EDEL 454-Student Teaching Handbook
For UNC Teacher Candidates, UNC Supervisors, and Mentor Teachers
Elementary Professional Teacher Education Program,
2018-2019
TABLE OF CONTENTS
EDEL 454 COURSE INFORMATION
Course Description
Course Goals 2
Course Objectives 3
FRAMEWORK FOR TEACHING 4
THE TRIAD 4
ELEMENTARY STANDARD LESSON PLAN & RUBRIC 5
TEACHER CANDIDATE INFORMATION
Assignments/Requirements 7
Expectations 8
Resources 8
Substitute Teaching 8
MENTOR TEACHER INFORMATION
Paperwork 9
Mentor Teacher Compensation 9
Expectations10
UNIVERSITY SUPERVISOR’S INFORMATION
Paperwork10 Responsibilities 10
Guiding Questions for Capstone Unit of Instruction11
Seminar Topics Suggestion List11
LIVE TEXT INFORMATION11
UNC POLICIES 12
FORMS
Professional Disposition Rubric13
Field Assessment Form16
Teacher Candidate Concern Form 18
CAPSTONE UNIT OF INSTRUCTION
Guidelines19
Rubric23
RESOURCES 26
EDEL 454STUDENTTEACHING INFORMATION
EDEL 454 - Student Teaching (twelve credit hours) is sixteen weeks of field-based experience in an elementary classroom under the supervision and coordination of a university supervisor and Mentor Teacher and successful completion of the Capstone Unit of Instruction.
Teacher candidates begin their placement when their Mentor Teacher begins, NOT when the UNC semester classes begin.
EDEL 454 is graded Satisfactory/Unsatisfactory (S/U). To pass the course you must:
- earn a minimum of 80% of points available on capstone unit of instruction;
- score Approaching or Target on all items on the final Professional Disposition Qualities (PDQ);
- scoreProficient, Accomplished, or Exemplary in all categories of the UNC supervisor’s final FAF;
- pass all categories on the Final Evaluation completed by both the Mentor Teacher and the University Supervisor;
- attend a minimum of 4 seminars organized by your university supervisor or program coordinator (Greeley licensure seminars will be on Oct. 23 & 24 at 5:00pm); and
- meet all student teacher expectations included in this handbook.
Prerequisites: 3.0 minimum GPA and EDFE 130
Required Text: none
Course Description
Student teaching is the culmination of the Elementary Professional Teacher Education Program and covers allColorado Teacher Quality, Colorado Academic, and Elementary Content Standards. Students spend a minimum of 16 full weeks in one elementary classroom, following the calendar of the school of their placement, with no other teacher candidate present. This student teaching experience is designed to help teacher candidates develop a wide array of competencies in the teaching of literacy, mathematics, social studies, and science, including planning, instructing, and assessing students; using appropriate materials, resources and technology; managing and organizing a classroom; relating professionally with others; and applying content knowledge as demonstrated in the capstone unit of instruction.
Course Goals
The School of Teacher Education exists to provide quality professional preparation programs for educators in an environment that is inclusive, safe, and committed to equity. In partnership with K-12 schools, faculty members collaborate with teachers and administrators to ensure that future graduates will be:
• representative of the diversity of our nation;
• confident in their knowledge of content and pedagogy;
• able to converse confidently and professionally with parents, administrators, and colleagues;
• scholars and contributing members of the community;
• independent, critical thinkers who make thoughtful decisions; and
• resilient, pragmatic, tough, idealistic, caring, and joyful!
As part of the College of Education and Behavioral Sciences, faculty in the School of Teacher Education contribute to the betterment of society through research, professional service and the preparation of individuals who are skilled lifelong learners capable of working effectively with diverse populations in an evolving global community.
Course Objectives
When students have successfully completed this course and all activities, they will be able to:
Objectives / InTASC / CO Teacher Quality / Elementary Education 8.02 / ACEI / Related Assessments1. Enhance and apply knowledge of content. / 4, 5, 7, 8 / 1a, 1b, 1c, 1d, 1e, 1f / 1c / 2a, 2b, 2c, 2e, 2f, 2g, 2h, 2i, 3a / lesson planning; observations; reflective journaling
2. Demonstrate instructional and classroom management techniques that facilitate learning in a positive environment. / 2, 3, 5, 8 / 2a, 2f / 3a, 3c / 3a, 3b, 3d / lesson planning; observations
3. Assume increasing responsibility toward taking the lead role in planning effective instruction in all areas of the elementary curriculum. / 1, 4, 5, 7, 8 / 1a, 1b, 1c, 1d, 1e, 1f, 3a, 3c, 4a / 1c, 2a, 2b / 2i, 3a, 4 / lesson planning; observations
4. Use a reflective decision-making model to identify problematic events and develop alternative plans to better ensure student success. / 9 / 4a, 4b, 4c / 6 / 5b / reflective journaling
5. Select and use a variety of materials, methods, and technologies to enhance learning for all students. / 1, 2, 3, 4, 5, 7 / 1f, 2a, 2b, 2c, 2d, 3a, 3d, 3b, 4a, 4b, 4c / 1a, 1b, 1c, 2a, 2b, 2c, 3a, 3c / 2i, 3a
3b, 3c, 4 / lesson planning; observation
6. Use formal and informal assessments to guide teaching and determine students’ needs. / 6 / 3b, 3h / 1b, 2a, 4a, 4b, 4c, 4d / 4 / lesson planning; reflective journaling
7. Use professional communication with colleagues, students and parents. / 3, 4, 9, 10 / 2e, 3a, 3e, 3h, 5c / 2c, 2d, 3b, 4d / 3c, 3d, 5c / observations
8. Demonstrate appropriate professional demeanor and practices. / 9, 10 / 3c, 4b, 5a, 5b, 5c, 5d, 6a, 6b / 5, 6 / 5a, 5b / observations; reflective journaling;
PDQ
9. Demonstrate appreciation and respect for the diversity of students, and include adaptations for English language learners, students with disabilities, students of various cultural backgrounds, and lesson extensions for gifted & talented students as necessary. / 2, 9 / 2b, 2c, 2d, 3a, 4b / 2a, 2b, 2c / 2i, 3b / lesson planning; observations; reflective journaling;
PDQ
The Framework for Teaching – Charlotte Danielson
The Framework for Teaching is a research-based set of components of instruction, aligned to the InTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility:
1
Domain 1: Planning and Preparation
1a Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Domain 2: Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
Domain 3: Instruction
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in the Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
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1
The Triad
The participants in most student teaching programs are referred to in professional literature as the “triad.” This triad has been defined as three people who are brought together to work for a common purpose. Titles for participants vary from institution to institution; the STE identifies them as: the teacher candidate, the mentor teacher, and the university supervisor. This relationship is a well-established and accepted arrangement that has existed for years. Its quality and success are inextricably linked to effective communication, knowledge and acceptance of role responsibilities, and the trust that comes when all parties perform according to expectations.
Elementary Standard Lesson Plan
ACADEMIC STANDARDS
List Colorado’s Academic State Standard(s) and any applicable national standards. What is it that you want the students to learn and remember about this lesson (weeks, months or years from now)?
SPECIFIC OBJECTIVES TO ATTAIN LEARNING GOALS
What specific or behavioral objectives are you going to use to attain these academic standards? The objectives are written using measurable and observable verbs (i.e. “knowing”, “learning”, and “understanding” are vague unobservable, and not measurable. Proper terms include: “describe”, “list”, “demonstrate”, etc…).
MATERIALS NEEDED
List both those materials that you will need to have ready and those that students must bring to the class. List quantities per student or per group of students. Include directions if preparing materials in advance is necessary to conduct the lesson. All handouts must be attached to the lesson plan.
MOTIVATIONAL TECHNIQUES
This is the springboard into your lesson. How will you set this lesson in motion? How will you access prior
knowledge? Use past learning, everyday examples, or life skills to anchor your lesson. Consider effective use of open-ended questions along with questions that create cognitive dissonance.
PROCEDURES FOR LESSON
List (numerically) the steps or progressions in a logical sequence. Include steps used to transition student action or thoughts between parts of the lesson. How will key concepts/main ideas be developed by these procedures (i.e. vocabulary words, key questions, teacher modeling)? Consider the BEST procedures in order to maintain classroom management and active student engagement.
CLOSURE
What important points will you want to review at the end of the lesson? How will you conclude the lesson so that the students will integrate the newly learned information with the information they already knew about the topic? This provides the opportunity to check for student understanding.
HOMEWORK/ASSIGNMENTS/EXTENSION ACTIVITIES
Will you assign homework or a follow-up assignment? How will this assignment reinforce the lesson and help you assess student learning? List activities that can be implemented without a great deal of preparation. These activities become extensions: 1) if your lesson finishes earlier than anticipated, 2) if student groups finish early, 3) if concept re-teaching is needed, 4) or if student understanding, ability, and interest warrants more in-depth study.
ASSESSMENT
How will you show evidence of student learning related to this lesson’s stated objectives? What types of assessments did you use (e.g. diagnostic, formative, and summative)? Do you have an assessment for each of the specific objectives listed? Has an assessment tool, such as a rubric, checklist, or review sheet been designed to aid in evaluation?
ADAPTATIONS
What are possible adaptations to accommodate the developmental needs of all students in the class? Consider individual leaning needs, such as visual, hearing, physical, mobility, attention, reading levels and others that may apply. Who are some resource people that can assist you in making adaptations?
RESOURCES
You must include all lesson plan websites, textbooks, literature, trade books, or resource books utilized in developing your lesson plan. This should be cited in APA format. Also include websites that can be utilized: 1) for student reference to content knowledge, 2) within the lesson to enhance the concept development, 3) as a lesson extension, 4) as a resource to encourage students to access independently on their own, or 5) if it is valuable in developing teacher background knowledge on the topic.
LESSON PLAN RUBRIC
ADVANCED / PROFICIENT / DEVELOPINGProfessional Preparation of Lesson Plan / Typed and written in a professional manner with no grammatical, punctuation, capitalization, or spelling errors. / Typed and written with minor errors in grammar, punctuation, capitalization, and/or spelling. / Typed and written with numerous errors in the following areas: grammar; punctuation; capitalization; and/or spelling.
Learning Goal / All relevant national/state standards are included, showing mastery of standards-based application. / All relevant national/state standards are included, but mixed with irrelevant standards. / Not all relevant standards are included, showing a lack of focus on the appropriate standards.
Specific Objectives / All objectives are written in both measurable and observable terms. / All or some of the objectives are written in measurable or observable terms but not both. / None of the objectives are written in measurable and observable terms.
Materials Needed / Lists all materials required for the lesson & includes directions for advance preparation if necessary. / Lists most materials required for the lesson. / Some materials required are not included and/or important advanced preparation directions are missing.
Anticipatory Set / Includes a technique (or use of open-ended questions to create cognitive dissonance) to gain student attention/interest at the opening of the lesson and includes a technique to elicit prior-knowledge. / Includes a technique (or use of open-ended questions to create cognitive dissonance) to gain student attention/interest at the opening of the lesson or includes a technique to elicit prior-knowledge, but not both aspects. / Does not include a technique to gain student attention/interest at the opening of the lesson nor a technique to elicit prior-knowledge.
Procedures / Procedure is easy to follow, flows in a logical manner, lists (numerically) the steps, and uses effective transitions between parts of the lesson. / Procedure lacks one key element such as: easiness to follow, flow in a logical coherent manner, listing of the steps, and use of effective transitions between parts of the lesson. / Procedure lacks two or more of the key elements including: easiness to follow, flow in a logical coherent manner, listing of the steps, and use of effective transitions between parts of the lesson.
Closure / Closure reviews important points at the end of the lesson via discourse/interaction. / Teacher-centered closure to the lesson is attempted, but key points are not reviewed. / No closure is evident and the lesson ends in an awkward manner.
Assessment / Provides assessment (formally/ informally) of students on each stated objective & includes the use of an assessment tool (rubric, checklist, etc.) / Provides assessment (formally or informally) of students on each stated objective or includes the use of an assessment tool, but not both. / Does not assess students on each stated objective nor does it include the use of an assessment tool.
Extension, Modification, and Adaptive Activities / Adaptations to accommodate the developmental needs of all students in the class are addressed & appropriately developed. / Adaptations attempt to accommodate the developmental needs of all students in the class but are not appropriately developed. / Lacks an attempt to accommodate all student needs.
Resources-Technology Links & References / A clear use of technology to locate and obtain Internet links for background information/future student investigation is utilized & the links are listed.
Includes references to published ideas utilized & is listed in APA format. / Use of technology to locate/obtain Internet links for background information & for future student investigation is evident, but the links are not listed.
Includes references to published ideas but lacks use of APA format. / Lacks evidence of an attempt to integrate technology web links.
References are not included.
TEACHER CANDIDATE INFORMATION
Assignments/Requirements
Assignments and/or Forms / Submit to / Due on1. / Print complete copy of this handbook for Mentor Teacher. / Mentor Teacher / First Week
2. / Following the Student Orientation meeting, email your UNC Supervisor with possible dates & times that you and your Mentor Teacher can meet with the supervisor. The purpose of this meeting is to meet, greet and discuss expectations. / UNC Supervisor / First Week
3. / Attend professional development seminars. One will be with the Licensure Officer. Others may include trainings sponsored by the district or school you are in, seminars scheduled by your UNC Supervisor or Elementary Program Coordinator, and workshops offered on campus with approval of your UNC Supervisor. / A synopsis of the information given at each seminar.
Submit to UNC Supervisor. / When scheduled.
4. / Reflective Journal. The candidate will keep a weekly journal. The journal entries should include observations and analysis of:school structure, facilities and resources; curricular and instructional materials;technological resources;student behavior (group and individual);instructional and assessment practices;classroom management practices;organizational practices; andcandidate interaction with the class. / Entries will be submitted electronically through the learning management system. / Days and times set by UNC supervisor
5. / Contact, coordinate and arrange with the university supervisor the formal lesson observation dates, times, and subject areas. / University Supervisor / Arranged with your supervisor
6. / Capstone Unit of Instruction.
To be designed and planned with your Mentor Teacher.
To be implemented by approval of Mentor Teacher.
To be monitored, coached, and evaluated by UNC Supervisor.
Out-of-Area placements will be monitored, coached, and evaluated online through Blackboard by the Program Coordinator. / Submit on LiveText
A hard copy may be required by the UNC Supervisor. / Nov. 1/
April 1
7. / Teacher Candidate online Exit Survey, including evaluation of Mentor Teacher and UNC Supervisor. / / Dec. 1/ May 1
8. / EDEL 454 Course Evaluation – please identify by name your supervisor / Link will be sent to Teacher Candidate via email. / Dec. 1/
May 1
9. / Program Completer Survey / Complete on LiveText / Dec. 1/ May 1
10. / Attendance Log - absences & make up time only / Submit on LiveText / As needed
*If you are completing the CLD and/or the Bilingual endorsement with your elementary license, you are also student teaching in either a classroom with English Language Learners or emergent bilingual learners in a bilingual classroom. It is necessary for you to record on a Live Text rubric whether the ELLs or bilingual learners in your classroom learned the content taught on your Capstone Project. You need to record the information for every English Language Learner, sorted according to whether the ELLs are NEP, LEP or FEB students.
Expectations
- Maintain professional standards for teacher candidates, both at the university and at the school. Conduct yourself in a mature, responsible and professional manner. Maintain an appropriate personal appearance.Demonstrate professional dispositions to school personnel, including teachers, students and the community.
- Wear UNC Bear ID on the lanyard provided, at all times when in theschool setting.
- Become informed about the students and the content you will teach.
- Manage your time to allow adequate preparation of your work for the classroom.
- Plan lessons and submit the plans to the Mentor Teacher prior to the date of instruction for review and recommendations before teaching the lesson to the class.
- Conform to the school's rules, policies, and local standards of behavior.Adjust to, rather than try to change the situation in the classroom or your assigned school.Remember you are a guest in the school to gain professional development.
- Participate in all of the activities expected of your Mentor Teacher.Follow your Mentor Teacher's schedule which includes arriving and leavingwhen he/she does.
- Call the school office, your Mentor Teacherand your supervisor by 7:00 a.m. in the event you cannot be at your assignment that day.
- Return school materials, textbooks, resource materials and student records on or before the last day of student teaching.
- Regularly discuss your progress and concerns with your Mentor Teacher and university supervisor.Discuss with your Mentor Teacher any assignments (capstone unit of instruction) that must be implemented during class time. A minimumweekly scheduled meetingis recommended.
- Solicit and accept constructive criticism and suggestions that assist your professional and personal growth.
Resources