qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopas Methods

Semester Clinical Experiences dfghjklzxcvbnmqwertyuiopasdfghjklzx HANDBOOK cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio pasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmrty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc

UNCCharlotte

ElementaryEducationFall2013

Methods Semester Clinical Experiences Handbook Table of Contents

I. II. III. IV. V. VI. VII. VIII. IX. X. XI.

Overview/Rationale Statement University Coordinators Contact Information Expectations Suggested Timeline Assignments Other Appropriate Activities for Clinical Direct Instruction Lesson Plan Format Structured Discovery Lesson Plan Format Cooperating Teacher Feedback Form School Experience Log Clinical Experience Evaluation Rubric

p.2 p.3 p.4 p.5 p. 6 p.19 p.20 p.21 p.22 p.23 p.26

Page 1

Overview/Rationale Students participating in this clinical experience are enrolled in the methods semester, which is the second semester of a four semester program, and will be taking most or all of the following courses: READ 3226 Teaching Reading to Intermediate School Learners; ELED 3223 Teaching Social Studies to Elementary School Learners; ELED 3221 Teaching Science to Elementary School Learners; ELED 3226 Teaching Language Arts to Elementary School Learners; and MATH 3224 Teaching Mathematics to Intermediate School Learners. This handbook will provide information about the roles/ responsibilities and expectations of all participants, guidelines for student assignments, and forms that need to be completed by you.

The clinical requirement for elementary education students in the methods semester of their coursework involves a two week intensive clinical experience in a select elementary school setting. The purpose of a two week intensive clinical placement is to improve the experience for our teacher education candidates and for the schools. The two week intensive clinical experience allows us to (a) enhance communication with school administrators and cooperating teachers on teacher candidate expectations and assignments, (b) dismiss classes for two weeks to allow teacher candidates to have more flexibility in scheduling and to participate in classrooms at appropriate and extended times, and (c) provide a set beginning and ending date to assist school and cooperating teacher planning. To accommodate the cooperating teacher and school schedule we also allow some flexible scheduling of requirements for the two weeks prior and two weeks following the set intensive clinical experience dates. This flexible time can be used for observations of content area teaching and teacher candidate instruction that may be difficult to fit into the two week intensive timeframe. However, the bulk of the 35 hour time requirement should be completed during the two week intensive experience to allow teacher candidates to complete extended time across full school days.

Page 2

University Coordinator Contact Information

Name IanBinns

AssignedSchools MoreheadSTEM,ShadyBrook Elementary UniversityMeadows CorneliusElementary CroftCommunitySchool Dilworth,WingetPark,CoxMill, MallardCreek

ContactInformation Ian.binns@uncc.edu

JenniferHathaway TracyRock KatePopejoy AmyGood/AmyFitchett

JHathaway@uncc.edu tcrock@uncc.edu

KPopejoy@uncc.edu A.Good@uncc.edu

BrianKissel CrystalGlover

CommunitySchoolofDavidson

btkissel@uncc.edu Crystal.glover@uncc.edu

MountainIslandCharter
CorvianCommunitySchool WoodrowWilson/FredL.Wilson

ErinMiller RachelRovenstine

Emille90@uncc.edu rrovenst@uncc.edu

Page 3

Expectations School Administrator Role/Responsibilities: Identify placements, work with University Coordinator to set meeting time with teachers, identify space for seminar meetings at middle and end of experience. Cooperating Teacher Role/Responsibilities: attend informational meeting with University Coordinator to discuss expectations and assignments, host teacher candidate in classroom, provide mentoring and support, provide time for teacher candidate to teach lessons in science, social studies, reading and math, provide constructive feedback to the teacher candidate, and complete clinical evaluation rubric Teacher Candidate Role/Responsibilities: log a minimum of 35 clinical hours, interview classroom teacher and students, observe and support classroom instruction, teach one math lesson, one science lesson, one social studies lesson, and one reading lesson, lead a small group reading and math activity, create a digital portfolio, participate in a mid-point and post seminar at the school site, complete feedback survey, and display a professional disposition at all times. Dress Code: Teacher candidates should dress appropriately and professionally. Dispositions: Teacher candidates should exemplify the attitudes and actions of a professional educator rather than those of a student. Teacher candidates are expected to conform to school rules, policies, and local standards of behavior. They should follow the rules of basic courtesy toward teachers, students, school staff, and members of the community. It is expected that they cooperate with teachers and administrators and maintain a professional relationship with students, faculty, and staff at all times. Teacher candidates should safeguard all personal and confidential information regarding students and school issues and use it for professional purposes only. Teacher candidates should seek out opportunities to grow personally and professionally during the clinical experience. Teacher candidates dispositions will be evaluated using a Clinical Experience Evaluation Rubric. University Coordinator Role/Responsibilities: Coordinate with administrator to set up placements and work out meeting time with teachers, clearly present assignments and expectations of the clinical experience to cooperating teachers, monitor and support teacher candidates in their clinical work, facilitate a mid-point and post seminar with teacher candidates, and gather program assessment data and clinical logs from teacher candidates and cooperating teachers.

Page 4

Timeline Initial Meeting with Student Two weeks prior to start of clinical experience. Teacher candidate will make contact to set this date. 1 Hour

Week One -Oct.21-25 Min. of 16 Hours

Seminar 1 Hour

Week Two Oct. 28-Nov. 1 Min. of 16 Hours

Seminar 1 Hour Total Hours =35 Hours

Activities Classroom Introduction, Share Curriculum plans, Discuss potential Math/ SS/Science/Reading lesson topics and objectives - Teacher candidate will conduct a Teacher Interview protocol. A schedule for the two week experience should be designed that allows the student to log at least 16 hours each week. This initial meeting can occur during or outside of school hours and should last no longer than one hour. If Science or SS lessons will not be taught during the two-week intensive timeframe then arrangements will need to be made to observe the lesson(s) prior to or immediately following the two-week intensive. Teacher Candidates will engage in collecting observational field notes, classroom documents, working with small groups (including a math mini-lesson and reading small group activity), and conducting informal conversations with students. If possible, they should observe science and social studies instruction. Teacher Candidates should be actively engaged in the classroom. Please do not hesitate to ask teacher candidates to participate in read alouds, small group/center instruction or monitoring, or other activities that are appropriate for them in gaining experience in an elementary school classroom. By the end of the week, they may want to teach one of their required whole class lessons. Please do NOT ask them to monitor students without your presence. Teacher Candidates will participate in a mid-point seminar on Thursday or Friday with the University Coordinator. This hour can also be logged as clinical time. Teacher candidate will teach a social studies, science, reading, and a math lesson during the second week. They will use the direct instruction lesson plan for math, reading and social studies and a structured discovery plan format for the science lesson. Cooperating Teachers provide guidance and feedback to them as they prepare and implement the lessons. Complete the Lesson Feedback Form for each lesson. With remaining hours, teacher candidates can complete any leftover assignments from week one, and participate in supporting instruction in the classroom in ways that are appropriate for them as novice teachers and benefit your instructional program. Teacher candidates will participate in a final seminar on Thursday or Friday with the University Coordinator. This hour can also be logged. Teacher Candidates will participate in a end-point seminar on Thursday or Friday with the University Coordinator. This hour can also be logged as clinical time.

Page 5

Required Clinical Activities

FormsforClinicalStudents

Page 6

LanguageArtsRequirement(ELED3226)ClinicalExperienceChecklist
Duringyourtwoweekimmersioninthefield,youwillcollectvariousformsofdatatoreflectuponyour experienceintheelementaryclassroom.Thesedatainclude:observationalfieldnotes,classroom documents,andinterviews.Thelistbelownotessomeofthepossibilitiesforyourdatacollection: 1.) ObservationalFieldNotes(pleasecompleteatleast34ofthefollowing):

Observationsoftheteacherduringinstruction(ContentlessonandReadinglesson). Observationsofthestudentsduringlearning. Observationsofstudentsastheyworkwithingroups. Observationaldiagramoftheclassroomsetup. Observationsofthetransitionsthathappenbetweenlessons. Observationsabouthowtechnologyisusedintheclassroom. Observationsofthetypesofmaterialsstudentsuseduringthelesson. Observationsaboutclassroommanagement(includingrulesandroutines). Observationsabouthowstudentlearningisassessed.

2.)ClassroomDocuments(pleasecollect,andreflectupon,atleast34differentdocuments):

Examplesofhowtheteacherplansforlessons. Examplesofassessment. Photocopiesofstudentwork. Photographsoftheclassroomarrangement. Photographsofvariousteachingmaterials. Photocopiesofinformalassessments(conferences,observationalnotes,runningrecords,etc.) Photocopiesofmaterialsdistributedbytheteacher. Photograph/photocopyofclassroommanagementmaterials. Photographsofbulletinboards,whiteboards,SmartBoards,WordWalls,etc. Photocopyoftheemergencyplan.
3.)Interviews

Oneinterviewwiththeteacher. 34interviewswithstudentsteachercandidatewillcreateinterviewprotocol.

Page 7

Observation
InstructionalLesson Classroom: Grade: CurriculumArea: WhatInotice Observer: Date: Time:

Thoughts,Questions,ConnectionstoMethods Classes

Page 8

Observation
StudentObservation Classroom: Grade: CurriculumArea: WhatInotice Observer: Date: Time:

Thoughts,Questions,ConnectionstoMethods Classes

Page 9

Observation
ClassroomSetup Classroom: Observer: Grade: Date: CurriculumArea: Time: Sketchtheclassroomlayout.Howaredesks,chairs,tables,teachersdesk,computers,etc.arranged?

Page 10

 DocumentCollectionandReflection
TypeofDocument Date: Time: Whatkindofdocumentdidyoucollect? Whatdoesthisdocumentshow? Reflection:Whatareyourthoughts/opinionsaboutthisdocument? Page 11

InterviewProtocol
Teacher Interviewer: Interviewee: Date: Time: (Thesearesamplequestions.Pleaseaddyourownquestionstolearnmoreaboutyourspecific classroom.Thisinterviewshouldtakeplaceinyourinitialmeeting,priortothetwoweekintensive). PlanningQuestions:

Howdoyouwriteatypicallessonplan? Whattypesofmaterialsdoyouneedavailablewhenyouplanlessons? Inwhatwaysdoyouplantoaccommodateindividualdifferencesintheclassroom?

InstructionalQuestions:

Whataresomeofyourinstructionalchallengesasateacher? Whathavebeensomeofyourinstructionalsuccessesasateacher? Whatdoyouconsideressentialcharacteristicsforsuccessfulteaching? Howoftendoyourstudentsreceivesocialstudies/scienceinstruction? Areyousatisfiedwiththeamountoftimethatyoucurrentlyallotforsocialstudies/science

instruction?Explain.

Whatsocialstudiesandsciencetopics/unitswillbestudiedduringthesecondweekofmy
clinicalexperience?Whatarepossiblegoals/objectivesIcouldaddressformylessons?Doyou haveanyinstructionalresourcesthatwouldsupportthesegoals/objectives?

Whatdoesreadinginstructionlooklikeinyourclassroom(e.g.readersworkshop,basals,etc.)?
Whatreadingtopicswillbestudiedduringthe2ndweekofmyclinicalexperience?Whatare possiblegoals/objectivesIcouldaddressformyreadinglesson?Doyouhaveanyinstructional resourcesthatwouldsupportthesegoals/objectives? ClassroomManagementQuestions:

Whatmotivationtacticsdoyouusetoensureadesiretolearn? Tellmeabouttheclassroomcommunity.Whataretheclassrules?Howisstudentbehavior
monitored?Inwhatwaysispositivebehaviorreinforced?Inwhatwaysarenegativebehaviors prevented?Tellmeabouttheconsequencesfornegativebehavior.

Tellmeaboutthepacingoflessonsandinteractionintheclassroomuseoftimeandother
aspectsoftimewaittime,andtimeusingteachertalkandstudenttalk.Whatworkswellwith yourstudents? Page 12

ELED3226OverallClinicalExperiencePortfolio
DuetheWeekofNov.4thalsosubmitclinicallog
You are responsible for creating a digital portfolio containing 5 different entries. You will use your observationalnotes,classroomdocuments,andinterviewsfromp.7tocompleteassignment.

Entry#1:OneObservationandReflection Entry#2:OneClassroomDocumentandReflection Entry#3:OneTeacherInterviewandReflection Entry#4:OneStudentInterviewandReflection Entry#5:OverallClinicalExperienceReflection

ClinicalExperiencePortfolio
2=Exemplaryreflection1=Adequatereflection0=LittletoNoreflection Entry#1:Authorincludesobservationandreflection. Entry#2:Authorincludesclassroomdocumentandreflection. Entry#3:Authorincludesteacherinterviewandreflection. Entry#4:Authorincludesstudentinterview andreflection. Entry#5:Authoraddresseswhathe/shelearnedoverallfromthisclinical
7=Exemplaryreflection:Yourreflectionwasthorough,indepth,andthoughtful.Youprovided thoroughdetails. 5=Significantreflection:Yourreflectionwassignificantandthoughtful.Youprovidedmanydetails. 3=AdequateReflection:Yourreflectionwasadequateyouprovidedenoughdetails. 1=LittleReflection:Verylittlereflectionispresent.Youjustsummarizedwhatyoudid,butdidnot thinkdeeplyabouttheexperience 0=Notcompleted WritingQuality:Layout,Organization,andMechanics 5=Exemplarywritingquality:Thedigitalreportiseasytoreadwithappropriatevisualorganizationof informationusingfonts,pointsize,bullets,italics,bold,andindentationsforheadingsandsub headings.Thelayoutuseshorizontalandverticalwhitespaceappropriately.Thetexthasnoerrorsin grammar,capitalization,punctuation,andspelling. 3=Proficientwritingquality:Thedigitalreportisgenerallyeasytoreadwithappropriatevisual organizationusingfonts,pointsize,bullets,italics,bold,andindentationsforheadingsandsub headings.Thelayoutuseshorizontalandverticalwhitespaceappropriatelyinmostplaces.Thetexthas afewerrorsingrammar,capitalization,punctuation,andspelling. 0=Notproficientwritingquality:Thereportisoftendifficulttoreadduetoinappropriatevisual organizationofinformationusingfonts,pointsize,bullets,italics,bold,andindentationsforheadings andsubheadings.Thelayoutuseshorizontalandverticalwhitespaceinappropriatelyinsomeplaces. Thetexthasmanyerrorsingrammar,capitalization,punctuation,andspellingrequiringmajorediting andrevision. TotalPoints

Possible Points 2 2 2 2 7

Actual Points

20

Page 13

Page 14

Page 15

Page 16

Page 17

ELED3223:SocialStudiesMethodsRequiredAssignments
Typed/ElectronicSubmissionsDueonClassDatetheWeekofNov.11th Candidatesmustcomplete: Onewholegroupdirectinstructionsocialstudieslesson Onewrittenreflectionontheplanningandimplementationofthelesson SubmitCooperatingTeacherFeedbackForm OneObservationReportofSocialStudiesInstruction

ELED3221:ScienceMethodsRequiredAssignments
Typed/ElectronicSubmissionsDueonClassDatetheWeekofNov.11th Candidatesmustcomplete: Onewholegroupstructureddiscovery(indirectinstruction)sciencelesson Onewrittenreflectionontheplanningandimplementationofthelesson SubmitCooperatingTeacherFeedbackForm OneObservationReportofScienceInstruction

READ3226:IntermediateReadingMethodsRequiredAssignments
Typed/ElectronicSubmissionsDueonClassDatetheWeekofNov.18th Candidatesmustcomplete: Onewholegroupdirectinstructionreadinglesson Onewrittenreflectionontheplanningandimplementationofthelesson SubmitCooperatingTeacherFeedbackFormforthewholegrouplesson Onesmallgroupreadingactivity(seeinstructorforoptions)

Page 18

Other Appropriate Activities For Clinical

Teachercandidateswillbespendingaminimumof35hoursintheclassroomoverthetwoweekperiod, whichmayincludeflexibletimebeforeorimmediatelyaftertheperiod.Itisnotexpectedthatthe requiredassignmentswilloccupytheentireamountofclinicaltime.Theseteachercandidatesinthis earlyclinicalexperienceneedtheopportunityandflexibilitytoexperienceclassroomlife,toobservethe dailyscheduleandroutine,anddevelopunderstandingsofclassroommanagementtechniquesand procedures.Wehopethatyouwillengagetheminprofessionalconversationsabouttheoperationsof theclassroom,includingbothsuccessesandchallenges.Weexpecttheteachercandidatestobeactive participantsintheclassroomtomaximizetheirlearning.Therefore,thefollowingaresuggested activitiesthatwouldbeappropriateforteachercandidatestoengageinduringtheclinicalexperience. LanguageArts:assiststudentsineditingandrevisingpiecesofwriting,readandcommentonstudents writingjournals,workwithstudentsindividuallyorinsmallgroupsforremediationortutoring Reading:Readwithstudentsindividually,insmallgroups,orwiththewholeclass,provideremediation ortutoring Math:provideindividualorsmallgroupremediationortutoring Science:createordeveloplearningcenteractivities/games/interactivebulletinboard,assistinlocating andgatheringresourcesforanupcomingscienceunit,andprovideremediation/tutoringforindividuals orsmallgroups SocialStudies:createordeveloplearningcenteractivities/games/interactivebulletinboard,assistin locatingandgatheringresourcesforanupcomingsocialstudiesunit,workwithstudentsonresearch projects,andprovideremediation/tutoringforindividualsorsmallgroups

Page 19

DIRECT INSTRUCTION LESSON PLAN FORMAT (Math, Reading and Social Studies) Grade Level/Subject: Rationale: Topic:

Common Core/Essential Standards Reference: Behavioral Objective:

Prerequisite Knowledge and Skills: Materials/Resources: Content and Strategies Focus/Review:

Objective (as stated for students): Teacher Input:

Guided Practice:

Independent Practice:

Closure:

Evaluation: Plans for Individual Differences:

Page 20

STRUCTUREDDISCOVERYLESSONPLANFORMAT

The 5 Es Science Lesson Grade Level/Subject: Rationale: Common Core/Essential Standards Reference: Behavioral Objective: Big Idea(s):

Prerequisite Knowledge/Skills: Materials/Resources: Content and Strategies Engage:

Explore:

Explain:

Elaborate:

Evaluate:

Plans for Individual Differences:

Page 21

Cooperating Teacher Lesson Feedback Form Note: A complete lesson plan should be provided by the teacher candidate prior to observation. To be completed by the teacher candidate prior to observation Preservice Teacher: Date: Time: Observer: School: Grade:

1. What are your goals and objectives for this lesson?

2. What are some specific things you would like observed?

To be completed by the Observer: 3. Strengths to continue to build on:

4. Suggestions for future lessons:

Page 22

School Experiences Log

Directions for students: Complete both sides of this form for each school in which you complete clinical school experiences, each semester. At the end of the semester, submit the form to your instructor, who will place it in your education departmental folder. NCATE (National Council for Accreditation of Teacher Education) sets a standard for all candidates seeking initial licensure as teachers and other school professionals: Candidates are expected to study and practice in a

variety of settings that include diverse populations, students with exceptionalities, and students of different ages.

Name Course Course School

Program Instructor Instructor System

Advisor Purpose of Clinical Experience Purpose of Clinical Experience Grade(s)

Semester

Subject(s)

<200 students 200-500 students 500-800 students 800-1200 students 1200-1500 students 1500-1800 students > 1800 students

Urban Suburban Rural Global/International Magnet _______________ Other characteristics:

Characteristics of the students (check all that apply): Performing at grade level Performing below grade level Performing above grade level Gifted/talented Limited English International Special education African-American Asian Hispanic Multi-racial Native American White

Additional Information: ___% of students on free/reduced lunch ___% of students scoring at the proficient level or higher ___% of students scoring below grade level Other __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Complete the Attendance Log and Teacher Verification on reverse side

Page 23

School Experiences Attendance Log

Candidate Name

Phone Phone
Grade

Email Email

Teacher Name School

Date Signature

Time Involved

Purpose/Activity(ies)

Teacher

Page 24

Cooperating Teachers: please fill out the Clinical Evaluation (as seen on these two pages) electronically. Here is a link to the survey: http://uncc.surveyshare.com/s/AQAQ2MB

Page 25

Page 26