WELCOME TO SUPERVISED STUDENT TEACHING A brief guide to your next stage of becoming a professional educator.

WELCOME TO SUPERVISED STUDENT TEACHING

A brief guide to your next stage of becoming a professional educator

BEING A PROFESSIONAL: Your attire should always be clean, neat and business-like.

You have a professional email address.

Your ties to social media have no hint of impropriety.

Your cell phone is off and out of site while you are at the fieldwork site.

You are a few minutes early for work and never leave early.

Each lesson you teach is well-planned.

BECOME A PROACTIVE COMMUNICATOR:Actually READ your entire syllabus for each university class.

Talk with your instructor about issues before (not after) assignments are due.

Your behaviors indicate your desire to learn to be a great teacher with your resident teacher. Offer to help. Go to all school meetings that your resident teacher attends.

See your program coordinator as soon as you have a concern or question about your student teaching requirements, your university supervisor’s expectations or your resident teacher’s expectations.

TIME AT THE FIELDWORK SITE You will be at your fieldwork site for 4 to 5 hours each day, Monday through Friday. The more hours you are actively participating at your fieldwork site, the better prepared you will be!

During your first quarter of student teaching you should focus on learning to teach language arts and mathematics. You will teach at least one lesson that is infused with technology.

During your second quarter of student teaching you should focus on learning to teach science and social studies. You will be teaching all day for 4 consecutive weeks during your second quarter of student teaching.

Attend school meetings with your resident teacher.

LESSON PLANNING:

Your measurable objective is closely connected with the Common Core State Standards.1. State the academic behavior the students will be

able to do by the end of the lesson.2. Give any special circumstances required (the use

of notes, working in pairs).3. Specify the minimum criteria for success Example: Students will identify the setting of the story with at least 5 details from the story to support their conjecture.

LESSON PLANNING CONTINUED: You give specific descriptions of what you and the students will be doing while they are learning. The students will give examples of what we discussed yesterday.

The students will talk with their study-buddy and create a list of 5 characteristics of people who are trustworthy.

I will write the math terms on the board and give the students several examples of each, such as Variable: x, y, n; Like Terms: 3n and 5n, 4ab and 7ab, 2t and 4t and 7t.

LESSON PLANNING CONTINUED: You have special and specific adaptations for English Learners (that help mediate language issues) and for students with special learning needs (that help mediate their learning issues).Do not write: SDAIE strategies will be used.Write: I will ask students to suggest cognates for “add” and “subtract” or I will have show students a labeled picture of various parts of a flower as I discuss the function of each part.

You have thought about what part of the lesson will be the most difficult for the students and have applied some support for them in that area.

LESSON PLANNING CONTINUED: You have a 5-minute assessment planned at the end of the lesson so that you know which students have met the learning goal. This assessment will help you adjust the next lesson plan a bit.

Your lesson plans are expected to be detailed enough for a substitute teacher to teach. Remember that everything you do indicates something about your desire to be a great teacher.

LESSON PLANNING IS CRITICAL! Don’t get behind in planning your lessons. Creating a template may help. Does the school or district have a lesson planning template for you to use? Use the experience of your resident teacher to help you think about the troublesome areas of the lessons before your create the lesson plans.

Be sure you give your resident teacher a lesson plan three days before you plan on teaching that lesson.

DAILY REFLECTIONS

Always take time to talk with your resident teacher about what YOU learned about teaching while planning and implementing the lessons you taught that day.

~What did the reaction of the students teach you?

~What surprised you about the way the students struggled with the lesson?

~What are you going to try to do a bit differently tomorrow so that the students will learn more?

OBSERVATIONS AND CONFERENCES Your university supervisor will schedule at least 5 formal observations to assess your progress as a teacher. During each visit the university supervisor will speak with your resident teacher about how you are doing.

Each observation will cover one entire lesson, about 45 - 60 minutes.

Your university supervisor will speak with your resident teacher during each observation to get input so as to help support your growth as a professional teacher.

You will meet with your university supervisor for 20 or 30 minutes to discuss each observation either at the school site or at the university.

You will be provided a written copy of your observation and conference via a computer form a few days after the observation and conference.

You will receive oral and written midterm and final evaluations from your university supervisor who will include input from your resident teacher.

ASSESSING YOUR PROGRESS - CSTPS

Engaging students in learning: Students are actively engaged with you and with peers Students are responsive Students are provided a variety of learning activities

Creating and maintaining an effective learning environment: Students follow well-established routines You refocus students when needed Students listen to peers Classroom discourse is positive

ASSESSING YOUR PROGRESS - CSTPS Making subject matter comprehensible to all students (including student who are English learners and students who have special learning needs) You use non-linguistic strategies such as pictures, maps and realia You use cognates when appropriate Students use academic vocabulary Students can paraphrase (restate in their own words) what was just said or read Students are given the opportunities to make judgments and are required to explain their reasoning

Students can use simple diagrams to illustrate ideas

Planning instruction You have completed lesson plans written and given to your resident teacher 3 days in advance Your lesson plan contains a measurable objective (student behavior and minimum criteria for success)

Your lesson plan has specific adaptations for students who are English learners or have special needs.

You implement the lesson plans smoothly

ASSESSING YOUR PROGRESS - CSTPS

Assessing student learning You assess student learning throughout the lesson with questions or prompts that require students to exhibit depth of knowledge.

You offer a variety of ways for students to show off their attainment of the learning goal.

You know which students have met the learning goal and which students have not by the end of the lesson.

Developing as a professional You take time to plan with your resident teacher and with your grade-level team. You meet with other teachers and professionals at the school site. You attend schoolwide meetings with your resident teacher as long as the meetings do not conflict with your university class meetings.

You graciously accept an implement suggestions for improvement.

PROFESSIONAL GROWTH PLANS If your resident teacher or university supervisor want you to pay close attention to certain important aspects of teaching, a Professional Growth Plan will be developed for you. The plan will outline specific actions you need to take on and a time table for those actions.

Your university supervisor will discuss the Professional Growth Plan with you and then check in with you and your resident teacher to monitor and review your progress.

Professional Growth Plans are not punishments, but rather a way to help you focus on particular, critical aspects of being a professional teacher.

DON’T FORGET YOUR UNIVERSITY CLASSES. A calendar with the assignments you will complete each day may be helpful.

Plan time each day for TPA work.

TEACHER PERFORMANCE ASSESSMENTS 4 State-required TPAs must be satisfactorily completed before you can apply for your preliminary credential.

Each TPA is a performance task designed so that you can show off your abilities to teach.

Each of your responses must be detailed since the only way the scorer can determine what you know is from what you write. BE DETAILED BUT REMAIN FOCUSED – DON’T RAMBLE!

Your responses should connect your classroom experience with the particular students in a way that will help them meet the learning goal. Educational experience…student(s)…learning goal

YOUR SUPPORT SYSTEM:

As your program coordinator, I am here to help you make adjustments to your program plan, if you see me before census that quarter.

Dr. Cathy Spencer [email protected]

YOUR SUPPORT SYSTEM:

Your university supervisor is your first line of support for student teaching. Stay in contact with your university supervisor…email, phone calls, texts.Your supervisor will spend about an hour every other week watching you teach, and then spend about another 20 – 30 minutes discussing the observation with you afterwards.

If you are sick be sure to contact your supervisor and resident teacher before the school day starts.

YOUR SUPPORT SYSTEM:

Your resident teacher is there to share his or her expertise with you.

Discuss the overall plan for the next ten weeks with your resident teacher. What will the students struggle with? What are strategies that have worked particularly well? (Always have more than one strategy ready.)

Discuss the details of what the students should be learning before you write the lesson plans. Be a part of grade-level planning sessions at the school site.

THE KEY IS PLANNING

Plan your work!

Work your plan!

Adjust as necessary!