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Conceptual Framework Reflection

The College of William & Mary has four goals for its School of Education students. With support from my cooperating teacher, university supervisor, and numerous William & Mary professors, I have become (1) a content expert, (2) a reflective practitioner, (3) an effective collaborator, and (4) a teacher leader. I feel that I have achieved mastery in all four of these areas.

According to William & Mary, "A content expert has pedagogical content knowledge, a commitment to intellectualism, and the ability to organize and transfer knowledge." My liberal arts undergraduate experience at the University of Virginia -- where I double majored in English and Women's Studies, minored in Spanish, and completed coursework equivalent to minors in photography and biology -- gave me a rich background in the humanities and sciences. In addition, my extensive graduate education coursework at William & Mary has given me an excellent pedagogical foundation. These are the courses I have completed for my master's degree at William & Mary:
  • CRIN 591 Current Issues in Curriculum, Instruction, and Assessment
  • EDUC F11 Social, Philosophical, Cultural, and Historical Foundations of Education
  • EDUC F12 Advanced Educational Psychology & Development
  • EDUC F65 Research Methods in Education
  • CRIN 550 Assessment of Learning
  • CRIN 590 Collaborating w/Families and School Personnel
  • CRIN E08 Introduction to Classroom Management, Organization & Discipline
  • CRIN E10 Adaptations for Exceptional Student Populations
  • CRIN E11 Student Teaching Seminar in Elementary Ed
  • CRIN E22 Characteristics of Exceptional Student Populations
  • CRIN E03 Elementary Reading & Language Arts Curriculum & Instruction
  • CRIN E05 Elementary Social Studies C&I
  • CRIN E06 Elementary Science C&I
  • CRIN E07 Elementary Mathematics C&I
  • CRIN E09 Designs for Technology-Enhanced Learning

"A reflective practitioner articulates his or her ideas, experiments with the ideas of others, and makes connections to the world in which he or she lives. For reflective practitioners, teaching is a cognitive process." I have continuously reflected upon my teaching throughout my coursework at William & Mary and during my practicum/student teaching experience at Greenwood Elementary. This reflectiveness has allowed me to build on strengths and shore up areas of weakness in my teaching. The following artifacts reveal my abilities as a reflective practitioner:

"An effective collaborator effectively engages in interactive processes of learning that involve reciprocity." I have always been a team player, used effective communications skills, and collaborated well with others, and William & Mary's program has helped me further hone those skills. In our methods courses we were constantly collaborating with fellow student teachers to create lesson plans and entire units. I collaborated with my cooperating teacher and our team teacher each week when planning the next week's lessons. I also co-taught a science lesson with my cooperating teacher. The following artifacts reveal my abilities as an effective collaborator:

According to William & Mary, "An educational leader provides leadership beyond the classroom and school, serves as a mentor, and engages in educational research." I have become a teacher leader by participating in professional development such as conferences and membership in professional organizations, and by working with colleagues to creatively meet the needs of difficult-to-reach learners in the classroom. The following artifacts reveal my abilities as a teacher leader:
  • In the fall I attended William & Mary's annual conference for math teachers, and I am a member of the National Science Teachers Association.
  • I created a Tech Expert Module with instruction, advice, and ideas on innovative ways to incorporate the Kidspiration program into the classroom. The article is available for worldwide viewing on the Connexions website as well as on my Tech Expert Module page on this website.
  • I participated in a design team project with two classmates at William & Mary. We worked together to come up with ways to help students in our practicum placements who were falling further and further behind grade level in reading. Details about our design team project and links to examples of the book boxes and phonics games that we created are available at http://crine09.wmwikis.net/Reading catch up.

In conclusion, I feel that my coursework at William & Mary, my student teaching experience, and my practicum experience and its related projects and assignments have all led to mastery of the four School of Education competencies. I am confident that I will enter the teaching field as a content expert, a reflective practitioner, an effective collaborator, and a teacher leader.