Sara Pyne interned at Boston Collegiate Charter School over the summer where she took on various teaching and administrative roles. She impressed her supervisor with her ability to balance multiple tasks, interact well with students to address their learning needs, and accomplish goals efficiently. Sara formed good relationships with students and took on more instructional responsibilities in her 7th grade history and reading classes. She also assessed student work, planned lessons, and supported summer programming. Her supervisor commends Sara's professionalism, engagement, attention to detail, and passion for working with children, stating she will be an outstanding teacher.
Consider the following scenarioCassie is hoping to be hired as .docxclayrhr
Consider the following scenario:
Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year.
Consider what you have learned about effective, developmentally appropriate assessment so far in this course.
By Day 3:
Post
the following:
Your evaluation of Cassie's assessment plan
Suggestions that you would make to Cassie regarding her plan
This assignment is due tomorrow @ 12:00pmest
apa format
.
Planning for AssessmentConsider the following scenarioCas.docxrosacrosdale
Planning for Assessment
Consider the following scenario:
Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year.
Consider what you have learned about effective, developmentally appropriate assessment so far in this course.
By Day 3:
Post
the following:
Your evaluation of Cassie's assessment plan
Suggestions that you would make to Cassie regarding her plan
.
Consider the following scenarioCassie is hoping to be hired as .docxclayrhr
Consider the following scenario:
Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year.
Consider what you have learned about effective, developmentally appropriate assessment so far in this course.
By Day 3:
Post
the following:
Your evaluation of Cassie's assessment plan
Suggestions that you would make to Cassie regarding her plan
This assignment is due tomorrow @ 12:00pmest
apa format
.
Planning for AssessmentConsider the following scenarioCas.docxrosacrosdale
Planning for Assessment
Consider the following scenario:
Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year.
Consider what you have learned about effective, developmentally appropriate assessment so far in this course.
By Day 3:
Post
the following:
Your evaluation of Cassie's assessment plan
Suggestions that you would make to Cassie regarding her plan
.
Planning for AssessmentConsider the following scenarioCas.docx
Letter of reference_Sara Pyne
1. August, 2015
To Whom It May Concern,
It is my pleasure to recommend Sara Pyne as a capable young teacher and an energetic and
creative professional. Sara spent ten weeks working at Boston Collegiate Charter School
(BCCS) this summer as an intern, and her role was comprised of a variety of different tasks.
From the start, Sara was asked to balance classroom teaching, one-on-one student support,
summer tutoring and lesson planning, reading research, and various other administrative
projects. She did so in a way that belied her age and experience; indeed, she impressed me
with her ability to see the bigger picture, to interact with students in ways that addressed
their specific learning needs, and to effectively and efficiently accomplish multiple tasks in a
short period of time.
More specifically, Sara was assigned to assist our 7th
grade history and reading teachers in
their classes for the month of June. She had an uncanny ability to form relationships with
students, and was quickly asked to take on more of an instructional role in the classroom.
Additionally, Sara was tasked with assessing student work while simultaneously completing a
variety of administrative projects. Sara was also responsible for supporting our Summer
Academy programming and working with individual students to ensure that they met
academic benchmarks. She was prepared, creative, and dynamic in her classroom. Her
attention to detail, professionalism, and thorough approach was commendable.
Sara showed a great deal of professionalism and independence, as well as thoughtful
engagement, in her time with BCCS. This eagerness for new experiences and willingness to
listen, learn, and reflect, is what makes me certain that she will be an outstanding addition to
any team. She has a passion for working with children, and a natural ability to relate to them
that will serve her well in the classroom. I am confident that not only will she connect with
her students, but she will take the initiative to get to know each of their individual learning
styles and needs, and will use that to teach them to high standards.
Sara’s accomplishments and growth at BCCS promise a bright future career in the education
profession. Throughout her internship she proved to be immensely reliable, professional,
collegial, creative, and full of energy.
I’d be delighted to talk further about Sara’s qualifications either by email
jogundipe@bostoncollegiate.org or by phone (617) 265-1172 ext. 286.
Sincerely,
Jenna Ogundipe
Chief Academic Officer