View
3
Download
0
Category
Preview:
Citation preview
Center for Teacher Certification, ACC Summer Institute
Summer Institute 2008
AUSTIN COMMUNITY COLLEGE Center for Teacher Certification
Austin, Texas
Student Name ______________________________
Center for Teacher Certification, ACC Summer Institute
2008 Summer Institute Handbook
TABLE OF CONTENTS
Every assignment is critical to your success. Each contact hour brings you information that provides experience that you will use in the classroom. Out of class assignments are
essential plans for next year’s teaching experience. Do everything that is asked!
Section Page # Introduction 3 Biographies 4 Location & Site Details 6 Program Review 7 Academic Policies and Procedures 8 9 Syllabus; Artifact Guide; Scope & Sequence, Lesson Planning Materials
1026
Evaluative Essay and Peer Teach 2729
Center for Teacher Certification, ACC Summer Institute
The Center for Teacher Certification Austin Community College
“It’s all about the kids.” The Center for Teacher Certification at Austin Community College's mission is to bring qualified teachers to the local schools. Our program is committed to educators and their tremendous impact on children as well as the future growth and development of education professionals. As a result, we have established a training program that facilitates the successful entrance of these individuals into the community of educators with knowledge of and experience with the Texas Essential Knowledge and Skills (TEKS) and Texas Assessment of Knowledge and Skills (TAKS), state standards, state wide curriculum, office support, and online support system. The Pedagogy and Professional Responsibilities course (EDTC 3000) covers the basic domains of planning, behavior management, teaching and assessing, and professional responsibilities needed for teaching in Texas. Students take the PPR EC12 TExES exam upon completion of the EDTC 3000 course.
Since students are accepted into the program based on college credit hours mandated by the Federal government and State Board for Educator Certification, and the TExES exam for course content is taken early in the year to ensure that future teachers satisfy the “No Child Left Behind” mandate for school employment. Therefore, the Summer Institute offers practice opportunities, training by current classroom teachers using the methods necessary for successful teaching in today’s classrooms and an opportunity to prepare for the first year of teaching. The main focus includes:
• Studentled instruction; • Use of a school campus; • Curriculum and activities prepared for the classroom; • Designed instruction for student differentiation; • Handson labs and manipulatives.
The training will be held at Pecan Springs Elementary, 3100 Rogge Lane Austin, Texas 78723, Phone: 414 4445. Summer Institute hours are 8:303:30 in Rooms 301311. The easiest way to find Pecan Springs is to take 183 north, exit at Manor/Springdale, drive up the hill, and turn right on Rogge at the entrance to Region XIII Education Service Center (on the left).
Contact Information:
Ben Alley, Specialist, CTCP Melaina Wilkin, Coordinator, CTCP Summer Institute Principal (512) 2237653 balleyjr@austincc.edu
Sharon Duncan, Director, CTCP (512) 2237650; 5278574; 4234296 sduncan@austincc.edu
(512) 2237854 mwilkin@austincc.edu
Letty Gomez, Administrative Asst., CTCP (512) 2237649 lettyr@austincc.edu
5930 Middle Fiskville Road • Austin, Texas 787524390 • 512.223.7649
Center for Teacher Certification, ACC Summer Institute
Important People:
Melaina Wilkin, a graduate of the University of Arizona, is a former highschool social studies teacher in Tucson, AZ. She has many years of experience working with at risk and lowerlevel students; and working on implementing reading and writing across the curriculum. Melaina is also a former trainer with the College Board, training teachers on how to increase critical thinking skills in the classroom and readying lowerlevel students for Advanced Placement Classes.
In Austin, she has worked with Region XIII and ACC’s Center for Teacher Certification as a supervisor before becoming the Coordinator at ACC in June, 2007. Prior to that, she tutored extensively in the Austin area.
Melaina is very active in the community, serving on the Advisory Board at the Steele Memorial Children’s Research Center in Tucson, AZ, working with Big BrotherBig Sister of Tucson, and being involved with the Active 2030 Club of Tucson raising money for children’s charities. In Austin, she is involved with Gold Ribbon Rescue, The Junior League of Austin and Con Mi Madre.
Peggy Semingson taught bilingual students for seven years in both Southern California and Texas and received her M.Ed. in Reading Education from Texas State University, San Marcos in 2004. She enjoys teaching students from PKgraduate school and is currently a doctoral student in Language and Literacy Studies at the University of Texas, at Austin. She also teaches courses in reading and writing methods to preservice and in service teachers at Texas State University, UT Austin, and Austin Community College.
Peggy presents at local, state, and national conferences on topics that include literacy learning, bilingual best practices, and parent involvement. She believes all students bring unique "funds of knowledge" to school with them; It is our job, as educators, to know students' strengths and build on those as we make learning meaningful, purposeful, and connected to their lives and communities.
Abel Villarreal grew up in Rio Grande City, Texas, located in the Rio Grande Valley. He graduated from the University of Texas at Austin with a BA in Mathematics. He reenrolled at UT for another year and completed his secondary teacher certification in mathematics and social studies. Several years later, he completed his master’s degree in mathematics education from Southwest Texas State, now called Texas State University.
Abel taught high school mathematics (everything from basic arithmetic to advanced placement calculus) for 32 years in the Austin I.S.D. and is presently semi retired.
His educator experiences also include teaching and writing mathematics curriculum for the St. Edwards University Rural Upward Bound (migrant student) Program for four years, teaching a variety of mathematics courses for Austin Community College as an adjunct math instructor for 20 years, teaching and
writing math curriculum for the University of Texas at Austin’s Jumpstart Program for over 9 years, and spent a summer writing high school mathematics curriculum for the mechanical engineering department at UT. He has extensive experience teaching atrisk students and writing curriculum that helped atrisk students graduate high school.
It should be mentioned that Abel’s Jumpstart algebra curriculum is now being used by its three sister Jumpstart Centers across the state and is presently the “point” person for ACC Tutors with Vision Tutorial Initiative at Bedichek Middle School and Crockett High School in Austin ISD.
Tina Waddy, BA, Liberal Arts is a graduate of Texas State University and a current Master's in Education candidate at Concordia University. She trained for her teacher certification at Region XIII and has taught at the Texas Academy of Excellence, Elgin High School, and Austin Independent School District's Pecan Springs Elementary. Her background in Special Education provides valuable insight into student differentiation and intervention. Tina believes that creating a handson environment with differentiated activities produces high levels of achievement.
Ben Alley Jr. received his M.Ed. in Education Administration from Texas State University in 1999. He holds a B.A. in Education also from Texas State University awarded in 1989. Classroom teaching certification areas include grades 18 inclusive and 18 art.
Ben’s work experiences as an elementary and middle school teacher, campus administrator, and an ACC instructor for both adult ESL and The Center for Teacher Certification, have given him a broad understanding of the processes and practices used in classrooms today. He was a contributing member in the development of AISD’s course learner expectations and curricular standard frameworks K12 for language arts, science, and the social sciences, a member of the Smithsonian Institution and the National Faculty Fellowship at George Washington University, and a scoring member of the National Board for Professional Teaching Standards in Atlanta. He developed and facilitated numerous professional inservices for educators, community members, and universities within the state.
Today, Ben works as a Specialist in the Center for Teacher Certification at Austin Community College.
Nancy Shaer is a veteran teacher still in the classroom at Bedichek Middle School. Teaching math, she has the wisdom and skills to reach students and facilitate their success. She was instrumental in the “Tutors With Vision” pilot in 20082009. Additionally, she shares her “Free to Teach” behavior management plan with us. Use it!
Center for Teacher Certification, ACC Summer Institute
Location and Site Details
Bilingual Generalists EC 6 Room 307 Peggy Semingson
Math 48, Room 309 Abel Villarreal
Science 48 Room 311 Tina Waddy
Library – combined gatherings & ACC 301.0
Principal/AP Room 305 Ben Alley/Melaina Wilkin
We’ll have the use of: Classroom Equipment: (TVVCR and overhead projector); Math and Science student textbooks and AISD resources, as requested.
Summer School Contacts:
Elaine McKinney, Pecan Springs Principal Nicholás Rivera, Custodian who will unlock and lock the classrooms. (cell 9356319)
Center for Teacher Certification, ACC Summer Institute
Program Review
Candidates, applying to the Teacher Certification Program, choose a certification approved for the Austin Community College Certification Program. Certifications, offered to individual cohorts, are directly correlated to the shortage of teachers in the area. Because a teaching internship is required for certification, offering certifications in shortage areas definitely increases the cohort's ability to find firstyear teaching positions.
1. Application and Interview 2. Acceptance into ACC Teacher Certification Program 3. New Cohort Orientation Session/Employment Seminar 4. EDTC 3000 Pedagogy and Professional Responsibilities Course 5. Probationary Certificate with SBEC 6. TExES Exams (Content, PPR, Bilingual Supplemental (after training), Bilingual TOPT) 7. Summer Institute 8. Probationary Internship in an accredited school 9. EDTC 3004 Successful Teaching Practices 10. EDTC 3005 Supporting the Teaching Experience online 11. Successful Internship with recommendations of campus principal, campus mentor, ACC
Supervisor, ACC Director. 12. Standard Teaching Certificate with SBEC
Foundation Pieces: Educator Standards, TEKS, and IPGs
State Board for Educator Certification and Texas Education Agency
ü Standards for Content Areas
http://www.sbec.state.tx.us Standards and Testing
Educator Standards Approved Educator Standards "Scroll" down the list to find content/certification
ü Texas Essential Knowledge and Skills (TEKS)
http://www.tea.state.tx.us links to TEKS by subject links to Released TAKS tests by subject & grade level
ü Instructional Planning Guides (IPGs) http://www.austinschools.org/matrix
Center for Teacher Certification, ACC Summer Institute
2008 Summer Institute Academic Policies and Procedures
Academic Program Requirements:
• Attendance is mandatory for course and program requirements. “Seat time” is required. 8:30 3:30
• The summer training consists of 106 hours, including 15 hours of online training, to be completed by the first day of facetoface classes.
• An “80” average is the minimum passing grade. • Instructors will give students a midterm report detailing their course progress. • Due to the nature of the work involved in the Summer Institute, late work will not be accepted. A draft may be submitted to the instructor (with instructor approval) for comments prior to its due date.
• If a student is having difficulty meeting the course requirements, a director/student conference will be held to develop a support plan.
Attendance Code:
All students are expected to attend 100% of the 96 face to face classroom hours. • Any absence other than a professional job interview will result in a three point deduction from the student’s final grade. This includes a late arrival or leaving the class before dismissal. Please give 24 hour notice to the instructional team if you know you will be absent.
• Students will be allowed excused absences for attending job interviews. Any student attending a job interview must fill out the Job Interview Absence Form, have it signed by the interviewing administrator on campus, and submit it to the Summer Institute instructor. When possible, students are expected to schedule job interviews that do not conflict with the Summer Institute.
Procedures When Leaving:
• Before leaving, instructors and students should remove all personal items from the room and clean trash off the floor.
• The computers should be left with the screensavers active on MondayThursday; however, computers should be turned off on Friday
• The instructor is expected to manually lock the door before leaving, when possible.
5930 Middle Fiskville Road • Austin, Texas 787524390 • 512.223.7649
Center for Teacher Certification, ACC Summer Institute
Job Interview Absence Form
Preservice Teacher ___________________________________
Interview Date ________________
Interview Times ________________
Interview Campus and District ____________________________________
Interviewing Administrator ____________________________________ Print Name
____________________________________ Signature
_________________________ Title
Reflection and Evaluation
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
________________________________________________________________________
________________________________________________________
___________________________________________ Sign and Date
Center for Teacher Certification, ACC Summer Institute
Summer Institute Syllabus
Time Requirements • Instructional Contact Hours 76 • Online Instruction Hours 15 – Bilingual, TEKS/TAKS study online (Math, Science) • Completion of unit plans outside of class 15
106 Hours Required Textbooks
Bilingual Generalist
Allington, R. & Cunningham, P. Classrooms that Work: They can all read and write (2007). New York: Longman, ISBN: 0205493947. Order from publisher: http://www.ablongman.com
Recommended Reading for All Certifications
Kelly, W. Michael. Rookie Teaching for Dummies. Wiley Publishing, 2003. ISBN: 0764524798.
Kronowitz, Ellen. L. The Teacher's Guide to Success. Pearson Education, Inc., 2008. ISBN: 13:9780205 456192
Wong, Harry & Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher, 2001. ISBN: 0 962936022.
1. Course Mission • Foster excellence and innovation in teaching and learning • Support research and creative activities that expand knowledge • Promote the application of knowledge • Maintain academic integrity through free and open inquiry • Understand and appreciate the historical, intellectual, technological, scientific, and
cultural nature in the search for knowledge • Provide continuing opportunities for intellectual, physical, emotional, and social
growth • Support a culturally diverse environment and advocate mutual respect for all
members of the learning community as they strive for excellence • Connect contemporary technology and teaching applications across the curriculum • Promote the ethical standards of the teaching profession
2. Course Objectives: • Develop an effective lesson plan cycle including modifications, accommodations,
and differentiations for diverse learner needs • Develop a rigorous and focused instructional unit based on state and district
guidelines • Identify district resource materials that will support the lesson and unit being
developed • Incorporate objectives and themes from all academic areas and determine their
applications within lesson and unit plans, deliveries, and assessments • Identify “best practice” teaching and learning standards and their applications • Integrate effective technology standards into areas of instructional development and
support
3. Course Rationale Effective classroom instruction begins with the examination of teaching methodologies. Successful teachers base their teaching/learning practices on the most current brain research available. This insight shapes and focuses a contemporary paradigm of productive and meaningful instructional practices.
Center for Teacher Certification, ACC Summer Institute
Identifying the applications of new information allows the educator to move from theory to scientifically grounded methods of delivery and assessment facilitated in a productive learning environment. We can all remember a classroom teacher from our past who made learning meaningful, and motivating. These teachers inherently knew what effective instruction looked like. As a group, we will identify these components and establish ways to systematically present facts, ideas, skills, techniques, assessments, curriculum differentiations, modifications, and accommodations within the classroom.
4. Engaged Learning
• Methods of effecting teaching and assessing, and the materials needed to support these efforts, refer to the processes used to deliver information with a supporting ability to assess, plan, implement, and evaluate the teaching/learner practice.
• Curricular knowledge refers to the fundamental recognition of academic content and knowledge construction.
• Promotion of equity for all learners refers to the skills and attitudes that enable educators to advocate for all students.
• Celebrating diversity refers to the construction of a learning environment that appreciates, affirms, and engages the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.
• Professional communication refers to effective interpersonal and professional exchanges that include appropriate applications of information, technology which includes a professional portfolio, and the promotion of student learning.
• Engaged professional learning refers to the commitment of educators to ethical and caring practices and to the continual processes of learning and professional development.
The philosophy of this course is characterized by Morrison (2000) as progressive¹ with social reconstruction²
1 Progressivism is based on the principle that humans are social beings who learn best in real life activities involving other people. Progressivists rely on the best scientific theories of learning. A progressive preservice teacher (student) desires not just reading and drill, but real world experiences and activities that center on the life of the preservice teacher (student). “Learn by Doing”
2 Social Reconstructionism attempts to help the preservice teacher (student) deconstruct his/her own prior knowledge and attitudes, comprehend how these understandings evolved, explore the effects they have on actions and behaviors, and consider conceptions and premises that may be more serviceable in the teaching/learning experience. Analysis and structured reflection on formal course knowledge and practical experiences are incorporated.
5. Activities
• Develop a focused instructional unit composed of 3 individual lessons. • Integrate applicable technology standards into all areas of instructional development and support • Present one 45 minute individual teach • Develop an evaluative inclusion essay of the unit • Peer critiques and teaching assessments will be conducted using a modified Professional
Development and Appraisal System instrument. • Guided lessons, cooperative/collaborative group interactions, independent research and product
development, and student/teacher conferences will be modeled throughout the institute
Center for Teacher Certification, ACC Summer Institute
Artifact Guide
Cohort members will continue to develop their professional electronic and presentation portfolio. An updated portfolio will include completions from this Summer Institute and will be the determining factor for academic success as well as evidencing an understanding of “best practices” within the teaching/learning environment.
Artifact 1 Interdisciplinary Unit
• Individual lesson plan 1 • Individual lesson plan 2 • Individual lesson plan 3
Each lesson within Artifact 1 will contain:
The identification and inclusion of student data (an Individual Education Plan). This document will be used to define all modifications, accommodations, and differentiations to each lesson’s general curriculum. The identification of district and state frameworks which guide the lesson and unit being developed The inclusions of all published (if available) and selfmade ancillary materials including resource kits, applicable literature, etc The incorporation of 3 additional academic area objectives which will demonstrate Interdisciplinary and cross curricular connections Technology applications
Artifact 2 Evaluative Essay to Interdisciplinary Unit
• Analysis and reflection
Artifact 3 Peer Teach and Final Unit Design
• 45 minute teach using one lesson plan from Artifact 1 • A copy of the final unit design with all ancillary materials uploaded to individual website
Students will be required to download and print a personal copy of each lesson plan being used for presentations
• A critique (modified PDAS) of each presentation
Artifact 4 Online Component
• Student must evidence online component completion of assignments, as listed on training page.
Artifact 3 Attendance/Contact Hours and Participation
• See Attendance Code on page 6 • Students will be expected to actively participate in the classroom and within their
cooperative/collaborative study groups.
Center for Teacher Certification, ACC Summer Institute
Scoring Rubric
Cohort Member _________________________Student ID #__________Letter Grade____
Evaluator/instructor ____________________________________
Director ____________________________________ Sharon Duncan
Below Expectations Proficient Exceeds
Expectations
Artifact 1 Interdisciplinary Unit 30% Score
Unit Overview 5 7 9
Possible 7 Lesson Plan 1
Modifications, accommodations, differentiations
0 1 2
Lesson planning including district and state frameworks
0 1
Supporting resource materialsdistrict and self made
0 1 2
Interdisciplinary objectives from other academic areas 0 1
Technology applications 0 1
Possible 7 Lesson Plan 2
Modifications, accommodations, differentiations
0 1 2
Lesson planning including district and state frameworks
0 1
Supporting resource materialsdistrict and self made
0 1 2
Interdisciplinary objectives from other academic areas 0 1
Technology applications 0 1
Possible 7 Lesson Plan 3
Modifications, accommodations, differentiations
0 1 2
Lesson planning including district and state frameworks
0 1
Supporting resource materialsdistrict and self made
0 1 2
Interdisciplinary objectives from other academic areas 0 1
Technology applications 0 1
Artifact 2 Evaluative Essay 10%
Possible 5 Analysis and reflection 4 7 10
Center for Teacher Certification, ACC Summer Institute
Artifact 3 Peer Teach 30%
Possible 25 45 minute teach 15 20 25
Possible 2 Lesson uploaded to website 0 2
Possible 3 Critique/Appraisal 1 2 3
Artifact 4 Online Component 20%
Possible 20
Submission of assignments (see checklist on training page)
10 15 20
Artifact 5 Attendance/Participation 10%
Possible 5 Attendance 1 3 5
Possible 5 Participation 1 3 5
Comments: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Point Total
Letter Grade
Equivalent
A 90100 B 8089 C 7079
Center for Teacher Certification, ACC Summer Institute
Assessment Criteria
Artifact 1 Interdisciplinary Unit
Lesson and Unit Planning
Below Expectations The overview includes few components identified on the Interdisciplinary Unit Overviewp19 Components of the lesson plan have not been clearly developed and are not focused TEKS and district frameworks are not identified No logical progress through 3 day plan Modifications, accommodations, and differentiations are not identified for learner differences including special education Supporting materials, both published and selfmade, are not grade and learner specific or focused on learning objectives Little or no development and identification of academic area objectives outside of teaching area The uses of technology are limited with little support for the learning objectives
Proficient The overview includes most components identified on the Interdisciplinary Unit Overview –p19 All components of the lesson plan are developed evidencing some focus TEKS and district frameworks are identified in content area Limited progress through 3 day plan Modifications, accommodations, and differentiations are somewhat identified for learner differences including special education Supporting materials, both published and selfmade, are somewhat grade and learner specific and focused on learning objectives Some development and identification of academic area objectives outside of teaching area The uses of technology support the learning objectives
Exceeds Expectations The overview includes all components identified on the Interdisciplinary Unit Overview p19 All components of lesson plans are well developed and focused TEKS and district frameworks are clearly identified across curricular areas Logical progress through 3 day plan Modifications, accommodations, and differentiations are clearly identified for learner differences including special education Supporting materials, both published and selfmade, are clearly grade and learner specific and focused directly on learning objectives Clear development and identification of academic area objectives outside of teaching area The uses of technology are varied, highly effective, and clearly support the learning objectives
Artifact 2 Evaluative Essay
Below Expectations Essay does not describe student knowledge of content. Statements of how the assignment has prepared the student for teaching may not be present or does not demonstrate personal reflection or application Work is at an unacceptable level containing grammar and/or usage errors.
Proficient Essay is moderately developed and shows some evidence of student knowledge of content Statements of how the assignments prepare the student for the classroom show some insight and elaboration Work contains few grammar and/or usage errors.
Exceeds Expectations Essay clearly demonstrates content knowledge as evidenced by elaboration and a connection to other components of student knowledge. Statements of how the assignment prepares the student for the classroom evidences elaborated insight and are reflected in the self assessment. The essay does not have grammar or usage errors.
Artifact 3 Peer Teach
Below Expectations Scores Below Expectations on modified PDAS/TxBESS appraisal instrument
Proficient Scores Proficient on modified PDAS/TxBESS appraisal instrument
Exceeds Expectations Scores Exceeds Expectations on modified PDAS/TxBESS appraisal instrument
Artifact 4 Online Component (Must be completed and submitted by first day of facetoface session)
Below Expectations Assignments missing.
Proficient Assignment completion with submission on first day of facetoface session
Exceeds Expectations Evidence of planning for entire school year.
Center for Teacher Certification, ACC Summer Institute
Artifact 5 Attendance/Participation
Below Expectations 2 or more excused or unexcused absences and/or any unexcused late arrivals or leaving early (instructor notified less than 1 day)
Proficient 1 excused absence and/or any unexcused late arrivals or leaving early ( instructor notified less than 1 day)
Exceeds Expectations 100% attendance No late arrivals or leaving early without instructor approval (1 day minimum notification) Class participation clearly demonstrates the student’s ability to work collaboratively/cooperatively with peers, instructors, and other professional personnel
Center for Teacher Certification, ACC Summer Institute
Scope and Sequence
Date Day Lesson Title/Overview/Instructor Assignments/COMPLETIONS Learning Objectives
06.10.08 69 HBC 301
Tina out Abel 69
Tuesday Lesson 1
COMBINED
Math/Science/Generalist
1. Introduction and overview
2. The everlearning brain (Ben)
3. Guest panel Responsibilities (Visiting Administrators/teachers)
The Brain video
Needs assessment survey topics for panel discussion from EDTC 3000
♦ Identify staff ♦ Identify course overview ♦ Clarification of online components and
assignments ♦ Discover brain characteristics ♦ Identify key responsibilities for
educators entering the profession
06.12.08 69 HBC
Tina 69 Abel 69
Thursday Lesson 2
COMBINED
Math/Science/Generalist 1. Accommodating learner diversity in the
classroom (Interventions and Differentiation).
2. Teaming the teacher and the paraprofessional
1. IDENTIFY UNIT OBJECTIVE AND RATIONALE FOR INSTRUCTOR APPROVAL
Begin the development of your units 3 individual lesson plans. Identify:
Each lesson’s objective Each lesson’s rationale The TEKS covered within each lesson Supporting district and self made materials
♦ Determine curricular modifications and accommodations of the special needs learner including the gifted student
♦ Define the “inclusion” classroom ♦ Implement effective teaming practices ♦ Identify learning needs of second
language learners and instructional applications
o Develop 4 lesson plan components: learner objective, lesson rationale, TEKS, and district and self made materials
06.16.08 8:303:30 Pecan Springs Elementary
Monday Lesson 3
COMBINED
Math/Science/Generalist Building the Unit and Incorporating
Interdisciplinary Components
AM 1. Unifying academic areas (Peggy, Tina, Abel)
2. Guided lessons with Interdisciplinary inclusions K8 ü Writing Workshop (Peggy)
PM ü Science lesson cycle FOSS (Ben, Tina) ü Math lesson cycle (Abel)
3. Debrief (All)
Online module completion with assignments (hard copy) submitted at 8:30. Finalize the rough drafts of your 3 individual lesson plans. Each plan will evidence a complete lesson cycle using the lesson plan format.
Each lesson plan will include: Modifications Accommodations Differentiations Assessments
♦ Identify curriculum components, time restraints,
♦ Identify and analyze unifying ideas within math/science/language curriculum
♦ Identify the importance of cross curricular Interdisciplinary planning
♦ Identify academic themes within the TEKS, IPGs, and adopted curriculum.
♦ Develop instruction built on motivation and a positive environment, addressing all academic areas and diverse learning styles and needs
o Develop final lesson plan components featuring materials, modifications, accommodations, differentiations, and assessments, and using student data based on tier 1, tier 2, and tier 3 student data.
Center for Teacher Certification, ACC Summer Institute
06.17.08 8:303:30 Pecan Springs Elementary
Tuesday Lesson 4
COMBINED
BREAKOUT
Math/Science
Generalist
AM 1. Data driven instruction (Abel)
PM
2. Rewriting curriculum for the math/science teacher (Abel)
2. District Assessment and Campus Progress Monitoring (Peggy, Tina)
2. ROUGH DRAFT LESSON PLANS CHECK to be incorporated into unit plan – instructors available for conferences by appointment
♦ Analyze data at the state, district, campus, and student levels
♦ Identify the need for data and determine its value in developing instruction
06.18.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30? Abel 13.30?
Wednesday Lesson 5
COMBINED
Math/Science/Generalist Guest Speaker Free to Teach Nancy Shaer
3. REVISED DRAFT LESSON PLANS CHECK to be incorporated into unit plan – instructors available for conferences by appointment
♦ Identify developmental issues physical, cognitive, and psychosocial areas, in students
♦ Develop strategies that address the specific needs of students such as management, social skills, and physical development
♦ Develop strategies for effective communication and involvement with parents and the community
♦ Define motivation within the learning community
Center for Teacher Certification, ACC Summer Institute
BREAKOUT BY CERTIFICATIONS THREE CLASSROOMS ROOM 1 MATH ROOM 2 SCIENCE ROOM 3 GENERALIST
06.19.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 8.303.30 Peggy in
Thursday Lesson 6 1. MATH Higher order questioning strategies
(Abel)
2. SCIENCE Higher order questioning strategies (Tina)
3. GENERALIST bilingual Elementary Methods: Unit 1 – Assessments, part 2
4. FINAL DRAFT LESSON PLAN CHECK to be incorporated into unit plan – instructors available for conferences by appointment
MIDTERM PROGRESS REPORTS
♦ Identify the role of questioning as a component of the math/science lesson
♦ Identify questions as related to Bloom’s taxonomy
♦ Identify levels of questions as related to TAKS
06.20.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 13.30 Peggy in
Friday Lesson 7
AM 1. MATH Problem solving (Ben using Abel’s
plan) 2. SCIENCE Problem solving (Tina)
PM 1. MATHProblem solving cont. (Abel) 2. SCIENCEThe Interactive Notebook (Ben,
Tina)
3. GENERALIST Bilingual Elementary Methods, Literary Strategies, Modules 7 and 8
Inclusion analysis and reflection essay
Instructors available for conferences by appointment
♦ Identify the role of problem solving in the math/science classroom
♦ Identify three types of problem solving tasks with evaluations
♦ Compose new tasks from student textbooks/TEKS
06.23.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 13.30 Peggy in
Monday Lesson 8 1. MATH Incorporating Technology
Room/activity setup (Ben)
2. SCIENCE The Interactive Notebook Activity/lab/prep setup (Ben, Tina)
3. GENERALIST Bilingual Elementary Methods: Metacognition (Module 9) and Fostering Classroom Discussions
5. COMPLETED UNIT WITH INCLUSION ANALYSIS AND REFLECTION
♦ Construct collaborative/cooperative strategies for classroom implementation
♦ Determine components of activity/lab setups/preps
♦ Determine positive attributes of an effective professional team
06.24.08 8:303:30 Pecan Springs Elementary
Tuesday Lesson 9 1. GENERALIST Bilingual Elementary Methods,
Module 10
Center for Teacher Certification, ACC Summer Institute
INDIVIDUAL DEMONSTRATION TEACHING FOR MATH AND SCIENCE BEGINS TUESDAY
06.24.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 8.303.30 Peggy in
Tuesday Lesson 9
1. Presentations (cohort)
2. Presentation critiques (instructors)
6. INDEPENDENT TEACH
Analysis and debriefing
♦ Present, defend, and justify unit plan to peers
♦ Identify lesson strengths and areas to improve
INDIVIDUAL DEMONSTRATION TEACHING FOR GENERALISTS BEGINS WEDNESDAY Math and Science continue
06.25.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 13.30 Ben – 8:301 Peggy in
Wednesday Lesson 10
1. Presentations (cohort)
2. Presentation critiques (instructors)
3. GENERALIST – Bilingual Elementary Methods, Module 11
INDEPENDENT TEACH
Analysis and debriefing
7. UNIT UPLOADED TO WEBSITE FOR STUDENT SHARE
♦ Present, defend, and justify unit plan to peers
♦ Identify lesson strengths and areas to improve
06.26.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 8.303.30 Peggy in
Thursday Lesson 11
1. Presentations (cohort)
2. Presentation critiques (instructors)
3. GENERALIST – Bilingual Theory and Practice – ELL Strategies, modules 1516.
INDEPENDENT TEACH
Analysis and debriefing
♦ Present, defend, and justify unit plan to peers
♦ Identify lesson strengths and areas to improve
06.27.08 8:303:30 Pecan Springs Elementary
Tina 8.303.30 Abel 13.30 Peggy
Friday Lesson 12
AM 1. Presentations (cohort) 2. Presentation critiques (instructors)
3. GENERALIST – Bilingual Theory and Practice, ELL Strategies, modules 1718.
INDEPENDENT TEACH
Analysis and debriefing ♦ Present, defend, and justify unit plan to
peers
COMBINED
Math/Science/Generalist
PM 1. Guest Panel First year hurdles 2. Wrapup 3. Grades submitted
Panel and classroom discussion
♦ Identify first of the year expectations, tips, and ideas
♦ Identify obstacles of the first year teacher and solutions
Center for Teacher Certification, ACC Summer Institute
Interdisciplinary Unit Overview
Adapted from Using the Net to Create Thematic Units. http://www.techtrekers.com/Thematic.htm
What is an Interdisciplinary Unit with Interdisciplinary Inclusions?
Interdisciplinary instruction is the organization of a curriculum around "themes." Interdisciplinary instruction integrates basic disciplines like reading, writing, math, science, social studies, art, music, PE, and interpersonal and intrapersonal skills with the exploration of a broad subject, such as communities, rain forests, river basins, the use of energy, and so on.
Ten Key Reasons to Use Interdisciplinary Units
Compacts the Curriculum Demonstrates the Interdisciplinary Nature of Learning Increases Student Interest in Learning and Time Engaged Expands your Assessment Strategies Utilizes Collaborative and Cooperative Learning Focuses the Learner on the Mastery of Objectives Integrates Word Processing Skills into Creative Activities Models for Students the Resources Used in Research Increases Effective Use of Computers and Technology Can Safely Control Web Access for Students
Component Parts of the Interdisciplinary Unit Overview:
1. ThemeSelect an appropriate theme reflecting text topics (curriculum), student interests, experiences, issues, or problems.
2. Grade Level Appropriateness
3. Focus Develop a onesentence focus statement that summarizes the direction and intent of the unit.
4. Objectives Identify three or four specific objectives you wish students to master by the completion of the unit. These will be directly related to the TEKS and independently identified on each lesson plan.
Include a rationale of the unit.
5. Materials and Resources (remember copyright law) It is advantageous to determine all the necessary materials and resources after the unit has been outlined. That way, you avoid limiting yourself to a few familiar items. Materials and resources will also be identified in each lesson plan.
Printed Resources. newspapers, pamphlets, notices, travel guides, junk mail, journals, diaries, letters, maps, advertisements, brochures, flyers, encyclopedias, dictionaries, magazines, booklets, professional journals.
Center for Teacher Certification, ACC Summer Institute
Computer and CDROM Resources. Educational software, reference works, educational games and simulations related to curriculum, and CDROM adaptations of literature. Internet Resources (primary source or identified as educator acceptable). Audio/Visual Resources. PowerPoint, videos, video streams, DVDs, slide programs, or overhead transparencies, records, audio tapes, books and tapes, and CD’s. Community Resources.
guest speakers field trips
Instructional Television Resources Literature Resources
fiction nonfiction poetry
Select books related to the topic of each Interdisciplinary unit. For literature selection you may wish to develop a prereading activity, a variety of crosscurricular learning activities, and openended discussion questions. Select books from a variety of genres. Select books that relate to the theme and make these available for independent reading and reading aloud. Remember that the Printed Resources listed above may also be included in this Literature Resource section.
6. Learning Activities General Activities. Develop activities you wish to use throughout the unit. For the most part, these activities will be lesson specific, covering the range of curricular areas and reflecting elements of a literaturebased program. Culminating Activity. The culminating activity is a project or activity that engages students in a meaningful summarization of their discoveries through the unit and leads to new ideas, understandings, and connections.
7. Questioning Strategies Discussion Questions. Include a variety of openended questions that help students think about the topic in varying and divergent ways. High level questions usually begin with why and how. Develop a “risk free” environment where all student voices are valued. Allow students “processing time” to analyze and defend their individual viewpoints.
7. Assessment and Evaluation Instruments Develop appropriate assessment instruments that will evaluate student progress throughout the unit. Avoid relying on formal pencil and paper tests. Select criteria and develop criteria charts to measure growth. Construct assessment rubrics where applicable. Include anecdotal and authentic assessments based on content specifics and language building skills.
8. Classroom Management and Procedures Identify areas of the unit where discipline issues may escalate (more than normal) and develop possible solutions.
Center for Teacher Certification, ACC Summer Institute
Lesson Planning
1. Objectives should: • be specific • address identified audience needs and interests • facilitate measuring the educational activity success
2. Learning objectives function to: • prepare the learner for new materials and information • focus instructors preparation and guide their educational methods selection • guide the evaluation tool measuring the educational activity success
3. In writing objectives, answer the question: "What should the participants be able to do?" • Objectives must be clear and attainable. • Focus on knowledge/skill acquisition or reinforcement. • A recommended wording format is: "At the completion of this activity, participants should be able
to..." This phrase is followed by a specific performance verb and the desired learning outcome.
Examples of performance verbs include:
Application apply calculate complete demonstrate dramatize employ examine illustrate interpret interpolate locate operate order predict practice relate report restate review schedule sketch solve translate use utilize
Comprehension associate classify compare compute contrast describe differentiate discuss distinguish explain estimate examine express interpret interpolate locate predict report restate review translate
Knowledge cite count define draw identify indicate list name point read recite recognize relate repeat select state tabulate tell trace write
Analysis analyze appraise contrast criticize debate detect diagram differentiate distinguish experiment infer inspect inventory question separate summarize
Synthesis arrange assemble collect compose construct create design detect formulate generalize integrate manage organize plan prepare produce propose
Evaluation appraise assess choose critique determine estimate evaluate judge measure rank rate recommend revise score select test
Words or phrases such as know, think, appreciate, learn, comprehend, remember, perceive, understand, be aware of, be familiar with, have knowledge of, grasp the significance, are NOT measurable and should be avoided.
Center for Teacher Certification, ACC Summer Institute
Plan Format
Teacher Name Date Day
Subject/Unit Name TEKS/Academic Area
Instructional Objective At the end of this lesson, students will be able to:
1. 2.
Rationale for lesson
Materials (Everything you will use to complete this lesson)
Disability inclusions to your classroom:
1 student in a wheelchair/ with traveling paraprofessional normal use of writing skills 2 students that are auditorally impaired/ with signing paraprofessional
Generalist partial day inclusions of student in wheelchair, full day inclusion of auditorally impaired student Middle school 1 class inclusion of both students
Generalist classrooms will have a motor and cognitive developmental range of 3 years
Middle school classrooms will have a motor and cognitive developmental range of 5 years
Center for Teacher Certification, ACC Summer Institute
Instructional Procedures
Time 1. Warmup
2. Lesson Content
3. Guided Activity
4. Cooperative Group Activity
5. Formative Assessments
6. Independent Practice
7. Objective Assessment/s
8. Closure
Total time for lesson
Center for Teacher Certification, ACC Summer Institute
Modification __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Accommodation
__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Differentiation
__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Extensions
__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Center for Teacher Certification, ACC Summer Institute
Guided Lesson Including Interdisciplinary Components into Unit Planning Adapted from Smith, M. K. (2002) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.
Lesson/ Unit Title ______________________________________
Lesson/Unit Objective______________________________________
Anticipated Learner Outcomes ______________________________________ ______________________________________ ______________________________________
Classroom Resources/ Materials ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
Learning Activities
Sequence ______________________________________ ______________________________________ ______________________________________
Assessment Procedures ______________________________________ ______________________________________ ______________________________________
Linguistic MathematicalLogical
Visual Spatial Musical
Interpersonal Intrapersonal
Center for Teacher Certification, ACC Summer Institute
Evaluative Essay Analysis and Reflection
The evaluative essay incorporates the preservice teacher’s evaluations and reflections of course completions. Evaluative essays evidence the writer’s own values and judgments. In this sense, evaluation is more like a reasoning process that progresses methodically from personal viewpoints to conclusions that are specific to the individual’s professional growth.
Features
1. Focus the subject. The writer should describe the subject of the essay in some detail. What were the assignments?
2. A judgment The writer must assert him or herself by making a judgment about the validity of the assigned work. This judgment should be the writer's thesis sentence. All other paragraphs will prove the thesis.
3. A convincing defense After you state your judgment, defend your premise with evidence. Evidence should include descriptions, examples, facts, statistics, and testimony of others, etc.
4. A clear pattern of organization. As with other types of essays, it is best to make it clear where you are going. Start with a tight introduction, working from general to specific. Your judgment should be your thesis sentence and should lead into your argument. Remember to proof your work for grammatical errors.
Center for Teacher Certification, ACC Summer Institute
Peer Teach Professional Development and Appraisal System Observation Summary Adapted from the Professional Development and Appraisal System, Texas Education Agency. http://www5.esc13.net/pdas/
Intern/Clinical Teacher_____________________________ Date____________
Domain I: Active, Successful Student Participation in the Learning Process
The students are Exceeds
Expectations Proficient Below Unsatisfactory
1. Engaged in learning 2. Successful in learning 3. Critical thinking/problem solving 4. Connects learning Comments:
Domain II: LearnerCentered Instruction
The teacher includes Exceeds
Expectations Proficient Below Unsatisfactory
1. Goals and objectives 2. Learnercentered activities 3. Critical thinking and problem solving 4. Motivational strategies 5. Activities aligned with curriculum 6. Pacing and sequencing of strategies 7. Value and importance of activities 8. Appropriate questioning and inquiry 9. Use of technology Comments:
Domain III: Evaluation and Feedback on Student Progress
The teacher Exceeds
Expectations Proficient Below Unsatisfactory
1. Monitors and assesses progress 2. Aligns assessment and instruction 3. Assesses learning appropriately 4. Reinforces learning 5. Provides constructive feedback 6. Provides relearning and reevaluation Comments
Domain IV: Management of Student Discipline, Instructional Strategies, Time & Materials
The teacher Exceeds
Expectations Proficient Below Unsatisfactory
1. Follows discipline procedures 2. Encourages selfdiscipline and self
directed learning 3. Maintains equitable teacherstudent
interaction 4. Demonstrates expectations for
behavior 5. Redirects disruptive behavior 6. Provides strategies/activities that
are equitable and varied for students 7. Manages time and materials Comments:
Center for Teacher Certification, ACC Summer Institute
Domain V: Professional Communication
The teacher communicates Exceeds
Expectations Proficient Below Unsatisfactory
1. Verbally/nonverbally with students 3. With reluctant students 4. Supportively, courteously Comments:
Domain VI: Professional Development The teacher's professional development
Exceeds Expectations
Proficient Below Unsatisfactory
1. Demonstrates selfdirected professional development
Comments:
Domain VII: Compliance with Policies, Operating Procedures, and Requirements
The teacher adheres to Exceeds
Expectations Proficient Below Unsatisfactory
1. Policies, procedures, and legal requirements
2. Verbal/written directives 3. Orderly, safe environment Comments:
Domain VIII: Improvement of Academic Performance of All Students on Campus
The teacher Exceeds
Expectations Proficient Below Unsatisfactory
1. Aligns instruction 2. Creates appropriate plans to
intervene when students are failing 3. Modifies and adapts instruction for
atrisk students Comments:
Recommended