Spring 2005 Field Guidelines

1. For both your lessons you will be teaching in a K-12 setting and your curriculum project, use appended rubric to the guidelines that were distributed Winter quarter. Your K-12 cooperating teacher will need to complete the rubric for Domains 2 & 3 based on your teaching (circling specific performance levels is what is needed).
Your teacher needs to sign the rubric assessment in order to verify that he/she completed the assessment. Related to your teaching, in your field notebook you must include

(a) your cooperating teacher’s summative assessment, i.e., circled levels of performance from Domains 2 & 3;
(b) your three lesson plans based on “Minimum Components of the Teacher Candidate’s Lesson Plan” and Domain 1
(c) critical reflections on each of the lessons you will have taught that include
(1) your professional judgment of the lesson’s effectiveness and the extent to which instructional goals were met,
(2) assessment of the appropriateness of the lesson given the range of abilities and backgrounds of your students, and
(3) specific suggestions on how each lesson might be improved and/or approached differently.

2. In addition to your teaching days, you must be present at your school site every Wednesday unless prior approval has been made in consultation with your seminar faculty.

3. In you field notebook, you are to respond in typed format to each of these prompts/questions for the week assigned. List each prompt and follow with your response.

WEEK ONE (MARCH 30):
· Compare and contrast Brain Matters to the instruction you are observing in your assigned classroom.
· What social development factors are you observing that influence teaching and learning in your classroom?
· Based on what you are reading about age-appropriate social development of young people, what is your professionally assessment of the social development of the students in your classroom? Give specific examples.

WEEK TWO (APRIL 6):
· Based on Cole et al., what are you observing about gender identification among students in your classroom and school? Give specific examples.
· What community and school resources exist to support gender equity?

WEEK THREE (APRIL 13):
· Compare and contrast Sexuality, Gender and Schooling with what you are observing about sexuality in your classroom and in the school overall. Be specific about what you observe and correspondingly relate to specific items from your text.
· How do issues of gender and sexuality manifest themselves in the classroom? Be specific.
· Based on gender, what do you observe in regards to student-to-student and teacher-to-student relations? Include classroom participation in your response.
· What are the school’s/school district’s policies on the teaching of sex and sexuality education. Include a copy of the policies.
· How implicit or explicit is the culture of your classroom/school around sex and sexuality?

WEEK FOUR (APRIL 20):
· In relation to Beyond Diversity Day and related program readings, what are you observing in your classroom and in the school overall in regards to sexual preferences? Be specific about what you observe and correspondingly relate to specific items from your readings.
· What implicit or explicit tensions or conflicts exist around sexual preference at your school?
· What are the school’s/school district’s policies that pertain to the sexual preference of students? of parents? of teachers?
· To what extent is heterosexuality normalized in the curriculum and in your school’s culture? Be specific.
· What community and school resources exist to support sexual preference equity?

WEEK FIVE:
· DUE: Tuesday, April 26, 3:00 p.m., your field notebook (along with your mid-quarter portfolio).
· Continue with your field placement on Wednesday (no field notes required).

WEEK SIX (MAY 4):
· In what ways do you observe social & economic class affecting learning and social development in your practicum classroom/school?
· How do class and race seem to be related in your setting?
· What community and school resources exist to support class and race equity?

WEEK SEVEN (MAY 11): Schedule interviews with both your classroom teacher and your school principal and ask the following questions:
· How do considerations of religion affect your classroom’s/your school’s curriculum decisions?
· How does your school respond to specific religious needs of your students and their religious observations?
· Do you perceive any direct or indirect pressure to alter or constrain your school’s curriculum from external groups and/or individual parents based on religious preferences? If yes, please describe. What was your response?

WEEK NINE (MAY 25):
· What curricular modifications and classroom accommodations are being made for students identified with special needs? In conversation with your teacher, describe each student’s special needs and explain what is being done (specific modifications and/or accommodations) to address these needs. Note: Refer to Mastropieri & Scruggs for definitions of underlined terms.
· Talk to a teacher, counselor, or administrator in your school who has been involved in making a “child protective services” referral. What were the circumstances? What was required on the part of the school personnel involved? What was the outcome?

· DUE: Friday, May 27, noon: your field notebook (along with your portfolio & complete EALRs self-assessment).

WEEK TEN (JUNE 1)
· Conclude your final field visit for Year 1 (no field notes required).