ECh 4600

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					ECH 4600 Student Teaching in Early Childhood/Primary
 SEP Standard & Sub-heading                                                      Understanding
 2 D 2.22 use a student's strengths as a basis for growth, and a student's
     errors as opportunities for learning.
 3 E 3.14 understand how student’s learning is influenced by individual
     experiences, talents, and prior learning, as well as language, culture,
     family and community values.
 3 F 3.understand the contributions and lifestyles of the various racial,
     cultural, and economic groups in our society
 3 J
     3.24 The teacher is sensitive to community and cultural norms.
 3 K 3.31 identify and design instruction appropriate to a student's stages of
     development, learning styles, strengths, and needs.
 3 L 3.32 use teaching approaches that are sensitive to the varied
     experiences of learners and that address different learning and
     performance modes.
 3 N 3.34 identify when and how to access appropriate services or resources
     to meet exceptional learning needs.
 3 O
     3.35 use information about students’ families, cultures, and
     communities as a basis for connecting instruction to students’
     experiences (e.g. drawing explicit connections between subject matter
     & community matters, making assignments related to students’
 3 P 3.36 bring multiple perspectives to the discussion of subject matter,
     including attention to students’ personal, family and community
     experiences and cultural norms.
 4 D 4.13 enhance learning through use of a wide variety of materials &
     human & technological resources (e.g. computers, AV tech,
     videotapes,discs, local experts, primary documents, artifacts, texts,
     references, literature, & other print resources).
 4 F 4.22 demonstrate flexibility and reciprocity in the teaching process as
     necessary for adapting instruction to student responses, ideas and
 4 G
     4.31 design teaching strategies and materials to achieve different
     instructional purposes and to meet student needs (e.g. developmental
     stages, prior knowledge, learning styles, and interests.
 4 H 4.32 use multiple tchg and lrng strategies to engage students in active
     lrng opportunities that promote dev. of critical thinking, problem
     solving, & performance capabilities & that help student assume
     responsibility for identifying & using lrng resources
 5 C 5.know how to create learning environments that contribute to the self-
     esteen of all persons and to positive interpersonal relations
5 D 5.13 know how to help people work productively and cooperatively
    with each other in complex social settings.
5 E
    5.14 understand the principles of effective classroom management and
    use a range of strategies to promote positive relationships, cooperation,
    and purposeful learning in the classroom.
5 L 5.31 design & manage lrng communities in which students assume
    responsibility for themselves & one another, participate in decision
    making, work both collaboratively & independently,& engage in
    purposeful lrng activities
5 N 5.33 organize, allocate, and manage the resources of time, space,
    activities, and attention to provide active and equitable engagement of
    students in productive tasks.
6 H 6.31 use effective communication strategies in conveying ideas and
    information and in asking questions (e.g. monitoring the effects of
    messages, restating ideas and drawing connections, using visual, aural,
    and kinesthetic cues, being sensitive to nonverb
6 K 6.35 use a variety of media communication tools, including audio-
    visual aids and computers, including educational technology, to enrich
    learning opportunities.
7 A 7.11 understand learning theory, subject matter, curriculum
    development, and student development, and know how to use this
    knowledge in planning instruction to meet curriculum goals.
7 B 7.12 plan instruction using contextual considerations (instructional
    materials, individual student interests, needs, and aptitudes, and
    community resources) that bridge curriculum and students’
7 D 7.21 The teacher values both long term and short term planning.
7 G
    7.31 implement lrng experiences that are appropriate for curriculum
    goals, relevant to learners, and based upon principles of effective
    instruction (e.g. that activate students’ prior knowledge, anticipate
    preconceptions, encourage exploration & problem-s
7 C 7.32 plan for learning opportunities (MN: instructional programs) that
  & accommodate individual student learning styles and performance
  E modes.
7 F 7.33 design lessons and activities that operate at multiple levels to
    meet the developmental and individual needs of students (MN: diverse
    learners) and help all progress.
7 H
    7.35 evaluate plans in relation to short- and long-range goals, and
    systematically adjust plans to meet student needs and enhance learning.
8 E 8.12 select, construct & use assessment strategies, technology and
    instruments appropriate to the learning outcomes being evaluated and
    to other diagnostic purposes.
8 F 8.22 use assessment to identify student strengths & promote student
    growth rather than to deny students access to lrng opportunities (MN
    omitted last part & added " & to maximize student access to lrng
8 G 8.31 use varied & appropriate formal and informal assessment
    techniques (e.g. observation, portfolios of student work, teacher-made
    tests, performance tasks, projects, student self-assessments, (MN added
    peer assessment) and standardized tests) to enhance
8 I 8.33 implement students' self-assessment activities, to help them
    identify their strengths and needs, and to encourage them to set
    personal goals for learning.
8 J 8.34 evaluate the effect of class activities on both individuals & the
    class as a whole, collecting information through observation of
    classroom interactions, questioning, & analysis of student work.
8 K 8.35 monitor teaching strategies and behaviors in relation to student
    success, modifying plans and instructional approaches to achieve
    student goals
8 L
  M 8.36 establish & maintain records of student work & performance &
    responsibly communicate student progress based on appropriate
    indicators to students, parents/guardians, & other colleagues
9 D
    9.13 know major areas of research on teaching and of resources
    available for professional development (e.g. professional literature,
    colleagues, professional assoc., professional dev. activities).
9 E 9.22 understand the role of reflection, assessment, and learning as an
    ongoing process.
9 G
    9.25 understand professional responsibility for engaging in and
    supporting appropriate professional practices for self and colleagues.
9 H 9.31 use classroom observation, information about students, and
    research as sources for evaluating the outcomes of teaching and
    learning and as a basis for reflecting on, and revising practice.
9 I 9.32 use professional literature, colleagues, and other resources to
    support development as a learner and a teacher.
9 J 9.33 collaboratively use professional colleagues within the school and
    other professional arenas as supports for reflection, problem-solving
    and new ideas, actively sharing experiences and seeking and giving
10 D 10.22 concerned about all aspects of child’s well-being (cognitive,
     emotional, social, and physical), and is alert to signs of difficulties.
     (MN: addressing the needs of the whole learner)
10 G 10.25 collaborate with other professionals to improve the overall
     learning environment for students.
10 I 10.32 consults with parents, counselors, teachers of other classes and
     activities within the school, and professionals in other communities
     agencies to link student environments
10 J
     10.33 identify and use community resources to foster student learning
              Standards of Effective Practice
Practice/     Assessment (Demonstration of
Application   Attainment of Standard)
              Observation of teaching practice,
C             review of lesson plans

              Review of daily lesson plans and long
Ap,C          range plans
              Observation of teaching practice,
              interaction with parents
              Observation of teaching practice and
C             interaction with parents

C             Review of lesson plans

              Observation of teaching using mentor
C             model

C             Review of reflective journals

C             Review of long range and daily plans

C             Observation and lesson plans

C             Observation and lesson plans

C             Observation and lesson plans

C             Observation and lesson plans

C             Observation and lesson plans

Ap/C          Observations
       Post-observation conference (reflection
C      and discussion)

       Observation of teacher-learner
Ap/C   interactions

       Observation of child interaction and
C      initiatives

       Observation of teaching and
Ap/C   management strategies

       Observation of teacher-child and child-
C      child interactions

       Observation of media communication
C      tool use

Ap/C   Review of daily lesson plans

C      Review of daily and long range plans

       Observation of learning experience,
       introductions, and lesson/long range
C      plans

       Observation of learning tasks and
C      lesson plans

       Observation of learning tasks and
C      lesson plans

       Review of self-evaluation and
C      reflective journal
       Review and critique of assessment data
C      and their use in planning

C      Reflective journals

       Review and critique of assessment
C      strategies

       Observation of child reflection data and
C      review of lesson plans

Ap     Observation of class interaction

       Review of child portfolio collected and
C      organized by student teacher

C      Review of child records

Ap,C   Reflective journals and discussion

Ap/C   Reflective journals and discussion

Ap/C   Reflective journals and discussion

       Review and discussion of reflective
C      journals
       Discussion during post-observation
C      conference

Ap     Review of reflective journals
       Review of reflective journals and post-
C      observation conference
       Review of reflective journals and post-
Ap/C   observation conference

       Review of reflective journals and post-
Ap/C   observation conference
       Review of reflective journals and post-
C      observation conference

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