1
DEPARTMENT OF CURRICULUM AND INSTRUCTION
SCHOOL OF EDUCATION
PITTSBURG STATE UNIVERSITY
SECONDARY AND MIDDLE LEVEL PROFESSIONAL SEMESTER SYLLABUS
Fall 2011
Course Title:
Secondary and Middle Level Professional Semester
Course Numbers:
CURIN 458
CURIN 462
CURIN 464
CURIN 480
CURIN 482
CURIN 478
CURIN 475
CURIN 475
CURIN 475
Methods and Curriculum
Secondary and Middle Level Education
Foundations of Measurement & Evaluation
Supervised Teaching in Sec. School
Supervised Teaching in Sec. School
or
Supervised Teaching in Middle Level Ed.
or
Supervised Teaching in Elementary Art
or
Supervised Teaching in Elementary Music
or
Supervised Teaching in Elementary PE
Credit Hours:
15 hours
Prerequisite:
Admission to the Professional Semester
Instructor:
Dr. Charles Kent Runyan
Office:
117C Hughes Hall
Office Hours:
Office Phone:
(620) 235-4497 Home Phone:
(620) 232-8044
E-mail:
krunyan@pittstate.edu
Fax:
I.
By Appointment
Cell: (620) 875-9293
(620) 235-452
COURSE DESCRIPTION
A. The Professional Semester will provide a background of knowledge and offer experiences related to the
realities of practice in the American school and effective teaching. Specifically explored in the knowledge base
will be:
1)
the principles of effective teaching including curriculum construction, educational trends, teaching
problems, lesson planning, instructional techniques, and professionalism;
2)
the educational foundations of the American school including national educational goals, the
school's role in the American way of life, social and ethnic changes in education, school law,
school policies and procedures, and the administrative organization of the school system;
3)
the purposes, students, and programs of the middle and secondary school with emphasis on the
theories of learning associated with secondary education including classroom management, special
programs, adolescent characteristics, communication, cultural influences on learning new
curriculum, and effective relationships with students, staff, and parents; and
2
4)
the theories of evaluation including the uses of educational tests, assessment system components,
test development, parental/student communication, techniques of using evaluative information, as
well as teacher self-assessment.
B. Experiences in the field, general discussion in the seminars, student self-assessment, and supervisor /
cooperating teacher evaluation will support the development of the 60 effective teaching behaviors and
attitudes:
1) Professional Characteristics
The teacher candidate will demonstrate specific attitudes and behaviors which illustrate a
commitment to a dependable and professional demeanor, an underlying belief system that all
students can learn, specific efforts that fostered collaborative/caring relationships, and attitudes
which foster life-long learning.
2) Relationships with Students
The teacher candidate will demonstrate specific attitudes and behaviors which portray a caring
relationship with students, a positive rapport developed through enthusiasm, high student
expectation, empathy, and promotion of learning extending beyond the classroom.
3) Instructional Planning
The teacher candidate will demonstrate specific attitudes and behaviors which denote a strong
knowledge base, an understanding of learning theory, an approach to outcomes-based instructional
planning, an integrated lesson design, and a variety of instructional strategies which provide
opportunities for all students to learn.
4) Instruction
The teacher candidate will demonstrate specific attitudes and behaviors that provide active studentcentered instruction characterized by clarity, variety, and flexibility.
5) Classroom Management
The teacher candidate will demonstrate specific attitudes and behaviors which promote an orderly,
safe classroom environment conducive to learning by providing clear rules and procedures which
are taught, monitored and consistently reinforced.
6) Evaluation
The teacher candidate will demonstrate specific attitudes and behaviors which establish fair
expectations, provided for multiple assessment opportunities, monitored progress in a timely
fashion, provided feedback through multiple means, and collaborated with others to meet the needs
of all students.
C. Throughout the 16 weeks, a professional teaching portfolio will be finalized to document the knowledge
base and effective teaching behaviors. It will be of such professional quality as to be used as a tool to market
the teacher candidate in a professional manner. The portfolio will include the teacher candidate’s best work
with suggested items being
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Resume’ or Personal History
Beliefs about Teaching, Code of Ethics, or Philosophy of Education
Performance Evaluations, Honors, Awards, or Special Training, Additional Certification Documentation,
Letters of Recommendation, Official Transcripts
Teaching Evaluations by Building Principal and/or University Supervisor
Pupil Evaluations or Student/Parent Comments
Self-Evaluations
Work Sample
Lesson Plans, Unit Plans, or Learning Centers
Management Plan
Examples of Authentic Assessments
Examples of Classroom Technology Use
Examples of Special Education Modifications or Accommodations
Evidence of Extra-Curricular activities
Shadow Study or other Writing Sample
Other Artifacts: (Shadow Study, Extra-Curricular Activity, Teaching Style Analysis, Video-Tape)
3
16. Other Artifacts:
The Professional Portfolio will be evaluated by the instructor using the Professional Semester Summative Rubric.
D. Throughout the 16 weeks, a Teacher Work Sample (TWS) will be constructed to document the teacher
candidate’s impact on student learning. The TWS will include the divisions:
1.
2.
3.
4.
5.
6.
7.
Contextual Factors
Learning Objectives
Assessment Plan
Design for Instruction
Instructional Decision Making
Analysis of Learning Results
Reflection and Self-Evaluation
The Teacher Work Sample will be evaluated by the instructor using the Teacher Work Sample Summative Rubric.
II.
PURPOSE OF THE PROFESSIONAL SEMESTER
The purpose of the Professional Semester is to provide the teacher candidate with the opportunity to study
and experience the fundamentals of teaching with the aim of evolving a set of values, principles and skills
which will guide future teaching situations. The semester is organized to bring theory and practice together
where direct field experience is guided by theory.
III.
SECONDARY PROFESSIONAL SEMESTER OBJECTIVES
Derived from the knowledge base objectives, the overall objectives of the Professional Semester are:
•
•
•
•
•
•
•
•
•
•
•
•
To develop in teacher candidates an understanding of the purposes, administrative organization, and
operation of the basic educational programs of the secondary school and/or middle level school.
To develop in teacher candidates a legal literacy by examining the legal aspects of teaching as well as
the rights of teachers and students;
To promote in teacher candidates an ethical, constructive, and caring orientation towards all students
and the profession of teaching;
To develop in teacher candidates the mastery philosophy of teaching and learning;
To provide teacher candidates with experiences and a body of specialized knowledge that will prepare
them to meet the needs of a diverse population of learners;
To guide each teacher candidate in the assessment of his/her teaching strengths and weaknesses and to
promote individual growth and development;
To support the development of teacher candidates from classroom observer to classroom manager
capable of performing the various tasks of teaching without dependence on others;
To encourage in teacher candidates the development of an understanding of the importance of human
relationships among students, teachers, administrators and parents;
To provide teacher candidates with a body of research-based knowledge associated with effective
lesson planning, instruction, management, and assessment;
To develop in the teacher candidates a number of behavioral tendencies involved in performing as a
competent professional educator as associated with Pittsburg State's knowledge base.
To promote in teacher candidates the development of an committed individual philosophy of
education; and
To promote communication and close liaison between the schools and Pittsburg State University.
In essence, the Professional Semester will strive to develop caring, competent, and committed future
teachers through the study of and practice in the daily functions of an effective teacher.
IV.
INSTRUCTIONAL RESOURCES
A.
Required Course Text:
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Runyan, Charles. (2011) The Educator’s Book of Secrets: 164 Truths to Effective
Teaching, (Electronic copy available free in ANGEL when enrolled in course).
B.
Recommended Readings:
Wong, Harry and Wong, Rosemary. The First Days of School. Mountain View,
CA: Wong Publishing, 2004.
Fisher, L., Schimmel, D., and Kelly, C. Teachers and the Law. New York:
Longman, 2008.
Jones, Fred. Tools For Teaching. Santa Cruz, CA: Fred Jones and Associates, 2004.
C.
ANGEL Assess (Text, Course Material, Assignments, Announcements, and Videos)
http://www.pittstate.edu/
1.
2.
3.
4.
5.
6.
D.
(Log On with Username (PSU Student Number) and Password)
Access your Internet service provider.
URL address: http//www.pittstate.edu
Click on Login at the top of the homepage
Click on Angel
To access course, type in the following information:
a. USER NAME: PSU ID Number (use all 7 digits)
b. PASSWORD: (If this is your first time logging into ANGEL read the directions on
the ANGEL home page.)
c. Click on CURIN 850: Current Teaching Practices
Once course is accessed become familiar with the areas:
a. Announcements – Watch for updated information
b. Course Home Page – Syllabus and Instructor Information
c. Communicate Tab – Email instructor
d. Lesson Tab– All Course Materials, Assignments, Discussion Board, Drop Boxes
e. Report Tab – View your grades on assignments
Class Wiki: (Class sharing of websites, videos, games, materials, and student PowerPoints)
A class wiki will be made available on ANGEL.
V.
TEACHING STRATEGIES
During the nine seminars, various instructional models and techniques will be demonstrated. Teaching
models used will be Hunter's Direct Instruction, Cooperative Learning, MI instruction, lecture, roleplaying, simulation, games, and whole-class/small group discussion. Instructional techniques used will be
PowerPoints presentations, anticipatory sets, checks for understanding, guided practice, closure, panel
discussion, video-taping, peer teaching, essay writing, outside reading, laboratory activities, case studies,
critiques, and questioning.
VI.
PROFESSIONAL SEMESTER EVALUATION
The professional semester is an entire semester structured under five courses that combine to form 15 hours
of intensive course work and related professional laboratory experiences.
The final grades for CURIN 458, 462, and 464 (7 hours) will each be based on a 100 point scale and will
be determined by performance on written assignments, participation in seminar readings and discussion,
quizzes, and field assignments. All written assignments should be typed (except for the Orientation
Checklist), show professional insight, and turned in before or on specific dates. Evaluation of
assignments will center on professional insight, content, neatness, spelling, and grammar. Late assignments
will be lowered one letter grade unless there are acceptable circumstances. The grading scale is as follows:
100-93 = A 92-80 = B 79-70 = C 68-60 = D
The final grades for CURIN 480, 482, 478, and 475 (8 hours) will be pass/fail. As assessed by the
university supervising professor and the cooperating teacher, the student should show adequate
achievement and/or progress during the student teaching experience in the 68 teaching behaviors associated
with the PSU Knowledge Base. An average score of 3.0 must be achieved on all six domains.
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A.
Course Design
It should be mentioned that even though each course has its own objectives and requirements, the course
work is designed to be integrated with laboratory experiences. A number of class requirements may apply
to several different course objectives. It should also be noted that changes and/or adjustments may be
made at the discretion of the instructor to meet class needs or individual school district schedules.
The Seminars will be used to review course material and field experiences. The topics for each of the of
the seminars will revolve around:
Orientation Seminar - The Professional Semester; the Policies, Procedures and
Norms of Your School Placement; and Blood Born Pathogen Certification
PowerPoint: Professional Semester Orientation
Module 1 - Initial Experiences, Orientation to the School, and Job Placement
PowerPoint: Effective Schools and Your Philosophy
Module 2 - Initial Experiences, Planning for Teaching and Learning,
PowerPoint: Lesson Planning and Direct Instruction
Module 3 - Initial Experiences and Classroom Management
PowerPoint: Classroom Management
Module 4 - Initial Experiences and Questioning / Instructional Techniques
PowerPoint: The Science of Teaching
Module 5 - Teaching Experiences and Cooperative Learning
Power Point: Cooperative Learning
Module 6 - Teaching Experiences, School Law, and Instructional Strategies
PowerPoint: Multiple Intelligences and Learning Styles
Module 7 - Teaching Experiences and Appraising Student Progress
PowerPoint: Assessment and Parent Teacher Conferences
Concluding Seminar - Teaching As a Profession, Certification, and The Job Search
PowerPoint: The Dispositions of Teaching
B.
Paper Headings
To standardize written assignments, it is asked that all assignments be labeled at the top with your name,
date, course identification, and title of assignment. For example:
Will E. Aceit
August 24, 1996
Methods and Curriculum 458
Shadow Study
C.
Class Attendance
Attendance at the on-campus sessions and at the school where the student has been placed is important
because it provides a unique opportunity to gain insights into the profession of teaching. Therefore,
students should plan to be in attendance during the entire designated semester. Students are expected to
attend all in-service, open house, and other related events in which the cooperating teacher must also
attend. When a student does miss for reasons other than explained below, he/she does so at the risk of
jeopardizing his/her academic standing. When an absence is to occur, the student teacher should call
both the university supervisor and the cooperating teacher. When this is not feasible, attention should
be given to the matter as soon as possible after the absence.
Weather conditions: In the event of hazardous driving conditions, individual guidelines should be
consistent with the policy of the individual district in which the student teacher is assigned. Driving to the
university on Thursday should be governed by the careful assessment of the road conditions in the area
where you live as well as those conditions known to exist in the Pittsburg area.
Emergency Reasons: Unavoidable absences such as health, death in the immediate family, and other
emergency cases should be reported to the university supervisor and cooperating teacher and will be
considered excused. Other "extenuating" circumstances should be thoroughly discussed with the university
supervisor before the anticipated absence. It should be noted that dental appointments and other nonemergency appointments should be scheduled outside the school day. Also, absences on one of the
Thursday sessions should not occur as the result of field trips, coaching, substitute teaching, or other school
activities.
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When there is an obvious violation of infraction of any of the above policies, a general review of the
student's progress in the Professional Semester will be made as outlined in the Professional Semester
Manual. As a result of this review, the final evaluation of the student teacher's performance and progress
will be affected, depending upon the degree and intensity of the violation.
D.
Academic Honesty
Teacher candidates are expected to follow the PSU Academic Honesty Policy that speaks to unethical acts
associated with coursework grades. Violations of this policy will be presented to the University Academic
Honesty Committee for review and action.
E. Ethical Behavior Expectations
The rights and responsibilities that accompany academic freedom are at the heart of the intellectual
purposes of the University. Conduct as community members should protect and promote the University's
pursuit of its academic mission. All student and instructors are, therefore, expected to conduct themselves
with integrity in learning, teaching and research, and in the ways in which support those endeavors.
Professionally, it is expected each student will:










Be respectful of alternative views and exhibit respect for others
Collaborate with others on a professional level
Demonstrate honesty and integrity to self and others
Demonstrate moral excellence and trustworthiness
Be reflective when trying new strategies and techniques
Demonstrate the flexibility to accept and change
Analyze and takes responsibility for own behavior
Accept constructive criticism positively
Demonstrate ability to learn from both success and failure
Demonstrate a professional emotional state
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Individual Course Objectives and Requirements
CURIN 458 Methods and Curriculum
The three-hour course centers on effective methods and techniques of teaching. Emphasis is placed on the principles
of curriculum construction, school organization, policies and procedures, educational trends / national goals, the
impact of various social and ethnic groups on methods and curriculum, lesson planning, instructional delivery, and
professionalism.
Course Objectives: Upon completion of the course, the student will be able to :
1.
Identify various present and future trends in educating secondary students.
2.
Discuss the purposes, administrative organization, and operation of the basic educational programs
of the secondary school.
3.
Provide an overview of the basic principles of curriculum construction. 22,23
4.
Transfer to the teaching experience a researched-based body of knowledge related to lesson
planning and media/technology appropriate for middle and secondary education. 26, 38
5.
Employ the mastery philosophy of learning in the teaching experience. 49
6.
Define and use Hunter's direct instruction model in the teaching experience. 30,32,33,34,41,44,48
7.
Define and use cooperative learning in the teaching experience. 42
8.
Construct and present clear, logical, and sequential lesson plans that relate to a scope and
sequence curriculum as well as student attention spans. 22,25,29,30,43
9.
Distinguish the special characteristics and learning styles of students and self. 36
10.
Identify effective questioning techniques characterized by appropriate wait time, equal
distribution, and effective probing techniques. 39,40,41,44
11.
Exemplify an ethical, constructive, and caring orientation towards all students and the
profession of teaching. 2,3,4,5,12,16,17,18,19,20,21
12.
State an individual philosophy of education. 3,4,16,17
13.
Complete a job resume, placement file, and develop skills in interviewing for employment.
Course Requirements:
1. Read and be prepared to discuss in a job interview the major points found in the Chapter VI (C): Student
Centered Active Instruction – Homework to Research-Based Instruction and the Science of Teaching session.
Oral and/or written adequacy should be demonstrated in seminar participation. 5 POINTS
2. Attend the Blood borne Pathogens training session and obtain certification to be included in the professional
portfolio. 5 POINTS
3. Attend the "Resume Writing" training session. Prepare your placement file including a complete Resume’.
Include the resume’ in your professional portfolio. 5 POINTS
4. Read Chapter VI (B): Student-Centered Active Instruction, attend the "Learning and Teaching Style
Workshop" and assess your learning and teaching styles by completing at least three (3) learning style instruments
and analyzing the results. Include in some fashion in your Professional Portfolio. A summary of the instrument
results will be turned in to the instructor. 5 POINTS
5. Read Chapter VI (A): Student-Centered Active Instruction – Lesson Planning and attend the "Cooperative
Learning Workshop" and complete a cooperative learning lesson plan. Include in some fashion in your
Professional Portfolio or be prepared to discuss in a job interview. 5 POINTS
6. Attend the "Multiple Intelligence Workshop" and complete a Multiple Intelligence lesson plan. Include in
some fashion in your Professional Portfolio or be prepared to discuss in a job interview. 5 POINTS
7. Complete the "Orientation Checklist" within the first three weeks of the semester. Working with your
cooperating teacher and other staff, the checklist will ask you to become familiar with school policies and curricula,
teacher routines, school duties, classroom space and supplies, and culture of the school and community. Be prepared
to discuss during a job interview. 50 POINTS
8. Read Chapter I: The Masterful Teacher and Fully Functioning School and after reviewing individual beliefs
and aims about education, a Personal Philosophy will be written and included in the professional portfolio. A copy
will be presented to instructor. 5 POINTS
9. For each of the supervisor’s three evaluation visits, a written typed lesson plan will be given to the supervisor
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and orally covered during a pre-conference. 15 POINTS
CURIN 462 Secondary and Middle Level Education
The two-hour course centers on the purposes, pupils, programs, and possibilities of the middle and secondary school.
Highlighted in the course activities will be classroom management, special programs, adolescent characteristics and
communication, cultural influences on learning needs and curriculum, multi-cultural education, the legal aspects of
teaching, and effective relationships with students, staff, and parents.
Course Objectives: Upon completion of the course, the student should be able to:
1.
Discuss various classroom management philosophies that are effective in the middle and/or
secondary school. 60
2.
Develop his own management plan that includes rules, procedures, and discipline hierarchy.
53,54,55,56,57,58,59,60
3.
Identify and transfer appropriate methods associated with implementing and maintaining an
effective management system. 58
4.
Identify methods and special programs that help meet the needs of a diverse population of students
in the secondary schools through various teaching, management, and school structure techniques.
20,37,39,41,47,49,50,51,52,53,54,55
5.
Show legal literacy by understanding the legal aspects of teaching as well as the rights of teachers
and students.
6.
Understand the impact of individual differences, including cultural, social and ethnic differences,
on the teaching/learning process. 4,52
7.
Discuss the verbal and nonverbal characteristics of effective communication. 11,53
8.
Synthesize the importance and characteristics of interpersonal relationships among students,
teachers, administrators, and parents. 10,16,17,18,19,20,21
9.
Develop the ability to teach and work effectively and ethically with students, teachers and
administrators. 2,6,7
Course Requirements:
1. Read Chapter VIII: Classroom Management and be prepared to discuss in a job interview the major points
found in the Classroom Management session. Oral and/or written adequacy should be demonstrated in seminar
participation. 5 POINTS
2. Complete My Classroom Rules and Discipline Hierarchy that will list specific rules and as well as the
hierarchical arrangement of actions you will take to reinforce the rules. Include in some fashion in your Professional
Portfolio. A copy will be presented to instructor. 10 POINTS
3. Read Chapter VII: Focused Multidimensional Assessment and the Differentiation and Standardized
Assessment session. 5 POINTS
4. Read Chapter V: The Art of Teaching and attend the Diversity session and read the various materials presented.
Be able to synthesize the need for, rationale, and characteristics of a multicultural focus. An individual plan for
including multicultural aspects in your own teaching field should be developed and be demonstrated in some way in
the professional portfolio or readied for discussion in a job interview. 5 POINTS
5. Attend the school law lecture, and show legal literacy by completing the "School Law Quiz." 25 POINTS
6. Construct a professional portfolio and present at the concluding seminar. The Professional Portfolio will be
evaluated by the instructor using the Professional Semester Summative Rubric. Include at least 12 of any of the
below: 50 POINTS
1.
2.
3.
Resume’ or Personal History
Beliefs about Teaching, Code of Ethics, or Philosophy of Education
Performance Evaluations, Honors, Awards, or Special Training, Additional Certification Documentation, Letters of
Recommendation, Official Transcripts
4. Teaching Evaluations by Building Principal and/or University Supervisor
5. Pupil Evaluations or Student/Parent Comments
6. Self-Evaluations
7. Work Sample
8. Lesson Plans, Unit Plans, or Learning Centers
9. Management Plan
10. Examples of Authentic Assessments
11. Examples of Classroom Technology Use
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12. Examples of Special Education Modifications or Accommodations
13. Evidence of Extra-Curricular activities
14. Shadow Study or other Writing Sample
15. Other Artifacts: (Shawdow Study, Extra-Curricular Activity, Teaching Style Analysis, Video-Tape Episode, etc)
CURIN 464 Foundations of Measurement and Evaluation
The two-hour course centers on the evaluation of pupil progress. Emphasis is placed on types of educational tests,
assessment system components, educational test and unit development, parental/student communication, techniques
in using evaluative information, as well as teacher self-assessment and job acquisition.
Course Objectives: Upon completion of the course, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Outline the components of an effective assessment system. 61,62,63,64
Identify and use various sources to assess the learning needs and capabilities of individual students.
63,64,66
Construct a test or performance assessment that assesses the objectives taught.64,65,66,67
Identify and use various methods of giving immediate and specific oral and/or written feedback to students.
67
Appreciate the need to make changes in instruction based on assessment results. 65
Outline various methods of communicating student progress to both the students and parents. 61
Develop a knowledge base in structuring and conducting a parent-teacher conference. 10
Analyze his or her teaching skills through self-assessment, videotaping, and reflection on individual
teaching experiences. 15
Course Requirements:
1. Conduct a "Shadow Study" by observing the behavior of one pupil for one school day under the guidance of
different teachers. Write a synopsis of that student's behavior showing professional insight. Include in some fashion
in your Professional Portfolio or be ready to discuss in a job interview. 50 POINTS
2. Complete a Student Work Sample (TWS) following the guidelines found in The Teacher Work Sample Guide.
The TWS should include the following:
Grade level for which the plan was intended
Duration of lessons
Objectives of unit
Justification for Objectives
Pre-Test and Post-Test
Lesson Plans with any Special Activities
Instructional Decision Making
Reflections on Student Learning with Assessment Analysis
A Teacher Work Sample Guide will be discussed in a seminar to help the student complete the assignment. At the
concluding seminar, each student will be expected to present his work sample with all available examples of student
work. The TWS will be evaluated using the Teacher Work Sample Evaluation Rubric. 50 POINTS
CURIN 482 Supervised Teaching in the Secondary School
The five-hour course centers on directed student teaching in the professional semester. Graded on a pass/fail basis
only.
Course Objectives The course makes provisions for observation and teaching experience with middle or secondary
students and is designed to:
1.
Develop the ability to move from classroom observer to classroom manager capable of
performing the various tasks of teaching without dependence on others;
2.
Provide an environment that relates learning theory and classroom practice;
3.
Develop a teacher candidate who possesses key behaviors involved in performing as a
competent professional educator:
10
4.
Promote communication and close liaison between the schools and Pittsburg State
University.
Course Requirements:
1. As assessed by the university supervising professors, show adequate achievement and/or progress during the
student teaching experience in the 68 teaching behaviors associated with Pittsburg State's knowledge base:
2.
Completion of various individualized activities as assigned by the university supervisor.
CURIN 480 Supervised Teaching in the Secondary School
or
CURIN 478 Supervised Student Teaching in Middle Level Education
The three-hour course centers on the professional laboratory experiences under the supervision of the high school or
middle school supervising teacher. Graded on a pass/fail basis only.
Course Objectives: The course makes provisions for observation and teaching experience with secondary students
and is designed to:
1.
Develop the ability to move from classroom observer to classroom manager capable of performing
the various tasks of teaching without dependence on others.
2.
Provide an environment that relates learning theory and classroom practice.
3.
Develop a teacher candidate who possesses key behaviors involved in performing as a competent
professional educator:
4.
Promote communication and close liaison between the schools and Pittsburg State University.
Course Requirements:
1.
As assessed by the cooperating teacher, show adequate achievement and/or progress during
the student teaching experience in the 68 teaching behaviors associated with PSU's Knowledge base:
2.
Completion of various individualized activities as assigned by the cooperating teacher.
CURIN 475 Supervised Student Teaching in Elementary Art
or
CURIN 475 Supervised Student Teaching in Elementary Music
or
CURIN 475 Supervised Student Teaching in Elementary PE
OPTIONS FOR:
CURIN 480 Supervised Teaching in the Secondary School
The three-hour course centers on the professional laboratory experiences under the supervision of the elementary
school supervising teacher in either the field of art, music or physical education. Graded on a pass/fail basis only.
Course Objectives: The course makes provisions for observation and teaching experience with elementary school
students and is designed to:
1.
Develop the ability to move from classroom observer to classroom manager capable of performing
the various tasks of teaching without dependence on others.
2.
Provide an environment that relates learning theory and classroom practice.
3.
Develop a teacher candidate who possesses key behaviors involved in performing as a competent
professional educator:
4.
Promote communication and close liaison between the schools and Pittsburg State University.
Course Requirements:
1.
As assessed by the cooperating teacher, show adequate achievement and/or progress during
the student teaching experience in the 68 teaching behaviors associated with PSUs knowledge base.
2.
Completion of various individualized activities as assigned by the cooperating teacher.
Topic / Assignment Calendar
Assignments listed below a class date should be submitted on that date. Reading assigned for a date should be
11
completed before class. The instructor reserves the right to alter due dates due to unexpected or special situations.
August 25, 2011 - Orientation Session
Professional Semester Topic: School Orientation
Seminar Sharing Discussion: What did you learning this week you didn’t already know?
Seminar Topic: Introductions, Course Requirements, Orientation Checklist
Power Point:
1. Professional Semester Orientation
2. Effective Schools (Beliefs and Aims of Education
Activity Discussion: Orientation Checklist
Assignments for Next Week:
1.
Turn in one copy of the Blood Borne Pathogen Certification to your building principal and make a
copy for your professional portfolio.
2. Scan "Professional Semester Syllabus" and material presented in first orientation session
and be prepared to ask questions concerning course expectations or procedures that are
unclear
3. Complete or have nearly completed the "Orientation Checklist." Working with your
cooperating teacher and other staff, the checklist will ask you to become familiar with school
policies and curricula, teacher routines, school duties, classroom space and supplies, and culture
of the school and community.
4. Scan The Educator’s Book of Secrets: 164 Truths of Masterful Teachers and read Chapter I:
Masterful Teachers and Fully Functioning Schools.
September 1, 2011 – The American Secondary School, Your Philosophy, and Lesson Planning
Large Group Session: Career Services: Resume Writing
Professional Semester Topic: Lesson Planning and Instructional Technology
Seminar Sharing Discussion: How did students test you this week?
Seminar Topic: The American School and Student
Chapter: Chapter I: Masterful Teachers and Fully Functioning Schools
Power Point:
Beliefs of Education Reflections
Lesson Planning
Activity Discussion: Beliefs of Education, Aims of Education
Assignment Due: Orientation Checklist
Assignments for Next Week:
1. After attending the "Career Services: Resume Writing" training session, begin to prepare
your placement file including a complete Resume’. Before the end of the semester finalize
the resume’ and include in your portfolio.
2. After reviewing individual beliefs and aims about education, write or update a Personal
Philosophy, submit for review, and include a copy in the professional portfolio.
3. From the text The Educator’s Book of Secrets: 164 Truths of Masterful Teachers, read Chapter
VI (A): Lesson Planning and Technology.
September 7, 2010 – Direct Instruction
Large Group Session: Classroom Management
Professional Semester Topic: Direct Instruction
Seminar Sharing Discussion: What instructional strategies have you seen that were effective?
Chapter: Chapter VI (A): Lesson Planning and Technology
Power Point: Hunter’s Direct Instruction model
Activity: Internet Lesson Plan
Assignment Due: Philosophy
Assignments for Next Week:
1. Construct your units and daily lesson plans for your upcoming teaching and be ready to
submit to your cooperating teacher a week ahead of actual teaching.
2. From the text The Educator’s Book of Secrets: 164 Truths of Masterful Teachers, read
Chapter VIII: Classroom Management.
September 15, 2011 – Classroom Management
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Professional Semester Topic: Child Abuse
Seminar Sharing Discussion: What has been your biggest management challenge?
Seminar Topic: Classroom Management
Chapter: Chapter VIII: Classroom Management
Power Point: Classroom Management
Activity: Individual Student Management Plan
Due: Cooperating Teacher’s Initial Evaluation
Assignments for Next Week:
1. After attending the Classroom Management seminar and reading Chapter VII:
Management Systems in the text submit next week "My Classroom Rules and Discipline
Hierarchy" which will list specific rules and as well as the hierarchical arrangement of
actions you will take to reinforce the rules. Professional type and include a copy in your
professional portfolio.
2. From the text The Educator’s Book of Secrets: 164 Truths of Masterful Teachers, read
Chapter VI (C) Homework to Research-Based Practices.
3. Before attending the school law lecture, take the pre-test "School Law Quiz."
September 22, 2011 – School Law and The Science of Teaching
Large Group Topic: School Law
Seminar Sharing Discussion: What aspect of your experience is going well/not so well?
Seminar Topic: Expectations, Questioning, Time-on-Task, Instructional Strategies
Chapter: Chapter VI (C) Homework to Research-Based Practices
Power Point: The Science of Teaching
Assignment Due: My Classroom Rules and Discipline Hierarchy
Assignments for Next Week:
1. Conduct a "Shadow Study" by observing the behavior of one pupil for one school day under the
guidance of different teachers. Write a 3-5 page synopsis of that student's behavior showing
professional insight. Include a copy in your professional portfolio.
2. From the text The Educator’s Book of Secrets: 164 Truths of Masterful Teachers, scan
Chapter VII: Multidimensional Assessment.
September 29, 2011 – Cooperative Learning, Differentiated Instruction and Assessment
Large Group Topic: Differentiated Instruction and Standardized Assessment
Professional Semester Topic: Cooperative Learning
Seminar Sharing Discussion: What question do you want to ask your cooperating teacher?
Chapter: Chapter VII: Multidimensional Assessment
Power Point:
Cooperative Learning
The Teacher Work Sample
Assignment Due: Shadow Study and School Law Quiz
Assignments for Next Week:
1. After attending the "Cooperative Learning Workshop,” complete a cooperative learning lesson
plan and, if appropriate, use in your classroom. Include in some fashion in your Professional
Portfolio or be ready to discuss in a job interview.
2. From the text The Educator’s Book of Secrets: 164 Truths of Masterful Teachers, read
Chapter VI (B): Learning Style Instruction.
3. Before attending next week’s the "Learning and Teaching Style Workshop,” assess your learning
and teaching styles by completing several learning style instruments.
October 6, 2011 – Learning Styles and Teaching in the Local Schools
Large Group Topic: Administrator’s Panel: Teaching in Local Schools (Superintendent’s Panel)
Professional Semester Topic: Teaching to Student Learning Styles
Seminar Sharing Discussion: What ”tricks of the trade” have you learned?
Chapter: Chapter VI (B): Learning Style Instruction
Power Point: Multiple Intelligence and Learning Styles
Activity: Analysis of Instrument Responses
Assignment Due: Teaching Style Summary Sheet
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Assignments for Next Week:
1. After attending the "Learning and Teaching Style Workshop,” assess your learning and teaching
styles by completing at least three (3) learning style instruments and analyzing the results. Include
in some fashion in your Professional Portfolio or be ready to discuss in a job interview.
2. After attending the "Multiple Intelligence Workshop" and complete a Multiple Intelligence lesson plan.
Include in some fashion in your Professional Portfolio or be prepared to discuss in a job interview.
3. From the text The Educator’s Book of Secrets: 164 Truths of Masterful Teachers, read
Chapter V: Affirmative Teacher Orientations.
October 13, 2011 – The Art of Teaching
Large Group Topic: Student Diversity
Seminar Sharing Discussion: What are the keys to a great teacher?
Seminar Topic: The Art of Teaching
Chapter: Chapter V: Affirmative Teacher Orientations
Power Point: The Art of Teaching
Due: Cooperating Teacher’s Midterm Evaluation
Assignments:
1. After attending the "Student Diversity Sessions” be able to synthesize the need for,
rationale, and characteristics of the multicultural focus. An individual plan for including
multicultural aspects in your own teaching field should be developed and be demonstrated in
some way in the professional portfolio or readied for discussion in a job interview.
Assignments for Dec 1st Seminar:
1. Over the next seven weeks, finalize your Professional Portfolio and be prepared to submit
at the concluding seminar.
2. Over the next seven weeks, construct your Teacher Work Sample and be prepared to
submit at the concluding seminar.
3. Remember, for each supervisor visit (3) you should have a typed lesson plan covering the days
objectives, materials, instructional activities, and evaluation.
December 1, 2011 - Portfolio/Work Sample – Getting A Job
Professional Semester Topic: Teacher Certification (Mrs. McDougle)
Seminar Sharing Discussion: What is the most important thing you learned about students this semester?
Seminar Topic: Getting the Job and The First Years of Teaching
Power Point: The Job Interview
Assignment Due:
1. Professional Portfolio
2. Teacher Work Sample
December 12, 2011 - Concluding Seminar
Professional Semester Topic: Graduation Celebration
Seminar Sharing Discussion: What is the most important thing you learned about yourself this semester?
Seminar Topic: The First Years of Teaching
Power Point: The Dispositions of Teaching
Assignment Returned: 1. Professional Portfolio
2. Teacher Work Sample
3. Course Grades
Semester Evaluation
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University Supervisor Tentative Visitition Schedule
The following is a tentative outline for the visits made by the university supervisors. After the first two visits,
specific dates will be agreed upon for each visit.
Visit
Visit #1
Purpose
Material Due
Get Acquainted "Howdy"
Begin
End
Aug 26
Sept 16
Initial CT Eval Due by Sept 15th Seminar
Visit #2
Evaluation #1
Typed Lesson Plan
Sept 19
Oct 12
Mid-term CT Eval due Oct 13th Seminar or During Visit #3
Visit #3
Evaluation #2
Typed Lesson Plan
Oct 14
Nov 11
Visit #4
Evaluation #3
Typed Lesson Plan
Nov 15
Dec 2
Final CT Eval Mailed by Dec 1st by CT
Visit #5
Departmental Eval
Lesson Plan
Oct 17
Dec 2
Other visits may occur without notice. For planned evaluation visits, be prepared to submit a typed lesson plan. If a
change in schedule is needed, call as early as possible in advance to change the date. You will receive a copy of
each evaluation.
Evaluation Due Dates
Keep track of your cooperating teacher's evaluation of you and see that they are submitted on time. Three
evaluations are required from your cooperating teacher:
1. The Initial Observation Evaluation should be completed by the cooperating teacher and
submitted on ANGEL no later than the Sept 15th Seminar.
2. The Midterm Evaluation should be completed by the cooperating teacher and submitted on
ANGEL by the Oct 13h seminar or before the visit #3.
3. The Cooperating Teacher Final Evaluation should completed on ANGEL by the cooperating
teacher, be signed by you, and mailed by the cooperating teacher no later than Dec 1st.
Also keep track of your university supervisor’s evaluations.
For each visit, the university supervisor will complete a computerized Field Supervisors Report
on ANGEL that lists commendations and targets for improvement by indicator number and
provides a narrative summary of the observations. A copy will be given to the teacher candidate at
the next seminar or scheduled visit.
At the end of the semester, the university supervisor will complete a University Supervisor Final
Evaluation and submit it (as well as the Cooperating Teacher Final Evaluation) to the Placement
Center to be put in your placement file after the Final Seminar. You may review the evaluation in a
one-on-one conference following the final seminar.
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Professional Semester Assignment Checklist
Dr. Charles Kent Runyan
Thursday Sessions:
Aug 25th
____ Submit Bloodborne Pathogen certificate to building principal and copy a certificate to put
in your in Portfolio (5pts)
Sept 1nd
____ Read Chapter I: The Masterful Teacher and Fully Functioning School and attend the
Beliefs and Aims of Education session (5pts)
____ Attend the Career Planning session (5 pts)
____ Submit Orientation Checklist (50 pts)
Sept 7th
____ Read Chapter VI (A): Student-Centered Active Instruction – Lesson Planning & Technology
and attend the Lesson Planning session (5 pts)
____ Submit Philosophy of Education (5 pts)
Sept 15th
____ Read Chapter VIII: Classroom Management and attend the Classroom Management session (5pts)
____ Make sure your cooperating teacher’s Initial Evaluation is completed on GUS
Sept 22th
____ Read Chapter VI (C) : Student-Centered Active Instruction – Homework to Research-Based Instruction
and attend the Science of Teaching session (5pts)
____ Submit the School Law Quiz (25 pts)
____ Submit Classroom Management Rules and Discipline Hierarchy (15 pts)
Sept 29th
____ Read Chapter VII : Focused Multidimensional Assessment and attend the Differentiated Instruction and
Standardized Testing session (5 pts)
____ Submit Shadow Study (50 pts)
Oct 6th
____ Read Chapter VI (B) : Student-Centered Active Instruction – Learning Styles
and attend the Learning Style session (5pts)
____ Complete Teaching and Learning Styles Instruments (5pts)
____ Make sure your cooperating teacher’s Midterm Evaluation is completed
____ Attend all Diversity in Education sessions (5pts)
Oct 13th
____ Read Chapter V: The Art of Teaching and attend The Art of Teaching session
____ Complete Teaching and Learning Styles Instruments (5pts)
____ Attend the Administrators Panel (5pts)
Dec 2nd
____ Submit Teacher Work Sample (50 pts)
____ Submit Professional Portfolio (50 pts)
____ Attend Licensure session (5pts)
Dec 13th
____ Attend Graduation Celebration (5ts)
____ Attend Academic Supervisor Departmental meeting
____ Make sure your cooperating teacher completes Final Evaluation and you sign
General Semester Activity: ____ Take PLT and Content Tests ____ Grand Finale
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