2006-2007 Elementary EC-4th Evening Program-Student Information Packet
THE UNIVERSITY OF TEXAS-PAN AMERICAN COLLEGE OF EDUCATION
Department of Curriculum & Instruction Bachelor of Interdisciplinary Studies (BIS) Elementary EC4th Bilingual Generalist
EVENING PROGRAM
Student Information Packet 2006-2007
2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Table of Contents
I. Introduction A. Letter from the Dean B. College of Education Mission Statement C. Elementary EC-4th Teacher Preparation Program Philosophy D. Learner-Centered Schools for Texas: Proficiencies for Teachers E. South Texas Center for Professional Preparation Program F. Admission Requirements to Teacher Preparation Program G. Admission Requirements to Internship II (Student Teaching) H. Elementary EC-4th Education Faculty Roles and Responsibilities A. University Student & interns B. Mentor Teachers C. University Faculty D. Campus Principals Elementary EC-4th Field-Based Curriculum & Intern Portfolio A. Elementary EC-4th Block Sequence B. Elementary EC-4th Field-Based Curriculum & Course Sequence C. Intern Developmental Teaching Portfolio D. Portfolio Captions Forms B.I.S. Degree Programs A. EC-4th Bilingual Generalist (Bilingual Specialization) Elementary Blocks, Course Sequence & Field Experiences A. EC-4th Bilingual Generalist (Blocks 1-4 Offered by Semester) B. Elementary Course Sequence (EC-4th Bilingual Generalist) TExES Eligibility Protocol Performance-Based Student Developmental Outcomes and Benchmarks A. Attendance and Grade Policy B. Service Learning Project C. Semester One/Block 1 Developmental Outcomes/Benchmarks D. Semester Two/Block II Developmental Outcomes/Benchmarks E. Semester Three/Block III (Internship I) Developmental Outcomes/Benchmarks F. Mentor Teacher Intern Observation Form G. Mentor Teacher Intern Progress Report Form H. Faculty Intern Observation Form-Assessment of Learner-Centered Instruction (AL-CI) I. Field-Based Outcome Re-Submission Form
II.
III.
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VI. VII.
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INTRODUCTION
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A Letter from the Dean Dear Intern: You are about to embark on the profession that impacts all other professions. You have committed your life to the profession that will significantly impact all children. You have chosen the profession that will make all the difference in the world-TEACHING!! As you begin the capstone course of your program, you will encounter challenges, obstacles and successes. Continue to move forward; look for mentors, both at your school and at UTPA. The faculty at UTPA is available to provide you with the support and assistance for a successful semester. Best of luck and congratulations for selecting teaching as your life-long profession. Sincerely, Dr. Velma Menchaca, Interim Dean College of Education
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College of Education Mission Statement
The mission of the College of Education at the University of Texas-Pan American is to continually improve the educational process in the College and the community through teaching, research, and service. The College values the rich cultural and linguistic history of the international border area and directs its program and course offerings toward the preparation of professionals for an increasingly diverse population of learners.
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EC-4th Teacher Preparation Program Philosophy
The EC-4th Teacher Preparation Program was developed collaboratively by elementary teachers, administrators and faculty with the following philosophy: Elementary teachers are at the forefront of facilitating a child's constructive development of a foundation of knowledge, skills, strategies, value and attitudes the child will use as lifelong coping processes. As such, we are committed to deliver a teacher preparation program to prepare prospective teachers that are learner-centered. Learner-centered teachers are students' advocates who make instructional and curricular decisions that focus on the child as an evolving human being with dynamic thinking and learning capacities regardless of age, exceptionalities, language or cultural background.
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Learner-Centered Schools for Texas Proficiencies for Teachers
o Proficiency #1: Learner-Centered Knowledge
The Teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful learning experiences for all students.
The teacher exhibits a strong working knowledge of subject matter and enables students to better understand patterns of thinking specific to a discipline. The teacher stays abreast of current knowledge and practice within the content area, related disciplines, and technology; participates in professional development activities; and collaborated with other professionals. Moreover, the teacher contributes to the knowledge base and understands the pedagogy of the discipline. As the teacher guides learners to construct knowledge through experiences, they learn about the relationship among and within the central themes of various disciplines while also learning how to learn. Recognizing the dynamic nature of knowledge, the teacher selects and organizes topics so students make clear connections between what is taught in the classroom and what they experience outside the classroom. As students probe these relationships, the teacher encourages discussion in which both the teacher's and the student's opinion are valued. The further develop multiple perspectives, the themes of the subject matter from as many different cultural and intellectual viewpoints as possible.
o Proficiency #2: Learner-Centered Instruction
To create a learner-centered community, the teacher collaboratively identifies needs; and plans, implements, and assesses instruction using technology and other resources.
The teacher is a leader of a learner-centered community, in which an atmosphere of trust and openness produces a stimulating exchange of ideas and mutual respect. The teacher is a critical thinker and problem solver who plays a variety of roles when teaching. As a coach, the teacher observes, evaluates, and changes directions and strategies whenever necessary. As a facilitator, the teacher helps students link ideas in the content area to familiar ideas, to prior experiences, and to relevant problems. As a manager, the teacher effectively acquires, allocates, and conserves resources. By encouraging self-directed learning and by modeling respectful behavior, the teacher effectively manages the learning environment so that optimal learning occurs. Assessment in used to guide the learner community. By using assessment as an integral part of instruction, the teacher responds to the needs of all learners. In addition, the teacher guides learners to develop personally meaningful forms of self-assessment. The teacher selects materials, technology, activities, and space that are developmentally appropriate and designed to engage interest in learning. As a results, learners work independently and cooperatively in a positive and stimulating learning climate fueled by self-discipline and motivation. Although the teacher has a vision for the destination of learning, students set individual goals and plan how to reach the destination. As a result, they take responsibility for their own learning, develop a sense of the importance of learning for understanding, and begin to understand themselves and learners. The teacher's plans integrate learning experiences and various forms of assessment that take into consideration the unique characteristics of the learner community. The teacher shares responsibility for the results of this process with all members of the learning community. Together, learners and teachers take risks in trying out innovative ideas for learning. To facilitate learning, the teacher encourages various types of learners to shape their own learning through active engagement, manipulation, and examination of ideas and materials, Critical thinking, creativity, and problem solving spark further learning. Consequently, there is an appreciation of learning as a life-long process that builds a greater understanding of the world and a feeling of responsibility toward it.
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o Proficiency #3: Equity in Excellence for all Learners
The teacher responds appropriately to diverse groups of learners
The teacher not only respects and is sensitive to all learners but also encourages the user of all their skills and talents. As the facilitator of learning, the teacher models and encourages appreciation for students' cultural heritage, unique endowments, learning styles, interests, and needs. The teacher also designs learning experiences that show consideration for these student characteristics. Because the teacher views differences as opportunities for learning, cross cultural experiences are an integral part of the learner-centered community. In addition the teacher establishes a relationship between the curriculum and community cultures. While making this connection, the teacher and students explore attitudes that foster unity. As a result the teacher creates an environment in which learners work cooperatively and purposefully using a variety of resources to understand themselves, their immediate community and the global society in which they live. o
Proficiency #4: Learner-Centered Communication
While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills.
As a leader, the teacher communicates the mission of the school with learners, professionals, families, and community members. With colleagues, the teacher works to create an environment in which taking risks, sharing new ideas, and innovative problem solving are supported and encouraged. With citizens, the teacher works to establish strong and positive ties between the school and the community. Because the teacher is a compelling communicator, students begin to appreciate the importance of expressing their views clearly. The teacher uses verbal, nonverbal, and media techniques so that students explore ideas collaboratively, pose questions, and support one another in their learning. The teacher and students listen, speak, read, and write in a variety of contexts; give multimedia and artistic presentations; and use technology as a resource for building communication skills. The teacher incorporates techniques of inquiry that enable students to use different levels of thinking. The teacher also communicates effectively as an advocate for each learner. The teacher is sensitive to concerns that affect learners and takes advantage of community strengths and resources for the learners' welfare.
o
Proficiency #5: Learner-Centered Professional Development
The teacher, as a reflective practitioner dedicated to all students' success demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity.
As a learner, the teacher works within a framework to clearly defined professional goals to plan for and profit from a wide variety of relevant learning opportunities. The teacher develops an identity as a professional, interacts effectively with colleagues, and takes a role in setting standards for teaching accountability. In addition, the teacher uses technological and other resources to facilitate continual professional growth. To strengthen the effectiveness and quality of teaching, the teacher actively engages in an exchange of ideas with colleagues, observes peers, and encourages feedback from learners to establish a successful learning community. As a member of a collaborative team, the teacher identifies and uses group processes to make decisions and solve problems. To teacher exhibits the highest standard of professionalism and bases daily decisions on ethical principles. To support the needs of learners, the teacher knows and uses community resources, school services, and laws relating to teacher responsibilities and student rights. Through these activities, the teacher contributes to the improvement of comprehensive educational programs as well as programs within specific disciplines.
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South Texas Center for Professional Development of Teachers
The South Texas Center for Professional Development of Teachers (STCPDT) is a collaborative made up of educators focused on providing a quality education to pre-service teachers and public school students. The South Texas CPDT partnership consists of the following educational institutions:
Hidalgo ISD Donna ISD Edcouch-Elsa ISD Edinburg CISD La Joya ISD McAllen ISD Mercedes ISD Mission CISD PSJA ISD Progreso ISD Region One ESC Rio Grande City CISD Roma ISD Sharyland ISD South Texas College South Texas ISD University of Texas-Pan American Valley View ISD Weslaco ISD
The mission statement of the South Texas CPDT clearly recognizes that the successful education of pre-service teachers and students can only be accomplished through effective and ongoing collaboration by all stakeholders. Therefore, the mission of the South Texas CPDT is: To establish and maintain a teacher preparation program committed to a comprehensive fieldbased professional development process which incorporates innovative teaching practices and integrates technology for the purpose of equitably addressing the diverse learning needs of a multicultural population. This process will create an environment that empowers teachers to maximize student performance, resulting in life-long learners who become productive citizens in a global society.
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Admission to Teacher Preparation Program
Specific admission requirements into the Teacher Preparation Program in the College of Education serve the following purposes:
identifies a student with a particular course of study upon taking upper division courses offers the student a smaller administrative unit to respond to student concerns facilitates the development of mentoring relationships with professional school faculty facilitates the development of degree plans to assure timely graduation from the university facilitates a more personal and comprehensive advising process facilitates proper completion of core requirements prior to pursuing major and minor course facilitates implementation of a developmental program requiring field-based experiences In general the admission requirements consist of required coursework, required GPA, and required minimal scores on the state mandated basic skills tests. The Admissions application following this page specifies requirements under each area. NOTE: Admissions Application are subject to change, please see the Office of Teacher Certification and Admission Services. (EDCC 1.302) To be considered for certification, a criminal history check is required by the state of Texas.
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Admissions to Internship II (Student Teaching/POST-BAC/CIA)
Attention: You should ONLY apply if you will meet ALL the following admission requirements prior to beginning the Internship II Semester.
1. All General Education Courses must be completed with a minimum of a 2.25 GPA. 2. All Professional Education Courses must be completed with a minimum of a 2.50 GPA. 3. Minimum of of Major Completed with a minimum of a 2.50 GPA. 4. Minimum of of Minor Completed with a minimum of a 2.50 GPA (2.00 if NonCertified). 5. Minimum of 2.50 overall GPA on Degree Plan. 6. English 1301, 1302, & Math 1340 must be completed with "C" or Better. 7. Elementary Majors MUST have completed MATH 2306 & 2307 with a "C" or Better. 8. TB must be updated. (Skin Test is valid for one year, X-Rays are valid for 10 years). In addition to the above requirements: Elementary students in the following Minors must successfully complete the following specific program requirements prior to admissions to the Internship II program. Elementary: EC-4th Bilingual Generalist: Complete and earn no more than two "C" (or worse) in the following courses: EDBE 3315, 3316, 3322, 3324, 4304, & EDCI 3305.
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Elementary EC-4th Education Faculty Department of Curriculum and Instruction
Department Chair: Last Name First Name McBride Dr. John Office E-Mail EDCC 2.510 C Jwm1303@panam.edu Phone 381-3409 381-3407
Phone 381-3630 381-3302 381-3403 318-5360 292-7353 381-3605 381-2431 381-2447 381-3410 381-3629 292-7224 381-3418 316-7004 381-5362 381-2432 381-2002 381-2645 381-3616 381-2435 648-8905 380-8768 292-7351 381-3440 292-7368 292-7350 318-5227 381-3434 380-8767, 380-8767 381-2965
Elementary Program Faculty (EC-4th): Last Name Almaguer Anderson Berlinger Curts De Leon Esquierdo Estrada Farruggio Galvan Garcia Gomez Gonzalez Guajardo Guerrero Hernandez Lewis Medrano Meyers Ostorga Pena Perez Reyes Rodriguez-Blanco Ruiz-Escalante Saldivar Sarmiento Schall Tevis Valdez Whitacre Yanes First Name Dr. Isela Maria Dr. Randi Dr. Jaime Dr. Leticia Dr. Jennifer Joy Dr. Veronica Dr. Peter Michele Dr. Criselda Dr. Leo Irasema Dr. Maritoni Dr. Michael Fernando Michael Dr. Hilda Dr. Matthew Dr. Alcione Dr. Carmen Dr. Alma Dr. Maria Elena Orfa Dr. Jose Jose L. Dr. Matilde Dr. Janine Dr. Martha Dr. Sofia Michael Dr. Martha J. Office EDCC 2.632 EDCC 2.612 EDCC 2.656 EDCC 2.658 EDCC 2.638 EDCC 2.602 EDCC 2.630 EDCC 2.622 EDCC 2.636 EDCC 2.608 EDCC 2.606 EDCC 2.626 EDCC 2.614 EDCC 2.642 EDCC 2.610 EDCC 2.620 EDCC 1.506 EDCC 2.648 EDCC 2.652 RGC EDCC 2.644 EDCC 2.626 EDCC 2.604 EDCC 2.618 EDCC 2.624 EDCC 2.654 EDCC 1.624 EDCC 2.646 EDCC 2.640 EDCC 2.504 E-Mail almagueri@utpa.edu mganderson@utpa.edu rberlinger@utpa.edu jbcurts@panam.edu ldeleonz1@utpa.edu esquierdo@panam.edu vlestradaa@panam.edu pfarruggio@utpa.edu mrgalvan@utpa.edu garciac1@panam.edu lgomez@utpa.edu gonzalezi@utpa.edu msguajardo@utpa.edu guerreromd@utpa.edu fhernandezz@utpa.edu kmlewis@utpa.edu medrano@utpa.edu mmeyers@utpa.edu aostorga@utpa.edu cmpena2@panam.edu maperez@utpa.edu Mreyes13@panam.edu Orodriguez23@utpa.edu ruizj@utpa.edu jlsaldivar@utpa.edu sarmientom@utpa.edu jschall@utpa.edu mtevis@utpa.edu sadams1@panam.edu mwhitacre@panam.edu yanesm@panam.edu
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ROLES AND RESPONSIBILITIES
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Responsibilities of University Students & Interns
The University Student or Intern will be in a unique position to learn and to facilitate the learning of others in their field experience setting. Being in that position necessitates acceptance of high levels of responsibility. The specific responsibilities of university field-based students and Internship I & II interns during each block are described below. Note: All students/interns are required to attend both class and field assignments as scheduled. The scheduled times, days, and placements are non-negotiable. Absences from class or field will affect final grade (see page 39). Note: No cellular phones or pagers are permitted in university of public school classrooms. Day Program All students in Block I & II:
obtain TB skin test with official verification of negative results demonstrate respect for students, parents, staff, faculty and administrators during field experience report to and remain present at their assigned field experience setting during assigned days and specified hours act upon suggestions and recommendations provided by mentor teachers, university faculty and school administrators adhere to district policies and procedures and respect the campus culture participate in all campus instructional activities such as professional development activities, after school activities and field trips plan instruction with mentor teacher obtain and/or develop necessary resources for learning activities attend Portfolio Seminars (see pages 21-23) provide instruction to individual, small group and whole groups of students reflect upon daily events in the field experience setting complete field-related course outcomes complete the following benchmarks: Program Entry Benchmark and Developmental Benchmarks One and Two assist the teacher, make your talents known, and lend a helping hand
All Interns in Block III (Internship I) & IV (Internship II) In addition to responsibilities in Block I & II, intern must:
update TB skin test apply for Internship II (see specific admission requirements on page 12) develop and implement lesson plans in collaboration with mentor teachers during Block III (Internship I), complete filed-related course outcomes to be assessed using the Assessment of Learner-Centered Instruction (AL-CI) (see assessment form on page 48) during Block IV (Internship II), intern assumes full responsibility for planning and teaching full days for four consecutive weeks during Block III and IV, address concerns from feedback derived from formative and summative observations
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Responsibilities of Mentor Teachers
Mentor Teachers are in a unique position to make important and lasting contributions to the profession through their close and consistent contact with university students and interns in the field setting. Mentor teachers can greatly impact the development of university students and interns through their consistent modeling, coaching and facilitating of best practices in the field of education. As the host of university students/interns, the mentor teacher embodies the following responsibilities: Mentor Teacher Engaged in Blocks I & II should:
attend University Faculty-Mentor Teacher Orientation on a semester basis develop a trusting and helping relationship with university faculty and students assist in monitoring attendance of students/interns (see attendance policy, page 28) provide the intern a work area in the classroom consistently involve the university student/intern in instructional tasks notify university faculty immediately regarding concerns or problems in field experience attend professional development sessions for mentor teachers meet periodically with university faculty at the professional development site discuss expectations with the university student and faculty pursue the role of facilitator and coach but not an evaluative role with university students/interns involve interns with students using activities such as: o read with/to students o monitor independent work o facilitate learning centers o assist with the writing process o accompany students to different activities such as: library, lunch, computer labs, and outdoor activities o participate in field trips o monitor cooperative learning activities o tutor one-to-one or to small groups of students o re-teach concepts difficult for students to grasp from single exposure o participate in the development and implementation of thematic units o conference with students o monitor students working on computers o assist in reorganizing classroom environment o participate in end-of-day routines o assist in setting up classroom and resources for next day in Block I, provide facilitative suggestions in Block II, provide non evaluative mentoring/diagnostic feedback
In addition to responsibilities in Block I & II, Mentor Teachers Engaged in Blocks III & IV should:
assist in monitoring attendance of students/inters (see attendance policy, page 28) consistently involve the university intern in instructional tasks continue the role of facilitator and coach provide intern with evaluative feedback in a timely manner (see Mentor Teacher Intern Observation Form page 46) conduct formative evaluation conferences with the intern and university faculty (see Mentor Teacher Progress Report Form page 47) for Block IV, apply for and meet certain qualifications for working with an Internship II student during Block IV, arrange for daily conferences with the intern to discuss progress assist the intern in the preparation of daily lesson plans and additional paperwork related to course outcomes and Assessment of Learner-Centered Instruction (AL-CI)
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during Block IV, relinquish planning and teaching of full days to the intern for a minimum of four weeks during the Internship II semester
Responsibilities of University Faculty
As part of the restructuring efforts, university faculty are now providing opportunities for students and interns to make the connections between theory & practice. Through field-based experiences, faculty can develop collegial relationship with mentor teachers that will enhance the preparation of prospective teachers. Responsibilities of faculty are as follows.
The University Faculty Should:
for each assigned course, fifty percent (50%) of the university faculty's contact time must be in the filed advise students regarding semester course sequence/blocks, program/developmental outcomes/benchmarks and portfolio to conduct orientation sessions with mentor teachers and administrators to discuss the following: -block sequence in the teacher preparation program -placement of students/interns in field experience classroom, -performance outcomes with due dates, -list of acceptable activities for students during field experiences, -weekly field schedule, office telephone numbers and office hours at UTPA -attendance policy to evaluate student performance using the Assessment of Learner-Centered Instruction (AL-CI) to participate in portfolio review and seminars to demonstrate performance outcomes with public school students to observe and evaluate student's/intern's performance in the public school classrooms to verify student's/intern's attendance to collect and evaluate field experience documentation to establish open communication with campus principal and mentor teachers in order to address concerns and act upon suggestions to monitor student/intern progress using Program and Developmental Benchmarks Verification Form (block I see page 42//Block II see page 45//Block III see page 49) during Blocks III and IV, to hold conferences with the intern and mentor teachers to collaborate with mentor teachers to determine appropriate learning activities/teaching responsibilities for individual students and interns to assist in the preparation and presentation of seminars for students, interns, and mentor teachers to serve on assigned teacher education preparation committees
Responsibilities of Campus Principal
As an integral member of the field experiences team that facilitates the preparation of teachers, the campus principal assumes the following responsibilities in the program.
The Campus Principal should:
develops a trusting and helping relationship with mentor teachers, university students and faculty collaborates with university faculty in placing university students/interns in appropriate settings provides a sign-in area within the main office for university students/interns assists university faculty with orientation sessions for mentor teachers and university students/interns ensures that university students/interns and faculty are aware of district policies and procedures provides opportunities for university students/interns/faculty to become aware of available facilities and resources discusses expectations with the mentor teachers, university students/interns and faculty attends professional development sessions and orientations for mentor teachers, and administrators meets periodically with mentor teachers, university students and faculty to address concerns and issues encourages to conduct walk-through for Internship II (Block IV) Interns provides intern with evaluative feedback in a timely manner includes university students/interns in all instructional and extra-curricular activities, when appropriate notifies university faculty immediately regarding concerns or problems in field experience
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ELEMENTARY (EC-4 ) CURRICULUM AND INTERN DEVELOPMENTAL PORTFOLIO
TH
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Elementary EC-4th Block Sequence
The Elementary Teacher Preparation Program was developed as a developmental process leading to the certification of first year teachers. As such, the total program is seen as developmental as prospective teachers change and grow in all the areas identified as professional requirements for teaching. This developmental process results in blocks of coursework that facilitate the developmental sequence of course outcomes, taking the prospective teacher from the novice stage to the second level of internship. Another consideration that drives the use of developmental blocks of coursework is the commitment to the integration of field-based experiences in authentic classroom settings from the very first block of courses. As the student progresses from block to block of coursework, the time spent in the classroom setting increases accordingly, from one full day per week to two full days per week to full-week experiences.
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Elementary Field-Based Curriculum and Course Descriptions
All students seeking a B.I.S. degree leading to certification in Elementary Education will enroll in field-based courses during Blocks 1, 2, 3 and 4 (Internship I). The designated courses are unique to the elementary teacher preparation curriculum in that they integrate technology into the curriculum and instill in all students (regardless of certification area sought) the learnercentered philosophy because the focus is on understanding the "learner."
NOTE: Block 1, Block 4 (Internship I) & Block 5 (Internship II) are not offered during the Summer Sessions
EC-4 Bilingual Generalist
Block One: EDCI EDCI
READ
Acquisition
4390 Developmentally Appropriate Practices in Early Childhood Education 3305 Foundations of Multicultural Education
3329
Language Arts Curriculum or ENG 4325 Composition Techniques or ENG 4326 Language
Block Two: EDCI EDCI EDBE Block Three: EDBE READ READ Block Four: EDCI EDBE EDBE Block Five: EDCI EDCI
3301 Inclusion of the Exceptionalities 4305 Instructional Technology & Curriculum Development 3322 Foundations of Bilingual Education 4304 The Development of Bilingualism 3323 Reading Acquisition 3325 Cognitive Development and Reading Comprehension 4306 Instructional Methods and Classroom Management 3315 The Bilingual Curriculum in the Content-Areas 3316 The Development of Biliteracy 4398 Integrated Internship II 4399 Supervised Internship II
NOTE:
EDBE 3324 must be completed during the Summer II Session
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Elementary EC-4th Intern Developmental Teaching Portfolio
Rationale for Intern Developmental Teaching Portfolio
The act of teaching is too dynamic to be solely evaluated through observation. The Intern Developmental Teaching Portfolio is a requirement for the Elementary Teacher Preparation Program because it affords a process that has the potential of tapping the unobservable characteristics of teaching practice: progress of developmental characteristics of teaching attitudes held by prospective teachers about students, parents, administrators and colleagues ability to self-reflect about personal teaching practice evaluation in authentic context and time Thus, using the Intern Developmental Teaching Portfolio affords the student involvement in a holistic and authentic process that has the potential to assure a more thorough professional preparation.
Understanding the Intern Developmental Teaching Portfolio
The Developmental Teaching Portfolio values both the process and the product of portfolio assessment. Assessment achieved through the portfolio embodies an attitude that assessment is dynamic and the belief that the richest portrayals of teaching performance are based on multiple sources of evidence collected over time in authentic settings. Portfolios have the capacity to reflect the richness and complexities of teaching and learning beyond what can be obtained from observations of teaching. Intern Developmental Teaching Portfolio is unique in that it embodies elements of four types of portfolios:
contains self-selected best work portrait of individual over time
The Showcase Portfolio
observing and recording progress connected to systematic benchmarks benchmarks specify times of assessments
The Documentation Portfolio
tasks/artifacts predetermined by program all students required to complete same tasks effort to standardize portfolio contents
The Evaluation Portfolio
demonstrates work that is part of a larger picture assessing student development on a semester-by-semester basis students reflect upon their own learning o what was gained in the process o what steps were accomplished o what would change in the future Specific developmental portfolio benchmarks (in the form of portfolio entries) have been determined for each block leading toward certification at the elementary level. Certain student developmental outcomes in each block are
The Process Portfolio
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identified as required developmental portfolio entries. These benchmarks or developmental portfolio entries comprise the majority of the artifacts to be included in the Intern Developmental Teaching Portfolio (see next section for explanation of caption development for each portfolio entry). NOTE: Seminars on portfolio development will be provided to students during Block I.
UTPA Elementary Field-Based Teacher Preparation Program PORTFOLIO REVIEW Intern Name: Date of Entry:
(Day
or Evening Program)
Name of Artifact: Check One: Program Connect to LCP:
Self-Selected
PROJECT EXPLANATION:
*What is the project *How did I do it *When did I do it and with whom *What was the Purpose
LEARNING ANALYSIS:
*What did I learn from this project *How will I use it later as a teacher *What would I do differently to improve this lesson
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UTPA Elementary Field-Based Teacher Preparation Program PORTFOLIO REVIEW Intern Name: Date of Entry:
(Day
or Evening Program)
Name of Artifact: Check One: Program Connect to LCP:
Self-Selected
PROJECT EXPLANATION:
LEARNING ANALYSIS:
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B.I.S. DEGREE PROGRAMS
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ELEMENTARY BLOCKS, COURSE SEQUENCE & FIELD EXPERIENCES
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Elementary EC-4 Blocks, Course Sequence & Field Experience
All students seeking a B.I.S. degree leading to certification in Elementary (EC-4) will complete a field-based curriculum during Blocks 1-5. The designated field-based courses are unique to the elementary teacher preparation curriculum in that they integrate technology into the curriculum and instill in all students (regardless of certification area sought) the learner-centered philosophy because the focus is on understanding the "learner." Note that the curriculum includes courses in bilingual education, special education, early childhood education, multicultural education, instructional technology, instructional methods & classroom management, emergent literacy, reading acquisition, and content area reading. The Elementary Teacher Preparation Program is designed as a developmental process leading to the certification of first year teachers. As such, the total program is seen as developmental as prospective teachers change and grow in the four areas identified as professional requirements for teaching: (1) Planning, (2) Teaching, (3) Managing and (4) Assessing. This developmental process results in blocks of coursework that facilitate the developmental sequence of course outcomes taking the prospective teacher from the novice stage to the second level of internship. Students move through the program as cohorts. As students progress from block to block of coursework, the time spent in the classroom setting increases accordingly, from half days, to full days, to full week experiences. What follows is the EC-4 Course Sequence & Field Experience for Evening Programs. Note: Students must enroll in coursework in blocks as designated. Blocked coursework will be offered on TR and MWF. When selecting a block section, students must enroll in the same section number for all courses required in the respective block. At no time, or under any circumstances, are students to enroll in courses out of sequence. Coursework must be taken in the order depicted. Students that enroll in courses out of sequence or not in a complete block (same section number), will be dropped from all block courses and repeat the block the following semester.
Any deviation from this required block enrollment must be approved by a Program Coordinator and/or the Department Chair.
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Elementary EC-4 Field-Based Teacher Preparation Evening Program
Block 1* Block 2* Block 3* Block 4/Internship I* Block 5/Internship II
Academic Specialization: Bilingual Education (EC-4 Bilingual Generalist)
Semester I
EDCI 4390 Dev. Appropriate Practices in E. C. EDCI 3305 Foundations of Multicultural Education ENG 4325 Composition Techniques or ENG 4326 Language Acquisition or READ 3329 Language Arts Curriculum
Semester II
EDBE 3322 Foundations of Bilingual Education EDCI 3301 Inclusion & Exceptionalities EDCI 4305 Instructional Planning & Curriculum Development
Semester III
READ 3323 Reading Acquisition EDBE 4304 Development of Bilingualism READ 3325 Cognition Dev./Reading Comprehension
Semester IV
EDCI 4306 Instructional Methods/Classroom Mgmt. EDBE 3315 The Bilingual Curriculum in Content Areas EDBE 3316 Development of Biliteracy
Semester V
EDCI 4398-Integrated Internship EDCI 4399-Supervised Internship
NOTE: EDBE 3324 must be completed during the Summer II Session
(All coursework will be offered on Tuesday & Thursday or Monday and Wednesday Evenings) Day & Time Arranged on an Individual Basis Total Hrs: = 36 12 hrs. per course Begin week 5 / End week 12 Required Field Experiences for all Programs Day & Time Arranged Day & Time Arranged Day & Time Arranged on an Individual Basis on an Individual Basis on an Individual Basis Total Hrs: = 36 Total Hrs: = 36 Total Hrs: = 36 12 hrs. per course 12 hrs. per course 12 hrs. per course Begin wk 5 / End wk 12 Begin wk 5 / End wk 12 Begin wk 5 / End wk 12 M through F 7:45AM-4:00PM 600 total hrs.
Begins first day of public school / Ends last day of university classes
*Enroll in same section number for all courses required in the respective block. Courses or blocks may not be taken out of sequence. Students enrolled in courses out of sequence will be dropped. **Field Experience is defined as time spent in a public school classroom setting working with students and teachers
NOTE: The following charts illustrate the sequence of blocks by program the student will follow based on the semester entering the program. Note that Block 1, Block 4 and Block 5 are not offered during the Summer.
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
TExES ELIGIBILITY PROTOCOL
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
TExES Eligibility Protocol
Teacher Education Program (EC-4th) EC-4th Generalist and EC-4th Bilingual Generalist Elementary (EC-4th) Day Program:
Students are eligible to test during their Block III semester.
Pedagogy and Professional Responsibilities (PPR) Elementary (EC-4th) Day Program:
Student are eligible to test during their Internship II (student teaching) semester. TExES Examination Date: Deadline Administration Date October 21, 2006 December 9, 2006 February 24, 2007 April 14, 2007 June 16, 2007 August 4, 2007 Application September 15, 2006 November 10, 2006 January 26, 2007 March 16, 2007 May 18, 2007 July 6, 2007
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
PERFORMANCE-BASED STUDENT DEVELOPMENTAL OUTCOMES & BENCHMARKS
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Performance-Based Student Developmental Outcomes and Benchmarks for EC-4th Program
The Elementary program outcomes and benchmarks were collaboratively developed by faculty and public school staff. The following question guided all discussion: What should a student prepared through the elementary (EC-4th) program at UTPA know and be able to do upon completing the program One important development to note is that the majority of field-based outcomes and developmental benchmarks are performance-based and evaluated primarily through field experiences. Faculty and/or mentor teachers determine the effectiveness of your performance as your interact with children in the classroom setting. Student developmental outcomes are based only on the field-based curriculum described earlier. You are required to successfully complete the student developmental outcomes/benchmarks( performance-based, as well as program benchmarks requirements (G.P.A., TASP, Seminars, TExES Review Sessions, etc..) as progress is made from one block to another. Semester One & Two-(Blocks I & II) These Blocks depict the required program benchmarks for entry into the teacher preparation program and the required student outcomes for successfully completing the first semester of the program. Note that all outcomes have the designated course or courses in which the particular student outcome will be developed and assessed. Also, note that all field-based outcomes are to be maintained in a student developmental portfolio for purposes of assessing the successful completion of the semester's developmental outcomes and benchmarks and documenting what you have learned. This portfolio will assist you in securing employment. Although all courses in the blocks will address these outcomes, special emphasis will be made by faculty assigned those courses. Furthermore, you will earn a numeric assessment (grade) for each field-based outcome that will be used to assure continuous program from one semester to the next. Note that these outcomes also become the following semester's developmental benchmarks. Other important facets in the EC-4th program are the program benchmarks such as student seminars, minimum mandatory seminars designed to assist you with topics such as portfolio development, understanding TExES content and registration process, certification requirements, job opportunities, etc (see Semester-Blocks I-IV). Minimum G.P.A.-Upon completion of each block you must maintain a minimum GPA in the EC-4th field-based courses of 2.5 or (two "C" rule: earn no more than two (2) C's in each block). Service Learning Project-This project is designed to provide students with experiences serving their community and involvement in professional organizations. In keeping with LCP #5-Learner-Centered Professional Development, this project recognizes that the preparation of teachers must include involvement of community and professional organizations.
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Semester Three & Four (Blocks III-IV) Once you complete Block I-II and meet all requirements indicated, you are admitted into the Internship phase or your preparation. Semester Three-Block III below describes the beginning of actual in class observation/assessment of your ability to perform as a teacher [Using the Assessment of Learner-Centered Instruction (AL-CI) Form]. During this third semester, you are assigned to one mentor teacher in the area and level you are seeking certification. Also, you are enrolled in 15 hours of field-based coursework. You will not only be required to successfully complete courses with required GPA, but also gain for the first time full responsibility of a public school classroom (see EC-4th Program Block III (Internship I) Teaching Responsibility Guideline). You will be responsible to plan and teach one lesson (to be determined jointly with mentor teacher) two days per week during Block III-Internship I. Upon successfully completing Block III, you must clear admission into the Internship II (Block IV) semester. A separate Internship II Handbook is used for completing the Internship II (student teaching) semester. ATTENDANCE AND GRADE POLICY
General Attendance Policy As a field-based program, students will be attending classes at the university campus and in the public school setting. Attendance will be monitored and upon accumulating three total absences from class and/or in the field, the final course grade will be dropped one letter grade. The fourth absence will result in student being dropped from course(s) with a DP or DF. Absences Based on Extenuating Circumstances The following policy applies to absences based on extenuating circumstances, defined as consecutive absences of no more than 3 class meetings (university-based or field-based) due to illness, pregnancy, accident, or other unforeseen circumstance beyond the student's control. In all cases, any student wishing to exercise this policy must seek approval or pre-approval, if possible, by the C & I Department Chair. All decisions regarding this policy reside in the judgment of the Department Chair. Grade Policy: Field-Based Outcomes, Student Developmental Benchmarks and two (2) "C" Rule
What follows are the required Field-Based Outcomes to be successfully completed during each semester or Block. These field experience outcomes to be successfully completed are assessed through the courses designated and those outcomes are to be entered into the Intern Developmental Teaching Portfolio. These portfolio entries will be assessed each semester to determine whether the student meets the required student developmental benchmarks to continue on the next block. In addition, in each block, students may not earn two (2) "C's" or worse in the block in order to continue to the next block (note that Internship II requires that a student my not earn two (2) "C's" or worse in specialization area: Bilingual, Early Childhood or Special Education courses). Note: If a course(s) from a block must be retaken in order to meet the "Two C Rule" or the Attendance Policy, student must re-take the course(s) the following semester, attend the entire field experience time of the respective block, and earn a "B" or better in course(s). Student will not be allowed to continue to next block until the "Two C rule" requirement or Attendance Policy is met. Only one opportunity is given to students to repeat a course(s) to meet the Two "C" Rule or Attendance Policy. In such a case, student is not allowed to continue and will be dropped from the program.
Please read carefully the requirements outlined in each block. If you have any questions, please be sure at ask your faculty advisor.
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Service Learning Project
Contributing to the Community and Professional Organizations through Service Learning Community Service* A total of 30 hours of community service is required. The Special Olympics Activities completed in EDCI 3301 (Block II) will fulfill eight (8) of the thirty (30) hours required. The additional twenty-two (22) hours may be completed in one or in a combination of the following community service programs. Payment cannot be received for any services provided. Note that the completion of the Service Learning Project is a required benchmark by the end of Block III that must be met prior to entering Block IV. Examples of Community Services:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Continue with Special Olympics Activity Church Organizations Boys & Girls Clubs Food Banks Habitat for Humanity Texas Tropical Trail Festival Easter Seals United Way Mujeres Unidas McAllen International Museum 11 CITA at MIM 12. Public Libraries 13. Nursing Homes 14. Salvation Army 15. South Texas Classic Guitar Society 16. Beach Clean-Up 17. Feast for Sharing 18. Refugee Detention Centers 19. Head Start 20. Child Care Center (non-profit only)
*Community Service cannot be in public or private school *No Previous Community Service (prior to beginning Block I) is applicable
Professional Organizations
A total of 15 hours of professional service is required. The following are examples of professional organization that will fulfill the fifteen (15) hours required: Examples of Professional Service: 1. Member of student organizations (only one (1) hour) (STC or UTPA-SCEC, BESO, UTCARES, etc.) 2. Attending professional conferences (# of hours in participation, up to 5 hours per day) 3. Teacher organizations (only one (1) hour) (TSTA, TCTA, etc.) 4. Regional, state or national organizations (TAIR, RGV/TABE, TABE, IRA, RGVCTM, RGVSTA, etc.) 5. Attending after school functions (PTA, in-service, etc) (# of hours in participation) 6. Attending organization meetings with professional development emphasis( speaker, training, etc.1hour) 7. Professional Development (in-service, community-based lectures, etc.) Note: The Service Learning Project (Community Service and Professional Organization hours) must be submitted in writing (documented) via letterhead from respective organization and placed in student developmental portfolio. Community Service and Professional Organization hours can only be completed as follows each block/semester: Block I: Block II: Block III: Block IV: Community Service: 7 Hours 7 Hours 8 Hours 8Hours Professional Service: 3 Hours 4 Hours 4 Hours 4 Hours
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Semester One - Block 1 Performance-Based Program & Developmental Outcomes/Benchmarks for Evening Students
Program Entry Benchmark
Admission to Teacher Preparation Program
Course Assignment for each Outcome
Block 1 EDEC 4390 // EDBE 3305
Block One Field-Based Outcomes/Benchmarks
EDCI 3305 EDCI 4390
Planning Student will conceptualize a personal philosophy of teaching and learning Emergent curriculum Teaching Conducts a Read-Aloud with small group using a multicultural book Conducts a Piagetian task
EDCI 4390
Note: All outcomes are graded on a 100 point scale and included in Intern Developmental Teaching Portfolio. For any outcome grade below 75, student is given one opportunity to re-do during the semester. The highest grade possible for the re-submission of any outcome is a 75.
Assignments to Achieve Successful Completion of Required Field-Based Outcomes for Block 1
# Field-Based Course Outcome
A Framework for a Thematic Unit: As phase one toward the completion of a thematic unit in Block III, students will develop a framework for a thematic unit based on principles of emergent curriculum. The framework should include a tentative web, concept web with terms, facts and principles, and an interdisciplinary TEKS-based activity list. Piagetian Task: Students will identify cognitive developmental stages of children in the field through observation and child interviews, then create developmentally appropriate materials, and present their products. Personal Philosophy of Teaching and Learning: Students will develop a summary reflective paper that conceptualizes a personal philosophy of teaching and learning that is based on the learner-centered proficiencies, cumulative field experiences, and in-class discussions and assignments. Interactive Read-Aloud with Small Group: The student will conduct an Interactive Read-Aloud with a small group of students using a multicultural book. Students will write a "Read-Aloud" Plan, a self-assessment of the field experience, and a reflection of student's responses and interaction. Interactive read-aloud to be implemented in Spanish in EDBE 3322, and in English in EDEC 4391.
Semester Week Assigned by Instructor
1
EDCI 4390
2
EDCI 4390
3
EDCI 3305
4
EDCI 4390
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
UTPA Elementary EC-4th Field-Based Teacher Preparation Program & Developmental Benchmarks Verification Sheet
Intern:_______________________________________________________________ _ Student ID #:__________________________________________________________ Academic Major: Bachelor of Interdisciplinary Studies
Academic Specialization:_________________________________________________ Degree Plan Advisor:_____________________________________________________ This completed form must be placed in front of Block One (semester one) artifacts in the student's Intern Developmental Teaching Portfolio for program review. This form documents satisfactory performance by student for both Program and Developmental Benchmarks as designated in Block One for access to Block Two. Course Block One Developmental Benchmarks Grade*
EDCI 4390 EDCI 4390 EDCI 3305 EDCI 4390
1. Emergent Curriculum 2. Piagetian Task 3. Personal Philosophy of Teaching & Learning 4. Interactive Read-Aloud with Small Group
_________ _________Not
Quality of Intern Developmental Teaching Portfolio (artifacts, captions, appearance, neatness) Acceptable (Advisor, please check one) Acceptable
*Indicated that grade must be at 75% or higher for each artifact. If any artifact is below 75%, it is the responsibility of the student to re-do outcome/assignment within two weeks of this review and submit to instructor of course for re-assessment. To document this process, complete and submit the Outcome ReSubmission Form. NOTE: Access to Internships I & II is based upon completion of all performance outcomes (artifacts) and program benchmarks during Block I and II at a satisfactory level. Self-Selected Artifacts: Course 1.__________________________ 2.__________________________ Title of Artifact __________________________________ __________________________________
Advisor Comments:______________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Advisor Signature:___________________________________________________
(Signature indicates successful Intern Developmental Teaching Portfolio Assessment)
Date:_____________________ Date:_____________________
Intern Signature:____________________________________________________
Block One Evening Program Benchmarks (Advisor, Please check one) Evidence of Portfolio Seminar Attendance (certificate): Evidence of Service Learning Project Identified and hours Completed: ____ Yes ____ Yes ____No ____No
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Semester Two – Block 2 Performance-Based Program & Developmental Outcomes/Benchmarks for Evening Students
Program/Developmental Benchmark #1
(Completed during Block 1)
Course(s) Assignment for each Outcome
Block 2
EDCI 4305 // EDCI 3301 // EDBE 3322 or EDEC 4391 or SPED 4303
Program Benchmarks
Developmental Portfolio Review* Portfolio Seminar Attendance 11 hrs. completed in Service Learning Project
(must be documented in intern portfolio)
Block Two Field-Based Outcomes/Benchmarks Planning/Teaching Implements a language arts lesson with modifications Uses instructional multimedia for development of materials Conducts a Read-Aloud with small group using a multicultural book
EDCI 3301 EDCI 4305
EDBE 3322/EDEC 4391
Core Courses meet 2 "C" rule:
EDBE 3322/EDEC 4391 Managing Developmental Benchmarks Research on Parent Involvement Develop a framework for a Thematic Unit Prepare a Piagetian Task Write a reflective paper on the Personal Philosophy of Teaching and Learning Assessment EDCI 3301 Conducts a Read-Aloud with Assesses a language arts lesson with modification small group using Mult. book *To be assessed by Block One faculty: Successful completion of Portfolio Review required to continue on to next block.
Note: All outcomes are graded on a 100 point scale and included in Intern Developmental Teaching Portfolio. For any outcome grade below 75, student is given one opportunity to re-do during the semester. The highest grade possible for the re-submission of any outcome is a 75.
Assignments to Achieve Successful Completion of Required Core Course Outcomes for Block 2
Field-Based Course Outcome # 1 Research on Parent Involvement: Student will select a topic for a parent workshop, including the title, the development of activities, workshop description and an outline. Implements Language Arts Lesson with Modifications: Each student will develop and teach a language arts lessons plan with modification using the following: lesson cycle including all levels of Bloom's Taxonomy modification for GT, ELL'S and Special Education students specific instructional objective connection to TEKS reflection on the impact of a lesson with/without modifications Use FrontPage or other Web Authoring Tool for the Development of a Classroom Website: Each student will display proficiency in the use of a Web-Authoring Tool by using it to develop a web site that meets the following criteria: Minimum of six links Minimum of two tiers Must be uploaded to a public server Aesthetically pleasing layout and design Designed with parents, students and teachers in mind (Multimedia Big Book project remains as a class assignment) Interactive Read-Aloud with Small Group: The student will conduct an Interactive Read-Aloud with a small group of students using a multicultural book. Students will write a "Read-Aloud" Plan, a self-assessment of the field experience, and a reflection of student's responses and interaction. Interactive read-aloud to be implemented in Spanish in EDBE 3322, and in English in EDEC 4391. Course Responsible for Field – Based Outcome
EDBE 3322/EDEC 4391
2
EDCI 3301
EDCI 4305
3
4
EDBE 3322/EDEC 4391
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
UTPA Elementary EC-4th Field-Based Teacher Preparation Program & Developmental Benchmarks Verification Sheet
Intern:_______________________________________________________________ Student ID #:__________________________________________________________ Academic Major: Bachelor of Interdisciplinary Studies
Academic Specialization:_________________________________________________ Degree Plan Advisor:____________________________________________________ This completed form must be placed in front of Block Two (semester two) artifacts in the student's Intern Developmental Teaching Portfolio for program review. This form documents satisfactory performance by student for both Program and Developmental Benchmarks as designated in Block Two for access to Block Three. Course Block Two Developmental Benchmarks Grade*
EDBE 3322 EDEC 4391 SPED 4303 EDCI 3301 EDIC 4305 EDBE 3322 EDEC 4391
1. Research on Parent Involvement
2. Implements a Language Arts Lesson with Modifications 3. Uses FrontPage or Other Web Authoring Tool for the Development of a Classroom Website 4.Interactive Read-Aloud with Small Groups
Quality of Intern Developmental Teaching Portfolio (artifacts, captions, appearance, neatness) _____Acceptable (Advisor, please check one) _____NotAcceptable *Indicated that grade must be at 75% or higher for each artifact. If any artifact is below 75%, it is the responsibility of the student to re-do outcome/assignment within two weeks of this review and submit to instructor of course for re-assessment. To document this process, complete and submit the Outcome ReSubmission Form. NOTE: Access to Internships I & II is based upon completion of all performance outcomes (artifacts) and program benchmarks during Block I and II at a satisfactory level. Self-Selected Artifacts: Course 1.__________________________ Title of Artifact __________________________________
2.__________________________ __________________________________ Advisor Comments:______________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Advisor Signature:___________________________________________________
(Signature indicates successful Intern Developmental Teaching Portfolio Assessment)
Date:____________________ Date:_____________________
Intern Signature:____________________________________________________
Block Two Evening Program Benchmarks (Advisor, Please check one) Evidence of Service Learning Project Identified and hours Completed:
____ Yes
____No
Semester Three – Block 3
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Performance-Based Program & Developmental Outcomes/Benchmarks for Evening Students
Program/Developmental Benchmark #2
(Completed during Block 2) Program Benchmarks Developmental Portfolio Review* Portfolio Seminar Attendance 11 hrs. completed in Service Learning Project
(must be documented in intern portfolio)
Course(s) Assigned to Outcomes
Block 3 READ 3323 // READ 3325 // EDBE 4304
Block Three Field-Based Outcomes/Benchmarks Planning/Teaching/Managing Implements a shared reading lesson Implements an LEA Lesson Develops parent workshop Develops/Teaches DRTA lesson incorporating multimedia
Core Courses meet 2 "C" rule:
READ 3323 READ 3323 EDBE 4304 READ 3325
Developmental Benchmarks Research parent involvement Complete and intervention checklist Implements a Language Arts lesson with modifications Use instructional multimedia for development of instructional material Conduct a read-Aloud with small group using Mult. book
READ 3323 READ 3323
Assessment Assesses shared reading lesson Assesses an LEA lesson
*To be assessed by Block Two faculty: Successful completion of Portfolio Review required to continue on to next block. Note: All outcomes are graded on a 100 point scale and included in Intern Developmental Teaching Portfolio. For any outcome grade below 75, student is given one opportunity to re-do during the semester. The highest grade possible for the re-submission of any outcome is a 75.
Assignments to Achieve Successful Completion of Field-Based Outcomes for Block 3
#
1
Core Course Outcome
Parent Workshop As phase two initiated during block one, students further develop a parental workshop that reflects a target area of interest for parents, i.e., how to involve children in science or social studies ideas in the home environment, and then explain it in class presentation. Implements Shared Reading/Dialogic Reading Strategies: Each student will teach lessons to individual, small group and whole groups of students focused on shared/dialogic reading using big books based on demonstrations, peer-teaching/self and peer assessments using the following instructional planning format: specific instructional objective connections to TEKS objectives and TExES domains and obj. required step-by-step procedure for the lesson from initiating the lesson to reader responses self-assessment of lesson by responding the specified questions reflections on teaching and learning kid-watching assessment by instructor (when scheduled)
Semester Week Assigned by Instructor
EDBE 4304
READ 3323
2
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
3
4
Implements Language Experience Approach Lesson: Each student will teach lessons to small groups utilizing the Language Experience Approach (LEA) strategy based on demonstrations, peer-teaching/self and peer assessments using the following instructional planning format: specific instructional objective connections to TEKS objectives and TExES domains and obj. required step-by-step procedure for the lesson from initiating the lesson to reader responses self-assessment of lesson by responding the specified questions reflections on teaching and learning kid-watching assessment by instructor (when scheduled) Develops/Teaches DRTA Incorporating Multimedia: Each student will teach lessons to small group and/or whole groups of students a Directed Reading-Thinking Approach lesson based on demonstrations, peer-teaching/self and peer assessments using the following instructional planning format: specific instructional objective connections to TEKS objectives and TExES domains and obj. required step-by-step procedure for the lesson from initiating the lesson to reader responses self-assessment of lesson by responding the specified questions reflections on teaching and learning kid-watching
READ 3323
READ 3325
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
UTPA Elementary EC-4th Field-Based Teacher Preparation Program & Developmental Benchmarks Verification Sheet
Intern:_______________________________________________________________ _ Student ID #:__________________________________________________________ Academic Major: Bachelor of Interdisciplinary Studies
Academic Specialization:________________________________________________ Degree Plan Advisor:____________________________________________________ This completed form must be placed in front of Block Three (semester three) artifacts in the student's Intern Developmental Teaching Portfolio for program review. This form documents satisfactory performance by student for both Program and Developmental Benchmarks as designated in Block One for access to Block Four. Course Block Three Developmental Benchmarks Grade*
EDBE 4304 READ 3323 READ 3323 READ 3325
1. Develops Parent Workshop 2. Implements a Shared Reading/Dialogic Reading Strategies 3. Implements a Language Experience Approach Lesson (LEA) 4. Develops/Teaches a DRTA Lesson
Quality of Intern Developmental Teaching Portfolio (artifacts, captions, appearance, neatness) ____ Acceptable (Advisor, please check one) ___Not Acceptable *Indicated that grade must be at 75% or higher for each artifact. If any artifact is below 75%, it is the responsibility of the student to re-do outcome/assignment within two weeks of this review and submit to instructor of course for re-assessment. To document this process, complete and submit the Outcome ReSubmission Form. NOTE: Access to Internships I & II is based upon completion of all performance outcomes (artifacts) and program benchmarks during Block I and II at a satisfactory level. Self-Selected Artifacts: Course 1.__________________________ 2.__________________________ Title of Artifact _________________________________ _________________________________
Advisor Comments:______________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Advisor Signature:___________________________________________________
(Signature indicates successful Intern Developmental Teaching Portfolio Assessment)
Date:____________________ Date:____________________
Intern Signature:____________________________________________________
Block Three Evening Program Benchmarks (Advisor, Please check one) Evidence of Service Learning Project Identified and hours Completed: ____ Yes ____No
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
Semester Four – Block 4 Performance-Based Program & Developmental Outcomes/Benchmarks for Evening Students
Program/Developmental Benchmark #3
(Completed during Block 3)
Bilingual: EDBE 3315, 3316, EDBE 3324 Early Childhood: EDEC 4314**, 4392, 4394 Special Education: SPED 4300, 4301, 4309
Course(s) Assigned to Outcomes
Block 4 - Internship I EDCI 4306 and Specialization Courses
Program Benchmarks Developmental Portfolio Review* 15 hrs. completed in Service Learning Project
(must be documented in intern portfolio)
Block Four Field-Based Outcomes/Benchmarks EDCI 4306 Planning Develops an Interdisciplinary Unit (LA,. SS, Science, Math) Teaching Teaches the following lessons from the Interdisciplinary Unit and one lesson is formally evaluated by university faculty, while remaining lessons by mentor teachers:
EDBE 3316 EDEC 4392
Core Courses meet 2 "C" rule: Developmental Benchmarks Develop an Interdisciplinary Unit Implement a Mathematics Lessons Implement a Language Arts Lesson in Spanish Implement a Language Arts Lesson in English Implement a Social Studies Lesson Implement a Science lesson Develop an Interdisciplinary Unit
Teaches a Language Arts lesson from Interdisciplinary Unit in Spanish Teaches a Language Arts lesson from Interdisciplinary Unit in English Teaches a Social Studies lesson from Interdisciplinary Unit Teaches a Science lesson from Interdisciplinary Unit Teaches a Mathematics lesson from Interdisciplinary Unit
EDEC 4394/EDBE 3315 EDEC 4394/EDBE 3315 EDEC 4394/EDBE 3315
*To be assessed by Block Three faculty: Successful completion of Portfolio Review required to continue on to next block.
**Denotes that EDEC 4314 must be completed during the Summer II session (part of minor in ECE, but not part of Block 4)
Note: All outcomes are graded on a 100 point scale and included in Intern Developmental Teaching Portfolio. For any outcome grade below 75, student is given one opportunity to re-do during the semester. The highest grade possible for the re-submission of any outcome is a 75.
Assignments to Achieve Successful Completion of Field-Based Outcomes for Block 4
# Core Course Outcome
Mathematics Lesson: As a component of the partial interdisciplinary thematic unit to be completed in EDCI 4306, students should adhere to the following: Congruency between assessment to TEKS objectives Use of work processing or PowerPoint to create instructional materials such as handouts and transparences Consistency with multicultural principles, learning styles and cultural heritage Evidence of classroom management strategies, including managing cooperative learning groups, hands on activities, as well as connection to personal experience
Semester Week Assigned by Instructor
1
EDEC 4394/EDBE 3315
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
2
3
4
Language Arts (Spanish): As a component of the partial interdisciplinary thematic unit to be completed in EDCI 4306, students should adhere to the following: Congruency between assessment to TEKS objectives Use of work processing or PowerPoint to create instructional materials such as handouts and transparences Consistency with multicultural principles, learning styles and cultural heritage Evidence of classroom management strategies, including managing cooperative learning groups, hands on activities, as well as connection to personal experience Language Arts (English): As a component of the partial interdisciplinary thematic unit to be completed in EDCI 4306, students should adhere to the following: Congruency between assessment of TEKS objectives Use of work processing or PowerPoint to create instructional materials such as handouts and transparences Consistency with multicultural principles, learning styles and cultural heritage Evidence of classroom management strategies, including managing cooperative learning groups, hands on activities, as well as connection to personal experience Social Studies Lesson: As a component of the partial interdisciplinary thematic unit to be completed in EDCI 4306, students should adhere to the following: Congruency between assessment to TEKS objectives Use of work processing or PowerPoint to create instructional materials such as handouts and transparences Consistency with multicultural principles, learning styles and cultural heritage Evidence of classroom management strategies, including managing cooperative learning groups, hands on activities, as well as connection to personal experience Science Lesson: As a component of the partial interdisciplinary thematic unit to be completed in EDCI 4306, students should adhere to the following: Congruency between assessment to TEKS objectives Use of work processing or PowerPoint to create instructional materials such as handouts and transparences Consistency with multicultural principles, learning styles and cultural heritage Evidence of classroom management strategies, including managing cooperative learning groups, hands on activities, as well as connection to personal experience
Develops an Interdisciplinary Unit: As a phase three thematic interdisciplinary unit, each student will develop four linked lesions, which are horizontally aligned in each of the content areas. Each student will develop an interdisciplinary unit consisting of lesson plans in language arts, social studies, science and math. Lesson plans in each subject area will be sequenced and based on TEKS objectives thematically linked. Classroom Management Plan: Based on their classroom observation, students will develop their own classroom management plan. This plan should be based on developmentally appropriate principles and include: classroom rules and procedures classroom routines classroom organization and organization and arrangement group management procedures discipline practices classroom climate
EDBE 3316
EDEC 4314
EDEC 4394/EDBE 3315
EDEC 4394/EDBE 3315
5
EDCI 4306
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
UTPA Elementary EC-4th Field-Based Teacher Preparation Program & Developmental Benchmarks Verification Sheet
Intern:_______________________________________________________________ Student ID #:__________________________________________________________ Academic Major: Bachelor of Interdisciplinary Studies
Academic Specialization:________________________________________________ Degree Plan Advisor:___________________________________________________ This completed form must be placed in front of Block Three (semester three) artifacts in the student's Intern Developmental Teaching Portfolio for program review. This form documents satisfactory performance by student for both Program and Developmental Benchmarks as designated in Block One for access to Block Four. Course Block Four Developmental Benchmarks Grade*
EDEC 4394 or EDBE 3315 EDEC 4392 or EDBE 3316 EDEC 4394 or EDBE 3315 EDEC 4394 or EDBE 3315 EDCI 4306
1. Teaches Mathematics Lesson
2. Teaches Language Arts Lesson
3. Teaches Social Studies Lesson
4. Teaches Science Lesson
5. Develops Interdisciplinary Unit
Quality of Intern Developmental Teaching Portfolio (artifacts, captions, appearance, neatness) ____Acceptable (Advisor, please check one) _____Not Acceptable *Indicated that grade must be at 75% or higher for each artifact. If any artifact is below 75%, it is the responsibility of the student to re-do outcome/assignment within two weeks of this review and submit to instructor of course for re-assessment. To document this process, complete and submit the Outcome ReSubmission Form. NOTE: Access to Internships I & II is based upon completion of all performance outcomes (artifacts) and program benchmarks during Block I and II at a satisfactory level. Self-Selected Artifacts: Course 1.__________________________ 2.__________________________ Title of Artifact _________________________________ _________________________________
Advisor Comments:______________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Advisor Signature:___________________________________________________ Date:_____________________
(Signature indicates successful Intern Developmental Teaching Portfolio Assessment)
Intern Signature:____________________________________________________
Date:___________________
Block Four Evening Program Benchmarks (Advisor, Please check one) Evidence of Service Learning Project Identified and hours Completed:
____ Yes
____No
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
The University of Texas Pan American College of Education - Internship I Mentor Teacher - Intern Observation Form
Intern Mentor Teacher University Supervisor Subject/Lesson Observed Note: Please indicate yes or no and make comments as appropriate. Domain I-Active Successful Student Participation in the Learning Process: Effective student-teacher interaction Learning at a high cognitive level
Date School Grade Level/Area
Domain II-Learner-Centered Instruction: Effective use of instructional resources Directions clearly stated Instruction aligned with objective Grouping activities appropriate
Domain III-Evaluation and Feedback on Student Progress: Monitors/reinforces student's work Assessment strategies aligned with objective
Domain IV-Management of Student Discipline, Instructional Strategies, Time, and Materials: Redirects off-task behavior Reinforces desired behavior
Domain V-Professional Communication: Accurate verbal communication Accurate written communication
Overall Comments:
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
The University of Texas Pan American-College of Education Elementary/Secondary Field-Based Evening Program - Blocks 2, 3 & 4 University Student Performance-Based Progress Report Submitted by Mentor Teacher
Student Mentor Teacher Block # and Section # Date @ 4 weeks: SID# School/District Grade Level/Area Date @ 4 weeks: 2 = good 3 = excellent -
Mentor Teachers: Please rate items demonstrated by your student using the following scale: 1 = fair Please provide feedback below. Proficiency #1 - Learner-Centered Knowledge The university student I am mentoring… @ 4 weeks @ 4 weeks
does not convey false subject matter to students attempts to collaborate with me and other professionals attempts to guide students to construct understanding through experiences shows patience with student learning
helps students connect learning to life experiences
Proficiency #2 - Learner-Centered Instruction The university student I am mentoring… demonstrates trust in students shows/models respect for students shows initiative in solving own problems demonstrates an ability to modify instruction to positively affect learning helps students make connections to their prior knowledge understands assessment as vital to teaching and learning engages students' interest in developmentally appropriate activities allows students to work cooperatively and independently challenges students to learn at a high cognitive level encourages students to be responsible for their own learning involves students in decisions regarding their own learning takes risks by attempting innovative ideas for learning effectively/efficiently manages time and materials Proficiency #3 - Equity in Excellence for All Learners The university student I am mentoring… acknowledges differences in cultural backgrounds of students models and encourages appreciation of students' cultural heritage designs learning experiences that incorporate cultural aspects of students makes connections between the curriculum and community cultures verbalizes/supports positive attitude that fosters cultural unity and equity Proficiency #4 - Learner-Centered Communication The university student I am mentoring… demonstrates effective communication (verbal/non-verbal) with students & colleagues demonstrates advocacy for all students and the school shows understanding of the mission and rules of the school demonstrates high levels of proficiency in listening, speaking, reading and writing skills uses technology as a resource for teaching and communicating Proficiency #5 - Learner-Centered Professional Development The university student I am mentoring… is self-directed/self initiated demonstrates effective interaction with me and other colleagues is eager to learn and welcomes suggestions and ideas observes instruction conducted by me and others welcomes and takes action based on feedback from me, other colleagues and students is able to work in a collaborative team to make decisions and solve problems is highly ethical, responsible and respects laws that govern the profession Overall Comments: University Student Signature Mentor Teacher Signature
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
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2006-2007 Elementary EC-4th Evening Program-Student Information Packet
UTPA Elementary EC-4th Field-Based Teacher Preparation Program -Outcome Re-Submission Form Intern:________________________________________________ Student D#:____________________________________________
Check One that Corresponds to Outcome(s)
Academic Major:
Bachelor of Interdisciplinary Studies
Academic Specialization:_______________________________ Degree Plan Advisor:___________________________________ This form documents the re-submission of an outcome/assignment (artifact) deemed unsatisfactory at any given block (semester). Complete this form and submit to instructor of course for re-assessment. Please complete the following, attach revised outcome/assignment (artifact), and submit to course instructor no later than two (2) weeks after you portfolio review. Course (s) Title of Outcome/Assignment (artifact) Grade Re-Submitted (Original Assessment) 1. 2. 3. (Enter title of artifact to be re-submitted and attach documentation) Grade* (Re-Assessment)
*Indicated that re-assessment grade must be at 75% or higher for each artifact re-submitted. Instructor Comments: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Date Submitted to Instructor:________________________________ Intern Signature:__________________________________________ Instructor Signature:_______________________________________
(Signature indicates intern has submitted outcome(s) as indicated)
Date Re-assessment Completed:______________________________ Instructor Signature:_______________________________________
[Signature indicates student has successfully completed outcome(s)]
Note: Instructor, if this process results in successful re-assessment of outcome/assignment(s), document in intern developmental portfolio and submit a copy of this form to the COE-Office of Field Experiences as soon as possible.
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