DEPARTMENT OF CURRICULUM AND INSTRUCTION
SCHOOL OF EDUCATION
PITTSBURG STATE UNIVERSITY Spring 2010
_
Course Title: Elementary and Middle Level Professional Semester
Course Numbers:
CURIN 455 Elementary and Middle Level Education
CURIN 458 Methods and Curriculum
CURIN 464 Foundations of Measurement & Evaluation
CURIN 475 Supervised Teaching in the Elementary School
CURIN 476 Supervised Teaching in the Elementary School (Cooperating Teacher)
CURIN 477 Supervised Teaching in Foreign Languages in the Elementary Schools
CURIN 478 Supervised Teaching in Middle Level Education
CURIN 579 Supervised Student Teaching and Follow-Up of Teachers
Course Time Schedule: Thursday 9:00-4:00
Credit Hours: 12 semester hours
Instructor: Dr. Pamela K. Sells
Office: 117B Hughes Hall
Office Hours: By Appointment
Phone: Office (620) 235-6513
Cell: 417-437-7177
Teacher candidates are expected to follow the PSU Academic Honesty Policy, which speaks to
unethical acts associated with coursework or grades. Course instructors will present violations of
this policy to the University Academic Honesty Committee for review and action.
I.
COURSE DESCRIPTION
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 (numbers refer to the behaviors
listed in the Kansas Internship Assessment Inventory) will be:
the principles of effective teaching including curriculum construction, educational trends,
teaching problems, lesson planning, instructional techniques, and professionalism;
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
the purpose, students, and programs of the elementary and middle school with emphasis
on the theories of learning associated with elementary and middle level education
including classroom management, special programs, student characteristics,
communication, cultural influence on learning new curriculum and effective
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relationships with students, staff, and parents and 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
Experiences in the field, general discussion in the seminars, student self-assessment, and
supervisor/cooperating teacher evaluation will support the development of effective:
professional growth, collaboration, and ethics
planning and organization
communication and intelligent decision-making
effective instruction
content knowledge
relationships with students, staff, and parents
classroom management
evaluation
II.
PREREQUISITES
Admission to Teacher Education and the Professional Semester
III.
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 through involvement in
classroom activities in which direct field experience is guided by theory.
Experience in the field, general discussion in the seminars, student self-assessment, and
supervisor/cooperating teacher evaluation will support the development of 68 effective
teaching attitudes and behaviors under the headings:
A. Professional Characteristics
The teacher candidate will demonstrate specific attitudes and behaviors which illustrates
a commitment to a dependable and professional demeanour, an underlying belief system
that all students can learn, specific efforts that foster collaborative/caring relationships,
and attitudes which foster lifelong learning. ( Indicators 1-13)
B. Relationships with Students
The teacher candidate demonstrates specific attitudes and behaviors that portray a caring
relationship with students, a positive rapport developed through enthusiasm, high student
expectations, empathy, and promotion of learning extending beyond the classroom.
(Indicators 14-17)
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C. Instructional Planning
The teacher candidate demonstrates specific attitudes and behaviors that denote a strong
knowledge base, an understanding of learning theory, an approach to outcomes-based
instructional planning, an integrated lesson design, and variety of instructional strategies
that provide opportunities for all students to learn. ( Indicators 18-25)
D. Instruction
The teacher candidate demonstrates specific attitudes and behaviors that provide active
student-centered instruction characterized by clarity, variety, and flexibility. (Indicators
26-43)
E. Classroom Management
The teacher candidate demonstrates specific attitudes and behaviors that promote an
orderly, safe classroom environment conducive to learning by providing clear rules and
procedures that are taught, monitored and consistently reinforced. (Indicators 44-52)
F. Evaluation
The teacher candidate demonstrates specific attitudes and behaviors that establish fair
expectations, provide for multiple assessment opportunities, monitor progress in a timely
fashion, provide feedback through multiple means, and collaborate with others to meet
the needs of all students (Indicators 53-60)
IV.
ELEMENTARY AND MIDDLE LEVEL 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 elementary and
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;
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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 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. These behavioral tendencies as identified in the knowledge base are
grouped in the areas of:
Professional Characteristic
Instruction
Instructional Planning
Relationships with Students
Classroom Management
Evaluation
to promote in teacher candidates the development of a committed individual
philosophy of education; and
to promote communication and close liaison between the schools and Pittsburg State
University.
In essence, the goal of the Professional Semester will be to develop caring, competent, and
committed future teachers through the study of and practice in the daily functions of an effective
teacher.
V.
RECOMMENDED TEXTS AND MATERIALS
Cooper, James M. Classroom Teaching Skills, 5th Edition. Lexington, MA: D. C Heath
and Company, 1994.
Edwards, Clifford H. Classroom Discipline and Management, 2nd Edition. New York:
Macmillan Publishing Company, 1997.
Fisher, L., Schimmel, D., and Kelly, C. Teachers and the Law, 4th Edition. New York:
Longman, 1995.
page 4
Jones, Fred. Tools For Teaching. Santa Cruz, CA: Fredic H. Jones and Associates, Inc.,
1997
VI.
INSTRUCTIONAL RESOURCES
Journals, trade books, and instructional materials in Axe Library and in the School of
Education Instructional Resource Center
School of Education computer laboratory
VII.
Videos and other audio/visual resources from Greenbush Regional Service Center and
other sources
TEACHING STRATEGIES
During the seminars, various instructional models and techniques will be demonstrated.
Teaching models used will include Hunter's Direct Instruction, Cooperative Learning,
lecture, role-playing, simulations, games, and whole-class/small group discussion.
Instructional techniques used will include anticipatory sets, checks for understanding,
guided practice, closure, panel discussion, peer teaching, essay writing, outside reading,
laboratory activities, case studies, critiques, questioning, and audio/visuals.
VIII. REQUIREMENTS AND EVALUATION
A.
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 must plan to be in attendance
during the entire designated semester.
Weather conditions: In the event of hazardous driving conditions, individual
guidelines should be consistent with the policy of the district in which the student
teacher is assigned. Driving to the university on Thursdays should be governed by
careful assessment of prevailing road conditions and local weather forecasts.
Emergency absences: Unavoidable absences such as those related to sickness,
death in the immediate family, and other emergency situations should be reported
to the cooperating teacher as far in advance as possible and will be considered
excused. Also, the university supervisor should be informed of the absence at the
earliest convenient opportunity. Other "extenuating" circumstances should be
thoroughly discussed with the university supervisor before the anticipated
absence. Dental appointments and other non-emergency appointments should be
scheduled outside the school day. Also, absences from the seminars should not
occur as the result of field trips, programs, substitute teaching, or other school
activities. Any unexcused absence will result in a deduction of five points.
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THURSDAY ON-CAMPUS SEMINARS TAKE PRECEDENCE OVER
ALL OTHER STUDENT TEACHING ACTIVITIES!
B.
ACTIVITIES
The required activities for each course in the Professional Semester are listed in
the individual course syllabi (beginning on page 10).
C.
EXAMINATIONS
No examinations are given during the Professional Semester.
D.
SCORE POSTING AND GRADING
Scores are not posted in the Department of Curriculum and Instruction.
Evaluations and feedback related to student performance will be provided to the
student personally by the Cooperating Teacher and the University Supervisor.
The Professional Semester is structured under six courses which combine to form
17 hours of intensive course work and related laboratory experiences. The final
grades for CURIN 455, 458, and 464 are based on a 100 point scale and will be
determined by performance on written assignments, participation in seminar
readings and discussions, and field assignments (see individual course syllabi for
specific assignments related to each course). Evaluation of assignments will be
based on timely submission, professional insight, neatness, spelling, and
grammar.
The grading scale is as follows: 90-100 = A; 80-89 = B; 70-79 = C; 60-69 = D;
0-59 = F.
The final grades for CURIN 475, 476, 478, and 579 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 all areas identified in the Pittsburg State Knowledge Base. Even
though each course has its own objectives and requirements, the course work is
designed to be integrated with laboratory experiences. Thus, a number of class
requirements may apply to several different course objectives.
IX.
COURSE CONTENT/SCHEDULE
page 6
Professional Semester students will meet on campus for seminars several times
throughout the semester. Emphasis will be placed on applying derived knowledge and
understandings to the student-teaching situation. During the on-campus seminars, the following
content areas will be covered:
A.
B.
C.
The Student Teaching Experience
1. Professional Semester structure and student responsibilities
2. Pittsburg State University Field Supervision Model
3. Pittsburg State University Effective Teaching Skills Program
Classroom Management
1. Classroom Management Behaviors and Descriptions
2. Management orientations
a. Canter's Assertive Discipline
b. Glasser's Reality Therapy and Control Theory
c. Behavioral theory (reward and punishment)
d. Fred Jones Positive Classroom Management
3. General principles of effective classroom management
a. Responsibilities of the teacher
b. Characteristics of the learner
c. The school climate
d. Principles of learning
e. Principles of discipline
4. Classroom management components
a. Physical classroom arrangements
b. Procedures, routines, and rules
c. Communication of expectations
d. Student-teacher relationships
e. Effective teaching practices
5. Implementing the system
6. Classroom management scenarios
Planning for Teaching and Learning
1. Planning/Organization Behaviors and Descriptions
2. Content Knowledge Behaviors and Descriptions
3. General principles in lesson planning
4. Effective lesson characteristics
5. Steps in planning
6. Lesson planning structures and models
a. Basic outline
b. Hunter model
c. Cooperative learning
d. Other models
7. Setting objectives for student learning
a. Cognitive objectives
b. Affective objectives
c. Psychomotor objectives
page 7
8. Unit planning
a. Basic unit format
b. Thematic units
D.
Expanding Teaching Strategies
1. Instructional Behaviors and Descriptions
2. Models of teaching
3. Teaching strategies
4. Effective questioning techniques
5. Innovations in teaching
a. Mastery learning
b. Learning styles
c. Teacher Expectations - Student Achievement
(TESA)
d. Whole language approach
E.
Appraising and Reporting Student Progress
1. Evaluation Behaviors and Descriptions
2. Assessing student needs
3. Test construction and administration
4. Assessment of teaching effectiveness
5. Reporting pupil progress
6. Using assessment data
7. Parent-Teacher conferencing
8. Performance assessment
F.
School Organization and Philosophy of Education
1. national, state, and district organization
2. School organization
a. Teacher policies
b. Student policies
c. School administration
d. School-wide rules and procedures
e. Grade-level and/or departmental organization
3. Characteristics of the elementary school
4. Characteristics of the middle level school
5. History of educational change in America
6. Educational philosophy
7. Current trends and issues in education
a. Effective Schools Research
b. Outcomes-Based Education
c. Mastery Learning
d. Multi-cultural education
e. Gifted education
f. Special Education "Inclusion" programs
g. Educational technology
page 8
G.
Teachers and the Law
1. Tenure and dismissal
2. Collective bargaining
3. Liability
4. Slander and libel
5. Copyright laws
6. Freedom of expression
7. Due process
8. Teacher conduct
9. Religion
10.Freedom of association
11.Teacher conduct
12.Racial discrimination
13.Handicapped and non-English speaking student rights
14.Student records
15.Student attendance and personal appearance
H.
Teaching as a Profession
1. The Code of Ethics of the Education Profession
2. Job search suggestions
a. Placement file
b. Resume
c. Letters of introduction
d. Interviewing
e. Possible interview questions
3. Suggestions for beginning the first year
4. Future professional development
a. Educational journals
b. Continuing education
c. Professional associations
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, educational trends, teaching problems,
lesson planning, instructional delivery, and professionalism.
Course Objectives:
Upon completion of the course, the student will be able to:
provide an overview of the basic principles of curriculum construction -21,22
page 9
transfer to the teaching experience a researched-based body of knowledge related to
lesson planning and media/technology appropriate for elementary and middle level
education 23,34
employ the mastery philosophy of teaching and learning in the teaching experience-38
define and use Hunter's direct instruction model in the teaching experience 29,30,32,33,34,41,44,48
define and use cooperative learning in the teaching experience -38;
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;
identify effective questioning techniques characterized by appropriate wait time, equal
distribution, and effective probing techniques-35,36,39,40,41,44
assess his/her own teaching strengths and weaknesses through self-analysis and reflection
on individual teaching experiences -11,12;
identify and transfer into practice key behaviors in the areas of:
Instructional Planning-22,23,24,25,26,27,28
Instruction and 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.
Course Requirements:
1. Regular class attendance and participation in class activities.
2. Teacher Work Sample - Submit lesson plans for five consecutive lessons on the same
topic. Such as five lessons plans covering a concept in math, science, language arts, etc.
See assignment sheet for due date – Worth (50 points) The Teacher Work Sample
should include, at a minimum, the following information:
* Grade level for which the plans are intended
* Duration, five consecutive lessons
* Objective(s) of the lessons
* Justification for Objectives
* Pre-test, Formative and Post-test
* Lesson Plans
* Reflection on lesson
* Instructional Decision Making
* Reflect on Student Learning
* Contents of the lessons
page 10
* Special activities related to the lessons (e.g., art projects, field trips,
experiments, activity centers, games, films, etc.).
Please follow the Student Work Sample Guide to complete this assignment.
Be prepared to make a 4-5 minute oral presentation of your lesson design (If time
allows). When making your presentation, please have available samples of projects,
artwork, etc., done by the students.
3. Make and display in your classroom or hallway one bulletin board. The bulletin board
should be presented on a separate sheet of paper and turned in to your supervisor. Use
photographs and state the purpose of the bulletin board (e.g., to display students' art
work, to correlate with a unit). See assignment sheet for due date - worth (10 points)
4. A professional teaching portfolio can be used as a tool to market yourself in a professional
manner. In a very competitive job market you need a way to show a prospective
employer why they should hire you. Your portfolio should include only your best work.
This is one project that more is not always better. Be selective in what you include and
keep your statements brief. It is recommended that you use a three-ring binder to store
your information. A hard copy of your portfolio will need to be submitted for grading
purposes. Neatness is a key word and don’t forget to include photos of special projects,
bulletin board, artwork, extra curricular activities or any other photos that will showcase
your work. See assignment sheet for due date – worth (40) points
CURIN 455 Elementary and Middle Level Education
The two hour course emphasizes the broad and complex field of public education in a
democracy, purposes and philosophies of education, instructional sources, professional
competence required for successful teaching, various organizational plans for grouping children,
and the relationship of the teacher to administration.
Course Objectives:
Upon completion of the course, the student should be able to:
discuss various classroom management philosophies;-60develop a personal classroom management plan for maintaining a classroom environment
conducive to learning ;-53,,54,55,56,57,58,59,60
identify and transfer to a teaching situation appropriate methods associated with
implementing and maintaining an effective management system ;-51,58
distinguish the special characteristics and learning styles of the elementary and/or middle
level student ;-21,23,25,27,36
page 11
identify methods and special programs that help meet the needs of a diverse population of
students in the elementary and/or middle level schools through various teaching,
management, and school structure techniques ;-20,37,39,41,47,49,50,51,52,53,54,55
discuss the verbal and nonverbal characteristics of effective communication ;-11,53
synthesize the importance and characteristics of interpersonal relationships among
students, teachers, administrators, and parents 15,16,17,18,19,20,21
identify and transfer into practice key behaviors in the area of:
Relationships with Students-16,17,18,19,20,21
Classroom Management ;-44,45,46,47,48,49,50,51,52
discuss purposes and philosophies of education and verbalize an individual philosophy of
teaching; and
demonstrate an awareness of landmark cases and major legal ramifications related to
teaching in the elementary or middle school setting.
Course Requirements:
1. Regular class attendance and participation in class activities.
2. Be prepared to discuss in class chapters assigned in Tools for Teaching by Fred Jones
3. Write a brief paper entitled “My Classroom Management Plan” which outlines your
specific orientation to classroom management. Include your classroom rules, procedures
and routines. For upper grades your policy on late work and your grading scale should
also be included. Examples of management plans will be presented in class. There are
some excellent management plans on the web. A welcome back to school letter is also a
part of this assignment. Check with your cooperating teacher to see if she/he has a letter
that they send to parents. See assignment sheet for due date – worth (40 points)
4. Attend the “Teachers and the Law” presentation and peruse the Teachers and the Law
textbook. Be prepared to discuss what you have learned from these activities in class.
Complete school law quiz. See assignment sheet for due date – worth (10 points)
5. Develop a rationale and plan for including multi-cultural aspects in your own curriculum.
Be prepared to discuss in class what you learned from the seminar (Teaching in a Diverse
Population) This will be a project completed in class.
6. Your Philosophy of Education: You wrote your first philosophy of education in
Explorations. It may have changed over the years. Now that you are about halfway
page 12
through student teaching, please reflect and rewrite your philosophy of education. This
assignment will become part of your professional portfolio. Your professional portfolio
could be used during the job interviewing process. See assignment sheet for due date –
worth (20 points) – This same assignment will need to become part of your professional
portfolio.
7. Orientation Checklist: As you learn this information, place the date in the blank in front
of the requested information and note general information after the requested
information. See assignment sheet for due date – worth (30 points)
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 and their uses, assessment system components, educational test development,
parental/student communication, techniques in using evaluative information, as well as teacher
self-assessment.
Course Objectives:
Upon completion of the course, the student will be able to:
outline the components of an effective assessment system ;-53,54,55,56,57,58,59,
identify and use various sources to assess the learning needs and capabilities of individual
students ;-56,57,58
construct a test that assesses the objectives taught;-57,58,59,
identify and use various methods of giving immediate and specific oral and/or written
feedback to students ;-59
appreciate the need to make changes in instruction based on assessment results ;-58
outline various methods of communicating student progress to both the students and
parents -53,54
develop a competence in structuring and conducting a parent-teacher conference -18
analyze personal teaching skills through self-assessment; and-12,
identify and transfer into practice key behaviors in the area of Student Evaluation .53,64,55,56,57,58,59,60
Course Requirements:
1. Regular class attendance and participation in class activities.
page 13
2. Conduct a shadow study. Observe the behavior of one pupil for one school day under the
guidance of different teachers. Write a synopsis of that student's behavior throughout the
course of the day. Include any insights you have gained about the student and any
strategies you may have developed for working with the student. For the sake of
confidentiality, use a fictitious name for the student you observe. See assignment sheet
for due date – worth (50 points)
3. Study the cumulative folder used by your school district. Take notes about what you
found, discuss with your cooperating teacher why this information is retained, and how it
is used. Write a brief report on your findings and how this information is of value to the
classroom teacher. See assignment sheet for due date – worth (25 points)
* standardized tests given
* a comparison of range in reading and math scores
* exceptional children (gifted, LD, etc.)
* grading system (E, S, N, U or A, B, C, D, F) and criteria used.
4. Participate in or observe at least three parent-teacher conferences. Write a brief paper
about what you learned from this experience. If there are no conferences being held, then
discuss with your cooperating teacher how he/she conducts these conferences. See
assignment sheet for due date – worth (25 points)
5. Write a paper entitled “My Perceptions of Teaching.” The paper will serve as a synthesis
of the insights and skills you have acquired during your training as a teacher. Four major
divisions should be present in the paper. First, the paper should discuss your philosophy
of education addressing what you believe is the primary role of education and the teacher.
Second, it should analyze your teaching abilities with a discussion of your perceived
strengths and weaknesses present. Third, the paper should discuss the characteristics of a
master teacher addressing his/her personal characteristics, behaviors, and beliefs. Last, it
should discuss how you plan to continue to improve as a professional educator to acquire
the skills needed to become your perception of a master teacher. Omit this assignment!
CURIN 475 Supervised Student Teaching in the Elementary School
0r
CURIN 478 Supervised Student Teaching in Middle Level Education
Each three-hour course centers on professional laboratory experiences under the supervision
of a public school supervising teacher. Graded on a Pass/Fail basis only.
Course Objectives:
The course makes provisions for observation and teaching experience with elementary or
middle level students and is designed to:
develop the ability to move from classroom observer to classroom manager capable of
performing the various tasks of teaching without dependence on others;-1,2,3,5,9,12,13,
page 14
provide an environment that relates learning theory and classroom practice;-14,15,16,17
develop a teacher candidate who possesses key behaviors involved in performing as a
competent professional educator:18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,4
6,47,48,49,50,51,52,53,57,58,59,60
Professional Characteristic -1-13
Relationships with Students-14,-17
Instructional Planning-18-25
Instruction-26-43
Classroom Management-44-52, and
Evaluation- 53-60
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 all the following areas associated with
Pittsburg State's knowledge base:
Professional Characteristic
Instructional Planning
Relationships with Students
Classroom Management
Evaluation
Instruction
2. Completion of various individualized activities as assigned by the cooperating teacher.
CURIN 476 Supervised Teaching in the Elementary School
The five-hour course centers on directed teaching in an elementary school setting during
the Professional Semester. 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:
develop the ability to move from classroom observer to classroom manager capable of
performing the various tasks of teaching without dependence on others;-1,2,3,5,9,12,13,
page 15
provide an environment that relates learning theory and classroom practice;-2,3,22,24,27
develop a teacher candidate who possesses key behaviors involved in performing as a
competent professional educator in the following areas:
Professional Characteristic -1-13
Relationship with Students – 14-17
Instructional Planning – 18-25
Instruction – 26-43
Classroom Management – 44-52
Evaluation – 53-60 and
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 all the following areas associated with
Pittsburg State's knowledge base:
Professional Characteristic
Instructional Planning
Relationships with Students
Classroom Management
Evaluation
Instruction
2. Completion of various individualized activities as assigned by the university supervisor.
CURIN 579 Supervised Student Teaching and Follow-Up of Teachers
The two-hour course involves directed teaching under the supervision of departmental
representatives during the professional semester. Additionally, departmental representatives will
follow up with each area student during the first year of teaching with assistance and support.
Graded on a Pass/Fail basis only.
Course Objectives:
The course makes provisions for observation and teaching experience under the supervision
of departmental representatives during the professional semester and follow-up during the first
year of teaching and is designed to:
develop in the student teacher the ability to move from classroom observer to classroom
manager capable of performing the various tasks of teaching without dependence on
others;-1,2,3,5,9,12,13,
page 16
provide an environment that relates learning theory and classroom practice;-2,3,22,24,27
develop a teacher candidate who possesses key behaviors involved in performing as a
competent professional educator as indicated in the Pittsburg State University Knowledge
Base;
promote communication and close liaison between the schools and Pittsburg State
University; and
provide assistance and support to area teachers during their first year of teaching (e.g.,
letters, follow-up calls, surveys, visits, annual conference on campus).
Course Requirements:
1. As assessed by the university supervising professor, show adequate achievement
and/or progress in all the key areas of professional development identified in the Pittsburg
State University Knowledge Base.
2. Completion of various individualized activities as assigned by the university supervisor.
Attachment: Schedule of Assignments by Due Dates
page 17