University of South Florida College of Education EDE 4944

1

University of South Florida College of Education

EDE 4944 1. Syllabus for Course Number: EDE 4944 2. Course Name: Elementary Education Internship Level III

3. Professor Bea Green

Office: EDU 207 F Office Hours: By appointment only Phone: 974-3460 Email: [email protected] Fax: 974-0938 Website: http://www.coedu.usf.edu/main/departments/ce/elementary_education/mat.php

4. COURSE PREREQUISITES/CO REQUISITES: Successful completion of Level IIA

Internship. EDE 4942 Elementary Education Internship Level II

5. COURSE DESCRIPTION: This intensive, inquiry-driven internship experience is designed to complement foundational course work expected in the Undergraduate Elementary Program. The integration of course and field experience allows the Undergraduate Teacher Candidates to make critical course to field connections. These students will spend two full days per week in a supervised internship experience in classroom settings in a public or private elementary school. The classroom experiences are supplemented by a weekly seminar meeting in which relevant topics are discussed

Please note: Between the first day, the week of _______________at your assigned school and the final internship day scheduled________________, all students are expected to keep up with their progression through the Level II internship tasks and to monitor the seminar information and directions using Blackboard. 6. Course Objectives

1. To explore application of concepts from human development, learning theories, and instructional strategies to instructional planning inn K-6 settings.

2. To understand how to create a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment respectful of learner differences.

3. To understand the importance of clear, acceptable oral and written communication. 4. To explore a variety of current information and communication technologies to support teaching and

learning. 5. To understand the roles of inquiry, reflection, data informed research, collaborative partnerships, and

professional growth in K-6 teaching 6. To understand the Code of Ethics and the Principles of Professional Conduct of the Education Profession

of Florida. 7. Student Learning Outcomes

1. Apply concepts from human development and learning theories to co-plan and co-teach coherent, data-driven sequenced instruction that acknowledges student differences and leads to student mastery

2. Use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy strategies, integration, higher order questioning, centers, assistive technologies) and resources to co-plan and co-teach effective instruction for diverse learners.

3. Maintain a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment respectful of learner differences (e.g. cultural, familial, linguistic, ability).

mailto:[email protected]

2

4. Use and model clear, acceptable oral and written communication.

5. Integrate current information and communication technologies to support teaching and learning and organize data for collaboration with parents, administrators, and other instructional personnel

6 Align learner objectives with a variety of formative and summative assessments to diagnose students’ learning needs, provide specific feedback, and adjust instruction to promote mastery among all students, including ELLs, ESE, and gifted learners. 7.Use inquiry and incorporate reflection, data informed research, collaborative partnerships, and professional growth opportunities to set purposeful goals that drive professional development

8. Adhere to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession.

Expectations:

a. Follow all procedures and expectations as stated in the course syllabus

1. Attendance and Punctuality You will be at your assigned school two days a week from 7:30-4:00. This means you must be in your assigned classroom before 7:30 a.m. Please arrive early! Demonstrate dependability and punctuality in attending all scheduled seminars. Students must complete all seminar assignments accurately and on time.

Only absences due to illness or emergency will be accepted. You are required to make up any absent days from this internship. Students are required to attend all seminars. These will be held at ________ Elementary School from 3:00-4:00 on ___________ in room _______. Always have your name tag (no first name) with you and sign in with the front office before reporting to your classroom. Sign out at the time you leave the building. UNDER NO CIRCUMSTANCES are you to sign in and out when you arrive; doing so constitutes a breach of ethics and will be subject to review by the Standards Committee.

a. If you must be absent, notify your Collaborating teacher (Do not leave a message on the message line) and your University Supervisor in advance (as early as possible).

b. Make up days will be discussed and arranged between you, your collaborating teacher and your university supervisor. Please complete the form found on page _____ for each day absent

2. Demonstrate instructional competence and behavior management skills during scheduled and unscheduled observations. A minimum of two formative observations (reading, language arts, science, health, social studies, or math) are required during the semester by the University Supervisor and the Classroom Collaborating Teacher. You must receive a 3 or higher on each stated Accomplished Practice on the summative document. Missing a scheduled observation without giving the university supervisor prior notice will result in an unsatisfactory grade in this course.

3. It is your responsibility to keep up with the ESOL Late Field Experiences during this

internship. Please share the Late Field Experience form with your collaborating teacher at the beginning of the semester. At the end of the semester you will review these specific accomplishments, if the teacher feels that you have had successful experiences in a specific category, they are to sign and date. It is unrealistic to expect that you will complete all of

3

these practices during the Level II internship. The remaining practices will be completed during your final internship. http://www.coedu.usf.edu/main/ESOL/LateFieldExp.html

4. Active participation and discussion in the seminars.

5. Demonstrate adherence to the dress code set forth by the county or individual school by being

dressed professionally each time you go to the school. No JEANS! 6. Display enthusiasm and a positive attitude toward your work with both the classroom teacher and

the students in your classroom. You must be thoroughly prepared in advance for each day in the classroom.

7. Perform all tasks assigned by the classroom teacher and the university supervisor in a prompt,

professional, and responsible manner. 8. Reinforce established classroom organization and management strategies with regard to

discipline, guidance techniques, rules, routines, transitions, and clerical tasks. 9. Assume increasing responsibility as outlined by the collaborating teacher and university supervisor.

This will include tutoring, small group instruction (i.e. reading), or whole class activities and lessons utilizing the co-teach model. Show enthusiasm, confidence, and initiative.

10. Handle all confidential information in a professional manner. Be able to define and differentiate

between confidential and public information.

11. Exhibit positive interpersonal relationships in the school. [This is your future. The relationships you establish through this course could follow you throughout your career.]

12. Use proper handwriting, standard grammar, spelling and handwriting in all work in the classroom, on the board, and in written communication.

13. Be able to accept constructive criticism from the classroom teacher and the university supervisor in

a positive manner, and implement suggestions for improved teaching. 14. Demonstrate knowledge and mastery of each of the Florida Department of Education’s

Accomplished Practices at the Pre-professional level prior to graduation from the program [attached]. The student will be introduced to and become familiar with each of these Accomplished Practices during the Level III internship.

15. Warning…. If you find that you must drop or receive a failing grade for a field

internship experience, you might be granted a second opportunity to be successful. This decision will be made by the Professional Standards Committee. If this committee does not allow a second opportunity to retake this field experience, you will be counseled toward a possible alternative degree but you will not be allowed to continue your degree in the College of Education.

16. Web Portal Information: Every newly enrolled USF student receives an official USF e-mail

account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm.

https://legacy.usf.edu/owa/redir.aspx?C=d199f93edd0a4f23924fdf3baaa51e47&URL=http%3a%2f%2fwww.coedu.usf.edu%2fmain%2fESOL%2fLateFieldExp.html

http://www.acomp.usf.edu/

http://www.acomp.usf.edu/portal.html

4

8. CONTENT OUTCOMES / COURSE SCHEDULE: A. IMPORTANT DATES:

As an Undergraduate Teacher Candidates, you are to follow your Collaborating Teacher’s work day schedule.

Tentative Schedule of Seminar Meetings

SEMINAR DATE TOPICS ASSIGNMENTS DUE Week 1 – Week 12 Date 1:00-3:00 School – Room

Intro, Syllabus Professional expectations Ethics, Observations School/Grade assignments Report to your assigned school Focus on routines, procedures, classroom management

Bring Copy of Syllabus Letter of Introduction

Week 13 ________________________

Week 14

________________________ Inquiry Presentations

**Professional & Scholarly Disposition Survey on Survey Monkey Due **CHALK AND WIRE CRITICAL ASSIGNMENT POSTED by November 29, 2012

Week 15

Course Evaluation Complete Disposition Form Carousel Activity

SUGGESTED GUIDELINE FOR THE SEMESTER

Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 1 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three.

5

Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Orientation to the school _____ Familiarize Self with the Resources Available (Materials and Personnel) _____ Review classroom routines and procedures _____ Work one-on-one with students _____ Whole class read alouds _____ Discuss management techniques, expectations and rationale _____ Discuss how to develop effective lesson plans using the U.S.F. lesson plan

template _____ Prepare a read aloud for next week _____ Discuss the Undergraduate Teacher Candidate’s goals for the semester _____ Share Contact Information _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 2 (Dates)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Familiarize Self with the Resources Available (Materials and Personnel) _____ Review classroom routines and procedures _____ Work one-on-one with students _____ Whole class read alouds _____ Discuss management techniques, expectations and rationale _____ Discuss how to develop effective lesson plans using the U.S.F. lesson plan

template _____ Prepare read alouds for next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________

6

Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate _____________ Collaborating Teacher’s Initials: _

Week 3

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques _____ Discuss how to develop effective lesson plans using the U.S.F. lesson plan

Template

7

_____ Prepare read alouds for next week _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 4 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques _____ **Begin Videotaping intern instruction and complete self-reflection this week

8

_____ Prepare a read aloud for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co=teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: ** Must be completed this week Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 5 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas

9

_____ Work on developing effective management techniques _____ Prepare read alouds for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co-teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 6 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read aloud s _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas

10


Week 7 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques

11

_____ Prepare read alouds for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co-teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 8 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math

12

_____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques _____ **Videotape intern instruction and complete self-reflection this week _____ Prepare read alouds for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co-teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: ** Must be completed this week Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 9 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques

13

_____ Prepare read alouds for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co-teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 10 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week _____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math

14

_____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques _____ Prepare read alouds for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co-teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: _________

Week 11 (DATES)


15


Week 12 (DATES)


16

_____ Work on developing effective management techniques _____ **Videotape intern instruction and complete self-reflection _____ Prepare read alouds for next week _____ Discuss grading and recording student work _____ Discuss/Plan for next week’s co-teach instruction _____ Review areas of strength and identify at least one developmental area to work on next week _____ Review the Intern’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: ** Must be completed this week Date: __________ Start Time: ___________ End Time: _____ Undergraduate Teacher Candidate ___________________ Collaborating Teacher’s Initials: ________

Week 13 (DATES)

Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): _____ Utilize the Resources Available (Materials and Personnel) _____ Implement classroom routines and procedures _____ Implement development plan established last week

17

_____ Work one-on-one with students _____ Present whole class read alouds _____ Co-teach Calendar Math _____ Co-plan and Co-teacher other academic areas _____ Work on developing effective management techniques _____ Discuss grading and recording student work _____ Review areas of strength and instructional areas to work on during final internship _____ Develop / complete Goal Planning Sheet for final internship semester _____ Review the Undergraduate Teacher Candidate’s goals for the semester _____ Other _______________________________________________________ Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: 9. Evaluation of Student Outcomes: A. Assignments (Additional details for all assignments will be discussed in seminar. Assignment materials are in the Assignment Packet.) At the beginning of the semester, each student will be placed in a school setting with a collaborating teacher who has taught successfully for at least one year, and who holds a current Elementary Teaching Certificate. The student will also be assigned a supervisor from the university whose responsibility it is to observe the student’s performance in the classroom, provide feedback and collaborate with the Undergraduate Teacher Candidate and cooperating teachers to resolve any issues or concerns that arise.

All students will seek to demonstrate all the accomplished practices as required by the College of Education evaluation form II. In addition, there are two program “tasks” that serves as the foundation for the professional teaching behaviors expected of an Undergraduate Teacher Candidate in the Elementary Education program.

1. Professional Commitments & Scholarly Dispositions – Self-Assessment 10 Points

A key requirement of your program is to complete the survey Scholarly Disposition’s Self-Assessment. Your University Field Supervisor will give this form to you at the end of the semester to complete. This information will be used to help the program coordinator make decisions about how to enhance the program. It will not be used for research purposes, nor

18

will your name or any other personally identifiable information be shared with anyone other than the program coordinator. This is a data-collection tool that will be used for the evaluation of the entire College of Education, so your input is imperative. This is due _______________________________________.

2. Reflective Journal 10 Points

Undergraduate Teacher Candidates will keep a field-based double entry journal documenting their practicum experience reflecting upon the effectiveness of their planning for and delivery of instruction each day. They will examine elements of instruction and managing the learning environment such as whether diverse learning needs of students were met, whether the lesson engaged all/most students (why or why not) and whether or not students demonstrated successful learning outcomes. Over time, as systematic approaches to planning and delivery of instruction and classroom management are developed, students should become increasingly sophisticated in their analysis of their own teaching effectiveness. This ONE PAGE weekly journal will demonstrate clear, acceptable written communication skills. Management of this task will be discussed at your first seminar. See Pages for the template.

3. Video Taping and Self-Reflection using a Co-Teach Model 10 Points

For this assignment the Undergraduate Teacher Candidate will plan and videotape one small group lesson and two whole class lessons that you co-teach during this semester. These videos will be 10-15 minutes in length. Each lesson selected should include a lesson plan that demonstrates the Undergraduate Teacher Candidate’s ability to use data, standards, and an array of differentiated instructional strategies to sequence, design, deliver, and assess meaningful learning experiences in a well-managed classroom environment. Prior to each lesson, the Undergraduate Teacher Candidate will generate a hypothesis or focus related to instruction and/or managing the learning environment. Then the video will be analyzed and segments identified that contribute to an understanding of the hypothesis or focus. For each of these segments, the Undergraduate Teacher Candidate will provide an explanation the clips representation as it relates to the lesson focus. Each of the three video-taped reflections should be submitted with both a lesson plan and a completed self-reflection chart (See page____ ). Discussions with your Collaborating Teacher and/or University Supervisor should also be considered in completing each reflection. This ONE PAGE weekly journal will demonstrate clear, acceptable written communication skills. Management of this task will be discussed at your first seminar. See Pages ____ for the template.

4. Four peer coaching sessions 10 Points each

You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer) to the Undergraduate Teacher Candidate you observed immediately following the observation. The presenting Undergraduate Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page _____) DUE ________________.

5. Professional Portfolio 10 Points

19

You will continue to develop a Web Domain electronic portfolio –This will be used to Develop your on-going professional portfolio over time. The specific contents and directions will be given during one of your seminars. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. Due: ____________________. 6. Pedagogy Inquiry Project: 20 Points

This is an Inquiry Based Professional Development Project can be based on your final Action/Goal Plan developed at the end of your Level IA internship or it can look into other aspects needed for effective teaching. (looking into Cross Curriculum Integration, effective questioning techniques, Methods for active student involvement with instruction, etc. ) This project will include the following:

1. You will develop a question to investigate that relates to your professional growth. 2. Video tape yourself (pre-assessment) focusing on this area of inquiry. 3. Develop strategies for your professional growth in this area. 4. Interview personnel at your school that can provide additional support and/or information. 5. Utilize outside resources that will enhance this topic and your professional growth. 6. Find and cite research that support the need for excellence in this area to be an effective

teacher 7. Implement these strategies 8. Video tape yourself (post-assessment) again focusing on this area of inquiry. 9. Summarize data gathered to support your professional growth. 10. Share the results from this project with your peers.

a. IMPACT ON STUDENT LEARNING 30 points

The MAT Teacher Candidate will demonstrate a positive impact on student achievement through the delivery of a teaching unit that integrates a variety of technology and implements various methods for active student involvement in the learning process. Utilizing qualitative and quantitative data from a pretest, the MAT Teacher Candidate will use knowledge of instructional design and lesson planning and delivery to develop and implement an instructional unit that addresses the needs of diverse learners. Using the formative data from the lessons and summative data from a posttest, the MAT Teacher Candidate will reflect on student achievement resulting from the unit of study and suggest improvements for the future. Particular attention to assessment and instructional planning should be given to assessment issues and classroom based assessment strategies for English Language Learners. See pages ___ for specific directions. Electronically send to [email protected] by November 15, 2012.

Assignments designated as Chalk and Wire (**)requirements must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course.

7. Formal Observations 30 Points each During this semester, a minimum of two formative observations (see pages ) will be completed by both the University Supervisor and your Collaborating Teacher. To prepare

for each of the observations, you will complete the lesson plan template (see page ______) identifying the essential focus for the lesson, techniques for instruction and assessment focusing on active student involvement, effective questioning techniques that encourage

high expectations for student academic growth and efficient, effective methods for


20

managing students. A pre-conference will be held prior to your instruction with the observer using questions found on page __ in this syllabus. Following the lesson, you will participate

in a post conference with the observer using the questions found on page __. During this post conference, you will set goals for on-going professional development. See Pages 47-48

At the end of the semester, the Undergraduate Teacher Candidate, the University Supervisor and your Collaborating Teacher will each complete a Summative Evaluation. This evaluation will look at the Undergraduate Teacher Candidate’s overall progress for this internship. You will participate in a final conference to share this Summative Evaluation and discuss goals for your final internship.

B. Quizzes (Points and/or %) n/a C. Final Exam (Points and/or %) n/a D. Policies Regarding Other Points Awarded (Points and.or %) n/a 10. Grading Criteria Course Final Grades: Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100. Grading Scale:

97-100 A+ 94-96 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-70 C+ 74-76 C 70-73 C- 67-69 D+ 64-66 D 60-63 D- 60 or below F

Evaluation will be holistic, covering the entire experience. This will include (but is not limited to): university supervisor’s observation notes, lesson plans, weekly reflections, videos, inquiry project, seminar assignments, attendance records, teacher interviews, and peer coaching participation. Grading will be A-C (pass) or D/F (fail). ** Interns who have not turned in all assignments by the last day of class prior to exam week or posted the Critical Assignments on Chalk and Wire will receive an “F” (fail).

The following descriptions are general guidelines for determining the course outcome of passing/ failing:

A-B: Consistent, active and thoughtful participation each day in both the classroom and in seminar discussions/ activities. Excellent quality and serious thought put into each assignment. Professional growth is evident, as indicated on the midterm and final observation forms, as well as on weekly reflections as assessed as “Developing” or higher. C+, C, C-, D+, D, D- or F: Inconsistency of participation in the classroom or seminar, assignments that are incomplete or poorly done, failure to complete course objectives, requirements, or expectations, or the inability to perform in a satisfactory manner in the

21

internship experience (documented by an unsatisfactory final evaluation form from the university supervisor or the classroom teacher).

A+ = 97-100% A = 94-96% A- = 90-93% B+ = 87-89% B = 84-86% B- = 80-83% C+ = 77-79% C = 74-76% C- = 70-73% D+ = 67-69% D = 64-66% D- = 60-63% F = 59% and below

CHALK AND WIRE ASSIGNMENT: The assignment designated as Chalk and Wire (**)requirement must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course.

**CRITICAL TASK ASSIGNMENT FOR CHALK AND WIRE IS: IMPACT ON STUDENT

LEARNING.

11. REQUIRED TEXTBOOKS, MATERIALS AND READINGS:

a. Email address b. Name badge (available at Marshall Center – NO FIRST NAME) I c. Current Chalk-and-Wire account d. Purchase a video camera with a stand e. Notebook with 10 dividers f. Purchase an Elementary Education Logo Shirt (additional information will be

given to you later). This Shirt is to be worn on your field internship day in the school.

It is expected that the Undergraduate Teacher Candidates will receive from their cooperating teachers, the appropriate textbooks and supplementary materials designed to aid them in developing and delivering instruction to the class or classes in which they are interning. 12. Academic Dishonesty Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.

22

13. Detection of Plagiarism The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. Academic Disruption Academic disruption is defined as the acts or words of a student in the classroom or teaching environment which directs attention from the academic matters at hand, such as noisy distractions; persistent, disrespectful or abusive interruptions of lecture, exam or academic discussions, or presents a danger to the health, safety or well being of the faculty member of students. 14. Web Portal Information Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm. 15. ADA Statement Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation. 16. USF Policy on Religious Observances Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. 17. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused courses and other courses where assignments need to be collected by students to complete their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as appropriate documentation for one or more of the Florida Accomplished Practices/ESOL Performance Standards. 18. Critical Tasks Students in the Elementary Education Program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards. In this course the Critical Task is the IMPACT ON STUDENT LEARNING ASSIGNMENT.

Failure to post this Critical Tasks by ___________________will result in a “U” for this course. 19. Blackboard and Email Course materials, checklists, and announcements will be posted on Blackboard. Students are responsible for downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments. Blackboard email will be used to communicate among class members. You are responsible for information that is emailed to your Blackboard account or is posted on Blackboard. Please check them regularly. 20. Emergency Preparation In the event of an emergency, it may be necessary for USF to suspend normal operations. During this

http://www.acomp.usf.edu/

http://www.acomp.usf.edu/portal.html

23

time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor the Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information. 21. Communication Course materials, checklists, and announcements will be posted on Blackboard. You are responsible for downloading any pertinent materials. Checklists or rubrics must be handed in with assignments. Blackboard email will be used to communicate among class members. You are responsible for checking your email regularly and for reading announcements posted on Blackboard. Educators are held to a higher standard than the general public. You will be asked to sign The Social Media policies outlined in the College of Education Disposition at your first seminar. Be sure to read this document carefully. Not adhering to these policies could result in your dismissal from the College of Education. Under no circumstances are you to use any type of social media with your students.

Please turn off cell phones while you are in the school and during seminar sessions. Please do not text, email, or conduct personal Internet business during class time. You may not use your cell phone or conduct personal business while working with students.

24

Florida Department of Education Accomplished Practices—Undergraduate Teacher Candidate

The following Accomplished Practices must be demonstrated prior to graduation from the program. Accomplished Practice #1: Instructional Design and Lesson Planning. The Undergraduate Teacher Candidate works with other professionals to design learning experiences that develops background knowledge, sets high expectations and meet students’ needs and interests of all students. Planned instruction that is aligned with the Sunshine State Standards incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection of test data, the teacher continuously refines outcome assessment and learning experiences student academic growth. Accomplished Practice #2: The learning Environment. The Undergraduate Teacher Candidate has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge. The Undergraduate Teacher Candidate understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and works to increase her/his knowledge and skills. Accomplished Practice #3: Instructional Delivery and Facilitation. The Undergraduate Teacher Candidate recognizes the need for effective communication in the classroom and is in the process of acquiring techniques that she/he will use in the classroom. Students are engaged in active learning through hands-on activities, cooperative learning strategies, problem-solving activities designed to assist all students in demonstrating their ability to think creatively. The Undergraduate Teacher Candidate uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. The Undergraduate Teacher Candidate establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation. Accomplished Practice #4: Assessment. The Undergraduate Teacher Candidate collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students’ instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. Accomplished Practice #5: Continuous Professional Improvement.

25

The Undergraduate Teacher Candidate realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self-reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. Accomplished Practice #6: Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public and the education profession.

Assignments and Forms Lesson Plan Template and Example Pages 29-33 Lesson Plan Rubric Page 34 Pre/Post Conference Questions Page 35 Absent/Late Form Page 36 Peer Observations Page 37 Video Self Reflection Form Page 38 Technology Infused Lesson Pages 39-40 Reflective Journal Page 41-42 FEAPS Coaching Tool Page 43-46 Goal Setting Form Page 47-48

26

Lesson Plan Template—ESOL Infused See Page for Lesson Plan Rubric

Lesson Context

Description of Student(s)

Description of Instructional Setting

Sunshine State Standards/Common Core Standards

Objectives/ Learning Outcomes

Linguistic/Language Objectives

Cultural Objectives

Summary of Lesson

Rationale and Relevance (Connection to Students’ Knowledge, Skills, Experience)

How will you differentiate instruction? (content, process, product, readiness, interest, learning style)

Developmental Theories and Approaches

Instructional Procedures/Practices (Teaching Strategies and Sequence)

Activity Description Materials/Resources Time Focus/Review/Hook/ Advance Organizer/ Opening

27

Instruction: Providing Model(s)

Transition

Providing Guided Practice/Scaffolding

Transition

Providing Independent Practice or Extension

Closure

Assessment/Evidence objectives were met

Accommodation, and/or Modifications

What will you do if some students are struggle with the content?

What will you do if some students master the content quickly?

Extension Activity (inclusion of family and/or community)

Classroom Management Considerations

28

Explicit Lesson Plan Template—ESOL Infused

Lesson Context Description of Student(s)

Grade level, ethnicity/cultural diversity, total number of students, specific types of identified disabilities of students including number, number of students with LEP, number of students who are identified as Gifted/Talented, number of student performing below benchmark.

Description of Instructional Setting

Tier 1, Tier 2, Tier 3 Small group, one-to one

Sunshine State Standards/Common Core Standards

Relevant SSS standard(s) or Common Core Standards. Write out the number and a brief description of the standard for each.

Objectives/ Learning Outcomes

All objectives are written – SMART, context, behavior, evaluation

Linguistic/Language Objectives

Cultural Objectives

How you are providing for Multiple Means for Representation (Recognition Networks), Action & Expression (Strategic Networks), and Engagement (Affective Networks) that address the diverse needs of your students

Summary of Lesson

Rationale and Relevance (Connection to Students’ Knowledge, Skills, Experience)

How will this lesson connect to prior knowledge? Why the objectives? How will this lesson connect to prior knowledge? Why is appropriate for the student(s)

How will you differentiate instruction? (content, process, product, readiness, interest, learning style)

How are you differentiating your instruction relative to Content, Product, and Process that address the diverse needs of your students

Developmental Theories and Approaches

What are age appropriate instructional strategies for the content you are teaching?

Instructional Procedures/Practices (Teaching Strategies and Sequence)

Activity Description Materials/Resources Time Focus/Review/Hook/ Advance Organizer/ Opening

• Link • Identify • Provide Rationale • Engage

29

Instruction: Providing Model(s)

• Authentic contexts • Multisensory methods • Think alouds • Examples/non- examples • Cue important features • Teach learning strategies

Transition

Needed procedures for transitioning students from modeling to guided practice/scaffolding

Providing Guided Practice/Scaffolding

• Moving from High teacher support

to Medium teacher support to Low teacher support

• Specific Corrective Feedback • Specific Positive Reinforcement

Possible Effective Strategies: Instructional Games, Self-correcting Materials, Structured Peer Tutoring, Structured Cooperative Groups

Transition

Needed procedures for transitioning students from guided practice/scaffolding to independent practice

Providing Independent Practice or Extension

• Provide directions • Model concept to be practiced • Model behavior needed to complete activity • Monitor • Specific corrective feedback • Specific positive-reinforcement Possible Effective Strategies: Instructional Games, Self-correcting Materials, Structured Peer Tutoring, Structured Cooperative Groups

Closure

Content: Procedures:

Assessment/Evidence objectives were met

Assessments should match your objectives. How will you know that students achieved the desired objective? How you will evaluate students’ understanding of EACH learner objective How you will communicate to your students their performance/provide feedback

Accommodation, and/or Modifications

Identify specific accommodations and or modification you will make for EACH student

30

who requires it including students with disabilities and for students with LEP.

What will you do if some students are struggle with the content?

Identify specific accommodations and or modification you will make for EACH student who requires it including students with disabilities and for students with LEP.

What will you do if some students master the content quickly?

Identify specific accommodations and or modification you will make for EACH student who requires it including students with disabilities and for students with LEP.

Extension Activity (inclusion of family and/or community)

Identify how you will provide extension learning activities for specific students who are performing above most other students in your class/instructional setting

Classroom Management Considerations

Specific principles of classroom management that you will need to emphasize or implement for this lesson based on its structure, the instructional setting, and your students’ needs.

31

LESSON PLANNING RUBRIC Name:___________________________ Total Pts: _________ Date: ____________________________

Lesson Plan (30 points)

0 pt. 1.5 pts. 3 pts.

Objectives clearly written Objective(s) are not SMART and do not

contain three components.

Objective(s) are missing components

and/or lacking elements of SMART.

Objective(s) are SMART and contain all components.

Hook No hook is included. Hook is minimally connected to the lesson

objectives.

Hook engages the learner and is connected to the lesson

objectives. Modeling No modeling is

included. Modeling is minimally described and/or not

connected to the lesson objectives.

Modeling is explicitly explained and clearly


Practice (Guided and Independent)

No opportunities for scaffolded student

practice are included.

Limited opportunities for practice, limited connection to lesson

objectives and/or limited explanation of practice activities are

included.

Multiple, scaffolded practice opportunities are included, connected to the objectives,

and well-described.

Closure No lesson closure is include.

Closure is minimally described and/or not


Closure is explicitly explained and clearly connected to

lesson objectives.

Instructional strategy applied to the lesson

Instructional strategy not used in lesson.

Strategy is used, but connection to lesson is

not clear.

Strategy is applied to the lesson.

Assessments are appropriate for activities and objectives

Assessment is minimally addressed.

Assessments are addressed, but not

varied or aligned clearly with activities and

objectives.

Varied assessments used to measure objectives and

activities.

Modifications and accommodations considered

No modifications and accommodations

included

Minimal attention to modifications and accommodations

Multiple modifications and accommodations are included

Differentiated Instruction No description of differentiated instruction.

Limited description of or use of differentiated

instruction.

Clear description and implementation of

differentiated techniques. Reflection No reflection included. Minimal reflection

included. Detailed reflection included.

32

Questions for a Undergraduate Teacher Candidate’s Pre-observation Conference

1. What, specifically, do you want your students to learn and be able to do? 2. Where do those learning goals fit into the curriculum and content standards? 3. If students ask you why they need to learn this, what would your answer be? 4. How will you introduce the lesson? How will you tap into your students’ prior

knowledge or explore misconceptions about the topic? 5. Why do you think that the instructional strategies and learning activities that you

have planned will be effective in teaching this material? 6. How can you adapt the lesson to meet the diverse needs and abilities of your

students? 7. How did you structure the learning to make it meaningful or relevant to the

student’s personal experiences or to connect it to other learning? 8. Where did you find the resources for this lesson? In what ways did you go beyond

the teacher’s guide or textbook? 9. How will you formatively assess if the students learned what you intended? 10. How can I help you in planning process? Let’s walk through a portion of the lesson

together

POST CONFERNECE QUESTIONS

Reflection What did you like or enjoy? What seemed to go well? Good things I did that helped the students and showed good responses from the students If you were to do this lesson again what changes would you make? Are there other ways you could do it, or something you would like to try? (Please add you reasoning for these ideas) What are the most valuable things you learned? In what ways did the students not respond as you hoped? What goals would you like to set for yourself for the next time you are working with these or other students? What questions do you have? What caught your curiosity? What more knowledge/background would you like? What do you feel were the most positive and valuable aspects of the lesson?

Develop a goal plan based on your discussion and self-reflection of your instruction. Please use the Goal Planning sheet.

33 ABSENT/LATE REPORT It is the Undergraduate Teacher Candidate’s responsibility to complete this form when a day of internship is missed or when the Undergraduate Teacher Candidate is signing in after the designated time. Today’s Date:________________ Please circle one: Absent Late Name: ____________________________Date absent/late _____________________ Reason for absence or tardiness: _____________________________________________ Name of person contacted: __________________________________________________ Date and time contacted: _________________________ Date made up _______________ Collaborating Teacher’s Signature:______________________________________________ Teacher Candidate’s Signature ____________________________________________ ---------------------------------------------------------------------------------------------------------------------- ABSENT/LATE REPORT It is the Undergraduate Teacher Candidate’s responsibility to complete this form when a day of internship is missed or when the Undergraduate Teacher Candidates is signing in after the designated time. Today’s Date:________________ Please circle one: Absent Late Name: ____________________________ Date absent/late ________________ Reason for absence or tardiness: _____________________________________________ Name of person contacted: __________________________________________________ Date and time contacted: _________________________ Date made up ______________ Collaborating Teacher’s Signature:___________________________________________ Teacher Candidate’s Signature _______________________________________________

Peer Observation Form Person Being Observed: ________________

34 Observer: __________________________ Date: _________________ To be completed by the observer:

1. List three strengths observed during the lesson. (Use complete sentences and be specific in your explanation.)

2. List three suggestions for improvement of the lesson. (Use complete sentences and be specific in your explanation.)

To be completed by the person being observed:

1. On the back of this sheet, write your reactions to the observation of your lesson. (For example, if you feel the suggestions were helpful, how would you adjust instruction in the future?)

VIDEO SELF-REFLECTION

Undergraduate Teacher Candidate’s name ___________________________ Reflection 1, 2, 3,

35 Date ________________ (Attach your lesson plan for this video) Area and reason

for Focus Clip

Location (Time)

Brief Description of Reflection / Wondering…

Develop an on-going Goal Setting sheet and action plan with your collaborating teacher/supervisor to improve your identified areas.

36

Technology Infused Lesson

Description of assignment

The student will create and execute a technology-infused lesson plan. It may address any curricular area (i.e. Math, Language Arts, Science, etc.). The lesson must demonstrate your skill at using technology in the planning, instruction, and assessment cycle to deliver engaging, challenging instruction for all learners..

In order to receive full credit the lesson must meet the criteria stated in the rubric. The lesson should last approximately 20-30 minutes.

TURN IN Technology lesson electronically by _____________to: EMAIL: [email protected]

A. Lesson Plan (Use the Lesson Plan Template)

Some possible technology elements

(a) Internet (b) Smartboard (c) Thought mapping software (Inspiration) (d) Digital camera (e) Video camera (f) Word processing software (Word) (g) Spreadsheet software (Excel) (h) Assistive technologies

B. Examples of student products (student work that resulted from the lesson) C. Reflection

Write a one to two page reflection on the assignment. Be sure to address these questions in your reflection:

How did you use technology to plan or prepare for this lesson? In what ways did technology further enhance or extend this lesson? What was your comfort level with the technology used in this lesson? What resources did you use to complete this assignment? (people) What problems did you have? How did you deal with the problems? How did the students react to the lesson? What would you do differently if you presented this lesson again? How actively engaged or motivated were students? How did your cooperating teacher support you in the use of technology in your

lesson? What other support or resources would have helped you complete this project?

D. Student Academic Success


37

Describe your students’ learning processes and levels of engagement in the lesson and how the inclusion of technology affected their learning. Include examples of student work.

Rubric for Evaluation

Score Description

1 = Poor Narrative lacks all required elements, and/or fails to or only minimally includes examples, analysis, and reflections that connect learning objectives and student achievement.

2 = Basic Narrative includes all required elements, but does not logically connect the learning objectives to student achievement with relevant examples, analysis, and reflections.

3 = Proficient Narrative includes all required elements, using examples to connect the learning objectives to student achievement; however, there is room for improvement in examples, analysis, or reflections.

4 = Advanced Narrative includes all required elements with relevant examples to connect the learning objectives to student achievement with thoughtful analysis and reflections.

5 = Exceptional Narrative is comprehensive and creative, includes all required elements with multiple examples to connect the learning objectives to student achievement and thoughtful and insightful analysis and reflections.

EDE 4942 Level IIB Internship Weekly Reflection

Double Entry Journal # ________ Name _________________________

38

School: ___________________ Grade: ______ Week: ______________

What Happened Your reactions/thoughts/questions

Name__________________________ EDE 4942 Supervisor _____________________ Date:__________________________

39

Example of a Reflective Journal

What Happened My Reactions/Thoughts/Questions 1) My CT suggested I give out tickets to promote better student behavior. So, I started handing out tickets when I caught students doing something good (e.g. walking in line quietly or being on task and prepared). Students put their name on the back of the ticket and dropped it in the “Caught Ya” jar. 2) This week we had an awards ceremony, “Alafia Writes,” computer lab time, as well as other events that cut into the classroom time. I understand why teachers have to be flexible and effective with time management.

1) The students really got into the ticket thing throughout the week. They were excited about dropping the ticket in the jar and couldn’t wait until Friday when I drew two student names per block. The winners could choose between a candy bar or a Free Homework pass. To my surprise, they all chose the candy bar over the Homework pass. I definitely would’ve chosen the pass, but I think a lot of them enjoy doing the homework (which is odd). As far as the result, the tickets work! The students definitely work towards receiving them and it makes a difference in how they behave. The kids weren’t necessarily misbehaving, but it has helped eliminate some of the chatter and it motivates them to get to where they should be, etc. 2) I was amazed at how my classroom time was lost due to all the other activities and obligations we had to attend to. Although I had planned to fully take up all the allotted classroom time, I quickly realized that there was no possible way this was going to happen. I reassured my cooperating teacher that I didn’t mind and that I am very flexible. The ceremonies and other events we had to be at were not flexible and therefore I wanted to make sure she knew that I didn’t mind readjusting my plans. We worked through it and still got the important points covered. We cram a lot into a day’s time at school. It seems like we never have a full week with no interruptions!

FEAPS Coaching Tool

Intern Date/Time of Observation

School Grade/Subject

Collaborating Teacher

40

AP 1. Instructional Design and Lesson Planning and AP 4 Assessment (PRE-CONFERENCE)

Keywords Descriptions Observer Comments ~Aligns instruction with standards at appropriate level of rigor.

Articulates clear learning goals that are appropriate for students.

~Uses diagnostic student data to plan lessons. ~Analyzes and applies data from multiple assessments and measures to diagnose student's learning needs, inform instruction based on those needs, and drive the learning process.

Uses data to plan instruction.

~Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. ~Sequences concepts and lessons linked to prior knowledge to ensure coherence. ~Designs instruction for students to achieve mastery.

Selects teaching experiences to develop appropriate instruction for students.

~Designs and aligns formative assessments that match learning objectives. ~Designs and aligns summative assessments to determine mastery of learning objectives.

Creates appropriate evaluation/assessment strategies.

AP 2. The Learning Environment (OBSERVATION)

Keywords Descriptions Observer Comments

41

~Organizes and manages the resources of time and space to support student learning. ~Integrates appropriate and available information technologies that foster student inquiry.

Uses physical space, materials, technology, and time wisely.

~Manages individual and class behaviors through a well-planned management system. ~Adheres to daily schedules and attendance policies.

Maintains standards for behavior.

~Adapts the learning environment to accommodate the differing needs and diversity of students (e.g., cultural, linguistic, SES, disability, etc.) ~Respects students' differing needs and diversity (e.g., cultural, linguistic, SES, disability, etc.)

Creates a climate of fairness.

~Models clear oral communication skills. ~Models clear written communication skills.

Maintains rapport and high quality communication.

~Conveys high expectations to all students. ~Maintains a climate of openness, fairness and support. ~Develops a climate that fosters inquiry.

Conveys challenging learning expectations.

42

AP 3. Instructional Delivery and Facilitation (OBSERVATION)

Keywords Descriptions Observer Comments ~Communicates learning goals for instruction ~Communicates instructional procedures

Makes learning goals and procedures clear to students.

~Delivers engaging and challenging lessons. ~Teaches for students' understanding using varied and appropriate strategies and resources.

Makes content comprehensible.

~Differentiates instructions based on as assessment of differing needs and diversity of students (e.g., cultural, linguistic, SES, disability, etc.) ~Identifies gaps in students' subject matter knowledge. ~Modifies instruction to respond to student needs (e.g., gaps in knowledge, preconceptions or misconceptions). ~Utilizes appropriate assistive technologies that enables students to achieve their educational goals.

Differentiates and accommodates.

~Relates and integrates the subject matter with other disciplines and/or life experiences. ~Teaches literacy strategies across the curriculum through explicit instruction.

Integration of subject areas and literacy.

~Employs higher-order questioning techniques.

Encourages students to extend thinking.

~Encourages and provides immediate and specific feedback to promote student achievement. ~Utilizes student feedback to monitor and support instructional needs and to adjust instruction. ~Selects formative assessments to monitor learning. ~Uses a varity of assessment tools to monitor student progress.

Monitors student learning.

43

43

AP 5. Continuous Professional Improvement and AP 6. Professional Responsibility and Ethical Conduct (POST OBSERVATION)

Keywords Descriptions Observer Comments ~Designs professional goals based on students' instructional needs. ~Uses research to improve instruction and student achievement. ~Collaborates with stakeholders so support continuous professional growth.

Reflects on the extent to which goals are met.

~Collaborates with stakeholders to support student learning. ~Reviews data with colleges to evaluate learning outcomes and plan effective lessons.

Collaboration and data.

~Engages in professional growth opportunities. ~Engages in ongoing reflective practice. ~Accepts constructive feedback. ~Applies knowledge and skills learned in professional development in the teaching and learning process.

Uses data to evaluate teacher effectiveness and generate professional learning goals.

~Analyzes and applies data from multiple assessments and measures to diagnose student's learning needs, inform instruction based on those needs, and drive the learning process. (repeat from pre- observation to reflect cycle of data use) ~Shares outcomes of assessment data with the student and the parents.

Uses data to evaluate student learning .

~Adheres to the Code of Ethics and to the Principles of Professional Conduct of the Education Profession of Florida. ~Exhibits ethical conduct (i.e., maintains the confidentiality of all students' data). ~Exhibits emotional stability and mature judgment.

Ethics

~Demonstrates professional responsibility (i.e., maintaining instructional and non-instructional records) ~Maintains positive and productive relationships with colleagues. ~Maintains a professional appearance. ~Demonstrates professional use of communication.

Professionalism

44

44

Action/Goal Setting Plan

Date ________________ Intern ___________________________________ School ______________________________ Grade Collaborating Teacher _________________________________________ University Supervisor ___________________________________

Timeline

Areas of Strength Areas for Growth Specific Recommendation for change

Suggested Resources or Assistance

Evidence of Accomplishment or completion

Completion Date

Instructional design, lesson planning and assessment

The Learning Environment

45

45

Areas of Strength Areas for Growth Specific Recommendation for change

Suggested Resources or Assistance

Evidence of Accomplishment or completion

Completion Date

Instructional delivery and facilitation

Continuous professional improvement, professional responsibility and ethical conduct

46

46

ATTACHMENT I This attachment must be completed for the following graduate programs: all MATs; MA and PhD in School Psychology;, Educational Measurement and Evaluation; Guidance and Counseling; Educational Leadership; MA programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, and Physical Education; and all programs that teach courses for majors in the above listed programs. This attachment is to be completed on a separate page(s) since it is for the College of Education files only. Course Prefix and Number EDE 4944 Course Name Elementary Education Internship Level III Credit Hours: 3 Briefly describe the following: • The nature and duration of any field-based experiences.

• This intensive, inquiry-driven internship experience is designed to complement foundational course work expected in the Undergraduate Elementary Program. The integration of course and field experience allows the Undergraduate Teacher Candidates to make critical course to field connections. These students will spend two full days per week in a supervised internship experience in classroom settings in a public or private elementary school. The classroom experiences are supplemented by a weekly seminar meeting in which relevant topics are discussed

• Any experiences that include instruction, observation, practice, and/or competency demonstration in any of the following: instructional strategies that address various

learning styles, exceptionalities, achievement levels, and other specialized circumstances. 8. Video Taping and Self-Reflection using a Co-Teach Model (10 Points)


47

47

9. Four peer coaching sessions 10 Points You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer) to the Undergraduate Teacher Candidate you observed immediately following the observation. The presenting Undergraduate Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page _____) DUE ________________.

10. Professional Portfolio 10 Points You will continue to develop a Web Domain electronic portfolio –This will be used to Develop your on-going professional portfolio over time. The specific contents and directions will be given during one of your seminars. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. Due: ____________________. 11. Pedagogy Inquiry Project: 20 Points


11. You will develop a question to investigate that relates to your professional growth. 12. Video tape yourself (pre-assessment) focusing on this area of inquiry. 13. Develop strategies for your professional growth in this area. 14. Interview personnel at your school that can provide additional support and/or information. 15. Utilize outside resources that will enhance this topic and your professional growth. 16. Find and cite research that support the need for excellence in this area to be an effective teacher 17. Implement these strategies 18. Video tape yourself (post-assessment) again focusing on this area of inquiry. 19. Summarize data gathered to support your professional growth. 20. Share the results from this project with your peers.

b. IMPACT ON STUDENT LEARNING The MAT Teacher Candidate will demonstrate a positive impact on student achievement through the delivery of a teaching unit that integrates a variety of technology and implements various methods for active student involvement in the learning process. Utilizing qualitative and quantitative data from a pretest, the MAT Teacher Candidate will use knowledge of instructional design and lesson planning and delivery to develop and implement an instructional unit that addresses the needs of diverse learners. Using the formative data from the lessons and summative data from a posttest, the MAT Teacher Candidate will reflect on student achievement resulting from the unit of study and suggest improvements for the future.

48

48

Particular attention to assessment and instructional planning should be given to assessment issues and classroom based assessment strategies for English Language Learners. See pages ___ for specific directions. Electronically send to [email protected] by November 15, 2012.


12. Formal Observations 20 Points During this semester, a minimum of two formative observations (see pages ) will be completed by both the University Supervisor and your Collaborating Teacher. To prepare


high expectations for student academic growth and efficient, effective methods for managing students. A pre-conference will be held prior to your instruction with the observer using questions found on page __ in this syllabus. Following the lesson, you will participate


At the end of the semester, the Undergraduate Teacher Candidate, the University Supervisor and your Collaborating Teacher will each complete a Summative Evaluation. This evaluation will look at the Undergraduate Teacher Candidate’s overall progress for this internship. You will participate in a final conference to share this Summative Evaluation and discuss goals for your final internship. .

• Activities and assessments that assess the impact on pk-12 student learning.

1. Formal Observations 30 Points During this semester, a minimum of two formative observations (see pages ) will be


49

49

completed by both the University Supervisor and your Collaborating Teacher. To prepare for each of the observations, you will complete the lesson plan template (see page 29-33) identifying the essential focus for the lesson, techniques for instruction and assessment focusing on active student involvement, effective questioning techniques that encourage high expectations for student academic growth and efficient, effective methods for managing students. A pre-conference will be held prior to your instruction with the observer

using questions found on page 35 in this syllabus. Following the lesson, you will participate in a post conference with the observer using the questions found on page 35. During this post conference, you will set goals for on-going professional development. See Pages 47-48


2. Video Taping and Self-Reflection of a Co-taught Lesson 30 Points each

For this assignment the Undergraduate Teacher Candidate will plan and videotape one small group lesson and two whole class lessons that you co-teach during this semester. These videos will be 10-15 minutes in length. Each lesson selected should include a lesson plan that demonstrates the Undergraduate Teacher Candidate’s ability to use data, standards, and an array of differentiated instructional strategies to sequence, design, deliver, and assess meaningful learning experiences in a well-managed classroom environment. Prior to each lesson, the Undergraduate Teacher Candidate will generate a hypothesis or focus related to instruction and/or managing the learning environment. Then the video will be analyzed and segments identified that contribute to an understanding of the hypothesis or focus. For each of these segments, the Undergraduate Teacher Candidate will provide an explanation the clips representation as it relates to the lesson focus. Each of the three video-taped reflections should be submitted with both a lesson plan and a completed self-reflection chart (See page 38 ). Discussions with your Collaborating Teacher and/or University Supervisor should also be considered in completing each reflection. The due dates for the video self-reflections are: September 20th, October 18th, and November 15th.

• Any components of the course that prepare candidates in the use of technology in instruction, record-keeping, and other professional responsibilities. 13. Video Taping and Self-Reflection using a Co-Teach Model 10 Points

For this assignment the Undergraduate Teacher Candidate will plan and videotape one small group lesson and two whole class lessons that you co-teach during this semester. These videos will be 10-15 minutes in length. Each lesson selected should include a lesson plan that demonstrates the

50

50

Undergraduate Teacher Candidate’s ability to use data, standards, and an array of differentiated instructional strategies to sequence, design, deliver, and assess meaningful learning experiences in a well-managed classroom environment. Prior to each lesson, the Undergraduate Teacher Candidate will generate a hypothesis or focus related to instruction and/or managing the learning environment. Then the video will be analyzed and segments identified that contribute to an understanding of the hypothesis or focus. For each of these segments, the Undergraduate Teacher Candidate will provide an explanation the clips representation as it relates to the lesson focus. Each of the three video-taped reflections should be submitted with both a lesson plan and a completed self-reflection chart (See page____ ). Discussions with your Collaborating Teacher and/or University Supervisor should also be considered in completing each reflection. This ONE PAGE weekly journal will demonstrate clear, acceptable written communication skills. Management of this task will be discussed at your first seminar. See Pages ____ for the template.

14. Four peer coaching sessions

You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer) to the Undergraduate Teacher Candidate you observed immediately following the observation. The presenting Undergraduate Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page _____) DUE ________________. 10 Points


You will continue to develop a Web Domain electronic portfolio –This will be used to Develop your on-going professional portfolio over time. The specific contents and directions will be given during one of your seminars. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. Due: ____________________. 16. Pedagogy Inquiry Project:

20 Points This is an Inquiry Based Professional Development Project can be based on your final Action/Goal Plan developed at the end of your Level IA internship or it can look into other aspects needed for effective teaching. (looking into Cross Curriculum Integration, effective questioning techniques, Methods for active student involvement with instruction, etc. ) This project will include the following:

21. You will develop a question to investigate that relates to your professional growth. 22. Video tape yourself (pre-assessment) focusing on this area of inquiry. 23. Develop strategies for your professional growth in this area. 24. Interview personnel at your school that can provide additional support and/or information. 25. Utilize outside resources that will enhance this topic and your professional growth.

51

51

26. Find and cite research that support the need for excellence in this area to be an effective teacher 27. Implement these strategies 28. Video tape yourself (post-assessment) again focusing on this area of inquiry. 29. Summarize data gathered to support your professional growth. 30. Share the results from this project with your peers.

c. IMPACT ON STUDENT LEARNING







At the end of the semester, the Undergraduate Teacher Candidate, the University Supervisor and your Collaborating Teacher will each complete a Summative Evaluation.


52

52

This evaluation will look at the Undergraduate Teacher Candidate’s overall progress for this internship. You will participate in a final conference to share this Summative Evaluation and discuss goals for your final internship.



19. Four peer coaching sessions

You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer) to the Undergraduate Teacher Candidate you observed immediately following the observation. The presenting Undergraduate Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page _____) DUE ________________. 10 Points


You will continue to develop a Web Domain electronic portfolio –This will be used to Develop your on-going professional portfolio over time. The specific contents and directions will be given during one of your seminars. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. Due: ____________________. 21. Pedagogy Inquiry Project:

20 Points

53

53



d. IMPACT ON STUDENT LEARNING




for each of the observations, you will complete the lesson plan template (see page ______) identifying the essential focus for the lesson, techniques for instruction and assessment


54

54

focusing on active student involvement, effective questioning techniques that encourage high expectations for student academic growth and efficient, effective methods for managing students. A pre-conference will be held prior to your instruction with the observer using questions found on page __ in this syllabus. Following the lesson, you will participate





Four peer coaching sessions 10 Points 24. You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer)

to the Undergraduate Teacher Candidate you observed immediately following the observation. The presenting Undergraduate Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page _____) DUE ________________.


55

55

You will continue to develop a Web Domain electronic portfolio –This will be used to Develop your on-going professional portfolio over time. The specific contents and directions will be given during one of your seminars. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. Due: ____________________. 26. Pedagogy Inquiry Project: 20 Points



e. IMPACT ON STUDENT LEARNING The MAT Teacher Candidate will demonstrate a positive impact on student achievement through the delivery of a teaching unit that integrates a variety of technology and implements various methods for active student involvement in the learning process. Utilizing qualitative and quantitative data from a pretest, the MAT Teacher Candidate will use knowledge of instructional design and lesson planning and delivery to develop and implement an instructional unit that addresses the needs of diverse learners. Using the formative data from the lessons and summative data from a posttest, the MAT Teacher Candidate will reflect on student achievement resulting from the unit of study and suggest improvements for the future. Particular attention to assessment and instructional planning should be given to assessment issues and classroom based assessment strategies for English Language Learners. See pages ___ for specific directions. Electronically send to [email protected] by November 15, 2012.



56

56






University of South Florida College of Education EDE 4944

Documents

Transcript of University of South Florida College of Education EDE 4944