Practicum & Student Teaching

PRACTICUM

Urban Teachers and the Johns Hopkins School of Education have designed the Small Group Practicum (Practicum) course as part of the teaching residency program of study for all Urban Teachers participants. This graduate course is designed to support the student achievement efforts of school partners by providing targeted small group instruction in core subject areas (i.e. Mathematics & Literacy). (Note: the Texas Education Agency refers to this practicum experience as “Small Group Instruction.”)

The Practicum course builds the capacity of early-stage teachers to effectively engage K-12 students in specialized academic support(s). Students have multiple, consistent opportunities to experience learning through targeted, supplemental small group instruction. Early-stage teachers have intensified experiences for planning, implementing, and reflecting on targeted instruction with small groups of students.

The practicum experience is focused on content-rich, standards-based, and culturally responsive small group instruction. It is targeted support for students who demonstrate they are not yet at the readiness level for accessing the instruction provided at the whole group (i.e. Tier I) level. Some immediate benefits of Practicum for partner schools include:

• SUPPORTING K-12 student learning needs with targeted, supplemental small group instruction.
• INCREASING K-12 student academic achievement with responsive, targeted instruction through strategic data analysis.
• ENGAGING participants in relevant, engaging opportunities to practice highly effective literacy and mathematics instructional strategies.
• PROVIDING school leaders and host teachers with data about academic progress to support the ongoing development of students.

Participants in the Elementary Education program of study are required to complete two (2) Practicum courses: Small Group Math Practicum (ED 811.674) in the fall semester and Small Group Literacy Practicum (ED 811.632) in the spring semester. *Elementary Fellows will take ED 811.632 in the fall semester to accommodate for a course adjustment during the 2020-2021 school year.

Participants in the Secondary ELA and Secondary Math programs of study complete one (1) Practicum course: Small Group Literacy Practicum (ED 811.614) for Secondary ELA in the fall semester or Small Group Math Practicum (ED 811.674) for Secondary Math in the spring semester.

Essentials for Success

The Practicum experience is predicated on three critical elements for success as implemented by Host Teachers, participants, and school partners:

• Targeted, supplemental small group instruction should be incorporated as a daily, ongoing component of classroom instruction.
• Appropriate time and space is needed to effectively implement this work with accuracy and fidelity, within the confines of the classroom space and school facility.
• An ideal of 15-30 minute blocks, 3 days per week for participants to work with identified students.

Host Teacher Responsibilities

Host Teachers are responsible for creating space, opportunity, and planning support throughout the Practicum experience.

• The Host Teacher works with the participant to help identify the students.
• The Host Teacher arranges time and place for small group instruction as a part of the daily instructional agenda.
• The Host Teacher meets with the participant throughout the semester to review data and discuss updates.

Participant Responsibilities

Urban Teachers participants will utilize research-based targeted small group instruction in carrying out the instruction with students. In order to satisfy the requirements for the practicum course in their program of study, participants need to:

• Consistently and routinely work with students in one identified content area.
• Select, administer, and interpret formative assessments for a small group of students.
• Plan and teach small group lessons, based on student data, that are content-rich, standards-based, and culturally responsive.
• Videotape lessons for content and process
• Formulate reports that delineate student proficiencies and difficulties.
• Offer recommendations that can be shared with students, parents, and school personnel.

Materials for Implementation

Urban Teachers participants will be provided with access to the following evidence-based instructional strategies/materials to support their implementation of practicum:

For small group literacy implementation:

• Participants will use evidence-based instructional strategies to teach targeted, small group lessons on phonological awareness, alphabetic principle, phonics, vocabulary, fluency, and comprehension based on student learning needs.
• Participants will use assessment methods to analyze data to support instructional decisions and capture impact related to student improvement by gathering pre-, post-, and progress-monitoring assessment data.
• Please note: Residents/Fellows will not utilize Leveled Literacy Intervention (LLI) as a part of their practicum experience.

 For small group mathematics implementation:

• Participants will be teaching number concepts and operations, spatial relationships and shapes, measurement and patterns, algebra.
• Participants will use assessment methods to analyze data to support instructional decisions and capture impact related to student improvement by gathering pre-, post-, and progress-monitoring assessment data.

STUDENT TEACHING 

Urban Teachers Residents are required to complete nine (9) weeks of student teaching in order to fulfill their clinical teaching obligations. The purpose of student teaching is to ensure that our early-stage teachers have comprehensive, situated teaching experiences in their placement schools. During the school day, Residents are required to gradually take the lead in planning and delivering standards-based instruction. 

It is important to note that both graduate coursework and instructional coaching have been designed to support the student teaching experience. For example, in a wide-range of courses Urban Teachers participants learn how to gather knowledge of their students, unpack instructional standards, select or design culturally relevant tasks and texts, and other learner-centered instructional practices. Similarly, the instructional coaching experience provides opportunities for Urban Teachers participants to gain one-on-one guidance from their instructional coach (e.g. with lesson planning or reflective practices) and to schedule coaching activities or observations during the student teaching windows. 

Sample Student Teaching Schedule

1st Semester (2 weeks)

• SEPTEMBER – 2 days solo or paired with another Resident teacher
  • Resident 1 (R1) completes 2 days of student teaching in their host classroom either on their own or paired with another Resident teacher (R2). The Resident-pairs (R1 & R2) co-plan and co-teach for a full day of whole-class instruction. R1 takes the lead with R2 providing support. It is highly recommended that R2 visits the host classroom prior to the student teaching window in order to observe classroom dynamics, become acquainted with students, meet the host teacher, etc. 

• OCT – 3 days solo in host classroom #1
  • Residents are required to complete 3 days of student teaching on their own in their host classroom. In collaboration with the host teacher and/or Urban Teachers instructional coach, Residents plan lessons for the 3 student teaching days. Then, Residents will teach for 3 consecutive days under the observation of their Urban Teachers instructional coach and/or their host teacher. It is highly recommended that at least one of these lessons is recorded and shared with the Urban Teachers instructional coach.

• NOV/DEC– 1 week (5 days) in host classroom #1
  • Residents are required to complete one (1) week of student teaching in their host classroom. Residents plan and implement a full week of lessons with the whole class.

2nd Semester (7 weeks)

• JAN – 2 weeks (10 days) in host classroom #2
  • Residents are expected to lead instruction in the host classroom for 2nd semester for the two (2) weeks following winter break.

• MAR-MAY/JUN – 5 weeks in host classroom #2
  • In the period between March and June, Residents are required to complete five (5) weeks of student teaching in their host classroom. Ideally, Residents are expected to plan and implement a unit plan of instruction over 5 consecutive weeks of students teaching. If this is not possible, at least three of the five weeks must occur consecutively. The intent of this student teaching window is to build teaching stamina over time.

The lesson plans must address instruction for the whole class as well as small group instruction. The Resident must document how he/she continued to work with their small groups (Practicum) throughout the student teaching experience in addition to supporting the other small groups in the classroom. The 5 week student teaching session may occur after state/district testing.

 

Documentation

Student teaching provides an opportunity for Urban Teachers participants to demonstrate their ability to consistently enact culturally relevant teaching and establish productive, nurturing classroom environments that are inclusive, instructive, and bias-free. Residents must document this journey and routinely submit artifacts of their student teaching experiences to their Urban Teachers Instructional Coach. These submissions must be completed by the deadlines stated and uploaded to the Urban Teachers coaching technology platform (i.e. Whetstone/SchoolMint). There are five submission periods in the months of Sep, Oct, Dec, Jan, & Mar-May/Jun.

Student teaching sequence:

The student teaching experiences can occur at any time in the windows indicated (p.1-3).  However, the days and weeks must occur consecutively such that the 3-5 days in October & December are back-to-back. The same applied to the weeks listed during the second semester. 

Student Teaching artifacts:

Each submission should contain lesson plans, evidence of student work, assessment data, video of instructional implementation (at least 1 per submission), and reflective journaling. These items should be uploaded to Whetstone/School Mint, shared with the coach, and tagged as part of the student teaching experience.

Student Teaching lesson plans:

The Urban Teachers lesson planning template or the approved lesson plan template of the placement school can be used for lesson plan submissions. However, all lesson plans must be:

• cohesive and reflect development of skill(s), concept, or content
• aligned to local instructional standards
• reflect the trajectory anticipated in consecutive days of instruction
• designed for Tier I or II instruction
• designed (or reflect modifications; in the case of required scripted lessons) by the participant
• aligned to the Accountable Teaching Practices (ATPs) of the SY21.22 Teacher Practice Rubric (TPR)

Collaboration between the Host Teacher, Resident, & Urban Teachers instructional coach

The host teacher and Resident should meet prior to the start of the student teaching week(s), schedule quick debriefs at the end of each day, and engage in a progress debrief at the end of the student teaching experience. The Urban Teachers Instructional Coach can be engaged in these sessions; particularly at the start of each semester during School-Based Instructional Coaching Meetings (August &  January). Urban Teachers Instructional coaches can also observe participants during the student teaching window as part of the required formal observations and provide additional lesson planning support as part of instructional coaching activities. Each Resident has an Instructional Coaching Scope & Sequence that will be very helpful for identifying strategic overlaps between student teaching and instructional coaching windows. The Residency Year Progression & Goals table (p.5) is also a helpful resource to support Residents with being planful and prepared.

The host teacher is expected to initially support the Resident with lesson planning. The Resident should be included in regular planning and/or grade level meetings. Gradually however, the Resident must begin to take the lead on planning and delivering instruction. During student teaching enactment, the host teacher should plan to periodically leave the classroom, e.g. being outside of the classroom but in close proximity. This will allow the Resident to experience the classroom without the host teacher’s presence.

Consistent co-planning and collaboration between the host teacher and Resident will ensure that the lessons being taught are aligned to the needs of the P-12 students and the expectations for the school partner. Host Teachers may also schedule opportunities to observe and debrief with their Resident during the student teaching experience. Areas of potential discussion include:

• lesson implementation, e.g. pacing and flow
• student engagement, e.g. equity and participation
• checks for understanding
• classroom management/community norms
• evidence of learning 

Consistent collaboration between the Host Teacher and Urban Teachers instructional coach will also ensure that the Resident feels supported to tackle the increasing demands of lead teaching alongside their role as a full-time university student. Graduate courses, much like instructional coaching, can be an important source of support for the student teaching experience. Residents are not excused from coursework during their student teaching experiences; except in rare cases. 

Student Teaching Notification

Urban Teachers Residents are required to share their student teaching days with their instructional coach and Site Team Director once these days have been identified. Residents must be observed and provide evidence & artifacts of their student teaching experience during 1st and 2nd semesters.