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EDM 410 Middle School Directed Teaching with Seminar
Wentz, C. Ann


COURSE SYMBOL AND NUMBER: EDS/M #410

COURSE TITLE: Seminar in Student Teaching

COURSE DESCRIPTOR: (  not applicable)

TERM COURSE BEING TAUGHT:  Fall 2005

NAME OF FACULTY MEMBER: Dr. C. Ann Wentz

TITLE OF FACULTY MEMBER: Associate Professor of Education

FACULTY OFFICE LOCATION: Copley #213

FACULTY OFFICE HOURS: Monday 10-3:00, Tu./Thur. 9-11 (may include school visits)

FACULTY OFFICE TELEPHONE NUMBER: 816-741-2000, ex 6323

FACULTY PARK EMAIL ADDRESS: awentz@park.edu

OTHER FACULTY EMAIL ADDRESS: wentzann@aol.com

FACULTY WEB PAGE ADDRESS: C.AnnWentz@captain.park.edu

DATES OF THE TERM:  August 22- Dec. 9

CLASS SESSIONS DAY: Thurs.

CLASS SESSION TIME: 4-5:30 p.m.

PREREQUISITE(S): all other certification course work

CREDIT HOURS: 2 hr.

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTOR:  A ten week experience of directed teaching in an area school. The student will observe and actually teach in a classroom. Included will be thirty contact hours of seminar, which will include intensive meeting time before student teaching begins and weekly meetings during the experience of directed teaching and immediately upon its conclusion. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way to enhance the directed teaching experience.  Prerequisites: ED 359 B or C (with at least a grade of B.) and 24 hours in discipline to be taught and admission to the Education Department and cumulative GPA of 2.75.  Students in  #359B must have 15 hours in their discipline.

 

Art K-12 students will do a twelve week program. 6 weeks in grades 1-5, and

    6 weeks in  grades 6-12. All the above course descriptor apply

 

FACULTY’S EDUCATIONAL PHILOSOPHY: The instructor believes in an exchange of theory and practice that will occur during discussion. We will relate the theory we have studied to the experiences occurring in the classroom to arrive at best practice at this stage of student teaching in the classroom. There will be opportunities to voice special issues, write practical reflections on the knowledge we have for the portfolio, and be prepared each day with active learning for the students in the classroom during the student teaching experience

 

CORE LEARNING OUTCOMES:  To help pre-service teachers make a smooth transition from the university to student teaching and the professional career. Core Learning Outcomes have asterisks.

 

  1. *Experience  his/her role and responsibilities as a professional student teacher.( Mo STEP All standards and all Knowledge, Skill, and Dispositions apply)
  2. *Articulate his/her philosophy of education and how this will influence the delivery of instruction. ( MoSTEP1.2.7, 1.2.9: Framework K. 2,3,4,5: S  5,8: D7,25 )
  3.  *Practice a solid knowledge base and understanding of classroom management and discipline as evidenced in discussion and at the site of student teaching. ( MoSTEP1.1.1, 1.2.6, 1.2.10: Framework K 1,2,3,4,5,6,7,11; S 1,3,5,6,11,12,13,19; D 2,4,5,6,7,9)
  4. * Present a knowledge base and understanding of the art and science of teaching and how this will relate to the student teacher’s delivery of instruction as demonstrated in the portfolio and student teaching.  (MoSTEP1.2.3,.1.2.5,1.2.8, 1.2.11; Framework K 1,2,3,4,5,6,7,8,10,11; S 1.5.6.11.12.13.19; D 2,4,10,14,15)
  5. * Demonstrate how she/he as a student teacher can effectively and successfully implement this knowledge in the classroom as evidenced in discussion with cooperating and supervising teachers and by demonstration in the classroom. ( MoSTEP1.2.2, 1.2.3, 1.2.7,1.2.8,1.2.10, 1.2.11 )
  6. *Demonstrate  current research in authentic assessment and effectively implement it in the

      classroom. (MoSTEP1.2.8, 1.2.10. 1.2.11)Framework K 10, 12;S 1,2,3,4,,14,18)

  1. Practice reflective teaching and change one’s practice through journaling and experience in the classroom. ( MoSTEP1.2.9 in relationship to the other standards)
  2.  Communicate and participate with parents concerning the student’s experience in the classroom

(1.2.7,1,2,9,1.2.10, 1.2.11 Framework K 5,9; S 2,7,8,9,10,11,16; D 8,9,14,15,18,19,20, 21,23,24,25)

      9.  * Incorporate instruction that includes the elements of multiculturalism, special needs, differentiated          instruction (lesson accommodations) MoSTEP1.2.3, 1.2.4, 1.2.5 Framework K. 2, 3, 8, 12;

           S2, 5, 12, 13, 14; D1, 2, 3, 8.

     10. To prepare job market requirements and participate in activities to job preparation. MoSTEP1.2.7,

            1.2.9,1.2.10  Framework K 3,4,5,9,13;S 7,9,10,11,16,17)

 

COURSE TEXTBOOK(S):   Roe & Ross, Student Teaching and Field Experiences Handbook-optional

 

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: Late Submission of Course Materials will result is a lowered grade. Writing done in class will not be made up.  This class cannot be repeated.

 

 

COURSE ASSESSMENT:

 This course is part of the hours of student teaching. It counts two hours.  The class meets once a week to

continue to work on effective teaching techniques through lesson preparation with reflections, prepare the portfolio to satisfy the rubric, journaling, and share discussion on the events of daily teaching. You cannot receive a grade or apply for certification without successfully completing the portfolio.

 

Presentations by the professor and guests, discussions, individual work and group cooperative learning will be used to facilitate the acquisition of knowledge and understanding of the seminar content. Your attendance is required as part of the student teaching semester. Requirements also include being prepared with reading done, examples of work brought in, participating in discussions, journaling and written assignments. Grading is based on 100-91 is an A, 90-81 is a B, 80-71 is a C. Grades below B will not be competitive in the job market.  

       SEMINAR GRADING:   ATTENDANCE/PARTICIPATION     40%

                        JOURNAL                                                      20%

                        CASE STUDY                                                10%

                        PORTFOLIO                                                  30%

 

 

JOURNAL – While you are teaching you will be seeing and experiencing so much. There is a handout of specific ideas for writing that center on the student and yourself. This list is meant as a start, and you may add other items that are currently on your agenda as you enter this profession. The journal can be part of the portfolio if you use parts of it for the reflective standard 1.2.9.

 

CASE STUDY – The mainstreaming of students with all types of needs means that you are aware and capable of planning special curriculum materials and applying different learning strategies for these students. Even though the student teaching experience may offer very little experience, you could be in a district that expects very specific planning. The portfolio asks for proof that you can individualize learning.

 

PORTFOLIO- This is the Core Learning Assessment. We will be working all semester on the writing and presentation of the portfolio. It is considered required for the certification process. There will be some readings about portfolios and some samples to view. The portfolio will be read by two professors, and you will be notified it is passes or needs corrections. Correction is done until it is accepted. The rubric for the core assessment does result in a score.  The rubric for the portfolio will be passed out separately because it is so lengthy. The core learning assessment will be due at the end of the semester and will incorporate at least ¾ of the core learning outcomes.

                                               

 

CLASSROOM RULES OF CONDUCT:  Class attendance is required as part of the 12 hour of student teaching. Turn of phones and pagers and do not take calls during class. Contribution to discussion and preparation of assignments on time is important to successfully completing the class.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

 

 

 

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Class Date                  Topic and        Assignment for next time

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

First 

Aug. 25

Overview of class. Final work on portfolio begins. Assign. Write a letter of introduction about yourself to your class.  Revise draft of autobiography and philosophy to hand in. START YOUR JOURNAL

Second

Sept 1

Collect work. Discussion of site  and your work so far. Discuss possibilities for 1.1 Assign. Finish 1.1.

Third

Sept 8

What about effective teaching and lesson design? Collect 1.1  Assign. Write a draft of standards 1.2.1 and 1.2.2 .   

Forth

Sept 15

 Collect 1.2.1 and 1.2.2 Assign. Write draft  of 1.2.3. and 1.2.4.   

Fifth

Sept 22

JOURNALS DUE. 4 weeks of entries.  Collect drafts. Assign. 1.2.5 & 1.2.6 . Construct a mid-term evaluation of yourself and your teaching to give to students. Hand in the evaluation questions only- approx. 8-12 and a few open ended ones.

Sixth

Sept 29

Bring two complete lesson plans typed. Share in groups and hand in. Collect drafts and student evaluation questions. Assign. Have cooperating teacher do a mid term evaluation of you using  the form in the student teaching handbook.

Also, write 1.2.7 & 1.2.8

Seventh

Oct. 6

Guest:  Eileen West, Registrar- Certification information. Collect draft 1.2.7 & 1.2.8

Eighth

Oct. 13

Talk about teaching experiences. Discuss 1.2.11. Collect drafts 1.2.9, and 1.2.10.  

Ninth

Oct. 20

FALL  BREAK –no class on campus (work on portfolio)

This is not a break for you from your teaching site.

 

Tenth

Oct. 27

 Career Center guest- Layne Pranger, Job Seeking and Interviews  Hand in 1.2.9 and 1.2.10.  Pick up in mail holder by my office before handing in portfolio.

Eleventh

Nov. 3

 

NO class- I am at National Middle School Conference

 

 

Nov. 10

FINAL JOURNAL COLLECTION  - Case Study is due- share in class and hand in typed. You will not hand in a draft of 1.2.11 but it is to be included in the portfolio. The  PORTFOLIO IS DUE -  so it can be read by two readers. Fingerprinting ( takes at least an hour. ) Celebration Meal at a local restaurant.

Thirteenth

Nov. 17

No class while portfolios are read and corrected

Fourteenth

Nov. 21

Picking up portfolio for corrections is possible for some and due back with corrections. Phone calls will be used if the portfolio is ready to be corrected before the 21st.