WELCOME TO WELCOME TO SPRING QUARTERSPRING QUARTER

20072007

We are ALMOST there!We are ALMOST there!

iv. Sample Graduation Requirements and Integration Plan 2007b (Stanford)

Organization of Winter QuarterOrganization of Winter Quarter

Courses

ED285X: Supporting Students with Special Needs:

Thursdays 3:15-5:15

ED246D: Practicum Wednesdays 3:15 – 5:15/ 5:30-6:30

Supervisory

Elective

The STEP Graduation The STEP Graduation PortfolioPortfolio

Teaching Event

CurriculumUnit

DocumentsPortfolio

Teaching Performance Expectations

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS1. Specific Pedagogical Skills for Subject Matter InstructionB. ASSESSING STUDENT LEARNING2. Monitoring Student Learning During Learning3. Interpretation and Use of AssessmentsC. ENGAGING AND SUPPORTING STUDENTS IN LEARNING4. Making Content Accessible5. Student Engagement6. Developmentally Appropriate Teaching Practices7. Teaching English LearnersD. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS8. Learning About Students9. Instructional PlanningE. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING10. Instructional Time11. Social EnvironmentF. DEVELOPING AS A PROFESSIONAL EDUCATOR12. Professional, Legal, and Ethical Obligations13. Professional Growth

Architecture of the Teaching EventArchitecture of the Teaching Event

Teaching Event TaskTeaching Event Task What to doWhat to do What to submitWhat to submit

1. Context for Learning1. Context for Learning Provide relevant information Provide relevant information about your instructional contextabout your instructional context

Context formContext formContext commentaryContext commentary

2. Planning Instruction and 2. Planning Instruction and AssessmentAssessment

Select a learning segment…Select a learning segment… Overview of plans…Overview of plans…Instructional materialsInstructional materialsPlanning commentaryPlanning commentary

3. Instructing Students and 3. Instructing Students and

Supporting LearningSupporting Learning

Review your plans…Review your plans…

Videotape the lesson(s)…Videotape the lesson(s)…

Review 2 video clips…Review 2 video clips…

Video clipsVideo clipsLesson planLesson planInstruction commentaryInstruction commentary

4. Assessing Student Learning4. Assessing Student Learning

5. Reflecting on Teaching and5. Reflecting on Teaching and

LearningLearning

Select and analyze student Select and analyze student work…work…

Provide your daily reflections…Provide your daily reflections…

Student work samplesStudent work samplesEvaluative criteria or rubricEvaluative criteria or rubricAssessment commentaryAssessment commentary

Daily reflectionsDaily reflectionsReflective commentaryReflective commentary

STEP Documents PortfolioSTEP Documents Portfolio

ResumeResume Literacies case (optional)Literacies case (optional) Adolescent case studyAdolescent case study Classroom management planClassroom management plan LPP final assignmentLPP final assignment THC final projectTHC final project Special needs caseSpecial needs case Reflections on supervisor’s observationsReflections on supervisor’s observations Summary reflectionSummary reflection Any other documents of your choiceAny other documents of your choice

Summary Analysis Summary Analysis and Reflection…and Reflection…

……includes:includes: A statement of your philosophy of educationA statement of your philosophy of education How the artifacts in your graduation portfolio How the artifacts in your graduation portfolio

reflect your attention to the California reflect your attention to the California Standards for the Teaching ProfessionStandards for the Teaching Profession

How your practice is developing in each of How your practice is developing in each of the six areas of these standardsthe six areas of these standards

Your greatest strengths and your goals for Your greatest strengths and your goals for further professional development.further professional development.

Passing the Teaching EventPassing the Teaching Event

Teacher candidates pass the Teaching Event if they pass* all 5 Teacher candidates pass the Teaching Event if they pass* all 5 rubric rubric

categories: Planning, Instruction, Assessment, Reflection, and categories: Planning, Instruction, Assessment, Reflection, and Academic Academic

LanguageLanguage

ANDAND

have no more than 3 failing scores of "1" across tasks.have no more than 3 failing scores of "1" across tasks.

*To pass each category, candidates must have a majority (at least *To pass each category, candidates must have a majority (at least half) of half) of

passing scores within a category. In Planning, 2 out of 3 scores passing scores within a category. In Planning, 2 out of 3 scores must be a must be a

"2" or higher; in Instruction, Assessment, Reflection, and Academic "2" or higher; in Instruction, Assessment, Reflection, and Academic Language, 1 out of 2 scores must be a "2" or higher.Language, 1 out of 2 scores must be a "2" or higher.

The STEP ExhibitionThe STEP ExhibitionProvides you with an opportunity:Provides you with an opportunity: to shareto share what you know and are able to do with what you know and are able to do with

people who are important to you and who people who are important to you and who supported you during the program,supported you during the program,

to present, analyze, and reflectto present, analyze, and reflect on your teaching, on your teaching, to reflectto reflect, in the presence of colleagues, on your , in the presence of colleagues, on your

professional growth and development, your professional growth and development, your learning, and your accomplishments during this learning, and your accomplishments during this past year, past year,

to create a sense of closure and accomplishmentto create a sense of closure and accomplishment as you prepare to graduate from STEP and enter as you prepare to graduate from STEP and enter a new stage in your teaching career. a new stage in your teaching career.

http://suse-step.stanford.edu/secondary/curriculum/06-07_CourseDocs/Spring/Practicum/TheSTEPTeachingEventExhibition_07.dochttp://suse-step.stanford.edu/secondary/curriculum/06-07_CourseDocs/Spring/Practicum/TheSTEPTeachingEventExhibition_07.doc

The STEP ConferenceThe STEP Conference

Schedule of EventsSchedule of Events

8:30-9:00am8:30-9:00am Registration & Continental BreakfastRegistration & Continental Breakfast

9:00-9:15am9:00-9:15am Welcome and orientation to the dayWelcome and orientation to the day

9:15-10:30am9:15-10:30am Concurrent sessionsConcurrent sessions

10:30-10:45am10:30-10:45am BREAKBREAK

10:45-12:00pm10:45-12:00pm Concurrent sessionsConcurrent sessions

12:00-1:00pm12:00-1:00pm LUNCH served LUNCH served

1:00-2:15pm1:00-2:15pm Concurrent sessionsConcurrent sessions

2:15-2:30pm2:15-2:30pm BREAKBREAK

2:30-3:45pm2:30-3:45pm Concurrent sessionsConcurrent sessions

4:00-4:45pm4:00-4:45pm Closing speakers in main lobby Closing speakers in main lobby

4:45-5:45pm4:45-5:45pm RECEPTIONRECEPTION

A sampling of STEP 2006A sampling of STEP 2006Conference PresentationsConference Presentations

Authentic Assessments: Strategies to Make Them SuccessfulAuthentic Assessments: Strategies to Make Them Successful Integrating Critical Pop Culture in the ClassroomIntegrating Critical Pop Culture in the Classroom Integrating Local Resources in the History and Science Integrating Local Resources in the History and Science

CurriculumCurriculum Interdisciplinary Units: When Subjects CollideInterdisciplinary Units: When Subjects Collide ““Layer Cake” Approach to High School Science Layer Cake” Approach to High School Science AskSTEP: Because We Are Our Own Best ResourcesAskSTEP: Because We Are Our Own Best Resources Thriving Not Just Surviving: What Does it Take to Teach For Thriving Not Just Surviving: What Does it Take to Teach For

Change in Urban Settings?Change in Urban Settings? Drama in the Classroom: Acting it OutDrama in the Classroom: Acting it Out Lies My Television Told Me: The Unprofessional Portrayal of Lies My Television Told Me: The Unprofessional Portrayal of

Teachers in the MediaTeachers in the Media Seeing the Past: Teaching Historical Thinking with VisualsSeeing the Past: Teaching Historical Thinking with Visuals Strengthening Literary Criticism Through ArtStrengthening Literary Criticism Through Art They’re Reading What?: Teaching Controversial Literature in a They’re Reading What?: Teaching Controversial Literature in a

High School English ClassHigh School English Class Misconception Busters: The Power of Inquiry in ScienceMisconception Busters: The Power of Inquiry in Science Teaching Social Justice in a Math ClassTeaching Social Justice in a Math Class Teaching to Change the World: 20 Teachers, 20 Perspectives, Teaching to Change the World: 20 Teachers, 20 Perspectives,

20 Visions for Change20 Visions for Change

Important DatesImportant Dates

STEP Conference - June 15th

STEP Graduation Portfolio due - June 6th by 3 pm

STEP Exhibitions - May 7th -25th