1. WELCOME TO SPRING QUARTER 2011 ALMOST there!

2. Organization of Spring Quarter Courses ED285X: Supporting Students with Special Needs Mondays 3:15-5:15 ED246D: Practicum Wednesdays 3:15 – 5:15 (class) 5:30 - 6:30 (supervisory) Elective

3. The STEP Graduation Portfolio The PACT Teaching Event Curriculum Unit Documents Portfolio

4. The PACT Teaching Event Handbook and Rubrics in your content area, see www.pacttpa.org under “Supporting Documents for Candidates”www.pacttpa.org Supervisors score PACT Teaching Events of candidates other than those of their supervisees. Thinking Behind The Rubrics document

5. Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS 1. Specific Pedagogical Skills for Subject Matter Instruction B. ASSESSING STUDENT LEARNING 2. Monitoring Student Learning During Learning 3. Interpretation and Use of Assessments C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING 4. Making Content Accessible 5. Student Engagement 6. Developmentally Appropriate Teaching Practices 7. Teaching English Learners D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS 8. Learning About Students 9. Instructional Planning E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING 10. Instructional Time 11. Social Environment F. DEVELOPING AS A PROFESSIONAL EDUCATOR 12. Professional, Legal, and Ethical Obligations 13. Professional Growth

6. Architecture of the Teaching Event TaskWhat to doWhat to submit 1. Context for Learning Provide relevant information about your instructional context  Context form  Context commentary 2. Planning, Instruction, and Assessment Select a learning segment… Create lesson plans… Write commentary… Record daily reflections…  Lesson Plans  Instructional materials  Planning commentary 3. Instructing Students and Supporting Learning Review your plans… Videotape the lesson(s)… Select 2 video clips… Write commentary….  Video clips  Lesson plan  Instruction commentary 4. Assessing Student Learning 5. Reflecting on Teaching and Learning Analyze whole-class performance… Select student samples… Write commentary… Write daily reflections… Write overall commentary…  Student work samples  Eval. criteria or rubric  Assessment commentary  Daily reflections  Reflective commentary

7. Teaching Event Passing Standard Single Subject candidates pass the Teaching Event if they: pass* all five rubric categories (Planning, Instruction, Assessment, Reflection, and Academic Language) AND have no more than 2 failing scores of “1” across tasks. * To pass a category, candidates must have a majority (at least half) passing scores within the category. In Planning, 2 out of 3 scores must be a “2” or higher; in Instruction, Assessment, Reflection, and Academic Language, 1 out of 2 scores must be a “2” or higher. Until piloting of the feedback rubric is completed, its score does not count toward passing.

8. For ANY PACT-related questions …please see COLIN!!!!!!!

9. The Teaching Event Advisors… serve as “auditors” ask probing and clarifying questions note the extent to which you have addressed the prompts clearly and thoroughly check for inclusion of required materials check for page limits help to keep you on task They DO NOT… –assist with the actual content –speculate about scores

10. STEP Documents Portfolio  Resumé  Literacies assignment  Adolescent case study  Classroom management plan  LPP assignment  Heterogeneous classrooms final project  Assessment and grading policy  Special needs case  Reflections on supervisor’s observations  Summary analysis and reflection (see next slide)  Any other documents of your choice – the more the better!

11. Summary Analysis and Reflection  A statement of your philosophy of education  How the artifacts in your graduation portfolio reflect your attention to the California Standards for the Teaching Profession  How your practice is developing in each of the six areas of these standards  Your greatest strengths and your goals for further professional development

12. The STEP Exhibition Provides you with an opportunity: to share what you know and are able to do with people who are important to you and who supported you during the program, to present, analyze, and reflect on your teaching, to reflect, in the presence of colleagues, on your professional growth and development, your learning, and your accomplishments during this past year, to create a sense of closure and accomplishment as you prepare to graduate from STEP and enter a new stage in your teaching career. http://suse-step.stanford.edu/secondary/curriculum/06-07_CourseDocs/Spring/Practicum/TheSTEPTeachingEventExhibition_07.doc

13. The STEP Conference Schedule of Events 8:30-9:00amRegistration & Continental Breakfast 9:00-9:15amWelcome and orientation to the day 9:15-10:30amConcurrent sessions 10:30-10:45amBREAK 10:45-12:00pmConcurrent sessions 12:00-1:00pmLUNCH served 1:00-2:15pmConcurrent sessions 2:15-2:30pmBREAK 2:30-3:45pmConcurrent sessions 4:00-4:45pmClosing speakers in main lobby 4:45-5:45pmRECEPTION

14. A Sampling of Previous Topics Why Does Math Look so Different in a Science Class? Strategies for Integration and Collaboration Move It: Incorporating Movement into the Secondary Classroom Being Green in the Classroom: Teaching Sustainably and Teaching Sustainability “ I hate fractions!” A Look at Students’ Top Math Phobia The Silent Student Voice of the English Language Learner Getting Explicit: Using Concept Mapping to Further Student Understandings The Pliable Brain: Teaching Students that They Can Grow Their Intelligence Silent Capital: Multi-cultural and Multi-generational Perspectives on First-Generation College Bound Students Computational Thinking: Moving Beyond Computation African American Educators of the Past and Present The Power of Pop Culture: Music, TV, and Movies in the Classroom Destressing School: Creating a Student-Centered Learning Environment Towards Democratic Learning Communities “I am from a world where my life is defined by papers”: Supporting Undocumented Students in Realizing and Reaching their Potential Developing Media and Academic Literacy for Success in the 21 st Century

15. A Sampling of Previous Topics Sourcing the World Incorporating Real Social Justice Pedagogy into Your Classroom Computational Thinking: Moving Beyond Computation African American Educators of the Past and Present The Power of Pop Culture: Music, TV, and Movies in the Classroom Destressing School: Creating a Student-Centered Learning Environment Towards Democratic Learning Communities “I am from a world where my life is defined by papers”: Supporting Undocumented Students in Realizing and Reaching their Potential Developing Media and Academic Literacy for Success in the 21 st Century

16. A Sampling of Previous Topics Authentic Assessments: Strategies to Make Them Successful Integrating Critical Pop Culture in the Classroom Integrating Local Resources in the History and Science Curriculum Interdisciplinary Units: When Subjects Collide Thriving Not Just Surviving: What Does it Take to Teach For Change in Urban Settings? Drama in the Classroom: Acting it Out Lies My Television Told Me: The Unprofessional Portrayal of Teachers in the Media Seeing the Past: Teaching Historical Thinking with Visuals Strengthening Literary Criticism Through Art They’re Reading What?: Teaching Controversial Literature in a High School English Class Misconception Busters: The Power of Inquiry in Science Teaching Social Justice in a Math Class Teaching to Change the World: 20 Teachers, 20 Perspectives, 20 Visions for Change

17. A Sampling of Previous Topics (cont.) Pop culture is academic! The global classroom What’s the point? Do under-producing girls see a point of connection between school and its role in their futures? But, you have a Master’s from Stanford!Why waste it teaching? Building a safe and thriving community in your classroom Digital storytelling: A learning tool for every content area Funding in public schools Rethinking revision: Teaching students to respond to feedback International education dilemmas: How do other countries address macro-educational issues? From Bob Dylan to Braveheart: Integrating Music and film into the classroom

18. Important Dates (some of them non-negotiable) STEP Conference: June 10 th Graduation Portfolio due: June 1 st, by 3 pm PACT TE due: May 9 th, by 3 pm Exhibitions: May 12 th – June 1 st

19. June 12, 2011