EE497: Student Teacher
Supervision-
Pre-School
Contents
Course
Description, Rationale, and Outcomes
Texts, Suggested
Readings, and Resources
Competency
Based Documentation Packet and PPA
Course
Description, Rationale, and Outcomes
Supervised
student teaching experience in a preschool setting with children, infancy
through age five. Emphasis on
development, implementation and evaluation of innovative preschool
programs. The student participates in a
total program, five days a week for eight weeks in either a day care center,
nursery school or Head Start program.
Course Description
An
eight or fifteen week field experience at the PK-2 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.
Course Rationale
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.
The
Massachusetts Curriculum Frameworks provide a common guide for
The
faculty of the Early Childhood program encourage candidates to use technology
as a learning tool and teaching tool during their prepracticum
experiences. The
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 Standards
·
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.
Specific
Outcomes:
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.
Course Topics
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.
Journal
writing.
Video taping and reflection.
Seminars.
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:
Assignments:
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.
6.
Seminars:
Active participation is expected in all seminars.
Methods
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%
Course Policies
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
Texts
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.
Student Teaching Competency
Documentation Packet Guidelines
(Revised 5/11)
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
(1-5)
CATEGORY RATING
|
Plans Curriculum
and Instruction |
|
|
Delivers
Effective Instruction |
|
|
Manages
Classroom Climate and Operation |
|
|
Promotes
Equity |
|
|
Meets
Professional Responsibilities |
|
|
Builds
Families and Community Relationships |
|
|
OVERALL
RATING |
|
PPA Standard A – Plans Curriculum and
Instruction
Required Product A-1: Interdisciplinary Thematic Unit
Provide evidence that you have designed and taught a
unit (a collection of lessons – approximately 5-10 lessons -- that integrates
multiple content domains under a single theme.
The Unit should be presented in such a way to demonstrate your
pedagogical content knowledge, which consists of your in-depth, accurate
understanding of both: (a) the content that you are teaching and (b) how to
design child-centered, developmentally appropriate curriculum. This Unit should have between 3-5 major
objectives (connected to the Massachusetts Frameworks).
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
|
Product B-3
#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.
1.
Discuss the components of your lesson, the
sequence such as the approach, procedures, culmination, and adaptations. Were
any pieces stronger than others? Explain your thinking.
- Discuss
your management and teaching style. Focus on movements and actions you
notice most, distractions caused by
yourself or the class, and the need for points of clarification.
- Do
you notice any portions of the lesson that could have been shorter or
longer? Do you see any places in the lesson that needed clarification? Are
there any areas in which the preparation should have been different?
- Think
about the learning of your students.
Can you assess through this video that progress has been made? Where your adaptations successful? Should you have done something
differently to meet the needs of all learners?
- Were
you equitable in the management of the class and students? Did you call on one gender more than the
other? Did you elicit answers from
the same students or did you have a high level of participation?
- In
your overall opinion what do you see as the strength of the video?
- After
viewing each video, write one or two goals for yourself.
Video
Reflections
Scoring Rubric
|
Unacceptable 0-1 |
Acceptable 2-3
|
Target 4-5 |
Rating |
||
|
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. |
/5 |
TOTAL: /5
_____ 4-5 Target
_____ 2-3 Acceptable _____ 0-1 Unacceptable
Required
Product B-2: Various Forms of
Assessment
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.
Required Products
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)
RUBRIC?
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.
INSERT RUBRIC
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.
Directions:
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.
Scoring Rubric
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.
|
Unacceptable 0-1 |
Acceptable 2-3 |
Target 4 |
||
|
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.
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 E1. Self-Assessment of Professional Dispositions – complete
disposition form and upload your
rating for placements 1 and 2.
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.
Product E3:
-- Family / Community
Context Essay
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.
Suggested Readings
Professional Journals and
Magazines
Candidates are encouraged to
extract ideas from professional journals and how-to magazines. Some recommendations:
The
Language Arts
Primary Voices K-6
Young Children
The Science Teacher
Social Studies Journal
Teaching Children
Mathematics
Some “recipe“ magazines:
The Instructor
Mailbox (look for your grade level)
Learning
Books
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)
Barone,
Diane, 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
Prescott-Griffin, ML
and Nancy Witherell. Fluency in Focus,
Comprehension Strategies for All Young Readers. (2004).
Smith, Miriam and
David Dickinson (2002) Early Language & Literacy Observation (ELLCO)
Toolkit.
Strickland, Dorothy
and Lesley Mandel Morrow. Beginning
Readers and Writers (2000)
Technology resources:
Web sites given out or used in your prepracticum
courses
http:// www.inspiring teacher. com
http:// www.readinglady.com
Dr. Marvelle’s homepage has an excellent
resource for portfolio information (go through BSU’s homepage)
www.inspiringteachers.com
E-mail your supervisor for quick results, if you have a question
concerning methodology, e-mail that professor see (first initial, last
name@bridgew.edu) i.e.--nwitherell@bridgew.edu
“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.
SHELTERED ENGLISH
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
Education.
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.