27 Sep IB Middle Years Program

International Baccalaureate Organization The International Baccalaureate Middle Years Program (IBMYP) is said to be a "whole school" Instructional Philosophy designed to provide all students with a challenging and enriching curriculum that: develops critical thinking skills through studies in eight traditional academic subjects     emphasizes the acquisition and command of both English and a foreign language (Spanish or French).     exposes...

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26 Sep An Urban Placement

URBAN LEARNER-TEACHING RESIDENCY REFLECTIONS OVERVIEW 12-week Practicum Monday 10/01/12 to Friday 12/21/12, 8:00 AM- 4:00 PM University Supervisor Observation Sessions 10/29, 11/12, 11/19, 12/6, 12/13 2955 Hayes St NE Minneapolis, MN 55418 (612) 668-1500 Grades: 6 - 8 School Website http://northeast.mpls.k12.mn.us ...

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25 Sep Urban Learner - Teaching Residency

Today, at long last, I received my student-teaching placement. My assignment is in Grade 6 English at Northeast Middle School (NEMS) in Minneapolis! Although I was hoping for a high school placement, I have previously been associated with NEMS and know that the school has a very solid program.   Practicum Schedule of 12 Weeks October Weeks:1, 8, 15, 22, 29November Weeks:5, 12, 19, 26December Weeks:3, 10, 17 Key Dates Tuesday,...

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23 Sep Urban Teacher Candidate

EDU: 650 Metropolitan State UniversityStudent Teaching in the Urban High School - Grades 9-12     Supervised student teaching for 12 weeks, full-time or the equivalent with students in urban grades 9-12 for teacher candidates seeking 5-12 licensure. Weekly reflections, periodic seminars with other student teachers, and the development of a standards-based portfolio are also required. Student Teaching Seminar Schedule Mondays 5:30-7:30  August 27 5:30-6:30 All 6:30 – 7:30 Candidates September 10 Check-in, MTLE information, TaskStream TPA Assignment -Context for Learning (CFL) Task 1 September 24 Review Drafts of CFL...

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22 Sep Artifacts Matrix

Artifacts / Reflective Reports Matrix Integrating Multiple Targets - Reaching Each Teaching Goal Connecting Content to Urban Learners  Scheme of the Relationship between Artifacts and Commentary to Practicum and State Licensure Competency Requirements 01    Subject Matter [Seedfolks Unit Plan] 02    Student Learning [“SOUL Focus” Report] 03    Diverse Learners [“Cultural Inquiry”...

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21 Sep Artifact 1: Subject Matter

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding of the subject area (e.g., central concepts, tools of inquiry, important knowledge), and created learning experiences that make these aspects of subject matter meaningful for students. [Report on standard components of Language Arts Education and specific areas studied in the host classro...

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20 Sep Artifact 2: Student Learning

Evidence, description and reflections from student teaching fieldwork demonstrate (a) very strong understanding of students’ intellectual, social and personal development and (b) the creation of excellent learning opportunities that fostered their development. [Lesson plan] [Testimonials from studen...

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19 Sep Artifact 3: Diverse Learners

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding of how students differed in their approaches to learning and created excellent instructional opportunities that were adapted to students with diverse backgrounds, talents, needs and exceptionalities. [Report on diversity -- theory to practi...

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18 Sep Artifact 4: Instructional Strategies

Evidence, description and reflections from student teaching fieldwork demonstrate strong understanding and very effective use of a wide variety of instructional strategies that developed students’ critical thinking, problem solving and performance skills. [Employed Instructional Strategies Analys...

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17 Sep Artifact 5: Learning Environment

Evidence, description and reflections from student teaching fieldwork demonstrate a very strong understanding of individual and group motivation and behavior. Clearly demonstrates ability to create and manage a very positive, safe, and respectful classroom learning environment that encourages cooperation, active engagement, and self-motivation. [Book report on a Classroom Management text w/ examples from the practic...

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16 Sep Artifact 6: Communication

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding and very effective use of verbal, nonverbal, and media communication techniques to foster active and collaborative learning. [Generated course materials, or student artifacts, from a specific lesson] [Video of teaching class...

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15 Sep Artifact 7: Planning Instruction

Evidence, description and reflections from student teaching fieldwork demonstrate very thorough preparation of lessons and/or units that are clearly based upon knowledge of subject matter, students, the community, and curriculum goals. [Lesson Pl...

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14 Sep Artifact 8: Assessment

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding and use of formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of students. [Copy of an assessment or report on an assessme...

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13 Sep Artifact 9: Reflection/ Development

Evidence, description and reflections from student teaching fieldwork demonstrate very deep, critical reflection about the foundations of education as well as the effects of pedagogical choices and actions on students. Clearly embraces feedback as an opportunity for professional growth. [Class Act website and blog reflections] [Teacher Survey]...

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12 Sep Artifact 10: Collaboration/Ethics

 Evidence, description and reflections from student teaching fieldwork demonstrate a very strong ability to communicate and interact professionally with families, school colleagues, and the community to support student learning and well-being. [Report w/ interviews and collected data pertaining to school-family relationships] [Testimonials from urban learne...

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11 Sep The Readiness is All

  Rubric for Attainment of Core Competencies Level of Attainment LEVEL 1 - 90% MASTERED     Preservice urban teacher candidate presents a clear, specific understanding of the competency. All related work is reflective of excellence in content, organization and presentation. High interest and excitement have led the candidate to reach far above and beyond the requirements. Candidate has deep, comprehensive knowledge of materials...

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9 Sep MTLE - Basic Math HELP!

Making Sense of the MTLE Basic Skills Math Exam In July 2016, the Minnesota Board of Teaching adopted the National Evaluation Series (NES) as the Basic Skills Test. Other skills test options now include the ACT and SAT. Updated information about these options can be found at the MN Dept. of Ed site. Link to my complete MTLE Math Prep paper containing information overview and several practice test questions The Minnesota Teacher Licensure...

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8 Sep MTLE Math - Seven Objectives

The Seven Objectives of the MTLE- Basic Math Link to MTLE Math Prep paper I. Understand the principles of geometry II. Apply principles of algebra to expressions and equations III. Apply principles of algebra to linear and nonlinear functions    IV. Understand measurement concepts V. Demonstrate knowledge of data, statistics, probability, and discrete math VI. Understand mathematical processes and perspectives VII. Understand...

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7 Sep Father of U.S. Public Education

"Teachers who attempt to teach without first inspiring a desire to learn are hammering on cold iron." Horace Mann (1796-1859)  Horace Mann is considered by many to be "the Father of American Public Education." He did more than perhaps any person to advance the cause of improving public education. Mann abandoned a successful political career and devoted himself to advancing education as the first Secretary of the Massachusetts...

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6 Sep TPA - Mission Map

Teacher Performance Assessment For this TPA, preservice language arts teachers will describe, analyze and evaluate the teaching of a learning segment -- a series of 3–5 ELA lessons. (If teaching language arts within a large time block, a learning segment is about 3–5 hours of connected instruction.) The learning segment should provide opportunities for students to (1) develop their ability to comprehend, construct meaning from, and interpret...

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5 Sep TPA Link Library

 Teacher Performance Assessment Metro State -- D2L Task Stream TPA Handbook - Secondary English Language Arts Video Recording Permission Form Co-Teaching Model PowerPoint ....

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4 Sep Schedule: EDU - 650

Student Teaching Seminars   Mondays 5:30-7:30  August 27 5:30-6:30 All 6:30 – 7:30 Candidates   September 10 Check-in, MTLE information, TaskStream TPA Assignment -Context for Learning (CFL) Task 1   September 24 Review Drafts of CFL and Task 1 TPA Assignment - Task 2   October 1 TPA  Review Drafts of CFL,  Task 1, Task 2, TPA Video TPA Assignment -Complete CFL Task 1 and 2 - video tape   October 22 TPA Task 3, Task 4  - Video TPA Assignment - Task 3 Task 4 - Video tape   November 5 TPA only   November 19 Licensure, prep for Job Panel - resume, cover letter, TPA December 3 Job Panel December...

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