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STATE OF NEW HAMPSHIRE

The Future Educators Pathway

Operations Manual

for

“Future Educators Exploring Teaching” (FEET)

2003-2004

PRODUCED BY: Kelly Budd, Language Arts Teacher, Keene High School, Keene NH.

352-0640 ext. 3017 [email protected]

Marsha A. Miller, Tech Prep Consultant

7 Harding Street, Rochester, NH 332-0925

[email protected]

FEET Manual 2003

FEET OPERATIONS MANUAL Copy-Ready Forms for School-Based Administration

Section I: Program Administration • Contacts • Schedule of Activities • The Future Educators Pathway • FEET Planning Guide • Coordinators Checklist

Section II: Marketing & Promotion

• “Dear Colleague” recruitment letter • Network Form for enrolling FEET volunteers • Student Recruitment Letter

Section III. Lessons Learned & Self Assessment

• Student Responsibilities • Model for Professional Courtesy • September Reflection Paper • October: Up Close & Personal Preparation Form • October: Reflection Paper • November: College Admissions Workshop Preparation Form • November: Reflection Paper • January: Job Shadow Reflection Questions • February: Job Shadow Reflection Questions • March: Mini-Lesson Reflection and Assessment • March: Supervising Teachers Mini-Lesson Assessment Form • April: FEET Reflection & Evaluation

Section IV: Forms & Procedures

• The Teacher/Student Quality Observation Form • Job Shadow/Mini-lesson Site Identification Form • Student’s Job Shadow Planning Form • Student’s Classroom Observation Form • February: Teacher/Student Planning form for mini-lesson • Recommendation Form for participation in job shadow/mini-lesson • Student’s Consent Form • Parent’s Consent Form

FEET Manual 2003

FUTURE EDUCATORS EXPLORING TEACHING

OPERATIONS MANUAL

SECTION 1. PROGRAM ADMINISTRATION

FEET Manual 2003

Future Educators Academy

Contact Information for Participating Schools 2003-2004

High School Contact Phone # E-mail Address

Program

Keene 43 Arch Street Keene, NH 03431

Kelly Budd 352-0640 [email protected] FEET

Kennett 176 Main Street Conway, NH 03818

Jocelyn Judge 447-6364 [email protected] FEET

Londonderry 295 Mammoth Road Londonderry, NH 03053

Amity Ferraro 432-6941 [email protected]

FEET

Pelham 85 Marsh Road Pelham, NH 03076

Louise Paulauskas

635-2115 [email protected] FEET & FEA 1st Course taught in the Spring - 04

Spaulding & Creteau Technology Center 140 Wakefield Street Rochester, NH 03867

Courtney Daum

335-6360 [email protected] FEET

*Stevens & SRVTC 175 Broad Street Claremont, NH 03743 *Pending Final Approval.

Jill Edson 543-4291 [email protected] FEET Will focus on 8th and 9th graders

Kearsarge Regional North Road North Sutton, NH 03260

Amanda Chase 927-4261 [email protected] FEA 1st course taught in the spring - 04

Timberlane Regional 35 Greenough Road Plaistow, NH 03865

Sue Takesian 382-6541 [email protected] FEA 1st course taught in the fall - 03

Winnacunnet Alumni Drive Hampton, NH 03842

Janis Petrou 926-3395 [email protected] FEA 1st course taught in the spring - 04

FEET Manual 2003


After-School Program

Schedule of Activities 2003-2004

Focus: Career Exploration Focus: Career Verification

Month Activity Month Activity September Orientation Meeting September Orientation Meeting October Up Close & Personal October Up Close & Personal November College Admissions November College Admissions December No Activity December Job Shadow January Job Shadow January Job Shadow February *Job Shadow February **Job Shadow - HS March Mini-Lesson Plan March Mini-Lesson Plan April Wrap-up Meeting April Wrap-up Meeting May Celebration May Celebration *Students, who are exploring the field of education, will job shadow two teachers. These teachers can be at the elementary and/or middle school. **Students, who are verifying their interest in the field of education, will job shadow three teachers. These teachers can be at the elementary, middle or high school; however, the student is required to do at least one job shadow at the high school or vocational center.

To reinforce the importance of using technology as a teaching tool, it is suggested that aspiring teachers “practice” teach one of the lessons from “IT & ME” which is a 9th grade course that prepares all students to live, learn and work in the knowledge economy. A set of industry-standard lesson plans have been developed by NH teachers, and the learner outcomes can be modified for elementary, middle and high school students. The recommended contact time for the FEET student ranges from a minimum of thirty minutes (exploring) to ninety minutes (verifying).

FEET Manual 2003


2003-2004

Objective: To create a pipeline of well-prepared high school students, who after earning their teaching credential, will return to New Hampshire classrooms as passionate, high quality educators. Strategy: The Pathway to a Career in Education creates opportunities for students to gain information, skill and knowledge in the art of teaching prior to enrollment in a postsecondary program. The First Step – FEET – offers a series of supervised activities that include informational interviews, classroom observations, field-based teaching and a college admission workshop. After each activity, students prepare a reflection paper as a way to assess their interest in this career. An end-of-the year celebration recognizes the FEET students along with the teacher/person who inspired them to be a teacher. The Second Step – Future Educators Academy – offers two elective courses that integrate classroom lessons with field-based experience. Both courses align with the National Board for Professional Teaching Standards as well as New Hampshire’s Postsecondary Teacher Education Programs. Career Focus: Career Awareness and Exploration Target Population: 8th, 9th, 10th graders who choose to learn more about the field of

education. Schools: Keene, Kennett, Londonderry, Pelham, Spaulding, Stevens Career Focus: Career Verification and Validation Schools: Kearsarge, Pelham, Timberlane, Winnacunnet

FEET Manual 2003

Future Educators Exploring Teaching Planning Guide

August (Or first week of school) Advertise the FEET Club through daily announcements, school newsletter, letters home, posters, website, pamphlets, participating classrooms. Recruit a team of volunteers, including teachers, guidance counselors, parents, PTA/PTO, retired educators, post-secondary education dept. chairs, and admission counselors, coaches.

September Meet with Principal to obtain approval to award ¼ to ½ credit for students involved in yearlong program who complete the reflection papers and attend all events. Plan kick-off event (approx. 90 minutes). Arrange for food, motivational speaker, program overview, yearly calendar of events, packet of required forms (reflection papers, etc.), team building activities, marketing material (FEA brochure in operations manual)

October “Up Close and Personal Workshop with Today’s Educator(s).” (Approximately 90 minutes). Invite veteran teachers, new teachers, administrators, retired teachers, coaches to dialogue about the successes and challenges of teaching. Q & A Session. Arrange for light refreshments.

November “The College Admissions Process.” Arrange for guidance counselors and postsecondary partners to provide general overview of education programs, admission requirements, resources and financial aid. Have aspiring teachers identify area of interest for job shadow experience (form in manual). Arrange for light refreshments

December Job Shadow (approximately 60 minutes) at one site with one teacher. Maximum amount of time in classroom = one hour. Transportation to be arranged by student/parent. Job Shadow Reflection Paper to be completed at the conclusion of the experience. Thank-you note sent to teacher.

January Job Shadow (approximately 60 Minutes) at one site with one teacher (not the same site as first job shadow.) Maximum amount of time in classroom = one hour. Transportation to be arranged by student/parent. Job Shadow Reflection Paper to be completed at the conclusion of the experience. Thank-you note sent to teacher.

FEET Manual 2003

February Planning Conference for Mini-Lesson (approximately 90 Minutes). General session to discuss purpose of teaching the lesson, the curriculum standard, special accommodations, equipment needs etc. Student/Teacher plan the lesson.

March Mini-Lesson Taught and Assessed (approx. 60 minutes) Actual teaching time = 15 to 45 minutes. Reflection Paper needs to be completed at conclusion of the experience. Cooperating Teacher completes assessment section of reflection form. Thank you note sent to teacher.

April

Community Sharing and Evaluation of FEET Experience (approx. 90 minutes) Invite all members of the school/community who have participated in the FEET Club. Have students and cooperating teachers share their reflection(s) of mini-lesson; show videotape of teaching experience. Provide light refreshments.

May Option 1. Statewide FEET Celebration. (Approximately $20.00 per student). Tech Prep Consultant and Local FEET Coordinators will plan the event on a college campus. Students provide their own transportation and invite person who inspired them. Transportation to be provided by student/parent. *Contingent upon local funding.

May Option 2. School-based, FEET Celebration. Volunteers provide refreshments and recognition certificates. Students invite the teachers who helped them gain information about the field of education. Press and Media contacts invited.

June To prepare for the second-year of operation, begin recruiting students and teachers so that many of the details are ironed-out prior to the opening of school. This includes administrative approval for elective credit and establishing a scholarship committee to (a) secure funding for FEET scholarship and (b) setting selection criteria.

FEET Manual 2003


Coordinator’s Checklist

June _______Review master calendar and identify meeting dates/times for next year _______Copy the permission forms, job shadow forms, planning forms, etc. _______Schedule the after-school meetings, the targeted day(s) for the job shadows and

the mini-lesson. (Note: An important lesson learned from the pilot sites is to have ALL FEET students participate in the job shadow and mini-lesson activities on the same day!)

August/Early September _______Send out “Dear Colleague” Letter to educational community _______Reserve meeting rooms _______Review responses from “dear colleague” letter & identify the FEET Team _______Schedule an organizational meeting with the FEET Team to review roles &

responsibilities. Pilot Sites suggest that you do this before you meet with the students.

_______Meet with administrators to review the program and, where needed, seek approval for rewarding credit and/or other incentives

_______Produce publicity notices such as in-school posters, school and community newsletters, bulletin boards

_______With team, set agenda for the kick-off meeting _______With team, arrange for refreshments for the meetings _______With team, identify a videographer and/or photographer to record the meetings September _______Hold kick-off meeting to get acquainted with members, opportunities, and

expectations; distribute calendar of events. _______Contact teachers from “dear colleague” letter who said they would speak at

October meeting. Send them the “framing questions.” _______Contact postsecondary partner and guidance counselors to schedule them for

November meeting. Send them the “framing questions.” _______Collect Student Reflection Papers – one week after the meeting.

FEET Manual 2003

October _______Hold “Up Close & Personal” Meeting with teachers and FEET participants. _______Coordinator sends “thank-you” notes to teachers who spoke at the September

meeting _______Collect Student Reflection Papers – one week after the meeting. _______Confirm speakers for November meeting. November _______Hold “College Admissions Workshop” _______Coordinator sends “thank-you” notes to the speakers _______Collect Student Reflection Papers – one week after the meeting December (for Exploratory sites; Verification Sites begin in November) _______Distribute packet of forms for job shadow/mini-lesson to the student. _______Confirm dateline date for return (can’t participate without them!)

Packet includes: ______The Teacher/Student Quality Observation Form ______Student’s Observation Form ______Teacher/Student Planning Form for Mini-Lesson ______Student’s Job Shadow Planning Form ______Recommendation Form for Participation in Job Shadow/Mini- Lesson ______Site Identification Form ______Consent Form – Student ______Consent Form – Parent/Guardian ________FEET coordinator completes the recommendation form ________FEET coordinator schedules transportation if provided by school. January _______Collect packet of forms for job shadow (see above) and confirm the scheduled

dates (everyone goes on the same day). _______Send the recommendation form, the site identification form, the student’s

planning form and the classroom observation form to the hosting teacher. _______Students participate in job shadows _______Review the students’ thank-you notes and place in interoffice mail _______Collect Student Reflection Papers – one week after the job shadow February _______Confirm the day that all students will do their job shadow _______Review the students’ thank-you notes and put in interoffice mail _______Collect Student Reflection Papers – one week after the job shadow

FEET Manual 2003

March _______Confirm the day that all students will teach the mini-lesson _______Remind students to schedule meeting with supervising teacher to review IT &

ME lesson plans and select the one that will be taught _______FEET coordinator sends the thank-you notes to the supervising teachers _______FEET coordinator schedules transportation (if needed) _______FEET coordinator schedules the videographer and photographer who will

capture mini-lesson experience _______Reserve room and order food for school-sponsored celebration in May _______Confirm guest speaker and MC for May celebration _______Collect Student Reflection Papers – one week after meeting _______Be sure students will get field-trip excuse not cut/absence for mini-lesson April _______FEET students teach their mini-lesson on the designated day _______FEET coordinator reviews the students thank-you notes to the supervising

teacher and places them in interoffice mail _______Invitations are created for the May celebration and mailed to community,

parents, administration, school board, teachers and staff. _______With team, confirm the agenda for May celebration and double-check facilities

and food arrangements _______If funds are available, choose a small gift for the teachers who were involved in

job shadows and mini-lessons _______Collect Student Reflection Papers – one week after meeting _______Have students write a letter to the person who inspired them to be an educator.

With the help of the team, review the letter with the student, edit for content and grammar; send invitation to this person to attend the May celebration.

_______Edit raw video footage from teaching experience May _______School-based celebration is held _______Gifts presented to job shadow/mini-lesson teachers _______Letters presented by the students to the person who inspired them to teach _______Pictures and video of the teaching experience showcased _______Final thank-you notes sent _______Final write-up for the newspaper(s) _______Breathe – then begin planning next year!

FEET Manual 2003

Future Educators Exploring Teaching

Dear Colleague: We invite you to join the FEET Team! There are a number of students who have expressed an interest in becoming a teacher. To help these students identify the knowledge, skills and experience required of a professional educator, our district is offering the FEET Club. Through membership in the FEET Club, students will have access to positive role models and quality opportunities to verify that education is the right choice for them. What follows is a list of ways that you could participate. Please take a moment to review the list and, if willing to serve, complete the FEET Network Form. Thank you. Quality Opportunities:

Recruiting future teachers to join the FEET Club Allowing students to job shadow you for approximately one hour Mentoring a student who will teach a 15 – 45 minute lesson in your class Speaking at the kick-off celebration in September or year-end celebration in May Sharing teaching experiences at the October meeting Sharing the college experience at the November meeting Helping with transportation to scheduled activities Bringing refreshments/light snacks to one or more monthly meeting(s) September,

October, November, February, April Critiquing the students completed forms and reflections to determine credit worthiness Taking pictures and/or video footage of the meetings, particularly the job shadows and

mini-lesson Helping students proofread their thank-you notes Working on the PR Committee

Thank you, in advance, for your support and assistance.

FEET Manual 2003

Future Educators Exploring Teaching Network Form for Volunteers

Name: Position: School: Email Address: Daytime telephone number: Your goals for this program: Activities in which you are willing to participate: Your recommendation for other participants: Additional suggestions/comments:

Thank you for your support and assistance.

FEET Manual 2003

Future Educators Exploring Teaching Student Recruitment Form

Dear Student: One of the three fastest growing careers in our country is the field of education. Over the next ten years, the US Department of Education projects that our country will need 2.4 million teachers. Will you be one of them? If you would like more information about teaching and how you could make a difference in someone’s life, come to the FEET kick-off meeting. By being a member, you will visit classrooms, teach a mini-lesson, and take a field trip to a college campus. FEET is the perfect opportunity to find out what teaching is all about from current and retired educators. It will help you make an informed career choice BEFORE enrolling in education courses. If you have any questions, see your FEET Coordinator _______________________________at ______________________. Telephone:____________________ E-mail:__________________________ . If by phone, the best time of day is:_________________________ At the end of the program, you will attend a celebration in May with other high schools throughout the state who have participated in a similar program. The FEET kick-off meeting is scheduled for (date)______________________ in the (place) _____________________________________________________ At this meeting, you will receive a yearly calendar of FEET activities so that you can manage your time and set priorities. We hope to see you on _____________________________. (Note: Add the next paragraph if your school awards credit for this after-school program.) You will receive ½ credit towards graduation requirements if you attend all of the meetings (one per month, September through May) and complete nine reflection papers.

FEET Manual 2003

FUTURE EDUCATORS EXPLORING TEACHING OPERATIONS MANUAL

SECTION 3. LESSONS LEARNED & ASSESSMENT

FEET Manual 2003

Future Educators Exploring Teaching Student Responsibilities

To: FEET Members From: The FEET Coordinator SBJ: Required Documents Date: September 1, 2003 Dear Student, In order to earn your elective credit, you must fulfill your obligations as a FEET member by submitting each month’s reflection paper, along with the draft copy of your “person who inspired you to be a teacher” letter. Further, as a good citizen of this school, you must write a thank-you note to the two teachers whose classes you will observe and the cooperating teacher with whom you will teach your mini-lesson. In each case, the thank-you note must be mailed within three days of their involvement. Please bring your thank-you note to the FEETCoordinator, ____________________, who will assist in proofreading and mailing the final copy. Be specific by noting one or more details about the observation or lesson and, in addition, include what you found most helpful. Remember to sign your full name. In summary, we wish you continued success in becoming a quality educator. Please do not hesitate to let us know how we can support your efforts. Sincerely,

FEET Manual 2003


Model for Professional Courtesy Use the model below to draft your “thank you” letters for the person who inspired you to be a teacher and the educators with whom you job shadowed and taught your mini-lesson. (Please note that you will need to modify the letter if you are writing to a non-educator as the person who inspired you to be a teacher.)

Date (month, day, year) Teacher’s Name School Name Street Address City, State, Zip Code Dear Mr. Ms. Mrs. (Last Name) Paragraph 1 – Thank your host for the opportunity to be in their classroom. Paragraph 2 – Describe some of the things you learned as a result of the experience. Paragraph 3 – Add any Additional comments you have that will bring your note to a conclusion. Sincerely, Sign your name

FEET Manual 2003

Future Educators Exploring Teaching September: Reflection Paper

Name: Grade and School: Why I am here: Why I want to be a teacher: The teacher/person who inspired me to be a teacher and why: What I learned from this kick-off meeting: Questions I would like to have answered:

PS: If you know of other students who might be interested in being a teacher, please have them call the FEET Coordinator. Thank you.

FEET Manual 2003

Future Educators Exploring Teaching October: “Up close and personal” with today’s educators

Preparation Form for Presenters

Here are some suggested topics; however, please feel free to share additional information that you will assist our students in making an informed career choice. Thank you.

The teacher you remember the most and why.

The person/teacher who inspired you to become a teacher.

The goals you set for yourself as a quality educator.

The changes you’ve seen in the profession.

The challenges that quality educators face in meeting the needs of today’s students.

Your typical day/night.

The one piece of advice you would give to a new teacher or those who are interested in becoming a teacher.

The way in which you measure success.

The reasons you stay in the profession.

FEET Manual 2003

Future Educators Exploring Teaching October: Reflection Paper on

“Up Close and Personal” with today’s educators

Name: Grade and School: Five key concepts or ideas I learned from this meeting: 1. 2. 3. 4. 5. Things that excite me about teaching: Things that make me nervous or fearful about teaching: Goals I have for myself as a quality teacher: Questions I would like answered:

FEET Manual 2003

Future Educators Exploring Teaching November: The College Admissions Process

College and Guidance Staff Presentation Form

Here are some suggested topics; however, please feel free to share additional information that will assist our students in making an informed career choice. Thank you. College Staff:

What requirements do you have for your teacher education/preparation program? What classes should a student take in high school to prepare him/her for your

program? What qualities or personality traits should a person possess who is interested in

teaching? How much field work do you require of your students and what is the earliest

stage that students will be observing? What do you see as the critical shortage areas? Is an interview a required component of your college admissions process? Should documented evidence of the ability to teach be included with the

admissions application? Guidance Staff:

In which extra-curricular activities should an aspiring teacher be involved? Why? What qualities or personality traits should an aspiring teacher possess? What resources do you have that would help a student identify his/her interest

area? What resources do you have that would help a student select his/her college? To how many colleges should a student apply? How does a student apply for financial aid and/or merit-based scholarships? Does this school offer courses that earn both high school and college credit? If yes, are those courses recommended for an aspiring teacher? What follow-up activities are available once a student has selected his/her area of

study?

FEET Manual 2003

Future Educators Exploring Teaching November: Reflection Paper on

College Admissions/Guidance Presentation

Name: Grade and School: Five key concepts or ideas I learned from this meeting: 1. 2. 3. 4. 5. Questions I need to ask my guidance counselor: Questions I need to ask or things I need to research for the college I am pursuing: The content and grade level I would like to teach:

FEET Manual 2003

Future Educators Exploring Teaching January: Job Shadow Reflection Paper

Name: Grade and School: Name of teacher observed and school: Date and time of observation: Lesson Observed: Activities involved with lesson: Comments about the structure of the lesson and the activities: Five things I learned from this observation: 1. 2. 3. 4. 5. Questions I would like answered:

FEET Manual 2003

Future Educators Exploring Teaching February: Job Shadow Reflection Paper

Name: Grade and School: Name of teacher observed and school: Date and tie of observation: Lesson observed: Activities involved with lesson: Comments about the structure of the lesson and the activities: Five things I learned from this observation: 1. 2. 3. 4. 5. Questions I would like answered:

FEET Manual 2003

Future Educators Exploring Teaching March: Mini-Lesson Reflection Paper

Student Assessment

Name:________________________________________Grade:________ Supervising Teacher:__________________________________________ Date and Time of mini-lesson:__________________________________ Lesson Taught: ______________________________________________ As I reflect on the lesson, to what extent were students productively engaged? Did the students learn what I intended them to learn? Were my instructional goals met? How do I know? Or how and when will I know? Did I alter my goals or my instructional plan as I taught the lesson? Why? If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why? After teaching this lesson, my thoughts/opinions have changed not changed about being an educator. Here are the reasons for my answer:

FEET Manual 2003


Supervising Teacher’s Mini-Lesson Assessment Form

Student’s Name:________________________________Grade:_______ Lesson Taught:______________________________________________ Date/Time of Mini-Lesson:____________________________________ Teacher/Assessor’s Name:_____________________________________

Score Performance Trait Content 5 Exceptional

• Voice clear and audible, engaging • Engaging introduction, clear • conclusion • Eye contact direct • Reliance on notes not noticeable • Creative, informative visual aids • No non-verbals (uh, er, you know, like,

etc.)

• Well organized • Content supported with

relevant details • Information precise,

accurate, up-to-date • Student teacher makes

connections and offers informed commentary

4 Accomplished

• Student teacher holds audience’s attention • Eye contact made consistently • Voice clear and audible • Effective use of visual aids • Minimal use of notes • Few non-verbals

• Well organized • Most essential details

included • Information is accurate, up-

to-date • Student teacher offers

informed commentary 3 Proficient

• Student teacher holds audience’s attention • Eye contact attempted • Voice clear and audible • Reliance on notes is not distracting • Has visual aids • Non-verbals do not distract

• Most essential details included

• Information is accurate • Organized well enough for

audience to follow • Student teacher offers logical

commentary 2 Developing

• Student teacher does not hold audience’s attention for whole mini-lesson

• Eye contact minimal or missing • Voice inaudible or dull much of the time • Reliance on notes distracting • Visual aids interfere with audience’s

attention • Non-verbals may distract from mini-lesson

• Important ideas or details are missing

• Some information inaccurate • Commentary inappropriate, • Confusing or unsupported • Organization confusing

1 Emerging

• Student teacher cannot hold audience’s attention

• Complete reliance on notes or no notes • Voice inaudible or dull • No visual aids • Significant non-verbals

• Lack of details makes presentation hard to understand

• Disorganized • Much inaccurate information • Commentary Lacking

FEET Manual 2003

Future Educators Exploring Teaching April: FEET Reflection and Evaluation Form

Name: Grade and School: What did you learn from sharing your experience with others and from listening to others’ experiences? As a member of FEET, which three activities worked best for you. Please rank order them with (1) being the most successful and, further, use concrete examples to explain your answer/ranking. What would you recommend for additions and/or changes to FEET? Please explain your answer. What have you learned about yourself, your learning style, and your teaching style after participating in this program? Please draft a letter to the teacher/person who inspired you to become a teacher and attach it to this reflection/evaluation. Save a copy for yourself. After proofreading your draft with you, you will present the final copy to your teacher/person at the Celebration Event in May.

FEET Manual 2003


OPERATIONS MANUAL

SECTION 4. FORMS & PROCEDURES

FEET Manual 2003

Future Educators Exploring Teaching The Teacher/Student Quality Observation Form

Purpose: To provide an opportunity for aspiring educators to observe quality teaching in action. Teacher’s Role:

To meet with the student prior to the observation to discuss desired outcomes for the observation. For instance, do you want the student to actively engage in the teaching/learning process. If so, how?

To share the relationship between what will be observed and the specific standard

to which you are teaching. (e.g. social studies, language arts, math, science, etc)

To discuss how you will know if the student “got the lesson?” For instance, will there be a team project? A unit test? An oral presentation? Multiple assessments?

To review any special accommodations that will be made to support different learning styles.

Student’s Role:

To schedule an appointment with the teacher for a pre-observation conference.

To arrive on-time for the pre-conference and the job shadow.

To immediately notify the teacher if an unexpected illness or emergency dictates a change in agreed-upon times/dates.

To discuss desired outcomes and, if different from above, clarify what

information you hope to gain through this classroom observation.

FEET Manual 2003

Future Educators Exploring Teaching Job Shadow/Mini-Lesson

Site Identification Form

Prior to participating in the field-based experience, this form must be completed by the student and be given to the FEET coordinator along with the parent, student and teacher consent form(s). Your Name:___________________________________Grade:___________ Date of Planned Activity Type of Activity: (job shadow, field trip, mini-lesson, etc.) Teacher who is hosting you: Their School: Their Address:

Start Time: End time: Their School Phone Number: Ext: Transportation Arrangements: ___________________________________ (Has your parent/guardian completed the permission slip?) Special Instructions (dress code, where to meet, the manner to which you will engage in the teaching/learning process, etc.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Please identify what you hope to achieve by participating in this activity: 1.______________________________________________________________________ 2.______________________________________________________________________ 3.______________________________________________________________________ 4.______________________________________________________________________5.______________________________________________________________________

FEET Manual 2003

Future Educators Exploring Teaching Student’s Job Shadow Planning Form

To help you prepare for shadowing your classroom teacher(s), here are some sample interview questions: Why did you choose a career in education? What courses did you take to prepare for this career? How has your job changed? Are there career opportunities? If so, how do you prepare for them? What do you find most challenging? Enjoyable? Frustrating? What motivates you to stay in this career? In your opinion, how can a high quality teacher remain passionate about his/her career decision?

FEET Manual 2003

Future Educators Exploring Teaching February: Teacher/Student Planning Form for Mini-Lesson*

Student’s Name:__________________________________Grade:_______________ Supervising Teacher:___________________________________________________ His/Her School:___________________________________Grade:_______________ Date and time you will be teaching a mini-lesson:____________________________ The Lesson you will be teaching:__________________________________________ Briefly describe the students in this class, including those with special needs. What are your goals for the lesson? What do you want the students to learn? Why are these goals suitable for this group of students? How do you plan to engage students in the content? What will you do? What will the students do? (Include time estimates) What instructional materials or other resources, if any, will you use? How do you plan to assess student achievement of the goals? What procedures will you use? What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? *Source: ETS Pathwise Introductory Participant’s Guide based on ASCD book: Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson

FEET Manual 2003

Future Educators Exploring Teaching Recommendation Form for Participation in Job Shadow/Mini-Lesson

Prior to the job shadow and mini-lesson, this form should be completed by the FEET coordinator and sent to the teacher who is hosting the FEET student for the job shadow and/or mini-lesson. Students, who do not meet these expectations, cannot participate in these activities. Student’s Name: _________________________________ Grade:____________ As a FEET participant, this student has either met or exceeded expectations for the following behaviors: Attendance: Exceeded_________ Met_________ Punctuality: Exceeded_________ Met_________ Reliability: Exceeded_________ Met_________ Respect for Others Exceeded_________ Met_________ Confidence Exceeded_________ Met_________ Maturity Exceeded_________ Met_________ Good Judgment Exceeded_________ Met_________ Determination Exceeded_________ Met _________ Stamina Exceeded_________ Met_________ The learner outcomes for this experience are: 1.____________________________________________________________________ 2.____________________________________________________________________ 3.____________________________________________________________________ FEET Coodinator:_____________________________________ Date:_______________ Phone #:_____________________ email:______________________________________

FEET Manual 2003

Future Educators Exploring Teaching Job Shadow/Mini-Lesson Consent Form

STUDENT

As a member of FEET, I will participate in a field-based experience on: Day:_________________ Month:______________Date:____________ that will take place at: _______________________________________ Name of School From (start time)______________________to (end time)____________ I understand that teachers outside of this school are giving up valuable time to help me learn about a career in education. By signing this consent form, I agree to complete all of the FEET requirements and to take responsibility for making-up any missed work/assignments. Student’s Signature:____________________________________Date:_______________

TEACHER’S CONSENT FORM

I authorize ___________________________ to be excused from my class to participate in the FEET field-based experience during the date and time indicated above. The student will be responsible for making-up all missed work/assignments and will complete such work according to a predetermined schedule by him/her and me. Teacher’s Name_____________________________________ Dates/Times of Classes to be missed_________________________________________ Signature:__________________________________________Date:________________ Teacher’s Name_____________________________________ Dates/Times of Classes to be missed_________________________________________ Signature:__________________________________________Date:________________ Teacher’s Name_________________________________________________________ Dates/Times of Classes to be missed_________________________________________ Signature___________________________________________Date:_______________

FEET Manual 2003


Job Shadow/Mini-Lesson Consent Form (Parent)

As a member of FEET, your son or daughter has the opportunity to participate in a field-based experience that will help him/her identify a career interest in teaching. In order to participate, your signature of approval is required. Permission to Participate in FEET field-based experience: Student’s Name:___________________________________may participate in a FEET field-based experience on _______________________________________ (day/month/date) at _______________________________________from_____________________ (name of location) (start time) to__________________________. (end time) Should travel be required, I also give permission for my son/daughter to: Travel by public transportation _______Yes ______No Drive his/her own vehicle _______Yes ______No (Note: Proof of Automobile Insurance is Required) Travel with a school employee _______ Yes ______No Walk to the site _______ Yes ______No Parent’s Signature:_____________________________________________ Address:______________________________________________________ Phone #:_____________________email:____________________________