Student Teaching Notebook

Student Teaching Notebook

Ms. Staci Fuqua, Director

Education Student Services

UT Martin

Student Teaching Notebook

• Develop a notebook containing a collection of materials that will serve as documentation of experiences and activities provided for student learners by you, the classroom teacher. Use this page as the Table of Contents/first page of the Student Teaching Notebook.

• Place items in the order below and separate with tabs. You may be able to duplicate some of the evidence below for your portfolio.

• Initial each section as you complete it.• The US will initial each section as he or she assesses the

Notebook.

Table of Contents

Table of Required Activities for Student Teachers (Table of Contents) Curriculum Standards

I. Classroom and Discipline Policies with Reflections II. Lesson Plans for University Supervisor (12) III. Copies of U.S. Evaluations (4) IV. Reflecting Information Records (4) V. Lesson Plans for Cooperating Teachers (2) VI. Cooperating Teacher Evaluations (2) with reflections VII. Other Lesson Plans VIIII. Unit Plan IX. Checklists and Reflections for Observations of C.T. (3 per placement) and Other Teachers (3 per placement) X. Professional Development Activities (4 with reflections) XI. Interviews (6 total with reflections) XII. Daily Sign-In Sheet XIII. Copies of Weekly Email reflections to U.S. (15) NEW!!!!

State Curriculum Standards for Each Placement

Include standards for both placements and for each subject area.

• http://www.tennessee.gov/education/curriculum.shtml

• You may put these in a separate notebook.

•

I. Student Teacher’s Classroom and Discipline Policies

• Include policies for each placement (they may be your CT’s policies).

• Include a written reflection of each policy.

Reflection Papers (throughout notebook)

• Reflection Paper• 300-700 Words• Brief Summary• Analysis and Evaluation (after you finish the

placement for classroom management)• Possibilities for Application (What can you use,

what will you do differently, etc.?)

Weekly Email Reflections

Students must email U.S. each week by Saturday at 9pm. Responses to questions with less than 300 words are not acceptable. This is mean to be an exercise in sharing your thoughts so you can improve from week to week. Please address the following questions each week. Be descriptive!

1. What did you learn about yourself this week?

2. What things could you have done differently?

3. What are your struggles or concerns?

4. What have been positive highlights this week?

5. What are your goals for next week?

II. Daily Lesson Plans for University Supervisor

• Twelve Total Lesson Plans in the sample format or in the format required by your University Supervisor

• One for each evaluation by the University Supervisor

• One for the day before, the day of, and the day after each evaluation by the US

SAMPLE DAILY LESSON PLAN

• Plan No. _______ (12 of these)• Name: _______________________________________________• Date: ________________________________________________• Subject: ______________________________________________ • Grade Level: __________________________________________• Unit of Study: __________________________________________ • Lesson Topic: _________________________________________• INSTRUCTIONAL OBJECTIVES: • SET INDUCTION/INTRODUCTION: (How will you introduce today's lesson? focus, prepare, stimulate learners?)• Time: __________• INSTRUCTION: (Procedure)• Time: __________• CHECKING FOR UNDERSTANDING: (supervised and independent practice)• CLOSURE/SUMMARY REVIEW: (How will you wrap-up today's lesson? Reinforce, integrate learning, transition• to next lesson?)• Time: __________• EVALUATION: (How will you measure pupil progress? check to see if today's objectives were met? • EQUIPMENT/MATERIALS/MEDIA: (How used and appropriateness.)• SAFETY CONSIDERATIONS:• ASSIGNMENT:• REFLECTION: (Student teacher's analysis of lesson summary to improve the instructional process)

• A sample form and example is located on our webpage (http://www.utm.edu/departments/cebs/_pdf/Sample_Lesson_Plan.pdf )

III. US Evaluation FormsThe University of Tennessee at Martin

Student Teaching Performance Assessment Evaluation by University Supervisor

STUDENT TEACHER (Last, First, Middle)

MAJOR/LICENSURE AREA DATE PREPARED

Candidate Evaluation Observation Report #

(Circle) 1 2 3 4 5 6

HOST SCHOOL

CITY, STATE PRINCIPAL

GRADE LEVEL(S)/SUBJECT TAUGHT

COOPERATING TEACHER UNIVERSITY SUPERVISOR

Copies: WHITE - University Supervisor YELLOW - Cooperating Teacher PINK – Student Teacher

DOMAIN I: Planning Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth

understanding of the content, student needs, curriculum standards, and the community

C. Adapts instructional opportunities for diverse learners

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________ Required Area to Strengthen

DOMAIN II: Teaching Strategies Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.

B. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students.

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DOMAIN III: Assessment and Evaluation Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.

B. Communicates student achievement and progress to students, their parents, and appropriate others

C. Reflects on teaching practice through careful examination of classroom evaluation and assessments

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DOMAIN IV: Learning Environment Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Creates a classroom culture that develops student intellectual capacity in the content area.

B. Manages classroom resources effectively

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DOMAIN V: Professional Growth Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Collaborates with colleagues and appropriate others

B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment.

C. Performs professional responsibilities efficiently and effectively

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IV. Reflecting Information Record

• One for each evaluation by the US

• Complete as the US completes his or her evaluation form.

Reflecting Information Record(TO BE COMPLETED BY STUDENT TEACHER)• Beginning teachers undergo a challenging transition from study to professional practice. They

assume total responsibility for classroom instruction, management and motivation of students, assessment, interaction with parents, and understanding of total school operation. Preparation of teachers as continuous learners is characterized by skills in becoming reflective and analytical about their behavior and surroundings, instruction and outcomes, combined with development of capabilities to make informed and intelligent decisions. Reflection in teaching is an important theme in teacher education and, however central to practice, must be consciously fostered and practiced.

• STUDENT TEACHER:• OBSERVATION NO:• DATE:• Student teacher completes this form for each scheduled formal observation; however, the University

Supervisor and the Student Teacher are to discuss the contents of this form.• 1. As you reflect on the lesson, how did it actually unfold as compared to what you had anticipated

happening as you did your planning? IIIC• 2. Provide the data/information that you have used to determine your students’ progress toward this

lesson’s goals. Include individual and group information. IIIA and IIIC• 3. How will you use your students’ performance today as you envision the next step for these

students in learning? IIIC and Planning Domain• 4. If you were to teach this lesson again to these students, what changes would you make? IIIC• 5. As you reflect over this lesson, what ideas or insights are you discovering about your teaching?

IIIC

• Sample of form is located at http://www.utm.edu/departments/cebs/_pdf/Reflecting_Info.pdf

V. CT Lesson Plans

• Include the lesson plan for the official observation by each CT. Use the same format you used for evaluation by the US. (1 per placement).

VI. CT Evaluations

• Include a copy of the CT evaluation forms (2).

• Include a reflection paper for each of these (2).

• Include any walk-through observations or notes from your CT. (They will have forms for this but may elect not to use them. Ask about them.)

VI. Cooperating Teacher Evaluation Forms

The University of Tennessee at Martin Final Student Teaching Performance Assessment

Evaluation by Cooperating Teacher STUDENT TEACHER (Last, First, Middle)

MAJOR/LICENSURE AREA

DATE PREPARED

HOST SCHOOL

CITY, STATE PRINCIPAL

GRADE LEVEL(S)/SUBJECT TAUGHT

COOPERATING TEACHER UNIVERSITY SUPERVISOR

The cooperating teacher should complete this evaluation and ALL COPIES RETURNED to the DIRECTOR OF FIELD EXPE RIENCES by Monday of the last week of the student teaching experience.

DOMAIN I: Planning Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth

understanding of the content, student needs, curriculum standards, and the community

C. Adapts instructional opportunities for diverse learners

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DOMAIN II: Teaching Strategies Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.

B. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students.

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___

___

___

___

___

___

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DOMAIN III: Assessment and Evaluation Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.

B. Communicates student achievement and progress to students, their parents, and appropriate others

C. Reflects on teaching practice through careful examination of classroom evaluation and assessments

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DOMAIN IV: Learning Environment Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Creates a classroom culture that develops student intellectual capacity in the content area.

B. Manages classroom resources effectively

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___

___

___

___

___

___

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DOMAIN V: Professional Growth Indicators

Unsatisfactory

Performance Level A

Developing

Performance Level B

Proficient

Performance Level C

Advanced

A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined

by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment.

C. Performs professional responsibilities efficiently and effectively

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VII. Other Lesson Plans

• Include any lesson plans you prepare during student teaching.

• These can be in the format your CT uses on a daily basis.

• Supervisors will spot-check your notebook for these when they observe you.

VIII. Unit Plan

• Unit Plan (1)

• Only one, not one per placement

• Coordinate with CT and US.

• If you are an Integrated Studies major, select the subject of your choice.

Sample Unit PlanSAMPLE UNIT PLAN FORMAT

Name:_________________________ Date: ________ Title :________________________ UNIT GOALS CONTENT: MATERIALS/M EDIA: EVALUATION: BIBLIOGRAPHY:

Sample Unit Block Plan

UNIT BLOCK PLAN Mon. Tues. Wed. Thurs. Fri.

IX. Observation Checklists and Reflections (12 total)

• Three per CT

• Three of other teachers per placement

• Please complete the following checklist each time you observe a teacher. Write a reflection of each observation. Forms are located at

http://www.utm.edu/departments/cebs/_pdf/STObservation_Checklist.pdf

Observation Checklist

• The S.T. will check (yes or no) what best describes the teacher and the lesson during the observation:• Written lesson plan• Developmentally appropriate learning activities• Lesson plan aligned with TN Curriculum Standards• Research-based teaching strategies• Appropriate use of classroom technology• Standard oral English• Standard written English• Knowledge of subject matter• Various strategies for motivation and enrichment• Involving all learners, including diverse populations and• struggling students• Monitoring and adjusting instruction• Students’ work displayed• Effective seating arrangement• Enthusiasm• Clear explanations and directions• Appropriate dress• Relating well with students• Students “on task”• Professional teacher behavior• Effective student behavior management• Comments ______________________________________________________________• ________________________________________________________________________• Signature_______________________________________Date____________________• (Student Teacher)

http://www.utm.edu/departments/cebs/_pdf/STObservation_Checklist.pdf

X. Professional Development Activities (Four total)

• Include at least one from a school placement.

• You may use up to three from Student Teaching Orientation and Mid-Semester Seminar. The Smart Board assignment from orientation is required.

• Evidence and reflection paper plus caption if you also use for portfolio.

XI. Interviews

• Three per placement

• Use our form as a guide for questions, but you may ask other questions as well.

• Write a summary and response for each interview.

• http://www.utm.edu/departments/cebs/_pdf/Interviews.pdf

Questions to Guide InterviewsAdministrators

• 1. Who are they? • 2. What are their chief duties? • 3. What is the responsibility of the teacher to them?

School Plant • 1. What is the general physical lay-out? • 2. What playground and gymnasium facilities exist? • 3. What office facilities are available? • 4. How is the cafeteria operated? • 5. For what purposes is the auditorium used? • 6. Is there a teacher’s lounge?

Equipment and Materials • 1. What provisions are made for textbooks? • 2. What audio-visual equipment is available? • 3. How do teachers obtain materials and supplies?

Curriculum • 1. What courses are offered? • 2. What courses are required? • 3. What are the requirements for graduation?

Guidance • 1. What personnel are involved? • 2. What is the testing program? • 3. What student records are maintained? • 4. Is there an orientation program for new students? • 5. What provisions are made for exceptional children? • 6. Is there a follow-up of students after graduation? • 7. Is there a group guidance program?

Library • 1. What are the facilities? • 2. What are the procedures for student use of the library? For teachers? • 3. How is the library stocked?

Questions to Guide Interviews, continued

• Grading and Reporting • 1. How are grades determined? • 2. How are reports made to parents? How often? • 3. What provisions are made for parent-teacher conferences?

• Health Service • 1. What examinations are given? How often? • 2. What is the relation to social agencies and city-county health department? • 3. What provisions are made for illness or accidents at school?

• Student Government • 1. What activities exist? • 2. How are they organized? • 3. How many participate?

• 4. What is their relationship to the school program? • 5. How are these activities financed?

• Extracurricular Activities • 1. What activities exist? • 2. How are they organized? • 3. How many participate? • 4. What is their relationship to the school program? • 5. How are these activities financed?

• Professional Organization • 1. What is the nature and function of the faculty meetings? • 2. What in-service programs are offered? • 3. What local professional organizations exist? • 4. What professional services are offered? • 5. What professional services are offered?

• Community Relations • 1. What parent groups are there? • 2. What community agencies are active in the schools? • 3. How is the community kept informed about school activities?

XII. Student Teacher Sign-In

• Sign in for every day you are present during the student teaching semester.

• For days when you are absent or not at school for any reason, write the reason instead of your signature.

• Have your CT sign on the appropriate line.

Student Teacher Sign-In

• Spring 2010 • DIRECTIONS: Sign in below for each day of student teaching and/or seminar. Please indicate holidays and breaks on the “Signature” line. Also, do

not sign on days when you are absent; instead, indicate “Absent” on the signature line. Your CT must also sign before you submit to your University Supervisor at the end of each placement.

• Date (2010) Signature • 1/11 (Orientation) ___________________________________ • 1/12 (Orientation) ___________________________________ • 1/13 (Orientation) ___________________________________ • 1/14 (Orientation) ___________________________________ • 1/15 ___________________________________ • 1/19 (1st Placement) ___________________________________ • 1/20 ___________________________________ • 1/21 ___________________________________ • 1/22 ___________________________________ • 1/25 ___________________________________ • 1/26 ___________________________________ • 1/27 ___________________________________ • 1/28 ___________________________________ • 1/29 ___________________________________ • 2/1 ___________________________________ • 2/2 ___________________________________ • 2/3 ___________________________________ • 2/4 ___________________________________ • 2/5 ___________________________________ • Date (2010) Signature

Sign-In, continued

• 2/8 ___________________________________ • 2/9 ___________________________________ • 2/10 ___________________________________ • 2/11 ___________________________________ • 2/12 ___________________________________ • 2/15 ___________________________________ • 2/16 ___________________________________ • 2/17 ___________________________________ • 2/18 ___________________________________ • 2/19 ___________________________________ • 2/22 ___________________________________ • 2/23 ___________________________________ • 2/24 ___________________________________ • 2/25 ___________________________________ • 2/26 ___________________________________ • 3/1 ___________________________________ • 3/2 ___________________________________ • 3/3 ___________________________________ • 3/4 ___________________________________ • 3/5 (Mid-Semester Seminar, ___________________________________ • University Center Ballroom) • First Placement Cooperating Teacher ___________________________________ • Mid-Term Seminar with Supervisor ___________________________________

Other Forms

Information FormCalendarsFirst and Second Placement FormsStudent Teacher ResponsibilitiesUniversity Supervisor EvaluationCooperating Teacher Evaluation

Evaluation of Notebook

• Accuracy

• Completion

• Submitted by date due (tba by US)

• Satisfactory completion of the Student Teaching Notebook is required before the US can assign grades for student teaching.

Documents

Student Teaching Notebook