uccs teach hdbk.4-2-14 2/uccs teach hdb… · \~uteach***** dear uccsteach teacher candidates:...

$: UCCS Teach Hdbk.4-2-14 2/UCCS Teach Hdb… · \~uteach***** Dear UCCSTeach Teacher Candidates: Welcome to the UCCSTeach Program at the University of Colorado at Colorado Springs$
Developing Colorado’s next generation of Math & Science Teachers

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Osborne Center A331 1420 Austin Bluffs Parkway Colorado Springs, CO 80918 Phone: 719-‐255-‐3446 www.uccs.edu\~uteach

UCCSTeach Secondary Math and Science

Teacher Licensure Preparation Program

One Degree, Two Careers UCCSTeach’s Four-year program enables students to complete a full

mathematics, biology, chemistry, or physics degree and earn a teaching license at the same time.

Program Handbook


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Dear UCCSTeach Teacher Candidates: Welcome to the UCCSTeach Program at the University of Colorado at Colorado Springs.

The UCCSTeach is a secondary math and science teacher preparation program that engages math and science majors in real-world teaching experiences beginning with the first class in our program. Two introductory courses introduce UCCSTeach participants to effective math and science teaching approaches. These courses are taught by experienced Master Teachers who know, firsthand, the challenges of teaching STEM subjects in public schools. In these courses, students integrate into local elementary and middle school settings, where they observe and lead inquiry-based lessons. Three later courses help UCCSTeach participants refine their math and science pedagogy—incorporating themes such as technology, equity, and assessment, with an exploratory lesson plan approach that goes beyond rote memorization and predetermined lab results. Even as freshmen, UCCSTeach participants are already out in schools exploring, experiencing, and teaching. This early immersion into the excitement and challenges of teaching helps students see whether the profession is a good fit for them. The UCCSTeach Program Handbook contains program requirements, expectations, procedures and schedules. It is designed to ensure that all participants in the program, in classes and at the Professional Development School sites — including the teacher candidate, classroom professors, site supervisors, site coordinators, and mentor teachers — have a clear understanding of their roles and responsibilities in order to make the experiences of each teacher candidate productive and effective. This handbook also contains the New Colorado Teacher Quality Standards (CTQS) that provide much of the framework for the program. In order to be recommended for provisional licensure, the teacher candidate must demonstrate through quality coursework, observation of teaching performance, a performance portfolio, and completion of edTPA that you are qualified and ready to teach. All field experiences, course requirements and projects are designed to help the teacher candidate learn to become an effective, productive beginning teacher. We are here to support you every step of the way! Welcome. UCCSTeach Team


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Program Overview “Developing the next generation of science and math teachers….”

The UCCSTeach Program is an innovative, content-strong approach to teacher preparation in mathematics and science. The following sections will further clarify our vision and mission.

Filling a Critical Need In fields from energy to medicine to infrastructure, tomorrow’s challenges demand citizens who are educated in high-tech disciplines. But primary and secondary teachers in science, technology, engineering, and math (STEM) have not fully addressed this need. Many schoolteachers feel under-qualified to teach these rigorous subjects; top high-tech graduates forgo teaching for more lucrative private-sector jobs. Also, new research tells us traditional math and science pedagogy may not sufficiently account for how students learn these subjects best. The National Academy of Sciences has made it a top priority to produce more, and more effective, K-12 math and science teachers. By mobilizing college students skilled in math and science to become public servants in K-12 schools, we provide our children a great service. If we don’t address this issue now, we shortchange America’s future and prevent Southern Colorado’s citizens and economy—highly reliant on high-tech innovation—from achieving their full potential. The University of Colorado Colorado Springs launched UCCSTeach to fill that gap. Thanks to a generous gift from a champion of the university, UCCS became part of UTeach Institutes cohort 2 to replicate this innovative program, based on a pioneering and successful University of Texas at Austin program. Student demand to participate in UCCSTeach has surpassed our expectations, as has positive response from Pikes Peak region schools.

Tough, but Nurturing All the while, UCCSTeach participants benefit from the support of like-minded peers and mentors, and complete the full math/science course loads of traditional majors—giving them a core mastery of the subjects they will teach after graduation. UCCSTeach was offered on campus beginning fall of 2010, 16 students pursued initial UCCSTeach courses despite modest campus and community recognition of the program. Today, enrollment continues to grow in UCCSTeach classes. UCCSTeach is a tough path for students, but a nurturing one. It instills tomorrow’s teachers with the fortitude and compassion they need to be leaders in the classroom.

Early Immersion into Teaching The model for UCCSTeach is to get the teacher candidates into the classroom early and often. Introduction classes start as early as your first semester on campus and all subsequent classes keep you in the classroom at some level each semester until you are ready for full time student teaching. By immersing you early into teaching, you discover very early in your college career if you are on the right career path. If teaching is not for you, you have only invested one or two classes into the degree and will not cost you a lot of money or time to switch your career path. Advising Requirements Students enrolled in Step 1- UTED 1010 or Step 2 – UTED 1020 must schedule an advising appointment with the UCCSTeach Program Coordinator at 719.255.3446. If you currently hold a bachelor’s degree in math, science or STEM related field, please call the Program Coordinator at 719.255.3446 to schedule an initial advising session at which time you will need to provide unofficial transcripts.


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Application Processes You can begin the formal application process at the completion of the Step 2 course – UTED 1020. The application packet must be completed and submitted by August 31st for fall semester and January 31st for spring semester acceptance. After your file is reviewed you will be scheduled for an application program interview in September for fall semester applicants and February for spring applicants. You may not take any other UCCSTeach classes beyond UTED 2010 without being admitted to the program, without approval by program instructor. A grade of B- or better must be earned in Step 1 & Step 2 to move forward in the program. All application materials can be found on the UCCSTeach website

UCCSTeach Co-Teaching Model Co-Teaching Formats: The major focus of a UCCSTeach Program classroom is to ensure that all functions support student achievement. The UCCSTeach Program encourages a variety of teaching formats for the clinical teacher and the teacher candidate to accomplish this end. In practice, the following co-teaching formats have allowed varied experiences for the teacher candidates and have supported the achievement of individual students in the classroom:

One person teaches one assesses or coaches: One person has instructional responsibility while the other gathers assessment information on students in the class or coaches the instructor. Either person may take a role or switch roles at any time. One person teaches group, one teaches individuals: One person provides individual help and guidance to students while the other provides instruction to the group.

Simultaneous teaching: The content is divided and each person provides instruction to half the students at a time. Students then switch places and the instructor provides the same content to the second half of the class.

Parallel teaching: Both people teach the same content to portions of the larger group of students.

Re-teaching: One person instructs students who have learned the material while the other one works with students who have not learned the material and either re-teaches or adapts the material in some way so those students are able to learn it.

Tag Team Teaching: Presenters take turns, one on, one off. The person not presenting at the moment may fill a variety of roles from data collection to individual assistance.

Other: Since our sites are partners, continuing dialogue about teaching formats is encouraged.


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Professionalism: Expectations of the Teacher Candidate In all UCCSTeach Program field experiences, a high level of professionalism is required and expected. Please follow the criteria established in the following section: Professionalism in the Field As representatives of UCCS, UCCSTeach, and as visiting teachers to your local elementary, middle or high school, we expect you to be professional when participating in your field experiences for all UCCSTeach courses. You are expected to observe all school district rules, policies, and procedures. Sign in at the front office of the school each day that you visit. You must bring your driver’s license with you. Be sure to wear your name badge that identifies you as a UCCSTeach student. Dress professionally. Each school district has a dress code for teachers and others in field placements. As guest teachers, you are expected to follow all parts of the dress code. Of particular note is the restriction against wearing jeans, flip flops, jewelry in visible pierced areas other than the ear, t-shirts, shorts, or exercise clothing. Arrive at least 30 minutes before your scheduled teaching time; arrive 1 hour before a technology or lab-based lesson to set up and troubleshoot equipment. Practice every aspect of your lesson before you teach it. Decide exactly how you and your partner will share the teaching responsibilities. Make a plan for how you will transition from each part of the lesson to the next. Learn the names of your students! Make nametags or name tents and bring them with you to each lesson. This is an easy and effective classroom management technique. Overall Professionalism and Disposition: Professional behaviors are necessary for success as a teacher. Known as your “disposition” these behaviors will be developed and practiced throughout the year. Disposition—temperament, character, personality—mean the dominant quality or qualities which distinguish a person’s moods and attitude toward teaching. Temperament implies the qualities acquired through experience that determine how a person meets difficulties or handles situations. Character applies to the aggregate of moral qualities by which a person is judged apart from intelligence and competence. Personality applies to an aggregate of these qualities that distinguish one as a person. Throughout your tenure in the UCCSTeach Program, you will be evaluated not only on your academic performance, but also on your disposition. Disposition will routinely be assessed by the Master Teachers, teaching faculty, clinical teachers, and observational faculty. Below are some guidelines for you to follow: Commitment and Responsibility: The mission of the college is to prepare skilled professionals who inspire excellence and create transformative change in the schools and communities in which they serve. This includes commitment and responsibility.


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The areas of commitment include:

ü Developing skills, competence and professionalism as you grow in the practice of teaching.

ü Spending the time required to produce excellence in all of your work, duties and responsibilities.

ü Understanding, honoring, and following the policies/procedures in your building, district and the university.

ü Respecting your colleagues, including the clinical teachers, the principal, the site coordinator, the professors and the site professor.

ü Embracing diversity through action. Collaboration: One of the marks of a professional teacher is the ability to establish effective collegial relationships with fellow staff members. You will find there are many fine teachers on the staff of your school. Be sure to work with them cooperatively. Most teachers like to share ideas, materials and resources. You have good ideas that you can share as well. You and your clinical teacher are colleagues working together to help develop your own teaching style and talents within the parameters of effective instructional practice. It is always appropriate to speak about your clinical teacher in positive, complimentary terms to other school staff, students and parents. It is never appropriate to discuss your teacher in personal or negative terms. If you are having a problem with your clinical teacher that you cannot resolve on your own, you should first meet with your Master Teachers and/or the Co-Directors of the UCCSTeach Program. Diversity: Public schools are reflective of society in general and are diverse environments. It is important to honor each person—recognize needs, accommodate talents and respect individuality including gender, ethnicity and sexual orientation. Professional Behavior: Your appearance and grooming are important and should be professional. Dress as is appropriate and acceptable for teachers in your building. When in doubt, exceed the standards of your school. As a teacher candidate you have assumed the responsibility of being a role model and example to the students in your classes. Students will watch you closely to see how you treat your colleagues as well as the students. You will need to model respect for yourself as well as others. Students will watch to see how well prepared and how knowledgeable you are. Be over prepared. They will observe how enthusiastic you are about what you are teaching and how devoted you are to their learning. Learn to enjoy working in a classroom. Professional ethics will drive much of what you do in your classroom and school. Ethical dilemmas arise often in teaching. When you are not certain of the best way to handle a troubling or difficult situation, considering the path that has the highest ethical value will provide guidance for you. What is fair and just for the individual or provides the greatest good for the greatest number are important considerations. If you encounter ethical situations you are uncomfortable dealing with, seek the advice of your Master Teacher. A specific area of ethical standards relates to the principle of confidentiality. Specific concerns about students are discussed only with your clinical teacher, the principal, or support personnel who can help. Students are never discussed outside of these parameters or with the parents of other children.


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UCCSTEACH Course Sequence

Course Prefix

Course Number Course Name Credit

Hours

Field Hours

Required

UTED 1010 Step I: Inquiry Approaches to Teaching 1 ü

UTED 1020 Step II: Inquiry-‐Based Lesson Design 1 ü

UTED 2010 Knowing and Learning in Science and Mathematics 3

UTED 3020 Classroom Interactions 3 ü

UTLS 3030 Perspectives on Science and Mathematics (offered in Spring only) 3

UTLS 3040 Research Methods (Science Only) (offered in Fall only) 3

UTLS 3480 Functions and Modeling (Math only) (offered in Fall only) 3

UTED 4710 Project-‐Based Instruction 3 ü

UTED 4720 Reading in the Content Areas (offered in Fall only) 3

UTED 4730/31 Apprentice Teaching & Apprentice Teaching Seminar 12 ü

Credit hours to complete UCCSTeach Program 32


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Fall semester start sample program schedule

Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8FALL SPRING FALL SPRING FALL SPRING FALL SPRING

STEP 1 UTED 1010

STEP 2 UTED 1020

Knowing & Learning UTED 2010

Classroom Interactions UTED 2020

Functions & Modeling UTLS 3480 Math students only Fall only

Project-‐Based Instruction UTED 4710

Reading in the Content Area UTED 4720 Fall only

Apprentice Teaching and Seminar

Research Methods -‐ UTLS 3040 Science students only Fall only

Perspectives on Science & Math UTLS 3030 Spring only

UTED 4730 & UTED 4731

STEP 1 UTED 1010

STEP 2 UTED 1020









UTED 4730 & UTED 4731

STEP 1 UTED 1010

STEP 2 UTED 1020









UTED 4730 & UTED 4731

FIELD BASED CLASSES STEP 1 UTED 1010




CLASS FOR MATH STUDENTS ONLY STEP 2 UTED 1020



UTED 4730 & UTED 4731

CLASS FOR SCIENCE STUDENTS ONLY





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Spring semester start sample program schedule

Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8SPRING FALL SPRING FALL SPRING FALL SPRING FALL

STEP 1 UTED 1010

STEP 2 UTED 1020




Functions & Modeling Math students only UTLS 3480 Fall only




Research Methods UTLS 3040 Science students only Fall only

UTED 4730 & UTED 4731

STEP 1 UTED 1010

STEP 2 UTED 1020








UTED 4730 & UTED 4731


STEP 1 UTED 1010

STEP 2 UTED 1020








UTED 4730 & UTED 4731


FIELD BASED CLASSES

STEP 1 UTED 1010




CLASS FOR MATH

STUDENTS ONLY

STEP 2 UTED 1020



UTED 4730 & UTED 4731

CLASS FOR SCIENCE

STUDENTS ONLY





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UCCSTeach Class schedule

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00 a-‐9:15

UTED 1010 Step I: Inquiry Approaches to

Teaching NOT OFFERED IN SPRING

9:25a-‐10:40a

UTED 1020 Step II: Inquiry-‐Based Lesson

Design

10:50a-‐12:05p UTED 2010 Knowing and Learning

UTED 2010 Knowing and Learning

10:50a-‐12:05p

UTLS 3480 Functions and Modeling

10:50-‐12:05 (fall only)

Math students only

UTLS 3480 Functions and Modeling

10:50-‐12:05 (fall only)

Math students only

12:15p-‐1:30p UTED 4710 -‐ Project Based Instruction

UTED 4710 -‐ Project Based Instruction

1:40p-‐2:55p

UTED 1010 Step I: Inquiry Approaches to

Teaching

UTED 1020 Step II: Inquiry-‐Based Lesson Design NOT OFFERED

IN FALL

UTLS 3040 Research Methods

1:40p -‐ 5:00 p (fall only)

Science Students only

1:40-‐4:20

UTED 4720 Reading in the Content Areas (fall only)

3:05p-‐4:20p

4:45-‐6:00p UTED 2020 Classroom Interactions

UTED 2020 Classroom Interactions

4:45p-‐7:20p

UTLS 3030 Perspectives on

Science & Mathematics (spring only)


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Colorado Teacher Quality Standards Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession. Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students.

Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.

Element d: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

Element e: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.

Element f: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.

Quality Standard II:


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Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Element a: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

Element b: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.

Element c: Teachers engage students as individuals with unique interests and strengths.

Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.

Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.

Element f: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Element a: Teachers demonstrate knowledge of current developmental

science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.

Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

Element e: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

Element f: Teachers provide students with opportunities to work in teams and develop leadership qualities.

Element g: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.


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Element h: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.

Quality Standard IV: Teachers reflect on their practice

Element a: Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.

Element b: Teachers link professional growth to their professional goals. Element c: Teachers are able to respond to a complex, dynamic environment.

Quality Standard V: Teachers demonstrate leadership.

Element a: Teachers demonstrate leadership in their schools. Element b: Teachers contribute knowledge and skills to educational practices

and the teaching profession. Element c: Teachers advocate for schools and students, partnering with

students, families and communities as appropriate. Element d: Teachers demonstrate high ethical standards.

Quality Standard VI: Teachers take responsibility for Student Academic Growth.

Element a: Teachers demonstrate high levels of student learning, growth and academic achievement.

Element b: Teachers demonstrate high levels of Student Academic Growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attainment of Student Academic Growth.

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