TM
TM
VSU College of Education
Opening School Experience
Part I. Description of the Opening School Experience
OSE Experience
Two of the more important competencies all teachers need are how to effectively use: (1) the week before school to develop instructional plans and (2) the first week f school to clarify the teacher's expectations and establish class routines. At Valdosta State University, the College of Education believes these first two weeks of the school year are critical to a successful school year and requires all preservice teachers to participate in the Opening School Experience (OSE). OSE pairs each preservice teacher with a classroom teacher during those first two weeks of school to learn how to best use this time to plan instruction and to establish the teacher's expectations for the new school year.
Placement Information
OSE may be done in any public school system in the United States. Applications for OSE are available in the Dean's Office of the College of Education and should be returned to the Coordinator of Professional Laboratory Experiences by Friday, April 16, 1999.
The Professional Laboratory Experiences' staff contacts the schools in May to request placements for OSE students. As the placements are confirmed they will be posted on the Teacher Education bulletin board in the Education Center. Students with placement changes or late applications cannot be processed until August and may not get their desired placements.
The faculty of the College of Education encourage the OSE students to participate in as many activities during the preplanning week and first week of school as possible. OSE students will construct a portfolio based on their activities and submit it to the Office of Professional Laboratory Experiences after the completion of the OSE. The contents and organization of this portfolio are explained in Part III.
Fall Debriefing Meeting
A debriefing meeting for the OSE is scheduled for 1:30 on Wednesday, September 15, 1999. Attendance is required!
Part II. Responsibilities for OSE student, mentor teacher, and principal.
The responsibilities of the VSU student include:
The responsibilities of the mentor teacher include:
Note: If the OSE student is not attending or fully participating in the opening activities at your school then please contact Coordinator of Professional Laboratory Experiences Ñ Dr. Earl Swank, 912-333-5925.
The responsibilities of the Principal include:
Note: If there is unprofessional conduct by an OSE student then his/her experience should be terminated immediately. In this event, please contact the Coordinator of Professional Laboratory Experiences Ñ Dr. Earl Swank, 912-333-5925.
Part III. Portfolio Description and Contents
OSE Portfolio
An OSE portfolio is required of each student and is due at the September 15 Debriefing Meeting. A cover page is required for your portfolio and should be titled 1999 OSE Portfolio and include your name, major, and advisor's name. There are twenty-four tasks to be included in the portfolio with two of them in an introductory section and the other 23 relating to the ten conceptual framework principles.
Introductory Tasks
OSE verification form (included in this packet). This form provides the dates, name of school and system, signatures from mentor teacher and school principal, and other information related to your OSE. The verification form is the first page of your OSE portfolio and should be completed at the end of your OSE placement so the appropriate signatures can be obtained to verify a successful Opening School Experience.
Record of daily activities during the planning days Ñ This task consists of a log that describes the activities you did, when they occurred, and who was involved. It could also be presented as a calendar with what, when, and who listed for each day of planning activities.
The emphasis for your writing is on qualitynot quantity! There is no required number of pages for the portfolio but task responses should be complete and specific. Most tasks in the portfolio can be described in a couple of paragraphs. Incomplete or sloppy portfolios will not be accepted. If a question or task is unclear, discuss it with the mentor teacher and write your response to match his/her interpretation. Feel free to solicit feedback from others about the ideas requested in the OSE questions.
Conceptual Framework Principles
VSU's College of Education Conceptual Framework Principles describe "what teachers should know and be able to do". Your responsibility is to observe the classroom environment and describe specific examples or situations as requested in the one or more tasks for each of the ten principles. Identify each of your responses with the label indicated by the bold type (e.g. Task 4-A for the first task under principle 4)
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge s/he teachers and can create learning experiences that make these aspects of subject matter meaningful for students.
Task 1-A: Describe an example of how specific subject matter was made meaningful to the students by one of the following strategies: linking to student's prior understandings; engaging students using methods of inquiry for that particular content area; integrating different content areas.
Principle 2: The teacher understands how children learn and develop and provides learning opportunities that support their intellectual, social, motor, vocational and personal development.
Task 2-A: A diagram of the room must be included with all of the major areas or features of the room identified. Rules for classroom behavior must be included with the diagram. If these are not posted, please solicit them from the mentor teacher.
Task 2-B: What did the teacher and students do during the first few minutes of this first class of the year?
Task 2-C: How did the teacher establish the rules for classroom behavior? What was done to establish procedures for daily management items such as missed assignments, use of classroom materials, bathroom privileges, and more.
Task 2-D: Explain how the teacher either assessed or provided for different learning modalities?
Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Task 3-A: Describe one way the instruction was adapted to address individual differences among students.
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Task 4-A: Identify and describe two or more different instructional strategies the teacher used to teach one concept or skill.
Task 4-B: The teacher's lesson plan for the first class meeting is important and the next few items relate to its implementation. Include a copy of one lesson plan for one class on the first day of teaching. Add any notes or comments that may clarify what was planned for this first class day.
Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Task 5-A: Describe two strategies the teacher used to motivate students.
Task 5-B: Describe how the arrangement of the classroom facilitates or inhibits learning.
Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Task 6-A: Describe any questioning techniques used to encourage students to develop divergent thinking, risk taking ability, or problem solving skills.
Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Task 7-A: A schedule for the classes taught by your mentor teacher and a class description must be included in the portfolio. Select one of the classes and complete a class description which includes the following:
Class size
Gender and ethnic make up of class
Number of students with exceptionalities and types only, no names
Other characteristics you or your mentor believe are important
Task 7-B: What was done to communicate the lesson, unit, year, etc., objectives for this particular class or content area during the first lesson of the year?
Task 7-C: Describe how one lesson was adapted to meet the needs of both advanced and remedial students.
Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Task 8-A: What was done towards the end of this first lesson? Try to describe the students' perspective about this first lesson that they just completed.
Task 8-B: Describe at least two assessment techniques, either formal or informal, used by the teacher to gain more insight into the students' performances or to modify the instructional strategies.
Principle 9: The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his or her choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Task 9-A: Describe an example when the teacher determined a specific lesson was not effective. Include the teacher's basis for deciding the lesson was not as effective as desired.
Task 9-B: Every teacher has a plan to determine student grades. Homework, quizzes, projects, unit tests, finals, and more may be included in this calculation. Discuss with your mentor the grading system he/she uses and include a description of it in the portfolio.
Reflections
Task 9-C: Reflect on the activities that took place during the planning days Ñ Were your surprised at any of the activities you and your mentor teacher participated in and why was that? Were there activities or experiences that you did not do but you wanted to do? Was this time for planning different than you expected?
Task 9-D: Reflect on the information you collected about the room setup, the grading process, as well as the rules and procedures. How did they work? Will you change them for your classes? How?
Task 9-E: This first lesson is important to a successful school year, what did you learn from your observation and how will it help you in your first day of teaching?
Principle 10: The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students' learning and well-being.
Task 10-A: Identify one instance when the teacher communicated with a student's family. What was the purpose for this communication? Or describe an interaction between your mentor teacher and a colleague about a specific student or overall class needs.
Opening School Experience
Verification Form
VSU Student's Name: __________________________________________________
Major: ______________________ VSU Advisor: ____________________________
OSE School Placement: _________________________________________________
OSE School System: ___________________________________________________
Dates for OSE: ________________________________________________________
Fall Debriefing Meeting: 1:30 on Wednesday, September 15, 1999. Attendance is required!
I served as this student's mentor teacher for the OSE and he/she participated fully and appropriately in the activities as provided by the school and myself during the dates listed above.
Additional Comments:
OSE Mentor Teacher's Signature: __________________________________________
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This student was placed at this school and has completed the OSE with the assigned teacher in a professional manner.
Additional Comments:
OSE School Principal's Signature: __________________________________________
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist
Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching
Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate
Catalog | Graduate Catalog | Student
Enrollment