Single Subject Program Orientation Day 1- August 11, 2016 8:30 - 11 am --- PROGRAM OVERVIEW 11 am – 12 pm --- Personal Learning Network 12 – 1 pm --- LUNCH 1 – 3:45 pm --- LESSON PLANNING & CP 4 - 5:15 pm --- CLINICAL PRACTICE Welcome! 1. Sign in 2. Sit with your school site group. Your school is expecting you. There are no changes. 3. Add info to directory https://docs.google.com/spreadsheets/d/1sBi5KJKDJV7T0AFM3Y DqK2AC29mMVdzPkz4YibVzByo/edit?usp=sharing 1 8:30 – 8:35 pm Welcome and Request each candidate sign in and check their contact information *

Introductions Julie Rich, Program Coordinator 8:35-8:40 FACULTY Annette Daoud Anne René Elsbree Teri Gerent Sean Nank Pat Stall – SOE Director Jeff Heil (Friday) 2 8:35-8:40. Late people sit at reserved table in front by the door. Julie

Name Game Stand and Form 2 Large Circles Outside Cohort 1 (Section 01) meet with Teri & Anne René Cohort 2 (Section 02) meet with Annette & Sean 8:45-9:15 3 8:45- 9:15 Anne René *

Program Overview - Julie Program Philosophy – Social Justice History – Based on Best Practices Structure Rationale - Clinical Practice is Center of Program 9:15-9:25 4 9:15- 9:45 Julie – Philosophy, History & Structure & Anne René - Name Game & Annette - TPE *

Program schedule structure Monday Coursework: 8:30 a.m. - 5:15 p.m. Methods Courses Tues or Thur + Sat Bilingual Authorization Wed 5:30-8:15pm Clinical Practice Tuesday – Friday following the teachers’ contract times (7:30 am – 3:30 pm approximately) & Mondays prior to coursework Your first day is the Pre-Service Day for teachers at your school site 9:25-9:30 Julie 5 *

Program Models Best Practices Why play the Name Game? Single Subject Website http://csusmsinglesubjectprogram.weebly.com/ 9:30-9:40 – Anne René 6 9:30-9:40 Anne René *

TPE & edTPA TPE – Teacher Performance Expectations edTPA – Teacher Performance Assessment 9:40-9:45 - Annette 7 9:40- 9:45 - Annette *

Professionalism With your School Team Colleagues, brainstorm a list of what you consider to be key factors of professionalism in the education profession. 9:45-50 (10 min.) Annette 8 9:45-9:50 am - Annette *

Professionalism Are the following items on your list? Communication (spoken, written, email, texts…) Dress Responsibility Problem Solving Respect ….. Groups share out any additions CTC Code of Conduct http://www.ctc.ca.gov/credentials/rules-of-conduct.html 9:50-10:10 am – Annette 9 9:55-10:10 Annette

PROFESSIONAL BEHAVIOR ATTENDANCE 1st Absence = Free no penalty 2nd Absence = Lose half a letter grade (- ½ grade) 3rd Absence = Statement of Concern & grade lower or more (- 1 grade) PROMPTNESS 3rd Tardy/Early Departure = Statement of Concern 3rd Statements of Concern = Exit from Program iPad – Check Out from Library Option– 1st Day of CSUSM Semester Annette 10:05 -10-15 am 10:05 – 10: 15 am – Annette 10

Clinical Practice School Site Communication Introduce yourselves & give one word that best describes who you are. Choose one person from your school site team who will e-mail the On-site-liaison (OSL) for information regarding your first meeting on your site. Exchange CSUSM email and cell phone contact information with one another. 10:45 – 11:00 Julie *

11 am – 12 pm Personal Learning Network UH 273 12-1 pm LUNCH Return Early, Never Be Late COHORT 1 COHORT 2 1-2:10 PM UH 444 CP UH 273 LESSON 2:15-3:25 PM UH 273 LESSON UH 444 CP 3:30-5:15 PM UH 444 CP UH 444 CP FALL COURSE REGISTRATION Core Courses – Monday EDSS 511: Teaching and Learning w/ Teri Gerent EDSS 555: Multicultural Multilingual w/ Annette Daoud EDSS 521: Literacy w/ Julie Rich & Jeff Heil Recommended for Marketability to take 2 Methods Courses If you have content coursework and can pass the CSET for content There is only one section of each content area EDSS 543: Math Methods (Thursday) EDSS 544: Social Science Methods (Tuesday) EDSS 545: Science Methods (Thursday) EDSS 546: English Methods (Tuesday) EDSS 548: Physical Education (TBA) EDUC 653: Biliteracy I - Bilingual Authorization - Course in Spanish EDSS 571: Clinical Practice - There is only one section 11-12 PLN with Jeff, (Lunch 12-1pm) 1-2:15 Cohort 1 w/ Annette & Anne René for Lesson Design 2:30-3:45 Cohort 1 w/ Julie & Jeff for Personal Learning Network & Get to Know You Survey & Switch with Cohort 2

Lesson Format Foldable Step 1 - Fold paper hamburger style Step 2 - Fold paper in half again (hamburger style) Step 3 – Fold the folded corner over forming a triangle tab

½ TABLE TEAMS - CHOOSE BEST ANSWER CENTRAL FOCUS OF NAME TOSS - RELATIONSHIPS 1. STANDARD – Purpose for Learning Learning names is foundation for classroom management. Learning names is foundation for communication, and community building. Students social interactions are more important than academics. 2. BIG IDEA – Enduring Understanding Learning names is foundation for building a class community. Learning is a social activity. Relationships are secondary to academics. 3. ESSENTIAL QUESTIONS – Questions to guide student learning How can academics be emphasized over social interactions? How can teachers manage a class? How can social interactions be a tool for learning? Why do students need to have friends? How can we build a class community? Why are names important? How can you remember names?

½ TABLE TEAMS - CHOOSE BEST ANSWER CENTRAL FOCUS OF NAME TOSS - RELATIONSHIPS 1. STANDARD – Purpose for Learning Learning names is foundation for classroom management. Learning names is foundation for communication, and community building. Students social interactions are more important than academics. 2. BIG IDEA – Enduring Understanding Learning names is foundation for building a class community. Learning is a social activity. Relationships are secondary to academics. 3. ESSENTIAL QUESTIONS – Questions to guide student learning How can academics be emphasized over social interactions? How can teachers manage a class? How can social interactions be a tool for learning? Why do students need to have friends? How can we build a class community? Why are names important? How can you remember names?

½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS OBJECTIVE - Measurable & Observable Cognitive – After sharing their names (verbally & visually) and playing NAME TOSS, students will be able to recall their peer’s names, get to know each other and start to build a class community. Affective – After teacher candidates play the NAME TOSS, students will be able to interact positively with 3 other teacher candidates using their names. Psychomotor – After verbally and visually see their peer’s names, students will be able to toss the ball to a peer.

½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS OBJECTIVE - Measurable & Observable Cognitive – After sharing their names (verbally & visually) and playing NAME TOSS, students will be able to recall their peer’s names, get to know each other and start to build a class community. Affective – After teacher candidates play the NAME TOSS, students will be able to interact positively with 3 other teacher candidates using their names. Psychomotor – After verbally and visually see their peer’s names, students will be able to toss the ball to a peer.

½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS ASSESSMENT - Measures Objective Formative – Students will be able to toss a ball to a peer. Summative – Students will be able to recall their peers’ names and verbally call out their peers’ names when the ball is tossed to them. Formative – Students will be able to share their name with 1 peer.

½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS ASSESSMENT - Measures Objective Formative – Students will be able to toss a ball to a peer. Summative – Students will be able to recall their peers’ names and verbally call out their peers’ names when the ball is tossed to them. Formative – Students will be able to share their name with 1 peer.

Name Toss Game & Assessment ½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS INSTRUCTIONAL TASKS - Teacher Actions Name Toss Game Only Name Toss Game & Assessment 1. Anticipatory Set: Challenge to name everyone; 2. Instruction: Make name badge & Mingle; 3. Guided Practice: Name Toss Game; 4. Independent Practice: Remove badge & practice; 5. Beyond (Closure/Transfer): Debrief enduring understanding- names are essential for building relationships/community & how can this activity be adapted for your classes?

Name Toss Game & Assessment ½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS LEARNING TASKS - Student Actions Name Toss Game Only Name Toss Game & Assessment 1. Anticipatory Set: Students try to name everyone; 2. Instruction: Make name badge & Mingle; 3. Guided Practice: Students play Name Toss; 4. Independent Practice: Remove badge & practice; 5. Beyond (Closure/Transfer): Listen to debrief & try to answer how can this activity be adapted for their classes?

Name Toss Game & Assessment ½ TABLE TEAMS - CHOOSE BEST ANSWER NAME TOSS INSTRUCTIONAL TASKS - Teacher Actions Name Toss Game Only Name Toss Game & Assessment 1. Anticipatory Set: Challenge to name everyone; 2. Instruction: Make name badge & Mingle; 3. Guided Practice: Name Toss Game; 4. Independent Practice: Remove badge & practice; 5. Beyond (Closure/Transfer): Debrief enduring understanding- names are essential for building relationships/community & how can this activity be adapted for your classes?

Get to Know You Survey https://docs.google.com/forms/d/e/1FAIpQLScAdREIWriWpEqxrHT2 YazQDVUf88WhIO1Vh8ARCJSbvmWmkw/viewform?c=0&w=1

Supervisor Introductions University Supervisors Tricia Buza Sherry Freeborn Randi Gibson Bonnie Mendenhall Rania Saeb Barbara Stoll http://csusmsinglesubjectprogram.weebly.com/ 9:05-9:10. Late people sit at reserved table in front by the door. Julie

Discussion and Learning Guide for the Single Subject Clinical Practice Handbook Use the CP Handbook Study Guide for reviewing the Clinical Practice Handbook http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html Answer the questions as a group Ticket out the door – answers to the guide Return Friday prior to 8:30 am, BE EARLY, Never be late. 2:00- 3:00. Faculty roam around answering questions. Julie *