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BLBC/ ELED 328 - CLINICAL EXPERIENCE IN ELEMENTARY
EDUCATION"Reflective Professionals Building Learning Communities"
Fall 2011
Rose Marie Channon [email protected] 847-471-1176
TextbookRoe, Betty, Elinor P. Ross, Sandy H. Smith. (2007). Student Teaching and Clinical
Experience Handbook. Englewood Cliffs, NJ: Prentice Hall. Read the chapters that
match the session topics and as needed as reference.
Recommended readings
Select readings from Bibliography and Blackboard list of articles to complement thearea you would like to explore.
COURSE PURPOSE:
Seminar sessions and intensive clinical experiences in elementary schools are
undertaken by teacher education candidates concurrent with TEDBLBC /ELED-306A. The field experience involves supervised, graduated, interactive teaching
situations with students in culturally and linguistically diverse school settings. The
seminars focus revolves around topics for reflection on issues and practices in the
school community. This course fulfills the state of Illinois certification requirementof a minimum of 100 clock hours in a K-8 classroom before Student Teaching.
Prerequisites: TED -ELED/BLBC-301, 302, and two additional methods courses.Program consent necessary.
EDUCATIONAL BELIEFSThis coursewill provide the foundation upon
which candidates will obtain the growth and confidence necessary to move into
student teaching and ultimately into their first year of teaching. It will unitetheoretical concepts, methods, and strategies provided in the foundation and
methods classes. It will unify the theories, strategies, and methods being taught in
the concurrent reading course, which is based upon the premise that reading istaught in every content area in the elementary school curriculum.
COURSE GOALS:1. The supervised, sequential field experiences will provide candidates an
opportunity to assess their disposition and preparation for teaching, provide
multiple, long range [semester] opportunities to interact with students of varyingcultures, learning styles, and educational needs while engaging in practical
experiences based on theoretical knowledge prior to entering student teaching.
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2. Upon completion of the clinical experiences, the candidates will have insight
into effective practices in actual school settings. They will be enabled, throughthe opportunity to have hands on practice in implementing techniques and
strategies, to engage in research based practices, with ways to modify curriculum
and instruction depending upon students needs.
3. They will utilize different models of classroom organization discussed
throughout their program as they teach small groups and whole groups of
students, while being mentored by qualified school personnel.
4. They will be able to recognize and use a variety of effective teaching methods
and strategies to meet diverse classroom needs with guidance of certified teachersin the classroom environment.
5. Within opportunities to develop and implement developmentally sensitive and
culturally responsive curriculum, they will demonstrate several ways to teach
English Language Learners and children with diverse needs using appropriate andcurrent approaches to instruction for students.
6. They will identify, review, and use techniques to foster the effective use of
media and technology to facilitate active inquiry, collaboration, and supportive
interactions in the learning environment.
COURSE OBJECTIVES: Candidates will be able to:1. Dialogue and reflect on critical issues and practices in the classroom
teaching/learning with Cooperating Teachers, other teachers, UniversitySupervisors, peers, school and social service support staff from an informed point
of view. (ACEI 5.2) (COE Collaboration) (IPTS- 9, Collaborative Relationships)
2. Describe school components, community, cultural and language aspects, andother factors that influence decisions about curriculum, teaching approaches, and
support systems to meet the diverse needs of children, and school/family
collaboration. (ACEI 1.0) (COE Diversity)(IPTS-3-Diversity)
3. Teach and contribute to classroom instruction with qualified school personnel,using variety of research based practices in K-8 grade core subject areas usingIllinois Learning Standards (COE Instruction)(IPTS-1, 3, 4, 2).
4. Demonstrate knowledge of content area concepts and skills, and research basedstrategies for these areas of study for meeting diverse needs of students with goodclassroom organization in ways that are culturally responsive and
developmentally appropriate and apparent. (ACEI 1.0, 3.1, 3.2, 3.3, 3.4, 3.5)
(COE Content) (IPTS-3)
5. Prepare, plan, and use motivational and instructional materials within lessonswhen teaching students with bulletin boards, visual displays, and multimedia
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activities complementing topics and skills being taught. (ACEI 1.0, 3.5) (COE
Communication/Technology) (IPTS-Technology)
6. Collaborate with a certified teacher in implementing a project that connects acrossthe curriculum and enhances unit themes/topics and skills. (ACEI 2.8, 3.4, 3.5)
(COE Instruction, and Motivation) (IPTS-collaborative relationships, and 6,Instructional delivery)
7. Discuss and reflect orally and in journal writing critical aspects of theteaching/learning process, and factors that contribute to effectiveness of
instruction and student achievement. (ACEI 5.3) (COE Professional
Development) (ITPS-10)
8. Describe and critique classroom assessment practices in field classroom, byconsidering how it fits with the schools assessment/evaluation process through
review of School Report Card, school-wide assessment program, authentic
assessment practices, and classroom assessment procedures. (ACEI 4.0) (COEAssessment) (ITPS-8)
9. Analyze the role school and community activities play in the climate of the schooland assisting in teaching/learning. (ACEI 5.1, 5.4) (COE organizational culture)
(ITPS-10)
10. Prepare a portfolio of artifacts including, but not limited to, lesson plans, units,original teacher made instructional materials, photographs as documentation of
professional involvement and other items aligned with the ELED Program, withreflective narrative for each. (ACEI 5.1, 5.2)
(ITPS-10)
11. Demonstrate ability to assess the impact of teaching on student learning. (COEAssessment)
(ITPS-10)
Brief Description of Course Assignments:There are two parts to this course: Seminar sessions and Field Experiences in an
elementary classroom for a minimum of 100 hours.
SEMINAR SESSIONS
A. Seminar preparation/participation:Attendance and participation at bi-weekly seminar is required. Candidates are expectedto be actively involved. Seminars which are intended to be interactive and provide a
forum for discussion and reflection about experiences encountered in the school sites.
Confidentiality is expected to assure that candidates will be able to share candidly.Professional behaviors are expected at all times.
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Seminar sessions will have a particular focus. Candidates are expected to be preparedby reading any assigned readings, having all necessary work such as lesson plans,
student work samples, documentation, and materials. Lack of preparation or failure to
demonstrate professionalism will be considered evidence of lack of appropriateprofessional dispositions.
SEMINAR AGENDA will generally follow this format:
10 minutes Overview of week by candidates
[idea exchange, teaching strategy improvement]
30 minutes TOPIC DISCUSSION
10 minutes Group interactions
05 minutes Planning
Evaluation: Observation of candidates active participation in seminar discussion, abilityto use dialogue from an informed point of view, and ability to respond to classroom case
studies showing relationship to research based practices.
FIELD BASED EXPERIENCE (100 HOURS MINIMUM)B. School profile & classroom environment report Conduct directed observation of theschool and classroom. Complete a profile of the school and classroom using the
established format by the end of the third week AFTER starting the field based
experience in the school.
Evaluation: Rubric. Checklist of items completed, critique of the environment using therecommended guidelines, and written narrative about the relationship of the school
organization, classroom environment and the students needs.
C Develop and implement at least 5 full class lessons
Develop lesson plans based on actual content/ curriculum used by the cooperatingteacher and with his/her approval for content and methodology.
In the whole, at least one lesson must be from EACH of the 4 core areas: EnglishLanguage Arts, Math, Science, and Social Studies. As many as possible shouldinclude reading and/or writing component.
EACH lesson must integrate at least one of the following: PhysicalEducation/Health, Visual Arts, and Performance Arts.
EACH lesson must incorporate technology with at least 2 lessons requiringstudent engagement with technology (ex: use of Internet, productivity software,
instructional software, technology for teaching, video/DVD, other multimedia)
Evaluate effects of teaching on student learning: Using feedback from CT, andthe students performance and work samples, write a reflective critique of 3
lessons implemented in the clinical classroom.
Evaluation: Formal observation by University Supervisor with follow-up conference.The observation rubric available in advance. Written plans will be evaluated using the
lesson plan rubric.
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D. Bulletin Board/visual display, & computer generated and/or multimedia activity
Prepare and display a bulletin board or visual display to reflect current classroom
curriculum. Provide evidence using photographs or digital images. Documentation of the
visit to the Resource Room of the Chicago Teachers Center of Northeastern IllinoisUniversity (770 N. Halsted) and evidence of completion of the following activities: a)
create a button, b) bind pages into a book, c) create poster from a small image or standardpage, d) use of letter press, e) create a learning game, and f) two other activities of the
candidates choosing.Evaluation: Checklist of items produced complete, motivating, age appropriate,
relationship to topics being taught, and use with children. Other specific rating tools will
be available on Blackboard.
E. Special Project/Choice assignmentCreation and implementation of special project conducted in conjunction with yourcooperating teacher. Project will be jointly decided between candidate and cooperating
teacher. Some component of literacy must be included. Present proposed project to US in
the seminar no later than the end of 50 clinical hours.Evaluation: Criteria will include, but not limited to, developmentally appropriate, meets
diverse needs of the children, rationale for project articulated and relevant to the specific
classroom curriculum where project is being implemented.
F. Journal entries with log Prepare and submit weekly journal entries to document descriptions and
reflections of field-based experiences using the specified format. Journals may
be required in the form of an online blog at the discretion of the supervisor.
Submit weekly log in your time and activities signed by CT.One entry for each visit, 1-2 pages for half-day visits, 2-3 page entry, double spaced forfull day visits. Head each entry in your journal with your name, times, places of the visit,
total hours, and describe in bullet form what you saw/did. The reflect personally on theexperience by discussing what gave you satisfaction, what you liked, what your learned,
what challenges you saw or had, what could have been done differently and why, and/or
by making direct links to issues discussed in class. Chose those experiences that standout rather than trying to reflect on all of them.
G. Clinical experience related activities - final evaluation
CLINICAL EXPERIENCES SUGGESTED ACTIVITIES
The clinical candidate is expected to engage in a wide variety of activities to deepenunderstanding and awareness of instruction and classroom management. Examples
of the type and range of activities the clinical student should discuss with the cooperating
teacher follow.
Professional ActivitiesThese activities are not required, but are encouraged for candidates to consider
participating in as part of their development as educators. Candidates should work with
their university supervisor in identifying those activities that would be beneficial to theirdevelopment.
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Examples include, but are not limited to the following: a) class trip; b) faculty, team,and/or department meetings; c)Local School Council/School Board meetings; d)parent
conferences; e) PTO/PTA (parent group) meetings; f) judging school competitions such
as Science Fair, History Fair, Young Authors, Spelling Bee, or Math Contests;
g)attendance at a professional conference sponsored by a professional organization (suchas NCTM, IRA, CARA, IEA, AFT, or the Chicago Teachers Center); h)others activities
that would be viewed as beneficial by the university supervisor.
Each activity must be documented on the log in your CEST packet. Make additional
copies as needed.
Plan for students of varying abilities, learning styles, and special needs Check attendance
Supervise individual or group independent activities Tutor individual students or teach small
groups Lead small group discussions or projects Plan for the entire class Tell or read stories
Conduct question/answer reviews Guide pupils in the selection of books or other materials
Advise students on work/study skills and procedures Assist in routine classroom activities Plan
and construct bulletin board displays Supervise game periods Observe other classroom
teachers, special services personnel Identify additional learning resources Select and use
various resources Observe a teacher-parent conference Gain insight into record/grade keeping
and development Assist teacher in routine housekeeping responsibilities Assist teacher in
preparation of instructional activities Assist teacher with field trips Learn childrens names as
quickly as possible Grade objective-type tests Arrange supplies for alesson Listen to working
vocabulary of children Converse with individual children Make teaching aids and instructional
materials Operate standard classroom and school equipment Write a story dictated by a child
Assist the teacher in grouping or regrouping children Read a story to a group of children Listen
to a child read Share with children a hobby or talent if this is appropriate Help a child complete
a research project Assist children in the library Teach a song, game, or folk dance to a group of
children Conduct a spelling test Observe and assist an unstructured group, i.e., lunch,
playground Observe a special education class, music, art, and/or physical education classes
I. College of Education Teaching Portfolio*Although not assigned a point value, you will be required to continue your work on theELED Program teaching portfolio you began in ELED 301. In particular, by the timeLiveText is presented you should have in this portfolio at least one item with anaccompanying narrative that describes and shares reflections about it for each of thestandards. Students not completing this requirement with the required score may
receive an I (Incomplete) as the final course grade, and must conference withUniversity Supervisor and Director of Clinical Experiences. Student Teaching placementwill not take place until the Incomplete has been removed.
METHODS OF INSTRUCTIONDiscussion, reflection and large group presentations during seminars and in observation
and participation in instructional activities and classroom management in elementary
classrooms,
participation and inclusion of school personnel in seminars where and when available.
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METHODS FOR STUDENT FEEDBACKSeminar Sessions:Critique, oral feedback, and notations on written work using criteria to compliment these
areas.
Able to discuss topics from an informed point of view
Use various frameworks to discuss classroom environments. Participate in identifying issues within the school, community, and families the
school is serving and practices that are working in the classrooms in which they
are placed
Field Classroom Participation in instruction and classroom activities:
Cooperating teachersweekly feedback and students review Seminar reflections with university supervisor Effectiveness of presentation critiques by Cooperating teacher & university
supervisor using observation of teaching rubric and observation of disposition,
and interpersonal communication styles.
Self evaluation and reflectionBIBLIOGRAPHY
Bullock, Ann Adams. (2005). Developing a teaching portfolio: A guide for preservice
and practicing teachers. Columbus, OH: Merrill/Prentice Hall.
Cooper, J. (2003) Classroom Teaching Skills. Boston, MA: Houghton Mifflin.
Cavogliole, O. and Harris, I. (2003). Thinking visually: Step by step exercises that
promote visual, auditory, and kinesthetic learning. New York: Pembrooke.
Chotate, J.S. and Rakes, T.A. (1998)Inclusive instruction for struggling readers.(Fastback 434) Bloomington, IN: Phi Delta Kappa Educational Foundation.
Cummings, C. (2000) Winning strategies for classroom management. Alexandria, VA:
Association for Supervision and Curriculum Development.
Brock, Bl, and Grady, M.L. (1997) From first year to first rate: Principals guidingbeginning teachers. Thousand Oaks, CA: Corwin Press.
Foster-Harrison, E. S., and Adams-Bullock, A. (1998) Creating an
inviting classroom environment(Fastback 433) Bloomington, IN: Phi
Delta Kappa Educational Foundation.
Goldman, L. (2000). Helping the grieving child in school. (fastback 460).
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Grabe, Mark, Grabe, C. (2007). Integrating technology for meaningfullearning. New York: Houghton Mifflin Company.
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Hall, G. H. and Hord, S.M. (2001). Implementing change: Patterns,
principles and potholes. Boston: Allyn & Bacon.
Johnson, D., Johnson, R. & Holubec, E. (1991) Cooperation in theclassroom. Edina: MN: Interaction.
Lipton, L., and Wellman, B., with C Humbard (2001).Mentoring matters:A practical guide to learning-focused relationships. Sherman, CT: Mira
Via.
Lynch, P. & Horton, S. (1999). Web style guide: Basic design principles
for creating webpages. New Haven: Yale University Press.(http://www.webstyleguide.com/)
Martin, Debra Bayles. (1999) The portfolio planner: Making professional
portfolios work for you. Merrill/Prentice Hall.
McConnell, D. (2000).Implementing computer supported cooperativelearning. Sterling, WV: Stylus
Putnam, J. (Ed.) (1993). Cooperative learning and strategies forinclusion: Celebrating diversity in the classroom. Baltimore: Brookes.
Roberts, Patricia L. Roberts. (2006) A resource guide for elementaryschool teaching: Planning for competence. Columbus, OH:
Merrill/Prentice Hall.
Sharan, Y, & Sharan, S. (1992).Expanding cooperative learning throughgroup investigation. New York: Teachers College Press.
Slavin, R. (1991) Student team learning: A practical guide to cooperativelearning. Washington, D. C.: National Education Association.
Tollett, J. (2000) The non-designers web book. Berkeley, CA: Peachpit
Press.
Web resourcesAsk Jeeves for kids (http://www.ajkids.com/)
Yahooligans! (http://yahooligans.yahoo.com/)
Educational portalsProQuest (http://www.proquestk12.com/)
Blue Webn (http://www.kn.pacbell.com/wired/bluewebn/)MarcoPolo (http://www.marcopolo-educational.org/)
http://www.webstyleguide.com/http://www.webstyleguide.com/http://www.webstyleguide.com/http://www.ajkids.com/http://www.ajkids.com/http://www.ajkids.com/http://yahooligans.yahoo.com/http://yahooligans.yahoo.com/http://yahooligans.yahoo.com/http://www.proquestk12.com/http://www.proquestk12.com/http://www.proquestk12.com/http://www.kn.pacbell.com/wired/bluewebn/http://www.kn.pacbell.com/wired/bluewebn/http://www.kn.pacbell.com/wired/bluewebn/http://www.marcopolo-educational.org/http://www.marcopolo-educational.org/http://www.marcopolo-educational.org/http://www.marcopolo-educational.org/http://www.kn.pacbell.com/wired/bluewebn/http://www.proquestk12.com/http://yahooligans.yahoo.com/http://www.ajkids.com/http://www.webstyleguide.com/8/3/2019 Neiu Orientation Seminar Fall 2011 w - Forms and Syllabus
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Sources for Structured Internet ActivitiesGlobal Grocery List (http://landmark-project.com/ggl/)JASON Project (http://www.jasonproject.org/)
The Journey North (http://www.learner.org/jnorth/)
NASA Quest (http://quest.nasa.gov/)
North American Quilt (http://www.onlineclass.com/NAQ/)One Sky, Many Voices (http://www.onesky.engin.umich.edu/)
ThinkQuest (http://www.thinkquest.org/)
Alignment of ELED 328 Course Objectives, the Association of Childhood Education
International Standards (NCATE SPA), NEIU College of Education Standards, andthe Illinois Professional Teachers Standards (ISBE), and examples of data collection
for each of the course objectives. Each instructor may have additional sources of
data to measure the course objectives.
ELED 328 Course Objective ACEI standardCOE Standard
Illinois ProfessionalTeachers Standards
Example of Type of
data collection
Dialogue and reflect on critical issues andpractices in the classroom teaching/learning
with Cooperating Teachers, other teachers,University Supervisors, peers, school and socialservice support staff from an informed point ofview.
ACEI 5.2Professionalism
COECollaborationIPTS- 9, CollaborativeRelationships
Seminarpreparation/participation
Describe school components, community,cultural and language aspects, and other factors
that influence decisions about curriculum,teaching approaches, and support systems tomeet the diverse needs of children, andschool/family collaboration.
ACEI 1.0Development, learning, and
motivationCOE-DiversityIPTS-3-Diversity
School profile and descriptionof components report
Teach and contribute to classroom instructionwith qualified school personnel, using variety ofresearch based practices in k-8th grade core
subject areas, using appropriate ISBE standards.Knowledge of content area concepts and skills,and research based strategies for these areas ofstudy, techniques for meeting diverse needs of
children, with good classroom managementshould be culturally responsive anddevelopmentally appropriate and apparent.
ACEI 1.0- Professionalism3.0- Instruction:3.1-Integrating and applying
knowledge for instruction,3.2-adaptation to diversestudents, 3.3 development ofcritical thinking, problem
solving, and performanceskills3.4-Active engagement inlearning,
3.5-communicatgion to foster
collaboration
COE-InstructionIPTS-1-Content Knowledge
IPTS-3-DiversityIPTS-4-Planning forInstructionIPTS-2-Human Development
&Learning
Collection of lesson plansimplemented,US observations rating and
reportCT observation rating andreportCandidate's self-evaluation
Clinical activities report withdocumentation
Prepare, plan, and use of motivational andinstructional materials within lessons when
teaching children, with bulletin boards, visual
ACEI-1.0-Development,Learning, and motivation
3.5-Communication to foster
Bulletin Board, visualdisplays, multimedia, and
technology used with children
http://landmark-project.com/ggl/http://landmark-project.com/ggl/http://landmark-project.com/ggl/http://www.jasonproject.org/http://www.jasonproject.org/http://www.jasonproject.org/http://www.learner.org/jnorth/http://www.learner.org/jnorth/http://www.learner.org/jnorth/http://quest.nasa.gov/http://quest.nasa.gov/http://quest.nasa.gov/http://www.onlineclass.com/NAQ/http://www.onlineclass.com/NAQ/http://www.onlineclass.com/NAQ/http://www.onesky.engin.umich.edu/http://www.onesky.engin.umich.edu/http://www.onesky.engin.umich.edu/http://www.thinkquest.org/http://www.thinkquest.org/http://www.thinkquest.org/http://www.thinkquest.org/http://www.onesky.engin.umich.edu/http://www.onlineclass.com/NAQ/http://quest.nasa.gov/http://www.learner.org/jnorth/http://www.jasonproject.org/http://landmark-project.com/ggl/8/3/2019 Neiu Orientation Seminar Fall 2011 w - Forms and Syllabus
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displays, and multimedia activitiescomplimenting topics and skills being taught.
learningCOE-
Communication/TechnologyIPTS- Technology
in the elementary classroom
Collaborate with a certified teacher in
implementing a project that connects across thecurriculum and enhances unit themes/topics and
skills.
ACEI- 2.8-Connection across
the curriculum3.4-Active engagement in
learning,3.5-communication to foster
learningCOE-Instruction &MotivationIPTS-CollaborativeRelationships.
IPTS-6-InstructionalDelivery
Special classroom based
project, done in collaborationwith classroom teacher
Discuss and reflect orally and in journal writingcritical aspect of the teaching/learning process,
and factors that contribute to effectiveness of
instruction and student achievement.
ACEI-1.0-Development,learning, and motivation,
2.8-Connections across the
curriculum, 5.1-Practices andbehaviors of developingcareer teachers,
5.2-Reflection and evaluationCOE-ProfessionalDevelopmentITPS-10-Reflection and
Professional Growth
Journal entries and log ofactivities, and seminar reports
Describe and critique classroom assessmentpractices in field classroom, by considering howit fits with the schools assessment/evaluation
process through review of School Report Card,School-wide assessment program, authenticassessment practices, and classroom assessmentprocedures.
ACEI-4.0Assessment for instruction
COE-Assessment
ITPS-8-Assessment
Assessment Report andobservation of use ofassessment in lessons, and
other activities
After participation in professional
development activities, school, community activities,analyze the role it plays in the climate of the schooland assisting in teaching/learning.
ACEI- 5.1-Practices andbehaviors for developing
career teachers 5.4-collaborartion withcolleagues and thecommunity
COE-Organizational ClimateITPS-10-Reflection &Professional Growth
Professional DevelopmentActivities Report and critique
Log Entries
Prepare a portfolio of artifacts including lesson
plans, units, original teacher made instructional
materials, photographs as documentation ofprofessional involvement, and other items,
aligned with the ELED Program, with reflectivenarrative for each Standard.
ACEI-5.1-Practices and
behaviors for developing
career teachers,5.2-Reflection and evaluation
ITPS-10-Reflection andProfessional growth
ELED Program portfolio of
collected artifacts as
indicators of completion ofProgram objectives, and
required competencies at thetarget level.
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NEIU ORIENTATION SEMINAR
Fall 2011
Rose Marie Channon [email protected]
847-471-11761. Sign in2. Introductions3. Please email me withyour cooperating teachers name, their
email /grade/subject/school assignment/room #/ and school
principals name ASAP
When you receive your assignment:
School _______________________________________________Cooperating teachers name/email__________________________
Grade or subject area if departmentalized____________________Room# _______
Principals name________________________________________
4. School introduction procedures:What to do when you report to the school for the first time:1. Introduce yourself to the office staff, principal, and assistant principal(s) as a
clinical student from Northeastern Illinois University. Thank them for
allowing you to do your clinical experience in their building.
2. Present your cooperating teacher with pages 4-7 of the CEST packet.3. Present the principal and cooperating teacher with the School Acceptance
Form which is page 8 of the CEST packet.
4. Obtain signatures of the principal (or designee) and the cooperating teacher assoon as you are able to do so. Please return the signed copy of the SchoolAcceptance Form to your clinical supervisor as soon as it is completed. The
clinical supervisor will submit the signed form to the CEST Office.
5. With your cooperating teacher, develop a schedule for the completion ofyour required clinical hours. Provide your clinical supervisor with a copyof your clinical hour completion schedule.
The university requires that your hundred hours are completed over the entirelength of the semester and are not completed earlier than the middle of November
or so.
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5. Please build your schedule with input from your CT and get thefinalized weekly schedule to your CT and me no later than
September 28.
6. Seminarstime and place: 3:003:50 FA 247. See OrientationPacket for dates.
7. Absencesyou must call your CT and the school office in themorning and email/call me as soon as you are aware that you will be
absent.
8. Missed seminar5 pt. deduction9. Log - Keep up to date on a daily basis - it must be signed by CT and
US
10.Portfolios Done online in LiveText1 - 2 artifacts for each area
well thought out reflection page for each area that
demonstrates an understanding of the ideas expressed inthe statement
reflection is reflective of the concept, shows
collaboration, and is transformative
form is attached at end of Orientation Packet
11.Journals (three due5 points each)Journal 1 (weeks 1, 2, 3, & 4) Due week of October 10
3 sectionsSection 1complete the journal template (attached) for four ofthe CTs lessons.
a) Objective of the lesson (get from your CT)b) List activity(ies) used in the introductionc) List the activity(ies) used in the presentationd) List the assignment(s) done by students (guided and/or
unguided practice)
e) List accommodations/modifications for special needsstudents that were used
f) List activity(ies) used in the closureg) List assignment(s) used as the assessmenth) Management strategies-procedures-behavior management
strategies used
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i) State whether or not the objective(s) was met. Why/Whynot?
Section 2 - School and classroom description. Describe the
following:- Classroom atmosphere
- Classroom procedures
- Classroom modifications used for special needs students
- Physical description of classroom
-Technology available in the classroom/school
- School demographics
- School report card
- School organizational structure
- School test scores (ISAT) (Achievement)
Interactive Illinois Report Cardiirc.niu.eduhttp://www.isbe.state.il.us/research/htmls/reportcard.htm
Do Not copy this information from the website. Please summarize
Section 3 - Reflections on weeks 1, 2, 3 & 4-What are your thoughts/impressions/challenges/successes at
this point
Journal 2 (weeks 5, 6, & 7) Due week of October 31
3 sectionsSection 1complete the journal template (attached) for three of the CTslessons
a) Objective of the lesson (get from your CT)b) List activity(ies) used in the introductionc) List activity(ies) used in the presentationd) List the assignment(s) done by students (guided and/or unguided
practice)
e) List accommodations/modifications for special needs studentsthat were used
f) List activity(ies) used in the closureg) List assignment(s) used as the assessmenth) Management strategies-procedures-behavior management
strategies used
http://www.isbe.state.il.us/research/htmls/reportcard.htmhttp://www.isbe.state.il.us/research/htmls/reportcard.htmhttp://www.isbe.state.il.us/research/htmls/reportcard.htm8/3/2019 Neiu Orientation Seminar Fall 2011 w - Forms and Syllabus
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i) State whether or not the objective(s) was met. Why/Why not?Section 2reflections on formal lesson(s) you taught (use journal
template)
Section 3List your thoughts/impressions/challenges/successes for weeks5, 6, & 7.
Journal 3 (weeks 8, 9, & 10) Due week of November 21
3 sectionsSection 1complete the journal template (attached) for three CT lessons.
a) Objective(s) of the lesson (get from your CT)b) List activity(ies) used in the introductionc) List activity(ies) used in the presentationd) List the assignment(s) done by students (guided and/or unguided
practice)
e) List accommodations/modifications for special needs studentsthat were used
f) List activity(ies) used in the closureg) List assignment(s) used as the assessmenth) Management strategies-procedures-behavior management
strategies used
i) State whether or not the objective(s) was met. Why/Why not?Section 2reflections on formal lessons taught (use journal template)
Section 3List your thoughts/impressions/challenges/successes of the
entire clinical experience.
11.Bulletin Board assignmentform attached to Orientation Packet -take photos for your portfolio
12.One hour observation ofparent conference (if possible) or a staffmeeting or school event outside of your regular hoursverified in
writing by your CT.
13.Lesson analysisAnalyze the impact of your 2nd observed lesson(see attached document) This is your special project assignment.
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14.Five lesson plans completed and implemented (minimum.) 2 pointseach - Two of these will be observed by US (these two must be whole
group lessons.) The other three should be evaluated by your CT using
the NEIU evaluation form (formative evaluation.)At least one of these
should be done before your first formal observation. Do more lessons
with your CT before the 2nd formal observation.
One observed lesson must utilize technology, if possible.
Reflections on these lessons should be included in your 2nd
and 3rd
journals.
Suggested sequence of observed lessons with specific feedback:
1. Cooperating TeacherFeedback is formative*2. University Supervisor-Feedback is summative3. Cooperating TeacherFeedback is formative*4. Cooperating TeacherFeedback is formative*5. University Supervisor-Feedback is summative
*Get CTs observation form to me as they are done.
Procedures for formal evaluation:
- Email lesson plan no later than the day before earlier than9:00 p.m.
- Pre-conference right before the lesson to review thelesson plan and the activities in the lesson
- Post conference right after the lessonQuestions: Whatwent well?What would you do differently?
15.Final evaluation rubricsOne rubric will be done with CT - both of you must sign
the form and return to US
One rubric done with US at final conference
16.ProfessionalismDress AppropriatelyNo Jeans Please
Communication
Confidentiality
Dispositions
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Sept. 2011NEIU Clinical Student Requirements:
1. 1st Journal weeks of 9/12, 9/19, 9/26, 10/3 Email week of10/10 5 points
2. Bulletin board assignment due November 30 Seminar-5 points(Idea submitted by 10/5) See completion form attached (Take
photos for use in your portfolio)
3. 2nd Journal - weeks of 10/10, 10/17, 10/24 Email week of10/31 5 points
4. 3rd Journal weeks of 10/31, 11/07, 11/14 Emailed week ofNovember 21 - 5 points
5. Portfolio Evaluation begins November 16. Make sure you are signed upfor LiveText.
6. Observations - two formal observations will be conducted. Mustbe completed by November 16. 25 points each9. Five completed lesson plans 2 points each (All implemented
and observed - two observed by US and 3 by CT)Suggested sequence of observed lessons with specific feedback:
6. Cooperating TeacherFeedback is formative-7. University Supervisor-Feedback is summative-8. Cooperating TeacherFeedback is formative-9. Cooperating TeacherFeedback is formative-10.University Supervisor-Feedback is summative-
I have told the CTs that a minimum of 20% of your time should be
spent teaching
but this is a minimum. You can teach as muchas you and the CT feel appropriate. The more you teach themore prepared you will be for Student Teaching.
10. Lesson analysis (Special Project) - Analysis of the impact of yourInstruction. This will be done with your second observed lesson(See attached) Due One Week after your second lesson - 10points
11. Onsite Visitation Parent Conference (if allowed) orstaff/curriculum meeting (Must be completed by Nov 30).
Parent conferencesare 11/2 (Track E) or 11/16 (Regular Track).12. Formal evaluation rubric completed by Cooperating Teacher and
Candidate (Must be completed by final conference)13. Attendance logs completed, signed by the CT and the US (Must be completed by final conference)
14. Attendance at seminars and participation required5 point deduction for missed seminars
LATE ASSIGNMENTS WILL NOT BE ACCEPTED
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CLINICAL SEMINARS:
Seminars are held on Wednesday. FA 247 3:003:50 Starts promptly @ 3:00
September 7 - ORIENTATION
.September 21 - LESSON PLANNING/CLASSROOM MANAGEMENT
October 5 STUDENT ASSESSMENT/PORTFOLIOS
October 19 SPECIAL NEEDS STUDENTS
November 2 - LOOKING AT STUDENT WORK
November 16 - PORTFOLIO EVALUATION BEGINS
November 30 - TECHNOLOGY IN THE CLASSROOM/DISCUSSION OF
PARENT CONFERENCE/INSTITUTE VISIT/STAFF
MEETING, ETC
December 7BEGIN INDIVIDUAL REVIEWS
MISSED SEMINAR IS A 5 POINT DEDUCTION
ON SITE VISIT - it is strongly encouraged to spend time observing parent conferences
(if allowed) or staff meetings, Local School Council meetings, etc. Please provide awritten confirmation of attendance signed by your CT.
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CLINICAL EXPERIENCE Fall 2011
Assignment Due Date Date
submitted
Points
Awarded
1st
Journal- (weeks of 9/12,9/19, 9/26, 10/3)
5 points
Emailed week of 10/10
2nd
Journal(weeks of 10/10,10/17, 10/24)
5 points
Emailed week of 10/31
3rd
Journal - (weeks of 10/31, 11/7, 11/14)
5 points
Emailed week of 11/21
Bulletin Board
5 points (idea submitted by 10/5)
November 30
5 complete lesson plans implemented).
(Two of these will observed by US. All
completed by November 16)
2 points each 10 Points
2 in September
2 in October
1 in November
Presentation #1
25 points
Late September/October
Presentation #2
25 points
Late October/Early November-
before 11/16
Lesson Analysis
10 points
Due 1 week after 2nd
Observation
Seminar participation/preparation
10 points
Ongoing
Onsite Visit - Parent Conference/Staff or
Curriculum Meeting/Local School Council
Mtg. (Written verification from CT needed)
Done before Nov. 30 (parent
conferences are 11/2 Track E
or 11/16 Regular Track)
School Accept. Form
Compliance
2 weeks after placement
Portfolio Data
Compliance or Clinical Exp. Must berepeated
November 16
Log signed by CT and US
Compliance
November 30
CT Evaluation Rubric
Compliance
November 30
Total semester points
GRADE RANGE 100-90 =A
89-80=B
79-70=C
69-60=D
59- =F*
*As this course is designed to assure that candidates are fully prepared to enter into full time
student teaching, submission of all items is necessary for the highest possible grade. In order to
enroll in ELED 329 Student Teaching, you must receive at least a B both for the clinical experience
evaluation component and for the whole course, the latter of which requires submission of a
satisfactory College of Education portfolio
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BULLETIN BOARD ASSIGNMENT FORM
Name________________________________________________________
CT___________________________________________________________
Subject Area/Grade______________________________________________
Sources _______________________________________________________
Materials needed_________________________________________________
_______________________________________________________________
Purpose_________________________________________________________
________________________________________________________________
Bulletin Board picture or sketch
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Special Project
LESSON ANALYSIS
Analyzing the Impact of Teaching andStudent Achievement (Directions)
THIS ASSIGNMENT IS DUE ONE WEEK AFTER YOUR SECOND
OBSERVED LESSON
Listed below are a series of questions to be used to analyze the
effectiveness of your second lesson in terms of student
achievement. The questions may also help you develop your plans
beforehand.
Please give careful thought to each question and answer in a well
thought-out sentence or two. (The answers to questions #3a, #7a,
& #7b should be a little longer in length.) I do not want this to be a
lengthy writing assignment, but rather I want it to give you an
opportunity to analyze your lesson in a structured way.
When you are completing this assignment and you realize that
something in the lesson did not go wellstate that in the analysis
I dont expect you to get every element of the lesson correct at
this stage in your professional development. In this assignment you
are not being evaluated on HOW WELL THE LESSON WENT,
but rather on YOUR ABILITY TO ANALYZE what went well
and what might have gone better.
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Analyzing the Impact of Teaching and
Student Achievement
1.Pre-planning:a. how does this lesson fit into the curriculum sequence?
b. how do you know that the class members have the
necessary prerequisite skills and that the level of difficulty
appropriate for them?
c. why did you choose the method of presentation?
2. The lessonIntroductiona. how did the introduction connect the lesson to previously
taught material?
b. how did the introduction present the key concept(s)?
c. how did the introduction generate student interest and/or
enthusiasm?
3. The lesson: presentation activitiespractice activities
management activities
a.how did the presentation activities and practice activitiesaddress various learning styles, various learning levels,
and special-needs students?
b.how did you determine if students understood thedirections for activities?
c. how did you determine if students understood theconcept before moving to follow-up activities?
d.how did you utilize your voice to maintain interest andgenerate enthusiasm? list a couple of examples
e. which established classroom procedures werefollowed/not followed?
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f. what management strategies were used and did theyincrease time on task and/or did they provide for a
comfortable/safe learning environment?
4. The lessonClosurea. how did you review key concept(s)?
b. how did you connect the lesson to subsequent ones?
5. Assessmenta. did your assessment accurately measure your objectives?
6. Review of assessment results
a. what patterns did you see in the assessment analysis?(successes, errors, thought patterns)
7. Teaching AnalysisHow did your choices/actions/strategies affect these results;
in other words:
a.what choices, actions, and strategies that you used helpcause the students to achieve the objectives?
b.what choices, actions, and strategies that you used werenot helpful to the students or interfered with the
students achieving the objectives?
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LESSON PLAN
(Use as a template)
Candidate name____________________________________Cooperating Teacher____________________Grade_______
Date______________Time frame for lesson_____________
Content Area______________________________________
Specific Objective(s): What will the learner be able to do
_________________________________including a quantifiable
measurable behavioral objective(s) statement.
Illinois State Standard(s)List those that apply please list standard #
and standard statement.
Materials/equipment needed:
Accommodations/modifications for special needs students: (Special
Ed or ESL Discuss with CT)
Accommodations for learning styles:
Visual
Auditory
Kinesthetic
List activity(ies) for each lesson segment
A. IntroductionB. PresentationC. ClosureD. Assessment
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Lesson Self-Reflections (Need Not Be Turned In)
Some ideas for personal reflections on lessons
Student readiness
Introduction - objective clearly stated
motivation
Presentationclearly presented/repetitionlogical order
directionsguided/unguided practice
multi modal
Assessment - formal
informal (move on/reteach
Closure - review of concepts
place in sequence
Management - strategies used
follow through
consistent
use of procedures
Personal Qualities-
voice
relationship w/students
These are some examples of self-reflection; not a formal assignment
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JOURNAL LESSON REFLECTION TEMPLATE
Name______________________________________________________
Subject Area________________________________________________
Taught by CT_______ Taught by me_______ Date________________
Objective(s):
Activity(ies) used in the introduction:
Activity(ies) used in the presentation:
Assignment(s) done by students (guided and/or unguided practice):
Accommodations/modifications that were used for special needs students:
Activity(ies) used in the closure:
Assignment(s) used as the assessment:
Management strategies
Procedures used
Behavior management strategies
Objective(s) met? Why/Why not?