EDUC_297

Department of Education

Master of Arts and Credential Program

EDUC 297 (1 unit)

Critical Practicum I

Fall 2015

1. Mission and Goals of the Department of Education

The mission of the Department of Education is to prepare professionals who demonstrate excellence in both the theory and practice of teaching, learning, and leadership with a commitment to the intellectual, emotional, social and ethical growth of diverse populations.

1. Work competently with all individuals, including those from diverse backgrounds, differing abilities and those of greatest need

2. Develop positive habits of mind, identify and apply best practices in the field, and engage in critical thinking and reflection on practice

3. Process mastery-level knowledge and skills in teaching and learning

4. Become leaders sensitive to the ethical and social consequences of their decisions.

2. Course Description

The first in a series of three field experience courses designed to introduce teacher credential candidates to curriculum, instructional and managerial strategies in the public schools at the secondary level. Morning observations are combined with seminars conducted by the university supervisor. In these seminars, students have the opportunity to discuss problems and issues in public education as well as instructional strategies and methodologies within collegial teams.

3. Course Objectives

1. The student will, as a member of a collegial team, prepare a comprehensive description of the assigned school site, its goals, students, staff and resources. (TPE 11)

2. The teacher candidate will develop and maintain a daily narrative (the Observation Journal) of all instruction observed, and will reflectively identify and/or analyze the elements of effective teaching and positive management strategies. In addition, the student will develop an ongoing list of unanswered questions to discuss with the resident teacher, university supervisor and peers. (TPE 12,13)

3. The student will work effectively with students in one-on-one tutoring and small group activities under the direction of the resident teacher. The student will self-critique, in the Observation Journal, the degree of success of these activities. (TPE 11,12)

4. The student will demonstrate effective communication and professional rapport with students, teachers and staff during the observation period in and outside of the classroom. (TPE 6,12,13)

5. The candidates will prepare case studies on four students based on interviews with each of their six teachers. The four students will be comprised of a limited or non-English proficient student, an identified special needs student, a student who appears to have behavioral problems, and a student whose culture and background are different from that of the candidate. (TPE 8) Due: December16!

6. The student will describe and discuss in the Observation Journal and in class discussions contemporary issues in teaching relating to state adopted standards, professional ethics, rights, responsibilities and student diversity. (TPE 12,13)

7. The teacher candidate will identify from the Observation Journal, from in class performances with students, from feedback from the resident teacher and university supervisor, a minimum of four areas needing personal and professional growth. Based on this assessment, the student will develop, with the university supervisor, a plan for professional growth activities to be completed within the winter quarter. (TPE 13)

8. The student teacher will describe, discuss and implement whenever possible the use of timely technologies observed in the classroom visits and activities in the Observation Journal and class discussions. (TPE 4)

9. The teacher candidate will identify and reflect upon specific pedagogical theories gained from SCU coursework they observe and personalize in the field experience in the Observation Journal and class discussions. (TPE 1, 4)

10. The teacher candidate will identify and describe strategies as well as resources that serve ELL and special needs students in addition to analyzing their effectiveness and impact upon such students through case study/interviewing assignments and reflections in Observation journal. (TPE 7, 8)

11. Using formal and informal means of assessment, each student will assess the current level of academic performance in their assigned classes. (TPE 2,3; TPA 3)

12. Each student will develop a class profile in which learning styles, ability levels, and special needs of students are identified. (TPE 8; TPA 2,3,4)

13. Each student will demonstrate a developing repertoire of effective teaching standards in their specific content teaching area. (TPE 1a; TPA 2,4)

14. Each student will complete and receive a pass on each of the TPA Tasks 1-4. (TPE 1-13; TPA 1-4) TPA #1 and #2 must be passed and completed by December16

15. CSET must be passed by December 12^th to continue into Phase II--Education 321.

5. Required Text(s) & Readings

TEXT: Chiarelott, L., Davidman, L., Ryan, K. (1998). Lenses on Teaching, Belmont, CA: Wadsworth.

5. Course Requirements/Assignments

1. Attendance and active participation in all practicum activities.

2. Daily Observation Journal--following your observation, write out insights gained. What worked well in the class? What did not work well? What did you learn about teaching from this observation? What would you have done differently? Why? State your rationale?

3. Guided reflection activities--conducted during the practicum.

4. Begin a file of activities and resources that you find helpful and interesting. Make sure you write out complete titles of books and their publishers so you will know where to find these materials in the future. Always ask permission of other teachers if you want to keep a copy of their activities and worksheets.

5. Maintain a log of meetings and conferences with your resident teacher and university supervisor. Include dates, times, topics.

6. You are expected to be at your school four mornings each week, Monday thru Thursday until December. In the event of an absence, call your resident teacher and inform your field supervisor.

7. Submit a class profile in which the learning styles, ability levels, and special needs of students are identified.

8. Complete TPA Task 1 by October 21

9. Complete TPA Task 2 by December 16

6. Course Outline & Class Schedule

September 24

In Class:

Introductions/Overview

Discuss: Orientation, Placements, Reflections, Ground Rules, Teacher Performance Expectations.

Review Teacher Performance Expectations (TPEs) Handbook pp. 3-5

Review Handbook pp. 26-33, 25-50, 56, 82-83

Review Teacher Performance Assessments.

Problems/Issues, Observation Journal

HOMEWORK

Assigned Reading: Chiarelott, Ch. 1, 2,6,7

Written Assignments: Due October 8

Observation write-ups—Two (2) Lesson Observations using form on pages 47 thru 50

Daily Reflection Focus: Lesson objective and anticipatory set

Lab Experience:

Fall Checklist

October 8

In Class:

Problems/Issues

Review TPA 1

Cross/Curricular Observations

Teacher Performance Assessment pp.53

Becoming Part of the School Culture (in text)

Alternate School Observation: Complete by second week of November

Homework Activity

HOMEWORK

Assigned Reading: Chiarelott, Ch. 3,4,5

Written Assignments: Due October 22

Two (2) Transition Observations using form on pages 57 thru 58

Daily Reflection Focus: Lesson procedures

Lab Experience:

Fall Checklist

October 22

In Class:

Problems/Issues

Classroom Management

Lesson Plan Forms (SCU Format components(

Review TPA #1

Homework Activity

HOMEWORK

Assigned Reading: Chiarelott, Ch. 8, 11

Written Assignments: Due November 5

Two written lesson observations on SCU Lesson Format

Daily Reflection Focus: Rotate focus on Special Needs strategies/ accommodations, English Language and Underperforming Subgroups strategies/accommodations

Lab Experience:

Fall Checklist

November 5

In Class:

Review/Discuss Alternate School Observations

Review Lesson Planning

Review Case Studies

Problems/Issues

Homework Activity

HOMEWORK

Reading Assignment: Choose from booklist one title. Book report due next quarter

Written Assignments: Due November19

Two (2) Classroom Management Observations using Form "A" Page 60, 61

Two (2) Classroom Management Observations using Form "C" Page 65, 66

Case Studies (reminder)

Daily Reflection Focus: SCU format – closure

Lab Experience:

Fall Checklist

November 19

In Class:

In class preparation for student teaching

Review TPA 2 (reminder)

Observation Reflections Check

Winter Quarter Review HB pp. 88-89

Review Reflections of Fall Quarter

HOMEWORK

Written Assignments:

Case Studies (reminder)

Daily Journal Focus: Class Management

Lab Experience:

Complete Fall Checklist

6. Assessments & Grading Criteria

Pass/Fail grade will be based on: 1) satisfactory completion of course requirements and 2) quality of performance and mastery of assignments determined by the university instructor, resident teacher and university supervisor. 3) Fulfill field experience requirements. Overall performance must be equivalent of a "B" or above to earn a passing grade.