· Web viewField Experience Reflections Following the reflection prompt for each week under the “Assignments” tab, write a 2-3 page, double-spaced reflection (1-inch margins)

3.4.f.10 Endorsements and Curriculum and Instruction Guidelines

Field Experience Early Childhood Grades 4-5 Generalist Endorsement 18-CI-632

Professor: Emilie M. CampOffice: Teachers College, 610JOffice Hours: By appointment (please make arrangements through email to schedule a phone conference if needed)Email: [email protected]

Course Description This course is designed for licensed teachers seeking the Ohio Early Childhood Generalist Endorsement in grades four and five. Readings, assignments, and related field experience will address curriculum and pedagogy specific to these grade levels, and the middle level grades in general. Particular focus will be on effective instructional and assessment approaches, curriculum structure, adolescence, and professional collaboration.

Field Experience This course requires a 20-hour field experience in any educational setting that works with fourth and fifth grade students (it does not have to exclusively work with this age group; other ages may also be represented). You must make the arrangement yourself. Please advise cooperating teachers/supervisors to email me with any questions they might have. I encourage you to share a copy of this syllabus with them so they are familiar with the expectations of the course and can effectively support you in your field experience assignments.

Required Readings All readings will be posted under “Course Documents” on Blackboard.

Course Goals Students will become familiar with the rapid changes (physical, social, emotional, and intellectual) taking place in fourth and fifth graders.

Students will become familiar with the Middle School philosophy and how it aims to meet the needs of fourth and fifth grade students.

Students will become aware of features of middle schools appropriate to fourth and fifth graders Students will understand how and why cooperative learning is an important strategy for middle schools, and how it

builds on the needs of students to be with other students, and on social learning theories. Students will become familiar with a variety of effective pedagogical approaches for fourth and fifth grade

students. Students will observe, identify, and demonstrate cooperative learning and authentic assessment in a field setting.

Alignment with the standards for the National Middle School Association (NMSA)

Young adolescent development Middle level philosophy and school organization Middle level curriculum and assessment Middle level instruction and assessment Middle level professional roles

Alignment with the Ohio Standards for the Teaching Profession (OSTP)Standard Number 1. Teachers understand student learning and development and respect the diversity of the students they teach.

Standard Number 2. Teachers know and understand the content area for which they have instructional responsibility.

Standard Number 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Standard Number 4. Teachers plan and deliver effective instruction that advances the learning of each individual student.

Standard Number 5. Teachers create learning environments that promote high levels of learning and achievement for all students.

Assignment Due Dates All assigned work, including readings, is to be completed and submitted on time. Late assignments will be penalized by a letter grade for each day they are late. All assignments must be submitted via Blackboard.

Academic Integrity Policy The University rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity will be enforced. Plagiarism, cheating, or any other form of academic dishonesty is a serious breach of student responsibilities. Any violation of these policies will be dealt with on an individual basis according to the severity of the misconduct.

Special Needs Please meet with me ASAP if you have any special needs (ex. visual or hearing impairment, learning disability, etc.) that may affect your performance in this class. Contact the Office of Disability Services (556-6823) for assistance in identifying and documenting appropriate accommodations. I will attempt to make appropriate adjustments to ensure equitable opportunity in meeting course requirements.

Electronic Communication Policy All communication will be conducted via email through students’ UC email. Please be sure your UC email is directly linked to your Blackboard account. I will respond to emails within 24 hours. Emails received after 5pm will be responded to the following day.

Assignments

Discussion Board Reading Responses Guiding questions for each course reading will be posted on the Discussion Board. Following the guidelines in the discussion board rubric, respond to each question by each Friday at 5pm. Constructively respond to at least 2 colleagues’ responses by the following Monday morning at 8am. See rubric for specific expectations regarding the nature of responses.

Field Experience Reflections Following the reflection prompt for each week under the “Assignments” tab, write a 2-3 page, double-spaced reflection (1-inch margins) that incorporates the course readings from the corresponding week with your personal/professional reflection. Reflections are due via the Assignment feature of Blackboard each Sunday night by 11:30pm. See assessment checklist for specific expectations for reflections.

Lesson Plan You will write a lesson plan and teach it to a group of 4th and 5th grade students in your field placement The lesson may be in any content area, and preferably integrated among at least two content areas (math, social studies, science, language arts). Utilize the readings from the corresponding week to help you decide upon instructional methods and assessment approaches. The lesson plan is due via the Assignment feature of Blackboard Sunday, July 10 th by 11:30pm. See assessment checklist for specific expectations.

Final Project Write a 5-7 page, double-spaced (1-inch margins) research paper on a topic of your choice related to a middle level schooling issue such as instruction, curriculum, assessment and testing, adolescence, or another topic of your choice with the approval of the professor. Assignment is due Sunday, July 24th by 11:30 pm. See assessment checklist for specific expectations.

Weekly Schedule

Week Reading Assignments Due1 June 20-26 This We Believe

Podcast: Student Voice and Choice - to access online:o Go to nmsa.orgo Choose “Publications” linko Choose “Today’s Middle Level Educator”o Podcast is on the second page of podcasts

and is 22:06 in length.

Field Experience Reflection 1- June 26Reading Response on Discussion Board- (your response due June 24, response to 2 peers due June 27)

2 June 27-July 3

Integrative Curriculum in a Standards-Based World Classroom Management Strategies for Difficult

Field Experience Reflection 2- July 3Reading Response on Discussion Board-

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Students: Promoting Change Through Relationships A Cooperative Learning Success Story in Middle Level

Classrooms

(your response due July 1, response to 2 peers due July 5 due to holiday)

3 July 4-10 Implementing Instruction: Methods and Materials Assessment of Learning: Methods and Issues

Field Experience Reflection 3- July 10Reading Response on Discussion Board (your response due July 8, response to 2 peers due July 11)Lesson Plan- July 10

4 July 11-17 Understanding Students’ Perceptions of their Peer World

Sociogram

Field Experience Reflection 4- July 17Reading Response on Discussion Board (your response due July 15, response to 2 peers due July 18)Sociogram

5 July 18-24 Final Project- July 24

Assessments

Discussion Board Reading Responses 100 points

Field Experience Reflections 80 pointsLesson Plan 80 pointsFinal Project 140 points

Total: 400 possible pointsA 372-400A- 360-371B+ 348-359B 332-347B- 320-331C+ 308-319C 292-307C- 280-291D+ 268-279D 252-267D- 240-251

Assignments will be assessed according to the rubrics or checklists included under the Syllabus tab on Blackboard. Assessments with feedback and grades will be emailed to students; grades will not be posted on Blackboard, so you will need to keep track of your own progress. Any assignment submitted after the due date may not be assessed until the end of the course.

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TESOL Endorsement Clinical and Field Guidelines

Dates: Online Seminar: March 28th - May 1st 2011Field Experience: (upon registration for the course - June 3rd, 2011)

Instructor: Dr. Marieta SimeonovaE-mail: [email protected] Address: 4343 Haight Ave, Cincinnati, OH 45223Course Time: Weekly asynchronous discussions on BlackboardCourse URL: TBA. Meta course which encompasses the three sections of the 18-LTCY-786P PRACTICUM IN TESL (707,

799, 880)

Required Text: Igoa, Cristina (2005). The inner world of the immigrant child. Routledge. ISBN-10: 0805880135 ISBN-13: 9780805880137

Recommended Texts:

Adamson. H. D. (2005). Language minority students in American schools: An education in English (ESL and Applied Linguistics Professional Series). Routledge. ISBN-10: 080584497X

Crawford, J & Krashen, S. (2007). English language learners in American classrooms: 101 questions, 101 answers. Scholastic Teaching Resources. ISBN-10: 0545005191

Freeman, D. & Freeman, Y. (2001). Between worlds: Access to second language acquisition. Heinemann. ISBN-10: 0325003505

Law, B. & Eckes, M. (2010). The More-Than-Just-Surviving Handbook - ELL for Every Classroom Teacher. Portage & Main Pr, ISBN-10: 1553792327

Lucas, T. (2010). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. Routledge. ISBN-10: 0415997925

Course DescriptionThe Practicum in TESL consists of a 5-week online seminar and a pre-approved 40-hour field experience.The online seminar will take place the first five weeks of the quarter (3/28-5/1, 2011).The field experience requires working in an educational setting with LEP-identified students in grade levels consistent with the grade levels indicated on the practicum student’s teaching license and with guidance from a TESOL-endorsed mentor (teacher/administrator). Accumulation of field experience hours may commence once the student is registered for the course and must be completed by 06/03/11.

PrerequisitesAny two TESOL Endorsement online courses. Pre-approved TESL Practicum Field Experience placement and mentor. Please, contact Laurie Bauer, assistant academic director, [email protected] for help with any questions and concerns.

Course GoalsThe goals of this course include providing opportunities for students to learn more about and reflect on: The concept of the ESL teacher-researcher Needs and aspirations of immigrant children Teaching methods and educational systems in ESL students’ countries Teaching methods as English as a Second Language (ESL) teachers in the U.S. Classroom management techniques - integrating the cultural, academic and psychological dimensions of the whole child The importance of the use of humor, improvisation, and motivation enhancement techniques Planning and carrying out successful ESL lesson plans Providing academic intervention for ESL students Social skills in the ESL classroom when working with students/parents from different cultures Institutional politics and cultures and their influence on classroom teaching ESL assessment techniques Current ESL teaching materials and resources Advocating for ESL students and parents.

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AttendanceFor the 5-week on-line seminar, students are required to spend at least 6 hours on their on-line discussions every week reflecting on their field experience and/or commenting on the required reading(s) for the week. In addition, each student needs to conduct his/her LEP teaching.

Assignments and Due Dates:There are two components of the grade for this course:

1. Blackboard Weekly Discussions/Reflections (on-line seminar)Due Date: Throughout the five weeks of the on-line seminar (3/28-5/1, 2011)

2. Field experience performance forms (submission of all students’ and mentors’ paper and electronic forms). Students are expected to accumulate 40 hours of instructing LEP-identified primary or secondary ESL students.Due date: This assignment will be carried out throughout the spring quarter (upon registration for the course - June 3rd, 2011).

A. Paper forms are to be submitted to the instructor via e-mail at [email protected] or mailed at Dr. Marieta Simeonova, 4343 Haight Ave., Cincinnati, OH 45223.

Paper Forms: Mentor Student Performance of Field Experience – Consensus; Evaluation Video #1 – mentor; Evaluation Video #2 - mentor

Paper Forms: Student Field Experience Log; Evaluation Video #1 – student; Evaluation Video #2 - studentThe students’ and mentors’ paper forms can be found on our Blackboard course site under Course Documents button in the left hand side menu. Students have the responsibility to print them out and hand them to their mentors.

Conferences with Mentor:Students are to hold no less than three conferences with their mentor - one at the beginning, the middle, and the end of the field experience. These conferences may be conducted face-to-face, on the telephone, or by email.

Videotapes of Teaching Episodes:In lieu of an onsite visit by the mentor or the course instructor, the student will be required to videotape two 20-minute teaching episodes which both the student and the mentor are to view, evaluate and discuss. First videotape is to be completed, viewed and discussed during the 2nd week or first 10-15 hours of field experience.Second videotape is to be completed, viewed and discussed during the 4th week or last 25-30 hours of field experience.

B. Electronic forms are to be submitted to Dr. Anne Bauer at [email protected] No confirmations to students are necessary.

Electronic Forms: Mentor Performance Assessment of Practicum - Consensus Mentor Information Form Mentor Rating of Student’s Use of Technology Candidate Dispositions Progress Report

Electronic Forms: Student Class Profile Educator Impact Rubric Candidate Evaluation of Field Experience

Links to the students’ and mentors’ electronic forms can be found on our Blackboard course site under Course Documents button in the left hand side menu. Students have the responsibility to distribute this information to their mentors.

To receive full credit for the course, both the paper and electronic forms must be submitted by the last day of the course, otherwise you will receive an "I" (INCOMPLETE) for the whole course.

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NB: If your field experience continues past the on-line seminar, you don't have to sign up for the course the next quarter. Once, the instructor receives all the required forms, your "I" grade will be changed to a letter grade automatically.

GradingBlackboard Weekly Discussions/Reflections 50%Evaluation of forms from your 40 hours field experience 50%

100%Special Needs PolicyIf you have any special needs (e.g., speech or hearing problems; learning disability, etc.) related to your participation performance in this course, please let the professor know so that reasonable provisions can be made. Such provisions will ensure an equitable opportunity to meet all the requirements of this course. At the discretion of the professor, some accommodations may require prior approval by Disability Services.

TESOL Endorsement Online Community Current students are members of the web-based TESOL Endorsement Online Organization. There you will find detailed information about the program. To access it, log-on to Blackboard, scroll down to "My Organizations", then click “TESOL Endorsement Online” and review the information about the program available in the various folders.

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LTCY 786P Practicum in TESL This form and accompanying documents must be submitted before August 13, 2010Student: _________________________________ Personal Email:______________________________

Home Address:____________________________ City/State/Zip: ______________________________

Home Phone: _____________________________ Cell Phone: _________________________________

Employed – District: ___________________ School: _______________ School Phone: ____________ Teaching

Assignment: _________________ School Email: ___________________________________ School

Address:_______________________ City/State/Zip: _________________________________

(Attach a copy of your teaching license/certificate, if not already submitted)

Do you have LEP-identified students in your class(es)? ( foreign language classes excluded ) YES _____ NO _____ If “YES”

WHEN do you anticipate commencing and completing your field experience

Start date: _______________________ Ending date ________________________

DESCRIBE your teaching assignment in detail and the students you will be instructing (number, ethnic/cultural and linguistic backgrounds, etc). Use back of page, if additional space is needed. If “NO”

WHEN do you anticipate commencing and completing your field experience?

Start date: _______________________ Ending date: ________________________

HOW will you arrange to complete the 40-hour field experience requirement? Explain how you will find time (i.e. planning periods/release time/personal leave/professional leave/Spring Break) and give the days of week and the times/periods. Use back of page, if additional space is needed.

Is there a TESOL-endorsed teacher/administrator in your building/district willing to serve as your mentor? YES _____ NO _____ If “NO”, do you have someone in mind or do you need assistance in identifying potential mentors that you could contact?

FIELD EXPERIENCE SITE

School: _______________________________________ District: ____________________________

School Address: _______________________________ City/State/Zip: _________________________

Phone: __________________Grade level(s):_______________ Subject(s):_______________________

If your field experience will take place in another teacher’s classroom:

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Cooperating Teacher: ______________ School Email: ______________________Personal Email: ____________________

Home Phone: ______________________Home Address: ___________________________________

Signature of Cooperating Teacher: _______________________________ Date: __________________

Describe the students the practicum student will be instructing (number, ethnic/cultural and linguistic backgrounds, etc). Use back of page, if additional space is needed.

=======================================================================

PRINCIPAL

I, _______________________________, Principal of _______________________________ School in the____________________________________ School District, verify that it will be possible for the practicum student to instruct LEP-identified students enrolled at the school and that it is reasonable to expect that the practicum student can accumulate the 40 hours of face-to-face instructional time required by the course. I understand that the practicum student will be required to video record two 20-minute teaching episodes which only the practicum student

and the mentor will view.

Signature of Practicum Site Principal___________________________ Date: ___________________

Email: ___ ___________________________________ Phone: ___________________________

MENTOR

Name: ______________________________ Personal Email: _________________________________

Home Address:________________________________ City/State/Zip: ____________________Home Phone: __________

School Phone: _______________________________Employed – District: __________________School: _______________

Assignment/Position: ________________________ School Email: _____________________________

School Address:_____________________________ City/State/Zip: ____________________________

I understand that I will be asked to:

Hold three conferences with the student - face-to-face, by phone and/or by email - one at the beginning, middle and end of the field experience.

View video recordings on a CD of two 20-minute teaching episodes conducted by the practicum student. The first recording is to be completed and discussed during the 2nd week or first 10-15 hours of field experience; the second is to be completed and discussed during the 4th week or the last 25-30 hours of field experience. These video recordings are to be done even if the practicum student and the mentor are working together in

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the same classroom. Complete two Videotape Observation/Evaluations – Mentor Evaluation - PAPER copy to instructor Complete Performance Assessment of Practicum – Consensus - PAPER copy to instructor and student Complete Performance Assessment of Practicum – Consensus - ONLINE Complete Mentor Information Form – ONLINE Complete Mentor Rating of Student’s Use of Technology - ONLINE Complete Candidate Dispositions Progress Report - ONLINEPLEASE NOTE: these items must be submitted to the course instructor at the conclusion of the field experience and no later than ___________________________.

(Attach a copy of mentor’s TESOL-endorsed teaching license/certificate)

Signature of Practicum Student Signature of Practicum Mentor Signature of UC Field Placement Coordinator

__________________________ ___________________________ _________________________

Date____________________ Date ____________________ Date Approved ________________

Completed form and copies of licenses are to be mailed by the student to before ___________________ to

Laurie Bauer, Literacy and Second Language Studies, 615M Teacher’s College; PO Box 210022, Cincinnati, OH 45221

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CI7063

Course Name/Number: CI7063 Recognizing, Assessing, and Supporting Quality Instructional PracticumDescription: This course of study in instructional leadership will introduce Teacher Leader Candidates to the research on, application of, and assessment of quality instruction.Credit Hours: 3Required or Elective: RequiredFaculty Members who Teach the course: Pamela Williamson, Ph.D.Prerequisites: Entrance into a program of studyTextbook(s):Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.

Resource Materials:Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nded.).

Alexandria, VA: ASCD.Wellman, B. & Lipton, L. (2004). Data-driven dialogue: A facilitator’s guide to collaborative

inquiry. Sherman, CT: MiraVia.Marker Assignments: Action research around a peer’s problem of practice

Learning Outcomes:Upon completion of this course, the student will be able to: How is this outcome assessed?

1. identify and understand scientifically-based research and learning strategies to improve instruction and student learning. Application2. assess quality instructional practices that result in student learning. Application3. support effective instructional practices through a variety tools/interventions using reflective dialogue in the process.

Application

Alignment with Transformation Initiative:In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools

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Gifted Endorsement Practicum Packet

Practicum in Gifted consists of a 75 hour field-experience placement which must be completed during the registered quarter for the Practicum (the quarter is 10 weeks in length); an online Seminar is also required via BlackBoard the same quarter (the Seminar is 5 weeks in length)

This form must be submitted and approved by the UC Gifted Endorsement Coordinator before field-experience hours can begin to accumulate

If assistance is needed in finding a field-experience placement or identifying a Gifted-endorsed mentor teacher/administrator, contact Candice Sears, Program Coordinator, at [email protected].

Student and Mentor Packets are available on Blackboard upon registering for the Practicum course-------------------------------------------------------------------------------------------------------------------------

Student: _______________________________ Phone: _________________ Personal Email:__________________

Home Address: _______________________________________

City/State/Zip: _____________________________

I will fulfill the 75 hour field-experience component of the course, PRACTICUM IN GIFTED, at School: _______________________________________________________

School Email: ____________________

Address: ____________________________________________

City/State/Zip: ______________________________

District: __________________________________________

Principal: ____________________________________

Grade levels or ages of students with whom I will be working: _________________________________________

Subject(s):_______________________________________________________________

(Attach a copy of your license/certificate, if not already submitted)-------------------------------------------------------------------------------------------------------------------------My mentor teacher/administrator will be:

Mentor: _______________________________Phone _________________ Personal Email: __________________

Home Address: _______________________________________________________ City/State/Zip: ___________________

School District: ________________________________________________School Email: ____________________

Position: _________________________ School/Site: ___________________________

Address: _____________________________________________________________

City/State/Zip: ______________________________Type of teacher’s license: ___________________________ with

Gifted Endorsement License # ________________________ State: ________ Date expires: _____________

(Attach a copy of mentor’s license/certificate) I, the principal of the above school, verify that identified gifted students are enrolled in the class or classes to which the practicum student is assigned and that it is reasonable to expect that the practicum student can meet the 75-hours of field-experience required for the course.

Signature of School Principal: ______________________________________________ Date: ____________________

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Signature of Practicum Student ___________________________ Date________

Signature of Practicum Mentor __________________________ Date ________

Signature of UC Gifted Endorsement Coordinator __________________________

Date Approved _____________________

Completed form and copies of licenses are to be submitted by the candidate to Candice Sears, UC Gifted Endorsement Coordinator. Feel free to mail, fax, or email your information:Candice SearsGifted Endorsement Program CoordinatorUniversity of Cincinnati511 Teacher’s CollegeCincinnati, OH 45221-0002tel: (937) 402-7885fax: (513) 556-0827email: [email protected]

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Gifted Endorsement ProgramDivision of Teacher EducationUniversity of Cincinnati Candice Sears, Program CoordinatorEmail : [email protected] : (937) 402-7885Fax : (513) 556-0827511 Teacher’s CollegePO Box 210002Cincinnati, Ohio 45221-0002

DATE: March 30, 2010

TO: Practicum in Gifted Students

FROM: Candice Sears, Program Coordinator

RE: PRACTICUM IN GIFTED FIELD-EXPERIENCE

Now that your field-experience placement for Practicum in Gifted has been approved, you may utilize the documents in the Student and Mentor Packets available on Blackboard.

It is requested that you and your mentor meet no less than three times during your field experience – at the beginning, the middle, and end of the experience. These conferences may take place face-to-face, on the telephone, or by email—whatever is best for you and your mentor.

One of your assignments will be to videotape two 20-minute teaching episodes, copies of which you will provide to your mentor and me, the course instructor.

Included in this Practicum in Gifted Field-Experience Student Packet are six field-experience related forms. With the exception of the Field-Experience Placement Form, please complete and mail (or email) these forms to me during or at the conclusion of your field-experience placement.

1. Field-Experience Placement Form (Must be approved before you start the field experience)

2. Practicum in Gifted Field-Experience Log 3. Educator Preparation Program Class Profile 4. Goal Attainment Scaling Protocol for Advanced Programs 5. Teaching Videotape Evaluation Form-Student 6. Performance Assessment of Practicum- Student

Further information about the Goal Attainment Scaling Protocol will be provided during the online portion of the course.

Best wishes for a rewarding practicum experience. Please feel free to contact me with questions.

~Candice Sears

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College of Education, Criminal Justice and Human ServicesSPED-770P PRACTICUM IN GIFTED

Field Experience Log_____________Quarter

Student Name: ________________________ Placement: ___________________Date:___________

Mentor Name: ____________________________ Signature of Mentor: _______________________

DateTime From To Activity

TOTAL HOURS Sum must equal 75 hours or more.

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CLASS PROFILE_____________Quarter

Student Name________________________________________

Placement___________________________________________

1. Which of the following best describes the level of the class/group with which you will be working?____ Pre-kindergarten _____ Kindergarten _____ Grades 1-3____ Grades 4-6 _____ Grades 7-12 _____ Multiage____ Early Intervention _____ ________________________________________

2. Which of the following best describes the areas from which your students come?

_____a. low income, urban _____b. middle or upper income, urban_____c. low income, suburban _____d. middle or upper income, suburban_____e. low income, small town _____f. middle or upper income, small town (not suburban) (not suburban)_____g. low income, rural _____h. middle or upper income, rural

3. How many students are enrolled in the class/group with which you will be working? ______

4. What is the number of male students? _____ female students? _____

5. What is the age range of all the students in the class/group? ______ to ______

6. What is the estimated number of students identified in each racial/ethnic group?_____a. African American/African _____b. Asian American/Asian_____b. Hispanic or Latino _____d. Native American_____e. White _____f. other ______________________

7. Approximately how many students in this class/group have been identified as:_____a. blind or visually impaired _____b. deaf or hard of hearing_____c. developmentally disabled _____d. having emotional/behavioral disorders_____e. gifted _____f. having learning disabilities_____g. having physical disabilities _____h. being other health impaired

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Goal Attainment Scaling Protocol (GASP)

Candidate Name: _______________________________________________Placement: ________________________________Mentor Teacher: _______________________________________________Candidate Program: Gifted Endorsement

Identify three students (by alias) whose performance you will document.Student 1: Student 2: Student 3:

Please indicate whether this is an academic concern or a behavioral concern. Then check the nature of the concern.Academic:___Reading, English___Math___Science___Social Studies___Art / Music___Other

Academic:___Reading, English___Math___Science___Social Studies___Art / Music___Other

Academic:___Reading, English___Math___Science___Social Studies___Art / Music___Other

Are you concerned about:____ Concept / informationacquisition____ Fluency____ Maintenance____ Generalizing theinformation

Are you concerned about:____ Concept / information acquisition____ Fluency____ Maintenance____ Generalizing the information

Are you concerned about:____ Concept / informationacquisition____ Fluency____ Maintenance____ Generalizing the information

or or orBehavioral:___Increasing production___Increasing engagement

Behavioral:___Increasing production___Increasing engagement

Behavioral:___Increasing production___Increasing engagement

Write your goal for the student in regards to your instruction or actions.

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GASP, pg 2.

Identify outcomes for each student, beginning with the most likely outcome. This is the outcome you would reasonably expect to occur at the end of the instructional period. Then, describe two higher levels of success: more than expected (+1), and much more than expected (+2). Do the same for lower levels of progress, including less than the expected outcome (-1) and much less than the expected outcome (-2). Identify the date on which you will review the students’ progress and who will rate the student (yourself or mentor teacher).

Level of expected outcome: Student 1 Student 2 Student 3Review date:Rater:Much more than expected (+2)More than expected (+1)

Most likely outcome

Less than expected (-1)

Much less than expected (-2)

1. Identify the key ways you evaluated the outcomes for each of these children. Specifically, what methods did you use in evaluating these children (observation, test, rubric, classroom questions, participation in lesson, task completion, etc…) and what was your decision-making process when evaluation these outcomes?

2. Estimate the degree to which the plan was carried out as intended:

___ as planned ___ almost as planned ___ with a moderate amount changed ___ with many changes

3. Rate each student’s outcome on the review date and report the goal attainment scale rating and the rater:

Student Date Goal Attainment Rating( -2, -1, +1, +2)

Rater (self or mentor)

Student 1Student 2Student 3

4. If you had another individual rate the goal attainment as well, what was the agreement of your ratings? For example:

Student 1: my rating =1; my mentor’s rating = 2; agreement = 1.5

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Teaching Videotape Evaluation Form - Student

Name: ______________________________________________________Place/Setting: ______________________________________________________Date/Time: __________________________ Videotape #: 1 or 2 (please indicate)

Please answer the following questions and provide explanations for your responses, commenting on what went well, and why, and on possible areas of improvement. (Please type your responses, using this document for format.)

1. Did I frame my lesson effectively, providing a clearly defined introduction, as well as effective closure?

2. Was my classroom predominantly teacher-centered, student-centered, or a combination of both? (What roles did I (as the teacher) and the students play?) Was this effective?

3. Did I choose appropriate language and content objectives, tasks, materials and (if applicable) visual aids?

4. Was student interest in the subject matter maintained and participation encouraged? How? Were all students adequately involved?

5. Did I modify vocabulary, grammar and/or content appropriately for this academic level?

6. Did I sequence tasks effectively? Did I pace the lesson well?

7. Did I give clear cues for student response, and allow for adequate wait time?

8. What types of feedback did I provide? Was it effective? What might I have done differently?

9. Was the physical arrangement of the classroom and student groupings effective?

10. How did I use nonverbal communication? Was it effective?

11. How were misunderstandings dealt with when they arose?

12. How did I anticipate and/or respond to multi-level and individual needs?

13. What would be a suitable follow-up to the lesson? Do I need to re-teach any aspect of the lesson?

14. Should I have employed alternative teaching strategies?

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Performance Assessment---Student

Candidate: Date:Mentor:University Supervisor:Briefly describe the setting:

This student form is to be completed independently by candidate prior to the final conference with the mentor. At the completion of the final conference, a consensus document will be generated. Each individual should independently rate the candidate’s performance based on the selected work sample (video recording) in each of the following categories by placing a checkmark along the continuum provided. In addition, please write any additional comments. Only the consensus document is to be completed and submitted to the course instructor by the end of the quarter and/or at the conclusion of the student’s field-experience.

All items are skills related to the Gifted Standards for the preparation of teachers of students identified as gifted, creative, or talented.

9S3 Conducts self-evaluation of instruction and program activities for continued improvement.

|_________________|_________________|_______________|______ _____________

Unsatisfactory Basic Satisfactory Proficient Unable to Judge

Comments:

9S4 Maintains confidential communication about individuals with gifts and talents by using verbal, nonverbal, and written language effectively; practices within one's skills limit and obtain assistance when needed by reflecting on one's practice to improve instruction and guide professional growth. |_________________|_________________|_______________|______ _____________


Comments:

9S5 Demonstrates commitment to developing the highest educational potential of individuals with gifts and talents by modeling sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individual students; upholds high standards of competence and integrity and exercise sound judgment in the practice of the profession.

|_________________|_________________|_______________|______ _____________


Comments:

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9S6 Conducts professional activities in compliance with applicable laws and policies, practice within the CEC Code of Ethics and other standards of the profession, acts ethically in advocating for appropriate services.

|_________________|_________________|_______________|______ _____________


Comments:

1D1 Teacher demonstrates attitudes that influence positive behavior of individuals with gifts and talents. |_________________|_________________|_______________|______ _____________


Comments:

5S1 Establishes and maintains rapport with individuals with gifts and talents using communication strategies and resources to facilitate understanding of the subject matter especially for students whose primary language is not the dominant language. |_________________|_________________|_______________|______ _____________


Comments:

5S2 Structures, directs, and supervises the activities of classroom volunteers and tutors; prepares and organizes materials to implement daily lesson plans; designs and manages daily routines. |_________________|_________________|_______________|______ _____________


Comments:

5S3 Designs learning environments that encourage active participation in individual and group activities, supporting intra- and inter-cultural experiences; creates a safe, equitable, positive, and supportive learning environment that encourages self-advocacy and increased independence. |_________________|_________________|_______________|______ _____________


Comments:

5S5 Prepares individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. |_________________|_________________|_______________|______ _____________

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Comments:

8S3 Evaluates instruction, learner products and portfolios, and monitors progress for individuals with gifts and talents. |_________________|_________________|_______________|______ _____________


Comments:

8S4 Uses and reports performance data and information from all stakeholders to make or suggest modifications in learning environments using effective communication skills. |_________________|_________________|_______________|______ _____________


Comments:

7S1 Prepares lesson plans for individuals with gifts and talents that include cognitively complex learning experiences, affective and ethical taxonomies and individualized learning objectives. |_________________|_________________|_______________|______ _____________


Comments:

7S2 Integrates affective, social, and career skills with academic curricula and identify realistic expectations for personal and social behavior in various settings and involve the individual and family in setting instructional goals and monitoring progress. |_________________|_________________|_______________|______ _____________


Comments:

7S3 Develops and selects instructional models to differentiate specific content areas, resources, and strategies that respond to cultural, linguistic, and gender differences. |_________________|_________________|_______________|______ _____________


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Comments:

7S4 Develops and implements comprehensive, longitudinal individualized programs in collaboration with team members. |_________________|_________________|_______________|______ _____________


Comments:

7S5 Makes responsive adjustments to instruction based on continual observations of gifted students.

|_________________|_________________|_______________|______ _____________


Comments:

4S1 Selects, adapts, and uses instructional strategies and materials in a timely manner according to characteristics of individuals with gifts and talents.

|_________________|_________________|_______________|______ _____________


Comments:

Signatures: Date Reviewed

Candidate ______________________________________ ____________

Mentor ______________________________________ ____________

Course Instructor ________________________________ ____________

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Curriculum and Instruction Field Experience: Improving Instructional Effectiveness: Field Experience

Associated faculty: Dr. Linda PlevyakRequired Readings: Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey Bass.

Course Overview:This course examines the nature of instructional effectiveness and it’s relationship to classroom practice. How practitioners perceive instructional effectiveness will also be analyzed. At the conclusion of this course, you should have:

1. Developed the ability to articulate relationships between teacher behavior and student learning and the supporting research evidence;

2. Acquired an understanding of how knowledge from teacher effectiveness research can be applied to improve instruction, student motivation, and student learning;

3. Developed a conceptual framework to observe and to describe what occurs in classrooms; 4. Learned to analyze your own teaching behavior using principles and concepts drawn from teacher

effectiveness practice and research; and, 5. Accepted teaching as a hypothesis-testing activity in which a teacher consciously anticipates the impact of

instructional acts and systematically assesses whether the consequences of teacher behavior are congruent with those expectations.

ALIGNMENT WITH NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS

Teachers know the subjects they teach and how to teach those subjects to students. Teachers are committed to students and their learning.

ALIGNMENT WITH TRANSFORMATION INITIATIVEIn view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data-driven instruction.

ALIGNMENT WITH CONCEPTUAL FRAMEWORKCandidates of the University of Cincinnati are committed, caring, competent educators

With foundation knowledge, including knowledge of how each individual learns and develops within a unique developmental context;

With content knowledge, able to articulate the central concepts, tools of inquiry, and the structures of their discipline; Who successfully collaborate, demonstrate leadership, and engage in positive systems change; Who demonstrate the moral imperative to teach all students and address the responsibility to teach all students with tenacity;

Able to address issues of diversity with equity and posses skills unique to urban education including culturally responsive practice;

Able to use technology to support their practice; Who use assessment and research to inform their efforts and improve student outcomes; and Who demonstrate pedagogical content knowledge, grounded in evidence- based practices, and maximizing the opportunity for

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learning and professionalism.

ALIGNMENT WITH OHIO STANDARDS FOR THE TEACHING PROFESSION Standard 1. Teachers understand student learning and development and respect the diversity of the students they teach. Standard 2. Teachers know and understand the content area for which they have instructional responsibility. Standard 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. Standard 4. Teachers plan and deliver effective instruction that advances the learning of each individual student. Standard 5. Teachers create learning environments that promote high levels of learning and achievement for all students.

Course Assignments:The following requirements are included to enable students to demonstrate achievement of the course objectives:

1. Individual Journals & Goals : This assignment is your personal reflection on how you are implementing or plan to implement effective instruction based on the textbook and teacher effectiveness research. The goals you develop for this course should be embedded into your journal and discussed frequently throughout our time together. You will add at least 8 reflections on what you plan to do once you are teaching (you can use your microteaching analysis as journal entries). You should connect your reflections to the readings, questions brought up in discussions, etc. The reflections can include pictures, video, etc. The weekly reflection should be at least a double-spaced page in length. 20% of final grade.

2. Reading Assignments, Video Clips and Follow Up Discussions : There will be reading assignments and video clips to watch for most classes. Students are expected to demonstrate that they have read and understood the ideas in the assigned material and are prepared to analyze and discuss them during the designated time. For some of the readings there will be questions posted on the discussion board on Blackboard. 25% of final grade.

3. Class Facilitation : This is your time to focus on a topic that interests you! We will break into groups (approximately 3 people) for this assignment. Look through the book chapters and find a concept that you would like to learn more about, as you are more likely to learn something well when you have to teach it to others. You will facilitate an activity that takes up approximately 45-60 minutes of the class time for one day to link readings to your own concerns, curricular materials, and teaching contexts. Within this general framework, our goal is to actively engage the class, which means moving beyond the lecture format. You will work with your group members on an activity that engages the class members (e.g. debate, role play, case study analysis, etc.). After your class leader assignment is complete you will submit a short one-page paper analysis of what you learned, what went well and what you might do differently next time. 20% of final grade.

4. Microteaching : Micro lessons are great opportunities to present sample "snapshots" of what/how you teach and to get some feedback from colleagues about how it was received. It's a chance to try teaching strategies that you may not use regularly. It's a good, safe time to experiment with something new and get feedback on technique. This assignment allows you to focus on a particular aspect of teaching (e.g. questioning techniques, behavioral management, etc.) that you feel needs further refinement. You will work with a peer to establish goals for your microteaching experience (you will complete two microteaching segments). There will be opportunities to teach small groups in class for approximately 10-minute periods. Your teaching needs to be videotaped and uploaded onto a computer for analysis. After

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you teach you will watch the video with a peer and analyze the segment for what went well, what needs further work, etc. 20% of final grade.

5. Wikispaces : We will be setting up and using an online communication site where you can keep your assignments, lessons, videos, etc. We will work on the schematics of what this will look like in class. 15% of final grade.

Evaluation and Grading Procedures:All students are expected to demonstrate high quality performance in all aspects of this course. This includes being prepared for class and being capable of applying ideas from assigned readings and class discussions in a variety of situations. If you do not post your assignment by the due date and time, you will not receive full credit. Assignments turned in after the due date and time will be subjected to a 20% deduction from the final grade. Each day an assignment is late, further 20% deductions may occur.

Evaluation Scale for Final Grade:

94-100 = A 74-76.9 = C

90-93.9 = A- 70-73.9 = C-

87-89.9 = B+ 67-69.9 = D+

84-86.9 = B 64-66.9 = D

80-83.9 = B- 60-63.9 = D-

77-79.9 = C+ below 60 = F

When writing your assignments, please use size 12-font and 1-inch margins and submit your papers using Microsoft Word.

Course Withdrawal Please check the Information Button in your course site for University policies regarding withdrawal dates from courses. If you are considering withdrawing from the course, please contact your advisor. If you are receiving financial aid or a scholarship there could be repercussions from withdrawing.

Please note that only in very rare circumstances will an "Incomplete" be given. Only students who have been participating in class regularly and submitting assignments as required will be considered for an “I” grade. Documentation regarding extenuating circumstances will be required before an “I” is granted.

A cademic Dishonesty The University Rules, including the Student Code of Conduct, and other documented policies of the department, college and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism or cheating will be dealt with on an individual basis according to the severity of the misconduct. Academic dishonesty in any form (cheating, plagiarism) is a serious offense and cannot be tolerated in any academic community. You may view the University of Cincinnati Code of Conduct information online at the following site: http://www.uc.edu/studentlife/conduct/Code_of_Conduct.pdf.

Accommodations Policy If you have a disability (e.g., visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability) which may influence your performance in this course, you must contact the Disability Services Office (DSO) to arrange for reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this course. If you require accommodations due to disability, please contact the DSO (http://www.uc.edu/disability.html) at [email protected] or 513-556-6823. You will be provided

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mailto:[email protected]

http://www.uc.edu/disability.html

http://www.uc.edu/studentlife/conduct/Code_of_Conduct.pdf

an Accommodation Form indicating your accommodation needs for the quarter. Please present this Form to your instructor as soon as possible to ensure your accommodation needs are discussed, agreed upon, and provided.

Electronic Communication and Attendance If you need support in accessing anything in Blackboard, call 513-556-1602. It is expected that students will check their email frequently for possible announcements regarding the class. The instructor usually checks email at least every other day, a situation may arise where this is not possible.

Do not wait until the last day before an assignment is due to contact your instructor if you have questions. Emails are considered private documents between the sender and the receiver. Permission from the sender is

required before forwarding to another.

Attendance in this class is important as what we do together will support what you can accomplish outside of class. As there are only 10 class sessions, only one absence is allowed. Active participation in this class is required. It is extremely important to generate and participate in class discussion. You should actively and thoughtfully comment on your classmates' ideas, comments, etc. As this is a graduate course, you will be asked at times to facilitate and guide discussion.

Please n ote that technical difficulties do not excuse the student from the responsibility of participation and other assigned work.

Questions for your InstructorIf you have questions about an assignment or other portion of the course, please email the instructor. Please look ahead to see what is due so you can prepare for upcoming assignments.

Office HoursPlease feel free to email the instructor if you would like to schedule a time to talk. There are no current office hours but with the flexibility of the summer schedule, there should be ample time to discuss ideas outside of class.

Issues Related to DiversityThe University of Cincinnati is an inclusive community that celebrates diversity and strives to have faculty, staff and students that reflect the diversity of our plural society. We do not discriminate on the basis of race, class, linguistic background, religion, gender identity, sex, sexual orientation, ethnicity, age, or physical ability. Students are expected to gain experience in working with diverse populations of children and families in this course.

Course Participation and CommunicationAll students are expected to participate in the course discussions and activities in a concise, well-organized, and scholarly manner. Discussions will be based upon information obtained from appropriate reference sources including assigned readings, assigned web sites, previous coursework, or personal experience. If you are talking about personal experiences or situations from your teaching, please be sure to maintain confidentiality at all times (don’t include full names of people being described).The expectations for course participation and communication are based on the following criteria: engagement with the course activities, quality of content, collaborative nature of discussions, quality questions and mechanics.

Dimensions Excellent Good Satisfactory Poor UnsatisfactoryEngagement with course activities

Participates in class discussions and activities. Listens to others and shares reflective ideas.

Participates in most class discussions and activities. Listens to others and shares reflective ideas.

Participates in some class discussions and activities. Sometimes is not focused on the class and sometimes shares reflective ideas.

Infrequently adds to discussions. Contributes little during class.

No participation and doesn’t contribute in class.

Content Discussions are Discussions tend to Discussions tend to Discussions not Doesn’t discuss

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characterized by clarity of argument, depth of insight into theoretical content, relevancy, and sometimes include unusual insights and flashes of brilliance. Information is well supported and may include information from other resources in addition to assigned readings.

produce good general answers that are supported by analysis. Assertions are supported by evidence.

address topics peripheral to the discussion questions and highlight mainly opinion rather than analysis. Information provided is accurate, but may not get the central theme of the discussion. Assertions are not supported by evidence.

supported by evidence, contain factual error.Understanding of information for content question not evident.

ideas.

Collaboration Collaborative learning is evidenced by support and encouragement, as well as willingness to critically evaluate the work of others.

Collaborative learning evidenced by support and encouragement.

Little evidence of collaborative learning.

Lack of evidence indicating an effort to include others.

No collaborative learning in evidence.

Questioning Frequently includes good questions that stimulate discussion. Frequently responds to questions from others.

Sometimes comments include questions that stimulate discussion. Sometimes responds to questions raised by others.

Seldom includes questions that stimulate discussion Infrequently responds to questions raised by others.

Comments lack questions that stimulate discussion. Non-responsive to questions raised by others.

No comments in evidence.

Mechanics Papers contain no errors in spelling and/or grammar. Meaning is unquestionably evident.

Papers contain little to no errors in spelling and/or grammar. Meaning is clear.

Papers contain errors in spelling and grammar Meaning is generally clear.

Papers contain errors in spelling and grammar. Meaning is in doubt.

Numerous errors in spelling and grammar or no papers are shared.

General Rubric for

assignments

Excellent Good Satisfactory Poor Unsatisfactory

Critical Thinking

Provides strong, consistent evidence of analysis, evaluation, and synthesis of information. Utilizes information from multiple perspectives.

Work is logical and coherent.

Provides strong evidence of analysis, evaluation, and synthesis of information. Utilizes information from multiple perspectives in a generally coherent and logical manner.

Provides some evidence of analysis, evaluation, and synthesis of information or provides strong evidence in two of the three areas listed above.

Provides limited evidence of analysis, evaluation, and synthesis of information.

Work is illogical and/or incomplete and lacking in perspective.

Integration of Knowledge

Consistently draws on knowledge from previous courses and academic experiences.

-Accesses and utilizes resources above and beyond those required

Consistently demonstrates most, but not all of the following skills:

-Draws on previous learning and experiences

Uses some, but not all or inconsistently demonstrates all of the following skills:


Provides limited evidence of integration of knowledge by occasionally demonstrating some of the

Work demonstrates little or no use of integration of knowledge, personal analysis, or perspective taking or utilizes

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for the course.

-Completes the above actions in a thoughtful and integrated manner.

-Consistently entertains views that differ from one’s own.

-Accesses and utilizes resources beyond those required

-Integrates knowledge in a thoughtful manner

-Entertains views that differ from one’s own.




following skills:





only one of the following skills:





Effective Communication

Work consistently demonstrates creativity, as appropriate. Content of work consistently exceeds expectations and consistently is effectively communicated.

Work provides strong, generally consistent evidence of creativity, as appropriate. Content of work often exceeds expectations and generally is effectively communicated. OR, work consistently demonstrates or exceeds expectations in two of the following areas: creativity, content, and effective communication.

Work provides some evidence of creativity, as appropriate. Content of work meets expectations, and sometimes is effectively communicated. OR, work generally, consistently demonstrates two of the following: creativity, content, and effective communication.

Work provides limited evidence of creativity, as appropriate. Content of work is below expectations and provides limited evidence of effective communication. OR, work sometimes demonstrates two of the following: creativity, expected content, & expected levels of effective communication.

Works lacks creativity, quality, and is rarely effectively communicated. OR, content of work is below expectations in two or fewer of the following: creativity, content, effective communication.

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