1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12

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1 1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: Course Description: Prerequisites: Admission to student teaching; All teacher education methods courses and completion of all courses in the emphasis area(s). Observation, participation and responsible classroom teaching along with related professional activities including students at two non-consecutive levels in the P-5 range. 3. Texts: "Elementary and Middle School Student Teaching Packet" (see field experiences website) The Student Teaching Handbook - "Supervising Student Teachers, A Guide for Supervisors" 4. Student Learning Outcomes: Through teaching experience in classroom settings, the student teacher will be able to: 1. Demonstrate knowledge of all content for the K-5 classroom. (KTS 1) 2. Effectively demonstrates professional roles, behaviors, and responsibilities of classroom teachers educators. (KTS 1, 2, 3, 4, 5, 6, 7, 8, 9) 3. Collaborate with colleagues, parents and other agencies to develop instructional programs which support individual and group inquiry. (KTS 8) 4. Planning and implement activities to meet a wide variety of students' needs utilizing appropriate school, university and community resources. (KTS 2, 3, 4) 5. Identify and interpret the physical, academic, social, cultural and emotional characteristics of students and the influence of these characteristics on instructional procedures. (KTS 2, 3, 4) 6. Create a positive learning climate appropriate for the age and content area (KTS 2). 7. Demonstrate age appropriate and effective classroom management strategies. (KTS 3) 8. Use technology effectively and ethically to enhance instruction and record keeping. (KTS 6) 9. Identify, develop, and analyze appropriate formative and summative assessment strategies and procedures. (KTS 5) 10. Demonstrate professional dispositions, skills, and ethical behaviors as described in the EKU Dispositions Assessment form. (KTS 7, 8, 9) 11. Develop long-range professional development goals and plan for a program of continued professional development. (KTS 7, 9) 5. Evaluation Methods: Course is graded as satisfactory or unsatisfactory based upon: 1. On-going self evaluation including daily journal entries, video tapes of teaching and written evaluations 2. Continuous assessment through individual conferences with cooperating teacher and university supervisor 3. Satisfactory mid-term evaluation form including the EKU Dispositions Assessment. 4. At least 3 observations of teaching by University Supervisor. 5. Satisfactory Final Evaluation for Student Teaching by both cooperating teacher and university supervisor 6. Satisfactory completion of all required components of the Teacher Education Program Professional e-portfolio, including sample instructional plans, assessments, KTIP-TPA Task Analyses, self- 1

2 evaluation of video lesson, evidence of content mastery and evidence of leadership. 6. Student Progress: The student teaching supervisor will provide students with written information on their progress in the course at least once prior to the midterm for each 8 week placement. 7. Attendance Policy: Student teachers are required to be at their assigned school every day. Any absence must be made up with additional days, unless specifically allowed by the student teaching supervisor and the Assistant Director for Professional Laboratory Experience. (See Student Teaching Handbook) Excessive absences and/or tardies may result in extended assignments or an unsatisfactory grade in student teaching. 8. Last day to drop student teaching or to withdraw from the University are included in the University calendar (Colonel Compass). 9. Disability Statement. If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by at disserv@eku.edu or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in alternative forms. See note 2 below 10. Academic Integrity Statement. Students are advised that EKU s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. 11. Course Requirements: 1. Orientation to and participation in all curricular and extra curricular activities which are part of the classroom teacher's responsibility. 2. Preparation and implementation of long-range and daily plans which focus instruction on Kentucky s Program of Studies (including Academic expectations and Core Content for Assessment). 3. Development of instructional materials and use of technology to create a media rich environment. 4. Selection and use of a variety of appropriate teaching strategies. 5. Establishment of a positive classroom climate conducive to learning and challenging to all students. 6. Adaptation of instruction and content specific teaching methods to meet the needs of every student. 7. Utilization of appropriate assessment strategies and processes for diagnostic and prescriptive purposes and evaluation of performance. 8. Maintenance of accurate records. 12. Course Outline of Implementing Activities and Performance Events: 1. Take the Teacher Licensure Examinations (PRAXIS) required for certification and graduation. 2. Maintain regular, punctual attendance. 2

3 3. Observe teachers and analyze their instructional methods and classroom management strategies. 4. Complete required forms and records for cooperating teacher(s) and university supervisor(s) 5. Attend professional development seminars in schools and at the university 6. Register with the EKU Career Services Office and complete a TC-1 form for initial teacher certification. 7. Keep a professional reflective journal for continuous self-evaluation. 8. Develop a revised and up-to-date Professional Growth Plan aligned with Kentucky Teacher Standards that accurately reflects identified areas for improvement. 9. Identify special needs, interests, and concerns of students. 10. Utilize a variety of research and evaluation techniques to locate resources for planning and teaching. 11. Develop daily, weekly and long-range instructional plans with cooperating teacher and teaching team. 12. Develop standards-based, thematic units of study. 13. Write effective, detailed lesson plans using the KTIP-TPA format and develop appropriate related material and assessment procedures. 14. Develop portfolio tasks and performance events and develop reliable scoring guides for evaluation of student work. 15. Effectively and ethically use technology to enhance student learning. 16. Relate lessons to students' prior knowledge and real world interests. 17. Teach concepts developing definitions, examples, attributes and non-examples. 18. Incorporate a variety of strategies and activities to meet individual differences. 19. Utilize visual, auditory, and kinesthetic approaches and cooperative learning/small group activities. 20. Satisfactorily complete a minimum of one week of solo teaching in each placement. 21. Demonstrate and communicate high expectations for all learners. 22. Utilize effective classroom management procedures which demonstrate respect and establish rapport with all students. 23. Utilize a variety of formative and summative assessments to evaluate student learning and plan differentiated instructional strategies. 24. Evaluate student work and performance events and keep effective records. 25. Complete a self-evaluation of video-taped lesson. 26. Confer with and utilize constructive criticism of teaching provided by cooperating teacher(s), teaching team, principal and university supervisor. 27. Organize a professional portfolio that meets the expectations for EKU s Teaching Program Exit Transition Point (Gate 4) including KTIP-TPA lesson plans, at least one standards-based unit of study, examples of assessments, examples of student work, a classroom management plan and other resources. 13. Additional requirements for graduate students in 700-level classes taught concurrently with 500-level classes. Not applicable. Official An official EKU is established for each registered student, faculty, and staff member. All university communications sent via will be sent to this EKU address. Revised Fall

4 Dorie Combs, Ph.D. Course P/N ELE 499 Course Title Supervised Student Teaching in Primary Through Fifth Grade RELATIONSHIP TO: College of Education Conceptual Framework K- Basic Knowledge, A- Application, PA- Portfolio Artifact, 1, 2, 3, 4, 5, 6- Key Assessments CF1 CF2 CF3 CF4 CF5 K, A, PA K, A, PA K, A, PA K, A K, A 3, 6 3, 6 3, 6 Kentucky Teacher Standards Initial or Advanced K- Basic Knowledge, A- Application, PA- Portfolio Artifact, 1, 2, 3, 4, 5, 6- Key Assessments TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A, K, A, K, A. K, A. K, A. K, A. K, A, K, A, K, A, K, A. PA PA PA PA PA PA PA PA PA PA 3, 4, , 4 4, 5b 5, 6 5 EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X X X KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Program of Studies: Program of Studies: Skills & Core Content Expectations Understandings Concepts All P-5 All P-5 All P-5 All P-5 EPSB Themes K- Basic Knowledge, A- Application, PA- Portfolio Artifact, 1, 2, 3, 4, 5, 6- Key Assessments 4

5 SPA Diversity Assessment Literacy/Reading Closing Achievement Gap K, A K, A,PA K, A K, A Association for Childhood Education International (ACEI) 1. Development, Learning and Motivation 2. Curriculum 2.1 Reading, Writing, and Oral Language Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2 Science Candidates know, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science; 2.3 Mathematics Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation; 2.4 Social studies Candidates know, understand, and use the major concepts and modes of inquiry from the social studies the integrated study of history, geography, the social sciences, and other related areas to promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world; 2.5 The arts Candidates know, understand, and use as appropriate to their own understanding and skills the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students; 2.6 Health education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health; 2.7 Physical education Candidates know, understand, and use as appropriate to their own understanding and skills human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. 3. Instruction 3.1 Integrating and applying knowledge for instruction Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; 5

6 3.2 Adaptation to diverse students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; 3.3 Development of critical thinking and problem solving Candidates understand and use a variety of teaching strategies that encourage elementary students development of critical thinking and problem solving; 3.4 Active engagement in learning Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments; 3.5 Communication to foster collaboration Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. 4. Assessment 4.0 Assessment for instruction Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. 5.Professionalism 5.1 Professional growth, reflection, and evaluation Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally. 5.2 Collaboration with families, colleagues, and community agencies Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children 6