Field Experience Form


About the School Where You Are Observing or doing Field Experience
School Name and City: Oak Forest High School, Oak Forest
Type of School: Elementary school, Middle School, High School, or Other: High School
Setting: Urban, Suburban, or Rural: Suburban

Write your responses to the three questions below in paragraph form.
1.     List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).
a.     Seniors Honor English
b.     American Literature

2.     Describe any district, school, or cooperating teacher requirements or expectations that affect the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
a.     The American Literature course is required to hit the main topics on American History like the Harlem Renaissance and Wars along with the literature that impacted these times.
b.     Standardized testing occurs during certain days, which requires one day out of the week to miss classes. Therefore, the classes miss one day, which requires that week to be shortened. Homework is given to make up for that missed day (usually a reading assignment).
c.      Cooperating teachers are not involved within the classes I observed.

3.     For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).
a.     N/A

About the Students in this Class [Give a brief or one word response]
1.   Estimated percentage of students eligible for free/reduced lunch: I couldn’t find this statistic but Low Income Rate is 28%.
2.   Grade level(s): 9-12
3.   Number of
a.   students in the class: 22
b.   males: 12
females: 10
c.    English language learners: 5.3%
d.   students identified as gifted and talented: 41.1% are in AP classes
e.   students with Individualized Education Programs (IEPs) or 504 plans: 14%
4.   Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education
Category
Number of Students
Accommodations, Modifications, and/or Pertinent IEP Goals
Emotional/Social Disability
1
Close monitoring, sits at the front of the classroom, for pairings the student is partnered with a well performing student
Low Level Reading
3
Given audio versions of the books being read, if Shakespeare a translation version is given










About the Class You Observed
1.   How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?
                        Content area is English Language Arts
                        Teacher I observed has 3 teaching periods a day
                        Each class period is 55 minutes

2.   Is there any ability grouping or tracking? If so, please describe how it affects your class.
Reading is tracked throughout the year, Readability levels along with a journal of books the students have or have not enjoyed.

3.   Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
                        Novels are used
Slaughterhouse Five, Ready Player One, Brave New World, One Flew Over the Cuckoos Nest

4.     List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
Google Classroom (all resources are filed here along with any assignments that are done in class. Parents are granted permission to view if they would like)
Edmodo is used regularly for the class


5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
One class, in particular, had many students that were new to the town and school so pairing and getting to know each other was crucial. Students are preparing for testing to get into college along with state testing.
Most students are involved in sports so there time spent at home is little.

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