EDS/EDE 499 Course Syllabus
Fall 2012
STUDENT TEACHING SEMINAR COURSE SYLLABUS EDS/EDE 499 FALL 2012
Instructor: Karen Salvador Seminar Days: 2nd and 4th Tuesday Office: 126 French Hall Time: 4:30-5:45 PM Phone: 517 862 1982 (cel, please do not share) Location: TBA Email: ksalvado@umflint.edu Office Hours: Tues and Thurs, 2-3 PM Education Unit Mission Our mission is to guide and support the growth and development of our teacher candidates into caring educators and engaged citizens who embrace our guiding principles in their understanding of the many aspects of their roles in schools and society. Education Unit Vision .‌to prepare teachers who, as socially responsible individuals, are committed to shaping classrooms, schools, and communities that are caring and student centered. Unit Goals 1. Instill our teacher candidates with an ethic of caring which must be nurtured and exists as a foundation for fostering a sense of student-
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EDS/EDE 499 Course Syllabus
Fall 2012
centeredness in the classroom. 2. Prepare our teacher candidates to make instructional decisions that reflect a belief in and commitment to the potential of all learners. 3. Guide our teacher candidates to employ effective teaching strategies through reflective practice, and create environments that encourage students’ development of critical thinking, problem solving, and performance skills so they can be academically successful. 4. Teach toward the goal of preparing our teacher candidates to become respectful and socially responsible professionals not only in their classrooms and schools, but also in the local, national, and global communities they and their students share.
Course Description and Goals The student teaching seminar is taken in conjunction with the student teaching field component and is a central element of the student teaching experience. While the seminar is a place where student teachers can discuss salient issues that arise in their classrooms, it is primarily designed for student teachers to systematically examine and reflect on teaching practice and to benefit from the process of developing collegial professional relationships. The seminar will consist of discussions around teaching methods, strategies, and problems of practice. It also consists of projects and activities that will require student teachers to look beyond the details of the student teaching experience to conceptualize the teaching and learning process. Finally, the seminar will be a place where student teachers reflect on their entire teacher preparation program to identify their most significant learning and how that learning demonstrates their working toward the goals of the teacher preparation program.
Important Dates Tuesday, September 4 Friday, October 26 Friday, December 14 Friday, December 14 Wednesday, December 18
Student Teaching Begins Mid-Term Conference Completed Last day of classroom teaching Final Conference Completed All Candidate Work in Tk20
Course Assignments and Grading The work of the student teaching seminar will focus on the following two tasks: Impact on Student Learning and lesson plans. The student teaching seminar is a pass/fail course. A grade of passing is equivalent to a grade of “C.� To determine whether or not a student teacher has passed the seminar, the 2
EDS/EDE 499 Course Syllabus
Fall 2012
seminar instructor will weight the assignments listed above (as well as seminar participation) as indicated below. Impact on Student Learning—40% The purpose of this assignment is to provide you with a process through which you will design instruction for a unit of study and construct an assessment plan. This assessment plan will consist of a pre-assessment and a post-assessment, as well as a series of formative assessments. You will administer the pre-assessment, teach the unit (administering formative assessments throughout), and then administer the postassessment. During this entire process, you will collect artifacts of teaching (lesson plans, handouts, samples of student work) that will allow you to make broad statements about the extent to which your class as a whole met the goals and objectives you set for them. This process will also enable you to describe and analyze the nature of individual student learning that resulted from your instruction. Lesson Planning—35% Throughout the semester your university supervisor/seminar instructor will ask you to do some work related to lesson planning. This may or may not be separate from the unit that you plan for your Impact on Student Learning project. It may take the form of individual lesson plans (though not necessarily sequential), or it may take the form of a lesson notebook. Or it may be some combination of all of the above. Finally, you may also be asked to share some lesson plans with your seminar colleagues. Just know that lesson planning is integral to your work during the student teaching experience. Participation—25% As future teachers, you will spend much time together sharing ideas, theories, advice, successes, and frustrations. Your colleagues in the seminar are a valuable resource for you as you develop and grow as a teacher. The stronger the seminar community, the richer the student teaching experience will be. To this end, it is expected that everyone will contribute to that community. Your participation grade will be determined by your participation in class activities, including active and supportive listening, and evidence that you have completed the required seminar work.
Schedule of Due Dates We have provided this schedule of dates in order to keep you on track with all seminar assignments and projects. The elements of the Impact on Student Learning project will all be combined at the end of the semester. Therefore, the pieces of that project that you will submit throughout the semester will be in working draft form. Student teachers are encouraged to stay ahead of the due dates and actually get work submitted before the recommended due dates. Project Impact Impact
Assignment Learning Environment/Context Instructional Goals
Date Friday, September 21 Friday, September 28
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EDS/EDE 499 Course Syllabus
Impact Impact Impact Impact on Student Learning
Fall 2012
Assessment Plan: Descriptions of Pre- and PostAssessments Instructional Plan Presentation of Data Explanation and Analysis of Results Evaluation of Teacher Effectiveness
Friday, October 26 Friday, November 16 Friday, November 30 Wednesday, December 18
Attendance Policy Learning to teach, as well as professional growth and development, require a strong commitment to social interactions and intellectual discourse with other professionals. Since both the small-group and whole-group student teaching seminars are places where you begin to learn how engage in such interaction and discourse, attendance at all seminars is mandatory; and student teachers are expected to be active and regular participants. Note: In case of personal illness or a death in the immediate family during student teaching, the candidate must contact the supervising teacher and the University Supervisor prior to 7:00 AM the day of the absence.
Plagiarism Policy (Code of Academic Conduct) Cheating or plagiarism on exams, assignments or paper is a violation of the University’s policy on academic honesty and will not be tolerated. Students caught cheating or plagiarizing someone else’s work are subject to expulsion from the University, a failing grade in the course or at a minimum a failing grade for the specific writing assignment. There will be on opportunity to rewrite any item produced by plagiarism or cheating. For information regarding your academic rights and responsibilities refer to Student Rights and Responsibilities, pg. 38, in the 2005-2007 Catalog.
Course Schedule DATE Sept 11, 2012
TOPIC Learning Environment/Context
Sept. 25, 2012
Instructional Goals Assessment Instructional Plan
October 9, 2012 October 23, 2012 November 13, 2012
Presentation of Data Explanation and Analysis of Results Evaluation of Teacher Effectiveness
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ASSIGNMENT Section of Impact on Learning due 9/21; 5 observations Section of Impact on Learning due 9/28 Section of Impact on Learning, due 10/26 Section of Impact on Learning, due 11/11 Section of Impact on
EDS/EDE 499 Course Syllabus
November 27, 2012 December 11, 2012
Fall 2012
Certification, Applying for Jobs Lifelong learning for practicing teachers
Learning, due 11/30 Revisions of all sections due to KS 12/10 Entire Impact on Student Learning due 12/18 in TK-20
The course instructor reserves the right to make changes to the Course Schedule as needed. Entry-Level Standards for Michigan Teachers (ELSMT) Standard 1. An understanding and appreciation of the liberal arts (humanities, social sciences, mathematical and natural sciences, and the arts), including the ability to; c. Understand the structure of each discipline and the processes for formulation of new knowledge; f. Understand and respect individual differences, including those within the State Board of Education (SBE) Universal Education policy i.e. culture, race, gender, religion, and ethnicity h. Understand and respect varying points of view and the influence of one’s own others’ ethics and values k. Understand technology and its use for gathering, processing, and communicating ideas and information; l. Possess the abilities and skills necessary for effective communication (listening, speaking, writing, reading, and visually representing). Standard 2. Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Policy), including the ability to: a. Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of cognitive, affective, physical emotional, and social capacities;
Artifact
Cooperating Teacher Observation Impact on Student Learning Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning E-portfolio University Supervisor Observation Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning University Supervisor Classroom Observation Cooperating Teacher Observation
Lesson Plans Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning
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EDS/EDE 499 Course Syllabus
Fall 2012
b. Assess learning to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, levels of maturity, and achievement; c. Understand the connections between instructional decisions and assessment data. Use formal and informal assessments to evaluate learning and ensure the academic achievement of all students; d. Discern the extent to which personal belief systems and values affect the instructional process and adjust instruction and interactions, accordingly; e. Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education; f. Design and implement instruction based on Michigan Curriculum Framework, using multiple approaches to accommodate the diverse backgrounds, abilities and needs of students; g. Understand, design, and implement assessments using multiple approaches to accommodate diverse backgrounds, abilities and needs of students h. Exercise informed judgment in planning and managing time and resources to attain goals and objectives; i. Promote literacy in a variety of contexts, (e.g., numerical, graphic, textual, artistic, and electronic); and j. Design, adopt, and implement accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs. Standard 3. Knowledge of subject matter and pedagogy with reference to the Michigan Curriculum Framework and other state sponsored resources, for consistent and equitable learning in Michigan Schools, including the ability to:
Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning University Supervisor Observation Seminar Discussions Lesson Plans Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning Lesson Plans Impact on Student Learning
Lesson Plans Impact on Student Learning Cooperating Teacher Observation University Supervisor Observation Lesson Plans Impact on Student Learning Lesson Plans Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning
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EDS/EDE 499 Course Syllabus
Fall 2012
a. Design and implement instruction aligned with the Michigan Curriculum Framework;
Lesson Plans Cooperating Teacher Observation University Supervisor Observation Impact on Student Learning c. Help each student access and use University Supervisor Observation resources to become an independent learner Cooperating Teacher Observation and problem solver (e.g. print materials, information technology, assistive technology); d. Design instruction so that students Lesson Plans actively integrate and transfer knowledge across the curriculum e. Engage students in activities that University Supervisor Observation demonstrate purpose and function of Cooperating Teacher Observation subject matter to make connections to the world beyond the classroom and enhance the relationship and relevance to a global society; f. Evaluate, adapt and modify instructional University Supervisor Observation strategies, technologies and other Cooperating Teacher Observation educational resources to enhance the Impact on Student Learning learning of each student; g. Embrace teaching as an art by engaging Lesson Plans students through appropriate and creative Cooperating Teacher Observation activities, and as a science by utilizing University Supervisor Observation instructional techniques that are supported by current research. Standard 4. Management and monitoring of students, classrooms, and relationships to enhance learning, including the ability to: a. Maximize the use of instructional time University Supervisor Observation by engaging students in meaningful learning experiences; b. Structure the classroom environment to Cooperating Teacher Observation promote positive peer interactions and University Supervisor Observation positive self-esteem to ensure that each student is a valued participant in an inclusive learning community; c. Construct a learning environment where Cooperating Teacher Observation both teacher and students have high University Supervisor Observation expectations of each other to foster optimal achievement of all students; d. Design and implement a classroom University Supervisor Observation management plan that utilizes respectful Cooperating Teacher Observation disciplinary techniques to ensure a safe, University Supervisor Observation
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EDS/EDE 499 Course Syllabus
Fall 2012
and orderly learning environment(e.g., instructional procedures utilizing positive behavioral support techniques) which is conducive to learning which takes into account diverse needs of individual students; e. Understand and uphold the legal and ethical responsibilities of teaching, (e.g., federal & state laws pertaining to student retention, corporal punishment, truancy, child abuse, managing conflict, first aid, students with disabilities, health, and communicable disease); f. Use a variety of teaching methodologies and techniques, (e.g., lectures, demonstrations, group discussions, cooperative learning, small-group activities, and technology-enhanced lessons) and assess the effectiveness of various instructional approaches for impact on student learning g. Involve and work effectively with all support professionals to access and evaluate available resources to maximize opportunities for student achievement and success; h. Differentiate between assessment and evaluation procedures and use each appropriately
Cooperating Teacher Observation University Supervisor Observation
Lesson Plans University Supervisor Observation Cooperating Teacher Observation
Cooperating Observation University Supervisor Observation
Lesson Plans Cooperating Teacher Observation Impact on Student Learning
Standard 5. Systematic reflection to organize and improve teaching and develop effective relationships, including the ability to: a. Uphold the State of Michigan Professional Code of Ethics and engage in meaningful self-evaluation; b. Identify and use current research to reflect on and improve their practice related to content, pedagogy, and other factors that impact student achievement; c. Develop positive relationships with other teachers, parents, students, administrators, counselors, and support professionals to benefit students and to advance one’s own professional growth;
Cooperating Teacher Observation University Supervisor Observation Cooperating Teacher Observation University Supervisor Observation Cooperating Teacher Observation
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EDS/EDE 499 Course Syllabus
Fall 2012
d. Consider the effects of teacher dispositions, decisions and actions upon others (e.g., families, other professionals, and all students, including those with disabilities) and adjust interactions accordingly; f. Involve and work effectively with parents and/or guardians to maximize opportunities for student achievement and success; g. Interact with parents using personal and technology-based communication to maximize student learning at school, home and in the local community; h. Participate in the development of individualized plans for students with disabilities (individual education plan). Standard 6. Participation in professional, local, state, national, and global and learning communities, including the ability to: c. Use community and home resources to enhance school programs and instruction; Standard 7. Use of technological tools, operations and concepts to enhance learning, personal/professional productivity, and communication, including the ability to: a. Understand the equity, ethical, legal, social physical, and psychological issues surrounding the use of technology in K-12 schools and apply those principles in practice; d. Plan and design effective technologyenhanced learning environments and experiences aligned with Michigan’s content standards and grade level expectations for each student e. Implement curriculum plans that include technology-enhanced methods and strategies to maximize student learning; f. Apply technology to facilitate a variety of effective assessment and evaluation strategies g. Use technology to enhance professional development, practice, productivity, and
Cooperating Teacher Observation
Cooperating Teacher Observation University Supervisor Observation Cooperating Teacher Observation
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Cooperating Teacher Observation
Lesson Plans Cooperating Teacher Observation University Supervisor Observation Lesson Plans Cooperating Teacher Observation University Supervisor Observation Lesson Plans Cooperating Teacher Observation University Supervisor Observation Cooperating Teacher Observation University Supervisor Observation Cooperating Teacher Observation University Supervisor Observation 9
EDS/EDE 499 Course Syllabus
Fall 2012
communication
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