sedu 365 methods for teaching reading in the content …€¦ · · 2017-07-28• match...

SEDU365MethodsforTeachingReadingintheContentArea&FieldExperience

HANDBOOK

August2017

1 SEDU365ContentAreaReadingLiteracyFieldExperience


TableofContents

Introduction...........................................................................................................................2

CourseGoals..........................................................................................................................2

InTASCPrinciplesandCourseAlignment................................................................................3

RequirementsoftheCourse...................................................................................................6

FieldExperienceandKeyAssignmentProgression..................................................................6

Grading..................................................................................................................................7

Placement..............................................................................................................................7

ResponsibilitiesoftheSEDU365Instructor............................................................................7

ResponsibilitiesoftheCooperatingTeacher...........................................................................8

ResponsibilitiesoftheStudent...............................................................................................9

AssignmentOverview............................................................................................................10

AssignmentChecklist.............................................................................................................11

TimeLogSheet......................................................................................................................12

ClassroomVisitsLogInstructions...........................................................................................13

ClassroomVisitLog...............................................................................................................14

KeyAssignment:DisciplinaryLiteracyInterview,LiteracyFieldExperienceReflections,TeacherDirectedLessonPlans,PostTeachingReflection,andLessonObservations...........................15

KeyAssignment:DisciplinaryLiteracyInterviewAssignment.................................................17

KeyAssignment:LiteracyFieldExperienceReflections..........................................................18

KeyAssignment:TeacherDirectedReadingStrategiesLessonPlanDesign,Delivery,andPostTeachingReflections..............................................................................................................19

KeyAssignmentRubric:DisciplinaryLiteracyInterviewAssignmentRubric(A)......................25

KeyAssignmentRubric:LiteracyFieldExperienceReflections,TeacherDirectedReadingStrategiesLessonPlan,PostTeachingReflection,andLessonObservationsRubric(B)...........26

CooperatingTeacherLessonFeedback..................................................................................31

CooperatingTeacherFeedback..............................................................................................33

Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducationProgramCandidate..............................................................................................................................34

StudentEvaluationofFieldExperience..................................................................................36


Introduction

Theintentofthiscontentarealiteracyclinicalexperienceistopromotetheintegrationofcontentareareadinginstructionalmethodsandfieldexperiencesandtolinkeducationaltheoryandpractice.

CourseGoalsThiscourseincludes15hoursofclinicalexperiencepromotingtheintegrationofcontentareareadingmethods.Fieldexperienceparticipantswillunderstandtheusefulnessandimportanceofplanningandtailoringcontentareareadinglessonplanstomultipleneedsbaseduponongoingassessmentoflearninggoals.Attheendoftheexperiencethestudentwill:Know:

• Lessonplancomponents&structure(P3.2)• Methodsformaximizinglearningopportunitiesforallstudents(P1.5)• Learningprogressionsandappropriatelearninggoalswithinthediscipline(P2.4)• TheattributesandimplicationsofStudent-CenteredClassrooms,TeachingforUnderstanding,

AssessmentforLearning,RigorousandRelevantLearning,andteachingforLearnerDifferencesastheyapplytolearningcontent.(P3.4)

• Differentiatedinstructionisneededinalllearningplans(P3.6)• Methodsofaccommodation(thehowoflearning)andmodification(thewhatoflearning)

strategies(P3.7)• Thegoalsandmethodsofeffectiveinstruction(P4.2)• Multiplemethodsofformativeandsummativeassessmenttoevaluateandreportlearner

progresstowardslearninggoals.(P4.4)• Avarietyofmethodstoprovideaccommodationsandmodifications(P4.5)• Professionalandcontentstandards,codeofethics,laws,andpolicies.(P5.1)

Beableto:• Planandimplementdifferentiatedlearningopportunitiesthataccommodatediverseneeds

(P1.7)(KeyAssignment)• Establishpositiverapportwithallstudentstoenhancelearning(P1.8)• Demonstratelegalandethicalconductasdefinedbylawandindividualdistrictpolicywithin

issuesofdiversity(P1.10)• Matchinstructionalstrategiesandinstructionalsequencetothecontentandtheindividual

(P2.10)(KeyAssignment)• Applyvalidandreliableresearchfindingstomakeinstructionaldecisions(P3.9)• ApplyStudent-CenteredClassrooms,TeachingforUnderstanding,AssessmentforLearning,

RigorousandRelevantlearning,andTeachingforLearnerDifferencestofacilitatestudentlearning(P3.12)

• Managethelearningenvironmenttoactivelyandequitablyengagelearners(P3.15)• Evaluateandmodifyresourcesandcurriculummaterialtofitthecontentandlearners(P3.16)• Varyhis/herroleintheinstructionalprocessbasedonthecontent,purposeofinstruction,and

needsoflearners(P3.17)


• Useavarietyofself-assessment,learnerdata,andproblem-solvingstrategiestoanalyzeandimproveprofessionalpractice.(P4.7)

• Useformativeandsummativeassessmentdataandotherstudentdatatoidentifyreadinessforlearning,designandmodifyshortandlong-terminstructionalplans,andimplementappropriateaccommodationstomeetlearners’needsinallareasofdevelopment(P4.9)

• Alignassessmentstolearninggoalsandindividualdifferences(P4.10)• Behaveinamannerreflectingsoundethicalandprofessionaljudgmentexpectedofthe

profession,districtandcommunityinrelationtoself,profession,studentsandstudentlearning(P5.11)

• Establishasupportive&safelearningenvironment(P1.8)• Createaclassroomenvironmentbasedoninclusivity,equity,andhighexpectationsthatmeet

theindividualneedsofeachstudent(P1.11)• Useknowledgeofstudentdevelopmentandcontenttomakelearningexperiencesmeaningful

inthecontextofauthenticlocal,nationalandglobalissues(P2.11)• Establishclearlearninggoalswithessentialquestionsandtopicquestions(P2.13)• Selectandintegratedigitalandinteractivetechnologiestoplanandachievecontentlearning

goals(P3.10)• Createauthenticlearningtasksininquiry-basedinstruction(P3.11)• Usemultipleassessmentmethodsforstudentstodemonstrateprogresstowardslearninggoals

(P4.13)Understand:

• Studentslearnatdifferentratesandindifferentways(P1.15)• Basedonreflectionanddata,theteachersystematicallyadjustsinstructiontomeetlearner

needs(P3.20)• Effectiveinstructionisthoughtful,purposeful,andintentional(P3.23)• Teachersareresponsibleformaximizingtheachievementofallstudents(P1.12)• Flexiblelearningenvironmentsthatincludeexploration,discovery,andexpressionacross

contentareasenhancesstudentlearning(P1.17)• Studentsbuildunderstandingofnewcontentandcurricularconnectionsusingtheirprior

knowledgeandexperiences(P2.14)• Deeplearningistransferrableintoauthenticcontexts(P2.15)• Contentknowledgeisnotafixedbodyoffactsbutiscomplex,culturallysituated,andever

evolving(P2.16)• Deepunderstandingrequirestransferoflearningtovariousdisciplines,localandglobalissues,

andlifeskills/experiences(P3.21)

InTASCPrinciplesandCourseAlignment

BuenaVistaUniversity’sTeacherEducationProgramisbasedontheInterstateNewTeacherAssessmentandSupportConsortium(InTASC)Principles,andthepractitionercandidatedevelopingasareflectivepractitioner.Thedevelopmentofthestudentteacherisbasedonthesefoundationalareas.TheseriesofprinciplesdevelopedbyInTASCserveasaresourcefordialogueandestablishingexpectationsforbeginningteachers.WithinthecontentofSEDU365courseareindicatorsfromInTASCPrinciples1-7,9,and10.TheSEDU365LiteracyFieldExperienceKeyAssignmentisparticulartoInTASCPrinciples1,2,4,7,and8.


Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheirthinkingaboutthestandards.LearnerDevelopmentStandard#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.Standard#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.Standard#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.DisciplinaryContentStandard#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmakethedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.Standard#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.InstructionalPracticeStandard#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.Standard#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.Standard#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.


ProfessionalResponsibilityStandard#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.Standard#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.


RequirementsoftheCourse

Allstudentsseekingthesecondarylicensurecompletetheliteracyfieldexperience.StudentsmustcompletethecontentarealiteracyfieldexperienceduringtheirenrollmentinSEDU365:MethodsforTeachingContentAreaReading.Thisexperienceincludescompletionofaminimumof15hoursofobservation/teachinginacontentareaclassroom,withonehourreservedtoconductaninterviewwithcooperatingteacheroutsideofclass.Minimally,astudentmustprepareandpresenttwolessonsandengageinappropriatereflectionoftheexperience.Inaddition,thestudentwillconductaDisciplinaryLiteracyInterviewwiththecooperatingteacher,andcompletetheClassroomVisitLogincludedinthisdocumentforthe15-hourexperience.Themethodsstudentisnottospendthetimeinclericalactivitiesbutratherinteachingandobservationofthesecondarycontentareaclassroom.

FieldExperienceandKeyAssignmentProgressionClassroomhoursforthefieldexperienceshouldbepacedtofollowthelearningprogressionofthecourse.The15hoursshouldbeintentionallyscheduledtoalignwitheachlearningmodule.Thediagrambelowshowstherelationshipbetweencourselearning,fieldexperience,andKeyAssignmentcomponents.

Module1 InformationalTextSelection

FieldExperienceHours1-3

DisciplinaryLiteracyInterview

Module2 SupporttoUnderstandSpecific

Texts

FieldExperienceHours4-6 Reflection#1

Module3 DesigningReadingLessonsfortheContentAreas

FieldExperienceHours7-9 Reflection#2

Module4TransferrableStrategiesfor

Teaching ContentLiteracy

FieldExperiencehours10-12

Refelction#3ContentAreaReading

ComprehensionLessonPlan

Module5 InstructionalStrategies for

TeachingVocabulary

FieldExperienceHours13-15

Reflection#4ContentAreaVocabularyLessonPlan


GradingThegradingprocedurefortheFieldExperiencecomponentfollowsaPass/Failsystem.

• InordertoearnaPass,studentsmustcompletethefollowing:1. Fulfillthetimerequirementsofaminimumof15hoursintheclassroomplacement.2. SubmittheAssignmentChecklist3. CompletetheSEDU365MethodsforTeachingContentAreReadingField

ExperienceLogSheet.4. Receivefavorablefeedbackfromthecooperatingteacher(s)usingtheCooperating

TeacherFeedbackform.5. Receivefavorablefeedbackfromthecooperatingteacher(s)usingtheCooperating

TeacherLessonFeedbackform.6. CompletetheDisciplinaryLiteracyInterviewwiththeFieldExperienceCooperating

TeacherandsubmitthereportaccordingtoassignmentguidelinesonCanvas.7. CompleteallrequirementsoftheKeyAssignmentincludingsubmissionofa

minimumof2lessonplansappropriatelyusingthetemplateprovided.8. CompletetheSelf-AssessmentofProfessionalDispositions.9. CompleteStudentEvaluationofFieldExperienceonlinesurvey.Alinkwithinthe

Canvascoursewillbeprovided.

• IfastudentfailstomeetanyrequirementsoftheFieldExperience,thestudentwillfailthecourse.

Placement

TheStudentProfessionalExperiencesCoordinator,StudentProfessionalExperiencesAssistant,ortheEducationCoordinator/Advisorwillmaketheplacementchoosingappropriatesettings.Thisplacementrequiresasubjectareasettingwherestudentengagementwithtext(print,digital,ormedia)isembeddedinthecurriculum.Thesesettingsmayincludeasecondarycontentareaclassroomsetting.Studentsarenottoplacethemselvesinanysetting.

ResponsibilitiesoftheSEDU365Instructor

TheInstructorassumesthefollowingresponsibilities:• FullypreparethestudentstocompletetheClassroomvisitlogforthe15-hour

experience.• Provideguidanceinlessonpreparationandinstructionforteachingreadingstrategies.• Debriefwiththestudentregardingtheteachingexperience.• DirectthestudenttocompleteallnecessarypaperworkasnotedintheFEHandbook.

o SignedTimeLog.ThisformwillbesubmittedwithinCanvas.o CooperatingTeacherLessonFeedback.Thisformwillbesubmittedwithin

Canvas.Thecooperatingteachermustbesupportiveofthestudent’scontinuationintheprograminordertopassthefieldexperience.


o CooperatingTeacherFeedback.ThisformwillbesubmittedwithinCanvas.Thecooperatingteachermustbesupportiveofthestudent’scontinuationintheprograminordertopassthefieldexperience.

• Mentorstudentthroughthedesignofinstructionallessonplansfeaturingcontentareareadingstrategies,includingdifferentiationtosupportalllearners.

• Observeandprovidefeedbackofteachercandidateinstructionforatleastonecontentareareadingstrategylessondelivery.NOTE:Thisfeedbackisformativeandneedstobefranksothatthestudentbecomesawareoftheareasthatneedattention.

• SetduedatesforthefourentriesintheLiteracyFieldExperienceReflections.• Provideformativefeedbackofthestudent’sinstructionalplanningapproach.• ProvidefeedbackandgradingofLiteracyFieldExperienceReflections.• CompletegradingofKeyAssignment:LiteracyFieldExperienceReflections,Reading

StrategyLessonPlans,TeachingReflection,andLessonObservationswithinCanvas.

ResponsibilitiesoftheCooperatingTeacherCooperatingteachershavebeenselectedfromapoolofindividualsrecommendedbyindividualschoolprincipalsordesignatedbyofficialsfortheirexemplaryteachingpracticesandwillingnesstoworkwithpre-serviceteachers.Inagreeingtoworkwithstudentsduringthecontentarealiteracyfieldexperience,theyhavethefollowingresponsibilities:• ReadthroughtheSEDU365FieldExperienceHandbookandbeawareofthegoalsof

thisfieldexperience.• Provideaclassroomforobservationandpracticeofcontentareareading/literacy

instruction.• ShareprofessionalapplicationofreadingdatawithBVUstudent,specificallynotinghow

knowledgeofstudentreadingabilityinfluencescontentareainstruction.• Discussappropriatetexts(print,digital,andmedia)usedtosupportcontentarea

instructioninthesecondaryclassroom.• DiscusstheBVUstudent’sproposedlessonplanpriortoteaching,andprovideformative

feedbackfollowingthelessondelivery.• Providefeedbackofthestudent’steachingperformancetotheuniversityandstudent

bycompletingandreturningtheCooperatingTeacherLessonFeedbackForm.TheBVUstudentwillberesponsibleforsubmittingtheformwithinCanvasandtotheBVUoffice.NOTE:Thisfeedbackisformativeandneedstobefranksothatthestudentbecomesawareoftheareasthatneedattention.

• Verifythatthestudentcompletedthe15-hourrequirementbysigningtheLogSheet.TheBVUstudentwillberesponsibleforsubmittingtheformwithinCanvasandtotheBVUoffice.

• Providegeneralfeedbacktostudentthroughon-goingconversationandtotheuniversitybycompletingtheCooperatingTeacher/InstructorFeedbackForm.ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemust


besubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingtheformwithinCanvasandtotheBVUoffice.

• NotifyStudentProfessionalExperiencesCoordinatororEducationCoordinator/Advisorofanyconcernsregardingthestudent'sperformanceduringthefieldexperience.

ResponsibilitiesoftheStudentStudentsenrolledinthiscoursehavethefollowingresponsibilities:

• Beactivelyengagedinobservationandpractice.• Prepareandpresenttwolessonsthataresupervisedbythecooperatingteacher.• Engageinself-assessmentandreflectionofthelessonstaught.• ShareobservationsandexperienceswiththeSEDU365methodsclass.• Completethe15-hourrequirement,asscheduledinadvanceincollaborationwiththe

cooperatingteacherandyourSEDU365instructor.• SubmitthesignedTimeLogofhourswithinCanvasandtotheBVUofficeatthe

completionofthefieldexperience.• SubmitthesignedCooperatingTeacherFeedbackFormwithinCanvasandtotheBVU

officeatthecompletionofthefieldexperience.• SubmitthesignedCooperatingTeacherLessonFeedbackwithinCanvasandtotheBVU

officeatthecompletionofthefieldexperience.• CompleteallrequirementsoftheKeyAssignment.• CompletetheSelf-AssessmentofProfessionalDispositions.Thissurveydoesnotneedto

besubmittedtoBVU.• CompleteStudentEvaluationofFieldExperienceonlinesurvey.• Presentoneselfasaprofessionalinconductandappearanceatthecooperatingschool.

GeneralExpectationsofFieldExperienceStudentsinEducationalSettings

1. Eachtimeastudentattendsaschool,thestudentistolook,dress,behave,andspeakinaprofessionalmanner.Allclothingshouldbeneat,clean,andprofessional.Grammarusedshouldbecorrectwithaminimumofslang.Allstudentbehaviorshouldreflectresponsibilityandmaturity.

2. Theadministrationandteachersofhostschoolstakethisfieldexperienceandstudents'commitmentseriously.Punctuality,cooperation,assistance,maturity,enthusiasm,responsibility,initiative,andbeingactivelyengagedareexpectedfromallstudentsasthenorm.

3. Tardinessandabsenteeismarenotacceptable.Ifextenuatingcircumstancespreventstudentsfromattendingtheclassroom,theyaretocontacttheircooperatingteacherandinstructorassoonaspossibleandpriortotheabsence.Exceptincaseof


emergencies,aminimumof24hoursnoticemustbegiventotheteacherwhenastudentisunabletobepresentintheclassroomattheagreedupontime.

4. Shareexperiencesandreflectionwiththemethodsclassinaprofessionalandrespectfulmanner.Keepstudentinformationconfidentialoutsidethecontextofthiscourse.

AssignmentOverviewDuringthisfieldexperience,studentsmustcompletethefollowingassignments.

1. 15HourLogSheet:AllstudentsmustcompletetheClassroomVisitLogforeachclassroomvisit.Uponcompletionoftheexperience,thecooperatingteachermustsignanddatetheform.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.

2. LiteracyFieldExperienceReflections:Fourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.SeeGuidelinesandcriteriaontheLiteracyFieldExperienceReflectionsform.

3. ReadingStrategyLessonPlans:Designtwolessonplansfeaturingcontentareareadingstrategiesfor(a)buildingcomprehension,and(b)vocabularyinstruction.

4. CooperatingTeacherLessonFeedback:AllcooperatingteacherswillcompleteanevaluationformfortheBVUstudentlessonsfocusedon(a)buildingcomprehension,and(b)vocabularyinstruction.Thisformmustbesubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.

5. CooperatingTeacherFeedback:Allcooperatingteacherswillcompleteanevaluationform.ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.

6. Self-AssessmentofProfessionalDispositions:Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforyoutoreflectonyourprogressandmakeimprovementsasneeded.Pleasebesuretodiscussanyquestionsorconcernswithyourcooperatingteacher,SEDU365Instructor,yourStudentProfessionalExperiencesCoordinator,orEducationCoordinator/Advisor.ThissurveydoesnotneedtobesubmittedtoBVU.

7. DemonstrationofAppreciation:AllBVUstudentsareencouragedtowritethankyounotestoeachcooperatingteacherattheendoftheexperience.

8. StudentEvaluationofFieldExperience:AllstudentswillcompletetheStudentEvaluationofFieldExperiencesurveyonlinewithintheCanvascourse.

AllwrittenmaterialsidentifiedwillbekeptintheStudentProfessionalExperiencesCoordinatororEducationCoordinator/Advisor’soffice.FailuretosubmittherequireditemswillresultinafailinggradeforthisSEDU365fieldexperience.


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceAssignmentChecklist

ThisformistohelpyoukeeptrackoftheassignmentsforthiscourseStudentName____________________________________ Assignment Completed(indicatedbycheck)ReviewyourplacementwithyourInstructor ______

15-HourLogSheetsubmittedwithinCanvasandtoBVUOffice ______

SetofClassroomVisitLogsSubmittedtoSEDU365Instructor ______

KeyAssignment

DisciplinaryLiteracyInterviewReport ______

ContentAreaLiteracyFieldExperienceReflections(4) ______

TeacherDirectedReadingStrategyLessonPlans(2) ______

PostTeachingReflections(2) ______

LessonObservations ______

CooperatingTeacher/InstructorFeedback

LessonFeedbacksubmittedwithinCanvasandtoBVUOffice ______

TeacherFeedbacksubmittedwithinCanvasandtoBVUOffice ______

Self-AssessmentusingAssessmentofDispositionalProfessionalQualities ______

StudentEvaluationofFieldExperience ______


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceTimeLogSheet

BVUCandidate:________________________________Date:__________________________

CooperatingTeacher:_______________________School:____________________________

Grade/Subject:_________________________________________________________________ThankyouforagreeingtohelpwithourTeacherCandidate’sprofessionalfieldexperience.Studentstakingthiscoursearerequiredtoworkwiththeircooperatingteachersaminimumof15contacthours.OneoftheBVUTeacherEducationalDepartmentinstructorsordesignatedfacilitatorswillbeassignedtooverseetheprogressbeingmadebythestudentduringthisperiod.Pleasenotebelowanytardinessand/orabsencesofthestudentduringthisplacement.Signaturesbelowverifythattheabove-mentionedBuenaVistaUniversitystudenthassuccessfullyfulfilledhis/herrequirementsforthisFieldExperiencewithnomajorconcerns.Student’sSignature:____________________________________________________________ClassroomTeacher’sSignature:__________________________________________________

Date BeginningTime EndingTime Hours RunningTotal

FieldExperiencehourscompletedforthisplacementmaynotcounttowardsanotherfieldexperience.

ThisformistobesubmittedbytheBVUstudentwithinCanvasandtotheBVUoffice.


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceClassroomVisitsLogInstructions

(Completetheformonthefollowingpageforallvisits)Time:Recordthestartingandendingtime.Breakthetimeintoreasonablesegmentsaccording

towhatyouareobserving.Iftheactivityshifts,drawalineandbeginanewtimespan.LearningGoals:Recordthepurpose.Whatarethestudentssupposedtobelearning?You

mightrecordtheBigIdea,theEssentialQuestion(s),and/orastudentpurpose.(“Thestudentwillbeableto…”)WhatlevelofBloom’sisrequiredtomeetthisgoal?

TeacherAction:Recordwhattheteacherisdoingduringthistime.Youshouldalwayshave

somethinginthiscolumn.Examples:explainingastrategy,modeling,givingfeedback,listening,observing,other(specify).Aspossiblegivethemeaningorpurposeoftheaction.

StudentAction:Recordwhatthemajorityofstudentsaresupposedtobedoing.Ifthe

studentsaredividedintogroupsandaredoingdifferenttasks,recordthedifferenttasksasmuchaspossible.Youshouldalwayshavesomethinginthiscolumn.Examples:reading,writing,purposefulcollaborativetalk,listening,sharingtheirlearningwithothers,etc.

Useanasterisk(*)orhighlighttoindicatethatthestudentsareengagedinhigherorderthinking.Explainhowtheirtaskrequireshigherorderthinking.

ClassroomDesignedforEngagement:Whatprinciplesofengagementdoyouseeduringthistime?Principlesincludecompetence(includesdifferentiation),autonomy,belonging,collaborativesupport,real-worldinteractions(RWI),andconceptualknowledge.

CharacteristicsofEffectiveInstruction–Whatcharacteristicsofeffectiveinstructiondoyou

seeduringthistime?Bespecific.Youmaynotbeabletolisteverythingyousee.Gomoreintodepthtofocusonafewexamples.

MyResponse–Usethisspaceforyourownnotes.Youmaywritequestionsorideasthatyou

wanttorememberforyourownteaching.Wewillrefertothiscolumnduringourclassdiscussion,sorecordideasthatyouwanttoremember.


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceClassroomVisitLog

(TurnalllogsintotheSEDU365instructor)

LearningGoal(LevelofBloom’s

Taxonomy)

TeacherAction

StudentAction

EvidenceofEngagement

EvidenceofCharacteristicsofInstruction

MyResponse


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceKeyAssignment:DisciplinaryLiteracyInterview,LiteracyFieldExperience

Reflections,TeacherDirectedLessonPlans,PostTeachingReflection,andLessonObservations

Purpose: Toidentifyappropriatelycomplextextsforcontentareareading

instructionandimplementresearchedbasedinstructionalmethodsforteachingreadinginthecontentareaclassroom

Proficiency: 1)Tomakeappropriatetextselections(print,digital,andmedia)forcontentareainstructiontosupportreadersofalllevels

2)Toidentifyappropriateliteracygoalsforreadingcomprehensioninthecontentarea

3)Toplan,implement,andreflectoncontentareareadinginstruction,consideringaclearlearningprogressionandresearch-basedpractices,whichwillassistthestudentinsuccessfullyreachingtargetedgoalsforreadingcomprehensionanddisciplinaryliteracy

Assignment: TocompletetheKeyAssignment,studentswillcompletethefollowing:

A. DisciplinaryLiteracyInterview:Atthebeginningofyourfieldexperienceplacement,youwillconductaninterviewofyourcooperatingteacheraboutcontentarealiteracypracticesinyoursubjectareaandthestudentsyouwillbeworkingwithduringyourplacement.

B. LiteracyFieldExperienceReflections:Fourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.

C. TeacherDirectedLessonPlanDesign&Delivery:Throughoutthiscourse

youwilldraftmultiplelessonsappropriateforgradelevelreadinginstructioninyourcontentarea.Youwillteachaminimumoftwoteacherdirectedreadingstrategylessonplansinthefieldexperienceclassroom:

• OneReadingComprehensionLesson• OneVocabularyLesson

YourKeyassignmentsubmissionwillincludethecompletelessonplanpackageyoupreparedforeachlesson.

D. PostTeachingReflections:Followingyourclassroomteachingexperiencewitheachofyourtwolessonplans,youwillcompleteapostteachingreflection.Thereflectionpieceisincludedinthelessonplantemplateprovided.

E. LessonObservations:Thecooperatingteacherwillobservetheteachercandidate’sinstructionintheclassroomandprovideverbalandwritten


feedbackoneachlessontaught.Thestudent’sperformanceduringtheseobservationswillbeevaluatedusingtheKeyAssignmentRubric.

E.ItemsA,B,C,andDwillbeuploadedtoCanvasasKeyAssignmentArtifacts.

TheDisciplinaryLiteracyReviewwillbegradedwithRubricA.LiteracyFieldExperienceReflections,TeacherDirectedLessonPlanDesignandDelivery,PostTeachingReflections,andLessonObservationswillbegradedwithRubricB.


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceKeyAssignment:DisciplinaryLiteracyInterviewAssignment

ThisassignmentrequiresyoutointerviewthecooperatingteacherhostingyourSEDU365FieldExperienceplacement.Thepurposeoftheinterviewistolearnaboutcontentarealiteracypracticesinyourchosensubjectareaandtolearnaboutthereadersinyourfieldexperienceclassroom.Theinterviewshouldoccuratthebeginningofyourfieldexperiencetoinformyourprocess.Pleasehonoryourcooperatingteacher’sprofessionalschedule,understandingitmaybenecessarytomeetbeforeorafterregularschoolhours.Thisassignmentwillbeworth75points.

STEP1:Plan&ScheduletheInterview

• Arrangeatimetomeetwithyourcooperatingteacher.

• Yourinterviewshouldbeapproximately30minutesandnomorethan45minutes.

• Yourinterviewwillbebasedonquestionspertainingtocontentareareadinganddisciplinaryliteracydraftedandapprovedinclass.

• Prepareyourquestionsaheadoftimeandplanforhowyouwilltakenotes.

• Somepeoplefinditdistractingtotypewhiletalkingandmyprefertorecordtheinterviewandtypeafterwards(seekapprovalfromyourintervieweeifrecording).

STEP2:ConducttheInterview

• Theinterviewcanbeconductedinaliveface-to-faceexchange,viatelephone,orSkype(Itisnotappropriatetoemailalistofquestionsandaskforwrittenresponses).

• Besuretorespectyourcooperatingteacher’stimebystayingwithintheamountoftimeallottedfortheinterview.

STEP3:Draftyourreport

• Followingyourinterview,youwilldraftareportoftheexperience.

• Yourreportwillincludeboththeinterviewee’sresponsesandyourownpersonalreflections.

• Itisnotnecessarytotypeoutatranscriptoftheinterview.Instead,focusonafewkeyissuesthatseemmostcompellingandoffersamplesofopinionsexpressedintheexchange.

• Besuretoincludeareflectiononhowtheinterviewhelpedyourunderstandingofcontentarealiteracyinyourchosenmajorandthechallengesyoumayencounterasacontentareateacher.

• Yourreportshouldbe1200-1500wordsinlength.

• ReportshouldbeproperlyformattedinAPAstyle,includingcitations.



KeyAssignment:LiteracyFieldExperienceReflectionsFourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearning.Followtheguidelinesbelowforeachreflection.Eachreflectionwillbe700-1000words.Reflection#1

1. Whathaveyounoticedaboutstudents’varyingratesandmethodsoflearning?2. Howhaveyoulearnedaboutconnectingcurrentlearningtopastandfuturelearning?3. Howareyouusingassessmentdataand/orhowareyouobservingdatabeingusedbyothers?4. Whathaveyoulearnedinyoureducationclassesthatyouhavebeenabletotryorhaveseen

othersputintopractice?Reflection#2

1. Wouldyoudescribetheenvironmentassupportiveandsafe?Ifso,why.Ifnot,whynotandhowcanitbechanged?

2. Whatareyoulearningaboutplanningforliteracyinstruction?3. Classroommanagementisbasedoffengagedandmotivatedstudents.How’sthatgoing?What

haveyoulearnedthataffectsyourteachingnowandinthefuture?4. Howareyourinteractionswithothersgoing?Giveexamplesofcollaborationthathasbenefited

studentsand/oryourownprofessionalgrowth.Reflection#3

1. Howdoyou,andshouldyou,decidewhattoteach?2. Whathaveyoulearnedaboutformativeassessmentfromtheteacher’sperspectiveandthe

student’sperspective?Howcanstudentsshowtheirunderstandingindifferentways?3. Whathaveyoulearnedaboutselectingmaterials?4. Howhasyourinitiativehelpedyougrowprofessionallyduringthisexperience?

Reflection#4

1. Howdostudentslearntotransfertheirlearning?Whyisthatimportant?2. Whatdoesthefollowingstatementmeantoyou?“Teachersareresponsibleformaximizingthe

achievementofallstudents.”Makesuretoconsiderhigherorderthinkingandlearningopportunities.Howhaveyouandwillyoudemonstratethatstatementinyourteaching?

3. Whathaveyoulearnedaboutvaryingyourroleduringthelearningprocess?Criteria

1. Conceptsfromallclassesintheteachereducationprogramaresynthesizedfordeeperunderstanding.

2. Reflectionsshowunderstandingoftheorywithfieldexperienceexamples.3. Allpromptsareanswered.4. ReflectionsarewrittenclearlyandwithStandardEnglishgrammarandconventions.5. ReflectionsarecompletedandsubmittedtoCanvasontime.



KeyAssignment:TeacherDirectedReadingStrategiesLessonPlanDesign,Delivery,andPostTeachingReflections

SEDU365:Mini-LessonTemplatewithDirections

Stage1:DesiredResults

CCSSLiteracy(Required):• GradeLevelCCSSforReadingInformationalTextsor• GradeLevelContentAreaLiteracyStandard(ifavailable)

ContentAreaStandard(Optional):• GradeLevelCCSSforDisciplinarySubject(ifavailable)or• GradeLevelNationalStandardforDisciplinarySubject(ifavailable)

InstructionalLiteracyGoalforthisLesson:• Writtenasan“Ican…”,or“Studentswillbeableto….”Statement

Stage2:EvidenceofLearningFormativeAssessment:

• Howwilltheteacherrecognizestudentlearningachievement?• Howwilltheteacherandstudentsdeterminewhetherthelearninggoalhasbeen

met?DataCollection:

• Whatdata(ifany)canbecollectedduringthislessonasevidenceofstudentprogress?

• Howwillthatdatabechartedandshared?

PreparatoryConsiderationsforStage3:LearningPlanContentAreaReadingPlan

SelectedText:TitleofReading

Source:Textlocationinfo:ChapterTitle&pagesorLinktodigitalfile

Genre:Literarycategory

Topic:ContentAreaSubject,Topic,andSubtopic

GRE:GradeLevelReadability

Print Digital Media ComplexityBand:Basedonquantitative,qualitative,andreaderandtaskconsiderations


MethodofReading:• Specifyreadaloud,sharedreading,orindependentreadingandproviderationale

ReadingInstructionalStrategy:• Nametheselectedstrategyandcitetheresearcherand/orsecondarysource

LiteracyTool/TemplateUsed:• Namethetemplateortoolprovidedtostudents(ifapplicable)• Includeacompletemodelexampleoftheliteracytool/templateused

Resources

TeacherResources:• Listeverythingtheteacherwillneedtoconductthislesson

StudentResources• Listeverythingtheclass(notenumberofstudents)willneedtocompletealllearning

activities

Stage3:LearningPlanOpening(Setthegoalforlearning)

• Preview–Explicitlystatethegoalofthelesson• Discusstherelevanceofthetargetskill(thelargergoal)Why?When?Where?

• Review–linkcriticalprerequisiteskills(linktoday’slessontopastlearning)(Thissectionshouldincludearunningscriptofyourlessonopening)

Modeling(Idoit)

• Stepbystepreal-timedemonstrationanddescriptionofthestrategyinaction(show&tell)

• Teacherconstructsacompleteexampleasamodelforstudentstofollowlaterinthelesson

• Teachermodelingincludes“thinkaloud”• Studentsareinvolved

(Thissectionshouldincludearunningscriptofyourdemonstrationstep-by-step)GuidedPractice(Wedoit)

• Teacherprovidespromptstoguidestudents(physical,verbal,visualprompts)• Workingincollaborationwiththeteacher,insmallgroups,orinpartnerswhilethe

teachercirculatestoprovidescaffoldingsupportasneeded• Everystudentisengagedreadingandinpracticingthestrategy

(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageinguidedpracticeandindicatorsofwhatyouwillbelookingtoobserveasyoucirculatetheclassroom)

IndependentPractice(Youdoit)

• Studentsnowpracticethestrategyindependently(withsupportavailableifneeded)• Studentsengageinlearningactivities


• Studentsfollowthepatternsmodeled• Studentsself-assesstogaugesuccess

(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageindependentpracticeandindicatorsofwhatyouwillbelookingtoobserveasyoucirculatetheclassroom)

Closing(Assesslearningandreviewcriticalcontent)

• Studentsrestatemainlearningfromthelesson• Studentsreviewandassesspersonallearning

• Review–linkcriticalskills(linktoday’slessontofuturelearning)(Thissectionshouldincludearunningscriptofyourlessonclosing)

Completethefollowingteachingreflectionafterdeliveringeachlesson:

BlanktemplatesforlessonplansareprovidedontheSEDU365coursesiteinCanvas.

ReflectivePracticeFollowingDeliveryoftheLesson:

• Whatdidyoudothathelpedordidnothelpthestudentsreachthedesiredresults?• Whatsurprisedyou?• Whatwasdifficultforthestudentsandwhatmisunderstandingswereuncovered?

AnticipatingtheNextLesson:

• Whatarethestudentsreadytolearnbasedonthislesson?


SEDU365:MethodsforTeachingContentAreaReadingMini-LessonTemplate-Blank

Stage1:DesiredResults

CCSSLiteracy:ContentAreaStandard:InstructionalGoalforthisLesson:

ContentAreaReadingPlanSelectedText:

Source:

Genre:

Topic:

GRE:

Print Digital Media ComplexityBand:

MethodofReading:ReadingInstructionalStrategy:LiteracyTool/TemplateUsed:

Stage2:EvidenceofLearningFormativeAssessment:DataCollection:

ResourcesTeacherResources:StudentResources:


Stage3:LearningPlan

Opening(Setthegoalforlearning)(Thissectionshouldincludearunningscriptofyourlessonopening)Modeling(Idoit)(Thissectionshouldincludearunningscriptofyourdemonstrationstep-by-step)GuidedPractice(Wedoit)(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageinguidedpracticeandindicatorsofintendedobservationsasyoucirculatetheclassroom)IndependentPractice(Youdoit)(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageindependentpracticeandindicatorsofintendedobservationsasyoucirculatetheclassroom)


Closing(Assesslearningandreviewcriticalcontent)(Thissectionshouldincludearunningscriptofyourlessonclosing)

ReflectivePracticeFollowingDeliveryoftheLesson:

• Whatdidyoudothathelpedordidnothelpthestudentsreachthedesiredresults?• Whatsurprisedyou?

• Whatwasdifficultforthestudentsandwhatmisunderstandingswereuncovered?AnticipatingtheNextLesson:

• Whatarethestudentsreadytolearnbasedonthislesson?

BVUStudent’sName: LearningExperience/Day#_____Date:____________Pleasecompletelessonplanselectronically.Theboxeswillexpandasneeded.


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceKeyAssignmentRubric:DisciplinaryLiteracyInterviewAssignmentRubric(A)

DISCIPLINARYLITERACYINTERVIEW

PointsPossible

PointsEarned

Entirereportmeetsthewordcountrequirementof1200-1500words

5points

Theprofessionalroleoftheintervieweeisidentifiedinthereport.

5points

Thereportisnotpresentedasatranscriptoftheinterview,butfocusesinsteadonafewkeyissuesthatseemmostcompelling.

5points

Thereportofferssamplesofopinionsexpressedintheexchange,alongwithyourpersonalreactionstowhatyouheard.ConsiderationisgiventomultipleaspectsofliteracyandfeaturestopicsaddressedinSEDU365:MethodsforTeachingReadingintheContentArea.

20points

Thereportanswersthequestion:HowdidtheinterviewchangeyourawarenessofliteracyissuesinIowaschools?

20points

ThereportisproperlyformattedinAPAstyleandincludescitationsreferencingcoursecontent.

5points

Thewrittenreportisfreeoferrors.

5points

Total:

75points


SEDU365ContentAreaReadingLiteracyFieldExperience

KeyAssignmentRubric:LiteracyFieldExperienceReflections,TeacherDirectedReadingStrategiesLessonPlan,PostTeachingReflection,andLesson

ObservationsRubric(B)

Pillar1

:DiverseLea

rnersa

ndLea

rning

Level3 Level2 Level1 NotAcceptableC Understandlearnerdifferences1 Teacherprovides

multiple,flexiblemethodsforstudentstoacquireunderstandingthatarealignedtostudents’needsandpreferences.

Teacherprovidesmultiple,flexiblemethodsforstudentstoacquireunderstandingwhichareusuallyalignedtostudents’needsandpreferences.

Teacherprovidesmultiple,flexiblemethodsforstudentstoacquireunderstandingwhicharenotintentionallyalignedtostudents’needsandpreferences.

Teacherdoesnotprovidemultiple,flexiblemethodsforstudentstoacquireunderstanding.

2 Teacherscaffoldsinstructionsothatallstudentshaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.

Teacherscaffoldsinstructionsothatmoststudentshaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.

Teacherscaffoldsinstruction,butstudentsdonothaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.

Teacherdoesnotscaffoldinstruction

3 Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentways,andstudentchoiceisincludedwhenappropriate.

Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentwaywithstudentchoiceusually(butnotalways)isincludedwhenappropriate.

Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentways,butstudentchoiceisnotincludedwhenappropriate.

Teacherdoesnotprovideorallowformultiplemethodsforstudentstodemonstrateunderstanding.

4 Teacherprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

Teacherusuallyprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

Teachersometimesprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

Teacherdoesnotprovideoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

E Demonstrateresponsibilityforstudentlearning3 Teachertakes

responsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforallstudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementformoststudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforsomestudents.

Teacherdoesnottakeresponsibilitytoplanandimplementslearningopportunitiestomaximizeachievementforallstudents.


Pillar2

:Con

tentExpertise

Level3 Level2 Level1 NotAcceptableA Understandsconcepts&structuresofdiscipline1 Teacherdemonstrates

competenceintheknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

Teacherdemonstratesgeneralknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

Teacherdemonstratesbasicknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

Teacherdemonstrateslackofknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

2 Teacherconsistentlyanticipatesthemisconceptionsoflearnerswithinthediscipline.

Teacherusuallyanticipatesthemisconceptionsoflearnerswithinthediscipline.

Teachersometimesanticipatesthemisconceptionsoflearnerswithinthediscipline.

Teacherproceedswithoutconsideringthemisconceptionsthatlearnersmighthaveinthediscipline.

3 Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentiscongruentwiththebigideasorstructureofthediscipline.

Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentisusuallycongruentwiththebigideasofstructureofthediscipline.

Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentissometimescongruentwiththebigideasorstructureofthediscipline.

Teacher’suseofcontentisconsistentlyinaccurateandfocusofthecontentisincongruentwiththebigideasorstructureofthediscipline.

D Establishclearlearninggoals1 Teacherdesigns

lessons/unitswithclear,measurablelearninggoalscloselyalignedwithstateandnationalstandards.

Teacherdesignslessons/unitswithmeasurablelearninggoalsalignedwithstateandnationalstandards.

Teacherdesignslessons/unitswithmeasurablelearninggoalsORTeacherdesignslessons/unitsalignedwithstateandnationalstandards.

Teacheruseslessons/unitswithnomeasurablegoalsandnoalignmenttostateandnationalstandards.

2 Teacheralwaysplansandcommunicatesaclearlydefinedlearninggoal.

Teacherusuallyplansandcommunicatesaclearlydefinedlearninggoal.

Teachersometimesplansandcommunicatesaclearlydefinedlearninggoal.

Teacherrarelyplansandcommunicatesaclearlydefinedlearninggoal.

3 Teacherplansandimplementslearningprogressionswithsuccesstomeetthelearninggoals.

Teacherplansandimplementslearningprogressionswithpartialsuccesstomeetthelearninggoals.

Teacherplansandimplementslearningprogressionswithlimitedsuccesstomeetthelearninggoals.

Teacherdoesnotplan:ORTeacherplansbutdoesnotcorrectlyorsuccessfullyimplementlearningprogressionstomeetthelearninggoals.


Pillar3

:Inn

ovativeAp

plicationsofC

ontent

Level3 Level2 Level1 NotAcceptableA Planforinstruction1 Teacherplans

instructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

Teachergenerallyplansinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

Teacherplanssomeinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

Teacherinadequatelyplansinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

2 Teacheralwaysdevelopsstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.

Teacherusuallydevelopsstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.

Teachersometimesdevelopstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.

Teacherfailstodevelopstrategies,experiencesandassessmentsthatrequirehigherorderthinkingandareappropriatetocontentandlearner.

3 Teacherdesignsinstructionbasedonassessmentdata.

Teacherdesignsmostinstructionbasedonassessmentdata.

Teacherdesignssomeinstructionbasedonassessmentdata.

Teacherfailstodesigninstructionbasedonassessmentdata.

B Usetechnologyasalearningtool1 Teacherintegrates

technologymatchedtoinstructionresultinginmaximumimpactonstudents’learning.

Teacherintegratestechnologymatchedtoinstructionresultinginsomeimpactonstudents’learning.

Teacherintegratestechnologymatchedtoinstructionresultinginlittleimpactonstudents’learning.

Teacherdoesnotintegratetechnologywithinstruction;ORIntegrateswithnegligibleimpactonstudents’learning.

2 Teacherunderstandswhentechnologyisessentialtomeetthelearninggoals.

Teacherusuallyunderstandswhentechnologyisessentialtomeetthelearninggoals.

Teachersometimesunderstandswhentechnologyisessentialtomeetlearninggoals.

Teacherdoesnotunderstandwhentechnologyisessentialtomeetthelearninggoals.

F Synthesizeresearchtoguideinstructionaldecisions1 Teacherconsistently

synthesizesresearchtoguideinstructionalandassessmentdecisions.

Teacherusuallysynthesizesresearchtoguideinstructionalandassessmentdecisions.

Teachersometimessynthesizesresearchtoguideinstructionalandassessmentdecisions.

Teacherdoesnotsynthesizeresearchtoguideinstructionalandassessmentdecisions.

2 Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforallstudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementformoststudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforsomestudents.

Teacherdoesnottakeresponsibilitytoplanandimplementslearningopportunitiestomaximizeachievementforallstudents.


Pillar4

:Data-Ba

sedRe

flection

Level3 Level2 Level1 NotAcceptableA Usedatatosupportlearning1 Teacheralwaysuses

multipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

Teacherusuallyusesmultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

Teachersometimesusesmultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

Teacherdoesnotusemultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

2 Teacheralwaysanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

Teacherusuallyanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

Teachersometimesanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

Teacherdoesnotanalyzedataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

3 Teacheralwaysprovidesmeaningfulfeedbackforallstudents

Teacherusuallyprovidesmeaningfulfeedbackforallstudents

Teachersometimesprovidesmeaningfulfeedbackforallstudents

Teacherdoesnotprovidemeaningfulfeedbackforallstudents

B Alignassessmenttolearninggoals2 Teacherissuccessful

communicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

Teacherisusuallysuccessfulcommunicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

Teacherhaslimitedsuccesscommunicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

Teacherfailsto,orunsuccessfully,communicatesassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

C Usemultipletypesofassessmentprocesses2 Teacheralwaysuses

multipleassessmenttypestoreflectonandmodifyownprofessionalpractice.

Teacherusuallyusesmultipleassessmenttypestoreflectonandmodifyownprofessionalpractice

Teachersometimesusesmultipleassessmenttypestoreflectonandmodifyownprofessionalpractice

Teacherfailstoattempt,orunsuccessfullyattempts,tousemultipleassessmenttypestoreflectonandmodifyownprofessionalpractice.

3 Teacheralwaysusestechnologytosupportassessmentofstudentlearning.

Teacherusuallyusestechnologytosupportassessmentofstudentlearning.

Teachersometimesusestechnologytosupportassessmentofstudentlearning.

Teacherneverusestechnologytosupportassessmentofstudentlearning.

D Engagestudentsinself-assessment1 Teacheralwaysmodels

andstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

Teacherusuallymodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

Teachersometimesmodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

Teachernevermodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

2 Teacheralwaysexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.

Teacherusuallyexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.

Teachersometimesexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.

Teacherneverexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.


Level3 Level2 Level1 NotAcceptablePillar5

:Professiona

lInitia

tive

A Demonstrateprofessionaldecisionmaking1 Teacheralwaysseeks

andconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.

Teacherusuallyseeksandconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.

Teachersometimesseeksandconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.

Teacherdoesnotseekorconsiderinputfrommultipleperspectives.

B Reflectandlearnindividuallyandcollaboratively1 Teacherfrequently

initiatesinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.

Teacherofteninitiatesinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.

Teacherwelcomesinvitationsfromcolleaguesandotherresourceswithinandoutsideoftheschool.

Teacheravoidsinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.

2 Teacherworksexceptionallywellwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

Teacherworkswellwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

Teacherworkssatisfactorilywithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

Teacherisnotgoodatworkingwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

C Committoprofessionalgrowth1 Teacherinitiates

and/orisanactiveparticipantandfrequentcontributorinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals

Teacherisanactiveparticipantandoftencontributesinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals

Teacherisapoliteparticipantandcontributeswhenaskedinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals

Teachergrudginglyparticipatesinprofessionaldevelopmentalignedwithand/ordistrict/building’scurriculumandlearninggoalsandisnotanaccountableparticipant.

D Understandandworkwithindistrict/building1 Teacherknows,

understandsandmodelsallprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

Teacherknows,understandsandmodelsmostprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

Teacherknows,understandsandmodelssomeprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

Teacherknows,understandsandmodelsfewprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

2 Teacherrespectsallstudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being

Teacherrespectsmoststudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being

Teacherrespectssomestudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being

Teacherisnotrespectfulofstudents,families,colleaguesandthecommunity


SEDU365MethodsforTeachingContentAreaReading&FieldExperience

CooperatingTeacherLessonFeedback



Grade/Subject:_________________________________________________________________

Ratetheperformanceofthisteachereducationcandidateattheconclusionofthelastlessontaughtoneachoftheelementsbelowusingthelevelofperformancedescriptorsshownforproficient(P),satisfactory(S),orunsatisfactory(U)asyourguide.Pleasenotethatexperiencedteacherstypicallyandconsistentlyperformattheproficientlevel.However,thislevelofperformancemaynotbetrueofthepre-serviceornoviceteacher.Becausethisformisdesignedasafeedbacktool,incontrasttoanevaluationinstrument,pleasebecandidandfrankinyourassessment.Addcommentsasappropriate.

LESSONPLANNING

Element LevelofPerformanceProficient Satisfactory Unsatisfactory Rating:(P,S,orU)

Inclusionofdiversity

Candidatewasawareofandaddressesstudents’abilities,needs,interests,preferencesandcultureandgaveappropriateideaswhileco-planninglessonstoaddressdiversity

• Candidatewasawareofstudents’abilities,needs,interests,preferencesandcultureandneededassistancetoaddressdiversitywhileco-planninglessons

Candidatewasnotawareoforfailedtogiveideasonhowtoaddressthemajorityofstudents’abilities,needs,interests,preferencesandcultureinthelessonplans

LessonPlanning -Candidateshowedinitiativeinco-planningthelessonplanswiththecooperatingteacher-Candidategatheredandorganizedresourcesforinstruction.

-Candidateco-plannedthelessonplanswiththecooperatingteachertakingthelead.-Candidateassistedcooperatingteacheringatheringandorganizingresourcesforinstruction

-Candidatedidnotallowenoughtimetoadequatelyco-planthelessonplanspriorwiththecooperating-Candidatedidnotassistingatheringororganizingresourcesforinstruction

LESSONPRESENTATION

Element LevelofPerformanceProficient Satisfactory Unsatisfactory Rating:(P,S,orU)

Presentation

-Beganwithfocusactivity-Lessonobjectivewaswrittenorstatedforstudents-Voicequality,rateandvolumeweremodulatedappropriately

-Beganwithfocusactivity-Lessonobjectivewasvaguelywrittenorstatedforstudents-Voicequality,rateandvolumeweremostlymodulatedappropriately

-Omittedfocusactivity-Lessonobjectivewasnotwrittenorstatedforstudents-Wasdifficulttohearorunderstand


Instruction

-Candidatepresentedcontentappropriately-Candidategavecleardirectionsorprocedures-Candidatewasabletocomeupwithgoodexamplesorclarification“onthespot”(ifneeded)

-Candidatepresentedcontentappropriatelywithsomeassistance-Candidatesometimesgaveuncleardirectionsorprocedures-Candidateneededassistancetoprovidegoodexamplesorclarification“onthespot”(ifneeded)

-Candidatecouldnotpresentcontentappropriately-Candidate’sdirectionsorprocedureswereunclearorincomplete-Candidatewasunabletocomeupwithgoodexamples“onthespot”asneeded

StudentEngagement

Almostallstudentswerecognitivelyengaged.

Moststudentswerecognitivelyengaged

Moststudentswerenotcognitivelyengaged

Classroommanagement

-Candidatemodeledappropriatebehavioranddemeanor-Inappropriatebehaviorsweremanagedwell-Studentsreceivedspecificpraiseandmotivation

-Candidatemodeledappropriatebehavioranddemeanor-Inappropriatebehaviorsweremanagedadequatelyorsometimeswithhelpfromthecooperatingteacher-Studentsreceivedpraiseandmotivation

-Candidatedidnotmodelappropriatebehavioranddemeanor-Inappropriatebehaviorswerenotmanagedadequatelyandcandidateneededassistanceconstantly-Studentsrarelyreceivedpraiseandmotivation

LESSONASSESSMENT

Element LevelofPerformanceProficient Satisfactory Unsatisfactory Rating:(P,S,or

U)Informalassessment

-Candidatetooktheleadinco-planningfocusedformativeassessmentwiththecooperatingteacher–Candidateconductedassessmentinoneormoreofthefirstlessonsintheseries

-Focusedformativeassessmentwasco-plannedwiththecooperatingteacher–Candidateconductedassessmentwithassistanceinoneormoreofthefirstlessonsintheseries

-Formativeassessmentwasnotconductedorwasconductedinappropriately

Assessmentdatausedtodriveinstruction

Candidateshowedinsightaboutresultsofdataassessmentandwasabletogiveideasonhowtoadjustlessontomeetstudentneedsbasedonassessmentinformation

Candidateinterpretedassessmentdataandadjustedlessontomeetstudentneedsbasedonassessmentwithassistancefromcooperatingteacher

Candidatedidnotunderstandassessmentresultsand/orwasunabletogiveanyideasonadjustinglessontomeetstudentneedsbasedonassessmentinformation

COMMENTS:(Usethebackofthisformifnecessary.)

CooperatingTeacher’sSignature: Date:

PleasereturnthisformtoBVUStudent.TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.


SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceCooperatingTeacherFeedback



Grade/Subject:_________________________________________________________________

PleaseprovideaYesorNoresponsetothefollowingitems.Ifyouwishtomakecomments,pleasedosoaftertheitem. Yes No CommentsThecandidatespentatleast15hoursinobservationandteaching.

Thecandidatetaughtatleasttwolessons:Onereadingcomprehensionlessonandonevocabularylesson.

Thecandidatewasactivelyengagedasaclassroomobserver.

Thecandidateraisedquestionsaboutteachingmethodsandpractice.

Thecandidatewaspunctualinattendance.

Thecandidatedemonstratedprofessionalismbyconductandappearance.

Generalcomments:CooperatingTeacher’sSignature: Date:

PleasereturnthisformtoBVUStudent.TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.


Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducation

ProgramCandidateThisformisusedtoevaluatedispositionsyoudisplayduringclassandfieldexperiences.Itisusedtodocumentprofessionalprogressandalertyouwhenimprovementisnecessary.Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforthestudenttoreflectontheirprogressandmakeimprovementsasneeded.ThissurveydoesnotneedtobesubmittedtoBVU.NotApplicableorNot

ObservedSeriousConcerns NeedsImprovement Emerging Acceptable

NA 0 1 2 3 Behaviordisplayedis

contrarytoexpectationsforthisdisposition.

Behaviorisdisplayedoccasionally.

Behaviorsisdisplayedfrequently

Behaviorisdisplayedfrequentlyandconsistently

Caring:Candidateswiththissetofdispositionsvalueandappreciateallaspectsofotherpersons’well-being–cognitive,emotional,andphysical–therebyenhancingopportunitiesformeetingthelearningneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcaringdispositions:1.1 Empathy:identifieswithandseethingsfromtheperspectiveofothers. NA 0 1 2 31.2 Compassion:sympathizes,oftenwithadesiretounderstandandhelpimproveconditionsofstudents’lives.

NA 0 1 2 3

1.3 Rapport:developsappropriaterelationshipswithpeersandotherstakeholders. NA 0 1 2 31.4 Respect:showsappropriateregardfortheneeds,ideas,andexperiencesof

others.

NA 0 1 2 3

1.5 Passion:demonstratesexcitement,enthusiasmandoptimismforthepeople,content,andcontextoftheteaching/learningprocess.

NA 0 1 2 3

1.6 CulturalCompetence:appreciatesandcapitalizesupondiversity;isawareofandactstoreduceone’sownbiases;employsculturallysensitivepedagogy.

NA 0 1 2 3

Comments:

Communicative:Candidateswiththissetofdispositionsaresensitivetoandskillfulinthevariousaspectsofhumanactivity.Theyhaveeffectiveinterpersonalrelationshipskillsandattitudesthatfostercollaborativeenterprisesusefulinenhancingtheteaching-learningprocess.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcommunicativedispositions:2.1 Presence:haskeenwith-it-nessandengagementinhumaninteractionsand

other’sneeds.NA 0 1 2 3

2.2 Responsiveness:attendstoothers’needs;theabilityandinclinationtoactasbestmeetstheneeds,subtleaswellasobvious,ofothersandtheircircumstances.

NA 0 1 2 3

2.3 Attentiveness:concentratesonothers’communication;takesothers’communicationintoaccount.

NA 0 1 2 3

2.4 Authenticity:fostersandenhancestheteachingandlearningprocesswhileexercisingjudgmentaboutpersonalandprofessionalboundaries;displaygenuineness

NA 0 1 2 3

2.5 CollaborativeSkillsinvolvesandworkswithothersinplanning,problemsolvingandimplementationofeffectivepractices.

NA 0 1 2 3

2.6 Voice:iswillingtoopenlyengageandrespondtopeers,faculty,teachers,administrators,parents,andcommunityasneedarises.

NA 0 1 2 3

Comments:


Creative:Candidateswiththissetofdispositionsdisplaythecapacitytoenvisionandcraftthingsinnovelandmeaningfulwaystomeettheneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcreativedispositions:3.1 Flexibility:adapts,adjusts,andmodifiespracticestomeettheneedsofstudents

andpeers;thinksonone’sfeet;iscomfortablewithchange.NA 0 1 2 3

3.2 Inventiveness:usestheneedsandinterestsofstudentstoapproachcurricularandstrategicdecisions;visualizesandimplementsnovelideasandpractices.

NA 0 1 2 3

3.3 Resourcefulness:usesresourcesineffectiveways;adaptspracticestounforeseenchallenges.

NA 0 1 2 3

3.4 Resilience:enduresstressandmaintainsstabilityinthefaceofdisruptionand/orchaos;recoverspoiseorspiritthatenablesmovingforwardinaneffectivemanner.

NA 0 1 2 3

Comments:

Critical:Candidateswiththissetofdispositionshavetheabilitytoexamineclosely,tocritique,andtoaskquestions.Theydonotacceptthestatusquoatfacevaluebutemployhigherlevelthinkingskillstoevaluate,analyze,andsynthesize.Self-evaluationandreflectioncharacterizecandidateswiththissetofdispositions.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcriticaldispositions:4.1 Reflectiveness:takestimeconsistentlytoevaluateeffectivenessofinstruction

andbehaviorintermsofthelargergoalsofeducation;nurturesreflectivityinstudentsandpeers;reflectsonowngrowthandaccountability.

NA 0 1 2 3

4.2 Initiative:exhibitsawillingnesstopursuesolutionstoproblemsorquestions;gathersrelevantdataandpersistentlyseekstoimprovesituationsorareasofneed.

NA 0 1 2 3

4.3 Open-mindedness:exhibitsanabilitytolookatdifferentsidesofanissue;recognizesthepossibilityoferrorinone’sownbeliefsandpractices;doesnotdisplayoractuponprejudicesagainstpeopleorideas.

NA 0 1 2 3

4.4 Efficacy:nurtureshighexpectations,demonstratesself-directionandconfidence,andempowersstudentsandpeers.

NA 0 1 2 3

4.5 Humility:placestheneedsofthelearnerand/orlearningtaskaboveone’sownego;reflectsonowngrowthandaccountability.

NA 0 1 2 3

Comments:

Contextual:Additionalqualitiesdefinedbyandconsistentwithyourinstitutionalmission/conceptualframework.5.1ReflectivePractitioner:reflectsasalearner,instructor,andprofessional. NA 0 1 2 35.2InnovativeandImaginative:findsoriginalandcreativeapproachestocurriculum,

instruction,assessment,andproblemsolving.NA 0 1 2 3

5.3GlobalSociety:developsskillsforbecominginformedandengagedcitizen. NA 0 1 2 3Comments:

ProfessionalRequirements:Thesearequalitiesandpracticesthatteachercandidatesmustexhibitinordertoberecommendedforlicensure,someofwhichareexplicitintheIowaCodeofEthicsandCodeofResponsibilities.Thecandidateswilldisplayallofthefollowingqualitiesand/orbehaviorsthatcharacterizethissetofprofessionalrequirements.6.1 Professionalism:endeavorstomeetthestandardsexpectedofateachersuchas

appropriatenessofdress,grooming,demeanor,punctuality,tact,discretion,courtesy,etc.

NA 0 1 2 3

6.2 PersonalandProfessionalEthicsandIntegrity:adheresstronglytohighmoralprinciplesandethicalstandardsasexpressedintheIowaCode;evidencesintegrity.

NA 0 1 2 3

6.3 WorkEthic/Responsibility:attendstoschoolpolicyforteacherattendance;completesteachingrelatedtasksinathoroughandefficientmanner.

NA 0 1 2 3

6.4 Confidentiality:complieswithfederal,state,andschoolpoliciesrelatingtoconfidentiality.

NA 0 1 2 3

Comments:



StudentEvaluationofFieldExperience

Thefollowingsurveywillbecompletedonlineviaalinkwithinthestudent’sCanvasCourse.

Pleaseratethisfieldexperienceoneachoftheelementsbelowusingthedescriptorsshownforasyourguide.Pleasebethoughtfulandcandidasyourecordyourresponses.Youareinvitedtoaddcommentsasappropriate.DescriptorsandScoringLegend

4=metorexceededexpectations---almostallofthetime---definitely3=metmostexpectations---mostofthetime---yes2=metsomeexpectations---someofthetime--probably1=metveryfewexpectations---infrequently---no

DIVERSITY Iobservedthefollowingdiversityintheclassroom:(Xtheboxundereachyouobserved) Gender Ethnicity Cultural Racial Socio-economic

status(SES) Cognitive Behavioral Physical

DURINGTHEFIELDEXPERIENCE 4 3 2 1

1. Isawhowmycooperatingteacherdifferentiatedtomeetthediverseneedsofallofthestudents.

2. Iwasable/allowedtocompletetherequiredactivitiesofthisfieldexperience.

3. Iwasabletomakeconnectionsbetweenmycourseworkandthisfieldexperience.

4.Iengagedindiscussionandreflectiononclinicalpractice. 5.Ireceivedmeaningfulfeedbackfrommycooperatingteacher. 6.Ihaveagreaterawarenessofwhatitmeanstobeaclassroomsteacherbecauseofthisexperience.

COMMENTS:

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