This is the final, fourteen-week practicum required of all teacher trainees who will apply for a secondary school license. The student must plan and teach appropriate classes under the supervision of a cooperating teacher and the college supervisor of secondary education

All required education and major specific courses must be completed prior to student teaching, such as Education 100, 200, 220, 300, 311, 325, 341, 342, 370, 471, 472, 473, 474, 475, 476, and 477.

1. Student teachers will gain supervised practical teaching experiences in their major subject area.

2. Student teachers will discuss and articulate the relationship between educational theory and practice.

3. Students will consider current 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.. Student teachers will implement a teaching/learning environment in which the dignity and

worth of all students and their various views are respected.

5. Student teachers will use appropriate teaching/learning methods for concept presentation according to developmental student differences and the complexity of the concepts to be learned.

6. Student teachers will plan, implement, and evaluate learning experiences that will develop sequential problem-solving and critical and reflective thinking.

7. Student teachers will develop classroom management skills that will promote on-task learning for students, thus resulting in an effective, efficient learning environment.

8. Student teachers will select and use appropriate data to evaluate student progress, changes in student attitudes, and effectiveness of teaching methods.

9. Student teachers will write unit and daily lesson plans and submit them to their cooperating teachers at least one week in advance of implementing the plans--typed to the supervising teacher as indicated in the syllabus timeline.

10. Student teachers will prepare a case study regarding the perceived learning needs of a particular student in the context of the particular school culture.

11. Student teachers will participate in parent/teacher conferences and become familiar with parental involvement programs that are relevant.

12. Student teachers will document and reflect on their daily experiences in a student teaching journal.

13. Student teachers will record their "extra-curricular" school activities in a log (a list) separate from their journal.

14. Students will have the opportunity to participate in the group process--and to evaluate the value of collaborative learning as an important part of the educational process and design.

15. Student teachers will put together a professional resource file which will include a portfolio of original, relevant, formal education and practice-teaching/classroom products.

16. Student teachers will prepare the necessary documents and procedures for job placement.

17. Student teachers will participate in (mandatory) seminars covering current educational issues, such as professionalism, observation techniques, classroom routines and management, lesson planning, parent/teacher conferences, the teaching/learning process, resource development, classroom assessment, current trends in restructuring and reform, and job searches.

Each student teacher will be graded using the following percentages:

15% Cooperating teacher evaluation/Midterm;

15% Cooperating teacher evaluation/Final;

15% Supervising teacher evaluation;

15% Cooperating teacher evaluation/Final;

15% Supervising teacher evaluation;

10% Quizzes on reading assignments;

10% Case study paper;

10% Journal, Journal summary paper, and log

10% Portfolio;

10% Lesson plans;

5% Participation/Attendance(In class, on-site, and at Education Seminars)

A 90 - 100%

B 89 - 80%

C 79 - 70%

D 69 - 60%

F 59% & below

Students are expected to be present and on time for all classes. Class interaction is important and cannot be "made up" individually. Also, student teachers are expected to be present at on-site assignments on days specified by that school's calendar. (See the Student Teaching Handbook) Finally, attendance is mandatory for the Education Seminars.

The professional Education community has adopted the standards outlined in the Publication Manual of the American Psychological Association. The current work is the 4th Edition, published in Washington, D.C., by the American Psychological Association, in 1994. The professional standards described there are expected in the professional education community. As future professionals, students of education also need to demonstrate in their writing the standards adopted by the professional education community.

If classes are cancelled, the Education office will attempt to notify students. In addition, an announcement will be posted on the Academic Bulletin Board and the classroom door

Your grade will be reduced if you do not turn in assignments on time.

Part II: DETAILS OF COURSE REQUIREMENTS AND MAJOR ASSIGNMENTS

1. Reading assignments from the textbook are listed in Part IV of this syllabus. Please read the assignments as the minimum preparation for class discussion and participation.

2. Each teacher candidate is required to develop a portfolio as part of a professional resource file. The Portfolio should contain original, relevant, formal education and practice-teaching/ classroom products; for example, samples of lesson plans, unit plans, projects, research papers, and so on. The portfolio should demonstrate the teacher candidate’s competence and creativity. In addition, other items to include in such a portfolio are a cover note, a resume, an official transcripts, official transcripts (in a sealed envelope), NTE scores, and letters of recommendation. The portfolio and all its contents should, be neat, well organized, and comprehensive. The final product should have a professional appearance. (See additional documents for more information.)

3. Students need to complete a case study of approximately five (typed) pages of narrative text which presents a thoughtful but objective evaluation of the needs of a particular student. The paper should begin with a brief history of the school, current demographics of the school, a description of the school culture (for example, school policy as found in the teacher candidate and faculty handbooks), and socio-economic factors that impact the school. Once the learning environment is described, the strengths, weaknesses, and growth of a particular student (who, of course, will not be named in the paper--or anywhere else--for professional, ethical, and legal reasons) can be discussed; these observations, however, must be objective, that is, based on observed, documented behavior. Areas discussed throughout the CCSJ education program such as educational philosophy, politics, sociology, finance, law, curriculum, may be included in the discussion.

The project will be assessed according to:

20% Demonstration of sound educational observation;

20% Demonstration of accurate data collection;

20% Demonstration of professional analysis, evaluation, and conclusions;

10% Relating practice to educational theory;

15% Clear writing (unity, coherence, and sound writing mechanics); and

15% Adherence to the American Psychological Association (APA) format.

The paper should have about six pages: (a) a title page and (b) approximately five pages of narrative text.

4. A MIDTERM consists of (a) the cooperating teacher consulting with the teacher candidate teacher and (b) filling out the "Teacher candidate Teacher Assessment Inventory," and then (c) getting this instrument to the supervising teacher at CCSJ. (For additional information, consult the CCSJ Student Teaching Handbook.)

5. A FINAL EXAM is similar to the MIDTERM discussed above.

6. QUIZZES may or may not be announced in advance. They will typically cover the reading assigned for class that day.

7. Student teachers must keep a DAILY JOURNAL in which they record observations, reflections concerns, questions, thoughts, feelings, learning, reminders, and so on. This journal can be an invaluable tool for processing many of the new experiences, successes, pressures, and questions that arise--both immediately and at a later date (when looking back with more wisdom). It can serve as a source for discussion with a cooperating teacher, a supervising teacher, and /or other student teachers. It also serves to document the student teacher’s growth and progress throughout the fourteen weeks of student teaching experiences.

This journal is to be handed in to the supervising teacher the seventh class session (October 13, 1999). It should be accompanied by (at least) a two to three page (typed) SUMMARY ESSAY in which the student teacher reviews the contents of the journal, making special note of significant moments during the fourteen week process, as well as specific learnings and overall development of professional teaching skills.

8. Student teachers should also keep a LOG--or list of activities in which they were involved over the fourteen weeks. This will especially help to document such extra-curricular involvements such as school clubs, athletic games, dances, faculty meetings, parent/teacher conferences, and so on. This does not have to detail these events; it can simply be a list (containing the date, time, and nature of the event) of activities.
9. Student teachers are required to hand in all lesson plans--both unit and daily plans-typed--by the last class meeting. ADDITIONAL NOTE: Complete lesson plans are to be given to cooperating teachers at least one week in advance of their being implemented. This allows cooperating teachers the opportunity to read and suggest revisions in enough time for the Student Teacher to adjust the plans upon arrival in the classroom--whether the visit is scheduled or unannounced. THIS REPRESENTS A SERIOUS PROFESSIONAL OBLIGATION ON THE PART OF THE STUDENT TEACHER. (See also the Student Teacher Handbook.)
10. CLASS PARTICIPATION can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Class interaction is invaluable--and cannot be "made up" individually.

 PART III: BIBLIOGRAPHY AND RESOURCE MATERIALS

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