ITE 391C Elementary Student Teaching Seminarswelementary.weebly.com/uploads/7/8/6/7/7867810/... · Web viewA sense of purpose, a sense of place: Preparing knowledgeable, effective,

A sense of purpose, a sense of place: Preparing knowledgeable, effective, and caring educators to contribute to a just, diverse, and democratic society

University of Hawai‘i at Mānoa College of Education

Institute for Teacher Education (ITE)B.Ed. Statewide Elementary Education Program

Cohort 509 (2013-2015)http://swelementary.weebly.com/

ITE 390 Student Teaching (10 Credits)ITE 391 Student Teaching Seminar (2 Credits)

Spring 2015

As we strive to fulfill our purposes, we must understand and respect the history and culture of Hawai‘i and honor the uniqueness of this place. The candidates we prepare are different because of their sense of who they are, is deeply influenced by their experience in this place.

Our candidates’ work in schools and communities in Hawai‘i and beyond should reflect that difference. The wonder, the diversity, the complexity, and the spirit of Hawai‘i make our work here different from that anywhere else on earth. Thus, we embrace a sense of place in all that we do, especially in how we prepare future educators.

Diversity and cultural plurality among the students and families in our schools brings challenges and opportunity. The college strives to meet the needs of all children. We seek solutions to our challenges through research and research-based practice, and through our efforts to increase the number of teachers and leaders who can work effectively and respectfully with all learners in response to their diverse needs.

Excerpt from the Conceptual Framework, College of Education University of Hawai‘i at Mānoa

Statewide Coordinator for Elementary EducationDr. Jennifer [email protected]

808-221-7283

Kaua‘i Coordinator and Field SupervisorMary Capwell

[email protected]

Maui Coordinator and Field SupervisorLinda Kushi

[email protected]

East Hawai‘i Coordinator and Field SupervisorKatherine Webster

[email protected]

West Hawai‘i Coordinator and Field SupervisorChristine Wada

[email protected]

1

mailto:[email protected]





http://swelementary.weebly.com/

https://coe.hawaii.edu/documents/2398


ITE 390C Elementary Student Teaching ITE 391C Elementary Student Teaching Seminar (E) & (W)

Elementary and Early Childhood Education Program, Institute for Teacher EducationCollege of Education, University of Hawai‘i at Mānoa

Spring 2015, Cohort 509http://swelementary.weebly.com

I. Descriptive Information

Course DescriptionsITE 390C Elementary Student Teaching (10 credits). Full-time supervised experience in school. Repeatable. CR/NC only.

ITE 391C Elementary Seminar for Student Teaching (2 credits). Seminar relating current educational theories and ethics with experience in student teaching. Repeatable. CR/NC only. (E) and (W)

Focus Designations for ITE 391C Student Teaching Seminar (E) & (W)Contemporary Ethical Issues Hallmarks (E)E1. Contemporary ethical issues will be presented and studied in a manner that is fully integrated into the main course content.E2. The disciplinary approach(es) used in the class will give students tools for the development of responsible deliberation and ethical judgment.E3. Students will achieve basic competency in analyzing and deliberating upon contemporary ethical issues to help them make ethically determined judgments.E4. The equivalent of one semester credit-hour or 30% of a 3-credit course will be devoted to contemporary ethical issues.E5. A minimum of 8 hours of class time will be spent in discussing contemporary ethical issues.E6. The course will be numbered at the 300 or 400 level. Writing Intensive Hallmarks (W)1. Writing promotes learning of course materials.2. Writing is considered to be a process in which multiple drafts are encouraged.3. Writing contributes significantly to each student's course grade.4. Students do a substantial amount of writing. Depending on course content and the types of writing appropriate to the discipline, students may write critical essays or reviews, journals, lab reports, research reports or reaction papers.5. To allow for meaningful professor-student interactions on each student's writing, the class is restricted to 20 students.

Disability Statement—KOKUA ProgramIf you have a disability and related access needs, please contact the KOKUA program (UH Disabled Student Services Office) at 956-7511 v/text, [email protected], or go to Room 013 in the Queen Lili‘uokalani Center for Student Services. Please know that your instructors will work with you and KOKUA to meet your access needs based on disability documentation.

2



Ethical BehaviorUse professional and ethical judgment when posting messages on Facebook or other social networks. Posting inappropriate comments about any University of Hawai‘i or Partnership school students, faculty, or staff, or persons associated with them, violates the COE Code of Ethics and EECE Professional Dispositions. Any EECE student involved in posting such messages will be subject to consequences appropriate to the situation.

All work you submit as yours must include proper documentation and crediting of sources. Failure to properly introduce and document paraphrased material or borrowed ideas is plagiarism. Plagiarism carries serious consequences and possible dismissal from the program. See the UH General and Graduate Information Catalogue under “Student Regulations” and the UH Student Conduct Code for specific guidelines related to plagiarism and other conduct.

Professional Dispositions and Program Assessment Statement The professional dispositions and program assessments implemented in this course reflect the standards and expectations of the College of Education, the Institute for Teacher Education, and the Elementary and Early Childhood Education Program. Teacher candidates must demonstrate they “meet expectations” on professional dispositions indicators and all program-related assessment tasks and tools (i.e., student teaching seminar and student teaching, mentor teacher evaluations of teacher candidates, assessments 5 and 6, meetings and conferences). Any professional dispositions criteria or assessment criteria marked “does not meet expectations” requires a conference, plan of assistance for improvement or may require repeating the student teaching semester. Any assessment 5 or assessment 6 indicator marked “does not meet expectations” will need to be resubmitted. Any mentor teacher student teaching evaluation criteria marked “does not meet expectations” will require attaining “meets expectations” before successful completion of the student teaching semester and receiving a grade of “Credit.”

PRAXIS II ExamsTeacher candidates enrolled in the EECE 2012-2014 Statewide Cohort must have passed all sections of the PRAXIS II exam called the Elementary Education Content Knowledge Test in order to advance to and enroll in student teaching.

Hawaii Teacher Standards Board (HTSB)During the student teaching semester, teacher candidates submit an application to the Hawaii Teacher Standards Board. Upon successful completion of student teaching and the student teaching seminar, teacher candidates are recommended for licensure to the HTSB. The teacher candidate is responsible for requesting final transcripts and PRAXIS II test scores to be sent to the HTSB.

College of Education, Office of Student Academic Services (OSAS)During your graduation check with your OSAS Advisor, you were provided the opportunity to establish a Student Placement File with OSAS. This file is created to contain letters of recommendation and the student teaching evaluation. It is the candidate’s responsibility to request the placement file, to add letters to the file,

3

http://www.htsb.org/







and to request copies of the contents of the file be sent to a potential employer (i.e. HiDOE). OSAS places the Student Teaching Evaluation (short version) in the placement file after successful completion of the student teaching semester. You may contact OSAS using your hawaii.edu email account and provide your full legal name, current address, telephone number, social security number, semester of program completion, a list of the documents or recommendations to be sent and the name of the person and address you want to receive your documents. Please note that the College of Education does not send anyone information about you without you requesting this specifically.

II. Required TextsElementary and Early Childhood Teacher Education Program Handbook, Institute for Teacher Education, College of Education, University of Hawai‘i at Mānoa, 2013-2015.

Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria: Association for Supervision and Curriculum Development.

Wong, Harry K. and Wong, Rosemary T. (2009). The First Days Of School: How To Be An Effective Teacher.

Daily Teaching Plan Book of your own to begin to plan for teaching.

Internet ResourcesB.Ed. Statewide Program in Laulimahttps://laulima.hawaii.edu

Statewide Program Websitehttp://swelementary.weebly.com

EECE Program Resources where all current program documents are stored for Cohort 509 https://coe.hawaii.edu/documents/2398

EECE Program Handbook, 2013-2015 https://coe.hawaii.edu/documents/2398

EECE Professional Dispositions (form-fillable): Scroll down page to locate hyperlinkhttps://coe.hawaii.edu/documents/2398

Clinical Practice (Student Teaching) Evaluation Form: Scroll down page to locate hyperlink https://coe.hawaii.edu/documents/2398

Lesson Plan Format (form-fillable): Scroll down the page to locate the Lesson Planhttps://coe.hawaii.edu/documents/2398

Hawai‘i Department of Educationhttp://www.hawaiipublicschools.org/Pages/home.aspx

4

http://www.hawaiipublicschools.org/Pages/home.aspx







https://laulima.hawaii.edu/




General Learner Outcomes (GLOs): http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutcomes/Pages/home.aspx

Common Core State Standards and Standards Toolkit and Hawaii Content and Peformance Standards III: http://standardstoolkit.k12.hi.us/common-core/

Association for Childhood Education International (ACEI) Elementary Education Standardshttp://acei.org/programs-events/acei-standards-for-elementary-level-teacher-preparation

Interstate Teacher Assessment Support Consortium (InTASC) Standardshttp://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_ Teachers.pdf

Hawai‘i Teacher Performance Standards http://www.htsb.org/standards/teacher/

Na Honua Mauli Ola Hawai‘i http://www.olelo.hawaii.edu/olelo/nhmo.php

Hawaii State Department of Education Employment Applicationhttp://www.hawaiipublicschools.org/ConnectWithUs/Employment/JobOpportunities/Pages/home.aspx

Hawaii Teacher Standards Board Application for Licensurehttp://www.htsb.org/

The United Nations Declaration - Rights of the Childhttp://www.cirp.org/library/ethics/UN-convention/

The Code of Ethics of the Teaching Profession http://www.nea.org/home/30442.htm

No Child Left Behind Initiativehttp://www2.ed.gov/nclb/landing.jhtml

National Association of the Education of Young Children Position Statements http://www.naeyc.org/positionstatements/ethical_conduct

Articles from the Markkula Center for Applied Ethics http://www.scu.edu/ethics/practicing/decision

Articles from the Josephson Institute of Ethicshttp://josephsoninstitute.org/about.html

5

http://josephsoninstitute.org/about.html

http://www.scu.edu/ethics/practicing/decision

http://www.naeyc.org/positionstatements/ethical_conduct

http://www2.ed.gov/nclb/landing.jhtml

http://www.nea.org/home/30442.htm

http://www.cirp.org/library/ethics/UN-convention/


http://www.hawaiipublicschools.org/ConnectWithUs/Employment/JobOpportunities/Pages/home.aspx

http://www.hawaiipublicschools.org/ConnectWithUs/Employment/JobOpportunities/Pages/home.aspx

http://www.olelo.hawaii.edu/olelo/nhmo.php

http://www.htsb.org/standards/teacher/

http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_%20Teachers.pdf

http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_%20Teachers.pdf

http://acei.org/programs-events/acei-standards-for-elementary-level-teacher-preparation

http://acei.org/programs-events/acei-standards-for-elementary-level-teacher-preparation

http://standardstoolkit.k12.hi.us/common-core/

http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutcomes/Pages/home.aspx

http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutcomes/Pages/home.aspx


II. The College of Education Conceptual Framework and Standards-based Education

The College of Education Conceptual Framework provides the organizing system for documenting professional growth in the EECE program. The vision of the college is to prepare educators to contribute to a just, diverse, and democratic society. The college and the EECE program require teacher candidates to meet the standards and core values of being knowledgeable, effective, and caring.

Knowledgeable• Teacher candidates are knowledgeable about content, pedagogy, and professionalism; human growth and development; and the physical, mental, emotional, and social needs of students with diverse backgrounds and learning needs.

Effective• Teacher candidates have the professional experience and skills to treat children fairly, and to teach so that all children can learn.

Caring• Teacher candidates care about students and their families and communities, teaching and learning, and their own professional development.

Standards-based Teacher EducationThe Hawaii Teacher Standards Board (HTSB) sets standards for Hawai‘i teachers. The Hawai‘i Teacher Performance Standards (HTPS) are listed in your Elementary and Early Childhood Education Program Handbook and are available online.

The Hawai‘i Content and Performance Standards (HCPS III) and the Common Core State Standards (CCSS) for K-12 students are published by the Hawai‘i Department of Education.

IV. Course Overview The student teaching semester should be one of the most enjoyable and rewarding experiences of the program. Field experience and seminars are dedicated to your continuing development as a professional educator and offer you the opportunity to demonstrate your readiness to have a classroom of your own.

ITE 390C: Student Teaching — Days missed need to be made up at the end of the semester. University field supervisors and mentor teachers will collaborate to structure meaningful observations; facilitate teaching experiences; and coach teacher candidates as they reflect on their teaching experiences in general education classrooms. Individual or small group debriefing sessions with UH faculty and/or classroom teachers will focus on issues arising from student teaching as part of the ITE 390 experience. Expectations for student teaching are included in the EECE Program Handbook.

6







http://www.htsb.org/standards/teacher/


ITE 391C: Student Teaching Seminars — Attendance and full participation is expected and mandated.Seminars are held regularly during the semester to discuss topics of interest related to student teaching. Teacher candidates finalize their Professional Teaching Portfolio, prepare applications for employment, take on leadership roles of teaching in seminars, increase their knowledge and application of educational ethics and the profession, and make arrangements for graduation.

Course Requirements and Instructional Procedures

ITE 390C: Student TeachingHours: Teacher candidates are required to be in their field/school placement Monday through Friday from 7:30 am to 3:00 pm from January 12, 2015 to May 6, 2015. During the student teaching semester, the teacher candidate is expected to maintain the same schedule as their mentor teacher and to attend faculty meetings, professional development days, etc. Candidates follow their elementary school schedule for spring break rather than following the university schedule. As professionals, teacher candidates are expected to find adequate daily time to meet and plan with their mentors. This may mean that a candidate will need to adjust her/his hours of attendance to parallel the mentor teacher’s hours. The key is to assure that there is adequate time set aside each day to communicate with the mentor teacher and plan accordingly.

Attendance Field Log: An attendance field log will be maintained. Do not schedule trips, medical or dental appointments, or other meetings during field placement hours and seminar meetings. Absences will need to be made up.

Absence(s): If an absence occurs unexpectedly, teacher candidates must call their mentor teacher and call or email field supervisor immediately as a top priority that morning. Calling the school office on the day of the absence is insufficient. In many cases, messages are delivered well after the school day is underway. Confirm with your mentor teacher any plans or responsibilities you had for that day and make sure you communicate directly with your mentor teacher and field supervisor. If teacher candidates are aware of an absence that will occur, they must notify their mentor teacher and university field supervisor personally or by phone first. An email should be sent as a follow-up/reminder. Before the scheduled absence, teaching plans must be prepared for the mentor teacher to cover the day(s) responsibilities that were assigned to the student teacher.

Teacher candidates should miss school only when absolutely necessary (e.g., illness, medical or family emergency). The decision to extend student teaching to include additional time because of absences will be made jointly by the mentor teacher, field supervisor/cohort coordinator. The same attendance policy, including notification of cohort coordinator in case of absence, applies for the student teaching seminar. Additional time in the field would occur between May 7 and the end of the field placement school year. All field responsibilities and expectations must be met in order to meet graduate requirements. In special cases, it may be necessary to extend the student teaching semester beyond the university semester in order to make up an “Incomplete” in student teaching, which may result in delaying the official graduation date.

7

http://swelementary.weebly.com/field-log4.html




Planning, grading papers, and clerical activities are to be done during non-instructional times unless deemed appropriate by the mentor teacher and the university field supervisor.

ITE 391C: Student Teaching Seminars Seminar Times and Locations Vary by Island and Seminar Leader

Dates: January 20, January 27, February 10, February 24, March 3, March 24, April 14, April 21, May 5.

This course carries a Contemporary Ethical Issues (E) Focus designation and Writing Intensive (W) Focus designation. As such, discussions, presentations, guest speakers, and the majority of your assignments during each seminar will focus on ethical issues as they relate to your development as professional educators, and will make up over 30% of the course content. You will develop basic competency in recognizing and analyzing ethical issues; deliberate responsibly on ethical issues; and make ethically determined judgments. In addition, the purpose of the seminar is to supplement and support student teaching. The seminar will serve as a reflective process allowing teacher candidates to demonstrate competencies achieved that are related to the Hawaii Teaching Standards and the Code of Ethics of the Education Profession, National Education Association. Specifically, you will —

Demonstrate the ability to present and share your point of view concerning issues that impact school programs and practices, specifically the ethics of teaching.

Collaborate with peers by sharing knowledge and experiences related to curriculum trends, teaching, and issues in order to become more effective practitioners.

Write, share and revise assignments in a variety of venues, including but not limited to lesson and integrated unit plans, reflections, professional resume, and the teaching portfolio.

Develop and articulate a personal philosophy of education that both expresses who you are as an educator and life long learner and elaborates on meeting the needs of all students.

Master interviewing skills (mock principal interviews), developing a resume, completing the DOE teacher application for employment, and completing the application to the Hawaii Teacher Standards Board.

Teacher candidates may be expected to take on a shared responsibility for the content and the process of selected seminars, taking turns hosting the seminar (or part of a seminar) and teaching and facilitating discussion topics and activities.

During seminars, guest speakers may be scheduled for teacher candidates to meet and hear from the Hawaii's Teacher Standards Board, DOE Employment Office, and Hawaii's State Teachers Association, as well as local DOE personnel.

Seminar topics may be developed as a collaborative effort among the participants and cohort coordinators that are particularly pertinent to education. Topics may be

8


based on or related to the National Education Association’s Statement of Professional Ethics. In addition a sample framework for Ethical Decision Making may be discussed.

Should you have to be absent during seminar; a make-up assignment will be required. The same attendance policy for student teaching, including notification of cohort coordinator in case of absence, applies for the student teaching seminar.

VI. Assignment & Assessment Descriptions ITE 390C: Student Teaching

1. Semester Plan: The teacher candidate must present a semester plan to the field supervisor, which includes details of the sequence of activities that moves the teacher candidate into and out of the solo teaching period. A calendar of the student teaching semester is completed in collaboration with the mentor teacher to write in days and times you teach in specific content areas and the weeks you will solo. Your field supervisor has final approval of this schedule. Discuss the semester with your mentor teacher and together work out a tentative semester plan. Submit your plan by the second week of student teaching. Adjustments are likely to be made to the plan during the course of the semester. It is important to keep your field supervisor informed of these changes as they occur.

2. Daily Teaching Plan Book: You will keep a plan book that mimics your mentor teacher’s plan book. Your lessons as well as your mentor’s lessons will be included. You may include copies of your mentor’s lessons in the form he or she provides. Follow your mentor’s guidance on filling out the plan book in advance each week or month, and adjusting the plan book to meet changing needs. If your mentor does not keep a formal plan book, your field supervisor can guide you in how to prepare and maintain one. Your three-week solo teaching period should include plans supplemented by separate pages of lesson plans for units and lessons that you have created and plan to teach.

3. Lesson Plans and Reflections: Teacher candidates should prepare written plans for all teaching during the semester. However, lesson plans can vary in detail and as agreed upon by your mentor and field supervisor. Lesson plans must be developed in consultation with your mentor teacher. For lesson plans that will be formally observed, submit the draft to your mentor in advance to allow time for feedback. After rewriting, if necessary and based on feedback, submit the final lesson plan to your mentor and to your field supervisor one to two days prior to teaching. Reflections of your formal observation lessons should be submitted to your supervisor at the completion of your lessons and included as part of the original lesson plan.

4. Teaching Responsibilities: Teach something each day and gradually continue to increase the amount of teaching you do, building up to your solo teaching period. You should have taught at least one lesson in each of the seven content areas (language arts, math, science, visual/performing arts, health, physical education, and social studies) before beginning your solo teaching period.

9



http://swelementary.weebly.com/student-teaching-semester-calendar-template-spring-2015.html

http://swelementary.weebly.com/student-teaching-semester-calendar-template-spring-2015.html


5. Assessment 5: Candidate Effect on Student Learning Assessment 5: Candidate Effect on Student Learning involves planning, teaching and assessing a learning segment of 3-5 sequential literacy or mathematics lessons (Teacher Performance Assessment) or a unit of instruction during the student teaching semester. Assessment 5 specifically addresses the teacher candidate’s effect on K-6 student learning; reflection on professional growth; and collaboration with families and school colleagues. In this assignment teacher candidates will follow the guidelines provided to demonstrate how they have met ACEI 4.0: Assessment; ACE 5.1: Professional Growth, Reflection and Evaluation; and 5.2: Collaboration. It is important to review the highly detailed instructions and rubric for Assessment 5 early in the semester to begin to plan for instruction and conducting pre, formative and summative assessments to plan and analyze student learning. You will also need to consider early in the semester how to collaborate with specialist and involve families in instruction either as part of this unit or in general. Teacher candidates in the Statewide Program typically implement their social studies unit plan developed during Semester 3 as their unit of instruction for completing the requirements for Assessment 5. Collaborating with specialist and involving families in instruction is ongoing throughout the semester and not specific to this unit of instruction. 6. The "Solo" period: Solo time means that the teacher candidate is completely responsible for planning, teaching, and fulfilling all of the duties and responsibilities as teacher in the classroom. The mentor teacher is not necessarily present in the classroom during all of the solo time. It is important for the teacher candidate and mentor teacher to meet, design, and arrange when the solo will take place and for how long. Teacher candidates are required to successfully complete a three-week "solo" experience in the classroom. Configuration of solo periods differs and will be finalized in consultation with the mentor, field supervisor, and cohort coordinator. Some candidates schedule a solo period in late February for one week, then allow time for reflection and planning and schedule another two week solo period later in the semester.

7. Formal ObservationsYou will need to schedule three (3) formal observations with your field supervisor; one during each of the following timeframes to show growth and ongoing teaching effectiveness:

January 12 – February 24 February 24 – March 24 March 24 – May 3

Please note: All field supervisors attend UH faculty meetings, scheduled conferences, additional meetings, and other formal observations. Some of our field supervisors work for us part-time and have other responsibilities that impact their availability to our students. Please schedule your observations early and soon!!! Have back up dates as well. You must have a lesson plan

10



submitted to your mentor teacher and supervisor before your actual teaching. Formal teaching observations should be 45 minutes – 1 hour in length.

8. Video-tape Reflection (Not required but highly recommended)During one (1) observation or other planned lesson, arrange to have your lesson videotaped. Watch your videotape of your teaching and reflect on how your teaching went, what you and students learned and what you would do differently. Teacher candidates feel that they learn the most about themselves through engaging in this process.

9. Self-Assessments Mid-term and End-of-Semester Conferences Teacher candidates are responsible for scheduling the mid-term and end-of-semester Clinical Practice (Student Teaching) Evaluation Form conferences with their mentor teacher. All parties must sign the final evaluation forms, which go into graduates’ COE file and the OSAS Placement File for future employers. Field supervisors may attend mid-semester conferences and end-of-semester conferences as needed or requested by mentor teachers or teacher candidates.

Mid-Semester Evaluation: Schedule a mid-semester evaluation conference with your mentor teacher between (7th and 8th weeks of the cohort program); to be held no later than March 3. You will lead and conduct a 20-30 minute conference. Throughout the semester you and your mentor teacher will use the Clinical Practice (Student Teaching) Evaluation Form to document evidence of how you are meeting each standard identified. You will print out the document at mid-term to review where you are in the process of meeting each standard to determine the areas in which you need to focus and gather evidence in the remainder of the semester. You will lead the discussion about your strengths and areas for growth at this conference. The purpose of this conference is to discuss your progress to date and set goals for the second half of the semester. Please submit the original signed copy to your field supervisor for your files.

End-of-Semester Evaluation: Schedule an end-of-semester evaluation conference with your mentor teacher, field supervisor (if desired), and yourself to be held between April 20 and May 5. You will conduct a 30-40 minute two-way conference. At the end-of-the semester, mentor teachers, field supervisors and teacher candidates will complete the Clinical Practice (Student Teaching) Evaluation Form, which aligns the Association for Childhood Education International Standards with the Hawaii Teacher Standards. Use the Clinical Practice (Student Teaching) Evaluation Form to review your data together at least one week before the conference. The original signed copy and one additional copy will be needed to submit for your files. It is highly suggested that you make yourself a copy, which includes your mentor teacher and university supervisor signatures to keep in your portfolio.

10. Professional Dispositions: Teacher candidates complete the Professional Dispositions Evaluation at mid semester for self-assessment. University supervisors will submit the Professional Dispositions Evaluation at mid-semester on an individual basis if needed. University field supervisors will submit the Professional Dispositions Evaluation that appears on the Clinical Practice (Student Teaching) Evaluation Form in consultation with mentor teachers at the

11












end-of-semester along with the written summary. The original signed copy and one additional copy will be needed to submit for your files.

Assignment Descriptions

ITE 391C: Student Teaching Seminar 1. Seminar Leadership Individuals or teams of teacher candidates will lead part of seminar sessions called "Ethically Speaking…" discussing ethical dilemmas, situations, and/or topics that they have encountered either in their field placements or that are of interest to the team. Individuals or teams will be responsible for planning and presenting to the group in an effective and useful presentation that is interactive, engaging, meaningful and relevant to the teaching profession. A one-page reflection on how your seminar ‘teaching’ went will be due after your teaching. Each island may structure the "Ethically Speaking…" sessions differently.

2. Seminar Activities, Guests, and Topics Each island may vary in providing seminars for teacher candidates. Activities might include completion of DOE application, HSTB application, resume writing, and mock interviews. Guest speakers may include superintendent, personnel director, a union representative, Hawai‘i Teacher Standards Board representative, principals, teachers and/or recent UHM graduates. As part of seminar, the seminar leader guides and supports teacher candidates with completing Assessment 5: Candidate Effect on Student Leaning and Assessment 6: Professional Teaching Portfolio.

3. A Philosophy of Education Paper A one or two-page statement of your own Philosophy of Education will be due during seminar.

4. One-page Education ResumeA one-page educational resume with two letters of references will be due during the seminar. An example is provided at the end of this document.

5. Social Studies Unit Plan (Assessment 3: Candidate’s Ability to Plan Instruction)During Semester 3 teacher candidates collaborated with their mentor teacher and their social studies methods instruction to plan a unit of study they will teach during the student teaching semester. It is important to make a copy of your unit plan to share with your mentor teacher and your field supervisor. It is also important to let your field supervisor know the exact times and dates you will be teaching your unit plan in case they are available for observation. If you have chosen to use another unit of study for completing the requirements for Assessment 5, you will need to provide these plans to your field supervisor as well so the material you prepare for teaching your students will coincide with the work you do for Assessment 5 below.

12





6. Assessment 5: Candidate Impact on Student Learning Assessment 5: Candidate Impact on Student Learning requires candidates to teach a series of lessons or a unit of study. Candidates must analyze student learning, make modifications to teaching throughout the unit of study, and reflect on student learning and their own professional growth. See the detailed directions, reflection guides, and rubrics to document your work on this project.

7. Assessment 6: Professional Teaching Portfolio

The Professional Teaching Portfolio is tangible evidence of the knowledge, skills, and dispositions you have developed in the EECE Program. Your portfolio is a collection of exemplars that demonstrate your professional development over time. The purpose of creating a portfolio is to document your emerging professional competence and to allow you to reflect on your progress as a new teacher. The portfolio helps you set goals for professional development and is a graduation requirement for the EECE program. During the student teaching semester you will complete the requirements for the portfolio.

Early in the semester, review your portfolio and identify areas for work. Use the Professional Teaching Portfolio Exemplar Reference Chart to help you organize your portfolio and place this completed reference chart in the front of your portfolio for review by your field supervisor. Make sure you have carefully completed the Professional Portfolio Exemplar Cover Sheet for each exemplar.. You will also want to review the Professional Teaching Portfolio Rubric, which is used to assess your portfolio. Add at least three new exemplars with cover sheets during the student teaching semester. By the end of the student teaching, you must show evidence of meeting all ACEI Standard Elements for each for the five ACEI Standards. Show evidence of your effect on K-6 learning in as many ways as you can.

During the student teaching semester you will add a few other components to your Professional Teaching Portfolio, which will include:

A two-page statement of your Philosophy of Education. Philosophy statements are to be written in the first person and should be about two pages long. This statement will include your perspective on the methodologies, actions and experiences you employ that might best promote ethical conduct in the students of your future classroom.

A one-page educational resume Two letters of reference from professionals who have observed you teach

children. Assessment 5: Candidate Effect on Student Learning. Clinical Practice (Student Teaching) Evaluation Form from Mentor Teacher

and University Field Supervisor.

VII. Course Grading ITE 390C and ITE 391C are Credit or No Credit courses. Your evaluations, observations and dispositions dictate your progress and assessment in student teaching (ITE 390). Candidate must meet expectations in all components of the Clinical Practice (Student Teaching) Evaluation Form. For seminars (ITE 391) you will be assessed on the quality of your performance in assuming leadership

13







roles, contributing ideas, sharing classroom concerns, completing assignments, meeting deadlines, exhibiting professional dispositions, and meeting all program expectations. You will also be assessed according to the depth and breadth of: Assessment 5: Candidate Effect on Student Learning, Assessment 6: Professional Teaching Portfolio, education resume, and philosophy of education paper.

VIII. DisclaimerAny modifications, additions, and/or deletions to any part of this syllabus will be completed at the discretion of the cohort coordinator and island coordinators. Teacher candidates, mentor teachers and field supervisors will be informed of any changes in a timely manner.

14


Sample of One-page Teaching Resume

Lulabelle MalasadaP.O. Box 555, Lihue, 96766

(808) 246-5555, (808) [email protected]

Objective: To teach and serve K-6 students in the Hawaii public school system.

Education: 2012-2014 University of Hawaii at Manoa Honolulu, HI Bachelor’s Degree in Elementary Education—to be awarded May 2014

2009-2011 Everybody’s Community College Kihei, Maui Began undergraduate study in elementary education

Experience: Fall 2013 - Spring 2014 Great Elementary School Lihue, HIStudent Teacher, Grade 2 Taught students in grade two in the curriculum areas of language arts, math, science,

and social studies. Observed, assisted, and participated in the second grade guidance, physical

education, computer, library, and Hawaiian studies classes. Gained experience in instruction, assessment, and classroom and behavior

management.

Spring 2011 Waimea Elementary School Waimea, HIPre-service Teacher, Grade 4 Taught fourth grade students lessons in language arts and mathematics Gained experience with classroom and behavior management and assessment

Fall 2010 Makana Elementary School Kekaha, HIPre-service Teacher, Grade 1 Successful in teaching lessons in the area of language arts using the America’s

Choice curriculum Gained experience with classroom management and lesson planning

Additional Experience: (these should be activities related to education)

Recreation Leader – YMCA Camp – Hawai‘i - Planned daily activities and supervised children (5-12 years old).

After school program – A+ leader, 4 years Part-time counselor, 5 years

Interests: Surfing, arts and crafts, reading, photography, being with family and friends

Special Skills: Microsoft Word, Excel, PowerPoint, and integration of curriculum with technology and the arts

References: Dr. Jennifer Herring, University of Hawai‘i at Mānoa, Statewide Teacher Education Program Coordinator, (808) 221-7283 or [email protected]

Ms. Roadwarrior, University Supervisor, (808) 555-5008 or [email protected]

Ms. Super Teacher, Great Elementary School, Grade 2 teacher, Mentor Teacher, (808) 274-3150 or [email protected]

ITE 390C: Student Teaching Field Placement

15






_____ Student Teaching Semester Plan (develop with mentor teacher and turn in to field supervisor)_____ Daily Teaching Plan Book (share with field supervisor in field placement)_____ Lesson Plans (dependent on planning with mentor teacher, formals observations, unit plan)_____ Assessment 3: Candidate Ability to Plan Instruction (Unit of Study in Social Studies or other unit plan)

_____ Share with Field Supervisor and Mentor Teacher_____ Place in Teaching Portfolio _____ Establish dates and times for teaching the unit of study_____ Share dates and times for teaching the unit of study with university field supervisor

_____ Three Weeks of Solo Teaching

_____ Week 1 Dates _____ Week 2 Dates _____ Week 3 Dates

_____ Three Formal Observations — Lesson Plans and Reflections(Lessons can be observed from Unit Plan or Individually Developed)

1. __________________________ (January 12 – February 24) 2. __________________________ (February 24 – March 24)3. __________________________ (March 24 – May 6)

_____ Videotape Reflection (Optional but highly recommended) ______________

_____ Mid-Semester Conference with Mentor Teacher and Teacher Candidate (March 3)_____ Teacher Candidate Professional Disposition Form (self-evaluation)_____ Mentor Teacher and Teacher Candidate Clinical Practice (Student Teaching) Evaluation Form

(work on together, print copies, sign, turn original into field supervisor)_____ Attendance Field Log (turn in to field supervisor)

_____ End-of-Semester Conference with Mentor Teacher, University Field Supervisor and Teacher Candidate_____ Clinical Practice (Student Teaching) Evaluation Form _____ Attendance Field Log (turn in to field supervisor)

ITE 391C: Student Teaching Seminar - Focus Designations – Ethics and Writing Intensive

_____ Seminar Leadership _____ Leadership Assignment – Ethics Presentation_____ One-page reflection

_____ Assessment 3: Candidate Ability to Plan Instruction (Unit of Study in Social Studies)_____ Share with Field Supervisor and Mentor Teacher_____ Place in Teaching Portfolio _____ Determine dates for teaching the unit of study

_____Assessment 5: Candidate Effect on K-6 Student Learning _____ Submit paper copy and electronic copy to Seminar Leader_____ Place in Teaching Portfolio

_____ Assessment 6: Professional Teaching Portfolio_____ Professional Educational Resume_____ Philosophy of Education Paper_____ Two letters of reference from professionals who have seen you teach children_____ Three new portfolio exemplars with Professional Teacher Portfolio Exemplar Cover Sheets_____ Completed Professional Teaching Portfolio Exemplar Reference Chart

_____ Applications _____ Hawaii State Department of Education_____ Hawaii Teacher Standards Board_____ Request Transcripts from UH-Manoa after final grades are entered, Summer 2014_____ Request Student Placement File with the Office of Student Academic Services(OSAS) COE_____ Send Letters of Recommendation to OSAS for Student Placement File_____ Request OSAS Student Placement File be sent to the Hawaii State Department of Education

16




Code of Ethics of the Education ProfessionNational Education Association

PreambleThe educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates.

PRINCIPLE ICommitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student's access to varying points of view.

3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly--

a. Exclude any student from participation in any program

b. Deny benefits to any student

c. Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.

8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

17


PRINCIPLE IICommitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator--

1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.

2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.

4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.

5. Shall not assist a non-educator in the unauthorized practice of teaching.

6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

7. Shall not knowingly make false or malicious statements about a colleague.

8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.

Adopted by the NEA 1975 Representative Assembly

Other Articles or Resources (for possible selection in ITE 391 Seminars)

Bigelow, B & B. Peterson. Eds.,(1998). Rethinking Columbus: The next 500 years. RethinkingSchools Ltd.

Chasnoff, D. & Cohen, H. Dirs. (1996). It’s elementary: Talking about gay issues in school. (Video)New Day films.

Day, F. (1999). “Evaluating children’s books for bias” from Multicultural voices in contemporary literature: A resource for teachers (1st ed.). New Hampshire: Heinemann.Jones, L.A. (Winter, 2004) Teaching citizenship through multicultural education. Kappa Delta Pi

Record, Winter 2004. Leming, J.S. (1993). In search of effective character education. Educational Leadership.Lette, W. & Sears, J. (1999). Queering elementary education: Advancing the dialogue about

sexualities & schooling. Rowmen & Littlefield Publishers, Inc. Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.Richard P. (1990). “Habits of mind” from Critical thinking: What every person needs to survive

in a rapidly changing world. Rohnert Park, Calif.: Center for Critical Thinking and MoralCritique.

Waxler, A. (2003). Your guide to acing any teacher interview.(eBook) – AtoZTeacherStuff.com.

18


A Framework for Ethical Decision Making

Recognize an Ethical Issue1. Is there something wrong personally, interpersonally, or socially? Could the conflict, the situation, or the decision be damaging to people or to the community?

2. Does the issue go beyond legal or institutional concerns? What does it do to people, who have dignity, rights, and hopes for a better life together?

Get the Facts3. What are the relevant facts of the case? What facts are unknown?

4. What individuals and groups have an important stake in the outcome? Do some have a greater stake because they have a special need or because we have special obligations to them?

5. What are the options for acting? Have all the relevant persons and groups been consulted? If you showed your list of options to someone you respect, what would that person say?

Evaluate Alternative Actions From Various Ethical Perspectives6. Which option will produce the most good and do the least harm?

Utilitarian Approach: The ethical action is the one that will produce the greatest balance of benefits over harms.7. Even if not everyone gets all they want, will everyone's rights and dignity still be respected?

Rights Approach: The ethical action is the one that most dutifully respects the rights of all affected.8. Which option is fair to all stakeholders?

Fairness or Justice Approach: The ethical action is the one that treats people equally, or if unequally, that treats people proportionately and fairly.9. Which option would help all participate more fully in the life we share as a family, community, society?

Common Good Approach: The ethical action is the one that contributes most to the achievement of a quality common life together.10. Would you want to become the sort of person who acts this way (e.g., a person of courage or compassion)?

Virtue Approach: The ethical action is the one that embodies the habits and values of humans at their best.

Make a Decision and Test It11. Considering all these perspectives, which of the options is the right or best thing to do?

12. If you told someone you respect why you chose this option, what would that person say? If you had to explain your decision on television, would you be comfortable doing so?

Act, Then Reflect on the Decision Later13. Implement your decision. How did it turn out for all concerned? If you had it to do over again, what would you do differently?

Markkula Center for Applied Ethics at Santa Clara University. Primary contributors include Manuel Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks, Margaret R. McLean, David DeCosse, Claire André, and Kirk O. Hanson.

19


Elements of ReasoningAll reasoning has a purpose.

• Take time to state your purpose clearly.• Distinguish your purpose from related purposes.• Check periodically to be sure you are still on target.• Choose significant and realistic purposes.

All reasoning is an attempt to figure something out, to settle some question, to solve some problem.• Take time and precisely state the question at issue.• Express the question in several ways to clarify its meaning and scope.• Break the question into sub-questions.• Identify if the question has one right answer, is a matter of opinion, or requires reasoning from more than one point of view.

All reasoning is based on assumptions.• Clearly identify your assumptions and determine whether they are justifiable.• Consider how your assumptions are shaping your point of view.

All reasoning is done from some point of view.• Identify your point of view.• Seek other points of view and identify their strengths as well as their weaknesses.• Strive to be fair-minded in evaluating all points of view.

All reasoning is based on data, information and evidence.• Restrict your claims to those supported by data you have.• Search for information that opposes your position as well as information that supports it.• Make sure that all information used is clear, accurate, and relevant to the question at issue.• Make sure you have gathered sufficient information.

All reasoning is expressed through, and shaped by, concepts and ideas.• Identify key concepts and explain them clearly.• Consider alternative concepts or alternative definitions to concepts.• Make sure you are using concepts with care and precision.

All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data.

• Infer only what the evidence implies.• Check inferences for their consistency with each other.• Identify assumptions which lead you to your inferences.

All reasoning leads somewhere or has implications and consequences.• Trace the implications and consequences that follow from your reasoning.• Search for negative as well as positive implications.• Consider all possible consequences.

www.criticalthinking.org

20


Calendar, Spring 2015

ITE 390C, Student Teaching, Elementary (10 Credits)Begin Date: January 9, 2014 (DOE Teacher Workday, No Students), January 12 (DOE Students Return)Expectation: Monday through Friday: 7:30 am – 3:00 pm or 7:45 am to 3:15 pm (some days are 3:55 pm, check with your school)Attend Faculty Meetings and Teacher Professional Development Days. DOE Spring Break (only) Observed During Student Teaching Semester: March 16 – 20, 2015UH-Manoa Last Day of Instruction and Last Day of Field Placement: Wednesday, May 6, 2015UH-Manoa Exam Week: May 12-16UH-Manoa Commencement: Saturday, May 16, 8:00 am check-in, Stan Sheriff Arena, (9:00 am begin)Commencement on Each Island: TBA

ITE 391C, Seminar for Student Teaching, Elementary (2 Credits)Seminar Times, and Locations Vary by Island and Seminar LeaderJanuary 20January 27February 10February 24March 3March 24April 14April 21May 5

21