SYLLABUS COVER SHEET
1.
Course number, name and credit hours
SEU 390/391 CLINICAL EXPERIENCE/PRACTICUM I / II
2.
Professor(s) name(s)
Dr. Joseph Elias
Dr. Maria Sanelli
Prof. Randy Schaeffer
Prof. Carissa Pokorny-Golden
Prof. Margaret Shepherd
3.
Method(s) of teaching
Discussion
Observation
Lecture
Practice
4.
Course requirements
Two 8-week Clinical Experiences
Attendance at all seminar sessions
5.
Assessment
Assessment of each student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
1. Active participation in class and in discussion during practicum
2. Successful experiences through pre-evaluation observations that reflect
categories of PDE 430
3. Creation of unit plan
4. Submission of lesson plans
5. Bulletin board projects
6. Analysis of video of teacher candidate teaching
7. Final assessment using PDE 430
6.
Attendance/Participation (Optional)
Required
7.
Textbook, required readings
Please Note:
This course incorporates the philosophy of the Kutztown University Conceptual
Framework, Teacher as Lifelong Learner, connects to the Pennsylvania Department of
Education (PDE) standards, and aligns, when appropriate, to the following standards:
National Council of Teachers of English (NCTE), American Council on the Teaching of
Foreign Languages (ACTFL), National Council of Teachers of Mathematics (NCTM),
National Science Teachers Association (NSTA), and National Council for Social Studies
(NCSS).
KUTZTOWN UNIVERSITY
Kutztown, Pennsylvania
SEU 390 CLINICAL EXPERIENCE/PRACTICUM I – 6 S.H.
SEU 391 CLINICAL EXPERIENCE/PRACTICUM II – 6 S.H.
I.
Six semester hours; two clock hours seminar each quarter; required of all
Secondary Education majors. Each six hours will receive a separate grade.
II.
Catalog Description: Two full-time student teaching situations at different levels
and in different settings provide a full-semester teaching experience. Students
teach under a mentor in the schools and meet weekly with their university
supervisor in a student teaching seminar. Content includes dealing with
classroom issues, developing planning skills, organizing the classroom for
instruction, seeking professional employment, developing classroom management
skills, and relating previously learned material to the day-to-day teaching
experience. Student teachers prepare for making the transition from
undergraduate student to professional teacher. The field experience provides an
opportunity for students to synthesize their undergraduate learning experience.
Students are encouraged to reflect upon their field experiences in ways that lead
them towards viewing themselves as lifelong learners.
Assessment:
Assessment of each student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
8.
9.
10.
11.
12.
13.
14.
II.
Active participation in class and in discussion during practicum
Successful experiences through pre-evaluation observations that reflect
categories of PDE 430
Creation of unit plan
Submission of lesson plans
Bulletin board projects
Analysis of video of teacher candidate teaching
Final assessment using PDE 430
Course Objectives:
The student will:
A.
Plan daily lessons based on effective teaching research.
B.
Plan longer units of instruction.
C.
Select intelligently and wisely a variety of appropriate methods in the
classroom, including lecture, laboratory methods, individualized
instruction.
D.
E.
F.
G.
H.
I.
J.
K.
L.
IV.
Use instructional media where appropriate.
Relate classroom experiences to theoretical principles of learning, human
development, and instruction.
Discover connections between concepts associated with their academic
discipline and principles of teaching and learning.
Explore ways in which individual differences structure adjustments in
classroom approaches.
Explore and develop new communications skills including listening,
confronting, and problem solving.
Use formal and informal assessment strategies to evaluate student progress
and insure continuous learner development.
Evaluate their own practice and seek opportunities to contribute
reflectively to their own growth.
Develop relationships with professional colleagues, parents, and
community agencies to support students’ learning and well-being.
Increase sensitivity to student diversity and develop teaching strategies for
responding to student differences.
Course Outline (General topics covered):
(See individual instructor’s course syllabus)
V.
Course Procedures:
(See individual instructor’s course syllabus)
IV.
References:
(References vary by instructor.)