Real Teaching App

Part I: The University of Montana Secondary Student Teaching Application Name: Adam Lenk

Advisor:

Student ID Number: 790-07-2885 [email protected]

UM E-mail:

Local Address: 539 Brooks st. Missoula, MT. 59801 Include Street, City, State, Zip Local Phone: (406) 370-0686 Phone: (406) 370-0686

Work Phone: (406) 370-0686

Permanent

Permanent Address: 539 Brooks st. Missoula, MT. 59801 Expected Date for Degree: 05/10 Governing catalog for University requirements: 2004 Year/Semester course work for teaching certification will be completed: 2010/Spring Post-baccalaureate - list degree(s) earned & subject area: Degree Granting Institution:

Date:

Students cannot select a specific school or a cooperating teacher. Refer to the Student Teaching Handbook. Prioritize your preferences below and they will be considered in your placement. Middle School _____ Missoula Area X

High School ___X_____ Butte

Great Falls

Helena

Bitterroot Area

Kalispell

Other: Will X Will X

Will Not Will Not

accept an assignment in a private non-secular school (e.g. Sussex 6-8) accept an assignment in a private secular school (e.g. Loyola Sacred Heart

Catholic High School)

Do you have relatives attending school or employed in the education system, if so where? No

I understand that the Department of Curriculum and Instruction has the right to verify the information on this application. To obtain a student teaching assignment, I give permission to forward my application and academic record (transcript) to a school administrator and classroom teacher for placement purposes. _________________________

Student's Teaching Applicant's Signature

Date

PART I: Secondary Certification Requirements Application to Student Teach (semester & year): Fall, 2009

Cumulative GPA: 2.91

Date of full admission to the Teacher Education Program: List major teaching area: History

*Major GPA: 2.7

List minor area if applicable: Political Science

GPA in Minor, if any: 3.4

Writing Proficiency Exam Scores:

Semester Credits

List Academic Term Completed or Term to be Taken

Grade

ENEX 101 Composition

3

Autumn 05’

C

PSYC 100S Intro to Psychology

4

Autumn 05’

C

Native American Studies course

3

Autumn 05’

A

HHP 233 Health Issues of Children and Adolescents

3

Spring 08’

A

C&I 200 Exploring Teaching

1

Spring 09’

C&I 303 Educ Psych & Measurements

3

Spring 09’

C&I 306 Inst Media & Computer Applications

3

Spring 09’

C&I 410 Exceptionality & Classroom Management

3

Spring 09’

C&I 427 / C&I 527 Literacy Strategies in Content Areas

3

Autumn 09’

C&I 302 Field Experience

1

Autumn 09’

C&I 428 Teaching Social Studies in Middle and Secondary Schools

3

Autumn 09’

C&I 407E Ethics & Policy Issues

3

Autumn 09’

C&I 482 or 590 Student Teaching

14 UG or 8 Grad

Spring 10’

C&I 494 or C&I 594 Professional Portfolio (co-requisite with C&I 482)

1

Semester Courses

If a course was taken from another college, list that college's prefix, course number and title.

For pages 1 & 2 – Total semester credits completed Total semester credits to be completed Total program credits

Signature of Secondary Education Advisor Advisor's signature verifies that the student meets all requirements for student teaching.

Date

MAJOR REQUIREMENTS Part I: Teaching Major Directions: Using The University of Montana Catalog under which you are enrolled, list the courses in the order that they appear for the teaching major in the Curriculum and Instruction section. List the specific courses including courses you have taken and those you plan to take. Two-thirds of the required course work and all methods courses in your teaching major must be completed prior to student teaching. Department and Course Number

Course Title

Credits

List Academic Term Completed or Term to be Taken

Grade

For courses taken at another college, list that college’s course prefix, number and title.

HIST 152

Americans: The 20th Century

4

Spring 06’

C+

HIST 105H

European Civilization: Modern Europe

4

Autumn 06’

B

HIST 269

Montana

3

Autumn 05’

B-

HIST 355

The Age of The Civil War

3

Spring 06’

C

HIST 368

American Military History

3

Spring 07’

B

HIST 332

Global Diplomacy of Cold War

3

Spring 07’

C

HIST 315

Modern France 1848-Present

3

Spring 07’

B

HIST 344

Russia to 19th Century

3

Autumn 07’

B+

HIST 345

Russia Since 1881

3

Spring 08’

B

ASS 378

African American History to 1865

3

Autumn 08’

B

HIST 350

Islamic Politics

3

Autumn 06’

C

HIST 226

Terrorism

3

Spring 06’

C+

HIST 300

Historians Craft

3

Autumn 09’

Total Semester Credits in the Teaching Major Completed

38

Total Semester Credits in the Teaching Major to be Completed

3

Major GPA: 2.7 Signature of Department Chairperson (or Designee) of Student's Major Teaching Area Signature of advisor or department chair verifies that the student meets all requirements for student teaching and is approved by the major department.

MINOR REQUIREMENTS Part I: Teaching Minor: Using The University of Montana Catalog, list the courses in the order that they appear for the teaching minor in the Curriculum and Instruction section. Note that this includes the methods course(s) for your specific minor. List the department abbreviation, number and name as it appears on your transcript(s) regardless of where you completed the course. Two-thirds of the required course work in your teaching minor must be complete prior to student teaching.

Department and Course Number

Course Title

Credit s

List Term Completed or Term to be Taken

Grade

PSC 100

Intro to American Gov.

3

Autumn 08’

B+

PSC 120

Intro to Comparative Politics

3

Autumn 08’

B+

PSC 150

Political Theory

3

Autumn 08’

A-

PSC 130

International Relations

3

Spring 09’

PSC 365

Public Policy Issue and Analysis

3

Summer 09’

PSC 335

American Foreign Policy

3

Fall 09’

PSC 332

Politics of Europe

3

Winter 09’

Total credits completed

12

Total credits to complete

9 GPA in minor: 3.4

Signature of Department Chairperson (or designee) of student's minor teaching area Signature of department chair or advisor verifies that the student meets all requirements for student teaching and is approved by the minor department.

Adam Lenk 539 Brooks Missoula, MT 59801 (406) 370-0686 To Who It May Concern, I am senior at the University of Montana and I’m currently applying for a position as a student teacher. I am a History major and have a minor in Political Science. That being said it would be most beneficial for me to be placed in a high school level social science class. One major influence that led me to the decision to become a high school teacher was some of the teachers that I had in high school. During high school was an average student, but I wasn’t very interested in what I was learning. One History teacher, however, that had seen the potential I had and took me under his wing. He spent a lot extra time with me and helped me understand new unrealized concepts. These particular experiences made me want to be able to help students realize their full potential and rise to their full capabilities. The School of Education at the University of Montana has an excellent program. The program is set up so each student is required to participate in multiple field experiences as well as tradition classes. In these field experiences I have been able to tutor students, help create study guides, grade papers and exams, and also teach a few classes. In addition to my experiences with the School of Education, I have also been a wild land firefighter for the past four years. My position is a squad boss: I am in charge of five people. The situations that we are in are extremely stressful and dangerous and that requires me to have excellent leadership, organizational, and problem solving skills. Also annually the company that I work for has multiple classes that certify new firefighters. One of my responsibilities is to help teach these classes. I believe that a position as a student teacher in your school would give me the opportunity to concretely implement the teaching strategies that I have learned in the School of Education. This would also be an excellent opportunity to critique my existing teaching style and become a more effective teacher. Also I would be very interested in participating in extracurricular activities such as debate or coaching. Attached to this letter is my resume and academic transcripts. I am extremely excited about my upcoming experience as a student teacher. The best times to contact me are in the morning or late afternoon.

Sincerely, Adam Lenk

Adam Lenk [email protected] 539 Brooks st. Missoula, MT. 59801 (406) 370-0686 Objective Position as a Social Sciences Student Teacher Education B.A. History University of Montana Missoula, MT. Minor; Political Science

Spring 2010

Certifications • CPR and First Aid certified • Montana Secondary Teaching Licensure expected

2005-present Summer 2010

Related Coursework • • • •

The Age of the Civil War American Military History African American History Islamic Politics

Related Experience Hellgate High School Preservice Teacher • Helped organized cooperative learning activities. • Tutored students seeking additional guidance with course work • Delivered lesson plans Squad Boss, Grayback Forestry Taught Red Card certification classes • Reorganized lesson plans to create a more interesting and effective class • Developed leadership, time management, and organizational skills Relevant Interests Speech & Debate, Skiing, Track & Field.

Fall 2009

2008-2010

Adam Lenk Give a Little, Get a Little Pinning down exactly what a teacher’s philosophy is can be a difficult task. A teacher will never have a set philosophy because a teacher’s philosophy is constantly evolving. As a beginning teacher I have formed a basic philosophy on how I’m going to teach my students. First I am going to involve a democratic process in my classroom. Second, I am very well informed in the subject of Social Sciences so I will be able to deliver the material confidently. Finally, every student should be viewed as an individual. Involving a democratic process in a teacher’s classroom has some very beneficial attributes. Allowing the students to have some say on how they are going to be taught lets them feel more involved in the teacher-student relationship. In every classroom problems will arise no matter how good a teacher is, involving the students in the problem solving process will allow them to feel that they have some say and will be less likely to feel resentment towards the teacher. Also I plan on teaching high school, that being said my classroom may be the last classroom that they are in before entering the professional world. Having a democratic classroom allows the students to become more independent from the teacher. This allows the students to develop problem-solving skills and gets them on the path of thinking for themselves, which is an essential characteristic a student must have when entering the professional world. In order for students to effectively learn the material that is being presented to them they must feel confident that the teacher knows what he is talking about. I am extremely well informed in the subject matter that I plan on teaching. I plan on

delivering the information in a very confident and articulate matter. By doing this the students will gain respect for me and will absorb the information more effectively. Every student has individual needs and it is the teachers’ responsibility to meet these specific needs. That’s why I plan on viewing the class not as a group but as individuals. I understand that a classroom can be a very busy place and there isn’t always enough time for a teacher to meet with every student individually all the time. My plan is too meet with the students individually as frequently as possible. Some students do not need as much individual time as others, I plan on figuring out which students would benefit the most from my individual time and work my way down. By doing this, the odds of having a student fall far behind are less likely. By incorporated this philosophy into my classroom I will be able to have a good teacher-student relationship, have a well-managed classroom, and meet all the student’s individual needs. As I continue to get more experience my philosophy will continue to evolve and become more effective.