EdSe 3206: Secondary Apprenticeship Schedule:

Week 1 (1/23) :  What kind of instructor do you want to be?  How can we use this semester to better prepare you for student teaching?
(9E Understand the role of reflection and self-assessment on continual learning.)

1. Creating SMART goals and Improvement Plans Re-read Charlotte Danielson’s Enhancing Professional Practice.  Create a goal aligned with one of the domains. Build on success and/or failure.  One aspect of your goal must include diverse learners.
2. E-portfolio – you will have a written description of each of the 10 NTASC standards and at least one piece of evidence for each by week 9. A rubric will be used to evaluate your portfolio
               Examine Student Teacher Portfolio Checklist           
               Let’s look at each of the 10 standards on the net
3. How do you choose evidence against a standard?

Week 2 (1/30):  Legal issues and Leadership – What do teachers need to know about the law? 

(10C Understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect)
(10E. Understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning)
(10L. Understand mandatory reporting laws)

Review Minnesota Code of Ethics
Learning the rules- Research mandatory reporting and legal issues in the school environment

Bring a Laptop Computer if you have one!

For next week, research your legal topic and write 2 pages on how that topic could affect your teaching. Be ready to tell the class about your topic. Also, please read over the MN Code of Ethics and be able to descibe how your topic relates.

Professional Day:  8:30-11:00 Kirby Ballroom – Friday, February 1
Receive apprenticeship placement
Begin communication with cooperating teacher – Ask teacher what content will be covered during weeks 10-14?  
            10 hours must be completed before week 9
            50 hours must be completed during weeks 10, 11, 13, and 114

Week 3 (2/6):  Legal issues and Leadership – What do teachers need to know about the law? 
(10C Understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect)
(10E. Understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning)
(10L. Understand mandatory reporting laws)

Powerpoint presentations on legal issues

Project Groups:

1. Silent Epidemic

2. Intervention Strategies and Ten Stratagies

3. Case Studies

For next week please bring a lesson you taught to middle school kids. In moodle, explain how you would modify this lesson for a high school audience and why.

Week  4 (2/13):  Teaching secondary students – What are the components of a great lesson?
(2A Understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning)
(2G Use a student’s thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening, and responding to group interaction, and eliciting oral, written, and other samples of student thinking.) 
(5G Understand how participation supports commitment)
           

Student Profile: In a group you will study transcriptions of interviews with students that have dropped out of Denfeld High School. You will code it and look for trends. Then you will compare what you find with the Gates article. Your group will prepare a five minute presentation for the class. We will present our findings to the Duluth Public School Board. Due week 7.

For next week, become an expert on your coding technique. Develop a coding system. Appy the coding system to the interview.

Homework: Read Chapter 19 of A Tribe Apart: Doing High School the Old-Fasioned Way by Patricia Hersch on electronic reserve at library.
           

           
Assignment #2 due SMART Goal and Improvement Plan
Assignment #3 due Copy of Apprenticeship Schedule (spread sheet)

Week 5 (2/20):  Why are students failing?  Where are schools failing? 

Discuss coding systems. Begin the next 4 interviews

Homework: Code all interviews. Draw some conclusions. Be ready to talk about them.

Week 6 (2/27):  Is the lesson working?  Monitoring and Adjusting
(4I Monitor and Adjust in response to learner feedback)
(7H  ….systematically adjust plans to meet student needs and enhance learning)

Pulling data from the interviews.

Type up your findings. Be ready to present to distirict administrators.

How did you change your middle school lesson?  (look at standards 2A, 2G, 5G)
How do you evaluate a lesson? – Taking UBD to the next level – Julia’s rubric
Dissect a UBD lesson as a class

Rigor and Relevance

Assignment #4:  Write a UBD lesson plan for a lesson based on the content that will be covered in the classroom during your apprenticeship. Post on Moodle.

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Week 7 (3/5):  Assessment (8F, 8J, 8H)
(8F Use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities.)
(8H Use assessment data and other information about student experiences, leaning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and leaning strategies.)
(8J Evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of work.)
          Can students do what you are asking them to do?

Discuss Assignments 5-10

Week 8 (3/12):  Fostering Healthy Peer Relationships
(5I Establish peer relationships to promote learning)
(5P Develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and leaning.)

How’s your UBD?- peer review   Where can this lesson break down?  How can we monitor and adjust specifically to this lesson?  How are you assessing throughout the lesson

Read chapter 3 of A Tribe Apart: High School is for Making Memories and Chapter 4: The Positive is Negative, on electronic reserve at library.

Assignment #4 due –
a.  Turn in the UBD lesson plan for a lesson based on the content that will be covered in the classroom during your apprenticeship. 
b.  Turn in the middle school lesson from last semester and written description of how you would modify it for high school students

UMD Spring Break March 17-23

Week 9 (3/26):  Preparing for the Apprenticeship Experience

Assignment #9 part I due – After completing the first 10 hours of your apprenticeship, reflect on the following questions:  What do you see going on?  How are students interacting in positive and negative ways?  Are lessons being taught effectively?  What assessments are being used?

Portfolio Peer Review Portfolio check list

Check out these resumes: 1 2 3 4 5 7

Week 10 and 11 (March 31-April 11)  In schools

         Moodle discussion groups and topics will be assigned

Week 12 Making High Schools a place for all students (Back at UMD)

Weeks 13 and 14 (April 21-May 2))  In schools

Consider writing a thank-you note and/or purchasing a small gift for your cooperating teacher.

Week 15 (12/10 and 12/12)  Review of Lesson Plan and Student Work:  assessing and reflecting  (We will meet Monday and Wednesday this week)
(7H Evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.)
Monday:  Assignment #5 due:  Your portfolio must be completed and e-portfolio peer review

Wednesday:  Assignment 6 is due.  Assignment 7 will be completed in class.  Assessing student work, Reflecting on evaluation, and Complete Improvement Plans

Finals Week (December 17-21):  Exit Interviews
            Assignments 8 and 9 are due.
         
Assessments:
Assignment #1  Student Presentation on Legal Issues (25 pts)
Assignment #2  SMART Goal and Improvement Plan (25 pts)
Assignment #3  Copy of Apprenticeship Schedule (10 pts)
Assignment #4  UBD Lesson (25 pts)
Assignment #5  Student Profile (50 pts)
Assignment #6 e-porfolio (25 pts)
Assignment #7 Two UBD Lesson plans taught in schools (50 pts)
Assignment #8 Apprenticeship Assignments and Reflections – (25 pts) Please post on Moodle
Assignment #9 Cooperating teacher and self-evaluation – documentation of time (50 pts)

Exit Interview – Every student must complete an exit interview during week 15 or finals week to pass the class.

EdSe 3206- Apprenticeship Field Placement Syllabus

Class meeting times:
3206-001  8-8:50 Wednesdays weeks 1-10 and 15 and Monday of week 15
3206-002  1-1:50 Wednesdays weeks 1-10 and 15 and Monday of week 15
Professional Day 8:30-11:00 on September 15

Instructor Information:
Instructor :  Michael Gabler
Office and Phone – 107 Montague Hall (218) 726-7718 
email mgabler@d.umn.edu

Course description:
This course provides pre-service teachers a second opportunity for application of the knowledge and skills learned in methods coursework through placement in a high school setting.  Under the guidance of a cooperating teacher pre-service teachers are expected to apply knowledge and skills learned in university education classes. The initial sessions of the semester will consist of classroom time spent on professionalism, observation techniques, teaching philosophy, and reflective journaling.  The time spent in the field experience classroom will involve observation, teaching, being observed, and reflective journaling.  Teacher education candidates will begin to demonstrate mastery of content area and pedagogy.  Fifty hours of actual field experience are required.

Course overview:
The goal of this course is to prepare pre-service teachers to be professional educators who reflect on good and best practices, self-evaluate, and self-direct.  The course begins with review of EdEd 3205 self-improvement plans and reviewing concepts of curriculum, assessment and instruction relative to the “real world” of the teacher and the student.  The majority of work for the course will take the form of reflections, postings, and responses to assigned observation topics.  Candidates will be asked to seek out relationships, seek out pathways to individual improvement and to seek opportunities to watch the system in action as a gatherer of information.  This course will prepare candidates for student teaching by actively asking them to gather practical applications of what they are learning in their coursework.

Required text:
Enhancing Professional Practice: A Framework for Teaching, by Charlotte Danielson
Principals of Instruction:

 
Course Outcomes:
During, or upon completion of this course, you will demonstrate the following abilities, which are aligned with the following Interstate New Teacher Assessment and Support Consortium (INTASC) principles:

Dispositions:
This course will help you develop and strengthen the following dispositions:
Attendance/Puntuality
Collegiality
Reflective response to feedback/supervision
Desire to improve teaching performance
Reliability/dependability
Interaction with students/peers/teachers/others
Professional ethics and demeanor
Self-initiative/independence

Course Requirements/Expectations

1. Attendance is mandatory for the scheduled university class time.
2. Complete and turn in all assignments on assigned dates.  Due dates are listed in the class schedule and assignments page.  Late assignments will be given a reduced graded of 10% off each day.  No assignments will be accepted after the third day it is late.  However all posts on WebX  are absolutely due on the dates given – no exceptions.  The posts will close on the date listed on WebX.
3. Participate in web crossing discussions as assigned.
4. Document field experience class time.
5. Plan, teach and evaluate a minimum of 2 lessons requiring student work; collect student work samples
6. Create, implement, and review an individual improvement plan
7. Evaluate student work according to established protocol.
8. Check your e-mail for announcements and updates.  There may be changes made through the course

IMPORTANT:
I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS, TO INFORM ME, SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.