ASSESSMENT OF WELLS COLLEGE EDUCATION PROGRAM

Survey for Wells Education Program Completers

 

Name

Last                                                            First

 

 

Current school address (please

Include street, city, state and ZIP)

 

Home address

 

 

 

Daytime phone

 

 

Evening phone

 

 

E-mail (work & home)

 

 

 

Are you currently teaching?

 

 

Current grade level you are teaching

 

 

School location (Please circle one)

Rural        Suburban        Urban

 

Are you teaching in your area of your certification?

 

 

Middle and High School - list the specific class (ex. 2 classes 9th grade Global Studies, 3 classes 10th grade American History

 

Current number of students (TOTAL)

 

 

Number of mainstreamed special education students in your class

 

Number of students for whom English is a second language

 

Number of students who are from diverse backgrounds (more specifically):

 

a)      African American

 

 

b)      Hispanic/Latino(a)

 

 

c)      Native American

 

 

d)      Asian

 

 

e)      Other

 

 

Number of students who receive free/reduced price lunch in your class

 

FOR THE FOLLOWING ITEMS, PLEASE INDICATE HOW OFTEN YOU DO THESE THINGS IN YOUR CLASSROOM BY CIRCLING THE RESPONSE WHICH BEST DESCRIBES YOUR TEACHING.  PLEASE NOTE - THIS SURVEY IS NOT AN EVALUATION OF YOUR TEACHING SKILLS.  IT IS AN ASSESSMENT OF THE WELLS EDUCATION PROGRAM.  THERE ARE NO "RIGHT" ANSWERS.  PLEASE BE HONEST.

 

5=ALWAYS    4=FREQUENTLY     3=SOMETIMES    2=RARELY    1=NEVER     NA=NOT APPLICABLE

 

 

1.   Actively build community in the classroom through the use of team/class builders, class meetings, etc.

 

5                      4                     3                        2                      1                       NA

XXXXX             XXX                XXX                   X                      X                     

  • Thanks to Susan!
  • Applies to AP physics classes
  • Mostly early in year

 

 

2.  Teach classroom expectations and procedures

 

5                      4                     3                        2                      1                       NA

XXXXXXXX      XXX                XX

  • Always in the LE class

                                                                                                                                               

                                                                       

3.  Provide clear criteria and models for performances, processes, and products

 

5                      4                     3                        2                      1                       NA

XXXXXXXX      XXXXX                                                            

 

 

4.  Develop and use rubrics with students

 

5                      4                     3                        2                      1                       NA

XXX                 XXX                XX                     XX                    X                      XX

  • Thanks to Susan!

 

 

5.       Give students specific feedback on how they are progressing

 

5                      4                     3                        2X                    1                       NA

XXXXXXXXX    XXX                                                                                        

 

                                                                                                                          

6.       Target the instructional activities to lesson objectives and unit outcomes

 

5                      4                     3                        2                      1                       NA

XXXXXXXX      XXX                                                                                        

XX

                                                                                                                          

7.       Connect the content to real-life situations

 

5                      4                     3                        2                      1                       NA

XXXXXX           XXXXXX                                                           X

 

                                                                                                                          

8.  Connect the content across disciplines

 

5                      4                     3                        2                      1                       NA

XXXXX             XXXX              XXX                                                                   X

 

 

9.  Engage students in higher order and/or multiple-level thinking during lessons

 

5                      4                     3                        2                      1                       NA

XXXXX             XXXXXX         XX                                            

 

 

10.  Prior to beginning a lesson, determine what students already know with respect to the content of the lesson or activity

 

5                      4                     3                        2                      1                       NA

XXXXX             XXXXXX         XX                                                                    

 

 

11.  Use a variety of methods to check students' understanding while teaching a lesson

 

5                      4                     3                        2                      1                       NA

XXXXXXX        XXXXX           X

 

                                              

12.  Evaluate students' learning using a variety of methods (e.g. written, oral, portfolio etc.)

 

5                      4                     3                        2                      1                       NA

XXXXXXXX      XXXX                                       X

 

 

13.    Include students in assessment through the use of self-assessment and reflection

 

5                      4                     3                        2                      1                       NA

XXXX               XXX                XXX                   XX                                            X  

 

                    

14.    Use group work and/or cooperative learning techniques

 

5                      4                     3                        2                      1                       NA

XXXXX             XXXXXXX       X                      

 

 

                                                                                                                          

15.  Vary and differentiate instruction to address differences in learning strengths or style

 

5                      4                     3                        2                      1                       NA

XXXXX             X XXXX          XXX

  • Big in our district – we work with Harvey Silver

 

                                                                                                                          

16.  Adapt content to include students who have learning challenges and disabilities     

 

5                      4                     3                        2                      1                       NA

XXXXXXX        XXXX                                                               X                      X                       

 

 

17.    Adapt content to include students for whom English is a second language

 

5                      4                     3                        2                      1                       NA

X                      X                    X                       X                      X                      XXXXXXXX                       

 

                                                                                                                          

18. Align instruction, assessment and curriculum with local, state and national standards

 

5                      4                     3                        2                      1                       NA

XXXXXXXX      XX                                            X                      

XX

  • And college board

 

                                                                                                                          

19.    Use technology to support instruction

 

5                      4                     3                        2                      1                       NA

XXXXXX           XXXX              XXX                        

 

                                                                                                                          

20.   Communicate with and involve parents

 

5                      4                     3                        2                      1                       NA

XXXXXX           XXXXXX                                                                                   X                      

           

 

PLEASE CHOOSE THREE OF THE PRIOR STATEMENTS AND PROVIDE A QUICK EXAMPLE OF HOW YOU HAVE DONE THIS IN YOUR OWN CLASSROOM.  For example, if you ALWAYS adapt content to include students with learning disabilities, please provide an example of how you do this.

 

QUESTION #1

  • We clearly set goals for ourselves, our classroom team and our “work teams”.  We hold daily morning meetings, we talk through classroom issues, I teach Second Step (an anti-bully program), I actively teach character education daily, etc.
  • Upon entering my classroom students are welcomed.  The reasons they are incarcerated do not need to be shared, unless they choose.  I tell them that “this is our classroom; we will respect one another and adhere to classroom policies”.  Frequently we discuss the many problems these students face while incarcerated, as a group we listen, give advice and share our opinions, ideas and solutions.  We are able to gain trust in each other as we work through each day.
  • Although I don’t use team builders, etc., my policy of zero tolerance for critical (negative) talk in the classroom, and constant surveillance of conversations and behaviors, allows me to build a “safe” learning community for students who usually haven’t had much experience in one!
  • We open our day with a morning meeting.  Much of our day involves “crew work” or small group work.

 

QUESTION #2

  • (#1&2) During the 1st three weeks of school we mainly do “getting to know you” activities and develop classroom rules together.  We model and practice procedures so they become habitual.  We play games to learn and review rules and procedures.  We have our desks in a circle and practice good conversation and listening skills.

 

QUESTION #3

 

  • The first 2 ½ months of the semester in Math B1 is proofs.  Because it is very much English based (no actual numbers) and they have to write sentences to solve a problem, I daily model how to do the proofs (each kind, many times during class) so they know exactly what I expect.

 

 

QUESTION #4

  • Before beginning a project, I present the topic /instructions to the students along with general expectations.  As a class we develop more specific criteria for a rubric – I keep the students’ language so they understand it completely.
  • For a science unit last year in 4th grade I integrated a lab practical at the end, to assess the students on their working knowledge of the material.  Together we developed a rubric of what I should look for and what the students should demonstrate.  It worked beautifully!
  • I provide rubrics for all assignments.

 

 

QUESTION #5

  • Oral participation is important.  Students receive “euros” for speaking.  They collect the euros and receive a grade once a week.
  • I am in constant contact with parents through daily notes, weekly newsletter, my website, phone calls, homework or projects, dismissal talks/visits etc.  Parents know mine is an “open door” policy.  They are welcome and encouraged to join us any time, and do!
  • I always give students a grade sheet after every unit’s test (about 18 a year) and also before every 5 week interim report.  I meet with them after some of these and make notes about their homework, lab or test grade.  What is working for them?  What isn’t?  I use rubrics for all essays or multiple grade projects that allow me to make significant comments on their work.  I always try to include at least one sentence comments in all their homework.

 

 

 

QUESTION #6

 

QUESTION #7

  • Easy is a Second Language Course!  Authentic materials from Spanish speaking countries, authentic situations for speaking/writing, drawing on personal experiences with the language and culture.

 

  • When a new vocabulary set/theme is introduced students will create work that relates it to their life.  Example, a household unit – students will produce a floor plan of their actual home or dream home.  They will then describe their work in the TL to their work group.

 

  • Students are much more motivated to learn something if the relationship to the world and their experience is more evident versus memorization and recall.  Throughout every unit I work to integrate examples of interest including from the newspaper or magazines.  Toward the end of the year we go to Darien Lake to do physics analyses and to Cornell to visit research labs and do hands on activities.  I try to choose some homework problems that relate to real life as well.

 

  • Students are often thrown off by wordy math problems that ask for very little in the way of math skills.  I alter the problem to reflect a real-life simple situation (buying candy, dividing cookies, etc.).  It works, and makes them see that they were needlessly intimidated.

 

  • Students had a year-long investigation on the re-watering of the old Erie Canal bed in Downtown Rochester.  They presented their findings from other cities that had successful re-waterings to the Mayor.  The research this year included connections with math (data, analysis, and geometry), ancient civilizations, and government.

 

 

QUESTION #8

  • When I conducted my 1960s decade unit in 6-8th grade Social Studies we looked at music, art, politics, and they had written assignments.

 

QUESTION #9

  • I use newspaper/magazine reading that we analyze; case studies that deal with the content, multiple types of questions in tests and homework to help students use critical thinking.  It’s one of my life’s missions!  It’s always one of my year’s goals.

 

QUESTION #10

  • At the beginning of each class, I have students do a “DO NOW”.  This is a problem that reviews information that we learned previously (in the past few days).  It helps me to assess them and prepare them for the new lesson that connects to the problem.
  • Prior to lessons (each student’s testing diagnostics are reviewed) I know what level they are at through testing, and move forward from there.  All language arts is done with a group (no more than 6 students) and math is taught individually, math skills vary widely.  The test diagnostics guide me when preparing group lessons, the diagnostic pin points exactly what the students’ weaknesses are.

 

QUESTION #11

  • When a new grammar topic is introduced, I model its use; call on a student to model; and then in the whole class setting will have students practice.  Students are then divided into groups to practice and assist each other (with some input from me).  “Experts” travel to other groups to share info

 

QUESTION #12

  • I the past (classroom) my class has used a portfolio system for writing/poetry.  I also use the DRA as a measure of growth in reading for 4th grade.  As a reading specialist, I use different assessments but I feel it is important to share growth with the students too as that is a motivating factor.
  • We use many various products to evaluate student learning.  We do news reports, video, tape recordings, plays and skits, pamphlets, books, posters.  For example:  one popular product was a book students wrote on a retelling of a book they chose.  Each page was ½ retelling and ½ illustrations.  We laminated and bound the books and read them to the class.

 

QUESTION #13

  • Students are always aware of their learning objectives ahead of time.  They write weekly and unit reflections to self-assess.  Next year, we will be incorporating student-led conferences.

 

QUESTION #14

  • Mine is a “center taught”, inclusive classroom.  Special Ed students spend as much time in our room as their disability allows.  The center approach allows for interactive, engaging learning that includes all children at their level, their ability, and their learning style!
  • At least 60% of class time is spent in groups, group work, sharing, etc.
  • We do cooperative learning most of the time.  One particular review game that works well is Team Jeopardy.  Each member of the team has a job:  time keepers, question reader; resource person (they are allowed to look up if they don’t know) and responder.  After each question the students change jobs so they all have a part and all have to participate.  No hitch hiking is allowed!

QUESTION #15

  • We are pretty constrained by the college board exam in terms of content but at the end of the year, after the AP exam, students do projects in which they build something to demonstrate a concept in physics, do a written report on it and a presentation for the class.  The room gets pretty chaotic over this period of time because everyone is doing something different according to their interests and abilities.  It’s definitely my favorite time and some students have said they learned more during this time than any time else in high school.
  • The Niagara-Wheatfield School District, which we are part of, has involved us completely with Silven Strong Associates as part of learning styles, thus when presenting lessons, we as teachers are always aware whether we are meeting all students needs (mastery, understanding, self expression, or interpersonal).  This summer I am training to be a “Harvey Silver School Leader”.

 

QUESTION #16

 

QUESTION #17

 

QUESTION #18

  • I follow the objectives of the GED program and generally use the middle school social studies, math and English curriculum as my guide, always including NYS Learning Standards.
  • I have divided the Standards by teaching units.  The standards guide the unit and topic order.  I try to make the content exciting and current but its driven by the standards.  Not as bad as it sounds, though.

 

QUESTION #19

  • Graphing calculators are a huge part of Math B2.  The first day of class is always instructions and demonstrations with the calculator.  Whenever fusing it with a new concept, or learning a new feature, I always model it and have them practice using the feature in class so I can help with any questions or issues.
  • Class website – reference for students, online assignments, and syllabus/homework – textbook and extra grammar practice online and on CD-ROM.

 

QUESTION #20

  • I find that parents really appreciate contact especially since high schoolers are not always open with their parents about school.  I use phone and e-mail.  I will contact parents and arrange a meeting with them and the student early in the year, as soon as I see a problem that is not getting resolved by talking with the student alone.  The joining of forces and interest makes a difference for most students to get them on track.
  • My students are not generally motivated students.  Attendance if often an issue, as are disrespect and “negative” talk (put-downs, etc.).  I spend a lot of time on the phone with parents, counselors, etc. to work out solutions.

 

 

 

 

 

FOR THE FOLLOWING ITEMS, PLEASE INDICATE YOUR LEVEL OF AGREEMENT IN EACH OF THESE AREAS BASED ON YOUR EXPERIENCE AT WELLS COLLEGE

 

Rate the Wells College Education Program on a scale of 1 to 5  -  1 being the least effective and 5 the most effective  -  based on how well you feel we prepared you to meet each standard.

 

Content Knowledge - The extent to which Wells prepared you in terms of developing the breadth and depth of subject matter knowledge to teach effectively

 

1                                   2                                  3                                  4                                  5

N/A - XX                      XX                                                                    XXXX                           XXXXX

  • This was one of my particular worries as a student
  • My content and degree were from another institution

 

                                                                                                           

Preparation - The extent to which Wells prepared you to plan effective, standards-based lessons and classroom curriculum

 

1                                   2                                  3                                  4                                  5

                                                                        XXXX                           XXXXXXXXX

 

 

Instructional Delivery - The extent to which Wells prepared you to provide effective, engaging instruction using a variety of strategies (cooperative learning, technology, etc.)

 

1                                   2                                  3                                  4                                  5

                                    X                                                                      XXXXXXX                    XXXXX

  • Technology (4)

 

                                                           

Classroom Management - The extent to which Wells prepared you to manage a classroom effectively

 

1                                   2                                  3                                  4                                  5

                                    X                                  XX                                XXXX                           XXXXXX

  • 3 - 4

 

 

Knowledge/Appreciation of Student Development and Diversity - The extent to which Wells prepared you to address individual and diverse needs in the classroom

 

1                                   2                                  3                                  4                                  5

X                                                                      X                                  XX                                XXXXXXXXX

  • Only 1 class.  Mine is a very diverse, low socio-economic group.  Could have used more help there.

 

 

Student Assessment - The extent to which Wells prepared you to employ a range of assessment techniques based on appropriate learning standards

 

1                                   2                                  3                                  4                                  5

                                    X                                  XX                                X                                  XXXXXXXXX

  • Definitely need more in literacy

 

 

Collaboration - The extent to which Wells prepared you to work with colleagues, administrators, and parents in order to meet the learning needs of students

 

1                                   2                                  3                                  4                                  5

X                                                                      X                                  XXXXXX                       XXXXX

 

 

 

Professionalism - The extent to which Wells prepared you to fulfill your responsibilities in a professional manner

 

1                                   2                                  3                                  4                                  5

X                                                                                                                                              XXXXXXXXXXXX

 

 

Reflection - The extent to which Wells prepared you to assess/discuss your instructional decisions and make adjustments as needed

 

1                                   2                                  3                                  4                                  5

X                                  X                                  XX                                XXXXXXXXXX

 

  • Always reflect
  • Literacy so important, need to teach more in this area, including literacy assessment

 

 

PLEASE USE THE FOLLOWING SPACE TO HIGHLIGHT SOME OF THE STRENGTHS OF THE WELLS COLLEGE TEACHER EDUCATION PROGRAM IN TERMS OF YOUR EFFECTIVENESS AS A TEACHER.

 

·         The strengths were in getting us into the classroom for observation and field work as much as possible.  I also felt I had a handle on management, teaching diverse students and lesson preparation.

·         When I was at Wells, I found lots of opportunities to reflect on my practice and philosophy as a teacher.  I also had many opportunities to develop units and teach tem to children in neighboring schools as well as in schools around the country.  Every hands-on teaching experience I had through Wells College has added to my pedagogy today.

·         S U S A N  T A L B O T !

·         Modeling of cooperative learning techniques was very helpful.  Upbeat, always positive learning environment.  Acceptance, welcoming of diversity and different styles.  Hands-on experience.

·         What I felt as a true strength to wells was the math/science courses.  I was a much better teacher because of these classes.  It caused me to look at their instruction as a more active, constructivist approach.  I also felt Wells did an exceptionally nice job using the standards from NYS and have us integrate them into lessons.  Thus lessons were not just based in one standard but multi-disciplinary.

·         As a graduate of Wells, exiting the education program I felt very prepared and ready to teach.  Student teaching is clearly one of the best tools in the process of becoming an effective teacher.  The Inclusive Classroom is another key component as it gives the student a good look at Special Education, laws, etc.  I felt very prepared for the teaching certification exams.

·         Getting us out into classrooms and spending time with Special Education.  The latter was really important for I learned a lot about a side of schools that was new for me.  It has helped me be assertive about making connections throughout the school with ESL, 504, Special Ed.  In the beginning of the year I make the rounds to those professionals and get the low down on my students.  Visiting in person means I find out things about the family situation that is very helpful but would not be likely to make it into a written response to the same questions.  While it could get tiresome, the reflection during student teaching were extremely useful, both individual and as a group.  Telling us over and over to “keep the students first”.  In the thick of classroom business and school politics, that can get lost.  Hearing it echo back because of the repetition is great.  Helps me keep the proper perspective when I feel it slipping away.  Doing the Understanding by Design type lesson planning/reflection on objectives was great.  I rarely (well, never) have time to do a formal layout of this sort now, but the philosophy and guiding principles shape the way I plan my units.

·         My ability to professionally address parents, colleagues and administrators shines.  I learned to hold my head high, defend my views with solid information and then listen to the viewpoints of others!  This is a skill others in this profession lack!  It has been commented on by many.

·         Susan Talbot was the highlight of the Wells program.  She exemplifies what a “model” teacher is.  The strategies she taught (cooperative learning, etc.) were also the techniques she used in the Wells College classroom.  Her enthusiasm and energy were apparent and contagious.

·         The program fives incredible insight into psychological and sociological aspects of a school.  There is also a great support of general teaching methods – such as cooperative learning and differentiated instruction.

·         Very good support from the program, always willing to help and answer questions.

·         Above all what Wells does best is field experience.  I have not heard from anyone a college experience close to mine with the amount of field work in more than just the student teaching.  More than anything this is what made the Wells program great.  That and Randy Coon.

 

 

PLEASE USE THE FOLLOWING SPACE TO HIGHLIGHT SOME OF THE AREAS WHERE THE WELLS COLLEGE TEACHERS EDUCATION PROGRAM COULD BE IMPROVED IN ORDER TO HELP TEACHERS BE MORE EFFECTIVE.    

 

·         The main area that I felt lacking during my time at Wells was content knowledge.  I wanted to know what topics were covered in each grade level and some best practice methods for teaching the subjects.  It’s great if your school lets you integrate the subject areas like “theme teaching”, but if they don’t, you have to have methods for each area, which was somewhat covered in a Methods class.  There were different instructors at Wells when I was there, but another area I felt weak in was teaching reading (1st grade level).  That may be better now.

·         I found myself trying to “catch up” a little when it came to classroom management and that “bag of tricks” you need as a teacher.  I also don’t feel I knew enough content to be completely comfortable with the upper elementary grade levels.  It may be helpful to have a brief review of the typical curriculum taught at each grade level so the content is fresh when you leave Wells.

·         More about management.  How do you deal with kids, more practical info plus skills!  How do you set up for the 1st day of school?

·         My own scheduling was unusual – doing student teaching 1st was difficult, without much experience planning lessons, etc.  I cannot fault the wells program at all for that.  On the contrary, I appreciate the flexibility that allowed me to do that.  Perhaps, in the methods class, more experience incorporating standards into planning would have been helpful.

·         Although I felt I had a fine training at wells, with my literacy masters I do not think I could have been as effective in my classroom (I was a 4th grade teacher prior to this position).  Wells needs to spend additional time focusing on specific literacy assessments – observation survey, DRA, DWA, Word Study – Developmental Spelling Assessment, QRI, and possibly a few others.  Knowing, using and understanding these assessments will help teachers make better instructional decisions.  Additionally, time should be spent looking at the Balanced Literacy model and integrating both Guided Reading, Independent Reading and shared reading in the classroom.

·         This may not fall in the education department’s program, but students should be preparing for the history content exam during their undergrad years.  It could have been difficult for me because it has been years since I studied economics and global history.  From what I understand, from professors at LeMoyne, the S.S. content exam seems to be the most troublesome.

·         Improvements for the program --- I really found it to be a great program with terrific teaching and modeling.  I think a lot comes up once you are in the classroom teaching that can’t be taught ahead of time, but I feel you gave us a lot of strategies to employ as things arose.  Thank you!

·         Teaching requires you to deal 1st hand with diversity and with today’s “not so polite and well mannered” youth.  Many of staff development day are spent on topics like “meeting the needs of all your students”, “dealing with the troubled or violent or out busting student”.  It would be helpful to have that training BEFORE that child is in your classroom!

·         I cannot comment.  I don’t feel that there were any gaps in the program.

·         More emphasis on specific subject areas.  For example, in my Master’s degree methods class which was specific for teachers of languages other than English I learned several lesson plan models that are extremely effective, but I did not learn at Wells because they are content specific.  FYI: DACE Model (Donato and Adair-Houst) Shrum & Glisan Reading and Listening Model.

·         There wasn’t enough help/guidance for my particular content area (math).  It would have been nice to have a class geared toward secondary math.  Some strategies and techniques learned, while interesting and useful in other subject areas, are hard to apply in math.

·         I believe that no college experience properly prepares you to work with children.  It is too much theory and not enough workshops.  You walk out with little knowledge of parents and not knowing how to prepare lessons based on standards and discipline.

                                                                                                                       

ADDITIONAL COMMENTS:

 

·         Wells strengths were always her field experience.  The classroom experience enhances the field work.

·         I really miss Wells!  I was so happy I chose to go to this four yea small “women’s” college only nine years ago.  The experiences and support at Wells College really created who I am today.  The school that I am teaching at is considered to be “a model” for a growing number of schools who have adopted this revolutionary, experiential approach.  I really attribute my experiences at Wells to be part of the reason why I fit so well at this school.  Thank you!  Please stay in touch!

·         SUSAN TALBOT IS THE BEST TEACHER I’VE EVER HAD IN MY LIFE!

·         Susan – it was an excellent experience and serves me well teaching in an alternative education environment.  Hope all is well.  Lisa

·         Susan, I was so glad to receive this packet – what a surprise.  I miss you all so much!  I am busy finishing my third year of teaching.  This year I assumed the role of reading specialist for my building.  In addition, I was trained as a Reading Recovery Teacher throughout this past year.  It certainly has been wild.  I have to honestly say that I had no regrets leaving 4th grade, especially since my school is so small.  I really still get to work with all students since we are such a small building.  I spend my mornings doing Reading Recover work and my afternoons pushing in and doing some pull outs with the rest of the building.  One thing that I never realized in college is the hostility some teachers can have to the profession or even to their co-workers there and this has been difficult, especially as I am a “young teacher”.  Thankfully, I am supported whole-heartedly by the school district.  The superintendent and Assistant Superintendent have both been superb.  Every year I find new surprises and new challenges but I am absolutely loving working at a “community” school.  Tuscarora has a lot to offer.  On a side note …….(personal information not typed up)……I would love if a newsletter was put together.  I often think of the girls I was at Wells with and wonder how they are.  I heard Steph Buckland was teaching in Hawaii, but I am not sure if she is still there.  Wells held such a special spot in my heart – and was such a wonderful experience.  I do miss you all dearly.  Well I must get back to cleaning my classroom.  Luckily, I have some summer work in here – redoing a book room – so I don’t have to be perfect in cleanup mode!  I would love to hear from you – e-mail.  Liz Mirabelli Scully.

·         I am so thankful for the education I received at Wells, I would not be where I am today.  Susan Talbot must be commended on her ability to deliver the material, touch each student personally and instill a true love of the field of teaching.  I have often asked myself, when faced with a difficult decision within my teaching or planning, “what would Susan do?”.  Overall my experience through the years as a student at Wells were three of the best years of my life.  Thank you!  About me:  I love my job!  I have started my masters and am working very hard on a lesson plan that includes a DBQ designed by me.  LeMoyne has a different lesson plan layout, there are approximately 8 more components than I am used to.  I am learning how to write lesson plans all over again.  Took my midterm last night, feel confident that I passed.  My best to all at Wells, I miss you.  Sincerely, Jean

·         Next year, in addition to the two kids of AP Physics classes, I will be teaching a conceptual physics class.  I am glad I saved all the notes and resources on differentiated instruction.  I expect a very diverse group of students with a wide range of math backgrounds.  The course is project-based with no standardized test at the end – just the opposite of what I’ve been doing.  Reviewing what we talked about at Wells should be very helpful.  I received tenure this year (yeah!)  During the process I thought it might be a relief to not get tenure – this is definitely the hardest job I have ever had, though rewarding.  Students have come back to visit from college and tell me how helpful the course was and how they are doing.  What a great feeling.  Some weeks are so hard the then some student gives you some appreciative feedback which makes it all okay.  Whenever that happens I remember the story you told us about a student who contacted you.  Remembering those stories now (and gaining my own small experiences) really helps get through the tougher times.  I also picture you in the tree house in Ecuador, grading papers, keeping life in perspective.  My daughter has been in Latin America on and off over the past few years.  During Feb. break I found myself in Honduras visiting her sitting in a hammock with chickens all around and pile of physics tests on my lap.  Thanks for everything.  Deb

·         Susan, you know how deeply I feel about my experience at Wells.  Everyone at Wells worked hard to give me the best.  I am proud to say, “I am a Wells student – two times over!”  Perhaps some day you’ll sneak away and spend a day with me!  Behavior is always an issue and I do feel a bit ill prepared always to deal with “that child”.  But I’m getting better.  Can ya teach that?  I don’t know – but a course, or mini-course certainly couldn’t hurt!  Loved the program, glad it was there for me!  Hope all is well.  Stop up if ya can!  Hope your summer is full of R&R – you’ve earned it.  Fondly, Cindy.  Thought you might find these articles amusing.

·         Suggested requirement for methods class/while student teachings:  students become a member of regional/state professional teachers organization specific to their content (discounted for students!), great newsletters and conferences!