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Methods Semester Clinical Experiences

HANDBOOK

UNC Charlotte

Elementary Education-Fall 2014Two Week Intensive –

October 20-24 & October 27-31

ORIENTATION: September 12th 9am-11amLucas Room, Cone Center

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Methods Semester Clinical Experiences Handbook

Table of Contents

I. Overview/Rationale Statement p.3II. University Coordinators Contact Information p.4III. Expectations p.5IV. Suggested Timeline p.6V. Assignments p. 7VI. Other Appropriate Activities for Clinical

a. Math p.15b. Other IMB courses p. 24c. Other activities p. 25

VII. Direct Instruction Lesson Plan Format p.26VIII. Indirect Instruction Lesson Plan Format p.27IX. Cooperating Teacher Feedback Form p.29X. School Experience Log p.30XI. Clinical Experience Evaluation Rubric p.32

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Overview/Rationale

Students participating in this clinical experience are enrolled in the methods semester, which is the second semester of a four semester program, and will be taking most or all of the following courses: READ 3226 Teaching Reading to Intermediate School Learners; ELED 3223 Teaching Social Studies to Elementary School Learners; ELED 3221 Teaching Science to Elementary School Learners; ELED 3226 Teaching Language Arts to Elementary School Learners; and MATH 3224 Teaching Mathematics to Intermediate School Learners. This handbook will provide information about the roles/ responsibilities and expectations of all participants, guidelines for student assignments, and forms that need to be completed by you.

The clinical requirement for elementary education students in the methods semester of their coursework involves a two week intensive clinical experience in a select elementary school setting. The purpose of a two week intensive clinical placement is to improve the experience for our teacher education candidates and for the schools. The two week intensive clinical experience allows us to (a) enhance communication with school administrators and cooperating teachers on teacher candidate expectations and assignments, (b) dismiss classes for two weeks to allow teacher candidates to have more flexibility in scheduling and to participate in classrooms at appropriate and extended times, and (c) provide a set beginning and ending date to assist school and cooperating teacher planning. To accommodate the cooperating teacher and school schedule we also allow some flexible scheduling of requirements for the two weeks prior and two weeks following the set intensive clinical experience dates. This flexible time can be used for observations of content area teaching and teacher candidate instruction that may be difficult to fit into the two week intensive timeframe. However, students are encouraged to complete at least five hours prior to the two week intensive clinical and the bulk of the 35 hour time requirement should be completed during the two week intensive experience to allow teacher candidates to complete extended time across full school days.

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University Coordinator Contact Information

Name Assigned Schools Contact Information

Ian Binns Coltrane Webb,Shady Brook

Ian.binns@uncc.edu

Jennifer Hathaway Elon Park JHathaway@uncc.edu

Tracy Rock Cornelius Elementary tcrock@uncc.edu

Amy Good/Amy Fitchett

Dilworth,Winget Park,Cox Mill,Mallard Creek

A.Good@uncc.edu

Brian Kissel Community School of Davidson btkissel@uncc.edu

Erin Miller Montclaire Elementary Emille90@uncc.edu

Jean Vintinner Highland CreekCroft Community School

jvintin@uncc.edu

Anna Athanasopoulou /Christy Luce

Socrates Academy aathanas@uncc.edu

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Expectations

School Administrator Role/Responsibilities: Identify placements, work with University Coordinator to set meeting time with teachers, identify space for seminar meetings at middle and end of experience.

Cooperating Teacher Role/Responsibilities: attend informational meeting with University Coordinator to discuss expectations and assignments, host teacher candidate in classroom, provide mentoring and support, provide time for teacher candidate to teach lessons in science, social studies, reading and math, provide constructive feedback to the teacher candidate, and complete clinical evaluation rubric

Teacher Candidate Role/Responsibilities: log a minimum of 40 clinical hours (5 hours prior to the two week intensive clinical as well as 35 hours during the two week intensive clinical), interview classroom teacher and students, observe and support classroom instruction, teach one math lesson, one science lesson, one social studies lesson, and one reading lesson, lead a small group reading and math activity, create a digital portfolio, participate in a mid-point and post seminar at the school site, complete feedback survey, and display a professional disposition at all times.

Dress Code: Teacher candidates should dress appropriately and professionally.

Dispositions: Teacher candidates should exemplify the attitudes and actions of a professional educator rather than those of a student. Teacher candidates are expected to conform to school rules, policies, and local standards of behavior. They should follow the rules of basic courtesy toward teachers, students, school staff, and members of the community. It is expected that they cooperate with teachers and administrators and maintain a professional relationship with students, faculty, and staff at all times. Teacher candidates should safeguard all personal and confidential information regarding students and school issues and use it for professional purposes only. Teacher candidates should seek out opportunities to grow personally and professionally during the clinical experience. Teacher candidates’ dispositions will be evaluated using a Clinical Experience Evaluation Rubric.

University Coordinator Role/Responsibilities: Coordinate with administrator to set up placements and work out meeting time with teachers, clearly present assignments and expectations of the clinical experience to cooperating teachers, monitor and support teacher candidates in their clinical work, facilitate a mid-point and post seminar with teacher candidates, and gather program assessment data and clinical logs from teacher candidates and cooperating teachers.

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Timeline ActivitiesInitial Meeting with StudentA minimum of five hours prior to start of clinical experience. Teacher candidate will make contact to set this date.

Classroom Introduction, Share Curriculum plans, Discuss potential Math/ SS/Science/Reading lesson topics and objectives - Teacher candidate will conduct a Teacher Interview protocol. A schedule for the two week experience should be designed that allows the student to log at least 16 hours each week. This initial meeting can occur during or outside of school hours. If Science or SS lessons will not be taught during the two-week intensive timeframe then arrangements will need to be made to observe the lesson(s) prior to or immediately following the two-week intensive.

Week One –Min. of 16 Hours

Teacher Candidates will engage in collecting observational field notes, classroom documents, working with small groups (including a math mini-lesson and reading small group activity), and conducting informal conversations with students. If possible, they should observe science and social studies instruction. Teacher Candidates should be actively engaged in the classroom. Please do not hesitate to ask teacher candidates to participate in read alouds, small group/center instruction or monitoring, or other activities that are appropriate for them in gaining experience in an elementary school classroom. By the end of the week, they may want to teach one of their required whole class lessons. Please do NOT ask them to monitor students without your presence.

Seminar – 1 Hour Teacher Candidates will participate in a mid-point seminar on Thursday or Friday with the University Coordinator. This hour can also be logged as clinical time.

Week Two –Min. of 16 Hours

Teacher candidate will teach a social studies, science, reading, and a math lesson during the second week. They will use the direct instruction lesson plan for reading and social studies, an indirect lesson plan for math, and a structured discovery plan format for the science lesson. Cooperating Teachers provide guidance and feedback to them as they prepare and implement the lessons. Complete the Lesson Feedback Form for each lesson. With remaining hours, teacher candidates can complete any leftover assignments from week one, and participate in supporting instruction in the classroom in ways that are appropriate for them as novice teachers and benefit your instructional program. Teacher candidates will participate in a final seminar on Thursday or Friday with the University Coordinator. This hour can also be logged.

Seminar – 1 Hour

Total Hours =Minimum of 40 Hours(5 hours preliminary; 35 hours clinical intensive)

Teacher Candidates will participate in an end-point seminar on Thursday or Friday with the University Coordinator. This hour can also be logged as clinical time.

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Required Clinical ActivitiesForms for Clinical Students

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Language Arts Requirement (ELED 3226) Clinical Experience Checklist

During your two-week immersion in the field, you will collect various forms of data to reflect upon your experience in the elementary classroom. These data include: observational field notes, classroom documents, and interviews. The list below notes some of the possibilities for your data collection:

1.) Observational Field Notes (please complete at least 3-4 of the following):

Observations of the teacher during instruction (Content lesson and Reading lesson).

Observations of the students during learning.

Observations of students as they work within groups.

Observational diagram of the classroom setup.

Observations of the transitions that happen between lessons.

Observations about how technology is used in the classroom.

Observations of the types of materials students use during the lesson.

Observations about classroom management (including rules and routines).

Observations about how student learning is assessed.

2.) Classroom Documents (please collect, and reflect upon, at least 3-4 different documents):

Examples of how the teacher plans for lessons.

Examples of assessment.

Photocopies of student work.

Photographs of the classroom arrangement.

Photographs of various teaching materials.

Photocopies of informal assessments (conferences, observational notes, running records, etc.)

Photocopies of materials distributed by the teacher.

Photograph/photocopy of classroom management materials.

Photographs of bulletin boards, white boards, Smart Boards, Word Walls, etc.

Photocopy of the emergency plan.3.) Interviews

One interview with the teacher.

3-4 interviews with students – teacher candidate will create interview protocol.

Observation Instructional Lesson

Classroom: Observer:

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Grade: Date:Curriculum Area: Time:

What I notice Thoughts, Questions, Connections to Methods Classes

Observation Student Observation

Classroom: Observer:Grade: Date:

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Curriculum Area: Time:

What I notice Thoughts, Questions, Connections to Methods Classes

ObservationClassroom Setup

Classroom: Observer:Grade: Date:

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Curriculum Area: Time:

Sketch the classroom layout. How are desks, chairs, tables, teacher’s desk, computers, etc. arranged?

Document Collection and Reflection

Type of DocumentDate: Time:

What kind of document did you collect?

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What does this document show?

Reflection: What are your thoughts/opinions about this document?

Interview ProtocolTeacher

Interviewer: Interviewee:Date: Time:(These are sample questions. Please add your own questions to learn more about your specific

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classroom. This interview should take place in your initial meeting, prior to the two week intensive).

Planning Questions:How do you write a typical lesson plan?What types of materials do you need available when you plan lessons? In what ways do you plan to accommodate individual differences in the classroom?

Instructional Questions:What are some of your instructional challenges as a teacher?What have been some of your instructional successes as a teacher?What do you consider essential characteristics for successful teaching?How often do your students receive social studies/science instruction?Are you satisfied with the amount of time that you currently allot for social studies/science

instruction? Explain.What social studies and science topics/units will be studied during the second week of my

clinical experience? What are possible goals/objectives I could address for my lessons? Do you have any instructional resources that would support these goals/objectives?

What does reading instruction look like in your classroom (e.g. readers workshop, basals, etc.)?What reading topics will be studied during the 2nd week of my clinical experience? What are possible goals/objectives I could address for my reading lesson? Do you have any instructional resources that would support these goals/objectives?

Classroom Management Questions:What motivation tactics do you use to ensure a desire to learn? Tell me about the classroom community. What are the class rules? How is student behavior

monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors prevented? Tell me about the consequences for negative behavior.

Tell me about the pacing of lessons and interaction in the classroom- use of time- and other aspects of time…wait time, and time using teacher talk and student talk. What works well with your students?

ELED 3226 Overall Clinical Experience Portfolio

Due the Week of November 3rd– also submit clinical log

You are responsible for creating a digital portfolio containing 5 different entries. You will use your observational notes, classroom documents, and interviews from p. 7 to complete assignment.

Entry #1: One Observation and Reflection

Entry #2: One Classroom Document and Reflection

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Entry #3: One Teacher Interview and Reflection

Entry #4: One Student Interview and Reflection

Entry #5: Overall Clinical Experience Reflection

Clinical Experience Portfolio2=Exemplary reflection 1=Adequate reflection 0=Little to No reflection

Possible Points

Actual Points

Entry #1: Author includes observation and reflection. 2

Entry #2: Author includes classroom document and reflection. 2

Entry #3: Author includes teacher interview and reflection. 2

Entry #4: Author includes student interview and reflection. 2

Entry #5: Author addresses what he/she learned overall from this clinical7 = Exemplary reflection: Your reflection was thorough, in-depth, and thoughtful. You provided thorough details.

5 = Significant reflection: Your reflection was significant and thoughtful. You provided many details.

3 = Adequate Reflection: Your reflection was adequate—you provided enough details.

1 = Little Reflection: Very little reflection is present. You just summarized what you did, but did not think deeply about the experience

0 = Not completed

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Writing Quality: Layout, Organization, and Mechanics5= Exemplary writing quality: The digital report is easy to read with appropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. The layout uses horizontal and vertical white space appropriately. The text has no errors in grammar, capitalization, punctuation, and spelling.3= Proficient writing quality: The digital report is generally easy to read with appropriate visual organization using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. The layout uses horizontal and vertical white space appropriately in most places. The text has a few errors in grammar, capitalization, punctuation, and spelling.0=Not proficient writing quality: The report is often difficult to read due to inappropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. The layout uses horizontal and vertical white space inappropriately in some places. The text has many errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision.

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Total Points 20

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Clinical Assignment

MAED 3224Activities: Due date set by each instructor

During the Clinical Assignment you will observe, teach, assess, and re-teach. Below is a detailed list of activities. The remainder of this packet contains schedules and deliverable forms to help you organize your work.

1. Formally observe a minimum of two mathematics lessons. One of these must be during the weeks prior to the start of the IMB two week intensive clinicals.

2. Prior to the start of the IMB, meet with the clinical teacher to discuss which whole class lesson would be a good fit for your Task 4 project. If you need help with the topic, contact your MAED 3224 instructor. The deliverable for this activity is the Collaborative Meeting Report.

3. Prepare a whole-class lesson plan on the selected topic. Your lesson plan must be approved by the classroom teacher. Use the Lesson Plan Guide as a template.

4. Based on the lesson plan you’ve created, prepare a formative assessment that will provide opportunities for students to demonstrate conceptual understanding, procedural fluency, and mathematical reasoning skills. Your formative assessment must be approved by the classroom teacher. The deliverable for this activity is the Formative Assessment.

5. Define the evaluation criteria that will be used to analyze student learning of the topic. The deliverable for this activity is the Evaluation Criteria.

6. Teach your lesson to the class.

7. Administer the formative assessment as soon as possible after you teach the lesson. Keep a copy the assessment as you will need it for your report.

8. Grade and analyze test results.

9. Design a re-engagement lesson based on a targeted learning objective for the selected (struggling) student. Use the Lesson Plan Guide as a template.

10. Teach the re-engagement lesson to the selected student.

11. Provide new evidence of student mathematical understanding. Save a copy of the student work samples from the re-engagement lesson.

12. Evaluate the effectiveness of the re-engagement lesson.

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Sample Schedule

When Activity

Prior to start of IMB

Spend 5 hours observing the classroom. One of these observations must be a Math lesson. Discuss with the cooperating teacher the lesson plan s/he anticipates you will teach for Task 4.

Complete the contextual information for Task 4 Complete the “Collaborative Meeting Report”. Complete one formal observation of a math lesson.

Week 1 Complete second formal observation of a math lesson. Arrange the date to teach the whole class lesson for Task 4. Create a lesson plan to teach to the whole class. Get the clinical instructor’s approval for the lesson plan and assessment you will use for

Task 4.

Late week 1 or early week 2

Teach the lesson either late this week or early next week. Administer your formative assessment soon after you teach it. SAVE ALL THE DATA (students’ work) FROM YOUR ASSESSMENT. Let your clinical teacher

know you need to have a copy of all the student’s work. If the clinical teacher wants the original work, you need to arrange to make copies of the work and get the original assessment back to the clinical teacher. This may be at your own expense.

Score the assessment soon after you give it. Discuss with the clinical teacher which student(s) you will target for your re-engagement

lesson. Discuss with the teacher when you will teach the re-engagement lesson. Write a lesson plan for the re-engagement lesson and get it approved by the clinical

instructor.

Week 2 Continue observations of math lessons. Teach your re-engagement lesson Score your re-engagement lesson. KEEP THE STUDENTS’ WORK SAMPLES. (Thus, once

again you may have to arrange for YOU to make copies at your own expense if the teacher wants to keep the work).

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NAME: _________________________ MAED 3224

Fill in the schedule with actual dates and have it signed by the classroom teacher. Turn this form in to your instructor when you return to class after the IMB is completed.

Date ActivityFormal Observation 1 (prior to start of IMB).Formal Observation 2Teacher Collaboration to plan Task 4Teach whole class lessonGive student lesson assessmentMeet with teacher to plan re-engagement lessonTeach re-engagement lessonGive re-engagement student(s) assessment

Classroom Teacher Signature: ________________________________________________________

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Math Classroom Observations

Please include the following information in the heading of your observation reports: Date, school, school system, grade level, topic, number of children by race and gender.

Answer the following in paragraph form:1. Would you characterize the lesson as attending to procedural or to conceptual knowledge?2. Describe how students were actively involved in the mathematics lesson.3. Describe how mathematics communication was integrated in the lesson.4. Describe how the teacher utilized mathematics questions during the lesson.5. Describe how the teacher assessed the students’ mathematics knowledge during the lesson.

Reflection:1. What was effective about the lesson?2. If you were teaching this lesson, what might you do differently?

Math Teacher Interview

Interview your teacher. Please include the following information in the heading of your observation reports: Date, school, school system, grade level, topic, number of children by race and gender.

Interview1. What types of mathematical tasks do you think help students learn math at this age?2. When you prepare a lesson, about how much time do you allocate to develop mathematical concepts

and how much time to skill and practice?3. When you teach math, how do you assess conceptual development?4. How do you use this conceptual assessment to advance students’ learning?5. How do you use your assessment of student to help them to do well on the end-of-grade (EOG) test?6. How does the EGO affect your teaching practice throughout the year?7. How does your school or school system use the results of the EOG?

Reflection1. What were your impressions about the teacher’s attitudes towards assessing students’ learning?2. What is your reaction to the teacher’s comments about students’ conceptual assessment?

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C o ll a bor a tive M eeting with Clinical Teacher to Plan for Ed TPA

You must work with your classroom teacher to select a concept that you will teach to the whole class and assess. You may come to this meeting with ideas of your own and you may modify the suggested questions and prompts. Paraphrase the important outcomes of the conversation. Feel free to include comments and observations.

1. What are the CCSSMs that I should be focusing on for my whole class lesson?2. How have you taught this lesson in the past? Are there ideas in team planning that you

want me to implement?3. What connections should I make to concepts and procedures that the students have

either recently been working on, or that are important pre-requisites for understanding the topic?

4. How do you suggest that I structure the formative assessment that I will be preparing and administering?

5. Do you have an example of a test that I can look at to make sure that the students will be comfortable with the format and style of the assessment?

6. Do you have suggestions as to how I can ensure that the formative assessment will give students an opportunity to demonstrate conceptual understanding, procedural fluency, and problem-solving skills?

7. Do you have any suggestions about tasks that I can include that will capture information that differentiates the levels of understanding achieved by various students?

8. I am required to keep the data from the formative assessment for both the whole class lesson and the re-engagement lesson. How do you suggest I do this?

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Lesson Plan Guide

Overall Learning Sequence: Dat

Objective/goal:

Task(s):

Associated concepts:

Anticipation:

Lesson Phase Description of Activities and Setting

Before Make sure problem is understood

Establish clear expectations

During Support

Extend

After Facilitate discussion

Summarize main ideas

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EdTPA Context for Learning: About the School Where You Are Teaching(To be completed prior to the start of the IMB)

1. In what type of school do you teach?

Elementary school: Middle school:

Urban: Suburban: Rural:

2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?

2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects your class.

3. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the title, publisher, and date of publication.

4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use for mathematics instruction in this class.

About the Students in the Class Featured in This Assessment

1. Grade level(s):

2. Number of

students in the class

males

females

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Elementary Mathematics Context for Learning Information

3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).

Students with Specific Learning NeedsIEP/504 Plans: Classifications/Needs

Number of Students

Supports, Accommodations, Modifications, Pertinent IEP Goals

Example: Visual processing 2 Close monitoring, graph paper for 3 digit numbers

Other Learning Needs Number of Students

Supports, Accommodations, Modifications

Example: Struggling readers 5 Provide oral explanations for directions and simplified text for word problems

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Prior to the start of the IMB block, 5 hours of observations must be recorded on your School Experiences Log. At least one of these observations must be in the Math classroom. You will also complete the following to be turned in prior to the start of the IMB:a) Collaborative Meeting Report (included in this document)b) Context for Learning (Part A EdTPA).

Task 4 EdTPA must be uploaded by the instructor’s due date. A quick summary of this evidence is below. Please read the entire EdTPA directions for Task 4 PRIOR

to your first meeting with your clinical teacher. NOTE: Your MAED 3224 work is the only work uploaded to Taskstream.

1. Elementary Mathematics Context for Learning Information (p. 7 of this document)(Part A of the edTPA: p. 40, pp. 50-51, & p. 57)

2. Discussion of Whole-Class Lesson Plan (EdTPA p. 40 & p. 57)

5. Formative Assessment(Part C of the edTPA: p. 41 & p. 57)

6. Evaluation Criteria for Assessing Whole-Class Performance(Part D of the edTPA: p. 41 & p. 57)

7. Student Mathematics Work Samples (Part E of the edTPA: pp.41 & p. 57) (EdTPA Rubric 17: p. 45)

8. Whole Class Learning & the Misconceptions of a Struggling Student (narrative) (Part G of the edTPA: pp. 42-43 & p. 58)(EdTPA Rubric 16: p. 43 for “Whole Class Learning”)(EdTPA Rubric 17: p. 44 for “Misconceptions of a Struggling Student”)

9. Summary discussion of the Re-Engagement Lesson Plan

10. Examples of Student Work from Re-Engagement Lesson(Part F of the edTPA: p. 58)

11. Evaluation of Re-Engagement Lesson (narrative) (Part G of the edTPA: pp. 42-43 & p. 58)(EdTPA rubric 18: pp. 46)The commentary must be 4-5 pages in length.

Note that the Learning Segment Overview (Part B of the edTPA) is not one of the deliverables for the Clinical Assignment. This is not an oversight

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ELED 3223: Social Studies Methods Required Assignments

Typed/Electronic Submissions Due on Class Date the Week of November 10th

Candidates must complete:

One whole group direct instruction social studies lesson One written reflection on the planning and implementation of the lesson Submit Cooperating Teacher Feedback Form One Observation Report of Social Studies Instruction

ELED 3221: Science Methods Required Assignments

Typed/Electronic Submissions Due on Class Date the Week of November 10th

Candidates must complete:

One whole group structured discovery (indirect instruction) science lesson One written reflection on the planning and implementation of the lesson Submit Cooperating Teacher Feedback Form One Observation Report of Science Instruction

READ 3226: Intermediate Reading Methods Required Assignments

Typed/Electronic Submissions Due on Class Date the Week of November 17th

Candidates must complete:

One whole group direct instruction reading lesson One written reflection on the planning and implementation of the lesson Submit Cooperating Teacher Feedback Form for the whole group lesson One small group reading activity (see instructor for options)

Other Appropriate Activities For Clinical

Teacher candidates will be spending a minimum of 40 hours in the classroom over the two week period, which may include flexible time before or immediately after the period. It is not expected that the required assignments will occupy the entire amount of clinical time. These teacher candidates in this early clinical experience need the opportunity and flexibility to experience classroom life, to observe the daily schedule and routine, and develop understandings of classroom management techniques and procedures. We hope that you will engage them in professional conversations about the operations of the classroom, including both successes and challenges. We expect the teacher candidates to be active participants in the classroom to maximize their learning. Therefore, the following are suggested activities that would be appropriate for teacher candidates to engage in during the clinical experience.

Language Arts: assist students in editing and revising pieces of writing, read and comment on students’ writing journals, work with students individually or in small groups for remediation or tutoring

Reading: Read with students individually, in small groups, or with the whole class, provide remediation or tutoring

Math: Whole class lesson(s) and reengagement lesson(s)

Science: create or develop learning center activities/games/interactive bulletin board, assist in locating and gathering resources for an upcoming science unit, and provide remediation/tutoring for individuals or small groups

Social Studies: create or develop learning center activities/games/interactive bulletin board, assist in locating and gathering resources for an upcoming social studies unit, work with students on research projects, and provide remediation/tutoring for individuals or small groups

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Direct Instruction Lesson Plan TemplateGrade Level/Subject: Central Focus:

Essential Standard/Common Core Objective: Date submitted: Date taught:

Daily Lesson Objective:

21st Century Skills: Academic Language Demand (Language Function and Vocabulary):

Prior Knowledge:

Activity Description of Activities and Setting Time

1. Focus and Review

2. Statement of Objective for Student

3. Teacher Input

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:

Materials/Technology:(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References:

Reflection on lesson:

EdTPA Indirect Instruction Lesson Plan Template

Place a title for your lesson here

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_____________________________________________________________________________

Central Focus/Big Idea: To what big idea/unifying science concept does your idea align? Think about how you would teach this standard in multiple lessons- how would it build?

Subject of this lesson: What is the subject of your lesson?

Grade Level: For what grade level is the lesson designed?

NC Essential Standard(s): What specific standards are you going to address in this lesson? Write it out, don’t just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/

Next Generation Science Standard(s): What K-5 performance expectation is addressed? Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here: http://www.nextgenscience.org/next-generation-science-standards.

21st Century Skills: Using the “21st Century Skills Map-Science” available on Moodle, choose the two or three skills that apply to your lesson. Explain why you chose these.

Academic Language Demand

Language Function: In the table below highlight the one most important language function for your lesson. Explain why you chose this.

Analyze Argue Categorize Compare/contrast

Describe Explain

Interpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn through this lesson?

Instructional Objective: What specific learning objective are you going to use? What are the students going to be expected to learn? How will you know? Does your instructional objective include: conditions, performance, and criteria?

Prior Knowledge (student): What knowledge and skills should students already have to be successful in this lesson?

Content Knowledge (teacher): What background knowledge does the teacher need to have? Provide enough content here so that a novice colleague could teach this lesson.

Accommodations for special needs (individual and/or small group): What will you do for students with special needs (ELL, ability, etc.)?

Materials and Technology requirements: What materials do you (as teacher) and students need? What resources will be used? If materials are ‘exotic’, where can they be found? You need to be specific with the amount of stuff you will need.

Total Estimated Time: How long do you expect your lesson will take?

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Source of lesson: Web site, textbook, colleague…?

Safety considerations: How will you make sure students are safe in your lesson?

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Don’t just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions.

Engage: How will students’ attention or interest be captured? How will you identify prior conceptions?

Explore: What common concrete experience will the students have that allows all students access to materials? What questions will you ask to facilitate exploration?

Explanation: How will you structure student sharing from exploration? How will you facilitate students’ conceptual development? How will you help students connect explanations back to their experience? How will you build on student explanations to help students use appropriate vocabulary to label concepts and ideas?

Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts, and skills? (Another activity is ideal)

Evaluate: How will you assess each student’s progress toward the stated objective(s)? What evidence will be collected? What type of assessment will be used (formal, informal, formative, summative)?

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________

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Cooperating Teacher Lesson Feedback Form

Note: A complete lesson plan should be provided by the teacher candidate prior to observation.

To be completed by the teacher candidate prior to observation

Preservice Teacher: Observer: Date: School: Time: Grade:

1. What are your goals and objectives for this lesson?

 

2. What are some specific things you would like observed?

To be completed by the Observer:

3. Strengths to continue to build on:

4. Suggestions for future lessons:

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School Experiences Log

Directions for students: Complete both sides of this form for each school in which you complete clinical school experiences, each semester. At the end of the semester, submit the form to your instructor, who will place it in your education departmental folder.

NCATE (National Council for Accreditation of Teacher Education) sets a standard for all candidates seeking initial licensure as teachers and other school professionals: Candidates are expected to study and practice in a variety of settings that include diverse populations, students with exceptionalities, and students of different ages.

Name Program Advisor Semester

Course Instructor Purpose of Clinical Experience

Course Instructor Purpose of Clinical Experience

School System Grade(s) Subject(s)

<200 students 200-500 students 500-800 students 800-1200 students 1200-1500 students 1500-1800 students > 1800 students

Urban Suburban Rural Global/International Magnet _______________ Other characteristics:

Characteristics of the students (check all that apply): Performing at grade level Performing below grade level Performing above grade level Gifted/talented Limited English International Special education African-American Asian Hispanic Multi-racial Native American White

Additional Information:___% of students on free/reduced lunch___% of students scoring at the proficient level or higher___% of students scoring below grade levelOther ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Complete the Attendance Log and Teacher Verification on reverse side ðððð

School Experiences Attendance Log

Candidate Name Phone Email

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Teacher Name Phone EmailSchool Grade

Date Time Involved Purpose/Activity(ies) Teacher Signature

Cooperating Teachers: please fill out the Clinical Evaluation (as seen on these two pages) electronically. A link to this survey will be delivered via email.

Assessment of Professional Education Dispositions

Candidate ____________________________________

Evaluator ____________________________________ Date of assessment ________________

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1. This form is to be used by any faculty member or P-12 school partner at any time during a candidate’s program of study. Please circle or highlight one number for each disposition using the descriptors listed below the disposition as the basis for your rating. Highlight/mark individual bullets as needed. Add comments in the blank space under the disposition or on a separate page if more space is necessary.

2. The faculty member who initiates the assessment should schedule a conference with the student to discuss and document the concern (see p. 2 below).

The candidate demonstrates: Not ObservedNeeds

Improvement

Meets

Expectations

Exceeds

Expectations

I. Impact 0 1 2 3

Demonstrate the belief that all individuals can succeed Provide encouraging feedback to all individuals Respect and respond to individual needs Provide equitable learning and development opportunities for all Promote positive outcomes based on assessment results

Comment:

II. Professional Identity and Continuous Growth 0 1 2 3

Maintain positive attitudes in academic and professional settings Demonstrate professional appearance Act on constructive feedback from others Conduct self-assessments through reflection to overcome limitations and enhance strengths Demonstrate self-initiated learning Communicate effectively and appropriately Show punctuality in meeting academic and professional obligations

Comment:

III. Leadership 0 1 2 3

Create opportunities for the mutual benefit of all involved Promote positive change through personal interactions, organizations, communities, and the profession Initiate, suggest, and contribute in appropriate ways Maintain knowledge of and disseminate information about current research and best practices

Comment:

IV. Advocacy 0 1 2 3

Support and empower individuals from diverse backgrounds Include families and other stakeholders in planning for individual success Advocate for the social, emotional, physical, educational, behavioral, and basic needs of others Demonstrate empathy, professional self-confidence, fairness, persistence, problem-solving, and appropriate risk-taking

on behalf of othersComment:

V. Collaboration 0 1 2 3

Respond respectfully to individual perspectives and differences of others Engage in culturally responsive practices in interactions with learners, families, communities, and colleagues Share information and ideas with others Cooperate with university, school, and community personnel Collaborate to resolve differences and solve problems respectfully and reflectively

Comment:

VI. Ethics 0 1 2 3

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Demonstrate honesty, integrity, fairness, respect for others and confidentiality Comply with laws, policies, and procedures Accept responsibility for personal actions and behaviors Follow professional codes of ethics and the UNC Charlotte Code of Academic Integrity and Student Responsibility Disclose any unlawful activity upon application to and throughout the program Pass criminal background checks and drug screening, as required Create and maintain appropriate interpersonal relationships in all settings

Comment:

NOTE: Students who receive negative scores (0 or 1) will meet with the Interventions Committee to discuss their performance.

Candidate self-assessments as well as assessments by faculty members are also documented in TaskStream at the program-designated entry, midpoint, and exit dispositions decisions point courses. See the full dispositions plan on the College of Education website for additional information on this process.

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