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TRANSCRIPT
Mendheim Professional
Enhancement Practicum (PEP)
Moshe Krakowski, PhD Director, Azrieli Masters Program
Questions? Contact:
Susan Rosenberg Associate Director, Azrieli Master’s Program
PEP GUIDEBOOK
2013-2014
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Azrieli Graduate School of Jewish Education and Administration
Yeshiva University
Professional Enhancement Practicum (PEP) Guidebook
Table of Contents
I. Introduction 3
About PEP 3 Registering for PEP 4 PEP Objectives 4
II. Components of the PEP Experience 6
PEP Seminar Course 6 Teaching Philosophy Statement 6 Cohort meetings 8 Lesson Observations and Assignments 8 Master Teacher and Self Observations 9 Satisfying PEP Internship (Placement) Requirements 10
III. Conclusion 12 IV. Appendices 13 Appendix A
Supervisor Observation Form 14
Seating Chart 16 Appendix B
Master Teacher Observation Protocol 17
Verbal Techniques Chart 18
Non-Verbal Techniques Chart 19
On/Off Task Chart 20
Differentiated Instruction Chart 21
Gardner’s Multiple Intelligences Chart 22
Strategies for Diverse Learners Chart 23
Self Observation/Reflection Protocol 24 Appendix C
PEP Assignment Summary and Tracking Log 25 Appendix D
Check List 26 Absence Form 27 Student Teaching Log 28 Placement Schedule 29
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I. INTRODUCTION
About PEP Professional Enhancement Practicum The PEP experience at the Azrieli Graduate School serves as the culminating experience of your coursework, integrating theory, research, and practice. PEP is a 6-credit practicum that extends over the course of the full academic year (3 credits each semester) and is undertaken only after students have completed the eight Azrieli core courses and have passed their developmental portfolio. PEP includes a weekly in-person and on-line seminar in the first semester, 2 cohort and/or individual meetings with your PEP supervisor, 4 observations by the PEP student, and 4 observations of the PEP student during the year. Students outside the tri-state area must participate in an on-line seminar throughout the school year. Students may satisfy PEP requirements in one of three ways:
1. Teacher of record for the class.
2. Assistant teacher— The position must include a minimum of one period per week of whole-class instruction beginning two months into the term. The remaining hours can include, but are not limited to, observation, small group instruction, one-on-one instruction, group facilitation, davening and/ or lunchroom supervision, and/or other student-contact hours.
3. Placement—Azrieli works closely with a select Jewish day schools to provide non-paid placement, where PEP participants observe and teach in a variety of classroom settings. After you submit the PEP Intent form (available on the Azrieli website), we will contact you to make placement arrangements that meet your interests and our guidelines. PLEASE NOTE: Students should follow the placement school’s academic calendar up to the end of Azrieli’s spring semester.
Minimum of 2 days per week. This must include one period per week of whole-class instruction beginning three months into the term. The remaining hours can include, but are not limited to, observation, small group instruction, one-on-one instruction, group facilitation, davening and/ or lunchroom supervision, and/or other student-contact hours. Student teachers must remain with their cooperating
teacher at all times during these days. Placement schedules must be approved by
your PEP supervisor. We will ask for a signed letter from your teacher of record or principal confirming these arrangements.
Note: For students who are placed in a non-paid PEP internship by Azrieli, see Section F in “Components of PEP.”
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Registering for PEP PEP Intent Form Students must submit a PEP Intent Form (available on Azrieli’s website) by March 31st if they plan to register for PEP in the fall semester. Even though you may not know your placement, the form should be submitted indicating you will update when you secure a placement or indicating you wish Azrieli to secure a placement for you. Fall Registration Students will register for PEP I during the fall registration period. PEP I includes the Seminar course, where students meet Tuesday evenings from 6:05–7:50. Please do not take a work assignment that will prevent you
from attending this seminar. To register for PEP, students must have:
satisfactorily completed the eight core required courses.
satisfactorily completed the pre-PEP interview.
maintained a GPA of 3.2 or above.
submitted the PEP Intent Form by the deadline of March 31st of the semester preceding the fall PEP experience.
satisfactorily completed all course work to date; that is, no “Incomplete” grades.
Spring Registration During the spring registration period, students will register for PEP II. Requirements include cohort and other meetings on Tuesdays from 6–7:50 p. m. and/or at times to be determined with your supervisor.
PEP Objectives Upon completion of the PEP experience, we expect that you will have attained the following professional skills and understandings: Classroom management is critical to quality education. Thus, PEP graduates will:
1. learn, utilize, and maintain appropriate procedures for daily classroom routines; 2. learn, understand the effects of, and utilize appropriate behavior management techniques; and 3. learn and be flexible in utilizing varied and effective lesson plans.
Individual affective, cognitive, and social-emotional needs and differences in children must be recognized and addressed. Thus, PEP graduates will:
1. utilize a variety of interaction and observation strategies to get to know and respect their students as individuals;
2. recognize that their primary obligation is to their students, not the subject matter, and will thus adapt goals and expectations as necessary;
3. both nurture and challenge their students; 4. learn and utilize a variety of differentiation techniques as necessary; and 5. understand and be sensitive to parental concerns and the ways in which the culture of the school
may influence students.
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Your curriculum, as well as your attitude and technique, determines the quantity and quality of the learning. Thus, PEP graduates will:
1. design, where possible, and/or implement a rigorous curriculum that reflects the school and community standards and “what’s worth teaching”;
2. develop, implement, and assess learning activities that reflect essential understandings and/or “Big Ideas”; and
3. engage and sustain students’ attention by utilizing varied teaching modes and learning activities, including chevruta, small and large group instruction, cooperative learning groups; and by offering and assessing extended learning activities tailored to individual interests and abilities.
You are a professional and a role model for your students and in the community. Thus, PEP graduates will:
1. be on time and limit absences as much as possible; 2. dress appropriately at all times; 3. seek constructive feedback from supervisors when confronting classroom dilemmas; 4. collaborate with peers and administrators in all forms of professional development activities; 5. continue to learn and keep abreast of relevant research; and 6. keep your personal life out of the classroom.
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II. COMPONENTS OF PEP The PEP experience is comprised of these basic components:
A. PEP seminar, in-person and/or on-line B. Philosophy statement C. Cohort and individual meetings with your PEP supervisor D. Lesson observations by Azrieli supervisors and your reflections on the experience E. Teacher and self observations F. Satisfying PEP Internship (Placement) Requirements
Please review these sections carefully, as they contain important information about the PEP experience.
A. PEP Seminars All PEP students will attend a weekly seminar during the fall semester and scheduled cohort and individual meetings during the fall and spring semesters on Tuesday evenings at 6:05 p. m. or at times to be determined with your supervisor (Accelerated cohort meets Mondays at 3 p. m.). Students outside the tri-state participate in an online seminar throughout the year. The seminar provides a research-supported community of practice for students fulfilling their classroom-based requirements for student teaching. Participants will submit and respond to authentic case studies and issues of concern drawn from their current teaching experiences and assigned readings. The seminar will also include reviews of classroom management techniques and an on-line discussion component. Students will receive a letter grade for the course at the end of the semester.
B. Teaching Philosophy Statement ** Submit your philosophy statement to your PEP Seminar professor (and your supervisor as well) before your first observation** Your teaching philosophy is a cogent expression of your beliefs, attitudes, and values regarding teaching and learning. Your statement will include descriptions of how you view your role as a teacher, how you think learning occurs, what chief goals you have for students and why you have chosen them, and what actions you do or would take to implement those intentions. Developing your teaching philosophy is more than an exercise in reflection. Your philosophy should guide your teaching. When you see inconsistencies between your beliefs and your actions, you either change your teaching or change your philosophy. That said, recognize that: Your philosophy statement is a flexible document. With experience, guidance, and
reflection, it will, and should, change! You will want to begin this statement as a draft to submit now; save all changes so that you can revisit, and reflect upon, the transformation
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of your philosophy and incorporate your changes into your final video submission for your Professional Portfolio.
Your philosophy statement may be referred to in your observations and should guide your selection of materials for inclusion in your Professional Portfolio (see on-line guidelines for this portfolio and/or e-mail Dr. Krakowski, [email protected], for further guidance).
Format of the Philosophy Statement One of the hallmarks of a philosophy of teaching statement is its individuality. However, some format guidelines are suggested:
If you choose to use video, your statement should not exceed 3 minutes.
Use a narrative, first-person approach. You may include voice-overs of your classroom activities but you must also include a direct address to the camera.
If you choose to write your statement, do not exceed three pages.
The statement should be reflective and personal. You will address at least four primary questions in your philosophy statement, perhaps in this order: 1. What’s your role? - How do you perceive your role as a teacher? What do you feel
characterizes the ideal teacher? How does your current teaching assignment align with your perceived teaching role? In what ways do you feel you can grow into the ideal teacher in your current teaching assignment?
2. Why? - Why is this how you perceive your role? Which illustrations from your life tell us
how you came to this point? Have any personal teaching, learning, or life experiences contributed to your characterization of the role of a teacher? What do you feel is the purpose of education, and of Jewish education in particular, that has led to the identification of this role?
3. By what means? - What methods do you plan to use to achieve or work towards attaining your goals and filling your role? Explain your approach, describing specific strategies, techniques, and mindsets that you use to achieve your goals. Here is where you can display your understanding of learning theory, cognitive development, and curriculum design.
4. To what degree? - How will you measure your effectiveness vis-à-vis the goals and methods
you described? How would you like your supervisor, parent body, and students to measure your effectiveness? How will you and they know that you have been successful in achieving your goals?
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C. Cohort and Individual Meetings
Students will meet their PEP supervisor as a cohort (group of 4-6) at least once, and with their supervisors individually at least once during the spring semester at 6 p.m. on Tuesday evenings unless other arrangements are determined by the supervisor and the collective group.
D. Lesson Observations and Assignments
by Supervisors Your PEP supervisor will observe you in the classroom at least four times over the course of the academic year. The focus for the PEP experience is on skills related to teaching methodology, classroom management, content mastery, student motivation, questioning strategies, differentiating instruction, and the development of assessments. Observations will document, assess, and showcase your professional growth in these aspects of your teaching according to the form on pp. 13-15 PRE- AND POST-OBSERVATION CONFERENCES
Your supervisor will schedule a 5-10 minute pre-observation conference with you so that you can share your lesson plan and discuss any relevant information. In addition, you will meet for a 20–30 minute post-observation conference to share reactions and ideas. When scheduling observation dates, please be mindful of the time needed for both pre- and post observation conferences. If you have a cooperating teacher, please be sure to arrange at least a 15-minute pre- or post-observation time for your supervisor to meet with him/her. Please inform your school administrator and appropriate security personnel in advance of your supervisor’s arrival. Be sure to send your supervisor the name, address, and contact phone number of the school, your cell phone number, and any necessary instructions for parking, entrance, dress, etc. If you can provide your supervisor with a school calendar, please do so! OBSERVATION REQUIREMENTS With each observed lesson, you will submit to the supervisor:
1. your lesson plan, which must include your plan to differentiate and assess; 2. worksheets and handouts that accompany the lesson; 3. a seating chart p. 16 .
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LESSON WRITE-UPS You will email your lesson write-up to your supervisor after each observed lesson. Each lesson write-up should include: brief overview of the lesson details of and reactions to the post-observation conference relevant objectively recorded data final reflections: What did you discover/learn about yourself or your students through
this lesson and subsequent discussion? How do you plan to build upon this discovery to help you grow as a teacher? How do you plan to build upon what you learned in your next lesson?
Write-ups must be submitted to your supervisor within one week of the observation. Your supervisor will schedule subsequent observations after your lesson write-up has been submitted and approved. By or before the end of April 2014, submit to your supervisor a final reflection on:
a) your own professional growth over the course of the year b) your PEP experience.
Be sure to keep a copy of all lesson plans, write-ups, guided practices, and handouts for potential inclusion in your professional portfolio.
E. Master Teacher & Self Observations Observation of teachers helps provide valuable insight into the many facets of teaching. The following are the PEP Seminar observation requirements: 1. Four (4) Master Teacher Observations (Due in your seminar class monthly, October--January) Students are to observe master teachers across at least two grade levels (elementary, middle, high) for between 20 minutes and a whole class period. Selection of teachers should be based upon your interests and needs, as per school, teacher, and subjects. You will reflect on each observation via the observation form on p. 17. You will also use one or more of the useful charts on pp. 18-23 for each lesson you observe. In each observation, you will focus on one aspect of teaching only and will complete and submit to your PEP Seminar professor the relevant worksheet(s) for that aspect.
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a. PROCEDURES: In your first observation, you will focus on at least five areas where procedures should be clearly defined and implemented. For example, you might note how the teacher begins the class, takes attendance, distributes/collects papers, quiets talking, transitions between subjects/aspects of lesson, and gets the attention of distracted students. How and why do these procedures work to improve classroom management?
b. TEACHER VERBAL and NON-VERBAL BEHAVIORS and INTERACTIONS: In your second observation, focus only on teacher verbal behaviors and interactions including questioning techniques: See pp. 18 & 19 and complete and submit as relevant. How do different verbal and non-verbal behaviors elicit different responses from students? How do they affect the tone, mood, and behaviors in the classroom?
c. TEACHER’S LESSON-PLANNING STEPS and STUDENT BEHAVIOR: In your third observation, focus on teacher’s lesson-planning steps and on student on-task, off-task behavior. See p. 20. What connections can you make between the steps in the teacher’s lesson plan and the students’ behavior?
d. STRATEGIES FOR DIVERSE LEARNERS: In your fourth and final observation, focus
on strategies for diverse learners. See pp. 21-23. How does the teacher’s attention to differentiation affect the classroom?
2. Three (3) Self Observations (Due to your PEP Seminar professor monthly, November--January) Arrange for someone to videotape 5 minutes of one lesson and also audiotape two separate 5-minute segments of two additional lessons - one for the first five minutes and one for the final five. Reflect on your taped lessons via the observation form on p. 24.
F. Satisfying PEP Internship (Placement) Requirements Non-paid placement is one of the ways through which you may satisfy your PEP requirements. Assistant teachers may be considered like non-paid placement student teachers at the discretion of the PEP coordinator. Non-Paid Placement
Azrieli works closely with select Jewish day schools to provide non-paid internship positions, where PEP participants are paired with a cooperating teacher who will mentor them as they observe and teach in a variety of classroom settings. Placement student teachers’ schedules are tailored to fit their specific needs. The PEP year represents a total commitment to teaching. Student teaching is a time- consuming experience to which it is necessary to devote significant time and energy. Outside employment/activities may not be used as an excuse for not
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performing any function expected of the student teacher. Other responsibilities cannot be allowed to interfere with student teaching responsibilities.
Attendance
Azrieli student teachers are required to
follow their placement school’s academic calendar until the end of the Azrieli spring semester;
attend their placement school’s beginning of year orientation meetings and other staff meetings;
remain with their cooperating teacher at all times during their placement, unless observing other teachers at the recommendation of their cooperating teacher or the Azrieli university supervisor;
inform their cooperating teacher and university supervisor as far in advance as possible regarding absences;
fill out an absence form for each absence; and
make up absences based on the discretion of the PEP university supervisor. Time requirements
Accelerated students are required to be in their cooperating teachers classrooms for a maximum of 2 1⁄2 days– Wednesday, Thursday and Friday, based on their cooperating teachers’ student contact hours.
Traditional students are required to be in their cooperating teachers’ classrooms for a minimum of 2 consecutive days, based on their cooperating teachers’ student contact hours.
Daily hours must be continuous and uninterrupted by other responsibilities.
Fridays are not considered a whole day.
Internship schedules must be approved by the PEP placement coordinator.
Cooperating teacher and principal also must confirm these arrangements.
A PEP internship schedule form must submitted to the Azrieli PEP student teaching placement coordinator for official confirmation and approval.
Clinical practice logs
At the completion of each week of placement each PEP student is required to fill in a clinical practice log. This form will be emailed to you each week and will automatically post as a Google form.
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III. CONCLUSION It is expected that you will find the Azrieli student teaching experience to be a rigorous one that measurably enhances your teaching proficiency. We hope that you will replicate and incorporate the reflectiveness and objectivity that you learn at Azrieli throughout what is expected to be for you a most rewarding professional teaching career.
David J. Schnall, Ph.D. Dean Moshe Krakowski Director, Azrieli Master’s Program
PEP SUPERVISORS: Mrs. Suzanne Brooks Dr. Chaim Feuerman Dr. Jay Goldmintz Mrs. Deena Rabinovich Dr. Laya Salomon Dr. Karen Shawn
Dr. Ilana Turetsky Mrs. Aviva Wasser
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APPENDICES
This section contains the forms you will use during your PEP Seminar and throughout your teaching
year.
Appendix A – For your PEP supervisor:
The Observation Form is filled out by your PEP supervisor each of the four times s/he observes you
teach.
The Classroom Seating Chart is a sample of the kind of chart you will make for your PEP supervisor
each time s/he observes you.
Appendix B – For your seminar professor:
The Master Teacher Observation Protocol is for you to fill out and submit to your seminar professor
after each of the four teacher observations required between October—January.
The Charts, including Teacher Verbal and Non-Verbal Behaviors, Student On- and Off-Task
Behaviors, The Differentiated Classroom, Gardner’s Multiple Intelligences, and Strategies for
Diverse Learners, are to be completed by you as you observe four different teachers (one or two forms
per observation) and submitted, along with the Master Teacher Observation Protocol, above, to your
seminar professor monthly.
The Self-Observation Reflection Protocol is to be filled out and submitted to your seminar professor along
with your audio and video tapes of your teaching.
Appendix C – For yourself:
The PEP Assignment Tracking Form is for your use only; use it to keep track of your assignments
and their submission dates.
Appendix D – For students who are placed in a classroom by Azrieli:
Included here are the Checklist for Beginning Student Teaching, the Absence Notification Form, a
sample of the Student Teaching Log you will be filling out weekly, and the Placement Schedule
Form.
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Appendix A
Teacher’s Name ________________________________
Observation Form
Reflections on Teaching Evidence/Comments
1. Planning and Preparation
A. The teacher plans the lesson around clear objectives or goals.
B. The teacher’s plan reflects knowledge of the content.
C. The teacher’s plan reflects instructional practices appropriate for the discipline.
D. The teacher’s lesson includes appropriate use of materials, resources, and/or technology.
E. The teacher designs learning activities aligned to the goals.
F. The teacher‘s plan differentiates where appropriate to meet students’ needs, abilities, and interests.
G. The teacher’s plan includes formative and/or summative assessment that addresses the goal, uses clear criteria, and is appropriate to the needs of the students.
2. Classroom Environment and Climate A. The teacher promotes high standards and
expectations for student achievement and communicates belief in the students’ ability to achieve these goals.
B. The teacher shows caring, respect, and fairness for students and builds relationships with them.
C. The teacher fosters positive interactions among students and a positive social-emotional climate.
D. The teacher has established clear procedures, routines, and policies.
E. The teacher manages and responds to student behavior appropriately.
F. The teacher creates a climate of respect, dignity, and kedusha that honors and conveys respect for Torah study.
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3. Instruction
A. The teacher makes learning goals clear to students.
B. The teacher presents the material clearly, using explanations and examples and making connections to prior knowledge and experiences.
C. The teacher engages the students by using varied instructional strategies that promote active learning.
D. The teacher demonstrates use of good questioning techniques, which include wait time and require analytical thinking and participation by all students.
E. The teacher demonstrates knowledge of the content and uses instructional practices appropriate to the discipline.
F. The teacher regularly checks for understanding and uses assessments to guide instruction.
G. The teacher aims to ensure the successful learning of all students, adjusting the lesson plan as needed to accommodate student questions, needs and interests.
4. Professional Dispositions A. The teacher demonstrates professional
demeanor and maintains appropriate boundaries.
B. The teacher accepts critique gracefully and demonstrates receptivity to new ideas and suggestions for improvement.
C. The teacher reflects thoughtfully on his/her teaching practice and follows through on suggestions for change.
Summary:
Strengths of the Lesson Areas for Growth Focus for Next Observation
_______________________________________ ___________________________________
Teacher’s Signature University Supervisor’s Signature
Date
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Appendix B
PEP Master Teacher Observation Protocol
Observer: Grade: Date: Subject: School: Observation # and Focus: Basic overview of the lesson content and procedure: What were you looking for in this observation? What are your overall thoughts on what you observed in this lesson? What comments and suggestions (positive and negative) would you have for the teacher?
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Supervision That Improves Teaching And Learning
Table 3.2 Teacher Verbal Behaviors
Class: Date: Time began: Time ended:
Source: C.D. Glickman. S.P. Gordon, and J. Ross-Gordon, SuperVision and Instructional Leadership: A Developmental Approach (6th ed.) Copyright 2004 by Allyn & Bacon. Reprinted/adapted by permission.
Min. Information
Giving Questioning
Teacher
Answering
Own Question
Praising Direction
Giving Correcting Reprimanding
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
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Table 3.21 Nonverbal Behaviors Class: Date: Time: Nonverbal Behaviors
Frequency
Anecdotal Observations/ Student Responses
Proxemics Standing near student(s)
Moving toward student(s)
Touching students(s)
Moving about room
Kinesics a. Affirmation
Eye contact
Touching
Smiling
Nodding
Open arm movements
b. Disapproval
Frowning
Stern look
Finger to lips
Pointing
Arms crossed
Hands on hips
Prosody Varies voice tone
Varies pitch
Varies rhythm
Immediacy Responds with warmth
Source: C.D. Glickman. S.P. Gordon, and J. Ross-Gordon, SuperVision and Instructional Leadership: A Developmental Approach (4th ed.) Copyright 1998 by Allyn & Bacon. Reprinted/adapted by permission.
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Table 3.5 Student On-Task and off-Task Behaviors Class: Date: Time when sweep began: Time ended:
Student 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 Observations
Key: A = at task; TK = talking (social); P = playing; O = out of seat; OT = off task
Source: C.D. Glickman. S.P. Gordon, and J. Ross-Gordon, SuperVision and Instructional Leadership: A Developmental Approach (6th ed.) Copyright 2004 by Allyn & Bacon. Reprinted/adapted by permission.
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SUPERVISION THAT IMPROVES TEACHING AND LEARNING
Table 3.14 The Differentiated Classroom Class: Date: Time:
Classroom Characteristics
Presence of Element Yes No N/A
Comments/Description
1. Range of activities
Whole-class instruction
Small-group activities (pairs, triads, quads)
Individualized activities (e.g., learning Centers, independent study)
Student-teacher conferences
2. Students express themselves in diverse ways
Artistically
Musically
Technologically
Scientifically
Athletically
Through drama/speeches
Traditional compositions
Building models
Other
3. Students construct meaning on their own; take responsibility for their own learning; plan activities on their own
4. Learning activities are provided for students who complete work before others
5. Peer tutoring to reinforce more advanced learners and support less advanced
6. Different types of assessment are ongoing and integrated
Copyright 2009 by Corwin. All rights reserved. Reprinted from Supervision That Improves Teaching and Learning: Strategies and Techniques. 3rd edition, by Susan Sullivan and Jeffrey Glanz. Thousand Oaks, CA: Corwin, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
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SUPERVISION THAT IMPROVES TEACHING AND LEARNING
Table 3.6 Gardner’s Multiple Intelligences Class: Date: Time:
Elements
Response Yes No N/A
Observations
Logical/mathematical
Bodily/kinesthetic
Visual
Musical
Interpersonal
Intrapersonal
Linguistic
Naturalistic
Emotional
Source: C.D. Glickman. S.P. Gordon, and J. Ross-Gordon, SuperVision and Instructional Leadership: A Developmental Approach (6th ed.) Copyright 2004 by Allyn & Bacon. Reprinted/adapted by permission.
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SUPERVISION THAT IMPROVES TEACHING AND LEARNING
Table 3.12 Strategies for Diverse Learners Class: Date: Time:
Teacher Indicator
Response Yes No N/A
Examples
Proximity to students
Different ways of encouraging students
Positive reinforcement techniques
Modifications for individual children or types of learners
Use of children’s strengths
Multiple ways in which lesson is unfolding
Integration of grouping according to needs and skills
Scaffolding of instruction
Copyright 2009 by Corwin. All rights reserved. Reprinted from Supervision That Improves Teaching and Learning: Strategies and Techniques. 3rd edition, by Susan Sullivan and Jeffrey Glanz. Thousand Oaks, CA: Corwin, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
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PEP SELF-OBSERVATION REFLECTION PROTOCOL
Teacher: Grade: Date: Subject: Directions: Audiotape five minutes of two different lessons. Have someone videotape you for five minutes of your lesson. The recordings should include you and the students. View the taped lessons and reflect adding your responses to these questions; 1. What would I do differently if I were to give this lesson again? 2. Were there any surprises? 3. What were my general reactions when observing my lesson, e.g. about my tone, gesture, non-verbal behaviors, interactions between students and me, interactions among students, etc.?
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Appendix C
Name: Supervisor: School:
PEP Assignment Tracking Form
Philosophy statement (before first observation) submitted on: __________________________
Cohort
/Individual
meeting
1 2 3 Notes
Date and
time
Class Visits Dates
Observation 1 Observation 2 Observation 3 Observation 4
Pre-observation
Observation
Post-observation
Write up
Master Teacher Observations (due monthly in PEP Seminar)
Observation
1
Observation
2
Observation
3
Observation
4
Notes
Date of
observation
Teacher’s
name
Grade and
subject
Time
Teaching
element
observed
Date of
write up
Self Observations and Reflections (due monthly in PEP Seminar)
Self video Self Audio 1 Self Audio 2
Date recorded
Date reflected
Final Reflection submitted on ______________________________
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APPENDIX D
CHECK LIST FOR BEGINNING YOUR STUDENT TEACHING INTERNSHIP
Did you…
☐Arrive promptly?
☐Receive a specific location in the classroom?
☐Find out when staff and professional development meetings take place and add them to your schedule?
☐Set up a regular time to meet with your cooperating teacher?
☐Determine how you will communicate with your cooperating teacher?
☐Become familiar with school wide procedures and discipline policies?
☐Find out about your cooperating teacher’s discipline plan, procedures and routines?
☐Become familiar with the curricular goals of your placement schools?
☐Learn your students’ names and pertinent information about them?
☐Discuss the sequence of the year with your cooperating teacher?
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Student Teaching Absence Notification Form
This form is to be completed by the student teacher.
If you will be absent, please contact your cooperating teacher as soon as possible.
Upon return to school, ask your cooperating teacher to sign the form and then fax or email it the
Azrieli PEP Student Teaching Placement Coordinator.
Email: [email protected] .
Fax: 212.960.0184 att: Aviva Wasser
Student Teacher Date
Cooperating Teacher
Date(s) of Absence
Did you contact your Cooperating Teacher by the morning of the absence?
Yes No
Reason for Absence:
Illness
Personal
Student Teacher Signature Cooperating Teacher Signature Date
Azrieli Graduate School of Jewish Education and Administration Office Use Only
Student Teacher Placement Coordinator
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Sample Student Teaching Log
This form is part of the formal documentation of your student teaching experience. You will receive it weekly via email. * Required
Name*
Cooperating Teacher* Week*
Date*
How much time did you spend conferencing with your cooperating teacher?
Did you spend time observing other teachers, aside from your cooperating teacher? *(yes or no)
Describe one thing that you learned from your observations. *
What else did you do in your placement school or classroom, aside from observing and teaching? *
How much time did you spend this week teaching small groups?
* How much time did you spend this week teaching an entire class? * What
days did you spend in your placement school this week? *
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Student Teacher Click here to enter your name
Cooperating Teacher Click here to enter text
School Click here to enter text. Grade Click here.
My Proposed Student Teaching Schedule
Click here to enter your schedule.
If you want to display your schedule in a table – copy and paste it from another document. You
will not be able to create a table in this form.
This will expand to fit your schedule
I understand that student teaching is a time consuming experience. I recognize that I must
devote significant time and energy fulfilling my duties. F u r t h e r m o r e , I understand that
my outside employment/activities may not be used as an excuse for not performing any
function expected of me in my student teaching role. ( For example, you may not use work
as a reason to not participate in parent/teacher conferences or any mandatory school event for
your cooperating teacher.) Optimal student teaching performance is my goal and I will not
let other responsibilities interfere with my student teaching responsibilities. To do so may
seriously jeopardize my ability to complete my degree.
Student teacher signature. date.
The following request has been
☐ Approved ☐ Denied ☐ Approved conditionally with the following conditions: Click here to enter text.
Coordinator Signature: Click here to enter text.
Cooperating Teacher Signature
Date: Click here to enter a date.
PLACEMENT
SCHEDULE FORM