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Working with an ISU Physics Student Teacher

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Working with an ISU Physics Student Teacher University Supervisor for Student Teaching ~ Department of Physics Illinois State University Kenneth Wester – PowerPoint PPT presentation

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Title: Working with an ISU Physics Student Teacher


1
Working with an ISU Physics Student Teacher
  • University Supervisor
  • for Student Teaching
  • Department of Physics
  • Illinois State University

Kenneth Wester
2
2014 Student Teaching Dates
  • STT starts Monday, Tuesday September 2
  • STT ends Friday, November 21(or later if needed)
  • Student teachers are expected to be in the
    classroom or involved in professional development
    activities for 50 full days.
  • 11 weeks are scheduled assuming a one-week spring
    break

3
Prior to Student Teaching
  • Enrollment in PHY 312 - Physics Teaching from the
    Historical Perspective (Inquiry!)
  • http//www.phy.ilstu.edu/pte/312.html
  • Enrollment in PHY 353 - STT Seminar
    http//www.phy.ilstu.edu/pte/353.html
  • Future student teaching school site visits
  • Social Context Project
  • Teaching Analysis using RTOP
  • Safety Plan Development
  • edTPA Task 1

4
During Student Teaching
  • Enrollment in PHY 399 - Student Teaching
    http//www.phy.ilstu.edu/pte/399.html
  • Complete 10 weekly reports of time allocation
  • Complete 10 weekly reflections and 1 summary
  • Complete Final Reflective Essay
  • Complete edTPA

5
Student Teaching Load
  • Take off - due to PHY 353 requirements, many STT
    will be ready to begin teaching during the first
    or second week of the practicum and the build to
    full teaching load.
  • Flight - full-time load expected for 3-4 weeks
    beginning around fourth or fifth week of STT.
  • Landing - after 3-4 weeks of full load, ramp down
    to two classes only during last weeks.

6
Ideal STT Implementation

Week Preps Classes
1 0 Team teach
2 1 1-2
3 1 2-3
4 2 4-5
5 2-3 5
Week Preps Classes
6 2-3 5
7 2-3 5
8 1-2 3
9 1-2 2
10 1 1
7
Schedule-related Tasks
  • Take off - STT develops unit plans while working
    with cooperating teacher co-teaches class from
    time to time, implements STERS.
  • Flight - STT teaches full load in a sustained
    fashion, sharing daily lesson plans 2-3 days in
    advance of lessons regular reflection.
  • Landing - STT corrects any remaining deficiencies
    in teaching practice, and finishes required STERS
    and documentation work.

8
Requirements for the STT
  • Generating unit plans for all courses taught
  • Writing daily lesson plan(s) for all classes
    taught
  • Demonstrating ethical behaviors during teaching
  • Intellectual moral virtues of ISUs Democratic
    Ideal
  • Personal and professional integrity
  • Arriving punctually or giving early notification
    if late/absent
  • Regularly consulting with coop teacher before and
    after teaching
  • Setting high expectations for students in terms
    of behavior and learning
  • Being honest in all communications, grading, and
    recording scores
  • Being organized and getting things accomplished
    in a timely fashion
  • Following through on commitments and promises
  • Acting so to earn the respect of teachers and
    administrators
  • Many others See Ethics for STT in PHY 353
    syllabus
  • Documenting work efforts

9
What to Expect of Your STT
  • Inquiry-oriented approaches that emphasize
    students constructing knowledge from experiences
  • Identifying and addressing student preconceptions
  • Multiple levels and modes of inquiry
  • problem-based learning demonstrations
  • cooperative learning inquiry lessons
  • case studies inquiry labs
  • whiteboarding discussions
  • Metacognitive and student self-regulation
    practices
  • Multiple and varied assessment approaches
  • Some emphasis on out-of-class resources/reading

10
Assessment of STT
  • Formative
  • Pre-class consultations with cooperating teacher
  • Post-class reflection with cooperating teacher
  • Periodic review by university supervisor
  • Weekly reflections and clock hour sheet approved
    and signed by cooperating teacher
  • Summative
  • STT Performance Assessment Form
  • edTPA
  • Observations by University Supervisor

11
Major Roles of Coop Teacher
  • Serve as liaison between school students and STT
  • Encourage and support best teaching practices
  • Provide both constructive criticism and support
  • Assist STT to become reflective practitioner
  • Communicate any concerns to University Supervisor
  • Supervise unit and lesson planning and
    implementation
  • Sign off on weekly reflection/report each Monday
  • Evaluate STT using provided forms give to
    Supervisor
  • Assist University Supervisor with final grade
    determination
  • Mentor STT using an appropriate style

12
Common Mentoring Styles
  • Authoritarian - focuses attention on cooperating
    teachers concerns
  • Authoritative - focuses attention on student
    teachers concerns
  • Indulgent/Liaise faire - lack of attention or
    accountability
  • Idiosyncratic - Most teachers find they have a
    combination of mentoring styles depending on the
    situation
  • The preferred style is authoritative, but
    authoritarian might be necessary from time to
    time.

13
Practical Pointers for CTs
  • Meet with STT before class to discuss lesson
    plan. Elicit objectives, activities, and
    assessments.
  • Meet with STT after each class to review lesson.
  • Elicit from STT problems with open-ended
    questions and ask him/her how s/he might improve
    lesson.
  • Avoid being prescriptive - telling STT about
    problems associated with the lesson.
  • Only if STT fails to see a problem even after
    questioning, then bring it up.
  • Focus on two or three main problems avoid a
    laundry list of items that tends to be
    overwhelming for a STT.

14
Role of University Supervisor
  • Establish and maintain working relationships
  • Serve as a mentor to cooperating student
    teacher, providing guidance as necessary
  • Ensure compliance with STT requirements and
    university expectations
  • Provide for evidence-based summative evaluation
    working with cooperating teacher
  • Determine and report STT grade

15
University Supervisor Visits
  • Five university supervisor visits
  • Initial visit consists of this presentation
  • Four on-site visits minimum
  • Focus on planning, teaching, and assessing by STT
  • Consulting individually with student, teacher,
    and both student and teacher
  • Final visit consists of a telephone discussion
  • All on-site visits are announced in advance, and
    some are difficult if not impossible to
    reschedule
  • Please avoid scheduling tests and other
    activities that would interfere with supervisors
    observations

16
Mid-point Visit (2nd on-site visit)
  • In addition to the usual observations and
    discussions, the University Supervisors
    mid-point visit will include the following
    additional items
  • Discussion of mid-term evaluation completed prior
    to visit by both student teacher and cooperating
    teacher using the STT Performance Assessment
    Instrument
  • Review of progress toward completion of the
    Realizing the Democratic Ideal mid-term
    assessment
  • General reminders about teaching requirements
    turning in 5 NSTA-mandated STERS assessments,
    teaching multicultural and diversity lesson,
    doing final reflective essay, and final student
    teaching assessment (Democratic Ideal portfolio)
    -- all on LiveText by end of spring classes (not
    finals week).

17
What to Expect from Your STT
  • Student teachers typically have substantial
    deficits in content knowledge - especially in
    areas of conceptual understanding.
  • Student teachers typically have substantial
    deficits in knowing how to teach a given concept
    using different approaches.
  • Student teachers are sometimes unfamiliar with
    student difficulties.
  • Student teachers will have lots of questions.

18
Unit and Lesson Planning
  • Lesson plans should be pragmatic, flow from a
    unit plan, and contain at a minimum
  • Key question(s)
  • Alternative conceptions
  • Stu. Perform. Objectives
  • ILS alignment
  • Instructional activities
  • Assessment
  • Closure
  • List of materials
  • Unit plans should be prepared before lesson plans
    and include
  • Knowledge and skills
  • Varied teaching methods
  • Available equipment for demonstrations and labs
  • Elements of N.O.S., real-life applications
    issues
  • Multiple assessments
  • List of resources
  • Rough daily timeline

19
STT Release Time
  • While 50 classroom days are mandated, they are
    not strictly counted sequentially from the formal
    start of student teaching due to Social Context
    Project work prior to the start of STT.
  • It is reasonable to provide 2-3 personal days
    for job interviews, participation in conferences,
    and sickness during STT.
  • Extra days off must be made up by extending the
    STT practicum after the announced end.

20
Legal Liability
  • Student teachers legally may not be left
    unattended with a class of students.
  • Cooperating teacher must supervise student
    teacher as s/he would any adult student.
  • Cooperating teacher is legally liable for any
    missteps taken by a student teacher.
  • Student teachers are required to follow all
    legitimate orders of cooperating teacher.

21
Benefits of Working with a STT
  • Learning by cooperating teacher
  • content knowledge
  • pedagogical knowledge
  • pedagogical content knowledge
  • A token honorarium 65 payment or 3 s.h. of
    tuition waiver (valid for 1 year) for either
    school or cooperating teacher, but this will
    depend upon school district policy.

22
Contact Information
  • Mr. Kenneth Wester
  • ISU Physics Dept.
  • kwester_at_ilstu.edu
  • 309-660-9902(cell)
  • 309-438-2957 (office)

Thanks!
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