GENERAL EDUCATION CORE COURSES SECONDARY EDUCATION … · GENERAL EDUCATION CORE COURSES SECONDARY...

GENERAL EDUCATION CORE COURSES

SECONDARY EDUCATION 7-12 / SPECIALTY EDUCATION K-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

EDU 300.1 (30 hrs)

Introduction and

Foundations of

Education

Pages 14-21

1-Mapping the Class

2-Class Observation

3-Description of the

School

4-Teacher Interview

5-Observation

Assignment

1-Disposition Evaluation

1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

EDU 372 (16 hrs)

Survey of the

Exceptional Child

Pages 22-23

1-Field Based

Assignment Sheet

1-Confidentiality

Statement

EDU 436 (2 hrs)

Classroom

Management

Pages 24-25

1-Behavior

Modification

Scenario

1-Presentation Rubric

EDU 446 (15 hrs)

Secondary Methods

Pages 26-30

EDU 450 (5 hrs)

Tests,

Measurements, and

Evaluation

Pages 31-32

1-Observation and

Evaluation form

2-TST Observation

form

1-Principal’s

Letter

2-Teacher’s Letter

3-Confidentiality

Form

Mathematics Education

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

MAT 210 (20 hrs)

Field Experience I

Pages 73-76

1-Reflection Paper 1-Summary of Class

Interactions

1-Sign in Form

MAT 310 (20 hrs)

Field Experience II

Pages 77-82

1-Reflection Paper

2-Using Observation

to Analyze a

Teacher’s Style

3-Key Elements of a

Master Teacher

4-A Brief

Description of a

Lesson

5-Class Observation

6-Class Description

1-Summary of Class

Interactions

2-Lesson Plan Format 2

3-Lesson Evaluation


1-Teacher Letter

2-Sign in Form

MAT 410 (20 hrs)

Field Experience III

Pages 83-88

1-Reflection Paper

2-Using Observation

to Analyze a

Teacher’s Style

3-Key Elements of a

Master Teacher

4-A Brief

Description of a

Lesson

5-Class ObservatioN

1-Summary of Class

Interactions


3-Lesson Evaluation


1-Teacher Letter

2-Sign in Form

MAT 309 (15 hrs)

Mathematics

Seminar III

1-Reflection Paper

2-Using Observation

to Analyze a

Teacher’s Style

1-Summary of Class

Interactions


1-Teacher Letter

2-Sign in Form

Pages 47-59

3-Key Elements of a

Master Teacher

4-A Brief

Description of a

Lesson

5-Class Observation

6-Class Description

3-Lesson Evaluation


MAT 345 (10 hrs)

Teaching

Mathematics in the

Secondary School

Pages 34-46

1-Questioning in

Problem Solving

2-Quiz on Teacher

Questioning

3-Class Observation

4-Summary of

Teacher Interactions

5-Lesson Plan

Format

6-Lesson Plan

Format 2

7-Implementing

NCTM Standards

8-Lesson Plan

Format 3

9-Seven Step Lesson

Cycle

1-Teacher Letter

2-Sign In

3-Daily Log

Music Education K-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

MUE 101 (15 hrs)

Music Education

Field Experience –

Elementary

Pages 90-95

1-Mapping the Class

2-Class Observation


School

4-Teacher Interview

5-Observation

Assignment


1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

MUE 102 (15 hrs)

Music Education


Middle School

Pages 90-95

1-Mapping the Class

2-Class Observation


School

4-Teacher Interview

5-Observation

Assignment


1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

MUE 103 (15 hrs)

Music Education


High School

Pages 90-95

1-Mapping the Class

2-Class Observation


School

4-Teacher Interview

5-Observation

Assignment


1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

MUE 201-202-203

(45 hrs)

Music Education

Field Experience-

Elementary

Middle School

High School

Pages 96-108

1-Reflection Paper

2-Using Observation

to Analyze a

Teacher’s Style

3-Key Elements of a

Master Teacher

4-A Brief

Description of a

Lesson

5-Class Observation

6-Class Description

1-Summary of Class

Interactions


3-Lesson Evaluation


1-Teacher Letter

2-Sign in Form

MUE 313 (30 hrs)

Elementary Music

Methods

Pages 109-112

1-Lesson Plan 1-Lesson Plan Rubric

2-Video Presentation

Evaluation

1-Sign up Form

MUE 314 (30 hrs)

High School Music

Methods

Pages 114-117



Evaluation

1-Sign up Form

MUE 315 (30 hrs)

Middle School

Music Methods

Pages 118-126



Evaluation

1-Sign up Form

Physical Education, Health, and Recreation K-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

PED 337 (24 hrs)

Methods of

Teaching PE in the

Elementary School

Pages 124-136

1-Mapping the Class

2-Class Observation


School

4-Teacher Interview

5-Observation

Assignment


2-Lesson Presentation

Rubric

1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

PED 339 (24 hrs)

Methods of

Teaching PE in

Secondary Schools

Pages 124-136

1-Mapping the Class

2-Class Observation


School

4-Teacher Interview

5-Observation

Assignment


2-Lesson Presentation

Rubric

1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

REC 305 (30 hrs)

Recreation

Practicum

Pages 137-144

1-Observation

Assignment

1-Field Experience

Descriptions

2-Record of

School

Observations

3-Letter of

introduction

English Education 7-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

ENG 310 (24 hrs)

Pedagogical

Grammar

Pages 145-161

1-Domain 1

Planning 1.a

2. D 1 Planning 1.b

3. D 1 Planning 1.c

3. D 1 Planning 1.d

4. D 1 Planning 1.e

5-Field Experience

Notes

6-Reflective

Analysis

7-Clinical

Experiences

Checklist

1-Lesson Plan Evaluation

2-Professional

Dispositions Part One

3- Prof Dispositions Part

Two

4- Lesson Evaluation

5-Self-Evaluation of

Dispositions

1-Letter to Teacher

2-Verification

Form

ENG 324 (24 hrs)

The Young Adult

Novel

Pages 145-161

1-Domain 1

Planning 1.a

2. D 1 Planning 1.b

3. D 1 Planning 1.c

3. D 1 Planning 1.d

4. D 1 Planning 1.e

5-Field Experience

Notes

6-Reflective

Analysis

7-Clinical


2-Professional



Two



Dispositions

1-Letter to Teacher

2-Verification

Form

Experiences

Checklist

ENG 417 (24 hrs)

Methods of

Teaching English

Pages 145-161

1-Domain 1

Planning 1.a

2. D 1 Planning 1.b

3. D 1 Planning 1.c

3. D 1 Planning 1.d

4. D 1 Planning 1.e

5-Field Experience

Notes

6-Reflective

Analysis

7-Clinical

Experiences

Checklist


2-Professional



Two



Dispositions

1-Letter to Teacher

2-Verification

Form

Social Studies 7-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

HIS 422 (30 hrs)

World History for

Teachers

Pages 162-175

1-Field Experience

Notes

2-Lesson Plan

3-Clinical

Experiences

Activities

1-Professional

Dispositions-Part One

2-Professional

Dispositions- Part Two

3-Dispositions

Evaluation Form


Professional Dispositions

5-Lesson Evaluation

1-Time Card

2-Letter to Teacher

3-Verification

Form

HIS 423 (30 hrs)

United States

History for Teachers

Pages 162-175

1-Observation to

Analyze One

Teacher’s Style

2-Key Elements of

the Master Teacher

3-Brief Description

of a Lesson

4-Summary of

Interactions

5-Lesson Plan

Format

1-Lesson Evaluation

1-Time Card

2-Letter to Teacher

Biology Education 7-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

BIO 340 (60 hrs)

Teaching Biology in

the Secondary

Schools

Pages 176-188

1-Field Experience

Notes

2-Lesson Plan

3-Clinical

Experiences

Activities

1-Observation to

Analyze One

Teacher’s Style

4-Key Elements of

the Master Teacher

5-Brief Description

of a Lesson

6-Summary of

Interactions

7-Lesson Plan

Format

1-Professional


2-Professional


3-Dispositions

Evaluation Form



5-Lesson Evaluation

1-Time Card

2-Letter to Teacher

3-Verification

Form

Art Education K-12

Courses

With Field

Experiences

Problem Based

Learning Simulation

(PBLS)

Performance

Evaluation

(PE)

General

Forms

ART 319 (20 hrs)

Art in the

Elementary School

Pages 189-207

1-Field Experience

Notes

2-Lesson Plan

3-Clinical

Experiences

Activities

1-Professional


2-Professional


3-Dispositions

Evaluation Form



5-Lesson Evaluation

1-Time Card

2-Letter to Teacher

3-Verification

Form

ART 320 (35 hrs)

Art in the Secondary

School

Pages 189-207

1-Observation to

Analyze One

Teacher’s Style

2-Key Elements of

the Master Teacher

3-Brief Description

of a Lesson

4-Summary of

Interactions

5-Lesson Plan

Format

1-Lesson Evaluation

1-Time Card

2-Letter to Teacher

Secondary

Education

Grades 7-12

Specialty Education K-12

Art Education Music Education

Physical Education

Secondary Education

Core

EDU 300

Introduction and Foundations of Education

EDU 372

Survey of the Exceptional Child

EDU 436

Classroom Management

EDU 446

Secondary Methods

EDU 450

Tests, Measurements, and Evaluation

Observation Letter

February 24, 2009

Dear Administrator:

In preparation for making informed decisions about entering the teaching profession,

students at William Carey University are required to take EDU 300.1, Education

Foundations. A requirement of the course includes 30 hours of observations in school

settings. Prospective teachers need to understand the complexities of the teacher’s role,

the various duties and responsibilities of teaching, and the time and commitment it takes

to become a teacher. We believe pre-service teachers need to explore the connections

between theory and research and the applied field of teaching, and observing will provide

opportunities and activities that will assist prospective teachers in making the right

decision about teaching.

We are seeking your approval for the students to do all or part of this observation

requirement in your school district. Our goal is to introduce students to the “real world”

of our best schools, with the least interruption in your daily schedule.

Thank you for your assistance in this field experience component of our education

program.

Sincerely,

Dr. Eugene D. Owens

Assistant Professor

his is to verify that__________________________________________has permission to

observe in our school.

Administrator Date

EDU 300.1 FIELD EXPERIENCES

William Carey University

Activities and journal writing should be completed after each school observation.

Check with the teacher prior to making any notes as a professional courtesy. If the

teacher does not want you making notes during your observation, wait until you leave the

room to do so. Observe carefully, enjoy the experience of the classroom, then write your

notes as soon as possible after the observation.

Use the following forms to complete the required 30 hours of observation (10 hours at

the elementary level, 10 hours at the middle-level/junior high and 10 hours at the senior

high level). Teacher Assistants must complete 10 hours observation in a different

setting.

1. CLASSROOM OBSERVATIONS

A. Prepare a daily log, describing each observation in a classroom or at

school. Describe (label and highlight) when you observe a transition

period, different teaching styles, and what can be described as “hidden

curriculum.”

B. Use the Lesson Observation Sheet to record your time (teacher must sign.)

2. DESCRIBING THE SCHOOL Using the attached form, complete this project. One per school.

3. MAPPING THE CLASSROOM Using the attached form, complete this project. One per school.

4. TEACHER INTERVIEW

Using the form provided, interview a (one) teacher and record the

responses.

5. PERSONAL ANALYSIS

Upon completing all of your classroom observations, complete a personal

analysis of your teaching preference (grade or subject). Consider how

you would arrange your own classroom. Why did you make these

choices and what messages are your students receiving from the

arrangement?

6. PERSONAL PHILOSOHY

Based on your readings, classroom activities, and thoughtful

analysis of educational philosophies, develop a paper stating your

philosophy of education.

EDU 300.1

MAPPING THE CLASSROOM

CLASS MAP:________________________________DATE__________

SIGNATURE________________________________________________

(Diagram the classroom you are observing. Include as much detail as possible.)

1. In what way is the organization of the classroom conducive to student learning? In

what ways does it inhibit learning?

2. Identify the teacher’s philosophy or style of teaching? What is important to the

teacher?

3. Do you think students and teacher are comfortable with this classroom?

Why or why not?

4. If you were the teacher, would you change the room to fit your teaching style?

EDU 300.1 CLASSROOM OBSERVATION

Duplicate Duplicate Duplicate

Teacher

School

Grade/Subject

Date Time

How did the teacher begin the class?

What were the students expected to learn during the period? (objective)

What materials/procedures were used to aid in learning?

Describe what the students were doing.

How did the teacher close (end) the lesson?

What did you see that suggest the students learned the main instructional objective?

EDU 300.1 DESCRIPTION OF THE SCHOOL

1. Describe the physical characteristics of this school (include the outside, grounds,

and inside). Is the building old or new? What is your impression and feeling toward

the school?

2. From your observation, who is in charge? Tell why you think this individual(s) is in

charge?

3. Describe the people, their physical characteristics, gender and dress.

4. What identifies the central/office place of authority in the building?

5. Are some places more comfortable than others? Who has access to these places?

6. Describe the students’ behavior, working groups, demeanor.

7. Describe displays (note their contribution or place in the school). What are topics of

discussion in the hallways, cafeteria, lounge, etc.?

8. Report anything that happened to you while you were observing the school. Describe

conversations, impressions, and reactions you may have about the school you visited.

EDU 300.1 TEACHER INTERVIEW INSTRUMENT

1. Why did you select teaching as a profession?

2. Why are you teaching ____grade level? If you taught other levels, why did you

change grade level?

3. What training did you receive in order to teach? What types of classes were

included?

4. How helpful were your college courses? Which courses were the most helpful?

Which were the least useful?

5. What do you like most about teaching?...the least?

6. What are the most urgent problems faced by teachers today? (Exclude low pay)

7. How long have you been teaching? How long in the present system or school?

8. What advice would you give a person who is about to enter the teaching profession?

9. What changes would you like to suggest in the educational practices and regulations

in the state, school district, or your local school?

10. How can the school more effectively involve parents in the education process?

11. What do you think of teacher “burn-out”?...teacher stress? How can they be

prevented?

12. Additional comments

EDU 300.1

OBSERVATION ASSIGNMENT

NAME__________________________________________________________________

ADDRESS______________________________________________________________

MAJOR_________________________CLASSIFICATION_______________________

Schools preferred for observation:

1st choice__________________________________________________________

2nd choice

__________________________________________________________

FIRST CHOICE

Name and address of Superintendent of Schools

Superintendent___________________________________________________________

School District___________________________________________________________

Address:________________________________________________________________

Name and address of Principal of Selected School (s)

Principal________________________________________________________________

School__________________________________________________________________

Address:________________________________________________________________

SECOND SCHOOL CHOICE

Name and address of Superintendent of Schools

Superintendent___________________________________________________________

School District___________________________________________________________

Address:________________________________________________________________

Name and address of Principal of Selected Schools (s)

Principal________________________________________________________________

School__________________________________________________________________

Address:________________________________________________________________

EDU 300.1


Hattiesburg, Mississippi

RECORD OF SCHOOL OBSERVATIONS

SCHOOL CLASS/SUBJECT TEACHER DATE TIME

IN\OUT

TEACHER’S

SIGNATURE

STUDENT_________________________

CONFIDENTIALITY POLICY

In the course and scope of pre-service and graduate teacher observations, one may

become aware of sensitive issues pertaining to students, parents, employees and other

people within the educational setting. It is our policy that these sensitive issues SHALL

NOT BE SHARED OR REVEALED to students, parents, employees or any other person

or party outside those necessary in the execution and performance of his or her

responsibilities. It is imperative that all matters related to the School District, its students,

parents, employees or others involved be kept confidential. No information concerning

students, parents, employees, or other people involved in the educational setting shall be

discussed with students, employees, family members, or the general public.

By signing this form, the WILLIAM CAREY UNIVERSTIY STUDENT is

agreeing to the following: “I understand that during my observation of students and/or

teachers that I will be made aware of sensitive issues that pertain to students, parents,

employees and possibly other people involved in the school system. It is imperative that

these issues remain in a state of confidentiality NOT to be discussed with student,

parents, employees, family members or the general public. A breach of this agreement

will result in disciplinary action from the Professional Standards Committee of the

William Carey University Education Department.”

The WILLIAM CAREY UNIVERSITY STUDENT is asked to sign this

confidentiality sheet, obtain a signature from a School District administrator or principal

and provide the WCU instructor with a copy. A representative of the School District is

asked to sign the form and make a copy to keep for their school records.

____________________________________________ _______________________

William Carey University Student’s Signature Date

_______________________________________________ _______________________

School District Representative’s Signature Date

EDU 372

FIELD EXPERIENCE

ASSIGNMENT DETAILS

Please use the following outline for compiling the information for the

field experience. E-mail or fax your completed field experience

signature form to instructor. Compile your daily journal notes into the

following format for submission.

I. Daily Journal of Activities (school, teacher, classroom(s), students )

A. Curriculum observed (include subject)

B. List and describe the activities observed

C. Describe your involvement with students in activities

D. Define teaching strategies/methods observed

E. Point out accommodations and modifications implemented by teacher

F. Describe any remedial and enrichment activities

G. Give 3 examples of how the teacher(s) used differentiated instruction

H. Describe the behavior management system used by teacher

II. Disabilities Observed

A. List all types of disabilities observed

B. Give characteristics you observed

C. Describe the teaching method/strategy that seemed to work best

with individual students with disabilities

III. Personal Reflection

A. Name 2 accommodations or modifications that you would have used

differently than the teacher used and why.

B. Provide an overall critique of the teaching strategies you observed

C. Describe 3 ways the experience was beneficial to you?

50 points for above information, 50 points for completion of 12 hours.

PRESENTATION RUBRIC

EDU 436/536

Chapter Topics – Models

Chapter # and Title:____________________________________Date:_______________

Discussion Leader_________________________________________________________

1. Organization: Excellent Good Minimal Poor The presentation is well organized and includes 50 40 30 20

information appropriate to the theoretical and

practical chapter topics and discipline model.

2. Delivery: All indicators evident Most evident Some evident Few evident Delivery of information is creative, enthusiastic, 100 75 50 25

organized and enhances listeners’ understanding.

Presenter has good eye contact, appropriate

volume, speaks clearly and uses standard English,

and does NOT read notes.

3. Handouts/Visual Aids/Technology: All indicators evident Most evident Some evident Few evident Understanding of chapter topics and discipline 75 65 55 45

model is enhanced by the accuracy and use of

handouts, visual aids & technology. These are

well written, free of errors labeled correctly,

include biographical information about

discipline model author(s), states model’s

strengths and weaknesses, and copies are

available for all classmates.

4. Content of Activity/Activities: Maximum evidence Average Evidence Minimum evidence Little evidence

Involves practical examples of chapter topics 100 75 50 25

& discipline model concepts. There is evidence

of presenter’s ability to keep audience on task

by interacting with them during activities.

5. Uses timeframe effectively: Efficient use of Time Adequate Use of time Inadequate use Poor Use

Time is spent in presentation and 50 40 30 20

participatory activities related to

chapter topics & discipline model

concepts. Whole group & small

group activities used.

Points Earned_____

Points Possible 375

Comments:

EDU 436/536 - Behavioral Modification Class Scenario

Name________________________________________________

Chris Billups is an eleventh grade history teacher at West Gate High School. He is

having a problem with his second-period class. A few students came in tardy at the

beginning of the semester. He thought it was better to ignore the problem and continue

with class. Almost half the students in this class are coming in tardy at this point in the

semester.

How would you handle this situation?

What behavioral modification approaches might be used to resolve this problem?

Write an essay outlining your thoughts on a possible solution and detailing the steps in

applying behavioral modification techniques in the classroom.

COMPONENT #1

EDU 446 CLASSROOM OBSERVATION GUIDE FOR SECONDARY

METHODS

By the time secondary majors are enrolled in EDU 466, most of them are just one

or two trimesters away from student teaching experiences. One pre-service

experience was done in EDU 300.

The major purposes are to:

1. Acquaint pre –service students with guiding principles for effective

observations

2. Acquaint pre-service students with exemplary professional practitioners.

3. Prepare pre-service students for the real student teaching experience

4. Reaffirm pre-service students’ commitment to a career in teaching

Guiding Principles: Daniel, Harvey and Marilyn Bizar. 1998. Methods That Matter:

Six Structures for Best Practice Classrooms. York, ME: Stenhouse. Kohn, Alfie.

1996. “What to Look for in a Classroom.” Educational Leadership (September).

Included in “Classroom Structures for Best Practice” from Best Practice: New Standards

for Teaching and Learning in America’s Schools. (3rd edition) by Zemelman, Daniels

and Hyde (pp. 213-214).

EDU 446 SECONDARY METHODS OBSERVATION INSTRUMENT

GUIDELINES

1. Pre-service students will complete 10 hours of observations (grades 7-12) in

exemplary arts, exemplary science, exemplary mathematics, exemplary social

studies, and exemplary English classes.

2. Several observations shall be done in student’s major, not just the gifted classes.

3. Observations may be done in public or parochial schools (in state or out-of-

state)

4. Pre-service students must obtain permission and signatures of administrators in

each school where observations take place.

5. Each report should be typed/keyboarded.

6. Pre-service students shall complete a typed-written reflection of observations.

Student must highlight at least three principles from the Best Practice in-class

discussions led by the teacher.

OBSERVATION INSTRUMENT

Course________________________________ Topic__________________________

Date_________Grade Level(s)______School________________Teacher___________

Best Practice Indicator 1: Describe the physical classroom setup.

Best Practice Indicator 2: Describe the classroom/climate management.

Best Practice Indicators 3/4: State the instructional goal/objectives for the period.

Best Practice Indicators 4: Describe the teaching procedures (noting teaching

methods).

Indicator 7: State the assessment process in regards to student work.

What was the teacher’s role (a coach, mentor , model , guide,

combination of several)?

OBSERVATIONS CONFIRMATION SIGNATURES

Teacher________________________Time _____________Date__________________

Teacher________________________ Time_____________Date__________________

Teacher_________________________Time_____________Date__________________

Teacher__________________________Time____________Date__________________

Teacher__________________________Time_____________Date_________________

Teacher___________________________Time_____________Date________________

Teacher____________________________Time_____________Date_______________

Teacher_____________________________Time_____________Date______________

_

Teacher_____________________________Time_____________Date______________

Teacher______________________________Time____________Date______________

Teacher______________________________Time_____________Date_____________

February 25, 2009

Dear Administrator:

In preparation for making informed decisions about entering the teaching profession,

students at William Carey University are required to take EDU 446, Secondary Methods.

A requirement of the course includes 10 hours of observations in school settings. We

believe pre-service teachers need to explore the connections between theory and research

and the applied field of teaching, and observing will provide opportunities and activities

that will assist prospective teachers in making the right decision about teaching.

If you have questions, please feel free to contact me at 318-6602. Thank you for your

assistance in the field experience component of our education program.

Sincerely,

Eugene D. Owens

Whitney McBeth

This is to verify that ______________________________________ has permission to

observe in our school.

Administrator Date

Winter 2008

EDU 450

Dear Fellow Educator:

Please complete the following questions. Several options are provided for your comfort

and convenience.

1. You may put this evaluation in the envelope provided and seal it, and then give it

to the student to give to me or

2. mail it directly to me in the addressed and stamped envelope provided or

3. answer these questions via email and send to [email protected]

Questions and/or comments:

Preservice Student’s Name:

1. How much time did the pre-service student spend observing? (in hours - rounded to the nearest quarter)

2. Was the student able to observe any assessment taking place in the classroom?

Yes No

3. If yes to question 2, what type of assessment(s)? If no, please skip this question.

4. Please provide any comments you would like to make.

Teacher’s Name (Printed)

Teacher’s Email Address

School

Grade

Teacher’s Signature

It is my intention that this process be comfortable and convenient for you. If you have

any questions, please feel free to contact me at the information listed below or via email

listed above. Your input is important and very much appreciated. Phone: 601-318-6611

Address: WCU, Box 3, 498 Tuscan Ave., Hattiesburg, MS 39401.

Winter 2008

EDU 450

Dear Fellow Educator:

Please complete the following questions. Several options are provided for your comfort

and convenience.

4. You may put this evaluation in the envelope provided and seal it, and then give it

to the student to give to me or

5. mail it directly to me in the addressed and stamped envelope provided or

6. answer these questions via email and send to [email protected]

Questions and/or comments:

Preservice Student’s Name:

5. How much time did the pre-service student spend observing & asking questions concerning TST? (in hours - rounded to the nearest quarter)

6. Do you believe the observation of the TST process was beneficial to __________________________? Please explain.

7. Please provide any comments you would like to make.

Teacher’s Name (Printed)

Teacher’s Email Address

School

Grade

Teacher’s Signature

It is my intention that this process be comfortable and convenient for you. If you have

any questions, please feel free to contact me at the information listed below or via email

listed above. Your input is important and very much appreciated.

Phone: 601-318-6611, Mail: WCU, Box 3, 498 Tuscan Ave., Hattiesburg, MS 39401

Secondary

Mathematics

Education

Grades 7-12

MAT 345

Teaching Mathematics In the

Secondary School

10 HOURS

Department of Mathematics


To Whom It May Concern:

Subject: MAT 345 Classroom Observations

As a requirement of MAT 345, Teaching Mathematics in the Secondary School, students

are to complete some hours of observations in secondary math classrooms. The students

are asked to complete several observation checklists as they observe the teaching

methods and classroom management of the teacher. The information recorded is

confidential and will be reviewed only by the student and myself. Through their

observations, these William Carey students can further develop their own styles of

teaching.

Please sign below if you will permit our student(s) to observe your class. We know that

you are busy, so all they will need from you when they visit is a dated signature on a

form they will provide. Any copies of lesson plans for that day, or activity sheets used by

the students, will be appreciated by our students, if you happen to have extra copies.

Thank you,

Charlotte McShea, Ph.D.

Professor of Mathematics


Teacher ______________________________

School _______________________________

Period/Time of Day _____________________

Questioning in Problem Solving Name __________________

Class Activity Date ___________________

Study your handout on 11 reasons to use teacher questions during problem solving, with

example questions for each reason. Divide into groups of three and teach each other the

material. You may have 8 minutes to study, then take the short quiz on the material.

Hint: You may be given a specific question and asked for the purpose of the question, or

you may be asked to give example questions for a specified purpose. Your group may

work on the test together – after all handouts are put away, of course!

Describe below your method or methods for learning this material. Complete this before

you take the test.

Complete this after the test. What, if any, changes would you make in your study plan?

Questioning in Problem Solving Name __________________

Quiz on Teacher Questioning Date ___________________

Answer the following questions. If you wish to hand in one paper per group, be sure that

everyone who participates signs the bottom of the paper.

1. The purpose of a question like “How would you be able to use this in other

situations?” is to

2. The purpose of a question like “What strategy did you use?” is to

3. Give an example of a question you would ask to provoke student interaction.

4. Give an example of a question you would ask to challenge student reasoning.

SIGN IN

School Date Times Teacher’s

Signature

Observer’s

Signature

MAT 345 WILLIAM CAREY UNIVERSITY

Name ________________________________________________

Date of Observation _____________________________________

School Visited _________________________________________

Class Observed ________________________________________

Grade Level of Students _________________________________

Time Arrived __________________ Time Departed ___________

Teacher _______________________________________________

Describe what the teacher and students did during this period.

Comments:

MAT 345 Name __________________

SUMMARY OF INTERACTION (Attached to Observation Form)

How many students were in the class? ______ Males? _________ Females? _________

How many students were spoken to? _______ Males? _________ Females? _________

Where was the student most spoken to sitting?

Where were the students not spoken to sitting?

Was there any pattern?

Types of Teacher Questions and Comments

Types Males Females Total

# of specific direct questions asked:

# of open-ended general questions:

# of “checks for understanding”:

# of guides

# of corrections

# of praises

# of reprimands

Comments:

Fill this out only one time for each teacher observed.

DAILY LOG

Date Activities Handouts Assignments Hand In Today

Lesson Plan Form

Class _______________________ Date _______________

Topic:

Apperceptive Basis (previously learned knowledge):

Aim:

Motivation:

Do-Now Exercise:

Development and Methods:

Drill:

Medial Summary:

Applications and Drill:

Final Summary and Conclusion:

Homework Assignment:

Special Equipment Needed:

If Time:

LESSON PLAN FORMAT TWO

Teacher Date

Topic

Objective

Setting the Stage

Instructional Input and Modeling

Guided Practice and Check for Understanding

Independent Practice

Materials Needed

IMPLEMENTING THE NCTM STANDARDS

PROBLEM –SOLVING

COMMUNICATING

REASONING

CONNECTING

REPRESENTATION

INCORPORATION OF ACADEMIC COMPETENCIES TO TEACHING

STRATEGIES:

1. Reading

2. Writing

3. Speaking

4. Listening

5. Reasoning

6. Computers

7. Calculators

8. Studying

9. Observing

LESSON PLAN FORMAT THREE

Date __________________________ Day _____________________ Period _______________

Teacher _______________________ Subject __________________

Objectives Procedures Materials Evaluation

Seven Step Lesson Cycle As you observe check off what parts of the cycle are completed.

Assess Readiness

Set the Stage

Motivate

State the Objective

Relate to prior knowledge

Provide Instructional Input

Label concepts

Define terms and symbols

Check for understanding

Ask questions

Observe Operations

Reteach, if necessary

Model Operations

Give Guided Questions

Students demonstrate skills

Students extend concepts

Students work samples

Students repeat operations

Give independent Practice

Students practice skill or concept

Learning center

Computer

Calculator

Game

Seatwork

Homework

Cooperative Group Activity

Assess Mastery

Ask questions

Observe children

Give tests

MAT 309

CLASSROOM OBSERVATIONS

AND PEER TUTORING

15 HOURS

SIGN IN


Signature

Observer’s

Signature




Subject: MAT 309 Classroom Observations and Peer Tutoring

As a requirement of MAT 309, students are to complete some hours of observations in

secondary math classrooms. The students are asked to complete several observation

checklists as they observe the teaching methods and classroom management of the teacher.

The information recorded is confidential and will be reviewed only by the student and

myself. Through their observations, these William Carey students can further develop

their own styles of teaching.

As a further requirement of this course, students are asked to work with individuals or

small groups of students. After they have observed your class, if there is an opportunity

for WCU students to be of help to some of your students, either during the class period, at

break, before school or after school, the students in this class are available. All of these

students have had several mathematics classes, and some of them will be student teaching

in the next trimester.

Please sign below if you will permit our student(s) to observe your class and provide some

peer tutoring for your students. We know that you are busy, so all they will need from you

is a dated signature when they come and one short response form (or phone conversation)

at the end of the term. Hours are to be arranged to your mutual convenience.

Thank you,




Reflection Paper After observing several class sessions, consider the following question.

As a Teacher I need to:

EXERCISE 2.2

Using Observation of Classroom Interaction to Analyze One Teacher’s Style

…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the

instructional style for that particular day. Be certain first to obtain permission and then to explain to

the teacher that you are observing, not evaluating, for teaching style. The host teacher may be

interested in discussing with you the results of your observation. A follow-up thank-you letter is

appropriate.

1. Class, grade level, school visited __________________________________________________

2. Date of visitation ______________________________________________________________

3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10

minutes what the teacher is doing at that very moment, marking the appropriate traditional or

facilitating teacher behavior on the chart below. Continue for the entire class meeting.

Traditional Teacher Behaviors Minutes

1 2 3 4 5 6 7 8 9 10 T

Prescribing (giving advice, directions, being

critical, evaluative, offering judgments)

Informing (giving information, lecturing,

interpreting)

Confronting (directing challenging students)

Traditional Behaviors Total

Facilitating Teacher Behaviors Minutes

1 2 3 4 5 6 7 8 9 10 T

Relaxing (releasing tension, using humor)

Mediating (asking for information, being

reflective, encouraging self-directed problem-

solving)

Supporting (approving, confirming, validating,

listening

Facilitating Behaviors Total

4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.

T/F ratio for this observation ____________________

5. Conclusions about the host teacher’s style on this day:

6. Did you discuss your observations with the host teacher?

Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult

Education, University of Surrey, England, 1975).

Name ________________________

School ________________________

Date __________________________

KEY ELEMENTS OF A MASTER TEACHER

Classroom Instruction and

Management

Outstanding Satisfactory Unsatisfactory Comments

1. Control of class

2. Maintenance of a wholesome

classroom atmosphere conducive to

the learning process

3. Planning and preparation of work

4. Skill in adapting instruction to

individual needs

5. Effective use of appropriate

methods

6. Skill in making lessons attractive

and interesting to pupils

7. Evidence of pupil growth in

knowledge, skills, appreciations, and

attitudes

8. Attention to pupil health, safety and

general welfare

9. Attention to physical conditions of

the classroom

10. Housekeeping and appearance of

room

11. Care of equipment by teacher and

students

12. Attention to records and reports

13. Attention to routine matters

Professional Qualities

1. Professional Attitude

2. Understanding of students

3. Effect on character of students

4. Resourcefulness and initiative

5. Evidence of professional growth

6. Willingness to accept special

assignments in connection with the

general school program

7. Effort to establish good

relationships with parents

8. Maintenance of good relationships

with other teachers and with

supervisors

Personal Qualities

1. Appearance

2. Voice, speech, English usage

Teacher _____________________________ Class ____________________ Date _____________

A Brief Description of the Lesson

Indicators Good Average Needs

Improvement

Comments

Methods of Teaching

1. Motivation

2. Connection with pupil’s previous knowledge

3. Use of illustrative material

4. Skill in questioning

5. Continuity and development

6. Conveying of information

7. Stimulation of thought

8. Summary or generalization

9. Drill

10. Effective use of textbook

11. Homework review

Responsiveness of Class

1. Attentiveness and interest

2. Participation by students

Qualities of Teacher

1. Quality of voice

2. Use of English

3. Appearance

General

1. Talking too much

2. Repeating pupil’s answers

3. Effective use of time

4. Holding and reaching entire class

5. Knowledge of subject

6. Classroom management

7. Rating of lesson

Favorable Comments:

Some basic suggestions:

MAT 309 Name __________________












# of guides

# of corrections

# of praises

# of reprimands

Comments:



Teacher Date

Topic

Objective

Setting the Stage




Materials Needed

Lesson Evaluation

Teacher ____________________________________ Date _______________________________

Instructions: Place a check in the appropriate space on the right.

The Teacher Usually Usually

Not

Comments

Explains the work well

Answers questions thoroughly

Explains a second time if necessary

Helps students outside class

Knows the subject well

Is always prepared

Wastes time in class

Gives unfair tests

Prepares class for tests or quizzes

Returns marked tests the next day

Gives too much homework

Reviews homework

Is too strict in class

Has a friendly personality

Has a sense of humor

Grades fairly

Explains to class how grades are determined

Meets pupils outside class to discuss problems

Makes me like to go to math class

OVERALL RATING


Date __________________________ Day _____________________ Period _______________

Teacher _______________________ Subject __________________



Name ________________________________________________


School Visited _________________________________________

Class Observed ________________________________________



Teacher _______________________________________________


Comments:

CLASS DESCRIPTION

Teacher ___________________________________ School ________________________

Grade Level _________ Subject: _______________________ Period ________________

1. Age-range of class

2. Ability range

3. Socio-economic description

4. Typical demeanor of students

5. Typical interest and involvement of students

6. Prior relevant material studied

MAT 310

CLASSROOM

OBSERVATIONS

AND

PEER TUTORING

SIGN IN


Signature

Observer’s

Signature




Subject: MAT 310 Classroom Observations and Peer Tutoring

As a requirement of MAT 310, students are to complete some hours of observations in

secondary math classrooms. The students are asked to complete several observation

checklists as they observe the teaching methods and classroom management of the teacher.

The information recorded is confidential and will be reviewed only by the student and

myself. Through their observations, these William Carey students can further develop

their own styles of teaching.





students have had several mathematics classes, and some of them will be student teaching

in the next trimester.





Thank you,




EXERCISE 2.2






appropriate.







1 2 3 4 5 6 7 8 9 10 T




interpreting)




1 2 3 4 5 6 7 8 9 10 T




solving)


listening








Name ________________________

School ________________________

Date __________________________



Management


1. Control of class






individual needs


methods





attitudes


general welfare


the classroom


room


students
















supervisors

Personal Qualities

1. Appearance





Improvement

Comments

Methods of Teaching

1. Motivation








9. Drill


11. Homework review





1. Quality of voice

2. Use of English

3. Appearance

General

1. Talking too much






7. Rating of lesson

Favorable Comments:


MAT 309 Name __________________












# of guides

# of corrections

# of praises

# of reprimands

Comments:



Teacher Date

Topic

Objective

Setting the Stage




Materials Needed

Teacher ____________________________________ Date _______________________________



Not

Comments






Is always prepared


Gives unfair tests




Reviews homework




Grades fairly




OVERALL RATING


Date __________________________ Day _____________________ Period _______________

Teacher _______________________ Subject __________________



Name ________________________________________________


School Visited _________________________________________

Class Observed ________________________________________



Teacher _______________________________________________


Comments:

CLASS DESCRIPTION

Teacher ___________________________________ School ________________________



8. Ability range





MAT 210

FIELD EXPERIENCES I

20 hours

SIGN IN


Signature

Observer’s

Signature


Name ________________________________________________


School Visited _________________________________________

Class Observed ________________________________________



Teacher _______________________________________________


Comments:

MAT 210 Name __________________












# of guides

# of corrections

# of praises

# of reprimands

Comments:


MAT 310

FIELD EXPERIENCES

II

20 hours

SIGN IN


Signature

Observer’s

Signature

EXERCISE 2.2






appropriate.







1 2 3 4 5 6 7 8 9 10 T




interpreting)




1 2 3 4 5 6 7 8 9 10 T




solving)


listening








Name ________________________

School ________________________

Date __________________________



Management


1. Control of class






individual needs


methods





attitudes


general welfare


the classroom


room


students
















supervisors

Personal Qualities

1. Appearance





Improvement

Comments

Methods of Teaching

1. Motivation








9. Drill


11. Homework review





1. Quality of voice

2. Use of English

3. Appearance

General

1. Talking too much






7. Rating of lesson

Favorable Comments:


MAT 310 Name __________________












# of guides

# of corrections

# of praises

# of reprimands

Comments:


MAT 410

FIELD EXPERIENCES

III

20 hours

EXERCISE 2.2






appropriate.







1 2 3 4 5 6 7 8 9 10 T




interpreting)




1 2 3 4 5 6 7 8 9 10 T




solving)


listening








Name ________________________

School ________________________

Date __________________________



Management


1. Control of class






individual needs


methods





attitudes


general welfare


the classroom


room


students
















supervisors

Personal Qualities

1. Appearance





Improvement

Comments

Methods of Teaching

1. Motivation








9. Drill


11. Homework review





1. Quality of voice

2. Use of English

3. Appearance

General

1. Talking too much






7. Rating of lesson

Favorable Comments:


MAT 410 Name __________________












# of guides

# of corrections

# of praises

# of reprimands

Comments:


SIGN IN


Signature

Observer’s

Signature

MUSIC EDUCATION

ELEMENTARY

MIDDLE SCHOOL HIGH SCHOOL

GRADES K-12

MUE 101-102-103

MUSIC EDUCATION FIELD EXPERIENCE

ELEMENTARY


45 HOURS

MAPPING THE CLASSROOM

CLASS MAP:________________________________DATE__________

SIGNATURE________________________________________________

(Diagram the classroom you are observing. Include as much detail as possible.)

1. In what way is the organization of the classroom conducive to student learning? In

what ways does it inhibit learning?

2. Identify the teacher’s philosophy or style of teaching? What is important to the

teacher?

3. Do you think students and teacher are comfortable with this classroom?

Why or why not?

4. If you were the teacher, would you change the room to fit your teaching style?

CLASSROOM OBSERVATION

Duplicate Duplicate Duplicate

Teacher

School

Grade/Subject

Date Time

How did the teacher begin the class?

What were the students expected to learn during the period? (objective)

What materials/procedures were used to aid in learning?

Describe what the students were doing.

How did the teacher close (end) the lesson?

What did you see that suggest the students learned the main instructional objective?

DESCRIPTION OF THE SCHOOL

1. Describe the physical characteristics of this school (include the outside, grounds,

and inside). Is the building old or new? What is your impression and feeling toward

the school?

2. From your observation, who is in charge? Tell why you think this individual(s) is in

charge?

3. Describe the people, their physical characteristics, gender and dress.

4. What identifies the central/office place of authority in the building?

5. Are some places more comfortable than others? Who has access to these places?

6. Describe the students’ behavior, working groups, demeanor.

7. Describe displays (note their contribution or place in the school). What are topics of

discussion in the hallways, cafeteria, lounge, etc.?

8. Report anything that happened to you while you were observing the school. Describe

conversations, impressions, and reactions you may have about the school you visited.

TEACHER INTERVIEW INSTRUMENT

1. Why did you select teaching as a profession?

2. Why are you teaching ____grade level? If you taught other levels, why did you

change grade level?

3. What training did you receive in order to teach? What types of classes were

included?

4. How helpful were your college courses? Which courses were the most helpful?

Which were the least useful?

5. What do you like most about teaching?...the least?

6. What are the most urgent problems faced by teachers today? (Exclude low pay)

7. How long have you been teaching? How long in the present system or school?

8. What advice would you give a person who is about to enter the teaching profession?

9. What changes would you like to suggest in the educational practices and regulations

in the state, school district, or your local school?

10. How can the school more effectively involve parents in the education process?

11. What do you think of teacher “burn-out”?...teacher stress? How can they be

prevented?

12. Additional comments


Hattiesburg, Mississippi

RECORD OF SCHOOL OBSERVATIONS

SCHOOL CLASS/SUBJECT TEACHER DATE TIME

IN\OUT

TEACHER’S

SIGNATURE

STUDENT_________________________

MUE 201-202-203

MUSIC EDUCATION FIELD EXPERIENCE

ELEMENTARY


45 HOURS

SIGN IN


Signature

Observer’s

Signature



Subject: Class Observations and Peer Tutoring

As a requirement of _________, students are to complete some hours of observations in

the classroom. The students are asked to complete several observation checklists as they

observe the teaching methods and classroom management of the teacher. The information

recorded is confidential and will be reviewed only by the student and myself. Through

their observations, these William Carey students can further develop their own styles of

teaching.





students have had several content education classes, and some of them will be student

teaching in the next trimester.





Thank you,

Instructor


EXERCISE 2.2






appropriate.







1 2 3 4 5 6 7 8 9 10 T




interpreting)




1 2 3 4 5 6 7 8 9 10 T




solving)


listening








Name ________________________

School ________________________

Date __________________________



Management


1. Control of class






individual needs


methods





attitudes


general welfare


the classroom


room


students
















supervisors

Personal Qualities

1. Appearance





Improvement

Comments

Methods of Teaching

1. Motivation








9. Drill


11. Homework review





1. Quality of voice

2. Use of English

3. Appearance

General

1. Talking too much






7. Rating of lesson

Favorable Comments:


Name __________________












# of guides

# of corrections

# of praises

# of reprimands

Comments:



Teacher Date

Topic

Objective

Setting the Stage




Materials Needed

Lesson Evaluation

Teacher ____________________________________ Date _______________________________



Not

Comments






Is always prepared


Gives unfair tests




Reviews homework




Grades fairly




OVERALL RATING


Date __________________________ Day _____________________ Period _______________

Teacher _______________________ Subject __________________


WILLIAM CAREY UNIVERSITY

Name ________________________________________________


School Visited _________________________________________

Class Observed ________________________________________



Teacher _______________________________________________


Comments:

CLASS DESCRIPTION

Teacher ___________________________________ School ________________________



2. Ability range





MUE 313

ELEMENTARY MUSIC

METHODS

MUE 313 Lesson Plan Rubric

1. Construct a written lesson plan using the blank below.

2. Include National Standards for Arts Education and MS Framework

areas that will be addressed in the lesson.

3. Write clearly stated objectives that indicate terminal behaviors and

include a criterion.

4. Specifically enumerate in explicit detail each step of teacher action

In the presentation of the lesson under: Procedures.

5. List all materials to be utilized by students during the lesson.

6. Indicate how assessment of student mastery of stated objectives will

be conducted (written form, performance evaluation, etc.)

7. Include use of technology somewhere in the lesson.

8. Indicate teacher steps to provide: a. Remedial work to achieve the desired criterion for student

mastery of objectives b. Enrichment for those students who quickly master the

objectives c. Accommodations for disabilities

MUE 313

LESSON PLAN BLANK National Standards MS Framework Objective(s) Procedures

Materials Assessment Technology Remedial Work/Enrichment/Accommodations

MUE 314

HIGH SCHOOL MUSIC

METHODS

MUE 314

Lesson Plan Rubric 1. Construct a written lesson plan using the blank below.

2. Include National Standards for Arts Education and MS

Framework areas that will be addressed in the lesson.












MUE 314


MUE 314

Lesson Plan Rubric 1. Construct a written lesson plan using the blank below.

2. Include National Standards for Arts Education and MS

Framework areas that will be addressed in the lesson.












MUE 315

MIDDLE SCHOOL MUSIC

METHODS

MUE 315


MUE 313 Teaching A Lesson

Name___________________________________________________Date____________

Concept to be Taught:

Positive Teaching Points:

Suggestions for improving teaching:

_____ Established Self as Teacher

_____ Positive manner with Students 5 - Outstanding

_____ Followed basic format of Lesson Plan 4-Excellent

_____ Ability to Explain/teach concept(s) 3-Good

_____ Assertive Discipline Established 2-Fair

_____ Flexibility/Flow 1-Poor

_____ Lesson Plan/Objective 0-Unacceptable

_____ Overall Teaching Effectiveness

32-35 A

25-31 B

18-24 C

11-17 D

_____Final Grade 4 -10 F

MUE 315 Teaching A Lesson

Name___________________________________________________Date____________

Concept to be Taught:

Positive Teaching Points:

Suggestions for improving teaching:

_____ Established Self as Teacher

_____ Positive manner with Students 5 - Outstanding

_____ Followed basic format of Lesson Plan 4-Excellent

_____ Ability to Explain/teach concept(s) 3-Good

_____ Assertive Discipline Established 2-Fair

_____ Flexibility/Flow 1-Poor

_____ Lesson Plan/Objective 0-Unacceptable

_____ Overall Teaching Effectiveness

32-35 A

25-31 B

18-24 C

11-17 D

`

PHYSICAL EDUCATION

HEALTH RECREATION

Grades K-12

PED 337 Methods of Teaching PE in

the Elementary School

24 Hours

PED 339 Methods of Teaching PE in

the Secondary School

24 Hours

SIGN IN


Signature

Observer’s

Signature






observe the teaching methods and classroom management of the teacher. The information

recorded is confidential and will be reviewed only by the student and myself. Through

their observations, these William Carey students can further develop their own styles of

teaching.











Thank you,

Instructor
