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What counts as a good job in teaching? : becoming a teacher as we race to the top /
This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding, even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next da...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Lanham :
Rowman & Littlefield,
[2015]
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Machine generated contents note: 1. Overview / Colleen P. Gilrane
- Spring Block: Practicum and Teaching Methods / Colleen P. Gilrane
- Planning the New and Improved Spring Block / Colleen P. Gilrane
- Getting Feedback and Fine-Tuning / Colleen P. Gilrane
- Did the Four Essential Questions Fit the Rubrics? / Colleen P. Gilrane
- Course Design / Colleen P. Gilrane
- Implementing the Plan / Colleen P. Gilrane
- Course Organization / Colleen P. Gilrane
- Models of Effective Teaching (2 weeks) / Colleen P. Gilrane
- Who Are My Students? What Do I Want Them to Learn? (2 weeks) / Colleen P. Gilrane
- Assessment: What Would Count as a Good Job? (2 weeks) / Colleen P. Gilrane
- What Resources Are Available to Me? How Do I Organize Them to Support Learning? (3 weeks) / Colleen P. Gilrane
- Designing Your Learning Plans (5 weeks of Workshop Time) / Colleen P. Gilrane
- Final Evaluation Conferences / Colleen P. Gilrane
- 2. Question #1: Who Are My Students? / Colleen P. Gilrane
- Who Are My Students: Candidates as Colleen's Kids / Colleen P. Gilrane
- Dear Colleen Letter / Colleen P. Gilrane
- What Do My Candidates Care About? / Colleen P. Gilrane
- What Kinds of Help Do My Candidates Need? / Colleen P. Gilrane
- Classroom/Course Structures / Colleen P. Gilrane
- Specific Strategies / Colleen P. Gilrane
- Responses My Candidates Need from Me / Colleen P. Gilrane
- How Do My Candidates Want/Need to Be Assessed? To Be Taught? / Colleen P. Gilrane
- Who Are My Students: Candidates Watching Their Kids / Colleen P. Gilrane
- Addressing Diversity in Our Friday Classes / Colleen P. Gilrane
- Conferences Addressing Diversity during Workshop Time / Colleen P. Gilrane
- Class Session Addressing Diversity as a Stand-Alone Topic / Colleen P. Gilrane
- Who Are My Students: What Did Candidates Learn? / Colleen P. Gilrane
- 3. Question #2: What Do I Want Them to Learn? / Colleen P. Gilrane
- Specific Supports for Thinking about Content / Colleen P. Gilrane
- Class Session Addressing Content as a Stand-Alone Topic / Colleen P. Gilrane
- Understanding by Design Framework / Colleen P. Gilrane
- What Do I Want Them to Learn: What Did Candidates Learn? / Colleen P. Gilrane
- Connecting Students to Content / Colleen P. Gilrane
- Process of Identifying Content Worth Learning / Colleen P. Gilrane
- Importance of Depth over Coverage / Colleen P. Gilrane
- 4. Question #3: What Would Count as Evidence of Learning? / Colleen P. Gilrane
- Learning about Assessment by Being Assessed / Colleen P. Gilrane
- Formative Assessment of My Candidates / Colleen P. Gilrane
- Summative Assessment of My Candidates / Colleen P. Gilrane
- Grades for the Friday Portion of ELED 422 / Colleen P. Gilrane
- Friday Class Sessions Devoted to Assessment as a Stand-Alone Topic / Colleen P. Gilrane
- Performance Assessment / Colleen P. Gilrane
- Formative Assessment / Colleen P. Gilrane
- Designing Assessments for Learning Plans / Colleen P. Gilrane
- What Would Count as Evidence: What Did Candidates Learn? / Colleen P. Gilrane
- Assessment Beyond Worksheets and Tests / Colleen P. Gilrane
- Bringing a Critical Lens to Current Practice / Colleen P. Gilrane
- Bringing Student Experiences to Bear on Designing Assessments as Teachers / Colleen P. Gilrane
- 5. Question #4: How Do I Get There? / Colleen P. Gilrane
- Selecting Instructional Materials / Colleen P. Gilrane
- Selecting Personnel Resources and Instructional Strategies / Colleen P. Gilrane
- Making Decisions about Time, Space, Environment, and Pulling It All Together / Colleen P. Gilrane
- How Do I Get There: What Did Candidates Learn? / Colleen P. Gilrane
- Expanded Awareness of Resources / Colleen P. Gilrane
- Time as a Resource / Colleen P. Gilrane
- Personnel as Resources / Colleen P. Gilrane
- Interlude: Voices Of Candidates / Colleen P. Gilrane
- 6. Hannah's Reflection / Colleen P. Gilrane
- Transitioning to Internship / Hannah Louderback
- First-Year Teaching after Internship / Hannah Louderback
- Teaching Science: Erosion Unit / Hannah Louderback
- Teaching Math: Problems with Missing or Extra Information / Hannah Louderback
- Final Reflections / Hannah Louderback
- 7. Jessica's Reflection / Hannah Louderback
- "Understanding" Across Differing Teaching Contexts / Jessica Covington
- Using Knowledge of Students to Set Goals and Evaluate Learning / Jessica Covington
- Setting Learning Goals / Jessica Covington
- Evaluating Learning / Jessica Covington
- What Worked for Me: The W.H.E.R.E.T.O. Strategy / Jessica Covington
- Where / Jessica Covington
- Hook / Jessica Covington
- Equip / Jessica Covington
- Rethink and Revise / Jessica Covington
- Self-Evaluation / Jessica Covington
- Tailor / Jessica Covington
- Organize / Jessica Covington
- Final Reflections / Jessica Covington
- 8. Getting Started: Orienting and Building Relationships / Kristin T. Rearden
- Preparing for the Field Experience: Setting up the Seminar Class / Kristin T. Rearden
- Physical Design of the Seminar Classroom / Kristin T. Rearden
- Opening Class Session / Kristin T. Rearden
- Preparing to Enter the Schools: First Impressions / Kristin T. Rearden
- Field Experience / Kristin T. Rearden
- Spectrum of Classroom Environments / Kristin T. Rearden
- Focal Point One: School Culture / Kristin T. Rearden
- Focal Point Two: The Classroom Environment / Kristin T. Rearden
- Focal Point Three: The Planning Process / Kristin T. Rearden
- Focal Point Four: Instructional Strategies / Kristin T. Rearden
- Focal Point Five: Assessment Strategies / Kristin T. Rearden
- Final Reflections / Kristin T. Rearden
- 9. Fall Semester: Overlaying Good Teaching with Team Rubrics / Kristin T. Rearden
- Initial Weeks of the Internship / Kristin T. Rearden
- Physical Space Considerations / Kristin T. Rearden
- Establishing a Presence / Kristin T. Rearden
- Assuming Responsibility for Planning, Teaching, and Assessing / Kristin T. Rearden
- Developing Planning Skills / Kristin T. Rearden
- Lesson Plans: Novice and Veteran Approaches / Kristin T. Rearden
- Questions: At the Heart of Learning to Plan / Kristin T. Rearden
- Preparing for Formal Evaluations / Kristin T. Rearden
- "Dry Run" Evaluation / Kristin T. Rearden
- Lesson Plan: Intended versus Implemented / Kristin T. Rearden
- Areas to Improve and Areas of Strength / Kristin T. Rearden
- Assessment Data / Kristin T. Rearden
- Analyzing the Lesson with Evaluation Rubrics / Kristin T. Rearden
- Initial Evaluation for State Licensure / Kristin T. Rearden
- 10. Spring Semester: Overlaying Good Teaching with edTPA Rubrics / Kristin T. Rearden
- Growing into Their Roles as Teachers / Kristin T. Rearden
- Leading, Not Soloing / Kristin T. Rearden
- Viewing Themselves as Teachers / Kristin T. Rearden
- Recognizing Beliefs about the Importance of Education / Kristin T. Rearden
- Theory into Practice: Action Research and Problem-Based Research Review / Kristin T. Rearden
- Blending the edTPA into Our Teacher Preparation Program / Kristin T. Rearden
- Supporting the Interns during the edTPA Process / Kristin T. Rearden
- Changes to the Program / Kristin T. Rearden
- Evidence of Success / Kristin T. Rearden
- How Did Candidates Respond? / Kristin T. Rearden
- TEAM Results / Kristin T. Rearden
- edTPA Results / Kristin T. Rearden
- Task 1 Planning / Kristin T. Rearden
- Task 2 Instruction / Kristin T. Rearden
- Task 3 Assessment / Kristin T. Rearden
- edTPA Total Score and Cutoff / Kristin T. Rearden
- Candidates' Reflections / Kristin T. Rearden
- Discussion / Kristin T. Rearden.