Institute for Case Development

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

Judy Shulman
Director, Institute for Case Development
WestEd
730 Harrison Street
San Francisco, CA 94107

email:
jshulma@WestEd.org
Phone: (415) 565-3057
Fax: (415) 512-2024