Field Experience

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Timothy Christian Schools

Type of School: Elementary school, Middle School, High School, or Other: Elementary thru 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).

The school has an assigned teacher for each grade level PreK-12^th. All Elementary grades have 3 classrooms, then 7^th grade-12^th one teacher is assigned for various subject levels like Mathmatics or Science. An aide is used in the lower grade levels as an instructional assistant to the teacher. Each classroom has about 25 students per classroom. Resource Teachers for Math, Reading, or Speech are used as students require additional support. MTSS Aides (Multi-tiered Support Staff) are used to further the students strengths or support students in their level of weakness. This is on a part time weekly basis and these aides work with the assigned classroom teachers. There are no bilingual classes at this school; other than a foreign language option in the High School.

2.       Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

Often times, Timothy Christian, will collaborate with the Elmhurst School Districts, Salt Creek Education Association, and Elim Christian Services. Teachers employed at Timothy Christian often take continuing education classes or Professional Development courses throughout the year. Teachers will assess students using AimsWeb three times per year (Fall, Winter, Spring) and will progress monitor students in Math and Reading on a weekly or bi-monthly schedule as recommended through the evaluation. Teachers meet weekly on Wednesday mornings before school begins to discuss lesson plans per their grade level. The school has a 15 minute late start weekly and a 1 hour late start once per month to accommodate these meetings. The teachers also meet weekly after school to discuss their content level (Social Studies, Science) to review lesson plans. Periodic quizzes, assessments and end of Unit tests are given with modifications to those with an IEP or 504 as needed.  

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).

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch: 0

2.    Grade level(s): 8^th Grade

3.    Number of

a.    students in the class: 25 per class period

b.    males: approx. 14

females: approx. 11

c.     English language learners: 0

d.    students identified as gifted and talented: 35%

e.    students with Individualized Education Programs (IEPs) or 504 plans: 20%

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
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
Low Level Reader	2	Modified test or assessment, follow-up with Reading Specialists
Autism Spectrum	3	Close monitoring, follow-up, making sure student is staying on task.

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?

In the 8^th grade Social Studies class I observed and taught in, meets every date. Classes range in 5 periods with about 25 students per period. The teacher also has a planning period and 1 Biblical Studies period throughout the day. The period lasts between 48 minutes (on a late start day) to 55 minutes on a non-late start day.

2.       Is there any ability grouping or tracking? If so, please describe how it affects your class.

Students with IEPs or 504s are placed in mainstream classes. Monitoring is followed up with Support Specialist to maintain current goals and tasks are being met.

3.       Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

There is a textbook used. I do not recall it’s full name, but it is by Scott Forseman and other online materials, videos, and articles are used to supplement class lesson and discussions.

4.       List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

Smartboard, iPads, Dell Laptops, online websites like History Channel, PBS, are used.

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?

  

        The students I observed come from various backgrounds. The school is diverse with a mixed population of White, African American, Asian, and Indian students. Most students come from families of wealthy to moderate means and about 15 % on a moderate to low income ratio. Most students live in the suburbs, with about 20% living in the urban city of Chicago. Most of the students are interested in athletics and the arts, with interest increasing as they get older. A majority of the students who start off in Pre-K will move on to the High School and graduate 12^th grade. Most of the students come from two-parent households with about 30% coming from single-parent households.

5.       Describe one teaching event. What best practices in teaching were used?

One day, I was subbing for the regular 8^th grade Social Studies teacher, who was out for a short time. The class had experienced 3 subs within this particular period. The students were learning about the Civil Rights Movement and had a study packet guide with questions to answer as they followed along in their books. The class partnered up on Google Classroom to read supplemental articles and watch a short video posted by the teacher. The class had to review for an upcoming test to be given later in the week.

The teacher was very organized in her notes and gave supplemental questions to engage with the students regarding their study of the Civil Rights Movement. As the class partnered up with an elbow partner, I would monitor the students by walking around making sure the students stayed on task or helped with questions they may have had. To review for the upcoming test, we played a Jeopardy-like quiz game to see what they knew about the subject. If a student blurted out answers or did not follow along, they were asked to follow classroom rules and to not blurt out answers. The class was pretty respectful of myself and had fun with the game.