Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
INSTRUCTOR: Professor Andrea A. Nielsen
CONTACT INFO: 3005F JKB
801.422.8326 (Office)
801.899.9293 (Cell)
andrea_nielsen@byu.edu
CLASS TIME: Wednesday from 4:15-6:00 p.m.
CLASS LOCATION: JFSB B003 - FLAC
OFFICE HOURS: 3:30- 4:15 pm on Tuesdays & Thursday (Please make an appointment)
Course Description
Spanish 476R is a full-time, field-based, culmination course that provides teacher candidates with
a semester-long teaching experience under the direction of a mentor teacher and with the support of
a university supervisor. During the semester, teacher candidates will attend a series of seminars
that will support their professional growth and assist them in beginning a professional career in
education.
Course Resources
BYU Policies & Procedures Handbook for Student Teaching & Internships:
http://education.byu.edu/ess/documents/policy_handbook.pdf
Course Wiki: http://languagelinks2006.wikispaces.com/Seminar+in+Student+Teaching
Centro de Recursos
164 University Parkway Center
BYU, Provo, UT 84602-6705
801.422.8107
Foreign Language Student
Residence Houses
1950 N. Temple View Dr., Provo
801.422.3765
flsr-dept@byu.edu
Writing Lab
Writing Lab 3009A/H
spanish-resource@email.byu.edu
Span 476R/496R ♦ Winter 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 1
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
Learning Outcomes
(Note: The hotlinked items in this section will take you to a variety of relevant online resources. Outcomes will
be assessed using classroom observations, Candidate Dispositional Scale (CDS), Clinical Practice Assessment
System (CPAS), in-class conversations, Professional & Interpersonal Behavioral Scale (PIBS), and the Teacher
Work Sample).
As a result of active participation in this course, you should be able to:
o
Critically incorporate professional readings, coursework, and teaching experiences into a
collection of options for professional thought and action (INTASC Standards: 4 – Content
Knowledge, 8 – Instructional Strategies, 9 – Professional Learning & Ethical Practice; Program Outcomes:
1 - Communication, 2 - Culture, 3 – Curriculum, Instruction, & Assessment, & 4 – Professional
Development)
o Craft meaningful, standards-based, developmentally and contextually appropriate
learning experiences in Spanish that support the growth of students’ proficiency (INTASC
Standards: 1 – Learner Development, 3 – Learning Environments, 4 – Content Knowledge, 5 – Application
of Content, 7 – Planning for Instruction, 8 – Instructional Strategies; Program Outcome: 3 – Curriculum,
Instruction, & Assessment)
o
Contextualize language learning experiences by engaging students in critical thinking
and problem-solving regarding culture (INTASC Standards: 4 – Content Knowledge, 5 –
Application of Content, & 8 – Instructional Strategies; Program Outcomes: 2 - Culture & 3 – Curriculum,
Instruction, & Assessment)
o Adapt learning experiences appropriately to better meet the needs of culturally diverse
learners, including students with a variety of learning styles and special needs (INTASC
Standards: 1 – Learner Development, 2 – Learner Differences, 3 – Learning Environments, 7 – Planning
for Instruction, 8 – Instructional Strategies; Program Outcome: 3 – Curriculum, Instruction, &
Assessment)
o
Utilize emerging technologies to cultivate active questioning and collaboration, to develop
language proficiency and cultural competence, to differentiate instruction, and to support
your own professional productivity and growth (INTASC Standards: 2 – Learning Differences, 3
– Learning Environments, 8 – Instructional Strategies 9 – Professional Learning & Ethical Practice, 10 –
Leadership & Collaboration; Program Outcomes: 1 – Communication, 3 – Curriculum, Instruction, &
Assessment, & 4 – Professional Development)
o
Develop and adapt a variety of traditional and alternative assessments to evaluate
students’ proficiency across all three modes of communication, to provide feedback that
will improve student performance, and to report student progress (INTASC Standards: 6 Assessment; Program Outcome: 3 – Curriculum, Instruction, & Assessment)
o Participate professionally in the school community, in professional organizations and
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 2
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
professional development activities, and engage in professional dialogue and reflection
with colleagues and community agencies to support students, improve your teaching,
and strengthen your program (INTASC Standards: 9 –Professional Learning and Ethical Practice,
& 10 – Leadership and Collaboration; Program Outcome: 4 – Professional Development)
Expectations for Professional Performance
Cultivating Professional Habits of Mind & Behavior

Attend seminars regularly and punctually (if you are ill, please notify Professor
Nielsen)

Prepare and participate actively, adequately, and appropriately in seminar discussions
and activities


Collaborate with mentor teacher and demonstrate initiative
Display professional dress, grooming, and behavior
Developing & Demonstrating Professional Knowledge

Successfully fulfill a 14-week student teaching placement in the assigned school
settings, including observation of mentor teacher and students, team teaching, and
independent teaching


Generate a Teacher Work Sample of high quality


Complete the Ethics Test

Complete the Praxis Test (Spanish: World Language – 5195) before graduation (or your
license will say provisional)

Receive a satisfactory CPAS evaluation from your mentor and university supervisor
Complete the required self-assessments on LiveText
- Candidate Dispositional Scale (CDS)
- Field Experience Demographics (FED)
- Professional and Interpersonal Behavioral Scale (PIBS)
Complete an official ACTFL Oral Proficiency Interview (OPI) with a rating of Advanced
Low or better (this should have been completed prior to student teaching)
Grades are assigned on a Pass/Fail basis. In order to be recommended for licensure, teacher
candidates must demonstrate an acceptable level of performance in each of the areas below.
Students who do not complete these assessments by the end of the semester will receive a “T”
grade in the course, which may delay graduation/licensure or result in graduation without a
teaching license.
The following assessments will be used to evaluate your performance:
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 3
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
Self assessments: Candidate Dispositional Scale (CDS) & Professional and Interpersonal
Behavioral Scale (PIBS)
Mentor teacher: Clinical Practice Assessment System (CPAS) and letter of recommendation
BYU supervisor: Assessment of professional habits, assessment of Teacher Work Sample,
CPAS, and letter of recommendation. Additional information about these assessments is
given on the next page and on the wiki.
Candidate Dispositional Scale (CDS)
This is a self-assessment of your own dispositions as a teacher. The CDS is done in FLANG
276 and again in Span 476R/496R (like the PIBS).
Clinical Practice Assessment System (CPAS)
The CPAS serves as the final summative assessment of your performance as a student
teacher. It consists of numerical ratings in ten areas. In addition to a numerical rating in
these ten categories, the CPAS includes a narrative commentary, which also serves as a letter
of recommendation. Both your mentor teacher and I will complete a CPAS assessment of
your performance, which will automatically be included in your Career Placement File. At
the end of the semester, you will need to electronically “sign” both CPASes on LiveText to
acknowledge that you have seen and read them.
Ethics Test
Must be completed online for licensure.
Field Experience Demographics (FED)
The FED is not an actual assessment; rather, it simply provides information on the number
of students with whom you work who are classified as minorities or as having special needs
and BYU compiles it for accreditation purposes.
Professional and Interpersonal Behavioral Scale (PIBS)
This self-assessment, which is done in FLANG 276R and again in Span 476R/496R,
serves as a pre-post assessment of your performance in ten categories (personal integrity,
respect for authority, contributions in class, responsibility, attendance, punctuality,
flexibility, initiative, commitment to the program, and dress and grooming).
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 4
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
Teacher Work Sample (TWS)
The TWS consists of a unit plan of five or more lessons which you teach to your students
(during the month of February), followed by an assessment of their learning and a
professional analysis and reflection of the outcomes. It is considered a “process writing”
assignment, meaning that you will submit it in segments, revising each segment in
successive drafts. It is crucial that you submit each segment by the assigned date in order to
allow time for me to give you feedback so you can revise it as necessary. A rating of “3" on a
5-point scale for each criterion is generally considered acceptable; however, there is no fixed
point value that you must earn in order to pass. I will let you know when I think the project
has been adequately completed and ready to upload to LiveText. More information is available
on the course wiki.
Tentative Seminar Schedule
Date
Topic - This schedule is subject to change in order to address emergent
Assignments
needs and/or health concerns.
Sept. 03
Discuss the positives and negatives.
Introduction to the course and answer questions for
the class.
Sept. 10
Orientation to Student Teaching for mentors &
student teachers (Overview, licensure, CDS, CPAS,
FED, PIBS, TWS, Ethics Test, Praxis, applying for
graduation, holiday breaks)
Teacher Work Sample: Contextual Factors
Sept. 17
Sept. 24
Oct. 1
Comprehensible Input: Interpersonal
Communication, Scaffolding, & Staying in the
Target Language
Teacher Work Sample: Unit Overview & Rationale,
Unit Planning Web, National Standards &
Objectives
Curriculum Development: Cultural
Contextualization & the Connections Standard
Teacher Work Sample: Assessment Plan
Maintaining Student Engagement: Classroom
Management & Learning Centers
Oct. 8
Sign up to give the Bienvenida
Sign up to bring Food
Complete Course Information Sheet online
Complete Photo Permission Sheet
Complete Field Experience Demographics
(FED) on LiveText
Teacher Work Sample: Contextual Factors
Due
Teacher Work Sample:
 Unit Overview & Rationale
 Unit Planning Web
 National Standards & Unit Objectives
Teacher Work Sample: Design for Instruction &
Lesson Planning
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 5
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
Preparing for Parent Teacher Conferences (& Program
Advocacy & Recruitment)
Oct. 15
Allison Snelson – Speaking on 100% Spanish in the
Classroom.
Teacher Work Sample: Unit Planning Work
Teacher Work Sample:
Assessment Plan
Complete Professional & Interpersonal
Behavioral Scale (PIBS) on LiveText
Session
Oct. 22
Teacher Work Sample: Unit Planning Work
Register with e-Recruiting
Session
Oct. 29
Teacher Work Sample: Instructional Decision-
Teacher Work Sample:
Nov. 5
making & Report of Student Learning
Teacher Work Sample: Reflection & Self-evaluation
Design for Instruction & Lesson Plans
Teacher Work Sample: Teach Your Unit
Nov. 12
Preparing for the Teacher Fair: Cover Letters,
Résumés, & Interview Questions
Complete Candidate Dispositional Scale
(CDS) on LiveText
Nov. 19
Applying for Jobs: Asking for & Writing Letters of
Recommendation
Teacher Work Sample:
Nov. 26
Dec. 3
Monday Instruction: No Class
Applying for Jobs: Job Hunt, Substituting,
Licensure in Other States
Dec. 10
Applying for Jobs: Preparing a Professional Portfolio
& Teaching Demonstration
Dec. 19
Final Exam -7:00 to 10:00 pm
Instructional Decision-making
Report of Student Learning
Teacher Work Sample:
Reflection & Self-evaluation
Letter of Recommendation Due
Teacher Work Sample: Final Electronic
and printed Copy Due to Professor Nielsen
by Dec 18th
Mentor Teacher Completes CPAS by Dec. 12
Final copy of entire Teacher Work Sample
uploaded to LiveText due Dec 18th
Sign CPAS Evaluations from Mentor &
Professor Nielsen
This page contains a list of important dates for student teachers and interns.
BYU Academic Calendar for 2013
Important Dates

Sept. 03, 2013 – First Day of Winter 2013 Student Teaching

Oct. 31, 2013 – Halloween
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 6
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University

Nov. 11, 2013 – Veterans Day

Nov. 26, 2013 – Monday Instruction

Nov. 27-29, 2013- Thanksgiving Holiday, No classes!

Dec. 12, 2013 – Last day of Student Teaching and classes

Dec. 24- Jan. 6 – Christmas Holiday
Professional Conduct & Expectations
Attendance
Student teachers and interns are expected to be present and on time for
professional commitments. Of course, illness and other emergencies cannot
be avoided. If you must be absent from your placement or a seminar due to
illness or emergency, please inform all who are affected by such an absence
(i.e., mentor teacher, university supervisor, or group members). Do not rely on your peers to
relay messages—make sure you communicate directly with your mentor teacher & Professor
Nielsen. You should comply with the school policies at your field placement regarding
absences and make sure that plans are available for substitutes. Habitual absences or tardies
in either the seminar course or your field placement are cause for concern and may affect both
your grade in this course and your university supervisor’s ability to affirm that you have
successfully completed the student teaching experience. In severe cases, you may be required
to extend your student teaching, repeat it, or graduate without licensure.
Professional Conduct
Experiences gained in schools and university coursework, combine to form integral
components of your professional preparation. In both arenas, you are responsible for behaving
both ethically and professionally.
Confidentiality
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 7
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
Professional conversation and critical reflection are important parts of learning to teach. As
you discuss your student teaching experiences in class or with your colleagues, you are
expected to use discretion and to respect the privacy and dignity of the children and families
with whom you work. Specifically:

When discussing issues situations from your field placement, you should do so with
an attitude and in a tone that conveys courtesy and professionalism.

You should be cautious about preserving the privacy of colleagues, students, and their
families. If you must discuss an individual or family in order to obtain help in
understanding or resolving a difficult situation, do so with discretion and try to
avoid sharing sensitive or personally identifying information when possible.

In casual conversations or social situations, you should maintain confidentiality.
Refrain from relating stories that may be embarrassing to teachers or students or that
include sensitive information about a child or family.

You should only share student work with written permission from students and their
legal guardians. You should also mask the names of students on any written or
visual work that you share in class or use in your course assignments (such as the
Teacher Work Sample).
Dress and Deportment in Schools
You are expected to adhere to the BYU Honor Code while at your field placement and when
attending extracurricular activities at your school, keeping in mind the value of being viewed
as an adult and as a professional with authority in the classroom. Jeans are not appropriate
attire. You should always be polite and considerate of other adults in the building including
administrators, custodians, secretaries, and paraprofessionals.
Professional Communication and Problem Solving
One of the purposes of this course (and of your student teaching experience) is to challenge
your assumptions, beliefs, and interpretations, recognizing that these will often differ
because we draw from different life experiences. We are responsible for creating a supportive
environment that allows us to teach uninhibited. Appropriate, effective communication is an
important factor in facilitating that, as well as a critical component of professional conduct.
You are expected to give and receive constructive feedback in professionally appropriate ways.
If you encounter a problem with your mentor teacher, university supervisor, or a colleague,
you are encouraged to address it directly with that person in a professional manner. If you
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 8
Student Teaching in Spanish
Span 476R/496R – Fall 2013
Brigham Young University
are unable to resolve it, then please contact me, Dr. Montgomery, Dr. Bateman, or Dr.
Laraway for assistance.
Honor Code Standards
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all
of their academic work. Academic honesty means, most fundamentally, that any work you
present as your own must in fact be your own work and not that of another. Violations of
this principle may result in a failing grade in the course and additional disciplinary action
by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence
demonstrates respect for yourself and others and ensures an effective learning and working
environment. It is the university’s expectation, and my own expectation in class, that each
student will abide by all Honor Code standards. Please call the Honor Code Office at 4222847 if you have questions about those standards.
Preventing Sexual Discrimination or Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is
intended to eliminate sex discrimination in education and pertains to admissions, academic
and athletic programs, and university-sponsored activities. Title IX also prohibits sexual
harassment of students by university employees, other students, and visitors to campus. If
you encounter sexual harassment or gender-based discrimination, please talk to your
professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847.
Students with Disabilities
If you have a disability that may affect your performance in this course, you should get in
touch with the office of Services for Students with Disabilities (1520 WSC). This office can
evaluate your disability and assist the professor in arranging for reasonable
accommodations.
Span 476R/496R ♦ Fall 2013 ♦ Adapted from Cherice Montgomery by Andrea Nielsen M.ED. ♦ andrea_nielsen@byu.edu ♦ 9