The College of Staten Island Department of Education

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1 The College of Staten Island Department of Education Student Teaching Course Syllabus Section XXXX Semester Days and Times Office: Phone: Conceptual Framework at a Glance: Consistent with our mission to promote quality teaching and learning in P-12 school settings our Department of Education prepares educators who possess intellectual autonomy and professional responsibility. To this end we emphasize the following: Knowledge of content and pedagogy; engagement of all students; demonstration of professional dispositions. Required Texts: A methods textbook, perhaps from your own methods course, or another reference book for beginning teachers. We will use these weekly for reference. Wong, H. & Wong, T. (1998). The First Days of School. Mountainview, CA: Harry K. Wong Publications. (available in CSI bookstore) Course Description: These courses, taken concurrently, represent the supervised student teaching experience required for pre-service teachers. The goal of this culminating sequence is to provide teacher candidates with intensive hands-on practice in the classroom along with a weekly seminar designed to support novice teachers and provide an engaging forum for reflection and discussion. In EDE 400, candidates engage in mentored practice teaching and problem solving in two elementary class settings. Candidates are required to be in attendance at an assigned school fulltime (specific times vary by school) five days per week. Candidates gain teaching experience in the lower grades (1-3)and the upper grades (4-6). Candidates participate and contribute to effective learning environments in classrooms. Under the mentorship of the cooperating teacher and their college supervisor, they assess learners and plan instruction. Throughout the experience they reflect on and grow in their practice and effectiveness. In addition, the candidates develop their roles as professionals in the school with students, parents, colleagues, and the community. Activities in EDE 402 are designed to supplement and enhance student teaching responsibilities. Candidates will have the opportunity to synthesize information learned throughout their program and produce and deliver meaningful, effective lessons addressing diverse learners and learning styles, as well as state and local standards. There will also be a focus on assessing student learning and integrating technology as an instructional tool. Candidates will be responsible for keeping a reflective journal, completing several assignments and completing and presenting their program portfolio. Several sessions will be devoted to New York City Licensing and New York State Certification 1

2 requirements for the reporting of child abuse and maltreatment, in addition to drug, alcohol, and violence prevention training. Course Goals and Objectives: Student teaching gives candidates experience in classrooms at appropriate levels required by their teaching certificate and allows them a guided experience for the practice of teaching skills. Candidates will be expected to transfer their learning from prior course work to the classroom through creation and delivery and evaluation of lessons. They will add to their program portfolio with examples of their work, their students work and any professional documents such as their final evaluation forms and recommendations. Candidates will work in collaborative groups to discuss their experiences, share successes and resolve conflicts. Candidates will also: Demonstrate their understanding of subject specific content, strategy and pedagogy. Demonstrate their skill in planning, teaching, and assessing as well as their skill in managing a classroom. This includes attention to differences among learners and demonstrating an understanding of their needs through thoughtful planning and regular assessment. Demonstrate their commitment to teaching and the profession. Demonstrate dispositions appropriate for the profession. Demonstrate the use of reflective practice to guide professional development. Demonstrate familiarity with professional resources available to teach adolescent students including educational software and web resources. Increase their students knowledge of New York State /New York City curriculum and integrate the New York State Learning Standards into lesson plans. Course Requirements: SEMINAR 1. Class participation and preparedness (20%). Promptness/participation/ preparation for class by completing reading assignments, active class participation, and thoughtful individual and small group work. This includes but is not limited to timely completion of assigned readings, participation in (and preparation) for group and whole class discussions and in-class work. Candidates are expected to attend all sessions. Candidates absent for more than 2 class sessions will be assigned a grade of WU. 2. Reflective Journal (10%): Reflection and continued growth aimed at refining practice are critical components of teaching. You will keep a journal throughout your student teaching experience. Please bring this journal to class as it will be the basis for discussion, reflection and writing assignments (see below). 3. Field Assignments: (70%) Since this phase of your program is spent almost entirely in the field, you will have at your disposal the day to day lived experiences of schools to richly inform your work and your reflections. The course requires assignments, including lesson plans that you develop, deliver, discuss and evaluate over the course of student teaching. In this seminar, you will be asked to include a specific focus in some of these plans. 2

3 Assignments in the following areas will be included (descriptions follow below): Adaptation of Instructional Strategies (Lesson Plan) (INTASC 3) Motivation and Management (INTASC 5) Technology assignment (Lesson Plan) (INTASC 6) Informal and formal assessment of students. (INTASC 8) Professional Development (personal statement for portfolio) (INTASC Standard 9) Parent/Community Involvement (INTASC Standard 10) 4. Program Portfolio: Completion and Presentation. The program portfolio is an authentic assessment process whereby candidates document their professional growth and development. The program portfolio contains a selection of exhibits and reflective entries representing a teacher candidate s academic and professional experiences, competencies and growth from entering until exiting a program in the Department of Education. In addition, and perhaps more importantly, the portfolio can become your personal expression of who you are as an educator and what you have accomplished. This portfolio can be used initially to show prospective employers, and throughout your career to organize and display evidence of your development as a professional educator. You should add to it as your career develops. Although you have already entered many artifacts into your portfolio, this course will give you the opportunity to develop and include more of your work. At the end of the semester, you will be asked to present your portfolio to the course instructor, invited peers, and the program coordinator. The program coordinator s signature approving the finished portfolio is needed to complete all programs in education leading to certification. FIELD COMPONENT Please refer to the student teaching handbook for a complete description of expectations for student teaching. The following requirements must be completed, with supporting documentation on file, for a candidate to pass EDS 400/ Completion of 400 hours of student teaching. In order to complete this requirement, candidates must be in attendance at an assigned school full-time (specific times vary by school) five days per week for the duration of the semester (15 weeks). Excessive absences will mean extending student teaching past the end of the semester, if prior approval from the school and college supervisor is received. 2. Teach in two different grade levels. Candidates will gain teaching experience in grades 1-3 and in grades Formal observations (4) by college supervisor. Candidates are formally observed 4 times by their college supervisor. These observations are arranged in advance with the supervisor and the cooperating teacher. Please note that two of these observed lessons are developed from seminar assignments (adapting instructional strategies and technology). 4. Formal observation (1) by cooperating teacher(s). Your cooperating teacher must formally evaluate you and fill out an observation form toward the end of your placement. However, your cooperating teacher should be informally observing your teaching on a regular basis. 5. Self evaluation of student teaching performance. You must complete and turn in a candidate self-evaluation form. Please refer to the guidelines for evaluation when completing this form. 3

4 All assignments must be typed and checked for grammatical and spelling errors. Sloppy work detracts from your grade Self-Evaluation: Almost all assignments require candidates to self-evaluate and share insights with the course instructor and college supervisor and, in some cases, the cooperating teacher. Candidates are expected to become increasingly articulate in self-evaluation, and to exhibit increasing competence and insight about professional decision-making. Grading: This course is officially graded on a pass/fail basis. Passing means you have earned a minimum of B (proficient level) for the course. Anything below will receive an F. In order to pass this course, you must meet ALL of the following criteria: **Receive a minimum of a B (rubric score 3) based on the cumulative point total of the evaluated field assignments. Regularly attend class as an informed participant. Regularly keep a journal that demonstrates your ability to reflect on practice. Successfully complete student teaching. Complete and present your program portfolio. **Most assignments are evaluated with rubrics, earning from 5-20 points each. The corresponding grades for single and cumulative field assignments are: Points per assignment Total cumulative points for field assignments Grade Corresponding Rubric score Course Grade A 4-Exemplary Pass A- 4-Exemplary Pass B+ 3-Proficient Pass B 3-Proficient Pass B- 2-Emerging Fail C 2-Emerging Fail Below 10 Below 60 F 1-Unacceptable Fail 4

5 Assignments: Given in Appendix 6 **A NOTE ABOUT YOUR PROGRAM PORTFOLIO This seminar course, as the culminating course in a candidate s program, addresses all of the INTASC standards. Specifically, this course requires candidates to demonstrate proficiencies defined in INTASC standards 3, 5, 6, 8, 9 and 10 using specific evaluated assignments (marked **) which can be used for the program portfolio. The assignment addressing professional development (INTASC 9) will become your personal statement for the culminating piece in your program portfolio. Since it is a reflective piece, no reflective statement needs to be attached. For other assignments that you wish to include in your program portfolio, you need to submit a reflection, or rationale for submission. Guidelines are located on page 4 of the portfolio handbook. PLEASE READ THE PORTFOLIO HANDBOOK FOR INFORMATION REGARDING THE PREPARATION AND SUBMISSION OF YOUR PORTFOLIO. Portfolios that are not complete will delay the completion of your program. 5