At this point in your development, and as you anticipate your professional career as an educator, it is appropriate that you reflect formally upon the multiple experiences you have had during the fall and spring practica. This formal reflection and self-evalutation will serve as the culminating documentation of your practica experiences.
Reflect upon and evaluate your growth as a Holmes Teaching Intern and your potential for success as a teacher leader. You might wish to consider the area listed below, designed to prompt, not limit, your reflections. Fall and spring practica notes and journals should be used to provide specifics for support of your self-evaluation.
You might also consider the many collaborative relationships which have characterized your Holmes experiences: relationships with your cohort peers; your Peer Partner(s); Graduate and Clinical Faculty; PDS Clinical Adjunct Faculty, administrators, and other PDS teachers; and your students. You are encouraged to consult your faculty team as you prepare this self-evaluation.
HOW DO YOU VIEW YOURSELF AS A TEACHER? WHY?
WHAT SPECIFICALLY IN YOUR BEHAVIOR SUGGESTS THAT YOU ARE A REFLECTIVE PRACTITIONER? WHY?
PROCEDURES
---Limit your responses to a double-spaced, typed, 2-3
page narrative
---Distribute copies of your self-evaluation to your
faculty team: Primary Clinical Adjunct Faculty, Clinical Faculty,
and Graduate Faculty Mentor
---Obtain signatures of each faculty team member on the
attached sheet. Their signatures signify general agreement with your
self-evaluation. Faculty team members may write a response to your
self-evaluation. Attach any responses from faculty team members to
your original self-evaluation.
---Submit the original self-evaluation, original signature
page, and originals of any responses to the Coordinator of Clinical Experiences
by __________.
This form will become part of your permanent records.