Elementary Field Experience II
TED 4630
Spring 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 (TCs) will work
alongside their Clinical Teacher at their PDS, but will
take on a period of no less than 3 weeks for solo
teaching. The TC works with the classroom teacher to
implement curricular standards, to plan and design
lessons, to allocate time and resources, to deliver
instruction, and to administer and interpret assessments
designed to measure the effectiveness of instruction.
The TC completes paperwork, grading and record
keeping. The TC attends all team meetings, staff
meetings and school activities related to the particular
assignment. Through the semester, the TC gradually
assumes additional responsibility. At that point, the TC
will take over all responsibilities as a full time
classroom teacher. TCs will be responsible for a Teacher
Work Sample and Electronic Portfolio proving they
have fully met each of the CTQS.
Course Overview:
The purpose of the spring internship and solo teaching is to
build on skills, aptitudes, competencies and attitudes developed
during the first semester. Teacher candidates will continue to
develop the skills and abilities of an effective teacher and
demonstrate the level of proficiency required for state licensure.
Throughout the spring semester, teacher candidates are assigned
to a school and classroom for a sixteen- week period.
Elementary teacher candidates typically will remain with the
clinical teacher they developed a relationship with during the
fall semester. Secondary teacher candidates will most often be
assigned to a middle or high school setting related to the fall
internship. The teacher candidate, site professor, site
coordinator and clinical teacher form a team to support the
teacher candidate in achieving the level of Met or Fully Met and
More each of the elements of the Colorado Teacher Quality
Standards as required for licensure in the State of Colorado.
Course Expectations:
• Co-Teaching Formats: The major focus of a UCCS Professional Development Site
classroom is to ensure that all functions support student achievement. The Teacher
Education Program encourages a variety of teaching formats for the clinical teacher and
the teacher candidate to accomplish this end. In practice, the following co-teaching
formats have allowed varied experiences for the teacher candidates and have supported
the achievement of individual students in the classroom:
• One person teaches, one assesses or coaches: One person has instructional
responsibility while the other gathers assessment information on students in the
class or coaches the instructor. Either person may take a role or switch roles at
any time.
• One person teaches group, one teaches individuals: One person provides
individual help and guidance to students while the other provides instruction to
the group.
• Simultaneous teaching: The content is divided and each person provides
instruction to half the students at a time. Students then switch places and the
instructor provides the same content to the second half of the class.
• Parallel teaching: Both people teach the same content to portions of the larger
group of students.
• Re-teaching: One person instructs students who have learned the material while
the other one works with students who have not learned the material and either reteaches or adapts the material in some way so those students are able to learn it.
• Tag Team Teaching: Presenters take turns, one on, one off. The person not
presenting at the moment may fill a variety of roles (from data collection to
individual assistance) or may momentarily leave the room.
• Other: Since PDS sites are partners, continuing dialogue about teaching formats
is encouraged.
•
Solo Teaching: Each teacher candidate must complete a minimum of three weeks of
solo teaching. Scheduling one week of solo teaching within the first six weeks of the
spring semester helps to determine and focus the teacher candidate on specific areas for
growth. The first week of solo teaching may be immediately followed by two additional
weeks of solo teaching or the remainder of solo teaching can be scheduled later in the
semester. (At a number of grade levels, it is recognized the Colorado Student
Assessment of Performance testing (CSAP) will be scheduled. It is imperative that the
clinical teacher remains in charge of all CSAP preparation and test administration.
The teacher candidate may only assist as a testing proctor if properly trained in CSAP
administration procedures and should not be scheduled to solo teach during the statescheduled CSAP testing window for the applicable grade level.) The exact times to
schedule solo teaching are to be determined by the clinical teacher and teacher candidate.
During solo teaching, the clinical teacher should be present in the classroom only as often
as necessary to observe and evaluate the teacher candidate’s performance.
•
Performance Observations: During the Spring Field Experience, each teacher
candidate will be informally observed on a continuous basis. In addition, the
teacher candidate will participate in a minimum of:
• 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.
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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.
•
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:
o Information on the job search process;
o Preparation for the job search including writing a cover letter and resume;
o Mock interviews;
o Teacher Work Sample;
o Information about school support systems including Special Education
Services, Title 1 Instruction, English Language Learner instruction,
tutoring and mental health services available within the school.
o Arrange visitations of other grade levels, programs and/or schools.
Site professors may give assignments to support learning goals of the
seminars.
•
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.
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 spring field
experiences are for the teacher candidate to:
1. Demonstrate proficiency on each of the CTQS.
Accreditation Standards, Colorado Teacher Quality Standards:
I
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
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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
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.
II
III
IV
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.
V
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.
VI
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,
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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.
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.
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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.
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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January
SAMPLE TEACHER CANDIDATE SPRING
INTERNSHIP AND SOLO TEACHING TIMELINE*
Welcome back! Select appropriate co-teaching formats. Under clinical
teacher direction, continue planning and implementing instructional
sequences for small and/or large student groups. Differentiate in the
classroom. Support learning and achievement of all students. Prepare for
eighth, ninth and tenth formal performance observations. Conduct
observations. Attend team and faculty meetings. Go to staffings. Participate
in data discussions. Begin sign-off on CTQS checklist at a level of proficient
or above. Attend weekly PDS seminars and monthly UCCS seminar. Be
sure to schedule instruction related to Teacher Work Sample. Be sure to
continue maintaining Portfolio assignment.
Late-January/
early-February
Plan, prepare and implement one week of solo teaching. Prepare for eleventh
and twelfth formal performance observations. Conduct observations.
Continue involvement in all classroom and applicable school activities.
Attend weekly PDS seminars.
Mid-February /
mid-March
Add to teaching responsibilities. Utilize co-teaching format. Continue
differentiating as much as possible. Continue supporting learning and
achievement of all students. Get as much experience working with students
as possible. Prepare for thirteenth and fourteenth performance observations.
Conduct observations. Continue involvement in all classroom and
applicable school activities. Attend weekly PDS seminars and monthly
UCCS seminar. Watch for mid-semester dispositions and progress report.
Late-March/
mid-April
This is a great time for two more weeks of solo teaching. Teacher Work
Sample (edTPA) and Portfolio will be due. Finish any remaining
performance observations. Conduct observations. Continue involvement in
all classroom and applicable school activities. Attend weekly PDS seminars
and monthly UCCS seminar.
Late-April/
early-May
Continue supporting students via co-teaching. Be sure to take some time for
observation/visitation to different grade-levels, in different schools. Attend
weekly PDS seminars and monthly UCCS seminar.
Mid-May
Apply for licensure and attend College of Education Graduation Ceremony.
(*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.)
Final Spring Internship and Solo Teaching Grade*: The semester grade for the spring
internship and solo teaching is based on the teacher candidate’s:
• demonstration of “standard met or fully met and more” on each element of the Colorado
Teacher Quality Standards;
• the quality of the Teacher Work Sample;
• the quality of artifacts and reflection on each Colorado Teacher Quality Standard in the
Electronic Performance Portfolio;
• commitment and professionalism in accomplishing teaching duties as recorded on disposition
ratings.
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(*Determining the teacher candidate’s semester grade involves a collaboration of the site
professor, site coordinator and clinical teacher.)
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
Demonstrate proficiency
on each of the CTQS.
Assignment, Activity, or
Required Reading(s)
-Lesson Plans; formal
observations;
dispositions; TWS; EP
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CTQS
STANDARDS
COE Conceptual
Framework
1, 2, 3, 4, 5, 6
1.B, 1.C, 2.A, 2.B, 2.C,
3. B, 3.C