SYLLABUS FOR STUDENT TEACHING: SECONDARY

 

 

Term:   Fall 20051, October 11, 2005 Start                           Course Number: EDU 495

Instructor:   Ms. Angela Ramey                                            Office: 300

Office Phone:  219.473-4309                                                E-mail:  aramsey@ccsj.edu

Office Hours:  Mon—Thurs. afternoons by appointment

 

 

Course Meetings:  10.11.05, 10.25.05, 11.08.05 (online), and 11.29.05.  

Time: 4:30 P.M. – 6:30 P.M.  

Room: 305

 

Course Description: This is the culminating twelve-week practicum required of all teacher candidates who will apply for a secondary license.  The teacher candidate must plan and teach appropriate classes in an accredited secondary school under the supervision of a licensed cooperating teacher and a college supervisor.  All required coursework must be completed prior to student teaching.   Prerequisites: EDU 300, 311, 313, 325, 342, 370, 400, 430, 481, 483, 484, 485,

 

Learning Outcomes/Competencies:

At the end of this course teacher candidates will . . .

  • Construct a lesson plan including behavior objectives, goals, learning objectives, state goals and performance objectives
  • Construct a lesson plan that reflects integration across the curriculum
  • Design a lesson plan in a neat, organized, systematic, professional manner
  • Understand the importance of using lesson plans as a tool for academic and social achievement
  • Construct a videotape of three teaching lessons
  • Understand objective assessment
  • Develop a variety of assessment tools
  • Understand the principle of a rubric
  • Design a rubric
  • Develop a lesson with a rubric
  • Understand the meaning of a true professional
  • Understand what makes a good teacher
  • Implement practices of a true professional and good teacher

 

Textbook:   Wong, H.K. and Wong, R. T. (2001).  The first days of school: How to be an

                        effective teacher.  Mountain View, CA: Harry T. Wong Publications.

 

Learning Strategies:  Group Discussions, Team Projects, and Collaborative Learning

 

Assessment:

Midterm Teacher Evaluation                                         5%

Final Teacher Evaluation                                            10%

Supervisor Evaluation                                                 20%

Class participation/collaboration/attendance              10%

Lesson Plans                                                              20%

Journal                                                                        10%    

Three Video Tapes and Reflections                           15%     (5% for each)

Case Study                                                                 10%

 

Grading Scale:             A       100-90;            B 89-80;          C   79-70;        D   69-60

 

 

Class Policy for Assignments:  All assignments are expected to be on time.  No assignments will be accepted after the class period for which it is due unless special arrangements have been made with the instructor. All presentations are expected to be made at the scheduled time, unless special arrangements are made prior to class, a loss in points for the presentation will occur.

 

Course Outline:

Class Sessions

   Topics/Assignments

Class 1

       Orientation/Lesson Plans

Class 2

       Classroom Management

Class 3

       Assessment

Class 4

       Beginning Teacher Assessment Program

 

Class Policy on Attendance:  Because of the nature of the content and process of this course, it is essential that each student attend each class. 

 

Class Policy on Electronic Devices: Out of respect for others, cell phones, beepers, and pagers are not permitted.

 

Class Participation:  At the beginning of each class, participants will partake in a roundtable discussion with relation to successes and challenges that you are encountering during your student teaching.  You are expected to participate and listen attentively, and communicate respectfully with your colleagues.  You are expected to give feedback and interact with the instructor as well as colleagues.

 

Portfolio:   As of the 1996-97 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course.  This portfolio should contain examples of professional development from various courses and activities.  Many of the projects connected with this course would make appropriate additions to such a portfolio.

 

Format for Written Assignments:  The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association, 5TH edition (2001).  The standards described therein are those expected in the professional education community; as professional educator candidates, students of education also need to demonstrate in their writing the standards adopted by the professional education community.  While this manual is not required, it is available in the Calumet College bookstore and in the Specker library (REF.BF/76.7/P82/2001). 

 

Specific expectations for course papers include, but are not limited to, the following:

*  Title page includes your name, type of assignment, date of work, course title, and instructor      (correctly spelled)

*  Margins are no less than one-inch on all sides of the page

*  Contents are double-spaced

*  Type is typically Times New Roman, 12 point

*  New paragraphs are indented

*  Page numbers are provided in the upper right

*  If a running head is used (not required in short papers), use your last name.  In this way, if the pages come apart, they can be readily reassembled.

*  References—in APA style—appear at the end of the paper

*  Staple (in the upper left hand corner) pages together

*  Standard, formal language is expected:  be explicit, use active voice, and use correct grammar and spelling at all times.

*  NO abstract is needed (since these are relatively “short” papers)

 

Statement of Plagiarism: 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.

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (APA style for Education).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:  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 requests 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 request may be mailed to the Registrar or faxed to the college at 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 “W” grade on the student’s transcript.  Dropping a course without permission automatically incurs an “F” grade for the course (see refund schedule). 

Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

The ten INTASC principles listed below include specific standards for knowledge, dispositions, and performances for each principle.  The principles and accompanying standards are used as part of the rubric to assess teacher candidate performance progress.

 

Principle #1: The teacher understands the central concepts, tools of inquiry, and the

structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2:  The teacher understands how children learn and develop, and can provide

learning opportunities that support their intellectual, social, and personal development.

Principle #3:  The teacher understands how students differ in their approaches to learning and

creates instructional opportunities that are adapted to diverse learners.

Principle # 4:  The teacher understands and uses a variety of instructional strategies to

encourage students’ development of critical thinking, problem solving, and performance

skills.

Principle #5:  The teacher uses an understanding of individual and group motivation and

behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle #6:  The teacher uses knowledge of effective verbal, nonverbal, and media

communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7:  The teacher plans instruction based upon knowledge of subject matter, the

community, and curriculum goals.

Principle #8:  The teacher understands and uses formal and informal assessment strategies to

evaluate and ensure the continuous intellectual, social, and physical development of the

learner.

Principle #9:  The teacher is a reflective practitioner who continually evaluates the effects of

his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies

in the larger community to support students’ learning and well-being.

 

 

For additional policies, procedures, and assignment directions, see the current edition of the Calumet College of St. Joseph Education Program Student Teaching Handbook.