Syllabus – Clinical Experience (HIST 482)
Spring 2011
INSTRUCTOR INFORMATION:
Ms. Nancy S. Dunn
University Supervisor
Longwood University
1009 Porte Harbour Arch
Hampton, VA 23664
757-851-1346 (H)
757-846-5822 (C)
ndunn2@cox.net
Contact me between 9:00AM and 9:00PM any day.
COURSE CATALOG DESCRIPTION:
HIST 482. Directed Teaching of Social Studies in the Secondary School. This course is
required of all students seeking Secondary Teaching Licensure in History and the Social
Sciences in the state of Virginia. Each student is assigned to work with a qualified Cooperating
Teacher in an approved secondary school setting. The Student Teacher will follow the schedule
of the Cooperating Teacher(s). Prerequisites: Completion of all major and professional education
coursework; completion of Praxis II; maintain a minimum cumulative GPA of 2.5 and a major
GPA of 2.5. 12 credits.
TEXTBOOK / INSTRUCTIONAL RESOURCES:
Clinical Experience Placements Handbook, available for download from the Office of
Professional Services Website at the link below.
http://www.longwood.edu/assets/professionalservices/Clinical_Experience_Placement
Handbook.pdf
COURSE OBJECTIVES:
The teacher candidate in a clinical experience (student teaching) placement will be able to:
1.
Know, understand, and use the major concepts, principles, theories, and
research related to development of children and young adolescents to
construct learning opportunities that support individual students’
development, acquisition of knowledge, and motivation (NCATE Standards)
2. Demonstrate a high level of competence in use of English language arts and
know, understand, and use concepts from reading, language and child
development to teach reading, writing, speaking, viewing, listening, and
thinking skills and help students successfully apply their developing skills to
many different situations, materials and ideas (NCATE Standards)
3. Know, understand, and use fundamental concepts of physical, life and
earth/space sciences to design and implement age-approprirate inquiry lessons
to teach science, to build student understanding for personal and social
applications, and to convey the nature of science (NCATE Standards)
4. Know, understand and use the major concepts and procedures that define
number and operations, algebra, geometry, measurement, and data analysis
and probability so they consistently engage in problem solving, reasoning and
proof, communication, connections, and representation (NCATE Standards)
5. Know, understand, and use the major concepts and methods of inquiry from
the social studies—the integrated study of history, geography, the social
sciences, and other related areas—to promote elementary students’ abilities to
make informed decisions as citizens of a culturally diverse democratic society
and interdependent world (NCATE Standards)
6. Know, understand, and use—as appropriate to their own understanding and
skills—the content, functions, and achievements of the performing arts
(dance, music, theater) and the visual arts as primary media for
communication, inquiry, and engagement among elementary students
(NCATE Standards)
7. Know, understand, and use the major concepts in the subject matter of health
education to create opportunities for student development and practice of
skills that contribute to good health (NCATE Standards)
8. Know, understand, and use—as appropriate to their own understanding and
skills—human movement and physical activity as central elements to foster
active, healthy lifestyles and enhanced quality of life for elementary students
(NCATE Standards)
9. Plan and implement instruction based on knowledge of students, learning
theory, connections across the curriculum, curricular goals, and community
(NCATE Standards)
10. Understand how elementary students differ in their development and
approaches to learning, and create instructional opportunities that are adapted
to diverse students (NCATE Standards)
11. Understand and use a variety of teaching strategies that encourage elementary
students’ development of critical thinking and problem solving (NCATE
Standards)
12. Use their knowledge and understanding of individual and group motivation
and behavior among students at the K-6 level to foster active engagement in
learning, self motivation, and positive social interaction and to create
supportive learning environments (NCATE Standards)
13. Use their knowledge and understanding of effective verbal, nonverbal and
media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the elementary classroom (NCATE Standards)
14. Know, understand, and use formal and informal assessment strategies to plan,
evaluate, and strengthen instruction that will promote continuous intellectual,
social, emotional, and physical development of each elementary student
(NCATE Standards)
15. Aware of and reflect on their practice in light of research on teaching,
professional ethics, and resources available for professional learning; will
continually evaluate the effects of their professional decisions and actions on
students, families, and other professionals in the learning community and
actively seek out opportunities to grow professionally (NCATE Standards)
16. Know the importance of establishing and maintaining a positive collaborative
relationship with families, school colleagues, and agencies in the larger
community to promote the intellectual, social, emotional, physical growth and
well-being of children (NCATE Standards)
17. Effectively use multiple representations and explanations of disciplinary
concepts that capture key ideas and link them to students’ prior
understandings (INTASC Principle 1a)
18. Evaluate teaching resources and curriculum materials for their
comprehensiveness, accuracy, and usefulness for representing particular ideas
and concepts (INTASC Principle 1c)
19. Use teaching approaches that are sensitive to the multiple experiences of
learners and that address different learning and performance modes (INTASC
Principle 3b)
20. Seek to understand students’ families, cultures, and communities, and use this
information as a basis for connecting instruction to students’ experiences
(INTASC Principle 3e)
21. Carefully evaluate how to achieve learning goals, choose alternative teaching
strategies and materials to achieve different instructional purposes and to meet
student needs (INTASC Principle 4a)
22. Monitor and adjust strategies in response to learner feedback (INTASC
Principle 4c)
23. Maximize the amount of class time spent in learning by creating expectations
and processes for communication and behavior along with physical setting
conducive to classroom goals (INTASC Principle 5d)
24. Use a variety of formal and informal assessment techniques to enhance her or
his knowledge of learners, evaluate students’ progress and performances, and
modify teaching and learning strategies (INTASC Principle 8a)
25. Participate in collegial activities designed to make the entire school a
productive learning environment (INTASC Principle 10a)
26. Make links with the learners’ other environments on behalf of the students by
consulting with parents, counselors, teachers of other classes and activities
within the schools, and professionals in other community agencies (INTASC
Principle 10b)
27. Talk with and listen to the student, investigate situations, and seek outside
help as needed and appropriate to remedy problems (INTASC Principle 10e)
28. Act as an advocate for students (INTASC Principle 10f)
COURSE CONTENT OUTLINE:
The general aim of the field experience placement is to convey the relationship between
theory, research, and wisdom in practice. The teacher candidate will:
1. be involved in the instructional environment from the beginning of the teacher
education program.
2. be enabled to move gradually from observation activities to actual teaching.
3. be informed and familiar with the operation of a school by participating in a variety of
instructional and operational activities.
4. have an opportunity to connect and participate with a group of educators professionally
and in the instructional process.
5. have an opportunity to experience the multi-faceted role of the teacher as a
professional.
6. work with students having diverse backgrounds and needs.
7. observe the relationship between content and appropriate methodologies of instruction.
8. have an opportunity to teach in small and large group settings prior to the clinical
experience placement (student teaching).
9. be observed so that evaluation of specific competencies can be made prior to the
clinical experience placement.
SCHEDULE:
Seminar Day – January 6, 2011
Placement 1 – Jan. 10-Mar. 4, 2011
Placement 2 – Mar. 7-Apr. 22, 2011
Wrap-Up Day – Apr. 25, 2011(mandatory)
COURSE REQUIREMENTS (due dates, meetings, etc.):
1. Attend the required Seminar Day scheduled by the Office of Professional Services
(OPS) and the university supervisor prior to beginning the first placement.
2. Contact the assigned school to schedule a courtesy visit with the cooperating teacher.
DO NOT visit the assigned school without a scheduled appointment.
3. Complete all scheduled days at the field placement site. The teacher candidate’s grade
could be lowered for each day absent. The OPS must approve any changes in the
schedule.
4. Notify the university supervisor and cooperating teacher if illness or an emergency
necessitates an absence from school and/or a scheduled placement activity. This must be
done prior to the absence. The time missed must be made up or the teacher candidate’s
could receive an incomplete or a failing grade.
5. Represent Longwood University with a professional and positive demeanor. The
teacher candidate is expected to dress professionally. In all matters of conduct and
personal appearance, the teacher candidate is expected to comply with the standards of
Longwood University. Failure to comply with these standards may result in cancellation
of the placement. If a placement is cancelled, the placement will not be rescheduled
during the same placement period. Failure to complete the Clinical Experience placement
will be reported to the teacher candidate’s advisor and could delay graduation.
6. Accept the approved placement and the responsibilities as explained by the OPS, the
university supervisor, and Longwood professors. Notify the OPS immediately if you
attended the placement school, or if you have family who work or attend there.
7. Wear the Longwood photo identification badge or one that is provided by the
partnering school while on the school site and/or when representing the assigned school.
8. Complete the three required forms online during the clinical experience placement.
Clinical Experience Diversity Report (Complete by Week 2)
Impact on Student Learning Report (Complete by Week 4)
Teacher Candidate Survey (Complete at end of Clinical Experience)
9. Demonstrate a willingness to perform duties assigned by the cooperating teacher.
Become involved and be enthusiastic.
10. Complete lesson plans, giving all required details, and give to your Cooperating
Teacher at least 2 days in advance of the lesson you will be teaching. You may use the
Longwood format or some school systems now have a required format to be used. Please
discuss this with your Cooperating Teacher.
11. Follow the recommended timeline for assuming duties and teaching responsibilities
in the classroom. This timeline may be modified based on a discussion with your
Cooperating Teacher and University Supervisor.
GRADING POLICY:
1. Observations by University Supervisor (Min. 3)
2. Lesson Plans and Attendance
3. Completion of required forms (3)
4. Cooperating Teacher Evaluation*
5. Longwood Supervisor Evaluation*
25
20
5
25
25
Total
100
*The cooperating teacher and the university supervisor may use the Final Clinical
Experience Evaluation Form for grading.
The achievement of a student is indicated by the grade that is received. The university supervisor
has the discretion to assign the numerical value of each letter grade.
A – Superior
B – Above Average
C – Average
D – Below Average, but passing
F – Failure
ATTENDANCE POLICY:
1. Attend the required Seminar Day scheduled by the Office of Professional Services
(OPS) and the university supervisor prior to beginning the Clinical Experience
placement.
2. Complete all scheduled days at the placement site(s). The teacher candidate’s grade
could be lowered for each day absent. The OPS must approve any changes in the Clinical
Experience schedule.
3. Notify the university supervisor and cooperating teacher if illness or an emergency
necessitates an absence from school and/or a scheduled placement activity. This must be
done prior to the absence. The time missed must be made up or the teacher candidate’s
could receive an incomplete or a failing grade.
HONOR CODE STATEMENT:
The Longwood University Honor Code prohibits lying, cheating, stealing, and plagiarism. Students are
expected to abide by this code at all times. All written work submitted in this course must be pledged, meaning that
students are to do their own independent work unless an assignment is clearly designated as collaborative. Any
violations of the stipulations or the ethical and moral essence of the Code of Honor will not be tolerated.