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First Semester Fieldwork Checklist and Schedule
=CooperatingTeacher =StudentTeacher =Student
Phase1:LearningabouttheStudents,theClassesandtheSchoolPlacementSite(Weeks1-2)
Phase2:DirectlyAssistingStudents:IndividualsandSmallGroups(Weeks3-4)
Phase1:
Studentteacherchecklist:
o Formalintroductiontothestudentsintheclasses.
o Observetheclasses.
o Becomefamiliarwiththepoliciesandproceduresfortheclasses.
o Becomefamiliarwithclass/schooldocuments(e.g.syllabus,schoolhandbook,schoolcalendar).
o Learnaboutthewaythatthecooperatingteacherstructuresthe
learningenvironment(e.g.classroomexpectations,procedures,routines,student-to-studentinteractions,teacher-to-studentinteractions,instructionalnorms,expectationsforlearning...).
o Begintolearnaboutthestudentsintheclasses(e.g.prior
experiences,interests,social-emotionallearningneeds,culturalbackgrounds,languageproficiencylevels,academiclearningneedsandgoals…).
o Inquireabouttheopportunitytoattendaschoolactivityorevent
(e.g.sportingevent,musicalproduction,clubmeeting).
CALIFORNIASTATEUNIVERSITY,STANISLAUSDEPARTMENTOFTEACHEREDUCATION
SINGLESUBECTCREDENTIALPROGRAM
Phase2:Studentteacherchecklist:
o Assistindividualstudentswiththecontentbymonitoringlearning,promotingengagement,andhelpingwithin-classtasks.
o Assistsmallgroupsofstudentsbyhelpingwithlearningactivities,checkingonprogress,andsupportingcontentcomprehension.
o Circulateregularlyamongstudentswheneveritisappropriateto
checkonprogressandprovidesupportforallstudents.
o Learnaboutthewaythatyourcooperatingteacheraccessesstudentinformation(e.g.attendance,grades,languageproficiencylevels…).
o Identifyandprovidesupportforstudentswithspecialneedsand
studentswhoareEnglishlearners.
o Becomefamiliarwiththecurricularmaterialsusedintheclasses.
o Learnaboutthewaythatresources,standards-alignedmaterials,and/ortechnologycanbeadaptedtofacilitateaccesstothecurriculumforallstudents.
Observationoflessons
Assiststudents
Name:
Ø IntegralRoleforPhase1:Learnaboutthestudents,theclasses,andtheschool.
Ø IntegralRoleforPhase2:Provideassistancetostudentsintheclassesatappropriatetimesduringlessons.
First Semester Fieldwork Checklist and Schedule
Phase3:LeadingInstructionforOneWhole-ClassLessonSegmentonaDailyBasisinaClass(Weeks5-8)
Phase4:LeadingInstructionforTwoWhole-ClassLessonSegmentsonaDailyBasisinaClass(Weeks9-12)
Phase3:
o Examples:objectives,warm-ups,anticipatoryset,checkingforunderstanding,modeling,concept/skilldevelopment,activityfacilitation,vocabulary,closure.
Studentteacherchecklist:
o Leadonespecificwhole-classlessonsegmentonadailybasis(3daysaweek)for1classperiod.
o Begintodialoguewiththecooperatingteacheronaweeklybasistolearnabouttheprocessofplanningandimplementinginstruction.
o Continuetocirculatearoundtheclasstoassistindividualsandsmallgroupswithdevelopmentallyappropriatelearningtasks.
o Speakwiththecooperatingteacheraboutstudentsinneedofextrasupportandprovideassistancetothesestudentsasappropriate(mentoring).
o Attendatleastoneschool-sponsoredactivity/event(e.g.sporting
event,musicalproduction,clubmeeting).
o Towardstheendofphase3,teach1lessonorapartofalesson(minimumof25minutes)to1classandhavethecooperatingteachercompletetheCSUSlessonobservationfeedbackform.>Thelessonshouldbeplannedwiththecooperatingteacher.
Phase4:
o Examples:objectives,warm-ups,anticipatoryset,checkingforunderstanding,modeling,activityfacilitation,concept/skilldevelopment,vocabulary,closure.
Studentteacherchecklist:
o Leadtwowhole-classlessonsegmentsonadailybasis(3daysaweek)for1classperiod.
o Inquirewiththecooperatingteacheraboutthedifferenttypesof
assessmentsthatareusedintheclasses(e.g.formative,summative,diagnostic,performance…).
o Begintoassistwithassessingstudentlearninganduseassessment
informationtomonitorstudentlearningandprogress.
o Continuetocirculatearoundtheclasstoassistindividualsandsmallgroupswithlearningtasksandactivities.
o Continuetoprovideassistancetostudentsinneedofextrasupport(mentoring).
o Towardstheendofphase4,teachalessonto1classandhavethecooperatingteachercompletetheCSUSlessonobservationfeedbackform.>Thelessonshouldbeplannedwiththecooperatingteacher.
CALIFORNIASTATEUNIVERSITY,STANISLAUSSINGLESUBECTCREDENTIALPROGRAM
Lead1specificlessonsegmentonadailybasis.
Leadtwospecificlessonsegmentsonadailybasis.
Ø IntegralRoleinPhase3:Teach/leadaspecificwhole-classlessonsegmentonadailybasis(3daysaweek)for1classperiod.
Ø IntegralRoleforPhase4:Teach/leadtwospecificwhole-classlessonsegmentsonadailybasis(3daysaweek)for1classperiod.
First Semester Fieldwork Checklist and Schedule
Phase5:PreparingfortheTransitiontotheSecondSemesterà LeadorCo-TeachLessonsin1Class(Week13andBeyond)
Pleasesignbelowafterallphaseshavebeencompleted._________________________________________________________________________________________________________SignatureoftheCooperatingTeacher Date SignatureoftheStudentTeacherDate
Phase5:
Studentteacherchecklist:
o Co-teachlessonsorleadlessonsfor1classperiodonaregularbasis(3daysaweek).
o Collaboratewiththecooperatingteacheronlessonplanningand
preparation.
o Continuetocirculatearoundtheclasstoassistindividualsandsmallgroupswithlearningtasksandactivities.
o Continuetoassistthecooperatingteacherwithassessingstudent
learning.
o Continuetoprovideassistancetostudentsinneedofextrasupport(mentoring).
o Reflectonteachingpractices,subjectmatterandpedagogical
knowledge,andconsiderprofessionallearninggoalsforthetransitiontothesecondsemesterofthefieldwork.
o Participateinameetingwiththecooperatingteacheranda
universityfacultymemberaboutthetransitiontothesecondsemesterofthefieldwork.
o SubmitthecompletedFirstSemesterFieldworkChecklist(this
document).
CALIFORNIASTATEUNIVERSITY,STANISLAUSSINGLESUBECTCREDENTIALPROGRAM
Leadorco-teachlessonsfor1classinpreparationforthesecondsemester.
Note:Forinformationaboutthisdocument,pleasecontactafacultymemberintheSingleSubjectCredentialProgramatCSU,Stanislaus.
Ø IntegralRoleforPhase5:Leadorco-teachlessonsfor1classperiodundertheclosesupervisionofthecooperatingteacher.
