SCHOOL DISTRICT OF MOSINEE MOSINEE MIDDLE SCHOOL TECHNOLOGY EDUCATION STUDENT TEACHER INFORMATION...

SCHOOL DISTRICT OF MOSINEE

MOSINEE MIDDLE SCHOOL TECHNOLOGY EDUCATION

STUDENT TEACHER INFORMATION GUIDE

SCHOOL DISTRICT OF MOSINEESTUDENT TEACHER GUIDE

TABLE OF CONTENTS

INTRODUCTION TO THE DISTRICT

HOW TO GET HERE YOUR STUDENT

TEACHING SUPERVISOR’S ROLE

MY ROLE AS YOUR MENTOR

YOUR STUDENT TEACHING EXPERIENCE

STUDENT TEACHING PR0FESSIONAL PRACTICE

MY STUDENT BEHAVIOR EXPECTATIONS


WHO WE ARE

The Mosinee School District encompasses approximately 250 square miles in the City of Mosinee, and the towns of Bergen, Emmet, Green Valley, Guenther, Knowlton, Kronenwetter, Mosinee and Reid. The enrollment numbers more than 2000 students in grades pre-K through 12. We have a diverse mixture of needs in our students and services and programs to provide for those needs. In addition, we are a community-based school system meaning the community has full use of all of the District’s facilities as well as input to the operations of the School District.Following is some pertinent information on the School District and on area schools.Superintendent's Office Jerry Rosso, Superintendent. Steve Smolek, Director of Instruction, Brent Zimmerman, Business Manager, Tom Dalton, Supervisor of Buildings and Grounds. 591 W. Highway 153, Mosinee, Wisconsin 54455 715/693-2530 Web Site: http://www.mosinee.k12.wi.us/ Mosinee Elementary School: enrolls children up to grade 3 Davonne Eldredge, Principal 600 12th Street, Mosinee, Wisconsin 54455 715/693-2810 Mosinee Middle School: enrolls grades 4 through 8 Ron Mueller, Principal Jeff Soderberg, Associate Principal 700 High Street, Mosinee, Wisconsin 54455 715/693-3660 ext. 2005 Mosinee High School: grades 9 through 12 Jim DeBroux, Principal Rob Greenwood, Associate Principal Jane Beattie, Food Service Manager 1000 High Street, Mosinee, Wisconsin 54455 715/693-2550 ext. 3005


WHO WE ARE – (continued)

The preceding list is a partial list of the people who are important in the district from an administrative standpoint. For individual faculty and support staff, please refer to the district phone list located in your burgundy binder. Below is a map of Mosinee with the Elementary, Middle, and High Schools marked.

Middle School

High School

Elementary

School


WHO WE ARE – (continued)

This is a map of Mosinee. Notice the relationship to I-39. North on I-39 is Wausau. South on I-39 is Stevens Point.


HOW DO THINGS WORK AROUND HERE?

MIDDLE SCHOOL SCHEDULE FOR

7TH GRADE:

PERIOD:

1: 7:55-8:40

2: 8:44-9:22

3: 9:26-10:12

4: 10:16-11:00

LUNCH: 11:00-11:15

RECESS: 11:15-11:35

TA: 11:40-12:02

5: 12:06-12:47

6: 12:51-1:36

7: 1:40-2:22

8: 2:26-3:12

2004-2005 SCHOOL CALENDAR:

FIRST DAY FOR STUDENTS: SEPTEMBER 1

LABOR DAY: SEPTEMBER 6

WEAC CONVENTION: OCTOBER 28-29

END OF QUARTER 1: NOVEMBER 5

PARENT-TEACHER CONF.: NOVEMBER 18-19

THANKSGIVING BREAK: NOVEMBER 25-26

CHRISTMAS RECESS: DECEMBER 23-31

END OF QUARTER 2: JANUARY 21

TEACHER INSERVICE: FEBRUARY 11

END OF QUARTER 3: MARCH 24

SPRING BREAK: MARCH 25-APRIL 1

TEACHER INSERVICE: APRIL 15

MEMORIAL DAY: MAY 30

END OF QUARTER 4 JUNE 9


Mosinee Middle School – Where am I supposed to go?

The Middle and the High Schools were joined as one 4-12 Education Center in 1997. The structure between the two schools is called the Creske Community Center. So named for the primary donors to the building referendum passed by the community in 1995. The following gives directions to the crucial areas of the schools including the Technology Education center. Other areas of importance will be shown during your tour.

•Middle School Office: Located in the old middle school building at 700 High Street. Judy Pliske, Administrative Assistant, Nancy Pekarske, Attendance and office coordinator.

•Middle School Cafeteria located directly north of the main middle school entrance.

•Seventh and eighth grade wings: Located in the new portion of the middle school. Rooms 172-185 as you are heading west to the Creske Center.


Mosinee Middle School – Where am I supposed to go?

Continuing in locating critical areas: Every room is clearly numbered as well as marked with the teacher’s name and subject taught.

•Technology Education Center: Located directly north after you enter the Creske Center from the main entrance. Dave Masterson’s Exploring Technology lab is located toward the back entrance (number 10) and is in room 428.

•Middle School Cafeteria located directly north of the main middle school entrance.

•High School Office: Located just inside the main high school entrance at 1000 High Street. Peg Kodl, Administrative Assistant. Jeanette Cherek, Attendance and office coordinator.


ROLE OF STUDENT TEACHER SUPERVISOR

Your student teaching supervisor from your university will set up a schedule with me for the dates and times of their visits. These visits will provide three essential tools for your teaching experience:

• Your supervisor will evaluate your teaching style and ability according to the criteria set by your university and the Wisconsin Department of Instruction

•Your supervisor will provide formative and summative feedback on the lessons you teach while being observed. Your supervisor will conference with you and then with the three of us to provide another avenue of feedback to help you in your career.

•Finally, your supervisor should be looked upon as another resource and mentor by you as you progress through your assignment. Remember, they are there to help you succeed!


ROLE OF COOPERATING TEACHER

My role as your cooperating teacher is that of mentor, friend, parent, and guide. Your university selected me to be your cooperating teacher because I have experience, integrity, and the desire to help the profession of teaching continue with quality teachers who truly care about working with kids. My role in your endeavor is:

• To help you develop a solid foundation in your pedagogical methods.

• To help you develop ways of planning lessons, units, and programs that will help students in your charge learn to solve problems, meet state standards, and be critical thinkers.

• To help you learn how to create instruments that will authentically assess your students far beyond the common grade.

• Finally, my role is to guide you to learn to love what you do and want to help yourself continue to improve your skills through personal and professional development. It is a life-long process. Enjoy the ride!


ROLE OF YOU-THE STUDENT TEACHER

Your role as a student-teacher with me is to be open to learning. Given that my style is mentor-based, my goal is to work with you to become a quality teacher. I will be modeling with you styles that you may want to adapt. From that aspect, my expectations of you during our time together are:

• Become a sponge. Look at each hour of every day as a learning opportunity and record in a journal what you have learned about the art of teaching.

• Remember that criticism; both positive and corrective, is for your benefit. Your experience here is to help mold you; not to be like me, but to help you discover your style, methods, and approaches to dealing with kids.

• Be respectful of the students in your charge. They are a gold mine of raw knowledge, talent, and encouragement.

• Be professional. Wear appropriate clothing, use professional language. Ask lots of questions to other staff members. Don’t cut down staff, administrators, or students. Save that for outside of school if it needs to be said.


ROLE OF YOU-THE STUDENT TEACHER (cont.)

• If you have a coaching assignment, please make sure that it does not interfere with your main objective: the classroom and all of the responsibilities involved.

• Finally, HAVE FUN! Look for ways to make this enjoyable. If you are miserable now, think of doing this for 30 years. Lean on all of us. We have all “hit the wall” at various times. We can help you through it.


YOUR TEACHING EXPERIENCE-PROFESSIONAL PRACTICES

• We will be working within a model of professional practice as developed by Charlette Danielson. They are listed below:

Domain I: Planning and Preparation.

Component 1a: Demonstrating knowledge of Content

• Knowledge of content

• Knowledge of prerequisite relationships

• Knowledge of content-related pedagogy.

Component 1b: Demonstrating Knowledge of Students

• Knowledge of characteristics of age group

• Knowledge of students’ varied approaches to learning

• Knowledge of students’ skills and knowledge

• Knowledge of students’ interests and cultural heritage



• Domain I: Planning and Preparation (cont.)

Component 1c: Selecting Instructional Goals

• Value

• Clarity

• Suitability for diverse students

• Balance

Component 1d: Demonstrating Knowledge of Resources

• Resources for teaching

• Resources for students



• Domain I: Planning and Preparation (cont.)

Component 1e: Designing Coherent Instruction

• Learning activities

• Instructional materials and resources

• Instructional groups

• Lesson and unit structure

Component 1f: Assessing Student Learning

• Congruence with instructional goals

• Criteria and standards

• Use for planning



• Domain 2: The Classroom Environment

Component 2a: Creating an Environment of Respect and Rapport

• Teacher interaction with students

• Student interaction

Component 2b: Establishing a Culture for Learning

• Importance of the content

• Student pride in work

• Expectations for learning and achievement



Domain 2: The Classroom Environment (cont.)

Component 2c: Managing Classroom Procedures

• Management of instructional groups

• Management of transitions

• Management of materials and supplies

• Performance of non-instructional duties

• Supervision of volunteers and paraprofessionals

Component 2d: Managing Student Behavior

• Expectations

• Monitoring of student behavior

• Response to student misbehavior



Domain 2: The Classroom Environment (cont.)

Component 2e: Organizing Physical Space

• Safety and arrangement of furniture

• Accessibility to learning and use of physical resources



Domain 3: Instruction

Component 3a: Communicating Clearly and Accurately

• Directions and procedures

• Oral and written language

Component 3b: Using Questioning and Discussion Techniques

• Quality of questions

• Discussion techniques

• Student participation

Component 3c: Engaging Students in Learning

• Representation of content

• Activities and assignments

• Grouping of students

• Instructional materials and resources

• Structure and pacing



Domain 3: Instruction

Component 3d: Providing Feedback to Students

• Quality: accurate, substantive, constructive, and specific

• Timeliness

Component 3e: Demonstrating Flexibility and Responsiveness

• Lesson adjustment

• Response to students

• Persistence



Domain 4: Professional Responsibilities

Component 4a: Reflecting on Teaching

• Accuracy

• Use in future teaching

Component 4b: Maintaining Accurate Records

• Student completion of assignments

• Student progress in learning

• Non-instructional records

Component 4c: Communicating With Families

• Information about the instructional program

• Information about individual students

• Engagement of families in the instructional program



Domain 4: Professional Responsibilities

Component 4d: Contributing to the School District

• Relationships with colleagues

• Service to the school

• Participation in school and district projects

Component 4e: Growing and Developing Professionally

• Enhancement of content knowledge and pedagogical skill

• Service to the profession

Component 4f: Showing Professionalism

• Service to students

• Advocacy

• Decision making



PROFESSIONAL PRACTICES AND ARTIFACTS

During your student teaching experience, you will be creating a professional portfolio. In this portfolio you will be assembling and organizing all of the items you have created and used to demonstrate your knowledge of content, assessment, pedagogy, and professional development. These items are called artifacts. These artifacts will give a visual picture of who you are as a teacher and what your mindset is concerning your approach to the profession.

As part of your experience, we will; together, assemble these artifacts based on each domain of professional practice and the components within those domains as laid out by Danielson. After each lesson, we will discuss what portion of the lesson should be used as an artifact and why. Be aware that the use of student work needs to have taken into account confidentiality laws concerning minor children and parental directives.


MIDDLE SCHOOL STUDENT BEHAVIOR AND LEARNING EXPECTATIONS

BEHAVIOR EXPECTATIONS AND CONSEQUENCES Students are expected to arrive to class on time,

orderly, and ready to work with all materials and tools needed to work: something to write on and write with. A Pink Slip will result in the instance of these expectations above not being followed.

Students will try their best in the classroom, not be disruptive, respect their peers, teachers, and classroom equipment. Students not adhering to this expectation will be removed from class and sent to ALAC. (Alternative Learning Center)

Students are to be responsible for completing all assignments. They are expected to participate in the learning experience, be honest, and contribute to the group as one who knows they possess knowledge, value, and culture. Consequences to this expectation is the loss of the opportunity to learn about other people, things, and experiences.

In general, this classroom is an adventure not a torture. If you feel tortured for any reason, see the teacher. We will work it out.

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SCHOOL DISTRICT OF MOSINEE MOSINEE MIDDLE SCHOOL TECHNOLOGY EDUCATION STUDENT TEACHER INFORMATION...

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