WELCOME TO SPRING QUARTER

2011

ALMOST there!

Organization of Spring Quarter

Courses

ED285X: Supporting Students with Special Needs

Mondays 3:15-5:15

ED246D: Practicum Wednesdays 3:15 – 5:15 (class)

5:30 - 6:30 (supervisory)

Elective

The STEP Graduation Portfolio

The PACT Teaching Event

CurriculumUnit

DocumentsPortfolio

The PACT Teaching Event

• Handbook and Rubrics in your content area, see www.pacttpa.org under “Supporting Documents for Candidates”

• Supervisors score PACT Teaching Events of candidates other than those of their supervisees.

• Thinking Behind The Rubrics document

Teaching Performance Expectations

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS1. Specific Pedagogical Skills for Subject Matter InstructionB. ASSESSING STUDENT LEARNING2. Monitoring Student Learning During Learning3. Interpretation and Use of AssessmentsC. ENGAGING AND SUPPORTING STUDENTS IN LEARNING4. Making Content Accessible5. Student Engagement6. Developmentally Appropriate Teaching Practices7. Teaching English LearnersD. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS8. Learning About Students9. Instructional PlanningE. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING10. Instructional Time11. Social EnvironmentF. DEVELOPING AS A PROFESSIONAL EDUCATOR12. Professional, Legal, and Ethical Obligations13. Professional Growth

Architecture of the Teaching EventTask What to do What to submit

1. Context

for Learning

Provide relevant information about your instructional context

Context formContext commentary

2. Planning, Instruction,

and Assessment

Select a learning segment…

Create lesson plans…

Write commentary…

Record daily reflections…

Lesson PlansInstructional materialsPlanning commentary

3. Instructing

Students

and Supporting

Learning

Review your plans…

Videotape the lesson(s)…

Select 2 video clips…

Write commentary….

Video clipsLesson planInstruction commentary

4. Assessing

Student

Learning

5. Reflecting on Teaching and Learning

Analyze whole-class performance…

Select student samples…

Write commentary…

Write daily reflections…

Write overall commentary…

Student work samplesEval. criteria or rubricAssessment commentary

Daily reflectionsReflective commentary

Teaching Event Passing Standard

Single Subject candidates pass the Teaching Event if they: pass* all five rubric categories (Planning, Instruction, Assessment, Reflection, and Academic Language) AND have no more than 2 failing scores of “1” across tasks.

*To pass a category, candidates must have a majority (at least half) passing scores within the category. In Planning, 2 out of 3 scores must be a “2” or higher; in Instruction, Assessment, Reflection, and Academic Language, 1 out of 2 scores must be a “2” or higher. Until piloting of the feedback rubric is completed, its score does not count toward passing.

For ANY PACT-related questions

…please see COLIN!!!!!!!

The Teaching Event Advisors…• serve as “auditors”• ask probing and clarifying questions• note the extent to which you have addressed the

prompts clearly and thoroughly• check for inclusion of required materials• check for page limits• help to keep you on task

They DO NOT…

– assist with the actual content

– speculate about scores

STEP Documents Portfolio

Resumé Literacies assignment Adolescent case study Classroom management plan LPP assignment Heterogeneous classrooms final project Assessment and grading policy Special needs case Reflections on supervisor’s observations Summary analysis and reflection (see next slide) Any other documents of your choice – the more the better!

Summary Analysis and Reflection

A statement of your philosophy of educationHow the artifacts in your graduation portfolio

reflect your attention to the California Standards for the Teaching Profession

How your practice is developing in each of the six areas of these standards

Your greatest strengths and your goals for further professional development

The STEP ExhibitionProvides you with an opportunity: • to share what you know and are able to do with people

who are important to you and who supported you during the program,

• to present, analyze, and reflect on your teaching,

• to reflect, in the presence of colleagues, on your professional growth and development, your learning, and your accomplishments during this past year,

• to create a sense of closure and accomplishment as you prepare to graduate from STEP and enter a new stage in your teaching career.

http://suse-step.stanford.edu/secondary/curriculum/06-07_CourseDocs/Spring/Practicum/TheSTEPTeachingEventExhibition_07.doc

The STEP Conference

Schedule of Events8:30-9:00am Registration & Continental Breakfast9:00-9:15am Welcome and orientation to the day9:15-10:30am Concurrent sessions10:30-10:45am BREAK10:45-12:00pm Concurrent sessions12:00-1:00pm LUNCH served 1:00-2:15pm Concurrent sessions2:15-2:30pm BREAK2:30-3:45pm Concurrent sessions4:00-4:45pm Closing speakers in main lobby 4:45-5:45pm RECEPTION

A Sampling of Previous Topics

• Why Does Math Look so Different in a Science Class? Strategies for Integration and Collaboration• Move It: Incorporating Movement into the Secondary Classroom• Being Green in the Classroom: Teaching Sustainably and Teaching Sustainability

• “I hate fractions!” A Look at Students’ Top Math Phobia 

• The Silent Student Voice of the English Language Learner• Getting Explicit: Using Concept Mapping to Further Student Understandings• The Pliable Brain: Teaching Students that They Can Grow Their Intelligence

• Silent Capital: Multi-cultural and Multi-generational Perspectives on First-Generation College Bound Students

• Computational Thinking: Moving Beyond Computation

• African American Educators of the Past and Present•  • The Power of Pop Culture: Music, TV, and Movies in the Classroom•  • Destressing School: Creating a Student-Centered Learning Environment•  • Towards Democratic Learning Communities •  • “I am from a world where my life is defined by papers”: Supporting Undocumented Students in •  • Realizing and Reaching their Potential

• Developing Media and Academic Literacy for Success in the 21st Century•  

A Sampling of Previous Topics• Sourcing the World

• Incorporating Real Social Justice Pedagogy into Your Classroom

• Computational Thinking: Moving Beyond Computation

• African American Educators of the Past and Present

• The Power of Pop Culture: Music, TV, and Movies in the Classroom

• Destressing School: Creating a Student-Centered Learning Environment

• Towards Democratic Learning Communities

• “I am from a world where my life is defined by papers”: Supporting Undocumented Students in

• Realizing and Reaching their Potential Developing Media and Academic Literacy for Success in the 21st Century

 

A Sampling of Previous Topics• Authentic Assessments: Strategies to Make Them Successful• Integrating Critical Pop Culture in the Classroom• Integrating Local Resources in the History and Science Curriculum• Interdisciplinary Units: When Subjects Collide• Thriving Not Just Surviving: What Does it Take to Teach For Change in

Urban Settings?• Drama in the Classroom: Acting it Out• Lies My Television Told Me: The Unprofessional Portrayal of Teachers in the

Media• Seeing the Past: Teaching Historical Thinking with Visuals• Strengthening Literary Criticism Through Art• They’re Reading What?: Teaching Controversial Literature in a High School

English Class• Misconception Busters: The Power of Inquiry in Science• Teaching Social Justice in a Math Class• Teaching to Change the World: 20 Teachers, 20 Perspectives, 20 Visions for

Change

A Sampling of Previous Topics (cont.)

• Pop culture is academic!• The global classroom• What’s the point? Do under-producing girls see a point of connection

between school and its role in their futures?• But, you have a Master’s from Stanford!Why waste it teaching?• Building a safe and thriving community in your classroom• Digital storytelling: A learning tool for every content area• Funding in public schools• Rethinking revision: Teaching students to respond to feedback• International education dilemmas: How do other countries address

macro-educational issues? • From Bob Dylan to Braveheart: Integrating Music and film into the

classroom

Important Dates (some of them non-negotiable)

STEP Conference: June 10th

Graduation Portfolio due: June 1st, by 3 pm

PACT TE due: May 9th, by 3 pm

Exhibitions: May 12th – June 1st

June 12, 2011