To Whom It May Concern:

It is my pleasure to write on behalf of Ethan Self. Ethan began his full year internship at
Mount Abraham in the fall of 2015. He spent the first semester observing many different
teachers throughout the building, with a particular focus on Biology and Advanced
Placement Biology. During the first semester, Ethan took the lead in designing and
teaching several individual, discrete lessons in Biology and assisted the classroom teacher
in all other areas of her teaching load. His full-time formal student teaching began during
the second semester in which he taught two units in Biology over a 9-week period (9th
and 10th grade required course), and one 4-week unit in one section of Human Anatomy
and Physiology (11th & 12th grade elective). During this time, Ethan was responsible for
all areas of classroom instructionplanning and implementing lessons and assessments,
communicating with parents and working with students who struggle after school and on
an as needed basis. In addition, Ethan regularly debriefed his classroom experiences with
me, seeking feedback on his performance.
Our school is amid a transition to Proficiency Based Graduation Requirements and
Standards-Based Learning/Grading. As such, Ethan was required to frame all his lessons
using course learning targets that were aligned to either NGSS, CCSS or our Mount Abe
Competencies (Communication, Collaboration, Global Citizenship, Personal Growth &
Self-Awareness and Problem-Solving). Ethan crafted lessons designed to help students
attain proficiency toward each learning target and all of his assessments (formative &
summative) were specifically designed to measure student progress toward each learning
target.
Ethan is a thoughtful lesson designer with student engagement and success as his top
priorities. He designed lessons that included a variety of teacher-led and student-led
activities, included components that allowed for student choice, and that students would
find relevant. He began his unit on the Cardiovascular System with a look at the use of
blood doping in national and international athletic competitions. The interest in the room
was palpable as students leaned forward in their seats, ready to hear more. In a series of
lessons, Ethan taught students about the cardiovascular system through a mix of direct
instruction, Poll Everywhere formative assessment (that students found highly engaging),
small group discussion, short readings, a heart dissection, a project (differentiated and
designed to allow for student choice and interest) and a student designed inquiry task
involving blood pressure. Students were highly engaged in all aspects of his unit because
it was student centered, contained highly varied activities and was relevant to students
lives. In addition, Ethan was sensitive to the needs of individual students, modifying
assignments as needed for several students on 504 plans. Students responded well to
Ethans personal and professional approach and I often heard them make comments like
I really like Mr. Self or Mr. Self is THE BEST!. Sometimes I get a bit worried when
students make comments like that about a student teacher that he or she is too easy or
trying too hard to be the students friend, but I can assure you that this was not the case
with Ethan. He maintained a rigorous unit of study and held students to high behavioral
expectations.

Ethan is a reflective practitioner. Often, after a lesson he would accurately pinpoint the
parts of his lessons that went well and parts that needed improvement. He astutely
noticed when student interest was waning and in post-lesson reflection, he often
identified clear ways he might address these issues. I often noticed that he would
proactively utilize his own solutions in subsequent lessons, accurately anticipating when
they would be necessary. Ethan was also willing to ask for help when he was unsure of
how to proceed in lesson-planning or behavior management.
As I observed Ethan teaching this class, it was clear to me that he successfully built solid,
caring relationships with all students in the class and that as a result, they were always
willing and ready to engage in any learning experience he designed. Ethan personally
connects with each student and clearly conveys an I care about you as a person and
about your personal success in school message. Im certain that all my students will
miss Ethan when he moves on to hone his skills in another classroom.
As a colleague, Ethan consistently demonstrated his commitment to students and the
school. He was always willing to lend a handfilling in on short-notice as a substitute
teacher, cleaning up lab supplies, helping students with academics after school, and
volunteering to chaperone school dances. I have no doubt that Ethan will become an
integral, valuable part of the school community that he chooses to become a part of.
Ethan has a deep commitment to adolescents, an excellent grasp of pedagogical
principles and a natural ability to teach. I am certain he will become a wonderful addition
to your schools faculty and learning community.
Sincerely,
Samantha Kayhart
Mount Abraham Union High School
Science Teacher