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Five of this year's Outstanding Student Teacher award winners are (from left) Hannah Winand, Lindsay Satterfield, Claire Davanzo, Caitlin Walton and Shana Mattes. The other winners were unavailable for a photo.
Twelve students in a variety of disciplines have been honored by the University of Delaware's Center for Secondary Teacher Education as this years outstanding student teachers.
The center awards its Outstanding Student Teacher Certificate to
recognize those who have demonstrated exceptional skill and creativity
in developing rapport with students, planning and executing lessons, and
incorporating suggestions and new ideas into teaching practice.
Following are the 2015 honorees and their student-teaching locations, which are schools in Delaware unless otherwise noted:
In math education, Katherine Slyman, Rising Sun (Maryland)
High School; Rebecca Guarino, Dickinson High School; and Craig
Chatterton, Cape Henlopen High School.
In music education, Lindsay Satterfield, Brandywine Springs School and Bel Air (Maryland) High School.
In foreign language education, Abigail Conklin, Unionville (Pennsylvania) High School.
In agricultural education, Alyssa McCormick, Lake Forest High School; and Caitlin Walton, Smyrna High School.
In social studies education, Shana Mattes, Brandywine High School; and Robert Weber, Sussex Central High School.
In English education, Claire Davanzo, Elkton (Maryland) High
School; Kaitlin Weaver, Caesar Rodney High School; and Hannah Winand,
Concord High School.
The award was established to identify those student teachers among
our programs who have inspired and engaged their students with the
theories, content and big ideas of their discipline, according to the
Center for Secondary Teacher Education, which is part of the College of
Arts and Sciences.
The outstanding student teachers are among the best that we have
ever worked with, center officials said. They have exhibited the
highest standards of professionalism and have used self-reflection to
improve their impact on student learning.
They have used their knowledge from their undergraduate classes and
applied that knowledge to develop lessons, curriculum and assessments
that reflect creative learning strategies and an understanding of what
it means to teach students from diverse backgrounds.
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