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Sample Resume Objectives of Elementary Teachers

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					                EDC 433: STUDENT TEACHING IN THE ELEMENTARY SCHOOL
                                 FALL SEMESTER, 2004

Instructor of Record:
Vicki Leet                      15 Dickey Hall              257-3463
University Supervisors:

Vicki Leet                      586 Stratford Dr.         276-4671
                                Lexington, KY 40503
                                leet@worldnet.att.net

Jane Armistead                  2004 St. Stephens Green   224-8030
                                Lexington, KY 40503
                                janearm@aol.com

Frankie Daniel                  1272 Standish Way         225-8824
                                Lexington, KY 40504
                                frankied@qx.net

Connie Evans                    3678 Walden Drive         272-4663
                                Lexington, KY 40517
                                cm.evans@verizon.net

Nancy Aversa Fessler            864 Edgewood Drive        271-4636
                                Lexington, KY 40515
                                nancyaf@att.net

Phyllis Hamilton                841 Meadowbrook Drive     224-1486
                                Lexington, KY 40503
                                phyllishamilton@qx.net

Pam Hammonds                    3344 Hunter Road          276-0830
                                Lexington, KY 40502
                                pammonds@aol.com

Peggy Manley                    821 Wellington Way        223-1052
                                Lexington, KY 40503
                                pmanley169@aol.com

Marian Sims                     920 Edgewater Drive       268-4365
                                Lexington, KY 40502
                                murion@aol.com

Mary Ann Vimont                 2280 Shannawood Drive     296-1500
                                Lexington, KY 40513
                                Mafarl01@uky.edu



                                                                       1
COURSE OBJECTIVES:

The primary objective of this course is to provide student teachers with the opportunity to
develop, refine, and demonstrate the competencies necessary for effective instruction in the
elementary classroom. Specific attention will be given to the New Teacher Standards and
the students’ ability to show preservice teacher mastery of NTS. The overall aim is to help
students to become effective and reflective decision makers by applying the theories and
methods learned in university courses in real classroom settings under the direction of a
cooperating teacher and a university supervisor. During the semester, students will be
required to observe, assist, teach, and evaluate in a variety of situations in the school(s)
where they are assigned.

COURSE TEXT:

Field Guide for Professional Partners. Available for purchase in 104 TEB or download
from: http://www.uky.edu/Education/OFE/ofestud.html

COURSE REQUIREMENTS:

EDC 433 represents a full course load for undergraduate students - 12 credits (the equivalent
of 4 courses). Most student teachers will have one full-semester placement. Student teachers
who have two placements need to discuss modifications of the requirements with their
university supervisors. In order to receive a passing grade in this course, student teachers
must successfully complete the following activities with accompanying written work as
appropriate during the placement:


1.    Teaching Schedules. An outline of the daily classroom schedule and long range
      teaching plans should be developed with the cooperating teacher and given to the
      university supervisor as a reference. (sample format attached for each half of the
      semester).
2.    Observation Report. This report is a reflection of observations about the first week
      of the placement. (guidelines attached).
3.    Learning Centers and Bulletin Boards. The centers and boards
      (a minimum of one each) should be planned with the cooperating teacher and the
      university supervisor. They may be integrated into the thematic unit. Written
      descriptions should be included in the student teaching notebook/portfolio to
      demonstrate learning climate.
4.    Interdisciplinary unit. This unit should relate to a pertinent curricular topic and
      integrate several areas of the curriculum in authentic and meaningful ways. It should
      be planned with the assistance of the cooperating teacher and evaluated by the
      university supervisor. A plan describing the unit design should be written. This plan
      should include a clear rationale, goals and specific objectives, the opening activity,
                                                                                               2
     daily lesson plans comprising the core of the unit (eight to ten), the culminating
     activity, forms of assessments, examples of student work, and a list of references. It
     should also include an analysis of whether and how objectives were achieved (with
     evidence to support the analysis) and proposed changes if the unit were to be taught
     again. All references and materials used to prepare and teach the unit should be listed
     using APA style. Typically, a copy is given to the cooperating teacher and supervisor.
5.   Critique of videotaped lessons. Videotape at least two instructional segments during
     the placement and provide written critiques. Discuss the taped lesson with the
     cooperating teacher. The written critique will be reviewed by the university supervisor
     and should occur PRIOR to each solo week. The tape is to be used for professional
     analysis and reflection of your own teaching and should be erased or destroyed after
     your analysis. Guidelines are attached.
6.   Solo Weeks. Successfully complete two weeks of solo teaching. This experience
     covers five consecutive days of teaching the whole class without the assistance of the
     cooperating teacher. The cooperating teacher and the supervisor, prior to the first day
     of each solo experience, are required to review written plans and solo outline.
7.   Visitation reports. Visits to other classrooms and to classrooms in other schools
     should be planned with the cooperating teacher (e.g., visit a 4th grade classroom to
     observe students engaged in writing assessment). A report describing and reflecting
     upon each visit must be written. Student teachers should plan to make 2 visits during a
     full semester placement (1 visit for half-semester) although more may be done. These
     visits usually occur after each solo experience.
8.   Seminars. Student teachers are expected to attend and actively participate in the
     seminars that will be held periodically throughout the semester.
9.   Professional Development. Students may select one of the following projects to
     complete the professional development requirement:
     A) With your cooperating teacher, identify a curricular area or issue at your placement
         school (behavior management, improving writing scores, Literacy First, etc.) that
         faculty are trying to address to improve student achievement. Write a report in
         which you discuss (1) why the school chose that area; (2) specific goals for
         improvement; (3) steps or actions that are in place to address it and achieve goals;
         (4) how faculty are assessing progress toward meeting their goals; and (5) how the
         issue is being carried out in your classroom, specifically in terms of implementation
         (instructional practice) and impact on student learning. Your reflections about
         implementation in your own classroom are particularly important.
     B) Choose an area of growth from your Professional Growth Plan (PGP) and attend
         three related activities. These activities may be professional development sessions
         offered by the school or district, university, library, or outside agencies, research
         that you conduct, or other activities approved by your supervisor. Write a report in
         which you (1) explain why you chose this particular focus for your professional
         development; (2) describe each activity and when it took place; and (3) discuss how
         you will use what you have learned in your teaching (the impact of your
                                                                                               3
          participation on student learning, instructional practice, and your professional
          growth).
      C) Select a student in your classroom whom you find interesting. Develop a case
          study based on data that you collect throughout the semester that includes (1)
          background information (the student’s age and family/home circumstances, why
          you chose this particular student); (2) how the student relates to others (behavior,
          friendships, participation in the classroom); (3) academic performance in all content
          areas with supporting evidence (test scores, representative samples of student
          work); and (4) summary (progress and changes that you’ve observed, suggestions
          for working with the student in the future).
      D) Student teachers placed at University of Kentucky Partnership Schools will fulfill
          the professional development requirement by completing a project mutually agreed
          upon by the university and partner school.
10.   Professional Growth Plan (PGP). Student teachers are expected to create and
      complete a PGP. This will be done with the guidance and direction of the cooperating
      teacher. The university supervisor will periodically review the plan and progress made
      in completing it.
11.   Lesson Plans. Student teachers are expected to write a minimum of twelve formal
      lesson plans during the placement. All plans should be kept in the student teaching
      notebook for easy access by the university supervisor and cooperating teacher. All
      lesson plans should be submitted to the cooperating teacher for approval at least
      twenty-four hours in advance of the scheduled time to teach the lesson. Formal
      plans should follow the standard format (attached). Format for informal lessons and
      daily planning will be discussed with the university supervisor. NOTE: University
      supervisor will discuss specific frequency, quantity, and quality of plans during the
      semester.
12.   Evidence of reflection. Student teachers are expected to continuously reflect on their
      field experiences. Written reflections should be done for all teaching experiences and,
      over time, it is expected that evidence of actions to improve performance be
      documented. It is recommended that lesson reflections be tied to NTS/KTIP criteria as
      well as content area national standards. Students are also expected to keep a reflective
      weekly log. This weekly log will keep the university supervisor abreast of the student
      teacher’s involvement in the classroom and school routines, as well as reactions to
      teaching and learning, and the supervisor will discuss specifics.
13.   Evidence of use of instructional technology. Student teachers are expected to focus
      on incorporating instructional technology in their teaching throughout the semester.
      Become familiar with what is available in the placement school and work with the
      technology specialist to make the best use of it. At least one observed or videotaped
      lesson should have a technology component. Evidence that the computer has been
      used to locate resources, communicate with others, and most importantly, provided
      learning experiences for students, should be evident throughout the exit/interviewing
      portfolio.

                                                                                              4
14.   Mid-term Self-Evaluation. Student teachers and cooperating teachers should
      complete their copies of the mid-term evaluation independently and then meet to
      compare and discuss them. A copy of both should be placed in the notebook.
15.   Student teaching notebook. Student teachers are expected to keep a notebook
      (working portfolio) during the semester. THIS NOTEBOOK MUST BE AT SCHOOL
      AND AVAILABLE FOR THE UNIVERSITY SUPERVISOR’S REVIEW. See list
      on next page for contents of notebook.
16.   Exit/Interviewing portfolio. The portfolio is the culminating project for the course
      and is submitted at the end of the placement. It illustrates the student teacher’s best
      work from field experiences. The portfolio is an excellent way to document the
      student teaching experience and it should reflect the New Teacher Standards. It will
      include an instructional sequence and many items in the portfolio will be drawn from
      the student teaching notebook and from practicum. Portfolio guidelines are attached.
17.   Exit interviews. Student teachers are responsible for setting up a conference with the
      university supervisor at the end of the placement. This is the time to submit the
      cooperating teacher’s completed final evaluation form, portfolio, PGP, and other
      information requested by the university supervisor.
18.   Other. The university supervisor may request the student teacher to complete other
      tasks at her/his discretion. These additional tasks are designed to increase proficiency
      in teaching, learning, and reflection.


Summary of student teaching notebook contents:
    1. Copy of teaching schedules (daily and long-term)
    2. Written descriptions of learning centers and bulletin boards
    3. Interdisciplinary unit (notes, research, etc.)
    4. Written critiques of videotaped lessons
    5. Copy of visitation reports
    6. Weekly log (supervisor decision)
    7. Formal, informal, and daily lesson plans
    8. Midterm evaluations
    9. PGP
    10. Professional Development Project (notes, research, etc.)
    11. Copies of evaluations by cooperating teacher, supervisor
    12. Any other tasks, notes, information desired by student teacher

             ***Be sure that you have reflective comments throughout.***




                                                                                            5
PROFESSIONAL STANDARDS AND ATTENDANCE POLICY:

Please be always mindful that we are guests in the elementary classrooms and schools that
host us. Be sure to dress and speak appropriately at all times. Establish and maintain
professional communication with school and university staff and the community. Since you
will often be exposed to confidential information (orally and in writing) you must honor the
codes of confidentiality. High professional standards must be upheld at all times in terms of
attendance; dress; interactions with students, parents, teachers, principals, university
supervisors, and other school personnel; confidential and respectful treatment of observations
and information; and completion of materials and requirements in a timely manner and
professional form. Do not use regular school time (when children are present) for personal or
course uses that take your attention away from the classroom experiences.

Student teachers are expected to be at school every day that school is in session including
records days and professional development days. You are expected to attend faculty
meetings and participate in the life of the school as a regular faculty member. This includes
following the arrival/departure times required of teachers in your building. (There will be
times when you are expected to arrive early or stay longer to assist your cooperating teacher.)

All absences (excused and unexcused) in excess of 2 days must be made up. Tardies:
The accumulation of 4 tardies will result in an unexcused absence. In the event of
absence, the student teacher must contact the cooperating teacher and the university
supervisor before the school day begins. You are also expected to contact the university
supervisor if you arrive late or leave early. It is also the student teacher’s responsibility to
make arrangements to make up missed days.


EVALUATION AND GRADING:

University supervisors make a minimum of four observation/consultation visits during the
placement. Verbal and written feedback is given during each visit. The cooperating teacher
provides continuous informal feedback throughout the placement and should make a
minimum of two formal observations with written feedback prior to each solo week (total of
four formal observations). The cooperating teacher also completes evaluation forms
provided by the university. This information, along with the successful completion of all
items listed under course requirements, is used to determine the final grade. The course is
offered on a pass/fail basis only. Satisfactory work must be demonstrated in order to receive
a passing grade. Also students must follow attendance guidelines and complete days missed
in excess of two. A failing grade or an incomplete will be recorded for any student who does
not meet the standards outlined in this syllabus.

Midterm evaluations should be completed separately by the student teacher and the
cooperating teacher and then reviewed together. The student teacher’s completed midterm
                                                                                                   6
copy should be placed in the student teaching notebook. Since the original midterm and final
are on the same form, the cooperating teacher should retain it until the end of the placement
but a copy should be placed in the student teacher’s notebook for the university supervisor’s
review.

Final evaluations are completed by the cooperating teacher and must be signed by the student
teacher, cooperating teacher, and university supervisor. It should be submitted directly to the
university supervisor at the end of the placement. PLEASE DO NOT SEPARATE THE
COPIES OF THE FINAL EVALUATION FORM UNTIL ALL THREE SIGNATURES
HAVE BEEN SECURED AND BOTH THE COOPERATING TEACHER AND THE
UNIVERSITY SUPERVISOR HAVE ADDED WRITTEN COMMENTS.




                                                                                              7
IMPORTANT DATES:
Placement Dates:                    Midterm:                   Solo Week:                 Final:
(full term)
08/25                               10/18                      10/06-10/12                12/10
                                                               11/29-12/03
(first half term)
08/25-10/15                         09/21                      10/06-10/12                10/15

(second half term)
10/18-12/10                         11/12                      11/29-12/03                12/10


Tentative Course Schedule:
Date:                Event:                                                  Time/Location:

08/24                Orientation Seminar                                     8:30am – 11:45am
                                                                             Auditorium Taylor Education
                                                                                               Building
                     Elementary Student Teaching Orientation                 1:00pm – 4:00pm
                                                                             135 Dickey Hall

08/25                First Day of Student Teaching                           Buildings as Assigned

09/01                Seminar: Lesson planning                                3:00 – 6:00pm
                     **Due: Teaching schedules                               Northern Elementary School

09/03                Observation Report Due

09/06                Labor Day – UK Holiday

09/10                Initial Professional Growth Plan Review

09/29                Seminar: Portfolio, Resume, and Unit                    3:00 – 6:00pm
                                                                             Elementary School
10/01                UK Academic Holiday

10/06-10/12          FIRST SOLO WEEK

10/18                                             **Midterm***
                                              2nd half placements begin

10/22                Professional Seminar                                    8:00 am-12:30 pm
                                                                             Student Center Small Ballroom

11/02                Election Day – UK Holiday

11/03                Seminar: Interviewing, Hiring, and                      3:00 – 6:00pm
                     New Teacher Sharing                                     Elementary School

11/17                Optional Seminar: KTIP                                  3:30 - 5:30 pm
                                                                             109 Dickey Hall
11/25-11/26          Thanksgiving Holidays

11/29-12/03          SECOND SOLO WEEK


                                                                                                             8
12/08         Celebration & Reflection                              3:30 – 6:00pm
              Reception

12/10         Last Day of Placement

12/13-12/17   Exit Interviews                                       arranged by supervisor
              (Other meetings and make-up days may occur this week)


NOTE: See calendar and monthly checklist for other important dates




                                                                                             9
                             LONG-TERM TEACHING SCHEDULE

1. List only the instruction for which you are responsible. List solo week days simply as ―solo teaching.‖

2. Include the beginning and ending times for each activity or group of activities.

3. Record your daily teaching schedule on the back of this form including special classes such as physical
   education and music.


(1)                                               (2)
Week of _______________                           Week of _______________




(3)                                               (4)
Week of _______________                           Week of _______________




(5)                                               (6)
Week of _______________                           Week of _______________




(7)                                               (8)
Week of _______________                           Week of _______________




                                                                                                             10
                             LONG-TERM TEACHING SCHEDULE

1. List only the instruction for which you are responsible. List solo week days simply as ―solo teaching.‖

2. Include the beginning and ending times for each activity or group of activities.

3. Record your daily teaching schedule on the back of this form including special classes such as physical
   education and music.


(1)                                               (2)
Week of _______________                           Week of _______________




(3)                                               (4)
Week of _______________                           Week of _______________




(5)                                               (6)
Week of _______________                           Week of _______________




(7)                                               (8)
Week of _______________                           Week of _______________




                                                                                                             11
                     GUIDELINES FOR THE OBSERVATION REPORT

During the first five days of the placement you are to keep a record of observations, perceptions, reflections,
etc., about the classroom. Record your observations during class time or at the end of each day at home to
help you understand the classroom culture and plan for future instruction. Create a formal, narrative, typed,
observation report as described in the course requirements and bring the report to share with your university
supervisor. See schedule for exact dates.

Focus on the general areas of classroom climate, management and discipline, instructional practices, and the
students as a group and individually, and use the following guide to write your report. Each entry is tied to
the NTS and the report in its entirety is evidence of Standard V.

      Concentrate on the physical and organizational aspects of the classroom. Describe the way the room
       is organized and what you see as the advantages and disadvantages of the arrangement. Are learning
       centers in use, when are they used, and what do they accomplish? What is the daily schedule and
       how does it seem to affect the children? What are the emergency procedures for the classroom and
       building? How does the physical environment promote or discourage teacher/student and
       student/student interactions? (I, II, and IX)
      Select and follow one child. It might be a child with whom you are working or one who catches your
       fancy for some reason. What seems to be fun, boring, upsetting, challenging, or frustrating for this
       child and how does he/she respond to different situations? What are the child’s apparent interests?
       How will you use this information to work with the child during the semester? (II, III, and VI)
      Observe and reflect on classroom management and discipline. What management strategies does
       your cooperating teacher use that seem most and least effective? How do the children respond to
       these strategies? Are there differences in the way the teacher interacts with some students and what
       do you think are the reasons? What similarities and differences do you find with your own
       philosophy? (II)
      Focus on instruction. What instructional strategies does your cooperating teacher employ? How are
       lessons introduced and closed? Are texts used and how? What activities accompany various lessons
       (large group work, independent practice, cooperative groups, teacher-directed question and answer,
       free time)? How are the individual needs of students met? How does the teacher evaluate learning?
       Are there strategies with which you feel comfortable or uncomfortable and why? What do you think
       will be your greatest instructional challenge? (III, IV, VI, VIII)
      Write about the children. What have you noticed about individual children’s strengths and
       challenges? Which children appear to be the leaders and which appear to be ―loners‖? Why? What
       alliances and friendships exist between students? Are there students with special needs (physical,
       learning, psychological, emotional) and how are those students included in the classroom culture?
       How do you see yourself relating and interacting with your students as a group and as individuals?
       (II, III, VI)




                                                                                                             12
                                       LESSON PLAN FORMAT

Name: ____________________________Date: _________________Age/Grade Level: _______

Subject: ___________________________# of Students: __________# of IEP Students_______

ACTIONS – Described prior to observation

Lesson Objectives –
Clearly state your lesson objective(s) with a description included addressing the assessment that corresponds
to those objectives. Identify essential questions you want to address.

Connections –
List targeted learning objectives and explain how your objectives relate to Kentucky Learner Goals and Core
Content. Standards for Learning Content established by professional organizations may be included. (Note:
Do not simply list the goals and/or standards.)

Context –
Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic.
Explain the major focus of the unit to which this lesson plan belongs, and how the lesson relates to the unit.
Address any personal, social, cultural, and global concerns that will be relevant to student learning. IEP
objectives and accommodations provided for students with disabilities should be addressed in this section.

Resources –
List resources (i.e., all materials including specific technology applications) that will be used during the
lesson. Attach print material to be used with students.

Procedures –
Describe the strategies and activities you will use to involve students and accomplish your objectives,
including how you will trigger prior knowledge and adapt strategies to meet individual student needs and the
diversity in your classroom.

Student Assessment –
Clearly state how you will assess student progress in meeting the above objectives, including performance
criteria you will use. Attach written assessment measures (e.g., checklists, rubrics, scoring guides, etc.) used
in relation to the lesson.

IMPACT – Prepared after the lesson and post-observation conference

Reflection/Analysis of Teaching and Learning -
Discuss student progress in relation to the stated objectives (i.e., what they learned with indicators of
achievement). Discuss success of instruction as it relates to assessment of student progress. Include three
student samples (high, average, low) and an analysis of their performance based on assessment results.

Refinement – Prepared after the lesson and post-observation conference

Lesson Extension/Follow-up –
Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding,
particularly for students who did not make satisfactory progress.

                                                                                                               13
An Informal Lesson Plan is an abbreviated version of a formal plan and is intended to guide you
in lesson preparation without all the detail and connections of a formal plan.


                                     Informal Lesson Plan
Name: ____________________              Date: _______________           Lesson Length: ___________
School: ___________________             Grade Level: ________           # of Students: ____________
Subject: ___________________            Topic: ______________           # of IEPs: _______________



Objectives:
Briefly list the objectives for the lesson.


Materials/Technology

List the materials, including activity sheets, needed for the lesson.


Procedures:
Briefly list the steps taken to conduct the lesson.



Assessment:

Tell how you will know your learning objectives were achieved (scoring criteria, student
behaviors, etc.)


Reflection/Evaluation

Briefly describe student achievement citing specific evidence that your objectives were, or were
not, achieved; what instructional practices were effective; what you would do differently or
improve.




                                                                                                14
              Guidelines for Developing an Exit/Interviewing Portfolio

Your teaching portfolio is a compilation of your best work assembled in a notebook or binder.
It includes carefully selected samples of your work which reflect your ideas, practices, and
ability to analyze your teaching. It provides an excellent vehicle for documenting your teaching
experience and that you have successfully met the Kentucky New Teacher Standards.

Selection is the key to designing the portfolio. The size is not as important as the content.
Choose pieces that reflect your teaching goals and highlight specific strengths of NTS. Some
pieces (e.g., photographs of bulletin boards) may require captions or notations to explain what
they are and why they have been included. The final product should be coherent and cohesive.
It should also be concise, attractive, and easy to handle. The following areas should be
represented:

1.   Table of Contents
2.   A professional resume
3.   A brief philosophy of education (your beliefs about teaching and learning; see below)
4.   A reflective statement assessing your own strengths and goals for continued growth
5.   The following sections that contain evidence of how you have met the New Teacher
     Standards with an explanation of how the evidence presented meets the standards (this
     should be brief and at the beginning of each section). Your knowledge of content, efforts to
     address diversity and meet individual needs, and use of instructional technology should be
     evident throughout your portfolio.
     a. An instructional sequence that shows how you plan, implement, and evaluate
         instruction (see description below).
     b. Your ability to create a climate conducive to learning (e.g., map/pictures of your
         classroom with explanatory notes, classroom management plan, brief essay explaining
         how you will establish a learning climate, curriculum material you have designed,
         learning centers, technology integration).
     c. How you assess student learning (e.g., a variety of assessment methods, tasks with
         scoring rubrics, evaluated student work, student self-assessment, reading assessment
         project).
     d. Collaboration with colleagues/parents/others (e.g., description of collaborative
         activities with other teacher candidates, school team members, special area and special
         education teachers, technology resource teacher, parents, community members, etc..
     e. Professional development activities (e.g., description of participation in school, district,
         and university professional development sessions, PGP, professional development
         project).

Comments on the philosophy statement: In order to be an effective, reflective teacher, it is very
important to be able to express your reasons for becoming a teacher and explain what you hope
to accomplish as a professional. The philosophy included in your portfolio should be brief (1-2
pages) yet capture the essence of your beliefs. The following questions are intended to help
guide, not constrain, your thinking.
    1. What do you see as the most important aims of formal schooling?
    2. Why do you want to be a teacher? Why did you select this career?


                                                                                                  15
   3. How do you view your role as a teacher? What is effective teaching?
   4. What kind of teacher-student relationship do you prefer?
   5. What do you want your students to achieve while in your classroom?


Instructional Sequence
The instructional sequence consists of at least three related lessons aimed at teaching concepts,
skills, or processes that are representative of, and embedded in, a larger unit of instruction (e.g.,
multiplication, regions of Kentucky, writing a personal narrative). The instructional sequence
 may come from your interdisciplinary unit or from something else taught during the semester.
The instructional sequence is composed of:
    An overview of the unit that encompasses the instructional sequence including:
         o Unit goals and/or essential questions for learning
         o Alignment of goals with Kentucky Learner Goals and Core Content (Standards for
             Learning Content established by professional organizations may be included).
         o Unit assessment plan which describes pre- and post- assessments aligned with unit
             goals and formative assessment that will be used to monitor student progress during
             the unit
     Complete formal lesson plans for the three representative lessons, including:
         o Actions – objectives, connections, context, resources, procedures, and assessment
             (assessment measures with performance criteria/rubrics)
         o Impact - Analysis of assessment data for the whole class and three students (high,
             average, and low performers) to determine the extent to which the whole class and the
             three individual students achieved the lesson objectives (provide samples of the three
             students’ responses. Discuss possible barriers to student learning and ways to
             strengthen student learning.
         o Refinement – Based on your reflection, discuss plans to reinforce and extent student
             understanding in subsequent lessons.




                                                                                                  16
                         VISITATION REPORT

Choose a classroom that is different from yours in some way: different age, different
organization, different school or section of town, etc. Your cooperating teacher and/or university
supervisor may also have suggestions of teachers, classes, or schools for you to visit. It is
suggested that the observation be at least half a day and be sure to discuss the arrangements with
your cooperating teacher as soon as they are made so she/he knows which day (or half day) you
will be making this observation and will not be at your field placement. One visit should be
done for each half of the semester, preferably following each solo week.

Your report should be typed, double-spaced and about three pages in length. Identify the school,
teacher, and grade level. Focus on the following in your observations and report:

Describe the physical environment; how is the classroom arranged; what is on the walls?
   Does the environment suggest anything about the teacher’s philosophy? If so, what?
How does the teacher handle transitions (e.g., lesson to lesson, leaving and entering the
   room)?
What evidence do you see that the students are learning?
Are there students who do not seem to be engaged in the lesson?
How does the teacher address needs of students struggling to learn?
What evidence did you see that the students were monitoring and assessing their own
    learning?


You may want to add a brief list (without discussion) of other ideas you noted from this
observation (e.g., bulletin board; learning center; management strategy; theme topic, etc.) to try
in your own practice.

Place your report in your notebook for your supervisor to see.




                                                                                                 17
                  CRITIQUE OF VIDEOTAPED LESSONS

Videotape at least two instructional segments during the semester and write a critique of each.
One should be done prior to each of the two solo weeks. Discuss the taped lesson with the
cooperating teacher and place the formal, typed critique in your notebook for your supervisor’s
review. The tape is to be used for professional analysis and reflection of your own teaching and
should be erased/destroyed after your analysis is complete. Use the following guidelines for
your written analysis.

What questions did you ask? What level (e.g., factual, problem solving, compare, contrast)?
If a response did not meet your expectation, how did you follow-up (e.g., probe for
    understanding, redirect to other students)?
Does it appear that students felt ―safe‖ to answer questions? How do you know?
How many different students responded to questions? Was there a pattern to those who
    responded? For example, how many boys responded? How many girls?
Were there any students who did not participate in the discussion? Who were they? Why do
     you think they did not participate?
How did you help students access prior knowledge? How did you connect the lesson to real
    life experiences?
Were materials ready and accessible?
Did you give clear directions? How do you know?
Did students make transitions easily (e.g., from large to small group work, from one activity
    to another)? If not, what problems did you notice?
Where did you position yourself in the room during the lesson? Did you stand in one spot?
    Did you circulate to help students?
How did you respond to undesirable behavior (e.g., disruptive students; students off task)?
Did you see student behavior on the tape that you had not noticed while teaching the lesson?
    If so, what was it and why do you think you hadn’t seen it?




                                                                                                  18
                             Keys to a Successful Experience


1.   Notebooks should be up-to-date and easily accessible every day.

2.   Be sure to call your university supervisor for absences, tardies, and early departures. Of
     course, you will also keep your cooperating teacher advised.

3.   You should attend all faculty meetings and other professional meetings that include the
     entire faculty. Participate in the life of the school as a professional, which you are.

4.   You are expected to arrive and leave school in accordance with the pattern of your
     cooperating teacher. (Within reason!) Also, you are expected to remain at school during
     your work day.

5.   Remember—student teaching is your first priority. If you have a second job, make sure
     your employer understands your commitment to the university.

6.   On staff days when students are out, you are expected to use your time wisely. Assist your
     cooperating teacher and also work on the various tasks that have been assigned to you
     (bulletin boards, units, grading papers, etc.). This is also a time that you might engage in
     professional development opportunities or conduct outside visitations. Days designated for
     records, conferencing, and professional development are considered work days for student
     teachers.

7.   Communicating with parents is important. When your cooperating teacher includes you in
     parent conferences, please attend. If you aren’t being included in any, please ask for the
     opportunity. You could also contribute to or create a parent newsletter. Student teachers
     traditionally send a letter home to let parents know who you are (letter approved by
     cooperating teacher).

8.   Show initiative. Be active in the classroom and assist children and your cooperating teacher
     as much as possible. We learn by doing.

9.   Save copies of student work, take pictures, and include instructional technology throughout
     the semester. It’s easy to overlook these things and wish you had them when you are
     assembling your exit/interviewing portfolio toward the end of the semester.

10. Please get to know your school staff (including the secretary and custodian) and learn what
    resources are available for teachers in your building.




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Description: Sample Resume Objectives of Elementary Teachers document sample