EFC 210 – Seminar
(Seminar)
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Course Description. Discussion of field observation and program planning for prospective
teachers.
Course Rationale.
This course is designed to acquaint teacher candidates with the principal issues of educational
practice, and to begin to develop the skill of reflective teaching. Teacher candidates will discuss
and reflect upon their observation of classroom management, methods of instruction, assessment
of instruction, diversity, exceptionalities, legal issues in schools, and educational technology. In
addition, teacher candidates will develop an understanding of the teacher preparation process at
Central Washington University, and they will produce a plan to graduation, which details the
courses and experiences they must complete in order to graduate and be certified to teach.
Required Course Material. LiveText Software. Admission to and continuation in the Teacher
Preparation Program requires teacher candidates to purchase LiveText. Candidates must present
proof of purchase to the Certification Office, Black 228. Candidates who fail to post a required
artifact to their LiveText account will not receive credit for the assignment, which may result in a
low or failing grade for the course.
Learner Outcomes. By the end of this course, candidates will:
1. Begin using an electronic portfolio to maintain a record of their progress through the
Teacher Preparation Program.
PEP Goals: 4.b.iii.
Assessment: Students successfully submit required assignments to the electronic
portfolio currently in use.
2. Describe activities observed in the Pre-Admission Observation Experience as they
relate to classroom management, methods of instruction, assessment, diversity,
exceptionalities, legal issues, and technology.
PEP Goals: 1.a.ii, 5.a, 5.b, 5.c.
Assessment: For each of the areas, candidates will submit a short written analysis
of the knowledge, skills, and dispositions evidenced in the classroom in which
they observed. In the analysis, they will distinguish the student perspective and
the teacher perspective.
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3. Plan their academic coursework and experiences to graduation.
PEP Goals: 4.b.iv.
Assessment: Candidates will produce an academic plan, which correctly
integrates their General Education, Major, Minor, and PEP requirements.
4. Understand the purpose of the Teacher Performance Assessment (TPA).
PEP Goals: 1.a.ii.
Assessment: Written analyses for (2) above will show evidence of the awareness
of TPAterminology and procedures.
5. Possess the reading and writing skills expected of a teacher.
PEP Goals: 1.a.i.
Assessment: Candidates will produce satisfactory written work as measured by
the CWU Writing Rubric. Candidates who are not able to do so will be referred
for remedial work.
6. Prepare to enter the Teacher Preparation Program (TEP).
PEP Goals: 4.b.2
Assessment: Registration for the WEST-B for a test date prior to the beginning of
the following quarter, and submission of an application for the TEP to the
Certification Office, which is complete with the exception of WEST-B scores. In
lieu of completing these items, students may submit a form, acknowledging that
their graduation may be delayed due to not being admitted to the TEP.
Washington State Law Requirements Addressed. (WAC 181-78A-270)
Initial exposure to the following components of state law.
1.a.i. Using multiple instructional strategies, including the principles of second language
acquisition, to address student academic language ability levels and cultural and linguistic
backgrounds.
1.a.iii. Using standards-based assessment that is systematically analyzed using multiple
formative, summative, and self-assessment strategies to monitor and improve instruction.
1.a.iv. Implementing classroom/school centered instruction, including sheltered instruction that
is connected to communities within the classroom and the school, and includes knowledge and
skills for working with others.
1.a.vi. Aligning instruction to the learning standards and outcomes so all students know the
learning targets and their progress toward meeting them.
1.a.vii. Planning and/or adapting curricula that are standards driven so students develop
understanding and problem-solving expertise in the content area(s) using reading, written and
oral communication, and technology.
1.a.ix. Planning and/or adapting learner center curricula that engage students in a variety of
culturally responsive, developmentally, and age appropriate strategies.
1.a.x. Using technology that is effectively integrated to create technologically proficient
learners.
1.b. Professional Development. Developing reflective, collaborative, professional growthcentered practices through regularly evaluating the effects of his/her teaching through feedback
and reflection.
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1.c.i. Participating collaboratively and professionally in school activities and using appropriate
and respectful verbal and written communication.
1.c.ii. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
1.d. Performance Assessment. An approved preparation program for teachers shall require that
each candidate engage in an assessment process approved by the professional educator standards
board. The assessment will verify that the candidate for a residency teacher certificate can meet
the teacher standards in (a), (b) and (c) of this subsection and understands teacher impact on
student learning. All candidates shall exit the residency certificate program with a draft
professional growth plan oriented toward the expectations for the professional certificate.
Center for Teaching and Learning Standards Addressed.
1.2. Candidate demonstrate a thorough understanding of pedagogical content knowledge.
1.3. Candidates demonstrate a thorough understanding of professional and pedagogical
knowledge and skills.
1.4. Candidates reflect dispositions expected of professional educators.
1.6. The CTL collaborates with school partners onevaluation of field experiences.
1.9. Candidates have opportunities to learn from a diverse representation of faculty.
1.10. Candidates have opportunities to learn with a diverse representation of candidates.
1.11. Candidates have opportunities to work with a diverse representation of P-12 students.
Professional Education Program Goals Addressed.
1.a.i. Possess the reading and writing skills expected of a teacher.
1.a.ii. Be a reflective practitioner.
2. Teacher candidates will be able to make appropriate instructional choices from a broad
spectrum of techniques in order to maximize the learning of all students. (Initial exposure only.)
a. Assessment
i. Apply multiple formative, summative, and self assessment strategies to
assess student learning.
ii. Use assessment results to determine effectiveness of instruction.
iii. Modify teaching practices based on assessment results.
iv. Provide useful feedback to students.
v. Align instruction and assessment with standards.
b. Technology
i. Incorporate EALR 1 for technology and the National Education
Standards for Students (NETS-S) 1 – 4 into instruction in order to
enhance learning.
ii. Incorporate EALR 2 for technology and NETS-S Standards 5 and 6 to
model and teach digital citizenship.
iii. Use the National Education Technology Standards for Teachers
(NETS-T) to inform instruction and other educational decisions.
c. Methods
i. Demonstrate knowledge of a broad spectrum of instructional methods,
and understand the research base which supports them.
ii. Practice and apply a variety of instructional methods with peers and in
real-life settings.
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iii. Select appropriate methods for given students and situations.
iv. Design interdisciplinary lessons.
3. Teacher candidates will be able to plan and implement instruction based on learner
characteristics and the context of the school and community. (Initial exposure only.)
a. Classroom Management
i. Develop and provide a rationale for a classroom management plan
appropriate for grade level and content area.
ii. Implement effective classroom management strategies that promote
student learning; encourage collaboration, cooperation, positive social
interaction, conflict resolution skills, and individual and group
motivation; and value each learner’s unique contributions.
iii. Understand an individualized positive behavior intervention based on
federal functional behavioral assessment guidelines for a student with a
behavioral disability.
b. Learning Theories
i. Describe and apply the basic tenets of a variety of learning theories.
ii. Describe typical developmental progression in cognitive, socialemotional, and psychomotor domains from birth through adolescence.
iii. Identify how socialized and innate individual differences affect
learning.
iv. Identify verbal and nonverbal communication strategies that are
developmentally and situationally appropriate.
v. Apply learning theory to design effective instruction.
vi. Demonstrate and incorporate constructivist approaches to teaching.
c. Cultural Diversity
i. Demonstrate the knowledge, skills, and dispositions necessary to
participate in a broad spectrum of culturally responsive and relevant
educational practices.
ii. Identify and use effective research-driven instructional techniques,
strategies, and planning within the context of various racial, ethnic,
cultural, socioeconomic, gender, and linguistic student populations.
iii. Integrate students’ culture into classrooms in a responsible, respectful,
and relevant way.
iv. Reflect on and critically analyze their own attitudes and beliefs to
challenge negative assumptions and stereotypes about students.
d. Exceptionalities
i. Demonstrate competence in the knowledge, skills, and dispositions
necessary to participate in a broad spectrum of educational practices as
they relate to students with exceptionalities.
ii. Identify and implement effective research-based instructional
techniques, strategies, and planning for the student with exceptionality.
iii. Demonstrate understanding of special education services and
mandates for students with disabilities.
e. English Language Learners
i. Understand cultural identity as it relates to language.
ii. Know the stages of second language development.
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iii. Apply the theory of second language acquisition (SLA) in the general
education classroom.
iv. Provide sheltered instruction in academic content.
f. Context
i. Recognize and apply knowledge of the community, school, and
classroom, including learner characteristics and social, cultural,
political, environmental, and economic contexts to instructional and
management practices.
ii. Demonstrate the ability to work effectively with students of various
abilities, and from various racial, cultural, and linguistic populations.
iii. Plan, differentiate, assess, and modify curriculum, content, and
instruction to the varying multiple diversities of students (language,
socio-economic status, gender, race, religion, ethnicity, age, abilities,
etc.).
4.a.i. Demonstrate an understanding of state and federal laws related to educational practice as
these impact school and classroom rights and responsibilities.
4.b. Professionalism
i. Demonstrate the character traits of respectfulness, trustworthiness, fairness, caring,
citizenship, and responsibility.
ii. Demonstrate the dispositions and skills of effective educators.
iii. Demonstrate the ability to communicate effectively with other educational
professionals, students, and their parents.
iv. Plan for ongoing professional development.
5. Teacher candidates will participate in and reflect productively on multiple and diverse
instructional field experiences.
a. Successfully participate in multiple field experiences, progressing through
successively more significant teaching and learning activities, culminating in
student teaching.
b. Engage in multiple field experiences that reflect the diversity found in the state
of Washington.
c. Participate in different forms of field experience including observation,
interaction, application, and reflection.
Blackboard. Assignments and other course materials will be distributed via Blackboard.
Students must check their accounts frequently. For help, email bbhelp@cwu.edu or call 9631224.
Grades. The following items must be completed for the student to receive a passing grade in the
course.
1. Pre-Admission Observation form fully completed and signed, showing required hours.
2. LiveText postings.
Once these criteria are met, final grades will be based on the results of several scores. These
scores will contribute to the final grade according to the following percentages.
1. Graduation Plan (10%)
2. Reflections (35%)
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3.
4.
5.
6.
Winter Quarter schedule (5%)
Teacher Preparation Program application (10%)
Attendance and Participation (20%)
Final Exam. (20%)
Assignments. There will be several assignments over the quarter. Reflections will be graded
based on the CWU Writing Rubric available on Blackboard. All assignments must be turned in
at the beginning of the class period on the due date. Late assignments will not be accepted.
Attendance and Participation. Students are expected to attend all class meetings and to
participate. Attendance will be taken at the beginning of class. Students will be excused only
for illness or personal emergency. In all such cases, sufficient written documentation must be
provided to allow the instructor to make a decision. The instructor reserves the right to
determine if the situation is serious enough to warrant excusing the student.
As the small group meetings in this class are designed as seminars, students must show a
willingness to discuss the issues raised in class.
Students who miss class are responsible for all material, assignments, and any other activity
which took place during class. This includes material missed by students who added the class
and were not present for the first few days.
Please arrive on time. A student who arrives after attendance has been taken will lose the
equivalent of 1/3 of the attendance grade for that day. A student who is late must inform the
instructor at the end of the period or he/she will be counted as being absent.
Final Exam. The Final Exam will be given only during the time as given in Safari.
Grading Scale. Grades will be assigned according to the following scale. The instructor may
lower the scale (i.e., to the students’ advantage), but will not raise the scale.
A -- 90% and above
B -- 80% - 89%
C -- 70% - 79%
D -- 60% - 69%
F -- 59% and below
Classroom Etiquette. In order to help your fellow students get the most out of this class, it is
important that class not be disrupted. Therefore, the following policies will be observed:
1. Students should not eat, drink, or chew tobacco in class.
2. Students should not have private conversations with their neighbors during class.
3. Students should not prepare to leave before the end of class.
If it is necessary to remind a student of these policies, he or she will receive an attendance grade
of 0 for the day.
Access. Students who have special needs or disabilities that may affect their ability to access
information or material presented in this course are encouraged to contact me or the ADA
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Compliance Officer at (509) 663-2171 for additional disability-related educational
accommodations.
(revised 6/6/12)
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