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Carol Pelletier Radford is the Program Director for a Transition to Teaching federal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts—Dartmouth. She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperating
teacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books: Techniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers. For the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools.
Visiit carolpelletierradford.com to learn more.
Contents
Preface: What’s New in this Edition?
A letter to you a future teacher – Becoming a Transformational Teacher
Section 1 Beginning Your Journey Into Teaching
Chapter 1 – Transition from college student to teacher
Maintaining Your Balance:Guiding Principles for Becoming a Teacher
PLAN, CONNECT, ACT, REFLECT and SET GOALS!
PLAN – What’s your PLAN for Learning?
Key Questions for Chapter 1
1. What are my beliefs and experiences related to teaching and learning?
2. How do I know I am prepared to Teach?
3. How has the university prepared me?
4. What will be expected of me?
Professional Standards
CONNECT People/Readings & Resources/Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 1.1 Beliefs: Why did I choose teaching?
Activity 1.2 Beliefs: What do I believe about teaching and learning?
Activity 1.3 Readiness: What do I bring to the experience?
Activity 1.4 Readiness: Am I ready?
Activity 1.5 Readiness: Advice from former student teachers
Activity 1.6 Preparation: Linking theory to practice
Activity 1.7 Preparation: Guidelines for teacher preparation
Activity 1.8 Expectations: Professional Ethics During Student Teaching
Activity 1.9 Expectations: How Does the Law Relate to Me?
Activity 1.10 Expectations: Professionalism
Activity 1.11 Expectations: Professional Boundaries with Students
Activity 1.12 Success: Seven Steps to Success
REFLECT and SET GOALS
Chapter 2 – Learning About the Context of Teaching
PLAN – What’s Your PLAN for Learning?
Key Questions for Chapter 2
1. What do I need to know about the school, the district, and the community to success in my practicum?
2. How will I introduce myself to the cooperating teacher, the students, and the parents?
3. How can I use observation and interview tools to capture teaching and learning experiences?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT -Think about, talk about, write about, learn about teaching
Activity 2.1 Learning: Learning About My School: Creating a Profile
Activity 2.2 Learning: Getting to Know the Community and District
Activity 2.3 Learning: First Impressions: Meeting the Cooperating Teacher
Activity 2.4 Learning: Creating a Survival Packet
Activity 2.5 Learning: Learning the Language of Schools
Activity 2.6 Learning: Interviewing Students
Activity 2.7 Introducing: Introducing Myself to the Students
Activity 2.8 Introducing: Introducing Myself to the Parents
Activity 2.9 Observing Tool: Teacher Observation: The Big Picture
Activity 2.10 Observing Tool: Teacher Observation: Visible Learning
Activity 2.11 Observing Tool: Teacher Observation: Class Structure
Activity 2.12 Observing Tool: Teacher Observation: Lesson Plan Objectives
Activity 2.13 Interviewing Tool: Teacher Interview: Rationale for the Lesson
Activity 2.14 Observing Tool: Student Observation: Creating a Case Study
Activity 2.15 Observing Tool: Student Observation: Whole Class Dynamics
Activity 2.16 Observing Tool: Student Observation: Small Group Dynamics
REFLECT and SET GOALS
Chapter 3 – Learning to Teach
PLAN – What’s Your PLAN for Learning?
Key Questions for Chapter 3
1. How will the triad support me?
2. How will supervision help me learn how to teach?
3. What is reflection and how will I use it to forward my teaching?
4. How will I document my learning using evidence?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT- Think about, talk about, write about, learn about teaching
Activity 3.1 Triad: My Expectations for Student Teaching
Activity 3.2 Triad: Triad Roles and Responsibilities
Activity 3.3 Triad: Sample Agenda for a Triad Meeting
Activity 3.4 Supervision: Being Observed
Activity 3.5 Supervision: Receiving Feedback
Activity 3.6 Supervision: Written Feedback from Cooperating Teacher
Activity 3.7 Supervision: Observable Behaviors
Activity 3.8 Supervision: Micro Teaching and Co-Teaching
Activity 3.9 Reflection: Self Assessment of Lesson
Activity 3.10 Reflection: Bubble Reflection: Student Teacher
Activity 3.11 Reflection: Bubble Reflection: Cooperating Teacher
Activity 3.12 Reflection: Bubble Reflection: University Supervisor
Activity 3.13 Reflection: Reflective Journal Guidelines
Activity 3.14 Reflection: Problems to Possibilities
Activity 3.15 Documentation: Audio
Activity 3.16 Documentation: Video
Activity 3.17 Documentation: Participatory Action Research
Activity 3.18 Documentation: Teaching Portfolio
Activity 3.19 Evaluation: Standards for Success
Activity 3.20 Evaluation: Rubrics for Demonstrating Teaching
REFLECT and SET GOALS
Section 2 – Demonstrating Your Teaching Skills – Becoming a Highly Qualified Teacher
Chapter 4 – Classroom Management: Creating a Positive Learning Environment
PLAN – What’s Your PLAN for Learning?
Key Questions for Chapter 4
1. What are the attitudes, dispositions and beliefs of caring teachers?
2. How do effective teachers manage their classrooms using space, routines, rewards, and time management?
3. How do I create an environment that promotes leaning and positive social interaction for all students?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 4.1 Disposition: Respect for All Students
Activity 4.2 Disposition: Classrooms for Social Justice
Activity 4.3 Disposition: Culturally Sensitive Teachers
Activity 4.4 Space: What does the classroom look like?
Activity 4.5 Space: Visible Learning
Activity 4.6 Space: How Space Impacts Learners
Activity 4.7 Routines: What are routines?
Activity 4.8 Routines: Routines and Learning Time
Activity 4.9 Rewards: Why use rewards?
Activity 4.10 Time: Time Management Works
Activity 4.11 Students: Creating a Community of Learners
Activity 4.12 Students: Using a Sociogram
Activity 4.13 Students: Contracts and Agreements
Activity 4.14 Students: Welcoming a New Student
Activity 4.15 Students: Students as Leaders
REFLECT and SET GOALS
Chapter 5 – Classroom Management: How Do Effective Teachers Promote Appropriate Behavior?
PLAN – What’s your PLAN for Learning?
Key Questions for Chapter 5
1. How do behavior management theories, research, and writing inform practice?
2. How do effective teachers promote positive behavior?
3. How do effective teachers get help for students in need?
4. How can teacher research resolve classroom management challenges?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 5.1 Inform: Research that Matters
Activity 5.2 Inform: Policies and Procedures at Your School
Activity 5.3 Prevent: Avoiding Common Classroom Problems
Activity 5.4 Prevent: Identifying Challenges for Teachers
Activity 5.5 Research: Classroom Misbehaviors Observation Process
Activity 5.6 Research: Collecting Data on Student Behaviors
Activity 5.7 Research: Interviewing Students
Activity 5.8 Research: Problems to Possibilities for Management
Activity 5.9 Needs: Stop and Think Before Disciplining
Activity 5.10 Needs: Communicating With Parents
Activity 5.11 Needs: When to Go for Additional Help
REFLECT and SET GOALS
Chapter 6 – Assessing, Documenting, and Communicating Student Progress
PLAN – What’s Your PLAN for Learning?
Key Questions for Chapter 6
1. How do effective teachers assess and evaluate Student progress?
2. How do effective teachers record and document student progress?
3. How do effective teachers communicate progress to students and parents?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT- Think about, talk about, write about, learn about teaching
Activity 6.1 Assess: Standards- How Are Students Evaluated?
Activity 6.2 Assess: Classroom Assessment- A Developmental Continuum
Activity 6.3 Assess: Linking Lesson Planning and Assessment
Activity 6.4 Assess: Tapping to Prior Knowledge
Activity 6.5 Assess: How Do Teachers Measure Student Learning?
Activity 6.6 Assess: What should all students know and be able to do?
Activity 6.7 Assess: Rubrics and Standards
Activity 6.8 Assess: Assessments for Diverse Learners
Activity 6.9 Assess: Self Assessments
Activity 6.10 Record: Grade Books and Other Systems
Activity 6.11 Record: Student Portfolios
Activity 6.12 Communicate: Strategies for Student Communication
Activity 6.13 Communicate: Parents and Guardians
REFLECT and SET GOALS
Chapter 7 – Instructional Strategies for Diverse Learners
Discussing Professional Standards
Quality Conversations to Enhance Student Learning
PLAN – What’s your PLAN for Learning?
Key Questions for Chapter 7
1. How do effective teachers engage students from diverse populations?
2. How do effective teachers differentiate my instruction?
3. How do effective teachers modify for special needs students?
4. How do effective teachers empower my students to take responsibility for their learning?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT- Think about, talk about, write about, learn about teaching
Activity 7.1 Engage: Learning about Diverse Learners
Activity 7.2 Engage: Teaching and Learning Styles
Activity 7.3 Engage: Giving Directions
Activity 7.4 Engage: Using Brain Based Strategies
Activity 7.5 Differentiate: Differentiating Whole Class Instruction
Activity 7.6 Differentiate: Flexible and Cooperative Groups
Activity 7.7 Differentiate: Using Multiple Intelligences to Teach
Activity 7.8 Differentiate: Using Bloom’s Taxonomy to Vary Questions
Activity 7.9 Modify: Observation and Research
Activity 7.10 Modify: Individual Education Plans
Activity 7.11 Modify: Modifying Lessons of Gifted, ELL, and Special Needs
Activity 7.12 Empower: Giving Students Choices
Activity 7.13 Empower: Enrichment and Homework
Activity 7.14 Empower: Innovative Technology
Activity 7.15: Empower: Service Learning
REFLECT and SET GOALS
Chapter 8—How Does Planning Relate to Effective Teaching?
PLAN – What’s your PLAN for Learning?
Key Questions for Chapter 8
1. What is planning?
2. What are some effective models for daily lesson planning?
Professional Standards
CONNECT People / Readings & Resources / Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 8.1 Plan: Standards Based Planning
Activity 8.2 Plan: Planning with My Cooperating Teacher
Activity 8.3 Plan: Five Planning Skills
Activity 8.4 Plan: Unit Planning
Activity 8.5 Plan: Planning Effective Lessons
Activity 8.6 Plan: Planning for Understanding
Activity 8.7 Plan: Writing Teaching Objectives
Activity 8.8 Plan: Ineffective Planning
Activity 8.9 Plan: Time and Planning
Activity 8.10 Lessons: How To Complete A Daily Lesson Plan
Activity 8.11 Lessons: A General Guide to Planning
Activity 8.12 Lessons: Early Childhood Format
Activity 8.13 Lessons: Elementary or Middle School Format
Activity 8.14 Lessons: Secondary Formant
Activity 8.15 Lessons: Design a Plan of Your Own
REFLECT and SET GOALS
Section 3 – Completing The Practicum and Looking Ahead to Your First Classroom!
Chapter 9 – Designing a Portfolio
PLAN- What’s Your PLAN for Learning?
Key Questions for Chapter 9
1. What should I include in my portfolio?
2. How should I organize my artifacts?
3. What are some alternatives to a traditional hard copyportfolio?
CONNECT People / Readings & Resources / Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 9.1 Artifacts: Student Teaching Portfolio Final Checklist
Activity 9.2 Artifacts: Philosophy Statement
Activity 9.3 Artifacts: Possible Artifacts: What did you COLLECT?
Activity 9.4 Organization: How will you SELECT?
Activity 9.5 Organization: REFLECT to Making Meaning
Activity 9.6 Organization: Table of Contents and Sample Layout
Activity 9.7 Alternatives: Creating a Mini-Portfolio
Activity 9.8 Alternatives: Power Point Portfolio
Activity 9.9 Alternatives: Digital Portfolios
Activity 9.10 Alternatives: Tips for Creating an e-Portfolio
REFLECT and SET GOALS
Chapter 10 – Completing the Practicum Experience
PLAN- What’s Your PLAN for Learning?
Key Questions for Chapter 10
1. How do I reflect on the entire experience?
2. How will I acknowledge the people who have supported me? What closing paperwork can I expect to complete?
CONNECT People / Readings & Resources / Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 10.1 Closure: Self-Assessment: What Have I Learned?
Activity 10.2 Closure: Reflection Summary of Journals
Activity 10.3 Closure: Advice to Future Student Teachers
Activity 10.4 Acknowledgement: Student Survey
Activity 10.5 Acknowledgement: Sample Thank You Letters and Gifts
Activity 10.6 Paperwork: University Requirements
Activity 10.7 Paperwork: Cooperating Teacher Recommendation
Activity 10.8 Paperwork: Application for State License
REFLECT and SET GOALS
Chapter 11 – The Search for a Teaching Position
PLAN – What’s Your PLAN for Learning?
Key Questions for Chapter 11
1. Where do I want to teach?
2. What is the application process?
3. How do I prepare for an interview?
4. How do I accept a teaching position?
CONNECT People / Readings & Resources / Technology
ACT - Think about, talk about, write about, learn about teaching
Activity 11.1 Where? Selecting a District that is Right For Me
Activity 11.2 Where? Teaching Positions: Where to Find Them
Activity 11.3 Application: The Application Process
Activity 11.4 Application: Your Cover Letter
Activity 11.5 Application: Your Resume
Activity 11.6 Application: Follow Up
Activity 11.7 Interview: Preparing for the Interview
Activity 11.8 Interview: Follow Up
Activity 11.9 Interview: Teaching a Demonstration Lesson
Activity 11.10 Contract: Signing a Contract
REFLECT and SET GOALS
Chapter 12 – Your First Classroom!
PLAN – What’s Your PLAN for Learning?
Key Questions for Chapter 12
1. How will I organize my first classroom?
2. How will I integrate into the school culture?
3. How will I continue to learn?
4. How do I know I am effective?
CONNECT People / Readings & Resources / Technology
ACT- Think about, talk about, write about, learn about teaching
Activity 12.1 Organize: Assessing My Needs
Activity 12.2 Organize: My Classroom Design
Activity 12.3 Organize: Letters to Students and Parents
Activity 12.4 Organize: Revisiting Your Survival Packet
Activity 12.5 Organize: Beginning the School Year Successfully
Activity 12.6 Integrate: Meeting My Mentor
Activity 12.7 Integrate: What Will the School Expect From Me?
Activity 12.8 Learn: My Professional Development Plan
Activity 12.9 Learn: Being Evaluated and Re-Hired
Activity 12.10 Learn: What is Professional Development?
Activity 12.11 Learn: Professional Organizations
Activity 12.12 Reflect: When My Teaching Fails
Activity 12.13 Reflect: Teaching as a Career Choice
Activity 12.14 Reflect: Maintaining My Passion
REFLECT and SET GOALS
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