Professional Documents
Culture Documents
EED 478 - Term 8 2018
EED 478 - Term 8 2018
9 credit hours
Schedule line # 76985
Fall Semester
Term 8
Instructor Information:
Dates of classes: 8/16-11/30-2018
Instructor: Karen Meyer, MEd
Email: klmeyer2@asu.edu
Work Phone: 480-688-3637
Office Hours: TBD
Office Location: TBA
Course Information:
Pre-Requisite
Admission to Professional Teacher Preparation Program. All students must attend a Planning to Student Teach meeting and complete an
Application to Student Teach in the semester preceding the student teaching semester.
Co-Requisite
Enrollment in a student teaching experience is a co-requisite for this course.
Catalog Description
Student teaching in elementary school classrooms. Synthesized experience in curriculum, instruction, and classroom management.
Successful completion of EED 478 fulfills nine (9) of forty five (45) required semester hours of education courses, including practicum in grades K-8,
which teach knowledge and skills such as learning theory, classroom management, methods, and assessment describe in SBR R7-2-602 for an
Elementary Education Teaching Certificate.
EED 478 – Term 7 Revised 6/1/16 – Page 1
Division of Teacher Preparation
Course Format
List lecture/discussion.
EED 478 is the first of two culminating experiences in the Elementary Education iTeachAZ program. It emphasizes planning effective lessons,
implementing instruction with whole and small groups of students, and collection and analysis of student data with a focus on student achievement.
EED 478 is built around Teach for America principles of setting big goals, investing students and their families, planning purposefully, executing
effectively, continuously increasing effectiveness, and working relentlessly. During this course, Teacher Candidates plan and implement units of
instruction, use data to set ambitious academic goals for students and implement strategies to invest students in their own learning. Additionally,
Teacher Candidates learn to develop and use data tracking systems to monitor student progress with the ultimate goal of learning to take
responsibility for student achievement.
Throughout the course and clinical experience, Teacher Candidates are evaluated with the System for Teacher and Student Advancement (TAP)
program instructional rubric and the Teachers College Professionalism Rubric. This performance-based assessment process measures Teacher
Candidates’ instructional effectiveness, content knowledge, and professional dispositions with a focus on continuous professional growth. Teacher
Candidate performance is tied to K-8 student learning through the design, delivery, and evaluation of units of study which include multiple,
systematic processes for monitoring and reporting student achievement. Throughout the performance assessment process, Teacher Candidates
are challenged to reflect upon their own knowledge, skills and dispositions and how their instructional effectiveness impacts student achievement.
EED 478 is a face-to-face seminar that meets weekly. The student teaching seminar begins on the day designated in ASU’s schedule of courses.
The seminar is accompanied by a 4 day per-week clinical experience, in grades 1-8, following the mentor teacher’s contract hours. Clinical
experiences begin on the first day new teachers report to the district to which the Teacher Candidate is assigned. Teacher Candidates follow the
district’s fall and spring breaks and ASU’s winter break.
Supplemental Text
Teaching Plan Book
Required Materials
Mary Lou Fulton Teachers College Internet resource – Tk20 via the web: Tk20 CampusTools is a comprehensive online data management
system that enables you to participate and manage your academic activities in this class, throughout your college experience and beyond.
There is a one-time only, non-refundable subscription fee for Tk20. You can purchase the program online at http://mytc.asu.edu/tk20-
system.
o You may also purchase a Tk20 Student Access Kit from the ASU Bookstore, which may have a higher price, although purchasing
there will allow you to receive requisite compensation from financial aid, if eligible.
Provided Materials
ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students have FREE access to this web
resource)
Professional Resources developed by the Sanford Inspire Program aligned to the content of the current term are available through
the Professional Learning Library at https://pll.asu.edu/p/content/made-you-collections
Part A2:
9n 9o, 10c, 10f, 10j,
10p, 10s, 10t
Part B1:
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s,
10t
Part B2:
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10c, 10f, 10i,
10j, 10k, 10p, 10r, 10s,
10t
Part C1:
6t, 9o
Part C2:
6g, 6t, 9o
Part D1:
1c, 3a, 3n,10c, 10d,
10p, 10q
Part D2:
1c, 3a, 3n,10d, 10p,
10q,
Part D3:
1c, 1k, 2f, 2h, 2i, 4g,
7m, 9d,10e
Teacher Candidates will backwards plan to create two 1b, 4i, 6a, 6r, 7a, 7b, 1d, 2c,2d
unit plans that include an aligned assessment, learning 7d, 7g, 7j
goals, and daily learning objectives.
EED 478 – Term 7 Revised 6/1/16 – Page 4
Division of Teacher Preparation
Student Learning Outcomes InTASC Standard ISTE Standards PSA*
Teacher Candidates will create an investment plan 4d 1c, 1d Click here to enter text.
aligned to the unit plan to help motivate students to
complete the unit plan.
Teacher Candidates will maintain and share student 6t, 6v, 10b, 10c, 1d
achievement data results based on the unit plan project.
Teacher Candidates will monitor their own professional 10r, 10t 5c
development through the collection of feedback and
work products.
5 Application Day! You will create a project that embraces your Co-plan and lead in
Sept. 13 9am: Meet at the Mesa Student school community. This will require your time three subject
Services Building, the third floor, in class and outside of class. areas/periods.
Room 307: Computer Lab
Go to the Computer lab One month Unit Plan
and fill out the Mesa template, Assessment
Application and Investment Plan
We will begin SPE 416 at idea due by 11:59 pm
11 back at Whitman, room on Sept. 19.
45
6 Mock Interviews: Meet in Mesa Visit with Mesa Human Resources: Mr. Bruce Co-plan and lead in MT: Jr. High
Sept. 20 Student Services: Ocotillo room Peterson and several Mesa principals three subject meeting-4:30-5:30
323 dressed to interview. areas/periods. today
SPE 416 will begin shortly
after this event at Whitman
16 Celebration for Mentor Teachers Last Day of Student Teaching Items Due: ISTE 1d, 5c
Nov. 29th and Teacher Candidates! Site Coordinator Evaluation *Submit signed Time
Mentor Teacher Evaluation Card to Site InTASC 6t, 6v,
3 pm: Meet at Mesa Student Time Card-Completed and Signed due to Site Coordinator & 10b, 10c
Services Building: Coordinator Blackboard.
*Bring your computer Tk20 Binder Updated and Submitted
Celebration tonight
from 4:30-6 pm
EED 478 – Term 7 Revised 6/1/16 – Page 9
Division of Teacher Preparation
White Elephant teacher gift
exchange!
Course Assignments
Assignment and Description Due Date Indicators Score/Points
Student Teaching Notebook 2 checks after PAs InTASC 10r, 10t 100 points (4 checks at 25
Teacher Candidates will maintain a student teaching points each)
2 checks after walk-
notebook of placement school information, pertinent
throughs
assignments and lesson plans, rubrics, feedback,
evaluation forms, and time cards.
Assessed by Site Coordinator
Unit Plan and Assessment Unit 1: template due InTASC 1b, 4i, 6a, 6r, 7a, 150 points each
Teacher Candidates will backwards plan to create a unit Week 4, complete 7b, 7d, 7g, 7j
plan that includes an aligned assessment, learning goals, unit due Week 7
ISTE 1d, 2c, 2d
and daily learning objectives.
Assessed by Site Coordinator Unit 2: template due
Week 10, complete
Teacher Candidates have a choice:
unit due by Week 12
2 - 2 week unit plans: must be different subject/content
areas. Teacher Candidates must teach the unit between 8- One month unit:
10 days each. They will need to assess the students 2-3 template due Week
times each week through formative assessments, as well as 10 and complete unit
one summative assessment. Data must be collected
through student work, pictures and assessment examples. due Week 13
Signature Assignment-Performance Assessments (2) TBD by Site InTASC 480 points (2 at 240 points
Teacher Candidates will partake in a reflective process for Coordinator each)
1a, 1b, 1d, 1e, 1h, 1i, 2a,
one lesson. They will complete prework, teach a lesson,
2c, 2e, 2f, 2g, 2l, 3d, 3e,
reflect, and have a post-conference with the Site
Coordinator/University Supervisor. Evaluation is conducted 3j, 3p, 4d, 4f, 4g, 4l, 4n, 5f,
using the TAP rubric. A Performance Assessment must be 5r, 6a, 6b, 6c, 6d, 6e, 6g,
completed in the following areas: Reading, Math, Science or 6h, 6j, 6k, 6l, 6m, 6n, 6o,
Social Studies
6p, 6q, 6r, 6s, 6t, 6u, 6v,
A score of 3 on each of the eight TAP indicators during the 7a, 7b, 7d, 7e, 7f, 7g, 7j,
Performance Assessment process is required by the end of 7k, 7l, 7m, 7n, 7p, 7q, 8a,
the second Performance Assessment.
8b, 8d, 8e, 8f, 8g, 8h, 8i,
*Successful completion and passing the signature 8l, 8n, 8o, 8p, 8s, 9c, 9g,
assignment is required to pass the course.
9h, 9k, 9l, 10b, 10r, 10t,
Assessed by Site Coordinator
ISTE 2a 2c, 2d
Part D1:
1c, 3a, 3n,10c, 10d, 10p,
10q
Part D2:
1c, 3a, 3n,10d, 10p, 10q,
Part D3:
1c, 1k, 2f, 2h, 2i, 4g, 7m,
9d, 10e
ISTE 5c
Performance Assessments:
Note: A score of 3 on each of the eight TAP indicators during the Performance Assessment process is required by the end of the second
Performance Assessment. Successful completion and passing of the signature assignment is required to pass this course.
Note: A Performance Assessment must be completed in the following areas: Reading, Math, Science or Social Studies
Professionalism Rubric:
Note: Demonstrated proficiency on the Professionalism Rubric at the Applying (3) level on Rows A-C and Emerging (2) on Row D at each
Performance Assessment is required. Maintaining proficiency at the Applying (3) level on Rows A-C and Emerging (2) on Row D at each
Performance Assessment is required to pass this course.
Grading Scale
Student Teaching is a graded course.
A 93%-100%
B 85%-92%
C 77%-84%
D 69%-76%
E 69% and below
Standards • All learning objectives Evidence in both Instructional plans Evidence in both Instructional plans
and and state content columns 3 and 5 include: columns 1 and 3 include:
Objectives standards are explicitly
communicated. • goals aligned to state • few goals aligned to
content standards; state content
• Sub-objectives are standards;
SCORE: aligned and logically • activities, materials,
sequenced to the and assessments that: • activities, materials,
lesson’s major objective. and assessments that:
- are aligned to
• Learning objectives are: state standards. - are rarely aligned
(a) consistently - are sequenced to state
connected to what from basic to standards.
students have previously complex. - are rarely
learned, (b) know from - build on prior logically
life experiences, and (c) student sequenced.
integrated with other knowledge. - rarely build on
disciplines. - provide prior student
appropriate time knowledge
• Expectations for student for student work, - inconsistently
performance are clear, and lesson and provide time for
demanding, and high. unit closure; student work, and
• State standards are • evidence that plan is lesson and unit
displayed and referenced appropriate for the closure;
throughout the lesson. age, knowledge, and • little evidence that the
interests of most plan is appropriate for
• There is evidence that learners and; the age, knowledge, or
most students interests of the
demonstrate mastery of • evidence that the learners and;
the objective. plan provides some
opportunities to • little evidence that the
accommodate plan provides some
individual student opportunities to
needs. accommodate
Managing • Students are Evidence in both • Students are mostly Evidence in both • Students are not well-
Student consistently well-behaved columns 3 and 5 well-behaved and on columns 1 and 3 behaved and are often
and on task. task, some minor off task.
Behavior
learning disruptions
• Teacher and students may occur. • Teacher establishes
establish clear rules for few rules for learning
learning and behavior. • Teacher establishes and behavior.
SCORE: rules for learning and
• The teacher uses behavior. • The teacher uses few
several techniques, such techniques to maintain
as social approval, • The teacher uses appropriate student
contingent activities, and some techniques, such behavior.
consequences to as social approval,
maintain appropriate contingent activities, • The teacher cannot
student behavior. and consequences to distinguish between
maintain appropriate inconsequential
• The teacher overlooks student behavior. behavior and
inconsequential behavior. inappropriate behavior.
• The teacher
• The teacher deals with overlooks some • Disruptions frequently
students who have inconsequential interrupt instruction.
caused disruptions rather behavior, but other
than the entire class. times addresses it,
• The teacher attends to stopping the lesson.
disruptions quickly and • The teacher deals
firmly. with students who
have caused
disruptions, yet
sometimes he or she
addresses the entire
class.
Grade
A: Showing …and is proactively Understands the Actively acquires Requires some Violates the rules,
Professionalism engaged in creating rationales behind the knowledge of and guidance regarding the policies, or procedures
positive change in rules, policies, and adheres to the rules, rules, policies, and established by the
Fulfilling rules, policy, and procedures. policies, and school, the district, the
Professional procedures established
procedures through procedures established by the school, the university and/or the
Responsibilities appropriate by the school, the law.
district, the university
(Dress code, established channels. district, the university and/or the law.
consistent and/or the law.
attendance,
punctuality,
ethical standards,
social media)
B: Growing and . . . and provides Seeks out Applies new skills in Application of new Does not apply new
Developing leadership in the opportunities for the classroom skills attempted. skills in classroom.
Professionally professional professional consistently.
development of development, applies
Content colleagues to support new skills in the
Knowledge and school goals and classroom, and refines
Pedagogical Skill improve school skills using cycles of
(Skills taught in climate. inquiry.
courses and/or
modeled by
EED 478 – Term 7 Revised 6/1/16 – Page 24
Division of Teacher Preparation
Intern Mentor
Teacher)
B: Growing and Consistently engages Demonstrates Seeks feedback and Responds to feedback Fails to recognize or
Developing in improvement of engagement in actively works to indicating the need for respond to feedback
Professionally practice and in the continuous cycles of improve practice by continued professional indicating the need for
professional inquiry and participating in growth. continued professional
Continued development of incorporates practices professional growth.
Professional colleagues to support based on research and development.
Growth school goals and theory.
improve school
climate.
C: Maintaining …and assists Keeps comprehensive, Keeps records/ lesson Keeps records/lesson Has no system for
Accurate colleagues to improve accurate records in an plans in an organized plans with adequate maintaining
Records record keeping organized system that manner and meets organization but records/lesson plans,
systems to further supports timely deadlines requires frequent keeps records/lesson
General Record school goals and reporting. appropriately. monitoring to avoid plans in disarray
Keeping improve school errors and sometimes and/or does not meet
(Maintains lesson climate. misses deadlines. deadlines, resulting in
plans and errors and confusion.
materials for
Instructional
Activities,
communicates
deadlines and
course
requirements with
Intern Mentor
Teacher)
C: Maintaining Supports colleagues System for maintaining System for maintaining System for maintaining Has no system for
Accurate in developing efficient, information about information about information on student maintaining information
Records effective systems for student progress on student progress on progress on the AZ on student progress on
reporting student the AZ Standards is the AZ Standards is Standards is the AZ Standards, or
Student Progress progress to further efficient and effectively efficient and effective. rudimentary and the system is in
in Learning school goals and organized for recording partially effective. disarray, or is
improve school and reporting timely inaccurate.
climate. information on student
progress.
The signature assignment for this course (Performance Assessments #3 and #4) is described in detail below.
Step 1: Once the content topic or idea is identified, create a web What content do you want students to be able to
or diagram to identify the Key Ideas and Concepts (this demonstrate by the end of the lesson?
Create your process is free flowing to empower planner to brainstorm How does this lesson fit into the unit?
objective by key concepts). Solidify the learning objective for the What pre-assessment information can be used to
investigating lesson. determine Key Ideas and Concepts?
the content
What is the goal or objective of the lesson?
Talk to me about the objective as if you were talking to
your students.
Step 2: Work backwards to determine what students should Which part of the content do students need to know first?
know and be able to do “step by step.” Use the words, Second? (in order to accomplish objective of lesson)
Formulate “Students will be able to...” (with the content). Break the What are the “building block” pieces of knowledge and
sub- concepts down hierarchically. Identify what prior skills students must know to ultimately master this lesson
objectives knowledge students must have in order to be successful objective?
with the “end in the new task. Then break the current task down into
in mind” sub-objectives.
Step 3: After identifying content and details, visualize the final What do you envision as the final authentic evidence of
product. Create an authentic product demonstrating student learning?
Visualize applied content. This is the assessment of lesson How will you measure if students have mastered the
evidence of objective mastery. learning objective?
mastery in
What will student work look like at different levels of
its authentic
mastery? (approaching, meeting, etc.)
form
Step 4: Plan the teacher and student behaviors. Determine how What are you going to do to ensure that students
the teacher will model and explain new material and how understand the content?
Plan students will have ample opportunity to practice and How will you model / explain / demonstrate the new
Teacher and internalize new knowledge and skills. material?
Student
What will students do to practice and apply the content?
Behaviors
Based on the content, student needs, and teacher
strengths, which co-teaching approach will maximize
student achievement? How will teachers share
Step 5: Once your lesson is written, think about how you can How will you activate student interest?
hook students and grab their interest. At the end of the How can you present the objective in a student-friendly
Plan the lesson, how will you summarize the key learning and way?
opening and promote student reflection? How will you and the students summarize key learning?
closing
How will your students reflect on the key learning?
Step 6: Once you have identified the sub-objectives (task How will students demonstrate what they know
analysis), describe how you will check for understanding throughout the lesson?
Create along the way. How do you plan to track student progress and
formative
understanding?
assessments
How can you gather information about student
to monitor
understanding from the majority of students throughout
student
the lesson?
progress
Step 7: Now that your lesson plan is completely written, go back Do you need to add accommodations/ modifications for
Differentiate and identify any accommodations or modifications that specific students?
you might need to make. Do you anticipate any students having difficulty? What
supports could you put in place for them?
Do you anticipate any students needing an extra
challenge?
Attach or describe evaluative criteria for the lesson (submit examples with lesson plan, if Analysis of Student Work/ Achievement
available). If examples of student work are not available, provide a description of the Data
work/outcomes expected in each category
Complete this section after the lesson is
complete.
Exceeds Description of student work that “exceeds Number of Students who Exceed:
the standard”
(attach student work sample from this Percent of Total Class:
category and label it “Exceeds”)
Students:
Meets Description of student work that “meets Number of Students who Meet:
the standard”
(attach one student work sample from this Percent of Total Class:
category and label it “Meets”)
Students:
Approaches Description of student work that Number of Students Who Approach:
“approaches the standard”
(attach one student work sample from this Percent of Total Class:
category and label it “Approaches”)
Students:
Falls Far Below Description of student work that “falls far Number of Students who Fall Far Below:
below the standard”
(attach one student work sample from this Percent of Total Class:
category and label it “FFB”)
Students:
Reflection: Describe how you will use data collected and analyzed for this lesson to inform future instructional decisions for each group
of students (i.e., those who exceed, meet, approach AND fall far below the standard for meeting the objective of the lesson.
After scoring your teaching performance, please indicate one area in which you believe you need reinforcement and one area in which you believe
you need to refine your instructional practice and why.
TAP INDICATOR YOUR EVIDENCE FOR YOUR SCORE (INCLUDE TIME STAMP FOR VIDEO
SCORE EVIDENCE)
Pregnancy Leave Policy for the Mary Lou Fulton Teachers College: Please refer to
https://education.asu.edu/student-forms-policies.
Children attending ASU Classes: As per the Mary Lou Fulton Teachers College policy, no individuals
under the age of 12 are permitted to attend ASU classes.
Use of Recording Devices in clinical experiences (internship and student teaching): ASU
students are prohibited from using any recording device to capture any activity in the classroom without
the prior written permission of the mentor teacher which describes the pedagogical reason for making
the recording. The use of any such recording must be in conformance with the pedagogical reason and
with the provisions of the Family Educational Rights and Privacy Act (FERPA). Any failure to adhere to
this standard constitutes unprofessional conduct.
Fall and Spring Breaks: Student teachers follow the fall and spring breaks of the district to which they
are assigned. It is the student teacher’s responsibility to pay attention to district fall and spring breaks
and holidays to make sure he/she completes the required weeks of student teaching before the end of
the ASU semester.
If it is determined that the allegations of a violation of unprofessional behavior resulting in the request
for dismissal from the school/district are warranted, one or all of the following actions may result. The
intern or teacher candidate:
will be dismissed from the internship or student teaching placement.
will receive a failing grade (E) for the internship or student teaching course*.
will not be assigned another internship or student teaching placement during the same semester in
which the teacher candidate was assigned a failing grade.
may not withdraw from the internship/clinical experience course or student teaching course. If a
withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to
an (E).
must withdraw from all courses that require concurrent enrollment with internship or student
teaching.
*If an intern or teacher candidate wishes to appeal the (E) grade, s/he can follow the grade appeal
process as outlined on the Teachers College website. The first step in the grade appeal process is to
meet with the course instructor. Students have 10 business days to appeal a grade.
If a teacher candidate wishes to repeat the internship or student teaching and concurrent coursework
for the semester following the dismissal, the teacher candidate must show evidence of how they plan to
resolve the situation or circumstances which resulted in the removal from the internship or student
teaching. The teacher candidate will be required to meet with the Division Director or designee and the
Director of Student Services to develop a Professional Improvement Plan (PIP) outlining expectations
for continued professional growth and academic development.
Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: “The highest standards of academic
integrity are expected of all students. The failure of any student to meet these standards may result in
suspension or expulsion from the university and/or other sanctions as specified in the academic
integrity policies of the individual academic unit. Violations of academic integrity include, but are not
limited to, cheating, fabricating, tampering, plagiarizing, or facilitating such activities. The university and
unit academic integrity policies are available from the Office of the Executive Vice President and
Provost of the University and from the Deans of the individual academic units.”
The rest of the code, which consists of several pages, is available at the following URL:
http://students.asu.edu/srr/code.
Dependent upon instructor’s discretion, penalties for plagiarism range from loss of points on plagiarized
assignment to student receiving an E for the course.
Disability Accommodations for Students
Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning
environment for all students. Students with disabilities or disabling health conditions who need
accommodations are required to document their condition with the Disability Resource
Center https://eoss.asu.edu/drc. The Mary Lou Fulton Teachers College encourages admitted students
with disabilities or disabling health conditions who believe that they may need an accommodation to
register with the DRC prior to enrolling in the program. That way, all reasonable accommodations can
Laptop Policy
Laptop computers may be used during the instruction process only for note taking and group research
in the classroom. Laptops are not allowed to check emails and/or websites that are not appropriate for
the course or to work on assignments that are not a part of the class instruction period. The instructor
has the right to request that opened laptops be closed if it is an interruption to both the instructor or the
participants in the classroom.
School: District:
Paternity
From: __________ ____ days OR ____ hours (if < full day)
_____ days
Comment:
Each Teacher Candidate is required to maintain a notebook containing the information listed below. The
notebook will be checked by the Site Coordinator/University Supervisor a minimum of four times during the
semester. Two “notebook checks” will be completed during Performance Assessment and two will be
completed during walkthrough visits.
Up-to-date timecard (signed by Mentor Teacher each week and submitted to Site Coordinator at
end of semester)
Signed absence requests/notifications/approvals
Student Teacher Handbook (provided by Site coordinator)
Correspondence from ASU advisor, Site Coordinator, or Office of Clinical Experiences
Strategy Definition/Example
One Teach, One teacher has primary responsibility while the other gathers specific observational
One information on students or the lead teacher. The key to this strategy is to focus the
Observe observation – where the teacher doing the observation is observing specific
behaviors.
Example: One teacher can observe students for their understanding of directions
while the other leads.
One Teach, An extension of One Teach, One Observe. One teacher has primary instructional
One Assist responsibility while the other circulates to check for understanding, assists students
with their work, or monitors behaviors.
Example: While one teacher has the instructional lead, the person assisting can be
the “voice” for the students when they don’t understand or are having difficulties.
Station The co-teaching pair divides the instructional content into parts. Each teacher
Teaching instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Parallel Each teacher instructs half the students. The two teachers are addressing the same
Teaching instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduced student to teacher ratio.
Example: Both teachers are leading a ‘question and answer’ discussion on specific
current events and the impact they have on our economy.
Alternative This strategy allows one teacher to work with students at their expected grade level
Teaching while the other teacher works with those students who need the information and/or
materials retaught, extended, or remediated.
Example: One teacher may work with students who need re-teaching of a concept
while the other teacher works with the rest of the students on enrichment.
Team Well -planned, team- taught lessons exhibit an invisible flow of instruction with no
Teaching prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and are available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
The strategies are not hierarchical – they can be used in any order and/or in any combination to best meet the
needs of the P-12 students in the classroom. (with adaptations from) Copyright 2011, St. Cloud State
University, Teacher Quality Enhancement Center Research Funded by a US Department of Education Teacher
Quality Enhancement Grant
Teachers College has adopted a co-teaching model for its student teaching experiences. Teacher Candidates
are required to be actively engaged in all elements of the classroom beginning the first week in the placement.
Teacher Candidates should assume teaching responsibilities as outlined in the chart below. Note: This table is
meant to be a guide for gradually increasing the role and responsibility of Teacher Candidates. Site
Coordinators will work with Mentors and Teacher Candidates to adjust as needed.
Weeks 1-4 One Teach, One Observe Assume partial responsibility for leading
One Teach, One Assist classroom routines (attendance, bell work,
Alternative Teaching dismissal, etc.)
Weeks 5-9 Any of the above strategies as well as: Co-plan and lead in one subject
area/class period
Station Teaching
Parallel Teaching
Team Teaching
Weeks 10-15 Any co-teaching strategy appropriate for Co-plan and lead in two subject
the lesson being taught areas/class periods
Weeks 16-20 Any co-teaching strategy appropriate for Co-plan and lead in three subject
the lesson being taught areas/class periods
Weeks 21-30 (and Any co-teaching strategy appropriate for Co-plan and lead all subject areas/ class
beyond) the lesson being taught periods
Teachers College has adopted a standard lesson planning template for direct-instruction and inquiry-based
lessons. Teacher Candidates are required to use the template when planning lessons for the formal
Performance Assessment (PA) process. Additionally, Teacher Candidates should use the ASU lesson planning
templates when planning all lessons during student teaching, unless otherwise instructed by the Site
Coordinator. Site Coordinators will work with Mentors to adjust, as needed.
Note: This table is meant to be a guide for gradually releasing lesson planning from the ASU mandated
templates.
Term 7 Term 8
Teacher Candidates are required to use the If Teacher Candidates achieve proficiency in
ASU lesson planning templates (direct and lesson planning at the end of Term 7, the Site
inquiry) for all lessons taught, including the Coordinator and Mentor Teacher may
formal Performance Assessments (PAs). recommend that the Teacher Candidate use
the lesson plan format required by the school
and/or district.
ASU planning templates should be used for
all Performance Assessments (PAs).
It is important to note: It is important to note:
All lesson plans should be in the TC’s All lesson plans should be in the TC’s
Notebook and available to the Site Notebook and available to the Site
Coordinator upon request. Coordinator upon request.