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the classroom context). Students collaborated as teams and rotated through different stations to garner evidence
they could use to support or eliminate a host of suspects. At the end of the first day of this lesson, Sarah revisited
a framework (Claim-Evidence-Reasoning), used with students to defend claims with evidence about their work.
Sarah collaborated with her mentor teacher and others in the department and benefited from the co-planning
experience. With experience in environmental education, Sarah is excited to connect students local environment
to course content. She has brought in guest speakers, helped students investigate local creeks, and has expressed a
deep interest in larger projects and experiences in which students can understanding ecology to be become
scientific literate citizens.
Finally, Sarah consistently reflects on her practice in ways to understand how to better serve all of her students.
Often she is her own worst critic (never praising herself as much as her mentors) and listens actively for strategies
to improve all aspects of her teaching from classroom management to making science more inquiry-based. More
impressively, she does not just take feedback face value. She contemplates and discusses ideas, fitting them into
her own teaching philosophy and the curricular and student context.
In summary, Sarah comes in already with natural abilities to interact with students and engage in effective science
teaching practices for a diverse group of students. Yet, she is still willing to learn and develop as a teacher. Sarah
has benefited from experiences to support ELs through language and literacy development in science in ways that
reflect NGSS and CCSS. Sarah promises to be an outstanding science teacher, and I imagine future leader, and
will make a strong contribution to your school and district and of course the students. Feel free contact me with
questions.
Sincerely,
AASC MOU
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May 2013