EECE TOSS Midterm SeminarFall 2011

Agenda

• Welcome/Supervisors• Grading for the full time field experience• Professionalism• What if I have problems in the field?• Impact on Student Learning – Dr. Wilson• Chalk and Wire – Prof. Peery• Final TOSS Checklist• Student Teaching Announcements• Meet your supervisor

Chalk and Wire Training Dates for teacher candidates

• KH 2107 on 11/15 from 3:00-5:00 p.m.

Full-Time Field ExperienceGrading

Field Experience Grades

• 5-Day Unit Plan (375 Points Possible)• Professionalism (200 Points Possible)• Reflective Journal (40 Points Possible)• 4 Observation Summaries (2 by

supervisor, 2 by collaborating teacher) (0 Points Possible/cannot have any overall UNSATISFACTORY scores)

Description Points Earned

I. Five Day Integrated Unit (90 Points Maximum) (from Five-Day Integrated Unit Scoring Sheet)II. Four Lesson Observations (0 points maximum) (2 to be completed by university supervisor, 2 to be completed by collaborating teacher)

NO POINTS: NO overallUnsatisfactory in any section

III. Reflective Journal (S+, S, U) (40 points maximum)S+ (30 – 40 points) Journal is complete; shows strong evidence of in-depth reflection; discusses personal connectionsS (15-29 points) Journal lacks some entries; shows satisfactory attempts at in-depth reflection; few personal connections discussedU (0-14 points) Journal contains few entries or journal not turned in; reflection is weak; makes no personal connections (Journal not turned in receives 0 points)

IV. Professionalism (200 points maximum) (Twenty points (20) possible for each area. Any ONE area that receives a score lower than ten (10) WILL be cause for removal and repeating of TOSS.

Attendance –No more than 2 excused absences. Every absence must be made up. If not made up, 0 pts given for attendance.

Punctuality- Two points deducted for each tardy. Three tardies results in 12 point deduction.

Takes Responsibility for Own Actions- Does not place blame on others. Decision Making- Assumes professional responsibility through appropriate

decision making. Accepts Constructive Criticism/Feedback- Offers positive alternatives to

suggestions. Seeks feedback from peers and other professionals. Takes Initiative- Demonstrates leadership ability. Doesn’t wait to be told what

to do. Ability to Work Well With Others- Collaborative comments expressed about

peers and supervising team. Performs equal share of collaborative work. Manner of Dress- Acceptable and appropriate for the school environment. Oral and Written Communication- Uses and models correct grammar and

diction in spoken language. Uses correct grammar and spelling in written work. Reflection- Demonstrates growth through personal reflection.

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TOTAL POINTS (ADD I,II,III,IV ABOVE) 231 and above is passing/ below 231 is failing

FINAL PERCENTAGE GRADE FOR FULL TIME TOSS (330 points possible)

Evaluation Summary Sheet

TOSS 5-Day Unit OverviewDue between Monday, Nov. 28-December 6th

• Cover Page (Unit Title, Your Name, CT, Grade, Date)

• Unit Topic Agreement Form• Unit Overview• Lesson 1• Lesson2• Lesson 3• Lesson 4• Lesson5• Appendices

• Appendix A – Description of Class Population and Student Profiles (15 points)

• Appendix B – ISLA (30 points)• Appendix C – Classroom Management Philosophy

(30 points)• Appendix D – Resources/Bibliography (5 points)

• The notebook may be submitted electronically, but it is up to your supervisor.

PROFESSIONALISM

• Professionalism (200 points maximum) (Twenty points (20) possible for each area.

Any ONE area that receives a score lower than ten (10) WILL be removal from TOSS. Remediation or repetition of TOSS will occur. This will be determined by the ECE dept.

(Taken from the Evaluation Summary Sheet found in the TOSS Handbook)

Reflective Journal

• Ongoing, weekly reflections about the experience

• Must be sent to your supervisor by Friday, and your supervisor will respond to you by Monday.

• Specific requirements will be discussed by your supervisor

• Reflections must include a classroom management component

Reflective JournalClassroom Management

Component– What strategies are employed by the cooperating teacher or others in the

school?– Are these strategies effective? Why or why not?– Which of the “pioneers in classroom discipline” contributed to this system?

(See Reference List on the EECE WebSite.)– How do the strategies connect to your EECE classes in relation to what you

learned about classroom management? – You should review the 4406 syllabus Classroom management: The thread that

runs through all EECE courses, Part 3. New York, NY: Pearson Custom Education. ISBN 10: 0-558-72382-9 is required for this course.

Reflective Journal Management Portion – continued

– What are your thoughts on the system?• How would you change it if at all?• Will this system work for you?

– Are there any students for which the system is ineffective?

• If so, why?• How would you deal with this student (or these

students?)– Is there evidence of management strategies

designed into the planning? • If so, what are the strategies?• If not, what could be done?

Reflective Journal Classroom Management Portion Continued

– What are your own experiences with classroom management while you are in the field?

– FINAL REFLECTION• Consider your own views on, and plans for classroom

management.• Write a preliminary philosophy of classroom management

statement.– Which theories (from the Pearson text) do you draw on for your

statement?– What strategies will you use to maintain a well managed

classroom?

Lesson Observations

• Lesson Observation Scoring Rubric– Sent to each student and supervisor via email– Also available on TOSS Website

• Observation Summary form– Sent to each student and supervisor via email– Also available on TOSS Website– Completed by supervisor – not by cooperating teacher

• 2 observations by your KSU Supervisor• 2 observations by your Cooperating Teacher

Impact on Student Learning

• Take at least one lesson and perform a pre/post test to analyze the data.

• You may want to use a pre/post test for the entire unit for your data.

• Find the mean, median, mode and range of the data.

• Compare two groups, compare two individuals

Chalk and Wire Components

• Jessica Chafin can be contacted if you have questions/ check with your supervisor first

• Impact on Student Learning• Observations Summary Form• CPI• Portfolio Narrative • Summary Rating

Final TOSS Checklist• Five(5) day unit plan 375 points

– Description in TOSS Handbook• CPI

– University Supervisor (Chalk and Wire)– Collaborating Teacher (Hard Copy to teacher candidate or

supervisor)– Candidate (Chalk and Wire)

• OBSERVATION SUMMARY (4 total) no points– University Supervisor (2)– Collaborating Teacher (2)

• IMPACT ON STUDENT LEARNING– Description in TOSS Handbook– Narrative and evidence in E-Portfolio– Impact piece for each lesson from your unit– To be included in unit binder

TOSS Final Checklist Continued

• PORTFOLIO NARRATIVE AND EVIDENCE 30 points– Four (4) pieces of evidence per disposition 1 and 2– Two (2) pieces of evidence for disposition 3– Evidence can be used more than once– One longer narrative or three shorter narratives– Chalk and Wire

• REFLECTIVE JOURNAL 40 points– To include classroom management portions– To be submitted according to supervisor requests

What if I have a problem in the field??

• KSU Supervisor• Dr. Delacruz or Prof. Peery

****DO NOT GO TO THE TEAM OR PRINCIPAL WITHOUT CONTACTING YOUR SUPERVISOR FOR ADVICE FIRST*****

Student Teaching Announcements

• Friday January 6th at 10:00 a.m.-12:00 p.m. is the student teaching seminar in KSU Room 400

• You will begin in the field for student teaching on

• CEPP can no longer change your placement. Requests have been sent out to the schools asking them to accept you for s. teaching.

Time to meet your supervisor!