Vision and Mission of the College of Education

Transcription

1 STUDENT TEACHING AND PRACTICUM FOREIGN LANGUAGE EDUCATION MLE/TESOL FLE 4942 The College of Education Conceptual Framework Vision and Mission of the College of Education The desired future of the College of Education 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). The mission of the College of Education includes a three-pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution s role of public, urban, multicultural research university, the unit s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). Student Learning Outcomes

2 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. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions) If you are a cooperating teacher, please click here. Contents: Please click on link to arrive at section of web page. Purpose of the Course Conceptual Framework General Information Prerequisites Application Duration of student teaching Withdrawal Transient Students Placement out of area Suggestions for success Assignments Daily or weekly schedule Clinical supervision cycle Weekly progress chart Classroom management plan Journal and PDP Unit plan Video of classroom teaching Get-togethers Typical Clinical Supervision Cycle Links Sad and dreary mean stuff Calendar Cooperating teacher s Student teacher s week Grades Attendance clog Midterm evaluation Final evaluation Final report form Grading rubric Point distribution for portfolio

3 Instructor Information Name Office location Office hours Phone Biography: top of document PURPOSE OF THE COURSE The student teaching and practicum experience is the final field-based component in both the Bachelor s degree and the Alternate Track Master s degree 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 understandings, skills, and dispositions gained through the professional studies core and the content studies of concentration. The basic purpose of the student teaching field experience is to give prospective teachers on-the-job experiences under competent supervision, and to enable them to expand their understandings, 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 weaknesses.

4 Besides providing the culminating experience in FIU s College of Education teacher preparation programs, the student teaching and practicum experience 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 a cooperating teacher s responsibilities for a minimum of ten weeks. top of document CONCEPTUAL FRAMEWORK FIU s Conceptual Framework (StRIME) and MLE/TESOL s Commitments, Goals and Great Teaching The TESOL Principles and Practices I course applies to the following attributes MLE/TESOL s Commitments, Goals and Great Teaching, as well as FIU s Conceptual Framework, color coded in light of StRIME (Stewards of the Discipline, Reflective Inquirers, and Mindful Educators) Commitments Theoretical, scientific, research base Full credentials for all students High quality based on international standards (ACTFL, TESOL and the Florida Educator Accomplished Practices) International connections, including overseas practicum opportunities with internet correspondence Two-way bilingualism, biliteracy and bilculturalism Student and teacher creativity Candidate understanding of elements that make up language Interactive technological components Art, music, poetry, and physical education as integral parts of literacy with students writing their own stories and teachers writing their own stories, too Goals to introduce candidates to the latest and most exciting teaching methodologies, strategies, and technology to make content in any new language immediately accessible to all students to introduce candidates to linguistic elements often confounding

5 to second language learners to connect theory to practice and vice versa to promote fair assessment of language proficiency and progress to assert that candidates and their students can progress in listening, speaking, reading, and writing in the new language to assist new language learners in their garnering of content curricula to promote language education certification for all teachers, confirming language and applied linguistic expertise and professional preparation Great teaching a humanitarian sense of equality, fairness, inclusion, and freedom enthusiastic support of creativity and humor technology as an communicative and interactive tool for all students, as well as their families understanding and speaking out with regard to immigrant displacement, hardship value for the contributing aspects of students non-local languages and cultures understanding gender issues in a cross-cultural context a sense that all students can learn another language in spite of cultural and linguistic obstacles a global sense of caring putting respect and needs of students in front of those of teachers and administration The following attributes of the TESOL P-12 Teacher Education Standards are addressed in this course: not evident approaches standard meets standard exceeds standard Application of TESOL/NCATE Teacher Education Standards FLE a. Describing Language 1.b Language Acquisition and Development 2.a Nature and Role of Culture 2.b Cultural Groups and Identity

6 3.a Planning for Standards-Based ESL and Content Instruction 3.b Managing and Implementing Standards-based ESL and Content Instruction 3.c Using Resources Effectively in ESL Instruction 4.a Issues of Assessment for ESL 4.b Language Proficiency Assessment 4.c Classroom-based Assessment for ESL 5.a ESL Research and History 5.b Partnerships and Advocacy 5.c Professional Development and Collaboration The following attributes of the Florida Department of Education Office of Academic Achievement through Language Acquisition standards are addressed in this course: not evident approaches standard meets standard exceeds standard Application of TESOL/NCATE Teacher Education Standards FLE Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. 2. Recognize the major differences and similarities among the different cultural groups in the United States. 3. Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL and non-lep/ell students 4. Use knowledge of the cultural characteristics of Florida's LEP/ELL population to enhance instruction 5. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes.

7 6. Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP/ELL students. 7. Locate and acquire relevant resources in ESOL methodologies 8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. 9. Develop experiential and interactive literacy activities for LEP/ELL students, using current information on linguistic and cognitive processes. 10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. 12. Apply content-based ESOL approaches to instruction 13. Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results 15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. 18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students 19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques 20. Administer tests and interpret test results, applying basic measurement concepts 21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students, including measurement of language, literacy and academic content metacognition.

8 22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum 23. Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting 24. Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice 25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. The following attributes of the Florida Department of Education Office of Academic Achievement through Language Acquisition competencies and skills rev.pdf are addressed in this course: not evident approaches standard meets standard exceeds standard Application of TESOL/NCATE Teacher Education Standards FLE Knowledge of heritage language and English language principles 2. Knowledge of first and second language acquisition theories and classroom application 3. Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues 4. Knowledge of curriculum, curriculum materials, and resources 5. Knowledge of instructional models 6. Knowledge of instructional methods and strategies 7. Knowledge of instructional technology 8. Knowledge of literacy development and classroom application 9. Knowledge of assessment 10. Knowledge of exceptional student education (ESE) issues related to ELLs 11. Knowledge of federal and state mandates

9 The following attributes of the ACTFL P-12 Teacher Education Standards are addressed in this course: not evident approaches standard meets standard exceeds standard Application of TESOL/NCATE Teacher Education Standards FLE a. Demonstrating Language Proficiency 1.b. Understanding Linguistics 1.c. Identifying Language Comparisons 2.a. Demonstrating Cultural Understandings 2.b. Demonstrating Understanding of Literary and Cultural Texts and Traditions 2.c. Integrating Other Disciplines in Instruction 3.a. Understanding Language Acquisition and Creating a Supportive Classroom 3.b. Developing Instructional Practices that Reflect Language Outcomes and Learner Diversity 3.c. Using Resources Effectively in Foreign Language Instruction 4.a. Understanding and Integrating Standards in Planning 4.b. Integrating Standards in Instruction 4.c. Selecting and Designing Instructional Materials 5.a. Knowing assessment models and using them appropriately 5.b. Reflecting on assessment 5.c. Reporting assessment results 6.a. Engaging in professional development

10 6.b. Knowing the Value of Foreign Language Learning MLE/TESOL Portfolio Throughout the course of the entire program, each student must keep, update, and periodically submit a CD-ROM which comprises a collection of the student s best work. The CD-ROM consists of 7 folders, each which also contains folders from the coursework developed by the students from each of their classes. All folders of the program portfolio must be completed in order to pass this class. Folder #1 State licensure; comprehensive exam results Scanned document showing the the passing results from the state licensure exam in your language specialty, as well as the other required FCTE general education examinations. Folder #2 Collection of exams Table of contents showing the exams, their results, and the courses these exams correspond to Scanned or electronically downloaded results from all exams of passing marks (or as many as possible), displayed in the order noted in the

11 table of contents Folder #3 Activities collection Collection of the following folders Sponge activities Action research Lesson plans Disposition checklists Test battery Skill review power points Folder #4 Videos Collection of videos, showing the following microteaching presentations actual teaching Included are self-critiques and feedback from videos, as well as any student critiques of peers Folder #5 Effect on student learning Collection of reports showing student s impact upon individuals and classes with respect to an initial assessment a subsequent analysis of issues raised in that initial assessment a plan for how to address these

12 issues an account of the putting the plan into effect a final assessment a final synopsis of the experience in light of the actual data taken over the period of time. This aspect includes the Small Group Progress Plan project Folder #6 Philosophy statements A collection of philosophy statements developed throughout the program, beginning with the first draft of the first statement, followed by subsequent amended versions thereof. Folder #7 Contact information Addresses, phone numbers, and electronic communication recommendations such that the program may follow up and receive feedback regarding the program after the student s participation top of document

13 GENERAL INFORMATION Prerequisites 1. Full admission to the FIU College of Education in the appropriate program. 2. Grade point average: a. Bachelor s degree majors: 2.5 GPA on all FIU coursework (grades of C- or less may not be used to satisfy a college or program requirement) b. Alternate Track Master s degree majors: 3.0 GPA on all FIU coursework (a maximum of two courses accepted with a grade of C) 3. Successful completion of all coursework 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 fall or spring semesters. Most local middle and senior high schools prefer to receive student teachers only during spring semester when the student teacher s responsibilities cover an entire nine weeks grading period. No student teaching placement is available in the summer semester. Applications for fall semester are available during January and February, and are due by February 15. Applications for Spring placement are available during May and June and are due by September 15. Placement requests are sent to the districts and assignments are confirmed in keeping with the guidelines and contractual agreements developed by the district and university. All requests for placements in Miami-Dade, Broward, or Palm Beach County public school systems must be accompanied by the district required security clearance verification.

14 Duration of student teaching Students begin the student teaching and practicum 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 coursework. Alternate Track Master s degree students co-enrollment is limited by the program design or visa restrictions. It is strongly suggested that a student teacher not hold employment during the semester. Student teachers should anticipate that this semester s experiences will consume considerably more hours per week than a full-time teaching position. It is expected that the student teacher will arrange family and financial responsibilities so that most of the effort during this semester is spent in activities related to student teaching. Student teachers who do not responsibly manage time during the student teaching semester may experience a negative impact in the quality of their experiences and ultimately in the final grade for the course. Student teaching consists of full-day participation for a minimum of 15 weeks. Students observe the same school schedule and working hours as the regular school faculty. Extracurricular activities, parent conferences, and so forth are considered part of the responsibilities of the student teaching experience. Student teachers are expected to attend faculty meetings and their cooperating teacher s committee meetings unless specifically directed otherwise. Additionally, formal and informal meetings with university faculty and/or supervisors may be required. Student teachers are expected to plan and attend special after-school gettogethers that occur periodically through the semester. They are also expected to participate daily in on-line journals and electronic bulletin boards. Withdrawal Student teachers who leave a school placement for any reason before the semester is complete has most likely jeopardized their standing with the school or the school district. Should the student s advisor and the department chair agree to place a student in a future semester, the placement request may have to be arranged in another school district. Students who are asked by the building administrator to withdraw from the placement due to ethical violations, incompetent performance, insufficient subject mastery, or any other reason must obtain written permission from the program leader and the department chair before submitting an application for placement in a subsequent semester. Students who have committed a violation of the Florida Code of Ethics will be counseled to seek another career. When demonstrating competent teaching performance or sufficient subject mastery is the problem, the student teacher is provided with notice, examples, assistance,

15 and time to correct the problems before approval for a second placement. Such students will also receive counseling on choosing an alternative career. Student teachers who choose to withdraw from student teaching due to their own extenuating circumstances should notify all parties concerned: the cooperating teacher, the building administrator, the FIU supervisor, their program advisor (if different from the supervisor), and the FIU Director of Clinical Supervision and Intern Placement. Withdrawal from student teaching should be considered only as a last resort. Transient students Students from other accredited universities who request permission to complete their student teaching through FIU must meet the following requirements: 1. Approval from their home institution for transient status registration. 2. Approval from the program faculty at FIU for inclusion on a space available basis. 3. Agreement of the student to fulfill the program as outlined cooperatively by both institutions. Placement out of area Emergency or very critical circumstances will be considered for a student teacher to request an out of area (outside FIU) placement. This is due to a variety of problems related to interning in a different environment, with teachers and supervisors unfamiliar with FIU s programs and policies. Some problems posing such problems include but are not limited to Length of internship: must be 15 weeks Fees for supervisor: must be paid by student Grading arrangements: FIU requires a letter grade Evaluation forms: FIU requires links to the program philosophy, conceptual framework, state and national standards with respect to TESOL and foreign language education, and the FEAPs Cooperating teacher requirements: o must be certified in the same major/program as the student o must have taught successfully for at least three years o must have completed training to supervise interns o must complete a minimum of six observations, midterm and final evaluations

16 University supervision requirements (four observations, midterm and final evaluations) Online components with FLE 4942 course Note: FIU students cannot be placed in a school where a student s children attend or relatives work. The student must submit in writing by July 1 for spring placement or March 1 for fall placement a request to the FIU College of Education Director of Field Experiences, explaining the reason and circumstances for the out of area placement. The student must have a minimum 3.0 overall FIU GPA and have no requirements remaining in the degree program other than internship. All incomplete grades for program courses have been changed to a C or higher at the time of the request. The student must obtain and complete the FIU College of Education Agreement for Out of Area Student Teaching Placement form, and have it signed by Faculty Advisor, Program Leader, Department Chair, Assistant Dean for Student Affairs, and Director of Field Experiences. All Florida Teacher Certification Exams applying to the certification sought must be taken and passed, and the score report must be received by FIU at least two months prior to the internship. The student must register for internship at FIU and be responsible for paying all fees or honoraria required by the host university. All program requirements must be satisfied in order to graduate from FIU. The student must apply for graduation on time and meet all graduation requirements. Once approved by the College of Education Director of Field Experiences, the student is responsible for locating another state-accredited (preferably NCATEaccredited) university, identifying an appropriate contact person, and discussing the possibility of a special internship with that person. If it appears that arrangements may be made, the student must provide the name, address, telephone number, and address of that person to Director of Field Experiences Florida International University College of Education ZEB SW 10th Street Miami, Florida 33199

17 If the student meets the requirements and the request is approved at the departmental and college levels, the request remains pending until the Director of Field Experiences is able to make the appropriate contacts and negotiate the internship arrangements to meet the program and university requirements. If the host university and school district are willing to accept the student, every effort will be made to secure an appropriate placement. 1. The student must secure transient student status and approval from the program leader or designee to transfer credit from the out-of-area institution to FIU for graduation. 2. The student must have a GPA of 3.0 or higher and otherwise provide assurance that a successful experience can be anticipated. 3. The student must agree to fulfill the responsibilities of student teaching as agreed to by both institutions. top of document Suggestions for success 1. Be present and on time every day that is a teacher work day, including planning days, unless scheduled otherwise through College personnel. Be responsible to school officials and the university supervisor for making arrangements in advance for any anticipated absence. In an emergency notify at the earliest possible time the school principal or designee, the cooperating teacher, and the university supervisor. 2. Be punctual and dependable. Report on time and leave only when the school day is complete. Prepare well in advance and in sufficient detail for each day. Almost ready won t be sufficient. Please be prepared for emergencies. 3. Keep in confidence information concerning the school, the teacher, and students. Avoid discussion of personalities of students, educators, families, and others. 4. Become familiar with the Florida Code of Ethics and local Board and building policies. Plan and carry out your actions and speech with the best interests of the students, your profession, your colleagues, and yourself in mind.

18 5. Respect the cooperating teacher as experienced, professional, and capable of guiding your student teaching experience. Willingly seek constructive feedback and suggestions for improvement. Ask for the what went well and then support all that with the what didn t go so well questions. 6. Schedule personal activities so as not to interfere with the school day or other time devoted to your full-time student teaching experience. You should plan to refrain from using cellular telephones or other personal communication during teaching time. 7. Be aware of how dress codes, morés, and ideas affect people at the school and in your classes, regardless of your personal opinions regarding the subject. You may wish to evaluate how you dress and work comfortably and appropriately in your environment. The bottom line is that this issue shouldn t detract from your teaching. 8. Display initiative in lesson planning, meeting university and school-site timelines for reports and progress checks, and in following through on recommendations for improvement. 9. Demonstrate appropriate classroom control of student behavior, mastery of content, and proficiency in presentation strategies before obtaining approval of the cooperating teacher to begin full-time instruction. Delays in demonstration of these skills may affect the time available for full-time control and even grades. 10. Do not chaperone alone (without the presence of school board employees) any type of activity during student teaching. Assistance to the cooperating teacher is appropriate, however. If you find you are left alone with a class, please contact the instructor of this course or director of field experiences. 11. Do not accept the employment assignment of a substitute at your student teaching placement school. Doing this is counter to district policy, is not permitted by the COE, and, most importantly, subjects the student teacher to an undesirable liability. 12. Abide by all rules which apply to students, teachers, and other educators in the school. Student teachers should remember that they are visible role models for students, their families, and anyone in the community. 13. Plan to follow the school district calendar for district scheduled holidays, breaks, and so forth. The FIU calendar will not be used, except beginning and ending dates for the term, which defines the length of the student teaching and intern experience.

19 14. No student teacher will be released from student teaching responsibilities for employment before the end of the term. 15. Assume the responsibility for dependable and punctual transportation to and from the school assigned. Shared rides or car pooling is encourages at sites where student teachers are clustered. 16. Do not seek employment during the student teaching experience. Outside employment greatly reduces the available time and energy necessary to complete the experience successfully. 17. Become involved with the cooperating teacher in professional organizations centered on curriculum issues and teaching performance. top of document ASSIGNMENTS Student teaching responsibilities The following student teaching responsibilities are required for all student teachers. You need to discuss each responsibility with your FIU supervisor and cooperating teacher, and then begin planning and preparing as soon as possible. Most of these responsibilities are ongoing and will be implemented during the semester. Student database and Learning Environment Student data base Develop a class list database for all students in your class. You may use the sample online and rearrange as appropriate. Include the following information if appropriate: o Family or guardian contact information o Current reading and math levels based on formal and alternative 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

20 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 (as established in concert with the cooperating teacher and students) o Post rules in the classroom, referring to them daily o Be consistent and fair, but based on individuals needs o Use varied and motivational incentives 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 Daily Planning and Instruction You will shadow your cooperating teacher and gradually assume responsibilities for the assigned students. You will plan, assess, and instruct your assigned class, under close supervision of your cooperating teacher. All lessons and activities must be approved by your cooperating teacher. Follow the advice, directions, and suggestions of your cooperating teacher and FIU supervisor, but feel free to offer your opinions and suggestions. You may use your cooperating teacher s lesson plan for daily planning and instruction. However, for all formal observations (see clinical supervision cycles), you must use the official student teaching 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. Your best examples of these plans go into Folder #3 of your program portfolio. Observations (Clinical Supervision Cycles) Each time the cooperating teacher 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

21 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, the MLE/TESOL program philosophy, or the FIU conceptual framework outcomes. The cooperating teacher will complete a minimum of six observations (three before and three after the midterm conference). The FIU supervisor will complete a minimum of four 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. Please refer to the following: o Typical clinical supervision cycle o Clinical supervision cycle checklist o If you re looking for... your observer could use... Your best feedback from your enacting these plans may go into Folder #3 of your program portfolio. Personal Development Journal Students are expected to keep a weekly journal online with the electronic bulletin board as a way to document learning experiences to use for selfreflection and continuous improvement. This personal development journal is meant to record professional reflections so that personal growth can be reflected upon and documented. After each Observation, the specific behaviors addressed in the Areas for Growth section on the Clinical Supervision Cycle checklist should be included in your professional development journal. Specific strategies, materials, techniques that you will focus on in the upcoming week should be included in your professional development journal. Remember that the professional development journal is meant to record your behaviors and your individual plan for improvement not that of your cooperating teacher, administrators, students, or fellow interns. You must respect the issue of confidentiality. Do not include full names of any staff or students in your professional development journal. Please know that your FIU supervisor, cooperating teacher, or any administrator may read these entries. Be prepared to share your professional development journal with your supervisor at each visit, including the midterm and final conferences. The student teacher is encouraged to use the professional development journal as a venue for documenting reflections regarding progress as teachers. It

22 provides documentation of the student teacher s self-directed assessment activities. This self-directed assessment begins with reviewing data collected during the week relative to improving performance in planning, assessing learner needs, delivering instruction, and determining learner s progress. The source of this data may be formal or informal and will include but is not limited to Observational records from Clinical Supervision cycles by supervisor or classroom teacher Anecdotal records from self-observations of learners Lesson plans Notes from conversations with classroom teacher or supervisor Comparison of recent performance with previous performance documents Self-reflective posting on the electronic bulletin board on-line journal After reviewing these data, the student teacher analyzes personal performance and sets teaching performance goals and objectives and deadlines for the coming week. The professional development journal should be completed and reviewed by the classroom teacher for suggestions where appropriate. The student teacher should review the listing of key indicators in the midterm and final evaluations and be sure that in designing their own professional development journal, all the following key indicators are included, labeled for easy identification and documented with authentic reference to the situations in the student teaching placement. Small Group Progress Plan This assignment has been developed to demonstrate the 12 Florida Educator Accomplished Practices (FEAPs) during Student Teaching. It is the required TaskStream artifact that will be uploaded after you ve received authorization by your FIU Supervisor. You must receive Acceptable or Target level of performance on this artifact in order to pass this course. Please refer to the following: o TaskStream artifacts and rubrics template o Evaluation of Small Group Progress Plan (SGPP) This assignment also goes into Folder #5 of your program portfolio.

23 Attendance log Keep attendance log updated daily. This is your official documentation of attendance. You ll need to initial it each day, have your cooperating teacher initial it each week, and have your supervisor initial it each visit. Please submit the completed log to ZEB 220 by the last day of the make-up week. Daily or weekly schedule During the first week of student teaching, each student should prepare one of the schedules to give to their supervisor. The daily schedule is more appropriate to student teachers in subject-specific settings, such as middle schools or senior high schools, and the weekly schedule is more appropriate for student teachers in elementary or self-contained settings. top of document Clinical Supervision Cycle Checklist Each time the cooperating teacher or the supervisor conducts a clinical cycle, a Clinical Supervision Cycle Checklist should be completed to document the event. The observer and the student teacher sign the form, and the student teacher, cooperating teacher, and the supervisor receive a copy. The Clinical Supervision Cycle Checklist is intended to document the procedures of the process and the recommendations relative to maintaining, increasing, or eliminating the particular teaching behaviors which were the focus of the observation. The main components of the Clinical Supervision cycle are Pre-observation Conference: The student teacher provides the observer (the cooperating teacher or the FIU supervisor) a complete typed lesson plan before the observation and discusses the anticipated outcomes of the lesson to be taught. Specific teaching strategies to be observed are agreed upon, as is the method of data collection. Observation and Data Collection: The observer observes the beginning, development, and close for the lesson taught by the student teacher, collects data as agreed in the pre-observation conference, and prepares to discuss the patterns of teaching behavior shown by the data. Data Analysis: The data collected during the classroom observation are reviewed by the observer to determine patterns of teaching behavior. The observer identifies strengths and weaknesses of teaching behaviors to discuss during the conference.

24 Post-observation Conference: The observer and the student teacher review the data, identify the patterns of behavior and determine those teaching behaviors to maintain, increase, or eliminate. The observer completes a Clinical Supervision Cycle Checklist form and the student teacher signs the form. A copy is provided to the third member of the team not present (either the FIU supervisor or the cooperating teacher). Post-observation Analysis: The observer reviews progress in teaching performance to date and determines whether additional observations in the targeted skills are necessary. The observer then plans to follow up. The observe also plans additional areas of teaching skills in which to observe the student teacher and plans to initiate those areas in future conferences. top of document Video of Classroom Teaching (if permitted) If the school permits, and if students and their families agree, we would like to include a video of teaching. If parties are not in agreement, this aspect of the course is not required. The video of classroom teaching should be planned to demonstrate the student teacher s ability to demonstrate observable teaching performances in an actual classroom setting. The video should be based on a written plan for the taped lesson and included in the portfolio as evidence of planning performance. Particular attention should be given to the demonstration of specific performances which demonstrate knowledge and comprehension of learner needs, content information, and curriculum structure; selection and application of appropriate strategies based on this knowledge; and use of assessment of learner gain which includes self-assessment opportunities for the learners. The student teacher should review the listing of key indicators in the midterm and final evaluation and assert that in designing the video that all the following are included, labeled in the written accompanying lesson plan for easy identification. Student teachers should develop a lesson plan for the video tape which clearly provides the opportunity for the performances identified in the Key FEAP Indicators and OMSLE Standards list to be demonstrated. The lesson plan should be typed and should accompany the video tape when submitted for evaluation. Coding of the CGGs and standards should appear on the lesson plan. The video

25 should be a minimum of 15 minutes in length. The demonstration of performances of the key indicators and standards identified above should include * Beginning and ending review * Questioning/responding techniques * Reteaching when necessary to improve learning * Time management * Consistency in rule monitoring and implementation of positive and negative consequences * Smooth transitions * Clear grammatically accurate spoken and written English and target language * Enthusiasm for the subject * Pleasant voice quality, tone, pitch, and volume * Sense of humor * Mastery of the content material * Positive classroom environment accommodating learning styles and cultural backgrounds of all students This video may go into Folder #4 of your program portfolio. top of document Student teaching get-togethers Student teachers meet with a supervisor or program faculty regularly during the semester. The schedules will be determined by mutual agreement of the student teachers participating on the electronic bulletin board. The purpose of the gettogethers is to give student teachers an opportunity to discuss issues concerning their work in the field settings. Topics typically include but are not limited to * Communication with the cooperating teacher and/or supervisor * School board rules as well as federal and state laws * Florida Code of Ethics * Classroom management techniques * Problem-solving sessions * Bridging the gap between theory and practice * Multicultural strategy sharing * Employment applications, job interviews, and résumé writing * Portfolio development and completion

26 top of document Child Abuse Tutorial Please complete the Child Abuse Tutorial online, print out the Certificate of Completion and submit it to your FIU supervisor at the final conference. Student Teacher Survey Please complete the Student Teacher Survey online (TaskStream website) by the last day of student teaching. LINKS Florida Educator Accomplished Practices: FEAPs Demonstration of 1999 requirements according to Department of Education Spanish K-12 Secondary Foreign Language Benchmarks from Florida s Integrated Curriculum Planning Tool for Secondary Education (CPT) The 5 C s: American Council on Teaching Foreign Language Standards top of document CALENDAR Specific responsibilities and timelines vary by school placement. Nevertheless, interns are provided a projected timeline for the semester with specific responsibilities for their major at the Student Teacher Orientation before the beginning of the semester. A suggested format for assuming responsibilities is listed below. The specific format for the student teacher s program is presented at the Student Teacher Orientation. It is important that a student accept the responsibilities of the student teaching willingly. Initiative in seeking information and assistance will be expected. During the initial week of placement, the student teacher is expected to seek out information regarding school policies and procedures and to become acquainted

27 with other staff members. It is recommended that student teachers assume the responsibilities in the first week checklist below during week 1. Week 1 The student teacher should observe the cooperating teacher s teaching, classroom management routines, and use of curricular materials. The teachers and the student teacher should confer daily to discuss events in the class and to plan the student teacher s first teaching preparation. The student teacher should complete the first week checklist during this week. Monday Wednesday Thursday Orientation to the school Be sure to apply for graduation Plans for week 3 due to teacher Week 2 From now and through week 5, the student teacher gradually assumes the teacher s responsibility for planning, teaching, evaluating, and conferring with students and families. The student teacher should assume responsibility for one preparation at a time, planning units and lessons, carrying out strategies and activities, and evaluating student progress. As the student teacher demonstrates teaching and classroom management skills, the teacher should allow greater and greater periods for independence by the student teacher, until the student teacher is operating the class alone, efficiently and effectively. Thursday Plans for week 4 due to teacher Week 3 Thursday Plans for week 5 due to teacher Week 4 Get together of student teachers Thursday Plans for week 6 due to teacher

28 Week 5 Thursday Plans for week 7 due to teacher Week 6 From now and through week 13, the student teacher should assume primary responsibility for planning, teaching, evaluating, and conferring with students, families, and other educators in the school. A minimum of eight weeks of full-time responsibility must be documented. Thursday Plans for week 8 due to teacher Week 7 Check to see when the last day you can receive a DR grade is. You ll have until that deadline to drop the course and internship, if necessary. get together of student teachers Thursday Plans for week 9 due to teacher Week 8 (Midterm evaluation week) Be sure to fill in your own self-evaluation, using the midterm evaluation sheet. Bring this evaluation with you to your conferences. Thursday Plans for week 10 due to teacher Week 9 Get together with fellow teachers Thursday Plans for week 11 due to teacher Week 10

29 Get together of student teachers Thursday Plans for week 12 due to teacher Week 11 Thursday Plans for week 13 due to teacher Week 12 Thursday Plans for week 14 due to teacher Week 13 (Final Evaluation Week) Be sure to fill in your own self-evaluation, using the midterm evaluation sheet. Bring this evaluation with you to your conferences. Get together of student teachers Week 14 The student teacher should gradually return control to the cooperating teacher by returning one preparation at a time. Younger students will need to be reintroduced to the cooperating teacher. The student teacher should assist in the transition of the students back to their regular teacher. Week 15 (Make up week) FIU semester ends Graduation April top of document Cooperating Teacher s Calendar

30 The activities for each week are listed below and are intended to serve as guidelines to assist you in keeping your student teacher on track. WEEK ONE 1. Set a time each day that you can talk with the student teacher for a daily debriefing conference. 2. Introduce the student teacher to others on your grade level/team/department, and to other professionals in the building. Provide the student teacher with a desk or workplace, teacher manuals for planning, building policy manuals, and help in locating appropriate materials. Share your classroom management philosophy and procedures. 3. Discuss the sequence in which the student teacher will assume planning and teaching responsibilities. 4. Become familiar with the student teacher s requirements from the College, and plan together ways in which those requirements can be met. 5. Establish a comfortable routine for the student teacher to adopt in submitting plans to you for approval prior to actually teaching. We suggest that plans are always submitted to you one full week in advance (e.g., due on Thursday morning to allow you time to review, make suggestions, and to allow the student teacher time to revise before Friday afternoon.) WEEK TWO 1. Review, make suggestions for improvement in student teacher s plans for teaching the first preparation in Week Guide the student teacher to assist you in the preparation 1 area so that he or she becomes familiar with the students and their needs prior to teaching the first preparation in week Guide the student teacher to assist you with rule definition and monitoring of student behavior, so that he or she gets the feel of working with the large group and individual students, as well. 4. Provide feedback to the student teacher on their Classroom Management Plan. 5. Continue daily debriefings. WEEK THREE 1. Review, make suggestions for improvement in student teacher s plans for teaching in the first and second preparations. 2. Conduct one Clinical Cycle for the student teacher s teaching in preparation Guide the student teacher to assist you in the preparation 2 area so that he or she becomes familiar with the students and their needs prior to teaching preparation 2 in week Guide the student teacher to assume a greater role in transitions, discipline, and movement of students.

31 5. Provide feedback to the student teacher on their planning, teaching, and other professional performances. 6. Continue daily debriefings as needed. WEEK FOUR 1. Review, make suggestions for improvement in student teacher s plan for the first, second, and third preparations (for week 5). 2. Conduct one Clinical Cycle in the second preparation area. 3. Guide the student teacher to assist you in the third and fourth preparation area. 4. Guide the student teacher to continue to expand responsibilities in classroom management and student behavior. 5. Confer with the student teacher to assist in problem solving. 6. Provide feedback on the student teacher s first Unit Plan, and the Weekly Progress chart. 7. Continue daily debriefings, as needed. WEEK FIVE 1. Review, make suggestions for improvement in plans for all preparations for week Conduct one Clinical Cycle in the third preparation area (or address a problem area if that is more helpful). 3. Monitor all classroom management activities, and confer on successes as well as areas for improvement. 4. Provide feedback on planning, teaching, classroom management, conferring skills, and other professional performances. 5. Continue daily debriefings, as needed. WEEK SIX 1. Review, make suggestions for improvements in plans for all teaching areas. 2. Conduct one Clinical Cycle (select area to observe based on need, or variety). 3. Provide feedback on planning, teaching, classroom management, conferring skills, and other professional performances. 4. Continue daily debriefings, as needed. WEEK SEVEN 1. Prepare for the Midterm Evaluation this week (or next) by using the Midterm/Final Evaluation form in the Student Teaching Handbook. Remind the student teacher to prepare documentation. Set a time when you, the student teacher, and the FIU supervisor can meet for approximately one hour. 2. Review, make suggestions for improvements in plans for all teaching areas. 3. Conduct one Clinical Cycle.