BLBC/ ELED 328 - CLINICAL EXPERIENCE IN ELEMENTARY EDUCATION "Reflective Professionals Building Learning Communities" Fall 2011 Rose

Marie Channon r-channon@neiu.edu 847-471-1176

Textbook Roe, Betty, Elinor P. Ross, Sandy H. Smith. (2007). Student Teaching and Clinical Experience Handbook. Englewood Cliffs, NJ: Prentice Hall. Read the chapters that match the session topics and as needed as reference. Recommended readings Select readings from Bibliography and Blackboard list of articles to complement the area you would like to explore. COURSE PURPOSE: Seminar sessions and intensive clinical experiences in elementary schools are undertaken by teacher education candidates concurrent with TEDBLBC /ELED306A. The field experience involves supervised, graduated, interactive teaching situations with students in culturally and linguistically diverse school settings. The seminars focus revolves around topics for reflection on issues and practices in the school community. This course fulfills the state of Illinois certification requirement of a minimum of 100 clock hours in a K-8 classroom before Student Teaching. Prerequisites: TED -ELED/BLBC-301, 302, and two additional methods courses. Program consent necessary. EDUCATIONAL BELIEFS This course will provide the foundation upon which candidates will obtain the growth and confidence necessary to move into student teaching and ultimately into their first year of teaching. It will unite theoretical concepts, methods, and strategies provided in the foundation and methods classes. It will unify the theories, strategies, and methods being taught in the concurrent reading course, which is based upon the premise that reading is taught in every content area in the elementary school curriculum.

COURSE GOALS: 1. The supervised, sequential field experiences will provide candidates an opportunity to assess their disposition and preparation for teaching, provide multiple, long range [semester] opportunities to interact with students of varying cultures, learning styles, and educational needs while engaging in practical experiences based on theoretical knowledge prior to entering student teaching.

2. Upon completion of the clinical experiences, the candidates will have insight into effective practices in actual school settings. They will be enabled, through the opportunity to have hands on practice in implementing techniques and strategies, to engage in research based practices, with ways to modify curriculum and instruction depending upon students needs. 3. They will utilize different models of classroom organization discussed throughout their program as they teach small groups and whole groups of students, while being mentored by qualified school personnel. 4. They will be able to recognize and use a variety of effective teaching methods and strategies to meet diverse classroom needs with guidance of certified teachers in the classroom environment. 5. Within opportunities to develop and implement developmentally sensitive and culturally responsive curriculum, they will demonstrate several ways to teach English Language Learners and children with diverse needs using appropriate and current approaches to instruction for students. 6. They will identify, review, and use techniques to foster the effective use of media and technology to facilitate active inquiry, collaboration, and supportive interactions in the learning environment. COURSE OBJECTIVES: Candidates will be able to: 1. Dialogue and reflect on critical issues and practices in the classroom teaching/learning with Cooperating Teachers, other teachers, University Supervisors, peers, school and social service support staff from an informed point of view. (ACEI 5.2) (COE Collaboration) (IPTS- 9, Collaborative Relationships)
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Describe school components, community, cultural and language aspects, and other factors that influence decisions about curriculum, teaching approaches, and support systems to meet the diverse needs of children, and school/family collaboration. (ACEI 1.0) (COE Diversity)(IPTS-3-Diversity) Teach and contribute to classroom instruction with qualified school personnel, using variety of research based practices in K-8 grade core subject areas using Illinois Learning Standards (COE Instruction)(IPTS-1, 3, 4, 2). Demonstrate knowledge of content area concepts and skills, and research based strategies for these areas of study for meeting diverse needs of students with good classroom organization in ways that are culturally responsive and developmentally appropriate and apparent. (ACEI 1.0, 3.1, 3.2, 3.3, 3.4, 3.5) (COE Content) (IPTS-3) Prepare, plan, and use motivational and instructional materials within lessons when teaching students with bulletin boards, visual displays, and multimedia

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activities complementing topics and skills being taught. (ACEI 1.0, 3.5) (COE Communication/Technology) (IPTS-Technology)
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Collaborate with a certified teacher in implementing a project that connects across the curriculum and enhances unit themes/topics and skills. (ACEI 2.8, 3.4, 3.5) (COE Instruction, and Motivation) (IPTS-collaborative relationships, and 6, Instructional delivery) Discuss and reflect orally and in journal writing critical aspects of the teaching/learning process, and factors that contribute to effectiveness of instruction and student achievement. (ACEI 5.3) (COE Professional Development) (ITPS-10) Describe and critique classroom assessment practices in field classroom, by considering how it fits with the schools assessment/evaluation process through review of School Report Card, school-wide assessment program, authentic assessment practices, and classroom assessment procedures. (ACEI 4.0) (COE Assessment) (ITPS-8) Analyze the role school and community activities play in the climate of the school and assisting in teaching/learning. (ACEI 5.1, 5.4) (COE organizational culture) (ITPS-10) Prepare a portfolio of artifacts including, but not limited to, lesson plans, units, original teacher made instructional materials, photographs as documentation of professional involvement and other items aligned with the ELED Program, with reflective narrative for each. (ACEI 5.1, 5.2) (ITPS-10) Demonstrate ability to assess the impact of teaching on student learning. (COE Assessment) (ITPS-10)

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Brief Description of Course Assignments: There are two parts to this course: Seminar sessions and Field Experiences in an elementary classroom for a minimum of 100 hours. SEMINAR SESSIONS A. Seminar preparation/participation: Attendance and participation at bi-weekly seminar is required. Candidates are expected to be actively involved. Seminars which are intended to be interactive and provide a forum for discussion and reflection about experiences encountered in the school sites. Confidentiality is expected to assure that candidates will be able to share candidly. Professional behaviors are expected at all times.

Seminar sessions will have a particular focus. Candidates are expected to be prepared by reading any assigned readings, having all necessary work such as lesson plans, student work samples, documentation, and materials. Lack of preparation or failure to demonstrate professionalism will be considered evidence of lack of appropriate professional dispositions. SEMINAR AGENDA will generally follow this format: 10 minutes Overview of week by candidates [idea exchange, teaching strategy improvement] 30 minutes TOPIC DISCUSSION 10 minutes Group interactions 05 minutes Planning Evaluation: Observation of candidates active participation in seminar discussion, ability to use dialogue from an informed point of view, and ability to respond to classroom case studies showing relationship to research based practices. FIELD BASED EXPERIENCE (100 HOURS MINIMUM) B. School profile & classroom environment report Conduct directed observation of the school and classroom. Complete a profile of the school and classroom using the established format by the end of the third week AFTER starting the field based experience in the school. Evaluation: Rubric. Checklist of items completed, critique of the environment using the recommended guidelines, and written narrative about the relationship of the school organization, classroom environment and the students needs. C Develop and implement at least 5 full class lessons Develop lesson plans based on actual content/ curriculum used by the cooperating teacher and with his/her approval for content and methodology. In the whole, at least one lesson must be from EACH of the 4 core areas: English Language Arts, Math, Science, and Social Studies. As many as possible should include reading and/or writing component. EACH lesson must integrate at least one of the following: Physical Education/Health, Visual Arts, and Performance Arts. EACH lesson must incorporate technology with at least 2 lessons requiring student engagement with technology (ex: use of Internet, productivity software, instructional software, technology for teaching, video/DVD, other multimedia) Evaluate effects of teaching on student learning: Using feedback from CT, and the students performance and work samples, write a reflective critique of 3 lessons implemented in the clinical classroom.

Evaluation: Formal observation by University Supervisor with follow-up conference. The observation rubric available in advance. Written plans will be evaluated using the lesson plan rubric.

D. Bulletin Board/visual display, & computer generated and/or multimedia activity Prepare and display a bulletin board or visual display to reflect current classroom curriculum. Provide evidence using photographs or digital images. Documentation of the visit to the Resource Room of the Chicago Teachers Center of Northeastern Illinois University (770 N. Halsted) and evidence of completion of the following activities: a) create a button, b) bind pages into a book, c) create poster from a small image or standard page, d) use of letter press, e) create a learning game, and f) two other activities of the candidates choosing. Evaluation: Checklist of items produced complete, motivating, age appropriate, relationship to topics being taught, and use with children. Other specific rating tools will be available on Blackboard. E. Special Project/Choice assignment Creation and implementation of special project conducted in conjunction with your cooperating teacher. Project will be jointly decided between candidate and cooperating teacher. Some component of literacy must be included. Present proposed project to US in the seminar no later than the end of 50 clinical hours. Evaluation: Criteria will include, but not limited to, developmentally appropriate, meets diverse needs of the children, rationale for project articulated and relevant to the specific classroom curriculum where project is being implemented. F. Journal entries with log Prepare and submit weekly journal entries to document descriptions and reflections of field-based experiences using the specified format. Journals may be required in the form of an online blog at the discretion of the supervisor. Submit weekly log in your time and activities signed by CT. One entry for each visit, 1-2 pages for half-day visits, 2-3 page entry, double spaced for full day visits. Head each entry in your journal with your name, times, places of the visit, total hours, and describe in bullet form what you saw/did. The reflect personally on the experience by discussing what gave you satisfaction, what you liked, what your learned, what challenges you saw or had, what could have been done differently and why, and/or by making direct links to issues discussed in class. Chose those experiences that stand out rather than trying to reflect on all of them.
G. Clinical experience related activities - final evaluation

CLINICAL EXPERIENCES SUGGESTED ACTIVITIES The clinical candidate is expected to engage in a wide variety of activities to deepen understanding and awareness of instruction and classroom management. Examples of the type and range of activities the clinical student should discuss with the cooperating teacher follow.
Professional Activities

These activities are not required, but are encouraged for candidates to consider participating in as part of their development as educators. Candidates should work with their university supervisor in identifying those activities that would be beneficial to their development.

Examples include, but are not limited to the following: a) class trip; b) faculty, team, and/or department meetings; c)Local School Council/School Board meetings; d)parent conferences; e) PTO/PTA (parent group) meetings; f) judging school competitions such as Science Fair, History Fair, Young Authors, Spelling Bee, or Math Contests; g)attendance at a professional conference sponsored by a professional organization (such as NCTM, IRA, CARA, IEA, AFT, or the Chicago Teachers Center); h)others activities that would be viewed as beneficial by the university supervisor. Each activity must be documented on the log in your CEST packet. Make additional copies as needed.
Plan for students of varying abilities, learning styles, and special needs Check attendance Supervise individual or group independent activities Tutor individual students or teach small groups Lead small group discussions or projects Plan for the entire class Tell or read stories Conduct question/answer reviews Guide pupils in the selection of books or other materials Advise students on work/study skills and procedures Assist in routine classroom activities Plan and construct bulletin board displays Supervise game periods Observe other classroom teachers, special services personnel Identify additional learning resources Select and use various resources Observe a teacher-parent conference Gain insight into record/grade keeping and development Assist teacher in routine housekeeping responsibilities Assist teacher in preparation of instructional activities Assist teacher with field trips Learn childrens names as quickly as possible Grade objective-type tests Arrange supplies for a lesson Listen to working vocabulary of children Converse with individual children Make teaching aids and instructional materials Operate standard classroom and school equipment Write a story dictated by a child Assist the teacher in grouping or regrouping children Read a story to a group of children Listen to a child read Share with children a hobby or talent if this is appropriate Help a child complete a research project Assist children in the library Teach a song, game, or folk dance to a group of children Conduct a spelling test Observe and assist an unstructured group, i.e., lunch, playground Observe a special education class, music, art, and/or physical education classes

I. College of Education Teaching Portfolio* Although not assigned a point value, you will be required to continue your work on the ELED Program teaching portfolio you began in ELED 301. In particular, by the time LiveText is presented you should have in this portfolio at least one item with an accompanying narrative that describes and shares reflections about it for each of the standards. Students not completing this requirement with the required score may receive an I (Incomplete) as the final course grade, and must conference with University Supervisor and Director of Clinical Experiences. Student Teaching placement will not take place until the Incomplete has been removed.

METHODS OF INSTRUCTION Discussion, reflection and large group presentations during seminars and in observation and participation in instructional activities and classroom management in elementary classrooms, participation and inclusion of school personnel in seminars where and when available.

METHODS FOR STUDENT FEEDBACK Seminar Sessions: Critique, oral feedback, and notations on written work using criteria to compliment these areas. Able to discuss topics from an informed point of view Use various frameworks to discuss classroom environments. Participate in identifying issues within the school, community, and families the school is serving and practices that are working in the classrooms in which they are placed Field Classroom Participation in instruction and classroom activities: Cooperating teachers weekly feedback and students review Seminar reflections with university supervisor Effectiveness of presentation critiques by Cooperating teacher & university supervisor using observation of teaching rubric and observation of disposition, and interpersonal communication styles. Self evaluation and reflection BIBLIOGRAPHY Bullock, Ann Adams. (2005). Developing a teaching portfolio: A guide for preservice and practicing teachers. Columbus, OH: Merrill/Prentice Hall. Cooper, J. (2003) Classroom Teaching Skills. Boston, MA: Houghton Mifflin. Cavogliole, O. and Harris, I. (2003). Thinking visually: Step by step exercises that promote visual, auditory, and kinesthetic learning. New York: Pembrooke. Chotate, J.S. and Rakes, T.A. (1998) Inclusive instruction for struggling readers. (Fastback 434) Bloomington, IN: Phi Delta Kappa Educational Foundation. Cummings, C. (2000) Winning strategies for classroom management. Alexandria, VA: Association for Supervision and Curriculum Development. Brock, Bl, and Grady, M.L. (1997) From first year to first rate: Principals guiding beginning teachers. Thousand Oaks, CA: Corwin Press. Foster-Harrison, E. S., and Adams-Bullock, A. (1998) Creating an inviting classroom environment (Fastback 433) Bloomington, IN: Phi Delta Kappa Educational Foundation. Goldman, L. (2000). Helping the grieving child in school. (fastback 460). Bloomington, IN: Phi Delta Kappa Educational Foundation. Grabe, Mark, Grabe, C. (2007). Integrating technology for meaningful learning. New York: Houghton Mifflin Company.

Hall, G. H. and Hord, S.M. (2001). Implementing change: Patterns, principles and potholes. Boston: Allyn & Bacon. Johnson, D., Johnson, R. & Holubec, E. (1991) Cooperation in the classroom. Edina: MN: Interaction. Lipton, L., and Wellman, B., with C Humbard (2001). Mentoring matters: A practical guide to learning-focused relationships. Sherman, CT: Mira Via. Lynch, P. & Horton, S. (1999). Web style guide: Basic design principles for creating webpages. New Haven: Yale University Press. (http://www.webstyleguide.com/) Martin, Debra Bayles. (1999) The portfolio planner: Making professional portfolios work for you. Merrill/Prentice Hall. McConnell, D. (2000). Implementing computer supported cooperative learning. Sterling, WV: Stylus Putnam, J. (Ed.) (1993). Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom. Baltimore: Brookes. Roberts, Patricia L. Roberts. (2006) A resource guide for elementary school teaching: Planning for competence. Columbus, OH: Merrill/Prentice Hall. Sharan, Y, & Sharan, S. (1992). Expanding cooperative learning through group investigation. New York: Teachers College Press. Slavin, R. (1991) Student team learning: A practical guide to cooperative learning. Washington, D. C.: National Education Association. Tollett, J. (2000) The non-designers web book. Berkeley, CA: Peachpit Press. Web resources Ask Jeeves for kids (http://www.ajkids.com/) Yahooligans! (http://yahooligans.yahoo.com/) Educational portals ProQuest (http://www.proquestk12.com/) Blue Webn (http://www.kn.pacbell.com/wired/bluewebn/) MarcoPolo (http://www.marcopolo-educational.org/)

Sources for Structured Internet Activities Global Grocery List (http://landmark-project.com/ggl/) JASON Project (http://www.jasonproject.org/) The Journey North (http://www.learner.org/jnorth/) NASA Quest (http://quest.nasa.gov/) North American Quilt (http://www.onlineclass.com/NAQ/) One Sky, Many Voices (http://www.onesky.engin.umich.edu/) ThinkQuest (http://www.thinkquest.org/) Alignment of ELED 328 Course Objectives, the Association of Childhood Education International Standards (NCATE SPA), NEIU College of Education Standards, and the Illinois Professional Teachers Standards (ISBE), and examples of data collection for each of the course objectives. Each instructor may have additional sources of data to measure the course objectives. ELED 328 Course Objective
ACEI standard COE Standard Illinois Professional Teachers Standards ACEI 5.2 Professionalism COE Collaboration IPTS- 9, Collaborative Relationships

Example of Type of data collection

Seminar preparation/participation

Dialogue and reflect on critical issues and practices in the classroom teaching/learning with Cooperating Teachers, other teachers, University Supervisors, peers, school and social service support staff from an informed point of view. Describe school components, community, cultural and language aspects, and other factors that influence decisions about curriculum, teaching approaches, and support systems to meet the diverse needs of children, and school/family collaboration. Teach and contribute to classroom instruction with qualified school personnel, using variety of research based practices in k-8th grade core subject areas, using appropriate ISBE standards. Knowledge of content area concepts and skills, and research based strategies for these areas of study, techniques for meeting diverse needs of children, with good classroom management should be culturally responsive and developmentally appropriate and apparent.

ACEI 1.0 Development, learning, and motivation COE-Diversity IPTS-3-Diversity

School profile and description of components report

ACEI 1.0- Professionalism 3.0- Instruction: 3.1-Integrating and applying knowledge for instruction, 3.2-adaptation to diverse students, 3.3 development of critical thinking, problem solving, and performance skills 3.4-Active engagement in learning, 3.5-communicatgion to foster collaboration COE-Instruction IPTS-1-Content Knowledge IPTS-3-Diversity IPTS-4-Planning for Instruction IPTS-2-Human Development &Learning ACEI-1.0-Development, Learning, and motivation 3.5-Communication to foster

Collection of lesson plans implemented, US observations rating and report CT observation rating and report Candidate's self-evaluation Clinical activities report with documentation

Prepare, plan, and use of motivational and instructional materials within lessons when teaching children, with bulletin boards, visual

Bulletin Board, visual displays, multimedia, and technology used with children

displays, and multimedia activities complimenting topics and skills being taught.

Collaborate with a certified teacher in implementing a project that connects across the curriculum and enhances unit themes/topics and skills.

learning COECommunication/Technology IPTS- Technology ACEI- 2.8-Connection across the curriculum 3.4-Active engagement in learning, 3.5-communication to foster learning COE-Instruction & Motivation IPTS-Collaborative Relationships. IPTS-6-Instructional Delivery

in the elementary classroom

Special classroom based project, done in collaboration with classroom teacher

Discuss and reflect orally and in journal writing critical aspect of the teaching/learning process, and factors that contribute to effectiveness of instruction and student achievement.

Describe and critique classroom assessment practices in field classroom, by considering how it fits with the schools assessment/evaluation process through review of School Report Card, School-wide assessment program, authentic assessment practices, and classroom assessment procedures.

ACEI-1.0-Development, learning, and motivation, 2.8-Connections across the curriculum, 5.1-Practices and behaviors of developing career teachers, 5.2-Reflection and evaluation COE-Professional Development ITPS-10-Reflection and Professional Growth ACEI-4.0 Assessment for instruction COE-Assessment ITPS-8-Assessment

Journal entries and log of activities, and seminar reports

Assessment Report and observation of use of assessment in lessons, and other activities

After participation in professional development activities, school, community activities, analyze the role it plays in the climate of the school and assisting in teaching/learning.

Prepare a portfolio of artifacts including lesson plans, units, original teacher made instructional materials, photographs as documentation of professional involvement, and other items, aligned with the ELED Program, with reflective narrative for each Standard.

ACEI- 5.1-Practices and behaviors for developing career teachers 5.4collaborartion with colleagues and the community COE-Organizational Climate ITPS-10-Reflection & Professional Growth ACEI-5.1-Practices and behaviors for developing career teachers, 5.2-Reflection and evaluation ITPS-10-Reflection and Professional growth

Professional Development Activities Report and critique Log Entries

ELED Program portfolio of collected artifacts as indicators of completion of Program objectives, and required competencies at the target level.

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NEIU ORIENTATION SEMINAR Fall 2011

Rose Marie Channon r-channon@neiu.edu 847-471-1176

1. Sign in 2. Introductions 3. Please email me with your cooperating teachers name, their email /grade/subject/school assignment/room #/ and school principals name ASAP
When you receive your assignment: School _______________________________________________ Cooperating teachers name/email__________________________ Grade or subject area if departmentalized____________________ Room# _______ Principals name________________________________________

4. School introduction procedures:

What to do when you report to the school for the first time: 1. Introduce yourself to the office staff, principal, and assistant principal(s) as a clinical student from Northeastern Illinois University. Thank them for allowing you to do your clinical experience in their building. 2. Present your cooperating teacher with pages 4-7 of the CEST packet. 3. Present the principal and cooperating teacher with the School Acceptance Form which is page 8 of the CEST packet. 4. Obtain signatures of the principal (or designee) and the cooperating teacher as soon as you are able to do so. Please return the signed copy of the School Acceptance Form to your clinical supervisor as soon as it is completed. The clinical supervisor will submit the signed form to the CEST Office. 5. With your cooperating teacher, develop a schedule for the completion of your required clinical hours. Provide your clinical supervisor with a copy of your clinical hour completion schedule. The university requires that your hundred hours are completed over the entire length of the semester and are not completed earlier than the middle of November or so.

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5. Please build your schedule with input from your CT and get the finalized weekly schedule to your CT and me no later than September 28. 6. Seminars time and place: 3:00 3:50 FA 247. See Orientation Packet for dates. 7. Absences you must call your CT and the school office in the morning and email/call me as soon as you are aware that you will be absent. 8. Missed seminar 5 pt. deduction 9. Log - Keep up to date on a daily basis - it must be signed by CT and US 10. Portfolios Done online in LiveText 1 - 2 artifacts for each area well thought out reflection page for each area that demonstrates an understanding of the ideas expressed in the statement reflection is reflective of the concept, shows collaboration, and is transformative form is attached at end of Orientation Packet 11. Journals (three due 5 points each) Journal 1 (weeks 1, 2, 3, & 4) Due week of October 10 3 sections Section 1 complete the journal template (attached) for four of the CTs lessons. a) Objective of the lesson (get from your CT) b) List activity(ies) used in the introduction c) List the activity(ies) used in the presentation d) List the assignment(s) done by students (guided and/or unguided practice) e) List accommodations/modifications for special needs students that were used f) List activity(ies) used in the closure g) List assignment(s) used as the assessment h) Management strategies-procedures-behavior management strategies used

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i) State whether or not the objective(s) was met. Why/Why not? Section 2 - School and classroom description. Describe the following: - Classroom atmosphere - Classroom procedures - Classroom modifications used for special needs students - Physical description of classroom -Technology available in the classroom/school - School demographics - School report card - School organizational structure - School test scores (ISAT) (Achievement) Interactive Illinois Report Card iirc.niu.edu http://www.isbe.state.il.us/research/htmls/reportcard.htm
Do Not copy this information from the website. Please summarize

Section 3 - Reflections on weeks 1, 2, 3 & 4 -What are your thoughts/impressions/challenges/successes at this point Journal 2 (weeks 5, 6, & 7) Due week of October 31 3 sections Section 1 complete the journal template (attached) for three of the CTs lessons a) Objective of the lesson (get from your CT) b) List activity(ies) used in the introduction c) List activity(ies) used in the presentation d) List the assignment(s) done by students (guided and/or unguided practice) e) List accommodations/modifications for special needs students that were used f) List activity(ies) used in the closure g) List assignment(s) used as the assessment h) Management strategies-procedures-behavior management strategies used

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i) State whether or not the objective(s) was met. Why/Why not? Section 2 reflections on formal lesson(s) you taught (use journal template) Section 3 List your thoughts/impressions/challenges/successes for weeks 5, 6, & 7. Journal 3 (weeks 8, 9, & 10) Due week of November 21 3 sections Section 1 complete the journal template (attached) for three CT lessons. a) b) c) d) e) f) g) h) i) Objective(s) of the lesson (get from your CT) List activity(ies) used in the introduction List activity(ies) used in the presentation List the assignment(s) done by students (guided and/or unguided practice) List accommodations/modifications for special needs students that were used List activity(ies) used in the closure List assignment(s) used as the assessment Management strategies-procedures-behavior management strategies used State whether or not the objective(s) was met. Why/Why not?

Section 2 reflections on formal lessons taught (use journal template) Section 3 List your thoughts/impressions/challenges/successes of the entire clinical experience. 11. Bulletin Board assignment form attached to Orientation Packet take photos for your portfolio 12. One hour observation of parent conference (if possible) or a staff meeting or school event outside of your regular hours verified in writing by your CT. 13. Lesson analysis Analyze the impact of your 2nd observed lesson (see attached document) This is your special project assignment.

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14. Five lesson plans completed and implemented (minimum.) 2 points each - Two of these will be observed by US (these two must be whole group lessons.) The other three should be evaluated by your CT using the NEIU evaluation form (formative evaluation.) At least one of these should be done before your first formal observation. Do more lessons with your CT before the 2nd formal observation. One observed lesson must utilize technology, if possible. Reflections on these lessons should be included in your 2nd and 3rd journals. Suggested sequence of observed lessons with specific feedback: 1. Cooperating Teacher Feedback is formative* 2. University Supervisor-Feedback is summative 3. Cooperating Teacher Feedback is formative* 4. Cooperating Teacher Feedback is formative* 5. University Supervisor-Feedback is summative *Get CTs observation form to me as they are done. Procedures for formal evaluation: - Email lesson plan no later than the day before earlier than 9:00 p.m. - Pre-conference right before the lesson to review the lesson plan and the activities in the lesson - Post conference right after the lesson Questions: What went well? What would you do differently? 15.Final evaluation rubrics One rubric will be done with CT - both of you must sign the form and return to US One rubric done with US at final conference 16.Professionalism Dress Appropriately No Jeans Please Communication Confidentiality Dispositions

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Sept. 2011 1. 2. NEIU Clinical Student Requirements: 1st Journal weeks of 9/12, 9/19, 9/26, 10/3 Email week of 10/10 5 points Bulletin board assignment due November 30 Seminar-5 points (Idea submitted by 10/5) See completion form attached (Take photos for use in your portfolio) 2nd Journal - weeks of 10/10, 10/17, 10/24 Email week of 10/31 5 points 3rd Journal weeks of 10/31, 11/07, 11/14 Emailed week of November 21 - 5 points
Portfolio Evaluation begins November 16. Make sure you are signed up for LiveText.

3. 4. 5. 6. 9.

10.

11.

12. 13. 14.

Observations - two formal observations will be conducted. Must be completed by November 16. 25 points each Five completed lesson plans 2 points each (All implemented and observed - two observed by US and 3 by CT) Suggested sequence of observed lessons with specific feedback: 6. Cooperating Teacher Feedback is formative7. University Supervisor-Feedback is summative8. Cooperating Teacher Feedback is formative9. Cooperating Teacher Feedback is formative10. University Supervisor-Feedback is summativeI have told the CTs that a minimum of 20% of your time should be spent teaching but this is a minimum. You can teach as much as you and the CT feel appropriate. The more you teach the more prepared you will be for Student Teaching. Lesson analysis (Special Project) - Analysis of the impact of your Instruction. This will be done with your second observed lesson (See attached) Due One Week after your second lesson - 10 points Onsite Visitation Parent Conference (if allowed) or staff/curriculum meeting (Must be completed by Nov 30). Parent conferences are 11/2 (Track E) or 11/16 (Regular Track). Formal evaluation rubric completed by Cooperating Teacher and Candidate (Must be completed by final conference) Attendance logs completed, signed by the CT and the US (Must be completed by final conference) Attendance at seminars and participation required 5 point deduction for missed seminars LATE ASSIGNMENTS WILL NOT BE ACCEPTED

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CLINICAL SEMINARS: Seminars are held on Wednesday. FA 247 3:00 3:50 Starts promptly @ 3:00 September 7 . September 21 - LESSON PLANNING/CLASSROOM MANAGEMENT October 5 October 19 November 2 STUDENT ASSESSMENT/PORTFOLIOS SPECIAL NEEDS STUDENTS LOOKING AT STUDENT WORK ORIENTATION

November 16 - PORTFOLIO EVALUATION BEGINS November 30 - TECHNOLOGY IN THE CLASSROOM/DISCUSSION OF PARENT CONFERENCE/INSTITUTE VISIT/STAFF MEETING, ETC December 7 BEGIN INDIVIDUAL REVIEWS MISSED SEMINAR IS A 5 POINT DEDUCTION

ON SITE VISIT - it is strongly encouraged to spend time observing parent conferences (if allowed) or staff meetings, Local School Council meetings, etc. Please provide a written confirmation of attendance signed by your CT.

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CLINICAL EXPERIENCE Assignment

Fall 2011 Due Date Emailed week of 10/10 Emailed week of 10/31 Emailed week of 11/21 November 30 2 in September 2 in October 1 in November Late September/October Late October/Early Novemberbefore 11/16 Due 1 week after 2nd Observation Ongoing Done before Nov. 30 (parent conferences are 11/2 Track E or 11/16 Regular Track) 2 weeks after placement Date submitted Points Awarded

1st Journal- (weeks of 9/12,9/19, 9/26, 10/3) 5 points 2nd Journal (weeks of 10/10,10/17, 10/24) 5 points 3rd Journal - (weeks of 10/31, 11/7, 11/14) 5 points Bulletin Board 5 points (idea submitted by 10/5) 5 complete lesson plans implemented). (Two of these will observed by US. All completed by November 16) 2 points each 10 Points Presentation #1 25 points Presentation #2 25 points Lesson Analysis 10 points Seminar participation/preparation 10 points Onsite Visit - Parent Conference/Staff or Curriculum Meeting/Local School Council Mtg. (Written verification from CT needed) School Accept. Form Compliance Portfolio Data Compliance or Clinical Exp. Must be repeated Log signed by CT and US Compliance CT Evaluation Rubric Compliance Total semester points GRADE RANGE

November 16

November 30

November 30

100-90 =A 89-80=B

79-70=C 69-60=D

59- =F*

*As this course is designed to assure that candidates are fully prepared to enter into full time student teaching, submission of all items is necessary for the highest possible grade. In order to enroll in ELED 329 Student Teaching, you must receive at least a B both for the clinical experience evaluation component and for the whole course, the latter of which requires submission of a satisfactory College of Education portfolio

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BULLETIN BOARD ASSIGNMENT FORM

Name________________________________________________________ CT___________________________________________________________ Subject Area/Grade______________________________________________ Sources _______________________________________________________

Materials needed_________________________________________________ _______________________________________________________________ Purpose_________________________________________________________ ________________________________________________________________

Bulletin Board picture or sketch

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Special Project

LESSON ANALYSIS Analyzing the Impact of Teaching and Student Achievement (Directions)
THIS ASSIGNMENT IS DUE ONE WEEK AFTER YOUR SECOND OBSERVED LESSON

Listed below are a series of questions to be used to analyze the effectiveness of your second lesson in terms of student achievement. The questions may also help you develop your plans beforehand. Please give careful thought to each question and answer in a well thought-out sentence or two. (The answers to questions #3a, #7a, & #7b should be a little longer in length.) I do not want this to be a lengthy writing assignment, but rather I want it to give you an opportunity to analyze your lesson in a structured way. When you are completing this assignment and you realize that something in the lesson did not go well state that in the analysis I dont expect you to get every element of the lesson correct at this stage in your professional development. In this assignment you are not being evaluated on HOW WELL THE LESSON WENT, but rather on YOUR ABILITY TO ANALYZE what went well and what might have gone better.

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Analyzing the Impact of Teaching and Student Achievement

1. Pre-planning: a. how does this lesson fit into the curriculum sequence? b. how do you know that the class members have the necessary prerequisite skills and that the level of difficulty appropriate for them? c. why did you choose the method of presentation? 2. The lesson Introduction a. how did the introduction connect the lesson to previously taught material? b. how did the introduction present the key concept(s)? c. how did the introduction generate student interest and/or enthusiasm? 3. The lesson: presentation activities practice activities management activities a. how did the presentation activities and practice activities address various learning styles, various learning levels, and special-needs students? b. how did you determine if students understood the directions for activities? c. how did you determine if students understood the concept before moving to follow-up activities? d. how did you utilize your voice to maintain interest and generate enthusiasm? list a couple of examples e. which established classroom procedures were followed/not followed?

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f. what management strategies were used and did they increase time on task and/or did they provide for a comfortable/safe learning environment? 4. The lesson Closure a. how did you review key concept(s)? b. how did you connect the lesson to subsequent ones? 5. Assessment a. did your assessment accurately measure your objectives? 6. Review of assessment results a. what patterns did you see in the assessment analysis? (successes, errors, thought patterns) 7. Teaching Analysis How did your choices/actions/strategies affect these results; in other words: a. what choices, actions, and strategies that you used help cause the students to achieve the objectives? b. what choices, actions, and strategies that you used were not helpful to the students or interfered with the students achieving the objectives?

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LESSON PLAN (Use as a template)

Candidate name____________________________________ Cooperating Teacher____________________Grade_______ Date______________Time frame for lesson_____________ Content Area______________________________________ Specific Objective(s): What will the learner be able to do _________________________________including a quantifiable measurable behavioral objective(s) statement. Illinois State Standard(s)List those that apply please list standard # and standard statement. Materials/equipment needed: Accommodations/modifications for special needs students: (Special Ed or ESL Discuss with CT) Accommodations for learning styles: Visual Auditory Kinesthetic List activity(ies) for each lesson segment A. Introduction B. Presentation C. Closure D. Assessment

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Lesson Self-Reflections (Need Not Be Turned In) Some ideas for personal reflections on lessons

Student readiness

Introduction - objective clearly stated motivation Presentation clearly presented/repetition logical order directions guided/unguided practice multi modal Assessment - formal informal (move on/reteach Closure - review of concepts place in sequence Management - strategies used follow through consistent use of procedures Personal Qualitiesvoice relationship w/students These are some examples of self-reflection; not a formal assignment

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JOURNAL LESSON REFLECTION TEMPLATE Name______________________________________________________ Subject Area________________________________________________ Taught by CT_______ Taught by me_______ Date________________ Objective(s):

Activity(ies) used in the introduction:

Activity(ies) used in the presentation:

Assignment(s) done by students (guided and/or unguided practice):

Accommodations/modifications that were used for special needs students:

Activity(ies) used in the closure:

Assignment(s) used as the assessment:

Management strategies Procedures used Behavior management strategies

Objective(s) met? Why/Why not?

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