Pictures

The following pictures portray some of my various teaching experiences throughout the course of my four semesters of student teaching.

Professional Development

Becoming a professional in the Early Childhood Education field involves continuing my own education through membership of professional organizations, working with mentors and colleagues, advocating, and taking part in other educational activities and organizations. The following examples show my involvement in becoming a professional in the field of early childhood education.

PROFESSIONAL ORGANIZATIONS:

· http://www.naeyc.org/

· National Association for the Education of Young Children (NAEYC) is a professional organization for early childhood educators. I have been a member since 2006, and I attended the annual conference in Chicago, IL in 2007.

STUDENT ORGANIZATIONS:

· Association for the Education of Young Children at Louisiana State University (active member since 2006)

• Kappa Delta Epsilon Academic Honor Society (active member since 2007)

LEAD PRESENTER at 2008 Louisiana Department of Education: PreKindergarten & Kindergarten Conference

"Music and Movement" (PK/K)
(1 hour session, Meeting Room 4)
Presenters: Rachel Crockett and Laura Beth Duplechain (student presenters)

Incorporating the arts in the classroom is important to the child's overall development and success in the classroom. Music and movement, in particular, influences the child's brain waves and moods, thus resulting in a positive learning environment and attitudes toward learning. Songs and activities can be incorporated into any aspect of the classroom to encourage such an atmosphere.

WORKSHOPS

• Project Learning Tree (6 hours)

  

• Grant Writing Workshop (2 hours)

RALLIED FOR CHILDREN AT THE STATE CAPITOL
(Fall 2006)

ATTENDED NEL NODDINGS PRESENTATION
(Spring 2007)

References and Accolades

References
Please email me (rcrock2@lsu.edu) for the contact information of my references.

• Kimberly Wadenpfuhl, second grade teacher, South Walker Elementary School
• Jean Woodside, first grade teacher, Bains Lower Elementary School
• Joy Hammatt, Kindergarten teacher, Westdale Heights Academic Magnet School
• Carol Aghayan, Preschool teacher, Child Development Laboratory Preschool; Instructor, Louisiana State University
  
• Renee Casbergue, Ph. D., associate professor, Louisiana State University
• Teresa Buchanan, Ph. D., associate professor, Louisiana State University

Accolades
Throughout the course of my four semesters of student teaching, I received numerous evaluations from professors and mentor teachers regarding my projects and teaching. The following are excerpts of the feedback I have received thus far.

• "Rachel has been a wonderful addition to our classroom. I wish she could stay all year. She is very ready to have her own classroom. I would be honored to have her as my own children's teacher one day." -Kimberly Wadenpfuhl, second grade teacher, South Walker Elementary School
• "[Rachel] uses a variety of positive guidance strategies [and] shows insight into children's actions and behaviors." -Carol Aghayan, preschool teacher, Child Development Laboratory Preschool; Instructor, Louisiana State University
• "[Rachel has] good plans and thoughtful changes in activities and transitions." -Dr. Joan Benedict, Ph. D., Director of Child Development Laboratory Preschool
• [Rachel] uses positive, strong communication with children." -Joy Hammatt, Kindergarten teacher, Westdale Heights Academic Magnet School
• "[Rachel's lessons] have a nice mix of teacher-directed, whole class introductory activities, and more child-oriented small group and individualized activities." -Renee Casbergue, Ph.D., associate professor, Louisiana State University
• "Rachel demonstrates an overall strong knowledge on child learning. She is a great teacher!" -Jean Woodside, first grade teacher, Bains Lower Elementary
• "[Rachel] demonstrates confidence in her beliefs and abilities, yet is tactful and diplomatic in sharing ideas." -Carol Aghayan, preschool teacher, Child Development Laboratory Preschool; instructor, Louisiana State University
  

Academic Accomplishments

As part of my student teaching experience, I have completed several different projects throughout the course of four semesters. These projects were designed to further my knowledge on early childhood education, child development, planning, and assessment, among others. The projects below are a small representation of my completed projects.

Spring 2008

Student Assessment Portfolios

– During the course of my four semesters of student teaching, I have completed at least one assessment portfolio each semester. I have had the opportunity to assess students based on one or all of the developmental domains and cognitive areas. Because of my extensive experience in the classroom, I have been able to assess students who generally perform at all levels, including children with special needs. My assessment portfolios for the first three semesters of student teaching have been built based on the Louisiana Department of Education State Standards. I am currently building assessment portfolios on two students in my current placement in a preschool classroom. The portfolio is based on the assessment standards of the Comprehensive Curriculum.
Teacher Work Sample– I am currently working on a thematic unit, or study on clothing that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. This provides credible evidence of my ability to facilitate learning.

Fall 2007

Teacher Work Sample

–I completed a thematic unit on, or study on Patriotism this semester that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. This provides credible evidence of my ability to facilitate learning. The project was composed of the following components:

• Contextual Factors
• Learning Goals
• Assessment Plan
• Design for Instruction
• Instructional Decision-Making
• Analysis of Student Learning
• Reflection and Self-Evaluation
  

Advocacy Project

– There are various issues regarding early childhood education in need of advocates. I chose to advocate for the prevention of violence and bullying the in the classroom by addressing the issue in early childhood and lower elementary grades. This project was implemented in the spring semester of 2008.

Spring 2007

ABC Analysis

– To complete this project, I recognized and recorded patterns of a behavior problem within the 1^st grade classroom in which I completed my field experience. Then, based on my observations and recordings, I planned and implemented a behavior intervention, or modification plan. This project allowed me to better use individualized instruction during my lessons and activities through my greater understanding of the whole child.

Fall 2006

Pedagogy Project

– This project is a compilation of the instruction methods being used in the Kindergarten classroom at that time. Each method was analyzed through use of observations, critiques, and reflections on how to improve the method.

Family Involvement Plan

– To complete this project, I observed the parent participation in the Kindergarten classroom in which I completed my first semester of field experience. Based on my observations, as well as on readings and discussion in my coursework, I developed a family involvement plan for my future classroom.

Teaching Experience

During the fall semester of my junior year, I completed over 140 hours of field experience in a Kindergarten classroom at an academic magnet, public elementary school. During the spring semester of the same year, I completed over 140 hours of field experience in a 1^st grade classroom at a rural, diverse, public elementary school. Over the course of both semesters, I facilitated small group activities, assisted the teacher, and planned and implemented lessons.

I had the opportunity to student teach full-time for two full semesters. I completed my first semester of student teaching in a second grade classroom at a public elementary school, for over 470 hours, which consisted of over 270 hours of teaching. I am currently student teaching for my second full semester in a diverse, child-centered, preschool classroom. This preschool is accredited by the National Association for the Education of Young Children.

The documents included below were completed during the course of my four semesters of classroom and teaching experience. These examples portray my strengths in planning, implementing, and assessing lessons.

Lesson Plans

• Fall 2006
  
• Spring 2007
  
• Fall 2007
  

Thematic Unit

Teacher Work Sample

• Pre & Post-Assessment

Electronic Student Assessment Portfolio

Family & Community Involvement

• As part of the thematic unit on Patriotism in the Fall 2007 semester, the second grade class held an election. Students volunteered to run for Class President. Once elected, the Class President made basic class decisions regarding the daily activities and games, class helpers, and the daily snack. In order to run for President, the students were to create a campaign to present to classmates and parents on Campaign Day. For their campaign, each student running created a campaign poster, 3 reasons why they want to run, and 3 reasons why they should be elected Class President. A letter was sent home with each student running for President explaining this, as well as inviting family members to attend Campaign Day. The following pictures are a small glimpse of some of the student's presentations.

Personal Teaching Philosophy

Education is defined as the act or process of acquiring general knowledge, developing the powers of reasoning and judgment, and of intellectually preparing for mature life. Early Childhood Education aims to help children gain independence, confidence, and success as life-long learners through use of a positive, supportive, child-centered environment. This environment can be effective if it is focused on the children’s interests and needs. Children learn through active participation, hands-on experiences, and the freedom to explore and question various objects, occurrences, or activities. The teacher’s role is to provide these opportunities for the students by planning developmentally appropriate lessons and activities that are meaningful to the students in the classroom. These lessons must be challenging, yet achievable, and the teacher must provide facilitation and support for the children. The teacher must also create a classroom environment that allows students to appropriately express themselves socially, intellectually, creatively, and confidently. This can be accomplished by the same appropriate actions and respect from the teacher, but also by assessing each student authentically and through multiple forms and strategies. The teacher must use the same principles in guidance and discipline. It must reflect the children’s natural and logical levels, followed by appropriate, consistent consequences. In order to meet the needs of the whole child, families must be an integral part of the children’s learning experiences and development within the classroom. This can be implemented through collaboration with families in planning, implementing, and reflecting on lessons and activities done in the classroom. Children will have the opportunity to develop into confident, independent, successful life-long learners through the implementation of these standards in a positive, supportive, child-centered environment.

Resume'

Rachel Crockett - Resume'