Preparing StandardsBased Teachers

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Preparing Standards-Based Teachers

• Mary Curran and Lucy Lee
• mary.curran_at_gse.rutgers.edu
• Graduate School of Education
• Rutgers, The State University of New Jersey
• Llee_at_livingston.org
• Livingston School District, New Jersey
• STARTALK Meeting, October, 2009

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Plan for the Presentation

• Background on the Rutgers/West Windsor-Plainsboro
  Teacher Student Program
• Lesson Demonstration and Critique
• Keys to Preparing Standards-Based Teachers

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STARTALK Teacher and Student Program

• Summer Camp for Middle and High School Students
• Professional Development for Teacher Candidates

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Princeton and West Windsor-Plainsboro
Regional School Districts Chinese Summer Camp

• Two week, non-residential program for middle and
  high school students
• Three student levels beginner, intermediate, and
  heritage
• Three lead teachers
• Standards-based, immersion program

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STARTALK Teacher Training Opportunities

• Methods Course
• Practicum Course
• Pre-camp Preparation Meeting
• Two-week Summer Camp
• Post-camp Reflection Meeting

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Teacher Program Objectives

• Preparing teachers to engage in standards-based
  pedagogy reflecting the Chinese language and
  culture
• Developing a pre-service experience for teacher
  candidates
• Providing teacher candidates with the opportunity
  to gain real teaching experience with actual
  students, and learn how to cope with the
  significant cultural differences between the
  Chinese and American school systems
• Awarding scholarships to teachers in heritage
  Chinese language schools to attract them to the
  public school arena
• Tracking of program participants to initiate a
  research study following the Chinese language
  teacher preparation experience of the
  participants
• Fostering a new generation of expert teachers and
  teacher trainers

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Methods Course

• Course Readings
• H. Curtain C. A. Dahlberg, (2005). Languages
  and Children--Making the Match New Languages and
  Young Learners. Boston, MA Allyn Bacon.
• J. L. Shrum E. W. Glisen, (2008).Teachers
  Handbook Contextualized Language Instruction
  Boston, MAHeinle.
• Introduction to SLA and language pedagogy
• Designing a performanced-based thematic unit,
  daily lesson plans and activities aligned to New
  Jersey world language standards and ACTFL
  standards for Chinese learning
• Designing integrated, performance-based
  assessments

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Practicum Course

• Standards-based Instruction
• Observations of Experienced Teachers
• Micro-teaching
• Guided Reflections with Teacher Educators
• Opportunities to Create Short- and Long-Term
  Professional Development Plans

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Standards-BasedACTFL/NCATE/NJPTS

• Pre-practicum Meeting
• Course requirements (3 graduate credits)
• Attendance
• Participation
• Focus on Daily Topics in Discussions and Journals
• Final Reflection Paper
• Post-practicum Meeting

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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Demonstration Lesson

• Please observe and participate in our demo
  lesson, which focuses on the theme of the
  Olympics and sports.
• Consider what feedback you would give to a novice
  teachers after your observation.

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? ? ?? Ta shì shéi
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?? yóuyong
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Ta ?shì ?shéi ??
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? ? ?? Ta shì shéi
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?? yóuyong
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?? yóuyong
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• ??bàngqiú

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• ??
• zúqiú

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?? lánqiú
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• ???pingpangqiú

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• ???
• yumáoqiú

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• ??
• wangqiú

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D
A
C
E
B
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??? dà feng chui

• ???? chui shénme
• ???? chui pingpang qiú

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????
pingpangqiú
wangqiú
yumáoqiú
lánqiú
bàngqiú
zúqiú
Yeye
Nainai
Mama
Baba
Gege
Wo
Meimei
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??

• Q ????????
• ni xihuan da lánqiú ma?
• A ??? / ????
• wo xihuan / wo bù xihuan

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Presentation?? ? ??Tamen shì shéi
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Sheila Taormina

• ??????
• ?? shè jí
• ?? jí jiàn
• ?? yóu yong
• ?? ma shù
• ?? pao bù
• ????????

• Sheila Taormina has been training in, swimming
  and running, but also excelling in sports she had
  never even understood before, shooting, fencing
  and horseback riding.
• Before 2005, she had never participated in any of
  those new sports in any capacity.
• At 2008 Beijing Olympic, she was representing the
  United States in the quest for Olympic gold in
  the Modern Pentathlon event.

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Modern Pentathlon
???? xiàndài wuxiàng
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Reflections

• What were the strengths of this lesson?
• What could be improved with this lesson?
• How would you give feedback to a teacher after
  observing this lesson?

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• ??!

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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Teachers Daily Schedule

• Arrive at Princeton High School
• Help with student arrivals and check in
• Participate in tai chi welcome, warm-up activity
• Observe and assist teachers
• Conduct small group activities
• Eat lunch with students
• Assist community guest teachers
• Attend and assist in daily culminating program
• Meet for guided reflection, plan for next day,
  and create materials

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End of the Day
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Additional Activities

• Accompany students on field trip
• Meet for one-on-one feedback sessions with
  teacher trainers
• Create lessons for last day festival

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Additional Activities

• Meet for one-on-one feedback sessions with
  teacher trainers
• Teacher candidates choose goals for the practicum
  together with teacher trainers
• Teacher candidates consider their long-term
  professional development needs

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Last Day Festival
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Keys for Preparing Standards-Based Teachers

• K-12 collaboration which models best practice
• Teacher candidates have the opportunity to
  observe, practice with REAL K-12 students, and
  reflect
• Teacher candidates receive feedback and guidance

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Keys for Preparing Standards-Based Teachers

• Teacher candidates become members of a teacher
  learning community
• Teacher candidates have the opportunity to
  observe multiple levels of instruction
• Teacher candidates have the opportunity to
  practice
• Teacher candidates observe how to make
  connections to the community

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Keys for Preparing Standards-Based Teachers

• Teacher candidates receive on-going guided
  support and opportunities to reflect
• Programs are adequately funded for teacher
  support, materials, and teacher candidate
  scholarships and
• Teacher candidates learn that becoming a teacher
  is a life-long process.