ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION. Preparing students to serve as effective, reflective and caring teachers.

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1 ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION Preparing students to serve as effective, reflective and caring teachers. COURSE SYLLABUS Instructional Methods in Secondary Technology Education Practicum MASTER This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances. Course Prefix and Number: EVT 4947 Credit Hours: 1 Prerequisite: Admission to the College of Education Corequisite: EVT 4333 Date & Time: Professor Information: Office & Contact: Supervisor: UCC Standards: FEAPs: 1.1, 3.2, 3.3, 5.3, 6.2 ESOL: FSAC: 14.4 Additional Elements: 12 ACADEMIC DEPARTMENT: College of Education Dean: Sally Naylor, Ph.D. Office Location: Tarpon Springs Office Number: CE 105 I. COURSE DESCRIPTION Corequisite: EVT This course is designed to give practical experience to students through field experiences in public high school classrooms. Students will report to public high schools as observers and instructional participants in technology education. Field experiences will be incorporated into Instructional Methods for Secondary Technology Education. 32 contact hours. This course has 60 hours of school-based instruction in approved public schools. II. MAJOR LEARNING OUTCOMES 1. The student will demonstrate an understanding of the relationships between the field experiences in public high school classrooms and the topics taught in Instructional Methods in Secondary Technology Education. 2. The student will demonstrate an understanding of effective communication techniques with the classroom teachers and others in the school environment. 3. The student will demonstrate an understanding of the professional work ethic expected of teachers. 4. The student will demonstrate an understanding of effective strategies for managing student behaviors. COURSE OBJECTIVES STATED IN PERFORMANCE TERMS 1. The student will demonstrate an understanding of the relationships between the field experiences in public high school classrooms and the topics taught in Instructional Methods in Secondary Technology Education by: a. using reflective analysis of field experiences in Instructional Methods in Secondary Technology Education assignments. b. synthesizing theoretical knowledge gained from Instructional Methods in Secondary Technology Education and the practical knowledge gained from field experiences to create and implement original lessons. c. completing a professional portfolio based on the Florida Educator Accomplished Practices. d. incorporating pertinent elements of Danielson's Framework for Teaching into school based instruction and assessment strategies. Syllabus Coordinator: T. Loveland, Ph.D. EVT 4947 Master Page 1 of 6

2 2. The student will demonstrate an understanding of effective communication techniques with the classroom teachers and others in the high school environment by: a. respecting the protocols of the school and classroom cultures. b. engaging in effective dialogue with students, classroom teacher and college supervisor. c. showing respect and rapport with academically, socially, culturally and economically diverse students and their families. 3. The student will demonstrate an understanding of the professional work ethic expected of teachers by: a. showing expected professional employability skills (eg. promptness, proper attire, dependability, etc.). b. maintaining accurate records, as required. c. adhering to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. d. reflecting on behaviors expected of a professional technology teacher as observed in public high school classrooms and from discussions of technology education case studies. 4. The student will demonstrate an understanding of effective strategies for managing student behaviors by: a. identifying both on-task and off-task student behaviors. b. communicating classroom behavior expectations. c. reinforcing on-task student behaviors. d. discouraging off-task student behaviors. III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS A. Required Textbooks Effective Teaching Methods: Research-Based Practice, Sixth Edition (2007) by Gary Borich. Pearson Merrill Prentice Hall ISBN # A Guide to Develop Standards-Based K-12 Technology Education (2000) International Technology Education Association Available as a free download from FL-DOE Measuring Progress: A Guide for Assessing Students for Technological Literacy (2004) International Technology Education Association Available as a free download from FL-DOE Teaching Technology: High School, Strategies for Standards-Based Instruction (2001) International Technology Education Association Available as a free download from FL-DOE B. Supplemental Material Library: C. Technology All work must be submitted in a format compatible with Microsoft Word (e.g.:.doc,.docx,.rtf). It is important that you have access to other Microsoft software like PowerPoint, Publisher and Excel, and Adobe Reader. Having supplemental programs like Adobe Professional and PhotoShop will be useful in some classes. D. Supplies Responsible for transportation to school and materials needed to teach lessons. It is recommended that teacher candidates join the Florida Technology Education Association (FTEA) and the Florida Association for Career and Technical Education (FACTE). Current student fees are $24 which covers attendance at the Fall CTE conference. It is also recommended that teacher candidates join the International Technology & Engineering Educators Association (ITEEA) as well. By joining ITEEA (student fee: $40), you will be fully enrolled in our SPC TECA Club, an affiliate of the national Technology Education Collegiate Association (TECA). Attendance at national conference requires full Syllabus Coordinator: T. Loveland, Ph.D. EVT 4947 Master Page 2 of 6

3 membership in ITEEA. Finally, outstanding seniors may be nominated for membership into Epsilon Pi Tau, the field s honor society. See the EPT guidelines for membership posted in NM166. IV COURSE REQUIREMENTS AND EXPECTATIONS A. School Based Hours Course Requirements This course requires 60 hours of observation/participation in grades 9-12 in a high school classroom setting. Rubrics for completing the assignments and how they will be graded are included online in the ANGEL course supplement. B. Required Assessments 80 points #K Design Brief #2 with student assessment results. #Ka evaluated by Design Brief Rubric (40 pts). Initial Design Brief #2 due in class 17. #Kb Design Brief Follow-Up Reflections (20 pts) posted into ANGEL and Live Text #Kc Tech Method Data Collection Rubric (20 pts). See detailed decription of assignment in syllabus. Revised Design Brief #2 with alternative rubric due class 19 and to be used during Practicum. Student assessment results and reflection due after observation. 20 points * #L Alternative assessment rubric for student-produced hands-on project. Due with Design Brief #2 in class 19. At least one criteria must be weighted. The rubric will be assessed by the Assessing Rubrics Rubric for reliability and validity. FEAP 1.1 FSAC points *#M Professional Development Plan (PDP) for improving personal communications in school settings, work ethic, and managing student behaviors. Write a PDP that shows continuous improvement, self-awareness of needs and a focused plan to address those needs. FEAP 3.2 & 3.3 AETL PD 6A Due in class points * #N Support Faculty Observation #2, including corresponding EVT 4333 HS Lesson and journal reflection. Lesson will be assessed using the Lesson Evaluation form (Na: 80/100 pts). Accommodations for ESE and ESOL students must be included and will be assessed by the Accommodations Rubric (Nb: 20/100 pts). FEAP points #P SPC Lead Faculty Lesson#1:student submitted self-reflection from video-taped lesson. Evaluation, video and reflection will be reviewed by Lead Faculty. Student must submit video, evaluation form, and reflection into Live Text. UCC Additional Element #12 50 points #Q SPC Support Faculty Observation #1: EVT 4947 Design Brief #2, lesson plan and journal reflection. 50 points *Additional Documents All to be reviewed during final sign-off. #Ra ITEEA Program Standards Rubric with notes #Rb Classroom Strategies Checklist #Rc Participatory Experiences Checklist. Pre-Service Dispositions Report FEAP 6.2 Pre-Sevice Formative Summative Evaluation Forms 50 points #S Participation based on ten reflective journal entries submitted into Drop Boxes. Syllabus Coordinator: T. Loveland, Ph.D. EVT 4947 Master Page 3 of 6

4 450 points TOTAL POINTS UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a C or above (at least 75%) on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course. FEAP Assignment Rubrics: In addition to a C or above, a teacher candidate must also earn a minimum score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course. UCC Performance Assessment Rubric (UPAR): In addition to a C or above, a teacher candidate must receive a Met score on the UCC Performance Assessment Rubric (UPAR) for assignments aligned to ESOL, RC, FSAC, and Additional Elements in order to successfully pass the course. If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx for consequences. Teacher candidates must upload into LiveText all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted by * Assignments labeled with an (*) denote required assignments that must be passed at 75%. For courses with lesson planning: Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean copy and paste. It means that, if you use someone else s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise. V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI A. COE Syllabus Statements: htm B. SPC SYLLABUS STATEMENTS C. STUDENT ANGEL TUTORIALS Syllabus Coordinator: T. Loveland, Ph.D. EVT 4947 Master Page 4 of 6

5 Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor. If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and syllabus addendum. VI. CALENDAR AND TOPICAL OUTLINE Week Timeline: Assignments: See separate Deadlines doc 5 Student begins completing 4 school-based hours per week. Time set outside of SPC classroom hours 6 Student completes 4 school-based hours per week. 7 Student completes 4 school-based hours per week 8 Student completes 4 school-based hours per wee 9 Student completes 4 school-based hours per week 10 Final Exam in EVT Student is in school setting two days a hours each or one day at 8 hours. Practicum Reflection DUE, Debriefing Class 21 Class 22 Class 23 Class 24 Class 25 Class 26 Class 27 Class 28 Class 29 12/3 Class 30 Class 31 Pre-practicum hours: 20 Practicum hours: 40 Total SBE: 60 Review of Practicum procedures, forms, reflections, and observation expectations Practical Teaching Skills Practice: Individuals Practical Teaching Skills Practice: Group Group Discussion about ongoing practicum experiences Guest Speaker from district office Group Discussion about ongoing practicum experiences Guest Speaker from district office Group Discussion / Individual paperwork review Group Discussion / Individual paperwork review Final Practicum Sign-Offs Final Practicum Sign-Offs Class sessions occur during 8AM 9:15 Tues/Thurs time slots and count towards Participation in EVT Syllabus Coordinator: T. Loveland, Ph.D. EVT 4947 Master Page 5 of 6

6 BE SURE TO REVIEW THE EVT 4333/4947 PRACTICUM DEADLINE CHECKLIST Syllabus Coordinator: T. Loveland, Ph.D. EVT 4947 Master Page 6 of 6