1. Department of Curriculum and Instruction
EGC 826 / 836/ 846 Course Title: Supervised Student Teaching in Elementary / Middle /
Secondary Schools
Credit Hours: 4 or 8
2.
Course Description: Elementary/ Middle Grades / Secondary Practicum (4 or 8) II. Prerequisites:
admission to student teaching. Observation, participation, responsible classroom teaching including
related professional activities. MAT candidates teaching under temporary provisional certification take
this course for 4 hours in spring semester and 4 hours in fall semester. Other MAT candidates take this
course for 8 hours during student teaching semester.
3. Texts: “ Student Teaching Packet" (see field experiences website)
The Student Teaching Handbook - "Supervising Student Teachers, A Guide for Supervisors"
4. Course Objectives:
Through teaching experience in classroom settings, the student teacher will be able to:
1. Demonstrate knowledge of the specific content area for the elementary, middle or secondary
classroom. (KTS 1)
2. Effectively demonstrates professional roles, behaviors, and responsibilities of classroom teachers.
(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. Plan 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)
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, self1
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 or the entire 14 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 days to drop student teaching or to withdraw from the University are included in the
University calendar (Colonel Compass).
9. Disabilitiy 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 email at
disserv@eku.edu or by telephone at (859) 622-2933 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 www.academicintegrity.eku.edu. Questions regarding the
policy may be directed to the Office of Academic Integrity.
11. Course Requirements:
a. Orientation to and participation in all curricular and extra-curricular activities which are part of the
classroom teacher's responsibility.
b. 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).
c. Development of instructional materials and use of technology to create a media rich environment.
d. Selection and use of a variety of appropriate teaching strategies.
e. Establishment of a positive classroom climate conducive to learning and challenging to all students.
f. Adaptation of instruction and content specific teaching methods to meet the needs of every student.
g. Utilization of appropriate assessment strategies and processes for diagnostic and prescriptive
purposes and evaluation of performance.
h. 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
2. Maintain regular, punctual attendance.
3. Observe teachers and analyze their instructional methods and classroom management
strategies.
4. Complete required forms and records for cooperating teacher(s) and/or 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. Identify special needs, interests, and concerns of students.
9. Develop daily, weekly and long-range instructional plans with cooperating teacher and teaching
team.
10. Develop standards-based, thematic units of study.
11. Write effective, detailed lesson plans using the KTIP-TPA format and develop appropriate related
material and assessment procedures.
12. Develop portfolio tasks and performance events and develop reliable scoring guides for evaluation
of student work.
13. Effectively and ethically use technology to enhance student learning.
14. Relate lessons to students' prior knowledge and real world interests.
15. Teach concepts developing definitions, examples, attributes and non-examples.
16. Incorporate a variety of strategies and activities to meet individual differences.
17. Utilize visual, auditory, and kinesthetic approaches and cooperative learning/small group activities.
18. Satisfactorily complete a minimum of one week of solo teaching in each placement.
19. Demonstrate and communicate high expectations for all learners.
20. Utilize effective classroom management procedures which demonstrate respect and establish
rapport with all students.
21. Utilize a variety of formative and summative assessments to evaluate student learning and plan
differentiated instructional strategies.
22. Evaluate student work and performance events and keep effective records.
23. Confer with and utilize constructive criticism of teaching provided by cooperating teacher(s),
teaching team, principal and university supervisor.
24. 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.
25. Conduct Action Research (data collection and analysis) as described in Action Research Proposal
(completed EGC 820 and methods course)
Official E-mail: An official EKU e-mail is established for each registered student, faculty, and staff member.
All university communications sent via e-mail will be sent to this EKU e-mail address.
Revised Fall 2008
Cynthia Resor, Ph.D.
3
Csourse
P/N
EGC 826 /
836/ 846
Course Title
Supervised Student Teaching in Elementary / Middle / Secondary Schools
RELATIONSHIP TO:
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
CF1
A, PA, KA3,
KA4, KA5
CF2
A, PA, KA3,
KA4, KA5
CF3
A, PA, KA3,
KA4, KA5
CF4
CF5
A, PA, KA3,
KA4, KA5
A, KA 4
Kentucky Teacher Standards – Initial or Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
TS1
A,
PA,
KA3,
KA4,
KA5
TS2
A,
PA,
KA3,
KA4,
KA5
TS3
A,
PA,
KA3,
KA4,
KA5
TS4
A,
PA,
KA3,
KA4,
KA5
TS5
A,
PA,
KA3,
KA4,
KA5
TS6
A,
KA4,
KA5
TS7
A,
PA,
KA3,
KA4
KA5,
TS8
A,
KA4,
KA5
TS9
A,
KA4,
KA5
TS10
A,
KA4,
KA5
EKU Goals
EKU-G1
X
EKU–G2
EKU-G3
X
EKU-G4
X
EKU-G5
X
KERA Initiatives
Identify the initiative number(s) for each category
Learner
Program of
Program of
Goals/Academic
Studies:
Studies: Skills &
Expectations
Understandings
Concepts
Core Content
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
Diversity
Assessment
Literacy/Reading
A, PA, KA3,
A, PA, KA3,
A
Closing
Achievement
Gap
A, PA, KA3,
4
KA4, KA5
KA4, KA5
KA4, KA5
SPA – SPA addressed depends upon the certification level (elementary, middle or secondary) and
content area of the candidate.
ACEI
Elementary Education
NCTE
English Language Arts – Secondary
ACTFL
Foreign Language
AAHPERD & AAHE
Health Education
NCTM
Mathematics Education
NMSA
Middle School (NMSA)
AAHPERD & NASPE
Physical Education
NSTA
Science Education
NCSS
Social Studies
ITEA/CTTE
Technology Education
CONCEPTUAL FRAMEWORK ELEMENTS
√
CF1: Knowledge Element - Enables candidates to construct understanding of the complexity
and richness of the teaching/learning process.
√ CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
√ CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
√ CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
5
√ CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
TEACHER STANDARDS (February 2008) (If listing by course objective use KTS and the number)
LEVEL
Initi
al
Advan
ced
STANDARDS
√
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED
CONTENT KNOWLEDGE
√
1.1 Communicates concepts, processes, and knowledge.
√
1.2 Connects content to life experiences of student.
√
1.3 Demonstrates instructional strategies that are appropriate for content and
contribute to student learning.
Initi
al
Advan
ced
√
STANDARD 2: THE TEACHER DESIGNS AND PLANS
INSTRUCTION
√
2.1 Develops significant objectives aligned with standards.
√
2.2 Uses contextual data to design instruction relevant to students.
√
2.3 Plans assessments to guide instruction and measure learning objectives.
√
2.4 Plans instructional strategies and activities that address learning objectives
for all students.
√
2.5 Plans instructional strategies and activities that facilitate multiple levels of
learning.
Initi
al
Advan
ced
√
STANDARD 3: THE TEACHER CREATES AND MAINTAINS
LEARNING CLIMATE
√
3.1 Communicates high expectations.
6
√
3.2 Establishes a positive learning environment.
√
3.3 Values and supports student diversity and addresses individual needs.
√
3.4 Fosters mutual respect between teacher and students and among students.
√
3.5 Provides a safe environment for learning.
Initi
al
Advan
ced
√
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES
INSTRUCTION
√
4.1 Uses a variety of instructional strategies that align with learning objectives
and actively engage students.
√
4.2 Implements instruction based on diverse student needs and assessment data.
√
4.3 Uses time effectively.
√
4.4 Uses space and materials effectively.
√
4.5 Implements and manages instruction in ways that facilitate higher order
thinking.
Initi
al
Advan
ced
√
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES
LEARNING RESULTS
√
5.1 Uses pre-assessments.
√
5.2 Uses formative assessments.
√
5.3 Uses summative assessments.
√
5.4 Describes, analyzes, and evaluates student performance data.
√
5.5 Communicates learning results to students and parents.
√
5.6 Allows opportunity for student self-assessment.
Initi
al
√
Advan
ced
STANDARD 6: THE TEACHER DEMONSTRATES THE
7
IMPLEMENTATION OF TECHNOLOGY
√
6.1 Uses available technology to design and plan instruction.
√
6.2 Uses available technology to implement instruction that facilitates student
learning.
√
6.3 Integrates student use of available technology into instruction.
√
6.4 Uses available technology to assess and communicate student learning.
√
6.5 Demonstrates ethical and legal use of technology.
Initi
al
Advan
ced
√
STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND
LEARNING
√
7.1 Uses data to reflect on and evaluate student learning.
√
7.2 Uses data to reflect on and evaluate instructional practice.
√
7.3 Uses data to reflect on and identify areas for professional growth.
Initi
al
Advan
ced
√
STANDARD 8: COLLABORATES WITH
COLLEAGUES/PARENTS/OTHERS
√
8.1 Identifies students whose learning could be enhanced by collaboration.
√
8.2 Designs a plan to enhance student learning that includes all parties in the
collaborative effort.
√
8.3 Implements planned activities that enhance student learning and engage all
parties.
√
8.4 Analyzes data to evaluate the outcomes of collaborative efforts.
Initi
al
Advan
ced
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS
PROFESSIONAL DEVELOPMENT
8
√
9.1 Self assesses performance relative to Kentucky’s Teacher Standards.
√
9.2 Identifies priorities for professional development based on data from selfassessment, student performance and feedback from colleagues.
√
9.3 Designs a professional growth plan that addresses identified priorities.
√
9.4 Shows evidence of professional growth and reflection on the identified
priority areas and impact on instructional effectiveness and student learning.
Initi
al
Advan
ced
STANDARD 10: PROVIDES LEADERSHIP WITHIN
SCHOOL/COMMUNITY/PROFESSION
10.1 Identifies leadership opportunities that enhance student learning and/or
professional environment of the school.
10.2 Develops a plan for engaging in leadership activities.
10.3 Implements a plan for engaging in leadership activities.
10.4 Analyzes data to evaluate the results of planned and executed leadership
efforts.
EKU GOALS (If listing by course objective use EKU-G and the number)
√
EKU-G1. To promote and support an inclusive climate that respects and celebrates
diversity by attracting, developing and educating a diverse student, faculty, and staff
population.
EKU-G2. To continuously assess and improve the services and infrastructure of the
University to support and maintain high quality programs.
√
EKU-G 3. To promote learning through high quality programs, research, and support
services.
√
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity,
cultural opportunities and problem-solving abilities for members of the University
community.
√
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
9
10