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Ann Arbor Public Schools

Principal: Kathy Scarnecchia
scarnecc@.aaps.k
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825 Duncan Street

Ann Arbor. Ml 48103 PH.134-991-1937

Fax'. 734-994-13'11

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SPECIAL EDUCATION INTERNSHIP SPRING REPORT

DATE: April

17

,2013

INTERN: Mary Ciotta

- Spring Semester 2013 Special Education Resource Room Teacher - Grades K-5 SCHOOL: Haisley Elernentary School DISTRICT: Ann Arbor Public Schools, Arm Arbor, MI
FIELD INSTRUCTOR: JoDell Heroux

COLLABORATING TEACHER: Jennifer Mallory

THE INTERNSHIP SETTING Mary completed her second semester of student teaching in an elementary resource classroom u'orking rvitir students in grade first through flfth. The classroom has an interesting dynamic dif-ferent fi'om the classic resource room. Five of the students out of the l5 are in wheelchairs, uith four of them being non-verbal. They use hi-tech assistive technology to communicate and access the curriculum. Other students have a variety of impairments, such as: learning
disabilities, speech and language impairments, hearing and vision impairments, and cognitive impairments. She was responsible for providing services to these students in mostly small group as well as individual interventions. Mary also participated in one or two sessions a week for a pusir-in model in the general education classroom setting. For the last few months, Mary has been planning and implementing lessons, activities, and interventions in the areas of reading, u'riting. and math. She has been responsible for providing daily instruction to all the students in the resource classroom and utilizing a variety of teaching strategies to reach each studer.rt.

KNOWING SIJBJECT MATTERS AND HOW TO TEACH THEM Being in a classroorn with a variety of grade levels, Mary has had to learn curriculum quickly
and implement her own strategies to figure out the important curricular components. She utilized the pre-prepared resources in the classroorn and to develop guided reading lessons, plan Everyday Math activities. and apply writing instruction. Mary developed creative lessons and games to reach the academic needs for each of the students in the classroom. For example, when teaching tirne to the qualter hours. Mary used paper plates that the students drew on to visually support learning the vocabulary of "quarter to", "half past", etc. Many of her lessons included hands on materials and activities as well as incorporating modeling, practice, independent work, and repetition. Utilizing assessment and student feedback, Mary adjusted instruction as needed to break down lessons and teach the curriculum. Mary has a good sense of organization, which has helped hel during planning and teaching. Her confidence in teaching grew as she continued to adiust and reflect on her teaching skills to become a better educator.

WORKING WITH STUDENTS

Mary established a wonderful rapport with each of the students and built relationships based upon trust and respect for learning. She demonstrated patience, compassion, and support in the learning environment. The respect was mutual between teacher and student. The students were able to relate to her comfortable teaching style and immerse themselves in the engaging learning environment. She continuottsly set high expectations and encouraged everyone to work to their very best. Flexibility is key to any special education classroom; and Mary allowed the teaching environment to be accommodating and dynamic for the unexpected interruptions in any classroom. The students enjoyed working with Mary and all the students have shown growth in math and reading.

CREATING AND MANAGING A CLASSROOM LEARNING ENVIRONMENT Mary promoted positive behaviors in the learning environment. She modeled appropriate classroom behaviors and set limits when needed during structured and unstructured work periods. She also iucorporated humor into her teaching. which is a great approach for some of the students who struggle with motivation and interest in learning. As a special education teacher. managing the schedule and cooperatively working with general education staff can be a challenge. Mary worked with other teachers and support staff to accommodate for their schedule as well as the needs of the students. Mary created a safe and respectful environment while giving students individual responsibility for their learning and promoting higher-level thinking
and problern solving.

WORKING AND LEARNING IN A SCHOOL AND PROFESSION Mar-'- has embraced the special education work environment and incorporated the multitude of resorlrce room experiences into her teaching. She is knowledgeable about special education. utilizes a variety of instructional strategies for special education students, and shows a passion for the field of education and teaching. Mar-v irnmersed herself in the school environment by participating in staff meetings, profbssional development, and after school enrichment programs offered at Haisley. During these meetings and activities, Mary demonstrated a professional attitude with the special education and general education students, colleagues, and parents. She is able to learn from those around her. Mary displays the qualities that make a teacher successful and I strongly recommend her for any position in the field of education.

lntern