Student Teaching Experience Abroad

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Student Teaching Experience Abroad
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Collaborative Development of Expertise
inTeaching, Learning and Leadership
Conceptual Framework Theme
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What are the KSDs?

• Knowledge
• Skills
• Dispositions

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Outcomes- Initial -

• Subject Matter Expert
• Facilitator of Learning
• Collaborative Professional

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HIERARCHY
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Subject Matter Expert Proficiencies

• 1.1 Candidate demonstrates broad, in-depth, and
  current knowledge of discipline content.
• 1.2 Candidate represents content accurately.
• 1.3 Candidate connects content to other
  disciplines and applies it to common life
  experiences.
• 1.4 Candidate uses pedagogical content knowledge
  effectively.

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Facilitator of Learning Proficiencies

• 2.1 Candidate demonstrates knowledge of how
  learners develop, learn and think.
• 2.2 Candidate successfully motivates students to
  learn.
• 2.3 Candidate creates and implements instruction
  that embodies multiple cultures and gives all
  students fair access to high quality education in
  a rich, diverse curriculum.
• 2.4 Candidate creates effective, well-managed
  and active learning environments.

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Facilitator of Learning Proficiencies

• 2.5 Candidate creates a contextually-appropriate
  supportive environment where all students have an
  equitable opportunity for high achievement.
• 2.6 Candidate designs effective instruction that
  reflects high expectations for all students and
  the belief that all students can learn.
• 2.7 Candidate varies instructional strategies in
  response to individual needs of students.
• 2.8 Candidate uses a variety of methods,
  materials, and technologies.

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Facilitator of Learning Proficiencies

• 2.9 Candidate utilizes a variety of strategies
  to assess student learning.
• 2.10 Candidate uses the results of assessments
  to improve the quality of instruction.

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Collaborative Professional Proficiencies

• 3.1 Candidate communicates effectively orally
  and in writing.
• 3.2 Candidate reflects upon and improves
  professional performance.
• 3.3 Candidate builds collaborative and
  respectful relationships with colleagues,
  supervisors, students, parents and community
  members.
• 3.4 Candidate displays professional and ethical
  behavior.

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CF Is Present In

• Curriculum
• Syllabi
• Assessments

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PTEU Assessment System Overview
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Common (Unit-level) Assessments

• Candidate Performance Instrument (CPI)
• Impact on Student Learning Assignment and Rubric
  (ISLA)
• Portfolio Narrative and Rubric (PNR)

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Program Specific Assessments

• Content (GACE)
• Content (2nd content)
• Planning Assessment
• Implementation (Clinical) Assessment
• Student Learning Assessment
• Dispositions Assessment
• Optional additional assessment
• Optional additional assessment

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Decision Points in Programs

• Acceptance at Decision Points
• Initial Programs
• Entry to Teacher Education
• Entry to TOSS/Practicum/IDA
• Entry to Student Teaching
• Exit from Student Teaching
• Advanced Programs
• Entry to Graduate Program
• Mid Review
• Exit from Program

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Comprehensive Process

• Collection, Aggregation, Analysis, Reporting,
  Reflection Of Useful Data

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Candidate and Collaborating Teacher

• Working together for success in the candidates
  first autonomous extensive teaching experience

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Requirements

• Candidate
• 15 wks 75 days
• 8-10 wks full time teaching
• Lesson plans to Collaborating Teacher 1wk in
  advance
• Formal weekly meeting with teacher
• Completion of ISLA to KSU
• Completion of PNR to KSU

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Requirements

• Collaborating Teacher
• Supervision 15 wks 75 days
• Prepare candidate for 8-10 wks full time teaching
  
• Lesson plans review provide feedback
• Informal, immediate feedback anytime
• Formal weekly meeting with candidate
• Complete CPI _at_ Mid-term End
• Complete four (4) observation summary forms
• Complete PTEU survey at end of experience

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Requirements

• University Supervisor
• Mentor and guide candidate
• Monitor candidate progress
• Assess lessons and plans
• Assess candidate PNR and ISLA
• Determine candidates final grade
• Act as liaison and troubleshooter among all
  parties
• Direct feedback to Dr. Sandra Bryan

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Revised ProficienciesJanuary 1, 2011
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Revised Rubrics
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Holistic and Best Professional Judgment

• Apply best professional judgment in rating a
  behavior which you think is characteristic of
  several levels.
• Although the rubric was designed to minimize
  this likelihood, choose the level that is MOST
  characteristic
• Keep in mind that the candidate does not benefit
  in the long run from over- or understated
  evaluations of his/her work.