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HSS 611 – Student Teaching Seminar 1

HSS 611 – STUDENT TEACHING SEMINARSPRING 2016

Instructor: Dr. Carla VidoniOffice Location: Crawford Gym 114Contact Information:

Phone: 502-852-8844

Email: [email protected]

Office hours: By appointmentClass meetings: Tuesdays: 4:30 to 7:00pm at CG 008

CATALOG DESCRIPTION

Prerequisite: Admission to the MAT and Physical Education Year with the Teacher Education Program. Co-requisite: HSS 612, HSS 613 and HSS 615. Designed as an analysis of student professionalism and reflective teaching skills, and understanding the learner with the instructional context.

COURSE PURPOSE

MAT students are continuing in their transition from the role of student to teacher in preparation for their professional teaching career. In this phase of your preparation you are considered a pre-service teacher. This course is specifically designed to help the student teacher analyze their school site experiences as it relates to student learning and instructional effectiveness within the school context or setting.

Student teachers have many experiences that are beneficial in their pre-service preparation. This course provides opportunities to share these with colleagues. In this course students will learn from others and build support systems. Discussions on topics such as gender equity, cultural diversity, and context of school, teaching students with disabilities, technology uses, and teacher socialization will occur. Job search skills such as résumé writing, interview and certification issues will also be discussed.

COURSE MATERIAL

Assigned readings posted in Blackboard

1. AAHPERD (2013). Comprehensive school physical activity programs: Helping al students achieve 60 minutes of physical activity each day. Position Statement. JOPERD, 84(9), 9-15.

2. Senne, T.A. (2002). Transition to teaching: Putting your best foot forward – Part 1. JOPERD, 73(1), 45-49, 53.

3. Senne, T.A. (2002). Transition to teaching: Putting your best foot forward – Part 2. JOPERD, 73(2), 46-52.


STUDENT LEARNING OUTCOMES

Student work related to academic content for K-12 students is based on the Kentucky Core Academic Standards: http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies

At the conclusion of HSS 611 students will be able to:

1. Reflect upon professional development (Professional growth plan, readings, guest speakers)

2. Organize a strategy and develop materials for the job search (Cover letters, resume writing, PRAXIS, certification).

3. Explore ways of developing personal and professional growth (Professional Growth Plan, readings, guest speakers). Plan, implement, assess and reflect on serving students’ complex needs in schools.

4. Recognize the influences of gender, socioeconomic status and skill levels on students’ learning and modifying lessons to minimize these influences. (Readings, guest speaker, professional growth plan)

5. Develop strategies for incorporating cultural diversity into the physical education learning environment. (Readings, guest speaker).

6. Develop knowledge of a wide variety of professional issues including: Legal liability and culpability (Guest Speaker) Professional dispositions (Class discussions) Individual with disabilities (Guest speaker) Job search and resume (Guest speaker) Bullying (Guest Speaker) Professional organizations and unions (Guest Speaker)

RELATIONSHIP TO STANDARDSHSS 611 addresses the following Kentucky New Teacher Standards, SHAPE America (previously National Association for Sport & Physical Education - NASPE) beginning teacher standards, and International Literacy Association (ILA) standards

Kentucky Department of Education New Teacher Standards

Standard 7

The teacher reflects and evaluates teaching

Professional Growth Plan

Reading AssignmentsStandard 8

Collaborates with colleagues/ parents/others


http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Program+of+Studies


Professional Dispositions

Standard 9

Evaluates teaching and implements professional development



National Initial Physical Education Teacher Education Standards – SHAPE America

Standard 5.3

Teacher candidates will utilize reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions


Standard 6.2

Teacher candidates will participate in activities that enhance collaboration and lead professional growth and development


Reading Assignments Guest Speakers

Standard 6.3

Teacher candidates will demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers


Standard 6.4

Teacher candidates will communicate in ways that convey respect and sensitivity

Professional dispositions

Literacy Standards 6 – ILA Candidates recognize the importance of, demonstrate, and facilitate

professional learning and leadership as a career-long effort and responsibility

Standard 6.1:

Teacher candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

Guest Speaker Report Assignment

Standard 6.2

Teacher candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.]

Reading Assignment

Standard Teacher candidates participate in, design, Professional Growth


6.3 facilitate, lead, and evaluate effective and differentiated professional development programs.

Plan Assignment

Standard 6.4

Teacher candidates understand and influence local, state, or national policy decisions.

Guest Speaker Report Assignment

COURSE OBJECTIVES

1. Reflect on multiple aspects of teaching, including lesson plans, content knowledge, multiple instructional strategies, and diverse learners. (KY standards 7 & 8; SHAPE America beginning teacher standards 5.3; 6.2, 6.3 & 6.4; ILA 6.2)

2. Develop a professional growth plan. (KY standards 7, 8 and 9; SHAPE America beginning teaching standards 5.3, 6.2; ILA 6.3)

3. Establish and maintain professional and ethical relationships with students, parents, school personnel, peers, guest speakers, instructor, and university supervisors. (KY standards 8 & 9; SHAPE America beginning teacher standards 6.3 & 6.4)

4. Participate in collegial discussions with peers, university supervisors, and guest speakers. Topics will include, but not be limited to: concerns in the classroom, diversity, and professional development opportunities for teachers, how to prepare for your interview, resume and cover letter writing. (KY standard 8; SHAPE America beginning teaching standards 6.2, 6.3, 6.4; ILA 6.1, 6.3, & 6.4)

CONCEPTUAL FRAMEWORK

Teaching for knowledge refers to the development of teachers who have a depth and breadth of content knowledge and the capacities for reflection, inquiry, and problem-solving. Teaching for leadership refers not only to the development of educators who are leaders in instruction but who additionally serve as change agents with a commitment to make schools and curricula responsive to students’ cognitive, academic and social needs.Teaching for change refers to the development of teachers who teach to the high standards of social justice, equity and equality and who are caring and compassionate practitioners. Enabling success for all learners refers to the development of teachers who teach to the high standards of professional and state organizations and appropriately use assessment data from instructional, curricular, and program improvement. Additionally, enabling success for all learners refers to our commitment to provide equitable opportunities to learn for all students, in light of their backgrounds and learning styles and to prepare teachers who have the knowledge, skills, and dispositions necessary to successfully teach diverse learners.


Conceptual Framework Constructs

Inquiry Action Advocacy

Constructs as Learned and Applied

Research Practice Service

Constructs Reflected in Candidates

Critical Thinkers Problem Solvers Professional Leaders

Unit Dispositions Reflected in Candidates

Exhibits a disposition to inform practice through inquiry and reflection

Exhibits a disposition to improve practice through information, knowledge, and understanding

Exhibits a disposition to affirm principles of social justice and equity and a commitment to making a positive difference

RELATIONSHIP TO CONCEPTUAL FRAMEWORK

Within the conceptual framework this course specifically meets: Professional Development through the Professional Growth Plan. Implementation of technology is met in the use of Live Text, Blackboard, and Word Processing. In addition, Leadership is met through the student taking the lead in setting up and inviting guest speakers to present a relevant topic for teaching/learning for professional growth. Content Development and Human Development through Learning is met through students’ documented evidence of measurable PGP objectives and assessments. Assessment is met by developing an instrument to measure PGP objectives. Diversity is met through discussions of urban school settings and other school context, gender socio-economic, exceptionalities, skill levels, and other issues in the school settings. Assumptions and biases are discussed. Inquiry and research is met as students solve problems in their school settings and reflect on “best practices” and how it applies to their own teaching. It is also met as we surround ourselves with leaders in the field by bringing in guest speakers and attend professional workshops. Students collaborate with their supervising teachers, other classroom teachers in their school sites as they develop lessons and complete projects such as special events, IEP development and teaching integrated lessons across the school based curriculum. Students work with parents as the need arises on special school projects and parent teacher conferences.

COURSE ASSIGNMENTS

1. PROFESSIONAL GROWTH PLAN – HAT (PGP) (50 PTS). Students are required to produce a Professional Growth Plan that will assess their ability


to set professional goals and evaluate their outcomes. Four areas will be targeted for this project: (a) Planning and implementing instruction, (b) Creating and maintaining a learning climate, (c) Collaborating with Colleagues, Parents, Others, and (d) Providing leadership within the school community. Students will develop specific goals and assessment instruments per each area. The cooperating teacher and university supervisor will use the instruments to assess the goals set. In addition, the students will write analysis and reflection on their experience as a participant in a Seminar course HSS 611. The candidate should discuss his or her experience as a member of a group of professional colleagues explaining how the group collaborated to advance student learning. The candidate should describe how the group functioned to have a positive impact on each member's knowledge and skills as a teacher. Finally, the candidate should also address the experience of assuming leadership in the group as a facilitator, presenter and discussant.

2. READING ASSIGNMENTS (3 reading assignments X 10 points = Total 30 points). Students will submit reading assignments across the semester. Guidelines to complete the reading assignments are provided at the end of this course syllabus and in Blackboard. Late assignments will not be accepted. See due dates on the course schedule. See class schedule for due dates.

3. GUEST SPEAKER REPORTS (5 guest sessions X 10 points = 50 points). Several guest speakers will be part of this course throughout the semester. Every guest speaker session will be assessed through a Guest Speaker Report. This assignment must be uploaded in Blackboard. Guidelines to complete this assignment are provided at the end of this course syllabus and also in Blackboard. See class schedule for due dates.

4. MOCK INTERVIEW REFLECTION (10 points). Teacher candidates will participate in a mock interview. A reflection about performance on the interview will be submitted a week after the event. See guidelines for assignment submission and class schedule with due dates.

5. PROFESSIONAL DISPOSITIONS. This course follows CEHD Teacher Candidate Disposition Rubric (see CEHD document). Any professional disposition incident that presents a concern according to the instructor (Dr. Carla Vidoni) will results in a drop of letter grade.*CEHD Teacher Educator HandbookNASPE 6.1, 6.2, 6.3, 6.4

SUBMISSION OF ASSIGNMENTS

1. All assignments must be typed (12-point Times New Roman) and single-spaced.

2. ASSIGNMENTS SUBMITTED AFTER THE DUE DATE WILL NOT BE ACCEPTED.


3. Guest Speakers Report and Reading Assignments must be posted in Blackboard on assigned Mondays by midnight (see course schedule for specific due dates).

4. Final version of PGP must be uploaded on Livetext as a pdf file attached on the due date.

EVALUATION

Assignments PointsProfessional Growth Plan 50Guest Speaker Report 60Reading Assignments 30Mock interview reflection 10Total 180

Grading Scale

A 92-100% 166 - 180 C 72-77.99% 130 - 139A- 90-91.99% 162 - 165 C- 70-71.99% 161 - 129B+ 88-89.99% 159 - 161 D+ 68-69.99% 122 - 160B 82-87.99% 148 - 158 D 62-67.99% 112 - 121B- 80-81.99% 144 - 147 D- 60-61.99% 108 - 111C+ 78-79.99% 140 - 143 F Below 60% Below 107

PROFESSIONAL DISPOSITIONS

1. Attendance and punctuality. Failure to attend class on time and regularly will have an adverse effect on the final grade.

One absence throughout the semester is permitted with no penalty. However, failure to communicate the absence to the instructor prior to the class and failure to provide verifiable documentation within the week of the missing day will result in 10 points reduced from the final grade. This absence should be used for illness, snow day, car emergencies, family emergencies, and school commitments.

A second absence will result in 10 points reduced from the final grade. Verifiable emergencies (hard copy documents) will be considered as excuses if turned in within the week of the missing day.For each absence thereafter, the student will receive a failing grade (i.e., zero). No excuses will be accepted after one week of the class missed.

No late arrivals will be excused for this class. Students who arrive after 4:45 pm will have 5 points reduced from final grade per incidence.


2. Active participation. Enthusiastic, positive participation in learning activities will enhance your learning and make the experience more enjoyable for everyone. Students will be assessed on their active participation every seminar. Lack of participation will lower the final grade up to 40 points.

3. Respect. Failure in demonstrating professional behaviors during sessions will lower the professional disposition score up to 40 points. Emotional outburst, burping, disruptive behavior, use of inadequate language in class, disrespect of peers and instructor will severely impact your professional dispositions up to 50 points.

4. Communication. Communication in this course is crucial. It is expected that students communicate with the instructor any issue that affect their performance in the school site and assignments. Emergencies should be notified ahead of time (expected phone calls, tardiness, absences in course, etc). Failure to communicate with the instructor will result in up to 40 points reduced from final grade.

5. Electronic Devices. The use of electronic devices (i.e., laptops, phone calls, text messages) is not allowed in this class. Ten points will be reduced per each incident from student’s final grade if this class policy is not followed. Emergency situations should be communicated with the instructor before the beginning of class.

6. Responsibility

Check emails. Students are expected to check emails and blackboard announcements every day. Important messages about assignments, change in schedule or course syllabus, and other announcement will be communicated via email and sometimes verbally during class.

Articles: Students are required to bring a hard copy of the assigned article during article discussions. Failure to bring the hard copy of the article will result in 10 points reduced from final grade per incidence.

Attendance, punctuality, lesson plans at school sites: Student conduct at school site in relation to attendance, punctuality and lesson plans will reflect their professional dispositions. Any school incident regarding professional dispositions will impact students final grade.

7. Class preparation. Students are expected to come to class prepared. Be ready to discuss your reading assignments. Lack of preparation shown by inability to make appropriate discussions/comments in class will impact your professional disposition scores up to 40 points.

NOTE: The professional dispositions for this class are based on CEHD dispositions assessment rubric. Any aspect that results in a concern according to the instructor’s view will result in a letter grade drop.


POLICY ON INSTRUCTION MODIFICATIONS

Students with disabilities, who need reasonable modifications to complete assignments successfully, and otherwise satisfy course criteria, are encouraged to meet with the instructor as early as possible, to plan accommodations. Students may be asked to supply a letter from the Disability Resource Center or other documentation, which will assist in planning modifications.

CEHD DIVERSITY STATEMENT

Diversity is a shared vision for our efforts in preparing teachers, administration, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

TECHNOLOGY

Assignments are to be word-processed. Continuing and regular use of e-mail is expected. Electronic submission using LiveText for some assignments is required.All students enrolled in College of Education and Human Development (CEHD) programs are required to have a LiveText account. LiveText will be utilized for submitting a Hallmark Assessment Task (HAT) in every course in addition to other requirements by program (i.e., portfolios). If you do not already have a LiveText account, you will be required to purchase one for use during the courses in which you are currently enrolled.A LiveText student membership may be purchased at www.livetext.com or from the University bookstore. Information about LiveText and how to purchase an account are available at https://louisville.edu/education/livetext.

ACADEMIC INTEGRITY AND DISHONESTY

All contributions and assessments in this course, including any field placement requirements, will demonstrate academic integrity which means that submitted work is of high quality, is original, and represents a single submission, unless otherwise noted through explicit and appropriate citations.“Academic dishonesty is prohibited at the University of Louisville…Academic dishonesty includes, but is not limited to, the following:

· Cheating· Fabrication


· Falsification· Multiple Submission [the same assignment should not be submitted

for more than one course]

· Plagiarism· Complicity in Academic Dishonesty” (UofL Code of Conduct, Section

5)[Students who are not yet admitted to the teacher education professional program may jeopardize their chances for admission, since instances of academic dishonesty will be considered as part of the admission process. To apply to any teacher certification program, students must review and sign the Professional Code of Ethics for Kentucky School Personnel (704 KAR 20:680) which states that teachers (1) shall exemplify behaviors which maintain the dignity and integrity of the profession and (2) shall not knowingly falsify or misrepresent records of facts relating to the educators or those of other professionals.] http://louisville.edu/undergraduatecatalog/2013-2014-University-of-Louisville-Undergraduate-Catalog.pdf

PLAGIARISM STATEMENT

Representing the words or ideas of someone else as one’s own in any academic exercise. An academic unit that determines that a student is guilty of academic dishonesty may impose any academic punishment on the student that it sees fit, including suspension or expulsion from the academic unit.

TITLE IX/CLERY ACT NOTIFICATION

Sexual misconduct (sexual harassment, sexual assault, and sexual/dating/domestic violence) and sex discrimination are violations of University policies. Anyone experiencing sexual misconduct and/or sex discrimination has the right to obtain confidential support from the PEACC Program 852-2663, Counseling Center 852-6585 and Campus Health Services 852-6479.

Reporting your experience or incident to any other University employee (including, but not limited to, professors and instructors) is an official, non-confidential report to the University. To file an official report, please contact the Dean of Student’s Office 852-5787 and/or the University of Louisville Police Department 852-6111. For more information regarding your rights as a victim of sexual misconduct, see the Sexual Misconduct Resource Guide (http://louisville.edu/hr/employeerelations/sexual-misconduct-brochure).

Course syllabus prepared by Dr. Carla Vidoni in January of 2016.


** ITEMS ON THIS SYLLABUS ARE SUBJECT TO CHANGE. YOU WILL BE NOTIFIED OF ANY NECESSARY CHANGES. **

COURSE SCHEDULE

The course schedule is tentative. Guest speakers and assignments dates may change throughout the semester.

GUEST SPEAKER REPORTS (10 points each X 5 = 50 points)

Assignment Description

During specific sessions of the course we will have important topics related to teaching physical education delivered by professionals in the area. In order to assess your learning of these topics you will be required to closely examine and synthesize the guest speakers’ sessions. The sessions are indicated on the class schedule and are subjected to change. The purpose of guest speaker report is twofold: (a) to summarize the main points of the session, and (b) reflect upon concepts covered in the session that you may or not agree with. Each guest speaker report should be typed, 1 PAGE SINGLE-SPACED in length and should answer the following questions:

1) Summary (1 paragraph) Describe in your own words the major concepts (big idea) what the guest

speaker tried to convey.


2) Reflection (1 paragraph) What concept (s) discussed/presented did capture your attention and why? It

is very important that you express and support your opinion in this assignment.

LIST OF GUEST SPEAKERS

GUEST SPEAKER

OCCUPATION TOPIC TO BE COVERED

Mr. Trey Lewis Director of Career Center,University of Louisville

Resume Writing & Interview Tips

Ms. Carri Rogers Practical Living Specialist,Jefferson Co. Public Schools

Teacher Performance Growth & Effective System (PGES) – ILA 6.1

Ms. Donna Benton

Practical Living Coordinator,Jefferson Co. Public Schools

Tip about JCPS Hiring SystemILA 6.4

Dr. Alexis Harris Project Director, The University of Virginia

Compassionate Schools in JCPS ILA 6.4

Ms. Erica McGowanMs. Virginia SmithMr. Ben EasleyMs. Martha PhillipsMr. Adam Roberts

K-12 PE & Health TeachersJefferson Co. Public Schools

Tips, Tricks and Challenges of being a Teacher

GUEST SPEAKER REPORT GUIDELINES (ILA 6.1 &6.4)

FORMAT OF THE REVIEW (FOLLOW THE SEQUENCE): All in single space. DO NOT SKIP LINES AT ALL. Times new roman 12-point font. Your name will go on right hand corner of the paper. Type the name of the article in the center of the paper. Type the name of the author(s) underneath the article’s title. Write your summary (1 large paragraph) and reflection (1 large

paragraph).


Limit your paper to ONLY ONE PAGE. Upload your assignment in Blackboard under GUEST SPEAKER

REPORTS ASSIGNMENTS. Late assignments or email submissions will not be accepted (zero points).

WRITING FORMAT INDICATORS (SEE ILA RUBRIC ON PAGES 28-29)

UNACCEPTABLE (10 points reduced if any of the following items is present) Unclear writing her/his descriptions/thoughts about the article content. Unclear description/thoughts. Significant errors in content. Late.

INCOMPLETE (6 to 8 points reduced if any of the following items is present) ½ of the page written (-7 points). Incomplete explanation about the article content. Significant errors in grammar/spelling/typos. Lacks clarity when describing thoughts. Redundancy (keep repeating the same thought or information) Significant use of abbreviations and slangs (e.g.: it isn’t, stuff like that). Sent by email or hard copy.

ACCEPTABLE (1 to 5 points reduced if any of the following items is present) ¾ of the page written (-5 pts. Skipped lines Generally clear on the description/thoughts. Minor errors in grammar/spelling/typos. Minor use of abbreviations. Few slangs

TARGET (No points reduced) Exceptionally clear when describing the article content and thoughts. No errors in grammar/spelling/typos. No abbreviations No slangs

READING ASSIGNMENTS (10 points each X 3 = 30 points)(ILA 6.2)

Assignment Description

During specific sessions of the course we will read and discuss important topics related to teaching career. In order to facilitate your learning of these topics you will be required to closely examine and synthesize relevant literature. The readings are indicated on the class schedule. The purpose of this reading assignment is to summarize the main points an article and to reflect upon the


topic. Each reading assignment should be typed, 1 PAGE SINGLE-SPACED in length and should answer the following questions:

1) Summary (1 large paragraph) Describe the major concepts or facts (big idea) that the reading is trying to

convey.

NOTE: IT IS NOT TO BE A COPY OF THE ARTICLE’S SENTENCES OR PARAGRAPHS. Copy of the article will result in a failing grade of the whole assignment (i.e., zero).

2) Reflection (1 large paragraph) What concept (s) or fact(s) in the reading did call your attention? Why?

Provide a rationale for your opinion.

READING ASSIGNMENT GUIDELINES

FORMAT OF THE REVIEW (FOLLOW THE SEQUENCE): All in single space. DO NOT SKIP LINES AT ALL. Times new roman 12-point font. Your name will go on right hand corner of the paper. Type the name of the article in the center of the paper. Type the name of the author(s) underneath the article’s title. Write your summary (1 large paragraph) and reflection (1 large

paragraph). Limit your paper to ONLY ONE PAGE. Upload your assignment in Blackboard under READING

ASSIGNMENTS. Late assignments or email submissions will not be accepted (zero points).

WRITING FORMAT INDICATORS (SEE ILA RUBRIC ON PAGES 28-29)



ACCEPTABLE (1 to 5 points reduced if any of the following items is present)


¾ of the page written (-5 pts. Skipped lines Generally clear on the description/thoughts. Minor errors in grammar/spelling/typos. Minor use of abbreviations. Few slangs

TARGET (No points reduced) Exceptionally clear when describing the article content and thoughts. No errors in grammar/spelling/typos. No abbreviations No slangs


MOCK INTERVIEW SCORING RUBRIC & REFLECTION (10 points)

Name: Date:

Time of Interview: Time Arrived:

Position: Interviewed by:

COMPETENCY DEVELOPING ADEQUATE ACCOMPLISHED

FIRST IMPRESSIONS

Showed up late for the interview.

Showed up on time for the interview

Showed up early for the interview

Did not shake hands Shook hands

Chewed gum; eating Did not chewing gum or ate

Did not bring a copy of resume

Brought a copy of resume

PERSONAL APPEARANCE

Attire not appropriate for occasion

Casual business attire Business attire, very professional look

CLARITY OF RESPONSES

Answers with ‘yes’ or ‘no’ and failed to elaborate or explain

Gave well-constructed responses

Poor oral language skills with grammatical errors or mannerisms

Spoke clearly standard professional English;

Minor grammatical errors or mannerism

Topic or questions not answered

Response clear and organized

Response was difficult to follow; little elaboration

Points used to responses were specific to questions

Response was appropriately reflective and contained examples or personal references

Answers lacked conviction

Sounded rehearsed, unsure

Sounded confident

Vocabulary appears to be limited; absence of professional terms

Vocabulary was appropriate and mature

Vocabulary was extensive, mature and included terms related to profession

GENERAL ATTITUDE

Lacked of interest or enthusiasm about the

Seemed interested but could be better

Enthusiastic about

HSS 611 – Student Teaching Seminar 17job interview prepared or informed

about the topicsthe interview

RESUME Lacked style; incomplete; errors

Organized, but with few examples to ‘sell’ her/his skills

Professional and neat; examples of relevant skills

REFLECTION

Based on the rubric above and your perception, write a reflection on how well you performed during your mock interview.

NOTE: Highlight areas you did well and areas you did not so well)

One page; single spaced

ASSESSMENT INDICATORS



ACCEPTABLE (1 to 5 points reduced if any of the following items is present) ¾ of the page written (-5 pts. Skipped lines Generally clear on the description/thoughts.


Minor errors in grammar/spelling/typos. Minor use of abbreviations. Few slangs

TARGET (No points reduced) Exceptionally clear when describing the article content and thoughts. No errors in grammar/spelling/typos. No abbreviations No slang

HALLMARK - PROFESSIONAL GROWTH PLAN (PGP) GUIDELINES

PART I:


A. WHAT ARE MY STRENGTHS AS A CLASSROOM TEACHER?

List at least 4 areas of strength you can identify (relate to student learning):

Per each strength include all the requested items below: Describe in detail with definitions and examples, in a paragraph format, what your

strengths are in relation to student learning (minimum 6 lines). Describe who provided evidence of your strength. Provide any type of evidence to proof that your strengths were assessed and

documented (e.g., form, report, video, photo, any other type of documentation). It does NOT matter if your strengths were assessed during elementary or secondary

field experiences.

Strength 1:

Strength 2:

Strength 3:

Strength 4:

B. WHAT ARE MY TARGETED AREAS FOR GROWTH AS A CLASSROOM TEACHER?List a specific priority in each of the following four targeted growth areas:

1. PLANNING AND IMPLEMENTING INSTRUCTION

a. This is related to your teaching/instruction (e.g., content knowledge, assessment development or implementation, teaching strategies to improve student learning)

b. Choose a behavior that you need to improvec. Base your choice on your cooperating teacher or university supervisor

evaluations.d. Examples of areas you can choose a behavior: set induction, feedback,

monitoring, assessments. See a list of behaviors on the enclosed checklist.

e. Describe with definitions and examples the area you need to improve (grow) (minimum 6 lines).

f. Describe how you are going to measure your growth or improvementg. Describe who provided evidence that you improved.


h. Provide any type of evidence to proof that your area of growth was assessed and

documented (e.g., form, report, video, photo, any other type of documentation).

2. CREATING AND MAINTAINING A LEARNING CLIMATE

a. This section is about establishing a pleasant learning environment (e.g., knowledge about students’ behaviors, behavior management strategies).

b. Describe with definitions and examples the area you need to improve (grow) (minimum 6 lines).

c. Describe how you are going to measure your growth or improvement.d. Describe who provided evidence that you improved.e. Provide any type of evidence to proof that your area of growth was

assessed and documented (e.g., form, report, video, photo, any other type of documentation).

3. COLLABORATING WITH COLLEAGUES, PARENTS, OTHERS

a. This section is about an event or activity you collaborate with another person(s) (e.g., collaboration in a school after school program, health fair, or school special event).

b. This is not about attending parent meetings, coaching, or co-teaching with your cooperating teacher. It is beyond these categories. Describe with definitions and examples the area you need to improve (grow) (minimum 6 lines).

c. Describe how you are going to measure your collaboration.d. Describe who provided evidence that you collaborated with someone.e. Provide any type of evidence to proof of collaboration (e.g., form, report,

video, photo, any other type of documentation).

4. PROVIDING LEADERSHIP WITHIN THE SCHOOL COMMUNITY

a. This section is about any event or activity other than your regular teaching or coaching that you are taking leadership (e.g., KAPHERD presentation, other presentation for peers, teachers, or parents, leadership in the school placement program)

b. You should be the leading person of this particular activity or event.c. Describe how you are going to measure your leadership.d. Describe who provided evidence that you were a leader in an event or

activity (e.g., form, report, video, photo, any other type of documentation).

PART II:

Describe in one-two page (single-spaced) about your learning experiences during HSS


611 (10 pts). Make sure you provide definitions and what you learned from readings, guest

speakers, and class discussions with your peers that contributed to your knowledge as a future teacher. In addition, describe your performance in presenting and discussing topics, fact, issues, comments and feedback to peers during your interactions with peers, faculty, and guest speakers.

ASSESSMENT INDICATORS FOR REFLECTION PAGE:

UNACCEPTABLE (10 points reduced if any of the following items is present)i. ½ of the page written.ii. Unclear writing her/his descriptions/thoughts about the learning

experiences.iii. Unclear description/thoughts.iv. Significant errors in content.

INCOMPLETE (5 to 7 points reduced if any of the following items is present)i. ¾ of the page written.ii. Incomplete explanation about the learning experiences.iii. Significant errors in grammar/spelling/typos.iv. Lacks clarity when describing thoughts. Redundancy (keep repeating the

same thought or information)v. Significant use of abbreviations and slangs (e.g.: it isn’t, stuff like that).

ACCEPTABLE (1 to 4 points reduced if any of the following items is present)i. One to two pages written in single spaceii. Generally clear on the description/thoughts.iii. Minor errors in grammar/spelling/typos.iv. Minor use of abbreviations. Few slangs

TARGET (No points reduced) i. One to two pages written in single spaceii. Exceptionally clear when describing the learning experiences.iii. No errors in grammar/spelling/typos.iv. No abbreviations and no slangs.


PROFESSIONAL GROWTH PLAN RUBRIC (SUPPORTS ILA 6.3 – SEE ILA RUBRIC ON PP. 28-29)


STANDARDS


ASSESSMENT RUBRIC FOR ILA STANDARDS 6.1, 6.2, 6.3, and 6.4


FOR READING (6.2) AND GUEST SPEAKERS (6.1 & 6.4) REPORTS and PROFESSIONAL GROWTH PLAN (6.3) ASSIGNMENTS

ILA 6: Professional Learning & Leadership

Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility

ILA standard Insufficient Evidence

Developing Target Exemplary Comments/

Questions/

Suggestions

ILA 6.1Teacher candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

The candidate fails to identify at least one component of PGES that will continually enhance professional development.

The candidate identifies one component of PGES that will continually enhance professional development.

The candidate identifies at least two components of PGES that will continually enhance professional development.

The candidate identifies several components of PGES that will continually enhance professional development.

ILA 6.2Teacher candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues

The candidate fails to accurately describe at least one concept of mindful teaching.

And,Fails to follow the writing requirements indicated in the assignment guidelines.

The candidate accurately describes one concept of mindful teaching.

And,Follows some of the writing requirements indicated in the assignment guidelines.

The candidate accurately describes at least two concepts of mindful teaching.

And,Follows most of the writing requirements indicated in the assignment guidelines.

The candidate accurately describes several main concepts of mindful teaching.

And,Follows all the writing requirements indicated in the assignment guidelines.

HSS 611 – Student Teaching Seminar 30but also with community members, parents and guardians, and so forth.]ILA 6.3Teacher candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

The candidate fails to describe experiences from the school system that contributed to her/his professional development.

The candidate describes at least one experience from the school system that contributed to her/his professional development.

The candidate describes at least two experiences from the school system that contributed to her/his professional development.

The candidate describes several experiences from the school system that contributed to her/his professional development.

ILA 6.4Teacher candidates understand and influence local, state, or national policy decisions.

The candidate fails to accurately describes the purpose and at least one objective of the ‘JCPS-Compassionate Schools’ project and its implications.

And,

Fails to accurately describes at least one example of best practices indicated by the school district Practical Living coordinator.

The candidate accurately describes the purpose and at least one objective of the ‘JCPS-Compassionate Schools’ project and its implications.

And,

Accurately describes at least one example of best practices indicated by the school district Practical Living coordinator.

The candidate accurately describes the purpose and at least two objectives of the ‘JCPS-Compassionate Schools’ project and its implications.

And,

Accurately describes at least two examples of best practices indicated by the school district Practical Living coordinator.

The candidate accurately describes the purpose and several objectives of the ‘JCPS-Compassionate Schools’ project and its implications.

And,

Accurately describes several examples of best practices indicated by the school district Practical Living coordinator.

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