If you use students’ work or interview material in your portfolio, use pseudonyms and screen/mask names and personal identifying information. DISTRICT REQUIREMENTS: Ask your classroom teacher if there are any other district or school requirements regarding confidentiality that you should be aware of. Dress and Deportment in Schools When you are in school, you are expected to dress appropriately. Be aware of your attire and appropriateness of your teaching activities (e.g., on floor, bending over). You will be viewed and judged as another adult by students, parents, teachers and other people in the building. Be polite and considerate of other adults in the building including the principal, custodians, secretary, paraprofessionals, etc. Alcohol and Illegal The University Drug and Alcohol Policy will be enforced which prohibits the possession or use of illegal drugs and alcoholic beverages in classes and field placements. Students are expected to be free of the influence of such substances in classes and field placements. Tobacco is not to be used on school property. Be aware of school policy regarding cell phones and beepers. Professional Communication Professional education can be an intensely personal and challenging process. In your classes and field placements you are expected to give and accept constructive feedback appropriately and to react appropriately in stressful situations. You are also expected to take an active role in your learning and contribute to the learning of your fellow students. If you have concerns, problems, or questions about any aspect of your coursework or fieldwork, you should first address them to the course instructor or field instructor who is most directly involved. This applies to situations at the University as well as in the field. If the situation is not resolved at that level, you should request assistance from the internship manager. Zero Tolerance: Be of and follow the school policy regarding zero tolerance of weapons. 5 Page 12
Co-Teaching Models Between General and Special Education Teachers Complementary Teaching Station Teaching Parallel Teaching Alternative Teaching Shared Teaching Design Lead teacher models organization of the content. Lead teacher identifies skills and strategies needed for groups and individual students to complete the task of the lesson. Support teacher assists. Lead teacher and support teacher segment the lesson content. Lead teacher and support teacher divide the number of stations they are responsible for. Both teachers plan and organize their station activities with attention to possible group differences. Lead teacher and support teacher collaboratively organize the lesson content. Lead teacher and support teacher identify strategies needed for groups and individual students Lead teacher and support teacher divide the students into two groups. Lead teacher and support teacher make decisions about the content and organization of the lesson. Lead teacher and support teacher determine the appropriate structures for alternative remedial or enrichment lessons that promote student learning. 1. 2. Lead teacher and support teacher make decisions the content and organization of the lesson. Lead teacher and support teacher teach simultaneously to whole class. Communication Lead teacher conducts formal teaching. Support teacher teaches components of lessons with small groups of individuals. Support teacher provides content support to lead teacher's lesson. Lead teacher and support teacher segment learning to small groups or individual at the stations they design. Lead teacher and support teacher independently deliver the lesson plan to each of the groups. Lead teacher and support teacher facilitate learning in their group. Lead teacher conducts formal teaching. Support teacher implements supplemental activities for the group, small groups or individuals before or after the formal lesson. 3. Both lead and support teacher conducts formal teaching. Page 28
Co-Teaching Models Between General and Special Education Teachers Complementary Teaching Station Teaching Parallel Teaching Alternative Teaching Shared Teaching Monitoring Lead teacher uses to determine students' need for support. Support teacher assesses students' skills and facilitates self-regulation during the lesson. Students use as they request assistance during or after a formal lesson. Lead teacher and support teacher use pre-assessment to determine how students are selected for stations (e.g., skills, interests, random, etc.) Given the organizational structure and tasks of each station, assessment done by students can be used during the lesson. .Lead teacher and support teacher monitor own groups of students. Lead teacher and support teacher use post lesson reflection to share their expectations using the same lesson plan with different groups of students. Lead teacher and support teacher pre-assess the students to plan for alternative lessons. Lead teacher and support teacher assess the students during the formal lesson to identify students who benefit from the alternative lessons. Student and/or encourages students to articulate need for alternative forms of instruction. Lead teacher and support teacher the students. Lead teacher and support teacher assess the students during the formal lesson to identify students who would benefit from alternative lessons. Benefits Having two teachers to help individual students after the lesson is presented (individual guided practice). Facilitates group learning and is responsive to individual needs. The notions of "mini0lesson", "mastery learning", "accelerated learning", and other ideas that teach to many achievement levels can be readily addressed in this mode. Parallel teaching is very helpful whenever we want to increase the likelihood of participation, publication, and sharing. Also, it allows us to work intensively with a small group of students. Allows us to use alternative methods to re-teach or extend the lesson up or down. This model reminds us that we may need more visual, auditory, tactile, kinesthetic support to successfully communicate certain skills, concepts and Team teaching is very powerful when the entire is participating in a particular inquiry project like a thematic unit. Page 29
Page 45 Behavior Management Observation Form Technique Result Technique Comments Displays, teaches, models rules and procedures already in place Asks another student to explain expectations and directions Creates opportunities for student to feel capable, connected, and contributing Uses clarification, redirection Refers to, and reteaches rules and procedures already in place Asks what or how questions (“How might you solve that math problem”) Positions self in room to provide visibility, proximity, and mobility Removes distractions, reinforcement Verbalizes positive reinforcement and encouragement Gives choices Identifies, labels, and acknowledges feeling Whispers in student’s ear Uses name in lesson Gives gentle reprimand Uses the “look” Uses voice Asks question to student near inappropriate behaving student Takes student aside Moves closer to student Turns lights off Briefly touches student’s shoulder or elbow consequences Uses dues, voice, intonation to foster student selfregulation Uses school school/district behavior plan Uses non-verbal signals Removes student from room Places notes on desk Moves student to another part of room Uses wait time Uses daily contract, notes, and/or phone call to parents
Uses the “I” statement Uses “broken record” Observation setting: ________________________________________________ Date: __________ Observation setting: ________________________________________________ Date: _________ Page 46 Creating a Productive Learning Environment for your Students: Four “categories” for the interns to watch for; Physical arrangement of the room - student seating, teacher desk, supplies, equipment, visual aids, and teacher created centers, etc…. Management procedures for students – entering/leaving class, tardies, absences, homework, turning in work, passing out supplies, rules, routines & classroom procedures, etc…. Behavior management of students – off-task, distracting, distracted, defiant, noisy, during transitions, etc….. Participation organizers for instruction – groupings-small or large groups, cooperative learning, pairs, individual work, etc….