Student Teaching (12 credits) EDUC 400. Fall Semester Seminars are held Tuesday 6:30-9:00 pm

Transcription

1 Student Teaching (12 credits) EDUC 400 Fall Semester Seminars are held Tuesday 6:30-9:00 pm Mrs. Claudia Wehmann, Director of Educational Field Experience EDUC Office Location: Faust House Office Hours: Tuesdays 3-6 pm and Thursday noon- 3 pm Also available by appointment Required Course Texts Clark, Ron. The Essential 55. Hyperion: New York Wong, Harry K. and Rosemary T. Wong. The First Days of School. Mountain View California: Harry K. Wong Publications, Inc, Student Teaching Handbook (bookstore) Christian Educator Association Membership Course Description Student teachers will complete one semester of field experience under the direction of a cooperating teacher in an area public school. They will gradually take over the management and instructional responsibilities of a classroom with the support and encouragement of the classroom teacher. The procedure parallels the expectations and requirements of the entry year teacher for the State of Ohio. Course Objectives Student teachers completing this clinical experience will be able to: Organize content knowledge for student learning Create an environment for student learning Teach students effectively Meet the learning needs of all students Display teacher professionalism in the classroom, in the school, and in the community Demonstrate appropriate use of technology to meet the needs of all learners

2 National Association for Education of Young Children

3 Ohio Standards for the Teaching Profession (Ohio Educator Standards) The Focus of Teaching and Learning The Conditions for Teaching and Learning Teaching as a Profession Standard #1: Students Teachers understand student learning and development, and respect the diversity of the students they teach. Standard #2: Content Teachers know and understand the content area for which they have instructional responsibility. Standard #3: Assessment Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. Standard #4: Instruction Teachers plan and deliver effective instruction that advances the learning of each individual student. Standard #5: Learning Environment Teachers create learning environments that promote high levels of learning and achievement for all students. Standard #6: Collaboration and Communication Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. Standard #7: Professional Responsibility and Growth Teachers assume responsibility for professional growth, performance, and involvement as individuals and as members of a learning community. Ohio Operating Standards The Ohio Operating Standards are addressed and discussed at various levels throughout this course. Standards Statement (Early Learning Standards), (Common Core Standards), (Ohio Academic Content Standards) The [standards] are addressed and discussed at various levels throughout this course. Related standards are available on the Ohio Department of Education website and in the Education Department Standards Handbook. Value Added Statement The Value Added concept is addressed and discussed at various levels throughout this course. CCU Mission Statement The mission of Cincinnati Christian University is to teach men and women to live by biblical principles and to equip and empower them with character skills, insight and vision to lead the church and to impact society for Christ.

4 CCU Performance Outcomes Teachers are caring and empathetic individuals Teachers understand and respect the diversity of the students they teach Teachers communicate clearly in both written and verbal forms Teachers know Ohio Academic Content Standards/Common Core Content Standards for content curricula Teachers display knowledge of how students learn and of the developmental characteristics of age groups Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students Teachers use resources effectively, including technology, to enhance all student learning Teachers know how to present content in multiple ways, connecting to relevant experiences, and are able to articulate appropriate goals and rationale for instructional choices made Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning Teachers are reflective and display a willingness to implement change Teachers know and understand professional ethics and policies and legal codes of professional conduct Teachers create environments that promote high levels of independent and collaborative learning Course Requirements Student teachers will: Have a current FBI/BCI background Check on file in the Education Department to participate in EDUC 400 Complete 15+ weeks in the assignment classroom experience Successfully complete and satisfactorily submit the Teacher Performance Assessment (edtpa). The passing score will be determined by the State of Ohio after the pilot program is completed Successfully complete the Ohio Assessment for Educators Tests Provide paperwork of evidence that applies to the teaching assignment in accordance with the Ohio Standards for Teachers in the form of Mid term and Final assessments Participate in the 35 hours of seminar discussions Provide summaries on classroom settings, district technology, value-added assessment, and educational best practices Reflect on the readings from the course texts for seminar discussions. See course schedule for due date Read assignments from The First Days of School by Harry K. Wong and Rosemary T. Wong, The Essential 55 by Ron Clark, and Teacher Performance Assessment handbook, and the Ohio Educator Standards packet Work at least one time at Crayons to Computers for supplies Video tape at least one lesson for critical review during seminar (20 minutes in length- this is part of the TPA)

5 10 Detailed lessons plans (at least one should include Value-Added assessment Assignment) Add to Teaching Portfolio (two copies of the final portfolio are required) Other various assignments given during the course of the student teaching experience. Attendance Policy Student teachers are expected to follow the same regulations regarding attendance as apply to the classroom teacher in the cooperating school. When the student teacher must be absent for valid reasons (e.g., personal illness or illness or death in the immediate family), it is the student teacher s responsibility to notify the cooperating teacher and the college supervisor of the absences. While the student teacher follows the college calendar for the overall assignment, if the school is in session when the college is not (e.g., Spring Break), the teacher candidate is required to report to his/her school. Any plans that conflict with this policy must be approved in advance by the cooperating teacher, college supervisor, and the Dean s office. Excessive absences for any reason could result in an extension of the teacher candidate s required period of student teaching. In accordance with University attendance policy ten days of absences will result in FA; however, during student teaching any absence will be critically reviewed. Attendance is required for all seminars unless there is valid reason to miss (e.g., personal illness or illness or death in the immediate family). In the event of an emergency the teacher candidate must contact the supervisor immediately. Assignments Student Teachers are required to: maintain lesson plans as directed by the Cooperating Teacher complete Classroom Setting Essay complete and incorporate Technology Assessment essay complete and incorporate Education Research essay complete ten lesson plans using the University model provided in the Student Teaching Handbook read and be prepared to discuss readings from required text books prepare two copies of the final portfolio as directed by the Student Teaching Handbook successfully complete the appropriate Ohio Assessment for Educators tests successfully complete the edtpa (Teacher Performance Assessment) electronic portfolio volunteer at Crayons to Computers at least one time Assessment Policy The University s grading scale is used to determine the final letter grade for the course. This is a pass/fail course Integrity Policy Refer to the CCU Academic Catalog for policies on cheating and plagiarism. In accordance with the CCU policy field experience must not interfere with the University s Spiritual Development Plan or other course requirements. Disclaimer Policy The professor reserves the right to alter the course at any point throughout the semester, including curriculum, schedule, assignments and grading procedures. Proper notice will be given by the professor. Disability Statement The Academic Support Office is available for students needing academic accommodations or support.

6 Social Networking Social networking such as Facebook, Twitter, and the like are fast becoming a part of the social fabric of our lives. Please consider the following guidelines when you engage in social networking activities. Using care in your on-line communications can protect you from facing difficulties or challenges when you enter the workplace. Remember above all, you are a representative of Christ in everything you say and do in all areas of your life. 1. Your online presence reflects Cincinnati Christian University and Christ. Be aware that your actions captured via images, posts, or comments cast a reflection or perception on a community of believers beyond the walls of our institution. 2. You may not post pictures of pupils on your social network site. 3. Social media activities should not interfere with your coursework or fieldwork commitments. 4. Be respectful to Cincinnati Christian University, other students, professors, cooperating teachers, and pupils you work with in the field. 5. Information published on your blog(s) should comply with CCU s confidentiality policies. This also applies to comments posted on other blogs, forums, and social networking sites. 6. CCU logos may not be used without written consent. 7. Respect copyright laws, and reference or cite sources appropriately. Plagiarism applies online as well. 8. Personal blogs should have clear disclaimers that the views expressed by the author in the blog is the author s alone and do not represent the views of Cincinnati Christian University or the teacher education program. Be clear and write in first person. Make your writing clear that you are speaking for yourself and not on behalf of CCU.