EDEL 602: Elementary School Practicum (2 · Supervisor will complete a Field Assessment Form on...

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EDEL 602: Elementary School Practicum (2)

FALL, 2018 CREDITS - 2

INSTRUCTOR: DR. ROSANN ENGLEBRETSON

A. COURSE DESCRIPTION

This practicum immerses students in the elementary school classroom. Opportunities for teacher candidates to

inquire, analyze and reflect on classroom routines and practices.

B. PREREQUISITES

Requires admission to the Master of Arts in Teaching with Elementary Education Licensure program.

C. RELATIONSHIP OF THE COURSE TO THE PROGRAM KNOWLEDGE BASE

The purpose of this Practicum is to provide prospective elementary-school teachers with opportunities

to work with children and experienced teachers. Teacher candidates observe, discuss, and reflect on

classroom routines and procedures with their cooperating teachers, as well as gain practice instructing

and assessing children’s learning. Practicum experiences are designed to develop teacher candidates’

competence relative to the Standards for Colorado Teachers and to help children meet or exceed

expectations for learning as specified in the Colorado Academic Standards.

D. PROFESSIONAL STANDARDS MET

E. COURSE GOALS AND OBJECTIVES

Course Objectives InTAS

C

(CAE

P)

CO Prof

Teach

Stand

PBSCT

-CO

Licensure Readings &

Assignments including

Pg #

Demonstrate development of

knowledge, skills and

professional dispositions

2.3 1a 5.04 Reflective Journal p. 2

Lesson Plans p. 3

PDQ p. 4

Final Evaluation p. 4

Seminar participation

p. 3

Field Experience p. 2

Demonstrate collaboration

with cooperating teacher

from partner school and

foster a positive relationship

with students

2.2 1c 5.05 Reflective Journal p. 2

PDQ p. 4


Recognize that theory and

practice are linked and

2.1 8.02 (5) Lesson plans p. 3

Reflective Journal p. 2

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F. COURSE CONTENT

Field Experience in elementary classrooms

Classroom routines and practices

Lesson plans

Reflective journals

Self-evaluation

Seminars (Classroom management/Diversity/Teacher Evaluation/Etc)

Professional Dispositions

Assessments

G. COURSE REQUIREMENTS

1. Field Experience and Documentation Log. Record a minimum of 160 hours in the Host School in which you are

placed. Observe, discuss, and reflect on classroom routines and procedures with your cooperating teachers and

participate in the classroom as much as possible. Keep a documentation log of your hours, signed by your

Cooperating Teacher.

2. Maintain a Reflective Journal. Provide one entry every two - three weeks for your University Supervisor

during your practicum assignment. (50 points total for all 5).

REFLECTIVE JOURNAL GUIDELINES

Each teacher candidate enrolled in the Master in Arts in Teaching: Elementary Education Licensure Program

is expected to complete a field-based reflective journal entry for every two weeks of

observation/participation completed in his or her elementary classroom. Five total reflections are required.

Your University Supervisor will help give you specific details as to how they would like you to complete this

complete prescribed field

experience requirements

Documentation Log p.

2

Use state and district content

standards to organize

instruction

1a

5.04 Lesson plans p. 3

Plan learning experiences

appropriate for their

students; collaborate with

their host cooperating

teachers to guide planning;

use appropriate strategies

and activities to increase

student achievement

1c 5.04 8.02 (1) (c) Lesson plans p. 3

Reflect systematically and

critically about student

learning in their classrooms

and schools

4a 5.03 8.02 (6) Reflective Journal p. 2

Self Evaluation p. 3

Demonstrate high ethical

standards

5d PDQ p. 4


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journal and the when each journal entry is due.

No one comes to teaching with an empty mind. Each has ideas and beliefs about what teaching involves and

how effectiveness as a teacher can be described. These ideas and beliefs can be explored through

“journaling.” Through writing about our thoughts, feelings, and experiences, we become more aware of the

perspectives and viewpoints from which we operate. This awareness can help us become more sensitive and

provide useful feedback as we reflect upon and modify our teaching practices and stances.

“Reflection” goes beyond “description” to the point of questioning and thinking about what you are see,

hear, and experience in relation to your own life and teaching experiences, your reading and course work,

and recent theory and research in education. As examples, you might reflect on issues pertaining to

classroom management, how the Colorado Academic Standards drive assessment which, in turn, drives

instruction, and/or how teachers individualize instruction for students. Refer to the Performance Based

Standards for Colorado Teachers for additional concepts and performances to observe and reflect upon.

3. Shadow your cooperating teacher for one full day and write “A Day in the Life of a Teacher” reflection.

This counts as one journal entry and should be e-mailed to your supervisor in the first month of your

practicum. (25 points).

“DAY IN THE LIFE OF A TEACHER REFLECTION PAPER”

Shadow your Cooperating Teacher for an entire day and keep a timed LOG describing what she or he does in

naturally occurring intervals throughout the day. The log should begin before students arrive in the classroom

and end when your Cooperating Teacher leaves the building at the end of the day. You complete a log and

then write the description paragraph and reflection paragraph as listed below.

DESCRIPTION - Describe your Cooperating Teacher’s job responsibilities. For example, what

preparations must be made for the arrival of students? Are there meetings to attend? When do teachers

research and plan lessons? How do they go about designing instruction and assessment? What guidelines

do they follow? How do they bump-up their own content knowledge in preparation for teaching?

REFLECTION - Now, reflect on this day in the life of your teacher. What are the qualities of an

effective teacher? What concerns and questions did this experience raise for you? This assignment

should not exceed three pages for the log, description, and reflection. This assignment “counts” as one

full journal entry.

4. Attend all practicum seminar meetings for a total of 10 hours. Be on time. Be prepared for discussions and

be ready to participate. Teach formal lessons as described in numbers 5 and 6 below. (50 points)

Attendance at your Host School and all 10 hours of seminar is MANDATORY! If you miss a day in your

Host School, or part of a day, you must make this time up at the convenience of your cooperating teacher.

Always keep your cooperating teacher informed if you are not going to be in his or her classroom when you

are expected.

FAILURE to participate in your Host School for the minimum required 160 hours during the semester will

result in dismissal from the MAT: EEL Program. Follow the same rules of professional conduct, ethics, and

dress as are deemed appropriate by your Host School Faculty.

5. Plan and teach at least TWO lessons to a small group of students or the whole class. Ask your cooperating

teacher to complete a field evaluation form on Page 16 in the Practicum Handbook for each of these two

lessons. You will need to write (type) a formal lesson plan for the lesson and complete a “Self-Evaluation of

Lesson” form, Practicum Handbook Page 18. Cooperating Teacher will complete Field Assessment Form

in LiveText. (50 points total with 25 for each lesson)

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6. Teach ONE formal lesson for your University Supervisor to the whole class of students. You will also need

to write/type a formal lesson plan for the lesson and complete a “Self-Evaluation of Lesson” form, included

in the handbook. Supervisor will complete a Field Assessment Form on LiveText (40 points).

7. Take responsibility for getting the Final Evaluation of your EDEL 602 Practicum experience completed by

your cooperating teacher. Give the completed “Field Experience Documentation Log” (signed by you

and your Cooperating Teacher) to your University Supervisor at the end of the semester. (10 Points)

H. GRADING CRITERIA The following criteria will be used to determine your course grade. In determining your final grade, I will also consider

your professionalism and your participation in assignments and discussions. Please submit all assignments on time. Late

assignments will not be accepted.

Requirement Points Possible

Reflective Journal 50

“Day in the Life of a Teacher” 25

Seminars 50

Lesson Plans #1 for Cooperating Teacher 25

Lesson Plan #2 for Cooperating Teacher 25

Lesson Plan for Supervisor 40

Final Evaluation 10

Total Possible Points 225

Letter grade Point Range

A 93 – 100 Points 225 - 209

B 82 – 92 Points 208 - 184

C 70 – 81 Points 183 - 157

D 62 – 71

F 61 and below

I. REQUIRED READINGS

Required Text:

Borich, G. D. (2011). Observation for effective teaching. (6th edition). Allyn & Bacon, ISBN: 0137039727

Suggested Readings:

Rethinking Schools (2004). The new teacher book. Milwaukee, WI.: Rethinking Schools, C 2004.

Bosch, K.A., & Kersey, K.C. (1994). The first year teacher: Teaching with confidence (K-8). NEA Professional

Library, Washington D.C.

Cohen, E. (1994). Designing group work: Strategies for the heterogeneous classroom. New York: Teachers College

Press.

Online Resources (including Lesson Plan templates):

http://www.unco.edu/cebs/teachered/forms.html

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K. ACCOMODATIONS Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support

Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that

accommodations are implemented in a timely fashion.

Disability Resources: It is the policy and practice of the University of Northern Colorado to create inclusive learning

environments. If there are aspects of the instruction or design of this course that present barriers to your inclusion or to an

accurate assessment of your achievement (e.g. time-limited exams, inaccessible web content, use of videos without captions),

please communicate this with your professor and contact Disability Support Services (DSS) to request

accommodations. Office: (970) 351-2289, Michener Library L-80. Students can learn more about the accommodation process

athttp://www.unco.edu/disability-support-services/

L. ACADEMIC HONESTY Honor Code: All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote

five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere,

inside and outside of the classroom, which serves as a foundation and guides the UNC community’s academic, professional, and

personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the

integrity and value of our academic climate. UNC Policies – UNC’s policies and recommendations for academic misconduct

will be followed. For additional information, please see the Dean of Student’s website, Student Handbook link

http://www.unco.edu/dos/Conduct.html The Generalist faculty have also implemented the following policies with respect to

originality of products: Policy on Originality of Products: You are encouraged to build upon your own previous work from

other classes and programs, and to integrate material and ideas that you have learned in other classes into this class, with

appropriate referencing. But projects from other classes are not to be duplicated and turned in to fulfill this course’s

requirements, nor can you take work that you completed in another class and simply reconfigure it, or enhance it, for this class.

You also cannot take a project done in this class by another student who took this class at an earlier date, or is in this class now,

and submit it as your project with or without minor changes. In other words, you are expected to do original work for each

project and assignment that you complete in this class. Failure to do so means that, at the very least, you will receive an

automatic “F” on that assignment, and the instructor can take additional action if he/she feels that it is necessary.

M. INCLUSIVITY STATEMENT UNC Teacher Preparation Programs support an inclusive learning environment where diversity and individual differences are

understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and

staff within CEBS will respect differences and demonstrate diligence in understanding how other peoples’ perspectives,

behaviors, and worldviews may be different from their own.

N. LIABILITY STATEMENT PERTAINING TO FIELD EXPERIENCES For unpaid field-related requirements such as practicum, service learning, intern, student teaching, UNC purchases insurance

that provides liability coverage to teacher candidates (subject coverage limitations and deductibles of the applicable insurance

policy) for claims made against the teacher candidate while s/he is acting in the course and scope of her/his responsibilities in

field experience. Such coverage is subject to limitations and exclusions for, among other things, alleged intentional acts and

other uncovered claims. In addition, the teacher candidate, during her/his practice teaching in a school is deemed an employee

of the school district for the purposes of workers’ compensation and liability insurance as provided for other school employees.

Personal Liability: It is each teacher candidate’s choice to determine if s/he wishes to purchase additional liability coverage.

Several professional organizations, including but not limited to the Colorado Education Association, the Council for

Exceptional Children, and the National Education Association, offer personal – professional liability insurance that can be

purchased by the teacher candidate at her/his expense.

http://www.unco.edu/dss

http://www.unco.edu/disability-support-services/

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Course Schedule

Before the semester

begins

Practicum Orientation Seminar 1 Review the handbook

Meet supervisors

Assign students to schools/cooperating

teachers

Week 1 - 2 Field Experience “Day in the Life of a Teacher”


Field Log

Week 3 - 4 Field Experience

Seminar 2


Field Log


Lesson Plan – Cooperating Teacher

Field Assessment Form

Field Log

Student Self-Evaluation of Lesson


Seminar 3


Field Log


Lesson Plan – Cooperating Teacher


Field Log


Week 11-12 Field Experience

Seminar 4


Field Log

Week 13-14 Field Experience Lesson Plan – Supervisor


Field Log



Seminar 5


Field Log

Final Evaluation

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Suggested Practicum Experiences

Try to engage in as many different experiences as you can during your limited time in the schools. The following activities will further your professional development by giving you valuable experiences to reflect upon as a teacher. 1. Create an “interactive bulletin board” or “learning center” that helps students achieve one or more of the Colorado Model Content Standards. Construct your bulletin board or learning center. Consult with your cooperating teacher about a possible theme, topic, and subject matter to address, current event or curriculum, etc. 2. Take attendance/lunch count, make announcements and class reminders, and if appropriate, learn how to conduct “morning opening” lessons. 3. Observe and help your teacher with a class newsletter; write a personal narrative for the newsletter introducing yourself to parents. 4. Give directions for a learning activity. 5. Help with a field trip, a fundraiser, book fair, or other “special” activities. 6. Make copies and learn how your teacher grades assignments; discover ways to help your teacher take care of the million little details they must attend to on a daily basis in the classroom. 7. Accompany teacher on her / his duties around the school, such a lunch, bus, and recess duty. 8. Read staff memos. 9. Become familiar with the school’s report card format. 10. Read to the class. 11. Tutor individual students. 12. Administer spelling and/or other tests. 13. Attend a session on computer software with Media Specialist. 14. Review the district’s curriculum scope and sequence. 15. Teach a small group in reading or math.

16. Teach a whole group lesson you have prepared in your methods courses.

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Class: Practicum or Student Teaching. Program:______________________________________

Teacher Candidate name: _______________________________________ Bear #:____________________________________

Evaluator: UNC Supervisor or Mentor Teacher . Print evaluator’s name: _____________________________________

CRITERIA Developing

(1)

Partially

Proficient

(2)

Proficient

(3)

Accomplished

(4)

Exemplary

(5)

A

CONTENT

KNOWLEDGE

Lack of content

knowledge.

Inability to answer

students’

questions. Does

not attempt to help

students make

connections

between important

concepts.

Some inaccurate

content

knowledge.

Redirects students

but not able to

answer many of

students’

questions.

Substantial content

knowledge; finds

answers to

students’ questions

if not known;

effective

integration of

content knowledge

and skills.

Deep

understanding of

content that is

used to expand

students’ learning.

Able to answer

most questions.

Integration of

content is

authentic,

meaningful, and

useful for students.

Expert knowledge

of content.

Elaborates on

students’ questions

to enrich and

extend learning.

Artfully integrates

concepts and

relationships

among academic

disciplines.

B

INSTRUCTION

Instruction is

haphazard and

lacks focus. Not

planned well for

allotted time or

taught in ways that

meet needs of

learners.

Instruction does

not promote

student learning.

Instruction is

sporadic and

somewhat focused.

Lesson

demonstrates some

planning but

implementation is

inconsistent. Some

student learning

occurs.

Instruction is

coherent and

focused. Lesson

demonstrates

substantial

planning and

thoughtful

implementation.

Learning is

evident for most

students.

Instruction is

planned in detail

and effective for

all students.

Attention to

individual

students’ needs is

evident. Students

engaged in higher-

level thinking.

Instruction is

confident. Original

lesson plan

employs a variety

of methods.

Adapts instruction

while teaching.

Learning is

evident for a wide

range of learners.

C

ASSESSMENT

No evidence of

assessment. No

connections made

between

assessment and

instruction.

Some evidence of

assessment. Verbal

feedback given to

improve learning

of content

knowledge, skills,

and dispositions.

Uses assessment to

improve students’

learning and

teaching

effectiveness.

Uses a variety of

formal and

informal

assessments to

provide students

with constructive

feedback.

Develops and uses

a variety of formal

and informal

assessments,

including rubrics,

to promote

learning, inform

instruction, and

meet content

standards.

Develops valid

and reliable

assessment tools.

Uses assessment

as a basis for

standards-based

instruction. Uses

assessment to

compare and

contrast effects of

various teaching

strategies.

D

CLASSROOM

MANAGEMENT

Behavior problems

negatively affect

learning. Little

effort given to

encouraging

acceptable student

behavior.

Some effort made

to promote

acceptable student

behavior. Attempts

appropriate

intervention

strategies and

practices.

Manages routine

behavioral

problems and

maintains control

of the classroom.

Applies sound

disciplinary

practices.

Intervenes to

create successful

learning

environments.

Creates a learning

environment

characterized by

acceptable student

behavior, efficient

use of time, and

disciplined

acquisition of

knowledge, skills,

and dispositions.

Routine discipline

problems

prevented through

engaging

instruction.

Establishes an

accepting learning

environment.

Students exhibit

self-control while

encouraging others

to control

impulsive

behavior.

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E

AFFECTIVE SKILLS

Has difficulties

relating to

students. Resorts

to disrespectful

treatment.

Displays

inappropriate

behavior towards

students. Does not

attempt to build

positive

teacher/student

relationships.

Appears to be

unsure of proper

teacher

boundaries.

Behavior not

always

appropriate;

inappropriate

behavior not

intentional or

malicious. Lacks

ability to

anticipate

consequences of

behavior.

Works diligently

to create a

democratic

classroom

community.

Students are

treated with

kindness and

respect.

Establishes a

democratic

learning

environment.

Encourages

students to care

about their own

learning, is

sensitive to

students’ needs

and feelings.

Establishes a

democratic

learning

environment.

Students care

about other’s

learning as well as

their own.

Individuals willing

to make personal

sacrifices for sake

of promoting a

common good.

Consistently

demonstrates

tactfulness and/or

confidentiality;

maintains

professional

boundaries.

F

PROFESSIONALISM

Cannot be

consistently

counted upon to

meet deadlines or

keep professional

commitments to

colleagues and

students.

Avoids

professional

collaboration

and/or detracts

from a

collaborative

culture; gossips

about colleagues;

and/or tends to be

openly critical of

others.

Does minimum

required work at

the prompting of

supervisors; lacks

initiative; resists

suggestions for

improving one’s

teaching.

Inconsistently

conveys

confidence and

competence when

interacting with

learners, peers,

and/or colleagues

in a large group

situation.

Generally

demonstrates

initiative and

enthusiasm for

various endeavors.

Unsure of how to

act appropriately

with students,

peers, and/or

colleagues.

Reliable, punctual,

and collaborative.

Respects school

culture, norms and

values.

Works with others

in positive ways;

contributes to

group success;

minimizes gossip;

generally willing

to grow.

Asks questions

that are both

procedural and

reflective; accepts

critique and input

regarding

performance in a

generally positive

manner; generally

acts upon feedback

when prompted.

Consistently meets

deadlines, keeps

professional

commitments to

colleagues and

students.

Conveys a high

level of confidence

and competence

when interacting

with learners,

peers, and

colleagues in small

and large group

situations.

Demonstrates

initiative; is

enthusiastic about

a variety of

endeavors.

Strong group

participant; works

well with others

while receiving

feedback; follows

up on

opportunities for

professional

growth.

Respects diversity

of colleagues and

students and

models culturally

responsive

interactions with

others.

Consistently

reliable, punctual,

hard-working,

willing and able to

collaborate.

Consciously learns

and supports

school’s norms

and traditions.

Consistently

demonstrates

tactfulness and/or

confidentiality;

maintains

professional

boundaries

Self-evaluates in a

realistic way;

makes thoughtful

changes based

upon reflection;

views teaching as

a learning process.

COMMENTS: Attach another sheet to discuss student Strengths and Areas in Need of Improvement.

Evaluator Signature: Date:

Teacher Candidate Signature: Date:

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CONCERN FORM

TEACHER CANDIDATE’S NAME:_________________________________________

DATE: _______________ STUDENT BEAR NUMBER: _______________________

The following problematic professional and/or academic concern(s) has been expressed about the above named

teacher candidate:

Signature: _________________________________________________________________ Cooperating Teacher

Signature: __________________________________________________________________

UNC Faculty Signature: __________________________________________________________________

MAT: EEL Program Coordinator Signature: _________________________________________________________________

Teacher Candidate A copy of this form is given to the teacher candidate. The original form is placed in the Teacher Candidate’s assessment file in the School of Teacher Education Office.

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Self Evaluation of Lesson

Teacher Candidate:_______________________________________________________

Cooperating Teacher______________________________________________________

Grade Level: ______________ Subject Area Taught:____________________________ Date_____________

DIRECTIONS: For three lessons you teach during practicum, complete this self evaluation form.

1. What went well in the lesson? Why? What specific strategies helped pupils to be successful?

2. What in the lesson did not go well? Why?

3. What would/could be done differently next time? Why?

4. What kinds of instructional decisions were made during the teaching of the lesson? Were they appropriate?

Why?

__________________________________ ___________________________________

Teacher Candidate University Supervisor or Cooperating Teacher

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Field Experience Documentation Log

Student:

Cooperating Teacher:

Host School:

DATE

TIME IN TIME OUT TOTAL

TOTAL HOURS _________ Signatures: Teacher Candidate__________________________________________Date:________ Cooperating Teacher________________________________________Date:_____

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Lesson Plan Rubric

Excellent 5 Points

Proficient 3 Points

Partially Proficient 1 Point

Congruency The Colorado Academic Standards, lesson objectives and assessments perfectly align with each other.

Two of the three align with each other.

The standards, objectives and assessments do not align.

Language The objectives are student-oriented and use active verbs. The entire lesson is written in second person.

The objectives are student-oriented and use verbs. Most of the lesson is written in second person.

The objectives do not use active verbs. The lesson is not written in second person.

Format All required pieces of the lesson are present and in the correct order. Effective use of white space. Headings are clear. The overall design of the lesson is professional and easy to follow.

All required pieces of the lesson are present. White space is sometimes used. The overall design of the lessons can be followed.

Some required pieces of the lesson are not present. The overall design of the lesson is not easy to follow.

Content Concept is highly organized. Directions are well-stated. Methods, activities, or grouping decisions enhance learning for all students. Accommodations are appropriate and specific.

Concept is clearly presented most of the time. Directions are well-stated most of the time. Methods, activities, or grouping decisions make sense. Accommodations are included.

Concept is unclear. Directions are not clear and concise. Some methods, activities, and grouping decisions do not make sense. Accommodations are inadequate.

Assessment

Assessment matches the standard and objective precisely. Assessment provides the teacher with a clear measure of student learning.

Assessment is included and matches the standard and objective. Evidence of learning is possible.

Assessment is missing or unclear. Assessment fails to match the lesson or provide evidence of learning.

Total Points Earned:

EDEL 602: Elementary School Practicum (2 · Supervisor will complete a Field Assessment Form on...

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