Embedded Files
Each of our methods courses meets weekly for the ten-week academic quarter. Each meeting lasts approximately 4 hours, located on the school site (e.g. in a room devoted to after-school programs, empty classroom, library, multi-purpose room, etc.). We strategically combined instructional unit hours with CTC-mandated fieldwork hours in order to create our schedules (that leverage both coursework and fieldwork hours).
The majority of the work on children's thinking, deepening content knowledge, engaging in cycles of enactment and investigation, and ongoing reflections are integrated within the context of the focus Instructional Activity for the week. The timing of our course activities is influenced by school bell schedules (we often make sure our class starts well before school drop-off times to alleviate traffic and front office congestion), instructional schedules set by the school (e.g. mandated ELD instruction) and classroom teacher (e.g. regular math time), and timing and location of other course meetings.
Sample Schedule A
Sample Schedule B
Teacher Educator Reflections
Teacher Educator Reflections
TE 1: There's also the challenges of scheduling. There is both so much to fit in and that we're trying to be responsive of both to our own students and to the students learning in the classroom that's hosting us and what the teacher is hoping to work on with her own students.
TE 2: We're coordinating the learning of young people with the learning of our novice teachers. And that's not a task that we undertake in any other aspect of our work (like in PD). And so it's, it is really complicated and we don't want to take advantage of these third grade teachers and these young people. We want to support their learning. It's not a lab; it's real life, people. This is, you know, every Monday or Tuesday morning in some young person's academic life.
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