2. School Context #1

Introduction to Your Field Experience School: The School Context

On your first visit to your assigned school, you will gain a variety of impressions and understandings about the school and about teaching in general. The following investigation will help direct your observations about the school site. One of the first things you will be able to do is to give a detailed description of the school's physical environment. You should also include a map of the school (perhaps one is available or you could create your own). Also give a description of the school's social environment and try to determine the philosophy of the administration and staff. Consider how this philosophy becomes evident through the policies and practices you observe during your first visit.

Your first visit will be informed by careful observation of the physical building as well as of the people who inhabit it: the students, the staff, the secretaries, the janitorial staff, the administration, and any other members of the school community. You may also be able to examine displays, the school newsletter, the school handbook, and other documents that will inform you about the school.

Explore and research as many of the following features of the school as possible:

· physical characteristics of the school building and school grounds

· neighborhood setting: geographic area within the city; distinctive aspects of the local neighborhood or community; kinds of facilities and public/private buildings located in the surrounding community

· size of school: number and composition of professional staff (teachers, administrators, counselors, etc); number and kinds of support staff (secretaries, custodial staff, teacher aides); size of student population

· grade levels; number of classrooms; kinds of facilities (library, learning resource center, gymnasium, swimming pool, auditorium, laboratories, teacher/student lounges, etc.)

· student characteristics: nature and extent of their diversity; their socioeconomic and cultural make‑up; the communities (local neighborhood and/or beyond) from which they come; their academic orientation, interest, and general performance; youth subcultures they belong to both within and beyond the school

· the particular needs and challenges this student body and subgroups within it present to the school and its staff

· the school's philosophy, priorities, objectives, code of student discipline and behavior; how the school defines itself; the public image it seeks to project; what it is especially known for (e.g., a "community school," an "academic school," a "magnet" school, etc.)

· ways that the school is working to maintain/further its philosophy, goals, and district priorities

· types and range of programs provided to meet student needs or attract various kinds of students (e.g., second language, academic challenge, etc.)

· extracurricular and social activities provided to the students by the school.