- For student teachers to demonstrate that they influenced
their students' learning.
- To systematize expectations for the student
teaching unit.
- To assure that the unit is consistent
with expectations in prior courses.
1. Summer '02. Directions and a sample unit were developed.
First, an analysis of the performance assessments from
the curriculum and assessment courses, the prior student
teaching unit, and the Renaissance Teacher Work Sample
was carried out. Based on this analysis, the new expectations
and directions were developed. While the old unit required
1) outcomes tied to state standards, 2) a concept map,
3) lessons, and 4) reflections, the new unit added 1)
an analysis of contextual factors, 2) a pre-unit analysis,
and 3) a student learning analysis. Each of these tasks
was integrated into the student journal or the unit. A
sample unit on the Revolutionary War was created as a
model for supervisors, cooperating teachers, and students.
2. Fall '02. A group of 6 full time student teacher supervisors
and their 108 student teachers pilot tested the new unit.
At the end of the semester, students and supervisors were
informally surveyed. Students reported that they felt
prepared and able to complete the new requirements based
on their prior coursework. Supervisors made suggestions
concerning the process and final student products. They
suggested that students be given intermediary deadlines
(by their supervisor). They also suggested that the journal
activities be included in the unit rather than requiring
two separate products.
3. Winter '03. All supervisors, with the exception of
Early Childhood and Special Education, were asked to implement
the new unit with their students. The unit was, therefore,
taken to scale with 564 student teachers during Winter
semester.
4. Summer '03. Rubrics were developed for each section
of the unit. Changes were made in the unit and sample
to make them parallel with the rubrics and to take supervisor
suggestions into account. It was decided that student
teachers would need to receive a 2 or 3 on each section
of the rubric in order to pass. In addition, sections
1-4 (those sections that dealt with preparation of the
unit) would need to be completed at a level 2 or 3 before
the student teacher could teach the unit.
There was a training session for student teacher supervisors late in
the summer. The session's purpose was to familiarize supervisors with the unit
and new rubric and to give them practice at scoring a practice unit. Approximately
30 supervisors attended the session.
5. Fall '03. All student teachers in regular programs
(not including Early Childhood or Special Education)
are completing the new teaching unit. Each unit will
be graded
using the common directions and rubric. Scores will
be collected and analyzed for future use.
In
addition, supervisors were surveyed at the end of the
summer concerning their experiences with
the unit, what
help they needed this year, and what suggestions they
had for other supervisors. These surveys are
in the process
of being analyzed.
