California State University San Marcos School of Education
Middle Level Education Program (within the Multiple Subjects Credential) HANDBOOK
1 Table of Contents
Welcome from the School of Education Interim Director...... 3 CSUSM SCHOOL OF EDUCATION OVERVIEW...... 4 Mission Statement...... 5 Summary Of Credential Programs...... 6 A Recap of the California Standards for the Teaching Profession...... 7 An Outline of the Teacher Performance Expectations (TPEs)...... 8 MIDDLE LEVEL EDUCATION PROGRAM OVERVIEW...... 11 Organization of the Middle Level Program...... 12 Full-Time Typical Schedule...... 14 INFORMATION FOR TEACHER CANDIDATES...... 15 Teacher Candidate Role (TC)...... 16 Teacher Candidate Responsibilities...... 16 Interview Questions to ask your Cooperating Teacher (CT)...... 19 School Site Information form...... 20 School Site Participation form...... 21 A Few Thoughts...... 22 INFORMATION FOR UNIVERSITY SUPERVISORS...... 23 University Supervisor Responsibilities (US)...... 23 A Few Thoughts...... 25 Contact Information...... 26 INFORMATION FOR ON-SITE LIAISONS (OSL)...... 27 On-site Liaison Responsibilities...... 27 A Few Thoughts...... 28 INFORMATION FOR COOPERATING TEACHERS (CT)...... 29 Cooperating Teacher Responsibilities...... 29 A Few Thoughts...... 29 SCHOOL of EDUCATION CLINICAL PRACTICE PLACEMENT POLICY...... 30
2 School of Education California State University San Marcos 333 S. Twin Oaks Valley Road San Marcos, CA 92096-0001 Tel: 760.750.8545 Fax: 760.750.3352 [email protected] www.csusm.edu/education
Message from the Director of the School of Education
Welcome to our professional preparation programs at Cal State San Marcos! In the short time that I have been on campus as director of the School of Education, one theme has become apparent as I go around visiting P-12 schools and I listen to program graduates: Faculty members in the School of Education are outstanding! Clearly, this is the way it should be. At an institution of higher learning, faculty and students are the heart of the educational enterprise.
As a prospective teacher, school principal, or professional preparing to work in P-12 schools, you deserve the best preparation that an institution of higher education can offer. I believe the program you are about to enter, or have been a part of already, provides a cadre of “active scholars and artists” who will foster student learning through teaching and learning that reflect ongoing discovery and experimentation. For example, your professors will undoubtedly guide you to learn more about the “Common Core.”
Common Core standards are significant to education reform today. These standards require that we focus on outcomes rather than inputs, with special emphasis on assessment of critical thinking, problem solving, collaboration, and technology integration. The application of “metacognitive” principles is part of the teaching and learning approach in which students are supported in a process of “learning how to learn.” Common Core standards promote depth of knowledge and skills over a multiplicity of topics, which, in the past, have often lacked depth. In this regard, the spiral curriculum approach holds true in that fewer topics are addressed throughout the P-12 grades with greater depth. Thus, the expression of “less (with more depth) is more” aptly describes an essential thrust of the Common Core. I trust that you are ready to learn more about the Common Core as you progress in your professional preparation program.
Additionally, we believe that our professional programs must be a part of a transformative force in the P-12 communities. To this end, the School of Education aims to become a change agent in our region, the state, nation, and beyond. Consequently, we are on a mission to … Create a community through partnerships;
promote and foster social justice and educational equity;
advance innovative, student-centered practices;
inspire reflective teaching and learning;
conduct purposeful research; and
serve the School, College, university, and community. Equally relevant and integrated into our School’s mission is our professional preparation programs’ Conceptual Framework (CF). The CF is the foundation upon which we develop the knowledge, skills, and dispositions necessary to become effective teachers, school principals, or professionals working in P-12 educational settings. Our CF enables faculty and program candidates to be (a) student centered; (b) inform their practice through research and theory specific to the program; (c) link coursework to application; (d) foster strong engagement between faculty and candidates; (e) promote co-teaching clinical practices; and (f) aim to develop culturally responsive pedagogy and socially just outcomes.
I hope that you will be well prepared upon program completion and that you will become an exemplar of those core beliefs and best practices developed at Cal State San Marcos. I wish you much success in your professional career!
The California State University Bakersfield | Channel Islands | Chico | Dominguez Hills | East Bay | Fresno | Fullerton | Humboldt | Long Beach | Los Angeles | Maritime Academy Monterey Bay | Northridge | Pomona | Sacramento | San Bernardino | San Diego | San Francisco | San Jose | San Luis Obispo | San Marcos | Sonoma | Stanislaus Manuel Vargas, PhD
4 CSUSM School of Education Overview
MISSION & VISION STATEMENT Vision To serve the educational needs of local, regional, and global communities, the School of Education advances innovative practice and leadership by generating, embracing, and promoting equitable and creative solutions.
Mission
The mission of the School of Education community is to collaboratively transform education. We:
Create community through partnerships Promote and foster social justice and educational equity Advance innovative, student-centered practices Inspire reflective teaching and learning Conduct purposeful research Serve the School, College, University, and Community
The School of Education is accredited through National Council for Accreditation of Teacher Education (NCATE) and California Commission on Teacher Credentialing (CCTC).
5 California State University San Marcos School of Education
The School of Education Believes:
1. Professionalism is a unifying principle of our organization. Continuous improvement is essential to our roles as life-long learners. Collaboration is valued in all aspects of the School of Education’s work. Professionalism is demonstrated by our service to the School of Education, the University, and the communities. Respect for the contributions of all members of the School of Education is vital. Effective teaching is everyone’s role and is central to our endeavors. Reflection and/or research to solve problems is an integral part of our professional responsibility.
2. Students are the focus of our work. We model effective teaching. Through our students, research, collaboration and service, we strengthen education in the communities we serve.
3. Shared governance provides a foundation for the work of the School of Education and is dependent upon the active involvement of each member. The School of Education continuously expands its use of shared governance. Contributions of each member are valued. Effective communication is critical to the process and is every member’s responsibility.
4. The success of the School of Education depends on creating and sustaining an inclusive environment that reflects and affirms diversity. A diverse faculty, staff, and student body are vital to serving the community. All members of the School of Education are committed to serving a diverse population. The responsibility for affirming diversity rests with everyone.
6 SUMMARY OF CREDENTIAL PROGRAMS
The California State University San Marcos Teacher Credential Program offers five emphases:
1. Multiple Subject Cross-Cultural Language and Academic Development (CLAD) Emphasis: designed to prepare Teacher Candidates to work at the elementary level, while infusing theories and methods of first and second language acquisition across the curriculum through English language development techniques.
2. Middle Level Cross-Cultural Language and Academic Development (CLAD) Emphasis: designed to prepare teachers to work at the middle school level, while infusing theories and methods of first and second language acquisition across the curriculum through English language development techniques.
3. Concurrent Multiple Subject/CLAD with Special Education Specialist: Learning Handicapped Credential Program: incorporates the disciplines of multiple subjects, special education and multilingual education into an integrated curriculum designed to prepare teachers to work with the heterogeneous group of students in today's schools.
4. Single Subject Credential Program Cross-Cultural Language and Academic Development (CLAD) Emphasis: designed to prepare candidates to teach students at the secondary level (grades seven through twelve). The CLAD emphasis is designed to teach candidates theories and methods of first and second language acquisition across the curriculum through English language development techniques.
5. Bilingual Authorization certificate: designed to train candidates to infuse theories and methods of first and second language acquisition across the curriculum through English language development techniques. It will also prepare teacher education candidates to provide primary language instruction (Spanish) in Language and Literacy, as well as Language 1 instruction in the content areas. This emphasis may be added to a Multiple Subject Credential, the Middle Level Credential, the Concurrent Special Education Specialist /Learning Handicapped Credential, or the Single Subject Credential.
The core content in Cross-Cultural Language and Academic Development occurs across all courses and reflects the appropriate curriculum, pedagogy, and skills for ethno-linguistically diverse students. Inherent in the program is the focus on appropriate curriculum, pedagogy, and instruction for use in English (mainstream) classes as well. The Multiple Subject and Single Subject CLAD and BCLAD are offered both as full programs.
7 An Outline of the California Standards for the Teaching Profession (CSTP) (More information can be found at www.cst.ca.gov/cstppublication/cstpreport.html)
Engaging and Supporting All Students in Learning
Connecting students’ prior knowledge, life experiences, and interests with learning goals. Using a variety of instructional strategies and resources to respond to students’ diverse needs. Facilitating learning experiences that promote autonomy, interaction, and choice. Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful. Promoting self-directed, reflective learning for all students.
Creating and Maintaining Effective Environments for Student Learning Creating a physical environment that engages all students. Establishing a climate that promotes fairness and respect. Promoting social development and group responsibility. Establishing and maintaining standards for student behavior. Planning and implementing classroom procedures and routines that support student learning.
Understanding and Organizing Subject Matter for Student Learning
Demonstrating knowledge of subject matter content and student development. Organizing curriculum to support student understanding of subject matter development. Developing student understanding through instructional strategies that are appropriate to the subject matter. Using materials, resources, and technologies to make subject matter accessible to students. Planning Instruction and Designing Learning Experiences for All Students Drawing on and valuing students’ background, interests, and developmental learning needs. Establishing and articulating goals for student learning. Developing and sequencing instructional activities and materials for student learning. Modifying instructional plans to adjust for student needs. Assessing Student Learning
Establishing and communicating learning goals for all students. Collecting and using multiple sources of information to assess student learning. Involving and guiding all students in assessing their own learning. Using the results of assessments to guide instruction. Communicating with students, families, and other audiences about student progress Developing as a Professional Educator Reflecting on teaching practice and planning professional development. Establishing professional goals and pursuing opportunities to grow professionally. Working with communities to improve professional practice. Working with families to improve professional practice. Working with colleagues to improve professional practice. Balancing professional responsibilities and maintaining motivation.
8 An Outline of the Teacher Performance Expectations (TPEs): The CSTP Focus for Credential Candidates (The full text of the TPEs can be found at www.csusm.edu/)
While it is our expectations that Teacher Candidates will work on ALL TPEs throughout the program, due to the more rigorous and demanding nature of Clinical Practice II, TPEs 1, 4, 9, 11, and 12 cannot be marked as “meets” in Clinical Practice I. A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
TPE 1 - Specific Pedagogical Skills for Subject Matter Instruction (for each area)
TPE 1A- Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments o Understanding the State-adopted academic content standards o Understanding how to teach the subject matter in the standards o Planning instruction that addresses the standards o Demonstrating the ability to teach to the standards
TPE 1B - Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments o Understanding the state-adopted academic content standards o Understanding how to teach the subject matter in the standards o Planning instruction that addresses the standards o Demonstrating the ability to teach to the standards B. ASSESSING STUDENT LEARNING
TPE 2 - Monitoring Student Learning During Instruction o Determining student progress toward achieving the state-adopted academic content standards o Using instructional strategies and techniques to support students’ learning
TPE 3 - Interpretation and Use of Assessments o Understanding a range of assessments o Using and interpreting a range of assessments o Giving feedback on assessment results C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4 - Making Content Accessible o Addressing state-adopted academic content standards o Prioritizing and sequencing content o Selecting and using various instructional strategies, activities, and resources to facilitate student learning
TPE 5 - Student Engagement o Understanding of academic learning goals o Ensuring active and equitable participation o Monitoring student progress and extending student thinking
TPE 6 - Developmentally Appropriate Teaching Practices
TPE 6A - Developmentally Appropriate Practices in Grades K-3 o Understanding important characteristics of the learners o Designing instructional activities o Providing developmentally appropriate educational experiences
TPE 6B - Developmentally Appropriate Practices in Grades 4-8 9 o Understanding important characteristics of the learners o Designing instructional activities o Providing developmentally appropriate educational experiences
TPE 6C - Developmentally Appropriate Practices in Grades 9-12 o Understanding important characteristics of the learners o Designing instructional activities o Providing developmentally appropriate educational experiences
TPE 6D - Special Education o Articulating rationale for inclusive education for all students o Understanding and applying principles of universal design to differentiate instruction o Developing modifications and adaptations in curriculum assessment and instruction for students with special needs o Understanding of roles and responsibilities as members of SST & IEP Teams o Collaborating with others to plan, teach and assess students with special characteristics
TPE 6E - Middle Level Philosophy and Teaching o Understanding the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level schools o Understanding the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and using this knowledge in their practice. o Valuing developmentally responsive and socially equitable teaching, learning, and schooling in a variety of organizational settings
TPE 7 - Teaching English Learners o Understanding and applying theories, principles, and instructional practices for English Language Development o Understanding how to adapt instructional practices to provide access to the state-adopted student content standards o Drawing upon student backgrounds and language abilities to provide differentiated instruction
D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS
TPE 8 - Learning about Students o Understanding child and adolescent development o Understanding how to learn about students o Using methods to learn about students o Connecting student information to learning
TPE 9 - Instructional Planning o Establishing academic learning goals o Connecting academic content to the students’ backgrounds, needs, and abilities o Selecting strategies/activities/materials/resources
E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
TPE 10 - Instructional Time o Appropriately allocating instructional time o Effectively and efficiently managing instructional time
10 TPE 11 - Social Environment o Understanding the importance of the social environment o Establishing a positive environment for learning o Maintaining a positive environment for learning o Creating classroom community through promotion of students’ social competence and natural peer supports
F. DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12 - Professional, Legal, and Ethical Obligations o Taking responsibility for student academic learning outcomes o Knowing and applying professional and ethical obligations o Knowing and applying legal obligations o http://www.ctc.ca.gov/credentials/rules-of-conduct.html
TPE 13 - Professional Growth o Evaluating teaching practice and subject matter knowledge o Using reflection and feedback to improve teaching practice and subject matter knowledge
TPE 14 - Educational Technology o Addressing all six of the ISTE National Educational Technology Standards for Teachers. See www.iste.org
TPE 15 - Social Justice o Valuing socially equitable teaching, learning, and schooling in a variety of organizational settings o Incorporating pluralism and divergent perspectives on educating diverse students o Democratizing public education to achieve social justice and equity
TPE 16 – Biliteracy o Applying pedagogy, theories, and principles for biliteracy programs o Assessing and addressing the needs of biliterate students o Designing biliteracy curriculum utilizing developmentally appropriate instructional approaches for biliterate students
11 Middle Level Education Program Overview
12 ORGANIZATION OF THE MIDDLE LEVEL PROGRAM
The CSUSM Teacher Preparation Program differs from many other university programs in the way Teacher Candidates are organized to work together and in the way courses are designed to work with Clinical Practice. An outline of the key features of our Middle Level Education Program is provided below:
COHORT MODEL: All Teacher Candidates belong to a cohort. Teacher Candidates take all university courses with their cohort colleagues.
SCHOOL TEAMS: Within each cohort, Teacher Candidates are grouped into school teams of 2-4 individuals. Teams will work together at one middle school for each Clinical Practice (CP) experience. Each middle school has a designated on-site liaison who works with the CP coordinator to place teacher candidates with cooperating teachers, observe their teaching, and provide support in becoming part of the school community. The final member of the school team is the university supervisor who is a member of the SOE teaching team and works with the cooperating teachers, on- site liaisons, and teacher candidates.
UNIVERSITY COURSE WORK: The philosophy of the CSUSM Middle Level Education Program is to weave course work as closely as possible with practical experiences in the field. Research-based best practices are modeled in coursework, and all instruction is grounded in an understanding of young adolescent development.
CLINICAL PRACTICE:
California State University San Marcos School of Education Clinical Practice models the belief that relevancy is crucial in teaching, schooling, and learning. Teacher Candidates are placed in public school classrooms while attending university classes. Lessons and units developed in the university courses will be designed to complement and support the candidate’s field work..
For CLAD certification, Teacher Candidates will be expected to plan and teach Specially Designed Academic Instruction in English (SDAIE) for English learners in the general classroom or in an ELD (English language development) or sheltered class as one of their placements. For BCLAD certification, candidates should also prepare and teach SDAIE lessons, as well as prepare for and teach primary language instruction (i.e. reading/Spanish/language arts/math/biology).
Semester one During weeks 1-6, candidates attend courses (EDMI 511, 521, 543, and 555) Mondays, Tuesdays, Wednesdays, and Fridays in the ML program’s classroom at Woodland Park Middle School (San Marcos Unified School District). Thursdays are spent at Clinical Practice I (CPI) sites, following the teacher contract hours. During weeks 7-16, candidates work in their CPI sites Mondays through Thursdays and attend class sessions at Woodland Park Middle School on Fridays. CPI finishes on the last day of finals week for CSUSM.
In many—but not all—candidates are placed for CPI at the same site where they spend pre-service days in August. Candidates will participate in all class activities and move gradually from assisting in the supportive co-teaching approach to leading all aspects from planning to presentation by the end of the experience. University Supervisors (US), the instructors for Clinical Practice, will formally observe each candidate two times, and On-Site Liaisons (OSL) also formally observe each candidate two times. Cooperating Teachers (CT) formally observe each teacher candidate four times 13 but also provide informal feedback on a daily basis. During week 16, all members of the Clinical Practice team (TC, CT, OSL, and US) participate in an exit conference in order to reflect upon the TCs successes and opportunities for growth. Prior to the exit conference, TCs and CTs complete the TPE Assessment while USs complete the CP Summary. All forms are discussed and signed by all parties.
Semester two During weeks 1-6, candidates attend courses (EDMI 511, 521, 543, and 555) Mondays, Tuesdays, Wednesdays, and Fridays in the ML program’s classroom at Woodland Park Middle School (San Marcos Unified School District). Thursdays are spent at Clinical Practice II (CPII) sites, following the teacher contract hours. CPII placements will be in a different grade level and at a different middle school for every candidate. During weeks 7-16, candidates work in their CPII sites Mondays through Thursdays and attend class sessions at Woodland Park Middle School on Fridays. CPII finishes on the last day of finals week for CSUSM—the day before Commencement.
Candidates will participate in all class activities and move gradually from assisting in the supportive co- teaching approach to leading all aspects from planning to presentation by the end of the experience. University Supervisors (US), the instructors for Clinical Practice, will formally observe each candidate two times, and On-Site Liaisons (OSL) also formally observe each candidate two times. Cooperating Teachers (CT) formally observe each teacher candidate four times but also provide informal feedback on a daily basis. During week 16, all members of the Clinical Practice team (TC, CT, OSL, and US) participate in an exit conference in order to reflect upon the TCs successes and opportunities for growth. Prior to the exit conference, TCs and CTs complete the TPE Assessment while USs complete the CP Summary. All forms are discussed and signed by all parties
14 Information for Teacher Candidates
15 TEACHER CANDIDATE ROLE
As a Teacher Candidate you should become as familiar with your assigned school as quickly as possible. Familiarize yourself with important school information, such as attendance procedures, grading policies, important deadlines, department and school-wide meetings, expectations of your Cooperating Teacher(s), administrative assignments, and any other area of the profession which you should be aware of and which will enrich your Clinical Practice.
You should establish open communication with your Cooperating Teacher. He/she will guide you through the semester, but you must share your concerns, frustrations, or any problems which may be affecting your classroom if your Cooperating Teacher is to be of any assistance. Remember, no one expects you, as the Teacher Candidate, to perform as an experienced instructor. Ask for what you need!
Finally, Clinical Practice is a time of learning, expanding, and experimenting; it is the time for you to “discover” what methodologies meet your personal style and which do not. Use a variety of methodologies and activities over the course of the semester. Also, you are encouraged to observe as many teachers as you can during the semester and from these experiences begin building your own repertoire of teaching skills and teaching styles.
Enjoy this experience. Teaching can be a very rewarding profession. As a teacher, you impact a student’s life each day.
TEACHER CANDIDATE RESPONSIBILITIES
Your Clinical Practice is intended to give you the opportunity to practice the theories and instructional strategies you have learned in your coursework. Your On-site Liaison, University Supervisor and Cooperating Teacher(s) are there to offer advice and suggestions and to counsel you throughout the semester. Our main priorities are your personal and professional growth in education and success in your assigned classroom(s).
1. Read this handbook to become familiar with the CSUSM Teacher Preparation Program.
2. Become familiar with the credential you are earning. If you need more information your supervisor, program coordinators, or School of Education--Education Services personnel will be happy to provide you with a detailed outline.
3. Meet with your supervisor and On-site Liaison to establish a schedule of assignments and observations. Be sure to provide a current address and phone number. YOU MUST USE YOUR CSUSM EMAIL FOR ALL PROGRAM COMMUNICATION – CHECK IT DAILY.
4. Attend any meetings arranged with your Cooperating Teacher and/or the principal AND all site, department and/or Professional Learning Community (PLC) meetings with your CT.
5. Learn the school regulations and rules pertaining to attendance and discipline before starting. You might ask to see the school handbook.
6. Confer daily with your Cooperating Teacher and develop a planning schedule to discuss your program requirements, university schedule, observation feedback, planning guidelines,
16 student progress and concerns, lesson implementation, progress on TPE’s, TPA’s and other appropriate topics.
7. You should be on campus during contract hours as a minimum. Be available to remain after school to plan, attend staff meetings, in-services, parent conferences, and other school functions, such as "Back to School Night" and "Open House” where applicable.
8. Become acquainted with the various learning materials, district curriculum guides, mastery learning objectives, and equipment that are available (texts, workbooks, films, audiovisual equipment, library resources, and computers).
9. Keep up-to-date and accurate lesson plans during your Clinical Practice. You are required to have a written lesson plan for each lesson that you teach. Be sure to confer with your Cooperating Teacher to insure that your lesson plan meets his/her expectations and satisfies the demands of the curriculum and the needs of students.
10. Submit any observations logs and lesson plans that are required and other assignments listed in the Clinical Practice syllabi (EDMI 571 for CP I, EDMI 572 for CP II).
11. Develop techniques for varying classroom activities such as presentations, small group work, individualized instruction, testing and grading procedures, and using instructional (audio/visual) aids.
12. Establish and maintain effective classroom control and environment according to site and Cooperating Teacher’s expectations.
13. Become familiar with the Common Core State Standards, California Content Standards, and Grade Level/District Sequencing Guides.
14. Be professional at all times. You are expected to be appropriately dressed, well groomed, and maintain professional communication at all times. Everything “speaks” during this experience: what you say, what you do, the decisions you make all contribute to your character and readiness as a teacher. In a public position, such as teaching, others’ perceptions of you are important. You never know who will be on an interview panel or who will be consulted as a reference; impress everyone. http://www.ctc.ca.gov/credentials/rules-of-conduct.html
17 Clinical Practice and Coursework Attendance Policy
Be punctual and regular in attendance. In the case of unavoidable absence, inform your instructors (in the case of coursework) and your Cooperating Teacher, On-site Liaison, and University Supervisor (in Clinical Practice) in advance . Also, prepare substitute plans for your Cooperating Teacher to utilize as appropriate.
Attendance during Clinical Practice is critical. Teacher candidates are expected to be on their Clinical Practice sites for full teacher candidates every day unless extreme extenuating circumstances present themselves. If they should occur, TCs should communicate immediately with all members of their CP support team (CT, OSL, and US). Extensive absences may result in removal from Clinical Practice and necessitate additional semesters to complete the program.
Professional Website
In EDMI 512, you will develop a professional website to collect artifacts and evidence for demonstration of satisfactory completion of the TPEs, to gather resources for your teaching practice, and to communicate with students and caregivers. In addition to directly observable evidence, this website will provide information that your University Supervisor may not see in classroom visits.
In post observation conferences with your University Supervisor, use the website as a reference to discuss your understanding and progress with regards to the TPEs. Your knowledge and accomplishment of TPEs are essential to successful completion of the credential program and required by the state of California. In addition to coursework and observations of performance, your website provides a resource for demonstrating your mastery of the TPEs.
18 INTERVIEW QUESTIONS TO ASK YOUR COOPERATING TEACHER
1. How many times per week will you want to meet for planning? When, where, and for how long will we meet?
2. What are your requirements for written lesson plans? (Note: Even if your Cooperating Teacher does not require a written plan from you, you are still responsible for generating them during Clinical Practice. At the very least, the On-site Liaison and University Supervisor will want a copy of your lesson plans.)
3. What are your most important goals for this semester? What role can I play in helping you to achieve these goals?
4. What grading procedures do you use?
5. Do you group students according to their ability level during any assignments?
6. Are there any students who have special needs I should be aware of? Where can I get students’ IEPs or 504s to read?
7. Will you please explain your philosophy concerning classroom discipline? What behaviors do you discourage and encourage?
8. What kinds of bulletin boards or other displays do you prefer to have in your classroom? Which ones would you like me to plan for while I’m doing my Clinical Practice?
9. How did you arrive at this particular room arrangement? May I rearrange for special activities?
10. How do you maintain active communications with parents?
11. What techniques do you use to engage students?
12. What are the special challenges of teaching this subject or grade level?
13. How would you describe your school’s community relations?
14. What assessments do you use and why? (informal, formal, formative, summative, performance assessment tasks...)
19
School Site Information CSUSM Middle Level Education Program
To be completed by Teacher Candidates during each placement as partial evidence for TPE 12.
In order to insure that a broad range of experiences is accomplished during your preparation as a Teacher Candidate, this checklist has been developed to assist you. You are expected to accomplish as many of these enriching observations /experiences as possible each semester at each school site. This checklist should be presented to your University Supervisor as evidence of partial completion of TPE requirements.
NAME:
SCHOOL SITE: Semester One Semester Two
Semester 1 Semester 2 Organizational Competency Date Completed Date Completed 1. Attendance/Tardy Reporting Procedures 2. Grading and Reporting Procedures 3. Curriculum Guides for Courses 4. Faculty / Department Meeting Times and Places 5. Access to Resources: AV Equipment, Copy Machine 6. Computers or Computer Lab Use for Students 7. Video Approval Process (especially “R” rated videos) 8. Controversial Issue Policy (alternative assignment policy) 9. Field Trip Approval Process 10. Classroom Repair, Supplies Process 11. Proficiency Exams Required: When Taken 12. Child Abuse: Identification and Reporting 13. Special Needs Students: Identification and Reporting 14. Parent Conferences 15. Location of Cum Files 16. Job Application Procedures for District 17. Explore the School’s Website, Mascot, etc. 18. Student Study/Success Team Meeting 19. Individual Education Plan Meeting 20. Other: 21. Other 22. Other:
20 School Site Participation Checklist CSUSM Middle Level Education Program To be completed by Teacher Candidates during each placement and submitted as partial evidence of TPE 12. In order to insure that a broad range of experiences is accomplished during your preparation as a Teacher Candidate, this checklist has been developed to assist you. You are expected to accomplish as many of these enriching observations /experiences as possible each semester at each school site. This checklist should be presented to your University Supervisor as evidence of partial completion of TPE requirements.
NAME:
SCHOOL SITE: Semester One Semester Two Semester One Semester Two Date Completed Date Completed ACTIVITY
participated in parent conferences attended Parent-Teacher-Student Association meeting attended school board meeting contacted parents (via phone, mail, home visits) participated in community activities planned an “event” (e.g. field trip) experienced a class dedicated to special populations (e.g. special education, alternative special day class, primary language) led an advisor/homeroom experience attended professional development training (conferences, etc.) supervised/observed extracurricular or non-instructional activities (lunch, intramurals, student activities) attended staff/departmental meeting attended teacher association (union) meeting participated in business partnership/activity attended Bilingual Parent Advisory Committee meeting participated in a lab (technology lab, computer lab, writing lab, etc.) attended/observed an SST (Student Study/Success Team) meeting for one student attended/observed an IEP (Individualized Education Program) meeting for one student Other
21 A FEW THOUGHTS
If you are experiencing any sort of difficulty in your placement, share this with your On-site Liaison or University Supervisor immediately. They are there to serve as your advocate and liaison between you, the Cooperating Teacher, and the school site.
Do not make any placement arrangements or changes on your own! It may appear that you are helping, but keep in mind makes hundreds of placements every semester in area districts, and we have worked hard to make our contacts with the best schools and teachers in these districts. If you have special needs, communicate these directly to the program coordinator.
Always be the professional: in dress, demeanor, and attitude. You may hear or see things in classrooms with which you do not agree, or you may learn confidential information about a student. Keeping these issues confidential is essential. http://www.ctc.ca.gov/credentials/rules-of-conduct.html
Be willing to go the extra mile. Offer to assist with room set-up and take on duties. Become known as a problem-solver not a problem-maker. Take the initiative to ask what can be done or to offer your assistance.
Enjoy your Clinical Practice. You will be, perhaps, on the largest learning curve of your life. We are committed to ensuring that it is a positive growth experience for you and a positive learning experience for the students in your classrooms.
Collect important contact information (phone and e-mail) of your University Supervisor, On-site Liaison, and Cooperating Teacher and other candidates in your coursework cohort and your site cohort.
22 Information for University Supervisors
UNIVERSITY SUPERVISOR RESPONSIBILITIES
The three keys to being a successful supervisor are communication, communication, and communication. It is necessary to guide and counsel the Teacher Candidate by offering suggestions and providing encouragement to ensure that they can meet their full potential. Communication is also vital in the intermediary role with the Cooperating Teacher, ensuring the establishment of the best possible classroom/university working relationship. Thank you for accepting such important responsibilities in our program.
General Protocols:
1. Please read the entire Handbook to become familiar with the CSUSM Teacher Preparation program. Become especially familiar with the California Teacher Performance Expectations (TPE’s), which can be found in outline form at the beginning of the handbook and in full-text form on the School of Education website: (www.csusm.edu/soe). These TPEs comprise a significant portion of the assessment process with the Teacher Candidates.
2. Become familiar with the credential our teacher candidates will earn: Multiple Subjects with the CLAD or Bilingual Authorization certificate. Our candidates also earn a Subject Matter Authorization (SMA) or Single Subject Credential simultaneously. The Middle Level credential program has an agreement with the Commission on Teacher Credentialing where EDMI methods courses meet the requirement for single subjects methods courses. If candidates with the Middle Level program (i.e. complete courses with the EDMI prefix), they do not have to take an additional methods course upon passing a Single Subject CSET in the four core content areas— English-Language Arts, Mathematics, Science, and Social Sciences.
3. Since Teacher Candidates are earning a CLAD credential, they need to demonstrate the use of SDAIE (Specially Designed Academic Instruction in English) strategies during their Clinical Practice.
4. If working with Clinical Practice II candidates, ask them for a copy of their Clinical Practice I final summary and “Assessment of TPE’s.”
5. At US Communication meetings discuss observation guidelines, assessment processes (TPEs and final summary), and guidelines for communicating and documenting concerns.
6. Work with the On-site Liaison to schedule an introductory meeting of all parties at the beginning of the semester. Facilitate a discussion of planning protocols and observation dates with both the TC and CT. Work with the On-site Liaison and the program coordinator to ensure that the Teacher Candidates have the best possible learning situations.
23 7. Formally observe each Teacher Candidate a minimum of two (2) times and discuss the observations with the Teacher Candidates. Mentor and coach Teacher Candidates as needed. If working with an advanced Teacher Candidate, give special attention to establishing goals for meeting all TPE’s by the end of Clinical Practice II. Be prepared to make additional observations if a Teacher Candidate is working to remediate concerns. If you, the TC, or OSL note any serious concerns, initiate a Statement of Concern as soon as possible (see #10 for more information).
8. Meet with the Teacher Candidate for post-observation conferences to discuss observation feedback and to confer on TPE progress. For each observation, provide the candidate with written suggestions. Review and discuss the TPE evidence during each conference. Evidence cannot be gained for many of the TPE’s through observation of teaching alone. It will be through conversation that you’ll gain evidence of some of these TPE’s (for example, the Teacher Candidate’s ability to plan long term, their ability to adequately assess student progress, etc.). During CP I all candidates are expected to be at the ‘Approaching’ or ‘Meets” level and at the ‘Meets’ level for CP II. All TPEs should be addressed during both experiences.
9. Maintain ongoing communication with the On-site Liaison and/or Cooperating Teacher and assist in solving field-related problems. Act as liaison between Teacher Candidates, school site personnel, and the university. Have a method for checking in with each Teacher Candidate regularly to gauge their level of concern, their feelings during teaching, etc.
10. If you have serious concerns regarding the Teacher Candidate’s performance or professionalism this should be communicated and discussed early with the Program Coordinator. Document these concerns on the “Statement of Concern” (found in the single subject forms section on the SOE website) and counsel the Teacher Candidate on a course of action to address the concerns. It is CRITICAL that concerns are communicated in detail early with a specific timeline for improvement. Concerns should be focused around relevant TPEs. Notify the Program Coordinator immediately if an SOC is to be written.
End of Semester Evaluation Paperwork Procedure
1. With the On-site Liaison, arrange for the final exit meeting at the conclusion of Clinical Practice. 2. Based on your own observations and collected documentation throughout the semester, complete drafts of the TPE assessment and write the summary. 3. E-mail the drafts to the CT, OSL, and TC for review and additional input (if needed). 4. E-mail final TPE assessment and summary to the CT, OSL, and TC prior to the exit meeting. 5. The exit meeting is a time to recap what you appreciated about the Teacher Candidates’ work and growth and any areas you’d like to see them continue to work on. All participants will discuss and sign the “Clinical Practice Summary” and “Assessment of TPEs” and copies will be distributed to all. Sign all original forms in blue ink. 6. Deliver the original forms of the “Clinical Practice Summary” and the “Assessment of TPE’s,” and your “Supervisor Visitation Log” to the program coordinator. These assessment forms are very important. Without them, Teacher Candidates will not be cleared to receive their credential.
24 A FEW THOUGHTS
Professionalism should always be encouraged. Teacher Candidates need to know that they are in a very sensitive position and that confidentiality is vital.
Your Teacher Candidates or On-site Liaison should provide you with the bell and subject schedule for their class(es). This information will be useful in arranging observations and post-observation meetings.
Obtain a district calendar and school map.
Your Teacher Candidates should provide you with a written lesson plan for each lesson you observe (and any others you request).
Be aware that your Teacher Candidates will have emotional as well as professional needs. It will be necessary to strengthen morale as they learn to cope with the realities of teaching.
Teacher Candidates who are having difficulty may need more than the minimum number of observations.
25 CONTACT INFORMATION
CSUSM Middle Level Education Program Co-Coordinator: Erika Daniels ([email protected]) 760.750.8547 TPA Coordinator: Karen Escalante ([email protected] ) CSUSM Support Staff: Bonnie Mottola ([email protected]) 760.750.4300
On-site Liaison: Name: Phone: E-mail: Name: Phone: E-mail:
Teacher Candidates: CSUSM email use required for all program communication Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail: Name: Phone: E-mail:
26 Information for On-site Liaisons
ON-SITE LIAISON RESPONSIBILITIES
Thank you for your willingness to become an On-site Liaison with CSUSM’s Middle Level Education Credential Program. The role of the On-site Liaison is critical to the success of the Program and the preparation of Teacher Candidates. You are a critical liaison between the Teacher Candidate, the Cooperating Teacher, and the University Supervisor. As the On-site Liaison you will:
General Protocols:
1. Please read this handbook to become familiar with the CSUSM Teacher Preparation Program. Become especially familiar with the California Standards for the Teaching Profession and the Teacher Performance Expectations.
2. Help select Cooperating Teachers according to your school or district process. As soon as possible after you have received your placements, contact the administrators, Cooperating Teachers, and Teacher Candidates to arrange for all around introductions and a brief orientation to your school site and district.
3. Welcome Teacher Candidates and familiarize them with the school site by introducing them to other faculty members, administrators, counselors, and by inviting them to faculty meetings and in- service activities, and providing a tour of the school facilities.
4. Work with the University Supervisor to schedule an introductory meeting of all parties at the beginning of the semester. During the meeting, facilitate a discussion of planning protocols and observation dates with both the TC and CT.
5. Work with the University Supervisor to adjust assignments, when necessary, to ensure that your students have the best possible learning situations.
6. Act as liaison between Teacher Candidates, Cooperating Teachers, school administrators, and the University Supervisor. Maintain ongoing communication with the University Supervisor and Cooperating Teacher and assist in solving field-related problems.
7. Hold weekly meetings for your Teacher Candidates. These may be used to assist Teacher Candidates in resolving issues and to help with common needs (e.g. management or planning 27 issues). Many On-site Liaisons use these meetings to invite guest speakers to address specific issues for their Teacher Candidates (e.g. special educator, administrator, BTSA support provider, counselor, etc.).
8. Arrange for the final exit interview at the conclusion of full-time Clinical Practice. The interview is a time to recap what you appreciated about the Teacher Candidate’s work and growth and any areas you’d like to see them continue to work on. All participants will discuss and sign the “Assessment of TPEs” and the “Clinical Practice Summary” and copies will be distributed to all. These forms are very important; without them, a Teacher Candidate will not be cleared to receive their credential.
9. California Teacher Performance Assessments (CA-TPA). This legislatively mandated Performance Assessment, by its nature, must be coordinated with the Clinical Practice of the teaching candidate. In the first semester, candidates must video-tape a teaching episode. The logistics of securing permission from the class will be different at each school site. Please assist candidates with this procedure.
A FEW THOUGHTS
Professionalism should always be encouraged. Teacher Candidates need to know that they are in a very sensitive position and that confidentiality is vital.
Be aware that your Teacher Candidates will have emotional as well as professional needs. It will be necessary to strengthen morale as they learn to cope with the realities of teaching.
Teacher Candidates who are having difficulty may need more than the minimum number of observations and your University Supervisor may ask you to observe a candidate who is struggling. Please notify the University Supervisor immediately if you have concerns about the Teacher Candidate’s performance in the classroom or professionalism.
28 Information for Cooperating Teachers
COOPERATING TEACHER RESPONSIBILITIES
Thank you for your willingness to become a Cooperating Teacher with CSUSM’s Middle Level Education Program. As a Cooperating Teacher you are one of the Teacher Candidate's most important resources during the Clinical Practice. You are that Teacher Candidate's professional coach and mentor. As such, you will need to provide regular feedback, constructive and positive criticism, and positive suggestions so that your Teacher Candidate may improve and grow into the professional we all want him/her to be. Your active involvement is critical to a successful Clinical Practice.
General protocols 1. Please read this Handbook to become familiar with the CSUSM Teacher Preparation program. Become especially familiar with the California Teacher Performance Expectations (TPE’s), which can be found in outline form on pages 8-10 of the handbook and in full-text form on the School of Education website: (www.csusm.edu/).
2. Help the Teacher Candidate feel at home in the school by working with the On-site Liaison to introduce the Teacher Candidate to other faculty members, inviting him/her to faculty meetings and in-service activities, and providing a tour of the school facility.
3. Share ideas with the Teacher Candidate about goals, unit and lesson planning, sheltering instruction, classroom management, effective discipline programs, and other areas of importance to you. Share appropriate student information such as IEP’s, 504’s, or other information that will help the Teacher Candidate adequately plan for the various needs of the class. Share planning, resource and reference materials that have been effective for your class.
4. Attend an introductory meeting of all parties at the beginning of the semester.
5. Solo time: leave the classroom periodically when the Teacher Candidate is teaching. The Teacher Candidate needs to learn to “handle” the classroom on their own. This is a valuable learning situation for the Teacher Candidate and an opportune time for the Cooperating Teacher to offer suggestions for dealing with issues that might have arisen.
6. Assist the Teacher Candidate in both long-term and short-term planning of lessons and units. As part of his/her learning and evaluation process, the Teacher Candidate is required to have a written lesson plan for each lesson taught.
7. Meet with the Teacher Candidate for post-observation conferences to discuss observation feedback and to confer on TPE progress. Evidence cannot be gained for many of the TPE’s through observation of teaching alone but through conversation to gain evidence of some of these TPE’s (for example, the Teacher Candidate’s ability to plan long term, their ability to adequately assess student progress, etc.).
29 8. Conduct evaluative discussions with the TC and provide specific recommendations, in advance, regarding anticipated methods, materials and procedures. Review the successes and problems of prior lesson presentations, affirm the positive, and set a few attainable goals. If working with an advanced Teacher Candidate, give special attention to helping him/her meet those TPE’s that were not met at the end of Clinical Practice I.
9. Provide input, as needed, to the US as preparation for the Teacher Candidate's final “Assessment of TPE’s” and “Clinical Practice Summary” prior to the exit interview. Attend the exit interview with the TC, OSL, and US to finalize and sign the “Assessment of TPE’s” and “Clinical Practice Summary.”
10. California Teacher Performance Assessments (CA-TPA). This legislatively mandated Performance Assessment, by its nature, must be coordinated with the Clinical Practice of the teaching candidate. Teacher candidates will need your support as they complete these assessments. In the first semester, candidates must video-tape a teaching episode for use in the methods course. The logistics of securing permission from the class will be different at each site. During CP II candidates must submit a video- taped lesson as part of TPA 4.
11. If you have concerns about a Teacher Candidate’s performance, these concerns must be documented EARLY and communicated to the On-site Liaison and University Supervisor for appropriate action.
A FEW THOUGHTS
If you are experiencing any sort of difficulty with your Teacher Candidate, do not hesitate to share this with the On-site Liaison or University Supervisor. They are there to assist you and the Teacher Candidate. Should any problems arise, it is critical that they are dealt with in a collaborative and timely fashion.
When assisting your Teacher Candidate in assuming classroom and teaching responsibilities it may be helpful to allow them to take over one subject at a time, adding a new subject each week. Using a calendar for long-range planning is especially helpful for your Teacher Candidate to see the whole picture. Keep in mind that like all learners, our Teacher Candidates will move at different rates as they transition into their teaching responsibilities. Use your discretion as to how much "solo" time your Teacher Candidate can manage, and remember they are novices and will make “novice” mistakes.
The “Assessment of TPE’s” and “Clinical Practice Summary” forms are most crucial to the Teacher Candidates as these forms go into their official files. The University appreciates your timely collaboration in the completion of these forms.
30
School of Education Clinical Practice Placement Policy
CSUSM-SOE policy requires that all Teacher Candidates complete their field work in a public school setting. A public school setting is defined as one of the following: traditional public school or a public charter school. The only exception is a private school that receives public funding for specific services to public school students with special needs, as defined in an IEP. There are no other exceptions. This policy ensures that candidates fully experience the dynamics of public education. The following lists the minimum requirements for all School of Education programs. Individual programs may implement and maintain additional requirements.
Clinical Practice I Requirements In order for a Teacher Candidate to be placed in a Clinical Practice setting for coursework and/or field experience purposes and be assigned a University Supervisor, the following requirements must be met. A. Registration in a Clinical Practice course ( EDSS 571).
B. CTC certificate of clearance.
C. Tuberculin Clearance.
D. Passing scores on the subject specific CSET and the CBEST tests.
Clinical Practice II Requirements In order for a Teacher Candidate to be placed in a Clinical Practice setting for coursework and/or field experience purposes and be assigned a University Supervisor, the following requirements must be met.
A. Registration in a Clinical Practice course (EDSS 572 or EDSS 573)
B. CTC certificate of clearance
C. TB clearance
D. Successful completion of first semester coursework with a C+ or better and an overall GPA of 3.0
E. Successful completion of Clinical Practice I.
Risk Management at School Sites In the case of an injury that requires medical attention at the clinical placement site, the following steps must be followed: Teacher Candidate: Attend to Injury Immediately report the injury to your Cooperating Teacher, University Supervisor and Program Coordinator, Erika Daniels ([email protected])
Cooperating Teacher: Immediately report the injury to the University Supervisor University Supervisor: Immediately Report the Injury to the Program Coordinator, Erika Daniels ([email protected])
31 Program Coordinator: Complete IIPP5
Track Incident
32