New York University Steinhardt School of Culture, Education, and Human Development Department of Teaching and Learning

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1 New York University Steinhardt School of Culture, Education, and Human Development Department of Teaching and Learning Teaching Practicum: Social Studies in the Middle/Secondary School SOCED-GE 2053/SOCED-UG 1040 SOCED-GE 2911/SOCED-UG 1037 Spring 2015 Thursdays 4:55-6:35pm Instructor: Maura FitzGerald Phone: (914) (cell) Office Hours: By Appointment Course Description: The primary purpose of this course is to provide support in your student teaching experience and a forum for reflection and growth. Together we will be able to share the successes and challenges experienced while student teaching. Learner Objectives: The class will help you to: 1. Develop and reflect on your educational philosophy 2. Understand different school cultures and expectations 3. Collaborate with your colleagues 4. Effectively manage your classroom 5. Differentiate to students at both higher and lower levels 6. Assess student understanding 7. Understand the Common Core Standards 8. Handle the job search process Required Readings: Course packet, available at Advanced Copy Center, 552 LaGuardia Place, First Year Teacher s Survival Guide by Julia G. Thompson: 2013 Edition 3 (ISBN ) Course Requirements: The course requires active participation and completion of both the weekly assignments listed in the syllabus and the final portfolio. This class centers on the ability to share and reflect on our experiences in the classroom. Your ability to share honestly about your experience, provide feedback to others, and engage with the readings in class is essential. To that end, please be sure to bring your course packet with you to class each week.

2 2 Attendance Policy: All students are responsible for the material covered in each class period. Much of what we do in class is based on in-class activities and discussion. With that in mind, attendance is extremely important to your success in the class. You are expected to be here each week on time. Should you absolutely need to miss a class, please contact me in advance to let me know. Students who miss two or more classes without prior notice or are repeatedly late will be dropped a letter grade. Grading Policy: Attendance, active class participation, and professionalism 30% Weekly Assignments 40% Final Portfolio 30% Weekly Assignments: Throughout the semester, there will be assignments due from week to week. These assignments will be scored based on completion. Unless otherwise noted, you ll receive full credit with feedback to think about as you revise the work for your final portfolio. If the assignment needs to be redone for credit, I will let you know. All written work should be typed and double-spaced with reasonable margins and reasonably sized font. Assignments will be collected in class on the days they are due. Late papers will be marked down one letter grade for each calendar day overdue, unless an extension has been cleared with me in advance. Please bring in a hard copy of all assignments unless otherwise specified. 1. Intervisitation Assignment: Find at least two teachers at your placement (other than your CT) that are willing to be observed. Visit each class for at least 20 minutes either at the beginning or end of their class. Observe and record how they do any of the following: -Greet the class -Incorporate routines and rituals into their teaching -Start the class -Engage students -Manage behavior -Check for understanding After, in a brief reflection, note what worked, what didn t, and what questions you had.

3 3 2. Checkpoints for Final Portfolio: To help you break down the final portfolio project, and get feedback along the way, there will be smaller components assigned throughout the semester. These include: Unit plan proposal: A one-page description of the unit, including: objectives, possible aims, assessments, activities, resources. Template is available on NYU classes, though it need not be in that format. Two Differentiated Lesson Plans: Two lesson plans from the proposed unit that include a plan to differentiate either the content, the process, or the output for different learners in the class. The format doesn t matter, as long as it provides clear content and skill objectives, a paced description of the lesson, and a check for understanding. Assessment with Rubric: Create a final assessment for the proposed unit. Be sure to include a brief background on the content covered in the unit and focus on a skill that was taught within the unit. Outline clear expectations for your students to follow in order to complete the assignment and include a rubric that describes the products that exceed, meet, or fail to meet the standards. This will be explained further in class. 3. First Year Teacher s Survival Kit Assignment: This text is a great resource for your first year and beyond. It is a practical text that you can refer to for most classroom issues, from building relationships with students, to evaluating their work, to professionalism in the classroom. Select a section from the book to focus on. (We ll divide sections up in class to avoid redundancy). In a one-two page handout, outline what you read. What did the section focus on? What were the biggest takeaways? What specific strategies or tips were given to assist a teacher in year one? Provide a brief explanation of how you applied (or could apply) what you ve learned from the book in your own classroom or school this semester. Portfolio Project: The portfolio is the culmination of all of your work this semester. Most of the work has been completed and turned in already throughout the semester. This is your chance to reflect on it, improve it, and pull it all together. The organization and design of the portfolio is entirely up to you, but be sure to include: 1. Your completed Unit Plan (use the UBD template on NYU classes or your own school s unit planning template) 2. Your two Differentiated Lesson Plans 3. Assessment with Rubric (If possible, include examples of student work!) 4. Your Educational Philosophy 5. A Completed Resume and Sample Cover Letter* (*Assignments that won t be submitted ahead of time, only included in final portfolio.)

4 4 Students with Disabilities: Students with physical or learning disabilities should register with the Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, ( ) or 240 Greene Street, Academic Integrity: The following has been retrieved from NYU Steinhardt s Policies and Procedures (available from Academic integrity is the guiding principle for all that you do; from taking exams, making oral presentations to writing term papers. It requires that you recognize and acknowledge information derived from others, and take credit only for ideas and work that are yours. You violate the principle of academic integrity when you: Cheat on an exam; Submit the same work for two different courses without prior permission from your professors; Receive help on a take-home examination that calls for independent work; Plagiarize. Disciplinary Sanctions: When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate disciplinary action may be taken following the department procedure or through referral to the Committee on Student Discipline. The Steinhardt School Statement on Academic Integrity is consistent with the New York University Policy on Student Conduct, published in the NYU Student Guide. All students must comply at all times with all aspects of New York University-Steinhardt's Code for Academic Integrity. This code may be found at Please note that it is the student s responsibility to read this code and seek clarification on any areas of confusion.

5 5 Schedule of Readings Please note that assignments are due the day they appear on the schedule. The majority of readings will be done in class. Please note this syllabus is subject to change in accordance with our progress. 1/29: Welcome to the Course Overview & Expectations, Factors that Impact Student Motivation (Expectations, Environment, Planning) Sign up for FYTSG Sections 2/5: Visit from Mark Perez and Understanding School Culture Grading, Norms, Discipline, Parent Involvement In-Class Reading: Course Reader Elaine K. McEwan (2006), Excerpts from the Introduction, How to Survive and Thrive in the First Three Weeks of School 2/12: Visit from Supervisors and Frank Pignatosi/UBD Review Location TBA *2/19: Classroom Management Rewards, Punishments, and Why Students Misbehave Due: Intervisitation Assignment (see pg. 2 of syllabus) In-Class Reading: Course Reader Annette Breaux and Todd Whitaker (2006), Excerpts, Seven Simple Secrets: What the Best Teachers Know and Do. Elaine K. McEwan (2006), Excerpts from the Introduction, How to Survive and Thrive in the First Three Weeks of School. *2/26: Differentiation What Differentiation Is and Isn t, Differentiating both Up and Down, Modes of Differentiating (Content, Process, Output) Brainstorming Panel Questions Due: Unit Proposal (see pg. 3 of syllabus) In-Class Reading: Course Reader 42-57, 71 Carol Ann Tomlinson (2001), Excerpts from Chapter 1, How to Differentiate in Mixed-Ability Classrooms.

6 6 *3/5: CTT/ICT/SETSS and Managing a Differentiated Classroom CTT Panel Due: First differentiated lesson (see page 71 in course reader) In-Class Reading: Course Reader Carol Ann Tomlinson (2001), Excerpts from Chapter 6, How to Differentiate in Mixed-Ability Classrooms. *3/12: Assessing Understanding Examining Differentiated Assessments Due: Second differentiated lesson (see page 71 in course reader) Reading: Course Reader Stephanie Harvey and Anne Gouduis (2000), Excerpts from Chapters 1 and 12, Strategies that Work: Teaching Comprehension to Enhance Understanding. Elaine K. McEwan (2006), Excerpts, How to Survive and Thrive in the First Three Weeks of School. 3/19: NO CLASS, NYU SPRING BREAK *3/26: NO CLASS, PARENT TEACHER CONFERENCES Due via by Thursday, 3/26: First Year Teacher Survival Guide Assignment (See pg. 3 of syllabus) assignment to me at maura.fitzgerald@nyu.edu. *4/2: Educational Philosophies Due: Culminating Assessment and Rubric In-Class Reading: Course Reader , *4/9:Due via by Thursday, 4/9: Educational Philosophy (will be discussed in class on 4/2.) assignment to me at maura.fitzgerald@nyu.edu. 4/16: Resume Workshop

7 7 In-Class Reading: Course Reader *4/23: Interviews Interview Process, Group Interviews and Brainstorming Panel Q s Due: Final Portfolio In-Class Reading: Course Reader /30: Administrator Panel, Course Wrap Up Hiring, Interviews, Observations, Tenure etc. 5/7: NO CLASS, PARENT TEACHER CONFERENCES 5/14: 6-7:50pm, Our Scheduled Final Exam Time. Optional class meeting during finals week (to be discussed in class)