Clinical Experience Clinical Experience Assignment Approximately seven hours a day— five days each week for 15 weeks

Seminar Day  What do you know about the clinical experience?  What do you expect to learn about the clinical experience?  How will you use what you have learned to enhance your clinical experience?

What do you know about the clinical experience? What do you expect to learn about the clinical experience? How will you use what you have learned to enhance your clinical experience?

Expectations  Conduct yourself in a professional manner (dress and conversation) at all times and adhere to the rules and regulations of the school division.  Safeguard all personal and confidential information and use this information for professional purposes only.

Cont’d  Be cooperative and follow basic rules towards teachers, students, parents, staff, and members of the community.  Embody the attitudes, dispositions, actions, and accept responsibilities of the teacher.  Avoid unfavorable criticisms in and out of the school setting.

Cont’d  Report to work on the same days and hours as all teachers. Observe the holidays of the school.  Attend the same meetings and workshops as the cooperating teacher.

Cont’d  Coordinate all absences, including personal illness, family emergency, unusual circumstances beyond your control and/or educational meetings with the cooperating teacher and the university supervisor.  Be familiar with special education laws, their implications, and develop skills to teach special needs students in the regular classroom.

Contacting the Assigned School  Schedule a courtesy visit with the cooperating teacher.  Schedule a different time to meet, if needed, to become familiar with the cooperating teacher’s schedule and activities.

Typical Instructional Day  Schedule and activities  Curricular materials  Texts  Aids (Technology and non-technology)  Seating charts  Classroom management plan (rules and consequences)

Cont’d  Faculty handbook  Student handbook  Reporting and departure times  Telephone numbers and other relevant information  Cumulative records  Other relevant student information for instructional purposes

Online Forms  Teacher Candidate Survey  Clinical Experience Survey  Impact on Student Learning Report, if applicable

First Days of the Clinical Experience  Become acquainted with the school, its philosophy, teachers, administrators, etc.  Observe what the cooperating teacher does.  Learn the names of all students in the classroom.  Become familiar with each part of the established curriculum.

Cont’d  Notice if there is a certain task to complete. Bulletin board Attendance Communicate with faculty and staff  Take initiative.  Establish positive relationships.

Cont’d Observe students’ behavior in the following manner during a lesson: a. How are rules established and/or made clear to the students? b. What off-task behavior was corrected by the teacher? How was the behavior corrected? What observable effects did the correction have?

Observe students’ behavior in the following manner during a lesson: c. What does the cooperating teacher do to increase the amount of on-task behavior? d. Observe the behavior management system used in the classroom. e. Become familiar with the Student Code of Conduct/Discipline Plan Cont’d

 Attend and/or observe extracurricular activities drama productions choral programs athletic events student organization meetings parent/teacher meetings other  Become involved.

Planning  Ask the cooperating teacher when you can begin to develop daily and long- range lesson plans. School’s lesson plan format (if required) Longwood Daily Lesson Plan (if school’s format is not required)  Lesson Plans Detailed Planned carefully Content of the subject taught

Cont’d  Lesson plans are to be reviewed by the cooperating teacher at least one day prior to the teaching of each lesson.  Lesson plans are to be dated and kept in a folder.  The folder is to be available for the university supervisor to review.

Cont’d  Become familiar with the school’s resources: Library Supplementary materials Technology  Gather instructional materials.

Cont’d  Assist with classroom routines: Furniture arrangement Ventilation End of the day routine  Study the students to determine their: Needs Interests Abilities

Cont’d  Begin to work with small groups and to tutor individual students as needed.  Assist with preparing reports, recording test scores, grades, etc.  Be resourceful.

Cont’d  Attend faculty and other relevant meetings with the cooperating teacher.  Meet with the cooperating teacher at the end of each day: Reflect on the day Discuss specific issues Ask questions Request verbal and written feedback

Suggested Teaching Schedule for each 7 ½ Week Placement The teacher candidate will: Week 1 Observe and learn names of students, faculty; become acquainted with texts and other instructional materials; begin to assume some instructional duties; etc. Week 2 Continue the same activities but gradually assume more responsibilities, planning and teaching at least one period daily. Week 3 Assume the responsibility for planning and teaching at least two or three lessons or periods daily. Week 4 Assume the responsibility for planning and teaching all of the cooperating teacher’s classes. Week 5-7 ½ Assume full-time teaching responsibilities. Near the last 2-4 days, coordinate with the cooperating teacher when s/he wishes to begin transitioning back into teaching her/his classes again.

Rubric for Evaluation of Teaching 1. Instructional planning Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Materials are accessible Materials are not available for students Materials are available. Necessary materials are ready and easily accessible. Lesson plan available No lesson planLesson plan is outlined Lesson is planned in detail and utilizes appropriate format SafetySafety concerns not addressed Safety concerns addressed Safety concerns addressed as they occur and before students begin

Cont’d Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Positioning of students Unable to hear, see, and not free of distractions Can hear and see Students are positioned so that all can see and hear throughout the entire lesson LanguageUnclear directions and excessive time Clear directions but teacher talk could be reduced Directions are clear and concise Leadership and Class control Lack of controlTeacher is able to control the class Teacher is class leader and in control

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Stop signalNo or inappropriate stop signal Uses a variety of signals Consistently uses the same stop signal Student attention Speaks to students even when most are not listening Speaks when students are paying attention Speaks only when students are quiet and listening VoiceUnable to project voice across the teaching area Projects voice so that students can hear Projects voice so that all can easily hear instruction 2. Classroom Management

Cont’d Rating Indicator1-Unacceptable2-Acceptable3-TargetScore “Verbal crutches” Uses verbal crutches 10 or more times in a 30 minute lesson Uses verbal crutches 5-9 times during a 30 minute lesson Uses verbal crutches less than four times during a 30-minute lesson Appropriate non-verbal behaviors Detracting non verbal behaviors Occasionally uses detracting non verbal behaviors No detracting non verbal behaviors, but uses non verbal behaviors to reinforce students Enthusiasm Shows no enthusiasmShows enthusiasm for parts of the lesson Shows enthusiasm for entire lesson Assures that students are on task Less than 90% of the students are on task At least 90% of the students are on task for the lesson All students are on task throughout entire lesson

Rating Indicator 1-Unacceptable2-Acceptable3-Target Score Anticipatory Set Does not provide clear descriptions for students Provides descriptions for students Clearly explains to students what they will be doing, how and why Links new material with old Does not attempt to link new material with previously learned information Explains briefly the link between new and old information Clearly links new information with previously learned material Content knowledge Some content knowledge or terminology is incorrect All content knowledge is accurate All content knowledge is accurate and teacher is able to teach that content information in a variety of ways to enhance student learning 3. Instruction

Rating Indicator1-Unacceptable2-Acceptable3-Target Score Key conceptsIs unable to divide concepts into key parts to assist student learning Is able to divide concepts into key parts some of the time Always divides concepts into key points—critical components Demonstrations, examples, or models Uses ineffective demonstrations, examples, or models Uses some effective demonstrations, examples, or models to enhance learning Routinely uses effective demonstrations, examples or models to enhance learning Review key concepts Does not reinforce key concepts Reinforces key concepts at the end of the lesson Reviews key concepts throughout lesson 3. Instruction

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Differentiates instruction No accommodations are made for different learning styles Accommo- dations for specific needs Accomodations for the all three learning domains and specific needs Integrates technology Does not integrate any technology Integrates technology without relevancy Integrates technology that enhances instruction 3. Instruction

Rating Indicator1-Unacceptable2-Acceptable3-TargetScore Lesson closureDoes not provide summary of lesson Provides a summary of lesson Provides a summary of lesson that relates directly to objectives Lesson pacingToo much time (or too little) is devoted to key concepts of lesson Teacher candidate paces the lesson to meet the needs of nearly all of the students Timing of lesson enables all students to maximize learning 3. Instruction

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Procedural matters Excessive time is required for all procedural activities Procedural tasks are handled efficiently Time required for procedural tasks is minimal Transition timeTransitioning between activities is excessive Transitioning between activities is minimal for most of the lesson Transitioning between all activities is minimal 4. Time Management and Classroom Organization

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Learning time Lesson is disorganized so that student learning is minimal Lesson is organized so that students are actively learning at least 70% of the time Lesson is organized so that students are actively learning more than 70% of the time On Task time Few students are on task 90% of the students are on task All students are on task 4. Time Management and Classroom Organization

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore CirculatesDoes not move around the teaching area Circulates throughout the teaching area, but cannot see every student all of the time Moves around and is able to see all students all of the time Specific feedback & monitors progress Provides limited feedback Provides feedback but it is specific only 50% of the time Provides specific feedback to all students and monitors student progress 5. Provides appropriate feedback and student interaction.

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Questioning – problem solving skills Questioning- problem solving skills are not used in the lesson Some questions that require one- two word answers are posed during the lesson, but questions involving higher order thinking are also asked. Higher order questions and problem solving tasks are asked throughout the lesson Supports and acknowledges all students Interacts in a supportive manner only with selected students Interacts in as supportive manner with all students Interacts in supportive manner with all students at all times 5. Provides appropriate feedback and student interaction.

Rating Indicator 1-Unacceptable2-Acceptable3-TargetScore Use of assessments Does not utilize assessments Utilizes assessments that are appropriate for the lesson and the students, but does not use a variety of assessments. Uses a variety of assessments. All are appropriate for the students and the lesson 5. Provides appropriate feedback and student interaction.

1.Instructional Planning 2.Classroom Management The teacher candidate conducts the lesson to obtain and maintain student attention through stop signals, speaking to students only when they are quiet, projecting voice, and personal enthusiasm.

3. Instruction  During the lesson, the teacher candidate includes an anticipatory set, provides accurate demonstrations, examples or models, and reviews key concepts as students practice. At the conclusion of the lesson, the teacher candidate provides closure that promotes and reinforces learning. 4. Time Management and Classroom Organization  During the lesson, the teacher candidate utilizes established classroom procedures, minimizes transition time, paces lesson effectively, and organizes lesson to maximize learning time. 5. Provides appropriate feedback and student interaction.

Evaluation and Grading 1. The teacher candidate will be evaluated regularly. 2. Conferences will be conducted with teacher candidate. 3. The university supervisor has the responsibility of determining the teacher candidate’s final grade.

Know  Clinical Experience Requirements  NCATE Competencies  University’s Standards

Honor Code The university student is expected to follow the Longwood University Honor Code as described in the current Longwood catalog.

Contact Information Dorothy S. Cosby (cell) (home) 186 Cooks Road Farmville, VA 23901