Student Teaching Guidelines and Expectations at Northern Illinois University, Schemes and Mind Maps of English Literature

Download Student Teaching Guidelines and Expectations at Northern Illinois University and more Schemes and Mind Maps English Literature in PDF only on Docsity! Student Teaching Handbook English Department College of Liberal Arts and Sciences Northern Illinois University TEACHER LICENSURE PROGRAM Revised: October 2016 The NIU Community of Learners builds on knowledge, practice, and reflection to produce Exemplary Educators. The Community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community which supports lifelong learning. Student Teaching Handbook Northern Illinois University English Department Page 1 STUDENT TEACHING HANDBOOK Table of Contents College of Liberal Arts and Sciences: General Policies Page 1 Significance of a Practicum Experience Page 5 Final Clinical Experience: ENGL 482 Page 6 Suggested Activities Page 7 Student Teaching: ENGL 485; ENGL 649 Page 9 Goals Page 9 Roles and Responsibilities Page 9 Student Teacher Expectations Page 9 Cooperating Teacher Responsibilities Page 10 University Supervisor Responsibilities Page 12 Phase-In and Phase-Out Page 13 Evaluations Page 15 Appendix A: Summary of Cooperating Teacher’s Role and Responsibilities Page 17 Appendix B: Suggestions for Writing Letters of Recommendations Page 19 Appendix C: edTPA Overview Page 21 Appendix D: edTPA Timeline Page 22 Appendix E: edTPA Summary Page 23 Appendix F: Academic Language Page 25 Appendix G: Sample Consent Forms for Video Recording Page 27 Appendix H: Lesson Plan Template Page 29 Appendix I: Clinical Experience and Student Teaching Evaluation Form Page 31 Appendix J: Evaluation of Dispositions Page 33 Appendix K: Cooperating Teacher Activity Calendar Page 39 Student Teaching Handbook Northern Illinois University English Department Page 4 17. Litigation involvement during student teaching: If a student is involved in litigation of any kind that may impact on his/her ability to perform as a student teacher, he/she will be requested to submit a written statement regarding such litigation to his/her discipline coordinator. After review of the written statement by the discipline coordinator, the student will be given an opportunity to make an oral statement concerning the litigation if appropriate. The student’s discipline coordinator, in consultation with the NIU legal counsel and the student’s major department, shall decide whether the student teacher will be allowed to continue student teaching at that time. 18. Striking public schools: In the event that a work stoppage action is taken by some or all of the school employees during the time when students are assigned to the school, students will be encouraged to assume the role of neutral persons. Students shall not be required by any union to participate in picketing or other work stoppage actions. Students shall not be required by the school district to cross picket lines or to report for work when such action would constitute a breaking of the work stoppage. If, in any event, the student participates on either side of the work stoppage, such participation shall be as an individual, not as a university agent, and Northern Illinois University disclaims any liability or responsibility for any action or the consequences of any action taken by such individual as a result of his/her participation. Students placed in school districts where such a work stoppage has occurred are required to notify their discipline coordinators as soon as they receive notice of the work stoppage. It is the student’s responsibility to maintain contact with the discipline coordinator regarding the ongoing status of any such work stoppage. In the event that the work stoppage continues for a week or more, the university may make arrangements for an extended experience or an alternate placement. 19. Liability insurance for student teachers: Illinois statutes expressly include student teachers in both indemnification and insurance provisions for school personnel. 105 ILCS 5/10-20.20 provides that the board has a statutory duty to “indemnify and protect student teacher against civil rights damage claims and suits, constitution rights damage claims and suits, and death and bodily injury and property damage claims and suits” when such claims arise out of alleged negligent or wrongful conduct committed in the scope of employment or under the direction of the board. Student teachers should not be placed in schools that do not carry liability insurance that covers student teachers. Student Teaching Handbook Northern Illinois University English Department Page 5 The Significance of a Practicum Experience The Teacher Licensure program in English at Northern Illinois University does much to position candidates to contribute significantly to English language arts learning in schools. Candidates devote several semesters to learning their discipline and to understanding learning theory. They work diligently to design units of instruction and to refine individual lessons. Under simulated conditions in university classrooms, candidates grapple with professional issues, study various kinds of assessment data, and engage in team problem solving. While these learning experiences are important to the development of the emerging teachers, they are no substitute for the actual experience of being in a school and executing the daily responsibilities of the teacher. The clinical experiences and student teaching allow the candidate to apply the university preparation to the critical work with students, colleagues, and parents. The quality of an individual’s development during student teaching depends heavily on the quality of the mentoring that the cooperating teacher provides. Many of the details and complexities of a teacher’s work cannot be simulated in the university classroom or anticipated fully as part of the preparation. All teaching and learning occurs in a specific context, defined by the characteristics of the learners, the culture of the school, and the values, interests, and resources in a community. A teaching candidate must be immersed in the specific teaching context in order to learn how to be a teacher. Any teacher candidate will rely heavily on the guidance of a mentor teacher in order to navigate through the complexities of day-to-day life in a school. Teacher preparation is more complicated than ever before. The evaluation of a teaching candidate is more complex than ever before. This Handbook should provide substantial guidance in moving through the student teaching process, from initial exploration and induction to final evaluation. The Handbook is not a stand-alone resource. The student teacher, the cooperating teacher, and the university supervisor will work in concert to prepare for student teaching, to foster the candidate’s development over time, and to reflect on growth and ongoing professional development. Student Teaching Handbook Northern Illinois University English Department Page 6 FINAL CLINICAL EXPERIENCE: ENGL 482 Clinical hours: 50 hours in the same school where the candidate will student teach the following semester. The exception involves student teachers in the professional development model, where the experience involves at least 70 hours. Cooperating teachers: Usually 1-2 Subject areas: All 50 hours are usually with the cooperating teacher(s) for student teaching. Course overview: English 482 is the final discipline-based clinical experience preceding student teaching and takes place in the school in which the candidate will student teach the following semester. The course prepares candidates for the student teaching experience by allowing them to familiarize themselves with their cooperating schools and to gain experience in preparing and presenting lessons to secondary-level students. Candidates develop an understanding of their school and their subject area department and establish professional working relationships within that department. The final clinical experience gives candidates the opportunity to put into practice theories on creating and managing productive classroom environments, working with diverse populations, and engaging students in active learning. In this final clinical experience, each discipline coordinator designs activities for his or her teacher candidates and links these requirements to the teaching methods course in which the candidates are simultaneously enrolled. Enrollment in the clinical allows the student to use the secondary classroom as an "observation laboratory" for the methodology course, so that the course might move beyond theory to practice to prepare the student teachers for success in the classroom. Enrollment in the final clinical will also give cooperating teachers and students an opportunity to become acquainted with the clinical student prior to the beginning of student teaching. In addition, teacher candidates will become familiar with their cooperating teacher's expectations, the school's rules and regulations, and the curriculum, enabling them to begin student teaching at the beginning of the semester with some knowledge of the school at which they are teaching. We encourage all of our candidates to be active participants during this clinical experience rather than passive observers, because licensure candidates who interact regularly and meaningfully with both teachers and students in this context more easily make the transition to student teaching. Final Clinical Experience Course Objectives: Note: These are the general objectives for the course. Each facilitator for the Clinical Experience will produce a specific course syllabus with the objectives listed. Students should share a copy of the course syllabus with their cooperating teacher early in the semester, so that the two can plan together for fulfillment of course assignments. Student Teaching Handbook Northern Illinois University English Department Page 9 Student Teaching: ENGL 485; ENGL 649 Duration of Student Teaching The actual starting and ending dates for the student teaching experience will be determined according to the needs and/or desires of the cooperating teacher(s), in consultation with the student teacher’s discipline coordinator. The starting and ending dates will be delineated in the “Visit Report to Confirm Student Teaching Assignment,” which will be completed the semester prior to student teaching. The beginning and ending dates for student teaching typically conform to the dates that indicate the start and end of classes for a semester on the NIU academic calendar. This form is to be signed by the cooperating teacher, a school administrator, the student teacher and the student teacher’s discipline coordinator. Goals of Student Teaching Upon completion of the NIU-CLAS Teacher Licensure Programs, initial teacher licensure candidates will be able to: 1. Demonstrate the competencies characteristic of an individual who has a strong liberal education background and comprehensive knowledge of one or more discipline. 2. Communicate this knowledge effectively to students, parents, administrators, and the community at large. 3. Plan and execute lessons that are well-paced, logically sequenced, and focused in accordance with clearly stated objectives and course goals. 4. Implement a variety of teaching strategies that reflect current and relevant educational research to meet the needs of diverse learners. 5. Integrate assessment and instruction while utilizing a variety of assessment instruments. 6. Create and maintain a productive, respectful, and positive learning environment. 7. Incorporate educational technology into classroom practice to meet instructional objectives and goals. 8. Perform duties in a professional manner and uphold the standards of confidentiality and conduct expected in the public schools. 9. Reflect on teaching performance with an eye toward continued professional growth. Roles and Responsibilities of the Student Teaching Team: Student Teacher, Cooperating Teacher, and University Supervisor The experience of student teaching increases the ability of the candidate to perform all the duties of the professional teacher successfully. In order to ensure this success, it is essential that the responsibilities of each member of the student teaching team be clearly understood and that each member become directly involved in the process. Student Teacher Expectations and Responsibilities Student teachers are expected to be dependable, enthusiastic, and cooperative. They need to demonstrate initiative, flexibility, and emotional maturity. They must have a strong background in subject content, educational philosophy and theory, as well as a strong commitment to meeting the needs of all learners. Student teachers must recognize the importance of establishing and maintaining lines of communication between themselves and their cooperating teachers and between themselves and the university supervisor. Student Teaching Handbook Northern Illinois University English Department Page 10 Successful student teachers honor the following obligations:  attend pre-student teaching conferences and seminars as deemed appropriate by the school or district.  learn about the various physical facilities of the school building, the resources available in the school system and the resources of the community as they relate to the student teaching assignment.  prepare adequate lesson plans and submit them to the cooperating teacher for approval well in advance of actual classroom teaching and to the university supervisor as required.  report promptly and regularly to class [All absences should be cleared by the cooperating teacher and/or university supervisor, especially in the case of extended absence.]  become familiar with school policies and procedures, especially as they relate to behavior of students.  communicate honestly, openly, and regularly with the cooperating teacher and with the university supervisor.  maintain a high level of professionalism in areas of dress, speech, and behavior.  participate in professional activities such as staff meetings, committee meetings, and parent conferences.  discuss possible participation in extra-curricular activities with both the cooperating teacher and the university supervisor well in advance of formal commitment.  understand the role of other professionals in the building or district such as the guidance counselor, dean of students, special education teacher, reading specialist, principal, and assistant principal.  conform to the cooperating teacher’s school day, typically arriving at least 20 minutes before first period and staying at least 30 minutes after dismissal after the last class period of the day. In summary, exemplary student teachers arrive at school well in advance of the students and leave with the rest of the faculty at the end of the day. They listen carefully to the suggestions of their cooperating teacher and university supervisor. They prepare their lessons thoroughly and try to provide variety in their instructional approach. They collaborate, when appropriate, with colleagues, administrators, and parents to meet the needs of their students. And perhaps most importantly, they are reflective practitioners who are not afraid to admit shortcomings and to adjust plans and behavior accordingly. Cooperating Teacher’s Responsibilities The cooperating teacher’s willingness to encourage, to advise, to support, and to share ideas helps form the student teacher’s view of the profession. It is the cooperating teacher’s responsibility to work with the student teaching team in designing an experience that best prepares the candidate to be a professional teacher while maintaining instructional quality. Therefore, the cooperating teacher is expected to contribute in the following ways:  ensure adequate continuity, class contact and supervision of the student teacher.  explain clearly the nature and scope of the student teacher’s duties and responsibilities. In particular, the cooperating teacher should clarify his/her expectations regarding the writing of formal lesson plans, the securing and organizing of instructional materials, and the evaluating of student work. See Appendix H for a lesson plan template. Student Teaching Handbook Northern Illinois University English Department Page 11  ensure that the student teacher’s induction into actual teaching is at a rate that seems appropriate for that student teacher.  conduct regularly scheduled conferences to keep the student teacher informed of his/her progress and to offer suggestions and constructive criticism.  alert the student teacher to the importance of keeping student information and records confidential.  participate in regular, honest, and open communication with the university supervisor regarding the progress of the student teacher.  assist the student teacher in setting goals for continued growth and development during beginning, middle and final stages of student teaching.  encourage the student teacher to develop the teaching style best suited to the individual.  provide a formative written evaluation and engage in a three-way conference half-way through the student teaching experience. This evaluation will be used to help set expectations for the second half of the student teaching experience.  arrange a time for the university supervisor to talk to the student teacher before or after each observation, and a time to talk to you, the cooperating teacher.  complete the final evaluation (and interim evaluations, if requested to do so) and inform the student teacher of its contents.  facilitate the ISBE-required video recording of lessons, following the protocol required by the edTPA model. See the attached summary of responsibilities for further directions. During the early weeks of student teaching, cooperating teachers should observe frequently and give plenty of feedback. Once student teachers have taken on a full load, however, they need to be left alone with their classes for a significant amount of time, including whole class periods, on a routine basis. If the cooperating teacher feels unwilling to leave the classroom, undoubtedly the student teacher has not made sufficient progress and the university supervisor needs to be contacted immediately. (See Appendix A for the summary that cooperating teachers receive as part of the early communication about the student teaching assignment.) Student Teaching Handbook Northern Illinois University English Department Page 14 Student teachers should discuss these statements carefully with their cooperating teachers in order to prevent abrupt changes in teaching styles, procedures and policies that may detract from learning. This procedure should be repeated for each preparation assumed. As student teachers grow more confident, they should take on another class until reaching a full load, which is typically defined as a maximum of five classes with three distinct preparations but could be a minimum of four classes with two distinct preparations. [Note: If your school is on a block schedule, a full load will be defined as two to three classes per day, to be determined by the cooperating teacher and university supervisor.] In addition, student teachers may also be expected to assume one additional duty period, such as study hall. Full Load: Student teachers are expected to set objectives, develop lesson plans, correct homework, develop quizzes and tests, and evaluate student performance. If “departmental tests” are used in a school, then a student teacher might develop a review quiz for practice. The cooperating teacher should remain in the classroom for each period until the day that he/she feels comfortable leaving. The cooperating teacher might begin by leaving the classroom during the last minutes of the period, then progressing to leaving the room for the entire hour while remaining nearby. As the student teacher grows in confidence, the cooperating teacher remains out of the student teacher’s sight consistently for at least one week to give the student teacher the opportunity to learn to handle both in-class and between-class matters without your assistance, which is very important in helping to develop a sense of responsibility on the student teacher’s part. As the experience progresses, the student teacher typically teaches independently for six to eight weeks, with consultation, rather than constant supervision, from the cooperating teacher. During this time, the cooperating teacher should encourage the student teacher to ask questions and should freely give advice and feedback, both written and oral. STUDENT TEACHERS PLEASE NOTE: The classes being taught are the responsibility of the cooperating teacher. The cooperating teacher has been generous to share the teaching of classes with the student teacher, but the end result is that the cooperating teacher is ultimately responsible for the material the classes will be taught and for the final evaluation of the students. Phase-Out Period: Toward the final weeks of student teaching, the student teacher should begin to shift teaching responsibilities back to the cooperating teacher. These shifts should occur at obvious breaking points in the content. This period should also provide additional opportunities for the student teacher to see other teaching and learning situations at their school or “feeder” schools. Student teachers should take advantage of the phase-out period to observe other classrooms both in and outside their fields of expertise. Classes taught by a school’s exemplary teachers are appropriate for observation, provided that the teachers consent. Student Teaching Handbook Northern Illinois University English Department Page 15 EVALUATION 1. Informal evaluation (Feedback and Constructive Criticism) Student teachers need to have feedback, both complimentary and critical, from those who observe them. Feedback and constructive criticism should be given on a regular basis. The cooperating teacher should make his/her expectations clear to the student teacher at the beginning of student teaching, and should continue to do so throughout the student teaching experience. It is important that the lines of communication be kept open at all times to avoid misunderstandings. If any difficulties arise between the cooperating teacher and the student teacher, the university supervisor should be notified immediately so that he/she can work with the appropriate student teaching team members to help resolve the problem(s). 2. Formal evaluation Evaluation should occur continuously throughout the student teaching experience. The primary purpose of all evaluations during the experience should be to identify the student teacher’s areas of strength and to analyze where continued growth is needed. Evaluation should be related not only to performance but to planning, attitudes, and personal characteristics of the student teacher. Student teachers are evaluated on both a formative and summative basis. Formative evaluations: Formative evaluations include the Visitation Reports that are completed at each of the University Supervisor’s visits. This report evaluates the observed teaching and makes appropriate suggestions for improvement. In addition, most programs request that both the university supervisor and the cooperating teacher complete one or more interim evaluations. The student teacher should be encouraged to continually evaluate his or her own growth as a teacher. Opportunities to discuss this growth and areas of strength and weakness should be provided throughout the semester with both the cooperating teacher and the university supervisor. One very important formative evaluation is the three-way conference that takes place at a mid-way point in the student teaching experience. The cooperating teacher should be prepared to provide written comments based on materials and guidance provided by the university supervisor. This feedback will be used to set expectations for the remainder of the student teaching experience. Summative evaluation: One of the most important (and often difficult) responsibilities of the cooperating teacher and of the university supervisor is making a final evaluation of the student teacher’s performance as a teacher. Both the cooperating teacher and the university supervisor complete the Final Evaluation. Although written separately, these evaluations, taken in combination, reflect the combined judgment of those who have been responsible for the student teacher’s professional growth throughout the semester. Part of the formal evaluation is the completion of the evaluation “matrix,” which prompts judgments about competencies related to a set of established standards. The evaluation “matrix” appears as Appendix I of this Handbook. The Final Evaluation should be the most positive evaluation possible for the student teacher. Any weaknesses mentioned in it should be classified as to whether they are due to lack of experience or are symptomatic of a general weakness that would continue to affect the teacher’s performance in the future. Both the cooperating teacher’s and the university supervisor’s final evaluations will become a permanent part of the student teacher’s credential/placement file. Student Teaching Handbook Northern Illinois University English Department Page 16 Note: The Final Evaluation should take the form of a letter of recommendation. It is to be typed on the school letterhead. (Please see Appendix B for guidelines for writing the letter of recommendation.) The guidelines below suggest the typical contents and structure of a letter of recommendation. The letter, which serves as the final evaluation, may be returned to the university supervisor at the final visit, or may be mailed to the university program coordinator. The student teacher’s credential file is incomplete until both the university supervisor’s and the cooperating teacher’s final evaluations have been submitted. The student teacher will have access to both the university supervisor’s and the cooperating teacher’s final evaluations once they have been placed in the credential file. The university supervisor will advise the cooperating teacher about the possibility of nominating the candidate for an Exemplary Student Teacher Award. The nomination would include a written recommendation and a completed evaluation form. Student Teaching Handbook Northern Illinois University English Department Page 19 Appendix B Some Suggestions for Writing Letters of Recommendation ([Adapted from Morehead, M. A., Lyman. L., & Foyle, H. C. (2009). Working with Student Teachers: Getting and Giving the Best, 2nd ed. Rowan & Littlefield] In general, the letter of recommendation should fit on one page of school letterhead. It should accurately reflect your perception of the candidate as a beginning teacher and his or her potential for the future. Usually, a letter of recommendation will be positive, but if serious weaknesses still exist after every effort has been made to help the candidate during the semester, professional responsibility requires mention of those weaknesses. Whenever possible, include a specific example or two to support your general statements. You may find the suggestions in the following four-paragraph format to be helpful. Paragraph One: Provide a sentence or two summarizing the student teaching assignment—the courses taught and some general information about class size, student demographics, curriculum, or other relevant features. Add sentences describing strong characteristics and traits such as enthusiasm, creativity, willingness to work hard, understanding of subject matter, rapport with students, staff, and parents, etc. Paragraph Two: Provide sentences describing the candidate’s planning and organizational skills, ability to determine appropriate learning goals, ability to use a variety of methods and strategies to help students reach those goals, and ability to assess student work effectively. You may also mention the candidate’s accuracy and promptness in record keeping. Paragraph Three: Provide sentences describing the candidate’s ability to motivate and manage students, to keep students interested and involved, and to provide for individual student differences. Paragraph Four: Provide an overall summary of the candidate’s student teaching performance and your prediction for the candidate’s success in full-time teaching. Qualifying words are helpful in making distinctions in describing performance: Strong performance: Miss Smith demonstrated excellent rapport with students. Acceptable performance: Mr. Smith usually managed incidents of classroom misbehavior appropriately and fairly. Strong recommendation: Mr. Smith will do very well in future teaching. Acceptable performance: Miss Smith should do well in future teaching. Qualified recommendation: Miss Smith may do well in future teaching if provided with strong guidance and supervision. Student Teaching Handbook Northern Illinois University English Department Page 20 The following descriptive words may be helpful when developing letters of reference: Excellent performance Good Performance extraordinary good excellent capable distinguished effective superb appropriate exceptional proper special competent noteworthy above average extensive positive remarkable productive outstanding thoughtful gifted Fair Performance Poor Performance adequate below expectations sufficient unprepared fair inadequate satisfactory unqualified acceptable unacceptable average unfit passable inappropriate ordinary sub-par Student Teaching Handbook Northern Illinois University English Department Page 21 Appendix C edTPA Overview Licensing and the Assessment of Teacher Performance In Illinois, as with many states, teaching candidates seeking a license will have to meet the requirements specified in the Teacher Performance Assessment or edTPA. According to the Stanford Center for Assessment, Learning and Equity (SCALE), edTPA is “a nationally available performance assessment of readiness to teach for novices. The assessment is designed with a focus on student learning and principles from research and theory” (edTPA Assessment Handbook, 2012, p. 1). According to the Handbook, successful teachers need to accomplish the following:  develop knowledge of subject matter content standards and subject-specific pedagogy  develop and apply knowledge of varied students’ needs  consider research and theory about how students learn  reflect on and analyze evidence of the effects of instruction on student learning The edTPA process is “designed to engage candidates in demonstrating their understanding of teaching and student learning in authentic ways” (edTPA Assessment Handbook, 2012, p. 1). The edTPA extends the role of the Cooperating Teacher in mentoring the teaching candidate in completing several of the key tasks that are necessary for demonstrating proficiency with the standards that distinguish a capable teacher. Mentoring in this context should be distinguished from coaching. As a mentor, the cooperating teacher can remind the candidate about deadlines, assist with logistics (e.g., collecting consent forms, video recording), and facilitate reflective conversations. At the same time, the cooperating teacher should not edit the candidate’s written statements, direct classroom performance, or assume authorship for reflections. The materials contained in the following pages should assist the Cooperating Teacher in helping the teacher candidate to navigate through the process. The University Supervisor is also an important partner in the process, as the student teacher, Cooperating Teacher, and University Supervisor work together to promote high quality teaching and to demonstrate to others that the teaching candidate is prepared to earn a license to teach in Illinois. Student Teaching Handbook Northern Illinois University English Department Page 24 4. In this final task, the candidates write an Analyzing Teaching commentary explaining 2-3 things they would do differently to improve the learning of these students based on their varied needs and characteristics.  Candidates must also cite evidence, from their experience teaching this Learning Segment, explaining why they would expect these changes to make a difference in student learning. 5. Academic Language Takeaways: Academic Language is the oral and written language used for academic purposes. It is the language students must have in order to learn content in schools.  Academic language is different from everyday language. Some students are not exposed to this language outside of school.  Much of academic language is discipline-specific.  Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language. Rubric Progression: early novice to expert teacher; teacher focus to student focus; whole class to generic groups to individuals; rubrics as additive and analytic; expanding repertoire of skills and strategies; deepening of rationale and reflection Timeline: Because it takes time to gather the contextual factors of the classroom, plan lessons, videotape, complete all assessments, analyze student learning, and plan next steps, it is recommended the TPA be done over a period of 12 weeks. Note: The Student Teacher should have access to the complete edTPA Handbook for English Language Arts. Please see also the sample Consent Forms (Appendix G) that support the video recording of classroom activities. ---------------- *Adapted from edTPA Nuts and Bolts edTPA Summit, August 24, 2012, Kathleen Ofstedal, kofstedal@stcloudstate.edu; Karen Balmer, Executive Director MN Board of Teaching Student Teaching Handbook Northern Illinois University English Department Page 25 Appendix F Highlighting Academic Language Writing process/processes Idea generation strategies (brainstorming, webbing, freewriting, other heuristics) Draft; drafting Revise; revision Peer response Editing; peer editing Portfolio Introduction Body Conclusion Transition Thesis statement Implied thesis Organization Focus Content Development Support Topic Topic sentence Vocabulary/word choice Sentence variety Voice Style Audience Purpose Rhetoric Genre Journal; log; writer’s notebook Personal narrative/memoir/autobiographical incident Fiction; story Poem Character sketch Essay Argue; argument Compare/contrast Define; definition Cause/effect Analyze; analysis Claim Evidence; data Warrant Explain Counterargument Prompt Reflection Rubric Research Source Evaluate Plagiarism Cite; citation Summarize Paraphrase Bibliography; Works Cited Dialogue Interior monologue Sensory Details Pace Figurative language Grammar Fragment Intentional fragment Run-on Comma splice Subject and predicate Noun, pronoun, verb, tense, adjective, adverb Clause; independent clause; dependent clause Phrase Modifier; adjective, adverb Simple, compound, complex Syntax Usage agreement homonyms Diction Writing conventions Mechanics Punctuation Standard English Acts Analysis Antagonist Archetype Cadence Characterization Citation Climax Coherence Comedy Connotation Denotation Diction Drama Elements of plot Elements of poetry Epic Exaggeration Exposition Fable Figurative language Folktale Imagery Incongruity Inference Irony Juxtaposition Meter Narrator Parody Paraphrase Persona Plot Point of view Prediction Protagonist Reversal Rhetorical Satire Scenes Setting Stanza Textual Themes Tragedy Verse Student Teaching Handbook Northern Illinois University English Department Page 29 Appendix H Lesson Plan Template Context/Rationale: Describe here the specific context for the lesson. Who are the particular students? What are the special needs that will require differentiation or accommodation? Why is the lesson content appropriate and important for this particular group of students to learn? Situating the Learning: The current lesson activities follow a related sequence of learning experiences and precede subsequent learning experiences. Tell the story of what the class has been learning in the process of bringing them to the current juncture and preview where the current activities will lead (e.g., a long-term project; a summative assessment; a summative performance). You will want to share this conception of the unified plan with the students. Learning Outcomes and Instructional Focus Unit Goal: What is the broader learning outcome for the unit of instruction? Lesson Objective(s): What are the specific learning outcomes for the current lesson? (What do you want students to know and/or be able to do?) What compelling question(s) will guide the inquiry represented by the lesson? Related Learning Standards: List the most important related learning standards. Academic Language: List the academic language that you plan to introduce or emphasize during the course of the lesson. Student Teaching Handbook Northern Illinois University English Department Page 30 Materials: List the materials that you and the students need to access to support the current learning activities. Sequence of Learning Activities: Describe in detail the sequence of learning activities. It is helpful to conceive of the lesson as a series of episodes, with each episode distinguished by a change in materials, activity, or emphasis. In thinking about the sequence of activities, project the amount of time that needs to be allotted to each lesson episode, and provide for transitions from one episode to the next. The sequence should follow a logical development: e.g., moving students from individual preparation, to small group contribution, to large group participation; or moving from simple to complex, or from highly dependent on the teacher and toward more independent effort. Assessment Procedure: What provisions have you made to determine if students have learned what the lesson was designed to help students learn? How will the assessment guide decisions for subsequent learning activities? Homework, Related Products, or Other Follow-up Responsibilities: As a result of the lesson, what should students be prepared to do next? Will they be expected to apply what they have learned to a current project or activity? Do you expect them to complete homework to prepare for the next lesson(s)? Will the current lesson prepare students for a long-term project or performance? Student Teaching Handbook Northern Illinois University English Department Page 31 Appendix I NORTHERN ILLINOIS UNIVERSITY College of Liberal Arts and Sciences/English Department EVALUATION OF PERFORMANCE: Clinical Experience and Student Teaching in English Student Teacher: ___________________________________________________________________ Z-ID: ________________________________________________ Cooperating Teacher: ______________________________________________________________ Host School: _______________________________________ School Address: ____________________________________________________________________ Grade Levels Taught: _____________________________ Specific Courses Taught (specifying the academic level): ______________________________________________________________________________________ Place an X under the rating that indicates your appraisal of the student teacher for each of the standards listed below. (Insufficient Evidence [IE] means too little basis for rating.) Then, please attach a letter of evaluation/recommendation to this matrix. Content Knowledge (NCTE I.1, I.2, II.1, II.2, II.3) * IE Unsatis- factory Basic Pro- ficient Excellent 1. Demonstrates a deep 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. (IPTS #2B & 2C) ** 2. Demonstrates a 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. (IPTS #6F) ** 3. Demonstrates knowledge and skills in the use of the English language. (IPTS #6E) ** 4. Demonstrates knowledge of oral, visual, and written literacy. (IPTS #6F) ** 5. Demonstrates knowledge of reading processes. (IPTS #6A) ** 6. Demonstrates knowledge of different composing processes. (IPTS #6D & 6P) ** 7. Demonstrates knowledge and uses for a range of literature. (IPTS #2B) ** 8. Demonstrates knowledge and use of print and non-print media and technology in contemporary culture. (IPTS #2B) ** 9. Demonstrates knowledge of theory and findings in ELA research. (IPTS #2B) ** Content Pedagogy: Planning Literature and Reading Instruction in ELA (NCTE III.1, III.2, III.3, III.4, III.5, III.6) * 10. Plans instruction reading instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. (IPTS #3M &3N) ** 11. Formulates clear lesson objectives aligned with course goals and Common Core State Standards. (IPTS #3B) ** 12. Makes meaningful connections between literature, students’ lives, and developments in American culture and in modern society at large. (IPTS #3B) ** 13. Engages all learners in authentic discussion to advance the levels of thinking and discourse about complex texts and issues and to practice the procedures necessary for deep reading and elaborated writing. (IPTS #6S) ** 14. Plans lessons in reading and the study of literature that were well-paced, focused, and logically sequenced. 15. Uses assessment data to change, expand, and modify future instruction and to collaborate with colleagues to devise appropriate interventions. (IPTS #5H)** 16. Immerses all students in an appropriately challenging and organized sequence of inquiry to foster critical and creative thinking and students’ reflection on their own intellectual, social, and emotional development. (IPTS #5M)** 17. Incorporates technology and print/non-print media into instruction. (IPTS #5N) ** *The categories for this assessment align with the five broad categories defined by the NCTE Standards. **Refers to the Illinois Professional Teaching Standards (IPTS): See the related indicators to judge proficiency with this standard. The complete list of the Standards appears online: http://www.isbe.net/peac/pdf/IL_prof_teaching_stds.pdf. Student Teaching Handbook Northern Illinois University English Department Page 34 COLLABORATION ACCEPTABLE ALERT A) The pre-service teacher demonstrates a generally positive attitude toward working with others. A) The pre-service teacher says he or she prefers to work alone, avoids opportunities to work with other students, or complains frequently about partners or group members; avoids requesting or accepting assistance by instructors, cooperating teachers, or university supervisor. B) The pre-service teacher demonstrates the ability to work effectively with colleagues in small groups. B) The pre-service teacher takes over group projects or sits back and lets others do most of the work. C) The pre-service teacher demonstrates effective interpersonal skills with peers, NIU faculty and staff, and/or with teachers, parents, and the wider community of the public schools. C) The pre-service teacher is unusually reticent, has difficulty sustaining eye contact, makes inappropriate comments, or does not listen to others. D) The pre-service teacher demonstrates effective and appropriate leadership. D) The pre-service teacher avoids leadership or leads others in an inappropriate direction. E) The pre-service teacher demonstrates willingness to accept constructive criticism from faculty cooperating teachers, university supervisors, and peers and to incorporate those suggestions. E) The pre-service teacher reacts negatively to constructive criticism from faculty, cooperating teachers, university supervisors, and peers and does not incorporate appropriate suggestions. F) The pre-service teacher demonstrates the ability to collaborate with a variety of personality types. F) The pre-service teacher collaborates only with close friends or with others who are similar to the pre-service teacher. G) The pre-service teacher demonstrates the ability to be assertive, but not aggressive, when expressing opinions or ideas. G) The pre-service teacher does not express opinions or intentions to others when it is appropriate to do so or becomes confrontational when expressing opinions or ideas. H) The pre-service teacher demonstrates the ability to collaborate with other teachers to provide appropriate interventions for individual students and for groups of students. H) The pre-service teacher is not willing to collaborate with other teachers to provide appropriate interventions for individual students and for groups of students. Student Teaching Handbook Northern Illinois University English Department Page 35 CREATIVE AND CRITICAL THINKING ACCEPTABLE ALERT A) The pre-service teacher shows creativity in written work and lesson planning; the pre- service teacher is capable of original thought. A) The majority of the pre-service teacher’s written work, oral presentations, and/or lesson plans lack evidence of personal creativity or original thinking and do not engage their intended recipients. B) The pre-service teacher is reflective— written and oral work shows the ability to understand and evaluate texts, situations, and self, seeing implications, connections, and possible consequences of events and behaviors; the pre-service teacher is able to use insights gained through reflection to plan for the future. B) The pre-service teacher summarizes texts or events or describes own actions without demonstrating insight into their meaning or their effect on others. C) The pre-service teacher shows the ability to identify, analyze, prioritize, and propose appropriate solutions to academic and behavioral problems. C) The pre-service teacher is unable to identify problems and potential solutions. D) The pre-service teacher shows the ability to accept and/or model multiple perspectives on issues; the pre-service teacher encourages creative and critical thinking among students by listening to new ideas and generating possibilities. D) The pre-service teacher displays the belief that only certain perspectives are acceptable. E) The pre-service teacher demonstrates the ability to design lessons that encourage students to engage in genuine inquiry and to analyze and develop solutions to problems. E) The pre-service teacher develops only lessons that do not foster genuine inquiry or that do not encourage students to engage in meaningful problem-solving. F) The pre-service teacher demonstrates ability to create lessons that meet the needs of students. F) The pre-service teacher creates lessons that are too simple, too complex, too general, or otherwise not designed to meet the needs of the students for whom they are intended. Student Teaching Handbook Northern Illinois University English Department Page 36 LIFELONG LEARNING AND SCHOLARSHIP ACCEPTABLE ALERT A) The pre-service teacher demonstrates a genuine love of the discipline by approaching opportunities to engage with ideas, texts, and materials with enthusiasm and by speaking positively about personal learning experiences. A) The pre-service teacher avoids opportunities to engage deeply with the subject matter and may speak negatively about intellectual effort. B) The pre-service teacher demonstrates intellectual curiosity and possesses the ability to stimulate curiosity in others. B) The pre-service teacher does only the minimum that is required, does not enjoy exploring complex ideas and issues, shows little enthusiasm for discovering new ideas. C) The pre-service teacher demonstrates willingness to take risks in order to grow intellectually and professionally. C) The pre-service teacher avoids experimenting with methods or materials that are unfamiliar. D) The pre-service teacher demonstrates willingness to explore current research and to develop lessons based on this research; or the pre-service teacher demonstrates willingness to do the necessary research to answer students’ questions. D) The pre-service teacher does not explore current research and does not base lessons on current research; or the pre-service teacher does not show willingness to do the necessary research to answer students’ questions. E) The pre-service teacher demonstrates a willingness to participate in professional organizations and learning opportunities. E) The pre-service teacher refuses to participate in learning opportunities outside the classroom. F) The pre-service teacher engages in higher order thinking and encourages such thinking in students. F) The pre-service teacher limits himself or herself to basic concepts and does not engage self or students in higher order thinking. G) The pre-service teacher uses data to make instructional decisions G) The pre-service teacher does not use data or does not interpret data accurately in order to make instructional decisions. Student Teaching Handbook Northern Illinois University English Department Page 39 Appendix K COOPERATING TEACHER ACTIVITY CALENDAR Cooperating Teachers: This list is meant only as a general guide for your activities in fostering the professional growth of a student teacher. One important benefit of relying on this calendar is that it allows you to anticipate approaching events and responsibilities. The calendar supports conversations between cooperating teacher and the student teacher about the pattern of activities over a 16-week experience and about preparation for significant events and responsibilities. Preparatory to Student Teaching (e.g., during Clinical Experience) ___ Communicate about curriculum details and expectations for the approach to instruction. ___ Tour the school’s facilities to reveal resources. ___ Help your student teacher to obtain keys, parking sticker, forms, supplies, etc. (Note: See the attached list for other logistical details.) ___ Introduce your student teacher to the school’s office staff, including the administrative assistants. ___ Familiarize your student teacher with procedures for duplicating instructional materials. ___ Discuss how to plan for Day 1. ___ Describe activities for approaching Institute Days or other staff development activities. ___ Co-plan with the student teacher to assume responsibilities for instruction in one section of your assigned teaching load. ___ Other critical topics: _______________________________________________ WEEK 1 ___ Review the instructional plans for the week in all classes. ___ Familiarize the student teacher with any established plans (e.g., 504s, IEPs) for accommodating, intervening, and differentiating for students with special needs. ___ Allow the student teacher to assume the instructional lead in one section of your assigned teaching load. ___ Co-teach with the student teacher in the classes where you are still the lead teacher, and involve the student teacher in all classes (e.g., joining small groups, co-facilitating discussions, distributing materials, etc.). Student Teaching Handbook Northern Illinois University English Department Page 40 ___ Engage in reflective conversations with the student teacher about the experience in the one class where he/she has assumed primary responsibility. ___ Help your student teacher set up a gradebook. ___ Help your student teacher organize and/or adjust his/her seating chart and to plan for a welcoming classroom environment. ___ Explain procedures for book distribution and maintaining records for textbook loans. ___ Establish a routine (i.e., specific time and location) for collaboration. ___ Introduce your student teacher to other staff members. ___ Explain how to use student passes. ___ Introduce your student teacher any support staff responsible for printing/duplication, and explain the procedures for requesting copies or for making copies. ___ Explain any procedures the student teacher’s department might have (i.e., location of textbook storage, maintenance of book records, following a curriculum map, etc.). ___ Discuss your department’s policy regarding grades. ___ Review procedures for recording and reporting student attendance/nonattendance. ___ Other critical topics: _______________________________________________ WEEK 2 ___ Explain the procedures for using the learning center and computer labs. ___ Review key elements in the student handbook and behavior code. ___ Introduce your student teacher to the custodian in his/her area and to other key support staff. ___ Show your student teacher where scan forms and machines are located and how to use them. ___ Help set up a folder for a substitute teacher. ___ Discuss emergency procedures: e.g., tornado, fire, intruder, etc. ___ Other critical topics: _______________________________________________ Student Teaching Handbook Northern Illinois University English Department Page 41 WEEK 3 ___ Transition the student teacher into additional classes. ___ Familiarize your student teacher with available instructional resources: e.g., curriculum guides, supplementary texts, support personnel, community resources, etc. ___ Review strategies for handling the paper load. ___ Discuss the importance of wellness behaviors: eating right, sleeping regularly, exercising, coping with stress, etc. ___ Encourage your student teacher to communicate regularly with other new faculty members and other peers on the staff. ___ Engage in a planning meeting for a formal observation: review plans, revise details, and focus the observation. ___ Establish a pattern of regular communication with the University Supervisor. ___ Other critical topics: _______________________________________________ WEEK 4 ___ Complete a “formal” classroom observation, with an associated debriefing and written documentation of the assessment, including a lesson narrative, identification of strengths, and notes about areas for growth. ___ Discuss the procedure for sending midterm progress reports, if applicable. ___ Share ideas with your student teacher about effective parent/teacher communication, and discuss how to handle difficult conversations. ___ Review procedures for a student being added or dropped from a class. ___ Review the procedures related to professional routines (i.e., conference attendance, personal leave, reimbursement, etc.). ___ Help your student teacher to prepare for Open House, Curriculum Night, or any similar evening function. ___ Discuss the purpose and format for any School Improvement Day and/or Staff Development Day. ___ Other critical topics: _______________________________________________ Student Teaching Handbook Northern Illinois University English Department Page 44 ___ Discuss the student teacher’s reflections about the video recorded lesson segments ___ Discuss evidence of students’ growth: What data has the student teacher collected? What do the data reveal? ___ Help your student teacher verify that any summative exams are ready, if applicable. ___ Other critical topics: _______________________________________________ WEEK 11 ___ Discuss how the student teacher might adjust his/her instructional plan, based on the evidence from the video recordings, from assessments of learning, and from various impressions of students’ engagement and learning. ___ Discuss the student teacher’s plans for written reflections about student engagement and learning (see edTPA timeline). ___ Communicate with the University Supervisor about any lingering concerns. ___ Other critical topics: _______________________________________________ WEEK 12 ___ Help your student teacher to prepare summative assessments and appropriate reviews for those assessments. ___ Review procedures for submitting semester grades and alerting parents and counselors about failures. ___ Discuss the possibility for having a school administrator observe the student teacher, and arrange for that circumstance. ___ Other critical topics: _______________________________________________ WEEK 13 ___ Discuss plans for transitioning back into the classroom. ___ Discuss the means for the student teacher to bring lesson sequences to closure. ___ Discuss with the student teacher the processes involved in job search, application, and interviewing. ___ Arrange for an administrator or other school leader to interview the student teacher. ___ Other critical topics: _______________________________________________ Student Teaching Handbook Northern Illinois University English Department Page 45 WEEK 14 ___ Make arrangements for your student teacher to visit the classrooms of other teachers during the remaining weeks, in order to see a variety of instructional contexts and models. ___ Discuss preparations for summative assessments. ___ Collect the information and complete the observations necessary to complete the Final Evaluation matrix. ___ Communicate with the University Supervisor about the likely ratings on the Final Evaluation matrix. Compare and discuss ratings. ___ Other critical topics: _______________________________________________ WEEK 15 ___ Assume responsibility for classes again. ___ Discuss the student teacher’s responsibilities for completing any remaining assessments (i.e., papers to return, tests to grade, grades to record). ___ Engage in a reflective conversation with the student teacher about impressions from observations. ___ Other critical topics: _______________________________________________ WEEK 16 ___ Engage your student teacher in a reflective conversation about the highlights and challenges for the entire student teaching experience. ___ Complete the Final Evaluation matrix and review your ratings with the student teacher. ___ Complete a letter of recommendation on school letterhead and share it with the student teacher. ___ Submit the Final Assessment (matrix) and letter of recommendation to NIU.