TCH 216: Principles and

Practices for Teaching and

Learning in Secondary
Schools
 New Course Sequence
TCH 212: The Teaching Profession in
Secondary Schools
TCH 216: Principles and Practices for
Teaching and Learning in Secondary Schools
TCH 219: Integrating Multiple Literacies and
Technology Across the Secondary Curriculum
 TCH 216: Objectives
Identify and respond to the needs of all adolescent learners using the principles
of research-
based instruction that are intended to serve diverse populations including,
but not limited to, English language learners and exceptional learners.

Design instruction using the Illinois Learning Standards, Common Core Standards,
educational goals, instructional objectives, learning domains, and appropriate technological
resources to teach all learners.

Implement research-based models of effective teaching and select appropriate

technological resources for the delivery of instruction to all learners.

Develop effective assessment instruments and interpret student performance data to

inform instruction.

Develop effective classroom management methods that include setting high

expectations for academics and behavior in order to create and maintain a safe and positive learning
environment.

Implement reflective teaching processes, knowledge, skills, and

dispositions of a professional educator to enhance student learning and teacher
decision making that are in congruence with the Illinois Professional Teaching Standards and the
Illinois State University conceptual framework Realizing the Democratic Ideal.
 TCH 216: Content Outline
Curriculum and Instruction: Principles Effective Classroom Contexts: Principles
and Practices and Practices
Instructional Unit and Lesson Classroom Culture and
Planning Models Dispositions
Instructional Technology Use and
Instructional Objectives for Student Selection
Learning
Classroom Communication
Illinois Learning / Common Core
Classroom Management
Standards
Grade Management
Instructional Methods and
Procedures Instructional and Social Needs of
Illinois Professional Teaching Diverse Learners: Principles and
Standards Practices
Models of Diverse Instruction
Formative and Summative Evaluation Cultural and Linguistic Diversity
and Assessment: Principles and Practices
Exceptionalities
Effective Formative/Summative
Assessment Methods
Traditional and Authentic
Assessment Methods
Reflection of Assessment to Inform
Teaching
TCH 216: Assignment Categories
Clinical Experiences (25%): Uhigh Experience (i.e.
observation journal, teaching journal, summative
evaluation)
Microteaching (20%): In-class small topic teaching
demonstration and reflection
Classroom Planning Documents (20%): Lesson plans and
classroom management plans and document
Final Exam/Project/Portfolio (15%): A final paper, test, or
project
Professionalism (10%): Attendance, participation, etc…
TCH 216: Points (example)
 TCH 216: General Timeline
Week Class Uhigh

1-2 Introduction / Goals and Objectives

3-5 Lesson Planning / Methods Observations

6-8 Assessment / Microteaching Working in CTs

room
9-13 Classroom Management / Special Teaching
Education Window

14 - 15 Diversity / RTI / ESL Final

Conferences
16 Clinical Debriefing / Course wrap up
 EdTPA
EdTPA is a performance-based assessment that occurs
during student teaching. Portfolio-based, similar to
National Boards.

In TCH 216 students will be beginning to use edTPA

terminology and answer edTPA-like questions in the
“pedagogy assignment”. The summative assessment
also uses some edTPA language.
 Pedagogy Assignment
Based on the students’ 3 days of teaching

They reflect upon their:

Planning
Teaching
The overall experience

It requires the that ISU students get to know the

Uhigh students, put thought into the design of their
teaching, and reflect upon the success of their lessons.
Questions?