ADDENDUM
THE
PROFESSIONAL
DEVELOPMENT SCHOOL REPORT
December 2003
The
Teacher candidates
at the
The Milford PDS
requires students to take the same courses required of all ETE majors. Courses
in
EDUC 310 Teaching Reading and Writing in the Primary Grades is a course in the first methods block in the ETE program. The focus of this course is preparing students to teach reading and writing in the primary classroom.
The Milford PDS offers this course as a two-credit course in the fall and a one-credit course in the spring. During the fall semester, the students are in a primary classroom where they are able to observe, assist in the teaching, and plan and implement reading and writing lessons. Topics include the components of an effective language arts program, word analysis strategies, comprehension, reading response, choosing and using quality literature, and writing instruction. During the spring semester, students continue to study relevant topics such as writing instruction, creating a balanced literacy program, and methods of reading instruction (Readers' Workshop, Literature Circles, and reading groups) while reflecting on their experience in the primary classroom.
In
those covered in the PDS courses.
Both of these courses require textbooks to provide students with the knowledge needed to teach reading and writing in the primary classroom. Although the choice of textbooks is different, both sections require books on the subjects of reading comprehension, word study, and writing instruction. Table 1 compares course requirements between the PDS and the Newark Sections.
Table 1 COURSE REQUIREMENTS FOR EDUC 310
|
|
First Two Credits · Observation Journal · Read Aloud Lesson · Vocabulary Lesson · Comprehension Lesson · Reading Response Activity · Two Writing Lessons · Book Shares Third Credit · Analysis of Primary Writing Program · Reader Response Exhibit Project · Teacher Writing Piece |
· Response Log · Read Aloud Lesson · Word Study Lesson · Comprehension Lesson · Text Gradient · One Writing Lesson · Author Study · Reader Response Exhibit Project |
Both courses
require students to teach a variety of reading and writing lessons including
read aloud, comprehension, vocabulary or word study, and writing. Students explore children's literature
through book shares in the
EDUC 341, Elementary
Curriculum: Science, explores the knowledge and skills necessary to teach
science in the primary and middle grades.
Students are expected to understand State Science Standards, the use of
science kits in the state of
The PDS offers EDUC 341 as three one-credit courses. During the first credit, students begin to investigate science instruction while in a primary placement. Students observe, assist in the teaching of science, and plan and implement two science lessons. These lessons require students to use the Smithsonian Science Kits in their lessons. The second credit has students exploring science in the middle school. Students continue their study of appropriate science instruction, bringing the knowledge gained during the first semester to their study of science in the upper elementary grades. During this second of three credits, students plan and implement the university's required teaching of science exhibit. This project requires students to assess student knowledge before and after a set of three connected science lessons and to plan for an appropriate and safe science environment. The third and final credit takes place during the senior internship in either the primary or middle school setting. During this final credit of this course, students use the knowledge and experience gained through their first two credits of science course work and experiences in a primary and middle school to plan and implement a science project of their choice.
Students in
Table 2 COURSE
REQUIREMENTS FOR EDUC 341
|
|
First Credit · Observation Journal · Science Kit Review · Two Science Lessons · Design an Investigation (an in class project) Second Credit · Science Kit Review · Teaching of Science Exhibit Summary of Prior Knowledge Draft with Overview Final Plans and Reflection Third Credit · Choice Project |
· Reading Reflection Journal · Observation Report · Science Kit Review (in class activity) · Teaching of Science Exhibit Pre-Assessment & Analysis Planning Paper Lesson Plan Drafts Final Plans and Reflection · Choice Project |
At first glance,
it appears that the requirements for the PDS section are greater than that of
the
EDUC 390, Instructional Strategies and Reflective Practice investigates effective classroom strategies, classroom management, learning styles and reflection for the primary and middle grades. During this course, students are participating in field placements where they can integrate these topics into their teaching.
This course is
taught during two semesters at the
Students on the
Table
3 COURSE REQUIREMENTS FOR EDUC 390
|
|
First Two Credits · Reflection Assignment - Three Formal Observations and Detailed Reflection · Classroom Management Reflection · Group Presentation on an Instructional Strategy Third Credit · Reflection Assignment - Three Formal Observations and Detailed Reflection · Lesson Plan Featuring Instructional Strategy Presented in Class · Deliver a Lesson to the Class for a Critique by Peers · Evidence of a Variety of Instructional Strategies Used in Lessons Included in the Junior Unit Project (social studies required project) |
· Instructional Strategy and Classroom Management Observation Chart · Reflection Assignment - Two Formal Observations and Detailed Reflection · Classroom Management Reflection · In-Class Assignment on Cognitive Profiles · Article Review · Paper on Being a Reflective Practitioner · Group Presentation on Instructional Strategy |
Students in both of these sections have many of the same course requirements including making classroom observations, writing formal reflections, and making a group presentation on an instructional strategy. In addition, students in Newark complete an article review and a paper, while the Milford PDS student are required to deliver a lesson in class for critiquing by peers and provide evidence of using the strategies presented in this class in all of the lessons that they plan and present. The instructor reports that she uses these different activities because of the use of variable credits and the smaller class size at the Milford PDS.
EDUC 335, Elementary Curriculum: Mathematics, investigates the methods and materials that are most effective in teaching mathematics at the elementary level. Students look at different topics appropriate for the elementary students, methods of instruction, and assessment, with an emphasis on problem-solving.
The Milford PDS offers this course as three one-credit classes over three semesters. During the fall semester, the students are in a primary classroom and focus on topics and methods appropriate for this age group. Students plan and implement two lessons during this experience. During the second credit, students are in a middle school placement where they can explore topics and methods appropriate for this age group. They also teach two lessons during this experience. During the final credit, students complete a choice math activity in either their primary or middle school senior field experience.
The
Both sections use the same textbook and incorporate the study of the same content including number sense, combining and separating, place value, measurement, geometry and spatial sense, fractions, and data and probability. Both utilize state and national mathematics standards in their instruction. Table 4 compares course requirements for both courses.
|
|
First Credit · Problem-Solving Lesson Project · One math lesson plan · Group investigation of a math topic and class presentation Second Credit · Problem-Solving Lesson Project · One math lesson plan · Group investigation of a math topic and class presentation · Integration of math lesson into junior unit project (social studies unit) Third Credit ·
Choice project |
· Two problem-solving lessons · Group presentations · Two exams |
Both sections
require students to complete two problem-solving lessons during their field
experiences. Students at the Milford PDS
complete one of these lessons in their primary experience and one during their
middle school experience. Students in
the
The biggest
difference between courses offered in
The field
placements at the Milford PDS look different from those on campus, yet still
maintain the same high standards and expectations. Students complete a junior and senior
internship with opportunities in the primary and middle schools and with
special education students. The
difference is in the amount of time spent in the field. This is a common
characteristic of professional development schools. Milford PDS students are
immersed in the school community beginning with the first teacher inservice day
in August as part of their teacher preparation program. Junior interns are in
the field two days each week and four full weeks during the academic year. Senior interns spend two semesters carrying
out typical student teaching responsibilities while continuing their academic
studies. Courses during the senior internship support the students in their
work in the classroom, while continuing to build their theoretical knowledge
base. Both internships provide
opportunities for the students to work at the primary and middle school
level. Although the Milford PDS students
spend more time in the field than their
ETE students in
Table 5 PATHWISE
RESULTS FOR ETE CANDIDATES
(2001-2002)
ACADEMIC YEAR
Domain |
|
|
Domain A – Lesson Planning |
|
|
A1: Becomes familiar with
relevant aspects of students' background knowledge and experiences |
4.63 |
4.71 |
A2: Writes clear learning
objectives that are appropriate for the students |
4.75 |
4.66 |
A3: Demonstrates an
understanding of the connections between the content that was learned
previously, the current content, and the content that remains to be learned
in the future |
4.38 |
4.59 |
A4: Creates or selects
appropriate teaching methods, learning activities, and instructional
materials or other resources that are appropriate for the students and that
are aligned with the objectives |
4.75 |
4.58 |
A5: Creates or selects
evaluation strategies that are appropriate for the students and that are
aligned with the objectives |
4.63 |
4.46 |
Domain B – Creating a Classroom Environment |
|
|
B1: Creates a climate that
promotes fairness (e.g., conveys the attitude that all students are of equal
importance) |
4.71 |
4.83 |
B2: Establishes and
maintains rapport with students in ways that are appropriate to the students'
developmental needs |
4.71 |
4.75 |
B3: Communicates
challenging learning expectations to each student |
4.14 |
4.38 |
B4: Establishes and
maintains consistent standards of mutually respectful classroom interaction
and behavior |
4.57 |
4.42 |
B5: Makes the physical environment as safe and
conducive to learning as possible
|
4.85 |
4.71 |
Domain C – Lesson Execution |
|
|
C1: Makes learning
objectives and instructional procedures clear to students |
4.85 |
4.61 |
C2: Makes content
comprehensible to students |
4.71 |
4.62 |
C3: Encourages students to
extend their thinking |
4.57 |
4.39 |
C4: Monitors students'
understanding of content through a variety of means, provides feedback to
students to assist learning, and adjusts instruction as the situation
demands |
4.71 |
4.56 |
C5: Uses instructional time
effectively |
4.71 |
4.55 |
Domain D - Professionalism |
|
|
D1: Reflects upon lesson
effectiveness |
4.86 |
4.72 |
D2: Demonstrates a sense of
efficacy |
4.43 |
4.62 |
D3: Builds professional
relationships with colleagues to share teaching insights and to coordinate
learning activities for students |
4.71 |
4.72 |
D4: Communicates with
parents/guardians regarding student learning |
4.29 |
4.46 |
Domain P – Personal Attributes |
|
|
P1: Organization |
4.86 |
4.78 |
P2: Initiative |
4.86 |
4.70 |
P3: Writes coherently with
correct grammar and spelling |
4.43 |
4.83 |
P4: Articulates clearly
using correct grammar |
4.29 |
4.0 |
P5: Manages time and work
effectively |
4.71 |
4.70 |
P6: Demonstrates
responsibility |
4.86 |
4.79 |
Throughout the
program, ETE students are asked to complete a variety of performance
assessments associated with several courses. These assessments were created to
allow students the opportunity to demonstrate their theoretical and practical
knowledge throughout various stages of the program using a common set of
activities and evaluated using common rubrics.
Appendices five through eleven are examples of seven projects completed at
The Conceptual
Framework states that the university faculty values the diversity of
professional preparation programs, accommodates individuality and supports
innovation. Although there are
differences between the ETE program delivery at the Milford PDS and in