EDUC_299
SANTA CLARA UNIVERSITY
SCHOOL OF EDUCATION, COUNSELING/
PSYCHOLOGY AND PASTORAL STUDIES
Spring 2016: Education 299 Clinical Practicum III
Instructor Charles Gary Jr. H (209) 834-6795
Instructor Rick Alves P (408) 887-3721
Instructor Dino Certa P (408) 691-5215
Office Hours: By appointment- Guadalupe Hall
Days: Alternate Thursdays Time: 4:00 pm until 6:00 p.m.
Email: cgaryjr@sbcglobal.net
Classroom: Guadalupe Hall
Alves- Room 155
Certa- Room 203
SCHOOL/DEPARTMENT/UNIVERSITY MISSION
The School of Education, Counseling Psychology and Pastoral Ministries and the Department of Education (ECPPM) not only reflects the Jesuit traditions of at Santa Clara University but applies the mission of the University to develop individuals of conscience, compassion, and competence. The School of ECPPM's mission is to educate compassionate professional to transform lives, schools, and communities through the preparation of our students to become competent, caring and ethical professional leadership who promote the common good as they transform lives, schools, and communities. Out of this mission flows the department emphasis on the core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration.
Department Mission and Goals
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.
Course Description:
This is the second course in the directed teaching sequence. 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 student will develop a scheduled phase-in plan with the cooperation of the resident teacher and the university supervisor, gradually assuming full responsibility for planning and presenting instruction in three full class periods. (TPE 1, 12)
2. 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)
3. 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)
4. 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)
5. 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)
6. The teacher candidate will continue (from Ed 321) 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)
7. 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)
8. 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)
9. 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)
10. 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)
11. 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)
12. The teacher candidate will continue reflecting on their educational philosophy and teaching skills by developing a professional portfolio. (TPE 10) (CTC STD. 3,4)
13. 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)
14. 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)
COURSE REQUIREMENTS:
1. Attendance and participation in all seminars, activities, and meetings.
2. Seminar binder which includes the following sections: (evidence of professional growth)
a. Weekly lesson plans--a lesson plan for EVERY lesson taught. (in lesson plan binder)
b. Reflection/Teaching Journal--after each day's observation and 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. Satisfactory evaluation from your resident teacher.
5. Satisfactory evaluation from the university supervisor. (CTC STD.15,19) (TPA 1,2,3,4)
6. Four lessons observed by resident teacher. (CTC STD. 15,19)
7. Four observations observed by your university supervisor. (CTC STD. 15,19) (TPA 1,2,3,4)
8. Professional portfolio (ongoing).
9. Stamina, preparedness and a sense of humor.
DISABILITY ACCOMODATIONS PROCEDURE
To request academic accommodations for a disability, students must contact Disabilities Resources located on the second floor of Benson. Phone numbers are (408) 554-4111: TTY (408) 554-5445. Students must register and provide documentation of a disability to Disabilities Resources prior to receiving academic accommodations.
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 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 consequence 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 part, into one's own without adequate acknowledgement. Unlike cases of forgery, in which the authenticity of the writing, document, or some kind of object itself is in question, plagiarism is concerned with the issue of false attribution.
CLASS SCHEDULE
Class 1
March 31
Review Course Syllabus
Update on OCI and County Recruitment Faire
Class Management Video/Assignment- Mr. Hester, LPS- Homework: Watch Class management video “Mr. Hester”- TBA
Problems and Issues at your sites
Homework: - Bring a copy of your school’s student referral
Class 2
April 14 Problems and Issues at your sites
Child Abuse Reporting/Legal Ethical Issues ppt.
The Disciplinary Referral- share out ppt.
Role Play Parent Conferences
Mock Interview
Homework: Finish video/assignment
Class 3
April 28
Video – discussion form class 1- Mr. Hester
Professional Scenarios Activity- Teacher Unprofessional Conduct
Mock interviews
Problems and Issues
Homework: Self-Evaluation Assignment
Class 4
May 12
“We Didn’t Start the Fire”- Prevailing issues in Education.
Problems/Issues
First year teacher panel- what to expect during your first year
Evaluation of Master Teachers/School Sites/Field Supervisors
Class 5
May 26
Getting ready for employment
B.T.S.A. Overview/H.R.
Temporary, Probationary, Tenure, Contracts, STRS, Benefits, 403B
New Hires- expectations from principal
Notebook Review/Self/Evaluation-
Problems/Issues
Closing exercise- Dino
EVALUATION:
Pass/Fail based on: 1) satisfactory completion of course requirements and 2) quality of performance and mastery of assignments by the university instructor, resident teacher and university supervisor. Performance must be equivalent of a "B" or better to earn a passing grade.