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EDUC 485B: Student Teaching: Secondary is a variable-credit capstone course (6–14 credits) providing future secondary educators with an intensive, immersive teaching experience within a public school setting. Designed as the culmination of teacher preparation, the course places candidates in a full-time teaching role where they apply instructional strategies, classroom management techniques, and content-specific methodologies developed throughout their coursework. Students take on increasing instructional responsibility under the mentorship of a licensed teacher, gradually transitioning to independent teaching. Field placements, such as Thompson Valley High School, offer authentic environments for developing professional skills and meeting licensure requirements. Prerequisites include successful completion of EDUC 450 and one methods course (such as EDUC 466). Placement details may vary based on school needs and program requirements.
My commitment to fostering creativity and empowering student voice continues to guide my work as an educator. With a background in photography, printmaking, and digital media, I strive to create a welcoming, student-centered environment where exploration, collaboration, and self-expression are celebrated.
For my student teaching experience in EDUC 485B, I was placed full-time at Thompson Valley High School under the mentorship of Major Chisholm. Throughout the semester, I took an active teaching role across several courses, including Photography I, II, and III; Video Production I and II; Podcasting I and II; and Graphic Design I. This diverse placement allowed me to design and deliver lessons, assess student progress, manage classroom routines, and support students in developing both technical skills and creative confidence.
This experience was pivotal in strengthening my instructional practice, reinforcing the importance of flexibility, relationship-building, and culturally responsive teaching. It also deepened my passion for leveraging the arts and media to inspire and equip students to become thoughtful, engaged creators. Moving forward, I am committed to building dynamic learning environments where students feel seen, supported, and empowered.