1
ESL/
BILINGUAL
Practicum
Handbook
School of Education
Office of Clinical Experiences
2
Clinical Experiences
University of Wisconsin-Platteville
1 University Plaza, 125 Doudna Hall
Platteville, WI 53818-3099
Phone: 608-342-1271
FAX: 608-342-1002
Email: clinicalexp@uwplatt.edu
Ted Evans
Interim Clinical Experiences Coordinator
E-mail: evansth@uwplatt.edu
Phone: 608-342-1271
Karen Stinson
Director of School of Education
Phone: 608-342-1131
Support Staff
Jessica Leibfried
3
FOREWORD
This ESL/BILINGUAL Practicum Handbook has been prepared to guide you through
your final phase in obtaining ESL/Bilingual education certification. We want you to be
successful. In order for this to happen, you will need to work collaboratively with everyone
involved in this experience, especially the Site Supervisor and University Supervisor assigned to
you. Pay particular attention to the various roles people play and the responsibilities each of
these individuals has in mentoring you. Included in this handbook are forms that are used to
document your experience. If you have any questions, please do not hesitate to call.
Thank you for choosing UW-Platteville for your continued professional development.
We appreciate the confidence you have placed in us to ensure that you have the necessary
knowledge, skills, and dispositions to be successfully endorsed as ESL/Bilingual teachers
effectively serving students with disabilities in the State of Wisconsin.
Best of luck in your future endeavors!
Ted Evans,
Interim Clinical Experiences Coordinator
University of Wisconsin-Platteville
4
TABLE OF CONTENTS
Foreword………………………………………………………………………… ..............3
Table of Contents .................................................................................................................4
Practicum Requirements ......................................................................................................5
Out-of Area Practicum .........................................................................................................6
Health/Report/Criminal History Check ...............................................................................6
Insurance Coverage ..............................................................................................................6
Procedures for Certification .................................................................................................6
Career Center .......................................................................................................................7
Practicum Roles and Responsibilities ..................................................................................8
Initial Observation Report by University Supervisor ........................................................10
Record of Visits to Practicum Students .............................................................................11
Pre-/Post-Practicum Student Reflection ............................................................................12
Weekly Log…………………………………………………………………………… ....16
Pre-Observation Plan…………………………………………………………………. ....17
Post-Observation Reflection ..............................................................................................18
Observation Report by University Supervisor ..................................................................19
Final Evaluation .................................................................................................................20
Practicum Final Completion ..............................................................................................22
Appendices……………………………………………………………………………. ....23
-Content Guidelines
*Pre-/Post-Practicum Student Reflections ............................................................24
5
Practicum Requirements
To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.
Grades will be issued by the Site Supervisor.
Practicum students serving a school district on an emergency license as an ESL/Bilingual teacher
3 Graduate Credits = 1 Quarter
6 Graduate Credits = 1 Semester
*Complete Practicum experience under the direction of a Site Supervisor and a University Supervisor
*Carry out duties assigned to you as an employee of your school district
Practicum students serving a school district as a general education teacher
or ESL/ BILINGUAL paraprofessional
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
*Complete Practicum experience under the direction of a highly-qualified licensed teacher and a
University Supervisor
*Carry out duties assigned to you as an employee of your school district
*Arrange to complete the following tasks:
1.
Log 200/400 hours working within a bilingual setting performing tasks typically assigned
to an ESL/Bilingual teacher.
2.
To promote reflective practice, teachers will write journals in which they record
important practical classroom/teacher/learner experiences and relate them to
theories, methods, and/or cultures informing their classroom practice and/or
teacher/learner behaviors. This is an activity in which teachers are engaged
throughout the semester.
Practicum students not currently employed full-time in a school setting
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
* Complete Practicum experience under the direction of a highly-qualified licensed teacher and a
University Supervisor
*Carry out duties assigned to you as a guest of your school district
*Arrange to complete the following tasks:
1.
Log 200/400 hours working within a bilingual setting performing tasks typically assigned
to an ESL/bilingual teacher. Plan on seven weeks of consecutive instruction and service
to the district.
Bilingual Requirement
Student must be proficient in two languages AND have a practicum that includes teaching experience in
more than one language.
6
Students wanting licensure at both the elementary and secondary levels
The ESL/Bilingual endorsement will match the grade levels of your regular teaching license(s).
Out-of-Area Practicum
For those students who wish to fulfill their Practicum requirements more than 100 miles from
Platteville, there will be a charge in the amount of $550.00 to cover university supervisor
expenses. This amount will be billed to you by the Cashiers Office at UW- Platteville. You will
be required to sign an out-of-our-area agreement form before a Practicum placement will be
made for you. This amount of $550.00 must be paid to the University before your final
Practicum grade(s) will be forwarded to the Registrar’s Office. This extra payment covers the
additional expenses that are incurred in the student teaching process by the university supervisor.
Health Report/Criminal History Check
This is something that is becoming more common in school districts. Please check with the
School District to see if this is something that you are required to do.
Insurance Coverage
All student teachers are provided professional liability insurance by the State of Wisconsin by
the provisions of SS 165.35 (6) and 895.41 (1) of Chapter 81, Laws of Wisconsin 1975. This
coverage protects the student teacher against claims from third parties for personal injury or
property damage caused by negligent acts.
Procedures for Certification
Each teacher who intends to teach in Wisconsin should make application for new licensure
certification near the completion of their Practicum. The application form may be obtained
online at www.dpi.state.wi.us/dpi/dlsis/tel. Students who intend to teach in another state should
write to the State Superintendent of Public Instruction in that state and ask for the procedures for
obtaining a teaching certificate in that state. It should be kept in mind that having a copy of a
Wisconsin Teaching Certificate will hasten the process of obtaining a certificate in another state.
7
The completed application and money should be submitted to the following: Certification
Officer, School of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The
Certification Officer will verify that all requirements have been met, including the submission of
your final practicum grade, and forward the application packet onto the Department of Public
Instruction.
Career Center
The University provides a Career Center for the convenience of alumni who seek help in
securing a teaching position. This office provides assistance with resumes, cover letters,
interview techniques, job search strategies and information about a large number of vacancies in
Wisconsin, Iowa, Illinois and Minnesota as well as other states and foreign countries. You can
refer to their website for education majors at
http://www.uwplatt.edu/careercenter/teacher/index.html.
Teachers should update credentials by the beginning of their final semester of course work on
campus. Even those who may not be seeking employment immediately should establish a
credential file with “open” recommendations since persons who can make the greatest
contribution to this file may be available now but may not be so at a later date, and
recommendations would of necessity be more vague and of less value in presenting a prospective
teacher to a prospective employer.
In order for the Career Center to function to the best advantage of all concerned, it is important
that they be notified as soon as a teaching position has been accepted.
Reference Checklist:

Include the names, emails, business phone # and possibly cell # if approved by your
references. These are individuals that you will use as references that you would like the
employer to talk with, at some time, during the hiring process.

The individuals you list as references DO NOT have to be the same individuals that you
have received letters of recommendation (or letters of reference) from for your portfolio
or self-credential file.

What format should you use when listing your references? When listing your references,
you have two options to choose from:
1. Your references can be part of your resume. List them directly following the last
section of text on your resume.
2. You can also list your references on a separate page. HOWEVER, remember to
include your name and contact information at the top of your page (you should
8
use the same heading you used on your resume). Follow this information with the
heading “REFERENCES”, and then list the contact information. An example of a
reference page is available at:
www.uwplatt.edu/careercenter/resources/index.html
PRACTICUM ROLES AND RESPONSIBILITIES
Role
ESL/BILINGUAL
Coordinator
Clinical
Experiences
Coordinator
University
Supervisor
Site
Supervisor
Responsibilities
1. Verifies that student has completed all coursework and earned a
qualifying Praxis II score in preparation for practicum experience
2. Maintains student’s file to verify completion of program
3. Coordinates presentation of licensure portfolio
1. Administers and coordinates all practicum experiences
2. Works with administrators of cooperating schools in assigning
practicum students to the site supervisors
3. Assigns University Supervisors to work with Site Supervisors and
practicum students
4. Monitors practicum evaluations to ensure they are appropriately
conducted and recorded
5. Acts as fiscal agent for the practicum program
6. Serves as liaison between the student, Education Office of Special
Programs, various departments of the University and cooperating
schools
1. Attends orientation to Practicum Supervision with Coordinator of
Education Office of Special Programs.
2. Observes student 3 times per quarter for students taking the practicum
for 3 credits/6 times per semester for students taking the practicum for
6 credits
3. Completes the observation paperwork, discusses contents with the
student, and submits paperwork to the Clinical Experiences
Coordinator.
4. Has final responsibility for assigning students a grade for
ESL/Bilingual practicum. The letter grade should be a consensus from
following people: University Supervisor, Site Supervisor and/or
Licensed Cooperating Teacher
1. Supports student on working toward towards his/her goals
2. Collaborates with University Supervisor in assigning a grade for the
practicum for bilingual teachers using an emergency license
3. Collaborates with University Supervisor in assigning a grade for
general education teachers/unemployed teachers completing an
ESL/Bilingual practicum OR may delegate this task this responsibility
to the Licensed Cooperating Teacher supporting the practicum student.
4. Meet in 3 way conference with U supervisor & candidate, completing
evaluation.
9
Highly-Qualified
Licensed
ESL/Bilingual
Teacher
Student
1. Assists student completing practicum as a general education teacher or
unemployed individual
2. Must be a fully-licensed ESL teacher willing to allow student to
complete practicum under his/her direction
3. Collaborates with University Supervisor on a Final Evaluation
1. Completes Pre- and Post-Practicum Self-Assessment
2. Keeps a Journal of practicum activity, observations, and reflections
throughout the practicum experience.
3. For each visit by University Supervisor, completes Pre-Observation
Plan and Post-Observation Reflection
4. Update Portfolio submitted during TCHG 7610 and present to
ESL/BILINGUAL Coordinator
5. Completes additional activities as assigned by University personnel
6. Participate in 3-way conference with university supervisor and on-site
supervisor. Evaluation from the 3-way conference must be included in
the candidate’s professional portfolio along with two other written
evaluations from onsite supervisor.
10
INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
University Supervisor_____________________
Date__________________________
Practicum Student ________________________
School________________________
Number of Practicum Credits________________
Time Spent:
With Practicum Student____________________
With Site-Supervisor______________________
ORIENTATION VISIT
_____ 1. Explain all forms
_____ 2. Outline University expectations of student
_____ 3. Explain the roles of student, University Supervisor and Site Supervisor
_____ 4. Facilitate the development of an observation plan
Comments:
____________________________________
Site-Supervisor Signature
___________________________________
Practicum Student Signature
_____________________________________
University Supervisor
____________________________________
Date
11
RECORD OF VISITS TO PRACTICUM STUDENTS
Semester _______________, ______
University Supervisor ___________________________________
Practicum Student
Date
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Date
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Observation of
Teaching
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Observation of
Teaching
Observation of.
Teaching
1.
2.
3.
4.
5.
6.
Practicum Student
1.
2.
3.
4.
5.
6.
Practicum Student
Date
1.
2.
3.
4.
5.
6.
Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor
Give Copy to University Supervisor
12
____PRE- ____POST-PRACTICUM STUDENT REFLECTION
OF BILINGUAL/BICULTURAL PRACTICUM COMPETENCIES
____________________________
Practicum Student
____________________
Date
____________________________
Grade(s)
____________________
ESL/Bilingual
D=
Key: Distinguished
Performs as a competent,
ESL/Bilingual
candidate
P=
Proficient
Performs as a successful
beginning ESL/
Bilingual candidate
U=
Unsatisfactory
(Incomplete)
B=
Basic
Performs with minimal
competency; regular
supervision required
NO =
Not
Observed
Requires more
education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best represents
your judgment of the student teacher’s performance.
D
Standard 1: Content: The teacher understands the
central concepts, tools of inquiry, and structures of the
discipline she or he teaches and can create learning
experiences that make these aspects of subject matter
meaningful for pupils.
What I’m feeling comfortable with:
Goals:
Standard 2: Development: The teacher understands
how children with road ranges of ability learn and
provides instruction that supports their intellectual,
social and personal development.
P
B
U
NO
13
What I’m feeling comfortable with:
Goals:
Standard 3: Diversity: The teacher understands how
pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction
to meet the diverse needs of pupils, including those with
disabilities and exceptionalities.
What I’m feeling comfortable with:
Goals:
Standard 4: Instructional Strategies: The teacher
understands and uses a variety of instructional
strategies, including the use of technology to encourage
children’s development of critical thinking, problem
solving and performance skills.
What I’m feeling comfortable with:
Goals:
Standard 5: Environment: The Teacher uses an
understanding of individual and group motivation and
behavior to create a learning environment that
encourages positive social interaction, active
engagement in learning and self motivation.
14
What I’m feeling comfortable with:
Goals:
Standard 6: Communication: The teacher uses effective
verbal and nonverbal communication techniques as
well as instructional media and technology to foster
active inquiry, collaboration, active engagement in
learning and self motivation.
What I’m feeling comfortable with:
Goals:
Standard 7: Instructional Planning: The teacher
organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, the community,
and curriculum goals.
What I’m feeling comfortable with:
Goals:
15
Standard 8: Assessment: The Teacher understands and
uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and
physical development of the pupil.
What I’m feeling comfortable with:
Goals:
Standard 9: Reflection: The teacher is a reflective
practitioner who continually evaluates the effects of his or
her choices and actions on pupils, parents, professionals
in the learning community and others and who actively
seeks out opportunities to grow professionally.
What I’m feeling comfortable with:
Goals:
Standard 10: Collaboration: The teacher fosters relations
with school colleagues, parents and agencies in the larger
community to support pupil learning and well-being and
acts with integrity, fairness and in an ethical manner.
What I’m feeling comfortable with:
Goals:
16
Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor
Give to University Supervisor at End of Practicum
WEEKLY LOG
DATE
Activity
ESL/Bilingual
Connection
Reflection
17
Attach assessment and supporting documents you will use with this lesson
PRE-OBSERVATION PLAN
Fill out one week in advance of observation and submit to University Supervisor
Student ________________________University Supervisor _____________________Date___________
Task
________________________Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial
Collaboration, Parent Meeting, Other – Be specific.
Goal(s) _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Two or Three Content Guideline Connections
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Objective – What do I hope to accomplish?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Plan to achieve objective
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
18
POST-OBSERVATION REFLECTION
Fill out immediately after observation and prior to conversation with University Supervisor.
Did I accomplish my objective? Why or why not?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What went well?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What didn’t go well and why? What might I do differently in the future?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What effect has this experience had on me?
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
19
OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
Visit
1
2
3
Date
____________________________
Student ____________________________ University Supervisor
____________________________
Time spent with Practicum Student_______
Time spent with Site-Supervisor ESL/Bilingual Teacher _________
Time spent observing lesson_________________
COMPONENTS OF PROFESSIONAL PRACTICE
Check 2 or 3 observation area(s) during observation and narrate on the back and in additional pages
evidence of competency in each area observed.
Standard 1: Content: The teacher understands the central concepts, tools of inquiry, and structures of the
discipline she or he teaches and can create learning experiences that make these aspects of subject matter meaningful
for pupils
Standard 2: Development: The teacher understands how children with road ranges of ability learn and provides
instruction that supports their intellectual, social and personal development.
Standard 3: Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers
that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Standard 4: Instructional Strategies: The teacher understands and uses a variety of instructional strategies,
including the use of technology to encourage children’s development of critical thinking, problem solving and
performance skills.
Standard 5: Environment: The Teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in learning and self
motivation
Standard 6: Communication: The teacher uses effective verbal and nonverbal communication techniques as well
as instructional media and technology to foster active inquiry, collaboration, active engagement in learning and self
motivation.
Standard 7: Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge
of subject matter, pupils the community and curriculum goals.
Standard 8: Assessment: The Teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the pupil.
Standard 9: Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks
out opportunities to grow professionally.
Standard 10: Collaboration: The teacher fosters relations with school colleagues, parents and agencies in the
larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
_______________________________________
University Supervisor
_______________________________________
Practicum Student
20
Final Grade_____________
____INITIAL ____INTERVAL ____FINAL EVALUATION
A copy of the midterm and final evaluation, signed by the cooperating teacher/mentor must be
included in the candidate’s educational portfolio.
D=
Key: Distinguished
Performs as a competent,
ESL/
Bilingual candidate
P=
Proficient
Performs as a successful
beginning ESL/
Bilingual candidate
U=
Unsatisfactory
(Incomplete)
B=
Basic
Performs with minimal
competency; regular
supervision required
NO =
Not
Observed
Requires more
education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best
represents your judgment of the student teacher’s performance linked to
the Wisconsin teaching standards.
Standard 1. Content: The teacher understands the central
concepts, tools of inquiry, and structures of the discipline she or
he teaches and can create learning experiences that make these
aspects of subject matter meaningful for pupils.
Standard 2. Development : The teacher understands how
children with road ranges of ability learn and provides instruction
that supports their intellectual, social and personal development.
Standard 3. Diversity: The teacher understands how pupils
differ in their approaches to learning and the barriers that impede
learning and can adapt instruction to meet the diverse needs of
pupils, including those with disabilities and exceptionalities.
Standard 4. Instructional Strategies: The teacher understands
and uses a variety of instructional strategies, including the use of
technology to encourage children’s development of critical
thinking, problem solving and performance skills.
D
P
B
U
NO
21
Standard 5. Environment: The Teacher uses an understanding
of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction,
active engagement in learning and self motivation
Standard 6. Communication: The teacher uses effective verbal
and nonverbal communication techniques as well as instructional
media and technology to foster active inquiry, collaboration, active
engagement in learning and self motivation.
Standard 7. Instructional Planning: The teacher organizes and
plans systematic instruction based upon knowledge of subject
matter, pupils the community and curriculum goals.
Standard 8. Assessment: The Teacher understands and uses
formal and informal assessment strategies to evaluate and ensure
the continuous intellectual, social, and physical development of
the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner
who continually evaluates the effects of his or her choices and
actions on pupils, parents, professionals in the learning
community and others and who actively seeks out opportunities to
grow professionally.
Standard 10. Collaboration: The teacher fosters relations with
school colleagues, parents and agencies in the larger community
to support pupil learning and well-being and acts with integrity,
fairness and in an ethical manner.
_____________________________________
Practicum Student
___________________________________
Semester/Year
_____________________________________
___________________________________
Areas:ESL/Bilingual
Grade(s) Taught
A signed copy of both the interval and the final evaluation must be included in the
student’s portfolio.
22
PRACTICUM FINAL COMPLETION
To be completed satisfactorily, each practicum experience must have at least:
Evidence of two written school based evaluations by the cooperating teacher with initial, interval
and final evaluation expected. The school based (cooperating teacher’s) assessment of the
candidate’s performance WILL be used as part of the candidate’s portfolio review.
Evidence of at least two written University supervisor conferences and written evaluations with
initial, interval and final conference and evaluation expected.
Evidence of at least two face-to-face conferences with the candidate, university supervisor and
cooperating teacher with signatures of all three on the conference or practicum form on the same
date and location.
23
APPENDICES
Content Guidelines
Standard 1.
Language Competence:
Teachers have a high degree of fluency in English, comprehend the linguistic and paralinguistic
features of the English language, and recognize the processes through which languages are
acquired in both formal and informal contexts
Standard 2.
Developmental, Social, Political, and Cultural Contexts:
Teachers of English language learners address the developmental, social, political, and cultural
contexts of their students’ lives and educational experiences. They comprehend how these relate
to classroom performance and educational practice.
Standard 3.
Curriculum, Instruction, and Assessment:
Teachers employ effective curriculum, instruction, and assessment practices for English
language learners and possess knowledge of the content taught in schools
Standard 4.
The School Environment:
Teachers recognize the importance of situating support programs for English language learners
within the context of the school and community to ensure their academic success.
Standard 5.
Professional Development:
Teachers are effective practitioners who continually engage in ongoing professional
development, networking, research, and innovation (see Standard 9, Wisconsin Teacher
Standards). Teachers actively seek out opportunities to grow and contribute professionally.
24
Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor
Give Copy to University Supervisor
____PRE- ____POST-PRACTICUM STUDENT REFLECTION
OF ESL/BILINGUAL PRACTICUM COMPETENCIES
____________________________
Practicum Student
____________________
Date
____________________________
Grade(s)
____________________
ESL/Bilingual
D=
Key: Distinguished
Performs as a competent,
ESL/
Bilingual
candidate
P=
Proficient
Performs as a successful
beginning ESL/
Bilingual candidate
U=
Unsatisfactory
(Incomplete)
B=
Basic
Performs with minimal
competency; regular
supervision required
NO =
Not
Observed
Requires more
education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best
represents your judgment of the student teacher’s performance linked to
Wisconsin ESL content standards.
D
Standard 1.
Language Competence:
Teachers have a high degree of fluency in English, comprehend
the linguistic and paralinguistic features of the English language,
and recognize the processes through which languages are
acquired in both formal and informal contexts
What I’m feeling comfortable with:
Goals:
P
B
U
NO
25
Standard 2.
Developmental, Social, Political, and Cultural Contexts:
Teachers of English language learners address the
developmental, social, political, and cultural contexts of their
students’ lives and educational experiences. They comprehend
how these relate to classroom performance and educational
practice.
What I’m feeling comfortable with:
Goals:
Standard 3.
Curriculum, Instruction, and Assessment:
Teachers employ effective curriculum, instruction, and
assessment practices for English language learners and possess
knowledge of the content taught in schools
What I’m feeling comfortable with:
Goals:
Standard 4.
The School Environment:
Teachers recognize the importance of situating support programs
for English language learners within the context of the school and
community to ensure their academic success.
What I’m feeling comfortable with:
Goals:
26
Standard 5.
Professional Development:
Teachers are effective practitioners who continually engage in
ongoing professional development, networking, research, and
innovation (see Standard 9, Wisconsin Teacher Standards).
Teachers actively seek out opportunities to grow and contribute
professionally.
What I’m feeling comfortable with:
Goals: