Weber State University Teacher Preparation Program Levels, Field Experiences, and Assessments.
Published byModified over 5 years ago
Presentation on theme: "Weber State University Teacher Preparation Program Levels, Field Experiences, and Assessments."— Presentation transcript:
Weber State University Teacher Preparation Program Levels, Field Experiences, and Assessments
Program Levels Focus of Level Early Childhood/ Elementary MajorsSecondary Majors FoundationalLevel 1 Methods and DiversityLevels 2 and 3Level 2 Clinical PracticeLevel 4Level 3
Professional Core Philosophy Candidates move from working with individuals, to small groups, to whole classes Candidates learn to work with diverse student needs within regular classroom structures Six educational strands articulated with the INTASC standards are woven throughout the levels: Exceptionality, Diversity, Classroom Management, Technology, Developmentally Appropriate Practice, Interpersonal Skills.
Field Experiences Fieldwork provides teacher candidates opportunities to make connections, see relationships, and apply principles being studied in their university classes. The experience places teacher candidates in a public school environment actively engaged and working with a diverse population of public school students. A primary purpose for candidates to see best practices modeled by exemplary teachers.
Level 1 Elementary and Secondary Provides candidates with research supported theoretical base. Includes principles of developmental, learning and motivational theories; interpersonal skills and classroom management; the fundamentals of curriculum, instruction, and assessment; and educational applications of technology. Candidates work with the instructional design and assessment elements of the Teacher Work Sample model
Level 1 Field Experience Candidates observe classroom situations and assist with instructional activities as directed by collaborating teacher. Candidates are in the classroom for a minimum of 12 sessions.
Level 2 Secondary Builds on essential learning from Level 1 by addressing needs of English Language Learners (ELLs) and exceptional students. Introduces candidates to the diversity of learners in today’s society Provides pedagogical skills in the critical area of secondary literacy education Provides strategies to foster interdisciplinary learning The courses in Level 2 supplement teaching methods courses that candidates take in their particular content areas.
Level 2 Secondary Courses Educ DV3200 Foundations of Diversity: Culturally, Linguistically Responsive Teaching (3) Educ DV3260 The Exceptional Student (3) Educ 3760 Teaching Reading & Writing in the Content Areas (3) Educ 3780 Interdisciplinary Strategies in Diverse Classroom (3)
Level 2 Elementary Builds on essential learning from Level 1 by addressing needs of English Language Learners (ELLs) and exceptional students. Provides the knowledge and skills necessary to design classroom reading and social studies instruction that meet the needs of diverse students. Candidates create a literature-based integrated thematic unit following the Teacher Work Sample model.
Level 2 Elementary Courses Educ DV3200 Foundations of Diversity: Culturally/Linguistically Responsive Teaching Educ 3240 Foundations, Methods, and Assessments of Elementary Reading Educ DV3260 The Exceptional Student Educ 3280 Elementary Social Studies Methods
Level 3 Elementary Introduces candidates to strategies and methodologies for teaching ALL students in mathematics, art and music, science and language arts. Candidates develop, organize, and implement a complete Teacher Work Sample (TWS). Candidates use the TWS to reflect on instructional practice and student learning.
Clinical Practice Candidates must complete at least ten weeks of full- time student teaching in an assigned school under the direction of a collaborating teacher(s) and university supervisor(s). Candidates complete and teach required TWS/s Candidates complete an approved service project and report on it in the Senior Synthesis Seminar Candidates complete a portfolio that provides evidence of knowledge, skills, and dispositions based upon INTASC standards
Clinical Practice Secondary candidates must teach in both their major and minor content areas. Early Childhood/Elementary candidates must teach in both kindergarten and upper elementary settings. Candidates completing additional endorsements will do clinical practice in their specific area for a minimum of five weeks. Clinical practice assignments are determined according to the license requirements and the resources available at the university and the district schools.