Rebecca Tessarolo

October 20, 2018

Although not a STEM teacher, I was invited to not only take a free 20 minute plane ride around the Rocky Mountains, but also receive a personalized tour and resource guide to implementing aviation in the classroom. Ironically, my classroom was already airplane/travel themed, but this opportunity allowed me to introduce students to "wide-ranging educational opportunities" hoping to inspire a few scholars to investigate the aerospace industry. 

​

The pilot who navigated me around the mountains was Aurora Public School's previous Superintendent, Mr. John Sturges. He shared a wealth of knowledge with me regarding his experience in aviation, but also his experience in APS.

June 13, 2017

I walked into his office and might as well have thrown out my papers. After rehearsing what I thought was going to go exactly as planned, went upside down and couldn't have been better. My purpose for interviewing Dr. Tony Smith began by wanting to just meet the guy. I researched his past and you would've thought I was reading the script for the next Blind Side. This individual has more to bring to the table than any Yale Law Professor, President, or billionaire I know. As Drake probably puts it best, Tony "Started from the bottom, now [he's] here." What was suppose to be a 30 minute time slot, turned into almost an hour. I was incredibly gracious of Tony's time, but the insight and takeaways are some I will forever remember. Thank you, Tony Smith. You have forever changed my perspective on education and given me such words of wisdom I can't wait to take into consideration my Vision; because "anything is possible, but everything is not."

May 01, 2017

Working under the Chief Officer of Education and First Deputy Superintendent of the Illinois State Board of Education (ISBE) has been one of the most rewarding experiences yet. Working with data collected across the state, meeting the Teacher of the Year, listening in on ISBE meetings, creating presentations for the CEO, and meeting passionate, powerful people in the realms of an educational facility I have never encountered has been life-changing. Listed below are a few projects I took initiative of where I was able to build programs, brainstorm advancements, and obtain exponential experience working with a variety of different educational aspects.

• Pre-Service Teacher Mentor Program

• ELL Presentation

• ISBE Website

• Teacher of the Year, Stakeholder, ISBE, Superintendent and KIDS meetings

June 22, 2017

Clicking buttons on the Indiana University Website, I found this opportunity to become a Resident Assistant for the summer. Not knowing anything about it, I applied and landed a phone interview. I went into the phone interview not knowing much, not incredibly enthusiastic, and just looking for a potential summer job. However, following the phone interview I was extremely astonished and impressed with this opportunity. Researching almost everything about the program and each of it's locations, my excitement and high hopes were exploding through the roof...until I received an email I was wait listed. After soaking it in the following 48 hours, I decided to phone the coordinator politely asking for professional advice to help me in the future. I decided to call the coordinator a few weeks later, thanking him for his advice and to reassure him that if a last-minute opening does occur, I am still extremely interested. Four days later, I got the email.

November 21, 2016

Not too long after I had the honor to shadow and observe classrooms at Woodlawn Middle School, I was ecstatic to be invited to one of the district's finest elementary schools, Kildeer Countryside. I have been to plenty of elementary schools, but the culture, community and support this school overflows with is incredible.

Within minutes of arriving, the school's Technology Coach introduced herself and what her position at Kildeer entails (since she was notified how I am a recently licensed Computer Educator). She explained her role as the school's Technology Coach and how that usually differs between districts and states. While she has many responsibilities to uphold throughout the week, the purpose of her position is to coach teachers how to use technology as a layer in the classroom, not an additional component. This was probably the most important take away from this initial visit to Kildeer. 

• This does NOT mean: giving students iPads to play with when they complete their worksheets early, finding applications or programs that seem fun and trying to work it into the curriculum, relying on technology to meet standards, watching videos or tutorials to "catch up" students, or wasting time

• This DOES mean: giving students the opportunity to continue learning outside of the classroom, provide extra practice and assignments (Dreambox) to further their learning in ways teachers cannot when working with every single student, using applications such as Explain Everything to offer a multitude of ways students can complete projects while also holding them accountable requesting final products, encouraging more personalized learning and introducing multiple entries and exits to problems, while the list goes on and on...

This school, along with all of district 96, is 1:1 where each student has a device (this district provides iPads) creating a more personalized, organized, communicative tool for students of all ages to take advantage of. After getting the 411 on the role of a technology coach at Kildeer, the coach and I ventured down the hall to a third grade classroom where I had the chance to observe one of Illinois' 2015-16 Those Who Excel Early Career Educator Merit Award recipients, as she taught her classroom of 3rd graders.

Here are a few of the top school-wide resources and programs I found extremely useful in the classrooms:

• ​Kagan Development Program: While I am not trained or fully understand the entire process of the Kagan development programs and workshops, I can advocate for the benefits and effectiveness of this program. This district took a chance with this program and I've never been so fascinated by the data and thought that goes into this processing. The students are all sat in specific seats creating ideal "elbow partners" (seats 1-2 and 3-4) and "face partners" (seats 1-4 and 2-3) where the "higher" students will not work directly with the "lower" students, but instead, there will be a more equal and collaborative discussion. Not only can this be utilized for literacy, but because many of the teachers realize the more literate students aren't always the students with higher mathematical achievement, the teachers can use their numbers to assign A's and B's to separate into different math groups. This system works in a variety of ways in the classroom and I have seen first hand the effectiveness in all grades.

• Thinking Maps: These thinking maps are implemented in every classroom in the school. As it is a complex program, the teachers are all trained to teach their students how to effectively use each thinking map for the purpose of planning and mapping out their thoughts. These 8 different maps help students get down what they need to instead of trying to find cute-sy organizers that might not be as effective. 

• Schoology: teachers, in particular the 4th grade teacher I observed, did an amazing job utilizing this application as an online classroom (or "Learning Management System") where the students are able to post in class discussions, upload/download assignments, collaborate on projects, check for announcements from the teacher, take quizzes, and take advantage of many more features this application offers

• Class Polling: I realized many classrooms in this building respect and value the student's opinion. That being said, in addition to utilizing apps such as Schoology, in order to take an impromptu vote, the students stand up to vote Option 1 and take a knee for Option 2. I thought this was something extremely simple, but important to include in classrooms that most teachers looks past. Students are expected to take control of their learning nowadays, and, in order to do that, teachers need to provide the students with opportunities like this to take part in the decisions that affect their academics.

Fifth Grade
The fifth grade teacher was very welcoming and filled with information about how her classroom operates; I had no idea she led a ELL classroom until I was informed once we left. The inclusion and innovative adaptions she constantly makes to her lessons to ensure each student is fulfilling their potential is remarkable. I was particularly astonished by how engaged each student was from the minute I stepped foot in the classroom, until at least the time I left. The students in this fifth grade class seemed eager to learn and interested in what the teacher was always saying and thinking. But, why? How did the teacher get that to happen? I have always been told to create classroom communities like this, but I didn't know how to initiate that transition. But the key was no transition, just starting off the year with a comforting, accepting community to all. It wasn't until I left the classroom I was informed and shocked by the fact I was just in an English Learning Language classroom.

Fourth Grade
Lastly, the fourth grade teacher was 10/10 recommended by the technology coach due to the fact she was very tech savvy and worked mainly off her iPad when teaching in her classroom. She uses her iPad as her workbook and guide in the classroom was very inspirational in such a way she was confident, but collaborative with the students when developing ideas and discussion. I wasn't able to spend much time in her classroom, but was very intrigued by how her students were very engaged and focused the entire time. The applications and use of Schoology was useful when she had the students participate in

1. online discussions

2. blog posts

3. assignments

4. collaborative work, etc.

The students were always on task and knew the expectations that were asked of them throughout the entire time I was observing. After observing the students for a few minutes, I was eager to know how the community and culture in this classroom came to be. The teacher stressed how how she strives for an "if I leave the classroom the students would be able to function on their own and know what they're doing" and I could clearly see this effective approach was highly successful in her classroom. Although she never planned on leaving the classroom, it was obvious the students understood and met her expectations while they always knew what they should be working on or doing from the time school started until they walked out that door. In addition, she showed me her magical powers to be able to see what each student's iPad screen is on, her ability to lock individual students iPads as well as the class as a whole, and other beneficial features teachers can take advantage of when holding students accountable on their 1:1 devices.

Out of all the schools I have visited thus far, I have never been more impressed by a school-wide effort to implementing different layers and programs to benefit their students' education. Between the Kagan program, 1:1 devices, specialty coaches and supportive staff, the students at Kildeer Countryside are receiving some of the best education in the Chicagoland area. Over the years I have noticed I obtain a lot more knowledge and understanding immersing myself into the classroom rather than studying through books or online (although those are great resources, too, of course). Can't wait for my next stop!

December 12, 2016

After Cadet Teaching my senior year at Hoover Math and Science Academy in 1st Grade, I realized it wasn't going to be my last time in that school. I returned my freshman, sophomore, and junior year of college to shadow and volunteer in 1st grade, art, and 4th grade classrooms. I chose to spend numerous hours during my Winter, Spring, and Summer Breaks to volunteer in the classrooms. The passion and dedication I have for education illuminates when I see the district I grew up in excel in every aspect. My experience in District 54 grew when I also observed different teaching styles and classroom practices at my home school, Lincoln Prairie. Reflecting on the variety of teaching styles and achievement the unique schools brought to the community was beyond impressive. Hoover's ability to invest the time and support staff to meet their student's needs was just as reassuring as Lincoln Prairie providing the best teachers and technology to push the students. My experience shadowing this district was definitely more of an "at-home" feel when I used this time to reflect on not only my educational journey from kindergarten to 8th grade, but what it was about this district that molded me to the passionate, dedicated, and creative individual I am today.

​

Hoover Math and Science Academy

This school in particular brought phenomenal resources to the table. Not only for students, but for teachers, too. I worked very closely under the right arm of one of THE best first grade teachers. This woman was intelligent and inspiring as she was fantastic with the little ones. The one thing I will never forget about this teaching experience was the transition from the beginning of 1st grade to the end. In September, the class worked on simply moving from table to table, transitions. As my preference was working in a 4th grade classroom, I had never even thought about the fact students have to learn how to appropriately and properly transition from station to station. In September I was frightened. However, after about a month of consistent practice and routine, the first grade teacher had her students under control and practicing the expected classroom behavior without any issues. I was proud and thankful to have seen that process unfold over time. 

Besides my first teaching moment, I was able to practice spending one-on-one time with students. During this shadowing experience, I was working as a camp counselor where I was constantly with kids. I was interested in their behavior at the beginning of the year vs the end, inside the classroom vs at recess, with authoritative figures in the room vs alone with other kids. This experience at Hoover helped me develop the sense of curiosity of what really happens in child development beyond praying they learn the curriculum and meet the standards.

Lincoln Prairie School

Growing up attending Lincoln Prairie I was never more grateful to sit in on a Whole School Assembly as a pre-service teacher than I had ever been as a student. I thought my education was typical and standard; reflecting back now, I noticed not every student lives by the Multiple Intelligence's. By 3rd grade, I knew I was a kinesthetic, visual and intrapersonal learner. This school believes in diversity and their hallways, classrooms, and community shows just that. Because this school is K-8, you will see 8th graders coloring with Kindergartners, 1st graders practicing their reading to the 5th graders, and Project Development Time (PDT) where students of all ages come together to work on a project twice a week with a common interest. Apart from these outstanding attributes this school has to offer, the classrooms are multi-age, K-1, 2/3, 4/5, 6/7/8. How does that work??? Leadership. Lincoln Prairie turned my habit of bossiness into leadership. Instead of telling 2nd graders how to do multiplication, I learned how to teach helpful tips my teacher might have not necessarily been able to verbalize to us. I was able to change my way of thinking and projecting into a beneficial way for both others and myself. Twenty years later, returning to Lincoln Prairie, I observe the same classroom community. This school represents unifying diversity and exceeding expectations. 

May 01, 2016

I have been requested as a Teaching Assistant for Computer Education course the past two years. I have created lessons, instructed 20+ collegiate students how to educationally implement robots into the classroom, and evaluate projects of students that I once, too, had to create. This experience has been extremely beneficial as it has encouraged me to reflect on my work while assessing other students'. I have been able to identify what was effective and beneficial versus what was not worth the time or effort. Therefore, my professor asked for assistance to revamp the course syllabus beginning with the introductory course.

​

For this introductory course that every education student takes, we were able to look at what the students need to know about computer education and how we can make it the most effective, efficient, engaging and exciting way to recreate this curriculum. We were able to add some field experience, modify the presentation method, adjust the types of projects and depth the students will be required to go, in addition to many more modifications. It was important to make sure the class didn't "funnel" students out of the School of Education, but instead, prepare them in an inviting way to integrate technology in the classroom. With the success this past year, I was then asked to assist in the revamping of the next course syllabus for the Computer Educator License addition program. 

​

Due to the fact this program is solely for students who choose to continue with the computer education path to obtain licensure, this syllabus was redefine to focus on the transitional phase from introductory to intermediate. Previously, the course jumped into coding and robots very quickly, where some students were immediately turned off by this idea. However, we collaboratively believed it was important to simply begin with integrating technology into classrooms. How will pre-service teachers be able to use what they learned in the first course to then transition into the next step of becoming a computer educator? I wasn't sure. I only had just completed the course. But, little did I know, that was the best position I could have been in. I was able to reflect on what was useful and what was overwhelming for this course and should be moved to, potentially, the next course. It was interesting to see my professor's input in comparison to my own because we had completely diverse perspectives. Together, we were able to, again, add more field experience and focus more on just robots as oppose to robots and coding. Coding and learning HTML, CSS, etc. was pushed back to the final course where the courses inbetween focused on the administrative and technology coach role in computer science.

​

Overall, I was able to use this experience as a time of reflection and growth where I could apply what I had just learn based on my opinions and how I had just reflected on that course as a whole. This program has been one of the highlights of my educational career at Indiana University and I cannot wait to see the program grow over the course of the next few years.

April 14, 2017

This conference was more of a seminar where the teachers of Brown County were being addressed by the Superintendent regarding Computer Science (CS) standards. My role in this conference was to observe; however, I couldn't let a few ideas get passed up as I immediately spoke out and shared my opinions on integrating the Computer Science standards into the classroom and dispersing them among the elementary grades. I worked directly with the K-3 team about how we can effectively and efficiently engage the students in Computer Science. Aside from the numerous contrasting opinions, the obstacles we faced we difficult to cross. Finding enough time in the day, creating additional lesson plans, and insisting the staff learn the basic computer science standards were very controversial topics. However, after a few hours I was able to work with the K-3 team in developing a draft of CS curriculum which was then reviewed and we were able to discuss with the Brown County Superintendent. This was my first professional engagement with a superintendent and was extremely beneficial to understand the impact her role has on the district as a whole which interested me enough to keep the potential of finding myself pursuing a career in administration.