EDU 399

Gustavus Adolphus College

Education Department

Seminar in Elementary and Secondary Curriculum and Instruction

Course Syllabus

click here to go to Moodle class site

Instructor and Contact Information:

Debra Pitton, Ph.D,

cell: 612-590-7177; office: 507-933-7456; home: 952-895-9401                 

dpitton@gustavus.edu

office hours: 9 - 10:30 Tuesday and Thursday      105 Mattson Hall

Meeting dates and times:  see Moodle site for semester specifics

All sessions will be held in the Interpretive Center and will run from 9:00 a.m. – 4:00 p.m. Attendance is mandatory for all sessions.

Course Description:

This is a capstone seminar in which analysis, synthesis, evaluation, and integration are stressed. Students are involved in a variety of practical projects and tasks before and during the directed teaching experience. Issues and trends in education are examined, along with rules and standards for teacher licensure and advice for getting that first teaching job. A seminar, by definition, is a time when participants actively engage with each other in discussions of common interest with the purpose of expanding knowledge and developing a shared understanding of the topic.  In this case, your student teaching experiences and beginning teaching issues will be the primary focus of conversation.  In addition, this course will provide you with the means of identifying your knowledge and skills as required to meet the expectations for a beginning teacher as defined by the Minnesota Standards of Effective Practice by completing the Professional Portfolio and Teacher Performance Assessment.

Expectations:

Professional and ethical behavior: Students will be expected to be on time and prepared to participate in all activities. Preparation and interaction with colleagues during seminar is to be reflective of a K-12 faculty meeting. All assignments are to be completed on time and should reflect a high level of competence and skill. Late work is not acceptable. It is expected that the college Academic Honesty Policy and Honor Code, the education department’s Professional Disposition standards and the Standards of Effective Practice  and the Minnesota Code of Ethics for teachers will be followed.

Text:

 Your work and experiences are the primary text for this course. Readings may be assigned as requested by students or deemed necessary by faculty.

Grading:

Grading for seminar is based on the student meeting all expectations at an acceptable level.  See grading rubric attached. The following standards are used to determine this grade: the GAC Standards of Professional Behavior, Minnesota Standards of Effective Practice, and the Minnesota Code of Ethics.  These standards are not necessarily all-encompassing but provide guidance in your student teaching experience and are the measures used to determine achievement in this course. Attendance is mandatory.

Special Needs:

Students with documented learning disabilities or any other handicap that would interfere with their ability to meet the requirements of this semester should see the instructors to outline how reasonable accommodations will be made.   This should also be shared with your cooperating teacher and supervising teacher in a timely and appropriate manner.

National Guard and Reserves:

Students who need to be away for National Guard or Reserve Training will need to notify the instructors and supervisors in writing as soon as possible so accommodations can be made to complete all work.

For Resources, State Standards, support documents and assignment details: See the Moodle Site

Assignments:

Full participation in the student teaching classroom site. This means:

• Participation begins with a phase-in period of co-teaching but includes at a minimum of two full weeks of teaching each seven week session.

• The student teacher will be at school in accordance with the daily attendance time  for all faculty and the contract days for all faculty, and will follow the schedule of their assigned teacher(s). Any absences need to be reported to your supervisor after contacting your cooperating teacher.  There are three days allowed for absences each semester, beyond that, days will need to be made up at the end of the term.

• Lesson plans are to be created for all lessons taught or co-taught. Use the lesson plan model in your student teaching handbook. All lesson plans need to be kept in a binder for review by the cooperating teacher and the supervisor and should be available daily.  If you are co-teaching or teaching a lesson designed by your cooperating teacher, that is also to be included. Follow the guidelines and recommendations in the Student Teaching handbook.  Communicate with your supervising teacher or Dr. Pitton if you have any issues or concerns with the content of the handbook.

• Co-teaching: If your cooperating teacher is willing or previously trained, you will be expected to utilize the co-teaching strategies wit your cooperating teacher. (Details given during seminar).

• Respectful, timely and ethical communication and interactions with your cooperating teacher, your supervising teacher and other faculty and students is a prime responsibility in student teaching and demonstrates your professionalism.  (See Gustavus Dept. of Education Professional Behavior Standards, Minnesota Standards of Effective Practice and Minnesota Code of Ethics for Teachers)

• Complete all paperwork/ assessments as indicated and be prepared to hand them in at the beginning of the second and third seminars.  (See Student teacher handbook for specific forms.)

• Complete alll Moodle on-line Journal and Critical Incident Reflection assignment:

Student teachers will keep an on-line journal that will include professional reflection.  Journal entries should be daily and will be read by your supervisor and others in your group. Be sure you maintain confidentiality and refer to all students by their initials. Once you are teaching, even partial lessons, you need to address the following questions in your journal DAILY:

       “What is working?  “What is not?  For whom?  Why?”  (be specific)

       “How does this reflection inform what you plan to do in the next lesson? “

        (Consider teaching and student learning with respect to both conten and academic language development.) 

One entry per week will be labeled ‘CRITICAL INCIDENT’ and should describe a classroom event, student interaction, or school situation that surprised you or made you rethink your beliefs or view something you have learned in a new light. Describe the incident in detail – what lead up to the situation, your response, any follow up;  as well as your reflections about the incident. Give a title to your entry so we know what your journal is focusing on that day.

Response to Critical Incident:  Each week you will review the entries of your colleagues in your small group, and will respond to at least one entry, preferably  the critical incident, identifying your reaction and perhaps suggesting ideas for response and/or follow up. Please note that your journals will be read by members of the group you are assigned to as well as your supervisor – so any confidential discussions with your supervisor should take place via email or in person.

• Portfolio

Student teachers will complete their professional portfolio documenting their competency with regard to each of the ten Standards of Effective Practice. This is due on the first day of student teaching. (See Reader Role on Moodle for details). Each of the ten standards will have two rational statements, two artifacts/ key assessment (assignments), and an overall reflection on the standard. The on-time completion of this portfolio and specifically the reflections for each standard is mandatory for licensure. The portfolio process with be reviewed and guided by your portfolio reader.

All standard artifacts/key assessments and reflections need to be uploaded before the first day of seminar.

• Teacher Performance Assessment (TPA)

For your TPA, you will document your teaching using pre-assessment, instruction, assessment and reflection for a unit of study you develop and teach. All details and requirements are identified in the TPA handbook. This project provides you an opportunity to think critically about your decisions related to teaching and to analyze data on how your teaching impacts students’ learning in your classroom. The TPA allows you to consider what you will (or would) plan as subsequent lessons for your students so that each one is successful. FINAL UPLOAD: Date to be announced

You will need to work with your cooperating teacher to plan your TPA unit. Please review the TPA Handbook so you select a unit focus that allows you to address the expectations of your particular subject’s TPA.

You will need to use the TPA proposal form and submit your ideas for your TPA unit, ALONG WITH YOUR CONTEXT OF LEARNING, to your Reader by the end of your second week in the classroom.  This is vital to ensure that you get feedback on your plan and that you have the time to put your TPA into action.

The Context for Learning, Planning Commentary, Lesson Plans and teaching video will need to be completed in the first seven weeks of student teaching.  (Be sure to include your plans for addressing Academic Language). Use the media card and the departmental cameras to create the video. Bring your media card to the second seminar. We will edit it and upload your video at that time.  Please send your Context for Learning, Planning Commentary, All lesson plans and lesson reflections to your reader for review by (date to be announced). Keep all data from TPA assessments for second session work.

The Student Engagement Commentary, Assessment Commentary and Overall Reflection/analysis will be started during the second seminar and completed during your second student teaching placement and will be due to your reader by (date to be announced) and uploaded into TaskStream and sent to Pearson. (The final date may change depending on TaskStream and Pearson input.)

You will be expected to share what you have learned through the development of the TPA with your faculty reader and a small group at the end of the semester in a formal presentation. Be prepared to show your student work samples from the TPA.

Note:  You will find all documents related to the course on the

 EDU 399 Moodle Site

Rubric for EDU 399

To receive the following grade, all criteria must be met at the level defining the grade. Grades of A-, B+, B-, C+ and C- will be determined based on the combination of the criteria levels exhibited by the student. This will be used at midterm and for final grades.

  Statement of Professionalism

Gustavus Teacher Education Program

Professional educators must be able to critically evaluate the effect of their choices and actions to succeed within the Gustavus Teacher Education Program and the profession. Each course in the Gustavus Education Program includes these expectations. As a teacher candidate and in your relationships with peers, instructors, cooperating teachers, the Education Department Chair, other professionals, and with the students in the classrooms you work in, you are expected to follow these professional guidelines. With each indicator are included clarifying examples and non-examples. Note that the examples and non-examples are representative of professional expectations and therefore are not all-inclusive.

This statement serves to provide a definition for professionalism. It is based upon the MN Standards of Effective Practice, Gustavus Teacher Education Mission Statement and the Conceptual Framework.  The statement serves as a basis for attitudinal and behavioral expectations within courses, the intervention systems of the program, regular formal and informal student reviews conducted by program faculty of each student, and self-evaluative reflections completed by each teacher education student. Student self-evaluation is on-going throughout the program and occurs at the time of application for admission to the program, application to student teaching, and program completion.

Code of Ethics for Minnesota Teachers

Standards of Professional Conduct*

1. A teacher shall provide professional educational services in a nondiscriminatory manner.
2. A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.
3. In accordance with state and federal laws, a teacher shall disclose confidential information about individuals only when a compelling professional purpose is served or when required by law.
4. A teacher shall take reasonable disciplinary action in exercising the authority to provide an atmosphere conducive to learning.
5. A teacher shall not use professional relationships with students, parents, and colleagues to private advantage.
6. A teacher shall delegate authority for teaching responsibilities only to licensed personnel.
7. A teacher shall not deliberately suppress or distort subject matter.
8. A teacher shall not knowingly falsify or misrepresent records or facts relating to that teacher's own qualifications or to other teachers' qualifications.
9. A teacher shall not knowingly make false or malicious statements about students or colleagues.
10. A teacher shall accept a contract for a teaching position that requires licensing only if properly or provisionally licensed for that position.

* Excerpted from chapter 9, sec. 3.130, of the Minnesota Code.

http://www.phy.ilstu.edu/pte/311content/ethics/ethics.html

MINNESOTA STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS

MINNESOTA BOARD OF TEACHING  8710.2000

Standard 1    Subject Matter

A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.  The teacher must:

A. understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught;

B.  understand how students’ conceptual frameworks and misconceptions for an area of knowledge can influence the students’ learning;

C. connect disciplinary knowledge to other subject areas and to everyday life;

D. understand that subject matter knowledge is not a fixed body of facts but is complex and ever

developing;

E. use multiple representations and explanations of subject matter concepts to capture key ideas and link them to students’ prior  understandings;

F. use varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching subject matter concepts;

G. evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and

usefulness for presenting particular ideas and concepts;

H. engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline;

I. develop and use curricula that encourage students to understand, analyze, interpret, and apply ideas from varied perspectives; and

J. design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

Standard 2 

Student Learning

A teacher must understand how students learn and develop in and must provide learning opportunities that support a student’s intellectual, social, and personal development. 

The teacher must:

A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use specific instructional strategies that promote student learning;

B. understand that a student’s physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions;

C. understand the developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others;

D. use a student’s strengths as a basis for growth, and a student’s errors as opportunities for learning;

E. assess both individual and group performance and design developmentally appropriate  instruction that meets the student’s current needs in the cognitive, social, emotional, moral, and physical domains;

F. link new ideas to familiar ideas; make connections to a student’s experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks; and

G. use a student’s thinking and experiences as a resource in planning instructional activities by

encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking.

 Standard 3 

 Diverse Learners

A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.  The teacher must:

A. understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student’s strengths as the basis for continued learning;

B. know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents;

C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English;

D. understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;

E. understand how a student’s learning is influenced by individual experiences, talents, and prior

learning, as well as language, culture, family, and community values;

F. understand the contributions and lifestyles of the various racial, cultural, and economic groups;

G. understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture;

H. understand cultural and community diversity; and know how to learn about and incorporate a

student’s experiences, cultures, and community resources into instruction;

I. understand that all students can and should learn at the highest possible levels in  and persist in

helping all students achieve success;

J. know about community and cultural norms;

K. identify and design instruction appropriate to a student’s stages of development, learning styles, strengths, and needs;

L. use teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes;

M. accommodate a student’s learning differences or need regarding time and circumstances for work, tasks assigned, communication, and response modes;

N. identify when and how to access appropriate services or resources to meet exceptional learning needs;

O. use information about students’ families, cultures, and communities as the basis for connecting

instruction to students’ experiences;

P. bring multiple perspective to the discussion of, including attention to a student’s personal, family, and community experiences and cultural norms; and

Q. develop a learning community in which individual differences are respected.

Standard 4

 Instructional Strategies

A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.  The teacher must:

A. understand Minnesota’s graduation standards and how to implement them;

B. understand the cognitive processes associated with learning and how these processes can be

stimulated;

C. understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;

D. enhance learning through the use of a wide variety of materials and human and technological

resources;

E. nurture the development of student critical thinking, independent problem solving, and performance capabilities;

F. demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;

G. design teaching strategies and materials to achieve different instructional purposes and to meet

student needs including developmental stages, prior knowledge, learning styles, and interests;

H. use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources;

I. monitor and adjust strategies in response to learner feedback;

J. vary the instructional process to address the content and purposes of instruction and the needs of students;

K. develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and present varied perspectives to encourage critical

thinking; and

L. 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.

Standard 5  

Learning Environment

A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.  The teacher must:

A. understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;

B. understand how social groups function and influence people, and how people influence groups;

C. know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;

D. know how to help people work productively and cooperatively with each other in complex social settings;

E. understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom;

F. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;

G. understand how participation supports commitment;

H. establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole;

I. establish peer relationships to promote learning;

J. recognize the relationship of intrinsic motivation to student lifelong growth and learning;

K. use different motivational strategies that are likely to encourage continuous development of

individual learner abilities;

L. design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities;

M. engage students in individual and group learning activities that help them develop the motivation to

achieve, by relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;

N. organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks;

O. maximize the amount of class time spent in learning by creating expectations and processes for

communication and behavior along with a physical setting conducive to classroom goals;

P. develop expectations for student interactions, academic discussions, and individual and group

responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;

Q. analyze the classroom environment and make decisions and adjustments to enhance social

relationships, student motivation and engagement, and productive work; and

R. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals.

Standard 6  

Communication

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.  The teacher must:

A. understand communication theory, language development, and the role of  language in learning;

B. understand how cultural and gender differences can affect communication in the classroom;

C. understand the importance of nonverbal as well as verbal communication;

D. know effective verbal, nonverbal, and media communication techniques;

E. understand the power of language for fostering self-expression, identity development, and learning;

F. use effective listening techniques;

G. foster sensitive communication by and among all students in class;

H. use effective communication strategies in conveying ideas and information and in asking questions;

I. support and expand learner expression in speaking, writing, and other media;

J. know how to ask questions and stimulate discussion in different ways for particular purposes,

including probing for learner understanding, helping students articulate their ideas and thinking

processes, promoting productive risk-taking and problem-solving, facilitating factual recall,

encouraging convergent and divergent thinking, stimulating curiosity, and helping students to

question; and

K. use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities.

Standard 7

 Planning Instruction

A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, and the community, and curriculum goals.  The teacher must:

A. understand  learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

B.  plan instruction using contextual considerations that bridge curriculum and student experiences;

C. plan instructional programs that accommodate individual student learning styles and performance modes;

D. create short-range plans that are linked to student needs and performance;

E.  plan instructional programs that accommodate individual student learning styles and performance modes;

F. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;

G. 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; and

H. evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.

Standard 8 

Assessment

A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.  The teacher must:

A. be able to assess student performance toward achievement of the Minnesota Graduation Standards under chapter 3501;

B. understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work;

C. understand the purpose of and differences between assessment and evaluation;

D. understand measurement theory and assessment-related issues, including validity, reliability, bias, and scoring concerns;

E. select, construct, and use assessment strategies, instruments, and technology appropriate to the

learning outcomes being evaluated and to other diagnostic purposes;

F. use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities;

G. use varied and appropriate formal and informal assessment techniques including observation,

portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests;

H. use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies;

I. implement students’ self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning;

J. evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work;

K. monitor teaching strategies and behaviors in relation to student success to modify plans and

instructional approaches to achieve student goals;

L. establish and maintain student records of work and performance; and

M. responsibly communicate student progress based on appropriate indicators to students, parents or guardians, and other colleagues.

Standard 9

 Reflection and Professional Development.

A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.  The teacher must:

A. understand the historical and philosophical foundations of education;

B. understand methods of inquiry, self-assessment, and problem-solving strategies for use in

professional self-assessment;

C.  understand the influences of the teacher’s behavior on student growth and learning;

D. know major areas of research on teaching and of resources available for professional development;

E. understand the role of reflection and self-assessment on continual learning;

F. understand the value of critical thinking and self-directed learning;

G. understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues;

H. use classroom observation, information about students, and research as sources for evaluating the

outcomes of teaching and learning and as a basis for reflecting on and revising practice;

I. use professional literature, colleagues, and other resources to support development as both a student and a teacher;

J. collaboratively use professional colleagues within the school and other professional arenas as

supports for reflection, problem-solving, and new ideas, actively sharing experiences, and seeking

and giving feedback;

K. understand standards of professional conduct in the Code of Ethics for Minnesota Teachers in party 8700.7500; and

L. understand the responsibility for obtaining and maintaining licensure, the role of the teacher as a public employee, and the purpose and contributions of educational organizations.

Standard 10

Collaboration, Ethics, and Relationships.

A teacher must be able to communicate and interact with parents or guardians, families, school

colleagues, and the community to support student learning and well-being.  The teacher must:

A. understand schools as organizations within the larger community context and understand the

operations of the relevant aspects of the systems within which the teacher works;

B.  understand how factors in a student’s environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;

C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;

D. understand the concept of addressing the needs of the whole learner;

E. understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning;

F. understand data practices;

G. collaborate with other professionals to improve the overall learning environment for students;

H. collaborate in activities designed to make the entire school a productive learning environment;

I. consult with parents, counselors, teachers of other classes and activities within the school, and

professionals in other community agencies to link student environments;

J. identify and use community resources to foster student learning;

K. establish productive relationships with parents and guardians in support of student learning and well- being; and

L. understand mandatory reporting laws and rules.

Standards in EDU 399 and Student Teaching (EDU392/394/395)

                                                        *note:  Blank spaces =   does not apply