Resident Teacher Seminar in Secondary Education I
CURR 5018 OL1
Fall 2013
Professors
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/
Beth Cutter
Stephanie Dewing
Barbara Frye
Laura Kadlecek
Chuck Leggiero
Barbara Toney
Email
Phone
Content
ecutter@uccs.edu
Sdewing2@uccs.edu
bfrye@uccs.edu
lkadlecek@uccs.edu
cleggiero@uccs.edu
btoney@uccs.edu
719-337-5002
719-255-4170
303-941-5248
English
Spanish
Director
Math
Science
Soc Studies
719-594-6748
Required Textbook:
Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B. (2012). Classroom
instruction that works: Research-based strategies for increasing
student achievement (2nd ed.). Alexandria, VA: ASCD.
Additional Resources:
Differentiation Central <differentiationcentral.com>
PBS Teachers <http://www.pbs.org/teachers>
Read Write Think <http://www.readwritethink.org>
Thinkfinity <www.thinkfinity.org>
Course Format: This course provides the clinical supervision
component of the Alternative Licensure Program. It is conducted both
online (Resident Teachers and University Supervisors use the web-based
management tool TaskStream to create, reflect on, and evaluate lesson
plans) and in person (University Supervisors conduct at least three formal
observations on site). Resident Teachers and University Supervisors
communicate frequently by email and phone as well.
Course Expectations:
1) Complete all assignments and assigned readings and be prepared to discuss
them via threaded discussion or in person.
2) Familiarize yourself with TaskStream functions (Unit Builder, Lesson Builder,
etc.). TaskStream has downloadable Help guides for most functions, and their
Mentoring Services offers pre-scheduled webcasts. Monthly work sessions in
a computer lab on campus are available as well.
3) Work as a member of a team with your Building Administrator, your Mentor,
and your University Supervisor, arranging for a minimum of three formal
observations by your UCCS supervisor.
4) Accept and act upon constructive feedback on practice, products, and behavior
from your Building Administrator, your Mentor and your UCCS Supervisor in
order to be rated at least Proficient on each element of the Colorado Teacher
Quality Standards.
5) Demonstrate responsibility, collaboration, professional behavior, respect for
diversity, and personal well-being as described on the Professional
Dispositions Evaluation form.
6) Ensure timely completion and submission of forms from your Building
Administrator.
7) For each formal observation: Complete all TaskStream lesson plan fields with
high quality content at least 24 hours beforehand; provide the University
Supervisor with a hard copy of the lesson plan when he/she arrives; and enter a
reflection on your lesson’s effectiveness in the appropriate TaskStream field
within 24 hours afterwards.
8) Complete and submit all edTPA requirements.
9) Complete and submit all Standards Portfolio requirements.
Course Objectives: Upon successful completion of the course the Resident Teacher will demonstrate the
following abilities (aligned with select elements of the Colorado Teacher Quality Standards):
1) Provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of
instruction; and the individual needs of their students [I.a].
2) Make instruction and content relevant to students and take actions to connect students’ background and
contextual knowledge with new information being taught [I.f].
3) Foster a predictable learning environment in the classroom in which each student has a positive, nurturing
relationship with caring adults and peers [II.a].
4) Demonstrate a commitment to and respect for diversity, while working toward common goals as a
community and as a country [II.b].
5) Adapt their teaching for the benefit of all students, including those with special needs across a range of
ability levels [II.d].
6) Create a learning environment characterized by acceptable student behavior, efficient use of time, and
appropriate intervention strategies [II.f].
7) 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 [III.a].
8) 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 [III.b].
9) Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student
learning [III.d].
10) Demonstrate that they analyze student learning, development and growth and apply what they learn to
improve their practice [IV.a].
11) Demonstrate high ethical standards [V.d].
Accreditation Standards: This course aligns with accreditation standards from the Colorado Department of
Education and the Council for Accreditation of Educator Preparation. Please see the crosswalk chart at the end
of this syllabus.
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.
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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.
Ethical Conduct: The responsibility for ethical conduct, academic honesty and integrity rests with each
individual member of the UCCS community. The Student Code of Conduct may be found at
http://www.uccs.edu/~oja/student-conduct.html. In general, academic dishonesty includes, but is not limited to,
cheating on assignments or examinations, plagiarism (which means misrepresenting as your own work done by
another person or from a web page source), misuse of academic materials, or interfering with another student’s
work. Violations of the Student Code of Conduct may result in dismissal from your academic program.
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 an accommodation letter from the Office has been given to the professor. Please contact
Disability Services for more information about receiving accommodations at Main Hall room 105, 719-2553354 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.
Appeals: In any academic issue, including attendance decisions, students may exercise their right to appeal.
Should the faculty member and student be unable to agree on appropriate accommodations under this policy,
3
the student has the right to appeal as outlined in the grievance policies of the College of Education and the
UCCS student standards.
Curriculum & Instruction Department Grading Scale:
A
94-100
C+
A90-93
C
B+
87-89
CB
84-86
D+
B80-83
D
77-79
74-76
70-73
67-69
64-66
A semester grade lower than B- is unacceptable and the course must be repeated or work must be improved.
4
Course Assignments and Assessments
Your grade in CURR 5018 will be derived from five areas, as follows:
1. STARTER CHECKLIST/WRITEUP (Blackboard)
Check with your Mentor Teacher to make sure you understand the items on this list before they catch you by surprise. Write a
short paper about the most important one(s).
SUBTOTAL
2. DISPOSITIONS: All Semester
POINTS
20
Dispositions are summarized in a holistic score which reflects ratings by the School Administrator and University Supervisor.
SUBTOTAL
3. OBSERVATIONS (TaskStream and Classroom)
As indicated in the table below, the clinical supervision process consists of at least three observations by your University
Supervisor. Each observation is worth 100 points.
SUBTOTAL
4. edTPA (TaskStream)
100
300
This performance-based assessment demonstrates your ability to (1) plan for instruction and assessment, (2) instruct and engage students in
learning, and (3) assess student learning. While you will complete the majority of your edTPA next semester, you will complete some of the
templates and practice developing artifacts this fall.
SUBTOTAL
5. ELECTRONIC PORTFOLIO (TaskStream)
Your electronic standards portfolio in TaskStream will be the official body of evidence that you have met each element of
Colorado Teacher Quality Standards I-V. (Your edTPA will demonstrate proficiency in Standard VI.) By the time your portfolio is
evaluated in April, it needs to contain at least 1-2 artifacts for each of the 27 elements. These can be lesson plans, projects/papers
from methods courses, material you prepare for your classroom, etc. This semester, you are responsible for producing and
uploading evidence for 5 elements as defined in the table below.
SUBTOTAL
TOTAL
5
100
100
620
STARTER CHECKLIST/WRITEUP – Due by September 29
(Notes)
(0-2)
Checklist is missing or less than
half completed.
(3-5)
Some checklist topics are missing
and/ or notes are too general to be
helpful or convincing.
Reflection
(Paper)
Paper is missing or of very poor
quality.
Paper addresses only one checklist
topic.
Checklist
(6-8)
All checklist topics contain helpful
notes.
(9-10)
All checklist topics addressed
thoroughly, with helpful notes and/or
references to pertinent documents.
Candidate demonstrates serious
thought about each topic, possibly by
adding to or modifying the questions
to suit the teaching context.
Paper addresses two checklist
Paper describes in detail how the
topics, describing how they can be
topics can be useful now or in the
useful now or in the future.
future.
TOTAL for Starter Checklist/Writeup Assignment
/10
`/10
/20
BA & US
DISPOSITIONS
No submission needed. Your University Supervisor and School Administrator will evaluate.
Responsibility
Collaboration
Respect for Diversity
Professional Behavior
Personal Well-Being





Indicator Not Met
Many scores lower than 3
Many scores lower than 3
Many scores lower than 3
Many scores lower than 3
Many scores lower than 3





Indicator Partially Met
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
6





Indicator Met
Mostly all 4’s
Mostly all 4’s
Mostly all 4’s
Mostly all 4’s
Mostly all 4’s





Indicator Fully Met and More
All 4’s
All 4’s
All 4’s
All 4’s
All 4’s
TOTAL for Dispositions
PTS
/20
/20
/20
/20
/20
/100
POSTCONFERENCES
(Reflections in
TaskStream)
OBSERVATIONS
(University Supervisor)
PRECONFERENCE
(Lesson Plans in TaskStream)
FORMAL OBSERVATIONS: FINISH BY DECEMBER 6
Level 1
 Few template fields
complete
 Lesson not in TaskStream
24 hours prior AND hard
copy not provided to
University Supervisor
Level 2
 Most template fields
complete
 Lesson not in TaskStream
24 hours prior OR hard
copy not provided to
University Supervisor
Level 3
 All template fields
complete
 Lesson in TaskStream 24
hours prior and hard copy
provided to University
Supervisor
 RT allows disruptive
behavior to interfere with
student learning.
 There is little or no
evidence that the RT links
students’ prior academic
learning or personal,
cultural, or community
assets with new learning.
 RT responses include
significant content
inaccuracies that will lead
to student
misunderstandings.
 RT provides a learning
environment that serves
primarily to control student
behavior, and minimally
supports the learning
goals.
 RT makes vague or
superficial links between
prior academic learning
and new learning.
 RT primarily asks surfacelevel questions and
evaluates student
responses as correct or
incorrect.
 RT provides a positive,
low-risk social
environment that reveals
mutual respect among
students.
 RT links prior academic
learning to new learning.
 RT elicits student
responses related to
constructing meaning.
 Reflections entered in
TaskStream 24-72 hours
later
 RT proposes changes that
are focused primarily on
improving directions for
learning tasks or task/
behavior management.
 Reflections entered in
TaskStream within 24
hours
 RT proposes changes that
address students’
collective learning needs
related to the central focus.
 Reflections in TaskStream
˃72 hours later or not at all
 RT suggests changes
unrelated to evidence of
student learning.
Level 4
 All template fields
complete with high quality
content
 Lesson in TaskStream at
least 48 hours prior and
hard copy provided to
University Supervisor
along with other relevant
documents (e.g. handouts,
seating charts)
 RT provides a challenging
learning environment that
promotes mutual respect
among students.
 RT links both prior
academic learning and
personal, cultural, or
community assets to new
learning.
 RT elicits and builds on
students’ responses.
 Reflections entered in
TaskStream within 24
hours
 RT proposes changes that
address individual and
collective learning needs
related to the central focus.
Level 5
 All template fields
complete with high quality
content
 Lesson in TaskStream at
least 72 hours prior and
hard copy provided to
University Supervisor
along with other relevant
documents (e.g. handouts,
seating charts)
 RT provides a challenging
learning environment that
provides opportunities to
express varied perspectives
and promotes mutual
respect among students.
 RT prompts students to
link prior academic
learning and personal,
cultural, or community
assets to new learning.
 RT facilitates interactions
among students so they
can evaluate their own
abilities.
/20
/60
 Level 4 plus:
RT justifies changes using
principles of research
and/or theory.
SUBTOTAL for Formal Observation 1
SUBTOTAL for Formal Observation 2
SUBTOTAL for Formal Observation 3
TOTAL for 3 Observations
7
PTS
/20
/100
/100
/100
/300
Here are the questions to address in the “Author’s Comments and Reflections” field in TaskStream before uploading your lesson plan for evaluation:
1. What went well? In other words, if I had the opportunity to teach this lesson again to the same group of students, what parts would I keep? Why?
2. What opportunities did I miss? In other words, if I had the opportunity to teach this lesson again, what changes would I make to better support
student learning of the central focus? Why?
3.
4.
5.
6.
Did the students learn what I intended? Were my instructional goals met? How can I be sure?
As I reflect on the lesson, to what extent were the students productively engaged?
Did I alter my goals or plans as I taught the lesson? What was the outcome?
How did I demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage
in learning?
7. Other comments, observations and self reflection?
8. What artifacts from this lesson or observation could be used in my teacher performance standards portfolio?
8
edTPA
Your complete edTPA assessment will be due next semester. This semester you will practice completing a partial set of the required components. You will need to
consult the specific edTPA Handbook for your content area (English, Mathematics, Science, Social Studies, or World Language) for the templates and instructions
necessary for this assignment. edTPA Handbooks can be found both in Blackboard and in TaskStream. The components you will practice (and submit for a grade)
this semester are as follows:
1. Context for Learning Template: Find this template in your edTPA Handbook. This template will ask you to supply specific information about the
school where you are teaching, about the class that will be featured in your video clip, and about the students in that class. Your completed Context for
Learning Template should be no more than 3 pages, including prompts. Use Arial 11-point type, and single space with 1” margins on all sides. This
portion of the edTPA is due no later than September 29.
2. Video Clip: In your edTPA Handbook, locate Task 2: Instructing and Engaging Students in Learning. Arrange to videorecord at least one clip (no more
than 10 minutes in length) that demonstrates the components asked for in the handbook (typically how you interact with students in a positive learning
environment). Upload this videoclip into TaskStream. This portion of the edTPA is due no later than October 27.
3. Instruction Commentary: In your edTPA Handbook, locate Task 2: Instructing and Engaging Students in Learning. Find the instructions for writing
your Instruction Commentary about the video clip you uploaded. Your commentary should address the questions pertaining to
 Promoting a Positive Learning Environment
 Engaging Students in Learning
The full edTPA Instruction Commentary that you write next semester will need to address all the questions, and it will be longer (about 6 pages). The one you
write as “practice” during CURR 5018 only needs to be about 3 pages. It is due no later than November 24.
Level 1
Context for
Learning
Template
Video Clips
Instruction
Commentary
Level 2
Incomplete
Level 3
Level 4
Partially complete and/or
inaccurate
Level 5
PTS
Complete, detailed, accurate,
/20
The clips reveal evidence of
disrespectful interactions
between teacher and students or
between students.
OR
Candidate allows disruptive
behavior to interfere with
student learning.
The candidate demonstrates
respect for students.
Candidate provides a learning
environment that serves
primarily to control student
behavior, and minimally
supports the learning goals.
The candidate demonstrates
rapport with and respect for
students.
Candidate provides a positive,
low-risk social environment
that reveals mutual respect
among students.
The candidate demonstrates
rapport with and respect for
students.
Candidate provides a
challenging learning
environment that provides
mutual respect among students.
The analysis is superficial or
not supported by either student
work samples or the summary
of student learning.
The analysis focuses on what
students did right OR wrong
using evidence from the
summary or work samples.
The analysis focuses on what
students did right AND wrong
and is supported with evidence
from the summary and work
samples. Analysis includes
some differences in whole class
learning.
Analysis uses specific examples
from work samples to
demonstrate patterns of student
learning consistent with the
summary. Patterns are
described for whole class.
9
The candidate demonstrates
rapport with and respect for
students.
Candidate provides a
challenging learning
environment that provides
opportunities to express varied
perspectives and provides
mutual respect among students.
Analysis uses specific evidence
from work samples to
demonstrate the connections
between quantitative and
qualitative patterns of student
learning or individuals or
groups.
/40
/40
STANDARDS PORTFOLIO – DUE NO LATER THAN DECEMBER 8
Basic (1)
Partially Proficient (2)
Proficient
Accomplished (4)
Exemplary (5)
(Meets State Standard) (3)
I.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.
. . . and
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
The teacher candidate:
Students:
Students:
Uses lesson plans that
Implements lesson plans based
 Collaborates with other
 Interact with the rigorous and  Discuss strengths and next
reflect:
on:
school staff to vertically and
challenging content.
steps regarding their
 Daily review and
 Student needs.
horizontally articulate the
learning with their teacher.
 Perform at a level consistent
revision.
 Colorado Academic
curriculum.
with or above that expected of
Standards.
 Instructional objectives
students at their ability level.
 District’s plan of instruction.
appropriate for students.
Learning objectives.
 Linkages to specific
learning objectives and
approved curriculum.
PTS*
/20*
II.d
Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
The teacher candidate:
. . . and
. . . and
. . . and
. . . and
 Adapts lesson plans to
The teacher candidate:
The teacher candidate:
Students:
Students:
address individual
 Designs instruction to address  Solicits input from families
 Advocate for themselves.
 Apply coping skills to
student needs.
specific learning needs of all
and significant adults,
 Articulate their learning needs
classroom situations.
students.
colleagues, specialists, and
to their teacher and/or parent.
 Share coping strategies with
 Implements
others to understand students’
fellow students.
 Monitors the quality of
recommendations made
learning needs.
 Help fellow classmates by
student participation and
by specialists and
 Uses multiple strategies to
offering support.
performance.
colleagues to address
teach and assess students.
student needs.
 Challenges and supports all
students to learn to their
greatest ability.
III.d
Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
. . . and
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
The teacher candidate:
Students:
Students:
 Has high expectations
 Employs strategies and
Uses available technology to:
 Engage in virtual or face-toUse available technology to:
for all students.
procedures to ensure that all
 Enhance student learning.
face learning activities
 Accelerate their learning.
 Holds students
students have equal and
 Develop students’ knowledge
enhanced by appropriate use
 Apply team building and
accountable for their
appropriate access to
and skills.
of available technology.
networking skills.
learning.
available technology.
 Enhance creative and
 Produce creative and
 Deepen critical thinking
 Monitors the use of available
innovative skills.
innovative products.
skills.
10
/20*
Basic (1)
Partially Proficient (2)
technology in the classroom.
Proficient
(Meets State Standard) (3)
Provide engaging and
motivating learning experiences.
Accomplished (4)
Exemplary (5)
PTS*
 Communicate effectively.
/20*
IV.a
Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
The teacher candidate:
The teacher candidate:
The teacher candidate:
 Collects and analyzes
 Collects multiple examples of Applies knowledge of student
Develops student learning plans
 Monitors and evaluates
student data to inform
student work to determine
learning, development, and
based on:
personal behavioral changes
instruction.
student progress over time.
growth to the development of:
 Multiple examples of
to determine what works for
 Lesson plans
student work.
students.
Uses data to:
 Instructional strategies
 Other data points.
 Support student
 Information gathered from
learning.
students, families, and
 Inform practice.
colleagues.
V.d
Teachers demonstrate high ethical standards.
. . . and
. . . and
. . . and
The teacher candidate:
The teacher candidate:
The teacher candidate:
The teacher candidate:
Students:
 Maintains
 Models ethical behavior,
 Maintains confidentiality of
 Helps students understand the Demonstrate:
confidentiality of
including honesty, integrity,
student and fellow teacher
importance of ethical
 Honesty.
student records as
fair treatment, and respect for
interactions as well as student
behavior as an individual and
 Respect for others.
required by law.
others.
data.
member of society.
 Adheres to standards of
professional practice.
TOTAL for 5 Portfolio Artifacts*
/20*
/20*
/100*
*Normally a 5-point rubric should mean that each row adds up to 25. However, the rating of “Exemplary” is supposed to be used very sparingly, and
first-year teachers are not likely to attain it often. Making each row worth 20 points means that a candidate who receives all 4’s would still receive an
A on his/her portfolio assignment.
11
The table below gives an overview of requirements for CURR 5018. It isn’t as detailed week-to-week as most syllabi. Instead, it is arranged like a
checklist of tasks that roughly coincides with each of your three scheduled formal observations. Feel free to complete any and all tasks ahead of
schedule.
DATE
Aug 26-Sept 1
Sept 2-8
Sept 9-15
Sept 16-22
Sept 23-29
Sept 30—Oct 6
Oct 7-13
Oct 14-20
Oct 21-27
Oct 28-Nov 3
Nov 4-10
Nov 11-17
Nov 18-24
Dec 2-8




















CURR 5018
Arrange for a 15-30 minute time your University Supervisor can meet with you, your mentor, and you at your school. (This
meeting may be on the same day as your first observation.)
Schedule a date and time for your University Supervisor to observe you for the first time.
Develop a lesson plan and submit it for feedback in TaskStream at least 24 hours prior to the observation.
Within 24 hours after the observation, enter a reflection on your lesson and submit it for evaluation in TaskStream.
Meet with your Mentor and get answers to the questions on the “Starter Checklist” assignment. Upload the completed
checklist in Blackboard.
Complete one 2-3 page reflection addressing at least two of the topics on the “Starter Checklist” and upload it in Blackboard.
Complete and submit your Context for Learning Template in Blackboard.
Schedule a date and time for your University Supervisor to observe you for a second time.
Develop a lesson plan and submit it for feedback in TaskStream at least 24 hours prior to the observation.
Within 24 hours after the observation, enter a reflection on your lesson and submit it for evaluation in TaskStream.
Complete all arrangements (permissions, etc.) for videorecording an instructional segment. Plan the lesson you will record.
Make a list of artifacts you might be able to use for your Standards Portfolio.
Remind your Building Administrator that s/he will need to send the Dispositions form to your University Supervisor before
the end of the semester.
Schedule a date and time for your University Supervisor to observe you for a third time.
Develop a lesson plan and submit it for feedback in TaskStream at least 24 hours prior to the observation.
Within 24 hours after the observation, enter a reflection on your lesson plan and submit it for evaluation in TaskStream.
Upload your video clips into TaskStream.
Complete your Instruction Commentary and upload it into Blackboard.
Complete and submit all five Standards Portfolio artifacts.
Make sure your Building Administrator has completed a Dispositions form and sent it to your University Supervisor.
12
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
1)
2)
3)
4)
Provide instruction that is aligned with the Colorado Academic
Standards; their District's organized plan of instruction; and the
individual needs of their students [I.a].
Make instruction and content relevant to students and take actions to
connect students’ background and contextual knowledge with new
information being taught [I.f].
Foster a predictable learning environment in the classroom in which
each student has a positive, nurturing relationship with caring adults and
peers [II.a].
Demonstrate a commitment to and respect for diversity, while working
toward common goals as a community and as a country [II.b].
5)
Adapt their teaching for the benefit of all students, including those with
special needs across a range of ability levels [II.d].
6)
Create a learning environment characterized by acceptable student
behavior, efficient use of time, and appropriate intervention strategies
[II.f].
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 [III.a].
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 [III.b].
Thoughtfully integrate and utilize appropriate available technology in
their instruction to maximize student learning [III.d].
7)
8)
9)
10) Demonstrate that they analyze student learning, development and
growth and apply what they learn to improve their practice [IV.a].
11) Demonstrate high ethical standards [V.d].
Assignment, Activity, or Required
Reading(s)
Formal observations
Artifacts for Standards Portfolio
Colorado PBSCT
5.04(2)
Formal observations
CTQS
INTASC
I.a
7(f)
I.f
1(b);
2(c);
4(d)
3(a)
Formal observations
5.05; 5.05(1); 5.05(2); 5.05(3)
II.a
Formal observations
Context for Learning Template
Dispositions form
Formal observations
Artifacts for Standards Portfolio
5.08(1); 5.08(1)(a); 5.08(1)(b);
5.08(2)
II.b
5.06; 5.06(2); 5.06(3);
5.06(4); 5.06(5); 5.06(7);
5.08(3); 5.08(3)(a); 5.08(3)(b)
5.05; 5.05(1); 5.05(2);
5.05(3)
II.d
2(d); 3(b)
5(b); 5(d);
5(g)
2(f)
II.f
3(d)
Formal observations
5.05(4); 5.05(5);
5.06(1)
III.a
1(b);
8(i)
Formal observations
5.03(5);
5.05(4)
III.b
Formal observations
Artifacts for Standards Portfolio
5.07;
5.07(1); 5.07(2);
5.07(5); 5.05(6)
5.03(4); 5.03(5)
III.d
1(b);
6(a); 6(g)
7(d)
3(g)
IV.a
7(f)
V.d
9(f)
Formal observations
Formal observations
Artifacts for Standards Portfolio
Instruction Commentary
Artifacts for Standards Portfolio
Dispositions form
13
COE
Conceptual
Framework
1.B
2.A