Dalton State College School of Education

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Dalton State School Institute of Instruction . Introduction for Early Adolescence Training Site Instructors. Welcome to Our W eb S ite.

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Dalton State College School of Education Orientation for Early Childhood Education Site Teachers

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Welcome to Our W eb S ite The workforce and staff of Dalton State College welcome you to our site. We have site instructors in ten school areas in Northwest Georgia. We couldn't make due without you. We welcome you setting aside the opportunity to finish this online introduction for website instructors. Thank you!!!!

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Our Conceptual Framework The unit's vision is to end up distinctly a 21st-century local educator training planning project of decision. We solidly trust that our educator hopefuls, as they enter the classroom, will have the self-adequacy to fittingly apply their expert substance and academic knowledge in an assortment of showing settings (Gorrell & Capron, 1990). The unit will fulfill this vision by firmly working with our government funded school accomplices. Through partaking in the arrangement of educator applicants, we will deliver instructors who are prepared to enter the showing field exhibiting ability, joint effort, mindful, and reflection to construct compelling classrooms conditions to bolster all learners (Eisner, 2005; Gardner; 1985; Lezotte, 1997).

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What to Remember About Our Conceptual Framework Dalton State College Students are CCCR: Competent Collaborative Caring Reflective

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About Our Field Placements Teacher competitors spend around 1,000 hours in the field in junior and senior years. Our semesters are called Blocks, with Block I being the primary square of the lesser year and piece IV being understudy educating in the second 50% of the senior year. Instructor competitors have a long haul plan to protect situations in PK-K; grades 1, 2, or 3; and grades 4 or 5. Understudies are set in socially and financially various settings in Blocks I, II, and III and may pick, with the endorsement of the site instructor, head/as well as focal office, to stay in a similar setting for Blocks III and IV or come back to a school for Block IV that they were set at for past piece.

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Block I Teacher Candidates will burn through two entire days for each week (Tuesday/Thursday OR Monday/Wednesday) at assigned destinations. Instructor Candidates will arrive day by day at 7:30 A.M. furthermore, stay at the school site until 3:00 PM, unless generally educated by the site instructor or unless the school has interchange landing and flight times. In Block I, the applicant will be put in three settings on the off chance that he or she is looking for an ESOL underwriting: 2 days in an ESOL center school setting, 2 days in an ESOL secondary school setting, and the rest of the time in an early adolescence setting. If not dealing with an ESOL support, the applicant will stay in the early youth situation for the whole arrangement time frame. The ESOL positions will typically be the most recent two weeks of the consistent arrangement. It is vital that the Site Supervising Teacher clarify what and why exercises are expert.

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Appropriate Tasks for Block I The Teacher Candidate is not there just to be an onlooker. We solicit that most from the time be gone through specifically required with helping understudies. He/she is there to help the Site Supervising Teacher in any capacity conceivable: perusing to understudies working with a little gathering or individual managing tables strolling kids to the library, lunch, or break making an amusement evaluating papers; and so forth. Casual instructing from the educator's lesson arranges Please recollect this is the main full field involvement for these instructor competitors and they may be reluctant to venture in and assume responsibility. If you don't mind urge them to wind up as required as you both are OK with.

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Block II Block II Teacher Candidates are in the field two days for every week. Notwithstanding the routinely expected co-educating and classroom help, the Teacher Candidate will create and convey three instructional lesson arranges, which will be assessed by a school director. On the off chance that at all conceivable, one arrangement must be in Social Studies, one arrangement must be in Reading, and one must be in Math. These are adjusted to the techniques courses for this square. These lessons must be affirmed by the site educator, and a duplicate of the lesson arrange must be set up for the DSC Supervisor preceding conveyance. Each conveyed lesson will be surveyed by the DSC Supervisor.

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Block III Block III instructor competitors are in the field two days for each week. In Block III, Teacher Candidates are relied upon to be in charge of: showing little gatherings of understudies. get ready and conveying at least three instructional lessons to the entire class. A school boss will assess these lessons . In the event that at all conceivable, one lesson ought to be in Science, one lesson ought to be in Reading, and one lesson ought to be in Math. These are adjusted to the strategies courses for this piece. The Teacher Candidate is required to co-educate with the Site Supervising Teacher or instruct from the Site Supervising Teacher's lesson anticipates a normal premise (ideally every week).

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Block IV Block IV competitors will burn through five days for each week (Monday-Friday) at assigned locales. Educator Candidates will be in the classroom for the entire day, starting in the meantime as the Site Supervising Teacher. Amid the semester, the expanding obligation regarding arranging, sorting out, and conveying direction is accepted by the Teacher Candidate. At the point when the managers regard it fitting, the Teacher Candidate obligations increment to incorporate full-time instructing for at least two sequential weeks. After the required full-time showing period, the Teacher Candidate may keep on teaching as an individual from the instructing group. Full interest as an expert in the classroom will proceed until the finish of the semester.

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Duties of Site Teachers Complete the Assessment of Professional Behaviors and Dispositions (APBD) at the midterm and last. Talk about the outcomes and give the understudy a printed copy. Present the outcomes on the web. You will get particular guidelines from our Educational Technology Center (ETC) through email on the best way. Fill in as a positive good example in instruction. Keep up open correspondence essential for profitable collaboration. Audit any instructional plans and give input preceding and after conveyance. Watch and assess the Teacher Candidate in all settings. Finish the arranging and showing plan with the Teacher Candidate right on time in the experience. Help the Teacher Candidate in building up a comprehension of polished methodology and devotion to the understudies in the classroom.

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Administering the APBD The APBD requests that the site instructor assess our Teacher Candidates on various expert practices and demeanors utilizing a basic scoring arrangement of 1 for does not meet desires, 3 for meets desires, and 5 for surpasses desires. You can download a duplicate of the APBD on this site as well as the DSC staff boss can give you a duplicate Instructions for presenting the online adaptation will be sent at the midterm and last parts of the semester by means of email from our Educational Technology Center. The online form goes into an evaluation framework for accreditation records for our program.

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Administering the APBD Cont. You ought to talk about the APBD with your Teacher Candidate, print a duplicate, and offer it to her or him for records. They thusly will give a duplicate to their workshop teacher for the School of Education's records. In the event that an instructor hopeful gets a score of 1 on any segment of the APBD, Mrs. Rachel Davis, the Director of Field Experiences will contact the site instructor to examine the area(s) of shortcoming. Mrs. Davis will then meet with the instructor applicant and the staff boss to make an expert development arrange (PGP). The educator hopeful will then have the rest of the semester to enhance the area(s) of shortcoming and leave the PGP.

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Ways You Can Help Us Inform your Teacher Candidate about the composed as well as unwritten clothing regulation for your school. Clothing standards shift from place to put. If you don't mind keep the lines of correspondence open. Give your Teacher Candidate regular and particular input on how they are getting along and please talk about ranges that need change all through the situation. If you don't mind take after the levels of leadership in managing issues in the field: If there are any issues, please inform the school boss. In the event that the boss is inaccessible or you require additionally help, please inform Mrs. Rachel Davis, the Director of Field Experiences. In situations where the school boss or Mrs. Davis are not accessible or you require additionally help, you can contact the Dean of the School of Education, Dr. Calvin Meyer.

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Our Dress Code Teacher Candidates selected in the pre-expert and expert training courses ought to be dressed and prepared by expert measures. They should distinguish and conform to the received clothing standard of the School of Education and the host school. Body piercings and tattoos will be secured. The Site Supervising Teacher ought to talk about the host school's clothing regulation on the main day the understudy is in the school.

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Attendance and Punctuality Regular participation and reliability are compulsory. Understudies ought to put in a 7 ½ hour day in Blocks I, II, and III, and ought to take after the educator's required number of hours in Block IV. The Teacher Candidate is in charge of acquiring telephone quantities of Site Supervisor, DSC Supervisor, and the arrangement school office. In instances of disease or crises, the Teacher Candidates must inform the Site Supervising Teacher, the DSC Supervisor, and the Director of Field Experiences. While put in a school, Teacher Candidates must sign in at the workplace and furthermore keep a DSC time sheet and get it marked day by day by the Site Supervising Teacher . All missed days MUST be made up, unless they are the aftereffect of the educational system crossing out because of terrible