working with an isu physics student teacher
DESCRIPTION
Working with an ISU Physics Student Teacher. University Supervisor for Student Teaching ~ Department of Physics Illinois State University. Kenneth Wester. 2014 Student Teaching Dates. STT starts Monday, Tuesday September 2 STT ends Friday, November 21(or later if needed) - PowerPoint PPT PresentationTRANSCRIPT
Working with an ISUPhysics Student
Teacher
University Supervisor
for Student Teaching
~
Department of Physics
Illinois State University
Kenneth Wester
2014 Student Teaching Dates
STT starts Monday, Tuesday September 2 STT ends Friday, November 21(or later if
needed) Student teachers are expected to be in the
classroom or involved in professional development activities for 50 full days.
11 weeks are scheduled assuming a one-week spring break
Prior to Student Teaching…
Enrollment in PHY 312 - Physics Teaching from the Historical Perspective (Inquiry!)
http://www.phy.ilstu.edu/pte/312.html Enrollment in PHY 353 - STT Seminar
http://www.phy.ilstu.edu/pte/353.html Future student teaching school site visits:
Social Context Project Teaching Analysis using RTOP Safety Plan Development edTPA Task 1
During Student Teaching
Enrollment in PHY 399 - Student Teaching http://www.phy.ilstu.edu/pte/399.html
Complete 10 weekly reports of time allocation Complete 10 weekly reflections and 1 summary Complete Final Reflective Essay Complete edTPA
Student Teaching “Load”
Take off - due to PHY 353 requirements, many STT will be ready to begin teaching during the first or second week of the practicum and the build to full teaching load.
Flight - full-time load expected for 3-4 weeks beginning around fourth or fifth week of STT.
Landing - after 3-4 weeks of full load, ramp down to two classes only during last weeks.
Ideal STT Implementation
Week Preps Classes
1 0 Team teach
2 1 1-2
3 1 2-3
4 2 4-5
5 2-3 5
Week Preps Classes
6 2-3 5
7 2-3 5
8 1-2 3
9 1-2 2
10 1 1
Schedule-related Tasks
Take off - STT develops unit plans while working with cooperating teacher; co-teaches class from time to time, implements STERS.
Flight - STT teaches full load in a sustained fashion, sharing daily lesson plans 2-3 days in advance of lessons; regular reflection.
Landing - STT corrects any remaining deficiencies in teaching practice, and finishes required STERS and documentation work.
Requirements for the STT
Generating unit plans for all courses taught Writing daily lesson plan(s) for all classes taught Demonstrating ethical behaviors during teaching:
Intellectual & moral virtues of ISU’s Democratic Ideal Personal and professional integrity:
Arriving punctually or giving early notification if late/absent Regularly consulting with coop teacher before and after teaching Setting high expectations for students in terms of behavior and learning Being honest in all communications, grading, and recording scores Being organized and getting things accomplished in a timely fashion Following through on commitments and promises Acting so to earn the respect of teachers and administrators Many others… See Ethics for STT in PHY 353 syllabus
Documenting work efforts
What to Expect of Your STT
Inquiry-oriented approaches that emphasize students constructing knowledge from experiences
Identifying and addressing student preconceptions Multiple levels and modes of inquiry:
problem-based learning demonstrations cooperative learning inquiry lessons case studies inquiry labs whiteboarding discussions
Metacognitive and student self-regulation practices Multiple and varied assessment approaches Some emphasis on out-of-class resources/reading
Assessment of STT
Formative: Pre-class consultations with cooperating teacher Post-class reflection with cooperating teacher Periodic review by university supervisor Weekly reflections and clock hour sheet approved and
signed by cooperating teacher Summative:
STT Performance Assessment Form edTPA Observations by University Supervisor
Major Roles of Coop Teacher Serve as liaison between school students and STT Encourage and support best teaching practices Provide both constructive criticism and support Assist STT to become reflective practitioner Communicate any concerns to University Supervisor Supervise unit and lesson planning and implementation Sign off on weekly reflection/report each Monday Evaluate STT using provided forms; give to Supervisor Assist University Supervisor with final grade determination Mentor STT using an appropriate style
Common Mentoring Styles
Authoritarian - focuses attention on cooperating teacher’s concerns
Authoritative - focuses attention on student teacher’s concerns
Indulgent/Liaise faire - lack of attention or accountability
Idiosyncratic - Most teachers find they have a combination of mentoring styles depending on the situation
The preferred style is authoritative, but authoritarian might be necessary from time to time.
Practical Pointers for CT’s
Meet with STT before class to discuss lesson plan. Elicit objectives, activities, and assessments.
Meet with STT after each class to review lesson. Elicit from STT problems with open-ended questions and
ask him/her how s/he might improve lesson. Avoid being prescriptive - telling STT about problems
associated with the lesson. Only if STT fails to see a problem even after questioning,
then bring it up. Focus on two or three main problems; avoid a laundry list
of items that tends to be overwhelming for a STT.
Role of University Supervisor
Establish and maintain working relationships Serve as a mentor to cooperating & student
teacher, providing guidance as necessary Ensure compliance with STT requirements
and university expectations Provide for evidence-based summative
evaluation working with cooperating teacher Determine and report STT grade
University Supervisor Visits
Five university supervisor “visits” Initial “visit” consists of this presentation Four on-site visits minimum:
Focus on planning, teaching, and assessing by STT Consulting individually with student, teacher, and both
student and teacher Final “visit” consists of a telephone discussion All on-site visits are announced in advance, and
some are difficult if not impossible to reschedule Please avoid scheduling tests and other activities
that would interfere with supervisor’s observations
Mid-point Visit (2nd on-site visit)
In addition to the usual observations and discussions, the University Supervisor’s mid-point visit will include the following additional items: Discussion of mid-term evaluation completed prior to visit by both
student teacher and cooperating teacher using the STT Performance Assessment Instrument
Review of progress toward completion of the Realizing the Democratic Ideal mid-term assessment
General reminders about teaching requirements: turning in 5 NSTA-mandated STERS assessments, teaching multicultural and diversity lesson, doing final reflective essay, and final student teaching assessment (Democratic Ideal portfolio) -- all on LiveText by end of spring classes (not finals week).
What to Expect from Your STT
Student teachers typically have substantial deficits in content knowledge - especially in areas of conceptual understanding.
Student teachers typically have substantial deficits in knowing how to teach a given concept using different approaches.
Student teachers are sometimes unfamiliar with student difficulties.
Student teachers will have lots of questions.
Unit and Lesson Planning Lesson plans should be
pragmatic, flow from a unit plan, and contain at a minimum: Key question(s) Alternative conceptions Stu. Perform. Objectives ILS alignment Instructional activities Assessment Closure List of materials
Unit plans should be prepared before lesson plans and include: Knowledge and skills Varied teaching methods Available equipment for
demonstrations and labs Elements of N.O.S., real-
life applications & issues Multiple assessments List of resources Rough daily timeline
STT Release Time
While 50 classroom days are mandated, they are not strictly counted sequentially from the formal start of student teaching due to Social Context Project work prior to the start of STT.
It is reasonable to provide 2-3 “personal days” for job interviews, participation in conferences, and sickness during STT.
Extra days off must be made up by extending the STT practicum after the announced end.
Legal Liability
Student teachers legally may not be left unattended with a class of students.
Cooperating teacher must supervise student teacher as s/he would any adult student.
Cooperating teacher is legally liable for any missteps taken by a student teacher.
Student teachers are required to follow all legitimate orders of cooperating teacher.
Benefits of Working with a STT
Learning by cooperating teacher: content knowledge pedagogical knowledge pedagogical content knowledge
A token honorarium: $65 payment or 3 s.h. of tuition waiver (valid for 1 year) for either school or cooperating teacher, but this will depend upon school district policy.
Contact Information
Mr. Kenneth Wester ISU Physics Dept. [email protected] 309-660-9902(cell) 309-438-2957 (office)
Thanks!