residency 1 interdisciplinary studies handbook

RESIDENCY 1

Interdisciplinary Studies

Handbook

Middle Tennessee State University

College of Education

Elementary & Special Education Department

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Acknowledgments

The Interdisciplinary Studies K-8 Committee would like to sincerely express our thanks to our

colleagues in Early Childhood and Special Education for their gracious sharing of resources,

ideas, and suggestions. We especially want to acknowledge Dr. Zaf Khan, Dr. Robyn Ridgley,

and Dr. Cheryl Hitchcock for providing electronic copies of their materials. We have noted

those materials that we have used or adapted for our Residency 1 information.

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Table of Contents

Page Number

I. Introduction to Residency 1 ……………..………………………………… 4

A. Residency 1 Description and Overview………………………………. 4

B. Residency 1 Purpose & General Objectives…………………………… 6

C. Overview of Weekly Schedule………………………………………… 7

D. Class Schedule…………………………………………………………. 8

E. Candidate Roles and Responsibilities………………………………….. 10

F. Cooperating Classroom Teacher Roles and Responsibilities………….. 11

G. Residency 1 Supervisor Roles and Responsibilities……………………. 12

H. Course Assignments Overview…………………………………………. 13

II. Appendices…………………………………………………………………… 14

A. Dispositions……………………………………………………………… 15

B. Context for Learning & Teacher Observation……………………………. 17

C. MTSU Teacher Candidate Lesson Plan Template……………………….. 21

D. Bibliography………………………………………………………………. 23

E. Web Sites…………………………………………………………………. 25

III. References…………………………………………………………………….. 26

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Introduction to Residency 1

Residency 1 Description and Overview

Residency 1 is designed to assist the teacher candidate in recognizing and appreciating the

interrelationship between and amongst educational theory and practice by drawing upon prior

coursework, field experiences, and other resources to inform and develop professional

knowledge and practice. Through the continued scaffolding of university students into teachers,

candidates experience a transformative learning experience (Mezirow, 1997). Residency 1,

through its substantial commitment to field experiences, will provide the pre-service teacher

candidate opportunities to design, teach, assess, and reflect upon the effectiveness of behaviors

and decisions made in the classroom as each informs, develops, and expands her/his

understanding of the varied roles of teachers. Of significance is the commitment to

Ready2Teach, supported by the Tennessee Board of Regents, which includes these principles:

“Throughout their program of study, teacher candidates are presented with experiential

problem-based learning cases that relate directly to real-world teaching.

Preparation for teaching occurs in actual school settings under collaborative supervision

of mentor teachers, master clinicians and university faculty.

Instructional modules and seminars are structured around developing strong content

knowledge and effective teaching skills to improve student achievement.

Teacher candidates’ tasks are aligned with partner districts’ priorities and needs.

Teacher candidates are introduced to available school-based opportunities to work with

students and their families” (Ready2 Teach.org).

The National Research Council’s report Preparing Teachers: Building Evidence for Sound

Policy (2010) has identified field experience as one of the three "aspects of teacher preparation

that are likely to have the highest potential for effects on outcomes for students, along with

content knowledge and the quality of teacher candidates” (p.180). Additionally, Residency 1 is

designed to comply with TBR Guideline A-045: Teaching Quality Initiative Program (TQI)

Operational Guidelines for School–Based Residency. This requires each teacher education unit

to “collect, analyze, and report data on teaching and professional preparation in education” and

provide “evidence-based guidance on effective teachers and teaching practices.” Residency 1

will contribute to meeting this requirement in these ways.

Professional education classes and student teaching are combined into a comprehensive

teaching residency occurring primarily during the senior year and will replace the more

traditional teacher education components.

Preparation for pedagogy will occur primarily in actual school settings, under

collaborative supervision of university faculty and mentor teachers and is structured

around authentic problem-based experiences to attain learning outcomes.

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The prominent feature of Residency 1 is field experience. The Residency 1 candidate will be

spending the majority of their class time in the classroom applying and developing the skills and

practices introduced in earlier field experiences; therefore, Residency 1 is a stage among

scaffolds progressing to Residency 2: Student Teaching. Through continual formative

assessment of candidates’ field experience work in Residency 1, the line of demarcation into

Student Teaching will be blurred rather than the sense of a completely novel experience.

There will be a minimum of class periods where the candidates meet at the university for class

meetings and seminars. Guest speakers will be invited for topics such as edTPA.

Within a Professional Learning Community (PLC), Residency 1 will enable the teacher

candidate to integrate content knowledge with pedagogy and reflection into a coherent

understanding of how each contributes to learning. The PLCs will be formed within the cohort

structure. Candidates will learn to work “collaboratively in ongoing processes of collective

inquiry and action research to achieve better results for the students” (DuFour, DuFour, Eaker, &

Many, 2006). This naturally blends with the extensive use of problem-based learning in this and

other courses within the department. In PBL, there is an emphasis on collaborative learning

supported by flexible teacher scaffolding as candidates problem-solve in completely authentic

contexts (Yew & Schmidt, 2012).

Residency 1 is unique within the Interdisciplinary Studies major as it is designed to integrate

four courses offered during the Residency I Semester: ELED4350-Theory to Practice,

READ4130-Corrective Reading, ELED 4410: Effective Instruction-Integrating Social Studies

and Assessment, and ELED4340-Classroom Management. ELED4350 will serve as the umbrella

rubric to meet the requirements for the “school setting” required under TBR Guideline A-045. In

addition ELED4350 will also require the candidate to demonstrate her/his competency to design,

implement, and assess instruction directly affecting all student learning in the areas of

mathematics, social studies, technology, assessment, and science.

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Purpose & General Objectives

General Course Objective

Specific Course Objectives

The candidate will be able to:

Field Experience is an essential component

of the pre-professional experience.

1. Observe and assist in a classroom beginning with two to three (whole or half days) per

week in the first month and increasing to four days per week during the final month of

the semester.

2. Demonstrate an understanding of “schools as organization within a historical, cultural,

political, and social context…” (InTASC, 2011, Standard 10)

3. Create and implement at least one area of study with a variety of instructional

strategies appropriate for elementary or primary level classrooms.

Integrates content, pedagogy, and practice is

an essential skill required of all teachers.

1. Use multiple teaching and learning strategies as well as varying the role of the teacher

to develop critical thinking and problem solving skills for children.

2. Design instruction promoting flexible learning environments that “encourage learner

exploration, discovery, and expression across content areas” (InTASC 2011 Standard 5).

Ability to work with a diverse student

population is essential for student learning.

1. Create a stimulating as well as inclusive environment which addresses individual

differences in a respectful manner.

2. Use effective classroom management strategies that foster self-control and self-

discipline in a classroom climate of mutual respect, support, and inquiry.

3. Develop a respectful and collaborative environment where culture, English language

learners, poverty, ethnicity, gender, sexual orientation, religion, and exceptionalities and

abilities are valued and respected.

Ability to work within the framework of a

professional learning community

contributes to the productivity, instructional

effectiveness, and the development of

professional skills and behaviors.

1. Work within the structure of a professional learning community in response to

problems arising within the Residency I setting (e.g. diversity, inclusion, community,

poverty, bias, assessment, classroom management).

2. Work collaboratively to resolve Problem Based Learning Cases.

Demonstrate the effectiveness of instruction

on student achievement.

1. Integrate content knowledge and appropriate instructional methods having a direct

effect upon student learning.

2. Distinguish between formative and summative assessments, their application and the

knowledge of how and when to use each to identify learner strengths and needs to

promote learner growth.

3. Demonstrate an understanding how to prepare the learner for assessment and how to

make accommodations in assessment and testing conditions (e.g. learners with

disabilities, language learning needs).

Ability to reflect “for” and “on” instruction. 1. Obtain feedback concerning children’s needs, parents’ input, and other colleagues and

organize in such a way that will be helpful in communicating to parents and children

their progress at any given time.

2. Reflect, build, and implement a plan for professional development “committed to

deepening understanding of his/her own frames of reference (e.g. culture, gender,

language abilities, ways of knowing), the potential biases in these frames, and their

impact on expectations for a relationship with learners and their families” (InTASC,

2011, Standard 9).

Ability to plan instruction that supports

every student in meeting rigorous learning

goals.

1. Design instruction using content and content standards evidenced by the incorporation

of evidences based instructional strategies, technological tools, and the knowledge of

when and how to use them to plan instruction that meets diverse learning needs (InTASC

2011, Standard 7).

2. Understands the importance of using learner’s differing strengths and needs, of using

the information to further each learner’s development, and promoting each learner’s

growth and development.

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Seminar Schedule

There will be several seminars over the course of the semester which will be incorporated in the

class meetings on campus. Candidates are expected to attend all seminars. Seminar topics will

include Introduction to Residency 1, Professional Learning Communities (PLCs), edTPA, and

TEAM. Seminars will be taught by select faculty and practitioners, school personnel, and the

university instructors.

Spring 2014: Sample Weekly Overview

The following is given as a sample of approximate dates only. Refer to ELED-4350 Syllabus

for specific assignment due dates and schedule!

*Week 1: Meet at the university with ELED4350 supervisor and all cohort team faculty members to

discuss Residency 1 along with all course and school-based expectations. Seminars: Introduction to

Residency 1, assignments, lesson planning, and TEAM

*Week 2: Meet at school site. Meet with principal and designated school officials (instructional

coach(s), etc.). Meet cooperating classroom teacher.

January 20 – MLK day (No classes)

*Week 3-7: Meet at the school site. Observe, work with small groups, take on administrative duties of

the classroom, work on classroom environment/displays, manage centers/stations, duties as assigned by

the cooperating classroom teacher.

March 10-14 is university Spring Break. Students will not be required to go to the placement.

*Week 8-14: Meet at the school site.

March 24 is Parent Conferences (attendance at a conference is a requirement in 4340).

March 31-April 4 is County/City Spring Break. We will seminar those days.

Seminar: PLC

Seminar: EdTPA

*Week 15: Meet at the university - final evaluations. Last day of class is April 30.

NOTE: Meetings for grade level team, RTI, etc. will be incorporated as deemed appropriate by the

cooperating classroom teacher.

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Sample MW Weekly Schedule (Murfreesboro City & Rutherford County)

DATES ACTIVTY LOCATION

January 17 Seminar: Introduction to

Residency 1

COE 241

January 20 MLK Holiday

January 22 Seminar: Lesson Planning COE 302

January 27 Introduction to Host School Meet with principal, designated school

officials, cooperating teachers, and

class

School Site

January 29 Residency Day School Site

February 3 Residency Day School Site




February 17 Seminar: Progress check COE 302




March 3 Residency Day School Site


March 10 MTSU Spring Break




March 24 Residency Day

Parent-Teacher Conference Day

School Site


March 31 Seminar COE 302

April 2 Seminar COE 302

April 7 Residency Day School Site








May 1 STUDY DAY

May 5 FINAL EXAM DAY COE 302 * The term “students” refers only to those students attending pre-K through 12 schools. MTSU education undergraduates

will be referred to as “candidates.” These days are full days for MTSU candidates.

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Sample TR Weekly Schedule (Murfreesboro City & Rutherford County)

DATES ACTIVTY LOCATION

January 16 Seminar: Introduction to

Residency 1

TBA

January 21 Seminar: Lesson Planning TBA

January 23 Introduction to Host School Meet with principal, designated school

officials, cooperating teachers, and

class

School Site

January 28 Residency Day Half-day for students*

Candidates attend PLC with teachers if

permitted

School Site

January 30 Residency Day School Site










March 6 Residency Day Half-day for students*

Candidates attend PLC with teachers if

permitted

School Site





March 24 (Monday) Parent-Teacher Conference Day School Site












May 1 STUDY DAY

May 2-8 FINAL EXAMS TBA * The term “students” refers only to those students attending pre-K through 12 schools. MTSU education undergraduates

will be referred to as “candidates.” These days are full days for MTSU candidates.

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Candidate Roles and Responsibilities

The candidate will participate in a rigorous and rewarding experience teaching and learning

alongside a cooperating classroom teacher focused on accelerating student achievement. The

candidate gradually assumes increasing responsibility for instruction. Residency 1 is a formative

learning experience in the progression to Residency 2 student teaching and the teaching

profession. Candidates will:

Professional Conduct

1. Demonstrate the attributes of teacher dispositions in all interactions (see Appendix A).

2. Collaborate with cooperating classroom teacher to improve student learning.

3. Ensure that all conversations about students are objective, respectful, confidential, and

conducted for the purpose of advocating for student. You are a guest at your school!

4. Build and maintain professional and courteous relationships with teachers, all school

personnel, related service providers, families, and all members of the school community.

5. Meet all deadlines established by the cooperating classroom teacher and university

instructor.

6. Act, speak, and dress professionally at all times! Candidates may not use cell phones or

e-mail when students are present. Specific information will be provided at the first

seminar on appropriate dress, classroom protocol, etc. You may also ask your

cooperating classroom teacher for guidance on these expectations.

7. Follow all rules and guidelines established by the host school site.

8. Maintain an orderly work-space, be prepared and be organized.

9. Actively participate at the host school site by taking on the same or similar

responsibilities as the cooperating classroom teacher (bus duty, etc.).

Attendance

Candidates will:

1. Attend all class meetings and seminars.

2. Attend all Residency days. You are expected to be at your placement on the designated

day during the designated time as well as any meetings deemed appropriate by the

cooperating classroom teacher and Residency 1 supervisor. You should only miss due to

illness. If an absence is unavoidable, you must inform your cooperating classroom

teacher and your Residency 1 supervisor by phone and/or e-mail as early as possible.

You will also need to reschedule your hours in coordination with your cooperating

classroom teacher and Residency 1 supervisor.

3. Arrive at the school site on-time and be prepared to teach, learn, and assist the

cooperating classroom teacher.

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4. Follow the school site’s daily schedule for teachers. (Sometimes it will be necessary to

work beyond the school day to complete tasks and fulfill responsibilities.)

5. Sign in and out each day at the school site.

6. Attendance is a must! Final grade will be dropped one letter grade for any absence not

made up. More than two absences may result in dismissal from the program.

Teaching and Learning

Candidate will:

1. Check e-mail daily and respond within 24 hours.

2. Debrief with cooperating classroom teacher to plan and analyze lessons as well as

discussing planning and progress in general.

3. Actively, constructively participate in all seminars and field placement days.

4. Use tools and resources provided by the host school and MTSU to improve practice and

student achievement.

5. Utilize video, assessment data, student work and other sources of data to reflect on

teaching practice and student learning.

(adapted from Khan, 2013 and Ridgley/Hitchcock, 2013)

Cooperating Classroom Teacher Roles and Responsibilities

The cooperating classroom teacher is the model and guide as candidates learn to become

effective teachers. They will:

1. Ensure candidate learning through a systematic integration of teaching responsibility.

2. Foster candidate learning through guided debriefing and reflection.

3. Model attributes of an effective teacher and mentor.

4. Focus on student achievement in the classroom and determine strategies to promote

student achievement.

5. Provide candidate with opportunities to teach and co-plan focused lessons on

differentiation and effective content delivery.

6. Debrief with candidate during planned meetings to analyze lessons, teaching strategies

and student learning.

7. Use video, anecdotal notes, observation notes, student work and other sources of data to

engage candidate in enhancing teaching practice and student learning.

8. In conjunction with the teacher candidate, schedule a weekly meeting to coach candidate

using observation notes, lesson plans, student work, and other collected data or resources.

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9. Provide opportunities for candidate to participate in grade level team meetings, parent-

teacher conferences and/or school events, RTI and/or data team meetings, IEP and/or

meetings with Special Education teacher. Facilitate case study student assignment.

10. Communicate with the university instructor on a weekly basis to monitor progress,

identify positives, and address any concerns.

11. Participate in university instructor and candidate student meetings as needed.

12. Evaluate candidate learning using appropriate observation guides and rubrics. Approve

all lesson plans, evaluation of four lessons in conjunction with the ELED4350 instructor,

and provision of end of placement feedback.

13. Assess dispositions of candidates.

(adapted from Khan, 2013)

Residency 1 Supervisor Roles and Responsibilities

The university instructor serves as a mentor and guide as candidates learn to become effective

teachers. They will:

1. Maintain regular communication with cooperating classroom teachers, school personnel,

and candidates.

2. Communicate with the cooperating classroom teacher on a weekly basis to monitor

progress, identify positives, and address any concerns.

3. Plan for seminars on topics such as TEAM, Common Core, edTPA, and PBL with

candidates during the semester.

4. Provide feedback to candidates and cooperating classroom teachers.

5. Consult with cooperating classroom teachers on coaching and mentoring candidates.

6. Coordinate with cooperating classroom teachers to evaluate the candidate’s proficient

performance on selected state standard elements and/or district benchmarks.

7. Consult with cooperating classroom teacher and candidate if the candidate’s performance

is below program standards to determine if the candidate should continue in the program.

8. Assist with videotaping lessons.

9. Evaluate candidate learning using appropriate observation guides and rubrics.

Responsible for evaluating lessons in conjunction with the cooperating classroom

teacher, context for learning report, grade level team reflections, parent-teacher

conference and/or school event reflection, IEP and/or meeting with Special Education

teacher reflection, video reflection, and learning reflection log.

10. Assume responsibility for assigning a final grade in collaboration with the cooperating

classroom teacher.

(adapted from Khan, 2013)

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ELED4350 Residency 1 Course Assignments

Candidate Assignments Student Deliverables Cooperating

Classroom Teacher

Residency 1

Instructor

Context for Learning &

Teacher Observation

*100 points

Context for Learning

Report & Mentor

Teacher Observation

Form

*Will assist candidate

with gathering data

*Responsible for

evaluating report &

observation form

Lead Teach Lessons

300 points (2 lessons at

50 points each; 2 lessons

at 100 points each; 2

lessons not formally

assessed)

Lesson Plans (plans for

all 4 lessons being

observed must be

submitted).

2 lessons video

recorded

*Responsible for

approving all lesson

plans

*Responsible for

evaluating 2 lessons.

*Responsible for

evaluating 2 lessons in

conjunction with

cooperating classroom

teacher

Lead Teach Lesson

Plans

150 points (2 lessons at

25 points each; 2 lessons

at 50 points each)

Lesson Plans (plans for

all 4 lessons being

observed must be

submitted).

*Responsible for

approving all lesson

plans

*Responsible for

evaluating 4 lesson

plans

Three Grade Level Team

Meetings

*25 points

Grade Level Team

(Writing to Learn

Reflection using List-

Group-Label)

*Responsible for

providing opportunity

for candidate to

participate in the

event(s)

*Responsible for

evaluating reflection

IEP Meeting and/or

Meeting with Special

Education Teacher

*25 points

IEP Meeting and/or

Meeting with Special

Education Teacher

(Writing to Learn

Reflection using FQR)

*Responsible for


for candidate to

participate in the

event(s)

*Responsible for


Learning Reflection Log

*150 points (6 at 10

points each; 6 at 15

points each)

Learning Reflection

Log

*Responsible for


for candidate to

participate and observe

*Responsible for


Video Reflections

100 points (2 reflections

at 50 points each).

Narrative Video

Reflections (2)

*May assist with the

video recording process

*Responsible for

evaluating reflections

End of Placement

Feedback (KEY

ASSESSMENT)

*50 points

*Responsible for

completing evaluation

*Responsible for


*Responsible for


Note: Other integrated Residency 1 assignments will be completed through the

READ4130, ELED4340, and ELED4410 courses and detailed in those syllabi.

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Appendices

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APPENDIX A

Disposition Standards

Collaborative

-Willing to work with others

-Understands and seeks leadership roles within the group

-Values the roles of all members of the group

-Solicits input from all members of the group

-Articulates the purpose, scope, and outcomes of each collaboration

Reflective

-Evidences curiosity about topics/issues studied

-Patient

-Disciplined

- Seeks to continuously evaluate the effects of instruction

-Consistently demonstrates flexibility and Adapts processes to incorporate new information

-Analyzes and synthesizes multiple sources of information resulting in creative solutions to problems

Professional

-Consistently attends class and arrives on time thoroughly prepared for class at all times

-Maintains accurate and up-to-date records and uses this information for decision-making

-Maintains confidentiality, understands and fulfills legal responsibilities

-Enthusiastic

- Hardworking

-Effective communicator

-Participates in professional organizations and seeks leadership roles

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-Is aware of and uses professional literature

-Articulates a professional development plan to improve performance and to expand teaching repertoire

to facilitate student achievement of the learning goals

-Engages in relevant professional development activities and follows through with the plan

-Maintains professional appearance appropriate to the situation

-Responsive to feedback

Self-directed

-Accepts responsibility for actions

-Seeks answers to problems independently

-Outlines plan of action and implements plan with modifications as necessary

-Assumes leadership role in solving problems

-Creative and resourceful

Ethical

-Values human diversity

-Shows respect for the varied talents of individuals

-Demonstrates compassion toward others

-Respectful of others

-Committed to developing the highest educational potential of individuals

-Honest; acknowledges appropriately the work/ideas of others

-Works within standards and policies of the profession

Critical Thinker

-Values critical thinking

-Actively pursues opportunities to gather evidence related to problems/issues

-Thoroughly evaluates alternative points of view

-Draws warranted conclusions and is willing to test the conclusions against further evidence

-Consistently seeks to avoid errors in analysis of the evidence

-Continuously monitors sources of personal bias in reasoning

-Presents clear justifications for positions taken

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APPENDIX B

Context for Learning & Teacher Observation (Ridgley/Hitchcock, 2013)

It is critical to carefully observe and learn about the culture of the school and classroom in which

you are a guest. Access available resources such as school web sites, teacher handbooks, etc. to

assist as you learn about your school placement. Complete the following information in a report

format, and be sure to review the rubric.

About the School Where You Are Teaching

1. In what type of school do you teach?

Urban:

Suburban:

Rural:

2. List any special features of your school or classroom setting (e.g., themed magnet,

students are tracked into the class, classroom aide, bilingual, team taught with a special

education teacher) that will affect your teaching in the classroom.

3. Describe any district, school, or cooperating teacher requirements or expectations that

might affect your planning or delivery of instruction, such as required curricula, pacing

plan, use of specific instructional strategies, or standardized tests.

About the Class

1. How much time is devoted each day to each content area in your classroom? Attach the

class schedule for the day. Highlight the time you are in the classroom.

2. Identify any textbooks or instructional program used for instruction. If textbooks are

used, please provide the titles, publishers, and date of publications.

3. List other resources (e.g., SmartBoard, hands on materials, online technology resources)

available for you to use for instruction in this class.

4. What are the classroom rules?

5. What are the typical consequences for breaking rules?

6. Identify the daily procedures noted throughout the day.

7. What other preventative and/or responsive (i.e., consequential) measures are used to

promote positive behavior?

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About the Students in the Class

1. Estimated percentage of students eligible for free/reduced lunch:

2. Grade level(s):

3. Number of

a. students in the class:

b. males:

females:

c. English language learners:

d. students identified as gifted and talented:

e. students with Individualized Education Programs (IEPs) or 504 plans:

4. Complete the chart below to summarize required accommodations or modifications for

students receiving special education services and/or students who are gifted and talented

as they will affect your instruction and assessment. As needed, consult with your

cooperating teacher to complete the chart. The first row has been completed in italics as

an example. Use as many rows as you need.

Special Education

Category

Number of

Students

Accommodations, Modifications,

and/or Pertinent IEP Goals

Example: Learning Disability Example: 4 Example: Close monitoring, follow up,

and Resource Room

Observation

Complete an observation of your mentoring teacher teaching a lesson using the attached form to

guide your observation.

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Mentor Teacher Observation

Name: Date:

School: Placement:

Teacher: Curriculum Area:

Beginning Time of Observation: Ending Time:

1. What were the objectives or purpose of the lesson?

2. What occurred during the lesson? Briefly outline the components of the lesson.

3. How did the teacher assess/evaluate the students’ learning? (How was information

gathered? How was information recorded?)

4. What strategies did the teacher use to engage students (i.e., connect with previous

learning or real-life, motivate the students?

5. What strategies did the teacher use to (a) ensure students engaged in appropriate

behaviors or (b) respond to inappropriate behaviors?

6. How did the teacher respond to individual student learning needs? (i.e., What adaptations

or supports provided to specific students?)

7. Reflect on your observations. What did you learn? How will you use this observation to

inform your own teaching?

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Context for Learning Rubric (adapted from Ridgley & Hitchcock, 2013)

Incomplete: 0 Partially Proficient: 12.5 Proficient - 25

About the School Did not identify the type of school.

Did not list special features of the setting.

Very little or no discussion of

requirements or expectations that would affect teaching in

this classroom.

Described requirements or expectations that would affect

teaching in this classroom, but

more details were needed to clearly understand.

Identified the type of school.

Clearly listed special features of

the setting.

Clearly described requirements or

expectations that would affect

teaching in this classroom.

About the Class Did not include the class schedule.

Did not include textbooks used for each content area.

Did not list resources available.

Did not list classroom rules.

Did not list consequences for

rule infractions or vaguely

listed.

Did not identify or describe

preventative and/or response measures.

A classroom schedule was provided, but it did not reflect the

entire day or the teacher candidate’s time was not

highlighted.

Addressed if textbooks were used

in some content areas, but not all.

Listed some resources available, but the list seemed limited.

Consequences were mentioned for rule infractions, but they were not

clearly described.

Identified preventative and/or responsive measures, but did not

clearly describe.

The classroom schedule was included. The timeframe the

teacher candidate is in the classroom is highlighted.

Identified textbooks used for each

content area or noted if none were

used for specific content areas.

Listed resources available for use for instruction.

Classroom rules were included.

Consequences for rule infractions

are described.

Other preventative and/or responsive measures were

described.

About the

Students

Did not address estimated

percentage of students eligible for free/reduced

lunch.

Did not address total number of students in class.

Did not address total number

of student who are English

Language Learners.

Did not address number of

students identified as gifted

and talented.

Did not address number of

students with IEPs or 504 plans.

Very little to no discussion of supports for students.

Discussed supports in place for

students, but unclear or lacking details.

Addressed estimated percentage of

students eligible for free/reduced lunch.

Addressed total number of students in class.

Addressed total number of students who are English Language

Learners.

Addressed number of students identified as gifted and talented.

Addressed number of students with IEPs or 504 plans.

Clear discussion of supports in place for students.

Teacher

Observation

No observation was attached

or details very unclear.

A formal observation was

attached, however, components were missing, or description

needed clarity.

A complete formal observation of

the mentor teacher teaching a lesson is attached. Clear

description of each component of

the lesson and strategies the teacher used to engage the

students, manage the class and

behavior, and assess student

learning are included. The

reflection addressed what was

learned and how it will inform own teaching.

____/100 points

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APPENDIX C

MTSU TEACHER CANDIDATE LESSON PLAN FORMAT

STANDARDS State Content Standards, Common Core, Competency Standards (Include

Number and Text of the Appropriate Standard)

LEARNING

TARGETS /

OBJECTIVES

Clear, Specific, Measurable,

Aligned to Content

Standards, Student-Friendly

Language, I Can Statements

(Not Activities) ASSESSMENT

/

EVALUATION

Aligned with Lesson Objective

and Standard, Formative /

Summative, Performance Based,

Formal / Informal, Used to

Monitor Student Learning,

Evaluation Criteria, Periodic

Check for Understanding, How

will Data be Collected and

Recorded, Plans for Reteaching

(Include Type of Assessment and

What is being Assessed)

TEACHER

CANDIDATE

DATE

GRADE / CLASS

UNIT

LESSON TITLE/FOCUS

DURATION

CO-TEACHING

MODEL

LESSON OVERVIEW

What will be Taught, Summary of the Task, Length of Lesson, Scope and

Sequence, Central Focus

To Whom will it be Taught, Context for Learning, Class Demographics,

Special Circumstances

22

APPENDIX D

ACTIVATING

STRATEGY

Set / Hook/Advance Organizer, Multiple Ways to Engage Students,

Motivator, Essential Question, Connection to Prior Knowledge, Promotes

Curiosity

INSTRUCTION

Strategies, Learning Tasks, Big Ideas, Procedures, Sequence, Higher-Order

Questioning, Differentiation, Active Student Participation, Guided and

Independent Practice, Descriptive Academic Feedback, Academic

Language, Modeling, Problem Solving, Based on Data and Teacher

Knowledge of Students

MODIFCATIONS /

GROUPING

Accommodations, Modifications, Support for Diverse Student Learning

Needs, Interventions, Extensions, ELL, IEP, 504, Differentiation, Teacher

Knowledge of Students

MATERIALS /

RESOURCES /

TECHNOLOGY

Key Instructional Resources and Materials to Engage Students in Learning,

Aligned with Lesson Objectives and Standards, How Materials will Support

Differentiation

Closure Review, Final Check for Understanding, Renaming Objectives and learning

Targets, Student Reflection, Students Assess their Own Performance

23

BIBLIOGRAPHY

Instruction

Diversity

Fisher, D. & Frey, N. (2010). Enhancing RTI: How to Ensure Success with Effective

Classroom Instruction & Intervention. Alexandria, VA: ASCD.

Tomlinson, C. A. & Imbeau, M. B. (2010). Leading & Managing a Differentiated

Classroom. Alexandria, VA: ASCD.

General

Denton, P. (2007). The power of our words: Teacher language that helps children learn.

Turner Falls, MA: Northeast Foundation for Children

Faber & Mazlish. (2002). How to Talk So Kids Will Listen, and How to Listen So Kids

Will Talk. HarperCollins.

Skowron, J. (2006). Powerful Lesson Planning: Every Teacher’s Guide to Effective

Instruction. Thousand Oaks, CA: Corwin.

Wong, H., & Wong, R. (2009). The first days of school, how to be an effective teacher.

CA: Harry K. Wong Publications.

Language Arts

Calkins, L. (2000). The Art of Teaching Reading. Pearson.

Calkins, L. (1994). The Art of Teaching Writing. Heineman.

Fountas, I. & Pinnell, G. S. (1996). Guided Reading. Heinemann.

Harvey & Goudvis. (2007). Strategies That Work: Teaching Comprehension for

Understanding and Engagement. Portland, ME: Stenhouse.

Keene, E. (2012). Talk About Understanding: Rethinking Classroom Talk to Enhance

Comprehension. Heinemann.

Nichols, M. (2006). Comprehension Through Understanding. Heinemann.

Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository

text. Reading Teacher, 39, 564-570.

Routman, R. (2002). Reading Essentials: The Specifics You Need to Teach Reading

Well. Heinemann.

24

Tovani, C. (2000). I Read It, But I Don’t Get It. Portland, ME.: Stenhouse.

Trelease, J. (2006). The Read-Aloud Handbook. Penguin.

Vacca, Vacca, Gove, Burkey, Lenhart, & McKeon (2009). Reading and Learning to

Read, 8th Ed. Allyn & Bacon/Pearson.

Professional Learning Communities

Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best

practices for enhancing student achievement. Bloomington, IN: National Educational

Service.

Riley, K., & Stoll, L. (2004). Inside-out and outside-in: Why schools need to think about

communities in new ways. Education Review, 18(1), 34-41.

Problem Based Learning

Hmelo-Silver, Cindy E. (2004). Problem-Based Learning: What and how do students

learn? Educational Psychology Review 16 (3): 235–266.

Loyens, Sofie M. M.; Magda, Joshua; Rikers, Remy M. J. P. (2008). Self-Directed

Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning.

Educational Psychology Review 20 (4): 411–427.

Transformative Learning

Dirkx, J.M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning,

context, and process of transformative learning: A dialogue between John M. Dirkx and

Jack Mezirow. Journal of Transformative Education, 4(2), 123-139.

Elias, D. (1997) It’s time to change our minds: An introduction to transformative

learning. ReVision, 20(1).

Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in

Progress. San Francisco: Jossey Bass.

http://www.springerlink.com/content/j360715xw085866r/

http://www.springerlink.com/content/j360715xw085866r/

25

APPENDIX E

Web Sites

Common Core State Standards

http://www.tncore.org/english_language_arts.aspx

edTPA

http://edtpa.aacte.org/

List-Group-Label

http://www.readingrockets.org/strategies/list_group_label

Professional Learning Community (PLC)

http://www.centerforcsri.org/plc/index.html

Problem Based Learning (PBL)

http://online.sfsu.edu/rpurser/revised/pages/problem.htm

Ready2Teacher

http://www.ready2teach.org/

Reciprocal Teaching http://curry.edschool.virginia.edu/go/readquest/strat/rt.html

TEAM Evaluation Rubric

http://team-tn.org/assets/educator-resources/TEAM_Educator_Rubric.pdf

Transformative Learning

http://epltt.coe.uga.edu/index.php?title=Transformative_Learning

http://www.tncore.org/english_language_arts.aspx

http://edtpa.aacte.org/

http://www.readingrockets.org/strategies/list_group_label

http://www.centerforcsri.org/plc/index.html

http://online.sfsu.edu/rpurser/revised/pages/problem.htm

http://curry.edschool.virginia.edu/go/readquest/strat/rt.html

http://team-tn.org/assets/educator-resources/TEAM_Educator_Rubric.pdf

http://epltt.coe.uga.edu/index.php?title=Transformative_Learning

26

References

Committee on the Study of Teacher Preparation Programs in the United States: National

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Washington, D. C.: National Academies Press.

Council of Chief State School Officers. (2011). Interstate teacher assessment and support

consortium (InTASC) model core teaching standards: A resource for state dialogue.

Washington, DC: Author.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: a handbook for

professional learning communities at work. USA: Solution Tree.

Lucas, D. (2009). EDUC 3952: Advanced Practicum in Elementary Education. Nashville, TN:

Author.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and

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National Council for Accreditation of Teacher Education (2008). Professional standards for the

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National Council for Accreditation of Teacher Education (2010). Transforming teacher

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Stanford University. (2011). Teacher Performance Assessment Consortium elementary

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Tennessee Board of Regents (2010). Ready2Teach. Available at http://www.ready2teach.org/

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http://www.tbr.edu/policies/default.aspx?id=5833

Tennessee Department of Education (2007). Tennessee licensure standards and induction

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Yew, E. H. J. & Schmidt, H. G. (March 2012). What students learn in problem-based learning: a

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http://link.springer.com/article/10.1007/s11251-011-9181-6?null

http://link.springer.com/article/10.1007/s11251-011-9181-6?null

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