Professional Experiences
Saint Joseph's Catholic School: August 2020-present
During my time as a Kindergarten Homeroom teacher here at St. Joseph's, I have honed my skills in Responsive Classroom management and teaching concepts in Math, Reading, Literacy, Religion, Social Studies, and Science. Additionally, I have come to experience witnessing to my Catholic faith in the classroom setting, working with parents to nurture the whole child, and collaborating with colleagues.
Saint Agnes Catholic School: March 2020-June 2020:
During my time at Saint Agnes as a Long Term Substitute in Kindergarten, I honed my skills in classroom management, lesson planning, and teaching techniques. Additionally, I successfully navigated switching to Distance Learning, creating an online learning platform and using effective online teaching strategies.
Early Childhood Learning Center: September 2016-December 2019
Through my time at the Early Childhood Learning Center, I have gained experience teaching students from four months of age through 5th grade. I have worked with students from a variety of cultures and ethnicities, various developmental needs and abilities, and a few English Language Learners. I have witnessed different teaching styles and classroom management strategies for a variety of ages. Through my time working as a teacher for this center, I have discovered my teaching and classroom management philosophies. I have also received confirmation from others and myself on my teaching abilities and love for teaching. The years I have enjoyed at this center were formative years in my teaching.
Rapid City Children's Center: May 2018-August 2018, May 2019-August 2019
My time at the Rapid City Children's Center introduced me to a variety of age groups and settings. This was the first time that I experienced teaching a student with Autism as well as other students with special needs in an integrated classroom. I grew in my confidence as a teacher and my ability to discern supports needed for specific children as well as my ability to create an atmosphere of understanding and acceptance. Additionally, I grew in my classroom management strategies through my exposure to a variety of age groups and specific students.
During my time as a Kindergarten Homeroom teacher here at St. Joseph's, I have honed my skills in Responsive Classroom management and teaching concepts in Math, Reading, Literacy, Religion, Social Studies, and Science. Additionally, I have come to experience witnessing to my Catholic faith in the classroom setting, working with parents to nurture the whole child, and collaborating with colleagues.
Saint Agnes Catholic School: March 2020-June 2020:
During my time at Saint Agnes as a Long Term Substitute in Kindergarten, I honed my skills in classroom management, lesson planning, and teaching techniques. Additionally, I successfully navigated switching to Distance Learning, creating an online learning platform and using effective online teaching strategies.
Early Childhood Learning Center: September 2016-December 2019
Through my time at the Early Childhood Learning Center, I have gained experience teaching students from four months of age through 5th grade. I have worked with students from a variety of cultures and ethnicities, various developmental needs and abilities, and a few English Language Learners. I have witnessed different teaching styles and classroom management strategies for a variety of ages. Through my time working as a teacher for this center, I have discovered my teaching and classroom management philosophies. I have also received confirmation from others and myself on my teaching abilities and love for teaching. The years I have enjoyed at this center were formative years in my teaching.
Rapid City Children's Center: May 2018-August 2018, May 2019-August 2019
My time at the Rapid City Children's Center introduced me to a variety of age groups and settings. This was the first time that I experienced teaching a student with Autism as well as other students with special needs in an integrated classroom. I grew in my confidence as a teacher and my ability to discern supports needed for specific children as well as my ability to create an atmosphere of understanding and acceptance. Additionally, I grew in my classroom management strategies through my exposure to a variety of age groups and specific students.
Block I Practicum
Spring 2018: 1st Grade, Northridge Elementary School, Mrs. Sarah Brilz, 90 hours
During this experience, I enjoyed more than 90 hours in the classroom and gained my first experience with teaching lessons, and teaching reading group. I was challenged and learned quite a bit about myself, my teaching philosophy, my strengths, and the areas I struggled with as a teacher. I also experienced my first Individualized Educational Plan meeting and observed what the classroom teacher's role is in that process. This was also my first experience with students with special needs inside a school setting. I was able to observe the way that the student's interactions and overall experience in the classroom was impacted by his/her learning disability, and how I needed to differentiate my lessons for individual students. I taught nine Language Arts lessons and one Art Lesson within this experience. |
block_i_practicum_evaluation.pdf | |
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Early Childhood Practicum
Spring 2019: 20 hours Little Saints Learning Center/Early Childhood Learning Center; 20 hours Missouri Valley Montesorri Preschool with Ms. Randee; 20 hours at Miller Elementary School with Mrs. Theresa Schuchard
During this experience, I was able to see how development progresses for children through infancy, toddlerhood, preschool, and up to Kindergarten. I was able to look at how my lessons needed to be modified and leveled for different students based on their developmental ability. Additionally, I was able to experiment with integrated lessons and how these lessons provide a richer learning experience for students.
During this experience, I was able to see how development progresses for children through infancy, toddlerhood, preschool, and up to Kindergarten. I was able to look at how my lessons needed to be modified and leveled for different students based on their developmental ability. Additionally, I was able to experiment with integrated lessons and how these lessons provide a richer learning experience for students.
practicum_eval-infant_toddler.docx | |
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final_evaluation-kindergarten.pdf | |
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overall_final_eval-early_childhood.pdf | |
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Diversity Practicum
Spring 2019: Early Childhood Learning Center-Infant/Toddler
My Diversity Practicum took place through my work at the Early Childhood Learning Center. I taught and nurtured development of nine students of various ethnic backgrounds and abilities. I taught an entire unit on "Celebrating our Diversity" with my infant and toddler students. Through this unit, I introduced music, food, and objects from the various ethnic cultures of my students. Through this unit, I was able to investigate different cultures and learn more about the families of my students. Additionally, I was able to introduce this knowledge to my students in developmentally appropriate ways. Through this practicum experience, I began to hone my ability to recognize individual students' developmental needs and support them in unique ways to foster their development. I varied my activities and offered an appropriate level of support for each child to maximize development.
My Diversity Practicum took place through my work at the Early Childhood Learning Center. I taught and nurtured development of nine students of various ethnic backgrounds and abilities. I taught an entire unit on "Celebrating our Diversity" with my infant and toddler students. Through this unit, I introduced music, food, and objects from the various ethnic cultures of my students. Through this unit, I was able to investigate different cultures and learn more about the families of my students. Additionally, I was able to introduce this knowledge to my students in developmentally appropriate ways. Through this practicum experience, I began to hone my ability to recognize individual students' developmental needs and support them in unique ways to foster their development. I varied my activities and offered an appropriate level of support for each child to maximize development.
Block II Practicum
Fall 2019: Lewis and Clark Elementary, Mrs. Riopelle, 5th grade
I completed my Block II Practicum placement in a 5th grade classroom. I completed three full weeks of teaching within this classroom and taught ten lessons (two Language Arts, two Math, two Science, two Social Studies, two Art). In this first experience of teaching upper elementary students, I learned how to adjust my teaching based on students' maturity and cognitive ability. I learned what an appropriate balance of support and stepping back looks like in an upper elementary classroom. Additionally, this placement has given me more experiences with students with special needs and behavioral IEPs, students who are English Language Learners, and from a variety of backgrounds. It has shown me the impact these factors have on the individual student's learning as well as the classroom environment. I was able to observe Professional Learning Communities, different teaching styles, and the impact of school and administrative culture on a teacher's day. Lastly, I have been able to practice teaching skills such as differentiation, classroom management, modeling, and implementing visuals in my lessons which has enabled me to grow tremendously as a professional.
I completed my Block II Practicum placement in a 5th grade classroom. I completed three full weeks of teaching within this classroom and taught ten lessons (two Language Arts, two Math, two Science, two Social Studies, two Art). In this first experience of teaching upper elementary students, I learned how to adjust my teaching based on students' maturity and cognitive ability. I learned what an appropriate balance of support and stepping back looks like in an upper elementary classroom. Additionally, this placement has given me more experiences with students with special needs and behavioral IEPs, students who are English Language Learners, and from a variety of backgrounds. It has shown me the impact these factors have on the individual student's learning as well as the classroom environment. I was able to observe Professional Learning Communities, different teaching styles, and the impact of school and administrative culture on a teacher's day. Lastly, I have been able to practice teaching skills such as differentiation, classroom management, modeling, and implementing visuals in my lessons which has enabled me to grow tremendously as a professional.
block_ii_midterm_eval.pdf | |
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critical_dispositions_midterm_eval-block_ii.pdf | |
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Study Abroad Program
Fall 2017: Rome, Italy
While at the University of Mary, I had the opportunity to study abroad in Rome, Italy for four months. Through this experience, I was introduced to a new cultures, values, and approaches to learning. I was able to experience what English Language Learners in our classrooms experience: living in a country that does not speak your language. I was introduced to Art and European History in a real way which impacted my passion and knowledge of these topics. Most of all, this experience flamed my love for learning. I was powerfully reminded of how little I know and how much there is to learn and experience in this world.
While at the University of Mary, I had the opportunity to study abroad in Rome, Italy for four months. Through this experience, I was introduced to a new cultures, values, and approaches to learning. I was able to experience what English Language Learners in our classrooms experience: living in a country that does not speak your language. I was introduced to Art and European History in a real way which impacted my passion and knowledge of these topics. Most of all, this experience flamed my love for learning. I was powerfully reminded of how little I know and how much there is to learn and experience in this world.