Student Teaching Notebook

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Student Teaching Notebook

• Ms. Staci Fuqua, Director
• Education Student Services
• UT Martin

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Student Teaching Notebook

• Develop a notebook containing a collection of
  materials that will serve as documentation of
  experiences and activities provided for student
  learners by you, the classroom teacher. Use this
  page as the Table of Contents/first page of the
  Student Teaching Notebook.
• Place items in the order below and separate with
  tabs. You may be able to duplicate some of the
  evidence below for your portfolio.
• Initial each section as you complete it.
• The US will initial each section as he or she
  assesses the Notebook.

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Table of Contents
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State Curriculum Standards for Each Placement

• Include standards for both placements and for
  each subject area.
• http//www.tennessee.gov/education/curriculum.shtm
  l
• You may put these in a separate notebook.

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I. Student Teachers Classroom and Discipline
Policies

• Include policies for each placement (they may be
  your CTs policies).
• Include a written reflection of each placement.

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Reflection Papers (throughout notebook)

• Reflection Paper
• 300-700 Words
• Brief but detailed summary of observation
• Include
• Analysis and evaluation of lesson
• What are possibilities for application (What can
  you use, what went well, what will you do
  differently, etc.?)

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Weekly Email Reflections

•  
• Students must email U.S. each week by Saturday
  at 9pm. Responses to questions with less than
  300 words are not acceptable. This is meant to
  be an exercise in sharing your thoughts so you
  can improve from week to week. Please address
  the following questions each week. Be
  descriptive!
•  
• 1. What did you learn about yourself this week?
• 2. What things could you have done differently?
• 3. What are your struggles or concerns?
• 4. What have been positive highlights this week?
• 5. What are your goals for next week?

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Weekly Schedule

• As a means of helping your university supervisor
  in planning tentative visiting schedules, you are
  asked to assist in this task by submitting a
  Weekly Schedule periodically during the student
  teaching experience. Each Thursday evening, you
  are expected to email in a schedule for the next
  complete week (Monday-Friday). Sample schedules
  plus blank forms are available at www.utm.edu/ess
  (student teaching forms). Be sure to mark each
  activity as to the extent of your responsibility.
• O means you are observing, a passive onlook
• P means participating, but without the
  ultimate responsibility
• T means you are teaching, or have the
  responsibility.
• If you are giving tests or for some reason the
  class will not meet (assembly program, pep rally,
  etc.), please denote on the schedule. If there
  are special activities or problems that need to
  be brought to the attention of your university
  supervisor, use the space designated comments and
  activities.
•  
• Email Weekly Schedule to your university
  supervisor-
• Deadline every Thursday by 9pm.
•  
• Completion of the Weekly Schedule is one of
  several written reports that you are asked to
  submit to your university supervisor. These
  reports enable the university supervisor to offer
  needed guidance, determine progress, give
  assistance, and enrich your student teaching
  where needed. Also, it gives some indication of
  your ability to cope with routine reports and
  your facility with written English. Both of the
  items are often asked about if recommendations
  are requested by school systems.

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II. Daily Lesson Plans for University Supervisor

• Twelve Total Lesson Plans in the required format.
  Sample is provided.
• One for the day before, the day of, and the day
  after each evaluation by the US. This must be
  provide to the US prior to the lesson being
  taught.
• 3 lesson plans (as above) X 2 observations per
  placement 6 per placement.
• TOTAL of 12

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SAMPLE DAILY LESSON PLAN

• A new Weekly Lesson Plan format is being
  adopted for spring 11. This is very similar to
  the examples listed on the web but in a condensed
  version.
• (NOTE Show example document)
• A sample form and example is located on our
  webpage (http//www.utm.edu/departments/cebs/_pdf/
  Sample_Lesson_Plan.pdf ) Additionally, I will
  post an explanation for each section of the
  lesson plan for clarification.
• Available Tuesday of
  this week!
• We may briefly discuss on Tuesday during the
  Question and Answers session so everyone has a
  clear understanding.

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Lesson Plans

• Lesson plans are required for EACH day you are
  teaching. That means you will have many more
  than the 12 required for your formal
  observations. (Place in VII. Other Lesson Plans)
• PreK-3 and K-6 majors will have to complete the
  lesson plan form for EACH subject you teach.
  This will take a considerable amount of planning.
  
• Secondary and K-12 majors will have to complete
  lesson plans EACH day but because they are not
  teaching ALL subjects so they will have less than
  the PreK-3 and K-6 majors.

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III. US Evaluation Forms
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IV. Reflecting Information Record

• One for each evaluation by the US
• 2 per placement x 2 placements 4 total
• Complete the Reflecting Information Record while
  the US completes his or her evaluation form. If
  time permits, US should discuss the results of
  the evaluation immediately after the evaluation
  is completed.

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Reflecting Information Record

• (TO BE COMPLETED BY STUDENT TEACHER)
• Beginning teachers undergo a challenging
  transition from study to professional practice.
  They assume total responsibility for classroom
  instruction, management and motivation of
  students, assessment, interaction with parents,
  and understanding of total school operation.
  Preparation of teachers as continuous learners is
  characterized by skills in becoming reflective
  and analytical about their behavior and
  surroundings, instruction and outcomes, combined
  with development of capabilities to make informed
  and intelligent decisions. Reflection in teaching
  is an important theme in teacher education and,
  however central to practice, must be consciously
  fostered and practiced.
• STUDENT TEACHER
• OBSERVATION NO
• DATE
• Student teacher completes this form for each
  scheduled formal observation however, the
  University Supervisor and the Student Teacher are
  to discuss the contents of this form.
• 1. As you reflect on the lesson, how did it
  actually unfold as compared to what you had
  anticipated happening as you did your planning?
  IIIC
• 2. Provide the data/information that you have
  used to determine your students progress toward
  this lessons goals. Include individual and group
  information. IIIA and IIIC
• 3. How will you use your students performance
  today as you envision the next step for these
  students in learning? IIIC and Planning Domain
• 4. If you were to teach this lesson again to
  these students, what changes would you make? IIIC
• 5. As you reflect over this lesson, what ideas or
  insights are you discovering about your teaching?
  IIIC
• Sample of form is located at http//www.utm.edu/de
  partments/cebs/_pdf/Reflecting_Info.pdf

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V. CT Lesson Plans

• Include the lesson plan for the official
  observation by each CT. Use the same format you
  used for evaluation by the US. (1 per placement).
• Remember This means you must provide a lesson
  plan for the day before, the day of, and the day
  after prior to teaching the lesson.

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VI. CT Evaluations

• Include a copy of the CT evaluation forms (2).
• Include a reflection paper for each of these (2).
• Include walk-through observation forms or notes
  from your CT.

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VI. Cooperating Teacher Evaluation Forms
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VII. Other Lesson Plans

• Include any lesson plans you prepare during
  student teaching.
• You must use the required lesson plan format.
• Supervisors will spot-check your notebook for
  these when they observe you.
• You can NEVER use a plan book in lieu of the
  formal lesson plan format. You do not have
  enough experience teaching for this to work.

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VIII. Unit Plan

• Unit Plan (1)-Must be taught!
• Only one, not one per placement
• Coordinate with CT and US for approval of
  subject/topic.
• If you are an Integrated Studies major, select
  the subject of your choice.
• If you are a SPED major, you will construct an
  IEP (with assistance from CT and US) to meet the
  unit plan requirement.

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Sample Unit Plan
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Sample Unit Block Plan
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IX. Observation Checklists and Reflections (8
total)

• Two per CT (x 2 placements 4)
• Two of other teachers per placement (x 2
  placements 4)
• Please complete the following checklist each time
  you observe a teacher. Write a reflection of
  each observation.
• Forms are located at http//www.utm.edu/department
  s/cebs/_pdf/STObservation_Checklist.pdf

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Observation Checklist

• The S.T. will check (yes or no) what best
  describes the teacher and the lesson during the
  observation
• Written lesson plan
• Developmentally appropriate learning activities
• Lesson plan aligned with TN Curriculum Standards
• Research-based teaching strategies
• Appropriate use of classroom technology
• Standard oral English
• Standard written English
• Knowledge of subject matter
• Various strategies for motivation and enrichment
• Involving all learners, including diverse
  populations and
• struggling students
• Monitoring and adjusting instruction
• Students work displayed
• Effective seating arrangement
• Enthusiasm
• Clear explanations and directions
• Appropriate dress
• Relating well with students

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X. Professional Development Activities (Four
total)

• Include at least one from a school placement.
• You may use up to three from Student Teaching
  Orientation and Mid-Semester Seminar. The Smart
  Board assignment from orientation and Career Fair
  are required.
• Evidence and reflection paper plus caption if you
  also use for portfolio.

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XI. Interviews

• Two per placement
• Use our form as a guide for questions, but you
  may ask other questions as well.
• Write a summary and response for each interview.
  Follow requirements for reflection papers.
• http//www.utm.edu/departments/cebs/_pdf/Interview
  s.pdf

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Questions to Guide Interviews

• Administrators
• 1. Who are they?
• 2. What are their chief duties?
• 3. What is the responsibility of the teacher to
  them?
• School Plant
• 1. What is the general physical lay-out?
• 2. What playground and gymnasium facilities
  exist?
• 3. What office facilities are available?
• 4. How is the cafeteria operated?
• 5. For what purposes is the auditorium used?
• 6. Is there a teachers lounge?
• Equipment and Materials
• 1. What provisions are made for textbooks?
• 2. What audio-visual equipment is available?
• 3. How do teachers obtain materials and supplies?
  
• Curriculum
• 1. What courses are offered?
• 2. What courses are required?
• 3. What are the requirements for graduation?

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Questions to Guide Interviews, continued

• Grading and Reporting
• 1. How are grades determined?
• 2. How are reports made to parents? How often?
• 3. What provisions are made for parent-teacher
  conferences?
• Health Service
• 1. What examinations are given? How often?
• 2. What is the relation to social agencies and
  city-county health department?
• 3. What provisions are made for illness or
  accidents at school?
• Student Government
• 1. What activities exist?
• 2. How are they organized?
• 3. How many participate?
• 4. What is their relationship to the school
  program?
• 5. How are these activities financed?
• Extracurricular Activities
• 1. What activities exist?
• 2. How are they organized?
• 3. How many participate?

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XII. Student Teacher Sign-In

• Sign in for every day you are present during the
  student teaching semester.
• For days when you are absent or not at school for
  any reason, write the reason instead of your
  signature.
• Have your CT sign on the appropriate line.
• Place this document in your Student Teaching
  Notebook (XII.-Daily Sign-In Sheet).

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Student Teacher Sign-In

• SAMPLE- Current term sign-in sheet is available
  on the website.
• Spring 2010
• DIRECTIONS Sign in below for each day of student
  teaching and/or seminar. Please indicate holidays
  and breaks on the Signature line. Also, do not
  sign on days when you are absent instead,
  indicate Absent on the signature line. Your CT
  must also sign before you submit to your
  University Supervisor at the end of each
  placement.
• Date (2010) Signature
• 1/11 (Orientation) _______________________________
  ____
• 1/12 (Orientation) _______________________________
  ____
• 1/13 (Orientation) _______________________________
  ____
• 1/14 (Orientation) _______________________________
  ____
• 1/15 ___________________________________
• 1/19 (1st Placement) _____________________________
  ______
• 1/20 ___________________________________
• 1/21 ___________________________________
• 1/22 ___________________________________
• 1/25 ___________________________________
• 1/26 ___________________________________
• 1/27 ___________________________________
• 1/28 ___________________________________
• 1/29 ___________________________________
• 2/1 ___________________________________

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Sign-In, continued

• 2/8 ___________________________________
• 2/9 ___________________________________
• 2/10 ___________________________________
• 2/11 ___________________________________
• 2/12 ___________________________________
• 2/15 ___________________________________
• 2/16 ___________________________________
• 2/17 ___________________________________
• 2/18 ___________________________________
• 2/19 ___________________________________
• 2/22 ___________________________________
• 2/23 ___________________________________
• 2/24 ___________________________________
• 2/25 ___________________________________
• 2/26 ___________________________________
• 3/1 ___________________________________
• 3/2 ___________________________________
• 3/3 ___________________________________
• 3/4 ___________________________________

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Other Forms

• Information Form
• Calendars
• First and Second Placement Forms
• Student Teacher Responsibilities
• University Supervisor Evaluation
• Cooperating Teacher Evaluation

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Evaluation of Notebook

• Accuracy
• Completion
• Submitted by date due (tba by US)
• Satisfactory completion of the Student Teaching
  Notebook is required before the US can assign
  grades for student teaching.
• Helpful Hint Do not wait until end of term to
  begin notebook. Put items in notebook on at
  least a weekly basis.

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Notebook Rubric

• A revised Student Teaching Notebook Rubric will
  be posted on the website by the end of the week.
  
• Please replace current rubric (if printed) as
  requirements have been revised.