Work%20Sample%20Seminar%20Special%20Educator%20Program-%20Elementary%20and%20Secondary - PowerPoint PPT Presentation

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Work%20Sample%20Seminar%20Special%20Educator%20Program-%20Elementary%20and%20Secondary

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Work Sample Seminar Special Educator Program-Elementary and Secondary Portland State University Week 8 Work Sample Seminar * – PowerPoint PPT presentation

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Title: Work%20Sample%20Seminar%20Special%20Educator%20Program-%20Elementary%20and%20Secondary


1
Work Sample Seminar Special Educator
Program-Elementary and Secondary
  • Portland State University
  • Week 8

2
Agenda Week 8
  • Welcome burning questions
  • Syllabus check
  • Share Work Sample Lesson Plans
  • Content
  • Final reflections, putting the work sample
    together
  • Work Sample Final Presentations
  • Individual meetings with instructor(s)

3
Burning Questions
4
Syllabus Check
  • Whats due this week?
  • Teach Work sample!
  • Observation Video of WS Lesson
  • Daily graphs and reflections!
  • Whats due next week?

5
Submitting Work Sample
  • Candidates are expected to turn in their work
    samples by 445 PM, Wednesday, May 28
  • Teacher candidates can turn them into supervisors
    directly OR
  • Turn it into the front desk in 204 ED before
    class

6
Submitting Work Sample
  • Supervisors are expected to score the work
    samples and return them to candidates no later
    than Wednesday, June 4
  • Candidates are expected to make revisions and
    resubmit the work sample to supervisors to be
    rescored by Wednesday, June, 11
  • minor revisions can be submitted and evaluated
    electronically
  • major revisions should be resubmitted in hard
    copy (supervisors should specify which they want
    to see from candidates)

7
Notebook Check
  • Context
  • Part I (W. S. Intro)
  • Part II (IEP Case Study)
  • Screening test data summary
  • Goals Objectives
  • Unit Goals Objectives (Focus)
  • Instructional Plans
  • Unit Plan
  • Daily Lesson Plan
  • Materials
  • Daily Reflections
  • Data on Learning Gains
  • Pretests Post-tests data summary
  • Daily Data Sheets
  • Interpretation of Learning Gains
  • WILG Charts for each student
  • Uses of Data
  • Final Reflection
  • Rubric

8
Share
  • Group by content area
  • students working with AAC devices,
  • reading comprehension/writing
  • vocabulary
  • multisyllabic word reading,
  • advanced phonics elements
  • early phonics phonemic awareness
  • With partners triads review your binder share
    how things are going so far
  • Use the Work Sample Rubric to give feedback on
    lesson plans reflections

9
Final Reflections Putting it All Together
10
Data Driven Decision Making fill out this form
turn in with your work sample
  • Student Learning Gains ReportSPED
  • F / W, 20__
  • Explanation
  • One of the purposes of the work sample is to
    show that teaching can make an impact on student
    learning. Our state and national accreditors ask
    us for evidence of the positive impact you have
    on the students you teach. We are asking your
    cooperation in gathering this evidence. The
    information you share will in no way affect your
    grade or field experience evaluation. Nor will it
    affect the evaluation of your supervisor or
    cohort leader. Similarly, it is not necessary to
    identify yourself or the students you taught. We
    will report the overall effect of work sample
    instruction on preK-12 students as group data.
    Please fill in all information as accurately as
    you can.
  • Thank you. We will not only look at pre and
    post-assessment scores to assess the impact of
    instruction on student learning, but also on
    supervisor evaluations of work samples.

11
Uses of Data
  • Your final reflection will go in the Uses of
    Data section of your work sample
  • Prepare to do a quick-write
  • Get out
  • Your laptop or a sheet of paper
  • Work Sample Rubric
  • Open a word document, title it Uses of Data
    Final Work Sample Reflection
  • Prepare to write and share out for each of the
    sections

12
To meet criteria, the final reflection must
  • discuss unexpected events and outcomes,
  • use analysis of the instructional data to
    thoughtfully discuss successes and challenges
    over course of work sample teaching,
  • include recommendations for future generalization
    when simple acquisition has been attained,
  • identify additional environments (e.g., other
    classes, home, community, etc.) and new
    applications for using newly acquired
    skills/knowledge,
  • identify implications and recommendations for
    instruction after the work sample,
  • include reflection of self as an educator, and
  • describe professional growth and key learning
    during the overall experience.

13
Presentation of work sample binder
  • To meet criteria, the work sample binder must
  • be organized with title page and dividers for
    each of the specified sections,
  • include a table of contents,
  • have correct spelling, punctuation and grammar
    throughout,
  • be typed or written neatly,
  • be legible when handwritten notes/charts are
    included,
  • have adequate margins on all four sides of page.

14
Work Sample Presentations
15
Work Sample Seminar Presentations
  • Step 1 Choose format for presenting (power
    point)
  • Step 2 Prioritize content for time allotted
    (info on next slide)
  • Step 3 Make visuals accessible to all (large
    font)
  • Step 4 Prepare video clip for easy access during
    presentation (DVDs
    work best in hi tech room
  • computers)
  • Step 4 Practice and time yourself (10 minute
    presentations followed by 3 5 minutes of Q A
    while the next presenter sets up)
  • Presentations will occur simultaneously in three
    different classrooms.

16
Introduction/context (1 minute)
Unit goal with Rationale (1 minute) Shows data in rationale Logical link from data on students needs to objective
Lesson Plan (1 minute) Does the lesson relate to the objective Does the lesson indicate appropriate modeling prompting or checking?
Video (3 minutes) What effective instructional techniques are utilized?
Data and Decisions (2 minutes) Do the data reflect student growth? Were decisions about instruction based on data?
Final Reflection (2 minutes) Thoughtful articulation of what you learned Thoughtful discussion of successes and challenges
Professional presentation Good eye contact Keeps to the time limit Visuals and overheads are easy to read Good voice volume and inflection
17
Introduction/context (1 minute)
Unit goal with Rationale (1 minute) Shows data in rationale Logical link from data on students needs to objective
Lesson Plan (1 minute) Does the lesson relate to the objective Does the lesson indicate appropriate modeling prompting or checking?
Video (3 minutes) What effective instructional techniques are utilized?
18
Data and Decisions (2 minutes) Do the data reflect student growth? Were decisions about instruction based on data?
Final Reflection (2 minutes) Thoughtful articulation of what you learned Thoughtful discussion of successes and challenges
Professional presentation Good eye contact Keeps to the time limit Visuals and overheads are easy to read Good voice volume and inflection
19
Handy Handouts Presentation Pointers
  • Less is more (fewer words hitting big ideas)
  • Using bullets facilitates ease of reading
  • Pictures/visuals can add flavor and help with
    understanding

Big idea
20
PowerPointers
  • Include a title slide
  • Informative
  • Include names and affiliations of all presenters
  • Have an advanced organizer slide that previews
    what you will share
  • Use large fonts (36 font ) so audience can read
    information
  • Bullet key points on slide expand upon in your
    presentation
  • Conclude with your overall findings

21
Syllabus Check
  • Finish Teaching Work Sample Unit place daily
    work sample graphs and reflections in binder
  • Formal Observation 3
  • Finalize work sample binder!
  • Submit completed work sample binders (to
    supervisor)
  • Practicum checklist (to instructor/cohort leader)
  • Practice Presentation

22
FOCUS ON THE GOAL

23
Presentation Practice
  • Identify a technology team leader in each group
  • Go to your room and practice
  • Getting the in-focus projector running
  • Pulling up your video on the machine
  • Hooking your laptop up/pulling information from
    your jump drive
  • If technology fails, do what any teacher would do
    do the presentation the best you can.
  • I will come around to each team to help

24
Wrap up Reflection
  • What has felt most supportive to you in terms of
    class time?
  • What suggestions do you have?
  • What questions do you have?
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