It is what you read when you don't have to that determines what you will be when you can't help it.
~ Oscar Wilde
Fieldwork Evaluation Comments
“Ms. Adams designs lessons that appeal to the interests and abilities of her students. As an educator she models active learning as she seeks input, expertise, and insight to make her teaching effective for student success. She goes beyond the basics and looks for novel and interactive ways to make learning meaningful. While her students have skills and abilities ranging from high and fast achieving to those needing reteach, her patient, caring, calm, nurturing, but high expectation approach creates a comfortably challenging learning environment.”
Sandra Powledge, Student Teacher Supervisor
“Ms. Adams cares for her students' well-being not only mentally, but emotionally. Her students feel safe in her class and have such a rapport that they feel comfortable to ask questions whether they are engaged and intrigued or unaware and unsure. She encourages her students during lessons to improve their understanding and not to settle. Ms. Adams is a prime example of someone who demonstrates life-long learning. Her demeanor with not only her students but also her colleagues is truly a blessing. As a staff member she will be a wonderful contributor to the world of education and to the community.”
Christy Cooper, Student Teaching Mentor - Science
“Her passion for teaching is apparent to the students. Her passion is not restricted solely to the teaching elements of the educator's job, but carries over to the students' well-being and wanting to know who the students are and what motivates them. Angelina knows that every child is unique and developed lessons that worked to use their uniqueness as a rapport-building tool.”
Rustin Feller, Student Teaching Mentor - Social Studies
“Ms. Adams demonstrates a caring attitude to the students as they enter the classroom and as they participate in the lesson. Ms Adams uses various types of activities to reach all types of learners.”
Kathryn Helm, Methods of Mathematics Professor
"She demonstrated the Golden rule - kindess & understanding perfectly blended with firmness. Angelina will make an excellent teacher!"
Marlowe MacIntyre, Fieldwork Mentor Teacher - River Ridge Elementary
PROFICIENCY 1: THE PURPOSE OF SCHOOL
The documentation used to represent my beliefs about school have been selected to demonstrate higher order thinking and encouraging the cognitive, socio-emotional and spiritual growth of the whole child. The purpose of education is not just to fill the heads of students with knowledge, but to prepare them to be functional members of society as it is today, and give them the tools to help them grow into the future.
Conceptual Framework
PROFICIENCY 2: EFFECTIVE TEACHING
This section demonstrates some of the methods and skills I will use in the classroom to ensure my teaching is inspiring and engaging for both teacher and student. Thoughtful planning combined with flexibility and enthusiasm for the content and the students are key elements of effective teaching.
PROFICIENCIES
Concordia University Texas has developed a program for training future educators that is built around a conceptual framework that reflects the belief that students should be the center of a professional, nurturing, respectful, engaging, and effective educational experience. Teacher Candidates are required to provide examples of the work they have completed as proof of having a working knowledge of these core concepts. Follow the links below to explore the work samples presented by Angelina Adams as proof of proficiency in the five teacher education conceptural concpets of: The Purpose of School, Effective Teaching, Beliefs about Students, Teacher Disposition, and Pedagogy.
PROFICIENCY 3: BELIEFS ABOUT STUDENTS
The best indicator of a teacher’s beliefs about students is the type of relationship they forge within their classrooms as part of the day to day environment they create. Students should be treated with the respect of a unique and precious individual and made to feel accepted as part of the community of their classroom. The artifacts in this section reflect my focus on protecting the dignity and safety of each student in my care.
PROFICIENCY 4: TEACHER DISPOSITION
A teacher's enthusiasm for her students and the content being taught is the guiding force for everything that happens in the classroom. Students are more responsive to new ideas and information when they are being taught by someone who models the joy of learning. These selections were chosen to showcase my willingness to embrace new technologies and my delight in being a life-long learner.
While the primary purpose for selecting these proficiency examples is to demonstrate my ability to design differentiated curriculum that encourages reflection, critical thinking, and creativity; they were also chosen for the pure delight I get from the anticipation of getting to use them in a classroom setting. The atmosphere in the classroom should be one that encourages all students to participate and gives each learner an opportunity to feel successful.
