Colleen Gilrane, Kristin Rearden

What Counts as a Good Job in Teaching?

Becoming a Teacher as We Race to the Top

• Gebundenes Buch

Produktbeschreibung

This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding, even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next dayâ s evaluation rubric.

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Produktdetails

• Verlag: Rowman & Littlefield
• Seitenzahl: 182
• Erscheinungstermin: 18. Juni 2015
• Englisch
• Abmessung: 235mm x 157mm x 15mm
• Gewicht: 428g
• ISBN-13: 9781442234697
• ISBN-10: 1442234695
• Artikelnr.: 42402792

Autorenporträt

By Colleen Gilrane and Kristin Rearden

Inhaltsangabe

PRELUDE: THE CURRENT STATE OF U. S. TEACHER EVALUATION Situating Preservice
Teacher Education in the Chaos PART I: THE UNDERGRADUATE PRE-INTERNSHIP
MINOR Colleen P. Gilrane CHAPTER 1: OVERVIEW The Spring Block: Practicum
and Teaching Methods Planning the New and Improved Spring Block Getting
Feedback and Fine-Tuning Did the Four Essential Questions Fit the Rubrics?
Course Design Implementing the Plan Course Organization Models of Effective
Teaching (2 weeks) Who Are My Students? What Do I Want Them to Learn? (2
weeks) Assessment: What Would Count as a Good Job? (2 weeks) What Resources
Are Available to Me? How Do I Organize Them to Support Learning? (3 weeks)
Designing Your Learning Plans (5 weeks of Workshop Time) Final Evaluation
Conferences CHAPTER 2: QUESTION #1: WHO ARE MY STUDENTS? Who Are My
Students: Candidates as Colleen's Kids What Do My Candidates Care About?
What Kinds of Help Do My Candidates Need? Classroom/Course Structures
Specific Strategies Responses My Candidates Need From Me How Do My
Candidates Want/Need to Assessed? To Be Taught? Who Are My Students:
Candidates Watching Their Kids Addressing Diversity in our Friday Classes
Conferences Addressing Diversity During Workshop Time Class Session
Addressing Diversity as a Stand-Alone Topic Who Are My Students: What Did
Candidates Learn? List of Readings Used for Diversity Class Session CHAPTER
3: QUESTION #2: WHAT DO I WANT THEM TO LEARN? Specific Supports for
Thinking About Content Class Session Addressing Content as a Stand-Alone
Topic The Understanding by Design Framework What Do I Want Them to Learn:
What Did Candidates Learn? Connecting Students to Content The Process of
Identifying Content Worth Learning The Importance of Depth Over Coverage
CHAPTER 4: QUESTION #3: WHAT WOULD COUNT AS EVIDENCE OF LEARNING? Learning
About Assessment by Being Assessed Formative Assessment of My Candidates
Summative Assessment of My Candidates Grades for the Friday portion of 422
Friday Class Sessions Devoted to Assessment as a Stand-Alone Topic
Performance Assessment Formative Assessment Designing Assessments for
Learning Plans What Would Count As Evidence: What Did Candidates Learn?
Assessment Beyond Worksheets and Tests Bringing a Critical Lens to Current
Practice Bringing Student Experiences to Bear on Designing Assessments as
Teachers CHAPTER 5: QUESTION #4: HOW DO I GET THERE? Selecting
Instructional Materials Selecting Personnel Resources and Instructional
Strategies Making Decisions About Time, Space, Environment, and Pulling It
All Together How Do I Get There: What Did Candidates Learn? Expanded
Awareness of Resources Time as a Resource Personnel as Resources INTERLUDE:
VOICES OF CANDIDATES CHAPTER 6: HANNAH'S REFLECTION Hannah Louderback
Transitioning to Internship First Year Teaching After Internship Teaching
Science: Erosion Unit Teaching Math: Problems with Missing or Extra
Information Final Reflections CHAPTER 7: JESSICA'S REFLECTION Jessica
Covington "Understanding" Across Differing Teaching Contexts Using
Knowledge of Students to Set Goals and Evaluate Learning Setting Learning
Goals Evaluating Learning What Worked for Me: The W.H.E.R.E.T.O. Strategy
Where Hook Equip Rethink and Revise self-Evaluation Tailor Organize Final
Reflections PART II: THE GRADUATE INTERNSHIP YEAR Kristin T. Rearden
CHAPTER 8: GETTING STARTED: ORIENTING AND BUILDING RELATIONSHIPS Preparing
for the Field Experience: Setting up the Seminar Class Physical Design of
the Seminar Classroom The Opening Class Session Preparing to Enter the
Schools: First Impressions The Field Experience The Spectrum of Classroom
Environments Focal Point One: School Culture Focal Point Two: The Classroom
Environment Focal Point Three: The Planning Process Focal Point Four:
Instructional Strategies Focal Point Five: Assessment Final Reflections
CHAPTER 9: FALL SEMESTER: OVERLAYING GOOD TEACHING WITH TEAM RUBRICS
Initial Weeks of the Internship Physical Space Considerations Establishing
a Presence Assuming Responsibility for Planning, Teaching and Assessing
Developing Planning Skills Lesson Plans: Novice and Veteran Approaches
Questions: At the Heart of Learning to Plan Preparing for Formal
Evaluations The "Dry Run" Evaluation The Lesson Plan: Intended Versus
Implemented Areas to Improve and Areas of Strength Assessment Data
Analyzing the Lesson with Evaluation Rubrics The Initial Evaluation for
State Licensure CHAPTER 10: SPRING SEMESTER: OVERLAYING GOOD TEACHING WITH
edTPA RUBRICS Growing into their Roles as Teachers Leading, Not Soloing
Viewing Themselves as Teachers Recognizing Beliefs About the Importance of
Education Theory into Practice: Action Research and Problem-Based Research
Review Blending the edTPA into Our Teacher Preparation Program Supporting
the Interns During the edTPA Process Changes to the Program Evidence of
Success CODA: THE IMPORTANCE OF AN INQUIRY-BASED APPROACH How Did
Candidates Respond? TEAM Results edTPA Results Task 1 Planning Task 2
Instruction Task 3 Assessment edTPA Total Score and Cutoff Candidates'
Reflections Discussion