CONCEPTUAL FRAMEWORK REFLECTION


The William and Mary School of Education’s commitment to providing educational experiences for their pre-service teachers has prepared me for being an expert in content knowledge, reflective practices, collaborative interactions, and educational leadership. My experiences in both graduate-level and elementary level classrooms have made me comfortable with the prospect of having my own classroom in the fall.
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Some of my students Roaring Like Bobcats at the Virginia Living Museum


Over the course of the past nine months, I have been dedicated to becoming an expert in pedagogical content knowledge. By taking foundational courses in Science, Social Studies, Integrated Language Arts, Mathematics, and technology, I was able to hone my knowledge and understanding of how to develop, plan for, and execute researched-based practices in the classroom. I also furthered my commitment to intellectualism by pushing myself to learn more about the subject areas and educational topics that I was least familiar with. My ability to organize and transfer knowledge was put to the test as I took what I learned in the graduate-level classroom, reworked it, and applied it in a first grade learning environment.

Throughout my personal educational experience, I have pushed myself to reflect upon my past ideas and experiment with the ideas of others. In the classroom, I believe these traits are especially important and useful because the field of education is so dynamic and each classroom contains a unique mix of students. I have enjoyed learning from and with my fellow pre-service teachers through our work in accordance with our William and Mary courses as well as in the field. I believe that teaching is a thought process during which one must constantly evaluate their choices, noting which are effective in practice and which should be modified for future use. I enjoy looking to more experienced teachers for their wisdom and guidance; however, I also appreciate and value the fresh perspective of my young colleagues. The community in which I teach has also affected how I operate my classroom. I must consider my students’ prior knowledge, linguistic understandings, and cultural exposure before bringing any new information to the classroom.

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Reading Maurice Sendak's Where the Wild Things Are to Students on Famous Literary Characters Day
In my time as a pre-professional, I believe that I have developed the skills necessary for becoming an educational leader. As a student at William and Mary, I was exposed to a number of invaluable educational resources that I have successfully applied in my cooperating classroom. I passed many of these resources on to other teachers at my school, especially the members of the first grade team in our weekly meetings. I helped plan, edit, and explore technology-based instructional aides throughout my student teaching and enjoy the challenge of exploring new educational resources. I am a member of Kappa Delta Pi, the national education honors society, as well as a member of the National Science Teachers Association.

Outside of the classroom, I have had the honor of acting in a number of different leadership positions. I was the captain of my high school basketball team, the president of my high school Community Service Organization, and Peer Leadership Director. I continued my involvement as an undergraduate, following my love of sports by playing on multiple club and intramural teams, participating in student organizations, and becoming an Orientation Aid Leader even after transferring to a new school as a second semester junior. As a graduate student, I have continued to be involved in the William and Mary community through my involvement in local charitable events and by advising the organizations that I was previously a part of.