Student Teaching During a Pandemic By Katie DuBoff
“Although most colleges and universities had issues with placing candidates for student teaching during the pandemic, Rosemont College Education Division was fortunate to arrange placements for all 13 students,” said Denise Falconi, EdD, Director of Teacher Education. “All competencies and regulations are being met and exceeded by our students to prepare them for certification in a few short months.” For Rosemont education students, the spring semester is often known for gaining hands-on experience through student teaching. This spring is no different; however, student teaching is certainly altered during the ongoing pandemic. The 13 student teaching placements are split with approximately half teaching in person and half virtual or a hybrid model. Holly Brady is teaching at Community Partnership School, a charter school in North Philadelphia. She worked at the school during the fall semester as an aid helping students with their virtual classes. “CPS, although fully virtual, brings some of the students into the school to complete their classes as some of the kids do not have Wi-Fi or childcare at home,” said Brady. “I loved my experience working here so much last semester that I requested to do my student teaching with the same first grade class. The school is still fully virtual, but I'm lucky enough to get to come into the school every day and help with the five first graders who are in person.” The School District of Philadelphia announced on January 27 that some students in pre-K through grade 2 would return to in-person learning twice a week starting on Feb. 22. For Lauren Skinner, she has been able to teach in a kindergarten class at Gladwyne Elementary School in Lower Merion School District. Kindergarten in the district is divided into a morning and
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afternoon cohort, and Skinner has been able to teach both groups in person. “Our school is in-person, although the classroom environment is different now due COVID-19, and the students have truly adapted to learning 6-feet apart, as well as the teachers,” said Skinner. “I feel fortunate to have the opportunity to interact with students in person during these trying times the world is facing. I go to bed excited for the next school day and wake up excited to teach my smart and resilient students. Student teaching so far has been more amazing than I already knew it would be.” A few of the other districts where Rosemont students are student teaching are: Haverford, Interboro, Norristown, Rose Tree Media, and Upper Darby across several grades from kindergarten through high school. Breyana Grant is also student teaching in a kindergarten class – in Upper Darby School District. While she is gaining in-person teaching experience, she has also learned a lot about teaching virtually when the district has had to transition between virtual and in-person models. “The experience is great,” said Grant. “I love the students. All the teachers are very nice and even the principal sees me and speaks to me every day. It’s definitely a challenge teaching kindergarteners online. It’s really not the most ideal developmentally for them, in my opinion. It can be hard getting them to focus, but we work with the situation we were given the best we can. It can be even more of a challenge doing both virtual and in person together to make sure all the kinks are knocked out and find the balance between the two, but I’m glad I do get to be in person with even just a few students because it is great to see and interact with them.” While student teachers adapt to new health and safety school guidelines, learn to teach in a virtual format, and gain
experience developing virtual and in-person lesson plans, they remain excited about their future teaching careers. “The pandemic put a lot of things in perspective for me as an educator as you realize how many students really rely on their schools as a safe place for them to learn, eat, and be taken care of,” said Brady. “I think often it’s easy to take school for granted. The kids here, even at the age of six, have taught me how much a welcoming and caring school environment means to them.” Grant, who notes that she has always wanted to teach second grade but now may be changing her mind to focus on kindergarten, has found inspiration through the pandemic. “I’ve found and seen so many new and amazing programs online that the children can use and enjoy,” she said. “It’s really quite amazing how the teachers of the world have come together to share and create all these new things for the students so they can try to thrive in such a difficult time for learning.” Skinner, who will graduate with a degree in Elementary Education with a certification in PK-4 and Special Education grades PK-8, agrees. “The pandemic has affected my view of becoming a teacher by driving me to be the best teacher I can be,” said Skinner. “Students have lost opportunities of making connections with friends, losing the routine of school, and the chance that their needs are not being completely met in the classroom or online virtually. Students now need teachers the most, and I am excited for the challenges that the pandemic has brought to us and may continue to bring us in education. It is a learning opportunity that I am not afraid to take on. I am ready for the challenges I may face, if that means my students are going to enjoy school and that their needs are going to be met.”
