Brent+Walby+(FE)

//**Journal Entries:**//

__**Journal 1**__
The first week of field experience with Mr. Fuller was great. The classes that I was in that week were 9th grade Academy from 10 a.m-12 p.m. Monday he had the students continue their research in the library on a selected chapter. The chapter that they were covering was the early colonies in the New England area during the 1600’s. The whole day Monday Joshua and myself would be walking around asking questions and answering any questions that they had pertaining to their powerpoint projects. This was their last day to work on the projects.

Wednesday was the second day of the student presentations. Some of the topics that were covered in the classes were; Men, women, and children roles in the colonies, Slavery, and Social Classes. There were some groups that presented the information well and had no problems answering questions that were brought up by classmates or Mr. Fuller, and there were some groups that struggled just a little bit.

Friday was a review day. Seeing that they had a test coming up next week, he took that day to cover what they had covered thus far and answered any questions that the students may have had.

Mr. Fuller showed us where the books were in case we wanted to use one to read up on what he has been covering in class. Some readings that he handed to the students were also offered to us to follow along.

All in all, it was a good week and look forward to building stronger relations with the students and easing Mr. Fuller’s work load seeing he has a child on the way and will be a busy man these next couple of weeks.

**__Journal 2__**
Today was kind of the first day that I sat down and talked to Mr. Fuller about his teaching techniques. He began by talking about formative assessments, something that all of us in the KSP classes are familiar with. He asked me if I knew what it was, stating that I did I regurgitated the information that I have gained on the topic. He told me that this is the way that he assess’ his students on a day-to-day basis. From quizzes, questions during notes, and tests, all of these are ways in which he gains a better understanding of where the students stand.

The classes that he has are called Academy. These are for 9th grade students that would test in the lower third of their grade. Although some students do not show this when I have seen them interact with Mr. Fuller, that is the information that he gave me on the classes. These students tend to interrupt him very frequently. He deals with this by just staring at them or calling their name once, until their attention is directed towards him, and then he moves along with his lesson. Mr. Fuller does a great job when handling these issues that arise daily.

Mr. Fuller’s grading system is a typical grading system that you would find in any classroom. Today, he gave the students a pop quiz on the notes that they have acquired from the last couple of days. Since he did not give them a heads up, he allowed them to use the notes that they had taken to help them on the quiz. After the class as I was about to leave, he informed me that he will ultimately cut the quiz in half so that way the students can get a better overall grade. The point was not to surprise the students and have them suffer with the quiz, it was to have them become familiar with the terms, people, events, etc. before the test comes, which is on Wednesday.

=**__ Journal 3 __**=

Joshua and I co-taught on 11-21-11. The so called lesson that we did that day was hand out a packet of reading material to the kids. We asked them to read over the first page, highlight any important information that they thought they might need to know. As soon as everyone was done, we went over the first page as a class, with Joshua and myself going over what we thought were the important things covered on that first page. As soon as we were done with the first page, we repeated this process for the first three pages. This took up most of the class period leaving about 3 minutes at the end for the sub, Mr. Idso to give them their remaining assignments that would be due the next day.

Although this was not the most ideal lesson to teach, it did give me more confidence to teach at this grade level. The class that we taught in front of was 9th grade Academy. The kids were out of control from the start of the class to the very end, which was no surprise. What was the most difficult about teaching this lesson was trying to keep the kids interacted while going over what they just read. I know that it is not the most ideal lesson to do in my opinion seeing that I tried to make the kids involved as much as I could.

Having Mr. Fuller away with the birth of his new kid has made things interesting. Mr. Idso said that both Joshua and myself did a good job when we were presenting our lesson, but I cannot wait until Mr. Fuller is back so that way we can get a “real” lesson and show these kids what we are all about, while getting the feedback from Mr. Fuller. Although this field experience has been a frustrating one for me personally, I will not let that interfere with my enthusiasm that I will show towards the kids. As far as the methods go for assessing the students while we were doing our lesson it was hard. There were only a handful of kids in both classes that were willing to answer the questions that Joshua and I were coming up with. Some of the kids did not have a care in the world whether they answered a question, or did the reading for that matter. That is what drives me as a future teacher. I want the kids to have fun with what they are doing in the classroom. If they are bored I will try and turn the so called homework into something fun.

__**Journal 4**__
11-30-11

Boston Massacre

 On Wednesday, Joshua and I were able to FINALLY teach a lesson in Mr. Fuller’s class. The topic that we did was on the Boston Massacre and the events that led up to the event. How we taught the class was through a PowerPoint presentation with interactions with the kids along the way. How we did that was through asking them questions and having them tell us what they knew about a certain topic. If there was silence in the classroom we would not wait until someone raised their hand to say something, we kept the class moving. I can honestly say that I had an absolute blast teaching this lesson. Not only were the kids willing to learn and participate, this was the first time they have sat there alert for the whole class time. It may have something to do with the fact that Mr. Fuller was in the classroom as well, but I do not want to believe that.

 Some of the affective assessments that we used when teaching our lesson was just asking the students questions about specific topics. The students should have read the chapter prior to our lesson. It definitely showed who did and did not read the text like they were supposed to. While there were a number of students that were actively participating, you had a handful of kids in the class that did not raise their hand once, even when I tried to make them engaged in the learning experience.

 Some of the classroom management strategies that we used were pretty simple. We told the students that if they thought they knew the answer or had something to say they were to raise their hand and we would call on them. Just like in any class, you have the students that want to blurt out the answers because they want you to know that they knew the answer even if you did not call on them. For the most part all of the students were respectful to this and we did not have many problems.

 Overall I thought the lesson went amazing. Teaching the lesson for the first class period allowed us to get some feedback from Mr. Fuller and help us prepare for the next hour and really wow Mr. Sievek. Our PowerPoint was really good to the extent that Mr. Fuller said he used it the following day for his first hour students. That in itself was a great thing to hear and really made me feel good.

**__Journal 5__**
Overall Experience

 If I had to use one word to summarize my field experience with Mr. Fuller it would be unpredictable. The reason I say this is because I never really knew what to expect when I was going to walk into his classroom. It is not that Mr. Fuller was unpredictable, but his students were. There would be days where they would be absolutely great and we would have no problems. Then there would be days where it seemed like they slammed a five hour energy drink right before stepping foot into his classroom.

 I can honestly say that I had quite the unusual experience when doing my field experience. While some students only had one teacher that they would be with on a day-to-day basis, I had the opportunity to work with a total of three. When Mr. Fuller was out for a week and a half because his wife just gave birth to their third child, Mr. Idso came in and took over. Mr. Idso was a retired Special Education teacher as of last year. He did not have any lee way for those students when it came to putting up with their attitude problems. You could tell that the students were not used to that way. Another teacher that came to help with Mr. Fuller but for only one day was Ms. Smith. She loved to joke with the kids and give them a hard time in order to gain their respect for her, which she achieved. I felt that the students on that one day had more respect for her than they did for Mr. Idso. Was it because she was having a good time with them while engaging in their learning? I do not know.

 It was hard to keep a sense of organization while all of the chaos was happening in room 150 at Mankato East High School. Regardless of who was in the classroom, I was always willing to take on a new challenge and grow closer to these kids. Granted I did not get the teaching opportunities that I had hoped, that did not stop me from trying to stay actively engaged with the students even while they were doing a homework assignment.

 What I will ultimately take away from this experience is the fact that behind the tough faces and tough skin of these students, each and every one of them has a soft side. Once you are able to get through to them, the sky is the limit for these kids. I know that when I was in 9th grade, it was not cool to do school work in the classroom because you were afraid of what your peers might think. If the students realize that class time is valuable and they can get a lot accomplished during that time. Half of them want to sit there and talk about games and what girls/boys they think are cute.

 I am glad I was able to be with Mr. Fuller and his students for that three to four week period of time. I can honestly say I am more confident than I was that this is the profession for me. Seeing kids exceed their expectations and excel at things they did not know they could is great in itself. Knowing that you may be the one that helped them do that, leaves me with self-satisfaction and confidence in what I do.

//**Lesson Plans for Field Experience:**//

__** Lesson Template **__
 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**

Strand I. U.S. History grade 9-12. Sub-strand D. Revolution and the New Nation 1763-1820. The student will demonstrate knowledge of the cause, course, and consequence of the American Revolution. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

The causes of the French and Indian War, who fought it, who won and why, and how the Sugar and Stamp Acts contributed to the American Revolution. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

What the living conditions of a colonial soldier were like. 21-year-old George Washington led the British militia to confront the French. French and their Indian allies vs. the British, the American colonists, and their Indian allies. French eventually lost the war and most of their North American territories. What the Sugar Act was. What the Stamp Act was. That the colonists’ boycotts and petitions were successful. |||||| **What do you want students to be able to __do__?**

Read and comprehend the excerpt from //Don’t Know Much About History// in order to participate in the class discussion. ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

By participation in class discussion. |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

By calling on specific students. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Bedbugs, George Washington, wars of colonial expansion, allies, Fort Duquesne, Fort Necessity, scalping, small pox, Treaty of Paris 1763, Sugar Act, Stamp Act, taxation, boycott, petition. |||| **How will you teach this key vocabulary to enable students to meet the learning objective?** We defined the terms during the discussion. ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

How did the French and Indian War, the Sugar Act, and the Stamp Act contribute to the American Revolution? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**

Brent, Mr. Idso, and the para were available to assist students with the reading. || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * **Materials/Resources Required:** Copies of the excerpt from //Don’t Know Much About History.// There was also a video that we did not have time for in either section. ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Take attendance, explain the activity, and distribute the reading material. || 5 minutes ||
 * Each student will read the excerpt individually. We will take a break after every page to discuss. || 25-30 minutes ||
 * Video (if time permits) || 10-20 minutes ||

__** Lesson Template **__
 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**

Strand I. U.S. History grade 9-12. Sub-strand D. Revolution and the New Nation 1763-1820. The student will demonstrate knowledge of the cause, course, and consequence of the American Revolution. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

Granted this was a lesson that was given to us by the sub from Mr. fuller, we wanted the students to be able to understand the important events that led to the American Revolution. Recapping the chapter with the students in the beginning of the hour will help them prepare for the in class assignment that they will have due the following day. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

We want our students to know about the specific events, how they affected the colonies, and how this shaped the road to the American Revolution. |||||| **What do you want students to be able to __do__?**

Our students should be able to critically think about the events, who was involved, and what the outcomes were during this time period. ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

We will be checking through classroom discussion, in class assignment that was given to them and student-teacher interactions during the class period. |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

The in class assignment will be due the next day, we will be able to look over that assignment and see if they comprehended the information that was given to them, correct their work, and give them feedback to help better their knowledge of the text and events. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

French and Indian War, Sugar Act, Stamp Act, Quartering Act, Boston Massacre, American Revolution, Writ of Correspondence. |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

We will be teaching the vocabulary through the book and in class discussion. We will be asking the students what the key terms are in their own words and reiterating them through clear cut answers. ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

What were the events that led up to the Boston Massacre and American Revolution? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**

Granted there is only a couple between both hours, having a paraprofessional along with three other teachers made it easier to accommodate any students that needed help. || Text Book, pen/pencil, paper. || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * **Materials/Resources Required:**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Attendance || 3 minutes ||
 * Overview of Chapter 5 with guiding questions || 5-7 minutes ||
 * In class Chapter 5 assignments || Remainder of class ||

__** Lesson Template **__


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**

Strand I. U.S. History grade 9-12. Sub-strand D. Revolution and the New Nation 1763-1820. The student will demonstrate knowledge of the cause, course, and consequence of the American Revolution. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

The students will understand what events led to the Boston Massacre and how that contributed to the causes of the American Revolution. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

The students will know specific events that led to the Boston Massacre along with some key people involved in the event and its fallout. |||||| **What do you want students to be able to __do__?**

We want the students to be able to compare and contrast, define unit vocabulary and make reasoned judgments. ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

Through class discussion and interactions throughout our lesson. |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

The material that is covered in this lesson will be covered in a Unit test. The students should have read the chapter prior to our lesson and did a foldable note guide pertaining to the questions in the chapter. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Riot, massacre, John Adams, Crispus Attucks, Proclamation of 1763, Sugar Act, Stamp Act, Quartering Act, Townshend Act, Committees of Correspondence |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

Through PowerPoint presentation ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

What events led to the Boston Massacre? What was the Boston Massacre? What was the impact of the Boston Massacre? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?** All information is presented orally and visually and there is a paraprofessional in the classroom. || Pen/pencil, piece of paper, willingness to learn! || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Wrap up Boston Massacre 3-4 mins
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * **Materials/Resources Required:**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Review portion of the PowerPoint presentation || 6-8 mins. ||
 * Video || 3 mins ||
 * Boston Massacre slide || 5 mins. ||
 * Compare and contrast the photos and discuss as a class || 5-7 mins ||
 * Debate riot vs. massacre || 2-3 mins ||
 * Video on Boston Massacre || 5 mins ||

Hand out student survey on lesson 5 mins

Have students continue on previous homework assignments Until end of class


 * //Other Assignments://**

__** Context for Learning Information **__

Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond.

=About the school where you are teaching =


 * 1) Where are you teaching?

Middle school _X___ High school__

__Other (please describe)__

Paraprofessional was in the class to help grade and keep kids on track.
 * 1) List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.


 * 1) Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

=About the subject area/course you are teaching =


 * 1) What is the name of the course you are documenting? _9th Grade American Studies_


 * 1) What is the length of the course? o one semester o __**one year**__ o other (describe) _


 * 1) What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? 49 Minutes every day


 * 1) Is there any ability grouping or tracking in mathematics? If so, please describe.


 * 1) Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.


 * 1) List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class. There was a SmartBoard in the classroom. We also spent a day in the computer lab when they were researching for their presentations.

=About the students in the class featured in this assessment =


 * 1) Grade level composition of the class ___9th Grade_____


 * 1) Number of:


 * 1) students in the class _3rd hour- 19, 4th hour-21


 * 1) males _26_ females __14___


 * 1) English language learners _Maybe 2 or 3, but no services_

__d. students identified as gifted and talented _None identified, but there may be 1 or 2____

e. students with Individualized Education Plans (IEPs) or 504 plans: Between the 2 hours there may be 13-14


 * 1) Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented **students that will affect your mathematics instruction in this learning segment**. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

//Learning Disability// || //Example:// //4// || //Example:// //Close monitoring, follow up, and Resource Room// ||
 * **Special Education Category** || **Number of Students** || **Accommodations/Pertinent IEP Objectives** ||
 * //Example://
 * Learning Disability

ELL

Gifted and Talented || 4-5 for both hours

1-2

1-2 || Preferential seating, extended deadlines on assignments.

No services

He said that there were some students that would be qualified as gifted or talented but did not fall under the exact category. ||

__**Video Critique**__
Our video starts out with Joshua and I talking about the events that were leading up the French and Indian War. We immediately begin with a PowerPoint presentation to get the students on the right foot and it will make it easier for them to take notes. I begin to take over for the most part of the presentation in the beginning because I feel that our lesson should always be flowing. Nothing against Joshua, but I felt that he was a little hesitant to start up some key points. He began to take over and do a great job of leading the discussion towards the middle and the end.

The environment in the classroom while we were presenting was a little quiet to start, but once we started to ask questions and the students saw that it is ok to have a wrong answer, the participation began to take off. As we were moving along with our presentation I felt more and more comfortable teaching in front of the class. I was a little nervous to start the lesson in the beginning not knowing what to expect out of the students because we have not had a “normal” day. I did not know how the students would react to the lecture type of lesson. I feel that even though some of the students did not give a care in the world about what we are talking about, they did retain some of the information. How I know this is that the next day when Mr. Fuller did the “ball of knowledge”, some students that I would not expect to answer, did so, and with the right answer.

The one thing that we could have maybe addressed and made a little more clear was how to participate while we were giving our lesson. We never really told the students that if they had an answer to one of our questions or thought they knew the answer, they should raise their hand to get called on. Another thing that we really did not have to adjust was the seating chart. The seating chart was set up in a way that many of the students that would maybe cause disruption, were separated to decrease these actions.

Throughout our lesson I would say that our lesson and procedures of what we were going to cover and expected the students to know. Our headings and key points were always addressed to the class and if it were something important that we wanted them to know, we talked about it as a class and reiterated the facts to them. Some of the activities that we planned for the class were compare and contrast two paintings that were drawn up about the Boston Massacre. We also watched two videos pertaining to the Boston Massacre, one in the beginning of the Boston Massacre and one to sum up what it was.

Throughout our presentation, we were able to give positive feedback when a students gave a correct answer or a valiant effort. I thought we could have gave more specific positive feedback to the students. We did restate what some of the students said if we thought that it was important for the others to know. This way the student that said whatever it was, could feel good that it was them that came up with the idea or concept.

One thing that I think we could have worked on a little better when watching our video was the way we said that an answer was wrong. In the video I noticed a couple of times that we would say “no”, or “not quite”. Instead of saying that we could have stated it differently to ensure that they were on the right track to getting the answer but did not have the answer completely.

Overall I thought we were able to give a good presentation to the students. We were able to use the smart-board in an efficient manner and made it easy for the students to take notes. If I were to do it over again, I would have the students partner up and talk about some of the questions that we posed with one another so that way more interactions and conversing would take place. Also, while we were comparing and contrasting the paintings, I would have maybe made a venn-diagram to show some similarities and differences and that way the students could have seen them visually. I had a great time doing this lesson and am glad that it went as well as it did and the students were involved as much as they were.

=__**Analysis for Informal Assessment**__=

**ANALYSIS MATRIX FOR INFORMAL ASSESSMENT**

**MSU Student Name Brent Walby and Joshua Hein**


 * Name of Unit ___Boston Massacre__**


 * Lesson Objectives:**
 * 1) **Students will understand what events led up to the Boston Massacre and what the Boston Massacre was.**


 * 2.**


 * 3.**


 * **Question** || ** Percent of Students whose answers closely matched Objective 1 ** || ** Percent of Students whose answers closely matched Objective 2 ** || ** Percent of Students whose answers closely matched Objective ** **3** || **Patterns or Themes noted in students’ answers.** ||
 * **1. What is the main idea of today’s lesson?** || **<span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 26.6667px;">68 % **<span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 13.3333px;">Explain two important things you learned from today’s lesson ||  ||   || **A lot of the students put down we were telling them what the Boston Massacre was. We had a few say we were trying to tell the difference between a massacre and a riot, which was a point in our lesson, but not the main issue.** ||
 * || ** Percent of Students who gave significant information ****<span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 13.3333px;">. ** ||  ||   || **Examples of some answers** ||
 * **2.** Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson **What are two important things learned?** Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 26.6667px;">82% ** ||  ||   || **Almost all of the students had two important issues that we talked about in class. Those that we marked down as a no, was due to the fact that they had only one answer down or we could not read their hand writing.** ||
 * || ** Percent of students who identified unit ** ||  ||   || **Examples of answers that showed connection between lesson and unit.** ||
 * ** 3. What is the unit we are studying? **** What is the unit we are studying? ** || **31% American Revolution**


 * 43% Boston Massacre**

For the most part, many of the students were able to get what the lesson's main concept was, which was the events leading up the Boston Massacre. Some people were able to really get what the main concept of the day was by saying the road to the American Revolution. The reason why I think some did not put the American Revolutions as the main concept rather than Boston Massacre is because our PowerPoint was titeled Boston Massacre. In order for us to really get the main concept down we should have titled our PowerPoint, the Road to Revolution.
 * 26% Had a completely different answer than those listed above.** ||  ||   || **__Correct Answers__**
 * “What events led up to the Boston Massacre and the Revolutionary War”**
 * “Boston Massacre, it helped me to learn more about the Boston Massacre more in depth”**
 * “American Revolution and kinda because it talked about the taxes”**
 * “American Revolution and how it led up to the Independence”** ||
 * ||  ||   ||   || **List themes of student answers** ||
 * **4. Things Student teacher did to help you learn?** ||  ||   ||   || **-Gave us strategies to remember things, asked us questions**
 * -Showed pictures, asked questions**
 * -Explained the what they were talking about**
 * -Ask questions, video, PowerPoint**
 * -None**
 * -By explaining things thoroughly**
 * -Presentation was explained good, videos, humorous around unit** ||

One thing that I am curious about what is why some of the students put down nothing for what they learned in the lesson. Could it be that maybe they are having a bad day? One will never know. That is what makes me drive as a future teacher. I want to know why some kids do not want to learn or pay attention. I know as 9th graders it is not ideal to be in school as they are at a difficult age.

It was nice to see that some of the students were sincere when giving us feedback on how we did as teachers. As you can see with some of the examples that we gave, some students were pleased with the lesson and some on the other hand did not care. I am glad that some of the students were able to give something out of the lesson and hopefully were able to learn something new.

//**Field Experience Self Assessments:**//

__**Self-Assessment: MSU Level 2 (KSP 330) Clinical Experience**__

 * Name**:___Brent Walby__ **Section:** __01___

In order to judge the effectiveness of the KSP 330 field experience, please answer the statements below which indicate your part in the success of your clinical experience. Indicate your success by using the continuum of Strongly Agree (5) to Strongly Disagree (1) by circling the appropriate number for each statement.

1. I prepared for the initial visit by having an appropriate **SA A U D SD** nametag, providing an autobiography, dressing appropriately, and arriving punctually. 5 __**4**__ 3 2 1

2. I prepared for the field experience by thoroughly reading the clinical packet materials 5 **__4__** 3 2 1

3. I clarified the requirements of the field experience by rereading the materials provided and/or by asking questions of the KSP 330 professors. **__5__** 4 3 2 1

4. I made arrangements for a lesson observation by emailing my KSP 330 professor in a timely manner. 5 4 **__3__** 2 1

5. I took the initiative in talking to my clinical teacher about the requirements for the experience, specifically preparing and teaching lessons, videotaping a lesson, and completing a class profile for classes I taught. 5 **__4__** 3 2 1

6. I contacted my MSU professor with concerns and obstacles after trying to solve the problem myself. **__5__** 4 3 2 1

7. I attended the field experience on each of the days required. If I was unable to do so, I called the clinical teacher and made arrangements to attend on alternate days. 5 **__4__** 3 2 1

8. I asked my clinical teacher to provide feedback on lessons taught. **__5__** 4 3 2 1

9. I made copies of the seating chart, wrote in my journal, designed and taught lessons, wrote a thank you note, and completed other requirements that were listed on the checklist. 5 **__4__** 3 2 1

10. I completed my clinical packet and handed it in on time.**__5__** 4 3 2 1

__**Summative Evaluation 1**__
Minnesota State University, Mankato LEVEL II Field Experience – Initial Licensure
 * ||  || Brent Walby ||   ||   ||   || 00864307 ||   ||   ||   || Fall 2011 ||   ||
 * ||  || Brent Walby ||   ||   ||   || 00864307 ||   ||   ||   || Fall 2011 ||   ||


 * Teacher Candidate ­­­­­­ Tech ID# _ Semester___ **
 * ||||  ||   || 9th Grade American Studies ||   ||
 * ||  || Mankato East High School ||   ||^   ||
 * School/Location_ Grade and Subject___ **
 * || Mr. Fuller ||  ||
 * School/Location_ Grade and Subject___ **
 * || Mr. Fuller ||  ||


 * || Mr. Sievek ||  ||
 * Cooperating Teacher_ University Faculty _ **


 * Field Experience Level: II-Field Experience **
 * Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators. **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Danielson-Basic) ** || -knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy ||  || ** X ** ||   || -knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs ||  ||   || ** X ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">-value, sequence, and alignment; clarity; balance; suitability for diverse learners ||  ||   || ** X ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">-resources for classroom use; extend content knowledge and pedagogy; resources for students ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">-learning activities; instructional materials and resources; instructional groups; lesson and unit structure ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">-congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning ||  || ** X ** ||   || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Danielson-Basic) ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- teacher interactions with students; student interactions with other students ||  ||   || ** X ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- importance of the content; expectations for learning and achievement; student pride in work ||  ||   || ** X ** || - expectations for learning; directions and procedures; explanations of content; use of oral and written language ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- quality of questions; discussion techniques; student participation ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- activities and assignments; grouping of students; instructional materials and resources; structure and pacing ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- lesson adjustment; response to students; persistence ||  || ** X ** ||   || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Danielson-Basic) ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- accuracy; use in future teaching ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- student completion of assignments; student progress in learning; non-instructional records ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">-information about instructional program and individual learners; engagement of families in the instructional program ||  || X ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects ||  || ** X ** ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions ||  ||   || ** X ** ||
 * == Domain 1: Planning and Preparation == || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Developing ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Meets Expectations **
 * ** a. Demonstrating Knowledge of Content and Pedagogy **
 * ** b. Demonstrating Knowledge of Students **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. Setting Instructional Outcomes **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Demonstrating Knowledge of Resources **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. Designing Coherent Instruction **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">f. Designing Student Assessments **
 * ** Domain 2: The Classroom Environment ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Developing ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Meets Expectations **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">a. Creating an Environment of Respect and Rapport **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">b. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Establishing a Culture for Learning **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. Managing Classroom Procedures **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals ||  || X ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Managing Student Behavior **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> Expectations; monitoring of student behavior and misbehavior ||  || ** X ** ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. Organizing Physical Space **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Safety and accessibility; arrangement of furniture; use of physical resources ||  || ** X ** ||   ||
 * ** Domain 3: Instruction ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Developing ** ||  ||
 * ** a. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> Communicating with Students **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">b. Using Questioning and Discussion Techniques **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Engaging Students in Learning **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Using Assessment in Instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> - **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress ||^  ||^   ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. Demonstrating Flexibility and Responsiveness **
 * == Domain 4: Professional Responsibilities == || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Developing ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Meets Expectations **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">a. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Reflecting on Teaching **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">b. Maintaining Accurate Records **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. Communicating with Families **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Participating in a Professional Community **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Growing and Developing Professionally **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession ||  || ** X ** ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">f. Showing Professionalism **

__**Summative Evaluation 2**__
** Minnesota State University, Mankato ** ** Showing Professionalism ** Teaching Candidate Progress Monitoring Sheet

Name: Brent Walby Tech ID: 00864307 MSU Program: KSP 330-01

Teacher Candidates receiving an “unsatisfactory” must have a professional concern submitted to the College of Education.


 * Field Experience Level: 1 2 3 || ** Unsatisfactory **  ||  **<span style="font-family: 'Times New Roman','serif';">Meets Expectations **  ||  **<span style="font-family: 'Times New Roman','serif';">Exceeds Expectations **  ||  ** Not observed **  ||
 * **// Respectful relationships //** || SP1. Interacts with students, co-workers, parents, and community in a positive, professional manner ||   ||   ||  X  ||   ||
 * ^  || SP2. Perceives and respects the physical, emotional, and social boundaries of others ||   ||   ||  X  ||   ||
 * ^  || SP3. Perceives and respects diversity among groups of people and individuals based on age, ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area ||   ||   ||  X  ||   ||
 * ^  || SP4. Listens and values others’ ideas ||   ||   ||  X  ||   ||
 * **// Integrity //** || SP5. Adheres to the guidelines for ethical conduct as described by Minnesota Bd. Of Teaching ||   ||   ||  X  ||   ||
 * ^  || SP6. Maintains confidentiality standards ||   ||   ||  X  ||   ||
 * ^  || SP7. Values and demonstrates honesty ||   ||   ||  X  ||   ||
 * **// Responsibility and work ethic //** || SP8. Arrives on time and completes assigned tasks on schedule ||   ||   ||  X  ||   ||
 * ^  || SP9. Accepts personal responsibility for one’s own actions ||   ||  X  ||   ||   ||
 * ^  || SP10. Arrives ready and able to support students’ intellectual, academic, social, and emotional growth ||   ||   ||  X  ||   ||
 * **// Commitment to teaching and professionalism //** || SP11. Engages in professional growth: reading, scholarly work, conferences, workshops and further coursework ||   ||  X  ||   ||   ||
 * ^  || SP12. Uses proper grammar and vocabulary in written and oral communication ||   ||   ||  X  ||   ||
 * ^  || SP13 .Maintains personal hygiene ||   ||   ||  X  ||   ||
 * ^  || SP14. Dresses appropriately ||   ||   ||  X  ||   ||

Filled out by: _Brent Walby_ Position: q MSU Faculty Member q Cooperating Teacher q MSU Teacher Candidate