I Am Starting My Student Teaching January 9

Currently I Am To Start My Student Teaching January 9th Of next Year

Currently, I am to start my student teaching January 9th of next year. In order to have me prepared, the past six weeks I have been invited to attend Professional Learning Community (PLC) meetings with the preschool teachers and the lead mentor. One significant insight I have gained is that classroom management is crucial, and having a behavioral system in place is essential. This understanding has been reinforced by both the learning community and my mentor.

From my experience, I have found that I learn far more from the learning community than from my mentor. The community focuses on practical, current teaching strategies and collaborative reflection on ongoing work, rather than solely focusing on future expectations or potential outcomes. The PLC helps me target my immediate needs and provides a supportive environment for professional growth. I have observed their teaching methods closely and have even had the opportunity to teach part of a lesson alongside them, which helps me establish routines and gain confidence in the classroom setting.

Conversely, my mentor's approach seems more observational and corrective. She frequently points out what I am doing wrong and offers suggestions for improvement but does not often engage in detailed discussions about lesson plans or teaching styles on a one-on-one basis. She only attends once a week, primarily to provide professional development to lead teachers. As I prepare for my first year of teaching next fall, I recognize that I will need to rely heavily on my community of teachers for support, classroom ideas, and ongoing guidance.

According to research, a Professional Learning Community is defined as “a group of teachers with a shared commitment to reflect on their teaching practice and to learn both individually and collectively about the teaching practices that are the most effective for improving student learning” (How Professional Learning Communities Can Strengthen Teachers’ Professional Development | IREX, n.d.). This concept resonates with my current experience, as the PLC offers a structured, collaborative environment that enhances my instructional strategies. The shared planning and lesson alignment within the PLC allow for more innovative thinking and professional development, which is especially valuable for a future educator.

Furthermore, I believe the PLC’s structured environment allows for more controlled, consistent support because participating teachers often teach similar lessons and can collaborate on ideas. This ongoing peer collaboration has been beneficial because it encourages me to think outside the box and develop creative solutions to classroom challenges. While my mentor's involvement may seem limited, I am beginning to appreciate that the group dynamic and collective feedback are vital components of my growth as an educator.

In summary, my experiences over the past six weeks have significantly shaped my understanding of effective teaching practices and professional support systems. The PLC has become an invaluable resource, offering practical teaching insights and a collaborative space for reflection and development. As I transition into my student teaching and eventual full-time teaching role, I will prioritize engaging actively with the learning community and leveraging their collective expertise, while also seeking additional mentorship support when possible. This balanced approach will help me build confidence, refine my teaching strategies, and ultimately improve student learning outcomes.

Paper For Above instruction

Beginning my student teaching journey, scheduled to commence on January 9th next year, has involved extensive preparation and observation over the past six weeks. My immersion into the Professional Learning Community (PLC) alongside preschool teachers and my lead mentor has provided invaluable practical experience and insights into effective classroom management, lesson planning, and collaborative teaching strategies. This period has underscored the importance of a well-structured behavioral system and the impact of peer support within a professional learning environment.

The importance of classroom management cannot be overstated, especially in early childhood education where creating a safe, predictable, and engaging learning environment is fundamental. From the outset, both the learning community and my mentor have emphasized establishing consistent routines and behavioral expectations. Observing how seasoned teachers implement behavior management strategies has allowed me to recognize the significance of proactive discipline and positive reinforcement. This understanding aligns with research indicating that effective classroom management directly correlates with student engagement and learning outcomes (Emmer & Evertson, 2016).

The learning community has played a critical role in my professional development. Unlike my mentor, who primarily provides corrective feedback from an observational standpoint, the community fosters active, ongoing dialogue about teaching practices. They collaborate on lesson planning, share resources, and reflect on their experiences, creating a culture of continuous improvement. I have been fortunate to observe their instruction firsthand and to participate in teaching segments, which facilitates the development of routine and confidence-building. This immersive approach aligns with the collaborative nature of PLCs as described by DuFour et al. (2010), emphasizing collective responsibility for student success.

My mentor's role, while more limited in day-to-day engagement, provides targeted corrections that are vital for fine-tuning my teaching skills. Her feedback, though sometimes focused on what I am doing wrong, offers concrete ways to improve and is a critical component of my learning process. However, her infrequent attendance in the classroom necessitates reliance on the broader learning community for sustained support. This reliance is supported by literature suggesting that effective mentoring complements peer collaboration, leading to more holistic professional growth (Feiman-Nemser, 2008).

The structure of PLCs fosters a collaborative environment grounded in shared goals and practices. According to IREX (n.d.), a PLC is “a group of teachers with a shared commitment to reflect on their teaching practice and to learn both individually and collectively about the teaching practices that are most effective for improving student learning.” This shared commitment enhances instructional quality and provides a framework for problem-solving and innovation. In my experience, the shared lesson plans and mutual support within the PLC facilitate creative thinking and help me develop strategies that are adaptable to diverse student needs.

Beyond the immediate classroom, engaging with a PLC prepares me for the realities of a full-time teaching career. It emphasizes the importance of ongoing professional development and peer support, which research shows are determinants of teacher efficacy and retention (Ingersoll & Strong, 2011). The PLC's collaborative structure ensures that I am continually learning from colleagues, exchanging best practices, and refining my teaching style in response to student needs.

While my mentor plays an integral role by providing specific feedback and professional development sessions, the collaborative environment of the PLC offers a broader, more comprehensive support system. This insight aligns with the understanding that new teachers benefit significantly from communal learning, reducing feelings of isolation and increasing self-efficacy (Bakker & Demerouti, 2017). The collective wisdom and shared accountability foster an atmosphere where innovation and reflective practice thrive, essential conditions for effective teaching and ongoing professional growth.

In conclusion, the last six weeks of engagement with the PLC and mentorship have profoundly influenced my approach to teaching. The collaborative, supportive environment of the PLC has equipped me with practical strategies and a mindset geared toward continuous improvement. Moving forward, I plan to actively participate in and contribute to the learning community, leveraging peer support and collective expertise to enhance my teaching practice and improve student outcomes. Simultaneously, I will continue to seek targeted feedback from my mentor to refine my instructional skills, ultimately fostering a balanced, growth-oriented professional development pathway.

References

• Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285.
• DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree Press.
• Emmer, E. T., & Evertson, C. M. (2016). Teacher's Classroom Management. Pearson.
• Feiman-Nemser, S. (2008). Mentoring beginning teachers: What we know and what we need to know. Teachers College Record, 110(5), 941–981.
• Ingersoll, R., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review. Review of Educational Research, 81(2), 201–233.
• How Professional Learning Communities Can Strengthen Teachers’ Professional Development | IREX. (n.d.). Retrieved from https://www.irex.org
• Learning by Doing: A Handbook for Professional Learning Communities at Work. (2010). DuFour, R., DuFour, R., Eaker, R., & Many, T. (Eds.).
• National Education Association. (2014). School Turnaround Leadership Development. NEA.
• Vescio, V., et al. (2008). The Impact of Professional Learning Communities on Student Achievement. Teachers College Record, 110(6), 1275–1323.
• Wallace Foundation. (2013). The School Turnaround Field Guide. The Wallace Foundation.