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SEDU 365Methods for Teaching Reading in the Content Area & Field Experience

HANDBOOK

Updated Fall 2016

SEDU 365 Methods for Teaching Reading in the Content Area & Field Experience

Table of Contents

Introduction............................................................................................................................2

Course Goals...........................................................................................................................2

InTASC Principles and Course Alignment..................................................................................3

Requirements of the Course....................................................................................................6

Field Experience and Key Assignment Progression...................................................................6

Grading...................................................................................................................................7

Placement...............................................................................................................................7

Responsibilities of the SEDU 365 Instructor.............................................................................7

Responsibilities of the Cooperating Teacher............................................................................8

Responsibilities of the Student................................................................................................9

Assignment Overview............................................................................................................10

Assignment Checklist.............................................................................................................11

Time Log Sheet......................................................................................................................12

Classroom Visits Log Instructions...........................................................................................13

Classroom Visit Log................................................................................................................14

Key Assignment: Disciplinary Literacy Interview, Literacy Field Experience Reflections, Teacher Directed Lesson Plans, Post Teaching Reflection, and Lesson Observations............................15

Key Assignment: Disciplinary Literacy Interview Assignment.................................................17

Key Assignment: Disciplinary Literacy Interview Assignment Rubric (A).................................18

Key Assignment: Literacy Field Experience Reflections...........................................................19

Key Assignment: Teacher Directed Reading Strategies Lesson Plan Design, Delivery, and Post Teaching Reflections..............................................................................................................20

Cooperating Teacher Lesson Feedback...................................................................................26

Cooperating Teacher Feedback..............................................................................................27

Key Assignment Rubric: Literacy Field Experience Reflections, Teacher Directed Reading Strategies Lesson Plan, Post Teaching Reflection, and Lesson Observations Rubric (B)...........28

Self-Assessment of Dispositional Professional Qualities in the Teacher Education Program Candidate..............................................................................................................................33

Student Evaluation of Field Experience..................................................................................35

2SEDU 365 Content Area Reading Literacy Field Experience

Introduction

The intent of this content area literacy clinical experience is to promote the integration of content area reading instructional methods and field experiences and to link educational theory and practice.

Course Goals

This course includes 15 hours of clinical experience promoting the integration of content area reading methods. Field experience participants will understand the usefulness and importance of planning and tailoring content area reading lesson plans to multiple needs based upon ongoing assessment of learning goals. At the end of the experience the student will:Know:

Lesson plan components & structure (P3.2) Methods for maximizing learning opportunities for all students (P1.5) Learning progressions and appropriate learning goals within the discipline (P2.4) The attributes and implications of Student-Centered Classrooms, Teaching for Understanding,

Assessment for Learning, Rigorous and Relevant Learning, and teaching for Learner Differences as they apply to learning content. (P3.4)

Differentiated instruction is needed in all learning plans (P3.6) Methods of accommodation (the how of learning) and modification (the what of learning)

strategies (P3.7) The goals and methods of effective instruction (P4.2) Multiple methods of formative and summative assessment to evaluate and report learner

progress towards learning goals. (P4.4) A variety of methods to provide accommodations and modifications (P4.5) Professional and content standards, code of ethics, laws, and policies. (P5.1)

Be able to: Plan and implement differentiated learning opportunities that accommodate diverse needs

(P1.7) (Key Assignment) Establish positive rapport with all students to enhance learning (P1.8) Demonstrate legal and ethical conduct as defined by law and individual district policy within

issues of diversity (P1.10) Match instructional strategies and instructional sequence to the content and the individual

(P2.10) (Key Assignment) Apply valid and reliable research findings to make instructional decisions (P3.9) Apply Student-Centered Classrooms, Teaching for Understanding, Assessment for Learning,

Rigorous and Relevant learning, and Teaching for Learner Differences to facilitate student learning (P3.12)

Manage the learning environment to actively and equitably engage learners (P3.15) Evaluate and modify resources and curriculum material to fit the content and learners (P3.16) Vary his/her role in the instructional process based on the content, purpose of instruction, and

needs of learners (P3.17) Use a variety of self-assessment, learner data, and problem-solving strategies to analyze and

improve professional practice. (P4.7)


Use formative and summative assessment data and other student data to identify readiness for learning, design and modify short and long-term instructional plans, and implement appropriate accommodations to meet learners’ needs in all areas of development (P4.9)

Align assessments to learning goals and individual differences (P4.10) Behave in a manner reflecting sound ethical and professional judgment expected of the

profession, district and community in relation to self, profession, students and student learning (P5.11)

Establish a supportive & safe learning environment (P1.8) Create a classroom environment based on inclusivity, equity, and high expectations that meet

the individual needs of each student (P1.11) Use knowledge of student development and content to make learning experiences meaningful

in the context of authentic local, national and global issues (P2.11) Establish clear learning goals with essential questions and topic questions (P2.13) Select and integrate digital and interactive technologies to plan and achieve content learning

goals (P3.10) Create authentic learning tasks in inquiry-based instruction (P3.11) Use multiple assessment methods for students to demonstrate progress towards learning goals

(P4.13)Understand:

Students learn at different rates and in different ways (P1.15) Based on reflection and data, the teacher systematically adjusts instruction to meet learner

needs (P3.20) Effective instruction is thoughtful, purposeful, and intentional (P3.23) Teachers are responsible for maximizing the achievement of all students (P1.12) Flexible learning environments that include exploration, discovery, and expression across

content areas enhances student learning (P1.17) Students build understanding of new content and curricular connections using their prior

knowledge and experiences (P2.14) Deep learning is transferrable into authentic contexts (P2.15) Content knowledge is not a fixed body of facts but is complex, culturally situated, and ever

evolving (P2.16) Deep understanding requires transfer of learning to various disciplines, local and global issues,

and life skills/experiences (P3.21)

InTASC Principles and Course Alignment

Buena Vista University’s Teacher Education Program is based on the Interstate New Teacher Assessment and Support Consortium (InTASC) Principles, and the practitioner candidate developing as a reflective practitioner. The development of the student teacher is based on these foundational areas. The series of principles developed by InTASC serve as a resource for dialogue and establishing expectations for beginning teachers. Within the content of SEDU 365 course are indicators from InTASC Principles 1-7, 9, and 10. The SEDU 365 Literacy Field Experience Key Assignment is particular to InTASC Principles 1, 2, 4, 7, and 8.

The standards have been grouped into four general categories to help users organize their thinking about the standards.


Learner Development

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Disciplinary Content

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility


Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Requirements of the Course


All students seeking the secondary licensure complete the literacy field experience. Students must complete the content area literacy field experience during their enrollment in SEDU 365: Methods for Teaching Content Area Reading. This experience includes completion of a minimum of 15 hours of observation/teaching in a content area classroom, with one hour reserved to conduct an interview with cooperating teacher outside of class.

Minimally, a student must prepare and present two lessons and engage in appropriate reflection of the experience. In addition, the student will conduct a Disciplinary Literacy Interview with the cooperating teacher, and complete the Classroom Visit Log included in this document for the 15-hour experience. The methods student is not to spend the time in clerical activities but rather in teaching and observation of the secondary content area classroom.

Field Experience and Key Assignment Progression

Classroom hours for the field experience should be paced to follow the learning progression of the course. The 15 hours should be intentionally scheduled to align with each learning module. The diagram below shows the relationship between course learning, field experience, and Key Assignment components.

Grading

The grading procedure for the Field Experience component follows a Pass/Fail system.

Module 1 Informational Text Selection

Field Experience Hours 1-3

Disciplinary Literacy Interview

Module 2 Support to Understand Specific

Texts

Field Experience Hours 4-6 Reflection #1

Module 3 Designing Reading Lessons for the Content Areas

Field Experience Hours 7-9 Reflection #2

Module 4Transferrable Strategies for

Teaching Content Literacy

Field Experience hours 10-12

Refelction #3 Content Area Reading

Comprehension Lesson Plan

Module 5 Instructional Strategies for

Teaching Vocabulary

Field Experience Hours 13-15

Reflection #4Content Area

Vocabulary Lesson Plan


In order to earn a Pass, students must complete the following:1. Fulfill the time requirements of a minimum of 15 hours in the classroom placement.2. Submit the Assignment Checklist 3. Complete the SEDU 365 Methods for Teaching Content Are Reading Field

Experience Log Sheet. 4. Receive a favorable evaluation from the cooperating teacher(s) using the

Cooperating Teacher Evaluation form.5. Return a copy of the Cooperating Teacher Lesson Feedback form to their SEDU 365

instructor. 6. Complete the Disciplinary Literacy Interview with the Field Experience Cooperating

Teacher and submit the report according to assignment guidelines on Canvas.7. Complete all requirements of the Key Assignment including submission of a

minimum of 2 lesson plans appropriately using the template provided. 8. Complete the Self-Assessment of Professional Dispositions.9. Complete Student Evaluation of Field Experience online survey. A link within the

Canvas course will be provided.

If a student fails to meet any requirements of the Field Experience, the student will fail the course.

Placement

The Student Professional Experiences Coordinator, Student Professional Experiences Assistant, or the Education Coordinator/Advisor will make the placement choosing appropriate settings. This placement requires a subject area setting where student engagement with text (print, digital, or media) is embedded in the curriculum. These settings may include a secondary content area classroom setting. Students are not to place themselves in any setting.

Responsibilities of the SEDU 365 Instructor

The Instructor assumes the following responsibilities: Fully prepare the students to complete the Classroom visit log for the 15-hour

experience. Provide guidance in lesson preparation and instruction for teaching reading strategies. Debrief with the student regarding the teaching experience. Direct the student to complete all necessary paperwork as noted in the FE Handbook. Submit all student paperwork to either the Student Professional Field Experience

Coordinator (Storm Lake) or the Education Coordinator/Advisor (Sites), as appropriate. Mentor student through the design of instructional lesson plans featuring content area

reading strategies, including differentiation to support all learners. Observe and provide feedback of teacher candidate instruction for at least one content

area reading strategy lesson delivery. NOTE: This feedback is formative and needs to be frank so that the student becomes aware of the areas that need attention.


Set due dates for the four entries in the Literacy Field Experience Reflections. Provide formative feedback of the student’s instructional planning approach. Provide feedback and grading of Literacy Field Experience Reflections. Complete grading of Key Assignment: Literacy Field Experience Reflections, Reading

Strategy Lesson Plans, Teaching Reflection, and Lesson Observations within Canvas.

Responsibilities of the Cooperating Teacher

Cooperating teachers have been selected from a pool of individuals recommended by individual school principals or designated by officials for their exemplary teaching practices and willingness to work with pre-service teachers. In agreeing to work with students during the content area literacy field experience, they have the following responsibilities:

Read through the SEDU 365 Field Experience Handbook and be aware of the goals of this field experience.

Provide a classroom for observation and practice of content area reading/literacy instruction.

Share professional application of reading data with BVU student, specifically noting how knowledge of student reading ability influences content area instruction.

Discuss appropriate texts (print, digital, and media) used to support content area instruction in the secondary classroom.

Discuss the BVU student’s proposed lesson plan prior to teaching, and provide formative feedback following the lesson delivery.

Provide feedback of the student’s teaching performance to the university and student by completing and returning the Student Evaluation Form to either the Student Professional Experiences Coordinator or the Education Coordinator/Advisor. NOTE: This feedback is formative and needs to be frank so that the student becomes aware of the areas that need attention.

Verify that the student completed the 15-hour requirement by signing the Log Sheet. Provide general feedback to student through on-going conversation and to the

university by completing the Cooperating Teacher/Instructor Feedback form. This evaluation of the BVU student’s performance during the literacy field experience must be submitted before a final grade can be assigned.

Notify Student Professional Experiences Coordinator or Education Coordinator/Advisor of any concerns regarding the student's performance during the field experience.

Responsibilities of the Student

Students enrolled in this course have the following responsibilities: Be actively engaged in observation and practice.


Prepare and present two lessons that are supervised by the cooperating teacher. Engage in self-assessment and reflection of the lessons taught. Share observations and experiences with the SEDU 365 methods class. Complete the 15-hour requirement, as scheduled in advance in collaboration with the

cooperating teacher and your SEDU 365 instructor. Complete all requirements of the Key Assignment. Complete the Self-Assessment of Professional Dispositions. This survey does not need to

be submitted to BVU. Complete Student Evaluation of Field Experience online survey. Present oneself as a professional in conduct and appearance at the cooperating school.

General Expectations of Field Experience Students in Educational Settings

1. Each time a student attends a school, the student is to look, dress, behave, and speak in a professional manner. All clothing should be neat, clean, and professional. Grammar used should be correct with a minimum of slang. All student behavior should reflect responsibility and maturity.

2. The administration and teachers of host schools take this field experience and students' commitment seriously. Punctuality, cooperation, assistance, maturity, enthusiasm, responsibility, initiative, and being actively engaged are expected from all students as the norm.

3. Tardiness and absenteeism are not acceptable. If extenuating circumstances prevent students from attending the classroom, they are to contact their cooperating teacher and instructor as soon as possible and prior to the absence. Except in case of emergencies, a minimum of 24 hours notice must be given to the teacher when a student is unable to be present in the classroom at the agreed upon time.

4. Share experiences and reflection with the methods class in a professional and respectful manner. Keep student information confidential outside the context of this course.

Assignment Overview

During this field experience, students must complete the following assignments. 1. 15 Hour Log Sheet : All students must complete the Classroom Visit Log for each

classroom visit. Upon completion of the experience, the cooperating teacher must sign


and date the form. The completed and signed form is to be submitted to the SEDU 365 Instructor.

2. Literacy Field Experience Reflections: Four times during your field experience (dates to be determined by your instructor) you will reflect on your learning in writing. See Guidelines and criteria on the Literacy Field Experience Reflections form.

3. Reading Strategy Lesson Plans: Design two lesson plans featuring content area reading strategies for (a) building comprehension, and (b) vocabulary instruction.

4. Cooperating Teacher Lesson Feedback : All cooperating teachers will complete an evaluation form for the BVU student lessons focused on (a) building comprehension, and (b) vocabulary instruction. This form must be submitted before a final grade can be assigned.

5. Cooperating Teacher Feedback : All cooperating teachers will complete an evaluation form. This evaluation of the BVU student’s performance during the literacy field experience must be submitted before a final grade can be assigned.

6. Self-Assessment of Professional Dispositions : All students are to complete the professional disposition survey. The survey is for you to reflect on your progress and make improvements as needed. Please be sure to discuss any questions or concerns with your cooperating teacher, SEDU 365 Instructor, your Student Professional Experiences Coordinator, or Education Coordinator/Advisor. This survey does not need to be submitted to BVU.

7. Demonstration of Appreciation : All BVU students are encouraged to write thank you notes to each cooperating teacher at the end of the experience.

8. Student Evaluation of Field Experience: All students will complete the Student Evaluation of Field Experience survey online within the Canvas course.

All written materials identified will be kept in the Student Professional Experiences Coordinator or Education Coordinator/Advisor’s office. Failure to submit the required items will result in a failing grade for this SEDU 365 field experience.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceAssignment Checklist

This form is to help you keep track of the assignments for this course

Student Name ____________________________________

Assignment Completed (indicated by check)

Review your placement with your Instructor ______

15-Hour Log Sheet Completed ______

Set of Classroom Visit Logs Submitted to SEDU 365 Instructor ______

Key Assignment

Disciplinary Literacy Interview Report ______

Content Area Literacy Field Experience Reflections (4) ______

Teacher Directed Reading Strategy Lesson Plans (2) ______

Post Teaching Reflections (2) ______

Lesson Observations ______

Cooperating Teacher/Instructor Feedback

Lesson Feedback ______

Teacher Feedback ______

Self-Assessment using Assessment of Dispositional Professional Qualities ______

Student Evaluation of Field Experience ______


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceTime Log Sheet

BVU Candidate: ________________________________ Date: __________________________

Cooperating Teacher: _______________________ School: ____________________________

Grade/Subject: _________________________________________________________________

Thank you for agreeing to help with our Teacher Candidate’s professional field experience.

Students taking this course are required to work with their cooperating teachers a minimum of 15 contact hours. One of the BVU Teacher Educational Department instructors or designated facilitators will be assigned to oversee the progress being made by the student during this period. Please note below any tardiness and/or absences of the student during this placement.

Signatures below verify that the above-mentioned Buena Vista University student has successfully fulfilled his/her requirements for this Field Experience with no major concerns.

Student’s Signature: ____________________________________________________________

Classroom Teacher’s Signature: __________________________________________________

Date Beginning Time Ending Time Hours Running Total

Field Experience hours completed for this placement may not count towards another field experience.

Cooperating Teacher & BVU Student- Please make sure this form is returned to the course instructor.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceClassroom Visits Log Instructions

(Complete the form on the following page for all visits)

Time: Record the starting and ending time. Break the time into reasonable segments according to what you are observing. If the activity shifts, draw a line and begin a new time span.

Learning Goals: Record the purpose. What are the students supposed to be learning? You might record the Big Idea, the Essential Question(s), and/or a student purpose. (“The student will be able to…”) What level of Bloom’s is required to meet this goal?

Teacher Action: Record what the teacher is doing during this time. You should always have something in this column. Examples: explaining a strategy, modeling, giving feedback, listening, observing, other (specify). As possible give the meaning or purpose of the action.

Student Action: Record what the majority of students are supposed to be doing. If the students are divided into groups and are doing different tasks, record the different tasks as much as possible. You should always have something in this column. Examples: reading, writing, purposeful collaborative talk, listening, sharing their learning with others, etc.

Use an asterisk (*) or highlight to indicate that the students are engaged in higher order thinking. Explain how their task requires higher order thinking.

Classroom Designed for Engagement: What principles of engagement do you see during this time? Principles include competence (includes differentiation), autonomy, belonging, collaborative support, real-world interactions (RWI), and conceptual knowledge.

Characteristics of Effective Instruction – What characteristics of effective instruction do you see during this time? Be specific. You may not be able to list everything you see. Go more into depth to focus on a few examples.

My Response – Use this space for your own notes. You may write questions or ideas that you want to remember for your own teaching. We will refer to this column during our class discussion, so record ideas that you want to remember.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceClassroom Visit Log

(Turn all logs into the SEDU 365 instructor)

Learning Goal (Level of Bloom’s

Taxonomy)

Teacher Action

Student Action

Evidence of Engagement

Evidence of Characteristics of Instruction

My Response

SEDU 365 Methods for Teaching Reading in the Content Area & Field Experience


Key Assignment: Disciplinary Literacy Interview, Literacy Field Experience Reflections, Teacher Directed Lesson Plans, Post Teaching Reflection, and Lesson

Observations

Purpose: To identify appropriately complex texts for content area reading instruction and implement researched based instructional methods for teaching reading in the content area classroom

Proficiency: 1) To make appropriate text selections (print, digital, and media) for content area instruction to support readers of all levels

2) To identify appropriate literacy goals for reading comprehension in the content area

3) To plan, implement, and reflect on content area reading instruction, considering a clear learning progression and research-based practices, which will assist the student in successfully reaching targeted goals for reading comprehension and disciplinary literacy

Assignment: To complete the Key Assignment, students will complete the following:

A. Disciplinary Literacy Interview: At the beginning of your field experience placement, you will conduct an interview of your cooperating teacher about content area literacy practices in your subject area and the students you will be working with during your placement.

B. Literacy Field Experience Reflections: Four times during your field experience (dates to be determined by your instructor) you will reflect on your learning in writing.

C. Teacher Directed Lesson Plan Design & Delivery: Throughout this course you will draft multiple lessons appropriate for grade level reading instruction in your content area. You will teach a minimum of two teacher directed reading strategy lesson plans in the field experience classroom:

One Reading Comprehension Lesson One Vocabulary Lesson

Your Key assignment submission will include the complete lesson plan package you prepared for each lesson.

D. Post Teaching Reflections: Following your classroom teaching experience with each of your two lesson plans, you will complete a post teaching reflection. The reflection piece is included in the lesson plan template provided.

E. Lesson Observations: The cooperating teacher will observe the teacher candidate’s instruction in the classroom and provide verbal and written


feedback on each lesson taught. The student’s performance during these observations will be evaluated using the Key Assignment Rubric.

E. Items A, B, C, and D will be uploaded to Canvas as Key Assignment Artifacts. The Disciplinary Literacy Review will be graded with Rubric A. Literacy Field Experience Reflections, Teacher Directed Lesson Plan Design and Delivery, Post Teaching Reflections, and Lesson Observations will be graded with Rubric B.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceKey Assignment: Disciplinary Literacy Interview Assignment

This assignment requires you to interview the cooperating teacher hosting your SEDU 365 Field Experience placement. The purpose of the interview is to learn about content area literacy practices in your chosen subject area and to learn about the readers in your field experience classroom. The interview should occur at the beginning of your field experience to inform your process. Please honor your cooperating teacher’s professional schedule, understanding it may be necessary to meet before or after regular school hours. This assignment will be worth 75 points.

STEP 1: Plan & Schedule the Interview

• Arrange a time to meet with your cooperating teacher.

• Your interview should be approximately 30 minutes and no more than 45 minutes.

• Your interview will be based on questions pertaining to content area reading and disciplinary literacy drafted and approved in class.

• Prepare your questions ahead of time and plan for how you will take notes.

• Some people find it distracting to type while talking and my prefer to record the interview and type afterwards (seek approval from your interviewee if recording).

STEP 2: Conduct the Interview

• The interview can be conducted in a live face-to-face exchange, via telephone, or Skype (It is not appropriate to email a list of questions and ask for written responses).

• Be sure to respect your cooperating teacher’s time by staying within the amount of time allotted for the interview.

STEP 3: Draft your report

• Following your interview, you will draft a report of the experience.

• Your report will include both the interviewee’s responses and your own personal reflections.

• It is not necessary to type out a transcript of the interview. Instead, focus on a few key issues that seem most compelling and offer samples of opinions expressed in the exchange.

• Be sure to include a reflection on how the interview helped your understanding of content area literacy in your chosen major and the challenges you may encounter as a content area teacher.

• Your report should be 1200-1500 words in length.

• Report should be properly formatted in APA style, including citations.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceKey Assignment: Disciplinary Literacy Interview Assignment Rubric (A)

DISCIPLINARY LITERACYINTERVIEW

PointsPossible

PointsEarned

Entire report meets the word count requirement of 1200 - 1500 words

5 points

The professional role of the interviewee is identified in the report.5 points

The report is not presented as a transcript of the interview, but focuses instead on a few key issues that seem most compelling.

5 points

The report offers samples of opinions expressed in the exchange, along with your personal reactions to what you heard. Consideration is given to multiple aspects of literacy and features topics addressed in SEDU 365: Methods for Teaching Reading in the Content Area.

20 points

The report answers the question: How did the interview change your awareness of literacy issues in Iowa schools?

20 points

The report is properly formatted in APA style and includes citations referencing course content.

5 points

The written report is free of errors. 5 points

Total: 75 points


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceKey Assignment: Literacy Field Experience Reflections

Four times during your field experience (dates to be determined by your instructor) you will reflect on your learning. Follow the guidelines below for each reflection. Each reflection will be 700 - 1000 words.

Reflection #11. What have you noticed about students’ varying rates and methods of learning?2. How have you learned about connecting current learning to past and future learning?3. How are you using assessment data and/or how are you observing data being used by others?4. What have you learned in your education classes that you have been able to try or have seen

others put into practice?

Reflection #21. Would you describe the environment as supportive and safe? If so, why. If not, why not and

how can it be changed?2. What are you learning about planning for literacy instruction?3. Classroom management is based off engaged and motivated students. How’s that going? What

have you learned that affects your teaching now and in the future?4. How are your interactions with others going? Give examples of collaboration that has benefited

students and/or your own professional growth.

Reflection #31. How do you, and should you, decide what to teach?2. What have you learned about formative assessment from the teacher’s perspective and the

student’s perspective? How can students show their understanding in different ways?3. What have you learned about selecting materials?4. How has your initiative helped you grow professionally during this experience?

Reflection #41. How do students learn to transfer their learning? Why is that important?2. What does the following statement mean to you? “Teachers are responsible for maximizing the

achievement of all students.” Make sure to consider higher order thinking and learning opportunities. How have you and will you demonstrate that statement in your teaching?

3. What have you learned about varying your role during the learning process?

Criteria1. Concepts from all classes in the teacher education program are synthesized for deeper

understanding.2. Reflections show understanding of theory with field experience examples.3. All prompts are answered.4. Reflections are written clearly and with Standard English grammar and conventions.5. Reflections are completed and submitted to Canvas on time.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceKey Assignment: Teacher Directed Reading Strategies Lesson Plan Design,

Delivery, and Post Teaching Reflections

SEDU 365: Mini-Lesson Template with Directions

Stage 1: Desired ResultsCCSS Literacy (Required):

Grade Level CCSS for Reading Informational Texts or Grade Level Content Area Literacy Standard (if available)

Content Area Standard (Optional): Grade Level CCSS for Disciplinary Subject (if available) or Grade Level National Standard for Disciplinary Subject (if available)

Instructional Literacy Goal for this Lesson: Written as an “I can…”, or “Students will be able to….” Statement

Stage 2: Evidence of LearningFormative Assessment:

How will the teacher recognize student learning achievement? How will the teacher and students determine whether the learning goal has been

met?Data Collection:

What data (if any) can be collected during this lesson as evidence of student progress?

How will that data be charted and shared?

Preparatory Considerations for Stage 3: Learning PlanContent Area Reading Plan

Selected Text: Title of Reading

Source:Text location info:

Chapter Title & pages orLink to digital file

Genre:Literary category

Topic:Content Area Subject, Topic, and Subtopic

GRE: Grade Level Readability

Print Digital Media Complexity Band: Based on quantitative, qualitative, and reader and task considerations


Method of Reading: Specify read aloud, shared reading, or independent reading and provide rationale

Reading Instructional Strategy: Name the selected strategy and cite the researcher and/or secondary source

Literacy Tool/Template Used: Name the template or tool provided to students (if applicable) Include a complete model example of the literacy tool/template used

ResourcesTeacher Resources:

List everything the teacher will need to conduct this lessonStudent Resources

List everything the class (note number of students) will need to complete all learning activities

Stage 3: Learning Plan Opening (Set the goal for learning)

Preview – Explicitly state the goal of the lesson Discuss the relevance of the target skill (the larger goal) Why? When? Where?

Review – link critical prerequisite skills (link today’s lesson to past learning)(This section should include a running script of your lesson opening)

Modeling (I do it) Step by step real-time demonstration and description of the strategy in action (show

& tell) Teacher constructs a complete example as a model for students to follow later in the

lesson Teacher modeling includes “think aloud” Students are involved

(This section should include a running script of your demonstration step-by-step)

Guided Practice (We do it) Teacher provides prompts to guide students (physical, verbal, visual prompts) Working in collaboration with the teacher, in small groups, or in partners while the

teacher circulates to provide scaffolding support as needed Every student is engaged reading and in practicing the strategy

(This section should include a running script of your instructions to students as they engage in guided practice and indicators of what you will be looking to observe as you circulate the classroom)

Independent Practice (You do it) Students now practice the strategy independently (with support available if needed)

Students engage in learning activities


Students follow the patterns modeled Students self-assess to gauge success

(This section should include a running script of your instructions to students as they engage independent practice and indicators of what you will be looking to observe as you circulate the classroom)

Closing (Assess learning and review critical content) Students restate main learning from the lesson Students review and assess personal learning

Review – link critical skills (link today’s lesson to future learning)(This section should include a running script of your lesson closing)

Complete the following teaching reflection after delivering each lesson:

Reflective PracticeFollowing Delivery of the Lesson:

What did you do that helped or did not help the students reach the desired results? What surprised you? What was difficult for the students and what misunderstandings were uncovered?

Anticipating the Next Lesson: What are the students ready to learn based on this lesson?

Blank templates for lesson plans are provided on the SEDU 365 course site in Canvas.


SEDU 365: Methods for Teaching Content Area ReadingMini-Lesson Template - Blank

Stage 1: Desired ResultsCCSS Literacy:

Content Area Standard:

Instructional Goal for this Lesson:

Content Area Reading PlanSelected Text: Source: Genre: Topic: GRE:

Print Digital Media Complexity Band:

Method of Reading:

Reading Instructional Strategy:

Literacy Tool/Template Used:

Stage 2: Evidence of LearningFormative Assessment:

Data Collection:

ResourcesTeacher Resources:

Student Resources:


Stage 3: Learning PlanOpening (Set the goal for learning)

(This section should include a running script of your lesson opening)Modeling (I do it)

(This section should include a running script of your demonstration step-by-step)

Guided Practice (We do it)

(This section should include a running script of your instructions to students as they engage in guided practice and indicators of intended observations as you circulate the classroom)

Independent Practice (You do it)

(This section should include a running script of your instructions to students as they engage independent practice and indicators of intended observations as you circulate the classroom)

Closing (Assess learning and review critical content)


(This section should include a running script of your lesson closing)

Reflective PracticeFollowing Delivery of the Lesson:

What did you do that helped or did not help the students reach the desired results?

What surprised you?

What was difficult for the students and what misunderstandings were uncovered?

Anticipating the Next Lesson: What are the students ready to learn based on this lesson?

BVU Student’s Name:Learning Experience/Day #_____ Date: ____________

Please complete lesson plans electronically. The boxes will expand as needed.


SEDU 365 Methods for Teaching Content Area Reading & Field ExperienceCooperating Teacher Lesson Feedback



Grade/Subject: _________________________________________________________________

Rate the performance of this teacher education candidate on each of the elements below using the level of performance descriptors shown for proficient (P), satisfactory (S), or unsatisfactory (U) as your guide. Please note that experienced teachers typically and consistently perform at the proficient level. However, this level of performance may not be true of the pre-service or novice teacher. Because this form is designed as a feedback tool, in contrast to an evaluation instrument, please be candid and frank in your assessment. Add comments as appropriate.

LESSON PRESENTATIONElement Level of Performance

Proficient Satisfactory Unsatisfactory Rating:(P, S, or U)

Directions and procedures

Directions and procedures are clear, and they contain an appropriate level of detail.

Directions and procedures are clarified after initial student confusion, and/or they are excessively detailed.

Directions and procedures are unclear and confusing.

Oral language Spoken language is clear and correct. Vocabulary is developmentally appropriate.

Spoken language is audible and used correctly. Vocabulary is correct but limited, or it is not always developmentally appropriate.

Spoken language is inaudible. Spoken language contains multiple usage errors. Vocabulary is inappropriate, vague or used incorrectly.

Written language

Written language is clear and correct. Vocabulary is developmentally appropriate.

Written language is legible and used correctly. Vocabulary is correct but limited, or it is not always developmentally appropriate.

Written language is illegible. Written language contain(s) multiple usage errors. Vocabulary is inappropriate, vague or used incorrectly.

Representation of content

Representation of content area reading focus is appropriate and links well with students’ knowledge and experience.

Representation of content area reading focus is inconsistent in quality. Some is done skillfully, with good examples; other portions are difficult to follow.

Representation of content area reading focus is inappropriate and unclear.

Activities and assignments

Most activities and assignments are appropriately connected to supporting content area literacy. Almost all students are cognitively engaged.

Some activities and assignments are appropriately connected to supporting content area literacy and cognitively engage the students.

Few activities and assignments are appropriate for supporting content area literacy, and they fail to cognitively engage the students.

COMMENTS: (Use the back of this form if necessary.)

Cooperating Teacher’s Signature: Date:

Cooperating Teacher & BVU Student- Please make sure all forms are returned to the SEDU 365 instructor.


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceCooperating Teacher Feedback



Grade/Subject: _________________________________________________________________

Please provide a Yes or No response to the following items. If you wish to make comments, please do so after the item.

Yes No Comments

The candidate spent at least 15 hours in observation and teaching.

The candidate taught at least two lessons: One reading comprehension lesson and one vocabulary lesson.

The candidate was actively engaged as a classroom observer.

The candidate raised questions about teaching methods and practice.

The candidate was punctual in attendance.

The candidate demonstrated professionalism by conduct and appearance.

General comments:

Cooperating Teacher’s Signature: Date:

Cooperating Teacher & BVU Student- Please make sure all forms are returned to the SEDU 365 instructor.


SEDU 365 Content Area Reading Literacy Field ExperienceKey Assignment Rubric: Literacy Field Experience Reflections, Teacher Directed

Reading Strategies Lesson Plan, Post Teaching Reflection, and Lesson Observations Rubric (B)

Pilla

r 1: D

iver

se L

earn

ers a

nd L

earn

ing

Level 3 Level 2 Level 1 Not AcceptableC Understand learner differences1 Teacher provides

multiple, flexible methods for students to acquire understanding that are aligned to students’ needs and preferences.

Teacher provides multiple, flexible methods for students to acquire understanding which are usually aligned to students’ needs and preferences.

Teacher provides multiple, flexible methods for students to acquire understanding which are not intentionally aligned to students’ needs and preferences.

Teacher does not provide multiple, flexible methods for students to acquire understanding.

2 Teacher scaffolds instruction so that all students have access to higher order learning opportunities that close learning gaps and provide extension opportunities.

Teacher scaffolds instruction so that most students have access to higher order learning opportunities that close learning gaps and provide extension opportunities.

Teacher scaffolds instruction, but students do not have access to higher order learning opportunities that close learning gaps and provide extension opportunities.

Teacher does not scaffold instruction

3 Throughout the lesson the teacher provides students with opportunities to demonstrate learning in different ways, and student choice is included when appropriate.

Throughout the lesson the teacher provides students with opportunities to demonstrate learning in different way with student choice usually (but not always) is included when appropriate.

Throughout the lesson the teacher provides students with opportunities to demonstrate learning in different ways, but student choice is not included when appropriate.

Teacher does not provide or allow for multiple methods for students to demonstrate understanding.

4 Teacher provides options of instructional material to meet student needs and preferences.

Teacher usually provides options of instructional material to meet student needs and preferences.

Teacher sometimes provides options of instructional material to meet student needs and preferences.

Teacher does not provide options of instructional material to meet student needs and preferences.

E Demonstrate responsibility for student learning3 Teacher takes

responsibility to plan and implement learning opportunities to maximize achievement for all students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for most students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for some students.

Teacher does not take responsibility to plan and implements learning opportunities to maximize achievement for all students.


Pilla

r 2: C

onte

nt E

xper

tise

Level 3 Level 2 Level 1 Not AcceptableA Understands concepts & structures of discipline1 Teacher demonstrates

competence in the knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

Teacher demonstrates general knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

Teacher demonstrates basic knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

Teacher demonstrates lack of knowledge of central concepts, tools of inquiry, technology resources, and structures of the discipline.

2 Teacher consistently anticipates the misconceptions of learners within the discipline.

Teacher usually anticipates the misconceptions of learners within the discipline.

Teacher sometimes anticipates the misconceptions of learners within the discipline.

Teacher proceeds without considering the misconceptions that learners might have in the discipline.

3 Teacher’s use of content is consistently accurate and focus of the content is congruent with the big ideas or structure of the discipline.

Teacher’s use of content is consistently accurate and focus of the content is usually congruent with the big ideas of structure of the discipline.

Teacher’s use of content is consistently accurate and focus of the content is sometimes congruent with the big ideas or structure of the discipline.

Teacher’s use of content is consistently inaccurate and focus of the content is incongruent with the big ideas or structure of the discipline.

D Establish clear learning goals1 Teacher designs

lessons/units with clear, measurable learning goals closely aligned with state and national standards.

Teacher designs lessons/units with measurable learning goals aligned with state and national standards.

Teacher designs lessons/units with measurable learning goals ORTeacher designs lessons/units aligned with state and national standards.

Teacher uses lessons/units with no measurable goals and no alignment to state and national standards.

2 Teacher always plans and communicates a clearly defined learning goal.

Teacher usually plans and communicates a clearly defined learning goal.

Teacher sometimes plans and communicates a clearly defined learning goal.

Teacher rarely plans and communicates a clearly defined learning goal.

3 Teacher plans and implements learning progressions with success to meet the learning goals.

Teacher plans and implements learning progressions with partial success to meet the learning goals.

Teacher plans and implements learning progressions with limited success to meet the learning goals.

Teacher does not plan: OR Teacher plans but does not correctly or successfully implement learning progressions to meet the learning goals.


Pilla

r 3: I

nnov

ative

App

licati

ons o

f Con

tent

Level 3 Level 2 Level 1 Not AcceptableA Plan for instruction1 Teacher plans

instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

Teacher generally plans instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

Teacher plans some instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

Teacher inadequately plans instruction and evaluations based on knowledge of subject matter, characteristics and needs of students, and Iowa Core.

2 Teacher always develops strategies, experiences, and assessments that require higher order thinking and are appropriate to the content and learner.

Teacher usually develops strategies, experiences, and assessments that require higher order thinking and are appropriate to the content and learner.

Teacher sometimes develop strategies, experiences, and assessments that require higher order thinking and are appropriate to the content and learner.

Teacher fails to develop strategies, experiences and assessments that require higher order thinking and are appropriate to content and learner.

3 Teacher designs instruction based on assessment data.

Teacher designs most instruction based on assessment data.

Teacher designs some instruction based on assessment data.

Teacher fails to design instruction based on assessment data.

B Use technology as a learning tool1 Teacher integrates

technology matched to instruction resulting in maximum impact on students’ learning.

Teacher integrates technology matched to instruction resulting in some impact on students’ learning.

Teacher integrates technology matched to instruction resulting in little impact on students’ learning.

Teacher does not integrate technology with instruction; ORIntegrates with negligible impact on students’ learning.

2 Teacher understands when technology is essential to meet the learning goals.

Teacher usually understands when technology is essential to meet the learning goals.

Teacher sometimes understands when technology is essential to meet learning goals.

Teacher does not understand when technology is essential to meet the learning goals.

F Synthesize research to guide instructional decisions1 Teacher consistently

synthesizes research to guide instructional and assessment decisions.

Teacher usually synthesizes research to guide instructional and assessment decisions.

Teacher sometimes synthesizes research to guide instructional and assessment decisions.

Teacher does not synthesize research to guide instructional and assessment decisions.

2 Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for all students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for most students.

Teacher takes responsibility to plan and implement learning opportunities to maximize achievement for some students.

Teacher does not take responsibility to plan and implements learning opportunities to maximize achievement for all students.

P Level 3 Level 2 Level 1 Not Acceptable


illar

4: D

ata-

Base

d Re

flecti

onA Use data to support learning1 Teacher always uses

multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

Teacher usually uses multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

Teacher sometimes uses multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

Teacher does not use multiple instances of assessment for learning to identify learning needs and modify immediate or future instruction.

2 Teacher always analyzes data and resources both independently and collaboratively to meet students’ needs

Teacher usually analyzes data and resources both independently and collaboratively to meet students’ needs

Teacher sometimes analyzes data and resources both independently and collaboratively to meet students’ needs

Teacher does not analyze data and resources both independently and collaboratively to meet students’ needs

3 Teacher always provides meaningful feedback for all students

Teacher usually provides meaningful feedback for all students

Teacher sometimes provides meaningful feedback for all students

Teacher does not provide meaningful feedback for all students

B Align assessment to learning goals2 Teacher is successful

communicating assessment criteria to student including modeling examples of high and low quality work

Teacher is usually successful communicating assessment criteria to student including modeling examples of high and low quality work

Teacher has limited success communicating assessment criteria to student including modeling examples of high and low quality work

Teacher fails to, or unsuccessfully, communicates assessment criteria to student including modeling examples of high and low quality work

C Use multiple types of assessment processes2 Teacher always uses

multiple assessment types to reflect on and modify own professional practice.

Teacher usually uses multiple assessment types to reflect on and modify own professional practice

Teacher sometimes uses multiple assessment types to reflect on and modify own professional practice

Teacher fails to attempt, or unsuccessfully attempts, to use multiple assessment types to reflect on and modify own professional practice.

3 Teacher always uses technology to support assessment of student learning.

Teacher usually uses technology to support assessment of student learning.

Teacher sometimes uses technology to support assessment of student learning.

Teacher never uses technology to support assessment of student learning.

D Engage students in self-assessment1 Teacher always models

and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

Teacher usually models and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

Teacher sometimes models and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

Teacher never models and structures tasks to engage learners in examining their own thinking, learning, and/or learning environment.

2 Teacher always expects students to make improvements based on self-assessment and feedback from others.

Teacher usually expects students to make improvements based on self-assessment and feedback from others.

Teacher sometimes expects students to make improvements based on self-assessment and feedback from others.

Teacher never expects students to make improvements based on self-assessment and feedback from others.

Level 3 Level 2 Level 1 Not Acceptable


Pilla

r 5: P

rofe

ssio

nal I

nitia

tive

A Demonstrate professional decision making1 Teacher always seeks

and considers input from multiple perspectives when faced with challenging issues.

Teacher usually seeks and considers input from multiple perspectives when faced with challenging issues.

Teacher sometimes seeks and considers input from multiple perspectives when faced with challenging issues.

Teacher does not seek or consider input from multiple perspectives.

B Reflect and learn individually and collaboratively1 Teacher frequently

initiates interactions with colleagues and other resources within and outside of the school.

Teacher often initiates interactions with colleagues and other resources within and outside of the school.

Teacher welcomes invitations from colleagues and other resources within and outside of the school.

Teacher avoids interactions with colleagues and other resources within and outside of the school.

2 Teacher works exceptionally well with other adults and organizations both face-to-face and virtually to benefit student learning.

Teacher works well with other adults and organizations both face-to-face and virtually to benefit student learning.

Teacher works satisfactorily with other adults and organizations both face-to-face and virtually to benefit student learning.

Teacher is not good at working with other adults and organizations both face-to-face and virtually to benefit student learning.

C Commit to professional growth1 Teacher initiates

and/or is an active participant and frequent contributor in professional development aligned with own needs and/or district/building’s curriculum and learning goals

Teacher is an active participant and often contributes in professional development aligned with own needs and/or district/building’s curriculum and learning goals

Teacher is a polite participant and contributes when asked in professional development aligned with own needs and/or district/building’s curriculum and learning goals

Teacher grudgingly participates in professional development aligned with and/or district/building’s curriculum and learning goals and is not an accountable participant.

D Understand and work within district/building1 Teacher knows,

understands and models all professional standards, code of ethics, laws and policies of the state and of the local district/building.

Teacher knows, understands and models most professional standards, code of ethics, laws and policies of the state and of the local district/building.

Teacher knows, understands and models some professional standards, code of ethics, laws and policies of the state and of the local district/building.

Teacher knows, understands and models few professional standards, code of ethics, laws and policies of the state and of the local district/building.

2 Teacher respects all students, families, colleagues and the community and makes them feel they are valued by asking them to partner in student learning and well-being

Teacher respects most students, families, colleagues and the community and makes them feel they are valued by asking them to partner in student learning and well-being

Teacher respects some students, families, colleagues and the community and makes them feel they are valued by asking them to partner in student learning and well-being

Teacher is not respectful of students, families, colleagues and the community


Self-Assessment of Dispositional Professional Qualities in the Teacher Education Program Candidate

This form is used to evaluate dispositions you display during class and field experiences. It is used to document professional progress and alert you when improvement is necessary. All students are to complete the professional disposition survey. The survey is for the student to reflect on their progress and make improvements as needed. This survey does not need to be submitted to BVU.

Not Applicable or Not Observed

Serious Concerns Needs Improvement Emerging Acceptable

NA 0 1 2 3Behavior displayed is

contrary to expectations for this disposition.

Behavior is displayed occasionally.

Behaviors is displayed frequently

Behavior is displayed frequently and

consistently

Caring: Candidates with this set of dispositions value and appreciate all aspects of other persons’ well-being–cognitive, emotional, and physical–thereby enhancing opportunities for meeting the learning needs of students. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of caring dispositions:1.1 Empathy: identifies with and see things from the perspective of others. NA 0 1 2 31.2 Compassion: sympathizes, often with a desire to understand and help improve conditions of students’ lives.

NA 0 1 2 3

1.3 Rapport: develops appropriate relationships with peers and other stakeholders. NA 0 1 2 31.4 Respect: shows appropriate regard for the needs, ideas, and experiences of

others.NA 0 1 2 3

1.5 Passion: demonstrates excitement, enthusiasm and optimism for the people, content, and context of the teaching/learning process.

NA 0 1 2 3

1.6 Cultural Competence: appreciates and capitalizes upon diversity; is aware of and acts to reduce one’s own biases; employs culturally sensitive pedagogy.

NA 0 1 2 3

Comments:

Communicative: Candidates with this set of dispositions are sensitive to and skillful in the various aspects of human activity. They have effective interpersonal relationship skills and attitudes that foster collaborative enterprises useful in enhancing the teaching-learning process. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of communicative dispositions:2.1 Presence: has keen with-it-ness and engagement in human interactions and

other’s needs.NA 0 1 2 3

2.2 Responsiveness: attends to others’ needs; the ability and inclination to act as best meets the needs, subtle as well as obvious, of others and their circumstances.

NA 0 1 2 3

2.3 Attentiveness: concentrates on others’ communication; takes others’ communication into account.

NA 0 1 2 3

2.4 Authenticity: fosters and enhances the teaching and learning process while exercising judgment about personal and professional boundaries; display genuineness

NA 0 1 2 3

2.5 Collaborative Skills involves and works with others in planning, problem solving and implementation of effective practices.

NA 0 1 2 3

2.6 Voice: is willing to openly engage and respond to peers, faculty, teachers, administrators, parents, and community as need arises.

NA 0 1 2 3

Comments:


Creative: Candidates with this set of dispositions display the capacity to envision and craft things in novel and meaningful ways to meet the needs of students. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of creative dispositions:3.1 Flexibility: adapts, adjusts, and modifies practices to meet the needs of students

and peers; thinks on one’s feet; is comfortable with change.NA 0 1 2 3

3.2 Inventiveness: uses the needs and interests of students to approach curricular and strategic decisions; visualizes and implements novel ideas and practices.

NA 0 1 2 3

3.3 Resourcefulness: uses resources in effective ways; adapts practices to unforeseen challenges.

NA 0 1 2 3

3.4 Resilience: endures stress and maintains stability in the face of disruption and/or chaos; recovers poise or spirit that enables moving forward in an effective manner.

NA 0 1 2 3

Comments:

Critical: Candidates with this set of dispositions have the ability to examine closely, to critique, and to ask questions. They do not accept the status quo at face value but employ higher level thinking skills to evaluate, analyze, and synthesize. Self-evaluation and reflection characterize candidates with this set of dispositions. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of critical dispositions:4.1 Reflectiveness: takes time consistently to evaluate effectiveness of instruction

and behavior in terms of the larger goals of education; nurtures reflectivity in students and peers; reflects on own growth and accountability.

NA 0 1 2 3

4.2 Initiative: exhibits a willingness to pursue solutions to problems or questions; gathers relevant data and persistently seeks to improve situations or areas of need.

NA 0 1 2 3

4.3 Open-mindedness: exhibits an ability to look at different sides of an issue; recognizes the possibility of error in one’s own beliefs and practices; does not display or act upon prejudices against people or ideas.

NA 0 1 2 3

4.4 Efficacy: nurtures high expectations, demonstrates self-direction and confidence, and empowers students and peers.

NA 0 1 2 3

4.5 Humility: places the needs of the learner and/or learning task above one’s own ego; reflects on own growth and accountability.

NA 0 1 2 3

Comments:

Contextual: Additional qualities defined by and consistent with your institutional mission/conceptual framework. 5.1 Reflective Practitioner: reflects as a learner, instructor, and professional. NA 0 1 2 35.2 Innovative and Imaginative: finds original and creative approaches to curriculum,

instruction, assessment, and problem solving.NA 0 1 2 3

5.3 Global Society: develops skills for becoming informed and engaged citizen. NA 0 1 2 3Comments:

Professional Requirements: These are qualities and practices that teacher candidates must exhibit in order to be recommended for licensure, some of which are explicit in the Iowa Code of Ethics and Code of Responsibilities. The candidates will display all of the following qualities and/or behaviors that characterize this set of professional requirements. 6.1 Professionalism: endeavors to meet the standards expected of a teacher such as

appropriateness of dress, grooming, demeanor, punctuality, tact, discretion, courtesy, etc.

NA 0 1 2 3

6.2 Personal and Professional Ethics and Integrity: adheres strongly to high moral principles and ethical standards as expressed in the Iowa Code; evidences integrity.

NA 0 1 2 3

6.3 Work Ethic/Responsibility: attends to school policy for teacher attendance; completes teaching related tasks in a thorough and efficient manner.

NA 0 1 2 3

6.4 Confidentiality: complies with federal, state, and school policies relating to confidentiality.

NA 0 1 2 3

Comments:


SEDU 365 Methods for Teaching Reading in the Content Area & Field ExperienceStudent Evaluation of Field Experience

The following survey will be completed online via a link within the student’s Canvas Course.

Please rate this field experience on each of the elements below using the descriptors shown for as your guide. Please be thoughtful and candid as you record your responses. You are invited to add comments as appropriate.

Descriptors and Scoring Legend 4 = met or exceeded expectations---almost all of the time---excellent---definitely3 = met most expectations--- most of the time---good---yes 2 = met some expectations---some of the time---okay---probably1 = met very few expectations---infrequently---disappointing---no

DIVERSITY 4 3 2 1a. I saw how diversity was handled in the classroomb. I gained knowledge of different types of diversity in the classroom, building and districtc. I had the opportunity to work with diversity

DURING THE FIELD EXPERIENCE 4 3 2 1a. I saw theories discussed in class evidenced b. I saw and/or participated in implementing strategies discussed in my course(es)c. I understood the purpose of this field experience as it related to the accompanying course or seminard. I understood my responsibilities to the cooperating teachere. I understood the activities I was expected to complete as part of this field experience (classroom activities, Canvas, time logs, seminar participation, etc.)f. I understood the general conduct and behavior expected of me in an educational settingg. I understood the limits of what I could or could not do in this field experienceh. I had the opportunity to observe and be observedi. I engaged in discussion and reflection on clinical practicej. I was involved in assessment (formative and summative), planning and instructionk. There were activities directed toward improvement in teaching and learningl. There were opportunities to work with grade level team/colleagues/support staff, etc.m. There were opportunities to communicate and interact with parents or


guardians

COOPERATING TEACHER 4 3 2 1a. Made me feel welcome and supported by orientating me to the classroom, building and district policies and proceduresb. Gave meaningful help, direction, supervision and feedback on my workc. Encouraged me to ask questions and take calculated risksd. Provided insight to the classroom learning activities and professione. Allowed me to experience a broad range of classroom and school experiencef. Demonstrated professionalismg. Should be used again

OVERALL, THE EXPERIENCE 4 3 2 1a. Gave me a greater awareness of what it means to be a classroom teacherb. Clarified something I wondered aboutc. Gave me the opportunity to discuss and reflect on my teaching career

COMMENTS:


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