SYLLABUS EDU 395 INTERNSHIP IN TEACHER EDUCATION

Transcription

1 College of Education University of Maine at Presque Isle SYLLABUS EDU 395 INTERNSHIP IN TEACHER EDUCATION Fall, 2013 Class Meetings: On-line at: Instructor: Tomasz Herzog, Ph.D. Skype: umpi.social.studies Office Hours: Monday, Thursday 9:00 10:00 a.m. or by appointment Description: 3 credits. Prerequisites: Edu 150 and Edu 200, completion of Professional Education sequence or permission of instructor. This course requires observation and participation in a K-12 setting in preparation for student teaching. (This course uses Blackboard as its organizing structure. Access Blackboard at or by link from the UMPI website.) Required Text: Author: Borich, Gary D. Title: Observation Skills for Effective Teaching Edition: 6 th Publisher: Merrill Education/Prentice Hall ISBN ISBN The Conceptual Framework of the College of Education [COE] is borne of our shared vision: Learning Together, wherein faculty and students acquire knowledge through implementation of a variety of approaches based on a multiplicity of learning theories. Learning occurs through social interaction, interaction with the environment, through knowledge or skills acquired by study, and through exploration and experience. Our holistic pedagogical approach to learning is driven by the 5 dimensions of

2 our conceptual framework; knowledge, instructional strategies, diversity, reflection, and dispositions.!!!!! As soon as possible, you will need to arrange an observation placement. This should NOT be in the classroom of a parent, sibling, best friend or even a beloved former teacher. The reason for this is simple: You will be using research-derived indicators of effective instruction and practice, and it s often hard to see what s really going on if you have preconceived expectations. Please be sure that your teacher/principal and school understand that you need a guaranteed opportunity to plan, teach and assess three lessons toward the end of the semester. A letter of introduction from me has been posted under Course Documents, and that will help explain what you are looking for in a placement. Course Objectives: Students will: learn to recognize the research-based patterns of practice by which experienced teachers refine and match the eight dimensions of effective teaching to specific populations of students (COE Conceptual Framework- 1,2,3) (Maine s 10 Standards- 1,2 3,5) learn how to observe and what to observe, and why (UMPI Conceptual Framework- 4) (Maine s 10 Standards: 4,5,7,10) begin the process of self-improvement based on these effective teaching patterns (UMPI Conceptual Framework- 1,4)(Maine s 10 Standards: 10) use realistic classroom dialogues and shared reflections of their own observations to compare effective teaching practices to less-effective practices (Conceptual Framework- 1,4) (Maine s 10 Standards: 2,4,5) become sensitized to cultural, ethnic, and gender issues pertaining to the observation of each pattern of teaching behavior (Conceptual Framework- 2,3, Maine s 10 Standards- 3) provide credible evidence of their ability to facilitate learning by planning and delivering instruction and reflects the eight dimensions of effective teaching (COE Conceptual Framework: 1,2,3,4,5)(Maine s 10 Standards: 1,2,3,4,5,6,7,8) Eight Dimensions of Effective Teaching: 1. Learning climate (Maine s 10-6) (COE Conceptual Framework: 1,2) 2. Classroom management (Maine s 10-3,6,7) (COE Conceptual Framework: 1,2) 3. Lesson clarity (Maine s 10-1,2,3,4,5,7) (COE Conceptual Framework: 2) 4. Instructional variety (Maine s 10-2,3,4,5) (COE Conceptual Framework: 2) 5. Teacher s task orientation and content presentation (Maine s 10-1,2,3,5,8) (COE Conceptual Framework: 2) 6. Students engagement in the learning process (Maine s 10-1,3,4,5,6,7) (COE Conceptual Framework: 3) 7. Student success (Maine s 10-1,3,4,6,7,8) (COE Conceptual Framework: 2,3,4) 8. Students higher thought process (Maine s 10-1,4,5,6,7,8) (COE Conceptual Framework: 2,3)

3 Your 3-lesson mini-unit will provide evidence of the following abilities and inclinations: The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment. (Maine s 10-1,2,3,4,5,8) (COE Conceptual Framework: 1,2,3,4) The teacher sets significant, challenging, varied, and appropriate learning goals (Maine s 10-2,3,4,5,6) (COE Conceptual Framework: 2,3) The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. (Maine s 10-8) (COE Conceptual Framework: 1,2) The teacher designs instruction to accomplish specific learning goals based upon student characteristics and needs and learning contexts (Maine s 10-3,4,5) (COE Conceptual Framework: 2,3) The teacher uses regular and systematic evaluations of student learning to make instructional decisions (Maine s 10-8) (COE Conceptual Framework: 1,2,4) The teacher uses assessment data to profile student learning and communicate information about student progress and achievement (Maine s 10-7, 8,9) (COE Conceptual Framework: 4) The teacher reflects on his or her instruction and student learning in order to improve teaching practice (Maine s 10-8,10) (COE Conceptual Framework: 4) Expectations of students: Students will be expected to: engage in the public school placement responsibly and professionally, and abide by schedules and commitments made complete all assignments and observe all due dates access the Blackboard course site regularly (at least twice each week) for announcements and assignment updates participate in the class blog at a high level dress appropriately and behave professionally in the public school placement Student Academic Integrity Policy The academic community of the University of Maine at Presque Isle recognizes that adherence to high principles of academic integrity is vital to the academic function of the University. Academic integrity is based upon honesty. All students of the University are expected to

4 be honest in their academic endeavors. All academic work should be performed in a manner which will provide an honest reflection of the knowledge and abilities of each student. Any breach of academic honesty should be regarded as a serious offense by all members of the academic community. The entire academic community shares the responsibility for establishing and maintaining standards of academic integrity. Those in charge of academic tasks have an obligation to make known the standards and expectations of acceptable academic conduct. Each student has an obligation to know and understand those standards and expectations. While the academic community recognizes that the responsibility for learning and personal conduct is an individual matter, all students, faculty, and staff are expected to help to maintain academic integrity at the University by refusing to participate in, or tolerate, any dishonesty. Expectations: Expectations: If you encounter technical difficulties with the Blackboard website, or other non-content related technical issues, you should contact the tech-support group that can be contacted either by , techsupport@maine.edu, or by phone, The hours are Monday-Friday, 6:30 AM-7:30 PM. Please don t wait and hope for the best. Get help when a problem arises. All assignments must be submitted in Microsoft Word compatible format, or as a rich text file (.rtf). Please adhere to this expectation to keep both of our frustration levels low! To save as an.rtf file, simply save as the way you ordinarily do, and select Rich Text Format from the drop down list. Once submitted under Assignments, you will see a green exclamation point. That means it is waiting for me to review and grade it. Please don t to see if I got it. If the exclamation is there, it posted. If I can t open it or there is a problem, I will surely let you know. See the file called Submitting Assignments if you are somehow unfamiliar with the process. It can be found under Course Documents. Please DO NOT assignments (unless I specifically ask you to), as I will immediately ask you to submit them here in Blackboard. A module for each week of the course will be launched by 8:00 a.m. on Mondays. You are expected to observe the due dates for assignments. In general, your assignments are due by the Monday following each module, at 8:00 a.m. That means you will have submitted by the time I post the next module.

5 Evaluation: Students will be evaluated as follows: Blog participation 25% 9 classroom visits with reflections. 45% 3-lesson mini-unit:.30% A= B=80-89 C=70-79 D=60-69 F= below 60 All assignments for this course must be completed in order to pass the course. For example, you cannot skip the blogs and expect to pass with a grade of 75. Attendance & participation: Your presence and attention to the blog, announcements and weekly modules is necessary in order for successful completion of the observations and for the planning and construction of your teaching unit. Likewise, it is essential that you complete all 12 of the required placement visits, as your reflective journal and teaching unit depend on them. Finally, an observation log, signed by your cooperating teacher, will become part of the record of your attendance. You will make an initial, general observation at your placement classroom, 8 more (one for each lens), and three for the teaching of your unit lessons. That means that you will make a minimum of 12, 2-hour visits. Reflective journal: You will be required to maintain a reflective journal documenting your observations and unit development. The first reflection will relate your initial visit to your classroom, a general visit in which you will get the lay of the land, describe the classroom in terms of appearance and student demographics, etc. Eight subsequent reflections will be related to your observations using each of the eight lenses for observing effective teaching as presented in weekly modules and in your text. Your journal will also include reflection about the unit development process as it progresses. The journals will be submitted each week. The final journal will include the signed log of all observations, which you will need to scan and submit. Do not wait until the final week of the course to figure out how you will make this happen. So, your journals are as follows: #1- General Observation from first, unfocused visit #2- Lens 1 #3- Lens 2 #4- Lens 3 #5- Lens 4 #6- Lens 5 #7- Lens 6 #8- Lens 7 #9- Lens 8 #10- Lesson 1

6 #11- Lesson 2 #12- Lesson 3 plus scanned observation log, signed by your mentor 3-lesson mini teaching unit: During the course and with guidance from the instructor and the cooperating teacher, you will design, construct and teach a 3-lesson unit of instruction on content that will be decided in collaboration with your cooperating teacher. Please make it clear to your mentoring teacher that you really do need to design the lessons. While they may rely on textbooks for support and content, the lessons should not simply be three consecutive lessons from the textbook being used. Your teaching should come near the end of the internship, so that you know the students and can differentiate instruction to meet their varying needs. What you will teach and when is to be decided in consultation with your mentoring teacher, and will vary depending on the situation. That said, it is essential that you begin this planning early to accommodate the semester s schedule. If you wait to discuss this with your mentor, you risk the many scheduling conflicts that can and do arise at the end of a school term, both yours and theirs. While it is clear that you will have much work to complete and submit in this course, it will not be difficult to meet due date requirements if you complete observations, reflections, readings and the unit sections in a timely fashion. This in turn should not be problematic, as you have a commitment to the teacher, the students and the school where you are placed for this Internship and cannot, therefore, let those requirements pile up until late in the course. Each weekly module will remind you of exactly what you have to do and submit each week. I won t deny that there is much work for this upper level course, but it will only be problematic if you don t get a handle on what needs to be done now, make a plan and a timetable, and stay focused on your schedule. Ethical considerations: You will be observing as a professional, and are subject to FERPA regulations with respect to confidentiality. Your written work and discussions should make no reference to the school, the teacher or the students by name, nor should you discuss such information with others. Though it may be hard to believe, once you have told me where and with whom you have secured a placement, I am able to forget about it until the end of the semester when you submit your log. You are not required to share your reflections with your cooperating teacher, nor will the instructor do so. Disability Services: Students with disabilities needing accommodations or assistance with coursework or testing should contact Mary Kate Barbosa, Director of Student Support Services, at Please note that disabled students must present current and complete documentation to receive accommodations. Tutoring: Student Support Services offers tutoring to all students via experienced professional and peer tutors. If you are interested in receiving tutoring, please contact the Tutor Coordinator, at

7 Course schedule: Date: Topic Reading Assignment Sep 3-8 Module 1 Sep 9-15 Module 2 *Course introduction Preface (see Module 1) Chapters 1,2,3,4 Writing Assignment (due on Monday at the end of each module) Discussion Board Posting (see Module 1) due 9/9 9/16 Sep Module 3 *Lens 1: Consider the Learning Climate *Lens 2: Focus on Classroom Management Chapters 5 & 6 9/23 Sep Module 4 *Lens 3: Look for Lesson Clarity *Lens 4: Verify Variety Chapters 7 & 8 9/29 1 st Classroom Visit- due 8:00a.m. Sep 30 Oct 6 Module 5 *Lens 5: Observe Task Orientation *Lens 6: Examine Engagement Chapters 9 & 10 3/4 Lens #1- Due 10/7 Oct 7-13 Module 6 Oct Module 7 *Lens 7: Measure Student Success *Lens 8: Look for Higher Thought Processes and Performance Outcomes Chapters 11 & 12 10/14 Lens #2- due 10/21 Lens #3- due 10/21

8 Oct Module 8 Oct 28 Nov 3 Module 9 10/28 Lens #4- due 10/28 11/4 Nov 4-10 Module 10 Nov Module 11 Nov Module 12 Lens # 5- due 11/4 Lens #6- due 11/11 Lens #7- due 11/18 Lens #8- due 11/25 Nov 25 Dec 1 BREAK No module No module No module Dec 2-8 Module 12 Dec 9-15 Module 13 #10 (first lesson taught)- due 12/9 #11(second lesson taught)- due@ 8:00a.m. 12/16 Finals Week- December Please note final assignment is due on WEDNESDAY!!! Course Evaluation Final Reflective Journal (third lesson taught) due 12/18 I reserve the right to tweak any items necessary for the comfort and satisfaction of all parties!

9 CENSEO As you move through the UMPI education program you will document your professional growth and development by submitting artifacts that reflect the competencies required by the university. These artifacts are kept in CENSEO your individual web based depository. Many of the activities of this course may be entered as CENSEO artifacts. The following activities for this course may be entered in Censeo Level: 2 EDU 395 Internship in Teacher Education Current Philosophy of Teaching and Learning Growth towards UMPI s Conceptual Framework Attributes CF 1. Knowledge CF 2. Instructional Strategies CF 3. Diversity CF 4. Reflection CF 5. Disposition Growth towards Maine s Initial Teacher Standards TS 1. Knowledge of Concepts TS 2. Integration of Concepts among disciplines TS 3. Diverse ways of Learning TS 4. Planning instruction TS 5. Use of variety of instructional strategies and technology. TS 6. Creates and maintains a classroom environment which supports and encourages learning. TS 7. Demonstrates the ability to support students learning and well being by engaging students home, school, community. TS 8. Understands and uses a variety of formal and informal assessments. TS 9. Demonstrates an awareness of and commitment to legal and ethical responsibilities. TS. 10 Demonstrates a strong professional ethic and a desire to contribution to the profession. Awareness of Maine s Learning Results/Common Core Field Experiences Reflective journal Lens # 8 ( Look for Higher Thought Processes and Performance Outcomes ) Reflective journal Lens # 3 ( Look for Lesson Clarity ), lesson plans Reflective journal Lens # 1 ( Consider the Learning Climate ) Semester-long Blog entries Blog entries Reflective journal Lens # 8 ( Look for Higher Thought Processes and Performance Outcomes ) Reflective journal Lens # 8 ( Look for Higher Thought Processes and Performance Outcomes ), Lesson plans Reflective journal Lens # 4 ( Verify Variety ), lesson plans Reflective journal Lens # 5 ( Observe Task Orientation ), Lesson plans Reflective journal Lens # 4 ( Verify Variety ), lesson plans Reflective journal Lens # 2 ( Focus on Classroom Managemnet ) Reflective journal Lens # 6 ( Examine Engagement ) Reflective journal Lens # 7 ( Measure Student Success ), lesson plans Self-organized semester-long placements Lesson plans Semester-long placement (observation, teaching, tutoring)