Student Teaching Group

This is where we are

1. We have identified how to proceed i.e. formatting and procedures. Yeah.
2. We have disaggregated INTASC principles 1-6 into desired candidate behaviors or performance indicators for standards 1-6
3. A completed standard for your perusal.

Things to do: Next Time

1. Codify language delineates between Unacceptable and Distinguished levels for performance indicators for principles 1-5. See example
2. Develop performance indicators of for INTASC principles 7-10.
3. Codify language delineates between Unacceptable and Distinguished levels for performance indicators for principles 1-5.

Please email me if you have any comments or input on the format or content. Thanks.

Student Teaching Group

Student teaching at FSUClaudia, Jeenie, Jo Ann, Louise, Barb, Cheri, Steve

1. Statement about Student Teaching at FSU

We believe that student teaching experience at FSU is the active, field-based, observable, performance of content knowledge, pedagogy skills, and professional dispositions, necessary to positively impact student learning.

This culminating activity provides a practical experience in which multiple observers, assess and reflect upon candidates’ capacity to successfully enter the teaching profession.

Pre-conditions / Conditions

The development of a collaboration between stakeholders and a shared vision of outcomes and proficiency levels.

Developing a supportive mentoring relationship between, university faculty, K-12 stake-holders, and student candidates in which candidates my develop their skills in an authentic setting.

2 3 Outcomes:

Davidson language in rubric, INTASC for level 3 proficient.

Outcomes Round 2

USE THE STATE, DISPOSITION FORM AS A START

Exit Outcome Assessments:
Reviewed history and intent of documents.
Contrasted Elementary & Secondary CAPSUL formats.
DIBLES, RTI,

2a

Unique
Clinical - K,S,D, continuous, active demonstration (performance) evaluated by multiple observers socio-cognitive skills are the


Portfolio- Disaggregated by INTASC standard, artifact based, discrete documentation of student knowledge S D, by multiple observers.


CAPSUL- Aggregated, performance based, application, case-based.

What is the purpose? Differences between Elementary & Sec.
Implementation of skills

1. Create

• Student evaluations for cooperating teachers.
• Student evaluations for supervising teachers.
• An intro FE
  

1. Redefine / Revise

• All FE outcomes.
• Student evaluations for clinical experience (move it online, beef it up).

Google Group Resource web area

God almighty, this is the extreme long way to say pedagogy and andagogy need to be assessed in the field experiences (FE).



Who does the FE1 & FE2 observations?

ONLINE FORMS SUGGESTIONS

1. Fields should be populated in final check out. Why are we having to assign the teaching level and field? That should pull from somewhere.
   
2. We should be able to mask non active information in addition to sorting. All I care about is the current semester.

What are the purposes of FEs?

Clinical suggestions.
Stakeholders meet-up prior to field experience.


PDS personal would like to participate in FSU classes as observers, guest speakers, something. ***** What a great idea ******


A few items from the the school of hard knocks

• Supervisors meet with students prior to their leaving FSU
• Student information includes email and phone contact numbers for candidates and supervising teachers*
  
• Journals become required and electronic i.e. Blogs
• Capsul examples are electronically available including rubrics
• Capsul encompasses some action research project
  
• Portfolio examples are electronically available including rubrics

1) It confirms that teaching is a socio-cognitive, developmental activity that part knowledge part skills. We are going to use it regardless.


INTASC 6 Technology Gap

The INTASC language is showing age relative to newer language.and outcomes i.e. Inspiring creativity and innovation.

INTASC - 10
Weakness- Relationship building with students is weak across all the principals and it is beyond strange that is isn't in 10.

NACTE - Dispositions are minimal and not operationalized well and needs to be defined as program outcomes.


INTASC 5 - weakness
Motivation Student Development
To know your students, taking the next step from the cultural context blurb to connect through social context

WV H.Ed.Technology Conf. Proposal

As online tools continue to develop at an astounding rate, they render campus wide content management systems clumsy, cumbersome, slow to react to emerging technologies, and frankly too expensive. This presentation examines some creative responses to the limitations of content management systems through the implementation of free technologies that enable you to easily control, share, manage and retain your course content.

Saving time using free online tools is the focus of this presentation. Google services, You Tube, Intel K-12 tools integrated into and online class to improve teaching and learning are the curriculum topics covered. Implementation of integration of these tools with content management systems for collaborative learning is also covered.

Clinical Meeting I !!!!!

Increase the % of great.
Enable the good to become great.
Help struggling become successful.
Standards and Evidence - Epistemology
Courses and clinical experience -integrity and coherence

• capsul
  
• portfolio
• student teaching assessment

THESE ITEMS ARE BACKLOADED, prescriptive and summative. I would like to move some of them out of C3 or scale them as continuous processes over c2 c3.

Portfolio review may be benchmarked throughout the program based upon course outcomes/INTASC standards.

Core pedagogy principles @ FSU
Discipline specific pedagogy principles

Graduate Studies Self Study

17. Future Directions:

New Courses

The School of Education is seeking initial certification from the National Council for Accreditation of Teacher Education (NCATE) for several programs including: Masters of Teaching, Special Education, Online Learning, Reading, and Leadership Studies. Additional resources to support faculty development and staffing are required to fully realize the potential of existing programs. The development, implementation, and expansion of new programs, including Leadership Studies and Heath Promotion are contingent on acquiring future funding sources.

New course development is supported through the School of Education’s promotion and tenure review process. This process occurs on an ad hoc basis, based upon professor’s personal initiative and response to programmatic needs. New courses in development include Ethnics in Special Education and Leadership Studies.

Expanded scholarly work

Scholarly work is primarily achieved through faculty mentoring of student research. The School of Education’s graduate faculty seeks to expand site-based action research in field experiences through the continued development of the Professional Development School (PSD) network. Expanding collaborative pedagogical practices and the communication of ongoing efforts between individual faculty members, and departments in the School of Education has the potential expand scholarly work by faculty and students. Direct financial support from the graduate school to assist in the development of research projects and faculty development is encouraged to supplement the ongoing informal efforts to realize synergies between School of Education graduate faculty members.

Curricula emphasis

The School of Education’s Graduate School Self Study reflects the department’s commitment to data-driven, continuous assessment processes. In conjunction with ongoing school-wide efforts, the School of Education is the process of defining course and program outcomes and related assessments. The Conceptual Framework of the School of Education at Fairmont State University incorporates a shared view of how to best prepare candidates to possess the knowledge, the skills, and the dispositions to help all students learn. As an integrative whole, the framework is comprised of the three main strands of the content knowledge and pedagogical knowledge, pedagogical knowledge and skills, and professional dispositions. Unifying themes of diversity and technology are infused throughout the major strands. Through its graduate programs, the School of Education is committed to the development of a cogent curricular emphasis based upon inquiry, reflection, and responsive action.

Online SOE Forms Suggestions

1. Fields should be populated in final check out. Why are we having to assign the teaching level and field? That should pull from somewhere.
   
2. We should be able to mask non active information in addition to sorting. All I care about is the current semester.