Possible Schedule For Your Teacher Candidate

Possible Schedule For Your Teacher Candidate

This page provides a possible schedule for working with PDS I/Block B students in their clinical practice assignments. Each student knows his/her/their strengths and needs. Please allow her/him/them to participate and be engaged in this process.

WEEK 1:

• • Familiarize teacher candidate with schedule
  • Observe routines, procedures, management techniques
  • Get to know students' names
  • Sketch the room arrangement (if in the physical classroom)
  • Observe students in other instructional settings if possible (art, music, P.E., etc.)
  • Determine any meetings that the teacher candidate may attend (PLC, ARD, faculty, etc.)
  • Familiarize teacher candidate with key personnel
  • Read aloud, observe cooperating teacher's duties
  • Help to monitor and assist students
  • Become familiar with TEKS, teachers' manuals, and other curricula.
  • Familiarize teacher candidate with grading procedures

WEEK 2:

• Allow teacher candidate to take on one of the daily routines as you feel comfortable— calendar, morning meeting, “bell ringer”, etc.
• Teacher candidate can assist with grading
• Allow teacher candidate to monitor independent practice or to reteach a lesson to a small group that did not understand or that was not present
• Discuss specific management events of the day
• Brainstorm with the teacher candidate about a bulletin board/center that might be needed so that the teacher candidate can work on this
• Recommend a student that might need one-on-one tutoring
• Teacher candidate continues to monitor during lessons

WEEK 3

• • Confirm whether or not your teacher candidate will be required to teach any lessons in your classroom and schedule these if possible.
  • Engage the teacher candidate in some instructional planning
  • Allow the teacher candidate to independently teach one element of a lesson -anticipatory set/focus, strategy, independent practice, teach a specific skill, monitor guided practice, etc.
  • Teacher candidate monitors or plans small group, enrichment, guided, mini-lesson activities

WEEK 4

• • Give teacher candidate increasing instructional responsibilities.
  • Do any grading, etc. that you deem appropriate
  • If feasible, allow teacher candidate to observe in other classrooms, sections, subjects
  • Request that teacher candidate gather any materials that are needed for the next unit of study—perhaps from library, websites, etc.

WEEK 5

• • Allow teacher candidate greater responsibility to deliver lessons—you and teacher candidate work this out— teacher candidate delivers lessons in certain subjects (spelling, math, handwriting, etc.), certain portions of the lessons— you make sure that the material is taught and the teacher candidate handles other parts of the lesson, or certain classes—you teach the first three sections class and the teacher candidate teaches the last section of the class

WEEK 6 AND BEYOND (IF APPLICABLE)

• • By this time, you and the teacher candidate will have determined what activities and responsibilities that are most appropriate. If more direction is needed, please contact the Cadre Coordinator.