Timeline Assignments the L2 Student will be working on
Week
1
ON
CAMPUS
INTRO
Week 2
IN
SCHOOLS
IN
SCHOOLS
Week 3-4
Focus: Orientation to Level 2 and
Your School
The on-campus intro provides an orientation and foundation for the rest of the experience and time to ensure quality matches are made between L2 students and mentor teachers/schools
FOCUS: Getting to Know You, the
Students, Your Classroom
In the Contextual Factors section, the student is prompted to describe the community, district, school, student and classroom factors and to explore how these factors may impact their lesson. The instructional implications section is usually the most difficult for students.
FOCUS: Becoming Involved in
Informal Instructional Routines,
Deciding on Topics for Formal
Lessons Later On
The Design for Instruction section prompts the student to write and justify
Learning Goals for two related lessons that are significant, specific, observable, challenging, varied, and stated as student outcomes and to link those goals to state and/or national standards
UNI STUDENT
Assistance the Mentor Teacher could provide
•In summer planning, assist in identifying the key issues and concepts to be included in this new preparatory curriculum, unique features of the school context, preferred instructional strategies and management systems, etc.
•
Introduce L2 student to the class
•
Share contextual information about the students in your classroom, (gender, race/ethnicity, socioeconomic status, culture, language, special needs and disabilities, learning styles, etc). A seating chart will help teach student names and provides a place to record observation notes.
•
Explain specific examples of how these characteristics impact your own instruction.
•Direct UNI student to select lesson topics, materials, and strategies that serve your students best, give feedback on their informal teaching.
•Identify whether you would like the TWS lessons to be small group lessons or whole class lessons.
•Begin looking ahead to suggest more formal lesson topics student should begin planning for week 5 or 6.
MENTOR TEACHER
Responsibilities of the UNI Field Experience
Coordinator*
• Create and deliver course curriculum on campus to provide L2s an introduction to the school, the L2TWS, and an orientation to topics in management, motivation, lesson planning, instructional strategies, assessment, and reflection.
• Coordinate placements and orientation event with teachers and site coordinators
•
Observe with each L2 in classroom, facilitating understanding of contextual factors, encouraging interactions, (15 min, followed by 10 min. reflection).
•
Journal with L2 on Contextual Factors of the students, classroom environment, school, and district
•
Collect Contextual Factors section of the L2TWS, provide feedback and support
•Touch base
with mentor teacher about early performance of L2
•Observe L2 engaged in routine classroom interactions , facilitating understanding of cultural competency, management, motivation, and instructional routines and learning standards.
• Journal with the L2 on routines, management, motivation, state/national standards
• Collaborate with mentor teacher to determine lesson topics, format, possible resources
•Collect Learning Goals and Assessment Plan sections of the L2TWS
UNI FIELD EXPERIENCE FACULTY
*Field Experience Coordinator roles and responsibilities also include serving as a liaison between UNI students, school personnel, and university faculty; engaging in professional development and collaborative research activities in the school; and participating in activities to enhance the welfare of K12 teachers and students.

Week 5
Session
IN
SCHOOLS
Week 6-7-8
FOCUS: Deepening Engagement with Students, Instructional Planning for Formal Lessons
The Assessment Plan section prompts the student to choose authentic assessments aligned to each learning goal and to consider the use of assessment sampling as a technique.
The Design for Instruction section prompts the student to write an organized plan for their instruction
(lesson plan) including justification, motivation, management, and differentiation.
FOCUS: Lesson Implementation,
Analysis, & Reflection
The students teach their lessons. In the
Instructional Decision Making section, they describe the students’ responses to the first lesson and how to adapt the second lesson. In the
Analysis of Student Learning section, the students describe and compare the learning of students in the class and explore reasons for learning differences. In the Reflection section, they reflect on their differentiation plan, student learning, motivation, management, and their own future growth
•Recommend
•
•Insist
lesson plan formats you find useful, share formats required in your discipline or school.
Recommend and share them anticipate
resources, curricula, instructional strategies, and motivation or management techniques you would like the student to consider using.
•Allow , if possible, latitude in the choice of lesson topics and strategies by students, help
that the student has clearance from you before teaching the lesson
•Observe L2 engaged in routine classroom interactions, informal lessons , facilitating understanding of the link between strong planning and powerful learning, differentiation, and management.
•Journal with the L2 on lesson planning process, templates, links to good resources and materials. Provide support necessary for strong lesson plans
• Collect Design for Instruction/Lesson Plan sections of
TWS , give feedback and support.
• Collaborate and communicate with mentor teacher about lesson plans, ensure mentor teachers’ permission to proceed with lesson .
•Highlight
for the student the strengths and weaknesses you observed in the lesson.
•Allow the student to experience the natural consequences of mistakes and missteps in the lesson, but intervene if you believe it reaches a point that jeopardizes your students’ learning.
•Schedule
a exit conference, if possible
•Evaluate
the student using the Level 2 rubric. Add a narrative that describes the experience and the student’s strengths and weaknesses. The field experience faculty may add additional comments.
• Recommend credit or no credit for the experiences
•Observe L2 teaching both lessons, if possible
•Provide lesson feedback using Lesson Feedback Form and informal discussion
•
Scaffold L2s thinking as needed for Instructional
Decision Making sections.
•
Collect IDM, Analysis, and Reflection sections of the
L2TWS, provide feedback.
•
Collaborate with mentor teacher on exit conference and evaluation
•Evaluate final L2TWS
•
Schedule an exit conference, preferably a three-way teacher-student-faculty conference.
•
Collaborate with mentor teacher to evaluate the student using the L2 rubric. Both the mentor teacher and FEF will evaluate, either jointly or individually. Both will submit narrative comments.
• Submit evaluation to UNITED, submit grades to UNI
Registrar.
*Field Experience Coordinator roles and responsibilities also include serving as a liaison between UNI students, school personnel, and university faculty; engaging in professional development and collaborative research activities in the school; and participating in activities to enhance the welfare of K12 teachers and students.