1 / 30

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.

zuriel
Download Presentation

Student Teaching Experience Abroad

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. 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.

More Related