neiu orientation seminar fall 2011 w - forms and syllabus

8/3/2019 Neiu Orientation Seminar Fall 2011 w - Forms and Syllabus

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BLBC/ ELED 328 - CLINICAL EXPERIENCE IN ELEMENTARY

EDUCATION"Reflective Professionals Building Learning Communities"

Fall 2011

Rose Marie Channon [email protected] 847-471-1176

TextbookRoe, Betty, Elinor P. Ross, Sandy H. Smith. (2007). Student Teaching and Clinical

Experience Handbook. Englewood Cliffs, NJ: Prentice Hall. Read the chapters that

match the session topics and as needed as reference.

Recommended readings

Select readings from Bibliography and Blackboard list of articles to complement thearea you would like to explore.

COURSE PURPOSE:

Seminar sessions and intensive clinical experiences in elementary schools are

undertaken by teacher education candidates concurrent with TEDBLBC /ELED-306A. The field experience involves supervised, graduated, interactive teaching

situations with students in culturally and linguistically diverse school settings. The

seminars focus revolves around topics for reflection on issues and practices in the

school community. This course fulfills the state of Illinois certification requirementof a minimum of 100 clock hours in a K-8 classroom before Student Teaching.

Prerequisites: TED -ELED/BLBC-301, 302, and two additional methods courses.Program consent necessary.

EDUCATIONAL BELIEFSThis coursewill provide the foundation upon

which candidates will obtain the growth and confidence necessary to move into

student teaching and ultimately into their first year of teaching. It will unitetheoretical concepts, methods, and strategies provided in the foundation and

methods classes. It will unify the theories, strategies, and methods being taught in

the concurrent reading course, which is based upon the premise that reading istaught in every content area in the elementary school curriculum.

COURSE GOALS:1. The supervised, sequential field experiences will provide candidates an

opportunity to assess their disposition and preparation for teaching, provide

multiple, long range [semester] opportunities to interact with students of varyingcultures, learning styles, and educational needs while engaging in practical

experiences based on theoretical knowledge prior to entering student teaching.


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2. Upon completion of the clinical experiences, the candidates will have insight

into effective practices in actual school settings. They will be enabled, throughthe opportunity to have hands on practice in implementing techniques and

strategies, to engage in research based practices, with ways to modify curriculum

and instruction depending upon students needs.

3. They will utilize different models of classroom organization discussed

throughout their program as they teach small groups and whole groups of

students, while being mentored by qualified school personnel.

4. They will be able to recognize and use a variety of effective teaching methods

and strategies to meet diverse classroom needs with guidance of certified teachersin the classroom environment.

5. Within opportunities to develop and implement developmentally sensitive and

culturally responsive curriculum, they will demonstrate several ways to teach

English Language Learners and children with diverse needs using appropriate andcurrent approaches to instruction for students.

6. They will identify, review, and use techniques to foster the effective use of

media and technology to facilitate active inquiry, collaboration, and supportive

interactions in the learning environment.

COURSE OBJECTIVES: Candidates will be able to:1. Dialogue and reflect on critical issues and practices in the classroom

teaching/learning with Cooperating Teachers, other teachers, UniversitySupervisors, peers, school and social service support staff from an informed point

of view. (ACEI 5.2) (COE Collaboration) (IPTS- 9, Collaborative Relationships)

2. Describe school components, community, cultural and language aspects, andother factors that influence decisions about curriculum, teaching approaches, and

support systems to meet the diverse needs of children, and school/family

collaboration. (ACEI 1.0) (COE Diversity)(IPTS-3-Diversity)

3. Teach and contribute to classroom instruction with qualified school personnel,using variety of research based practices in K-8 grade core subject areas usingIllinois Learning Standards (COE Instruction)(IPTS-1, 3, 4, 2).

4. Demonstrate knowledge of content area concepts and skills, and research basedstrategies for these areas of study for meeting diverse needs of students with goodclassroom organization in ways that are culturally responsive and

developmentally appropriate and apparent. (ACEI 1.0, 3.1, 3.2, 3.3, 3.4, 3.5)

(COE Content) (IPTS-3)

5. Prepare, plan, and use motivational and instructional materials within lessonswhen teaching students with bulletin boards, visual displays, and multimedia


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activities complementing topics and skills being taught. (ACEI 1.0, 3.5) (COE

Communication/Technology) (IPTS-Technology)

6. Collaborate with a certified teacher in implementing a project that connects acrossthe curriculum and enhances unit themes/topics and skills. (ACEI 2.8, 3.4, 3.5)

(COE Instruction, and Motivation) (IPTS-collaborative relationships, and 6,Instructional delivery)

7. Discuss and reflect orally and in journal writing critical aspects of theteaching/learning process, and factors that contribute to effectiveness of

instruction and student achievement. (ACEI 5.3) (COE Professional

Development) (ITPS-10)

8. Describe and critique classroom assessment practices in field classroom, byconsidering how it fits with the schools assessment/evaluation process through

review of School Report Card, school-wide assessment program, authentic

assessment practices, and classroom assessment procedures. (ACEI 4.0) (COEAssessment) (ITPS-8)

9. Analyze the role school and community activities play in the climate of the schooland assisting in teaching/learning. (ACEI 5.1, 5.4) (COE organizational culture)

(ITPS-10)

10. Prepare a portfolio of artifacts including, but not limited to, lesson plans, units,original teacher made instructional materials, photographs as documentation of

professional involvement and other items aligned with the ELED Program, withreflective narrative for each. (ACEI 5.1, 5.2)

(ITPS-10)

11. Demonstrate ability to assess the impact of teaching on student learning. (COEAssessment)

(ITPS-10)

Brief Description of Course Assignments:There are two parts to this course: Seminar sessions and Field Experiences in an

elementary classroom for a minimum of 100 hours.

SEMINAR SESSIONS

A. Seminar preparation/participation:Attendance and participation at bi-weekly seminar is required. Candidates are expectedto be actively involved. Seminars which are intended to be interactive and provide a

forum for discussion and reflection about experiences encountered in the school sites.

Confidentiality is expected to assure that candidates will be able to share candidly.Professional behaviors are expected at all times.


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Seminar sessions will have a particular focus. Candidates are expected to be preparedby reading any assigned readings, having all necessary work such as lesson plans,

student work samples, documentation, and materials. Lack of preparation or failure to

demonstrate professionalism will be considered evidence of lack of appropriateprofessional dispositions.

SEMINAR AGENDA will generally follow this format:

10 minutes Overview of week by candidates

[idea exchange, teaching strategy improvement]

30 minutes TOPIC DISCUSSION

10 minutes Group interactions

05 minutes Planning

Evaluation: Observation of candidates active participation in seminar discussion, abilityto use dialogue from an informed point of view, and ability to respond to classroom case

studies showing relationship to research based practices.

FIELD BASED EXPERIENCE (100 HOURS MINIMUM)B. School profile & classroom environment report Conduct directed observation of theschool and classroom. Complete a profile of the school and classroom using the

established format by the end of the third week AFTER starting the field based

experience in the school.

Evaluation: Rubric. Checklist of items completed, critique of the environment using therecommended guidelines, and written narrative about the relationship of the school

organization, classroom environment and the students needs.

C Develop and implement at least 5 full class lessons

Develop lesson plans based on actual content/ curriculum used by the cooperatingteacher and with his/her approval for content and methodology.

In the whole, at least one lesson must be from EACH of the 4 core areas: EnglishLanguage Arts, Math, Science, and Social Studies. As many as possible shouldinclude reading and/or writing component.

EACH lesson must integrate at least one of the following: PhysicalEducation/Health, Visual Arts, and Performance Arts.

EACH lesson must incorporate technology with at least 2 lessons requiringstudent engagement with technology (ex: use of Internet, productivity software,

instructional software, technology for teaching, video/DVD, other multimedia)

Evaluate effects of teaching on student learning: Using feedback from CT, andthe students performance and work samples, write a reflective critique of 3

lessons implemented in the clinical classroom.

Evaluation: Formal observation by University Supervisor with follow-up conference.The observation rubric available in advance. Written plans will be evaluated using the

lesson plan rubric.


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D. Bulletin Board/visual display, & computer generated and/or multimedia activity

Prepare and display a bulletin board or visual display to reflect current classroom

curriculum. Provide evidence using photographs or digital images. Documentation of the

visit to the Resource Room of the Chicago Teachers Center of Northeastern IllinoisUniversity (770 N. Halsted) and evidence of completion of the following activities: a)

create a button, b) bind pages into a book, c) create poster from a small image or standardpage, d) use of letter press, e) create a learning game, and f) two other activities of the

candidates choosing.Evaluation: Checklist of items produced complete, motivating, age appropriate,

relationship to topics being taught, and use with children. Other specific rating tools will

be available on Blackboard.

E. Special Project/Choice assignmentCreation and implementation of special project conducted in conjunction with yourcooperating teacher. Project will be jointly decided between candidate and cooperating

teacher. Some component of literacy must be included. Present proposed project to US in

the seminar no later than the end of 50 clinical hours.Evaluation: Criteria will include, but not limited to, developmentally appropriate, meets

diverse needs of the children, rationale for project articulated and relevant to the specific

classroom curriculum where project is being implemented.

F. Journal entries with log Prepare and submit weekly journal entries to document descriptions and

reflections of field-based experiences using the specified format. Journals may

be required in the form of an online blog at the discretion of the supervisor.

Submit weekly log in your time and activities signed by CT.One entry for each visit, 1-2 pages for half-day visits, 2-3 page entry, double spaced forfull day visits. Head each entry in your journal with your name, times, places of the visit,

total hours, and describe in bullet form what you saw/did. The reflect personally on theexperience by discussing what gave you satisfaction, what you liked, what your learned,

what challenges you saw or had, what could have been done differently and why, and/or

by making direct links to issues discussed in class. Chose those experiences that standout rather than trying to reflect on all of them.

G. Clinical experience related activities - final evaluation

CLINICAL EXPERIENCES SUGGESTED ACTIVITIES

The clinical candidate is expected to engage in a wide variety of activities to deepenunderstanding and awareness of instruction and classroom management. Examples

of the type and range of activities the clinical student should discuss with the cooperating

teacher follow.

Professional ActivitiesThese activities are not required, but are encouraged for candidates to consider

participating in as part of their development as educators. Candidates should work with

their university supervisor in identifying those activities that would be beneficial to theirdevelopment.


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Examples include, but are not limited to the following: a) class trip; b) faculty, team,and/or department meetings; c)Local School Council/School Board meetings; d)parent

conferences; e) PTO/PTA (parent group) meetings; f) judging school competitions such

as Science Fair, History Fair, Young Authors, Spelling Bee, or Math Contests;

g)attendance at a professional conference sponsored by a professional organization (suchas NCTM, IRA, CARA, IEA, AFT, or the Chicago Teachers Center); h)others activities

that would be viewed as beneficial by the university supervisor.

Each activity must be documented on the log in your CEST packet. Make additional

copies as needed.

Plan for students of varying abilities, learning styles, and special needs Check attendance

Supervise individual or group independent activities Tutor individual students or teach small

groups Lead small group discussions or projects Plan for the entire class Tell or read stories

Conduct question/answer reviews Guide pupils in the selection of books or other materials

Advise students on work/study skills and procedures Assist in routine classroom activities Plan

and construct bulletin board displays Supervise game periods Observe other classroom

teachers, special services personnel Identify additional learning resources Select and use

various resources Observe a teacher-parent conference Gain insight into record/grade keeping

and development Assist teacher in routine housekeeping responsibilities Assist teacher in

preparation of instructional activities Assist teacher with field trips Learn childrens names as

quickly as possible Grade objective-type tests Arrange supplies for alesson Listen to working

vocabulary of children Converse with individual children Make teaching aids and instructional

materials Operate standard classroom and school equipment Write a story dictated by a child

Assist the teacher in grouping or regrouping children Read a story to a group of children Listen

to a child read Share with children a hobby or talent if this is appropriate Help a child complete

a research project Assist children in the library Teach a song, game, or folk dance to a group of

children Conduct a spelling test Observe and assist an unstructured group, i.e., lunch,

playground Observe a special education class, music, art, and/or physical education classes

I. College of Education Teaching Portfolio*Although not assigned a point value, you will be required to continue your work on theELED Program teaching portfolio you began in ELED 301. In particular, by the timeLiveText is presented you should have in this portfolio at least one item with anaccompanying narrative that describes and shares reflections about it for each of thestandards. Students not completing this requirement with the required score may

receive an I (Incomplete) as the final course grade, and must conference withUniversity Supervisor and Director of Clinical Experiences. Student Teaching placementwill not take place until the Incomplete has been removed.

METHODS OF INSTRUCTIONDiscussion, reflection and large group presentations during seminars and in observation

and participation in instructional activities and classroom management in elementary

classrooms,

participation and inclusion of school personnel in seminars where and when available.


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METHODS FOR STUDENT FEEDBACKSeminar Sessions:Critique, oral feedback, and notations on written work using criteria to compliment these

areas.

Able to discuss topics from an informed point of view

Use various frameworks to discuss classroom environments. Participate in identifying issues within the school, community, and families the

school is serving and practices that are working in the classrooms in which they

are placed

Field Classroom Participation in instruction and classroom activities:

Cooperating teachersweekly feedback and students review Seminar reflections with university supervisor Effectiveness of presentation critiques by Cooperating teacher & university

supervisor using observation of teaching rubric and observation of disposition,

and interpersonal communication styles.

Self evaluation and reflectionBIBLIOGRAPHY

Bullock, Ann Adams. (2005). Developing a teaching portfolio: A guide for preservice

and practicing teachers. Columbus, OH: Merrill/Prentice Hall.

Cooper, J. (2003) Classroom Teaching Skills. Boston, MA: Houghton Mifflin.

Cavogliole, O. and Harris, I. (2003). Thinking visually: Step by step exercises that

promote visual, auditory, and kinesthetic learning. New York: Pembrooke.

Chotate, J.S. and Rakes, T.A. (1998)Inclusive instruction for struggling readers.(Fastback 434) Bloomington, IN: Phi Delta Kappa Educational Foundation.

Cummings, C. (2000) Winning strategies for classroom management. Alexandria, VA:

Association for Supervision and Curriculum Development.

Brock, Bl, and Grady, M.L. (1997) From first year to first rate: Principals guidingbeginning teachers. Thousand Oaks, CA: Corwin Press.

Foster-Harrison, E. S., and Adams-Bullock, A. (1998) Creating an

inviting classroom environment(Fastback 433) Bloomington, IN: Phi

Delta Kappa Educational Foundation.

Goldman, L. (2000). Helping the grieving child in school. (fastback 460).

Bloomington, IN: Phi Delta Kappa Educational Foundation.

Grabe, Mark, Grabe, C. (2007). Integrating technology for meaningfullearning. New York: Houghton Mifflin Company.


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Hall, G. H. and Hord, S.M. (2001). Implementing change: Patterns,

principles and potholes. Boston: Allyn & Bacon.

Johnson, D., Johnson, R. & Holubec, E. (1991) Cooperation in theclassroom. Edina: MN: Interaction.

Lipton, L., and Wellman, B., with C Humbard (2001).Mentoring matters:A practical guide to learning-focused relationships. Sherman, CT: Mira

Via.

Lynch, P. & Horton, S. (1999). Web style guide: Basic design principles

for creating webpages. New Haven: Yale University Press.(http://www.webstyleguide.com/)

Martin, Debra Bayles. (1999) The portfolio planner: Making professional

portfolios work for you. Merrill/Prentice Hall.

McConnell, D. (2000).Implementing computer supported cooperativelearning. Sterling, WV: Stylus

Putnam, J. (Ed.) (1993). Cooperative learning and strategies forinclusion: Celebrating diversity in the classroom. Baltimore: Brookes.

Roberts, Patricia L. Roberts. (2006) A resource guide for elementaryschool teaching: Planning for competence. Columbus, OH:

Merrill/Prentice Hall.

Sharan, Y, & Sharan, S. (1992).Expanding cooperative learning throughgroup investigation. New York: Teachers College Press.

Slavin, R. (1991) Student team learning: A practical guide to cooperativelearning. Washington, D. C.: National Education Association.

Tollett, J. (2000) The non-designers web book. Berkeley, CA: Peachpit

Press.

Web resourcesAsk Jeeves for kids (http://www.ajkids.com/)

Yahooligans! (http://yahooligans.yahoo.com/)

Educational portalsProQuest (http://www.proquestk12.com/)

Blue Webn (http://www.kn.pacbell.com/wired/bluewebn/)MarcoPolo (http://www.marcopolo-educational.org/)
http://www.webstyleguide.com/http://www.webstyleguide.com/http://www.webstyleguide.com/http://www.ajkids.com/http://www.ajkids.com/http://www.ajkids.com/http://yahooligans.yahoo.com/http://yahooligans.yahoo.com/http://yahooligans.yahoo.com/http://www.proquestk12.com/http://www.proquestk12.com/http://www.proquestk12.com/http://www.kn.pacbell.com/wired/bluewebn/http://www.kn.pacbell.com/wired/bluewebn/http://www.kn.pacbell.com/wired/bluewebn/http://www.marcopolo-educational.org/http://www.marcopolo-educational.org/http://www.marcopolo-educational.org/http://www.marcopolo-educational.org/http://www.kn.pacbell.com/wired/bluewebn/http://www.proquestk12.com/http://yahooligans.yahoo.com/http://www.ajkids.com/http://www.webstyleguide.com/


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Sources for Structured Internet ActivitiesGlobal Grocery List (http://landmark-project.com/ggl/)JASON Project (http://www.jasonproject.org/)

The Journey North (http://www.learner.org/jnorth/)

NASA Quest (http://quest.nasa.gov/)

North American Quilt (http://www.onlineclass.com/NAQ/)One Sky, Many Voices (http://www.onesky.engin.umich.edu/)

ThinkQuest (http://www.thinkquest.org/)

Alignment of ELED 328 Course Objectives, the Association of Childhood Education

International Standards (NCATE SPA), NEIU College of Education Standards, andthe Illinois Professional Teachers Standards (ISBE), and examples of data collection

for each of the course objectives. Each instructor may have additional sources of

data to measure the course objectives.

ELED 328 Course Objective ACEI standardCOE Standard

Illinois ProfessionalTeachers Standards

Example of Type of

data collection

Dialogue and reflect on critical issues andpractices in the classroom teaching/learning

with Cooperating Teachers, other teachers,University Supervisors, peers, school and socialservice support staff from an informed point ofview.

ACEI 5.2Professionalism

COECollaborationIPTS- 9, CollaborativeRelationships

Seminarpreparation/participation

Describe school components, community,cultural and language aspects, and other factors

that influence decisions about curriculum,teaching approaches, and support systems tomeet the diverse needs of children, andschool/family collaboration.

ACEI 1.0Development, learning, and

motivationCOE-DiversityIPTS-3-Diversity

School profile and descriptionof components report

Teach and contribute to classroom instructionwith qualified school personnel, using variety ofresearch based practices in k-8th grade core

subject areas, using appropriate ISBE standards.Knowledge of content area concepts and skills,and research based strategies for these areas ofstudy, techniques for meeting diverse needs of

children, with good classroom managementshould be culturally responsive anddevelopmentally appropriate and apparent.

ACEI 1.0- Professionalism3.0- Instruction:3.1-Integrating and applying

knowledge for instruction,3.2-adaptation to diversestudents, 3.3 development ofcritical thinking, problem

solving, and performanceskills3.4-Active engagement inlearning,

3.5-communicatgion to foster

collaboration

COE-InstructionIPTS-1-Content Knowledge

IPTS-3-DiversityIPTS-4-Planning forInstructionIPTS-2-Human Development

&Learning

Collection of lesson plansimplemented,US observations rating and

reportCT observation rating andreportCandidate's self-evaluation

Clinical activities report withdocumentation

Prepare, plan, and use of motivational andinstructional materials within lessons when

teaching children, with bulletin boards, visual

ACEI-1.0-Development,Learning, and motivation

3.5-Communication to foster

Bulletin Board, visualdisplays, multimedia, and

technology used with children
http://landmark-project.com/ggl/http://landmark-project.com/ggl/http://landmark-project.com/ggl/http://www.jasonproject.org/http://www.jasonproject.org/http://www.jasonproject.org/http://www.learner.org/jnorth/http://www.learner.org/jnorth/http://www.learner.org/jnorth/http://quest.nasa.gov/http://quest.nasa.gov/http://quest.nasa.gov/http://www.onlineclass.com/NAQ/http://www.onlineclass.com/NAQ/http://www.onlineclass.com/NAQ/http://www.onesky.engin.umich.edu/http://www.onesky.engin.umich.edu/http://www.onesky.engin.umich.edu/http://www.thinkquest.org/http://www.thinkquest.org/http://www.thinkquest.org/http://www.thinkquest.org/http://www.onesky.engin.umich.edu/http://www.onlineclass.com/NAQ/http://quest.nasa.gov/http://www.learner.org/jnorth/http://www.jasonproject.org/http://landmark-project.com/ggl/


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displays, and multimedia activitiescomplimenting topics and skills being taught.

learningCOE-

Communication/TechnologyIPTS- Technology

in the elementary classroom

Collaborate with a certified teacher in

implementing a project that connects across thecurriculum and enhances unit themes/topics and

skills.

ACEI- 2.8-Connection across

the curriculum3.4-Active engagement in

learning,3.5-communication to foster

learningCOE-Instruction &MotivationIPTS-CollaborativeRelationships.

IPTS-6-InstructionalDelivery

Special classroom based

project, done in collaborationwith classroom teacher

Discuss and reflect orally and in journal writingcritical aspect of the teaching/learning process,

and factors that contribute to effectiveness of

instruction and student achievement.

ACEI-1.0-Development,learning, and motivation,

2.8-Connections across the

curriculum, 5.1-Practices andbehaviors of developingcareer teachers,

5.2-Reflection and evaluationCOE-ProfessionalDevelopmentITPS-10-Reflection and

Professional Growth

Journal entries and log ofactivities, and seminar reports

Describe and critique classroom assessmentpractices in field classroom, by considering howit fits with the schools assessment/evaluation

process through review of School Report Card,School-wide assessment program, authenticassessment practices, and classroom assessmentprocedures.

ACEI-4.0Assessment for instruction

COE-Assessment

ITPS-8-Assessment

Assessment Report andobservation of use ofassessment in lessons, and

other activities

After participation in professional

development activities, school, community activities,analyze the role it plays in the climate of the schooland assisting in teaching/learning.

ACEI- 5.1-Practices andbehaviors for developing

career teachers 5.4-collaborartion withcolleagues and thecommunity

COE-Organizational ClimateITPS-10-Reflection &Professional Growth

Professional DevelopmentActivities Report and critique

Log Entries

Prepare a portfolio of artifacts including lesson

plans, units, original teacher made instructional

materials, photographs as documentation ofprofessional involvement, and other items,

aligned with the ELED Program, with reflectivenarrative for each Standard.

ACEI-5.1-Practices and

behaviors for developing

career teachers,5.2-Reflection and evaluation

ITPS-10-Reflection andProfessional growth

ELED Program portfolio of

collected artifacts as

indicators of completion ofProgram objectives, and

required competencies at thetarget level.


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NEIU ORIENTATION SEMINAR

Fall 2011

Rose Marie Channon [email protected]

847-471-11761. Sign in2. Introductions3. Please email me withyour cooperating teachers name, their

email /grade/subject/school assignment/room #/ and school

principals name ASAP

When you receive your assignment:

School _______________________________________________Cooperating teachers name/email__________________________

Grade or subject area if departmentalized____________________Room# _______

Principals name________________________________________

4. School introduction procedures:What to do when you report to the school for the first time:1. Introduce yourself to the office staff, principal, and assistant principal(s) as a

clinical student from Northeastern Illinois University. Thank them for

allowing you to do your clinical experience in their building.

2. Present your cooperating teacher with pages 4-7 of the CEST packet.3. Present the principal and cooperating teacher with the School Acceptance

Form which is page 8 of the CEST packet.

4. Obtain signatures of the principal (or designee) and the cooperating teacher assoon as you are able to do so. Please return the signed copy of the SchoolAcceptance Form to your clinical supervisor as soon as it is completed. The

clinical supervisor will submit the signed form to the CEST Office.

5. With your cooperating teacher, develop a schedule for the completion ofyour required clinical hours. Provide your clinical supervisor with a copyof your clinical hour completion schedule.

The university requires that your hundred hours are completed over the entirelength of the semester and are not completed earlier than the middle of November

or so.


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5. Please build your schedule with input from your CT and get thefinalized weekly schedule to your CT and me no later than

September 28.

6. Seminarstime and place: 3:003:50 FA 247. See OrientationPacket for dates.

7. Absencesyou must call your CT and the school office in themorning and email/call me as soon as you are aware that you will be

absent.

8. Missed seminar5 pt. deduction9. Log - Keep up to date on a daily basis - it must be signed by CT and

US

10.Portfolios Done online in LiveText1 - 2 artifacts for each area

well thought out reflection page for each area that

demonstrates an understanding of the ideas expressed inthe statement

reflection is reflective of the concept, shows

collaboration, and is transformative

form is attached at end of Orientation Packet

11.Journals (three due5 points each)Journal 1 (weeks 1, 2, 3, & 4) Due week of October 10

3 sectionsSection 1complete the journal template (attached) for four ofthe CTs lessons.

a) Objective of the lesson (get from your CT)b) List activity(ies) used in the introductionc) List the activity(ies) used in the presentationd) List the assignment(s) done by students (guided and/or

unguided practice)

e) List accommodations/modifications for special needsstudents that were used

f) List activity(ies) used in the closureg) List assignment(s) used as the assessmenth) Management strategies-procedures-behavior management

strategies used


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i) State whether or not the objective(s) was met. Why/Whynot?

Section 2 - School and classroom description. Describe the

following:- Classroom atmosphere

- Classroom procedures

- Classroom modifications used for special needs students

- Physical description of classroom

-Technology available in the classroom/school

- School demographics

- School report card

- School organizational structure

- School test scores (ISAT) (Achievement)

Interactive Illinois Report Cardiirc.niu.eduhttp://www.isbe.state.il.us/research/htmls/reportcard.htm

Do Not copy this information from the website. Please summarize

Section 3 - Reflections on weeks 1, 2, 3 & 4-What are your thoughts/impressions/challenges/successes at

this point

Journal 2 (weeks 5, 6, & 7) Due week of October 31

3 sectionsSection 1complete the journal template (attached) for three of the CTslessons

a) Objective of the lesson (get from your CT)b) List activity(ies) used in the introductionc) List activity(ies) used in the presentationd) List the assignment(s) done by students (guided and/or unguided

practice)

e) List accommodations/modifications for special needs studentsthat were used


strategies used
http://www.isbe.state.il.us/research/htmls/reportcard.htmhttp://www.isbe.state.il.us/research/htmls/reportcard.htmhttp://www.isbe.state.il.us/research/htmls/reportcard.htm


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i) State whether or not the objective(s) was met. Why/Why not?Section 2reflections on formal lesson(s) you taught (use journal

template)

Section 3List your thoughts/impressions/challenges/successes for weeks5, 6, & 7.

Journal 3 (weeks 8, 9, & 10) Due week of November 21

3 sectionsSection 1complete the journal template (attached) for three CT lessons.

a) Objective(s) of the lesson (get from your CT)b) List activity(ies) used in the introductionc) List activity(ies) used in the presentationd) List the assignment(s) done by students (guided and/or unguided

practice)

e) List accommodations/modifications for special needs studentsthat were used


strategies used

i) State whether or not the objective(s) was met. Why/Why not?Section 2reflections on formal lessons taught (use journal template)

Section 3List your thoughts/impressions/challenges/successes of the

entire clinical experience.

11.Bulletin Board assignmentform attached to Orientation Packet -take photos for your portfolio

12.One hour observation ofparent conference (if possible) or a staffmeeting or school event outside of your regular hoursverified in

writing by your CT.

13.Lesson analysisAnalyze the impact of your 2nd observed lesson(see attached document) This is your special project assignment.


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14.Five lesson plans completed and implemented (minimum.) 2 pointseach - Two of these will be observed by US (these two must be whole

group lessons.) The other three should be evaluated by your CT using

the NEIU evaluation form (formative evaluation.)At least one of these

should be done before your first formal observation. Do more lessons

with your CT before the 2nd formal observation.

One observed lesson must utilize technology, if possible.

Reflections on these lessons should be included in your 2nd

and 3rd

journals.

Suggested sequence of observed lessons with specific feedback:

1. Cooperating TeacherFeedback is formative*2. University Supervisor-Feedback is summative3. Cooperating TeacherFeedback is formative*4. Cooperating TeacherFeedback is formative*5. University Supervisor-Feedback is summative

*Get CTs observation form to me as they are done.

Procedures for formal evaluation:

- Email lesson plan no later than the day before earlier than9:00 p.m.

- Pre-conference right before the lesson to review thelesson plan and the activities in the lesson

- Post conference right after the lessonQuestions: Whatwent well?What would you do differently?

15.Final evaluation rubricsOne rubric will be done with CT - both of you must sign

the form and return to US

One rubric done with US at final conference

16.ProfessionalismDress AppropriatelyNo Jeans Please

Communication

Confidentiality

Dispositions


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Sept. 2011NEIU Clinical Student Requirements:

1. 1st Journal weeks of 9/12, 9/19, 9/26, 10/3 Email week of10/10 5 points

2. Bulletin board assignment due November 30 Seminar-5 points(Idea submitted by 10/5) See completion form attached (Take

photos for use in your portfolio)

3. 2nd Journal - weeks of 10/10, 10/17, 10/24 Email week of10/31 5 points

4. 3rd Journal weeks of 10/31, 11/07, 11/14 Emailed week ofNovember 21 - 5 points

5. Portfolio Evaluation begins November 16. Make sure you are signed upfor LiveText.

6. Observations - two formal observations will be conducted. Mustbe completed by November 16. 25 points each9. Five completed lesson plans 2 points each (All implemented

and observed - two observed by US and 3 by CT)Suggested sequence of observed lessons with specific feedback:

6. Cooperating TeacherFeedback is formative-7. University Supervisor-Feedback is summative-8. Cooperating TeacherFeedback is formative-9. Cooperating TeacherFeedback is formative-10.University Supervisor-Feedback is summative-

I have told the CTs that a minimum of 20% of your time should be

spent teaching

but this is a minimum. You can teach as muchas you and the CT feel appropriate. The more you teach themore prepared you will be for Student Teaching.

10. Lesson analysis (Special Project) - Analysis of the impact of yourInstruction. This will be done with your second observed lesson(See attached) Due One Week after your second lesson - 10points

11. Onsite Visitation Parent Conference (if allowed) orstaff/curriculum meeting (Must be completed by Nov 30).

Parent conferencesare 11/2 (Track E) or 11/16 (Regular Track).12. Formal evaluation rubric completed by Cooperating Teacher and

Candidate (Must be completed by final conference)13. Attendance logs completed, signed by the CT and the US (Must be completed by final conference)

14. Attendance at seminars and participation required5 point deduction for missed seminars

LATE ASSIGNMENTS WILL NOT BE ACCEPTED


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CLINICAL SEMINARS:

Seminars are held on Wednesday. FA 247 3:003:50 Starts promptly @ 3:00

September 7 - ORIENTATION

.September 21 - LESSON PLANNING/CLASSROOM MANAGEMENT

October 5 STUDENT ASSESSMENT/PORTFOLIOS

October 19 SPECIAL NEEDS STUDENTS

November 2 - LOOKING AT STUDENT WORK

November 16 - PORTFOLIO EVALUATION BEGINS

November 30 - TECHNOLOGY IN THE CLASSROOM/DISCUSSION OF

PARENT CONFERENCE/INSTITUTE VISIT/STAFF

MEETING, ETC

December 7BEGIN INDIVIDUAL REVIEWS

MISSED SEMINAR IS A 5 POINT DEDUCTION

ON SITE VISIT - it is strongly encouraged to spend time observing parent conferences

(if allowed) or staff meetings, Local School Council meetings, etc. Please provide awritten confirmation of attendance signed by your CT.


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CLINICAL EXPERIENCE Fall 2011

Assignment Due Date Date

submitted

Points

Awarded

1st

Journal- (weeks of 9/12,9/19, 9/26, 10/3)

5 points

Emailed week of 10/10

2nd

Journal(weeks of 10/10,10/17, 10/24)

5 points


3rd

Journal - (weeks of 10/31, 11/7, 11/14)

5 points


Bulletin Board

5 points (idea submitted by 10/5)

November 30

5 complete lesson plans implemented).

(Two of these will observed by US. All

completed by November 16)

2 points each 10 Points

2 in September

2 in October

1 in November

Presentation #1

25 points

Late September/October

Presentation #2

25 points

Late October/Early November-

before 11/16

Lesson Analysis

10 points

Due 1 week after 2nd

Observation

Seminar participation/preparation

10 points

Ongoing

Onsite Visit - Parent Conference/Staff or

Curriculum Meeting/Local School Council

Mtg. (Written verification from CT needed)

Done before Nov. 30 (parent

conferences are 11/2 Track E

or 11/16 Regular Track)

School Accept. Form

Compliance

2 weeks after placement

Portfolio Data

Compliance or Clinical Exp. Must berepeated

November 16

Log signed by CT and US

Compliance

November 30

CT Evaluation Rubric

Compliance

November 30

Total semester points

GRADE RANGE 100-90 =A

89-80=B

79-70=C

69-60=D

59- =F*

*As this course is designed to assure that candidates are fully prepared to enter into full time

student teaching, submission of all items is necessary for the highest possible grade. In order to

enroll in ELED 329 Student Teaching, you must receive at least a B both for the clinical experience

evaluation component and for the whole course, the latter of which requires submission of a

satisfactory College of Education portfolio


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BULLETIN BOARD ASSIGNMENT FORM

Name________________________________________________________

CT___________________________________________________________

Subject Area/Grade______________________________________________

Sources _______________________________________________________

Materials needed_________________________________________________

_______________________________________________________________

Purpose_________________________________________________________

________________________________________________________________

Bulletin Board picture or sketch


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Special Project

LESSON ANALYSIS

Analyzing the Impact of Teaching andStudent Achievement (Directions)

THIS ASSIGNMENT IS DUE ONE WEEK AFTER YOUR SECOND

OBSERVED LESSON

Listed below are a series of questions to be used to analyze the

effectiveness of your second lesson in terms of student

achievement. The questions may also help you develop your plans

beforehand.

Please give careful thought to each question and answer in a well

thought-out sentence or two. (The answers to questions #3a, #7a,

& #7b should be a little longer in length.) I do not want this to be a

lengthy writing assignment, but rather I want it to give you an

opportunity to analyze your lesson in a structured way.

When you are completing this assignment and you realize that

something in the lesson did not go wellstate that in the analysis

I dont expect you to get every element of the lesson correct at

this stage in your professional development. In this assignment you

are not being evaluated on HOW WELL THE LESSON WENT,

but rather on YOUR ABILITY TO ANALYZE what went well

and what might have gone better.


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Analyzing the Impact of Teaching and

Student Achievement

1.Pre-planning:a. how does this lesson fit into the curriculum sequence?

b. how do you know that the class members have the

necessary prerequisite skills and that the level of difficulty

appropriate for them?

c. why did you choose the method of presentation?

2. The lessonIntroductiona. how did the introduction connect the lesson to previously

taught material?

b. how did the introduction present the key concept(s)?

c. how did the introduction generate student interest and/or

enthusiasm?

3. The lesson: presentation activitiespractice activities

management activities

a.how did the presentation activities and practice activitiesaddress various learning styles, various learning levels,

and special-needs students?

b.how did you determine if students understood thedirections for activities?

c. how did you determine if students understood theconcept before moving to follow-up activities?

d.how did you utilize your voice to maintain interest andgenerate enthusiasm? list a couple of examples

e. which established classroom procedures werefollowed/not followed?


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f. what management strategies were used and did theyincrease time on task and/or did they provide for a

comfortable/safe learning environment?

4. The lessonClosurea. how did you review key concept(s)?

b. how did you connect the lesson to subsequent ones?

5. Assessmenta. did your assessment accurately measure your objectives?

6. Review of assessment results

a. what patterns did you see in the assessment analysis?(successes, errors, thought patterns)

7. Teaching AnalysisHow did your choices/actions/strategies affect these results;

in other words:

a.what choices, actions, and strategies that you used helpcause the students to achieve the objectives?

b.what choices, actions, and strategies that you used werenot helpful to the students or interfered with the

students achieving the objectives?


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LESSON PLAN

(Use as a template)

Candidate name____________________________________Cooperating Teacher____________________Grade_______

Date______________Time frame for lesson_____________

Content Area______________________________________

Specific Objective(s): What will the learner be able to do

_________________________________including a quantifiable

measurable behavioral objective(s) statement.

Illinois State Standard(s)List those that apply please list standard #

and standard statement.

Materials/equipment needed:

Accommodations/modifications for special needs students: (Special

Ed or ESL Discuss with CT)

Accommodations for learning styles:

Visual

Auditory

Kinesthetic

List activity(ies) for each lesson segment

A. IntroductionB. PresentationC. ClosureD. Assessment


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Lesson Self-Reflections (Need Not Be Turned In)

Some ideas for personal reflections on lessons

Student readiness

Introduction - objective clearly stated

motivation

Presentationclearly presented/repetitionlogical order

directionsguided/unguided practice

multi modal

Assessment - formal

informal (move on/reteach

Closure - review of concepts

place in sequence

Management - strategies used

follow through

consistent

use of procedures

Personal Qualities-

voice

relationship w/students

These are some examples of self-reflection; not a formal assignment


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JOURNAL LESSON REFLECTION TEMPLATE

Name______________________________________________________

Subject Area________________________________________________

Taught by CT_______ Taught by me_______ Date________________

Objective(s):

Activity(ies) used in the introduction:

Activity(ies) used in the presentation:

Assignment(s) done by students (guided and/or unguided practice):

Accommodations/modifications that were used for special needs students:

Activity(ies) used in the closure:

Assignment(s) used as the assessment:

Management strategies

Procedures used

Behavior management strategies

Objective(s) met? Why/Why not?

neiu orientation seminar fall 2011 w - forms and syllabus

Documents