1. Case Study 37: “Unprepared” Pg. 160-161 Jodie Schraven Louisiana State University Ashley Watlington McNeese University

2. Problem (p. 160) -ST was not prepared for lesson despite her intentions -Gave no explanation to the CT -Substituted with routine lesson -ST told CT she was unprepared due to a newly found relationship

3. What Do You Do (options)? Review ST’s obligations again with her developing a strategy that will enable to successively demonstrate to to CT that she is capable. Agree on a predetermined date and time for when LPs are due explaining that CT will teach if she is unprepared. Discuss a personal schedule so that she can balance her ST duties with her personal life. Ignore it. (Discuss online w/consequences this holds). Discuss collegial responsibilities while still in the classroom with her. Ask her if she could tell (or tell her) how her lesson affected students. *Worksheets 4 and 8 from the textbook can help as well for ongoing feedback regarding planning. (Henry & Weber, 2010)

4. Review the following with ST: LPs support school mission goal. (have mission goal available demonstrating LP connections) LPs should guide individual lessons. Demonstrate alternative method for planning & give specific feedback. Plan for enough in advance to allow time for gathering resources & time for reflection. Develop a long range plan (CT can show the ST her LRP and describe how using a LRP helps write the daily & weekly LPs). Devise a system of planning that can be used in the future. (calendar, text reminders, etc.) (Henry & Weber, 2010)

5. Points for ST to Consider in Determining the Nature & Extent of Advance Preparation Necessity of advance planning for a particular class or unit Progress of the ST Amount of preparation that would be involved Ability of ST to think in long-range terms Time available for preparation Availability of resources for planning. *If ST considers these during her planning, she will more likely know what is a feasible lesson activity or not, how much time will be required to successfully implement the lesson, etc. (Henry & Weber, 2010)

6. ST Responsibilities when Writing LPs: -Who will be taught (nature of student group)-describe the students of the classroom; have her include accommodations on LP. -What is being taught (content)-can she identify the content and objectives, make real- life connections for students, etc? -When is it to be taught (timing)-date, class period, how many periods -How will it be taught (methods & techniques)-are her copies made for students, did she put in technology request, arrange speakers, etc.? -How will it be evaluated (determining progress)-are her student assessments ready to be administered; how will know if she students have mastered the lesson objectives? -When is it due to my CT? When do I need to submit technology or resources requests? -Long range plan gives continuity to daily plans from day to day. CT should make sure the the LRP and the daily LPs relate to each other. (Henry & Weber, 2010)

7. Personal Schedule Both sit down with a calendar & designate days for staying at school to collaboratively plan. This way the ST has the CT’s assistance with a significant amount of materials at their fingertips. They could draft a LP template & ST can complete it online and email for CT feedback at least 10 days in advance so CT can send it back a week before the lesson. CT should remain empathetic and mention ST’s strengths while still stressing importance of time-management. Maybe suggest to ST to chat with her new significant other about her time-consuming student teaching semester and that they may even need to consider a schedule for their dating.

8. Lesson Effectiveness Have the ST reflect by journaling her perspective on the effectiveness of her lesson. Discuss journal response together while gathering some pros and cons of the lesson. Really stress the impact on the children; suggest that she ask the students to complete a plus/delta on the lesson to give further feedback.

9. References Henry, M. A., & Weber, A. (2010). Supervising student teachers: The professional way (7 th ed.). Lanham, MD: Rowman & Littlefield Education.