Classroom Experiences



Danielle Lee5701 Delhi Pike Box 218, Cincinnati, Ohio 45233 · 330-396-1366Email: Danielle.Lee@msj.edu · Professional Website: Danielle is a teacher candidate looking to earn Ohio’s Preschool- Grade 3 teaching license. She is studying early childhood education at Mount Saint Joseph University and is expected to graduate in December 2020. Danielle is passionate about students and wants nothing more than to make a difference in their lives. She wants to help define what the future will call “best teaching practice” and has worked hard throughout her college and high school career to prepare for such a role. Her ultimate goal after college is to teach Kindergarten in a rural setting, while providing support to local families. She believes it is her calling to be in the classroom and is encouraged by the support of her peers, her mentors, and the children she interacts with on a regular basis. Classroom Experiences organized By Date-Newest to oldestCurrent – C.O. Harrison Elementary, Grade 3 (Heidi Brown)Practicum through Mount Saint Joseph University. Hours spent in the classroom have a central focus on language, reading comprehension, and general literacy. Contributions to the classroom include leading reading groups, helping teacher scaffold lessons, and providing social and emotional support to the children when necessary for their success.August 2019 – December 2019oyler school, grade 2 (Michelle Reiring) Practicum through Cincinnati Christian University. Hours spent invested in this classroom had a focus on classroom and behavior management. Contributions include teaching whole and small group lessons and supporting the teacher’s efforts to establish routine and expectations for students. Children’s demographic in this classroom centered largely around EDs, making redirecting, social/emotional support, and organized means of “correction” necessary for quality learning. Candidate helped achieve goals by learning the teacher’s goals and pre established methods and assisting during instruction and mediation moments. Additionally, separate hours were spent in this classroom and had a focus on ELA and best literacy practice.january 2019 – May 2019Oyler school, hampton mentoring program (1st to 3rd grade)Tutoring/ Mentoring hours supervised by Cincinnati Christian University. This program, hosted by Kim Kemen and Oyler School, is a mentoring program based on the desire to build strong and independent readers. Participating students are sent down in waves based on grade level. Grade level specific content is sent down by their classroom teacher or provided by Ms. Kemen. Volunteer’s contributions occur via a one on one student meeting. Read alouds, phonics practice, occasional math help, test prep, writing exercises, and social/emotional support are just some of the things that “mentors” work on with students. january 2019 – may 2019carson school, junior achieverment, GRADE 2 (Catherine wATSON)Teaching practice supervised by Cincinnati Christian University. Working alongside Junior Achievement, this partner teaching experience utilized a social studies curriculum to educate students about age appropriate topics. Lessons were hands on and helped them to understand relevant vocabulary (i.e. community, jobs, supply and demand, wants and needs, and production of goods and services), examples in the community related to state standards, and the easiest way for student’s themselves to be productive citizens. january 2019 –may 2019 Withamsville tobasco Elementary school, 1st and 3rd grade (Mildred walsh and kathy coleman)Observation set supervised by Cincinnati Christian University. These observations (10 hours in total) were centered around mathematics education. Grade levels are split in order to give teacher candidates diverse experiences. Teacher candidate observed alongside a peer and co taught lessons. Standards were chosen by the mentor teacher based on current class content and were adapted to fit the learning needs of students at the time. Lesson topic taught include fractions identifying and manipulating fractions (3rd grade) and base 10 math/one to one correspondence (1st grade).january 2019 – may 2019roberts paideia academy & a child’s garden, Preschool (jeffrey Campbell and ms. tiffany/ms. santina)Practicum through Cincinnati Christian University. Hours were spent in a preschool setting in an effort to educate the candidate on preschool children’s cognitive, physical, and social emotional development. Teacher candidate spent time with older preschool children (4 and 5 years old) and contributed to daily classroom happenings. This includes (but is not limited to) observations, becoming acquainted with the educational goals and standards of private and public settings, helping serve food, assisting with keeping the classroom clean and on schedule, helping students establish healthy behaviors, and helping teachers assess learning. august 2018 – december 2018Oyler school, hampton mentoring program (1st to 3rd grade)Tutoring/ Mentoring hours supervised by Cincinnati Christian University. This program, hosted by Kim Kemen and Oyler School, is a mentoring program based on the desire to build strong and independent readers. Participating students are sent down in waves based on grade level. Grade level specific content is sent down by their classroom teacher or provided by Ms. Kemen. Volunteer’s contributions occur via a one on one student meeting. Read alouds, phonics practice, occasional math help, test prep, writing exercises, and social/emotional support are just some of the things that “mentors” work on with students. august 2018 – december 2018Roberts paideia academy, 1st grade (beverly Ledueker)Observation set supervised by Cincinnati Christian University. These observations required the candidate to observe and reflect on best practices for teaching science. Teacher candidate spent hours observing the mentor teacher teach science content, while reflecting on course content and state standards for the age level. Also helped teacher with lesson execution as requested.January 2018 – may 2018withamsville tobasco elementary school, kindergarten and 1st gradeObservation set supervised by Cincinnati Christian University. These observations required the candidate to observe and reflect on best practices for utilizing technology. Teacher candidate spent time learning about practical uses of technology and practiced their skills by actually developing lessons for the grade levels that they wish to teach in the future. The teacher candidate group taught alongside three others and used items such as a green screen, computers, microphones, and voice recorders to reproduce familiar stories. Video examples are available for viewing at . January 2018 – may 2018Hughes High school, 9th to 12th grade (Laura Sebastian)Observation set supervised by Cincinnati Christian University. These observations required the candidate to observe and reflect on best practices when teaching and supporting students with exceptionalities. Teacher candidate spent hours observing the mentor teacher teach general education course content and spent extra time paying attention to how they followed each child’s documented accommodations. This experience was also paired with a tutoring requirement, requiring the teacher candidate to lead small group literacy exercises, book talks, and support on writing tasks. august 2017 – december 2017local area establishments (i.e. library, CPS schools), interviewsThis unique experience required the teacher candidate to reach out to local professionals. These professionals (a social worker or school phycologist, music, art or physical education teacher, test coordinator, special education teacher, local librarian, preschool teacher, and general education teacher) were asked a series of questions designed by the teacher candidate in an effort to glean information that was related to how their jobs support young children. Feedback was used for the candidates own personal reflections. January 2017 – may 2017Youthland academy of price hillThis was an employment opportunity that the teacher candidate was involved in. The teacher candidate co taught in the young and old preschool classrooms under their Child Development Associate Credential. Contributions to the classroom include facilitating classroom transitions, taking children to the restroom, teaching and organizing circle time, serving meals, conversating with parents, and helping complete student assessments. The teacher candidate was also employed here during a period where the center was working to become step up to quality certified, providing them with experience dealing with nationally recognized credentialing programs for childcare. august 2015 – may 2016Summit county preschool, University of Akron’s center for child development, tallmadge city schoolsThis was a vocational school opportunity that was housed by Tallmadge City Schools. The teacher candidate was enrolled in this two-year program which was included within Tallmadge’s six district educational compact. The program, titled The Preschool Daycare Educational Aide Program and later Early Child Professions, sought to give high school students the tools they needed to begin a rewarding career in early childhood education. The program was split into two parts, lab experiences and classroom experiences. Lab experiences consist of opportunities for the teacher candidate to be in the classroom with preschool children. The teacher candidate observed lessons, led circle time, wrote and instituted classroom themed units, and helped mentor teachers with their daily class itineraries. The teacher candidate during her first year worked alongside teachers in summit county preschool (which had a focus on children with exceptionalities), and during her second year was housed in a paid internship with the University of Akron’s center for child development. The second portion was in class and lecture based, giving the teacher candidate opportunites to learn best practice and create educational products. Some of those products can be viewed on the adjacent tabs located at . Students also spent this time working on their Child Development Associate Credential portfolio programs in an effort to obtain the credential at the end of their high school career. The teacher candidate did receive her Child Development Associate Credential in May of 2016. Educationcurrently studyingEarly childhood education, mount saint joseph universityTransferred in from Cincinnati Christian University with a 3.75 GPA. Expected graduation date is December 2020. ................
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