Methods Semester

Introduction

For teacher candidates, the methods semester initiates the “professional year,” with student teaching typically following immediately afterward.  BGSU methods students are assigned to a school site, which they visit on a schedule determined by their programs, while simultaneously taking rigorous campus methods classes.

Methods Objectives

Whether attending campus classes or field sites, methods students are expected to demonstrate commitment & professionalism, and comply with designated attendance policies & arrival-departure times. The extended field experience is designed to build candidates’ professional teaching skills in authentic settings. Through collaboration with classroom teachers and other professionals, methods students begin learning to…

1. Initiate respectful relationships with students, colleagues, and mentors that are conducive to teaching and learning.

2. Implement classroom management procedures (e.g., record-keeping) and respond professionally to student behavior with support from mentors.

3. Write lesson plans that connect to prior and future learning. Lesson plans clarify connection to standards (or IEP Goals) and progression of these standards/goals.

4. Apply research and pedagogical theories for planning, instruction, and assessment within the context for learning with support from mentors.

5. Deliver feedback to students grounded in a variety of assessments, observations, and other data sources.

6. Produce at least one professional development plan goal for student teaching, with support from mentors. 

Methods Progressions

Field Week 1 - Participate in Orientation Visit with CMT and UM.  Initiate rapport and relationships with students (LO#1).  Identify classroom and school routines and procedures (LO#2)   

Field Weeks 2-3 - Apply classroom management strategies of the CMT, including active learning strategies (LO# 2).  Explain curriculum goals and requirements for one content/course/IEP (LO#3).  Analyze available student data (LO#4)   

Field Weeks 3-5 - Prioritize instructional strategies based on students’ strengths/needs (LO#4).  Deliver CMT-written lessons (LO#2 & LO#5).  Co-plan and co-lead 2-3 lessons/activities per day (LO#2, LO#4, LO#5).  Plan edTPA Learning Segment (LO#4).  Engage in reflective cycle (pre-, observation, post-) with UM &/or CMT (LO#4) Regardless of timing, feedback from a reflective cycle should be provided before edTPA recordings.   

Field Weeks 6-7 - Co-plan and co-lead majority of lessons/activities per day (LO#2, LO#4, LO#5).  Record edTPA lessons (here or in first three weeks of Student Teaching semester).  Develop Professional Growth Plan goal for Student Teaching semester (LO#6) 

**LO#= Learning Outcome defined above.

**This provides a blueprint that is intended to show the likely standard progression to support students in accomplishing the goals for the Methods Semester. There will be variance by student, and sometimes by program. Please use this as a GUIDE.