SUNY Cortland Foundations and Social Advocacy Department FSA 492: Seminar in Student Teaching. Semester: Spring 2011 Office: Cornish 1227

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1 SUNY Cortland Foundations and Social Advocacy Department FSA 492: Seminar in Student Teaching Course Information: Professor Information: Credit Hours: 1 credit hour Instructor: Harry Sydow Semester: Spring 2011 Office: Cornish 1227 Locations: Dept. conference room Office Hours: by appointment (4:15 5:30) and WebCT Phone: Texts: Readings will be provided and/or directed by the instructor. Readings and information will also be up-loaded to/accessed from WebCT. Resource Bibliography Upon which Course Is Based: "How to differentiate instruction in mixed ability classrooms," by C. Tomlinson ISBN # X 2nd edition. Merrill Publishing The Essential 55: an award-winning educator's rules for discovering the successful student in every child," by Ron Clark, 1st edition, ISBN # Hyperion Publishing Developmental Studies Center. (2000). Company in your classroom: Building A Learning Relationship With Your Student Teacher. Oakland, CA: Developmental Studies Center. Course Description: (A) Discussion and analysis of issues related to student teaching in inclusive classrooms. Taken concurrently with student teaching. Prerequisites: FSA 410, 420, 430, 436. Co-requisites: FSA 490, 491. Minimum overall GPA 2.7 (1 cr. hr.) Course Attendance Policy: Teacher Candidates will attend seminar sessions at the student teaching site (centers) and/or on campus in Cortland. Seminar leaders must be notified, in advance of any absence. Seminars have been scheduled to take place during the regular school schedule and attendance and participation is mandatory. More than one absence or missed assignment will put students at risk of not passing this course. The student is responsible for obtaining any missed information and materials; as well as for completing any missed assignments. Rationale/ Goals/Objectives of the Course Rationale Through guided developmental activities/assignments, FSA 492 is designed to supplement the student teaching field experience (FSA 490/491). FSA 492 is designed to strengthen the link between theory and practice from education methods courses and previous field experiences as candidates engage in student teaching. Activities in FSA 492 are designed to extend and enhance assignments in FSA 490/491, and to maximize theoretical and professional discussions begun in methods classes and in the school site. Activities in FSA 492 support a candidates development as a professional in a school setting. Candidates will become reflective

2 practitioners, actively examining their own knowledge, performance and achievements. FSA 492 focuses candidates on the process of acquiring pedagogical and professional knowledge necessary for them to become effective and caring educators. FSA 492 also focuses on developing educators committed to inclusiveness at all times, being strong advocates for students and families, and urban education. Goals/Objectives The student teaching seminar is a semester-long course for discussion and analysis of issues related to pre-service classroom teaching. Because it is taken concurrently with the student teaching experience, it is meant to be a forum for the discussion of problems and solutions to events that novice teachers experience in the classroom. In addition, it provides supplemental instruction, information and materials in several areas of the New York State Learning Standards in preparation for teaching all students in the elementary school classroom. The objective of FSA 492 is to prepare pre-service teachers with fundamental professional skills and dispositions toward their first employment as teachers in New York State. Evaluation of Student Performance (Include Grading Policy) The summative evaluation of the teacher candidate is the responsibility of the course instructor. A grade of Satisfactory or Unsatisfactory will be given. Students will be evaluated on performance in the following categories: On time and full participation in seminars-- face-to-face and on-line (50%) On time completion of readings, assignments and activities (50%) A general rubric for assignments: Target Acceptable Not Acceptable Assignment carried out completely, well presented; demonstrating carefully thought out responses. Assignment carried out completely, satisfactory presentation. Incomplete or not handed in, sloppy presentation, Course Schedule and Activities Student teachers will address the following topics during the course: Getting Started & New York State Learning Standards and their application in the elementary classroom. Initial meeting with students designed to start them on the right foot in their student teaching experience. Department Chair, Department Coordinator for Field Studies and Director of the Field Placement Office speak to group concerning expectations and requirements. Activity: Readings and Discussions designed to have students understand requirements of student teaching and understanding NYS Learning Standards (CEC 1-10; NCATE Standard 1; INTASC 1-10; CF 1-13) Lesson Planning / Unit Planning Analyze their own teaching performance and construct alternatives for planning and implementing lessons as well as assessment.

3 Activity: Discussions designed to have students understand requirements, structure, components, outcomes, etc. of formats to be used. (CEC 1, 2, 3, 4, 8; NCATE Standard 1; INTASC 1, 2, 3, 4, 8; CF: Knowledge Base, Standards, Diversity, Assessment and Technology) Activity (continued through semester): Lesson plan analysis and critique: instructor/supervisor critiques. Students will evaluate their lesson plans to analyze the strengths and weaknesses of the plan in terms of the introduction, the closure, the inclusion of appropriate alternative activities and various strategies, and the congruence between objectives, activities and assessment. (CEC 1, 2, 3, 4, 8; NCATE Standard 1; INTASC 1, 2, 3, 4, 8; CF: Knowledge Base, Standards, Diversity, Assessment and Technology) Meeting the Diverse Needs of Learners Design and implement plans for addressing requirements of special needs students. Learn about resources for diagnosis and referral of special needs children in the classroom. Activity: Assigned Readings and Discussions designed to have students understand requirements of analyzing student needs in their own classrooms, construct lesson alternatives and adaptations. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 3,4,5,7; NCATE Standard 1; INTASC 3,4,5,7; CF Knowledge Base; Diversity; Assessment) Culturally Responsive Teaching Expand knowledge about diversity and how to infuse issues of diversity into the curriculum and classroom community. Activity: Assigned Readings and Discussions designed to have students understand requirements of Constructing plan(s) to address diversity in their teaching, classroom and school. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 3, 4, 5, 6; NCATE Standard 1; INTASC 3, 4, 5, 6; CF Diversity, Assessment) Classroom Management Review and debrief events in the classroom reflecting application of discipline/management strategies. Activity: Assigned Readings and Discussions designed to have students understand requirements/components of effective classroom management techniques and practices. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 5; NCATE Standard 1; INTASC 5; CF Professional Commitment, Assessment) Advocacy Teachers must be strong advocates for their students and their profession: knowledge, resources, contacts, and support avenues need to be identified and nurtured. Activity: Assigned Readings and Discussions designed to develop their ability for being active advocates for their students. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 2-10; NCATE Standard 1; INTASC 2-10; CF Diversity; Assessment)

4 Building a Positive Learning Community Through Understanding, Responsibility and Respect Develop effective organizational patterns to create a productive class environment and manage student activity. Activity: Assigned Readings and Discussions designed to analyzing student needs in their own classrooms, construct lesson alternatives that promote the building of a positive learning community through respect, understanding, and tolerance. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 3, 4, 5, 7; NCATE Standard 1; INTASC 3, 4, 5, 7; CF Knowledge Base; Diversity; Assessment) Family Communication Review and understand school, district and state procedures regarding policies and laws that affect communication with families. Activity: Assigned Readings and Discussions designed to analyze different student, family, school and teacher interactions, and explore principles of positive communication. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 5, 9, 10; NCATE Standard 1; INTASC 5, 9, 10: CF Standards, Professional Commitment, Assessment) Technology In The Classroom Students will investigate, evaluate, discuss, and implement into their instruction / classroom the tools of technology. They will also construct alternatives for planning and implementing lessons as well as assessments which incorporates/facilitates the use of technology. Activity: Assigned Readings and Discussions designed to share and document actual and desired outcomes of technology use in their classroom. Students share what they are seeing and experiencing in their assigned classrooms. (CEC 6; NCATE Standard 1; INTASC 6; CF Technology) Weekly On-line Journal Reflections (WebCT Prompts) (First response to be ed by Thursday--12midnight; your response to another ST s posting to be posted by the following Sunday, 12:00 noon-- each week) Seminar Dates (Face-to-Face meetings) 4:15 5:30 Dept. Conference Room, Cornish Initial Meetings (done the semester before student teaching) Student Teaching Application meeting and discussions Preparing to Student Teach; New York State Learning Standards and their application in the elementary classroom; Teacher candidate expectations, requirements and responsibilities Jan. 24 th Start of Student Teacher meeting (4:30-6:30) TBA EIT Day / Focus Group (rooms and times TBA, Corey Union) May 11th Culminating reflection / Getting a Job / Wrap-Up / End of year Seminar Assignments / Activities (WebCT Prompts) (First response to be ed by day listed--12midnight; your response to another ST s posting to be posted by the following Sunday, 12:00 noon-- each week listed)

5 1. Feb. 10 th Meeting The Diverse Needs Of Learners 2. March 3rd Culturally Responsive Teaching 3. March 17 th Classroom Management 4. March 31st Building a Positive Learning Community 5. April 14 th Family Communication 6. April 28 nd Technology In The Classroom 7. May 12 th Advocacy Disability Statement: SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of If you are a student with a disability and wish to request accommodations, please contact the Student Disability Services Office located in B-1, Van Hoesen Hall or call for an appointment. Because many accommodations require early planning, requests for accommodations should be made as soon as possible. Academic Integrity Statement: Students in this course are expected to abide by the guidelines on academic dishonesty that are found in chapter 340 of the SUNY Cortland College Handbook ( As stated in these guidelines, any instance of plagiarism, cheating on examinations or other forms of academic dishonesty will be punished, most likely by the receipt of a failing grade for this course and possible dismissal from the College. The primary means for enforcing the course s policy on academic dishonesty will be a Web-based plagiarism detection service to which you will be required to submit all of the papers you write for this course.

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