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CALIFORNIA STATE UNIVERSITY, NORTHRIDGE COLLEGE OF EDUCATION EED 579D: Student Teaching Seminar/Second Semester |
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INSTRUCTOR: DR. SUSAN BELGRAD Professor, Elementary Education WEDNESDAY
2:OO-3:50 ED 3117 |
I. CONCEPTUAL FRAMEWORK OF THE COLLEGE OF EDUCATION:
The College of Education as a professional school uses 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
II. CATALOG DESCRIPTION:
EED 579 D is a one-unit student teaching seminar in the Multiple Subject, Education Specialist Credential program and/or the Multiple Subject University Internship Credential Program. The seminar provides opportunities for candidates to reflect upon and analyze fieldwork experiences. Student teachers learn to: 1) assess their needs; 2) gather data; 3) analyze results; 4) problem solve; 5) modify teaching practices; and 6) determine implications of their experience for future instruction. This course may be taken for up to two units.
III. COURSE GOALS:
-To advance in the understanding of the six interrelated categories of teaching practice as outlined in the California Standards for the Teaching Profession (California Department of Education, 1997):
"•Engaging and supporting all students in learning
•Creating and Maintaining effective environments for student learning
•Understanding and organizing subject matter for student learning
•Planning instruction and designing learning experiences for all students
•Assessing student learning
•Developing as a professional educator" (p.1).
-To implement the categories outlined in the California Standards into practice
-To reflect on lesson planning, field experience, and teaching practices
(For more information about the standards visit: http://intergate.cccoe.k12.ca.us/coe/curins/sbtsa/publications/calstd.html)
IV. COURSE OBJECTIVES:
Upon completing this seminar, you should be moving toward mastery of the teaching performance expectations (as outlined by CCTC, 2001). Mastery is considered to be at Level III for each of the 13 TPE's. TPE Levels:
You will have opportunities to advance in your understanding of teaching-learning practices as you participate in experiences framed by the following course objectives.
1. Plan course content and begin to use/explore teaching strategies/materials which respond to and promote the state adopted academic content standards for students. [TPE 1; Level III] (Dewey, 1923; Tanner, 1999)
2. Demonstrate an understanding of subject content knowledge. [TPE 1; Level III]
3. Demonstrate an ability to use multiple sources (e.g., primary documents) to enhance learning and to balance the focus of instruction. [TPE 1; Level III] (Ellis, 2002)
4. Plan and implement content instruction that is accessible to all learners. [TPE 1; Level III] (Hatano)
5. Utilize a variety of methods for assessing student performance, such as teacher observation, anecdotal records, teacher-child conferences, paper and pencil activities, projects, tests, and children’s self-evaluations. [TPE 2 and 3; Level II and III]
6. Understand assessment processes [TPE 2 and 3; Level II and III] (Burke, 2001, Stiggins2002)
7. Administer, interpret and utilize formative and summative assessment data. [TPE 2 and 3; Level III] (NBPTS, 2000, Darling Hammond, 2000)
8. Demonstrate an understanding of the knowledge, skills, and attitudes needed to work effectively with all students, including English Language Learners and culturally diverse students.[TPE 7; Level III].
9. Gather data before, during, and after unit planning/teaching to plan/teach appropriate content, tasks, and practices. (Lesson Study format). [TPE 8, 9; Level III].
10. Utilize observation of cross-cultural teaching examples to utilize alternative ways of understanding teaching-learning processes.[TPE 7; Level II]. (Differentiated learning)
11. Create an environment of support for student inquiry, self-directed learning, and responsibility. [TPE 4, 5, 6; Level III].
12. Utilize a variety of instructional tasks that allow the teacher to gather information on students’ background knowledge and use these student resources as the source of information to guide lesson planning and implementation. [TPE 4,5,6; Level III].
13. Anticipate student responses to presented tasks and strategize ways to organize students’ responses into the learning of the new concepts to be learned as lessons unfold. [TPE 6, 6A, 6B; Level III].
14. Plan multiple opportunities for students to express their ways of thinking and provide ample time for students to explain, question, and ponder ideas. [TPE 8, 9; Level III].
15. Identify and utilize a variety of positive classroom management techniques that are nested in the content of the subject (e.g., pay close attention to tasks that are problematic and interesting to students so as to capture their interest). [TPE 9, 10; Level III].
16. Pay close attention to the time necessary for teacher to present a task, students to work-on the presented task(s), students to share the results of their work/problem solving, and collective discussion and building a conclusion to the presented task. [TPE 10 and 11; Level III]. (Stigler & Hiebert, 1999)
17. Create a climate conducive to a community of learners.
18. Understand and implement school and district policies and state and federal law in responding to students, families, and other professionals. [TPE 12; Level III]
19. Share field experiences and participate in collaborative problem solving with colleagues. [TPE 13; Level III].
20. Identify strategies for working and communicating with other professionals, administrators, para-educators, and parents. [TPE 13; Level III].
21. Balance theory, research, and practice. [TPE 12 and 13; Level III]. (Dewey, 1923; Stone, 2000)
V. REQUIRED TEXTS:
Handouts and web-research
VI. RECOMMENDED TEXTS
Stepanek, J. Appel, G. Leong, M. Turner Mangan, M & Mitchell, M. (2007).
Leading lesson study: A practical guide for teachers and facilitators.
Thousand Oaks, CA: Corwin Press.
Burke, K. 200. What to do with
the kid who. . Glenview, IL: Pearson
RECOMMENDED WEBSITES
(Click on this link for resources on Teacher Efficacy)
A variety of tools are available for creating and assessing engaged learning lessons. Also links to sites about brain-compatible learning Also find links to a wide variety of resources for teaching, learning, assessing, national standards and tools for the engaged learning classroom.
VII. COURSE ASSIGNMENTS/ACTIVITIES
1. Participation (20% of course grade). Read weekly assignments prior to class. These include handouts or articles on the internet. Participate actively, responsively, and respectfully in whole group and small group discussions of the assigned topic. Generate two thoughtful/provocative questions that will be shared in small groups and will enrich class discussions.
2. Lesson Study Assignment (50% of course grade).
Lesson Study :
The seminar experience will include professional development for all participants: university student, supervising elementary teacher, and university faculty member through the implementation of Lesson Study. Lesson Study is a process that facilitates a systematic examination of teaching-learning processes through the actual planning, observation, and reflection of teaching practices. The primary goal of Lesson Study is to provide optimal learning experiences for learners. Inherent in the process are opportunities for those who are teaching to think creatively, critically and intently about the content, the learners, the methodology, and the outcomes. An important component of Lesson Study is the collaborative participation, which affords diverse ideas, multiple methodologies, and richer pool of experiences and understandings.
The main activity in Lesson Study is for groups of teachers (in our program teachers include the above stated participants) to work on a small number of study lessons, which teachers collaboratively plan and teach to examine content and practice. The Lesson Study process includes: planning a lesson, implementing the lesson, reflecting through participant observations or video data and , improving the lesson, implementing the refined lesson, reflecting on the redesigned lesson, and reporting the that which was learning from the process.
Our Lesson Study will include work on designing engaged learning lessons; and work in a Lesson Study group where you will learn the importance of documenting and describing the process your group engaged in when planning, reflecting, revising, re-teaching, and debriefing the study lesson. A lesson study document will be used in order to leave a record of your rationale for lesson events, pertinent issues that surfaced during the study lesson process, and any understandings that were gained through your planning and reflection. This report may be shared with other student teachers in your section of seminar. The lesson, plans and report will become a major component to your TPE Portfolio.
3. Teacher Story and Vision Statement 30%
VIII. GRADING POLICY
Attendance is mandatory! You are given released time from your assignment to attend. If an emergency arises and you must miss class, contact your seminar instructor, arrange for another class member to: a) take notes for you, b) pick up assignments and distributed handouts, and c) discuss the class session with you.
Your assignments will be self- and instructor-assessed using rubrics jointly designed and/or instructor provided.
Grades will be assigned as follows:
A = 100-95% C+ = 79-77%
A- = 94-90% C = 76-74%
B+ = 89-87% C- = 73-70%
B = 86-84% F = 69% or below
B- = 83-80%