Block IV Non-Final Integrated Field Experience

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Block IV Non-Final Integrated Field Experience
EEC 4942, EDE 4942, EEX 4942; ESE 4942 (MAE 4942, SSE 4941, SCE 4941)

General Expectations of the Teacher Education Team

The cooperating teacher, university supervisor, and the teacher candidate are all a part of the teacher education team.  Be sure to dialogue about the progress being made and give suggestions for improvement.  Team members are expected to work towards the goals on the Florida Performance Measurement System evaluation form and the Educator Accomplished Practices.  At any time, the university supervisor, cooperating teacher, or candidate may request a conference with all three in attendance.

Effective communication with members of the teacher education team is vital for a successful field experience.  Converse among the other members, ask for concrete examples, and be specific when discussing needs. Open interaction and communication allow for a strong learning experience and are the means by which the teacher education team will work most effectively.  Expect that communication is necessary for building a foundation of common ideas, assumptions, expectations, and of personal and professional needs.

Text Required: The First Days of School: How to be an Effective Teacher by Harry K. Wong and Rosemary Tripi Wong.

Field Experience Schedule:  Teacher candidates are in the classroom three contact hours on Tuesdays and Thursdays mornings and all day on Wednesdays. 

Evaluation: Evaluation forms are due from the cooperating teacher and the university supervisor. 

University Supervisor
Phone Email
Cooperating Teacher Email

Course Purpose:

This course provides the opportunity to apply and refine what is learned in university classes.  More specifically, it is an opportunity to integrate knowledge of child development, teacher behavior, Educator Accomplished Practices, Sunshine State and Goal Three Standards and the Florida Performance Measurement System, in teaching skills, in making classroom decisions, and in thinking reflectively about decisions.

Important Dates

Teacher Candidate Orientation

Tuesday or Wednesday
August 25th or 26th, 2009
Alico Arena
We will notify you which date to attend.

Thursday, August 27 2009
Visit field experience classroom

Tuesday, September 1st First official day in field experience classroom

Monday, October 12th Philosophy Paper Seminar in SU 213

Thursday, November 19th  Last official day in field experience classroom

Tuesday, November 24th Mandatory Block 4 Debriefing 9 a.m. – Noon, SU Ballroom A & B

Thursday, December 3rd Evaluations due for integrated field candidates

COURSE OBJECTIVES

The student will demonstrate specific knowledge and skills to be applied in:

1. daily and weekly planning to foster student learning.
2. the management of student conduct and the learning environment.
3. instructional organization and development.
4. the satisfactory presentation of writing skills and verbal and nonverbal communication.
5. assessing student performance and monitoring student achievement and reporting progress.
6. designing developmentally appropriate learning experiences.
7. developing and modifying lesson plans for a contemporary curriculum to meet the developmental needs of students.
8. using a variety of instructional strategies to accommodate the needs of diverse learners.
9. using technology proficiently in the classroom.
10. an ethos that celebrates diversity within the classroom.
11. behavior that reflects positive professional and personal characteristics, including life-long learning.

Seminar Schedule:   Small group seminars vary in time and place.  Attendance is mandatory.  Your supervisor will schedule 2 seminars with you.  Your meeting at orientation will be your first seminar.  If extenuating circumstances occur and a seminar is missed, a contract must be developed with the University Supervisor or the FGCU coordinator to acquire the knowledge shared in the missed seminar.  Failure to do so affects the final grade.

Evaluation Due Dates:  Evaluation forms are due from the cooperating teacher and the university supervisor on Thursday, Dec. 3rd. Once the evaluation is completed, your cooperating teacher or university supervisor will review the evaluation document with you and have you sign it.  You will be given a copy of the evaluation and a copy will be kept on file at FGCU.  The grading policy for assessment and evaluation forms is based upon behavior and expectations over the semester.  You will be evaluated on applicable ESOL standards throughout the field experience.  This ESOL evaluation will continue in your Block 5 field experience, if needed.  You will be given a copy of the ESOL evaluation and a copy will be on file at FGCU also.  If all ESOL standards are not met, the evaluation form will be re-evaluated during Block 5.  Copies of both evaluation forms are attached to this syllabus.  You will also be evaluated on professional dispositions.  A copy of this document can be obtained from the course disk.

Assignments:

1. Lesson plans
   Overview:  Every lesson must have a lesson plan for the lesson you intend to teach.  It is our intent that you teach as much as possible.  You will be required to plan and teach a MINIMUM of 3 lessons per week.  However, expect to increase the production of your lesson plans toward the end of the semester.  Purposes of lesson plans include opportunities to select, write and sequence learning objectives that are appropriate for the learner; to develop knowledge of the curriculum; to analyze diagnostic results to determine and utilize content needs; to implement a variety of appropriate teaching and learning strategies; to formulate and implement integrated lesson plans; to use a variety of appropriate instructional and media materials when presenting lessons; and to assist in creating an atmosphere in the classroom which fosters inquiry, independence and creativity.  Lesson plans must reflect the inclusion of relevant Sunshine State and Goal Three Standards, and ESOL strategies. You will need to submit one well written lesson plan that includes ESOL strategies and a reflection by the end of the field experience on Live Text to the program coordinator.
   Due date:  Plans are due weekly to the cooperating teacher and must be approved prior to teaching from them. University Supervisor is to receive the lesson plans also.  The Supervisor will determine when lessons are to be submitted to him/her.
   Criteria for assessment:  Completeness, appropriate methodology, appropriate materials, and based on student learning outcomes and student needs.  Plans must be submitted each week and available when teaching.  Failure to submit weekly lesson plans is cause for an unsatisfactory final grade and removal from the field experience.
2. Philosophy/Belief Statement
   Overview:  The purpose of this assignment is to help formulate beliefs about teaching and learning and thoughtfully present that philosophy.  Reflecting upon your various classes and field experiences in the College of Education, the candidate will develop a personal philosophy as an educator. The finished product must be typed and be two to three double spaced pages in essay or analogy format, one-to two pages if in poetry format.  This assignment will be submitted on Live text to the program coordinator for evaluation. It is due by end of the field experience. Criteria for assessment: Assessment information available at http://coe.fgcu.edu/internship/. Satisfactory assessment necessary for satisfactory final grade.
3. Video
   Overview: The videotape project will focus on assessing your content presentation and teaching performance.  This project includes a videotape of 30 minutes or one full lesson, a written evaluation of your video lesson and a copy of your lesson plan.  The written evaluation must be completed on computer and should be approximately 3 pages long. The written evaluation includes three components:  strengths, areas of needed growth, suggestions to improve the lesson. You will need to submit the written reflection paper on Live Text to the program coordinator by the end of the semester. Criteria for assessment: Assessment information available at http://coe.fgcu.edu/internship/. Satisfactory assessment necessary for satisfactory final grade.
4. Reflective Journal
   Overview:  The reflective process is to help make better sense of the information at hand, and to guide and direct learning in an appropriate way.  The reflective journal is to encourage one to view teaching and learning problems from different perspectives.  The purpose of the journal is to analyze situations and events happening within the classroom that you either observe or in which you are a participant.  This is an opportunity to select and analyze a specific event.  You are asked to write one that is a culminating reflection of the internship experience. That entry will need to be submitted on Live Text to the program coordinator by the end of the field experience. You may choose the topics of the other three entries. First, provide a Description that contains who, what, where, when and/or how – all required.  Second, the Analysis is a breakdown of your situation into parts that describe the strengths and weaknesses.  Third, Planning, how does this influence you as candidate, what strategy (ies) for change would you plan for and implement.
   Due date: A total of 4 entries over the semester.  Must be available for supervisor when he/she visits classroom.  Should be kept in binder with lesson plans.
   Criteria for assessment: Assessment information available at http://coe.fgcu.edu/internship/. Satisfactory assessment necessary for satisfactory final grade.
5. Directed Observations
   During your first two weeks in the classroom, you are to focus on ONE of the topics below each day and carefully observe what you notice in the classroom related to that topic.  That is, you will have notes on 7 different topics at the end of your first two weeks.  Keep specific notes on what you see and hear from both the teacher and student perspective.  At the top of each page note the date of observation and the topic you are focusing on for that day.  These observation notes are due to your supervisor at your first small group seminar.
   • Physical environment of the classroom. You might want to include a sketch of the room, charts, bulletin board ideas, etc.
   • Classroom management and classroom management plan (write the plan down):  How does the teacher manage behavior, routines, and procedures?
   • Questioning strategies used by the teacher
   • Teacher’s body language
   • Transitions to lunch room, playground, specials, end of activities, end of lesson, etc.
   • Teacher-student communication such as re-directing student behavior, praise, etc.
   • School Safety Plan

Assessment of Final Grade: S or U
All assignments have a due date. (See university supervisor for extenuating circumstances). Unexcused absences will result in an unsatisfactory grade. Communication with members of the teacher education team is required and necessary for a satisfactory grade. Failure to communicate with members of the teacher educator team may result in an unsatisfactory grade.  An incomplete grade is given only in extenuating circumstances with prior written documentation. The final grade is determined in consultation with the cooperating teacher, the university supervisor, and the Faculty Representative for Block 4, if necessary.  Responsibility for reward of the final grade rests with the Faculty Representative for Block 4. Passing the FTCE is necessary for graduation. 

1. All assignments must be submitted on time. Unsatisfactory assessment on an assignment results in an unsatisfactory grade. 
   • Weekly lesson plans 
   • Philosophy/belief statement
   • Video
   • Reflective journal
   • Directed observations
2. The four assignments listed must be entered on Live text by the end of the field experience and shared with the program coordinator:
   • Video reflective paper
   • Lesson plan with ESOL strategies and reflection
   • Culminating journal topic
   • Philosophy paper
3. Classroom performance must be demonstrated at a satisfactory level.  Satisfactory classroom performance includes:
   • Lesson plans approved by the cooperating teacher prior to presentation.
   • The university supervisor and the cooperating teacher satisfactory evaluation of lesson plans and presentations.
   • Lesson plans signed and dated by the cooperating teacher on the appropriate date prior to the lesson presentation.
   • Lesson plans are maintained in a 3 ring binder.
4. Attendance and participation at all seminars small and whole are mandatory.  Absences must have an approved contract. 
5. Punctual and consistent attendance within the classroom.  Absences from classroom teaching experiences must be rescheduled and attended.
6. Satisfactory teaching evaluations from the university supervisor and the cooperating teacher.
7. Communication skills, verbal and non-verbal, must be evaluated as satisfactory.
8. All teacher materials returned.

Academic Behavior Standards and Academic Dishonesty

All students are expected to demonstrate honesty in their academic pursuits. The university policies regarding issues of honesty can be found in the FGCU Student Guidebook under the Student Code of Conduct and Policies and Procedures sections.  All students are expected to study this document which outlines their responsibilities and consequences for violations of the policy.   The FGCU Student Guidebook is available online at http://studentservices.fgcu.edu/judicialaffairs/new.html

Disability Accommodations Services

Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the university’s guiding principles, will provide classroom and academic accommodations to students with documented disabilities. If you need to request an accommodation in this class due to a disability, or you suspect that your academic performance is affected by a disability, please contact the Office of Adaptive Services. The Office of Adaptive Services is located in Howard Hall 137. The phone number is 239-590-7956 or TTY 239-590-7930

Student Observance of Religious Holidays

All students at Florida Gulf Coast University have a right to expect that the University will reasonably accommodate their religious observances, practices, and beliefs.  Students, upon prior notification to their instructors, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith. Students shall be permitted a reasonable amount of time to make up the material or activities covered in their absence. Students shall not be penalized due to absence from class or other scheduled academic activity because of religious observances. Where practicable, major examinations, major assignments, and University ceremonies will not be scheduled on a major religious holy day. A student who is to be excused from class for a religious observance is not required to provide a second party certification of the reason for the absence.

A link to General Counsel Policies: http://www.fgcu.edu/generalcounsel/policies-view.asp

GENERAL EXPECTATIONS FOR BLOCK 4 OR INTEGRATED FIELD EXPERIENCE CANDIDATES

Students assume the learner role for a twelve-week field experience, three days per week.  The integrated field experience candidate may be placed in two different classrooms.  The dual assignment provides students with experience in two school settings and provides opportunity for observation of two different teaching models.  It is through the non-final integrated field candidateship experience that candidates receive opportunities to synthesize course content and to demonstrate behaviors specified in the Educator Accomplished Practices and the Florida Performance Measurement System.

Roles of the Non Final Candidate:

• CANDIDATES ARE LEARNERS:  The integrated field experience candidate is expected to assume greater responsibility for instruction and classroom organization.  It is suggested that the increase in responsibility occur gradually.  The candidate is learning how to plan and implement lessons with increasing independence.  Meeting these responsibilities requires careful and extensive planning. 
• CANDIDATES ARE COMMUNICATORS:  Candidates must learn to communicate effectively with all involved in the teaching and learning process to discuss and problem-solve concerns, and express learning needs.
• Attendance
  • Be punctual and reliable.  
  • Meet with the cooperating teacher and university supervisor to discuss expectations.
  • Block 4 candidates must make up absences during their block 4 field experience on unassigned times.  If illness or an emergency should require an absence for any period of time, block 4 candidates must inform the teacher educator team as soon as possible. 
  • Attend seminars. 
• Assignments
  • Submit weekly lesson plans for the upcoming week to the cooperating teacher at least one school day prior to the expected implementation of the plans.  Lesson plans follow the College of Education format.  Have lesson plans available for visits by the university supervisor and building administrators.
  • The block 4 candidate is responsible for implementing three types of lessons: a tutorial for a child needing individual assistance and learning; a small on-going group in one area of the curriculum; and a whole group lessons. 
  • Participate in the development and completion of the field experience assessment forms.
  • Complete the Individual Development Plan if deemed necessary.
  • Be prepared.
• Maintain professional ethics by adhering to the Code of Ethics and the Professional Conduct of the Education Profession in Florida.
  • The attire and grooming of candidates should conform to accepted practices of the school.
  • At all times, confidentiality is expected when dealing with student information.
  • Candidates should abide by the regulations and rules of the school and school district in which s/he is placed.  Review the school procedures and policies with the candidate.

GENERAL EXPECTATIONS FOR COOPERATING TEACHERS

Cooperating teachers must have the Clinical Educator Training and at least three years of successful teaching experience.  The role of the Cooperating Teacher is one of the most critical components in the entire teacher preparation process.  Guiding candidates takes exceptional skill, sensitivity to the needs of the beginning teacher, and insights into the process of developing competence for teaching. Therefore, the cooperating teachers must have the Clinical Educator Training and at least three years of successful experience.

1. Roles of the Cooperating Teacher:
   • Demonstrate lessons as needed.
   • Develop a semester plan for the candidate to gradually assume responsibility for teaching and the orderly return of the class to the teacher at the close of the experience.
   • Confer often with the university supervisor.
   • Inform the university supervisor in a timely manner of any problems that arise.
   • Regularly observe and provide oral and written, informal and formal feedback. 
   • Hold regular conferences with the candidate to include specific feedback, suggestions, and specific praise.
   • Complete the Interim and Final Evaluation forms and confer with the university supervisor and candidate. (Assessing Educational Standards is the final evaluation form used for the final field experience).
   • Provide documentation for high maintenance candidates.
   • Return completed Candidate Participation Certificates and Contracts to the university supervisor.
2. Expectations of the cooperating teacher:
   • Orient the candidate to the school/classroom by explaining:
     • General philosophy of the school, the building policies, and procedures.
     • Organization of the school day.
     • Use of cumulative and other school records.
     • Curriculum and classroom management procedures and practices for which the candidate will be responsible.
     • Services available within the school.
   • Supervise the DAILY activities of the candidate:
     • Expect detailed and functional lesson plans (College of Education format which includes the Sunshine State Standards, Goal Three Standards, and ESOL strategies).
     • Examine lesson plans for the upcoming week (two days prior to expected implementation of plans).
     • Provide feedback regarding the use of classroom management techniques and organization skills.
     • Confer frequently on essential elements or techniques keeping in mind the formative process and positive reinforcement.
     • Give specific suggestions for flexibility in planning; accepting a different teaching style or technique than your own.
   • Model the Educator Accomplished Practices for the candidates.
     • Advise the candidate on professional behavior.
     • Develop a warm and friendly supportive atmosphere.
   • Assess the candidate by the following indicators:
     • Lesson plans.
       • Confer regularly.
       • Quality of the observations.
       • Interim and Final Evaluation forms.

Suggested Schedule for the Block IV Non Final Integrated Field Experience-

The following sequences of developmental activities are to be used as guidelines for the candidate’s first and second placement.  Candidates and the teacher education team may adjust or modify the suggested plan according to the needs of the candidate.

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