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ENED 4475
Spring 2011

ENED 4475 Syllabus
**  ENED 4475. Student Teaching: English (7-12). 12 credit hours. **   Kennesaw State University, English Department Spring 2011 = Instructor:  = Office: Office Hours: Phone: E-mail: Kennesaw State University's framework for the preparation of teachers is called the "Collaborative Development of Expertise in Teaching and Learning." This framework succinctly captures the essence of the University's deep commitment to university-wide and university-community collaboration in the preparation of teachers as well as to the particular kind of teachers that KSU programs aim to prepare--professionals who can serve as learning facilitators. ENED 4475 is designed to support the collaborative development model and prepares teachers who understand and apply the principles of collaboration inside the classrooms in the field. Student Teachers work with their collaborating teachers and KSU supervisors to plan and present models of effective practice to their students during student teaching. They also apply techniques of good instruction to meet the needs of all of their students. ** Class Meetings:  ** Mon. – Fri. Same hours as your collaborating teacher. ** Texts: (Same as TOSS)  ** = Catalog Course Description __: __ Prerequisite: ENED 4414 and Approval of Field Experience Application. = Full-time teaching experience in English under the supervision of a secondary school cooperating teacher and a college English education supervisor. Includes regularly scheduled seminars. Proof of professional liability insurance is required prior to school placement.  ** Purpose/Rationale: ** During the fifteen-week student teaching experience, students will practice, reflect on, and refine their skills in the areas of problem solving, instructional observation skills, planning, and examination of curriculum. It is a time for students to observe and participate in activities that provide information on how teachers teach and students learn. ** Conceptual Framework Summary:  ** =  = **// COLLABORATIVE DEVELOPMENT OF EXPERTISE IN //** **// TEACHING AND LEARNING //** The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.  __Knowledge Base: __ Teacher development is generally recognized as a continuum that includes four phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. This course is designed to support the collaborative model and develop teachers who understand and apply the principles of collaboration learned in the classroom at KSU inside the classrooms in the field. Students plan and present models of effective practice and apply techniques of good instruction when working with students in the field experience. Also, they work closely with supervising teacher/mentors at the school and university levels during their field experience. __ Use of Technology: __ Students in this course are expected to develop an advanced knowledge of technology. This will include use of simple machines like the overhead, the VCR, audio tape player, video camera, and some demonstration of the ability to effectively use the chalkboard. In addition, students are expected to be     adept at computer use (e.g. e-mail, word processing, Power Point, grade book programs, and html editors). In all cases, the use of any technology should be in support of learning. __ Diversity Statement: __ A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are **age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status**. An emphasis on cognitive style differences provides a background for the consideration of cultural context. (See course objective #9 for ways issues of student diversity are addressed in this course.) Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. __ Professional Portfolio Narrative: __ A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the evidence portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. During student teaching, you need to update your portfolio to reflect the strides you have made. __ Impact on Student Learning Analysis:  __ It is our assumption that you are already assessing the influence of your instruction on your students’ learning and that you are considering what factors, such as student diversity, might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the impact on your students’ learning on that particular lesson, activity, unit, or skill using the ISLA Rubric as a guide. You will want to consider how the differences that every student brings to the classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on Student Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you, but it should be concise. __ Statement to Encourage School-based Activities: __ While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing.  **  Course Goals/Objectives:   ** Student teaching is the capstone experience for students at Kennesaw State University as they make the transition from teacher education student to their own classroom as Professional Learning Facilitators. It is an opportunity to observe and participate in activities that provide information on how teachers teach and students learn so that the student teacher can begin to unify theory and practice under the mentorship of experienced teachers. It allows student teachers to test theories and principles acquired in teacher training while gaining increased understanding of learner characteristics and needs. All of the learning activities are designed to help you achieve interrelated objectives and goals drawn from the Kennesaw Secondary Education Program Committee's objectives modeled from NCTE's Standards for the Preparations of Teachers of English/LA. These objectives and goals also reflect the function of the course as a bridge between discipline-centered and professional education courses that introduce concepts and practices early in the program and the student teaching experience at its close. Each of the following objectives supports the idea that our students will facilitate learning in all students. 

**  Objectives   **  ||  **   Unit Proficiencies   **  ||  **   NCATE/NCTE   **  ||  **   Assignments   **  ||  **   Manner Assessed   **  ||  · Reflective Journal Entries  · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar: monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   || 3.7.2  || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   ||  ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s) – monthly reflection with University Supervisor regarding student teaching experience   || <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Seminar attendance   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning   || <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Reflective Journal Entries completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> ·  Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Seminar attendance <span style="margin: 0in 0in 0pt 12.6pt; mso-list: l4 level1 lfo4; tab-stops: list 12.6pt; text-indent: -9pt;"> · Mid-term and final CPI and final CAR self evaluation(s) completion || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Standards Reflection narrative revision for Chalk & Wire <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Revised Standard Reflection Rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Reflective Journal Entries completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Revised Standard Reflection Rubric   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Analysis of Impact on Student Learning rubric <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar(s): monthly reflection with University Supervisor regarding student teaching experience <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluations   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  CT and/or Univ. Supervisor approval of formal lesson plans <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Scavenger Hunt completion <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Seminar attendance <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> · Mid-term and final CPI and final CAR self evaluation(s) completion   ||
 * **  4475    **
 * 1. Identify and apply techniques for organizing classrooms for optimal learning experiences.  ||   1.3, 2.1, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1, 3.3, 3.4   ||   2.1, 2.4, 2.6, 4.1, 4.2, 4.3, 4.5, 4.8    || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 2. Identify and apply effective classroom management techniques.  ||   2.4, 3.1, 3.3, 3.4   ||   2.1, 2.3, 4.2, 4.4, 4.5, 4.8   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 3. Employ a variety of purposeful instructional strategies and goals to fit all students’ needs.  ||   1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1   ||   2.5, 2.6, 4.1-4.10   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 4. Demonstrate and apply effective content and pedagogical content knowledge.  ||   1.1, 1.3, 1.4, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2   ||   3.1 – 3.1.7, 3.2.1 – 3.2.5, 3.3.1 – 3.4.2, 3.5.1 – 3.5.4, 3.6.1 -
 * 5. Identify and apply effective discipline-centered theories about language use and development.  ||   1.1, 2.3   ||   3.1.1 – 3.1.7   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 6. Integrate purposeful reading, writing, speaking, listening, and visual and digital literacies to enhance students’ learning.  ||   1.1, 1.2, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1   ||   4.1 – 4.9   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 7. Employ various assessment techniques and evaluation instruments.  ||   2.9, 2.10, 3.1   ||   4.10   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 8. Articulate and refine a personal philosophy of instruction that enhances students’ literacy learning.  ||   2.2, 2.10, 3.1, 3.2, 3.3, 3.4   ||     || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Reflective Journal Entries
 * 9. Apply critical and reflective teaching practices.  ||   2.2, 2.9, 2.10, 3.2   ||   2.3, 2.4, 2.5,    || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 10. Create and implement effective standards-based curricular design.  ||   2.2, 2.3, 2.6, 2.7, 2.8, 2.9, 2.10   ||   2.1 – 2.6   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 11. Practice inquiry-based teaching and conduct classroom research.  ||   3.2   ||   4.1 4.10   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 12. Apply developmental theories of learning.  ||   1.4, 2.1, 2.2, 2.3   ||   4.1 -4.9   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 13. Collaborate appropriately with host school personnel.  ||   3.1, 3.3, 3.4   ||   2.3   || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans
 * 14. Demonstrate consistent professional behavior.  ||   3.1, 3.2, 3.3, 3.4   ||   2.0 -2.6    || <span style="margin: 0in 0in 0pt 0.3in; mso-list: l4 level1 lfo4; tab-stops: list .3in; text-indent: -0.25in;"> ·  Formal lesson plans

** Course Requirements:  ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l7 level1 lfo7; tab-stops: list .5in; text-indent: -0.25in;"> 5. __ Impact on Student Learning Analysis __ : The analysis is a more advanced version of the ISLA you completed in TOSS. You will submit your completed ISLA as a Word document via e-mail to your TOSS instructor by the last day of student teaching. In addition, you will upload it to your electronic portfolio (either Chalk & Wire or your Online Career Portfolio). Review the ISLA assignment guidelines on the BCOE website []. Review the ISLA rubric at []. <span style="margin: 0in 0in 0pt 1in; mso-list: l1 level1 lfo5; tab-stops: list 1.0in; text-indent: -0.25in;"> · Updating (as needed) your Evidence Portfolio Narrative to reflect your experiences during student teaching. <span style="margin: 0in 0in 0pt 1in; mso-list: l1 level1 lfo5; tab-stops: list 1.0in; text-indent: -0.25in;"> · Impact on Student Learning Analysis from student teaching <span style="margin: 0in 0in 0pt 1in; mso-list: l1 level1 lfo5; tab-stops: list 1.0in; text-indent: -0.25in;"> · Midterm and Final CPI evaluations from your Collaborating Teacher, KSU Supervisor, and yourself <span style="margin: 0in 0in 0pt 1in; mso-list: l1 level1 lfo5; tab-stops: list 1.0in; text-indent: -0.25in;"> · Amy other materials from your student teaching that you would like to add By the last day of student teaching, you should e-mail your TOSS professor a detailed description of the updates you made to your Evidence Portfolio Narrative (EPN) during Student Teaching. These updates should be submitted via e-mail as a Word document with the changes to the TOSS EPN highlighted for easy reference. They should also be submitted in your electronic portfolio (either Chalk & Wire or the Online Career Portfolio). These changes should include a list of any evidence you have added for particular proficiencies. Please note, you will not receive your ** final grade ** until you’ve updated your e-portfolio. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo3; tab-stops: list .5in; text-indent: -0.25in;"> 8. __ Candidate’s Attitudes Rubric __ : At the end of the semester, your Collaborating Teacher(s), your KSU Supervisor, and you will use the CAR to evaluate your professionalism. You must score at the acceptable level or higher on your collaborating teacher(s)’ and my evaluation to pass student teaching. <span style="margin: 0in 0in 0pt 1in; mso-list: l3 level2 lfo3; tab-stops: list 1.0in; text-indent: -10.75pt;"> · You can review, complete, and submit the CAR on the English Education website: [] <span style="margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo3; tab-stops: list 24.0pt .5in; text-indent: -0.25in;"> 9. __ Candidate Performance Instrument __ : You will need to evaluate yourself twice during the semester (midterm and final) using the CPI. <span style="margin: 0in 0in 0pt 0.75in; mso-list: l9 level1 lfo8; tab-stops: list .75in; text-indent: -0.25in;"> · You can review, complete, and submit the CPI on the English Education website: [] Please remind your collaborating teacher(s) to also complete a mid-term and final CPI for you. He/she will complete the midterm and final CPI located on the Collaborating Teachers’ page at the English Education website: [] ** Evaluation and Grading:  ** <span style="font-family: 'Times New Roman','serif';">Your KSU Supervisor and Collaborating Teacher will complete formal midterm and final CPI evaluations, as well as a final evaluation of your professional dispositions (CAR). In close collaboration with the Collaborating Teacher, your KSU Supervisor will assign a final course grade of either “S” (satisfactory) or “U” (unsatisfactory). ** Academic Honesty:  ** <span style="font-family: 'Times New Roman','serif';">Please see the current undergraduate catalog for the KSU policy on academic honesty. Students are responsible for reviewing and understanding the policy. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> ** <span style="font-family: 'Times New Roman','serif';">Attendance Policy: **<span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">If you are forced to be absent for any reason, you must call your Collaborating Teacher, the school principal (main office), and your KSU Supervisor. <span style="margin: 0in 0in 0pt 0.75in; mso-list: l9 level1 lfo8; tab-stops: list .75in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">An “absence” occurs when you miss an hour or more of the school day. <span style="margin: 0in 0in 0pt 0.75in; mso-list: l9 level1 lfo8; tab-stops: list .75in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">If you accumulate more than three absences during the semester, your KSU Supervisor will meet with you to discuss remediation. <span style="margin: 0in 0in 0pt 0.75in; mso-list: l9 level1 lfo8; tab-stops: list .75in; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Attendance at KSU seminars and English Education Program conferences (including the NCTE Convention, the GCTE Conference, and KSU’s Annual Conference on Literature for Children and Adolescents) is not considered an absence. ** Course Calendar:  ** Review the calendar for student teachers on the BCOE website: []. January 5 Beginning Seminar, 10:00—12:00 p.m., KSU Center, Room 400, 3333 Busbee Drive English Education Program Seminar, 1:00—2:00 p.m., English Building, Room 132 January 10 First Day in Schools March 4 Midterm Date March 14 Last Day to Withdraw without Academic Penalty April 22 ISLA and EPN due to TOSS instructor for evaluation April 29 Last Day in Schools May 6 Ending Seminar, 10:00 a.m. – 1:00 p.m., KSU Center, Room 400, 3333 Busbee Drive **  Course Outline:   ** 1st week Observe teaching and planning; participate in planning and implementing of lessons; work with individual students and small groups of students. 2nd week Observe teaching and planning; get involved with daily school and classroom routines; begin independent planning and implementation of lessons for 1 preparation. Meet with Collaborating Teaching to review your planning. 3rd week Continue planning and begin team-teaching the class(es) for which you will assume responsibility in week 4. 4th week Assume responsibility for planning and teaching no more than 2 classes of the same preparation. 5th week Continue full time planning and teaching responsibility for classes picked up on week 4. 6th week Add a second preparation to your planning and teaching responsibilities. You should be teaching 2-3 classes with no more than 2 preparations. 7th week Assume responsibility for planning and teaching an additional class. You should be teaching 3-4 classes with no more than 2 preparations. Total classes teaching at this time: 3 (4X4 block) or 4 (55 minute block) 8th week Continue your teaching and planning responsibilities. You should still have two planning periods. Student teachers should participate in parent/ teacher conferences, planning sessions, and meetings. Total classes teaching at this time: 3 (4X4 block) or 4 (55 minute block) ** Midterm CPI: ** Your Collaborating Teacher, your KSU Supervisor, and you should complete the Midterm CPI Evaluation. See the Course Requirements in this syllabus for detailed expectations for completion. 9th week Continue with your full teaching responsibilities. 10th week Continue with your full teaching responsibilities. 11th week Continue with your full teaching responsibilities. 12th week Continue with your full teaching responsibilities. 13th week Continue with your full teaching responsibilities. 14th week Continue with your full teaching responsibilities. 15th -16th weeks Hand back classes to your Collaborating Teacher. Complete all grading and return all borrowed materials. Following the advice of your CT, observe other teachers throughout the school. ** Final Evaluations and Assignments: **(see Course Requirements for detailed expectations and submission requirements) · Complete Evidence Portfolio and Evidence Portfolio Narrative. · Complete Impact on Student Learning Analysis. · Complete Final CPI Evaluation. Encourage your Collaborating Teacher to do the same. · Complete the Candidate’s Attitudes Rubric. Encourage your CT to do the same. · Attending Ending Seminar for Student Teachers.
 * 1)  __ Field Experiences Handbook __ : You are responsible for reading and understanding the content of this handbook available at [].
 * 1)  __ Detailed Lesson Plans __ : You will be expected to write detailed lesson plans for each class you teach, following the Georgia Standards format. These plans must be typed and approved by your cooperating teacher one week in advance (i.e. on Thursday or Friday you will have the next week's lesson plans ready to be approved). The exception to this is the plans for the first preparation you will teach. Before you begin teaching your first class(es), you must have __one week__ of detailed lesson plans and an outline of your plans for the following week.
 * 1)  __ Reflective Posting __ : At the direction of you supervisor you will post and respond to reflective postings a minimum of three times during the semester. The platform for the reflective posts will be decided upon by your University Supervisor. This journal is a place to celebrate, complain, analyze, and reflect. Please refrain from using formal names and places in your posts. You may use pseudonyms. Your posts will be read by your fellow student teachers and KSU Supervisors. If you need to vent, please e-mail your KSU Supervisor directly to discuss your situation privately. Recording narrative reflections should become a habit that stays with you for your entire career.
 * 1)  __ Effective Teaching __ : Your performance as an English teacher in the classroom includes using effective teaching methods and classroom management strategies, assessed in items 5-9. See more specific guidelines for assignments on the attached assignment sheet.
 * 1)  __ Electronic Evidence Portfolio __ : During student teaching you will update the e-portfolio you worked on during TOSS. You will update it by revising your narratives and reflections based on your adding the following information:

<span style="font-family: 'Times New Roman','serif';">**Guidelines for Student Teachers in Placement**
<span style="font-family: 'Times New Roman','serif';">In general, do as regularly employed teachers are supposed to do. This does not mean do what some teachers are able to get by with; it means to do what is officially expected of teachers. The Field Experiences Handbook covers theses things in detail. For quick reference, here are some specifics: <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 1. __ Arrival and Departure Times __ --Know and follow established procedures and set times for your school's faculty. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 2. __ Lunch __ --Teachers are generally expected to stay in the school building for their lunch period. If you leave campus for lunch, you must follow the specific procedures of your placement school. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 3. __ Faculty Meetings __ --You should attend both departmental and school-wide meetings as called by the department head or principal. Maintain the role of an observer unless you are specifically invited to do otherwise. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 4. __ School Calendar/Schedule __ -- Once you begin your field experience, you are to follow the school’s schedule. This is true for all circumstances—early release staff development, vacations, holidays, make-up days (on Saturdays, if necessary). <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 5. __ Dress __ --Not only should you follow the rules and/or custom for all teachers, you should dress more professionally than some of the experienced teachers. The more you “look like a teacher,” the more likely you will be regarded as one, which enhances classroom management. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 6. __ General Conduct __ --Sound judgment should guide your behavior related directly and indirectly to school matters. Ask your Collaborating Teacher or KSU Supervisor if you have any doubts about appropriate relationships and decisions. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; tab-stops: list .25in .5in; text-indent: -0.25in;"> 7. __ Professional Conduct __ -- Your job is to soak up, learn, try--to become a TEACHER. Refrain from making snap judgments about other professionals’ methodologies, practices, and expertise. ** Bibliography:  ** A bibliography of useful resources is available on the KSU English Education website ([]). <span style="border-bottom: windowtext 1pt solid; border-left: medium none; border-right: medium none; border-top: medium none; display: block; mso-border-bottom-alt: solid windowtext .75pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-align: center;"> ** ENED 4475: Assignments  ** **  Due Date for __Both__ Assignments: Friday, April 22   ** The below links are available at the Office of Field Experiences website at []. These assignments should be familiar to you because you completed both during TOSS. In addition, look to the course wiki for updated materials related to both of these assignments. Assignment #1 : Impact on Student Learning Analysis (ISLA) You completed your first ISLA during TOSS. Now, you will design and carry out a second impact on student learning analysis during student teaching. ** Connection to Backward Design: ** This assignment requires that you complete the following tasks: Please begin by carefully reading the assignment and the rubric, both of which can be downloaded from our course Vista site or from the below links. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l5 level1 lfo9; tab-stops: list .5in; text-indent: -0.25in;"> · Impact on Student Learning Analysis Assignment: [] <span style="margin: 0in 0in 0pt 1in; mso-list: l5 level2 lfo9; tab-stops: list 1.0in; text-indent: -0.25in;"> o A more detailed version of this assignment is available on our course Vista site. We recommend that you consult it to confirm that you fully understand our expectations. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l5 level1 lfo9; tab-stops: list .5in; text-indent: -0.25in;"> · Impact on Student Learning Analysis Rubric: [] ** Important Reminders about the ISLA:  ** ** Instructions for submitting your ISLA:  ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l10 level1 lfo10; tab-stops: list .5in; text-indent: -0.25in;"> ¨ Submit to your TOSS Instructor via Vista e-mail as one Word document. (If your TOSS Instructor is not part of our Vista site, contact Dr. Dail or Mrs. Goodsite for assistance.) <span style="margin: 0in 0in 0pt 0.5in; mso-list: l10 level1 lfo10; tab-stops: list .5in; text-indent: -0.25in;"> ¨ Upload your ISLA to Chalk & Wire. Assignment #2 : Evidence Portfolio Narrative (a.k.a. CPI Narrative or Evidence Portfolio) Your Evidence Portfolio Narrative will need to be updated to include your student teaching experiences. Please examine the rubric closely, and keep in mind that your narrative should demonstrate and provide evidence for your ability to meet each of the unit proficiencies in the CPI. You’re ** not **describing what you “hope” to accomplish as a teacher, and you’re ** not **depicting your teaching philosophy. You’re describing how you’ve met each of the proficiencies and providing evidence to support your descriptions. Portfolio (CPI) Narrative rubric: [] ** Instructions for submitting your Portfolio Narrative:  ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l10 level1 lfo10; tab-stops: list .5in; text-indent: -0.25in;"> ¨ Submit to your TOSS Instructor via Vista e-mail as one Word document. Highlight the parts you have revised and updated. <span style="margin: 0in 0in 0pt 0.5in; mso-list: l10 level1 lfo10; tab-stops: list .5in; text-indent: -0.25in;"> ¨ Upload your Evidence Portfolio Narrative to Chalk & Wire. ** // Please note: // **// You must successfully complete both of these assignments in order to pass student teaching. Do not plan to ask for extensions or incompletes. //  <span style="font-family: 'Times New Roman','serif';">
 * articulate your goals for student learning/understanding,
 * design and implement a purposeful, valid assessment that accurately assesses student learning
 * discuss and reflect on the assessment and your performance as a teacher
 * You must demonstrate your ability to select/design a valid assessment that accurately assesses student learning/understanding—not what students liked/disliked about your teaching methods.
 * Begin thinking about this as soon as you begin planning to teach. Discuss your ideas with your Collaborating Teacher, your KSU Supervisor, and your TOSS Instructor as needed.
 * You must analyze your impact on student learning at ** three different levels **:
 * whole-class
 * two subgroups (i.e. males/females AND race/ethnicity)
 * two individuals
 * Analyze each of your assessments at every level. ** Do not analyze a different assessment for each group **; that defeats the purpose of the analysis. The idea is to design and implement one quality, purposeful assessment of student learning __and__ analyze your impact on student learning using that assessment at all three levels.
 * Your paper should contain the following sections, with the appropriate information in each section. ** Do not deviate ** from this format.
 * Introduction
 * Assessments
 * Analyzing and Reporting Data
 * Reflection on What You’ve Learned

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