KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF SECONDARY EDUCATION
COLLEGE OF EDUCATION
I.
Course Description
Title: EDU 592 Intensive Clinical Experience
6 s.h., 6 c.h.
A field assignment in a middle or high school setting will provide the clinical student
teaching experience. Teacher candidates will teach under a mentor in the schools
and meet weekly with their university supervisor in a fieldwork 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. Teacher candidates prepare for making the transition from
graduate student to professional teacher. The field experience provides an
opportunity for candidates to synthesize their graduate learning experience.
In addition, teacher candidates will be required to maintain an electronic reflective
journal/portfolio using guidelines created by the individual discipline supervisor.
There will also be a research and writing requirement assigned by the professor.
Prerequisites: All courses in Areas I and II of the Master of Education Degree:
Secondary Education – Teaching
1) EDU 434 Instructional Methods, Materials, and Assessments of ELL/ESL
2) EDU 533 Social Interpretation OR EDU 535 Major Philosophies of Education
OR EDU 562 School Law OR EDU 597 Change in Education
3) EDU 564 Foundation of Middle Level Learner OR EDU 568 Middle Level
Curriculum and Instruction
4) SPU 500 Cognitive Development of Diverse Learners in a Standards Aligned
System
5) SPU 514 Effective Instructional Strategies for Students with Disabilities in
Inclusive Settings
6) SEU 5XX Education Theory and Practice
7) SEU 540 Reading, Writing, and Critical Thinking for Middle and High School
8) EDU 5XX Data Driven Decision Making
9) SEU 5XX Classroom Management for Inclusive Classroom
II.
Rationale
This fieldwork course will provide the necessary classroom experience needed to
complete the teaching certification within the Master of Education in Secondary
Education - Teaching program.
III.
Course Objectives
The teacher candidates will:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
IV.
Plan daily lessons based on effective teaching research.
Plan progressively longer units of instruction.
Demonstrate a variety of appropriate teaching strategies in the classroom,
including lecture, laboratory methods, individualized instruction, and
cooperative learning.
Use instructional media and technology 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 student differences are accommodated
through adaptations 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.
Conduct education research, which will enhance the professional practice of
teaching.
Assessment
The primary assessment of the Intensive Clinical Experience assignment is
satisfactory grades in 1) Planning and Preparation, 2) Environment, 3) Instruction, 4)
Professionalism. Teacher candidates will be measured using lesson plans, class
presentation, reflections and discussion as recorded on the PDE-430.
V.
Course Outline (General topics covered)
The seminar is designed for teacher candidates to share their research and
experiences in the classrooms for their various assignments. From this sharing,
candidates should receive a more realistic view of teaching than can be found in one
or more different settings. Most sessions will be informal discussions of research,
experiences, problems, techniques, readings on teacher effectiveness, or articles from
professional periodicals. The cooperative learning format may be used for these
discussions or for presentation of lesson segments.
In addition, visitors from local school districts may be invited to speak on topics of
current interest. Career Services may be asked to discuss such topics as interviewing
techniques, writing resumes and cover letters. Mock interviews may be held.
Students are expected to prepare a portfolio to be used in the search for a teaching
position and to document their learning and teaching.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
VI.
Organizing for teaching.
Implementation of plans in the classroom.
Self-evaluation of that implementation.
Importance of planning and of reflection on goals.
Importance of prerequisites.
Sequencing of instruction.
Discipline strategies for the classroom.
The teaching of concepts, of generalizations by expository and discover
methods, of skills, and of problem solving.
Introducing students to resources available.
Diagnosis and remediation.
Development of a philosophy of education.
Development of a philosophy of motivation and management.
Planning and preparing for a career in teaching secondary subjects.
Maintaining a reflective journal on the field work experience.
Conducting research and writing in pedagogy.
Instructional Resources
Acheson, K. A. & Gall, M. (1992). Techniques in the Clinical Supervision of Teachers. (3rd
ed.). New York: Longman.
American Psychological Association (1994). Publication Manual of the American
Psychological Association (4th ed.). Washington, DC: Author.
Armstrong, D.G. & Savage, T.V. (1998). Teaching in the Secondary School (4th ed.),
Columbus, OH: Prentice Hall.
Chiarelott, L., Davidman, L. & Ryan, K. (1998). Lenses on Teaching. (3rd ed.). Fort
Worth: Harcourt Brace.
Clough, D. B., James, T. L., & Witcher, A. E. (1996). Curriculum Mapping and
Instructional Supervision. Nassp Bulletin. 80 (58179).
Cramer, S. R. & Koskela, R. A. (1994). The Clinical Supervision Cycle: A Component of
Staff Development Programs in Wisconsin. Journal of Instructional Psychology. 21
(3210).
Cruickshank, D. R., Jenkins, D. B., Metcalf, K. K. (2009). The Act of Teaching, 5th Edition.
Boston: McGraw Hill.
Ellermeyer, D. (1992). Principals and Teachers Unite: A Team Approach to Supervision
and Evaluation. Journal Of Instructional Psychology. 19 (3161)
Gay, L.R., & Airasian, P. (2000). Educational research: Competencies for Analysis and
application. (6th ed.). Upper Saddle River, NJ: Merrill.
Gleckman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (1998). Supervision of Instruction:
A Developmental Approach. (4th ed.). Boston: Allyn and Bacon.
Good, T. L. & Brophy, J. E. (1991). Looking in Classrooms. 5th ed. New York: Harper
Collins Publishers.
Lemov, D. (2010). Teach Like a Champion: 49 techniques that put students on the path to
college. San Francisco: Jossey-Bass
McIntyre, D. J. & Byrd, D. M. (1996). Preparing Tomorrow’s Teachers: The Field
Experience, Teacher Education Yearbook IV. Thousand Oaks, CA: Corwin Press
Inc.
McQueen, T. (1992). Essentials of Classroom Management. New York: Harper Collins
Publishers.
Perrone, V. (2000). Lessons for New Teachers. New York: McGraw Hill.
Pryor, C. R. (2000). Democratic Practice Workbook: Activities for the Field Experience.
Boston: McGraw Hill.
Radford, C. P. (2009). The First Year Matters: being mentored…in action! Upper Saddle
River: Pearson.
Sergiovanni, T. J. & Starratt, R. J. (1998). Supervision: A Redefinition. (6th ed.). New
York: McGraw Hill.
Thompson, J. G. (1998). Discipline Survival Kit for the Secondary Teacher: positive
techniques for handling specific individual and group behavior problems and
motivating your students to take the initiative for their own learning! San Francisco:
Jossey-Bass.
Tracy, S. J. & McNaughton, R. H. (1993). Assisting and Assessing Educational Personnel:
The Impact of Clinical Supervision. Boston: Allyn and Bacon.
Waxman, C.W. & Walberg, H. J. (eds.) (1991). Effective Teaching: Current Research.
Berkeley: McCutchan Publishing.
Wiseman, D.C. (1999). Research Strategies for Education. Belmont, CA: Wadsworth
Publishing.
Zeichner, K. (1993). Educating Teachers for Cultural Diversity. East Lansing: Michigan
State University, National Center for Research on Teacher Learning.
Zeichner, K., & Melnick, S.L. (in press). The Role of Community Field Experience in
Preparing Teachers for Cultural Diversity. In K. Zeichner, S. Melnick, & M. Gomez
(Eds.), Currents of reform in teacher education. New York: Teachers College Press.