EDUC_266

DEPARTMENT OF EDUCATION

Clinical Practicum 1--Multiple Subject

EDUC 266 (3 Units)

Clinical Practicum 1

Fall 2016

Mike Schadeck - Phone: 408-926-6781 Bob Lowry – Phone: 408-266-0739

Email: mschadeck@scu.edu Email: rlowry@scu.edu

Guadalupe 248 Guadalupe 248

Anita Sunseri – Phone: 408-482-9735 BC Gibbons- Phone: 408-718-6517

Email: asunseri@scu.edu bgibbons@scu.edu

Guadalupe 248 Guadalupe 248

Office Hours: By Appointment or 12:00 – 1:30 on Class Days

Course Meeting Days: Thursdays: September 22, October 6, October 20, November 3,

November 17

MISSION AND GOALS OF THE DEPARTMENT OF EDUCATION

The mission of the Department of Education is to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities. Rooted in the Jesuit tradition of Santa Clara University, the core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

The goals include:

1. To prepare professionals who will work competently with individuals who

have a variety of strengths, experiences and challenges, those with diverse backgrounds, and those in greatest need.

2. To develop positive habits of mind, identify and apply best practices in the

field, and engage in critical reflection on practice.

3. To demonstrate mastery-level knowledge and skills in teaching and

learning.

4. To become leaders sensitive to the ethical and social consequences of

their decisions.

COURSE DESCRIPTION

This class is the first in a series of three field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the K – 6 levels. This seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

COURSE OBJECTIVES

1) **The student will maintain a weekly journal of his/her classroom observations.

Sometimes specific journal assignments will be made. All journal entries will include reflective analysis of effective teaching and positive management strategies. (TPE 12, 13) (TPA 1) (CTC STD 3, 4, 7, 12, 13, 14, 15, 18, 19)

2) **The student will understand a variety of classroom management strategies. (TPE

6, 11) (CTC STD 3, 4)

3) **The student will read selected strategies in The Road to Teaching, as well as hand-

outs that will be distributed. The student will discuss the readings in collegial

groups during class meetings. (TPE 1, 6, 11) (TPA 1) (CTC STD 5, 6, 8, 10, 14)

4) **The student will work effectively with students in 1:1 and small group activities

under the direction of the resident teacher. The student will self-critique, in the

journal, the success of these activities. The student will also complete the monthly checklist. (TPE 11, 12) (TPA 1) (CTC STD 3, 4, 7, 12, 13, 14, 15, 18, 19)

5) **The student will become familiar with the school and community by becoming an

integral part of the school culture and by interviewing the resident teacher and the

principal. The interviews will focus on the factors that influenced their career de-

cision and the philosophy of the school. (TPE 11) (CTC STD 12, 13)

6) **The student will demonstrate effective communication and professional rapport

with students, teachers, and staff. (TPE 6, 12, 13) (CTC STD 12, 13)

7) **The student will understand the needs of the students by preparing a class profile

which he/she will identify the ability levels, learning styles, interests, and special

needs of the students. (TPE 8) (TPA 2, 3, 4) (CTC STD 6, 8, 10, 14)

8) **The student will identify, from in-class performance with students and from feed-

back from the resident teacher and University supervisor, a minimum of four areas

of personal and professional growth activities to be completed during the winter

quarter. (TPE 13) (TPA 1, 2, 3, 4) (CTC STD 11, 12, 13, 14)

9) **The student will complete TPA Tasks 1 – 4 as assigned. (TPE 1 – 13) (TPA 1 – 4)

(CTC STD 4, 5, 6, 7, 9, 18, 19)

Numbers printed after assignments on the following pages indicate alignment with the above Course Objectives.

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REQUIRED TEXT

Hougan, Eric (2011). Road to Teaching. ISBN #: 978-1-4196-6907-1

Journal: 8 1/2 x 11” Spiral-Bound Notebook or Computer Printout

OTHER USEFUL RESOURCES

Kronowitz, E. (2004). Your First Year of Teaching and Beyond. New York: Pearson

Education, Inc.

Rutherford, Paula (2002). Why Didn’t I Learn This in College?. Alexandria: Just

ASK Publications.

Wong, Harry K & Rosemary T. (1998). The First Days of School. Mt. View: Harry K. Wong Publications, Inc.

COURSE REQUIREMENTS

**Attend and participate in all seminars and activities.

**Journal: after your observations, write out what you observed and your reflections. What worked well in the class? What did not work well? What did you learn about teaching during your observations? What, if anything, would you have done differently? Do one entry per week. Do not give a summary of what you observed. REFLECT on what you observed.

**Begin a file of activities and resources that you find helpful and interesting. Make sure you write out complete titles of books, their publishers, and full email addresses so that you know where to find the materials in the future. Always ask permission of other teachers if you want to keep a copy of their activities and worksheets. Take advantage of everything offered by your resident teacher(s).

**Complete all assignments indicated in the Syllabus, and submit them on time.

**Self-evaluate through your Journal and your Personal and Professional Growth Plan.

**Actively participate in school observations. You are expected to be at your school four days per week. If you will be absent from school, you must notify your resident teacher and your University supervisor.

**Complete TPA tasks over the course of the school year.

**Complete the monthly checklist with your University supervisor with assistance from your resident teachers.

ASSESSMENTS AND GRADING CRITERIA

This course is a Pass/Fail one, based on: 1) satisfactory completion of course requirements and 2) quality of performance and mastery of assignments by the University instructor, resident teacher(s), and University supervisor. Performance must be the equivalent of “B” or better to earn a passing grade.

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COURSE OUTLINE AND CLASS SCHEDULE

Session 1: September 22, 2016

Class Topics:

**Introductions/Information Sheet

**Review Syllabus

**Ground Rules/Handbook/Lesson Plan Template/Monthly Checklist

**Teacher Performance Expectations/TPAs

**Classroom Management 2, 6

**Journal 1

**Questions for Guest Speakers

**Visit to Alternate School: Preferably during the month of October 5

Assignments:

Due October 6:

**Hougan: Strategies 1, 2, 3, 4, 24 3

**Read Handouts: “Adaptations” and “Tweaking and Assessing ELLs” 3

**Class Profile Sheet 7

Due October 20:

**Hougan: Strategies 17, 18, 20, 22 3

**Resident Teacher/Principal Interviews 5

**Handouts: “Called to Teach” and “The Teacher Effect” 3

**Journal: Classroom Management, Room Arrangement, Transitions 1

**Class Profiles, Readings, and Lesson Observation Form 3, 4, 7

**Handouts: “Hot Tips for Managing Classroom Behavior” and Lesson Plan

Template 3, 4

**TPA #1 Due on October 18

Session 2: October 6, 2016

Class Topics:

**Unanswered Questions

**Review Handouts: “Adaptations” and “Tweaking and Assessing ELLs” 3

**Journals/Reflections 1

**Pair Share: Classroom Management 2

**Class Share: Observation Experiences 5

**Lesson Observation Form 4

**Panel of Guest Speakers (Former Students) 2, 4, 5

Assignments:

**See First Class Session for Assignments Due on October 20

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Session 3: October 20, 2016

Class Topics:

**Unanswered Questions

**Collect Interviews and Lesson Observation Form

**Small Group Share: Class Profile, Interviews, and Teaching Placements

**Review Reading Assignments

**Transition Observation Form 2

**TPA #2 Training workshop: November 8, 2:00 – 3:30

Assignments:

Due November 3:

**Hougan: Strategies 30, 31, 32, 33 3

**Journal: Classroom Management, Routines, and Procedures 1, 2

**Transition Observation Form 2

Session 4: November 3, 2016

Class Topics:

**Visit to RAFT (1355 Ridder Park Drive, San Jose, CA 95131; 408-451-1420) 5

**Unanswered Questions

**Discussion on Lessons Taught 4, 5

**Discussion on Alternate School Visits 5

**Collect Transition Observation Form

Assignments:

Due November 17:

**Hougan: Strategies 19, 21, 23 3

**Journal 1

**Alternate School Summary 5

**Personal and Professional Growth Goals 8

Session 5: November 17, 2016

Class Topics:

**Group Discussions: Alternate School Placement, Assigned Readings, and

Student Teaching Experiences

**Discussion of Lessons Taught 4, 5

**Becoming Part of the School Culture 5

**Collect Journals, Growth Goals, and Alternate School Placement Summary 1, 8

**Share Behavior Management Successes and Challenges 2

**Review Expectations for Next Quarter

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SUMMARY OF ASSIGNMENTS

**Maintain a weekly journal.

**Interview your resident teacher for about twenty minutes. Write up your questions and his/her responses. Suggested questions: Why did you decide to become a teacher? How long have you been teaching? What were the highest or lowest points of your career? Why do you continue to teach? What are the benefits of teaching--what makes you feel good abut what you do every day? What are the biggest challenges facing teachers today? How is that different from when you began teaching? (Note: These are suggestions ONLY. Feel free to ask questions that are of particular interest to you.)

**Interview your principal for about twenty minutes. Write up your questions and his/her responses. Suggested questions: What is the school discipline policy? Are there consistent classroom management strategies throughout the school, or does each teacher develop his/her own? How does the school meet the needs of all students (e.g., Gifted and Talented, Non- or Limited English speakers, special education, medically fragile, physically challenged)? How do you get the parents’ perspective on the school and school programs? How do you decide how to allocate funds? What are the rewards and challenges of your job as a principal? (Again, these questions are ONLY suggestions. Add and omit as you wish.)

**Write a one- to two-page description of your class. Include the diversities of language, gender, culture, age of students, and State testing results. Include similarities and differences of students as individuals and as members of specific groups, such as interests, ability levels, special needs groups, or language groups. Consider how individuals interact with each other and the teacher. Describe the classroom climate and the organizational structure of the classroom. Include any other factors you believe are significant.

**List four areas for personal and professional growth.

**Complete the Lesson Observation Form

**Bring your Journal and your textbook to each class meeting.

**Complete the Transition Observation Form.

**Write a summary of your visit to the alternate school site.

**Complete your monthly checklist. (Do not turn this in to us, but share it with your University supervisor and your resident teachers.)

**Complete all reading assignments on time.

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ASSIGNMENT DUE DATES

October 6: Hougan: Strategies 1, 2, 3, 4, 24

Class Profile Sheet

October 20: Hougan: Strategies 17, 18, 20, 22

Resident Teacher/principal Interviews

Handouts: “Called to Teach”, “The Teacher Effect”, “Hot Tips for

Managing Classroom Behavior”, and Lesson Plan Template

Journal: Classroom Management, Room Arrangement, Transitions

Class Profiles, Readings, and Lesson Observation Form

November3: Hougan: Strategies 30, 31, 32, 33

Journal: Classroom Management, Routines, and Procedures

Transition Observation form

November 17: Hougan: Strategies 19, 21, 23

Journal

Alternate School Summary

Personal and Professional Growth Goals

ACADEMIC HONESTY

Santa Clara University insists on honesty and integrity from all members of its community. The standards of the University preclude any form of cheating, plagiarism, forgery of signatures, and falsification of data.

A student who commits any offense against academic honesty and integrity may receive a failing grade without a possibility of withdrawal. An offense may also dictate suspension or dismissal from the University.

In particular, it is each student’s responsibility to understand the serious nature of plagiarism and the consequences of such activity. Plagiarism is the practice of claiming, or implying, original authorship of (or incorporating material from) someone else’s written or creative work, in whole or in part, into one’s own without adequate acknowledgement. Unlike cases of forgery, in which the authenticity of the writing, document, or some other kind of object itself is in question, plagiarism is concerned with the issue of false attribution. See: http://www.scu.edu/studentlife/resources/academicintegrity

DISABILITY ACCOMMODATIONS PROCEDURE

To request academic accommodations for a disability, students must contact Disabilities Resources located on the second floor of Benson, Room 216. The telephone number is 408-554-4109. To receive services, students are instructed to go to the following website: www.scu.edu/disabilities.

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