ELTEP Handbook 2013-14 updated 02.25.2014

Elementary Teacher Education Program (TEP) Field Handbook 2013-2014 Cohort College of Education University of Washington 211 Miller Hall, Box 353600 Seattle WA 98195-3600 (206) 543-1755; FAX (206) 221-3296 Revised 9/25/2013 Cover: Stained glass window above the northeast entrance to Miller Hall Miller Hall – Who was W Winlock Miller Jr.? In 1954, the UW Regents renamed Education Hall in honor of their senior member, W Winlock Miller The son of a prominent jurist and political figure from the days of the Washington Territory, Miller received his education as a lawyer but spent the greater portion of his life administering the family estate He joined the Washington Board of Regents in 1913 University of Washington Elementary Teacher Education Program 2013-14 Field Handbook Table of Contents Overview University Personnel Contact Information Elementary TEP Active Partner Schools Conceptual Framework & Program Themes TEP Timeline—By Quarter CFP Strand Professional Expectations & Policies page page page 6-9 page 10-11 page 12-14 page 15-20 Quarter One—Summer: ELTEP 2013 Weekly Schedule page 21-24 Quarter Two—Autumn: 2nd Quarter Autumn Field Requirements—by role 1st Observation Information Sample Letter Home to Families Autumn – Cooperating Teacher Formative Assessment Information for 2nd Qtr Field Placement – Cooperating Teachers Site Liaison/Coordinator Monthly Meetings page 25-26 page 27 page 28 page 29 page 30 page 31 Quarter Three—Winter: 3rd Quarter Winter Field Requirements—by role Winter Quarter Suggested Timeline Winter - Cooperating Teacher’s Formative Assessment page 32-34 page 35-36 page 37-38 Quarter Four—Spring: 4th Quarter Spring Field Requirements—by role page 39-41 Resources For Co-Teachers and Teacher Candidates: Lesson Planning Elements and Guidelines Menu of Co-Teaching Strategies & Examples Co-Teaching Worksheet Observation resources: *Sample UW formal observation form *Indicators for UW formal observation form Video Waiver & Policy page 42-44 page 45 page 46-47 page 48-49 page 50-56 page 57-58 CT & Site Coordinator Resources: Guide for Cooperating Teachers Informal Observation Checklist #1 Informal Observation Checklist #2 Informal Observation Checklist #3 Informal Observation Checklist #4 Site Coordinator Role At a Glance page 59 page 60 page 61 page 62 page 63 page 64 Academic Voice & Assessment Resources Academic Language Assessment Piles page 65-66 page 67 University Personnel Contact Information Office of Teacher Education (206) 543-1755 Kevin Hatch Program Assistant TEPinfo@uw.edu Michael Nielsen Certification Officer mnielsen@uw.edu Patrick Sexton Managing Director pgsexton@uw.edu Jennifer Lindsay Program Director jll@uw.edu Jill Heiney-Smith Lead Coach jillh2@uw.edu Should you have any questions or comments, please contact: Office of Teacher Education University of Washington Miller Hall 211, Box 353600 Seattle, WA 98195-3600 TEPinfo@uw.edu Office (206) 543-1755; Fax (206) 221-3296 We will identify the best person to respond to your inquiry Elementary TEP Active Partner Schools School Principal email Site Coord Bow Lake Doug Neufeld douglas.neufeld@highlineschools.org TBA Bryant Kim Fox kafox@seattleschools.org Kevin Gallagher kggallagher@seattleschools.org Concord Intl Norma Zavala ngzavala@seattleschools.org Daniel Coles djcoles@seattleschools.org Jane Addams Debbie Nelsen dnelsen@seattleschools.org Laura Mah llmah@seattleschools.org John Schmitz john.schmitz@rentonschools.us Alice Humphries alice.humphres@rentonschools.us 1700 NE 28th Street Renton, WA 98056 Lake Hills Heather Edlund edlundh@bsd405.org claytonk@bsd405.org 14310 SE 12th Street Bellevue, WA 98007 Lowell Marion Smith mjsmith1@seattleschools.org Toni O'Neal tdoneal@seattleschools.org 1058 E Mercer Street Seattle, WA 98102 Parkwood Ann Torres ann.torres@shorelineschools.org Carla StromSalmon carla.salmon@shorelineschools.org 1815 N 155th Street Shoreline, WA 98133 Roxhill Sahnica Washington smwashington@seattleschools.org cjrobert@seattleschools.org 9430 30th Avenue SW Seattle, WA 98126 Sanislo Bruce Rhodes bjrhodes@seattleschools.org South Shore Keisha Scarlett kdscarlett@seattleschools.org Kennydale Kindra Clayton Chris Robert John Apostol Kristin Nichols Email jpapostol@seattleschools.org klnichols@seattleschools.org Address 18237 42nd Ave S SeaTac, WA 98188 3311 NE 60th St Seattle, WA 98115 723 S Concord St Seattle, WA 98108 11051 34th Ave NE Seattle, WA 98125 1812 SW Myrtle Street Seattle, WA 98106 3528 S Ferdinand St Seattle, WA 98118 White Center Heights Anne Reece anne.reece@highlineschools.org Wing Luke Davy Muth dmuth@seattleschools.org 10015 6th Ave SW Seattle, WA 98146 TBA Monica Sylver mssylver@seattleschools.org 3701 S Kenyon St., Seattle, WA 98118 Conceptual Framework & Program Themes Teacher Education Program 1(a) The Unit has a comprehensive set of learner expectations for each preparation program Learner expectations reflect professional, state, and institutional standards The expectations for TEP teacher candidates are organized in terms of program themes: a) content knowledge, pedagogy and assessment, All candidates are expected to demonstrate strong subject matter knowledge, a comprehensive understanding of state curriculum frameworks, and a repertoire of skills related to planning, teaching and evaluating student learning outcomes b) social relationships and classroom management, Candidates are expected to understand principles of social development, and to be able to plan, implement and evaluate strategies for creating a positive classroom climate for learning c) student identity, language and culture, Candidates are expected to understand the importance of (p-12) students’ individual, familial, and cultural values and experiences, and to be able to design learning experiences that access personal and community resources for learning; d) equity and inclusion, Candidates are expected to understand the importance of equity and inclusion for education in a democratic society, and to be able to design and evaluate learning experiences which teach (p-12) students to play an active role in establishing classroom norms and practices that support the active participation of all students in valued roles, activities and settings e) inquiry, collaboration and professionalism Candidates are expected to understand the professional and ethical responsibilities of public school teachers, and to appreciate the value of inquiry and collaboration as tools for solving educational problems They are expected to continuously evaluate their own work in terms of its effects on their (p-12) students, and to actively seek, and contribute, to the knowledge of their colleagues We understand all of these expectations for candidate outcomes to operate in a highly dynamic set of social contexts, including those related to the cultural values and practices of diverse communities, as well as state and federal policy Perhaps most fundamentally, we interpret all of these programmatic themes to be centered ultimately on questions of student learning—that is, we understand these, and other ideas we use to organize our work, to function as tools for impacting the social, cognitive and academic development of students in public school classrooms Figure 2.2 depicts relationships among these five program themes, and their joint focus on p-12 student learning: Figure 2.2 Teacher Education Program Themes Candidate expectations as organized by the conceptual framework above are linked explicitly in Table 2.1 to relevant national standards (NTASC), and state knowledge and skills standards (Standard V) Table 2.1 Alignment of Candidate Expectations with State and National Standards TEP Program Themes  a) content knowledge,  pedagogy, assessment  NTASC Standards The teacher understands the  central concepts, tools of inquiry,  and structures of the discipline he  or she teaches and can create  learning experiences that make  these aspects of subject matter  meaningful for students. (Std 1) The teacher understands how  children learn and develop, and  can provide learning opportunities  that support a child’s intellectual,  social, and personal development.  (Std 2) The teacher understands and uses  a variety of instructional strategies  to encourage student development  of critical thinking, problem  solving, and performance skills.  (Std 4) The teacher plans instruction  based upon knowledge of subject  matter, students, the community,  and curriculum goals. (Std 7) The teacher understands and uses  formal and informal assessment  strategies to evaluate and ensure  the continuous intellectual, social,  and physical development of the  learner. (Std 8) b) social relationships,  and classroom  management The teacher uses an understanding of individual and group motivation and behavior to create a learning  environment that encourages  positive social interaction, active  engagement in learning, and self­ motivation. (Std 5)   Standard V Standard 5.1:  Knowledge of Subject  Matter and Curriculum Goals A. Content driven.  All students develop  understanding and problem­solving  expertise in the content area(s) using  reading, written and oral communication,  and technology B. Aligned with curriculum standards and  outcomes.  All students know the learning  targets and their progress toward meeting  them C. Integrated across content areas.  All  students learn subject matter content that  integrates mathematical, scientific, and  aesthetic reasoning Standard 5.2:  Knowledge of Teaching A. Informed by standards­based  assessment.  All students benefit from  learning that is systematically analyzed  using multiple formative, summative, and  self­assessment strategies C. Influenced by multiple instructional  strategies.  All students benefit from  personalized instruction that addresses  their ability levels and cultural and  linguistic backgrounds D. Informed by technology.  All students  benefit from instruction that utilizes  effective technologies and is designed to  create technologically proficient learners 5.3  B. Classroom/School centered.   Student learning is connected to  communities within the classroom and the  school, including knowledge and skills for  working with others The teacher uses knowledge of  effective verbal, nonverbal, and  media communication techniques  to foster active inquiry,  collaboration, and supportive  interaction in the classroom. (Std  6) c) student identity,  language and culture  The teacher understands how  students differ in their approaches  to learning and creates  instructional opportunities that are adapted to diverse learners.  (Std  3)   The teacher fosters relationships  with school colleagues, parents,  and agencies in the larger  community to support students’  learning and well­being. (Std 10) Standard 5.3:  Knowledge of Learners and their Development in Social Contexts A. Learner centered.  All students engage  in a variety of culturally responsive,  developmentally, and age appropriate  strategies B. Classroom/School centered.  Student  learning is connected to communities  within the classroom and the school,  including knowledge and skills for  working with others C.Family/Neighborhood centered.  Student learning is informed by collaboration with  families and neighborhoods D. Contextual community centered.  All  students are prepared to be responsible  citizens for an environmentally  sustainable, globally interconnected, and  diverse society d) equity and inclusion The teacher understands how  students differ in their approaches  to learning and creates  instructional opportunities that are adapted to diverse learners. (Std 3) (5.3)B. Classroom/School centered.   Student learning is connected to  communities within the classroom and the  school, including knowledge and skills for  working with others C.Family/Neighborhood centered.  Student learning is informed by collaboration with  families and neighborhoods e) inquiry, collaboration  and professionalism The teacher is a reflective  practitioner who continually  evaluates the effects of his or her  choices and actions on others and  D. Contextual community centered.  All  students are prepared to be responsible  citizens for an environmentally  sustainable, globally interconnected, and  diverse society Standard 5.4:  Understanding Teaching as  a Profession A. Informed by professional  10 55 Video Waiver & Policy The form on the next page is to be used to obtain parental permission for classroom video-taping during Autumn, Winter and Spring Quarters Prior to beginning Autumn quarter, you will receive the UW COE policy on videotaping Every candidate must read and sign a statement indicating that she or he has read and understands the policy If you begin Autumn quarter and have not received the written policy, be sure to obtain it from the TEP office 56 UNIVERSITY OF WASHINGTON SEATTLE, WASHINGTON 98195-3600 Date Dear Student and Family Members: This letter is to provide you notice that students at (name of school) may be photographed and/or videotaped by a University of Washington teacher candidate The purpose of the photographs and videos is to support candidates’ learning and preparation to become certified teachers during the course of the 2012-2013 school year Video may also be used for the education of future teacher candidates and to improve teacher preparation at the University of Washington Video will also be used for the state-mandated Teacher Performance Assessment All teachers certified in Washington after January 2013 must pass this national assessment Video will be kept secure and only be accessible for assessment and learning purposes If you not want videotapes of your child participating in classroom activities to be used for candidate learning and candidate performance assessment purposes, please sign and return the form below Sincerely, Patrick Sexton, Managing Director, Teacher Education College of Education, University of Washington If you NOT want your child to be photographed or videotaped, please complete this form and return it to your child’s teacher  Please not photograph or videotape my child while participating in classroom activities even if the photograph or videotape is to be used for candidate learning purposes PRINT Child’s full name _ PRINT Parent/Guardian’s full name _ Parent/Guardian’s signature 57 Guide for Cooperating Teachers Autumn Quarter Things to make sure you model/discuss this quarter:            Planning—how you it and how you’ll work with the TC to plan How you use and adapt the grade-level curriculum Make sure s/he knows the daily routines and how you transition from one to the next, as well as how you adapt the routine when there are assemblies, holiday parties, etc Assessments: both formal and informal—your classroom systems as well as the building, district and state systems Grading—how you actually determine grades/scores as well as how your own record-keeping system works Contact w/ parents Working w/ parents and para-educators Working w/ specialists How you work w/ students on IEPs, ELL students Individual behavior modification plans/contracts, if any Teaching social skills in class/or working through individual social conflicts w/ students Discussions to have:     How will the TC maintain or modify your classroom management system/style so that everyone is comfortable? How you decide how long to spend on a particular learning objective/concept before you move on? Share practical tricks you’ve developed for adapting lessons and activities so that the range of all learning needs are being met How you find balance and maintain your personal life while still being successful in this demanding job? Later in the Quarter…Specific things to watch for as your TC teaches: (add to this!)       What habits might be developing—like calling the students “guys” (often the interns are unaware of these) Style of communication with the students (for example: too positive/cheerleader, shaming, etc.) PACING—how to know when to move on to the next segment of your lesson Clarity of instruction Good use of questioning skills Ability to adapt to student feedback and incorporate it into “teaching moments.” 58  Classroom management—what works and what doesn’t Pay particular attention to targeting of certain students **The following checklists can be used by CTs, colleagues and administrators for informal observations Feel free to use them in whatever way works for you! Informal Observation Checklist #1 Standard Short Form Name       Date       Class Observed       Time       Exceeds Meets Needs Not Unacceptable Expectations Expectations Improvement Observed Planning Objectives are clear and obvious to students       Lesson aligned with standards       Intentionally planned for differentiation       Methods Uses multiple instructional strategies       Employs other tools/ instructional aids       Engages all students       Manages classroom procedures       Teacher-Student Interaction Solicits student input using varied questioning strategies       Involves a variety of students       Manages student behavior       Observer’s Signature _ Suggestions to improve the lesson and words of encouragement/praise on back 59 Informal Observation Checklist #2 Teacher Focus TEP Student Date _ Lesson Subject: _CT _ Lesson Title: (Attach lesson plan) Please rate TEP student in the following areas: 1= Needs Improvement 2= Emerging Skill 3= Meets Standard 4= Area of Excellence Professional Appearance Voice Volume Eye Contact Clarity of Speech Proximity/Movement to Students Questioning Skills 1 2 3 4 Monitoring Student Progress (during activity) Knowledge of Lesson 4 Transitions/Pacing Rapport with Students 1 2 3 4 1 1 2 2 3 3 4 4 Classroom Management During Lesson During Work Time Overall presentation Lesson Plan Rationale & Alignment Instructional Plan Assessment Content Development Observer’s Signature _ Suggestions to improve the lesson and words of encouragement/praise on back 60 Informal Observation Checklist #3 Student Focus Subject: _Objective: Date: Time: Yes No N/A A positive learning climate for all students Evidence of differentiation for all students Students work and collaborate in pairs or groups When asked, students can tell the purpose of what they are doing Hands-on materials, manipulatives used Evidence of higher level questioning is present All students are actively involved in the lesson Presentation was clear to all students Evidence of assessment/feedback is present Classroom management was effective TC responded to all students Observer’s Signature Suggestions to improve the lesson                                             Words of encouragement/praise  61 Informal Observation Checklist # General Overview TEP Student: CT _ Date: _ Time: Subject: I Use of Instructional Time: _Materials Ready _Students on Task _ _ _ _ II Student Behavior/Classroom Management _Obvious Rules _Clear procedures Frequent monitoring _ Positive Climate _ _ _ _ III Instructional Presentation: Review _Lesson Goal _Brisk pace Relevant Examples/Questions Closure _ _ _ _ IV Instructional Monitoring: _Obvious standards _Circulates to monitor tasks Assesses Progress and Understanding Good Questions _Questions all students _ _ _ _ V Instructional Feedback: In-class work out-of-class work affirms correct answers sustaining feedback _ _ _ _ TEP Student Signature: _ Mentor Signature: _ 62 ELTEP Site Coordinator Role At A Glance 2nd Quarter (Autumn) Site Coordinator Responsibilities: a Welcome TEP students and introduce them to other professionals in the building b Conduct a group meeting to orient students to your building and discuss the culture of your school c Assist the CTs in matching each TC to an appropriate year-long placement d Meet regularly with the cohort of TCs at your school to discuss puzzles of practice, issues and concerns and to offer support e Assist interested students in completing home visits with their CT or another professional in the building f Communicate concerns regarding TEP student(s) to the Coach and/or the Lead Coach Jill Smith at jillh2@uw.edu 3rd Quarter (Winter) Site Coordinator Resposibilities a Arrange weekly meetings with building cohort of TEP students to reflect and share ideas on topics such as management, strategies for beginning class, assessment, working with building specialists and parents, etc b Check on the progress of each TC in his/her placement Provide an opportunity for CTs to contribute input regarding their TCs c When possible, informally observe the TEP students in your building to provide feedback and support (Please see the CT guide in this handbook for observation resources.) 4th Quarter (Spring) Site Coordinator Responsibilities a Arrange weekly meetings with building cohort of TEP students to reflect and share ideas on topics such as management, planning, developing strategies for engaging students, analyzing student work and adjusting plans accordingly, etc Guide the TCs in taking on all aspects of a faculty member in your building including meetings, conferences, activities, etc b Check with each CT on the progress of all TCs in your building during full-time co-teaching Inform the UW Coach and/or Jill Smith at jillh2@uw.edu when there are questions or concerns c When possible, informally observe the TEP students in your building to provide feedback and support This could also be a more formal written observation when you feel it is appropriate d Help TCs arrange a formal interview with the building principal It is also helpful toward the end of the term to provide an opportunity for mock interviews with a building administrator Please assist TCs in getting letters of recommendation from the principal and their CTs e Attend scheduled meetings for site coordinators, and communicate any relevant information to the CT 63 Academic Language & Assessment Resources **The following documents were created by UW coaches and are included as resources to support the TCs Academic Language is the access point for all learners and should be the place to start with every lesson **If I start with the language needed to access the content and consider the myriad cultural, linguistic and academic knowledge that my students will bring to their learning, then all of my instructional decisions will go from there and my students will become full participants in their own learning “AL is the language that will help the students get to the objectives” “AL is the language that will help students access the content” “AL is not just the vocabulary of the lesson, but the structures of language within the lesson” (i.e how to use the words in context, in sentences, etc. why language stems are so important) Big Ideas 1) Be aware of all of the language within the lesson, not just the new vocab, so: **Think through and support all of the language used w/in the lesson—not just the vocabulary For example the curriculum might give you a list of 10 terms that you are not explicitly teaching in the lesson, but that students need facility with in order to access the objectives 2) It is a teaching mindset that affects your instructional behavior 3) Being aware of/discussing AL helps you talk with parents Example of a well-scaffolded science lesson on light: 3rd grade Transparent, translucent, opaque: NEW terms Started with giving the kid friendly objective to ss “I can observe and record my data…” using genre terms of the scientific process here and throughout the lesson Predicted as individuals w/ yes/no will light pass through Students investigated in pairs and checked off a little, a lot, not at all Students shared findings w/ each other (at carpet) Whole group: students introduced to new words pronounced them together one at a time, saw on board w/ a little, a lot, not at all underneath, academic definitions of words on chart (becomes anchor chart for whole investigation) On back of sheet, ss use these words to test other objects in room (of their choice) Day students discuss their findings using sentence stem w/ the new academic terms transparent, translucent, opaque 64 Day students create stained glass window artwork that is transparent, translucent and opaque Tools:  Guiding questions: What are language demands of this lesson? What strategies can I use that allow students to experience the language in writing, orally, aurally and visually? How can I ensure that I am not just teaching definitions procedurally, but am tending to the meaning of words? How can I help ss understand this vocabulary in other contexts so it can be appropriately applied? (i.e PREDICTION related to reading, science, math) or REVISE related to writing or math AREA related to math or homophones for area, such as “I need more work in this area.”  Identify tiered words as a way to provide access and support: everyday language, high utility words, tier (content specific words)  Write language objectives (per ELL coursework) to tighten your focus on language 65 Assessment Piles Assessment Piles Analyzing student work by “making piles”: helping TCs understand how to measure learning by looking at objectives, establishing criteria and looking for evidence that will inform next moves in instruction Make (or more) Piles: 1) The students learned the key concepts, skills and/or strategies of the objectives 2) The students have partial understandings and/or misunderstandings of the key concepts, skills and strategies 3) The students have significant misunderstandings **With all three categories, look for look for patterns of learning and for individual evidence as well Key Points:  The student work will reveal something that you may not have seen during the lesson  Withhold preconceived notions of students (try not looking at names)  Combines formative and summative evidence  Allows you to be intentional about feedback for students  Sometimes planned assessments end up not fitting the instruction, so you adjust what you are looking for Examples 1) “When we made piles on a worksheet to measure text-to-self connections for reading comprehension—we saw that it didn’t work as planned because the worksheet itself relates to the book, but doesn’t measure any comprehension Also, the instruction included a full model of the worksheet, so it was difficult to measure true student learning.” 2) “When we made piles on a lesson on personification, we saw when analyzing the student that 15 of the 33 students did not understand that the concept included using human characteristics for inanimate objects Formative assessments (including class discussion and turn and talks) did not reveal this so the piles were very helpful.” 66 67 68 ... Washington Board of Regents in 1913 University of Washington Elementary Teacher Education Program 2013-14 Field Handbook Table of Contents Overview University Personnel Contact Information Elementary TEP... Expectations & Policies page page page 6-9 page 10-11 page 12-14 page 15-20 Quarter One—Summer: ELTEP 2013 Weekly Schedule page 21-24 Quarter Two—Autumn: 2nd Quarter Autumn Field Requirements—by... responsibilities.  All students benefit from  a safe and respectful learning  environment TEP TIMELINE—By Quarter 2013-14 Elementary Cohort SUMMER TERM  Courses in Differentiated Instruction for ELL Learners,