Residency Fieldwork 1

Catalog description

Residents are expected to act and introduce themselves as co-teachers. They will begin to teach at least one component of the day starting from the first day of school. Students, families, and colleagues should perceive residents as just as knowledgeable and informed about the happenings of the classroom as the mentor. Residents are expected to follow the expectations below: 1. Follow all professional guidelines as articulated by the school site and organization. 2. Organizes classroom systems/procedures and manages student behavior to ensure all students are fully engaged in learning 3. Arrive on time and attend all expected days with the residency program 4. Establishes a culture of high expectations that includes college preparation for all students 5. Internalizes develops, and implements lesson plans and classroom activities consistent with Common Core State Standards and curricula used at their school site. 6. Assesses students regularly in accordance with school guidelines, examines student assessment data, and refines classroom activities to differentiate instruction for each student 7. Collaborates closely with school-based team members (both grade-level and school-wide) to align curriculum across subjects, improve own and others’ instructional practices, and share best practices 8. Actively participates in professional development activities, including: training sessions and working with lead teacher, principal, instructional coach(es) 9. Provides students and their families with regular and timely information on classroom activities and student progress; finds ways to involve parents/guardians in their students’ education 10. Tracks critical student information and maintains accurate student records, including attendance, in accordance with school site procedures 11. Identifies unique student needs and collaborates with other team members and outside service providers, diagnoses and addresses learning challenges 12. Demonstrate knowledge of, and support, Alder Graduate School of Education’s mission, vision, value statements, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior. 13. Fulfill other related responsibilities for the successful completion of the program. The gradual release of the teaching responsibility model is the roadmap by which each resident/mentor pair will determine how to co-teach their students in a way that purposefully develops the resident’s skills and also meets the needs of the students. The model is a central component of the residency design in that it allows individual residents to gradually take on classroom responsibilities as their skill levels increase. The model provides a framework with goals to encourage mentors and residents to collaborate closely on what instructional components will be released to residents and when. This focus ensures that residents find their stride by going neither too fast nor too slow. Rather than a prescribed sequence of development, the gradual release model provides a high degree of differentiation for each resident based on individual strengths and needs. Each resident should begin managing or teaching some instructional components beginning on the first day of school. However, the majority of the instructional time in August will belong to the mentor, with the resident learning through pointed observations. Each month, residents will take on more instructional components as each resident/mentor pair utilizes a variety of co-teaching models to meet the required percentages of responsibilities. In general, Candidates are in the classroom with their mentor doing co-teaching four days per week for 37 weeks of the school year. When calculating holidays etc, it can be estimated that during a 180-day school year teacher residents spend: ● 120 days co-teaching with a master mentor teacher ● 24 days teaching solo (15 days during take-over weeks and 9 days while mentors attend full-day mentor training) ● 22 days in full-day seminar classes