Department
of Education
EDU 499:
Student Teaching
Spring,
2008
Instructor: Prof.
Joyce Richardson
Telephone:
919-546-8534
Email: jric8530@shawu.edu
Office:
TOS 304
Office Hours: Monday
Tuesday
Wednesday
Thursday
Conceptual
Framework Theme
The theme/purpose of the conceptual framework undergirding the Department of Education's progra
Department of Education
The Shaw University Department of Education builds on the
knowledge, skills, and values that students acquire through their liberal arts
and science foundations. Candidates
graduating from the department will have the specialty area knowledge,
professional skills, and experiences that will enable them to function as
competent and effective teachers who think critically and demonstrate effective
problem-solving skills.
Departmental majors may choose a
specific concentration from four different specialty areas. Each student is encouraged to choose one of
the specialty areas listed below by the end of his/her sophomore year.
Birth
through Kindergarten Education (B-K)
Elementary
Education (K-6)
Graduate students may pursue a
Master of Science in Curriculum and Instruction with a concentration in Early
Childhood Education.
[The Secondary English Education
(9-12) and Secondary Mathematics Education (9-12) progra
Department
of Education Goals
The goals of the Department of
Education are:
1. to align
the institutional mission and goals with state, regional, national, and
departmental standards and
requirements;
2. to
prepare candidates to work in schools as teachers who know and can demonstrate
the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all P-12 students learn;
3. to
implement an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unit operations to
evaluate and improve the unit and its progra
4. to
collaborate with school partners to design, implement, and evaluate field
experiences and clinical practice so that teacher candidates develop and
demonstrate the knowledge, skills, and dispositions necessary to help all
students learn;
5. to
design, implement, and evaluate curriculum and experiences for candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all
students learn;
5.2 to
maintain a qualified faculty that models best professional practices in
scholarship, service, and teaching; and
6. to maintain the leadership, authority, budget, personnel,
facilities, and resources for the preparation of candidates to meet
professional, state, and institutional standards.
Required Text
Pelletier,
Carol M. (2004). Strategies For Successful
Student Teaching, 2nd ed.
Required Web Portfolio
LiveText
Required
Materials and Equipment
Video cartridges, Items necessary for portfolio
development, usb port (jump drive)
General Course Description
The student teaching seminar is a full twelve-week
practicum in a classroom setting appropriate to the student teacher’s program
of study under the supervision of a qualified classroom teacher and the
University Supervisor. The practicum provides opportunities for students to
teach in a classroom setting. It prepares students personally and
professionally to assume their roles as classroom teachers, to impact students’ learning, and to work with families.
Student Learning Outcomes:
After the successful completion of this course, students
will able to:
1. Demonstrate content knowledge
and professional dispositions.
2. Demonstrate a variety of pedagogical skills
including problem solving, critical, and technological skills.
3. Reflect on best practices and
areas for improvement such as classroom management.
4. Demonstrate ability to work
with families.
5. Demonstrate ability to teach
diverse learners.
Students will demonstrate that they meet the following NCDPI/NCATE
Standards and Indicators
Note: Program Standards and Indicators are included in
the appendix for use as is applicable.
Demonstrate knowledge of the
content they teach. (Core Standard 1)
Demonstrate knowledge of how to
teach students. (Core Standard 2)
Demonstrate ability to teach a
diverse population of students. (Core
Standard 3)
Demonstrate competence as
leaders. (Core Standard 4)
Demonstrate ability to reflect
about their practice (Core Standard 5 )
Demonstrate
respect and caring for students (Core Standard 6)
Demonstrate ability to provide
active inquiry experiences by using various questioning skills. (Elementary
Standard 10)
Demonstrate a sound
understanding of technology operations and concepts. (Technology Standard 1)
Plan and design effective
learning environments and experiences supported by technology. (Technology
Standard 2)
Implement curriculum plans that
include methods and strategies for applying technology to maximize student
learning. (Technology Standard 3)
Demonstrate ability to apply technology to
facilitate a variety of effective assessment and evaluation strategies.
(Technology Standard 4)
Demonstrate an understanding of
the social, ethical, legal, and human issues surrounding the use of technology
in PK-12 schools and apply those principles in practice. (Technology Standard
6)
Demonstrate an understanding of
the central concepts, tools of inquiry, and structures of the discipline(s)
they teach and can create classroom environments and learning experiences that
make these aspects of subject matter accessible, meaningful and culturally
relevant for diverse learners. (Diversity Standard 1)
Demonstrate an understanding of
how students’ cognitive, physical, socio-cultural, linguistic, emotional, and
moral development influences learning and addresses these factors when making
instructional decisions. (Diversity Standard 2)
Demonstrate the ability to work
collaboratively to develop linkages with parents/caretakers, school colleagues,
community members and agencies that enhance the educational experiences and
well being of diverse learners. (Diversity Standard 3)
Demonstrate knowledge that
diversity exists in society and utilize this diversity to strengthen the
classroom environment to meet the needs of individual learners. (Diversity
Standard 4)
Demonstrate leadership by
contributing to the growth and development of their colleagues, their school
and the advancement of educational equity. (Diversity Standard 5)
Demonstrate ability to be
reflective practitioners who are committed to educational equity. (Diversity
Standard 6)
Assignments
In order to insure that the students will achieve the
required standards, the following assignments provide an opportunity for
students to see their overall development professionally and personally as they
complete their student teaching experience.
Note: All written assignments must be typed and
double-spaced using an 11-point font, with the exception of workbook
assignments from the text. All assignments must be
proofread and free of grammatical errors.
Refer to your program standards for program standards that
need to be included with each assignment, including lesson plans.)
1. Teacher
candidates will maintain a weekly log in which they give an accurate account of
their experiences and reflections of such experiences. Your weekly grade will
be based on the thoroughness of your reflections. Reflections must include:
·
Use of professional dispositions
(CS 4; CS 5; CS 6; BKS 10). Discuss the meaning of
professional dispositions and discuss how you expect to demonstrate
professional dispositions and ethical practices while in the school to which
you are assigned. This assignment must be one page typewritten and included in
your portfolio, both hard copy and on Livetext. (pages 24-25 of the Department’s
Conceptual Framework, taken from Code of Professional Practice and Conduct for
N.C. Educators, G.S. 115C-295)
·
Include professional dispositions each week as part
of your weekly reflection, whether observed or demonstrated by you.
·
Use of instructional technology (TS1; TS 2; TS3; TS
4; TS 5; TS 6)
·
Strategies used with diverse populations DS 1; DS
2; DS 3; DS 4; DS 5; DS 6)
·
Description of activities that involve critical
thinking and problem solving
(CS 1; CS 2; CS)
·
Work done with families ((BKS 3,
BKS 4) and any other grade or subject when applicable.
·
Participation in grade level and school-wide
meetings to improve student achievement
(CS 4; CS 5)
·
Participation in staff development (CS 4; CS 5)
·
Opportunities to demonstrate leadership (CS 4)
2.
Teacher candidates will review and critique various teaching materials that are used in the
classroom and discuss why it is important to select appropriate materials for
diverse learners.
3.
Teacher candidates will videotape a minimum of two
teaching activities during their 12-week practicum. The candidates will critique the videos and identify professional dispositions,
use of instructional technology, strategies used with diverse learners, and
activities that involve critical thinking and problem solving. (CS 5)
4.
Teacher candidates will submit a student teacher
portfolio at the end of the semester. This portfolio will illustrate the full
scope of their educational preparation and experience. It will include
documentation that students know: the content they teach, how to teach all
students, including diverse learners, skills necessary to be leaders, how to
reflect on their practice, and care about students. The portfolio will also
demonstrate technology operations and concepts and apply technology to maximize
student learning and to assess student learning (Cite appropriate standards
with each).
5. The
library component of this class requires the candidate to meet with the media
specialist to gain information on various websites such as NC Live, which may
be used for current research and to gain access to lesson plans
which have been developed by classroom teachers across the state.
Please note: Indicators that match standards are to be
downloaded from the EDU 499 file on Livetext.
Topics
Standards of Professional Conduct
Teaching As a Professional Career Choice: Preparing for Student
Teaching: Am I Ready?
Getting Started at the School
Supervision during Student Teaching
Classroom Management: Organizing Time and Space for
Effective Teaching and Learning
Classroom Management and Discipline Strategies
Daily Lesson and Unit Planning
Instructional Strategies for Diverse Learners
Assessing, Documenting, and Communicating Student Progress
Note: Please include the INTASC Standards in your outlines
and do Key Questions for each chapter.
|
January 16 |
Orientation; Syllabus review; Handbook review |
|
January 23 |
Outline and discussion of “ Standards
of Professional Conduct.” (Key Questions) |
|
January 30 |
Outline and discussion of “Teaching As a Professional
Career Choice: Preparing for Student Teaching: Am I Ready?”;
(Key Questions) Student Teaching begins. |
|
February 6 |
Outline and discussion of” Getting Started at the
School.” (Key Questions) |
|
February 13 |
Lesson Planning on your own |
|
February 20 |
Outline and discussion of” Supervision during Student
Teaching.” (Key Questions) |
|
February 27 |
Outline and discussion “Classroom Management: Organizing
Time and Space for Effective Teaching and Learning.” (Key Questions) |
|
March 5 |
Portfolio development |
|
March 12 |
Outline and discussion of “Classroom Management
and Discipline Strategies.” (Key Questions) |
|
March 19 |
Outline and discussion of “Daily Lesson and Unit
Planning.” (Key Questions) |
|
March 26 |
Portfolio development; Shaw University Spring Break,
Continue to go to assigned school; No class |
|
April 2 |
Portfolio development; Wake County Spring Break |
|
April 9 |
Outline and discussion of ”Instructional
Strategies for Diverse Learners.” (Key Questions) |
|
April 16 |
Portfolio due in hard copy, jump drive, and on Livetext |
|
April 23 |
Make up any time missed from classroom. |
Course Evaluation
Grading Scale: A: 90-100 (Target)
B: 89-89 (Acceptable)
C: 70-79 (Acceptable)
D 60-69 (Unacceptable)
F Below 60 (Unacceptable)
1.
The student teacher will have a midterm-formative
evaluation during the fifth week of the placement by the cooperating teacher
and university supervisor. In addition, the student teacher is encouraged to
reflect on and engage in a self-evaluation of his/her progress as a part of
their weekly journal entry assignment.
2.
At the end of the semester, the university
supervisor, cooperating teacher, and student teacher will prepare a final
summative evaluation of their experience.
3.
The assignments will be evaluated and used as part
of the final grade. All assignments must be saved electronically, placed on
Livetext, and submitted as a hard copy. All assignments will be evaluated on
the performance ratings of: Target (90-100), Acceptable (70-89), Unacceptable
(69 and below) based on the rubric for EDU 499.
Bibliography
Dryfoos, J. G. (1994). Full service
schools: A revolution in health and social services for children, youth, and
families.
Gardner,
H. (1995, November). Reflections on multiple intelligences:
Myths and messages. Phi Delta Kappan, 200-03,
206-209.
Gardner,
H. (1999). The disciplined mind: What all students should understand.
Hunter, M. (1994). Enhancing teaching.
Lewis, R. B., and Doorlag,
D. H. (1999). Teaching special students in
general education classrooms, 5th ed.
Pang, V. O. (1994, December). Why do we need this
class: Multicultural education for teachers. Phi Delta Kappan.
Parkay, Forrest
W. and Stanford, Beverly Hardcastle. (2001).
Becoming a teacher.
Rosenberg,
Michael J., O’Shea, Lawrence J.
and O’Shea, Dorothy J. (2002). Student teacher to master teacher.
Class Rules/Expectations
1. Attendance:
You are expected to comply with
the University Attendance Policy. It is your responsibility to explain to your
instructor any absence, reason for tardiness, or early departure from class at
the earliest possible time. You are expected to notify your cooperating teacher
and Coordinator of Field Experiences immediately of an impending absence. You
are required to make up any time missed from the field experience. You will
have one week from the day of the absence to present your supervisor with a
university excuse. Candidates are allowed as many unexcused absences as the
number of times the course meets per week.
2. Student Responsibility
Students
are responsible for attending class on time and adhering to the University’s
Class Attendance Policy. Students are
expected to attend all classes and not be absent without adequate cause. It is the responsibility of
students to make-up any scheduled class work missed because of a class absence(s). Absences from
unannounced quizzes, tests, or other assignments may be made up at the discretion of the faculty
member. Students who exceed the maximum number of absences may receive a failing grade for the course.
3. Demonstration of Professional
Dispositions
Candidates are required to
conduct themselves in an orderly, professional manner at all times. Candidates
are required to dress in a professional manner, refraining from wearing any
garment or item (s) that will draw attention away from classroom activities.
4. Policy on Plagiarism
Plagiarism is presenting other
people’s work as your won. Using another person’s idea, words, or work is theft.
As members of the academic community, students must be mindful of other
people’s property. Failure to respect such property rights is considered a
serious and punishable violation of appropriate conduct at
A student who plagiarizes an
assignment can expect that he or she will receive a zero for the assignment and
that the plagiarism incident will be reported to the Vice President for
Academic Affairs.
A second incident of plagiarism by the same student
in the same class will result in automatic expulsion from the class and a grade
of “F” in the course. The reason for the “F” will be documented in the grade
report to the Registrar. A record of students expelled from classes will be
forwarded to the Vice President for Academic Affairs at the end of each
semester.
Three incidents of plagiarism in
a student’s college career will be cause for additional disciplinary action by
the Vice President for Academic Affairs up to and including suspension.
5. Classroom
Decorum Expectations
To enhance the learning atmosphere of
the classroom, students are expected to dress and behave in a fashion conducive
to learning in the classroom. More specifically, students will
refrain from disruptive classroom behavior (i.e., talking to classmates, disrespectful
responses to teacher instructions; swearing; wearing clothes that impede
academic learning such as but not limited to, wearing body-revealing clothing
and excessively baggy pants; hats/caps, and/or headdress. Students will turn
off telephones prior to entering the classroom. Students who exhibit the
behaviors described above, or similar behaviors will
immediately dismissed from class at the third documented offense. The student
will be readmitted to class only following a decision by the department chair.
The student may appeal the decision of the department chair to the Dean of the
College offering the course, and, subsequently, to the Office of the Vice
President for Academic Affairs, and then to the President of Shaw University.
The decision of the President will be final. Failure to follow the procedures
herein outlined will result in termination of the appeal, and revert to the
decision of the department chair.
Special Dates:
March 10-14 Academic Advising
Standards and Indicators
|
Standard 1:
Birth-Kindergarten professionals promote child development and
learning for ALL young children with and without disabilities, including
those at-risk. |
Birth-Kindergarten
professionals:
Indicator 1: Know
theories and principles of human development, growth and learning, including
the findings of relevant research.
Indicator 2: Know
the philosophical, historical, and legal issues in the fields of child
development, early childhood education, early childhood special education, and
early intervention.
Indicator
3: Understand health and safety issues
as they relate to group care settings.
Indicator 4: Know
the etiology, identifying characteristics, range and complexity of different
disabilities (e.g. mild, moderate, severe, profound) and risk factors and their
influences on development.
Indicator 5: Understand
how the interaction between biological and environmental factors influences
children’s development and learning.
Indicator 6: Understand
that learning approaches are integrated and that interconnectedness among
cognitive, social, emotional, linguistic, and physical development influence
growth, development and learning for ALL children.
Indicator 7: Know
the health, medical, and physical requirements of ALL young children and the
influence on development.
Indicator 8: Know
the social and emotional needs, especially the importance of consistent,
positive relationships, for the healthy development of ALL young children.
Indicator 9: Know
the range of appropriate technological applications available to children and
families.
Indicator 10: Understand
the relationship between differing environmental or situational contexts and
children’s actions.
|
Standard 2:
Birth-Kindergarten professionals understand assessment processes
including their goals, benefits and uses.
|
Birth-Kindergarten professio