Handbook for Student Teaching in Music University of Wisconsin-Milwaukee MUS ED 477, 478 & 479 Spring 2016 Thursdays 4:30-6:00 P.M. MUS 360 Learning environment The University of Wisconsin-Milwaukee is dedicated to providing an environment which is supportive to the learning needs of all students. The university policies may be found at: http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf. Students are responsible to read and follow the guidelines as it relates to religious observances, active military duty, incompletes, discriminatory conduct, academic misconduct, complaint procedures and grade appeal procedures. If you have a disability which requires accommodations, please speak to your professor immediately so that arrangements can be made for assistance. Workload expectation: Your student teaching classes are field experience-based courses which involve being on-site at the school every teaching day for the regular teacher hours (approximately 7x86=602 hours). Additional planning time may be needed outside of the teacher day. Time for seminar (9x1.5=13.5) will support you in completion of your portfolio requirement and preparation for job applications. Welcome to the first semester of your teaching career. This semester should not be looked on as the end of your school career, but rather the beginning of a new future. During this semester, you will make connections between those ideas which you have met in the classroom, and the reality of doing them with students. It is an exciting time of anticipation, frustration, excitement, failure, success and exploration. You will be asked to assume teaching responsibilities and act on your own initiative to carry out those responsibilities while benefiting from the advice, counsel, and direction of your cooperating teacher and university supervisor. We share your excitement as you bring your intelligence, talents, and capacity for action to the classroom to enhance students’ musical development. edTPA and Portfolio All student teachers in our program will be completing the EdTPA and your DPI portfolio. You will receive a handbook of directions which must be followed carefully and guidance through the process. You will need access to a digital videocamera and an external hard-drive for storage. The edTPA will be done in your first placement and must be submitted by the due date shown on the calendar. COMPONENTS OF THE STUDENT TEACHING EXPERIENCE Your School Placement The most important component of this semester is the work you will carry out at your school site. Although there are some definite differences in scope of responsibility between your role as a student teacher and that of your cooperating teacher, you are to shadow them as they assume many professional responsibilities and to exemplify the characteristics of a teaching professional. Your teaching day should follow theirs, arriving when they arrive and leaving when they leave. Your directed teaching experience this semester should include opportunities to grow and develop in areas of: Musical instruction, in individual, small group and large group settings; Curriculum development as you select materials and plan for instruction; Interactions with students in formal and informal settings; and Pupil evaluation and assessment Professional development opportunities are important for your growth as a teacher. These include attendance at conferences and workshops whenever appropriate, both within your cooperating school district and off-campus. Plan your semester’s experiences jointly with your cooperating teacher, setting goals and assuming greater responsibility for instruction, planning, and evaluation as the semester progresses. Set a conference time with your cooperating teacher on a regular basis so that you are getting feedback on your teaching. Do not wait until it is time for a formal evaluation of your work. You could end up with an unpleasant surprise. A list of some useful suggestions for discussion with your cooperating teacher is attached (see the “10 Talking Points”). GENERAL GUIDELINES FOR STUDENT TEACHERS Be on time or early. If you have to be late, call to let your cooperating teacher know. If it becomes a habit, it will be a problem. If you are ill, Dr. Feay-Shaw must also be notified. Dress appropriately. This will vary by school. Find out what the dress standard is. You may need to step it up because of the need to gain the respect of students. In some cases, there is little age difference between you and students you may be teaching. The way you dress can help to widen this gap. Make a good decision yourself, instead of having your cooperating teacher, principal or supervisor comment on it. Establish a working rapport with your cooperating teacher and others in your building such as teachers, administrators, custodians and secretaries. You will need all of these people at some point in your student teaching. Some of these people will write letters of recommendation for you that will mean more than the one your university supervisor writes. Get to know your schedule including what classes you have, when they meet, what the class time schedule is. Do not expect to have your cooperating teacher remind you. It is your responsibility. Show that you are willing to do more than what is expected. Use time when you are not teaching wisely. In a rehearsal, sit in with a section to play, help a student tune or repair an instrument, observe both the person teaching and the students learning. Be actively engaged at all times. If you have a Facebook page, now is the time to revisit what is on it. Your students will find it and so will potential employers. Take off anything that could be considered offensive or questionable. Do not give out personal information to students including cell phone numbers. No texting with your students even if your cooperating teacher makes this a practice. Some students become very attached to student teachers and it can become a problem after you leave. Be aware of your relationship with students. You are not their buddy, you are their teacher. Keep it professional. Watch for a student that may develop a crush on you and make sure that you are not putting yourself in a potentially problematic situation. If you are concerned, talk with your cooperating teacher or the school administrator immediately. Listen to yourself speak and improve your grammar if necessary. Students will notice and follow your example. Your language should be professional, “You guys” is not a proper way to address students especially since all are not male. This will take time but awareness is the first step. A formal lesson plan following the approved format is expected for every lesson. Prepare your lessons is advance but be flexible with the plan. You should never be teaching a lesson that your cooperating teacher has not approved. Sometimes you have to adjust as the lesson progresses. Write down questions you may ask that will help to focus musical learning. Do more than rehearse, TEACH! Collect your lesson plans in a three-ring binder for each group with which you work. Your supervisor will expect to look at these when they come to observe. Grading for Student Teaching You will receive a grade in 477 & 478 from your university supervisor in consultation with your cooperating teacher. Grades are determined based on growth in the skills necessary for successful independent teaching, the InTASC standards, and your professional interactions with students, parents, teachers and staff at your schools. All of the issues above are taken into account. Your two observations each quarter are critical, but so is your cooperating teacher’s assessment of your daily teaching and planning. Your grade for 479 is determined by the attendance at seminar, assignments that are given to be discussed in seminar and the completion of your EdTPA and DPI portfolio. Work is expected to be on time. The dates are not a suggestion. They are DUE dates. If you have questions, it is your responsibility to seek assistance from Drs. Feay-Shaw or Gilliland. While we will not have seminar every week, we are available by phone and email if you have questions. DO NOT wait for the next seminar. Observations by Your University Supervisor and Three-way Conferences Observations by your university supervisor are important opportunities for evaluation and assessment of your progress throughout the semester. Plan time for a conference after each observation when you, your cooperating teacher (if possible), and the university supervisor can meet to talk about the observation and the student teaching experience in general. You will be visited a minimum of four times (which may be split between areas of certification) during the semester by your university supervisor for one hour of teaching observation followed by time for a conference. It is your responsibility to arrange for these visits and to keep your university supervisor informed of any changes in the appointments for observation. When you contact your supervisor, you should have identified several possible options for visits. If you teach multiple grade levels or conduct different ensembles, it is recommended that you schedule visits which will highlight your skills and progress with these various classes or groups. At the first seminar, you are required to submit a copy of your schedule to your supervisor, along with all pertinent phone numbers (your home, the school, your cooperating teacher’s home phone if your teacher is willing to provide it, all pertinent email addresses), the school address and a clear map with directions to the school on the reverse side. Before the Observation: Consult with your cooperating teacher to select a grade level and type of lesson that will reveal your teaching goals at this point. Design a lesson or rehearsal plan well in advance of the observation, so you and your cooperating teacher can discuss your ideas. Write out your plan in detail, listing your goals for the lesson, the previous experiences students have had in preparation for it, your procedure, and whatever strategies you’ll plan to evaluate the success of the lesson. Use the approved format. Submit this to your supervisor by 3:00 P.M. the day before your visit. Identify some particular areas of focus for the observation. Articulate what you are working on at the time in your teaching. For the Observation and Conference: In the few minutes before the observation, highlight particular areas that you feel would be most beneficial to you as a focus for observation. During the conference, be ready to describe the significance of the lesson first, your impressions, perceptions of particular strengths or ideas for modification. It is very important that you develop the reflective abilities to articulate your goals and refine your practice based on your own analysis of teaching. Be sure to describe major themes and emphases in your teaching that are not reflected in this particular lesson or rehearsal. Your cooperating teacher can also help to place this particular day in the larger context of your work. After the Conference: Take the time to summarize what you learned from the observation and discussion during the conference. Your supervisor will provide a written summary of comments and recommendations that may also help you to articulate teaching goals and plans for action, which you will both sign to state that you have received a copy. Each written report MUST be placed in your portfolio. The role of your university supervisor Please contact us if you have questions or concerns about your student teaching experience. Keep track of concerns and issues that arise between visits and let us know how we can make this experience as valuable as possible for you. How to Contact Your University Supervisor Dr. Sheila Feay-Shaw Office: 414-229-5163 cell 414-510-0533 Dr. Jon Gilliland cell 920-539-0026 Mrs. Beth Sacharski cell 414-916-3606 Mrs. Jill Anderson cell 414-313-1216 email [email protected] email [email protected] email [email protected] email [email protected] Music Department Office: 414-229-5162 to leave a message for any of us Cell phone numbers are to be used appropriately for notification of changes to observation arrangements. All other contacts should be established through email. Student Teaching Seminars Student teaching seminars have been organized to provide an important forum to discuss and reflect upon the student teaching experience. The seminars are also designed to help you prepare for the very practical reality of your search for a teaching position and completion of your portfolio. Seminars will be held on Thursdays from 4:30-6:00. Attendance is required. You will need to arrange with your cooperating teacher to leave in time to get to the University for these meetings. These seminars are structured with critical information so be on time. 1/21 Orientation to Student Teaching After Legal Issues We will begin talking about the journey ahead. Introduction to the EdTPA 1/28 Making the Most of Supervisory Visits Beginning the EdTPA Journey We’ll answer questions about observation and supervision. Bring: Your schedule and a map to your school Possible dates for your first observation All student teacher and cooperating teacher phone numbers, email addresses, and other important contact information. You also need to have completely read the handbook, marked it up with questions, highlighted important information and be ready to talk about the process. 2/11 Observation Dates and EdTPA You should have your classroom, grade level or ensemble identified and parent permission slips processed. Bring your permission forms with you. Bring questions that you have discussed with your coop. 2/18 EdTPA Bring the plan for your EdTPA teaching schedule that you have worked out with your coop. This should include the musical choices for your teaching, concept approach, academic language demands, profile of your students and school, and other necessary questions. 3/3 More EdTPA. How to Choose good video segments. How to follow directions. 3/10 More EdTPA Videotaping should be complete or very close. Start reviewing with your rubrics to select two continuous segments that total 20 minutes together. Keep each about 10 minutes. 3/24 Last chance for questions, issues, and technical decisions. 3/31 NO Seminar, but you must submit your EdTPA by 11:59 P.M. no exceptions. 4/14 Philosophy/Resume/Letter of Application/WECAN Bring your best draft of your professional resume Where do you need help? 4/21 Submit the first draft of your philosophy by email to Drs. Feay-Shaw and Gilliland. 5/5 Mock Interview Questions Advisor Feedback on philosophy. Second draft due 5/19 Final portfolio submission for approval Opportunities for Reflection: Videotaping Videotaping your class or rehearsal is a wonderful tool for self reflection. Start videotaping the first week. You must create an archive of videotape material that you develop throughout the semester. Your school may have a digital videocamera you can arrange to use. If not, you must arrange for one to use in the first week of student teaching. Select a class or rehearsal to tape when you will be directly working with the students. Focus the camera at an angle where you can see yourself and at least some of the students. If you have any students for which you did not get video permission, make sure they are not in your site line. After taping, find a quiet place to watch the tape and think about these questions: What were essential strengths of the lesson? What, if anything, would you change about the lesson? Do you think the lesson was successful? Why? Which conditions were important to the outcome? What, if any, unanticipated learning outcomes resulted from the lesson? What, if any, unanticipated teaching outcomes resulted from this lesson? Can you think of another way you might have taught this lesson? Can you think of other alternative pedagogical approaches to teaching this lesson that might improve the learning process? Do you think the content covered was important to students? Why? (Questions adapted from Pultorak, E. G. (1993). Facilitating reflective thought in novice teachers. Journal of Teacher Education, 44 (4), 288-295. Opportunities for Reflection: Keeping a Journal Another important tool for self-reflection is a journal. Many student teachers find it helpful to write about their experiences and insights on a daily basis. Others schedule a time once a week to describe their progress. These journals are an important road map of your development. If you can keep entries current and thoughtful, you’ll be able to look back over your student teaching semester to see important milestones in your preparation. You may write about the day’s events, or you might consider some of the ideas on the following list as worthy subjects for your journal. For example, you could write about: Prior beliefs that have been changed or challenged as a result of your experiences in the classroom; Prior ideas or beliefs about teaching that have been reinforced or strengthened as a result of your work in the classroom; Schools as communities—how teaching and learning in this particular school is influenced by the setting or community values; Moments when you could directly observe student learning (the “wheels turning” or “lightbulbs going on”) Insights and concerns related to issues of student diversity or serving the needs of students with disabilities; Technology in the music classroom and how it facilitates students’ musical growth; Your interaction with students, cooperating teachers, supervisors, others working in the school, parents, and your peers; Various “first time” events such as your first observation, first lessons with a particular class, triumphs and challenges, highlights, and moments of insight. Adapted from Knowles, J. G., Cole, A. L., & Presswood, C. S. (1994). Through preservice teachers’ eyes: Exploring field experiences through narrative and inquiry. New York: Macmillan. Opportunities for Reflection: Scheduling Consultations with your Cooperating Teacher Scheduling regular times to discuss your progress with your cooperating teacher is an essential part of the student teaching experience. If your cooperating teacher takes notes on your teaching while he/she observes, you can look over those notes to find areas to discuss. It is also important, however, to find long blocks of time for a substantial conversation—a healthy opportunity to evaluate the “big picture” of your progress. In other words, rather than just looking at a lesson or rehearsal together, step back to think about your overall progress in a number of areas. Plan for a midpoint review and also one at the end of your student teaching experience.