APS Teacher Cadet Curriculum Framework - FINAL

B: The student identifies various learning styles, special needs & exceptionalities that affect the learning process.. Student explores and examines his/her personal characteristics and

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APS DISTRICT HIGH SCHOOL CURRICULAR FRAMEWORK

Course Title: Teacher Cadet District Course Number:

Department: Career & Technical Education / General Elective STARS Number:

Prerequisites: none

Length of Course: One Year Credit/PRI Area: .5 per semester Grade Level(s): 11 12

Important Notes: Teacher must attend a required training prior to teaching the course to become a certified Teacher Cadet instructor. The materials

for the Teacher Cadet program are registered to South Carolina’s Center for Educator Recruitment, Retention and Advancement (CERRA) for use in the Teacher Cadet program. Teachers who have completed the training conducted by CERRA certified trainers have permission

to use and make copies of materials in the curriculum guide for use in their Teacher Cadet classrooms. Program and teacher training can

be funded through Carl Perkin’s if taught by a Career and Technical Education instructor.

COURSE DESCRIPTION:

The Teacher Cadet Program is an introduction or orientation to the teaching profession that is designed to provide students with an in-depth look at the profession of teaching Students study the growth and development of the learner, as well as the social, political, philosophical cultural, legal and economic forces that shape the United States public educational system In addition, students participate in classroom observations and an extended field experience assisting a classroom teacher with individual tutoring, group monitoring, and whole class instruction Students study child development principles and principles of effective teaching practices

References in parentheses following each performance standard are aligned with the South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA)

Teacher Cadet Curriculum (TC), National Educational Technology Standards for Students (NETS), the State of New Mexico Career Readiness Standards (CR), the State of New Mexico Mathematics Standards (MA), Albuquerque Public Schools Mathematics Standards (APSMA), and the Albuquerque Public Schools Language Arts Standards (APS – LA).

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STRATEGIES:

The “Illustrations” column provides exemplars of the performance standards, strategies, and the best practices provided by the South Carolina Center for Educator Recruitment,

Retention and Advancement (CERRA)Teacher Cadet Curriculum Guide licensed curriculum Additional illustrations are provided in the curriculum guide

ASSESSMENTS:

 Demonstration

 Modeling

 Teamwork in pairs & small groups

 Hands on activities & projects (computer, camcorder, etc)

 Presentations

 Written & oral tests

 Essays

 Class participation

 Self Evaluations & daily journal writing

 Teaching portfolio

 Research using various technology

The “Illustrations” column also incorporates a variety of suggested assessments and “check for” items

SUGGESTED INSTRUCTIONAL MATERIALS:

 Experiencing Education, 9th Edition and Instructor's Manual (written and revised by South Carolina's Teacher Cadet instructors) & three supplemental curriculum for

science, math and foreign language (SAY, MAY, FLAY)

 The Hurried Child, David Elkind, Da Capo Press; 25 Anv edition (December 25, 2006), ISBN-10: 073821082X, 288 pgs.

 All Grown Up and No Place to Go: Teenagers in Crisis, Revised Edition (paperback), Da Capo Press; Revised edition (December 1, 1998), ISBN-10: 0201483858, 304

pages

 The Acorn People, Ron Jones, Laurel Leaf (June 11, 1996), ISBN-10: 044022702X, 94 pages.

SUGGESTED VIDEOS:

 Adolescent Development from Psychology: The Study of Behavior Series Coast Telecourses, 11460 Warner Ave., Fountain Valley, CA 92708 714 241-6109 35

minutes

 Anything You Can Do I Can Do Better: Why Sexes Excel Differently, Films for the Humanities and Sciences, Box 2053, Princeton, NJ 08543-2053, 1-800-257-5126 www.films.com

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SUGGESTED WEB SITES:

http://www.cerra.org South Carolina Center for Educator Recruitment,

Retention and Advancement (CERRA)

New Mexico

Government

http://www.nochildleftbeind.gov (No Child Left Behind)

http://www.state.sc.us/eoc (SC Education Accountability Act)

www.cgcs.org (Council of the Great City Schools)

http://www.cgcs.org/reports/Abstract.html (Task Force Report on the Achievement Gap)

http://www.ed.gov (U.S Department of Education)

http://www.ecs.org/ (Education Commission of the States)

History of Education

http://www.loc.gov/rr/print (prints and photos)

Learning

http://mel.lib.mi.us/education/edu-brain.html (brain)

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html (what kind of learner)

http://www.tolerance.org/hidden_bias/02.html (know what you are really thinking)

http://www.edwebproject.org/edref.mi.intro.html (Gardner’s Multiple Intelligences)

http://ali.apple.com/deli (Digital Edge Learning Interchange)

Lesson Plans

http://www.askeric.org/Virtual/Lessons

http://www.marcopolo-education.org/index.aspx

http://www.sctlc.com

http://www.pbs.org/teachersource

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Approved by HSCA:

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STRAND I: EXPERIENCING AND EVALUATING LEARNING

CONTENT STANDARD: The student analyzes, evaluates, and experiences practices that are involved in gaining knowledge.

BENCHMARK: A: The student identifies and analyzes the factors that contribute to their own learning.

B: The student identifies various learning styles, special needs & exceptionalities that affect the learning process

C: The student recognizes the developmental stages of learners

GRADE

1 Identifies own strengths and areas for improvement as learners (TCI.1.1)

2 Evaluates attributes as individuals, learners, and community members (TC I.1.2)

NOTE: Illustrations include suggested activities for attaining each performance standard A check for () refers to a key feature to look for

while assessing student performance

1, 2 Student explores and examines his/her personal characteristics and values by creating a coat of arms OR quilt square to highlight his/her personal strengths and personality The student shares 1-2 insights revealed through this activity and posts the coat of arms/quilt squares in the

classroom

As a culminating activity the student records self-reflections in an autobiographical essay examining himself/herself as an individual, a learner, and a community member He/She includes a minimum of five experiences (accomplishments, successes, and challenges) making sure that the essay includes one success as a learner, one as an individual, one as a community member, and two other experiences that have been meaningful to the student The student presents one entry to the class

 participation

 writing conventions

 all required components

 communication skills

2, 6 The student eamines and interprets pictures from magazines that identify or represent his/her “real”, “secret”, and “never” selves and put together a poster entitled “Me From All Angles” as a representation tool The student explains his/her choices in a written reflection that is entered into his/her portfolio

 thoughtful reflection and assessment

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3 Works cooperatively with others (TC I.1.3)

4 Understands the factors contributing to selfesteem (TC I.1.4)

5 Understands the role of selfesteem in learning (TC I.1.5)

6 Recognizes the values and contributions of diverse populations (TC I.1.6)

3, 6 The student explores the question “Who Are We as a classroom community, as individuals, and as group members?” The student interviews

a friend and determines how best to describe the friend He/She then writes a 1-2 page paper answering the question, “How would my friend describe me?” and shares his/her paper with the class The student participates in a class discussion about what things he/she learned from the activity and how this knowledge aff\

ects his/her work as an individual, group member, or classroom community

 participation

 thoughtful assessment

3, 5 The student examines a children’s story (i.e Where The Wild Things

Are) and identifies the elements of effective script development (unifying

idea, episodes, conflict, characters, action, narration, and conclusion) Working with a small group of classmates the student develops a script for a children’s puppet show or short skit that illustrates the importance of self-esteem The student performs the production for classmates to gain constructive feedback before performing for an audience of young children (visiting from a nearby elementary school, or from an on-site preschool) The student could create a big book in place of the skit or puppet show

 accurate script elements

 creativity

4, 5 The student reads “Self Worth: The Pot Nobody Watches” and

participates in a class discussion about the importance of self-esteem and the factors that contribute to a positive or negative self-esteem, and how a child’s self-esteem affects learning The student then writes a positive comment about each student in class on a small strip of paper, creates his/her own personalized “pot”, and fills his/her pot with the comments from other students in the class

 literacy skills

 thoughtful participation in discussion

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7 Identifies and evaluates different learning styles (TC I.2.1)

8 Identifies the special needs and exceptionalities of learners and describes how these needs affect the learning process (TC I.2.2)

9 Identifies major physical, social, and personal challenges that can impede successful learning (TC I.2.3)

10 Encourages acceptance of diverse cultures, values, backgrounds and exceptionalities (TC I.2.4)

7 The student investigates his/her personal learning style by completing learning styles questionnaire, Multiple Intelligences survey, and Analytical and Global Learning Preferences survey, and evaluates the results of each assessment He/She then writes a reflective paper/journal entry identifying his/her personal learning style The student participates in a teacher led discussion about how different processing styles (auditory, visual, kinesthetic/tactile) can be incorporated into lesson design

 participation

 accurate and thoughtful responses to questionnaires

8 Given the handout “Understanding Maslow’s Hierarchy of Needs”, the student participates in a classroom discussion about the role of classroom environment in student success The student completes a journal entry that discusses a practical way in which teachers can create classrooms to meet their student’s needs as described in Maslow’s Hierarchy of Needs

 describe levels of Maslow’s Hierarchy

 participation in discussion

 useful suggestions

8, 9, 10 The student reads “The Acorn People” by Ron Jones and participates in a class discussion as it relates to the needs of special needs populations and the role of the classroom teacher in facilitating learning of students with special needs As a culminating activity the student works with

a partner to research personal and special education barriers to learning The team uses the information to create a big book for an elementary audience The teacher may make arrangements to have the team read the completed book to a local elementary classroom

 reading skills

 participation in discussion

 appropriate topic

 appropriate level for intended audience

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11 Sequences the physical stages of learners (TC I.3.1)

12 Recognizes and recalls the cognitive stages of learners (TC I.3.2)

13 Recognizes and distinguishes between the moral stages of learners (TC I.3.3)

14 Sequences the steps in the psychosocial stages of learners (TC I.3.4)

15 Understands the developmental changes in learners (TC I.3.5)

11-15 After listening to a teacher led presentation about the stages of cognitive development, the student works as part of a group to create a presentation/role-play/skit to illustrate one level of cognitive development The group presents the information to the class After viewing all

presentations the student views video clips of young children and applies what he/she has learned to identify what stage(s) are represented in the videos As a culminating activity, the student creates a “Lifelines” booklet or display representing how he/she has developed physically, cognitively, morally and socially using a motif to unify the booklet or display

 listening skills

 teamwork

 correct identification of developmental stages

 presentation skills

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STRAND II: THE TEACHING PROFESSION

CONTENT STANDARD: The student characterizes the history of education and the governance structure of the current local, state, and national educational systems

BENCHMARK: A: The student examines the state and national history and trends of education

B: The student identifies the structure of various educational systems and the governance that influences those systems

C: The student identifies the qualifications and attributes required for the teaching profession

GRADE

1 The student works with a small group to research a specific time period in the history of education in the U S and New Mexico identifying key events, trends, and the characteristics and emphasis

of the curriculum taught during that time period The groups present their portion of the timeline to the class

 research skills

 teamwork

 accurate identification of trends and curriculum

 presentation skills

2 The student interviews his/her grandparents regarding their education system The student then compares the present system of education with that of his/her grandparents, and records the findings

in his/her journal

 participation

 accurate comparison

3 The student listens to a panel discussion with community members who represent students from different decades in education discuss their experiences as students during that time The panel includes information about differences in social, technological, and instructional changes between past educational expectations and current curriculum and instruction The student summarizes the differences in his/her journal

 accurate comparisons

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4 Students watch the movie “Separate but Equal” or other video that portrays teachers in the classroom After viewing the movie, the student writes a response paper listing the ways that teachers were portrayed in the movie and his/her response to the depictions of teachers

 accurate and complete list

5 The student writes a proposal for making 2 changes in his/her school (one major, one minor) that will improve the education of the students attending The proposal includes a rationale for why the changes are necessary and an implementation plan He/She then investigates if the community has schools that already incorporate the proposed changes

 thoughtful proposed changes

 rationale

 implementation plan

6 The student participates in a field trip to the Albuquerque Public Schools (APS) Central Office to participate in a scavenger hunt to locate resources He/She records the roles of specific departments and how each department supports, implements, or designs instructional policies of the school district

 participation

 appropriate behavior

 accurate information

Tiêu đề	District High School Curricular Framework Teacher Cadet
Trường học	Albuquerque Public Schools
Chuyên ngành	Career & Technical Education
Thể loại	giáo trình
Thành phố	Albuquerque

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