EDUC_298

Department of Education

Master of Arts and Credential Program

EDUC 298 (1 unit)

Critical Practicum I

Winter 2016

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 second 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. Teacher credential candidates engage in teaching under the supervision of an experienced resident teacher in the public schools. Students are assigned specific teaching positions in the morning and coursework in the afternoon, thereby facilitating the interrelating of theory and practice. The course will provide single subject candidates:

1) First hand teaching experience in public schools.

2) A forum for discussing classroom experience, teaching and learning.

3) Opportunities to plan instructional activities and demonstrate mastery of teaching competencies.

4) A setting for reflective analysis of a variety of teaching models and research.

5) Opportunities to discuss and analyze effectiveness of lessons and classroom management

6) Guided preparation for job seeking.

Course Objectives

1. The teacher candidate will pre-assess the current level of academic performance of the students in basic skills using formal and informal methods. (TPE 2,8) (TPA1,2,3,4) (CTC STD 6,8b,10,14)

2. The student teacher will write long and short-range goals as well as specific behavioral objectives based upon the assessed or appropriate level of academic functioning of his/her students. (TPE 6,8,10) (TPA 1,2,3,4) (CTC STD. 5,12,13,14)

3. The student teacher will use a range of curriculum materials and resources in designing lesson plans that speak to the state adopted standards. (TPE 1,4,11) (TPA 1,2,3,4) (CTC STD. 3,6,10,12,13,14)

4. The student teacher will in a plan developed cooperatively with the resident teacher and the university supervisor, gradually assume increasing responsibility for planning and presenting classroom instruction. (TPE 1,12) (TPA 2) (CTC STD. 10,11)

5. The teacher candidate will continue (from Ed 320) to develop professional inquiry skills by maintaining a narrative of instruction observed and all lessons planned and presented. (This narrative may be attached to the end of each days lesson plan). (TPE 4,10) (CTC STD. 11,14)

6. The student teacher will have available to the resident teacher and university supervisor your lesson binder with reflections at all times. (TPE 1,12,13) (CTC STD. 11,15)

7. The student teacher will complete a series of guided reflection activities in the following areas: (TPE 2,3,6,7,10,11,12,13) (CTC STD. 7,12,13,14)

a) elements of teaching

b) pro-active and reductive management strategies

c) how curriculum and lesson plan delivery is modified to meet the needs of the linguistically or culturally diverse student, students with special needs, students with differing cognitive learning styles, students with emotional/behavioral difficulties.

d) In addition, the student will maintain an ongoing list of unanswered questions to discuss with the resident teacher, university supervisor and peers. (TPE 12,13) (CTC STD. 15,18,19)

8. The student will complete the professional-self-evaluation based on strengths/weaknesses creating a personalized professional growth plan for the spring quarter. (TPE 8,10,13) (CTC STD. 11,12,13,14)

9. The student will demonstrate effective communication and professional rapport with students, teachers and staff during the student teaching assignment. (TPE 6,12,13) (CTC STD.12,13)

10. The student teacher will develop classroom management strategies that are grade level appropriate and test their effectiveness in the school assignment. (TPE 10,11) (CTC STD. 2,3,4)

11. The teacher candidate will continue reflecting on their educational philosophy and teaching skills by developing a professional portfolio. (TPE 10) (CTC STD. 3,4)

12. The student teacher will practice skills necessary for seeking, applying and interviewing for teaching positions during the course of the seminar. (TPE 10) (CTC STD. 19)

13. The student will implement and reflect upon the use of timely technology in instructional planning and presentation. (TPE 4,9) (TPA 4) (CTC STD. 9)

5. Recommended (Not Required)

TEXT: Wong, Harry K. & Rosemary T., The First Days of School. Mountain View: Harry K. Wong Publications, Inc.

5. Course Requirements/Assignments

1. Attendance and participation in all seminars, activities, and meetings.

2. Seminar binder which includes the following sections:

a. Weekly lesson plans--a lesson plan for EVERY lesson taught.

b. Lesson Reflections--after each day's lesson

Write out on the bottom of the lesson plan insights gained, modifications for subsequent lessons for that day. What worked well in the class? What did not work well? Identify specific theories or strategies that worked or did not work.

c. Progress records for each student in each of your classes which should include:

1.) Pre-course assessment (knowledge, skills, interests).

2.) Objectives for course you have reviewed with students. (Course Green Sheet)

3.) A means by which students can document their progress, completion of assignments and a running grade system.

4.) Type of evaluation you will use, grading requirements.

5.) Times you can meet with students for assistance or consultation.

6.) Detailed description of behavior issues and actions/results.

7.) Idea/resource section--write out complete titles of books and publishers for future reference.

8.) Copies of all handouts used in your class with your lesson plans.

9.) Log of conferences with resident teacher and university supervisor-dates, times, and notes.

10.) Self-Evaluation--provided by instructor.

3. Demonstrate active participation in your school through your student teaching. If you will be absent make sure you call your resident teacher and designated attendance office.

4. A videotape of one of your student teaching lessons at your school site. (TPA 4)

5. Satisfactory evaluation from your resident teacher.

6. Satisfactory evaluation from the university supervisor. (CTC STD.15,19) (TPA 1,2,3,4)

7. Four lessons observed by resident teacher. (CTC STD. 15,19)

8. Four observations observed by your university supervisor. (CTC STD. 15,19) (TPA 1,2,3,4)

9. Professional portfolio (ongoing).

10. Stamina, preparedness and a sense of humor.

11. PowerPoint/other Presentation on Addressing Diversity Book Choice.

6. Course Outline & Class Schedule

Class 1

January 7

In Class;

Overview of Course/Organizing & Preparing to Begin Teaching

Reflective Comments Student Teachers

Handout- Interview questions

Problems/Issues

Assignment: Review and prepare responses to handout of Interview questions

Assignment: Bring copy of Second Semester outline of lessons for first unit of instruction

Class 2

January 21

Career Services Presentation/Resume/Interview Information GH rm 203

Problem and Issues

Assignment: Bring copy of student referral form from school site

Class 3

February 4

Human Resources Speaker

Review of Interview questions

Mock Interviews of Teacher Candidates

Problems and Issues

Assignment: Bring copy of one lesson with adaptations for differentiated instruction

Class 4

February 18 Student Forum/Classroom Management

Review Lesson Plans

Teacher Credential Issues

Problems and Issues

Class 5

March 3 Team Book PowerPoint Presentations

Lesson Plans Binder Review

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.

Disability Accommodations Procedure

To request academic accommodations for a disability, students must be registered with Disabilities Resources, located in Benson, room 216. If you would like to register with Disabilities Resources, please visit their office or call. Phone numbers are (408) 554-4111: TTY (408) 554-5445. You will need to register and provide professional documentation of a disability prior to receiving academic accommodations.

Academic Integrity

The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of dishonest acts in an examination, paper, or other required work for a course, or who assists others in such acts, will receive a grade of F for the course. In addition, a student guilty of dishonest acts will be immediately dismissed from the University. Students that violate copyright laws, including those covering the copying of software programs, or who knowingly alter official academic records from this or any other institution, are subject to disciplinary action (ECP Graduate Bulletin, 2013-2014 http://www.scu.edu/ecp/studentlife/bulletin/upload/Graduate-Bulletin-2013-14-01-27-14-Final-with-cover.pdf).