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Tuesday, August 21

  1. page home edited About Jennifer B. Hetrick {IMGP0158.JPG} Famous Literary Characters Day ... honor society. I …
    About Jennifer B. Hetrick
    {IMGP0158.JPG} Famous Literary Characters Day
    ...
    honor society. II began my
    As part of my master’s program at William and Mary, I am gaining experience through my student teaching placement with Mrs. Kelly Stewart at Greenwood Elementary School. For a year I will be sharing Mrs. Stewart’s class of approximately twenty first grade students in Newport News, Virginia. Nearly forty percent of the students in Mrs. Stewart’s class are
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    8:31 pm
  2. page Professional Resume edited {Jennifer_Hetrick_Resume.jpg}
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Thursday, May 5

  1. page Working with Diverse Students edited ... I am currently a student teacher in a first grade classroom at Greenwood Elementary School in …
    ...
    I am currently a student teacher in a first grade classroom at Greenwood Elementary School in Newport News, Virginia with Mrs. Kelly {Teaching_Plants_Lesson.JPG} Discussing the Life Cycle of our class Seedlings Stewart, a 8th year teacher, the first grade lead teacher, as well as William and Mary's clinical faculty representative at the school. There have been between 17 and 20 students in my classroom throughout the year, which currently incluesd six students with interventions, two students with IEPs, three students currently in case studies, along with six students who are English Language Learners.
    Greenwood Elementary is a fully-accredited Title I, Kindergarten through fifth grade school located close to the Fort Eustis military base. To qualify as a Title I school, 40% or more of the students must be enrolled in the free or reduced lunch program; Greenwood has over 50% of their students enrolled. Greenwood Elementary has a diverse student body with approximately 900 students, making it one of the largest elementary schools in Newport News. This past year, every classroom has a SMARTboard and three computers, and each grade level has a document camera. As well, the school sets aside two hours a week every Wednesday to specifically work on improving planning and foster teacher development among their colleagues.
    {webkit-fake-url://4F69AC2F-CD4D-409B-8A65-7FC8E2046C7F/Snapshot_of_NNPS_Demographics.png} Snapshot_of_NNPS_Demographics.pngDiffered{Snapshot_of_NNPS_Demographics.png}
    Differed
    approaches to
    While the majority of the English Language Learners in my classroom are currently at Tiers 2 or 3 on the ELL spectrum (3 being the highest level of English understanding), language has undoubtably gotten in the way of some teaching points throughout the year. As an attempt to reconcile any language discrepancies, I started consulting more with the ELL specialist at our school in order to co-plan and co-teach
    lessons. Her insight and enthusiasm helped me tap into my knowledge of Spanish as well as break down my English into simpler phrases. One student, who will most likely be taken out of the ELL program next year because of her master of the English language, also served as a helpful translator in tight situations. I started bringing in bilingual texts and reading more multicultural stories that my students could more easily relate to.
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    3:08 pm
  2. 3:07 pm
  3. page Working with Diverse Students edited WORKING WITH DIVERSE STUDENT POPULATIONS I am currently a student teacher in a first grade clas…
    WORKING WITH DIVERSE STUDENT POPULATIONS
    I am currently a student teacher in a first grade classroom at Greenwood Elementary School in Newport News, Virginia with Mrs. Kelly {Teaching_Plants_Lesson.JPG} Discussing the Life Cycle of our class Seedlings Stewart, a 8th year teacher, the first grade lead teacher, as well as William and Mary's clinical faculty representative at the school. There have been between 17 and 20 students in my classroom throughout the year, which currently incluesd six students with interventions, two students with IEPs, three students currently in case studies, along with six students who are English Language Learners.
    ...
    their colleagues. {webkit-fake-url://B8B507FA-9CF9-44CF-B49A-E1F14B3F3908/Snapshot_of_NNPS_Demographics.png} Snapshot_of_NNPS_Demographics.png
    Differed

    {webkit-fake-url://4F69AC2F-CD4D-409B-8A65-7FC8E2046C7F/Snapshot_of_NNPS_Demographics.png} Snapshot_of_NNPS_Demographics.pngDiffered
    approaches to
    While the majority of the English Language Learners in my classroom are currently at Tiers 2 or 3 on the ELL spectrum (3 being the highest level of English understanding), language has undoubtably gotten in the way of some teaching points throughout the year. As an attempt to reconcile any language discrepancies, I started consulting more with the ELL specialist at our school in order to co-plan and co-teach
    lessons. Her insight and enthusiasm helped me tap into my knowledge of Spanish as well as break down my English into simpler phrases. One student, who will most likely be taken out of the ELL program next year because of her master of the English language, also served as a helpful translator in tight situations. I started bringing in bilingual texts and reading more multicultural stories that my students could more easily relate to.
    (view changes)
    3:07 pm
  4. page Working with Diverse Students edited WORKING WITH DIVERSE STUDENT POPULATIONS I am currently a student teacher in a first grade clas…
    WORKING WITH DIVERSE STUDENT POPULATIONS
    I am currently a student teacher in a first grade classroom at Greenwood Elementary School in Newport News, Virginia with Mrs. Kelly {Teaching_Plants_Lesson.JPG} Discussing the Life Cycle of our class Seedlings Stewart, a 8th year teacher, the first grade lead teacher, as well as William and Mary's clinical faculty representative at the school. There have been between 17 and 20 students in my classroom throughout the year, which currently incluesd six students with interventions, two students with IEPs, three students currently in case studies, along with six students who are English Language Learners.
    ...
    their colleagues. {webkit-fake-url://B8B507FA-9CF9-44CF-B49A-E1F14B3F3908/Snapshot_of_NNPS_Demographics.png} Snapshot_of_NNPS_Demographics.png
    Differed approaches to student learning (Competency 4)
    While the majority of the English Language Learners in my classroom are currently at Tiers 2 or 3 on the ELL spectrum (3 being the highest level of English understanding), language has undoubtably gotten in the way of some teaching points throughout the year. As an attempt to reconcile any language discrepancies, I started consulting more with the ELL specialist at our school in order to co-plan and co-teach
    {Torri_with_seed_house.JPG}
    lessons. Her insight and enthusiasm helped me tap into my knowledge of Spanish as well as break down my English into simpler phrases. One student, who will most likely be taken out of the ELL program next year because of her master of the English language, also served as a helpful translator in tight situations. I started bringing in bilingual texts and reading more multicultural stories that my students could more easily relate to.
    I also incorporated pictures and hands-on activities into my lessons whenever possible. As mentioned in the Teaching Skills section of this site, I like to present my students with unique learning experiences that peak their interests and make an impact. My cooperating classroom was made up of an unusually talented and well-behaved group of individuals, so I made it my goal throughout my student teaching to push them beyond what was required by the state. I conducted research in order to push one of my most academically advanced students to reach her full
    {steven_with_seeds_on_cotton.JPG}{Torri_with_seed_house.JPG}
    potential as a friend and classmate. I then implemented an action plan that involved teaching my
    higher level students how to self monitor, peer edit, and utilize resources like thesauruses during writer's workshop.
    Providing for individual differences in the classroom (Competency 10)
    ...
    with a learning
    {steven_with_seeds_on_cotton.JPG}
    learning
    disability and
    ...
    days a week.
    week.
    The special
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    3:06 pm
  5. page Professional Dispositions edited ... During my pre-service teaching and my curriculum and instruction courses at William and Mary, …
    ...
    During my pre-service teaching and my curriculum and instruction courses at William and Mary, I was able to collaborate with a variety of peers and educators including general education teachers, special education teachers, resource teachers, and fellow pre-service teachers. I actively participate in the first grade team’s weekly after school meetings during which we discuss lesson planning, grading, concerns, and future goals. Different members of the team are responsible for creating the base lesson plans for specific subjects and sharing them with the rest of the team. Each teacher then tailors the general plan to meet the needs of her specific class. When teachers have unique or especially effective lessons, they often share them with the rest of the team so that others may try out a new or different approach to teaching.
    {IMG_2386.JPG} Working with a student in Salvador, Brazil during my semester abroadI have even had the great opportunity to travel the world and collaborate with international educators. In the winter of 2011, I had the opportunity to travel to Southeast Asia with a group of Masters in Business Administration students through the College of William and Mary's Mason School of Business on a Global Business Analysis and Immersion Course. One of the many highlights of this trip was a visit to the Wat Bo Primary School in Siem Reap, Cambodia. We had the pleasure of witnessing the elementary school's music and dance program in action as well as meeting the current principal, Peung Kimchhen, andPonheary Ly, the founder of the Ponheary Ly Foundation, the school's primary financier. As the William and Mary School of Education's liaison on the business school trip, I was responsible for coordinating a gift for the school and prepping my peers to interact with and teach children. Agreeing upon a suitable gift (early English texts and favorite picture books were requested) was simple but helping my business-savvy classmates relate to children, especially children with minimal English speaking skills was a challenge that required me to actively reflect upon the key elements of best practice. I think one of the greatest accomplishments was seeing adults with little to no teaching experience falling in love with the classroom and reaching out to students that they had only just met. While I circumnavigated the world with University of Virginia's Semester at Sea, I also had the opportunity to visit and teach in schools in Brazil, South Africa, and Vietnam.
    ...
    pre-service teachers. We
    {greenwood_gazette.png}
    We
    adapted these
    Competency 29: Cooperate, collaborate, and foster relationships with families and other members of the community.
    {greenwood_gazette.png} II believe that
    Competencies 25, 26, & 30: Reflect on how you meet professional expectations and have positively influenced others in your school building.
    ...
    next time. One
    One
    such example
    ...
    the future. This practice helped us to prepare for life as full-time student teachers and will prove to be invaluable once we have classrooms of our own. As a newly-initiated member of Kappa Delta Pi, an international education honor society, I feel that it is my duty to continue to uphold the highest standards of scholarship and professionalism throughout my time in education.
    {Screen_shot_2011-05-05_at_5.59.08_PM.png} With the other KDP Initiates from my Elementary Cohort

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    3:04 pm
  6. page Working with Diverse Students edited ... DIVERSE STUDENT POPULATIONS I POPULATIONS I am currently ... Kelly {Teaching_Plants…
    ...
    DIVERSE STUDENT POPULATIONS
    I
    POPULATIONS
    I
    am currently
    ...
    Kelly {Teaching_Plants_Lesson.JPG} Stewart,Discussing the Life Cycle of our class Seedlings Stewart, a 8th
    Greenwood Elementary is a fully-accredited Title I, Kindergarten through fifth grade school located close to the Fort Eustis military base. To qualify as a Title I school, 40% or more of the students must be enrolled in the free or reduced lunch program; Greenwood has over 50% of their students enrolled. Greenwood Elementary has a diverse student body with approximately 900 students, making it one of the largest elementary schools in Newport News. This past year, every classroom has a SMARTboard and three computers, and each grade level has a document camera. As well, the school sets aside two hours a week every Wednesday to specifically work on improving planning and foster teacher development among their colleagues.
    {Snapshot_of_NNPS_Demographics.png}
    Differed approaches to student learning (Competency 4)
    IEP RESEARCH
    BEHAVIOR INTERVENTION PLAN
    While the majority of the English Language Learners in my classroom are currently at Tiers 2 or 3 on the ELL spectrum (3 being the highest level of English understanding), language has undoubtably gotten in the way of some teaching points throughout the year. As an attempt to reconcile any language discrepancies, I started consulting more with the ELL specialist at our school in order to co-plan and co-teach
    {Torri_with_seed_house.JPG}
    lessons. Her insight and enthusiasm helped me tap into my knowledge of Spanish as well as break down my English into simpler phrases. One student, who will most likely be taken out of the ELL program next year because of her master of the English language, also served as a helpful translator in tight situations. I started bringing in bilingual texts and reading more multicultural stories that my students could more easily relate to.
    I also incorporated pictures and hands-on activities into my lessons whenever possible. As mentioned in the Teaching Skills section of this site, I like to present my students with unique learning experiences that peak their interests and make an impact. My cooperating classroom was made up of an unusually talented and well-behaved group of individuals, so I made it my goal throughout my student teaching to push them beyond what was required by the state. I conducted research in order to push one of my most academically advanced students to reach her full
    {steven_with_seeds_on_cotton.JPG}
    potential as a friend and classmate. I then implemented an action plan that involved teaching my
    higher level students how to self monitor, peer edit, and utilize resources like thesauruses during writer's workshop.

    Providing for
    ...
    (Competency 10)
    Collaborating with learning/behavioral specialists, families, and/or related servicepersonnel

    There are two students in my cooperating classroom who have Individualized Education Programs (IEP)
    to meet their specific needs. One of these students has special services provided to him because of a speech impediment. He meets with a specialist three to four times a week to practice the diverse needsskills he needs, but otherwise receives mainstream instruction. The other student in my class was recently diagnosed with a learning disability and now receives several remediations and accommodations throughout the day. This student works with a specialist during writers workshop and is allowed to have all of yourhis tests read allowed to him in a more private setting.
    As part of one of my foundational courses at William and Mary, I reviewed and summarized one an Individualized Education Program for a student in my school. This helped me become more familiar with the Child Study to IEP process. I also have the opportunity to interact with three
    students
    Science Learning Cycle Lesson.pdf
    who spend most of their school day in the K-2 self contained classroom. These three individuals are diagnosed as Emotionally Disturbed and join my class for resource (Music, Art, Physical Education, and Library) four days a week. The special education teacher in charge of this classroom has been kind enough to allow me to spend time in her classroom during my student teaching experience in order to get a better feel of the difference between inclusion and mainstreaming students with special needs.
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    2:41 pm

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