EDTE 418L – Spring 2017Field Experience Requirements

Anny Case, professor of record; 224 RC, casea@gonzaga.edu, 5109-313-3476

The following list describes the requirements to earn credit for 418L (Secondary):

1. Follow all logistical requirements from the state and TE’s field office, including recording your hours on LiveText (30 hours minimum), completing the initial interview and other forms, and closing the semester courteously and professionally.

2. Keep a brief, reflective log of your experience (attached).

3. Complete the following experiences with your supervisor:

a. Co-observation focused on discipline-specific literacy. (Window – 1/30 – 2/10) – Use attached formb. Teaching episode – think of this as a warm-up. Your supervisor will observe you teaching a section of a

lesson or leading the whole class or small group in a learning task. You should be “in charge” for a minimum of 15 minutes. The supervisor decides whether to use the FBAT or to informally observe with notes. You should use the learning-focused conversation form in the debrief and identify a specific professional goal. Window – 2/13 – 2/24; post-observation form

c. Lesson #1 – Academic language focus – You will plan and teach an entire class period. The lesson must include specific attention to supporting an academic language element (vocabulary plus syntax or discourse.) Window – 2/27 – 3/31; planning & engagement scripts; FBAT

d. Lesson #2 – Discipline-specific literacy focus – You will plan and teach an entire class period in which a substantial portion of the lesson involves students in either a reading or writing task to deepen content knowledge. Window – 4/10 – 4/28; engagement script: FBAT

e. Do your very best to stay within the given deadline windows. We understand there will be a few exceptions, but these exceptions ought to be clearly communicated to Dr. Case and your supervisor.

4. General requirements for full-period lessons:

a. You must have a fully developed lesson plan that has either been workshopped in class or approved by your supervisor, 315 or 418 course instructor, or your cooperating teacher. Evidence of prior approval comes via email to both Anny and your supervisor from the appropriate party.

b. Your first lesson plan needs to include both the planning and script for engagement template. The second lesson only requires the engagement template unless your supervisor determines that your individual case requires the planning portion also. (All templates are on LiveText.)

c. Approved lesson plans should be submitted to your supervisor and CT at least 24 hours prior to teaching. If you don’t submit your plan on time, your supervisor may choose not to attend your lesson and you’ll have to reschedule. Failure to invest properly in planning may be considered a professional dispositional concern and will be formally documented and responded to according to the SOE’s dispositional process.

d. The supervisor will communicate with Dr. Case if there are concerns about planning or preparation to teach or other concerns.

e. Keep in mind that you will need your lesson plans and student work samples for other assignments in both 315 and 418. If you can’t keep student work, make copies or take pictures. To avoid unnecessary challenges, design your lessons in alignment with edTPA central focus requirements and include well-developed academic language components.

f. Within 48 hours after teaching, you must upload your analysis of teaching to LiveText (form and rubric attached).

EDTE 418L – Reflective Log – Sp 2017Name: Class/School:

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching, or learning)

Connections to course content (at least one link between your experience and what you are learning in 315 and/or 418)

2 – 1/23 – 1/27

3 – 1/30 – 2/3

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching,

Connections to course content (at least one link between your experience and what you are learning in 315 and/or

or learning) 418)4 – 2/6 – 2/10

5 – 2/13 – 2/17

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching, or learning)

Connections to course content (at least one link between your experience and what you are learning in 315 and/or 418)

6 – 2/20 – 2/24

7 – 2/27 – 3/3

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching, or learning)

Connections to course content (at least one link between your experience and what you are learning in 315 and/or 418)

8 – 3/6 – 3/10

9 – 3/20 – 3/24

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching, or learning)

Connections to course content (at least one link between your experience and what you are learning in 315 and/or 418)

10 – 3/27 – 3/31

11 – 4/3 – 4/7 (K12 Spring Break)12 – 4/10 – 4/14

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching, or learning)

Connections to course content (at least one link between your experience and what you are learning in 315 and/or 418)

13 – 4/17 – 4/20

14 – 4/24 – 4/28

Week - What did you do? (in a nutshell)

Musings (lessons learned, questions, things to work on, new insights into students, teaching, or learning)

Connections to course content (at least one link between your experience and what you are learning in 315 and/or 418)

15 – 5/1 – 5/5

418L – Co-Observation Guidelines – Spring 2017(co-observation)

1. Select a focus for the co-observation from one of the following options:

● What is the nature of discipline-specific literacy in my content? (i.e. What features of texts, language, written representations are unique to this discipline? How is discipline-specific literacy revealed through assignments, texts, and instruction?)

● What types of language are the students using? (i.e. To what extent are they using academic language to learn/show learning? To what extent do students use informal language to learn/show learning?)

● What types of language does the teacher use and how does the teacher support students’ use and development of academic language? (i.e. To what extent does he/she use academic language to teach content? What is the role of the teacher’s use of informal language in the lesson? How does he/she specifically attend to/support discipline-specific academic language?)

2. Ask permission from your CT to observe the classroom with your supervisor. Tell him/her your focus and explain that you and your supervisor will observe for 20 minutes and take notes related to the specific focus. Afterwards, you will discuss what you learned.

3. Sit in close proximity to your supervisor and observe for 20 minutes, taking notes. You and your supervisor might occasionally whisper to each other, but be careful not to disturb the class.

4. Leave the room and discuss what you learned with your supervisor for about 15 minutes.

5. Complete the co-observation form (below) and submit it to your course instructor. Be sure your supervisor signs the form.

Name: Date:Supervisor’s Signature: ____________________________________

1. What was the focus for the co-observation?

(Complete this page after the co-observation. It should be typed.)

2. Based on your notes, briefly describe three specific observations/insights that particularly caught your attention given your area of focus.

3. Based on your conversation with your supervisor, identify three “take-home” ideas or understandings that emerged from this activity.

Post-Observation Learning-Focused Conversation (teaching episode, lesson 1 & 2)

Evidence of student learning and engagement from this lesson (What evidence do you have of student learning and engagement?) (How did you support student learning and engagement through your instruction and interactions?)

Areas of challenge from this lesson (What would you do differently if you were to teach this lesson again?)

Implications for future practice (What did I learn and how will this affect future instruction?) Goal for next lesson

FBAT (Field-Based Assessment Tool) + Discipline-Specific Literacy Criteria (below) (Lesson 1 & 2)

Ø= NOT OBSERVED, 1 = EMERGING, 1.5 = DEVELOPING, , 2 = PROFICIENT SCORE

Clear learning goal with aligned activities and assessment

EMERGING: Learning goal is linked to grade level standards, is stated, and activities and assessments are basically aligned.

PROFICIENT: Clear alignment between grade-level standards, target, activities, and assessments AND learning goal is explained AND linked to a larger purpose or transferrable skill.

Checking for understanding throughout the lesson

EMERGING: Teacher occasionally checks for understanding regarding tasks and directions AND at least once, implements formative assessment that provides evidence of student learning related to the target.

PROFICIENT: Teacher consistently checks for understanding regarding tasks and directions AND provides multiple formative assessment opportunities that provide solid evidence of student learning related to the target.

Safe and productive learning environment is maintained through implementation of basic classroom management strategies and professional relationships with students.

EMERGING: Teacher maintains a reasonably orderly environment supported by attention getting strategies, clear directions, and evidence of Emerging professional relationships with students.

PROFICIENT: Learning environment is productive through effective use of attention getting strategies, clear directions, pacing, and transitions. Teacher’s presence is strong and warm. Clear evidence of Emerging professional relationships with students.

Facilitating widespread participation through intentional use of participation structures.

EMERGING: Some students have multiple opportunities to share their thinking.

PROFICIENT: At multiple points throughout the lesson all students have the opportunity to share their thinking and the candidate builds on the responses to promote learning.

Student engagement and rigor through high expectations and challenging tasks and content.

EMERGING: Most students are involved in grade-level activities that have the potential to extend their present understanding. Teacher communicates high standards for thinking and participation.

PROFICIENT: Most students are engaged in learning activities that involve higher-order thinking, challenging content, and rigorous expectations.

Area observed

0 = NOT MET , 1 = BASIC, 2 = PROFICIENT SCORE

Academic Language

Basic: Academic vocabulary (1-4 terms) is taught AND practiced in a meaningful way to support content learning.

Proficient: Academic language (vocabulary AND syntax or discourse) is taught, modeled, and practiced within a meaningful context that supports content learning AND discipline-specific literacy.

Text-Based Instruction

Basic: Teacher guides students through a text, demonstrating basic use of pre-, during-, and post- reading scaffolds.

Proficient: Teacher guides students through a text, demonstrating effective use of pre-, during-, and post-reading scaffolds that engage students in rigorous thinking and discussion about the ideas presented in the text.

Pre-____ Capture student interest ____ Build/activate background knowledge ____ Establish a clear purpose for reading

During-____ Check for understanding ____ Facilitate interaction with the text aligned to the reading purpose

Post –____ Check for understanding ____ Discuss the text ____ Build on new understandings gained from the text

Writing to Learn

Basic: Teacher guides students through a writing activity demonstrating basic use of pre-, during-, and post- writing scaffolds.

Proficient: Teacher guides students through a writing task, demonstrating effective use of pre-, during-, and post-writing scaffolds that engage students in rigorous thinking leading to deepening of content understandings.

Pre-____ Capture student interest ____ Build/activate background knowledge ____ Clearly explain/demonstrate the writing task and assessment criteria____ Provide opportunity for students to brainstorm ideas

During-____ Check for understanding ____ Provide opportunities for formative feedback from the teacher and/or peers____ Provide tools/resources to support writing (i.e. vocabulary, organizational scaffolds, information resources)

Post –____ Check for content understanding/misconceptions revealed in written texts____ Discuss students’ ideas ____ Build on new understandings gained from the writing activity

Discipline-Specific Literacy Criteria (Lesson 1 & 2; choose one criteria per lesson)

Lesson Reflection—Analysis of Teaching (teaching episode, lesson 1&2)

Candidate: Date: Supervisor:

Grade Level: School: Focus Areas:

What worked? What didn’t? For Whom? (Cite evidence to support your thinking)

Proposed ChangesIf you could teach this lesson again to this group of students what changes would you make to your instruction?

JustificationWhy will these changes improve student learning? What research /theory support your thinking?

JoyDescribe a joyful moment that occurred during the lesson.

Planning for Instruction and Assessment Articulation and Justification (Lesson 1 only)

Learning Central FocusCentral FocusWhat is the central focus for the content in the learning segment/lesson?

Content StandardWhat standard(s) are most relevant to the learning goals?

Student Learning Goal(s)/Target(s)Concepts and reasoning/problem solvingSkills/proceduresWhat are the specific learning goal(s) for students in this lesson?

Prior Academic Knowledge and ConceptionsWhat knowledge, skills, and concepts must students already know to be successful with this lesson?What personal/cultural/ community assets can be leveraged to support the learning of the skills and/or concepts for this lesson?

Common Errors, Misconceptions, Partial Understandings, or MisunderstandingsWhat are common errors or misunderstandings of students related to the central focus/target of this lesson?How will you address them for this group of students?

Instructional Strategies and Learning TasksGeneral description of what the teacher (you) will be doing and/or what the students will be doing.

OpeningHow will you start the lesson to engage and motivate students in learning?How will you structure opportunities for students to express their understanding of the learning targets and why they are important to learn? InstructionWhat learning tasks will you use to engage students in developing understanding of the lesson target(s)? How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets? What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts?What will students do?

Structured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned?

ClosureHow will you determine if students are meeting the intended learning objectives?

How will you end the lesson?

Differentiation/ Planned SupportHow will your planned instructional activities provide students access to learning based on individual and group needs?How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Whole Class: Groups of students with similar needs: Individual students: Students with IEP’s or 504 plans:

Student InteractionsHow will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

What If’sWhat might not go as planned and how can you be ready to make adjustment?

Theoretical Principles and/or Research–Based PracticesWhy are the learning tasks for this lesson appropriate for your students?=

MaterialsWhat materials does the teacher need for this lesson?What materials do the students need for this lesson?

Academic Language Demand(s):What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson?What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson? What are your students’ abilities with regard to the oral and written language associated with this lesson?

How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

Assessments:Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson target(s).

Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan (if appropriate).Type of assessment(Informal or Formal)

Description of assessment Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria - What evidence of student learning (related to the learning target and central focus) does the assessment provide?

This template was adapted from Deborah Layzell, Illinois State University

Lesson Design Plan—Script for Engagement (Lesson 1 & 2)

Candidate: Click here to enter text. Date: Click here to enter a date. EDTE Course #: Click here to enter text. Lesson #: Click here to enter text.

School: Click here to enter text. Cooperating Teacher: Click here to enter text. Grade/Subject: Click here to enter text. Period: Click here to enter text.

Co-Teaching Strategy: Click here to enter text. Supervisor: Click here to enter text. Supervisor Observation Focus: Click here to enter text.

Common Core or Applicable Standards: Click here to enter text.Learning Target(s):Click here to enter text.Academic Language: Language Function, Language Demands (Vocabulary, Syntax, Discourse) Click here to enter text.Key Instructional Materials Needed/Organizational Notes/Technology: (Attach copies of key instructional activities)Click here to enter text.

Differentiation and Planned Supports:Click here to enter text.

Time What the teacher will be doing What the students will be doing Assessment (Evidence of Learning)

Opening Click here to enter text.

Click here to enter text. Click here to enter text. Click here to enter text.

Lesson Instruction

Click here to enter text.

Click here to enter text. Click here to enter text. Click here to enter text.

Closure Click here to enter text.

Click here to enter text. Click here to enter text. Click here to enter text.