EDUC 443 SEDU 455 Handbook 2017 - Buena Vista University 443 SEDU 455 Handbook 20… · EDUC 443/SEDU 455 Literacy Field Experience 3 • Use a variety of self-assessment, learner

EDUC443/SEDU455ElementaryLiteracyFieldExperienceSecondaryLiteracyFieldExperience

HANDBOOK

August2017

1 EDUC443/SEDU455LiteracyFieldExperience

EDUC443/SEDU455LiteracyFieldExperience

TableofContents

Introduction...........................................................................................................................2

CourseGoals..........................................................................................................................2

InTASCPrinciplesandCourseAlignment................................................................................3

RequirementsoftheCourse...................................................................................................5

Grading..................................................................................................................................5

Placement..............................................................................................................................5

ResponsibilitiesoftheEDUC443/SEDU455Instructor...........................................................6

ResponsibilitiesoftheCooperatingTeacher...........................................................................6

ResponsibilitiesoftheStudent...............................................................................................7

AssignmentOverview.............................................................................................................7

AssignmentChecklist..............................................................................................................9

40-HourLogSheet.................................................................................................................10

KEYASSIGNMENT:LiteracyFieldExperienceReflections,CaseStudy,andLessonObservations..............................................................................................................................................12

KeyAssignment-LiteracyFieldExperienceReflections..........................................................14

KeyAssignment-CaseStudy..................................................................................................15

KeyAssignment-LessonObservation....................................................................................17

KeyAssignment:LessonObservationNotesExpectations......................................................18

KeyAssignmentRubric:LiteracyFieldExperienceReflections,CaseStudy,andLessonObservations.........................................................................................................................20

CooperatingTeacher/InstructorFeedback.............................................................................25

Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducationProgramCandidate..............................................................................................................................26

StudentEvaluationofFieldExperience..................................................................................28


Introduction

Theintentofthisliteracyclinicalexperienceistopromotetheintegrationofmethodsandfieldexperiencesandtolinkeducationaltheoryandpractice.

CourseGoalsThiscourseincludes40hoursofclinicalexperiencepromotingtheintegrationofmethodsandfieldexperience,withaminimumof10andamaximumof20ofthosehoursworkingwithcolleaguesandparentsinthesupportofreadingandwritingdevelopment.Fieldexperienceparticipantswillunderstandtheusefulnessandimportanceofplanningandtailoringlessonplanstomultipleneedsbaseduponongoingassessmentoflearninggoals.Attheendoftheexperiencethestudentwill:Know:

• Lessonplancomponents&structure(P3.2)• Methodsformaximizinglearningopportunitiesforallstudents(P1.5)• Learningprogressionsandappropriatelearninggoalswithinthediscipline(P2.4)• TheattributesandimplicationsofStudent-CenteredClassrooms,TeachingforUnderstanding,

AssessmentforLearning,RigorousandRelevantLearning,andteachingforLearnerDifferencesastheyapplytolearningcontent.(P3.4)

• Differentiatedinstructionisneededinalllearningplans(P3.6)• Methodsofaccommodation(thehowoflearning)andmodification(thewhatoflearning)

strategies(P3.7)• Thegoalsandmethodsofeffectiveinstruction(P4.2)• Multiplemethodsofformativeandsummativeassessmenttoevaluateandreportlearner

progresstowardslearninggoals.(P4.4)• Avarietyofmethodstoprovideaccommodationsandmodifications(P4.5)• Professionalandcontentstandards,codeofethics,laws,andpolicies.(P5.1)

Beableto:• Planandimplementdifferentiatedlearningopportunitiesthataccommodatediverseneeds

(P1.7)(KeyAssignment)• Establishpositiverapportwithallstudentstoenhancelearning(P1.8)• Demonstratelegalandethicalconductasdefinedbylawandindividualdistrictpolicywithin

issuesofdiversity(P1.10)• Matchinstructionalstrategiesandinstructionalsequencetothecontentandtheindividual

(P2.10)(KeyAssignment)• Applyvalidandreliableresearchfindingstomakeinstructionaldecisions(P3.9)• ApplyStudent-CenteredClassrooms,TeachingforUnderstanding,AssessmentforLearning,

RigorousandRelevantlearning,andTeachingforLearnerDifferencestofacilitatestudentlearning(P3.12)

• Managethelearningenvironmenttoactivelyandequitablyengagelearners(P3.15)• Evaluateandmodifyresourcesandcurriculummaterialtofitthecontentandlearners(P3.16)• Varyhis/herroleintheinstructionalprocessbasedonthecontent,purposeofinstruction,and

needsoflearners(P3.17)


• Useavarietyofself-assessment,learnerdata,andproblem-solvingstrategiestoanalyzeandimproveprofessionalpractice.(P4.7)

• Useformativeandsummativeassessmentdataandotherstudentdatatoidentifyreadinessforlearning,designandmodifyshortandlong-terminstructionalplans,andimplementappropriateaccommodationstomeetlearners’needsinallareasofdevelopment(P4.9)

• Alignassessmentstolearninggoalsandindividualdifferences(P4.10)• Behaveinamannerreflectingsoundethicalandprofessionaljudgmentexpectedofthe

profession,districtandcommunityinrelationtoself,profession,studentsandstudentlearning(P5.11)

• Establishasupportive&safelearningenvironment(P1.8)• Createaclassroomenvironmentbasedoninclusivity,equity,andhighexpectationsthatmeet

theindividualneedsofeachstudent(P1.11)• Useknowledgeofstudentdevelopmentandcontenttomakelearningexperiencesmeaningful

inthecontextofauthenticlocal,nationalandglobalissues(P2.11)• Establishclearlearninggoalswithessentialquestionsandtopicquestions(P2.13)• Selectandintegratedigitalandinteractivetechnologiestoplanandachievecontentlearning

goals(P3.10)• Createauthenticlearningtasksininquiry-basedinstruction(P3.11)• Usemultipleassessmentmethodsforstudentstodemonstrateprogresstowardslearninggoals

(P4.13)Understand:

• Studentslearnatdifferentratesandindifferentways(P1.15)• Basedonreflectionanddata,theteachersystematicallyadjustsinstructiontomeetlearner

needs(P3.20)• Effectiveinstructionisthoughtful,purposeful,andintentional(P3.23)• Teachersareresponsibleformaximizingtheachievementofallstudents(P1.12)• Flexiblelearningenvironmentsthatincludeexploration,discovery,andexpressionacross

contentareasenhancesstudentlearning(P1.17)• Studentsbuildunderstandingofnewcontentandcurricularconnectionsusingtheirprior

knowledgeandexperiences(P2.14)• Deeplearningistransferrableintoauthenticcontexts(P2.15)• Contentknowledgeisnotafixedbodyoffactsbutiscomplex,culturallysituated,andever

evolving(P2.16)• Deepunderstandingrequirestransferoflearningtovariousdisciplines,localandglobalissues,

andlifeskills/experiences(P3.21)

InTASCPrinciplesandCourseAlignment

BuenaVistaUniversity’sTeacherEducationProgramisbasedontheInterstateNewTeacherAssessmentandSupportConsortium(InTASC)Principles,andthepractitionercandidatedevelopingasareflectivepractitioner.Thedevelopmentofthestudentteacherisbasedonthesefoundationalareas.TheseriesofprinciplesdevelopedbyInTASCserveasaresourcefordialogueandestablishingexpectationsforbeginningteachers.WithinthecontentofEDUC443/SEDU455courseareindicatorsfromInTASCPrinciples1-7,9,and10.TheEDUC443/SEDU455LiteracyFieldExperienceKeyAssignmentisparticulartoInTASCPrinciples1,2,4,7,and8.


Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheirthinkingaboutthestandards.LearnerDevelopmentStandard#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.Standard#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.Standard#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself-motivation.ContentStandard#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmakethedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.Standard#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.InstructionalPracticeStandard#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.Standard#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.Standard#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.


ProfessionalResponsibilityStandard#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.Standard#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.

RequirementsoftheCourseAllstudentsseekingthereadingendorsement,whichisembeddedintheelementaryeducationmajor,mustcompletetheliteracyfieldexperience.TheliteracyfieldexperienceistobetakenconcurrentlywithEDUC415InstructionalStrategies:FictionorSEDU454ReadingInstructionalStrategies.Thisexperienceincludescompletionofaminimumof40hoursofobservation/teachinginaliteracyclassroom,withaminimumof10andamaximumof20ofthosehoursworkingwithcolleaguesandparentsinthesupportofreadingandwritingdevelopment.

GradingFinalGrade:93% A90% A-87% B+83% B80% B-77%. C+73% C70% C-60% DBelow60%F70% PassLateworkwillbeacceptedatthedescriptionoftheinstructor,andifaccepted,apointpenaltymayapply.

Placement

TheStudentProfessionalExperiencesCoordinator,StudentProfessionalExperiencesAssistant,ortheEducationCoordinator/Advisorwillmaketheplacementchoosingappropriate


settings.Thesesettingsmayincludeaclassroomsettingoraliteracylabsetting.Studentsarenottoplacethemselvesinanysetting.

ResponsibilitiesoftheEDUC443/SEDU455CourseInstructor

TheInstructorassumesthefollowingresponsibilities:• Provideguidanceinlessonpreparation.• Debriefwiththestudentregardingtheteachingexperience.• DirectthestudenttocompleteallnecessarypaperworkasnotedintheAssignment

Overviewbelow• Observeandprovidefeedbackofteachercandidateinstructiononatleasttwo

occasionsincludingcomprehension,conceptualvocabulary,fluency,andwordstudyinstruction.NOTE:Thisfeedbackisformativeandneedstobefranksothatthestudentbecomesawareoftheareasthatneedattention.(SeeKeyAssignment:LessonObservationNotes&ExpectationsForm)

• SetduedatesforthefourentriesintheLiteracyFieldExperienceReflections.• Provideformativefeedbackofthestudent’sCaseStudy• ProvidefeedbackandgradingofLiteracyFieldExperienceReflections• CompletegradingofKeyAssignment:LiteracyFieldExperienceReflections,CaseStudy,

andLessonObservationswithinCanvas(SeeKeyAssignmentRubric)Inaliteracylabsetting,theEDUC443/SEDU455instructorwillassumetheresponsibilitiesoftheCooperatingTeacher.

ResponsibilitiesoftheCooperatingTeacherInagreeingtoworkwithstudentsduringliteracyfieldexperience,thecooperatingteacherhasthefollowingresponsibilities:

• ReadthroughtheEDUC443/SEDU455FieldExperienceHandbookandbeawareofthegoalsofthisfieldexperience

• Provideaclassroomforobservationandpracticeofliteracyinstruction.• Assistthestudentingatheringassessmentdataforthecase-studystudent• Discussappropriategoalsforthecase-studystudentwiththeBVUstudent• DiscussthecasestudywiththeBVUstudentandinitialeachsection• Verifythatthestudentcompletedthe40-hourrequirementbysigningtheLogSheet.• Providegeneralfeedbacktostudentthroughon-goingconversationandtothe

universitybycompletingtheCooperatingTeacher/InstructorFeedbackform. ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.

• NotifyStudentProfessionalExperiencesCoordinatororEducationCoordinator/Advisorofanyconcernsregardingthestudent'sperformanceduringthefieldexperience.


ResponsibilitiesoftheStudent

Studentsenrolledinthiscoursehavethefollowingresponsibilities:

1. Eachtimeastudentattendsaschool,thestudentistolook,dress,behave,andspeakinaprofessionalmanner.Allclothingshouldbeneat,clean,andprofessional.Grammarusedshouldbecorrectwithaminimumofslang.Allstudentbehaviorshouldreflectresponsibilityandmaturity.

2. Theadministrationandteachersofhostschoolstakethisfieldexperienceandstudents'commitmentseriously.Punctuality,cooperation,assistance,maturity,enthusiasm,responsibility,initiative,andbeingactivelyengagedareexpectedfromallstudentsasthenorm.

3. Tardinessandabsenteeismarenotacceptable.Ifextenuatingcircumstancespreventstudentsfromattendingtheclassroom,theyaretocontacttheircooperatingteacherandinstructorassoonaspossibleandpriortotheabsence.Exceptincaseofemergencies,aminimumof24hoursnoticemustbegiventotheteacherwhenastudentisunabletobepresentintheclassroomattheagreedupontime.

4. Shareexperiencesandreflectionwiththemethodsclassinaprofessionalandrespectfulmanner.Keepstudentinformationconfidentialoutsidethecontextofthiscourse.

AssignmentOverview

Duringthisfieldexperience,studentsmustcompletethefollowingassignments.

1. 40HourLogSheet:Allstudentsarerequiredtokeepanaccuratelogofthedatesandtimesspentattheirliteracyplacement.Uponcompletionoftheobservationexperience,thecooperatingteacher/instructormustsignanddatetheform.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.

2. LiteracyFieldExperienceReflections:Fourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.SeeGuidelinesandcriteriaontheLiteracyFieldExperienceReflectionsform.

3. CaseStudy:Developacasestudyforonestudentthatincludesdiagnosticdata,plansforinstruction,andprogressmonitoring.Specificcomponentsarelistedonthesyllabus.

4. LessonObservation:Instructorwillobserveteachercandidate’sinstructiononatleasttwooccasionsincludingcomprehension,conceptualvocabulary,fluency,andwordstudyinstruction.SeecriteriaonLessonObservationNotesExpectations.

5. CooperatingTeacher/InstructorFeedback:Allcooperatingteacherswillcompleteanevaluationform.ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.

6. Self-AssessmentusingAssessmentofDispositionalProfessionalQualities:Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforyoutoreflecton


yourprogressandmakeimprovementsasneeded.Pleasebesuretodiscussanyquestionsorconcernswithyourcooperatingteacher,EDUC443/SEDU455InstructororyourStudentProfessionalExperiencesCoordinator,EducationCoordinator/Advisor.ThissurveydoesnotneedtobesubmittedtoBVU.

7. CompletetheStudentEvaluationoftheFieldExperience:ThisformwillbecompletedthroughanonlinesurveyavailablewithintheCanvascourseforthisclass.

AllwrittenmaterialsidentifiedwillbekeptintheStudentProfessionalExperiencesCoordinator,EducationCoordinator/Advisor’soffice.FailuretosubmittherequireditemswillresultinafailinggradeforthisEDUC443fieldexperience.


EDUC443LiteracyFieldExperienceAssignmentChecklist

ThisformistohelpyoukeeptrackoftheassignmentsforthiscourseStudentName____________________________________ Assignment Completed(indicatedbycheck)ReviewyourplacementwithyourInstructor ______ -ClassroomsettingorLiteracyLabsetting Completed40-HourLogSheetsubmittedtoCanvasandBVUOffice ______KeyAssignment LiteracyFieldExperienceReflections ______ CaseStudy ______ LessonObservations ______CooperatingTeacher/InstructorFeedbacksubmittedtoCanvasandBVUOffice ______Self-AssessmentusingAssessmentofDispositionalProfessionalQualities ______StudentEvaluationofFieldExperienceonlinesurvey ______


EDUC443LiteracyFieldExperience40-HourLogSheet

BVUCandidate:________________________________Date:__________________________

CooperatingTeacher:_______________________School:____________________________

Grade/Subject:_________________________________________________________________

ThankyouforagreeingtohelpwithourTeacherCandidate’sprofessionalfieldexperience.Studentstakingthiscoursearerequiredtoworkwiththeirplacementaminimumof40hoursofobservation/teachinginaliteracyclassroom,withaminimumof10andamaximumof20ofthosehoursworkingwithcolleaguesandparentsinthesupportofreadingandwritingdevelopment.OneoftheBVUTeacherEducationalDepartmentinstructorsordesignatedfacilitatorswillbeassignedtooverseetheprogressbeingmadebythestudentduringthisperiod.Pleasenotebelowanytardinessand/orabsencesofthestudentduringthisplacement.Student’sSignature:____________________________________________________________CooperatingTeacher’sSignature:__________________________________________________

Date Time

RecordTimeforALLThatApply Notes

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Date Time

RecordTimeforALLThatApply

Notes

Observe

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PleasereturnthisformtoBVUStudent.

TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.



KEYASSIGNMENT:LiteracyFieldExperienceReflections,CaseStudy,andLessonObservations

Purpose: Toanalyzestudentachievementdatatoplanandimplementbeneficial

instructionProficiency: 1)TousedataandknowledgeofELAcontenttodetermineinstructional

goal(s)andalignedstudentevidenceofreachingthegoal(s) 2)Toplan,implement,andreflectoninstruction,consideringaclear

learningprogressionandresearch-basedpractices,whichwillassistthestudentinreachingthegoal(s)

LearningGoalsAssessed: TransferGoals

• Planandimplementdifferentiatedlearningopportunitiesthataccommodatediverseneeds(P1.7)

• Establishpositiverapportwithallstudentstoenhancelearning(P1.8)• Demonstratelegalandethicalconductasdefinedbylawandindividualdistrictpolicy

withinissuesofdiversity(P1.10)• Matchinstructionalstrategiesandinstructionalsequencetothecontentandthe

individual(P2.10)• Applyvalidandreliableresearchfindingstomakeinstructionaldecisions(P3.9)• ApplyStudent-CenteredClassrooms,TeachingforUnderstanding,Assessmentfor

Learning,RigorousandRelevantlearning,andTeachingforLearnerDifferencestofacilitatestudentlearning(P3.12)

• Managethelearningenvironmenttoactivelyandequitablyengagelearners(P3.15)• Evaluateandmodifyresourcesandcurriculummaterialtofitthecontentandlearners

(P3.16)• Varyhis/herroleintheinstructionalprocessbasedonthecontent,purposeof

instruction,andneedsoflearners(P3.17)• Useavarietyofself-assessment,learnerdata,andproblem-solvingstrategiestoanalyze

andimproveprofessionalpractice.(P4.7)• Useformativeandsummativeassessmentdataandotherstudentdatatoidentify

readinessforlearning,designandmodifyshortandlong-terminstructionalplans,andimplementappropriateaccommodationstomeetlearners’needsinallareasofdevelopment(P4.9)

• Alignassessmentstolearninggoalsandindividualdifferences(P4.10)• Behaveinamannerreflectingsoundethicalandprofessionaljudgmentexpectedofthe

profession,districtandcommunityinrelationtoself,profession,studentsandstudentlearning(P5.11)

• Establishasupportive&safelearningenvironment(P1.8)


Assignment: TocompletetheKeyAssignment,studentswillcompletethefollowing- A.LiteracyFieldExperienceReflections-Fourtimesduringyourfield

experience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.

B.CaseStudy-Youwillprepareacasestudy.MakesuretherefertotheKeyAssignmentRubricNotestoclarifytheexpectationsofyourwork.Inordertocompleteallthreecomponentsofthecasestudy,youwillneedto:• Gatherinitialdataonthestudent’sreading• Identifyreadinggoal(s)forthestudent• Developandteachlessonplanstoaccomplish/addressthestudent’sgoal(s)• Completereflectionsaftereachlesson• Gathersummativedataonthestudent’sreading

C.LessonObservations-Instructorwillobserveteachercandidate’sinstruction onatleasttwooccasionsincludingcomprehension,conceptualvocabulary, fluency,andwordstudyinstruction.Thestudent’sperformanceduringthese observationswillbeconsideredforevaluationintheKeyAssignmentRubric.

D.UploaditemsfromAandBtoCanvas



KeyAssignment-LiteracyFieldExperienceReflectionsFourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearning.Followtheguidelinesbelowforeachreflection.Eachreflectionwillbe700-1000words.Reflection#1

1. Whathaveyounoticedaboutstudents’varyingratesandmethodsoflearning?2. Howhaveyoulearnedaboutconnectingcurrentlearningtopastandfuturelearning?3. Howareyouusingassessmentdataand/orhowareyouobservingdatabeingusedbyothers?4. Whathaveyoulearnedinyoureducationclassesthatyouhavebeenabletotryorhaveseen

othersputintopractice?Reflection#2

1. Wouldyoudescribetheenvironmentassupportiveandsafe?Ifso,why.Ifnot,whynotandhowcanitbechanged?

2. Whatareyoulearningaboutplanningforliteracyinstruction?3. Classroommanagementisbasedoffengagedandmotivatedstudents.How’sthatgoing?What

haveyoulearnedthataffectsyourteachingnowandinthefuture?4. Howareyourinteractionswithothersgoing?Giveexamplesofcollaborationthathasbenefited

studentsand/oryourownprofessionalgrowth.Reflection#3

1. Howdoyou,andshouldyou,decidewhattoteach?2. Whathaveyoulearnedaboutformativeassessmentfromtheteacher’sperspectiveandthe

student’sperspective?Howcanstudentsshowtheirunderstandingindifferentways?3. Whathaveyoulearnedaboutselectingmaterials?4. Howhasyourinitiativehelpedyougrowprofessionallyduringthisexperience?

Reflection#4

1. Howdostudentslearntotransfertheirlearning?Whyisthatimportant?2. Whatdoesthefollowingstatementmeantoyou?“Teachersareresponsibleformaximizingthe

achievementofallstudents.”Makesuretoconsiderhigherorderthinkingandlearningopportunities.Howhaveyouandwillyoudemonstratethatstatementinyourteaching?

3. Whathaveyoulearnedaboutvaryingyourroleduringthelearningprocess?Criteria

1. Conceptsfromclasses(EDUC415/SEDU454,EDUC371,EDUC317)andEDUC443/SEDU455teachingexperiencesaresynthesizedfordeeperunderstanding.

2. Reflectionsshowunderstandingoftheorywithfieldexperienceexamples.3. Allpromptsareanswered.4. ReflectionsarewrittenclearlyandwithStandardEnglishgrammarandconventions.5. Reflectionsarecompletedontime.


EDUC443LiteracyFieldExperienceKeyAssignment-CaseStudy

TeacherCandidateName:Student’sGradeLevel:Pleasecompletethisformelectronically.Theboxeswillexpandasneeded.Part1Whatinitialdatadoyouhaveaboutthisstudent’sreading?(Comprehension,PhonemicAwareness,Phonics,Fluency,Vocabulary)Whatotherinformationwillhelpyouplaninstruction?

Date:CooperatingTeacher’sInitials:

Part2Youmusthaveatleastonegoalforyourstudent.Additionalgoalsareoptional.Goal1A. Whatisthisstudent’sfirstlearninggoal(s)?Howdidyoudeterminethisgoal?Howwillyoumeasureprogresstowardsthisgoal?


B. Includeyourlessonplanstohelpthestudentreachthisgoal.C. Whenwasthisgoalmet?(date)Whatisyourevidencethatitwas

met?Ifthegoalwasnotmetduringyourpracticum,whatprogresswas

made?Whatevidencedoyouhave?


Goal2Whatisthisstudent’snextlearninggoal(s)?Howdidyoudeterminethisgoal?Howwillyoumeasureprogresstowardsthisgoal?(Copythissectionforadditionalgoals.)


Includeyourlessonplanstohelpthestudentreachthisgoal.Whenwasthisgoalmet?(date)Whatisyourevidencethatitwasmet?Ifthegoalwasnotmetduringyourpracticum,whatprogresswasmade?Whatevidencedoyouhave?



Part3Whatsummativedatadoyouhaveaboutthisstudent’sreading?Asmuchaspossible,includedatafromthesameassessmenttoolsaswereusedfortheinitialdata.(Comprehension,PhonemicAwareness,Phonics,Fluency,Vocabulary)Howdoesthisdatacomparetotheinitialdata?Befactual.Whatquestionsdoyouhave?Ifyouweregoingtocontinueworkingwiththisstudentwhatwouldbethenextsteps?



EDUC443LiteracyFieldExperience

KeyAssignment-LessonObservationLessonPlanTemplate

BVUStudent’sName: LearningExperience/Day#_____Date:Pleasecompletethislessonplanelectronically.Theboxeswillexpandasneeded.DesiredResults:Studentswillbeableto…Criteriatodetermineifthedesiredresulthasbeenmet:Expectedclasstime:minutesResources:Notes:Time TeacherTask(Include

attachments)StudentTask(Includeattachments)

Differentiation

AssessmentforLearningbyteacherorstudent• Highlightinthe“StudentTasks”sectionabove.• Attachrubricsifapplicable

Completethissectionafteryoutaughtthelesson.StudentResponse:Myreflectiononthislesson.Whatdidyoudothathelped,ordidnothelp,thestudentreachthedesiredresult?Whatsurprisedyou?Reflectonthenextlesson.Whatisthestudentreadytolearn?Yournextlessonwillshowyourplansforinstruction.



KeyAssignment:LessonObservationNotesExpectationsTeacherEducationCandidate: Date: GradeLevel:

CircleOne:LargegroupSmallgroupIndividual

CircleOne:ClassroomSettingLiteracyLabSetting

Checkallthatapply:____Comprehension____Fluency____Vocabulary____WordStudy

50pointspossibleforeachlessonwhenyouareobserved–minimumof1lessonineachcategorywillbeobserved.(Combinedobservationsare40%oftotalgrade.)Points TeacherCandidateExpectations

Possible0-5

Learninggoal(s)-iscommunicatedtostudents,clearlydescribingwhattheywillbeabletodo-usesessentialquestion(s)-alignswithlocal,state,andnationalgoals

Actual

CommentsPossible0-15

Planandinstruction…-Appropriatelyapplyresearchedstrategiesforeffectiveinstruction-includingavarietyoflearningstrategiestoencouragehigherorderthinking,criticalthinking,andproblemsolving-Giveopportunityforstudentstoapplylearningtotheirpersonalcontext-Scaffoldinstruction-Showunderstandingoftheconceptsbeingtaughtandprobablemisconceptions-Showaclearlearningprogression-aredeterminedbasedonanalysisofdata-motivateandengagestudents-givestudentsopportunitytoconstructtheirowndeepunderstanding-showefforttoutilizemultiplesources-intentionallyvarytheteacher’srole

Actual

Comments


Points TeacherCandidateExpectationsPossible0-10

FormativeAssessmentusedbyTeacherandStudentsthroughoutthelesson-isalignedwiththelearninggoal(s)includingtheleveloflearning-Appropriateadjustmentsaremadeduringthelessonbasedoninformationgainedthroughassessmentforlearning-Feedbackisgiventostudentswithclearexpectationsthattheywillmakeimprovements

Actual

CommentsPossible0-10

Time,space,andmaterials…-buildrapportwithstudents-areorganizedinawaythatincreaseslearning-includeoptionsofmaterialsarealignedtostudentsneedsandpreferences-effectivelyusestechnologyasateachingandlearningtool-motivateandengagestudents-showefforttoproblemsolveandfindappropriatematerials

Actual

CommentsPossible0-5

ReflectionusesformativeassessmentdatatoplanforfuturelessonsReflectionusesformativeassessmentandconsultationwithotherstoimproveyourownprofessionalpractice

Actual

CommentsPossible0-5

Demonstrateprofessionalismthroughouttheobservation

Actual

CommentsTotalPoints_____of50Points


EDUC443LiteracyFieldExperienceKeyAssignmentRubric:LiteracyFieldExperienceReflections,CaseStudy,and

LessonObservations

Pillar1

:DiverseLea

rnersa

ndLea

rning

Level3 Level2 Level1 NotAcceptableC Understandlearnerdifferences1 Teacherprovides

multiple,flexiblemethodsforstudentstoacquireunderstandingthatarealignedtostudents’needsandpreferences.

Teacherprovidesmultiple,flexiblemethodsforstudentstoacquireunderstandingwhichareusuallyalignedtostudents’needsandpreferences.

Teacherprovidesmultiple,flexiblemethodsforstudentstoacquireunderstandingwhicharenotintentionallyalignedtostudents’needsandpreferences.

Teacherdoesnotprovidemultiple,flexiblemethodsforstudentstoacquireunderstanding.

2 Teacherscaffoldsinstructionsothatallstudentshaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.

Teacherscaffoldsinstructionsothatmoststudentshaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.

Teacherscaffoldsinstruction,butstudentsdonothaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.

Teacherdoesnotscaffoldinstruction

3 Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentways,andstudentchoiceisincludedwhenappropriate.

Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentwaywithstudentchoiceusually(butnotalways)isincludedwhenappropriate.

Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentways,butstudentchoiceisnotincludedwhenappropriate.

Teacherdoesnotprovideorallowformultiplemethodsforstudentstodemonstrateunderstanding.

4 Teacherprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

Teacherusuallyprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

Teachersometimesprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

Teacherdoesnotprovideoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.

E Demonstrateresponsibilityforstudentlearning3 Teachertakes

responsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforallstudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementformoststudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforsomestudents.

Teacherdoesnottakeresponsibilitytoplanandimplementslearningopportunitiestomaximizeachievementforallstudents.


Pillar2

:Con

tentExpertise

Level3 Level2 Level1 NotAcceptableA Understandsconcepts&structuresofdiscipline1 Teacherdemonstrates

competenceintheknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

Teacherdemonstratesgeneralknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

Teacherdemonstratesbasicknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

Teacherdemonstrateslackofknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.

2 Teacherconsistentlyanticipatesthemisconceptionsoflearnerswithinthediscipline.

Teacherusuallyanticipatesthemisconceptionsoflearnerswithinthediscipline.

Teachersometimesanticipatesthemisconceptionsoflearnerswithinthediscipline.

Teacherproceedswithoutconsideringthemisconceptionsthatlearnersmighthaveinthediscipline.

3 Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentiscongruentwiththebigideasorstructureofthediscipline.

Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentisusuallycongruentwiththebigideasofstructureofthediscipline.

Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentissometimescongruentwiththebigideasorstructureofthediscipline.

Teacher’suseofcontentisconsistentlyinaccurateandfocusofthecontentisincongruentwiththebigideasorstructureofthediscipline.

D Establishclearlearninggoals1 Teacherdesigns

lessons/unitswithclear,measurablelearninggoalscloselyalignedwithstateandnationalstandards.

Teacherdesignslessons/unitswithmeasurablelearninggoalsalignedwithstateandnationalstandards.

Teacherdesignslessons/unitswithmeasurablelearninggoalsORTeacherdesignslessons/unitsalignedwithstateandnationalstandards.

Teacheruseslessons/unitswithnomeasurablegoalsandnoalignmenttostateandnationalstandards.

2 Teacheralwaysplansandcommunicatesaclearlydefinedlearninggoal.

Teacherusuallyplansandcommunicatesaclearlydefinedlearninggoal.

Teachersometimesplansandcommunicatesaclearlydefinedlearninggoal.

Teacherrarelyplansandcommunicatesaclearlydefinedlearninggoal.

3 Teacherplansandimplementslearningprogressionswithsuccesstomeetthelearninggoals.

Teacherplansandimplementslearningprogressionswithpartialsuccesstomeetthelearninggoals.

Teacherplansandimplementslearningprogressionswithlimitedsuccesstomeetthelearninggoals.

Teacherdoesnotplan:ORTeacherplansbutdoesnotcorrectlyorsuccessfullyimplementlearningprogressionstomeetthelearninggoals.


Pillar3

:Inn

ovativeAp

plicationsofC

ontent

Level3 Level2 Level1 NotAcceptableA Planforinstruction1 Teacherplans

instructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

Teachergenerallyplansinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

Teacherplanssomeinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

Teacherinadequatelyplansinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.

2 Teacheralwaysdevelopsstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.

Teacherusuallydevelopsstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.

Teachersometimesdevelopstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.

Teacherfailstodevelopstrategies,experiencesandassessmentsthatrequirehigherorderthinkingandareappropriatetocontentandlearner.

3 Teacherdesignsinstructionbasedonassessmentdata.

Teacherdesignsmostinstructionbasedonassessmentdata.

Teacherdesignssomeinstructionbasedonassessmentdata.

Teacherfailstodesigninstructionbasedonassessmentdata.

B Usetechnologyasalearningtool1 Teacherintegrates

technologymatchedtoinstructionresultinginmaximumimpactonstudents’learning.

Teacherintegratestechnologymatchedtoinstructionresultinginsomeimpactonstudents’learning.

Teacherintegratestechnologymatchedtoinstructionresultinginlittleimpactonstudents’learning.

Teacherdoesnotintegratetechnologywithinstruction;ORIntegrateswithnegligibleimpactonstudents’learning.

2 Teacherunderstandswhentechnologyisessentialtomeetthelearninggoals.

Teacherusuallyunderstandswhentechnologyisessentialtomeetthelearninggoals.

Teachersometimesunderstandswhentechnologyisessentialtomeetlearninggoals.

Teacherdoesnotunderstandwhentechnologyisessentialtomeetthelearninggoals.

F Synthesizeresearchtoguideinstructionaldecisions1 Teacherconsistently

synthesizesresearchtoguideinstructionalandassessmentdecisions.

Teacherusuallysynthesizesresearchtoguideinstructionalandassessmentdecisions.

Teachersometimessynthesizesresearchtoguideinstructionalandassessmentdecisions.

Teacherdoesnotsynthesizeresearchtoguideinstructionalandassessmentdecisions.

2 Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforallstudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementformoststudents.

Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforsomestudents.

Teacherdoesnottakeresponsibilitytoplanandimplementslearningopportunitiestomaximizeachievementforallstudents.


Pillar4

:Data-Ba

sedRe

flection

Level3 Level2 Level1 NotAcceptableA Usedatatosupportlearning1 Teacheralwaysuses

multipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

Teacherusuallyusesmultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

Teachersometimesusesmultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

Teacherdoesnotusemultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.

2 Teacheralwaysanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

Teacherusuallyanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

Teachersometimesanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

Teacherdoesnotanalyzedataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs

3 Teacheralwaysprovidesmeaningfulfeedbackforallstudents

Teacherusuallyprovidesmeaningfulfeedbackforallstudents

Teachersometimesprovidesmeaningfulfeedbackforallstudents

Teacherdoesnotprovidemeaningfulfeedbackforallstudents

B Alignassessmenttolearninggoals2 Teacherissuccessful

communicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

Teacherisusuallysuccessfulcommunicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

Teacherhaslimitedsuccesscommunicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

Teacherfailsto,orunsuccessfully,communicatesassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork

C Usemultipletypesofassessmentprocesses2 Teacheralwaysuses

multipleassessmenttypestoreflectonandmodifyownprofessionalpractice.

Teacherusuallyusesmultipleassessmenttypestoreflectonandmodifyownprofessionalpractice

Teachersometimesusesmultipleassessmenttypestoreflectonandmodifyownprofessionalpractice

Teacherfailstoattempt,orunsuccessfullyattempts,tousemultipleassessmenttypestoreflectonandmodifyownprofessionalpractice.

3 Teacheralwaysusestechnologytosupportassessmentofstudentlearning.

Teacherusuallyusestechnologytosupportassessmentofstudentlearning.

Teachersometimesusestechnologytosupportassessmentofstudentlearning.

Teacherneverusestechnologytosupportassessmentofstudentlearning.

D Engagestudentsinself-assessment1 Teacheralwaysmodels

andstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

Teacherusuallymodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

Teachersometimesmodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

Teachernevermodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.

2 Teacheralwaysexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.

Teacherusuallyexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.

Teachersometimesexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.

Teacherneverexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.


Level3 Level2 Level1 NotAcceptablePillar5

:Professiona

lInitia

tive

A Demonstrateprofessionaldecisionmaking1 Teacheralwaysseeks

andconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.

Teacherusuallyseeksandconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.

Teachersometimesseeksandconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.

Teacherdoesnotseekorconsiderinputfrommultipleperspectives.

B Reflectandlearnindividuallyandcollaboratively1 Teacherfrequently

initiatesinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.

Teacherofteninitiatesinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.

Teacherwelcomesinvitationsfromcolleaguesandotherresourceswithinandoutsideoftheschool.

Teacheravoidsinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.

2 Teacherworksexceptionallywellwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

Teacherworkswellwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

Teacherworkssatisfactorilywithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

Teacherisnotgoodatworkingwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.

C Committoprofessionalgrowth1 Teacherinitiates

and/orisanactiveparticipantandfrequentcontributorinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals

Teacherisanactiveparticipantandoftencontributesinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals

Teacherisapoliteparticipantandcontributeswhenaskedinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals

Teachergrudginglyparticipatesinprofessionaldevelopmentalignedwithand/ordistrict/building’scurriculumandlearninggoalsandisnotanaccountableparticipant.

D Understandandworkwithindistrict/building1 Teacherknows,

understandsandmodelsallprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

Teacherknows,understandsandmodelsmostprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

Teacherknows,understandsandmodelssomeprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

Teacherknows,understandsandmodelsfewprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.

2 Teacherrespectsallstudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being

Teacherrespectsmoststudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being

Teacherrespectssomestudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being

Teacherisnotrespectfulofstudents,families,colleaguesandthecommunity


EDUC443LiteracyFieldExperience

CooperatingTeacher/InstructorFeedback

BVUCandidate:________________________________Date:__________________________

CooperatingTeacher:_______________________School:____________________________

Grade/Subject:_________________________________________________________________

PleaseprovideaYesorNoresponsetothefollowingitems.Ifyouwishtomakecomments,pleasedosoaftertheitem. Yes No CommentsThecandidatespentatleast40hoursinobservationandteaching.

Thecandidateshowedanattitudeofbeingreadytolearnandshowedimprovementthroughoutthepracticum.

Thecandidateraisedquestionsaboutteachingmethodsandpractice.

Thecandidatewasactivelyengaged.

Thecandidateshowedappropriateconfidencewhenworkingwiththestudents.

Thecandidatewaspunctualinattendance.

Thecandidatedemonstratedprofessionalismbyconductandappearance.

Generalcomments:CooperatingTeacher/Instructor’sSignature: Date:

Student’sSignature: Date:

PleasereturnthisformtoBVUStudent.TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.


Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducation

ProgramCandidate

Thisformisusedtoevaluatedispositionsyoudisplayduringclassandfieldexperiences.Itisusedtodocumentprofessionalprogressandalertyouwhenimprovementisnecessary.Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforthestudenttoreflectontheirprogressandmakeimprovementsasneeded.ThissurveydoesnotneedtobesubmittedtoBVU.NotApplicableorNot

ObservedSeriousConcerns NeedsImprovement Emerging Acceptable

NA 0 1 2 3 Behaviordisplayedis

contrarytoexpectationsforthisdisposition.

Behaviorisdisplayedoccasionally.

Behaviorsisdisplayedfrequently

Behaviorisdisplayedfrequentlyandconsistently

Caring:Candidateswiththissetofdispositionsvalueandappreciateallaspectsofotherpersons’wellbeing–cognitive,emotional,andphysical–therebyenhancingopportunitiesformeetingthelearningneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcaringdispositions:1.1 Empathy:identifieswithandseethingsfromtheperspectiveofothers. NA 0 1 2 31.2 Compassion:sympathizes,oftenwithadesiretounderstandandhelpimproveconditionsofstudents’lives.

NA 0 1 2 3

1.3 Rapport:developsappropriaterelationshipswithpeersandotherstakeholders. NA 0 1 2 31.4 Respect:showsappropriateregardfortheneeds,ideas,andexperiencesof

others.

NA 0 1 2 3

1.5 Passion:demonstratesexcitement,enthusiasmandoptimismforthepeople,content,andcontextoftheteaching/learningprocess.

NA 0 1 2 3

1.6 CulturalCompetence:appreciatesandcapitalizesupondiversity;isawareofandactstoreduceone’sownbiases;employsculturallysensitivepedagogy.

NA 0 1 2 3

Comments:

Communicative:Candidateswiththissetofdispositionsaresensitivetoandskillfulinthevariousaspectsofhumanactivity.Theyhaveeffectiveinterpersonalrelationshipskillsandattitudesthatfostercollaborativeenterprisesusefulinenhancingtheteaching-learningprocess.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcommunicativedispositions:2.1 Presence:haskeenwith-it-nessandengagementinhumaninteractionsand

other’sneeds.NA 0 1 2 3

2.2 Responsiveness:attendstoothers’needs;theabilityandinclinationtoactasbestmeetstheneeds,subtleaswellasobvious,ofothersandtheircircumstances.

NA 0 1 2 3

2.3 Attentiveness:concentratesonothers’communication;takesothers’communicationintoaccount.

NA 0 1 2 3

2.4 Authenticity:fostersandenhancestheteachingandlearningprocesswhileexercisingjudgmentaboutpersonalandprofessionalboundaries;displaygenuineness

NA 0 1 2 3

2.5 Collaborativeness:involvesandworkswithothersinplanning,problemsolvingandimplementationofeffectivepractices.

NA 0 1 2 3

2.6 Voice:iswillingtoopenlyengageandrespondtopeers,faculty,teachers,administrators,parents,andcommunityasneedarises.

NA 0 1 2 3

Comments:


Creative:Candidateswiththissetofdispositionsdisplaythecapacitytoenvisionandcraftthingsinnovelandmeaningfulwaystomeettheneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcreativedispositions:3.1 Flexibility:adapts,adjusts,andmodifiespracticestomeettheneedsofstudents

andpeers;thinksonone’sfeet;iscomfortablewithchange.NA 0 1 2 3

3.2 Inventiveness:usestheneedsandinterestsofstudentstoapproachcurricularandstrategicdecisions;visualizesandimplementsnovelideasandpractices.

NA 0 1 2 3

3.3 Resourcefulness:usesresourcesineffectiveways;adaptspracticestounforeseenchallenges.

NA 0 1 2 3

3.4 Resilience:enduresstressandmaintainsstabilityinthefaceofdisruptionand/orchaos;recoverspoiseorspiritthatenablesmovingforwardinaneffectivemanner.

NA 0 1 2 3

Comments:

Critical:Candidateswiththissetofdispositionshavetheabilitytoexamineclosely,tocritique,andtoaskquestions.Theydonotacceptthestatusquoatfacevaluebutemployhigherlevelthinkingskillstoevaluate,analyze,andsynthesize.Self-evaluationandreflectioncharacterizecandidateswiththissetofdispositions.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcriticaldispositions:4.1 Reflectiveness:takestimeconsistentlytoevaluateeffectivenessofinstruction

andbehaviorintermsofthelargergoalsofeducation;nurturesreflectivityinstudentsandpeers;reflectsonowngrowthandaccountability.

NA 0 1 2 3

4.2 Initiative:exhibitsawillingnesstopursuesolutionstoproblemsorquestions;gathersrelevantdataandpersistentlyseekstoimprovesituationsorareasofneed.

NA 0 1 2 3

4.3 Open-mindedness:exhibitsanabilitytolookatdifferentsidesofanissue;recognizesthepossibilityoferrorinone’sownbeliefsandpractices;doesnotdisplayoractuponprejudicesagainstpeopleorideas.

NA 0 1 2 3

4.4 Efficacy:nurtureshighexpectations,demonstratesself-directionandconfidence,andempowersstudentsandpeers.

NA 0 1 2 3

4.5 Humility:placestheneedsofthelearnerand/orlearningtaskaboveone’sownego;reflectsonowngrowthandaccountability.

NA 0 1 2 3

Comments:

Contextual:Additionalqualitiesdefinedbyandconsistentwithyourinstitutionalmission/conceptualframework.5.1ReflectivePractitioner:reflectsasalearner,instructor,andprofessional. NA 0 1 2 35.2InnovativeandImaginative:findsoriginalandcreativeapproachestocurriculum,

instruction,assessment,andproblemsolving.NA 0 1 2 3

5.3GlobalSociety:developsskillsforbecominginformedandengagedcitizen. NA 0 1 2 3Comments:

ProfessionalRequirements:Thesearequalitiesandpracticesthatteachercandidatesmustexhibitinordertoberecommendedforlicensure,someofwhichareexplicitintheIowaCodeofEthicsandCodeofResponsibilities.Thecandidateswilldisplayallofthefollowingqualitiesand/orbehaviorsthatcharacterizethissetofprofessionalrequirements.6.1 Professionalism:endeavorstomeetthestandardsexpectedofateachersuchas

appropriatenessofdress,grooming,demeanor,punctuality,tact,discretion,courtesy,etc.

NA 0 1 2 3

6.2 PersonalandProfessionalEthicsandIntegrity:adheresstronglytohighmoralprinciplesandethicalstandardsasexpressedintheIowaCode;evidencesintegrity.

NA 0 1 2 3

6.3 WorkEthic/Responsibility:attendstoschoolpolicyforteacherattendance;completesteachingrelatedtasksinathoroughandefficientmanner.

NA 0 1 2 3

6.4 Confidentiality:complieswithfederal,state,andschoolpoliciesrelatingtoconfidentiality.

NA 0 1 2 3

Comments:


EDUC443LiteracyFieldExperienceStudentEvaluationofFieldExperience

Thefollowingsurveywillbecompletedonlineviaalinkwithinthestudent’sCanvasCourse.

Pleaseratethisfieldexperienceoneachoftheelementsbelowusingthedescriptorsshownforasyourguide.Pleasebethoughtfulandcandidasyourecordyourresponses.Youareinvitedtoaddcommentsasappropriate.DescriptorsandScoringLegend

4=metorexceededexpectations---almostallofthetime---definitely3=metmostexpectations---mostofthetime---yes2=metsomeexpectations---someofthetime--probably1=metveryfewexpectations---infrequently---no

DIVERSITY Iobservedthefollowingdiversityintheclassroom:(Xtheboxundereachyouobserved) Gender Ethnicity Cultural Racial Socio-economic

status(SES) Cognitive Behavioral Physical

DURINGTHEFIELDEXPERIENCE 4 3 2 1

1. Isawhowmycooperatingteacherdifferentiatedtomeetthediverseneedsofallofthestudents.

2. Iwasable/allowedtocompletetherequiredactivitiesofthisfieldexperience.

3. Iwasabletomakeconnectionsbetweenmycourseworkandthisfieldexperience.

4.Iengagedindiscussionandreflectiononclinicalpractice. 5.Ireceivedmeaningfulfeedbackfrommycooperatingteacher. 6.Ihaveagreaterawarenessofwhatitmeanstobeaclassroomsteacherbecauseofthisexperience.

COMMENTS:

Documents

EDUC 443 SEDU 455 Handbook 2017 - Buena Vista University 443 SEDU 455 Handbook 20… · EDUC 443/SEDU 455 Literacy Field Experience 3 • Use a variety of self-assessment, learner