Strategies for Successful Student Teaching

Description

• 2011 INTASC Standards integrated into every chapter, ensuring that teacher prep meets national standards.
• Updated PLAN pages that offer tips for classroom planning.
• CONNECT pages now offer a range of resources for further learning and building relationships with parents and communities.
• ACTivities are linked to key questions designed to help students focus on practice in areas where they need more support.
• REFLECT and SET GOALS pages conclude each chapter, offering final reflections, testing knowledge, and suggesting artifacts to include in a teaching portfolio.

A one-of-a-kind guide for student teachers!

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom is a must-have resource for all student teachers. Providing a step-by-step guide that deftly leads teacher candidates through the student teaching process from their last day as a student to their first day as a teacher, it combines classroom prep activities, teaching plans, and opportunities for reflection to ensure that every teacher gets the most out of the student teaching experience and comes away ready and eager to lead their students’ journeys through education. With the help of this practical and activity-based guide, teacher candidates will successfully transition from students to educators, prepared with the skills and practice necessary to lead a classroom, manage student behavior, plan lessons and units, prepare for interviews, achieve professional positions, and continually learn.

What’s New?

• 2011 INTASC Standards integrated into every chapter, ensuring that teacher prep meets national standards.
• Updated PLAN pages that offer tips for classroom planning.
• CONNECT pages now offer a range of resources for further learning and building relationships with parents and communities.
• ACTivities are linked to key questions designed to help students focus on practice in areas where they need more support.
• REFLECT and SET GOALS pages conclude each chapter, offering final reflections, testing knowledge, and suggesting artifacts to include in a teaching portfolio.

A one-of-a-kind guide for student teachers!

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom is a must-have resource for all student teachers. Providing a step-by-step guide that deftly leads teacher candidates through the student teaching process from their last day as a student to their first day as a teacher, it combines classroom prep activities, teaching plans, and opportunities for reflection to ensure that every teacher gets the most out of the student teaching experience and comes away ready and eager to lead their students’ journeys through education. With the help of this practical and activity-based guide, teacher candidates will successfully transition from students to educators, prepared with the skills and practice necessary to lead a classroom, manage student behavior, plan lessons and units, prepare for interviews, achieve professional positions, and continually learn.

Carol Pelletier Radford

is the Program Director for a Transition to Teaching federal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts—Dartmouth. She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperating

teacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books: Techniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers. For the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools.

Visiit carolpelletierradford.com to learn more.

Contents

Preface: What’s New in this Edition?

A letter to you a future teacher – Becoming a Transformational Teacher

Section 1 Beginning Your Journey Into Teaching

Chapter 1 – Transition from college student to teacher

Maintaining Your Balance:Guiding Principles for Becoming a Teacher

PLAN, CONNECT, ACT, REFLECT and SET GOALS!

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 1

1. What are my beliefs and experiences related to teaching and learning?

2. How do I know I am prepared to Teach?

3. How has the university prepared me?

4. What will be expected of me?

Professional Standards

CONNECT People/Readings & Resources/Technology

ACT – Think about, talk about, write about, learn about teaching

Activity 1.1 Beliefs: Why did I choose teaching?

Activity 1.2 Beliefs: What do I believe about teaching and learning?

Activity 1.3 Readiness: What do I bring to the experience?

Activity 1.4 Readiness: Am I ready?

Activity 1.5 Readiness: Advice from former student teachers

Activity 1.6 Preparation: Linking theory to practice

Activity 1.7 Preparation: Guidelines for teacher preparation

Activity 1.8 Expectations: Professional Ethics During Student Teaching

Activity 1.9 Expectations: How Does the Law Relate to Me?

Activity 1.10 Expectations: Professionalism

Activity 1.11 Expectations: Professional Boundaries with Students

Activity 1.12 Success: Seven Steps to Success

REFLECT and SET GOALS

Chapter 2 – Learning About the Context of Teaching

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 2

1. What do I need to know about the school, the district, and the community to success in my practicum?

2. How will I introduce myself to the cooperating teacher, the students, and the parents?

3. How can I use observation and interview tools to capture teaching and learning experiences?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT -Think about, talk about, write about, learn about teaching

Activity 2.1 Learning: Learning About My School: Creating a Profile

Activity 2.2 Learning: Getting to Know the Community and District

Activity 2.3 Learning: First Impressions: Meeting the Cooperating Teacher

Activity 2.4 Learning: Creating a Survival Packet

Activity 2.5 Learning: Learning the Language of Schools

Activity 2.6 Learning: Interviewing Students

Activity 2.7 Introducing: Introducing Myself to the Students

Activity 2.8 Introducing: Introducing Myself to the Parents

Activity 2.9 Observing Tool: Teacher Observation: The Big Picture

Activity 2.10 Observing Tool: Teacher Observation: Visible Learning

Activity 2.11 Observing Tool: Teacher Observation: Class Structure

Activity 2.12 Observing Tool: Teacher Observation: Lesson Plan Objectives

Activity 2.13 Interviewing Tool: Teacher Interview: Rationale for the Lesson

Activity 2.14 Observing Tool: Student Observation: Creating a Case Study

Activity 2.15 Observing Tool: Student Observation: Whole Class Dynamics

Activity 2.16 Observing Tool: Student Observation: Small Group Dynamics

REFLECT and SET GOALS

Chapter 3 – Learning to Teach

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 3

1. How will the triad support me?

2. How will supervision help me learn how to teach?

3. What is reflection and how will I use it to forward my teaching?

4. How will I document my learning using evidence?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT- Think about, talk about, write about, learn about teaching

Activity 3.1 Triad: My Expectations for Student Teaching

Activity 3.2 Triad: Triad Roles and Responsibilities

Activity 3.3 Triad: Sample Agenda for a Triad Meeting

Activity 3.4 Supervision: Being Observed

Activity 3.5 Supervision: Receiving Feedback

Activity 3.6 Supervision: Written Feedback from Cooperating Teacher

Activity 3.7 Supervision: Observable Behaviors

Activity 3.8 Supervision: Micro Teaching and Co-Teaching

Activity 3.9 Reflection: Self Assessment of Lesson

Activity 3.10 Reflection: Bubble Reflection: Student Teacher

Activity 3.11 Reflection: Bubble Reflection: Cooperating Teacher

Activity 3.12 Reflection: Bubble Reflection: University Supervisor

Activity 3.13 Reflection: Reflective Journal Guidelines

Activity 3.14 Reflection: Problems to Possibilities

Activity 3.15 Documentation: Audio

Activity 3.16 Documentation: Video

Activity 3.17 Documentation: Participatory Action Research

Activity 3.18 Documentation: Teaching Portfolio

Activity 3.19 Evaluation: Standards for Success

Activity 3.20 Evaluation: Rubrics for Demonstrating Teaching

REFLECT and SET GOALS

Section 2 – Demonstrating Your Teaching Skills – Becoming a Highly Qualified Teacher

Chapter 4 – Classroom Management: Creating a Positive Learning Environment

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 4

1. What are the attitudes, dispositions and beliefs of caring teachers?

2. How do effective teachers manage their classrooms using space, routines, rewards, and time management?

3. How do I create an environment that promotes leaning and positive social interaction for all students?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT – Think about, talk about, write about, learn about teaching

Activity 4.1 Disposition: Respect for All Students

Activity 4.2 Disposition: Classrooms for Social Justice

Activity 4.3 Disposition: Culturally Sensitive Teachers

Activity 4.4 Space: What does the classroom look like?

Activity 4.5 Space: Visible Learning

Activity 4.6 Space: How Space Impacts Learners

Activity 4.7 Routines: What are routines?

Activity 4.8 Routines: Routines and Learning Time

Activity 4.9 Rewards: Why use rewards?

Activity 4.10 Time: Time Management Works

Activity 4.11 Students: Creating a Community of Learners

Activity 4.12 Students: Using a Sociogram

Activity 4.13 Students: Contracts and Agreements

Activity 4.14 Students: Welcoming a New Student

Activity 4.15 Students: Students as Leaders

REFLECT and SET GOALS

Chapter 5 – Classroom Management: How Do Effective Teachers Promote Appropriate Behavior?

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 5

1. How do behavior management theories, research, and writing inform practice?

2. How do effective teachers promote positive behavior?

3. How do effective teachers get help for students in need?

4. How can teacher research resolve classroom management challenges?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT – Think about, talk about, write about, learn about teaching

Activity 5.1 Inform: Research that Matters

Activity 5.2 Inform: Policies and Procedures at Your School

Activity 5.3 Prevent: Avoiding Common Classroom Problems

Activity 5.4 Prevent: Identifying Challenges for Teachers

Activity 5.5 Research: Classroom Misbehaviors Observation Process

Activity 5.6 Research: Collecting Data on Student Behaviors

Activity 5.7 Research: Interviewing Students

Activity 5.8 Research: Problems to Possibilities for Management

Activity 5.9 Needs: Stop and Think Before Disciplining

Activity 5.10 Needs: Communicating With Parents

Activity 5.11 Needs: When to Go for Additional Help

REFLECT and SET GOALS

Chapter 6 – Assessing, Documenting, and Communicating Student Progress

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 6

1. How do effective teachers assess and evaluate Student progress?

2. How do effective teachers record and document student progress?

3. How do effective teachers communicate progress to students and parents?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT- Think about, talk about, write about, learn about teaching

Activity 6.1 Assess: Standards- How Are Students Evaluated?

Activity 6.2 Assess: Classroom Assessment- A Developmental Continuum

Activity 6.3 Assess: Linking Lesson Planning and Assessment

Activity 6.4 Assess: Tapping to Prior Knowledge

Activity 6.5 Assess: How Do Teachers Measure Student Learning?

Activity 6.6 Assess: What should all students know and be able to do?

Activity 6.7 Assess: Rubrics and Standards

Activity 6.8 Assess: Assessments for Diverse Learners

Activity 6.9 Assess: Self Assessments

Activity 6.10 Record: Grade Books and Other Systems

Activity 6.11 Record: Student Portfolios

Activity 6.12 Communicate: Strategies for Student Communication

Activity 6.13 Communicate: Parents and Guardians

REFLECT and SET GOALS

Chapter 7 – Instructional Strategies for Diverse Learners

Discussing Professional Standards

Quality Conversations to Enhance Student Learning

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 7

1. How do effective teachers engage students from diverse populations?

2. How do effective teachers differentiate my instruction?

3. How do effective teachers modify for special needs students?

4. How do effective teachers empower my students to take responsibility for their learning?

Professional Standards

A one-of-a-kind guide for student teachers!

 

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom is a must-have resource for all student teachers. Providing a step-by-step guide that deftly leads teacher candidates through the student teaching process from their last day as a student to their first day as a teacher, it combines classroom prep activities, teaching plans, and opportunities for reflection to ensure that every teacher gets the most out of the student teaching experience and comes away ready and eager to lead their students’ journeys through education. With the help of this practical and activity-based guide, teacher candidates will successfully transition from students to educators, prepared with the skills and practice necessary to lead a classroom, manage student behavior, plan lessons and units, prepare for interviews, achieve professional positions, and continually learn.