Fall
Quarter 2003
"Teaching Against
the Grain: Resisting the Culture of Schooling"
Masters in Teaching Program Year Two
** Click here for a word version of the program description**
In the Fall Quarter of the second year, you act as full time Teacher Candidates in public school classrooms for ten weeks. You will work closely with your Cooperating Teacher-Mentors, and teach full-time solo for a minimum of three consecutive weeks. Solo teaching means that you will assume the full-time planning, teaching and assessment responsibilities of the Cooperating Teacher-Mentor.
As a teacher candidate, you must participate in the school activities that are expected of a teacher, including being on site for at least the full teacher contract day (usually 30 minutes before and after school start/finish times) , as well as for staff meetings, committee meetings, and special school events. You need to plan, enact and assess developmentally appropriate activities for children consistent with the course of study provided by the school district and EALR’s. Creating lesson plans, reflective writing, videotaping, and weekly Field Seminar discussions with colleagues and faculty will provide us opportunities for discussion and the integration of constructivist theory and practice.
Faculty and Cooperating Teacher-Mentors observe and meet with you for formative assessments, using Evergreen’s Student Teaching Assessment Rubric. This MIT cycle will also be pilot testing Washington State’s new Pedagogy Assessment Instrument in addition to the College’s Assessment Rubric. At the end of the fall quarter and beginning of the winter quarter, you will assemble a final Presentation Portfolio that reflects your curriculum planning, teaching and reflection.
Dates |
Assignments due in Field seminar |
Sometime during quarter | |
Week 2 (Sept 11) |
|
Week 3 (Sept 18) |
|
Week 4 (Sept 25) |
|
Week 5 (Oct 2) | |
Week 6 (Oct 9) | |
Week 7 (Oct 16) | |
Week 8 (Oct 23) |
|
Week 9 (Oct 30) | |
Week 10 (*no seminar, but Nov 7 FRIDAY) |
|
Evaluation week (Nov 10-14) | |
Week 2 -- Winter Quarter | |
Regular weekly assignments | |
PROGRAM SCHEDULE AND ROOM GUIDE:
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY
|
Full Day Student Teaching/ Assisting
Set aside time for field journal reflections/ Curriculum planning
|
Full Day Student Teaching/ Assisting
Set aside time for field journal reflections/ Curriculum planning
|
Full Day Student Teaching/ Assisting
Set aside time for field journal reflections/ Curriculum planning / write Weekly Reflections for seminar/ weekly calendar/ lesson plan
|
Full Day Student Teaching/ Assisting
Set aside time for field journal reflections/ Curriculum planning
Field seminars Jan - Library 2218 Sonja - Library 2220 Gery- Mika’s/Elma Betsy - Tacoma Campus, TESC |
Full Day Student Teaching/ Assisting
When
you teach, hand in next week’s lessons for review by your teacher before today so you can polish on weekend |
The Field Seminar becomes the intellectual center of the program this quarter. Seminars are designed to cluster Teacher Candidates both geographically and by grade band for discussions that bridge theory and practice. A useful reference in field seminars and to support curriculum planning is the Spring Quarter text, Methods That Matter by Daniels and Bizar.
Elma Seminar
Gery Gerst Mika’s home | Olympia 2 |
|
|
|
|
|
|
Peninsula Seminar Betsy Diffendal (TBA) |
|
Gabriel, M.
M |
|
|
Hand the following in at Field Seminar every week. Faculty will return them the next week:
- A copy of your current weekly schedule describing what was taught - see form attached. Specific content overview e.g. “practice adding two columns” or “Civil War group project work” or “Veteran’s Day assembly”, during each period you were there. Highlight those things you were involved in teaching. (handwritten OK - you can clean it up for your final Presentation Portfolio)
- One complete lesson plan that you have either observed or taught this week. 1) As you are observing in the first week or two, write a lesson plan, as you watch, for one lesson that your Teacher-Mentor is teaching….what do you think is his/her central concept? goals? specific objectives for the day? procedures? any assessment? You can use this to have a conversation with your teacher about what led them to choose a particular strategy, etc. 2) When you are teaching, select one lesson plan that you taught during the week and include your reflections after teaching it. (see minimum lesson plan requirements Section I of MIT Student Teaching Handbook, p.13 and Section 2 of Handbook, pp.14-16.)
OTHER ASSIGNMENTS DUE THIS QUARTER:
As we did last Spring Quarter, you need to videotape yourself teaching at least one complete lesson. Ideally, you will be able to have a student or the teacher help you tape more than one lesson. As in the Spring, you will want to use these videos to examine your own teaching. We won’t have time to view them in Field Seminar this quarter, but we will in the Winter. You also may want to edit the tape to include as a more polished part of your Professional Portfolio for the Spring.Since you might show parts of this video to a school hiring committee, in your letter of introduction to the parents of the students you will be student-teaching, you will want to let them know that you will be videotaping yourself teaching and there is a possibility that a picture of their child could be on the tape; what the tape will be used for; and how they can contact you if they don’t want their child’s picture included on any tape used for your portfolio.
In the Fall Quarter, you’ll recall, we learned a lot about the impact of different kinds of feedback on students (Dweck). Since you will each be giving students feedback on various projects, papers, assessments, etc. it will be a good exercise to look again at the Dweck articles. In week six, using your feedback on some student papers as the “text”, we will focus part of the Field Seminar on giving feedback. You will need to ask permission of the students and your teacher, to copy one set of papers (with names taken off) with your feedback. If your teacher is not comfortable with this, we can discuss it further.
Reflections on our own “cultural encapsulation” in the Fall teaching experience (for week 7, October 16th)
We will continue our self-examination of the cultural beliefs, values and experiences (or lack of experiences) that we bring to the classroom. These topics will be a part of many field seminars, with the week 7 seminar having as its formal focus, “How is your teaching addressing second language, disabled, low status and/or historically marginalized students in your classrooms?”
The focus of our formal reflective writing to be included in the Presentation Album will be a reflection on our own “cultural encapsulation” in our Fall planning, teaching, and assessment. As defined in Section 2: Assessment Guide of your MIT Student Teaching Handbook, p. 24, learning to escape our encapsulation” refers to “The degree to which an individual is able to acknowledge and critically reflect upon his/her own received cultural perspectives and comes to know how one’s perspectives influence his/her understanding of and actions towards individual from groups different than his/her received culture.”
As we piloted during last Spring’s micro-teaching, when you solo teach in the Fall you are responsible for meeting the Washington Administrative Code requirement that you “demonstrate a positive impact on student learning”, by assessing the impact of your teaching on helping to move your students toward one or more learning goals expressed in the EALR’s for your grade/ subject matter area. See the details of this project that are spelled out on page 14 of Section 1 of the Student Teaching Handbook. In the Winter Quarter (and again at the end of the Spring Quarter), your faculty must submit a copy of each student’s EALR’s project to Evergreen’s Professional Education Advisory Board (PEAB) for review.
During Year Two of the program, your Self-Evaluations and Faculty Evaluations need to be submitted in final form each quarter. Since you will need to send your transcripts out to districts for hiring before the end of Spring Quarter, your evaluations will become part of your formal transcript when you submit them at the end of each quarter.If you would like faculty to look them over, bring your Self-Evaluation in draft form to the final Field Seminar. Bring three copies of your final Self-Evaluation on the correct form to your Evaluation Conference.
As a part of your work during your first quarter of student teaching, you will be planning lessons/units keyed to the Washington State Essential Academic Learning Requirements. In addition, you will be keeping a reflective journal on your teaching, and you will have opportunities to assess your students' performance. These materials, as well as photographs of your classrooms, and videotapes of yourself teaching, will provide rich material for the development of a "presentation album" of your own design. This album will give you an opportunity to assemble your best work and to reflect on your strengths and creativity as an emerging teacher.
You will add to this album during your Spring student teaching, and select materials from the album to include in your Professional Portfolio prepared by the end of Spring Quarter and used in job interviews to demonstrate your competence.You can wait to hand in your Fall Quarter Presentation Album until after the November - January break. Take some time to make it look professional and share it with program colleagues during Week 2 of Winter Quarter, 2004.
Contents of the Presentation Album must include at least:
Section I - Fall Quarter Lessons separated into your ten teaching weeks, each week to include:
SECTION II - Five of your best lessons.
Section III - A full copy of the EALR’s Project that you submitted Week 9.
Note: The PEAB will not return the copy you submit to the program.
Section IV -- The reflection on your cultural encapsulation