EDUC 591
Course Title: Enhanced Student
Teaching/Clinical Placement
Course Term and Year:
Spring, 2016
Course Section:
All sections
Meeting Time and Place:
T- 12:30-3:30, Cedar Bluff site
Seminar Dates:
January 12, 26; February 9, 23; March 8, 22; April 5, 19
Exit Interviews: Last week of April Final Day in Public Schools: April 29, 2015
Course Credit Hours:
6 graduate Credit Hours
Clinical Experience in this Course: This course fulfills clinical placement requirements for
Tennessee State Department of Education Teacher Licensure. Students are concurrently placed
in public school classrooms for the duration of the semester.
Faculty Contact Information:
Dr. Tammy Barnes (423) 361-3171 . . . . . . . . . . . . . . . . . . . . . . . . . .
Tammy.barnes@lmunet.edu
Dr. Rebecca Burleson (423)-741-9656 …………………………… Rebecca.burleson@lmunet.edu
Dr. Ashley Stanley 423-276-6631……………………………… Ashley.stanley@lmunet.edu
Dr. Cherie Gaines: (865) 617-9433 ……..……. ……………………
Cherie.gaines@lmunet.edu
I. COURSE DESCRIPTION:
This course provides full-time teaching experience in a public K-12 classroom setting under the direction
of a cooperating teacher and a university supervisor. Placement will be arranged by the Director of
Clinical/Field Placement in consultation with faculty. Eight (8) seminars are required. Student teaching is
required for all students seeking licensure through the MEd in Initial Teacher Licensure Program. Before
registering for this course, students must have completed and passed EDUC 570/EDUC 571, passed all
required Praxis exams, and passed all undergraduate courses required for licensure. Student teachers are
required to provide documentation of liability insurance. This course is Module III in the MEd in Initial
Teacher Licensure Program.
II. COURSE OBJECTIVES:
The candidate will be able to demonstrate both depth of knowledge and correct application of the
institutional goals of LMU’s School of Education, the Interstate New Teacher Assessment and Support
Consortium Standards (InTASC) and The Council for the Accreditation of Education Preparation
(CAEP). These standards are found in the matrix in the Student Teacher Handbook.
III. Texts/Materials for the Course:
College LiveText©
NOTE: DO NOT purchase “used” LiveText materials. This will not allow you to submit assignments
under your name.
Turnitin©
Blackboard©
Although EDUC 591 has no specified course textbooks, all books previously assigned for EDUC 570 and
EDUC 571 may be referenced in this course, as well as specified professional articles and journals.
Arends, R. (2004). Learning to Teach, 9th edition. New York: McGraw-Hill.
Brooks, J. & Brooks, M. (1993). In Search of Understanding. The Case for Constructivist
Classrooms. Alexandria, VA: ASCD.
DeBruyn, R.L. & Larson, J. L. (2009). You Can Handle Them All (2nd edition). Manhattan,
Kansas: The Master Teacher
Essex, N. (2011). A Teacher’s Pocket Guide to School Law, 2nd edition. Boston: Pearson
Givens, B. (2002). Teaching to the Brain’s Natural Learning Systems. Alexandria, VA: ASCD.
Marzano, Robert, Marzano, Jana, Pickering, Debra (2003). Classroom Management That Works.
Alexandria, VA: ASCD.
Marzano, R., Pickering, D. and Pollock, J. (2001). Classroom Instruction That Works.
Alexandria, VA: ASCD.
*Payne, R. (1996). Framework for Understanding Poverty, (4th edition) Highland, TX:
Aha! Publishing.
Wong, H. & Wong, R. (1998). The First Days of School: How to be an Effective Teacher.
Mountain View, CA: Harry Wong Publications, Inc.
Wood, C. (1994). Yardsticks. Children in the Classroom Ages 4-14. Greenfield,
MA: Northeast Foundation for Children.
Suggested Readings
American Psychological Association () Publication Manual Current Edition.
Charles, C.M. (2011). Building Classroom Discipline (10th ed.). Boston: Pearson.
Clark, R.. (2003). The Essential 55. New York: Hyperion
Covey, Stephen. (2000). The 7 Habits of Highly Effective People. Simon and Schuster. New
York: Fireside.
Gill, V. ( 2007 ). Ten Students You Meet in Your Classroom. Corwin Press
Jensen, E. (2005). Teaching with the Brain in Mind. 2nd edition. Alexandria, VA: Association for
Supervision and Curriculum Development (ASCD).
Levine, Mel. (2002). A Mind At A Time. New York: Simon and Schuster.
Marzano, R., (1997) Dimensions of Learning. Alexandria, VA: Association for Supervision &
Curriculum Development (ASCD).
Payne, R. K. (2006). Discipline Strategies for the Classroom Working with Students. Aha!
Process Incorporated.
Payne, Ruby K. (2002). Understanding Learning the How, the Why, the What. Highland, Texas:
Aha! Process, Inc.
Tate, M. (2003). Worksheets Don’t Grow Dendrites.20 Instructional Strategies That Engage the
Brain. Corwin Press
Shalaway, Linda. (1989). Learning to Teach – not just for beginners. New York: Scholastic.
Stanulis, Randi, Manning, Brenda H. (2003). K-8 Classroom Methods. New Jersey: Merrill.
Thomlinson, C. ( 1999 ). The Differentiated Classroom: Responding to the Needs of all Learners
Alexandria, VA: Association for Supervision & Curriculum Development(ASCD).
IV. Course Requirements, Assessment (Learning Outcomes), and Evaluation Methods:
Attendance Policy: Attendance at all 591 seminar classes is mandatory.
Dates for all seminar sessions are listed on the syllabus. YOU should provide dates for all seminar
sessions to your cooperating teacher and the school administrator. Missing seminar will require you to
meet with the Program Director to determine your eligibility to continue in EDUC 591. Students should
not ask to arrive late or leave seminar early. Schools district scheduled vacations or break times are
not excused absences from attendance at scheduled seminars. Failure to attend seminar or correctly
and effectively complete all assigned work will affect course completion.
Requirements for Student Teaching
as Delineated by the Department of Education and the MEdITL Program
at Lincoln Memorial University
Each candidate will show evidence of achieving the program goals in a Professional Program Portfolio
and in Teacher Work Samples which will come from designated assignments throughout the program.
Upon successful completion of the student teaching experience, each candidate will give a final
demonstration of achievement of the Program Goals in an Exit Interview before faculty and peers. A
copy of the Exit Interview Rubric upon which the Portfolio and Exit Interview presentation are based will
be found in the Enhanced Student Teaching Handbook, along with the complete listing of the Interstate
New Teacher Assessment and Support Consortium (InTASC) standards cited in the rubric. Teacher Work
Samples (Clinical Practice) will be discussed in classes in each module.
General requirements include the following:
1. Collect and organize materials for professional/exit interview portfolio; this portfolio and selected
works from previous courses will be selected to develop and present an online portfolio to be
used for exit interview and Educator Work Sample (EWS).
2. Complete full-time student teaching in two different grade level placements or with two different
cooperating teachers. Elementary student teachers must have both primary and intermediate
placements. Secondary must teach with two different cooperating teachers at two different grade
levels during the semester (Ex: teacher A teaching at sophomore level and teacher B teaching at
senior level).
3. Be in attendance throughout the entire period of student teaching. Observe the same school hours
and assigned duties as the cooperating teacher. Attend all school functions such as faculty
meetings, professional development activities, and in-service. It is advised that student teachers
ask permission from the cooperating teacher or school administrator before attending those
meetings that might be considered confidential.”
4. Attendance at all 591 seminar classes is mandatory. Dates for all seminar sessions are listed on
the syllabus. Dates for all seminar sessions should be provided to the cooperating teachers and the
school administrator. Students should not ask to arrive late or leave seminar early. Schools district
scheduled vacations or break times are not excused absences from attendance at scheduled
seminars. Failure to attend seminar or complete all assigned work will affect course completion.
5. Complete and submit all assignments on time as given by the EDUC 591 seminar instructor.
6. *Video-tape two ten (10) minute sections of the actual teaching and complete a reflection on that
instruction. Portions of this may be presented to seminar class.
7.
8.
9.
10.
11.
Submit for comments a weekly reflection and time log.
Submit for grading on live text one formal lesson plan.
Submit for grading on live text your video self-assessment project.
Submit for grading on live text your Educator Work Sample.
All student teachers must participate in a minimum of one Service Learning Project during the
semester. This may be done individually or as a group and must be approved by your seminar
instructor.
Service Learning Requirements
All service learning activities must meet, at a minimum, the following requirements:
 Must be approved by faculty member before service learning activity is performed;
 Must be a major community or school activity;
 Must involve children or a school;
 Must include a minimum of 5-7 hours;
 Must include a written reflection, minimum of 1 page;
 Must include 1-3 pictures; and
 Must be submitted electronically and in hard copy to seminar class instructor.
Student Teacher Weekly Reflection and Time Log
On a weekly basis, the student teacher will be expected to submit a student teaching reflection. This
should be submitted via e-mail to both the Professional Education Faculty (PEF) and seminar instructor.
This reflection must be submitted each week by Sunday (or earlier, as required by PEF and/or seminar
instructor). Failure to turn in this weekly reflection, or to submit it on time, may have an adverse
effect upon the student teacher’s final evaluation.
Weekly reflections must include the following information:
1. Weekly accomplishments
2. Notes on things the student teacher might have done, or will do, differently
3. Specific goals or areas on which the student teacher is concentrating
4. Problems or concerns that the student teacher may have
5. Specific areas of support that might be needed
6. The total number of hours spent in teaching/planning per week and a running total of hours
logged during this student teaching experience. (e.g., This week I spent 35 hours teaching to
include science, math and spelling. I also spent 12 hours after school grading paperwork and
planning for this week’s teaching. So far, I have logged 148 hours of teaching and planning for
the semester.)
Time Log: (see required format) Hours may be counted toward student teaching if used in the
following manner:
1. Required hours during the school day to include thirty minutes before the morning bell and
thirty minutes after the dismissal bell;
2. Planning/grading outside the regular school day;
3. Extra-curricular duties assigned by the school administrator or cooperating teacher (i.e., bus,
cafeteria breakfast, after school detention, supervising ball games or after school activities);
4. After school meetings, including parent meetings, parent’s night, school board meetings,
PTA/PTO; and
5. Two hours per day on the weekends (total 4 hours) if used for planning, grading, or
preparation for teaching.
NOTE: Hours acquired/required for coaching an athletic team may not be counted toward logged
hours for student teaching.
TEAM Evaluation Format and Information
The lesson plan format has been approved by Lincoln Memorial University MEdITL program faculty and
staff and should be used for all formal student teaching evaluations. Student teachers will be evaluated
using a modified version of the Tennessee Educator Acceleration Model (TEAM), based on the
evaluation system used by the Tennessee Department of Education. TEAM ensures frequent observations
and constructive feedback for educators through multiple observations. Using the indicators of the TEAM
Rubric, educators can work together to identify what is working well in the classroom (Area of
Reinforcement) and where there is room for improvement (Area of Refinement).
A minimum of five evaluations by Professional Education Faculty (PEF) are required during the semester
of student teaching (see schedule below). The total number of visits will depend upon the student
teacher’s progress and is up to the discretion of the PEF (i.e., field supervisor).
Schedule of Evaluations
Evaluation #
1
2
3
4
5
Type of Evaluation
Planning/Environment/Instruction
Planning/Environment/Instruction
Planning/Environment/Instruction
Planning/Environment/Instruction
Planning/Environment/Instruction
Description
1st Placement
1st Placement
1st Placement
2nd Placement
2nd Placement
Steps for Evaluation
24 hours (minimum) before teaching the lesson, the student teacher must:
I. Complete LMU format lesson plan and e-mail to Field Supervisor (PEF), and
II. Gather and have copies of all paperwork needed, including an extra copy of lesson plan with
cooperating teacher’s signature, a seating chart (not identifying students by name), and other
forms as listed above.
Day of Evaluation:
1. Have a seat for the PEF where he/she can see all students and you. The PEF should be out of
the immediate sight range of students. Have all paperwork, including lesson plan and seating
chart, readily available for the PEF.
2. Present your lesson—DO A WONDERFUL, FANTASTIC, SUPER JOB!
III.
Meet with PEF after the lesson to reflect on the lesson and complete paperwork (may
actually be on a subsequent day).
IV.
Make a copy of all paperwork for your files—PEF needs to keep originals.
V. Use the information/feedback from the evaluation to prepare for future lessons.
v. Methods of Instruction:
Instruction for this course takes multiple forms that include, but are not limited to discussion,
collaboration, demonstration, video reflection/assessment, peer assessment, exit interview and
professional portfolio development and assessment, teacher interviews, professional
developments/presentations through the public schools and TEA, community service projects, and
observation/discussion of diverse environments in local schools and classrooms.
VI. Information Literacy/Technological Resources:
Technology
Incoming students must be computer literate, able to use software for e-mail, word processing, web
browsing, and information retrieval. Students must have access to the Internet for communicating with
instructors and accessing learning resources. Computer access must be available on a personal
computer. All program e-mail correspondence must be done using the LMU e-mail system through
Pathway.
LiveText
Each student will be required to establish an account with the LiveText program by the second class
session. LiveText is a web-based application offering a comprehensive suite of development, management,
and assessment tools. This suite of tools provides colleges and universities with the capability to assess
student work online using assessment instruments that have been developed and implemented by the
individual college faculty and/or departments. Specific instructions will be distributed on a separate
handout at your first class session. LiveText may be purchased online at http://college.livetext.com or
through the LMU Bookstore. LiveText Help is available on the Graduate Office web page – see the web
page address on the previous page.
Library Resources
The Carnegie-Vincent Library provides access to three outstanding databases in the Education field: ERIC,
the Educational Resource Information Center, the premier database for education related journal articles
and documents containing over one million citations and links to more than 100,000 documents in full-text;
Professional Collection, a custom selection of more than 300 full text periodicals for educators covering
the subject areas of “health and fitness, school law, drug and alcohol abuse, learning disabilities, sports, arts
and humanities, social sciences, and psychology”; and ProQuest Education Journals database which
contains access to 760 leading journals of which over 600 are in full-text. Additionally, the library
provides access to over 100 other databases and can obtain books and articles from libraries worldwide
through Interlibrary Loan.
VII. University
Policies:
Students With Disabilities Policy: As a rule, all students must read and comply with standards of the LMU
Student Handbook and LMU catalogue. Any student seeking assistance in accordance with the Americans
Disabilities Act (1990 as amended) should contact the ADA Coordinator, Dan Graves, with regard to required
documentation and in order to make appropriate arrangements. Contact information: dan.graves@lmunet.edu
and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with personal, career and academic
concerns that affect academic success and quality of life. The Director of Counseling, Jason Kishpaugh, can be
contacted at jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can be found in the student
handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the graduate and undergraduate
catalogs, all students are required to complete University-administered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all outcomes assessment testing
(e.g., general education assessment, major field tests, etc.) and activities when requested. Students may be
required to complete one or more questionnaires and to take one or more standardized tests to determine general
educational achievement as a prerequisite to graduation (see appropriate catalog for additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health Science; and Associate of
Science – Veterinary Medical Technology students must take the General Education Proficiency Profile
examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s website:
http://www.lmunet.edu/curstudents/weather.shtml. Students should check their LMU email during
delays/closures to receive information from individual faculty regarding potential assignments and/or other
course information.
*Unit Commitment to Diversity – The School of Education recognizes differences among groups of people
and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion,
sexual orientation, and geographical area. The unit designs, implements, and evaluates curriculum and provides
experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions
necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply
proficiencies related to diversity. Experiences provided for candidates include working with diverse
populations, including higher education and K-12 school faculty, candidates, and students in K-12 schools.
Program Policies
Children, Cell Phones, Laptops and Professional Dress in the Classrooms
 Children are not to be brought to class or left on the site unattended.
 Cell phones are to be silenced at all times while classes are in session so as not to interrupt the flow of
instruction and learning.
 It is intended that laptops to be used for assignments only. The unnecessary use of laptops during
discussion, lecture, or other classroom activities will be considered inappropriate.
 Teacher candidates should appropriately and dress professionally for scheduled class meeting and school
events.
We apologize for any inconvenience this may cause but we must respect the rights of all our students to
concentrate uninterrupted. Students who violate these policies may be asked to leave.
Service Learning/Professional Development:
All candidates in the MEdITL Program will be required to participate in professional development and service
learning projects that must be completed outside the regular schedule of classes. These professional
development and service learning hours will be included as a portion of your required coursework and will be
evaluated for completion and quality of participation. Faculty will provide specific guidelines for successful
completion of these required hours. All service learning and professional development must be approved by the
instructor.
Smoke Free Campus Policy
All LMU buildings are smoke - free. Smoking is prohibited in all campus buildings for health and safety
reasons. Residence hall rooms contain sensitive smoke detectors, and consequently, smoking will trigger smoke
detector alarms. Fines of up $250.00 may be imposed on any persons tampering with detectors. Smoking is
allowed only outside of facilities.
Alcohol and Drugs
Students may not possess, consume, sell, use, or be in the presence of alcoholic beverages or non-medically
prescribed drugs on campus grounds, in university buildings, or at university activities.
IIX.
mission statements:
Lincoln Memorial University Mission Statement can be found at the following
link to LMU’s website: http://www.lmunet.edu/about/mission.shtml.
EPP Vision and Mission
The Carter & Moyers School of Education prepares and mentors professional educators of distinction through
Values, Education, and Service to be teachers, administrators, school leaders, or other school professionals whose
practice will improve student learning.
DEPARTMENT OF GRADUATE EDUCATION MISSION STATEMENT
The mission of the Lincoln Memorial University Department of Graduate Education, as a student-sensitive entity,
is to prepare professionals with knowledge, skills, competencies, and dispositions to meet the changing needs of
society through relevant student-centered experiences.
*M.ED. IN INITIAL TEACHER LICENSURE PROGRAM MISSION STATEMENT
The M. Ed. for Initial Teacher Licensure Program supports the Lincoln Memorial Teacher Education Program’s
mission and is dedicated to preparing quality practitioners who are highly effective in their teaching and learning as
a result of abilities acquired through rigorous and diverse academic studies, and in collaboration with K-12 schools.
This Program strives to develop teacher-leaders who inspire renewal, who are capable of meeting the challenges of
an ever increasingly global society, and who possess an understanding of the moral, social, and political
dimensions of education.
IX. Disposition & Ethics:
The National Council for Accreditation of Teacher Education (NCATE) Standard 1 requires that
education professionals exhibit professional dispositions, defined as professional attitudes,
values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators
interact with students, families, colleagues, and communities. These positive behaviors support
student learning and development.
Candidates recommended from LMU for teacher licensure by the State of Tennessee must exhibit
professional dispositions in their interactions with all stakeholders, including classmates, P-12
administrators, cooperating teachers, students, and University faculty, staff and supervisors while
in the University environment and in field placements. Reports of behavior, actions, or attitudes
that are not considered professional or meeting the professional disposition requirements could
result in termination from the MEd in Initial Teacher Licensure Program.
Plagiarism/Certification of Authorship
Plagiarism
(This statement must be included with all major written assignments.)
Plagiarism is the presentation of someone else’s words or ideas as one’s own (See APA Publication
Manual, 6th ed., pp.15-16). One of the most common forms of plagiarism is the paraphrasing of several
phrases, sentences of ideas in a paragraph with only one citation at the end of the paragraph, resulting in
confusion between the cited content and the researcher’s own words or ideas. Another common form is the
practice of substituting words or phrases while retaining the original author’s for and structure.
Plagiarism in any form is one of the most egregious violations of professional ethics an author can commit.
Submission of plagiarized material, even by accident or ignorance, is a severe infraction of the professional
ethical code and can result in expulsion from the program. To avoid plagiarism:


Cite sources within the text for all phrases or ideas that are quoted or paraphrased.
Cite sources within the text in the format delineated in the APA Manual, pp. 174-179.
Certification of Authorship. I certify that I am the author of this paper titled ___________________ and
that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have
also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also
certify that this paper was prepared by me specifically for this course. I understand that falsification of
information will affect my status as a graduate student.
Student’s Signature________________
Date ______________
X. Important Dates in the Academic Calendar Spring 2016:
Final Registration before classes begin
Classes begin (Regular term)*
Martin Luther King Jr. Day (special
activities)
Last day to complete registration/add
classes
Last day to drop course without “WD”
Lincoln Day/Founders Day (special
activities)
Convocation (9:30 a.m. in session classes &
resident students)
Mid-term
Last day to drop course without “F”
Early Registration Begins
Residence halls close (5 p.m.)
Spring break (no classes)
Good Friday (no classes)
Residence halls open (1 p.m.)
Classes end
Final exams
Commencement (11 a.m.)
Residence halls close (2 p.m.)
January 8
January 11
January 18
January 20
February 9
February 12
February 17
February 29-March 4
March 19
April 4
March 18
March 21-25
March 25
March 27
April 29
May 2-6
May 7
May 7
Please note that student teachers follow the schedule of their respective schools in
which they are placed, with seminar days and exit interviews as the only exceptions.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR
AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED
IN WRITING AND/OR BY EMAIL OF ANY SUCH REVISIONS,
ALTERATIONS AND/OR AMENDMENTS.
Professional Certification and Licensure Disclaimer
Authorization for the University to provide a program for the preparation of teachers or administrators
does not guarantee eligibility for certification or licensure. It is the sole responsibility of the candidate to
be knowledgeable about specific state certification/licensure requirements, qualify for certification or
licensure, and apply for the same.
For Alabama Students: Alabama Commission on Higher Education Disclaimer Statement
State authorization to provide a program related to the preparation of teachers or other P-12/school/system
personnel does not indicate eligibility for an Alabama certificate. Applicants for an Alabama certificate
based on reciprocity must meet Alabama’s test requirements and submit a valid, renewable professional
educator certificate/license issued by another state at the degree level, grade level and in the teaching field
or area of instructional support for which an Alabama certificate is sought and for which Alabama issues
a certificate. Applicants for Alabama certification in an area of administration must also document at least
three years of full-time employment as an administrator in a P-12 school system(s). www.alsde.edu