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Professional Development School Community Field Advisor Resource Guide
2012-2013
A LIVING DOCUMENT
Contributors:
Kevin Berry Kara Dawson Darby Delane
Angela Gregory Sharen Halsall Angie Hooser David Hoppey
Jennifer Jacobs Martha League Dimple Malik Mark Richner
Renee Simmons Keith Tilford
Aisha Wood-Jackson Diane Yendol-Hoppey
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Table of Contents
PART 1: What is a PDS?
The Professional Development School: NCATE Standards
1. We are proud to use the NCATE Standards as our foundation guiding the aims and work of our Professional Development Community (PDS) partnerships.
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2. The PDS Mission at the University of Florida
This diagram captures the learners who are the primary stakeholders in the university-school PDS (PDS) partnership. In such collaborative work simultaneous and ongoing renewal of both the university and school is appropriate and expected as the school takes more responsibility as teacher educators, and university takes more responsibility for student learning and faculty professional development. In this special learning relationship, prospective teachers, teachers, university faculty, and K-5 students all learn side-by-side. Through this partnership “theories” and “practice” are no longer separate, and therefore neither is privileged over the other. New and situated knowledge is generated through the blending of the theory with practice (as opposed to being in separation). The most visible, systematic form of faculty learning in the PDS is through action research, or inquiry. Ultimately all educators – from prospective teachers to veteran teachers to university faculty and administrators, and even children – engage in inquiry side-by-side in the PDS.
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3. Continuum of the Professional Development School Community
This graphic organizer shows possible examples of activities and educator behaviors that define different “developmental levels” of PDS partnerships. Each partnership is unique and on its own developmental journey. This chart can be a helpful tool for PDSs aiming to deepen their partnerships. It is also useful for prospective teachers struggling to understand why their school (and possibly their assignments and routines) is different from other PDSs.
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4. Field Experiences of UF Teacher Candidates by Semester
This chart displays the sequence of field placements that each UF teacher candidate experiences by semester, and where the “pre-internship” fits in the overall UEP program.
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5. Field Advisor/Site Coordinator Responsibilities
This page details the main responsibilities of the central university partner.
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6. The PDS Professional Development Plan
Each PDS is a continual “work in progress.” Each semester or school year the stakeholders associated with each PDS are encouraged to evaluate their unique partnership, as well as their individual roles and goals for the semester/year. As a team they will make a plan to deepen the partnership, guided by the NCATE standards for Professional Development Schools. Ongoing evidence will be collected and provided to the larger PDS partnership community in order to document and celebrate growth, as well as to guide stakeholders toward their next annual or biannual goal cycle. The Field Advisor/Site Coordinator facilitates the Professional Development Plan team and dialogue at his/her PDS school.
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PART 2: The Pre-Internship
1. Syllabus for EEX 4905/EDE 4942 UPDATED 2012-13 EEX 4905 is your weekly seminar that supports pre-intern learning in their classroom field placement. EDE 4942 is the course number for the field placement, itself. This syllabus can be modified to meet your school-based needs; however, certain items must be present in order to meet University of Florida course requirements. These items are the: Unit Assessment System, Accommodation Concerns, University of Florida Honor Code, Policies/Procedures for Termination and Course/Field Placement Policies. Note the last page which includes the mission of the PDS partnership. This should be discussed with Pre-interns throughout the semester so that they understand that their learning is part of a bigger picture and mission.
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2. Course/Field Placement Policy Agreement Have Pre-interns carefully review and sign this document (“Policies/Procedures for Termination” and “Course/Field Placement Policies”) at the Orientation with the principal or CRT, or at least by the first seminar.
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3. Pre-Intern Information Sheet Print out and collect this information from your Pre-interns as soon as you meet them at the end of the Orientation with the principal or CRT, or at least by the first seminar.
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4. Weekly Professionalism Record Sheets Pre-interns must be present at their placements Mondays, Tuesdays, Thursdays, and Fridays from 7:30 a.m. - 11:30 a.m. in most PDSs (some slightly vary). Each Pre-intern should submit their individual Professionalism Record sheet (signed by themselves and their Mentor teacher) to you each week at a designated place and time. Typically Field Advisors collect them in their Wednesday seminars, but create a plan (and adapt the form) as needed.
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5. Sample Seminar Course Calendar This is an old course calendar/schedule that can be used or adapted as a model. Your Pre-interns will need this provided as an addendum to their Syllabus at the beginning of the semester. It takes a lot of planning to create your calendar. You may wish to follow another Field Advisor’s your first time.
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6. Course Text Books/Materials See Syllabus.
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COURSE TASKS
The Principal’s PDS Orientation (1st Week of Pre-Internship) Orientation Part 1 (with principal) Each semester begins with an orientation to the school, provided by the principal, assistant principal, or CRT. This must be arranged well in advance by the Field Advisor and should ideally be planned for no later than the first or second morning of the pre-internship. The agenda for this meeting is co-planned with our school based partners. During this orientation Field Advisors facilitate the “Florida School Accountability Interview with School Administrator” since this may be the only time your administrator will be able to schedule time to come talk to your students. Orientation Part 2
Pre-interns complete Task 7 (“Florida School Accountability Interview with School Administrator Synthesis” assignment) after collecting data from their “Florida School Accountability” interview with the principal. This is an “ungraded,” but required assignment that goes in their permanent folder and is part of documenting each pre-interns’ Florida Educator Accomplished Practices for NCATE and/or the State of Florida.
They also review, discuss, and complete Task 8 (“Quiz: Florida …). In addition, the Field Advisor facilitates a discussion and completes the following housekeeping tasks.
1. Help Pre-interns work together to complete their Synthesis of the principal interview. Collect these documents immediately.
2. Provide paper copies and discuss the “Policies and Procedures for Termination” form (two copies are signed and kept safely with the field advisor).
3. Present a copy of the Florida WEthics. Discuss and administer quiz. 4. Collect contact information using the “Pre-Intern Information Sheet.” 5. Introduce Task 1 and insist that pre-interns begin Steps 1 and 2 (all
information needed from Mentor Teacher) immediately – the very first week of pre-planning (fall) or the week back from the winter holidays (spring).
6. If time, provide the Syllabus and Course Schedule and a brief overview – again, with your focus on getting going on Task 1. Often the Syllabus/Course Schedule is initially overwhelming to the Pre-Interns. It would be good for them to take it home and then bring clear questions for you to the first seminar.
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Getting Started on My Daily Journal Pre-interns will keep a daily journal as a data collection tool used for all of the course tasks (especially Tasks 2 and 3). You will need to hold Pre-interns accountable for journaling along the way, and there are an infinite number of ways to do this.
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Outside-My-Classroom Observation Summaries Twice (at any point in the semester) your Pre-interns will gain more insights into teaching by observing different classrooms than their own. Let your Pre-interns recommend their classrooms for observation of specific things their Mentor teachers do well. You can also contribute your own ideas. Pre-interns can also observe classrooms in other school settings. They will be responsible, however, for securing permission to visit other classrooms. They are also accountable for getting permission from their Mentor teacher to take time out to observe these other classrooms. It is typical for Pre-interns to use the final week of the Pre-internship to accomplish this task. These observations are not tied to other course assignments.
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Task 1: Collaborative Planning & Co-Teaching Project The intent of this first task is to help the Pre-interns become familiar with their students, co-teaching partner, and Mentor teacher in order to create the collegial partnership needed to co-teach, differentiate instruction, and accommodate the diverse needs of individual students. As such, Pre-interns should complete this project with their co-teaching partner and their Mentor teacher. The task involves many steps that require the direct support of the Mentor teacher and the Field Advisor. We recommend that the observation component of this lesson be done by the Mentor teacher, and should double as “Mentor Teacher Observation #1.” However, the Field Advisor can observe it, if needed. Pre-interns should be responsible for making two complete sets of copies of the entire Task 1 document collection so that a full set can be placed in each of their individual folders. Be sure to keep a copy of the Classroom Profile document on hand after Task 1 is completed. You will use it multiple times through the semester as part of your documentation for Pathwise observations (in order to consider how the Pre-interns are accommodating to meet the needs of diverse students in their class). Pre-interns must amend/update this Profile as needed. If they teach different classes, they must have one Classroom Profile for each class.
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Task 2: My Vision-Into-Action The purpose of the Vision activity is for Pre-interns to take an inventory of the reasons they brought to their pre-internship for becoming teachers, make explicit (in writing) their major educational beliefs, and then to design specific strategies and teaching behaviors that would express this belief system. They will plan a lesson and then have their Mentor teacher observe this teaching episode in order to help Pre-interns examine their actual teaching behaviors and internal thinking during instruction. Through observation, the Mentor teacher will try to identify any evidence (or lack thereof) to support the enactment of the individual belief system for each Pre-intern as they co-teach together. After this episode of data collection and analysis (which can also be video-taped for deeper analysis and reflection), Pre-interns then revisit and re-evaluate their written vision for teaching. At this time they will revise this vision to reflect who they are now as teachers. This task is a multi-stepped experience that involves at least one in-seminar component, facilitated by the
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Field Advisor (or other appropriate facilitator), in order to complete. The Mentor observation of the teaching episode embedded in this task also counts as the “Mentor Teacher Observation #2.” Task 3: Teacher Inquiry Teacher inquiry, or teacher action research, is defined as systematic, intentional study of one’s own professional practice (see, for example, Dana & Yendol-Silva, 2003; Hubbard & Power, 1993; Cochran-Smith & Lytle, 1993). Inquiring professionals seek out change by reflecting on their practice with the support of data. Teacher inquiry is a powerful vehicle for teacher and student learning, as well as for educational reform. During this semester, with the support of their Mentor teacher, the Pre-interns will inquire into the learning of a particular child in their classroom that the Mentor teacher and/or principal help to recommend. As a part of this experience, Pre-interns will observe a student at least three times (but likely many more) in a context that will help them understanding the accommodation needs of the struggling student. Part of the Pre-interns data collection experience will include a daily journal that they keep for both observations and reflections. At the end of the semester, they will share their Inquiry experience, and what they learned, and the data they collected at the bi-annual Inquiry Showcase (a local, professional conference). They will also write a formal paper to be submitted to you for a grade. A digital copy is to be sent to Darby for the Inquiry Archives, and a shorter synopsis (a one to two page handout) is provided to the principal and to the Mentor teacher, unless they request the full text version. Inquiry should be started as early as possible as it requires the most effort and time. An Inquiry Brief is a helpful way to provide a structure and focus for the inquiry process. This can be a required assignment and promote accountability for a plan early on in the semester. A model for an Inquiry Brief can be found in the Dana & Yendol-Hoppey (2009) text. Additionally, Pre-interns should keep a “Researchers’ Portfolio Notebook” to log and store their data collected with their inquiry student (work artifacts, running records, charts/graphs, etc). The Pre-Referral Intervention Manual is an invaluable resource for finding ideas for interventions and strategies to support the learning of the student they are working with. It is advisable to spend some time during seminar “practicing” how to use this book as a resource as it will be also required in their internship.
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Mentor Observations #1, #2, #3 Mentor teachers observe Pre-interns formally three times. They may use one of two Observation Tools or they may create their own form or write their observation on notebook paper. Mentor Observation #1 is usually best embedded as a component of “Task 1.” Mentor Observation #2 usually doubles as a component of “Task 2.” Station teaching, parallel teaching, alternative teaching, and team teaching co-teaching models should be used for these observations (found at the end of Task 1), but will likely take the encouragement you and the Mentor teacher provide for this to happen. The Pre-interns are responsible for submitting to you two signed copies of the Observation Tools used by the Mentor teacher (one for each Pre-intern’s folder).
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Field Advisor “Pathwise Observations” #1, #2, #3 Field Advisors observe Pre-interns formally, at least three times (and more if
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a Pre-intern needs extra documentation of growth), using the Pathwise Observational System, which you must be formally trained to use. The “To Do” list provided might be helpful to give to your Pre-interns regarding their responsibilities to you for each Pathwise observation cycle. The station teaching, parallel teaching, alternative teaching, and team teaching co-teaching models should be used for these observations (found at the end of Task 1). Additionally, at least one of the three lessons observed by the Field Advisor should integrate technology in some way, as this is one of the Accomplished Practices Pre-interns must demonstrate. Each of our partner schools should have at least one digital video camera, one digital still camera, The Graph Club (school wide graphing software) , Inspiration (graphic organizer creation software), and/or a Smartboard. Speak with the media specialist to find out what other types of technology are available to support the Pre-interns’ integration of technology into their instruction. Pathwise forms Pre-interns are responsible for completing and providing to you are available at: http://education.ufl.edu/elementary-education/proteach/proteach-5-year-program/pathwise-lesson-plans/
PROFESSIONAL EVALUATIONS
At two points in the semester (and more, if needed), Pre-interns are formally evaluated by both the Mentor teacher and the Field Advisor. These evaluations are designed to document Pre-intern performance around Accomplished Practices, and to become aware of any areas of needed improvement that will require additional support from the supervision team. We try to begin this process early (no later than 4 weeks into the semester) for this reason. 4 Weeks into the Semester Evaluations
“Midterm Progress Check” by Mentor Teacher UPDATED 2012-13 The Field Advisor or the Pre-interns provide this form to the Mentor teachers to document the professional development of the Pre-interns in the classroom and school setting. This can be completed together in a Mentor Teacher meeting, which can also help the Field Advisor gain more insights into the data provided by the Mentor teacher. This meeting can also be a place for the teacher education team to help one another problem-solve and set goals that will provide improved support of the Pre-interns. The data collected on the form then needs to be shared with the Pre-intern and goals need to be set for improvement. This can be done by either the Mentor, Field Advisor, or both. “My Mid-term Self Assessment of Progress” form This form is exactly the same form that the Field Advisor completes (below) and has a special focus on professional behaviors demonstrated in seminar. We have found that having both the Pre-intern and Field Advisor complete one creates the impetus for a good conversation, with the emphasis being on the Pre-intern taking ownership of his/her own evaluation and goal setting.
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“Field Advisor Assessment of Pre-intern Progress” This form is completed by the Field Advisor and shared with the Pre-intern. End of the Semester Evaluations
End of Semester “Teacher Education Preintern Rating Sheet” Field Advisors complete this form, based on data gathered from the Mentor teachers’s “Teacher Education Pre-Intern Rating Sheet,” your Pathwise observations, Tasks 1, 2, and 3, and other data gathered through the semester. Notice that the Mentor teacher completes one, as well (below).
End of Semester “Teacher Education Preintern Rating Sheet”+ “Final Evaluation by Mentor Teacher” This set of evaluations is sent by Chris Barnes to the Mentor teacher with a return envelope; however, not all mentor teachers receive this form so be sure to keep them on hand. Mentor teachers complete this form based on data gathered throughout the semester. This is a great task to accomplish together in your last Mentor Meeting in order to provide support (as this form can be tricky). Ideally, the Pre-intern Rating Sheet should be reviewed in a three way conference between the Pre-intern, Mentor teacher, and Field Advisor. EAS Online Evaluation Field Advisors complete the online EAS ratings for Florida Educator Accomplished Practices (FEAPs) for each Pre-intern, based on the data gathered from the end-of-semester “Teacher Education Pre-Intern Rating Sheets,” your Pathwise observations, Tasks 1, 2, and 3, and other data gathered through the semester. You will be prompted at mid-semester to check the EAS site (a link will be provided) to be sure your students are correctly listed. For struggling Pre-interns, you are encouraged to use the EAS system to document weak areas throughout the semester. For any Pre-interns on a formal P.I.P., this ongoing documentation on EAS is required.
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PART 3: ADDITIONAL TOOLS and FORMS
FOR MENTOR TEACHERS
Sample Mentor Teachers Responsibilities List - This sample outlines Mentor teacher roles in the Pre-interns’ tasks and can be very helpful for them to have on hand. Pre-interns have reported that this list is helpful for them to have, as well. This form is good to introduce at the first Mentor Meeting, although the Pre-interns will be responsible for filling in the due dates.
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FOR FIELD ADVISORS Seminar Attendance Form – Use this form to record student attendance, if helpful.
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Pre-intern Midterm Feedback for Field Advisor – This form should be given to Pre-interns at mid-semester in seminar. It provides Field Advisors with feedback on their instruction and coaching. Periodically these are collected by the School of Teaching and Learning and/or Special Education for our own, ongoing assessment purposes.
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Sample Pre-Intern Placement Letter – This is an example of the kind of letter Pre-interns receive from Darby Delane the semester before you meet your group. It is useful to know what your Pre-interns have already been informed of (not that you won’t need to remind them again!).
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Sample Field Advisor Welcome Letter/Email – A personal Welcome Email from each Field Advisor to his/her Pre-intern group should be sent by at least 3 weeks prior to the beginning of the semester. See example here.
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Performance Improvement Plan (PIP) Template and Sample – Use these forms if you experience professionalism issues with Pre-interns. Change the language as necessary. The goal of the PIP is to document problems early in the semester so that ongoing evidence of improvement can be collected. Contact both Suzy Colvin ([email protected]) and Darby Delane ([email protected]) if you are considering placing a student on a Performance Improvement Plan. Dr. Colvin is the administrator responsible for overseeing all PIPs, but Dr. Delane needs to be informed.
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Permanent Folder Check List (UPDATED) - This checklist should be followed when resubmitting Pre-intern folders at the end of the semester to Chris Barnes. Include the check list in the folder, too.
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Part 1:
What is a PDS?
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NCATE Standards for the PDS: The 10 Key Concepts in a Nutshell
The complete document available at:
http://www.ncate.org/documents/pdsStandards.pdf 1. Time before the Beginning PDS partnerships build upon committed relationships between college and school. 2. Integration of Professional and Student Learning Through Inquiry Candidates and faculty, together, use a process of inquiry to identify and address the diverse learning needs of students. PDS partners and candidates engage in inquiry. 3. Placing Diverse Student Needs at the Center of PDS Work The curriculum for candidates or for professional development for teachers does not come from outside the school. Rather, it is generated from the needs of students in the PDS. 4. Learning in the Context of Real World Practice Some aspects of student learning are best achieved by doing. 5. Institutional Boundary Spanning University and school partners share responsibility for candidate preparation, faculty development, and student learning. Partners take active roles as teachers and learners in each other’s partnering institutions. 6. Blending of Resources Partners must use their resources differently in order to achieve their goals—blending, reallocating, restructuring, and integrating their funds, time, personnel, and knowledge. 7. Principal Partners and Institutional Partners PDS partnerships exist on more than one level. There are principal partners (higher education and P–12 faculty) in a PDS who agree to work together, but institutional partners (school district, teachers union or professional association, and university) support their work. 8. The Expanded Learning Community Partnerships extend beyond the principal and institutional partners and includes other educators (such as those from liberal arts and sciences), parents, and the community. 9. The PDS as a Standards-‐Bearing Institution PDSs have a unique role in the preparation and development of professionals and in school reform, and are therefore dedicated to standards for professionals, curriculum content, student learning, and institutions. 10. Leveraging Changes in Policy and Practice; Generation of New Knowledge PDS partnerships can lead to changes in policies and practices within the partnering institutions. Because the work is inquiry-‐based and focused on improving teaching and learning for candidates, professionals, and students, PDS partnerships generate new knowledge that is relevant to both university and schools. At the height of their development, PDS partnerships can have impact on local, state, and national policy. We are accountable for upholding the integrity and mission of PDS work.
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THE PDS CLINIC
INQUIRY
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Continuum of School-University Partnerships For Teacher Preparation
More “Traditional”
More “Transformative”
Level
1 Level
2 Level
3 Level
4 Level 5
(Professional Development School) Schools as “hosts” Teachers eventually “turn class over” to teachers candidates University Handbook driven Cooperating Teacher “cooperates” with UF University positioned as “experts” (“Theory TO practice”) Field Advisors change every semester Teacher have limited interaction with university field advisors Only time field advisor is around is for observations Principal/cooperating teachers have little interaction or influence on university agenda Schools and teacher education program have little connection. Example: Teacher candidates do assignments for courses that are unrelated to teaching the specific children in their classrooms.
Co-teaching and inclusive practices emphasized Candidates placed in large cohorts within sister schools (at least 12 extra hands for children for each PDS) Many kinds of teacher candidates on site (preinterns, practicum students, interns…) Conversations beginning about shared goals and future projects, collaboration Schools begin to influence and shape UF program (visible through coursework, assignments, political representation) University partners have high visibility within the schools (Field Advisors, Professors-in-Residence) Cooperating teachers are mentors for teacher candidates, recast as “teacher educators,” and supported through ongoing, job-embedded professional development. Monthly mentor conversations to discuss teacher candidate needs and co-design expectations Principal/teacher involvement in setting an agenda for shared work District professional development points awarded to educators for participation
In addition to what is in Level 3 characteristics, Level 5 activities include: All partners involved in school improvement goals. All partners co-constructing and generating new knowledge from situated practice through inquiry. Shared goals for children and adult learners during the academic year, supported by an evidence-based Professional Development Plan Teachers help develop assignments for teacher candidates that respond to school-based needs. Courses are taught on-site with high level of connection to school. School specific orientations and handbooks for expectations of teacher candidates. Opportunities for interested teachers to teach or co-teach methods courses Opportunities for teacher and teacher candidate professional development at school Opportunities for teachers to join a UF on-site Masters/Specialist program Collaborative learning communities Opportunities for school faculty to engage in Pathwise evaluation (extra $) On-going evaluation of partnership activities Blended educator/supervision roles – paid for by SBAC and UF together
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UNIVERSITY PARTNER RESPONSIBILITIES AT THE PDS SCHOOL SITE
“Field Advisor” (.50 position) Primary focus of role:
To facilitate prospective teacher preparation in a way that supports and responds to the unique context/needs of the PDS.
Conduct formal Pathwise observations of preinterns. Meet with mentor teachers formally each month (Mentor Teacher Meetings) and assist them in their facilitating mentoring responsibilities.
Facilitate the role of the pre-interns in shared goals between the university and PDS school (ex: UFLI, shared inquiry, etc.).
Stay in communication with SSE and RED course instructors to facilitate student success across the pre-internship experience.
Participate in each classroom at least once a week to collect data on pre-intern progress and to coach.
Coach for professionalism (dress, punctuality, attendance, dispositions). Conduct/document PIP meetings with preinterns, as needed. Keep mentor teachers and administrators informed of what is going on with the program.
Attend all PDS Field Advisor meetings. Check in weekly with mentor teachers. Facilitate pre-internship professional development as members of a particular school and faculty with a particular history, culture, and power structure.
Collect documentation and paperwork and manage each preintern’s folder. Manage the EAS ratings for each pre-intern’s Accomplished Practices. Stay visible and available for the preinterns and their mentor teachers. This should include opportunities to see/speak to you outside of the placement classroom or Integrated Teaching class.
Listen to and address concerns of all PDS participants, including: preinterns, mentor teachers, and other participants. Problem-solve and trouble shoot collaboratively.
Teach and grade the content of the seminar. Assess and respond to each preintern’s Researcher’s Notebook/portfolio (3-ring binder) on a consistent basis. This includes their journal entries, observations, and other data they are collecting and/or generating associated with their course tasks.
Effectively manage and complete all paperwork and evaluation responsibilities for each pre-intern folder and EAS ratings for the College of Education.
Help facilitate the the PDS Professional Development Plan for yourself and your school.
“Site Coordinator” (.74 position)
Primary focus of role: To create synergy between learning of K-5 students, school- and university-faculty,
prospective teachers, and the broader community of scholarship.
Carries all of the responsibilities of the “Field Advisor.” Facilitates and/or attends PDS governance and/or principals’ meetings. Actively works to facilitate deeper commitments to the NCATE Standards for the PDS. Shares responsibility in making “good matches” between pre-interns and mentor teachers.
Shares in responsibilities for assessing the goals and outcomes of the PDS. Attends monthly school-based faculty meetings. Works with school leaders to facilitate inquiry and other professional development opportunities.
Coordinates/develops courses associated with the pre-internship in ways that respond to the needs of the college and those unique to the PDS.
Conducts or facilitates research and/or special projects that move your unique PDS’s goals forward.
Shares research and projects through national conference venues and in publications.
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PDS Professional Development Plan 2010-2011
(PDS Here)
(University Partner’s Name Here)
Our PDS’s Goal for this Year or Semester
1. List at least one goal area your PDS partnership wishes to further or improve upon this year/semester (no matter how small!).
2. List the participants who will be collaborating in order to meet this goal.
Explain their roles in the process.
3. List the data sources that will be collected in order to document progress toward this goal.
My Personal Goal for this Year or Semester (Field Advisor/Site Coordinator)
1. List at least one personal professional development goal area that you want to further your growth in this year/semester as your PDS’s university partner.
2. Describe in detail at least 2 of the “next (baby) steps” that will further
you toward that goal.
3. List the data sources you will collect in order to document your progress in this goal area.
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End of the Year/Semester Outcomes
Provide a brief narrative for each and attach supporting documentation. Our PDS’s Goal for this Year or Semester
1. How Did We Do?
2. What Do We Plan to Do Next? My Personal Goal for this Year or Semester (Field Advisor/Site Coordinator)
1. How Did I Do?
2. What Do I Plan to Do Next?
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Part 2:
The Pre-Internship
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EDE 4942/EEX 4905 Integrated Teaching: Co-teaching and Accommodating Diverse Learners
in the Professional Development School Spring 2013
Field Experience
Instructor Email Phone Office Hours
Darby Delane [email protected] (352) 273-4191 W 12:30-2:30 Meeting Schedule: Tuesdays 11:30-2:30 at Shell Elementary PDS The Pre-internship is an integrated, job-embedded field experience that intentionally connects with several courses. The purpose of the Pre-internship is to promote intensive professional development and collaboration between prospective and practicing elementary school teachers in the special Professional Development School (PDS) context. Teacher candidates (Pre-interns) will gain competence in the planning for, teaching and assessment of diverse students in inclusive school settings. During this semester, candidates collaborate with another co-teaching partner to practice using various models of co-teaching and a variety of instructional strategies to support the learning of ALL students in their classroom, including ELLs, Gifted, ESE, and students who come from poverty. The teacher candidate’s job-embedded learning experience consists of a minimum of 16 hours per week during the semester. This time is spent at the PDS classroom with additional time required for preparation, analysis of activities, travel and other course assignments. The PDS instructors, mentoring faculty, and other educators in the school co-plan the PDS tasks so that what is taught in the courses can be implemented at some level in the classroom. The focus of the PDS semester is to:
• enhance teacher candidate’s practices in the areas of planning, teaching, and ongoing assessment with the support of formative and summative data sources.
• develop effective, responsive classroom management skills and strategies. • nurture and sharpen competencies in co-teaching and collaboration with school
stakeholders to further innovation and school improvement efforts to effectively support all learners.
• continue strengthening professional and ethical behaviors/dispositions required to practice productively and strategically in a school district’s cultural, political, and professional infrastructure.
• develop a repertoire of strategies for differentiating instruction and accommodating diverse learners, including ELLs, Gifted, ESE students, and students who come from poverty.
• cultivate a practitioner inquiry (teacher researcher’s) stance as the foundation of one’s ongoing learning, leadership, innovation, and overall improvement.
• build an understanding of how students, teachers, and schools are evaluated in the state of Florida.
Required Texts/Materials
Dana, N. F. & Yendol-Silva, D. (2009). The reflective educator’s guide to classroom research:
Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).
Alexandria, VA: ASCD.
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McCarney, S. B. (1999). Prereferral intervention manual: The most common learning and behavior problems encountered in the educational environment. Hawthorne Educational Services: Columbia, Minnesota.*
*This text is also required for your graduate internship. If you are in financial difficulty, consider sharing the purchase of a copy with your co-teaching partner.
Additional Course Readings: Additional and required readings will be assigned through the semester.
Credits Assigned to the Pre-Internship
EDE 4942 is a three-credit pass/fail course. This course focuses only on your professional performance as a classroom teacher and the evaluation of your ongoing learning and improvement (no matter how competent you are) as a member of the PDS community. Your evaluation in this course depends on your performance in Task Areas I and II (below). EEX 4905 is a 3-credit seminar and meets once a week at your PDS school site. Each of the 3 Tasks listed below, along with the 25 points for seminar participation, makes up the graded content of this course. Your evaluation in this course depends on your performance in Task Area III (below).
Professional Development Tasks Areas
Required for Graduation from Pre-Internship
I. Complete All Field Hours (M, T, Th, F from 7:30-11:30)
II. Complete Job-Embedded Florida Educators Accomplished Practices (FEAPs) for EDE 4942
o My PDS Accountability Report: Florida School Accountability Interview and Synthesis
Report with Principal during Orientation
o Quiz: Satisfactory performance on Florida Code of Ethics and Principles of Professional Conduct Quiz taken during your Orientation with your Principal
o Ongoing Evaluation by Supervision Team (formal and informal): Satisfactory professional behaviorsperformance on Florida Code of Ethics and Principles of Professional Conduct Quiz taken during your Orientation with your Principal
o 3 Observations by Mentor Teacher: 3 satisfactory observations of your ability to
collaborate with your co-teaching partner to differentiate instruction in an inclusive classroom setting. The observation must include evidence of collaborative lesson planning, co-teaching, assessment of student learning with the support of data, reflection, and goal-setting. Your Mentor Teacher will observe you and your co-teaching partner at the same time.
o 3 “Pathwise” Observations by Field Advisor: 3 satisfactory observations of your ability to collaborate with your co-teaching partner to differentiate instruction in an inclusive classroom setting. The observation must include evidence of collaborative lesson planning, co-teaching, assessment of student learning with the support of data, reflection, and goal-setting. Your Field Advisor will observe you and your co-teaching partner at the same time. Special Notes: (1) At least one of the 3 lesson observations
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must demonstrate the integration of technology; (2) The second or third lesson observation must be a social studies lesson integrated with another content/subject area.
o 2 of your own observations of different classrooms (ESE, Title One, ESOL, Gifted, Resource, or other grade levels)
III. Complete Job-Embedded, Graded Tasks for EEX 4905 o Task 1 - Collaborative Planning & Co-Teaching (with Mentor Teacher) – 50 points total
o Task 2 – My Vision-Into-Action – 50 points total
o Task 3 – Inquiry & Professional Development Study – 200 points total
Inquiry Paper (100) + Inquiry Journal and Data (40) + and Inquiry Showcase/Conference Presentation (60)
o Quality of Professional Development Participation: This part of your grade is
reserved for gauging your commitment to the behaviors and dispositions associated with the meaningful professional development and ongoing teacher learning intended during the weekly seminar (EEX 4905). Examples of expected learning behaviors and dispositions include: collegial, respectful attention and interaction with colleagues; completion of tasks and activities on time; the level of reading engagement demonstrated; participation in verbal discussion; and the ability to bring the big ideas of our readings into action in the classroom.
Seminar Attendance and Late Work
Attendance at the weekly seminar (EEX 4905) is required and is considered integral to your professional development, as well as to the success of your students and colleagues. In the PDS culture these seminars are the equivalent of professional development learning sessions required by all teachers. If you miss more than one seminar meeting, your final grade will be negatively impacted and you could be considered eligible for a professional intervention plan. Late assignments will be penalized 2 points each day.
Grading Scale Letter Grade
Percent Range
Point Range
A A-
93 - 100 90 - 92
302 – 325 292 - 301
B+ 87 - 89 281 - 291 B B-
83 – 86 80 - 82
270 – 280 260 - 269
C+ 77 - 79 251 - 259 C C- D+
73 – 76 70 – 72 67 – 69
237 – 250 227 – 236 215 - 226
D D-
63 – 66 60 – 62
204 – 214 195 - 203
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Meeting the Pre-Professional Florida Educator Accomplished Practices (FEAPs)
In this course one or more assignments have been selected as “Key Tasks” that will assess your mastery of knowledge, skills, and/or dispositions that the State of Florida requires of all entry-level educators. These tasks were specifically designed to align with the 6 Florida Educator Accomplished Practices (FEAPs). Your mastery of each Indicator will be measured by your performance on a Key Task. To pass this course, you must successfully complete all Key Tasks and receive a rating of “Developing,” “Accomplished,”or “Exceptional.” No exceptions will be made to this rule, even if you do not plan to practice in Florida after graduation or do not apply for state certification. Please note that the “Exceptional” rating is reserved for only the rarest of professional performances. Teacher candidates who receive an “Unsatisfactory” rating will be offered a chance to redo the Key Task or, in some cases, to complete a comparable task assigned by the instructor. Teacher candidates who do not complete their makeup work satisfactorily will receive a failing grade at the instructor’s discretion. The rating guide framework below will be used to evaluate your performance on tasks assessing specific FEAP Indicators covered in this course. The language of each FEAP Indicator completes the statements. For more information, please visit the Educator Assessment System Student Portal at: https://my.education.ufl.edu/.
Examples of EAS Rating System Language
Exceptional The candidate extensively integrates knowledge to be able to____________. The candidate is prepared to apply this skill in a practical setting.
Accomplished
The candidate demonstrates knowledge of how to___________________. The candidate is prepared to apply this skill in a practical setting.
Developing
The candidate is acquiring the necessary knowledge to __________. The candidate is not yet prepared to demonstrate this skill in a practical setting.
Unsatisfactory
The candidate demonstrates little knowledge of how to ______________.
FEAPs Task Descriptions in Detail (1) Observations - Pathwise Lesson Planning – During the field-experience, the university supervisor will conduct at least three observations of the teacher candidate planning and co-teaching lessons using Pathwise Lesson Planning and Observation System. The nature of the activities will vary according to the setting and should be part of the classroom routine. Each Pathwise observation visit should include a pre-conference, observation and follow-up meeting between the field advisor, the teacher candidate, and whenever possible, the mentor teacher. The university supervisor will collect Pathwise lesson plans and a protocol with observational data coded by domains for planning (domain A), learning environment (Domain B), instruction (Domain C) and teacher professionalism (Domain D). 2012 FEAP 1.a, 2012 FEAP 1.b, 2012 FEAP 1.c, 2012 FEAP 1.d, 2012 FEAP 1.e, 2012 FEAP 1.f
(2) Collaborative Planning and Co-Teaching Project (Task 1) - Each student will prepare a summary, using guiding questions, of ways that the teaching team will co-plan and co-teach in this field experience. The topics addressed include, but are not limited to, behavior management policies, instructional methods, the student’s background information, grade level expectations, school wide expectations and the preinterns’ role in the classroom. (3) Florida School Accountability Synthesis: Each student will prepare a synthesis of how student learning is assessed and how schools are held accountable in the state of Florida, as well as what his/her role is in the School Improvement Plan of the PDS school. (4) Inquiry and Professional Development Study (Task 3): In collaboration with school faculty and administrators, university supervisor and/or preservice colleagues, the teacher candidate will design an inquiry study to meet an identified professional goal. The study will involve articulating a research question, setting a goal for improved student learning, designing one or more strategies to meet the goal, determining and collecting appropriate data related to achievement of the goal and to planning and improving effectiveness of instruction, analyzing the data, and communication of key learning about teaching and learning with colleagues and the community. The study must demonstrate how collaborative feedback from colleagues influenced the study and how the process of inquiry affected student learning and achievement and how knowledge and skills learned in professional development affected the teaching and learning process. 2012 FEAP 5.a, 2012 FEAP 5.b, 2012 FEAP 5.c, 2012 FEAP 5.e, 2012 FEAP 5.f (5) Code of Ethics and Principles of Professional Conduct: Students will take a quiz assessing their understanding of the Code of Ethics and Principles of Professional Conduct. 2012 FEAP 6.a
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The PDS Learning Clinic
The PDS Shared Mission
• Teachers are data-supported, reflective learners who develop an inquiry stance as they develop as Master Teachers, Teacher Leaders, and Teacher Researchers.
• Teachers are responsible for possessing, understanding, and
enacting a belief system resulting in learning for all students.
• Teachers are professionals who collaborate with one another to both enhance children’s learning and to learn as a team.
• Teachers are responsible for selecting the most effective mode(s)
of instruction for each student.
(End of Syllabus)
INQUIRY
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Policy Agreement for Pre-Internship in the Professional
Development School (PDS) Print and bring 2 copies of this Agreement to your Orientation with the Principal.
1. The needs of our K-5 students come first. Always.
2. I am directly and fully engaged in teaching my students at all times they are
present in the classroom or otherwise under my supervision. I understand that I am no longer a “tourist” or “observer.” For example, all of my course work responsibilities (except those that involve directly working with or collecting data from my students) are to be done outside of the classroom.
3. My eyes, ears, and body language demonstrate a posture of productive attention
on my students, their families, my supervisors, and my colleagues whenever they are in my presence. I maintain a positive, productive, “students-always-come-first” working relationship with all stakeholders. I consider each interaction with students, parents, my PDS faculty and staff, my Professor-in-Residence, my principal, and my co-teaching partner the perfect opportunity to conduct and express myself as a professional being. For example, I am mindful that these stakeholders always get my eye contact and full attention before any digital devices do, such as computers or cell phones.
4. I dress, speak, and represent my work with professional tact. At all times, I am
identifiable as a teacher by my dress, my demeanor, my products created, and my general conduct.
5. I am dependable, consistent in attendance, and prompt. These are minimum
expectations in the PDS.
6. Our weekly seminar meetings (EEX 4905) are the equivalent of required faculty professional development sessions. I will be expected to invest in as a teacher. In the unfortunate event I miss a seminar meeting, I will discuss the missed content with my co-teaching partner (not Dr. Delane!) to help me design an alternative way to demonstrate evidence that I have addressed the content missed. This evidence will be submitted to Dr. Delane by no later than the next class meeting time.
7. I maintain confidentiality at all times. Although I have access to personal
information about my students and my teaching colleagues, this information is always confidential between my supervision team and myself. There are no exceptions. No photos are to be taken of students’ faces at any time. Student names must be kept confidential, as well.
8. I periodically evaluate my social web presence, including the implications for being
“tagged” onto other people’s sites. I revise content and consider strong privacy
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settings, if needed. I know that principals, faculty, students, and their families do look!
9. All online, telephone, hand-written, or face-to-face communication with my
students’ families must be mediated and directly supervised by my Mentor Teacher. This is for my protection and for the protection of my students and my Mentor Teacher.
10. I demonstrate initiative, interest, and enthusiasm – especially when I don’t feel
like it! 11. I am humble. I am open to and accepting of advice, suggestions, criticism, and
praise offered during discussions with my supervision team (my Mentor Teacher, Principal, Professor-in-Residence, and other faculty members at the PDS and at Norman Hall). My ability to productively accept supervision feedback to grow and make changes to my practice is part of my formal evaluation required to pass the Pre-internship and graduate. In my PDS it is expected that all educators are learners! My supervision team hopes I will always choose to be a learner.
12. I am gracious. Having the chance to teach and learn in a PDS is a special privilege
– and certainly a cut above what typical teacher preparation programs provide for their teacher candidates. I will remember that my PDS faculty is going above and beyond their expected responsibilities to provide a meaningful clinical learning experience for me.
13. If at any time I have concerns that disrupt my focus on my students’ learning or my
enjoyment and learning as a member of my team, I will discuss them with my Mentor Teacher and/or Field Advisor before discussing them with others in the school or university community.
14. Emergency Absence Policy
Definition of an “Absence”
(1) It is 7:31 a.m., or later, (2) you have not signed in, and/or (3) you are not in your
classroom.
(1) If I am going to be absent (see definition above), I am to follow the “Emergency Absence Protocol” included in this PDS Pre-internship Orientation packet. (2) If I am responsible for teaching a lesson that day, I will be sure that all the materials are prepared and available for my Mentor Teacher and my co-teaching partner by 7:30 a.m. that morning. (3) The completion of all my hours is required just to pass the Pre-internship. I understand that I will make up any hours missed by an absence after working out a plan
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with my Mentor Teacher and documenting this plan in writing for Dr. Delane, as indicated in the “Emergency Absence Protocol.” (5) If unexcused absences or frequent absences occur, I understand that this will impact my supervision team’s ability to recommend my graduation from the pre-internship. In such a case they will need to document a Performance Improvement Plan (PIP), which will be kept in my permanent file in the College of Education, University of Florida. 15. Weekly Record of Professionalism Each week I am responsible for printing and providing this Record to my Mentor Teacher. It is due to Dr. Delane by _____________________ each week. Dr. Delane emailed a digital copy of this document to me for my use.
16. School Sign In/Out Policy I am to sign in once when I arrive and then when I leave each day. I understand that having other individuals “sign in or initial for me” is unethical, as is misrepresenting accurate records of time. Any such misrepresentation is unacceptable to school and university partners and will be met with disciplinary action. 17. Commitment to the PDS Schedule I am committed to my placement schedule as set forth by the University of Florida and my PDS school administration. I understand that this is a professional commitment that has been carefully arranged to balance the needs of our K-5 students, faculty, and administration, UF teacher education requirements, and the pre-internship course schedule. I understand that I am never to approach my Mentor Teacher or any other members of the PDS team to create an alternative schedule without first obtaining my field advisor’s support to proceed with a proposal, which s/he will help me craft. I understand that any alternative schedule proposal must be discussed, agreed upon, and then signed off by all members of the PDS team. These members are listed below:
1. My Field Advisor 2. My Mentor Teacher 3. My Principal 4. School-University Partnership Coordinator (Dr. Darby Delane)
_______________________________________________________
I have read these policies for my seminar and field placement in the PDS, understanding that both learning contexts are designed to blend together to support my professional development and preparation. I have asked my Field Advisor or other supervisory faculty to clarify any items I do not understand. I agree to these policies, understanding that failure to meet these basic responsibilities may require documentation of corrective action (a Professional Improvement Plan) and/or removal from my PDS school site, and/or a repeat of my pre-internship semester. My signature below indicates that we have reviewed, I understand, and I accept: (1) Policies of Professionalism (this document) (2) the Policies for Termination (separate document) (3) the Florida Code of Ethics and Principles for Professional Conduct (separate document)
My Name: _______________________________
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My Signature and Date: ___________________________
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Emergency Absence Protocol (Policy #14)
Shell Elementary Professional Development School
Print, complete, and submit to Dr. Delane as part of your basic responsibilities for team-focused, professional communication.
By 7:15 a.m. on the day you are absent:
1. Call Ms. Van Zandt at the front desk so that a message is waiting for your Mentor Teacher before s/he arrives to work (352-472-1100).
2. Email Dr. Delane ([email protected]) so that she has written documentation that you will be absent, and so she won’t be surprised when she does not see you at school. CC your Mentor Teacher on this email so she knows you have kept Dr. Delane “in the loop.”
By 11:30 a.m. on the day you return to work:
3. Propose to your Mentor Teacher the single afternoon you want to make up your missed hours of teaching. This plan must work for your Mentor Teacher, too.
4. Complete the information below and place this paper in Dr. Delane’s mailbox.
• I was absent on _________________________
(date)
• I missed _________ hours of teaching that day. • I will make up these hours on:
_____________________ (date and times)
�Mentor Teacher Signature: __________________________________________
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�Pre-intern Signature: _______________________________________________ �Placed in Dr. Delane’s mailbox at Shell Elementary.
Pre-Intern Information Sheet
(Collected at the Principal’s Orientation) Name ________________________________________ UF Email ________________________________________ Preferred Phone Number ___________________________________ What is your preferred learning style? ___________________________________________________________ Current Employment ________________________________________ Typical Work Hours: ________________________________________ On a scale of 1 - 10 (1 = not sure at all; 10 = absolutely sure), how sure are you that you want to be a teacher? __________ What kind of school do you want to teach in when you graduate?
_____Rural _____Urban _____Low SES _____High SES _____Suburban _____All of the Above _____Other: __________________________________
Are you planning to stay for the graduate (5th) year? Yes______ No______ Maybe______ Will you be going into Special Education? Yes____ No _____ Where do you hope to do your internship? _____________________________________________________________
Anything else we should know? Continue on the back…
