Cleveland State University
EST 379/380/381/382 Syllabus
Secondary Education Practicum
3 Semester-Hours Credit
Course Description
Prerequisites: Prior application and approval of the Office of Field Services
Structured field experience designed to accompany the secondary methods course EDS
313/315/316/317. Prepares secondary education minors for student teaching; stresses the practical
application of theory and research to the planning and delivery, and evaluation of instruction. Students
explore the various roles of a teacher and begin formulating a personal philosophy for teaching while
working half-days in a middle-, junior-high or senior-high school classroom under the direction of a
mentor teacher and university supervisor.
Course Goals
The College’s model for teacher preparation is “The teacher as a responsive, reflective professional:
A partner in learning.” Practicum provides opportunities for students to develop and apply the
knowledge, skills and dispositions they have acquired during their preceding education courses.
Knowledge
The practicum intern will demonstrate knowledge of:
1. curriculum content and its alignment to the state, national and local standards.
2. a variety of appropriate instructional strategies that foster the development of student
understanding of concepts.
3. a variety of written assessment procedures that match the stated curriculum and lesson
objectives.
4. appropriate technology application and integration into the teaching and learning process.
5. how to apply learning theories to the development of particular lesson strategies to meet the
needs of all students.
6. the importance of the roles of culture, race and gender in mediating classroom and school
environments.
Skills
The practicum intern will demonstrate skills in:
1.
creating, implementing and assessing engaging and relevant learning activities that
integrate education theory into practice.
2.
the use of a range of physical materials and educational technology appropriate to a
modern secondary classroom.
3.
critical reflection on teaching episodes, classroom norms and practices.
4.
understanding students’ backgrounds
5.
effective classroom management.
6.
record keeping as required by CSU, the mentor teacher, and school district.
7.
developing and maintaining an age-appropriate bulletin board.
8.
interacting with students and parents outside the classroom as appropriate.
Secondary Practicum Syllabus
Page 1
9.
developing and maintaining positive working relationships with other teachers and school
personnel as appropriate.
Dispositions
The practicum intern will display positive dispositions toward:
1.
the diversity of language, culture, gender and racial backgrounds of the students.
2.
school policies, regulations and social customs.
3.
Involving him or herself in parent meetings, faculty meetings and extra-curricula activities.
4.
developing a professional demeanor including punctuality, flexibility, verbal interactions,
attire and rapport with colleagues.
Access and Disability Statement
Educational access is the provision of classroom accommodations, auxiliary aids and services to
ensure equal educational opportunities for all students regardless of their disability. Any student who
feels he or she may need an accommodation based on the impact of a disability should contact the
Office of Disability Services at 216-697-2015. The Office is located in MC 147. Accommodations need
to be requested in advance and will not be granted retroactively.
Course Requirements
You are required to complete 180 hours in the school over the semester, which roughly corresponds
to 12 hours per week. While at the school, you should observe at least two different groups of
students, and eventually teach just one group of students for a sequence of approximately ten lessons
or two weeks. Your primary responsibility is to learn as much from your mentor teacher as possible
about being a secondary teacher without making yourself a burden on her/him. Initially you should
move about the classroom assisting students whenever appropriate. You should only observe for the
first two weeks, then teach one lesson in weeks 3 and 4, and two lessons in weeks 5 and 6, three
lessons in weeks 7 and 8, continuing until you are ready to teach the ten-lesson sequence which
forms the major part of your grade for this unit (see the description of this component later in this
handout). The unit must include a summative assessment given at the end of the teaching sequence,
and this must be constructed so that you can determine if the students have achieved the goals of
your unit. If your unit is completed before the practicum is complete, it is up to you and your mentor
teacher to decide what your teaching requirements will be for the remainder of the practicum. All
lessons must be planned in conjunction with your mentor teacher, and lesson plans must be prepared
for every lesson. These should be made available to the mentor teacher at least 24 hours prior to the
lesson, and kept in a binder for the university supervisor to view when visiting. While it may be
tempting for you and your mentor teacher to involve you in more than this requirement, it is not
advisable to overload too much. It is important that your experience is as positive as it can be, and
being overloaded will not help.
Assessment and Grading
You must obtain a C or better on all segments of the course and you must obtain a B or better overall
to proceed on to student teaching.
Grading Scale
B+ 87≤total≤89
C+ 75≤total≤79
Secondary Practicum Syllabus
A
B
C
D
F
total ≥ 93
83≤total≤86
70≤total≤74
60≤total≤69
total < 60
A- 90≤total≤92
B- 80≤total≤82
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1.
Unit plan
[COE outcomes 3, 4, 5, 6, 7, 8, 9, 10]
10%
Due Date:
Week 6
As mentioned above, you gradually work up to teaching the 2-week unit to one group of students
beginning sometime around the tenth week of the practicum. You must submit a unit plan to your
mentor teacher and university supervisor at least two weeks prior to the anticipated commencement
of your unit using the unit plan format provided for you at the end of this syllabus. You must complete
each section to gain credit for this item. If a section is not applicable for your lesson (for example,
there is no text book reference appropriate to that lesson), you should note this in your document.
Incomplete unit plans will be returned for resubmission, and you will not be permitted to begin
teaching the unit until the unit plan is completed satisfactorily.
The unit should have a coherent theme, and must be based on the state or district standards, as well
as conforming to the suggested philosophy of teaching and learning as outlined in the local, state or
national standards. You must pay attention to the incorporation of appropriate constructivist teaching
philosophies, including experiences using physical model or technology as appropriate that will lead
the students to learn with understanding, not rote memorization.
The unit plan must include a description of the end-of-unit assessment including the types of items it
will include, and the source if you are using a commercial test or something that accompanies the
textbook series your students are using.
2.
Unit lesson plans & reflections
[COE outcomes 3, 4, 5, 6, 7, 8, 9, 10]
10%
Due Date:
Week 13
You will hand in complete lesson plan for all lessons you teach during your unit. Use the lesson plan
format provided for you in this syllabus. Make sure your complete every section (most of it was on
your unit plan). You should record you self-evaluation immediately after you have taught the lesson,
focusing on what went well, what didn’t work and what you would change next time you teach that
kind of lesson. You should also ask your mentor teacher to provide written feedback about each
lesson he or she observes you teach, and this can be handwritten by the mentor teacher on the end
of his or her copy lesson plan that you should have provided before the start of the lesson. Make sure
you keep copies of this for your portfolio.
3.
Critical Incidents Reflections
10%
[COE model outcomes 2, 3, 4, 5, 6, 7, 8, 11]
You will write about critical incidents that you encounter each week in your practicum classrooms. A
critical incident is an event you observed or participated in which caused you to question something or
think critically about your own practices as a teacher. Over the course of the semester, you will
document five incidents. While it is true that classroom management and student behavior issues are
very important to you, try to focus on issues associated with teaching and learning. The written format
for each entry will be as follows:
•
What happened - describe the circumstances leading up to the incident, exactly what happened,
and why you think it happened that way.
•
The outcome - describe what happened as a result of the incident you described, and if the
outcome was satisfactory from your perspective.
•
The implications - discuss what implications this incident and its outcome has for your future
teaching career, and how this issue will impact your teaching as you progress as a teacher.
•
What would you change - discuss how you would respond if a similar situation were to arise again.
These will be submitted every few weeks, after they have been discussed in class. Time will be
allocated either in the methods class or practicum seminar meeting for small group discussion of
Secondary Practicum Syllabus
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critical incidents. Please number each reflection consecutively (numbers 1 – 5), including your name
and the date submitted, at the top of the page.
DUE DATES:
Week 3 (number 1),
Week 6 (number 2)
Week 9 (number 3)
Week 12 (number 4)
Week 15 (number 5)
Critical Incident Grading rubrics
Each critical incident will be scored in each category using the rubric below. The score will be
weighted to give 10% of the total points for the unit.
Category
What happened - describe the circumstances leading up to the incident, exactly what
happened, and why you think it happened that way.
The outcome - describe what happened as a result of the incident you described, and if
the outcome was satisfactory from your perspective.
The implications - discuss what implications this incident and its outcome has for your
future teaching career, and how this issue will impact your teaching as you progress as
a teacher.
What would you change - discuss how you would respond if a similar situation were to
arise again.
Points
4
Total
/16
Rubric for awarding points
Points
Aspect not covered at all
0
Minimal development or barely there
1
Some progress towards goals, but unclear or poorly developed.
2
Mostly developed, but some aspect missing, or open to some interpretation.
3
Fully developed, clear, complete description, easily understood by others
4
Secondary Practicum Syllabus
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4
4
4
4.
Formal observations
30%
[COE model outcomes 3, 4, 5, 6, 7, 8, 9, 10, 11]
The university supervisor will conduct four formal lesson observations, at least one of which will be
during the ten-lesson sequence. The observation instrument is based on the Praxis II outcomes. The
mentor will conduct two formal observations. You must prepare detailed lesson plans for every lesson
taught. While these lesson plans will not be formally graded, preparation of such is considered part of
your professional responsibility. Again, feedback from the mentor teacher is requested after each
lesson you teach, especially in the first few weeks. Keep all lesson plans, handouts and worksheets
from each lesson you teach in a binder that must be available the university supervisor to look at
when visiting for a formal lesson observation. If you do not have a complete lesson plan available for
each formal observation, the supervisor reserves the right to fail you on those sections of the
observation report that pertain to lesson preparation, and/or reschedule the observation. One day’s
absence will be recorded for the day of teaching missed due to lack of preparation. Failure to provide
lesson plans for two formal observations will result in a “flag” report being submitted, and could lead to
a concern conference. Lack of adequate lesson preparation is the major reason for pre-service
teacher discipline and student motivation problems.
5.
SPA Observation Addendum
5% (Mathematics, Science and Social Studies)
The NCATE SPA program standards for initial teacher preparation specify that candidates must meet
specialized performance criteria associated with the individual content areas. The attached
Observation Addendum will be completed by your university supervisor during the third and fourth
formal observations and these will contribute 10% towards your final grade.
6.
7 and 15 week reports
15%
[COE model outcomes 3, 4, 5, 6, 7, 8, 9, 10, 11]
The mentor teacher and university supervisor will complete these reports together with the student
during a triad meeting. The interim report will contribute one quarter of this part of the assessment (i.e.
5% of the final). If there are specific weaknesses that need to be addressed after the week 7 report
has been discussed, you must write a response to your mentor and supervisor acknowledging these
concerns, with a detailed discussion of how you are planning to make changes to improve your
performance. The final report will be completed at the conclusion of the practicum and will contribute
10% of the grade.
7.
Portfolio
5%
Due Date: Week 12
During the semester, you will continue to assemble your working portfolio. More details about the
portfolio can be found the CSU website at http://www.csuohio.edu/cehs/students/portfolios/
You must submit your portfolio using the CEHS portfolio management system known as “eportfolio”.
See the web site https://eportfolio.csuohio.edu/eportfolio_system/main/login.cfm
You should choose which of the outcomes you believe each artifact best meets (a list of possible
outcomes is listed after each assessment item in this syllabus), and write rationale explaining why you
selected that artifact for that outcome. The rationale statement must be attached to each artifact.
Remember that skills can only demonstrated through performance in a lesson, so lesson plans with
observer feedback will form the basis for many of the artifacts you will be submitting this semester.
Dispositions are best shown on the artifact reflection cover sheet. Please make sure you have
accessed
the
most
recent
version
of
all
of
the
outcome
rubrics
at
Secondary Practicum Syllabus
Page 5
http://www.csuohio.edu/cehs/students/portfolios/
and make sure you refer to these as you are constructing
your reflections.
You must have an artifact for all sections of your portfolio. Your supervisor may be able to assess new
entries if certain outcomes of your portfolio are lacking. Early feedback about artifacts is highly
recommended, so that you have an opportunity to revise the artifact before the end of the semester.
8.
Final Reflective Paper
15%
Due Date: Week 14
[COE model outcomes 1, 3, 4, 6, 7, 8, 9, 10, 11]
At the end of the semester, a summary paper will be prepared which will outline how your thinking
about teaching and learning has developed throughout the semester.
Final Paper Structure
1. Reflect on your initial philosophy of teaching as it was at the beginning of the semester,
indicating what things have grown or evolved, and include specific references to the articles
you have read throughout the semester in your methods classes.
2. How did the systematic critical reflections on your teaching through the critical incident
discussions and papers influence your growth?
3. What were some of your main concerns, struggles, obstacles and questions? How did you
resolve those obstacles or conflicts in your teaching? What conflicts are you still trying to
resolve?
4. Describe two or three realizations you have made about adolescents this semester.
5. Describe one or two things that you discovered about your own perceived strengths and
weaknesses as a teacher.
6. Describe one or two things you learned about classrooms and schools this semester.
7. Describe two or three realizations you have made about teaching this semester, and outline
what influenced your growth in these areas.
8. What were some of the other influences on your professional growth this semester?
You must specifically address each of the points outlined above. Your paper should be
at least 1500 words in length.
Secondary Practicum Syllabus
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Cleveland State University
Secondary Education Practicum Unit Plan Format
Date
Lesson
Objectives
Ohio ACS
Activities/
Procedures
Materials
Text
References
Assessment/
Evaluation
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Secondary Practicum Syllabus
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Cleveland State University
Secondary Education Practicum
Lesson Plan Format
Topic
Goals of this unit
Behavioral objectives for this lesson
Pre-requisite knowledge
Ohio Academic Content standards addressed
Content
Process
Material, technology, or manipulatives required by students and teacher
Procedures (include approximate time required for each section)
Set induction
Instructional sequence
Examples used (include fully worked solutions to these problems)
Questions to be asked (classify using Bloom’s Taxonomy)
Assessment and evaluation of student learning
Follow up
Self Evaluation
What worked as intended
What didn’t go well
What will I do differently next time
Observer’s comments
Secondary Practicum Syllabus
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Cleveland State University
Observation Addendum for EST 380
Secondary Mathematics Education Practicum
The criteria listed below have been taken from the NCTM standards for accreditation of teachers of
mathematics. Two scores are given for each category. The first is to reflect the extent to which the
student included a focus on this element in their lesson plan. The second is to reflect how well the
student implemented their plans or otherwise did this in the lesson.
It is not expected that interns will be graded in all categories. For those categories in which there has
been no opportunity for the intern to demonstrate any competence or progress, use Not Applicable. The
grades are described below.
Progress
Highly Satisfactory
Satisfactory
Marginal
Points
4
3
2
Progress
Unsatisfactory
Not observed at all
NA Not Applicable
Points
1
0
Excluded
There is a maximum of 52 points available for this assessment. Fractions of points may be awarded.
NCTM Process Standards
1.
Knowledge of Problem Solving.
Candidates know, understand and
apply the process of problem
solving.
2.
Knowledge of reasoning and proof.
Candidates reason, construct and
evaluate mathematical arguments
and develop and appreciation for
mathematical rigor and inquiry.
3.
Knowledge of mathematical
communication. Candidates
communicate their mathematical
thinking orally and in writing to
peers, faculty and others.
4.
Knowledge of mathematical
connections. Candidates
recognize, use, and make
connections between and among
mathematical ideas and in contexts
outside mathematics to build
mathematical understanding.
Secondary Practicum Syllabus
Lesson
Plan
Lesson
Comment
implemen
tation
Page 9
NCTM Process Standards
5.
Knowledge of mathematical
representations. Candidates use
varied representations of
mathematical ideas to support and
deepen students’ mathematical
understanding.
6.
Knowledge of technology.
Candidates embrace technology as
an essential tool for teaching and
learning mathematics.
7.
Dispositions. Candidates support a
positive disposition towards
mathematical processes and
mathematical learning
Lesson
Plan
Lesson
Comment
implemen
tation
N/A
General comments
Intern signature
Mentor teacher signature
Instructor signature
Date
Secondary Practicum Syllabus
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CLEVELAND STATE UNIVERSITY
COLLEGE OF EDUCATION
AND HUMAN SERVICES
Student Teaching Evaluation Report
Social Studies Evaluation
National Council for Social Studies (NCSS) Standards
and
Ohio Social Studies Standards
Student Teacher: ______________________________
GRADING SYMBOLS: Unsatisfactory/Failing = 1
Good/Satisfactory = 3
Not Observed = NO
Fair/Needs Improvement = 2
Outstanding = 4
I. DOMAIN A – ORGANIZING CONTENT KNOWLEDGE FOR STUDENT LEARNING - ADDENDUM
F. DEMONSTRATES KNOWLEDGE OF SOCIAL STUDIES CONTENT
AS DEFINED BY NCSS STANDARDS (Ohio Standards in Parentheses)
1. Teaching and planning demonstrate knowledge and understanding of Culture (People in
Societies)
2. Teaching and planning demonstrate knowledge and understanding of Time, Continuity and
Change (History and People in Societies)
3. Teaching and planning demonstrate knowledge and understanding of People, Places, and
Environments (Geography)
4. Teaching and planning demonstrate knowledge and understanding of Individual Development
and Identity (People in Societies)
5. Teaching and planning demonstrate knowledge and understanding of Individuals, Groups, and
Institutions (People in Societies)
6. Teaching and planning demonstrate knowledge and understanding of Power, Authority, and
Governance (Government)
7. Teaching and planning demonstrate knowledge and understanding of Production, Distribution,
and Consumption (Economics)
8. Teaching and planning demonstrate knowledge and understanding of Science, Technology,
and Society (Geography and History)
9. Teaching and planning demonstrate knowledge and understanding of Global Connections
(History and Geography)
10. Teaching and planning demonstrate knowledge and understanding of Civic Ideas and Practices
(Citizenship Rights and Responsibilities)
11. (Teaching and planning demonstrate knowledge and understanding of Social Studies Skills and
Methods)
7 wk
_________________________________
_________________________________
Mentor Teacher Signature
Intern Signature
Date
Date
_________________________________
Supervisor Signature
Secondary Practicum Syllabus
Date
Page 11
15 wk
Science: Alignment of Assessment #4 with CSU Pre-Service Teacher Observation Form
NSTA Standard
5a) Vary their teaching actions, strategies, and methods to
promote the development of multiple student skills and levels
of understanding.
5b) Successfully promote the learning of science by students
with different abilities, needs, interests, and backgrounds.
5c) Successfully organize and engage students in
collaborative learning using different student group learning
strategies.
5d) Successfully use technological tools, including but not
limited to computer technology, to access resources, collect
and process data, and facilitate the learning of science.
5e) Understand and build effectively upon the prior beliefs,
knowledge, experiences, and interests of students.
5f) Create and maintain a psychologically and socially safe
and supportive learning environment.
9a) Understand the legal and ethical responsibilities of science
teachers for the welfare of their students, the proper treatment
of animals, and the maintenance and disposal of materials.
9b) Know and practice safe and proper techniques for the
preparation, storage, dispensing, supervision, and disposal of
all materials used in science instruction.
9c) Know and follow emergency procedures, maintain safety
equipment, and ensure safety procedures appropriate for the
activities and the abilities of students.
9d) Treat all living organisms used in the classroom or found in
the field in a safe, humane, and ethical manner and respect
legal restrictions on their collection, keeping, and use.
10a) Engage actively and continuously in opportunities for
professional learning and leadership that reach beyond
minimum job requirements.
10b) Reflect constantly upon their teaching and identify ways
and means through which they may grow professionally.
10c) Use information from students, supervisors, colleagues
and others to improve their teaching and facilitate their
professional growth.
10d) Interact effectively with colleagues, parents, and
students. Mentors new colleagues, and fosters positive
relationships with the community.
Secondary Practicum Syllabus
Observation Form
3a Intern uses individual and collaborative learning
activities
3c Intern provides students with choices in learning
2b Intern uses a variety of teaching theories,
viewpoints, and methods of inquiry
1a Intern realizes the importance of all students
5b Intern clarifies lesson for students having
difficulty understanding
6c Intern adjusts instruction/activities and uses
teachable moments to meet students’ needs
See addendum
7a Intern understands how manipulatives,
materials, and technology support learning
7b Intern uses a variety of materials, manipulatives,
and technology
1c Intern varies instruction based on students’
background
4a Intern’s activities and materials fit students’
learning goals and styles
2a Intern expresses interest in students
See addendum
See addendum
5a Intern identifies and corrects unsafe classroom
conditions
See addendum
See addendum
5b Intern participates in faculty meetings and
professional growth activities
5c Intern plans for continuous professional growth
1a Intern uses self-evaluation techniques to
recognize and correct weaknesses
1b Intern reflects on achievement of the learning
goals
6c Intern uses evaluation results in planning future
instruction
3a Intern requests professional assistance from
appropriate sources
3b Intern establishes professional rapport with
mentor and supervising instructors
3c Intern maintains accurate oral and written
communication with families
Page 12
Science Pre-Service Teacher Intern Observation Form Addendum
Intern Name:
Supervisor Name:
Date:
4.0
Outstanding
5c
5f
9a
9c
9d
3.5
3.0
2.5
Good/Satisfactory
2.0
1.5
Fair/Needs Improvement
1.0
Unsatisfactory/ Failing
Intern successfully organizes students in collaborative
learning using different student group learning
strategies
Intern successfully engages students in collaborative
learning using different student group learning
strategies
Intern creates and maintains a psychologically safe
and supportive learning environment
Intern understands the legal and ethical
responsibilities of science teachers for the welfare of
their students
Intern understands the legal and ethical
responsibilities of science teachers for the proper
treatment of animals
Intern understands the legal and ethical
responsibilities of the science teacher for the
maintenance and disposal of materials
Intern knows and follows emergency procedures.
Intern maintains safety equipment
Intern ensures safety procedures appropriate for the
activities and the abilities of students
Intern treats living organisms used in the classroom
or found in the field in a safe, humane, and ethical
manner and respect legal restrictions on their
collection, keeping, and use.
Description of criteria
Rating
Description
4
The intern’s ability to enact the criteria is exemplary. He/she exceeds the expectation of the objective.
3
The intern’s ability to enact the criteria is acceptable. He/she meets the expectation of the objective.
2
The intern’s ability to enact the criteria is lacking. He/she does not meet the expectation of the objective.
1
The intern is unable to enact the criteria. He/she does not meet the expectation of the objective.
NA
The criteria was not observed in the lesson
Example for “Intern successfully organizes students in collaborative learning using different student group learning
strategies.”
Rating
Description
4
The intern designs tasks that are appropriate for collaborative work. The task is purposefully designed for a group
to complete. The task includes opportunities for individual and group accountability structures. All students are
actively involved in the work of the group. The intern includes several collaborative group strategies (such as
jigsaw, etc.)
3
The intern designs tasks that are appropriate for collaborative work. The task is purposefully designed for a group
to complete. The task includes only individual or group accountability structures. The intern includes a few
collaborative group strategies (such as jigsaw, etc.).
2
The intern designs tasks that could be appropriate for collaborative work; however, unsuccessfully. A group or an
individual could complete the task. The task includes only individual or group accountability structures. The intern
includes a couple of collaborative group strategies (such as jigsaw, etc.)
1
The intern is unable to organize students in a group. The task is not designed for collaboration. The students in the
group do not have individual nor group accountability structures. The intern only uses one collaborative group
strategy.
Secondary Practicum Syllabus
Page 13
Timeline for practicum Events
Week #
1
2
3
4
5
6
7
8
9
10
Activity
Seminar 1
Observe mentor teacher’s lessons.
Make appointment for supervisor to visit your mentor teacher (informal visit).
Observe mentor teacher’s lessons, and try to observe at least one other teacher
Teach one lesson this week
Make appointment for first formal observation.
Submit first critical incident report.
Seminar 2
Teach one lesson this week
Teach two lessons this week
Teach two lessons
Make appointment for second formal observation
Submit second critical incident report.
Submit Unit Plan
Teach three lessons
Mentor teacher competes interim report.
Seminar 3
Teach three lessons
Make appointment for third formal observation
Teach at least 4 lessons or
Begin teaching unit this week or next week.
Submit third critical incident report.
Begin unit teaching no later than this week
11
Continue teaching same class
Make appointment for fourth formal observation
12
Seminar 4
Continue teaching same class
Submit portfolio
Submit fourth critical incident report.
Continue teaching same class
Submit unit lesson reflections
Submit Final Paper
Continue teaching same class
Mentor teacher completes final report
Seminar 5
Continue teaching same class
Last week of practicum classes
Submit fifth critical incident report
Submit unit lesson plans with reflections
13
14
15
Secondary Practicum Syllabus
Page 14
Cleveland State University - College of Education - Conceptual Model
The Teacher As A Responsive, Reflective Professional: A Partner In Learning
Course number and title:
The table below lists the program outcomes for the College of Education
teacher education model. Your
instructor has indicated with a code of E, D, RA, or N how this course prepares you for these outcomes.
Outcome Program Outcomes
Number
E = Explore, D = Develop, RA = Refine/Apply, N= Not a Focus
1
Personal Philosophy. The CSU teacher education student articulates a personal philosophy of
teaching and learning that is grounded in theory and practice [Knowledge Base: Professionalism]
2
3
4
5
6
7
8
9
10
11
12
Social Foundations. The CSU teacher education student possesses knowledge and
understanding of the social, political, and economic factors that influence education and shape
the worlds in which we live [Knowledge Base: Contextualism]
Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands
content, disciplinary concepts, and tools of inquiry related to the development of an educated
person [Knowledge Base: Inquiry]
Knowledge of Development and Learning. The CSU teacher education student understands
how individuals learn and develop and that students enter the learning setting with prior
experiences that give meaning to the construction of new knowledge [Knowledge Base:
Contextualism]
Diversity. The CSU teacher education student understands how individuals differ in their
backgrounds and approaches to learning and incorporates and accounts for such diversity in
teaching and learning [Knowledge Base: Contextualism]
Learning Environment. The CSU teacher education student uses an understanding of
individual and group motivation to promote positive social interaction, active engagement in
learning, and self-motivation [Knowledge Bases: Contextualism, Partnerships]
Communication. The CSU teacher education student uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster inquiry, collaboration, and
engagement in learning environments [Knowledge Bases: Inquiry, Partnerships]
Instructional Strategies. The CSU teacher education student plans and implements a variety of
developmentally appropriate instructional strategies to develop performance skills, critical
thinking, and problem solving, as well as to foster social, emotional, creative, and physical
development [Knowledge Bases: Contextualism, Inquiry]
Assessment. The CSU teacher education student understands, selects, and uses a range of
assessment strategies to foster physical, cognitive, social, and emotional development of learners
and give accounts of students' learning to the outside world [Knowledge Bases: Inquiry,
Contextualism]
Technology. The CSU teacher education student understands and uses up-to-date technology to
enhance the learning environment across the full range of learner needs [Knowledge Base:
Contextualism]
Professional Development. The CSU teacher education student is a reflective practitioner who
evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and
professionals in the community) and seeks opportunities to grow professionally [Knowledge
Bases: Inquiry, Professionalism, Partnerships]
Collaboration and Professionalism. The CSU teacher education student fosters relationships
with colleagues, parents/guardians, community agencies, and colleges/universities to support
students' growth and well-being [Knowledge Bases: Professionalism, Partnerships]
Secondary Practicum Syllabus
Page 15
Code
Cleveland State University - College of Education - Conceptual Model
"The Teacher As A Responsive, Reflective Professional: A Partner In Learning"
Cleveland State University teacher education graduates achieve outcomes reflecting the four knowledge bases that
compose this model: inquiry, partnership, contextualism, and professionalism. These knowledge bases are applied
to the program within the environments of urban and suburban schools, which are culturally diverse and include
students with disabilities.
Professionalism
Professionalism affirms that:
teachers can and should assume greater collective responsibility for defining, transmitting, and enforcing
standards of professional practice so that their clients or students are well served
teacher education is a career-long process beginning with undergraduate studies and culminating in retirement
teacher education programs should provide ongoing opportunities for continuous development that promote
systemic reform initiatives in subject matter teaching, use of technology, equity, assessment, and school
organization
teacher education programs would develop professionalism such that graduates will assume leadership roles
both within and beyond the classroom
Inquiry
Contextualism
Partnership
CSU teacher education students
investigate
the inquiry approach from the dual
perspectives of learner and teacher.
The inquiry approach:
provides students with
opportunities to review,
critically analyze, and selfevaluate their learning and
produce knowledge within the
context of the classroom
allows teachers and learners to
share responsibility for learning
supports students'
comprehension of challenging
material by considering what
they already know and expecting
them to ask questions,
investigate the topic, and
determine for themselves what
they have learned
Secondary Practicum Syllabus
The emphasis on context recognizes
that:
learning is contextually situated
learning is inextricably
intertwined with and informed
by the developmental,
sociocultural, and institutional
contexts in which it is being
constructed and internalized
teachers must incorporate into
their teaching the cultures and
background that students bring
to the classroom to help learners
bridge connections between
home, school, and the larger
society
teachers need to understand the
nature and significance of
diversity in all its multiple forms
teachers need to understand how
historical, political, and
economic forces and structures
influence all levels of the
educational enterprise
Partnerships encompass the notion of:
individuals working together to
learn
individuals, organizations, or
social structures collaborating to
facilitate and enhance
achievement of learning outcomes
CSU teacher education students
investigate:
the importance and benefits of
partnerships and collaboration
social aspects of learning
techniques for structuring learning
experiences that involve
partnerships
methods for encouraging students
to work together effectively
procedures for establishing and
maintaining collaborative efforts
with parents, community
members, colleagues, businesses,
and universities
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