First Semester Fieldwork Checklist and Schedule

=CooperatingTeacher =StudentTeacher =Student

Phase1:LearningabouttheStudents,theClassesandtheSchoolPlacementSite(Weeks1-2)

Phase2:DirectlyAssistingStudents:IndividualsandSmallGroups(Weeks3-4)

Phase1:

Studentteacherchecklist:

o Formalintroductiontothestudentsintheclasses.

o Observetheclasses.

o Becomefamiliarwiththepoliciesandproceduresfortheclasses.

o Becomefamiliarwithclass/schooldocuments(e.g.syllabus,schoolhandbook,schoolcalendar).

o Learnaboutthewaythatthecooperatingteacherstructuresthe

learningenvironment(e.g.classroomexpectations,procedures,routines,student-to-studentinteractions,teacher-to-studentinteractions,instructionalnorms,expectationsforlearning...).

o Begintolearnaboutthestudentsintheclasses(e.g.prior

experiences,interests,social-emotionallearningneeds,culturalbackgrounds,languageproficiencylevels,academiclearningneedsandgoals…).

o Inquireabouttheopportunitytoattendaschoolactivityorevent

(e.g.sportingevent,musicalproduction,clubmeeting).

CALIFORNIASTATEUNIVERSITY,STANISLAUSDEPARTMENTOFTEACHEREDUCATION

SINGLESUBECTCREDENTIALPROGRAM

Phase2:Studentteacherchecklist:

o Assistindividualstudentswiththecontentbymonitoringlearning,promotingengagement,andhelpingwithin-classtasks.

o Assistsmallgroupsofstudentsbyhelpingwithlearningactivities,checkingonprogress,andsupportingcontentcomprehension.

o Circulateregularlyamongstudentswheneveritisappropriateto

checkonprogressandprovidesupportforallstudents.

o Learnaboutthewaythatyourcooperatingteacheraccessesstudentinformation(e.g.attendance,grades,languageproficiencylevels…).

o Identifyandprovidesupportforstudentswithspecialneedsand

studentswhoareEnglishlearners.

o Becomefamiliarwiththecurricularmaterialsusedintheclasses.

o Learnaboutthewaythatresources,standards-alignedmaterials,and/ortechnologycanbeadaptedtofacilitateaccesstothecurriculumforallstudents.

Observationoflessons

Assiststudents

Name:

Ø IntegralRoleforPhase1:Learnaboutthestudents,theclasses,andtheschool.

Ø IntegralRoleforPhase2:Provideassistancetostudentsintheclassesatappropriatetimesduringlessons.

First Semester Fieldwork Checklist and Schedule

Phase3:LeadingInstructionforOneWhole-ClassLessonSegmentonaDailyBasisinaClass(Weeks5-8)

Phase4:LeadingInstructionforTwoWhole-ClassLessonSegmentsonaDailyBasisinaClass(Weeks9-12)

Phase3:

o Examples:objectives,warm-ups,anticipatoryset,checkingforunderstanding,modeling,concept/skilldevelopment,activityfacilitation,vocabulary,closure.

Studentteacherchecklist:

o Leadonespecificwhole-classlessonsegmentonadailybasis(3daysaweek)for1classperiod.

o Begintodialoguewiththecooperatingteacheronaweeklybasistolearnabouttheprocessofplanningandimplementinginstruction.

o Continuetocirculatearoundtheclasstoassistindividualsandsmallgroupswithdevelopmentallyappropriatelearningtasks.

o Speakwiththecooperatingteacheraboutstudentsinneedofextrasupportandprovideassistancetothesestudentsasappropriate(mentoring).

o Attendatleastoneschool-sponsoredactivity/event(e.g.sporting

event,musicalproduction,clubmeeting).

o Towardstheendofphase3,teach1lessonorapartofalesson(minimumof25minutes)to1classandhavethecooperatingteachercompletetheCSUSlessonobservationfeedbackform.>Thelessonshouldbeplannedwiththecooperatingteacher.

Phase4:

o Examples:objectives,warm-ups,anticipatoryset,checkingforunderstanding,modeling,activityfacilitation,concept/skilldevelopment,vocabulary,closure.

Studentteacherchecklist:

o Leadtwowhole-classlessonsegmentsonadailybasis(3daysaweek)for1classperiod.

o Inquirewiththecooperatingteacheraboutthedifferenttypesof

assessmentsthatareusedintheclasses(e.g.formative,summative,diagnostic,performance…).

o Begintoassistwithassessingstudentlearninganduseassessment

informationtomonitorstudentlearningandprogress.

o Continuetocirculatearoundtheclasstoassistindividualsandsmallgroupswithlearningtasksandactivities.

o Continuetoprovideassistancetostudentsinneedofextrasupport(mentoring).

o Towardstheendofphase4,teachalessonto1classandhavethecooperatingteachercompletetheCSUSlessonobservationfeedbackform.>Thelessonshouldbeplannedwiththecooperatingteacher.

CALIFORNIASTATEUNIVERSITY,STANISLAUSSINGLESUBECTCREDENTIALPROGRAM

Lead1specificlessonsegmentonadailybasis.

Leadtwospecificlessonsegmentsonadailybasis.

Ø IntegralRoleinPhase3:Teach/leadaspecificwhole-classlessonsegmentonadailybasis(3daysaweek)for1classperiod.

Ø IntegralRoleforPhase4:Teach/leadtwospecificwhole-classlessonsegmentsonadailybasis(3daysaweek)for1classperiod.

First Semester Fieldwork Checklist and Schedule

Phase5:PreparingfortheTransitiontotheSecondSemesterà LeadorCo-TeachLessonsin1Class(Week13andBeyond)

Pleasesignbelowafterallphaseshavebeencompleted._________________________________________________________________________________________________________SignatureoftheCooperatingTeacher Date SignatureoftheStudentTeacherDate

Phase5:

Studentteacherchecklist:

o Co-teachlessonsorleadlessonsfor1classperiodonaregularbasis(3daysaweek).

o Collaboratewiththecooperatingteacheronlessonplanningand

preparation.

o Continuetocirculatearoundtheclasstoassistindividualsandsmallgroupswithlearningtasksandactivities.

o Continuetoassistthecooperatingteacherwithassessingstudent

learning.

o Continuetoprovideassistancetostudentsinneedofextrasupport(mentoring).

o Reflectonteachingpractices,subjectmatterandpedagogical

knowledge,andconsiderprofessionallearninggoalsforthetransitiontothesecondsemesterofthefieldwork.

o Participateinameetingwiththecooperatingteacheranda

universityfacultymemberaboutthetransitiontothesecondsemesterofthefieldwork.

o SubmitthecompletedFirstSemesterFieldworkChecklist(this

document).

CALIFORNIASTATEUNIVERSITY,STANISLAUSSINGLESUBECTCREDENTIALPROGRAM

Leadorco-teachlessonsfor1classinpreparationforthesecondsemester.

Note:Forinformationaboutthisdocument,pleasecontactafacultymemberintheSingleSubjectCredentialProgramatCSU,Stanislaus.

Ø IntegralRoleforPhase5:Leadorco-teachlessonsfor1classperiodundertheclosesupervisionofthecooperatingteacher.