An eight or fifteen week field experience at the K-3 level under the guidance of a cooperating teacher and a college supervisor. Opportunities for participation in pupil observation, program planning and utilization of contemporary teaching strategies.
The instructor and Bridgewater State College are committed to nondiscrimination of handicapped persons as specified in Section 504 of the Rehabilitation Act of 1973. Students who qualify as handicapped persons or who have extenuating circumstances which might interfere with course work assigned should meet with the instructor at the beginning of the course so that reasonable modification in course requirement may be made when necessary.
After careful research, discussion, and reflection, the faculty of the Early Childhood Education program voted to commit themselves to the constructivist paradigm for teaching and learning. In the professional courses, strategies are modeled where candidates experience inquiry learning. Candidates are provided multiple opportunities to interact with partners and engage cooperatively in small group discussions and class assignments. It is through experiencing and reflecting upon these strategies that candidates begin to understand the impact of such strategies on academic achievement. In the professional courses, the role of the instructor is not primarily to tell and correct, but rather to watch and ask such questions as: What happened? What did you notice? Professional Education students take responsibility for their own learning.
Massachusetts Curriculum Frameworks provide a common guide for
faculty of the Early Childhood program encourage candidates to use technology
as a learning tool and teaching tool during their prepracticum
Course Objectives and Outcomes:
This course is designed to meet the state outcomes and the standards of the National Association for the Education of Young Children(NAEYC). The focus of the specific outcomes allow our candidates to meet all standards within the two Early Childhood placements. Candidates will teach and observe a variety of lessons, demonstrating knowledge of developmentally appropriate practices and the subject matter of early childhood school curriculum, as outlined in the Massachusetts Curriculum Frameworks. Students will demonstrate knowledge of content, current methodology and organizational skills, and appropriate technology to effectively meet the needs of all learners, including culturally and linguistically diverse and special needs learners.
Your practicum (student teaching) for initial license grades K-2 is designed to cover the state standards as stated on the Pre-service Performance Assessment (PPA, which has indicators for the state standards) and the NAEYC standards.
A. Plans Curriculum and Instruction
B. Delivers Effective Instruction
C. Manages Classroom Climate and Operation
D. Promotes Equity
E. Meets Professional Responsibilities
· NAEYC 1. Promoting child development: Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive and challenging for all children.
· NAEYC 2. Building family and community relationships: Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
· NAEYC 3. Observing, documenting, and assessing to support young children and families: Candidates know about and understand the goals, benefits, and uses of assessment. They know about the use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.
· NAEYC 4. Teaching and learning: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.
· NAEYC 4a. Connecting with children and families: Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.
· NAEYC 4b. Using developmentally effective approaches: Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children’s development and learning.
· NAEYC 4c. Understanding content knowledge in early education: Candidates understand the importance of each content area in young children’s learning. They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.
· NAEYC 4d. Building meaning curriculum: Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.
· NAEYC 5. Becoming a professional: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
1. Candidates will design, teach and evaluate an integrated unit, utilizing a variety of instructional strategies that take into account the developmental stage and needs of all students and the Massachusetts Curriculum Frameworks.
2. Candidates will show the ability to communicate (orally and in writing) with students, parents, community members, professional colleagues and other school personnel in a clear, understandable and sensitive manner.
3. Candidates will demonstrate the ability to reflect upon and self-evaluate lessons designed and taught by the candidate, and to use this reflection to improve practice.
4. Candidates will participate on faculty committees and in workshops, seminars and other professional growth activities, and will be encouraged to join professional organizations.
5. Candidates will demonstrate the ability to organize and manage a classroom so as to foster students’ creative and analytical thinking skills, deal equitably and responsibly with all learners and show awareness of cultural and learning differences.
6. Candidates will show evidence of having used multiple assessments, showing sensitivity to learning styles and the needs of all learners, guided by the understanding that assessment drives instruction. Candidates make informed decisions they use systematic observations, documentation, various effective assessment strategies (along with parent and team input) in a responsible way.
7. Candidates will take sole responsibility for an extended period of time – typically one week (two weeks for 15-week experience) for all aspects of the classroom, including designing activities/lessons, setting up a safe and stimulating environment, teaching, managing the classroom, and communicating with administration and parents.
8. Candidates will create a documentation packet (see requirements, separate page) illustrating and corroborating competence in the state-mandated areas of: subject matter knowledge, content matter of early education, communication skills, instructional practice, evaluation, problem solving, equity, and professionalism.
This field experience is designed to guide teaching candidates in the process of gradually taking full responsibility of a classroom through hands-on experience, mentoring and scaffolding by a cooperating practitioner, and regular observation and input by a college supervisor. The course gives the candidate the opportunity to utilize various instructional strategies intended to meet the needs of all learners. The candidate will practice teaching all components of the State Curriculum Frameworks in a developmentally appropriate manner. Included in the experience is the design and implementation of an integrated, thematic unit and the opportunity to use teacher feedback, video review, reflection and self-evaluation as tools to improve teaching. The topics of this course reflect the content of the prepracticum courses. This is the time when candidates select and employ the methodology and strategies modeled and practiced during the prepracticum to meet the needs of all learners in their classrooms.
Instructional Methods and Activities:
Observation of and mentoring by a cooperating practitioner
Planning, teaching, and self-evaluations.
Feedback and discussion with cooperating practitioner and supervisor.
Video taping and reflection.
Parent and colleague interaction (varies-letter, Parents’ night, student conferences, inservices, classroom volunteers).
Pre-Service Performance Assessment (PPA)
The Massachusetts Department of Education has developed a set of five standards for the practicum. Each standard has a number of indicators. Candidates must provide evidence for each indicator. This evidence will be reviewed by the cooperating practitioner and college supervisor and rated. Each of the five standards must receive at least a “meets the standard” for licensure (Form D).
Evaluation and Grading:
1. Competency Documentation packet and Key Assessments
Student Teaching Exit packet (all components represent practicum experiences)
See separate packet for description of tasks.
2. Pre-Service Performance Assessment (PPA)
Provide evidence for each item of the standards developed by the Massachusetts Department of Education
3. Effective Practices:
A variety of lessons observed: well planned, prepared and effectively taught, a minimum of five will be observed by the college supervisor. Candidates will take over sole teaching responsibilities for an extended period of time – typically one week of each placement.
4. Professional Growth:
Lessons and materials reflect the highest level of professionalism. Candidate has the professional ability to set goals, actualize outcome, and reflect on the process both independently and cooperatively.
5. Collaborative Efforts:
Work cooperatively with cooperating practitioner and supervisor, in planning, teaching and reflecting.Positive interactions with students, parents and staff members.
Active participation is expected in all seminars.
Self-evaluations and journals
Written observations by supervisor
Midterm evaluation and three-way conference (optional in 8-week placement)
Competency Documentation packet
Final evaluation, PPA at three-way conference
Grading Components Suggested Percentage toward Final Grade:
Assignment 1 (Documentation packet)........ 10-20%
Assignments 2 & 3 (Lessons and Professionalism) 60-80%
Assignment 4 (Collaboration)................... 10-20%
Policies are to be followed as stated in the Bridgewater State College Student Teaching Handbook; some areas emphasized are:
a. Act and dress professionally at all times
b. Arrive early and prepared for the day
c. In case of absence leave a message for your supervisor and notify your cooperating practitioner
d. Attendance at seminars is mandatory
Saphier and Gower, The Skillful Teacher, is strongly recommended. All prepracticum materials, notebooks, texts, etc. should be reviewed for instructional ideas and strategies. The Early Childhood Faculty selected their textbooks and materials with care. Use them as resources for weak areas and guidance for unit design. Remember the Massachusetts Curriculum Framework (always on the web) is another excellent resource.
1. Throughout the semester you should be reviewing these guidelines and the PPA and be gathering evidence of your experiences and competencies and keeping them in a WORKING Portfolio. This evidence will include artifacts (lessons, assessments, copies of student work), an analysis of student achievement, and reflections about the experiences you are having. At the end of the semester you will be writing reflections and SELECTING your BEST SUPPORTING EVIDENCE to prove your competency in each of the identified PPA categories, as well as additional categories identified by the National Association of Early Childhood Education (NAEYC) as critical components of early childhood competency. Remember; we are looking for quality, not quantity. Your evidence should represent your own work. However, it may include information gathered and/or implemented as part of a professional team.
2. Your documentation will be uploaded to Taskstream no later than the next-to-last week of student teaching (unless otherwise directed).
3. Narrative statement should be approximately 1-2 typed-pages in length using normal size type and margins (12 point font, 1” margins all around). Narratives should focus on presenting and interpreting the assembled evidence to make it clear to the reader how it meets standards of best practice in the category. All products should be viewed in light of developmental appropriateness.
Please keep in mind, the Student-Teaching Portfolio was not designed to serve as a "Job-Search" Portfolio. You should have a portfolio (one with some flash, i.e., resume, pictures, etc.) to bring to an interview. Please don’t assume that the structure used for the Student-Teaching Documentation is appropriate for that purpose.
Required Product List at a Glance
PPA Standard A – Plans Curriculum and Instruction
· Product A1 – Interdisciplinary Thematic Unit
· Product A2 – Lesson Planning (Varied Approaches)
· Product A3 – Reflection on Planned Curriculum and Instruction
PPA Standard B – Delivers Effective Instruction
· Product B1 – Video Reflections (2)
· Product B2 – Various Forms of Assessment
· Product B3 – Analysis of Student Learning
PPA Standard C – Manages Classroom Climate and Operation
· Product C1- Positive Classroom Climate and Operating Procedures
PPA Standard D – Promotes Equity
· Product D1 – Adapting for Differences
· Product D2 – Case Study: Modifying Instruction for a Child with Special Needs and/or an English Language Learner
PPA Standard E – Meets Professional Responsibilities
· Product E1 – Self-Assessment of Professional Dispositions
· Product E2 – Professional Activities, Memberships, and Events
· Product E3 – Family / Community Context
NAEYC Standard: Builds Families and Community Relationships
· Product NCATE1 – Family Connections
· Product NCATE2 – Community Resources
Summary of Portfolio Ratings
Plans Curriculum and Instruction
Delivers Effective Instruction
Manages Classroom Climate and Operation
Meets Professional Responsibilities
Builds Families and Community Relationships
Required Product A-2: Lesson Planning (Varied Approaches)
Provide 3 non-unit lesson plans which show varied instructional strategies (for example, cooperative learning activity, a technology oriented lesson, etc).
Required Product A-3: Reflection on Planned Instruction
Write a narrative explaining how evidence from your unit and supplementary lesson plans demonstrate your ability to design and implement developmentally appropriate curriculum within an environment that is healthy, respectful, supportive and challenging for young children. Highlight your implementation of varied instructional strategies and your ability to infuse content objectives into coherent, child-centered thematic instruction. Make sure your comments demonstrate your attention to the full range of development (physical, socio/emotional/cultural, linguistic, cognitive, and aesthetic).
Rubric for Evaluating Standard A (insert)
PPA Standard B – Delivers Effective Instruction
#1 Video or Audio Reflections
Thinking about Teaching and Learning
Components: Two videos are to be recorded during designated times in your student teaching experience. One is to be recorded within the first five weeks of your experience, the second is to be done during the instruction of your unit.
You are to reflect upon these two lessons by viewing the tape or listening to the audio and writing your thoughts down.
Use the following questions to guide this reflection.
The reflection/evidence includes most questions or components of the question. 2.The reflection/evidence supports the standard. 3.The reflection/evidence shows some insight and analysis of the required component
1.The reflection/evidence includes all questions or components of the question. 2.The reflection/evidence strongly supports the standard. 3.The reflection/evidence shows deep insight and analysis of the required component.
_____ 4-5 Target _____ 2-3 Acceptable _____ 0-1 Unacceptable
Provide samples of the various forms of assessment that you used. (e.g., open-ended questions and rubrics, observation checklists, teacher-made tests, running record, etc.). Of particular importance is to include assessments related to the stated major objectives of your Thematic Unit (Product A-1).
NOTE: PRODUCT NEEDS TO INCLUDE EVIDENCE FROM ASSESSMENTS OF IMPACT ON STUDENT LEARNING (i.e., changes in student knowledge, skills, and dispositions due to instruction).
Required Product B-3: Analysis of Student Learning
Write a narrative that discusses the evidence that your students learned from your teaching. Discuss how you used assessment to guide, modify and differentiate your instruction. Of particular importance is to discuss how the assessment done in the Thematic Unit (Product A-1) demonstrate achievement of the Unit’s stated objectives. Also discuss how you were able to maintain high standards and expectations.
Standard C – Manages Classroom Climate and Operation
Standard C: Candidate Manages Classroom Climate and Operation
1. Creates an environment that is conducive to learning.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant instructional time.
Product C1 – Positive Classroom Climate and Operating Procedures
Provide a description of your classroom design, ground rules, routines, scheduling and transitions, and classroom management strategies and reflect on how each contributes to a positive classroom climate and a focus on learning (provide evidence from your first placements)
Standard D – Promotes Equity
1. Encourages all students to believe that effort is a key to achievement.
2. Works to promote achievement by all students without exception.
3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.
Product D1. Adapting for Differences
Adapting for Differences – Document examples in your classroom and in your planned activities where you have accommodated individual backgrounds, interests, and skill levels, including adjustments for students with documented needs and those who are English Language Learners.
EC NCATE: Meeting the Needs of All Students
Task: You are going to write a case study on a child with a special need (or a child being considered for special education) or an English Language Learner.
1. With the assistance of your cooperating teacher, identify a child who has a special need (who has an IEP or a 504 Plan or who is currently being observed for possible referral) or is designated as an English Language Learner.
2. Describes the case-study child. Identify his/her strengths/weaknesses (learning styles, preferred multiple intelligences) Observe the child for a period of time – using various assessments, including anecdotal notes and using other kid-watching techniques.
3. Based on your findings, write a plan to differentiate / modify the instruction or to modify the environment to meet the needs of this student.
4. Implement modifications and continue to observe and continue to modify instruction and providing appropriate supports, if necessary. (Please respect child’s right to privacy by not using last name).
5. Write a narrative that describes the results of your modifications with the child. We are particularly interested in hearing about how you used assessment to continuously guide instruction and make on-going modifications for the child.
Standard: The candidates know about, understand, and modify instruction for children with special needs.
The reflection and the required project – “Case Study: Modifying Instruction for a Child with Special Needs and/or an English Language Learner” – will be reviewed holistically using this rubric.
Limited or ineffective use of assessments – i.e., lack of various types, bias assessments, unreliable or invalid assessments.
Minimal or no evidence that the candidate understands the use of assessments to guide instruction.
Minimal evidence that the candidate researched or worked with other resource personnel to design ways to modify instruction for the student.
Assessments and samples of student work are not provided.
Confidentiality of the student is broken.
The narrative and/or the case study are poorly organized and/or poorly written (i.e., containing numerous efforts – either factual or related to conventions of writing).
Evaluator has some concerns re: bias, reliability or validity – although not to the point of total ineffectiveness.
The candidate’s work demonstrates an understanding of the use of assessments to guide instruction.
The candidate’s work provides some evidence that he/she conducted research and/or worked with resource personnel to design ways to modify instruction for the student.
Limited number of assessments and few (or no) samples of student work are not provided.
Confidentiality of the student is maintained
The narrative and/or the case study are generally well organized and well written.
Effective use of assessments.
The candidate’s work demonstrates an understanding of the use of assessments to guide instruction.
The candidate’s work demonstrates that he/she researched or worked with resource personnel to design numerous effective ways to modify instruction for the student.
Assessments and samples of student work provided.
Confidentiality of the student is maintained.
The narrative and the case study are well designed and professionally produced.
Circle Rating: 5-Target 3-4-Acceptable 0- 2-Unacceptable
Standard E – Meets Professional Responsibilities
Standard E: Candidate Meets Professional Responsibilities
1. NAEYC 5. Becoming a professional: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
2. NAEYC – Becoming a professional: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
3. NAEYC 2. – Building family and community relationships: Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
4. NAEYC 4a – Connecting with children and families: Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.
5. DOE – Candidate draws on resources from colleagues, families, and the community to enhance learning.
6. Understands his or her legal and moral responsibilities.
7. Conveys knowledge of and enthusiasm for his/her academic discipline to students.
8. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
9. Collaborates with colleagues to improve instruction, assessment, and student achievement.
10. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.
11. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
12. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.
Product E2. Professional Activities, Memberships, and Events
Provide bulleted list of professional activities such as attending in-service workshop, taking an advocacy workshop in your community, joining a professional organization, etc. Your university supervisor may require documentation of these activities. Discuss how you have grown as a professional educator since entering the teacher preparation program. Reflect on what you have done along your path to becoming a professional educator and what future steps you plan.
Task: Write a narrative on the importance of the family in early childhood education. In your narrative, include references to things you did in your student teaching experience (ie parent teacher conferences, open house, etc. Provide evidence.
Professional Journals and Magazines
Candidates are encouraged to extract ideas from professional journals and how-to magazines. Some recommendations:
Primary Voices K-6
The Science Teacher
Social Studies Journal
Teaching Children Mathematics
Some “recipe“ magazines:
Mailbox (look for your grade level)
Children’s textbooks-The curriculum library contains a variety of children’s textbooks and instructor manuals. These are excellent resources for lesson content, age appropriateness and motivational ideas. In your unit design, look through as many as possible. Make a professional decision on what to include, the best instructional sequence and what instructional strategies should be employed to meet the needs of all learners.
Professional Books for resources:
Allen, Janet. Words, Words, Words, Teaching Vocabulary in
Grades 4-12 (1999)
Mallette, Marla and Shelley Hong Fu. Teaching Early Literacy: Development,
Assessment, and Instruction. (2004)
Bredekamp, Sue, and
Copple, Carol, Eds. Developmentally
Appropriate Practice in
Early Childhood Programs, Revised Edition (1997) NAEYC
Bronson, Martha. The Right Stuff for Children Birth to 8: Selecting Play Materials to Support Development, (1995) NAEYC
Cole, Ardith Davis When
Reading Begins: The Teacher’s Role In
Decoding, Comprehension and Fluency. (2004)
Cunningham, Patricia. Phonics They Use, (2001) HarperCollins.
Dickinson, David and Patton O. Tabors (Eds.).
Beginning Literacy with Language. (2001)
Derman-Sparks, Louise. Anti-Bias Curriculum: Tools for Empowering Young Children, (1989) NAEYC
Gorman, Jean Cheng. Working
With Challenging Parents of Students With Special Needs. (2004)
Jensen, Eric. Teaching with the Brain In Mind, (1998) ASCD Sovchik, Robert.
Katz, Lillian. Fostering Children’s Social Competence: The Teacher’s Role, (1997) NAEYC.
Koraleck, D. G. (Ed.) Young Children and Oral Language. (2003) NAEYC.
Lombardi, J. Time to Care: Redesigning Child Care to Promote Education, Support Families, and Build Communities. (2003) NAEYC
and Nancy Witherell. Fluency in Focus,
Comprehension Strategies for All Young Readers. (2004).
Smith, Miriam and
David Dickinson (2002) Early Language & Literacy Observation (ELLCO)
and Lesley Mandel Morrow. Beginning
Readers and Writers (2000)
Web sites given out or used in your prepracticum courses
http:// www.inspiring teacher. com
Dr. Marvelle’s homepage has an excellent resource for portfolio information (go through BSU’s homepage)
E-mail your supervisor for quick results, if you have a question concerning methodology, e-mail that professor see (first initial, last email@example.com) firstname.lastname@example.org
“The Growth of the Professional Educator” is the Conceptual Framework for all educator preparation programs in the College of Education and Allied Studies at Bridgewater State University. It articulates the mission, philosophy, and beliefs of our educational programs. The three major tenets of The Conceptual Framework, based on current and researched-based pedagogy, are: Effective Practice, Student Growth and Collaboration. The Conceptual Framework can be found in its entirety at http://www.bridgew.edu/CoED/Framework.cfm .
The Conceptual Framework also includes the dispositions that CEAS faculty expect from our teacher candidates. We expect that each candidate:
1. Exhibits sensitivity to community and cultural norms while recognizing individual differences and experiences.
2. Demonstrates a willingness to work with other professionals and members of the community to improve the overall learning environment for students.
3. Establishes a positive classroom climate and contributes to a positive school climate by engaging in appropriate professional and supportive practices for self and colleagues.
4. Appreciates and respects individuals and their rights to privacy and confidentially of information.
5. Provides fair and equitable access to all learners and exhibits personal integrity and ethical behaviors with all members of the learning community.
6. Nurtures all aspects of each student’s well being which may include cognitive, emotional, social and physical well being, as appropriate.
7. Plans, assesses, reflects and revises instruction based on needs and changing circumstances and social contexts.
8. Demonstrates thoughtful, effective verbal and nonverbal communication skills and responsive listening skills.
9. Evinces commitment to professional growth and enthusiasm for subjects taught and keeps abreast of new ideas and developments in the field.
10. Makes academic content meaningful by connecting it to students’ lives and communities.
IMMERSION (SEI) REQUIREMENT:As a result of the growth of English
Language Learners in the state of Massachusetts, all initial licensure
candidates are now required to complete state approved SEI training. To meet
this requirement, the College of Education and Allied Studies will assess
candidates for initial licensure (Teacher and other School-Related Personnel)
on state approved SEI Subject Matter Knowledge using the specific
indicators outlined by the Massachusetts Department of Elementary and Secondary
All candidates must complete, sign, and submit the SEI acknowledgement form to the Office of Educator Licensure with the application to the Professional Educator Program and or the Student Teaching Application.