Master in Teaching Program 2010-2012

The Evergreen State College Master in Teaching Program, 2010-2012

Syllabus, Spring 2012

faculty	phone	e-mail		Tuesday afternoon seminar room
Heather Bandeen	360) 867 – 6046		bandeenh	SEM 2 A2107
Scott Coleman	(360) 867 – 6130		colemans	SEM 2 D2109
Anita Lenges	(360) 867 – 6150		lengesa	SEM 2 A3107
Chris Ramsey-Sharp	(360) 786 – 8230		csharphuskyfan	SEM 2 A2109

Important Dates

 

Student Teaching Dates: Monday March 26 – Friday June 8 (spring break taken with your school).

Student Teaching Seminars: 4-6 PM on Tuesdays: 4/10, 4/24, 5/1, 5/8, 5/22

 

TPA Deadlines

TPA topic selection: must be done by March 30

Task 1 (planning your instruction and assessment): complete draft due Monday April 9

Task 2 (teaching and video taping): to be done between April 9 and April 20

Task 3 (assessment): complete draft due Monday April 30

Task 4 (analysis): complete draft due Monday May 7

Full Submission to Pearson and to your Orca TPA folder: May 8-May 15

 

Evaluation Week: June 11-15

Master’s Hooding Ceremony and Graduation: Friday June 15

 

Requirements and Assignments

 

Neighborhood Walk-About: As we did in the fall, find some time (suggested half a day) to walk, drive, bicycle, etc. in the neighborhood in which your school is located making observations (not judgments). Take notes and use this information to supplement the information you are concurrently gathering for your TPA task 1A. This assignment will be discussed in our first seminar, April 10. Some suggestions for what to look for are listed at the end of this syllabus.

 

Student Teaching Portfolio: Organize the following using a folder of your choice:

a) all your lesson and unit plans for the quarter

b) daily reflections for each lesson taught (added to each lesson plan after it is taught – see details below)

c) end-of-the-quarter summative reflection on your student teaching experience discussing: your strengths, key lessons learned and reflections on your insights, progress and development around your cultural encapsulation.

 

Outlines of Your Teaching Plans: Each week complete an outline of your lesson plans for the lessons you will be teaching during the upcoming week to share with your mentor teacher and to email to your faculty supervisor. These outlines must contain clear statements of your learning targets – including content targets (skills and knowledge) and academic language targets. Discuss your plans for the coming week with your mentor teacher no later that Friday afternoon (earlier if your cooperating teacher prefers) and then email them, and your complete Monday lesson plans, to your faculty no later than Sunday evening..

 

Complete Lesson Plans: You must write complete lesson plans for each lesson you plan and teach. These plans should be kept in chronological sequence in your student teaching portfolio. Plans should be drafted in time for your cooperating teacher to give you feedback before you teach. Your seminar faculty may also ask you to bring your most recently developed lesson plans to seminar to the Tuesday seminars.

 

Post-Teaching Reflections: Reflections about each lesson taught must be added to your lesson plan, to include some discussion about the degree to which you reached your student learning targets and what it is you learned or will do differently based on your experience teaching this lesson. These can be hand-written on your original lesson plans or typed. Your daily reflections should be supportive of and lead to changes in your future planning and teaching—that is your reflections and later lesson plans should evidence new insights, the application of those insights, and reflection on how your new applications worked.

 

Preparing for Faculty Observations: For each of your scheduled observations (generally 4) you must have a copy of your lesson plan printed and ready for your faculty observer when he or she arrives. Along with the lesson plan, provide a note for your faculty member about what, in particular, you would like them to observe during your lesson. Also, please have your developing portfolio (lesson plans you have taught with reflections) available for your supervisor to review.

 

Your faculty may also ask you to email a copy of the lesson plan for the lesson to be observed ahead of time. You may also be asked to have a copy of your seating chart ready for your faculty.

 

Teacher Performance Assessment (TPA): This quarter we will be participating in the state-wide field testing of the TPA. General information about the TPA is available on our spring Moodle site and the specific documents you will need for the TPA are available in your MIT 2012 TPA folder on Orca. It is very important that you meet all the TPA deadlines listed at the top of this syllabus.

 

Evaluations: By Monday of Evaluation Week a draft of your self-evaluation and your evaluation of faculty are due; you will be meeting individually with your faculty supervisor during Evaluation Week.

 

Fall Student Teaching Placements

 

Last Name	First Name	School	District	Faculty Supervisor	Mentor Teacher
Ackman	Rose	Nisqually Middle School	North Thurston	Scott	Ginny Lane
Baugh	Leah	Jefferson Middle School	Olympia	Anita	Tracy Pulsipher
Berg	Trygve	Komachin Middle School	North Thurston	Anita	Sue Koontz
Boyer	Joseph	Clover Park High School	Clover Park	Anita	Angie Robles
Brinson	Kellia	Lincoln High School	Tacoma	Chris	Heather Conklin
Brunink	Hannah	Dower Elementary	Clover Park	Heather	Cindy Brewer
Cacchione	Tony	Capital High School	Olympia	Anita	Cynthia Dickinson
Cutler	Robin	Meadows Elementary	North Thurston	Heather	Paul Johnson
Dearborn	Jason	Clover Park High School	Clover Park	Scott	Phil Aponte
Dunbar	Nikki	Chinook Middle School	North Thurston	Anita	Sally Jamison
Gordon	Betsy	Sacajawea Middle School	Federal Way	Anita	Misty Hancock
Gush	Amy	Lakeview Elementary	Clover Park	Heather	Barb Erickson
Hinchcliffe	Justin	Clover Park High School	Clover Park	Scott	Brice Meldrum
Johnson	Lisa	Lakeview Elementary	Clover Park	Heather	Kellie Dysart
Jutte	Kyle	Komachin Middle School	North Thurston	Scott	Lydia McDaniel Smith
Kameen	Bridget	Rochester Middle School	Rochester	Scott	Britta Echtle
Laughter	Krystle	Dower Elementary	Clover Park	Heather	Linda Muir
Lee	Benjamin	Stadium High School	Tacoma	Scott	Margaret Walter and  Mark Twardzicki
Lehman	Kayla	Sumner High School	Sumner	Chris	Rachel Street
Lester	Matt	Black Hills High School	Tumwater	Scott	Carole Layton
MacMillian	Cara	Chloe Clark Elementary	Steilacoom	Heather	Brett Bradshaw
Mewhirter	Linda	Steilacoom High School	Steilacoom	Chris	Shannon Wood and Russell Rice
Pasternak	Jennifer	Chloe Clark Elementary	Steilacoom	Heather	Hollis McGlothern
Poland	Justin	Pioneer Middle School	Pioneer	Scott	Tom Harron
Pugh-Goodwin	Ingrid	Sacajawea Middle School	Federal Way	Anita	Dawnde Reep
Smythe	Starr	Chloe Clark Elementary	Steilacoom	Heather	Nancy Levcovich
Starmer	Kasinda	Lincoln High School	Tacoma	Chris	Julie Somers
Statler	Emily	Pleasant Glade Elementary	North Thurston	Heather	Pam Deck
Stern	Katrina	Olympic Middle School	Shelton	Scott	Richelle Vining-Gonzalez
Stolz	Matt	Hood Canal Elementary	Hood Canal	Chris	Lisa Queen
Tahja	Jody	Hood Canal Middle School	Hood Canal	Anita	Michele Barger
Tuckett	Robin	River Ridge High School	North Thurston	Anita	Leslie Van Leishout
Warren	Sandra	Mann Elementary	Tacoma	Chris	Michael Churng
Watts	Rebecca	Elma Middle School	Elma	Anita	Rod Seaberg
Wilson	Kobi	Yelm Prairie Elementary	Yelm	Heather	Cyndy Johnson
Winkley	Kate	Rochester Middle School	Rochester	Scott	Beth Wilson

 

 

Suggestions Regarding the Neighborhood Walk-About

Your student teaching supervisors will be looking for evidence that your curriculum planning is culturally relevant throughout the quarter. This assignment will provide an essential knowledge base for that work. To complete this assignment, you will need to spend a half-day or so in the neighborhood in which your school is located.

 

This walk-about project will support you in meeting the expectation that you know and understand your students’ outside-of-school experiences as well as possible.  This expectation is embedded in the Master in Teaching Program’s Student Teaching Assessment Rubric and as well as in the State’s new Teaching Performance Assessment.

 

Once you arrive at your school, survey the neighborhood on foot or by bike or by car. As you do so, remember your own cultural encapsulation. This will help you to be a better observer, and it will support you in being respectfully curious.

 

Find and make observational (not interpretive) notes on the following:

 

1. Places of worship
2. Bulletin boards (read them)
3. Types of stores/ businesses
4. Food stores (including mini-marts/gas stations, note quality and type of food available)
5. Number of payday loan shops or banks
6. Housing (homes, apartments, trailer parks)
7. Playgrounds/parks
8. Presence/absence of sidewalks
9. Laundromats
10. ‘Unoccupied’ green space
11. Taverns/restaurants
12. Bus stops and route (try to ride the bus)
13. Social services
14. The nearest hospital or clinic
15. Police presence/services
16. Public places

 

Some of these features may be absent.  Their absence is information for you to consider as well.

 

Neighborhood Walk About Notes due Tuesday April 10 and should complement your TPA task 1A