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Syllabus for EDUC 402
DIRECTED TEACHING IN SECONDARY BUSINESS EDUCATION
Spring 2011
University Supervisor
Ms. Cheryl Davis
daviscf@longwood.edu
(O) 434.395.2006
Course Description: Students are placed in middle and high schools where they are responsible
for the planning and delivery of instruction in the areas of business education. 50 percent of
the experience is spent at the middle level (6-8) and 50 percent at the high school level (9-12).
The experience is directed by a cooperating teacher(s) and a Longwood supervisor direct to the
experience. 11 Credits.
Required Text and Manuals:
1. Clinical Experience Placement Handbook Longwood University.
2.
3.
4.
5.
NBEA Professional Resource Guide
NABTE Business Teacher Education Curriculum Guide and Program Standards
Effective Strategies and Tools for Marketing Business Education
The Business of Teaching
The instructor reserves the right to alter the schedule or syllabus if it is determined that such a change
will benefit the course.
The purpose of student teaching is to help the business educator teacher candidate become an
effective, competent, and a reflective practitioner. Student teaching allows the teacher
candidate to assume the teaching role while honing the proper set of dispositions, knowledge
and performance skills necessary to facilitate student learning.
Course Objectives
Understanding of School Culture: Students will be able to:
1. identify and describe the job-related responsibilities of their cooperating teachers, other
departmental faculty and staff, and school administrators.
2. identify and describe school procedures for discipline referral, attendance taking and reporting,
reporting of injuries, fire drill procedures, and other school policies and procedures applicable to
daily school routine.
3. identify and describe extra-scholastic activities offered by the schools including parent-teacher
organizations, clubs, and sports teams.
4. participate in school activities outside of classroom setting (FBLA, bus duty, hall duty, PTA
meetings, faculty meetings, observe other classroom teachers, etc.)
Delivery of Instruction: Students will be able to:
5. plan effective and developmentally appropriate lessons/units in the areas of business education,
using current accepted formats.
6. demonstrate knowledge of Virginia’s Career and Technical Education Curriculum Framework.
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7. deliver effective and developmentally appropriate instruction in business education while
maintaining a positive classroom climate.
8. develop a student behavior management plan for each placement to implement appropriate
strategies for classroom management and discipline control.
9. plan and deliver instruction appropriate for a wide variety of abilities, including learners with
special needs. This may include developing an IEP on one student.
Dispositions: Fundamental attitudes, beliefs, and assumptions about teaching and learning in business
education which underlie the professional and ethical bases for practice. As a result of the practice
teaching, readings, and assignments, the teacher candidate:
10. Is committed to using appropriate motivational strategies to meet the needs of individuals.
11. Is committed to serving as a role model.
12. Values short and long term planning to reach curricular goals.
13. Values the use of multiple instructional strategies to develop competence, cooperation, and higher
order learning in physical activity settings.
14. Believes that plans must be open to revision based on student needs and changing circumstances.
15. Is committed to using learner strengths as a basis for planning instruction.
16. Is committed to continuous learning about pedagogical content knowledge and its impact on
learning.
17. Believes that the safety of students is the first priority in any movement setting.
18. Is committed to on-going self-reflection, assessment, and learning.
Course Content:
I. Middle School teaching experience
II. High School teaching experience
III. Reflection/Evaluation of experience
Course Schedule:
ON-CAMPUS DAY August 16, 2011: Orientation/Policy/Procedures
WEEKS ONE – SEVEN:
Middle School teaching experience. Please email your university supervisor the email and
phone number of your cooperating teacher at the end of your first day. You must also include
the bell/class schedule the school follows, noting your lunch and planning period.
1st Observation September 12-23 (Please let me know which day you want me to visit.)
1. Verify that the Clinical Experience Diversity Report has been completed on-line.
2. The Cooperating Teacher should have completed her on-line module.
3. Be prepared to discuss something about your assignment that excites you.
4. Be prepared to discuss your greatest frustrations with your school, your class, your
own teaching, your experiences to date.
5. Be prepared to discuss 3 Comments on the Day feedback forms.
6. Be prepared to discuss the Cooperating Teacher’s classroom management methods.
7. The observed lesson will be discussed and feedback given.
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2nd Observation Visitation from University Supervisor September 27- October 7 (Please let me
know which day you want me to visit.)
1. Verify that Teacher Candidate Survey has been completed on-line.
2. Be prepared to discuss 3 Comments on the Day feedback forms.
3. Be prepared to discuss any of the items on the Cooperating Teacher’s Activity
Checklist (pp. 52 –55 on-line version) that have been completed to date.
4. Be prepared to discuss how you and the students are using technology in the
classroom.
5. Be prepared to discuss a meeting that you have attended with your Cooperating
Teacher.
6. The observed lesson will be discussed and feedback given.
3rd Observation Visitation from University Supervisor October 11-21 (Please let me know which
day you want me to visit.)
1. Verify Cooperating Teachers Feedback and Data Form has been completed on-line.
2. Be prepared to discuss 3 Comments on the Day feedback forms
3. Be prepared to discuss your students’ test performance and how it influences your
planning and teaching.
4. Be prepared to discuss any observations you have made of other teachers in the
building (pp. 53 or 55 – G on-line version)
5. University Supervisor receives a copy of the Cooperating Teacher’s Final Clinical
Experience Evaluation Form which has been submitted on-line.
6. University Supervisor provides Teacher Candidate with a proposed calendar for the
second clinical experience.
WEEKS EIGHT – FIFTEEN: High School teaching experience. Please email your university supervisor the
email and phone number of your cooperating teacher at the end of your first day. You must also include
the bell/class schedule the school follows, noting your lunch and planning period.
Monday, October 24, 2011 New placement
First Observation
October 28-November 11 (Please let me know which day you want me to visit.)
Second Observation
November 14-November 18 (Please let me know which day you want me to
visit.)
Third Observation
November 28-December 6 (Please let me know which day you want me to visit.)
Friday, December 9, 2011 Wrap-up day, licensure, and exit interviews.
Course Requirements:
- the Virginia Communication and Literacy Assessment (VCLA) www.va.nesinc.com
- the Praxis II www.ets.org
- Student Teaching Portfolio / Efolio
- TWS
- Conferences with cooperating teacher and supervisor
- Complete a mock interview in the Career Center.
- Complete two required meetings with Ms. Davis and other business education students
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- Attendance during 15 weeks of student teaching
Attendance Policy:
Student teachers must report to schools at the same time that regular teachers report and must remain
at the school until teachers are dismissed. Student teachers must complete 500 hours in order to receive
credit for the course. Student teachers not completing this requirement, for whatever reason, will be
required to either complete or re-enroll in the course at a later date. Student teachers should consider
themselves employees of the school district for reasons of attendance. You are expected to attend
everyday that your schools are in session. When you cannot attend it must be for a very good reason. It
is your responsibility to contact the schools and the Longwood University supervisors on days that you
will be absent. Professional dress and identification is required at all times you are on school grounds.
Grading:
Cooperating teachers will complete a student teacher evaluation form at the end of each student
teaching experience. The code number of that is F11 and can be found at:
http://www.longwood.edu/cehs/7954.htm which is linked off of the CEHS website under the Associate
Dean’s Office.
While the Longwood University Supervisor will consider the input from the cooperating teacher, the
assignment of the final grade is the sole responsibility of the Longwood University Supervisor. In order
to receive a grade of "C" or higher, student teachers must demonstrate competency in teaching without
the assistance of the cooperating teacher for a minimum of one solo week at each placement. Final
grades will be assigned according to the following scale:
A+ 950-1000
A 920-949
A- 900-919
B+ 860-899
B 830-859
B- 780-829
C+ 750-779
C 720-749
C- 700-719
D+ 660-699
D 630-659
D- 600-629
1) Quality of Instruction: Lesson plans should be available for the University supervisor during each
visit/observation. Lesson plans will be critiqued and a student teacher evaluation form will be utilized to
evaluate each instructional episode observed by the university supervisor. You will receive a copy of the
student teacher evaluation form after each visit. Keep all lesson plans, your cooperating teachers'
"Comments on the Day", and the university supervisors evaluative feedback in chronological order in a
binder. All lesson plans should follow the CEHS format or the format used by the cooperating teacher as
long as they have sufficient detail. When your supervisor visits your school, complete lesson plans must
be present or the student teacher will receive a grade of zero on that teaching episode. 500 points.
2) Professionalism: This includes attendance (being where you are supposed to be), promptness (being
there on time), attire, conduct, and commitment. Professionalism is judged by the university supervisor
and is based upon all the preceding as well as promptness and timeliness of assignments, meeting
attendance, comments from cooperating teachers and other school officials. 250 points.
3) TWS: You are required to teach a comprehensive unit (a minimum of 3 classes) to one class
that you select. Before you teach the unit, you will describe contextual factors, identify
learning goals based on the National Business Education Standards of Learning, create an
assessment plan designed to measure student performance before (pre-assessment), during
(formative assessment) and after (post-assessment), and plan for your instruction. After you
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teach the unit, you will analyze student learning and then reflect upon and evaluate your
teaching as related to student learning.
The total length of your written narrative (excluding charts, graphs, attachments, and
references) should not exceed (20) twenty word-processed pages, double-spaced in 12-point
font, with 1-inch margins. Use the American Psychological Association (APA) style format.
Directions & prompts can be found by scrolling down the page at
http://www.longwood.edu/assets/cehs/LU_TWS_Prompt_and_Rubric.pdf
Look specifically at the TWS Prompt & Rubric first.
To insure anonymity of students in your class, do not include any names or identification in any
part of your TWS. 100 points.
4) Student Teaching portfolio/efolio: The efolio/portfolio serves as an organizational format for work
completed while student teaching and a precursor to an employment portfolio when job seeking. You
are to choose five - eight artifacts from your student teaching that are exemplary and that you are proud
of. These may include, but are not limited to: behavior management plans; analyses of students' motor
skills; assessment tools and evaluations of students; student use of technology; lesson plans;
communication with students, parents and/or school personnel; lesson plans integrating other areas of
the curriculum; student worksheets and/or task sheets; pictures of bulletin boards you have created;
video clips*; and critiques from supervisors and cooperating teachers. This portfolio should be of the
highest professional quality and ready to use in your job searches. 150 points.
* Short video clips of you demonstrating effective teaching would be highly desirable on your web page.
Permission forms may be required. Therefore, you should initiate this process as soon as possible.
**Examples of Senior Kinesiology Major websites:
Russ Campbell
Daniel Conn
Kesley Dean
Katie Devlin
Shayna Eames
Trevor Haupt
Ginny Hocker
http://lancer.longwood.edu/campbellrt/Portfolio
http://ryanthegreat.org/danielconn/
www.deankk.webs.com
Neal Moubray
Liz Owens
Eddie Pyle
Emily Rumely
http://lancers.longwood.edu/moubraynj/default.html
Allison Trigger
http://sites.google.com/site/devlinkmpe/
http://sites.google.com/site/shaynaeamesportfolio
http://sites.google.com/site/thop89/home
http://sites.google.com/site/misshockerssite/
http://lancer.longwood.edu/owensea/default.html
http://sites.google.com/site/eddiepylephete/
http://lancer.longwood.edu/rumelyee/default.html
http://sites.google.com/site/allisonctrigger/