Early Childhood Elementary and Special Education
Departmental Meeting
November 5, 2010
Working Session on Expectations/Assignments Field Experiences
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Goal
o Mastery in KTIP Lesson Plan
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Assignment
o KTIP Lesson Plan
o Environment Scale Assessment

What Goal…
o Students will apply technology to solve an instruction problem.

Goals
o Content specific [except class management (any)]
o P-5 grade level [except if science isn’t taught in grade level]
o Build up to teach a lesson

Goal
o P-5 Middle Grades Teacher Candidates are able to implement Behavior
Management Strategies, and Techniques that demonstrate effective teaching

Know Backward Design
Assessment

Assessment
o Rubrics made by me, others teaching course
o Narrative check for grammar, syntax, etc.

Assess
o Reflections
o Portfolio covering activity reflections etc. while in field

Assessment Applied
o Collect Portfolio entries on target child using authentic assessment (work samples
anecdotal records, photo, etc.) to score instructional assessment.

Assessment: Appropriate quality
o Choice of book selections and written summary of child’s response
o Photograph submitted with each session (4)

Both submitted to BlackBoard and in Notebook
Assignment

A written case study of individual student based on observation and assessment

Informal reading with a single student; read aloud and response project are required;
format provided for write-up; scoring guide for assessing

Administer reading interest inventory to at least one student; response format provided;
scoring guide

305 Level II
o Observe a Kindergarten student for 30 minutes. Writing down everything that
child does in the 30 minutes. (Objective only- no judgments or opinions)
o Was this hard to do?
o Why did you get this assignment?

Teach the whole class (3 lessons). Mini TPA. I watch 1 of the lessons – score check
sheet.

Professional written TPA

Placed with math teacher. Teach 2 lessons using manipulatives requires –
rubric/checklist/assessment

Reflection on each 2 hour block of field experience by one group member each week;
questions/prompts are provided

Reflect on teaching strategies, environment, observe in real-world classrooms –
compare/contrast w/ best practices
Candidates Teaching

Placement: Content area grade levels
o Any grade level
o Language Arts – either in inclusive classroom or resource, but with students and
with disabilities in language or reading


Address multiple components
Professional Packet
o Resume, Cover Letter, etc.

Assignments related to field experience
o We practice in class the concept they are to teach. So, I have each student lead
class in phon. awareness activity before I have them write a lesson plan and teach
this concept to a child

Activities
o Applied from class – practice then Do
o Do, then Discuss Outcomes

Goal
o Know the difference in Formative, Summative, and Assessment
o Exposure to Special Needs Kids in Inclusion classrooms. 10 hrs
Teaming

Activity
o Action Research Project

To participate over a sustained period as a member of a classroom team (90 hours)
Context Factors

Goal
o Exposure to TPA
o KTIP Lesson Plan
o Write
o Teach
o Conference
o Re-write
o Rubric
o Do Mini TPA

3-4 lesson unit in field

Learn to plan a unit
o Plan and implement one of a series of lessons
Instructor Assessing Candidate

How to Assess?
o 1. I observe every candidate teach
o 2. Use of rubric tied to KTS to evaluate L. P’s and Teaching
o 3. I also assess their novice experience at differentiating instruction and selection
with appropriate resources

Assess
o Teacher Input
o Written Assignments
o Observation

Assessment
o Lesson plane analysis after teaching
Candidates Assessing Students
Diagnostic interview analysis assessed on
1. Flow of interview and between lines analysis (self)
2. Learned as teacher – evidence
3. Child’s understanding – inc. evidence
4. Next instructional step
o Candidates assess children
o Diagnostic interview: attend, interpret, decide
o Experience in using formal and informal assessment techniques

Assignment
o Conduct FBA with target child based on classroom observations and create BIP
(do not need to implement intervention)
Candidates Assessing Self
Candidate’s self-assessment diagnostic interview

Analysis
o Written, following interview
Activity Field Reflection

Logs
o Focused questions, observations, contextual factors

Assess field experience
o Analyze and refine why they were there and what they did

Case Study
o A case study of a class room with a thorough analysis of procedures and policies
using a standard obs. Guide
1. What does the field teacher do to maintain control and to manage student behavior?
2. Can you connect this to theory?
1. Objectively describe the classroom and school
2. Give your opinion of what you “liked” or disliked.” Explain your choices.
a. Level II
Other

Leadership Project

Assignments
o Detailed on BlackBoard and discussed several times before due
Etc.

Field Experience

Checklist – experiences to complete
o Checked off during placement
1. How does the reading teacher begin the lesson?
2. What strategies does he/she use in the middles of the lesson?
3. How is the lesson closed?
Level II

Diagnostic Interview
o Followed by intervention
o Attend, interpret, decide, implement

Goals
o Any grade – related to course curriculum
Implementation of Lesson Plans

Assessment
o Bases on completed lesson plans, reflection, observations and products indicating
child participation and achievement
o Reflection session right after the OBs and teaching
o Supervised field experience
o Projects
o Write ups on each OBs and lesson and teaching
o Reflection on peer, evaluation/challenges

Goal
o Instructional planning observation
o KTIP write-up
o Teaching in small groups

Applied assignments
o Knowledge of lesson plans and any assessment

Completed KTIP lesson plan with rubric scoring and teach with feedback

Teach small group P-5 Lesson Plan KTIP format; rubric for assessment

Video of each student in class teaching which is then shared with and analyzed with their
peers in class
Writing Parts of lesson plan

Understand how to write an objective

3 Article Reviews and write-ups: 1 to 1 ½ pages
o Bloom
o UD
o BSP
Observation / Reflection

Goal: Observation of children in classroom setting and interaction with children during
play and routines

Placement over semester with three grade bands: K-1, 2,3 and 4-5

Field Placement: Exposure to all grade levels, special education

Written write-up for ever two hours observed (ox) specific topics and class discussion of
observation.
o In and Out of County forms
o TK 20

4 formal observations

Field experience reflections
o Question sets
o Scored according to censor
IEP
Development of an IEP based assessment activities conducted in the field
Goals

Goal
o To practice teaching social studies content to whole class in a P-5 setting

Goals
o Experience actually relating with young child (P-5)
o Reading aloud from quality selected children’s literature
o 30 minutes X 4 = 2 hrs observing child’s reactions

Field Experience Goal 14
o Lesson Plan write-up
o Whole group instruction
o Small group center
o Teaching

Field Experience Capstone Assignment
1. Contextual factors table
2. Mini-research report connected to table
3. 2 lesson plan series written for that class
a. rubric
Assignment

Scaffold teaching in field with individual, small group, whole group teaching over 20
hours, classroom teacher uses provided scoring guide

Applied Assignments
o (4) 30 Minute sessions with young child (P-5) reading aloud from

Carefully selected, appropriate children’s books

Written summary response including all (of child’s response)
bibliographic info of selected books read aloud

Assignments
o Interview teacher
o Interview other person in school (class management)
o Textbook assessment
o Kit assess
o Reflection
o Assess analysis
o Mini-TPA

Communicate about child’s understanding – assessed through letter to parent(s)

Applied assignments
o Development of 5 KTIP Lesson Plans specific to 1 social studies topic (for miniunit)

Video implementation of lesson plan and written lesson plan

To develop, deliver, analyze a series of lesson plans with expectation in growth in only
one semester with an increasingly vigorous review

Peer teaching: students design implement and present an interactive instructional unit
with conditional branching

Related to course curriculum
o Direct
Assessment

Field Esp. Reflections K,1,2
1. Observe/describe/setting/students
2. Observe CR management
Answer Question?

Assess Products Produced (with connection to course curriculum)

How do you assess field exp?
o Observation and Rubric