| A | B | C | D | E | F | G | ||
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1 | Month | August Focus: Observe the mentor establishing and reinforcing expectations and routines, becoming familiar with instructional matierials, establishing relationships with students and families, demonstrating Fall Gateway domains | September Focus: Observe the mentor establishing and reinforcing expectations and routines, becoming familiar with instructional materials, establishing relationships with students and families, demonstrating Fall Gateway domains, beginning to lead transitions and community builders | October Focus: Begin to teach the opening of a lesson at least once daily. End the lesson and transition the class to the next activity 2-3 times a week. Teach one full lesson for Fall Gateway | November Focus: Continue to start and end the class at least once daily, provide opportunities to engage students, and support monitoring during independent practice. Continue to help lead transitions and practice classroom management skills. Continue implementation of specific instructional routines by content. Grade multiple assignments per week. Teach & film 1-2 full lessons for the content course midterm at Relay. | December Focus: Continue to start and end the class at least once daily, provide opportunities to engage students, and support monitoring during independent practice. Continue to help lead transitions and practice management. Continue implementation of specific instructional routines by content. Grade multiple assignments per week. Teach & film 1-2 full lessons for the content course final at Relay. | ||
2 | Clinical Experiences | Short Video Observation | Reflection Journal (due beginning of October) Short Video Observation | Fall Gateway (due beginning of November) Reflection Journal | Short Video Observation Anthology Portfolio Checklist | |||
3 | Modules & Practice Focus in Clinical Practice Course at Relay | N/A | Module 1: Critically Reflective Teaching Practice: Active & Expansive Listening Module 2: Routines & Procedures Practice: Planning and implementing an organizational routine or classroom procedure | Module 3: Setting Expectations Practice: Delivering instructions for a classroom activity Module 4: Supporting Students in Meeting Expectations Practice: Using multiple means of representation when delivering instructions; maintaining awareness and using non-verbal cues Module 5: Avoiding Power Struggles Practice: Responding to students in ways that do not escalate conflict | Module 6: Planning for Instruction 1 Module 7: Planning for Instruction 2 Module 8: Planning for Instruction 3 Practice Focus: Delivering a lesson with clarity and confidence | N/A | ||
4 | Focus of Content Courses at Relay | Late October ECE & Elementary: Internalizing and implementing a foundational skills lesson Middle Grades & Secondary: Internalizing and implementing a content-specific lesson that incorporates an instructional routine that engages students in thinking about key content in the lesson (i.e. turn & talk; Notice & Wonder; everybody writes) | Early November ECE & Elementary: Internalizing and implementing a foundational skills lesson Middle Grades & Secondary: Internalizing and implementing a content-specific lesson that incorporates an instructional routine that engages students in thinking about key content in the lesson (i.e. turn & talk; Notice & Wonder; everybody writes) Midterm due in mid-November Late November ECE & Elementary: Internalizing and implementing a text-based literacy lesson; Demonstrating effective implementation of literacy specific instructional methods, including instructional routines Middle Grades & Secondary: Understand the purpose of content-specific instructional methods based on the lesson content and learning outcomes; Demonstrating effective implementation of content-specific instructional methods, including instructional routines | Early December ECE & Elementary: Continue with internalization & implementation of a text-based literacy lesson, considering the application of the UDL Framework and knowledge of students; Identify formative lesson assessments and collect data Middle Grades & Secondary: Continue with internalization & implementation of a content-specific lesson, considering the application of the UDL Framework and knowledge of students; Identify formative lesson assessments and collect data Final due in mid-December | ||||
5 | Planning Focus | To build skills around planning, residents should: Internalize Lesson Plans and Instructional Matierals -Review mentor's lesson plans and curriculum materials, internalizing at least one lesson per day -Look for alignment in lesson plans across learning objective, assessment, and learning activities using protocol for analyzing and adapting a lesson plan -As needed, discuss lesson plans with mentor- How are these components aligned? What is the rationale for this activity? How does this assessment show that students have achieved the lesson objective? What would an exemplar response look like? -Review student IEPs and 504 plans, and become familiar with necessary accomodations Engage in Relationship Building Strategies -Implement their plan to learn about students from the EDU-501 Beliefs and Mindsets Written Assignment or another strategy to learn about students that they were introudced to in EDU-501. | To build skills around planning, residents should: Internalize Lesson Plans and Instructional Materials -Review mentor's lesson plans and curriculum materials, internalizing at least one lesson per day -Look for alignment in lesson plans across learning objective, assessment, and learning activities using protocol for analyzing and adapting a lesson plan -As needed, discuss lesson plans with mentor- How are these components aligned? What is the rationale for this activity? How does this assessment show that students have achieved the lesson objective? What would an exemplar response look like? -Review student IEPs and 504 plans, and become familiar with necessary accommodations Plan for Instruction Residents are Leading -Plan and script for any transitions, community builders or small group work residents are leading -Plan for any necessary accommodations based on IEPs, 504s and student needs Engage in Relationship Building Strategies -Implement their plan to learn about students from the EDU-501 Beliefs and Mindsets Written Assignment or another strategy to learn about students that they were introudced to in EDU-501. | To build skills around planning, residents should: Internalize Lesson Plans and Instructional Materials -Review mentor's lesson plans and curriculum materials, internalizing at least one lesson per day -Look for alignment in lesson plans across learning objective, assessment, and learning activities using protocol for analyzing and adapting a lesson plan -As needed, discuss lesson plans with mentor- How are these components aligned? What is the rationale for this activity? How does this assessment show that students have achieved the lesson objective? What would an exemplar response look like? -Review student IEPs and 504 plans, and become familiar with necessary accomodations Plan for Instruction Residents are Leading -Plan and script for any transitions, community builders or small group work residents are leading -Plan for an necessary accomodations based on IEPs, 504s and student needs - Identify and review daily objectives. - Create exemplars for daily lessons. - Script and/or practice lesson opening and closing Engage in Relationship Building Strategies | To build skills around planning, residents should: - Review and internalize lesson plans provided by mentor teacher, including necessary accomodations for students with IEPs and 504 plans. -Use protocol for analyzing and adapting a lesson plan to (1) internalize a lesson plan they will be teaching and (2) consider one adjustment they will make to the lesson based on what they have learned about students strengths or identities - Execute one instructional routine within a lesson they will be teaching during a moment that will support students' understanding of the content, leveraging learning from Relay content courses. Mid November: Prepare 1-2 lessons for their content course midterm at Relay, using the expectations in their Canvas course. Engage in Relationship Building Strategies | To build skills around planning, residents should: - Review and internalize lesson plans provided by mentor teacher, including necessary accomodations for students with IEPs and 504 plans. -Use protocol for analyzing and adapting a lesson plan to (1) internalize a lesson plan they will be teaching and (2) consider one adjustment they will make to the lesson based on what they have learned about students strengths or identities - Execute one instructional routine within a lesson they will be teaching during a moment that will support students understanding of the content. -Identify a barrier to representation that students may experience because of the design of the lesson and incoporate one scaffold or support for Representation from the UDL Framework into the lesson Mid-Dec: Plan 1-2 lessons for their content course final at Relay, using the expectations in their Canvas course. | ||
6 | Teaching Focus | Residents should focus mostly on observation this month, but can take on teaching opportunities focused on: -Set and reinforce expectations to facilitate transitions and routines/procedures -Support monitoring during student practice. -Assist in the classroom, for example facilitate small group work and assist in grading student work. -Engage in and/or lead community building activities to get to know students and families. | Residents should continue to observe their mentor and should begin taking on teaching and classroom opportunities focused on: - Teaching the first few minutes of lesson at least once daily - Greeting students at the door, leading the Do Now/bell ringer activity, opening or framing a lesson - Leading community building activities - Assisting with academic rountines (do now, exit ticket, math fluency) - Providing support during independent work and leading a small group - Responding to off-task behavior - Practicing strong classroom management while leading transitions, routines and procedures - Continue gradual on-ramp responsibility for previous month(s). | Teaching Expectations: - Begin to teach the opening and closing of a lesson at least once daily, including transition to next activity. - Lead transitions, routines and procedures and practice strong classroom leadership. - Continue gradual on-ramp responsibility for previous month(s). | Teaching Expectations: - Teach the opening and closing of a lesson at least once daily. - Teach at least one of the lesson's learning experiences at least once daily, leveraging learning from Relay content courses. Note: For residents in Early Childhood and Elementary settings, a focus on teaching literacy based lessons is highly encouraged given the focus of their content course. - Lead transitions, routines and procedure and practice strong classroom management. - Continue gradual on-ramp responsibility for previous month(s). Mid November: Teach and film 1-2 full lessons for their content course midterm at Relay. | Teaching Expectations: -Teach 1 lesson a day, ideally after observing same lesson if departmentalized. Note: For residents in Early Childhod and Elementary settings, a focus on teaching literacy based lessons is highly encouraged given the focus of their content course. - Lead transitions, routines, and procedures, and practice strong classroom management. - Continue gradual on-ramp responsibility for previous month(s). Mid December: Teach and film 1-2 full lessons for their content course final at Relay. | ||
7 | Observation Focus | Residents should be regularly observing the following in their classroom and school: -Transitions within the classroom, and outside of the classroom -How the mentor teacher establishes the routines for transitions -How the mentor teacher maintains transitions (positively reinforces, resets, motivates students, etc) -Mentor teacher giving directions - look for examples of Specific, Observable, Concise and Sequential directions -How the mentor teacher sets expectations and supports students to meet the expectation -Mentor teacher scanning, using positive narration, and awareness to support students to meet the expectation when needed -How the mentor teacher interacts with students demonstrating care and respect for students' identities, race, and cultural background *Residents log observation hours in their field observation log. | Residents should be regularly observing the following in their classroom and school: -Transitions within the classroom, and outside of the classroom -How the mentor teacher establishes the routines for transitions -How the mentor teacher maintains transitions (positively reinforces, resets, motivates students, etc) -Mentor teacher giving directions - look for examples of Specific, Observable, Concise and Sequential directions -How the mentor teacher sets expectations and supports students to meet the expectation -Mentor teacher scanning, using positive narration, and awareness to support students to meet the expectation when needed -How the mentor teacher interacts with students demonstrating care and respect for students' identities, race, and cultural background *Residents log observation hours in their field observation log. | Residents should be regularly observing small and large group instruction in their classroom and school with a focus on the following: - Classroom culture (continued) - Implemention of content-specific instructional methods that support students in developing a concept or skill, with an emphasis on literacy-based lessons for residents in Early Childhood and Elementary settings. *Residents log observation hours in their field observation log. | Residents should be regularly observing small and large group instruction in their classroom and school with a focus on the following: - Classroom culture (continued) - Implemention of content-specific instructional methods that support students in developing a concept or skill, with an emphasis on literacy-based lessons for residents in Early Childhood and Elementary settings. - Incorporation of instructional routines - Adjustments to the lesson materials based on knowledge of students *Residents log observation hours in their field observation log. | Residents should be regularly observing small and large group instruction in their classroom and school with a focus on the following: - Classroom culture (continued) - Implemention of content-specific instructional methods that support students in developing a concept or skill, with an emphasis on literacy-based lessons for residents in Early Childhood and Elementary settings. - Incorporation of instructional routines - Adjustments to the lesson materials based on knowledge of students *Residents log observation hours in their field observation log. | ||
8 | Feedback Focus Areas | Mentor and Instructor feedback to the resident should focus on: - Areas aligned to Fall Gateway - Setting and reinforcing expectations - Giving clear directions - Using positive narration to establish and support students to meet the expectations - Scanning and awareness - Lesson internalization - alignment of components, purpose and objective of lesson and activities, expectations for student work | Mentor and Instructor feedback to the resident should focus on: - Areas aligned to Fall Gateway -Setting and maintaining classroom culture using the Classroom Culture Feedback Sheet *Setting and reinforcing expectations and classroom routines *Giving clear directions *Using positive narration to establish and reinforce expectations *Scanning and awareness *Responding to off-task behavior using positive narration and nonverbals - Lesson internalization - alignment of components, purpose and objective of lesson and activities, expectations for student work | Mentor and Instructor feedback to the resident should focus on: - Areas aligned to Fall Gateway - Classroom management and culture (continued) - Lesson internalization - alignment of components, purpose and objective of lesson and activities, expectations for student work | Mentor and Instructor feedback to the resident should focus on: -Areas aligned to Winter Gateway (Spring Term) *Classroom culture (continued) *Lesson internalization *Adjustments to the lesson materials based on knowledge of students | Mentor and Instructor feedback to the resident should focus on: - Areas aligned to Winter Gateway (Spring Term) *Classroom culture (continued) *Effectiveness in executing a lesson utilizing plans and materials that are provided *Incorporation of instructional routines | ||
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