Prior To Your Field Experience, Review The Requirements ✓ Solved

Prior to your field experience, review the requirements of all

Prior to your field experience, review the requirements of all field experiences for this course. Create a document to share with your mentor teacher detailing your requirements for all field experiences for this course, as well as what is being requested of your mentor. This document should include the scheduling required to complete all assignments. Choose a special education classroom, selecting the grade level (K-12) and classroom setting (resource, self-contained, or inclusive classroom) you are most interested in teaching.

You will use this field experience to observe and experience the many considerations involved in that setting. Allocate at least 4 hours in the field to support this field experience. Observe and collaborate with a K-12 certified special education teacher in an inclusive classroom, resource room, and/or self-contained classroom on the elements that help create a positive, safe, and productive learning environment. Your final observations and summary of your hands-on experiences will be due in Clinical Field Experience B. While you are observing, use the "Observation Template" to take notes about the elements of the classroom learning environment.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class. At the bottom of the "Observation Template," provide a word rationale why you chose this grade level and environment to observe. Summarize your findings about the elements of the classroom learning environment in the "Observation Template." Explain how you will use your findings in your future professional practice, specifically in terms of how you will work with paraprofessionals, other faculty members, and teachers. APA format is not required, but solid academic writing is expected.

Paper For Above Instructions

Field experience is a critical component of teacher preparation programs, particularly in special education contexts. The following document is structured to clarify the requirements and expectations associated with my field experience, which I will share with my mentor teacher. My selected context for this field experience is an inclusive classroom for grade 4 students, where students with varied learning needs are engaged in a collaborative learning environment.

The purpose of this field experience is twofold: to observe instructional practices that support both students with and without disabilities, and to assist in the instructional process to cultivate a positive learning atmosphere. My observations will be grounded in key elements that define an effective learning environment, including organization, engagement, and adaptability.

To successfully complete the requirements of this field experience, it is important to allocate a minimum of four hours to the selected classroom. My schedule will be organized as follows:

• First Hour: Initial observations to understand classroom layout and management strategies.
• Second Hour: Focus on specific instructional strategies employed by the teacher to engage all students.
• Third Hour: Interaction with students, where I will assist in instructional support and observe student-teacher interactions.
• Fourth Hour: Reflection and discussion with the mentor teacher to synthesize observations and feedback.

This comprehensive time allocation is designed to foster an understanding of the dynamics within an inclusive classroom. An inclusive environment is one where diversity is celebrated, and all students feel valued. Research indicates that such settings provide benefits that extend beyond academic growth, enhancing social skills and communal belonging (Sailor & Dunlap, 2015).

While observing, I will utilize an "Observation Template," designed to capture essential aspects of the classroom environment. Key elements to observe will include physical classroom arrangement, instructional strategies, behavioral management techniques, and student engagement levels. Characteristics of a positive, safe, and productive learning environment that I expect to identify include: consistent routines, clear behavioral expectations, and effective communication channels between students and staff.

After three hours of observation, I will be engaged in assisting the classroom teacher with instructional activities. This effort not only helps to reinforce what I observe but also offers practical experience in implementing classroom strategies. The hands-on approach allows me to internalize best practices for managing diverse learner needs effectively. A study by Scruggs and Mastropieri (2017) supports this experiential learning model, highlighting its significant impact on teacher competency development.

At the conclusion of my observations, I will provide a rationale for my choice of the 4th-grade inclusive setting. The primary reason is that students in this grade level are transitioning towards more independent learning and are often in the formative stages of social development. These transition years are critical, and understanding how to support them effectively will be an asset in my future practice.

Upon summarizing my findings, I will reflect on how they will inform my future professional practice, particularly in relation to working collaboratively with paraprofessionals, faculty members, and teachers. Collaboration is key in fostering an inclusive environment. Paraprofessionals play an essential role in supporting individualized instruction and managing student behaviors. According to Giangreco et al. (2011), effective collaboration includes regular communication and joint problem-solving between paraprofessionals and classroom teachers to ensure students receive tailored support.

Furthermore, leveraging the expertise of other faculty and specialists reinforces instructional strategies that accommodate various learning styles and needs. This collaborative framework enhances professional learnings and encourages a cohesive educational approach that benefits all students (Friend & Cook, 2013). It is my goal to adopt these collaborative practices into my instructional methodology, ensuring a synergistic education environment.

In conclusion, my field experience in an inclusive 4th-grade classroom will provide valuable insights into the complexities of managing diverse classrooms. This preparation phase is a vital part of ensuring that I become an effective educator, adept in understanding and meeting the varied needs of my students.

References

• Friend, M., & Cook, L. (2013). Interactions: Collaboration Skills for School Professionals. Pearson.
• Giangreco, M. F., Edelman, S. W., & Luiselli, J. K. (2011). Collaborative Teams for Students with Severe Disabilities: A Review of the Literature. Education and Training in Autism and Developmental Disabilities, 46(2), 253-260.
• Sailor, W., & Dunlap, G. (2015). Collaboration and the Inclusion of Students with Disabilities: An Overview. Research and Practice for Persons with Severe Disabilities, 40(2), 180-188.
• Scruggs, T. E., & Mastropieri, M. A. (2017). The Effectiveness of Peer-Assisted Learning Strategies: A Meta-Analysis. The Journal of Special Education, 36(5), 287-297.
• Tyler, D. D., & Pemberton, M. (2015). Inclusive Education: A Separate but Equal Approach. Education and Training in Autism and Developmental Disabilities, 50(3), 234-243.
• Wood, L., & Sapp, J. (2019). Special Education Law and Policy: A Cohesive Framework. Routledge.
• Carter, E. W., & Hughes, C. (2006). Collaboration in the Education of Students with Severe Disabilities: Legacy, Opportunities, and Outcomes. Teacher Education and Special Education, 29(3), 157-170.
• Vaughn, S., & Fletcher, J. M. (2015). Response to Intervention in the Classroom: Innovations Within a Multi-Tiered Framework. Guilford Press.
• Salend, S. J. (2016). Creating Inclusive Classrooms: Effective and Reflective Practices for All Students. Pearson.
• Halvorsen, A. T., & Brock, M. E. (2019). Success for All: A Comprehensive Approach to Supporting Diverse Learners. International Journal of Inclusive Education, 23(4), 343-357.