College of Education

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1 College of Education STUDENT TEACHING SYLLABUS for Initial Teacher Preparation Programs FALL 2009 Early Childhood Education with ESOL Endorsement EEC 4943 Elementary Education with ESOL Endorsement EDE 4943 English Education with ESOL Endorsement LAE 4942 / LAE 5945 Exceptional Student Education with ESOL Endorsement EEX 4861 / EEX 6862 Modern Language Education FLE 4942 / FLE 5945 Music Education MUE 4940 / MUE 5945 Physical Education PET 4943 Science Education SCE 4944 / SCE 5945 The above-listed undergraduate program student teaching courses are 9 credits, and the graduate program student teaching courses (MAT) are 6 credits. Instructor Information: Name: E. Judith Cohen, Ed.D. Phone: cohenj@fiu.edu Office: ZEB 225 Office Hours: Monday Friday, by appointment I. Course Description This course is the capstone experience for all teacher candidates majoring in the Initial Teacher Preparation Programs in the College of Education, including: Early Childhood Education with ESOL Endorsement; Elementary Education with ESOL Endorsement; English Education with ESOL Endorsement ; Exceptional Student Education with ESOL Endorsement; Modern Language Education; Music Education; Physical Education; and Science Education. This course provides multiple opportunities to demonstrate the competencies learned throughout the candidate s specific program under the close supervision of master teachers (Cooperating Teachers) and University Supervisors. Teacher candidates gradually assume full responsibility for the instruction of all students in their assigned P-12 classrooms. Prerequisites: Successful completion of all program requirements. 1

2 II. COE Conceptual Framework The desired future of the College of Education (COE) at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education Revised 2007, p.1). Teacher candidates are expected to demonstrate proficiencies, or learning outcomes, which are explained in the COE s Conceptual Framework. Students are required to know, do, and understand the proficiencies of their specific program. The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College of Education. The outcomes include: o Unit Content Outcome: Stewards of the Discipline (Knowledge); o Unit Process Outcome: Reflective Inquirer (Skills); and o Unit Dispositions Outcome: Mindful Educator (Dispositions). The desired performance learning outcomes, or institutional standards, of teacher candidates at the initial level are aligned with state standards (Florida Educator Accomplished Practices FEAPs), professional standards (Interstate New Teacher Assessment and Support Consortium INTASC), and other program-specific standards and competencies. A list of all standards, competencies, practices, and indicators are listed in Part 3 of the Student Teaching Handbook. The following Matrix includes an alignment of: COE Outcomes, FEAPs, and INTASC Standards. 2

3 Matrix of Alignment: Institutional, State, and Professional Standards Initial Level: Institutional Standards COE Learning Outcomes State Standards FEAPs Professional Standards INTASC Unit Content Outcome: Stewards of the Discipline 1. Know content and pedagogical content. 2. Know how to use knowledge to help all students learn. 3. Engage in cross-disciplinary activities to ensure breadth and depth of knowledge. 4. Know how to experiment with pedagogical techniques through inquiry, critical analysis, synthesis of the subject, and the integration of technology. 5. Know how to evaluate the results of their experimentation. Unit Process Outcome: Reflective Inquirer 1. Reflect on practice and change approaches based on own insights 2. Reflect on practice with the goal of continuous improvement. 3. Think critically about educational issues through a form of inquiry that investigates educational dilemmas and problems and seek resolutions that benefit students. 4. Be sensitive to and understand individual and cultural differences among students 5. Collaborate with other professional educators, families, and communities. 6. Foster learning environments that take into account technological resources. 7. Use the richness of diverse communities and an understanding of the urban environment to enhance learning. 8. Use knowledge to help learners foster global connections. 8 Knowledge of subject matter 10 Planning 12 Technology 1 Assessment 2 Communication 3 Continuous Improvement 4 Critical Thinking 5 Diversity 7 Human Development & Learning 9 Learning Environments 10 Planning 11 Role of Teacher 12 Technology 3 1 Content Knowledge: Understands the central concepts, tools of inquiry, and structures of the discipline and can create learning experiences that make subject matter meaningful for students. 7 Planning for Instruction: Plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 2 Learner Development: Understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. 3 Learner Diversity: Understands how learners differ in their approaches to learning and creates instructional opportunities adapted to diverse learners. 4 Instructional Strategies: Understands and uses a variety of instructional strategies to encourage development of critical thinking, problem solving, and performance skills. 5 Learning Environment: Uses understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning and selfmotivation. 6 Communication: Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7 Planning for Instruction: Plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8 Assessment: Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

4 9 Reflective Practice and Professional Development: Is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally.. 10 Community: Fosters relationships with colleagues, parents, and agencies in the larger community. Unit Dispositions Outcome: Mindful Educator 1. Adopts a critical eye toward ideas and actions (Being Analytical). 2. Withholds judgment until understanding is achieved by being thoughtful in actions (Managing Impulsivity). 3. Works to see things through by employing systematic methods of analyzing problems (Persisting). 4. Thinks about his/her own thinking (Reflective Thoughtfulness). 5. Thinks and communicates with clarity and precision (Communicating Accurately). 6. Shows curiosity and passion about learning through inquiry (Being Inquisitive). 7. Shows a sense of being comfortable in situations where the outcomes are not immediately known by acting on the basis of his/her initiative and not from needing a script (Taking Responsible Risks). 8. Recognizes the wholeness and distinctiveness of other people s ways of experiencing and making meaning by being open-minded (Being Open-minded). 9. Takes time to check over work because of being more interested in excellent work than in expediency (Striving for Accuracy). 10. Abstracts meaning from one experience and carries it forward and applies it to a new situation by calling on store of past knowledge as a source of data to solve new challenges (Applying Past Knowledge to New Situations). 11. Shows sensitivity to the needs of others and to being a cooperative team member (Thinking Interdependently). 12. Shows a sense of care for others and an interest in listening well to others (Empathic Understanding). 6 Ethics / moral sensibilities / habits of mind 4

5 III. Program Standards & Competencies This course is aligned with the standards, principles, competencies, and practices of the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Principles, Florida Educator Accomplished Practices (FEAPs), Florida Standards for Teachers of English for Speakers of Other Languages (ESOL), Florida Reading Endorsement Competencies, and the candidates specific teacher certification competencies. A complete list of standards, principles, practices, and competencies are listed in Part 3 of the Student Teaching Handbook. IV. Course Objectives and Professional Standards The following course objectives & assignments are aligned with the above listed standards. Upon completion of this course, candidates will be able to: Develop a class list database, and use the information to plan appropriate instruction for all students: Student Database (SDB) o COE ST # 1, 2, 3; RI # 4, 5; ME # 5, 9 o INTASC # 1, 2, 3, 4, 7, 8 o FEAP # 1, 2, 5, 8, 10, 12 o ESOL # 4, 6, 8, 9, 10, 11, 12, 13, 15, 16, 17, 21, 22, 24 Establish classroom rules, routines, and standards for behavior: Learning Environment (LE) o COE ST # 2; RI # 4, 5, 6, 7; ME # 2, 7, 12 o INTASC # 3, 5 o FEAP # 5, 9 o ESOL # 18 Plan, assess, and instruct all students, under close supervision of the Cooperating Teacher (CT): Daily Planning and Instruction (DPI) o COE ST # 1, 2, 3, 4, 5; RI # 4, 5, 6, 7; ME # 5, 6, 7, 8, 10 o INTASC # 1, 2, 3, 4, 7, 8 o FEAP # 1, 2, 4, 5, 8, 10, 12 o ESOL # 4, 5, 6, 8, 9, 10, 11, 12, 13, 15, 16, 17, 21, 22, 24 Reflect on teaching performance to document growth: Personal Development Journal (PDJ) o COE ST # 5; RI # 1, 2; ME # 4, 10 o INTASC # 9 o FEAP # 3, 6 o ESOL # 14, 18 Understand the responsibilities of education professionals regarding child abuse: Child Abuse Tutorial [ o COE ST # 3; RI # 3, 4; ME # 11, 12 o INTASC # 6, 9 o FEAP # 11 Demonstrate impact on P-12 student learning by developing and implementing an instructional plan in a major content area: Small Group Progress Plan (SGPP) TaskStream artifact o COE ST # 1, 2, 3, 4, RI # 4, 5, 6, 7, 8; ME # 6, 9, 10 o INTASC # 1, 2, 3, 4, 5, 6, 7, 10 o FEAP # 2, 5, 6, 7, 8, 9, 10, 11, 12 o ESOL # 4, 5, 6, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 22, 24 Analyze data from SGPP and reflect on results of implementation: Small Group Progress Plan o COE ST # 5; RI # 1, 2, 3; ME # 3, 4, 5 o INTASC # 6, 8, 9 o FEAP # 1, 3, 4, 8, 12 o ESOL # 14, 19, 20, 21, 24 V. Required Textbooks, Readings, and Other Instructional Materials No specific textbooks are required for this course. 5

6 VI. Course Requirements and Grading Standards (Subject to Change) 1. Student Database (SDB) and Learning Environment (LE) Student Data Base Develop a class list database for all students in your class Include the following information, if appropriate: o Current reading and math levels based on formal and alternate assessments (e.g., FCAT, SAT, IRI, DRA) o ESE placement o ESOL level and primary language o Related services (e.g., OT, PT, Speech therapy, counseling) o Medical information o Learning styles, modality preferences, Multiple Intelligences Use this information to o group students for instruction o identify and use appropriate strategies, including ESE and ESOL strategies o identify and use appropriate materials, manipulatives, and resources o plan and implement lessons and activities Learning Environment Establish classroom rules, routines, and standards for behavior (work with CT) o Post rules in classroom, and refer to them daily o Be consistent and fair (fair is not equal it s what each student needs!) o Use varied motivational incentives (extrinsic and intrinsic) o Adapt rules and consequences to accommodate students and activities Provide a safe place to take risks Arrange and manage the physical environment to support student learning o Include large group, small group, and individual instruction Monitor learning activities o Provide feedback and reinforcement o Circulate around room and acknowledge all students 2. Daily Planning and Instruction (DPI) You will shadow your CT and gradually assume his/her responsibilities for the assigned students. This may be five different subject areas, or multiple sections of a specific subject. You will plan, assess, and instruct your assigned class, under close supervision of your CT. All lessons and activities must be approved by your CT. Even though you may think you know better, you need to follow the advice, directions, and suggestions of your CT and FIU Supervisor. You may use your CT s lesson plan format for daily planning and instruction. However, for all formal Observations (Clinical Supervision Cycles), and selected SGPP lessons, you must use the Official ST Lesson Plan format. Use ideas from the Small Group Progress Plan to guide you in developing effective lessons and activities. Please refer to Typical Week of a Student Teacher. 6

7 3. Observations [Clinical Supervision Cycles] Each time the CT or Supervisor conducts a clinical cycle (observation), the Clinical Supervision Cycle checklist should be completed to document the event. It is intended to document the procedures of the process and the recommendations related to maintaining, increasing, or eliminating the particular teaching behaviors that were the focus of the observation. These may be based on Professional Standards, FEAPs, or the COE Conceptual Framework Outcomes. The CT will complete a minimum of six (6) observations (three before and three after the Midterm Conference). The FIU Supervisor will complete a minimum of four (4) observations (two before and two after the Midterm Conference). The number of observations may be increased depending on individual circumstances. Be prepared for each official observation! Use the official lesson plan format! Please refer to the following documents in the Student Teaching Handbook: o Typical Clinical Supervision Cycle o Clinical Supervision Cycle Checklist o If you re looking for... your observer could use Personal Development Journal (PDJ) Students are expected to keep a weekly journal as a way to document learning experiences to use for self-reflection and continuous improvement. This Personal Development Journal is meant to record professional reflections so that personal growth can be documented in a visible way. After each Observation, the specific behaviors addressed in the Areas for Growth section on the Clinical Supervision Cycle checklist should be included in your PDJ. Specific strategies, materials, techniques that you will focus on in the upcoming week should be included in your PDJ. Remember: The PDJ is meant to record YOUR behaviors and your individual plan for improvement not that of your CT, administrators, or students. You must respect the issue of confidentiality do not include full names of any staff or students in your PDJ. Please know that your FIU Supervisor, CT, or any administrator may read these entries. Be prepared to share your PDJ with your Supervisor at each visit, including the Midterm and Final conferences. 5. Small Group Progress Plan (SGPP) TaskStream artifact Critical task!! This assignment has been developed to demonstrate impact on P-12 student learning during the student teaching experience. Candidates will develop and implement a Small Group Progress Plan that addresses all twelve Florida Educator Accomplished Practices (FEAPs), the learning outcomes of the College s Conceptual Framework, the INTASC Core Principles, the Next Generation Sunshine State Standards, ESOL standards, and additional program-related standards or competencies, (e.g., Florida Reading Endorsement Competencies). It is the required TaskStream artifact that will be uploaded into your folder in the TaskStream system, after you receive authorization by your FIU Supervisor. You must receive Acceptable or Target Level of Performance on this artifact in order to pass this course! Please see TaskStream Policy, SGPP Artifact, & Scoring Rubric in this syllabus, and SGPP Template in Part 3 of the Student Teaching Handbook. 7

8 In addition... Keep Attendance Log (yellow) updated daily! This is your official documentation of attendance. Initial each day, CT initials weekly, Supervisor initials at each visit. Submit completed log to ZEB 220 by last day of make-up week. Complete and submit a Daily Schedule (MS / SHS) or Weekly Schedule (Elementary School) to your FIU Supervisor by the end of the first week of the semester. Midterm and Final Conferences and Evaluations (see forms) Complete Child Abuse Tutorial online ( and submit the Certificate of Completion to your FIU Supervisor at the Final Conference. Complete the Student Teacher Survey online (TaskStream website) by last day of ST. VII. Taskstream Policy, Artifact, and 3-point Rubric TaskStream is the COE s web-based electronic portfolio application that will allow you to upload and share selected work via the world wide web. This electronic portfolio system also has tools that allow you to create standards-based lesson plans, evaluation rubrics, and entire instructional units. Beginning in Fall 2008, all students enrolled in the College of Education are required to subscribe and maintain a TaskStream account throughout their FIU career so that they can generate and maintain an electronic portfolio of their work in the college. You can purchase TaskStream directly online at anytime of the year. You have the option of selecting the terms of your subscription. However, a TaskStream account must be maintained throughout your professional preparation program. Costs and other TaskStream information can be found at this COE website: The artifact selected for this course is the Small Group Progress Plan (SGPP). This artifact must be completed according to the rubric, and you must receive an Acceptable or Target level of performance in order to pass this course. You will be advised when you are authorized to upload your completed artifact to your folder in the Taskstream system. If you do not satisfy the rubric requirements at an Acceptable or Target level, you will be asked to revise and resubmit your assignment so that it meets the standards established by the College of Education. If you have not uploaded a satisfactory artifact by the end of the semester, you will not receive a passing grade for the course. The following document was accepted on March 27, 2009, and is the official College of Education policy regarding TaskStream. TASKSTREAM UPLOAD POLICY All students in courses with critical tasks on Taskstream must purchase accounts and upload artifacts Faculty must specify in course syllabi the Taskstream assignment, rubric, and upload policy If pedagogically feasible, students should upload course artifacts two weeks before the end of classes; final deadline for all uploads is 48 hours before grades are due Students who earn an Unacceptable rating on the course critical task will be provided with one (1) remediation to achieve the Acceptable level. If students are unable to achieve Acceptable, the rating of Unacceptable will remain and students will receive a non-passing grade in the course Students who fail to upload artifacts by the deadline will receive an I (Incomplete) or a non-passing grade in the course, at the discretion of the instructor Faculty must provide final Taskstream evaluation before final grades are submitted Taskstream will be inactivated by the end of the first week of the subsequent semester and students who have not uploaded as required will no longer be able to do so without confirmation from the instructor 8

9 TaskStream Artifact Course Artifact Name Standards, Principles, Practices, Outcomes, and Competencies addressed Summary of Task Task Description in Detail Exact Contents Uploaded File Name File Type Student Teaching (course number varies by major) Small Group Progress Plan (SGPP) FEAPs: 1-12 COE Outcomes: Stewards of the Discipline (ST), Reflective Inquirer (RI) & Mindful Educator (ME) INTASC Core Principles: 1-10 New Generation Sunshine State Standards: Subject, Grade, & Student Appropriate ( ESOL Standards: 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24 (if program is ESOL endorsed) Program-Specific Standards may be included where appropriate (e.g., Reading Competencies) Candidates will demonstrate impact on P-12 student learning by developing and implementing a small group instructional plan in a major content area (e.g., reading, math) for 3 5 students. The plan will document each student s progress from the beginning to the end of the student teaching experience. The plan will include a purpose statement with goals and objectives, complete lesson plans, including objectives, assessments, and specific activities. The lessons will be implemented and tracked. Individual student progress will be documented and described. The data will be analyzed after assessment of the post-test/s. Candidates will reflect on the results of the plan. In collaboration with your cooperating teacher (CT), select a small group of 3 5 students and develop an instructional plan for one subject area, specific to the cognitive, linguistic, cultural, behavioral, and/or physical needs of each student. This may be part of your whole group instruction. The content area must be reading, math, or a subject specific to your major. Select appropriate standardized and/or informal pre- and post-assessment tools and administer to each student at the beginning and end of the semester. Develop complete and specific lesson plans (see format) that include: o specific objectives that are age / grade / student appropriate o appropriate standards for your major (e.g., New Generation Sunshine State Standards, FEAPs, ESOL, Reading Competencies,... ) o appropriate materials, manipulatives, and resources (e.g., graphic organizers) o ESE and ESOL strategies o appropriate subject-specific procedures, reflecting knowledge of subject matter o assessment that matches objective o activities that reflect the Multiple Intelligences and/or Differentiated Instruction o at least three (3) of the selected lesson plans MUST include use of technology during the lesson (e.g., PPT, internet, Kidspiration, Inspiration, etc.) o reflection after lesson is implemented Implement lessons throughout the semester, using self-reflection to make modifications and adaptations to meet the needs of ALL students. Develop a system to track student progress (e.g., graph) Document and describe each student s progress after assessment of post-test. Analyze the data and relate to specific strategies and activities that were implemented. Reflect on the data and discuss strengths and challenges of your plan. Entire document with selected lesson plans (i.e., Weeks 1, 3, 5, 7, 8) EDE4943.doc or EEC4943.doc or EEX 4861.doc or specific ST course number of your major Word Document NOTE: Please see Template for Small Group Progress Plan in Part 3 of ST Handbook, and the rubric at the end of this syllabus. 9

10 VIII. Field Experience Requirement This course is the culminating field experience for all teacher candidates in the College of Education. IX. Course Policies Class Attendance: It is expected that all students will be in attendance at their assigned schools for the entire semester. Five (5) days at the end of the semester ( Make-up week ) may be used for absences due to medical or personal reasons. Assignment Due Date Policy: Opportunities for extensions on assignment due dates are limited to documented medical and/or personal emergencies pre-approved by the university supervisor. Religious Holidays Policy: Students who are absent from academic or social activities because of religious observances will not be penalized. A student who desires to be excused from class to observe a religious holy day of his or her religious faith should notify all of his or her instructors at least two (2) weeks in advance. The student is responsible for any material covered during the excused absence, but will be permitted a reasonable amount of time to make up any work missed. Examinations, major assignments, and university ceremonies will not be scheduled on a major religious holy day. If an examination was administered during the class at which a student is excused for a religious observance, the student should make arrangements with the instructor to be examined at an alternate time or be given a comparable assignment. Policy for Assigning an Incomplete I Grade: An incomplete grade is a temporary symbol given at the discretion of the instructor for work not completed because of serious interruption not caused by the student s own negligence. An incomplete must be made up as quickly as possible, but no later than two (2) consecutive semesters after the initial taking of the course or it will automatically default to an F or the grade that the student earned in the course. There is no extension of the two (2) semester deadline. The student must not register again for the course to make up the incomplete. Students who have incomplete grades on their records must remove the incomplete by the end of the fourth week of the term in which they plan to graduate. Failure to do so will result in a cancellation of graduation. In such cases where the course instructor determines that it is appropriate to award a student a grade of I (incomplete) the following steps must be followed. Using an Official University Form, the course instructor will report the following: 1. The grade earned by the student to date. 2. The missing work and the percentage of the final grade it represents (this requires the details of the specific missing assignment). 3. The date the instructor expects the missing work to be submitted or in the case of an examination made up. 4. The justification for awarding the grade of I. 5. Have the student sign the form. 6. Submit the form to the Department Chair and Dean, and maintain a copy for instructor records and provide a copy for the student. 7. Upon satisfying the requirements for a grade, the instructor will sign off on the form and attach it to the change of grade form she or he will submit. 10

11 X. Academic Integrity Statement (July 2007) ( Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can include up to dismissal from the University. Misconduct includes: Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism: The use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism. Be assured and forewarned that cheating will not be tolerated in this course. All cases of suspected cheating or plagiarism will be referred to the University's Committee on Academic Misconduct. This action is required by all instructors. Regarding the consequences of being found guilty of dishonest academic practice, the instructor shall make an academic judgment about the student's grade on that work and in that course and shall report such incidents to the Primary Administrative Officer. XI. Disability Resource Center ( The Disability Resource Center s mission is to provide FIU students with disabilities the necessary supports to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and need assistance or instructional accommodations, please contact the Center at or visit them at the Graham Center (GC) 190. The Disability Resource Center will review your request and contact your professors and /or other personnel to make arrangements for appropriate accommodations, modifications, and assistance. 11

12 XII. Course Outline and Schedule Due Dates for Student Teaching Assignments WEEKS of the Semester Fall Semester 2009 WEEK 1: Aug. 31 Sept. 4 WEEK 2: Sept WEEK 3: Sept WEEK 4: Sept WEEK 5: Sept. 28 Oct. 2 WEEK 6: Oct. 5 9 WEEK 7: Oct WEEK 8: Oct WEEK 9: Oct WEEK 10: Nov. 2 6 WEEK 11: Nov WEEK 12: Nov WEEK 13: Nov WEEK 14: Nov. 30 Dec. 4 WEEK 15: Make-up Week Dec ASSIGNMENT: See Syllabus for Details (due by the end of the week indicated)** Student Database and Learning Environment Class list database (due by end of week 2) Student groups (2) ** List of appropriate strategies (2) Materials and resources (2) Classroom rules and routines (2) Daily Planning and Instruction 1 st subject preparation and lesson plans (2) 1 st & 2 nd preps and lesson plans (3) 1 st, 2 nd, & 3 rd preps and lesson plans (4) 1 st, 2 nd, 3 rd, & 4 th preps and lesson plans (5) 1 st, 2 nd, 3 rd, 4 th, & 5 th preps and lesson plans (6) All subject lesson plans (7 14) Observations (Clinical Supervision Cycles) 6 by CT (3 before Midterm and 3 after) 4 by Supervisor (2 before Midterm and 2 after) Personal Development Journal Weekly Journal entries (Weeks 1 14) Observation reflections (after each observation) Small Group Progress Plan Ongoing (Weeks 3 12) Evaluation at Final Conference Midterm Evaluation Evaluation (Week 6 or 7) Review all assignments (above) Final Evaluation Evaluation (Week 13 or 14) Review all assignments (above) Upload TaskStream artifact: Small Group Progress Plan Complete Child Abuse Tutorial online and submit Certificate of Completion to Supervisor 12

13 LESSON PLAN FORMAT Directions for Use in Student Teaching: Use this format whenever you have a scheduled observation with your FIU Supervisor or CT and for the selected lessons in your SGPP. Provide a typed copy to your observer during each pre-observation conference so that you may discuss your instructional objectives, skills, strategies, assessment techniques, etc. Your goal is to make sure that the observer clearly understands what your learners are expected to learn, what you and your learners will do to make that happen, and how you will know the status of each learner s progress at the end of the lesson. SEE ST HANDBOOK PART 3 FOR COMPLETE LIST OF STANDARDS, COMPETENCIES, PRACTICES, AND INDICATORS. Name Date Subject Grade Lesson: Objective: [WHAT SKILL will you teach?] (Specific, measurable, student & content appropriate) Standards: (Include complete standard, as appropriate for your major, course content, and population) Next Generation SSS: (See FEAP: (Include appropriate indicator/s) ESOL: (Include if your major is ESOL Endorsed) Program-specific standards or competencies (e.g., Reading Competencies, Math, Science...) Strategies: ESE: ESOL: Multiple Intelligences: Differentiated Instruction: Materials: Set: Body: Closure: [What will you do to introduce the content of the lesson?] [HOW will you TEACH the skill? Demonstrate STRATEGIES; do NOT just assign busywork!] [How will you summarize the content of the lesson?] Assessment: (must match objective) [How will you know that your students learned the content?] Home Learning: (if appropriate) Reflection: (to be completed after lesson; may be handwritten) [What worked? What didn t? Why?] 13

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15 RUBRIC FOR SMALL GROUP PROGRESS PLAN (TASKSTREAM ARTIFACT) COE OUTCOMES: ST = Stewards of the Discipline (knowledge); RI = Reflective Inquirer (skills); ME = Mindful Educator (dispositions) FEAP = Florida Educator Accomplished Practices INTASC Interstate New Teacher Assessment and Support Consortium Core Principles ESOL = Florida Performance Standards for Teachers of English for Speakers of Other Languages FOR COMPLETE LIST OF OUTCOMES, PRACTICES, STANDARDS, PRINCIPLES, AND PRACTICES, SEE ST HANDBOOK PART 3 Scoring Rubric: 3 Point Scale Organization and Presentation ST 1: Knows content and pedagogical content ME 5: Thinks and communicates with clarity and precision (communicates accurately) ME 9: Takes time to check over work because more interested in excellent work than in expediency (striving for accuracy) FEAP 2: Communication Purpose Statement, Goals and Objectives ST 1: Knows content and pedagogical content ST 2: Knows how to use knowledge to help all students learn ME 1: Adopts a critical eye toward ideas and actions (being analytical) FEAP 8: Knowledge of Subject Matter FEAP 10: Planning FEAP 11: Role of the Teacher 1 Unacceptable Lacks organization; Not typed; More than three spelling or grammatical errors; Submitted late; Missing two or more components; Not uploaded to TaskStream Explanation of purpose is unclear; Not age or grade-appropriate; Goals and objectives are unclear, and are not related to appropriate standards (e.g.., New Generation Sunshine State Standards, FEAPs, or ESOL Standards) 2 Acceptable Organized in a clear and coherent fashion; Typed and neat; No more than three spelling or grammatical errors; Submitted on time; Contains most components; Uploaded to TaskStream on time, and successfully Clear explanation of purpose; Age and grade-appropriate; Goals and objectives are generally clear, and related to appropriate standards (e.g., New Generation Sunshine State Standards, FEAPs, or ESOL Standards) 3 Target Organized in a very clear, coherent and logical fashion; Typed and neat; No more than two spelling or grammatical errors; Submitted on time; Contains all required components; Uploaded to TaskStream on time, and successfully Very clear explanation of purpose; Age and grade-appropriate; Goals and objectives are clearly written, and directly related to appropriate standards (e.g., New Generation Sunshine State Standards, FEAPs, or ESOL Standards) INTASC 1: Content Knowledge ESOL: 6 1

16 Lesson Plans ST 2: Knows how to use knowledge to help all students learn ST 3: Engages in cross-disciplinary activities to ensure breadth and depth of student knowledge RI 5: Collaborate with other professional educators, families, and communities ME 5: Thinks and communicates with clarity and precision (communicates accurately) FEAP 1: Assessment, 2: Communication, 5: Diversity, 7: Human Development and Learning, 8: Knowledge of Subject Matter, 10: Planning, 12: Technology INTASC 1: Content Knowledge, 2: Learner Development, 3: Learner Diversity, 4: Instructional Strategies; 7: Planning for Instruction, 10: Community ESOL: 4, 5, 6, 8, 9, 10, 16, 22, 24 Lesson plans are not clear, and are not aligned with objectives; Do not include assessment procedures or appropriate instructional strategies and materials for students with specific academic, linguistic, cultural, and/or behavioral needs; Activities do not reflect Multiple Intelligences or Differentiated Instruction; Technology is not used to prepare lessons and/or materials Lesson plans are generally clear, and are aligned with objectives; Include assessment procedures; Include various instructional strategies and materials appropriate for students with specific academic, linguistic, cultural, and/or behavioral needs; Activities reflect Multiple Intelligences and /or Differentiated Instruction; Technology is used to prepare lessons and materials Lesson plans are exceptionally clear, and are aligned with objectives; Include specific assessment procedures; Include various instructional strategies and materials appropriate for students with specific academic, linguistic, cultural, and/or behavioral needs; Activities clearly reflect Multiple Intelligences and Differentiated Instruction; Technology is used very effectively to prepare lessons and materials Lesson Implementation ST 4: Knows how to experiment with pedagogical techniques through inquiry, critical analysis, synthesis of the subject, and the integration of technology RI 4: Be sensitive to and understand individual and cultural differences among students RI 6: Foster learning environments that take into account technological resources RI 7: Use the richness of diverse communities and an understanding of the urban environment to enhance learning RI 8: Uses knowledge to help learners foster global connections ME 5: Think and communicate with clarity and precision (communicating accurately) Lessons are implemented inconsistently; Lessons include ineffective use of both verbal and/or nonverbal communication; Feedback is lacking; Technology is not used to teach lessons Lessons are implemented on a regular basis; Lessons include use of both verbal and nonverbal communication; Appropriate feedback is provided occasionally; Technology is used to teach selected lessons (e.g., PPT, internet, Kidspiration) Lessons are effectively implemented on a very consistent basis; Lessons include appropriate use of both verbal and nonverbal communication; Appropriate feedback is provided consistently; Technology is used to teach lessons regularly (e.g., PPT, internet, Kidspiration) FEAP 2: Communication, 6: Ethics, 8: Knowledge of Subject Matter, 9: Learning Environments, 12: Technology INTASC 1: Content Knowledge, 2: Learner Development, 3: Learner Diversity, 4: Instructional Strategies; 5: Learning Environment, 6: Communication, 7: Planning for Instruction ESOL: 5, 6, 11, 12, 13, 15,16, 17, 18, 22, 24 2

17 Assessments ST 5: Knows how to evaluate the results of their experimentation ME 6: Shows curiosity and passion about learning through inquiry (being inquisitive) FEAP 1: Assessment, 2: Communication, 5: Diversity Pre- and post- assessments are inappropriate for the age, grade, background, or ability of each student, and are not used to inform instruction Pre- and post-assessments are appropriate for the age, grade, background, or ability of each student, and are used to inform instruction Pre- and post-assessments are clearly appropriate for the age, grade, background, and ability of each student, and are used to inform instruction INTASC 8: Assessment ESOL: 14, 19, 20, 21, 24 Description and Analysis of Data ST 5: Knows how to evaluate the results of their experimentation RI 3: Thinks critically about educational issues through a form of inquiry that investigates educational dilemmas and problems and seeks resolutions that benefit students ME 1: Adopts a critical eye toward ideas and actions (being analytical) ME 3: Works to see things through by employing systematic methods of analyzing problems (persisting) Student progress is not tracked and description lacks clarity; Analysis is missing or unclear, and not related to assessments and instructional strategies Student progress is tracked and described; Analysis is generally clear and related to assessments and instructional strategies Student progress is tracked and described clearly and accurately; Analysis is exceptionally clear and directly related to assessments and instructional strategies FEAP: 1 Assessment, 4: Critical Thinking, 12: Technology INTASC 6: Communication, 8: Assessment ESOL: 14, 19, 20, 21, 24 Reflection of Implementation RI 1: Reflects on practice and change approaches based on own insights RI 2: Reflects on practice with the goal of continuous improvement ME 4: Thinks about his/her own thinking (reflective thoughtfulness) ME 10: Abstracts meaning from one experience, carries it forward, and applies it to a new situation by calling on store of past knowledge as a source of data to solve new challenges (applying past knowledge to new situations) FEAP 3: Continuous Improvement Based on results of data, personal strengths and challenges are not described; Specific lesson components are unclear, lacking connection to success or lack of progress of individual students; Appropriate changes are missing or unclear. Based on results of data, personal strengths and challenges are described; Specific lesson components are generally clear, and show connection to success or lack of progress of individual students; Appropriate changes are suggested and described, but lack clarity. Based on results of data, personal strengths and challenges are described clearly and accurately; Specific lesson components are described clearly, and show connection to success or lack of progress of individual students; Appropriate changes are suggested and described clearly. INTASC 9: Reflective Practice and Professional Development 3

18

19

20 STUDENT TEACHING HANDBOOK PART 2 GENERAL INFORMATION

21 TABLE OF CONTENTS PART 1: PART 2: STUDENT TEACHING SYLLABUS GENERAL INFORMATION Introduction 4 Prerequisites 5 Application 5 Duration of Student Teaching 5 Schedule 6 Seminars and Meetings 6 Withdrawal 7 Transient Students 7 Policy for Out of Area Internships 7 FOR STUDENT TEACHERS General Responsibilities 9 First Week Checklist 9 Words to the Wise 10 FOR COOPERATING TEACHERS Selection Criteria 11 Role of the Cooperating Teacher 11 Calendar of Activities 12 Certificate of Participation 14 FOR UNIVERSITY SUPERVISORS Selection Criteria 15 Role of the Supervisor 15 STUDENT TEACHING RESPONSIBILITIES Student Database and Learning Environment 17 Daily Planning and Instruction 17 Observations (Clinical Supervision Cycles) 17 Personal Development Journal 17 Small Group Progress Plan (TaskStream Artifact) 17 Additional Responsibilities 17 Typical Week of a Student Teacher 18 Typical Clinical Supervision Cycle 20 If You re Looking for PART 3: STANDARDS and FORMS A. Professional Standards, Competencies, Principles, and Practices B. Forms Used in Student Teaching 2

22 PART 3: STANDARDS and FORMS A. Professional Standards, Competencies, Principles, and Practices 1. College of Education Conceptual Framework Outcomes a) Unit Content Outcome: Stewards of the Discipline (ST): Knowledge b) Unit Process Outcome: Reflective Inquirer (RI): Skills c) Unit Dispositions Outcome: Mindful Educator (ME): Dispositions 2. Interstate New Teacher Assessment and Support Consortium Core Principles (INTASC) 3. Florida Educator Accomplished Practices (FEAPs) 4. The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida 5. Florida Performance Standards for Teachers of English for Speakers of Other Languages (TESOL) 6. Florida Reading Endorsement Competencies 7. Council for Exceptional Children (CEC) Standard Domain Areas B. Forms Used in Student Teaching 1. Clinical Supervision Cycle Checklist 2. Daily Schedule (for Secondary Schools) 3. Weekly Schedule (for Elementary Schools) 4. Lesson Plan Format 5. Small Group Progress Plan Template 6. Midterm and Final Evaluations 3

23 PART TWO: GENERAL INFORMATION INTRODUCTION The Student Teaching experience is the final field-based component in both the Bachelor s Degree and the Masters of Arts in Teaching Degree initial teacher preparation programs. Student Teachers are involved in authentic diagnosing, planning, teaching, conferring, and assessing student performance responsibilities for an entire semester. The planned experiences provide opportunities for direct demonstration of the knowledge, skills and dispositions gained through the Professional Studies Core and the Content Studies. According to the Florida State Board of Education Rule 6A Approval of Preservice Teacher Preparation Programs students in P-12 teacher preparation programs are required to complete A planned series of clinical experiences beginning early in the program and culminating with a final internship. The final internship shall: 1. Provide a full-time field based experience of at least ten (10) weeks in duration. 2. Be conducted under the supervision of high-performing educators. 3. Provide the prospective teacher with experiences of progressive responsibility for student learning and classroom management. 4. Require demonstration of competency at the preprofessional level on the twelve (12) educator accomplished practices. According to Florida Statute (6) (d), school sites should represent the full spectrum of school communities, including, but not limited to, schools located in urban settings. In order to be selected, schools sites must demonstrate commitment to the education of public school students and to the preparation of future teachers. To meet diversity requirements, candidates are required to select at least one school from each of three zones prior to the culminating student teaching experience. Zones were established by analyzing the demographic data of each school that is provided on the school district s website, considering percentage of student population in the following areas: Exceptional Student Education (ESE), Limited English Proficiency (LEP), and Free and Reduced Lunch. Student teaching sites are selected to reflect this diversity requirement, as well as teacher and supervisor availability, and when possible, student convenience. In addition, for those students who are part of an ESOL-infused major, the overall LEP population of the school site must be at least 20%. The basic purpose of student teaching is to give prospective teachers on-the-job experiences under competent supervision, and enable them to expand their knowledge, skills, and dispositions in the role of a professional educator. Student Teachers are given an opportunity to test theories in practice and to evaluate their strengths and challenges. Besides providing the culminating experience in the College s teacher preparation programs, Student Teaching fulfills the Florida certification requirement of supervised field experience. Student teaching is a full semester. After the initial orientation period, the student gradually assumes control of the cooperating teacher s responsibilities for a minimum of ten weeks. 4

24 PREREQUISITES 1. Admission to the College of Education in the appropriate program 2. Grade Point Average. a. For Bachelor s Degree majors GPA on all FIU course work (grades of C- or less may not be used to satisfy a college or program requirement). b. For Masters of Arts in Teaching Degree majors GPA on all FIU course work (a maximum of two courses accepted with a grade of C). 3. Successful completion of all course work in the student s program. Any exceptions to this must be approved by the program leader. 4. Timely submission of the application for student teaching. 5. Review of the application, and approval by the student s assigned advisor. 6. Completion of a minimum of 21 semester hours in the program at FIU before student teaching. Program requirements may specify which courses must be taken at FIU. APPLICATION Students in all majors may request placement in the Spring semester. Students majoring in Elementary Education, Early Childhood Education, Exceptional Student Education, Science (Biology, Chemistry, or Physics), Modern Language, and Physical Education may also request placement in the Fall semester. No student teaching placement is available during the Summer semester. Applications for Fall placement are available during January and February, and are due by March 1. Applications for Spring placement are available during May and June and are due by July 1.The deadlines are not negotiable, due to arrangements required in the receiving districts. Placement requests are sent to the districts and assignments are confirmed in keeping with the guidelines and contractual agreements developed by the district and the university. All requests for placements in Miami-Dade, Broward and Palm Beach County Public School Systems must be accompanied by the district required security clearance verification. DURATION OF STUDENT TEACHING Students begin the student teaching experience at the assigned school during the first week of the university semester, and continue until the semester ends. Undergraduates are not permitted to enroll in additional course work. It is strongly suggested that the Student Teacher (ST) NOT hold employment during the semester. It is expected that the ST will arrange family and financial responsibilities so that most of the effort during this semester is spent in activities related to student teaching. STs who do not responsibly manage time during the student teaching semester may experience a negative impact in the quality of their experiences. Student teaching consists of full-day participation for approximately 15 weeks. Students observe the same school schedule and working hours as the regular school faculty. Extracurricular activities, parent conferences, etc., are considered a part of the responsibilities of the student teaching experience. STs are expected to attend faculty meetings unless specifically directed otherwise. Additionally, formal and informal meetings with university supervisors will be required. 5

25 SCHEDULE Specific responsibilities and timelines vary from major to major, and differ at the elementary, middle school, and senior high level of placement. STs are provided a projected time line for the semester, with specific responsibilities for his/her major at the ST Orientation at the beginning of the semester. A more detailed listing of responsibilities is found in this document in the section, General Responsibilities. A suggested format for assuming classroom responsibilities is listed below. The specific format for the ST s program is presented at the ST Orientation. First Week: The ST (ST) should observe the cooperating teacher s (CT) teaching, classroom management routines, and use of curricular materials. The CT and the ST should confer daily to discuss events in the class, and to plan the ST s first teaching preparation. Second-Fifth Week: The ST gradually assumes the CT s responsibility for planning, teaching, evaluating, and conferring with students and parents. The ST should assume responsibility for one preparation at a time, planning units and lessons, carrying out strategies and activities, and evaluating student progress. As the ST demonstrates teaching and classroom management skills, the CT should allow greater periods for independence, until the ST is managing the class alone, efficiently and effectively. Sixth-Fourteenth Week: The ST should assume the primary responsibility for planning, teaching, evaluating, and conferring with students, parents and other educators in the school. A minimum of eight weeks of full-time responsibility must be documented. STUDENT TEACHING SEMINAR Student Teachers meet regularly during the semester for group seminar sessions, including three full days of orientation at the beginning of the semester. The schedules vary depending on the program, and the number of students enrolled in the program. The purpose of the seminar is to provide opportunities to discuss relevant issues related to student teaching. Topics typically include: 1. Communication with the CT and the FIU Supervisor 2. State and District rules, policies, and procedures 3. Florida Code of Ethics 4. Classroom management techniques 5. Strategies for teaching in inclusive settings 6. Differentiated Instruction 7. Response to Intervention (RtI) 8. Child abuse issues and concerns 9. Employment application and interview process 10. Certification process and issues Undergraduate Elementary Education and Early Childhood Education majors must enroll in EDE 4936 (Senior Seminar) during the Student Teaching semester. Undergraduate Special Education students must enroll in EEX 4936 (Senior Seminar). Special Education Masters of Arts Program students are required to attend, but not register for the seminar. Other majors do not have a special registration for their seminar activities, which are scheduled by program faculty. Students are notified of the schedule and meeting place for their major during the Student Teaching Orientation at the beginning of the semester. 6

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