STUDENT TEACHING APPLICATION Spring 2018

Ami Gabryszewski
LICENSE SOUGHT: Elementary Education with
CLD Endorsement.

EMAIL: aegabryszewski@fortlewis.edu

I was born and raised in Chicago, Illinois. I attended school in the Chicago Public School District until the 7 th
grade when my family moved to Albuquerque, New Mexico. I finished middle school and high school in the Rio Rancho
Public School District. I began my educational journey immediately following high school, when I came to Durango,
Colorado to attend Fort Lewis College. I have known since I was 7 years old that I wanted to become an elementary
school teacher. When I was 6 years old, my little sister was 5 and she had just been diagnosed with Autism and I began
helping her through her therapy, school, and learning how to do specific tasks. It was at this young age that I realized just
how rewarding the teaching practice could be and I decided then and there that I would dedicate my life to help any and
all students that I possible could. Soon after my sister received the diagnosis my family decided to help anyone that
needed it by opening up a horse therapy farm for children, teens, and adults with special needs. This is the most
rewarding work I have done involving teaching, we were defying the odds that these individuals were told they would
never get past.
I am excited to become a teacher because I have a life long passion for learning. I am looking forward having a
job where I get to teach information as well as learn new things each and everyday. I have had a life long dream of
becoming a teacher and then transferring that experience over to a special education classroom. After graduation I want
to continue school and earn my Masters in Special Education so that I can impact even more lives in the school
environment. I strive to create a classroom environment that is engaging, welcoming, comfortable, inclusive, and fun. I
believe that these are the factors that foster a positive and productive learning environment.

PLEASE LIST EXTRA CURRICULAR ACTIVITIES IN WHICH YOU WOULD LIKE TO BE INVOLVED IN STUDENT TEACHING:
I have such a love for reading and a lot of experience working at the Fort Lewis College Library that I think I
could be a great addition to a school library. After school hours or during any free time I have I could volunteer my
knowledge to aid the librarian in organization, checking in and out materials and gathering resources for teachers.
Throughout high school I was involved in the chess club. I think that this could be a great club to become apart of or start
up for my future students!

BRIEFLY DESCRIBE OUTSIDE INTERESTS THAT MIGHT ENRICH YOUR STUDENT TEACHING/PARTNERSHIP:
When I am not in class, teaching, or working I enjoy going for hikes, swimming, rafting, camping, and going to
museums and galleries. These are all activities that I believe will enrich my teaching practice as well as satisfy my desire
for life long learning. Outside is where I find that I can relax and take a mental break from the stress of the real world. I
believe this sets up a good example for my future students to see that taking care of yourself is just as important as doing
all of your work in school.
Gabryszewski, Ami SPRING 2018 STUDENT TEACHing

Organization is a strength that I have had for most of my life. I believe

that being organized in the classroom is the first step toward fostering a
positive learning environment. I want to create a system in my classroom that
TEACHING will show students how to organize their notes, homework, projects, and
materials. This way when it comes down to learning and getting work done
STRENGTHS there will be less time spent on getting everything together and more time
spent learning and developing skills.

Advocacy is a strength I carry with me everywhere. I believe that

everyone has some baggage to carry with a story to follow and that students
should have some kind of advocate for their education. I have advocated for a
student in my field practicum this semester. A student entered the 4th grade
not knowing how to read and write. I took advantage of this situation by
putting my knowledge and skills to work. I created workbooks, strategies, and
one on one time to help this student develop in their reading and writing skills.
Sometimes all students need is for someone to stand with them and give them
tools for success.

Approachability is a strength that I have begun to develop this

semester. I am learning the best practices when it comes to communicating
with families. My mentor teacher has been coaching me on how to write email
and the demeanor that is appropriate to have when meeting face to face with
parents.

Timing out each lesson without going off in a different direction is one
of my greatest areas of growth. I often times find myself planning a lesson and
TEACHING modifying it as I go along or running out of time to teach the entire lesson. I
worry that this will affect the pace at which I move students throughout the
GROWTH curriculum and state standards for content. I know this skill will develop with
time and practice and I look forward to see how I will grow here in my student
teaching.
Differentiation is a strength and growth area for me because I have a
hard time planning differentiation for advanced students. I find myself working
more with the students who need extra support. So I don’t always get to the
students who need extra challenges and more advanced content. I would like to
learn and develop strategies to aid these students so they feel challenged in the
classroom and not like an after thought or a separate group from the class. As I
get more comfortable in the classroom my goal is to be able to adjust my
teaching practice to fit the needs of all my students.
Classroom management has been difficult for me in the classroom
setting. I haven’t yet developed my own unique way of managing a classroom
and I hope to do this throughout student teaching. I believe that this is a skill
that will change with each school year because techniques or strategies will not
work the same for each student. I would like to learn more strategies so that I
am able to be flexible in the classroom with my management skills.
Student Teaching Contract
Check off each item before signing

I understand that this application must be approved by the faculty in the Teacher Education Department.
If undergrad/post-bac: I will have completed all required supervised field study hours in 300-400 level courses by the
time I begin student teaching.
If undergrad/post-bac: I have successfully met the math and written proficiency requirements.
If undergrad/post-bac: I have senior or post- baccalaureate standing. I will have completed 100% of the required
education and auxiliary courses, 100% of my major and I have completed 100% of the required courses for the
endorsement area (K-12 and secondary). I have attached the completed endorsement sheet signed by the appropriate
department (if applicable).
I am currently enrolled in the MAE program. I will have completed 100% of the required courses for the FALL 2017
semester with a cumulative grade point average of 30 or better before the Spring 2017 placement term begins.
If undergrad/post-bac: I have earned a minimum cumulative grade point average of 2.75 and no grade lower than a C in
the licensing program courses.
I will have submitted a completed student teaching application form by the deadline. (PERC approval required for late
submission.)
I understand that I must pass the appropriate Program for Licensing Assessments for Colorado Educators (PLACE™)
exam or PRAXIS exam prior to being placed, unless given an exemption by the PERC committee.
I understand that I will student teach in my assigned position and complete 75 contact days and 600/620 hours applicable
to my license.
I understand that twenty-five additional days for 5 credit hours or 50 days for 10 credit hours may be required for
students seeking to add an additional endorsement.
I will not interfere in or arrange my own placement unless otherwise instructed by the Field
Experiences Coordinator.
I will attend the orientation seminar scheduled prior to student teaching. If I am placed in the area, I will attend all
seminars scheduled during the experience.
I agree to abide by all of the codes, policies, and school calendar of the school and district in which I will student teach.
I agree to meet all of the rules, requirements, and assignments as stated in the Student Teaching Handbook and to make
my cooperating teacher aware of them.
I understand that before I will receive credit for student teaching, I must successfully complete a Professional Exhibition.
I understand that teacher licensing in Colorado will be based on successful completion of student teaching, all degree
requirements of Fort Lewis College (or the holding of post-baccalaureate standing) and the passage of the appropriate
PLACE™ or PRAXIS exam. I may then apply for licensing through the Colorado Department of Education on my own
and at my own expense.
I understand that failure on my part to fulfill any part of this contract can be sufficient reason for my extension in,
deferment from, or removal from student teaching.
I understand that I must maintain positive and professional dispositions at the site of my placement. I will retain the
respect and professional accreditation of my host school. Should I be asked to discontinue my placement by my
principal, Cooperating Teacher, College Supervisor and/or the Field Experience Coordinator, I will not pass this student
teaching block of courses, with all attendant consequences: forfeiture of credit, delay in graduation (if applicable) and non-graduation,
etc.
I understand that if I do not complete student teaching for any reason, I will notify the Teacher Licensure Office and my
supervising teacher in writing regarding the circumstances. Failure to do so will result in removal from the Teacher
Education program with no option for future student teaching placement.
I understand that if I withdraw from student teaching or do not show up for my student teaching placement, Fort Lewis
College has no further obligation regarding future student teaching placement.
I understand that should I reapply to student teach, I must follow the procedure set forth in the Student Teaching
Handbook, “Re-enrollment in Student Teaching.”

Applicant signature: __________________________________ Date: _________________

 THIS PAGE FOR FIELD EXPERIENCE COORDINATOR FILES: SUPPLY ONLY ONE WITH YOUR
MULTIPLE FINAL DRAFTS….

Gabryszewski, Ami SPRING 2018 STUDENT TEACHing

PROFESSIONAL eDUCATION rEVIEW COMMITTEE

DO you need to appeal to the PERC Committee for any of the following reasons?

_____ I have not yet passed my Praxis/PLACE exam If you have checked any of these, obtain more
_____ I have a grade below a C in an ED course information at:
_____ I have a B- or lower grade in ED 322 https://www.fortlewis.edu/teacher-
education/ProgramRequirements/StudentTea
_____ My GPA is below 2.75 ching.aspx

HAVE YOU SUBMITTED A PERC PREVIOUSLY TO BE ADMITTED TO TED? Y N

IF HAVE YOU PASSED YOUR APPLICABLE Praxis/PLACE examination?

Score: Math – 169
Science – 187
Language Arts – 173
Social Studies – 161
G.P.A.: 3.86