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First Master Teacher Visit

Guidelines for New Work-Based Certified Career and Technology Education Teacher Master Teacher Visit Summary A cover sheet must accompany your paper to include your name, your school, your program area (subject area), school visited, date visited, name of master teacher and master teachers school name. Dates for observations are September 2009 January 2010. Observations are due on the January 30, 2010, the first meeting of DIRECT 2 Institute. The master teacher will be assigned by the education associate(s) from the Office of Career and Technology Education. Contact your master teacher and schedule a date for your visit during the dates listed above. No more than two new CTE teachers can visit a master teacher on the same day. Spend an entire school day (8:00 AM 3:00 PM) with your master teacher. Get an information packet from your master teacher that includes a: Sample lesson plan Sample student assessment Sample long-range plan Sample class syllabus Sample recruitment brochure/letter/flyer Any other helpful information Exchange contact information for on-going support. Remember: This is an instructional day for the master teacher. Observe, collect information, and ask questions at appropriate times. Master Teacher Observation Summary Instructions
You must score a 4-6 to complete the task successfully. A score of 1-3 is incomplete and the summary/observation will be repeated until a 4-6 is achieved. Scored summaries will be returned by the conclusion of the DIRECT 2 Institute in the spring.

The summary should be typed, double-spaced, Arial or Verdana font, and size 12 font. Collect enough information to complete the summary successfully. The summary should consist of 6 paragraphs, have your name on all pages, have numbered pages, and address each topic in the same order as in the outline. Check the scoring rubric to address all criteria for an acceptable summary.

First Master Teacher Visit


Observe and interview your master teacher. Use the outline below to write a summary for each of the following six topics: (A minimum of one page and a maximum of two pages per topic.)

Summary of Observation

Reference the enclosed instruction sheet and rubric when writing your summary. Credit will be given only for summaries receiving a score of 4 or higher.

1. 2. 3. 4. 5. 6.

Classroom Management Facilities and Supplies Curriculum and Instructional Materials Instruction and Use of Technology Assessment Professional Responsibilities

1.

Classroom Management How does the teacher begin class? How is roll taken? What are the classroom rules? Where are they displayed? What are the classroom procedures? For example: o What do students do when they need to be excused from the classroom? o What do students do when they finish their work early? o What does the teacher do when he/she wants the students attention? o Where do students find the assignments or objectives? Describe how the teacher ends class. For example: o closure or summary, o homework assignment, o tool/equipment inventory, or o clean-up. How does the teacher handle discipline? What does the teacher do to encourage and reward appropriate behavior? o What does the teacher do for students who choose not to follow the rules? 2. Facilities and Supplies Describe the lab or classroom layout. Describe posters, bulletin boards, student work, or other information displayed in the classroom. Discuss the teachers annual budget for equipment and supplies. Outline safety or sanitation practices in the lab and/or classroom? For example: o personal protective equipment (gloves, ear protection, safety glasses, etc.), o equipment set-up, o materials/supplies storage, and o emergency procedures.

First Master Teacher Visit


Summary of Observation 3. Curriculum and Instructional Materials What is included in the lesson plan? How are content area standards addressed? How are academic standards integrated? What information is included in the course syllabus? How are the main objectives identified? What instructional materials are used? How are these obtained? Instruction and Use of Technology How does the teacher ensure that all students are actively involved in the learning activities? How does the teacher address different ability levels? How does the teacher incorporate group activities into the lesson? Describe the interactions between the teacher and students. How does the teacher use technology to enhance instruction? What technology is available in the classroom and/or lab area? Assessment How often are students assessed? What methods are used to assess the students progress? Describe other assessments besides paper and pencil tests. How does the teacher assign grades? For example: o homework, o daily quizzes and tests, o projects, and o class or skills performance. What weight does each grade carry? What national and/or state certifications and/or assessments are used to evaluate the teachers? Professional Responsibilities and Work-based Learning Experiences What professional organizations and industry certifications are available for teachers in this program area? Describe professional development opportunities the teacher participates in each year. Describe the work-based learning experiences available for students in this program to include contracts, agreements, polices, procedures, forms, and other requirements. How does the teacher use available community and business resources? For example: o advisory committees, o guest speakers, and

4.

5.

6.

First Master Teacher Visit


o job shadowing, internships, apprenticeships, and other work-based learning opportunities.

First Master Teacher Visit


Observation Summary - Scoring Rubric The following broad categories define the scoring ranges for the writing assignment. A score of 3 or less means that the summary will have to be resubmitted until a score of 4 or higher is achieved. Score of 6 A summary in this category reveals the following: typed, double spaced, with Arial or Verdana font, and size 12 font; well organized and coherently developed; clearly explains or responds to questions for each topic; and generally free from errors in spelling, grammar, and sentence structure. Score of 5 A summary in this category reveals the following: typed, double spaced, with Arial or Verdana font, and size 12 font; generally well organized and coherently developed; explains or responds to some of the questions for each topic; and generally free from errors in spelling, grammar, and sentence structure. Score of 4 A summary in this category reveals the following: typed, double spaced, with Arial or Verdana font, and size 12 font; adequately organized and developed; explains or responds to a few of the questions in each topic; and some errors in spelling, grammar, or sentence structure. Score of 3 A summary in this category reveals one or more of the following weaknesses: handwritten; inadequate organization or development; inadequate responses to questions, and a pattern or accumulation of errors in spelling, grammar, or sentence structure. Score of 2 A summary in this category reveals one or more of the following weaknesses: handwritten, weak organization or very little development; little or no relevant detail; and serious errors in spelling, grammar, or sentence structure. Score of 1 A summary in this category contains serious and persistent writing errors such as handwritten, incoherent, and undeveloped.