Kristy Brugar Justin Bruner

 TE803 - Professional Roles and Teaching Practice II  10 Class Meetings  5 Live  5 Online  Three Assignments 1. Planning an integrated Social Studies Unit for ALL learners 2. Creating and Presenting a Factsheet around a selected Special Education topic 3. Designing and Participating in a Lesson Study with Peers

 Assignment Percentage of Grade  Unit – 50%  Lesson Study - 25%  Factsheet - 10%  Participation - 15%  Our class meetings will be loosely dedicated to this breakdown  Unit planning – 5 Classes  Special Education – 2 Classes  Lesson Study – 3 Classes

 To rebalance TE803 to contain 5 live class meetings and 5 online class meetings  To designate the time spent on TE803 content to reflect the work expected of the students  To align the topics and assignments of TE803 in a way that creates a synergy between the course and the field experience

 We propose structuring TE 803 into three “pods” with the content structured around the assignments  The time spent in each of the three “pods” will loosely resemble the weight of the assignment as noted on the previous slide  This structure will also align with the intern’s field experience and development as a professional

 Time – 5 Classes  2 Live (Classes 1 and 5)  3 Online (Classes 2, 3, and 4)  This will be the first half of the course  Interns will prepare an integrated unit that they will teach during their lead teaching period  This structure will balance live instruction, individual planning, and peer review.

 Class 1 – Introduce Unit Plan Assignment, Discuss Parts of Unit, Group Students by Grade Level  Classes 2,3,4 – Students will work on designing unit. Online meetings will incorporate one minute Q&A/Feedback with instructor via phone or Skype. Students will work each week on a different section of their unit plan.  Class 5 – Wind down toward completed unit plan ready for execution in field. Whole class discussion by instructor around commonalities within units and what makes a good unit

 Time – Two Classes  One Live  One Online  This will be the middle portion of the course  Meetings will be about midway through the lead teaching period  Now that students have assumed full responsibility for their classroom they will have identified challenges in working will ALL students  This creates a link with special education topics in the field and 803

 Class 6 – Online Factsheet Presentations and Film Misunderstood Minds  Class 7 – Live Factsheet presentations, field experiences around special education, synthesis of special education material and working with all students

 Time – 3 Classes  2 Live  1 Online  Students will start to transition out of their lead teaching and begin looking toward finding a job and continuing professional development  As with special education this creates another synergy with the field and 803 as the lesson study assignment allows students to participate in a professional development experience as they will be finished with lead teaching and have the time to thoroughly participate rather than rush through the experience

 Class 8 – Live meeting to debrief unit execution and special education topics. Transition to professional development and what it means. Allow groups to polish lesson pan for lesson study execution in field  Class 9 – Online class to introduce job finding topics such as resources, resume, portfolio, interviewing, etc.  Class 10 – Debrief lesson study and professional development. Share tips and peer review professional documents.

 For each class we have created an outline that contains the following: 1. Topic for the day 2. Class Agenda 3. Class Timeline 4. Supporting Materials  This will act as a support for any class where an instructor might wish to have a guide

 The order will vary to a degree due to differing schedules in each team  This structure was designed with the intent to create commonalities in structure across sections but not be prescriptive by allowing for instructor freedom and discretion in each class with respect to execution  Readings were also purposely omitted for this reason as the literature changes each year and each instructor will incorporate their own literature preferences  Instructor time was also considered with the intent of an online class taking no more instructor time than a live class