Updated: 4/12/17, jlc
The University of Texas at Austin
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College of Education
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Education Services
1912 Speedway, D5200
Sanchez Building 294
Austin, TX 78712
(512) 471-1511
FIELD EXPERIENCES MISSION STATEMENT FOR THE UNIVERSITY OF TEXAS TEACHER PREPARATION PROGRAMS
Field experiences at The University of Texas at Austin are an integral component of our teacher preparation programs, built on strong collaboration between school districts and colleges of the University. Our future teachers engage in purposefully crafted field experiences that cultivate depth of knowledge, research-based practices, and professional ethics. These experiences are designed to be sequential, cumulative, and performance-based, while preparing our graduates to implement and evaluate effective practices with diverse student populations in varied settings. As a result, teachers prepared at the University will master subject knowledge and pedagogical skills, work collaboratively with all stakeholders, develop dispositions to be active citizens, and offer their students the opportunity to develop these characteristics themselves.
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Teachers graduating from our programs will have the dispositions and skills needed to be highly effective teachers of children from all racial, ethnic, linguistic, and socio-economic groups presently underserved by the public school system in Texas.
Elementary Cooperating Teacher Guidebook
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- A direct correlation exists between the levels and structure of questions and the production of professional, reflective thought.
- In the same way we plan for higher-level cognitive thinking for our elementary students, we might ask interns/student teachers questions at varying levels of critical thinking during our planning conference prior to observing a lesson (mentor observing preservice teacher) and during our post-conference for reflective thinking and evaluating.
Planning Conference – The Mentor Teacher might ask: |
“What is your lesson going to be about?” (Describe)
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“As you see the lesson unfolding, what will students be doing?” (Translate)
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“As you envision this lesson, what do you see yourself doing to produce expected outcomes?” (Predict)
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“What will you be doing first? Next? Last? How will you close the lesson?” (Sequence)
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“As you envision the opening of the lesson, how long do you anticipate that will take?” (Estimate)
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“What will you see students doing or hear them saying that will indicate to you that your lesson is successful?” (Operationally criteria)
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“What will you look for in students’ reactions to know if your directions are understood?” (Metacognition)
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“What will you want me to look for and give you feedback about while I am watching this lesson?” (Describe)
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Post-Conference or Reflecting Conference – The Mentor Teacher might ask: |
“As you reflect back on the lesson, how do you feel it went?” (Assess)
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“What did you see students doing (or hear them saying) that made you feel that way?” (Recall)
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“What do you recall about your own behavior during the lesson?” (Recall)
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“How did what you observed in student behavior compare with what you planned and presented?” (Compare)
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“How did what you planned compare with what you did?” (Compare)
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“What were you thinking when you decided to change the design of the lesson?” (Meta- cognition)
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“What hunches do you have to explain why some students performed as you had hoped while others did not?” (Analyze)
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“What did you do (or not do) to produce the results you wanted?” (Cause-effect)
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“As you reflect on this discussion, what big ideas or insights are you discovering?” (Synthesize)
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“As you plan future lessons, what ideas have you developed that might be carried forward to the next lesson or other lessons?” (Self-prescription)
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“As you think back over our conversation, what has this coaching session done for you? What is it that I did (or did not) do? What assisted you? What could I do differently in future mentoring sessions? What did you do to grow your reflective practices?” (Evaluate) |
Source: Cognitive Coaching by Costa and Garmston
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