University of Redlands

Online/Remote Instruction Resources

These resources are to support teacher candidates in the transition to online/remote instruction. They serve as examples, guides, and tools to help you create your units of instruction.

Keep in mind:

  • There is no one right way to instruct online/remotely. Make it creative, personal, and appropriate to your discipline. 
  • Your instruction does not have to be perfect. Just as you were working to master instruction in the classroom, you will be gaining experience in instructing online/remotely. You will learn along the way through trial and error and improve as you keep working.  

By creating these units, you will gain valuable skills including: 

  • The ability to work with new tools that can be implemented in the classroom. 
  • Knowledge of technology and how it can be incorporated into your discipline.
  • How to react to unexpected situations, which will help you to be a dynamic, adaptable teacher. 
  • How to be a creative problem solver.
  • Knowledge of how to use a variety of methods to provide instruction to different kinds of learners. 

The University of Redlands has not evaluated the following resources nor do we have information regarding their success rate. The resources are not endorsed by the University of Redlands. They are provided here for your research and exploration.

 

"Units of Instruction" Components & Resources

1. Video Providing Instruction

Record a video of yourself presenting instruction using your phone or computer. Be creative with how you present yourself and your material. 

Examples

- World War II Lesson, we see the instructor speaking with video clips and images integrated. 

- Lunch Doodle with Mo Williams, the artist guides you through drawing activities and illustrating books. 

- Yay Math, math teacher using a whiteboard in the background.

- Storyline Online, examples of children's books being read while incorporating images from the book into the video. 

- Telling time in Spanish, using EdPuzzle. This is a good tool for supplemental visuals. 

- How to Balance Chemical Equations, science lesson using a "digital whiteboard." This could be done by using a program like Microsoft Paint and screen recording while you write. This is another idea for a supplemental visual. 

Tools

- PowerPoint, Record a narrated presentation. 

- EdPuzzle, A free tool that integrates with YouTube and allows you to embed analytical questions within their video content. Students can’t advance the video without answering the question. 

- iMovie, Free with Mac computers, contains video recording and editing software. 

- Phone apps, Look for a phone app to help you record and edit your videos. 

2. Written Lesson Plan

Use the lesson planning skills you have already developed in your coursework. You can continue to create lesson plans the way you have in your current placement. 

Content Ideas

Creative Assignments for Teaching at a Distance

- America's President's, National Portrait Gallery

- Lessons with Legos

- Khan Academy

- TED Talks

- Young People's Guide to Self Portraiture 

3. Activities that will Engage Students

Develop an activity to engage students with the content you are teaching. 

Ideas

Google Drawings - (Chrome tool) - Free web-based diagramming software that allows users to collaborate and work together in real-time.

- Google Earth Tours of National Parks

- Virtual Field Trip to a Museum

- Virtual concerts, plays, and museums

- Coloring Books from Museums

- Bubbl, online visual tool for brainstorming.

- Kahoot, engaging multiple-choice formative assessment tool, which can be synchronous or asynchronous. 

- Free Jeopardy game maker

- PhET, interactive simulations for science and math.

- Virtual science lab apps

Microsoft Office

All Redlands students have access to the Microsoft Office tools through their MyRedlands portal. Download the apps here

Frequently Asked Questions

Video

Q: Is there a length requirement for the video component? 

A: There is no length requirement. It should be appropriate to the topic being instructed.

 

Q: What should be presented in the video? 

A: This will also vary depending on your topic. It should include video of yourself instructing or could be yourself talking over visual material (such as a PowerPoint presentation). It can have images/slideshow as visuals to supplement what you are teaching. Think creatively on how to best convey the topics you want to teach. We will have resources to share will all students soon.

 

Q: Who is my target audience? Do I pretend I am speaking in front of my students or do I address the camera directly? 

A: Your target audience is your students. Keep in mind their demographics and needs. If you have students in need of accommodations, consider how to meet their needs still. You can either pretend to be instructing them or address the camera directly, either is fine. This may also vary depending on the topic you are instructing.

 

Lesson plans

Q: How detailed should my lesson plans be? 

A: Please seek guidance on this from your Cooperating Teacher and/or University Supervisor. You should build on the lesson planning skills you have already learned in your courses.

 

Q: If I am a multiple subject student, do I need to submit (for one unit of instruction) a whole day’s lesson or just one subject? 

A: You will focus on one subject for each unit of instruction. This may vary though if the lesson you are teaching spans multiple subjects as sometimes happens. However, you do not need to replicate an entire day’s schedule into a single unit. You should create units covering a variety of subjects though. So for example, if you create 5 units, they should cover 5 different subjects (such as Math, Science, Social Science, Art, English).

 

Activity

Q: Can my activity be written in my lesson plan? Or do I have to submit a separate document for my activity? 

A: Either way is fine as long as it is clear to the University Supervisor reviewing your unit. If it is shared with K-12 students it should be clear how they would access the activity.

 

Other questions

Q: Who do I submit the units of instructions to? 

A: Your Cooperating Teacher, if available, and your University Supervisor. See more info on this in the March 25, 2020 Memos to Student Teachers and Teaching Interns.

 

Q: Is there a deadline for when all the units are due? 

A: There is no deadline. Just like everyone’s end dates for student teaching/teaching internship were varied, this too will be varied. When you finish may also depend on how you are working with your Cooperating Teacher and/or University Supervisor. Grades will be initially posted for the student teaching courses (with Dinh and Natalie as the instructors) two weeks after the spring semester ends (this is per University Catalog policy). If you have not finished all your units by then, that is okay. Grades will be updated to Credit once you have completed everything. Feel free to email your academic advisor when you submitted everything to Moodle and we will review your work.

 

COVID-19 Memos from the Office of Student Success

March 25, 2020 - Attention: Current Student Teacher

Dear Spring 2020 Student Teachers, 

We recognize that COVID-19 has caused a tremendous amount of anxiety regarding the completion of your fieldwork hours and program requirements. We know that you have had a lot of questions which you have been patiently waiting to be answered. We appreciate the strength and patience you have demonstrated during this unique time and are impressed with your dedication to continually serve your students. This email will outline updates we have received from CTC and provide a framework for how you can complete your fieldwork hours this semester. Additionally, we wanted to send a message to you directly so please watch this video greeting from Dinh and Natalie

CTC has provided guidance regarding Clinical Practice Fieldwork and a FAQ page. Please also see the attached slides which were shared by CTC to our Dean. The main question we were all waiting on was whether or not online instruction would count as fieldwork hours now that school sites have closed. CTC has confirmed that online instruction, remote instruction, instruction from an alternative location, virtual reality and/or simulation teaching can all be considered fieldwork hours. 

With that update, we have developed a framework to guide each of you to complete your fieldwork hours this semester. We understand that each teacher candidate's access to technology and the internet varies and as well as access for your K-12 students. Our framework is intended to be flexible to fit each of your situations. However, please contact your academic advisor for advice if you are unsure how to complete your specific hours.

Guidance for online/remote instruction

All teacher candidates may use online/remote instruction to fulfill their remaining fieldwork hours. We have established guidelines for how much online/remote instruction you need to complete. We are referring to this as "units of instruction." There is flexibility in what can constitute a unit of instruction as we know that many of you are already creating online/remote content per the guidance of your district and/or Cooperating Teacher. We also know that some of you are in districts that cannot or plan to not provide online/remote instruction. For these students, please follow along with the units of instruction guidelines we are providing here. 

Units of Instruction

Below is a description of one unit of instruction. One unit of instruction can be used as a "day" of student teaching and for "University Supervisor visits.” One unit of instruction should include: 

  1. A video of the teacher candidate providing instruction. 
  2. A written lesson plan. 
  3. An activity or description of an activity that will engage the students.

What if my district/school site is not using online/remote instruction for the students? We understand that not all K-12 students have access to online instruction. Regardless of your K-12 student’s access, creating online teaching content can still be used to complete your remaining fieldwork hours. We hope that the content created by our teacher candidates can benefit K-12 students learning from home while school are closed, however, student access to your teaching content is not a determining factor for counting your hours. Creating the content will be a valuable experience in itself and will count as hours. 

My district is providing online/remote instruction and the format does not match the unit of instruction parameters above. What should I do? Please share with your University Supervisor what you have already created and/or will be creating. They can work with you to determine if the workload matches the units of instruction parameters above. 

What if I do not have access to the internet or tools to create online/remote content? Please contact your academic advisor for individual support. 

Guidance for Student Teachers

Please complete this survey so that we are aware of the progress you had made during student teaching prior to schools closing. 

In the survey, you will self-identify how many days of student teaching you have left to complete. According to the online/remote guidance above, please complete a "unit" of instruction for each day that you had left to complete. For example, if you have completed 50 days of student teaching, you will need to create 20 units of instruction. These units will be shared with your University Supervisor and, if possible, your Cooperating Teacher for feedback.

Cooperating Teacher Support

We understand that the amount and type of support that Cooperating Teachers can provide during this time will vary. A communication will be sent to them informing them of the unit of instruction guidance and asking them to support you however they can/see fit. If your Cooperating Teacher is unable to support you, please rely on your University Supervisor.

University Supervisor Observations

All teacher candidates will continue to be supported by their University Supervisors. Student Teachers still need to complete 7 observations. University Supervisors will review your units of instruction and provide feedback via the Observation Form. Please coordinate with your individual supervisor how they would prefer to receive your units of instruction and establish a schedule in sending the units and receiving fieldwork. We trust your judgment and the guidance of your supervisor in coordinating this. 

We recommend using tools use as SharePoint, OneDrive, and YouTube to share your units. All Microsoft tools are free for student to use and accessible via MyRedlands.

Submitting Fieldwork Forms

Your student teaching course Moodles will continue to be utilized. This is where you will submit all fieldwork forms at the conclusion of your student teaching assignment. Here is what you will submit: 

  • Individualized Development Plan - we encourage all students to update their IDP to reflect how their goals have/will change due to the switch to online/remote instruction. 
  • Self-Evaluation - complete both evaluations to the best of your ability. We recognize that all CSTPs may not be observed due to the switch to online/remote instruction. 
  • Development Evaluation - complete all four evaluations with feedback from your Cooperating Teacher (as available) and your University Supervisor to the best of everyone’s ability. Again, we recognize that not all CSTPS may be observable.  
  • University Supervisor Observation Form - receive 7 observations forms from the University Supervisor.

CalTPA and TPE Portfolio

All questions from Multiple Subject and Single Subject teacher candidates regarding the CalTPA Cycles should be directed to Dr. Greg Hamilton, CalTPA Coordinator, at greg_hamilton@redlands.edu

All questions from EDSP teacher candidates regarding the TPE Portfolio should be directed to Dr. Mikela Bjork at mikela_bjork@redlands.edu

Lastly, we want to ensure each of you that our goal is to support your completion of student teaching this semester so that you can receive your Preliminary Credential and secure a teaching position for the 2020-2021 school year. Please see information on the Preliminary Credential Recommendation process. For those of you who still need to pass the RICA exam, we have study resources available. 

 

Sincerely, 

Office of Student Success

March 25, 2020 - Attention: Current Teaching Interns

Dear Spring 2020 Teaching Interns, 

We recognize that COVID-19 has caused a tremendous amount of anxiety regarding the completion of your fieldwork hours and program requirements. We know that you have had a lot of questions which you have been patiently waiting to be answered. We appreciate the strength and patience you have demonstrated during this unique time and are impressed with your dedication to continually serve your students. This email will outline updates we have received from CTC and provide a framework for how you can complete your fieldwork hours this semester. Additionally, we wanted to send a message to you directly so please watch this video greeting from Dinh and Natalie.

CTC has provided guidance regarding Clinical Practice Fieldwork and a FAQ page. Please also see the  CTC’s COVID-19 updates page. The main question we were all waiting on was whether or not online instruction would count as fieldwork hours now that school sites have closed. CTC has confirmed that online instruction, remote instruction, instruction from an alternative location, virtual reality and/or simulation teaching can all be considered fieldwork hours. 

With that update, we have developed a framework to guide each of you to complete your fieldwork hours this semester. We understand that each teacher candidate's access to technology and the internet varies and as well as access for your K-12 students. Our framework is intended to be flexible to fit each of your situations. However, please contact your academic advisor for advice if you are unsure how to complete your specific hours.

Guidance for online/remote instruction

All teacher candidates may use online/remote instruction to fulfill their remaining fieldwork hours. We have established guidelines for how much online/remote instruction you need to complete. We are referring to this as "units of instruction." There is flexibility in what can constitute a unit of instruction as we know that many of you are already creating online/remote content per the guidance of your district and administration. We also know that some of you are in districts that cannot or plan to not provide online/remote instruction. For these teacher candidates, please follow along with the units of instruction guidelines we are providing here. 

Units of Instruction

Below is a description of one unit of instruction. One unit of instruction can be used for a "University Supervisor visit." One unit of instruction should include: 

  1. A video of the teacher candidate providing instruction. 
  2. A written lesson plan. 
  3. An activity or description of an activity that will engage the students.

What if my district/school site is not using online/remote instruction for the students? We understand that not all K-12 students have access to online instruction. However, creating online teaching content can still be used to complete your remaining fieldwork hours. We hope that the content created by our teacher candidates can benefit K-12 students learning from home while school are closed, however, student access to your teaching content is not a determining factor for counting your hours. Creating the content will be a valuable experience in itself and will count as hours. 

My district is providing online/remote instruction and the format does not match the unit of instruction parameters above. What should I do? Please share with your University Supervisor what you have already created and/or will be creating. They can work with you to determine if the workload matches the units of instruction parameters above. 

What if I do not have access to the internet or tools to create online/remote content? Please contact your academic advisor for individual support. 

Guidance for Teaching Interns

Please complete this survey so that we are aware of the progress you had made during teaching internship prior to schools closing. 

In the survey, you will self-identify how many days of your teaching internship you had left to complete as well as how many observations you had left to complete with your University Supervisor. According to the online/remote guidance above, please complete a "unit" of instruction for each observation you had left to complete. For example, if you have completed 10 observations with your University Supervisor, you will need to create 8 units of instruction. These units will be shared with your University Supervisor for feedback.

University Supervisor Observations

All teacher candidates will continue to be supported by their University Supervisors. Teaching Interns still need to complete 18 observations. University Supervisors will review your units of instruction and provide feedback via the Observation Form. Please coordinate with your individual supervisor on how they would prefer to receive your units of instruction and establish a schedule in sending the units and receiving fieldwork. We trust your judgment and the guidance of your supervisor in coordinating this. 

We recommend using tools use as SharePoint, OneDrive, and YouTube to share your units. All Microsoft tools are free for student to use and accessible via MyRedlands.

Submitting Fieldwork Forms

Your internship course Moodles will continue to be utilized. This is where you will submit all fieldwork forms at the conclusion of your internship. Here is what you will submit: 

  • Individualized Development Plan - we encourage all students to update their IDP to reflect how their goals have/will change due to the switch to online/remote instruction. 
  • Self-Evaluation - complete both evaluations to the best of your ability. We recognize that all CSTPs may not be observed due to the switch to online/remote instruction. 
  • Development Evaluation - complete all four evaluations with feedback from your University Supervisor to the best of everyone’s ability. Again, we recognize that not all CSTPS may be observable. 
  • University Supervisor Observation Form - receive 18 observations forms from the University Supervisor.
  • Intern Mentor Log – please log what hours you were able to complete with your district-assigned mentor. If it okay if you were not able to log the recommended hours prior to school closing. 

CalTPA and TPE Portfolio

All questions from Multiple Subject and Single Subject teacher candidates regarding the CalTPA Cycles should be directed to Dr. Greg Hamilton, CalTPA Coordinator, at greg_hamilton@redlands.edu

All questions from EDSP teacher candidates regarding the TPE Portfolio should be directed to Dr. Mikela Bjork at mikela_bjork@redlands.edu

Lastly, we want to ensure each of you that our goal is to support your completion of teaching internship this semester so that you can receive your Preliminary Credential to work under for the 2020-2021 school year. Please see information on the Preliminary Credential Recommendation process. For those of you who still need to pass the RICA exam, we have study resources available. 

 

Sincerely, 

Office of Student Success

March 26, 2020 - FAQ: Units of Instruction (Student Teachers)

Good Afternoon Student Teachers,

This email is a follow up to the previous communication sent on 3/25/20 to student teachers in regards to completing fieldwork hours via online/remote instruction. We want to provide further guidance creating and submitting your units of instruction.

 

Specifics of the Units of Instruction

The end product of each unit of instruction will look different depending on your individual discipline. Your units will also vary depending on guidance from your Cooperating Teacher/district. The format is flexible. There is no one right answer to this. Just as you have been learning through trial and error in the classroom, creating online instruction will be no different. Each unit should include all of the following elements:

  1.  1. A video of the teacher candidate providing instruction. 
  2. 2. A written lesson plan. 
  3. 3. An activity or description of an activity that will engage the students.

 

The specifics of each component (i.e. video length, lesson plan length/format, nature of the activity, etc.) will vary depending on what subject/topic you are providing instruction on. The specifics should be appropriate to the topic and your field. Consider the learning outcomes of your lesson and if the material that you are creating will allow students to meet those outcomes.

Here are some questions that we have received recently (see the answers in red):

  • Video
    • - Is there a length requirement for the video component? There is no length requirement. It should be appropriate to the topic being instructed.
    • - What should be presented in the video? This will also vary depending on your topic. It should include video of yourself instructing or could be yourself talking over visual material (such as a PowerPoint presentation). It can have images/slideshow as visuals to supplement what you are teaching. Think creatively on how to best convey the topics you want to teach. We will have resources to share will all students soon.
    • - Who is my target audience? Do I pretend I am speaking in front of my students or do I address the camera directly? Your target audience is your students. Keep in mind their demographics and needs. If you have students in need of accommodations, consider how to meet their needs still. You can either pretend to be instructing them or address the camera directly, either is fine. This may also vary depending on the topic you are instructing.
  • Lesson plans
    • - How detailed should my lesson plans be? Please seek guidance on this from your Cooperating Teacher and/or University Supervisor. You should build on the lesson planning skills you have already learned in your courses.
    • - If I am a multiple subject student, do I need to submit (for one unit of instruction) a whole day’s lesson or just one subject? You will focus on one subject for each unit of instruction. This may vary though if the lesson you are teaching spans multiple subjects as sometimes happens. However, you do not need to replicate an entire day’s schedule into a single unit. You should create units covering a variety of subjects though. So for example, if you create 5 units, they should cover 5 different subjects (such as Math, Science, Social Science, Art, English).
  • Activity
    • - Can my activity be written in my lesson plan? Or do I have to submit a separate document for my activity? Either way as fine as long as it is clear to the University Supervisor reviewing your unit. If it is shared with K-12 students it should be clear how they would access the activity.
  • Other questions
    • Who do I submit the units of instructions to? Your Cooperating Teacher, if available, and your University Supervisor. See more info on this below.
    • Is there a deadline of when all the units are due? There is no deadline. Just like everyone’s end dates for student teaching was varied, this too will be varied. When you finish may also depend on how you are working with your Cooperating Teacher and/or University Supervisor. Grades will be initially posted for the student teaching courses (with Dinh and Natalie as the instructors) two weeks after the spring semester ends (this is per University Catalog policy). If you have not finished all your units by then, that is okay. Grades will be updated to Credit once you have completed everything. Feel free to email your academic advisor when you submitted everything to Moodle and we will review your work.

 

Online/Remote Instruction Resources

We recognize the challenges that comes with transferring your instruction online/remotely. This is a challenge being faced by educators worldwide. We are working to gather online resources and creating a FAQ page that will exist online. We will notify you once this page is available.

 

Submitting Units of Instruction

Please work with your Cooperating Teacher (if available) to share your instruction with students (if possible) and to receive feedback.

Your units will be submitted to your University Supervisor as well. Please work with your University Supervisors to determine the best way to submit the units to them. You can use a cloud service like OneDrive to organize your units into folders and sites like YouTube to upload videos for easy viewing. You can set the video to “unlisted” so that only those with the video link have access it to. There are other platforms such as Google Classroom, which many districts are choosing to use, which can absolutely be utilized. Your University Supervisor will provide feedback to you via the Observation form. Their feedback may be specific to a single unit rather than all the units just as their visits to your classroom focused on the lessons you were teaching that day. You will work with them individually to determine what they will review.

 

Verifying Completion of all Units of Instruction

Please complete the progress survey, if you have not already, so that we know how many days you each completed prior to schools closing. University Supervisors will be the ones checking to make sure you have created the correct amount of units to complete your fieldwork hours.

We are creating a new form that University Supervisors will fill out to verify that you have completed all your units. You will submit this form at the end of your student teaching to Moodle along with all your other forms. We will let you know when this form is available.  

Additionally, each student will submit one sample unit to Moodle which will be saved in your student file for documentation. A new submission portal will be created in Moodle so that you can submit it there. The submission portal will be able to accept a variety of submission types such as documents, videos, links to a folder in OneDrive, a link to Google Classroom, etc. as a way of submitting your unit.

 

Here is a recap of what you can expect to come next:

  • - Online/Remote Instruction Resource webpage (will include a FAQ section)
  • - Unit Verification form for University Supervisors
  • - Updates to Moodle to reflect the new Unit Verification form
  • - An assignment portal on Moodle where you can submit a sample unit

 

Best Regards, 

Natalie

March 26, 2020 - FAQ Units of Instruction (Teaching Interns)

Good Afternoon Teaching Interns,

This email is a follow up to the previous communication sent on 3/25/20 to teaching interns in regards to completing fieldwork hours via online/remote instruction. We want to provide further guidance creating and submitting your units of instruction.

 

Specifics of the Units of Instruction

The end product of each unit of instruction will look different depending on your individual discipline. Your units will also vary depending on guidance from your administration/district. The format is flexible. There is no one right answer to this. Just as you have been learning through trial and error in the classroom, creating online instruction will be no different. Each unit should include all of the following elements:

  1.  1. A video of the teacher candidate providing instruction. 
  2. 2. A written lesson plan. 
  3. 3. An activity or description of an activity that will engage the students.

 

The specifics of each component (i.e. video length, lesson plan length/format, nature of the activity, etc.) will vary depending on what subject/topic you are providing instruction on. The specifics should be appropriate to the topic and your field. Consider the learning outcomes of your lesson and if the material that you are creating will allow students to meet those outcomes.

Here are some questions that we have receive recently (see the answers in red):

  • Video
    • - Is there a length requirement for the video component? There is no length requirement. It should be appropriate to the topic being instructed.
    • - What should be presented in the video? This will also vary depending on your topic. It should include video of yourself instructing or could be yourself talking over visual material (such as a PowerPoint presentation). It can have images/slideshow as visuals to supplement what you are teaching. Think creatively on how to best convey the topics you want to teach. We will have resources to share will all students soon.
    • - Who is my target audience? Do I pretend I am speaking in front of my students or do I address the camera directly? Your target audience is your students. Keep in mind their demographics and needs. If you have students in need of accommodations, consider how to meet their needs still. You can either pretend to be instructing them or address the camera directly, either is fine. This may also vary depending on the topic you are instructing.
  • Lesson plans
    • - How detailed should my lesson plans be? Please seek guidance on this from your University Supervisor. You should build on the lesson planning skills you have already learned in your courses and how you have already been writing them for your classroom.
    • - If I am a multiple subject student, do I need to submit (for one unit of instruction) a whole day’s lesson or just one subject? You will focus on one subject for each unit of instruction. This may vary though if the lesson you are teaching spans multiple subjects as sometimes happens. However, you do not need to replicate an entire day’s schedule into a single unit. You should create units covering a variety of subjects though. So for example, if you create 5 units, they should cover 5 different subjects (such as Math, Science, Social Science, Art, English).
  • Activity
    • - Can my activity be written in my lesson plan? Or do I have to submit a separate document for my activity? Either way as fine as long as it is clear to the University Supervisor reviewing your unit. If it is shared with K-12 students it should be clear how they would access the activity.
  • Other questions
    • - Who do I submit the units of instructions to? Your students, if possible, should have access to the instruction you create and your University Supervisor. See more info on this below.
    • - Is there a deadline of when all the units are due? There is no deadline. Just like everyone’s end dates for student teaching was varied, this too will be varied. When you finish may also depend on your school district’s schedule and number of visits left with your University Supervisor. Grades will be initially posted for the internship courses (with Dinh and Natalie as the instructors) two weeks after the spring semester ends (this is per University Catalog policy). If you have not finished all your units by then, that is okay. Grades will be updated to Credit once you have completed everything. Feel free to email your academic advisor when you submitted everything to Moodle and we will review your work.

 

Online/Remote Instruction Resources

We recognize the challenges that comes with transferring your instruction online/remotely. This is a challenge being faced by educators worldwide. We are working to gather online resources and creating a FAQ page that will exist online. We will notify you once this page is available.

 

Submitting Units of Instruction

Please work with your administration to share your instruction with students (if possible) and to receive feedback.

Your units will be submitted to your University Supervisor as well. Please work with your University Supervisors to determine the best way to submit the units to them. You can use a cloud service like OneDrive to organize your units into folders and sites like YouTube to upload videos for easy viewing. You can set the video to “unlisted” so that only those with the video link have access it to. There are other platforms such as Google Classroom, which many districts are choosing to use, which can absolutely be utilized. Your University Supervisor will provide feedback to you via the Observation form.

 

Verifying Completion of all Units of Instruction

Please complete the progress survey, if you have not already, so that we know how many days you each completed prior to schools closing. University Supervisors will be the ones checking to make sure you have created the correct amount of units to complete your fieldwork hours.

We are creating a new form that University Supervisors will fill out to verify that you have completed all your units. You will submit this form at the end of your student teaching to Moodle along with all your other forms. We will let you know when this form is available.  

Additionally, each student will submit one sample unit to Moodle which will be saved in your student file for documentation. A new submission portal will be created in Moodle so that you can submit it there. The submission portal will be able to accept a variety of submission types such as documents, videos, links to a folder in OneDrive, a link to Google Classroom, etc. as a way of submitting your unit.

 

Here is a recap of what you can expect to come next:

  • - Online/Remote Instruction Resource webpage (will include a FAQ section)
  • - Unit Verification form for University Supervisors
  • - Updates to Moodle to reflect the new Unit Verification form
  • - An assignment portal on Moodle where you can submit a sample unit

 

Best Regards, 

Natalie

 

CTC COVID-19 Information

See information from CTC regarding COVID-19 here