As a result of my work as a counselor-in-training at Camp Winacka, I was awarded a Future Teacher Scholarship to Mount St. Mary’s University upon graduation from high school. At this small, culturally-diverse, women’s liberal arts school, I simultaneously earned a Multiple Subject Teaching Credential and a Bachelor of Arts in Liberal Studies with the intent to teach elementary school. However, my experiences with the Women’s Leadership Program and student teaching experience influenced me to decide that I would rather teach middle school or high school. That fall, I eagerly returned to my rural hometown to give back to the close-knit community that raised me. I began substitute teaching and coaching volleyball, basketball, and softball …show more content…
That same year, I became one of the first one-to-one laptop classrooms in my district and committed myself to creating and maintaining a paperless classroom through the use of free online tools. This work resulted in academic success for my students who began to consistently earn some of the highest test scores in the district on standardized testing, such as Californian High School Exit Exam, California Standardized Testing and Report, and Measures of Academic Progress Testing. My successes led to additional responsibilities in my district, including positions as the lead tech on the JCCS Academic Vocabulary Committee, the union Site Rep for SPA a member of the SPA Building Effective Schools Together (positive behavior intervention supports) committee, and a position as a Beginning Teaching Support and Assessment Induction Support Provider.
After a dramatic change in JCCS leadership, I began to focus my energy back toward my classroom. Since the Technology Committee was disbanded, I began to further participate in the educational technology community by attending multiple conferences and earning Leading Edge Certification. I slowly began to take on additional responsibilities once again and became the Yearbook Advisor, Associated Student Body (ASB) Adviser, and Volleyball Coach. However,
During Teach For America's first year of operation, the organization received applications from 2,500 candidates and chose 500 of them to become teachers for the program who began their two-year teaching commitment in low-income communities all across the cou...
As a child I did not know a lot about college. None of the adults in my life had been to College, my family did not talk about it, and it seemed like a distant land that I heard about only in movies and on Television. I was first introduced to college when my third grade class took a field trip to Iowa State University, clearly a much needed field trip considering my lack of exposure to higher education. I was immediately amazed by the grand architecture and massive buildings. I had never seen anything like a University campus before. The few things that I remember about the trip were that everything was big, the college students played with us, and we got to swim in the pool. While the larger purpose of the field trip may have been lost to my childhood excitement of getting to swim in a big pool, the field trip did mark the beginning of my knowledge of higher education and from then on I always viewed it as something that I would be a part of eventually, even if it did seem like a very distant future at age eight. As I grew older I developed other reasons for wanting to attend colle...
A global citizen is that who is willing to use its voice and knowledge to make a change. No one would ever be able to make a change in just one day, it is something that takes time and devotion. I’m really interested in diversity and I’m seeking to what is my role is as a world citizen. The fact that I’m searching for an international education is the proof of my desire to establish myself as a global citizen and my interest in the world issues.
“We believe that technology has the power to transform the classroom. It can pave new ways of thinking. New ways of sparking ideas. Yet the foundation never changes: A dedication to learning that’s always been part of our DNA. We’ve been proud to work alongside educators and students to reinvent what it means to
In eighth and ninth grade, I was on the volleyball team. I learned and developed the ability to work with a team and contribute to the balance of everyone’s strengths and weaknesses. I also was on the track team from seventh through tenth grade. I competed in triple jump, an individual event. Through this, I learned how to be independent and acquire skills on my own. The clubs I have been in are FBLA, DECA, NHS, FCCLA, Willard Paws Club and Foreign Language Club. Being part of FBLA and DECA and competing in events have greatly improved my communication and business abilities. I understand what it means to be professional and respectful. NHS has showed me how important it is to give my best effort with everything I do, to
My goal to be a Teach For America corps member was instigated by my family background and experiences in the Waco community as a volunteer tutor. My aunt, who taught high school English in a low-income community in Michigan for over 30 years, has inspired me to teach in order to fight against the inequalities facing low-income students. Her commitment to nurturing and developing students, regardless of the circumstances they were facing, led me to pursue service opportunities in Waco that would allow me to emulate her. Specifically, volunteering at an elementary school in the center of Waco gave me the chance to work and grow with the type of students that my aunt dedicated her life to. In continuing her efforts, I want to help counteract the education inequalities facing our nation.
Those duties included coordinating train operators, bus drivers, and other essential project personnel. That afforded me the opportunity to develop my interpersonal skills, to work and make decisions at a fast pace, as well as giving me experience working with a team of my peers and various other age groups. I was able to divide work up amongst the group/groups to maximize our time together and promote collaboration. I learned when to lead, and when to let others more equipped to lead, and when to follow an order to make the session most productive for the entire group. This past year I work as a R.I.S.E. Advisor through the school, where I helped the coordinator of the program update and manage the database of High School seniors we worked with, tracking their progress throughout the year. Also, personally helping students fill out applications to colleges, helping them navigate the FAFSA website, and even develop resumes, just to name a
I am an African American female who attends the University of Chicago Charter School, which is located on the South side of Chicago. I am seventeen years old and I live and attend school in a predominantly Black neighborhood. I have seen plenty in my seventeen years of living. My goal is to go to college and become a teacher, so that I can return to Chicago and help the people in my community. In six years, I will be giving back to the community and helping the world become better place. I will help teach kids not to live in stereotypes and let them bring them down.
For the past two summers, I helped Coach Hogan at the Holy Trinity Volleyball Camp by running drills with the campers. Also, the summer of sophomore year, I helped at the basketball camp here. Lastly, I was a Shadow Ambassador and helped at the Open Houses. I also have two upcoming interviews to hopefully get a volunteer opportunity at St. Joseph Hospital and Nassau University Medical Center.
My passion for public service initiated in my third grade reading class. It was there that I volunteered for “Reading Together USA”, a program to help younger children learn to read. The joy and delight that I felt from witnessing my students’ progress was unprecedented to any feeling that I ever felt before, and I knew from that point forward that my life would be committed to serving the public. Although my forms (TRYING TO SAY WAYS LIKE 1st pre-med then law) of serving others may have changed, the trend of service has remained constant through high school, college, and even my career.
I have loved being able to minister to younger kids and my peers. By taking this role, I have opened up new possibilities for myself. I now have the confidence to be more of a leader in new situations. I love to be in the company of people, which is one of the reasons why I’ve chosen UT Austin, and I see myself being a leader at UT by taking part in several student organizations. I also have played volleyball all four years of high school and plan on joining an intramural volleyball team.
As a woman, a special educator, and an educational leader, my belief in the ability to inspire others to achieve goals through collaboration, relationship building, and empowerment had been shaken. It was through the process of textualizing the experience about the unsuccessful teacher candidate that I realized despite belief, empowerment, and care, some are not meant to be
I did not set out to be a teacher nor did I set out to be a leader but today I am both a teacher and a leader in educational technology. Through my studies in the Educational Technology program at the University of Alaska Southeast I have created a solid foundation for that leadership role. My portfolio shows what I have learned in educational technology and my growth as a technology leader. Each artifact was chosen to emphasize what I believe is most important in education for me. They show my commitment to professional growth, my dedication in supporting student learning, and my belief in the strength of collaboration.
"Research Center: Technology in Education." Education Week American Education News Site of Record. Web. 19 Nov. 2011. .
Impact of Teacher Commitment on Teacher Freezing of Secondary School Teacher ABSTRACT The present paper aims to find the relation between teacher commitment and teacher freezing in order to enhance teacher effectiveness. It also determines the effect of teacher commitment and stream on the teacher freezing of secondary school teachers of Himachal Pradesh. Teacher Freezing Scale (TFS) developed by Haseen Taj (1998) and Teacher Commitment Scale (TCS) by Dr. T. Pradeep Kumar (2012) were administered on a sample of 180 secondary school teachers selected through random cluster sampling technique from secondary schools of Himachal Pradesh. Statistical technique of Pearson’s Product Moment Correlation & t-test were applied to the collected date