guiding teacher handbk 2012-13 - nctq

2012-2013 UCLA TEP Guiding Teacher Handbook

UCLA Teacher Education Program

Guiding Teacher

Handbook

2012-2013

“The end of all education should surely be to serve others. We cannot seek achievement for ourselves and forget about the progress and prosperity for our community. Our ambitions must be broad enough to include the aspirations and needs of others for their sake and for our own.” - Cesar Chavez

2012-2013 UCLA TEP Guiding Teacher Handbook

GUIDING TEACHER HANDBOOK TABLE OF CONTENTS

UCLA’s Teacher Education Program Overview of the Program p. 1 The Guiding Teacher Roles and Responsibilities of the Guiding Teacher p. 2 Suggested Activities for Working with the Novice Elementary Teacher Candidates p. 4 Responsibilities of the Novice Teacher p. 7 Guiding Teacher Resources California Teaching Performance Expectations p. 8 UCLA Teacher Education Program Graduate Novice Courses 2011-2012 p. 9 Elementary Unit/Lesson Planning Commentary p. 10 Secondary Curriculum Map Elements p. 11 Secondary Unit Plan Elements p. 14 Elementary Lesson Plan Template p. 16 Secondary Lesson Plan Template p. 17 Lesson Observation Form p. 18 TEP Portfolio p. 19 Performance Assessment of California Teachers (PACT) p. 25 PACT Video Taping Student Permission Slip (English) p. 24 PACT Video Taping Student Permission Slip (English) p. 26 Forms for Guiding Teacher Progress of Novice Teaching (Winter) p. 26 Final Report of Student Teaching (Spring) p. 27 Report for Bilingual Authorization Program for Novice Teachers p. 28 Guiding Teacher Invoice p. 29 W-9 p. 30

2012-2013 UCLA TEP Guiding Teacher Handbook 1

Overview of the Program The Teacher Education Program is a combined Preliminary Credential and Master’s degree program dedicated to preparing teachers who have the knowledge, skills, and dispositions to promote social justice, caring and excellence in low-income, urban schools. Our work is guided by a series of conceptual principles that define social justice, support collaboration, prepare teachers to meet the requirements of the profession, and integrate research and practice to improve education. Mission Statement:

We strive to provide excellence in pre-service education and to improve urban schooling for California’s racially, culturally, and linguistically diverse children.

Our Purpose • Integrate coursework and field experiences, and to prepare teachers as

transformative professionals • Support novice teachers in acquiring the skills to provide rigorous

academic content using anti racist, caring, and equitable instructional practices

• Prepare teacher candidates with the commitment, capacity, and resilience What is Social Justice? • Promoting deep content knowledge and transformative pedagogies • Blending theory and practice • Collaborating across institutions and communities by developing small, long-term learning partnerships • Mirroring the diverse, socially responsible learning communities that we seek to create in schools • Remaining self-renewing • Focusing simultaneously on professional education, school reform and reinventing the university’s role in K-

12 schooling • Taking positive social action in our school communities • Increasing numbers of quality credentialed teachers in under performing schools • Questioning power relationships and social construction of knowledge • Promoting Human Rights education Collaboration Collaboration among cohort teams, partnership districts, the communities surrounding our schools and through educational research is a cornerstone of our work in TEP. We see our work as more than credentialing individual teachers to work alone in individual classrooms and moving on. We believe that by building a commitment to, capacity for and practice of working together and sharing our knowledge, we will create sustained change in educational policy and practice. We cannot do our work alone. Faculty Advisors TEP Advisors provide leadership in the implementation of the program. In addition to teaching classes they develop and maintain relationships with local urban districts and coordinate all field assignments and supervision in their respective partnership schools. They insure that all novice candidates understand and demonstrate competency in the California Teacher Performance Expectations (see page 8), meet eligibility criteria for the preliminary teacher credential and make credential recommendations. The TEP Advisors collaborate with guiding teachers throughout the student teaching experience by making regular classroom visitations, providing written feedback about lessons, providing on-site support for guiding teachers, and meeting with guiding teachers and novice candidates to discuss candidate progress.


Roles and Responsibilities of Guiding Teacher

Guiding Teacher Criteria

• A minimum of three years of successful K-12 teaching experience • A valid teaching credential • Demonstrated knowledge of curriculum, pedagogy, and assessment • Ability to maintain a democratic classroom environment rooted in strong relationships and rapport

with students • A good relationship and rapport with students and parents • Ability to maintain effective communication and a professional relationship with a novice teacher at

all times • Willingness to nurture and provide guidance and honest constructive feedback • Willingness to devote the time necessary to mentor a candidate teacher • Receptivity to varying developmental levels of novice teachers, demonstrating flexibility to their

individual needs and readiness to teach Guiding teachers receive a $150 honorarium for each novice teacher candidate they mentor. In order to receive this stipend promptly, a UCLA invoice and W9 form must be completed as early as possible (Page 29 and 30). Guiding teachers provide the novice teacher with…

• guidance, support and encouragement in planning, instruction and assessment to develop their teaching styles and practices

• opportunities to observe and work with accomplished teachers • chances to connect with students and individualize instruction • frequent feedback about strengths and weaknesses before and after lessons • opportunities to develop and reflect upon teaching practices • opportunities to build relationships within the school community

Orientation

• Introduce the novice teacher to the classroom and other staff members at the school • Provide information about school policies, grade level and standards-based curriculum • Provide information about the class, the class schedule and classroom management policies • Keep the novice teacher apprised of school and community resources, professional development

opportunities, availability of teaching and technological resources and school events (i.e. parent conferences, Open House)


Communication

• Effective and consistent communication between guiding teachers and their novices is key to a successful student teaching experience.

• Regular meetings with novice teachers to discuss planning, instruction, student assessment, reflection, and classroom management provides them with necessary feedback for a successful student teaching experience.

• One effective way of communicating with novice teachers is a reflective journal maintained by novice teachers. This journal can contain questions posed by novice teachers that may be answered by the guiding teachers. Feedback comments about the novice teachers’ instruction may also be included here.

• Communication can also be done via e-mail and it will be the novice teachers’ responsibility to include this communication in their field portfolio.

• The faculty advisors will visit novice teachers on a regular basis to observe student teaching and collaborate with guiding teachers in the mentoring of the novices.

Assessment and Evaluation

• It is important that feedback be given to novice teachers on a regular basis throughout the student teaching experience.

• Evaluations should reflect the growth of novice teachers during the student teaching experience, the quality of their work and the personal skills they have attained.

• Narrative comments help novice teachers and faculty advisors understand the ratings given in the evaluations.

• There are two evaluation forms for guiding teachers to complete: o The first evaluation form, the Progress of Novice Teaching is completed after novice

teachers finish the first half of their student teaching assignment, usually in winter. o The second evaluation form, the Report of Novice Teaching is completed at the end of the

novice teachers’ full time instructional period, usually in spring.


Suggested Activities for Working with Novice Teacher Candidates

This section is intended to be used as a reference for helping guiding teachers make a smooth transition of responsibilities for novice teachers during their student teaching assignment. It is important for the guiding teachers and novice teachers to have discussions and strategically plan this transition. Abrupt immersions into the teaching schedule are rarely a positive experience. Working together, novice teachers and guiding teachers should develop a plan that allows the novice teachers to work into the daily routine in a smooth fashion. It is advantageous to collaboratively plan a tentative schedule for handing off increasing teaching responsibilities. This plan should be shared with the TEP advisor. The novice teachers and the guiding teachers should jointly develop the structure of the student teaching experience with input from the TEP advisor.

Suggested Timeline for Transition Week 1

Becoming familiar with the class and its routines and procedures

• Identify students by name. • Become familiar with class/school daily schedules and routines. • Become familiar with the school site: the location of the library, cafeteria, the nurse’s office, supply

room, councilor’s office, text book room, parent center, dean’s office, departmental supplies, etc. • Observe class and other teacher activities. • Plan or create a display or bulletin board. (Optional) • Discuss the rules and management procedures of the classroom. • Discuss with Guiding Teacher how the development of Academic Language is incorporated into

lessons. • Manage several class routines-taking attendance, making school announcements, leading students

to/from recess and/or lunch, dismissing students from class. • Become familiar with the school’s safety procedures, school personnel and their responsibilities.

Preparing classroom/instructional materials • Learn to use classroom and school equipment: copy machine, laminator, die cutter, LCD. projector,

overhead projector, smart board, and other audio-visual equipment. • Learn how to use equipment and materials specific to some content areas e.g. microscopes in a

science classroom. • Prepare materials to support teaching activities.

Teaching

• Become familiar with how standards are incorporated into planning and instruction. • Review the elements of lesson planning with the guiding teacher and discuss how the teacher

prepares a lesson. • Assist a student who has missed class. • Work with individuals, small groups of students, and students with special needs. • Co-teach with guiding teacher. • Begin to lead in class routines and activities that precede classroom instruction such as morning

routines, lesson warm ups, going over homework and quick recaps. • Meet with Guiding Teacher to discuss long range planning and teaching during the entirety of this

placement.


Weeks 2-3

In addition to their responsibilities from Week 1, incorporate the following: Lesson Planning and Teaching

• Become familiar with grade level standards and content of what you are expected to teach and students are expected to learn.

• Become familiar with sequencing and pacing of content material and incorporate this knowledge into your planning and teaching.

• Begin lesson planning for whole class and small group instruction with guidance and monitoring by the guiding teacher.

• Begin to reflect on lessons and incorporate what you have learned into your planning and instruction.

• Maintain a positive and effective environment for learning. • Begin assuming more responsibility for leading classroom routines

and procedures. • Begin to incorporate strategies that make the content accessible to

students. • Begin to lead and engage students in classroom discussions. • After planning and teaching several daily lessons, begin planning for the whole week of instruction in

one content area with assistance from guiding teacher. • Use appropriate instructional practices/strategies to adjust instruction for English learners and

incorporate Academic Language into all content area lessons.

Assessing Student Learning • Become familiar with the personalities and needs of your student population, and specifically,

students with special needs and ELLs, which includes non-standard speakers of English. • Become familiar with classroom/school-wide rubrics and assessments. • Assist guiding teacher in assessing students’ understanding and performance. • Administer a quiz, test, or other assessment. • Incorporate assessment information to inform next steps for instruction.

Working with English Learners/ Speakers of Non-Standard Forms of English

• Become familiar with CELDT and other classroom and school-wide assessment procedures for English language development levels.

• Learn how current placements were made and how results of the CELDT were used to guide placement and differentiated instruction.

• Conduct assessments for English language development and for academic content instruction. • Become familiar with the California English Language Development Standards (ELD) and use them

when planning lessons. • Become familiar with how classroom is organized and managed to provide for the instruction of

English learners.


Weeks 4+

Planning and Teaching • Begin assuming most classroom routines and

procedures. • Plan and teach several whole class lessons, which are

developmentally appropriate and sequenced, and are connected to a central theme or concept (unit of instruction).

• Support students development of Academic Language by deepening awareness of the language demands the lesson places on students and incorporate this knowledge into your planning and instruction.

• Use multiple instructional strategies to engage students in learning.

• Incorporate multiple instructional groupings appropriate to the goals of the lesson

• (Secondary) Assist guiding teacher in planning and teaching a second content area.

• Monitor student understanding during class discussions

• Provide written/oral feedback to students to help monitor and facilitate their learning

• (Elementary) Assume total responsibility for planning and instructing the final two weeks of the placement.

Assessing Student Learning

• Begin examining individual student work to assess effectiveness of instruction and needs of students. • Incorporate formative and summative assessment information to inform next steps for planning and

instruction. • Assess whole class performance looking for patterns that inform next steps for planning and

instruction. • Review parts of report card with guiding teacher to learn how to evaluate students using this format

(Optional). • Discuss Progress of Novice Teaching or Report of Student Teaching with guiding teacher and turn in

to the field support provider. Working with English Learners/Speakers of Non-Standard Forms of English

• Use an integrated listening, speaking, reading, and writing approach. • Use a variety of instructional strategies specific to English language development which provide

access to the core curriculum content. • Use appropriate instructional strategies English language development and for rigorous academic

(grade-level) content instruction.


Responsibilities of the Novice Teacher • Multiple subject candidates are required to have experiences in two different grade level spans

and assume full teaching responsibility for a minimum of two weeks. • Single subject candidates are required to have experiences in at least two periods involving

different levels of content instruction, assuming full teaching responsibility for those two periods for a minimum of two weeks.

Personal Responsibilities • Be committed to excellence in teaching and principles of social

justice education. • Display a willingness to take positive action to alter teaching

practices and behavior based upon feedback received. • Notify the guiding teachers, school office, and TEP advisor

when arriving late or missing a class. • Dress professionally and maintain a professional demeanor at

all times. Instruction Related Responsibilities • Arrive each day with well-planned lessons, which have been coordinated with the guiding teacher,

prior to any instructional activities. • Demonstrate initiative for assuming classroom responsibilities. • Meet with the guiding teachers to coordinate the planning of lessons. • Incorporate students’ cultural and linguistic background whenever possible into planning, instruction,

and assessment. • Use strategies and methods which enhance the participation and progress of English Language

Learners and Speakers of Non-Standard English. • Work to develop effective classroom management.

Reflection and Communication

• Maintain an organized field notebook throughout the student teaching experience. • Maintain a reflective/dialogue journal of the student teaching experience. • Meet with the guiding teacher and TEP advisor to receive on-going feedback regarding strengths,

needs, and areas for improvement.

Professional Development

• Attend school functions such as Open House, parent conferences and professional development activities, which do not conflict with the novice teacher’s scheduled UCLA classes.

• Participate in professional development organizations and conferences.


California Teaching Performance Expectations For detailed descriptions, visit www.ctc.ca.gov

TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction Understanding the state-adopted academic content standards; Understanding how to teach the subject matter in the standards; Planning instruction that addresses the standards; Demonstrating the ability to teach to the standards; Assessing student learning TPE 2 – Monitoring Student Learning During Instruction Determining student progress toward achieving the state-adopted academic content standards; Using instructional strategies and techniques to support students’ learning TPE 3 – Interpretation and Use of Assessments Understanding a range of assessments; Using and interpreting a range of assessments; Giving feedback on assessment results TPE 4 – Making Content Accessible Addressing state-adopted academic content standards; Prioritizing and sequencing content; Selecting and using various instructional strategies, activities, and resources to facilitate student learning TPE 5 – Student Engagement Understanding of academic learning goals; Ensuring active and equitable participation; Monitoring student progress and extending student thinking TPE 6 Developmentally Appropriate Teaching Practices Understanding important characteristics of the learners; Designing instructional activities; Providing developmentally appropriate educational experiences TPE 7 – Teaching English Learners Understanding and applying theories, principles, and instructional practices for ELD; Understanding how to adapt instructional practices to provide access to the state-adopted student content standards; Drawing upon student backgrounds and language abilities to provide differentiated instruction TPE 8 – Learning about Students Understanding child and adolescent development; Understanding how to learn about students; Using methods to learn about students; Connecting student information to learning TPE 9 – Instructional Planning Establishing academic learning goals; Connecting academic content to the students backgrounds, needs, and abilities; Selecting strategies/activities/materials/resources TPE 10 – Instructional Time Allocating instructional time; Managing instructional time TPE 11 – Social Environment Understanding the importance of the social environment; Establishing a positive environment for learning; Maintaining a positive environment for learning TPE 12 – Professional, Legal, and Ethical Obligations Taking responsibility for student academic learning outcomes; Knowing and applying professional and ethical obligations; Knowing and applying legal obligations TPE 13 – Professional Growth Evaluating teaching practices and subject matter knowledge; Using reflection and feedback to improve teaching practice and subject matter knowledge


UCLA Teacher Education Program Graduate Novice Courses 2012-2013

Please note: The Program Coordinator will advise you in the event of minor adjustments.

Fall 2012 Course # Course Title Credits Grade

All Graduate Novices

ED330A Observation & Participation 3 S/U ED405A Teaching in Urban Schools: Exploring Communities 3 Letter

ED406

Social Foundations & Cultural Diversity in American Education

3 Letter

ED407 Psychological Foundations of Education 3 Letter

Elementary

ED315

Principles and Methods for Teaching Reading for Multiple Subject Instruction

3 S/U

ED466

Critical Media Literacy: Teaching Youth to Critically Read and Create Media

4 Letter

Secondary ED320A Secondary Content and Literacy Methods 3 S/U Bilingual

Authorization, Spanish

ED413A

Language and Culture

2

Letter

Winter 2013

Spring 2013 Course # Course Title Credits Grade

All Graduate

Novices

ED330C Student Teaching 4 S/U

ED405C Teaching in Urban Schools: Exploring Family-School Connections

3 Letter

Elementary

ED318B

Integrated Methods for Elementary Teachers: Science 4 S/U

Secondary ED320B Secondary Content and Literacy Methods 3 S/U Bilingual

Authorization, Spanish

ED413C

Culture of Emphasis

3

Letter

**Schedule is subject to change**

Course # Course Title Credits Grade

All Graduate

Novices

ED330B Student Teaching 4 S/U ED405B Teaching in Urban Schools: Exploring Identities 3 Letter ED409 Language Structure, Acquisition, and Development 3 Letter ED425 Principles of Teaching Exceptional Individuals 2 Letter

Elementary ED319 Mathematics Methods 3 S/U

Secondary

ED466 Critical Media Literacy: Teaching Youth to Critically Read and Create Media

4 Letter

Bilingual Authorization,

Spanish

ED413B

Methodology for Primary Language Instruction

3

Letter


UU CLA Center X TEPCLA Center X TEP ELEMENTARY UNIT/ LESSON PLANNING COMMENTARY

Your Name: Date: Unit/Lesson Title: Grade Level and Content Area: Number of Students Total Amount of Time: 1. Learning Goals/Standards: What concepts, essential questions or key skills will be your focus? What do you want your students to know at the end of this unit/lesson? 2. Rationale: Why is this content important for your students to learn and how does it promote social justice? 3. Identifying and supporting language needs: What are the language demands of the unit/lesson? How do you plan to support students in meeting their English language development needs (including academic language)? 4. Accessing prior knowledge and building upon students’ backgrounds, interests and needs: How do your choices of instructional strategies, materials and sequence of learning tasks connect with your students’ backgrounds, interests, and needs? 5. Accommodations: What accommodations or support will you use for all students (including English Language Learners and students with special educational needs, i.e. GATE students and students with IEP’s)? Explain how these features of your learning and assessment tasks will provide all students access to the curriculum and allow them to demonstrate their learning. 6. Theory: Which theories support your unit/lesson plan? (explain the connections) 7. Reflection: (answer the following questions after the teaching of this unit/lesson) What do you feel was successful in your lesson and why? If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment? How could the changes improve the learning of students with different needs and characteristics?

**COMMENTARY IS REQUIRED FOR ALL ELEMENTARY FORMAL OBSERVATIONS BY ADVISORS**


UCLA CUCLA Center X TEPenter X TEP SECONDARY CURRICULUM MAP ELEMENTS

Content Goals: What do you want students to learn during the time period covered by this curriculum map- What are the Enduring Understandings? What content and common core standards will you address?

Skill Goals:

What do you want students to be able to know and be able to do? What skills will you work on developing with your students?


Curriculum Map Course:

Unit Title & Essential Question

Enduring Understandings

Important to Know and Do Worth Being Familiar With Focus Standards Number of School days


Unit Title/ Essential Ques

Enduring Understandings

Important to Know and Do Worth Being Familiar With Focus Standards Number of School days


UCLUCL A Center X TEPA Center X TEP SECONDARY UNIT PLAN ELEMENTS

Social Justice Goals: How will this unit address important social justice themes?

Standard(s) Addressed:

What common core and content standards will be used as the basis for the content presented in this unit? Concepts/Thematic Goals/Essential Questions:

What are the enduring Understandings and Essential Questions for this unit? Student Learning Objectives (include literacy, ELL, academic language and technology):

What do you want students to know and be able to do? How will you incorporate literacy and technology, as well as the needs of English Language Learners and students with special needs into this unit?

Assessment(s):

What formative and summative assessments will students engage in during the unit? What will the individual student produce or do to demonstrate achievement of the standard(s), concept, and learning objectives? How will you know what your students understand?

Timeline and sequence of unit:

What are the major steps of the unit? What is the range and sequence of topics to be addressed in the unit?

Unit Design Learning Segment

Standards Addressed

Time Primary/Secondary sources

Other resources needed


Theory:

What theories support your unit? Rationale:

Why have you chosen these goals, concepts, assessments, and topics for your unit? Bibliography:

What sources will you use in this unit? Be specific (i.e. list page numbers if appropriate) Reflections (to be written after instruction):

What elements of this unit allowed students to achieve the goals? What elements need to be reconsidered or revised? Why?


UCLA Center X TEPUCLA Center X TEP ELEMENTARY LESSON PLAN TEMPLATE

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UCLA Center X TEPUCLA Center X TEP SECONDARY LESSON PLAN TEMPLATE

PLANNING FOR THE LESSON Key Content Standard(s)- content & ELD: List the complete text of only the relevant parts of each standard. TPE 1 Lesson Objective: What do you want students to know and be able to do at the end of this lesson? TPE 1

Assessments- Formal and Informal: How will you assess if and what students are learning? TPE 2

Modifications, Accommodations, Scaffolding- How will you adjust your instruction and assessments to meet the diverse needs of students (esp. language learners and/or special needs)? TPE 4 and 7

Prerequisite Skills and Knowledge and Experiential Backgrounds. TPE 8 How will you access and activate students’ prior knowledge and connect to students’ lived experiences?

Academic Language Vocabulary:

Unit-Specific General Academic

Other text structures, organizational, stylistic, or grammatical features that will be explicitly taught:

o o o

Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10 How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during instruction, 5) build metacognitive understanding. List what the students will be doing and what the teacher will be doing.

Time Students Teacher Lesson Resources/ Materials TPE4


UCLA Center X Teacher Education Program MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date Observer School/Class TPE 1: Pedagogical Skills Observer Commentary

___ High-level tasks Community circles Think-pair-share KWL chart Concept map Word bank (tables) Self-reflection/Peer feedback Multiple modalities (incl. non-verbal) Other

TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other

TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other

TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived Experiences Scaffolding Other

TPE 5: Student Engagement Student participation Culturally relevant materials Other

TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other

TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other

TPE 8: Learning About Students Community building activities Other

TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other

TPE 10: Instructional Time Starting and ending class Transitions Other

TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other

TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone Other

TPE 13: Professional Growth TEP portfolio Daily reflections Other

Observation Focus:


TEP Portfolio

The goal of the TEP Portfolio is to create a complete record of accurate and useful information about the novice teacher’s fieldwork and emerging practice as a social justice educator. The TEP Portfolio serves many purposes, providing teacher candidates with opportunities to

§ reflect on their social justice goals § document their progress in the areas of planning, instruction, assessment, and reflection § assess their teaching strengths, areas of growth, and those needing improvement § collect multiple sources of evidence that document the implementation of their teaching goals and their

success § identify their personal teaching style § use elements of the portfolio to promote dialogue with their faculty advisor, mentor teacher, and peers § generate ideas for future teaching

The artifacts included in the TEP Portfolio reflect actual tasks, knowledge, skills, and dispositions necessary for effective practice. The field portfolio is divided into seven core areas, with key artifacts included in each section: 1. Becoming a Teacher

Artifacts: Community Inquiry Project, “Where I Am From” poem, Teaching Autobiography, Overview of educational theories, strategies chart, Ideal Classroom Assignment, Theory Overview Project, PACT score report

2. School Information

Artifacts: Daily and weekly schedule, other relevant, site-specific materials (i.e., bell schedules, school calendar, intersession days, holidays, school maps, classroom map, seating charts, etc.), student teaching placement grid

3. Planning, Implementation, Assessment, and Reflection (PIAR)

Artifacts: Semester Curriculum Maps, Unit Plans, Reflective Analysis Assignments, Examples of Student Work, Planning and Reflection Journal, co-teaching expectations & agreements

4. Field Support

Artifacts: Guiding teacher/faculty advisor feedback, Observation/Participation Log, Observation Rubric & Field Support Protocol, teaching evaluation forms

5. Developing Community

Artifacts: Samples of syllabi & parent letters from guiding teachers, letters home, student/parent conference/meeting records, communication logs, newsletters or other classroom communication sent home, school site council/community events attended, notes on meetings with parents, students, school staff

6. Professional Development

Artifacts: Professional development and conference notes, participation certificates, conference materials 7. First Days of School

Artifacts: Photos of bulletin boards; notes on how teachers began school; books to read the first days; classroom organization plans and charts; Miscellaneous Notes. After Spring Reflection: Classroom Community; Classroom Management; Working with Parents/Families; Philosophy of Education syllabus & letter to parents


ED330 Novice: Reviewer: Date: Front: Notes

q Resume w/ extra copies q Cover Letter w/ extra copies

Section 1: Becoming a Teacher Notes

q Community Inquiry Project q Where I’m From Poem q Teaching Autobiography q Overview of Ed Theories/Research Chart q Strategies Chart q Ideal Classroom Assignment q Theory Overview Project q PACT Score Report

Section 2: School Information Notes

q Daily and Weekly Schedule q Student Teaching Placement Grid q Other Relevant Site-Specific Materials (i.e., bell schedules, school calendar,

map, etc.)

Section 3: Planning, Instruction, Assessment and Reflection (PIAR) Notes

Placement 1: q Curriculum Map q Unit Plans q Reflective Analysis Paper q P/R Journal q Examples of Student Work q Co-Teaching Expectations & Agreements

Placement 2 q Curriculum Map q Unit Plans q Reflective Analysis Paper q P/R Journal q Examples of Student Work q Co-Teaching Expectations & Agreements

Section 4: Field Support Notes q O/P Log q Observation Rubric & Field Support Protocol q Classroom Observation Forms q Placement 1: Progress Report on Student Teaching Final Student Teaching Evaluation q Placement 2: Progress Report on Student Teaching Final Student Teaching Evaluation

Section 5: Developing Community Notes q Samples of Syllabi & Parent Letters from GTs q Other Letters/Communication to Families q Parent Conference Records, Phone Logs q Notes on Meetings with parents, students, school staff q Newsletters or other Classroom communication q School Site Council/Community Events Attended

Section 6: Professional Development Notes q Professional Development & Conference Attendance notes q Participation Certificates q Conference Materials

Section 7: First Weeks of School Portfolio Notes q Entry 1: Classroom Community q Entry 2: Classroom Management q Entry 3: Working with Parents/Families q Entry 4: Philosophy of Education/syllabus & letter to parents q Photos of bulletin boards q Notes on how teacher began school q Books to read the first days q Classroom organization plans and charts q Miscellaneous Notes

UCLA Teacher Education Program TEP Portfolio Checklist


PERFORMANCE ASSESSMENT OF CALIFORNIA TEACHERS (PACT)

Teaching Event For more information visit www.pacttpa.org

Legislation effective July 1, 2008 requires all elementary and secondary teacher candidates to pass an assessment of their teaching performance with K-12 students prior to the issuance of a preliminary teaching credential. According to the California Commission on Teacher Credentialing, a candidate who passes this assessment has shown that he or she is a better-prepared teacher who can help students succeed (CTC, 2008). At UCLA, our adopted Teaching Performance Assessment (TPA) is the Performance Assessment of California Teachers Teaching Event. To pass the teaching event, novices must demonstrate that they have the knowledge, skills, and abilities required of a beginning teacher in California public schools. The portfolio assessment places student learning at the center, with special attention to subject-specific pedagogy and the teaching of English Learners. As part of the assessment, novices explain what they know about the students in their class, their academic achievement levels, and their learning needs (Context for Learning). Novices then show how well they can use this information to help students succeed by: n Planning a series of integrated lessons (Learning Segment) which are organized around a central theme or concept n Videotaping and analyzing your instruction n Analyzing student work to assess student needs and inform instruction n Reflecting on your teaching as it relates to student learning n Demonstrating your awareness of language demands and supports in planning, instruction, assessment and

reflection The foci for the learning segment and the video clips represent critical teaching and learning tasks in the credential area that occur with great frequency (to allow student teachers options in selecting a learning segment to document). Academic Language is a separate scoring category drawing from evidence across tasks, resulting in a Planning, Instruction, Assessment, Reflection, Academic Language or PIARL scoring structure. (PACT, 2008)

Teaching Event Handbooks, rubrics and PACT resources can be found at www.pacttpa.org


The Teaching Event consists of 5 tasks: Task 1: Context for Learning The Context for Learning task is a brief overview of important features of the classroom context that influence instructional decisions during the learning segment. It provides evidence of: 1) candidates’ knowledge of their students; and 2) candidates’ ability to identify and summarize important factors related to their students’ learning and the school environment. Task 2: Planning Instruction & Assessment The Planning Instruction & Assessment task describes and explains candidates’ plans for the learning segment. It demonstrates their ability to organize curriculum, instruction, and assessment to help their students meet the standards for the curriculum content and to develop academic language related to that content. It provides evidence of their ability to select, adapt, or design learning tasks and materials that offer their students equitable access to subject-matter content. Task 3: Instructing Students & Supporting Learning The Instructing Students & Supporting Learning task illustrates how candidates work with their students to improve their skills and strategies in the content area during instruction. It provides evidence of their ability to engage students in meaningful tasks and monitor their understanding. This must be documented through video clips. Task 4: Assessing Student Learning The Assessment of Student Learning task illustrates how candidates diagnose student learning needs through the analysis of student work samples. It provides evidence of their ability to 1) select an assessment tool and criteria that are aligned with their central focus, student standards, and learning objectives; 2) analyze student performance on an assessment in relation to student needs and the identified learning objectives; and 3) use this analysis to identify next steps in instruction for the whole class and individual students. Task 5: Reflecting on Teaching & Learning The Reflecting on Teaching & Learning task describes what candidates learned from teaching the learning segment. It provides evidence of their ability to analyze their teaching and their students’ learning to improve teaching practice.

HOW CAN I SUPPORT MY STUDENT TEACHER? Creating a Timeline Each subject area Teaching Event contains specific content requirements for the learning segment. Determining a learning segment that meets these requirements is the first step to success. It is also important to find the right time to complete the instructional part of the event. The timing must fit the overall timeline that you have created for your classroom, and it must occur when the candidates feel confident in the classroom. It also must occur soon enough for the candidates to complete the post-instruction tasks in time for the Teaching Event to be scored, and formative feedback be given. It is the joint responsibility of the guiding teacher, student teacher, and the TEP advisor to determine the optimal time to complete the learning segment. Therefore, discussion about content and timing should start soon after the student teaching assignment begins. Candidates will be required to provide a timeline to the seminar instructor about one month into the student teaching assignment.

HOW CAN I SUPPORT MY STUDENT TEACHER?


Help with Understanding the Context for Learning You can help the candidate that you work with by providing information about your school and your students that is needed for completing the Context for Learning Form and Commentary questions. Help with Video Recording Logistics and Permissions Candidates are required to record part of the instruction task, and select a segment that meets the subject area Teaching Event requirements. Candidates may need help with arranging for the use of a camera, and help with the actual recording process. In addition, parental permission for the video recording will be necessary if your school does not have a blanket approval on record. A parent letter is provided on the next page that explains the use of the video recording.


UCLA Teacher Education Program Consent Form for Videotaping Student Teaching

Dear Parent(s) and Guardian(s), As part of my teacher education program at UCLA, I am required to videotape my teaching in your child’s classroom for educational purposes. These videos are used to assess my performance as a student teacher and will be viewed by my UCLA instructors as well as other educators. The focus of the video is my teaching, but at times students may appear on film. If you do not wish your child to appear in these videos, please sign and return the bottom portion of this letter.

Sincerely, (Candidate Signature)

(Guiding/ Mentor Teacher Signature)

UCLA Teacher Education Program Denial of Consent to Videotape Form

Student Name _____________________________________________________________ Teacher __________________________________________________________________ School ____________________________________________________________________ I am the parent/legal guardian of the child named above. I have received and read your letter regarding the student teacher videotaping in my child’s classroom for educational purposes. I DO NOT consent for my child to appear on the video recording and understand that he/she will be seated outside of the recorded activities. ________________________ Signature of Parent or Guardian Date


Formulario de consentimiento para grabar en vídeo la

enseñanza de los estudiantes Como parte de mi participación en el programa de formación de maestros en UCLA, estoy obligado a tomar video de mi enseñanza en el salón de su hijo(a) para fines educativos. Estos videos se utilizan para evaluar mi desempeño como profesor y el estudiante y estará al alcance de mis profesores de UCLA, así como otros educadores. El objetivo del video es mi enseñanza, pero a veces los estudiantes pueden aparecer en la película. Si no desea que su hijo(s) aparezcan en estos videos, por favor firme y devuelva la parte inferior de esta carta.

Atentamente, Firma del (de la) maestro(a)

La negación del consentimiento a la forma de

grabación en vídeo

Nombre de estudiante: _______________________________________________________ Nombre de maestro: _______________________________________________________ Escuela: __________________________________________________________________ Yo soy el padre / tutor legal del niño mencionado anteriormente. He recibido y leído su carta sobre la grabación en vídeo alumnos para fines educativos en el salón de mi hijo(a) para fines educativos. No doy mi consentimiento para que mi hijo aparezca en la grabación de vídeo y entiendo que él / ella se sentaron fuera de las actividades registradas. ________________________ Firma de padre/tutor legal del niño Fecha


UCLA TEACHER EDUCATION PROGRAM

Progress of Novice Teaching To be completed by Guiding Teacher

Novice/Intern Teacher __________________________ Class ________________ Bilingual Authorization __________ GT __________________________ Date ____________ Grade Level ______ School ________________ Please rate & circle 1-3 for each area Teacher Performance Expectations Commentary

(Additional comments can be added on the back of page) TPE 1:

Teaching Skills (Subject Skills) 1 2 3 n/a

TPE 2: Monitoring Student

Learning 1 2 3 n/a

TPE 3: Interpretation & Use of

Assessments 1 2 3 n/a TPE 4:

Making Content Accessible 1 2 3 n/a TPE 5:

Student Engagement 1 2 3 n/a

TPE 6: Developmentally

Appropriate Practices 1 2 3 n/a TPE 7:

Teaching English Learners 1 2 3 n/a

TPE 8: Learning About Students

1 2 3 n/a TPE 9:

Instructional Planning 1 2 3 n/a

TPE 10: Instructional Time 1 2 3 n/a 1 = Beginning Level: Demonstrates entry-level competence 2 = Emerging Level: Demonstrates beginnings of thoughtful and effective practice 3 = Developing Level: Demonstrates consistent progress of thoughtful, effective and reflective practices n/a = not applicable to the candidate OR has not demonstrated this indicator sufficiently to be evaluated

____________________________ ____________________________ ____________________________ Faculty Advisor Signature Guiding Teacher Signature Novice Teacher Signature


UCLA TEACHER EDUCATION PROGRAM Final Report of Student Teaching (to be completed by Guiding Teacher)

Novice Teacher ___________________________Class ________________ Bilingual Authorization_______________ GT __________________________ Date ____________ Grade Level ______ School________________________ Please rate & circle 1-3 for each area

Teacher Performance Expectations Commentary (Additional comments can be added on the back of page)

TPE 1: Teaching Skills (Subject

Skills) 1 2 3 n/a

TPE 2: Monitoring Student Learning 1 2 3 n/a

TPE 3: Interpretation & Use of

Assessments 1 2 3 n/a TPE 4:

Making Content Accessible 1 2 3 n/a TPE 5:

Student Engagement 1 2 3 n/a

TPE 6: Developmentally Appropriate

Practices 1 2 3 n/a TPE 7:

Teaching English Learners 1 2 3 n/a

TPE 8: Learning About Students

1 2 3 n/a TPE 9:

Instructional Planning 1 2 3 n/a

E 10: TPE 10: Instructional Time 1 2 3 n/a

1 = Beginning Level: Demonstrates entry-level competence 2 = Emerging Level: Demonstrates beginnings of thoughtful and effective practice 3 = Developing Level: Demonstrates consistent progress of thoughtful, effective and reflective practices n/a = not applicable to the candidate OR has not demonstrated this indicator sufficiently to be evaluated _______________________________ _____________________________ ______________________________ Faculty Advisor Signature Guiding Teacher Signature Novice Teacher Signature


UCLA Teacher Education Program Report for Bilingual Authorization Program for Novice Teachers ONLY

BILINGUAL AUTHORIZATION PROGRAM INSTRUCTIONAL PROFICIENCY To be completed by Guiding Teacher

Novice Teacher: _____________________ Guiding Teacher: ______________________ School: ___________________________ Grade Level: _________________________ Would you recommend this credential candidate to be assigned to a Spanish bilingual classroom in which primary language instruction is required? Please comment. _________________________________________ ______________________________________ Novice Teacher’s Signature Date Guiding Teacher’s Signature Date __________________________________________ ______________________________________ Faculty Advisor’s Signature Date Bilingual Authorization Program

Methods Instructor Date


GUIDING TEACHER INVOICE UCLA Teacher Education Program

NAME, please write in FULL NAME if not printed here

MAILING ADDRESS, including City, State and Zip Code

PHONE NUMBERS

EMAIL ADDRESS SOCIAL SECURITY NUMBER DISTRICT SCHOOL GRADE / SUBJECT STUDENT TEACHER First Assignment Dates Second Assignment Dates TOTAL AMOUNT OWED for SERVICES

□Please check this box if you have ever filled out a W-9 form for UCLA

GUIDING TEACHER SIGNATURE DATE

FACULTY ADVISOR SIGNATURE DATE

guiding teacher handbk 2012-13 - nctq

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