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RESIDENCY 1
Interdisciplinary Studies
Handbook
Middle Tennessee State University
College of Education
Elementary & Special Education Department
2
Acknowledgments
The Interdisciplinary Studies K-8 Committee would like to sincerely express our thanks to our
colleagues in Early Childhood and Special Education for their gracious sharing of resources,
ideas, and suggestions. We especially want to acknowledge Dr. Zaf Khan, Dr. Robyn Ridgley,
and Dr. Cheryl Hitchcock for providing electronic copies of their materials. We have noted
those materials that we have used or adapted for our Residency 1 information.
3
Table of Contents
Page Number
I. Introduction to Residency 1 ……………..………………………………… 4
A. Residency 1 Description and Overview………………………………. 4
B. Residency 1 Purpose & General Objectives…………………………… 6
C. Overview of Weekly Schedule………………………………………… 7
D. Class Schedule…………………………………………………………. 8
E. Candidate Roles and Responsibilities………………………………….. 10
F. Cooperating Classroom Teacher Roles and Responsibilities………….. 11
G. Residency 1 Supervisor Roles and Responsibilities……………………. 12
H. Course Assignments Overview…………………………………………. 13
II. Appendices…………………………………………………………………… 14
A. Dispositions……………………………………………………………… 15
B. Context for Learning & Teacher Observation……………………………. 17
C. MTSU Teacher Candidate Lesson Plan Template……………………….. 21
D. Bibliography………………………………………………………………. 23
E. Web Sites…………………………………………………………………. 25
III. References…………………………………………………………………….. 26
4
Introduction to Residency 1
Residency 1 Description and Overview
Residency 1 is designed to assist the teacher candidate in recognizing and appreciating the
interrelationship between and amongst educational theory and practice by drawing upon prior
coursework, field experiences, and other resources to inform and develop professional
knowledge and practice. Through the continued scaffolding of university students into teachers,
candidates experience a transformative learning experience (Mezirow, 1997). Residency 1,
through its substantial commitment to field experiences, will provide the pre-service teacher
candidate opportunities to design, teach, assess, and reflect upon the effectiveness of behaviors
and decisions made in the classroom as each informs, develops, and expands her/his
understanding of the varied roles of teachers. Of significance is the commitment to
Ready2Teach, supported by the Tennessee Board of Regents, which includes these principles:
“Throughout their program of study, teacher candidates are presented with experiential
problem-based learning cases that relate directly to real-world teaching.
Preparation for teaching occurs in actual school settings under collaborative supervision
of mentor teachers, master clinicians and university faculty.
Instructional modules and seminars are structured around developing strong content
knowledge and effective teaching skills to improve student achievement.
Teacher candidates’ tasks are aligned with partner districts’ priorities and needs.
Teacher candidates are introduced to available school-based opportunities to work with
students and their families” (Ready2 Teach.org).
The National Research Council’s report Preparing Teachers: Building Evidence for Sound
Policy (2010) has identified field experience as one of the three "aspects of teacher preparation
that are likely to have the highest potential for effects on outcomes for students, along with
content knowledge and the quality of teacher candidates” (p.180). Additionally, Residency 1 is
designed to comply with TBR Guideline A-045: Teaching Quality Initiative Program (TQI)
Operational Guidelines for School–Based Residency. This requires each teacher education unit
to “collect, analyze, and report data on teaching and professional preparation in education” and
provide “evidence-based guidance on effective teachers and teaching practices.” Residency 1
will contribute to meeting this requirement in these ways.
Professional education classes and student teaching are combined into a comprehensive
teaching residency occurring primarily during the senior year and will replace the more
traditional teacher education components.
Preparation for pedagogy will occur primarily in actual school settings, under
collaborative supervision of university faculty and mentor teachers and is structured
around authentic problem-based experiences to attain learning outcomes.
5
The prominent feature of Residency 1 is field experience. The Residency 1 candidate will be
spending the majority of their class time in the classroom applying and developing the skills and
practices introduced in earlier field experiences; therefore, Residency 1 is a stage among
scaffolds progressing to Residency 2: Student Teaching. Through continual formative
assessment of candidates’ field experience work in Residency 1, the line of demarcation into
Student Teaching will be blurred rather than the sense of a completely novel experience.
There will be a minimum of class periods where the candidates meet at the university for class
meetings and seminars. Guest speakers will be invited for topics such as edTPA.
Within a Professional Learning Community (PLC), Residency 1 will enable the teacher
candidate to integrate content knowledge with pedagogy and reflection into a coherent
understanding of how each contributes to learning. The PLCs will be formed within the cohort
structure. Candidates will learn to work “collaboratively in ongoing processes of collective
inquiry and action research to achieve better results for the students” (DuFour, DuFour, Eaker, &
Many, 2006). This naturally blends with the extensive use of problem-based learning in this and
other courses within the department. In PBL, there is an emphasis on collaborative learning
supported by flexible teacher scaffolding as candidates problem-solve in completely authentic
contexts (Yew & Schmidt, 2012).
Residency 1 is unique within the Interdisciplinary Studies major as it is designed to integrate
four courses offered during the Residency I Semester: ELED4350-Theory to Practice,
READ4130-Corrective Reading, ELED 4410: Effective Instruction-Integrating Social Studies
and Assessment, and ELED4340-Classroom Management. ELED4350 will serve as the umbrella
rubric to meet the requirements for the “school setting” required under TBR Guideline A-045. In
addition ELED4350 will also require the candidate to demonstrate her/his competency to design,
implement, and assess instruction directly affecting all student learning in the areas of
mathematics, social studies, technology, assessment, and science.
6
Purpose & General Objectives
General Course Objective
Specific Course Objectives
The candidate will be able to:
Field Experience is an essential component
of the pre-professional experience.
1. Observe and assist in a classroom beginning with two to three (whole or half days) per
week in the first month and increasing to four days per week during the final month of
the semester.
2. Demonstrate an understanding of “schools as organization within a historical, cultural,
political, and social context…” (InTASC, 2011, Standard 10)
3. Create and implement at least one area of study with a variety of instructional
strategies appropriate for elementary or primary level classrooms.
Integrates content, pedagogy, and practice is
an essential skill required of all teachers.
1. Use multiple teaching and learning strategies as well as varying the role of the teacher
to develop critical thinking and problem solving skills for children.
2. Design instruction promoting flexible learning environments that “encourage learner
exploration, discovery, and expression across content areas” (InTASC 2011 Standard 5).
Ability to work with a diverse student
population is essential for student learning.
1. Create a stimulating as well as inclusive environment which addresses individual
differences in a respectful manner.
2. Use effective classroom management strategies that foster self-control and self-
discipline in a classroom climate of mutual respect, support, and inquiry.
3. Develop a respectful and collaborative environment where culture, English language
learners, poverty, ethnicity, gender, sexual orientation, religion, and exceptionalities and
abilities are valued and respected.
Ability to work within the framework of a
professional learning community
contributes to the productivity, instructional
effectiveness, and the development of
professional skills and behaviors.
1. Work within the structure of a professional learning community in response to
problems arising within the Residency I setting (e.g. diversity, inclusion, community,
poverty, bias, assessment, classroom management).
2. Work collaboratively to resolve Problem Based Learning Cases.
Demonstrate the effectiveness of instruction
on student achievement.
1. Integrate content knowledge and appropriate instructional methods having a direct
effect upon student learning.
2. Distinguish between formative and summative assessments, their application and the
knowledge of how and when to use each to identify learner strengths and needs to
promote learner growth.
3. Demonstrate an understanding how to prepare the learner for assessment and how to
make accommodations in assessment and testing conditions (e.g. learners with
disabilities, language learning needs).
Ability to reflect “for” and “on” instruction. 1. Obtain feedback concerning children’s needs, parents’ input, and other colleagues and
organize in such a way that will be helpful in communicating to parents and children
their progress at any given time.
2. Reflect, build, and implement a plan for professional development “committed to
deepening understanding of his/her own frames of reference (e.g. culture, gender,
language abilities, ways of knowing), the potential biases in these frames, and their
impact on expectations for a relationship with learners and their families” (InTASC,
2011, Standard 9).
Ability to plan instruction that supports
every student in meeting rigorous learning
goals.
1. Design instruction using content and content standards evidenced by the incorporation
of evidences based instructional strategies, technological tools, and the knowledge of
when and how to use them to plan instruction that meets diverse learning needs (InTASC
2011, Standard 7).
2. Understands the importance of using learner’s differing strengths and needs, of using
the information to further each learner’s development, and promoting each learner’s
growth and development.
7
Seminar Schedule
There will be several seminars over the course of the semester which will be incorporated in the
class meetings on campus. Candidates are expected to attend all seminars. Seminar topics will
include Introduction to Residency 1, Professional Learning Communities (PLCs), edTPA, and
TEAM. Seminars will be taught by select faculty and practitioners, school personnel, and the
university instructors.
Spring 2014: Sample Weekly Overview
The following is given as a sample of approximate dates only. Refer to ELED-4350 Syllabus
for specific assignment due dates and schedule!
*Week 1: Meet at the university with ELED4350 supervisor and all cohort team faculty members to
discuss Residency 1 along with all course and school-based expectations. Seminars: Introduction to
Residency 1, assignments, lesson planning, and TEAM
*Week 2: Meet at school site. Meet with principal and designated school officials (instructional
coach(s), etc.). Meet cooperating classroom teacher.
January 20 – MLK day (No classes)
*Week 3-7: Meet at the school site. Observe, work with small groups, take on administrative duties of
the classroom, work on classroom environment/displays, manage centers/stations, duties as assigned by
the cooperating classroom teacher.
March 10-14 is university Spring Break. Students will not be required to go to the placement.
*Week 8-14: Meet at the school site.
March 24 is Parent Conferences (attendance at a conference is a requirement in 4340).
March 31-April 4 is County/City Spring Break. We will seminar those days.
Seminar: PLC
Seminar: EdTPA
*Week 15: Meet at the university - final evaluations. Last day of class is April 30.
NOTE: Meetings for grade level team, RTI, etc. will be incorporated as deemed appropriate by the
cooperating classroom teacher.
8
Sample MW Weekly Schedule (Murfreesboro City & Rutherford County)
DATES ACTIVTY LOCATION
January 17 Seminar: Introduction to
Residency 1
COE 241
January 20 MLK Holiday
January 22 Seminar: Lesson Planning COE 302
January 27 Introduction to Host School Meet with principal, designated school
officials, cooperating teachers, and
class
School Site
January 29 Residency Day School Site
February 3 Residency Day School Site
February 5 Residency Day School Site
February 10 Residency Day School Site
February 12 Residency Day School Site
February 17 Seminar: Progress check COE 302
February 19 Residency Day School Site
February 24 Residency Day School Site
February 26 Residency Day School Site
March 3 Residency Day School Site
March 5 Residency Day School Site
March 10 MTSU Spring Break
March 12 MTSU Spring Break
March 17 Residency Day School Site
March 19 Residency Day School Site
March 24 Residency Day
Parent-Teacher Conference Day
School Site
March 26 Residency Day School Site
March 31 Seminar COE 302
April 2 Seminar COE 302
April 7 Residency Day School Site
April 9 Residency Day School Site
April 14 Residency Day School Site
April 16 Residency Day School Site
April 21 Residency Day School Site
April 23 Residency Day School Site
April 28 Residency Day School Site
April 30 Residency Day School Site
May 1 STUDY DAY
May 5 FINAL EXAM DAY COE 302 * The term “students” refers only to those students attending pre-K through 12 schools. MTSU education undergraduates
will be referred to as “candidates.” These days are full days for MTSU candidates.
9
Sample TR Weekly Schedule (Murfreesboro City & Rutherford County)
DATES ACTIVTY LOCATION
January 16 Seminar: Introduction to
Residency 1
TBA
January 21 Seminar: Lesson Planning TBA
January 23 Introduction to Host School Meet with principal, designated school
officials, cooperating teachers, and
class
School Site
January 28 Residency Day Half-day for students*
Candidates attend PLC with teachers if
permitted
School Site
January 30 Residency Day School Site
February 4 Residency Day School Site
February 6 Residency Day School Site
February 11 Residency Day School Site
February 13 Residency Day School Site
February 18 Residency Day School Site
February 20 Residency Day School Site
February 25 Residency Day School Site
February 27 Residency Day School Site
March 4 Residency Day School Site
March 6 Residency Day Half-day for students*
Candidates attend PLC with teachers if
permitted
School Site
March 11 MTSU Spring Break
March 13 MTSU Spring Break
March 18 Residency Day School Site
March 20 Residency Day School Site
March 24 (Monday) Parent-Teacher Conference Day School Site
March 25 Residency Day School Site
March 27 Residency Day School Site
April 1 Seminar COE 302
April 3 Seminar COE 302
April 8 Residency Day School Site
April 10 Residency Day School Site
April 15 Residency Day School Site
April 17 Residency Day School Site
April 22 Residency Day School Site
April 24 Residency Day School Site
April 29 Residency Day School Site
May 1 STUDY DAY
May 2-8 FINAL EXAMS TBA * The term “students” refers only to those students attending pre-K through 12 schools. MTSU education undergraduates
will be referred to as “candidates.” These days are full days for MTSU candidates.
10
Candidate Roles and Responsibilities
The candidate will participate in a rigorous and rewarding experience teaching and learning
alongside a cooperating classroom teacher focused on accelerating student achievement. The
candidate gradually assumes increasing responsibility for instruction. Residency 1 is a formative
learning experience in the progression to Residency 2 student teaching and the teaching
profession. Candidates will:
Professional Conduct
1. Demonstrate the attributes of teacher dispositions in all interactions (see Appendix A).
2. Collaborate with cooperating classroom teacher to improve student learning.
3. Ensure that all conversations about students are objective, respectful, confidential, and
conducted for the purpose of advocating for student. You are a guest at your school!
4. Build and maintain professional and courteous relationships with teachers, all school
personnel, related service providers, families, and all members of the school community.
5. Meet all deadlines established by the cooperating classroom teacher and university
instructor.
6. Act, speak, and dress professionally at all times! Candidates may not use cell phones or
e-mail when students are present. Specific information will be provided at the first
seminar on appropriate dress, classroom protocol, etc. You may also ask your
cooperating classroom teacher for guidance on these expectations.
7. Follow all rules and guidelines established by the host school site.
8. Maintain an orderly work-space, be prepared and be organized.
9. Actively participate at the host school site by taking on the same or similar
responsibilities as the cooperating classroom teacher (bus duty, etc.).
Attendance
Candidates will:
1. Attend all class meetings and seminars.
2. Attend all Residency days. You are expected to be at your placement on the designated
day during the designated time as well as any meetings deemed appropriate by the
cooperating classroom teacher and Residency 1 supervisor. You should only miss due to
illness. If an absence is unavoidable, you must inform your cooperating classroom
teacher and your Residency 1 supervisor by phone and/or e-mail as early as possible.
You will also need to reschedule your hours in coordination with your cooperating
classroom teacher and Residency 1 supervisor.
3. Arrive at the school site on-time and be prepared to teach, learn, and assist the
cooperating classroom teacher.
11
4. Follow the school site’s daily schedule for teachers. (Sometimes it will be necessary to
work beyond the school day to complete tasks and fulfill responsibilities.)
5. Sign in and out each day at the school site.
6. Attendance is a must! Final grade will be dropped one letter grade for any absence not
made up. More than two absences may result in dismissal from the program.
Teaching and Learning
Candidate will:
1. Check e-mail daily and respond within 24 hours.
2. Debrief with cooperating classroom teacher to plan and analyze lessons as well as
discussing planning and progress in general.
3. Actively, constructively participate in all seminars and field placement days.
4. Use tools and resources provided by the host school and MTSU to improve practice and
student achievement.
5. Utilize video, assessment data, student work and other sources of data to reflect on
teaching practice and student learning.
(adapted from Khan, 2013 and Ridgley/Hitchcock, 2013)
Cooperating Classroom Teacher Roles and Responsibilities
The cooperating classroom teacher is the model and guide as candidates learn to become
effective teachers. They will:
1. Ensure candidate learning through a systematic integration of teaching responsibility.
2. Foster candidate learning through guided debriefing and reflection.
3. Model attributes of an effective teacher and mentor.
4. Focus on student achievement in the classroom and determine strategies to promote
student achievement.
5. Provide candidate with opportunities to teach and co-plan focused lessons on
differentiation and effective content delivery.
6. Debrief with candidate during planned meetings to analyze lessons, teaching strategies
and student learning.
7. Use video, anecdotal notes, observation notes, student work and other sources of data to
engage candidate in enhancing teaching practice and student learning.
8. In conjunction with the teacher candidate, schedule a weekly meeting to coach candidate
using observation notes, lesson plans, student work, and other collected data or resources.
12
9. Provide opportunities for candidate to participate in grade level team meetings, parent-
teacher conferences and/or school events, RTI and/or data team meetings, IEP and/or
meetings with Special Education teacher. Facilitate case study student assignment.
10. Communicate with the university instructor on a weekly basis to monitor progress,
identify positives, and address any concerns.
11. Participate in university instructor and candidate student meetings as needed.
12. Evaluate candidate learning using appropriate observation guides and rubrics. Approve
all lesson plans, evaluation of four lessons in conjunction with the ELED4350 instructor,
and provision of end of placement feedback.
13. Assess dispositions of candidates.
(adapted from Khan, 2013)
Residency 1 Supervisor Roles and Responsibilities
The university instructor serves as a mentor and guide as candidates learn to become effective
teachers. They will:
1. Maintain regular communication with cooperating classroom teachers, school personnel,
and candidates.
2. Communicate with the cooperating classroom teacher on a weekly basis to monitor
progress, identify positives, and address any concerns.
3. Plan for seminars on topics such as TEAM, Common Core, edTPA, and PBL with
candidates during the semester.
4. Provide feedback to candidates and cooperating classroom teachers.
5. Consult with cooperating classroom teachers on coaching and mentoring candidates.
6. Coordinate with cooperating classroom teachers to evaluate the candidate’s proficient
performance on selected state standard elements and/or district benchmarks.
7. Consult with cooperating classroom teacher and candidate if the candidate’s performance
is below program standards to determine if the candidate should continue in the program.
8. Assist with videotaping lessons.
9. Evaluate candidate learning using appropriate observation guides and rubrics.
Responsible for evaluating lessons in conjunction with the cooperating classroom
teacher, context for learning report, grade level team reflections, parent-teacher
conference and/or school event reflection, IEP and/or meeting with Special Education
teacher reflection, video reflection, and learning reflection log.
10. Assume responsibility for assigning a final grade in collaboration with the cooperating
classroom teacher.
(adapted from Khan, 2013)
13
ELED4350 Residency 1 Course Assignments
Candidate Assignments Student Deliverables Cooperating
Classroom Teacher
Residency 1
Instructor
Context for Learning &
Teacher Observation
*100 points
Context for Learning
Report & Mentor
Teacher Observation
Form
*Will assist candidate
with gathering data
*Responsible for
evaluating report &
observation form
Lead Teach Lessons
300 points (2 lessons at
50 points each; 2 lessons
at 100 points each; 2
lessons not formally
assessed)
Lesson Plans (plans for
all 4 lessons being
observed must be
submitted).
2 lessons video
recorded
*Responsible for
approving all lesson
plans
*Responsible for
evaluating 2 lessons.
*Responsible for
evaluating 2 lessons in
conjunction with
cooperating classroom
teacher
Lead Teach Lesson
Plans
150 points (2 lessons at
25 points each; 2 lessons
at 50 points each)
Lesson Plans (plans for
all 4 lessons being
observed must be
submitted).
*Responsible for
approving all lesson
plans
*Responsible for
evaluating 4 lesson
plans
Three Grade Level Team
Meetings
*25 points
Grade Level Team
(Writing to Learn
Reflection using List-
Group-Label)
*Responsible for
providing opportunity
for candidate to
participate in the
event(s)
*Responsible for
evaluating reflection
IEP Meeting and/or
Meeting with Special
Education Teacher
*25 points
IEP Meeting and/or
Meeting with Special
Education Teacher
(Writing to Learn
Reflection using FQR)
*Responsible for
providing opportunity
for candidate to
participate in the
event(s)
*Responsible for
evaluating reflection
Learning Reflection Log
*150 points (6 at 10
points each; 6 at 15
points each)
Learning Reflection
Log
*Responsible for
providing opportunity
for candidate to
participate and observe
*Responsible for
evaluating reflection
Video Reflections
100 points (2 reflections
at 50 points each).
Narrative Video
Reflections (2)
*May assist with the
video recording process
*Responsible for
evaluating reflections
End of Placement
Feedback (KEY
ASSESSMENT)
*50 points
*Responsible for
completing evaluation
*Responsible for
completing evaluation
*Responsible for
completing evaluation
Note: Other integrated Residency 1 assignments will be completed through the
READ4130, ELED4340, and ELED4410 courses and detailed in those syllabi.
15
APPENDIX A
Disposition Standards
Collaborative
-Willing to work with others
-Understands and seeks leadership roles within the group
-Values the roles of all members of the group
-Solicits input from all members of the group
-Articulates the purpose, scope, and outcomes of each collaboration
Reflective
-Evidences curiosity about topics/issues studied
-Patient
-Disciplined
- Seeks to continuously evaluate the effects of instruction
-Consistently demonstrates flexibility and Adapts processes to incorporate new information
-Analyzes and synthesizes multiple sources of information resulting in creative solutions to problems
Professional
-Consistently attends class and arrives on time thoroughly prepared for class at all times
-Maintains accurate and up-to-date records and uses this information for decision-making
-Maintains confidentiality, understands and fulfills legal responsibilities
-Enthusiastic
- Hardworking
-Effective communicator
-Participates in professional organizations and seeks leadership roles
16
-Is aware of and uses professional literature
-Articulates a professional development plan to improve performance and to expand teaching repertoire
to facilitate student achievement of the learning goals
-Engages in relevant professional development activities and follows through with the plan
-Maintains professional appearance appropriate to the situation
-Responsive to feedback
Self-directed
-Accepts responsibility for actions
-Seeks answers to problems independently
-Outlines plan of action and implements plan with modifications as necessary
-Assumes leadership role in solving problems
-Creative and resourceful
Ethical
-Values human diversity
-Shows respect for the varied talents of individuals
-Demonstrates compassion toward others
-Respectful of others
-Committed to developing the highest educational potential of individuals
-Honest; acknowledges appropriately the work/ideas of others
-Works within standards and policies of the profession
Critical Thinker
-Values critical thinking
-Actively pursues opportunities to gather evidence related to problems/issues
-Thoroughly evaluates alternative points of view
-Draws warranted conclusions and is willing to test the conclusions against further evidence
-Consistently seeks to avoid errors in analysis of the evidence
-Continuously monitors sources of personal bias in reasoning
-Presents clear justifications for positions taken
17
APPENDIX B
Context for Learning & Teacher Observation (Ridgley/Hitchcock, 2013)
It is critical to carefully observe and learn about the culture of the school and classroom in which
you are a guest. Access available resources such as school web sites, teacher handbooks, etc. to
assist as you learn about your school placement. Complete the following information in a report
format, and be sure to review the rubric.
About the School Where You Are Teaching
1. In what type of school do you teach?
Urban:
Suburban:
Rural:
2. List any special features of your school or classroom setting (e.g., themed magnet,
students are tracked into the class, classroom aide, bilingual, team taught with a special
education teacher) that will affect your teaching in the classroom.
3. Describe any district, school, or cooperating teacher requirements or expectations that
might affect your planning or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized tests.
About the Class
1. How much time is devoted each day to each content area in your classroom? Attach the
class schedule for the day. Highlight the time you are in the classroom.
2. Identify any textbooks or instructional program used for instruction. If textbooks are
used, please provide the titles, publishers, and date of publications.
3. List other resources (e.g., SmartBoard, hands on materials, online technology resources)
available for you to use for instruction in this class.
4. What are the classroom rules?
5. What are the typical consequences for breaking rules?
6. Identify the daily procedures noted throughout the day.
7. What other preventative and/or responsive (i.e., consequential) measures are used to
promote positive behavior?
18
About the Students in the Class
1. Estimated percentage of students eligible for free/reduced lunch:
2. Grade level(s):
3. Number of
a. students in the class:
b. males:
females:
c. English language learners:
d. students identified as gifted and talented:
e. students with Individualized Education Programs (IEPs) or 504 plans:
4. Complete the chart below to summarize required accommodations or modifications for
students receiving special education services and/or students who are gifted and talented
as they will affect your instruction and assessment. As needed, consult with your
cooperating teacher to complete the chart. The first row has been completed in italics as
an example. Use as many rows as you need.
Special Education
Category
Number of
Students
Accommodations, Modifications,
and/or Pertinent IEP Goals
Example: Learning Disability Example: 4 Example: Close monitoring, follow up,
and Resource Room
Observation
Complete an observation of your mentoring teacher teaching a lesson using the attached form to
guide your observation.
19
Mentor Teacher Observation
Name: Date:
School: Placement:
Teacher: Curriculum Area:
Beginning Time of Observation: Ending Time:
1. What were the objectives or purpose of the lesson?
2. What occurred during the lesson? Briefly outline the components of the lesson.
3. How did the teacher assess/evaluate the students’ learning? (How was information
gathered? How was information recorded?)
4. What strategies did the teacher use to engage students (i.e., connect with previous
learning or real-life, motivate the students?
5. What strategies did the teacher use to (a) ensure students engaged in appropriate
behaviors or (b) respond to inappropriate behaviors?
6. How did the teacher respond to individual student learning needs? (i.e., What adaptations
or supports provided to specific students?)
7. Reflect on your observations. What did you learn? How will you use this observation to
inform your own teaching?
20
Context for Learning Rubric (adapted from Ridgley & Hitchcock, 2013)
Incomplete: 0 Partially Proficient: 12.5 Proficient - 25
About the School Did not identify the type of school.
Did not list special features of the setting.
Very little or no discussion of
requirements or expectations that would affect teaching in
this classroom.
Described requirements or expectations that would affect
teaching in this classroom, but
more details were needed to clearly understand.
Identified the type of school.
Clearly listed special features of
the setting.
Clearly described requirements or
expectations that would affect
teaching in this classroom.
About the Class Did not include the class schedule.
Did not include textbooks used for each content area.
Did not list resources available.
Did not list classroom rules.
Did not list consequences for
rule infractions or vaguely
listed.
Did not identify or describe
preventative and/or response measures.
A classroom schedule was provided, but it did not reflect the
entire day or the teacher candidate’s time was not
highlighted.
Addressed if textbooks were used
in some content areas, but not all.
Listed some resources available, but the list seemed limited.
Consequences were mentioned for rule infractions, but they were not
clearly described.
Identified preventative and/or responsive measures, but did not
clearly describe.
The classroom schedule was included. The timeframe the
teacher candidate is in the classroom is highlighted.
Identified textbooks used for each
content area or noted if none were
used for specific content areas.
Listed resources available for use for instruction.
Classroom rules were included.
Consequences for rule infractions
are described.
Other preventative and/or responsive measures were
described.
About the
Students
Did not address estimated
percentage of students eligible for free/reduced
lunch.
Did not address total number of students in class.
Did not address total number
of student who are English
Language Learners.
Did not address number of
students identified as gifted
and talented.
Did not address number of
students with IEPs or 504 plans.
Very little to no discussion of supports for students.
Discussed supports in place for
students, but unclear or lacking details.
Addressed estimated percentage of
students eligible for free/reduced lunch.
Addressed total number of students in class.
Addressed total number of students who are English Language
Learners.
Addressed number of students identified as gifted and talented.
Addressed number of students with IEPs or 504 plans.
Clear discussion of supports in place for students.
Teacher
Observation
No observation was attached
or details very unclear.
A formal observation was
attached, however, components were missing, or description
needed clarity.
A complete formal observation of
the mentor teacher teaching a lesson is attached. Clear
description of each component of
the lesson and strategies the teacher used to engage the
students, manage the class and
behavior, and assess student
learning are included. The
reflection addressed what was
learned and how it will inform own teaching.
____/100 points
21
APPENDIX C
MTSU TEACHER CANDIDATE LESSON PLAN FORMAT
STANDARDS State Content Standards, Common Core, Competency Standards (Include
Number and Text of the Appropriate Standard)
LEARNING
TARGETS /
OBJECTIVES
Clear, Specific, Measurable,
Aligned to Content
Standards, Student-Friendly
Language, I Can Statements
(Not Activities) ASSESSMENT
/
EVALUATION
Aligned with Lesson Objective
and Standard, Formative /
Summative, Performance Based,
Formal / Informal, Used to
Monitor Student Learning,
Evaluation Criteria, Periodic
Check for Understanding, How
will Data be Collected and
Recorded, Plans for Reteaching
(Include Type of Assessment and
What is being Assessed)
TEACHER
CANDIDATE
DATE
GRADE / CLASS
UNIT
LESSON TITLE/FOCUS
DURATION
CO-TEACHING
MODEL
LESSON OVERVIEW
What will be Taught, Summary of the Task, Length of Lesson, Scope and
Sequence, Central Focus
To Whom will it be Taught, Context for Learning, Class Demographics,
Special Circumstances
22
APPENDIX D
ACTIVATING
STRATEGY
Set / Hook/Advance Organizer, Multiple Ways to Engage Students,
Motivator, Essential Question, Connection to Prior Knowledge, Promotes
Curiosity
INSTRUCTION
Strategies, Learning Tasks, Big Ideas, Procedures, Sequence, Higher-Order
Questioning, Differentiation, Active Student Participation, Guided and
Independent Practice, Descriptive Academic Feedback, Academic
Language, Modeling, Problem Solving, Based on Data and Teacher
Knowledge of Students
MODIFCATIONS /
GROUPING
Accommodations, Modifications, Support for Diverse Student Learning
Needs, Interventions, Extensions, ELL, IEP, 504, Differentiation, Teacher
Knowledge of Students
MATERIALS /
RESOURCES /
TECHNOLOGY
Key Instructional Resources and Materials to Engage Students in Learning,
Aligned with Lesson Objectives and Standards, How Materials will Support
Differentiation
Closure Review, Final Check for Understanding, Renaming Objectives and learning
Targets, Student Reflection, Students Assess their Own Performance
23
BIBLIOGRAPHY
Instruction
Diversity
Fisher, D. & Frey, N. (2010). Enhancing RTI: How to Ensure Success with Effective
Classroom Instruction & Intervention. Alexandria, VA: ASCD.
Tomlinson, C. A. & Imbeau, M. B. (2010). Leading & Managing a Differentiated
Classroom. Alexandria, VA: ASCD.
General
Denton, P. (2007). The power of our words: Teacher language that helps children learn.
Turner Falls, MA: Northeast Foundation for Children
Faber & Mazlish. (2002). How to Talk So Kids Will Listen, and How to Listen So Kids
Will Talk. HarperCollins.
Skowron, J. (2006). Powerful Lesson Planning: Every Teacher’s Guide to Effective
Instruction. Thousand Oaks, CA: Corwin.
Wong, H., & Wong, R. (2009). The first days of school, how to be an effective teacher.
CA: Harry K. Wong Publications.
Language Arts
Calkins, L. (2000). The Art of Teaching Reading. Pearson.
Calkins, L. (1994). The Art of Teaching Writing. Heineman.
Fountas, I. & Pinnell, G. S. (1996). Guided Reading. Heinemann.
Harvey & Goudvis. (2007). Strategies That Work: Teaching Comprehension for
Understanding and Engagement. Portland, ME: Stenhouse.
Keene, E. (2012). Talk About Understanding: Rethinking Classroom Talk to Enhance
Comprehension. Heinemann.
Nichols, M. (2006). Comprehension Through Understanding. Heinemann.
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository
text. Reading Teacher, 39, 564-570.
Routman, R. (2002). Reading Essentials: The Specifics You Need to Teach Reading
Well. Heinemann.
24
Tovani, C. (2000). I Read It, But I Don’t Get It. Portland, ME.: Stenhouse.
Trelease, J. (2006). The Read-Aloud Handbook. Penguin.
Vacca, Vacca, Gove, Burkey, Lenhart, & McKeon (2009). Reading and Learning to
Read, 8th Ed. Allyn & Bacon/Pearson.
Professional Learning Communities
Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best
practices for enhancing student achievement. Bloomington, IN: National Educational
Service.
Riley, K., & Stoll, L. (2004). Inside-out and outside-in: Why schools need to think about
communities in new ways. Education Review, 18(1), 34-41.
Problem Based Learning
Hmelo-Silver, Cindy E. (2004). Problem-Based Learning: What and how do students
learn? Educational Psychology Review 16 (3): 235–266.
Loyens, Sofie M. M.; Magda, Joshua; Rikers, Remy M. J. P. (2008). Self-Directed
Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning.
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Transformative Learning
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25
APPENDIX E
Web Sites
Common Core State Standards
http://www.tncore.org/english_language_arts.aspx
edTPA
http://edtpa.aacte.org/
List-Group-Label
http://www.readingrockets.org/strategies/list_group_label
Professional Learning Community (PLC)
http://www.centerforcsri.org/plc/index.html
Problem Based Learning (PBL)
http://online.sfsu.edu/rpurser/revised/pages/problem.htm
Ready2Teacher
http://www.ready2teach.org/
Reciprocal Teaching http://curry.edschool.virginia.edu/go/readquest/strat/rt.html
TEAM Evaluation Rubric
http://team-tn.org/assets/educator-resources/TEAM_Educator_Rubric.pdf
Transformative Learning
http://epltt.coe.uga.edu/index.php?title=Transformative_Learning
26
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