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Semester Clinical Experiences dfghjklzxcvbnmqwertyuiopasdfghjklzx HANDBOOK cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio pasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmrty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc
UNCCharlotte
ElementaryEducationFall2013
Overview/Rationale Statement University Coordinators Contact Information Expectations Suggested Timeline Assignments Other Appropriate Activities for Clinical Direct Instruction Lesson Plan Format Structured Discovery Lesson Plan Format Cooperating Teacher Feedback Form School Experience Log Clinical Experience Evaluation Rubric
p.2 p.3 p.4 p.5 p. 6 p.19 p.20 p.21 p.22 p.23 p.26
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Overview/Rationale Students participating in this clinical experience are enrolled in the methods semester, which is the second semester of a four semester program, and will be taking most or all of the following courses: READ 3226 Teaching Reading to Intermediate School Learners; ELED 3223 Teaching Social Studies to Elementary School Learners; ELED 3221 Teaching Science to Elementary School Learners; ELED 3226 Teaching Language Arts to Elementary School Learners; and MATH 3224 Teaching Mathematics to Intermediate School Learners. This handbook will provide information about the roles/ responsibilities and expectations of all participants, guidelines for student assignments, and forms that need to be completed by you.
The clinical requirement for elementary education students in the methods semester of their coursework involves a two week intensive clinical experience in a select elementary school setting. The purpose of a two week intensive clinical placement is to improve the experience for our teacher education candidates and for the schools. The two week intensive clinical experience allows us to (a) enhance communication with school administrators and cooperating teachers on teacher candidate expectations and assignments, (b) dismiss classes for two weeks to allow teacher candidates to have more flexibility in scheduling and to participate in classrooms at appropriate and extended times, and (c) provide a set beginning and ending date to assist school and cooperating teacher planning. To accommodate the cooperating teacher and school schedule we also allow some flexible scheduling of requirements for the two weeks prior and two weeks following the set intensive clinical experience dates. This flexible time can be used for observations of content area teaching and teacher candidate instruction that may be difficult to fit into the two week intensive timeframe. However, the bulk of the 35 hour time requirement should be completed during the two week intensive experience to allow teacher candidates to complete extended time across full school days.
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Name IanBinns
ContactInformation Ian.binns@uncc.edu
JHathaway@uncc.edu tcrock@uncc.edu
KPopejoy@uncc.edu A.Good@uncc.edu
BrianKissel CrystalGlover
CommunitySchoolofDavidson
btkissel@uncc.edu Crystal.glover@uncc.edu
MountainIslandCharter
CorvianCommunitySchool WoodrowWilson/FredL.Wilson
ErinMiller RachelRovenstine
Emille90@uncc.edu rrovenst@uncc.edu
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Expectations School Administrator Role/Responsibilities: Identify placements, work with University Coordinator to set meeting time with teachers, identify space for seminar meetings at middle and end of experience. Cooperating Teacher Role/Responsibilities: attend informational meeting with University Coordinator to discuss expectations and assignments, host teacher candidate in classroom, provide mentoring and support, provide time for teacher candidate to teach lessons in science, social studies, reading and math, provide constructive feedback to the teacher candidate, and complete clinical evaluation rubric Teacher Candidate Role/Responsibilities: log a minimum of 35 clinical hours, interview classroom teacher and students, observe and support classroom instruction, teach one math lesson, one science lesson, one social studies lesson, and one reading lesson, lead a small group reading and math activity, create a digital portfolio, participate in a mid-point and post seminar at the school site, complete feedback survey, and display a professional disposition at all times. Dress Code: Teacher candidates should dress appropriately and professionally. Dispositions: Teacher candidates should exemplify the attitudes and actions of a professional educator rather than those of a student. Teacher candidates are expected to conform to school rules, policies, and local standards of behavior. They should follow the rules of basic courtesy toward teachers, students, school staff, and members of the community. It is expected that they cooperate with teachers and administrators and maintain a professional relationship with students, faculty, and staff at all times. Teacher candidates should safeguard all personal and confidential information regarding students and school issues and use it for professional purposes only. Teacher candidates should seek out opportunities to grow personally and professionally during the clinical experience. Teacher candidates dispositions will be evaluated using a Clinical Experience Evaluation Rubric. University Coordinator Role/Responsibilities: Coordinate with administrator to set up placements and work out meeting time with teachers, clearly present assignments and expectations of the clinical experience to cooperating teachers, monitor and support teacher candidates in their clinical work, facilitate a mid-point and post seminar with teacher candidates, and gather program assessment data and clinical logs from teacher candidates and cooperating teachers.
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Timeline Initial Meeting with Student Two weeks prior to start of clinical experience. Teacher candidate will make contact to set this date. 1 Hour
Seminar 1 Hour
Activities Classroom Introduction, Share Curriculum plans, Discuss potential Math/ SS/Science/Reading lesson topics and objectives - Teacher candidate will conduct a Teacher Interview protocol. A schedule for the two week experience should be designed that allows the student to log at least 16 hours each week. This initial meeting can occur during or outside of school hours and should last no longer than one hour. If Science or SS lessons will not be taught during the two-week intensive timeframe then arrangements will need to be made to observe the lesson(s) prior to or immediately following the two-week intensive. Teacher Candidates will engage in collecting observational field notes, classroom documents, working with small groups (including a math mini-lesson and reading small group activity), and conducting informal conversations with students. If possible, they should observe science and social studies instruction. Teacher Candidates should be actively engaged in the classroom. Please do not hesitate to ask teacher candidates to participate in read alouds, small group/center instruction or monitoring, or other activities that are appropriate for them in gaining experience in an elementary school classroom. By the end of the week, they may want to teach one of their required whole class lessons. Please do NOT ask them to monitor students without your presence. Teacher Candidates will participate in a mid-point seminar on Thursday or Friday with the University Coordinator. This hour can also be logged as clinical time. Teacher candidate will teach a social studies, science, reading, and a math lesson during the second week. They will use the direct instruction lesson plan for math, reading and social studies and a structured discovery plan format for the science lesson. Cooperating Teachers provide guidance and feedback to them as they prepare and implement the lessons. Complete the Lesson Feedback Form for each lesson. With remaining hours, teacher candidates can complete any leftover assignments from week one, and participate in supporting instruction in the classroom in ways that are appropriate for them as novice teachers and benefit your instructional program. Teacher candidates will participate in a final seminar on Thursday or Friday with the University Coordinator. This hour can also be logged. Teacher Candidates will participate in a end-point seminar on Thursday or Friday with the University Coordinator. This hour can also be logged as clinical time.
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LanguageArtsRequirement(ELED3226)ClinicalExperienceChecklist
Duringyourtwoweekimmersioninthefield,youwillcollectvariousformsofdatatoreflectuponyour experienceintheelementaryclassroom.Thesedatainclude:observationalfieldnotes,classroom documents,andinterviews.Thelistbelownotessomeofthepossibilitiesforyourdatacollection: 1.) ObservationalFieldNotes(pleasecompleteatleast34ofthefollowing):
Examplesofhowtheteacherplansforlessons. Examplesofassessment. Photocopiesofstudentwork. Photographsoftheclassroomarrangement. Photographsofvariousteachingmaterials. Photocopiesofinformalassessments(conferences,observationalnotes,runningrecords,etc.) Photocopiesofmaterialsdistributedbytheteacher. Photograph/photocopyofclassroommanagementmaterials. Photographsofbulletinboards,whiteboards,SmartBoards,WordWalls,etc. Photocopyoftheemergencyplan.
3.)Interviews
Oneinterviewwiththeteacher. 34interviewswithstudentsteachercandidatewillcreateinterviewprotocol.
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Observation
InstructionalLesson Classroom: Grade: CurriculumArea: WhatInotice Observer: Date: Time:
Thoughts,Questions,ConnectionstoMethods Classes
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Observation
StudentObservation Classroom: Grade: CurriculumArea: WhatInotice Observer: Date: Time:
Thoughts,Questions,ConnectionstoMethods Classes
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Observation
ClassroomSetup Classroom: Observer: Grade: Date: CurriculumArea: Time: Sketchtheclassroomlayout.Howaredesks,chairs,tables,teachersdesk,computers,etc.arranged?
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DocumentCollectionandReflection
TypeofDocument Date: Time: Whatkindofdocumentdidyoucollect? Whatdoesthisdocumentshow? Reflection:Whatareyourthoughts/opinionsaboutthisdocument? Page 11
InterviewProtocol
Teacher Interviewer: Interviewee: Date: Time: (Thesearesamplequestions.Pleaseaddyourownquestionstolearnmoreaboutyourspecific classroom.Thisinterviewshouldtakeplaceinyourinitialmeeting,priortothetwoweekintensive). PlanningQuestions:
Whatsocialstudiesandsciencetopics/unitswillbestudiedduringthesecondweekofmy
clinicalexperience?Whatarepossiblegoals/objectivesIcouldaddressformylessons?Doyou haveanyinstructionalresourcesthatwouldsupportthesegoals/objectives?
Whatdoesreadinginstructionlooklikeinyourclassroom(e.g.readersworkshop,basals,etc.)?
Whatreadingtopicswillbestudiedduringthe2ndweekofmyclinicalexperience?Whatare possiblegoals/objectivesIcouldaddressformyreadinglesson?Doyouhaveanyinstructional resourcesthatwouldsupportthesegoals/objectives? ClassroomManagementQuestions:
Whatmotivationtacticsdoyouusetoensureadesiretolearn? Tellmeabouttheclassroomcommunity.Whataretheclassrules?Howisstudentbehavior
monitored?Inwhatwaysispositivebehaviorreinforced?Inwhatwaysarenegativebehaviors prevented?Tellmeabouttheconsequencesfornegativebehavior.
Tellmeaboutthepacingoflessonsandinteractionintheclassroomuseoftimeandother
aspectsoftimewaittime,andtimeusingteachertalkandstudenttalk.Whatworkswellwith yourstudents? Page 12
ELED3226OverallClinicalExperiencePortfolio
DuetheWeekofNov.4thalsosubmitclinicallog
You are responsible for creating a digital portfolio containing 5 different entries. You will use your observationalnotes,classroomdocuments,andinterviewsfromp.7tocompleteassignment.
Possible Points 2 2 2 2 7
Actual Points
20
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ELED3223:SocialStudiesMethodsRequiredAssignments
Typed/ElectronicSubmissionsDueonClassDatetheWeekofNov.11th Candidatesmustcomplete: Onewholegroupdirectinstructionsocialstudieslesson Onewrittenreflectionontheplanningandimplementationofthelesson SubmitCooperatingTeacherFeedbackForm OneObservationReportofSocialStudiesInstruction
ELED3221:ScienceMethodsRequiredAssignments
Typed/ElectronicSubmissionsDueonClassDatetheWeekofNov.11th Candidatesmustcomplete: Onewholegroupstructureddiscovery(indirectinstruction)sciencelesson Onewrittenreflectionontheplanningandimplementationofthelesson SubmitCooperatingTeacherFeedbackForm OneObservationReportofScienceInstruction
READ3226:IntermediateReadingMethodsRequiredAssignments
Typed/ElectronicSubmissionsDueonClassDatetheWeekofNov.18th Candidatesmustcomplete: Onewholegroupdirectinstructionreadinglesson Onewrittenreflectionontheplanningandimplementationofthelesson SubmitCooperatingTeacherFeedbackFormforthewholegrouplesson Onesmallgroupreadingactivity(seeinstructorforoptions)
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DIRECT INSTRUCTION LESSON PLAN FORMAT (Math, Reading and Social Studies) Grade Level/Subject: Rationale: Topic:
Guided Practice:
Independent Practice:
Closure:
STRUCTUREDDISCOVERYLESSONPLANFORMAT
The 5 Es Science Lesson Grade Level/Subject: Rationale: Common Core/Essential Standards Reference: Behavioral Objective: Big Idea(s):
Explore:
Explain:
Elaborate:
Evaluate:
Cooperating Teacher Lesson Feedback Form Note: A complete lesson plan should be provided by the teacher candidate prior to observation. To be completed by the teacher candidate prior to observation Preservice Teacher: Date: Time: Observer: School: Grade:
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variety of settings that include diverse populations, students with exceptionalities, and students of different ages.
Semester
Subject(s)
<200 students 200-500 students 500-800 students 800-1200 students 1200-1500 students 1500-1800 students > 1800 students
Characteristics of the students (check all that apply): Performing at grade level Performing below grade level Performing above grade level Gifted/talented Limited English International Special education African-American Asian Hispanic Multi-racial Native American White
Additional Information: ___% of students on free/reduced lunch ___% of students scoring at the proficient level or higher ___% of students scoring below grade level Other __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
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Phone Phone
Grade
Email Email
Date Signature
Time Involved
Purpose/Activity(ies)
Teacher
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Cooperating Teachers: please fill out the Clinical Evaluation (as seen on these two pages) electronically. Here is a link to the survey: http://uncc.surveyshare.com/s/AQAQ2MB
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