Clark University
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- The MAT cohort at Clark University provided constant support and guidance during my practicum. My fellow MATs and I have all participated in graduate courses at Clark University since the senior year of our undergraduate year. The material covered in these courses helped with my growth and could be directly applied to my work in the classroom. These courses included Literacy Development, Human Development and Learning, Ways of Knowing: Humanities, Ways of Knowing: History, Ways of Knowing: Math, Ways of Knowing: Science, Teaching and Learning II, Teaching and Learning III, and Teaching Multilingual Learners. I pulled strategies from all of these classes and used them in my classroom. I plan on taking these strategies to my next school. I learned how to effectively teach multi-lingual learners, students from different cultures, students on IEPs, students with difficult backgrounds, and more. The classes at Clark University helped me so much to become a better teacher and a better person.
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Jacob Hiatt Magnet School
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- Jacob Hiatt provided me with an amazing mentor teacher who modeled to me how to create an amazing classroom environment. She welcomed me into the classroom with kindness and we were able to co-teach together. I am thankful to learn from a school like Jacob Hiatt, where there are such clear guidelines to what is expected. All students are expected to be STARS. Teachers hold each other accountable. I am hoping to work in a school just like Jacob Hiatt.
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Rounds Process
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- One major component of Clark’s MAT program was participation in the rounds process. During a round, professors from the education department and fellow MAT students were invited into classrooms to observe MATs teaching. This was a time for the MAT students to ask specific questions about their own teaching practice, as well as questions about how their students were learning. The round ends with an open discussion between everyone who attended the round and the MAT who led it about how the lesson went.
- The rounds process helped me become more aware of the strengths and weaknesses of my teaching practice. I also benefitted from attending other MAT’s rounds. This was an excellent chance to see how things worked in other grades and classrooms. I was able to take some of the strategies other teachers used, and make them my own. I am very proud to say I participated in the rounds process, and it was a a very challenging thing to do.
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On-site Seminar
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- Every week, the Jacob Hiatt MAT cohort met together with our university mentor Sue Allen. These meetings were a time for us to ask questions about the program, ask for advice about teaching, or simply just talk about our kids and days as a group. These meetings were a safe space for all of us to reflect on teaching, express frustrations, and share stories of joy. We also completed weekly readings and journals to give to Sue and talk about during these meetings. These readings were another resource to keep us knowledgeable about culturally responsive teaching, research-based practices, and more. Onsite was a great way to learn from colleagues, and to hear from our experienced mentor.
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