ms ed 489, teach ed 389 field seminar: math/science ... · 4-5 pm every wed. for edtpa work course...

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MS ED 489, TEACH ED 389FIELD SEMINAR: MATH/SCIENCE

STUDENT TEACHINGWINTER QUARTER 2017

Wednesdays, 5:00 – 8:00 p.m.01/04/2015 - 03/8/2015Annenberg G08

Dawn Novak and Michael [email protected] (847) 548-9293 (cell)[email protected] (224) 639-3324 (cell)Office Hours: by appointment

Rebekah M Stathakis [email protected] have office hours from 4-5 PM every Wed. for edTPA work

Course Description

This seminar is designed to complement and support the student teaching experience, and the preparation for professional teaching licensure. Whole-class and small-group discussions and activities, readings, video analysis assignments, and guest speakers will provide participants with opportunities for reflection, sharing, and problem solving of issues encountered in the classroom, preparation of a professional teaching portfolio for licensure and your job search, and for continued examination and refinement of instructional methods and assessment of student learning. The course is consistent with the Illinois Professional Teaching Standards and Northwestern University's Conceptual Framework.

Course Goals and Purposes

The primary objectives of the course are to provide student teachers with opportunities to● Reflect upon and critically analyze your teaching and your students’ learning in connection with

teaching, curriculum, and assessment decisions you make. ● Implement best practices in science education ● Share your student-teaching experiences with colleagues and university instructors to receive support

for challenges and dilemmas you encounter ● Gather and use information and assistance in connection with obtaining certification and seeking and

obtaining teaching positions Purposes of the seminar include:

● Coordinating activities related to student teaching ● Introducing and emphasizing topics pertinent to a successful student teaching experience ● Supporting your development as a professional educator ● Providing support for challenges and dilemmas that you encounter ● Providing experiences that will assist you in the preparation of your edTPA portfolio and your job search

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Academic Integrity

Students in this course are required to comply with the policies found in the booklet, "Academic Integrity at Northwestern University: A Basic guide". All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit: http://www.northwestern.edu/provost/policies/academic-integrity/index.html.

Accommodations for Students with Disabilities

Any student with a disability requesting accommodations must register with Services for Students with Disabilities ([email protected]; 847-467-5530) and request an SSD accommodation notification for his/her professor, preferably within the first two weeks of class. All information will remain confidential.

Student Attendance Policy

Student attendance at every class meeting is expected. Your presence as part of a collaborative learning community is key to your development and the development of your colleagues. If for some reason you must be absent from a class session, you must inform the instructor before your absence. Because of the short number of overall class sessions in the quarter system, missing two class sessions puts your ability to pass the class in jeopardy. Missing three class sessions will result in an automatic grade of “Incomplete” and you will have to retake the class at another time.

Northwestern Teacher Education Conceptual Framework

The Teacher Education Program at Northwestern University is guided by a conceptual framework for teacher education, organized around a vision of learning, learners and teaching.

Additionally, the Northwestern teacher preparation program will help candidates acquire dispositions, defined as habits of professional action and moral commitment to teaching, to the level of proficiency: Dispositions are habits of professional action and moral commitment to teaching. The program will help candidates acquire the following dispositions to the level of proficiency:

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● reflect on one’s own practice and make changes as appropriate ● support students as individuals ● collaborate with all stakeholders ● engage all students ● incorporate innovations in teaching, including the use of new technologies ● conduct oneself professionally, responsibly and ethically

Illinois Professional Teaching Standards (2013)

Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Standard 2 - Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

Standard 4 - Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Standard 8 - Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

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Class ActivitiesThe class will be structured to accommodate the purposes described above. Time will be allocated each class to discuss and problem solve challenges and dilemmas in teaching. Where necessary, time will be allocated to coordinate logistical and practical matters associated with the student teaching experience and preparation for entering the teaching profession. Themes will be developed that connect to important issues in science teaching; these themes include facilitation of NGSS aligned learning; promoting and analyzing student thinking; facilitating student discourse; assessment and grading. Classroom video, including video from those enrolled in the course of their student teaching classrooms, will be used in the course.Required TextsNone. Weekly readings and podcasts will be shared each week, related to issues that emerge through student teaching experiences. Requirements

1) Attendance. Attendance is required. Please make sure your mentor(s) is/are aware of this requirement. If you need to miss a class session due to a parent-teacher conference or open house, please notify us. If you student teaching school cancels school due to weather, you should not be going to your school; but if it is on Wednesday, check to see if our classes are still in session, as we may still be meeting.

2) Readings. You are expected to complete the assigned readings for each class session, to complete written reading reflections where indicated in the syllabus, and to engage in class discussions involving the readings.

3) Weekend Updates. Each weekend (by midnight on Saturday) you will send your instructors a reflection on your teaching experiences from the previous week.

4) Reflections Each weekend (by midnight on Saturday) you will respond to prompts tied into themes of

the class, based on prompts that will be shared with you in our weekly seminar class. They are designed to help you bridge theory and practice. These assignments are intended to help you reflect on important ideas related to teaching / your student teaching experience. Reflection on your work is a critical element of successful growth, development, and professionalism.

5) Videotaping and Video Analysis. You will analyze classroom video, using video annotation software.

You will also record 3-4 lessons you facilitate in your student teaching placement, and select a 3 to 5 minute clip (on average) to share and analyze with the class around a theme of the week, for the following week. You will facilitate a discussion of analysis around one of your video clips. Details for the video and the video analysis / discussion will be provided in supplemental documents.

6) edTPA Assignments. As part of the course, you will be required to complete assignments that are connected to the preparation of your teaching portfolio, a requirement of the MSED program for all Northwestern teaching candidates. You will complete the following (3) portfolio tasks:

A. Planning for Instruction and Assessment B. Instructing and Engaging Students in Learning

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C. Assessing Student Learning Portfolio tasks involve written commentaries and teaching artifacts (e.g., student work samples, classroom video). Additional information and documents will follow on the edTPA assignments.

GradingYou will receive one grade for the entire student teaching experience.

● 50% field seminar attendance, participation and assignments ● 50% Mentor evaluations (both midterm and final evaluation) and supervisor

observations/recommended grade Additional Information● Student teaching can be a challenging experience. We are available to discuss questions and concerns. It is

best to reach us in the evenings or on weekends. Our cell numbers appear on the first page of the syllabus. You can also set up meetings with us virtually during evening or weekends. We encourage you to also utilize your university supervisor for additional support.

● It is important that you review and respond promptly to all e-mail and other communications from NU, and to work with your mentor to ensure proper communication.

Class Schedule and Topics Session 1: Wednesday, Jan. 4

● Overview and logistics of the class ● Personal goals ● Revisit goals and questions to try to answer through student teaching ● Syllabus overview and weekend update ● Discussion of edTPA logistics - videotaping and permission letters (Rm 345) from 6:15-7:45 ● Student expectations for learning: Growth Mindset

http://www.npr.org/2016/06/24/483126798/should-we-stop-telling-kids-theyre-smart

For the reflection:

● Read https://www.uni-muenster.de/imperia/md/content/psyifp/aeechterhoff/sommersemester2012/schluesselstudiendersozialpsychologiea/rosenthal_jacobson_pygmalionclassroom_urbrev1968.pdf

● Questions to compare expectation for learning (student perspective and teacher perspective), how can you build in discourse around these expectations (smart vs. effort, progress oriented, ) What would you say to students that encourages and recognizes and reinforces the goals of effort over achievement, to celebrate progress and process rather than product

For next class:

o Be prepared to share your responses considering expectations for student learning. How do the expectations people have about ability, achievement, and the nature of learning affect their academic growth?

● read Pygmalion in the Classroom

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● listen to the podcast about Growth Mindset ● Read the questions and post your responses to them on the week 1 discussion board.

o Work with your mentor teacher(s) to complete your Student Teaching Agreement form; bring completed and signed Student Teaching Agreement to class.

January 11, 2016

In class:

● Self-care session: Facilitated by Tim Dohrer and Tom Golebiewski; we will meet in Annenberg 345 from 5:00-6:00pm

● Processing of student teaching experiences, including successes and challenges ● Discussion of readings: Intro chapters to The Skillful Teacher and Growth Mindset podcast ● Review of instructional models that promote student thinking and discourse ● Activity to support the Context for Learning section of edTPA

For next class:

Read the Talk Science Primer. It provides a good introduction to the role of talk in science, and in the science classroom. Download the text, mark it up as you read it, and bring it with you to next week's class. This is the same document you read during your methods class. This time when you read it, think about the following questions and write up a one page reflection. Submit your reflection by Tuesday, 5 pm.

● What of the talk moves have you seen your cooperating teacher use? ● Which of the talk moves have you used in the last two weeks? ● Are there some talk moves that are more natural, or easier, to use during discussions? Why? ● Which ones would you like to see your students using most?

Once you have finished the Primer, write a one page reflection

Complete edTPA Context for Learning section for the class you will be videotaping and featuring in your edTPA portfolio.

Resource for discourse:

Discourse Sentence Stems.docx

Session 3: Wednesday, Jan. 18 In class:

● Processing of student teaching experiences, including successes and challenges ● Debriefing and follow-up to "How to Get a Teaching Job" workshop ● Discussion of teaching proficiencies that relate to management: attention, momentum, space ● Discussion of How Students Learn chapters ● Check-in for selection of class to feature in edTPA ● What does substantive student thinking and communication look like in classrooms?

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● Video analysis activity: science classroom - weight vs. mass ● Activity to support edTPA: Identification of a learning segment to plan, teach, and analyze

At Home Assignment (Due Sat. Jan. 21th):

● Read chapters 5, 6, & 7 of The Skillful Teacher. ● Read Reflection #1 prompts; gather some thoughts and be prepared to discuss in class. ● Upload video clip from your classroom that highlights substantive student thinking and complete

video write up #1. Session 4: Wednesday, Jan. 25

● Processing of student teaching experiences, including successes and challenges ● Discussion of teaching skills that relate to management: time, routines, discipline ● Discussion of school community, climate, and culture ● Video analysis/tagging activity: Supporting substantive student thinking analysis; making connections to

edTPA theme of deepening student learning during instruction ● Analysis/discussion of video segment from your own classroom

For next class:

o Read the formative assessment reading that corresponds to your content area:

Hodgson, C. and Pyle, K. (2010) A Literature Review of Assessment for Learning in Science. Slough: NFER.

● Prepare for a class discussion: What ideas and strategies did you find most useful or interesting in the formative assessment chapter for your content area? What are some connections between what you read and what you have experienced in your own education and/or student teaching?

o Complete online video tagging using the video annotation software. o Bring a set of student papers to class (e.g., in-class assignment, homework, test, quiz, lab write-

up); the work must include attention to developing conceptual understanding and/or problem solving; (it can also include some focus on developing skills/procedural fluency, but it should not focus exclusively on these areas).

Session 5: Wednesday, Feb. 1

● Processing of student teaching experiences, including successes and challenges ● Discussion of formative assessment readings: What are some purposes of formative assessment? What are

some strategies that were highlighted? ● Activity to support edTPA: practicing providing feedback that moves learning forward ● Using a How People Learn framework to assess learning environments

For next class:

o Read Chapters 8, 9, and 10 of The Skillful Teacher. ● Prepare for a class discussion of the chapters: What are some big ideas? What are some

specific teaching strategies that you found useful or promising? o Read Reflection #2 prompts; gather some thoughts and be prepared to discuss in class.

● Prompts appear in a later section of the syllabus.

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o Upload video clip from your classroom that highlights substantive student thinking; complete video write-up #2.


● Processing of student teaching experiences, including successes and challenges ● Discussion of teaching skills that relate to instruction: clarity, principles of learning, models of teaching ● Discussion of learning environment you examined ● Video analysis activity: learning environment ● Analysis of your video: focus on learning environment and instructional adaptations (making connections

to edTPA) ● Activity in support of edTPA Task #1: Planning for Instruction and Assessment

For next class:



● Prompts appear in a later section of the syllabus. o Complete the following edTPA-related task: “Identification of Learning Sequence and Articulation

of its Central Focus.”


● Processing of student teaching experiences, including successes and challenges ● Discussion of teaching skills that relate to motivation: expectations, personal relationship building,

classroom climate ● Video analysis activity: Presentation and discussion of classrooms videos (i.e., your student teaching

videos) ● Activity in support of edTPA Task #2: Instructing and Engaging Students in Learning

For next class:



● Prompts appear in a later section of the syllabus. o Upload video clip from your classroom that highlights substantive student thinking and complete

video write-up #3. Session 8: Wednesday, February 22

● Processing of student teaching experiences, including successes and challenges ● Teaching skills that relate to curriculum: curriculum design, objectives, and planning ● Video analysis activity: Presentation and discussion of classrooms videos (i.e., your student teaching

videos) ● Activity in support of edTPA Task #3: Assessing Student Learning

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For next class:



● Prompts appear in a later section of the syllabus. o Work on edTPA tasks.

Session 9: Wednesday, Mar. 1

● Processing of student teaching experiences, including successes and challenges ● Teaching skills that relate to curriculum: learning experiences, assessment, and overarching objectives ● Video analysis activity: Presentation and discussion of classrooms videos (i.e., your student teaching

videos) ● Activity in support of edTPA Task #3: Assessing Student Learning

For next class:

o Read Reflection #6 prompts; gather some thoughts and be prepared to discuss in class. ● Prompts appear in a later section of the syllabus.

o Work on edTPA tasks. Session 10: Wednesday, Mar. 8

● Processing of student teaching experiences, including growth and lessons learned ● Video analysis activity: Video reflections ● Activities in support of edTPA tasks

Other Important Dates/Events

● Sat., January 14, 2016 10:00 a.m. – 12:00 p.m.

“How to Get a Teaching Job”Swift Hall, Rm. 107

● Wed., March 15, 2016

4:30- 6:30 p.m.

Mentor teacher/ student teacher / supervisor receptionAnnenberg G02

● Fri., March 17, 2016 Last day of student teaching

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Other Requirements Associated with Student Teaching Seminar and Fieldwork: Winter 2016

First draft of resume due for NU Resume Book

All: send to Maureen Cheever [email protected]: also send to Meg Kreuser [email protected]

Due Jan. 11

Student Teaching Agreement --submit in class

Due Jan. 15

Final draft of resume due for NU Resume BookAll: send to Maureen Cheever [email protected]: also send to Meg Kreuser [email protected]

Due Jan. 31

edTPA portfolio

Upload completed, official edTPA: March 28 or April 11

Additionally, your mentor(s) and supervisor must also complete evaluations of your student teaching in order for you to complete the course and receive a grade.

Instructions for Reflective Discussions

The reflection entries are intended to contribute to a picture of your growth over the time of the Teacher Education program. For each entry, use the topic as your theme. The questions below the topics are intended to serve as prompts for your thinking. It is not necessary that you answer each prompt. Prepare some thoughts and be prepared to discuss them in class.Reflection #1: School Community, Climate, and Culture

Illinois Professional Teaching Standards addressed:

● Standard 8: Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

● Standard 9: Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

The first few weeks of every teaching experience will involve getting to know your students and the school community. The purpose of this reflection is to begin to develop an understanding of your school and your students. This information is critical to your success in helping to promote student learning. Consider whether or

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not your school site has a positive climate in relationship to students; in particular, consider the school’s beliefs and expectations (explicit and/or implicit) of students’ ability to learn; and consider the school’s beliefs and expectations (explicit and/or implicit) related to the teacher's role in the learning process. ● Do you sense that the administrators and teachers firmly believe in their students’ capabilities? ● What indicators are present to demonstrate the attitudes and beliefs of the teachers and the administration? ● How do students view themselves as learners? What are their academic identities? What evidence can you

cite? ● What are attitudes toward learning/the learner? Does this attitude apply to all students or only some of them? ● How different or similar are your beliefs from those of the school, the teachers, and the students at this point? ● Discuss your impressions of your students, the school, and the community/school neighborhood.

Reflection #2: Classroom Community, Climate, and Culture


● Standard 8: Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.


● Consider one or more of the math or science classrooms that you have observed last semester or this

semester: o What beliefs and attitudes are communicated, explicitly or implicitly, about the learner, learning,

knowledge, assessment of learning, and the role of community in the education process? Use the resource “Toward a Definition of HPL-ness” to assist with the analysis.

o How do the beliefs and attitudes about learning, the learner, knowledge, assessment, and community translate into the attitudes and beliefs about teaching and the role of the teacher?

Reflection #3: Classroom Management Analysis

Illinois Professional Teaching Standards addressed:Standard 1 - Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. Standard 4 - Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

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Consider the classroom management plan that you developed for the Practicum seminar. React to how the plan and the associated beliefs/assumptions that informed that plan are playing out in your teaching experience.● Are your early perceptions of classroom management being fulfilled? ● What classroom management challenges have you encountered? Were they anticipated? ● What solutions have you tried and/or found? ● Would you change your management plan? If so, how? ● What does your plan / adjusted plan suggest about your beliefs of student learning? Are your views changing? ● What is the fundamental connection between student learning and classroom management? ● Is there a considerable difference in the classroom management issues from one class (period or age or level)

to another? ● What attitudes and actions have you displayed toward students? Do these reflect your philosophy of

management? ● Are you being consistent in the way that you manage classroom situations and/or particular students? ● Consider a student who has presented a challenge. Describe the challenge and trace the evolution of your

relationship with the student. Are there particular assumptions you made about that student? Were those assumptions correct? Did you find productive ways to manage the challenge presented by the student? Were some of the efforts unsuccessful? Describe the efforts you made and the results.

Reflection #4: Reflection on Lesson Implementation


● Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

● Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

● Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

React to one of the lessons you implemented. Describe the successes, challenges, and perceived areas for improvement.● What were your perceptions of student learning when you planned? ● How did you anticipate the students would learn? What did you anticipate the students would "bring with

them" to the subject matter for the lesson? ● How did you plan to assess the learning during and after the lesson? ● How much did students learn? How do you know? Was your means of assessment effective? What evidence

(what did you see or hear?) from the students is there to indicate the efficacy of the lesson? ● Do you believe the lesson “worked”? Why or why not? ● What would you do differently the next time? Why? ● Does the way the lesson went suggest changes in your original perceptions of the students, of how students

learn, or of your perceptions of effective teaching?

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● Was your mentor involved planning, co-teaching, or monitoring/observing the lesson? What effect did that have on the lesson planning and lesson implementation? Did you mentor provide feedback on the lesson? If so, what are your thoughts on how the feedback can help you move forward and grow as a teacher?

Reflection #5: Formative Assessment Analysis


● Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

● Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

● Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and

summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Describe two examples where your use of formative assessment resulted in the modification of your instructional plans and informed future instruction and/or modifications of instructional plans.For each example, provide a brief description of:● The situation and formative assessment that alerted you to modify your instructional design ● The role and results of student self-assessment in the situation ● The modification(s) to the original instructional plan you made ● The results of your instructional modifications and why you believe they produced better learning results or

failed to do so.

Reflection #6: Reflecting on Professional Growth



Aspects of NU School of Education and Social Policy Conceptual Framework addressed:● Vision of learning:

1.2 reflection and research as means of learning● Vision of the learner:

2.1 lifelong learning and development shaped by social contexts;

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● Vision of teaching: 3.1 connection of theory to practice, where the candidates understandthat theories suggest questions and ideas about practice, andpractice suggests modification of theory3.2 professional conduct that is responsible and ethical

Describe your growth as a teacher as a result of your student teaching experience to date. ● How are you different now than you were when you began your student teaching? ● What beliefs and perceptions focus your teaching? Have those changed? ● What have you determined about students and their learning during your student teaching? ● How has student teaching affected your visions of the learner, learning, and teaching? ● What has surprised you about teaching? How did you respond to those unexpected developments? ● What strengths do you have as a teacher? ● How have you developed since you began student teaching? ● Do you feel ready to teach? Explain. ● What challenges are in the forefront for you? How will you focus upon them? ● Do you currently feel that you made the right decision in becoming a teacher? Explain.

ms ed 489, teach ed 389 field seminar: math/science ... · 4-5 pm every wed. for edtpa work course...

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