New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
ENGED-GE 2922.001 Student Teaching Practicum in English/Language Arts
(Middle School and High School Placement II) – Spring 2015
An important message from the Dean regarding your rights:
Any student attending NYU who needs an accommodation due to chronic psychological, visual, mobility
and/or learning disability, or who is deaf or hard of hearing should register with the Moses Center for
Students with Disabilities at 212-998-4980,
240 Greene Street, www.nyu.edu/csd.
Meeting time:
Meeting space:
Instructor:
E-mail:
Office hours:
Office phone:
Thursdays 4:55 PM -6:35 PM
Myers 261
Maura Gouck
[email protected]
Mon 2:00 – 5:00 and Wed 2:00 - 4:00 East Building Room 621 or by appointment
Office; 212.998.5203 (preferred)
Cell: 646 416 4385
TURN OFF ALL CELL PHONES AT THE BEGINNING OF CLASS. THANK YOU.
COURSE FOCUS
At the end of this semester, you will submit the materials for your dTPA and will begin the process of the
job search. Toward these ends, some of the work of this course will be devoted to the successful
completion of all materials required for your Certification and preparation of a job portfolio. We will also
address your student teaching concerns and issues. You will be supported in this by your classmates,
your seminar instructor and your field supervisor.
DESIGN OF EACH SESSION
You will keep an in-class Reflection Log. This will be used either at the beginning of class to
initiate our discussion of assigned readings or at the end of class to note what was helpful, ask
questions, or raise issues.
Members of the practicum will model an activity at the beginning of a session. This might a design
for teaching a poem or story, or perhaps a suggestion for initiating a unit. You become the
teacher/facilitator for 15 minutes (max).
Discussion of assigned and self-selected readings. A variety of articles are posted on Classes.
Discussion of how things are going at your placement. You will be invited to share your student
teaching experiences that have been successful, those for which you would like input, and even
those which you may prefer to forget. We call this activity, Shout Outs, Brown Outs, and Black
Outs…or…
…
…
for short.
THEMES
W E WILL WORK ON QUESTION FORMATION toward a specific pedagogy
We will work toward making our classrooms effective centers of learning.
We will work on making the edTPA a more comfortable and organic process.
We will become comfortable approaching English by Design
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MENTORED STUDENT TEACHING
Because you have already experienced the complexity of student teaching, you undoubtedly appreciate
the emphasis NYU places on reflection. You will continue to submit journals to your supervisor according
to your contract. As was noted in your fall student teaching seminar, you become your own coach as you
take note of what’s around you in the classroom, school, and the community in which the school is
located and in which your students live. You are charged with learning which of your students have
special needs, observing other teachers (teachers of ELA or teachers who work with your students in
other areas of study), attending team planning meetings and parent conferences. Employ the assistance
of your cooperating teacher in setting up these opportunities.
You are working toward developing professional attitudes:
Openness to being mentored.
Eagerness to exploit all learning opportunities; this might include teaching a lesson that your
cooperating teacher or a team of teachers planned, attending a team planning meeting, tutoring a
struggling student, grading a set of papers you did not assign, and handling attendance records.
Willingness to practice reflecting on your development as a teacher through regular
correspondence with your supervisor and seminar instructor.
TEXTS
Peter Smagorinsky, ENGLISH BY DESIGN: HOW TO CREATE AND CARRY OUT INSTRUCTIONAL UNITS, 2008,
Heinemann.
You will read a number of Articles and Chapters. These are posted on NYU Classes –RESOURCES:
ARTICLES. You will be asked to notate assigned or selected articles for a Reflection Log and Class
Discussion. These dates are noted on the Calendar (Appendix F).
GRADING POLICY
Your grade will be jointly agreed upon by the seminar instructor, your supervisor, and your cooperating
teacher. The seminar leader and the supervisors meet together monthly to consult on your progress, and
they also stay in close touch with your cooperating teacher. At mid-term you will receive a grade based
on the Course Norms (below). If your grade is below A, we will meet to conference as to why your
seminar instructor and/or your supervisor has concerns about your work for the class and/or your student
teaching placement.
COURSE NORMS - Criteria for assessment for the seminar are as follows:
Criteria
Preparation
Participation
Professional
Growth
Norm
-Complete assignments as thoughtful, thorough, and timely responses to
readings or classroom activities.
-Attend class regularly and punctually, with notification of absences to the
instructor in advance.
-Practice active listening and provide constructive feedback to classmates in
class and on NYU Classes.
-Be aware of air time. Get to your issue directly and make sure others have
discussion time available to them.
-Be open-minded about class activities and wholeheartedly involved.
-Relate reading and writing assignments to overall goals, adding perspective and
experience as the term progresses.
-Use the learning log for critical analysis of self and classroom practice.
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PRESENTATION OF ASSIGNMENTS: All work is to be completed in Arial 11 pt. with pagination noted. [This
follows the requirements of the edTPA.]
Papers should be identified on the first page in upper left corner with:
Student
Course
Date
Assignment
LESSON PLANS: You will follow the guidelines of your CT and or Supervisor in submitting Lesson Plans
(Appendix A) contains rationale for planning drawn up by Professor Joe McDonald, along with a sample
Lesson Plan format.
Projects: Your Major Projects are:
edTPA (Appendix B)
designing parts of your Professional Portfolio (Appendix C).
You will also select challenges from The Framework for Teaching ELA (Below and Appendix
D). The work on your selected challenge, along with your evidence, will be updated at mid-term
and submitted to an assessment panel in our final class. readings of articles and chapters from
NYU Classes
The dates for the submission of these works are noted on the Course Calendar (Appendix F).
FRAMEWORK FOR LEARNING TO TEACH ELA
The Framework which guides learning in the practicum is based on DRSTOS-R, a domain-based
assessment of teaching that was developed by the NYU Teacher Education Program as a tool for
assessing its own effectiveness. DRSTOS-R is based in turn on the Framework for Teaching developed
by Charlotte Danielson (2011, revised edition). This is now the most widely used framework for teacher
education and teacher evaluation in the United States. Your supervisor will use DRSTOS-R as a
summative assessment of your student teaching, and will share the results with you. However, most of
your work in the practicum will focus more specifically on the Framework for Learning to Teach ELA (See
Appendix A).
The shading in the Framework this semester highlights the two domains which were not central to your
presentation project for the fall semester. For the spring term you will concentrate on Planning and
Preparation (Column 1) and Professional Responsibility (Column 4).
Updates on your work on this Project will be submitted through your Reflection Log.
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Appendix A
Framework for Learning to Teach ELA
Challenge
1. Planning &
Preparation
2. Classroom
Environment
3. Instruction
4. Professional
Responsibilities
1
Selecting rich texts
and other teaching
materials.
Engaging individual
students appropriately
within and beyond the
classroom.
Giving good
directions and
explanations.
Forming collegial
relationships with peers
and mentors.
2
Planning coherent
lessons
Gaining students’
attention and hooking
their interest.
Presenting and
launching effective
class and homework
assignments.
Studying students as
unique thinkers and
learners
3
Orienting lessons to
standards-based
learning outcomes in
ELA.
Fostering and
maintaining an inclusive
classroom community.
Eliciting and building
well on students’ oral
responses to texts.
Demonstrating
awareness of the
classroom as a
complex ecology.
4
Discerning the skills
and strategies that
underlie effective
ELA practices and
planning with these
in mind.
Situating oneself
physically for contact,
proximity, and power.
Modeling effective
reading and writing
strategies.
Observing other
teachers in discerning
ways.
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Planning for well
guided practice of
ELA skills and
strategies.
Dealing effectively with
“talking” and other
distracting behavior.
Unpacking complex
ideas and texts to aid
deeper
understanding.
Demonstrating
familiarity with the
community context(s) of
the school.
level
4
Challenge
level
1. Planning &
Preparation
2. Classroom
Environment
3. Instruction
4. Professional
Responsibilities
6.
Connecting lessons Dealing
into coherent multi- appropriately with
lesson units.
error or
misconception.
Responding in a
targeted and
effective way to
student writing and
other work.
Participating in
reflective and undefensive
conversations about
teaching and learning
outcomes with peers
and mentors.
7
Planning
alternative paths to
ELA content
mastery.
Employing effective
time management.
Teaching toward
mastery of standard
English usage in
developmentally
appropriate ways.
Working to
understand and
accommodate
students as
individuals with
unique needs,
backgrounds, and
interests
8
Using assessment
data to inform
planning and revise
assumptions
Using assertive
interactions for
academic press (e.g.
cold call strategies
and follow-up
questions).
Structuring
independent
reading and writing
assignments for
completion and
understanding.
Working undefensively and
collaboratively with
parents.
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Creating rich ELA
teaching and
assessment
materials
Reflecting in action –
assessing situations
while teaching and
revising plans
accordingly.
Orchestrating
elaborated
classroom
discussions
effectively.
Seeking and using
professional learning
resources beyond
ones suggested or
required.
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Planning
effectively over
increasingly long
time spans.
Getting the working
ratio right between
teacher work and
student work.
Differentiating
instruction to
accommodate a
range of students’
skills and needs –
including those
associated with
English language
learning and
disabilities.
Contributing to
school leadership
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Appendix B
Lesson Planning
Good lesson plans vary considerably from teacher to teacher in both format and level of
specificity. And in this course, the seminar leaders defer to your Cooperating Teachers and Supervisors
with regard to format. But in terms of specificity, we urge lots of it even if your CT is used to operating on
far less. After all, they have lots more physical and verbal memory of teaching to call on than you do.
We also advocate that regardless of format, your lesson plans should include the following:
One or more explicit learning targets, keyed to specific state standards, and announced
in kid-friendly language.
Use of an explicit engagement strategy at the start of the lesson. New York City teachers
typically refer to this as a “Do now” and often plan a short, individual task. But it is
possible to have good engagement strategies that involve pairs of students and even
whole-class activity. What counts in any case is engagement on something related to the
lesson’s content, and a plausible path from there to the learning target(s).
Use of an overview of the main elements of the lesson so that students know what to
expect. This should be short and written like an agenda on a white board or a projection.
It can include time frames, but you might want to keep these private until you get the
knack of devising reliable ones.
Incorporation of a variety of activities whose sequence follows a reasonable theory of
how a learner might reach the particular learning target(s) – for example, by observing a
demonstration of some reading task (for example, listening to you pausing to make
inferences as you read aloud), practicing the task with a partner who coaches, then doing
the task alone and silently.
Precise scripting of all anticipated instructions - for example, "Now we need everyone to
look up from your writing and turn your desk to your reading partner's. . . . (wait for
silence, using countdown as needed) NOW, taking turns, follow the steps of our sharing
protocol. Use the poster at the front of the room if you don't remember the steps."
Precise scripting of your anticipated physical activity (for example, writing at the
projection stand, walking to the back of the room as students read silently, and so on).
A closing activity that clearly relates to the learning target for the class - for
example, an exit ticket designed to help you understand who reached the target
and who didn't, or a cold-call final discussion that reviews key learning points and
helps prepare students for homework.
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Lesson Plan Format
Name:
Date:
School and Grade:
I. Context for the lesson: What has occurred before this lesson? What have the students been
working on, what was last night’s assignment, what is the unit, how is this lesson a transition from
yesterday?
II. Learning Goals: What do you want students to learn through the experience of this lesson?
What areas of literature, writing, listening, speaking are you providing? Not Common Core
Standards
III. Do Now (Warm Up): an explicit engagement strategy at the start of the lesson which is usually a
short, individual task. But it is possible to have good engagement strategies that involve pairs of students
and even whole-class activity. What counts in any case is engagement on something related to the
lesson’s content, and a plausible path from there to the learning target(s).
IV. Materials: What books, handouts, media will you and your students need in this lesson?
V. Lesson Sequence: Consider the following elements in your lesson plan sequence–
How much time do you estimate the activity to take?
Is this a student centered activity? Teacher centered? Teacher initiated? Student initiated?
How are you bridging one part of the lesson to the next? How are you establishing transitions?
How are students encouraged to make connections within the lesson and/or previous lessons or
units?
How will you word your questions to allow for comprehension, analysis, synthesis, evaluation,
etc? (See Bloom’s Taxonomy)
How are you encouraging active participation from all your students?
How are you bringing the lesson to a close?
VI: Common Core Standards:
VII: Assessment: How do you know that students have accomplished the learning goals of this lesson?
Go back to your learning goals to create assessment questions.
How are you paying attention to your students’ learning? What are your strategies? What do you
need to consider in planning for the next day? Do you need to revisit, review, or present another
activity for these learning goals? Are students ready to continue tomorrow?
VIII: Homework Assignment: How are students continuing their learning and becoming prepared for
tomorrow’s lesson?
How are you going to engage students in the beginning; how are you launching the lesson? Is
there a personal connection you want them to make with the material?
How are you incorporating their homework and/or what they have done previous to this lesson?
Do you need to review what happened in class yesterday?
What is the activity for today and how is it suited to the learning goals?
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APPENDIX C
EdTPA
The edTPA is a national performance assessment of teaching for novice teachers. It requires that the
teachers capture their “performance” of teaching by means of two brief video clips, artifacts of planning
and assessment, student work samples in response to assessment tasks, and commentaries of various
kinds.
The edTPA is designed to assess the following dimensions of teaching effectiveness:
Knowledge of subject-matter content standards and subject-specific pedagogy (in our case, with
regard to secondary ELA or K-12 performing arts)
Capacity to analyze and respond to individual students’ needs
Familiarity with research and theory regarding how students learn and how good teachers teach
(in general and in ELA and/or performing arts)
Familiarity with challenges and strategies regarding teaching and learning what is often called
academic language
Ability to analyze and reflect on evidence of the effects of instruction on individual student
learning
These assessment targets cut across the assessment’s 3 parts (focused respectively on planning for
instruction and assessment, instructing and engaging students in learning, and assessing student
learning). The edTPA in secondary English-Language Arts assessment and in K-12 performing arts both
have 3 parts, each with 5 rubrics associated with it, for a total of 15 rubrics in all. Each rubric is scored
from 1 to 5, so the range of possible scores on these edTPA assessments is 15 to 75. New York State
has set a minimum score for both ELA and Performing Arts of 41 (average rubric score of 2.73). This is
required for initial certification. New York State also awards a “mastery” designation to those who earn an
overall score of 48 or higher (average rubric score of 3.20).
NYU students should plan to submit their edTPA portfolio during their final student teaching semester, but
they can use material from either their first or second student teaching assignment. NYU has invested in
the portfolio platform designed by Foliotek to help you manage and submit your portfolio materials.
Please respond to opportunities to be trained in the use of the Foliotek platform. For those graduating
this May, the first edTPA submission deadline is April 10. Submitting by then will ensure that you can put
edTPA behind you by the time you graduate.
Among the challenges associated with the edTPA assessment are the following:
Gaining sufficient information about your students to satisfy the standard that you understand
their learning needs, and plan and teach with these needs in mind.
Obtaining an early opportunity in your student teaching for planning and teaching what the edTPA
calls a “learning segment” of 3-5 consecutive lessons – one with a “central focus” in terms of its
learning goals.
Videotaping this segment (or portions of it) with sufficiently good video and audio quality.
Compressing the video in order to send it.
Documenting your assessment practices with student work and other artifacts.
Analyzing/reflecting on the strengths and limitations of your plans and teaching in ways that refer
to specific student needs and academic language goals.
Managing the numerous details of the assessment within a relatively tight timeframe.
Things that will make it easier are the following:
Go onto NYU Classes today, look for the Foliotek link. Use that to get access as well to the ELA
or K-12 Performing Arts edTPA Handbooks.
Discuss the edTPA with your Cooperating Teacher after you have had a chance to read your
assessment handbook. Ask him or her to coach your work on it, assuring him or her in the
process that this involves no more work than they would ordinarily do in supporting a student
teacher, just a little more explicit planning (around scheduling the learning segment)
8
Take the assessment one step at a time and don’t let yourself freak out about it.
Engage in frequent videotaping of your teaching, and put the videos in your Foliotek pages for
safekeeping. Start this long before your scheduled learning segment.
Find an edTPA “buddy” – somebody in your school who can videotape you, and whom you can
videotape. Or form an edTPA support group (with at least one techie in it) to help members
manage the process.
Use your seminar professor and other NYU faculty members and NYU peers as guides and
coaches.
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Appendix D
Professional Portfolio
TABLE OF CONTENTS
BACKGROUND INFORMATION
Cover Letter
Resume
Statement of Teaching Philosophy
UNIT PLAN
Rationale
Calendar
Context for Learning Information
Lessons
STUDENT WORK AND FEEDBACK
Work Samples
Rubrics
SCHOOL/PROFESSIONAL ACTIVITIES
Teams
Committees
Clubs
Notes from Community Members
FEEDBACK ON MY WORK
Cooperating Teacher
Supervisor
Parents/Students
LETTERS OF REFERENCE
You will design a hard copy of your portfolio as a course requirement. However you have the
option of converting it to an e-folio. You can most use Foliotek for this. I will provide samples of
each.
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APPENDIX E
STATEMENT ON ACADEMIC INTEGRITY
"Your degree should represent genuine lea rning"
The relationship between students and faculty is the keystone of the educational experience in The Steinhardt
School of Culture, Education, and Human Development at New York University. This relationship takes an honor
code for granted. Mutual trust, respect and responsibility are foundational requirements. Thus, how you learn is as
important as what you learn. A university education aims not only to produce high quality scholars, but to also
cultivate honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral presentations to
writing term papers. It requires that you recognize and acknowledge information derived from others, and take credit
only for ideas and work that are yours
You violate the principle of academic integrity when you:
Cheat on an exam;
Submit the same work for two different courses without prior permission from your professors;
Receive help on a take-home examination that calls for independent work;
Plagiarize.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is
academic fraud. In a community of scholars, whose members are teaching, learning and discovering knowledge,
plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a musical score
and/or other materials, which are not your original work. You plagiarize when, without proper attribution, you do any
of the following:
Copy verbatim from a book, an article or other media;
Download documents from the Internet;
Purchase documents;
Report from other's oral work;
Paraphrase or restate someone else's facts, analysis and/or conclusions;
Copy directly from a classmate or allow a classmate to copy from you.
Your professors are responsible for helping you to understand other people's ideas, to use resources and
conscientiously acknowledge them, and to develop and clarify your own thinking. You should know what
constitutes good and honest scholarship, style guide preferences, and formats for assignments for each of
your courses
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and exchange ideas and
opinions with others, including your classmates and professors. You will be expected, and often required, to build
your own work on that of other people. In so doing, you are expected to credit those sources that have contributed to
the development of your ideas.
Avoiding Academic Dishonesty
Organize your time appropriately to avoid undue pressure, and acquire good study habits, including note
taking.
11
Learn proper forms of citation. Always check with your professors of record for their preferred style guides.
Directly copied material must always be in quotes; paraphrased material must be acknowledged; even ideas
and organization derived from your own previous work or another's work need to be acknowledged.
Always proofread your finished work to be sure that quotation marks, footnotes and other references were
not inadvertently omitted. Know the source of each citation.
Do not submit the same work for more than one class without first obtaining the permission of both
professors even if you believe that work you have already completed satisfies the requirements of another
assignment.
Save your notes and drafts of your papers as evidence of your original work.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate disciplinary
action may be taken following the department procedure or through referral to the Committee on Student Discipline.
Departmental Procedure
The Professor will meet with the student to discuss, and present evidence for the particular violation, giving
the student opportunity to refute or deny the charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program Director and Department
Chair may take any of the following actions:
o
o
o
o
o
Allow the student to redo the assignment
Lower the grade for the work in question
Assign a grade of F for the work in question
Assign a grade of F for the course
Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and Department Chair, and inform the
student in writing, instructing the student to schedule an appointment with the Associate Dean for Student Affairs, as
a final step. Copies of the letter will be sent to the Department Chair for his/her confidential student file and the
Associate Dean for Student Affairs. The student has the right to appeal the action taken in accordance with the
School's Student Complaint Procedure as outlined in The Steinhardt School of Culture, Education, and Human
Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual circumstances, faculty
may choose to refer the issue to the Committee on Student Discipline for resolution, which they may do through the
Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York University Policy on Student
Conduct, published in the NYU Student Guide.
http://steinhardt.nyu.edu/academics/affairs/faq/key_elements
http://steinhardt.nyu.edu/policies/academic_integrity
Now that you have read the Syllabus – email me, no later than 2:00 P.M. on Thursday 1/29/15, to
let me know that you have read it in its entirety. Any questions, concerns, or suggestions that
arise regarding the syllabus should be typed out and brought to Seminar on Thursday, 1/29.
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APPENDIX F COURSE CALENDAR – SPRING 2015 - ENGED-GE. 2922.001
Date
Class Activities
Reading Due
Introductions – Fill out Info Card
Syllabus –Your Questions – My Questions
edTPA Brief QFT activities
LOG: Concerns
Activity – Maura
Context for Learning Handout - Sample
QFT cont’d
Reports from Field
Reports from Field
Forming QFocus
Handout: Framework
LOG
1/27 Carefully read the Course Syllabus posted on
NYU Classes under RESOURCES/SYLLABUS
Classroom Activity 2
Reports from Field
Handout Resume Samples
Work in groups on QFT
LOG
Smagorsky – Teaching English by Design
Classroom Activity
Reports from the Field
Working w/ TASK 1 in groups
Feedback on Classmate’s Resume
Activity
View a 10-minute Segment of a lesson
and fill out a commentary
Practice Smagorinsky
Sample Cover letter
Smagorsky – Teaching English by Design
7)
3/12
Practice Smagorinsky
Exchange Cover Letter
edTPA
EdTPA Handbook – Task 2
No classes 3/16
to 3/22
NYU Spring Break – begins 3/16.
1)
1/29
2)
2/5
Activity 1
3)
2/12
4)
2/19
Activity 2
DoE Winter
Break
5)
2/26
6)
3/5
Activity 3
2/3 Read assigned Posted Chapters from Make
Just One Change RESOURCES / QFT
Read additional Chapters - Make Just One
Change
DoE schools close 2/16 and reopen 2/23
NYU classes are in session
Smagorsky – Teaching English by Design
EdTPA Handbook – Task 1
Writing Due
1/27 Write out any concerns, ques, or suggestions
you may have regarding the Syllabus. Bring a copy.
Be prepared to discuss these in your in-class journal.
They will be addressed in our first Class.
2/5 Did the reading address any of your posed ques?
Which and in what way? What additional ques were
raised? Note these on an index card
2/12 Look over Context for Learning Information.
What can you already fill out?
Read the assigned chapters – write out questions,
comments and bring for discussion
Select 2 Framework Challenges
2/19 Design a draft of your Professional Resume
Look over Context for Learning Information. Add IEP
information, etc.
Read the assigned hapters – notate, highlight
Attend Job Expo
2/26 Complete Context for Learning and post to NYU
Classes –Bring a hard copy to class
Fill out Chart for articles – Accept - Question
Finalize Resume and Post to File Exchange
3/5 Complete your Context for Learning – Post
Read chapter of English by Design
Bring in Lesson(s), Handouts, Assessments for a
unit you are teaching. Ideally, these should be from
your Learning Segment.
Draft of Cover Letter
Record a Lesson and Post
What don’t you understand about Task2?
Classes resume 3/23.
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Activity
Teaching Tomlinson
Feedback on Framework
Philosophy of Teaching Handout
8)
3/26
Read 3 of Carol Tomlinson’s Chapters on
Differentiation: Content, Process, and Product.
You will be assigned one of the 3 to outline and
teach.
Activity 4
3/26 Outline your Tomlinson Chap to teach to the
group.
Hard Copy of one Framework Challenge – plus two
sources of evidence.
Finalize Cover Letter Post to File Exchange
4/2 Draft of your Philosophy of Teaching and bring in
a hard copy.
9)
4/2
Feedback on teaching philosophy
Practicing Commentary using
Assessments and feedback
10)
4/9
DoE Spring
Break
Possible e-class. If everyone has posted a
video, lessons, assessment and
commentary for TASK 1
11)
4/16
Activity 5
Classroom Activity
Feedback on your second Framework
Practice Differentiation
4/16 Outline of Framework 2 with evidence.
Finalize Philosophy of Teaching – Post to File Exch
by Wed, 4/15
12)
4/23
Presenting a model lesson for a
teaching position– some advice
Possibilities for Portfolios
4/23
Collect student work and assessments, and
Feedback from your CT and/or Supervisor
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4/30
CLASSROOM ACTIVITY
INTERVIEW PRACTICE
COMPLETE COURSE EVALUATION
PORTFOLIOS
4/30 Bring 3 pieces for Teacher Portfolio
Presentation of your Framework for
Teaching ELA--Guest Assessors
Picture This!
Turn in Portfolio pieces
5/7 Finalize the Framework Project for Presentation
to a Guest Assessor and Classmates.
Activity 6
14)
5/7
.
DoE schools close 4/3 and open on 4/13 - NYU
classes in session
4/9
Post Task 1 of edTPA
Give feedback to Classmates on Task 1
*Assignments are fully explained on the Class Agenda. Follow the AGENDA for the week’s assignment –NOT the
SYLLABUS.
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