SPRING SEMESTER, 2011
EDUC 450: STUDENT TEACHING SYLLABUS
Radford City Schools
McHarg & Belle Heth Elementary
Cohort Leaders:
Don Langrehr | Phone/email |
| A025 Peters Hall P.O. Box 6959 | (O): 831-6580 (H): 553-0595 |
| Jayne Cox | Phone/email |
| McHarg Elementary School Radford, VA | (C): 250-4423 jcox@rcps.org |
Honor Statement:
By accepting admission to Radford University, each student makes a commitment to understand, support and abide by the University Honor Code without compromise or exception. Violations of academic integrity will not be tolerated. This class will be conducted in strict observance of the Honor Code. Refer to your Student Handbook for details.
Student Teaching Schedule At-A-Glance
- January 20 – First Day
- February 8 – Mock Employment Interviews, during school hours at McHarg; Belle Heth date to be announced.
- Feb. 21 Schools Closed: PRESIDENTS' DAY
- Book Buddies-based Parent/Teacher conference (Date in March to be announced.)
- Work Sample (preferable teaching dates March 7 – March 31)
- Checkpoint #1 - Topic, Learning Goals, & Content Web – due February 11
- Checkpoint #2 – Lesson and Assessment Planning- due February 25
- Checkpoint #3 – Analysis of Instruction -due April 8th
- Apr. 12 - McGlothlin Celebration of Teaching (mandatory)
- Apr. 21-26 – RCPS Spring Break
- May 5, 12:00 – Last Day of Student Teaching
- May 7 - Graduation
Required Texts:
- All text books from EDUC 430 and other professional courses,
- Student Teaching Handbook,
- One folder to contain all miscellaneous student teaching documents (copies of log, lesson plan format, assignments)
Requirements:
1. Attendance Required at:
Book Buddies (Tues/Thurs AM continued.)
Periodic Seminars (Specific dates will be emailed to you.)
Topics may include:
- Art Education Lesson Planning
- Physical & Health Education Lesson Planning
- Running Records Implementation/Refresher)
- PALS Implementation
Professional Development Meetings (*attend at least two meetings)
- PTA, Faculty, Grade Level, Committee (attend with your cooperating teacher as appropriate), etc.
- Radford City Schools –Staff Development sessions
- Professional State Conference such as:
VSRA - Virginia State Reading Association – Virginia Beach, March 11-13
- The McGlothlin Celebration of Teaching (*mandatory)
Tuesday, April 12 at Radford University http://www.wbra.org/html/mcglothlin/index.html
*A total of three of these professional development activities will be documented using the appropriate form and turned in as an appendix in your work sample.
- Student Teaching Log:
- It is of utmost importance that the Student Teaching log be accurately kept according to requirements. It is an official state licensing record.
- Prepare a binder or folder that includes your logs, lesson plans (weekly, daily, and formal), copies of lesson observations, and copies of all other important documentation. This binder should be available in the classroom at all times for review by your cooperating teacher and university supervisor. (Suggestion: Keep copies of all your handouts and prepared materials. This is very important when providing materials for absentees and materials requested by your cooperating teacher.)
- You should have a weekly schedule for teaching and plans for everything you teach. These plans may be abbreviated, but should be adequate to demonstrate that you know what you are teaching, when you are teaching, how you are teaching, and why you are teaching. Formal, detailed plans are due prior to formal observations.
3. Three-Way Conferences with Teachers and a Supervisor
- Midterm Three-Way Conference End of February
- Final Three-Way Conference Last week of April
- Other three Way conferences as needed
4. Observations and Conferences with Supervisors
- Approximately 3-4 formal observations w/ University Supervisor ; 1-2 w/ Cooperating Teacher
- Individual conferences as needed
- Lesson Plans and Work Sample Development
- Lesson planning is a continuous process. Some subjects require more formal planning (e.g., a math lesson, a word study lesson, a content area reading lesson for social studies) and planning for some subjects is more informal (e.g., calendar, spelling, etc.). Your cooperating teacher will determine the extent of lesson planning responsibilities. During conferences, we can discuss daily, weekly and long-term planning.
Lesson plans scheduled for observation by university supervisors must be typed and follow the lesson plan format used the official lesson plan format. Cooperating teachers should see your plan before implementation. Lesson plans for observations will be provided to your field supervisor prior to the observation.
- Work Sample Development:
You will design and deliver one work sample during the Spring/2011 semester. Consult with your cooperating teacher concerning the SOL science topic. You may teach other units besides this one. All planning should be shared with your cooperating teachers in advance. You are required to turn in all work sample lesson plans to your cooperating teacher for review at least one week prior to teaching your work sample.
Also to be Included in your Work Sample (minimum):
- 2 grade appropriate reading comprehension lessons adapted from:
Strategies That Work by Fountas and Pinnell
- 4 Healthy Body/Healthy Mind Lesson Plans (see appendices)
Work Sample (preferable teaching dates March 8 – March 31)
- Checkpoint #1 - Topic, Learning Goals, & Content Web – due February 11
- Checkpoint #2 – Lesson and Assessment Planning- due February 25
- Checkpoint #3 – Analysis of Instruction -due April 8th
- Building School, Family and Community Connections Project – This assignment is a continuation of the original project completed during the Blocking semester in EDUC 430 (see appendices). In March (exact date to be announced) you will conduct a Book Buddies-based Parent/Teacher conference that will include three parts:
Part One: A progress report presentation that clearly informs parents of the instruction you have thus far provided to their child. This presentation will include the specific instructional needs/goals you have identified and the progress their child has made thus far. This will preferably be a face-to-face workshop or a web based workshop if the parents cannot attend the available dates (to be announced).
Part Two: A workshop that identifies the present reading needs of the child. Prepare to teach the parents how their assistance at home will support your tutoring efforts. You will explain the results of a recently conducted running record with text at the student’s instructional level (miscue analysis). Prepare a clearly, written plan for them to follow that includes a book list and supplementary curriculum materials they can implement at home.
Part Three: Write a reflective overview of your Book Buddies conference and include samples of invitations, activities, and evaluations. Include your own personal reflection on the success of the workshop and discuss how the workshop supported family, school, community connections. Pictures are encouraged.
STUDENT TEACHING REQUIREMENTS AND ASSIGNMENTS
Grade Scale A-F
All requirements and assignments have to be met in full and completed to the satisfaction of the RU Supervisors for a passing grade and to qualify for a Virginia Professional Teaching License.
| ASSIGNMENTS | Due Dates |
| Field Component (50%) Includes full time experiences in the classroom, weekly meetings and observations, and final student teaching evaluations from University Supervisor and Cooperating Teacher.
| |
| Work Sample Unit - (25%) This is a 10 day unit plan. You may teach other units besides this one. See project overview Includes four Healthy Body, Healthy Mind lessons (See appendix for description) | |
| Building School, Family, and Community Connections Project (25%)
| Dates to be announced. |
| Ungraded Expectations for Field Work
| |
Radford University Student Teaching Work Sampling Unit
Project Overview: The Work Sampling Unit is designed to allow you to hone your skills in instructional design. After selecting a topic for your unit, you will (1) explore resources while learning more about your students and the school community considering how classroom context influences the teaching of your unit; (2) define your learning goals and learn more about the content you will be teaching; (3) develop assessments which will enable you to modify instruction based on students’ needs (individuals and subgroups) and determine the extent to which your students master the learning goals; (4) plan lessons using a variety of instructional methods to help all students learn, and (5) analyze the results of all your hard work through analysis of student performance on both formal and informal assessments.
Keep in mind:
- This Work Sample must be developed for a Science SOL this semester.
- This is a 10 day unit, meaning that you will need to construct and teach 10 lessons. Pre- and post- assessments DO NOT count as lessons!
- You are responsible for pacing yourself to be sure that you have completed the needed components and are ready to teach approximately March 7- March 31.
- You are required to submit your lesson plans to your Cooperating Teacher at least one week prior to when you will begin your teaching.
- A university supervisor and your cooperating teacher will conduct a formal observation during the teaching of this unit.
Checkpoint #1 – Topic, Learning Goals, & Content Web
| | Unacceptable | Minimal (1pt) | Acceptable (2pts) | Target (3pts) | ||||||
| Introduction/Overview ACEI 2.2 | No evidence | The candidate articulates little knowledge of the fundamental premises of the unit and does not fully establish the context in which it will be taught. | The candidate articulates some knowledge of the fundamental premises of the unit and succinctly describes the purpose of the unit and the context in which it will be taught. | The candidate effectively articulates a comprehensive knowledge of the fundamental premises of the unit and succinctly describes the purpose of the unit as well as the context in which it will be taught. | ||||||
| Learning Goals ACEI 1.0 ACEI 2.2 ACEI 3.1 | No evidence | Goals are not stated clearly and are activities rather than learning outcomes. Goals are not appropriate for the development; pre-requisite knowledge, skills, experiences; or other student needs. |
Some goals are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs |
All goals are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. | ||||||
| Enduring Understandings/Essential Questions ACEI 2.2 ACEI 3.1 | No evidence | Weakly stated and explained; are not appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. | Stated and explained; are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. | Accurately and effectively stated and explained; are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. | ||||||
| Web Structure ACEI 2.2 Technology Application ACEI.5.a ISTE 1a, 1d, 3c, 3d | No evidence | Graphic presentation of Work Sample topic is unclear and connections difficult to determine Appropriately applies computer graphics program | Graphic presentation of Work Sample topic is organized and connections can be determined Effectively and appropriately applies computer graphics program | Expertly presents organization of what is being taught (not how the content is being taught) through graphic representation; connections are clearly presented and easily determined Creatively and appropriately utilizes digital technologies in the creation of a visual representation of the work sample structure | ||||||
| Mechanics ACEI 2.1 | Demonstrates little to no competence in use of English language arts, specifically in mechanics Significant spelling and grammatical errors are present | Demonstrates a minimally acceptable level of competence in use of English language arts, specifically in mechanics. Frequent spelling and grammatical errors are present | Demonstrates awareness of acceptable norms consistent with competence in use of English language arts, specifically in mechanics. Neat, organized, minor spelling and grammatical errors are present. | Demonstrates a high level of competence in use of English language arts, specifically in mechanics. Neat, organized, and free from spelling and grammatical errors. | ||||||
| Overall Score | Unacceptable is 0. | Minimal is 1-7 | Acceptable is 8-13 | Target is 14-15 | ||||||
Total: __________ of 15 points
Conversion to points for this course: ___________ (Maximum 7 points)
Overall Rating: ______Unacceptable _______Minimal _______Acceptable _______Target
Checkpoint #2 –Lesson and Assessment Planning
| | Unacceptable | Minimal (1 pt) | Acceptable (2 pts) | Target (3 pts) |
| Assessment Plan Overview ACEI 4.0 | No evidence | Some pre-and post-assessments constructed to inform planning and instruction. | Most pre- and post-assessments constructed to inform planning and instruction. | All pre- and post-assessments constructed to inform planning and instruction. Plans for formative assessment will allow students to demonstrate learning in multiple ways. |
| Alignment of Assessments ACEI 2.2 and 4.0 | No evidence. | Some assessments are aligned with learning goals. Few instructional accommodations or differentiation (i.e., IEPs, 504s, learning styles, and developmental levels). | Most assessments are aligned with learning goals and some instructional accommodations or differentiation (i.e., IEPs, 504s, learning styles, and developmental levels). | All assessments are aligned with learning goals and appropriate instructional accommodations or differentiation (i.e., IEPs, 504s, learning styles, and developmental levels). |
| Evidence of Consideration and Accommodation of Diversity ACEI 3.2 | No evidence | Demonstrates little to no understanding of how elementary student differ in their development and approaches to learning; and how candidate created instructional opportunities that are adapted to diverse students | Demonstrates some understanding of how elementary students differ in their development and approaches to learning; and how candidate created instructional opportunities that are adapted to diverse students | Demonstrates understanding of how elementary students differ in their development and approaches to learning; and how candidate created instructional opportunities that are adapted to diverse students |
| Demonstrate competence in the Content Standards | No evidence | Candidate designs lesson plans and instruction that demonstrate only a limited or superficial understanding of the state and professional content standards. | Candidate designs lesson plans and instruction that demonstrate a developing understanding of the state and professional content standards. | Candidate designs lesson plans and delivers instruction that demonstrates a high level of competence and demonstrates knowledge, understanding, and use of major concepts in state and professional content standards |
| Curricular Goals & Lesson Objectives ACEI 3.1 | No evidence | Goals & lesson objectives are not clear, specific, observable, and/or aligned with content standards. | Candidate expresses goals & lesson objectives that are clear, specific, and observable, aligned with content standards, but could be more fully developed. | Candidate expresses goals & lesson objectives that are clear, specific, and observable, well-aligned with content standards, demonstrating a sophisticated understanding of curricular goals. |
| Plan for Assessment ACEI 4.0 | No evidence | Candidate uses some informal and formal and information assessment, but may not base instructional decisions on assessment results. Application of assessment data is not clear. | Candidate uses some informal and formal assessment to plan and evaluate instruction. | Candidate knows, understands, and uses formal and informal assessment to plan and evaluate instruction. |
| Introduction/Focus Activity ACEI 3.4 | No evidence | Demonstrates little usage of knowledge and understanding of individual and group motivation and behavior among students at the k-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments | Demonstrates some knowledge and understanding of individual and group motivation and behavior among students at the preK-6 level to foster active engagement in learning | Demonstrates usage of knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments |
| Body of Lesson Plans/Procedures ACEI 3.1, 3.3, 3.4 ISTE NETS-T 1 ISTE NETS-T 2 | No evidence | Teaching strategy selected by candidate does not promote critical thinking and/or problem solving. Teacher candidate does not allow for student active engagement in learning. Vague statement of procedure; would be hard for someone to follow or duplicate. | Candidate selects and uses a teaching strategy which promotes some critical thinking and problem solving and promotes individual and group motivation to foster active engagement in learning. Step-by-step procedures; easy to follow | Candidate uses a variety of teaching strategies to encourage critical thinking and problem solving and promotes individual and group motivation to foster active engagement in learning. |
| Closure ACEI 3.1 | No evidence | Closure is vague, minimal, or unrelated to learning. | Actions or statement are provided that are designed to bring a lesson presentation to an appropriate conclusion. | Closure is clear, concrete, comprehensive; ties lesson together and set the stage for new learning. |
| Mechanics ACEI 2.1 | Demonstrates little to no competence in use of English language arts, specifically in mechanics | Demonstrates a minimally acceptable level of competence in use of English language arts, specifically in mechanics. | Demonstrates awareness of acceptable norms consistent with competence in use of English language arts, specifically in mechanics. | Demonstrates a high level of competence in use of English language arts, specifically in mechanics. |
Total: __________ of 15 points
Conversion to points for this course: ___________ (Maximum 7 points)
Overall Rating: ______Unacceptable _______Minimal _______Acceptable _______Target
Checkpoint #3 – Analysis of Instruction
| | Unacceptable | Minimal (1 pt) | Acceptable (2 pts) | Target (3 pts) |
| Descriptive Statistics: Whole Group, Subgroups, Individual ACEI 4.0 ACEI 5.1 | No evidence | Pre- and Post-Assessment results are poorly displayed. Data displays are unclear and do not document student achievement | Pre- and Post-Assessment results are displayed in charts and graphs. Data displays document student achievement. | Pre- and Post-Assessment results are well organized in charts and graphs. Data displays clearly document student achievement. |
| Graphic Representation of Data ACEI 2.3 NETS-T IV.B. | No evidence | Selects appropriate graphic for most data Uses software application at an elementary level Minimally explains graphic in context | Selects appropriate graphic for data Uses software application to produce graphic Explains graphic in context | Selects appropriate graphic for data. Expert in using software application to produce graphic. Fully and accurately explains graphic in context. |
| Daily Reflections ACEI 5.1 | No evidence | Reflection lacks depth and/or does not address any of the following: content and content pedagogy; pedagogical choices; justification of pedagogical choices; classroom management; influence of socio-cultural identity on lesson and/or learners; and student achievement. | Reflection discusses some of the following: content and content pedagogy; pedagogical choices; justification of pedagogical choices; classroom management; influence of socio-cultural identity on lesson and/or learners; and student achievement. | Reflection includes a thoughtful discussion of the following: content and content pedagogy; pedagogical choices; justification of pedagogical choices; classroom management; influence of socio-cultural identity on lesson and/or learners; and student achievement. |
| Statement of Impact on Student Learning ACEI 5.1 | No evidence | Poor description of teaching strategies with little to rationale for them. Poor discussion of the effectiveness of the teaching strategies used in the unit. Discussion lacks evidence to support effectiveness of instructional strategies. | Teaching strategies are described with some rationale for instructional strategies used in unit Adequate discussion of students’ daily work, performance on formative assessments, and/or performance on the post-assessment to explain the effectiveness of the teaching strategies used in the unit. | Thorough description of and rationale for teaching strategies utilized in the unit Thorough discussion of daily student work, performance on daily formative assessments, and performance on post-assessment to clearly document the effectiveness of the teaching strategies used in the unit. Honest and candid self -critique regarding effectiveness in teaching the standards. |
| Content and Content Pedagogy ACEI 5.1 | No evidence | One component is addressed only, or re addressed in a cursory manner with no examples. | Each component is addressed moderately with some examples. | What candidate learned about content and content pedagogy. Each component is addressed thoroughly with examples. |
| Classroom Management ACEI 3.2 ACEI 5.1 | No evidence | Includes weak or general elements of effective teaching and professional responsibility. Discusses vague or general ideas for professional development and positive change | Includes elements of effective teaching and professional responsibility Discusses some ideas for professional development and positive change | Includes specific elements of effective teaching and professional responsibility Discusses professional development and positive change |
| Impact of Social and Cultural Identity on Teaching ACEI 3.2 and 5.1 | No evidence | General assessment of teaching performance | Realistic and accurate assessment of teaching performance as related to language, ethnicity, socio-economic, gender, etc. | Realistic, accurate, and comprehensive assessment of teaching performance as related to language, ethnicity, socio-economic, gender, etc. |
| Mechanics ACEI 2.1 | No evidence | Demonstrates a minimally acceptable level of competence in use of English language arts, specifically in mechanics. | Demonstrates awareness of acceptable norms consistent with competence in use of English language arts, specifically in mechanics. | Demonstrates a high level of competence in use of English language arts, specifically in mechanics. |
| Overall Score | Unacceptable is 0 | Minimal is 1 - 7 | Acceptable is 8 - 13 | Target is 14-15 |
Total: __________ of 15 points
Conversion to points for this course: ___________ (Maximum 7 points)
Overall Rating: ______Unacceptable _______Minimal _______Acceptable _______Target
Healthy Body, Healthy Mind Portfolio
Student Teaching Semester
All children deserve an education that fully prepares them for citizenship, not just for work and college. This belief requires the teaching of more than just reading, writing, and math. During your student teaching semester, you will have the opportunity to plan and teach lessons focusing on the education of the whole child. This assignment is guided by the following ACEI/NCATE standards for teacher candidates:
2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;
2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
For this assignment, you will create four lesson plans, one each for art, music, health education, and physical education in order to demonstrate your competency in the standards listed above. You will teach these lessons to students and then write your reflections on the lessons. These lessons can be taught as part of your work sampling unit or as stand-alone lessons.
You will need to gather resources for these lessons. You may also need to consult with specialists at your school site (the school nurse, art teacher, music teacher, physical education teacher, etc.) or to find print/electronic resources on your own.
Each lesson plan you create should identify materials, resources, and technology needed. You will utilize the Basic Lesson Plan format which is available in the elementary handbook titled Elementary Education Field Experiences Handbook and is available at http://eduweb.education.radford.edu/field_experience/adm_req_tep.htm
Healthy Body, Healthy Mind Portfolio
Lesson Plan Rubric
ACEI 2.5 – The Arts ACEI 2.6 - Health Education ACEI 2.7 – Physical Education
| | Unacceptable | Minimal (1 pt) | Acceptable (2 pts) | Target (3 pts) |
| Demonstrate competence in the Standards ACEI 2.5, 2.6, and 2.7 | Lesson plans and instruction are unrelated to the NCATE/ACEI standards. | Lesson plans and instruction demonstrate only a limited or superficial understanding of the NCATE/ACEI standards. | Lesson plans and instruction demonstrate a strong developing understanding of the NCATE/ACEI standards. | Lesson plans and instruction demonstrate a thorough understanding of the NCATE/ACEI standards for The Arts, Health Education, and/or Physical Education |
| Identify Materials, Resources and Technology for each Lesson Plan | None identified. | Materials, Resources and Technology applications are minimially appropriate, relevant, available and doable. Relies heavily on cooperating teacher for ideas, resources and materials. | Materials, Resources and Technology applications are mostly appropriate, relevant, available and doable. Resources are a blend of own and cooperating teacher's ideas, resources and materials. | Materials, Resources and Technology applications are appropriate, relevant, available and doable. Uses a wealth of resources outside of what the cooperating teacher offers. |
| Identify Desired Results of the Lesson Plans | Results not identified. | Identified Desired Results are minimally thoughtful, thorough, and cohesive | Identified Desired Results are thoughtful, thorough and cohesive most of the time | Identified Desired Results are thoughtful, thorough, and cohesive |
| Determine Acceptable Evidence | No evident assessment | Assessments somewhat supports the Learning Goals. Assessment somewhat reflects the content, content pedagogy, learner development, and standards. | Assessment supports the Learning Goals. Assessments reflect the content, content pedagogy, learner development, and standards. | Assessment authentically supports Learning Goals. Assessments reflect well the content, content pedagogy, learner development, and standards. |
| Body of Lesson Plans | No evidence | Minimal description. Doesn't make sense with learner needs or content and selected strategies. | Moderate description. Meets learner needs. Fits the content and selected strategies. | Thorough description. Meets learner needs. Fits the content and selected strategies. |
| Evidence of Consideration and Accommodation of Diversity | No evidence of consideration of diversity. | Scant or superficial attention to diversity is given in the planning & teaching of the lesson. | Lesson plan demonstrates some consideration of diversity throughout the planning & teaching of the lesson. | Lesson plan demonstrates thorough and thoughtful consideration of diversity throughout the planning & teaching of and reflection on the lesson. |
| Format Organization Writing Skills | Unacceptable format, organization, and writing skills | Very little organization. Include several errors in spelling, grammar, and/or punctuation | Adequate organization. Conveys meaning but includes a few errors. | Well-organized. Has been edited. Correct spelling and grammar. |
| Reflections | Unacceptable. Scant reflection. | Accurate, but cursory statement of impact on PK - 6 learners with no examples. One component (content or content pedagogy) is addressed only, or re addressed in a cursory manner with no examples. | Accurate and professional statement of impact on PK - 6 learners with limited examples. What candidate learned about content and content pedagogy is addressed moderately with some examples. | Accurate, thorough, and professional statement of impact on PK-6 learners' knowledge and skills with examples. What candidate learned about content and content pedagogy is addressed thoroughly with examples. |
| Overall Score | 0 | Minimal is 1-8 | Acceptable is 9-16 | Target is 17-24 |
Total Assignment Points:
Building School, Family and Community Connections Project
A Book Buddies Family Conference
This assignment is a continuation of the original project completed during the Blocking semester in EDUC 430 (see appendices). You will conduct a Book Buddies-based Parent/Teacher conference that will include three parts:
Part One: A progress report presentation that clearly informs parents of the instruction you have thus far provided to their child. This presentation will include the specific instructional needs/goals you have identified and the progress their child has made thus far. This will preferably be a face-to-face workshop or a web based workshop if the parents cannot attend the available dates (to be announced).
Part Two: A workshop that identifies the present reading needs of the child. Prepare to teach the parents how their assistance at home will support your tutoring efforts. You will explain the results of a recently conducted running record with text at the student’s instructional level (miscue analysis). Prepare a clearly, written plan for them to follow that includes word study objectives, the proper leveled reading range for library book selection, and supplementary curriculum materials they can implement at home.
Part Three: Write a reflective overview of your Book Buddies conference and include samples of invitations, conference materials & activities, and evaluations. Include your own personal reflection on the success of the workshop and discuss how the workshop supported family, school, community connections.
EDUC 450 - Building School, Family and Community Connections Project
Name:
| Parent Teacher Tutoring Conference | ||||
| | 3 (Target) | 2 (Acceptable) | 1 (Minimal) | 0 (Unacceptable) |
| Development of: Parts I Parent Progress Report & Part II Parent Workshop |
|
|
|
Tutor does not demonstrate any basic strategies for parent home use. |
| CT Observation & Evaluation of Conference | Received an average score of “D”/ distinguished in the 4 categories on the evaluation form | Received an average score of “P”/proficient in the 4 categories on the evaluation form | Received an average score of “S” satisfactory in at least 3 of 4 categories on the evaluation form | Received an average score of “NI” /needs improvement in the 4 categories on the evaluation form |
| Personal Reflections of Conference (Part III) |
|
|
|
|
| Mechanics ACEI 2.1 | Demonstrates a high level of competence in use of English language arts, specifically in mechanics. Neat, organized, and free from spelling and grammatical errors. | Demonstrates awareness of acceptable norms consistent with competence in use of English language arts, specifically in mechanics. Neat, organized, minor spelling and grammatical errors are present. | Demonstrates a minimally acceptable level of competence in use of English language arts, specifically in mechanics. Frequent spelling and grammatical errors are present. | Demonstrates little to no competence in use of English language arts, specifically in mechanics Significant spelling and grammatical errors are present. |
| TOTAL | | | | |
No comments:
Post a Comment