PRACTICUM I Fall Semester 2011 Department of Middle-Secondary Education and Instructional Technology

The Players of the Field (Placement) Teacher Candidate (TC) – any student enrolled in an initial teacher preparation program in MSIT Intern – a teacher candidate who is enrolled in Practicum I Student Teacher (ST) – a teacher candidate who is enrolled in Practicum II/III (Student Teaching) Teacher Resident – a teacher candidate participating in the NET-Q grant and completing a year-long, full-time placement at an assigned PDS school Mentor Teacher (MT) – the certified teacher at the school site who hosts the teacher candidate and provides ongoing leadership and mentoring University Supervisor (US) – a member of the education faculty at GSU or a part-time instructor who supports his/her assigned teacher candidates in their field experiences and serves as instructor of the field-based course Coordinator of Field Experiences – MSIT staff member who arranges field experiences and serves as the link to the department for all issues related to field experiences Associate Chair – MSIT administrator who coordinates all initial teacher preparation programs in the department

Access to Syllabus, Handbook, Forms, and Other Resources Open your Practicum I course in LiveText (EDCI 7660 or EDCI 4600). Look on the Overview page and click on the URL next to Syllabus and Other Resources. The Resource document may also be accessed at Enter the following code in the Visitor Pass Area: FEABBBF9. You should share this information with your mentor teacher.

LiveText Requirement Students must submit all assignments through LiveText; no assignments should be accepted through or other means. The students’ first assignment is to set up the course template in LiveText: The course template will be used for all assignments EXCEPT the Modified Teacher Work Sample. A second template will be used for the MTWS.MTWS Ample assistance for LT is available. Inability to use LiveText is not an acceptable excuse for late assignments.

Important note: Assignments for Practicum I are described in the course syllabus and/or the course templates. It is the intern’s responsibility to read and follow the instructions and to submit each assignment correctly and promptly, using the course template in LiveText.

Practicum I Graded Assignments Learning 515% Observation of 510% Lesson Plan and 55% Teaching Performance 510% Professional Behavior and 1010% Midpoint and Final 510% Mentor Teacher Conference 55% Modified Teacher Work 3535% TOTAL100%

Learning Modules 1. Treasure Hunt (week 1) Treasure Hunt 2. Legal Issues (week 2) 3. Ethical Issues (week 3)

Observations of Classrooms Complete 5-7 observations Submit written summary for 2written summary Middle and secondary – must have at least one ESOL classroom ESOL – must have at least one general education classroom

Detailed Lesson Plan Use format recommended by your program faculty Must be highly detailed Make arrangements for University Supervisor to observe Submit plan to US at least 24 hours before teaching Lesson based on the plan should be taught and observed before the midpoint of the semester (October 7).

Teaching Performance Assessments University supervisor will observe two times – one for detailed lesson plan and one during MTWS. Grade will be based on timely submission of the observation form – not on your teaching performance. Arrange to meet with US for minutes immediately after the observation, if possible.

Mentor Teacher Conference Report Provide copy of conference report to mentor teacher (included in Resources document). Ask teacher to complete the report near the end of Practicum I. Scan and submit in course template. Grade for this assignment will be based on timely submission of the report. Information from the report will be used by the university supervisor to evaluate teacher candidate on Professional Behavior and Dispositions.

Professional Behavior and Dispositions Evaluation of student by the university supervisor will include information on the teacher candidate’s performance throughout the semester. Students who score lower than 80% on the rubric may be required to follow an action plan for Student Teaching.

Midpoint and Final Reflections Follow criteria recommended by program faculty. Middle Level and ESOL – Midpoint reflection should be based on your first placement for the semester; Secondary – midpoint reflection should be based on your first 6-7 weeks in the field. Final reflections should consider your growth and learning over the entire semester.

The Modified Teacher Work Sample Comprehensive thematic teaching unit 7 processes 1. Contextual Factors 2. Learning Goals 3. Assessment Plan (must include pre- and post-) 4. Design for Instruction 5. Instructional Decision-Making 6. Analysis of Student Learning 7. Reflection and Self-Evaluation Uses a separate templatetemplate

Why the MTWS? Provides systematic framework for planning, teaching, and evaluating Documents the effectiveness of instructional practices Provides data to inform future teaching strategies

Modified Teacher Work Sample - Planning 1 Contextual Factors 2 Learning Goals 3 Assessment Plan 4 Design for Instruction

Note! Regardless of the due dates posted in your course in LiveText, the first four sections of the MTWS must be completed and approved by your university supervisor before you begin teaching your unit.

Modified Teacher Work Sample - Teaching 5 Instructional Decision-Making

Modified Teacher Work Sample – Analysis and Reflection 6 Analysis of Student Learning 7 Reflection and Self-Evaluation

Timeliness of Assignments Points will be deducted from any assignment that is turned in late (after the posted due date): 1-3 days late (minus 5 percent); 4-7 days late (minus 10 percent); 8-10 days late (minus 15 percent); More than 10 days late (minus 20 percent). No credit will be given for work submitted after the last day of class.

Non-graded Assignments Three-way conference reports (2 for MLE and ESOL; 1 for secondary) Student information form – send copy to US and to Office of Field Placements during Week 1 of each placement (two for MLE and ESOL) Timesheet – must be completed by intern and signed by mentor teacher each week; must always be available for US to review All forms are available in the LT Resources document Sign up for edWeb and join the GSU MSIT ITP community:

Non-graded Assignments Timely submission of non-graded assignments will be considered by US when figuring grade for Professional Behavior and Dispositions.

Preparing for Practicum I Become thoroughly familiar with the Handbook for Field Experiences, the syllabus for Practicum I, and the PowerPoint presentation for Practicum I (all available in the Resources document).Resources document Register with LiveText; be familiar with the navigation of the course; set up the course template and submit the first assignment. Check your profile on any social networking sites to be sure there is nothing that would portray you in an unprofessional manner. (See related article.)See related article Read and be familiar with the standards of ethics from the GaPSC.ethics

Your First Day of Practicum I Report to the school minutes after the posted time for the school day to begin. Locate the main office and let them know you are there. Do not go directly to your mentor teacher’s classroom even if you know where it is. Ask about parking and sign-in procedures. Wear your ID badge or obtain a visitor pass from the main office. Be flexible! Be calm! Be professional! Call the Field Placement Office (404) ) or Dr. Ariail (404) immediately if you encounter any serious problems. Ask your MT for space for you to work and to store your personal items. Observe how other teachers are dressed. Discuss this issue with your mentor teacher. Plan your wardrobe accordingly. Recommended: Begin to keep a journal of your observations and reflections.

Your First Week of Practicum Set up the prepared mentor teacher welcome video and view it with your mentor teacher. Discuss your beginning/ending dates, your hourly schedule, and your assignments for the semester. Address any questions/concerns she or he may have. Get familiar with as many aspects of the school as possible. Discuss observations of other classrooms with your mentor teacher. Ask your MT to help you schedule the observations. Complete LT assignments for Week 1 (e.g., Treasure Hunt). Learn the names of students in your assigned classroom. Use seating chart to help you with this. Contact your university supervisor to schedule a three-way conference within the first two weeks. Use the form provided for this purpose and post it to your LiveText template promptly.

Professional Appearance Dress for success! Your appearance will have a significant impact on the ways you are perceived by students, teachers, and other school personnel. It will also affect the way you view yourself as a professional. Dress to impress! Even though the teachers may dress informally, you should consider your entire field experience as a job performance assessment. Your professional appearance will be considered in the evaluation of your Professional Behavior and Dispositions.

Clothing Check the faculty handbook for guidelines. When in doubt, dress more formally than required. Talk to your mentor teacher about what is appropriate for teachers at your school. If you need to supplement your wardrobe, shop for sales, bargains, thrift stores; purchase basic items that can be mixed and matched.

What Not to Wear No clothing that depicts inappropriate images or words No short skirts (more than 3” above the knee) No halter tops, clothing with holes, tight or clingy sweaters No baggy pants or visible underwear No visible cleavage, muffin tops, or midriffs No visible tattoos or body piercings (except ears)

Pathways for Communication 1 Mentor Teacher 2 University Supervisor 3 Program Coordinator 4 Coordinator of Field Experiences (Pethel) 5 Associate Chair of Department (Ariail) 6 Chair of Department (Fox)

Personal Use of Technology Teacher candidates may not use electronic devices (e.g., laptops, cell phones, iPads) for personal reasons at any time during the field experience. Cell phones must be turned off during instructional time. Laptops may be used for class purposes only. TC’s are not to use the Internet for personal reasons at any time while on the school campus. TC’s must not provide their personal contact information (personal addresses, phone numbers) to students. TC’s should not “friend” students on social networking sites, such as Facebook.

Questions?

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