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Weber State University Teacher Preparation Program Levels, Field Experiences, and Assessments.

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Presentation on theme: "Weber State University Teacher Preparation Program Levels, Field Experiences, and Assessments."— Presentation transcript:

1 Weber State University Teacher Preparation Program Levels, Field Experiences, and Assessments

2 Licensure Programs The WSU Department of Teacher Education offers several licensure programs as authorized by the Utah State Office of Education: Elementary Education Early Childhood Education Secondary Education Special Education (mild/moderate)

3 Professional Core The Teacher Education Professional Core is presented in blocks of courses that are mutually reinforcing. Courses are developmental in nature. That is, Level 2 builds on Level 1, and Level 3 builds on Level 2. A student must complete one level before moving to the next. Candidates are involved in public school field experiences of increasing complexity with each level.

4 Program Levels Focus of Level Early Childhood/ Elementary MajorsSecondary Majors FoundationalLevel 1 Methods and DiversityLevels 2 and 3Level 2 Clinical PracticeLevel 4Level 3

5 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.

6 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.

7 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

8 Level 1 Courses Educ 3100 Instructional Planning and Assessment (3) Educ 3140 Educational Psychology, Interpersonal Skills and Classroom Management (3) Educ 3110 Instructional Technology (1)

9 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.

10 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.

11 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)

12 Level 2 Secondary Field Experience Candidates observe and plan with the collaborating teacher a unit of instruction in either content major or minor disciplines; teach the unit; assess student progress; and evaluate the effectiveness of the unit. Candidates plan lessons that accommodate students from diverse backgrounds and exceptionalities, using the principles of universal design and differentiated instruction. The final product is a Teacher Work Sample. Occurs in a two week block at the end of the semester

13 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.

14 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

15 Level 2 Elementary Field Experience Candidates observe in the classroom and complete various preparatory assignments prior to the two- week assignment. Candidates develops and teaches four lessons based on the context of the assigned classroom using the TWS format. Occurs in a two-week block during the latter part of the semester.

16 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.

17 Level 3 Elementary Courses Educ 4300 Elementary Mathematics Methods Educ 4320 Elementary Language Arts Methods Educ 4330 Elementary Science Methods Educ 4340 Elementary Art/Music Methods

18 Level 3 Elementary Field Experience Candidates teach a minimum of one (1) lesson for each content area from their TWS in their assigned grade level. Candidates design all lesson around the state core curriculum. Occurs for a two week period after each content course rotation.

19 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

20 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.

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