221+Agenda+-+12.16.15

1. Turn in Springboard textbooks

2. Turn in 221 competency charts with associated journals attached

3. Time Sheets

4. Garry debrief
 * In general?
 * What worked?
 * Julia and Anali debriefing - (recognize the sacrifice); debriefing with Julia and Anali - we'd like more time with them; liked three periods with variety of activities; providing intensive support for one group
 * Changes for next semester?
 * have meeting with CT around expectations; get into the teaching sooner; more content area (more active observations, conversations with teachers in your content area); more opportunities to teach and start sooner; could split debrief into two sections
 * Feedback/support - Vicki, Julia, Anali -- university supervisor might be redundant - idea: if teaching more frequently, could divide supervisor to specifically mentor and help with particular group; one supervisor per group
 * Structure - workshop/class/debrief rotation; content area observations; teaching lessons; small group of students
 * Anything else?
 * PETs - not deep understanding, but worked o.k. to get introductory understanding; could we connect PETs more to teaching opportunities

5. Final writing task (20 minutes) - upload to Blackboard
 * What do teachers do?
 * Respond to this scenario. What could be going on here? What options do you have as her teacher?
 * //Megan is in 7th grade and your 1st period class. Her attendance is pretty good, but she is often late and rarely appears to be fully engaged in class. She is constantly drawing or reading a book under her desk. When you tried to talk to her about it, she simply said "None of your business." She has rejected most of your efforts to connect with her except when she came to class with the book, __Lord of the Rings__ and you asked her about it. In that brief conversation, you saw a side of her you'd never seen before. She was chatty and animated. However, once class started she went back to her typical pattern of looking bored and doing only the minimum amount of work to slide by.//
 * What do you need to learn in order to become a "good" teacher?
 * In regards to your decision to become a teacher, what drives you?

(Compare to first day writing)

6. Course evaluation