Academic Practicum

Winter 2012

Academic Practicum Seminar 2

Agenda Welcome Burning ??’s Routines & Organizational Systems Overview of Academic Practicum Course Syllabus & Wiki Assignments Wrap up and Reflection

Routines & Organizational Systems Difference in seminar & classes

– Class: graded assignments– Seminar: activities – completion & proficiency

Routines– Entry: get folder– Work completion: share in class– Turn in:

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Practicum Timelines• Start approximately week one of the term and finishing during finals week

•100 hours of practicum experience to be spread throughout the quarter

• Schedule your time by mutual agreement with your cooperating teacher.

•Timelines should be conducive with the school district and the teacher’s schedule.

Make sure you have accomplished (or accomplish by the end of the week):

1). Set up your observations & evaluations:– Meet with your CT – Email your supervisor Week 1 reflection– Set times for observations, midterm, & final – Review expectations outlined in the syllabus – Set a time for the CT and teacher candidate to meet

each week (at least 20-30 min) to discuss questions, course assignments, and student learning needs or concerns

2). Set your schedule: – Plan to spend 10 hours per week across a minimum of

3 days at your site – ~7-8 hours of week in instructional time; – ~2-3 hours per week for non teaching time to meet

with your CT, attend IEP meetings, participate in planning etc..

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3). Schedule your teaching experience:

Student Teaching: What should you expect?

How is the academic practicum different from a functional practicum experience?

• Time commitments• Comprehensive experience• Teaching competencies• Connections and support• Requirements

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Video taping You will video tape yourself twice during the

term. The first video tape will be of a lesson you teach

prior to week 6 (midterm). Your second video will be of yourself teaching

after the midterm evaluation. Ask early to get permission to review files,

conduct assessments, and video tape for all students in your instructional groups.

Student Teaching is a Comprehensive Experience

Proactive approach– Context:

• Introduce yourself to students, families and the school community (Site Information Form)

• Context (Part 1)

– Cooperating Teacher:• Set up a 20-30 minute weekly meeting time with

cooperating teacher• Take initiative to ask questions in order to clarify roles

and responsibilities of teacher, staff and student teacher

You’re a teacher!

Your time on site will be defined by you, your cooperating teacher, and the PSU Supervisor.– 2 Instructional Groups (Reading & Math)– Involvement in the roles of a SPED Teacher

(Practicum Activity Checklist)• IEP meetings• Student support meetings• School wide events

Teaching Competencies

Plans for instruction – Gather assessment data– Participate in the IEP process – Plan individual and group instruction– Design and Teach a 2-week WS

Teaching Competencies (continued)

Establishes classroom climate conducive to learning (including learning environments such as classrooms, groups, home

visits and individual instruction)

• Manages behavior effectively• Develops conducive atmosphere• Teaches rules and routines• Schedules instructional/learning activities• Coordinates staff/volunteer time• Manages instructional transitions

Teaching Competencies (continued)

Engage students in planned learning activities

• Keeps student attention

• Uses appropriate lesson structure/format

• Uses variety of instructional techniques

• Gives students equal response opportunity

• Gives appropriate feedback

Teaching Competencies (continued)

Evaluate, act upon and report student progress– Uses a variety of instruments and other

assessment procedures to evaluate student progress

Teaching Competencies (continued)

Exhibits professional behaviors, ethics and values

• Reports to school on time• Reports absences to master teacher and

university supervisor• Accepts and follows through with

responsibilities• Meets timelines• Follows rules and policies

Teaching Competencies (continued)

• Works cooperatively with families and school staff• Shows initiative in assuming responsibilities• Shows sensitivity to linguistic and cultural

differences• Establishes home/school communication• Demonstrates ability to manage time effectively• Demonstrates ability to facilitate professional

meetings• Consistently demonstrates professional

dispositions across settings.

Connections & Support

Cooperating teachers will support you by:– Meeting with you weekly– Observing and giving feedback regularly– Helping you expand your teaching

responsibilities– Defining your roles and responsibilities– Completing midterm and final evaluations– Writing a letter of recommendation

Connections & Support (continued)

University supervisors will support you by:– Observing you teach at least 3 times during the

term– Providing written observational feedback– Helping you problem solve, as needed– Helping you define your expanding role as a

teacher– Facilitating initial, midterm and final evaluation

meetings– Evaluating your Work Sample– Writing letters of recommendation

Requirements Full 10 weeks at your assigned site At least six weeks teaching two instructional

groups (Reading & Math) Demonstrate proficiency of teaching

competencies (midterm/final evaluations) Attend all Academic Practicum seminars Complete & present a satisfactory Work

Sample Unit with Reading as a focus Weekly journal entries to university

supervisors

Observations of Your Teaching: Your supervisor will conduct three or more formal observations

of your teaching. Remember to a lot 20 – 30 minutes of time following the observation to meet and debrief.

Prepare a supervision folder. Required components include:

– Classroom Expectations & Behavior management plans

– Section for individualized plans & student support need

– Section for data

– Pre-observation form and lesson plan for the lesson being observed must include evidence of:

• A correctly written behavioral objective(s) • A method for collecting data about student performance• “modeling”, “leading/prompting”, and “testing/checking”

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And don’t forget!!!!

Take your vitamins and WASH YOUR Hands.

Keep your supervisor, cohort leader, instructors, and/or advisors informed of any issues or situations that are challenging you during the term. All of these people are willing to help!

REST! Keep your self physically and mentally healthy!

Your cohort members are some of your best resources.

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Week 1 Assignments

Access Wiki (No More Handouts) Email updated Week 1: Introduction and Site Information

Form to PSU Supervisor and Instructor Work Sample Binder Supervision Folder Set up an Initial Meeting with your CT, PSU Supervisor, and

yourself Gather Contextual Information

– Meet with your CT– Tour the school meet important People– Getting to know your site– Context Essay– Establish a Schedule – Identify Instructional Groups– Set up an Organizational system

Early Class Times– February 8th Midterm– March 14th Work Sample Presentations– No class finals week (March 21) meet and

conference about revisions (as needed)

Questions & Reflection