Transcript 307 Seminar: Student Teaching in the Secondary School

STUDENT TEACHING
ORIENTATION
1/6
Nikos Kazantzakis: Ideal teachers are those
who use themselves as bridges over which they
invite their students to cross, then having
facilitated their crossing, joyfully collapse,
encouraging them to create bridges of their own.
Agenda
• Go over syllabus
- Purpose of class
- Student teaching schedule
- Course requirements
- Attendance policies
- Lesson Plan Binder
- Supervisor visits
- Updating your Placement Record
- Grade distribution
• Reminders about assignments due by 1/20 and
picking up your Fieldwork Journals in your boxes
• Meet with your supervisor
Purpose of the Class
1. Provide experience in public school classrooms
2. Provide support to candidates as they student
teach and prepare their Teaching Events
3. Assess candidates’ competency in areas
described in the California Teacher
Performance Expectations (see handout).
Student Teaching Schedule
January- Preparation for student teaching. Continue
attending school site for 8 hours a week.
Meet with MT to do “Curriculum Map” and discuss
your “Management Plan” and “Expectations
Handout” (due 1/20)
Plan your first unit
Plan lessons for first week and gather resources
Observe in your Literacy Placement and start talking
to your Literacy Placement MT about how you could
best assist students
Plan your Teaching Event (Tasks 1 and 2)
Student Teaching Schedule (cont.)
Responsibilities February – June* (end of school site
semester):
February – end of March be at your school a
minimum of 5 hours per day.
April – June (end of school year) be at your school
all day (30 min. before first bell), every day.
Teach two classes
Assist students in Literacy Placement
Plan, grade, observe, attend school events/meetings
*There will be no spring break because your UCI
break and your school site break will not coincide 
Course and School Site Attendance
Student Teaching: Notify the school office, your
MT, your advisor and me if you are going to be
absent, and provide lesson plans for your MT.
Excused absences are limited to those associated
with personal or family illness, or a serious
emergency. Excessive absences or tardiness may be
cause for removal from the program.
Seminar Attendance: There are only three
seminars this quarter and it is really important that
you attend all of them and arrive on time.
Working with your Mentor Teacher
• Lesson plans must be given to your MT at least
two days ahead of time (some mentor teachers
require them a week before)
• You can use your MT’s plans but you need to
rework and rethink them by using the UCI
planners.
• Meet with your MT regularly to discuss lesson
and unit plans, concerns about students, student
work, and your progress.
Working with your Supervisor
1.
2.
3.
4.
Observe you 6 times during Winter and Spring Quarters (one
of those observations will be in your Literacy Placement)
Email a lesson plan to your supervisor at least two days
before the visit. For the LP visit, email a summary of the
upcoming lesson and describe your role. In addition, select a
journal entry to discuss with them.
You will debrief with your supervisor immediately after the
observation (see “Post-Observation Conference Protocol”)
Using the online Teacher Credential Programs Student
Environment, complete the “candidate” steps listed on
“Observation Report Protocol” handout.
Observation Report Protocol (to be
completed online)
•
BOX ONE (“Narrative”) – CANDIDATE ENTRY – REFLECTION AND ANALYSIS
•
Within 2 days of the lesson observation and post-observation conference, post your reflections based on the following questions:
•
OUTCOME: What was the desired knowledge, understanding, or skill of the lesson?
•
LEARNING: Did the students make progress toward that goal?
•
EVIDENCE: How did you make student thinking visible in the lesson?
•
What did you see when you employed those strategies?
•
What did you see with respect to student thinking?
•
What did you learn about their thinking?
•
•
BOX TWO (“Candidate Comments”) – CANDIDATE ENTRY – NEXT STEPS
•
Using the evidence of student learning described and observed, what will be your next steps in future instruction with the class, small
groups, and/or individual students? (If you are in a situation at the school which does not allow you to re-address a topic, what would
you do if you could take the necessary next steps to ensure that students learn.)
•
What happened when you implemented your next steps?
•
•
As soon as you submit these entries, email your supervisor to let him/her know you have completed them.
•
BOX THREE – SUPERVISOR ENTRY
•
Within 1 day of receiving the candidate’s entry above, post your responses which can include: reiteration of encouraging and affirming
remarks, corrections to the recollections of the candidate, expectations for the next visit, additional insights that occurred to you after the
post-observation conference.
•
As soon as you submit this entry, email your candidate to let him/her know you have completed it.
PARTNER DISCUSSION: TAKE A MINUTE TO LOOK
OVER THE OBSERVATION PROTOCOL
If you were to get in the habit of reflecting on
these questions after you taught each of your
lessons, how might it impact your planning and
instruction?
IMPORTANT: Update Your Placement Record
by 1/20
Go to:
• http://teiis-02.gse.uci.edu/uci/login.php and
upload your student teaching schedule
• Include the days/times of your two subject matter
class periods and your Literacy Placement. Also
include room numbers.
Student Teaching Binder (30% of grade)
This is your daily planner, and should include unit
plans, daily lessons, handouts, and assessments.
Other items are also required (see checklist).
You need to have a lesson plan for each day you
teach. Your supervisor will review your binder
each time he/she visits. See “So Many
Planners… So Little Time Handout” for list of
available planners and when to use them.
*By 2/20 please complete 5 short planners with
reflections (see last page of short planner)
Candidate Responsibilities in Literacy Placement:
•
•
•
•
Attend class every day for the whole semester
Provide prior notification for unavoidable absences
Work with students individually or in small groups
Prepare to assist students (this may involve
communicating with the MT about learning objectives or
reviewing relevant content materials before class).
• Assess student work in order to provide meaningful and
helpful feedback/instruction
• Consult with the MT about the best way to meet
students’ needs or provide specialized instruction
• Reflect on student learning and complete a weekly
Literacy Placement Journal Entry
LP Observation Protocol
• Candidates and supervisors should follow the Observation
Report Protocol. It will be necessary to adapt certain
questions to reflect the unique nature of the Literacy
Placement. For instance, “How did you make student
thinking visible in the lesson?” could be thought of as, “How
did you encourage students to express/demonstrate their
thought processes when you were working with them?” and
“What will be your next steps in future instruction?” might be
thought of as “What will be your next steps in future
interactions with this student or group of students?”
• Candidates should printout a copy of ALL observation reports
and include them in their portfolios.
Mentor Candidate Evaluations
• A mid-term and final evaluation will be
completed by your Standard and Literacy
Placement MT (20% of final grade)
• You will read these evaluations and conference
with your MTs
• We tell MTs to be realistic in these evaluations –
that few novice teachers will get perfect scores
Grade Distribution
• A final grade will not be awarded until the end of
Spring Quarter.
• Your grade is largely dependent on your
performance as a student teacher and your
ability to document your activities (e.g., keeping
your Student Teaching Binder up-to-date and
organized).
• I will determine your grade partially based on
feedback from your MT and Supervisor.
Lesson Analysis Activity with
Supervisor
1. Note changes in “Unpacking Planner” document
2. Sample lesson will be provided (not perfect, but no
lesson is)
3. Use the criteria in “Analyzing a Lesson Plan” to analyze
the potential effectiveness of the lesson plan provided
4. Refer to the “Unpacking..” and “Analyzing…”
documents when doing your own planning (keep them
in the “Reference Materials” section of your Student
Teaching Binder)
Things you need to do:
1. Update your Placement Record (as soon as possible, but
definitely by 1/20)
2. Meet with MT and complete Curriculum Map by 1/20
(submit to 307 drop box and put in portfolio)
3. Meet with MT and complete Management Plan and
handout for students by 1/20 (submit to 307 drop box)
4. Pick up your Fieldwork Journals from your boxes
(TODAY)
5. Give informational folder/packet to MT (in boxes by
end of the day Friday 1/18)* and Literacy Placement
MT
*If your MT attended one of the orientations, he/she
already has a folder.
Remember to EnJOY Yourself 
Express your enthusiasm for your subject area.
Plan something you think you or the students will look
forward to each day.
Treat each day as a new opportunity to develop positive
relationships with students.
Provide opportunities for individuals to engage and
shine.
Forgive yourself for making mistakes—learn from them,
take corrective measures, and move on!
 Make a student’s day, by pointing out something they
did well.
Meeting with your Supervisor
Social Science: ED2024
Math: SSPA1100
English Language Arts: Resource Center
Science: ED2008
Art: ED2077
Music: Student Affairs Conference Room