1 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperience
TableofContents
Introduction...........................................................................................................................2
CourseGoals..........................................................................................................................2
InTASCPrinciplesandCourseAlignment................................................................................3
RequirementsoftheCourse...................................................................................................6
FieldExperienceandKeyAssignmentProgression..................................................................6
Grading..................................................................................................................................7
Placement..............................................................................................................................7
ResponsibilitiesoftheSEDU365Instructor............................................................................7
ResponsibilitiesoftheCooperatingTeacher...........................................................................8
ResponsibilitiesoftheStudent...............................................................................................9
AssignmentOverview............................................................................................................10
AssignmentChecklist.............................................................................................................11
TimeLogSheet......................................................................................................................12
ClassroomVisitsLogInstructions...........................................................................................13
ClassroomVisitLog...............................................................................................................14
KeyAssignment:DisciplinaryLiteracyInterview,LiteracyFieldExperienceReflections,TeacherDirectedLessonPlans,PostTeachingReflection,andLessonObservations...........................15
KeyAssignment:DisciplinaryLiteracyInterviewAssignment.................................................17
KeyAssignment:LiteracyFieldExperienceReflections..........................................................18
KeyAssignment:TeacherDirectedReadingStrategiesLessonPlanDesign,Delivery,andPostTeachingReflections..............................................................................................................19
KeyAssignmentRubric:DisciplinaryLiteracyInterviewAssignmentRubric(A)......................25
KeyAssignmentRubric:LiteracyFieldExperienceReflections,TeacherDirectedReadingStrategiesLessonPlan,PostTeachingReflection,andLessonObservationsRubric(B)...........26
CooperatingTeacherLessonFeedback..................................................................................31
CooperatingTeacherFeedback..............................................................................................33
Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducationProgramCandidate..............................................................................................................................34
StudentEvaluationofFieldExperience..................................................................................36
2 SEDU365ContentAreaReadingLiteracyFieldExperience
Introduction
Theintentofthiscontentarealiteracyclinicalexperienceistopromotetheintegrationofcontentareareadinginstructionalmethodsandfieldexperiencesandtolinkeducationaltheoryandpractice.
CourseGoalsThiscourseincludes15hoursofclinicalexperiencepromotingtheintegrationofcontentareareadingmethods.Fieldexperienceparticipantswillunderstandtheusefulnessandimportanceofplanningandtailoringcontentareareadinglessonplanstomultipleneedsbaseduponongoingassessmentoflearninggoals.Attheendoftheexperiencethestudentwill:Know:
• Lessonplancomponents&structure(P3.2)• Methodsformaximizinglearningopportunitiesforallstudents(P1.5)• Learningprogressionsandappropriatelearninggoalswithinthediscipline(P2.4)• TheattributesandimplicationsofStudent-CenteredClassrooms,TeachingforUnderstanding,
AssessmentforLearning,RigorousandRelevantLearning,andteachingforLearnerDifferencesastheyapplytolearningcontent.(P3.4)
• Differentiatedinstructionisneededinalllearningplans(P3.6)• Methodsofaccommodation(thehowoflearning)andmodification(thewhatoflearning)
strategies(P3.7)• Thegoalsandmethodsofeffectiveinstruction(P4.2)• Multiplemethodsofformativeandsummativeassessmenttoevaluateandreportlearner
progresstowardslearninggoals.(P4.4)• Avarietyofmethodstoprovideaccommodationsandmodifications(P4.5)• Professionalandcontentstandards,codeofethics,laws,andpolicies.(P5.1)
Beableto:• Planandimplementdifferentiatedlearningopportunitiesthataccommodatediverseneeds
(P1.7)(KeyAssignment)• Establishpositiverapportwithallstudentstoenhancelearning(P1.8)• Demonstratelegalandethicalconductasdefinedbylawandindividualdistrictpolicywithin
issuesofdiversity(P1.10)• Matchinstructionalstrategiesandinstructionalsequencetothecontentandtheindividual
(P2.10)(KeyAssignment)• Applyvalidandreliableresearchfindingstomakeinstructionaldecisions(P3.9)• ApplyStudent-CenteredClassrooms,TeachingforUnderstanding,AssessmentforLearning,
RigorousandRelevantlearning,andTeachingforLearnerDifferencestofacilitatestudentlearning(P3.12)
• Managethelearningenvironmenttoactivelyandequitablyengagelearners(P3.15)• Evaluateandmodifyresourcesandcurriculummaterialtofitthecontentandlearners(P3.16)• Varyhis/herroleintheinstructionalprocessbasedonthecontent,purposeofinstruction,and
needsoflearners(P3.17)
3 SEDU365ContentAreaReadingLiteracyFieldExperience
• Useavarietyofself-assessment,learnerdata,andproblem-solvingstrategiestoanalyzeandimproveprofessionalpractice.(P4.7)
• Useformativeandsummativeassessmentdataandotherstudentdatatoidentifyreadinessforlearning,designandmodifyshortandlong-terminstructionalplans,andimplementappropriateaccommodationstomeetlearners’needsinallareasofdevelopment(P4.9)
• Alignassessmentstolearninggoalsandindividualdifferences(P4.10)• Behaveinamannerreflectingsoundethicalandprofessionaljudgmentexpectedofthe
profession,districtandcommunityinrelationtoself,profession,studentsandstudentlearning(P5.11)
• Establishasupportive&safelearningenvironment(P1.8)• Createaclassroomenvironmentbasedoninclusivity,equity,andhighexpectationsthatmeet
theindividualneedsofeachstudent(P1.11)• Useknowledgeofstudentdevelopmentandcontenttomakelearningexperiencesmeaningful
inthecontextofauthenticlocal,nationalandglobalissues(P2.11)• Establishclearlearninggoalswithessentialquestionsandtopicquestions(P2.13)• Selectandintegratedigitalandinteractivetechnologiestoplanandachievecontentlearning
goals(P3.10)• Createauthenticlearningtasksininquiry-basedinstruction(P3.11)• Usemultipleassessmentmethodsforstudentstodemonstrateprogresstowardslearninggoals
(P4.13)Understand:
• Studentslearnatdifferentratesandindifferentways(P1.15)• Basedonreflectionanddata,theteachersystematicallyadjustsinstructiontomeetlearner
needs(P3.20)• Effectiveinstructionisthoughtful,purposeful,andintentional(P3.23)• Teachersareresponsibleformaximizingtheachievementofallstudents(P1.12)• Flexiblelearningenvironmentsthatincludeexploration,discovery,andexpressionacross
contentareasenhancesstudentlearning(P1.17)• Studentsbuildunderstandingofnewcontentandcurricularconnectionsusingtheirprior
knowledgeandexperiences(P2.14)• Deeplearningistransferrableintoauthenticcontexts(P2.15)• Contentknowledgeisnotafixedbodyoffactsbutiscomplex,culturallysituated,andever
evolving(P2.16)• Deepunderstandingrequirestransferoflearningtovariousdisciplines,localandglobalissues,
andlifeskills/experiences(P3.21)
InTASCPrinciplesandCourseAlignment
BuenaVistaUniversity’sTeacherEducationProgramisbasedontheInterstateNewTeacherAssessmentandSupportConsortium(InTASC)Principles,andthepractitionercandidatedevelopingasareflectivepractitioner.Thedevelopmentofthestudentteacherisbasedonthesefoundationalareas.TheseriesofprinciplesdevelopedbyInTASCserveasaresourcefordialogueandestablishingexpectationsforbeginningteachers.WithinthecontentofSEDU365courseareindicatorsfromInTASCPrinciples1-7,9,and10.TheSEDU365LiteracyFieldExperienceKeyAssignmentisparticulartoInTASCPrinciples1,2,4,7,and8.
4 SEDU365ContentAreaReadingLiteracyFieldExperience
Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheirthinkingaboutthestandards.LearnerDevelopmentStandard#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.Standard#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.Standard#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.DisciplinaryContentStandard#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmakethedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.Standard#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.InstructionalPracticeStandard#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.Standard#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.Standard#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.
5 SEDU365ContentAreaReadingLiteracyFieldExperience
ProfessionalResponsibilityStandard#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.Standard#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.
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RequirementsoftheCourse
Allstudentsseekingthesecondarylicensurecompletetheliteracyfieldexperience.StudentsmustcompletethecontentarealiteracyfieldexperienceduringtheirenrollmentinSEDU365:MethodsforTeachingContentAreaReading.Thisexperienceincludescompletionofaminimumof15hoursofobservation/teachinginacontentareaclassroom,withonehourreservedtoconductaninterviewwithcooperatingteacheroutsideofclass.Minimally,astudentmustprepareandpresenttwolessonsandengageinappropriatereflectionoftheexperience.Inaddition,thestudentwillconductaDisciplinaryLiteracyInterviewwiththecooperatingteacher,andcompletetheClassroomVisitLogincludedinthisdocumentforthe15-hourexperience.Themethodsstudentisnottospendthetimeinclericalactivitiesbutratherinteachingandobservationofthesecondarycontentareaclassroom.
FieldExperienceandKeyAssignmentProgressionClassroomhoursforthefieldexperienceshouldbepacedtofollowthelearningprogressionofthecourse.The15hoursshouldbeintentionallyscheduledtoalignwitheachlearningmodule.Thediagrambelowshowstherelationshipbetweencourselearning,fieldexperience,andKeyAssignmentcomponents.
Module1 InformationalTextSelection
FieldExperienceHours1-3
DisciplinaryLiteracyInterview
Module2 SupporttoUnderstandSpecific
Texts
FieldExperienceHours4-6 Reflection#1
Module3 DesigningReadingLessonsfortheContentAreas
FieldExperienceHours7-9 Reflection#2
Module4TransferrableStrategiesfor
Teaching ContentLiteracy
FieldExperiencehours10-12
Refelction#3ContentAreaReading
ComprehensionLessonPlan
Module5 InstructionalStrategies for
TeachingVocabulary
FieldExperienceHours13-15
Reflection#4ContentAreaVocabularyLessonPlan
7 SEDU365ContentAreaReadingLiteracyFieldExperience
GradingThegradingprocedurefortheFieldExperiencecomponentfollowsaPass/Failsystem.
• InordertoearnaPass,studentsmustcompletethefollowing:1. Fulfillthetimerequirementsofaminimumof15hoursintheclassroomplacement.2. SubmittheAssignmentChecklist3. CompletetheSEDU365MethodsforTeachingContentAreReadingField
ExperienceLogSheet.4. Receivefavorablefeedbackfromthecooperatingteacher(s)usingtheCooperating
TeacherFeedbackform.5. Receivefavorablefeedbackfromthecooperatingteacher(s)usingtheCooperating
TeacherLessonFeedbackform.6. CompletetheDisciplinaryLiteracyInterviewwiththeFieldExperienceCooperating
TeacherandsubmitthereportaccordingtoassignmentguidelinesonCanvas.7. CompleteallrequirementsoftheKeyAssignmentincludingsubmissionofa
minimumof2lessonplansappropriatelyusingthetemplateprovided.8. CompletetheSelf-AssessmentofProfessionalDispositions.9. CompleteStudentEvaluationofFieldExperienceonlinesurvey.Alinkwithinthe
Canvascoursewillbeprovided.
• IfastudentfailstomeetanyrequirementsoftheFieldExperience,thestudentwillfailthecourse.
Placement
TheStudentProfessionalExperiencesCoordinator,StudentProfessionalExperiencesAssistant,ortheEducationCoordinator/Advisorwillmaketheplacementchoosingappropriatesettings.Thisplacementrequiresasubjectareasettingwherestudentengagementwithtext(print,digital,ormedia)isembeddedinthecurriculum.Thesesettingsmayincludeasecondarycontentareaclassroomsetting.Studentsarenottoplacethemselvesinanysetting.
ResponsibilitiesoftheSEDU365Instructor
TheInstructorassumesthefollowingresponsibilities:• FullypreparethestudentstocompletetheClassroomvisitlogforthe15-hour
experience.• Provideguidanceinlessonpreparationandinstructionforteachingreadingstrategies.• Debriefwiththestudentregardingtheteachingexperience.• DirectthestudenttocompleteallnecessarypaperworkasnotedintheFEHandbook.
o SignedTimeLog.ThisformwillbesubmittedwithinCanvas.o CooperatingTeacherLessonFeedback.Thisformwillbesubmittedwithin
Canvas.Thecooperatingteachermustbesupportiveofthestudent’scontinuationintheprograminordertopassthefieldexperience.
8 SEDU365ContentAreaReadingLiteracyFieldExperience
o CooperatingTeacherFeedback.ThisformwillbesubmittedwithinCanvas.Thecooperatingteachermustbesupportiveofthestudent’scontinuationintheprograminordertopassthefieldexperience.
• Mentorstudentthroughthedesignofinstructionallessonplansfeaturingcontentareareadingstrategies,includingdifferentiationtosupportalllearners.
• Observeandprovidefeedbackofteachercandidateinstructionforatleastonecontentareareadingstrategylessondelivery.NOTE:Thisfeedbackisformativeandneedstobefranksothatthestudentbecomesawareoftheareasthatneedattention.
• SetduedatesforthefourentriesintheLiteracyFieldExperienceReflections.• Provideformativefeedbackofthestudent’sinstructionalplanningapproach.• ProvidefeedbackandgradingofLiteracyFieldExperienceReflections.• CompletegradingofKeyAssignment:LiteracyFieldExperienceReflections,Reading
StrategyLessonPlans,TeachingReflection,andLessonObservationswithinCanvas.
ResponsibilitiesoftheCooperatingTeacherCooperatingteachershavebeenselectedfromapoolofindividualsrecommendedbyindividualschoolprincipalsordesignatedbyofficialsfortheirexemplaryteachingpracticesandwillingnesstoworkwithpre-serviceteachers.Inagreeingtoworkwithstudentsduringthecontentarealiteracyfieldexperience,theyhavethefollowingresponsibilities:• ReadthroughtheSEDU365FieldExperienceHandbookandbeawareofthegoalsof
thisfieldexperience.• Provideaclassroomforobservationandpracticeofcontentareareading/literacy
instruction.• ShareprofessionalapplicationofreadingdatawithBVUstudent,specificallynotinghow
knowledgeofstudentreadingabilityinfluencescontentareainstruction.• Discussappropriatetexts(print,digital,andmedia)usedtosupportcontentarea
instructioninthesecondaryclassroom.• DiscusstheBVUstudent’sproposedlessonplanpriortoteaching,andprovideformative
feedbackfollowingthelessondelivery.• Providefeedbackofthestudent’steachingperformancetotheuniversityandstudent
bycompletingandreturningtheCooperatingTeacherLessonFeedbackForm.TheBVUstudentwillberesponsibleforsubmittingtheformwithinCanvasandtotheBVUoffice.NOTE:Thisfeedbackisformativeandneedstobefranksothatthestudentbecomesawareoftheareasthatneedattention.
• Verifythatthestudentcompletedthe15-hourrequirementbysigningtheLogSheet.TheBVUstudentwillberesponsibleforsubmittingtheformwithinCanvasandtotheBVUoffice.
• Providegeneralfeedbacktostudentthroughon-goingconversationandtotheuniversitybycompletingtheCooperatingTeacher/InstructorFeedbackForm.ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemust
9 SEDU365ContentAreaReadingLiteracyFieldExperience
besubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingtheformwithinCanvasandtotheBVUoffice.
• NotifyStudentProfessionalExperiencesCoordinatororEducationCoordinator/Advisorofanyconcernsregardingthestudent'sperformanceduringthefieldexperience.
ResponsibilitiesoftheStudentStudentsenrolledinthiscoursehavethefollowingresponsibilities:
• Beactivelyengagedinobservationandpractice.• Prepareandpresenttwolessonsthataresupervisedbythecooperatingteacher.• Engageinself-assessmentandreflectionofthelessonstaught.• ShareobservationsandexperienceswiththeSEDU365methodsclass.• Completethe15-hourrequirement,asscheduledinadvanceincollaborationwiththe
cooperatingteacherandyourSEDU365instructor.• SubmitthesignedTimeLogofhourswithinCanvasandtotheBVUofficeatthe
completionofthefieldexperience.• SubmitthesignedCooperatingTeacherFeedbackFormwithinCanvasandtotheBVU
officeatthecompletionofthefieldexperience.• SubmitthesignedCooperatingTeacherLessonFeedbackwithinCanvasandtotheBVU
officeatthecompletionofthefieldexperience.• CompleteallrequirementsoftheKeyAssignment.• CompletetheSelf-AssessmentofProfessionalDispositions.Thissurveydoesnotneedto
besubmittedtoBVU.• CompleteStudentEvaluationofFieldExperienceonlinesurvey.• Presentoneselfasaprofessionalinconductandappearanceatthecooperatingschool.
GeneralExpectationsofFieldExperienceStudentsinEducationalSettings
1. Eachtimeastudentattendsaschool,thestudentistolook,dress,behave,andspeakinaprofessionalmanner.Allclothingshouldbeneat,clean,andprofessional.Grammarusedshouldbecorrectwithaminimumofslang.Allstudentbehaviorshouldreflectresponsibilityandmaturity.
2. Theadministrationandteachersofhostschoolstakethisfieldexperienceandstudents'commitmentseriously.Punctuality,cooperation,assistance,maturity,enthusiasm,responsibility,initiative,andbeingactivelyengagedareexpectedfromallstudentsasthenorm.
3. Tardinessandabsenteeismarenotacceptable.Ifextenuatingcircumstancespreventstudentsfromattendingtheclassroom,theyaretocontacttheircooperatingteacherandinstructorassoonaspossibleandpriortotheabsence.Exceptincaseof
10 SEDU365ContentAreaReadingLiteracyFieldExperience
emergencies,aminimumof24hoursnoticemustbegiventotheteacherwhenastudentisunabletobepresentintheclassroomattheagreedupontime.
4. Shareexperiencesandreflectionwiththemethodsclassinaprofessionalandrespectfulmanner.Keepstudentinformationconfidentialoutsidethecontextofthiscourse.
AssignmentOverviewDuringthisfieldexperience,studentsmustcompletethefollowingassignments.
1. 15HourLogSheet:AllstudentsmustcompletetheClassroomVisitLogforeachclassroomvisit.Uponcompletionoftheexperience,thecooperatingteachermustsignanddatetheform.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.
2. LiteracyFieldExperienceReflections:Fourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.SeeGuidelinesandcriteriaontheLiteracyFieldExperienceReflectionsform.
3. ReadingStrategyLessonPlans:Designtwolessonplansfeaturingcontentareareadingstrategiesfor(a)buildingcomprehension,and(b)vocabularyinstruction.
4. CooperatingTeacherLessonFeedback:AllcooperatingteacherswillcompleteanevaluationformfortheBVUstudentlessonsfocusedon(a)buildingcomprehension,and(b)vocabularyinstruction.Thisformmustbesubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.
5. CooperatingTeacherFeedback:Allcooperatingteacherswillcompleteanevaluationform.ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.
6. Self-AssessmentofProfessionalDispositions:Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforyoutoreflectonyourprogressandmakeimprovementsasneeded.Pleasebesuretodiscussanyquestionsorconcernswithyourcooperatingteacher,SEDU365Instructor,yourStudentProfessionalExperiencesCoordinator,orEducationCoordinator/Advisor.ThissurveydoesnotneedtobesubmittedtoBVU.
7. DemonstrationofAppreciation:AllBVUstudentsareencouragedtowritethankyounotestoeachcooperatingteacherattheendoftheexperience.
8. StudentEvaluationofFieldExperience:AllstudentswillcompletetheStudentEvaluationofFieldExperiencesurveyonlinewithintheCanvascourse.
AllwrittenmaterialsidentifiedwillbekeptintheStudentProfessionalExperiencesCoordinatororEducationCoordinator/Advisor’soffice.FailuretosubmittherequireditemswillresultinafailinggradeforthisSEDU365fieldexperience.
11 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceAssignmentChecklist
ThisformistohelpyoukeeptrackoftheassignmentsforthiscourseStudentName____________________________________ Assignment Completed(indicatedbycheck)ReviewyourplacementwithyourInstructor ______
15-HourLogSheetsubmittedwithinCanvasandtoBVUOffice ______
SetofClassroomVisitLogsSubmittedtoSEDU365Instructor ______
KeyAssignment
DisciplinaryLiteracyInterviewReport ______
ContentAreaLiteracyFieldExperienceReflections(4) ______
TeacherDirectedReadingStrategyLessonPlans(2) ______
PostTeachingReflections(2) ______
LessonObservations ______
CooperatingTeacher/InstructorFeedback
LessonFeedbacksubmittedwithinCanvasandtoBVUOffice ______
TeacherFeedbacksubmittedwithinCanvasandtoBVUOffice ______
Self-AssessmentusingAssessmentofDispositionalProfessionalQualities ______
StudentEvaluationofFieldExperience ______
12 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceTimeLogSheet
BVUCandidate:________________________________Date:__________________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________ThankyouforagreeingtohelpwithourTeacherCandidate’sprofessionalfieldexperience.Studentstakingthiscoursearerequiredtoworkwiththeircooperatingteachersaminimumof15contacthours.OneoftheBVUTeacherEducationalDepartmentinstructorsordesignatedfacilitatorswillbeassignedtooverseetheprogressbeingmadebythestudentduringthisperiod.Pleasenotebelowanytardinessand/orabsencesofthestudentduringthisplacement.Signaturesbelowverifythattheabove-mentionedBuenaVistaUniversitystudenthassuccessfullyfulfilledhis/herrequirementsforthisFieldExperiencewithnomajorconcerns.Student’sSignature:____________________________________________________________ClassroomTeacher’sSignature:__________________________________________________
Date BeginningTime EndingTime Hours RunningTotal
FieldExperiencehourscompletedforthisplacementmaynotcounttowardsanotherfieldexperience.
ThisformistobesubmittedbytheBVUstudentwithinCanvasandtotheBVUoffice.
13 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceClassroomVisitsLogInstructions
(Completetheformonthefollowingpageforallvisits)Time:Recordthestartingandendingtime.Breakthetimeintoreasonablesegmentsaccording
towhatyouareobserving.Iftheactivityshifts,drawalineandbeginanewtimespan.LearningGoals:Recordthepurpose.Whatarethestudentssupposedtobelearning?You
mightrecordtheBigIdea,theEssentialQuestion(s),and/orastudentpurpose.(“Thestudentwillbeableto…”)WhatlevelofBloom’sisrequiredtomeetthisgoal?
TeacherAction:Recordwhattheteacherisdoingduringthistime.Youshouldalwayshave
somethinginthiscolumn.Examples:explainingastrategy,modeling,givingfeedback,listening,observing,other(specify).Aspossiblegivethemeaningorpurposeoftheaction.
StudentAction:Recordwhatthemajorityofstudentsaresupposedtobedoing.Ifthe
studentsaredividedintogroupsandaredoingdifferenttasks,recordthedifferenttasksasmuchaspossible.Youshouldalwayshavesomethinginthiscolumn.Examples:reading,writing,purposefulcollaborativetalk,listening,sharingtheirlearningwithothers,etc.
Useanasterisk(*)orhighlighttoindicatethatthestudentsareengagedinhigherorderthinking.Explainhowtheirtaskrequireshigherorderthinking.
ClassroomDesignedforEngagement:Whatprinciplesofengagementdoyouseeduringthistime?Principlesincludecompetence(includesdifferentiation),autonomy,belonging,collaborativesupport,real-worldinteractions(RWI),andconceptualknowledge.
CharacteristicsofEffectiveInstruction–Whatcharacteristicsofeffectiveinstructiondoyou
seeduringthistime?Bespecific.Youmaynotbeabletolisteverythingyousee.Gomoreintodepthtofocusonafewexamples.
MyResponse–Usethisspaceforyourownnotes.Youmaywritequestionsorideasthatyou
wanttorememberforyourownteaching.Wewillrefertothiscolumnduringourclassdiscussion,sorecordideasthatyouwanttoremember.
14 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceClassroomVisitLog
(TurnalllogsintotheSEDU365instructor)
LearningGoal(LevelofBloom’s
Taxonomy)
TeacherAction
StudentAction
EvidenceofEngagement
EvidenceofCharacteristicsofInstruction
MyResponse
15 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceKeyAssignment:DisciplinaryLiteracyInterview,LiteracyFieldExperience
Reflections,TeacherDirectedLessonPlans,PostTeachingReflection,andLessonObservations
Purpose: Toidentifyappropriatelycomplextextsforcontentareareading
instructionandimplementresearchedbasedinstructionalmethodsforteachingreadinginthecontentareaclassroom
Proficiency: 1)Tomakeappropriatetextselections(print,digital,andmedia)forcontentareainstructiontosupportreadersofalllevels
2)Toidentifyappropriateliteracygoalsforreadingcomprehensioninthecontentarea
3)Toplan,implement,andreflectoncontentareareadinginstruction,consideringaclearlearningprogressionandresearch-basedpractices,whichwillassistthestudentinsuccessfullyreachingtargetedgoalsforreadingcomprehensionanddisciplinaryliteracy
Assignment: TocompletetheKeyAssignment,studentswillcompletethefollowing:
A. DisciplinaryLiteracyInterview:Atthebeginningofyourfieldexperienceplacement,youwillconductaninterviewofyourcooperatingteacheraboutcontentarealiteracypracticesinyoursubjectareaandthestudentsyouwillbeworkingwithduringyourplacement.
B. LiteracyFieldExperienceReflections:Fourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.
C. TeacherDirectedLessonPlanDesign&Delivery:Throughoutthiscourse
youwilldraftmultiplelessonsappropriateforgradelevelreadinginstructioninyourcontentarea.Youwillteachaminimumoftwoteacherdirectedreadingstrategylessonplansinthefieldexperienceclassroom:
• OneReadingComprehensionLesson• OneVocabularyLesson
YourKeyassignmentsubmissionwillincludethecompletelessonplanpackageyoupreparedforeachlesson.
D. PostTeachingReflections:Followingyourclassroomteachingexperiencewitheachofyourtwolessonplans,youwillcompleteapostteachingreflection.Thereflectionpieceisincludedinthelessonplantemplateprovided.
E. LessonObservations:Thecooperatingteacherwillobservetheteachercandidate’sinstructionintheclassroomandprovideverbalandwritten
16 SEDU365ContentAreaReadingLiteracyFieldExperience
feedbackoneachlessontaught.Thestudent’sperformanceduringtheseobservationswillbeevaluatedusingtheKeyAssignmentRubric.
E.ItemsA,B,C,andDwillbeuploadedtoCanvasasKeyAssignmentArtifacts.
TheDisciplinaryLiteracyReviewwillbegradedwithRubricA.LiteracyFieldExperienceReflections,TeacherDirectedLessonPlanDesignandDelivery,PostTeachingReflections,andLessonObservationswillbegradedwithRubricB.
17 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceKeyAssignment:DisciplinaryLiteracyInterviewAssignment
ThisassignmentrequiresyoutointerviewthecooperatingteacherhostingyourSEDU365FieldExperienceplacement.Thepurposeoftheinterviewistolearnaboutcontentarealiteracypracticesinyourchosensubjectareaandtolearnaboutthereadersinyourfieldexperienceclassroom.Theinterviewshouldoccuratthebeginningofyourfieldexperiencetoinformyourprocess.Pleasehonoryourcooperatingteacher’sprofessionalschedule,understandingitmaybenecessarytomeetbeforeorafterregularschoolhours.Thisassignmentwillbeworth75points.
STEP1:Plan&ScheduletheInterview
• Arrangeatimetomeetwithyourcooperatingteacher.
• Yourinterviewshouldbeapproximately30minutesandnomorethan45minutes.
• Yourinterviewwillbebasedonquestionspertainingtocontentareareadinganddisciplinaryliteracydraftedandapprovedinclass.
• Prepareyourquestionsaheadoftimeandplanforhowyouwilltakenotes.
• Somepeoplefinditdistractingtotypewhiletalkingandmyprefertorecordtheinterviewandtypeafterwards(seekapprovalfromyourintervieweeifrecording).
STEP2:ConducttheInterview
• Theinterviewcanbeconductedinaliveface-to-faceexchange,viatelephone,orSkype(Itisnotappropriatetoemailalistofquestionsandaskforwrittenresponses).
• Besuretorespectyourcooperatingteacher’stimebystayingwithintheamountoftimeallottedfortheinterview.
STEP3:Draftyourreport
• Followingyourinterview,youwilldraftareportoftheexperience.
• Yourreportwillincludeboththeinterviewee’sresponsesandyourownpersonalreflections.
• Itisnotnecessarytotypeoutatranscriptoftheinterview.Instead,focusonafewkeyissuesthatseemmostcompellingandoffersamplesofopinionsexpressedintheexchange.
• Besuretoincludeareflectiononhowtheinterviewhelpedyourunderstandingofcontentarealiteracyinyourchosenmajorandthechallengesyoumayencounterasacontentareateacher.
• Yourreportshouldbe1200-1500wordsinlength.
• ReportshouldbeproperlyformattedinAPAstyle,includingcitations.
18 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperience
KeyAssignment:LiteracyFieldExperienceReflectionsFourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearning.Followtheguidelinesbelowforeachreflection.Eachreflectionwillbe700-1000words.Reflection#1
1. Whathaveyounoticedaboutstudents’varyingratesandmethodsoflearning?2. Howhaveyoulearnedaboutconnectingcurrentlearningtopastandfuturelearning?3. Howareyouusingassessmentdataand/orhowareyouobservingdatabeingusedbyothers?4. Whathaveyoulearnedinyoureducationclassesthatyouhavebeenabletotryorhaveseen
othersputintopractice?Reflection#2
1. Wouldyoudescribetheenvironmentassupportiveandsafe?Ifso,why.Ifnot,whynotandhowcanitbechanged?
2. Whatareyoulearningaboutplanningforliteracyinstruction?3. Classroommanagementisbasedoffengagedandmotivatedstudents.How’sthatgoing?What
haveyoulearnedthataffectsyourteachingnowandinthefuture?4. Howareyourinteractionswithothersgoing?Giveexamplesofcollaborationthathasbenefited
studentsand/oryourownprofessionalgrowth.Reflection#3
1. Howdoyou,andshouldyou,decidewhattoteach?2. Whathaveyoulearnedaboutformativeassessmentfromtheteacher’sperspectiveandthe
student’sperspective?Howcanstudentsshowtheirunderstandingindifferentways?3. Whathaveyoulearnedaboutselectingmaterials?4. Howhasyourinitiativehelpedyougrowprofessionallyduringthisexperience?
Reflection#4
1. Howdostudentslearntotransfertheirlearning?Whyisthatimportant?2. Whatdoesthefollowingstatementmeantoyou?“Teachersareresponsibleformaximizingthe
achievementofallstudents.”Makesuretoconsiderhigherorderthinkingandlearningopportunities.Howhaveyouandwillyoudemonstratethatstatementinyourteaching?
3. Whathaveyoulearnedaboutvaryingyourroleduringthelearningprocess?Criteria
1. Conceptsfromallclassesintheteachereducationprogramaresynthesizedfordeeperunderstanding.
2. Reflectionsshowunderstandingoftheorywithfieldexperienceexamples.3. Allpromptsareanswered.4. ReflectionsarewrittenclearlyandwithStandardEnglishgrammarandconventions.5. ReflectionsarecompletedandsubmittedtoCanvasontime.
19 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperience
KeyAssignment:TeacherDirectedReadingStrategiesLessonPlanDesign,Delivery,andPostTeachingReflections
SEDU365:Mini-LessonTemplatewithDirections
Stage1:DesiredResults
CCSSLiteracy(Required):• GradeLevelCCSSforReadingInformationalTextsor• GradeLevelContentAreaLiteracyStandard(ifavailable)
ContentAreaStandard(Optional):• GradeLevelCCSSforDisciplinarySubject(ifavailable)or• GradeLevelNationalStandardforDisciplinarySubject(ifavailable)
InstructionalLiteracyGoalforthisLesson:• Writtenasan“Ican…”,or“Studentswillbeableto….”Statement
Stage2:EvidenceofLearningFormativeAssessment:
• Howwilltheteacherrecognizestudentlearningachievement?• Howwilltheteacherandstudentsdeterminewhetherthelearninggoalhasbeen
met?DataCollection:
• Whatdata(ifany)canbecollectedduringthislessonasevidenceofstudentprogress?
• Howwillthatdatabechartedandshared?
PreparatoryConsiderationsforStage3:LearningPlanContentAreaReadingPlan
SelectedText:TitleofReading
Source:Textlocationinfo:ChapterTitle&pagesorLinktodigitalfile
Genre:Literarycategory
Topic:ContentAreaSubject,Topic,andSubtopic
GRE:GradeLevelReadability
Print Digital Media ComplexityBand:Basedonquantitative,qualitative,andreaderandtaskconsiderations
20 SEDU365ContentAreaReadingLiteracyFieldExperience
MethodofReading:• Specifyreadaloud,sharedreading,orindependentreadingandproviderationale
ReadingInstructionalStrategy:• Nametheselectedstrategyandcitetheresearcherand/orsecondarysource
LiteracyTool/TemplateUsed:• Namethetemplateortoolprovidedtostudents(ifapplicable)• Includeacompletemodelexampleoftheliteracytool/templateused
Resources
TeacherResources:• Listeverythingtheteacherwillneedtoconductthislesson
StudentResources• Listeverythingtheclass(notenumberofstudents)willneedtocompletealllearning
activities
Stage3:LearningPlanOpening(Setthegoalforlearning)
• Preview–Explicitlystatethegoalofthelesson• Discusstherelevanceofthetargetskill(thelargergoal)Why?When?Where?
• Review–linkcriticalprerequisiteskills(linktoday’slessontopastlearning)(Thissectionshouldincludearunningscriptofyourlessonopening)
Modeling(Idoit)
• Stepbystepreal-timedemonstrationanddescriptionofthestrategyinaction(show&tell)
• Teacherconstructsacompleteexampleasamodelforstudentstofollowlaterinthelesson
• Teachermodelingincludes“thinkaloud”• Studentsareinvolved
(Thissectionshouldincludearunningscriptofyourdemonstrationstep-by-step)GuidedPractice(Wedoit)
• Teacherprovidespromptstoguidestudents(physical,verbal,visualprompts)• Workingincollaborationwiththeteacher,insmallgroups,orinpartnerswhilethe
teachercirculatestoprovidescaffoldingsupportasneeded• Everystudentisengagedreadingandinpracticingthestrategy
(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageinguidedpracticeandindicatorsofwhatyouwillbelookingtoobserveasyoucirculatetheclassroom)
IndependentPractice(Youdoit)
• Studentsnowpracticethestrategyindependently(withsupportavailableifneeded)• Studentsengageinlearningactivities
21 SEDU365ContentAreaReadingLiteracyFieldExperience
• Studentsfollowthepatternsmodeled• Studentsself-assesstogaugesuccess
(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageindependentpracticeandindicatorsofwhatyouwillbelookingtoobserveasyoucirculatetheclassroom)
Closing(Assesslearningandreviewcriticalcontent)
• Studentsrestatemainlearningfromthelesson• Studentsreviewandassesspersonallearning
• Review–linkcriticalskills(linktoday’slessontofuturelearning)(Thissectionshouldincludearunningscriptofyourlessonclosing)
Completethefollowingteachingreflectionafterdeliveringeachlesson:
BlanktemplatesforlessonplansareprovidedontheSEDU365coursesiteinCanvas.
ReflectivePracticeFollowingDeliveryoftheLesson:
• Whatdidyoudothathelpedordidnothelpthestudentsreachthedesiredresults?• Whatsurprisedyou?• Whatwasdifficultforthestudentsandwhatmisunderstandingswereuncovered?
AnticipatingtheNextLesson:
• Whatarethestudentsreadytolearnbasedonthislesson?
22 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365:MethodsforTeachingContentAreaReadingMini-LessonTemplate-Blank
Stage1:DesiredResults
CCSSLiteracy:ContentAreaStandard:InstructionalGoalforthisLesson:
ContentAreaReadingPlanSelectedText:
Source:
Genre:
Topic:
GRE:
Print Digital Media ComplexityBand:
MethodofReading:ReadingInstructionalStrategy:LiteracyTool/TemplateUsed:
Stage2:EvidenceofLearningFormativeAssessment:DataCollection:
ResourcesTeacherResources:StudentResources:
23 SEDU365ContentAreaReadingLiteracyFieldExperience
Stage3:LearningPlan
Opening(Setthegoalforlearning)(Thissectionshouldincludearunningscriptofyourlessonopening)Modeling(Idoit)(Thissectionshouldincludearunningscriptofyourdemonstrationstep-by-step)GuidedPractice(Wedoit)(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageinguidedpracticeandindicatorsofintendedobservationsasyoucirculatetheclassroom)IndependentPractice(Youdoit)(Thissectionshouldincludearunningscriptofyourinstructionstostudentsastheyengageindependentpracticeandindicatorsofintendedobservationsasyoucirculatetheclassroom)
24 SEDU365ContentAreaReadingLiteracyFieldExperience
Closing(Assesslearningandreviewcriticalcontent)(Thissectionshouldincludearunningscriptofyourlessonclosing)
ReflectivePracticeFollowingDeliveryoftheLesson:
• Whatdidyoudothathelpedordidnothelpthestudentsreachthedesiredresults?• Whatsurprisedyou?
• Whatwasdifficultforthestudentsandwhatmisunderstandingswereuncovered?AnticipatingtheNextLesson:
• Whatarethestudentsreadytolearnbasedonthislesson?
BVUStudent’sName: LearningExperience/Day#_____Date:____________Pleasecompletelessonplanselectronically.Theboxeswillexpandasneeded.
25 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceKeyAssignmentRubric:DisciplinaryLiteracyInterviewAssignmentRubric(A)
DISCIPLINARYLITERACYINTERVIEW
PointsPossible
PointsEarned
Entirereportmeetsthewordcountrequirementof1200-1500words
5points
Theprofessionalroleoftheintervieweeisidentifiedinthereport.
5points
Thereportisnotpresentedasatranscriptoftheinterview,butfocusesinsteadonafewkeyissuesthatseemmostcompelling.
5points
Thereportofferssamplesofopinionsexpressedintheexchange,alongwithyourpersonalreactionstowhatyouheard.ConsiderationisgiventomultipleaspectsofliteracyandfeaturestopicsaddressedinSEDU365:MethodsforTeachingReadingintheContentArea.
20points
Thereportanswersthequestion:HowdidtheinterviewchangeyourawarenessofliteracyissuesinIowaschools?
20points
ThereportisproperlyformattedinAPAstyleandincludescitationsreferencingcoursecontent.
5points
Thewrittenreportisfreeoferrors.
5points
Total:
75points
26 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365ContentAreaReadingLiteracyFieldExperience
KeyAssignmentRubric:LiteracyFieldExperienceReflections,TeacherDirectedReadingStrategiesLessonPlan,PostTeachingReflection,andLesson
ObservationsRubric(B)
Pillar1
:DiverseLea
rnersa
ndLea
rning
Level3 Level2 Level1 NotAcceptableC Understandlearnerdifferences1 Teacherprovides
multiple,flexiblemethodsforstudentstoacquireunderstandingthatarealignedtostudents’needsandpreferences.
Teacherprovidesmultiple,flexiblemethodsforstudentstoacquireunderstandingwhichareusuallyalignedtostudents’needsandpreferences.
Teacherprovidesmultiple,flexiblemethodsforstudentstoacquireunderstandingwhicharenotintentionallyalignedtostudents’needsandpreferences.
Teacherdoesnotprovidemultiple,flexiblemethodsforstudentstoacquireunderstanding.
2 Teacherscaffoldsinstructionsothatallstudentshaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.
Teacherscaffoldsinstructionsothatmoststudentshaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.
Teacherscaffoldsinstruction,butstudentsdonothaveaccesstohigherorderlearningopportunitiesthatcloselearninggapsandprovideextensionopportunities.
Teacherdoesnotscaffoldinstruction
3 Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentways,andstudentchoiceisincludedwhenappropriate.
Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentwaywithstudentchoiceusually(butnotalways)isincludedwhenappropriate.
Throughoutthelessontheteacherprovidesstudentswithopportunitiestodemonstratelearningindifferentways,butstudentchoiceisnotincludedwhenappropriate.
Teacherdoesnotprovideorallowformultiplemethodsforstudentstodemonstrateunderstanding.
4 Teacherprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.
Teacherusuallyprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.
Teachersometimesprovidesoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.
Teacherdoesnotprovideoptionsofinstructionalmaterialtomeetstudentneedsandpreferences.
E Demonstrateresponsibilityforstudentlearning3 Teachertakes
responsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforallstudents.
Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementformoststudents.
Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforsomestudents.
Teacherdoesnottakeresponsibilitytoplanandimplementslearningopportunitiestomaximizeachievementforallstudents.
27 SEDU365ContentAreaReadingLiteracyFieldExperience
Pillar2
:Con
tentExpertise
Level3 Level2 Level1 NotAcceptableA Understandsconcepts&structuresofdiscipline1 Teacherdemonstrates
competenceintheknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.
Teacherdemonstratesgeneralknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.
Teacherdemonstratesbasicknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.
Teacherdemonstrateslackofknowledgeofcentralconcepts,toolsofinquiry,technologyresources,andstructuresofthediscipline.
2 Teacherconsistentlyanticipatesthemisconceptionsoflearnerswithinthediscipline.
Teacherusuallyanticipatesthemisconceptionsoflearnerswithinthediscipline.
Teachersometimesanticipatesthemisconceptionsoflearnerswithinthediscipline.
Teacherproceedswithoutconsideringthemisconceptionsthatlearnersmighthaveinthediscipline.
3 Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentiscongruentwiththebigideasorstructureofthediscipline.
Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentisusuallycongruentwiththebigideasofstructureofthediscipline.
Teacher’suseofcontentisconsistentlyaccurateandfocusofthecontentissometimescongruentwiththebigideasorstructureofthediscipline.
Teacher’suseofcontentisconsistentlyinaccurateandfocusofthecontentisincongruentwiththebigideasorstructureofthediscipline.
D Establishclearlearninggoals1 Teacherdesigns
lessons/unitswithclear,measurablelearninggoalscloselyalignedwithstateandnationalstandards.
Teacherdesignslessons/unitswithmeasurablelearninggoalsalignedwithstateandnationalstandards.
Teacherdesignslessons/unitswithmeasurablelearninggoalsORTeacherdesignslessons/unitsalignedwithstateandnationalstandards.
Teacheruseslessons/unitswithnomeasurablegoalsandnoalignmenttostateandnationalstandards.
2 Teacheralwaysplansandcommunicatesaclearlydefinedlearninggoal.
Teacherusuallyplansandcommunicatesaclearlydefinedlearninggoal.
Teachersometimesplansandcommunicatesaclearlydefinedlearninggoal.
Teacherrarelyplansandcommunicatesaclearlydefinedlearninggoal.
3 Teacherplansandimplementslearningprogressionswithsuccesstomeetthelearninggoals.
Teacherplansandimplementslearningprogressionswithpartialsuccesstomeetthelearninggoals.
Teacherplansandimplementslearningprogressionswithlimitedsuccesstomeetthelearninggoals.
Teacherdoesnotplan:ORTeacherplansbutdoesnotcorrectlyorsuccessfullyimplementlearningprogressionstomeetthelearninggoals.
28 SEDU365ContentAreaReadingLiteracyFieldExperience
Pillar3
:Inn
ovativeAp
plicationsofC
ontent
Level3 Level2 Level1 NotAcceptableA Planforinstruction1 Teacherplans
instructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.
Teachergenerallyplansinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.
Teacherplanssomeinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.
Teacherinadequatelyplansinstructionandevaluationsbasedonknowledgeofsubjectmatter,characteristicsandneedsofstudents,andIowaCore.
2 Teacheralwaysdevelopsstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.
Teacherusuallydevelopsstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.
Teachersometimesdevelopstrategies,experiences,andassessmentsthatrequirehigherorderthinkingandareappropriatetothecontentandlearner.
Teacherfailstodevelopstrategies,experiencesandassessmentsthatrequirehigherorderthinkingandareappropriatetocontentandlearner.
3 Teacherdesignsinstructionbasedonassessmentdata.
Teacherdesignsmostinstructionbasedonassessmentdata.
Teacherdesignssomeinstructionbasedonassessmentdata.
Teacherfailstodesigninstructionbasedonassessmentdata.
B Usetechnologyasalearningtool1 Teacherintegrates
technologymatchedtoinstructionresultinginmaximumimpactonstudents’learning.
Teacherintegratestechnologymatchedtoinstructionresultinginsomeimpactonstudents’learning.
Teacherintegratestechnologymatchedtoinstructionresultinginlittleimpactonstudents’learning.
Teacherdoesnotintegratetechnologywithinstruction;ORIntegrateswithnegligibleimpactonstudents’learning.
2 Teacherunderstandswhentechnologyisessentialtomeetthelearninggoals.
Teacherusuallyunderstandswhentechnologyisessentialtomeetthelearninggoals.
Teachersometimesunderstandswhentechnologyisessentialtomeetlearninggoals.
Teacherdoesnotunderstandwhentechnologyisessentialtomeetthelearninggoals.
F Synthesizeresearchtoguideinstructionaldecisions1 Teacherconsistently
synthesizesresearchtoguideinstructionalandassessmentdecisions.
Teacherusuallysynthesizesresearchtoguideinstructionalandassessmentdecisions.
Teachersometimessynthesizesresearchtoguideinstructionalandassessmentdecisions.
Teacherdoesnotsynthesizeresearchtoguideinstructionalandassessmentdecisions.
2 Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforallstudents.
Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementformoststudents.
Teachertakesresponsibilitytoplanandimplementlearningopportunitiestomaximizeachievementforsomestudents.
Teacherdoesnottakeresponsibilitytoplanandimplementslearningopportunitiestomaximizeachievementforallstudents.
29 SEDU365ContentAreaReadingLiteracyFieldExperience
Pillar4
:Data-Ba
sedRe
flection
Level3 Level2 Level1 NotAcceptableA Usedatatosupportlearning1 Teacheralwaysuses
multipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.
Teacherusuallyusesmultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.
Teachersometimesusesmultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.
Teacherdoesnotusemultipleinstancesofassessmentforlearningtoidentifylearningneedsandmodifyimmediateorfutureinstruction.
2 Teacheralwaysanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs
Teacherusuallyanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs
Teachersometimesanalyzesdataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs
Teacherdoesnotanalyzedataandresourcesbothindependentlyandcollaborativelytomeetstudents’needs
3 Teacheralwaysprovidesmeaningfulfeedbackforallstudents
Teacherusuallyprovidesmeaningfulfeedbackforallstudents
Teachersometimesprovidesmeaningfulfeedbackforallstudents
Teacherdoesnotprovidemeaningfulfeedbackforallstudents
B Alignassessmenttolearninggoals2 Teacherissuccessful
communicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork
Teacherisusuallysuccessfulcommunicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork
Teacherhaslimitedsuccesscommunicatingassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork
Teacherfailsto,orunsuccessfully,communicatesassessmentcriteriatostudentincludingmodelingexamplesofhighandlowqualitywork
C Usemultipletypesofassessmentprocesses2 Teacheralwaysuses
multipleassessmenttypestoreflectonandmodifyownprofessionalpractice.
Teacherusuallyusesmultipleassessmenttypestoreflectonandmodifyownprofessionalpractice
Teachersometimesusesmultipleassessmenttypestoreflectonandmodifyownprofessionalpractice
Teacherfailstoattempt,orunsuccessfullyattempts,tousemultipleassessmenttypestoreflectonandmodifyownprofessionalpractice.
3 Teacheralwaysusestechnologytosupportassessmentofstudentlearning.
Teacherusuallyusestechnologytosupportassessmentofstudentlearning.
Teachersometimesusestechnologytosupportassessmentofstudentlearning.
Teacherneverusestechnologytosupportassessmentofstudentlearning.
D Engagestudentsinself-assessment1 Teacheralwaysmodels
andstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.
Teacherusuallymodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.
Teachersometimesmodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.
Teachernevermodelsandstructurestaskstoengagelearnersinexaminingtheirownthinking,learning,and/orlearningenvironment.
2 Teacheralwaysexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.
Teacherusuallyexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.
Teachersometimesexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.
Teacherneverexpectsstudentstomakeimprovementsbasedonself-assessmentandfeedbackfromothers.
30 SEDU365ContentAreaReadingLiteracyFieldExperience
Level3 Level2 Level1 NotAcceptablePillar5
:Professiona
lInitia
tive
A Demonstrateprofessionaldecisionmaking1 Teacheralwaysseeks
andconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.
Teacherusuallyseeksandconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.
Teachersometimesseeksandconsidersinputfrommultipleperspectiveswhenfacedwithchallengingissues.
Teacherdoesnotseekorconsiderinputfrommultipleperspectives.
B Reflectandlearnindividuallyandcollaboratively1 Teacherfrequently
initiatesinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.
Teacherofteninitiatesinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.
Teacherwelcomesinvitationsfromcolleaguesandotherresourceswithinandoutsideoftheschool.
Teacheravoidsinteractionswithcolleaguesandotherresourceswithinandoutsideoftheschool.
2 Teacherworksexceptionallywellwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.
Teacherworkswellwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.
Teacherworkssatisfactorilywithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.
Teacherisnotgoodatworkingwithotheradultsandorganizationsbothface-to-faceandvirtuallytobenefitstudentlearning.
C Committoprofessionalgrowth1 Teacherinitiates
and/orisanactiveparticipantandfrequentcontributorinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals
Teacherisanactiveparticipantandoftencontributesinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals
Teacherisapoliteparticipantandcontributeswhenaskedinprofessionaldevelopmentalignedwithownneedsand/ordistrict/building’scurriculumandlearninggoals
Teachergrudginglyparticipatesinprofessionaldevelopmentalignedwithand/ordistrict/building’scurriculumandlearninggoalsandisnotanaccountableparticipant.
D Understandandworkwithindistrict/building1 Teacherknows,
understandsandmodelsallprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.
Teacherknows,understandsandmodelsmostprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.
Teacherknows,understandsandmodelssomeprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.
Teacherknows,understandsandmodelsfewprofessionalstandards,codeofethics,lawsandpoliciesofthestateandofthelocaldistrict/building.
2 Teacherrespectsallstudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being
Teacherrespectsmoststudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being
Teacherrespectssomestudents,families,colleaguesandthecommunityandmakesthemfeeltheyarevaluedbyaskingthemtopartnerinstudentlearningandwell-being
Teacherisnotrespectfulofstudents,families,colleaguesandthecommunity
31 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingContentAreaReading&FieldExperience
CooperatingTeacherLessonFeedback
BVUCandidate:________________________________Date:__________________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________
Ratetheperformanceofthisteachereducationcandidateattheconclusionofthelastlessontaughtoneachoftheelementsbelowusingthelevelofperformancedescriptorsshownforproficient(P),satisfactory(S),orunsatisfactory(U)asyourguide.Pleasenotethatexperiencedteacherstypicallyandconsistentlyperformattheproficientlevel.However,thislevelofperformancemaynotbetrueofthepre-serviceornoviceteacher.Becausethisformisdesignedasafeedbacktool,incontrasttoanevaluationinstrument,pleasebecandidandfrankinyourassessment.Addcommentsasappropriate.
LESSONPLANNING
Element LevelofPerformanceProficient Satisfactory Unsatisfactory Rating:(P,S,orU)
Inclusionofdiversity
Candidatewasawareofandaddressesstudents’abilities,needs,interests,preferencesandcultureandgaveappropriateideaswhileco-planninglessonstoaddressdiversity
• Candidatewasawareofstudents’abilities,needs,interests,preferencesandcultureandneededassistancetoaddressdiversitywhileco-planninglessons
Candidatewasnotawareoforfailedtogiveideasonhowtoaddressthemajorityofstudents’abilities,needs,interests,preferencesandcultureinthelessonplans
LessonPlanning -Candidateshowedinitiativeinco-planningthelessonplanswiththecooperatingteacher-Candidategatheredandorganizedresourcesforinstruction.
-Candidateco-plannedthelessonplanswiththecooperatingteachertakingthelead.-Candidateassistedcooperatingteacheringatheringandorganizingresourcesforinstruction
-Candidatedidnotallowenoughtimetoadequatelyco-planthelessonplanspriorwiththecooperating-Candidatedidnotassistingatheringororganizingresourcesforinstruction
LESSONPRESENTATION
Element LevelofPerformanceProficient Satisfactory Unsatisfactory Rating:(P,S,orU)
Presentation
-Beganwithfocusactivity-Lessonobjectivewaswrittenorstatedforstudents-Voicequality,rateandvolumeweremodulatedappropriately
-Beganwithfocusactivity-Lessonobjectivewasvaguelywrittenorstatedforstudents-Voicequality,rateandvolumeweremostlymodulatedappropriately
-Omittedfocusactivity-Lessonobjectivewasnotwrittenorstatedforstudents-Wasdifficulttohearorunderstand
32 SEDU365ContentAreaReadingLiteracyFieldExperience
Instruction
-Candidatepresentedcontentappropriately-Candidategavecleardirectionsorprocedures-Candidatewasabletocomeupwithgoodexamplesorclarification“onthespot”(ifneeded)
-Candidatepresentedcontentappropriatelywithsomeassistance-Candidatesometimesgaveuncleardirectionsorprocedures-Candidateneededassistancetoprovidegoodexamplesorclarification“onthespot”(ifneeded)
-Candidatecouldnotpresentcontentappropriately-Candidate’sdirectionsorprocedureswereunclearorincomplete-Candidatewasunabletocomeupwithgoodexamples“onthespot”asneeded
StudentEngagement
Almostallstudentswerecognitivelyengaged.
Moststudentswerecognitivelyengaged
Moststudentswerenotcognitivelyengaged
Classroommanagement
-Candidatemodeledappropriatebehavioranddemeanor-Inappropriatebehaviorsweremanagedwell-Studentsreceivedspecificpraiseandmotivation
-Candidatemodeledappropriatebehavioranddemeanor-Inappropriatebehaviorsweremanagedadequatelyorsometimeswithhelpfromthecooperatingteacher-Studentsreceivedpraiseandmotivation
-Candidatedidnotmodelappropriatebehavioranddemeanor-Inappropriatebehaviorswerenotmanagedadequatelyandcandidateneededassistanceconstantly-Studentsrarelyreceivedpraiseandmotivation
LESSONASSESSMENT
Element LevelofPerformanceProficient Satisfactory Unsatisfactory Rating:(P,S,or
U)Informalassessment
-Candidatetooktheleadinco-planningfocusedformativeassessmentwiththecooperatingteacher–Candidateconductedassessmentinoneormoreofthefirstlessonsintheseries
-Focusedformativeassessmentwasco-plannedwiththecooperatingteacher–Candidateconductedassessmentwithassistanceinoneormoreofthefirstlessonsintheseries
-Formativeassessmentwasnotconductedorwasconductedinappropriately
Assessmentdatausedtodriveinstruction
Candidateshowedinsightaboutresultsofdataassessmentandwasabletogiveideasonhowtoadjustlessontomeetstudentneedsbasedonassessmentinformation
Candidateinterpretedassessmentdataandadjustedlessontomeetstudentneedsbasedonassessmentwithassistancefromcooperatingteacher
Candidatedidnotunderstandassessmentresultsand/orwasunabletogiveanyideasonadjustinglessontomeetstudentneedsbasedonassessmentinformation
COMMENTS:(Usethebackofthisformifnecessary.)
CooperatingTeacher’sSignature: Date:
PleasereturnthisformtoBVUStudent.TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.
33 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperienceCooperatingTeacherFeedback
BVUCandidate:________________________________Date:__________________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________
PleaseprovideaYesorNoresponsetothefollowingitems.Ifyouwishtomakecomments,pleasedosoaftertheitem. Yes No CommentsThecandidatespentatleast15hoursinobservationandteaching.
Thecandidatetaughtatleasttwolessons:Onereadingcomprehensionlessonandonevocabularylesson.
Thecandidatewasactivelyengagedasaclassroomobserver.
Thecandidateraisedquestionsaboutteachingmethodsandpractice.
Thecandidatewaspunctualinattendance.
Thecandidatedemonstratedprofessionalismbyconductandappearance.
Generalcomments:CooperatingTeacher’sSignature: Date:
PleasereturnthisformtoBVUStudent.TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.
34 SEDU365ContentAreaReadingLiteracyFieldExperience
Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducation
ProgramCandidateThisformisusedtoevaluatedispositionsyoudisplayduringclassandfieldexperiences.Itisusedtodocumentprofessionalprogressandalertyouwhenimprovementisnecessary.Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforthestudenttoreflectontheirprogressandmakeimprovementsasneeded.ThissurveydoesnotneedtobesubmittedtoBVU.NotApplicableorNot
ObservedSeriousConcerns NeedsImprovement Emerging Acceptable
NA 0 1 2 3 Behaviordisplayedis
contrarytoexpectationsforthisdisposition.
Behaviorisdisplayedoccasionally.
Behaviorsisdisplayedfrequently
Behaviorisdisplayedfrequentlyandconsistently
Caring:Candidateswiththissetofdispositionsvalueandappreciateallaspectsofotherpersons’well-being–cognitive,emotional,andphysical–therebyenhancingopportunitiesformeetingthelearningneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcaringdispositions:1.1 Empathy:identifieswithandseethingsfromtheperspectiveofothers. NA 0 1 2 31.2 Compassion:sympathizes,oftenwithadesiretounderstandandhelpimproveconditionsofstudents’lives.
NA 0 1 2 3
1.3 Rapport:developsappropriaterelationshipswithpeersandotherstakeholders. NA 0 1 2 31.4 Respect:showsappropriateregardfortheneeds,ideas,andexperiencesof
others.
NA 0 1 2 3
1.5 Passion:demonstratesexcitement,enthusiasmandoptimismforthepeople,content,andcontextoftheteaching/learningprocess.
NA 0 1 2 3
1.6 CulturalCompetence:appreciatesandcapitalizesupondiversity;isawareofandactstoreduceone’sownbiases;employsculturallysensitivepedagogy.
NA 0 1 2 3
Comments:
Communicative:Candidateswiththissetofdispositionsaresensitivetoandskillfulinthevariousaspectsofhumanactivity.Theyhaveeffectiveinterpersonalrelationshipskillsandattitudesthatfostercollaborativeenterprisesusefulinenhancingtheteaching-learningprocess.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcommunicativedispositions:2.1 Presence:haskeenwith-it-nessandengagementinhumaninteractionsand
other’sneeds.NA 0 1 2 3
2.2 Responsiveness:attendstoothers’needs;theabilityandinclinationtoactasbestmeetstheneeds,subtleaswellasobvious,ofothersandtheircircumstances.
NA 0 1 2 3
2.3 Attentiveness:concentratesonothers’communication;takesothers’communicationintoaccount.
NA 0 1 2 3
2.4 Authenticity:fostersandenhancestheteachingandlearningprocesswhileexercisingjudgmentaboutpersonalandprofessionalboundaries;displaygenuineness
NA 0 1 2 3
2.5 CollaborativeSkillsinvolvesandworkswithothersinplanning,problemsolvingandimplementationofeffectivepractices.
NA 0 1 2 3
2.6 Voice:iswillingtoopenlyengageandrespondtopeers,faculty,teachers,administrators,parents,andcommunityasneedarises.
NA 0 1 2 3
Comments:
35 SEDU365ContentAreaReadingLiteracyFieldExperience
Creative:Candidateswiththissetofdispositionsdisplaythecapacitytoenvisionandcraftthingsinnovelandmeaningfulwaystomeettheneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcreativedispositions:3.1 Flexibility:adapts,adjusts,andmodifiespracticestomeettheneedsofstudents
andpeers;thinksonone’sfeet;iscomfortablewithchange.NA 0 1 2 3
3.2 Inventiveness:usestheneedsandinterestsofstudentstoapproachcurricularandstrategicdecisions;visualizesandimplementsnovelideasandpractices.
NA 0 1 2 3
3.3 Resourcefulness:usesresourcesineffectiveways;adaptspracticestounforeseenchallenges.
NA 0 1 2 3
3.4 Resilience:enduresstressandmaintainsstabilityinthefaceofdisruptionand/orchaos;recoverspoiseorspiritthatenablesmovingforwardinaneffectivemanner.
NA 0 1 2 3
Comments:
Critical:Candidateswiththissetofdispositionshavetheabilitytoexamineclosely,tocritique,andtoaskquestions.Theydonotacceptthestatusquoatfacevaluebutemployhigherlevelthinkingskillstoevaluate,analyze,andsynthesize.Self-evaluationandreflectioncharacterizecandidateswiththissetofdispositions.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcriticaldispositions:4.1 Reflectiveness:takestimeconsistentlytoevaluateeffectivenessofinstruction
andbehaviorintermsofthelargergoalsofeducation;nurturesreflectivityinstudentsandpeers;reflectsonowngrowthandaccountability.
NA 0 1 2 3
4.2 Initiative:exhibitsawillingnesstopursuesolutionstoproblemsorquestions;gathersrelevantdataandpersistentlyseekstoimprovesituationsorareasofneed.
NA 0 1 2 3
4.3 Open-mindedness:exhibitsanabilitytolookatdifferentsidesofanissue;recognizesthepossibilityoferrorinone’sownbeliefsandpractices;doesnotdisplayoractuponprejudicesagainstpeopleorideas.
NA 0 1 2 3
4.4 Efficacy:nurtureshighexpectations,demonstratesself-directionandconfidence,andempowersstudentsandpeers.
NA 0 1 2 3
4.5 Humility:placestheneedsofthelearnerand/orlearningtaskaboveone’sownego;reflectsonowngrowthandaccountability.
NA 0 1 2 3
Comments:
Contextual:Additionalqualitiesdefinedbyandconsistentwithyourinstitutionalmission/conceptualframework.5.1ReflectivePractitioner:reflectsasalearner,instructor,andprofessional. NA 0 1 2 35.2InnovativeandImaginative:findsoriginalandcreativeapproachestocurriculum,
instruction,assessment,andproblemsolving.NA 0 1 2 3
5.3GlobalSociety:developsskillsforbecominginformedandengagedcitizen. NA 0 1 2 3Comments:
ProfessionalRequirements:Thesearequalitiesandpracticesthatteachercandidatesmustexhibitinordertoberecommendedforlicensure,someofwhichareexplicitintheIowaCodeofEthicsandCodeofResponsibilities.Thecandidateswilldisplayallofthefollowingqualitiesand/orbehaviorsthatcharacterizethissetofprofessionalrequirements.6.1 Professionalism:endeavorstomeetthestandardsexpectedofateachersuchas
appropriatenessofdress,grooming,demeanor,punctuality,tact,discretion,courtesy,etc.
NA 0 1 2 3
6.2 PersonalandProfessionalEthicsandIntegrity:adheresstronglytohighmoralprinciplesandethicalstandardsasexpressedintheIowaCode;evidencesintegrity.
NA 0 1 2 3
6.3 WorkEthic/Responsibility:attendstoschoolpolicyforteacherattendance;completesteachingrelatedtasksinathoroughandefficientmanner.
NA 0 1 2 3
6.4 Confidentiality:complieswithfederal,state,andschoolpoliciesrelatingtoconfidentiality.
NA 0 1 2 3
Comments:
36 SEDU365ContentAreaReadingLiteracyFieldExperience
SEDU365MethodsforTeachingReadingintheContentArea&FieldExperience
StudentEvaluationofFieldExperience
Thefollowingsurveywillbecompletedonlineviaalinkwithinthestudent’sCanvasCourse.
Pleaseratethisfieldexperienceoneachoftheelementsbelowusingthedescriptorsshownforasyourguide.Pleasebethoughtfulandcandidasyourecordyourresponses.Youareinvitedtoaddcommentsasappropriate.DescriptorsandScoringLegend
4=metorexceededexpectations---almostallofthetime---definitely3=metmostexpectations---mostofthetime---yes2=metsomeexpectations---someofthetime--probably1=metveryfewexpectations---infrequently---no
DIVERSITY Iobservedthefollowingdiversityintheclassroom:(Xtheboxundereachyouobserved) Gender Ethnicity Cultural Racial Socio-economic
status(SES) Cognitive Behavioral Physical
DURINGTHEFIELDEXPERIENCE 4 3 2 1
1. Isawhowmycooperatingteacherdifferentiatedtomeetthediverseneedsofallofthestudents.
2. Iwasable/allowedtocompletetherequiredactivitiesofthisfieldexperience.
3. Iwasabletomakeconnectionsbetweenmycourseworkandthisfieldexperience.
4.Iengagedindiscussionandreflectiononclinicalpractice. 5.Ireceivedmeaningfulfeedbackfrommycooperatingteacher. 6.Ihaveagreaterawarenessofwhatitmeanstobeaclassroomsteacherbecauseofthisexperience.
COMMENTS: