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Seminar in Teaching - KINS 483
Fall 2011
Instructor: A. Vonnie Colvin, Ed.D.
Office:
Willett 112
Office Telephone: 434-395-2452
Cell:
434-955-3790
Email:
colvinay@longwood.edu
COURSE DESCRIPTION: This seminar provides an opportunity for teacher candidates
during the student teaching experience to interact with peers, PK-12 teachers, and
professors about teaching, ideas, and innovations. Reflection on the teaching experience
is emphasized. Critical issues in teaching are discussed. Practical solutions to the teacher
candidates’ most pressing challenges are explored. The teacher candidate will complete a
Teacher Work Sample. Co-requisite: KINS 482. 2 credits **
The seminar prepares teacher candidates for their student teaching experience and
facilitates discussion, analysis and evaluation of the experience. Additional course
content includes the legal aspects of teaching and advice for obtaining employment in the
field of education.
Required Materials:
1) Senne, T. (2004). On your mark, get set, go! A guide for beginning physical
education teachers. NASPE/AAHPERD: Reston,VA. Available at electronic
store with www.aahperd.org and click on estore. Cost = $24 if NOT an
AAHPERD member and $17. if you are. The direct AAHPERD link is
http://iweb.aahperd.org/iweb/Purchase/ProductDetail.aspx?Product_code=30410264 or you can order through amazon.com (cost $55.00 – 69.00)
2) Teacher Work Sample Prompt and Scoring Guide
3) Longwood University Clinical Experiences Handbook
4) Commonwealth of Virginia, Department of Education (2008). Physical Education
Standards of Learning for Virginia Public Schools.
5) Commonwealth of Virginia, Department of Education (2008). Health
Education Standards of Learning for Virginia Public Schools.
COURSE OBJECTIVES:
At the end of the course you will be able to:
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Student Teaching
1. understand and use the Longwood Student Teaching Manual as a guide for their
student teaching experience.
2. initiate your student teaching assignment with confidence and with the information and
skills necessary for achieving a successful experience.
3. design, conduct, and compile a Teacher Work Sample.
4. use information about the learning-teaching context and individual differences to set
learning goals and plan instruction and assessment. (NASPE 3.5)
5. set significant, challenging, varied and appropriate learning goals. (NASPE 3.2)
6. use multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during, and after instruction. (NASPE 5.1)
7. design instruction for specific learning goals, student characteristics and needs, and
learning contexts. (NASPE 3.5)
8. use regular and systematic evaluations of student learning and communicate
information about student progress and achievement. (NASPE 5.2)
9. reflect on your instruction and student learning in order to improve teaching practice.
(NASPE 5.3)
Career Planning
10. apply for and obtain a teaching license in Virginia
11. set up a credential file in the Academic and Career Advising Center
12. be able to create a quality resume
13. be able to demonstrate strong interviewing skills. (NASPE 6.4)
COURSE CONTENT
I.
Introduction
II.
Orientation to Student Teaching
A.
Manual, Teacher Work Sample, Requirements
B.
Expectations/Logistics
C.
Tips/Philosophy
D.
Classroom/behavior management
E.
Multicultural Aspects of Teaching
III.
Career Planning
A. Resume writing and interviewing skills
B.
The teaching license
TENTATIVE CLASS SCHEDULE - There will be quizzes on the assigned readings.
*Tuesday - August 16, 2011 - 8:30 a.m. - 3:00 p.m. Comments and Overview of
Syllabus and Manual, Assignments and Requirements, Organization of the Seminar.
Meet in Willett 103 when not tied up with the Office of Professional Services. You will
have a quiz on the student teaching manual and Chapters 2 & 4 from your text.
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Tuesday - September 20, 2011 – 11:00 a.m. – 3:30 p.m. - Seminar Meeting at
Longwood – Meet in the Academic and Career Advising Center in Lancaster GO8-I at
11:00. Agenda: Interviewing and resume writing. Bring a copy of your resume. Read
Chapter 1 in your text and have read over the material from the career center on
interviewing and resume writing.
12:00 – lunch
*1:00 – 4:00 – meet with Drs. Colvin & Thomson and Ms. Kanary
*There will be a quiz on Chapter 1 and materials from the website materials from the
Academic and Career Advising Center.
Tuesday – October 4 – 1:00 – 3:30 p.m. Seminar Meeting at Longwood - Topics: Text,
chapters 3 & 5. There will be a quiz on these chapters. You must have set up credential
file in the career center BEFORE class meeting. Graduate school application at 1:00.
Friday, October 21 – 10:00 - 3:30 p.m. If you want CPR and First Aid re-certification,
contact Dr. Colvin and be in Willett at 10:00. You will need a check for $19.00 made out
to the American Red Cross.
Seminar meeting begins at 1:00 – Topics: Text, chapter 6 and making the move to
secondary placement. If you do not plan to participate in CPR/AED/First Aid
recertification, remain in your schools during the morning.
Monday, October 24, 2011 – new placement
Tuesday, November 7, 2011 - 11:00 p.m. – 3:00 p.m. Seminar Meeting at Longwood –
Topics: Text, chapters 7 & 8.
Tuesday, November 29, 2011 – 1:00 – 3:30 p.m. Seminar meeting at Longwood Chapters 8 & 9. Getting the job/applying to graduate school at Longwood.
*Friday, December 9, 2011 - 10:00 – noon. Wrap up day, licensure, and exit interviews
with your university supervisor and Dr. Blauvelt. If you can, it would be good to
schedule exit interviews with your university supervisor and Dr. Blauvelt before the 9th if
at all possible.
* - primarily organized by the Office of Professional Services.
GRADING:
- Teacher Work Sample
- Quizzes, and participation
TOTAL
75%
25
100 %
Final grades will be assigned according to the following scale:
90 -100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
59 and below = 7
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Attendance and Participation Policy: Due to the seminar nature of the course,
attendance is essential! As such, a ten page term paper will be substituted for each
seminar absence.
Accommodation of Special Needs: In accordance with University policy, I make every
effort to accommodate unique and special needs of students with respect to speech,
hearing, vision, seating, or other disabilities. Please notify Disability Support Services as
soon as possible of requested accommodations.
Honor Code: The importance of the college community adhering to an Honor Code and
to the highest standards of integrity can not be overstated. Students are deemed honorable
unless their conduct proves otherwise. As members of the institution and community, you
are expected to live be the Honor Code and pledge all class work.
Teacher Work Sample (TWS): You are required to teach a comprehensive unit (a
minimum of 4 classes) to one class that you select. Before you teach the unit, you will
describe contextual factors, identify learning goals based on the Virginia Physical
Education Standards of Learning (as well as the National Association for Sport and
Physical Education Standards), create an assessment plan designed to measure student
performance before (pre-assessment), during (formative assessment) and after (postassessment), and plan for your instruction. Not everything will go as planned, so you will
need to include a section on instructional decision making. After you 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 12point font, with 1-inch margins. Use the American Psychological Association (APA)
style format.
You should begin work on your Teacher Work Sample the FIRST day of your placement.
With guidance from your cooperating teacher, select your class. Use this same class as
the source of your diversity report (see page 5). You can use calculate the number of
students on free/reduced lunch through www.greatschools.net Submission dates of
sections are designed to give appropriate time to complete each phase of the project.
Assignments are due by MIDNIGHT of the due date. If you are late with an
assignment, a 25% reduction will be assessed per 24 hour period. Faculty feedback
will be provided on each section. However, the points earned will not be modified for a
section. Corrections must be reflected in the revised submissions.
Student Teacher TWS Assignments
Please submit the TWS assignments via email to:
Campbell, Russell
Dr. Kosarchyn – kosarchync@longwood.edu
Conn, Daniel
Dr. Lucas – lucasmd@longwood.edu
Dean, Kesley
Dr. Colvin – colvinay@longwood.edu
Haupt, Trevor
Dr. Colvin – colvinay@longwood.edu
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Miller, Laura
Rawlings, Kawaune
Moubray, Neal
Dr. Colvin – colvinay@longwood.edu
Dr. Colvin – colvinay@longwood.edu
Dr. Thomson – thomsonwc@longwood.edu
Mark your planners with the following TWS due dates:
I - Contextual factors – due TUESDAY September 13, 2011 – 5 pts.
II - Goals – due Sunday, September 18, 2011 – 5 pts
III - Assessment – due Sunday, September 25, 2011 – 5 pts.
Revisions of Sections I-III due Sunday, October 2, 2011 – 15 points
IV. Design for Instruction – due Sunday, October 9, 2011 – 5 pts.
V. Instructional Decision Making – due Sunday, October 16, 2011 – 5 pts.
VI. Analysis of Student Learning – due Sunday, October 30, 2011 – 5 pts.
VII. Reflection and Self-Evaluation – due Sunday, October 30, 2011 – 5 pts.
Complete revisions and resubmission on or before Sunday, November 13, 2011 – 25 pts.
Impact on Student Learning – The TWS demonstrates how your instruction impacts
student learning. To document that, you should see a definite improvement between the
pre-tests and the post-tests. Be sure to complete the Impact on Student Learning form
found at: http://survey.longwood.edu/inq5/cgi-bin/qwebcorporate.cgi?idx=WEJMN7
This form ties directly into your Teacher Work Sample. This is due on or before
November 13, 2011.
Note: To insure anonymity of students in your class, do not include any names or
identification in any part of your TWS.
Things you MUST complete during the student teaching experience
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Complete a mock interview in the Academic Career and Advising Center.
Set up a placement file in the Academic Career and Advising Center.
Attend Education Recruitment Day
Complete two diversity reports. One during the FIRST week of each placement.
http://survey.longwood.edu/inq5/cgi-bin/qwebcorporate.cgi?idx=JWQMKP

Complete an impact on student learning report
http://survey.longwood.edu/inq5/cgi-bin/qwebcorporate.cgi?idx=WEJMN7

Complete a student teacher survey for the College of Education and Human
Services
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http://survey.longwood.edu/inq5/cgi-bin/qwebcorporate.cgi?idx=XX3Q9P

Meet with Dr. Blauvelt for an exit interview. 434-395-2533
These are course requirements. A final grade of I will be recorded if all of these
reports are not completed.
BIBLIOGRAPHY
Multicultural issues
Bungum, T. & Morrow, J. (2000). Differences in self-supported rationale for perceived increases
in physical activity by ethnicity and gender. Research Quarterly for Exercise and Sport Science,
71(1), 55-60.
Kruzel Smith, N. & Owens, A. (2000). Multicultural games: Embracing technology and
diversity. Strategies, 13(5), 18-21.
Lindeman, B. (2001). Reaching out to immigrant parents. Educational Leadership, 58(6), 62-66.
Smith, N. & Owens, A. (2000). Multicultural games: Embracing technology and diversity.
Strategies, 13(5), 18-21.
Sutliff, M. & Perry, J. (2000). Multiculturalism: Developing connections in elementary physical
education. Strategies, 13(5), 33-36.
Violence, discipline, order
Staffo, D. (2001). Strategies for reducing criminal violence among athletes. Journal of Physical
Education, Recreation & Dance, 72(6), 38-42.
On Being a Physical Educator
Griffin, L. & Combs, S. (2000). Student teachers' perceptions of the role of the physical
educator. The Journal of Physical Education, Recreation & Dance, 71(4), 42-45.
Kinchin, G. (2000). Tackling social issues in physical education: What about journal writing?
Strategies, 13(5), 22-25.
Professional Development
Stevens-Smith, D. (2000). Help! It's my first year of teaching, and I don't know where to start!
The Journal of Physical Education, Recreation & Dance, 71(4), 50-53.
Wadsworth, D. (2001). Why new teachers choose to teach. Educational Leadership, 58(8), 2428.