SYLLABUS COVER SHEET
1.
Course number, name and credit hours
EDU 542 Academy for the Mentoring of Teachers: Cooperating Teachers,
Professional Semester Teachers and Field Teachers, 3 SH
2.
Professor(s) name(s)
Contact Person – Dr. Kathleen A. Dolgos
Instructors vary according to topics addressed (see attached)
3.
Method(s) of teaching
Weeklong Academy
Hands-on Activities
Guest Lecturers
4.
Course requirements
Student Teaching Handbook
Technology Project
5.
Assessment
Assessment of each graduate student’s level of accomplishment with reference to
the course objectives will be based upon a subset of the following:
 Culminating project – either Student Teaching Handbook or Technology
Unit Project
 Active participation in class and reflection and discussion on all activities
 Production of technology group project
6.
Attendance/Participation (Optional)
7.
Textbook, required readings
N/A
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 of Pennsylvania
Department:
Course Title:
Secondary Education
Academy for the Mentoring of Teachers: Cooperating
Teachers, Professional Semester Teachers and Field Teachers
Course Number:
EDU 542
I.
Course Description
This course is for teachers, novice and experienced, interested in
acquiring/refining their skills in working with student teachers, professional
semester students and field students. The course is designed around the basic
elements of mentoring and supervising university students in clinical school
assignments. The course will also include a substantive component on technology
for teachers, specifically focusing on the use of computer hardware and software
applied in the classroom setting. The “Life Long Learning” model of the College
of Education will be emphasized through this professional development course.
Prerequisite: None
II.
3 ch. 3 sh.
Course Rationale
Field students, professional semester students, and student teachers are best
served when they participate in a cohesive teacher education program, one which
provides fully integrated on-campus and field experiences. Achieving that kind of
program integration requires considerable dialogue between field practitioners
and university-based teacher educators; otherwise, university goals and public
school practices can conflict.
Classroom teachers rarely think of themselves as teacher educators and there is no
argument that their first priority must be the education of children and young
people enrolled in their classes but in a larger sense, it is essential that cooperating
teachers take the role of teacher educator very seriously. The influence
cooperating teachers have on aspiring teachers is enormous and long lasting.
Positive, well-organized, focused field experiences are essential. Poorly
organized experiences, featuring unclear goals and outcomes, can lead to career
disasters. Successful completion of this course should help the cooperating
teacher, focus on student needs, procedural techniques, and classroom
technologies which can make field experiences more dynamic and effective.
This course will serve to meet accrediting agency i.e.: NCATE, PDE, emphasis
on professional opportunities for in-servicing teachers, as well as providing for
qualitative placements for education students in clinical school experiences.
III.
Course Objectives
Upon completion of this course, field teachers will:
1.
2.
3.
4.
5.
6.
be acquainted with national and Pennsylvania state standards for
field/student teachers relative to clinical classroom assignments
be acquainted with Kutztown University, College of Education program
goals and objectives for field/student teacher experiences and their
alignment with the College of Education Life Long Learner Model
be acquainted with the three field experience requirements of Kutztown
University, College of Education Program and possess information,
materials and strategies to work successfully within the observation hours
program, the professional semester program and the student teaching
program
have examined multiple models and strategies for the successful
mentoring of students from the university placed in clinical classroom
settings
have broadened their understanding and developed their skills in applying
technology in the classroom and its application in the mentoring process
for aspiring teachers
have examined multiple assessment models applicable to the mentoring
process
Assessment
Assessment of each graduate student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
1. Culminating project – either Student Teaching Handbook or Technology Unit
Project
2. Active participation in class and reflection and discussion on all activities
3. Production of technology group project
IV.
Course Content/Outline
A.
Introduction and overview of course and participants
1.
Need for mentoring and supervision
2.
Overview of established practices
B.
Review of Standards
1.
National Organizations
a.
NCATE – National Council for Accreditation of Teacher
Education
b.
ATE – Association of Teacher Educators
c.
AACTE – American Association of Colleges for Teacher
Education
2.
State of Pennsylvania
a.
PDE – Pennsylvania Department of Education
b.
Bureau of Teacher Preparation and Certification
C.
Kutztown University of Pennsylvania Teacher Education Programs
1.
Overview of goals and objectives
2.
Teacher as a Life Long Learner Model
3.
Requirements
a.
Minimum QPA
b.
General course requirements
c.
Stage requirements
4.
Review of Specific Programs
a.
Art Education
b.
Elementary Education-Early Childhood
c.
Library Science
d.
Secondary Education
1.
English
2.
Foreign Languages
3.
History/Social Studies
4.
Mathematics
5.
Sciences
e.
Special Education
1.
Mental Physically Handicapped
2.
Speech Pathology
3.
Vision
D.
Field Experiences
1.
Observation Hours
2.
Professional Semester/Field Experience
3.
Student Teaching
4.
Strategies for mentoring students in each clinical school experience
5.
Mentoring Models
E.
Student Teaching Handbook
1.
The role of the student teacher
2.
The role of the cooperating teacher
3.
The role of the university supervisor
4.
The role of the principal/school administrator
5.
General information
6.
Appendices
F.
Policies
1.
Act 34
2.
Act 151
3.
Attendance and Absence
4.
Liability for Tort
5.
Strike or Work Stoppage
6.
Substitute Teaching by Student Teachers
7.
Professionalism
G.
Teacher as Life Long Learner Model
1.
Novice Teacher
2.
3.
4.
Experienced Teacher
Advanced Teacher
Knowledge base domains
H.
Overview of Technologies for Classroom Application
1.
Computers
a.
Hardware
b.
Software/Programs
2.
Using the Internet
3.
Power Point
4.
Poster/Chart Machine
5.
The Development of Skills (laboratory component)
a.
Basic computer skills
b.
Advanced level computer skills
6.
Integrating technologies into the curriculum
7.
Involving/mentoring education students in technologies applied in
the curriculum/classroom setting
I.
Assessment Models
1.
Intelligence – Achievement models
2.
Theoretical – Practical models
3.
Formative – Summative models
4.
Objective – Subjective models
5.
Portfolio models
6.
Kutztown University forms, practices, procedures
J.
The Graduate Project
1.
Developing the “Guidebook”
2.
Curriculum Technology Project
(a choice of numbers 1 or 2 above)
A graduate project is required for students taking the Academy for graduate credit.
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Instructional Resources
(continued)
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Instructional Resources
(continued)
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