EDMS 4191 - Student Teaching Practicum II

5 unit(s)

1. Plan lessons in all subject areas that are appropriate to the child’s level of development, skill level and attitude toward the subject matter to be learned;

2. Apply theories of learning in the planning and delivery of lessons;

3. Use the California Frameworks and Content Standards to plan and deliver lessons in all subject areas that employ various models of teaching, as appropriate for the students and the subject matter;

4. Employ various forms of assessment to determine students’ prior skills and to determine what they are learning at each step in the delivery of the lesson;

5. Administer formative and summative assessments and use the results of such assessments to plan instruction in all subject areas;

6. Teach reading, math, science, social studies, art, physical education, and health, nutrition, lessons to elementary school students that meet the California Content Standards;

7. Reflect daily on lessons observed and lessons taught analyzing the choice of the teachers observed or their own choices in the lesson they teach, and analyze whether the lesson is free of bias;

8. Use State-adopted materials to plan and deliver lessons in all subject areas as appropriate for the students;

9. Evaluate instructional materials in all subject areas and select those that are most appropriate to meet the learning objectives of the lesson;

10. Plan and deliver lessons that are accessible to diverse students, and that are free of bias and gender fair;

11. Plan and teach ELD lessons and content lessons that are developmentally appropriate to English learners, and integrate ELD and content lessons;

12. Create a classroom environment that respects all students and is free of bias and gender fair, and sets high expectations for all students;

13. Use support resources, flexible grouping patterns, and a variety of instructional approaches to meet the needs of students, including students with special needs and gifted students;

14. Use outside resources and agencies to support at risk families, including making referrals to such agencies as appropriate;

15. Implement all the Teacher Performance Expectations (TPE);

16. Gather data and begin to complete Teacher Performance Assessment;

17. Gather information on how the school and classroom involve parents in the educational process and particularly how the school assures that parental rights in regards to student placement are not violated, and attend IBP and other placement meetings as appropriate;

18. Communicate with parents in writing, by telephone, and in person, and demonstrate ability to use culturally sensitive approaches in all interactions with parents;

19. Plan and deliver lessons collaboratively with the cooperating teacher;

20. Select and use appropriate software to support instruction; and,

21. Use appropriate software for teacher management tasks.

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