INFORMATION
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PRE-PRACTICUM MANUAL,
EDUC 0220:
SCHOOLS IN AMERICAN CULTURE
Student Name: ___________________________________________
Dr. David Raker
(413) 572-5293
draker@westfield.ma.edu
Spring 2019
INFORMATION
for the
COOPERATING PRACTITIONER
and
PRE-PRACTICUM STUDENT
EDUC 220: Schools in American Culture at Westfield State University is a pre-practicum course that requires a minimum of 15 hours field-based work. Students will use this opportunity to establish their competencies for licensure. We appreciate the efforts of the supervising practitioners in assisting our students in developing these competencies.
Students are responsible for fulfilling the following responsibilities to the supervising practitioner and to the university:
Appear in the classroom at their scheduled times, neatly groomed and appropriately attired. If a student is ill, he/she must report the illness to the supervising practitioner and reschedule the visit.
A minimum of fifteen (15) clock hours must be spent in field-site classroom setting. All activities listed in the course outline portfolio must be completed regardless of the fifteen (15) hour minimum requirement. Individual student schedules are to be negotiated between the student and the cooperating practitioner.
During the field experience, students should keep detailed notes. The contents should include:
The date and time of each visit.
Activities engaged in for the day and a personal reaction to the types of activities in terms of their benefit to the student.
Activities which are assigned in the course outline.
All observation lessons.
All the completed forms of the activities required in the guide.
Comments by the student regarding their observations of children's learning behavior.
Comments on creative teaching, i.e., activities, bulletin board displays, learning center activities, etc.
Classroom management procedures which are positive and effective.
Supervising Practitioner's signature upon completion of hours.
The university makes the following suggestions to the supervising practitioner in this field experience:
12. This is one of the student's first education courses; therefore, we request that the pre-practicum student work with individual pupils and small groups if possible.
13. Students should attempt to observe and record their observations of lessons in various curriculum areas.
14. Students are required to complete the activities in the pre-practicum guide as assigned by the professor.
15. The Education Department would like to be informed of any problems that may occur during this field experience as soon as possible. The Education Department number is 413-572-5315.
STUDENTS AND SUPERVISING PRACTITIONERS ARE REQUESTED TO HEED THE CERTIFICATION STANDARDS LISTED IN THE PRE-PRACTICUM EXPERIENCES. IT IS EXPECTED THAT THE STUDENTS WILL DEMONSTRATE A DEGREE OF PROGRESS TOWARD ACHIEVING THE LICENSURE STANDARDS SO THAT BY THE TIME THEY HAVE COMPLETED THEIR PRACTICUM (STUDENT TEACHING), ALL THE DESIGNATED COMPETENCIES WILL HAVE BEEN ACQUIRED.
Schools In American Culture (EDUC 220) Dr. David Raker
• PRE-PRACTICUM FIELD-BASED EXPERIENCE SIGNATURE SHEET:
Spring 2019
Name of Student: _____________________________________________
College ID: _____________________________________________
Major (if no education concentration as part of major): ___________________
School(s) Visited _________________________________________ Grade(s): ____
& _________________________________________ Grade(s): ____ Addresses:
_________________________________________ Grade(s): ____
_________________________________________ Grade(s): ____
I attended field day events organized through WSU ο date:_______ ❏ date:_______
I am a DGCE student ο
Cooperating Practitioners: Print & Sign: Hours:
1. ____________________________________ 1. ____________
2. ____________________________________ 2. ____________
3. ____________________________________ 3. ____________
4. ____________________________________ 4. ____________
5. ____________________________________ 5. ____________
To be completed by the student:
A total of ____________ hours were completed in this pre-practicum. Attending two field day events is equivalent to 15 hours.
Student signature: __________________________
2. FIELD EXPERIENCE LOG SHEET
Every student is required to maintain a record of his/her experiences on this log form.
You will probably need to add additional pages. Please provide no more than 5-6 sentences for each day of activities.
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3. INTERVIEWS
For this exercise, you will interview at least one administrator, one teacher, and one student. Following are lists of questions that should help guide you through the interview process. In certain cases, some questions may not be applicable. Please state briefly why this was the case.
INTERVIEWING A SCHOOL ADMINISTRATOR
The purpose of this exercise is, while visiting a school campus, to interview one or more administrators, using the question format that follows. Appointments should be prearranged. Follow-up thank-you letters are in order. Share with your colleagues the results of your interviews.
1. Name and location of school:
2. Date of visitation
3. What is your administrative title? Your functions?
4. Where do you fit in the chain of command, and how did you get this job?
5. Is this your first administrative experience? How many years have you been working in the schools, and in what capacities?
6. What is your academic preparation? Were you adequately prepared to administer?
7. Is this where you intend to remain for your career?
8. What do you like most about your job? the least?
9. In what ways have federal & state mandates impacted your position and your school?
10. What advice can you give with respect to my own preparation to teach at this level?
INTERVIEWING AN ELEMENTARY SCHOOL TEACHER
For this exercise, you are to interview one or more elementary teachers, perhaps one who is new to the profession and one who has been in teaching for ten years or more. Use the following questions to guide the interview.
1. Why did you select teaching as a career?
2. Why are you teaching at this grade level?
3. What training did you have?
4. What advice in terms of preparation can you offer me?
5. What do you like most about teaching? the least?
6. In what ways have federal & state mandates impacted your position and your school?
7. What other specific advice do you have for those of us entering the profession?
INTERVIEWING A MIDDLE/JUNIOR HIGH SCHOOL TEACHER
For this exercise, you are to interview one (or more) middle/junior high school teacher(s). You may decide to interview a middle/junior high school teacher who is in his or her first year of teaching, or one who has been teaching for ten or more years. Use the following questions to guide the interview.
1. What subject(s) and grade levels do you teach?
2. Why are you teaching at this level?
3. What training did you have for teaching this subject and this grade?
4. How many years have you been teaching?
5. About how many hours a week do you spend on school-related matters?
6. What do you like 'most about teaching secondary school students? the least?
7. What advice can you give me with respect to my own preparation?
8. Is classroom management a problem for you? Why or why not?
9. In what ways have federal & state mandates impacted your position and your school?
10. Do you have any advice for me with respect to professional organizations?
11. What kinds of student teaching experience did you have? What advice would you give to student teachers?
INTERVIEWING A HIGH SCHOOL TEACHER
For this exercise, you are to interview one (or more) secondary school teacher(s). You may decide to interview a high school teacher who is in his or her first year of teaching, or one who has been teaching for ten or more years. Use the following questions to guide the interview.
1. What subject(s) and grade levels do you teach?
2. Why are you teaching at this level?
3. What training did you have for teaching this subject and this grade?
4. How many years have you been teaching?
5. About how many hours a week do you spend on school-related matters?
6. What do you like 'most about teaching secondary school students? the least?
7. What advice can you give me with respect to my own preparation?
8. Is classroom management a problem for you? Why or why not?
9. In what ways have federal & state mandates impacted your position and your school?
10. Do you have any advice for me with respect to professional organizations?
11. What kinds of student teaching experience did you have? What advice would you give to student teachers?
INTERVIEWING AN ELEMENTARY SCHOOL STUDENT
The purpose of this exercise is to visit an elementary school, and interview one or more students. Use the question format that follows. We suggest that you privately interview one student at a time.
1. Name and location of school:
2. Date of visitation:
3. What grade are you in?
4. Have you attended other schools? When and Where?
5. What do you like most about your teachers? the least?
6. What do you like most about other students? the least?
7. What do you like most about being at this school? the least?
8. What grade (or class) have you most enjoyed? Why?.
9. What grade (or class) have you most disliked? Why?
10. Is there anything else that you can add that would help me understand your experiences and feelings about being a student at this school?
INTERVIEWING A JUNIOR HIGH OR MIDDLE SCHOOL STUDENT
Instructions: The purpose of this exercise is to visit a junior high or -middle school campus and interview one or more students, using the question format that follows.
1. Name and location of school:
2. Date of visitation:
3. How old are you (optional)? male or female?
4. What do you like most about your teachers? the least?
5. What do you like most about other students? the least?
6. What do you like most about junior high (or middle) school life? the least?
7. What class have you most enjoyed? Why?
8. What class have you most disliked? -Why?
9. While in junior high (or middle) school, have you received academic or personal counseling? Can you describe the nature of that experience?
10. With what student activities have you been involved?
11. Is there anything else that you can add that would help me understand your experiences and feelings about being a high school student?
INTERVIEWING A HIGH SCHOOL STUDENT
Instructions: The purpose of this exercise is, while visiting a high school campus, to interview one or more students, using the question format that follows. Share with others the results of your interviews.
1. Name and location of school:
2. Date of Visitation:
3. How old are you (optional)? male or female?
4. What do you like most about your teachers? the least?
5. What do you like most about. other students? the least?
6. What do you like most about high school life? the least?
7. What class have you most enjoyed? Why?
8. What class have you most disliked? Why?
9. While in high school, have you received academic or personal counseling? Can you describe the nature and quality of that experience?
10. What are your career aspirations?
11. With what student activities have you been involved?
12. Is there anything else that you can add that would help me understand your experiences and feelings about. being a high school student?
4. A TEACHER'S DAILY TEACHING SCHEDULE
To familiarize yourself with the routine procedures of a teaching schedule, please record a typical daily schedule in the life of your cooperating practitioner.
|TIME of DAY |ACTIVITY |
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5. A TEACHERS WEEKLY WORK SCHEDULE
The educational purpose of this exercise is to assist you in furthering your understanding that teaching is a full-time job. One week in the life of a teacher can be safely divided into five categories: time spent on instructional activities; time spent in reading papers, time spent preparing lessons, and time spent generally readying for classes.
Try to predict how much of a Beginning Teacher's time is spent in each of the items listed in the chart that follows. Compare your estimate (column 1) with your cooperating practitioner's estimate (column 2). I understand that for some teachers, certain sub-categories may not apply. Do your best.
Estimated Number of Hours Spent
in One Seven-Day Week
(Column 1) (Column 2)
Student's Teacher's
A. Time spent in clerical and maintenance functions Estimate: Estimate:
1. attendance checking and reporting
2. preparation of budgets and schedules
3. ordering, using, and maintaining AV
materials and equipment
4. ordering, using, and maintaining textbooks,
curriculum materials and supplies
4a. other (specify)
B. Time spent advising, supervising, sponsoring
5. supervision of halls, cafeteria, assemblies..
6. supervision of homerooms and activity periods.....
7. supervision of intramural contests
8. advising and sponsoring plays, concerts,
and other events and productions..
9. advising and sponsoring student government
10. support of athletic program
(e.g., ticket taker, supervision, serving as scorer)
11. sponsoring and-arranging for guest speakers
and campus visitors
12. advising, guiding, and counseling of students..
13. chaperoning student dances and bus trips
C. Time spent in school-community activities
14. attendance-participation at PTA
15. attendance-participation in community events
16. supporting local bond issues
17. parent conferences
18. representing the school at social gatherings
19. establishing rapport with other adults
(e.g., administrators, teachers, paraprofessionals)
20. other (specify)
D. Time spent in professional activities
21. school and district-wide committee work
22. continued study and development in your field
23. support of professional associations-local, state, and national
24 other (specify)
E. Time spent in instructional activities
25. preparation and implementation of daily instruction....
26. reading and grading student work
27. preparing classroom
28. giving time for individual students outside of regular class time
TOTALS: ________ ________
An approximate average is 52 hours per week. How do your averages compare?
6. EXAMINING TEACHER INSTRUCTIONAL PLANS
6A. The purpose of this exercise is to closely examine a written instructional plan (lesson plan) created by your cooperating teacher. Please describe what is included in the plan in the space provided and a brief evaluation. Also, please inform the cooperating teacher that the purpose of the review is not to judge the plan, but rather to observe the scope of inclusions and the way the plan is organized.
• Remember this exercise focuses on the written lesson plan, not an actual lesson.
6B. If your cooperating teacher does not use a lesson plan, please explain why and provide your opinion on the subject.
6C. (Include if you answer 6A or 6B), Please tell me if you feel that a new teacher should be required to make and use written lesson plans and why.
7. OBSERVING A TEACHING LESSON
The purpose of this lesson is to observe and think carefully about learning environments. While observing a lesson, please identify how the following seven categories are expressed by the teacher. You may use the space provided under comments to take your notes. Please type these notes out in paragraph form including comments that reflect each of the sub-categories before handing in the final pre-practicum manual. Please make sure you detail your answers.
Teacher: Grade: Students: Minutes:
Date: Lesson Topic:
A. LEARNING ENVIRONMENT COMMENTS
1. Presence:
a. The teacher displays a sense of self-confidence
in the classroom.
b. The teacher is businesslike and authoritative
in the conduct of the class.
c. The teacher consistently monitors the
progress of the students.
2. Organization:
a. The teacher presents a lesson that has a clear,
logical structure.
b. The teacher is well organized throughout the lesson.
c. The teacher has available well-prepared or
well-chosen materials for students.
3. Clarity:
a. The teacher speaks in a clear, easily understood voice.
b. The teacher tells the students what is expected of them.
c. The teacher gives clear and easily understood
feedback to students.
d. The teacher's directions to students are clear and
easily understood.
4. Enthusiasm:
a. The teacher makes the lesson interesting.
b. The teacher seems to enjoy the lesson.
c. The teacher displays a personal interest in the lesson.
d. The teacher displays a sense of humor in a
positive manner.
5. Student Dignity:
a. The teacher provides a good support of
student dignity.
6. Academic Learning Time:
a. The majority of the students are engaged in learning
tasks which are related to goals and objectives
from the curriculum.
7. Discipline:
a. The majority of the students are responsible for
their behavior.
b. The teacher's management of the students is
clearly established.
c. The teacher consistently monitors the behavior
of the students.
8. Other:
8. CLASSROOM ORGANIZATION
Draw a diagram of the classroom physical arrangement.
Does this organizational structure contribute to the learning of students and permit the teacher to effectively interact with all students?
Are small groups ever used for instruction?
What factors are used to group students (i.e. teacher determination, student choice, etc.)?
9. SCHOOL-WIDE GROUPING PATTERNS BASED ON ABILITY (TRACKING)
Does the school attempt to group students based on ability?
(This is different from Mainstreaming, i.e. college track vs. non-college track or advanced vs. regular or Bluebird reading group vs. Redbird reading group)
• If yes, all subjects? Why/ Why Not?
What rationale is given for grouping practices?
7. If only in certain subjects, why?
10. INCLUSION (Mainstreaming)
Respond to the following questions after discussing with one of your cooperating practitioners:
How many children have been mainstreamed into this classroom?
What special needs do these students have? (Be sure to protect students’ privacy.)
How has the teacher adapted instruction to meet the needs of these students?
11. SCHOOL GOVERNANCE
Find out the names of members of the School Board or Committee in your home community. (You may substitute a school you are visiting if that is more convenient.)
How often does the school board meet?
How are members elected and what is the length of their term?
If possible, discover what kinds of issues they have voted on recently.
12. CURRICULUM MATERIALS
Make a list of curriculum materials used by students in the class. Even if books or other materials are not used on the of visitation, look carefully around the room for examples. Also be sure to note the publication dates.
Provide a short analysis of these materials.
17. Do they support the variety of learners represented in the classroom?
• Students with special needs? (how so?) provide examples
• Students representing various cultural backgrounds? (how so?) provide examples
o Are multiple perspectives and experiences reflected? how?
• Are issues of power/privilege and social justice acknowledged and addressed in content?
13. PHILOSOPHY STATEMENT
Please write a statement that reflects your educational philosophy. You might include information about why you think education is important, what the focus of education should be, who should have access, why students succeed/don’t succeed, what types of educational environments we should provide for young people, how we should evaluate student work, and who should determine classroom curriculum. Remember, there is no right answer here, this is your opinion. Think carefully before completing this section.
14. PRE-PRACTICUM REFLECTION
Please take some time to reflect on your observations in school and describe what you learned during this pre-practicum experience.
15. APPENDIX
Please include copies of your letters of appreciation to each cooperating practitioner or staff person who assisted you in collecting information for this manual.
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