Transcript Student Teaching Notebook - University of Tennessee at Martin

Student Teaching Notebook
Ms. Staci Fuqua, Director
Education Student Services
UT Martin
Student Teaching Notebook
• Develop a notebook containing a collection of materials
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that will serve as documentation of experiences and
activities provided for student learners by you, the
classroom teacher. Use this page as the Table of
Contents/first page of the Student Teaching Notebook.
Place items in the order below and separate with tabs.
You may be able to duplicate some of the evidence
below for your portfolio.
Initial each section as you complete it.
The US will initial each section as he or she assesses the
Notebook.
Table of Contents
Table of Required
Activities for Student
Teachers
(Table of Contents)
Curriculum Standards
I. Classroom and Discipline Policies with Reflections
II. Lesson Plans for University Supervisor (12)
III. Copies of U.S. Evaluations (4)
IV. Reflecting Information Records (4)
V. Lesson Plans for Cooperating Teachers (2)
VI. Cooperating Teacher Evaluations (2) with reflections
VII. Other Lesson Plans
VIIII. Unit Plan
IX. Checklists and Reflections for Observations of C.T. (3 per placement) and Other
Teachers (3 per placement)
X. Professional Development Activities (4 with reflections)
XI. Interviews (6 total with reflections)
XII. Daily Sign-In Sheet
XIII. Copies of Weekly Email reflections to U.S. (15) NEW!!!!
State Curriculum Standards for
Each Placement
Include standards for both placements and
for each subject area.
• http://www.tennessee.gov/education/curric
ulum.shtml
• You may put these in a separate notebook.
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I.
Student Teacher’s Classroom and
Discipline Policies
• Include policies for each placement (they
may be your CT’s policies).
• Include a written reflection of each policy.
Reflection Papers (throughout
notebook)
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Reflection Paper
300-700 Words
Brief Summary
Analysis and Evaluation (after you finish the
placement for classroom management)
Possibilities for Application (What can you use,
what will you do differently, etc.?)
Weekly Email Reflections
Students must email U.S. each week by Saturday at 9pm.
Responses to questions with less than 300 words are not
acceptable. This is mean to be an exercise in sharing your thoughts
so you can improve from week to week. Please address the
following questions each week. Be descriptive!
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What did you learn about yourself this week?
What things could you have done differently?
What are your struggles or concerns?
What have been positive highlights this week?
What are your goals for next week?
II.
Daily Lesson Plans for University
Supervisor
• Twelve Total Lesson Plans in the sample format
or in the format required by your University
Supervisor
• One for each evaluation by the University
Supervisor
• One for the day before, the day of, and the day
after each evaluation by the US
SAMPLE DAILY LESSON PLAN
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Plan No. _______ (12 of these)
Name: _______________________________________________
Date: ________________________________________________
Subject: ______________________________________________
Grade Level: __________________________________________
Unit of Study: __________________________________________
Lesson Topic: _________________________________________
INSTRUCTIONAL OBJECTIVES:
SET INDUCTION/INTRODUCTION: (How will you introduce today's lesson? focus, prepare, stimulate learners?)
Time: __________
INSTRUCTION: (Procedure)
Time: __________
CHECKING FOR UNDERSTANDING: (supervised and independent practice)
CLOSURE/SUMMARY REVIEW: (How will you wrap-up today's lesson? Reinforce, integrate learning, transition
to next lesson?)
Time: __________
EVALUATION: (How will you measure pupil progress? check to see if today's objectives were met?
EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)
SAFETY CONSIDERATIONS:
ASSIGNMENT:
REFLECTION: (Student teacher's analysis of lesson summary to improve the instructional process)
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A sample form and example is located on our webpage (http://www.utm.edu/departments/cebs/_pdf/Sample_Lesson_Plan.pdf )
III. US Evaluation Forms
T he University of Tennessee at Martin
S tu dent Te ach in gPe rform an ceAss e s sm e n t
Eval u ati on b
y Un i ve rs i ty S u pe rvi s or
STUDENT TEACHER (Last, First, Middle)
MAJOR/LICENSURE AREA
DATE PREPARED
Candidate Evaluation
Observation Report #
(Circle)
HOST SCHOOL
CITY, STATE
PRINCIPAL
GRADE LEVEL(S)/SUBJECT TAUGHT
COOPERATING TEACHER
UNIVERSITY SUPERVISOR
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Copies:
WHITE - University Supervisor
YELLOW - Cooperating T eacher
B.
Demonstrates a deep understanding of the central concepts,
assumptions, structures, and peda gogy of the content area.
Uses research-based classroom strategies that are grounded in higher
order thinki ng, problem-solving, and real world connections for all
students.
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PINK – Student Teacher
Performance
Level B
Proficient
Performance
Level C
Advanced
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________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
Unsatisfactory
Performance
Level A
Developing
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________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
Unsatisfactory
Performance
Level A
Developing
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DOMAIN III: Assessm ent and Eval uation Indicators
Uses appropriate evaluation and assessments to determine student
m astery of content and make instructional decisions.
B . Com m unicates student achievement and progress to students, their
parents, and appropriate others
C. Reflects on teaching practice through careful examination of classroom
evaluation and assessments
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Unsatisfactory
DOMAIN II: Teaching Strategies Indicators
A.
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Performance
Level A
Developing
DOMAIN I: Planning Indicators
A. Establishes appropriate instructional goals and obj ectives
B . Plans instruction and student evaluation based on an in-depth
understanding of the content, student needs, curriculum standards, and
the com m unity
C. Adapts instructional opportunities for diverse learners
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Unsatisfactory
Performance
Level A
Developing
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DOMAIN IV: Learning Environm ent Indicators
A.
Creates a classroom culture that develops student intellectual capacity
in the content area.
B . Manages classroom resources effectively
________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
Unsatisfactory
Performance
Level A
Developing
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DOMAIN V: Prof essional Growth Indicators
A. Collaborates with colleagues and appropriate others
B . Engages in high-quality, on-going professional development as defined
by the Tennessee State Board of Education P rofessional Developm ent
Policy to strengthen knowledge and skill in the content of the teaching
assignment.
C. Performs professional responsibilities efficiently and effectively
________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
________ Required Area to
Strengthen
IV. Reflecting Information
Record
• One for each evaluation by the US
• Complete as the US completes his or her
evaluation form.
Reflecting Information Record
(TO BE COMPLETED BY STUDENT TEACHER)
• Beginning teachers undergo a challenging transition from study to professional practice. They
assume total responsibility for classroom instruction, management and motivation of students,
assessment, interaction with parents, and understanding of total school operation. Preparation of
teachers as continuous learners is characterized by skills in becoming reflective and analytical
about their behavior and surroundings, instruction and outcomes, combined with development of
capabilities to make informed and intelligent decisions. Reflection in teaching is an important theme
in teacher education and, however central to practice, must be consciously fostered and practiced.
• STUDENT TEACHER:
• OBSERVATION NO:
• DATE:
• Student teacher completes this form for each scheduled formal observation; however, the
University Supervisor and the Student Teacher are to discuss the contents of this form.
• 1. As you reflect on the lesson, how did it actually unfold as compared to what you had anticipated
happening as you did your planning? IIIC
• 2. Provide the data/information that you have used to determine your students’ progress toward
this lesson’s goals. Include individual and group information. IIIA and IIIC
• 3. How will you use your students’ performance today as you envision the next step for these
students in learning? IIIC and Planning Domain
• 4. If you were to teach this lesson again to these students, what changes would you make? IIIC
• 5. As you reflect over this lesson, what ideas or insights are you discovering about your teaching?
IIIC
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Sample of form is located at
http://www.utm.edu/departments/cebs/_pdf/Reflecting_Info.pdf
V. CT Lesson Plans
• Include the lesson plan for the official
observation by each CT. Use the same
format you used for evaluation by the US.
(1 per placement).
VI. CT Evaluations
• Include a copy of the CT evaluation forms
(2).
• Include a reflection paper for each of these
(2).
• Include any walk-through observations or
notes from your CT. (They will have forms
for this but may elect not to use them. Ask
about them.)
VI. Cooperating Teacher
Evaluation Forms
T he Universit yof T ennesseeat Mart in
Fi n alS tude nt Te ach i n gPe rforman ce Asse ssm
en t
Eval u ati on b
y C oope ratign Te ach e r
STUDENT TEACHER (Last, First, Middle)
MAJOR/LICENSURE AREA
DATE PREPARED
HOST SCHOOL
CITY, STATE
PRINCIPAL
GRADE LEVEL(S)/SUBJECT TAUGHT
COOPERATING TEACHER
UNIVERSITY SUPERVISOR
T he cooperating teacher should complete this evaluation and ALL COPIES RETURNED to the DIRECTOR
OF FIELD EXPERIENCES by Monday of the last week of the student teaching experience.
Unsatisfactory
Performance
Level A
Developing
Performance
Level B
Proficient
Performance
Level C
Advanced
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DOMAIN I: Planning Indicators
A. Establishes appropriate instructional goals and obj ectives
B. Plans instruction and student evaluation based on an in-depth
understanding of the content, student needs, curriculum standards, and
the com m unity
C. Adapts instructional opportunities for diverse learners
Unsatisfactory
Performance
Level A
Developing
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DOMAIN II: Teaching Strategies Indicators
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B.
Demonstrates a deep understanding of the central concepts,
assumptions, structures, and pedagogy of the content area.
Uses research-based classroom strategies that are grounded in higher
order thinki ng, problem-solving, and real world connections for all
students.
Performance
Level A
Developing
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Performance
Level A
Developing
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________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
Unsatisfactory
Performance
Level A
Developing
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DOMAIN V: Prof essional Growth Indicators
A. Collaborates with colleagues and appropriate others
B. Engages in high-quality, on-going professional development as defined
by the Tennessee State Board of Education Professional Developm ent
Policy to strengthen knowledge and skill in the content of the teaching
assignment.
C. Performs professional responsibilities efficiently and effectively
________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
Unsatisfactory
DOMAIN IV: Learning Environment Indicators
A. Creates a classroom culture that develops student intellectual capacity
in the content area.
B. Manages classroom resources effectively
________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
Unsatisfactory
DOMAIN III: Assessment and Evaluation Indicators
A. Uses appropriate evaluation and assessments to determine student
m astery of content and make instructional decisions.
B. Com m unicates student achievement and progress to students, their
parents, and appropriate others
C. Reflects on teaching practice through careful examination of classroom
evaluation and assessments
________ Required Area to
Strengthen
Performance
Performance
Level B
Level C
Proficient
Advanced
________ Required Area to
Strengthen
VII.
Other Lesson Plans
• Include any lesson plans you prepare
during student teaching.
• These can be in the format your CT uses
on a daily basis.
• Supervisors will spot-check your notebook
for these when they observe you.
VIII.
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Unit Plan
Unit Plan (1)
Only one, not one per placement
Coordinate with CT and US.
If you are an Integrated Studies major,
select the subject of your choice.
Sample Unit Plan
SA MPLE UNIT PLA N FORMAT
Name: _________________________ Date: ________ Title:________________________
UNIT GOA LS
CONTENT:
MA TERIALS/M EDIA :
EV A LUA TION:
BIBLIOGRA PHY :
Sample Unit Block Plan
Mon.
T ues.
UNIT BLO CK PLAN
Wed.
Thurs.
Fri.
IX. Observation Checklists
and Reflections (12 total)
• Three per CT
• Three of other teachers per placement
• Please complete the following checklist
each time you observe a teacher. Write a
reflection of each observation.
 Forms are located at
http://www.utm.edu/departments/cebs/_pdf/STObservation_Checklist.pdf
Observation Checklist
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The S.T. will check (yes or no) what best describes the teacher and the lesson during the observation:
Written lesson plan
Developmentally appropriate learning activities
Lesson plan aligned with TN Curriculum Standards
Research-based teaching strategies
Appropriate use of classroom technology
Standard oral English
Standard written English
Knowledge of subject matter
Various strategies for motivation and enrichment
Involving all learners, including diverse populations and
struggling students
Monitoring and adjusting instruction
Students’ work displayed
Effective seating arrangement
Enthusiasm
Clear explanations and directions
Appropriate dress
Relating well with students
Students “on task”
Professional teacher behavior
Effective student behavior management
Comments ______________________________________________________________
________________________________________________________________________
Signature_______________________________________Date____________________
(Student Teacher)
 http://www.utm.edu/departments/cebs/_pdf/STObservation_Checklist.pdf
X. Professional Development
Activities (Four total)
• Include at least one from a school placement.
• You may use up to three from Student Teaching
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Orientation and Mid-Semester Seminar. The
Smart Board assignment from orientation is
required.
Evidence and reflection paper plus caption if you
also use for portfolio.
XI. Interviews
• Three per placement
• Use our form as a guide for questions, but
you may ask other questions as well.
• Write a summary and response for each
interview.
• http://www.utm.edu/departments/cebs/_pdf
/Interviews.pdf
Questions to Guide Interviews
Administrators
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1. Who are they?
2. What are their chief duties?
3. What is the responsibility of the teacher to them?
School Plant
• 1. What is the general physical lay-out?
• 2. What playground and gymnasium facilities exist?
• 3. What office facilities are available?
• 4. How is the cafeteria operated?
• 5. For what purposes is the auditorium used?
• 6. Is there a teacher’s lounge?
Equipment and Materials
• 1. What provisions are made for textbooks?
• 2. What audio-visual equipment is available?
• 3. How do teachers obtain materials and supplies?
Curriculum
• 1. What courses are offered?
• 2. What courses are required?
• 3. What are the requirements for graduation?
Guidance
• 1. What personnel are involved?
• 2. What is the testing program?
• 3. What student records are maintained?
• 4. Is there an orientation program for new students?
• 5. What provisions are made for exceptional children?
• 6. Is there a follow-up of students after graduation?
• 7. Is there a group guidance program?
Library
• 1. What are the facilities?
• 2. What are the procedures for student use of the library? For teachers?
• 3. How is the library stocked?
Questions to Guide Interviews, continued
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Grading and Reporting
• 1. How are grades determined?
• 2. How are reports made to parents? How often?
• 3. What provisions are made for parent-teacher conferences?
Health Service
• 1. What examinations are given? How often?
• 2. What is the relation to social agencies and city-county health department?
• 3. What provisions are made for illness or accidents at school?
Student Government
• 1. What activities exist?
• 2. How are they organized?
• 3. How many participate?
• 4. What is their relationship to the school program?
• 5. How are these activities financed?
Extracurricular Activities
• 1. What activities exist?
• 2. How are they organized?
• 3. How many participate?
• 4. What is their relationship to the school program?
• 5. How are these activities financed?
Professional Organization
• 1. What is the nature and function of the faculty meetings?
• 2. What in-service programs are offered?
• 3. What local professional organizations exist?
• 4. What professional services are offered?
• 5. What professional services are offered?
Community Relations
• 1. What parent groups are there?
• 2. What community agencies are active in the schools?
• 3. How is the community kept informed about school activities?
XII. Student Teacher Sign-In
• Sign in for every day you are present during the
student teaching semester.
• For days when you are absent or not at school
for any reason, write the reason instead of your
signature.
• Have your CT sign on the appropriate line.
Student Teacher Sign-In
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Spring 2010
DIRECTIONS: Sign in below for each day of student teaching and/or seminar. Please indicate holidays and breaks on the
“Signature” line. Also, do not sign on days when you are absent; instead, indicate “Absent” on the signature line. Your CT
must also sign before you submit to your University Supervisor at the end of each placement.
Date (2010) Signature
1/11 (Orientation) ___________________________________
1/12 (Orientation) ___________________________________
1/13 (Orientation) ___________________________________
1/14 (Orientation) ___________________________________
1/15 ___________________________________
1/19 (1st Placement) ___________________________________
1/20 ___________________________________
1/21 ___________________________________
1/22 ___________________________________
1/25 ___________________________________
1/26 ___________________________________
1/27 ___________________________________
1/28 ___________________________________
1/29 ___________________________________
2/1 ___________________________________
2/2 ___________________________________
2/3 ___________________________________
2/4 ___________________________________
2/5 ___________________________________
Date (2010) Signature
Sign-In, continued
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2/8 ___________________________________
2/9 ___________________________________
2/10 ___________________________________
2/11 ___________________________________
2/12 ___________________________________
2/15 ___________________________________
2/16 ___________________________________
2/17 ___________________________________
2/18 ___________________________________
2/19 ___________________________________
2/22 ___________________________________
2/23 ___________________________________
2/24 ___________________________________
2/25 ___________________________________
2/26 ___________________________________
3/1 ___________________________________
3/2 ___________________________________
3/3 ___________________________________
3/4 ___________________________________
3/5 (Mid-Semester Seminar, ___________________________________
University Center Ballroom)
First Placement Cooperating Teacher ___________________________________
Mid-Term Seminar with Supervisor ___________________________________
Other Forms
Information Form
Calendars
First and Second Placement Forms
Student Teacher Responsibilities
University Supervisor Evaluation
Cooperating Teacher Evaluation
Evaluation of Notebook
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Accuracy
Completion
Submitted by date due (tba by US)
Satisfactory completion of the Student
Teaching Notebook is required before the
US can assign grades for student teaching.