Methods and Management for Teaching Middle & Secondary Social Studies

Spring 2008

Website has been updated as of 4-18-08

Syllabi Assignments General Information Course Resources Fun Resources Class Meetings
Announcements

IMPORTANT: See Archived Announcements below for previously posted announcements.  This space will be reserved for new announcements.

 

Final Course Assignment: DUE MAY 7th-- Submit via email

 
Syllabus and Course Resources
MDSK 4253 Syllabus

Revised Class Meeting Agenda
Readings Schedule will be revised as needed.  Check for updates.  
Our Class Pledge Praxis II Social Studies Review Sessions  

North Carolina Standard Course of Study

No Child Left Behind: Several great resources have been added to the NCLB site over the past few months. Visit http://www.ncpublicschools.org/nclb/ and click on "Communication Resources" to learn more about:

Assignments
MDSK 4253 Assignment Descriptions Central Cabarrus Tutoring Resources
Lesson Planning Examples & Assessments

Lesson plan exemplars:

College of Education Lesson Plan Rubric &

Heafner's Lesson Plan Guide

 Teaching Unit Plan Assessments  

Clinical Placements

The application is now online and not at the Office of Field Experiences. The only thing that needs to be done at the OFE is to make an appointment with a counselor to submit your application. The URL is http://education.uncc.edu/ofe/app_forms.htm.  NOTE: You will use an addendum to the rubric to evaluate your effectiveness in teaching the NCSS Standards.  This will be provided in class.

Assessment Rubrics for Clinical Assignment

Clinical Evaluation Form

Part A: must be submitted electronically by your CT -- YOU have to identify your CT's email in TK20 By April 4.  For information click here.

Part B: Social Studies Addendum: Either Email completed from to Dr. Heafner or Submit in class.

 
ePortfolio Requirements  Methods Requirements:
  • Coursework Artifacts:
  • Technology Lesson Plan
  • Integration of Technology in Unit Plan
  • Bring ePortfolio NETS-T Matrix Verification Form (if not complete) for signatures on April 23rd.
 

General Information
Resources for Creating WebQuests

Here's a little something to help you as you think about how to work with your tutees and future students.  It's definitely worth your time.  Ability Awareness: http://www.imtyler.org/

Course Resources
Internet Resources

APA format: http://www.apastyle.org/
Recommended Journals for Social Studies Educators

Fun Resources

The NCES Students' Classroom has added an exciting new activity. Test your U.S. history knowledge and see how you compare to the nation's students. You begin by selecting a grade level (4, 8, or 12), and then select the number of questions you would like to be asked. Compare your answers to the nation and to regions of the country. The NAEP U.S. history assessment provided all of the questions that are used in this quiz.  To try this fun and educational new activity, please visit: http://nces.ed.gov/nceskids/kidsquiz/

Introducing CNN Student News - On Air, Online and Hands On!  CNN Student News provides teachers  with a 30-minute broadcast program, a powerful Web site, and curriculum materials integrated into the stories designed to spark interest and awareness in students: CNN NEWSROOM or http://www.turnerlearning.com/newsroom/.

Predicting History: National Geographic Resource

Class Meetings

Week 1

1/9

Readings: Martorella Text: Chapters 1-3

  • Everybody reads to find out what is social studies.

  • Everybody reads to figure out what does it mean to teach social studies and why it should be taught.

Introductions: to the instructor, each other, and the course

Defining Purpose: Why teach social studies? What is social studies education?  What does it mean to teach social studies? 

The Composite of the Social Studies: Alternative perspectives on the social studies curriculum

Historical Understanding of the Social Studies: Alternative perspectives on social studies & Contemporary social studies

Tutoring Project Introduction

Assignment 1: Cultural History Project

Week 2 

1/16

Cultural History Project Due

1st Reading Guide Due

Readings: Martorella Text: Chapter 10
ERT...

Reading ERT Questions for class

  • Everybody reads to find out what are the forces that shape our understanding of social studies.

  •  Everybody reads to figure out how these forces affect what and how we teach social studies.

Online: NCSS Ten Thematic Strands in Social Studies

o       Everybody reads to find out what is social studies and what are the ten strands of social studies.

o       Everybody reads to figure out how these strands should be taught and why they are important to the discipline of social studies.

Defining the Social Studies: What is social studies education?  What does it mean to teach social studies?

Forces that Shape Understanding of Social Studies & How these Forces affect what & how we teach social studies:

  • Who are we?

  • Understanding our Culture

  • Cultural History Project

  • The “Otherization” of the minority cultures in history

  • Multiculturalism in the Social Studies classroom

Collaborative Analysis of Cultural History Projects

  • How are we all alike? How are we different?

A Little Social Studies Humor
Week 3

1/23

Self-Monitoring Guide Due

Meet in the CCHS Computer Lab

Readings: Martorella Text: Chapter 12

  • Everybody reads to find out advantages and challenges to integrating technology in teaching social studies.

  • Everybody reads to figure out what types of technology could be utilized  to improve student motivation and understanding of social studies.

Technology Quotes

Introduction: Why and how should teacher use technology?

Technology and the Social Studies

 

Primary Sources Pathfinders

Resources for Student or Teacher WebPages

Wikis

Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly.

Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.

Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.

Examples of Student Created WebPages & Pathfinders for 6-12 Classroom Application

Primary Sources WebGuides Peer Examples

Resources

Primary Source and Primary Source Structured Analysis Guide:

Digital Video

Software Resources for Social Studies Teachers

Technology Tasks: Applying Content Knowledge

GIS (Geographic Information Systems)

Digital Video Resources

 Blogs

The Edublogger: http://theedublogger.edublogs.org

Possibly the most useful blog you'll ever visit, and written by multi-Edublog Award nominee Sue Waters, The Edublogger covers everything from giving your blog a makeover to adding photos to your site, playing with widgets and much much more. It's an education!

 

Interactive Media Communications

Website Resources

Additional Internet Resources

Virtual Field Trips

e.g. The Lower East Side Tenement Museum  This is the official website for Lower East Side Tenement Museum located in New York City. The museum is unique in that the exhibits are the apartments themselves restored to the way they looked when they were occupied. Each of these apartments is available as a virtual tour on the museum’s website. These are a wonderful enhancement to teaching students about the immigrant experience and life in New York’s dumbbell tenements. http://www.tenement.org/Virtual_Tour/index_virtual.html  For more recent immigrant stories, the website also features webcomics about teens who have immigrated to New York City in the past few years. This is a great resource for drawing connections between historical learning and modern day issues

 

Virtual Tour Resources

Trapped in the classroom?  Take your class on a virtual tour.  World View has compiled a fantastic list of virtual tours to share with your class.  Click on this link to access the tours. Enjoy the tour!

http://www.unc.edu/world/Global_Updates_2007/November_December/November_07.htm

Internet Scavenger Hunts

Other Methods for Integrating Technology

WebQuests

Student WebQuest Examples: PEER WEBQUESTS

"The Internet has everything, but it's like buying a used car.  You have to look under the hood first."

Evaluating Websites

Other Resources for Evaluating Websites

WebQuests & Website reviews

Technology Integration Lesson Plan

 
Week 4

1/30

Technology Integration Lesson Plan DUE

Readings:

Questions:

ERT (everybody reads to...)

  • Everybody reads to find out about before, during, and after reading strategies.

  • Everybody reads to figure out the differences between teacher techniques and student strategies.

Reading Strategies for the Social Studies: Comprehending, communicating, and remembering subject matter

Reading Strategies for Social Studies (Discussion)

  • Why do I read?

  • What do I read?

  • How do I read?

Reading and the Social Studies

Determining Readability Statistics Using Word

 
Week 5

2/6

DUE: NCSS Professional Membership Documentation

Readings: Martorella Text: Chapter 13

Libresco, A. & Wolfe, J. (2003). Moving students from personal to global awareness (Women of the World). Social Education, 67 (1): 44-6.

ERT ...

  • Everybody reads to find out why is it important to understand learning and cultural differences among students.

  • Everybody reads to figure out how teachers can incorporate multicultural and diverse cognitive strategies to teach to all students.

Teaching to All Students: Adapting social studies instruction to individual needs

  • Diagnosing Student Needs: Tutoring Examples

  • Understanding Students: Teaching and learning social studies

  • Student Learning

Tutoring Project Preparation:

Motivational Theory, Self-Regulation, Monitoring Study Habits, Reading Comprehension, & Test Taking Skills

Motivational Theory PowerPoint

Tutoring Project Begins (meets from 2:40 pm-3:45 pm)

 
Week 6

2/13

DUE: Examples of KWLs & Graphic Organizers

Readings: Martorella Text: Chapter 11

  • ERT find out about B-D-A reading techniques for promoting student comprehension of social studies.

  • ERT figure out how to use teacher techniques for scaffolding student strategies for readings and comprehending social studies.

    •

Continue Reading and the Social Studies

WWI Resources
Week 7

2/20

NCCSS Annual Conference

Koury Convention Center

Greensboro, NC

February 20-22, 2008

Questions for Cathy DUE

Readings: Martorella Text: Chapters 1-3

  • Everybody reads to find out what is social studies.

  • Everybody reads to figure out what does it mean to teach social studies and why it should be taught.

Conversations with Cathy: The Realities of Teaching Social Studies

  • Addressing Student Diversity & Needs

  • Professional Expectations

  • Challenges of Teaching
Week 8

2/27

Due: NCCSS Annual Conference Attendance Documentation

DUE: BDA Literature Plan

Readings: Martorella Text: Chapter 8

Reading ERT Questions for class (Chapter 8)

  • Everybody reads to find out how social studies skills promote effective citizenship.

  • Everybody reads to figure out strategies to access and interpret social studies information.

Visualization Strategies for Comprehending the Social Studies

  • Political Cartoons

  • How to "Read" Images

  • Graphic Organizers

Resources:
3/5  UNC Charlotte Spring Break--NO CLASS
Week 9

3/12

Readings: Martorella Text: Chapter 9

  • Everybody reads to find out strategies to use in the classroom that build social concern and citizenship through beliefs, attitudes and values.

  • Everybody reads to figure out how to best approach teaching and utilizing different beliefs, values and attitudes in a social studies classroom.

Readings: Online: Powerful Teaching & Learning in the Social Studies

  • ERT find out what does it mean to be an active or exemplary teacher.

  • ERT figure out how we can make learning social studies more powerful for our students.

Teaching with Primary Sources

Resources: The North Carolina Museum of History

 

CIVIL RIGHTS DOCUMENTATION PROJECT: http://www.congresslink.org/civilrights/index.htm

 

Resource: Document the American South http://docsouth.unc.edu/

Resources: Reference to materials using archaeology to meet various aspects of the North Carolina state standards in social studies, math, science, and language arts:

  • Intrigue of the Past: North Carolina’s First Peoples.  A Teacher’s Activity Guide for Fourth through Eighth Grades.  Compiled and edited by Margo L. Price, Patricia M. Samford, and Vincas P. Steponaitis.  Research Laboratories of Archaeology: UNC-Chapel Hill, 2001. 

  • Available on-line at: http://www.rla.unc.edu/lessons/.  

  • The specific Introduction for Educators is found at: http://www.rla.unc.edu/lessons/Front/L006.htm.

  • The materials originated with a project sponsored by the U.S. Bureau of Land Management, then adapted for North Carolina with the consultation of staff at the Center for Mathematics and Science Education at UNC.
Week 10

3/19

DUE: Primary Source & Research & Structured Analysis Guide

Readings: Martorella Text: Chapter 6

  • Everybody reads to find out what techniques can teachers use to engage students in learning.

  • Everybody reads to figure out what benefits do these techniques offer students.

Socratic Seminar

Seminar Resources

Here are the links to the complete lessons from which the sample texts I gave you came. I would caution you, though, about making any generalizations about the vast continent of Africa. As you know, there are about 53 different independent countries, thousands of ethnic groups with varying cultures, etc. Even within Kenya where the article was based, there would be a stark contrast between the rural area it speaks of and a bustling city like Nairobi where diverse ideas are exchanged regularly.

 
"Wife inheritance and the AIDS epidemic in Africa"

When an African man dies, it is the responsibility of his brother to inherit his widow. This has become a key factor in the spread of the AIDS virus. This plan looks at this tradition and the AIDS epidemic in African countries and students will discuss possible solutions in a Paideia seminar. By Greg Mitchell.

http://www.learnnc.org/lp/pages/hivinherit
 
"Change in a Democratic Society, Lesson 1 of 3"

This lesson will demonstrate how art can imitate society.  Students will learn about democracy in America through an examination of and a Paideia seminar on

 http://alpha.learnnc.org/lp/pages/SharynWest2112003254

 
Week 11

3/26

CCHS Spring Break

Clinical Work Release
Week  12

4/2

 Assessment Clinical Task Due

Readings:

  • Formative Assessment Article
  • Martorella Text: Chapter 14

Reading ERT Questions for class

  • Everybody reads to find out the purpose of grades, assessments, standards, and evaluations as tools to improve teaching and learning.

  • Everybody reads to figure out testing techniques that improve student learning.

Evaluating & Assessing Student Learning: Developing unbiased informal and formal assessments

Continuation of Assessment Issues

  • Paperwork & Documentation
  • Building a Gradebook
  • Creating an Assessment Plan for Evaluating Student Achievement
  • EOC Tests & Preparation

Designing Scoring Rubrics as a Form of Assessment. 

Rubric originates from the Latin word, rubrica, referring to the use of red earth (later, red ink) to mark something of significance.  Scoring rubrics are designed to indicate students' performance levels on separate element of quality.  Rubrics provide teachers with specific criteria for assessing student understanding, a tool for increasing the consistency of evaluation among teachers, and clear targets for instruction (Wiggins & McTighe, 2002).
Week 13

4/9

Clinical Work Due

Readings: Martorella Text: Chapter 7

  • Everyone reads to find out why it is important for teachers to make sure students understand the difference between concepts, facts, and generalizations and why they need to form hypotheses and use problem solving to resolve the questions that come up in social studies classes.
  • Everyone read to figure out how to teach students the difference between fact, concepts, and generalizations and how hypotheses are tested through research and problem solving.
    •

Discussion Questions

Collaborative Teaching Discussion

  • What are the benefits & limitations of collaborative instruction?
  • What are the management issues when implementing collaborative methods?
  • What are examples of collaborative teaching?

Teaching Strategies for Using Social Interaction

Simulations & Role-Playing

Why is it important for us to teach our students concepts, facts, and generalizations in Social Studies?

Inquiry Based Instructional Strategies: Promoting reflective inquiry: Developing and applying concepts, generalizations, and hypotheses

Inquiry Based Instructional Strategies

Problem Based Learning

General Strategies for Teaching Social Studies: Fostering citizenship competence

Geography (These strategies are for your reference.  If we have time, we will cover these later in the semester.)

GIS (Geographic Information Systems)

World's Population Link:

Predicting History: National Geographic Resource
Week  14

4/16

Readings:

  • Martorella Text: Chapters 4-5

Reading ERT Questions for class

  • Everybody reads to find out strategies for planning social studies instruction.

  • Everybody reads to figure out techniques for designing unit plans.

Instructional Planning

Thinking in Terms of Units

  • Begin with Standards
  • Select a Unit Theme or Topic
  • Define Content using NCSS Themes Analyzing Subject Matter Content
  • Identify Unit Goals
  • Scope & Sequence of Content
  • Determine Acceptable Evidence of Learning & Understanding
  • Developing Unit Strategies & Activities

Thoughts to Consider when Planning Units

  • How is the unit purpose, essential question, and core performance task interconnected?
  • Primary purpose of the unit should guide entire unit of study
  • Why is this worthy of study?  So what?
  • One essential question--topical questions that answer this EQ
  • Assessments measure learning outcomes (specifically objectives)
  • Connecting Assessments & Learning Outcomes
  • Types of assessments
  • Differentiation/Diversity (class make-up)
  • Determining overall unit grades
  • Don't include my directions other than headings for sections
  • Why redundancy? -- consistency and clarity; defining relationships

Designing Scoring Rubrics as a Form of Assessment. 

Rubric originates from the Latin word, rubrica, referring to the use of red earth (later, red ink) to mark something of significance.  Scoring rubrics are designed to indicate students' performance levels on separate element of quality.  Rubrics provide teachers with specific criteria for assessing student understanding, a tool for increasing the consistency of evaluation among teachers, and clear targets for instruction (Wiggins & McTighe, 2002).
Week 15

4/23

Teaching Unit Due

Student Teaching and Beyond: GUEST SPEAKER (TBA)

  • Anticipating Student Teaching: What should I expect?
  • Finding a Job: What are the expectations of a social studies teacher?
  • Informal Dialogues with student teacher(s) and CCHS teacher(s)

Course Reflections and Evaluations

  • Formal COURSE EVALUATIONS

Reflections on Clinical Experiences: Lessons Learned & Experiences Gained

 
4/30

Reading Day--NO CLASS
Week 16

Final Exam

5/7

 Tutoring Reflections Due

Final Exam 1:00 to 3:45 pm at CCHS

Last Tutoring Day at CCHS 

Miscellaneous Topics: Sum up semester topics, reflections on clinical experiences, evaluation of tutoring project, informal course evaluations

 

 

Archived Announcements:

OLD Archived Announcements--Spring 2008

IMPORTANT Dates--

    January 11- Cancellation for non-payment (1st instructional day- this is different than in prior terms)
    January 18 - Deadline to add/drop/or register for a class (8th instructional day)
    January 23- Official Census (10th instructional day)

Reading Guide for 2nd Reading Due 1/23: For Chapter 12 Reading only complete first page of the reading guide handout.  You should use 1 reading guide (or one page) for each week's reading.

 

Momodou Mambouray will be on campus Thursday, January 24, 4-5 p.m. in the Dean's Conference Room (COED 205)  to share information about the Teachers for Africa Program.

 

The Edublogger: http://theedublogger.edublogs.org

Possibly the most useful blog you'll ever visit, and written by multi-Edublog Award nominee Sue Waters, The Edublogger covers everything from giving your blog a makeover to adding photos to your site, playing with widgets and much much more. It's an education!

 

Reading Guide for 1st Reading Due 1/16.  There are two readings.  You will complete only one reading guide and include information from both readings.  Please note which information goes with each reading. 

 

History gets a hand
 As history classes in many schools are being curtailed in favor of reading and math courses, 40 U.S. schools are involved in a program, sponsored by the Gilder Lehrman Institute of American Studies in New York City, under which participating students take a U.S. history class every year, with the rigorous coursework emphasizing exploration and research rather than rote memorization. Education Week (premium article access compliments of Edweek.org) (1/8)

 

Read before class on 1/9/08

Class will meet at Central Cabarrus High School.  Our first class meeting is a regular school day.  We will meet in at the front of the school by the main office at 1:00 pm.  You can park by the tennis courts on the first day.  Once you arrive, I will show you where to park for all future classes, give you a brief school tour, and take you to our classroom (Room 214).

 

Class Cancelled for Wednesday, Jan. 30, 2008.  Please follow this link for class assignments and activities: Web-based Instruction and Assignments.  Technology integration lessons are due as scheduled.  Email final lessons to Dr. Heafner by 1:00 pm. 

 

Helpful Blogging Resource:

The Edublogger: http://theedublogger.edublogs.org
Possibly the most useful blog you'll ever visit, and written by multi-Edublog Award nominee Sue Waters, The Edublogger covers everything from giving your blog a makeover to adding photos to your site, playing with widgets and much much more. It's an education!

 

CELEBRATE AFRICAN AMERICAN LITERACY WITH A READ-IN
As Black History Month begins, communities are urged to make literacy a significant part of all celebrations by hosting or coordinating Read-Ins. Hosting a Read-In can be as simple as bringing together friends and family to share a book, or as extravagant as arranging public readings and media presentations that feature professional African American writers. The goal of Black History Month is a noble one, and is tied closely to that of the Read-Ins, which is to make the celebration of African American literacy a traditional part of all February activities.
http://www.ncte.org/prog/readin/107901.htm

 

 

Job Title: 
National Teaching Fellowship

Description: 
Citizen Schools seeks a diverse cohort for its National Teaching Fellowship, a unique, competitive, two-year professional and leadership development program. Fellows engage in a diverse range of experiences and hands-on learning opportunities with other young adults of varied backgrounds who have the potential to become strong educators and community builders. The Fellowship includes service as a Team Leader in a Citizen Schools after school program, professional development in partnership with a community organization, and the opportunity to enroll in a pioneering Master's in Education program with a specialization in out-of-school time learning.

Teaching Fellows leave our program with dynamic written and verbal communication skills, the ability to engage students and adults in powerful programs, enhanced professional skills, and a resume that underscores their emergence as new leaders in education reform as well as in youth and community development.****

****The deadline to apply for the National Teaching Fellowship position to 2/25/08. Students must have NinerJobNet access to apply for the position. If students do not have access, they can attend an orientation session at the Career Center or complete the orientation on-line. The pre-select date for the employer is 2/26/08 and the interviews will be conducted on 2/28/08. Please advise the students to check their emails periodically for an interview invite decision from the employer. Since we are working with a quick turn around, the applicants should check their emails often.

 

Please follow this link for class assignments and activities DUE 2-13-08: Web-based Instruction and Assignments on Strategic Reading in the Social Studies. 

CIVIL RIGHTS DOCUMENTATION PROJECT: http://www.congresslink.org/civilrights/index.htm

Tutoring Resources:

 

MODIFIED CLASS MEETING TIME FOR MARCH 12th:  For class today, we will only be meeting to conduct the tutoring program at Central Cabarrus High School.  Our class will officially start at 2:30 pm in Mrs. Averell's room.  Cathy Averell will be taking care of helping you get organized and assigned to your student/s for tutoring.  She will also be taking attendance today.

As for a couple of details, please email your lesson plan revisions to me by next week as planned.  I also ask you that you move forward with the primary source assignment for next week.  There is information on the class website for 3/12 that will guide you through a primary source analysis model.  We have also been discussing how to read primary sources.  Think back to our last lesson on political cartoons before break.  What you will want to do for this task is locate a primary source that aligns with NCSCOS and NCSS standards, develop and instructional purpose for teaching with this primary source, and then design a structured analysis of that specific primary source.  You will need to make sure that you provide contextual information about the primary source and scaffold student reading of the primary source.  Don't forget to use Before, During and After reading intervention strategies to help students make sense and interpret the primary source.  Think about our inference activity we did with Patrick Henry.  Please email your assignment to me by class time next Wednesday.  I feel confident that you will do well on this task.  If you have questions email me.

Also, I need to know if you can make the following alternative class meeting fit your schedule.  If we can commit to this very helpful learning experience, I will make adjustments in our schedule as noted in green below.  Please confirm your commitment by the end of this week.  Again, we all must agree to this change to make the time compensation possible.    

Professional Development Opportunity

Thursday, April 3 from 5 to 8 p.m., Content-area Literacy Staff Development Night at Crossroads Charter High School, which is 5 minutes from campus.  Interest?  If everyone is interested, we will meet for class on this date in lieu of class on 4/9 and our final exam.  We will still have tutoring obligations on 4/9 but we will eliminate  our final exam meeting time on 5/7.  Our class meeting will then finish on April 23rd. 

 

 

Professional Development Opportunity

Thursday, April 3 from 5 to 8 p.m., Content-area Literacy Staff Development Night at Crossroads Charter High School, which is 5 minutes from campus.  Interest?  If everyone is interested, we could meet for class on this date and eliminate class on 4/9 but we would still have tutoring obligations on 4/9.  We could also entertain the idea that this could be our "final exam" meeting time and not meet on 4/30 or 5/7.  What are your thoughts?  Let's discuss this on 3/12.

 

Lesson Plan Revisions Due by March 19 [optional-- only if you are NOT satisfied with your grade]

Scholarships and Fellowship Opportunities

The College of Education has a new website about scholarships and loans for teacher education students http://education.uncc.edu/coe/finaid    There is a new application form on the site for most of the scholarships offered by the College of Education.  Please check out the site and see if you qualify for any of these scholarships!!  Applications are due by March 10, 2008.

Discuss Final Exam Meeting Date: April 30 or May 7

 

Due to health issues, Dr. Heafner will not be able to complete face to face class meetings beginning March 12.  Modifications have been made to the Class meeting agenda.  Follow the link for details of changes.  Dr. Heafner will continue to grade course assignments and communicate via email.  Guest instructors will be completing the face to face course instruction as planned by Dr. Heafner.

 

Required Professional Development for Content Area Literacy Strategies: Detailed information and directions can be found at this link: Thursday, April 3 from 5:30 pm to 7 p.m., Content-area Literacy Staff Development Night at Crossroads Charter High School

 

CLINICAL EVALUATION FORMS ONLINE-- This is for your CT to complete as part of the clinical requirement.  An email was sent to you by Emily Stephenson Green concerning the “Spring 2008 Clinical Experience Information” questionnaire.  Your CT will complete his/her evaluation of you online using TK20.  Please read the information carefully and share with your CT.  You are REQUIRED to submit your CT's email in TK20 by April 4, 2008.  For information click here.

 

Tutoring Forms to Be Completed in Class on 4-16-08: Click Here