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Strategies for Successful Student Teaching : A Guide to Student Teaching, the Job Search, and Your First Classroom

by
Edition:
3rd
ISBN13:

9780137059485

ISBN10:
0137059485
Format:
Paperback
Pub. Date:
2/17/2012
Publisher(s):
Pearson

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What version or edition is this?
This is the 3rd edition with a publication date of 2/17/2012.
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Summary

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroomis a must-have resource for all student teachers. Providing a step-by-step guide that deftly leads teacher candidates through the student teaching process from their last day as a student to their first day as a teacher, it combines classroom prep activities, teaching plans, and opportunities for reflection to ensure that every teacher gets the most out of the student teaching experience and comes away ready and eager to lead their students' journeys through education. With the help of this practical and activity-based guide, teacher candidates will successfully transition from students to educators, prepared with the skills and practice necessary to lead a classroom, manage student behavior, plan lessons and units, prepare for interviews, achieve professional positions, and continually learn.

Author Biography

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.

Table of Contents

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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