University of Central ArkansasDepartment of Elementary, Literacy, and Special Education

Junior Block

Field Handbook

Fall 2016

Table of Contents

Field Experience, Course Information and Liaison Information 3Teacher Candidate Role and Responsibilities 4-5Attendance Form for Documenting Field Visits 6Class Profile and Lesson Plan; Lesson Plan Reflection Templates 7-13Mentor Teacher’s Lesson Observation Form 14-15Course Field Assignments and Descriptions 16-19Field Assignment Summary Checklist 19Performance Improvement Plan 20-22Example of Parent Letter and Video/Photo Consent 23

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University of Central ArkansasDepartment of Elementary, Literacy, and Special Education

FIELD EXPERIENCE

Field Placements Days/Time of Placement in Partner Schools

Partner Schools

Junior Block Field (ELSE 4310)

Tuesday 8:00-2:00 North Little Rock School District- School A

K-6 Internship I (ELSE 4318)

Tuesday and Thursday 8:00-4:00 School B

SpEd Internship IA (ELSE 4325)

TBA Secondary - TBA

SpEd Internship IB (ELSE 4324)

TBA Elementary - TBA

Internship II (ELSE 4603 & 4604)

Daily 8:00-4:00 School C

*Field placement configurations are based on school/classroom rotations and availability,NOT teacher candidate preference or request.

JUNIOR BLOCK COURSE INFORMATION

ELSE 4307 Instructional Programming and Techniques for Diverse Learners Ms. DeeDee CainELSE 4309 Positive Classroom Environment Ms. Tracy ConeyELSE 4310 Jr. Block Practicum Ms. Sue FarrisELSE 4311 Foundations of Reading Ms. Melissa HannahELSE 4315 Workshop Approach to Teaching Writing in the K-12 Classroom Ms. Jamie DallasELSE 4330 Integrated Curriculum and Assessment Planning Ms. Patti Hunter

General questions about program of study, contact: Dr. Candice BarnesDepartment Chair (501) 450-5441cbarnes@uca.edu

UCA Liaison: Sue Farris Coordinator of Field Experience UCA College of Education Department of Elementary, Literacy, and Special Education (ELSE) Mashburn 150D sfarris@uca.edu Office Phone: 501-852-2821 Cell Phone: 501-336-5825 Fax: 501-450-5457

Responsibilities of UCA Liaison:1. Work with teachers, teacher candidates, and schools to create and maintain a best practice field experience

for all participants.2. Ensure that teacher candidates are having a positive impact on children’s development and learning.3. Be available to teachers, teacher candidates, and schools to solve problems as they may arise.4. Conduct “drop in” visits and provide “kudos and concerns” feedback to teacher candidates.

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5. Collect and report field attendance and evaluation.

TEACHER CANDIDATES ROLE AND RESPONSIBILITIES

1. Candidates are to report and sign in at the school’s main office every time they enter the building.

2. Punctuality and attendance are of utmost importance. Participants in field experiences are expected to arrive promptly for field experiences and remain on duty for the full time designated during each session of the semester. More than two tardies may result in the candidate being administratively dropped from Junior Block and all related courses.

3. In the event that a candidate must be absent, the candidate should notify the mentor teacher by calling the school as early as possible. Ms. Farris should also be notified as early as possible. School closings for inclement weather do not have to be reported to Ms. Farris or made up. Any absence is to be made up before finals week and the make up day must be arranged in advance with the assigned mentor teacher. Any absence in the field may result in the candidate being administratively dropped from Junior Block and all related courses.

4. Candidates should park their vehicles in the appropriate area. Many schools have specifically designated places for visitor parking. Check with the school’s office concerning this matter.

5. Candidates should dress professionally. Participants should be modestly and neatly groomed at all times. Jeans, short skirts, t-shirts, athletic shoes, and shorts are not recommended for persons engaged in professional field experiences. Candidates are also required to wear their UCA identification as a badge when on public school campuses.

6. Candidates should abide by all school personnel policies and rules while visiting the school. Personal business (telephone calls, personal visits, texting, etc.) may not be conducted during field experience hours. Cell phones may not be used and should be turned off at all times. Tobacco, firearms, knives or weapons of any design are not permitted on public school campuses.

7. Field experience candidates are expected to fulfill course requirements assigned by the UCA instructor and approved by the mentor teacher. On the first visit, candidates are to provide the cooperating teacher a copy of the Junior Block field packet. As assignments are given and clarified by UCA instructors, candidates should communicate these requirements to the teacher as early as possible. The teacher must have a clear understanding of the field assignments for each course.

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8. Candidates must submit to the mentor teacher any lessons or plans for candidate-directed activities. Plans may be implemented when they have been approved and/or modified (if required) by the mentor teacher. Thorough preparation, including gathering any materials required for the activities, should be completed one week in advance. You are required to have your cooperating teacher observe one of your assigned lessons. Plan and communicate early.

9. The first responsibility for the mentor teacher is the well-being of the students in his/her classroom. UCA candidates should be aware of the many demands made on the classroom teacher and should coordinate with the teacher’s schedule.

10. Candidates must maintain a UCA attendance form that is to be initialed by the mentor teacher after each class visit. You will submit the attendance form to Ms. Farris at the end of the semester, the week preceding finals week.

11. Observations made and/or information gained about any public school event/person are to be reflected with anonymity. Ethical and legal considerations preclude revealing an individual’s name and/or behaviors and activities observed. When videotaping of lessons is required, candidates are responsible for obtaining signatures on proper release documents.

12. Candidates should be cognizant of the fact that they are representatives of the University of Central Arkansas. A teacher can did ate’s behavior and attitude should be positive and highly professional at all times.

13. Candidates may be removed from a field placement if it is determined that he/she is adversely affecting the public school setting in any way. The removal may be at the request of the school or initiated by University personnel. (i.e. unprofessional or moral conduct, accountability for field assignments and classroom/student responsibilities; lack of being prepared for assigned lessons/activities; excessive tardies/absences; thwarting mentor’s/supervisor’s authority, etc.)

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UCA TEACHER CANDIDATE ATTENDANCE FORM – Junior Block

Teacher Candidate ID#

Mentor Teacher Grade

School Placement

DATE TIME IN TIME OUT TEACHER’S INITIALS

9/6/16 9/13/169/20/169/27/1610/4/1610/11/1610/18/1610/25/1611/1/1611/8/16

11/15/16 11/29/16

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ELSE Class Profile and Observed Lesson Plan Template (TESS aligned)

*Always answer every question.*

Teacher Candidate School

Mentor Teacher Grade/Subject

UCA Supervisor Date Time

Class Profile

CP1. How many students are in the class? [ ] male[ ] female

CP2. What is the age range of students?

CP3. Approximately how many students are in each of the following language categories? (TESS 1b.3)

[ ] English language proficient[ ] Limited English proficient

CP4. Approximately how many students have the following exceptionalities? (TESS 1b.5)[ ] visual impairment[ ] hearing impairment

[ ] developmental disability[ ] emotional or behavioral disability[ ] gifted[ ] learning disability[ ] physical disability[ ] ADD/ADHD[ ] other (please specify)

CP5. With respect to the following categories, how would you describe your students? (1b.4)

[ ] African American/Black[ ] American Indian/Alaskan[ ] Asian[ ] Hispanic[ ] Native Hawaiian/Other Pacific Islander[ ] White, non-Hispanic[ ] 2 or more races

CP6. How do you become familiar with the diversity (culture, learning styles, interests, special needs, etc.) of students in your class? Briefly describe 2-3 methods. These must be methods you’ve actually used-not methods you could possibly use (TESS 1b.3, 1b.4).Example: “I completed a learning style inventory on each of my students to identify who needed more visual, auditory, and tactile involvement with my lesson.”

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CP7. Describe TWO specific examples of your students’ knowledge, experiences, skills, developmental levels, interests, motivation to learn, learning styles, and/or cultural/familial experiences that you learned from methods shared in your answer to question 6a. Write about two students. For each, write about what you know about this student and how you learned this information based on methods you shared in CP6. Name the students (first name only) and separate your answers into two paragraphs, one for each student (TESS 1b.3, 1b.4, 1b.5).

Example: “Laci is a student who has mastery of her basic number facts/fluency, but lacks the awareness of applying number sense when solving word problems. I gained this information from the word problem pre-assessments I gave earlier this semester. She does better, with application when the problems are personalized to her experiences and interests. I’ve also learned from her learning style profile that she is predominantly tactile and requires frequent use of concrete/hands-on opportunities to stay engaged with math learning.”

CP8. How do you use knowledge of the diversity in your classroom in planning instruction for students to be successful in reaching the learning outcome(s) of the lesson? For CP8, using the same students you wrote about in CP7, describe how you’re using what you know about the students in your instructional planning to ensure success with the learning. Separate the answers into two paragraphs, one for each student (TESS 1b.3, 1b.4).

Example: “Knowing that Laci is more engaged when mathematics is hands on and personalized to her interests, I have created two CGI word problems that incorporate her interest in gymnastics. I have also planned for her and others to use clip art cut-outs and unifix cubes for visual and concrete representation in solving the problems.”

CP9. Is there anything about the learning environment that might affect the students or the observation? (New equipment, different classroom, construction, school picture day, etc.) (TESS 2e.1)

CP10. How will you use the physical arrangement of the classroom, including bulletin boards and other décor, to support your lesson and promote an inclusive learning environment for diverse student populations? (TESS 2e.1, 2e.2)

CP11. What are the most important classroom routines, procedures, rules, and expectations for student behavior in operation during the observed lesson? Briefly explain relevant procedures and routines that are expectations for the success of this lesson delivery and how you will guide students at the outset and throughout the lesson to follow expectations (TESS 2d.1, 2d.2).

Example: Students are expected to raise their hands before asking a question or making a comment. I will direct students to a familiar visual on the wall that shows a student with his hand raised. We will practice raising hands a couple of times in order to establish the expectation concretely. I will affirm this behavior as students use it appropriately throughout the lesson using positive, descriptive comments.

CP12. Are there any special circumstances that the observer should know about? (School-wide policies or routines, interruptions, pull-out schedules, individual behavioral needs of students) (TESS 2d.3).

CP13. So that your supervisor can better evaluate your interaction with specific students and your students’ interactions with one another, please provide a seating chart for this lesson. If you are in a class setting where a seating chart is not applicable, please include a list of your students. If you have created a special arrangement for this particular lesson (i.e. students’ chairs in a circle), provide the rationale for this arrangement. (TESS 2a.1, 2a.2)

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ELSE Observed Lesson Plan Guide/Template (TESS Aligned)How to Use This Guide/Template:

Copy the document into a new Word file. Read each item carefully and offer a detailed response. In order to offer the best, most complete answers, it is imperative that you use the following resources:

1) Each item is aligned with the ELSE Childhood Education Lesson Observation Rubric created from Danielson’s Framework for Teaching and the Teacher Excellence Support System (TESS) adopted by Arkansas (see TESS rubric notations throughout the document). Refer to both of these resources to ensure appropriate and complete responses.2) A guide for answering each of the questions is included in your Internship II handbook (see ELSE Observed Lesson Plan Guide). Be sure to read the shaded, italicized portions of the guide to assist you in formulating complete and accurate responses.

ARKANSAS CURRICULUM FRAMEWORK SLEs/COMMON CORE STANDARDS

LP1. To what standard(s) are your objectives aligned? (TESS 1a.1).

LP2. How do the lesson concepts fit within the scope of the discipline/content area? (TESS 1a.1)

INSTRUCTIONAL OUTCOMES Academic Objective(s):

LP3. What are the academic objectives of your lesson? In other words, what do you want students to know and be able to do as a result of this lesson? In parenthesis after each objective, cite the Arkansas Curriculum Framework Student Learning Expectation reference or Common Core State Standard reference (TESS 1c.1, 1c.2, 1c.3)

Affective [Social/Emotional] Objective(s):

LP4. What are the affective objectives of your lesson? In parenthesis after each objective, cite an Arkansas Curriculum Framework Student Learning Expectation reference or Common Core State Standard reference that can support the inclusion of this objective (TESS 1a.1, 1c.1, 1c.2, 1c.3)

CONNECTIONS

LP5. What prerequisite knowledge and skills do your students need to accomplish these objectives? Be sure to consider all objectives, both academic and affective, as you answer this question (TESS 1a.2, 1c.1). LP6. How are the objectives developmentally appropriate for the whole class, including students with diverse learning needs? (TESS 1b.1, 1b.2, 1b.3, 1b.4, 1b5, 1c.4)

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LP7. How do your lesson objectives connect to prior lessons? (Refer to recent past, considering both academic and affective objectives.) (TESS 1a.2, 1c.1) LP8. How do your lesson objectives connect to future learning expectations? (Refer to near future, considering both academic and affective objectives.) (TESS 1a.2, 1c.1)

STUDENT GROUPING

LP9. Describe the various groupings of students throughout the lesson (TESS 1e.3). LP10. How will you use these student groups to maximize student learning of the objectives through active engagement? (Align your answer closely with the objectives of this lesson AND what you know about the strengths and needs of these students.) (TESS 1b.1, 1b.2, 1e.3) LP11. How will you use these student groups to differentiate instruction for diverse learners? (Align your answer closely with the objectives of this lesson AND what you know about the strengths and needs of these students.) (TESS 1b.3, 1b.4, 1b5, 1e.3) TEACHING METHODS/ACTIVITIES

LP12. What teaching methods and activities will you use throughout this lesson? (TESS 1a.3, 1e.1) LP13. How will you use these methods and activities to maximize student learning of the objectives through active engagement? (Align your answer closely with the objectives of this lesson AND what you know about the strengths and needs of these students.) (TESS 1a.3, 1b.1, 1b.2, 1e.1) LP14. How will you use these methods and activities to differentiate instruction for diverse learners? (Align your answer closely with the objectives of this lesson AND what you know about the strengths and needs of these students.) (TESS 1a.3, 1b.3, 1b.4, 1b5, 1e.1)

TEACHING MATERIALS/RESOURCES

LP15. What teaching material, technology, media and other resources will you use for planning and delivering the lesson? Why have you chosen these and how will you use them meaningfully? (TESS 1d.1, 1d.2, 1e.2) LP16. How will you use these materials and resources to maximize student learning of the objectives through active engagement? (Align your answer closely with the objectives of this lesson AND what you know about the strengths and needs of these students.) (TESS 1d.1, 1e.2) LP17. How will you use these materials and resources to differentiate instruction for students with diverse learning needs? (Align your answer closely with the objectives of

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this lesson AND what you know about the strengths and needs of these students.) (TESS 1b.3, 1b.4, 1b5, 1d.3, 1e.2)

LESSON STRUCTURE

Behavior Set Est. Time: ___________

LP18. What behaviors will you need to encourage in order for the group to learn effectively? Describe the behavioral set you will use as a concrete reminder of what students are to do/remember throughout the lesson in order to be successful (TESS 1e.4). Introduction Est. Time: _________LP19. How will you focus learning, state academic and affective objectives, activate background experiences, and motivate the learners regarding the content of this lesson? (TESS 1b.4)

Providing Lesson Content Est. Time: _________

LP20. Explain step-by-step what will follow the introduction. Complete the table that outlines what the teacher will do/say/ask and one that outlines what the students will do/likely say/answer. Be sure to describe each of the following: Teaching/Modeling the Concept, Offering Guided Practice, and Independent Practice (1e.4).

What the Teacher will do/say/ask

What students will do/likely say/answer

Teaching/Modeling (Explicit Instruction)

Guided Practice

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Independent Practice

Closure Est. Time: _________LP21. Describe here how you will wrap up this learning session. How will you bring it to closure in a cohesive way? Be sure to highlight what students practiced, both affectively and academically, through this lesson (TESS 1e.4).

Extension Activities LP22. How will you extend the learning of the lesson? What are some ways to integrate this specific activity or skill into other content areas or lessons? (TESS 1c.1)

ASSESSMENT

LP23. What methods of assessment (formative/summative) will you use to determine whether ALL students have mastered the learning goals? (TESS 1f.1, 1f.3)

LP24. Will your assessments need to be modified or accommodated for students with diverse learning needs? If so, how? (TESS 1b5, 1f.1)

LP25. In what systematic way (how and when) do you plan to assess student learning on the content of this lesson? (TESS 1f.1, 1f.2)

LP26. Complete the table below to show how your assessment plan aligns to specific learning objectives and how assessment criteria have been established (TESS 1f.1, 1f.2)

Outcome (Objective)

Form(s) of Assessment

Criteria for Unsatisfactory Performance

Criteria for Emerging Performance

Criteria for Proficient Performance

LP27. Attach a copy of your assessment instrument(s) such as a written quiz, homework, list of oral questions, anecdotal records form, checklist, and/or performance task (TESS 1f.1).

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LP28. How will you use the results of this lesson’s assessment(s) to plan for future learning? (TESS 1f.4).

ELSE Lesson Reflection

Teacher Candidate School

Mentor Teacher Grade/Subject

UCA Supervisor Date Time

LR1. List the outcomes (objectives), both academic and affective of the lesson. You will reference each of these as you respond to the next prompts (TESS 1c2). LR2. Identify STRENGTHS in the lesson in relation to the academic and affective [social/emotional] objective(s). Use specific evidence from the lesson to support judgments (TESS 4a.1)

LR3. Identify WEAKNESSES in the lesson in relation to the academic and affective [social/emotional objective(s). Use specific evidence from the lesson to support judgments (TESS 4a.1).

LR4. To what extent were the objective(s) met by all learners? Use specific evidence from the lesson to support judgments (TESS 4a.1, 4b.1, 4b.2). LR5. How will you use this experience to guide future instruction for this group of students? Explain why you have made this decision (TESS 4a.2). LR6. Identify an individual or group of students who did well in today’s lesson. How do you account for this performance? What type of enrichment would you suggest to challenge this individual or group of students? (TESS 4a.1, 4a.2, 4b.2)

LR7. Identify an individual or group of students who had difficulty in today’s lesson. How do you account for this performance? What type of support would you suggest to assist this student or group of students with learning? (TESS 4a.1, 4a.2, 4b.2)

LR8. Add any other comments, reactions, or questions about this lesson. For example, is there anything about which you felt particularly good, frustrated, or confused? (TESS 4e.2)

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UCA Lesson Plan/Observation Evaluation Form (Mentor Teacher’s Form)

Candidate:___________________________________________________ Level: Junior Block

Mentor Teacher:______________________________________________ School:_______________________________________

Grade Level:_____________________ Subject:___________________________________________________________________

Key: U = Unsatisfactory B = Basic P = Proficient D = Distinguished NA = Not Applicable to this LessonU1

B2

P3

N/A

Lesson Observation EvaluationAligned With AR Teacher Excellence and Support System (TESS)

Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy ___Content Knowledge ___Prerequisite relationships ___Content pedagogy

LP

1b Demonstrating Knowledge of Students ___Child development ___Learning process ___Special needs ___Student skills, knowledge, and proficiency ___Interests and cultural heritage

CP, LP

1c Setting Instructional Outcomes ___Value, sequence, and alignment ___Clarity ___Balance ___Suitability for diverse learners

LP

1d Demonstrating Knowledge of Resources ___For classroom ___To extend content knowledge ___For students

LP

1e Designing Coherent Instruction ___Learning activities ___Instructional materials and resources ___Instructional groups ___Lesson and unit structure

LP

1f Designing Student Assessments ___Congruence with outcomes ___Criteria and standards ___Formative assessments ___Use for planning

LP

Domain 2: The Classroom Environment2a Creating an Environment of Respect and Rapport ___Teacher interaction with students ___Student interaction with students

LO

2b Establishing a Culture for Learning ___Importance of content ___Expectations for learning and achievement ___Student pride in work

LO

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2c Managing Classroom Procedures ___Instructional groups ___Transitions ___Materials and supplies ___Non-instructional duties ___Supervision of volunteers and paraprofessionals LO

2d Managing Student Behavior ___Expectations ___Monitoring behavior ___Response to misbehavior

LO

2e Organizing Physical Space ___Safety and accessibility ___Arrangement of furniture and resources

LO

Domain 3: Instruction3a Communicating With Students ___Expectations for learning ___Directions and procedures ___Explanations of content ___Use of oral and written language

LO

3b Using Questioning and Discussion Techniques ___Quality of questions ___Discussion techniques ___Student participation

LO

3c Engaging Students in Learning ___Activities and assignments ___Student groups ___Instructional materials and resources ___Structure and pacing

LO

3d Using Assessment in Instruction ___Assessment criteria ___Monitoring of student learning ___Feedback to students ___Student self-assessment and monitoring

LO

3e Demonstrating Flexibility and Responsiveness ___Lesson adjustment ___Response to students

LO

Domain 4: Professional Responsibilities4e Growing and Developing Professionally ___Receptivity to feedback from colleagues

LO

Additional Comments:

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JUNIOR BLOCK FIELD ASSIGNMENT DESCRIPTIONS

ECSE 4307 – Ms. CainModification Summary Assignment: Work with your teacher in an effort to modify an assignment, exam, and/or activity for a child. The child DOES NOT have to be in special education because modifications can be made for any student. Describe in written form (what, how and outcomes) the particular modification/strategy that you have implemented. Provide an example. This field activity will be discussed thoroughly in class. Due date will be given in class and points available will be 60.

ELSE 4309 – Ms. ConeyAssignment 1: Videotaped Lesson – Behavior Setting and Integrating SEL Objectives

This assignment is designed to help you gain field experience in developing, presenting and reflecting on lessons that integrate social and emotional learning and academics for K-6/K-12 students. It also allows you to practice setting appropriate behaviors before and throughout integrated lessons.

You may choose any academic lesson taught in the junior block field classroom, including lessons planned and assessed by other professors. In keeping with the ELSE lesson plan format, your lesson plan will include a behavior set as well as affective objectives in the development and implementation of the plan.

You will need to make a video recording of the lesson and analyze your success in setting behaviors and following through with expected behavior setting, as well as success in meeting the social and emotional objectives outlined on the lesson plan.

This assignment will be scored on two major components:

1) Portions of the lesson plan itself, especially as they relate to the integration of affective objectives and behavior setting. You will use the ELSE lesson plan format.

2) SEL Analysis – This will replace the typical reflection required for ELSE lessons.

Turn in your lesson plan and analysis via Blackboard on or before the due date as directed by Dr. Crow. The actual video artifact (DVD, flash drive, card) will be hand delivered to Dr. Crow on or before the due date. This assignment is worth 30 points.

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Assignment 2: Morning Meeting Field Assignment

Description: For this assignment, you will plan and implement a Morning Meeting using the guidelines set out in The Responsive Classroom model by the Northeast Foundation for Children (Kriete, R., 2007). The Morning Meeting should contain all four elements described by Kriete: Greeting, Sharing, Group Activity, and Morning Message (News and Announcements). An abbreviated Morning Meeting option is available for candidates in departmentalized classrooms. Following the meeting, you will use the Morning Meeting Summary Template (provided in Blackboard) which allows you to offer a description of the following for each element:

Describe what you did. If you used an idea from your textbook, you can include the description given in the book with an appropriate citation. If it is from your own experience or if it’s an idea you created yourself, state that.

List a social or emotional skill and/or academic skill children practiced through this element. Link it to a benchmark in Common Core Curriculum Frameworks, or other Arkansas content benchmarks (math, science, social studies, etc.)

Describe the overall reactions of children in the group to the element. Describe one specific child’s reactions. Give details. Describe what went well and how you could improve implementation of this event in the

future.

As you reflect on the questions outlined in the summary template, use what you have learned in ELSE 4309 to guide your responses. Explicitly relate your comments to what you have learned in this course and your other junior block courses.

Notes: Some schools have their own format for what they describe as a Morning Meeting. Since it is likely structured in a different way, it is suggested that you use a different name for your meeting so that children aren’t confused by the similar language. Also, as discussed in class, having a Morning Meeting early in the day is recommended, but if the schedule of your cooperating teacher doesn’t allow for that, follow the teacher’s routine and hold your meeting when you would normally teach a whole group lesson.

This assignment is worth 45 points. Your Morning Meeting Summary is due in Blackboard on the designated date as directed by Dr. Crow

ELSE 4310 – Ms. Farris

Jr. Block PracticumThis course is entirely field-based. Your performance in the field will primarily focus on attendance and punctuality, responsibility, accountability, professional demeanor, and dispositions. You will be asked to complete forms and upload documents during the semester. Details and deadlines will be explained in email messages to you, so be diligent about checking your UCA cub email account.

The eight dispositions you are responsible for demonstrating in the classroom as well in your field placement are:

Diligence—to invest all my energy to complete the tasks assigned to me. Sensitivity—to understand self and understand how others feel. Responsibility—knowing and doing what is expected of oneself. Cooperation—work together for the benefit of self and others by accomplishing more than

you can do alone.

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Determination—purposefully working toward achieving goals regardless of opposition. Initiative—to recognize and do what needs to be done without being asked. Flexibility—the willingness to change or accept changes to plans or ideas without getting

upset. Integrity—adherence to an ethical code of conduct or uncompromising values, beliefs and

actions.

Ms. Farris will visit your classroom periodically. You will receive individual and group feedback via email. Ms. Farris will receive electronic field performance updates and evaluations about you from your mentor teachers:

UCA Jr. Block Field Performance Early Semester Update UCA Jr. Block Field Performance Mid-Semester Update UCA Jr. Block Field Performance Final Evaluation

You will submit these completed signed documents to Ms. Farris by noon on the Wednesday after your last field day:

UCA Teacher Candidate Attendance Form - Junior Block UCA Lesson Plan/ Observation Evaluation Form (Mentor Teacher’s Form)

Your grade will be based on your performance in the field in the areas of attendance and punctuality, responsibility, accountability, professional demeanor, and dispositions along with updates and evaluations from your mentor teacher.

ELSE 4311 – Ms. HannahObservation of Emergent Literacy Skills & Reading Environment

Emergent Literacy are the foundation skills that should be acquired before formal reading instruction begins. These skills include but are not limited to oral language skills, phonological awareness skills, handwriting, and print awareness. The goal of this assignment is to complete an observation and analysis of the emergent literacy skills in a kindergarten child. You will be provided forms and checklists to guide you in the analysis of the behaviors you observe.

You will observe one kindergarten student for no less than 60 minutes of classroom instruction and engagement. You will also need to interact with the student in order to obtain additional information to support your observations.

You will need to write a brief summary of emergent literacy skills strengths and weaknesses. In this reflection summary, you will report specific behaviors observed, state any external factors that could have influenced the child’s observed behavior.

These reflections will be turned in as well as discussed in detail in class. After the class discussion, you will be expected to develop 3 instructional goals for the child.

This assignment will be a two part assignment totaling 100 points.

ELSE 4315 – Ms. Dallas

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Part 1: Observation Within your field placement, observe a minimum of 60-90 minutes of writing instruction. Write a narrative describing the writing instruction, materials, and scheduling. Your narrative may include photos of any writing material or areas in the room. Minimum 2 pages, double spaced. Part 2: Interview Interview your mentor teacher concerning their writing instruction using the questions listed. Add at least one additional (professional) question of your choosing.

1. What are the school’s expectations for teaching writing? 2. What curriculum/ resources are provided for you? 3. What writing professional development has been offered to you? 4. What do you expect the students to have mastered by the end of the year? 5. What are the biggest challenges in teaching writing? 6. What is the best resource you have seen or used to teach writing?

ECSE 4330 – Ms. HunterIntegrated Lesson Plan & Reflection-100 pointsThis assignment is divided into several objectives:

1) Candidates will write an integrated lesson plan using the ELSE lesson plan template. The template can be found on Blackboard.

2) Candidates will conference with the course instructor about the lesson BEFORE submitting it to their mentor teacher for review and approval.

3) Candidates will upload their final draft of their lesson plan no more than 2 days after the conference. The lesson verification form from the mentor teacher MUST be uploaded at that time in order for this assignment to be considered for full credit.

Candidates who fail to conference with the instructor or mentor teacher prior to implementation and/or fail to obtain the verification signature, will be penalized 15% of the final grade on this assignment.

4) Candidates will implement and video tape the lesson in their field placement classroom.

5) Candidates will review their videotaped lesson and will write a reflection of their teaching effectiveness. Candidates can find the reflection template on Blackboard.

JUNIOR BLOCK FIELD ASSIGNMENT SUMMARY CHECKLIST

COURSEFIELD

ASSIGNMENTDue Date DATE

COMPLETEDELSE 4307Cain

Modification Summary Assignment

ELSE 4309Coney

Morning Meeting

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ELSE 4309Coney

SEL Videotaped Lesson

ELSE 4310Farris

Various forms and documents

ELSE 4311Hannah

Observation of Reading Instruction and Reading Environment

ELSE 4315 Dallas

Writing Observation and Interview Assignments

ELSE 4330Hunter

Integrated Lesson Plan

PERFORMANCE IMPROVEMENT PLAN (PIP)

The faculty in the Department of Elementary, Literacy, and Special Education are committed to preparing teacher candidates to be successful teachers. The faculty deems it important for teacher candidates to be aware of issues that could impede their successful completion of the UCA teacher education program.

Purpose – A PIP is implemented when a dispositional or academic concern/challenge takes place for an identified student. (i.e. attendance, punctuality, grades, classroom behavior, field-related performance, dispositions, professional attitude or behavior, ethical conduct, etc.)

Process – The faculty member who has identified the performance concern(s) is responsible for initiating and completing the PIP, as well as scheduling initial and all follow-up meetings

A PIP will be developed and meeting scheduled with the student. The PIP must include all relevant information regarding student and concerns.

Goals of the meeting are for faculty to communicate to the student the given concerns, provide the student the opportunity to respond, and to develop a plan of action for resolving the concerns noted.

Follow-up meeting(s) will take place to review the student’s progress. The timeline for scheduling follow-up meetings will be outlined on the PIP.

Additional actions may be included on the original PIP after review of student’s progress at any of the follow-up meetings

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Department of Elementary, Literacy, and Special EducationPerformance Improvement Plan

This form will be sent to the chair/program coordinator and the advisor of the student named below, and a copy should be kept in the student’s academic file.The faculty in the Department of Elementary, Literacy, and Special Education are committed to preparing teacher candidates to be successful teachers. The faculty deems it important for the teacher candidates to be aware of issues that could impede their successful completion of the UCA teacher education program.

Instructor(s):

Date: Courses: Semester:

Teacher Candidate: UCA ID#:

Major: K-6 Elementary Education Advisor:

Department Chair: Dr. Candice Barnes

During classroom and/or field work activities, this student has demonstrated one or more weaknesses that could hinder his/her instructional performance in the classroom if not addressed and corrected. These problems include:

Absences and/or Tardies

__ Grades

Behavioral issues that might have an adverse effect on student’s classroom performance (unpreparedness for class; collaborative deficits with peers, late assignments)

Explanation:

Specific components of the PIP are as follows:

1. 21

2.3.

A Performance Improvement Plan (PIP) is designed to help candidates improve in the areas identified by the instructors. Continued problems could result in administrative withdrawal from classes.

CONFERENCE TO DOCUMENT PLANS TO IMPROVE PERFORMANCE

Agreed upon solution:

Action to be taken by student:

1. 2. 3. 4.

Action to be taken by faculty member(s):1.

2.

Student’s Comments:

Student’s Signature

Faculty Member Signature

FOLLOW-UP CONFERENCE

Date: ____________

Additional discussion from the follow up conference:

Student’s Signature Faculty Member Signature

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September 6, 2016

Hello, parents!

My name is Bethany Hammonds and I am a junior at the University of Central Arkansas in Conway majoring in Elementary Education. I am lucky enough to be placed in Mrs. Johnson’s third grade classroom on Tuesdays this semester.

In my college classes, I will be learning content and strategies on how to become a great teacher. On Tuesdays, I will be applying what I am learning in my college classes in Ms. Johnson’s classroom. I will also be there to observe and assist Ms. Johnson and the students. I love to read, travel, sing, and play the guitar. I cannot wait to learn all about the students.

Please return the bottom portion of this letter by next Tuesday so I can evaluate my own teaching by recording and watching myself as I teach a lesson. This will not be shared publically. It’s going to be a great semester!

Bethany Hammonds---------------------------------------------------------------------------------------------

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UCA TEACHER CANDIDATE MEDIA CONSENT FORMThe University of Central Arkansas requires that teacher candidates video/audio record teaching episodes to improve the quality of their teaching. In addition, candidates may use photographs for documentation purposes only.

I give my permission for my child, _____________________________, to be video/audio recorded or photographed for educational purposes only.

Parent/Guardian Signature Date

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