Cummings 1

Practicum Reflection

Brief summary of what your participation entailed:

Over the course of the semester, I co-taught PATHS students with Jessica Jacobi. During

these 15 weeks, we had two formal supervised meetings where our teaching was observed. When

working with the PATHS students, we made sure to cover subject areas that were important to

transitioning the students into the job field, such as organization, time management, professional

communication, etc. Throughout the semester, I also worked with female, sophomore student at

Rudder High School. In our meetings, we discussed various aspects of transition including education

and employment. I also conducted informal assessments of this student that contributed to the

transition process, as well as collaborated with her teachers and parents. I conducted interviews and

meetings to receive and present the information in the transition plan. Lastly, I observed and

reviewed the teaching of one of Rudder High Schools social studies teachers, Mrs. Hablitz. During

this observation, I was able to critique practices and learn great information about how to be a

successful teacher.

What did you accomplish? What events puzzled or confused you? What new types of

interactions did you have? What decisions did you make? What plans did you develop?

One of my accomplishments was completing the transition process, which allowed me to

grow in confidence regarding working and teaching high school students with disabilities. Though it

was confusing at times to piece the transition plan together, I was able to overcome this challenge

and turn in a polished plan. Through this experience, I had the opportunity to interact with my

students parents. These interactions were extremely eye opening for me. I was able to see how

important open and constant communication is to the success of the student involved. I had to be

flexible with my schedule, which provided me with a great real world example of what teaching
 Cummings 2

could look like. I also had to problem solve in a timely manner when my transition student was not

engaged. In addition, I had to think critically when problems arose, as one of my mentor teachers

counted my student absent for several of our meeting times. Critical thinking skills were very helpful

when planning lessons for the PATHS students. My partner and I had to work together to plan each

lesson effectively for the audience we were presenting to. For example, for our large group

presentation my partner and I planned what we were going to discuss for over two days. I found that

putting time into planning pays off because students respond more and are engaged in the lesson.

Concerning the high school student I worked with, I had to plan what assessments to give, and whom

to interview. Planning was an important part of the transition process and helped me to obtain the

information I needed for the transition plan. Throughout this process, I was able to not only test my

abilities as a future educator, but also use critical thinking skills to approach and solve problems.

What did you learn about transition planning or working with adolescents in this experience?

How will your experience impact future work with adolescents or students of other ages when

you are teaching?

Through this process, I learned that transition planning with lower classmen could be

difficult. Transition planning is important for many reasons, but to students who are freshmen or

sophomores in high school, they can feel that looking into colleges does not apply to them. I learned

that you have to be mindful in how you approach transition with the students you work with. I also

learned that it is important to get to know your student and their families, so that both parties can be

on the same page about transition. In future, I will make sure that I approach students in a way that is

specific to them. In addition, I will not take bad days to heart. For example, I will not let one day

where the student skips class to not have to meet with me, as something that I did wrong. I will need
 Cummings 3

to mindful that transition is not an easy task, but is something that will benefit the student whether or

not they see it as beneficial now.

Apply the course materials and the practicum experience to you and your personal life,

including your goals, values, attitudes, beliefs, and philosophy.

After completing this semester, I realize I have learned so many valuable lessons. I have

learned that there will be situations that arise where I do not have the answers, or that students will

not always mesh well with me. Because of this, I believe that it is important to start each day with a

new slate. Starting fresh was something I practiced this semester, and it helped me when things did

not go my way. Concerning my attitude going into the transition process, I was very apprehensive to

work with high school students. Throughout my college career, I have felt more comfortable with

younger children. After the completion of the semester, my attitude towards teaching high schools

students has become more positive and I feel more comfortable in this field. I have also grown in

my appreciation for communication. One of my key values and philosophies as an educator is that

open communication is the key to success for any student that you work with. I know that having

open communication with the teachers, student, and especially parents helped me problem solve in

situations that arose throughout the semester. My future goals are to create strong relationships with

the families, build trust and open communication, and help a high school student achieve their

dreams in whatever job field they desire.

What needs to be changed in the education system to improve transition for youth with

disabilities? How can you impact the system?

 Cummings 4

The educational system needs improvement in collaboration with parents and special

education teachers. I feel that collaboration is something that many people start, but do not continue

with throughout the entirety of working with a student. I think that this area is crucial to the success

of the student. I also feel that self-advocacy should be established more in the students. I think that

many schools address the need for students to learn self-advocacy skills, but rarely have any school-

wide programs or sessions that could benefit students. I feel that I could address both needs by

keeping an open line of communication flowing between not only the student and parents, but also

with the teachers involved. I would begin this process by beginning the school year with a parent

meeting where I explain what I will be doing during the year. Then, throughout the semester, I will

have conferences and call home to discuss progress. With regards to self-advocacy, I will make sure

that I incorporate self-advocacy skills such as choice making in my instruction. I feel that this could

help in building students up and allowing them to be advocates for their wants and needs.

How did your experience challenge previous conceptions or stereotypes and biases you have?

At the beginning of the semester, I was very worried that I would have a lack in respect with the

parents and students. I knew going in that I looked young and that people may not take me seriously as an

educator in training. Because of this, I struggled a lot during the beginning of the semester in finding the

confidence to do what I know best, which is to teach. Towards the middle of the semester, I had to re-

evaluate my thought process and break any doubts I had. I found that the parents and teachers were very

accepting and treated me with respect. I grew in understanding that it is okay that some people will not

respect your experience, but that what matters most is how I see myself. I saw that when I walked in

confidence the teachers, students, and parents were more willing to listen and work with me. The parents I

worked with were also African American and I worried that they would not want to work with me

because I was white. This preconceived notion proved unnecessary, but was something that I worried
 Cummings 5

would be a barrier. In fact, the parent was extremely respectful and open to communicating/interacting

with me throughout the semester. Overall, I learned not to over think the situation at hand. I found that

once I relaxed and allowed myself to be confident in my abilities, I earned respect, and my interactions

were much stronger.

Cummings 6