SINGLE SUBJECT PROGRAM

Transcription

1 CSUMB Teacher Education Department EDUCATION FOR EXCELLENCE, EQUITY, AND ETHICAL ACTION SINGLE SUBJECT PROGRAM STUDENT AND FACULTY HANDBOOK MISSION STATEMENT The Department of Teacher Education prepares caring and responsive educators with the knowledge, skills, and dispositions to effectively facilitate the learning of all students from diverse ethnic, linguistic, and ability groups, so that they can fully participate in a dynamic society and world. California State University Monterey Bay 0

2 100 Campus Center - Seaside, CA TABLE OF CONTENTS INTRODUCTION.5 Vision Statement. 6 Infusion of CSUMB Core Vision Elements..6 SUPPORT PERSONNEL 7 CURRICULUM DESCRIPTION...10 Coursework at a Glance Course Descriptions..11 SECTION 1 FIELD CURRICULUM (ALSO SEE CO-TEACHING MANUAL) Objectives for Co-Teaching..15 Objectives for Intern Teaching...15 Professional Dispositions..15 Supervisor Observations..16 STAGE 1 CO-TEACHING (INFORMATION FOR TEACHER CANDIDATES ONLY).17 Time Expectations for Stage 1 Co-Teaching 17 Initial Contact with your Cooperating Teacher Lesson Plans Evaluation Fall term.. 18 Suggested activities for stage 1- first 4 weeks...18 Suggested activities for reminder for stage STAGE 2 CO-TEACHING EXPERIENCE (INFORMATION FOR TEACHER CANDIDATES ONLY) Time Expectations for Stage 2 Co-Teaching...19 Solo Experience 19 Objectives for Solo Co-Teaching...20 Other Suggested Activities for Stage Evaluation of Stages II and III.20 ROLES AND RESPONSIBLILITIES 21 Classroom Mentor/Support Provider (Information for Interns Only)...21 CSUMB Field Supervisor (Interns and Teacher Candidates)...21 Supervisor Classroom Visits...21 Assessment of Teacher Candidates by Supervisors.. 22 CSUMB Program Advisor Roles and Responsibilities Cooperating Teacher Role and Responsibilities (Information for Teacher Candidates Only).23 Cooperating Teacher Preparation and Support...24 Cooperating Teacher Evaluation and Feedback to the Teacher Candidate

3 Cooperating Teacher Absences and Substitute Teaching.26 TEACHER CANDIDATE RESPONSIBILITIES (Information for Teacher Candidates Only) Attendance Holidays and Breaks...27 Expectations of you for observation with your University Field Supervisor...27 Outside work Commitments..28 Activities (Information for Teacher Candidates Only) Professional Appearance (Advise for both Teacher Candidates and Interns) Extra-curricular/Yard Duty.28 SECTION 2 ASSESSMENT AND EVALUATION FIELD PLACEMENT ASSESSMENT AND EVALUATION OF CO-TEACHING 29 Policy and Procedures Regarding Inadequate performance or progress in the field...30 Statement of Concern and Plan of Action 31 Timing for a Statement of Concern COURSEWORK AND SIGNATURE ASSIGNMENTS Ongoing Program Progress Assessment by Advisors TEACHING PERFORMANCE ASSESSMENT PACT.33 SECTION 3 POLICIES AND PROCEDURES 35 PLACEMENT RELATED POLICIES AND PROCEDURES...35 Selection of the Co-Teaching Placement..35 Selection of the Cooperating Teacher...35 Request for Reassignment of Teacher Candidates (TC)...36 Substituting Teaching during the Co-Teaching Assignment..36 Switching between Internship and Traditional Pathways...36 Leaving and Returning to the Single Subject Program...37 Leave of Absence...37 Stopping Out 37 Co-Teaching and Field Experiences During Emergencies From the Office of the General Counsel for California State Universities..38 Privacy Act. 39 COURSE RELATED POLICIES AND PROCEDURES...39 Course Substitutions/waivers Granted for Prior Academic Work..39 Class Attendance..39 Minimum GPA and Grades..39 Grades of D or F..39 An Incomplete Grade.39 No Credit (NC) or a Grade of C- or less in Fieldwork Experience...40 Withdrawal from Individual Courses in the Program...40 Children and the University Classroom.40 Progress from Stage 1 to Stage

4 STANDARDS AND PROCEDURES FOR CONTINUED PARTICIPATION IN TEACHER EDUCATION AT CSU MONTEREY BAY.. 41 Procedures to be Followed to Remove a Student From a CSUMB Credential Program..42 Appeals Process and Procedures.. 42 Student Complaint Procedure UNIVERSITY RELATED POLICIES AND PROCEDURES Accommodations for Students with Disabilities 44 CSUMB System 44 Student Identification Card..44 Parking Information..44 SECTION 4 TESTING AND CREDENTIALING..45 Preliminary Credential Program Requirements.45 3

5 APPENDIX A 46 CSUMB Lesson Plan Template 46 APPENDIX B 47 Information for Cooperating Teachers...47 APPENDIX C 48 Information for the Single Subject Stage 1- Stage 2 Progress Interview..48 APPENDIX D...50 Request-to-Appeal Form...50 APPENDIX E...52 UTEC University-Wide Teacher Education Council.52 APPENDIX F 54 CSUMB Statement of Concern and Action Plan..54 APPENDIX G 55 Important Phone CSUMB

6 INTRODUCTION WELCOME to the Single Subject Teacher Credential program. The faculty and support personnel look forward to contributing to your professional development, and are excited by the ways in which your particular experiences and perspectives will enrich our learning community! The Teacher Education Department at California State University Monterey Bay (CSUMB) is committed to the development of programs that reflect a high degree of integration between theory and practice through collaborative program development between public schools, the community, and this university. For the student, this commitment is reflected in our year- long teacher residency program and the co- teaching relationship. It is also reflected in our commitment to supporting intern teachers who are selected into the intern pathway. The Single Subject Credential authorizes the holder to teach school age students from non- English backgrounds with limited in English proficiency. It includes the CLAD (Cross- cultural Language Academic Development) /CTEL (California Teacher of English Learners/ELA) English Language Authorization that authorizes the holder to teach English Language Development and Specially Designed Academic Instruction in English (SDAIE) in the specific subject area. It is the mission of the program to prepare teachers who are committed to, and able to bring about, success for ALL students. A successful Co- Teaching or internship experience depends on a clear understanding of expectations and requirements. Therefore, this handbook contains information you will need to know regarding the roles and responsibilities of Teacher Candidates, Supervisors, Cooperating Teachers or support providers for interns. If you need information concerning program requirements or guidance regarding personal concerns not contained in this handbook, consult the Coordinator of the Single Subject Program. For course- related information, consult your course instructor. Program completion requirements included in regularly disseminated regulations of the California Commission for Teacher Credentialing (CCTC) or in CSUMB s CCTC- approved program description are non- negotiable and must be completed by all students prior to receiving CSUMB s recommendation for a teaching credential. These documents are available for student review on request. 5

7 VISION STATEMENT At CSUMB, we envision excellence as encompassing content knowledge, skills, and dispositions that enable students to become life- long learners. This is essential because of the direct link between a teacher s ability to teach and student outcomes. As such, our graduates benefit from programs that develop the leadership and stewardship skills necessary to implement responsive pedagogy, assessment practices, and curriculum in schools that are healthy, nurturing, and empowering social environments. Our teacher education candidates are prepared to achieve excellence in their practice because our program incorporates and builds upon both state and national standards relating to academic content, professional teaching, and teacher education program standards. Equity is central to our vision because the strength of a democratic society is predicated upon an informed, engaged, and active citizenry that is inclusive and representative of our diverse population. Due to the fact that the families of school children served by our educators will include those who have been historically underserved and under privileged, our Teacher Candidates will be prepared to critically consider policies and practices that may enable or inhibit equitable access to society s resources. Our graduates will: know that the most effective outcomes are achieved when the identity of each student who is served is conceptualized within a culturally responsive, developmentally appropriate, and lifelong learning perspective be personally engaged in continuous learning see their students as individuals in the context of family, community, and society. Their collaboration and planning skills will be supported by a willingness to transcend cultural and ethnic boundaries in schools and communities. Effective and caring educators have the dispositions to see inequities, the imagination to find solutions, and the integrity to act in ways that benefit all learners. The ability to engage with parents, community members, and colleagues is critical to developing excellent public schools, particularly in districts that serve working class and historically underserved communities. Educators from CSUMB will demonstrate ethical action through teaching and school stewardship, capitalizing on the strengths of the communities they serve. INFUSION OF CSUMB CORE VISION ELEMENTS ETHICAL REFLECTION AND PRACTICE Social justice, equity, ethical professionalism, and care for one another are demonstrated throughout the philosophy and practice of the teacher credential program. Every effort is made to be partners with the students in their journey to become the teachers of tomorrow, assisting them to become responsible decision- makers. Discussions of ethics, equity, and social behavior are part of the teaching and learning process in all the courses. Students are expected to reflect these values in their Co- Teaching placements. MULTICULTURALISM Throughout all coursework, and particularly in Pedagogy for Linguistically and Culturally Diverse Students, concepts, information, and issues of multicultural education are incorporated into students learning base. These include analyzing different cultural perspectives and literature representing the diverse population of California. All candidates are enrolled in specialized coursework that addresses second language development and primary language use. Proficiency in language and culture is a requirement and an on- going 6

8 developmental process in the Teacher Credential Program. A concerted effort is made to encourage multiculturalism in practice as well as in our value system. APPLIED LEARNING Students in our Teacher Education Program are able to apply theory to practice from the very beginning. All students have on- site, classroom placements in coordination with their coursework, which enable them to observe and complete classroom assignments under the tutelage of a Cooperating Teacher or Principal, as well as CSUMB faculty and Supervisors. Students have the opportunity to put into practice the theories and strategies for teaching while they are learning to teach. Each credential candidate fulfills a requirement of two semesters of field experience and is assigned a university faculty member and/or Supervisor to supervise the assignments. For the Co- Teaching pathway, the Stage I and Stage 2 Co- Teaching placements will be at different grade levels. TECHNOLOGY CSUMB Teacher Education subscribes to the importance of technology infusion into the teaching and learning process, especially for prospective teachers. A prerequisite for the credential program is to demonstrate computer literacy. Completion of technology coursework in undergraduate classes is also required for admittance to the program. The following are expectancies and outcomes with regard to technology in the teacher credential program. All assignments (e.g., final reports, term papers, or other professional documentation for assessment) must be typed unless stated otherwise by a particular instructor. Students are expected to use word processing, graphing, and other written and presentation tools as appropriate for assignments. Students complete research projects outlined in each of the courses, which are completed in part through exploration of the Internet on specific topics. Curriculum resources are also located through the Internet. Class presentations or field lessons demonstrating effective teaching practices in technology are encouraged. These may involve use of the Internet or curriculum software. Communication is facilitated between students and faculty through electronic mail. All CSUMB students are given free access to the CSUMB- gmail Intranet system. SUPPORT PERSONNEL DR. CATHI DRAPER RODRIGUEZ, CHAIR OF THE DEPARTMENT OF TEACHER EDUCATION, is available to handle problems that could not be resolved through your Field Supervisor (for Co- Teaching or Intern related issues), or by the Program Coordinator. Please call Jena at (831) if you need to make an appointment to meet the Chairperson. DR. MARK O SHEA, COORDINATOR OF THE SINGLE SUBJECT PROGRAM, is available to answer your questions about issues related to the Single Subject Program including applications, requirements, courses, advising, and others. He is available in Bldg 3 or contact him at (831) or by at moshea@csumb.edu. 7

9 DIANE BRANDELL, COORDINATOR OF FIELD PLACEMENT AND SUPERVISION is responsible for all communications with school sites regarding initial placements of Teacher Candidates into co- taught classrooms. Decisions regarding selection of Cooperating Teachers and any changes in Co- Teaching placement are arranged in consultation and with the approval of the Field coordinator. The placement and supervision coordinator can also be available for consultation and observations in the classrooms, as needed, or to assist in matters that arise in the field placement. If a problem regarding your placement cannot be resolved with your Supervisor and Cooperating Teacher, you should contact the field placement and supervision coordinator for assistance at (831) or by at dbrandell@csumb.edu. CHRISTY JORDAN, CREDENTIALS ANALYST, will provide you with detailed information regarding requirements for your teaching credential. She or he may be found in room 117, Bldg. 3, or by calling (831) Once you have completed all credential requirements, you will meet with the Credentials Analyst to obtain the credential. YOUR UNIVERSITY FIELD SUPERVISOR, assigned at the beginning of each semester, is your primary resource as coach and facilitator of your classroom placement experiences (Co- Teaching or Internship). You are expected to coordinate with your Supervisor for the following activities: formal and informal observations, conferences with your Intern Support Provider or Cooperating Teacher and/or Principal, and pre- and post- observation feedback and evaluation. It is your responsibility to remain in close contact with your Supervisor, provide typed or neatly written lesson plans for your formal observations, communicate your particular needs or problems, and to otherwise ensure that you are receiving continuous feedback from your Co- Teaching experience. She or he will visit your classroom regularly. Your Supervisor also serves as a liaison between you and the Cooperating Teacher or other school personnel, should you need to resolve any concerns about your Co- Teaching or Internship. MARK O SHEA, SINGLE SUBJECT COORDINATOR, IS YOUR PROGRAM ADVISOR assigned to you for the purpose of providing support for the completion of program requirements. He will be your first point of contact with questions about the program or personal issues; if you are not sure who to go to for a particular question, start with your advisor. If he cannot answer your question, he will direct you to the appropriate person. FOR CANDIDATES IN THE Your COOPERATING TEACHER OR SUPPORT PROVIDED (for interns) is the role model and support that will be most instrumental in guiding you through your daily co- teaching or intern experiences. It is recommended that you be available and willing to respond to a variety of tasks and activities suggested or assigned by your Cooperating Teacher or Intern Support Provider during your placement experience. It is important that you maintain open channels of communication with your during your close work together. You should establish a regular meeting time, at least once per week, in which you are able to go over schedules, ask questions, and plan. Do not expect your Cooperating Teacher to be textbook perfect. Do expect to share your ideas, listen to feedback, take directions, and take risks. Keep in mind that this person will be your greatest resource for day to day curriculum, student management, and much more. If you are a Co- Teacher, you are responsible for making the initial contact with your Cooperating Teacher, once the placement has been arranged. When you first meet with him/her, you will need to work with his/her teaching schedule to arrange your Co- Teaching hours. Your Intern Classroom Mentor /Support Provider Is someone, usually in your building, who is assigned by the district or school site and the university. This will be another teacher in your school unless another teacher cannot be found, and in that case we will find a teacher in a nearby school. This teacher will hold a CLAD or BCLAD credential and will have at least three years of teaching experience. We require the Classroom 8

10 Mentor/Support Provider to meet with you at least four hours each week and act as your on- site support person. In this role, the Classroom Mentor/Support Provider will help you with everything from how to find supplies to how to meet the Principal s expectations for lesson plans. Your Classroom Mentor/Support Provider will attend meetings and workshops on how to fulfill her/his role. These people receive compensation from CSUMB for their support. COURSE INSTRUCTORS, either full- time or part- time faculty, are available to assist you in any course- related matter. Information regarding office hours and availability is distributed at the first class meeting. They can best be reached at their office or through their CSUMB account. 9

11 CURRICULUM DESCRIPTION COURSEWORK AT A GLANCE Summer ED 607 ED 570 ED Weeks 3 units Adolescent Development and Learning 3 units Teachers Preliminary Placement 3 units Secondary Pedagogy Linguistic Diversity Fall 16 weeks ED 605 ED 538 ED 627 ED 624 ED 624A 2 units Secondary Curriculum and Instruction Part I 2 units Introduction to Classroom Technology Level I 3 units Secondary Language and Literacy Development 8 units Stage I Supervised Secondary Teaching 3 units Stage I Supervised Secondary Teaching Seminar Spring 16 Weeks SPED 560 ED 643 ED 606 ED 625 ED 625A 3 units Inclusionary Practices 3 units Classroom Assessment 1 unit Secondary Curriculum and Instruction Part II 8 units Stage II Secondary Supervised Teaching 3 unit Stage II Supervised Secondary Teaching Seminar Most Single Subject classes are offered no earlier than 4:15 P.M. on weekdays. Classes are generally scheduled for Mondays and Wednesdays. 10

12 NOTE: Although the Single Subject Program will try to schedule classes in this sequence, there can be no guarantee. If the sequence is not possible, an Intern or part time student must complete the program as courses become available. The schedule will not be changed to accommodate the needs of candidates who fall out of the two- semester sequence; however, the Program Coordinator will work with the candidate to design an individualized program for completion. Course Descriptions Summer ED 570: Teachers Preliminary Placement Required introductory course for the single subject program. Practical application of teaching theory, methodology, and pedagogy for middle and public high school. Includes observation, participation, planning, and practice teaching in a local middle school or high school. Cross- listed with ED 575 ED 628: Second Pedagogy Linguistic Diverse Examines issues and solutions involved in the education of students from diverse language backgrounds. Explores the theoretical foundations of language acquisition as well as strategies and approaches for working effectively with English learners. Cross- listed with ED 612. (Offered summer session and as interest warrants.) Prerequisites, Corequisites, and Registration Restrictions: ED 607: Adolescent Develop and Learning Examines physical, cognitive, social, and moral development of adolescents in grades 6-12, with an emphasis on the relationship to learning in diverse cultural contexts. Students consider the nature of the learning process, the connection between learning strategies and learning outcomes, and the psychological principles underlying congruent pedagogy as related to teaching. Cross- listed with ED 611. (Offered summer session and as interest warrants.) Prerequisites, Corequisites, and Registration Restrictions: All CSUMB credential candidates are required to purchase a TaskStream account during the first week of classes. TaskStream is an online support system for colleges of teacher education, created for the collection and evaluation of performance data for Teacher Candidates. For Single Subject candidates, the purchase of your TASKSTREAM account is regarded as course materials for ED 538 as well as all of the other classes; if it is purchased through the bookstore, the cost is considered equivalent to a textbook purchase for financial aid purposes. You will receive a basic introduction to how TASKSTREAM is used in ED 538; this means that you will need to have already purchased your account, or bring a credit card with you to class so that you can purchase it online at that time. 11

13 Fall Coursework and Supervised Teaching The first semester (or Stage I) of the program consists of sixteen weeks of regularly scheduled courses along with a minimum schedule of one half day (4 hours every day including university holidays) supervised teaching (usually non- independent instruction for Co- Teachers and half- time to full- time teaching for interns). Students take ED 538, ED 605, and ED 624, ED 624A and ED 627. Those in extended programs (beyond the two semester version) may take some courses in other semesters. Bilingual Authorization: Candidates interested in obtaining a Bilingual credential (BCLAD) are placed in a bilingual field classroom with a qualified bilingual teacher, where they are observed teaching in Spanish. In addition to this placement, candidates for the BCLAD also must pass the appropriate CSET exams for the BCLAD. Please consult the CSET website for more information about these exams. ED 538- Introduction to Classroom Technology, Level I Meets the California Commission on Teacher Credentialing Level 1 technology requirements for candidates enrolled in the multiple subject or single subject programs. Focuses on knowledge of basic technology applications and their use in K- 12 classrooms. (Offered fall semester and as interest warrants. If you can demonstrate that you have met the outcomes of this course by passage of another CCTC approved course or exam at a regionally accredited college or university, you may submit official documentation for consideration of course equivalency.) ED 605- Secondary Curriculum and Instruction Part I Covers approaches to teaching subject matter content in secondary schools. Separate sections for English, foreign language (Spanish and Japanese), math, science, and social science. (Offered fall semester.) ED 624- Stage I Supervised Secondary Teaching Includes observation, participation, planning, and practice teaching. Requires the equivalent of a half- time daily placement in program- approved secondary classrooms from the beginning of the K- 12 school year through the end of the CSUMB Fall Semester. (Offered fall semester. (May be offered as classroom- based, hybrid, or online.) (Credit/No Credit Only with RP.) ED 624A Stage I Supervised Secondary Teaching Seminar Taken in conjunction with ED 624, Supervised Secondary Teaching. This course addresses issues related to topics such as adolescent development, classroom organization and management, parent involvement, social contexts of educational organizations, education policies, instruction, curricular planning, and assessment. (May be offered as classroom- based, hybrid, or online). ED 627- Secondary Language and Literacy Development Provides grade 6-12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms. Includes approaches and guidelines for teaching students who are struggling readers and writers. Cross- listed with ED 617. (Offered spring semester and as interest warrants.) Spring Coursework and Supervised Teaching The second semester of the program consists of classes during the sixteen weeks of the University spring semester and teaching in the placement school from the time school begins in January following the holiday break through the last day of the school year for teachers. Stage II supervised teaching continues with a minimum schedule of one half day (4 hours every day including university holidays) and includes for 12

14 Co- Teachers a minimum of two weeks of daily independent Co- Teaching). Co- Teachers are strongly encouraged to engage in daily independent student beyond the minimum required (with the permission of their master teachers). Most students take at least ED 606, ED 625, ED 625A and SPED 560. Those in extended programs (beyond the two semester version) may take the remaining courses in other semesters. BCLAD candidates are placed in a bilingual field classroom with a qualified bilingual teacher, where they are observed teaching in Spanish. SPED 560: Inclusionary Practices Provides participants with the required competencies to assist in teaching students with disabilities (e.g., Learning Disabilities, Autism, Mental Retardation, Emotional Disturbance), and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. The course includes exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment processes to support inclusion and mainstreaming of students with exceptionality in regular education environments. Fulfills state requirement for clear credential. (Offered fall and spring semesters, and summer session.) ED 625: Stage II Secondary Supervised Teaching Includes observation, participation, planning, and practice teaching. Requires the equivalent of a half- time daily placement in program- approved secondary classrooms following the K- 12 school year schedule for teachers. (Offered spring semester. May be offered as classroom- based, hybrid, or online.) ED 625A: Stage II Supervised Secondary Teaching Seminar This course addresses issues, concerns, and solutions related to supervised teaching as well topics such as obtaining a teaching position, mandatory reporting, The California Commission on Teacher Credentialing, educator discipline, and procedures for formatting and submitting the Performance Assessment for California Teachers. (Offered Spring Semester. May be offered as classroom- based, hybrid, or online.) SECTION 1 - FIELD CURRICULUM (ALSO SEE CO- TEACHING MANUAL) CSUMB has adopted a Co- teaching Model (as well as an Intern Model for those who are employed by participating districts) for its clinical field experiences. The Co- Teaching model differs from the traditional model as Teacher Candidates are paired and trained with Cooperating Teachers prior to the beginning of the public school year, and are in the their placement co- teaching by the first day of school. Placement usually is in selected schools or districts where a number of Teacher Candidates are clustered and remain for the entire school year. The Co- teaching model allows our candidates to experience both the beginning of school and the ending of the school year. All Single Subject candidates will be placed with Cooperating Teachers in the same field as the candidate (English, Foreign Language, Math, Science, History- Social Science) who teach two different subjects (such as World History and US History for History- Social Science) or two different levels of the same subject (such as Biology and Biology (SDAIE). Although a candidate may switch subjects at the end of the semester, they will remain in the same school for the entire of the year. Co- teaching allows the Teacher Candidate and Cooperating Teacher to utilize a number of strategies to support the training process for establishing effective instruction. The Cooperating Teacher models and 13

15 assists as the Teacher Candidate acquires the knowledge and skills of teaching. Rather than having to manage a classroom all alone, a Teacher Candidate has the support necessary to implement effective classroom management strategies. As the skills are gained, the Teacher Candidate takes the lead to make sure he/she can manage the classroom without support. While there are some structural and procedural differences in the field experiences of Teacher Candidates and Interns, many of the expectations, particularly regarding how candidates are assessed, are the same. In this section, we have tried to make clear what applies to Teacher Candidates only, what applies to Interns only, and what applies to both. An Intern s job assignment qualifies as the field placement for program purposes. The program does not place Interns in job assignments, but works within the parameters of California Commission on Teacher Credentialing Intern Program Standards and the job situation of each Intern. An Intern must be assigned classes in the same subject area as the credential being sought. For example, an Intern seeking a credential in Math must be assigned only to math classes appropriate for the credential being sought. The Co- Teaching pathway consists of concentrated co- teaching experiences for Teacher Candidates with Cooperating Teachers. Expectations and suggested activities for each semester are provided below, and will be further discussed with one s Field Supervisor. By law, prior to or during the program, each candidate observes and/or participates in two or more subject specific teaching assignments that differ in content and/or in level of advancement. All candidates should review all documents pertaining to the field experience in TASKSTREAM. These include the Teaching Performance Expectations (TPEs) and a variety of evaluation forms derived from these expectations. The TPEs define expectations with regard to this body of knowledge and skills for beginning credentialed teachers. What are the objectives for Co- Teaching? The fundamental purpose of Co- Teaching is to expand your professional understanding of teaching and learning, and to develop your professional skills. To this end, the Co- Teaching experience will provide continuing and increasingly deep experiences designed to help you develop the knowledge and skills defined in the Teacher Performance Expectations (TPEs). These experiences will provide you with opportunities for: Practicing and developing your skills with regard to planning, organizing, and management of reading instruction in relation to ongoing assessment. This will include the application of appropriate strategies for a well- balanced and comprehensive reading instruction program. Planning and implementing instruction in the content area and English Language Arts (reading, writing, listening, speaking). Planning and implementing instruction that considers and values cultural, linguistic, gender and socioeconomic diversity. Developing skills in managing student behavior. Developing skills for listening and communicating effectively with both students and colleagues in Instructional settings Developing beginning levels of competence in effective interaction with students from linguistically And culturally diverse backgrounds. Reflection based on observations of the Cooperating Teacher's practices and assessment of your own activities. Discovering and developing your personal and professional dispositions for teaching. 14

16 What are the objectives for intern teaching? The fundamental purposes of intern teaching are the same as for Co- Teaching; however, the Intern Teacher works independently with the guidance of the Intern Support Provider (an experienced teacher in the building), the Department Chair, and other district and site administrators. The Internship Program Coordinator and staff also provide guidance and support for Interns. Professional Dispositions CSUMB s teacher education programs all seek to promote the following professional dispositions among our teacher education students. One aspect of becoming a professional in any occupation is cultivating certain habits of mind and professional dispositions: commitment to ethical conduct: fairness, honesty, respect, responsibility, compassion, collaboration, and collegiality the belief that all students can and will experience academic success the belief that individual differences in learners are assets to be accommodated in the classroom the inclination towards being advocates who identify and strive to eliminate inequities, social injustice, and prejudice as stewards of public education for a just society the habit of reflecting on their own practices in a process that leads to continual improvement and application of best practice 15

17 Supervisor Observations Teacher Candidates and Interns will be officially observed by their university Supervisor a minimum of four times during Stage I and four times during Stage 2. This consists of the following: o Pre- conference Lesson plans should be ed to supervisor two days prior to the visit. Phone, , or in person pre- conferences should be held the day before the visit. o Visit Duration for Single Subject visits should be for the entire lesson, including block periods. Candidates and Interns may use the lessons planned in methods courses for purposes of observations. o Post- conference should occur same day whenever possible, in person during lunch, planning period or after school. With the permission of the Cooperating Teacher, the conference could occur during school. If necessary, these conferences can be held by phone, internet, or back on campus before or after class. o Assessments/feedback need to be entered into TaskStream the week of the visit so that information is included in reports and available to candidates for reference and planning of next visit. o The Candidate completes a reflection artifact regarding next steps. The Cooperating Teacher (CT) provides daily informal feedback to the Teacher Candidate. Fall Semester of Placement - Mid semester, the Cooperating Teacher or Intern Support Provider and Supervisor hold a three- way conference to discuss strengths, weaknesses, and next steps based on their observations and interactions with the Teacher Candidate or Intern. If there are issues, a Statement of Concern with specific goals and a timeline will be developed. At the end of the semester, a formal evaluation will be completed in TASKSTREAM by the Cooperating Teacher and Supervisor, and then followed up by a reflection written by the candidate. The Supervisor will be responsible to see that the evaluations from the Supervisor and, in the case of Teacher Candidates the Cooperating Teacher, are in TaskStream. Spring Semester of Placement - - Mid semester - the Cooperating Teacher or Intern Support Provider and Supervisor hold another three way conference to discuss strengths, weaknesses, and next steps including, for Teacher Candidates, guidance related to their required solo teaching phase. If there are issues, a Statement of Concern with specific goals and a timeline is developed. Following the solo period, a the Cooperating Teacher and/or the University Supervisor will complete a final evaluation. This is followed up by a response written by the candidate at the end of the semester. A Field Binder is maintained by each teacher candidate in TaskStream and is available for viewing by the Field Coordinator, Supervisor, Program Coordinator. The field binder contents include the candidate s: 1. time sheet 2. classroom data form 3. supervisor evaluations 4. self- evaluations (baseline, mid program, final) 5. classroom learning environment evaluation Responses or reflections for: 16

18 6. supervisor observations 7. experience summary artifact - read by supervisor and reported as part of seminar grade 8. First day of school 9. SST meeting/iep 10. Parent conference 11. Back to School Night 12. Open House 13. Faculty Meeting 14. Fall semester reflection 15. Spring Semester Reflection STAGE 1 - CO- TEACHING (INFORMATION FOR TEACHER CANDIDATES ONLY) Time Expectations for Fall term - Co- Teaching 5 half days/wk. (A minimum of 4 hours per day, every day even if you are not teaching students that day because of a block schedule.) These hours are to be arranged to maximize your opportunity for student contact, within the schedule at the given site, and to encourage students in the classroom and other staff members to view you as actual teachers. Additional time may occasionally be needed to complete university- related course assignments. Begin co- teaching the week teachers begin in your placement, unless you have not received your placement by then. Co- Teaching should continue until the school district s last day of school for teachers, depending on district schedules. You will follow the vacation calendar of the school in which you are placed. Your CSUMB coursework calendar may not coincide with your co- teaching placement calendar. Besides class time spent with students, participating in the following activities may be counted as part of your Co- Teaching hours: time spent meeting with your Cooperating Teacher (which should be part of your weekly routine) planning and preparing for lessons evaluating student work observing other teachers on site (in and out of your department) through arrangement with the Cooperating Teacher attending on- site staff meetings attending school in- service activities participating in or observing parent- teacher conferences (including, if you have permission from the concerned parties including the school Principal, IEP meetings) going along on a field trip with one s class assisting the Cooperating Teacher with his/her supervision duties We encourage participation in such activities to the extent that they fit into your schedule. Opportunities for this kind of participation will vary, and there is no set expectation for it (except the expectation to meet regularly with your Cooperating Teacher). These activities should not intrude on participation in courses or timely completion of coursework. Regular attendance at your field placement is expected; both your Cooperating Teacher and the students will be counting on you. As soon as you know you will be absent from your placement on any regularly- scheduled 17

19 Co- Teaching day, you must notify your Cooperating Teacher and (if an observation has been scheduled for that day) your Supervisor. If for any reason you need to make up Co- Teaching hours, you may do so by going to your placement for additional hours. If you have questions regarding Co- Teaching hours because of a situation not covered by the above, the Field Coordinator can address them. Initial Contact with you Cooperating Teacher Your initial meeting will be my , as you introduce yourself and begin establishing a rapport with your Cooperating Teacher. A Supervisor will provide pairs training at your teaching site for all candidates and Cooperating Teachers. Together, you will develop a weekly schedule that will fulfill the above requirement. Schedule your time so that you can experience the start of the school year. You should plan on being at the school site at least fifteen minutes before the beginning of instruction. You must sign in at the school s front desk. It is important to include a regular time for planning and consultation with your Cooperating Teacher in your weekly schedule. Please provide your Cooperating Teacher and university Supervisor with copies of the agreed- upon schedule. You must keep track of your attendance by completing a weekly time sheet in TaskStream. Your Supervisor will check your time sheet before each scheduled observation. There are important ways in which you will be a liaison between the program and your school placement. You will need to help your Cooperating Teacher become familiar with TaskStream so s/he can complete your assessments. In addition, your university Supervisor or Principal may ask you to attend meetings of all Teacher Candidates placed at your school; your assistance will be essential to coordinating a time for such a meeting. You may also be asked to bring information or documents to your Principal and/or Cooperating Teacher. Please be helpful in this regard. Lesson Plans Teaching is an intentional, planned activity. Many problems that occur in Co- Teaching can be overcome by better planning. Many of your courses are designed to help you become more expert in planning lessons, and you will be planning lessons in great depth for course assignments. You and your students will benefit from careful planning of all lessons you teach, regardless of whether the lessons is related to an assignment, observed by your Supervisor, or not. You are therefore advised to plan thoroughly for each lesson, and to reflect on them afterward so as to improve your planning and delivery of lessons. Explicit lesson planning helps you to organize your thoughts and also enables a Cooperating Teacher to know the materials, strategies, and activities that you intend to use. You will become familiar with this planning process through your co- planning with your Cooperating Teacher. Teacher Candidates and Interns, when implementing teaching/learning activities they have either planned individually, or co- planned, are expected to provide a written lesson plan to the Supervisor for review and feedback. All candidates must write up lesson plans according to the CSUMB lesson plan template (see Appendix A) for any lesson observed by a university Supervisor (with the possible exception of the first observation of the first semester) and provide a copy of the lesson plan for the Supervisor at the beginning of the observation. The written plans will be noted and briefly evaluated in TASKSTREAM. If a Teacher Candidate is implementing a lesson planned by the Cooperating Teacher, the Teacher Candidate is nonetheless responsible for presenting a written plan to the university Field Supervisor in the correct format. The plan should indicate, however, whether the actual planning was done as a 18

20 co- planning activity, or by the Cooperating Teacher. The candidate should retain copies of the plans for her/his own files. Evaluation Fall placement Toward the middle and at the end of the semester, the Cooperating Teacher, in addition to your university Supervisor, will be evaluating your performance using the Cumulative Evaluation form in TASKSTREAM. Utilizing information provided by the Cooperating Teacher, including the Cumulative Evaluation, in addition to her or his own observations and progressive assessment, the university Field Supervisor, in collaboration with the Program Coordinator, will make the final determination of whether or not you will pass ED 624. You may view all your assessments in your field experience binder in TaskStream. To pass ED 624, you must, in the judgment of the university Supervisor, be on track to be ready to move into full- time Co- Teaching, which includes a two- week solo (see definition of solo below), by Week 10 of Stage 2. You will not be allowed to go on to Spring Term Co- Teaching (ED 625) or to register for ED 606 or complete the PACT Teaching Event without satisfactorily completing Stage I Co- Teaching. You may repeat Stage 1 once. You must also demonstrate the dispositions necessary to qualify for credentialing. Spring Term - CO- TEACHING EXPERIENCE (Information for Teacher Candidates Only) Time Expectations for - Co- Teaching 5 half days/wk. (A minimum of 4 hours per day, every day even if you are not teaching students that day because of a block schedule.) These hours are to be arranged to maximize your opportunity for student contact, within the schedule at the given site, and to encourage students in the classroom and other staff members to view you as actual teachers. Additional time may occasionally be needed to complete university- related course assignments. Begin co- teaching the week classes begin following the December Break in your placement. Co- Teaching should continue until the end of the school year for TEACHERS, even if it is after the CSUMB Commencement. You will follow the vacation calendar of the school in which you are placed. Your CSUMB coursework calendar WILL NOT coincide with your co- teaching placement calendar. When the school is in session, you will attend Co- Teaching; when the university is in session, you will attend your classes. Solo Experience in Spring Term You should have taken the lead in presenting co- teaching lessons to the whole class no later than the end of the first month, earlier if you and the Cooperating Teacher feel you are ready. It is beneficial if you have conducted lessons with the whole class prior to teaching your PACT lessons. The solo format can take on many forms in the collaborative co- teaching model. It generally indicates that you, as the Teacher Candidate, have taken over the lead in all planning, organization, delivery and, assessment, and management of the classroom. You will assign roles for your Cooperating Teacher to assume, and you will direct the behavior management with the assistance of your Cooperating Teacher, thus learning the skills necessary for effectively managing the human resources in a classroom. It is important that you are able to manage the classroom by yourself. Therefore, there will be occasions, when you will take over complete control of all aspects of the class. At this time, your Cooperating Teacher may leave the classroom. At least one of your observations by your Supervisor should be during one such 19

21 occasion. Other observations by your Supervisor will be centered on your ability to assume the appropriate pre- determined role for whatever is planned. Although you will be co- planning and teaching, it is assumed that once the planning is completed, you will write up lesson plans which will be reviewed by your Cooperating Teacher/and or Supervisor. Objectives for Solo Co- Teaching: Develop and demonstrate skills in managing the lead position in co- planning and teaching sessions with the Cooperating Teacher. Develop and demonstrate skills for structuring and maintaining a positive and inclusive learning environment in the classroom, including managing student behavior. Develop and demonstrate skills for classroom management of a variety of academic learning situations, including whole class and small group instruction. Develop and demonstrate skills for implementing classroom routines and record keeping, including grades, report card, attendance, etc. Develop, integrate, and demonstrate skills for planning and implementing daily and weekly instruction and for evaluating student progress in core subject/content areas. This includes planning, organizing, and implementing well- balanced literacy instruction, regardless of grade level or subject area of placement. Develop and demonstrate skills for planning and implementing instruction, including assessment of student progress, using approaches and strategies that address language and content development of ELL (English Language Learners) The exact plan for your solo Co- Teaching will depend on the on your readiness. Your Cooperating Teacher, your Supervisor, and you together will structure your plan prior to week 10 in the semester. Other suggested solo activities include the following. Plan and implement one or more multicultural thematic units for an extended period of time. Plan and implement activities that promote appreciation of language and cultural diversity in the classroom and the school. Exercise decision- making and management practices that promote equity and mutual respect in the classroom. Participate in activities that involve communication with parents and the community, such as parent/teacher conferences (as appropriate - check with Cooperating Teacher), school/community meetings, and home visits if applicable. Participate in faculty/staff meetings and staff development activities of the school site (as appropriate - check with Cooperating Teacher). Evaluation Toward the middle (prior to Week 10) and end of the semester (during Week 15 or 16), the Cooperating Teacher and the university Supervisor will be evaluating your performance using the Cumulative Evaluation form. These evaluations will be completed on the forms in TASKSTREAM. The university Field Supervisor, in collaboration with the Program Coordinator, will make the final determination of whether or not you will pass ED 625. You may view all your assessments in your field experience binder in TaskStream. 20

22 ROLES AND RESPONSIBILITIES LITIES: Classroom Mentor /Support Provider (Information for Interns Only) The university and the district or school site will assign someone in your building to be a Classroom Mentor/Support Provider. This will be another teacher in your school unless another teacher cannot be found, and in that case we will find a teacher in a nearby school. This teacher will hold a CLAD or BCLAD credential and will have at least three years of teaching experience. In this role, the Classroom Mentor/Support Provider will help you with everything from how to find supplies to how to meet the Principal s expectations for lesson plans. Your Classroom Mentor/Support Provider will attend meetings and workshops on how to fulfill her/his role. These people receive compensation from CSUMB for their support. CSUMB Field Supervisor (Interns and Teacher Candidates) Each Teacher Candidate and Intern will be assigned a university Supervisor who serves as a resource person to assist in gaining the most worthwhile and meaningful experiences during the field experience that the university can provide. The role of the field Supervisor is to guide and monitor the progress of these candidates and to serve as a the Single Subject Program liaison between campus and the field. You may expect your Field Supervisor to: Clearly communicate (for candidates, to both you and your Cooperating Teacher) his/her own system and preferences regarding the scheduling of observations. Be on time for all scheduled classroom visits, and promptly communicate (for Teacher Candidates, to both you and your Cooperating Teacher) when s/he needs to change a scheduled observation date or time. Attempt to know you as an individual so that suggestions and comments can be personalized and individualized. Attempt to become familiar with your needs and the needs of students in your classroom, in order to provide specific assistance. Help establish and maintain good relations with area administrative, Supervisory, and teaching personnel. Inform you about the policies of the Co- Teaching program at CSUMB as they relate to the field experience. Help your Cooperating Teacher or support provider in guiding you through a successful and rewarding teaching experience by providing them with pertinent information in a timely fashion, and by talking with them about you and your progress. Facilitate a three way conferences with you and your Cooperating Teacher or support provider to review evaluations to provide guidance for continued growth. Observe you in all areas of your work in order to improve effectiveness in the classroom and evaluate your performance. Work cooperatively with your Cooperating Teacher or support provider in the evaluation of your progress. (For Teacher Candidates :) Assist you in gaining meaningful school- wide experiences during co- teaching. Encourage and assist you in the preparation and implementation of lesson plans. Provide support to help alleviate the tension and stress that often accompanies Co- Teaching or the first year of independent teaching. Support you in reflecting on your work and progress as a teacher. Supervisor Classroom Visits 21