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Santa Clara University
School of Education and Counseling Psychology
Syllabus, Spring Quarter 2016
Education 268 – Clinical Practicum 3 (Multiple Subject)
Thursdays: March 31, , April 14, April 28, May 12, and May 26: 4:00 – 6:00
Office Hours: 2:30 – 4:00 on each class meeting date, Guadalupe Hall 248
Instructors: Mike Schadeck: 408-926-6781; mschadeck@scu.edu
Bob Lowry: 408-266-0739 rlowry@scu.edu
Anita Sunseri: 408-482-9735 absunseri@gmail.com
BC Gibbons 408-718-6517 bgibbons@scu.edu
DEPARTMENT MISSION AND GOALS
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 at 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 master-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 is the third of three field experience courses in the clinical practicum sequence. Teacher credential candidates engage in teaching under the supervision of an experienced resident teacher in the public schools. Students are assigned to specific teaching positions for the entire day. Students will be provided with classroom based support while completing the Teacher Performance Assessments (TPAs), Tasks 1 - 4.
Objectives
1. Students will demonstrate a continuing and developing repertoire of effective teaching strategies
and techniques. (TPE 1, 4, 6, 7, 9, 10) (TPA 1, 2, 3, 4) (CTC STD. 3, 4)
2. Students will demonstrate knowledge and use of the range of curricular materials and resources
available in their school. (TPE 5, 9) (TPA 2, 4) (CTC STD. 3, 6, 9, 10, 12, 13, 14)
3. Students will understand the phases of first-year teaching and the cycle of stress. (TPE 12, 13)
(CTC STD. 11, 12, 13, 14)
4. Students will explore a variety of positive ways to manage discipline. (TPE 6,11) (CTC STD.
3, 4, 7, 12, 13, 14, 15, 18, 19)
5. Students will understand the value of parents as partners and develop strategies to utilize the
skills of parents. (TPE 10, 11) (CTC STD. 12, 13)
6. Students will learn strategies to manage the first days of school. (TPE 6, 8, 11) (TPA 1)
(CTC STD. 3, 4)
7. Students will work with the resident teacher and university supervisor to develop a phase-in
plan to gradually assume increasing responsibility for planning and presenting classroom
instruction. The student teaching experience will culminate with ten consecutive days of full day
responsibility. (TPE 11, 12, 13) (TPA 1) (CTC STD. 5, 10, 11, 15)
8. Students will continue to maintain a Reflective Journal, which began in ED 266. This quarter
students will reflectively analyze one lesson or activity weekly in their journal, emphasizing
a) the elements of effective teaching; b) positive management strategies; and c) how curriculum
and lesson delivery are modified to meet the needs of linguistically and culturally diverse
students, students with special needs, students with different learning styles, students with
emotional or behavioral challenges, and students from underperforming subgroups. Additionally,
students will maintain an ongoing list of unanswered questions to discuss in class and/or with the
resident teacher and university supervisor. (TPE 12, 13) (TPA 1, 3, 4) (CTC STD. 3, 4, 7, 12,
13, 14, 15, 18, 19)
9. Students will read selected sections of required texts, as well as handouts that will be distributed.
(TPE 1, 6, 11) (TPA 1, 2, 3, 4) (CTC STD. 5, 6, 8, 10, 14)
10. Students will reflect on growth toward their personal goals identified in ED 266. (TPE 13) (TPA
1, 3, 4) (CTC STD. 11, 12, 13, 14)
11. Students will complete TPA Task 4. (TPE 1 – 13) (TPA 1 – 4) (CTD STD. 4, 5, 6, 7, 9, 18, 19)
12. Students will assess the current level of academic performance in basic skills using formal and
informal methods. (TPE 2, 3) (TPA 1, 2, 3) (CTC STD. 6, 8. 10, 14)
Course Requirements
1. Attend and participate in all seminars and activities. Students are expected to attend all class
sessions. Faculty members reserve the right to administratively drop students for missing the first
scheduled class. Students must be registered before attending the first class.
2. Keep your weekly Reflective Journal current.
3, Continue your file of activities and resources you find helpful and interesting. Make certain you write
out complete titles of books and publishers so that you know where to find the materials when needed.
Always ask permission of teachers if you wish to keep a copy of their activities or worksheets.
4. Complete all assignments identified in this syllabus by the due date.
5. Continue self-evaluation through your Reflective Journal and Personal Growth Plan.
6. Actively participate in your school through your student teaching. As a reminder, you are expected to
be at your school all day Monday through Friday of each week. If you are going to be absent from
school, you are required to notify both your resident teacher and your university supervisor.
7. Keep a lesson plan book or binder to be shared with your university supervisor during each of his/her
visits to your classroom.
8. Complete Teacher Performance Assessment Task 4, due on April 5th.
Required Texts
Hougan, Eric (2011). Road to Teaching. ISBN#: 978-1-4196-6907-1
Rutherford, Paula. (2009). Why Didn’t I Learn This in College? Alexandria: Just ASK Publications,
Inc.
Required Journal
Continue to maintain your weekly Reflective Journal begun in Ed 266.
Evaluation
Pass/Fail based on: 1) satisfactory completion of course requirements, and 2) quality of performance and mastery of assignments given by the university instructor(s), resident teacher, and university supervisor.
Performance must be the equivalent of a “B” or better to earn a passing grade. Students must attend all class meetings to receive a passing grade. If, in the case of an emergency, a student cannot attend a class session, the instructor must be notified in advance to be given the reason for the absence.
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Schedule of Topics and Assignments
Session 1: March 31, 2016
Class Topics:
*Address unanswered questions
*Review expectations for student teaching
*Review course syllabus and handbook
*Review Reflective Journal
*Share job search experiences
*Solo Teaching: sharing experiences; share new placement experiences
*Brainstorm questions for next session’s guest speaker
*Assignments:
Due April 14: Readings: Hougan, Strategies 27, 28, 29, 37
Handouts: “Transition Techniques”, “Handling Misbehaviors During
Instruction”, “Working with Talkative and/or Disruptive Students”,
“Solving Problems for the Do-Nothing, Unmotivated, Apathetic Student”
Session 2: April 14, 2016
Class Topics:
*Guest Speaker: Deanna Sainten: SCU graduate and master teacher
*Address unanswered questions
*Review handouts
*Assignments:
Due April 28: Handout: “Teaching That’s Tailored to Learners”
Prepare to share a discipline problem
Session 3: April 28, 2016
Class Topics:
*Guest Speaker: Rich Julian: Principal, Burnett Elementary School, Milpitas Unified School
District: Kahn Academy/Blended Learning
*Address unanswered questions
*Share job search
*Discuss student teaching experience
*Discuss Handout and a Discipline Problem
*Mid-Quarter Course Evaluation
*Assignments:
Due May 12: Parent Use in the Classroom: Prepare to share how parents are
used in your student teaching classroom
Readings: Rutherford, pp. 20-42 and Chapter 9 (Organizing the
Classroom for Learning)
Weekly Reflective Journal
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Session 4: May 12, 2016
Class Topics:
*Address unanswered questions
*Share job search
*Review reading assignments: Rutherford
*Discuss parent use in the classroom
*Discuss discipline problems
*Share management challenges
*Share and collect Reflective Journal
*Assignments:
Due May 26: Share management challenges
Readings: Rutherford, pp. 9 – 15, 195 – 206, Chapter 10 (Parents
As Partners)
Handouts: “Survival and Successful Guidelines for Parent –
Teacher Conferences”, “Tips for Reaching Parents”, “How to Have
a Productive Meeting with the Parents of a Problem Child”, and
“What Real Professionalism Requires”
Reflections on your personal goals
Session 5: May 26, 2016
Class Topics:
*Address unanswered questions
*Spring quarter course evaluations
*Review reading assignments: Rutherford
*Share management challenges
*Share and collect Personal Goal Reflections
*Evaluations: This Course, Master Teachers, and University Supervisors
*Discuss handouts: “The Future of Homework”, “Parents Complain of All Work and No Play”,
“Student-Involved Conferences”, “Teacher’s Guide to Reviewing Cum Folders”, “Teaching
Secrets: Five Tips for the New Teacher”, “Sustaining the Verve”, “The Power of Parent-
Teacher Relations”, and “Teaching Secrets: 10 To-Dos for New Teachers”
*Questions and concerns for the beginning of school
*Return journals
*Assignment: Have a relaxing and enjoyable summer!
Summary of Assignments
1. Maintain your Weekly Reflective Journal. This quarter briefly analyze one lesson or activity emphasizing
a) the elements of effective teaching; b) positive management strategies; c) how curriculum and lesson
delivery are modified to meet the needs of linguistically and culturally diverse students, students with
special needs, students with different learning styles, students with emotional and/or behavioral
challenges, and students from underperforming subgroups; and d) what went well and/or what could
have been done differently. Bring your Reflective Journal to each 268 class meeting.
2. Describe a discipline problem for class discussion. This assignment will not be collected.
3. Prepare a list of ways parents are used in your classroom. This assignment will not be collected.
4. Readings: Kronowitz, Chapters 5, 7, 9, and 10; Rutherford, Chapters 9 and 10, and pages 9 – 15, 20 –
42, 195 – 206, and 222 – 236; Handouts; Bring your books to each class meeting.
5. Reflections on your Personal Growth Plan
6. Prepare a list of questions and concerns for the beginning of the school year.
7. Maintain your lesson plan book or binder.
8. Maintain your file of activities and resources.
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Assignment Due Dates
April 14: Hougan, Strategies 27, 28, 29, 37; Handouts
May 12: Rutherford, pp. 20 -42 and Chapter 9, share a discipline problem, share a list of ways parents are used in your classroom, Weekly Reflective Journal.
May 26: Rutherford, pp. 9 – 15 and 195 – 206, and Chapter 10, Personal Goals Reflections, resources you have found helpful, and share management challenges.
In addition, come prepared to each class session having read the handouts listed in this syllabus in order that you can fully participate in the discussions on these handouts.
Academic Honesty
Santa Clara University insists on honesty and integrity from all 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 in Benson 216. If you would like to register with Disabilities Resources, please visit their office or call (408) 554-4109. You will need to register and provide professional documentation of a disability, prior to receiving academic accommodations.
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