In this section, as what might be expected, are the collection of the various formative and summative reports that finalize each of the practicum progressions throughout the Bachelor of Education program. They will be linked together in a unified pdf for each practicum. See below for the indicated links. Also on this page, are letters of reference and notes of appreciation that have also been accrued throughout my educational journey. Trusting that these will serve to illuminate the kind of teacher that I strive to be, as a daily and ongoing reflective educational practitioner.
Click hyperlink to access practicum #1 formative/summative reporting: https://drive.google.com/file/d/1Iq88dyxcafZV3YQ8D2bVE0OZbh1ystVx/view?usp=sharing
October 2019
An unexpected note of thanks and reference letter arrived not long after my volunteer efforts as part of a 3-day long field trip for 400 Marlborough students at a local leadership camp. It was truly a highlight and honor to participate and offer assistance where needed. When learning about my past experience in many a publicboard classroom, I was quickly aligned with classes with several students who had learning exceptionalities. I was able to utilize both my professional and personal experience in this area to provide a variety of educational support measures for this wonderful undertaking. See above visual display commemorative artifact.
December 2020
Click hyperlink to access practicum # 3 formative/summative reporting: https://drive.google.com/file/d/1VU4KQ43Imn09j-uc6cz2SeOd7pfMj-Oe/view?usp=sharing
A glowing letter of recommendation followed this placement. It was a pivotal experience in my teaching profession journey. One that I will remember as a culmination of knowledge, skills and experience all coming together and giving me 100% confirmation I am in the field I am meant to be in.
April 2021
Click hyperlink to access practicum # 4 formative/summative reporting: https://drive.google.com/file/d/1VU4KQ43Imn09j-uc6cz2SeOd7pfMj-Oe/view?usp=sharing
This was a unique placement that offered targeted reading remediation under the supervision of a Learning Support Teacher and one where I was afforded the opportunity to team up with another teacher candidate who I had not met previously. As it would turn out, it was a fantastic symbiotic learning experience where we were able to collaborate to deliver instruction that was the epitome of clean pedagogy and aligned well with the strands in the science of reading. Final reporting comments validated our efforts and the grade-changing outcomes of the students who worked with such a growth mindset at every single meeting was evidence of a successful result.
