EDU 4292 Senior Seminar & Student Teaching: Spring, 2004

Monday 4:30-7:00 p.m. – Tolentine Hall, Room 237

Required Texts:

Schwebel, S.L., Schwebel, D.C., Schwebel, B.L., and Schwebel, C.R. (2002).
The student teacher’s handbook – Fourth Edition.  Mahwah, NJ: Lawrence Erlbaum and Associates.

Codell, E.R. (2001). Educating Esmé: Diary of a Teacher’s First Year. Chapel Hill, NC: Algonquin Books of Chapel Hill.

Readings as assigned

Course Description: The student teaching experience; elements of school law; current educational issues; use of computers in the classroom; relationship of practice to theory; sharing of experiences, common problems and alternative teaching practices; open to student teachers.

Students deserve the richest, most effective, and generative education possible; anything less is a disservice to them and to the larger society. 

Course Objectives:

1. To provide student teachers the opportunity to share student teaching experiences in a mutually supportive environment.
2. To provide student teachers the opportunity to reflect on their successes and challenges in their student teaching placement.
3. To provide student teachers the opportunity to problem solve with their peers on the challenges that arise in their student teaching experiences.
4. To address topics of specific interest or concern.
5. To promote a sense of belonging to an educational community.
6. To develop a sense of professionalism as beginning educators.
7. To engage in an active teacher research experience.

Introduction

A significant feature of the transformation process is a disruption of values or cultural beliefs through critical reflection with the goal of more socially just teaching. It requires teachers to think critically and challenge ideas of power and control as they are constructed in the world and mapped onto themselves.  It is a continuous process not an end. Just as in teaching, one does not achieve a level of mastery and then quit growing. The goal is that through better understanding ourselves we will better understand our students, especially those that are different from us (Nieto, 1999).

Wilson, Shulman, and Richert (1987) identify seven components of the knowledge base of teaching:

1. knowledge of subject matter,
2. knowledge of other content,
3. knowledge of curriculum,
4. knowledge of learners,
5. knowledge of educational outcomes,
6. general pedagogical knowledge, and
7. pedagogical content knowledge.

Several educational researchers have noted the importance of helping future teachers develop practical and procedural knowledge within the context of real classrooms (Carter, 1990: Clandinin & Connelly, 1986; Clandinin, Davis, Hogan & Kennard, 1993; Elbaz 1987; Feiman-Nemser & Floden, 1986). This focus on practical knowledge is intended to help prospective teachers to link theory and practice.

Student teachers must also learn to balance theory and practice. They must now apply what they learned from teacher preparation courses to design practical classroom activities. For example, many teacher education courses introduce the theories of cooperative learning and inclusion. But, student teachers need to know how to plan group work to ensure that each student is responsible for one part of a project, while making sure that learning impaired students are not overwhelmed by the tasks or that gifted students do not go unchallenged. It takes years to learn how to do this effectively – seven to ten years!!

The format of this course is lecture/discussion. Typically each class session consists of student-focused discussion groups in a modified seminar.  You will have several opportunities to teach this semester.  We hope to have guest speakers to share their expertise during the semester.  In addition, you will have multiple opportunities to interact, via email, with preservice teachers at Northern Arizona University (NAU) through a collaborative project known as the Safe Haven for Preservice Teachers.

Attendance, discussion, and participation in class activities 15%

Students are expected to be prepared during class. Attendance and classroom participation will be a significant factor in determining the student’s final grade for the class.

Classroom Management Plan Due 1/19/04 (5%)

Professional Portfolio - Due 03/08/04 – (10%)

Culturally Responsive Lesson Plans Three (15%)

·         Lesson Plan #1 Due 1/26

·         Lesson Plan #2 Due 2/2

·         Lesson Plan #3 Due 2/23

Reflective Journal Entries 25%

            Reflective Journal #1 (10%) - Due 2/23
            Reflective Journal #2 (15%) - Due 4/5

The reflective journal requires 4 dated entries/submissions per week.

The journal entries should be directly related to your experiences in the school and be submitted twice during the course of the semester. Each entry can be written (if legible) or typed and should be at least one page in length.

In addition to reflective journal entries related to your teaching experience you will, during the course of the semester, have opportunities to provide insights about your student teaching experiences with preservice teachers at Northern Arizona University (NAU).  Each exchange that you have with your NAU student can be substituted for a day’s entry in your reflective journal. 

Educational Research Project – Due May 3 – (30%)

The educational research project allows student teachers to prepare a piece of original work during the student teacher process.  Your educational research project can take the form of a traditional research paper, an oral research project, or an investigative study.  The parameters for your final product from your educational research project should be described in your prospectus which is due on 2/2/04.  In the prospectus you will identify the type of educational research project you will carry out related to at least one of the INTASC standards (I will share these during class #1).  I encourage you to consult with me about the nature of your educational research project.
Please consult http://www.tcrecord.org/ and search for Lytle and Cochran-Smith (1990) Learning from Teacher Research: A Working Typology (you will have to register for this FREE web site).

Videotape Presentation 10%

Students will present a 15-minute teaching segment to the class during our April 19 & 26 meetings.   You will be responsible to introduce your teaching segment and include both the strengths and weaknesses of your teaching.   Your peers will be responsible for providing you with informal evaluation in the form constructive criticism.

Tentative Calendar – The professor reserves the right to change the syllabus at any time during the semester. You will be informed of any changes.

Introductions, Review Syllabus, Administrivia, Self-Efficacy Survey, Culturally Responsive Lesson Planning, KWL Activity on Teaching Standards (Review INTASC Standards)
Student Teaching Discussion

1. PBL activity on Classroom Management

1. Read Schwebel, Part 1, Beginnings 1-30 and Read Schwebel, Part II, Relationships, p 32-58. - Bell, Theoretical Foundations for Social Justice Education p 1-15
2. Discussion of the Importance of Journaling
3. Discussion of the role of student teacher, cooperating teacher, university supervisor, and students in the classroom.
4. Teaching Activities
5. **Educational Research Prospectus due.

1. Perkins 9-24 Understanding Understanding and Teaching for Understanding Framework
2. Codell 3-52
3. Student Teaching Discussion
4. Lesson Plan #2 Due

1. Read Schwebel, 84-97;
2. Codell, 53-90
3. Student Teaching Discussion

1. Read Schwebel, 122-138;
2. Visit and read the IDEA on the US Department of Education web site.
3. Codell, 90-130
4. Student Teaching Discussion
5. Lesson Plan #3 DUE
6. *SUBMIT JOURNAL ENTRY 1

• American Association of University Women Educational Foundation - Gender Equity and School Reform p. 69-83
• Film: Yale Rowing Team
• Codell, 130-185
  Student Teaching Discussion

1. Professional Memberships
2. Read Schwebel 255-274
3. The Job-Seeking Process (Internet/Library Project)
4. Student Teaching Discussion

** Portfolio Due

1. Read Schwebel, 181-199, Reading to be assigned
2. Student Teaching Discussion

1. Parent Teacher Conferences Role Play Simulation
2. Student Teaching Discussio

·         Villanova Career Services

·         Mock job interview

• Peer reflection and Evaluation

Grading: Your course grade will be based upon a standard conversion of the total points you have earned into a corresponding letter grade, as follows:

A = 94% and above  B+ = 87-89%             C+ = 77-79%     D = 60-69%
A - = 90-93.49%        B    = 83-86                C = 73-76          F = 59% and below
                                 B - = 80-82                    C - = 70-72

Special Needs Students

Students with disabilities who require academic accommodations should schedule an appointment to discuss specifics with me.  It is the policy of Villanova University to make reasonable academic accommodations for qualified individuals with disabilities.  You must present verification and register with the Learning Support Office (610) 519-5636 or Nancy.Mott@Villanova.edu.  Registration is required in order to receive accommodations.

Academic Integrity and Plagiarism

As a community committed to the Augustinian ideals of truth, unity and love, Villanova University prides itself on maintaining the highest standards of academic integrity and does not tolerate any form of academic dishonesty or misconduct. Dishonesty (including plagiarism) in any assignment, test or examination is punishable by the grade of F and is to be reported, through the deans, to the Vice President for Academic Affairs. A second offense will result in the dismissal of the student from Villanova University.