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Student Teaching Experience Abroad

Student Teaching Experience Abroad. Collaborative Development of Expertise in Teaching, Learning and Leadership. Conceptual Framework Theme:. What are the KSDs?. Knowledge Skills Dispositions. Outcomes - Initial -. Subject Matter Expert Facilitator of Learning Collaborative Professional.

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Student Teaching Experience Abroad

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  1. Student Teaching Experience Abroad

  2. Collaborative Development of Expertise inTeaching, Learning and Leadership Conceptual Framework Theme:

  3. What are the KSDs? • Knowledge • Skills • Dispositions

  4. Outcomes- Initial - • Subject Matter Expert • Facilitator of Learning • Collaborative Professional

  5. HIERARCHY

  6. Subject Matter Expert Proficiencies • 1.1: Candidate demonstrates broad, in-depth, and current knowledge of discipline content. • 1.2: Candidate represents content accurately. • 1.3: Candidate connects content to other disciplines and applies it to common life experiences. • 1.4: Candidate uses pedagogical content knowledge effectively.

  7. Facilitator of Learning Proficiencies • 2.1: Candidate demonstrates knowledge of how learners develop, learn and think. • 2.2: Candidate successfully motivates students to learn. • 2.3: Candidate creates and implements instruction that embodies multiple cultures and gives all students fair access to high quality education in a rich, diverse curriculum. • 2.4: Candidate creates effective, well-managed and active learning environments.

  8. Facilitator of Learning Proficiencies • 2.5: Candidate creates a contextually-appropriate supportive environment where all students have an equitable opportunity for high achievement. • 2.6: Candidate designs effective instruction that reflects high expectations for all students and the belief that all students can learn. • 2.7: Candidate varies instructional strategies in response to individual needs of students. • 2.8: Candidate uses a variety of methods, materials, and technologies.

  9. Facilitator of Learning Proficiencies • 2.9: Candidate utilizes a variety of strategies to assessstudent learning. • 2.10: Candidate uses the results of assessments to improve the quality of instruction.

  10. Collaborative Professional Proficiencies • 3.1: Candidate communicates effectively orally and in writing. • 3.2: Candidate reflects upon and improves professional performance. • 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. • 3.4:Candidate displays professional and ethical behavior.

  11. CF Is Present In: Curriculum Syllabi Assessments

  12. PTEU Assessment System Overview

  13. Common (Unit-level) Assessments • Candidate Performance Instrument (CPI) • Impact on Student Learning Assignment and Rubric (ISLA) • Portfolio Narrative and Rubric (PNR)

  14. Program Specific Assessments • Content (GACE) • Content (2nd content) • Planning Assessment • Implementation (Clinical) Assessment • Student Learning Assessment • Dispositions Assessment • Optional – additional assessment • Optional – additional assessment

  15. Decision Points in Programs Acceptance at Decision Points Initial Programs • Entry to Teacher Education • Entry to TOSS/Practicum/IDA • Entry to Student Teaching • Exit from Student Teaching Advanced Programs: • Entry to Graduate Program • Mid Review • Exit from Program

  16. Comprehensive Process Collection, Aggregation, Analysis, Reporting, & Reflection Of Useful Data

  17. Candidate and Collaborating Teacher Working together for success in the candidate’s first autonomous & extensive teaching experience

  18. Requirements • Candidate • 15 wks – 75 days • 8-10 wks full time teaching • Lesson plans – to Collaborating Teacher 1wk in advance • Formal weekly meeting with teacher • Completion of ISLA – to KSU • Completion of PNR – to KSU

  19. Requirements • Collaborating Teacher • Supervision 15 wks – 75 days • Prepare candidate for 8-10 wks full time teaching • Lesson plans – review & provide feedback • Informal, immediate feedback anytime • Formal weekly meeting with candidate • Complete CPI @ Mid-term & End • Complete four (4) observation summary forms • Complete PTEU survey at end of experience

  20. Requirements • University Supervisor • Mentor and guide candidate • Monitor candidate progress • Assess lessons and plans • Assess candidate PNR and ISLA • Determine candidate’s final grade • Act as liaison and troubleshooter among all parties • Direct feedback to Dr. Sandra Bryan

  21. Revised ProficienciesJanuary 1, 2011

  22. Revised Rubrics

  23. Holistic and Best Professional Judgment • Apply best professional judgment in rating a behavior which you think is characteristic of several levels. • Although the rubric was designed to minimize this likelihood, choose the level that is MOST characteristic • Keep in mind that the candidate does not benefit in the long run from over- or understated evaluations of his/her work.

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