STUDENT TEACHING ORIENTATION

1. STUDENT TEACHING ORIENTATION 1/6

2. Nikos Kazantzakis: Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.

3. Agenda • Go over syllabus - Purpose of class - Student teaching schedule - Course requirements - Attendance policies - Lesson Plan Binder - Supervisor visits - Updating your Placement Record - Grade distribution • Reminders about assignments due by 1/20 and picking up your Fieldwork Journals in your boxes • Meet with your supervisor

4. Purpose of the Class • Provide experience in public school classrooms • Provide support to candidates as they student teach and prepare their Teaching Events • Assess candidates’ competency in areas described in the California Teacher Performance Expectations (see handout).

5. Student Teaching Schedule January- Preparation for student teaching. Continue attending school site for 8 hours a week. • Meet with MT to do “Curriculum Map” and discuss your “Management Plan” and “Expectations Handout” (due 1/20) • Plan your first unit • Plan lessons for first week and gather resources • Observe in your Literacy Placement and start talking to your Literacy Placement MT about how you could best assist students • Plan your Teaching Event (Tasks 1 and 2)

6. Student Teaching Schedule (cont.) Responsibilities February – June* (end of school site semester): • February – end of March be at your school a minimum of 5 hours per day. • April – June (end of school year) be at your school all day (30 min. before first bell), every day. • Teach two classes • Assist students in Literacy Placement • Plan, grade, observe, attend school events/meetings *There will be no spring break because your UCI break and your school site break will not coincide 

7. Course and School Site Attendance Student Teaching: Notify the school office, your MT, your advisor and me if you are going to be absent, and provide lesson plans for your MT. Excused absences are limited to those associated with personal or family illness, or a serious emergency. Excessive absences or tardiness may be cause for removal from the program. Seminar Attendance: There are only three seminars this quarter and it is really important that you attend all of them and arrive on time.

8. Working with your Mentor Teacher • Lesson plans must be given to your MT at least two days ahead of time (some mentor teachers require them a week before) • You can use your MT’s plans but you need to rework and rethink them by using the UCI planners. • Meet with your MT regularly to discuss lesson and unit plans, concerns about students, student work, and your progress.

9. Working with your Supervisor • Observe you 6 times during Winter and Spring Quarters (one of those observations will be in your Literacy Placement) • Email a lesson plan to your supervisor at least two days before the visit. For the LP visit, email a summary of the upcoming lesson and describe your role. In addition, select a journal entry to discuss with them. • You will debrief with your supervisor immediately after the observation (see “Post-Observation Conference Protocol”) • Using the online Teacher Credential Programs Student Environment, complete the “candidate” steps listed on “Observation Report Protocol” handout.

10. Observation Report Protocol (to be completed online) • BOX ONE (“Narrative”) – CANDIDATE ENTRY – REFLECTION AND ANALYSIS • Within 2 days of the lesson observation and post-observation conference, post your reflections based on the following questions: • OUTCOME: What was the desired knowledge, understanding, or skill of the lesson? • LEARNING: Did the students make progress toward that goal? • EVIDENCE: How did you make student thinking visible in the lesson? • What did you see when you employed those strategies? • What did you see with respect to student thinking? • What did you learn about their thinking? • BOX TWO (“Candidate Comments”) – CANDIDATE ENTRY – NEXT STEPS • Using the evidence of student learning described and observed, what will be your next steps in future instruction with the class, small groups, and/or individual students? (If you are in a situation at the school which does not allow you to re-address a topic, what would you do if you could take the necessary next steps to ensure that students learn.) • What happened when you implemented your next steps? • As soon as you submit these entries, email your supervisor to let him/her know you have completed them. • BOX THREE – SUPERVISOR ENTRY • Within 1 day of receiving the candidate’s entry above, post your responses which can include: reiteration of encouraging and affirming remarks, corrections to the recollections of the candidate, expectations for the next visit, additional insights that occurred to you after the post-observation conference. • As soon as you submit this entry, email your candidate to let him/her know you have completed it.

11. PARTNER DISCUSSION: TAKE A MINUTE TO LOOK OVER THE OBSERVATION PROTOCOL If you were to get in the habit of reflecting on these questions after you taught each of your lessons, how might it impact your planning and instruction?

12. IMPORTANT: Update Your Placement Record by 1/20 Go to: • http://teiis-02.gse.uci.edu/uci/login.php and upload your student teaching schedule • Include the days/times of your two subject matter class periods and your Literacy Placement. Also include room numbers.

13. Student Teaching Binder (30% of grade) This is your daily planner, and should include unit plans, daily lessons, handouts, and assessments. Other items are also required (see checklist). You need to have a lesson plan for each day you teach. Your supervisor will review your binder each time he/she visits. See “So Many Planners… So Little Time Handout” for list of available planners and when to use them. *By 2/20 please complete 5 short planners with reflections (see last page of short planner)

14. Candidate Responsibilities in Literacy Placement: • Attend class every day for the whole semester • Provide prior notification for unavoidable absences • Work with students individually or in small groups • Prepare to assist students (this may involve communicating with the MT about learning objectives or reviewing relevant content materials before class). • Assess student work in order to provide meaningful and helpful feedback/instruction • Consult with the MT about the best way to meet students’ needs or provide specialized instruction • Reflect on student learning and complete a weekly Literacy Placement Journal Entry

15. LP Observation Protocol • Candidates and supervisors should follow the Observation Report Protocol. It will be necessary to adapt certain questions to reflect the unique nature of the Literacy Placement. For instance, “How did you make student thinking visible in the lesson?” could be thought of as, “How did you encourage students to express/demonstrate their thought processes when you were working with them?” and “What will be your next steps in future instruction?” might be thought of as “What will be your next steps in future interactions with this student or group of students?” • Candidates should printout a copy of ALL observation reports and include them in their portfolios.

16. Mentor Candidate Evaluations • A mid-term and final evaluation will be completed by your Standard and Literacy Placement MT (20% of final grade) • You will read these evaluations and conference with your MTs • We tell MTs to be realistic in these evaluations – that few novice teachers will get perfect scores

17. Grade Distribution • A final grade will not be awarded until the end of Spring Quarter. • Your grade is largely dependent on your performance as a student teacher and your ability to document your activities (e.g., keeping your Student Teaching Binder up-to-date and organized). • I will determine your grade partially based on feedback from your MT and Supervisor.

18. Lesson Analysis Activity with Supervisor • Note changes in “Unpacking Planner” document • Sample lesson will be provided (not perfect, but no lesson is) • Use the criteria in “Analyzing a Lesson Plan” to analyze the potential effectiveness of the lesson plan provided • Refer to the “Unpacking..” and “Analyzing…” documents when doing your own planning (keep them in the “Reference Materials” section of your Student Teaching Binder)

19. Things you need to do: • Update your Placement Record (as soon as possible, but definitely by 1/20) • Meet with MT and complete Curriculum Map by 1/20 (submit to 307 drop box and put in portfolio) • Meet with MT and complete Management Plan and handout for students by 1/20 (submit to 307 drop box) • Pick up your Fieldwork Journals from your boxes (TODAY) • Give informational folder/packet to MT (in boxes by end of the day Friday 1/18)* and Literacy Placement MT *If your MT attended one of the orientations, he/she already has a folder.

20. Remember to EnJOY Yourself  • Express your enthusiasm for your subject area. • Plan something you think you or the students will look forward to each day. • Treat each day as a new opportunity to develop positive relationships with students. • Provide opportunities for individuals to engage and shine. • Forgive yourself for making mistakes—learn from them, take corrective measures, and move on! • Make a student’s day, by pointing out something they did well.

21. Meeting with your Supervisor Social Science: ED2024 Math: SSPA1100 English Language Arts: Resource Center Science: ED2008 Art: ED2077 Music: Student Affairs Conference Room