KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
Title: Practice Teaching Fieldwork
Course Prefix and Level: SEU 590/591
I.
Course Description: Two full-time fieldwork assignments at different levels and in
different settings provide a full-semester practice teaching experience. Students 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. Student teachers prepare for
making the transition from graduate student to professional teacher. The field
experience provides an opportunity for students to synthesize their graduate learning
experience.
In addition, students will be required to maintain a written reflective journal/
portfolio using guidelines created by the individual discipline supervisor. There will
also be a research and writing requirement assigned by the professor.
6 ch. 6 sh.
(Each 6 hours will receive a separate grade.)
II.
Rationale: This fieldwork course will provide the necessary classroom experience
needed to complete the teaching certification within the Master of Arts in Teaching
(MAT) program.
III.
Course Objectives
The students will:
A.
B.
C.
D.
E.
F.
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.
G.
H.
I.
J.
K.
L.
IV.
Course Outline (General topics covered)
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
V.
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.
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.
Course Procedures
The seminar is designed for students to share their research and experiences in the
classrooms for their various assignments. From this sharing, students 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.
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).
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.
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.
Sergiovanni, T. J. & Starratt, R. J. (1998). Supervision: A Redefinition. (6th ed.). New
York: McGraw Hill.
Instructional Resources
(Continued)
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.