Cincinnati Christian UniversityEDUC 392 Classroom Management with Clinical Experience

Music Course PACKET

Fall 2013 2 credit hours Thursdays: 3:20 to 6:00 pmInstructor: Claudia Wehmann Office: Rine basementCell Phone: 513-478-2743***use this oneOffice Hours: Thursdays; also by appointmentEmail: Claudia.wehmann@ccuniversity.edu; cwehmann@fuse.net (goes to my phone)

Cincinnati Christian University Mission Statement:The mission of Cincinnati Christian University is to teach men and women to live by biblical principals and to equip and empower them with character, skills, insight, and vision to lead the church and to impact society for Christ.

Course Description:The course includes an in-depth study of recent research and theory relevant to planning, organizing, and managing student learning and behavior in the Music classroom. The semester of clinical experience (three hours per week in an early childhood classroom setting under the supervision of a certified/licensed music teacher) provides the opportunity for the application of the skills, knowledge, and dispositions gained during the course. Substantial discussion centers around the range of assessment practices, including standardized testing used by the state. Developmentally appropriate management strategies are discussed and applied in the clinical experience. Focus on professionalism and communication skills used with students, parents/guardians, and professional team members are emphasized. The participants’ personal professional philosophy and portfolio is revised to incorporate principles from this course. Participants must be admitted to the Music Education licensure program.

Course Objectives:The student will:

integrate theory and teaching strategies learned in other classes demonstrate knowledge of the practical aspects of classroom management, lesson

planning, and use of resource materials be able to explain the theoretical rationale to support these objectives exhibit professional conduct with respect to the school environment build a working portfolio formulate a personal philosophy based on theory and research for management of

a classroom

Course Rationale:Classroom management skills are integral to teacher and student success. This course stresses the concepts and skills of classroom management using a local school as a clinical site for their application. Forty-five (45) clock hours are accrued over the fifteen weeks while the student practitioner is assigned to a mentoring teacher in a local school.

1

Required Texts for EDUC 392Charles, C.M. Building Classroom Discipline. 10th ed. Boston: Allyn and Bacon.Evertson, Carolyn M., Emmer, E.T., Worsham, M.E. (2006). Classroom Management

for Elementary Teachers. 9th ed. Boston: Pearson Education.Payne, Ruby K. Framework for Understanding Poverty. Aha! Process, Inc.

Required Text for Education DepartmentCommon Core Content Standards Notebook

Required Supplies 2 inch three ringed notebook, scissors, glue, ruler, notebook paper

Performance Outcomes Assessed During this course Teachers are caring and empathetic individuals Teachers understand and respect the diversity of the students they teach Teachers commit time and energy to community service Teachers communicate clearly in both written and verbal forms Teachers know Ohio Common Core Content Standards for content curricula Teachers display knowledge of how students learn and of the developmental

characteristics of age groups Teachers recognize characteristics of gifted students, students with disabilities and

at-risk students in order to assist in appropriate identification, instruction and intervention

Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students

Teachers know how to present content in multiple ways, connecting to relevant experiences, and are able to articulate appropriate goals and rationale for instructional choices made

Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning

Teachers are reflective and display a willingness to implement change Teachers know and understand professional ethics and policies and legal codes of

professional conduct Teachers comprehend and utilize the academic language including vocabulary

and language structures appropriate to the content, child’s language development and the teaching profession.

Teachers demonstrate how to select or design appropriate formative and summative assessments to provide evidence of student learning as related to identified standards or objectives.

2

The Ohio Standards for the Teaching Profession

In the Standards for the Teaching Profession, seven standards are delineated. These standards fall under three larger organizers, as shown below, and include:

The Focus of Teaching and Learning

The Conditions for Teaching and Learning

Teaching as a Profession

Standard #1: StudentsTeachers understand student learning and development, and respect the diversity of the students they teach.

Standard #2: ContentTeachers know and understand the content area for which they have instructional responsibility.

Standard #3: AssessmentTeachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Standard #4: InstructionTeachers plan and deliver effective instruction that advances the learning of each individual student.

Standard #5: Learning EnvironmentTeachers create learning environments that promote high levels of learning and achievement for all students.

Standard #6: Collaboration and CommunicationTeachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

Standard #7: Professional Responsibility and GrowthTeachers assume responsibility for professional growth, performance, and involvement as individuals and as members of a learning community.

3

Course Schedule for EDUC 392(updated 5/20/13)Be sure to bring your text books to class

Date Class Topics Reading & Assignments Due

#1August 29

Historical Perspective of Classroom Discipline Models

*Read Charles ch 4-5 (take notes) Please bring your required supplies to class

#2September 5

Classroom Discipline ModelsKagan Win-Win

*Read Charles ch 7,8,9 Take notes*RG 1.1 due in class pg 11&12

#3September 12

Classroom Discipline Models

*Read Charles ch 10,11,12; take notes*Journal Submission #1*Field Experience log check

#4September 19

Establishing Personal Discipline Philosophy

Organizing the Classroom and Supplies Classroom Teacher Interview

*Read Charles ch 13 and 16*Read EE ch 2;*Create a rough draft of your proposed classroom floor*RG 2.2 (2 pages) pg39-40*Discuss CC Experiences

#5September 26

Choosing Rules and Procedures

*Read EE ch 3;*Phase 1 of Philosophy draft due*Discussion on Ruby Payne next class*CC Experience essay due

#6October10

Managing Student WorkEmerging Teaching StylePersonal ReflectionWoods Discussion

*Read EE ch 4&5* Discussion on Payne*RG 3.3 pg 69-71 only*Journal submission #2

4

October 4 Fall Recess-No Class

#7October 17(OCTEO)

Planning and Conducting Instruction

Establishing Goals/Objectives

*Read EE ch 6;*Phase 1 of Philosophy final copy due

#8October 24

Building Classroom Respect and ResponsibilityTaxonomies and DomainsTeacher AssessmentGoals/Objectives

*RG pg 112,2nd column thru pg 121; Praxis pg 121;Figure 9.1pg214; Figure 11.4 pg 285

#9October 31

Instructional ObjectivesPlanning InstructionCooperative Learning GroupsTeacher Talk

*Read EE ch 7*RG App Ex 5.2 pg 117*RG 8.1 pg 190*RG 8.9 pg 205

#10November 7(Advising Week)

Maintaining Appropriate Student BehaviorCommunication for Effective Teaching

*Read EE ch 8 and ch 9*Phase 2 of Philosophy draft due

#11November 14

Managing Problem BehaviorsCommunication for Effective Teaching

*Read EE ch 10;*Review EE ch 8;* Narrative Draft Due

#12November 21

Managing Special Groups * EE ch 11*Journal submission #3 due*Phase 2 Philosophy final due

November 28 Thanksgiving- No Class Narrative Final Due#13December 5

Assessment *RG-pg 126-140*Phase 3 draft dueValue Added Discussion

#14December 12

Assessment *Phase 3 Philosophy final due

December 16-19 Exam Week/Exit interviews *Final portfolio due *Assignment #1 all due

5

6

Course Requirements:*** You must have a current FBI/BCI background Check on file in the

Education Department to participate in EDUC 390/391/392/393

Assignment #1 Clinic 200 points

The student will participate in a meeting with the mentoring teacher prior to the first day of the semester. At least 3 hours of the clinical experience should be completed before classes at CCU begins

Following this meeting the student will submit to Mrs. Wehmann a schedule of the times/days of the clinic experience as agreed to by the student and the mentoring teacher.

Completion of the asterisk activities and at least three others as listed in this course packet is required. Failure to complete these activities will result in a significant decrease in the pre-service teacher’s grade. Documentation of the completion of these activities is to be included in the portfolio/journal.

A form is included in the Course packet on which to log clinic hours. The forty-five (45) hours are to be completed before December 16 th . All hours must be completed to receive credit for this class (3 hours each of fifteen weeks).

Mrs. Wehmann will review the mentoring teacher’s Final Evaluation Form and the Professional Disposition Checklist submitted upon completion of the clinic hours. Mrs. Wehmann will also review the pre-service teacher’s participation in the EDUC 390/391/392/393 class and the professionalism demonstrated in all areas pertaining to this course. These reviews will guide Mrs. Wehmann’s decision on the number of points credited for Assignment #1

Assignment #2 Journal 60 points

A journal is to be submitted to Mrs. Wehmann by the dates listed on the Course Schedule (Sept 12, Oct 10 , and Nov 21). The journal is worth 20 points for each of the three submissions. Evaluation of the journal will be based on following: directions, thoroughness of entries, content and context of the communication, and perceived effort. See the Course Packet for specific directions and the Grading Rubric. A binder is highly suggested for this assignment. Since you will be combining three different kinds of journals (in-class writing, observation of narrative students writing, and general observations during field experience) you must have a section for each of these entries. During our first class time we will be going over directions for your journal. This should be in a 2 inch notebook with notebook paper included.

7

Assignment #3 Portfolio 140 points

Artifacts from the activities to be completed are to be included in a portfolio. Artifacts will include lesson plans, photos, student work, and materials made during the clinical experience.

Assignment #4 Narrative 100 points

The observation of one student WILL be noted in the journals; however, a separate narrative needs to the created capturing the details of the observations. In this narrative, include which learning style strategies worked or would work best. Include behavioral strategies used and the degree to which these appeared effective. Discuss what you would do to meet the personal needs of this student if you were to have children such as these in your future classroom. Value Added Data will also be included. Draft due Nov. 14th and final Due November 28th ***

Assignment #5 Teaching Philosophy 300 points

A “Philosophy of Teaching” document is to be written. This assignment will be done in stages with rough drafts included in the assignment and grading system. Value- Added Data will also be included

Assignments #6 Homework/Class Participation 200 points

Questions/Activities from the various required texts will be assigned throughout the term.

Evaluation:Class Participation and attendance 200 pointsJournal 60 pointsPortfolio 140 pointsNarrative 100 pointsPhilosophy of Teaching 300 pointsClinic Hours 200 points

Mentoring teacher Evaluation/Instructor Evaluation __________________________

Total 1000 points

8

**The grading scale listed in CCU’s Academic Information booklet will be used to determine the final letter grade for the course.

Late assignments: An assignment will be considered late if it is not submitted by 4 PM on the date due. A 10% penalty per day will be given for each late paper/assignment. Example: If an assignment is worth 50 points, then 5 points will be deducted for each day it is late. Late work will not be accepted after December 10th.

Attendance: In accordance with CCU policy, only 6 hours (2 class periods) of this class may be missed. Absences for any reason in excess of this number will result in a drop from the class and receiving a grade of FA (failure due to absences). Please review the CCU Attendance policy. If you do miss class, it is your responsibility to get notes from a class member. If an assignment is due on the day of your absences, the assignment still must be submitted that day or it will be considered late. Each tardy or reverse tardy (1-15 minutes after scheduled start or before scheduled finish) will result in 5 points being deducted from the participation points. Time exceeding 15 minutes will be counted as one hour of absence. However, as a future teacher, it is highly frowned upon that you miss any classes except for extreme emergencies.

Classroom Observation times must not interfere with chapel or the University’s Spiritual Development

program

9

Cincinnati Christian University

EDUC 392 Education Clinic with Emphasis on Classroom ManagementExplanation for Field Mentor

The CCU student will complete three clock hours of clinical experience per week for fifteen weeks. The three hours are to be scheduled in increments of no less than 90 minutes unless other permission is given. The hours are to be spent in the assigned classroom during the children’s school day. This placement begins prior to CCU’s beginning its first week of classes. The exact starting date of the placement is decided between the CCU student, CCU supervisor, and the mentoring teacher.

If school (CCU or the placement school) is not in session during the time regularly scheduled for this experience, then the hours missed must be rescheduled, as do any hours missed due to a student’s illness. Hours and activities are to be recorded on the Clinical Log provided in the Course Packet.

The student will maintain a journal with an entry for each visit. The entry will include a description of the student’s activities for that day. Also, reflections of the positives and negatives of the day’s experiences and reflections on how to improve will be included. The journal should also include insights gained. The journal may be handwritten and should be kept in a notebook. Students need also to refer to the directions in the syllabus. The journals will be submitted at designated intervals to the CCU’s supervisor.

The student will experience all activities marked with an asterisk and at least 3 of the other activities, preferably more.

1. Observe the mentoring teacher while teaching and interacting with the students*

2. Create and manage a learning center*3. Create and execute an extension activity*4. Execute a large group/whole class lesson*5. Execute lesson(s) with small groups*6. Participate in one-on-one tutoring*7. Create assessments for student work*8. Observe a high functioning student and a low functioning student during

class time or performance activity. Compare and contrast the behaviors and include in your journal*

9. Carefully analyze the classroom environment relative to the information in our texts including your observations as a separate entry in your journal.*

10. Create a bulletin board11. Attend a parent-teacher conference12. Attend a staff meeting13. Attend a staff committee meeting14. Observe recess, art, Language Arts, or math classes, etc.15. Ask the principal or assistant principal to do a mock interview with you or

talk about the expectations for teachers16. Ask the principal if you may read a contract

10

17. Read through the teacher’s curricula manuals18. Read through the building/district objectives/goals for students for your

grade level. The teacher should be able to provide this for you to peruse while you are in her/his room.

19. Read an IEP after being granted permission to do so.20. Talk to the support staff for the students with special needs about their

roles in the building, needs of the students, etc. Record the information as a separate entry in the journal.

21. Attend a musical performance at your assigned school

When doing the above activities, the CCU student is to record the activity’s occurrence and reflections on these in the assigned journal. Artifacts of the above activities are to be included in the assigned working portfolio.

Additional Assignments

Additional assignments associated with this Classroom Management course will also be completed.

The CCU student will display professional conduct and professional appearance

The CCU student will never be alone with a classroom of children nor be given responsibility befitting a licensed teacher.

The mentoring teacher will be given two copies of evaluation forms to complete. A final evaluation is necessary and a midterm is requested.

The mentoring teacher’s primary responsibility is to provide opportunity for the CCU student to accomplish the required activities. The mentoring teacher will give guidance as necessary to help accomplish the required activities. Also, the mentoring teacher will complete the Final Evaluation provided by the CCU Supervisor. The CCU Supervisor will observe the CCU student during the term three (3) times, teaching one (1) whole group lesson, one (1) small group lesson and one (1) choice or either type.

11

Directions for Assignment 2 JournalEDUC 392 Classroom Management with Clinical Experience

The EDUC 392 student will complete a journal entry for each visit to the assigned classroom plus any other observations or meetings in which participation occurs. Each entry will include a brief description of the EDUC 392 student’s activities for that day, comment on observations, and/or a summary of meetings. Also, reflections of the positive and negative of the day’s experiences and reflections on how to improve are to be included. The journal should also include insights gained. The journal must reflect concepts being discussed in the EDUC 392 Course.

The journal may be handwritten but word processing is preferred. Journal entries need to be encased in something- notebook- which contains only this journal. A binder is highly suggested for this assignment since you will be combining three different kinds of journals (in-class writing, observation of narrative students writing, and general observations during field experience)

When journals are due, all entries are to be submitted (old and new).

Due dates for journals are September 12th, October 10th , and November 21th

The following rubric will be used for assessment of journal entries:

Thoroughness Possible 5 pointsReflection Possible 5 pointsApplication Possible 5 pointsEffort Possible 5 Points Total Possible 20 points

Directions for Assignment 3 PortfolioEDUC 392 Classroom Management with Clinical Experience

A professional portfolio is to be created and will include artifacts from this and previous courses. The portfolio should give a prospective employer a visual of your skills/talents/knowledge relative to teaching.

Contents must include the following: Table of Content Resume including contacts for recommendations Experience chart Signed Log of Hours from this class’s experiences Philosophy Statement (Assignment 5)- combined into one statement Photographs of your work at the clinical site (bulletin board, learning center,

doing activities with students, sample of student work, etc.) These artifacts should be labeled for clarity. Make sure that you include evidence for each of the

12

assignments you complete from the list on pages 10 and 11 (or page 18 ) in this packet.

Lesson Plans (at least 3) C Wehmann’s observation forms (3) Narrative essay Evaluations from Mentoring Teacher [mid term (1) and final (3)] Proof of Christian Service Hours Artifacts from other classes Other (awards, letter from student, parents, note from mentoring teacher, etc.)

These need to be compiled into a notebook with a logical organization. The notebook should look professional and attractive. Remember, the people looking at the portfolio will in most cases have only a few minutes to do so. Choose carefully so as to represent yourself in the best, condensed form possible. This portfolio will be turned in during finals week in an exit interview.

The following rubric will be used for assessment of the portfolio:

Artifacts 20 possible pointsEffort 40 possible pointsFollowing Directions 30 possible pointsQuality of Portfolio 50 possible points

Professional look, attractive appearance, organization, clarity, spelling, grammar, quality of material included

Total 140 possible points

Directions for Assignment 4 Narrative of Student

EDUC 392 Classroom Management with Clinical Experience

Make notations of observations of one student- do not use the children’s real names. These observations are to start by the third week of the experience and continue until a week before this assignment is due November 28th . The notations will be kept in the clinical Journal (Assignment 2). These notations are to be submitted in their rough form with the final paper. The following points are to be covered thoroughly in the narrative.

Observe the learning styles of the student as well as the multiple intelligences exhibited. Cite strategies that appear to be working relative to learning style or intelligence. How does this student learn?

Observe the use of behavior management strategies and the degree to which these appear to be effective with the student. How does this student behave?

Share how you would instruct this student if they were in your classroom. How would you teach these students?

13

Value Added Data-Using the information from the district web site and building web site where you are doing your clinical experience, the district report cards from ODE, and any other information you may find, complete the following questions in paragraph format:o What does the data tell us about the district? About your building?o How could you use this data to plan for the district? For your building? For

your student?o What would you focus on as your plan for the next year? What are the areas

of potential concern?o What other information would be helpful to improve instruction?

On the due date (November 28th ), submit the observation notations in their rough form and the typed narrative which includes information on the above bulleted points.

The following rubric will be used for assessment of the narrative:

Following directions 30 possible pointsWhat you say 40 possible pointsHow you say it 30 possible points

Total 100 possible points

Directions for Assignment 5 Personal Teaching Philosophy

EDUC 392 Classroom Management with Clinical Experience

Develop a personal philosophy of teaching. A personal philosophy is one where the individual collects ideas from theory, research, and what is considered best practice and melds into a workable model for herself/himself. A personal philosophy is subject to revision as one grows professionally.

For this assignment the philosophy has been broken down into three phases. Phase I deals with creating your vision and the physical environment of the classroom. Phase II addresses the socio-emotional environment, behavior management, and parent interaction. Phase III incorporates philosophy on curriculum, planning, learning opportunities, homework, special needs, and assessment.

Phase I

1. Vision- What do you want the students to leave your classroom with at the end of the year? This should be the ideal. Your vision should be well documented using your textbooks which includes Charles and Evertson/Emmer

2. Physical Environment- what will your classroom look like? The environment is to be created using the following information:

Grade, group, vocal or instrumental class Classroom configuration Storage areas

14

Placement of special needs studentsInclude a floor plan with labels or a key. Also write a rationale for your choices, citing support from the texts and at least to other sources. Standard MLA style should be used with parenthetical documentation and Works Cited page. Describe the furniture with regard to size, a close estimation will suffice. List/explain use of items chosen to be used in the classroom. Worth 100 points. Due September 26/ October 17th

Phase II

In this phase explain the socio-emotional environment you wish to create for your students. What kind of atmosphere will your class have? What kind of interactions between peers? What kind of interaction between you and the students, between you and the parents? How will a nurturing environment be created for students with diverse needs? Explain the strategies that you might use to foster an ideal atmosphere and relationships.

Also in Phase II, explain your behavioral management system along with rationale supporting your choices. Behavior management is NOT just what will you do when the students “misbehave”. It’s all about the little things like lining up and sharpening pencils and answering questions. We will discuss this concept frequently during the semester. Cite professional sources using at least two besides the texts.Worth 100 points. Due November 7th November 21st

Phase IIIExplain the strategies that you will incorporate to facilitate maximum learning. Discuss the kinds of learning opportunities you hope to provide and your homework policy. Do not repeat ideas from Phase II but include other management tools that will maximize learning. Also include comments, relating the above to the special needs student you will have, both gifted and remedial. Relate the assessment strategies that you might choose. For all the above, give rationale and cite professional documentation. Use at least four (4) resources with at least two being other than our texts. Include Value-Added Data in your assessments. Consider the following questions: Why is it important to measure student growth? How does this information impact the classroom? What impact does the AYP have on the classroom? In what ways can a school add value to an individual student?

Worth 100 points. Due December 5th and December 12th

15

The following rubric will be used for assessment of the Personal Teaching Philosophy:Phase IRough Draft 20 possible points

VisionPhysical EnvironmentMUGS (mechanics, usage, grammar, syntax)Documentation

Final Draft 80 possible pointsVisionPhysical EnvironmentApplication of concepts from text and class discussionQuality of presentation of assignments (clarity, organization, neatness, MUGS)RevisionsDocumentation

Phase IIRough Draft 20 possible points

Socio-emotional environmentBehavior Management systemMUGS (mechanics, usage, grammar, syntax)Documentation

Final Draft 80 possible pointsSocio-emotional environmentBehavior Management systemApplication of concepts from text and class discussionQuality of presentation of assignments (clarity, organization, neatness, MUGS)RevisionsDocumentation

Phase III

Rough Draft 20 possible pointsStrategies for learningLearning opportunities, homework policy, others…Assessment StrategiesMUGS (mechanics, usage, grammar, syntax)Documentation

Final Draft 80 possible pointsStrategies for learningLearning opportunities, homework policy, others…Assessment Strategies (included Value- Added Data)Application of concepts from text and class discussionQuality of presentation of assignments (clarity, organization, neatness, MUGS)RevisionsDocumentation

These three phases will be combined as one philosophy statement in the final portfolio

16

Log of EDUC 392Clinic Hours and Activities Classroom Management with Clinic Experience

Cincinnati Christian University

Pre-Service Teacher’s Name: __________________________________ Box#: ____

NOTE: Student must have completed at least 45 hours (3 hours per week for 15 weeks) to receive credit for this EDUC 392.

Submit this log to Mrs. Wehmann by September 12 th and by December 17 th .

15 WeeksDates

Hours Completed

Activities Mentor Teacher’s

InitialsAug.

-------- Total hours to date: ---------

-------- Total hours: ---------

17

EDUC 390/391/392/393 Classroom Management with Clinical Experience

Final Experience Report

Cincinnati Christian UniversityMentor Teacher: Please indicate the experiences in which the student participated. The

student was to experience all the asterisked item and at least three of the others.

o Observe the mentoring teacher while teaching and interacting with the students*

o Create and manage a learning center*o Create and execute an extension activity*o Execute a large group/whole class lesson*o Execute lesson(s) with small groups*o Participate in one-on-one tutoring*o Create assessments for student work*o Observe a high functioning student and a low functioning student during

class time or performance activity. Compare and contrast the behaviors and include in your journal*

o Carefully analyze the classroom environment relative to the information in our texts including your observations as a separate entry in your journal.*

o Create a bulletin boardo Attend a parent-teacher conferenceo Attend a staff meetingo Attend a staff committee meetingo Observe recess, art, Language Arts, math classes, etc.o Ask the principal or assistant principal to do a mock interview with you or

talk about the expectations for teacherso Ask the principal if you may read a contracto Read through the teacher’s curricula manualso Read through the building/district objectives/goals for students for your

grade level. The teacher should be able to provide this for you to peruse while you are in his/her room.

o Read an IEP after being granted permission to do so.o Talk to the support staff for the students with special needs about their

roles in the building, needs of the students, etc. Record the information as a separate entry in the journal.

o Attend a musical performance at your assigned schoolMentor Teacher’s Comments:

Signature of Student________________________________________ Date___________Signature of Mentor Teacher ____________________________________ Date _______

18

Lesson Plans

Name _________________________Date __________________________Class: ________________________________________

Learning Goals: ________________________________________________________________________

Common Core Content Standard: ________________________________________________________________________

Methods: ________________________________________________________________________

Activities (including time management): ________________________________________________________________________

Materials: ________________________________________________________________________

Prior Knowledge: _______________________________________________________________________

Feedback Strategies: ________________________________________________________________________

Evaluation Strategies: ________________________________________________________________________

Special needs of students: ________________________________________________________________________

Reflection: Include answers to the following questions in essay format How do you think the lesson went? If you could teach the lesson over again, what would you do differently?

The same? How does your evaluation strategy determine whether you have met your

learning goals? Did the students learn what you wanted them to learn? How do you

know? What will you do next? Evaluate your methods, your activities, your materials. How did these

items help you to achieve your learning goals?

19

20

Final Evaluation of Dispositions of the Pre-service TeacherEDUC 390/391/392/393 Classroom Management with Clinical Experience

Cincinnati Christian University

Evaluation for _________________________ by______________________________Pre-Service Teacher Mentor Teacher

Placement for Clinical Experience __________________________________________

Date of Evaluation _______________________

To be a teacher whose students are successful learners one must posses certain dispositions. The chart below delineates these dispositions. Please mark the descriptor indicating to what degree each disposition has been observed for the pre-service teacher in question

Disposition Consistently Frequently Occasionally Not at All No Opportunity to observe

People of integrityHigh moral characterCaringEmpatheticSympathetic to needs of all learners and their familiesAppreciate the uniqueness of each learnerRespect each child and his/her cultureCommitted to lifelong learningInquisitive

21

Desirous to explore new applications or teaching and learning strategies including the use of new technologies as they ariseReflectiveAdaptableConfidentPeople who value the individual, the family, and the community of the child

Please comment on perceived strengths and weaknesses of the teacher candidate. If possible, include situational examples to support the comments.

Comments:

Signature of Mentor Teacher: __________________________________________Position/Location: ___________________________________________Date: _________________________

Signature of Pre-Service Teacher: _______________________________________Date: ___________________________

22

Mid-Term Evaluation of EDUC 390/391/392/393 Clinical Experience by Mentor Teacher

Cincinnati Christian University

Pre-Service Teacher__________________________ Grade/ages:____________Mentor Teacher _________________________ School: ________________Clinical Experience Dates (starting/ending) __________________________________

Evaluation Key: Rate the student in the progress he/she has shown5 Outstanding4 Good3 Acceptable2 Needs Improvement1 Not observed

Personal Qualities:

_____ Enthusiasm

_____ Willingness to adapt

_____ Creativity

_____ Self-motivation/ initiative

_____ Respect for students and staff

_____ Rapport with staff

_____ Rapport with students

_____ Professional appearance

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Instructional Qualities:

_____ Planning and preparation

_____ Developmentally appropriate teaching techniques

_____ Knowledge of subject matter

_____ Group management and organization

_____ Willingness to participate and try new ideas

23

_____ Sensitivity to individual student’s differences

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Professional Qualities:

_____ Self-evaluation and reflection

_____ Communication skills

____ Written

____ Verbal

____ Listening

_____ Awareness of professional role

_____ Organizational ability

_____ Ability to utilize criticism and suggestions

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Number of hours attended___________/75+ Number of hours absent ________

________________________________________ ________________________

Mentor Teacher’s Signature Date

_______________________________________ ________________________

Pre-Service Teacher Signature Date

24

Final Evaluation of EDUC 390/391/392/393 Clinical Experience by Mentor Teacher

Cincinnati Christian University

Pre-Service Teacher__________________________ Grade/ages:____________Mentor Teacher _________________________ School: ________________Clinical Experience Dates (starting/ending) __________________________________

Evaluation Key: Rate the student in the progress he/she has shown6 Outstanding5 Good4 Acceptable3 Needs Improvement2 Not observed

Personal Qualities:

_____ Enthusiasm

_____ Willingness to adapt

_____ Creativity

_____ Self-motivation/ initiative

_____ Respect for students and staff

_____ Rapport with staff

_____ Rapport with students

_____ Professional appearance

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Instructional Qualities:

_____ Planning and preparation

_____ Developmentally appropriate teaching techniques

_____ Knowledge of subject matter

_____ Group management and organization

_____ Willingness to participate and try new ideas

25

_____ Sensitivity to individual student’s differences

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Professional Qualities:

_____ Self-evaluation and reflection

_____ Communication skills

____ Written

____ Verbal

____ Listening

_____ Awareness of professional role

_____ Organizational ability

_____ Ability to utilize criticism and suggestions

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Number of hours attended___________/75+ Number of hours absent ________

________________________________________ ________________________

Mentor Teacher’s Signature Date

_______________________________________ ________________________

Pre-Service Teacher Signature Date

26

Ohio Standards for the Teaching Profession1. Teachers understand student learning and development and respect the diversity of the students they teach.2. Teachers know and understand the content area for which they have instructional responsibilities.3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.4. Teachers plan and deliver effective instruction that advances the learning of each individual student.5. Teachers create learning environments that promote high levels of learning and achievement for all students.6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

Cincinnati Christian UniversityTeacher Candidate Observation Form EDUC 390/391/392/393

Name _______________________________________Date ____________________School _____________________________________Grade ________________ Subject ________________Methods, Activities, Materials:

Commendations Targets

Supervisor Signature____________________________________Date ______________________Teacher Candidate __________________________

27

Types of Misbehavior

Inattention – Daydreaming, doodling, looking out the window, thinking about things irrelevant to the lesson.

Apathy – a general disinclination to participate, sulking, or not caring, not wanting to try or to do well.

Needless talk – students chatting during instructional time about things unrelated to the lesson.

Moving about the room – getting up and moving about without permission, congregating in parts of the room.

Annoying others – provoking, teasing, picking at, and calling names.

Disruption – shouting out during the instruction, talking and laughing inappropriately, causing “accidents.”

Lying – falsifying to avoid accepting responsibility or admitting wrongdoing, to get others in trouble.

Stealing – taking things that belong to others.

Cheating – making false representations or wrongly taking advantage of others for personal benefit.

Sexual harassment – making others uncomfortable through touching, sex-related language, or sexual innuendo.

Aggression and fighting – showing hostility towards others, threatening them, shoving, pinching, wrestling, hitting.

Malicious mischief – doing damage intentionally to school property or the belongings of others.

Defiance of authority – talking back to the teacher, hostilely refusing to do as the teacher requests.

28

Basic Principles of Working with Students

Maintain focus on your major task in teaching. Know what causes misbehavior and how to deal with the causes. Understand your students’ needs and how to meet them. Give up trying to coerce students. Treat all students as your social equals. Teach and relate to students in a charismatic way. Involve students meaningfully in making decisions. Establish a positive set of tactics for responding to misbehavior. Involve parents and guardians to a reasonable degree.

Set goals as you organize a personal system of discipline that increase the likelihood of the following:

An effective environment for learning A heightened student sense of purpose Increasing learning A joyful, satisfying experience in school Good personal relations Student self-control Student responsibility

Five Principles for Building a Personal System of Discipline

Principle 1: Present and conduct yourself in a professional manner.Make sure you know and put into practice the following:

Standards of professionalism Ethical considerations Legal considerations

Principle 2: Clarify how you want your students to behave, now, and in the future.Identify attitudes and behaviors such as:

Show positive attitude Behave considerably toward others Take initiative Show self-direction Make a strong effort to learn Assume personal responsibility for behavior

Principle 3: Establish and maintain classroom conditions that help students become the kinds of people you hope they will be.

29

Give attention to: Good environment for learning. Compatibility with students’ nature, needs, interests, and preferences Sense of community Positive attention Good communication Consideration for others Attention to special needs Trust Interesting activities Student knowledge of expectations Continual helpfulness Preservation of dignity Minimizing causes of misbehavior Teacher charisma Student involvement in planning the program

Principle 4: Do all you can to help students conduct themselves responsibly.

Identify and reduce the known causes of misbehavior.Build a sense of community in your classroom that emphasizes collaboration, joint decision-making, responsibility, and consideration for others.Communicate clearly and effectively with student. Keep them fully informed.Speak with students in ways that build dignity and invite cooperation.Work in a collaborative way with students and allow them to help make class decisions.Reach a set of agreements about how the class is to function and how you and the students will conduct themselves.Build group spirit and otherwise energize the class.Bring parents and guardians into a meaningful partnership with your class and program.Use activities that increase student self-direction and responsibility.Resolve class problems effectively and fairly while maintaining good personal relationships.

Principle 5: Intervene helpfully when misbehavior occurs

Understand the nature of helpful interventions and devise approaches that are suited to you and your students.

Develop a repertoire of helpful things to say and do when students misbehave. Identify tactics and words you want to n\make sure to avoid Establish a clear procedure for dealing with misbehavior. Involve students in

developing the procedure. Follow that procedure consistently. Help students accept responsibility for their behavior and commit to better

behavior in the future.

30

Value Added Assessment Goals

The Teacher Candidate will be able to apply the concept of value-

added and growth model approaches to classroom experiences

The Teacher Candidate will analyze how these concepts are related to

other school performance measures such as School and District

Report Cards

The Teacher Candidate will be able to explain value-added

assessments to students, teachers, school leaders, and parents

The Teacher Candidate will be able to compare/contrast value-added

assessment to Standardized Testing

The Teacher Candidate will be able to apply value-added results to

classroom instruction

The Teacher Candidate will demonstrate various alternative

assessment and feedback strategies in the classroom that support

learning and teaching

31

Social Networking

Social networking such as Facebook, Twitter, and the like are fast becoming a part of the social fabric of our lives. Please consider the following guidelines when you engage in social networking activities. Using care in your on-line communications can protect you from facing difficulties or challenges when you enter the workplace. Remember above all, you are a representative of Christ in everything you say and do in all areas of your life.

1. Your online presence reflects Cincinnati Christian University and Christ. Be aware that your actions captured via images, posts, or comments cast a reflection or perception on a community of believers beyond the walls of our institution.

2. You may not post pictures of pupils on your social network site.

3. Social media activities should not interfere with your coursework or fieldwork commitments.

4. Be respectful to Cincinnati Christian University, other students, professors, cooperating teachers, and pupils you work with in the field.

5. Information published on your blog(s) should comply with CCU’s confidentiality policies. This also applies to comments posted on other blogs, forums, and social networking sites.

6. CCU logos may not be used without written consent.

7. Respect copyright laws, and reference or cite sources appropriately. Plagiarism applies online as well.

8. Personal blogs should have clear disclaimers that the views expressed by the author in the blog is the author’s alone and do not represent the views of Cincinnati Christian University or the teacher education program. Be clear and write in first person. Make your writing clear that you are speaking for yourself and not on behalf of CCU.

32