative Professional Development, Teacher Leadership, Contributions to the Field
The candidate has proactively pursued opportunities to learn and work collaboratively with colleagues beyond the classroom; to learn with/from others in professional learning communities; initiated and supported changes in local policy and practice that will enhance both teachers’ and students’ learning; participated proactively in professional networks, memberships, and development beyond mandated, short-term workshops; pursued informal and formal ways to provide teacher leadership among colleagues.
Thoughtful, accomplished teachers are proactive members of the broader professional community. They create and pursue opportunities for professional development, and provide leadership in a variety of ways among colleagues in their schools and communities. They form professional networks, learning communities in their schools, are active members of professional organizations. They contribute to our collective understanding and efforts to improve policy and practice in curriculum, teaching in P-12 public education.
Goal 3: Collaborative Professional Development, Teacher Leadership, Contributions to the Field
The candidate has proactively pursued opportunities to learn and work collaboratively with colleagues beyond the classroom; to learn with/from others in professional learning communities; initiated and supported changes in local policy and practice that will enhance both teachers’ and students’ learning; participated proactively in professional networks, memberships, and development beyond mandated, short-term workshops; pursued informal and formal ways to provide teacher leadership among colleagues.
Commentary
This artifact was created after being invited to speak to the class of Michigan State University Special Education Interns. Special Education Internship Coordinator, Lisa Plascencia, was a parent of a student in my first classroom. After completion of my first year, she invited me to speak to her group of interns about the transition from intern to first year teacher and share my experiences with them and offer advice.
By engaging in the broader community, this artifact demonstrates my pursuit and willingness to provide leadership in many ways among colleagues in the educational community. The presentation helps to provide novice teachers with a better understanding of the induction process. This artifact also showcases my willingness to provide leadership. The presentation is interactive and requires the interns to engage in reflection and inquiry about their experiences and potential future prospects. Taking what I have learned from my beginning years of teaching along with the wealth of knowledge gained in the MATC program has given me a lot of practical, important, and valuable information that I feel compelled to share with others - especially those novices who are about to enter their own first year. Providing this type of leadership has not only been an amazing opportunity, but it has begun to feel like a necessary responsibility to help ensure the progress of our field and to continue to build a collaborative environment. This illustrates my commitment to the MATC standards and goals and my efforts to encourage them beyond my immediate graduate community.
This artifact was created after being invited to speak to the class of Michigan State University Special Education Interns. Special Education Internship Coordinator, Lisa Plascencia, was a parent of a student in my first classroom. After completion of my first year, she invited me to speak to her group of interns about the transition from intern to first year teacher and share my experiences with them and offer advice.
By engaging in the broader community, this artifact demonstrates my pursuit and willingness to provide leadership in many ways among colleagues in the educational community. The presentation helps to provide novice teachers with a better understanding of the induction process. This artifact also showcases my willingness to provide leadership. The presentation is interactive and requires the interns to engage in reflection and inquiry about their experiences and potential future prospects. Taking what I have learned from my beginning years of teaching along with the wealth of knowledge gained in the MATC program has given me a lot of practical, important, and valuable information that I feel compelled to share with others - especially those novices who are about to enter their own first year. Providing this type of leadership has not only been an amazing opportunity, but it has begun to feel like a necessary responsibility to help ensure the progress of our field and to continue to build a collaborative environment. This illustrates my commitment to the MATC standards and goals and my efforts to encourage them beyond my immediate graduate community.
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