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| Understanding | Essential Questions | Knowledge and Skills |

This module is designed to assist instructors and staff developers help student teachers and classroom teachers examine teaching experiences in alternative school settings. Because there are a wide variety of alternative settings and teaching conditions this field-based module is organized around the generic areas of teaching strategies, learning environments, behavioral development, and matriculation. Each session identifies expected outcome, relevant notes, activities, and links to other modules in this web site.

A portfolio process is recommended in order to help participants organize, record, and monitor their activities and their movement toward their field experience goals. Alternative school settings are often more restrictive and isolated than general education settings. The uniqueness of each site has an impact on both teaching and learning. Field experience, either as an observer or as a teacher, offers opportunities to study the delivery and content of instruction, to understand the context in which instruction occurs, and to anticipated reasonable outcomes on post-alternative school life.

Top of Section | Top of Page |Understanding |

The practice of teaching is a complex process. It brings together knowledge about content, behavior, assessment, and setting. In alternative education transition points inevitable and important. The continuum of experiences include observations, practice, and development.

Top of Section | Top of Page |Essential Questions |

Portfolio Use (Session 1)

• What are key elements in a student teacher or staff development portfolio?
• What information or artifacts might be included about the classroom or school?
• What information or artifacts might be included about students in the program?
• What information or artifacts might be included about instruction?

Classroom Settings and Dynamics (Session 2)

• What is the setting in which alternative education is practiced and what restrictions does this place on the teacher? How might teaching conditions be reasonably improved?
• What, if any, restrictions are placed on student movement, student collaboration, peer assistance, cooperative learning, service learning, access to materials or equipment, etc. because of unique setting conditions? What acceptable methods can be used to increase student involvement?
• What is the evidence of positive support/rewards for individual or group educational growth within the school and within the classroom? What practices might reasonably be introduced?
• How does the school/class environment foster individual goal setting, personal responsibility, awareness of progress, rewards for accomplishments, recognition for effort, and group achievement?
• What practices promote family involvement? How might these reasonably be encouraged?

Instruction in Skill and Content Areas (Session 3)

• What are key elements in the practice of instruction and what conditions influence instruction in this setting?
• What instructional methods are used and are they consistent and appropriate to the student or setting? What methods might be more effective and how might they be tested?
• How is instruction individualized, adapted, modified, or differentiated in each subject area and how might instruction be reasonably improved?
• How is the group and individual instruction structured? Does individual/group organization of instruction support educational growth and how might the organization be improved?
• What is the evidence of the impact of assessment information on instructional planning, monitoring, and transition? How might it be improved?
• What is the demonstrated practice and effectiveness in reading and writing instruction?
• What is the demonstrated practice and effectiveness in math instruction?
• What is the demonstrated practice and effectiveness in transition instruction?
• What is the demonstrated practice and effectiveness in assessment?
• What is the demonstrated practice and effectiveness in family engagement?
• What is the demonstrated practice and effectiveness in wraparound services?
• How might each be improved?

Behavior and Counseling (Session 5)

• What is the evidence of teacher-student counseling? How might counseling skills be implemented or improved?
• What activities are used to facilitate social skill development? How might social skills development reasonably be implemented or improved?
• How are families involved in improving the behavior or learning of their youth and how might these goals be included or improved?
• How are instruction, rules, and transitions managed in order to reduce opportunities for misbehavior and yet provide students with opportunities for positive and responsible self-guided behavior? How might these be improved in this setting?
• How is positive behavior support manifest in the classroom and on the campus and how might this activity be improved?
  

Top of Section | Top of Page |Knowledge and Skills |

1. Students will learn to develop a cumulative portfolio that includes personal reflection, case study, classroom observations, and instructional documentation.

2. Students will evaluate different class settings and observe or implement environmental and dynamic conditions that support learning. Content is linked with the Introduction, Strategies, and Field Experience Modules.

3. Students will evaluate or effectively apply concepts and strategies in instruction. Content is linked with Assessment, Literacy, Writing, and Math Modules.

4. Students will evaluate or apply skills in Transition, Wraparound Services and/or Family Involvement in an instructional setting.

5. Students will evaluate and apply skills that support learning and behavioral growth that are provided in the Behavior and Counseling Modules and information provided in the Field Experience Module.