Field/Prac. Forms

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Field Experience and Practicum Forms
Anecdotal Log - Lesson Observation Log - Issues of Importance -
 Timesheet - Teacher Candidate Observation
Teacher Observation Rubric - Cooperating Teacher Evaluation -
Field Experience Papers - Practicum Culminating Project - Touro Teacher Cert.
Special information for Prof. Stein's Students

Completed by the Field Experience/Practicum Student
Anecdotal Log (2 per week)
Used for an analysis of a lesson done by a cooperation teacher

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Completed by the Field Experience/Practicum Student
Lesson Observation Log - (1 per week)

Detailed analysis of a lesson

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File: issues.doc Digital Version -Open this document and ave it on your computer, with a unique file name (suggestion: add a 6 digit date at the end). For example would be issues030508.doc would be excellent.  Then complete the form by selecting the asterisks ( ** ) and entering your information. Remember to save at the end.

File: issues.pdf  Write on Version- Print this form and complete by hand.

Completed by the Field Experience/Practicum Student
Some Issues of Particular Importance in Work with Young Children

Dated entries in enumerated areas will  documenting student experience in each issue area.

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Completed by the Field Experience/Practicum Student

A dated list of hours spent to complete course time requirements.

Students should have this document available for review by your professor during school visits and at group meeting #2

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This is a NYSED checklist of suggested activities, valuable to field experience and practicum students.

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Coming soon

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The digital version will allow the checking of ratings by clicking the appropriate box. Click this box a second time to remove the check
 

File: teacherobserve.pdf  Write on Version - Print this document and complete by hand.

Completed by Field Experience/Practicum professor after observing a teacher candidate

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Utized by the practicum professor after observing a student

Rubric used as a reference for practicum professor after observing a student

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Cooperating teacher uses this form to evaluate the Touro student teacher

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Field Experience Papers
2 required

paperfield1.doc

paperfield2.doc

Field Experience Requires 2 Term Papers
Instructions for Written Assignments

There are typically two term paper assignments per Field Experience course. 
General Notes about papers.
Papers should be typed, have numbered papers, and title pages with all identifying information.  Papers should follow APA format (APA sheets are distributed with your field experience/student teaching material).  If you have problems with writing, format, references, etc., you should have your paper read by a classmate who can offer constructive criticism and assistance (common writing problems).
Each paper should be approximately 1500 words in length.  Pertinent literature, including literature from course in the program, should be integrated into the papers.

Students complete one paper (paperfield1.doc) in which they compare and contrast their prior impressions of teaching as a profession with the reality of their experiences in the classroom and school. 

Students complete a second paper (paperfied2.doc), in which they discuss critical incidents that have occurred between teacher and children or among children.  Students discuss ways, in which things went well or badly, what lessons can be learned, and how these experiences can be used for managing similar situations in the future. 

Some common writing problems:

•    agreement between nouns and pronouns
•    agreement in use of singular and plural forms
•    agreement in tense used
•    sentences inserted that do not follow logically from what preceded them or flow logically into what follows them
•    improper use of the word, “however”
•    passive sentence structure
•    unchecked typos
•    spelling and basic grammar
•    not following instructions for the papers—such as failing to have an appropriate title page or failing to number pages

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Practicum Culminating Project
Details coming soon

Practicum - Instructions for Culminating Project

 Practicum students complete a 25-page culminating project.  Students review their experiences in the graduate program and discuss components of the program that have been of particular value to them and why these program components have been of value.  Students discuss their practicum observation lessons, including strengths and limitations of the lessons, and what was discussed during the practicum conferences with the observing professor, including recommendations for strengthening teaching skills and building positive relationships with children.  Students use at least five articles from scholarly journals as references for a discussion of problems facing new teachers (in both general and special education), and the kinds of documented supports that have been found to help new teachers effectively respond to such problems. 

Students also present a case study of their work with an individual child.  Students work with a child who has a particular problem involving reading skills.  Students use an appropriate reading inventory or other assessment device to evaluate the nature of the child’s difficulties.  Students complete a literature review with abstracts of at least ten articles related to the area of the child’s reading difficulty and potential interventions fro remediation of the identified problem or set of problems.  Students describe in detail their goals in intervening and the specific intervention procedures they use, after which they describe the actual application of the intervention procedures and the child’s response to their intervention.  Students do a post-intervention assessment to determine the effectiveness of the intervention and then discuss the implications of their work and results for continued work with the child and for formulating related additional research questions.  (Practicum advisors will distribute and discuss instructions for the case study during the first practicum group meeting). 

Students conclude their projects with a discussion of how their philosophies of education have developed over the course of their graduate studies and the nature of their current ideas on how they might approach selected aspects of their work.  Throughout the culminating project, readings from courses should be integrated into the discussion whenever possible.

Papers should have title pages that include all identifying information.  Where appropriate, subheadings should be used for organizational purposes.  Pages should be numbered.  Papers should follow APA format.  (APA sheets are included in your student practicum guide). 

Culminating projects are submitted with other practicum materials in a professionally appropriate binder.  (Details may be discussed with our practicum advisors).

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