UNIVERSITY OF NORTH GEORGIA College of Education. MGED 4015 Internship 3: Decision Making Fall 2014

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1 UNIVERSITY OF NORTH GEORGIA College of Education MGED 4015 Internship 3: Decision Making Fall 2014 Co- requisites: MGED 4010: Classroom Management & Organization MGED 4020: Instructional Strategies & Monitoring View Supplemental Syllabus at: of- education/_uploads/files/supplemental- Syllabus pdf GENERAL INFORMATION Instructor: Office Number: Office Phone: E- mail address: Office Hours: Middle Grades Field Experience Handbook: https://www.livetext.com/doc/ / TEXT, TECHNOLOGY AND OTHER MATERIALS Required Text: All required textbooks are available on e- books and will be identified as the course unfolds. This site may require that you download a plug- in. LiveText, Inc.: All students in teacher education programs must hold a current LiveText account. A one-time fee is good for the length of the program, plus one year out in the

2 field. To purchase LiveText, visit and purchase the Field Experience edition for the University of North Georgia. LiveText provides online help. You may also contact Kathy Moody at for assistance. If you do not purchase and activate/register LiveText by the end of drop/add, you may be withdrawn without penalty (W) from class. Desire to Learn (D2L): University System of Georgia's Desire2Learn Help Center provides assistance through their knowledge base & The USG D2L Help Center is available 24 hours a day, 7 days a week. The Online Support Center site includes a knowledge base. There are sections for students & instructors. You can also call for technical support. Please encourage students to check the knowledge base before calling tech support. Also reference CTLE s D2L website. COURSE DESCRIPTION Study of problems related to planning and executing developmentally appropriate learning experiences for students in middle level classrooms. A primary focus of this course will be the application of strategies designed to motivate the students and manage the learning experience. Extensive daytime directed observation and participation in area schools is required. Intellectual Engagement a. Critical thinking and creative problem- solving in theory and practice b. Active engagement in reflective practice c. Professional collaboration and communication d. Commitment to on-going professional development Conceptual Framework (CF) Research Based Teaching Advocacy and Service and Learning a. Content literacy a. Promote social justice b. Data driven decision- and human rights for the making individual and in c. Student centered teaching communities and learning b. Leadership d. Technological literacy c. Ethical practice e. Immersion in the learning d. Professional accountability community through field experience and clinical practice COURSE OBJECTIVES (EXPECTED OUTCOMES) Course Objectives Field Experience Each student will: Teach and assess a minimum of seven standards-based lessons Identify clear CF- Competencies Research-Based Teaching and Learning Lesson Planning InTASC Standards 1.5 Use differentiated instruction to supports and guide learners to achieve new, complex tasks. 4.4 & 5.4 Encourage learners to engage in independent & critical thought associated with the

3 interdisciplinary connections during instruction Implement motivational strategies Use effective instructional strategies Engage in formal observations conducted by the university supervisor Video and analyze their teaching Develop a field notebook to keep a record of lessons taught Portfolio Development Each student will use the MGED Portfolio to reflect upon their personal learning and plan for improvement during their spring internship Attendance & Professionalism Each student will document consistent attendance at their assigned school and will behave in a professional manner at all times. Intellectual Engagement Advocacy & Service Intellectual Engagement content. 4.5 & 5.3 Engage learners in critical thought related to the content area. 6.6 Implement instructional strategies that include modeling and engage learners in critical thinking, metacognition, and peer review. 7.3 & 7.7 Evaluate and adjust instructional plans by identifying appropriate accommodations, resources and materials to address a variety of student needs. 8.6 Utilize varied instructional roles such as instructor facilitator, coach, and audience. 8.9 Encourages learners to utilize higher order thinking and questioning skills. Assessment 6.3 Utilizes assessment data to guide instruction and collaborates with colleagues about assessment. 7.5 Use assessment data, learner s prior knowledge and interest to plan instruction. 8.3 Create an implementation plan based on assessment of prior knowledge to help learners achieve new, complex tasks. Professionalism 9.1 The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice. Professionalism 1.8 Attend a learning community, SST, IEP, 504, or similar collaborative group to address the promotion of learner growth and development. 9.1 Engage in ongoing professional learning targeted at promoting learner achievement related to content standards. 9.3 Use assessment data individually and in collaboration with colleagues to guide and adapt instruction Monitor self and others progress toward common goals Develop communication tools to inform stakeholders, support learning, and learner development Model professional knowledge/skills with others

4 to advance professional practice. METHODS OF INSTRUCTION The development of the understanding and demonstration of content, methodologies, and skills and dispositions identified in the course objectives will be supported by the inquiry method. Instructor and group presentations as well as field-based action research will be utilized. COURSE GRADING & EVALUATION METHODS Lesson Planning & Delivery 1. Schedule three formal observations with your university supervisor using the following schedule: Observation #1 completed by Sept. 10 (content 1) Observation #2 - completed by Oct. 16 (content 1) Observation #3 - completed by Dec. 12 (content 2) Four observations with the cooperating teacher - (2/content) August & September content 1 November & December content 2 2. Up-to-date field notebook with all lesson plans and materials available at each observation date. The field notebook should include: 1. Sign-in sheet or printout 2. Copies of UNG information a. MGED 4015 course syllabus b. Intern Calendar c. Field Notebook Checklist 3. Copies of all documented hours 4. Copies of intern s pre & post dispositions self-evaluation 5. Copies of all lessons plans a. These should be initialed by the cooperating teacher prior to teaching b. Copies of all related instructional materials (PowerPoint, work sheets, etc.) c. Copies of all related assessments (pre/post tests aligned with standards) 6. Feedback from cooperating teacher a. Dispositions b. Written notes c. Final evaluation 7. Examples of bulletin boards & materials created 8. Other items you want to keep or show off! 9. Proof of attending a professional learning community (SST, IEP, 504, or similar collaborative group meetings) 10. Evidence of communication tools to inform stakeholders, support learning, and learner development

5 3. edtpa -Teacher Performance Assessment Tasks (see attached edtpa instructions) Submit the following in LiveText These TASKS will be completed in Content Area 1. TASK 1 Context for Learning Due August 29 Planning Commentary - due on September 19 Lesson Plans due on October 3 Learning Segment completed & taught October 10 TASK 2 Video Clip of Learning Segment (15 min.) October 24 TASK 3 3 student work samples from Learning Segment November 7 Assessment tasks and evaluation criteria November 7 TASK 4 2-page Commentary analyzing teaching November Professional Portfolio - START NOW- TIME CONSUMING Preservice and inservice teachers in the UNG College of Education prepare professional portfolios that demonstrate their professional growth over time framed by responsiveness to state and national standards associated with their discipline. Preservice and inservice teachers are advised to review the standards in their portfolio and reflect upon how the activities and artifacts associated with each course will demonstrate understanding and competence of the relevant professional standards. The instructor of this course will guide you in the development of your portfolio. Final portfolio reviews occur during the last term in your program. Portfolio Check Submitted in LiveText by December 5th Domain 1 Learner & Learning Lesson Plan Case Study? Contextual Factors? Something from adolescent development class Fall 2012 Linsky? Domain 2 Content & Curriculum 2 Lesson Plans or 1 lesson plan and a unit plan Domain 3 Instructional Assessment Assessment Plan & type of Assessment Domain 4 Instructional Practices Instructional Planning & Strategies Empirical & Secondary Source Strategy Domain 5 Professional Strategy

6 Classroom Management Plan Differentiated Lesson Plan 5. Attendance & Professionalism a. Documented Hours (will check at the end of Aug, Sept., Oct., & Nov.) b. Dispositions Summary Cooperating Teacher: October Content 1 December Content 2 c. Pre/Post Dispositions Self-Evaluation - Intern COE Dispositions Violation of COE Dispositions will be reflected in your Professionalism and Participation grade. Students are visitors in the schools and could be removed at the request of school administrative personnel. A faculty committee would then review each case on an individual basis to determine the appropriate course of action. IS = Interpersonal Skills PPR Professional Personal Responsibility SES Social Emotional Stability Tier 1 Progress on Tier 1 dispositions are evidenced by professional development and reflection. Individuals will identify their own strengths and weaknesses during the first semester of the program and reflect on continued needs and progress at the end of each subsequent semester. Lack of professional growth related to these dispositions could result in the need for a professional development plan (as described in Tier 2). Thoughtful and responsive listener (IS-1) Potential for competent leadership (IS-2) Relates well with teaching area targeted (IS-4) Fosters a sense of collegiality and community within each class and department as a whole (IS-5) Recognizes the value of others views even if they differ from the individual s views (IS-7) Uses time wisely and completes assigned tasks on time (PPR-2) Submits work that reflects high standards (PPR-5) Demonstrates effective use of problem solving techniques (PPR-6) Is flexible and adapts to change (SES-1) Demonstrates initiative for assuming responsibility (SES-3) Demonstrates high energy and positive attitude (SES-4) Fosters a positive environment with peer/colleagues in schools (SES-5)

7 Tier 2 Failure to meet Tier 2 dispositions will result in the student being placed on a professional development plan (PDP). Individuals will make an appointment with their advisor and the program coordinator to create the PDP within one week of the initial report by the instructor. Works well with others (IS-3) Functions effectively in a variety of group roles (IS-6) Speaks clearly, fluently, and uses correct grammar (IS-8) Writes effectively with clarity, fluency, and correct expression (IS-9) Appreciates multiple perspectives; values human diversity; respects diverse talents; respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests (IS-10) Meets obligations and deadlines (PPR-1) Maintains a satisfactory record of punctuality and attendance (PPR-4) Is respectful of all people (PPR-8) Is willing to give and receive help (SES-6) Accepts/Utilizes feedback or suggestions for personal/professional improvement (SES-7) Demonstrates the ability to reflect on and evaluate personal conduct and performance for self improvement (SES-8) Tier 3 Failure to meet Tier 3 dispositions will result in immediate removal from field experience and probationary status in the MGED program. Students could also be subject to removal from the program. Individual situations will be reviewed by a committee of faculty representatives to determine future involvement in the MGED program. Accepts procedures and rules (PPR-3) Maintain appropriate dress and hygiene (PPR-7) Adheres to high ethical behaviors as set forth in Honor Code and Code of Ethics (PPR-9) Respects confidentiality of information (PPR-10) Displays appropriate affect, emotional, poise, and self control (SES-2) Responds to matters of concern as a responsible adult (SES-9) Grading Categories: edtpa Tasks = 30% Teaching Observations (3) = 30% Best supervisor observation (70%) Average of best 2 cooperating teacher observations (one from each content) (30%) Attendance & Professionalism = 20% Field Notebook = 10%

8 Portfolio = 10% Grading Scale: A= B= C= D= F = 59 and below ATTENDANCE Students are expected to complete all tasks in a timely manner and follow the course calendar in addition to school s calendar where the student is completing their field placement. ACADEMIC INTEGRITY Assignments are given to you personally, to be completed by you alone, and not to be duplicated from the work of other students.

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