clinical experience clinical experience assignment approximately seven hours a day— five days each...
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Clinical Experience
Clinical Experience Assignment
Approximately seven hours a day—five days each week for 15 weeks
Seminar Day
What do you know about the clinical experience?
What do you expect to learn about the clinical experience?
How will you use what you have learned to enhance your clinical experience?
What do you know about the clinical experience?
What do you expect to learn about the clinical experience?
How will you use what you have learned to enhance your clinical experience?
Expectations
Conduct yourself in a professional manner (dress and conversation) at all times and adhere to the rules and regulations of the school division.
Safeguard all personal and confidential information and use this information for professional purposes only.
Cont’d
Be cooperative and follow basic rules towards teachers, students, parents, staff, and members of the community.
Embody the attitudes, dispositions, actions, and accept responsibilities of the teacher.
Avoid unfavorable criticisms in and out of the school setting.
Cont’d
Report to work on the same days and hours as all teachers. Observe the holidays of the school.
Attend the same meetings and workshops as the cooperating teacher.
Cont’d
Coordinate all absences, including personal illness, family emergency, unusual circumstances beyond your control and/or educational meetings with the cooperating teacher and the university supervisor.
Be familiar with special education laws, their implications, and develop skills to teach special needs students in the regular classroom.
Contacting the Assigned School
Schedule a courtesy visit with the cooperating teacher.
Schedule a different time to meet, if needed, to become familiar with the cooperating teacher’s schedule and activities.
Typical Instructional Day
Schedule and activities Curricular materials Texts Aids (Technology and non-technology) Seating charts Classroom management plan (rules and
consequences)
Cont’d
Faculty handbook Student handbook Reporting and departure times Telephone numbers and other relevant
information Cumulative records Other relevant student information for
instructional purposes
Online Forms
Teacher Candidate Survey Clinical Experience Survey Impact on Student Learning Report, if
applicable
First Days of the Clinical Experience
Become acquainted with the school, its philosophy, teachers, administrators, etc.
Observe what the cooperating teacher does.
Learn the names of all students in the classroom.
Become familiar with each part of the established curriculum.
Cont’d
Notice if there is a certain task to complete. Bulletin board Attendance Communicate with faculty and staff
Take initiative. Establish positive relationships.
Cont’d
Observe students’ behavior in the following
manner during a lesson:a. How are rules established and/or made
clear to the students?
b. What off-task behavior was corrected by the teacher?
How was the behavior corrected? What observable effects did the
correction have?
Observe students’ behavior in the following manner during a lesson:
c. What does the cooperating teacher do to increase the amount of on-task behavior?
d. Observe the behavior management system used in the classroom.
e. Become familiar with the Student Code of Conduct/Discipline Plan
Cont’d
Cont’d
Attend and/or observe extracurricular activities drama productions choral programs athletic events student organization meetings parent/teacher meetings other
Become involved.
Planning
Ask the cooperating teacher when you can begin to develop daily and long-range lesson plans. School’s lesson plan format (if required) Longwood Daily Lesson Plan (if school’s
format is not required) Lesson Plans
Detailed Planned carefully Content of the subject taught
Cont’d
Lesson plans are to be reviewed by the cooperating teacher at least one day prior to the teaching of each lesson.
Lesson plans are to be dated and kept in a folder.
The folder is to be available for the university supervisor to review.
Cont’d
Become familiar with the school’s resources: Library Supplementary materials Technology
Gather instructional materials.
Cont’d
Assist with classroom routines: Furniture arrangement Ventilation End of the day routine
Study the students to determine their: Needs Interests Abilities
Cont’d
Begin to work with small groups and to tutor individual students as needed.
Assist with preparing reports, recording test scores, grades, etc.
Be resourceful.
Cont’d
Attend faculty and other relevant meetings with the cooperating teacher.
Meet with the cooperating teacher at the end of each day:
Reflect on the day Discuss specific issues Ask questions Request verbal and written feedback
Suggested Teaching Schedule for each 7 ½ Week Placement
The teacher candidate will:
Week 1 Observe and learn names of students, faculty; become acquainted with texts and other instructional materials; begin to assume some instructional duties; etc.
Week 2 Continue the same activities but gradually assume more responsibilities, planning and teaching at least one period daily.
Week 3 Assume the responsibility for planning and teaching at least two or three lessons or periods daily.
Week 4 Assume the responsibility for planning and teaching all of the cooperating teacher’s classes.
Week 5-7 ½ Assume full-time teaching responsibilities. Near the last 2-4 days, coordinate with the cooperating teacher when s/he wishes to begin transitioning back into teaching her/his classes again.
Rubric for Evaluation of Teaching1. Instructional planning
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Materials are
accessible
Materials are not available for students
Materials are available.
Necessary materials are ready and easily accessible.
Lesson plan available
No lesson plan Lesson plan is outlined
Lesson is planned in detail and utilizes appropriate format
Safety Safety concerns not addressed
Safety concerns addressed
Safety concerns addressed as they occur and before students begin
Cont’d
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Positioning of students
Unable to hear, see, and not free of distractions
Can hear and see
Students are positioned so that all can see and hear throughout the entire lesson
Language Unclear directions and excessive time
Clear directions but teacher talk could be reduced
Directions are clear and concise
Leadership and Class control
Lack of control Teacher is able to control the class
Teacher is class leader and in control
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Stop signal No or inappropriate stop signal
Uses a variety of signals
Consistently uses the same stop signal
Student attention
Speaks to students even when most are not listening
Speaks when students are paying attention
Speaks only when students are quiet and listening
Voice Unable to project voice across the teaching area
Projects voice so that students can hear
Projects voice so that all can easily hear instruction
2. Classroom Management
Cont’d
Rating Indicator 1-Unacceptable 2-Acceptable 3-Target Score
“Verbal crutches”
Uses verbal crutches 10 or more times in a 30 minute lesson
Uses verbal crutches 5-9 times during a 30 minute lesson
Uses verbal crutches less than four times during a 30-minute lesson
Appropriate non-verbal behaviors
Detracting non verbal behaviors
Occasionally uses detracting non verbal behaviors
No detracting non verbal behaviors, but uses non verbal behaviors to reinforce students
Enthusiasm Shows no enthusiasm Shows enthusiasm for parts of the lesson
Shows enthusiasm for entire lesson
Assures that students are on task
Less than 90% of the students are on task
At least 90% of the students are on task for the lesson
All students are on task throughout entire lesson
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Anticipatory Set
Does not provide clear descriptions for students
Provides descriptions for students
Clearly explains to students what they will be doing, how and why
Links new material with old
Does not attempt to link new material with previously learned information
Explains briefly the link between new and old information
Clearly links new information with previously learned material
Content knowledge
Some content knowledge or terminology is incorrect
All content knowledge is accurate
All content knowledge is accurate and teacher is able to teach that content information in a variety of ways to enhance student learning
3. Instruction
Rating Indicator 1-Unacceptable 2-Acceptable 3-Target Score
Key concepts Is unable to divide concepts into key parts to assist student learning
Is able to divide concepts into key parts some of the time
Always divides concepts into key points—critical components
Demonstrations, examples, or models
Uses ineffective demonstrations, examples, or models
Uses some effective demonstrations, examples, or models to enhance learning
Routinely uses effective demonstrations, examples or models to enhance learning
Review key concepts
Does not reinforce key concepts
Reinforces key concepts at the end of the lesson
Reviews key concepts throughout lesson
3. Instruction
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Differentiates instruction
No accommodations are made for different learning styles
Accommo-dations for specific needs
Accomodations for the all three learning domains and specific needs
Integrates technology
Does not integrate any technology
Integrates technology without relevancy
Integrates technology that enhances instruction
3. Instruction
Rating Indicator 1-Unacceptable 2-Acceptable 3-Target Score
Lesson closure Does not provide summary of lesson
Provides a summary of lesson
Provides a summary of lesson that relates directly to objectives
Lesson pacing Too much time (or too little) is devoted to key concepts of lesson
Teacher candidate paces the lesson to meet the needs of nearly all of the students
Timing of lesson enables all students to maximize learning
3. Instruction
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Procedural matters
Excessive time is required for all procedural activities
Procedural tasks are handled efficiently
Time required for procedural tasks is minimal
Transition time Transitioning between activities is excessive
Transitioning between activities is minimal for most of the lesson
Transitioning between all activities is minimal
4. Time Management and Classroom Organization
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Learning time
Lesson is disorganized so that student learning is minimal
Lesson is organized so that students are actively learning at least 70% of the time
Lesson is organized so that students are actively learning more than 70% of the time
On Task time
Few students are on task
90% of the students are on task
All students are on task
4. Time Management and Classroom Organization
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Circulates Does not move around the teaching area
Circulates throughout the teaching area, but cannot see every student all of the time
Moves around and is able to see all students all of the time
Specific feedback & monitors progress
Provides limited feedback
Provides feedback but it is specific only 50% of the time
Provides specific feedback to all students and monitors student progress
5. Provides appropriate feedback and student interaction.
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Questioning – problem solving skills
Questioning-problem solving skills are not used in the lesson
Some questions that require one-two word answers are posed during the lesson, but questions involving higher order thinking are also asked.
Higher order questions and problem solving tasks are asked throughout the lesson
Supports and acknowledges all students
Interacts in a supportive manner only with selected students
Interacts in as supportive manner with all students
Interacts in supportive manner with all students at all times
5. Provides appropriate feedback and student interaction.
Rating Indicator
1-Unacceptable 2-Acceptable 3-Target Score
Use of assessments
Does not utilize assessments
Utilizes assessments that are appropriate for the lesson and the students, but does not use a variety of assessments.
Uses a variety of assessments. All are appropriate for the students and the lesson
5. Provides appropriate feedback and student interaction.
1. Instructional Planning
2.Classroom Management
• The teacher candidate conducts the lesson to obtain and maintain student attention through stop signals, speaking to students only when they are quiet, projecting voice, and personal enthusiasm.
3. Instruction During the lesson, the teacher candidate
includes an anticipatory set, provides accurate demonstrations, examples or models, and reviews key concepts as students practice. At the conclusion of the lesson, the teacher candidate provides closure that promotes and reinforces learning.
4. Time Management and Classroom Organization During the lesson, the teacher candidate utilizes
established classroom procedures, minimizes transition time, paces lesson effectively, and organizes lesson to maximize learning time.
5. Provides appropriate feedback and student interaction.
Evaluation and Grading
1. The teacher candidate will be evaluated regularly.
2. Conferences will be conducted with teacher candidate.
3. The university supervisor has the responsibility of determining the teacher candidate’s final grade.
Know
Clinical Experience Requirements NCATE Competencies University’s Standards
Honor Code
The university student is expected to
follow the Longwood University Honor
Code as described in the current
Longwood catalog.
Contact Information
Dorothy S. Cosby
804 658-7112 (cell)
434 392 8389 (home)
186 Cooks Road
Farmville, VA 23901