Program Overview and Highlights
Your First Summer
Orientation June 10 – 12; 9:30 am to 4 pm
Orientation begins with a welcome and time to learn about the UC campus, take care of details such as ID cards, library resources, FBI and BCI checks, and the campus recreation center. Fellows will document these orienting activities with digital cameras then be introduced to the CRC’s production center to produce a laminated poster of their activities.
Once comfortable with the UC campus, we will investigate the Cincinnati community with a bus trip through several city neighborhoods to get a cross section of Cincinnati and surrounding areas. Back on campus we will discuss pre-reading assignments, the city and the first learning module. In days two and three of the orientation, Fellows will work in production teams with Digital Backpacks to create a documentary about a Cincinnati neighborhood and the schools within the neighborhood.
Summer Field Experience June 13 – June 28; 8:30 am – 4:30 pm
During this summer field experience, Fellows will work with rising HS freshman in the Freshman Challenge Program at UC and the Cincinnati Nature Center. The 60 students selected to participate in this program are considered at risk of dropping out of school by their local school district, so this program provides extra academic and social support for the students to keep them connected to school. Students who complete the program successfully are awarded one of HS science credit. The each Fellow will serve as a mentor to a small group of students in the program, particularly with their digital backpack projects. Simultaneous to working with the Freshman Challenge Program, Fellows will be taking EDST 7032 Human Development: Adolescent and will be able to use their experiences working with the students to connect with content and learning activities in the course work. At the conclusion of the Summer Field Experience the Fellows will have an emerging understanding of: how students engage with and talk about science content; how motivation and interest impacts student learning; how teachers plan instruction for individuals and groups of children and active learning experiences are structured. The linked summer field experience and course will provide Fellows with a variety of field trips to local educational resources they can draw on when they are teaching, such as the role of the Teen librarian in the Public libraries, the nature center, the zoo and museum center.
Learning and Teaching Mathematics and Science
July 1 – August 2; 9:00 am - 4:30 pm
During this session the Fellows will participate with practicing secondary mathematics and science teachers in courses based on Challenge-based learning and Engineering design as part of the NSF funded CEEMS (Cincinnati Engineering Enhanced Math and Science) program. Fellows will participate in one science class to meet breadth of science requirements and one mathematics class to revise or expand their mathematics proficiency, as well as learn new mathematics software. These courses are taught with an emphasis on integrating engineering ideas and practices into mathematics and science instruction. In addition to these content courses, the Fellows will complete an introductory methods course taught by highly experienced mathematics and science teachers who work in support role in the CEEMS project. Special sessions in technology use, understanding the new common core standards, materials productions and topics of identified need will be integrated through the summer.
Summer Breather – August 2 – 12
Take a break, relax and recharge before entering your year-long clinical placement.
An Overview of the Academic Year
Fellows report to their clinical sites with their mentor teachers for the start of the CPS school year. Fellows will follow the public school schedule, including teacher PD days, holidays, and breaks. UC courses will be adjusted to fit with the clinical schedule.
August 15 to late May or early June
The clinical school will be the Fellows home away from. Fellows will be placed in one of four schools with three or four other teaching Fellows, creating a school-based learning community. Fellows will be placed with selected mentors who will be part of the school-based learning community with the Fellows. Fellows will spend two full days (Monday and Tuesday) at their clinical sites and a minimum of half day for the remaining three days of the week. Staying in one location allows Fellows to be fully embedded in the school community and lives of the students in their classes. During the year-long clinical experience, Fellows will be scaffolded into the role of a teacher, taking on increasing responsibility as the year progresses.
In the first quarter (8/18 – 10/14), Fellows will be active participant observers in their mentors classes and school. They will work with their mentor to plan instruction, work with small groups of students, prepare laboratory or other active learning experiences, but also take time to focus on listening and learning from the students. This first quarter also provides the Fellows with the opportunity to understand how schools are governed and organized, how classroom routines and procedures are established, and the relationship between students’ home lives, school lives, and school curriculum.
Second quarter (10/17 – 12/20), Fellows will take on more classroom responsibility including teaching full class instruction of lessons co-planned with their mentors. Fellows will video-tape themselves teaching and be prepared to share their tapes with their school learning community. By the end of the quarter Fellows should be comfortable planning lesson independent of their mentors, but work with the mentors to support their development of formative assessments to guide future instruction within a unit.
Quarters 3 & 4 (1/3/2012 – 6/8), in these two quarters (or a public school semester) Fellows should be ready to take on full teaching responsibilities for the hours they are in their clinical site. This includes, lesson and unit planning; assessing, grading and reporting student learning; meeting with parents; preparing students for necessary exams and benchmark assessments; classroom management, and laboratory and materials preparation. The Fellows will be able to rely on their mentor teachers for support and guidance with these instructional activities, as well as the support of university supervisors and course instructors. Such that clinical demands are integrated into course work and assessments. The Fellows will also participate in a professional seminar which supports their preparation of their Teacher Performance Assessment (TPA) portfolio, resume development, interviewing and other topics as determined by the Fellows. The final courses required for licensing will be taken during these two semesters with assignments directly related to their teaching assignments and lesson and unit preparation that can be integrated back into instruction.