Strategies for Successful Student Teaching

Carol Pelletier Radford is the Program Director for a Transition to Teaching federal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts—Dartmouth.  She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperatingteacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books: Techniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers. For the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools.  Visiit carolpelletierradford.com to learn more.

• Contents Preface:    What’s New in this Edition?A letter to you a future teacher – Becoming a Transformational TeacherSection 1 Beginning Your Journey Into TeachingChapter 1 – Transition from college student to teacherMaintaining Your Balance:Guiding Principles for Becoming a TeacherPLAN, CONNECT, ACT, REFLECT and SET GOALS!PLAN – What’s your PLAN for Learning?Key Questions for Chapter 11.  What are my beliefs and experiences related to teaching and learning?2.  How do I know I am prepared to Teach?3.  How has the university prepared me?4.  What will be expected of me?Professional StandardsCONNECT People/Readings & Resources/TechnologyACT - Think about, talk about, write about, learn about teachingActivity 1.1       Beliefs: Why did I choose teaching?Activity 1.2       Beliefs: What do I believe about teaching and learning?Activity 1.3       Readiness: What do I bring to the experience?Activity 1.4       Readiness: Am I ready?Activity 1.5       Readiness: Advice from former student teachersActivity 1.6       Preparation: Linking theory to practiceActivity 1.7       Preparation: Guidelines for teacher preparationActivity 1.8       Expectations: Professional Ethics During Student TeachingActivity 1.9       Expectations: How Does the Law Relate to Me?Activity 1.10     Expectations: Professionalism Activity 1.11     Expectations: Professional Boundaries with StudentsActivity 1.12     Success: Seven Steps to Success  REFLECT and SET GOALS  Chapter 2 – Learning About the Context of TeachingPLAN – What’s Your PLAN for Learning?Key Questions for Chapter 21.      What do I need to know about the school, the district, and the community to           success in my practicum?2.      How will I introduce myself to the cooperating teacher, the students, and the parents?3.      How can I use observation and interview tools to capture teaching and learning experiences?Professional StandardsCONNECT People / Readings & Resources / TechnologyACT -Think about, talk about, write about, learn about teachingActivity 2.1       Learning: Learning About My School: Creating a ProfileActivity 2.2       Learning: Getting to Know the Community and DistrictActivity 2.3       Learning: First Impressions: Meeting the Cooperating TeacherActivity 2.4       Learning: Creating a Survival PacketActivity 2.5       Learning: Learning the Language of SchoolsActivity 2.6       Learning: Interviewing StudentsActivity 2.7       Introducing: Introducing Myself to the StudentsActivity 2.8       Introducing: Introducing Myself to the ParentsActivity 2.9       Observing Tool: Teacher Observation: The Big PictureActivity 2.10     Observing Tool: Teacher Observation: Visible LearningActivity 2.11     Observing Tool: Teacher Observation: Class StructureActivity 2.12     Observing Tool: Teacher Observation: Lesson Plan ObjectivesActivity 2.13     Interviewing Tool: Teacher Interview: Rationale for the LessonActivity 2.14     Observing Tool: Student Observation: Creating a Case StudyActivity 2.15     Observing Tool: Student Observation: Whole Class DynamicsActivity 2.16     Observing Tool: Student Observation: Small Group Dynamics  REFLECT and SET GOALSChapter 3 – Learning to Teach         PLAN – What’s Your PLAN for Learning?Key Questions for Chapter 31.      How will the triad support me?2.      How will supervision help me learn how to teach?3.      What is reflection and how will I use it to forward my teaching?4.      How will I document my learning using evidence?Professional StandardsCONNECT People / Readings & Resources / TechnologyACT- Think about, talk about, write about, learn about teachingActivity 3.1       Triad: My Expectations for Student TeachingActivity 3.2       Triad: Triad Roles and ResponsibilitiesActivity 3.3       Triad: Sample Agenda for a Triad MeetingActivity 3.4       Supervision: Being ObservedActivity 3.5       Supervision: Receiving FeedbackActivity 3.6       Supervision: Written Feedback from Cooperating TeacherActivity 3.7       Supervision: Observable BehaviorsActivity 3.8       Supervision: Micro Teaching and Co-TeachingActivity 3.9       Reflection: Self Assessment of LessonActivity 3.10     Reflection: Bubble Reflection: Student TeacherActivity 3.11     Reflection: Bubble Reflection: Cooperating TeacherActivity 3.12     Reflection: Bubble Reflection: University SupervisorActivity 3.13     Reflection: Reflective Journal GuidelinesActivity 3.14     Reflection: Problems to PossibilitiesActivity 3.15     Documentation: AudioActivity 3.16     Documentation: VideoActivity 3.17     Documentation: Participatory Action ResearchActivity 3.18     Documentation: Teaching PortfolioActivity 3.19     Evaluation: Standards for SuccessActivity 3.20     Evaluation: Rubrics for Demonstrating TeachingREFLECT and SET GOALS  Section 2 – Demonstrating Your Teaching Skills – Becoming a Highly Qualified TeacherChapter 4 – Classroom Management: Creating a Positive Learning EnvironmentPLAN – What’s Your PLAN for Learning?Key Questions for Chapter 41.      What are the attitudes, dispositions and beliefs of caring teachers?2.      How do effective teachers manage their classrooms using space, routines, rewards, and time management?3.      How do I create an environment that promotes leaning and positive social interaction for all students?Professional StandardsCONNECT People / Readings & Resources / TechnologyACT - Think about, talk about, write about, learn about teachingActivity 4.1       Disposition: Respect for All StudentsActivity 4.2       Disposition: Classrooms for Social JusticeActivity 4.3       Disposition: Culturally Sensitive TeachersActivity 4.4       Space: What does the classroom look like?Activity 4.5       Space: Visible LearningActivity 4.6       Space: How Space Impacts LearnersActivity 4.7       Routines: What are routines?Activity 4.8       Routines: Routines and Learning TimeActivity 4.9       Rewards: Why use rewards?Activity 4.10     Time: Time Management WorksActivity 4.11     Students: Creating a Community of LearnersActivity 4.12     Students: Using a SociogramActivity 4.13     Students: Contracts and AgreementsActivity 4.14     Students: Welcoming a New StudentActivity 4.15     Students: Students as Leaders  REFLECT and SET GOALSChapter 5 – Classroom Management: How Do Effective Teachers Promote Appropriate Behavior?PLAN – What’s your PLAN for Learning?Key Questions for Chapter 51.      How do behavior management theories, research, and writing inform practice?2.      How do effective teachers promote positive behavior?3.      How do effective teachers get help for students in need?4.      How can teacher research resolve classroom management challenges?Professional StandardsCONNECT People / Readings & Resources / Technology  ACT - Think about, talk about, write about, learn about teachingActivity 5.1       Inform: Research that MattersActivity 5.2       Inform: Policies and Procedures at Your SchoolActivity 5.3       Prevent: Avoiding Common Classroom ProblemsActivity 5.4       Prevent: Identifying Challenges for TeachersActivity 5.5       Research: Classroom Misbehaviors Observation ProcessActivity 5.6       Research: Collecting Data on Student BehaviorsActivity 5.7       Research: Interviewing StudentsActivity 5.8       Research: Problems to Possibilities for ManagementActivity 5.9       Needs: Stop and Think Before DiscipliningActivity 5.10     Needs: Communicating With ParentsActivity 5.11     Needs: When to Go for Additional Help             REFLECT and SET GOALSChapter 6 – Assessing, Documenting, and Communicating Student ProgressPLAN – What’s Your PLAN for Learning?Key Questions for Chapter 61.      How do effective teachers assess and evaluate Student progress? 2.      How do effective teachers record and document student progress? 3.      How do effective teachers communicate progress to students and parents?  Professional StandardsCONNECT People / Readings & Resources / TechnologyACT- Think about, talk about, write about, learn about teachingActivity 6.1       Assess: Standards- How Are Students Evaluated?Activity 6.2       Assess: Classroom Assessment- A Developmental ContinuumActivity 6.3       Assess: Linking Lesson Planning and AssessmentActivity 6.4       Assess: Tapping to Prior KnowledgeActivity 6.5       Assess: How Do Teachers Measure Student Learning?Activity 6.6       Assess: What should all students know and be able to do?Activity 6.7       Assess: Rubrics and StandardsActivity 6.8       Assess: Assessments for Diverse LearnersActivity 6.9       Assess: Self AssessmentsActivity 6.10     Record: Grade Books and Other SystemsActivity 6.11     Record: Student PortfoliosActivity 6.12     Communicate: Strategies for Student CommunicationActivity 6.13     Communicate: Parents and Guardians  REFLECT and SET GOALS  Chapter 7 – Instructional Strategies for Diverse LearnersDiscussing Professional StandardsQuality Conversations to Enhance Student LearningPLAN – What’s your PLAN for Learning?Key Questions for Chapter 71.      How do effective teachers engage students from diverse populations?2.      How do effective teachers differentiate my instruction?3.      How do effective teachers modify for special needs students?4.      How do effective teachers empower my students to take responsibility for their learning?Professional StandardsCONNECT People / Readings & Resources / TechnologyACT- Think about, talk about, write about, learn about teachingActivity 7.1       Engage: Learning about Diverse LearnersActivity 7.2       Engage: Teaching and Learning StylesActivity 7.3       Engage: Giving DirectionsActivity 7.4       Engage: Using Brain Based StrategiesActivity 7.5       Differentiate: Differentiating Whole Class InstructionActivity 7.6       Differentiate: Flexible and Cooperative GroupsActivity 7.7       Differentiate: Using Multiple Intelligences to TeachActivity 7.8       Differentiate: Using Bloom’s Taxonomy to Vary QuestionsActivity 7.9       Modify: Observation and ResearchActivity 7.10     Modify: Individual Education PlansActivity 7.11     Modify: Modifying Lessons of Gifted, ELL, and Special NeedsActivity 7.12     Empower: Giving Students ChoicesActivity 7.13     Empower: Enrichment and HomeworkActivity 7.14     Empower: Innovative TechnologyActivity 7.15: Empower: Service Learning             REFLECT and SET GOALS             Chapter 8—How Does Planning Relate to Effective Teaching?PLAN – What’s your PLAN for Learning?Key Questions for Chapter 81.      What is planning?  2.      What are some effective models for daily lesson planning? Professional StandardsCONNECT People / Readings & Resources / TechnologyACT - Think about, talk about, write about, learn about teachingActivity 8.1       Plan: Standards Based PlanningActivity 8.2       Plan: Planning with My Cooperating TeacherActivity 8.3       Plan: Five Planning SkillsActivity 8.4       Plan: Unit PlanningActivity 8.5       Plan: Planning Effective LessonsActivity 8.6       Plan: Planning for UnderstandingActivity 8.7       Plan: Writing Teaching ObjectivesActivity 8.8       Plan: Ineffective PlanningActivity 8.9       Plan: Time and PlanningActivity 8.10     Lessons: How To Complete A Daily Lesson PlanActivity 8.11  Lessons: A General Guide to PlanningActivity 8.12  Lessons: Early Childhood FormatActivity 8.13  Lessons: Elementary or Middle School FormatActivity 8.14  Lessons: Secondary FormantActivity 8.15  Lessons: Design a Plan of Your Own  REFLECT and SET GOALS  Section 3 – Completing The Practicum and Looking Ahead to Your First Classroom!  Chapter 9 – Designing a PortfolioPLAN- What’s Your PLAN for Learning?Key Questions for Chapter 91.      What should I include in my portfolio? 2.      How should I organize my artifacts? 3.      What are some alternatives to a traditional hard copyportfolio?  CONNECT People / Readings & Resources / Technology  ACT - Think about, talk about, write about, learn about teachingActivity 9.1       Artifacts: Student Teaching Portfolio Final ChecklistActivity 9.2       Artifacts: Philosophy StatementActivity 9.3       Artifacts: Possible Artifacts: What did you COLLECT?Activity 9.4       Organization: How will you SELECT?Activity 9.5       Organization: REFLECT to Making MeaningActivity 9.6       Organization: Table of Contents and Sample LayoutActivity 9.7       Alternatives: Creating a Mini-PortfolioActivity 9.8       Alternatives: Power Point PortfolioActivity 9.9       Alternatives: Digital PortfoliosActivity 9.10   Alternatives: Tips for Creating an e-Portfolio  REFLECT and SET GOALS    Chapter 10 – Completing the Practicum ExperiencePLAN- What’s Your PLAN for Learning?Key Questions for Chapter 101.      How do I reflect on the entire experience? 2.      How will I acknowledge the people who have supported me? What closing paperwork can I expect to complete?             CONNECT People / Readings & Resources / TechnologyACT -  Think about, talk about, write about, learn about teachingActivity 10.1     Closure: Self-Assessment: What Have I Learned?Activity 10.2     Closure: Reflection Summary of JournalsActivity 10.3     Closure: Advice to Future Student TeachersActivity 10.4     Acknowledgement: Student SurveyActivity 10.5     Acknowledgement: Sample Thank You Letters and GiftsActivity 10.6     Paperwork: University RequirementsActivity 10.7     Paperwork: Cooperating Teacher RecommendationActivity 10.8     Paperwork: Application for State License                                     REFLECT and SET GOALS                           Chapter 11 – The Search for a Teaching PositionPLAN – What’s Your PLAN for Learning?Key Questions for Chapter 111.      Where do I want to teach?   2.      What is the application process? 3.      How do I prepare for an interview? 4.      How do I accept a teaching position?           CONNECT People / Readings & Resources / TechnologyACT - Think about, talk about, write about, learn about teachingActivity 11.1     Where? Selecting a District that is Right For MeActivity 11.2     Where? Teaching Positions: Where to Find ThemActivity 11.3     Application: The Application ProcessActivity 11.4     Application: Your Cover LetterActivity 11.5     Application: Your ResumeActivity 11.6     Application: Follow UpActivity 11.7     Interview: Preparing for the InterviewActivity 11.8     Interview: Follow UpActivity 11.9     Interview: Teaching a Demonstration LessonActivity 11.10 Contract: Signing a Contract  REFLECT and SET GOALS             Chapter 12 – Your First Classroom!PLAN – What’s Your PLAN for Learning?Key Questions for Chapter 121.      How will I organize my first classroom? 2.      How will I integrate into the school culture? 3.      How will I continue to learn? 4.      How do I know I am effective?        CONNECT People / Readings & Resources / TechnologyACT- Think about, talk about, write about, learn about teachingActivity 12.1     Organize: Assessing My NeedsActivity 12.2     Organize: My Classroom DesignActivity 12.3     Organize: Letters to Students and ParentsActivity 12.4     Organize: Revisiting Your Survival PacketActivity 12.5     Organize: Beginning the School Year SuccessfullyActivity 12.6     Integrate: Meeting My MentorActivity 12.7     Integrate: What Will the School Expect From Me?Activity 12.8     Learn: My Professional Development PlanActivity 12.9     Learn: Being Evaluated and Re-HiredActivity 12.10 Learn: What is Professional Development?Activity 12.11 Learn: Professional OrganizationsActivity 12.12 Reflect: When My Teaching FailsActivity 12.13 Reflect: Teaching as a Career ChoiceActivity 12.14 Reflect: Maintaining My Passion             REFLECT and SET GOALS