9 12 Technology for Teaching and Learning Diversity: Foster successful learning experiences for all students by addressing individual differences. 1 2 3 4 5 6 7 8 9 10 11 12 Unit Plan Clinical Experience Evaluation Survey Scholarship Problem Solving: Arrive at data-informed decisions by systematically examining a variety of factors and resources. 2 6 9 12 Unit Plan Clinical Experience Evaluation Survey Scholarly Inquiry Problem Solving: Actively engage in scholarship by learning from and contributing to the knowledge base in education. 2 3 5 6 7 9 11 12 Unit Plan Clinical Experience Evaluation Survey Reflective Journal Parent Contact Report Leadership Ethical Values: Apply professional ethics in all educational contexts. 1 2 3 4 5 6 7 8 9 10 11 12 Clinical Experience Evaluation Survey Parent Contact Report Reflective Journal Initiative: Lead positive change in education. 1 3 5 6 9 10 11 12 Parent Contact Report Clinical Experience Evaluation Survey
Overview: The following sections describe a framework for your progress during student teaching. The design is intended to focus on skills learned during the academic phase of the program and to integrate the knowledge and skills into classroom practices. Each of the weeks, and its characteristics, is described in detail in the following sections. Total Length of Student Teaching Student teaching for all B.ED. programs is a full academic semester, and includes a mandatory Orientation Seminar (2 hours), in which all mentor teachers and college supervisors are expected to participate. Student teachers must also attend 18 hours of Seminar at the beginning of the semester before the classroom experience. These 18 hours prepare you for your classroom experience and provide you with forms and information necessary for the student teaching. The classroom experience is determined to be 300 hours, most likely completed over 10 weeks. If it is determined that you will benefit from more time in the classroom, the time will be extended. The timelines in each section describe your activities in more detail. During the 10 with your mentor teacher, you will also meet once each week for 2 hours (20 hours) in seminar. The final session of the seminar will address the completion of the student teaching, including your electronic portfolio, and turning in all required assignments and forms, as well as mentor and supervisor evaluations. The total number of hours for student teaching is the following: 2-hour Orientation, 18 hours of seminar before supervision begins, 300 hours of student teaching, and 20 hours of seminar during supervision for a total of 340 contact hours. Week Assignment 1 2 3 4 5 6 7 8 9 10 Exam Week Classroom responsibility Observe classroom (3) Observe strategies (3) Lesson plans: (3) Observe assessment practices (3) Observe CM* + IS* (3) Lesson Plans: Main Activity (3) Observe IS + AP* (3) Observe (CM + IS + AP (3) Lesson Main Activity Lesson Plans: Full Responsibility Ind. Plan, & Teach Classroom responsibility Observe, Assist, Co-Plan, & Observe, Assist, Co-& Ind. Plan, & Co-Teach Observe, Co-& Ind. Plan, & Teach Observe, Co-& Ind. Plan, & Teach Full Ind. Plan, & Teach Childhood Candidates1 Kindergarten1 Grades 1 and 2 *CM: classroom management, IS: instructional strategies, AP: assessment practices 1: Activities distribution table for early childhood candidates is available on Appendix 1 TEACHING
ASSIGNMENTS Throughout your student teaching, keep a well-organized ring-notebook of printed notices, information, and materials collected during your work. It should be up-to-date and available for and member of the student teaching staff to examine on any visit to your school. Details of its contents are listed in the Appendix. Classroom responsibility The sections above provide details about the observations and level of teaching for each week of your student teaching. Lesson Plans Lesson plans must be written for every lesson – partial or whole – in which you are involved in teaching. Weekly Journal Create a journal entry for each week of student teaching. See guidelines in the Appendix. Observations Follow the guidelines for focused and general classroom observations of teachers. See guidelines and forms in the Appendix. Parent Contact Report Arrange to meet with the parents of one of your students and complete the form found in the Appendix. The report is due before Week 6. Assessment Analysis & Conclusions Complete the Assessment Analysis assignment as described in the Appendix. Technology Inclusion Lesson Create and teach a single lesson in which student use of technology is an essential component. (Students must need the technology to learn the concept and/or skill and to complete the lesson.) Unit Plan Create a unit plan for one of the topics in your curriculum. See guidelines in the Appendix. The unit is due at the end of student teaching. Mid-point and Final Reflections Two reflections related to your progress are due – one for the Mid-point Evaluation (Week 5), and one for the Final Evaluation (Week 10). The reflections are due the week before each three-way conference, See guidelines in the Appendix. Mid-point and Final Evaluations At the midpoint and end of the student teaching, evaluations are completed using the CEES (Final Evaluation only). You (the student teacher), your mentor, and your college supervisor will discuss your progress and performance together each time. See guidelines and forms in the Appendix. E-Folio Using the online student portfolio site, complete all required uploads and submissions, including the E-Folio Reflections. Supervisor and Mentor Teacher Evaluations Complete the provided evaluations of your Mentor Teacher and College Supervisor. See forms in the Appendix. These are completed at the end of the semester and are anonymous and confidential.
Week Assignment Due 1 Attend Seminar Visit your placement school to meet your mentor teacher and the school’s principal. 2 3 1 Journal Observations: Classroom Management (3); Instructional Strategies (3) 2 Journal Observations: Assessment Practices (3); CM + IS (3) Lesson Plans: Starters/Closers (3) 3 Journal Observations: IS + AP (3); CM + IS + AP (3) Lesson Main Activity (3) 4 Journal Lesson Plans: Full Lesson (3) 5: Journal Lesson Plans: Full Responsibility Mid-point reflection Mid-point Conference Clinical Experience Evaluation Survey 6, 7, 8, and 9 Journal Lesson Plans: Full Responsibility Assessment Analysis Technology Infusion Lesson Unit Plan Parent Contact Report 10: Final Journal Lesson Partial Responsibility Reflection Final Conference Clinical Experience Evaluation Survey (CEES) E-Folio (Assignment uploads and Overall Reflection) 11: Post supervision Complete all assignments and evaluations Complete uploads to E-Folio
-- Dedication Be friendly but professional with your student teacher. Complete your evaluations and other paperwork in a timely fashion. Orientation Attend the QU Orientation with your student teacher. Orient the student teacher to: The students The school calendar and daily schedule The building facilities and resources The personnel – administrators, faculty, and staff School policies and procedures The nature of the community Professional opportunities Preparation Prepare the classroom students to receive the student teacher as a professional co-worker. Prepare a workspace for the student teacher with a desk, chair, shelves, curriculum guides, and teaching materials. Discuss the new student teacher’s placement with the college supervisor, and be sure to up any concerns. Teaching Provide a gradual induction to the teaching process by modeling appropriate planning and teaching, as well as explaining the purpose of various strategies. Demonstrate methods and resources for creating daily lesson plans that are sequential and integrated. Demonstrate the use of curriculum guides, teachers’ manuals, and other resources for your grade/subject level. Explain the philosophy of classroom management, the specific techniques that you use, and how management is to occur when you and the student teacher are both in the classroom. Choose a specific time for planning together on a daily/weekly basis. Explain the methods of keeping records for attendance, tardiness, grades, conduct, and any others required by the school. Discuss emergency and health procedures, such as fire drills, sudden illness, and fighting. the student teacher toward greater effectiveness by: Monitoring effective use of time Requiring written lesson plans in advance of teaching Creating a climate that encourages questioning and self-reflection Praising and encouraging Keeping interactive lines of communication open Discussing problems frankly, one at a time Sharing professional experiences and materials Capitalizing on the special interests, talents, and abilities of an student teacher in to enrich the curriculum Encouraging the use of alternative instructional and management techniques Guiding the acceptance of varied school duties and tasks which represent a teacher’s workload Allow the student teacher to assume full responsibility of the classroom instruction and management for at least five weeks during the semester. At some point during the student teacher’s time with you, provide some specific guidelines on how to set up a classroom for the beginning of the year. Scholarship
be self-directed learners. Assistive technologies Little to no attention to the identification of or use of assistive technologies. Identifies assistive technologies and identifies students’ needs, but does not match ATs to specific needs. Identifies appropriate assistive technologies to enhance learning of students with specific exceptionalities. Identifies creative uses of readily available technologies to enhance the learning opportunities of students with exceptionalities, correctly matching the solution to the learning challenge and learning objective. Creativity and Higher Level Thinking Technology use does not encourage or allow for thinking or creativity. Technology use allows for creativity and higher -level thinking, although in a limited way. Technology use allows for creativity and higher -level thinking. Technology use encourages creativity and thinking. Reflection Reflection discusses student learning. Reflection discusses student learning; may identify connections between technology and learning. Reflection discusses students learning; identifies ways in technology affects learning. Reflection focuses on student learning; clearly and insightfully identifies the ways in which technology interacts, enhances, or restricts learning. Unit Plan Rubric Unsatisfactory غير مقبول Needs Improvement يحتاج الى تحسين Satisfactory مقبول Target مستهدف Objectives Few objectives are aligned with Qatar National Curriculum Standards or written clearly in measurable terms, or few are appropriate for each lesson and for students. Some objectives are aligned with National Curriculum Standards and written clearly in measurable terms, and appropriate for each lesson and for students. Most objectives are aligned with Qatar National Curriculum Standards and written clearly in measurable terms, and appropriate for each lesson and for students. All objectives are aligned with National Curriculum Standards and written clearly in measurable terms, and appropriate for each lesson and for students. Content Many content errors and shows little understanding of the major ideas of the Some content knowledge errors; some understanding of the major ideas of the Most content knowledge is accurate presented and reflects the important All content knowledge is accurate and clearly presented; knowledge
discipline. All content represents a single content area. discipline. All content represents a single content area. ideas of the discipline. Unit includes content from several disciplines. reflects the ideas of the discipline. Unit includes content from each of the disciplines of language arts (Arabic or English), math, science, and social studies. Language Uses concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills Uses concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills Uses concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills Uses concepts from reading, language and development, to teach reading, writing, speaking, viewing, listening, and thinking skills in several lessons in realistic Alignment of Instruction and Objectives Few lessons, activities, and assignments are linked to objectives. Some lessons, activities, and assignments are linked to objectives. Most lessons, activities, and assignments are linked to objectives. All lessons, activities, and assignments are linked to objectives. Technology Available technology is not used or is used inappropriately. Available technology is used but does little to support the objectives and to engage learners. Available technology is used appropriately, somewhat supports the objectives, and engages learners. Available technology is used appropriately, supports the objectives, and engages learners. Instructional Strategies and Assignments Employs no variety of instructional strategies and assignments. Instruction is almost no opportunity for active learning or creative thought. Employs little variety of instructional strategies and assignments. Most activities are Little opportunity for creative thought. Employs some variety of instructional strategies and assignments to meet stated objectives. Most activities are and active learning and thinking are Employs a variety of instructional strategies and assignments to meet stated objectives. All learning activities are and most employ active learning.
encouraged in some activities, but not consistently. Many activities require higher level thinking skills and provide opportunities for creativity. Differentiation of Instruction Differentiation is not used. Differentiation is used across few lessons to meet the of students. Differentiation is used across some lessons to meet the needs of students. Differentiation is used across all lessons to meet the needs of students. Assessment Lessons do not contain an assessment, or no assessments are aligned with the objectives. Few lessons contain an assessment that is aligned with objective(s), or lessons include an assessment that is not aligned with the objectives. Most lessons contain an assessment that is aligned with objectives. All lessons contain at least assessments that are aligned with objectives. Lesson and unit coherence Lessons are minimally organized. Unit does not reflect knowledge about the development, learning, and motivation of children. Lessons are somewhat organized and move students somewhat toward achieving objectives. Limited reflection of knowledge about the development, learning, and motivation of children. Lessons are organized and move students toward achieving objectives. Some lessons reflect an understanding of the development, learning, and motivation of children, but not consistently demonstrated. Lessons are sequentially organized and move students toward achieving objectives. Set of lessons reflects an understanding of the development, learning, and motivation of children. Spelling, grammar, punctuation Errors in grammar, punctuation, or spelling require editing and revising. Errors in grammar, punctuation, or spelling require major editing and revising. Errors in grammar, punctuation, or spelling require minor editing and revising. Unit contains almost no errors in grammar, punctuation, or spelling. Assessment Practices Rubric
Unsatisfactory غير مقبول Needs Improvement يحتاج الى تحسين Satisfactory Target مستهدف Data collection Data is collected but show no representation of student performance. Data represents student performance, but may not be Data validly and reliably represents student performance Data validly and reliably are extremely helpful, representing student performance clearly and meaningfully. Data display Data is recorded and displayed, but analysis and interpretation are difficult or impossible. Data is recorded and displayed, and minimally facilitates analysis or interpretations. Data is appropriately and adequately recorded and/or displayed to facilitate analysis and interpretation. Data is recorded and displayed in such a way that analysis and interpretation are clear, logical, and obvious. Data analysis Minimal processes are applied to the data, and analysis is disconnected from the actual data processes. Processes are applied to the data, but they may be inconsistent and/or inconclusive. Appropriate and accurate processes are applied to the data. Data is thoroughly analyzed using the most appropriate means. Data interpretation Interpretations and/or conclusions are disjointed from the data. Processes are applied to the data, but they may be inconsistent and/or inconclusive. Interpretations and/or conclusions are drawn from the data, but the evidence supporting them is not provided. Interpretations and/or conclusions are logical, and are appropriately supported by evidence from the data analysis. Interpretations and conclusions clearly emerge from the data analysis and are presented in a professional, concise, and thorough manner. Implications for instruction Implications are not supported by the data and are not appropriate to the students, content, or teaching/learning situation. Implications are somewhat related to the data, but my not be clearly supported by it. Stated implications may not be appropriate to identified students, content, and teaching/learning situation. Implications are supported by the data and are appropriate to the identified students, content, and teaching/learning situation. Multiple implications are clearly supported by the data, and are appropriate to the identified students, content, and teaching/learning situation. College Supervisor Evaluation Form Student Teacher’s Program Area Date College Supervisor’ Name Rating: 3 = Exemplary 2 = Satisfactory 1 = Unsatisfactory Visits were timely and helpful. Observations were objective and fair.