Observation and Practice Teaching Observation and Practice Teaching

Primary/Junior/ – EDUC 4355EPrimary/Junior/ – EDUC 4355E

Review of Session 1Review of Session 1 Opportunity to meet your Opportunity to meet your

associate teacher & the students associate teacher & the students you will be working withyou will be working with

Opportunity to become familiar Opportunity to become familiar with the schoolwith the school

Opportunity to see how routines & Opportunity to see how routines & rules are established in a rules are established in a classroom at the beginning of the classroom at the beginning of the yearyear

Practice Teaching – Session 2Practice Teaching – Session 2Student Teacher ScheduleStudent Teacher Schedule

October 13 – Observation onlyOctober 13 – Observation onlyOctober 14 - 1 or 2 lessons October 14 - 1 or 2 lessons October 15 to October 20 - 50% October 15 to October 20 - 50%

observation, 50% instructional observation, 50% instructional responsibilitiesresponsibilities

Focus: lesson planning and Focus: lesson planning and implementation, classroom implementation, classroom management strategies, management strategies,

Requirements for Requirements for Session # 2Session # 2

Set up of Practice Teaching Set up of Practice Teaching BinderBinder

Completing the components of Completing the components of the binder for each PT sessionthe binder for each PT session

*Binder must be available at any *Binder must be available at any time for perusal by advisor, time for perusal by advisor, associate or school officialassociate or school official

Practice Teaching BinderPractice Teaching Binderwhy?why? Demonstration of organizationDemonstration of organization Demonstration of your knowledge Demonstration of your knowledge

about classroom routines etcabout classroom routines etc Opportunity for you to collect Opportunity for you to collect

resources and ideas to use in your resources and ideas to use in your future classroomfuture classroom

Provides faculty advisor with Provides faculty advisor with information about the amount and information about the amount and type of teaching you have done type of teaching you have done during your placementduring your placement

TABS for Teaching TABS for Teaching BinderBinder

Tabs help you organize Tabs help you organize binder into key sectionsbinder into key sections

You will need 5 tabsYou will need 5 tabs

Includes:1. weekly schedule of your teacher’s

timetable including all subject titles and times. If such a timetable does not exist, create one.

2. On each week’s timetable highlight or outline the classes you taught or are responsible for teaching.

3. If you are working with two (2) teachers include timetables for both teachers.

4. Weekly schedules are ordered with the most recent on the top

TAB #1Teaching Timetable

Time Monday Tuesday Wednesday Thursday Friday

8:50 Entry / prayer announcements

Entry / announcements

Entry / announcements

Entry / announcements

Entry / announcements

9:00 – 10:30

Language Arts

Language Arts

Language Arts

Language Arts

Language Arts

10:30 – 10:45

Recess Recess Recess Recess Recess

10:45 – 11:45

Math Math Math Math Math

11:45 – 12:30

Lunch Lunch Lunch Lunch Lunch

12:30- 1:00 French PE French Spelling French

1:00 – 1:30 PE Spelling Music Art PE

1:30 – 2:00 PE Art Music PE Science

2:00 – 2:15 Recess Recess Recess Recess Recess

2:15 – 3:15 Science Social Studies

Science Social Studies

Art

TAB TAB #2 #2 Observations - Your Observations - Your Associate's ClassesAssociate's Classes

If you have observation notes If you have observation notes from your September placement from your September placement include them in this sectioninclude them in this section

Focus for ObservationsFocus for Observations

Observation is an effective tool Observation is an effective tool for collecting pertinent information for collecting pertinent information For focusing close attention to For focusing close attention to

detaildetail For analysing & evaluating what For analysing & evaluating what

is happening from a teacher’s is happening from a teacher’s perspectiveperspective

For looking beneath the obviousFor looking beneath the obvious

TAB TAB #2 #2 Observations - Your Observations - Your Associate's ClassesAssociate's Classes You will be observing your associate You will be observing your associate

teacher when you are not teachingteacher when you are not teaching While you observe you will focus While you observe you will focus

your attention on certain aspects of your attention on certain aspects of teachingteaching

You are to make detailed You are to make detailed observation notes using the following observation notes using the following headingsheadings..

Each heading will be on a Each heading will be on a separate pageseparate page as this will be an as this will be an ongoing record that will include ongoing record that will include information from both the October information from both the October and the November placementand the November placement

Observation HeadingsObservation Headings

Management StrategiesManagement Strategies Instructional StrategiesInstructional Strategies Program OrganizationProgram Organization Student OrganizationStudent Organization Instructional MaterialsInstructional Materials Methods of EvaluationMethods of Evaluation Responsibilities of the Teacher Responsibilities of the Teacher

Outside of the Classroom (including Outside of the Classroom (including health and safety issues)health and safety issues)

Provisions Made for Exceptional Provisions Made for Exceptional LearnersLearners

Class Observation SheetClass Observation SheetTeacher: Ms RidlerTeacher: Ms Ridler Grade: 4Grade: 4

Management StrategiesManagement Strategies

What does the What does the teacher do to teacher do to manage the class, manage the class, small groups, or small groups, or individual students individual students in a variety of in a variety of contextscontexts

Instructional StrategiesInstructional Strategies

These are all the These are all the strategies a strategies a teacher uses to teacher uses to help students learn help students learn & practice content, & practice content, or skills that have or skills that have been taughtbeen taught

Class Observation SheetClass Observation SheetTeacher: Ms RidlerTeacher: Ms Ridler Grade: 4Grade: 4

Program OrganizationProgram Organization

These are all the These are all the different organizational different organizational approaches to setting approaches to setting up the curriculum (long up the curriculum (long term/ short term term/ short term planning) or planning) or adaptations for unique adaptations for unique circumstances like circumstances like multiple gradesmultiple grades

Student OrganizationStudent Organization

These are all the These are all the different organizational different organizational approaches to set up approaches to set up the classroom or the classroom or organize student organize student placement in the placement in the classroom to maximize classroom to maximize learninglearning

Instructional Materials Methods of Assessment/Evaluation

These are all the resources a teacher uses when teaching a lesson. E.G. story books, video clip, leaf cut outs,

These are all the strategies a teacher uses to see if students have learned the material taught in a class E.G. observational notes, rubrics,

Responsibilities of the Teacher Outside of the Classroom (be sure to include safety issues e.g. students with allergies, policies governing administration of medication procedures during inclement weather, weapons/bombs, threats etc.)

Provisions Made for Exceptional Learners

This list should include any voluntary or compulsory duty that a teacher does outside of the classroom or during a time the teacher is not directly responsible for his/her class E.G. yard duty, lunch time coach of gr. 3 VB team, Choir leader for Primary division

This is a list of differentiated or personalized instruction strategies...what does the teacher do to accommodate or modify the content, processes, products and/or environment for students who require additional support to be successful.

Other Observations of Interest

Any other points of interest to you & your future teaching practices. PLC ( Professional learning community) meeting

Management Strategies( Sample Management Strategies( Sample Information)Information)OctoberOctober

• teacher gave positive reinforcement “ good work ” to teacher gave positive reinforcement “ good work ” to students who listened well and completed taskstudents who listened well and completed task• teacher tells students to put their heads down on their teacher tells students to put their heads down on their desk, once students are quiet teacher gives desk, once students are quiet teacher gives instructions.instructions.•Two students talk while teacher gives instructions, she Two students talk while teacher gives instructions, she first looks at them & they stop for a few minutesfirst looks at them & they stop for a few minutes•When they start again she walks & stands between When they start again she walks & stands between them . They stop talkingthem . They stop talking•Students who continue to ignore the teachers Students who continue to ignore the teachers instructions are kept in at recess to talk about how to instructions are kept in at recess to talk about how to change their behaviourchange their behaviour

Student organisation ( sample Student organisation ( sample information)information)

Student desks are in groups of 5 with Student desks are in groups of 5 with chairs on the outside. There are group chairs on the outside. There are group holders for markers/crayons/scissorsholders for markers/crayons/scissors

Each group of students includes a Each group of students includes a combination of stronger and weaker combination of stronger and weaker studentsstudents

2 desk “ carols” are placed at the right 2 desk “ carols” are placed at the right front of classroom facing the wall. front of classroom facing the wall. Students who need quiet time during Students who need quiet time during work periods are placed here for a work periods are placed here for a certain time periodcertain time period

TABTAB #3 #3 RoutinesRoutines

A common pattern of activityA common pattern of activity Something repetitiveSomething repetitive A rehearsed set of movements, A rehearsed set of movements,

actions, or speechesactions, or speeches the usual sequence for a set of the usual sequence for a set of

activitiesactivities

TABTAB #3 #3 RoutinesRoutines

Keep a record of the various routines Keep a record of the various routines that you and/or your associate use while that you and/or your associate use while teaching in this placement. teaching in this placement.

There are many more routines in the There are many more routines in the primary division than the junior divisionprimary division than the junior division

You want to especially note the routines You want to especially note the routines that were used at the beginning of the that were used at the beginning of the year ( 1year ( 1stst week of observation) week of observation)

Lesson plans are Lesson plans are NOTNOT needed for needed for routines. routines.

Sample Template - optionalSample Template - optional

Nipissingu.ca/education/oliver –Nipissingu.ca/education/oliver –consecutive observation & consecutive observation & practice teaching - notespractice teaching - notes

TABTAB #3 #3 ThreeThree categories of categories of RoutinesRoutines

When you record information about When you record information about

these routines you will make notes these routines you will make notes under under PURPOSEPURPOSE of the routine and of the routine and PROCEDUREPROCEDURE for the routine. for the routine.

PURPOSE: PURPOSE: Why does the teacher Why does the teacher use this routine?use this routine?

PROCEDURE: PROCEDURE: How do the children How do the children behave when they are practicing the behave when they are practicing the routine?routine?

1. Management-Related1. Management-Related Routines:Routines:

Examples: opening exercises, Examples: opening exercises, entry/dismissal, lunch/yard/bus entry/dismissal, lunch/yard/bus duties, washroom, pencil duties, washroom, pencil sharpeningsharpening

1.Management Related 1.Management Related Routines Routines samplesample

SquadsSquadsPurposePurpose: : to keep students organized in gym class. Students to keep students organized in gym class. Students

can hear instructions and see the teacher’s can hear instructions and see the teacher’s demonstrations.demonstrations.

ProcedureProcedure:: As soon as students enter gym they sit in As soon as students enter gym they sit in straight lines radiating from the centre circle. They stay in straight lines radiating from the centre circle. They stay in the same squad all year. Whenever the teacher calls the same squad all year. Whenever the teacher calls squads the students immediately go to their spot with their squads the students immediately go to their spot with their other squad membersother squad members

3 Second Rule3 Second RulePurposePurpose: a management technique that teacher uses when : a management technique that teacher uses when

he/she needs to have the class settle down before he/she needs to have the class settle down before instructions are giveninstructions are given

ProcedureProcedure:: If students are noisy teacher calls out loudly 3 If students are noisy teacher calls out loudly 3 second rule . He/she then counts down to 3 verbally & second rule . He/she then counts down to 3 verbally & visually with fingers and extended arm. When he/she gets visually with fingers and extended arm. When he/she gets to zero if the students are quiet she congratulates the to zero if the students are quiet she congratulates the students & proceeds with the instructions. If the students students & proceeds with the instructions. If the students are still noisy he/she starts the timer button on watch & are still noisy he/she starts the timer button on watch & counts the minutes until silence. These wasted minutes counts the minutes until silence. These wasted minutes are tallied each day & then they are “served “ on Friday are tallied each day & then they are “served “ on Friday afternoonafternoon

Curricular-RelatedCurricular-Related RoutinesRoutines::

Examples: circle time, taking up Examples: circle time, taking up homework, collecting work, homework, collecting work, spelling dictation, sharing spelling dictation, sharing Current Events, daily journal Current Events, daily journal writing, bell work, Problem of the writing, bell work, Problem of the Day, story timeDay, story time

Curricular Related RoutinesCurricular Related RoutinesSampleSample

Silent ReadingSilent ReadingPurposePurpose: develop individual skill in reading . : develop individual skill in reading .

Encourages students to read independently at a Encourages students to read independently at a level appropriate for themlevel appropriate for them

ProcedureProcedure: 15 – 20 mins every day as soon as : 15 – 20 mins every day as soon as students come in from morning recess they sit at students come in from morning recess they sit at their desk & take out a book to read until teacher their desk & take out a book to read until teacher says “books away , take out your science folder”says “books away , take out your science folder”

Circle Time Circle Time Purpose:Purpose: to give students an opportunity to start the to give students an opportunity to start the

day together , set the tone, and review conceptsday together , set the tone, and review conceptsProcedureProcedure: first 10 mins of class students sit in a circle : first 10 mins of class students sit in a circle

& the student of the day identifies the weather – & the student of the day identifies the weather – sunny, cloudy, snowy etc. they place the sunny, cloudy, snowy etc. they place the appropriate picture on the wall calendar. Together appropriate picture on the wall calendar. Together students count off the days of the month. students count off the days of the month.

Other Routines:Other Routines:

national anthemnational anthem, , fire drill, snow fire drill, snow day, guest in the classroom,day, guest in the classroom,

Note: for this category you only Note: for this category you only need to record the procedure for need to record the procedure for the routinethe routine

Other RoutinesOther Routinessamplesample

National AnthemNational Anthem

ProcedureProcedure: during national anthem students stand : during national anthem students stand beside desk facing the Canadian Flag with arms by beside desk facing the Canadian Flag with arms by their sides. They are to sing along and not talktheir sides. They are to sing along and not talk

Pizza FridaysPizza Fridays

Procedure:Procedure: On Wednesday after announcements On Wednesday after announcements assigned student goes around class with the order assigned student goes around class with the order sheet. Students record how many / no pieces of sheet. Students record how many / no pieces of pizza they want on Friday. They bring in their pizza they want on Friday. They bring in their money Thursday & it is collected by the teacher. money Thursday & it is collected by the teacher. On Friday pizza is delivered to the classroom & On Friday pizza is delivered to the classroom & distributed by teacherdistributed by teacher

TAB # 4 Lesson PlansTAB # 4 Lesson Plans

The lesson plan section should include a The lesson plan section should include a daily organizer/timetable, located daily organizer/timetable, located immediatelyimmediately before before the lessons for a the lessons for a particular day particular day

Put the most recent lesson first (top) in this Put the most recent lesson first (top) in this sectionsection. Include all handouts, cut outs, . Include all handouts, cut outs, work sheets etc. that you use right after work sheets etc. that you use right after the lesson plan. the lesson plan.

DON'T FORGET THE REFLECTIONDON'T FORGET THE REFLECTION portion of the lesson plan. It is best to do portion of the lesson plan. It is best to do this section as soon after the lesson as this section as soon after the lesson as possible when you've had a chance to think possible when you've had a chance to think about what could be improved.about what could be improved.

Sample TemplatesSample Templates

Practice Teaching Handbook Practice Teaching Handbook pg. 36 – 40pg. 36 – 40

Online at Online at www.nipissingu.ca/education/pthandbook.asp

On your methods Prof’s web On your methods Prof’s web sitessites

TAB # 4 Lesson PlansTAB # 4 Lesson Plans

The lesson plan section should include a The lesson plan section should include a daily organizer/timetable, located daily organizer/timetable, located immediatelyimmediately before before the lessons for a the lessons for a particular day particular day

Put the most recent lesson first (top) in this Put the most recent lesson first (top) in this sectionsection. Include all handouts, cut outs, . Include all handouts, cut outs, work sheets etc. that you use right after work sheets etc. that you use right after the lesson plan. the lesson plan.

DON'T FORGET THE REFLECTIONDON'T FORGET THE REFLECTION portion of the lesson plan. It is best to do portion of the lesson plan. It is best to do this section as soon after the lesson as this section as soon after the lesson as possible when you've had a chance to think possible when you've had a chance to think about what could be improved.about what could be improved.

Sample Elementary Teaching Sample Elementary Teaching TimetableTimetable

Tuesday October 17, 2008 Tuesday October 17, 2008

9:00 – 9:10 Opening Exercises 9:00 – 9:10 Opening Exercises

9:10 9:10 – – 10:20 – language Arts – 10:20 – language Arts – Reading , story mapReading , story map

10:20 – 10:35 – Recess10:20 – 10:35 – Recess

10:35 – 11:30 – Math – counting 10:35 – 11:30 – Math – counting by 10’sby 10’s

Etc. for the remainder of the dayEtc. for the remainder of the day

Lesson Plans Lesson Plans ( what a FA would ( what a FA would see in this section)see in this section)

Daily Organizer for FridayDaily Organizer for Friday (daily schedule, clearly (daily schedule, clearly indicating which lessons were taught)indicating which lessons were taught)

Lesson Plan TwoLesson Plan Two Lesson Plan OneLesson Plan One

Daily Organizer for ThursdayDaily Organizer for Thursday (daily schedule, (daily schedule, clearly indicating which lessons were taught)clearly indicating which lessons were taught)

Lesson Plan TwoLesson Plan TwoLesson Plan OneLesson Plan One

Daily Organizer for WednesdayDaily Organizer for Wednesday (daily schedule, (daily schedule, clearly indicating which lessons were taught)clearly indicating which lessons were taught)

Lesson Plan OneLesson Plan One

TABTAB# 5 # 5 OtherOther

Include in this section teaching ideas, Include in this section teaching ideas, strategies handouts etc your teacher or strategies handouts etc your teacher or other teachers use which you think are other teachers use which you think are interestinginteresting

You might also include photographs of You might also include photographs of bulletin boards, classroom layout, handouts bulletin boards, classroom layout, handouts you obtain etc. you obtain etc.

Include also fire drill, lockdown, other Include also fire drill, lockdown, other pieces of information shared at staff pieces of information shared at staff meetingsmeetings

Information collected at PD dayInformation collected at PD day

Field Trip /PA dayField Trip /PA day

Participate fully in the activityParticipate fully in the activity Collect any information that you Collect any information that you

think might be helpful to you in think might be helpful to you in your own classroom e.g. parent your own classroom e.g. parent letter or organizational letter or organizational information re field tripinformation re field trip

Teaching is a service career!!!Teaching is a service career!!!

Practice teaching is an Practice teaching is an opportunity for you toopportunity for you to

1.1. Learn about the art of teachingLearn about the art of teaching

2.2. Enhance your teaching skillsEnhance your teaching skills

3.3. Learn about how schools runLearn about how schools run

4.4. Make professional connectionsMake professional connections

Expectations of Preservice Expectations of Preservice TeacherTeacher

Check in the handbook Check in the handbook Pages 9 – 10Pages 9 – 10 Plan for optimal student learningPlan for optimal student learning Be prepared for your lesson ahead Be prepared for your lesson ahead

of time using NU lesson plan formatof time using NU lesson plan format Have AT preview lesson plan ahead Have AT preview lesson plan ahead

of time of time Take into consideration AT’s Take into consideration AT’s

suggestions and input & make suggestions and input & make appropriate lesson plan changesappropriate lesson plan changes

You are a professionalYou are a professional

1.1. Your dress is appropriateYour dress is appropriate

2.2. Your manner with students, Your manner with students, parents, staff is respectful at all parents, staff is respectful at all timestimes

3.3. You create a positive You create a positive teacher /student relationship teacher /student relationship with all students in your classwith all students in your class

Do a 360 in front of the mirror, stretch up/ stretch downNo “flesh” should be in view!

ProfessionalismProfessionalism refer to refer to Ethical StandardsEthical Standards, ,

Standards of PracticeStandards of Practice [Regulation [Regulation Under the Teaching Profession Under the Teaching Profession Act]Act]

cause for withdrawal from your cause for withdrawal from your placementplacement continuing in placement is detrimental to continuing in placement is detrimental to

the school’s program / staffthe school’s program / staff behaviour that affects the intellectual or behaviour that affects the intellectual or

emotional development of studentsemotional development of students Behaviour that is interpreted as Behaviour that is interpreted as

physical/sexual abusephysical/sexual abuse

OTF Guidelines regarding OTF Guidelines regarding Harassment complaints that arise Harassment complaints that arise during practicum placementsduring practicum placements

December 2008 guidelines December 2008 guidelines available from OTF web siteavailable from OTF web site

Preferred Process for Teacher Candidates to Follow for Complaints of Alleged Harassment

In cases where a teacher candidate believes he/she is the subject of harassment, the following process is recommended:The teacher candidate should discuss the issue with the Faculty advisor. Depending on the severity and nature of the concern, the teacher candidate should be encouraged to first take it up with the associate teacher. If the teacher candidate is uncomfortable doing so, the Faculty advisor should contact the associate teacher, and propose a meeting with Federation support to mediate the situation.If the matter cannot be resolved in this way, the teacher candidate might choose to pursue it in a more formal venue. Typically this would entail a complaint made by the teacher candidate to the school principal, who would then follow the board’s harassment policy. In such cases, the teacher candidate is obliged to provide the associate teacher with a written statement of the complaint registered with the principal within three days. Page 2OTF Guidelines Regarding Harassment Complaints That Arise During Practicum Placements

•Teacher candidates are covered for accidents and injuries sustained during unpaid practicum placements through Workplace Safety Insurance. This insurance is provided by the Ontario Ministry of Training, Colleges and Universities. •Each student teacher will be emailed a Work/Education Placement Agreement form the week of October 5 with instructions on what to complete.  The completed form must be faxed on Tuesday, October 13 to the Practice Teaching Office at (705)495-1303. •If a Teacher Candidate is injured during practicum, the Practicum Office must be notified immediately. •Insurance forms need to be completed within 24 hours of the incident and submitted to the Practicum Office.

•Teacher Candidates may be asked to use their own vehicle to transport students during their practicum placement. •Teacher Candidates should check with their own personal insurance company to see if their policy will cover them in case of an accident- prior to allowing other students into their vehicle. • Any liability claim will go against your personal insurance company first. •At Nipissing University North Bay campus, we advise against the use of personal vehicles for these activities.

Concern expressed??????Concern expressed?????? I just thought I'd let you know the reason that my staff I just thought I'd let you know the reason that my staff

decided not to take student teachers. I am new here decided not to take student teachers. I am new here but they say that they have had a history of being but they say that they have had a history of being 'burnt' with student teachers with 'burnt' with student teachers with poor attitudes poor attitudes towards towards constructive criticism constructive criticism as well as a as well as a work ethic work ethic that no where near approaches what is expected for a that no where near approaches what is expected for a new teacher. This came from teachers that I respect new teacher. This came from teachers that I respect and believe would be good people for student and believe would be good people for student teachers to work with. teachers to work with. Acting Principal, Central Public School (May Acting Principal, Central Public School (May 2008)2008)

Role of Associate TeacherRole of Associate Teacher

Be a role modelBe a role model Provide you with information Provide you with information

about curricular program & about curricular program & studentsstudents

Guide you in the planning Guide you in the planning processprocess

Examine your lesson plans Examine your lesson plans before you teachbefore you teach

Role of Associate TeacherRole of Associate Teacher

Discuss your work in the classroom Discuss your work in the classroom & provide suggestions for & provide suggestions for improvementimprovement

May provide advance information May provide advance information about subjects to be taughtabout subjects to be taught

Complete the NU practice teaching Complete the NU practice teaching report & mail/email it to NU report & mail/email it to NU immediately after the Oct. practicumimmediately after the Oct. practicum

NU Practice Teaching Handbook NU Practice Teaching Handbook pg pg 1313

Role of Faculty AdvisorRole of Faculty Advisor mentormentor CoachCoach Evaluator of candidate practiceEvaluator of candidate practice Provider of a thoughtful and honest Provider of a thoughtful and honest

appraisal of your classroom appraisal of your classroom practices practices

negotiatornegotiator speaks with associate & checks to speaks with associate & checks to

see if there are any problemssee if there are any problems NU Practice Teaching Handbook NU Practice Teaching Handbook pg pg

1414

LikelyLikely format for advisor format for advisor evaluationevaluation Pre arranged time for visitPre arranged time for visit Meeting before class : to ask some Meeting before class : to ask some

questions , look at binder etcquestions , look at binder etc Observation of class: note takingObservation of class: note taking Post class conference: discuss Post class conference: discuss

strengths, areas for growth, possible strengths, areas for growth, possible gradinggrading

Meet with associate ( without Meet with associate ( without student)student)

Graded Report #1Graded Report #1

Sample on page 50 & 51 of PT Sample on page 50 & 51 of PT handbookhandbook

5 areas of evaluation5 areas of evaluation Practice Teaching Growth Practice Teaching Growth

Descriptors : Rubric (pg. 54 – Descriptors : Rubric (pg. 54 – 56) are used as the 56) are used as the basis for basis for growth and discussion growth and discussion

Teacher Candidate EvaluationTeacher Candidate Evaluation

one report form, but a separate mark for one report form, but a separate mark for Week 1, Week 2, and Week 3Week 1, Week 2, and Week 3

4 categories4 categories ExemplaryExemplary Proficient Proficient Adequate Adequate Does Not Meet ExpectationsDoes Not Meet Expectations (failure) (failure)AT is to call PT Office for any week AT is to call PT Office for any week when he/she believes that this rating is when he/she believes that this rating is necessarynecessary

Exemplary Looks likeExemplary Looks like

Extensive understanding of…Extensive understanding of… Provides sophisticated Provides sophisticated

challenges…….challenges……. Independently provides……Independently provides…… Engages with ease ……..Engages with ease …….. Consistently takes the initiative Consistently takes the initiative

……..…….. Expertly sets up………Expertly sets up………

ProficientProficientLooks likeLooks like

Usually values ……Usually values …… Considerable understanding Considerable understanding

……..…….. With minimal guidance ………With minimal guidance ……… Competently …………Competently ………… Frequently ……….Frequently ………. Motivates……….Motivates……….

Adequate Looks likeAdequate Looks like

Occasionally ………Occasionally ……… Some understanding ….Some understanding …. With assistance ………With assistance ……… Requires some direction ……Requires some direction …… Limited consideration given to Limited consideration given to

…….……. Some motivation ……….Some motivation ……….

Evaluation ReportsEvaluation Reports

At this time a “proficient “ is a At this time a “proficient “ is a good markgood mark

You are learning & improving You are learning & improving every day!every day!

ReportsReports Sent to Practice Teaching office by Sent to Practice Teaching office by

November 6 by both associate & November 6 by both associate & advisoradvisor

Copies kept on file , copy given to Copies kept on file , copy given to advisor, copy given to student advisor, copy given to student through section repthrough section rep

Keep your copies of your Keep your copies of your evaluations for inclusion in your evaluations for inclusion in your portfolioportfolio

POINTS TO REMEMBERPOINTS TO REMEMBER You are a You are a GuestGuest of the associate & the of the associate & the

schoolschool1.1. You follow all school rules. This includes You follow all school rules. This includes

turning off your cell phone during class turning off your cell phone during class time!time!

2.2. You are at school a reasonable time before You are at school a reasonable time before classes start and you stay at the school for classes start and you stay at the school for a reasonable amount of time after the a reasonable amount of time after the students leave school at the end of the daystudents leave school at the end of the day

3.3. Check out the “peanut" rules !Check out the “peanut" rules !4.4. Be aware of students in the class with Be aware of students in the class with

severe allergies – bee stings, latexsevere allergies – bee stings, latex5.5. No gossiping or making negative No gossiping or making negative

statements about students or staff both statements about students or staff both inside and outside the schoolinside and outside the school

POINTS TO REMEMBERPOINTS TO REMEMBERcontinuedcontinued

You want to learn as much as You want to learn as much as possible to become an possible to become an outstanding teacheroutstanding teacher

1.1. Ask your AT for Ask your AT for help/suggestions if you need ithelp/suggestions if you need it

2.2. Ask other teachers in school Ask other teachers in school for suggestionsfor suggestions

Absent from classAbsent from class

1.1. Check out the boards H1N1 policy re Check out the boards H1N1 policy re coming to school when sickcoming to school when sick

2.2. Because you are sick: - call each day Because you are sick: - call each day of your absence (of your absence (AT, PT officeAT, PT office, contact , contact faculty advisor if they request)faculty advisor if they request)

3.3. If you were to teach make If you were to teach make arrangements for your lesson plan to arrangements for your lesson plan to get to your AT ( ask your AT what is get to your AT ( ask your AT what is their preference email, delivery, phone)their preference email, delivery, phone)

Questions ??????Questions ????????