Winter Quarter 2003

"Teaching Against the Grain: Resisting the Culture of Schooling"

Masters in Teaching Program Year One

In the second quarter, this full-time graduate program will engage each member of our learning community in the exploration of the question:

"Who are the learners and how do they learn?"

This quarter’s exploration will be informed by readings, content area workshops, weekly observations and participation in local public schools in subject and grade level classrooms reflecting students’ endorsements. Additionally, students will continue to work on and integrate into the program, their Master's research project. There will be continuing opportunities to reflect upon our cultural backgrounds and attitudes as they influence our perceptions of children's physical, cognitive, emotional, moral and social development. We continue to explore learning theories and the notion of "intelligence, as well as the impact of gender, poverty, race, and disability on students and teachers' responses.

Weekly field seminars and book seminars, reflective papers, an application project and Web Crossing discussions will provide opportunities for integration and discussion of theory, observation and practice. Weekly workshops with faculty or invited K-12 teachers on learning theories and strategies related to reading, writing, math and science, will provide opportunities for us to examine our ideas about development and teaching in these areas. We continue to examine ideas through multiple perspectives on pedagogy, critical analysis, and self-reflection.

 

 

 Program Schedule and Room Guide

SUNDAY

MONDAY

TUESDAY

WEDNESDAY

SATURDAY


 

 

 

 

 

Web Crossing
Week's writers post draft seminar paper by 9:00 pm


 

Web Crossing
Rest of class post response to 2-3 colleagues' postings by 3:00 pm

Full School Day
Various Schools

Set aside time for Field Journal Reflections

2:30-4:30pm Seminar Building
Faculty offices hours by appointment

NOTE: week 1 meet in CAB 108 at 5 pm)

5-6:30 p.m.
CAB 108
Workshops

7-9 p.m. Seminar Building
Book Seminar
Jan - 3151
Betsy - 3153
Sonja - 3155

 

 

 

 

2-4 p.m.
Computer Center Post 6
Computer Assistance with Gwendolyn

5-7 p.m.
CAB 108
Math/Science Workshop

7:30 - 9:00 pm
CAB 108 & CAB 110
Field Seminar

 

Library 4300

9 am - 12 pm
Workshop

12-1 pm
Lunch

1-3 pm
Workshop

3 - 3:30 pm
Movement

3:30 - 5 pm
Grade Band Groups

 

 

Weekly Book Seminar Preparation Papers and Web Crossing Postings

Seminar continues as the intellectual center of the program. This quarter we have organized the integrative writing around weekly book topics slightly differently. As was true last quarter, most weeks you will be reading from more than one book and will be participating in math/science and reading/writing workshops which will involve some projects and reading. Therefore, program writing will be spread over a variety of assignments.

 

In the Winter Quarter we have divided up each seminar into A,B, and C groups for writing integrative seminar papers.

Betsy Jan Sonja
B -Kristin Eckert
C -Mika Katzer
A -Johannes Limburger
A -Megan Marks
C -Angela Polowy
A -Sarah Thompson
B -Melanie Eacrett
B -Marie Gabriel
C -Kathy Lobdell
B -Devin McGee
A -Britt Sande
A -Gwendolyn Shae
C -Stephen Rennie
B -Steve Valley
B -Joyce Arafeh
C -Abigale Grace
C -Amy Laskota
A -Janith Pewitt
B -Gordon Quinlan
C -Corrie Rosasharn
A -Barb Sheridan
A -Crystal Hoover
B -Shanti Kessler
B -Victoria Payseno
C -Donna Portmann
C -Gretchen Williams
B -Dustin Haug
A - Kris Endicott
B -Jennifer Echtle
B -Lupe Jackson
A -Michael Lauritzen
B -Tammy Mc Mullen
A -Cecily Schmidt
C -Thad Williams
C -Avi Barnes
C- Corey Cosentino
A -Megan Henningsen
B -Ervanna Little Eagle
A -Samantha Nodolny
C -Angela Scott
B -Jeff Corrick

Beginning Week 1 with group “A”, each of the A,B,C groups will rotate in writing seminar papers. Each group will have only two seminar integration papers to write during the quarter, and two visual responses.

week 1 -- group A writes this week
week 2 -- group B writes this week
week 3 -- group C writes this week
week 4 -- all groups visual
week 5 -- no paper (advancement to candidacy meetings)
week 6 -- group A writes this week
week 7 -- group B writes this week
week 8 --all groups visual (draft of Masters Project Introduction due)
week 9 -- group C writes this week
week 10 -- no paper.

Web-posting dates - We also have rearranged the Web Crossing posting days such that each group responsible for a paper must have their draft on the Web by Sunday at 9:00.

In weeks when your group is not writing an integration paper, you are responsible for responding thoughtfully at least two of your program colleagues who have put their papers on Web Crossing. You must write a substantive response to two of those drafts on Web Crossing by Monday at 3 p.m. This response should not be technical feedback, but rather should respond to issues raised by the seminar paper and should be grounded in your own thinking about the weeks' text.

To assure that seminars are as thoughtful and productive as possible, everyone must come to seminar with informal written questions and comments related to the questions below:

 

Advancement to Candidacy Portfolio and Interview

All students in the MIT Program are required to prepare a portfolio of materials for the Advancement to Candidacy Interview during the second quarter of the program's first year.

The Advancement to Candidacy Portfolio must be completed by Wednesday, January 29, 2003. During the 5th week of the quarter each of you have an appointment with the faculty team to discuss your portfolio.

There will be three major competency areas around which this portfolio will be organized. (Be sure to carefully read and follow the Advancement to Candidacy Portfolio section of last quarter’s handout on MIT Portfolios, which also is on the Web site.) All of these competencies must be addressed in your portfolio with samples of your work and Reflective Essays covering each major area of documentation.

 

 


Field Observations, Participation, and Field Journal

A major objective of field observations in Winter Quarter is to give you sustained experience in one classroom and school -- either elementary, middle or high school -- and with a content area that you are endorsed to teach. You will be observing/ participating in one school for a full day each week. By Spring Quarter, at least, you will teach short lessons in the classroom that you have observed during the Winter.

In order to explore both the culture of schools and your own assumptions and perceptions about that culture, you will:

 

 

 

 

Field Seminar and Grade Band Groups

This quarter field seminars will be organized by grade level (elementary, middle, secondary) and subject matter (for those in middle and secondary) so that your discussions from the field can focus on your endorsement areas. In addition, on Saturdays, each of these same groups will meet to focus on and share curriculum resources and pedagogical strategies for the particular "grade-band(s)" e.g. K-8, 4-9, 5-12, that you are preparing to teach.

The field seminar and grade band groups are as follows:

Betsy
Jan
Sonja
HS Social Studies Elementary HS Science
Avi Barnes
Abigale Grace
Michael Lauritzen
Ervanna LittleEagle
Thad Williams
Johannes Limberger
Megan Marks
Corrie Rosasharn
Barbara Sheridan
Jeff Corrick
Amy Laskota
Devin McGee
Gordon Quinlan
Lupe Jackson
Samantha Nodolny
Gwendolyn Shae
Stephen (for GradeBand)
Britt Sande
Steve Valley
Jennifer Echtle
HS English MS Hum/Lang Arts HS Math
Corey Cosantino
Kris Endicott
Megan Henningsen
Shanti Kessler
Donna Portmann
Kristen Eckert
Marie Gabriel
Joyce Arifeh
Janith Pewitt
Victoria Payseno
Angela Scott
HS Language MS Social Studies MS Science
Mika Katzer
Sarah Thompson
Tammy McMullan
Barbara Sheridan
Angie Polowy
Gretchen Williams
Stephen Rennie
  MS/HS Art MS Math
  Kathy Lobdell
Cecily Schmidt
Dustin Haug
Crystal Hoover
Melanie Eacrett

 

 

Application Project

To provide you with some practice in the application of theory (i.e. developmental learning theory, literacy theory, numeracy theory, scientific thinking, gender theory, adolescent development theory, identity development theory, etc) to the design of learning experiences, you’ll each develop lesson plans over the quarter. The interdisciplinary concept that you will be working with is the “environment”. In your weekly gradeband discipline groups, you’ll be working in pairs to determine what aspect of the environment your lessons will focus upon and then design some learning experiences around that focus.

 

 

Draft Introduction to Your Master's Research Project

You each have identified a question on some aspect of teaching that will help you as you begin your teaching career. The goal of the Master's Project is to help you become a skilled poser of questions and an educated consumer of research that will inform your work throughout your professional career as a teacher and school leader.

This quarter you will continue your critical review of existing research on your question, as well as prepare your initial writing of the Introduction to your paper. On Saturday, March 1, 2003, this copy-edited, first draft of your Introduction is due, using correct APA style, citations and references.

Look carefully at the “Master’s Project Guidelines” for the Introduction. While you will continue with your regular field observations, you will have no TESC classes during the 5th week of the quarter as we do Advancement to Candidacy interviews. You can have this additional program time to continue your research and work on your draft.

 

Reflective Portfolio

Throughout the MIT Program you will be required to maintain a variety of portfolios for different purposes. At the end of Winter quarter, you will submit a portfolio of evidence of your quarter's work, accompanied by written self-reflection on its quality and your learning, as you did Fall Quarter.

In anticipation of this winter quarter portfolio, keep all of your quarter's work in a three-ring binder, e.g. each final seminar paper and preparation notes for seminar, field observations, draft introduction, curriculum planning notes, reading and math workshop assignments, etc.

NOTE: All papers written in this program must be double spaced and 10-12 Point font size.

 

 

Winter Readings

Howard Gardner, Frames of Mind: A Theory of Multiple Intelligences,.10th Anniversary Edition Basic Books; ISBN: 0465025102; 10th Anniversary edition (March 1993) - List Price: $20.00 (amazon)

Jean Piaget, Anita Tenzer (Translator), David Elkind (Editor), Six Psychological Studies, Random House; ISBN: 0394704622; (September 1968) - List Price: $12.50 (amazon)

Chip Woods. Yardsticks: Children in the Classroom Ages 4-14. Northeast Foundation for Children; ISBN: 0961863641; Expanded edition (January 1997). List Price: $15.95 (amazon)

D. Kindlom. Raising Cain: Protecting the Emotional Life of Boys. Ballantine Books (Trd Pap); ISBN: 0345434854; 1st Trade edition (April 4, 2000) . List Price: $11.20. (amazon)

Barbara Rogoff. Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press; ISBN: 0195070038; Reprint edition (February 1991). List Price: $26.95. (amazon)

S.Shirley Feldman and Glen R. Elliott. At The Threshold: The Developing Adolescent. Harvard Univ Pr; ISBN: 0674050363; Reprint edition (March 1993). List Price: $27.95 (amazon)

Peggy Orenstein. SchoolGirls. Anchor; ISBN: 0385425767; (October 1995) .List Price: $14.95 (amazon)

Beverly Tatum. Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books; ISBN: 0465091296; Revised edition (June 18, 1999) . List Price:$14.95. (amazon)

Christopher Lee and Rosemary Jackson. Faking It. Boynton/Cook Pub; ISBN: 0867092963; (February 1992) List Price: $17.95

Ruby Payne, A Framework for Understanding Poverty. aha! Process Inc.; ISBN: 1929229143; Revised edition (2001) . List Price: $22.00.

Constance Weaver. Reading Process and Practice: From Socio-Psycholinguistics to Whole Language. Heinemann (Txt); ISBN: 0325003777; 3rd edition (May 2002). List Price: $35.00

Joyce S. Choate (editor). Successful Inclusive Teaching: Proven Ways to Detect and Correct Special Needs. Allyn & Bacon; ISBN: 0205261787; 2 edition (November 6, 1996) List Price on Amazon only for this new paperback, 2nd edition: $24.50

Continuing Use from Fall Quarter:

Laurie G. Kirszner, Stephen R. Mandell. The Pocket Holt Handbook. Publisher: International Thomson Publishing; ISBN: 0155072390

David S. Moore. Statistics: Concepts and Controversies. Publisher: W H Freeman & Co.; ISBN: 0716740087; 5th edition (October 2000)

 

Winter Quarter Program Syllabus

WEEK ONE

 

Sunday Jan. 5

Monday
Jan. 6

Tuesday
Jan. 7

Wednesday
Jan. 8

Thursday
Jan. 9

Friday
Jan. 10

Saturday
Jan. 11

 

READ:

  • Gardner Frames of Mind

BRING:

  • Field Journal
  • Group A Seminar paper due Saturday

HANDOUTS:

 

 

 

Web Crossing
Group A writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group B and C post response to 2-3 colleagues' postings by 3:00 pm

New Field placements begin

 

CAB 108
5-6:30 pm

Orientation to quarter and seminars

7-9 p.m.
Seminar Building (same rooms as fall quarter)
Book Seminar

 

 

 

5-7 p.m.
CAB 108/110
Prepare Multiple Intelligences Teaching

7:30 - 9:00 pm
CAB 108 & CAB 110
Field Seminars

 

 

Library 4300

9 - 10:20 am
Caution: Oversimplication of MI

10:30 - 11 am
Movement

11 am - 12 pm
Prep for MI Teaching

12-1 pm
Lunch

1-5 pm
Team Teaching concept using MI

 

 

WEEK TWO

 

Sunday Jan. 12

Monday
January 13

Tuesday
January 14

Wednesday
January 15

Thursday
Jan. 16

Friday
Jan. 17

Saturday
January 18

 

READ:

  • Piaget: Six Psychological Studies
  • Woods Yardsticks Review book as grade band resource
  • Weaver Reading Process and Practice Chs 1,2,3 & 15 (do exercises by Saturday)

BRING:

  • Field Journal
  • Group B - Seminar paper due Saturday

HANDOUTS:

 

 

 

Web Crossing
Group B writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group A and C post response to 2-3 colleagues' postings by 3:00 pm


Field Placements
(Teacher protest day)



5:00-6:30 pm
Piaget Workshop

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book seminar

 

 

 

5:00-7:00 pm
CAB 108
Math/Science
Workshop
w/
Sugiyama

7:00-7:30 pm
Break

7:30 - 9:00 pm
Field Seminar

 

 

Library 4300

9:00 - 11:00am
Workshop - Theory and Politics of Reading w/
Ford & Walton

11:00-12:00 pm
Lunch

12:00-3:00 pm
Piaget Workshop

3 - 3:30 pm
Movement

3:30 - 5 pm
Book Fair for Grade band groups

 

 

 

 

 

WEEK THREE

 

Sunday Jan. 19

Monday
Jan. 20

Tuesday
Jan. 21

Wednesday
Jan. 22

Thursday
Jan. 23

Friday
Jan. 24

Saturday
Jan. 25

READ:
  • Rogoff
    Apprentice-
    ship in
    Thinking

  • Woods
    Yardsticks
    (bring to gradeband
    groups)
  • Weaver
    Reading Process & Practice
    Chs: 4,5,13,14

BRING:

  • Field Journal
  • Group C Seminar paper due Saturday
  • Middle & High gradeband: bring text book from your observation class for Saturday

HANDOUTS:

 

 

 

Web Crossing
Group C writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group A and B post response to 2-3 colleagues' postings by 3:00 pm


Field Placements

 

 

5:00-6:30 pm
On Vygotsky

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book seminar

 

 

 

5:00-7:00 pm
CAB 108
Math/Science Workshop w/

Sugiyama

7:00-7:30 pm
Break

7:30 - 9:00 pm
Field Seminar

 

 

CAB 108 - 110

9 am - 12 pm
Early Reading Instruction
w/ Walton
(all K-8)

Textbook Analysis
w/ Ford
(middle/high)

12 - 1 pm
Lunch

12-3 pm
Math workshop
in using
cusinaire rods
w/ Linda Woodall, East Olympia Elemtary teacher

3 - 3:30 pm
Movement

3:30 - 5 pm
Grade Band Groups
Identifying criteria for designing a lesson

 

 

WEEK FOUR

 

Sunday Jan. 26

Monday
Jan. 27

Tuesday
Jan. 28

Wednesday
Jan. 29

Thursday
Jan. 30

Friday
Jan. 31

Saturday
Feb. 1

 

READ:

  • Kindlom
    Raising Cain

  • Feldman
    At the Threshold
    Chs: 1,2, 7,16

  • Weaver
    Reading Process & Practice
    Chs:11,12

BRING:

  • Advancement to Candidacy Portfolio due Wednesday
  • Visual response to reading
  • Middle/high textbook analysis

 

 

 

 

 

 


Field Placements

 

 

5:00-6:30 pm
Vignette on strategies
for working with student concerns

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book seminar

 

Advancement to Candidacy Portfolio due

5:00-7:00 pm
CAB 108
Math manipulatives w/ Amanda Adrian, Garfield Elementary teacher

7:00-7:30 pm
Break

7:30 - 9:00 pm
Strategies for Masters Project Introduction writing

 

 

*Cab 110 *

9 am - 11 am
Early Reading Instruction II
w/ Walton
(all K-8)

Content Area Reading II
w/ Ford
(middle/high)

11 - 11:30 am
Movement
Brain Gym

11:30 - 12:30pm
Lunch

12:30 - 3:30 pm
Pre-algebra using manipulatives
Grades 3-9,
Liz Monroe

3:30 - 5 pm
Gradeband
Groups

 

 

 

 

WEEK FIVE 

 

Monday
Feb. 3

Tuesday
Feb. 4

Wednesday
Feb. 5

Thursday
Feb. 6

Friday
Feb. 7

Saturday
Feb. 8

 
Advancement to Candidacy review- individual appointments
Day of Presence
Day of Absence
Advancement to Candidacy

Advancement to Candidacy appointments all week

NO CLASSES

  • Work on Master's Project, school observation, Day of Presence/Absence
  • CATCH UP and/or GO AHEAD on reading in Feldman, At the Threshold. -- Important for upcoming focus on adolescence and later peer teaching

9 to 4pm


3 to 9pm

and

Field Placements

 


12 to 3pm
&
6 to 9pm

 

 

All Welcome

11-1 Racial Climate in the Classroom - Library 1000

3:30-5:00 Panel on Cultural Appropriation - Lec. Hall 3

Attend two events at some time in these two days

Off Campus - Community of Color Retreat - Lacey Community Center - 9-4 with Potluck Lunch

10-11:30 - Examining the Racial Climate in the Classroom

11:30 - 12:30 Revealing Our Cultural Stories

2-3:30 - Developing Strategies for
Responding to Classroom Climate

On Campus Activities
9-11:30 am or 1-3pm. Dismantling Racism: Becoming and Anti-Racist White Ally - CAB 110 (30 participants only)

11:45 -12:45
From Race Relations to Anti-Racist Resistance - Lib. 4300

1:15-5:15 - White Icing and White Bonding and Other Ism - Library 4300

3:15- 5:00 - How to be an AllyWorkshop - CAB 108

9 to 4pm

 

 

WEEK SIX

 

Sunday Feb. 9

Monday
Feb. 10

Tuesday
Feb. 11

Wednesday
Feb. 12

Thursday
Feb. 13

Friday
Feb. 14

Saturday
Feb. 15

 

READ:

  • Orenstein
    Schoolgirls
  • Feldman
    At the Threshold
    Chs: 8,9,11

  • Atwell
    In the Middle

BRING:

  • Field Journal
  • Group A Seminar paper due Saturday

 

 

 

Web Crossing
Group A writers post draft seminar paper by 9:00 pm

Advancement to Candidacy
9 to 4

Web Crossing
Group B and C post response to 2-3 colleagues' postings by 3:00 pm


Field Placements

 

 

5:00-6:30 pm
Loren Petty, student field placements

One thing you learned & one question you have from the Day of Presence & Absense work.

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book seminar

 

 

 

5:00-7:00 pm
CAB 108
Math/Science
Workshop
w/
Sugiyama

7:00-7:30 pm
Break

7:30 - 9:00 pm
Grade band

 

 

Library 4300

9:00-11:00 pm
Literature Circles and Independent Reading
(K-12) Walton/Ford

11:00-11:30 am
Movement

11:30-12:30pm
Lunch

12:30-3:30 pm
Theme Based, Integrated Teaching with Science. Greg Skinner, Hansen Elementary Teacher

3:30-5:00 pm
Field Seminar

SATURDAY
5:30 to 7:30pm
Advancement to Candidacy Celebration and Potluck -
Significant Others Welcome

5:30 to 7:30pm
Advancement to Candidacy Celebration and Potluck -
Significant Others Welcome

 

 

 

 

WEEK SEVEN

 

 

Sunday Feb. 16

Monday
Feb. 17

Tuesday
Feb. 18

Wednesday
Feb. 19

Thursday
Feb. 20

Friday
Feb. 21

Saturday
Feb. 22

 

READ:

  • Tatum
    Why Are All the Black Kids Sitting Together
  • Feldman
    At the Threshold
    Chs: 5&14
  • Atwell
    In the Middle
    Chs: 4-7

BRING:

  • Field Journal
  • Group B- Seminar paper due Saturday

 

 

 

Web Crossing
Group B writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group A and C post response to 2-3 colleagues' postings by 3:00 pm


Field Placements

 

 

5:00-6:30 pm
Workshop : From the Margin to the Center

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Book seminar

 

 

 

5:00-7:00 pm
CAB 108
Math/Science
Group work

7:00-7:30 pm
Break

7:30 - 9:00 pm
Grade band

OR
No class -- substitute for week 5 day

 

 

Library 4300

9 -11 am
Miscue analysis and Assessing reading

11:00-11:30 am
Movement

11:30-12:30pm
Lunch

12:30-3:30 pm
Heartsparkle Players

3:30 - 5 pm
Field Seminar

 

 

WEEK EIGHT

 

Sunday Feb. 23

Monday
Feb. 24

Tuesday
Feb. 25

Wednesday
Feb. 26

Thursday
Feb. 27

Friday
Feb. 28

Saturday
March 1

 

READ:

  • Payne
    A Framework for Understanding Poverty
  • Feldman
    At the Threshold
    Chs: 4

BRING:

  • Visual representation of seminar reading
  • Copy edited first draft of Master's Project "Introduction" due Saturday

 

 

 

 

 

 


Field Placements

 

5:00-6:30 pm
Organize for peer teaching synthesis of material on adolescence

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book seminar

 

 


5-9 pm
CAB 108
On Poverty with Bruce Walton, principal of Garfield Elementary School

 

 

CAB 108 - 110

9am -12 pm
Six Trait Writing & Jane Schaeffer's approach to writing

12:00-1:00pm
Lunch

1:00-2:00 pm
Math/Science
Group work
w/
Sugiyama

2:00 - 2:30
Movement

2:30 - 5 pm
Gradeband & Field Seminar

Draft of Master's Project Introduction due

 

 

WEEK NINE

 

 

Sunday March 2

Monday
March 3

Tuesday
March 4

Wednesday
March 5

Thursday
March 6

Friday
March 7

Saturday
March 8

 

READ:

  • Lee & Jackson
    Faking It
  • Choate
    Successful Inclusive Teaching
    (2nd ed)
    Chs: 1,2

BRING:

  • Group C- Seminar paper due Saturday

 

 

 

Web Crossing
Group C writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group A and B post response to 2-3 colleagues' postings by 3:00 pm


Field Placements

 

5:00-6:30 pm
Work with teaching team on Adolescence review

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book Seminar

 

 


5-7 pm
CAB 108
Math/Science Group work

7-7:30 pm
Break

7:30 - 9:00 pm
Grade band

 

 

Library 4300

9 am - 12 pm
Workshop on Accomodating Special Needs, with Vicky Andersen, District Specialist in Special Education with North Thurston School District

12 - 1 pm
Lunch

1-3 pm
Parent panel

3 - 3:30 pm
Movement

3:30 - 5 pm
Field Seminar

 

 

WEEK TEN

 

 

Sunday March 9

Monday
March 10

Tuesday
March 11

Wednesday
March 12

Thursday
March 13

Friday
March 14

Saturday
March 15

 

READ:

  • Review all material in your topic area on adolescence

BRING:

  • Winter quarter portfolio -- Tuesday
  • Study guide for colleagues

 

 

 

 

 

 


Field Placements

5:00-6:30 pm
Work with teaching team on Adolescence review

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Grade band group

 

 

5-7pm
Work with teaching team on Adolescence review

7-7:30 pm
Break

7:30 - 9:00 pm
Field seminar

 

Evaluation conferences

Library 4300

Peer Teaching & Discussion
All day

12 - 1 pm
Lunch - potluck

2:30 -3pm
Movement

 

 

 EVALUATION WEEK

Monday
March 17

Tuesday
March 18

Wednesday
March 19

Evaluation conferences