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Winter 2011 Student Teaching Orientation UCI Department of Education Multiple Subject Credential Program.

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Presentation on theme: "Winter 2011 Student Teaching Orientation UCI Department of Education Multiple Subject Credential Program."— Presentation transcript:

1 Winter 2011 Student Teaching Orientation UCI Department of Education Multiple Subject Credential Program

2 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

3 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

4 Agenda Sign in & refreshments 1:45 Overview of ED 304 & requirements for student teaching 3:00 Meet your Supervisor 4:00 Mentor Teacher Orientation

5 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 observation reports Directions for TCAF

6 ED 304: Student Teaching in Elementary School

7 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.

8 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

9 Syllabus Details Description Purpose CCTC & TPEs Course Requirements –Demonstrate Competency (Domains & TPEs) –Professional Conduct –Observation Visits & Reports –PACT Teaching Event –Conferences –Attendance

10 Syllabus Continued Written Assignments –Student Teaching Schedule New online environment TEIIS, will receive automated 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

11 Syllabus Continued Grading & Due Dates Note about assuming 100% responsibility Responsibilities contract reminder Additional details about student teaching

12 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. 25 th with Jeanne and Christina to answer TE questions

13 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

14 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.

15 Long Term Planner Complete Long Term Planner with MT Due Sunday, January 16 th 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

16 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

17 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

18 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

19 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

20 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

21 Coordinator Observation Visits Coordinator will visit you at least once during your student teaching -- winter or spring Visits will be scheduled in advance via -- Please respond to requests within 24 hours Lesson plan and binder need to be available for review You will receive written feedback via

22 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

23 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

24 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

25 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

26 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!

27 Mentor Teacher Orientation Winter, 2011 UCI Department of Education Multiple Subject Credential Program

28 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…

29 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?

30 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

31 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 Seminar

32 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

33 Timelines Pink: Winter quarter timeline including details about the Teaching Event Long Term Planner (sample) Candidates should start planning/teaching MATH first

34 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

35 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

36 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.

37 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.

38 Performance Assessment for California Teachers (PACT) Teaching Event PACT Coordinator is Jeanne Stone and she can be reached at 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 2 nd

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41 Teacher Candidate Assessment Form Midterm & Final Evaluations – Midterm Due February 7th – Final Due March 14th Submit online – Will get an automated 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/ , number of years teaching and current credentials held

42 Post-Observation Protocol Student Teachers and Supervisors will refer to this during their post- observation 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

43 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. 7 th : Midterm evaluation By March 14 th : Final evaluation Communicate with Supervisor & Coordinator!

44 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

45 More info about DoE Inaugural DoE Alumni Event: Saturday, January 29 th – 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…

46 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!


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