UNC-Chapel Hill Course Evaluation Report Term: Fall_2012 Instructor: Job, Jennifer G.

Course/Section: EDUC 467 001 Department: School of Education Response Rate: 11 out of 20 (55.00%) Course/Instructor Characteristics 0
Not Applicable This course challenged me to think deeply about the subject matter. The instructor clearly communicated what was expected of me in this class. I was able to get individual help when I needed it. The course materials (e.g., coursepack, website, texts) helped me better understand the subject matter. The course assignments helped me better understand the subject matter. The instructor evaluated my work fairly. The instructor showed concern about whether students learned the material. The instructor expressed ideas clearly. The instructor showed enthusiasm for the subject matter. The instructor showed enthusiasm for teaching this class. The instructor treated all students with respect. The instructional techniques engaged me with the subject matter. The instructor provided me with helpful feedback on my performance. This course was very exciting to me intellectually. 0 0 0 1 0 0 0 0 0 1 0 1 0 0

1
Strongly Disagree 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2
Disagree

3
Neither Disagree Nor Agree 0 0 0 0 0 0 0 0 0 0 0 0 0 0

4
Agree

5
Strongly Agree 3 6 2 3 5 4 3 3 3 3 4 3 4 3

Missing

Median

Mean

Dept Mean

0 0 0 0 0 0 0 0 0 0 0 0 0 0

8 5 9 7 6 7 8 7 7 7 7 7 7 8

0 0 0 0 0 0 0 1 1 0 0 0 0 0

4.19 4.58 4.11 4.21 4.42 4.29 4.19 4.21 4.21 4.21 4.29 4.21 4.29 4.19

4.27 4.54 4.18 4.30 4.46 4.36 4.27 4.30 4.30 4.30 4.36 4.30 4.36 4.27

4.14 4.03 4.30 4.07 4.08 4.29 4.31 4.13 4.57 4.50 4.55 3.95 3.96 3.86

Overall Course Assessment

0
Not Applicable

1
Strongly Disagree 0 0 0

2
Disagree

3
Neither Disagree Nor Agree 0 0 0

4
Agree

5
Strongly Agree 2 2 5

Missing

Median

Mean

Dept Mean

Overall, this course was excellent. Overall, this instructor was an effective teacher. Overall, I learned a great deal from this course. Comments on overall assessment of this course.

0 0 0 See Below

0 0 0

9 8 6

0 1 0

4.11 4.12 4.42

4.18 4.20 4.46

3.84 4.09 4.01

Teaching Award Recommendation

0
Not Applicable

1
Strongly Disagree 0

2
Disagree

3
Neither Disagree Nor Agree 7

4
Agree

5
Strongly Agree 0

Missing

Median

Mean

Dept Mean

The instructor was one of the best I have had at Carolina, fully deserving of a teaching award.

3.29

3.36

3.59

Feedback to Students

0
Not Applicable

1
Strongly Disagree 0 0 0 0 0

2
Disagree

3
Neither Disagree Nor Agree 0 0 0 0 0

4
Agree

5
Strongly Agree 3 2 2 4 4

Missing

Median

Mean

Dept Mean

The instructor handled questions well. The instructor used examples that had relevance for me. The instructor used class time well. The instructor encouraged students to participate in this class. This course was designed to keep me engaged in learning.

0 3 4 1 0

0 0 0 0 0

8 6 5 5 7

0 0 0 1 0

4.19 4.17 4.20 4.40 4.29

4.27 4.25 4.29 4.44 4.36

4.28 4.25 3.96 4.39 4.06

The workload was appropriate for what I gained from this class.

4.12

4.20

4.06

Other Information Fail

What grade do you think you will get in this course? Is this a required course for you? 0

Pass
6

F or D
0

C- or C
0

C+ or B0

B or B+
0

A- or A
4

L
0

P
1

H
0

No
0

Yes
11

Comments on overall assessment of this course.

Jennifer is very approachable and made us excited for future teaching I really enjoyed this course. Jennifer is a very engaging instructor and I learned a great deal from the assignments and her feedback. Jennifer was clear about what the goals of the course were and always responded in a timely manner whenever I had questions.

EDUC 467 Fall 2012 Planning for Teaching in the Middle School EDUC 467 University of North Carolina at Chapel Hill Fall 2012

Instructors: Jennifer Job Peabody 201c jgjob@email.unc.edu Office Hours: Wed 12-3 Course Description: EDUC 467 is a practicum that accompanies EDUC 465 and EDUC 466. The primary requirement is that you spend 30 hours in a middle school classroom. The purpose of this placement is to give first-year, pre-service middle grades students the opportunity to observe middle grades students and teachers in action, and to engage in classroom activities at the placement teacher's discretion. Involvement in classroom activities should take the form of assistance to the teacher, not independent activities (i.e., teaching students content). Placement activities will vary for student interns across schools and across teachers. While some teachers will often have activities and lessons that invite intern participation, others may not. There are assignments that require you to attend to particular features of your classroom placement. The priority for you is to engage in activities as requested by the classroom teacher and to observe aspects of the classroom that correspond to assignments for 465 and 466. There are also six activities provided in this syllabus. Most, if not all, connect with topics covered in 465 and 466. Expectations: You are expected to be in middle school classrooms for approximately 3 hours per week for 12 weeks. (Driving time does not count toward these hours.) Do not interrupt middle school classes. Arrive on time, which should be when classes change. Keep the time log updated weekly, which includes getting it initialed each week by the cooperating teacher. The maintenance of this record is the interns responsibility. Cooperating teachers will notify the university supervisor or the school-based contact right away under any of the following circumstances: Intern fails to arrive at the expected, pre-arranged time Intern fails to dress or behave in an appropriate manner Intern fails to stay for the expected, pre-arranged amount of time Intern fails to sign in at the school office or wear appropriate identification Intern fails to make up any missed time as arranged with the classroom teacher The University of North Carolina Middle Grades Program upholds the highest standards of professional behavior for its pre-service teachers. Please maintain these standards at all times.

EDUC 467 Fall 2012 Schedule: Week 1: August 22: Orientation Week 2: August TBA: TPA Training Part 1 Assignment: Teach Like a Champion Chapters 10/11 Week 3: September TBA: TPA Training Part 2 Assignment: Teach Like a Champion Chapter 12 Week 4 Week 16: Spend 3 hours per week at placement school Note: You will not be allowed to visit your placement school until your health form is turned in and processed. Failure to take responsibility for this form is not acceptable and will affect whether or not you pass this class. Assessment: This is a pass/fail course. To pass you must meet all of the following criteria: Turn in the required background check, health forms, and schedule of planned visits Attend the CLASS training sessions Spend 30 hours in a middle school classroom Turn in time log (signed by cooperating teacher weekly) at the end of the semester Complete five of six required activities (you may not omit #3 or #6) Receive an adequate evaluation from your cooperating teacher Important Due Dates: Rules of the Road Most Important: Im always available to helpplease take 9/30 advantage of office hours or email me with any questions or 10/11 issues and I will answer right away! Week of 10/25 A page equals approximately 400 words, double-spaced. 11/1 A paragraph is at least five sentences. 11/20 Using the Sakai drop box and forums is part of the 12/1 assignmentsemailed or hard copy assignments will not be 12/14 accepted. The instructor reserves the right to ask students to rewrite an assignment that does not meet the requirements. Each assignment is noted in the gradebook as 1 pointyou either did it or you didnt. Note on Attendance: Attendance at your cooperating school is a key aspect of passing this course. You are required to complete at least 30 hours of observation at your school. If you are unable to attend your weekly observation, you are required to email me at jgjob@email.unc.edu with your reason before you miss the class. Only two excused absences are allowed; unexcused or unreported absences may be cause for failure.

EDUC 467 Fall 2012 Activity 1: Observing a Teacher Purpose: Seeing classroom activities through the eyes of a future teacher (rather than as a student) can be a revealing experience. Many prospective teachers retain a sort of student stance when they begin their clinical activitiesseeing events from the perspective of the students rather than from the perspective of a teacher. The ability to make structured observations that reflect classroom activities is a key skill for teachers, who are often asked to reflect on their own learning as well as their students. This activity will allow you to begin to develop your observational skills, as well as to begin to get a feel for different teaching styles and strategies. Activity: Spend the first few minutes noting the feel of the classroom. Record the layout, note physical aspects of the classroom (dcor, physical distractions, etc.). Then simply begin recording your observations of teacher and student activities. What are they studying? What sorts of activities are the teacher and students engaged in? Note whether there are different activities for different students, or if you see some students who are set apart from the others. Reflection: Think about the environment, both physical and emotional, and the sequence of activities undertaken. Make any other pertinent observations, then use these questions to guide your reflection: What insights did you take away from your observations? Did anything surprise you? Which strategies did you find appealing? Which did not appeal to you? Why? What do your preferences tell you about your own approach to teaching and learning? How did what you saw differ from what a student in the class might have seen? Product: 1-2 page summary of the literacy observation designed during the class workshop put in Sakai dropbox Due Date: by 5pm 9/30 Activity 2: Interviewing a Teacher Purpose: Teachers are expected to have knowledge of both the subject(s) they teach and the students they are teaching. Deciding what to teach, and how best to teach it, is a constant responsibility. This activity gives you the opportunity to learn about how teachers go about these tasks and to begin thinking about how you might approach curricular decisions in your major subject area. Activity: Talk to your cooperating teacher. Find out how the teacher decides what to teach and how best to teach this content to students. Following are several questions to ask (but you are encouraged to add your own questions as well). What do you enjoy most about teaching? What do you enjoy least? How do you go about selecting what content and skills to teach?

EDUC 467 Fall 2012 When do you do your planning, grading, etc.? What classroom management strategies work for you? How do you go about meeting the extremely varying needs of your students? Please share your thoughts on successful parent-teacher relationships. Do you meet with peers to talk about curriculum? How does this take place? Are there parts of your curriculum that are controversial? How do you handle these "hot" topics? How do you assess your impact on student learning? What are three pieces of advice would you tell a beginning teacher?

Reflection: What advice given to you by the teacher do you believe may influence your own decisions? How does the teacher's view of the curriculum differ from your own? How will you decide what curriculum to select when you become a teacher? What roles will professional associations, parents, and students play in your decision-making? How might you respond to input from others in your department or grade-level team? Why are you interested in this subject area, and how do you anticipate your interest will impact your students and teaching? Product: Write a 3-4 paragraph introduction of your cooperating teacher on the Sakai Forum Due Date: Post by 5pm 10/11; Read other posts by 10/18 Activity 3: Rules, Rituals, and Routines Purpose: Most teachers struggle to balance motivating students with managing them. Sometimes, in an attempt to keep it all together and in control, teachers over-regulate their classes. At other times, they wait too long to rein in exuberant students. Considering behavior techniques is one way to begin sorting out your own classroom management style. Activity: Look for any overt indicators of the teachers classroom management (posted rules, behavior charts, etc.). Then observe a lesson and note all interactions in which the teacher addresses classroom management (both positive and negative.) Note teacher and student reactions to any issues of management. Take notes on what you see. Reflection: What are the teachers spoken/overt and unspoken/covert expectations with regard to student behavior? Are there places where you note inconsistencies in teacher behavior? How does your management style (not) correspond to that of the teacher? What successful management and motivation strategies/techniques did you see? How might you employ what you have learned from this teacher in your own classroom? What, if any, evidence of the hidden or implicit curriculum did you witness? If you observed a teacher struggling with management and motivation, what lessons did you learn? What do you believe are the most difficult aspects of motivation and management? Product: Sign up for one of the three Elluminate discussion times (times will be posted by

EDUC 467 Fall 2012 10/15)we will hold a small group discussion on this topic during those times Due Date: TBD Activity 4: Monitoring On-Task Behavior and Classroom Management Purpose: It is critical for teachers to make effective use of every minute the students are in school. This activity will provide you with insight into the use of time during one lesson in your placement. Activity: Make a seating chart prior to the beginning of the lesson. After the lesson has begun, record the position of the teacher and the behavior of each student at five-minute intervals. Do this for at least 45 minutes making sweeps every five minutes. For the teacher, simply use a numbering system to record where the teacher is at each interval. Use "1" to represent the place where the teacher is at the beginning of the lesson, "2" to indicate his/her position at the second interval, etc. For students, use the following system: If students are on task, record an "O" for them. If they are uninvolved in the lesson, record a "U" for them. If they are chatting, record a "C" for them. If they are disengaged, record a D for them. Use other symbols as appropriate, but be sure to include a key in your diagram. Relate your notes to what you have learned about the CLASS teacher observation system. Reflection: What patterns of on-task and off-task behavior do you notice? Are there correlations between the teacher's position and the behavior of the students? What is the significance of this type of observation activity? If this were your classroom, what changes, if any, would you make in the room arrangement, pattern of teacher movement, and/or activities done during this lesson? Why? Product: Analyze your findings. How many Os vs. Us are there? Where does the teacher spend most of his/her time? What is your interpretation of how the class is managed? Write a 1-2 page analysis and put in Sakai Drop Box. Due Date: 5pm 11/1 Activity 5: Differentiation and Students with Exceptionalities Purpose: Every classroom a teacher encounters has students with exceptionalities and various learning styles. Teachers have to constantly be aware of the needs of these students and work to differentiate material to make sure each child is reaching his/her potential. This activity will highlight how this is done in the classroom and how different exceptionalities present themselves.

EDUC 467 Fall 2012 Activity: Ask your cooperating teacher to identify three students in the class: one who has an IEP or 504 plan, one who performs typically, and one who is identified as gifted or performs at an advanced level. Spend one hour per student observing their behavior and work in class. If you have a chance, talk with each student after the lesson you observe. Reflection: How does each student approach learning differently? What do the students strengths and weaknesses seem to be? How does the teacher approach each of the students differently (if at all)? How does the teacher address different learning styles in the classroom? How does the teacher take various talents, skills, and interests into account? Product: 1-2 page reflection in the Sakai Drop Box Due Date: 5pm 11/20 Activity 6: Observing Teachers and Students at Three Grade Levels Purpose: One of the traditional ways we organize schools, by age level, requires teachers to understand the progressive patterns of children's growth, yet children are incredibly different, from day to day and from each other. Educators have been known to ask, "Who is the average 12-year-old? What's an eighth-grader really like?" Many future teachers have a particular age-level interest. Spending time with students may confirm or redirect your plans. Your purpose is to observe students in a similar age group and to distinguish between or formulate concepts about age differences. Activity: Make arrangements to visit one class at each grade level (6, 7, and 8). Stay for at least 45 minutes in each if you can. Jot down notes about the characteristics of students at each grade level and how the teacher responds to them. Look at the physical size and shape of the students. Note how the entire group is treated, how small groups operate, and how individuals behave. Watch for evidence of teacher expectations. Observe the patterns and frequency of routines, instructional time, behavior management, and socialization. Reflection: How alike were the students at each of the three grade levels? How different were they? Could you determine which students were the youngest or oldest, even at one grade level? What teacher behaviors were cued to the students' levels of development? Have you selected a particular grade level for your teaching? What growth and development realities are relevant for the grade level of your interest? Why might you be better at a higher grade? Why might you better at a lower one? Product: 2 posts in the Sakai Forum. The first post is to be a 1-2 paragraph reflection on your experience, the second post is to be a 1-2 paragraph response to another classmates post. Due Date: Post 1: 5pm 12/1; Post 2: 5pm 12/14