Welcome to the PDCs

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Welcome to the PDCs

• And the Integrated Teaching Semester!!!!!

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Questions you might have

• What does PDC stand for?
• What is a PDC?
• How does PDC work connect to school improvement?
• Why do we have PDCs?
• Are all schools in the PDC alike?
• Whos who at the PDC?
• Faculty
• Site Coordinator
• Field Advisor
• Interns/Preinterns
• Principal
• Mentor Teachers

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PDC Structure (Fall 2005)
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PDC Research(Contributing to School Improvement)

• University R

• Teacher R

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What are your core values about good teaching?
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Core PDC Values

• Teachers are professionals who collaborate with
  each other to both enhance childrens learning as
  well as learn together.
• Teachers are responsible for possessing,
  understanding, and enacting a belief system
  resulting in learning for ALL students.
• Teachers are reflective practitioners who engage
  in inquiry.
• Teachers are responsible for using data to select
  the most effective mode of instruction for each
  student.

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What do you hope to learn this semester?
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Goals of Field Experience and Seminar Work

• 1) Enhance prospective teacher practices in the
  areas of planning, teaching, and assessment,
• 2) Develop classroom management skills,
• 3) Nurture collaboration co-teaching
  competence,
• 4) Develop a repertoire of strategies for
  accommodating diverse learners
• 5) Cultivate a teacher inquiry stance.

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Who will you be if you master these goals?What
will you be able to do?
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Teacher Leaderwho can engage in school
improvement!
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Are you ready for the nuts and bolts.
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FLEXIBLE
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Beware of

• Low tops
• Midriffs
• Thongs

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Introducing the Course Tasks!!!!
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Graded Task 1

• Collaborative Pathwise Planning Co-Teaching
  Project
• Connects to the PDCs partnership and
  collaboration values
• Intent An opportunity for planning and
  relationship building with your mentor teacher
• Completed with your co-teaching partner and with
  your mentor teacher
• Can be formally observed by your mentor teacher
  or field advisor
• Supported by The Co-teaching Lesson Plan Book

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Graded Task 2

• Espoused Platform with Video Taped
  Self-Reflection
• Connects to the PDCs belief that teachers should
  have an accommodating belief system
• Intent Provides an opportunity for you to
  reflect and define your beliefs about the
  practice of teaching
• Can build on your EME 4406 Philosophy Statement
• Completed individually
• Supported by the Pre-referral Intervention Manual

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Graded Task 3

• Inquiry Project, 3 Student Observations, and
  Inquiry
• Connects to the PDCs inquiry and differentiated
  instruction stance
• Intent Provides an opportunity for you to
  intentionally and systematically study and
  transform your teaching practices while also
  impacting student learning
• Completed individually, with co-teaching partner
  or collaboratively depending on your schools
  need
• Supported by The Reflective Educators Guide to
  Classroom Research

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Inquiry Process

• Finding your question by collecting data and
  sharing the data with others
• Defining an intervention
• Data collection
• What Happened?
• Present

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Example Inquiry Questions

• How can I help my student count and recognize
  numbers from one toten?
• Jason has difficulty reading and sounding out
  words. What interventions will work best to help
  improve Jason's reading?
• How can I teach students to read questions
  carefully and identify the key components of what
  is being asked?
• How can I help Juan, an ESOL student, learn to
  deducethe directions for various types of math
  problems?

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Graded Task 4

• Participation in online Peer Mentoring Group
  WeBlogging
• Connects to the PDCs belief in collaboration and
  reflection
• Intent Provides an opportunity for you to
  engage in shared reflection, across contexts,
  about your experience in your placement with your
  peers
• Written weekly with support from a Peer Mentoring
  Group

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Example Blogs

• Its Over Aishas posting
• Adopted Voices Conrads posting

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Non-graded Tasks

• Task 5 - Co-teaching Lesson Plan Book
• Task 6 - Three Observations by your Mentor
  Teacher
• Task 7 Three Pathwise Observations by your
  Field Advisor (one of which must demonstrate and
  reflect on the integration of technology)
• Task 8 - Two Classroom Observations (ESE, Title
  One, ESOL, Gifted, Resource, or other grade
  levels)

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For Field Advisor observations you are
responsible for

• Negotiating a time, date, and location for your
  observation with your mentor teacher and field
  advisor
• Providing a lesson plan (Pathwise Format) to your
  field advisor at least 48 hours prior to the
  lesson and revising and resubmitting as needed
• Submitting the Pre-Observation Interview prior to
  the observation
• Teach using an appropriate co-teaching model
• Submitting the Reflection after Teaching after
  you teach your lesson

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Pathwise Forms are Available at

• http//www.coe.ufl.edu/school/proteach/pathwiseles
  son/pathwise.htm

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Other Information

• Materials
• Duo tang folder
• Mini-dv tape
• Technology Integration at least one lesson

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Activity Understanding the Pathwise Domains
Benchmarks

• Break into your small groups
• Review your Domains
• Break into small groups and divide your
  benchmarks
• Discuss the following
• How would your benchmark look like and sound like
  in the classroom?
• What did/didnt you see during preplanning and
  the first day of school that would support your
  benchmark?
• Share with your small group
• Share two examples with the large group

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Break-out Session with Field Advisor