Transcript PRACTICUM BINDER WORKSHOP

PRACTICUM BINDER
WORKSHOP
R ESPONSIBILITY
It is the Teacher Candidate’s responsibility to
maintain a current and comprehensive binder
including materials pertinent to the practicum. The
Associate Teacher and the Faculty Advisor may
request to view the practicum binder at any time.
W HAT IS A P RACTICUM B INDER ?
-A Practicum Binder is a tool Teacher Candidates can use to
document their Practicum experiences.
-Teacher Candidates will add new items to the binder throughout
the year, and it is important that the binder stays current.
-The practicum binder is a great way for Teacher Candidates to
record their observations in the classroom, and it allows them to
organize lesson plans and other resources.
Plan ahead… Stay organized!
F IVE S ECTIONS
Your Practicum Binder should have the following 5 sections:
1.
2.
3.
4.
5.
TEACHING TIMETABLES
OBSERVATIONS OF CLASSROOM
ROUTINES AND MANAGEMENT PLANS
LESSON PLANS
OTHER MATERIALS
1) T EACHING T IMETABLES
 First Page:
 Includes the following:
-Name of the school board
-School Address
-School Phone Number
-Principal
-Associate Teacher
-Grade Level
-Classroom Number
Grand Erie District School
Board
King George Public School
265 Rawdon Street
Brantford, ON
N3S 6G7
Phone: 519-752-7486
Principal: Tom Smith
Associate Teacher: Linda Smith
Grade: 4
Classroom: 110
T EACHING T IMETABLES
 Second Page: includes a weekly schedule of when classes happen
with subject titles and images. If a timetable does not exist, the
Teacher Candidate should create one based on observations. A yearly
plan could also be included in this section.
Discuss
“Balanced
Day
Schedule”
2) O BSERVATIONS
Observation notes should be maintained by the Teacher Candidate throughout
the year. These observations should include information on instructional
strategies, management, program, student organization, resources, assessments,
teacher responsibilities and provisions for exceptional learners. Observation
notes include reflections and analysis of the observations.
The following guidelines should be used to organize the observation notes:
1.
2.
3.
4.
5.
6.
7.
8.
Management Strategies
Instructional Strategies
Program Organization
Student Organization
Instructional Materials
Methods of Assessment and Evaluation
Responsibilities of the Teacher outside of the Classroom
Provisions made for Exceptional Learners
Consider making a
separate page of
observations for each
category.
O BSERVATIONS :
M ANAGEMENT S TRATEGIES
 Establishment and maintenance of a positive classroom climate
Expectations for student behaviour in the classroom, halls, lunchroom,
on school property
Routines- particularly transitions
Procedures for attendance, opening exercises, washroom, dismissal
Use of positive reinforcement
Quiet signal and other signals
Effective discipline techniques (dealing with unacceptable behaviour)
Student directed management strategies
O BSERVATIONS :
I NSTRUCTIONAL S TRATEGIES
In this section, describe teaching strategies such as learning centres,
discussion, lecturing, games, research and teacher-directed lessons,
programmed learning, etc.
Ask yourself:
-How does the Associate Teacher introduce concepts?
-How does the Associate Teacher meet the needs of different learning
styles?
-List the variety of teaching strategies that are used
O BSERVATIONS : P ROGRAM
O RGANIZATION
This section includes:
School schedules and classroom daily timetable, program routines,
subject integration, timetabling, routines and teaching responsibilities
for special classes
Team teaching; role of assistants and classroom volunteers
O BSERVATIONS : S TUDENT
O RGANIZATION
This section includes:
 Class list, seating chart
 Grouping procedures: whole class, small groups, independent study,
peer learning
 Provisions for combined grades
C LASS L ISTS AND S EATING P LANS
 Include the list of all the names of the students in the class (first
names are sufficient if confidentiality is an issue)
 Also include a current seating plan, as applicable
O BSERVATIONS :
I NSTRUCTIONAL M ATERIALS
This section includes:
 Use of chalkboard, bulletin boards, audio visual equipment,
computers, books, kits, concrete materials
 Location of materials and access to supplies and resources
O BSERVATIONS : M ETHODS OF
A SSESSMENT AND E VALUATION
This section includes:
 Assessment strategies such as tracking, anecdotal records, student
work folders, assignments, projects, presentations and tests
 Describe the use of recording strategies such as rubrics, anecdotal
notes or rating scales and rubrics
O BSERVATION : R ESPONSIBILITIES
OF THE T EACHER O UTSIDE OF
THE C LASSROOM
This section includes:
Communications with parents, etc.
 Supervision duty (yard, lunch, bus, etc.)
Extra-curricular activities
Curriculum and staff meetings
Health and Safety Issues (e.g. students with allergies, policies
governing administration of medication, procedures during inclement
weather, bomb threats, etc.)
O BSERVATIONS : P ROVISIONS
M ADE FOR E XCEPTIONAL
L EARNERS
Describe:
 Accommodations of students with learning exceptionalities
Other learners who need attention with the regular classroom
3) R OUTINES AND
M ANAGEMENT P LANS
In this section, the Teacher Candidate will make a record of the
classroom routines stating: Routine, Purpose, and Procedure.
These are important since they will be one of the first teaching
responsibilities you encounter. State after the routine whether it is
management-related, or curriculum-related. Some routines are
focused on management of the class and others are related to meeting
curriculum expectations.
MANAGEMENT: Examples include routines related to going to the washroom
use, sharpening pencils, lining up for the bus, assemble in the classroom, fire
drill, entry and dismissal procedure, signals to focus attention, student
attendance, absence and lateness
CURRICULUM: Examples include routines related to spelling dictation, circle
time, calendar, ‘bell work’, USSR/DEAR/DREAW, show and tell, current events,
daily printing, daily writing and physical education
R OUTINES AND M ANAGEMENT
P LANS
EXAMPLE:
ROUTINE: Handing in work (Management-related)
PURPOSE: Teacher needs to assess and check for on task performance
PROCEDURE: Students place completed pages in bin/tray on the desk at the
side wall
ROUTINE: Attendance (Management-related)
PURPOSE: All students need to be accounted for, and absences must be
tracked. The teacher and office need to be aware what students are absent.
PROCEDURE: The teacher takes attendance each morning after “O Canada”,
as well as after the first Nutrition Break. At this time, she also asks for bus
changes, notes, money to be collected, etc.
To take attendance, the teacher says the first student’s name, followed by “GO”.
The next student says their name aloud and this continues until the role call is
complete. For fun, the class times themselves each day and they try to beat
their record. The student runner takes the attendance folder to the office.
4) L ESSON P LANS
This section includes all the lesson plans of the Teacher Candidate as
implemented throughout each term. The materials related to each
lesson such as handouts, recording sheets, answer sheets, quiz, tests,
overheads etc., should be attached to each lesson plan as appendices
following the lesson plan template.
Reflections on each lesson are very important and should be recorded
as soon as possible after the lesson is taught, particularly if the Teacher
Candidate is teaching more than one lesson a day. The strengths
and/or areas for improvement of each lesson should be noted.
A daily organizer is required when teaching consecutive days in April
(e.g., the weekly plan or day plan, clearly indicating the lessons to be
taught and their times).
5) O THER M ATERIALS
This section might include additional teaching strategies, photographs
of bulletin boards, handouts obtained, from the teacher or the school
handbook.
It should be noted that all materials maintained in the Practicum
Binder need to be professional in content and will be reviewed by the
Associate Teacher and Faculty Advisor.
P RACTICUM B INDER AND
E VALUATION
All Year 1 Teacher Candidates will be evaluated by their Associate
Teacher (see pg. 66 in Program Handbook).
The Evaluation will focus on the following areas:
•Commitment to Students and Student Learning
•Professional Practice
•Professional Knowledge
In each area, teacher candidates will be deemed ‘Successful’ or
‘Unsuccessful/Needs Improvement’.
Let’s consider how each of these areas fit into the Practicum Binder
C OMMITMENT TO S TUDENTS
AND S TUDENT L EARNING
•Shows initiative
•Displays courtesy and respect for learners
•Displays enthusiasm
•Is accepting of constructive criticism
•Is punctual and dependable
•Is professional in appearance and deportment
P ROFESSIONAL P RACTICE
•Communication skills with Associate Teacher and mentor within the
classroom
•Expresses thoughts clearly and fluently
•Uses appropriate vocabulary
•Listens attentively
•Works with an individual student effectively
•Works with small groups of students effectively
•Conducts an established routine
•Captures and maintains interest of students
•Participates and works collaboratively with mentor on planning,
implementing and assessing
P ROFESSIONAL K NOWLEDGE
•Practicum teaching binder reflects the classroom setting
•Promotes student self-esteem by reinforcing positive behaviour
•Recognizes the role as teacher
•Recognizes and reflects on the importance of Mentorship