Childhood: CED 420/CED 525 (Student Teaching Grades 1-6)

Childhood: CED 420/CED 525 (Student Teaching Grades 1-6) CED 421/CED 526 (Cross-Cultural Student Teaching Grades 1-6)

Adolescence: ADO 420/ADO 525 (Student Teaching Grades 7-12) ADO 421/ADO 526 (Cross-Cultural Student Teaching Grades 7-12)

Student Teaching (Q3) Syllabus: Spring 2014 Introduction

Ronald A. Cocciole, College Supervisor

6069 Meadow Drive Cicero, NY 13039 E-mail: [email protected] Web Page for student teaching: www. oswego.edu/~cocciole

Now that you have successfully completed the requirements in order to student teach, I am sure you look forward to actually being responsible for what is taught and being the one to accomplish this. As you begin this quarter, prepare yourself for a challenging and rewarding experience. Read each of the pages in this syllabus and on our Website, carefully. This is especially important as you design, develop and implement your Teacher Work Sample (TWS.)

Adapt to your new host school, cooperating teacher and students. Build upon the successes you will experience and learn from the mistakes you make. Take one day at a time. Focus on improving your teaching presence, completion of your Teacher Work Sample, and fulfilling each of the NCATE and SUNY Oswego requirements. Refine and polish your developing style.

As your supervisor, I will do my best to assist you throughout this process. Please feel free to contact me via e-mail or by phone whenever you need to talk. I find some of the most successful students are the ones who have many questions are not afraid to ask them and as they experience teaching, the questions decline and the confidence grows. My objective is to help you move up the ladder, not necessarily reach the top-at this time. (Of course, I hope the ladder is leaning on the right building.)

Student teaching is a process that allows everyone to come away with new and, hopefully, positive experiences, i.e., your cooperating teacher, other teachers in your assigned school, administrators, parents, community members, myself and, of course, your students.

Keep your mind open, your creative genius motivating students, and a great sense of humor. It is very important for you to think of student teaching as a full time job. Student teaching places many demands on your personal time. Your workload will be intense. Your workday should not be lighter or shorter than your cooperating teacher’s workday. You must always be prepared to teach each day and complete all assignments when due. Remember that you are now investing in your future as a classroom teacher. Dedicate each day to learning effective teaching practices. You need to remain open and receptive to suggestions made by both of us for improvements in planning, strategies for instructional delivery, classroom management and interaction with your students. Accept constructive criticism, and implement suggestions for improvement. Learn to think on your feet as you teach. Learn to adapt and modify your classroom presentations. Reflect on each day and journal your experiences. Ask yourself these questions: What have I learned today? If I were to teach a lesson again, how would I improve it? I find that the most successful improvement is accomplished when we concentrate on one particular area that we want to improve.

There were great groups of students in the past and I am sure this will be the case for this school year. A few items/reminders from the School of Ed staff and myself:

 I experienced the many benefits of the TK20 and the Teacher Work Sample. These requirements have been great tools that benefit everyone--School of Ed staff, supervisors and pre-service teachers. We will work with them and have it become a "win-win" situation. They will also be beneficial in doing the edTPA, the newest SED requirement.

 Please seek feedback from your cooperating teacher. Often communication is blocked when either the student teacher or the cooperating teacher perceives the other as disinterested and not willing to go over areas for improvement.

 The "phase-in" form in your packets that I handed out is for you and your cooperating teacher to plan your student teaching experience. (I will not collect it and you two can alter it any way you wish.)

 The lesson plans you develop can include all kinds of teaching experiences, labs, centers, field trips, etc. These are all observable and part of teaching. Observing a traditional teacher lecture is not always necessary. My philosophy is that humans learn in so many different ways--and educators should teach in a variety of ways. Personally, my most rewarding learning experiences have been failures that were turned around. (Boy, did I l learn a lot trying to get my Web site up and running.)

 When I observe your class, I must get a hard copy of your lesson plan for that class on the day I observe you, in addition to the ones that you distribute in advance. I also need all the other documents and handouts that you give to your students.

 I will always try to let you know when I will visit for an observation, but I give myself the right to do a surprise visit/observation.

 Community Project assignment. Bottom line--I want a document or media presentations, etc. that show me you "checked out" the community in which you are student teaching

 The Weekly Report you submit tells me two things--the front is what/when you will be teaching the week coming and the back is a reflection of the week that just past. I need both every week. The front of the Weekly Report has worked well in the past. (You can develop your own form that has the same components, if you wish.)

 You do not have to wait until Sunday at noon to submit your Weekly Reports. The first one would be a "sooner the better" situation so we can work out any problems. Have a great learning experience.

Sharing Ideas

As you become a more experienced teacher, you will learn the real meaning of teamwork. Not so much in the format of team teaching, but that is important; more in the sense of working with others to produce the best ideas and processes to educate your students.

As a supervisor, I work with my colleagues to obtain and produce better methods to evaluate, how to work with difficult situations, etc. (A large part of this Syllabus has been the result of using another colleague’s materials and ideas.)

I hope you have the opportunity to work with the other student teachers—especially those who are in my supervisee’s group. A couple of planned meetings, as a group, should make this possible. Below are some of the colleagues with whom I work and their E-mail addresses.

Satisfactory Final Evaluation

You will find the Final Requirements Checklist on the Website-www.oswego.edu/~cocciole. You need to meet them to receive a satisfactory evaluation upon the completion of your student teaching experience during this quarter. All requirements must be completed on or before Thursday, 10/10/ 2013 (Q1.)

You must meet each of the following:  Full time attendance (You are required to attend school every day that it is session)  Professional dress and performance in the host school  Preparation of daily lesson plans for all lessons at least 2 days prior to the date of instruction  Weekly planning with cooperating teacher  Teach cooperatively on a regular basis with your cooperating teacher (beginning by the second week)  Formal lesson plans submitted to college supervisor  3 formal written observations by college supervisor  Weekly reflective journal Weekly schedule and free periods  Letter of introduction to students and parents  Written classroom management plan and implementation of plan  Submission of Teacher Work Sample  Submission of at least one Social Justice Lesson  Computer or alternate technological enhancement for a lesson  Community activity report  Evidence of a record keeping system  Beginning development of a professional portfolio  Cooperating teacher mid-quarter and final pedagogy evaluation  Cooperating teacher mid-quarter and final content evaluation

During Your First Week An experienced teacher is well aware of how important the first few weeks of classes are. The tone for the entire quarter, semester (or year) can be established as new classes begin. Listen carefully to your cooperating teacher during your first week. Observe his/her pedagogy carefully. Note how the teacher manages the classroom. Pick out anticipatory sets, methods of transition as lessons progress, strategies employed for whole and non-whole group instruction, skills used to listen to students, lesson closure and interactions with students individually as well as the entire class. Begin your preparation for teaching your first lessons:

 Write a brief description of yourself. What do you want to share with your students? Ask your cooperating teacher to introduce you to all the classes. Share your enthusiasm to become their teacher from the onset. Kids can always read you!

 Interact with students during the school day. Get to know them. Begin to learn their names. Be friendly and truthful from Day 1.

 Ask the cooperating teacher to provide you with copies of teacher texts, curriculum guides and the teacher handbook. Read The Teacher Handbook! You will be expected to follow most school district policies. Ask questions!

 Learn the procedures followed to maintain a positive learning environment for all students in the classroom. What are the cooperating teacher’s rules for all students? What are student responsibilities? What are the consequences for those who break rules?

 Dress as a professional. Never wear sneakers, jeans, or sweatshirts. Women should never wear clothing that exposes the tummy. Men should always wear a shirt and tie. Do not engage in idle gossip about your host school, cooperating teacher, school administrators, SUNY Oswego or students

 Find out when you should report to school. You are required to report to your host school at least 30 minutes before the school day begins. You are expected to attend meetings and most after school activities. Volunteer to meet with students after school to provide extra help as needed.

 Remember that you, and your cooperating teacher, must adhere to New York State Law regarding his/her supervision of you as a student teacher.

 Ask your cooperating teacher to permit you to observe at least two other teachers’ classes in the school. Observe their teaching styles, and discipline methods, and compare them with those used by your cooperating teacher.

 Ask your cooperating teacher when you may begin teaching your first class. You should take at least one class by the beginning of Week 2. Ask your cooperating teacher if she/he would like you to co-teach a lesson.

 Assist your cooperating teacher with daily routines including attendance, referrals, copy machine use, duty assignments, laboratory preparation, seating charts, etc. Set up iWebfolio for your cooperating teacher and me.

 You are required to report to your host school whenever it is in session. In the event of a personal family tragedy or medical emergency that prevents you from attending school you must contact me, your cooperating teacher, and your host school before the teaching day begins. You must inform me about your need to be absent. Call me as early as 5:00 am if you like but call no later than 7:00 am. You must call me if school is canceled due to inclement weather. Writing Your Lesson Plans For each lesson you teach a written plan must be approved at least two days in advance by your cooperating teacher. You must write lesson plans for each lesson that you teach. You must submit formal lesson plans to me for my evaluation presented to me when I formally observe you. Each must be typed or word-processed with a hard copy for me. The Lesson Planning Template that can be downloaded from http://www.oswego.edu/academics/colleges_and_departments/departments/curriculum_and_instructio n/stpage.html. Word process all lesson plans and submit a printed copy of each to your cooperating teacher for approval at least two days in advance of the teaching date.

Submit 3 lesson plans to your supervisor for evaluation via email, as per the Student Teaching Required Weekly Activities schedule found in this syllabus. On observation days, provide your supervisor a printed copy of the formal lesson plan for the lesson to be observed

The 9 Point Lesson Plan Guide (1) Grade and Developmental Levels of Students: Cite all special needs of your students

(2) Achievement Goals and Outcomes: State what you expect them to learn from this lesson. Write these objectives using Blooms Taxonomy. Reference your objectives to New York State Learning Standards. List the specific standards. Please do not just cite the standards by number. Write each standard as applicable to your specific lesson plan.

(3) Materials and Resources needed for the lesson: Be specific. List them.

(4) Procedures and Timeline: Include the methods and strategies you will utilize in your effort to best meet these objectives with these students at this time.

(5) Adaptations of Instruction: For the full range of students. Capture students’ attention and focus the learner on your intended outcomes. Include your lesson introduction, motivation strategies, anticipatory set, modeling, guided practice and independent practice.

(6) Assessment: State how you will know whether they have met your objectives. Pre and post assessment measures planned for in terms of content, skills, attitudes.

(7) Use of Technology: For lesson enhancement. Consider some and write a statement that addresses this.

(8) Outreach to Families: Consider some and write a statement that addresses this.

(9) Closure and teacher lesson reflection: You may choose to do this in weekly journals.

You may choose a slightly different model in consult with your cooperating teacher when writing your daily plans for her/him. However, the Oswego format(Nine Point Requirements) must be submitted to me for the required lesson plans as well as your Teacher Work Sample.

Teacher Work Sample

You will complete a Teacher Work Sample this quarter. See the forms and rubric for this at http://www.oswego.edu/academics/colleges_and_departments/departments/curriculum_and_instru ction/stpage.html Please note the schedule for posting components of the required TWS on the Student Teaching Requirements Chart.

What is a Teacher Work Sample?

A Teacher Work Sample (TWS) is a product that demonstrates your ability to plan, deliver, and assess a standards based instructional sequence; document student performance; and reflect upon the effects of your instruction on student learning. Through your Teacher Work Sample, you will provide evidence of your performance relative to the following standards:

1 Learning-Teaching Contextual Factors: The candidate uses information about the learning/teaching context and student individual differences to plan culturally relevant instruction and assessments of student learning. 2 Learning Goals & Objectives: The candidate sets significant, challenging, varied and appropriate learning goals/objectives. 3 Assessment Plan: The candidate uses multiple assessment modes and approaches aligned with learning goals/objectives to assess student learning before, during and after instruction. 4 Instructional Sequence: The candidate designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. 5 Analysis of Student Learning: The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. 6 Evaluation and Reflection: The candidate analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

New York State EdTPA

If you are seeking New York State teaching certification after April 2014, you will complete all components of the required NYS EdTPA during Q2 or Q4, including video-recorded segments of your teaching. Guidelines and resources for completing the NYS EdTPA can be found at: http://www.nystce.nesinc.com/.

Activity Reports

Community Activity Report: Write a report about a community activity. Suggestions include:

 Attend a school board meeting, and write a report in which you reflect on the issues addressed.  Report on the extracurricular activities that the community offers the students in the community, and reflect on how these activities reflect the cultural values of the community.  Interview a school administrator about a current issue faced by the community.

Parent/Family Activity Report: Write a report about a parent/family activity. Suggestions include:

 Attend a parent/family group meeting (i.e., PTA), and write a reflection on what you observed.  Describe and reflect on a parent/family involvement activity that the host school sponsors. (i.e., Open House, Pot Luck Supper, Grandparents’ Tea, etc.)  Describe and reflect on the extra-curricular activities that the community offers the families in the community.

STUDENT TEACHING REQUIRED WEEKLY ACTIVITIES*** for Q 1, Fall 2013 (NOTE: This lists only a frame of COMMON required activities for all student teachers. Of course, you will have many more learning opportunities and are expected to take initiative and serve as an active and contributing team member in many ways beyond the activities listed below.) Required Activities Required Products Required Products TO Post for /Send to Student Teacher College Supervisor by END of THIS week (Saturday) Week 1  Observe cooperating teacher, Weekly Schedule for  Weekly Schedule for Week noting discipline, management Week 2 . 2: including master class techniques, transitions, and schedule of class times, anticipatory sets. specials, lunch, assemblies,  Become familiar with the school, etc, .and cooperating school paying special attention to fire drill calendar. If your classroom routes, safety regulations, security has a class monthly calendar of policies, building layout, resources, activities, I would like that, too. materials, and curriculum. Get to HIGHLIGHT lessons and know key people: Principal, activities where you will have secretary, team members such as an active teaching role or a sp ed and TESOL teachers, support specific support role. staff. Find out all important dates (i.e.: Open House, faculty meetings,  Initial Anticipated Phase In and after school activities.) Schedule Find out which students have identified special needs and learn about their strengths, needs, services and service providers  Assist the teacher. Don’t be afraid to take initiative! Work with the children whenever appropriate.. Get a Plan Book and Notebook for Co-planning and team mtgs Co plan anticipated Phase In Schedule with CT Co-plan specific opportunities for cooperative teaching/ support roles for next week Reread TWS Guide for your Curriculum area Week 2 Observe cooperating teacher noting Informal plans for all  Formal comprehensive plan strategies with particular cooperative /support for at least 1 lesson (even students and learning styles. lessons /activities cooperative)  Follow cooperating teacher’s plans (e.g., Summarize  Weekly Schedule for Week and begin teaching each lesson/activity, 3 (HIGHLIGHT the times you cooperatively with your CT. your materials, roles will be teaching) Choose your TWS topic with your and responsibilities)  TWS Learning-Teaching cooperating teacher (minimum 2 Formal Context week unit of study) . Complete the comprehensive plan  Reflective Journal Entry Learning-Teaching Context for at least 1 lesson portion of the Required Teacher (even cooperative) Work Sample (AKA Unit) TWS Learning-  Maintain a Plan Book and an Teaching Context electronic journal of personal reflections. Reflective Journal Confirm schedule and Co-plan your Entry roles and responsibilities with CT for next week Week 3 Write lesson plans for and teach Formal lesson plans  Weekly Schedule for additional topics, per Phase in for all lessons you Week 4 (HIGHLIGHT the Schedule--submitting plans to teach, approved by times you will be teaching) cooperating teacher 48 hrs, in CT day prior to  1 complete advance. teaching comprehensive lesson  Keep records of student Records of student plan from this week progress (grades, etc.) as progress, attendance,  Reflective Journal Entry needed in areas you teach. anecdotal notes to inform planning Complete Student Learning Submit to CT for approval before Goals and Assessment Plan The Student Learning sending to me: portions of the Unit according Goals of the TWS  The Student Learning to instructions in TWS packet. The Assessment Plan Goals of the TWS Submit to CT for approval of the TWS  The Assessment Plan of before sending to me. the TWS Confirm schedule and Co-plan your roles and responsibilities with CT for next week, including additional responsibilities. Cooperating Teacher will discuss Mid-Quarter progress. Week 4 Continue to write lesson plans and Formal lesson plans  Weekly Schedule for Week keep student records. for all lessons you 5 (HIGHLIGHT the times you Plan for and teach full days. Keep teach, approved by will be teaching) student records in all subject CT day prior to  1 complete comprehensive areas. teaching lesson plan from this week Complete the Instructional Records of student  The Instructional Sequence Sequence portion of the Unit progress, attendance, portion of TWS (lesson plans). anecdotal notes to  Cover Page, Table of Collect materials and resources for inform planning Contents of TWS your unit. Begin teaching TWS Instructional  Reflective Journal Entry your unit, if you have not Sequence  Post write ups for Parent/ done so already. Add Community/ Professional reflections to it as you teach Development activities the lessons. Confirm schedule and Co-plan your roles and responsibilities with CT for next week Week 5 Continue to write lesson plans and Formal lesson plans  Weekly Schedule for Week keep student records. for all lessons you 6 (HIGHLIGHT the times you Complete Analysis of Student teach, approved by will be teaching) Learning and Evaluation and CT day prior to  1 complete comprehensive Reflection teaching lesson plan from this week Confirm schedule and Co-plan your Records of student  The Analysis of Student roles and responsibilities with progress, attendance, Learning portion and CT for next week anecdotal notes to Evaluation and Reflection inform planning of TWS TWS Analysis of  Reflective Journal Entry Student Learning and (TWS lessons) Evaluation and  Professional Development Reflection activities must be completed and posted this week Week 6 Continue to write lesson plans and keep Formal lesson plans  Weekly Schedule for Week student records. for all lessons you 7 (HIGHLIGHT the times you Plan for and teach full days. Keep teach, approved by will be teaching) student records in all subject areas. CT day prior to  Reflective Journal Entry Confirm schedule and Co-plan your teaching roles and responsibilities with CT for Records of student next week progress, attendance, anecdotal notes to inform planning Week 7 Records of student POST all components of TWS Observe in another classroom and progress, attendance, on TK20 and SUBMIT AFTER SUNY Oswego and your supervisor are committed to your success and to supporting Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. This means that in general no individual who is otherwise qualified shall be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity, solely by reason of having a disability. If you have a disabling condition, which may interfere with your ability to successfully complete this course, please contact the Disability Support Services (DSS) located at 155 Campus Center, phone 315-312-3358, email [email protected]. For further information, see their website at: www.oswego.edu/dis_svc/