Calumet College= of St. Joseph

Education Department

2400 New York Avenue, Whiting, IN 4= 6394 * 219-473-4385

&nb= sp;

EDUC 495/MAT 544

SYLLABUS FOR STUDENT TEACHING: SECONDARY

Course Description: This is the culminating twelve-we= ek practicum required of all teacher candidates who will apply for an elementa= ry license. The teacher candidat= e must plan and teach appropriate classes in an accredited elementary 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, 314, 325, 341, 342, 370, 430, 436, 471<= o:p>

Student Teaching Workshop Dates: October 2010: 10/15, 11/12, 12/3, 2010 and 1/14,= 2011

Time: 4:30 P.M. R= 11; 6:30 P.M.

Room: 308

Learning Outcomes/Competencies:

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

Collaborate and plan according to CCSJ, state and school requirements

Construct and implement lesson plan units including behavior objectives, goals, learning objectives, state goals and performance objectives=

Construct a lesson plan unit that reflects integration of academic subjects acro= ss the curriculum

Utilize lesson plans as a tool for academic and social achievement<= /span>

Implement lesson plans according to all required standards

Construct videotapes and reflections of taught lessons

Develop a variety of assessment tools and implement multiple assessments to evaluate student performance

Develop and implement lessons to be evaluated with a rubric

Reflect about teaching practices

Implement practices of a true professional and an effective teacher

Textbook:   Wong, H.K. and Wong, R. T. (2001). The first days of school: How t= o be an effective teacher. Mountain View, CA: Harry= T. Wong Publications.

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

Assessment:

Midterm Teacher Evaluation        &= nbsp;           &nbs= p;            &= nbsp;            5%

Final Teacher Evaluation        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;     10%

Supervisor Evaluation        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;          20%

Class participation/collaboration/attendance = ;            &n= bsp;   10%

Lesson Plans            =             &nb= sp;            =             &nb= sp;            =          20%

Journal            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;       10%

Three Video Tapes and Reflections        &= nbsp;           &nbs= p;            15%    (5% for each)

Case Study            =             &nb= sp;            =             &nb= sp;            =              10%

Grading Scale:           A     100-90;         &= nbsp; B 89-80;      &= nbsp; 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 unl= ess 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.<= /p>

Course Outline:

Class Sessions

   Topics/Assignments

Class 1

       Orientation/Lesson Plans

Class 2

       Classroom Management

Class 3

      Licensin= g

Class 4

       Di= versity

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

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

Class Participation:&nb= sp; At the beginning of each class, participants will partak= e 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 communic= ate 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 exam= ples of professional development from various courses and activities. Many of the projects connected wit= h 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, 5^TH 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<= /st1:PlaceName> College bookstore a= nd 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 up= per right

·      =    If a running head is used (not requ= ired in short papers), use your last name.&n= bsp; 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 corn= er) pages together

·      =    Standard, formal language is expected: be explicit, use ac= tive 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 maxi= mum penalty for any form of academic dishonesty is dismissal from the college.<= span style=3D'mso-spacerun:yes'> 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 guid= elines 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 permi= ssion 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 request may be mailed to t= he Registrar or faxed to the college at 219.473.4259. Students are to make note of the r= efund schedule when withdrawing from courses.&nb= sp; 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 stu= dent will receive notification of official withdrawal; if denied, the notificati= on will indicate why the withdrawal is disallowed.

=         &= nbsp;   An official withdrawal is recorded as “W” grade on the studentR= 17;s transcript. Dropping a course without permission automatically incurs an “F” grade for the co= urse (see refund schedule). <= /o:p>

=

Interstate New Teacher Assessment and Sup= port 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 centr= al 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 child= ren learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

=

= Principle #3: The teacher understands how stude= nts 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 environme= nt 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 interact= ion in the classroom.

=

= Principle #7: The teacher plans instruction bas= ed 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 contin= uous 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 assignme= nt directions, see the current edition of the Calumet College of St. Joseph Education Program Student Teaching Handbook.

Class Sessions	Topics/Assignments
Class 1	Orientation/Lesson Plans
Class 2	Classroom Management
Class 3	Licensin= g
Class 4	Di= versity