SED 554 Syllabus

Supervised Field Experience and Practicum

for Single Subject Credential

Spring 2005

Instructor:                  Mike G. Rivas, Ph.D.

Classroom:                 SH 160 (Sierra Hall)

Class Time:                Tues. 4:00 PM – 6:00 PM

Telephone:                 Office 818.677.6792

                                    Cell    818.355.0013

E-mail:                        mike.rivas@csun.edu

Office Hours:             Monday 1-4 p.m.

Tuesday 9-12 a.m.

By appointment

Website:                     http://www.csun.edu/~vceed002/courses/554/index.html

Conceptual Framework

The Michael D. Eisner College of Education as a professional school is committed to advancing learning, teaching and student success. This is accomplished using a developmental approach to promote reflection, critical thinking, and excellence in an inclusive learning community.  Its graduates are well educated, highly skilled and caring persons who are lifelong learners prepared to practice in an ever changing, multicultural world.  They are committed to promoting achievement of all students as a primary measure of successful educational practice.  Graduates assume service and leadership roles in public and private educational, health, and social programs and institutions.  The College establishes and maintains productive partnerships with community schools and agencies.  The faculty is committed to excellence in teaching, scholarship, service and collaboration with the community and professions.  The values for faculty and students that form the foundation of this Conceptual Framework include the following:

1.   We value high standards in the acquisition and application of professional knowledge and skills in subject matter, pedagogy, and technology.

2.   We value the achievement of students at all levels and promote its accomplishment in accordance with national, state, and institutional standards.

3.   We value an inclusive learning community.

4.   We value creative, critical and reflective thinking and practice.

5.      We value ethical practice by caring professionals.

Overview of Required Activities

Activity 1:         Interview with Master teacher,                                      Week 1

                        Support Provider, or Department Chair

Activity 2:         School and Class Profile                                               Week 2

Activity 3:         Classroom Observations (Journal Reflections)               Weeks 1-5

Activity 4:         Assisting Individual/Small Groups of Students                Weeks 1-5

Activity 5:         Teaching Parts of a Daily Lesson                                   Weeks 6-7

Activity 6:         Lesson Planning and Teaching                                       Weeks 8-20

Activity 7:         Professional Connections:  Parents, Family,                   Flexible

                        Community, School, and Professional

                        Organization Meetings

Activity 8:         Concluding Self-Interview                                             Week 14

Activity 9:         Selection of six entries for Professional                          Week 15

                        Teaching Portfolio (PTP)

School Site, Seminar Attendance, Participation

·        Candidates are expected to attend their school sites daily.  Absences exceeding ten school days, including illness and family emergency, automatically withdraw the candidate from SED 554.  It is the candidate’s responsibility to notify both the university supervisor and the master teacher when they are absent.  If a university supervisor makes a visit and the candidate is not on site, a note of this shall be made on the candidate’s Progress Report.

·        The field experience assignment will respect the school site’s calendar.  That is, if the school’s semester ends in June, the field experience assignment will end at that time, even if CSUN’s semester ends in May.

·        Candidates are expected to attend the biweekly seminar.  The class meets a total of 9 times.  You will receive 1 point as a participation grade for attending each session and contributing to the growth of the community.  There are no "excused" absences; a student is either in attendance or not. 

Candidate Evaluation and Grading

All candidates are enrolled in SED 554 on a Credit - No Credit basis

Visit 1 - Initial conference with Candidate and Master teacher

Visit 2 - during Activity 5 (announced)

Visits 3 and 4 – during Activity 6 (unannounced visits)

The university supervisor will consult with the master teacher on the progress of the candidate, including attendance, instruction and professionalism.

You are required to keep a notebook for your fieldwork.  This notebook is the evidence used by the university supervisor for all growth and activities that you gain during your student teaching experience.  The notebook should be divided into categories that address the areas of Progress Report, i.e. unit outlines, weekly overviews, lesson plans, parent meetings, personal observation, faculty meetings, etc.  More specific instructions will be given in seminar when a copy of the Progress Report is handed out.

For the University Supervisor’s portion of the final grade, the point total is calculated by adding the Performance Competency points for the 13 items of the final Progress Report.  The 13 items, each with a Performance Competency on a range of 1-5, can result in a maximum 65 total points, or a minimum passing score of 39 (all 3’s).

Both master teacher and university supervisor complete and submit a final Progress Report near the end of the semester.  The university supervisor will either collect and submit the final Progress Report from the master teacher, or will provide the master teacher information on how to submit it separately.

.At the end of the semester, the SED 554 instructor informs the University Supervisor if an individual teacher candidate merits a No Credit grade for the seminar portion of the course.  If either the University Supervisor or the SED 554 instructor recommend a grade of No Credit, a conference between the two must compare point totals (weighted appropriately for comparison) and determine a final grade. 

Grading Rubric for Activities / Assignments

NOTE:  All written assignments should be typed double-spaced, with 1-inch margins all around, using the Times or Times New Roman font in 12-point type used here.

Answering the guiding questions of the Activity

Analyzing one’s observations by making explicit connections of theory and scholarship from other credential program courses to classroom practice, specifically citing other courses, authors, and theories.

      A score of 10:  Outstanding, indicates an answer to the guiding question and connection to relevant theories that are clear, complete, well organized, and insightful.

 Class Meeting Dates

Feb. 15

Feb. 22 *Make note of date

Mar.15 *Make note of date

Mar. 29

Apr. 12

Apr. 26

May 10

SED 554 Tentative Course Schedule

Activity 1

Interview of Master teacher, Support Provider, or Department Chair

TPE 13:  Professional Growth

Seminar Activities:        Discuss possible answers to the interview questions. 

1. What are the greatest challenges you face in teaching the core curriculum and these students?

2. What are the most important goals you try to accomplish in the first two weeks of class and what strategies do you use to accomplish them?

3. What specific suggestions or advice do you have for me as I enter the teaching profession?

 
Activity 2

School and Class Profile

TPE 3, TPE 6B/6C, TPE 7, TPE 8, TPE 11, TPE 12

Seminar Activities:        Discuss assignment requirements and select on or two techniques and share anticipated findings.

Using information collected from the teacher interview and other conferences, observations, the main office, etc. provide a two-page report that includes the information below and answers the main guiding question.

a)         School information: 

                        Briefly describe the school’s surrounding neighborhood, the

ethnic/cultural composition of the student body, and how this affects the school.

Select one (1) special program at your school (e.g., magnet school, school

wide bilingual program, academy) and briefly analyze its importance to the school.

b)         Class information:

                        What is the gender and ethnic composition of the students in the class?

                        What languages other than English to the students speak, and how many

are officially classified as English learners?

                        What are some exceptionalities of the students (blind/visually impaired,

gifted,   developmentally disabled, learning disabled, physically

impaired, speech impaired, deaf/hearing impaired, emotionally/ behaviorally disabled, other)?

Considering basic educational principles that underlie effective professional practice, how does this information inform the ways you might modify lessons and approaches in the class in order to promote student achievement?

Activity 3

Classroom Observations

Seminar Activities:        Discuss assignment and observation form.  Select one or two techniques and discuss anticipated findings.

You are to select 6 of the following 7 observation techniques and prepare one observation report for each.  EACH REPORT USES ONE AND ONLY ONE (1) OF THE TECHNIQUES.  You will turn them in 3 at a time with 1 report in each set graded. Each report should contain the following sections:

Class Description:  1 short paragraph that includes subject, grade level, class period, lesson taught

Observation Report:  (About 2/3 of a page) What did you see?

Analysis/Reflection:  (About 1 1/3 pages) Answer the questions posed by the technique.  In your answer, connect theory and scholarship from other credential program courses to classroom practice, specifically citing courses, authors, and theories. Reflect on the application of the activity to your future classroom.

Techniques

Technique 1:  Teacher Directions:  TPE 6B/6C, TPE 7

Teacher directions play a critical role in the success of students as they complete assignments or activities.  Clear, complete directions assist and motivate students by helping them know how to do an assignment, the sequence of an activity, etc.  Directions are often altered to meet the particular needs of students, e.g., middle school vs. high school students, English learners, from diverse backgrounds.  Higher levels of achievement are associated with effective teacher directions.  Your task is to make a written record of all the directions a teacher provides, in writing or verbally.

How would you characterize the teacher’s instructions in terms of terms of their amount, variety, specificity, expectations for achievement, and clarity.  Considering the directions in terms of the curriculum and the students, what are key aspects of providing directions, and how do directions influence student achievement and attitudes in the class?

Technique 2:  On Task:  TPE 5, TPE 10

The purpose of this observation technique is to provide information about individual students and their engagement in class activities.  Typical activities are reading, listening, writing, discussing questions with a group, etc.  The seminar instructor will describe and discuss this technique; in general, you will create a seating chart of the class and an appropriate list of on- and off- task behavior.  Then you will systematically rate each student’s behavior at five- or ten-minute intervals. 

Analyze the information you have collected.  Are there particular students who do not seem to be involved in class work?  Does considering gender affect the analysis?  Are there particular times when students seem more or less involved in class activities? What are some reasons you think the students are not involved?  What would you do to increase student involvement?

Technique 3:  Teacher Questions:  TPE 2, TPE 5

Asking questions is a key teacher skill.  Asking questions of students skillfully is a way to monitor student learning, engage students in learning, and to stimulate student thinking and learning. Your task is to make a written record of each question asked by the teacher during a particular portion of a lesson.  Write down all teacher questions or statements made in a questioning manner.  Then, analyze the questions asked.  You will want to consider whether the questions called for factual answers or for student thinking, whether the questions were narrow or broad, whether probing or follow-up questions were asked, how many questions the teacher asked at a time, whether questions were rephrased, etc. Also see who is being asked the questions, are the answers challenged, is there follow up to correct/incorrect responses?

Technique 4:  Teacher Feedback:  TPE 3, TPE 4  

Providing students with feedback on their learning is critical so that they know what they are successfully learning and where there are gaps in learning.  Praise or negative remarks as a type of feedback may also influence students’ motivation to learn.  Successful teachers have a repertoire of ways to provide feedback to students.  Your task is to make a written record of the teacher’s verbal feedback during a daily lesson.  It may also be useful to make a note about a student comment or action that prompted the feedback or to note the teacher’s tone in making the feedback. Write down all teacher statements that seem to you to be providing feedback on learning, student answers, behavior, etc. 

Then, analyze the feedback.  Does the teacher give a great deal of feedback, or a minimal amount?  What is the nature of the feedback?  Does it include repeating a student’s idea, modifying or rephrasing the idea, applying the idea, comparing the idea with other ideas or comments in a discussion, summarizing what an individual student or several students have said.  Is the feedback positive, negative, or neutral?  How does the feedback seem to affect student learning?  What types of feedback will you attempt to provide in your teaching?

Technique 5:  Academic Content Standards:  TPE 1B, TPE 4

Critical aspects of teaching include how to deliver and make content accessible to students.  The purpose of this observation technique is to collect information about what academic content standards are being addressed, the activities a teacher selects to promote student learning, and consideration of how content is made accessible to all students.  Your task is to a)  make a written record of the content addressed in a class, based on teacher verbal comments, teacher written comments, and assignments and activities; and b) make a written record of the activities used and the length of time provided for each activity (e.g., journal entry, teacher lecture, class discussion, group answering of questions) over a two-three day time period.

How would you characterize the information collected in terms of the variety of activities; level of learning required; opportunities to learn, practice, and apply academic content standards; and how the content was divided into parts for learning?  Are the teaching activities subject-specific?  Is the core content accessible to all students?  What would be some alternatives?

Technique 6:  Assessment of Student Learning:  TPE 3, TPE 7, TPE 8

This observation technique calls for you to collect information about all assessments used over the course of two-three days of observation.  This may include but is not limited to oral or written quizzes, tests, reviews, homework assignments, student presentations, and modifications for English learners or students with special needs.

Analyze the assessments used in terms of their variety, the level of learning required match with objectives/academic content standards, match with other student activities, and type of assessment (formative, summative).  What can be known about individual student learning from these assessments?  In what ways will the results of these assessments be valuable for a teacher?  What other assessment might be developed to provide helpful information?  What other sources of information might a teacher seek out to learn about individual students?

Technique 7:  Use of specialists and classroom aides:  TPE 4, TPE 7

School or district specialists and classroom aides can provide important resources for classroom teachers as they work with all students, including English language learners.  Observe and list how specialists and classroom aides contribute to student learning.  Describe how they provide resources, assist in communicating with parents and students, and teach individual and small group lessons.  If you are unable to observe a classroom aide in the supervising teacher’s class, the teacher may arrange for this observation in another classroom.  What are some of the most valuable contributions classroom aides or other specialists make?  How would such personnel participate in your future classrooms to promote student learning, including English Language Development and content learning?

Activity 4

As the student teaching assignment and conditions dictate, the candidate shall select one of the two following distinct activities and write a 2-page report on one of them.

Assisting/Tutoring Individual or Small Groups of Students

TPE: 1B, TPE 4, TPE 9

Consult with the master teacher about the best ways you can assist individual students or small groups of students with learning.  As appropriate and during class time, circulate and assist students as they work individually or in groups; tutor individual student or small group of students.  In addition, as appropriate, tutor or assist students before class or during nutrition or lunch.  In a 2-page report, address the following questions:

As you analyze these experiences, how do they connect to theory and research from current or completed credential coursework?

How do students respond to your tutoring efforts, and what is this assistance teaching you about how students learn?

Teaching Short Lessons/Pieces of Lesson extended across several days

TPE 1B, TPE 2, TPE 3, TPE 4, TPE 5, TPE 6B/C, TPE 7, TPE 8, TPE 9, TPE 12, TPE 13

Seminar Activities:        Discuss assignment and share sample lesson formats.

In consultation with the master teacher, select a “mini-lesson” of 10-20 minutes to teach, develop a written lesson plan and receive approval for the lesson, and then teach the short lesson to the class. These lessons might include leading a discussion on a homework assignment, teaching new vocabulary words, reviewing information learned previously, etc.  As you increase your experience with these short lessons, and in consultation with the master teacher, teach short lessons that are connected over several days, e.g., introduce a topic/skill the first day, practice a second day; review and assess a third day.

Candidates complete 10 or more of these short lessons before proceeding to teaching the class for an entire class period.

The assignment is to submit one written plan for one of the mini-lessons.  The plan should include the academic content standard addressed, materials used, what the teacher did and what the students did, key points and/or directions, how student learning was assessed, and what you might do differently the next time you teach the lesson. 

In English and mathematics, CSUN methods courses do recommend certain formats for lesson plans.  In other subjects there is more flexibility and teacher candidates can use any number of standard lesson plan formats.

Activity 5

Professional Connections

TPE 12, TPE 13

Seminar Activities:        Discuss assignment and anticipated experiences and insights to be gained. 

Attend and observe or participate in three hours of any of the following:

            Parent - Teacher Conferences

            Parent Meetings

            Open House

            Back-to-School Event 

            Faculty/Staff Development

            Faculty or Department Meeting

            School-Based Management Meeting

            Professional Conference Sessions.

Write a 2-page analysis of one or several events.  Briefly describe these meetings, then answer the following question.  What insights did you gain into the professional, legal, and ethical responsibilities of a teacher?  As you analyze these experiences, how do they connect to theory and research from current or completed credential coursework?

Activity 6

Lesson Planning and Teaching

TPEs 1-13

Seminar Activities:        Discuss assignment and evaluate sample lessons.

Unit outline, weekly overviews, and lesson plans are kept in a notebook at the school site and are available to the master teacher and university supervisor. The teacher and coach provide comments, suggestions, and feedback. This notebook shall not be submitted to the seminar instructor.

In consultation with the master teacher and the university supervisor, candidates create a unit outline, weekly overviews, and daily lesson plans for approximately twelve weeks.  With teacher approval of plans, you will teach the lesson to the whole class with the teacher present in the classroom.  These plans will demonstrate your knowledge of students, curriculum, appropriate pedagogy, assessment, classroom learning environment, etc.  Daily plans include the information as noted in Activity 6, including the reflection on teaching.  You are encouraged to make connections with learning from current or prior credential coursework.  It is preferable that the lessons be taught consecutively.

In English and mathematics, CSUN methods courses do recommend certain formats for lesson plans.  In other subjects there is more flexibility and teacher candidates can use any number of standard lesson plan formats.

Activity 7

Concluding Self-Interview

TPE 13:  Professional Growth

Seminar Activities:        Discuss assignment and preliminary responses to questions.

1.         In general, what were the greatest challenges you, the candidate, faced in teaching the core curriculum and these students, and how did you strive to meet them?

2.         What are the most important goals you, the candidate will try to accomplish in the first two weeks of school, and how will you go about doing so?

3.         As you analyze these experiences, how do they connect to theory and research from current or completed credential coursework?

 Activity 8

Selection of Six Entries for the Professional Teacher Portfolio

One selection for each of the TPE major domains, A - F

Seminar Activities:        Discuss assignment and criteria for making selections.

You will be making additions to the Professional Teaching Portfolio that was begun in

SED 511 and is organized by the six domains (A-F) of the Teaching Performance Expectations and the 13 Teacher Performance Expectations (listed on the next page). 

1. Select six pieces of work or assignments, drawing from but not restricted to the SED 554, each one addressing one of the domains A - F. 
2. Each Portfolio entry will be a pair:  1 artifact paired with a 2-page write-up, for a total of 6 pairs/entries.
3. Decide whether the piece or assignment you have selected works best as an artifact or a write-up, then select its pair.  That is, if it is an artifact, you should prepare a write-up.  If the piece will work better as a write-up, you should select an artifact, then proceed to edit the write-up according to the guidelines below.
4. Each 2-page write-up should include the following:

a.       The title of the TPE being addressed, e.g., TPE 3: Interpretation and Use of Assessments

b.      The title of the artifact, e.g., WWII Project Assignment with Student Work Samples.

c.       A description of the artifact and its context.  In no more than one paragraph, this description provides details about the artifact and its context that will increase a reader’s understanding of the artifact.

d.      An explanation that provides reasons and justifications for why the artifact demonstrates your performance in the TPE.  How does this artifact demonstrate that you have met the competencies required by the TPE?   Do not focus on only one sentence, phrase, or idea of the TPE, but clearly explain how the artifact shows your abilities with significant concepts of the TPE.

e.       A reflection that answers at least one two these questions: 

1) What insights about your teaching or student learning have you gained?

2) How does this artifact allow you to make decisions about your future teaching practice with increased understanding or pedagogical skill?

3)  How will the information gained by completing this artifact impact your future teaching practice?

Submit the six pairs of write-up/artifacts to the seminar instructor.  Each write-up should go first, followed by the artifact.  The final evaluation of your PTP occurs at the end of SED 555, Supervised Practicum and Seminar for Single Subject Candidates.

Teaching Performance Progress Report

SED 554:  Supervised Field Experience and Seminar

A.            Making Subject Matter Comprehensible to Students

                TPE 1.     Demonstrates subject-specific pedagogical skills for subject matter instruction

                                and the ability to teach state-adopted academic content standards.

B.            Assessing Student Learning

                TPE 2.     Monitors student learning at key points during instruction to determine student progress,

                                paces instruction, re-teaches when necessary, and addresses student misunderstandings.

                TPE 3.     Interprets and uses a variety of assessments -- formal and informal, formative and                                                summative -- to determine students’ abilities and progress and to plan instruction.

C.            Engaging and Supporting Students in Learning

                TPE 4.     Makes content accessible by varying instructional strategies, explaining and reinforcing

                                content in multiple ways, incorporating technology, and providing opportunities and                                          time for students to practice and apply what they have learned.

                TPE 5.     Actively and equitably engages students in achieving instructional objectives.

                TPE 6.     Uses developmentally appropriate teaching practices for grades 6-12, while recognizing

                                individual needs and differences and establishing high expectations.

                TPE 7.     Teaches English learners effectively by applying pedagogical theories, principles, and                                        practices that lead to the learning of content and literacy in English.

D.            Planning Instruction and Designing Learning Experiences for Students

                TPE 8.     Learns about students by assessing their knowledge, interests, and abilities in the

                                context of adolescent development to maximize learning opportunities.

                TPE 9.     Plans effective and sequenced instruction in accordance with state academic content

                                standards.

E.             Creating and Maintaining Effective Environments for Student Learning

                TPE 10.   Allocates instructional time to maximize student achievement, establishing effective                                            classroom management procedures.

                TPE 11.   Creates a positive social climate for learning by establishing clear expectations for 

                                academic and social behavior and by developing rapport with students and families.

F.             Developing as a Professional Educator

                TPE 12.   Assumes professional, legal, and ethical obligations and models ethical, non-biased

                                behavior for students.

TPE 13.   Illustrates continuing professional growth, including self-reflection on teaching practices, solicitation of peer feedback, participation in conferences/inservices, and incorporation of new teaching strategies as appropriate.

For the full wording and description of each TPE, consult the following website:

www.csun.edu/educ/sed/student_teaching/forms/index.html