UCLA TEACHER EDUCATION GUIDING TEACHER HANDBOOK 2014-2015

“The end of all education should surely be to serve others. We cannot seek achievement for ourselves and forget about the progress and prosperity for our community. Our ambitions must be broad enough to include the aspirations and needs of others for their sake and for our own.” - Cesar Chavez

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

1

UCLA Center X Teacher Education Program Table of Contents Guiding Teacher Roles & Responsibilities

5

Suggested Activities for Working with Novice Teacher Candidates

7

Responsibilities of the Novice Teacher

10

Performance Assessment of California Teachers (PACT)

11

PACT & edTPA Requirements

12

2014-2015 Elementary CAT & edTPA Calendar

13

2014-2015 Secondary PACT/edTPA Calendar

14

Graduate Novice Year Courses

17

Undergraduate Novice Courses

19

REQUIRED NOVICE YEAR FORMS & TEMPLATES

21

Secondary Fieldwork Log 2014-2015

22

Elementary Fieldwork Log 2014-2015

23

Elementary Lesson Plan Template

24

Secondary Curriculum Map Elements

25

Secondary Unit Plan Elements

27

Secondary Learning Segment Lesson Plan Template

29

Secondary Two Week Full Day Fieldwork

32

Elementary Lesson Observation Form

33

Secondary Lesson Observation Form

34

Bilingual Authorization Program Instructional Proficiency

35

2014-2015 UCLA TEP Guiding Teacher Handbook

2

Overview of the Program The Teacher Education Program is a combined Preliminary Credential and Master’s degree program dedicated to preparing teachers who have the knowledge, skills, and dispositions to promote social justice, caring and excellence in low-income, urban schools. Our work is guided by a series of conceptual principles that define social justice, support collaboration, prepare teachers to meet the requirements of the profession, and integrate research and practice to improve education. Mission Statement: We strive to provide excellence in pre-service education and to improve urban schooling for California’s racially, culturally, and linguistically diverse children. Our Purpose • Integrate coursework and field experiences, and to prepare teachers as transformative professionals • Support novice teachers in acquiring the skills to provide rigorous academic content using anti racist, caring, and equitable instructional practices • Prepare teacher candidates with the commitment, capacity, and resilience What is Social Justice? • Promoting deep content knowledge and transformative pedagogies • Blending theory and practice • Collaborating across institutions and communities by developing small, long-term learning partnerships • Mirroring the diverse, socially responsible learning communities that we seek to create in schools • Remaining self-renewing • Focusing simultaneously on professional education, school reform and reinventing the university’s role in K-12 schooling • Taking positive social action in our school communities • Increasing numbers of quality credentialed teachers in under performing schools • Questioning power relationships and social construction of knowledge • Promoting Human Rights education Collaboration Collaboration among cohort teams, partnership districts, the communities surrounding our schools and through educational research is a cornerstone of our work in TEP. We see our work as more than credentialing individual teachers to work alone in individual classrooms and moving on. We believe that by building a commitment to, capacity for and practice of working together and sharing our knowledge, we will create sustained change in educational policy and practice. We cannot do our work alone. Faculty Advisors TEP Advisors provide leadership in the implementation of the program. In addition to teaching classes they develop and maintain relationships with local urban districts and coordinate all field assignments and supervision in their respective partnership schools. They insure that all novice candidates understand and demonstrate competency in the California Teacher Performance Expectations (see page 9), meet eligibility criteria for the preliminary teacher credential and make credential recommendations. The TEP Advisors collaborate with guiding teachers throughout the student teaching experience by making regular classroom visitations, providing written feedback about lessons, providing on-site support for guiding teachers, and meeting with guiding teachers and novice candidates to discuss candidate progress.

2014-2015 UCLA TEP Guiding Teacher Handbook

3

Field Support Novices will receive regular field support from a Faculty Advisor, and/or University Field Supervisor in various forms and in a variety of settings. These types of support may include: Planning: • Daily lesson planning, unit planning, & curriculum mapping sessions. • Small group meeting with similar content & grade-level. Observing: • Observing novices student-teach (pre-conference, observation and debrief) • Observing novices’ student-teaching video. • Observing a Guiding Teacher, instructional coach or other novices together. • Instructional Rounds. Reflecting: • Post-observation debrief (in person, phone call, G-chat, Skype/FaceTime) • Sharing student work, a teaching success (small group meeting), work with a small group of students, and or model lessons. Problem Solving: • Novice shares a classroom dilemma. Together, novice and instructor, discuss possibilities for teaching practice (in person, phone call, G-chat, Skype/FaceTime). It is of upmost importance that novices, instructors, advisors, and field supervisors maintain regular communication. Field support schedules are posted to CCLE, available via a Google Doc and/or emailed to novices every week. Advisors and field support providers require 24-hour notice of cancelations and changes. Frequent absences and tardiness will result in an “incomplete”. In addition, novices may receive feedback in a number of ways throughout their time at TEP. This feedback may differ over the year and vary from person to person. Novices may receive feedback as written notes, through a face-to-face conversation, a phone conversation, emails, video conferencing, small group settings, and more. Novices should talk with their advisor, course instructors, field supervisor(s) and guiding teachers about feedback early on in their field experiences.

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

4

Guiding Teacher Roles & Responsibilities Guiding Teacher Criteria • A minimum of five years of successful K-12 teaching experience in urban schools • A valid California teaching credential, including authorization to teach English Learners • Demonstrated knowledge of curriculum, pedagogy, and assessment (verified by site administrator and observation by faculty advisor), and a record of ongoing, advanced professional development in these areas • Demonstrated ability to maintain a democratic classroom environment rooted in strong relationships and rapport with students (verified by site administrator and observation by the faculty advisor) • A good relationship and rapport with students and parents • Ability to maintain effective communication and a professional relationship with a novice teacher at all times • Willingness to nurture and provide guidance and honest constructive feedback • Willingness to devote the time necessary to mentor a candidate teacher • Receptivity to varying developmental levels of novice teachers, demonstrating flexibility to their individual needs and readiness to teach • Successful completion of the Guiding Teacher Institute prior to being assigned a novice teacher Guiding teachers receive a $150 honorarium for each novice teacher candidate they mentor. In order to receive this stipend promptly, a UCLA invoice and W9 form must be completed as early as possible. Professional Responsibilities • Model antiracist, caring, equitable, and research-based instructional practices. • Model high expectations and support student learning to close the achievement gap. • Model a democratic classroom environment rooted in strong relationships with students and novices and effective, research-based classroom management strategies. • Support novice understanding of the learning cycle and competence in the California Teacher Performance Expectations. • Provide novices with ongoing opportunities to plan standards-based units/lessons, teach their planned units/lessons, assess student learning, analyze assessment data to drive instruction, and reflect upon their emerging practice. • Support novice understanding of data analysis, and using data to inform curricular and instructional decisions. • Engage in effective practice and leadership in developing and maintaining a professional learning relationship over a sustained period of time with a novice. • Model reflective practice. • Treat all parents, students and staff with respect regardless of race, class, language, gender, national origin, religion, ability, familial configuration or sexual orientation. • Help novices understand school and district policies and regulations. • Notify the faculty advisor if the novice fails to adhere to the Novice Roles and Responsibilities delineated in this handbook. Instructional Expectations • Are committed to excellence in teaching and principles of social justice education. • Engage in interactions that reflect and promote collaboration through joint planning, problem solving, decision-making and reciprocity of learning. • Build mutually beneficial relationships that support increased teacher efficacy. • Engage in learning-centered conversations with the novice teacher, focused on implementation of research-based curriculum, instructional and assessment practices for effective teaching and increased student achievement. A planning/ reflection journal will be used to support and document ongoing communication • Coordinate well-planned lessons with the novice prior to any instructional activities for which the novice is responsible. • Incorporate students’ cultural and linguistic background whenever possible into planning, instruction, and assessment. • Use strategies and methods that enhance the participation and progress of English Language Learners and Speakers of Non-Standard English. • Make classroom management expectations and decisions explicit to the novice teacher 2014-2015 UCLA TEP Guiding Teacher Handbook

5

• Gradually release classroom responsibilities over to the novice teacher. • Provide ongoing, constructive feedback (oral and written) to the novice teacher • Meet with the novice and TEP advisor to provide on-going feedback regarding strengths, needs, areas for improvement, and next steps. Communicate with the Novice Teacher and Faculty Advisor • Provide ongoing feedback using the online TEP learning management system. • Support the novice teacher as he/she completes the edTPA or PACT. • Complete the Progress Report of Novice Teaching & the Final Report of Student Teaching as part of the formative and summative assessment cycle. • Actively communicate with the faculty advisor via bi-weekly check-ins, triad meetings, and email to assess candidate growth and create an agreed upon plan for improvement in the areas of planning, instruction, assessment, and classroom management. Evaluations • All guiding teachers are required to fill out the following evaluations administered through the online learning management system. Guiding teacher stipends will be processed after all required evaluations have been submitted. • Guiding Teacher Candidate Evaluation- administered after the first and second student teaching placements • Guiding Teacher Supervisor Evaluation- administered at the end of the year • Guiding Teacher Program Evaluation – administered at the end of the year

2014-2015 UCLA TEP Guiding Teacher Handbook

6

Suggested Activities for Working with Novice Teacher Candidates This section is intended to be used as a reference for helping guiding teachers make a smooth transition of responsibilities for novice teachers during their student teaching assignment. It is important for the guiding teachers and novice teachers to have discussions and strategically plan this transition. Abrupt immersions into the teaching schedule are rarely a positive experience. Working together, novice teachers and guiding teachers should develop a plan that allows the novice teachers to work into the daily routine in a smooth fashion. It is advantageous to collaboratively plan a tentative schedule for handing off increasing teaching responsibilities. This plan should be shared with the TEP advisor. The novice teachers and the guiding teachers should jointly develop the structure of the student teaching experience with input from the TEP advisor.

Suggested Timeline for Transition Week 1 Becoming familiar with the class and its routines and procedures • Identify students by name. • Become familiar with class/school daily schedules and routines. • Become familiar with the school site: the location of the library, cafeteria, the nurse’s office, supply room, councilor’s office, text book room, parent center, dean’s office, departmental supplies, etc. • Observe class and other teacher activities. • Plan or create a display or bulletin board. (Optional) • Discuss the rules and management procedures of the classroom. • Discuss with Guiding Teacher how the development of Academic Language is incorporated into lessons. • Manage several class routines-taking attendance, making school announcements, leading students to/from recess and/or lunch, dismissing students from class. • Become familiar with the school’s safety procedures, school personnel and their responsibilities. Preparing classroom/instructional materials • Learn to use classroom and school equipment: copy machine, laminator, die cutter, LCD. projector, overhead projector, smart board, and other audio-visual equipment. • Learn how to use equipment and materials specific to some content areas e.g. microscopes in a science classroom. • Prepare materials to support teaching activities. Teaching • Become familiar with how standards are incorporated into planning and instruction. • Review the elements of lesson planning with the guiding teacher and discuss how the teacher prepares a lesson. • Assist a student who has missed class. • Work with individuals, small groups of students, and students with special needs. • Co-teach with guiding teacher. • Begin to lead in class routines and activities that precede classroom instruction such as morning routines, lesson warm ups, going over homework and quick recaps. • Meet with Guiding Teacher to discuss long range planning and teaching during the entirety of this placement.

2014-2015 UCLA TEP Guiding Teacher Handbook

7

Weeks 2-3 In addition to their responsibilities from Week 1, incorporate the following: Lesson Planning and Teaching • Become familiar with grade level standards and content of what you are expected to teach and students are expected to learn. • Become familiar with sequencing and pacing of content material and incorporate this knowledge into your planning and teaching. • Begin lesson planning for whole class and small group instruction with guidance and monitoring by the guiding teacher. • Begin to reflect on lessons and incorporate what you have learned into your planning and instruction. • Maintain a positive and effective environment for learning. • Begin assuming more responsibility for leading classroom routines and procedures. • Begin to incorporate strategies that make the content accessible to students. • Begin to lead and engage students in classroom discussions. • After planning and teaching several daily lessons, begin planning for the whole week of instruction in one content area with assistance from guiding teacher. • Use appropriate instructional practices/strategies to adjust instruction for English learners and incorporate Academic Language into all content area lessons. Assessing Student Learning • Become familiar with the personalities and needs of your student population, and specifically, students with special needs and ELLs, which includes non-standard speakers of English. • Become familiar with classroom/school-wide rubrics and assessments. • Assist guiding teacher in assessing students’ understanding and performance. • Administer a quiz, test, or other assessment. • Incorporate assessment information to inform next steps for instruction. Working with English Learners/ Speakers of Non-Standard Forms of English • Become familiar with CELDT and other classroom and school-wide assessment procedures for English language development levels. • Learn how current placements were made and how results of the CELDT were used to guide placement and differentiated instruction. • Conduct assessments for English language development and for academic content instruction. • Become familiar with the California English Language Development Standards (ELD) and use them when planning lessons. • Become familiar with how classroom is organized and managed to provide for the instruction of English learners.

2014-2015 UCLA TEP Guiding Teacher Handbook

8

Weeks 4+ Planning and Teaching • Begin assuming most classroom routines and procedures. • Plan and teach several whole class lessons, which are developmentally appropriate and sequenced, and are connected to a central theme or concept (unit of instruction). • Support students development of Academic Language by deepening awareness of the language demands the lesson places on students and incorporate this knowledge into your planning and instruction. • Use multiple instructional strategies to engage students in learning. • Incorporate multiple instructional groupings appropriate to the goals of the lesson • (Secondary) Assist guiding teacher in planning and teaching a second content area. • Monitor student understanding during class discussions • Provide written/oral feedback to students to help monitor and facilitate their learning • (Elementary) Assume total responsibility for planning and instructing the final two weeks of the placement. Assessing Student Learning • Begin examining individual student work to assess effectiveness of instruction and needs of students. • Incorporate formative and summative assessment information to inform next steps for planning and instruction. • Assess whole class performance looking for patterns that inform next steps for planning and instruction. • Review parts of report card with guiding teacher to learn how to evaluate students using this format (Optional). • Discuss Progress of Novice Teaching or Report of Student Teaching with guiding teacher and turn in to the field support provider. Working with English Learners/Speakers of Non-Standard Forms of English • Use an integrated listening, speaking, reading, and writing approach. • Use a variety of instructional strategies specific to English language development which provide access to the core curriculum content. • Use appropriate instructional strategies English language development and for rigorous academic (grade-level) content instruction.

2014-2015 UCLA TEP Guiding Teacher Handbook

9

Responsibilities of the Novice Teacher • Multiple subject candidates are required to have experiences in two different grade level spans and assume full teaching responsibility for a minimum of two weeks. • Single subject candidates are required to have experiences in at least two periods involving different levels of content instruction, assuming full teaching responsibility for those two periods for a minimum of two weeks. Novices will § Develop and maintain a professional learning relationship over a sustained period of time with their guiding teachers and faculty advisor. § Deepen their understanding of the learning cycle. § Establish high expectations and support student learning to close the achievement gap. § Establish a democratic classroom environment rooted in strong relationships with students and guiding teachers and research-based classroom management strategies. § Develop antiracist, caring, equitable and research-based instructional practices. § Demonstrate continuous growth in the California Teacher Performance Expectations competencies. § Extend their reflective practice. § Complete all course work on time. Professional Responsibilities § Treat all parents, students and staff with respect regardless of race, class, language, gender, national origin, religion, ability, familial configuration or sexual orientation. § Follow all school/district policies and regulations while on school grounds and at school functions. § Dress appropriately, with safety and professional standards in mind. § Arrive on time, sign in, and provide identification according to school standards. § Notify the guiding teacher and faculty advisor prior to any absences or late arrivals. Instruction Related Responsibilities § Be committed to excellence in teaching and principles of social justice education. § Engage in interactions that reflect and promote collaboration through joint planning, problem solving, decision-making and reciprocity of learning. § Build mutually beneficial relationships that support increased teacher efficacy. § Engage in learning-centered conversations with their guiding teachers, focused on implementation of research-based curriculum, instructional and assessment practices for effective teaching and increased student achievement. A planning/reflection journal will support and document ongoing communication. § Arrive each day with well-planned lessons, which have been coordinated with the guiding teacher, prior to any instructional activities. § Incorporate students’ cultural and linguistic background whenever possible into planning, instruction, and assessment. § Use strategies and methods that enhance the participation and progress of English Language Learners and speakers of Non-Standard English. § Work to develop effective classroom management. § Demonstrate initiative in gradually assuming increased classroom responsibilities over each student teaching placement. § Be receptive to and act upon constructive feedback from guiding teachers, peers and faculty advisors. § Meet with the guiding teacher and TEP advisor to receive on-going feedback regarding strengths, needs, and areas for improvement. Reflection and Communication § Maintain a planning/reflection journal during the student teaching experience. § Successfully complete the edTPA. § Maintain an organized TEP Novice Portfolio (see TEP Novice Portfolio Guidelines) throughout the student teaching experience. § Actively participate in novice conferences throughout the year. Professional Development § Learn about the community, school culture and policies. § Attend school functions such as open house, parent conferences, grade level or departmental meetings, professional development activities, which do not conflict with the novice teacher’s scheduled UCLA classes. § Attend TEP sponsored title IX training. § Complete online mandated reporting module Surveys § All students are required to complete and submit the following surveys administered through the online data management system. Preliminary credentials will be processed after all required surveys are received.

o Candidate Program Evaluation- administered at the end of the novice year o Candidate Supervisor Evaluation- administered at the end of each quarter o Candidate Guiding Teacher Evaluation- administered at the end of each placement 2014-2015 UCLA TEP Guiding Teacher Handbook

10

Performance Assessment of California Teachers (PACT) Teaching Event for Music Undergraduates ONLY For more information visit www.pacttpa.org

Legislation effective July 1, 2008 requires all elementary and secondary teacher candidates to pass an assessment of their teaching performance with K-12 students prior to the issuance of a preliminary teaching credential. According to the California Commission on Teacher Credentialing, a candidate who passes this assessment has shown that he or she is a better-prepared teacher who can help students succeed (CTC, 2008). At UCLA, our adopted Teaching Performance Assessment (TPA) is the Performance Assessment of California Teachers Teaching Event. To pass the teaching event, novices must demonstrate that they have the knowledge, skills, and abilities required of a beginning teacher in California public schools. The portfolio assessment places student learning at the center, with special attention to subject-specific pedagogy and the teaching of English Learners. As part of the assessment, novices explain what they know about the students in their class, their academic achievement levels, and their learning needs (Context for Learning). Novices then show how well they can use this information to help students succeed by: n n n n n

Planning a series of integrated lessons (Learning Segment) which are organized around a central theme or concept Videotaping and analyzing your instruction Analyzing student work to assess student needs and inform instruction Reflecting on your teaching as it relates to student learning Demonstrating your awareness of language demands and supports in planning, instruction, assessment and reflection

The foci for the learning segment and the video clips represent critical teaching and learning tasks in the credential area that occur with great frequency (to allow student teachers options in selecting a learning segment to document). Academic Language is a separate scoring category drawing from evidence across tasks, resulting in a Planning, Instruction, Assessment, Reflection, Academic Language or PIARL scoring structure. (PACT, 2008)

Teaching Event Handbooks, rubrics and PACT resources can be found at www.pacttpa.org

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

11

PACT & edTPA Requirements Successful completion of the PACT teaching event (for undergraduates)/ edTPA Portfolio (for all novices), is one of the requirements for receiving a recommendation for a preliminary teaching credential. It is important to keep in mind that while passing the PACT or edTPA is essential to receiving a recommendation for your preliminary teaching credential, passing it alone does not guarantee this recommendation. You must submit the following documents as part of the PACT/edTPA: 1. The PACT Teaching Event/edTPA Portfolio a. PACT will be submitted on the electronic platform via the online management system b. edTPA will be submitted through the Pearson ePortfolio System, click here for further information 2. A signed Authenticity Form (electronic) 3. The Demographic Survey and receipt (online) 4. PACT Educational Use Agreement (online)- applies only to PACT 5. Videotaping Permission Forms (retain these for your records) Failure to submit your teaching event by the due date (see PACT/edTPA Calendar) will result in delayed scoring and recommendation for the preliminary teaching credential. Guiding teachers, faculty advisors and content-methods instructors provide ongoing support to novices as they plan and complete the PACT Teaching Event/edTPA Portfolio. Methods instructors are responsible for: n Introducing PACT/edTPA, n Reviewing the Teaching Event/ edTPA Portfolio Candidate Handbook, n Responding to student questions related to guidelines and expectations, n Leading the remediation process (if necessary) and n Building and modeling academic language strategies during class. Faculty Advisors are responsible for: n Facilitating communication about the teaching event between novices and guiding teachers, n Providing technology support necessary to complete the Instruction Task, n Scoring the assigned events in a timely manner, (PACT Only) n Meeting with novices to review individual scores on the event and (PACT Only) n Distributing and collecting student release and agreement on the educational use of PACT material forms for their team. Guiding teachers are expected to support their Novices by: n Providing guidance, support and encouragement in planning for the Teaching Event, n Providing adequate time for novices to teach their learning segment, n Engaging in learning-centered dialogue focused on performance on the various teaching event tasks and n Modeling and debriefing academic language strategies.

2014-2015 UCLA TEP Guiding Teacher Handbook

12

UCLA Teacher Education Program

2014-2015 Elementary CAT & edTPA Calendar

(Subject to Change) Supporting novices through the completion of the Elementary Literacy Portfoli and Multiple Subject Tasks is the joint responsibility of elementary novice advisors and elementary methods instructors. Content Area Task= CAT

Fall Quarter 2014 October 24- 25, 2014

edTPA Implementation Conference All novice advisors and methods instructors are strongly encouraged to participate in the edTPA Implementation Conference

Spring Quarter 2015 April 2

Elementary Literacy Portfolio Due

April 23

Elementary Literacy Score Reports Available via Pearson

May 8

Math CAT (Assessment) Due

May 15

Math CAT (Assessment) Resubmission Due

May 29

History-Social Science & Science CAT Due

May 29

Science CAT (Planning) Due

June 5

Science CAT (Planning) Resubmissions Due

June 5

Math CAT (Assessment) Resubmissions Due

* all candidates are required to review their edTPA and CAT scores with their faculty advisor to discuss areas of strength, growth and need for improvement. At this time, the faculty advisor will discuss next steps for successful completion of student teaching and/or remediation.

Resubmission Guidelines Planning - If you do not pass the Planning Task, you must resubmit the Instructional Context Commentary, new lesson plans and Planning Commentary. Assessment – If you do not pass the Assessment Task, you must resubmit the Instructional Context Commentary, new student work and Assessment Commentary.

2014-2015 UCLA TEP Guiding Teacher Handbook

13

UCLA Teacher Education Program

2014-2015 Secondary PACT/edTPA Calendar (Subject to Change) Supporting novices through the completion of the Secondary Single Subject PACT Event/edTPA Portfolio is the joint responsibility of novice advisors and methods instructors. All secondary teaching events/portfolios will be situated in their respective methods courses. Novice Advisors will review the Recommendation for the Preliminary Credential Requirements, which includes information about the PACT Teaching Events. They also monitor the progress of their cohort members in completing the mini PACT and provide additional field support as needed. Novice Advisors will introduce PACT teaching event to guiding teachers. Methods Instructors will introduce the PACT Teaching Events (Planning, Instruction, Assessment, Reflection and Academic Language) and provide necessary modeling. They will also guide secondary novices to complete a mini PACT assignment and communicate with Novice Advisors regarding the progress of their students.

Fall Quarter 2014 October 24-25, 2014

edTPA Implementation Conference (University California, Los Angeles) All novice advisors and methods instructors are strongly encouraged to participate in the edTPA Implementation Conference

Winter Quarter 2015 February (TBD)

PACT Technology Training- JMEP, STEP and Music Undergraduates ONLY

Spring Quarter 2015

The completion of secondary PACT/edTPA will be situated in the methods course. April 2

Secondary PACT Teaching Event/ edTPA Portfolio due

April 6

Secondary PACT Benchmarking

April 7

Secondary PACT Calibration

April 23

Secondary edTPA Portfolio Score Reports Available via Pearson

April TBD

Secondary PACT Teaching Scoring is completed

TBD

Secondary Novice Advisors will meet with their novices to review PACT scores*

* all candidates are required to review their teaching event/edTPA Portfolio scores with their faculty advisor to discuss areas of strength, growth and need for improvement. At this time, the faculty advisor will discuss next steps for successful completion of student teaching and/or remediation.

2014-2015 UCLA TEP Guiding Teacher Handbook

14

Resubmissions for PACT

Secondary Novice Advisors will meet with undergraduates who did not pass. They will review areas for improvement and the schedule for resubmission. May 8

Planning: Resubmit Instructional Context Task, New Lesson Plans and Planning Commentary

May 29

Instruction: Resubmit Instructional Context Task, New Lesson Plans, New Video & Instruction Commentary

May 8

Assessment: Resubmit Instructional Context Task, New Student Work & Assessment Commentary

May 8

Reflection: Resubmit Reflection Commentary

May 29

Academic Language: Resubmit Instructional Context Task, New Lesson Plans & Video, Planning & Instruction Commentary

PACT Scorer Information

All PACT scorers who did not benchmark during the 2013-2014 year will need to benchmark for the 2014-2015 year. Lead scorers will be reaching out to set a date for benchmarking. Scorers that benchmarked during the 2013-2014 year will be given access to the calibration event once it is released from PACT central. Upon successful completion of the calibration event, scorers will be assigned teaching events starting on April 3, 2015 and will be expected to complete scoring no later than April 18, 2015.

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

15

California Teaching Performance Expectations Revisions Adopted, March 2013

A full version of the California Teaching Performance Expectations with the descriptions can be found at http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-Full-Version.pdf

2014-2015 UCLA TEP Guiding Teacher Handbook

16

UCLA Teacher Education Program

Graduate Novice Year Courses 2014-2015

Please note: The Program Coordinator will advise you in the event of minor adjustments. Fall 2014 Course #

Course Title

ED 330A

Observation & Participation

3

S/U

ED 360A

Novice Seminar

2

S/U

ED 405A

Teaching in Urban Schools: Exploring Communities

2

Letter

ED 406

Social Foundations and Cultural Diversity in American Education

3

Letter

ED 407

Psychological Foundations of Education

3

Letter

ED 425

Principles of Teaching Exceptional Individuals

3

Letter

Elementary

ED 315

Principles & Methods for Teaching Reading for Multiple Subject Instruction

3

Letter*

Secondary

ED 320A

Secondary Content and Literacy Methods

3

Letter*

Bilingual Authorization (Spanish)

ED 413A

Language and Culture

2

Letter

All Graduate Novices

Credits

Grade

Winter 2015 Course #

Course Title

ED 309

Methodologies for English Language Learners

2

Letter

ED 330B

Student Teaching

4

S/U

ED 360B

Novice Seminar

2

S/U

ED 405B

Teaching in Urban Schools: Exploring Identities

2

Letter

ED 409

Language Structure, Acquisition and Development

3

Letter

ED 315B

Elementary Literacy Methods

3

Letter*

ED 318A

Integrated Methods for Elementary Teachers (Science Methods)

3

Letter*

ED 319

Mathematics Methods

3

Letter*

Secondary

ED 320B

Secondary Content and Literacy Methods

Enroll in Spring

__

Bilingual Authorization (Spanish)

ED 413B

Methodology for Primary Language Instruction

3

Letter

All Graduate Novices

Elementary

Credits

Grade

CONTINUED ON NEXT PAGE

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

17

Spring 2015 Course # All Graduate Novices

Course Title

Credits

Grade

ED 305

Health Education for Teachers (online)

2

S/U

ED 330C

Student Teaching

4

S/U

ED 360C

Novice Seminar

2

S/U

ED 405C

Teaching in Urban Schools: Exploring Family-School Connections

2**

Letter

ED 466

Critical Media Literacy

4

Letter

ED 318B

Integrated Methods for Elementary Teachers (Social Studies Methods

4

Letter*

ED 318C

Integrated Methods for Elementary Teachers

3

Letter*

Secondary

ED 320B

Secondary Content and Literacy Methods

3

Letter*

Bilingual Authorization (Spanish)

ED 413C

Culture of Emphasis

3

Letter

Elementary

*Letter grade pending approval **Number of units pending aproval Schedule is subject to change

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

18

UCLA Teacher Education Program

Undergraduate Novice Courses Secondary Math/Science/Music 2014-2015

Please note: The Program Coordinator will advise you in the event of minor adjustments. Fall 2014 Course #

Course Title

Credits

Grade

ED 330A

Observation & Participation

3

S/U

ED 405A

Teaching in Urban Schools: Exploring Communities

2

Letter

ED 406

Social Foundations & Cultural Diversity in American Education

3

Letter

JMEP only

Math 105A

Secondary Math Methods

4

Letter

STEP only

ED 320A

Secondary Science Methods

3

Letter*

Bilingual Authorization Spanish

ED 413A

Language and Culture

2

Letter

All Undergrads

Winter 2015 Course #

Course Title

Credits

Grade

ED 360B

Novice Seminar

2

S/U

ED 405B

Teaching in Urban Schools: Exploring Identities

2

Letter

ED 127

Psychological Foundations of Education

5

Letter

Math 105B

Secondary Math Methods

4

Letter

ED 330A

Observation & Participation

3

S/U

ED 320B

Secondary Science Methods

3

Letter*

ED 330B

Student Teaching

4

S/U

Music only

ED 330B

Student Teaching

4

S/U

Bilingual Authorization Spanish

ED 413B

Methodology for Primary Language Instruction

3

Letter

All Undergrads JMEP only

STEP only

Spring 2015 Course # All Undergrads

JMEP only STEP & Music only

Course Title

ED 305

Health Education for Teachers (online)

ED 405C

Teaching in Urban Schools: Exploring Family-School Connections

ED 466

Credits 2

Grade S/U

2**

Letter

4

Letter

ED 330A

Critical Media Literacy: Teaching Youth to Critically Read and Create Media Observation & Participation

3

S/U

Math 105C

Secondary Math Methods

4

Letter

ED 330C

Student Teaching

4

S/U

Culture of Emphasis

3

Letter

Bilingual Authorization Spanish ED 413C

CONTINUED ON NEXT PAGE

2014-2015 UCLA TEP Guiding Teacher Handbook

19

Summer Session 2015 Course # JMEP only All Undergrads

Course Title

Credits

Grade

ED 330B/C

Student Teaching

4

S/U

ED 425

Principles of Teaching Exceptional Individuals

3

Letter

ED 409

Language Structure, Acquisition & Development

3

Letter

*Letter grade pending approval ** Number of units pending approval Schedule is subject to change

2014-2015 UCLA TEP Guiding Teacher Handbook

20

REQUIRED NOVICE YEAR FORMS & TEMPLATES ED 330ABC

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

21

UCLA Center X Teacher Education Program

Secondary Fieldwork Log 2014-2015 UCLA Center X Teacher Education Program Fieldwork Log 2014-2015 Date

School

Guiding Teacher

Grade

Observation & Participation Activities/ Student Teaching Activities

TEP Course (circle) ED 330 ED 413 ED 425 ED 330 ED 413 ED 425 ED 330 ED 413 ED 425 ED 330 ED 413 ED 425 ED 330 ED 413 ED 425 ED 330 ED 413 ED 425

Student Name:_____________________________ Faculty Advisor:_________________________________

2014-2015 UCLA TEP Guiding Teacher Handbook

22

UCLA Center X Teacher Education Program

Elementary Fieldwork Log 2014-2015 UCLA Center X Teacher Education Program Fieldwork Log 2014-2015 Date

School

Guiding Teacher

Grade

Observation & Participation Activities/ Student Teaching Activities

Student Name:_____________________________ Faculty Advisor:_________________________________

2014-2015 UCLA TEP Guiding Teacher Handbook

23

UCLA Center X Teacher Education Program

Elementary Lesson Plan Template UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 Assessment: Formal and Informal Assessment. TPE: 2 & 3 • What evidence will the students produce to show they have met the learning objective? •

What modifications of the above assessment would you use for language learners and/or students with special needs?

Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 • Prerequisite skills from prior school experiences •

Strategy to connect school learning with prior experiential knowledge and/or cultural background



Pre-assessment strategy

Academic Language. TPE: 7 & 9 • What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? Equity. TPE: 4, 5, 6, 7 & 8 • How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students

2014-2015 UCLA TEP Guiding Teacher Handbook!

Resources/ Materials

!

24

UCLA Center X Teacher Education Program

Secondary Curriculum Map Elements Content Goals: What do you want students to learn during the time period covered by this curriculum map? What are the Enduring Understandings? What content and common core standards will you address?

Skill Goals: What do you want students to be able to know and be able to do? What skills will you work on developing with your students?

Social Goals: In what ways will you develop safe spaces and interactional opportunities that are appropriate to students’ developmental levels?

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

25

2014-2015 UCLA TEP Guiding Teacher Handbook

26

UCLA Center X Teacher Education Program

Secondary Unit Plan Elements Social Justice Goals: How will this unit address important social justice themes? Standard(s) Addressed: What common core, content, and ELD standards will be used as the basis for this unit? Concepts/Thematic Goals/Essential Questions: What are the enduring Understandings and Essential Questions for this unit? Student Learning Objectives (include literacy, ELL, academic language and technology): What do you want students to know and be able to do? How will you incorporate literacy and technology, as well as the needs of English Language Learners and students with special needs into this unit? Assessment(s): What formative and summative assessments will students engage in during the unit? What will the individual student produce or do to demonstrate achievement of the standard(s), concept, and learning objectives? How will you know what your students understand? Timeline and sequence of unit: What are the major steps of the unit? What is the range and sequence of topics to be addressed in the unit? Unit Design Learning Segment

2014-2015 UCLA TEP Guiding Teacher Handbook

Standards Addressed

Time

Resources Needed

27

Theory: What theories support your unit? Rationale: Why have you chosen these goals, concepts, assessments, and topics for your unit? Bibliography: What sources will you use in this unit? Be specific (i.e. list page numbers if appropriate) Reflections (to be written after instruction): What elements of this unit allowed students to achieve the goals? What elements need to be reconsidered or revised? Why?

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

28

UCLA Center X Teacher Education Program

Secondary Learning Segment Lesson Plan Template Unit Title:

Learning Segment:

PLANNING FOR THE LEARNING SEGMENT UCLA Center X Teacher Education Program Secondary Lesson Plan Template Key Content Standard(s)- Content,Learning Common Segment Core & ELD: List the complete text of only the relevant parts of each standard. TPE 1 Unit Title: Learning Segment: PLANNING FOR THE LEARNING SEGMENT Key Content Standard(s)- Content, Common Core & ELD: List the complete text of only the relevant parts of each Learning standard. TPE 1 Objective: What do you want students to know and be able to do at the end of this lesson? TPE 1

Learning Objective: What do you want students to know and be able to do at the end of this lesson? TPE 1

Assessments- Formal and Information: How will you assess if and what students are learning? TPE 2 Assessments- Formal and Informal: How will you assess if and what students are learning? TPE 2

Modifications, Accommodations, Scaffolding- How will you adjust your instruction and assessments to meet the diverse needs of students (esp. language learners and/or special needs)? TPE 4 and to 7 meet the diverse Modifications, Accommodations, ScaffoldingHow will you adjust your instruction and assessments needs of students (esp. language learners and/or special needs)? TPE 4 and 7

Prerequisite Skills and Knowledge and Experiential Backgrounds. TPE 8 Prerequisite Skills and Knowledge and Experiential Backgrounds. TPE 8 Howyou willaccess you access and activate prior knowledge and connect to students’ lived experiences? How will and activate students’students’ prior knowledge and connect to students’ lived experiences? Academic Language: Academic Language Vocabulary: Vocabulary: Unit-Specific

General Academic

Other text structures, organizational, stylistic, or grammatical features that will be explicitly taught: Other text structures, organizational, stylistic, or grammatical features that will be explicitly taught: o • o o •

• Daily Lesson Plans Day

of

Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10 How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during instruction, 5) build metacognitive understanding.

List what the students will be doing and what the teacher will be doing.

pening/ gagement

Time

Students

2014-2015 UCLA TEP Guiding Teacher Handbook!

Teacher Moves

Lesson Resources/ Materials TPE4

!

29

Daily Lesson Plans Day ____ of ____ Instructional Learning Strategies to Support Student Learning. TPEs 1, 4, 5, 6, 9, 10 How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build metacognitive understanding. List what the students will be doing and what the teacher will be doing. Time

Students

Teacher Moves

Lesson Resources/ Materials TPE 4

Opening/ Engagement Instructional Activitites Closing

Day ____ of ____ Instructional Learning Strategies to Support Student Learning. TPEs 1, 4, 5, 6, 9, 10 How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build metacognitive understanding. List what the students will be doing and what the teacher will be doing. Time

Students

Teacher Moves

Lesson Resources/ Materials TPE 4

Opening/ Engagement Instructional Activitites

Closing

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

30

Day ____ of ____ Instructional Learning Strategies to Support Student Learning. TPEs 1, 4, 5, 6, 9, 10 How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build metacognitive understanding. List what the students will be doing and what the teacher will be doing. Time

Students

Teacher Moves

Lesson Resources/ Materials TPE 4

Opening/ Engagement Instructional Activitites

Closing

Core Practices Implemented in this Learning Segment Core Practice 1: Designing Cognitively Demanding Tasks and Content _____Backwards Design of Social Justice-Oriented Curriculum _____High-Level Tasks Core Practice 2: Engaging Students in Content Discourse _____Questioning Levels and Learning _____Think-Pair Share _____Talk Moves Core Practice 3: Scaffolding and Differentiation for Equitable Access _____Word Bank/Wall _____Formative Assessments (esp Receptive) _____Activating Prior Knowledge Core Practice 4: Developing and Maintaining a Classroom Ecology for Learning _____Opening and Closing Routines _____Community Circles

2014-2015 UCLA TEP Guiding Teacher Handbook

31

UCLA Center X Teacher Education Program

Secondary Two Week Full Day Fieldwork Novice Teacher: __________________________

Guiding Teacher:_________________________

Faculty Advisor: __________________________

School:_________________________________

Full day field work was completed from:____________________to ____________________ Novice Teacher Reflection: What did you notice/learn during your experiences during your two-weeks of full-day fieldwork?

Signatures Novice Teacher:_________________________

Guiding Teacher: _____________________

Faculty Advisor: _________________________

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

32

UCLA Teacher Education Program

Elementary Lesson Observation Form

2014-2015 UCLA TEP Guiding Teacher Handbook!

!

33

UCLA Center X Teacher Education Program

Secondary Lesson Observation Form

2014-2015 UCLA TEP Guiding Teacher Handbook

34

UCLA Center X Teacher Education Program Report for Bilingual Authorization Program Novice Teachers ONLY

Bilingual Authorization Program Instructional Proficiency To be completed by Guiding Teacher

Novice Teacher: _______________________________

Guiding Teacher: ________________________________

School: ______________________________________

Grade Level: ___________________________________

Would you recommend this credential candidate to be assigned to a Spanish bilingual classroom in which primary language instruction is required? Please comment.

______________________________________________ ___________________________________________________ Novice Teacher’s Signature Date Guiding Teacher’s Signature Date

______________________________________________ ___________________________________________________ Faculty Advisor’s Signature Date Bilingual Authorization Program Methods Instructor Date

2014-2015 UCLA TEP Guiding Teacher Handbook

35