PMibwwersrry OF MICHIGAN SCHOOL OF EDUCATION SUSAN KIELB, ELD INSTRUCTOR UNDERGRADUATE TEACHER EDUCATION ‘IDE, UNIVERSITY AVE, ROOM 1228 ‘ANN ARBOR Ml 48109-1259 Teacher Edseton ace THUSISIS28 FAX: 76475158 Kit phone 723-5605 ‘ethtumchede April 20, 2016 ‘To Whom It Concerns, 1am writing this leter in support of Darcy Hackert, who has successfully completed her work as a University of Michigan School of Education student teacher. As her UM field instructor, I have observed her honing her teaching skills this year in her placement in Derek Toohey’s kindergarten class at Wines Elementary School in Ann Arbor. In mid-March she took over all responsibilities for teaching and planning, Darcy has sought every opportunity to step up and take on new challenges in teaching and managing this classroom of five and six-year-olds. She has developed a collaborative relationship with her mentor that looks much like eo- teaching. Darcy brings a constructive problem-solving approach and her mentor has great respect for her resourcefulness and creativity. The result has been a dynamic classroom where the students benefit from collaborative teamwork. At the same time, she has had no problem taking over when her mentor is absent In Darey’s classroom students spend much of their day at learning centers, moving a name magnet on the front board to indicate their current choice. A small number of these are “star jabs,” where students are required to ‘complete a task, which is often an application of a mini-lesson from the whole-class morning meeting. Darcy has established firm and predictable routines so that her kindergarteners make transitions smoothly and efficiently. She has taught them skills needed for respectful whole-class discussions, so that her students listen to their peers and concur, or disagree respectfully, telling about their evidence and explaining their thinking. These five and six year-olds purposefully dive into animated “think, pair, share” time with partners on cue from Darcy when she wants them to prepare for a whole class discussion. In these discussions the students share and synthesize their thinking about concepts they have worked on over one, or several days of activities. These discussions are supported ‘with high quality visual resources, and Darcy keeps a record of key points in poster-sized anchor chats. During learning center time, Darcy selects students for assessments and individual work with her. She keeps careful records and uses her observations for providing individuals with appropriate supports and extensions. She has ‘warm and supportive relationship with her students and they clearly trust and openly confide in her. She frequently tries out new strategies with students who strugele, and she consults her colleagues when appropriate, Darey is personable, mature, and professional. She actively seeks opportunities for professional development. She tackles challenges with creative energy and shares her ideas with her colleagues, who in turn, seek her for collaboration. Tam confident that Darcy will be an asset to any school she chooses for teaching. It has been a great pleasure to ‘work with her, and I highly recommend her. Gotun leelh ‘Susan Kielb Field Instructor, School af Education University of Michigan