Handbook for Elementary Education Cohort Field … · Web viewECED 3380 Guiding Behavior of Young Children EDUC 3300 Literature for Children EDUC 3410 Educational Psychology Total

College of EducationHandbook

for Early ChildhoodField Experience

Fall 2015

TEACHER EDUCATION PROGRAM

NORTH GREENVILLE UNIVERSITY

Table of Contents

Cover pageTable of ContentsIntroduction to Field Experiences

Early Childhood Education at North Greenville UniversityOrganization of Field Experiences

Current Program of Early Childhood Field Experiences, By CourseFrequently Asked Questions About CohortsConceptual Framework of the College of EducationProficiencies and Objectives Responsibilities of Participants in the Field Experiences

Director of Teacher Education and Field Experience Placement CoordinatorMentorsCooperating Districts, Schools, and Cooperating TeachersNorth Greenville University Professors and InstructorsNorth Greenville Students

Assessment of Dispositions, Unit AssessmentNGU Lesson Plan Template -- insert the new one, as provided in this revisionSophomore Year forms

ECED 3330, Attendance logECED 3330, Program Assessment form

Junior Year formsAttendance logLesson Plan scoring guide (Appendix # --)Unit Plan rubric (Appendix # --)Assessment of Dispositions (Appendix # --)

Senior Year forms (for ECED 4110, ECED 4610, ECED 4620)Attendance logSenior Block Schedule ECEDAutumn Experience description (ECED 4110)Lesson Plan scoring guide (Appendix # --)Unit Plan rubric (Appendix # --)Mentor and Cooperating Teacher formsAssessment of Dispositions (Appendix # --)

Student Teaching formsInformation about ADEPT and APS notebookInformation about Teacher Work Sample notebook and presentation

Promethean Board tutorial certificateSC Curriculum Standards

Appendices:Assessment of Dispositions Junior Cohort letter to Cooperating TeacherSenior Cohort letter to Cooperating TeacherLesson Plan scoring guideMentor evaluation form – see current page 35, but move it if possible to this position in the document.Mentor End of Semester evaluation formCooperating Teacher End of Semester evaluation formEvaluation of Field Experience Cooperating TeacherStudent evaluation of mentors Follow-up on Graduates – Principal’s RatingsUnit Plan rubric

2

INTRODUCTION TO FIELD EXPERIENCES

At each level of the pre-service education experience at North Greenville University, teacher candidates are given opportunities to apply the knowledge and skills they are obtaining through simulated and actual classroom situations. Field experiences are offered in cooperating schools as an integral component of the program. Field experiences provide the opportunity for candidates to continue to develop their knowledge, skills, and dispositions in the real world of classrooms as they work with diverse learners in a variety of settings appropriate to the content and level of their program of study. Designed to be both incremental and well-sequenced, field experiences help candidates develop the competencies to begin their careers as teachers. Field experiences for early childhood education majors are based upon and aligned with the Conceptual Framework of the NGU College of Education and the Standards of both the National Association for the Education of Young Children (NAEYC) and the National Council for Accreditation of Teacher Education programs (NCATE).

Field experiences and clinical practice are characterized by collaboration, appropriate practice associated with sound professional expertise, and accountability through extensive assessment. Field experiences represent a variety of early and ongoing school-based opportunities in which candidates observe, reflect, assist, tutor, manage, instruct, and assess learning in K-12 classrooms.

The first field experience, as a part of EDUC 1210 Introduction to Education, occurs as your first education class and is exploratory and primarily observational in nature. After candidates are admitted to the Teacher Education Program, each major has its own organization for field experiences. The over-arching focus, however, is the same throughout the COE, to give candidates authentic learning experiences within an environment of on-going growth. This is accomplished as candidates are mentored collaboratively by university supervisors and classroom teachers to become effective practitioners, caring leaders, and lifelong learners (Conceptual Framework). Students move from observing both the teacher and the learner to engaging in teaching lessons and to curriculum planning and development. Field experiences are integrated into specific University courses and represent a variety of early and on-going school-based opportunities in which candidates observe, reflect, assist, tutor, manage, instruct, assess, and conduct events in their classrooms.

EARLY CHILDHOOD EDUCATION AT NORTH GREENVILLE UNIVERSITY

The Early Childhood Education Program is designed for students seeking certification to teach in the public schools at the preschool through third grade levels. This program is grounded in child development, is sequential, and is field-based. This means that early childhood majors’ course of study begins with an in-depth study of children, birth through age eight, and moves to examination of program and career options within the profession. Opportunities for expanding work with children in a classroom setting are provided during every year of the program. The program culminates in a twelve week, full-day student teaching experience within the public schools – P-3rd grade.

3

ORGANIZATION OF FIELD EXPERIENCES

Early Childhood field experiences provide teacher candidates with opportunities to work in a variety of classrooms and with a variety of age groups. This facilitates decisions about the age and grade levels at which they feel most comfortable.

Candidates spend large blocks of time in the schools, while also taking classes on the North Greenville campus. This requires careful time management and organization of work. To facilitate these criteria, candidates and/or staff members arrange for candidates to work in groups called cohorts. Cohorts of four to five individuals enable early childhood majors to complete field experience requirements at one school rather than having to travel to several different schools to complete field assignments. Cohorts also serve as support groups, since they encourage opportunities for sharing ideas and for problem solving with friends.

Cohorts are assigned placements in schools that have agreed to work with the College of Education at North Greenville University as partners. Faculty members in these schools permit cohort members to carry out learning experiences in their individual classrooms and critique the work and progress of the teacher candidate, both verbally and on an evaluation form provided by the North Greenville University College of Education.

Cohorts also receive support from mentors who are trained by early childhood faculty members. Mentors are available in each school to answer questions and provide encouragement to the teacher candidate. They provide candidates with feedback on learning experiences and provide suggestions for growth. Candidates are mentored to become effective practitioners, caring leaders, and lifelong learners (Conceptual Framework of the COE).

In addition, throughout all field experiences, candidates follow the standards of quality established by the major Early Childhood professional organization, the National Association for the Education of Young Children (NAEYC). Currently, early childhood education students, under the guidance of a faculty member, are leading a collegiate chapter of the South Carolina Early Childhood Association. This organization provides support for field experience cohorts and encourages professional growth among teacher candidates. Membership is open to all Early Childhood majors.

4

CURRENT PROGRAM OF EARLY CHILDHOOD FIELD EXPERIENCES, BY COURSE

At the present time, teacher candidates in early childhood, beginning in their freshman year and

continuing through the first semester senior year, are required to complete a total of 230 hours of field

experience. As shown in the chart below, students move from a small number of hours to entire school

days in the K4 – 3rd grade classrooms, prior to the Student Teaching experience.

Course Number Course Name Number of Hours in FieldEDUC 1210 Intro to Education 20ECED 2360 Child Development 10 (Observation only)

ECED 3300 Intro. To Early Childhood 10

Field Experiences for Cohorts 1st Semester

ECED 3210 Utilizing Technology in Early ChildhoodECED 3340 Assessment of Young ChildrenECED 3380 Guiding Behavior of Young ChildrenEDUC 3300 Literature for ChildrenEDUC 3410 Educational Psychology

Total for Cohort 30

Field Experiences for Cohorts 2nd Semester

ECED 3335 Methods & Materials for the Young ChildECED 3350 Reading Methods for Early ChildhoodECED 3360 Social Studies for Young ChildrenECED 3370 Building Family and Community RelationshipsEDUC 3350 The Exceptional Learner

Total for Cohort 30

Field Experiences for Senior Block (Fall semester, Senior year)

ECED 4610 Integrated Curriculum I (Lang Arts, Music, Art, Drama)ECED 4620 Integrated Curriculum II (Math, Science)ECED 4110 Autumn Experience

Total for Cohort 120

In the current early childhood curriculum, teacher candidates are placed in cohort groups

beginning in their junior year, with each cohort assigned to one elementary school in one of our partner

schools. Each cohort will work in the school three hours per week for 10 weeks throughout the

semester. A faculty member is assigned to each school to serve as the on-site mentor for each cohort.

Mentors will record and respond to candidates’ performance, noting areas of reinforcement and

refinement and assisting them in developing a plan to strengthen these areas.

5

FREQUENTLY ASKED QUESTIONS ABOUT COHORT GROUPS

What are cohort groups? Cohort groups are groups of teacher candidates who have the same schedule and take all of their classes as a group.

What is the purpose of using cohort groups? The purpose of the cohort groups is to focus instruction in the field experiences. Instead of having students go to different schools on different days to complete requirements from different professors, the teacher candidate will carry out all of the assignments in one school.

Who will supervise the students? A supervisor from the University will be in the schools on Tuesday mornings and will supervise one set of teacher candidates. An adjunct will be in the schools on Thursday mornings and supervise another set of teacher candidates. These two supervisors will be mentors to the teacher candidates.

What will be the role of these mentors? To be a resource who will provide ideas for strategies, activities, and materials, and a coach who instructs, trains, encourages, and models learning experiences.

What will these mentors do while they are in the classroom? They will be responsible for observing and scripting the lesson, using the evaluation scoring guide, identifying areas of reinforcement and refinement, conferencing with the teacher candidates, leading the teaching candidate to self-reflect, modeling lessons, and helping develop a plan for improving instruction.

What will be the role of the professors who give the assignments? They will be responsible for developing the requirements for the teacher candidates and giving the grade to the teacher candidates for how well the requirements were completed in their field experience.

6

North Greenville University: College of Education Conceptual Framework.

OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER, GROUNDED IN CONTENT KNOWLEDGE AND SKILLED IN IMPACTING STUDENT LEARNING.

Proficiencies:

A. Candidates demonstrate mastery of the critical content and processes in their fields of study within the context of a broad understanding of the liberal arts. [CAEP 1.1, APS 6, Praxis II Content Exams, minimum grades in core courses, minimum GPA. ]

B. Candidates communicate subject matter effectively and accurately to motivate student learning, and develop deeper levels of understanding of key concepts. [CAEP 1.2, APS 4, FEE, Oral Grammar Rubric, AOD, Lesson Plan Rubric]

C. Candidates utilize the key principles of educational purposes, curriculum, instruction, and assessment by designing, adapting, and selecting a variety of appropriate assessments and using the data to improve student learning and instruction. [CAEP 1.3, APS 3, Lesson Plans, ADEPT evaluation, Unit, TWS]

D. Candidates plan and implement lessons utilizing the knowledge of student diversity, human development, and research in order to help all students learn. [CAEP 1.5, APS 2, Lesson Plans, Unit plan, TWS, ADEPT evaluation]

E. Candidates employ multiple resources beyond the textbook such as including concrete objects, online resources and media to meet the needs of all learners. [CAEP 1.4, APS 5, Unit Plans, Lesson Plans, FEE, TWS]

F. Candidates use a variety of effective instructional techniques, models, methods (eg. close reading, critical thinking, problem solving), and materials in a logical sequence for teaching and learning. [CAEP 1.6, APS 5, Lesson Plans, Unit Plan, FEE, TWS]

OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.

Proficiencies:

A. Candidates exhibit personal responsibility, trustworthiness, fairness, and teamwork in the school community. [CAEP 1.7, APS 10, AOD]

B. Candidates respect, value, and establish high expectations for all students creating an inclusive learning environment. [CAEP 1.6, APS 4, AOD, TWS, ADEPT]

C. Candidates design and maintain an effective, safe learning environment that meets the child’s physical, social, emotional, and cognitive needs. [APS 8, SC safe schools climate act, AOD, TWS, ADEPT]

D. Candidates value cooperation, practice collaboration, and display fairness and empathy when working with colleagues and families. [CAEP 1.8, APS 10, AOD]

OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY EXAMPLE AND

INSTRUCTION INVITES LIFELONG LEARNING IN STUDENTS.

7

Proficiencies:

A. Candidates engage in activities and utilize resources that contribute to the improvement of self, the profession, and community. [APS 10, AOD, ADEPT evaluation]

B. Candidates model inquiry and reflection of self, students, families, and communities based on student performance. [CAEP 1.3, APS 10, Lesson Plans, TWS, ADEPT]

C. Candidates reflect on their choices and biases in order to build strong relationships with learners, families, colleagues, and the community. [CAEP 1.9, APS 10]

Revised 2.13.2014

8

Responsibilities of Participants in the Field ExperiencesResponsibilities of the Director of Teacher Education

The Director of Teacher Education is the chief coordinator for all student field experiences. All

communication concerning the placement of students in the public schools is channeled through the office of the

Director of Teacher Education.

The Director of Teacher Education has the following responsibilities:

1. Coordinating the placement of students in the field experiences with the Field Experience Placement

Coordinator.

2. Assisting the faculty with the orientation sessions for field experiences.

3. Providing guidance and support for university supervisors, students, and public school personnel

involved in the field experiences program.

Responsibilities of the Field Experience Placement Coordinator

The Field Experience Placement Coordinator has the following responsibilities:

1. Obtain needed placements for each semester from department chairs.

2. Obtain list of candidates for each placement from the records coordinator.

3. Contact individual schools regarding candidate placement.

4. Notify cooperating teachers, principals, department chairs, and faculty of candidate placements.

5. Notify candidates of their placement.

6. Serve as a contact between cooperating teachers, principals, and North Greenville University.

7. Order all name tags for candidates and education faculty.

8. Enter assessment data for teacher candidates under the direction and supervision of the

Assessment Coordinator.

9. Maintain notebook of College of Education syllabi for each semester.

10. Organize tasks for work study students.

11. Other duties as assigned.

9

Responsibilities of Mentors

North Greenville University faculty and the mentors of field experiences work directly with students to

help them gain the maximum benefits from their experience in the public school classroom. Mentors also

communicate regularly with the Instructors of Field Experiences classes and department chairs concerning the

placement, supervision, and evaluation of students in the field experience program.

Mentors of the Field Experience have the following responsibilities:

1. Coordinate with the Director of Teacher Education to provide information, which will allow appropriate

placement for all students involved in field experiences.

2. Provide orientation sessions for field experiences.

3. Inform candidates of the requirements of field experience courses outlined in this Field Experiences

Handbook.

4. Provide candidates with appropriate forms for recording information concerning student observations

and/or interactions with children.

5. Assist candidates with problems concerning placement or fulfillment of course requirements.

6. Help candidates understand the expectations of the partner schools.

7. Periodically visit and/or telephone the schools to obtain feedback concerning the field experiences.

8. Evaluate candidates’ lesson plans (based on NGU Performance Assessment Evaluation Model).

9. Evaluate student lessons taught in the classroom.

10. Periodically meet with students for conferences.

11. Coordinate the evaluation process in each field experience course.

12. Provide feedback on progress of students in field experiences.

13. Evaluate each student's performance in the field experience.

North Greenville Professors and Instructors have the following responsibilities: 1. Communicate expectations to the candidates and provide forms needed (NGU Lesson Plan

and Unit templates; attendance log). 2. Grade lesson plans and reflections.3. Communicate with University Mentors, as needed.

10

Responsibilities of Cooperating Districts, Schools and Cooperating Teachers

The selection of cooperating schools is the joint responsibility of the university and the school district

administration and is coordinated through the Director of Teacher Education. The University makes every effort

to place students with cooperating teachers who understand and are willing to participate in the University's

Teacher Education Program. These teachers are recommended by their school administrators. It is the

responsibility of the cooperating districts and schools to select cooperating teachers to participate in training and

orientation sessions conducted by a representative of the North Greenville University College of Education.

The responsibilities of the cooperating teachers include the following:

1. Participate in an orientation session provided by the North Greenville University Education faculty.

2. Review the school’s’ expectations for students, assist students in planning appropriate activities for the

classroom, and supervise student’s’ classroom work.

3. Provide evaluation of students, give appropriate feedback and guidance, and keep the University

supervisor informed of students' problems and progress.

4. Evaluate the Field Experience Program.

Responsibilities of North Greenville University Students

Students participating in field experiences must comply with all of the academic regulations outlined in

this document, and satisfy all course requirements outlined in the syllabi. It is the student's responsibility to read

and abide by the policies of the University and the cooperating schools. The responsibilities of the students

include the following:

1. Maintain the degree of professionalism expected by the faculty and administration of North Greenville

University and the cooperating schools.

2. Travel to the Partner Schools and document each visit by signing in at the school.

3. Be prompt, courteous, respectful, and responsible to all stakeholders.

4. Maintain appropriate standards of dress and conduct. Each student should check with the principal or

cooperating teacher concerning dress code in the school.

5. Notify the mentor and cooperating school and/or teacher in the event of an absence, and cooperate with

them to reschedule the visit.

7. Maintain confidentiality of students and school personnel.

8. Schedule and attend all conferences with the mentor, and inform the mentor in the event of any problem.

9. Fulfill all duties related to the field experience without compensation.

10. Inform the cooperating teacher of activities/information required in the field experience.

11. Complete a minimum of 20 hours of observation for each field experience.

12. Complete and return to the University supervisor all forms or reports relating to the field experience.

11

Assessment of DispositionsUnit Assessment

An “Assessment of Dispositions” evaluation form (see Appendix) will be completed by course instructors on all students/candidates enrolled in EDUC, ECED, ELED, and MUED courses.

Evaluations will be completed at mid-term and at the end of each semester in designated courses.The student/candidate may use the same form for self-evaluation as the course instructor. Should there be discrepancies between the student’s/candidate’s evaluation and the instructor’s evaluation, a conference will be held between the instructor and student/candidate.

A summative evaluation will be conducted at the end of each semester. Even if there have not been changes in the student’s /candidate’s dispositions since mid-term, an additional form must be completed at the end of the semester. This will be the summative evaluation.

Instructors of EDUC 1210, Introduction to Education; EDUC 2230, Foundations of Education; and EDUC 1215, Integration of Technology in the Curriculum, turn in completed evaluation forms to department chairs. These evaluations are used by the department chairs to make recommendations for students applying for admission to the Teacher Education Program.

Evaluation forms completed on teacher candidates, students who have been admitted to the program, are turned in to the Assessment Coordinator for the College of Education.

All evaluation forms will be averaged by the instructor completing the evaluation. Instructors will attach a list of students/candidates in the class and the average score for each to the evaluation forms.

An average of 2.5, on a scale of 4.0, will be required for students to be admitted to the Teacher Education Program. Once admitted, teacher candidates will be expected to maintain an average of 3.0.

Instructors of general education courses will complete the evaluations on education majors when they observe dispositions not in agreement with the college’s objectives.

An “Assessment of Dispositions” evaluation form will be completed by University supervisors and cooperating teachers on candidates participating in field and clinical experiences.

12

ECED 3330 – Intro. To Early Childhood

Name:_______________________________Date:________________________________

Observation Site:_____________________________________Age Level:_____________# of Teachers:_________________ # of Children:__________ Diversity:______________

PROGRAM ASSESSMENT

1. Would you like to be a child in this classroom? Evidence

2. Is there a balance of small group/whole group/ individual activities? Evidence

3. Do children spend more time in self-selected activities than in teacher-directed activities? Evidence

4. Do the children’s interests influence activities and learning experiences? Evidence

5. Is there a balance of emphasis on intellectual, social, emotional, and physical growth? Evidence

6. Are skills taught in a meaningful context?

7. Are activities and experiences selected on the basis of their relationship to the goals of the program? Evidence

8. When planning activities, is the information gathered from assessments used to guide planning? Evidence

9. Is there evidence of parent involvement? Evidence

13

North Greenville UniversityCollege of Education

FIELD EXPERIENCEIntroduction to Early Childhood

ECED 3330 Only

Name_____________________________________Semester_____________

School____________________________________ Grade __________

Cooperating Teacher____________________________________

ATTENDANCE LOG

Name of School Date TimeIn Out

Teacher’sSignature

Total Number of Hours_________Total Number of Weeks_________

_________________________ __________________Cooperating Teacher’s Signature Student Signature

14

LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTSLesson Title:State Standard:

Indicator(s):

Learning Objectives:

Essential Questions:

Materials: What resources and materials will be needed during the lesson? A summary should be provided for any book (title/author/summary) or website used. A link to a website should also be included.

Activities/Procedures (Describe each step in a bulleted list format):How will you establish the behavioral expectations for students? (The teacher will… The student will…)What is the hook? How will you link it to the standard? (This is your opening).How will you activate prior knowledge of the students about this topic?What content will you teach/explain? What will you and the students do during this lesson?What will you say?

Questioning: Develop and use questions based on at least three higher levels of Bloom’s Taxonomy of Educational Objectives during the lesson (as they are asked in the Activities/Procedures section. Beside each question, identify the level that corresponds to it.

Assessment: How will you know that the students met the learning objectives of the lesson? How will the assessments accommodate the differences in the students? (Attach a copy of your assessment with each lesson turned in). Keep in mind that assessment has three parts: the student activity, how the activity is recorded and how you will re-teach those students who have not mastered the concept.

Closure: Ask a variety of questions as they relate to the EQ; and, evaluate student responses. (“Let students tell you what they learned…example: think, pair, share; ticket out the door; graphic organizers/anchor charts/KWHL/thinking maps)

List the ways you will take into consideration, or accommodate for, the individual differences among students in rates of learning, styles of learning, interests, and special needs, as in the following list:

Visual learners Auditory learners Kinesthetic learnersESL Gifted Physical disabilitiesCognitive disabilities

Integrated Curriculum: In what ways are other subjects integrated into this lesson?

15


FIELD EXPERIENCECOHORT

Junior – Early Childhood

Name Semester: ________

School Grade __________

Cooperating Teacher ___________________________

ATTENDANCE LOG

Week No. Day Time In Out Teacher's Initials

Total Number of Hours___________ Total Number of Weeks __________

__________________________________ _______________________________

Cooperating Teacher’s Signature Student Signature

16

COLLEGE OF EDUCATIONSENIOR BLOCK SCHEDULE

EARLY CHILDHOOD EDUCATION

The Senior Block for Early Childhood Education is a cohort placement for teacher candidates in the

semester immediately prior to student teaching. All senior early childhood teacher candidates will take

the Senior Block and will be enrolled in the same early childhood courses: ECED 4610, Integrated

Curriculum I; ECED 4620, Integrated Curriculum II, and ECED 4110, Autumn Experience. The

purpose and design of the Senior Block for Early Childhood Education is to provide teacher candidates

with optimal field experiences for preparation for student teaching. Candidates will be placed in the

school with teachers with whom they will be working in Senior Block and during student teaching.

Early Childhood candidates will complete a placement in K4 through 3rd grade in field experience and

student teaching.

Candidates are in their assigned school for field experiences on Tuesday and Thursday from 08:00 until

03:00. Autumn Experience hours are to be completed in conjunction with the two Integrated

Curriculum courses.

Candidates are in class on campus Monday and Wednesday. ECED 4610 is scheduled for morning

hours; ECED 4620 is scheduled for afternoon hours. Some class meeting times may be flexible to

accommodate such things as special speakers or seminars.

No field experiences are scheduled for Fridays. The North Greenville University calendar will be

observed; regular chapel attendance is expected.

17

AUTUMN EXPERIENCE

Autumn Experience is a learning experience for senior early childhood education majors, scheduled in

the semester prior to student teaching. Teacher candidates are placed with the teachers with whom they

will complete their field experience for Integrated Curriculum I, Integrated Curriculum II, and their

student teaching. The purpose of the course is to provide candidates with an opportunity to assist the

classroom teacher and to learn how the school year begins in a K4 through 3rd grade. The course

requires the candidate to complete full day service to the school on Tuesdays and Thursdays. Ideally,

the placement will begin as close to the first of the school year as possible. The placement will continue

for 10 weeks.

During the placement for Autumn Experience, teacher candidates assist the classroom teacher in

preparing the classroom and teaching materials, gathering information on children if permitted to do so,

planning and teaching learning experiences, and completing whatever other duties they may be assigned.

Placement with teachers on a long-term basis will result in a smoother transition to student teaching in

the following semester.

18


FIELD EXPERIENCECOHORT

Senior – Early Childhood

Name Semester: ________

School Grade __________

Cooperating Teacher ___________________________

ATTENDANCE LOG

Week No. Day Time In Out Teacher's Initials

Total Number of Hours________ Total Number of Weeks __________

_____________________________ _______________________________

Cooperating Teacher’s Signature Student Signature

19

MEMORANDUM

TO: JUNIOR COHORT COOPERATING TEACHERS AT PARTNER SCHOOLS OF NORTH GREENVILLE UNVERSITY

FROM: EARLY CHILDHOOD DEPARTMENT CHAIR North Greenville University

Thank you for agreeing to work with one of our teacher candidates this semester.

Our teacher candidates will be in your classes between 8:00 a.m. and 11:00 a.m. on Tuesday or Thursdays. Specific hours and day(s) for each student will be assigned by the College of Education. You will have a faculty member from the university at your school on Tuesdays from around 8:00 a.m. to 11:00 a.m., and an adjunct will be there on Thursdays from around that same time. They will be there to observe our candidates conduct lessons, serve as a resource to you, and be a coach for the candidates. If necessary, they will help you complete, or answer any questions you may have concerning the evaluation forms you will complete at the end of the semester.

The university faculty members will meet every other Monday from 2:30 p.m. to 3:30 p.m. If you have questions, concerns, comments, or suggestions, please let our Mentor faculty member know and we will address them at this time. Or you may contact us directly. The education office number is 977-2088.

Thank you for being one of our cooperating teachers and making an investment in the future teachers of our state. Have a great year!

20


NORTH GREENVILLE UNIVERSITY

The Standard of Excellencein Teacher Preparation

Dear Cooperating Teacher,

The College of Education of North Greenville University would like to express their appreciation to you for mentoring our seniors in Early Childhood Education. Your willingness to share your time, talents, and instructional strategies with these future teachers of young children serves as a demonstration of your commitment and respect for quality education.

Your student will be in classes at the University each Monday and Wednesday and will be in your classroom on Tuesday and Thursday. The North Greenville University student should arrive at your classroom from the time students arrive in the morning and stay until the last student leaves in the afternoon. We would like for them to be exposed to the full school day and have teaching experiences throughout the day. While there the North Greenville University student should assist in small group instruction, tutoring, and whole group instruction. How they are utilized will be at your discretion but our expectation is that they will make a difference in your ability to meetthe needs of all students and that you will make a difference in their teaching abilities by your model of developmentally appropriate practices and through your constructive suggestions as you observe and reflect with them on their teaching.

Throughout the semester the seniors will have multiple assignments to complete including collecting demographic data from your classroom, examining your long range plans, compiling documentation of their teaching strategies, classroom management, technology integration, professional development, and assessment techniques used. Additional assignments will include planning and implementing eight lessons in your classrooms. Two formal observations and several unannounced informal observations will be scheduled by the North Greenville University faculty during this term. If any problems occur with our students, please contact Mr. Lavelle McCray at 864-977-7039. We will be glad to discuss any issues or concerns with you. Thank you again for your assistance with the professional development of our Early Childhood Education candidates.

Sincerely,

Ann H. Aust, Ed.D.Chair, Early Childhood Education

North Greenville University * Post Office Box 1892 * Tigerville, SC 29688-1892 * Telephone: 864-977-7000

21


NORTH GREENVILLE UNIVERSITYSenior Cohort

The Standard of Excellencein Teacher Preparation

Learning Plan Rubric, Early Childhood Education

Criteria Target5 (must meet all criteria)

Acceptable3

Developing1

The Effective PractitionerLesson Plan Addresses State Standard(s)

Plans indicate standards that are addressed are appropriate for the grade level and accommodate the needs, interests, and abilities of the students.

Lesson objectives for instruction are clear and show alignment to standards.

Plans may not clearly indicate standards addressed. Some standards may not be appropriate for the grade level or may not accommodate the needs, interests and abilities of the students.

Some lesson objectives for instruction and assessment display an understanding of students’ needs, interests, and abilities. Some objectives, instruction, and assessment are aligned to the standards.

Plans do not indicate standards addressed, or they address standards that are inappropriate for grade level and students’ interests and abilities.

There is limited evidence of alignment of objectives for instruction and assessment to students’ needs, interests, and abilities, or to standards.

Learning Objectives

Plans relate the objectives, instruction, and assessment to students’ needs, interests and abilities. Plans show the alignment of instruction and assessment activities to objectives based on curriculum standards.

Plans may not clearly relate objectives, instruction, and assessment to students’ needs, interests, and abilities. Instruction and assessment activities are not clearly aligned to objectives based on curriculum standards.

The relationship of objectives, instruction, and assessment to students’ needs, interests, and abilities is very limited. Alignment of instruction and assessment activities to each other and/or to objectives based on curriculum standards is very limited.

Activities and Procedures

Plans for instruction indicate how information about students impacts the implementation and evaluation of instruction by describing the specific accommodations to be made.Instructional strategies used accommodate differences in rates of learning and styles.Plans build on students’ prior learning and

Some accommodations are made in the implementation of instruction based on information about students. Some instructional strategies used accommodate differences in rates of learning and styles.Portions of plans build on students’ prior learning and development. There is some evidence of

Few accommodations were made in the implementation of instruction based on information about students. Instructional strategies are limited in accommodating the differences in rates of learning and styles. Activation of students’ prior learning and development are limited

22


Acceptable3

Developing1

The Effective Practitioner

(Activities/ Procedures, cont.)

development.Plans provide for integration of content across disciplines in instructional activities. Manipulatives were used to promote child understanding. Engaging hook and clear closure with a summating activity are evident.

integration and content across disciplines in instructional activities.Manipulatives were not used. Lesson lacks hook OR closure.

or missing.Few instructional activities provide for integration of content across disciplines. No hook or closure evident in the lesson.

Materials Materials used go beyond textbook to other sources to ensure comprehensive and accurate presentation of content. Resources, materials, and technologies used are chosen with a view to presenting information from a variety of cultural perspectives and in a variety of formats to meet learners’ needs and abilities.Materials used are age-appropriate and include a minimum of 2 of the following: Audiovisual Multimedia Online services Texts representing various perspectives and genres Additional resources for learning centers Manipulatives

Materials used go beyond textbook to other sources but are not comprehensive in the presentation of content. Some resources, materials, and technologies used are chosen with a view to presenting information from a variety of cultural perspectives. Some resources, materials, and technologies present information in a variety of formats to meet learners’ needs and abilities.Materials used are age-appropriate but include only one of the following: Audiovisual Multimedia Online services Texts representing various perspectives and genres Additional resources for learning centers Manipulatives

Materials used may go beyond textbook to other sources but are not comprehensive or may present some inaccurate content information.Resources, materials, and technologies used are limited in presenting information from a variety of cultural perspectives.Few resources and materials meet learners’ needs and abilities.Materials used are accurate but do not go beyond textbook.No provision for additional center materials.

Questioning/Higher OrderThinking

Plans provide students an opportunity to develop critical thinking and problem-solving skills.Activities and assessments address various levels of Bloom’s taxonomy, but focus on

Plans provide limited opportunities for students to develop critical thinking and problem solving skills.Activities and assessments only address two levels of Bloom’s taxonomy, or focus on lower levels.

Instructional activities only promote single solution problems.Activities and assessments only address the lowest level of Bloom’s taxonomy.

23


Acceptable3

Developing1

The Effective Practitioneratleast 3 of the higher levels.

Assessment Assessment is clearly aligned to the standards, objectives and instruction.Assessment strategies are appropriate for students’ ability and developmental levels. Assessment is clearly related to students’ needs, interests, and abilities.

Alignment of assessment to standards, objectives, and instruction is not complete.Some assessment strategies are inappropriate for students’ ability and developmental levels.Parts of assessment are related to students’ needs, interests, and abilities.

Assessment is not clearly aligned to the standards, objectives, and instruction. Assessment strategies are inappropriate for students’ ability and developmental levels.There is limited evidence that the assessment is related to students’ needs, interests, and abilities.

24

Early Childhood EducationEnd of Semester

Candidate Evaluation by Cooperating Teacher Candidate’s Name: Date:

Teaching Objective

Target Criteria Target Acceptable Developing (5) (4) (3) (2) (1) NA

Promoting Child Development and Learning (Pre K-3)

Applies knowledge of child development to meeting children’s total developmental needs: social, emotional, physical, cognitive, linguistic and aesthetic. Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Plans and adjusts learning experiences and the environment to meet the needs of typical; gifted and talented; special needs; developmentally delayed children, or culturally diverse. Indicators: plans experiences and environment that affirm culturally and linguistically diverse children; diversity is valued; accept child’s home language; plans and implements non-biased curriculumComments/Evidence: ____________________________________

(5) (4) (3) (2) (1) NA

Building Family and Community Relation-ships

Demonstrates recognition of families as partners in children’s learningIndicators: Establishes positive home/school relations, is respectful and accepting of children’s diverse family backgrounds; respects families’ goals and decisions.Comments/Evidence: _________________________________

(5) (4) (3) (2) (1) NA

Assessment Uses developmentally appropriate strategies.Indicators: observation, check-lists, anecdotal records, and case studies to assess, select appropriate assessments, uses rubrics, includes learning objectives, constructs assessments.Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Uses results of assessments.Indicators: to plan, individualize, and implement curriculum, teaching strategies, interactions, and environments for typical, gifted/talented, and special needs childrenComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Maintains accurate records of all assessments.Indicators: Uses technology to maintain records, maintains confidentiality, able to interpret and analyze results, able to explain assessments to parents/guardians.Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Teaching and Learning

Bases curriculum on knowledge of children, goals, SC standards, and content of the disciplines,Indicators: Selects goals that emphasize curiosity, decision making, problem solving, and critical thinking. Ties curriculum to standards, Meets the total developmental needs of children: social, physical, emotional, cognitive, linguistic and aesthetic.Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Uses developmentally appropriate teaching methods.Indicators: play; individual and small group projects; cooperative learning; total group discussions; open-ended questioning; problem solvingComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Integrates content areas and emphasizes meaningful content from all the disciplines: math, science, language, arts, health, safety,

(5) (4) (3) (2) (1) NA

25

nutrition, social studies, arts, music, drama, and creative movement.Indicators: curriculum is based on children’s needs, interests and cultural backgrounds. Uses materials and equipment that are developmentally appropriate.Comments/Evidence: __________________________________Ensures that methods and learning environments meet the needs of typical, special needs, and gifted/talented childrenIndicators: incorporates IEPs and IFSPsComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Uses positive methods for helping children develop social interactions with others: self-control; self-motivation; self-esteem; individual and group guidance; problem-solving; caring and concerned supportIndicator: Learning environments reduce stress, foster resilience, emphasize supportive relationships between teach and child and between children.Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Establishes and maintains a healthy safe classroom through basic health and safety proceduresIndicators: has health and safety procedures in place, recognizes and reports child abuse and neglectComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Child Guidance

Plans and implements positive ways to guide children’s behavior, emphasizing growth in self-control rather than punishmentIndicators: Involves children in developing and maintaining classroom rules, uses preventative discipline techniques, Acknowledges positive behavior, redirects behavior, is consistent, assesses possible causes for behavior, avoids making children wait, reduces stress in the classComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Professional-ism

Demonstrates a professional attitude and behavior.Indicators: participates in in-service opportunities, works cooperatively with faculty, staff, and administrators, Communicates effectively with faculty, staff and administrators, receives and acts on constructive criticism, Upholds the NAEYC code of Ethics, communicates appropriately with parents when necessary, Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Demonstrates daily personal reflection on effectiveness of learning experiences, interaction with children and colleagues, choices made, and the effect of personal choices on others.Indicators: can explain the relationship between Early Childhood philosophy and educational choices, uses reflections to improve ECE program and to grow professionally, keeps abreast of current trend, issues, legislation, and policy affecting ECE and the profession, Uses professional journals, organizations, conferences, and resources to improve self.Comments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Demonstrates professionalism and effectiveness when working on an educational teamComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

Works actively as an advocate for improved program quality, children’s services, professional status, and working conditions in early childhood programsComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA

______________________ ________________________ Co-operating Teacher’s Signature Date

26

North Greenville University Field Experience: Assessment of Dispositions

Candidate________________________________________Semester_________Average________

Please rate 1-4: never = 1; seldom = 2; acceptable = 3; exceptional = 4 by writing the appropriate number in the box. Circle indicators that are weak for student and/or make specific comments below.

1. EFFECTIVE PRACTIONERA. Exhibits Professional AttitudeIndicators: Confident, responsible, appropriate dress, punctual, meets deadlines, prepared, possesses self-efficacy, takes responsibility for own actions.

____________________________________________________________________________________B. Values Communication

Indicators: Communicates content enthusiastically, values correct grammar, hasgood communication skills, able to relate and communicate with all stake holders.

____________________________________________________________________________________C. Demonstrates a Positive Attitude towards Teaching/StudentsIndicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students,demonstrates patience with students, uses a variety of teaching strategies.

____________________________________________________________________________________D. Displays a Positive Attitude toward the Profession, Colleagues, and Authority

Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical, Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.

____________________________________________________________________________________2. CARING LEADER

A. Promotes Nurturing and KindnessIndicators: Tone of voice, word choices, interacts well with students, sensitive to students, is respectful, patient in class, praises students for positive work, keeps students on task.

____________________________________________________________________________________B. Values Relationships

Indicators: Keeps a confidence, concerned for others’ well-being, loyal, respectful, trustworthy, team player, able to work with others, cheerful positive and encouraging, helpful, giving.

____________________________________________________________________________________C. Creates a Nurturing Environment

Indicators: Includes all learners, creates a warm learning space, students are free from harassment, respects diverse learners, utilizes a variety of resources beyond the text.

____________________________________________________________________________________3. LIFELONG LEARNER

A. Values Professional DevelopmentIndicators: Engages positively in learning opportunities, joins professional organizations, keeps abreast of current issues, seeks learning opportunities, utilizes research to improve practice,open to correction, makes every effort to improve lessons.

____________________________________________________________________________________B. Takes Initiative

Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical.____________________________________________________________________________________

C. Practices Reflective InquiryIndicators: Understands effects of decisions on students, reads with a critical understanding, knows how to write reflections, understands consequences of actions, corrects misunderstandings quickly.

____________________________________________________________________________________COMMENTS: (Use the back if necessary.)

Signature: ____________________________________________Date: _________________________

27

Early Childhood EducationCandidate Evaluation by Mentor

Candidate’s Name: Date:

Teaching Objective




(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA



(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA



(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA

Integrates content areas and emphasizes meaningful content from all the disciplines: math, science, language, arts, health, safety, nutrition, social studies, arts, music, drama, and creative movement.

(5) (4) (3) (2) (1) NA

28

Indicators: curriculum is based on children’s needs, interests and cultural backgrounds. Uses materials and equipment that are developmentally appropriate.Comments/Evidence: __________________________________Ensures that methods and learning environments meet the needs of typical, special needs, and gifted/talented childrenIndicators: incorporates IEPs and IFSPsComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA

Child Guidance


(5) (4) (3) (2) (1) NA

Professional-ism


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA

______________________ ________________________ Mentor’s Signature Date

29

Early Childhood EducationEnd of the Semester

Candidate Evaluation by Cooperating Teacher Candidate’s Name: Date:

Teaching Objective




(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA



(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA



(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA

Integrates content areas and emphasizes meaningful content from all the disciplines: math, science, language, arts, health, safety, nutrition, social studies, arts, music, drama, and creative movement.

(5) (4) (3) (2) (1) NA

30

Indicators: curriculum is based on children’s needs, interests and cultural backgrounds. Uses materials and equipment that are developmentally appropriate.Comments/Evidence: __________________________________Ensures that methods and learning environments meet the needs of typical, special needs, and gifted/talented childrenIndicators: incorporates IEPs and IFSPsComments/Evidence: __________________________________

(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA

Child Guidance


(5) (4) (3) (2) (1) NA

Professional-ism


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA


(5) (4) (3) (2) (1) NA

______________________ ________________________ Co-operating Teacher’s Signature Date

31

Evaluation of Field Experience Cooperating Teacher

Cohort Name: ____________________ Semester___________ 20________

Cooperating Teacher _________________________________________________

School ____________________________________________________________

Check the most appropriate box using the following scale:

3 = Consistently 2 = Sometimes 1 = Never N/A = No opportunity to observeNO. ITEM 3 2 1 N/A

1 The teacher was a good model to follow.

2 The teacher maintained effective discipline.

3 The teacher used varied activities.

4 The teacher helped me with planning.

5 The teacher offered constructive criticism.

6 The teacher was available for conference.

7 The teacher gave support and encouragement.

8 The teacher was interested in my improvement.

9 The teacher gave appropriate background information.

10 The teacher was positive and professional, yet developed a personal rapport with me.

Comments:

_____________________________________ __________________________ Cohort Signature Date

32

Student Evaluation of Mentors

Mentor’s Name: ____________________ Semester___________ Major________

Mentors in the Division of Education are committed to modeling the skills and dispositions of an effective practitioner, caring leader, and lifelong learner. To help in this endeavor, please rate the mentor for your field experience on the following objectives. Check the most appropriate box using the following scale:

3 = Consistently 2 = Sometimes 1 = Never N/A = No opportunity to observeObjective 3 2 1 N/A1.A Mentor demonstrates an understanding of

content within his/her field of practice.1.C Mentor understands the interrelationship

of educational purposes, curriculum, instruction, and assessment through their feedback and suggestion of resources and instructional strategies or activities.

1.D Mentor understands how diversity, human development, and intelligence affect teaching and learning.

2.A Mentor exhibits personal responsibility, trustworthiness, fairness, and good citizenship by being supportive and encouraging.

2.D Mentor communicates effectively through oral and written communication.

3.C Mentor models inquiry and reflection by offering constructive suggestions and feedback.

3.E Mentor demonstrates professional enthusiasm in instruction, collaboration, and reflection.

Comments:

33

Follow-up on Graduates – Principal’s Ratings

Name of Graduate:Date of Hire:

Directions: According to North Greenville University’s records, you hired a graduate from the Teacher Education Program as a member of your staff. In order to improve the program, faculty need to have input from employers about the quality of the person that graduates from the program. Please take a few minutes and evaluate the teacher you hired. To do this, you may want to compare North Greenville University’s graduate with others graduates you have employed on the entry level.

Skills Rating (Please Check)Above other entry-level

teachers

About the same as other entry- level

teachers

Below other entry-level

teachers

1. Planning (Long-Range and Short-Range)2. Assessment of Students (Formal & Informal)3. Expectations for Learners4. Instructional Strategies (Variety)5. Knowledge of Content and Management6. Ability to Monitor Student Learning7. Classroom organization and Management8. Personal and Professional Development9. Interpersonal Relationship with Students10. Reflective Decision Making

11. Sensitivity to Gender, Race, and EthnicDifferences

12. Collaboration with Peers and Other Educators

Name of Principal:Name and Address of School:

Please use the back for additional comments:

34

TEACHER EDUCATION PROGRAMNORTH GREENVILLE UNIVERSITY

35

Indicator Distinguished 4

Acceptable3

Developing2

Beginning1

I. EFFECTIVE PRACTITIONEREffective communication and questioningFully prepared for eventualities; flexibleResources are ready and developmentally appropriateEffective use of time and pacingKeeps students on taskUses a variety of teaching strategiesIncludes review and developmentally appropriate assessmentsProfessional dress Demeanor and enthusiasm about content and teachingWorks within the policies of the schoolII. CARING LEADEREffective classroom managementResponsive to student needsEncourages students to tryAppropriate praise and correctionDirects behavior to acceptable onesShows respect to students and colleaguesShows respect and acceptance of students’ diverse family backgroundsIII. LIFE LONG LEARNERAdequate planning and preparationLessons align with appropriate SC StandardsDemonstrates initiativeModifies plans in an appropriate mannerUses Assessments for instructionModifies instruction for learning styles

Evaluator:..........................................................................................Position ...........................................................................Total (100) ..............Using this lesson plan, did the candidate contribute to student learning? _______ Supervising Teacher ______________________

Documents

Handbook for Elementary Education Cohort Field … · Web viewECED 3380 Guiding Behavior of Young Children EDUC 3300 Literature for Children EDUC 3410 Educational Psychology Total