COOP_I~1
COOP_I~2
EVALUATION FORM
lesson cover sheet
lesson cover sheet
LESSON EVALUTATION
LESSON PLAN
LSSNPL
PDE430
REFLECTION
REFLECTION SUPERVISOR EVAL
STPRS
STPRS Summary
What to Expect When you Sub
Your own classroom
Student Teaching Practicum
Overview
This seminar is offered concurrently with the student teaching practicum. Weekly sessions will focus on 1) topics related to student teaching; 2) professionalism; and 3) career development.
Student Teaching Practicum
Welcome to Student Teaching. In the state of Pennsylvania, you are required to have 70 full-time days of student teaching under the supervision of a cooperating teacher. The cooperating teacher, who has at least three years of successful full-time teaching, will mentor you in the day-to-day operations of a classroom in your specialty area. The cooperating teacher will guide you through the four domains of teaching, Planning and Preparation, Instruction, Classroom Environment, and Professionalism.
The cooperating teacher will evaluate you formally on two lessons. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the cooperating teacher, and your reflection. See page two of this module for the forms.
You will also be assigned a university supervisor who will work directly with you, the cooperating teacher, and the professor for the course. The university supervisor will reinforce the four domains mentioned previously and formally evaluate you four times throughout the semester. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the university supervisor, and your reflection. See page three of this module for the forms.
In addition to the lesson evaluations, your cooperating teacher will complete a monthly report and submit it to both the university supervisor and the professor of this course. The monthly report will include a mid-term grade in the second month and a final grade in the fourth month.
Also, at the end of the second and fourth months, the cooperating teacher AND the student teacher will complete the Student Teaching Performance Rating Scale (STPRS) and submit it to the university supervisor. The university supervisor will create a summary of this report and a summary of the PDE 430 and provide it to the professor of the course.
The PDE 430 is the evaluation form required by the Pennsylvania Department of Education as one part of the certification process. This form will be completed by the university supervisor at mid-term and final and provided to the professor of the course and the student-teacher.
At the end of the successful student teaching experience, you will apply for certification through the TIMS process on the PDE website.
Cooperating Teacher Observation/Evaluation
The cooperating teacher will evaluate you formally on two lessons. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the cooperating teacher, and your reflection. See attachments for the forms.
University Supervisor Observation/Evaluation
You will also be assigned a university supervisor who will work directly with you, the cooperating teacher, and the professor for the course. The university supervisor will reinforce the four domains mentioned previously and formally evaluate you four times throughout the semester. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the university supervisor, and your reflection. See attachments of this module for the forms. The reflection is different than the cooperating teacher reflection.
Other Forms
Your cooperating teacher will complete a monthly report and submit it to both the university supervisor and the professor of this course. The monthly report will include a mid-term grade in the second month and a final grade in the fourth month.
Also, at the end of the second and fourth months, the cooperating teacher AND the student teacher will complete the Student Teaching Performance Rating Scale (STPRS) and submit it to the university supervisor. The university supervisor will create a summary of this report and a summary of the PDE 430 and provide it to the professor of the course.
the PDE 430 is the evaluation form required by the Pennsylvania Department of Education as one part of the certification process. This form will be completed by the university supervisor at mid-term and final and provided to the professor of the course and the student-teacher.
Classroom Management
Classroom management refers to what teachers do to organize students, space, time, and materials so that learning takes place. (Wang, M., Haertel, G., & Walberg, H. (1993/1994). What helps students learn. Educational Leadership, vol. 51, no. 4: 74 - 79)
Consider the following when starting the school year: This all takes place BEFORE the first day.
- Floor - Count the number of desks and chairs needed. Arrange the desks for seeing the presentation areas (whiteboards, etc.). Clear traffic areas for mobility in the classroom. Are tables or lab areas where you want them so materials are accessible and seating is not interfering with the traffic areas of the classroom?
- Create an area for student belongings. Are lockers provided? Is there an area for storing coats? Is there an area for student work that is corrected and ready to take home?
- Work areas - Are materials accessible? How will you store materials (Ideas: plastic coffee cans, totes, trays, dishpans)?
- Walls - Post rules, procedures, calendars, schedules, menus, maps, charts, emergency information, and clocks. Add things like the objectives for the day, assignments, student work displays, and birthdays. You may want to add an example of the heading for papers.
- Organize incoming and outgoing papers. Where will you collect work? How will you return the corrected work?
- Rotate things like recess games and classroom library free reading books. The changes will motivate students to use them. You can add topics and titles that compliment your content for teaching.
- Prepare a letter to send home to introduce yourself and request materials, like a box of tissues from each family and a package of pencils. This will help with things you have to purchase on your own.
- Match each student to a desk somehow (put the name on the desk or have a seating chart outside the classroom on the first day. Have materials on the desk for each student - textbooks, tablets, pencils, etc.
- Think about a bell or timer for attention getters and group or independent work.
- Wrap cords from electronics so they are hidden and not in traffic areas.
- Organize your lessons. For supplemental materials and resources, will you use file cabinets, bins, etc.? How will you mark them so you can easily locate them when needed?
- Organize forms: Hall pass, restroom pass, attendance slips, tardy slips, lunch orders, nurse pass, emergency guides, etc.
- Post outside your door: your name, room number, grade or subject, and some type of welcome.
As students enter:
- Greet students at the door each day. Consider adding a student greeter also, and change the student greeter weekly or use it as an incentive that can be earned. Consider giving students a choice of what kind of greeting they want, for example, high five, fist bump, elbow bump, wave, etc.
- As students enter, get them to work immediately. Some teachers use Bell Ringers, Bell Work, Get the Goof (finding a mistake in something and fixing it), Ticket in the Door, To Do Now, etc. Post this work before students enter so they get busy immediately.
- Have procedures in place for routines:
- Start the period or day
- Quieting the class -- have cues in place for this
- Students seeking help
- Movement of students and papers/materials
- Dismissal at the end of the day or period
- Three steps to teaching these procedures:
- Teach. State, explain, model, and demonstrate the procedure.
- Rehearse. Practice the procedure.
- Reinforce. Reteach, remind, affirm.
- Rules - Limit your rules to no more than five. Write in a positive tone, like Be polite and helpful. Post these and refer to them often after they are taught initially.
See resources attached for What to expect when you sub and Your own classroom.