Developing Competent and Democratic Professionals
COURSE SYLLABUS
EDST 3000 - Teacher as Practitioner
Fall 2011
Instructor:
Dr. John Kambutu
Tate Museum 124
(307) 268-2584
kambutu@uwyo.edu
Office Hrs:
Tuesday & Thursday 10:00 – 12:00 p.m. or by appointment
Class time:
Monday & Wednesday 9:00 – 12:00 p.m. (TM 108)
School Experiences:
Wednesday 9:00 – 12:00 p.m. or as arranged
Important websites:
WTEP Handbook… www.uwyo.edu/ted
Teacher Performance Assessment (TPA) subject area handbook:
http://www.uwyo.edu/edstudies/TPAC/index.html
EDST 3000 Resources… www.uwyo.edu/kambutu
Credit:
6
Prerequisites: Wyoming Teacher Education Program (WTEP) application, Successful
completion of Writing One (WA), Grade C or better in Quantitative Assessment (QA), Grade C
or better in ITEC2360, 2.75 cumulative GPA, Junior standing, and Current State of Wyoming
substitute teaching license.
Course Description: This six credit hour course begins phase II of the teacher education
sequence. Practicum experiences are integral to EDST 3000. At this point in the teacher
education program, students have developed a theoretical, historical, and philosophical
foundation. This course builds on that foundation and specifically links theory and philosophy to
classroom practice. The following thematic topics are addressed in this course: 1) Instructional
theories and practices, 2) Planning for instructional experiences, 3) Classroom management, and
4) Practicum experiences. EDST 3000 meets University Studies Program (USP) requirements for
Oral (O) and Writing Two (WB)…see below for additional information.
Oral Communication (O): This course fulfills the Oral Communication (O) requirement of the
2003 University Studies Program. Oral communication (O) courses will assist students to achieve
knowledge and competence in oral composition, critical analysis, interaction, presentation, and
delivery.
Tell me, I forget…. Show me, I remember… Involve me, I understand (Source: Unknown)
Writing 2 (WB): This course fulfills the Writing (WB) requirement of the 2003 University
Studies Program. Intermediate writing courses (WB) provide students with opportunities to
further develop and refine their writing. These courses require writing for a variety of purposes
and audiences, including the use of discipline-based or interdisciplinary research skills to locate,
evaluate, analyze, and synthesize information in at least one extensive writing assignment. In WB
courses, students further refine their writing through revision and editing. They also practice the
accepted conventions of Standard English.
To address the WB requirement, EDST 3000 includes a variety of writing opportunities.
Assessments that evaluate writing include: Theory and Practice Research Paper - a
research paper written using APA style to organize and cite references; Lesson Plan, and
Practicum Reflection Paper – a written reflection on practicum experience. Specific
directions, assignment criteria, rubrics and additional writing assignments and activities
will be discussed in class.
Student’s Role/Expectations: Student’s role is that of participant, organizer, co-learner and
practice teacher. Learning to be an effective teacher is a process. Thus, this teacher education
course requires students’ participation in multiple forms including studying assigned readings,
contributing to discussions, engaging in practicum experiences and completing oral and written
assignments.
Instructor’s Role/Responsibility: Instructor’s role is that of facilitator, organizer and co-learner.
Together, students and instructor will address questions that have open-ended and evolutionary
answers. The instructor will examine and revisit continually questions related to effective
education in a democratic society. This on-going process is of utmost importance. The instructor
will support students’ learning by being available, flexible, and open to students’ feedback (see
my philosophy or guiding principles at (www.uwyo.edu/kambutu).
Disability Statement: If you have any physical, sensory, cognitive/learning, or psychological
disability and require accommodations, please let the instructor know as soon as possible. You
must register with, and provide documentation of your disability to UW/CC main office (AD163)
phone 268-2713.
Outcomes/Standards: EDST 3000 is aligned with the College of Education Teacher Education
Program’s (WTEP) Content and Performance Standards. The course focuses on the standards
highlighted on pp.9-10
Texts and Readings:
 Arends, R. I. (2012) Learning to Teach, 9th edition. New York, NY: McGraw-Hill
(and the CD included with the text)
 Other reading resources provided throughout the semester.
Course requirements:
1. Due to the course’s stress on student-centered learning, all students are expected to attend
and participate actively at all in-class activities and practicum sessions.
2. Positive attitude toward becoming a professional educator.
3. Respect for the learning space. Thus, prudent use of cell phones is highly encouraged.
Text messaging when the class is in session is highly discouraged.
4. Submission of each assignment by designated due date. Work that is late one and two
days will be penalized 50% and 75% of total points respectively. Work that is late 3 days
will not be accepted for grading. No make-ups for missed participation and impromptu
points.
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5. Use of word processor, 12 point font (Times New Roman) size, double-spaced, and on
one side of the paper only, unless otherwise noted.
6. No plastics or hard covers over un-graded work.
7. Successful practicum experience, including: appropriate dress and behavior during
practicum experiences, completion of practicum assignments and a positive evaluation
from mentor teacher.
8. Purchase of needed materials such as blank CD/DVD, reading materials, and electronic
storage.
9. Education resource file- This file will help organize your work and other resources
provided during the semester.
Attendance/Participation Policy: Attendance and active participation at all class meetings and
public school experience/s is expected. You may miss one class without penalty. Each additional
absence may adversely affect your final semester grade. University sponsored absences are
cleared through the Office of Student Life. Punctuality is expected at all times.
Course Assignments/Assessments/Grading Information:
The following assignments will be discussed and completed throughout the semester. These
items have been selected to show satisfactory accomplishment of the course outcomes, USP
requirements and CoEd standards/benchmarks. The first three assignments are “common
assessments” (designated**). These are required for all sections of the EDST 3000 classes.
These assignments are coupled with predetermined rubrics. Thorough descriptions of all common
assessments and evaluation criteria are attached on page 6-9 and are also posted on the
Educational Studies Department website.
** Theory and Practice Paper– This 15-20 page paper, written in APA format has two parts.
Part one (10 pages) examines theories, practices, and principles that support the Art and Science
of teaching (Pedagogy). This paper should focus on both teacher and student-centered strategies
as theorized by educators such as Lee Canter, Rudolf Dreikurs, William Glasser, Thomas
Gordon, Alfie Kohn , Jacob Kounin, Jane Nelson, Curwin & Mendler, Sonia Nieto, Robert
Marzano, Fey & Kline, Madeline Hunter, Robert Slavin, J.E. Brophy, Linda Albert, Howard
Gardner, John Dewey, Geneva Gay, Wiggins & McTighe, Johnson & Johnson, Abraham
Maslow, Nel Noddings, B.F. Skinner, Sleeter & Grant, David Ausubel, Jerome Bruner, Jean
Piaget, Lev Vygotsky, Paulo Freire and Maria Montessori. Part two (5 pages) addresses
pedagogical practices in the classroom. Thus, in addition to discussing the “ideal classroom,” this
portion of the paper explores various classroom management programs such as Reinforcement
Theory, Choice Theory, Classroom Ecology, Assertive Discipline, Logical Consequences, Love
and Logic with Jim Fay, Classroom Meeting, Caring Classroom and Social Learning Theory.
Also, you may wish to examine programs such as Boys/Girls Town, Assertive discipline by Lee
Canter, Positive classroom with Frederick Jones, TESA, Least Discipline, etc. [100 points]
** Lesson Planning – Using EDST 3000 lesson planning template, develop one detailed lesson
plan during practicum experiences for instructional purpose. [100 points]
WEB SITES FOR PUBLIC SCHOOL STANDARDS/BENCHMARKS:
COMMON CORE STANDARDS (National Standards)
http://www.corestandards.org/
STATE OF WYOMING
http://www.k12.wy.us/SA/standards.asp
NATRONA COUNTY (NCSD)—Casper:
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http://www.natronaschools.org/view_department.php?id=112&name=Essential+Curricul
um
** Practicum Evaluation – Includes practicum log, practicum lesson plan, sample assessment of
students’ work, video, practicum reflection paper, and mentor teacher evaluation [250 points].
Important: Students must receive a rating of “Proficient/ equivalent points” or better on all
common assessments (designated by **). Students who do not achieve such rating on their first
attempt for any reason(s) (content, grammar/mechanics, improper APA, etc.) are allowed one
opportunity to remediate the assignment. Students who successfully remediate the deficiencies
will receive a rating of “Proficient” (“Distinguished” is no longer possible). Students will not
receive a change in point value when an assignment has been rewritten/re-done. The original
point total will stand. Students who do not meet a “Proficient” rating on any common assessment
will receive a course grade no higher than “D,” regardless of overall point total in the course.
All common assessments must be completed at “Proficient” level or above to receive a “C” or
higher in the course, and for students to be eligible to move forward in the WTEP.
Grading:
Your final grade will be based on scores accrued from the following activities:
1. Attendance and active participation at class meetings and school experiences. Missing class
and or school experiences may adversely affect your final grade. Punctuality is expected at all
times.
2. Other:
 Theory and practice research paper **
 Lesson planning **
 Practicum evaluation **
 Planning (lesson plan & teaching materials)
30 points
 Instruction (lesson plan, materials & video)
30 points
 Assessment (sample of students’ work, etc.)
30 points
 Practicum (video)
20 points
 Practicum reflection
50 points
 Writing proficiency
30 points
 Mentor evaluation
60 points
Total points for practicum assessment:
 Lesson plans (2 prepared in class @25 points each)
 Graded participation and impromptu assignments, tests and final
exam,
Total course points
100 points
100 points
250 points
50 points
100 points
600 points
Grades:
558 – 600
A
516 - 557
B
468 – 556
C
420 – 467
D
UW Grading Scale: 93-100% = A, 86-92% = B, 78-85% = C, 70-77% = D
Academic Honesty: The University of Wyoming is built upon a strong foundation of integrity,
respect, and trust. All members of the university community have a responsibility to be honest,
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and the right to expect honesty from others. Any form of academic dishonesty is unacceptable to
our community and will not be tolerated (from the UW General Bulletin). Students should report
suspected violations of standards of academic honesty to the instructor, department head, or dean.
Other University regulations can be found at:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm
Reminders:
 All class assignments should be completed and presented/submitted on or before due
dates.
 To proceed to the Humanities phase (III), students must earn a C grade in EDST 3000
 To proceed to the Humanities phase (III), students must score 47 points minimum in
public school experiences (mentor evaluation)
 It is the responsibility of each student to ascertain that the instructor has received all
necessary projects/work.
 Incompletes are discouraged strongly. You are responsible for initiating the requirements
for incomplete (X grade).
 Instructor will randomly call for course projects to evaluate progress. Unsatisfactory
grade will be awarded to all unavailable projects
Tentative Course Outline:
DATES
TOPICS/ACTIVITIES/READING ASSIGNMENTS
8/22 & 9/24
Climate setting, classroom culture, syllabus, effective teachers as practitioners
Study the syllabus, review resources on teaching and good teachers
8/29 & 8/31
Qualities of good teachers- Arends, chap 1 and Chap. 2 ….teaching as a
profession and teaching for social justice in a democratic society
UW/CC student orientation on Thursday, 9/1 at UWCC Computer Lab. in
AD 5 .…two sessions to choose from: 2 to 4 pm & 5- 7pm.
9/5 &9/7
Teacher-centered instructional strategies (Direct Instruction, Mastery Learning,
Presentations, Lectures & Demonstrations)- Arends, chap. 2, 3, 4, 7, & 8
(readings for the next 3 weeks)
Labor day on Monday, 9/5 ---- Class excused
9/12 & 9/14
Teacher-centered instructional strategies
Start practicum experiences on Wednesday, 9/14
9/19 & 9/21
Planning for instruction (Chap. 2, 3, &4)
Practicum experiences on Wednesday, 9/21
9/26 &9/28
Planning for instruction (Chap. 2, 3, &4)
Practicum experiences on Wednesday, 9/28
10/3 & 10/5
Student-centered instructional strategies (Cooperative learning- Arends, chp. 10)
Practicum experiences on Wednesday, 10/5
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10/10 & 10/12 Cooperative learning
D.I. lesson plan due on Monday, 10/10 (required)
Practicum experiences on Wednesday, 10/12
10/17 & 10/19 Fall Break on Monday, 10/17… Class excused
Practicum experiences on Wednesday, 10/19
10/24 & 10/26 Constructivist/problem-based learning--- Arends, chap. 11
Theory draft paper due on Monday, 10/24
Practicum experiences on Wednesday, 10/26
10/31 & 11/2
Constructivist/problem-based learning
Cooperative lesson plan due on Monday, 10/31*
Practicum experiences on Wednesday, 11/2
11/7 & 11/9
Constructivist/problem-based learning
Teaching DVD, Lesson plan/materials/samples of student’s
assessments, mentor critique of the lesson/s taught due on Monday,
11/7
Practicum experiences on Wednesday, 11/9
11/14 & 11/16 Classroom management (Arends, chap. 5)
Constructivist lesson plan due on Monday, 11/14*
Practicum experiences on Wednesday, 11/16
11/21& 11/23 Classroom management
Theory paper due on Monday, 11/21
Thanksgiving on Wednesday, 11/23…. Class excused
11/28 & 11/30 Classroom management
Last day of school experiences on Wednesday, 11/30
12/5 & 12/7
Management & practice presentations on 12/5 (paper due after presentation)
Mentor evaluation due on Thursday, 12/5
Project day on Wednesday, 12/7
12/12
Finals’ Week
Practicum commentary due on Monday, 12/12 between 10:10am &
12:10pm.
12/19
Practicum packet pick up projects from TM 124 (1:00-2:00pm) or early
spring semester, 2012).
*May submit either cooperative learning or constructivist lesson plan
EDST 3000 - Teacher as Practitioner
Project descriptions
Note: All educational claims/statements in your writing must be supported by available
data/literature. The American Psychological Association (APA) 6th ed. format should
reference your work
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Theory & practice research paper** (15-20 pages- 100 points) should examine the rationale
and theories that support an instructional practice/s and principle/s of your choosing (either a
teacher or student-centered strategy). Your paper should have the following components:
 Title… the instructional strategy examined
 Literature review… this is library research of what other scholars have said about the
instructional strategy you are studying. Your are expected to provide an introduction of
the instructional strategy you are studying, identify theories /theorists/educator/s
supporting this strategy, ideal time to use it including ideal planning, curricular,
instructional choices and assessment. Discuss the advantages and disadvantages
associated with this strategy, teacher and student roles, type of learner that learns best
with this type of teaching, learner that might be disadvantaged by this type of teaching,
necessary modifications to be able to meet all learners’ needs or diversity, and its effects
on classroom management (expectations, rules, routines for activities and instruction,
communications with students and parents.) A brief discussion of a classroom
management program such as Reinforcement Theory, Choice Theory, Classroom
Ecology, Assertive Discipline, Logical Consequences, Love and Logic with Jim Fay,
Classroom Meeting, Caring Classroom and Social Learning Theory, Boys/Girls Town,
Assertive discipline, Positive classroom, TESA, Least Discipline, etc. applied by your
mentor should be included. Then, discuss briefly how the knowledge gained might
impact your philosophy of teaching and learning?
 Conclusion
Project requirements:
 Follow APA style guidelines, including citations and reference list
 Use at least six references outside of in-course materials from current (2001+)
educational journals or books – no more than two web-based references.
 Length should be 15-20 typed pages, 12 pt. font (Times New Roman), doublespaced, and on one side of the paper only, unless otherwise noted
 Mechanical errors should be at a minimum (refer to rubric)
 No plastic or hard cover over ungraded paper
 Staple rubric to the last page of the paper.
Oral Presentation
 Using the knowledge/information gained while preparing your Theory and Practice
paper, prepare a brief presentation (15 minutes maximum). While the use of
technology (PowerPoint) is encouraged, other presentation formats such as show and
tell, posters, etc. are acceptable. In addition to discussing the instructional strategy
studied, your presentation must also share the knowledge you gained on classroom
management.
 Presentation should focus on a brief discussion of the instructional strategy/s you
examined. For example, explain why you focused on a given strategy/s as well as
what you learned. In your opinion or based on research, what is the ideal classroom
to implement the instructional strategy/s you explored… this is a classroom
management issue (see above). Talk about the management program you
selected…what is it? Who designed it? How do you implement it
…principles/practices? etc. and discuss how your mentor is applying (where
applicable) the management program you studied. Prepare a one page handout that
addresses the classroom management strategy you studied.
**Practicum assessment (250 points total possible): At the end of your practicum experiences,
you will provide the following documentation:
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


Practicum log that documents practicum visits, times and activities you engaged in.
Successful completion of practicum hours and log are required for completion of
practicum at Proficient level or above.
Lesson plan, Teaching materials & assessment of student work. During practicum,
you will, in cooperation with your mentor teacher, plan and teach at least one lesson to
your practicum classroom’s students (this lesson will be videotaped and critiqued by your
mentor teacher.) You may use small group, center, cooperative learning, or other break
out configurations, but the lesson should be designed for the whole class (as opposed to
teaching solely to a single small group). Using an EDST 3000 Lesson Planning Template,
and the practicum district’s standards and benchmarks, plan a detailed lesson and
create/gather necessary teaching materials. Collect 2-3 student work/assessment samples
based upon the lesson that you taught. Evaluate these samples and give students
feedback. Those selected for inclusion should have student names/identifiers removed.
NOTE: if this is impossible, please observe your mentor teacher in a full lesson and
collect student work based upon that observation.
Teaching Video. During practicum, you will plan, teach and videotape one formal lesson
(see above). You will be responsible for checking out and testing the equipment to use in
recording your lesson. After teaching and videotaping your lesson you will need to
convert it to a standard viewable DVD format to submit to your instructor.
Practicum Reflection Paper/Instruction Commentary. This is a 6-8 page, doublespaced paper relating your observations, learning, and reflections on the practicum
experience for EDST 3000. Your commentary should be in a narrative format and should
adhere to APA style guidelines. Use specific examples to support your reflective
narrative. This assignment has three primary aims: 1) document your ability to observe,
interpret and learn from classroom instruction, interactions, and student assessments; 2)
provide opportunities for development of personal theories related to teaching and
learning; and 3) allow you to practice the professional activities of reflection and writing.
An introductory section should provide an overview of paper contents. A conclusion
should summarize the paper’s key points. The following questions/prompts should assist
you in shaping the content of your commentary:
 Observations:
o How did the practicum inform your understandings about teaching and
learning?
o What did you learn about students? About student diversity?
o What did you learn about planning? Assessment? Organizing and managing
classrooms?
 Teaching Reflections:
o To what degree were the targeted objectives/standards/benchmarks met by all
students? In what ways did you document student learning of the targeted
objectives?
o What specifically were successful and unsuccessful teaching practices in
your lessons?
o In what ways did you address academic language and language development
in your lesson?
o In what way did you address student academic development, social and
emotional development, and cultural and lived experiences?
o If you could teach this lesson to the same group of students again, what
would you change? How specifically would you modify this lesson based
upon these reflections? Why would you make these modifications?
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o

What specific feedback did you provide the 2-3 students who were the focus
of your assessment analysis? (include student work samples with paper)
o Based on this evaluation of student work, what would you do in a follow up
lesson?
o From viewing the video of the lesson(s) you prepared and taught, what
areas/traits/characteristics do you feel you need to stress as you work toward
continual growth as a teacher?
Retrospective Reflections:
o What personal theories (beliefs that guide your practice as a teacher) are you
developing about instruction/differentiation? Curriculum? Assessment?
o If this group of students was your class or this was your classroom for the
entire year, what would you keep the same and why? What would you
change and why?
o What are your current questions about effective teaching?
UW/CC- College of Education
Developing Competent and Democratic Professionals
Outcomes/Standards:
EDST 3000 is aligned with the College of Education Teacher Education Program Content and Performance
Standards. The course focuses on the standards elements highlighted below:
Standard 1: DISCIPLINE KNOWLEDGE
The preservice teacher understands the central concepts of the discipline(s), the tools of inquiry used in the
discipline(s), the structures of the discipline(s), connections among disciplines, and the importance of
presenting multiple perspectives and representations within the discipline(s).The preservice teacher uses
these understandings to create learning experiences for students that make these aspects of the discipline(s)
meaningful to students.
Standard 2: DEVELOPMENTAL THEORIES
The preservice teacher has knowledge of human cognitive, social, physical, emotional and moral
development and understands how these factors influence learning. The preservice teacher understands the
importance of teacher observation of students to gauge developmental abilities; sees development as both a
socio-cultural and biological phenomenon; understands the limitations of developmental theories; and he or
she is capable of forming a responsive pedagogy.
Standard 3: DIVERSE LEARNERS/DIFFERENTIATED INSTRUCTION
The preservice teacher understands that schools are comprised of diverse learners who differ in their
approaches to learning and that there are multiple theoretical models for understanding and addressing
student diversity. He or she plans instruction with the assumptions that all students can learn and employs
instructional methods in ways that connect learning with the students’ diverse experiences and needs. The
preservice teacher cultivates a mutually respectful learning community that values all students.
Standard 4: INSTRUCTIONAL STRATEGIES
The preservice teacher understands, employs, evaluates, and adjusts a variety of instructional strategies
using a wide range of instructional materials and technology in order to achieve learning goals for all
students. The preservice teacher understands and applies multiple instructional strategies, learning theories,
and cognitive processes associated with types of learning.
Standard 5: DEMOCRATIC LEARNING ENVIRONMENTS
The preservice teacher works to facilitate purposeful classroom and school learning environments that
foster social interaction, active engagement, and collaboration with all stakeholders. The preservice teacher
uses knowledge of the historical, social, and political roles of schooling in the U.S. to ensure equity for all
children, especially given the relationship between schooling and the reproduction/mitigation of
inequalities in the broader society. The preservice teacher knows and models principles of ethics, schooling
for a democratic society, and social justice, especially in the development of mutual respect, support, and
critical inquiry in the classroom. She or he is competent in behavior management that is reflective of the
needs and practices of diverse students. This competence includes knowledge of classroom management
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skills, intervention strategies, motivational techniques, and monitoring and documenting student behavior.
He or she critically reflects on personal history, beliefs, values, biases in relation to and as an agent of
change within school and society.
Standard 6: COMMUNICATION TECHNIQUES
The preservice teacher understands effective communications strategies and the role of language in
learning; models effective communication (including writing, speaking, and listening) using a variety of
communications tools; and demonstrates sensitivity to differences in communication. She or he uses
effective questioning and other discourse strategies that promote learner understanding and encourage
convergent and divergent thinking. The preservice teacher uses, and facilitates the use of a variety of media
communications tools and technology to enrich learning opportunities.
Standard 7: PLANNING
The preservice teacher can select and create appropriate learning experiences based upon principles of
effective instruction, both as an individual and team member. The preservice teacher considers the
following factors when planning for short and long-term learning: individual nature of the student; national,
state, and district standards; curriculum goals; subject matter; assessment; instructional strategies; learning
theory; student development; and learning styles. He or she evaluates plans and makes systematic
adjustments as needed to address needs of the class and individual needs of diverse learners. The preservice
teacher’s planning includes critically evaluating, adapting, and incorporating a variety of commercially and
teacher-made materials to enhance instruction.
Standard 8: ASSESSMENT
The preservice teacher understands, selects, constructs, and uses a variety of assessment methods and
strategies such as standardized, performance-based, individual, whole group, self, peer, and teacher
evaluations. The preservice teacher understands issues related to the accuracy of assessment results. She or
he uses assessment in conjunction with students’ experiences, learning behaviors, and parent reports to
guide instruction, promote student growth, and for documentation. The preservice teacher understands tools
of assessment, appropriate use of tools, relationship of instruction and assessment, and assessment issues.
Standard 9: REFLECTIVE PRACTITIONER
The preservice teacher demonstrates self-assessment, individual and collective inquiry and life-long
learning traits to support personal growth and professional development. The preservice teacher accesses
resources such as literature, colleagues, observations, and/or classroom data to support her or his growth
and development and that of colleagues.
Standard 10: FOSTERING RELATIONSHIPS
The preservice teacher fosters collaborative relationships with school colleagues, parents, and others in the
larger community. The preservice teacher cares about all students’ well-being; as a result the preservice
teacher understands and implements relevant laws and participates in appropriate consultation in respectful,
productive ways with all stakeholders. He or she understands and appreciates that factors outside school
influence students’ lives and learning and is an advocate for students. The preservice teacher fosters
relationships with school colleagues, parents, and others in the larger community. The preservice teacher
cares about all students’ well-being; as a result the preservice teacher understands and implements relevant
laws and consults regularly and in respectful, productive ways with all stakeholders. He or she understands
and appreciates that factors outside school influence students’ lives and learning and is an advocate for
students.
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