PACIFIC UNION COLLEGE
Education Department
EDUC 493/494/593/594 PRE-SESSION STUDENT TEACHING SYLLABUS
Fall | 3 credit hours
Instructor: Faculty
Date: Mid-August, 2024 (Dates will vary depending on placement; 3-week minimum time frame)
Location: Arranged by PUC on an individual basis.
Supervision: This experience is jointly supervised by an experienced, credentialed PK-12 teacher on-site and PUC Education faculty member(s) who will maintain regular contact throughout the experience.
Important Dates:
Application due February 26, 2024
Orientation on May 20, 2024- Exact date will be arranged
Pre-Session Student Teaching Wrap-up on Sunday, September 23, 2024 @5:30p
Pre-Session Student Teaching is a 3-week (15 days) experience which gives the credential candidate exposure to beginning of the year preparation, implementation of introductory activities including classroom management, lesson planning, and teaching. SDA Elementary candidates complete this experience in a SDA small school multigrade classroom with three or more grades under the direction of one teacher. SDA Secondary candidates complete this experience in a secondary classroom in their subject matter or in a self-contained, 6-8th grade SDA classroom. Candidates for California credentials ONLY complete this experience in a local public school, in their subject matter. The experience begins one to three days, depending on the placement, before school starts in August and runs for the balance of the 15 school days into the beginning of the school year. The course is a student teaching requirement for both SDA and California teaching credentials and must be completed in full before full-time student teaching may begin. 3 units.
Current credential program admission
Successful completion of at least one methods course
Participation in the Pre-Session Student Teaching Orientation
1 – Engaging and Supporting All Students in Learning (TPE 1)
2 – Creating and Maintaining Effective Environments for Student Learning (TPE 2)
3 – Understanding and Organizing Subject Matter for Student Learning (TPE 3)
4 – Planning Instruction and Designing Learning Experiences for All Students (TPE 4)
5 – Assessing Student Learning (TPE 5)
6 – Developing as a Professional Educator (TPE 6)
7 - Literacy Instruction for all Students
8 – Connecting Faith and Learning (SDA credential)
By the end of the experience the student will be able to:
Describe the classroom and curricular preparations that teachers make during the preschool week;
Plan and teach 4 lessons in a multigrade elementary or secondary classroom (TPE 1, 2, 3, 4, 6)
a. Multiple Subject candidates will teach 1 ELA lesson, 1 math lesson, and 2 other lessons (SS, Science, Bible, PE, etc.).
b. Single Subject candidates will teach 3-4 lessons in their subject area and 0-1 lesson in another area (Bible, ELA, math, science, SS, etc.).
3. Become familiar with curriculum and resource materials available in their subject area (TPE 3.1, 3.5, 3.6).
4. Become acquainted with the benefits, challenges, and school culture of a multigrade or secondary classroom (TPE 2.1, 2.2, 4.3).
5. Become familiar with the teacher’s classroom management plan (rules, procedures, daily routines, discipline plan, etc) (TPE 2.1, 2.2, 2.3, 2.5, 2.6).
6. Participate in entry-level assessment of skills and abilities (TPE 5.1, 5.2, 5.5, ).
This experience is graded on a Satisfactory/Fail basis. The list of candidate work to be submitted can be found below. Pre-session Student Teaching must be successfully completed before Candidates will be allowed to participate in full-time student teaching. This experience is a component of Department Review.
Secure an appropriate placement for the student teacher.
Inform each student of his/her placement and conduct an Orientation Session for all students during the spring quarter prior to the experience. At this session the students will receive the course syllabus and have an opportunity to ask questions.
Inform the mentor teacher of the placement.
Orient each mentor teacher to the experience by providing them with a copy of the course syllabus, TPE descriptors, access to the online orientation and mentor teacher training (3-4 hours), and be available for any questions via telephone and email.
Make contact with the student and mentor teacher during the first week of the experience. At that time students will be reminded to email their adviser with two different times they can be reached by phone, and the phone number.
Conduct a Wrap-Up Session at the conclusion of the experience on September 20, 2020; PSST notebooks will be collected at that time.
Verify satisfactory completion of all requirements and file appropriate paperwork in each student’s permanent file.
Hold a weekly conference with the student during the experience.
Observe at least two lessons by video recording or live teaching sessions via Skype or other platform and conference with the Candidate. Observations will be arranged for Weeks 2 & 3.
Be available for additional phone conferences as needed through the end of the experience.
Evaluate the student teacher’s lesson plans, teaching experiences, and journal reflections for competence in meeting the TPEs.
Participate in the PSST Orientation Session scheduled during spring quarter.
Interview with the mentor teacher either by phone or in person during spring quarter.
Be present at the school site promptly and regularly every day for the full period of 15 pre/school days. The only excused reason for absence is illness or death in the family. Any missed days must be made up at the end of this time.
Attend all morning worships, faculty meetings, or other school programs held during the experience.
Solicit and accept suggestions from the mentor teacher throughout the entire experience. Be teachable. Remember that the teacher is experienced and you are there to learn.
Keep a daily written journal, which describes your experiences and feelings throughout the entire experience. There should be a dated entry for each day you are on duty. This journal is confidential and will be read only by your college supervisor. Submit your daily journal entries on a weekly basis to your college supervisor via Google docs or email attachments (due each Sunday). Your mentor teacher will not view your journal. A hard copy of all journal entries will need to be printed and placed in your completed notebook for submission at the Wrap-Up session.
Assist the mentor teacher with supervision, discipline, and management as you both feel you are ready for this responsibility. You are NOT RESPONSIBLE for taking full supervision, discipline, or management responsibility for the classroom at any time during the experience, except in the following situations: a) During the time you are teaching a lesson, b) When the teacher must step out of the room for a brief time and leaves you in charge for a brief period.
NOTE: You are not a credentialed teacher and may not substitute for the teacher. If the teacher is absent for more than a short time, the school must hire a substitute.
Participate in classroom activities and teaching responsibilities as outlined below:
Phase I – Before School Begins
Assist the teacher in preparing the classroom and curriculum for the start of the school year.
Prepare and put up one bulletin board or visual resource in the classroom or school. Take a picture of it or draw a sketch of it for your notebook.
Curriculum Review - review all curriculum materials at your grade level and subject area that are available in your classroom. Write a 2-3 page report (samples included in packet) that includes: 1) a brief description of the various types of materials available and why and how they are used (multiple grade subjects: discuss alternate year system), and 2) an in-depth review of the materials used in one subject matter area (multiple subjects candidates or single subject candidates whose mentor teacher is responsible for more than one subject). Describe the kinds of books and materials included and tell how they are designed to be used.
Plan with the teacher a minimum of 4 lessons that you will teach during the experience. Develop appropriate lesson plans and prepare all materials. Have the mentor teacher approve and initial lesson plans prior to teaching. Submit lesson plans to college supervisor as well prior to observed lessons.
Begin collecting samples of a wide variety of materials from the classroom and the school for inclusion in your notebook.
Draw a simple floor plan showing the layout of the classroom. Label major areas.
Give the mentor teacher the yellow Evaluation Form, which should be completed and discussed with you during the third week.
Conference with your College Supervisor as needed.
Make daily entries in your journal – note preparation duties and techniques. Reflect and respond to what you are learning.
Phase II – Once School is in Session
Observe the teacher’s classroom management, discipline, teaching style, and daily organization. Comment on your observations in your daily journal, which must be dated.
Assist the teacher in as many areas as possible. (Examples: help/tutor either individuals or small groups, prepare materials, clean up, supervise, grade papers, run errands, etc.)
Continue to collect samples for your notebook and work on specific notebook requirements.
Conference weekly with your Education Department Supervisor. The supervisor will make contact.
Teach at least 4 lessons. (Multiple Subject candidates teach 1 ELA lesson, 1 math lesson, and 2 other lessons (SS, Sci, Bible, PE, etc.); Single Subject candidates teach 3-4 lessons in subject area and 0-1 lesson in another area (Bible, ELA, math, sci., SS, etc.). Written lesson plans MUST be submitted to your mentor teacher for approval prior to teaching your lessons. Submit written lesson plans to your college supervisor prior to observations. In your journal, reflect upon each of these lessons – what worked, what didn’t, and what you might change.
Administer an entry level assessment – Work with your mentor to give an entry level assessment to a student or students to gain information about entry level skills in reading, math, or a content area that will help guide instruction at the start of the year. (See also p. 9 of the syllabus)
Before the end of the 3rd week of the experience complete and sign the green Self-Evaluation Form and give your mentor teacher the yellow course evaluation form to complete.
Schedule a final conference with your Mentor Teacher and College Supervisor to discuss your Self-Evaluation and your Mentor and Supervisor's Evaluations. Be sure that you and your mentor sign both forms as evidence that you have discussed the evaluations together. Use this information to celebrate successes and identify areas of growth.
At this final conference have the teacher sign and date the pink Verification of Completion of Pre-session Student Teaching in the appropriate location (attached to this packet).
Complete any unfinished notebook requirements.
Say goodbye to everyone . . .
Phase III – After the Experience
Attend a mandatory Wrap-Up Session held in the PUC Education Building at the conclusion of the experience. Date is September 23, 2024 at 5:30 p.m.
At the Wrap-Up session submit your notebook, which must include (but is not limited to) the items listed on the attached Notebook Description sheet on p. 8 & 9. This Notebook is due in completed form at the Wrap-Up Session in September. Failure to submit the Notebook on the due date will result in a delay for one quarter of full-time student teaching or a repeat of the experience.
Include your 4 lesson plans and copies of any support materials in your notebook. (Multiple Subject candidates - 1 ELA lesson, 1 math lesson, and 2 other lessons (SS, Sci, Bible, PE, etc.). Single Subject candidates - 3-4 lessons in their subject area and 0-1 lesson in another area (Bible, ELA, math, sci., SS, etc.)
Be sure the Verification of Completion of Pre-Session Student Teaching form is filled out, signed, dated and available in the front of the notebook.
Whenever possible, please submit your notebook prior to the wrap-up session for approval. That way, if anything is missing, such as signatures, you will have time to take care of it before beginning student teaching. This is especially important if your student teaching begins fall quarter.
Candidates who do not attend this session and submit the completed notebook have not completed the experience and will not be allowed to begin their full-time student teaching experience until course requirements have been completed in full.
Introduce the student teacher to other staff and treat him/her as a colleague throughout the entire experience.
Arrange for a desk or a special workspace that is the student teacher’s own during the experience.
Be familiar with the student teacher’s responsibilities as outlined in the section “Responsibilities of the Student”. Assist as necessary in the completion of these tasks.
Explain how your classroom is organized and managed, including information on such things as how you prepare for the beginning of school; how you construct and carry out your daily schedule; how you discipline and manage behavior; how you carry out everyday routines such as distributing and collecting materials, forming groups, dismissing for recess and home; what the classroom rules are and why you have them. He/she will be appreciative of learning from you.
Orient the teacher candidate to the Pacific Union Conference Multigrade Curriculum and Teacher Resource Materials if this is a multigrade experience (multiple subject candidates) or the grade level texts used in your classroom (single subject candidates). Help them become familiar with all the materials you are using during this year. (Explain the alternate year rotation schedules, or cycles, if used.) The student has an assignment involving all of these curriculum materials.
Involve the student in all aspects of classroom management, organization, and teaching. Teacher candidates like to be actively involved and learn the most by participating. Keep them busy!
Arrange for the student teacher to take responsibility for teaching a minimum of 4 lessons. Review the lesson plans, make necessary suggestions and give final approval prior to implementation. (Indicate approval by initialing the final lesson plan.)
Multiple Subject candidates - 1 ELA lesson, 1 math lesson, and 2 other lessons (SS, Sci, Bible, PE, etc.).
Single Subject candidates - 3-4 lessons in their subject area and 0-1 lesson in another area (Bible, ELA, math, sci., SS, etc.)
Demonstrate teaching methods. Take every opportunity to share strategies and activities for effective subject matter or multigrade instruction.
Have regular, daily conferences with the student to give specific positive and corrective feedback about his/her performance.
Evaluations and Conferences: During the final week of the experience, the teacher candidate will ask you to complete the yellow “Mentor Teacher’s Evaluation” of the teacher candidate who will also complete the green “Self-Evaluation” during this week. The teacher candidate will work with you to arrange a conference time for both of you to discuss the evaluations and progress made. The College Supervisor will complete an evaluation as well and join the conference virtually. Be sure that both you and the candidate sign and date both evaluation forms. At this time you should also sign and date the pink “Verification of Completion of Pre-session Student Teaching” form. The candidate will provide you with this form. Both evaluations and the verification form should be returned to the candidate to be submitted to the Education Department in their final Notebook.
Please notice that the teacher candidate may not substitute for the teacher as he/she does not hold any type of teaching credential yet. Neither is the candidate expected to take full responsibility for classroom management or teaching at any time.
The notebook is due in completed form at the Wrap-Up Session on the Sunday immediately prior to the start of fall quarter - September 23, 2024, 5:30 p.m. Education Building, Rm. 212
The notebook should be contained in a 3-ring binder with inside index dividers as identified below in bold type. Please put these items in the notebook in the same order as they are listed below. The notebook should be well-organized, neatly done, and representative of a quality student teaching experience.
*Starred items will go into the student’s permanent file*
Front Cover. The front cover should include the title “Pre-session Student Teaching”, your name, and any other pictures or embellishments you wish. It should be attractive and eye-catching.
*Verification of Completion of Pre-session Student Teaching. This isn’t a separate section, but this sheet should be put in the front of the notebook on top of all other materials. Be sure to have the cooperating teacher sign the back of the form.
Index Divisions in Notebook
The Community, Church, and School
*Site Description. A brief 1-2 page description of the community, church, and school based on your observations and questions you ask (population, economic status, community and cultural resources, church membership, ethnic mix, appearance, enrollment, etc.)
School Bulletin or brochure
An artifact about the school, church or community for inclusion in your portfolio.
The Classroom
*Classroom Description. A brief 1-2 page description of the classroom and student population (appearance of room, number and gender of children (per class period – secondary), student diversity, unique or interesting aspects of the program, etc.)
Floor Plan showing basic room layout and arrangement, sketches of any interesting features or areas
Copy of Daily Schedule
Copy of Classroom Rules
Description of the Classroom Discipline Plan
Artifacts related to organization or management that will help you organize, manage, and teach in your own classroom. (examples: pre-school checklist, first-day checklist, lesson plan forms, seating charts, record keeping ideas, etc.) for inclusion in your portfolio.
Participation
Lesson Plans for 4 lessons taught
Bulletin Board photo or sketch that you have completed
Written Review of the Small Schools Curriculum Resource Materials or grade level texts.
An artifact from one of the lessons you taught for inclusion in your portfolio.
A copy of an entry-level assessment that you did with a student or students. Please omit any student names. Write a brief summary of what you learned from the assessment and how the results will guide instruction.
Evaluations
*Self-Evaluation (be sure you both sign it)
*Mentor Teacher Evaluation (be sure you both sign it)
*College Supervisor Evaluation (be sure you both sign it)
*Pre-session Multigrade Experience evaluation (anonymous, do not sign)
Personal Reflections
Daily Journal: One dated entry for every day of the experience.
*Reflections on the Pre-session Student Teaching. This is a 2-3 page final reflection on your experience to be completed after the experience is over. It should include thoughts on what you learned that was particularly helpful, experiences you had that were especially rewarding or enjoyable, things you observed that were not helpful or with which you disagreed (but from which you also learned), frustrations you experienced, how you have grown as a professional as a result of the experience, the value and importance of the experience to your future, and suggestions to the department for improving the experience for future participants. Remember also to comment on your own teaching during this experience, such as how did it go? What did you learn? How did you know whether your students learned from you?
The Notebook will be returned to the student after it has been verified that all requirements were successfully completed. The items with an “ * ” after them will be removed and put into the student’s permanent file in the Education Department. If you wish to keep a copy of the removed requirements, please make the copy prior to submitting your notebook.