1 A grade of “C” or better is required in all Principles courses. Even if ...

More documents

Recommendations

Info

Goal 5: Candidates hold high expectations for all students to encourage and support academic growth. Teacher Candidates will begin or continue to: 12. use appropriate materials and technology which facilitate learning of mathematics and science for all students in the elementary grades (LO 3, 5; NCPTS 4; NCTMPTS 3). 13. collaborate with colleagues and specialist to adapt their teaching for the benefit of all students including those with special needs (LO 4, 6, 9, 10; NCPTS 2; NCTMPTS 8) Goal 6: Candidates utilize current research to illuminate practice and develop portfolio products that reflect a commitment of professionalism. Teacher Candidates will begin or continue to: 14. develop an understanding of how research, theory and practice combine to facilitate young children‟s learning of math and science concepts and use this understanding to take action to improve their practice (LO 1, 3; NCPTS 5; NCTMPTS 7). 15. become aware of professional organizations and literature (LO 11; NCPTS 5). 16. demonstrate enthusiasm and respect for the profession of teaching (LO 12; NCPTS 5). 17. Thoughtfully reflect on and appreciate the value of classroom encounters to enhance their own professional growth (LO 8,11; NCTMPTS 7). Crosswalk between Professional Growth Opportunities and Course Learning Objectives Learning Experiences Professional Growth Checkpoints Teacherdirected Math Unit Plan Centers-based Math Unit/Practicum Evaluation Course Objectives 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Midterm Exam X X X X X X X X X Science Unit X X X X X X X X X X X X X Final Exam X X X X X X X X X X X Course Evaluation 20% Professional Growth Checkpoints & Portfolio 10% Math Teacher-directed Unit Plan 15% Math Centers and Small Group Teaching/ Practicum Evaluation 15% Midterm Exam 15% Science Unit/ Practicum Evaluation 10% Science and Math Content 15% Final Exam Professional Growth Opportunities Used to Address the Learning Objectives for this Course Rationale: Education goes beyond just knowing to acting upon what one knows. Assessment is an integral part of learning that should not only measure the acquisition and use of knowledge but also should guide the process of growing knowledge. Professionalism depends on standards-based work, self-assessment and peer review. You will have opportunities for all three during this course. I will try to make my expectations for your learning explicit, to a point. If I spell out every detail for you though, there is no genuine self-effort, except to „do what the teacher asks‟. Hence, there will be an open-ended nature to many of the professional growth experiences associated with this course so that you can demonstrate excellence beyond just doing what the teacher asks. My hope is that you will develop a sense of responsibility for your own learning and the ability and desire to continue learning independently, assessing your own performance critically and accurately. Through an inquiry-based approach teacher candidates will analyze, create, and nurture a positive and effective learning community to promote enduring social and academic growth. 6
Analyze Professional Growth Checkpoints and Portfolio You will begin by determining your own professional goals, how you will work towards those goals and how you will measure your efforts. Periodically, you will formally assess your progress (mid-semester and at the end of the semester). As a soon-to-be professional teacher, you will be responsible for determining, working towards and evaluating your own professional growth (to a certain extent). Your supervisor (principal) will have some say in this matter by observing and evaluating your progress. I have designed this course to model this professional arrangement. These formal professional growth checkpoints will take many forms: In and out of class short reflections & assignments In and out of class discussions and conferences Goal setting and reevaluating Projects Quizzes or summaries of reading materials Book club reflections Practicum assignments, time log and evaluations Dispositions Others TBD Some will be open-middled prompts (there is more than one way to correctly solve a problem or approach a situation although there is only one acceptable answer). Some experiences will have open-ended prompts, there is more than one correct answer. Some weeks you will have a project to complete. These may require more time to develop and are meant to be completed over a period of time. Periodically you will provide a journal response for specific prompts. Several times throughout the semester I will observe you in your practicum setting. I will interact with you through both formal and informal conferences. My observations and interactions with you will serve to inform the instruction that I provide to you in our course work as well as provide me with evidence for evaluation of your progress [I will document these evaluations in a notebook as well as use an observational checklist]. You will participate in a book club as a form of professional development throughout the semester. During the first class meeting Dr. Mihans and I will be offering you 5 book choices. We will again be combining with the LA/SS section of PLT II. Instructions on book clubs and assignments will be given in class. All of these items should be kept in a Professional Portfolio that will be submitted at various points throughout the semester. My hope is that this type of learning will become an internal and routine way for you to think about your professional growth. We will spend all semester talking about what this „looks like‟ and „sounds like‟. To begin with, this type of learning IS NOT a reflection where you give a blow-by-blow account of something that happened. This type of learning IS where you define your own learning goals, self-assess how your understanding is developing, make connections among new learning, existing understanding and experiences (either current or past), and use evidence to support your assessment of learning. Many of these learning tasks will be peer evaluated. Standards Addressed by this Experience: LO all; NCPTS 1, 3, 4, 5; NCTMPTS 3, 6, 7, 8; NSEPTS 6 Self-Assessment 1. Am I actively seeking feedback (from myself, my peers, my cooperating teacher) in order to assess my current level of thinking and understanding 2. Am I making connections among new learning that I am experiencing through course discussions and readings and existing understanding or experiences 3. Am I using strong evidence to support my evaluation of my own learning 4. Am I taking an active responsibility for my own professional growth Science & Math Content I will ask you to identify one mathematic and one science content area that you are least comfortable with. I hope we can work on this assignment after we have determined potential student teaching placements so that you can target your choice based on the NCSCOS for the grade level in which you will be implementing your student teaching. I will ask you to research the two content areas and to demonstrate how you have deepened your own content knowledge related to that content area, including the common conceptions and misconceptions held by children in this same area. 7
Page 1 and 2: Our Journey Together This semester
Page 3 and 4: initiates research when content and
Page 5: National Science Education Professi
Page 9 and 10: making sure that these planning tim
Page 11 and 12: Late Work: Work is to be turned in
Page 13 and 14: National Science Teachers Associati
Page 15 and 16: Cell phones and pagers should be tu

1 A grade of “C” or better is required in all Principles courses. Even if ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?