| CONTEXT |
THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES: |
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Principle
#1
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Principle
#2
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Principle
#3
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Principle
#4
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Principle
#5
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Principle
#6
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Principle
#7
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Principle
#8
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Principle
#9
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Principle
#10
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Content Knowledge; Tools of Inquiry
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Intellectual, Social, & Personal, Develop.
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Adaptation to
Diverse Learners
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Instruct’l Strategies: Critical Thinking, Prob. Solv. Skills
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Active
Indiv/Grp. Engagem. In Learning Commun.
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Verbal, Non-verbal, & Media Communic.
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Planning: Knowledge of Content, Students & Curr. Goals
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Formal
and Informal Assessment
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Reflective Practitioner/
Seeks Prof. Growth
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Fosters Relationsh. w/Colleag.& Commun.
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CHAPTER 1: CLASSROOM EVENTS
Teaching New Concepts and Skills
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Urban High School
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Case 1: A Major Overhaul - A teacher rethinks an English lesson when his students can’t complete their homework assignment. |
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X
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X
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X
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XX
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X
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X
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X
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Urban High School
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Case 2: Breaking the Barrier - After a few failed attempts, a teacher finally sparks his students’ interest in Dante. |
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X
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X
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X
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XX
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X
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X
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X
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Urban High School
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Case 3: One Struggle After Another - A teacher struggles to teach Romeo and Juliet.
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African-American
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X
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X
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X
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XX
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X
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X
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X
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X
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Teaching With Minimal Content Knowledge
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Latino High School
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Case 4: Saved From Burnout - A teacher with limited content knowledge uses her vacation to develop future lesson plans.
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X
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X
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X
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X
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X
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XX
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X
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X
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Teaching With Nontraditional Activities
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Urban High School
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Case 5: Descent From Innocence - A science class becomes chaotic as a result of insufficient preparation for group laboratory tasks. |
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X
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X
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X
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XX
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X
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X
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The Passion of Teaching
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Urban High School
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Case 6: A Semester of Teaching Reading and Writing: A Teacher Trainee’s A+ Lesson - A teacher recounts how he motivated previously unsuccessful students to read and enjoy good literature. |
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X
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XX
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X
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X
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X
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X
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| CONTEXT |
THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES: |
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CHAPTER 2: INTERACTION WITH STUDENTS
Pitfalls of a Peer Relationship
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Urban High School
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Case 7: The Breaking Point - A teacher learns the hard way that students need an authority figure, not just a friend.
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X
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XX
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X
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X
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Urban High School
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Case 8: Painful Growth - Attempting to subdue an unruly class, a teacher shows her "human" side, which made things worse. |
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X
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X
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X
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XX
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X
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Foul Language
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Urban High School
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Case 9: Classroom Trouble - A teacher improves his "discipline techniques" after a constructive experience with a challenging student. |
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X
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X
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X
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XX
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X
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X
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Urban High School
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Case 10: Expletive Somewhat Deleted - A teacher learns how to handle disruptive students from his mentor and other school resources. |
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X
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XX
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X
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X
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Reward System
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Urban High School
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Case 11: The Points - A teacher uses the point system to gain control of his classroom.
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X
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X
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XX
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X
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Urban High School
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Case 12: 24 Hours: A Study of Perseverance - A teacher finds success with a point system after other discipline techniques fail. |
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X
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X
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XX
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X
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| CONTEXT |
THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES: |
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CHAPTER THREE: INTERACTIONS WITH TEACHERS
Very Helpful
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Case 13: Nestor to Abecedarian: A Mentor Case Study - A teacher is grateful for the guidance of her mentor teacher.
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XX
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Case 14: -A True Mentor - A teacher’s mentor always finds something positive about the teacher.
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XX
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Helpful
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Urban Junior H.S.
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Case 15: What My Mentors have Meant To Me - A teacher finds three committed mentors to be valuable resources and good friends. |
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E.S.L.
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XX
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Useless
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Case 16: Mentors: Fact or Fiction? - A teacher finds the mentor teacher program is only beneficial in theory, not practice.
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XX
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Case 17: The Mentor Experience: Boon or Bain - A teacher discovers the many needs of teachers should be considered when pairing mentors with mentees. |
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XX
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