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Methods Semester Clinical Experiences
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HANDBOOK
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UNC Charlotte
Elementary Education-Fall 2014
Two Week Intensive –
October 20-24 & October 27-31
ORIENTATION: September 12th 9am-11am
Lucas Room, Cone Center
1
Methods Semester Clinical Experiences Handbook
Table of Contents
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Overview/Rationale Statement
University Coordinators Contact Information
Expectations
Suggested Timeline
Assignments
Other Appropriate Activities for Clinical
a. Math
b. Other IMB courses
c. Other activities
Direct Instruction Lesson Plan Format
Indirect Instruction Lesson Plan Format
Cooperating Teacher Feedback Form
School Experience Log
Clinical Experience Evaluation Rubric
2
p.3
p.4
p.5
p.6
p. 7
p.15
p. 24
p. 25
p.26
p.27
p.29
p.30
p.32
Overview/Rationale
Students participating in this clinical experience are enrolled in the methods semester, which is the
second semester of a four semester program, and will be taking most or all of the following courses:
READ 3226 Teaching Reading to Intermediate School Learners; ELED 3223 Teaching Social Studies
to Elementary School Learners; ELED 3221 Teaching Science to Elementary School Learners; ELED
3226 Teaching Language Arts to Elementary School Learners; and MATH 3224 Teaching Mathematics
to Intermediate School Learners. This handbook will provide information about the roles/
responsibilities and expectations of all participants, guidelines for student assignments, and forms that
need to be completed by you.
The clinical requirement for elementary education students in the methods semester of their coursework
involves a two week intensive clinical experience in a select elementary school setting. The purpose of
a two week intensive clinical placement is to improve the experience for our teacher education
candidates and for the schools. The two week intensive clinical experience allows us to (a) enhance
communication with school administrators and cooperating teachers on teacher candidate expectations
and assignments, (b) dismiss classes for two weeks to allow teacher candidates to have more flexibility
in scheduling and to participate in classrooms at appropriate and extended times, and (c) provide a set
beginning and ending date to assist school and cooperating teacher planning. To accommodate the
cooperating teacher and school schedule we also allow some flexible scheduling of requirements for the
two weeks prior and two weeks following the set intensive clinical experience dates. This flexible time
can be used for observations of content area teaching and teacher candidate instruction that may be
difficult to fit into the two week intensive timeframe. However, students are encouraged to complete at
least five hours prior to the two week intensive clinical and the bulk of the 35 hour time requirement
should be completed during the two week intensive experience to allow teacher candidates to complete
extended time across full school days.
3
University Coordinator Contact Information
Name
Assigned Schools
Contact Information
Ian Binns
Coltrane Webb,
Shady Brook
Jennifer Hathaway
Elon Park
Tracy Rock
Cornelius Elementary
tcrock@uncc.edu
Amy Good/
Amy Fitchett
A.Good@uncc.edu
Brian Kissel
Dilworth,
Winget Park,
Cox Mill,
Mallard Creek
Community School of Davidson
Erin Miller
Montclaire Elementary
Emille90@uncc.edu
Jean Vintinner
Highland Creek
Croft Community School
jvintin@uncc.edu
Anna Athanasopoulou /
Christy Luce
Socrates Academy
aathanas@uncc.edu
Ian.binns@uncc.edu
JHathaway@uncc.edu
4
btkissel@uncc.edu
Expectations
School Administrator Role/Responsibilities: Identify placements, work with University Coordinator
to set meeting time with teachers, identify space for seminar meetings at middle and end of experience.
Cooperating Teacher Role/Responsibilities: attend informational meeting with University
Coordinator to discuss expectations and assignments, host teacher candidate in classroom, provide
mentoring and support, provide time for teacher candidate to teach lessons in science, social studies,
reading and math, provide constructive feedback to the teacher candidate, and complete clinical
evaluation rubric
Teacher Candidate Role/Responsibilities: log a minimum of 40 clinical hours (5 hours prior to the
two week intensive clinical as well as 35 hours during the two week intensive clinical), interview
classroom teacher and students, observe and support classroom instruction, teach one math lesson, one
science lesson, one social studies lesson, and one reading lesson, lead a small group reading and math
activity, create a digital portfolio, participate in a mid-point and post seminar at the school site,
complete feedback survey, and display a professional disposition at all times.
Dress Code: Teacher candidates should dress appropriately and professionally.
Dispositions: Teacher candidates should exemplify the attitudes and actions of a professional
educator rather than those of a student. Teacher candidates are expected to conform to school
rules, policies, and local standards of behavior. They should follow the rules of basic courtesy
toward teachers, students, school staff, and members of the community. It is expected that they
cooperate with teachers and administrators and maintain a professional relationship with
students, faculty, and staff at all times. Teacher candidates should safeguard all personal and
confidential information regarding students and school issues and use it for professional
purposes only. Teacher candidates should seek out opportunities to grow personally and
professionally during the clinical experience. Teacher candidates’ dispositions will be evaluated
using a Clinical Experience Evaluation Rubric.
University Coordinator Role/Responsibilities: Coordinate with administrator to set up placements
and work out meeting time with teachers, clearly present assignments and expectations of the clinical
experience to cooperating teachers, monitor and support teacher candidates in their clinical work,
facilitate a mid-point and post seminar with teacher candidates, and gather program assessment data and
clinical logs from teacher candidates and cooperating teachers.
5
Timeline
Initial Meeting with Student
A minimum of five hours
prior to start of clinical
experience. Teacher candidate
will make contact to set this
date.
Week One –
Min. of 16 Hours
Seminar – 1 Hour
Week Two –
Min. of 16 Hours
Seminar – 1 Hour
Total Hours =Minimum of
40 Hours
(5 hours preliminary; 35
hours clinical intensive)
Activities
Classroom Introduction, Share Curriculum plans, Discuss
potential Math/ SS/Science/Reading lesson topics and
objectives - Teacher candidate will conduct a Teacher Interview
protocol. A schedule for the two week experience should be
designed that allows the student to log at least 16 hours each
week. This initial meeting can occur during or outside of school
hours. If Science or SS lessons will not be taught during the
two-week intensive timeframe then arrangements will need to
be made to observe the lesson(s) prior to or immediately
following the two-week intensive.
Teacher Candidates will engage in collecting observational field
notes, classroom documents, working with small groups
(including a math mini-lesson and reading small group activity),
and conducting informal conversations with students. If
possible, they should observe science and social studies
instruction. Teacher Candidates should be actively engaged in
the classroom. Please do not hesitate to ask teacher candidates
to participate in read alouds, small group/center instruction or
monitoring, or other activities that are appropriate for them in
gaining experience in an elementary school classroom. By the
end of the week, they may want to teach one of their required
whole class lessons. Please do NOT ask them to monitor
students without your presence.
Teacher Candidates will participate in a mid-point seminar on
Thursday or Friday with the University Coordinator. This hour
can also be logged as clinical time.
Teacher candidate will teach a social studies, science, reading,
and a math lesson during the second week. They will use the
direct instruction lesson plan for reading and social studies, an
indirect lesson plan for math, and a structured discovery plan
format for the science lesson. Cooperating Teachers provide
guidance and feedback to them as they prepare and implement
the lessons. Complete the Lesson Feedback Form for each
lesson. With remaining hours, teacher candidates can complete
any leftover assignments from week one, and participate in
supporting instruction in the classroom in ways that are
appropriate for them as novice teachers and benefit your
instructional program. Teacher candidates will participate in a
final seminar on Thursday or Friday with the University
Coordinator. This hour can also be logged.
Teacher Candidates will participate in an end-point seminar on
Thursday or Friday with the University Coordinator. This hour
can also be logged as clinical time.
6
Required Clinical Activities
Forms for Clinical Students
7
Language Arts Requirement (ELED 3226) Clinical Experience Checklist
During your two-week immersion in the field, you will collect various forms of data to reflect upon your
experience in the elementary classroom. These data include: observational field notes, classroom documents,
and interviews. The list below notes some of the possibilities for your data collection:
1.) Observational Field Notes (please complete at least 3-4 of the following):
 Observations of the teacher during instruction (Content lesson and Reading lesson).
 Observations of the students during learning.
 Observations of students as they work within groups.
 Observational diagram of the classroom setup.
 Observations of the transitions that happen between lessons.
 Observations about how technology is used in the classroom.
 Observations of the types of materials students use during the lesson.
 Observations about classroom management (including rules and routines).
 Observations about how student learning is assessed.
2.) Classroom Documents (please collect, and reflect upon, at least 3-4 different documents):
 Examples of how the teacher plans for lessons.
 Examples of assessment.
 Photocopies of student work.
 Photographs of the classroom arrangement.
 Photographs of various teaching materials.
 Photocopies of informal assessments (conferences, observational notes, running records, etc.)
 Photocopies of materials distributed by the teacher.
 Photograph/photocopy of classroom management materials.
 Photographs of bulletin boards, white boards, Smart Boards, Word Walls, etc.
 Photocopy of the emergency plan.
3.) Interviews
 One interview with the teacher.
 3-4 interviews with students – teacher candidate will create interview protocol.
8
Observation
Instructional Lesson
Classroom:
Grade:
Curriculum Area:
What I notice
Observer:
Date:
Time:
Thoughts, Questions, Connections to Methods
Classes
9
Observation
Student Observation
Classroom:
Grade:
Curriculum Area:
What I notice
Observer:
Date:
Time:
Thoughts, Questions, Connections to Methods
Classes
10
Observation
Classroom Setup
Classroom:
Grade:
Curriculum Area:
Observer:
Date:
Time:
Sketch the classroom layout. How are desks, chairs, tables, teacher’s desk, computers, etc. arranged?
11
Document Collection and Reflection
Type of Document
Date:
Time:
What kind of document did you collect?
What does this document show?
Reflection: What are your thoughts/opinions about this document?
12
Interview Protocol
Teacher
Interviewer:
Interviewee:
Date:
Time:
(These are sample questions. Please add your own questions to learn more about your specific
classroom. This interview should take place in your initial meeting, prior to the two week intensive).
Planning Questions:
 How do you write a typical lesson plan?
 What types of materials do you need available when you plan lessons?
 In what ways do you plan to accommodate individual differences in the classroom?
Instructional Questions:
 What are some of your instructional challenges as a teacher?
 What have been some of your instructional successes as a teacher?
 What do you consider essential characteristics for successful teaching?
 How often do your students receive social studies/science instruction?
 Are you satisfied with the amount of time that you currently allot for social studies/science
instruction? Explain.
 What social studies and science topics/units will be studied during the second week of my
clinical experience? What are possible goals/objectives I could address for my lessons? Do you
have any instructional resources that would support these goals/objectives?
 What does reading instruction look like in your classroom (e.g. readers workshop, basals, etc.)?
What reading topics will be studied during the 2nd week of my clinical experience? What are
possible goals/objectives I could address for my reading lesson? Do you have any instructional
resources that would support these goals/objectives?
Classroom Management Questions:
 What motivation tactics do you use to ensure a desire to learn?
 Tell me about the classroom community. What are the class rules?
How is student behavior
monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors
prevented? Tell me about the consequences for negative behavior.
 Tell me about the pacing of lessons and interaction in the classroom- use of time- and other
aspects of time…wait time, and time using teacher talk and student talk. What works well with
your students?
13
ELED 3226 Overall Clinical Experience Portfolio
Due the Week of November 3rd– also submit clinical log
You are responsible for creating a digital portfolio containing 5 different entries. You will use your observational
notes, classroom documents, and interviews from p. 7 to complete assignment.
 Entry #1: One Observation and Reflection
 Entry #2: One Classroom Document and Reflection
 Entry #3: One Teacher Interview and Reflection
 Entry #4: One Student Interview and Reflection
 Entry #5: Overall Clinical Experience Reflection
Clinical Experience Portfolio
2=Exemplary reflection
1=Adequate reflection
0=Little to No reflection
Possible
Points
Entry #1: Author includes observation and reflection.
2
Entry #2: Author includes classroom document and reflection.
2
Entry #3: Author includes teacher interview and reflection.
2
Entry #4: Author includes student interview and reflection.
2
Entry #5: Author addresses what he/she learned overall from this clinical
7
7 = Exemplary reflection: Your reflection was thorough, in-depth, and thoughtful. You provided
thorough details.
5 = Significant reflection: Your reflection was significant and thoughtful. You provided many details.
3 = Adequate Reflection: Your reflection was adequate—you provided enough details.
1 = Little Reflection: Very little reflection is present. You just summarized what you did, but did not
think deeply about the experience
0 = Not completed
Writing Quality: Layout, Organization, and Mechanics
5= Exemplary writing quality: The digital report is easy to read with appropriate visual organization of
information using fonts, point size, bullets, italics, bold, and indentations for headings and subheadings. The layout uses horizontal and vertical white space appropriately. The text has no errors in
grammar, capitalization, punctuation, and spelling.
3= Proficient writing quality: The digital report is generally easy to read with appropriate visual
organization using fonts, point size, bullets, italics, bold, and indentations for headings and subheadings. The layout uses horizontal and vertical white space appropriately in most places. The text has
a few errors in grammar, capitalization, punctuation, and spelling.
0=Not proficient writing quality: The report is often difficult to read due to inappropriate visual
organization of information using fonts, point size, bullets, italics, bold, and indentations for headings
and sub-headings. The layout uses horizontal and vertical white space inappropriately in some places.
The text has many errors in grammar, capitalization, punctuation, and spelling requiring major editing
and revision.
Total Points
14
5
20
Actual
Points
Clinical Assignment
MAED 3224
Activities: Due date set by each instructor
During the Clinical Assignment you will observe, teach, assess, and re-teach. Below is a detailed list
of activities. The remainder of this packet contains schedules and deliverable forms to help you
organize your work.
1.
Formally observe a minimum of two mathematics lessons. One of these must be during the weeks
prior to the start of the IMB two week intensive clinicals.
2.
Prior to the start of the IMB, meet with the clinical teacher to discuss which whole class lesson
would be a good fit for your Task 4 project. If you need help with the topic, contact your MAED
3224 instructor. The deliverable for this activity is the Collaborative Meeting Report.
3.
Prepare a whole-class lesson plan on the selected topic. Your lesson plan must be approved by
the classroom teacher. Use the Lesson Plan Guide as a template.
4.
Based on the lesson plan you’ve created, prepare a formative assessment that will provide
opportunities for students to demonstrate conceptual understanding, procedural fluency,
and mathematical reasoning skills. Your formative assessment must be approved by the
classroom teacher. The deliverable for this activity is the Formative Assessment.
5.
Define the evaluation criteria that will be used to analyze student learning of the topic. The
deliverable for this activity is the Evaluation Criteria.
6.
Teach your lesson to the class.
7.
Administer the formative assessment as soon as possible after you teach the lesson. Keep
a copy the assessment as you will need it for your report.
8.
Grade and analyze test results.
9.
Design a re-engagement lesson based on a targeted learning objective for the selected
(struggling) student. Use the Lesson Plan Guide as a template.
10. Teach the re-engagement lesson to the selected student.
11. Provide new evidence of student mathematical understanding. Save a copy of the student
work samples from the re-engagement lesson.
12. Evaluate the effectiveness of the re-engagement lesson.
15
Sample Schedule
When
Prior to start of
IMB
Activity

Spend 5 hours observing the classroom. One of these observations must be a Math
lesson. Discuss with the cooperating teacher the lesson plan s/he anticipates you will
teach for Task 4.
Complete the contextual information for Task 4
Complete the “Collaborative Meeting Report”.
Complete one formal observation of a math lesson.



Week 1




Complete second formal observation of a math lesson.
Arrange the date to teach the whole class lesson for Task 4.
Create a lesson plan to teach to the whole class.
Get the clinical instructor’s approval for the lesson plan and assessment you will use for
Task 4.
Late week 1 or
early week 2



Teach the lesson either late this week or early next week.
Administer your formative assessment soon after you teach it.
SAVE ALL THE DATA (students’ work) FROM YOUR ASSESSMENT. Let your clinical teacher
know you need to have a copy of all the student’s work. If the clinical teacher wants the
original work, you need to arrange to make copies of the work and get the original
assessment back to the clinical teacher. This may be at your own expense.
Score the assessment soon after you give it.
Discuss with the clinical teacher which student(s) you will target for your re-engagement
lesson.
Discuss with the teacher when you will teach the re-engagement lesson.
Write a lesson plan for the re-engagement lesson and get it approved by the clinical
instructor.




Week 2



Continue observations of math lessons.
Teach your re-engagement lesson
Score your re-engagement lesson. KEEP THE STUDENTS’ WORK SAMPLES. (Thus, once
again you may have to arrange for YOU to make copies at your own expense if the
teacher wants to keep the work).
16
NAME: _________________________ MAED 3224
Fill in the schedule with actual dates and have it signed by the classroom teacher. Turn this form in to
your instructor when you return to class after the IMB is completed.
Date
Activity
Formal Observation 1 (prior to start of IMB).
Formal Observation 2
Teacher Collaboration to plan Task 4
Teach whole class lesson
Give student lesson assessment
Meet with teacher to plan re-engagement lesson
Teach re-engagement lesson
Give re-engagement student(s) assessment
Classroom Teacher Signature: ________________________________________________________
17
Math Classroom Observations
Please include the following information in the heading of your observation reports: Date, school,
school system, grade level, topic, number of children by race and gender.
Answer the following in paragraph form:
1. Would you characterize the lesson as attending to procedural or to conceptual knowledge?
2. Describe how students were actively involved in the mathematics lesson.
3. Describe how mathematics communication was integrated in the lesson.
4. Describe how the teacher utilized mathematics questions during the lesson.
5. Describe how the teacher assessed the students’ mathematics knowledge during the lesson.
Reflection:
1. What was effective about the lesson?
2. If you were teaching this lesson, what might you do differently?
Math Teacher Interview
Interview your teacher. Please include the following information in the heading of your observation
reports: Date, school, school system, grade level, topic, number of children by race and gender.
Interview
1. What types of mathematical tasks do you think help students learn math at this age?
2. When you prepare a lesson, about how much time do you allocate to develop mathematical concepts
and how much time to skill and practice?
3. When you teach math, how do you assess conceptual development?
4. How do you use this conceptual assessment to advance students’ learning?
5. How do you use your assessment of student to help them to do well on the end-of-grade (EOG) test?
6. How does the EGO affect your teaching practice throughout the year?
7. How does your school or school system use the results of the EOG?
Reflection
1. What were your impressions about the teacher’s attitudes towards assessing students’ learning?
2. What is your reaction to the teacher’s comments about students’ conceptual assessment?
18
Collaborative Meeting with Clinical Teacher to Plan for Ed TPA
You must work with your classroom teacher to select a concept that you will teach to the whole
class and assess. You may come to this meeting with ideas of your own and you may modify the
suggested questions and prompts. Paraphrase the important outcomes of the conversation.
Feel free to include comments and observations.
1. What are the CCSSMs that I should be focusing on for my whole class lesson?
2. How have you taught this lesson in the past? Are there ideas in team planning that you
want me to implement?
3. What connections should I make to concepts and procedures that the students have
either recently been working on, or that are important pre-requisites for understanding
the topic?
4. How do you suggest that I structure the formative assessment that I will be preparing
and administering?
5. Do you have an example of a test that I can look at to make sure that the students will
be comfortable with the format and style of the assessment?
6. Do you have suggestions as to how I can ensure that the formative assessment will give
students an opportunity to demonstrate conceptual understanding, procedural fluency,
and problem-solving skills?
7. Do you have any suggestions about tasks that I can include that will capture information
that differentiates the levels of understanding achieved by various students?
8. I am required to keep the data from the formative assessment for both the whole class
lesson and the re-engagement lesson. How do you suggest I do this?
19
Lesson Plan Guide
Overall Learning Sequence:
D
a
t
e
:
Objective/goal:
Task(s):
Associated concepts:
Anticipation:
Lesson Phase
Before
Description of Activities and Setting
Make sure problem is
understood
Establish clear
expectations
During
Support
Extend
After
Facilitate
discussion
Summarize main
ideas
20
EdTPA Context for Learning: About the School Where You Are Teaching
(To be completed prior to the start of the IMB)
1. In what type of school do you teach?
Elementary school:
Middle school:
Urban:
Suburban:
Rural:
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher) that
will affect your teaching in this learning segment.
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
About the Class Featured in This Assessment
1. How much time is devoted each day to mathematics instruction in your classroom?
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
3. Identify any textbook or instructional program you primarily use for mathematics instruction. If
a textbook, please provide the title, publisher, and date of publication.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use for
mathematics instruction in this class.
About the Students in the Class Featured in This Assessment
1. Grade level(s):
2. Number of
 students in the class

males

females
21
Elementary Mathematics Context for Learning Information
3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your mathematics instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the chart. Some rows
have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504
plans, English language learners, struggling readers, underperforming students or those with
gaps in academic knowledge, and/or gifted students needing greater support or challenge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
Example: Visual processing
Number of
Students
2
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3 digit
numbers
Other Learning Needs
Number of
Students
5
Supports, Accommodations, Modifications
Example: Struggling readers
Provide oral explanations for directions and
simplified text for word problems
22
Prior to the start of the IMB block, 5 hours of observations must be recorded on your
School Experiences Log. At least one of these observations must be in the Math
classroom. You will also complete the following to be turned in prior to the start of
the IMB:
a) Collaborative Meeting Report (included in this document)
b) Context for Learning (Part A EdTPA).
Task 4 EdTPA must be uploaded by the instructor’s due date. A quick summary of
this evidence is below. Please read the entire EdTPA directions for Task 4 PRIOR
to your first meeting with your clinical teacher.
NOTE: Your MAED 3224 work is the only work uploaded to Taskstream.
1. Elementary Mathematics Context for Learning Information (p. 7 of this document)
(Part A of the edTPA: p. 40, pp. 50-51, & p. 57)
2. Discussion of Whole-Class Lesson Plan (EdTPA p. 40 & p.
57)
5. Formative Assessment
(Part C of the edTPA: p. 41 & p. 57)
6. Evaluation Criteria for Assessing Whole-Class Performance
(Part D of the edTPA: p. 41 & p. 57)
7. Student Mathematics Work Samples (Part E of the edTPA: pp.41 & p. 57)
(EdTPA Rubric 17: p. 45)
8. Whole Class Learning & the Misconceptions of a Struggling Student (narrative) (Part G of the
edTPA: pp. 42-43 & p. 58)
(EdTPA Rubric 16: p. 43 for “Whole Class Learning”)
(EdTPA Rubric 17: p. 44 for “Misconceptions of a Struggling Student”)
9. Summary discussion of the Re-Engagement Lesson Plan
10. Examples of Student Work from Re-Engagement Lesson
(Part F of the edTPA: p. 58)
11. Evaluation of Re-Engagement Lesson (narrative) (Part G
of the edTPA: pp. 42-43 & p. 58)
(EdTPA rubric 18: pp. 46)
The commentary must be 4-5 pages in length.
Note that the Learning Segment Overview (Part B of the edTPA) is not one of the deliverables for the
Clinical Assignment. This is not an oversight
23
ELED 3223: Social Studies Methods Required Assignments
Typed/Electronic Submissions Due on Class Date the Week of November 10th
Candidates must complete:




One whole group direct instruction social studies lesson
One written reflection on the planning and implementation of the lesson
Submit Cooperating Teacher Feedback Form
One Observation Report of Social Studies Instruction
ELED 3221: Science Methods Required Assignments
Typed/Electronic Submissions Due on Class Date the Week of November 10th
Candidates must complete:




One whole group structured discovery (indirect instruction) science lesson
One written reflection on the planning and implementation of the lesson
Submit Cooperating Teacher Feedback Form
One Observation Report of Science Instruction
READ 3226: Intermediate Reading Methods Required Assignments
Typed/Electronic Submissions Due on Class Date the Week of November 17th
Candidates must complete:




One whole group direct instruction reading lesson
One written reflection on the planning and implementation of the lesson
Submit Cooperating Teacher Feedback Form for the whole group lesson
One small group reading activity (see instructor for options)
24
Other Appropriate Activities For Clinical
Teacher candidates will be spending a minimum of 40 hours in the classroom over the two week period,
which may include flexible time before or immediately after the period. It is not expected that the
required assignments will occupy the entire amount of clinical time. These teacher candidates in this
early clinical experience need the opportunity and flexibility to experience classroom life, to observe the
daily schedule and routine, and develop understandings of classroom management techniques and
procedures. We hope that you will engage them in professional conversations about the operations of
the classroom, including both successes and challenges. We expect the teacher candidates to be active
participants in the classroom to maximize their learning. Therefore, the following are suggested
activities that would be appropriate for teacher candidates to engage in during the clinical experience.
Language Arts: assist students in editing and revising pieces of writing, read and comment on students’
writing journals, work with students individually or in small groups for remediation or tutoring
Reading: Read with students individually, in small groups, or with the whole class, provide remediation
or tutoring
Math: Whole class lesson(s) and reengagement lesson(s)
Science: create or develop learning center activities/games/interactive bulletin board, assist in locating
and gathering resources for an upcoming science unit, and provide remediation/tutoring for individuals
or small groups
Social Studies: create or develop learning center activities/games/interactive bulletin board, assist in
locating and gathering resources for an upcoming social studies unit, work with students on research
projects, and provide remediation/tutoring for individuals or small groups
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Direct Instruction Lesson Plan Template
Grade Level/Subject:
Central Focus:
Essential Standard/Common Core Objective:
Date submitted:
Date taught:
Daily Lesson Objective:
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Prior Knowledge:
Activity
Description of Activities and Setting
Time
1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
4. Guided Practice
5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)
References:
Reflection on lesson:
26
EdTPA Indirect Instruction Lesson Plan Template
Place a title for your lesson here
_____________________________________________________________________________
Central Focus/Big Idea: To what big idea/unifying science concept does your idea align? Think about
how you would teach this standard in multiple lessons- how would it build?
Subject of this lesson: What is the subject of your lesson?
Grade Level: For what grade level is the lesson designed?
NC Essential Standard(s): What specific standards are you going to address in this lesson? Write it out,
don’t just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/
Next Generation Science Standard(s): What K-5 performance expectation is addressed? Please list the
full code (i.e. K-PS2-1) and the statement. The NGSS are located here:
http://www.nextgenscience.org/next-generation-science-standards.
21st Century Skills: Using the “21st Century Skills Map-Science” available on Moodle, choose the two or
three skills that apply to your lesson. Explain why you chose these.
Academic Language Demand

Language Function: In the table below highlight the one most important language function for
your lesson. Explain why you chose this.
Analyze
Interpret

Argue
Predict
Categorize
Question
Compare/contrast Describe
Retell
Summarize
Explain
Scientific Vocabulary: What are the key scientific terms that your students will learn through this
lesson?
Instructional Objective: What specific learning objective are you going to use? What are the students
going to be expected to learn? How will you know? Does your instructional objective include:
conditions, performance, and criteria?
Prior Knowledge (student): What knowledge and skills should students already have to be successful in
this lesson?
Content Knowledge (teacher): What background knowledge does the teacher need to have? Provide
enough content here so that a novice colleague could teach this lesson.
Accommodations for special needs (individual and/or small group): What will you do for students with
special needs (ELL, ability, etc.)?
Materials and Technology requirements: What materials do you (as teacher) and students need? What
resources will be used? If materials are ‘exotic’, where can they be found? You need to be specific with
the amount of stuff you will need.
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Total Estimated Time: How long do you expect your lesson will take?
Source of lesson: Web site, textbook, colleague…?
Safety considerations: How will you make sure students are safe in your lesson?
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 E’s. Your procedure should be detailed
enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe
your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan.
Don’t just answer the questions. Additionally, I expect you to include possible questions you could ask for
each section. This needs to include higher-order questions.
Engage: How will students’ attention or interest be captured? How will you identify prior conceptions?
Explore: What common concrete experience will the students have that allows all students access to
materials? What questions will you ask to facilitate exploration?
Explanation: How will you structure student sharing from exploration? How will you facilitate
students’ conceptual development? How will you help students connect explanations back to their
experience? How will you build on student explanations to help students use appropriate vocabulary to
label concepts and ideas?
Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts, and
skills? (Another activity is ideal)
Evaluate: How will you assess each student’s progress toward the stated objective(s)? What evidence
will be collected? What type of assessment will be used (formal, informal, formative, summative)?
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________
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Cooperating Teacher Lesson Feedback Form
Note: A complete lesson plan should be provided by the teacher candidate prior to
observation.
To be completed by the teacher candidate prior to observation
Preservice Teacher:
Date:
Time:
Observer:
School:
Grade:
1. What are your goals and objectives for this lesson?
2. What are some specific things you would like observed?
To be completed by the Observer:
3. Strengths to continue to build on:
4. Suggestions for future lessons:
29
School Experiences Log
Directions for students: Complete both sides of this form for each school in which you complete clinical school
experiences, each semester. At the end of the semester, submit the form to your instructor, who will place it
in your education departmental folder.
NCATE (National Council for Accreditation of Teacher Education) sets a standard for all candidates seeking
initial licensure as teachers and other school professionals: Candidates are expected to study and practice in a
variety of settings that include diverse populations, students with exceptionalities, and students of different
ages.
Name
Program
Course
Instructor
Purpose of Clinical Experience
Course
Instructor
Purpose of Clinical Experience
School
System







<200 students
200-500 students
500-800 students
800-1200 students
1200-1500 students
1500-1800 students
> 1800 students






Advisor
Grade(s)
Urban
Suburban
Rural
Global/International
Magnet _______________
Other characteristics:
Semester
Subject(s)
Characteristics of the students
(check all that apply):
 Performing at grade level
 Performing below grade level
 Performing above grade level
 Gifted/talented
 Limited English
 International
 Special education
 African-American
 Asian
 Hispanic
 Multi-racial
 Native American
 White
Additional Information:
___% of students on free/reduced lunch
___% of students scoring at the proficient level or higher
___% of students scoring below grade level
Other
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Complete the Attendance Log and Teacher Verification on reverse side 
30
School Experiences Attendance Log
Candidate Name
Phone
Teacher Name
School
Date
Signature
Email
Phone
Email
Grade
Time Involved
Purpose/Activity(ies)
31
Teacher
Cooperating Teachers: please fill out the Clinical Evaluation (as seen on these two pages)
electronically. A link to this survey will be delivered via email.
Assessment of Professional Education Dispositions
Candidate ____________________________________
Evaluator ____________________________________
1.
2.
Date of assessment ________________
This form is to be used by any faculty member or P-12 school partner at any time during a candidate’s program of study.
Please circle or highlight one number for each disposition using the descriptors listed below the disposition as the basis
for your rating. Highlight/mark individual bullets as needed. Add comments in the blank space under the disposition or
on a separate page if more space is necessary.
The faculty member who initiates the assessment should schedule a conference with the student to discuss and document
the concern (see p. 2 below).
The candidate demonstrates:
Needs
Meets
Exceeds
Improvement
Expectations
Expectations
1
2
3
1
2
3
2
3
Not Observed
I. Impact
0

Demonstrate the belief that all individuals can succeed

Provide encouraging feedback to all individuals

Respect and respond to individual needs

Provide equitable learning and development opportunities for all

Promote positive outcomes based on assessment results
Comment:
II. Professional Identity and Continuous Growth
0

Maintain positive attitudes in academic and professional settings

Demonstrate professional appearance

Act on constructive feedback from others

Conduct self-assessments through reflection to overcome limitations and enhance strengths

Demonstrate self-initiated learning

Communicate effectively and appropriately

Show punctuality in meeting academic and professional obligations
Comment:
III. Leadership
0
1

Create opportunities for the mutual benefit of all involved

Promote positive change through personal interactions, organizations, communities, and the profession

Initiate, suggest, and contribute in appropriate ways

Maintain knowledge of and disseminate information about current research and best practices
Comment:
IV. Advocacy




0
1
2
3
Support and empower individuals from diverse backgrounds
Include families and other stakeholders in planning for individual success
Advocate for the social, emotional, physical, educational, behavioral, and basic needs of others
Demonstrate empathy, professional self-confidence, fairness, persistence, problem-solving, and appropriate risk-taking on
behalf of others
32
Comment:
V. Collaboration
0
1
2
3

Respond respectfully to individual perspectives and differences of others

Engage in culturally responsive practices in interactions with learners, families, communities, and colleagues

Share information and ideas with others

Cooperate with university, school, and community personnel

Collaborate to resolve differences and solve problems respectfully and reflectively
Comment:
VI. Ethics
0
1
2
3

Demonstrate honesty, integrity, fairness, respect for others and confidentiality

Comply with laws, policies, and procedures

Accept responsibility for personal actions and behaviors

Follow professional codes of ethics and the UNC Charlotte Code of Academic Integrity and Student Responsibility

Disclose any unlawful activity upon application to and throughout the program

Pass criminal background checks and drug screening, as required

Create and maintain appropriate interpersonal relationships in all settings
Comment:
NOTE: Students who receive negative scores (0 or 1) will meet with the Interventions Committee to discuss
their performance.
Candidate self-assessments as well as assessments by faculty members are also documented in TaskStream at
the program-designated entry, midpoint, and exit dispositions decisions point courses. See the full dispositions
plan on the College of Education website for additional information on this process.
33