Assistantship Unit
Purpose:
The overall purpose of the Assistantship unit assignment is to guide candidates in the development of their individual competency in long-term planning, in using assessments to guide instruction, and in evaluating the impact of their instruction upon the student learning.
Specifically, through the unit assignment, candidates will demonstrate the following:
- Knowledge of the students in the assigned classroom
- Knowledge of the unit content
- Knowledge of appropriate standards, pacing suggestions, and sequencing
- Skills in planning by
- Using knowledge of students, learning theory, curriculum, and content to develop appropriate learning opportunities for the student learning
- Using multiple teaching strategies
- Providing learning opportunities that encourage problem solving and creativity
- Adapting for diverse students
- Using analysis of pre-assessment to select learning opportunities for the students
- Using multiple assessments to guide daily instruction
- Analysis of post assessment and the instructional impact on student learning
- Ability to reflect on long term planning, implementation, assessment, and impact on students.
- Collect artifacts from teaching to show student engagement
Directions:
The unit will consist of series of lessons on a content topic designated by the Mentor Teacher. Due to the variety of possible topics, the unit has purposely been made flexible. A process of backward mapping should be used for the unit preparation and implementation, keeping the end result and unit goals in mind. Three steps should be followed-Planning, Instruction and Assessment. Documentation of and reflection on these three steps will be the artifact of your experience with long-term instruction during the Assistantship.
Both Assistantship team members will work in collaboration to build the unit and will meet with their Supervisor and Content Instructor during their planning process. A signature sheet (see Section A of the P-9 Field Experience Handbook Appendix) will help identify deadlines for item review by the mentor, supervisor and content instructor. For items with only Supervisor approval, these items will be reviewed by the Supervisor upon submission of completed Unit at the conclusion of the field experience/semester. Candidates will compile all unit artifacts and documents completed during each stage to a Taskstream folio and will submit a link to the folio to the mentor, supervisor and content instructor.
Both Assistantship team members will work in collaboration to build the unit and will meet with their Supervisor and Content Instructor during their planning process. Items will require signatures on this sheet by the deadlines indicated. For items identified as due ____, Supervisor approval, this items will be completed by the Supervisor upon submission of completed Unit due on Taskstream on ______.
Assistantship Team Members:
Planning
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Deadline
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Completed/ Approved
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Evidenced (initials)
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Title Page
- Title/Topic
- School
- Grade Level
- Assistants’ names
- Date
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Supervisor
Mentor
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Standards and Objectives
- All Standards taught in the unit
- All Objectives taught in the unit
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Supervisor
Mentor
Content Instructor
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Context for Learning
- Results for the context for learning assignment
- Reflection: How will class demographics and student characteristics influence your planning?
- Reflection: How will you differentiate the content of your unit, the process for learning and/or the products based on your knowledge of students?
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Supervisor
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Concept Map
- Concept Map
- Knowledge of topic
- Subtopics
- Vocabulary terms
- Progression of unit content.
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Supervisor
Mentor
Content Instructor
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Prior Knowledge
- Reflection: What prior knowledge and skills will students need to successfully begin the unit? What skills and conceptual understanding will students develop as the unit progresses?
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Supervisor
Content Instructor
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Assessment
- Rough draft of unit pre-assessment
- Bulleted list of daily assessments
- Reflection: How will you vary your daily assessment tasks?
- Reflection: What are your expected outcomes for students based on the design of your pre-assessment?
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Supervisor
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Overall Plan
- Outline including daily content
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Supervisor
Mentor
Content Instructor
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Rough Drafts of Lesson Plans
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Supervisor
Mentor
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Instruction
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Deadline
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Completed/ Approved
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Evidenced (initials)
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Materials for Instruction
- Photographs of instructional materials used during the unit
- High quality materials
- Age appropriate materials
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Supervisor
Mentor
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Lesson Plans
- 5 or more complete lessons plans
- Lesson plan demonstrating vocabulary integration
- Lesson plan with technology integration
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Supervisor
Mentor
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Daily Lesson Plan Reflections
- Individual Reflections
- Complete reflections utilizing content-based reflection questions- Select from the following:
- Social Studies
- Which domains of diversity were addressed within your unit and how?
- What types of social studies resources were used in your unit and how did students interact with them?
- What new social studies concept(s) did you learn from creating your unit and how would you apply this new knowledge in future social studies teaching?
- Reading
- How did you select the vocabulary terms utilized in your instruction? What influenced your selections?
- What children’s literature did you utilize in your Reading instruction? How did you encourage students’ understanding of the books utilized?
- Reflect on your integration of Reading strategies in your unit. What techniques did you use to bridge reading and the content areas?
- Math
- Did I build on the Math content, process, or product from a previous lesson?
- What are the next steps in the instructional sequence?
- Which strategies or activities engaged students the most? How can I build on that engagement for future lessons?
- Science
- Discuss your planning process using the backwards design method.
- What did the engagement portion of your lesson tell you about the students’ readiness for the exploration? Did you need to adjust?
- General
- What worked well in this lesson?
- Did the students meet the learning target? What evidence do I have that shows this?
- What was the goal and context for the lesson?
- In which areas do I still need to grow as a teacher?
- What strategies were effective in differentiation of content, process, and product?
- What did you observe while students were involved in the exploration?
- Discuss the explanation portion and what students shared about the exploration?
- Were your students able to demonstrate conceptual understanding in the exploration phase? How?
- What did the evaluation tell you concerning their abilities to meet the objectives and standards?
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Supervisor
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Assessment
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Deadline
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Completed/ Approved
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Evidenced
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Pre and Post Assessment
- Assessment Tools Utilized (Clean Copy)
- Samples of student work on Pre and Post Assessments
- Include chart and graph of the Pre and Post Assessment/Test data.
- Reflection: Include Assessment Analysis Task reflection
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Supervisor
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Examples of Feedback given to students
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Supervisor
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Daily Assessment
- Samples of student work on unit lessons.
- Reflection: How were you able to determine student learning based on assessment data collected daily? Specific reflection on one selected plan?
- Reflection: How would you adjust your unit based on student learning data?
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Supervisor
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Overall Unit Outcomes
- Reflection: Overall success of the unit?
- Reflection: Content specific reflections?
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Supervisor
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