Ks seminar syllabus edsede499 fall 2014 1

EDS/EDE 499 Course Syllabus

Fall 2014

STUDENT TEACHING SEMINAR COURSE SYLLABUS EDS/EDE 499 Fall 2014

Instructor: Karen Salvador Seminar Days: Thursdays Office: 126 French Hall Time: 7:00 AM Phone: 810 762 0950 Room: Starbucks, Miller Rd. Email: ksalvado@umflint.edu Office Hours: Probably: Tuesday 9:30-10:30; Fridays 9:30-10:30, Or by appointment. Email is the easiest way to reach me.

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-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 1

EDS/EDE 499 Course Syllabus

Fall 2014

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

Important Dates Late August Wednesday, October 1 Wednesday, October 8 Monday, December 1 Tuesday, December 9 Friday, December 12 Friday, December 12

Student teaching begins on the first day your mentor teacher reports in August Large Group Seminar – Landing a Job Part 1 Mid-term evaluation due Impact on Student Learning due Large Group Seminar – Landing a Job Part 2 Last day of classroom teaching Final Conference Completed

demonstrates their working toward the goals of the teacher preparation program.

Course Assignments and Grading The work of the student teaching seminar will focus on the following three tasks: Impact on Student Learning, Electronic Portfolio, 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 seminar

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EDS/EDE 499 Course Syllabus

Fall 2014

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 post-assessment.

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.

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EDS/EDE 499 Course Syllabus

Fall 2014

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.

Unless otherwise noted, due dates are Wednesdays by noon so we can discuss in seminar.

Project Impact Impact Impact Impact Impact Impact Impact Impact on Student Learning

Assignment

Date

Learning Environment/Context Instructional Goals

September 10 September 17

Assessment Plan: Descriptions of Pre- and PostAssessments Instructional Plan Presentation of Data

September 24 October 8 November 12

Explanation and Analysis of Results Evaluation of Teacher Effectiveness Final Project

November 19 December 1 (Monday)

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EDS/EDE 499 Course Syllabus

Fall 2014

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 smallgroup and whole-group student teaching seminars are places where you begin to learn how to 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 We will meet weekly for an hour to talk about your progress in student teaching, your professional identity, issues in education, and teachers, schools, and schooling.

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

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

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EDS/EDE 499 Course Syllabus 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; 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

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EDS/EDE 499 Course Syllabus 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: a. Design and implement instruction aligned with the Michigan Curriculum Framework;

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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

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EDS/EDE 499 Course Syllabus monitoring of students, classrooms, and relationships to enhance learning, including the ability to: a. Maximize the use of instructional time by engaging students in meaningful learning experiences; b. Structure the classroom environment to promote positive peer interactions and positive self-esteem to ensure that each student is a valued participant in an inclusive learning community; c. Construct a learning environment where both teacher and students have high expectations of each other to foster optimal achievement of all students; d. Design and implement a classroom management plan that utilizes respectful disciplinary techniques to ensure a safe, 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

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EDS/EDE 499 Course Syllabus appropriately 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; 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:

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EDS/EDE 499 Course Syllabus 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 communication

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