Course #: EDU 494A and EDU 495A

Instructors: Elaine T. Kisisel, Ph.D., Thomas Schneider, Ed.D. & Sr. Michele Dvorak, Ed.D.

Office: Rooms 509 and 513 (Kisisel), 518 (Schneider), and 609 (Dvorak)

Office Phone: 219. 473.4293, .4271 (Kisisel), 473.4294 (Schneider) and 473.4305 (Dvorak)

Office Hours: By appointment

Course Time: Arranged

Ed. Office: Janet Larson, Secretary , Room 500B, 219.473.4385

Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21^st Century through a refining process, which ensures: (1) professional preparation; (2) continuous reflection; and (3) ongoing transformation. The Education Program promotes a multicultural community characterized by diversity, integrity, compassion and commitment.

Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph (CCSJ): (1) values the dignity and worth of each teacher candidate; (2) shapes attitudes and values; (3) strives for social justice; (4) instills a sensitivity for the poor and the powerless; and (5) refines professional competency and scholarship in every teacher candidate. At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

This is the culminating fourteen-week practicum required of all teacher candidates ( student teachers) who will apply for an elementary or secondary license. The student teacher must plan, prepare, and teach appropriate classes in an accredited elementary or secondary school under the supervision of a licensed cooperating teacher and the Calumet College of St. Joseph supervisor of elementary or secondary education. All required coursework must be completed prior to student teaching.

All Education professional courses related to elementary or secondary pre-service teacher education.

Student teachers will:

• Gain supervised practical teaching experiences in a self-contained or content area classroom.

• Discuss and articulate the relationship between educational theory and practice.

• Video and critique three (3) lessons (once near the beginning, the middle and near the end of the semester) in their student teaching experience. The cooperating teacher and the supervising teacher will also critique the presentations.

• Consider the professional educational issues such as special education, inclusion, curriculum development, pedagogical development, evaluation and alternative assessment practices, multicultural education, technology, school and education reform, and teachers’ rights and responsibilities, while noting the impact of these issues on educational practice.

• Implement a teaching/learning environment in which the dignity and worth of all students and their various views are respected.

• Incorporate appropriate learning/teaching methods for concept presentation according to developmental student differences and the complexity of the concepts to be learned.

• Plan, implement, and evaluate learning experiences that will develop sequential problem solving and critical reflective thinking.

• Develop classroom management skills that will promote on-task learning for students, thus resulting in an effective, efficient learning environment.

• Select and use appropriate data to evaluate student progress, changes in student attitudes, and effectiveness of teaching methods.

• Write unit and daily lesson plans and submit them to their cooperating teachers at least one week in advance of implementing such plans. Submit typed plans, using the Lesson Plan Model, to the supervising teacher as indicated in the syllabus timeline.

• Prepare a case study regarding the perceived learning needs of a particular student in the context of the particular school culture.

• Participate in parent/teacher conferences and become familiar with parental involvement programs that are relevant.

• Document and reflect on daily experiences in a teacher candidate journal.

• Record "extra-curricular" school activities in an activity log separate from the journal.

• Participate in the group process and evaluate the value of collaborative learning as an important part of the educational process and design.

• Compile a professional resource file, which will include a portfolio of original, relevant, formal education and practice-teaching/classroom products.

• Prepare the necessary documents and procedures for job placements.

• Participate in the Orientation Days and the mandatory Student Teaching Seminars which cover current educational issues, such as professionalism, observation techniques, classroom routines and management, lesson planning, development, classroom assessment, current trends in restructuring and reform, and job searches.

• Incorporate resources from the Internet for both the teacher candidate and for the students in the classroom.

• Present all assignments in a timely manner to the supervisor of elementary or secondary education as indicated in the syllabus.

To demonstrate importance of these requirements, as they comprise a course grade, the following percentages are provided:

Cooperating Teacher Evaluation, Midterm 15%

Cooperating Teacher Evaluation, Final 15%

Supervising Teacher Evaluation/on site visits 15%

Professional Portfolio 15%

Lesson Plans 15%

Case Study Paper 5%

Self Assessment Journal 5%

Participation and Attendance 5%

Videos 5%

Activities Log 5%

A = 94 – 100% A- = 90 – 93% B+ = 87 – 89%

B = 84 – 86% B- = 80 – 83% C+ = 77 – 79%

C = 74 – 76% C- = 70 – 73% D+ = 67 – 69%

D = 64 – 66% D- = 60 – 63% F = 0 – 59%

Student teachers are expected to be present and on time for all Calumet College of St. Joseph student teaching and education seminars. Class interaction is important and cannot be made up individually. Student teachers are expected to be present at on-site assignments on days specified by the school calendar (see the Student Teacher/Cooperating Teacher Handbook). Also, student teachers are expected to be present and punctual for all CCSJ Student Teaching and Education Seminars.

The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4^th Edition, Washington, 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, student teachers also need to demonstrate in their writing the standards adopted by the professional education community. This publication is available in the bookstore and in the reference section of the Specker Library.

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Assignments need to be completed as scheduled since one assignment builds on another. As a practitioner, late assignments are unacceptable. A grade will be reduced by 10% per week or part thereof if the assignment is not received by the instructor no later than the due date. Please note the timetable for the deadline for assignments.

A number of assignments will be made during the course. It will be your task to do the assignment in a professional manner. Each assignment will be graded on content, style, reflection, and a demonstrated understanding, application, or evaluation of the material. Assignments will also be graded on clear writing (unity, coherence, sound writing mechanics) and adherence to APA format.

The Education office will make every effort to contact student teachers if a seminar is cancelled due to the unexpected absence of the instructor. In addition, an announcement will be posted on the Education Bulletin Board and the classroom door.

The Education Program of Calumet College of St. Joseph requires student teachers to develop a professional portfolio as part of a professional resource file. This portfolio should contain examples of professional development from various courses and activities, according to the INTASC principles. These artifacts should be original, relevant, formal education and student teaching classroom products. Samples of lesson plans, unit plans, projects, research papers, and other documents are acceptable. Video presentations of student teaching would compliment this portfolio. The portfolio should demonstrate the student teacher’s competence and creativity. In addition, other items to include in such a portfolio are a cover letter, resume, official transcripts in a sealed envelope, PPST scores, and letters of recommendation. The portfolio and all its contents should be neat, clean, well organized and comprehensive. The final product should have a professional appearance.

Calumet College of St. Joseph Education Program: Cooperating Teacher/Student Teacher

Calumet College of St. Joseph Education Program: Educator for the 21^st Century Handbook.

Faculty and student handbooks of cooperating school.

Each student teacher will prepare a chart listing three greatest strengths and greatest weaknesses. This will assist the student teacher in designing professional experiences in order to improve professionally. Due: February 1, 2001.

Three professional goals and objectives and three personal goals and objectives will be submitted as indicated. Periodic review will assist you in achieving your goals. Due: February 15, 2001.

Three times (on the same tape) during the student teaching experience, the student teacher will video her/his teaching, preferably once at the beginning, the middle and the end. The videotape is used for self-assessment as well. Due: March 15, 2001.

A case study constitutes a portion of the requirement for student teaching. The case study is to cover a month of observations and reflections (i.e. October 1^st – November 1^st). Reflections include insights about the student, the student teacher and the student teacher/student relationship. All are a focus of the case study. Citing potential ways to supervise the student, perspectives from educational theory and a proposed plan for the successful education of the student is to be included in the review of the study. Due: March 1, 2001.

The student teacher is to keep a continuous log of any activities in which he/she was involved over the fourteen weeks of student teaching. In particular, any activities resulting from the student teacher’s personal initiative. The format used for this requirement is simply a list, identifying date, time, place, etc. Due: April 5, 2001.

Student teachers keep a daily journal in which they record observations, concerns, reflections, questions, thoughts, feelings, reminders etc. This journal can be a tool for processing new experiences, successes, pressures, failures and questions that might arise. Journals also offer the dual purpose of acting as a starting point for discussions with the cooperating teacher or supervising teacher. Journals will be the focal point for discussion at each of our meeting dates. Student teachers will make daily entries until February 23, 2001. After that time, one entry each week summarizing the highlights and reflections of that week is sufficient. A final reflection paper summarizes the major learning experiences and notes significant shifts in style, reflection, etc. Due: April 5, 2001.

Teacher candidates will follow guidelines from INTASC and Campbell, et al. to review, revise and bring up to date their Professional Presentation Portfolios. Candidates may share creative suggestions for revising the portfolio. Due: April 5, 2001.

Student teachers are required to prepare lesson plans for all lessons they teach. Complete lesson plans are to be given to the cooperating teacher at least one week in advance of implementation. The cooperating teacher reviews, suggests, and returns the lesson plans to the student teacher. This offers the student teacher the opportunity to adjust plans appropriately. Prompt and predictable lesson plans are an expectation. Using the Lesson Plan Model created by the Education Program, student teachers will submit five professionally prepared lesson plans with accompanying materials. Due: March 15, 2001

Approximately five times during the semester the supervising professor will visit the student teacher in the classroom. A narrative of the supervision experience will be placed in the student teacher’s permanent file.

A bibliography of books to be used as resources is available.

Seminar Date January 11

February 1

February 15

March 1

March 15

April 5

.

Topic

Orientation

Share issues/concerns

Case Study

Strategies & issues/concerns

Portfolio development

Strategies & concerns/issues.

Wrap-up

.