Cleveland State University
Spring, 2010
Course Syllabus
EST 484 Student Teaching in Foreign Language
Seminar: Tuesdays 3:00-4:50 p.m. – 10 credits
Note: This syllabus is updated each time the course is offered.
Course Description: Five full days a week for one semester observing and teaching under the direction of a
mentor teacher and a university supervisor. Placement must be different than that received for EST 374 so that
students gain both PreK-8 and 9-12 classroom experience. Required for multi-age teaching license in foreign
language education.
Start Date: January XX, 2010
End Date: May X, 2010
Spring break: College of Education policy is for the student teacher to teach at the school according to the
spring break schedule of the school, not of CSU. You are not excused from teaching during the CSU spring
break unless it coincides with the one scheduled by your school. The same is true for any seminars or
meetings with your supervisor.
Prerequisites: Prior application and approval of the Office of Field Services; must be taken concurrently with
EDB 400
Number of Credit Hours: 10
Professor:
Lee Wilberschied, Ph.D.
Office: RT 1610
Phone:
216-687-4648
Email: l.wilberschied@csuohio.edu
Office Hours: Mondays 5-8 p.m.
Fridays 2-5 p.m. or by appointment
Course Text(s): Available online
Teaching Foreign Languages K-12
Ohio Standards for Foreign Language
Website—OFLA
Office of Field Services Handbooks
Course Objectives & Outcomes
• Knowledge, Skills, and Dispositions Objectives – see Portfolio and Intern Handbook
• Relationship to Knowledge Bases (Please see pages 10-14 of Intern Handbook)
Professionalism—
▪ 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
▪ graduates will assume leadership roles within and beyond the classroom
Contextualism—
▪ 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
▪ Diversity—
o 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
o teachers need to understand how historical, political, and economic forces
and structures influence all levels of the educational enterprise
▪ Technology—
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teachers must incorporate the use of technology into their professional
development and into their teaching practices, as appropriate
Inquiry—
▪ provides students with opportunities to review, critically analyze, and selfevaluate their learning and produce knowledge within the context of the
classroom
▪ 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
Partnerships—
▪ the importance and benefits of partnerships and collaboration
▪ social aspects of learning
▪ techniques for structuring learning experiences that involve partnerships
▪ procedures for establishing and maintaining collaborative efforts with parents,
community members, colleagues, businesses, and universities
o
2
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Teacher as a Responsive, Reflective Professional: A Partner in Learning
Cleveland State University
College of Education and Human Services
FOREIGN LANGUAGE – MULTI-AGE
Pre-Service Teacher Intern Evaluation Form
Intern:
Date:
School:
Grade Level/Subject
Mentor/CTE:
Supervisor:
Performance Levels: 4.0 – Outstanding
3.0 – Good/Satisfactory
2.0 – Fair/Needs Improvement
1.0 – Unsatisfactory/Failing
N/O – Not Observed
DOMAIN A – ORGANIZING CONTENT KNOWLEDGE FOR STUDENT LEARNING
7wk
1
2
3
4
5
6
7
Intern is familiar with relevant aspects of students’ background knowledge and experiences.
Intern articulates clear learning goals that are appropriate to the students.
Intern demonstrates an understanding of the connection between the content that was learned
previously, the current content, and the content that remains to be learned in the future.
Intern creates or selects teaching methods, learning activities, and instructional materials or
other resources that are appropriate to the students and that are aligned with the goals of the
lesson.
Intern creates or selects evaluation strategies that are appropriate for the students and that are
aligned with the goals of the lesson.
Intern’s plans for teaching and learning demonstrate a high level of proficiency in the
target language, including the linguistic elements of the target language system.
Intern’s plans for teaching and learning demonstrate knowledge and understanding of
culture, the concept of culture, and the culture(s) of the speakers of the foreign language.
8
Intern’s plans for teaching and learning demonstrate the integration of the cultural
framework for foreign language standards into instructional practice.
9
Intern’s plans for teaching and learning demonstrate knowledge and understanding of
literary and cultural texts and traditions.
Intern’s plans for teaching and learning demonstrate knowledge and understanding of
integration of other disciplines in instruction.
Intern’s plans for teaching and learning demonstrate knowledge and understanding of
developing instructional practices that reflect language outcomes and learner diversity
Intern’s plans for teaching and learning demonstrate integration of the Standards for
Foreign Language Learning and the state standards.
Intern’s plans for teaching and learning demonstrate the belief that assessment is ongoing;
the knowledge and understanding of multiple ways of assessment that are age- and levelappropriate; and the implementation of purposeful measures.
Intern’s plans for teaching and learning demonstrate knowledge and understanding of
reflecting on and analyzing assessment, and adjusting instruction accordingly.
10
11
12
13
14
3
15wk
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DOMAIN B – CREATING AN ENVIRONMENT FOR STUDENT LEARNING
1
2
3
4
5
6
7
8
7wk
15wk
7wk
15wk
7wk
15wk
Intern creates a climate that promotes fairness
Intern establishes and maintains rapport with students.
Intern communicates challenging learning expectations to each student.
Intern establishes and maintains consistent standards of classroom behavior.
Intern makes the physical environment as safe and conducive to learning as possible.
Intern demonstrates knowledge and understanding of language acquisition at various
developmental levels and uses this knowledge to create supportive classrooms that include
target language input, opportunities for negotiation of meaning, and meaningful interaction.
The intern adapts, designs, and implements activities that are Standards-based, even if
instructional materials and/or curriculum are not standards-based.
Intern’s knowledge and understanding of the value of foreign language learning to the
overall success of students is shown by their advocacy with students, colleagues, and/or
members of the community to promote the field.
DOMAIN C – TEACHING FOR STUDENT LEARNING
1
2
3
4
5
6
7
8
9
Intern makes learning goals and instructional procedures clear to students.
Intern makes content comprehensible to students.
Intern encourages students to extend their thinking.
Intern monitors students’ understanding of content through a variety of means, providing
feedback to students to assist learning, and adjusting learning activities as the situation
demands.
Intern uses instructional time effectively.
Intern effectively guides learners in communicating by using the interpersonal, interpretive,
and presentational modes in an integrated manner.
Intern effectively guides learners in acquiring knowledge and understanding of culture by
means of cultural products, practices, and perspectives.
Intern effectively guides learners in acquiring knowledge and understanding of literary and
cultural texts and traditions.
Intern effectively guides learners in acquiring knowledge and/or understanding of the value
of foreign language learning.
DOMAIN D – TEACHER PROFESSIONALISM
1
2
3
4
5
6
Intern reflects on the extent to which the learning goals were met
Intern demonstrates a sense of efficacy
Intern builds professional relationships with colleagues to share teaching insights and to
coordinate learning activities for students
Intern communicates with parents or guardians about student learning
Intern interprets and reports the results of student performances to al stakeholders and
provides opportunity for discussion.
Intern engages in professional development opportunities that strengthen linguistic
competence and promote reflection on practice.
4
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COMMENTS:
5
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7 Week Evaluation
Practicum Overall Evaluation (4, 3, 2 or 1)
Student Teaching Overall Evaluation (S or U)
Signature, CSU Supervisor
Date
Signature, Mentor Teacher/CTE
Date
Signature, Pre-Service Teacher Intern
Date
15 Week Evaluation
Practicum Overall Evaluation (4, 3, 2 or 1)
Student Teaching Overall Evaluation (S or U)
Signature, CSU Supervisor
Date
Signature, Mentor Teacher/CTE
Date
Signature, Pre-Service
6
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Course Schedule/Assignments
WK #
/
Class
date
Seminar Times
Prepare for class,
portfolio,
or reflection
Topic(s)
1/
Jan. x
After OFS
meeting
Meet with mentor and
supervisor prior to
your first day on site;
Apply for OFLA
scholarship
journal
Organizational;
requirements
2/
Jan. x
3/
Jan-x
4/
Jan-x
5/
Jan-x
6/
2-x
7/
2-x
8/
2-x
9/
2-x
10/
3-x
3-x
11 /
3-x
2:45-4:45
(Monday, 2/x)
2:45-4:45
(Tuesday, 3/x)
CSU Spring
Break
Attend OFLA
conference
12 /
4-3
13 /
4-x
2:45-4:45
(Monday, 4/x)
14 /
4-x
15 /
4-x
2:45-4:45
(Tuesday, 4/x)
Performance
Assessments &
Criteria in addition to
Handbook/COEHS
rubrics
Meetings; application;
journal
journal
journal
journal
journal
journal
Bring or email
journals, lesson plans,
attendance
journal
Portfolios, Handbook,
resources (chants,
etc.)
Handbook rubrics;
compose materials
journal
journal
journal
journal
journal
journal
journal
journal
Management (guest
speaker)
journal
Teach at your school
Friday March xx,
and/or Saturday
March xx
journal
Reflection paper due
by 4/x (email)
journal
Job interviewing
(Possible guest
speaker)
Professional
Portfolios due
Backward planning;
field trips; study
abroad
Final
5-x
7
Portfolio
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ƒ
Course Activities
-Recommended portfolio artifacts (related to COEHS Model)
-Topic discussion and/or practice
Highlights, lowlights, “burning issues,”
Instructional discussion: Portfolio, resources, management, planning
-Conference attendance/reflection
ƒ
Course Assessment—including requirements listed in Handbook (p. 13-18)
-Application for OFLA Scholarship
-3-5 page reflection after OFLA attendance
-Thorough reading of Handbook
-Portfolio at Professional level
-Lesson plans with all components, including post-teaching reflection
o Prepared a minimum of 24 hours in advance
o Approved by mentor and in COE format, in binder
o Sufficient detail that a substitute could teach it perfectly, including
ASSESSMENT and evaluation
Standards addressed
Amount of time for each segment
All materials needed
Procedures and instructions
-Weekly journal (emailed weekly)—See student teaching handbook and below
-Professionalism – dress professionally, call mentor and supervisor when absent, snow
day, etc.; collaboration, Attendance Record
-Attendance at 6 Student Teaching Seminars (dates listed above)
Weekly Journal entries
Field notes: For your journal, keep a daily notebook of field notes and then fill in the COEHS
weekly form. (This includes, observations, brief reflections, memos to self, insights, etc.). The
daily field notes will be handed in with the completed journal entries, but will be graded only on
the basis of done/not done.
Assignments: You will submit two journal summaries, one at the midpoint of your student
teaching experience, and one at the conclusion of your student teaching experience. (The first
will be due no later than one week after the midpoint of the semester. The second is due no
later than the last day of classes of this semester.) The second journal should include some
comparison/contrast with the first half of your student teaching and should consider the
textbook and discussions on research, theory, the 5Cs and other aspects of the Ohio
Standards, etc. Please see the ACTFL criteria and rubric below.
Format: The journal entries should be submitted as 1½-page documents, double-spaced,
before the first conference and as 5-page documents, double-spaced.
Criteria: The rubric below clearly outlines the foci and standards. In addition, your reflections
should integrate course texts and learning theory; be thoughtful and insightful; use conclusion to
show learning outcomes of the field experience; and indicate progress toward examination of
student learning outcomes.
Focus – ACTFL Standards: Focus your field writing and your reflection on the following ACTFL
Program Standards for the Preparation of Foreign Language Teachers. Each standard is
explained in more detail in the attached rubric.
8
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Standard 3a Understanding language acquisition and creating a supportive classroom
Standard 3b Developing instructional practices to reflect language outcomes and learner
diversity
Standard 4a Understanding and integrating standards in planning
Standard 4b Integrating standards in instruction
Standard 4c Selecting and designing instructional materials
Standard 5a Knowing assessment models and using them appropriately
Standard 5b Reflecting on assessment
Standard 6a Engaging in professional development
Standard 6b Knowing the value of foreign language learning
ƒ
Course Grading
Pass/Fail
ƒ
Selected References
Teaching Foreign Languages K-12
Ohio Standards for Foreign Language
Green Sheet (COEHS Model Outcomes & Knowledge Bases)
Materials distributed by the College of Education Office of Field Services
9
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EST 374, EST 484, and EST 574: Grading Rubric for Reflection Assignments – Part I
1
Undergraduate: Exemplary
Graduate: Acceptable
2
Undergraduate:
Acceptable
Graduate: Redo +
Resubmit
Self-disclosure
You try to understand concepts by
examining openly your own
experiences in the past as they
relate to the topic, to illustrate
points you are making. You cite the
readings. You demonstrate an
open, non-defensive ability to selfappraise, discussing both growth
and frustrations as they related to
learning in class. You ask probing
questions about self and seek to
answer these.
Seek to understand concepts by
examining somewhat cautiously
your own experiences in the
past as they relate to the topic.
Sometimes defensive or onesided in your analysis. Ask
some probing questions about
self, but do not engage in
seeking to answer these.
Connection to
outside
experiences
In-depth synthesis of thoughtfully
selected aspects of experiences
related to the topic. Make clear
connections between what is
learned from outside experiences
and the readings and the
topic/question.
Go into some detail explaining
some specific ideas or issues
from outside experiences
related to the topic. Make
general connections between
what is learned from outside
experiences and the topic.
Connection to
readings
(assigned and
ones you have
sought on your
own)
In-depth synthesis of thoughtfully
selected aspects of readings
related to the topic. Makes clear
connections between what is
learned from readings and the
topic. Demonstrate further analysis
and insight resulting from what you
have learned from reading. Include
reference to two or more readings
assigned for class.
Goes into more detail explaining
some specific ideas or issues
from readings related to the
topic. Makes general
Identify some general ideas or issues
connections between what is
from readings related to the topic.
learned from readings and the
topic. Includes reference to at
least one reading assigned for
class.
Connection to
class discussions
& course
objectives
Synthesize, analyze and evaluate
thoughtfully selected aspects of
ideas or issues from the class
discussion as they relate to this
topic.
Synthesizes clearly some
Restate some general ideas or issues
directly appropriate ideas or
from the class discussion as they relate
issues from the class discussion
to this topic.
as they relate to this topic.
Spelling &
grammar errors
(for native
speakers only) +
format (see
below).
No spelling or grammar errors.
Adheres to format.
Few spelling and grammar
errors. Some deviation from
format.
Categories
3
Undergraduate: Redo + Resubmit
Graduate: Unacceptable
Little self-disclosure, minimal risk in
connecting concepts from class to
personal experiences. Self-disclosure
tends to be superficial and factual,
without self-reflection.
Identify some general ideas or issues
from outside experiences related to the
topic
Many spelling and grammar errors, use
of incomplete sentences, inadequate
proof reading. Deviation from format.
Reflection papers should be five pages, word processed, double spacing ONLY, 1” margins, neatly done with your name,
date, section, and topic. Describe what you learned, why that is important, and how it relates to our readings, the ACTFL
Program Standards for the Preparation of Foreign Language Teachers and Teacher Education Outcomes. See Part II of
this rubric for guidance on the Standards.
Scoring:
4-5 categories in “1” = 23-25 points
4-5 categories in “3” = 0-15 points
10
4-5 categories in “2” = 16-17 points
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EST 374/574: Grading Rubric for Reflection Assignments –
Part II Addressing Standards and Outcomes
ACTFL Standard /
TE Outcome
Standard 3a / 4
Understanding
language acquisition
and creating a
supportive classroom
Standard 3b /4
Developing
instructional practices
that reflect language
outcomes and learner
diversity
1
Approaches Standard
Journal entry does not exhibit
understanding of acquisition theory.
Discusses some instructional
techniques that reflect the varying
physical, cognitive, emotional, and
social developmental characteristics
of students. Some aspects may be
lacking.
Standard 4a / 8
Makes limited reference to how
Understanding and
lesson plans address specific state
integrating standards in and national standards
planning
Standard 4b /8
Integrating standards
in instruction
Standard 4c /8
Selecting and
designing instructional
materials
Makes limited reference to how to
adapt exercises and activities as
necessary to address specific state
and national standards.
Makes limited reference to the need
to integrate the use of authentic
materials into instruction that reflects
standards-based goals.
2
Meets Standard
3
Exceeds Standard
Entry exhibits understanding
of language acquisition
theories and discusses how to
effectively put them into
instructional practices.
Entry shows depth of
understanding of language
acquisition theories and discuss
effective ways of integrating them
into instructional practice.
Discusses a variety of
instructional techniques that
reflect the varying physical,
cognitive, emotional, and
social developmental
characteristics of students
Discusses a wide variety of
instructional techniques that reflect
the varying physical, cognitive,
emotional, and social
developmental characteristics of
students.
Refers to how lesson plans
address specific state and
national standards.
Discusses in depth how lesson
plans address specific state and
national standards and learners’
needs.
Refers to how to adapt
exercises and activities as
Discusses in depth how to adapt
necessary to address specific exercises and activities as
state and national standards. necessary to address specific state
and national standards and
learners’ needs.
Refers to the need to use
authentic materials in
instruction that reflects
standards-based goals.
Discusses in depth the need to use
authentic materials in instruction
that reflects standards-based
goals.
Makes limited reference to the need
to design both formative and
summative assessments that
measure competency in
communicative (oral and written)
tasks and cultural themes.
Refers to the need to design
formative and summative
assessments that measure
competency in communicative
(oral and written) tasks and
cultural themes.
Discusses in depth the need to
design formative and summative
assessments that measure
competency in communicative
(oral and written) tasks and cultural
themes.
Makes limited reference to the need
to adapt, change, and reinforce
instruction according to analysis of
student performance.
Refers to the need to adapt,
change, and reinforce
instruction according to the
analysis of student
performance.
Discusses in depth the need to
adapt, change, and reinforce
instruction according to the
analysis of student performance.
Standard 6a / 11
Engaging in
professional
development
opportunities
Shows neither evidence of engaging
in reflection to improve teaching, nor
taking advantage of opportunities to
engage in professional development /
growth.
Shows evidence of engaging
in reflection to improve
teaching and learning and
seeking opportunities to
engage in professional
development / growth.
Shows a high level of engagement
in the reflective process to improve
teaching and learning and
acknowledging and seeking
opportunities to engage in
professional development / growth.
Standard 6b / 12
Knowing the value of
foreign language
learning
Does not demonstrate the belief that
all students should have the
opportunity to learn a foreign
language nor the need to be an
advocate of foreign language
learning.
Shows evidence of believing
that all students should have
the opportunity to learn a
foreign language and the
need to be an advocate of
foreign language learning.
Shows a high level of evidence of
believing that all students should
have the opportunity to learn a
foreign language and the need to
be an advocate of foreign
language learning, and describes
action taken toward that goal.
Standard 5a / 9
Knowing assessment
models and using them
appropriately
Standard 5b /9
Reflecting on
assessment
Reflection papers should be five pages, word processed, double spacing ONLY, 1” margins, neatly done with your name, date, section, and
topic. Describe what you learned, why that is important, and how it relates to our readings, the ACTFL Program Standards for the Preparation
of Foreign Language Teachers and Teacher Education Outcomes. See Part II of this rubric for guidance on the Standards.
Scoring: 4-5 categories in “1” = 23-25 points
4-5 categories in “2” = 16-17 points
11
4-5 categories in “3” = 0-15 points
page 12 of 12
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. They are followed by the standards of the Council for Exceptional Children that
are which guide programs in the preparation of teachers in Special Education. Your
instructor has indicated with a code of E, D, RA, or N how this course prepares you for
these outcomes.
Program Outcomes
E = Explore, D = Develop, RA = Refine/Apply, N= Not a Focus
1. COE 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. COE 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]
3. COE 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]
4. COE 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]
5. COE 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]
6. COE 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]
7. COE 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]
8. COE 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]
9. COE 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]
10. COE 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]
11. COE 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]
12. COE Collaboration and Professionalism. The CSU teacher education student fosters relationships with
colleagues, parents/guardians, community agencies, and colleges/universities to support students' growth and wellbeing [Knowledge Bases: Professionalism, Partnerships]
12
Code
RA
RA
RA
RA
RA
D/RA
RA
D/RA
RA
RA
RA
D/RA