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California State University San Marcos Single Subject Credential Program

California State University San Marcos Single Subject Credential Program. Clinical Practice TRAINING teacher candidates

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California State University San Marcos Single Subject Credential Program

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  1. California State University San MarcosSingle Subject Credential Program Clinical Practice TRAINING teacher candidates Objective: Teacher candidates will be able to identify and name requirements for clinical practice I and TPE’s by answering questions and finding appropriate pages and forms on the Clinical Practice Handbook website

  2. CP Training Agenda • Overview of Clinical Practice and settings • Review Calendar • TPE review and activity (TPEP) • TPA review and reminders • PD review and reminders • Candidate participation schedule • Co-teaching Reminders • Lesson Planning & Bloom’s Taxonomy = Meaningful Repitition ;} • Questions?

  3. Focus on Clinical Practice • (NCATE) 2010 report, Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers • “To prepare effective teachers for 21st century classrooms… to shift away from a norm which emphasizes academic preparation and coursework loosely linked to school-based experiences… and to move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses.” • *To allow candidates a full experience you begin Clinical Practice on the first day of teacher inservice at your schoolsite • *Candidates are on site 4 days per week following the school site calendar • *The co-teaching model is used in all settings

  4. Clinical Practice I EDSS 571 – 6 unit course • Syllabus will be posted by August 25, 2014 • J Rich is CP lead: you will be assigned a University Supervisor • CP I Calendar and assignments (your email) • Preview of forms • http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

  5. 3 High stakes requirements • Required by the state of California before recommendation can be made: • TPE - Teacher Performance Expectations (15 + 1) – must meet by end of year; TPE Portfolio = TPEP • TPA - Teacher Performance Assessments (4 tasks)– must score a 3 or 4 on all tasks • PD - Professional Dispositions – must participate in the process and receive a 2 or 3 • TaskStream Codes: • Name: SS Candidate Assessment 2014-2015 • Self-Enrollment Code: SS1415 • Name: SS Candidate TPE Portfolio 2014-2015 • Self-Enrollment Code: SSPortfolio1415

  6. TPE’s • #1 Think/write/pair/share (TWPS): • Think about one of your favorite teachers—write down 5-10 things that made them so memorable/good/great (3 min) • Turn to a partner: share(5 min) • #2 With your partner: • List 5-10 things you need to know/be able to do to be a ‘successful’ teacher (3 min)– group share (5 min) Novel Ideas only • #3 With your partner: • List 5-10 things you need to know/be able to do to ensure the success of your students (3 min) – group share (5 min) Novel Ideas only

  7. Connecting to TPE’s • #4 With a NEW partner: • Look at the TPE list provided • Using your previous lists, match them up with the appropriate TPE • Add ideas for any TPE you missed or need additional information (5 min) • Group share (3 min) • #5 As a group: • Discuss: What is an artifact? What is evidence? (5 min) • Review: TPE Portfolio Examples & Information • Teacher Performance Expectation Supports and Rubric

  8. Caltpa • With a NEW partner: Find the TPA information through the CSUSM website • Browse the links (briefly-5 min) • Calendar the due dates for Fall!! • A more in-depth discussion will be held in core classes and on CP check in days

  9. Professional Dispositions • Find the link on the Clinical Practice Handbook Forms page • The process will be completed through EDSS 511 and your will receive on-going information about PD • *remember—we are looking for evidence/behaviors/actions

  10. Candidate schedule • 2 periods of one content class: e.g. English 9, Algebra, US history • Follow the co-teaching model – gradually participating more in planning and instruction • 1 period assigned to assist in SEI, special ed, ELD, AVID, CAHSEE prep, etc. wherever there is a site need • Assist only – co-teaching not expected • 3 periods for planning, University work • (50% of the 6 period day assigned) • Attend all meetings and teacher required events – e.g. • Back to School Night, supervision duty, chaperoning

  11. Roles In Clinical Practice (in brief) • University Supervisor • Mentor and coach • 4 formal observations (1 planning, 3 teaching) • Prepares final documents • On-Site Liaison • Mentor and coach • Site contact, sounding board, help in problem solving, reflection guide, etc. • Plans opening and closing meetings and meets weekly with TCs • Cooperating Teacher • Daily role model and mentor • Collaborates in co-planning and teaching • Guides reflective conversations, offering formal and informal feedback

  12. Lesson Planning – Bonnie Mendenhall • Lesson Planning Graphic • Bloom’s Taxonomy

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