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1 Buffalo State College State University College at Buffalo Department of Elementary Education & Reading School of Education Course Information: PRACTICUM IN STUDENT TEACHING Course Number #: Semester: Spring 2017 Total Credit hrs. EDU 400/401/404/410/500/510 Instructor: 6 credits for each 8 week placement Office: Bacon Hall 316B Course Times: School Hours Cell Phone: Meeting location: School Total Credit hrs. 12 credits Office Hours: Course Description Office Phone: The supervised student teaching experience will take place in one or two school settings at two developmental levels for five full days a week for approximately 8 consecutive weeks each rotation. Teacher candidates are required to effectively demonstrate content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflection of practice is required On Site Supervision As part of the student teaching cohort model, the College student teaching Supervisor will be on site with the Teacher Candidates weekly. This time will allow for extensive opportunities in instructional support, mediation, debriefing, and collaboration with the Teacher Candidates and mentor teachers. Buffalo State Teacher Education Unit Conceptual Framework: CLoP TRoDD Content The professional educator will know the subject matter to be taught to P-12 learners. Learner The professional educator will understand P-12 learners socialization, growth and development; the learning process; reflection of teaching; and the establishment of a classroom climate that facilitates learning. Pedagogy The professional educator will attain an understanding of the strategies that candidates use to teach all learners. Technology The professional educator uses technology as a vehicle for learners to acquire information, practice skills, use higher order thinking skills, and participate in collaborative projects. Reflection The professional educator exhibits the ability to reflect and assess his/her own effectiveness, and to systematically make adjustments to improve and strengthen areas needing

2 attention. Dispositions The professional educator demonstrates respect for learner differences, commitment to own personal growth, and engagement in short and long-term planning. Diversity The professional educator is aware of and sensitive to diversity issues and to use culturally and socially responsive pedagogy. Course Objectives and Learning Outcomes Teacher Candidates will: 1. Demonstrate an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) they teach and create learning experiences that make these aspects of subject matter meaningful for students. 2. Demonstrate an understanding of how children learn and develop, and provide learning opportunities that support their intellectual, social, and personal development. 3. Demonstrate an understanding of how students differ in their approaches to learning and create instructional opportunities that are adapted for diverse learners. 4. Demonstrate an understanding of, and use a variety of, instructional strategies, including technology, by encouraging students development of critical thinking, problem solving, and performance skills. 5. Demonstrate an understanding of individual and group motivation and behavior by creating a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Demonstrate knowledge of effective verbal, nonverbal, and media communication techniques by fostering active inquiry, collaboration, and supportive interaction in the classroom. 7. Plan instruction based on knowledge of subject matter, students, the community, and curriculum goals. 8. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, other professionals in the learning community) and who actively seek out opportunities for professional growth. 10. Foster relationships with school colleagues, parents/caregivers, and agencies in the larger community to support students learning and well being. Course Schedule/Calendar The Teacher Candidate will follow the academic calendar set up by the Office of Teacher Certification and the school/district with which they are placed. Suggested Text edtpa Assessment Handbooks posted on BLACKBOARD. Additional student teaching resources, lesson plan templates and suggested readings will be posted on BLACKBOARD for EER Student Teachers. Additional resources: Evaluation Candidates must successfully complete all program requirements that apply to Student Teaching as outlined. Teacher Candidates earn either a "Satisfactory (S) or "Unsatisfactory (U) grade for Student Teaching. To receive a Satisfactory (S) grade, all Teacher Candidates must come prepared to totally participate in all classroom activities. See Field Evaluation form, Evidence Binder, and edtpa checklist.

3 Attendance Attendance and punctuality are mandatory for adequate performance in student teaching. 1. Be at the placement every day that school is in session and/or teachers are in attendance and follow the vacation schedule of the school district to which they are assigned. 2. Work the same hours and schedule, and perform the same duties, as the mentoring teacher. 3. Attend school faculty meetings, parent meetings, extracurricular activities, and all other events where teacher participation is expected by the school district, unless the mentoring teacher and/ or school administrator determines otherwise Absence from the student teaching assignment shall be made up to the satisfaction of the mentor teacher and the College Supervisor. Tardiness will not be permitted and will count as a half day absence. Exceptions due to weather conditions or other emergency conditions. Note: Excessive Absences and or tardiness will shall be addressed on an individual basis and may be the reason for placement and/or course failure. Please note that two reports will result in a grade of U in the placement unless made up. (EPP Field Placement Handbook) Notification of Absence: A Teacher Candidate shall notify the assigned cooperating school, mentor teacher, and College Supervisor in advance of an anticipated absence, or as early as possible on the day of an emergency absence. (The day before or no later than one hour prior to the start of the mandated school arrival time for teachers. Teacher Candidates who have teaching materials at home (manuals, reference material, plans) which the mentor teacher will need, must make arrangements to return them to the mentor teacher before the class meets. Teacher Candidates who will not be able to teach at the appointed time set aside for a visit by their College Supervisor should notify the supervisor as soon as possible for another appointment. This will enable the supervisor to make the best use of time needed to meet other Teacher Candidates needs. Days missed from student teaching are not considered absences when the school is officially closed for reasons such as inclement weather. (EPP Field Handbook) Leave Early: Requesting to Leave early will only be permitted to attend an edtpa session on campus or to attend teacher recruitment days. You must notify your mentor teacher in advance.(edtpa timeline) Teacher Candidates must fulfill all of the listed student teaching course assignments in a satisfactory manner during each Elementary Education & Reading student teaching placement. Minimal Technical Standards: All Teacher Candidates are expected to meet the Minimal Technical Standards for Successful Completion of the Undergraduate / MIITC Teacher Certification Programs in the Department of Elementary Education & Reading at Buffalo State College. Demonstrate Professionalism: The Teacher Candidate will maintain the highest professional standards in the use of language, writing, and personal behavior, within the classroom and school community. Professional behavior includes, but is not limited to the following: An appearance that is professional and appropriate; one that reflects good grooming Being punctual each day

4 Being responsible and reliable Interacting appropriately with children, parents, administrators, and colleagues Communicating clearly and accurately in both written and verbal form in all formats Being a self-directed learner Accepting constructive criticism Preparing and presenting appropriate lessons Taking initiative Exhibiting a positive attitude and enthusiasm Actively participating in classroom and school-wide initiatives Going the extra mile Asking for help Caring, sharing, and helping others Respecting children, teachers, administrators, and peers Behaving ethically "All students are expected to comport themselves in a manner that does not convey to others in the school community any disrespect, intolerance, or rude behavior based on age, race, religion, color, national origin, gender, sexual orientation, disability, or marital, veteran, or socioeconomic status. All members of the college community are expected to contribute to the school environment to move the college community in the direction of respect for all". (Transitions Point 4 on Taskstream Unit Review Dispositions) It is expected that during their student teaching assignments, Teacher Candidates will engage in the activities included on the list that follows. They are advised, however, that their College Supervisor and Mentor Teacher may have additional expectations. Basic Responsibilities of Student Teachers (IPP Student teaching handbook) Basic responsibilities of student teachers include, but are not limited to, the following: A. Contact the mentoring teacher soon after the placement is made to make specific arrangements for the placement to begin. A preliminary visit to the school is strongly encouraged. B. Work with the college supervisor to meet all requirements outlined in the appropriate field placement handbook, course outline/syllabus, and other materials provided by the department or college supervisor. C. Become familiar early in the placement with the school s faculty and student handbooks. Comply with all school rules, policies, procedures, and standards, including those concerning student safety and management/discipline; and teacher attendance, professional performance, behavior, and attire. D. Become familiar early in the placement with classroom curriculum, materials, and management/discipline procedures. E. Meet regularly with the mentoring teacher to co-plan instruction and other required activities. Lesson plans must be approved by the mentoring teacher in advance. F. Work the same hours and schedule, and perform the same duties, as the mentoring teacher. The school district calendar is followed for the duration of the placement.

5 G. Communicate and interact with school personnel, parents and families, and students in a professional, tactful manner that preserves confidentiality, establishes rapport, respects diversity, and supports appropriate collegial and student-teacher relationships. (see technology policy of social media) H. Complete in a timely manner grading student work and recording grades (e.g. in a grade book) usually within 24 hours. Fulfillment of all associated paperwork or processes for recording and tracking candidates must be completed in a timely manner shared with your Mentor. Many schools use a parent portal which means grades are viewed on a daily basis. I. You will follow the co-teaching model suggested timeline. Over time, you will gradually take over increased classroom instruction and duties. You are required to have a minimum of five days of full classroom responsibility and planning in each placement. (See attached co-teaching models to share with mentor teacher) Gradually accept increased responsibility for the mentoring teacher s professional workload under the guidance of the mentoring teacher and college supervisor over the duration of the placement. The teacher candidate is expected to assume substantial or complete responsibility (take the lead) for the mentoring teacher s workload. See Co-teaching during student teaching timeline. Required Student Teaching Assignments: EVIDENCE BINDER: All teacher candidates will keep an evidence binder documenting your level of performance for Planning, Instruction, Assessment, and Professional Responsibility and Growth. Your Evidence Binder should be available for your Supervisor to check. (suggested every two weeks) Evidence to be placed in a three ring binder to include: Lesson Plans: You will write lessons using the lesson plan templates on Taskstream, posted on BLACKBOARD, or suggested by supervisor. A lesson plan book can be used once you are given greater responsibility. Suggested formats that your Mentor Teachers uses are sufficient. For your *EDTPA learning segment lessons it is highly recommended that you use the edtpa Lesson Plan guide. Resources are posted on Blackboard. Unit: You will develop and teach at least one unit during each student teaching placement. This mini unit must be planned collaboratively with your mentor teacher and approved by your supervisor. An outline will be distributed and explained to you by your Supervisor. *For your edtpa Literacy task 1 Planning you will plan a leaning segment to include 3-5 consecutive lessons. Additional directions are in the edtpa Assessment Handbooks. Anecdotal Record Keeping: Anecdotal record keeping will help you see children as individuals with strengths and weaknesses. This will help you in differentiating instruction and vary strategies you will use. At least one observation per learner should be documented. Templates will be reviewed by your supervisor. Reflection Journal: Personal reflection of your teaching is of vital importance. Good teachers should reflect at the end of each day to determine what did and did not work in the classroom. This selfexamination will lead to better instruction and successful classroom management. You will keep a weekly record of your reflections. (Template attached and Posted on BLACKBOARD) Incorporating The Arts/Multimodal: Especially in the early primary grades, try to incorporate music, art, and physical movement into your lessons. Incorporating Technology: Wherever possible, incorporate the use of technology into your instruction. Informal / Formal Observations: The College Supervisor will visit your classroom weekly. The Supervisor will hold either pre- or post conferences with Teacher Candidate alone or with Mentor teacher included. Both formal and informal observations will be completed by your Supervisor followed by one-on-one post conference. The Teacher Candidate s Supervisor is required to perform 3-4 formal scheduled observations of your teaching performance during each 8 week rotation. A schedule of dates and times will be set up to meet the needs of all Teacher Candidates. Prior to a scheduled formal observation, a

6 formal lesson plan must be provided to the Mentor Teacher and College Supervisor for review. Video Based Portfolio Common Assignment- (edtpa): 1) In compliance with the certification requirements for teachers in New York State, the edtpa (Teacher Performance Assessment) must be completed. DURING STUDENT TEACHING All CANDIDATES according to your Education major, will develop a video-based portfolio, including artifacts that show evidence of planning, instruction, and assessment. Teacher candidates are responsible to show evidence to your college SUPERVISOR that you did complete the requirements for the Video based Common Assignment.( S= Satisfactory met Requirements.) If you receive an I=Incomplete indicating you did not meet requirement. The I is removed once the teacher candidates meets all student teaching requirements, including completion of the edtpa and posted onto TASKSTREAM. 2) All must complete Task 1 Planning: Context to learning, 3-5 written lesson plans using the edtpa lesson plan guide, and show Materials including assessment All must complete Task 2 Instruction: Video record 3 lessons taught All must complete Task 3 Assessment: Focus students identified, work samples collected, work samples assessed, and evidence of written feedback. 3) Task 4 Mathematics is completed only by those taking the Elementary edtpa. 4) Candidates will develop the video-based portfolio in either your first 8 weeks or second eight weeks of student teaching and will upload it to Taskstream by the end of your student teaching placement. 5) You will use the suggested edtpa timelines. Your supervisor will guide you through a precise schedule of task compliance. NOTE: IF YOU ARE WAITING TO SUBMIT YOUR FINAL edtpa after student teaching you will need to register with PEARSON and check that you will be submitting through the INTEGRATED Platform and pay for the edtpa, then submit the video-based portfolio to TASKSTREAM to Pearson for scoring. (SEE ATTACHED GUIDEBOOK ON BLACKBOARD). Your TASKSTREAM SUBSCRIPTION WILL END 90 days after you finish student teaching. Additional information about the edtpa will be explained further during scheduled seminars and workshops that all must attend. ALL RESOURCES ARE POSTED ON BLACKBOARD. Expectations for Behavior and Procedures for Disruptive Individuals All candidates are expected to comport themselves in a manner that does not convey to others in the college community any disrespect, intolerance or rude behavior based upon age, race, religion, color, national origin, gender, sexual orientation, disability, or status either marital, veteran or socioeconomic. members of the school community are expected to contribute to the school environment and to move toward respect for all. Note: Cell phones must be turned off upon entering the school. You will be asked to withdraw from the class if disruption occurs more than one (1) time. Academic Dishonesty Policy Candidates who engage in plagiarism, cheating on examinations (edtpa), submit the same work as other candidates, unauthorized collaboration, falsification and/or any other violation of academic integrity receive an E or U grade in the course. Buffalo State has a campus wide license to Turnitin for unlimited submissions of student papers for plagiarism detection. The Academic Misconduct Policy is posted online at Buffalo State official procedures for academic misconduct are online at: An official explanation of what constitutes plagiarism and student resources may be found at: Students with Disabilities Any student who requires accommodations to complete the requirements and expectations of this course because of a disability is invited to make his or her needs known to the instructor and to the director of the Disabilities Services Office, 120 South Wing, Other Considerations Teacher Candidates who need assistance with writing, reading, and/or study skills should contact the Academic Skills Center in South Wing 330 at

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8 Student Teacher Time Record Student Teacher Name Mentor Teacher Name School Grade level Check which areas that apply WEEK First Days absent Observation /Assisting students Teaching/coteaching Meetings/ Professional Development Other (state) Second Third Fourth Fifth Sixth Seventh Eighth Date started Cooperating Teacher signature Date Ended Student Teacher signature

9 STUDENT TEACHER WEEKLY CLINICAL REPORT (JOURNAL ENTRY) Student Week 1. Things I have learned this week: 2. Surprises I have encountered this week: 3. My strongest area this week was: 4. An area in which I need time and support is:

10 Name: Student Teaching Evidence Binder aligned NYS teaching standards & INTASC standards (Divide your three ring binder into sections by standard) This binder will be checked by your supervisor throughout student teaching New York State Teaching Standards/INTASC edtpa aligned with NYSTS/INTASC Standard 1: Knowledge of Students & Student Learning *INTASC Standard #1: Learner Development. Standard #2: Learning Differences Note: Aligns with edtpa Task(s) 1/4: Context for learning Task 1. Context for Learning Evidence collection: student work, assessment data Student Teaching Course Outcomes (as stated in syllabus) 1. Demonstrate an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) they teach and create learning experiences that make these aspects of subject matter meaningful for students. 2. Demonstrate an understanding of how children learn and develop, and provide learning opportunities that support their intellectual, social, and personal development. 3. Demonstrate an understanding of how students differ in their approaches to learning and create instructional opportunities that are adapted for diverse learners. Student teacher targets Evidence Final check 1. Create developmentally appropriate lessons that address students learning differences and needs. 2. Implement lessons and modify instruction based upon students developmental needs. a. Teachers design lesson plans and adjust instruction to include a variety of strategies that support the learning needs of each student. b. Teachers design lesson plans and adjust instruction to include a variety of strategies that support the language acquisition needs of each student. 1. edtpa Context for learning 2..Lesson plans stating modifications Or accommodations for diverse learners 3.. Sample of assessment e.g. pre/post, rubric, Data chart 4.. Anecdotal records (one observation made for each child e.g. Date: Task: Behavior observed: = Checked + = Completed I= Incomplete Standard 2: Knowledge of Content and Instructional Planning *INTASC Standard #4: Content Knowledge Standard #7: Planning for Instruction Standard #5: Application of Content Note: Aligns with edtpa Task 1. Planning Task 2. Analyzing Instruction Academic Language: Recognizing language demands and functions Evidence collection: Student work samples, assessments Task 4 Mathmatics Note Aligns with edtpa leaning segment (one placement only) Standard 3: Instructional Practice *INTASC Standard #8: Instructional Strategies Note: Aligns with edtpa tasks 3 and 4 commentary Task 2. Instructing and Engaging Students in Learning Task 2. Analyzing Teaching Academic Language: Using and expecting 4. Demonstrate an understanding of, and use a variety of, instructional strategies, including technology, by encouraging students development of critical thinking, problem solving, and performance skills. 7. Demonstrates Planning instruction based on knowledge of subject matter, students, the community, and curriculum goals.. 4. Demonstrate an understanding of, and use a variety of, instructional strategies, including technology, by encouraging students development of critical thinking, problem solving, and performance skills.. 1. Student teachers are expected to produce and keep daily, weekly, and unit plans; a.aligned with NYS Common Core Standards; b. Planned learning outcomes and means of assessing learning should be evident; c. Classroom activities should make use of appropriate technology; d. All plans should be submitted prior to use and should be approved by the cooperating Incorporate use of technology in small group, whole group, in lesson delivery or one-on-one e.g. in learning station to reinforce skills, research, writing comprehension, and math 4. Insert lesson plans taught, Including Copies of TC lesson plan book if used (Use edtpa lesson Plan guide only for edtpa, additional templates for mini-lessons, guided reading, units etc. will be posted on Blackboard and taskstream) 5.Mini unit (suggest in content area for second placement) Edtpa Math task 4 reengagement activity 6. One Lesson or activity implemented using Technology: e.g. Smart Board, Interactive web activity, powerpoint.,etc

11 students to use appropriate tier 2 and 3 vocabulary Evidence collection: Student work, assessment data Standard 4: Learning Environment *INTASC Standard #3: Learning Environments Note: Aligns with edtpa edtpa Planning and Instruction Commentary tasks 1 and 2 Task 1. Context for Learning Evidence: Student work samples, assessment with feedback Standard 5: Assessment for Student Learning *INTASC Standard #6: Assessment Note: Aligns with edtpa Task 3. Assessing Student Learning Evidence: Giving feedback; analysis of learning patterns; planning for re-engaging students to address learning gaps Task 4 Mathematics 5. Demonstrate an understanding of individual and group motivation and behavior by creating a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Demonstrate knowledge of effective verbal, nonverbal, and media communication techniques by fostering active inquiry, collaboration, and supportive interaction in the classroom. 8. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Learn your mentor teacher s procedures, routines and management system What is your cue to get their attention? How will you make transitions smooth? How will you group students during small group activities? E.g. guided reading Assessment samples for individual lessons taught Assessment sample for unit /learning segment taught With feedback 7.Copy of Classroom management plan 8.Picture of Bulletin Board Displaying student work 9. Sample of assessment used aligned with lesson objectives: Checklist or rubrics 10. Sample of written Student Feedback Standard 6: Professional Responsibilities and Collaboration INTASC Standard #10: Leadership and Collaboration Note: Aligns with edtpa Task 2: Analyzing Teaching Professional Responsibilities Evidence collection: Student work samples, assessment data 10. Foster relationships with school colleagues, parents/caregivers, and agencies in the larger community to support students learning and well being. Confer daily with the cooperating teacher regarding mutual expectations. Attend and or assist afterschool events; Take part in parent teaching conferences; Attend faculty and or grade level meetings 11. Letter to parents/guardians 12. list events participated in Standard 7: Professional Growth *INTASC Standard #9: Professional Learning and Ethical Practice Note: Aligns with edtpa All tasks Commentary including reference to research and theory 9. Be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, other professionals in the learning community) and who actively seek out opportunities for professional growth. Teacher Candidate should participate in all of his or her evaluations. Evaluative conferences afford the student teacher the opportunity to practice self-evaluation as well as respond to the mentor teacher and supervisor's assessment of his or her progress. a. Brief informal conferences may take place between classes, at lunch, or at other times during the day and include specific topics, questions, or incidents to discuss. b. The mentor teacher and the 13. Mid and Final Evaluation for first and second rotation 14. Weekly reflections (template provided) 15.Copies of all formal observations by supervisor 16. TC to complete Taskstream Teacher Education Unit transition point 4,Dispositions,Exit Survey

12 teacher candidate use informal discussions to explore teaching strategies and evaluate their results based on student learning. c. This type of conference provides opportunities for immediate feedback. 17:List all Seminars completed for certification Or registered to take(notes these must be completed to graduate) S.A.V.E (School Anti- Violence Education Workshop)- Child Abuse Identification Workshop- Drug and Alcohol Awareness Fire and Arson Safety Seminar- HIV and the Classroom Seminar- DASA-Anti Bullying 17. TC to complete Taskstream Teacher Education Unit transition point 4,Dispositions,Exit Survey 18.Certification Exams Exam edtpa Submitted or Date taken CST EAS ALST Supportive documentation in Student Teaching Evidence Binder demonstrates Teacher Candidates performance as: Unacceptable: The teacher candidate lacks minimal knowledge and/or skills which cause performance in educational settings and/or professional environments to be inappropriate and unacceptable. = U Grade Acceptable: The teacher candidate demonstrates acceptable knowledge and skills reflecting abilities to perform adequately in educational settings and/or professional environments. The candidate shows aptitude for continued growth. = S grade Target: The teacher candidate demonstrates knowledge and skills that allow him/her perform effectively in an educational setting and/or professional environment. = S Grade I= Incomplete (work not submitted on taskstream, needs to make up days teaching due to absence) Teacher Candidate Signature Date Supervisor Signature Date

13 Suggested Timeline for Systematic Release of Responsibility During Student Teaching-EER Department Co-Teaching Timeline 16 week placement Timeline Mentor Teacher (MT) Actions Teacher Candidate (TC) Actions Beginning Week 1-3 Early to Middle of Weeks 4-6 Middle Weeks 7-9 Middle to End of Weeks End Week 16 MT takes the lead. MT leads instruction, planning and reflection. Supportive: MT in lead role Parallel: MT plans for all groups Complementary: MT leads MT leads some of the time and prompts TC to take the lead in instruction, planning and reflection. Prompts TC to take ownership of the daily routines. Supportive: MT leads and supports Parallel: MT plans for most groups Complementary: MT usually leads Team: MT prompts TC role MT leads some of the time and prompts TC to take the lead in instruction, planning and reflection. Prompts TC to take ownership of the daily routines. Supportive: MT leads and supports Parallel: MT plans for most groups Complementary: MT usually leads Team: MT prompts TC role MT and TC equally share taking the lead in coteaching approaches, share leadership of planning and reflection. Prompts TC to take increasing ownership of running classroom Supportive: MT in lead and support roles Parallel: MT plans for some groups Complementary: MT leads, complements Team: MT and TC jointly instruct MT Takes the lead in instruction a, planning, and reflection Supportive: MT in lead role Parallel: MT plans for all groups Complementary: MT leads TC follows the lead of MT. TC actively participates in all instruction, planning and reflection. Supportive: TC in support role Parallel: TC teaches MT plans Complementary: TC complements, as directed Team: Likely not yet used TC begins taking the lead regularly: leading in one area of instruction, planning and reflection conversations. TC begins to take ownership of daily classroom routines. Supportive: TC leads and supports Parallel: TC plans some instruction for groups Complementary: TC complements Team: TC team teaches with guidance from MT TC takes the lead regularly: leading in two or more areas of instruction, planning and reflection conversations. TC begins to take ownership of daily classroom routines. Supportive: TC leads and supports Parallel: TC plans some instruction for groups Complementary: TC complements Team: TC team teaches with guidance from MT TC and MT equally share taking the lead in coteaching approaches, share leadership of planning and reflection. TC takes increasing ownership of running classroom. Supportive: TC in lead and support roles Parallel: TC designs, teaches own plans for groups Complementary: TC leads, complements Team: MT and TC jointly instruct Releases back lead in planning, instruction, and reflection TC to visit other classrooms Supportive: TC in support role Parallel: TC teaches MT plans Complementary: TC complements, as directed Adapted by R. Arioli from CSUSM Co-Teaching

14 Suggested Timeline for Systematic Release of Responsibility 8 week placement Student Teaching ( ELED/EXTENTION) Co-Teaching Timeline Timeline Mentor Teacher (MT) Actions Teacher Candidate (TC) Actions Beginning Week 1-2 MT takes the lead. MT leads instruction, planning and reflection. Supportive: MT in lead role Parallel: MT plans for all groups Complementary: MT leads Team: likely not yet used TC follows the lead of MT. TC actively participates in all instruction, planning and reflection. Supportive: TC in support role Parallel: TC teaches MT plans Complementary: TC complements, as directed Team: Likely not yet used Early to Middle of Weeks 3-4 MT leads some of the time and prompts TC to take the lead in instruction, planning and reflection. Prompts TC to take ownership of the daily routines. Supportive: MT leads and supports Parallel: MT plans for most groups Complementary: MT usually leads Team: MT prompts TC role TC begins taking the lead regularly: leading in one or more areas of instruction, planning and reflection conversations. TC begins to take ownership of daily classroom routines. Supportive: TC leads and supports Parallel: TC plans some instruction for groups Complementary: TC complements Team: TC team teaches with guidance from MT Middle to End of Weeks 5-7 END Week 8 MT and TC equally share taking the lead in coteaching approaches, share leadership of planning and reflection. Prompts TC to take increasing ownership of running classroom Supportive: MT in lead and support roles Parallel: MT plans for some groups Complementary: MT leads, complements Team: MT and TC jointly instruct MT Takes the lead in instruction a, planning, and reflection Supportive: MT in lead role Parallel: MT plans for all groups Complementary: MT leads TC and MT equally share taking the lead in coteaching approaches, share leadership of planning and reflection. TC takes increasing ownership of running classroom. Supportive: TC in lead and support roles Parallel: TC designs, teaches own plans for groups Complementary: TC leads, complements Team: MT and TC jointly instruct Releases back lead in planning, instruction, and reflection TC to visit other classrooms Supportive: TC in support role Parallel: TC teaches MT plans Complementary: TC complements, as directed Supportive Co-teaching - where the one member of the team takes the lead role and the other member rotates among students to provide support Parallel Co-teaching - where support personnel and the classroom teacher instruct different heterogeneous groups of students Complementary Co-teaching - where a member of the coteaching team does something to supplement or complement the instruction provided by the other member of the team (e.g., models note taking on a transparency, paraphrases the other co-teacher s statements) Team Teaching - where the members of the team co-teach along side one another and share responsibility for planning, teaching, and assessing the progress of all students in the class

15 Co-Teaching Strategies & Examples Strategy One Teach, One Observe One Teach, One Assist Station Teaching Parallel Teaching Supplemental Teaching Definition/Example One teacher has primary responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation where the teacher doing the observation is observing specific behaviors. Example: One teacher can observe students for their understanding of directions while the other leads. An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the voice for the students when they don t understand or are having difficulties. The co-teaching pair divides the instructional content into parts Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment.

16 edtpa Early Childhood COMMON ASSIGNEMENT Evidence Check by Supervisor Teacher Candidate Name Supervisor Name Note: ALL MUST BE UPLOADED TO TASKSTREAM by MAY 10 and READY TO SUBMIT TO PEARSON PRIOR TO THE END OF STUDENT TEACHING INORDER TO RECEIVE YOUR FINAL GRADE FOR STUDENT TEACHING. STUDENTS WHO DO NOT MEET THE REQUIRED DEADLINE WILL RECEIVE AN I-Incomplete Grade. The I grade will be removed once the Common assignment is completed. Early Childhood Planning Task 1: Artifacts placed on TASKSTREAM Part A: Literacy Context for Learning Information- No more than 4 pages in one file Part B: Plans for Learning Segment-3-5 learning segments, no more than 4 pages per lesson, submit all in one file Part C: Instructional Materials- Submit no more than 5 pages per plan, submit all in one file. Label each plan learning experience 1, learning experience 2, etc. Part D: Assessments-Submit assessments in one file Part E: Planning Commentary template- No more than 9 pages Completed and Checked Early Childhood Instruction Task 2: Artifacts placed on Taskstream Part A :Video Clips - two video clips uploaded, Name clip e.g. Task 2 Clip 1 learning experience 2, Task 2 Clip 2 learning experience 3. See details page 45 Part B: Instruction Commentary template-no more than 6 pages Early Childhood Assessment Task 3: Artifacts placed on Taskstream Part A: Video or audio evidence see details pages Part B: Observation notes see details page 47 Part C: Evidence of Feedback see details pages Part D: Assessment Commentary No more than 10 pages, Read page 49 for additional details Part E: Evaluation Criteria read page 49 Teacher Candidate Signature Supervisor Signature Date all Completed

17 edtpa Elementary COMMON ASSIGNEMENT Evidence Check by Supervisor Teacher Candidate Name Supervisor Name Note: ALL MUST BE UPLOADED TO TASKSTREAM by MAY 10 and READY TO SUBMIT TO PEARSON PRIOR TO THE END OF STUDENT TEACHING INORDER TO RECEIVE YOUR FINAL GRADE FOR STUDENT TEACHING. STUDENTS WHO DO NOT MEET THE REQUIRED DEADLINE WILL RECEIVE AN I-Incomplete Grade. The I grade will be removed once the Common assignment is completed. Literacy Planning Task 1: Artifacts placed on TASKSTREAM Part A: Literacy Context for Learning Information- No more than 4 pages in one file Completed and Checked Part B: Lesson Plans for Lesson Plans for Learning Segment-No more than 4 pages per lesson, submit all in one file Part C: Instructional Materials- Submit no more than 5 pages per lesson, submit all in one file Part D: Literacy Assessments-Submit assessments in one file Part E: Literacy Planning Commentary template- No more than 9 pages Literacy Instruction Task 2: Artifacts placed on Taskstream Part A :Video Clips - two video clips uploaded, Name clip e.g. Task 2 Clip 1 lesson 2, Task 2 Clip 2 Lesson 3 Part B: Literacy Instruction Commentary template-no more than 6 pages Literacy Assessment Task 3: Artifacts placed on Taskstream Part A: Student literacy work samples- READ page 61 for details Part B: Evidence of Feedback-Read page 62 for details Part C:Literacy Assessment Commentary No more than 10 pages, Read page 63 for additional details Part D:Evaluation Criteria- No page limit Teacher Candidate Signature Supervisor Signature Date all Completed

18 Artifacts for Task 4 Part A Context for Learning 1 file, use edtpa Word Template Part B Learning Segment Overview 1 file, use edtpa Word Template no more than 2 pages. Part C Mathematics Assessment - 1 file, attach a blank copy of your assessment Part D Evaluation Criteria 1 file, Key for assessment explaining how assessment is scored Part E - Student Mathematics Work Samples Must have exactly THREE files, one for each focus student. Mask any student names and the name of the schools. Indicate the student number on each work sample. When naming each work sample, include the number of the student and the word mathematics in the file name. If the writing is illegible, write a translation directly on the sample. Part F Examples of Student Work from Re-engagement Lesson. Must have exactly THREE files, one for each focus student. Mask all student names and the name of the school. Indicate the number of the student on each work sample and refer to each sample in the commentary. For each work sample file, include the student number and the word re-engagement in each file name. Part G -Mathematics Commentary 1 file, use edtpa Word Template No more than 8 pages. Teacher Candidate Signature Supervisor Signature Date all Completed

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