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HISTORY MIDTERM STUDENT TEACHING CONFERENCE

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HISTORY MIDTERM STUDENT TEACHING CONFERENCE: IWU SUPERVISOR Student Teacher: Date: Cooperating Teacher: School: IWU Supervisor:Directions:All participants in the midterm conference individually complete their respective forms prior to meeting. The student teacher should bring his or her portfolio-in-progress to the evaluation conference. Forms and supporting documentsmay be exchanged and previewed prior to the conferences. Comments of all participants are integrated into this one final form completed by the IWU supervisor and signed by all parties.Student Teaching PerformanceStandards and IndicatorsComments, Observations, and Suggestions for Professional DevelopmentTEACHER SCHOLARS FOR SOCIAL JUSTICESJ1: Demonstrates the belief that all students can learn.SJ2: Responds to the educational needs of all students in a caring, non-discriminatory, and equitable manner.SJ3: Demonstrates the knowledge, skills, and professional dispositions that facilitate all students’ learning, regardless of race, culture, ethnicity, language, class, gender, and/or ability.Dispositions:R1: Engages in ongoing and thoughtful reflection, which includes- written reflections and oral conversations with cooperating teacher and IWU supervisor; - self-assessment of knowledge and skills required to teach students from diverse backgrounds and those with disabilities;- one’s impact on students, parents, and other professionals in the learning community; and - being receptive to feedback from mentors.R2: Demonstrates resourcefulnessby- taking initiative and being self directed;‐- being creative;- learning about individual children, their families and communities;- goingbeyond use of commercial texts and instructional resources;- seeking ways to improve practice and grow professionally; and- engaging in research and inquiry to enhance professional development.R3: Demonstrates responsivenessby- developing caring, compassionate, and respectful relationships with all students and their families;- implementing multicultural perspectives when planning curriculum and teaching; andtrying alternative approaches to teaching and learning, such as inclusion and other alternatives to ability grouping, authentic assessments beyond testing, and alternatives to traditional classroom discipline.TEACHING DIVERSE STUDENTS: applies understandings of the diverse characteristics and abilities of each student and the context of his or her social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning.Performance Indicators: 1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement;1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences;1J) differentiates strategies, materials, pace, levels of complexity, and languageto introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learningHISTORY Midterm Student Teaching Conference: Supervisor Page 2 of 9needs;1K) facilitates a learning community in which individual differences are respected; 1L) uses information about students’ individual experiences, families, cultures,and communities to create meaningful learning opportunities and enrich instruction for all students.CONTENT AREA AND PEDAGOGICAL KNOWLEDGE: Creates meaningful learning experiences for each student, applying in-depth understanding of content area knowledge-including content area literacy-, pedagogical knowledge, and evidence-based practice.Performance Indicators: 2I) evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs;2J) uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts;2K) engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines;2L) demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines;2M)uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings;2N) facilitates learning experiences that make connections to other content areas and to life experiences;2O)designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities;2P)adjusts practice to meet the needs of each student in the content areas; 2Q)applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student.CONTENT AREA TEACHING Social Science and History1(as applicable)Connections among the behavioral sciences, economics, geography, history, political science, and other learning areas.SS1E) Explains the methods social scientists employ to answer questions about the human experience.SS1F) Integrates concepts from the social sciences in constructing discipline-specific lessons and units.SS1G) Develops interdisciplinary approaches to the teaching of general social science.United States HistoryProvides accurate explanations of major trends, key turning points,and the roles of influential individuals and groups from the colonial era through the growth of the American Republic, from the Civil War through World War I, and through the 20thand into the 21stcentury.Specifically, (as applicable): H1F) The Age of Exploration and the Columbian Exchange;H1G, H, I) The American Revolution;H1J) the evolution of the two-party system;H2G, H) The Civil War and reconstruction;H2I) Industrialization and urbanization;H2J, K) Patterns of immigration and the obstacles, opportunities, and contributions of immigrants;H2L) The relationship between business and labor.H2M) Populism and Progressivism.H2N) World War I. 1 For specific indicators, please refer to the Core Social Science (SS) and History (H) Standards: http://www.iwu.edu/edstudies/teachers/conference_forms/history.shtmlHISTORY Midterm Student Teaching Conference: Supervisor Page 3 of 9H3H) The Great Depression: its causes and impact;H3I,J) U.S. participation in World War II;H3K) The Cold


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