An Overview of the Level 2 Field Experience for Cooperating Teachers

Level 2 Weekly Overview for Mentor Teachers The Level 2 experience includes 2 weeks of on-campus seminar and 6 weeks of field experience in the schools (minimum of 25 hours). It culminates in planning and teaching two related lessons to the whole class.

Timeline Assignments the L2 Student will Assistance the Mentor Teacher could Responsibilities of the UNI Field Experience be working on provide Coordinator* Week Focus: Orientation to Level 2 and •In summer planning, assist in identifying •Create and deliver course curriculum on campus to 1 Your School the key issues and concepts to be included in provide L2s an introduction to the school, the L2TWS, and ON The on-campus intro provides an this new preparatory curriculum, unique an orientation to topics in management, motivation, lesson CAMPUS orientation and foundation for the rest features of the school context, preferred planning, instructional strategies, assessment, and reflection. INTRO of the experience and time to ensure instructional strategies and management •Coordinate placements and orientation event with quality matches are made between L2 systems, etc. teachers and site coordinators students and mentor teachers/schools Week 2 FOCUS: Getting to Know You, the •Introduce L2 student to the class •Observe with each L2 in classroom, facilitating IN Students, Your Classroom •Share contextual information about the understanding of contextual factors, encouraging SCHOOLS In the Contextual Factors section, the students in your classroom, (gender, interactions, (15 min, followed by 10 min. reflection). student is prompted to describe the race/ethnicity, socioeconomic status, culture, •Journal with L2 on Contextual Factors of the students, community, district, school, student language, special needs and disabilities, classroom environment, school, and district and classroom factors and to explore learning styles, etc). A seating chart will help •Collect Contextual Factors section of the L2TWS, how these factors may impact their teach student names and provides a place to provide feedback and support lesson. The instructional implications record observation notes. •Touch base with mentor teacher about early performance section is usually the most difficult for •Explain specific examples of how these of L2 students. characteristics impact your own instruction. Week 3-4 FOCUS: Becoming Involved in •Direct UNI student to select lesson topics, •Observe L2 engaged in routine classroom interactions, IN Informal Instructional Routines, materials, and strategies that serve your facilitating understanding of cultural competency, SCHOOLS Deciding on Topics for Formal students best, give feedback on their informal management, motivation, and instructional routines and Lessons Later On teaching. learning standards. The Design for Instruction section •Identify whether you would like the TWS •Journal with the L2 on routines, management, motivation, prompts the student to write and justify lessons to be small group lessons or whole state/national standards Learning Goals for two related class lessons. •Collaborate with mentor teacher to determine lesson lessons that are significant, specific, •Begin looking ahead to suggest more formal topics, format, possible resources observable, challenging, varied, and lesson topics student should begin planning •Collect Learning Goals and Assessment Plan sections of stated as student outcomes and to link for week 5 or 6. the L2TWS those goals to state and/or national standards UNI STUDENT MENTOR TEACHER UNI FIELD EXPERIENCE FACULTY

*Field Experience Coordinator roles and responsibilities also include serving as a liaison between UNI students, school personnel, and university faculty; engaging in professional development and collaborative research activities in the school; and participating in activities to enhance the welfare of K12 teachers and students. Week 5 FOCUS: Deepening Engagement •Recommend lesson plan formats you find •Observe L2 engaged in routine classroom interactions, Session with Students, Instructional Planning useful, share formats required in your informal lessons, facilitating understanding of the link IN for Formal Lessons discipline or school. between strong planning and powerful learning, SCHOOLS The Assessment Plan section prompts •Recommend and share resources, curricula, differentiation, and management. the student to choose authentic instructional strategies, and motivation or •Journal with the L2 on lesson planning process, templates, assessments aligned to each learning management techniques you would like the links to good resources and materials. Provide support goal and to consider the use of student to consider using. necessary for strong lesson plans assessment sampling as a technique. •Allow, if possible, latitude in the choice of •Collect Design for Instruction/Lesson Plan sections of The Design for Instruction section lesson topics and strategies by students, help TWS, give feedback and support. prompts the student to write an them anticipate •Collaborate and communicate with mentor teacher organized plan for their instruction •Insist that the student has clearance from you about lesson plans, ensure mentor teachers’ permission to (lesson plan) including justification, before teaching the lesson proceed with lesson. motivation, management, and differentiation. Week 6-7-8 FOCUS: Lesson Implementation, •Highlight for the student the strengths and •Observe L2 teaching both lessons, if possible Analysis, & Reflection weaknesses you observed in the lesson. •Provide lesson feedback using Lesson Feedback Form and The students teach their lessons. In the •Allow the student to experience the natural informal discussion Instructional Decision Making consequences of mistakes and missteps in the •Scaffold L2s thinking as needed for Instructional section, they describe the students’ lesson, but intervene if you believe it reaches Decision Making sections. responses to the first lesson and how to a point that jeopardizes your students’ •Collect IDM, Analysis, and Reflection sections of the adapt the second lesson. In the learning. L2TWS, provide feedback. Analysis of Student Learning •Schedule a exit conference, if possible •Collaborate with mentor teacher on exit conference and section, the students describe and •Evaluate the student using the Level 2 evaluation compare the learning of students in the rubric. Add a narrative that describes the •Evaluate final L2TWS class and explore reasons for learning experience and the student’s strengths and •Schedule an exit conference, preferably a three-way differences. In the Reflection section, weaknesses. The field experience faculty may teacher-student-faculty conference. they reflect on their differentiation add additional comments. •Collaborate with mentor teacher to evaluate the student plan, student learning, motivation, •Recommend credit or no credit for the using the L2 rubric. Both the mentor teacher and FEF will management, and their own future experiences evaluate, either jointly or individually. Both will submit narrative growth comments. •Submit evaluation to UNITED, submit grades to UNI Registrar.