SYLLABUS FOR STUDENT TEACHING: SECONDARY

Course Number: EDU495A

Instructor: Dr. Sam Wright

Office: Room # 509

Office Phone: 219 473-4263

E-mail: swright@ccsj.edu

Office Hours: Monday - Friday, 8:30 - 4:30

Course Time: Various Wednesdays, 4:00, Conference Room, 5^th Floor

Course Description: This is the final fourteen 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.

.Prerequisites:

All required education and major specific courses must be completed prior to student teaching, such as Education 100, 200, 299, 300, 311, 314, 325, 341, 342, 370, 430, and 471; also 472, 473, 474, 475, 475, or 477.

Cooper, J.M. (Ed.). (1994). Classroom Teaching Skills (5^th edition). Lexington, MA: D.C. Heath and Company

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 (i.e., MLA, APA, Chicago Manual of Style or Turabian.). 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.

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. A 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. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

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).

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.

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

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

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.

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.

PART III: BIBLIOGRAPHY AND RESOURCE MATERIALS

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA:

Association for Supervision and Curriculum Development.

Barr, M., D’Arcy, P., & Healy, M.K. (1982). What’s going on? Language/learning episodes in British and American classrooms, grades 4-13. Montclair, NJ: Boynton/Cook Publishers, Inc.

Barth, R. S. (1990). Improving schools from within: Teacher, parents, and principals can make the difference. San Francisco: Jossey-Bass Publishers.

Bateman, W. L. (1990). Open to question: The art of teaching and learning by inquiry. San Francisco: Jossey-Bass Publishers.

Brandt, R. S. (Ed.). (1988). Content of the curriculum: 1988 ASCD yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: Association for Supervision and Curriculum Development.

Bryk, A. S., Lee, V. E. (1988). Catholic schools and the common good. Cambridge, MA: Harvard University Press.

Cangelosi , J. S. (1990). Designing tests for evaluating student achievement. New York: Longman.

Cangelosi, J. S. (1991). Evaluating classroom instruction. New York: Longman.

Carey, L. (1988). Measuring and evaluating school learning. Boston: Allyn and Bacon, Inc.

Cisneros, S. (1984). The house on Mango Street. New York: Vintage Books.

Comer, J. P. (1992). Raising black children. New York: Penguin Books.

Cremin, L. (1988) American education: The metropolitan experience. New York: Harper and Row.

Dill, D. D., et alia. (1990). What teachers need to know: The knowledge, skills, and values essential to good teaching. San Francisco: Jossey-Bass Publishers.

Elmore, R. F., et alia. (1990). Restructuring schools: The next generation of educational reform. San Francisco: Jossey-Bass Publishers.

Elmore, R. F., & Fuhrman, S. H. (1994). Illinois school law survey (2nd ed.). Springfield, IL: Illinois Association of School Boards.

Fullan, M. G. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.

Gardner, H. (1993). Multiple intelligence: The theory in practice. New York: Basic Book.

Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.

Goldenburg, C., Reese, L., & Gallimore, R. (1992). Effects of literacy materials from school on Latino children’s home experiences and early reading achievement. American Journal of Education, 100, 497-536.

Grambs, J. D., & Carr, J. C. (1991). Modern methods in secondary education. New York: Rinehart & Winston.

Greeley, A. (1989). My research on Catholic schools. Chicago Studies, 28, 245-363.

Joyce, B. (1986). Models of teaching. Englewood Cliffs, NJ: Prentice Hall.

Kats, M. (1987). Reconstructing American education. Cambridge, MA: Harvard University Press.

Keith, T. Z., & Page, E. B. (1985). Do Catholic high schools improve minority student achievement? American Educational Research Journal, 22, 337-349.

Kowalski, T. J., Weaver, R. A., & Hansen, K. (1990). Case studies on teaching. New York: Longman.

Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Crown Publishers, Inc.

Levin, J. M. (1987). Secondary instruction: A manual for classroom teaching. Boston: Allyn & Bacon.

Liebermann, A. (Ed.). (1988). Building a professional culture in schools. New York: Teachers College Press.

Marsh, H. W. (1991). Public, Catholic single-sex, and Catholic coeducational high schools: Their effects on achievement, affect and behaviors. American Journal of Education, 99, 320-56.

National Catholic Education Association (1986). Catholic high schools: Their impact on low-income students. Washington, D. C.: Author.

Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley: University of California Press.

Noddings, N. (1992). The challenge to care in schools: An alternate approach to education. New York: Teachers College Press.

Ornstein, A. (1990). Strategies for effective teaching. New York: Harper and Row.

Ortiz, F. I. (1988). Hispanic-American children’s experiences in classrooms: A comparison between Hispanic and non-Hispanic children. In L. Weis, (Ed.), Class, race, and gender in American education (pp. 63-86). Albany, NY: State University of New York Press.

Paley, V. G.(1992). You can’t say your can’t play. Cambridge, MA: Harvard University Press.

Elmore, R. F., et alia. (1990). Restructuring schools: The next generation of educational reform. San Francisco: Jossey-Bass Publishers.

Pauley, E. (1991). The classroom crucible: What really works, what doesn’t, and why. New York: Basic Books.

Sadker, M., & Sadker, D. (1194). Failing at fairness: How America’s schools cheat girls. New York: Charles Scribner’s Sons.

Schaefer, D. (1987). Choices & consequences: What to do when a teenager used alcohol/drugs. Minneapolis: Johnson Institute Books.

Schunk, D. H. (1991). Learning theories: An educational perspective. New York: Macmillan Publishing.

Shaughnessy, M. A., & Shaughnessy, J. (1993). Ethics & the law: A teacher’s guide to decision making. Washington, D.C.: National Catholic Education Association.

Sowell, T. (1993). Inside American education. New York: The Free Press.

Style, E. (1988). Curriculum as window and mirror. Listening for all voices. Summit, NJ: Oakknoll School.

Thomas, G. J., Sperry, D. J., &Wasden, F. D. (1991). The law and teacher employment. St. Paul, MN: West Publishing Company.

Turner, J. S., & Helms, D. B. (1991). Lifespan development (4th ed.). Fort Worth, TX: Holt, Rinehart and Winston, Inc.

Valli, L. (1988). Gender identity and the technology of office education. In L. Weis, (ed.), Class, race, and gender in American education (pp. 87-105). Albany, NY: State University of New York Press.

Weis, L. (ed.). (1988a). Class, race, and gender in American education. Albany, NY: State University of New York Press.

Weis, L. (1988b). High school girls in a de-industrializing economy. In L. Weis, (Ed.), Class, race, and gender in American education (pp. 183-208). Albany, NY: State University of New York Press.

 PART IV: TIMELINE

DATES FOR CLASS CLASS EXERCISES ASSIGNMENTS

1. January 19, 2000 Overview of student Read Chapters 8

2. January 26, 2000 Chapters 8, 1-3; Quiz Read Chapters 4-6;

3. February 9, 2000 Chapters 4-6; Quiz; Read Chapters 7, 9-

4. February 23, 2000 Chapters 7, 9-10; Quiz; Have midterm coop-

 5. March 8, 2000 Case study due; discuss- Finalize portfolio.

 6. March 22, 2000 Portfolio due; job Finalize log; have

 7. April 5, 2000 Wrap-up; exam due; log Good Luck & Best