Elementary/Secondary Field Experience I
TED 4600/4700
Fall 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Professor: Barbara Frye & various Site Professors
Office: Columbine
Phone: 255-4996
E-mail: bfrye@uccs.edu
Office Hours: by appointment
Course Format: Teacher Candidates will work
alongside their Clinical Teacher at their PDS learning
and reinforcing: classroom management skills; lesson
planning; grading; recordkeeping; and collaboration.
They are expected to teach at least 6 formal lessons over
the course of the semester. This course, taken
concurrently with their other methods courses, prepares
TCs for the rigorous Field Experience II that follows
next semester.
Course Overview:
Elementary Teacher Candidate Field Experience I:
Elementary Students will have two different placements,
eight weeks in a primary grade classroom and eight
weeks in an intermediate grade. The purpose of this is to
allow the teacher candidate to gain experience working
with a different clinical teacher, students of varying
ages, and/or different school programs.
Secondary Teacher Candidate Field Experience I:
The secondary candidate will be assigned to a middle
school classroom for eight weeks and a high school
classroom for eight weeks providing an opportunity for
a variety of experiences. The purpose of this is to allow
the teacher candidate to gain experience working with a
different clinical teacher, students of varying ages,
and/or different school programs.
Course Expectations:
Teacher candidates will work under the direction of the clinical teacher developing and
practicing the skills and attitudes of an effective professional. Typically, the teacher
candidate’s responsibilities will grow during the semester with teacher candidates
initially helping set up the classroom, getting to know the students, planning and
implementing instructional activities to support individual and small group learning.
During the semester, instructional responsibilities will evolve and increase with teacher
candidates adding greater planning and instructional delivery responsibilities. This field
experience is constantly supported through interaction with the clinical teacher,
instructors in UCCS methods classes, the site professor and site coordinator.
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Performance Observations: During the Fall Field Experience, each teacher
candidate will be informally observed on a continuous basis. In addition, the
teacher candidate will participate in a minimum of:
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•
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Two (three if possible) formal observations scheduled by the site professor;
Two formal observations (one each quarter) scheduled by the clinical teacher;
Two formal observations (one each quarter) scheduled by the site coordinator.
Each formal observation requires that the teacher candidate create and build a
lesson plan using TaskStream Lesson Builder. The lesson plan is given to the
observer to be reviewed prior to the observation. The pre-conference or
discussion about the lesson prior to its execution can take place electronically or
in person. The post conference is held immediately after the observation or as
soon after as possible. This is the time the observer and the teacher candidate
discuss the strengths and weaknesses of the lesson plan as well as its
implementation. Teacher candidates receive specific feedback related to lesson
planning and design, instructional delivery, classroom management, instructional
differentiation and other elements included in the Colorado Teacher Quality
Standards. Following the lesson, teacher candidates will reflect (using the
template for either elementary or secondary reflections) on the lesson and the post
conference. This reflection is typically typed in a Word document and pasted in
the appropriate place in the TaskStream lesson plan template. At this time, the
lesson is submitted for evaluation.
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Weekly Seminars: The site professor will conduct a weekly, 45 min-1 hour, onsite seminar at a time to be determined at each PDS site. Often times, the site
coordinator works hand-in-hand with the site professor to organize and conduct
these seminars. Fall seminar topics are designed to meet the needs of the
developing pre-service teachers and typically include:
• Orientation to the school environment, schedules and roles of staff members;
• School-wide procedures;
• Establishing classroom procedures;
• Student management;
• Learning objectives, standards and essential skills;
• Instructional models and data-driven-instruction;
• Lesson planning and design;
• Instructional differentiation;
• Student characteristics and learning styles;
• Assessment of student progress and achievement;
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And conferencing with parents.
Site professors may give assignments to support learning goals of the
seminars. All teacher candidates will revise their philosophy and classroom
management plans during the fall and submit them in TaskStream under the
Evaluation Portfolio DRF.
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Monthly Seminars: Throughout the program, seminars will be scheduled at the
university approximately one Friday per month. Times and locations vary and
will be communicated to students by the Director of Teacher Education and
Licensure Programs via CalendarWiz. Seminars will present information and
training related to educational topics of broad interest such as classroom
management, data-driven instructional models, and culturally diverse school
environments. Attendance is mandatory.
Course Objectives:
The field experience at PDS sites prepares teacher candidates to become educators who require
students to learn and develop strong foundational academic skills; who live productively within a
democratic society; who transmit knowledge accurately and meaningfully; who promote the
value of each individual; who honor the diverse cultures within our society; and who
demonstrate professional, responsible and ethical practice. Further objectives of the fall field
experiences are for the teacher candidate to:
1. Make the connections between the foundations and theories underlying professional practice
and the actual demonstration of practice in the school classroom related to the Colorado
Teacher Quality Standards (CTQS).
2. Develop the knowledge and skills required to demonstrate proficiency on each of the CTQS.
3. Ensure that the teacher candidate develops skills abilities and perspectives to prepare for the
spring semester internship/collaborative teaching/solo teaching experience and for the total
profession.
4. Provide a broad and deep understanding of the intellectual, emotional, and physical
requirements of teaching.
Accreditation Standards, Colorado Teacher Quality Standards:
Teachers demonstrate mastery of and pedagogical expertise in the CONTENT they teach. The elementary
Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she
teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has
knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
a. Teachers provide instruction that is aligned with the Colorado Academic Standards; their District’s organized plan of
instruction; and the individual needs of their students.
b. Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
c. Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and
operations, algebra, geometry and measurement, and data analysis and probability.
d. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
e. Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
f. Teachers make instruction and content relevant to students and take actions to connect students’ background and
contextual knowledge with new information being taught.
Teachers establish a safe, inclusive and respectful learning ENVIRONMENT for a diverse population of
students.
a. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing
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relationship with caring adults and peers.
b. Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community
and as a country.
c. Teachers engage students as individuals with unique interests and strengths.
d. Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability
levels.
e. Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively
with the families and significant adults in the lives of their students.
f. Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate
intervention strategies.
Teachers plan and deliver effective INSTRUCTION and create an environment that facilitates learning for
their students.
a. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the
appropriate levels of intellectual, social, and emotional development of their students.
b. Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic
standards, and advances students’ level of content knowledge and skills.
c. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental
and academic needs of their students.
d. Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student
learning.
e. Teachers establish and communicate high expectations for all students and plan instruction that helps students develop
critical-thinking and problem solving skills.
f. Teachers provide students with opportunities to work in teams and develop leadership qualities.
g. Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.
h. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments,
and use results to plan further instruction.
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Teachers REFLECT on their practice.
a. Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve
their practice.
b. Teachers link professional growth to their professional goals.
c. Teachers are able to respond to a complex, dynamic environment.
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a.
b.
c.
d.
Teachers demonstrate LEADERSHIP.
Teachers demonstrate leadership in their schools.
Teachers contribute knowledge and skills to educational practices and the teaching profession.
Teachers advocate for schools and students, partnering with students, families and communities as appropriate.
Teachers demonstrate high ethical standards.
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Teachers take responsibility for Student Academic Growth.
a. Teachers demonstrate high levels of student learning, growth and academic achievement.
b. Teachers demonstrate high levels of Student Academic Growth in the skills necessary for postsecondary and workforce readiness,
Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments w
attainment of Student Academic Growth.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
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Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
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In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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SAMPLE TEACHER CANDIDATE
FALL COURSEWORK AND FIELD EXPERIENCE TIMELINE*
May/June/July
Attend Orientation. Complete summer methods coursework. Attend
introductory seminars for program overview and requirements. Meet
with an advisor to be sure you have met all program requirements. Meet
site professor.
Late July to midAugust (depending
on district)
Report to PDS on school district’s report date for contracted teachers.
Meet clinical teacher and site coordinator. Participate in beginning-ofyear activities. Begin establishing relationships with clinical teacher,
school staff, site professor. Weekly seminar topics will include schoolwide procedures and processes; schedules; and establishing classroom
procedures.
After students report, get to know them by name and need. Affirm
students. Make connections with them. Observe classroom/school
procedures and processes. Specifically note the classroom behavior
management plan. Weekly seminar topics will include a review of
student/classroom management. Begin attending p. m. methods courses.
Attend school’s Fall Open House.
Early-mid September Continue developing relationships with clinical teacher and students.
Under teacher direction, plan an instructional sequence for an individual
or small student group. Prepare for first formal performance observation.
Seminar topics will include standards-based instructional design; datadriven instructional model; and lesson planning. Begin sign-off on
CTQS checklist. Continue attending p. m. methods courses. Ask
questions, receive clarification.
Mid-late September
Assume greater responsibilities within the classroom. Work with larger
student groups. Plan and implement longer instructional sequences.
Prepare for and conduct second observation. Begin applying
knowledge/techniques from methods classes. Continue sign-off on
CTQS checklist. Attend monthly seminar @ UCCS.
October
Continue assuming classroom responsibilities. Notice the range of
student-need. Work with clinical teacher to provide differentiated
instruction to meet the range of student need. Become a student of
instructional differentiation. Seminar topics should include information
on student learning style and instructional differentiation. Prepare for
and conduct the third and fourth performance observations. Continue to
apply learning from UCCS methods classes. Continue sign-off on CTQS
checklist. Elementary teacher candidates: Remember the two-week
level switch. Secondary teacher candidates: After eight weeks,
secondary teacher candidates switch levels. Attend monthly seminar @
UCCS. Watch for mid-semester dispositions and progress report.
November/December Continue applying data-driven instructional model. Seminar topics
should include overview of Teacher Work Sample requirements; plan
and design of a long-term instructional sequence; implementation of a
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data-driven instructional model. Continue sign-off on CTQS checklist.
Add to your Electronic Portfolio. Prepare for and conduct your fifth seventh performance observations. Attend monthly seminar @ UCCS.
Watch for end-of-semester dispositions and progress report.
(*Sample schedule is adaptable based on school, grade-level, elementary, secondary, etc. Your
site professor and the site coordinator will fit the schedule to your particular situation.)
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Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
Assignment, Activity, or
Required Reading(s)
CTQS
STANDARDS
COE Conceptual
Framework
Make the connections
between the foundations
and theories underlying
professional practice and
the actual demonstration
of practice in the school
classroom related to the
Colorado Teacher Quality
Standards (CTQS).
-Weekly site professor
seminars
1, 2, 3, 4, 5, 6
2.A
Develop the knowledge
and skills required to
demonstrate proficiency
on each of the CTQS.
-Lesson Plans; formal
observations
1, 2, 3, 4, 5, 6
3.A, 3.B
Ensure that the teacher
candidate develops skills
abilities and perspectives
to prepare for the spring
semester
internship/collaborative
teaching/solo teaching
experience and for the
total profession.
-Lesson Plans; formal
observations;
dispositions
1, 2, 3, 4, 5, 6
2.B, 2.C, 3.C
Provide a broad and deep
understanding of the
intellectual, emotional,
and physical requirements
of teaching.
-Weekly site professor
seminars; monthly TELP
seminars; Lesson Plans;
formal observations;
dispositions
2, 4
1.A, 1.C, 2.A
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