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Each program’s ISL structure includes basic components for the ISL process. Pre-service teachers examine who the students are as learners, developing student profiles which examine the K-12 students’ developmental characteristics, backgrounds and experiences, school and community contexts, learning styles, and needs.
The educator prep students then design and implement lessons based on content standards and standards for best teaching practices. They also plan and implement means to assess student learning. Evaluation of, reflection on, and refinement of their own planning and teaching occurs based on the K-12 students’ demonstrated achievement and profiles as learners. This takes place with a variety of configurations of students, across multiple content areas, during the duration of each program.
The pre-service teachers develop a profile of each student as a learner and evaluate student learning after the tutoring period based on these learner profiles.
During the second semester the pre-service teacher develops a profile for 5 –7 students and evaluates how his/her whole class instruction over a period of 5 days impacts these students as learners.
The third semester involves the development of a whole class profile. The pre-service teacher engages in whole class and individual tutorial instruction over a period of 7- 10 days and then reflects on the impact of his/her instruction on the class as a whole.
Subject matter areas are aligned with each of these experiences, with the instructional focus being on Math during the first semester, Science the second, and Social Studies and Reading the third.
The fourth semester Apprenticeship experience involves developing student profiles, planning and implementing lessons and analyzing the impact on student learning over a three week unit with a flexible content focus. Each semester's content area emphasis reflects the content area focus of the coursework accompanying and supporting the lab experience.
The overall focus of each experience is for the pre-service teacher to reflect upon his/her teaching, how it impacted the students involved, and why, in order to make decisions and refinements for future teaching and learning experiences.
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