Brooklyn College Teaching Fel...

Welcome Students!

Dr. Stephen Levy

Dr. Levy's PHONE: (631) 873-6272

Any problems, contact Dr. Levy IMMEDIATELY

Check Your email Daily!
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We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors....but they all exist very nicely in the same box.
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Brooklyn College Teaching Fellows

Course Description -Requirements

First Year Fellows General & Special Ed

Each Semester

1. An Initial visit

2. Collaborative Agreement written

3. Observation #1

4. Observation #2

Second Year Fellows - General Ed

Each Semester

1. Initial visit

2. No Collaborative Agreement

3. Must take a 1 hour seminar

4. Observation #1

5. Observation #2 Must Video themselves for the seminar (this takes place during the last observation)

6. Choose an On-Site Mentor (a colleague)

Second Year Fellows - Special Ed.

Each Semester

1. Initial Visit

2. 3 observations (suggest Video during second observation in case it needs to be improved)

3. Choose an On-Site Mentor (a colleague)

4. Must take a 1 hour seminar

5. There is NO Secondary Special Ed certification! Only grades 5-9. If teaching grade 10 have to go to a nearby elementary school for your second placement hours.

Student Teachers

Each Semester

No Initial Visit....there are 3 Observations

Check my website: drlevy.webhop.org for CST-SWD test information

Useful Links for My College Students <-click here

LOADS of Educational Links-worth checking out! <-click here

EXPLANATION OF CONCEPTUAL FRAMEWORK

Brooklyn College School of Education, Conceptual Framework (abridged)

The Faculty of the School of Education, in collaboration with students and outside partners, has identified four central themes, which guide its preparation of candidates for degrees and certification.

Collaboration

The School of Education is committed to education as a collaborative process that requires sustained dialogue between relevant parties at all levels of our future practitioners’ academic and professional lives. Our graduates should not only have a desire for collaboration, but should also strive to develop within their schools collaborative learning communities that are socially just, and intellectually and aesthetically rich.

Critical Self and Reflective Practice

The School of Education is committed to fostering critical self-reflection and reflective practice. We believe that a deep understanding of one’s autobiographical situation and its relationship to one’s practice is central to successful teaching.

Social Justice

The School of Education is committed to education centered on social justice. Such a commitment consists of preparing future professionals to assume active roles in shaping the social, cultural, and political future of their communities and beyond, and to cross physical, cultural, and economic borders as they develop shared meanings and purposes.

Diversity

The School of Education is committed to addressing issues of race, ethnicity, class, cultural and linguistic diversity, religion, gender, sexuality and special needs as well as to accommodating learner differences and styles.

EXPLANATION OF PROFESSIONAL TEACHER STANDARDS

The eleven statements presented here are the basic principles underlying the knowledge, dispositions, and performances deemed essential for all beginning teachers, regardless of their specialty areas. They are specifically intended to address behaviors that constitute what novice teachers need to practice responsibly when they enter the teaching profession.

Principle 1: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2: Human Development and Learning The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Principle 3: Diversity The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle 4: Instruction The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle 5: Learning Environment The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 6: Communication The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7: Planning The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8: Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 9: Reflection and Professional Growth The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10: Collaborative Relationships The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Principle 11: Professional Conduct The teacher serves as a positive role model in the areas of character development, professional and social interactions, and work ethics.

Source: The first ten principles emanate from the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. Principle eleven is aligned with Brooklyn College’s Conceptual Frameworks.

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