DINÉ COLLEGE
COURSE SYLLABUS
COURSE NUMBER:
COURSE TITLE & (CREDITS):
SEMESTER:
CLASS MEETING TIME(S):
MEETING LOCATION:
INSTRUCTOR:
PREREQUISITE (If any):
EDU 498
Student Teaching (8 credits)
Spring 2015
As arranged in annual BAEE calendar for fourth-semester,
senior-year candidates
At K-8 school sites as assigned
As assigned
Acceptance in the Center for Diné Teacher Education BAEE
program, and completion of all upper- and lower-level
course requirements in the BAEE’s semesters I-III.
COURSE DESCRIPTION:
This course covers the final semester of the senior year. Pre-service teachers are in a K-8 school.
The pre-service teachers will be expected to show understanding and application of pupil management, planning and delivery of instruction, and assessment.
COURSE RATIONALE:
Course is required for a BA degree in Elementary Education.
COURSE OUTCOMES: Candidates will…
Nitsáhákees:
• Demonstrate elementary-level content knowledge.
Nahat’á:
• Design and plan instruction.
Iiná:
• Implement and manage instruction and assessment.
Siih Hasin:
• Demonstrate professionalism.
InTASC STANDARD(S):
CONTENT KNOWLEDGE
#4: Content knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners
to assure mastery of the content.
#5: Application of content knowledge. The teacher understands how to connect concepts and use differing perspectives top engage learners in critical thinking, creativity,
and collaborative problem-solving related to authentic local and global issues.
INSTRUCTIONAL PRACTICE
#6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the
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teacher’s and learner’s decision making.
#7: Planning for instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
#8: Instructional strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways.
PROFESSIONAL RESPONSIBILITY
#9: Professional Learning and Ethical Practice. The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each
learner.
#10: Leadership and Collaboration. The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
PROFESSIONAL KNOWLEDGE LICENSURE OBJECTIVES:
The following Professional Knowledge Objectives taught in EDU 353 are ASSESSED in this
course:
ASSESSMENT, INSTRUCTION, AND THE LEARNING ENVIRONMENT
0006 Understand principles and practices associated with various instructional approaches and how to apply these principles and practices to promote all students'
achievement of instructional goals.
0007 Understand principles and practices of motivation and communication and how
to apply these principles and practices effectively to promote students' active engagement and learning.
0008 Understand how to structure and manage the classroom to establish a safe, inclusive, and positive environment that is organized and productive; fosters excellence;
and promotes learning, appropriate student behavior, and effective work habits.
THE PROFESSIONAL ENVIRONMENT
0009 Understand how to establish partnerships and collaborate effectively with families, colleagues, and members of the community to enhance and support student learning.
0010 Understand roles and expectations for professional educators, legal and ethical
guidelines, and strategies for continuous professional growth and self-reflection.
SUGGESTED ASSESSMENTS:
• www.aepa.nesinc.com
• www.northstarlearning.com
SUGGESTED TEXT & RESOURCES:
• Enz, B., Hurwitz, S., & Carlile, B. (2007). The Student Teaching Experience, Fourth Edition. Dubuque, IA: Kendall/Hunt Publishing Company.
• Apprenticeship and Instructional Resources posted on the CDTE website:
http://www.dinecollege.edu/cdte
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COURSE CALENDAR:
• As determined by CDTE spring semester calendar.
ADDITIONAL REQUIREMENTS:
• Instructor will determine.
ATTENDANCE POLICY:
Attendance for every day at Student Teaching is important and expected. An absence from student teaching is granted only in the case of:
• A verifiable illness (a doctor’s statement may be requested).
• Being a patient in a Navajo or other traditional/religious ceremony (again, a medicineperson’s or equivalent’s signed, notarized statement may be requested).
• A death in the immediate family.
The Mentor and Student Teaching Supervisor must be contacted individually beforehand to request an absence. They can be contacted in person, by phone, or by email. Candidates should not
leave a message with anyone but the Mentor and Supervisor.
Absences (excused or unexcused) will result in having to make up all missed time and possibly
retake Student Teaching. If major health concerns are anticipated, Candidates should consider
delaying their program of study, or plan accordingly by scheduling appointments during College
breaks (winter, spring, and summer).
GRADING CRITERIA:
• Course assignments are worth a certain number of points as indicated below. Candidates
receive no points for late assignments. Course grades are calculated by dividing points
earned by total possible points, which create a percentage, which translates as follows:
100-90% = A, 89-80% = B, 79-70% = C, 69-60% = D, and 59% or less = F.
• Assignments:
o Developmental planning chart: 100 points.
o Student teacher questionnaire & Observation guide: 100 points.
o Discipline plan: 100 points.
o Full-time takeover period unit plan: 200 points.
o Weekly reflection entries: 25 points each.
o Weekly progress reports: 25 points each.
o Trimester evaluations (2): 100 points each.
o Final evaluation: 100 points.
o Teacher Candidate Self-Assessment: 100 points
ACADEMIC INTEGRITY:
Candidates are responsible for the integrity of their academic work. Academic dishonesty includes the following:
• Obtaining unauthorized assistance in any academic work
• Cheating on a test
• Plagiarism: Defined as a student using another student’s or another author’s work or
ideas i.e. magazine, newspaper, web site, book, or other source(s) and submits it without
giving that person or source proper credit. This is not allowed and students who commit
plagiarism will be dealt with according to the Student Code of Conduct.
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Some of the penalties that may be imposed include, the choices of penalties are the decision of
the instructor:
• Warning (written or oral)
• Reducing the grade for the assignment, test, or project
• Reducing the grade for the course
• Assigning a failing grade for the course
• Dismissing the student from the course and issuing a grade of “w”
• Academic probation or suspension; expulsion; and recording the decision in the student’s
academic record
Candidates who have been academically dishonest (including plagiarism) will fail the course.
Prepared by Instructor
Date
Reviewed by Chair
Date
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