1 / 18

Class 14

Class 14. At your table, assign each person a number between 1-4. In each corner you will see a label with a recording device. All 1s go stand under Anecdotal Records All 2s go stand under Rating Scales All 3s go stand under Rubrics All 4s go stand under Checklists. Task:

kemal
Download Presentation

Class 14

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Class 14 At your table, assign each person a number between 1-4 • In each corner you will see a label with a recording device. • All 1s go stand under Anecdotal Records • All 2s go stand under Rating Scales • All 3s go stand under Rubrics • All 4s go stand under Checklists Task: As a group create an argument why your recording device is the best. Pick a speaker who will present your argument to the group. Dr. J. Barnett – Block 4/JI Methods

  2. Joanne understood how a series circuit worked John is inverting the treble clef. Why? Anecdotal Records Students are not taking initiative; are expecting to be only passive recipients Next class we need to review long division as most struggled with the 0 in the quotient For how to create one see Class 8

  3. P Checklist Abs For how to create one see Class 8

  4. A+ L4 Rating Scale 98% 14 /15 For how to create one see Class 8

  5. Rubrics For how to create one see Class 8

  6. Professional Growth is an expectation of the Profession, so … Next year you may not know something, realize that your students have a specific need, or be assigned to implement something new (i.e., a new way of teaching, evaluating, a new curriculum, a new report card). In most cases training will not be offered. This is where Professional Growth comes in as teachers are expected to take the initiative to learn on their own.

  7. Resumes and the Rest! • Each letter must be specific to the board you wish to be hired in and the job for which you are applying – don’t repeat your resume – sell yourself – what I can offer you, what I can bring to the board, what I can bring the students • Resume – • heading – your name and contact information – watch e-mail address (phone message) • OCT number pending (when you get your number put it here – let’s reviewers know you are eligible for hiring in Ontario) • Education – include Fac of Ed and Teaching Certificate Pending – include workshops taken here too – include participation in Checkmark Conference (focus is on working with challenging children) - ABQ courses pending • Teaching and Related Experience – placements and any related paid or volunteer work • Skills – anything you can relate to teaching – remember to mention computer experience and experience with the Unit Planner, E-teacher, the Ontario Report Card, etc… • Previous Employment • References (can be on a separate page – do not have the same list as you request letters from – the board will want to call these people and they do call) – always ask your references first – send a copy of your resume and the job you are applying to to your reference – tell them thank you. • on portfolio – put name – dress conservative – no gum – watch cologne and perfume – keep focus on what you can bring to them Dr. J. Barnett – Block 4/JI Methods

  8. Teacher Portfolios Portfolios are useful when interviewing for a job. The evidence allows the teacher to show his or her knowledge, skills, and abilities. Teachers who create portfolios for this purpose are viewed as organized and productive. Those who interview potential teachers view the portfolio as a way to see who best meets the qualifications for the job and who will be successful in a particular school or district. Finally, the portfolio gives credence to a teacher’s beliefs and actions. This credence can get a teacher the job he or she desires. Bullock & Hawk (2005). Developing a Teaching Portfolio – A Guide for Preservice and Practicing Teachers, 2nd ed., Pearson Education: Upper Saddle River, New Jersey (p. 92) Dr. J. Barnett – Block 4/JI Methods

  9. Put your laptops away and clean off the tops of your desks • Pick one person from your table to come up and see me Dr. J. Barnett – Block 4/JI Methods

  10. The people left at your tables need to assume the role of: principal, teacher, superintendent (there can only be one teacher and one superintendent but there can be numerous principals) • Read over the interview questions. Pick 10 questions to ask. Decide who will ask which questions. • Once you are done, send the superintendent up to see me. Dr. J. Barnett – Block 4/JI Methods

  11. What happens when you are done… • The person being interviewed sends one of the persons at their table to the hall. The interviewee takes on that person’s assigned role. • Read over the interview questions. Pick 10 questions to ask. Decide who will ask which questions. • Go and ask a teacher-candidate (person in the hall) to come in – can not choose a person who has been at your table today If there is a problem put your hand up and I will be right there. I am the Director of Education! Dr. J. Barnett – Block 4/JI Methods

  12. Review:… • Based on the task you just completed, do you have any questions? What there anything of significance that you noted? Dr. J. Barnett – Block 4/JI Methods

  13. Getting Ready for Placement • Please take out your Practice Teaching Handbooks • Or access it on-line Dr. J. Barnett – Block 4/JI Methods

  14. Lesson Planning • The way it is supposed to work: • Introduction in Methods & PT • a) Practice in Placement and in Content Subjects b) FA governs the specifics of what you should be doing and need to add into your lesson planning – identifies areas you need to work on • Condensed and Daybook – Student initiative / professional responsibility You are a student (September) You are a teacher-candidate (end of September – end of January) You are able to function as a teacher (February-March) FYI (April, May, June) Report Cards or NTIP/TPA, Exam, ABQs (ungraded), Graduation

  15. February March Dr. J. Barnett – Block 4/JI Methods

  16. Lesson Planning for the Final Practicum • During the first two weeks (February 8-19) you continue to use the DILP and the ALP • You may use Condensed Lesson Plan Format February 22-March 5 (if permission has been given from your faculty supervisor) • March 8-26, you may use Daybook Planning (if permission has been given from your faculty supervisor) Your Faculty Supervisor has final say Dr. J. Barnett – Block 4/JI Methods

  17. Condensed Lesson Planning Use the example in the Handbook (compare it to the full lesson elsewhere in the book for clarification) Use the same lesson plan template you are used to using Dr. J. Barnett – Block 4/JI Methods

  18. Day Book Planning Samples are in your PT Handbook Create your own template which follows the sample in the Handbook (not the template your AT may use) Easiest way to create one is to make a table, type in the appropriate heading (see elementary or secondary example), and adjust the cells in the table as appropriate Dr. J. Barnett – Block 4/JI Methods

More Related