COURSE SYLLABUS. College of Education Winona State University

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1 COURSE SYLLABUS College of Education Winona State University Department: Education Date of Revision: Fall 2009 Course Number: 650 Number of Credits: 3 semester Course Title: Teacher Induction and Curriculum Orientation Frequency of Offerings: Yearly Prerequisite(s): Acceptance into Graduate Induction Program (GIP) or Post- Baccalaureate Secondary Teacher Preparation Collaborative (TPC) Grading: Grade only Course applies to: M.S. Education Course Description: Core Belief: We exist to improve Birth to twenty students learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking. (Reflect, Respond, Advocate) Desire 2 Learn (D2L) will be used in this course: Provide avenue for communications ( and discussion postings) for students and faculty. Present schedule changes of topics, activities, & exams. DISPLAY ANY CANCELLATION OF COURSE DUE TO WEATHER OR ILLNESS. Make available electronic versions of course documents such as syllabus, lecture notes, and rubrics. Release exam scores, midterms, final grade, and assessment of Standards of Effective Practice. Submit/complete any activities such as projects and/or class activities. Professional Dispositions Expected from Students in this Course: Attendance/Punctuality Self-Initiative/Independence Reliability/Dependability Clarity in Written Expression Critical Thinking Skills Verbal Involvement in Class/Groups Tact/Judgment Collegiality/Positive Attitude Accept and Give Constructive Criticism Professional Ethics and Demeanor Best Effort/High Quality Performance Desire to Improve Own Teaching

2 Open-minded Listening and Discussion Respectful Interaction with ALL Performance Word-processing of All Major Written Projects Inclusive Excellence: WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from WSU s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. Winona State University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, sex, marital status, disability or status as a U.S. Vietnam Era Veteran. Any persons having inquiries concerning this may contact the appropriate University authorities. 1. Catalog Description: Students involved as Residents in the Graduate Induction Program or Interns in the Teacher Preparation Collaborative will progress through a designed series of in-service activities that prepare them to perform confidently and competently as classroom teachers or interns. Includes curriculum training in specified areas. Offered yearly. Grade only. 2. Statement of the Major Focus and Objectives of the Course: Residents accepted in the Graduate Induction Program or Interns selected for the Teacher Licensure Collaborative report for preschool workshop days of induction into their responsibilities in elementary, middle or high school classrooms as teachers or interns in cooperating school districts. The focus and objectives of this course relate to the knowledge, skills, and professionalism of the WSU s Effective Educator Program, the Minnesota Standards of Effective Practice for Beginning Teachers, and District Requirements. Objectives: A. Developing a supportive atmosphere among peers and program personnel (professionalism reflect and respond); B. Discussing program expectations (professionalism reflect, respond, advocate); C. Acquainting them with the facilities, policies, and personnel of the school district (practice reflect, respond, advocate); D. Establishing a safe and welcoming classroom environment; (skills respond and advocate) E. Developing lesson plans for the first week of school (skills reflect, respond and advocate);

3 F. Providing an overview of district curriculum to assist in long-range and short-range planning (knowledge reflect, respond, advocate); G. Becoming familiar with the Continuous Improvement Model and Tools; (knowledge reflect, respond, and advocate) H. Introducing and applying the following standards of effective Practice: Course Objectives Standards of Effective Practice E, F, G 2A. Understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning; C, F 3N. Identify when and how to access appropriate services or resources to meet exceptional learning needs; D, E, F 3O. Use information about students families, cultures, and communities as the basis for connecting instruction to students experiences; A, B, D, E, F 3P. Bring multiple perspectives to the discussion of subject matter, including attention to a student s personal, family, and community experiences and cultural norms; A, C, D 3Q. Develop a learning community in which individual differences are respected: B, E, F, G 4A. Understand Minnesota s graduation standards and how to implement them; E, F, G 4D. Enhance learning through the use of a wide variety of materials and human and technological resources; E, F, G 4L.Use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning; A, B, C, D, E 5.E Understand the principles of effective classroom Learning Opportunities Weekly Reflections; Student Shadowing; Observation of at least 4 different teachers with reflection; Video Critique; Attendance at all professional meetings and conferences Meetings with district personnel; Guest presenters classroom discussions; Observations with pre and post conferences; Weekly reflections; Lesson planning; Unit development and peer review Cooperative projects with peer interns; Lesson planning; Unit planning; Weekly seminar; Guest speakers District trainings; Development of E- folio; Lesson and unit planning District trainings; Development of E- folio; Lesson and unit planning Weekly seminars, discussions, Assessment Reflections Observation feedback Reflections Reflections Observation feedback Student Teaching Lesson plan rubrics Unit rubrics and evaluation Lesson plan rubrics Unit rubrics and evaluation Lesson plan rubrics Unit rubrics and evaluation Lesson plan rubrics Unit rubrics and evaluation

4 management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; A, B, C, D, F 5H. Establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole; A, B, C 5I. Establish peer relationships to promote learning; E, F, G 5K. Use different motivational strategies that are likely to encourage continuous development of individual learner abilities; B, C 5N. Organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks; B, C, D 5Q. Analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work; D, E 6B. Understand how cultural and gender differences can affect communication in the classroom A, B 6D. Know effective verbal, nonverbal, and media communication techniques E 6K. Use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities; E, F, G 7C. Plan instructional programs that accommodate individual student Weekly seminars, discussions, Cooperative projects with peer interns; Weekly seminars, discussions, Weekly seminars, discussions, Weekly Reflections; Student Shadowing; Observation of at least 4 different teachers with reflection; Video Critique; Attendance at all professional meetings and conferences; Weekly Reflections; and discussion; Observation of teachers Weekly reflections, Lesson development and presentations; Communication samples from a variety of sources Lesson development and presentations; Communication samples from a variety of sources Weekly reflections, Lesson development and presentations, Participation and selfevaluation Lesson plans

5 learning styles and performance modes; E, F, G 7D. Create short-range and long-range plans that are linked to student needs and performance; E, F 7E. Plan instructional programs that accommodate individual student learning styles and performance modes; E, F, G 7F. Design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress; E, F, G 7G. Implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; with pre-post observation conferences F 7H. Evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning; E, F, G 8F. Use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities; B, G 8I. Implement students' selfassessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning;

6 B, C 8L. Establish and maintain student records of work and performance; B, F 8M. Responsibly communicate student progress based on appropriate indicators to students, parents or guardians, and other colleagues; A, B 9B. Understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional selfassessment; A, B 9C. Understand the influences of the teacher's behavior on student growth and learning; A, B 9E. Understand the role of reflection and self-assessment on continual learning; A, B, 9F. Understand the value of critical thinking and self-directed learning; A, B 9G. Understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues; A, B 9I. Use professional literature, colleagues, and other resources to support development as both a student and a teacher; A, B 9J. Collaboratively use professional colleagues within the school and other professional arenas as supports for reflection, problemsolving, and new ideas, actively sharing experiences, and seeking and giving feedback; A, B 10A. Understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the Parent student teacher conferences; Use of Student information Program; Assessment, grading student work Parent student teacher conferences; Use of Student information Program; Assessment, grading student work Weekly reflections; Inventories; Seminar discussions; Lesson development; Goal setting Code of Ethics Weekly reflection; Code of Ethics; Goal setting Weekly reflection; Goal setting Weekly reflection; Code of Ethics; Goal setting Goal setting; Weekly Reflection, Selfassessments Staff meetings, Intern seminars, Team meetings; Weekly reflections Seminar discussions; ; District Policies; School Handbooks Code of Ethics Test Completion of all required reflections Completion of all required reflections

7 systems within which the teacher works; A, B, C 10G. Collaborate with other professionals to improve the overall learning environment for students; A, B, C 10H. Collaborate in activities designed to make the entire school a productive learning environment; A, B, C 10L. Understand mandatory reporting laws and rules. Staff meetings; Team meetings; Weekly intern seminars; Formal observation with pre and post conferences Staff meetings; Team meetings; Seminar discussions; ; District Policies; School Handbooks Code of Ethics Test 3. Course Outline of the Major Topics and Sub Topics: A. District/Building/Program Orientation 1. Building Tour 2. ESC 3. Technology 4. Program Expectations C. Classroom Management 1. Planning the learning environment 2. Proactive Approaches to Behavior Management 3. Creating a culture for learning D. Curriculum Planning and Assessment 1. Short-range 2. Long-range 3. Curriculum Overview(s) in appropriate content areas and at designated grade levels. 4. Assessment and Record Keeping 4. Basic Instructional Plan and Teaching Methods Utilized: Induction Orientation is conducted in a workshop format. Information is shared by clinical supervisors, content pedagogy coaches and other district personnel, through large and small group discussion and presentations. Curriculum materials, instructional approaches and assessment procedures relevant to the resident or intern classroom placement are discussed and demonstrated. 5. Course Requirements: Attendance and participation in all induction activities. 6. Methods of Evaluation:

8 Attendance, Participation and written weekly lesson plans and reflections. 7. Textbook(s) or Alternatives: District Curriculum Materials and Texts Glasgow, N.A. & Hicks, C.D. (2003). What Successful Teachers Do: 91 Research-Based Classroom Strategies, Thousand Oaks, CA: Corwin Press. Guillaume, A.D. (2004). K-12 Classroom Teaching, Columbus, OH: Merrill Prentice-Hall Smith, R. (2004) Conscious Classroom Management: Unlocking the Secrets of Great Teaching, San Rafael, CA: Conscious Teaching Publications. Wong, H. K., & Wong, R.T. (2004). The First Days of School, Sunnyvale, CA: Harry K. Wong, Publications. Marzano, R. Pickering, D. & Pollock, J. (2001). Classroom Instruction that Works, Alexandria, Virginia: Association for Supervision and Curriculum Development. EMSP membership is needed. The cost is $35 and requires documentation of liability insurance prior to going into your student teaching or intern experience. Education Minnesota Student Program (EMSP) is the recommended method to acquire your liability insurance for field experiences and student teaching. EMSP membership follows the academic year, so it is valid from August 31 to September 1. If you join mid-year, the membership is active until September 1.