This year I was able to collaborate with many teachers and professors, to ultimately develop a more meaningful curriculum. My main sources for collegial learning were:

Clark University

• Rounds: Clark is unique in that it emphasizes teaching rounds, a practice pioneered by the programs director. During rounds we open up our practice to others, and invite them in to observe, understand our way of thinking, and then hear the meaningful feedback that is given. I have really enjoyed the rounds process, and have been able to observe many colleagues, and have my way of thinking challenged and I believe sharpened by my peers.
• Observations: Throughout this year long practicum my university mentor observed my classes on a weekly basis. I tried to take advantage of this time to try out different lessons where an extra set of eyes are beneficial. This was perhaps my favorite part of the program, it kept you honest, pushed you to really develop thoughful lessons, and show growth in student learning.

Spanish Pod

• South High is comprised of numerous pods. These pods can be made up of different subject matters, or grade levels. I sought to take advantage of being surrounded by more experienced peers. I sought out advice and did common planning with my mentor, and the other foreign language teachers in the pod. It was very informative to see what worked for other teachers, and how different personalities and teaching styles can all be effective at the same time.

ELL Teachers

• My ELL class was not located in a pod, in fact it was actually in a room (a rarity at South High). I was fortunate to have the department head for ELL, as my mentor teacher, and I always sought her advice and observations on my practice. Common planning with my mentor was instrumental to learning how to design not only curriculum, but a scope and sequence for my ELL’s.