Center for Teacher Certification, ACC Summer Institute

Summer Institute 2008

AUSTIN COMMUNITY COLLEGE Center for Teacher Certification

Austin, Texas

Student Name ______________________________

Center for Teacher Certification, ACC Summer Institute

2008 Summer Institute Handbook

TABLE OF CONTENTS

Every assignment is critical to your success. Each contact hour brings you information that provides experience that you will use in the classroom. Out of class assignments are

essential plans for next year’s teaching experience. Do everything that is asked!

Section Page # Introduction 3 Biographies 4 Location & Site Details 6 Program Review 7 Academic Policies and Procedures 8 ­ 9 Syllabus; Artifact Guide; Scope & Sequence, Lesson Planning Materials

10­26

Evaluative Essay and Peer Teach 27­29

Center for Teacher Certification, ACC Summer Institute

The Center for Teacher Certification Austin Community College

“It’s all about the kids.” The Center for Teacher Certification at Austin Community College's mission is to bring qualified teachers to the local schools. Our program is committed to educators and their tremendous impact on children as well as the future growth and development of education professionals. As a result, we have established a training program that facilitates the successful entrance of these individuals into the community of educators with knowledge of and experience with the Texas Essential Knowledge and Skills (TEKS) and Texas Assessment of Knowledge and Skills (TAKS), state standards, state­ wide curriculum, office support, and online support system. The Pedagogy and Professional Responsibilities course (EDTC 3000) covers the basic domains of planning, behavior management, teaching and assessing, and professional responsibilities needed for teaching in Texas. Students take the PPR EC­12 TExES exam upon completion of the EDTC 3000 course.

Since students are accepted into the program based on college credit hours mandated by the Federal government and State Board for Educator Certification, and the TExES exam for course content is taken early in the year to ensure that future teachers satisfy the “No Child Left Behind” mandate for school employment. Therefore, the Summer Institute offers practice opportunities, training by current classroom teachers using the methods necessary for successful teaching in today’s classrooms and an opportunity to prepare for the first year of teaching. The main focus includes:

• Student­led instruction; • Use of a school campus; • Curriculum and activities prepared for the classroom; • Designed instruction for student differentiation; • Hands­on labs and manipulatives.

The training will be held at Pecan Springs Elementary, 3100 Rogge Lane Austin, Texas 78723, Phone: 414­ 4445. Summer Institute hours are 8:30­3:30 in Rooms 301­311. The easiest way to find Pecan Springs is to take 183 north, exit at Manor/Springdale, drive up the hill, and turn right on Rogge at the entrance to Region XIII Education Service Center (on the left).

Contact Information:

Ben Alley, Specialist, CTCP Melaina Wilkin, Coordinator, CTCP Summer Institute Principal (512) 223­7653 balleyjr@austincc.edu

Sharon Duncan, Director, CTCP (512) 223­7650; 527­8574; 423­4296 sduncan@austincc.edu

(512) 223­7854 mwilkin@austincc.edu

Letty Gomez, Administrative Asst., CTCP (512) 223­7649 lettyr@austincc.edu

5930 Middle Fiskville Road • Austin, Texas 78752­4390 • 512.223.7649

Center for Teacher Certification, ACC Summer Institute

Important People:

Melaina Wilkin, a graduate of the University of Arizona, is a former high­school social studies teacher in Tucson, AZ. She has many years of experience working with at­ risk and lower­level students; and working on implementing reading and writing across the curriculum. Melaina is also a former trainer with the College Board, training teachers on how to increase critical thinking skills in the classroom and readying lower­level students for Advanced Placement Classes.

In Austin, she has worked with Region XIII and ACC’s Center for Teacher Certification as a supervisor before becoming the Coordinator at ACC in June, 2007. Prior to that, she tutored extensively in the Austin area.

Melaina is very active in the community, serving on the Advisory Board at the Steele Memorial Children’s Research Center in Tucson, AZ, working with Big Brother­Big Sister of Tucson, and being involved with the Active 20­30 Club of Tucson raising money for children’s charities. In Austin, she is involved with Gold Ribbon Rescue, The Junior League of Austin and Con Mi Madre.

Peggy Semingson taught bilingual students for seven years in both Southern California and Texas and received her M.Ed. in Reading Education from Texas State University, San Marcos in 2004. She enjoys teaching students from PK­graduate school and is currently a doctoral student in Language and Literacy Studies at the University of Texas, at Austin. She also teaches courses in reading and writing methods to pre­service and in­ service teachers at Texas State University, UT Austin, and Austin Community College.

Peggy presents at local, state, and national conferences on topics that include literacy learning, bilingual best practices, and parent involvement. She believes all students bring unique "funds of knowledge" to school with them; It is our job, as educators, to know students' strengths and build on those as we make learning meaningful, purposeful, and connected to their lives and communities.

Abel Villarreal grew up in Rio Grande City, Texas, located in the Rio Grande Valley. He graduated from the University of Texas at Austin with a BA in Mathematics. He reenrolled at UT for another year and completed his secondary teacher certification in mathematics and social studies. Several years later, he completed his master’s degree in mathematics education from Southwest Texas State, now called Texas State University.

Abel taught high school mathematics (everything from basic arithmetic to advanced placement calculus) for 32 years in the Austin I.S.D. and is presently semi retired.

His educator experiences also include teaching and writing mathematics curriculum for the St. Edwards University Rural Upward Bound (migrant student) Program for four years, teaching a variety of mathematics courses for Austin Community College as an adjunct math instructor for 20 years, teaching and

writing math curriculum for the University of Texas at Austin’s Jumpstart Program for over 9 years, and spent a summer writing high school mathematics curriculum for the mechanical engineering department at UT. He has extensive experience teaching at­risk students and writing curriculum that helped at­risk students graduate high school.

It should be mentioned that Abel’s Jumpstart algebra curriculum is now being used by its three sister Jumpstart Centers across the state and is presently the “point” person for ACC Tutors with Vision Tutorial Initiative at Bedichek Middle School and Crockett High School in Austin ISD.

Tina Waddy, BA, Liberal Arts is a graduate of Texas State University and a current Master's in Education candidate at Concordia University. She trained for her teacher certification at Region XIII and has taught at the Texas Academy of Excellence, Elgin High School, and Austin Independent School District's Pecan Springs Elementary. Her background in Special Education provides valuable insight into student differentiation and intervention. Tina believes that creating a hands­on environment with differentiated activities produces high levels of achievement.

Ben Alley Jr. received his M.Ed. in Education Administration from Texas State University in 1999. He holds a B.A. in Education also from Texas State University awarded in 1989. Classroom teaching certification areas include grades 1­8 inclusive and 1­8 art.

Ben’s work experiences as an elementary and middle school teacher, campus administrator, and an ACC instructor for both adult ESL and The Center for Teacher Certification, have given him a broad understanding of the processes and practices used in classrooms today. He was a contributing member in the development of AISD’s course learner expectations and curricular standard frameworks K­12 for language arts, science, and the social sciences, a member of the Smithsonian Institution and the National Faculty Fellowship at George Washington University, and a scoring member of the National Board for Professional Teaching Standards in Atlanta. He developed and facilitated numerous professional in­services for educators, community members, and universities within the state.

Today, Ben works as a Specialist in the Center for Teacher Certification at Austin Community College.

Nancy Shaer is a veteran teacher still in the classroom at Bedichek Middle School. Teaching math, she has the wisdom and skills to reach students and facilitate their success. She was instrumental in the “Tutors With Vision” pilot in 2008­2009. Additionally, she shares her “Free to Teach” behavior management plan with us. Use it!

Center for Teacher Certification, ACC Summer Institute

Location and Site Details

Bilingual Generalists EC ­ 6 Room 307 Peggy Semingson

Math 4­8, Room 309 Abel Villarreal

Science 4­8 Room 311 Tina Waddy

Library – combined gatherings & ACC 301.0

Principal/AP Room 305 Ben Alley/Melaina Wilkin

We’ll have the use of: Classroom Equipment: (TV­VCR and overhead projector); Math and Science student textbooks and AISD resources, as requested.

Summer School Contacts:

Elaine McKinney, Pecan Springs Principal Nicholás Rivera, Custodian who will unlock and lock the classrooms. (cell 935­6319)

Center for Teacher Certification, ACC Summer Institute

Program Review

Candidates, applying to the Teacher Certification Program, choose a certification approved for the Austin Community College Certification Program. Certifications, offered to individual cohorts, are directly correlated to the shortage of teachers in the area. Because a teaching internship is required for certification, offering certifications in shortage areas definitely increases the cohort's ability to find first­year teaching positions.

1. Application and Interview 2. Acceptance into ACC Teacher Certification Program 3. New Cohort Orientation Session/Employment Seminar 4. EDTC 3000 Pedagogy and Professional Responsibilities Course 5. Probationary Certificate with SBEC 6. TExES Exams (Content, PPR, Bilingual Supplemental (after training), Bilingual TOPT) 7. Summer Institute 8. Probationary Internship in an accredited school 9. EDTC 3004 Successful Teaching Practices 10. EDTC 3005 Supporting the Teaching Experience ­ online 11. Successful Internship with recommendations of campus principal, campus mentor, ACC

Supervisor, ACC Director. 12. Standard Teaching Certificate with SBEC

Foundation Pieces: Educator Standards, TEKS, and IPGs

State Board for Educator Certification and Texas Education Agency

ü Standards for Content Areas

http://www.sbec.state.tx.us ­ Standards and Testing

­ Educator Standards ­ Approved Educator Standards ­ "Scroll" down the list to find content/certification

ü Texas Essential Knowledge and Skills (TEKS)

http://www.tea.state.tx.us ­ links to TEKS by subject ­ links to Released TAKS tests by subject & grade level

ü Instructional Planning Guides (IPGs) http://www.austinschools.org/matrix

Center for Teacher Certification, ACC Summer Institute

2008 Summer Institute Academic Policies and Procedures

Academic Program Requirements:

• Attendance is mandatory for course and program requirements. “Seat time” is required. 8:30­ 3:30

• The summer training consists of 106 hours, including 15 hours of online training, to be completed by the first day of face­to­face classes.

• An “80” average is the minimum passing grade. • Instructors will give students a mid­term report detailing their course progress. • Due to the nature of the work involved in the Summer Institute, late work will not be accepted. A draft may be submitted to the instructor (with instructor approval) for comments prior to its due date.

• If a student is having difficulty meeting the course requirements, a director/student conference will be held to develop a support plan.

Attendance Code:

All students are expected to attend 100% of the 96 face to face classroom hours. • Any absence other than a professional job interview will result in a three point deduction from the student’s final grade. This includes a late arrival or leaving the class before dismissal. Please give 24 hour notice to the instructional team if you know you will be absent.

• Students will be allowed excused absences for attending job interviews. Any student attending a job interview must fill out the Job Interview Absence Form, have it signed by the interviewing administrator on campus, and submit it to the Summer Institute instructor. When possible, students are expected to schedule job interviews that do not conflict with the Summer Institute.

Procedures When Leaving:

• Before leaving, instructors and students should remove all personal items from the room and clean trash off the floor.

• The computers should be left with the screensavers active on Monday­Thursday; however, computers should be turned off on Friday

• The instructor is expected to manually lock the door before leaving, when possible.

5930 Middle Fiskville Road • Austin, Texas 78752­4390 • 512.223.7649

Center for Teacher Certification, ACC Summer Institute

Job Interview Absence Form

Pre­service Teacher ___________________________________

Interview Date ________________

Interview Times ________________

Interview Campus and District ____________________________________

Interviewing Administrator ____________________________________ Print Name

____________________________________ Signature

_________________________ Title

Reflection and Evaluation

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________

________________________________________________________________________

________________________________________________________

___________________________________________ Sign and Date

Center for Teacher Certification, ACC Summer Institute

Summer Institute Syllabus

Time Requirements • Instructional Contact Hours 76 • Online Instruction Hours 15 – Bilingual, TEKS/TAKS study online (Math, Science) • Completion of unit plans outside of class 15

106 Hours Required Textbooks

Bilingual Generalist

Allington, R. & Cunningham, P. Classrooms that Work: They can all read and write (2007). New York: Longman, ISBN: 0205493947. Order from publisher: http://www.ablongman.com

Recommended Reading for All Certifications

Kelly, W. Michael. Rookie Teaching for Dummies. Wiley Publishing, 2003. ISBN: 0­7645­2479­8.

Kronowitz, Ellen. L. The Teacher's Guide to Success. Pearson Education, Inc., 2008. ISBN: 13:978­0­205­ 45619­2

Wong, Harry & Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher, 2001. ISBN: 0­ 9629360­2­2.

1. Course Mission • Foster excellence and innovation in teaching and learning • Support research and creative activities that expand knowledge • Promote the application of knowledge • Maintain academic integrity through free and open inquiry • Understand and appreciate the historical, intellectual, technological, scientific, and

cultural nature in the search for knowledge • Provide continuing opportunities for intellectual, physical, emotional, and social

growth • Support a culturally diverse environment and advocate mutual respect for all

members of the learning community as they strive for excellence • Connect contemporary technology and teaching applications across the curriculum • Promote the ethical standards of the teaching profession

2. Course Objectives: • Develop an effective lesson plan cycle including modifications, accommodations,

and differentiations for diverse learner needs • Develop a rigorous and focused instructional unit based on state and district

guidelines • Identify district resource materials that will support the lesson and unit being

developed • Incorporate objectives and themes from all academic areas and determine their

applications within lesson and unit plans, deliveries, and assessments • Identify “best practice” teaching and learning standards and their applications • Integrate effective technology standards into areas of instructional development and

support

3. Course Rationale Effective classroom instruction begins with the examination of teaching methodologies. Successful teachers base their teaching/learning practices on the most current brain research available. This insight shapes and focuses a contemporary paradigm of productive and meaningful instructional practices.

Center for Teacher Certification, ACC Summer Institute

Identifying the applications of new information allows the educator to move from theory to scientifically grounded methods of delivery and assessment facilitated in a productive learning environment. We can all remember a classroom teacher from our past who made learning meaningful, and motivating. These teachers inherently knew what effective instruction looked like. As a group, we will identify these components and establish ways to systematically present facts, ideas, skills, techniques, assessments, curriculum differentiations, modifications, and accommodations within the classroom.

4. Engaged Learning

• Methods of effecting teaching and assessing, and the materials needed to support these efforts, refer to the processes used to deliver information with a supporting ability to assess, plan, implement, and evaluate the teaching/learner practice.

• Curricular knowledge refers to the fundamental recognition of academic content and knowledge construction.

• Promotion of equity for all learners refers to the skills and attitudes that enable educators to advocate for all students.

• Celebrating diversity refers to the construction of a learning environment that appreciates, affirms, and engages the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

• Professional communication refers to effective interpersonal and professional exchanges that include appropriate applications of information, technology which includes a professional portfolio, and the promotion of student learning.

• Engaged professional learning refers to the commitment of educators to ethical and caring practices and to the continual processes of learning and professional development.

The philosophy of this course is characterized by Morrison (2000) as progressive¹ with social reconstruction²

1 Progressivism is based on the principle that humans are social beings who learn best in real life activities involving other people. Progressivists rely on the best scientific theories of learning. A progressive pre­service teacher (student) desires not just reading and drill, but real world experiences and activities that center on the life of the pre­service teacher (student). “Learn by Doing”

2 Social Reconstructionism attempts to help the pre­service teacher (student) deconstruct his/her own prior knowledge and attitudes, comprehend how these understandings evolved, explore the effects they have on actions and behaviors, and consider conceptions and premises that may be more serviceable in the teaching/learning experience. Analysis and structured reflection on formal course knowledge and practical experiences are incorporated.

5. Activities

• Develop a focused instructional unit composed of 3 individual lessons. • Integrate applicable technology standards into all areas of instructional development and support • Present one 45 minute individual teach • Develop an evaluative inclusion essay of the unit • Peer critiques and teaching assessments will be conducted using a modified Professional

Development and Appraisal System instrument. • Guided lessons, cooperative/collaborative group interactions, independent research and product

development, and student/teacher conferences will be modeled throughout the institute

Center for Teacher Certification, ACC Summer Institute

Artifact Guide

Cohort members will continue to develop their professional electronic and presentation portfolio. An updated portfolio will include completions from this Summer Institute and will be the determining factor for academic success as well as evidencing an understanding of “best practices” within the teaching/learning environment.

Artifact 1 Interdisciplinary Unit

• Individual lesson plan 1 • Individual lesson plan 2 • Individual lesson plan 3

Each lesson within Artifact 1 will contain:

The identification and inclusion of student data (an Individual Education Plan). This document will be used to define all modifications, accommodations, and differentiations to each lesson’s general curriculum. The identification of district and state frameworks which guide the lesson and unit being developed The inclusions of all published (if available) and self­made ancillary materials including resource kits, applicable literature, etc The incorporation of 3 additional academic area objectives which will demonstrate Interdisciplinary and cross curricular connections Technology applications

Artifact 2 Evaluative Essay to Interdisciplinary Unit

• Analysis and reflection

Artifact 3 Peer Teach and Final Unit Design

• 45 minute teach using one lesson plan from Artifact 1 • A copy of the final unit design with all ancillary materials uploaded to individual website

Students will be required to download and print a personal copy of each lesson plan being used for presentations

• A critique (modified PDAS) of each presentation

Artifact 4 Online Component

• Student must evidence online component completion of assignments, as listed on training page.

Artifact 3 Attendance/Contact Hours and Participation

• See Attendance Code on page 6 • Students will be expected to actively participate in the classroom and within their

cooperative/collaborative study groups.

Center for Teacher Certification, ACC Summer Institute

Scoring Rubric

Cohort Member _________________________Student ID #__________Letter Grade____

Evaluator/instructor ____________________________________

Director ____________________________________ Sharon Duncan

Below Expectations Proficient Exceeds

Expectations

Artifact 1 Interdisciplinary Unit 30% Score

Unit Overview 5 7 9

Possible 7 Lesson Plan 1

Modifications, accommodations, differentiations

0 1 2

Lesson planning including district and state frameworks

0 1 ­

Supporting resource materials­district and self­ made

0 1 2

Interdisciplinary objectives from other academic areas 0 1 ­

Technology applications 0 1 ­

Possible 7 Lesson Plan 2

Modifications, accommodations, differentiations

0 1 2

Lesson planning including district and state frameworks

0 1 ­

Supporting resource materials­district and self­ made

0 1 2

Interdisciplinary objectives from other academic areas 0 1 ­

Technology applications 0 1 ­

Possible 7 Lesson Plan 3

Modifications, accommodations, differentiations

0 1 2

Lesson planning including district and state frameworks

0 1 ­

Supporting resource materials­district and self­ made

0 1 2

Interdisciplinary objectives from other academic areas 0 1 ­

Technology applications 0 1 ­

Artifact 2 Evaluative Essay 10%

Possible 5 Analysis and reflection 4 7 10

Center for Teacher Certification, ACC Summer Institute

Artifact 3 Peer Teach 30%

Possible 25 45 minute teach 15 20 25

Possible 2 Lesson uploaded to website 0 2

Possible 3 Critique/Appraisal 1 2 3

Artifact 4 Online Component 20%

Possible 20

Submission of assignments (see checklist on training page)

10 15 20

Artifact 5 Attendance/Participation 10%

Possible 5 Attendance 1 3 5

Possible 5 Participation 1 3 5

Comments: ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Point Total

Letter Grade

Equivalent

A 90­100 B 80­89 C 70­79

Center for Teacher Certification, ACC Summer Institute

Assessment Criteria

Artifact 1 Interdisciplinary Unit

Lesson and Unit Planning

Below Expectations The overview includes few components identified on the Interdisciplinary Unit Overview­p19 Components of the lesson plan have not been clearly developed and are not focused TEKS and district frameworks are not identified No logical progress through 3 day plan Modifications, accommodations, and differentiations are not identified for learner differences including special education Supporting materials, both published and self­made, are not grade and learner specific or focused on learning objectives Little or no development and identification of academic area objectives outside of teaching area The uses of technology are limited with little support for the learning objectives

Proficient The overview includes most components identified on the Interdisciplinary Unit Overview –p19 All components of the lesson plan are developed evidencing some focus TEKS and district frameworks are identified in content area Limited progress through 3 day plan Modifications, accommodations, and differentiations are somewhat identified for learner differences including special education Supporting materials, both published and self­made, are somewhat grade and learner specific and focused on learning objectives Some development and identification of academic area objectives outside of teaching area The uses of technology support the learning objectives

Exceeds Expectations The overview includes all components identified on the Interdisciplinary Unit Overview­ p19 All components of lesson plans are well developed and focused TEKS and district frameworks are clearly identified across curricular areas Logical progress through 3 day plan Modifications, accommodations, and differentiations are clearly identified for learner differences including special education Supporting materials, both published and self­made, are clearly grade and learner specific and focused directly on learning objectives Clear development and identification of academic area objectives outside of teaching area The uses of technology are varied, highly effective, and clearly support the learning objectives

Artifact 2 Evaluative Essay

Below Expectations Essay does not describe student knowledge of content. Statements of how the assignment has prepared the student for teaching may not be present or does not demonstrate personal reflection or application Work is at an unacceptable level containing grammar and/or usage errors.

Proficient Essay is moderately developed and shows some evidence of student knowledge of content Statements of how the assignments prepare the student for the classroom show some insight and elaboration Work contains few grammar and/or usage errors.

Exceeds Expectations Essay clearly demonstrates content knowledge as evidenced by elaboration and a connection to other components of student knowledge. Statements of how the assignment prepares the student for the classroom evidences elaborated insight and are reflected in the self assessment. The essay does not have grammar or usage errors.

Artifact 3 Peer Teach

Below Expectations Scores Below Expectations on modified PDAS/TxBESS appraisal instrument

Proficient Scores Proficient on modified PDAS/TxBESS appraisal instrument

Exceeds Expectations Scores Exceeds Expectations on modified PDAS/TxBESS appraisal instrument

Artifact 4 Online Component (Must be completed and submitted by first day of face­to­face session)

Below Expectations Assignments missing.

Proficient Assignment completion with submission on first day of face­to­face session

Exceeds Expectations Evidence of planning for entire school year.

Center for Teacher Certification, ACC Summer Institute

Artifact 5 Attendance/Participation

Below Expectations 2 or more excused or unexcused absences and/or any unexcused late arrivals or leaving early (instructor notified less than 1 day)

Proficient 1 excused absence and/or any unexcused late arrivals or leaving early ( instructor notified less than 1 day)

Exceeds Expectations 100% attendance No late arrivals or leaving early without instructor approval (1 day minimum notification) Class participation clearly demonstrates the student’s ability to work collaboratively/cooperatively with peers, instructors, and other professional personnel

Center for Teacher Certification, ACC Summer Institute

Scope and Sequence

Date Day Lesson Title/Overview/Instructor Assignments/COMPLETIONS Learning Objectives

06.10.08 6­9 HBC 301

Tina out Abel 6­9

Tuesday Lesson 1

COMBINED

Math/Science/Generalist

1. Introduction and overview

2. The ever­learning brain (Ben)

3. Guest panel­ Responsibilities (Visiting Administrators/teachers)

The Brain video

Needs assessment survey­ topics for panel discussion from EDTC 3000

♦ Identify staff ♦ Identify course overview ♦ Clarification of online components and

assignments ♦ Discover brain characteristics ♦ Identify key responsibilities for

educators entering the profession

06.12.08 6­9 HBC

Tina 6­9 Abel 6­9

Thursday Lesson 2

COMBINED

Math/Science/Generalist 1. Accommodating learner diversity in the

classroom (Interventions and Differentiation).

2. Teaming­ the teacher and the paraprofessional

1. IDENTIFY UNIT OBJECTIVE AND RATIONALE FOR INSTRUCTOR APPROVAL

Begin the development of your units 3 individual lesson plans. Identify:

Each lesson’s objective Each lesson’s rationale The TEKS covered within each lesson Supporting district and self made materials

♦ Determine curricular modifications and accommodations of the special needs learner including the gifted student

♦ Define the “inclusion” classroom ♦ Implement effective teaming practices ♦ Identify learning needs of second

language learners and instructional applications

o Develop 4 lesson plan components: learner objective, lesson rationale, TEKS, and district and self made materials

06.16.08 8:30­3:30 Pecan Springs Elementary

Monday Lesson 3

COMBINED

Math/Science/Generalist Building the Unit and Incorporating

Interdisciplinary Components

AM 1. Unifying academic areas (Peggy, Tina, Abel)

2. Guided lessons with Interdisciplinary inclusions K­8 ü Writing Workshop (Peggy)

PM ü Science lesson cycle­ FOSS (Ben, Tina) ü Math lesson cycle (Abel)

3. Debrief (All)

Online module completion with assignments (hard copy) submitted at 8:30. Finalize the rough drafts of your 3 individual lesson plans. Each plan will evidence a complete lesson cycle using the lesson plan format.

Each lesson plan will include: Modifications Accommodations Differentiations Assessments

♦ Identify curriculum components, time restraints,

♦ Identify and analyze unifying ideas within math/science/language curriculum

♦ Identify the importance of cross curricular Interdisciplinary planning

♦ Identify academic themes within the TEKS, IPGs, and adopted curriculum.

♦ Develop instruction built on motivation and a positive environment, addressing all academic areas and diverse learning styles and needs

o Develop final lesson plan components featuring materials, modifications, accommodations, differentiations, and assessments, and using student data based on tier 1, tier 2, and tier 3 student data.

Center for Teacher Certification, ACC Summer Institute

06.17.08 8:30­3:30 Pecan Springs Elementary

Tuesday Lesson 4

COMBINED

BREAKOUT

Math/Science

Generalist

AM 1. Data driven instruction (Abel)

PM

2. Rewriting curriculum for the math/science teacher (Abel)

2. District Assessment and Campus Progress Monitoring (Peggy, Tina)

2. ROUGH DRAFT LESSON PLANS CHECK to be incorporated into unit plan – instructors available for conferences by appointment

♦ Analyze data at the state, district, campus, and student levels

♦ Identify the need for data and determine its value in developing instruction

06.18.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30? Abel­ 1­3.30?

Wednesday Lesson 5

COMBINED

Math/Science/Generalist Guest Speaker Free to Teach­ Nancy Shaer

3. REVISED DRAFT LESSON PLANS CHECK to be incorporated into unit plan – instructors available for conferences by appointment

♦ Identify developmental issues­ physical, cognitive, and psychosocial areas, in students

♦ Develop strategies that address the specific needs of students such as management, social skills, and physical development

♦ Develop strategies for effective communication and involvement with parents and the community

♦ Define motivation within the learning community

Center for Teacher Certification, ACC Summer Institute

BREAKOUT BY CERTIFICATIONS THREE CLASSROOMS ROOM 1­ MATH ROOM 2­ SCIENCE ROOM 3­ GENERALIST

06.19.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel 8.30­3.30 Peggy in

Thursday Lesson 6 1. MATH­ Higher order questioning strategies

(Abel)

2. SCIENCE­ Higher order questioning strategies (Tina)

3. GENERALIST­ bilingual Elementary Methods: Unit 1 – Assessments, part 2

4. FINAL DRAFT LESSON PLAN CHECK to be incorporated into unit plan – instructors available for conferences by appointment

MIDTERM PROGRESS REPORTS

♦ Identify the role of questioning as a component of the math/science lesson

♦ Identify questions as related to Bloom’s taxonomy

♦ Identify levels of questions as related to TAKS

06.20.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel­ 1­3.30 Peggy in

Friday Lesson 7

AM 1. MATH­ Problem solving (Ben using Abel’s

plan) 2. SCIENCE­ Problem solving (Tina)

PM 1. MATH­Problem solving cont. (Abel) 2. SCIENCE­The Interactive Notebook (Ben,

Tina)

3. GENERALIST­ Bilingual Elementary Methods, Literary Strategies, Modules 7 and 8

Inclusion analysis and reflection essay

Instructors available for conferences by appointment

♦ Identify the role of problem solving in the math/science classroom

♦ Identify three types of problem solving tasks with evaluations

♦ Compose new tasks from student textbooks/TEKS

06.23.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel­ 1­3.30 Peggy in

Monday Lesson 8 1. MATH­ Incorporating Technology

Room/activity setup (Ben)

2. SCIENCE­ The Interactive Notebook Activity/lab/prep setup (Ben, Tina)

3. GENERALIST­ Bilingual Elementary Methods: Metacognition (Module 9) and Fostering Classroom Discussions

5. COMPLETED UNIT WITH INCLUSION ANALYSIS AND REFLECTION

♦ Construct collaborative/cooperative strategies for classroom implementation

♦ Determine components of activity/lab set­ups/preps

♦ Determine positive attributes of an effective professional team

06.24.08 8:30­3:30 Pecan Springs Elementary

Tuesday Lesson 9 1. GENERALIST­ Bilingual Elementary Methods,

Module 10

Center for Teacher Certification, ACC Summer Institute

INDIVIDUAL DEMONSTRATION TEACHING FOR MATH AND SCIENCE BEGINS TUESDAY

06.24.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel 8.30­3.30 Peggy in

Tuesday Lesson 9

1. Presentations (cohort)

2. Presentation critiques (instructors)

6. INDEPENDENT TEACH

Analysis and debriefing

♦ Present, defend, and justify unit plan to peers

♦ Identify lesson strengths and areas to improve

INDIVIDUAL DEMONSTRATION TEACHING FOR GENERALISTS BEGINS WEDNESDAY Math and Science continue

06.25.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel­ 1­3.30 Ben – 8:30­1 Peggy in

Wednesday Lesson 10

1. Presentations (cohort)

2. Presentation critiques (instructors)

3. GENERALIST – Bilingual Elementary Methods, Module 11

INDEPENDENT TEACH

Analysis and debriefing

7. UNIT UPLOADED TO WEBSITE FOR STUDENT SHARE

♦ Present, defend, and justify unit plan to peers

♦ Identify lesson strengths and areas to improve

06.26.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel 8.30­3.30 Peggy in

Thursday Lesson 11

1. Presentations (cohort)

2. Presentation critiques (instructors)

3. GENERALIST – Bilingual Theory and Practice – ELL Strategies, modules 15­16.

INDEPENDENT TEACH

Analysis and debriefing

♦ Present, defend, and justify unit plan to peers

♦ Identify lesson strengths and areas to improve

06.27.08 8:30­3:30 Pecan Springs Elementary

Tina 8.30­3.30 Abel­ 1­3.30 Peggy

Friday Lesson 12

AM 1. Presentations (cohort) 2. Presentation critiques (instructors)

3. GENERALIST – Bilingual Theory and Practice, ELL Strategies, modules 17­18.

INDEPENDENT TEACH

Analysis and debriefing ♦ Present, defend, and justify unit plan to

peers

COMBINED

Math/Science/Generalist

PM 1. Guest Panel­ First year hurdles 2. Wrap­up 3. Grades submitted

Panel and classroom discussion

♦ Identify first of the year expectations, tips, and ideas

♦ Identify obstacles of the first year teacher and solutions

Center for Teacher Certification, ACC Summer Institute

Interdisciplinary Unit Overview

Adapted from Using the Net to Create Thematic Units. http://www.techtrekers.com/Thematic.htm

What is an Interdisciplinary Unit with Interdisciplinary Inclusions?

Interdisciplinary instruction is the organization of a curriculum around "themes." Interdisciplinary instruction integrates basic disciplines like reading, writing, math, science, social studies, art, music, PE, and interpersonal and intrapersonal skills with the exploration of a broad subject, such as communities, rain forests, river basins, the use of energy, and so on.

Ten Key Reasons to Use Interdisciplinary Units

Compacts the Curriculum Demonstrates the Interdisciplinary Nature of Learning Increases Student Interest in Learning and Time Engaged Expands your Assessment Strategies Utilizes Collaborative and Cooperative Learning Focuses the Learner on the Mastery of Objectives Integrates Word Processing Skills into Creative Activities Models for Students the Resources Used in Research Increases Effective Use of Computers and Technology Can Safely Control Web Access for Students

Component Parts of the Interdisciplinary Unit Overview:

1. ThemeSelect an appropriate theme reflecting text topics (curriculum), student interests, experiences, issues, or problems.

2. Grade Level Appropriateness

3. Focus Develop a one­sentence focus statement that summarizes the direction and intent of the unit.

4. Objectives Identify three or four specific objectives you wish students to master by the completion of the unit. These will be directly related to the TEKS and independently identified on each lesson plan.

Include a rationale of the unit.

5. Materials and Resources (remember copyright law) It is advantageous to determine all the necessary materials and resources after the unit has been outlined. That way, you avoid limiting yourself to a few familiar items. Materials and resources will also be identified in each lesson plan.

Printed Resources. newspapers, pamphlets, notices, travel guides, junk mail, journals, diaries, letters, maps, advertisements, brochures, flyers, encyclopedias, dictionaries, magazines, booklets, professional journals.

Center for Teacher Certification, ACC Summer Institute

Computer and CD­ROM Resources. Educational software, reference works, educational games and simulations related to curriculum, and CD­ROM adaptations of literature. Internet Resources (primary source or identified as educator acceptable). Audio/Visual Resources. PowerPoint, videos, video streams, DVDs, slide programs, or overhead transparencies, records, audio tapes, books and tapes, and CD’s. Community Resources.

guest speakers field trips

Instructional Television Resources Literature Resources

fiction non­fiction poetry

Select books related to the topic of each Interdisciplinary unit. For literature selection you may wish to develop a pre­reading activity, a variety of cross­curricular learning activities, and open­ended discussion questions. Select books from a variety of genres. Select books that relate to the theme and make these available for independent reading and reading aloud. Remember that the Printed Resources listed above may also be included in this Literature Resource section.

6. Learning Activities General Activities. Develop activities you wish to use throughout the unit. For the most part, these activities will be lesson specific, covering the range of curricular areas and reflecting elements of a literature­based program. Culminating Activity. The culminating activity is a project or activity that engages students in a meaningful summarization of their discoveries through the unit and leads to new ideas, understandings, and connections.

7. Questioning Strategies Discussion Questions. Include a variety of open­ended questions that help students think about the topic in varying and divergent ways. High level questions usually begin with why and how. Develop a “risk free” environment where all student voices are valued. Allow students “processing time” to analyze and defend their individual viewpoints.

7. Assessment and Evaluation Instruments Develop appropriate assessment instruments that will evaluate student progress throughout the unit. Avoid relying on formal pencil and paper tests. Select criteria and develop criteria charts to measure growth. Construct assessment rubrics where applicable. Include anecdotal and authentic assessments based on content specifics and language building skills.

8. Classroom Management and Procedures Identify areas of the unit where discipline issues may escalate (more than normal) and develop possible solutions.

Center for Teacher Certification, ACC Summer Institute

Lesson Planning

1. Objectives should: • be specific • address identified audience needs and interests • facilitate measuring the educational activity success

2. Learning objectives function to: • prepare the learner for new materials and information • focus instructors preparation and guide their educational methods selection • guide the evaluation tool measuring the educational activity success

3. In writing objectives, answer the question: "What should the participants be able to do?" • Objectives must be clear and attainable. • Focus on knowledge/skill acquisition or reinforcement. • A recommended wording format is: "At the completion of this activity, participants should be able

to..." This phrase is followed by a specific performance verb and the desired learning outcome.

Examples of performance verbs include:

Application apply calculate complete demonstrate dramatize employ examine illustrate interpret interpolate locate operate order predict practice relate report restate review schedule sketch solve translate use utilize

Comprehension associate classify compare compute contrast describe differentiate discuss distinguish explain estimate examine express interpret interpolate locate predict report restate review translate

Knowledge cite count define draw identify indicate list name point read recite recognize relate repeat select state tabulate tell trace write

Analysis analyze appraise contrast criticize debate detect diagram differentiate distinguish experiment infer inspect inventory question separate summarize

Synthesis arrange assemble collect compose construct create design detect formulate generalize integrate manage organize plan prepare produce propose

Evaluation appraise assess choose critique determine estimate evaluate judge measure rank rate recommend revise score select test

Words or phrases such as know, think, appreciate, learn, comprehend, remember, perceive, understand, be aware of, be familiar with, have knowledge of, grasp the significance, are NOT measurable and should be avoided.

Center for Teacher Certification, ACC Summer Institute

Plan Format

Teacher Name Date Day

Subject/Unit Name TEKS/Academic Area

Instructional Objective At the end of this lesson, students will be able to:

1. 2.

Rationale for lesson

Materials (Everything you will use to complete this lesson)

Disability inclusions to your classroom:

1 student in a wheelchair/ with traveling paraprofessional­ normal use of writing skills 2 students that are auditorally impaired/ with signing paraprofessional

Generalist­ partial day inclusions of student in wheelchair, full day inclusion of auditorally impaired student Middle school­ 1 class inclusion of both students

Generalist classrooms will have a motor and cognitive developmental range of 3 years

Middle school classrooms will have a motor and cognitive developmental range of 5 years

Center for Teacher Certification, ACC Summer Institute

Instructional Procedures

Time 1. Warm­up

2. Lesson Content

3. Guided Activity

4. Cooperative Group Activity

5. Formative Assessments

6. Independent Practice

7. Objective Assessment/s

8. Closure

Total time for lesson

Center for Teacher Certification, ACC Summer Institute

Modification __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Accommodation

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Differentiation

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Extensions

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Center for Teacher Certification, ACC Summer Institute

Guided Lesson­ Including Interdisciplinary Components into Unit Planning Adapted from Smith, M. K. (2002) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.

Lesson/ Unit Title ______________________________________

Lesson/Unit Objective______________________________________

Anticipated Learner Outcomes ______________________________________ ______________________________________ ______________________________________

Classroom Resources/ Materials ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Learning Activities

Sequence ______________________________________ ______________________________________ ______________________________________

Assessment Procedures ______________________________________ ______________________________________ ______________________________________

Linguistic Mathematical­Logical

Visual Spatial Musical

Interpersonal Intrapersonal

Center for Teacher Certification, ACC Summer Institute

Evaluative Essay Analysis and Reflection

The evaluative essay incorporates the pre­service teacher’s evaluations and reflections of course completions. Evaluative essays evidence the writer’s own values and judgments. In this sense, evaluation is more like a reasoning process that progresses methodically from personal viewpoints to conclusions that are specific to the individual’s professional growth.

Features

1. Focus the subject. The writer should describe the subject of the essay in some detail. What were the assignments?

2. A judgment The writer must assert him or herself by making a judgment about the validity of the assigned work. This judgment should be the writer's thesis sentence. All other paragraphs will prove the thesis.

3. A convincing defense After you state your judgment, defend your premise with evidence. Evidence should include descriptions, examples, facts, statistics, and testimony of others, etc.

4. A clear pattern of organization. As with other types of essays, it is best to make it clear where you are going. Start with a tight introduction, working from general to specific. Your judgment should be your thesis sentence and should lead into your argument. Remember to proof your work for grammatical errors.

Center for Teacher Certification, ACC Summer Institute

Peer Teach Professional Development and Appraisal System Observation Summary ­ Adapted from the Professional Development and Appraisal System, Texas Education Agency. http://www5.esc13.net/pdas/

Intern/Clinical Teacher_____________________________ Date____________

Domain I: Active, Successful Student Participation in the Learning Process

The students are Exceeds

Expectations Proficient Below Unsatisfactory

1. Engaged in learning 2. Successful in learning 3. Critical thinking/problem solving 4. Connects learning Comments:

Domain II: Learner­Centered Instruction

The teacher includes Exceeds

Expectations Proficient Below Unsatisfactory

1. Goals and objectives 2. Learner­centered activities 3. Critical thinking and problem solving 4. Motivational strategies 5. Activities aligned with curriculum 6. Pacing and sequencing of strategies 7. Value and importance of activities 8. Appropriate questioning and inquiry 9. Use of technology Comments:

Domain III: Evaluation and Feedback on Student Progress

The teacher Exceeds

Expectations Proficient Below Unsatisfactory

1. Monitors and assesses progress 2. Aligns assessment and instruction 3. Assesses learning appropriately 4. Reinforces learning 5. Provides constructive feedback 6. Provides relearning and re­evaluation Comments

Domain IV: Management of Student Discipline, Instructional Strategies, Time & Materials

The teacher Exceeds

Expectations Proficient Below Unsatisfactory

1. Follows discipline procedures 2. Encourages self­discipline and self­

directed learning 3. Maintains equitable teacher­student

interaction 4. Demonstrates expectations for

behavior 5. Redirects disruptive behavior 6. Provides strategies/activities that

are equitable and varied for students 7. Manages time and materials Comments:

Center for Teacher Certification, ACC Summer Institute

Domain V: Professional Communication

The teacher communicates Exceeds

Expectations Proficient Below Unsatisfactory

1. Verbally/non­verbally with students 3. With reluctant students 4. Supportively, courteously Comments:

Domain VI: Professional Development The teacher's professional development

Exceeds Expectations

Proficient Below Unsatisfactory

1. Demonstrates self­directed professional development

Comments:

Domain VII: Compliance with Policies, Operating Procedures, and Requirements

The teacher adheres to Exceeds

Expectations Proficient Below Unsatisfactory

1. Policies, procedures, and legal requirements

2. Verbal/written directives 3. Orderly, safe environment Comments:

Domain VIII: Improvement of Academic Performance of All Students on Campus

The teacher Exceeds

Expectations Proficient Below Unsatisfactory

1. Aligns instruction 2. Creates appropriate plans to

intervene when students are failing 3. Modifies and adapts instruction for

at­risk students Comments: