KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF ELEMENTARY EDUCATION
College of Education: Grades Pre-K-4 Program
EEU 390-391 Clinical Experience PRE-K - 4
I.
Course Description: EEU 390-391 Clinical Experience PRE-K - 4
A. EEU 390 and EEU 391 are segments of a program requirement, which
provide two full-time early childhood 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 Pre-K-4 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:
Pre-K-4 2008
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
A.
Know the growth and learning patterns of children.
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
Relationship to Standards
Course Objectives/ Student Learning
Outcomes
1. Know the growth and learning
patterns of children.
2. Demonstrate an understanding of
curriculum content used in the
classroom.
3. Organize learning and teaching
materials for effective use in the
classroom environment
4. Assist learners in experiencing
success by motivating and challenging
them to achieve their objectives.
5. Know, use and interpret formal and
informal assessment strategies to
Pre-K-4 2008
PDE
NAEYC
INTASC
PDE 430
II. D.
1.
2..
Category I
II. B
4, 4c, 4d.
1, 7.
Category I
II A, II B, II
C., II D.
4., 4b, 4d
1, 2 , 3, 6.
Category I :
II. B, II C, II
D, II F.
4.,4b, 4c, 4d.
1, 2, 3, 4, 6, 7
Category I
Category III
II B, II D, II
E, II F
1, 3
1, 7, 8
Category I :
Category III
enhance instruction and ensure
intellectual, emotional, social, and
physical development of all learners.
6 Use their knowledge of individual
II A
learner needs to support the learning
environment by engaging all students
in learning.
7. Establish and maintain appropriate
II A
management strategies to support the
learning environment of the classroom.
8. Appreciate diversity and use that
II D
knowledge to foster learning that meets
the needs of all students.
9. Engage in teaching techniques and
II B, II C, II
strategies that motivate all children to
D
learn.
10. Model and teach the process of
II D
critical thinking
11. Practice human relations skills
III. B, III C,
appropriate to a multicultural
III. D.
environment
12. Work cooperatively and
III B, III C,
productively with school personnel and III D
parents.
13. Exhibit sufficient confidence to
III B, III C,
deal successfully with the routine and
III D
ongoing challenges that occur in the
classroom.
14. Exhibit knowledge of educational
III A, III D
issues” beyond the classroom
15. Demonstrate the confidence to
III B
become a risk taker and act as a change
agent regarding educational issues.
16. Display reflective practice, positive III A, III B
dispositions, pride in teaching and
professional development.
B.
Relationship to Conceptual Framework:
Kutztown University Conceptual Framework
1.
2, 3, 5, 6, 7.
Category II:
1, 4, 4b, 4d.
5.
Category II:
1, 4b
3.
Category II:
1, 4b, 4d.
1, 4, 5, 6, 7
Category II:
Category III
4d.
4.
Category III
4., 4a, 5.
9
Category IV:
2, 4, 4a, 5.
9.
Category IV:
5
9
Category IV:
5.
9.
Category IV:
5.
9.
Category IV:
5.
9.
Category IV:
EEU 390-391 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.
Pre-K-4 2008
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.
Observation and practice under supervised field internship.
Campus seminars
COURSE REQUIREMENTS
A.
B.
C.
D.
E.
Pre-K-4 2008
Complete two Eight-Week internships in Pre-K-4 classrooms.
Participate in campus practicum sessions.
Submit weekly teaching schedules.
Write and submit appropriate lesson plans.
Develop and teach a comprehensive unit.
VI.
Instructional Resources
Allen, Richard H. (2001). Impact Teaching. Boston, MA: Allyn & Bacon.
Anderson, Debra J., Major, Robert L. and Mitchell, Richard R. (1992). Teacher Supervision
That Works. New York: Praeger Publishers.
Bennett, Donna I., Meyer, Charlotte H. and Meyer D. Eugene. (1994). Elementary Field
Experiences A Handbook With Resources. Albany, NY: Delmar Publishers Inc.
Bluestein, Janet E. (1988). Being A Successful Teacher. Belmont, CA: Lake Publications.
Borich, Gary. (2002). Observation Skills for Effective Teaching, (Fourth edition). Upper
Saddle River, NJ: Prentice Hall.
Campbell, Dorothy M., Cignotti, Pamela Bondi, Melenyzer, Beverly J., Nettles, Diane H. and
Wyman, Richard M. (2000). How to Develop a Professional Portfolio: A Manual for
Teachers. (Second edition). Boston, MA: Pearson.
Charles, C. M. and Senter, G. (2005)). Building Classroom Discipline. (Eighth Edition).
New York: Longman Publishing Group.
Clark, D. Cecil and Cutter, Beverly Romney. (1990). Teaching. An Introduction.
New York: Harcourt Brace Jovanovich, Publishers.
Constantino, Patricia M. and DeLorenzo, Marie N. (2002). Developing a Professional Teaching
Portfolio. Boston, MA: Allyn & Bacon.
Chrisman, K. & Couchenour, D. ( 2008). In the field: Guided Field Assignments and Readings in Early
Childhood Education. Clifton Park, NY: Thomson Delmar Learning.
Eby, Judy W. and Martin, Debra Bayles. (2001). Reflective Planning, Teaching, and Evaluation
for the Elementary School. (Third edition). Upper Saddle River, NJ: Prentice Hall.
Enz, B. J., Cook, S. J. and Weber, B. J. (1992). Professional Partnerships. 2nd Ed.
Dubuque, Iowa: Kendall/Hunt Publishing Company.
Frazee, Bruce M. and Rudnitski, Rose A. (1995). Integrated Teaching Methods: Theory,
Classroom Applications, and Field-Based Connections. (1995). Albany Publishers,
NY: Delmar Publishers.
Gollnick, Donna M. and Chinn, Philip C. (2001). Multicultural Education in a Pluralistic
Society. (Sixth edition). Upper Saddle River, NY: Prentice Hall.
Grant, Carl and Sleeter, Christina E. (2002). Turning on Learning: Five Approaches for
Multicultural Teaching Plans for Race, Class, Gender And Disability.
New York: Wiley Text Books
Grounlund, Norman E. (2003). Writing Instructional Objectives for Teaching and Assessment.
(Seventh edition). Upper Saddle River, NJ: Prentice Hall.
Hilke, Eileen V. (1989). Supervising the Student Teacher for Success. Saratoga,
CA: R & E Publishers.
Pre-K-4 2008
Hollingsworth, Paul M. and Hoover, Kenneth H. (1991). Elementary Teaching Methods.
Boston: Allyn and Bacon.
J
ablon, J. R., Dombro, A. L. and Dichtelmiller, M. L. (1999). The Power of Observation.
Teaching Strategies Inc.
Jackson, Philip W. (1990). Life in Classrooms. New York: Teachers College Press.
Jarolimek, John, Foster, Clifford D. and Kellough, Richard D. (2004). Teaching and Learning
in the Elementary School. (Eighth edition). Upper Saddle River, NJ: Prentice Hall.
Kellough, Richard D. and Roberts, Patricia L. (2001). A Resource Guide for Elementary School
Teaching: Planning for Competence. (Fifth edition). Upper Saddle River,
NJ: Prentice Hall.
Klingele, William E. (1987). Classroom Laboratory, and Clinical Activities for Teacher
Education. Boston: Allyn and Bacon, Inc.
Kreamelmeyer, F. D. (1991). Successful Student Teaching. Salem, WI: Sheffield
Publishing Co.
Lemlech, Johanna Kasin. (2001). Curriculum and Instructional Methods for the Elementary and
Middle School. (Fifth edition). Upper Saddle River, NJ: Prentice Hall.
_________, Kasin, Johanna. (1998). Classroom Management: Methods and Techniques for
Elementary and Secondary Teachers. New York: Waveland Press.
MacDonald, Robert E. and Healy, Sean D. (1999). A Handbook for Beginning Teachers.
(Second edition). New York: Addison-Wesley Pub. Co,
Machado, Jeanne M. and Botnarescue, Helen Meyer. (2000). Student Teaching. Early
Childhood Practicum Guide. NY: Delmar Publishers Inc.
Pitton, Debra Eckerman. (1997). Stories of Student Teaching: A Case Approach To the Student
Teaching Experience. Boston, MA: Pearson.
Posner, George J. (2000). Field Experience: A Guide to Reflective Teaching. (Fifth edition).
White Plains, NY: Longman Publishing Group.
Rand, Muriel K. and Colangelo, Sharon Shelton. (2002). Voices of Student Teachers: Cases
From the Field. (Second edition). Upper Saddle River, NJ: Prentice Hall.
Roe, Betty D. and Ross, Elinor P. (2001). Student Teaching and Field Experiences Handbook.
(Fifth edition). Upper Saddle River, NJ: Prentice Hall.
Rosenblun-Lowden, R. (2000). You Have to Go to School – You’re the Teacher!
Schwebel, Andrew L., Schwebel, Bernice L., Schwebel, Carol R., Schwebel, Milton. (1996).
The Student Teacher's Handbook. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.,
Publishers.
Slavin, Robert E. (1990). Cooperative Learning. Needham Heights, MA: Allyn and Bacon.
Sleeter, Christina E. and Grant, Carl A. (2002). Making Choices for Multicultural Education.
NY: Wiley Text Books.
Pre-K-4 2008
Thomas, C. C., Correa, V. and Morsink, C. (2000). Interactive Teaming: Enhancing Programs
for Students with Special Needs. (Third edition). Upper Saddle River, NJ: Prentice Hall.
Wentz, Patricia J. (2000). The Student Teaching Experience: Cases From the Classroom.
Upper Saddle River, NJ: Prentice Hall.
Wentz, Patricia J. and Yarling, James R. (1994). Student Teaching Casebook for Supervising
Teachers and Teaching Interns. New York: Merrill Publishing Co.
Wicker, Peggy E. and Schultz, Harriet. (1995). The ABC’s of Running an Elementary
Classroom. New York: Delmar Publishers.
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
Revised: Sychterz, 2008
Pre-K-4 2008