www.smep.math.arizona.edu 1 STUDENT TEACHING HANDBOOK MATH 494C 2019
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STUDENTTEACHINGHANDBOOKMATH494C
2019
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WelcomeMentorTeachers,StudentTeachers,&UniversityMentors
TheUniversityofArizona,CollegeofScience,andDepartmentofMathematicsarecommittedtoprovidingstudentsintheSecondaryMathematicsEducationProgramwithavaluable,culminatingstudentteachingexperience.ThegoalofthisexperienceisthatstudentteachersapplytheconceptsandprinciplestheyhavelearnedintheirSecondaryMathematicsEducationProgramcourses.Thestudentteachersaresupportedinthisquestbyuniversitymentorsandclassroomteachers.
Wearegratefulforyourwillingnesstohelpnurtureandeducateournextgenerationofteachers.Weareincludinginformationaboutthedetailsofthiscommitmentintheenclosedpages.Wewouldliketostressthatthesedetailsareprocessesthatfacilitatetheprimaryrolethatyouplayto-
• Modelefficaciousstrategiesandroutines.• Providetheopportunityforthestudentteachertotryinnovativeproceduresandlessonswith
supportandinsight.• Nurturethedevelopmentofconfidenceandenthusiasmneededtobeaneffectiveteacher.
Thestudentteachingexperienceisthekeynextstepforthesebuddingeducatorstomakethetransformationfromstudenttoteacher.Thankyouforacceptingthisrole.Weareconfidentthatyouwillfindthistobearewardinglearningexperienceforyouandforyourstudentteacher.
ThiseditionoftheStudentTeachingHandbookismeanttobearesourcewithpracticalinformationtohelpstudentteachers,mentorteachers,anduniversitymentorsunderstandtheirrolesandresponsibilities.Importanttimelines,dates,andformstobecompletedthroughoutthesemesterareincludedinthisHandbook.It,however,isnotmeanttobecomprehensive.YoumayalsoaccesstheHandbookonlineat
http://smep.math.arizona.edu/content/student-teaching
AstheDirectoroftheSecondaryMathematicsEducationProgram,Iwelcomeyoutothestudent
teachingsemesterandthankyouinadvanceforyourcommitmenttomakingthesemesterapositiveexperienceforeveryone.Sincerely,
CynthiaO.Anhalt,Ph.D.AssistantResearchProfessorandDirectorSecondaryMathematicsEducationProgramDepartmentofMathematicscanhalt@math.arizona.edu
DemetriaMurrayFieldPracticumPlacementCoordinatorSecondaryMathematicsEducationProgramDepartmentofMathematicsdmurray@math.arizona.edu
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PhilosophyThegoaloftheSecondaryMathematicsEducationProgramistoprepareindividualswhowilljointhe
teachingprofessionasreflectivepractitioners.Throughouttheprogram,studentsareprovidedguided
opportunitiestoreflectonaspectsofclassroomlearning,suchastheroleofenvironment,teacher
questioningtechniques,cooperativelearning,studentmotivation,andtheutilizationofworthwhiletasks.
Duringtheirstudentteachingsemester,studentsdrawonthesereflectionsastheydevelopand
implementlessonsandassesstheirstudents’learning.Thestudentteachersthenanalyzetheirteaching,
andtheseanalysesbecomepartoftheirprofessionalportfolio.
ThepedagogycoursesandmanyofthemathematicscoursestakenbystudentsintheSecondary
MathematicsEducationProgramengagethemaslearnersthroughaninquiry-basedlearningapproachto
instruction.Studentsaregivennumerousopportunitiestoexperienceandreflectonthebenefitsofbeing
activelearnersinconstructingtheirownunderstandingofcontent,beitmathematicalorpedagogical.
Thisfocusoninquirylearningisimplementedwhenstudentsprepareguided-discoverylessonsaspartof
their“methods”courseandduringtheirstudentteachingsemester.
TheSecondaryMathematicsEducationProgramcouldnotexistwithoutitsclosecollaborationwith
teachersandschoolsinthegreaterTucsonarea.Thepreparationofsecondaryteachersofmathematics
followsanapprenticeshipmodel,whichallowsthepre-serviceteacherstoworkwithandlearnfrom
effectivemiddleandhighschoolteachers.Theprogramrequires90+hoursoffieldexperiencewhile
enrolledinpedagogycourseworkinthecontextofmathematicstopreparethepre-serviceteachersfor
theirculminatingstudentteachingsemester,whichisover600hours.Ourgoalistoprepareteachersof
mathematicssothattheyarereadytocontributetothefieldinpositivewaysandinfluencestudentsto
wanttolearnmathematics.
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Table of Contents Professionalism 5
Teacher Preparation Program Teaching Standards 6
Roles and Responsibilities 10
Student Teaching Record Card 14-15
Semester Phase-In Schedule 16
Semester-at-a-Glance Calendar 20
Semester Planning 21
Student Teaching Portfolio & Lesson Plan Design 23
Portfolio Overview 24
Portfolio & Semester Progression 25
Portfolio Outline 26
Lesson Plan Design 31-33
Evaluation of Student Teacher Performance 34
Evaluation Overview 35
Evaluation of Student Teacher Performance 38-42
Rubric for Assessment of Portfolio 43
Math 494C: Student Teaching Semester Grade 44
Policy for Student Teacher Dismissal/Reassignment 45
Graduation and Certification 46-48
Feedback Instruments 49
Grades 6-12 Student Feedback 50
Mentoring the Student Teacher and Giving Feedback 51-58
University Mentor Feedback 59-60
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Professionalism
DepartmentofMathematics
CollegeofScience
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Secondary Mathematics Teacher Preparation Teaching Standards Based on the InTASC Model Core Teaching Standards
and Learning Progressions for Teachers*
Overview
The University of Arizona has a responsibility to the educational community to ensure that individuals, who are recommended to the State of Arizona for teaching certification, are worthy to join the teaching profession. In order to communicate the expectations for students, the faculty has developed the standards based on the InTASC Standards, which the Arizona Department of Education (ADE) will be using as professional teaching standards. “The Interstate Teacher Assessment and Support Consortium (InTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.” The Standards help with recognition of prospective teachers who are excelling and those who are facing challenges. All students in any TPP at The University of Arizona are expected to demonstrate that they are prepared to teach children and youth. This preparation results from the combination of successful completion of coursework and display of important human characteristics which teachers should possess. Because the Professional Standards are used throughout the certification programs from admission to graduation, some criteria will be more relevant when students are in fieldwork and some when students are completing coursework. The areas that the Professional Standards address are (I) Content Knowledge, (II) Professional Responsibility, (III) Learner and Learning, and (IV) Instructional Practice. Persons with disabilities, who, with or without reasonable accommodations, are able to complete the essential requirements of the program, will not be discriminated against on account of their disabilities. Information concerning the accommodation policy can be obtained in the University of Arizona Disability Resources Center.
*http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf
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I. Content Knowledge Prospective teachers successfully complete the professional sequence of coursework in their respective programs prior to student teaching. Through the coursework, prospective teachers:
§ Demonstrate an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners;4
§ Connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues;5
§ Achieve or exceed the minimum grade point average: § Mathematics Major Courses G.P.A. ≥ 2.0 § Lower Division Mathematics Courses (MATH 122A&B, 125, 129, 223) G.P.A. ≥ 2.5 § Mathematics Education Courses G.P.A. ≥ 2.5 § Overall G.P.A. ≥ 2.0
II. Professional Responsibility
Through their behavior and in their interactions, prospective teachers:
§ Demonstrate the dispositions and characteristics of a professional educator and required for successful teaching.
§ Demonstrate responsibility for attending, being on time, and being prepared for scheduled classes and field experiences;
§ Have a professional appearance; § Communicate professionally and respectfully orally and in writing with peers, colleagues, instructors,
K-12 students, teachers, administrators, families, and community members; § Use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner;9
§ Collaborate productively and collegially with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being;10
§ Demonstrate the ability to: § accept and act upon reasonable criticism; § understand others’ perspectives about teaching; § question and test their assumptions about teaching and learning; § separate personal and professional issues; § look beyond self and respect differences of race, ethnicity, language, social class, national
allegiance, cultural heritage, disability or perceived disability, gender, and sexual orientation; § think analytically about educational issues.
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III. Learner and Learning Prospective teachers treat all students with respect and teach in ways that ensure that all students can learn. Through their formal and informal work with students, prospective teachers:
§ Understand how students learn and develop recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas; and design and implement developmentally appropriate and challenging learning experiences;1
§ Use understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential;2
§ Work with learners and colleagues to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.3
IV. Instructional Practice Prospective teachers design and plan curriculum that engages all learners. Through their lessons and units, prospective teachers:
§ Use multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction;6
§ Draw upon knowledge of content areas, cross disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals;7
§ Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information8.
1 InTASC Standard 1 2 InTASC Standard 2 3 InTASC Standard 3 4 InTASC Standard 4 5 InTASC Standard 5 6 InTASC Standard 6 7 InTASC Standard 7 8 InTASC Standard 8 9 InTASC Standard 9 10 InTASC Standard 10
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AZDepartmentofEducationTeacherEvaluationStandards
InterstateTeacherAssessmentandSupportConsortium(InTASC)TeachingStandards(2011)TheLearnerandLearningStandard#1:LearnerDevelopmentTheteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.Standard#2:LearningDifferencesTheteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.Standard#3:LearningEnvironmentsTheteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself-motivation.
ContentKnowledgeStandard#4:ContentKnowledgeTheteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.Standard#5:ApplicationofContentTheteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
InstructionalPracticeStandard#6:AssessmentTheteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.Standard#7:PlanningforInstructionTheteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.Standard#8:InstructionalStrategiesTheteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.
ProfessionalResponsibilityStandard#9:ProfessionalLearningandEthicalPracticeTheteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.Standard#10:LeadershipandCollaborationTheteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.
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RolesandResponsibilities
StudentTeacherMentorTeacherUniversityMentor
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StudentTeachers
QualificationsPriortoenrollinginMATH494C,StudentTeaching,studentsmustsuccessfullycompletethepedagogycourseworkandthesetofrequiredmathematicscourseswithaminimumcumulativeG.P.A.of2.0.Inaddition,thestudentteacherneedstofollowguidelinesandrequirementsforgraduationfromTheUniversityofArizonaandforteachercertification.SeethesectionGraduationandCertificationintheHandbook.RolesandResponsibilities1. Studentteachersarerequiredtobeattheschoolsforaminimumof80days(considerationistaken
forspecialcircumstances).2. Beatassignedschoolduringthementorteacher(s)’contracthours,includingin-serviceandgrading
days.3. AdheretothePhase-InScheduleagreeduponbytheST,MT,andUniversityMentor.DuringPhaseIII
(PrimaryResponsibilityPhase),theSTshouldbeassignedfourclassperiods,butnomorethantwodifferentcontentcoursesforplanningandteaching.
4. AttendStudentTeacher/MentorTeacherOrientationMeeting,whichisscheduledatthebeginningofthestudentteachingsemester.
5. FollowallresponsibilitieslistedinthePhase-InSchedule.6. CompleteaStudentTeachingPortfolio:
a) Keepabinderthatincludesallrequiredartifacts(seeTableofContents).Theportfolioinprogressshouldbeavailabletotheuniversitymentorduringallobservations;
b) CreateanE-PortfolioforaclassGoogleSiteforsharingwithpeers.7. CompletealluniversityassignmentsforsuccessfulcompletionofMATH494C.8. AttendSecondaryMathematicsEducationProgramseminarsandotherrequiredeventsasannounced
attheorientationmeeting.9. Createpositivecommunicationandaskformeaningfulfeedback(bothpositiveandconstructive).10. Havelessonplansavailable.11. BeresponsibleforthecontentoftheMATH494CStudentTeacherHandbook.12. KeepdocumentationontheRecordofStudentTeaching:
a) Includesattendance,formalobservations,seminars,workshops,conferences,completionofportfolio,andotherrelatedactivities;
b) Attendanceshouldbeinitialedbymentorteachereachweek;c) RecordCardsaretobesignedandcompletedatthetimeofthefinalconferenceandturnedinto
theuniversitymentor.13. Beprofessional(SeetheInterstateTeacherAssessmentandSupportConsortium(InTASC)Model
CoreTeachingStandardsadoptedbytheAZDepartmentofEducation).14. CheckemailatleastonceperdayandrespondtoSMEPemails.
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MentorTeachersTheprocessofselectingmentorteachersinvolvescollaborationamongtheSecondaryMathematicsEducationProgram,classroomteachers,schooldistricts,administrators,andprincipals.Mentorteachersneedtohavedemonstratedtheexpertiseanddesiretomentorstudentteachers.QualificationsMentorteachersarerequiredto:
1. Beemployedascertifiedteachers.2. Havetaughtaminimumofthreeyearsinthedesignatedcontentarea.3. Beapprovedtobeamentorteacherbyschooldistrictorprincipal.4. Showinterestinmentoringstudentteachersasaresponsibilitytotheprofession.5. Becapableofworkingasaneffectiveteammemberwiththeschooladministration,university
mentor,andtheSecondaryMathematicsEducationProgramforthebenefitofthestudentteacher.6. Becommittedtospendingtimewiththestudentteacherinplanningandevaluation.7. Bereflectiveofteachingpracticesandstriveforself-improvement.8. Beabletocommunicateknowledgeofteachingandlearningtoothers.9. Demonstrateapositiveandenthusiasticattitudetowardteachingandworkingwithstudent
teachers.
RolesandResponsibilities1. AttendStudentTeacher/MentorTeacherOrientationMeeting,whichisscheduledatthebeginning
ofthestudentteachingsemester.2. Acquaintthestudentteacherwiththeschool,staff,students,teachers,andcommunity.3. Createanatmosphereofacceptanceofthestudentteacheronthepartofthestudents,parents,
faculty,andschoolcommunity.4. Refertothestudentteacherasaprofessional(Mr.,Mrs.,Ms.withlastname)whenstudentsare
present.5. Orientthestudentteachertotheschoolpolicies,regulationsandpractices,aswellasclassroom
rules,organizationandmanagement.6. ReviewtheStudentTeacherHandbook.7. Providethestudentteacherwithadeskorworkplace,necessaryinstructionalmaterials,
resources,supplies,andequipment.8. Collaboratewiththestudentteacherwhenlessonplanninganddevelopingmaterials.9. Explaingoalsandobjectivesinrelationtocurriculumscopeandsequence.10. Providethestudentteacherwithpositivelearningexperiences.11. Modelrecordkeepingofformativeandsummativeassessmentofstudentlearningthrough
appropriatediagnostictestingandgrading.12. Providecontinuoussupport,conferences,andfeedbackopportunitiestothestudentteacher.13. Createpositivecommunicationandgivemeaningfulfeedback(bothpositiveandconstructive).14. Affordthestudentteacherwithopportunitiesforobservationandparticipationinexperiences
beyondtheimmediateclassroom.15. Modelprofessionalgrowth.16. CheckemailatleastonceperdayandrespondtoSMEPemails.
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UniversityMentorsUniversityMentorsworktogetherwithstudentteachersandmentorteacherstoformavaluablesupportsystemtoassureasuccessfulstudentteachingexperience.MentorsareDepartmentofMathematicsfacultymembers,adjunctfaculty,ormathematicseducationspecialistswhoaremathematicseducatorswithexpertiseinsecondarymathematicsteachingandlearning.
RolesandResponsibilitiesMentoring/supervisingstudentteachersinvolvesavarietyofstrategiesandassessments.Throughouttherequired80days,mentorsmakeweeklycontactwiththestudentteacher.Classroomobservationsarerequiredatleasteverytwoweeksfollowedbypostconferencestoevaluatethestudentteacher’sprogressinallareas,notjustinstructionalandclassroommanagementstrategies.Mentoringincludestheimportantelementof“coaching.”Avarietyofassessmentinstrumentsareusedduringthesemester:informalandformalobservations;midtermandfinalconferencesinvolvingtheuniversitymentor,mentorteacher(s),andstudentteacher;portfolioassessment;TeacherPreparationProgramProfessionalCriteria(seepage5);andarecordcardwhichdocumentsprofessionalactivities.Thementoringofstudentteachersisasupportive,informative,andnurturingprocess.
1.InitialVisittotheClassroom
Thisvisitisscheduledatthebeginningofthesemesterandisthefirstopportunityforthementortovisittheclassroom.Thementorwillmeetwiththementorteacherandstudentteacher.Manytimesthisisthementor’sfirstextendedconversationwithhis/herstudentteacherandmentorteacher(s).Itisatthistimethattheuniversitymentorwillneedtogooverexpectationsofthementorteacher(s)andstudentteacher,obtainascheduleoftheschoolday,filloutanynecessaryforms,andbeginmappingoutthePhase-InSchedule.
2.RegularContactwithStudentTeacherStudentteachersarerequiredtosubmittopicreflectionstotheiruniversitymentorandincludethemintheirportfolios.Themainpurposeofthesereflectionsisfortheuniversitymentorandstudentteachertoestablishatwo-waycommunication.Thestudentteachercanreflectontheweek’sevents,askindividualquestions,andupdatethementoronupcomingevents(e.g.,assemblies,tests).Thetopicsforreflectionsarelistedunder“PortfolioComponents”ofthishandbook.3.Mid-termandFinalEvaluation–Conferences
Theuniversitymentorwillscheduleamid-termandafinalevaluationconferencewiththementorteacher(s)andstudentteachertodiscusstheprogressandevaluationofthestudentteacher’sperformancebasedontheMid-termandFinalEvaluationoftheStudentTeacherPerformanceInstruments.
4.ClassroomObservationsandPostConferencesMentorsarerequiredtoscheduleobservationsandpostconferencesatleasteverytwoweeks.Theobservationwillbethelengthoftheclassperiodobserved.Generallythementorschedulesthepostconferenceduringtheperiodaftertheobservation.Howeverwhenthestudentteacherhasfullresponsibilitythementormayhavetodoareturnvisittopostconference.Itisimportanttopostconferencewiththestudentteacherassoonaspossible.
5.CheckemaildailyandrespondtoSMEPemails.
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StudentTeachingRecordCardStudentTeacherName SID StartDate
Jan.7,2019EndDateMay8,2019
EmailAddress SemesterSpring2019
CourseMATH494C
Units15
SchoolDistrict:School:Address:Telephone:
Specialization:SECONDARYMATHEMATICS
MentorTeacher:UniversityMentor:
Week MON TUES WED THURS FRITotal#DaysAttendanceCumulative
MTInitials
1 JAN7FirstDay 89
MTOrientation 10 11
2 14 15 16 17 18
3 21MLKDAY 22 23 24 25
4 28 29 30 31STSeminar FEB1
5 4 5 6 7 8
6 11 12 13 14 15
7 18 19 20 Rodeo Rodeo
8 25 26 27 28STSeminar MAR1
9 4 5 6 7 8
10 11 12 13 14 15
11 18 19 20 21 22
12 25 26 27 28STSeminar 29
13 APRIL1 2 3 4 5
14 8 9 10 11 12
15 15 16 17 18STSeminar 19
16 22 23 24 25 26
17 29 30 MAY1 2 3
18 6 78
LastDaySTSeminar
9 10
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UAMentorObservations&PostTeachingConferences ST/MT/UAMentorThree-WayConferences
Date SupervisorInitials Date UAMentorInitials InitialVisit
Mid-TermEvaluationConference
FinalEvaluationConference
Date Time Location Event UAMentor
October4,2018 4:00-5:30 406BClass StudentTeacherOrientation
January9,2019 5:15-7:00 UACampus MentorTeacherOrientation
January26,2019 8:00-2:00 THSAnnualMEADConferenceCenterforRecruitment&
Retention(CRR)
January31,2019 4:00-6:00 STSeminar1
February28,2019 4:00-6:00 STSeminar2
March28,2019 4:00-6:00 STSeminar3
April18,2019 4:00-6:00 STSeminar4
May8,2019 4:00-6:00 STSeminar5 Signaturescertifytheinformationonthiscardtrueandaccuratetothebestofyourabilities.StudentTeacher Date
MentorTeacher Date
UniversityMentor Date
ForOfficeUseOnlyFinalGrade:SPEIW
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SemesterPhase-InSchedule
DepartmentofMathematics
CollegeofScience
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Phase-InScheduleOverviewThePhase-InScheduleisasuggestedsequenceforthestudentteacher’sassumptionofresponsibility.Itisanormfromwhichthementorteacher(s),studentteacher,anduniversitymentorwillworkwhenstructuringaspecificstudentteacher’ssemesterinvolvement.Itisessentialthatthementorteacher(s)remainsactivelyinvolvedintheinstructionalprogram,closelymonitoringthestudentteacher’sprogress.Theuniversitymentorwillworkwiththeteamtoensurethatthestudentteachermeetstheminimumfive-weekrequirementofprimaryteachingresponsibility.Studentteachersarerequiredtostudentteachatleast80days.Theproposeduseoftimeistobeagreeduponbythementorteacher,studentteacher,anduniversitymentor.Allstudentteachersarerequiredtohaveaplanofactionrelatingtothefourphasesbelowgeneratedbythementorteacherandstudentteacherandapprovedbytheuniversitymentor.Asthesemesterprogresses,adjustmentsmaybemadeasneeded.
FourPhasesPhaseI–Orientation–1-2WeeksStudentteachersarebecomingfamiliarwithallaspectsoftheclassroomandschoolenvironment.Theywillobserveclasses,learnprocedures,learnstudents’names,andbeactivelyinvolvedintheeducationalexperience.Inaddition,theyarerequiredtoobserveatleasttwoclassrooms,otherthanassignedclassrooms,duringthisperiodandwriteareflectionoftheirobservationsfortheportfolio.TheywillalsocreatetheirClassroomManagementPlan.PhaseII–AssumingPartialResponsibility–6WeeksStudentteacherswillbeassumingpartialresponsibilityofthementorteachers’classes.Partialresponsibilityshouldincludeco-planningandco-teachingwiththementorteacher(s).Itisrecommendedthattheworkloadbecumulative,leadinguptothegradualtakeoveroftheresponsibilitiesforfourclasses.PhaseIII–PrimaryResponsibility–5WeeksStudentteachershaveprimaryresponsibilityforplanning,teaching,grading,classroommanagement,recordkeeping,andallotheraspectsoftheinstructionalprogramforatleastfourclasses.Thementorteacher(s)shouldprovidefeedbackandsupportwithlessonplanning,teachingandclassroommanagement.Co-planningandco-teachingmayoccasionallyoccurinthisphaseifitisbeneficialforthestudentsand/orstudentteacher.5weeksshouldnotincludespringbreakortheweekofstateassessments.PhaseIV–TransferofResponsibility–2WeeksStudentteachersgraduallytransferclassesbacktothementorteachers.Additionally,studentteachersarerequiredtoobserveatleasttwoclassroomsotherthanassignedclassrooms.Boththestudentteacheranduniversitymentorwillmeettodiscusswhattolookforintheobservations,suchasfocusingontwothingsthestudentteacherneedstostrengthen(e.g.classprocedures,engagementofstudents,activeparticipation).Reflectionsonthesetwoobservationswillbewrittenandputintheportfolio.Theseadditionalobservationsmaybecompletedatadifferentschool(withpriorapproval).
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Phase-InScheduleResponsibilities
PhaseI–Orientation1-2Weeks
StudentTeachers
Mentorteachers
§ Becomefamiliarwithallaspectsoftheclassroomandschoolenvironment.
§ Observeinstruction,classprocedures,andclassroommanagement.
§ Observeatleasttwoclassroomsotherthanassignedclassrooms.
§ Becomeacquaintedwithandlearnnamesofstudents;becomeawareoffriendshipsandsub-groups;becomeacquaintedwithuniqueneedsofstudents.
§ Participateinclassroomroutines,e.g.,takeattendance,reviewhomework,bellwork…
§ Tutorindividualstudentsasassignedbythementorteacher(s).
§ Participateinschool-relatedactivities.
§ Maintainresponsibilityforplanningand
conductingclassbutinvolvethestudentteachersininstructionalplanningbothshortandlongterm.
§ Involvestudentteachersinobservation,routineprocedures,preparationofmaterials,andinteractionwithstudents.
§ Developon-goingcommunicationwithstudentteachers.
§ Modellessonswithemphasisonstudentengagement.
PhaseII–AssumingPartialResponsibility6-7Weeks
StudentTeachers
Mentorteachers
§ Assumepartialresponsibilityforinstruction;
addoneclasseverytwoweeksasteachingproficiencyincreases.
§ PlanlessonscooperativelywiththementorteacherusingthelessonoutlineinthisHandbookalongwithmentorteacher(s)’plans.
§ Developandcarryoutaclassroommanagementandproceduralplan.
§ Developanduseasignaltogetthestudents’attention.
§ Participateinschool-relatedactivities.
§ Plancooperativelywiththestudentteacherto
executeinstruction,startingwithsmalltasks.§ Continuallyassessthestudentteacher’slevelof
competenceininstructionandclassroommanagementsothatthestudentteachercangainconfidencebeforeassumingadditionalresponsibilities.
§ Continuemodelinglessons.
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PhaseIII–PrimaryResponsibilityof4ClassesAllow5-7weeksinschedule(stateassessments&springbreak)
5Weeks
StudentTeachers
Mentorteachers
§ Assumeprimaryresponsibilityofatleast
fourclassesforplanning,classroommanagement,andinstructionalprogram.
§ Assumeprimaryresponsibilityfordevelopingtheinstrumentsofevaluation.
§ Recommendgradestomentorteacher(s).§ Participateinschool-relatedactivities.
§ Examine,critique,andprovidenecessary
approvalofstudentteachers’plansforinstructionandevaluation.
§ Observeandassessstudentteachers’lessonsandprovideappropriateoralandwrittenevaluation.
§ Contributetotheclassinstructioninwaysthatarecomplementarytothegeneralclasspresentationunderthedirectionofthestudentteacher.
§ Co-planningandco-teachingmayoccurifitisbeneficialforthestudentteacher.Keepinmindthatthestudentscanbenefitgreatlyfromtwoteachers.
PhaseIV–TransferofResponsibility(Phase-Out)2Weeks
StudentTeachers
Mentorteachers
§ Phaseoutoftotalresponsibilitybygradually
turningclassperiodsbacktothementorteacher(oneclassevery3daysorsointhe2-weekperiod).
§ Completerecordkeepingevaluationforportionofcurriculumtaught.
§ Visitatleasttwoclassroomsotherthanassignedclassrooms.Theseclassroomsmaybeinthesamecontentareaoroutsidethesubjectarea.
§ Participateinschool-relatedactivities.
§ Createaphase-outplanforwhichyouboth
agree.Werecommendtransferringclassesbackintheorderinwhichthestudentteacherassumedprimaryresponsibility,butthisisnegotiable.
§ Thelessonplanningbecomesmoreofateameffortforaboutaweek,thenthementorteacherresumesfullinstructionalresponsibility.
§ Resumemajorinstructionalresponsibility.§ Modelteachingstrategiesstudentteachersmay
nothaveseenortried.§ Discusswithstudentteachersthetransition
frombeingastudentteachertobecomingafirstyearteacher.
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Student Teaching Semester at a Glance – 80 Days Required 2019 Spring Breaks
March 11 - 15 Sahuarita USD March 11 - 22 Vail USD March 18 - 22 Amphitheater USD, Marana USD, TUSD, TVUSD March 19 - 22 SUSD March 25 - 29 CFSD April 15 - 19 FWSD
Week MON TUES WED THURS FRI
1 JANUARY7FirstDay 89
MTOrientation 10 11
2 14 15 16 17 18
3 21MLKDAY 22 23 24 25
4 28 29 30 31STSeminarFEBRUARY
1
5 4 5 6 7 8
6 11 12 13 14 15
7 18 19 20 21Rodeo 22Rodeo
8 25 26 27 28STSeminarMARCH
1
9 4 5 6 7 8
10 11 12 13 14 15
11 18 19 20 21 22
12 25 26 27 28STSeminar 29
13 APRIL1 2 3 4 5
14 8 9 10 11 12
15 15 16 17 18STSeminar 19
16 22 23 24 25 26
17 29 30 MAY1 2 3
18 6 78
LastDaySTSeminar
9 10
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SemesterPhase-InPlan(Tobefilledoutbythementorteacherandstudentteacherpriortoinitialconference.)
Name_______________________________________ Date____________________________________School______________________________________ Semester_____________Year___________
PhaseI–Orientation–1-2WeeksBeginningDate:_________________________EndingDate:_________________________Thestudentteachersarebecomingfamiliarwithallaspectsoftheclassroomandschoolenvironment.Theywillobserveclasses,learnprocedures,learnstudents’names,andbeactivelyinvolvedintheeducationalexperience.
PhaseII–AssumingPartialResponsibility–6Weeks
BeginningDate:_________________________EndingDate:_________________________Studentteacherswillbeassumingpartialresponsibilityofthementorteachers’classes.Partialresponsibilityshouldincludeco-planningandco-teachingwiththementorteacher(s).Itisrecommendedthattheworkloadbecumulative,leadinguptothegradualtakeoveroftheresponsibilitiesforfourclasses.
PhaseIII–PrimaryResponsibility–4Classes–5WeeksAllow7weeksinscheduleduetotesting,fallorspringbreaks
BeginningDate:_________________________EndingDate:_________________________Studentteachershaveprimaryresponsibilityforplanning,instruction,classroommanagement,andgradingforatleastfourclasses.
PhaseIV–TransferofResponsibility-2Weeks
BeginningDate:_________________________EndingDate:_________________________Studentteachersgraduallytransferclassesbacktothementorteachers.
LastDayofStudentTeaching:Signatures:StudentTeacher:___________________________________UniversityMentor___________________________________MentorTeacher(s):________________________________________________________________________________________________
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SemesterPhase-InPlan–DetailedbyWeek(Tobefilledoutbythementorteacherandstudentteacherandapprovedbyuniversitymentor.)
Remembertoincorporateholidays(daysofffromschool)andtestingdays.Pleaseadapttheformbelowtofityoursemesterplan.
StudentTeacher________________________ MentorTeacher________________________
Weeks Dates Phase DetailedResponsibilities
1 Jan7-11 I
2 Jan14-18 I-II
3 Jan21-25 II
4 Jan28-Feb1 II
5 Feb4-8 II
6 Feb11-15 II
7 Feb18-22 II
8 Feb25-Mar1 II
9 Mar4-8 II-III
10 Mar11-15 II-III
11 Mar18-22 III
12 Mar25-29 III
13 Apr1-5 III
14 Apr8-12 III
15 Apr15-19 III
16 Apr22-26 IV
17 Apr29-May3 IV
18 May6-10 IV
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StudentTeachingPortfolio&LessonPlanDesign
DepartmentofMathematics
CollegeofScience
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PortfolioOverview
§ Studentteachersaretocreateaprofessionalportfoliooftheirstudentteachingsemesterasculminatingdocumentationoftheirdevelopedprofessionalisminteaching.
§ TheE-Portfolioisarequiredcomponentofstudentteaching.
§ Itisimperativethatthestudentteachercompleteallworkontimeforeachgiventimeperiodand
keeptheportfolioupdatedthroughoutthesemester.
§ Theuniversitymentorwillprovideinputandguidanceonaspectsofthestudentteacher’sportfolioduringtheweeksindicatedinthefollowingpages.
§ Asasuggestion,foryourfinalportfolio,youmaywanttoincludespecificprojects,examplesofstudentwork,photographsofyourclassroom,andotherthingsforshowcasingyourteaching.
§ Thecompletedportfoliobecomesatoolforyoutohaveduringinterviewswhenyouareseeking
employmentasamathematicsteacher.
§ Oneofthestudentteacher’slessonsinhis/herportfoliomustbevideotaped.Itisimperativeattheonsetofthesemesterthatthestudentteacherdiscusseswiththementorteacher(s)theschool’spolicyregardingvideotapingintheclassroomastheremaybepaperworkthatneedstobecompletedpriortothedayofvideotaping.Astimegetsclosertovideotapingyourteaching,youwillneedtoschedulethevideotapingwiththevideographerintheSecondaryMathematicsEducationProgram.
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Portfolio&SemesterProgression-OverviewI. ProfessionalDocumentationII. ClassroomManagementPlanIII. LessonPlansandReflections-lessonsobservedbytheuniversitymentor
Emphasisinthelessonsshouldincludequestioning,hands-onactivities,technology,problemsolving,studentdiscussion/engagement/solutionsharing,andinformalassessment.
IV. FormalAssessmentV. TopicReflections
Progressontheportfoliowillbecheckedbytheuniversitymentor.
Dates DueDate PortfolioComponent
BegininMATH406BThroughoutSemester RésumédueWeek1 I.ProfessionalDocumentation
PhaseIOrientation
Week1 II.ClassroomManagementPlan
byWeek2 V.TopicReflectionA:Pre-StudentTeachingClassroomManagementObservationsPhaseIIPartialResponsibility
byWeek4 III.Lesson#1Reflection
PhaseIIPartialResponsibility
byWeek6 III.Lesson#2Reflection
PhaseIIPartialResponsibility
byWeek8 IV.FormalAssessment
PhaseIIIPrimaryResponsibility
byWeek10
III.Lesson#3Reflection
PhaseIIIPrimaryResponsibility
byWeek12III.Lesson#4(thislessonmaybevideotaped)Reflection
PhaseIIIPrimaryResponsibility
byWeek15III.Lesson#5(thislessonmaybevideotaped)Reflection
PhaseIVTransferofResponsibilityWeeks16-17
byWeek17 V.TopicReflectionB:Post-StudentTeachingClassroomManagementObservations
byWeek17 V.TopicReflectionC:YourStudentTeachingExperience(thissemester)
byWeek17V.TopicReflectionD:YourExperienceintheSecondaryMathematicsEducationProgram(overthepast2-4yearsattheUA)
byWeek17 UploadPortfoliotoclassgooglesite
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PortfolioOutlineI.ProfessionalDocumentation¨ Résumé
ListofthreereferencesNameTitleInstitutionAddressTelephonenumberEmailaddress
¨ ProfessionalDevelopmentIncludeanydocumentationthatshowsgrowthasaneducator.Documentationmaybecertificatesobtainedfromattendingconferencesoralistofactivities(withdates)suchasconferences,workshops,professionaldevelopmentmeetings,etc.
¨ Transcript(unofficialcopy)¨ ArizonaEducatorProficiencyAssessment(AEPA)/NationalEvaluationSeries(NES)-
documentationofpassingscores,ProfessionalKnowledgeSecondaryII.ClassroomManagementPlan
¨ PhilosophyofClassroomManagement(2–3paragraphsaddressingthefollowingquestions)§ Howshouldaclassroombemanaged?§ Howareroutinesandproceduresapartofclassroommanagement?§ Howshouldyourmanagementplanbecommunicatedtostudents?§ Howshouldyourmanagementplanbeimplementedintheclassroom?
¨ ClassroomProcedures(Describethestudentexpectationsfortheclassroomproceduresand
routines.Considerthoselistedbelow.)§ Startofclass§ Signalforgettingstudents’attention§ Classdiscussions,studentparticipation,questionasking§ Tardies,collectinghomework,passingoutpapers,pencilsharpening,useofbooks,calculators,
etc.§ Endofclass
¨ ClassroomRules(Listthespecificbehavior
expectationsfortheclassroom.Considerthoselistedbelow.)§ Beingprepared(materials,homework,
book,pencil,etc.)§ TimeExpectations§ RespectExpectations§ Honoreachother’slearningtime
¨ ActionPlan(ListbothpositiveandcorrectiveconsequencesforstudentbehaviorthataretiedtoClassroomRules.)
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III.ObservedLessonsandReflectionsLessonsobservedbyyouruniversitymentorwillbefollowedbyapost-teachingconferencebetweenthestudentteacheranduniversitymentor.Thementorteachershouldbeapartofthepost-teachingconferencewhenscheduleallows.Formalwrittenfeedbackshouldbesenttoboththestudentteacherandmentorteacherfollowingthepost-teachingconference.Thestudentteacherwillalsowriteareflectionontheobservedlesson,followingthepost-teachingconference.
ObservedLessons
Thelessonsobservedbyyouruniversitymentorshouldincorporateandunderscoresomeorallofthefollowingineachlesson:
§ Questioning-shouldbemeaningfulandwell-thoughtout;§ Hands-on–studentlearningshouldincludeconcretemodels;graphicalmodels,creativity;§ Technology–utilityofcomputersoftware(GeometerSketchpad,Geogebra,GoogleSketch-Up,
Excel,etc.),graphingcalculators,virtualmanipulatives(e.g.NCTMIlluminations),motiondetectors,interactivewhiteboards,etc.;
§ ProblemSolving/GuidedInquiry–includetask-based/problem-basedmotivatingactivitiesthatengageallstudents;
§ StudentEngagement–focusoneffectiveteachingstrategiesthatengageallofthestudentsthemajorityofthetime.
Inessence,thestudentteachersshouldbeabletocreatelessonplansthatincorporatemultipleeffectiveinstructionalstrategiesastheyprogressinthesemester.Lesson#1¨ LessonPlan¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#1shouldinclude:
§ Briefsummaryofthelessonobjective.§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Discusshowthelessoncouldbemodifiedforimprovement.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.
Lesson#2¨ LessonPlan¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#2shouldinclude:
§ Briefsummaryofthelessonobjective.§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Discusshowthelessoncouldbemodifiedforimprovement.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.
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Lesson#3¨ LessonPlan¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#3shouldinclude:
§ Briefsummaryofthelessonobjective.§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Discusshowthelessoncouldbemodifiedforimprovement.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.
Lesson#4:¨ LessonPlan(maybevideotaped)¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#4shouldinclude:
§ Briefsummaryofthelessonobjective.§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Discusshowthelessoncouldbemodifiedforimprovement.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.
Lesson#5¨ LessonPlan(maybevideotaped)¨ Mathtopic_______________________________________¨ Reflectiononteachinglesson#5
§ Briefsummaryofthelessonobjective.§ Whatdidyoulearnaboutyourselfasateacher?§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Ifyoucouldteachthislessonagain,whatwouldyouchange?§ Discussanythingthathappenedthatcausedyoutomodifyyourlessonorchangecourseduring
instruction.§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.§ Discussthepacingofthelesson.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Whatdidyounoticeonthevideothatyouwerenotawareofwhileyouwereteaching?
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IV.FormalAssessment
¨ FormalAssessment(Examonaunitorchapter)§ Formalassessmentshouldbecreatedandadministeredbythestudentteacher.§ Formalassessmentcannotbeanexamfromthetextbook.§ Includeacopyoftheexam.§ Includeacopyofthescoringrubric.§ Includetheclassdistributionofgrades(agraph)andthemeanandrange.
¨ Reflectionoftheformalassessmentshouldinclude:§ Ananalysisofhowthetestitemsrelatedtotheobjectivesoftheunitorchapter.§ Ananalysisofthestudents’achievement(whethertheresultsaretypicalforthisparticular
classornot;youwillneedtodiscussthiswithyourmentorteacher).§ Auniquefeaturefromthestudentoutcomes,suchasadescriptionofabreakdownofscoresby
gender,specialeducation,oraspecificcaseofoneparticularstudentthatshowedagreatincrease(ordecrease)ingrade,etc.
§ Discusswhatyourexpectationswereforthestudentoutcomes.§ Discusswhatyoulearnedaboutassessmentbycreating,administering,andgradingtheexam,
andbygivingfeedbackandanalyzingtheoutcome.V.TopicReflections(A-D)Thesereflectionsareseparatefromthespecificlessonreflections.Theyshouldbe1-2pagesinlength.Youruniversitymentorwillgiveyouspecificduedatesforeachreflection.Labeleachreflectionbyitstitle.A:ClassroomManagement,Pre-StudentTeaching
§ Pre-StudentTeachingClassroomManagementObservations
DuringPhaseI,thestudentteacherisrequiredtoobserveinatleasttwootherclassrooms.Thementorteachershouldadviseastowhichclassroomthestudentteachershouldvisit.Whiledoingtheseobservations,thestudentteacheristofocuson:
§ Howtheteachersmanagestudents,space,time,andmaterialssothatinstructionandstudentlearningcantakeplace.
§ Howtheteachersaddressstudents.§ Howtheteachersgetthestudents’attention.§ Howtheteachersgetthestudentstofocusonthemathematicstasks.§ Whatkindsofquestionstheteachersask.§ Howtheteachersfacilitatediscussionaroundmathematics.§ Thedisciplineplanincludingrules,consequences,andrewards.§ Whatstrategiesdoyouplanonusingduringyourstudentteaching?
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B:ClassroomManagement,Post-StudentTeaching
§ Post-StudentTeachingClassroomManagementObservationsDuringPhaseIV,thestudentteacherisrequiredtoobserveinotherclassroomsatotherschools.Thiscanbearrangedthroughpeerstudentteachersorwiththehelpofthementorteacheroruniversitymentor.Whiledoingtheseobservations,thestudentteacheristofocuson:
§ Howteachersmanagestudents,space,time,andmaterialssothatinstructionandstudentlearningcantakeplace.
§ Howtheteachersaddressstudents.§ Howtheteachersgetthestudents’attention.§ Howtheteachersgetthestudentstofocusonthemathematicstask.§ Whatkindsofquestionstheteachersask.§ Howtheteachersfacilitatediscussionaroundmathematics§ Basedonyourstudentteachingexperience,discusshowinstructionalmanagementis
relatedtostudentmanagement.Howhaveyourviewsonclassroommanagementchangedasaresultofyourstudentteachingexperience?C:YourStudentTeachingExperience(thissemester)§ Describewhatyoulearnedaboutyourteaching/leadershipstyle,abilitytomanagetheclassroom,
organizeclassroomroutines,andstudentbehaviorduringyourstudentteachinginternship.§ Whatdidyoudiscovertobeyourgreateststrength(s)asateacher?Besuretoprovidespecific
examples.§ Whatdidyoudiscoveraboutyourselfasateacherthatstillneedsrefinement?Besuretoprovide
specificexamples.§ Inwhatwaysdidthementorteacheranduniversitymentorsupportyourgrowthasa
mathematicsteacher?D:YourExperienceinSMEP(overthecourseofthepast2-4yearsatUA)§ WhataretheareasofstrengthoftheSecondaryMathematicsEducationProgramthathelped
prepareyouinyourcareerasafuturemathematicsteacher?§ WhataresomeareasofrefinementfortheSecondaryMathematicsEducationProgram?§ Arethereparticularaspectsoftheteacherpreparationprogramthatyouthinkshouldbechanged
ormodified?Ifso,whataretheyandwhy?§ Howwelldoyoufeelpreparedforteachingmathematicsatthesecondarylevel?
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LessonPlanDesign
Therearetwomajortypesoflessonsthatthestudentteachersaretousethroughouttheirstudentteachingsemester:(1)DirectInstruction;and(2)GuidedInquiry/ProblemSolving.Generally,theapproachisdifferenttoeach,butbothcanbecomplimentarywhenemphasizingconceptualunderstandingofmathematics,proceduralfluency,andproblemsolvinginandapplicationofmathematics.I.DirectInstructionLessonIngeneral,directinstructionisfocusedonmasteryofskillsandprocedures,withlessemphasisonthedevelopmentofconceptualunderstandingandthenurturingofinquiringattitudes.Ideally,skillsandproceduresshouldbetaughtintandemwithreasoning.Thistypeoflessonisteacher-centeredandtypicallyhastheteachershowingexamplesofhowtosolvespecificproblems,andthestudents“mimic”asimilarprocedureonpracticeproblems.Muchoftheassessmentofthelearnerinthisapproachisfocusedontheimportanceofdevelopingprocedurestofindsolution.II.GuidedInquiry/ProblemSolvingLessonIncontrast,theguidedinquiry/problemsolvingapproachisfocusedonlearningcontentasameanstodevelopmetacognitiveawarenessandcriticalthinkingskills.Theinquirylessonisstudent-centeredfocusingonstudentreasoningandinquiry.Studentsaremoreinvolvedintheconstructionoftheirunderstandingofthecontentthroughactiveinvolvementontasks,problems,activities,andprojects.Assessmentisfocusedoncontentunderstandinginadditiontodeterminingtheprogressofskillsdevelopment.LessonDesign–PlanningforInstructionThelessondesign“template”onthefollowingpagewascreatedwiththeintentionofincorporatingthebestofboththedirectinstructionapproachwithguidedinquirycomponents.Whendesigningalesson,bemindfultofocusonstudentengagementwiththemathematics.
Keypointstokeepinmind…Advicefromanexperiencedteacher…
Whenplanningforinstruction,rememberto:
Plantofilleveryminute.Prepareforeveryminute.
Makeyourexpectationsclear:expecteveryone’sattention.Involveallstudents,expectparticipation.
Prepareinteractiveactivities.Useformativeassessmenttoensurethatstudentsunderstand.
Useproceduresandroutinesthatareestablished.Providestructure.
Useproperterminology.Beprepared.
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Guidance for Writing a Lesson Plan Lesson Organization
• Learning Target List the learning target of the lesson
• Motivation Describe the importance of the mathematics topic and how it fits in what they are learning
• Content Standards List the mathematics content standards by code and list the standard (copy and paste)
• Mathematical Practices (MPs) List by code and name (e.g., MP4-Model with mathematics)
• Mathematical Terms List mathematical terms that will be introduced or reinforced in the lesson
• Materials List materials for the lesson (e.g., tiles, calculators, rulers, lesson slides, handouts) and include copies with the lesson plan
Part I. Anticipatory Set – Introduction to the Lesson
• Describe what you will say to “hook” the students in, to pique their interest, to want to engage with the mathematics
• Note what you will do as the teacher and what the students will be doing along with student grouping Part II. The Mathematical Task, Exploration, Concepts, or Skills
• Put the mathematics problems/tasks here that the students will explore. • Note what you will do as the teacher and what the students will be doing along with student grouping • Write out the solution(s) that students are expected to share or that you will highlight • Note student expected use of multiple mathematical representations [concrete (blocks, tiles, rulers),
visual (graphs, charts, tables), symbolic (expressions and equations), language (mathematical descriptions), contexts (situations)]
• Formative Assessment - note how you will check for understanding; how will you know if students understand?
Part III. Students Share Reasoning • Describe how the students will share their thinking (e.g., whole group, pairs, small groups, share their
solutions on the board, document camera, verbally, etc.) • Formative Assessment - note how you will check for understanding; how will you know if students
understand? • Note what you will do as the teacher and what the students will be doing
Part IV. Student Summary of Learning • Describe the student generated closure for the lesson. Examples: • Students write something about what they learned • Students share with a partner something they learned • Collect individual index cards with responses to given prompts such as, “I learned….,” “I became stuck
when…,” or a solution to one brief mathematical problem or question • Note what you will do as the teacher and what the students will be doing
HW Assignment • Note what, if any, homework will be assigned. If class time is allowed to begin the assignment, be
purposeful - have students address specific problems before leaving and share thinking with peers.
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MATHEMATICS LESSON PLAN
Name:
Date of Lesson:
School/Mentor Teacher:
Mathematics Class:
Mathematics Topic:
Class Period:
LESSON ORGANIZATION Learning Target Motivation
CCSSM Content Standard(s)
Mathematical Practice(s)
Mathematical Terms Materials
THE LESSON Time Activity Notes
5 min Part I. Anticipatory Set – Introduction to the lesson
Note student grouping:
Share Learning Goals with students
25 min Part II. The Mathematical Task, Exploration, Concepts
Note student grouping:
List Questions that correspond with the mathematics task
Note formative assessment:
15 min Part III. Students Share Reasoning
Note formative assessment:
5 min Part IV. Student Summary of Learning
HW Assignment:
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EvaluationofStudentTeacher
Performance
DepartmentofMathematics
CollegeofScience
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EvaluationOverviewThestudentteacherwhosuccessfullycompletesstudentteachingrequirementswillreceivethegradeofS(Superior)orP(Pass)indicatinghe/shehasreceivedunitsofcreditforMATH494C.Thestudentwho,inthejudgmentofthementorteacheranduniversitymentor,hasfailedtoprogresssufficientlyduringthestudentteachingexperiencewillreceivethegradeof“E.”AgradeofSorPisnotincludedinthecomputationofthestudentteacher’soveralluniversitygradepointaverage(GPA);however,agradeofEisincludedintheGPAcalculationwithaweightof15units.Thefinalgradewillbebasedon,butnotlimitedto,thequalityofthestudent’sworkasassessedthroughclassroomobservations,themidtermandfinalreports,theportfolio,andattendanceatrequiredseminars.ThecompletedMidtermandFinalEvaluationReports,RecordofStudentTeachingcards,andStudentTeachingSemesterGradeformsmustbereceivedintheOfficeoftheSecondaryMathematicsEducationProgrambeforeagradewillbepostedforastudentteacher.Thefinalgradewillbecalculatedonthefollowingpercentages.Requirement%ofFinalGradeClassroomRequirements 25%MidtermProgressEvaluation 15%FinalEvaluation 30%Portfolio 20%Seminars 10%
FinalCourseGradesS 92%-100%P 60%-91%F Below60%I Incomplete
1.STUDENTTEACHINGRESPONSIBILITIESThecriteriausedtoassessthestudentteachingresponsibilitiesare:
• CompletionofRecordofStudentTeachingCard• Attendance• Communicationwiththementorteacheranduniversitymentor• Preparationoflessonsandreadinessofmaterials• Flowofadministrativetaskssuchastakingattendance,completionofstudentreports,postingof
grades,preparationforsubstitute,etc.• Creatingasafe,comfortableenvironment• Involvementinschoolactivities• Thoroughness,depth,insightfulness,andtimelinessofweeklyreflections
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2.MID-TERMANDFINALEVALUATIONSBASEDONTHEINTASCPROFESSIONALTEACHINGSTANDARDS(2011)TheStudentTeachingEvaluationinstrumentisalignedwiththeInterstateTeacherAssessmentandSupportConsortium(InTASC)ProfessionalTeachingStandardsandisusedtoevaluatetheprogressofthestudentteacher.Theinstrumentisintendedtomeasuretheprogressofthestudentteacher’sperformanceatmid-semesterandattheendofthesemester.Thestudentteacher,mentorteacher(s),anduniversitymentorwillmeettodiscusstheMidtermProgressEvaluationReportandFinalEvaluationReport.3.PORTFOLIO
Aportfoliodocumentingallaspectsofthesemesterisrequiredforthesuccessfulcompletionofstudentteaching.StudentteachersfollowtheStudentTeacherPortfolioCriteriaandDeadlinesdocumentwhencompletingtheportfolio.Thestudentteacher’suniversitymentorwillchecktheportfolioforprogress,completeness,andqualityofwork.4.SEMINARS
Studentteachersarerequiredtoattendseminarsduringtheirstudentteachingsemester.Ifastudentteachercannotbeatoneoftherequiredseminars,s/hemustnotifytheuniversitymentorassoonaspossibleinadvanceoftheseminar.Absencesareallowedonlyatthediscretionoftheuniversitymentorwithanymakeupworktobedeterminedbytheuniversitymentoranddirectoroftheprogram.
REFLECTIVEPRACTICEASACONTINUOUSPROCESS
Feedbackandsupportfromtheuniversitymentorandmentorteacher(s)areessentialtothestudentteacher’sgrowth.Suggestions,ideas,andstrategieswillhelpstudentteacherscontinuetogrowthroughouttheirexperience.Conferencingisanessentialcomponentofthisevaluationprocess.
• Thetimeandlocationofconferencesshouldbeplannedinadvance.Thesettingshouldbeinformalandinalocationwherefewinterruptionsarelikelytooccur.
• Theconferencesshouldbecharacterizedbyafreeexchangeofideasseekinganswerstopedagogicalorcurricularconcerns.Alternativesolutionsshouldbeanalyzedwithboththestudentteacherandmentorteacher(s)offeringideas.
• Theconferencesshouldcontributetothestudentteacherbecomingincreasinglyself-directive,self-evaluative,andreflective.
• Conferencesshouldprovideanopportunityforthestudentteachertoanalyzethelesson.Analysisofthestudentteacher’sperformanceorpersonalqualitiesshouldachieveanappropriatebalancebetweenstrengthsandareasforrefinements.
Therearethreedifferentlevelsofconferencingthatareallequallyimportanttothestudentteacher’sexperience:daily,weekly,andformal.
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1.DAILYCONFERENCESThementorteacherandstudentteachershouldsetasideatimeeachdaytotalkabouttheday’sevents.Thesedailyconferencesareofcomparativelyshortdurationandgiveattentiontomattersofimmediateconsequence,suchasadjustmentofplans,coordinatingworkschedules,andidentifyingandsolvingdailyproblems.Thetimingofsuchconferencesmayvaryfromdaytoday.Mentorteacher(s)shouldshareinstructionalmaterials,bulletinboardideas,curriculumguides,diagnosticandassessmentinstruments,andeffectiveinstructionalstrategiesaspartofthementoringprocess.
2.WEEKLYCONFERENCESThementorteacherandstudentteachershouldsetasideatimeeachweektodiscusstheweek’seventsaswellasothertopicsastheyarise.Forexample,theseconferencesmaybeusedforlong-termplanning,cooperativeevaluationofthestudentteacher’sperformanceandgrowth,analysisoftheclassroomteacher’sinstructionalandclassroommanagementprocedures,anddevelopmentofin-depthunderstandingofpupilbehaviorandcommunityrelations.3.FORMALCONFERENCESTheinitialon-sitevisitusuallytakesplacethefirstorsecondweekthestudentteacherisintheclassroom.Thisconferenceincludestheuniversitymentor,mentorteacher(s),andstudentteacher.ThePhase-InScheduleshouldbecompletedandsignedbythestudentteacher,mentorteacher,anduniversitymentorduringthisconference.
n MidtermandFinalEvaluationConferencesTheSecondaryMathematicsEducationProgramhasofficialformstobeusedforthemidtermandfinalconferences.Theseconferencesmustincludetheuniversitymentor,mentorteacher(s),andstudentteacher.TheMidtermandFinalEvaluationFormsarebasedontheInTASCProfessionalTeachingStandards.
§ MidtermEvaluation:Theuniversitymentor,mentorteacher,andstudentteachereach
completetheMidtermProgressReportindependentlyofeachotherandinadvancepriortotheconferencemeeting.Duringtheconference,theratingsarediscussedandjustifiedwithevidencebytheindividuals.DeliberationshouldoccurtonegotiateacommonratingforeachitemontheMidtermProgressReportform.Onecommonreportistheoutcomeoftheconference.Signaturesfromallthreeindividualsarerequiredonthecommonreport.Inthefallsemester,themidtermconferencetakesplaceinearlyOctober,andinthespringsemester,inearlyMarch.
§ FinalEvaluation:TheFinalReportiscompletedbythementorteacherincollaborationwith
theuniversitymentorpriortothefinalevaluationconference.Thestudentteacherdoesnotparticipateincompletingtheevaluationform.Duringtheconference,eachitemisdiscussedandjustifiedwithevidence.TheMidtermReportisusedasareferenceforcomparisonanddocumentationofgrowthintheteaching.SignaturesfromallthreeindividualsarerequiredontheFinalEvaluationReport.Inthefallsemester,thefinalconferencetakesplaceinearlyDecember,andinthespring,inearlyMay.
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Teacher Candidate Midterm/Final Evaluation
I. LEARNING ENVIRONMENT
Rating Scale: 4 – Accomplished
(consistent, exemplary evidence)
3 – Proficient (consistent, proficient
evidence)
2 – Emergent (developing, limited
evidence)
1 – Not Evident (no evidence)
Midterm Final
Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when possible)
Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate interactions among students and teacher
Procedures: Establishes and follows norms, procedures, and routines Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation
Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner
Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful
Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students’ backgrounds
Total
Comments on Professionalism and Growth Midterm Final
Summary: Summary:
Plan of Action: Recommendations:
Teacher Candidate: Mentor Teacher: UA Mentor:
School: Classes: Midterm Date: Final Date:
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II. PLANNING AND PREPARATION
Rating Scale: 4 – Accomplished
(consistent, exemplary evidence)
3 – Proficient (consistent, proficient
evidence)
2 – Emergent (developing, limited
evidence)
1 – Not Evident (no evidence)
Midterm Final
Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner
Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated Data & Needs-Driven: Uses assessment data, professional judgment, and learners’ needs to guide planning
Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any additional standards as required by the discipline to develop procedural and conceptual knowledge
Connects Content: Connects lesson content to: students’ experiences, previous lessons within the content area, other curricular areas, and real-life situations
Active Participation: Plans multiple instructional strategies that ensure active participation Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s)
Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities
Accommodations: Incorporates modifications or accommodations based on learner needs Sequencing: Develops meaningful sequencing of learning experiences Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise
Total
Comments on Professionalism and Growth Midterm Final
Summary: Summary:
Plan of Action: Recommendations:
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III. INSTRUCTION AND ASSESSMENT
Rating Scale: 4 – Accomplished
(consistent, exemplary evidence)
3 – Proficient (consistent, proficient
evidence)
2 – Emergent (developing, limited
evidence)
1 – Not Evident (no evidence)
Midterm Final
States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout
Content Accuracy: Provides clarity and accuracy of content which includes essential information Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic language
Clear Instructions: Provides clear instructions verbally, in writing, and through modeling Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities
Varied Materials: Uses varied materials, aids, models, representations (including technology), as appropriate
Varied Delivery: Varies instructional strategy and teacher role to address students’ diverse learning styles and needs (e.g., sheltered English instructional strategies, small groups, individual work, student-led learning, cooperative learning, direct instruction, investigation, facilitator, guide on the side, etc.)
Activities & Applications: Provides activities and choices for learners to demonstrate their knowledge, including creative/original ways and authentic applications
Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time
Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question)
Formative Assessments: Checks for understanding throughout lesson to monitor student learning Modifies Teaching: Adjusts lesson or content delivery based on student needs Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format
Promotes Self-Assessment: Effectively implements methods for student self-assessment and self-improvement
Feedback: Provides timely, useful, specific, and respectful responses to learners during the lesson and on assessments
Total
Comments on Professionalism and Growth Midterm Final
Summary: Summary:
Plan of Action: Recommendations:
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IV. PROFESSIONALISM AND GROWTH
Rating Scale: 4 – Accomplished
(consistent, exemplary evidence)
3 – Proficient (consistent, proficient
evidence)
2 – Emergent (developing, limited
evidence)
1 – Not Evident (no evidence)
Midterm Final
On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance
Responds Timely: Responds to communications in a timely manner and meets deadlines Communication: Communicates professionally with and about members of the learning community
Personal Issues: Separates personal and professional issues Professional Conduct: Conducts oneself professionally and ethically as an educator Families: Communicates with families about instruction and individual progress Legal Responsibilities: Describes and abides by laws related to learners’ rights and teacher
responsibilities (e.g., equity, appropriate education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse)
Collaborates: Collaborates regularly with colleagues and members of the school community Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators
Growth: Participates in professional learning opportunities, as appropriate Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice
Total
Comments on Professionalism and Growth Midterm Final
Summary: Summary:
Plan of Action: Recommendations:
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Teacher Candidate Midterm/Final Evaluation
Summary and Signatures
Domain Points Mid-term Evaluation Final Evaluation
Learning Environment 28
Planning and Preparation 44
Instruction and Assessment 60
Professionalism and Growth 44
Total 176
Midterm Evaluation By signing below, I acknowledge participation in the midterm assessment process. Printed Name Signatures Teacher Candidate:
Teacher Candidate: Date:
Mentor Teacher:
Mentor Teacher:
Date:
UA Mentor:
UA Mentor:
Date:
Final Evaluation By signing below, I acknowledge participation in the final assessment process. Printed Name Signatures Teacher Candidate:
Teacher Candidate: Date:
Mentor Teacher:
Mentor Teacher:
Date:
UA Mentor:
UA Mentor:
Date:
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RubricforAssessingPortfolio
Belowistherubricforassessingtherequiredelementsoftheportfolio.Usethisrubrictoassesseachrequirement.
4Excellent3
Good/Satisfactory2
BelowSatisfactory1/0
UnacceptableCONTENTS Portfoliocontainsallof
therequiredmaterialandexceedsexpectationsinthoroughnessandquality.
Portfoliocontainsalloftherequiredmaterialwithsomehighquality.
Portfoliocontainsmostoftherequiredmaterialwithmediumtoweakquality.
Portfoliocontainspartialrequiredmaterialwithweakquality.
ORGANIZATION&COMPLETENESS
Portfolioiscompletelyandneatlyorganizedandexceedsexpectationsinorderliness.Areadercaneasilyfindthings.
Portfolioiscompletelyandneatlyorganized.Areadercaneasilyfindthings.
Portfolioissomewhatcompleteandneatlyorganized.Somewhatdifficulttoreadandfindthings.
Portfolioisnotcompleteandnotorganized.Difficulttoreadandfindthings.
QUALITYOFWRITING
Workispolished,refinedandconsistentlywell-crafted.
Fewerrorsinspelling,punctuationorgrammar.
Manyerrorsinspelling,punctuationorgrammar.
Majorerrorsinspelling,punctuation,andgrammarareevident.
PERSONALREFLECTION
Allreflectionsincludepersonalreactionsthataredescriptiveandinsightfulandrelatetothestatedprinciple.Reflectionsdemonstrateanin-depthunderstanding.
Mostorallreflectionsincludepersonalreactionsthataredescriptiveandinsightfulandrelatetothestatedprinciple.
Someofthereflectionsincludepersonalreactionsthataredescriptiveandinsightfulandrelatetothestatedprinciple.
Thereflectionsarenotinsightfulanddonotrelatetothestatedprinciple.
QUALITYOFLESSONPLANS
Alllessonsexceedexpectationsinallrequirements,andarethorough,wellthought-out,andincludeallrequiredcomponents.
Mostoralllessonsarethorough,wellthought-out,andincludeallrequiredcomponents.
Somelessonsarethorough,wellthought-out,andincludeallrequiredcomponents.
Fewlessonsarethorough,wellthought-out,andincluderequiredcomponents.
OVERALLPORTFOLIOIMPACT
Theportfoliodemonstratesexceptionallywellthestudentteacher’sskills,abilities,andknowledgetopotentialemployers.
Theportfoliodemonstrateswellthestudentteacher’sskills,abilities,andknowledgetopotentialemployers.
Theportfoliosomewhathelpstodemonstratethestudentteacher’sskills,abilities,andknowledgetopotentialemployers.
Theportfoliodoeslittletodemonstratethestudentteacher’sskills,abilities,andknowledgetopotentialemployers.
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Math494C:StudentTeachingSemesterGradeStudentTeacher: School: Semester:
Requirements
PointsWorth
Points/%Earned
%worthoffinalgrade(weighted)
Final%towardgrade
GeneralRequirements 45points(9items) _____/45=_____%
25%
Eachitembelowwillbeevaluatedwiththe5-pointscaleshownbelow.
5–Outstanding(thoughtful,creative,thorough,complete–ifappropriate)4–Good,complete3–Adequate,minorpiecesmissing2–Belowsatisfactory,incomplete,majorpiecesmissing1–Poor,lackofunderstandingofassignment,littleeffort0–Noeffort
Score(1-5)
1.Attendance,promptness,RecordCardupdateddaily/weekly.
2.AcceptanceofrecommendationsfromMT&UM.
3.EffectivecommunicationwithMT&UM.
4.Preparationoflessons,materials.
5.Administrativetasks(records,procedures,etc.).
6.Positiveinteractions,environment,management.
7.Professional&appropriatedress.
8.Involvementinschoolactivitiesoutsideofclassroom.
9.Deep,insightful,timelyassignments/reflections.
MidtermReport 176points /176=_____% 15%
FinalReport 176points /176=_____% 30%
Portfolio(ScoredwithRubric) 24points /24=_____% 20%
Orientations,MEAD,&Seminars(5pointseach)
40points /40=_____% 10%
FinalCourseGrade:S 92-100%P 60-91%F 0-59%WWithdrawalIIncomplete
100%Possible
TOTALFinalPercentage&Grade
UniversityMentorSignature: Date:
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PolicyforStudentTeacherDismissal/ReassignmentIncertainsituations,astudentteachermayneedtobemovedtoasecondteachingassignmentorremovedtotallyfromstudentteaching.Difficulties,whichthestudentteachercannotovercome,mightinclude:personalityconflicts,conflictingexpectations,excessiveabsences,inadequateperformance,andinsurmountabledisciplineproblems.Itisimperativethattheuniversitymentorandmentorteacher(s)identifythesedifficultiesearlyinthesemesterandnotifytheDirectoroftheprogramassoonaspossible.Ifastudentteacherishavingdifficulties,thefollowingshouldguidetheprocess:
1. DevelopmentofaplanforimprovementAdetailedplanforimprovementwithspecificmeasurableobjectivesisdevelopedbytheuniversitymentorandthementorteacher(s),whichissignedbytheuniversitymentor,mentorteacher(s),andstudentteacherataconference.Theimplementationofthisplanwillbemonitoredbythementorteacher(s)anduniversitymentor.
2. RecommendationforRemovalIftheplanforimprovementdoesnotresultinthenecessarychangesbythestudentteacher,thementorteacher(s)andtheuniversitymentorwillrecommendremovalfromtheplacementanddocumentreasonsforthisrecommendation.AconferencewillbeheldwiththementorandDirectortodeterminewhetheranalternateplacementisapossibility.
3. WithdrawalorReassignmentAconferenceisheldwiththestudentteacher,universitymentor,andtheDirectortodiscusstheneedsandresponsibilitiesofthestudentteacherandtoreviewalldocumentation.Thestudentteacher’suniversitymentorandDirectorwillmakeadecisionregardingwithdrawalfromstudentteachingorpossiblereassignmenttoanewplacement.Ifthereasonforremovalisjustified,andasecondplacementisanoption,awrittencontractwillbedrawnupoutliningtheprogramexpectations.Insomecases,remediationmayberequiredandthesecondplacementwillbedelayed.Ifasecondplacementisapproved,thisplacementwillbethefinalplacementforthestudentteacher.
4. RemovalIfastudentteacherisaskedtoleavetheplacementbyamentorteacherorschooladministrator,theplacementwillterminate.AconferencewillbeheldwiththementorandDirectortodeterminewhetheranalternateplacementisapossibility.
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GraduationandCertification
DepartmentofMathematics
CollegeofScience
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DegreeCheckProcedures Priortothestudentteachingsemester,adegreecheckmustbedonewiththestudentteacher’sDepartmentofMathematicsfacultyadvisor.Tobegintheprocess,thestudentteachershouldpickupthecorrectformfromtheCollegeofScienceAdvisingOffice,GouldSimpson,Room1017.Anappointmentwiththestudent’sfacultyadvisorshouldthenbemadetoreviewthedegreerequirements.Theadvisorwillgoovertheserequirementsinconjunctionwiththestudentteacher’sacademicrecordsandwillsignoffifallrequirementshavebeenmet.Thedegreecheck(pinkform)isthenturnedbackintotheCollegeofScienceAdvisingOffice,GouldSimpson,Room1017.GRADUATION
DuringthefinalsemestertheOfficeofCurriculumandRegistrationwillsendane-mailmessagedetailinggraduationevents.Capsandgownsareavailable(forrentorpurchase)attheUABookstore.OneitemthatmaybeofparticularinteresttostudentteachersistheCollegeofSciencepre-commencementceremony(whichisusuallyheldafewdaysbeforetheuniversity-widecommencement).
ASSESSMENTFORAZCERTIFICATION
TobecertifiedtoteachinArizona,allthosewhocompletetheSecondaryMathematicsEducationProgrammustalsopasstheProfessionalKnowledge(NES)portionoftheArizonaEducatorProficiencyAssessment(AEPA).Formoreinformationaboutandregistrationfortheexam,visithttp://www.aepa.nesinc.com. TEACHERCERTIFICATION
(PROVISIONALTEACHINGCERTIFICATIONGRANTEDTONEWTEACHERS)
Requirementsforcertificationare:• Bachelor’sdegree• SuccessfulcompletionofS.M.E.P.• PassingscoreontheProfessionalKnowledge(NES)portionoftheArizonaEducatorProficiency
Assessment(AEPA)• U.S.andArizonaConstitutionscourseworkorpassingscoresonthetwoAEPAExaminations• SixunitsofStructuredEnglishImmersion(SEI)coursework• FingerprintClearancefromtheArizonaDepartmentofPublicSafety:
http://www.azdps.gov/Services/Fingerprint/ • Paymentofappropriatefees
AZTeachingCertification:1.CompletetheseniordegreecheckwithyourMathematicsDepartmentFacultyAdvisorthesemesterbeforegraduation.ThedegreecheckprocessallowstheCollegeofScienceAcademicAdvisortoverifythecompletionoforregistrationofallcoursesnecessarytomeetgraduationrequirements.
2.TheU.S.andArizonaConstitutionscourseisarequirement.3.TheFingerprintClearanceCardfromtheAZDepartmentofPublicSafetyisarequirement.4.PasstheProfessionalKnowledge(NES)ArizonaEducatorProficiencyAssessment(AEPA).StudentteachersareadvisedtotaketheappropriateAEPAtestaftercompletingmostorallcourseworkinthe
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programotherthanstudentteaching.Testingdatesandregistrationinformationareavailableonhttp://www.aepa.nesinc.com.
5.CompletetheInstitutionalRecommendation/ApplicationforCertificationForm.Theformswillbedistributedatamandatoryseminarforstudentteachersearlyinthesemester.ThesignedInstitutionalRecommendation/ApplicationforCertificationFormwillbeprocessedbytheCollegeofEducation.Forquestions,contact:
AZCertificationOfficerOfficeofStudentServices
CollegeofEducation,Room247Telephone:(520)621-7865
Email:[email protected] 6.MailordeliverthesignedInstitutionalRecommendation/ApplicationforCertificationForm,AEPAandNESresultsfortheProfessionalKnowledgeportionofthetest,acopyofthefingerprintcard,andthecorrectfeestotheArizonaDepartmentofEducation-CertificationUnit:
PhoenixOfficeP.O.Box6490
Phoenix,AZ85005-6490Telephone:602-542-4367
http://www.azed.gov/educator-certification/
VIOLATIONOFLAWS
Eligibilityforteachercertificationmaybeaffectedbysomeinfractionsofthelaw.EarlyprocessingoffingerprintsisadvisediftherearequestionsabouteligibilitytoteachinArizona.Forquestionsaboutthelegalaspectsofcertification,contacttheCollegeofEducation.
REQUIREMENTSFORCERTIFICATIONINOTHERSTATES
Itisusuallyeasiertoreceivecertificationinonestateiftheapplicantisalreadycertifiedinanotherstate.Therefore,applicationforanArizonaTeachingCertificateisrecommended.CertificationrequirementsinotherstatescanbefoundbygoingtotheWebsiteaddress,https://www.teach.org/teaching-certificationSUBSTITUTEANDEMERGENCYCERTIFICATION
PleaserefertotheArizonaDepartmentofEducationWebaddressforsubstitutecertificationandemergencycertification,http://www.azed.gov/educator-certification/certification-process/
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FeedbackForms
DepartmentofMathematics
CollegeofScience
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Feedback from Grades 6-12 Students Please answer honestly and thoughtfully. This will help me learn and grow as a teacher. 1) What strengths do you feel I have as a teacher? 2) What do you feel I could do to be a more effective teacher? 3) What advice would you offer me for my first year of teaching? 4) Any comments, further suggestions or input? Thank you very much for your part in my student teaching experience. I enjoyed my time in your classroom.
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Secondary Mathematics Education Program Mentoring the Student Teacher: Giving Feedback
“Those having torches will pass them on to others.” -Plato
Mentors who are knowledgeable, informed, and supportive have the potential to have a significant impact on the beliefs and practices of aspiring teachers. Mentors can make a difference in attracting and retaining high-quality teachers. The primary responsibility of the mentor of a pre-service teacher is to help the individual bridge the gap between the theoretical knowledge of teaching and learning mathematics with the reality of working with students in a school setting (NCTM, 2009). Mentoring a pre-service teacher is a commitment to someone who has little to no experience in the classroom, and therefore it becomes the responsibility of the mentor to make real and tangible what was learned in pedagogy classes. The mentor coaches, guides, and supports the future teacher about best practice in and out of the classroom. The mentor functions as a bridge between a teacher preparation program and effective membership in the mathematics teaching community for the student teacher (NCTM, 2009). A special relationship should form and be founded on trust that is non-evaluative in nature. Building a relationship means listening, helping to create a safe environment for mathematics learning, and allowing the student teachers to communicate openly about their fears and successes in the classroom. The mentor should offer a smile and a comforting shoulder to lean on as the student transitions into a teacher. A student teacher will always remember the mentorship of an expert and professional teacher. In a positive and professional relationship, respect and communication have tremendous presence. The feedback is meant to promote communication on a daily basis. It is critical that we keep in mind that error followed by reflection and correction should be a fundamental process of becoming a teacher. Mentor teachers and student teachers need to remember that doing something ineffectively should promote rich discussion that becomes a normal part of the process of learning to teach effectively. Areas in which there should be substantial communication:
• Feedback on teaching, writing objectives, writing lesson plans, explaining, monitoring of learning, etc. • Reflections - on actions taken based on feedback • Teaching Ideas– while either the mentor teacher or the student teacher is teaching, the other can write comments,
things that stand out, questions, ideas, etc. regarding the observation of teaching and the interaction between the instructor and the students.
• Instructional Planning – questions, comments, feedback on written lesson plans can be discussed orally and in writing
• Classroom Management – ideas to help ease the demands of managing the classroom • Grading/Evaluation of Students’ Work - questions, comments, notes, etc. • Logistics - procedures or common tasks and responsibilities of a teacher. (ie., reminders, copies, mail, etc.) • Sharing of New Ideas – on anything related to the task of teaching • Weekly meetings – a brief summary of what was covered in your weekly meetings • General communication – on anything that is important to the success of the student teacher
Please enjoy the process of being a mentor and mentee because it can become a strong and powerful bond of friendship and collegiality for the future. *NCTM (2009). Empowering the Mentor of the Preservice Mathematics Teachers. Reston, VA: National Council of Teachers of Mathematics.
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ConductingEffectiveTeacherMentoring
Mentoringcanacceleratethedevelopmentofnewteachers’instructionalpractice.Mentorsneedcomprehensiveandongoingprofessionaldevelopmenttobeeffective.TheseconversationtipsprovideinsightintothebroadercurriculumofmentorprofessionaldevelopmentofferedbytheNewTeacherCenteratUniversityofCalifornia,SantaCruz,acontentcontributortoPBSTeacherLine.UseparaphrasingstatementstocommunicatethatyouHEAR,UNDERSTAND,andCARE.Somepossibleparaphrasingstemsinclude:
•So…•Inotherwords…•WhatI’mhearingis…•WhatIhearyousaying…•FromwhatIhearyousay…•I’mhearingmanythings…•AsIlistentoyou,I’mrealizingthat…
UseclarifyingstatementstoIMPROVEUNDERSTANDING,DEVELOPFOCUS,andSEEKCONNECTIONS.Somepossibleclarifyingstemsinclude:
•Wouldyoutellmealittlemoreabout…?•LetmeseeifIunderstand…•I’dbeinterestedinhearingmoreabout…•It’dhelpmeunderstandifyou’dgivemeanexampleof…•So,areyousuggestingthat…?•Tellmewhatyoumeanwhenyousay…•Tellmehowthatideaislike/differentfrom…•Towhatextent…?•I’mcurioustoknowmoreabout…•I’mintriguedby/interestedin/Iwonderabout…
UsemediationalquestionstohelpyourcolleaguetoHYPOTHESIZEwhatmighthappen,ANALYZEwhatworks,COMPAREplanswithoutcomes,andIMAGINEPOSSIBILITIES.Someexamplesofmediationalquestionsinclude:
•What’sanotherwayyoumight...?•Whatdoyouthinkwouldhappenif...?•Howwas….differentfrom/similarto...?•Whatsortofimpactdoyouthink...?•Whatcriteriadoyouuseto...?•Howdidyoudecide...?•Howdidyoucometotheconclusionthat...?•Whenhaveyoudonesomethinglike...before?
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OfferopensuggestionstoPROVIDECHOICE,ENCOURAGEwithoutoverwhelming,andENCOURAGEINDEPENDENCE.
Someopensuggestionstemsmightinclude:•OnethingI’venoticedis...•Acoupleofthingstokeepinmind...•Frommyexperience,I’velearned...•SometeachersIknowhavetriedacoupleofdifferentthingsinthissituationandmaybeonewouldworkforyou…
•WhatIknowabout____is…•Sometimesit’shelpfulif...
FollowsuggestionswithtaggingquestionstoINVITEateachertoIMAGINEorHYPOTHESIZE.
•Howmightthatideaworkinyourclassroom?•Whichofthoseideasmightworkbestwithyourstudent(s)?•Whatdoyouimaginewouldhappenifyouweretotrythat?•Towhatextentmightthatworkinyoursituation?
Offernon-judgmentalresponsestoBUILDTRUST,ENCOURAGESELF-ASSESSMENT,andFOSTERRISK-TAKING.Someexamplesofnon-judgmentalresponsesmightbe:
•Inoticedhowwhenyou...,thestudentsreally...•Itwillbeinterestingtoseewhichofyourideasworkoutthebest...•Howdoyouthinkthelessonwent,andwhy?•Whatdidyoudotomakethelessonsosuccessful?
ThetipsandstrategieswerecontributedbytheNewTeacherCenteratUniversityofCalifornia,SantaCruz.FormoreinformationontheNewTeacherCenteratUCSantaCruzvisitwww.newteachercenter.org.ThiscontentwasdevelopedunderagrantfromtheU.S.DepartmentofEducation.However,thecontentsdonotnecessarilyrepresentthepolicyoftheU.S.DepartmentofEducation,andyoushouldnotassumeendorsementbythefederalgovernment.
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Mentor Teacher Feedback for the Student Teacher
Date: Class Period: Lesson Topic:
Observation notes during instruction: Summary
Strengths (what you did well):
Refinements (things to work on):
Try this next time:
Reminders (logistics)
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Mentor Teacher Feedback for the Student Teacher
Date: Class Period: Lesson Topic:
Observation notes during instruction: Summary
Strengths (what you did well):
Refinements (things to work on):
Try this next time:
Reminders (logistics)
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Mentor Teacher Feedback for the Student Teacher
Date: Class Period: Lesson Topic:
Observation notes during instruction: Summary
Strengths (what you did well):
Refinements (things to work on):
Try this next time:
Reminders (logistics)
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Mentor Teacher Feedback for the Student Teacher
Date: Class Period: Lesson Topic:
Observation notes during instruction: Summary
Strengths (what you did well):
Refinements (things to work on):
Try this next time:
Reminders (logistics)
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Mentor Teacher Feedback for the Student Teacher
Date: Class Period: Lesso