EDUC443/SEDU455ElementaryLiteracyFieldExperienceSecondaryLiteracyFieldExperience
HANDBOOK
August2017
1 EDUC443/SEDU455LiteracyFieldExperience
EDUC443/SEDU455LiteracyFieldExperience
TableofContents
Introduction...........................................................................................................................2
CourseGoals..........................................................................................................................2
InTASCPrinciplesandCourseAlignment................................................................................3
RequirementsoftheCourse...................................................................................................5
Grading..................................................................................................................................5
Placement..............................................................................................................................5
ResponsibilitiesoftheEDUC443/SEDU455Instructor...........................................................6
ResponsibilitiesoftheCooperatingTeacher...........................................................................6
ResponsibilitiesoftheStudent...............................................................................................7
AssignmentOverview.............................................................................................................7
AssignmentChecklist..............................................................................................................9
40-HourLogSheet.................................................................................................................10
KEYASSIGNMENT:LiteracyFieldExperienceReflections,CaseStudy,andLessonObservations..............................................................................................................................................12
KeyAssignment-LiteracyFieldExperienceReflections..........................................................14
KeyAssignment-CaseStudy..................................................................................................15
KeyAssignment-LessonObservation....................................................................................17
KeyAssignment:LessonObservationNotesExpectations......................................................18
KeyAssignmentRubric:LiteracyFieldExperienceReflections,CaseStudy,andLessonObservations.........................................................................................................................20
CooperatingTeacher/InstructorFeedback.............................................................................25
Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducationProgramCandidate..............................................................................................................................26
StudentEvaluationofFieldExperience..................................................................................28
2 EDUC443/SEDU455LiteracyFieldExperience
Introduction
Theintentofthisliteracyclinicalexperienceistopromotetheintegrationofmethodsandfieldexperiencesandtolinkeducationaltheoryandpractice.
CourseGoalsThiscourseincludes40hoursofclinicalexperiencepromotingtheintegrationofmethodsandfieldexperience,withaminimumof10andamaximumof20ofthosehoursworkingwithcolleaguesandparentsinthesupportofreadingandwritingdevelopment.Fieldexperienceparticipantswillunderstandtheusefulnessandimportanceofplanningandtailoringlessonplanstomultipleneedsbaseduponongoingassessmentoflearninggoals.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 EDUC443/SEDU455LiteracyFieldExperience
• 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.WithinthecontentofEDUC443/SEDU455courseareindicatorsfromInTASCPrinciples1-7,9,and10.TheEDUC443/SEDU455LiteracyFieldExperienceKeyAssignmentisparticulartoInTASCPrinciples1,2,4,7,and8.
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Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheirthinkingaboutthestandards.LearnerDevelopmentStandard#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.Standard#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.Standard#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself-motivation.ContentStandard#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.
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ProfessionalResponsibilityStandard#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.Standard#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.
RequirementsoftheCourseAllstudentsseekingthereadingendorsement,whichisembeddedintheelementaryeducationmajor,mustcompletetheliteracyfieldexperience.TheliteracyfieldexperienceistobetakenconcurrentlywithEDUC415InstructionalStrategies:FictionorSEDU454ReadingInstructionalStrategies.Thisexperienceincludescompletionofaminimumof40hoursofobservation/teachinginaliteracyclassroom,withaminimumof10andamaximumof20ofthosehoursworkingwithcolleaguesandparentsinthesupportofreadingandwritingdevelopment.
GradingFinalGrade:93% A90% A-87% B+83% B80% B-77%. C+73% C70% C-60% DBelow60%F70% PassLateworkwillbeacceptedatthedescriptionoftheinstructor,andifaccepted,apointpenaltymayapply.
Placement
TheStudentProfessionalExperiencesCoordinator,StudentProfessionalExperiencesAssistant,ortheEducationCoordinator/Advisorwillmaketheplacementchoosingappropriate
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settings.Thesesettingsmayincludeaclassroomsettingoraliteracylabsetting.Studentsarenottoplacethemselvesinanysetting.
ResponsibilitiesoftheEDUC443/SEDU455CourseInstructor
TheInstructorassumesthefollowingresponsibilities:• Provideguidanceinlessonpreparation.• Debriefwiththestudentregardingtheteachingexperience.• DirectthestudenttocompleteallnecessarypaperworkasnotedintheAssignment
Overviewbelow• Observeandprovidefeedbackofteachercandidateinstructiononatleasttwo
occasionsincludingcomprehension,conceptualvocabulary,fluency,andwordstudyinstruction.NOTE:Thisfeedbackisformativeandneedstobefranksothatthestudentbecomesawareoftheareasthatneedattention.(SeeKeyAssignment:LessonObservationNotes&ExpectationsForm)
• SetduedatesforthefourentriesintheLiteracyFieldExperienceReflections.• Provideformativefeedbackofthestudent’sCaseStudy• ProvidefeedbackandgradingofLiteracyFieldExperienceReflections• CompletegradingofKeyAssignment:LiteracyFieldExperienceReflections,CaseStudy,
andLessonObservationswithinCanvas(SeeKeyAssignmentRubric)Inaliteracylabsetting,theEDUC443/SEDU455instructorwillassumetheresponsibilitiesoftheCooperatingTeacher.
ResponsibilitiesoftheCooperatingTeacherInagreeingtoworkwithstudentsduringliteracyfieldexperience,thecooperatingteacherhasthefollowingresponsibilities:
• ReadthroughtheEDUC443/SEDU455FieldExperienceHandbookandbeawareofthegoalsofthisfieldexperience
• Provideaclassroomforobservationandpracticeofliteracyinstruction.• Assistthestudentingatheringassessmentdataforthecase-studystudent• Discussappropriategoalsforthecase-studystudentwiththeBVUstudent• DiscussthecasestudywiththeBVUstudentandinitialeachsection• Verifythatthestudentcompletedthe40-hourrequirementbysigningtheLogSheet.• Providegeneralfeedbacktostudentthroughon-goingconversationandtothe
universitybycompletingtheCooperatingTeacher/InstructorFeedbackform. ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.
• NotifyStudentProfessionalExperiencesCoordinatororEducationCoordinator/Advisorofanyconcernsregardingthestudent'sperformanceduringthefieldexperience.
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ResponsibilitiesoftheStudent
Studentsenrolledinthiscoursehavethefollowingresponsibilities:
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.Exceptincaseofemergencies,aminimumof24hoursnoticemustbegiventotheteacherwhenastudentisunabletobepresentintheclassroomattheagreedupontime.
4. Shareexperiencesandreflectionwiththemethodsclassinaprofessionalandrespectfulmanner.Keepstudentinformationconfidentialoutsidethecontextofthiscourse.
AssignmentOverview
Duringthisfieldexperience,studentsmustcompletethefollowingassignments.
1. 40HourLogSheet:Allstudentsarerequiredtokeepanaccuratelogofthedatesandtimesspentattheirliteracyplacement.Uponcompletionoftheobservationexperience,thecooperatingteacher/instructormustsignanddatetheform.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.
2. LiteracyFieldExperienceReflections:Fourtimesduringyourfieldexperience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.SeeGuidelinesandcriteriaontheLiteracyFieldExperienceReflectionsform.
3. CaseStudy:Developacasestudyforonestudentthatincludesdiagnosticdata,plansforinstruction,andprogressmonitoring.Specificcomponentsarelistedonthesyllabus.
4. LessonObservation:Instructorwillobserveteachercandidate’sinstructiononatleasttwooccasionsincludingcomprehension,conceptualvocabulary,fluency,andwordstudyinstruction.SeecriteriaonLessonObservationNotesExpectations.
5. CooperatingTeacher/InstructorFeedback:Allcooperatingteacherswillcompleteanevaluationform.ThisevaluationoftheBVUstudent’sperformanceduringtheliteracyfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.TheBVUstudentwillberesponsibleforsubmittingthecompletedformwithinCanvasandtotheBVUoffice.
6. Self-AssessmentusingAssessmentofDispositionalProfessionalQualities:Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforyoutoreflecton
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yourprogressandmakeimprovementsasneeded.Pleasebesuretodiscussanyquestionsorconcernswithyourcooperatingteacher,EDUC443/SEDU455InstructororyourStudentProfessionalExperiencesCoordinator,EducationCoordinator/Advisor.ThissurveydoesnotneedtobesubmittedtoBVU.
7. CompletetheStudentEvaluationoftheFieldExperience:ThisformwillbecompletedthroughanonlinesurveyavailablewithintheCanvascourseforthisclass.
AllwrittenmaterialsidentifiedwillbekeptintheStudentProfessionalExperiencesCoordinator,EducationCoordinator/Advisor’soffice.FailuretosubmittherequireditemswillresultinafailinggradeforthisEDUC443fieldexperience.
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EDUC443LiteracyFieldExperienceAssignmentChecklist
ThisformistohelpyoukeeptrackoftheassignmentsforthiscourseStudentName____________________________________ Assignment Completed(indicatedbycheck)ReviewyourplacementwithyourInstructor ______ -ClassroomsettingorLiteracyLabsetting Completed40-HourLogSheetsubmittedtoCanvasandBVUOffice ______KeyAssignment LiteracyFieldExperienceReflections ______ CaseStudy ______ LessonObservations ______CooperatingTeacher/InstructorFeedbacksubmittedtoCanvasandBVUOffice ______Self-AssessmentusingAssessmentofDispositionalProfessionalQualities ______StudentEvaluationofFieldExperienceonlinesurvey ______
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EDUC443LiteracyFieldExperience40-HourLogSheet
BVUCandidate:________________________________Date:__________________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________
ThankyouforagreeingtohelpwithourTeacherCandidate’sprofessionalfieldexperience.Studentstakingthiscoursearerequiredtoworkwiththeirplacementaminimumof40hoursofobservation/teachinginaliteracyclassroom,withaminimumof10andamaximumof20ofthosehoursworkingwithcolleaguesandparentsinthesupportofreadingandwritingdevelopment.OneoftheBVUTeacherEducationalDepartmentinstructorsordesignatedfacilitatorswillbeassignedtooverseetheprogressbeingmadebythestudentduringthisperiod.Pleasenotebelowanytardinessand/orabsencesofthestudentduringthisplacement.Student’sSignature:____________________________________________________________CooperatingTeacher’sSignature:__________________________________________________
Date Time
RecordTimeforALLThatApply Notes
Observe
Workwith
Stud
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Runn
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Workedwith
Co
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Date Time
RecordTimeforALLThatApply
Notes
Observe
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Stud
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PleasereturnthisformtoBVUStudent.
TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.
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EDUC443/SEDU455LiteracyFieldExperience
KEYASSIGNMENT:LiteracyFieldExperienceReflections,CaseStudy,andLessonObservations
Purpose: Toanalyzestudentachievementdatatoplanandimplementbeneficial
instructionProficiency: 1)TousedataandknowledgeofELAcontenttodetermineinstructional
goal(s)andalignedstudentevidenceofreachingthegoal(s) 2)Toplan,implement,andreflectoninstruction,consideringaclear
learningprogressionandresearch-basedpractices,whichwillassistthestudentinreachingthegoal(s)
LearningGoalsAssessed: TransferGoals
• Planandimplementdifferentiatedlearningopportunitiesthataccommodatediverseneeds(P1.7)
• Establishpositiverapportwithallstudentstoenhancelearning(P1.8)• Demonstratelegalandethicalconductasdefinedbylawandindividualdistrictpolicy
withinissuesofdiversity(P1.10)• Matchinstructionalstrategiesandinstructionalsequencetothecontentandthe
individual(P2.10)• Applyvalidandreliableresearchfindingstomakeinstructionaldecisions(P3.9)• ApplyStudent-CenteredClassrooms,TeachingforUnderstanding,Assessmentfor
Learning,RigorousandRelevantlearning,andTeachingforLearnerDifferencestofacilitatestudentlearning(P3.12)
• Managethelearningenvironmenttoactivelyandequitablyengagelearners(P3.15)• Evaluateandmodifyresourcesandcurriculummaterialtofitthecontentandlearners
(P3.16)• Varyhis/herroleintheinstructionalprocessbasedonthecontent,purposeof
instruction,andneedsoflearners(P3.17)• Useavarietyofself-assessment,learnerdata,andproblem-solvingstrategiestoanalyze
andimproveprofessionalpractice.(P4.7)• Useformativeandsummativeassessmentdataandotherstudentdatatoidentify
readinessforlearning,designandmodifyshortandlong-terminstructionalplans,andimplementappropriateaccommodationstomeetlearners’needsinallareasofdevelopment(P4.9)
• Alignassessmentstolearninggoalsandindividualdifferences(P4.10)• Behaveinamannerreflectingsoundethicalandprofessionaljudgmentexpectedofthe
profession,districtandcommunityinrelationtoself,profession,studentsandstudentlearning(P5.11)
• Establishasupportive&safelearningenvironment(P1.8)
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Assignment: TocompletetheKeyAssignment,studentswillcompletethefollowing- A.LiteracyFieldExperienceReflections-Fourtimesduringyourfield
experience(datestobedeterminedbyyourinstructor)youwillreflectonyourlearninginwriting.
B.CaseStudy-Youwillprepareacasestudy.MakesuretherefertotheKeyAssignmentRubricNotestoclarifytheexpectationsofyourwork.Inordertocompleteallthreecomponentsofthecasestudy,youwillneedto:• Gatherinitialdataonthestudent’sreading• Identifyreadinggoal(s)forthestudent• Developandteachlessonplanstoaccomplish/addressthestudent’sgoal(s)• Completereflectionsaftereachlesson• Gathersummativedataonthestudent’sreading
C.LessonObservations-Instructorwillobserveteachercandidate’sinstruction onatleasttwooccasionsincludingcomprehension,conceptualvocabulary, fluency,andwordstudyinstruction.Thestudent’sperformanceduringthese observationswillbeconsideredforevaluationintheKeyAssignmentRubric.
D.UploaditemsfromAandBtoCanvas
14 EDUC443/SEDU455LiteracyFieldExperience
EDUC443/SEDU455LiteracyFieldExperience
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. Conceptsfromclasses(EDUC415/SEDU454,EDUC371,EDUC317)andEDUC443/SEDU455teachingexperiencesaresynthesizedfordeeperunderstanding.
2. Reflectionsshowunderstandingoftheorywithfieldexperienceexamples.3. Allpromptsareanswered.4. ReflectionsarewrittenclearlyandwithStandardEnglishgrammarandconventions.5. Reflectionsarecompletedontime.
15 EDUC443/SEDU455LiteracyFieldExperience
EDUC443LiteracyFieldExperienceKeyAssignment-CaseStudy
TeacherCandidateName:Student’sGradeLevel:Pleasecompletethisformelectronically.Theboxeswillexpandasneeded.Part1Whatinitialdatadoyouhaveaboutthisstudent’sreading?(Comprehension,PhonemicAwareness,Phonics,Fluency,Vocabulary)Whatotherinformationwillhelpyouplaninstruction?
Date:CooperatingTeacher’sInitials:
Part2Youmusthaveatleastonegoalforyourstudent.Additionalgoalsareoptional.Goal1A. Whatisthisstudent’sfirstlearninggoal(s)?Howdidyoudeterminethisgoal?Howwillyoumeasureprogresstowardsthisgoal?
Date:CooperatingTeacher’sInitials:
B. Includeyourlessonplanstohelpthestudentreachthisgoal.C. Whenwasthisgoalmet?(date)Whatisyourevidencethatitwas
met?Ifthegoalwasnotmetduringyourpracticum,whatprogresswas
made?Whatevidencedoyouhave?
Date:CooperatingTeacher’sInitials:
Goal2Whatisthisstudent’snextlearninggoal(s)?Howdidyoudeterminethisgoal?Howwillyoumeasureprogresstowardsthisgoal?(Copythissectionforadditionalgoals.)
Date:CooperatingTeacher’sInitials:
Includeyourlessonplanstohelpthestudentreachthisgoal.Whenwasthisgoalmet?(date)Whatisyourevidencethatitwasmet?Ifthegoalwasnotmetduringyourpracticum,whatprogresswasmade?Whatevidencedoyouhave?
Date:CooperatingTeacher’sInitials:
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Part3Whatsummativedatadoyouhaveaboutthisstudent’sreading?Asmuchaspossible,includedatafromthesameassessmenttoolsaswereusedfortheinitialdata.(Comprehension,PhonemicAwareness,Phonics,Fluency,Vocabulary)Howdoesthisdatacomparetotheinitialdata?Befactual.Whatquestionsdoyouhave?Ifyouweregoingtocontinueworkingwiththisstudentwhatwouldbethenextsteps?
Date:CooperatingTeacher’sInitials:
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EDUC443LiteracyFieldExperience
KeyAssignment-LessonObservationLessonPlanTemplate
BVUStudent’sName: LearningExperience/Day#_____Date:Pleasecompletethislessonplanelectronically.Theboxeswillexpandasneeded.DesiredResults:Studentswillbeableto…Criteriatodetermineifthedesiredresulthasbeenmet:Expectedclasstime:minutesResources:Notes:Time TeacherTask(Include
attachments)StudentTask(Includeattachments)
Differentiation
AssessmentforLearningbyteacherorstudent• Highlightinthe“StudentTasks”sectionabove.• Attachrubricsifapplicable
Completethissectionafteryoutaughtthelesson.StudentResponse:Myreflectiononthislesson.Whatdidyoudothathelped,ordidnothelp,thestudentreachthedesiredresult?Whatsurprisedyou?Reflectonthenextlesson.Whatisthestudentreadytolearn?Yournextlessonwillshowyourplansforinstruction.
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EDUC443/SEDU455LiteracyFieldExperience
KeyAssignment:LessonObservationNotesExpectationsTeacherEducationCandidate: Date: GradeLevel:
CircleOne:LargegroupSmallgroupIndividual
CircleOne:ClassroomSettingLiteracyLabSetting
Checkallthatapply:____Comprehension____Fluency____Vocabulary____WordStudy
50pointspossibleforeachlessonwhenyouareobserved–minimumof1lessonineachcategorywillbeobserved.(Combinedobservationsare40%oftotalgrade.)Points TeacherCandidateExpectations
Possible0-5
Learninggoal(s)-iscommunicatedtostudents,clearlydescribingwhattheywillbeabletodo-usesessentialquestion(s)-alignswithlocal,state,andnationalgoals
Actual
CommentsPossible0-15
Planandinstruction…-Appropriatelyapplyresearchedstrategiesforeffectiveinstruction-includingavarietyoflearningstrategiestoencouragehigherorderthinking,criticalthinking,andproblemsolving-Giveopportunityforstudentstoapplylearningtotheirpersonalcontext-Scaffoldinstruction-Showunderstandingoftheconceptsbeingtaughtandprobablemisconceptions-Showaclearlearningprogression-aredeterminedbasedonanalysisofdata-motivateandengagestudents-givestudentsopportunitytoconstructtheirowndeepunderstanding-showefforttoutilizemultiplesources-intentionallyvarytheteacher’srole
Actual
Comments
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Points TeacherCandidateExpectationsPossible0-10
FormativeAssessmentusedbyTeacherandStudentsthroughoutthelesson-isalignedwiththelearninggoal(s)includingtheleveloflearning-Appropriateadjustmentsaremadeduringthelessonbasedoninformationgainedthroughassessmentforlearning-Feedbackisgiventostudentswithclearexpectationsthattheywillmakeimprovements
Actual
CommentsPossible0-10
Time,space,andmaterials…-buildrapportwithstudents-areorganizedinawaythatincreaseslearning-includeoptionsofmaterialsarealignedtostudentsneedsandpreferences-effectivelyusestechnologyasateachingandlearningtool-motivateandengagestudents-showefforttoproblemsolveandfindappropriatematerials
Actual
CommentsPossible0-5
ReflectionusesformativeassessmentdatatoplanforfuturelessonsReflectionusesformativeassessmentandconsultationwithotherstoimproveyourownprofessionalpractice
Actual
CommentsPossible0-5
Demonstrateprofessionalismthroughouttheobservation
Actual
CommentsTotalPoints_____of50Points
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EDUC443LiteracyFieldExperienceKeyAssignmentRubric:LiteracyFieldExperienceReflections,CaseStudy,and
LessonObservations
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.
21 EDUC443/SEDU455LiteracyFieldExperience
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.
22 EDUC443/SEDU455LiteracyFieldExperience
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.
23 EDUC443/SEDU455LiteracyFieldExperience
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.
24 EDUC443/SEDU455LiteracyFieldExperience
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
25 EDUC443/SEDU455LiteracyFieldExperience
EDUC443LiteracyFieldExperience
CooperatingTeacher/InstructorFeedback
BVUCandidate:________________________________Date:__________________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________
PleaseprovideaYesorNoresponsetothefollowingitems.Ifyouwishtomakecomments,pleasedosoaftertheitem. Yes No CommentsThecandidatespentatleast40hoursinobservationandteaching.
Thecandidateshowedanattitudeofbeingreadytolearnandshowedimprovementthroughoutthepracticum.
Thecandidateraisedquestionsaboutteachingmethodsandpractice.
Thecandidatewasactivelyengaged.
Thecandidateshowedappropriateconfidencewhenworkingwiththestudents.
Thecandidatewaspunctualinattendance.
Thecandidatedemonstratedprofessionalismbyconductandappearance.
Generalcomments:CooperatingTeacher/Instructor’sSignature: Date:
Student’sSignature: Date:
PleasereturnthisformtoBVUStudent.TheBVUStudentisresponsibleforsubmittingacopywithinCanvasandtotheBVUOffice.
26 EDUC443/SEDU455LiteracyFieldExperience
Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducation
ProgramCandidate
Thisformisusedtoevaluatedispositionsyoudisplayduringclassandfieldexperiences.Itisusedtodocumentprofessionalprogressandalertyouwhenimprovementisnecessary.Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforthestudenttoreflectontheirprogressandmakeimprovementsasneeded.ThissurveydoesnotneedtobesubmittedtoBVU.NotApplicableorNot
ObservedSeriousConcerns NeedsImprovement Emerging Acceptable
NA 0 1 2 3 Behaviordisplayedis
contrarytoexpectationsforthisdisposition.
Behaviorisdisplayedoccasionally.
Behaviorsisdisplayedfrequently
Behaviorisdisplayedfrequentlyandconsistently
Caring:Candidateswiththissetofdispositionsvalueandappreciateallaspectsofotherpersons’wellbeing–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 Collaborativeness:involvesandworkswithothersinplanning,problemsolvingandimplementationofeffectivepractices.
NA 0 1 2 3
2.6 Voice:iswillingtoopenlyengageandrespondtopeers,faculty,teachers,administrators,parents,andcommunityasneedarises.
NA 0 1 2 3
Comments:
27 EDUC443/SEDU455LiteracyFieldExperience
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:
28 EDUC443/SEDU455LiteracyFieldExperience
EDUC443LiteracyFieldExperienceStudentEvaluationofFieldExperience
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: