Calstateteach Detail Curriculum And Course Name Pdf
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Fieldwork Summary for Module 2: Lesson Planning.
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- Professional Reflection Module 2 for CalStateTEACH Credential Program
- Professional Reflection Module 2 for CalStateTEACH Credential Program
- CALSTATE TEACH- Professional Showcase Module 9
Home Events Register Now About. Single Subject Teaching Credential. Become a Secondary School Teacher in California. Applicants who want to teach in middle school or high school must apply for a Single Subject Teaching Credential.
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Fieldwork Summary for Module 2: Lesson Planning. Teachers perform many duties, chief among them are: 1 adapting teaching methods and instructional materials to meet students varying needs and interests; 2 conferring with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems; and 3 establishing and enforcing rules for behavior and procedures for maintaining order among the students for whom the teacher is responsible.
Three common areas of importance and potential concern for credential candidates focus on planning, management and instruction. Guillaume , Lewis and Doorlag have written that effective teachers should be able to perform certain functions including, "planning learning experiences…; presenting tasks to learners; organizing and managing the learning environment; [and] developing content" p.
Regarding instructional planning TPE 9 , my aim is to specifically talk about the importance of unit and lesson plans that meet the needs of individual students and fit state and national standards NASPE, Planning requires multiple decisions before a lesson is taught and helps to ensure that new teachers [and their the students] are prepared - physically, intellectually, and emotionally.
Effective planning helps to create an environment that promotes better learning while addressing its strategic challenge of being agile and responsive to changing performance expectations Guillaume, A belief regarding management is that effective teachers keep it to a minimum. This allows for more student engagement activity time and teacher instruction, which directly impact learning Wong, It is important that teachers establish rules that foster ample opportunities for student learning and create a safe environment.
Protocols such as go, stop, and gather signals need to be created and enforced as well Wong, Students need to be held accountable, both for their behavior staying on-task and their performance. Actively monitoring students through "witlessness" helps to keep students accountable. When a discipline issue arises, it is important to address the behavior and not ignore it. One's focus however is on positive discipline. My observations therefore deal with issues such as high but appropriate teacher expectations, inclusive and equitable language that helps create a positive learning environment that hopefully allows for more positive than negative discipline episodes Wong, et al.
Some examples may include monitoring students while setting up cones for the next activity, or taking attendance while students are engaged in an instant activity. Techniques such as hustling students from one activity to another to reduce transition time also help to minimize management time.
Organizing pairs or other groupings should be done as quickly as possible as well, and strategies such as having student captains pick teams are discussed and strongly discouraged. With regard to presenting tasks to learners, again limiting time in this area is important but instruction and demonstrations need to be clear.
Demonstrations are very important but often drag on for long periods of time. New teachers need to keep demonstration time to a minimum and focus on accuracy and key elements. Use of video or student volunteers are appropriate but choosing volunteers is crucial. Choose willing, capable students but not the same ones all the time Wong, The main area of 'developing content' is student engagement time.
When the focus is on skill development, students should be challenged through refinement, extensions and applications Maloy, Emphasize small- sided game play and modifications of games to allow for plenty of student engagement and success; go beyond a traditional, technical approach to teaching games and activities by exposing our PTs to the theory and practice of teaching using the tactical approach, cooperative learning, and Child Development Education as examples.
Scholars also highlight the correlation between learning objectives and appropriate teaching style use that relates to effective teaching and effective teaching literature so that there will be context to the questions that are asked of new teachers.
Effective assessments will promote the objectives of one's classroom management goals. A rubric can be created to assess the progress being made toward any particular goal. For the area of classroom management there can be a four or five level rubric.
The highest tier would describe all of the performance criteria possible for good behavior including the amount of time in which the criteria was met. The next lower level would reduce the number of performance criteria and or the percentage of the time these criteria were met. The same process would be applied to each successive lower level. The lowest level is described where none of the criterial were met at all. This will always include the same items or more than the lower level.
The lowest level is described where none of the criteria met al all. This kind of assessment can be applied by anyone, even the students themselves. A rubric like this can be created to assess the entire class for a given time frame, or a specific function, like a transition between subjects, or getting the classroom ready for dismissal. An assessment rubric like this can be created for a smaller group, like a project group, or even an individual when a problem is unidentified.
The importance of a quantitative assessment like this one described is that the teacher and their students or students can know exactly how they are performing, strive to improve, with the understanding that their performance evaluations will be fair and equitable. Using this tool the students can self-regulate their behavior. This is another tool the social contract can and should create. Depending on the grade level, this rubric an be as detailed as the class deems necessary.
The students may even decide one should be created to assess the teacher's performance on a subject or topic that concerns them. In light of the data obtained from the participants, the possible problems of IT teachers associated with classroom management were 1 lack of motivation, 2 rule and routines breaking, 3 lack of infrastructure, 4 ineffective time management, 5 classroom environment, and 6 lack of classroom interaction. The discipline problems and misbehaviors that teachers encountered in IT classes were mainly related to off-task behavior, i.
The possible reasons behind classroom management problems and students' disciplinary problems were 1 the nature and status of the course in the curriculum, 2 classroom environment, 3 crowded classrooms and lack of software, 4 lack of rules, 5 home environment and parents' attitudes, 6 teachers' inefficiency in classroom management and 7 students' attitudes and outlook on the educational governance system. Possible solutions to these problems proposed by the participants were 1 increasing teachers' pedagogical and subject area knowledge, 2 re-framing the nature of IT course in the curriculum, 3 using activities that facilitate motivation, 4 using software programs that help control the wrong computer usage, 5 effective managing the IT class 6 giving punishment, 7 ignoring, 8 investigating the reasons of the problem, 9 establishing rules, 10 contacting with parent and 11 cooperating with other groups of teachers in the school.
Lack of rules which organizes the daily activities and class routines, and breaking the established rules were observed to be the reason of the emergence of the classroom management and discipline problems. Rule establishment process in which both teachers and students are actively involved should be one of the solutions to these problems.
Teachers', principals' and family members' views were not totally in line with one another. Some of the parents and principals believed in teachers' insufficiency with regard to classroom management.
On the other hand, teachers believed that some of the students' discipline problems were due to parental attitudes toward the course and the technology. As a curial actor in the effective classroom management.
Furthermore, teachers should be taken to in-service training in terms of classroom management, conflict resolution and stress management. Furthermore, teachers should be equipped with self-organization and time-management skills Wong, In short, research on classroom management in the available literature revealed similar results.
Discipline problems and possible reasons were indicated in many of the studies. Classroom teachers, at the elementary level, teach basic academic, social and other formative skills for a balanced program of instruction, demonstration and work time that provides students with opportunities to observe, question, and investigations.
WHAT: Organizing, summarizing, and formally presenting lesson plan project status. WHEN: Project executing and control. Define Clearly outline the purpose of the lesson plan.
State your objective and reasons why the lesson is necessary. Determine who will be attending the lesson presentation and find out what they are likely to want addressed.
Prepare Set an agenda for the lesson, including introductory material, specific content covering all necessary areas , time for questions and discussion, and a conclusion. Start by telling what you will tell them, tell them, and end by telling them what you told them. Rehearse Practice your lesson plan presentation in advance for at least one other person.
Work on smoothly saying what you need to say to support any visual slides, providing explanations and transitions without reading the text verbatim. If you prepare a script, ust it only as a guidance. Speak naturally; the way you normally speak. Get feedback on your body language.
Deliver Arrive early, and begin on time. Present your content confidently and efficiently, pausing for questions as appropriate. Close with a summary. Open navigation menu. Close suggestions Search Search. User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? Uploaded by Sal V Gonzalez Jr. Date uploaded May 03, Did you find this document useful? Is this content inappropriate? Report this Document.
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Professional Reflection Module 2 for CalStateTEACH Credential Program
Caltpa videos. However, during the recording of my teaching, your child may appear on the By demystifying the enormity of the CalTPA assessment and the demands candidates face in preparing for these required tests, Williams, Guillaume and Ponder, all trained CalTPA assessors and instructors, have written the CalTPA Prep Guide using only the clearest, most accessible language, in a voice that speaks directly to reader. Ex: CalTPA video clips must be a maximum of 5 minutes of unedited, continuous, uninterrupted instructions without music, graphics or text additions to the video. Sometimes, you might want to cite a video that has been uploaded by someone other than the creator. Rubric 1.
Fieldwork Summary for Module 2: Lesson Planning. Teachers perform many duties, chief among them are: 1 adapting teaching methods and instructional materials to meet students varying needs and interests; 2 conferring with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems; and 3 establishing and enforcing rules for behavior and procedures for maintaining order among the students for whom the teacher is responsible. Three common areas of importance and potential concern for credential candidates focus on planning, management and instruction. Guillaume , Lewis and Doorlag have written that effective teachers should be able to perform certain functions including, "planning learning experiences…; presenting tasks to learners; organizing and managing the learning environment; [and] developing content" p. Regarding instructional planning TPE 9 , my aim is to specifically talk about the importance of unit and lesson plans that meet the needs of individual students and fit state and national standards NASPE, Planning requires multiple decisions before a lesson is taught and helps to ensure that new teachers [and their the students] are prepared - physically, intellectually, and emotionally. Effective planning helps to create an environment that promotes better learning while addressing its strategic challenge of being agile and responsive to changing performance expectations Guillaume,
Prospective students applying for part-time or full-time undergraduate programs of study must submit a completed undergraduate application. An alternate major may be indicated on the application. Before applying for admission to California State University, Dominguez Hills, students should carefully study the list of academic majors and their descriptions. Complete information is available at www. Electronic versions of the CSU undergraduate and graduate applications are accessible online at www. The CSU Mentor system allows students to browse through general information about CSU's twenty-three campuses, view multimedia campus presentations, send and receive electronic responses to specific questions, and apply for admission and financial aid.
Professional Reflection Module 2 for CalStateTEACH Credential Program
Pearson cset login. Your score report will be emailed to you, if you requested this option when you registered, and will be available in your account beginning at p. There are certain areas we sometimes overlook or forget about from past education. Need Help? Forgotten Password?
A green check mark in that activity denotes completion. Have you ever given a talk to a large audience at. IEP Conference Forms. To provide additional. Teacher will explain process to selected Peer e.
Teacher Observation Conference Form. Teacher Candidate Quarterly Assessment. Teacher Observation Form The Novato Unified School District Teacher Evaluation is based, in part, on a formal discussion of performances and conferences conducted on the following dates: Temporary Conference. It is paradoxical that opportunities to observe teachers and classes are presented more often to those. Julie Dugger, Dr.
CALSTATE TEACH- Professional Showcase Module 9
Learn more about getting your California teaching credential through the California Commission on Teacher Credentialing or on Teach's credential page. Atascadero Unified: , , , , , , , Bellevue-Santa Fe Charter School District: , , , , , This search will bring up all documents ever held in California for an individual. Concordia offers a combined credential and M. Ed program.
CalStateTEACH offers a spiraling, integrated curriculum that includes classroom management, learning theory, and pedagogy in every term. CalStateTEACH is an outcomes-based program that uses a candidate data dashboard to drive instruction and improve clinical practice. CalStateTEACH teacher candidates acquire new 21st Century knowledge and skills, use new media literacies and digital tools, work on collaborative teams, create new strategies and techniques, use appropriate technologies for teaching and learning, and create new spaces for teaching and learning. Candidates utilize the iPad to present content to children and to support children in making and demonstrating content. The expectation of using personal mobile devices within the classroom invites innovation from teacher candidates. Technology provides assistance and support for candidates to differentiate in creative ways.
course work for those who are preparing to be high school teachers or special Curriculum (Multiple Subject, subject, and education specialist) and the status of a Please provide your name, contact information (e-mail/phone number) and at an institution outside the United States, you must obtain a detailed evaluation.
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