Transcript Winter 2003 Student Teaching

Winter 2011
Student Teaching
Orientation
UCI Department of Education
Multiple Subject Credential Program
Welcome Back to School!
“Nothing can stop the man with the right mental
attitude from achieving his goal; nothing on
earth can help the man with the wrong mental
attitude.”
-Thomas Jefferson
Our Mission: TEACH
We are a community of learners that develops ethical
instructional leaders who:
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Think critically about educational theory and practice
Engage, motivate and inspire students
Analyze learning needs to design and implement creative instruction
Collaborate to advocate for equity and diversity
Hone classroom practice through reflection
Collaboration – Working toward a common goal
Reflection – Providing feedback and asking questions
Focus on students and student learning
Agenda
Sign in & refreshments
1:45 Overview of ED 304 &
requirements for student teaching
3:00 Meet your Supervisor
4:00 Mentor Teacher Orientation
In Your Packet:
ED 304/306 Syllabus
Winter quarter timeline
Sample long term planner
Instructional planning expectations
Student teaching binder requirements
Post-observation conference protocol
2010-2011 observation reports
Directions for TCAF
ED 304: Student
Teaching in
Elementary
School
Student Teaching Schedule
Student teaching dates: see syllabus
Four full days per week, Monday through Thursday.
A full school day is defined as arriving a minimum of one
half hour before the first bell and leaving no earlier than
one half hour after the end of the school day.
You are expected to remain after school with your MT to
prepare and plan for upcoming lessons. The hours for
planning will be determined in collaboration with the
MT.
ED304
Seminars
Please see Course Meeting Schedule in
Syllabus
Seminars meet from 2:15 – 4:30 in 2009 except
for Jan. 11 & 12 – meet 3:15-4:30
Support for Teaching Event
Issues relating to student teaching such as:
– Teacher Performance Expectations, Classroom
Management, Mission Statements, Parent
Communication, Employment preparation
Syllabus Details
Description
Purpose
CCTC & TPEs
Course Requirements
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Demonstrate Competency (Domains & TPEs)
Professional Conduct
Observation Visits & Reports
PACT Teaching Event
Conferences
Attendance
Syllabus Continued
Written Assignments
– Student Teaching Schedule
• New online environment TEIIS, will receive automated email to
create account, log in and update profile and schedule
– Norms, Goals, Long Term Planner
• Use fall guidelines for Norms, see separate document for long
term planner instructions
– Student Teaching Binder
• Separate document with requirements
– Lesson Planners
• Separate document with requirements
– TCAF Reflections
– PACT Teaching Event
Syllabus Continued
Grading & Due Dates
Note about assuming 100%
responsibility
Responsibilities contract reminder
Additional details about student
teaching
Winter Quarter Timeline
Review with MT
Follow carefully for Teaching Event
Don’t get behind but don’t teach too early!
Newport & Laguna – ski week in Feb.
Brown Bags – Friday at 12:00 in 2001
beginning January 14 – Feb. 25th with Jeanne
and Christina to answer TE questions
Teaching Event
READ handbook and rubrics – first 304 seminar will
review planning and academic language
Timeline is your best friend - try not to procrastinate!
– Now: Work with MT to select a learning segment – Review
rubrics to help make selection - focus on procedures,
mathematical reasoning and conceptual understanding
– Segment should be something YOU will teach independently,
as part of regular curriculum, in mid-February
– Complete Context Commentary as soon as possible
Instructional Planning:
Expectations & Requirements
Long Form Lesson Planner Requirements:
 4 of the 8 lesson planners with reflections must be created the FIRST
time the candidate teaches a lesson in a new content area:
» ONE lesson planner for the first Math, Reading, Language
Arts/Writing, Science and Social Studies lesson
– Plans created for Supervisor observtion visits may count as 3 of the 8
lesson planners as you are required to have a long form lesson plan in
advance for each visit (content area will vary).
– The remaining lessons can be in any content area and take place
anytime throughout the quarter.
– Candidates are required to submit 1 Lesson Plan with Reflection per
week beginning the week of January 17th, for a total of 8 online
submissions by Friday, March 18th (see syllabus for due dates).
– Submit into eee drop boxes that are labeled Lesson 1, Lesson 2, etc.
Long Term Planner
Complete Long Term Planner with MT
Due Sunday, January 16th to drop box, put copy
in Binder, give one to MT, send one to
Supervisor
Note lesson plan 1,2,3…, Supervisor visits,
meetings, assignment due dates
Start teaching MATH first - try to begin teaching
lessons next week
Pairs: You each need to turn in your own long
term planner as they may differ
More samples online
Planning Expectations
Short Form Lesson Plans
– Not quite as detailed but still should include: standard,
objective, assessment, academic language, shortened sequence
(intro, accessing prior knowledge, student engagement,
questions, body, closure…)
– Samples are posted on eee website
– Can create your own format/template (with MT approval)
– Must write a thoughtful lesson plan for every whole class lesson
– MT will review in advance
– Supervisor/Coordinator will ask to see these when visiting as
evidence of planning and teaching
– Short forms will not be submitted online but should be kept in
planning section of binder
Planning Expectations Continued
Weekly Plan Book
– Format of your choice (in conjunction
with MT)
– Keep in planning section of binder
– Include standard, objective,
assessment, bullets within the “box”
Lesson Plan Availability
MT Guidelines
Student Teaching Binder
Similar to a portfolio – we will create a professional
portfolio in spring to help prepare you for a job
Binder will keep you organized!
Work in progress but should always be up to date
Supervisors will check for completeness during each
visit
*Peer Observation & *Evaluations by Students –
optional for winter, will be required in spring
Supervisor Observation Visits & Reports
– Supervisor will schedule 3 visits during winter quarter using the bell
schedule on your Placement Record & by communicating with you
– Supervisors will input Observation Schedule and it will be listed on
Placement Record
– Supervisors must input schedule in order for a report to be activated
– Headings above boxes on online report: “candidate narrative,”
“candidate commentary” and “advisor comments”
– Follow directions on salmon/coral sheet for how to complete the
online observation report
– Proactively communicate with your Supervisor and MT when
scheduling visits and complete reports in a timely manner
Post-Observation Protocol
Should look familiar
(LTLFT lesson
analysis framework
and lesson reflection
questions)
Focus on student
learning, evidence,
and next steps
Rubrics 4 & 5 from
Teaching Event
Although rubrics are
created for math,
can use for any
content area
Coordinator
Observation Visits
Coordinator will visit you at least once during
your student teaching -- winter or spring
Visits will be scheduled in advance via email
-- Please respond to requests within 24 hours
Lesson plan and binder need to be available
for review
You will receive written feedback via email
During an observation
visit…
The Candidate must be prepared to provide:
A Lesson Planner in advance
Lesson Plan Book w/ weekly plans and
short forms
Student Teaching Binder
An opportunity to conference with
Candidate and/or MT
Teacher Candidate Assessment Form
(TCAF)
Evaluations are submitted online by MT
Please remind MT about dates & deadlines
Directions for Reflections in syllabus
Print out copies for yourself, MT and Binder
We will discuss the TCAF more during
seminar
Assumption of Instruction
Candidates will assume instructional
responsibility gradually over the course of
the student teaching assignment (see long
term planner)
The minimum requirement is 2 weeks of
100% instructional responsibilities in the
second half of student teaching.
We believe in the co-teaching model--You
are on a Learning to Teach continuum
And Remember…
It’s okay to make missteakes
Looking for reflection and growth
Take notes, photos, gather resources, ask
questions, see & do as much as you can
“The ability to concentrate and to use your time well
is everything if you want to succeed in business-or almost anywhere else for that matter.”
– Lee Iacocca
Welcome UCI Multiple Subject Supervisors!
Dorothy Flynn
Joan Stavale
Chuck Prince
Judy Blankinship
Susan Guilfoyle
Jody Guarino
Jeanne Stone
Susan Toma
Colleen Wilson
Dale Webster
Jacqui Dwarte
(spring only)
Please meet with your Supervisor in
specified room until 4:00.
At 4:00 - If you know your MT is not
coming to Orientation please see
Maria Takacs at the Registration table
to take MT folder.
Otherwise, leave the folder -- If your
MT does not attend tonight, the folder
will be put in your UCI mailbox. Pick
up & deliver ASAP.
Thanks!
Mentor Teacher Orientation
Winter, 2011
UCI Department of Education
Multiple Subject Credential Program
Welcome MTs!
Thanks for being here today – we know
your time is valuable!
We are calling you Mentor Teachers,
not University Associates 
“That’s Me”
Pondering, logistics of winter quarter,
requirements for student teachers,
PACT, observation protocol…
A few questions to ponder…
What is our goal for student teachers?
What do we want STs to accomplish this
quarter?
How do we help them demonstrate
competency?
How do we support candidates who are
having difficulty?
Suggestions for coaching, mentoring?
Our Mission: TEACH
We are a community of learners that develops ethical
instructional leaders who:
–
–
–
–
–
Think critically about educational theory and practice
Engage, motivate and inspire students
Analyze learning needs to design and implement creative instruction
Collaborate to advocate for equity and diversity
Hone classroom practice through reflection
Collaboration – Working toward a common goal
Reflection – Providing feedback and asking questions
Focus on students and student learning
Student Teaching Schedule
Student teachers are in your classroom four days a week,
Monday - Thursday
Minimum requirements: 1/2 hour before and after school
UCI Class Schedule:
– Fridays 9-12 and 1-4 (Language Arts/Social Studies & Child
Development)
– Tuesday 5:30 for Cohort A: Jan. 4, 11, 18, Feb. 8, Mar. 1
– Wednesday 5:30 for Cohort: B Jan. 5, 12, 19, Feb. 9,
Mar. 2
– Will leave by 1:30 on Jan. 11/12, 18/19 and Feb. 8/9 for
Overview of Program,
Roles & Responsibilities
Who we are
Placement details
Student Teaching Expectations
Guidelines for Mentor Teachers
– Planning: Norms, Long Term Planner
– Support: Feedback, Management, TE
Timelines
Pink: Winter quarter timeline
including details about the Teaching
Event
Long Term Planner (sample)
Candidates should start
planning/teaching MATH first
Assumption of Instruction
Candidates will assume instructional
responsibility gradually over the course of
the student teaching assignment (see
sample long term planner)
The minimum requirement is 2 weeks of
100% instructional responsibilities in the
second half of student teaching.
We believe in the co-teaching model Learning to Teach continuum
Planning
Instructional Planning Requirements
– Long Term Planner – students will sit with
you to complete this, along with GOALS and
NORMS
– UCI Lesson Planner & short forms
– Plan Book
Please ask to review lesson plans in advance
Examples of Expectations
Providing feedback to engage students in
reflection
Goals
Decide on 5 goals that ST needs to
accomplish
Align with the standards listed on the
Teacher Candidate Assessment Form
and reference a Domain and TPE
Bullet the goal and include a short
description of how you are going to
achieve the goal.
Examples of Goals
Establish and maintain standards for student behavior (TPE 11,
Domain E)
– I will establish and maintain standards for student behavior by
clearly stating expectations, implementing a whole class reward
system, positively reinforcing behavior, following through with
consequences, utilizing attention-getting strategies, and projecting
my voice.
Collect and use multiple sources of information to assess student
learning (TPE 2, Domain B)
– During lessons I will ask questions that allow for oral responses
from all or most students, implement exit cards, collect written work,
do formative progress checks throughout the lesson such as pair
shares, and create my own summative assessments that are
aligned with the learning objectives.
Performance Assessment for California
Teachers (PACT) Teaching Event
PACT Coordinator is Jeanne Stone and
she can be reached at [email protected]
Overview of Teaching Event
Candidates have handbooks and rubrics
Timeline (on back of pink Long Term Planner)
– January: Instructional Context; Lesson Planning for
learning segment
– February: Instruction with video & Assessment
– End of February: Reflection & Commentary
– Due March 2nd
Overview of Elementary Mathematics Teaching Event
Teaching Ev ent Task
1. Context
for Learning
2. Planning
Instruction
&
Assessment
 P rovide er levant information about the classroom
instructional context and the students as learners of
mathematics.
 Select a learning segment* of 3-5 lessons that support
students in building concep tual understanding,
computational/procedural fluency, and mathematical
reasoningskills.
 Create an instruction and assessment plan for the
learning segment and write lesson plans.
 Write a commentary that explains your thinking in
writing the plans.
 Record daily reflections, to submit in the reflection
section of the Teaching Event.
* A learning segment is a set of lessons that build upon one
anothertoward a central focus that reflects key concepts and
skills, with a clearly defined beginning andend.
3. Instructing
Students &
Supporting
Learning
Rubric
 Review your plans and prepare to videotape your class.
ities to develop your studentsÕ ability
Identify opportun
to engage in mathematical discourse* and understand
mathematical concepts.
 Videotape the lesson you have identified.
 Review the videotape to identify one or two video clips
portrayingthe requiredfeatures of your teaching. The
total runningtime shouldnot exceed 15 minutes.
 Write a commentary that analyzes your teaching and
Õlearning in the video clip(s).
your students
e class and small
* Mathematical discourse is about whol
sions in which students talk about math to
group discus
reveal their understandingof concepts and learn to engage
in mathematical reasoningand debate.
B alanced Instructional Focus
 Learning tasks É focus on mu ltiple dimensions of mathematics
learning throughÉ computations/procedures, concepts, and
reasoning/problem solving strategies.
 É learning tasks É build understanding ofthe central focus of the
learning segment.
Making Content Accessible
 P lans draw on studentsÕprior learning as well as experiential
terests É
backgrounds or in
g or other kinds of support
 É learning tasks É include scaf f oldin
(such as multiple ways of representing content; modeling problem
solvingstrategies; relating pictures/diagrams/graphs andequations)
Designing Assessments
 The assessments allow students to show some depth of
understanding or skill ...
EngagingStudents in Learning
 Strategies for intellectual engagement seen in theclip(s)offer
structured opportunities for students to actively develop their own
understanding fomathematical concepts and discourse.
 These strategies reflect attention to student characteristics, learning
needs, and/or language needs.
Monitoring Student Learning During Instruction
 The candidate monitors student understandingby eliciting student
responsesthat require mathematical reasoningor problem solving
strategies.
 Candidate responses build on student input to guide improvement
of studentsÕunderstandingof mathematical concepts and discourse.
4. Assessing
Student
Learning
5. Reflecting
on Teaching
& Learning
 Select an assessment fro m the learning segment,
create a graphic summar y of the student learning
across the whole class, and analyze the studen t
work.
 Identify three student work samp les that illustrate
class trends in what students did anddid not
understand.
 Write a commentary that analyzes the extent to
which the class met the standards/objectives,
analyzes the individual learningof two studen ts
represented in the work samp les, describes
feedback to students, and identifies next steps in
instruction.
 P rovide your adily reflections for each lesson.
 Write a commentary about what you learned from
teaching this learning segment.
 Context: Describe the languagedevelopment of
the class.
 P lanning : Identify the language demands of the
Academic
Language
learning segment and the strategies used to
support the students.
 Instruction: Identify the language support
evidenced in the clip to help students understand
the academic language central to the lessons.
 Assessment: Identify the indiv idual learning
strengths and challenges of the English Learner.
 Reflection: Considering content learning and
development of studentlanguage, what explains
the learning or differe nces in learning observed
during thelesson segment.
Analyzing Student Work f rom an Assessment
 The criteria/rubric and analysis f ocus on patterns of student errors,
skills, and understandings to analyze student learning in relation to
standards and learning objectives.
 Specific patterns are identified for individuals or subgroup(s) in addition
to the whole class.
UsingAssessment to Inf orm Teaching
 Next steps focus on improvingstudent performance throughtargeted
support to individ
u als and groupsto address specific identified needs.
 Next steps are based on whole class patterns of performance and some
patterns f or individuals and/or subgroups and are described in sufficient
detail to understand them.
Q uality of Student Feedback
 Specific feedback to help the student understand what he/she has done
well and gives suggestions to guide improvement.
Monitoring Student Progress
 Daily reflections indicate monitoring of student progress toward meeting
the standards/objectives for the learning segment.
 Adjustments to instruction are focused on addressing some individual
and collective learning needs.
Reflecting on Learning
 Reflections on teaching practice are based on sound knowledge of
research and theory linked to knowledge of students in the class.
 Changes in teaching practice are based on reasonable assumptions about
how studen t learning was affe cted by planning, instr
uction, or assessment
decisions.
Understanding Language Demands
 É discusses studentsÕstrengths and challenges in meeting language
demands in dif ferent modalities in relationto their different linguistic
backgrounds and/or prior educational experience.
 É links organizational, stylistic, and/or grammatical features of the
text types to disciplainary and/or cultural norms and expectations.
 É goe s beyondlisting key terms.. and articulates the importance of
these terms f or specific learning or assessment tasks.
Supporting Academic Language Development
 The candid ateÕs É provid es access to core content while also providing
explicit models, opportunities f or practice, and feedback f or students
to develop further languageproficiency ...
 The candid ate articulates why the instructional strategies chosen are
likely to support specific aspects of studentsÕlanguage development.
Teacher Candidate
Assessment Form
Midterm & Final Evaluations
– Midterm Due February 7th
– Final Due March 14th
Submit online – Will get an automated email telling you to
go online, create account; revisit site to complete TCAF
Collaborative process - Have your candidate do a self
assessment & talk about your evaluation with your student
teacher
Use this throughout the quarter as a way of providing
feedback
Contact me with questions
ONLINE: Please update profile, need preferred
phone/email, number of years teaching and current
credentials held
Post-Observation Protocol
Student Teachers
and Supervisors will
refer to this during
their postobservation
conference
Focus on student
learning, evidence,
and next steps
Rubrics 4 & 5 from
Teaching Event on
back
We encourage MTs
to use this with
student teachers
after observing
lessons
In a Nut Shell
First: Long term planner, goals, norms
Next: Teaching Event timeline, select learning
segment, provide resources
Ongoing: Model, observe, provide feedback,
ask reflective questions…
By Feb. 7th: Midterm evaluation
By March 14th: Final evaluation
Communicate with Supervisor & Coordinator!
What works with STs
Clear expectations
Open & honest communication
Dialogue journals
Praise and reflective conversations
Modeling – tell candidates to take specific notes
(observe w/ a lens)
Focus on students (K-6) – it takes the pressure
off!
Review resources on website
More info about DoE
Inaugural DoE Alumni Event: Saturday, January 29th
– take a flyer and spread the word!
Paired Model – Interested in hosting to 2 student
teachers?
Programs offered by Extension such as
administrative credential, reading certificate, GATE
training…
School-University Partnerships
Undergraduate fieldwork observers
Interested? Contact me for more info…
Thank you!
Course Website to locate syllabus, today’s
power point, Teaching Event materials,
additional coaching/mentoring documents:
https://eee.uci.edu/11w/12770
Feel free to contact me anytime!