Contents
Introduction 2
Course Description 2
Journal 1…………………………………………………………………………..2
Cluster Knowledge and Skills 3
Texas Essential Knowledge & Skills (TEKS) 4
Ready, Set, Teach! Syllabus ..8
Education Careers ..15
Are you cut out to be an educator? ...... 16
Professional Communication…………………………..……………………………………………………….…12
Journal 2……………………………………………………………………….…12
Observation Techniques……………………………………………………………………………………………..14
Journal 3…………………………………………………………………………14
Observation Reports……………………………………………………………………………………………….….16
Keeping Track of Your Progress……………………………………………………………………….…………22
Journal 4………………………………………………………………………..22
Planning for Your Future …………………………..………………………………………………………….…34
Journal 5………………………………………………………………………….37
Teaching Tools …………………………………………………………………………………………….41
Journal 6…………………………………………………………………………46
Journal 7…………………………………………………………………………48
Strategies Log 49
Introduction
The purpose of this handbook is to assist you in your journey through the Ready, Set, Teach! Course and Internship. In this handbook you will find all of the information to successfully complete your internship and coursework. This handbook includes all of the rules, policies, and procedures for the course as well as supplemental information to assist your studies in the Education & Training Career Pathway.
Course Description
Ready, Set, Teach! is a field-based internship which provides students a background knowledge of child and adolescent development principles as well as principles of effective teaching practices. Students in Ready, Set, Teach!, which can be taken for one or two years, work under the joint direction and supervision of both a family and consumer sciences teacher and exemplary educators in direct instructional roles with elementary, middle, and/or high school-aged students. Students from the class plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers. The students are involved in observations as well as direct student instruction; placement rotations are utilized to allow students to have experiences in a full range of education career roles, grade levels, subject areas, and ability groups. During the course of each week, students enrolled in Ready, Set, Teach! are involved in instruction from the family and consumer sciences teacher as well as involved in supervised field-based observations and applications of principles/practices studied in the class.
What do you expect to learn in this course? Journal about your expectations here:
Sample Career Specialties / Occupations / Elementary and Secondary Superintendents, Principals, Administrators·Supervisors and Instructional Coordinators
·Education Researchers, Test Measurement Specialists/ Assessment Specialists
·College Presidents, Deans, Department Chairs, Program Coordinators
Post-Secondary Administrators
·Curriculum Developers
·Instructional Media Designers
Education and Training Technician
Labor Relations Managers/Specialists / ·Psychologists- Clinical, Developmental, Social
·Social Workers
·Parent Educators
·Counselors
·Program Advisors
·Financial Aid Advisors
·Career Counselors/ Advisors
·Career and Employment Placement Counselors
·Speech-Language Pathologists and Audiologists
·Instructional Resources Coordinator
·Technology Support Administrator
Database Administrators/AV Specialists
·Distance Education Coordinator
Human Resources Manager
Organization Development Specialist
Training Manager/Coordinator
Instructional Coordinators
Museum Coordinators/Technicians
Media Coordinators/Specialists
Instructional Media Designer / · Preschool, Kindergarten Teachers, Aides
·Elementary Teachers, Aides
·Secondary/CTE Teachers, Aides
·Special Education Teachers, Aides
·College/University Lecturers, Professors
Human Resource Trainers
Physical Trainers
Professional Coaches
·Preschool & Child Care Program Directors
·Child Care Assistants/Workers
·Child Life Specialist
·Nanny
·Early Childhood Teachers and Assistants
· Instructional Systems Specialist
Corporate Trainers and Educators
Adult Literacy Teachers
Librarians/Assistants/ Technicians
Pathways / Administration and Administrative Support / Professional Support Services / Teaching/Training
Cluster K&S /
Cluster Knowledge and Skills
¨Academic Foundations ¨Communications ¨Problem Solving and Critical Thinking ¨Information Technology Applications ¨ Systems ¨ Safety, Health and Environmental ¨Leadership and Teamwork ¨Ethics and Legal Responsibilities ¨Employability and Career Development ¨Technical Skills
Texas Essential Knowledge & Skills (TEKS)
TEKS or Texas Essential Knowledge & Skills are the key information and skills that are needed in a particular subject or grade level which must be covered by the instructor in a particular course and expectations that must be met by the student. The TEKS, which will be studied later in this course handbook, are a key element in every teacher’s classroom. They help guide instruction and provide a framework to build scope and sequence. The TEKS for this course are provided below.
Knowledge & Skills for Instructional Practices in Education and Training (RST! I)
1. The student explores the teaching and training profession. The student is expected to:
a. Demonstrate an understanding of the historical foundations of education and training in the united States;
b. Determine knowledge and skills needed by teaching and training professionals;
c. Demonstrate personal characteristics needed by teaching and training professionals;
d. Identify qualities of effective schools; and
e. Investigate possible career options in the field of education and training.
2. The student understands the learner and the learning process. The student is expected to:
a. Relate principles and theories of human development to teaching and training situations;
b. Relate principles and theories about the learning process to teaching and training situations;
c. Demonstrate behaviors and skills that facilitate the learning process; and
d. Explain the relationship between effective instructional practices and learning differences, learner exceptionality, and special-needs conditions.
3. The student communicates effectively. The student is expected to:
a. Demonstrate effective verbal, non-verbal, written, and electronic communication skills;
b. Communicate effectively in situations with educators and parents or guardians.
c. Evaluate the role of classroom communications in promoting student literacy and learning; and
d. Demonstrate effective communication skills in teaching and training.
4. The student plans and develops effective instruction. The student is expected to:
a. Explain the role of the Texas Essential Knowledge and Skills (TEKS) in planning and evaluating instruction.
b. Explain the rationale for having a fundamental knowledge of the subject matter in order to plan and prepare effective instruction.
c. Explain the rationale and process of instructional planning.
d. Describe principles and theories that impact instructional planning.
e. Create clear short- and long-term learning objectives that are developmentally appropriate for students; and
f. Demonstrate teaching planning to meet instructional goals.
5. The student creates an effective learning environment. The student is expected to:
a. Describe characteristics of a safe and effective learning environments;
b. Describe teacher and trainer characteristics that promote an effective learning environment;
c. Identify classroom-management techniques that promote an effective learning environment; and
d. Describe conflict management and mediation techniques supportive of an effective learning environment.
6. The student assesses teaching and learning. The student is expected to:
a. Describe the role of assessment as part of the learning process;
b. Analyze the assessment process; and
c. Identify appropriate assessment strategies for use in an instructional setting.
7. The student understands the relationship between school and society. The student is expected to:
a. Explain the relationship between school and society;
b. Use school and community resources for professional growth; and
c. Use the support of family members, community members, and business and industry to promote learning.
8. The student develops technology skills. The student is expected to:
a. Describe the role of technology in the instructional process;
b. Use technology applications appropriate for specific subject matter and student needs; and
c. Demonstrate skillful use of technology as a tool for instruction, evaluation, and management.
9. The student understands the ethics and legal responsibilities in teaching and training. The student is expected to:
a. Describe teacher and trainer characteristics that promote ethical conduct;
b. Analyze ethical standards that apply to the teaching and training profession;
c. Analyze situations requiring decisions based on ethical and legal considerations; and
d. Analyze expected effects of compliance and non-compliance.
10. The student participates in field-based experiences in education and training. The student is expected to:
a. Apply instructional strategies and concepts within a local educational or training facility;
b. Document, assess, and reflect on instructional experiences.
Knowledge & Skills for Practicum in Education and Training (RST! II)
1. The student explores the teaching and training profession. The student is expected to:
a. Assess personal characteristics needed to work in the teaching and training profession;
b. Compare schools based on qualities of effectiveness;
c. Formulate a personal philosophy of education; and
d. Create a personal career plan in preparation for a career in the field of education or training.
2. The student understands the learner and the learning process. The student is expected to:
a. Apply principles and theories of human development to teaching and training situations;
b. Apply principles and theories about the learning process to specific teaching and training situations;
c. Analyze personal behaviors and skills that facilitate the learning process; and
d. Suggest effective instructional practices to accommodate learning differences, learner exceptionality, and special-needs conditions.
3. The student communicates effectively. The student is expected to:
a. Assess effectiveness of personal verbal, non-verbal, written, and electronic communication skills;
b. Communicate effectively in situations with educators and parents or guardians.
c. Evaluate the role of classroom communications in promoting student literacy and learning; and
d. Integrate effective communication skills in teaching and training.
4. The student plans and uses effective instruction. The student is expected to:
a. Apply principles and theories that impact instructional planning.
b. Develop instructional materials that align with the Texas Essential Knowledge and Skills (TEKS).
c. Assess personal planning to meet instructional goals.
d. Analyze concepts for developing effective instructional strategies;
e. Analyze instructional strategies for effectiveness; and
f. Explain how learner feedback has been used to guide selection and adjustment of instructional strategies.
5. The student creates and maintains effective learning environment. The student is expected to:
a. Create and maintain a safe and effective learning environments;
b. Integrate teacher and trainer characteristics that promote an effective learning environment;
c. Apply classroom-management techniques that promote an effective learning environment; and
d. Demonstrate effective conflict management and mediation techniques supportive of an effective learning environment.
6. The student assesses teaching and learning. The student is expected to:
a. Develop and apply assessments to foster student learning;
b. Use assessment strategies to promote personal growth and teaching or training improvement.
7. The student understands the relationship between school and society. The student is expected to:
a. Support learning through advocacy;
b. Select school and community resources for professional growth; and
c. Design activities to build support of family members, community members, and business and industry to promote learning.
8. The student develops technology skills. The student is expected to:
a. Recommend technology in the instructional process;
b. Use technology applications appropriate for specific subject matter and student needs; and
c. Integrate skillful use of technology as a tool for instruction, evaluation, and management.
9. The student continues development as a teaching or training professional. The student is expected to:
a. Identify strategies and resources for the professional development of educators or trainers;
b. Demonstrate teacher or trainer characteristics that promote ongoing professional development;
c. Use research and assessment to improve teaching or training;
d. Develop a professional growth plan.
10. The student participates in field-based experiences in education and training. The student is expected to:
a. Apply instructional strategies and concepts within a local educational or training facility;
b. Document, assess, and reflect on instructional experiences.
11. The student documents technical knowledge and skills. The student is expected to:
a. Update a professional portfolio to include:
i. Attainment of technical skill competencies
ii. Licensures or certifications
iii. Recognitions, awards, and scholarships
iv. Extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations
v. Abstract of key points of the practicum
vi. Resume
vii. Samples of work; and
viii. Evaluation from practicum supervisor; and
b. Present the portfolio to all interested stakeholders such as in a slide or poster presentation.
Ready, Set, Teach! Syllabus
MOTTO: “We are what we repeatedly do. Excellence, then, is not an act, but a habit." -Aristotle
COURSE: Instructional Practices in Education & Training / Practicum in Education & Training
INSTRUCTOR: Mrs. Jesko
Room 4-162
Phone: 817 408-4650
Email:
CONFERENCE: 7th Period 3:20 – 4:15
TEXT BOOK: Education and Training by Curriculum Center Texas Tech
First Days of School by Harry Wong
Course Website: Access through GISD Teacher site: granburyisd.org
REQUIRED MATERIALS:
- TWO - 1” -3 ring binder with pockets and clear front
- 2 Sets of 8 plastic dividers
- 25-50 sheet protectors
- College Ruled notebook paper (have in class everyday)
- Pens and pencils (bring to class everyday)
- Markers, colored pencils, glue
- Kleenex (optional *bonus points)
- Baby wipes (optional * bonus points)
- Children’s books, poster boards, etc. will be required periodically as announced.
- Camera
- Jump drive
COURSE REQUIREMENTS & EVALUATIONS:
Camera:
You will want to document your experiences at the elementary school and on other field trips. Please have access to a camera to document these events. Other interns are not allowed to come into your room to take pictures, see Mrs. Jesko if you need to make arrangements. Also, check with your Mentor to ensure the child has turned in a photography release form.
Notebook:
In order to be successful and achieve your personal and academic best it is necessary to maintain a high level of organization. To help you do this you are required to keep a notebook. This notebook is important to your success in this class. It will contain information that will help you.
1. You will need a three ring binder 1 ½“ to 3” with a clear plastic front.
2. Clear plastic protectors to put project and other paperwork inside
3. A package of dividers – labeled
a. Syllabus and Handbook
b. Internship Management: includes calendars, assignment sheets and evaluations
c. Professional Preparation: includes resume/portfolio, autobiography, handouts
d. Guest Speaker / Field Trip Summaries
e. Daily Work