KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF ELEMENTARY EDUCATION
College of Education: Grades 4-8
ELU 392-393 Clinical Experience with Middle Level Learners
I.
Course Description: ELU 392-393 Clinical Experience with Middle Level
Learners
A. ELU 392 and ELU 393 are segments of a program requirement, which
provide two full-time elementary/middle classroom experiences comprising
an entire semester. Opportunities are provided for observations and
participation activities related to teaching. The practicum, concurrent with
student teaching, provides an opportunity for the discussion of current issues
and problems that arise in and out of the classroom. 6 s.h. and 6 s.h.
II.
Course Rationale: This experience is required in order to meet the standards in
the Kutztown University Teacher Education Program approved by the
Pennsylvania Department of Education for the issuing of a Professional
Certificate to teach in a four through eight class setting in said state.
The student teacher will be required to complete two assignments at different
educational levels that consist of 38 calendar school days in each assignment.
The student teacher will work under the direction of a cooperating teacher
qualified in the area of certification the student is seeking and will be supervised
by university faculty members from the Elementary Education Department.
III.
Course Objectives/ Student Learning Outcomes
Due to the nature of this field experience, a course description that portrays
typical lecture classes is not appropriate. The unique nature of field-based
activities dictates the course content.
Practicums will highlight contemporary educational issues that arise from the
student teachers' field experience placements. Practicum sessions will also serve
to provide an exchange of ideas and a sharing of experiences with peers and
supervisors.
Pursuant to the foregoing affirmation, the following objectives will be
emphasized throughout the student teaching experience. At the completion of this
experience, the accomplished student can be expected to:
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Know the growth and learning patterns of children and adolescence.
Demonstrate an understanding of curriculum content used in the
classroom.
Organize learning and teaching materials for effective use in the classroom
environment
Assist learners in experiencing success by motivating and challenging
them to achieve their objectives
Know, use and interpret formal and informal assessment strategies to
enhance instruction and ensure intellectual, emotional, social, and physical
development of all learners.
Use their knowledge of individual learner needs to support the learning
environment by engaging all students in learning.
Establish and maintain appropriate management strategies to support the
learning environment of the classroom.
Appreciate diversity and use that knowledge to foster learning that meets
the needs of all students.
Engage in teaching techniques and strategies that motivate all children to
learn.
Model and teach the process of critical thinking.
Practice human relations skills appropriate to a multicultural environment.
Work cooperatively and productively with school personnel and parents.
Exhibit sufficient confidence to deal successfully with the routine and
ongoing challenges that occur in the classroom.
Exhibit knowledge of educational issues "beyond the classroom.
Demonstrate the confidence to become a risk taker and act as a change
agent regarding educational issues.
Display reflective practice, positive dispositions, pride in teaching and
professional development
A.
Relationship to Standards
PDE
Course Objectives/ Student
Learning Outcomes
1. Know the growth and learning
II. D
patterns of children and
adolescence.
2. Demonstrate an understanding
II. B.
of curriculum content used in the
classroom.
3. Organize learning and teaching II A, II B, II C,
materials for effective use in the
II D.
classroom environment
4. Assist learners in experiencing
II. B, II C, II
success by motivating and
D, II F.
challenging them to achieve their
objectives
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SPA
INTASC
PDE 430
1,3.2
2.
Category I:
3.1, 2.8
1, 7.
Category I :
Category III
3.1, 3.2, 3.5
1, 2, 3,6.
Category I :
3.1, 3.2, 3.3,
3.4, 3.5, 2.8
1, 2, 3, 4, 6, 7.
Category I
Category III
5. Know, use and interpret formal II B, II D, II E, 3.1, 3.2, 3.4, 4.
and informal assessment strategies II F
to enhance instruction and ensure
intellectual, emotional, social, and
physical development of all
learners.
6. Use their knowledge of
II. A
3, 3.4
individual learner needs to support
the learning environment by
engaging all students in learning.
7. Establish and maintain
II A
3.2, 3.4
appropriate management strategies
to support the learning
environment of the classroom.
8. Appreciate diversity and use
II D
3.2
that knowledge to foster learning
that meets the needs of all
students.
9. Engage in teaching techniques
II B, II C, II D 2.8, 3, 3.2, 3.3,
and strategies that motivate all
3.4, 3.5
children to learn
10. Model and teach the process of II D
3.3
critical thinking
11. Practice human relations skills III B, III C,
5.3, 5.4
appropriate to a multicultural
III. D.
environment.
12. Work cooperatively and
III B, III C
5.3, 5.4
productively with school personnel III D
and parents.
13. Exhibit sufficient confidence
III B, III C
5 1, 5 2.
to deal successfully with the
III D
routine and ongoing challenges
that occur in the elementary
classroom.
14. Exhibit knowledge of
III A, III D
52
educational issues” beyond the
classroom.”
15. Demonstrate the confidence to III B
51
become a risk taker and act as a
change agent regarding
educational issues.
16. Display reflective practice,
III A, III B
5 1, 5 2
positive dispositions, pride in
teaching and .professional
development
B.
Relationship to Conceptual Framework:
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1, 7, 8.
Category I
Category III
2, 3, 5.
Category II.
5.
Category II:
3.
Category II:
1, 4, 5, 6, 7.
Category III
4.
Category III
9.
Category IV:
9.
Category IV:
9
Category IV:
9.
Category IV:
9.
Category IV:
9.
Category IV:
Kutztown University Conceptual Framework
ELU 392-393 demonstrates the subsequent categories in the conceptual framework in the following ways:
Professional Methodology is exhibited by student teachers through use of varied strategies and techniques,
the application of theory and methods, the use of technology and varied materials/aids in the planning and
the implementation of lessons. Positive dispositions for teaching, such as passion, compassion, enthusiasm,
initiative, etc. are an integral part of the teacher candidates’ experience.
Communication skills are evident in both the oral and written use of Standard English within the classroom
setting and seminar. Appropriate voice modulation, articulation and expressions are expected.
Interpersonal Skills are demonstrated through the establishment of a positive rapport with students, the
cooperating teacher, supervisor, faculty, staff and parents.
Critical Thinking is generated by the types of questions and discussions generated in the field placement
and seminar by the student teacher.
Scholarly Inquiry is best demonstrated by the unit that student teachers research, plan and teach in the first
assignment.
Reflection is the key to an effective teacher and is demonstrated in journal entries, personal reflections at
the end of a lesson plan, and constructive critiques following lesson observations with the cooperating
teacher and/or supervisor.
Candidates rely on their content knowledge to integrate disciplines into the lesson taught during the field
assignment.
An awareness and acceptance of cultural diversity is exhibited by the ways that student teachers work with
and respond to diverse individuals in the classroom.
Organization and classroom management is evident by the decisions and proactive stance of the student
teacher in the ongoing situations that arise in a classroom everyday. Candidates demonstrate effective
management and discipline in the field assignment.
Technology is integrated in lessons during the field placement and must be demonstrated in the unit.
Candidates visit the instructor’s web site, Teacher Tips, and add a tip of their own.
IV.
Assessment
A.
Core Assignment
Will be added when faculty teach the course
B.
Other Assessments based on a subset of the following:
1.
2.
3.
4.
V.
Lesson observations by the university supervisor
Teaching assessment via lesson observation by the cooperation
teacher
Conclusions reached via cooperating teacher/university supervisor
conference
Pennsylvania Statewide Evaluation Form for Student Professional
Knowledge and Practice (PDE 430) – two assessments, one for
each placement
Course Outline
A. No course outline
METHODS OF TEACHING
A.
B.
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Observation and practice under supervised field internship.
Campus seminars
COURSE REQUIREMENTS
A.
B.
C.
D.
E.
VI.
Complete two Eight-Week internships in an elementary/middle
classroom.
Participate in campus practicum sessions.
Submit weekly teaching schedules.
Write and submit appropriate lesson plans.
Develop and teach a comprehensive unit.
Instructional Resources
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Video Program
Mentoring the New Teacher
8 Case Studies - (1994)
1.
2.
3.
4.
5.
6.
7.
8.
Dealing with Students’ Personal Problems
Classroom Discipline
Planning Classwork
Lack of Instructional Resources
Parent Relations
Motivating Students
Dealing with Individual Differences
Evaluating Student Work
Alexandria, VA: ASCD
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