COURSE SYLLABUS – HIED 4414
TEACHING of SOCIAL SCIENCE (6 – 12)
PART 2 – FIELD EXPERIENCE COMPONENT
SPRING 2007
I. Department of History and Philosophy
Departmental Phone: 770-423-6294
Departmental Fax: 770-423-6432
II. Professor:
Jane McKinzey, Ph.D.
Office: 244 Pilcher
Office Phone: 770-423-6628
Cell Phone: 404-405-5413
Email: jmckinze@kennesaw.edu
Office Hours: By appointment only during field experience weeks
Instructors:
Michael Timmons, M.Ed., Ed.S.
Email; Mtimmons@kennesaw.edu.
Office: 252 Pilcher
Office Phone: 770-423-6790
Home Phone: 770-345-5313
Office Hours: By appointment
Angela DeAngelo, M.Ed.
Email; Adeangel@kennesaw.edu
Office: 213 Library
Office Phone: 770-423-6563
Home Phone: 404-474-0043; Cell: 678-640-1005
Office Hours: By appointment
Pat Stewart,
Email: patstewart@adelphi.net
Office:
Home Phone: 770-479-2387
Office Hours: By appointment
III. Class Schedule:
March 30 – May 3 at various middle (or perhaps) high schools. (May 4th –10th, back on campus)
Your assigned school may begin classes as early as 7:00 or 8:00 a.m. each day and/or may have classes
until 3:00 or 4:00 p.m. It is essential that you clear your daily schedule until at least 2:00 pm (or
possibly 4:00 p.m.) during the weeks of field experience. Your field experience schedule takes
priority over another class, job, or activity. Remember to take travel time into account as well.
You will be in your assigned school M-F, for at least 3 hours each day, generally 4 or more. Keep in mind
that your schedule will correspond to your cooperating teacher’s schedule in terms of classes, planning
period, lunch, hall duty, bus duty, parent conferences, staff development and faculty meetings, etc. The
more experiences you allow yourself to have in your school during TOSS, the better prepared you
will be for student teaching and for “real” teaching. You are encouraged to get to the school as early
as you can and stay as long as you can.
Follow the holiday schedule of your school. When KSU is in session but your field school is not, you may
be asked to return to campus during those days for class or other activities.
IV. HIED 4414 Field Experience Description and Purpose:
The primary purpose of this pre-student teaching field experience is to provide students with an opportunity
to develop skills in planning, implementing, and evaluating instruction in a secondary social studies classroom
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setting under the direction of a master teacher. In addition, it provides a bridge between course preparation and
student teaching. It is also designed to help students develop adequate entry-levels of competence in the application
of specific skills and to identify the areas of knowledge and skill they will need to develop further during the student
teaching experience.
V. Student’s Responsibilities:
In a nutshell, your job is to work hard, listen to your cooperating teacher and college supervisors, and do all
you can to become a good teacher.
During the field experience, you are expected to assume full responsibility for planning, teaching, and
evaluating a unit of instruction in each class to which you have been assigned. The sequence, number, length,
content, methods, and other characteristics of the lessons comprising the unit must be consistent with the
characteristics of the pupils, the subject matter being taught, and the instructional goals established by the
cooperating teacher. After teaching each lesson, complete a brief written analysis of your teaching effectiveness and
prepare to respond to feedback from the cooperating teacher. When not actually teaching, assist the cooperating
teacher in implementing instructional and administrative tasks and complete your observations of the classes in
preparation for the successful assumption of full teaching duties. At the end of each week, you are responsible for
emailing to the college supervisor a copy of the cooperating teacher's short weekly evaluation and a schedule of
teaching activities for the next week.
You will also assemble a field experience portfolio, an extensive document that you will develop
throughout the semester. It is to be turned in at the time of your end-of-course conference. Those who put off
getting this portfolio together are unlikely to be able to do it in the last few days. Stay on top of this!
Please be mindful that a student teacher must adhere to all of the school’s rules and regulations and
must exhibit the highest standards of professional conduct at all times and in all relations with pupils,
teachers, staff, administrators, supervisors and other members of the school community.
Punctuality and excellent attendance are essential elements of professionalism and are mandatory.
You should not miss a single class while you are in the field. If you are ill, go to school, and let the cooperating
teacher send you home. If you have children, make arrangements now to have them taken care of if they are
sick. If you do have to miss a class, contact your University supervisor and your cooperating teacher (or, if
necessary, the school secretary) immediately. You must make up any hours (or days) that you miss.
VI. The Portfolio:
The portfolio will include, but is not limited to, the following items:
Table of Contents:
(Please have one.)
(Tabbed in Order)
 Daily Journal – Your own reflections as well as your cooperating teacher’s feedback
 Unit Plan (see Required Form) with one major assigned topic
o A. Instructional materials and
o B. Assessment materials used while you were in the field
o C. Impact on Student Learning Assignment (plus 3 additional copies)
o D. Diversity Survey ( copy of evidence sheet) (plus 3 additional copies)
o E. Portfolio Narrative (plus 3 additional copies)
 Video-Taped Lesson from micro-teaching
 Bulletin Board Description and Picture
 Classroom Management and Discipline Plan
 Idea File & Practical Advice
 Individual Evaluations:
o A. Weekly Conference Forms
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o
B. Final Evaluations including Candidate Performance Instruments from the supervising teacher
and the cooperating teacher ( 1 copy of each in portfolio plus 3 additional copies of each)
 Something Special
 Completed NCSS Performance Evaluation Form* (plus 3 additional copies)
 Copy of Syllabus
 Weekly Schedule Forms
 NCSS Themes/ GPS taught
 Weekly Sign In/Out Log (signed by cooperating teacher)
 All field experience handouts and emails
 Seating charts for each class
 Evidence of participation in a non-teaching/extracurricular activity at field school or a social studies-related
activity at KSU or in the Atlanta area. Also include a brief summary/description and a critique or reaction
statement.
 Your Philosophy of Teaching
* Your performance instrument must be turned in at your final conference. It may be that it comes from your
cooperating or supervising teacher.
VII. Cooperating Teacher’s Role:
The University supervisor will make contact with you by phone or email at the beginning of the field
experience in order to discuss your responsibilities and answer any questions you may have. Feel free to
contact the supervisor if questions or concerns arise or you need clarification. We will make every effort to
keep paperwork requirements to a minimum.
In order to positively facilitate the student’s professional development, the cooperating teacher should be
willing to be a strong mentor. Please make every effort to model a positive attitude towards your profession. Please
do not make a judgment about your student teacher too early in this process.
Review the suggested schedule of activities and responsibilities for TOSS students provided at the end of
this syllabus and establish a calendar with your student teacher.
Advise the student teacher of the goals to be achieved and the general procedures to be employed in
planning, delivering, evaluating, and managing instruction appropriate for the pupils in each class.
Guide the student teacher toward the successful assumption of full teaching responsibilities by providing
appropriate opportunities to observe and to assist in the implementation of administrative and instructional tasks in
each class.
Provide the student teacher with appropriate opportunities to assume full teaching responsibilities in each
assigned class; i.e., planning, teaching, and evaluating a sequence of lessons (unit) for approximately four weeks. A
student teacher is required to teach a minimum of 45 hours during the field experience.
Observe the student’s teaching performances and provide the feedback and guidance needed to improve the
teaching effectiveness.
Complete a weekly “snapshot” evaluation provided by the University and discuss the document with the
student teacher.
Fill out a formal KSU observation form twice during your student teacher’s field experience.
Advise the student teacher and the college supervisor of the student teacher’s progress in developing
satisfactory levels of pedagogical knowledge and skills.
Provide your student teacher with the input needed to assemble his/her field experience portfolio.
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To the best of your ability, fill out some of the NCSS Performance Observation blanks, noting dates and
evidence of preparation/presentations. Students should teach at least 8 of the themes. Please include comments.
Complete a final evaluation (CPI) of your student teacher’s field experience performance. The final
evaluation must be completed by Thursday May 3, 2007, the last day of the student’s field experience. Please
discuss the final evaluation with the student teacher. Provide him/her with specific suggestions for becoming better
prepared for the student teaching experience. The student’s portfolio is due the following week at the end-ofsemester conference with the college supervisor and/or professor.
***Note: If you decide to request that the student teacher leave your class before completion of the field
experience or if you decide to give the student all L1’s and L2’s, please make sure that you have accumulated a
significant paper trail to back up these actions and scores.
VIII. College Supervisor’s Role:
The college supervisor’s job to help the cooperating teacher and the University student in ways that
promote a high quality teaching experience and a successful field experience.
During the field experience, the college supervisor will arrange at least two, preferably three or more,
visits to the classroom to observe and evaluate the student teacher’s application of specific teaching skills, provide
the feedback and guidance needed to improve the student teacher’s effectiveness, and confer with the cooperating
teacher regarding the student teacher’s progress in developing satisfactory levels of pedagogical knowledge and
skills.
SCHEDULE OF TOSS FIELD EXPERIENCE ACTIVITIES
The following schedule for the six weeks is suggestive. It is, however, essential that the pre-service student
teacher be afforded every opportunity to teach at least the minimum number of required hours (45 hours).
Beginning Friday, March 30, you are expected to be in attendance every day that school is in session or
professional development is occurring. (If the cooperating teacher is to be there, you are to be there!) The final day
in the field school is Thursday, November 30th. If an emergency arises and you cannot be at school, contact the
cooperating teacher and the university supervisor immediately.
You should be in your school for at least 3 hours per day; most days you will be there 4 or more hours. The
more the merrier. Remember that in addition to observing and teaching classes, you should try to observe many
other facets of the school program. At all times, you are responsible for following your cooperating teacher’s
schedule for meetings, conferences, duties, etc.
It is likely that variations from the norm will occur in class schedules from school-to-school and from
class-to-class. However, each student must teach a documented minimum of 45 hours and be visited by the
college supervisor at least twice. It may be possible for students to plan and teach more than 45 hours, and
we encourage them to do so.
Week One: Observing and Assisting
Give your cooperating teacher a copy of this Field Experience Syllabus. Discuss it with him or her and
identify any modifications in the schedule of field experience activities that may be necessary.
Review the course outlines or syllabi and the content of the textbooks used in each class. Consult with the
cooperating teacher to identify the areas of content that will be covered in each class during the next six weeks.
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Review the faculty and student handbooks and consult with the cooperating teacher to identify the rules and
expectations for teachers (e.g., check-in time, procedures for informing school administrators when you will be
absent) and students (e.g., penalties for violating conduct rules in school).
Identify and locate the types of instructional media and equipment used in each class. Consult with
cooperating teacher to identify the procedures for obtaining or producing instructional media and materials.
Observe the classes and consult with the cooperating teacher to identify the general patterns of instructional
activities and expectations for student conduct that have been established in each class.
Ask your cooperating teacher to suggest some other teachers whose classes you might observe. Then
contact those teachers and ask to set up a day and time. Try to observe several outstanding teachers – regardless of
their subject areas.
Construct a seating chart for each class; begin to learn students’ names.
Assist in the implementation of classroom administrative and instructional tasks as directed by the
cooperating teacher.
Arrange a specific day, time, and place for brief, weekly conferences with the cooperating teacher. The
purpose of the conference is to obtain feedback regarding your performance during the previous week and to obtain
information regarding the expectations for your performance and activities during the next week.
Observe and analyze the pattern of teacher-student interactions, sequence of instructional activities, and
other routines established in each class.
Review the content to be covered during the time frame established for your assumption of a full teaching
role in each class.
Present your ideas for your proposed unit (sequence of lesson plans) to the cooperating teacher for review,
critique, and approval. The unit plan will include: 1) identification information, 2) unit overview, 3) unit rationale,
4) unit objectives, 5) an outline of content to be covered in the unit, 6) teaching procedures and activities to be
implemented during each lesson, 7) instructional media and materials that will be used during each lesson, 8)
evaluation techniques that will be used to provide a formative and summative evaluation of pupils’ achievement of
each of the unit objectives, 9) list of major assignments (may also be listed under procedures and activities). Each
lesson plan must include: 1) identification information, 2) instructional objectives, 3) content outline, 4) procedures
and activities, 5) instructional media and materials, 6) evaluation (summative and formative).
Don’t forget: You have another unit plan to do – one for your portfolio!
Week Two: Begin Teaching (approximately 5 hours)
Note: The timing of your assumption of a full teaching role will vary depending upon (a) the particular goals
established for each class by the cooperating teacher and (b) the cooperating teacher’s assessment of your
readiness to assume a full teaching role.
When appropriate, generally at the beginning of the second week, assume full responsibility for planning,
implementing, and evaluating a sequence of lessons (unit) in one class each day.
Revise plans for implementing and evaluating lessons if needed, based both on your self-evaluation and
feedback from the cooperating teacher.
Complete a written analysis and evaluation of teaching effectiveness for the lessons taught during the week.
Observe classes and assist the cooperating teacher with administrative and instructional tasks.
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If possible, observe students and teachers in extracurricular activities such as club meetings, practices, and
sports events.
Week Three: Teaching (approximately 10 hours)
Take on an additional teaching role -- a second class each day or a full block class, as directed by the
cooperating teacher.
Follow the guidelines for other responsibilities noted in Week Two above.
Week Four: Teaching (approximately 15 hours)
Assume full responsibility for planning, implementing, and evaluating three classes each day or two
block classes each day.
Continue to refine teaching behaviors based on self-evaluation and feedback from the cooperating teacher
and college supervisor.
Fulfill other responsibilities noted in Week Two above.
Have you completed the required unit plan (200 points) for your portfolio yet?
Week Five: Teaching (approximately 15 hours)
Continue teaching as appropriate three classes each day or two block classes each day.
Continue gathering data necessary to complete portfolio.
Think about your own final self-evaluation.
Fulfill other responsibilities outlined in Week Two above.
Complete your unit plan.
Week Six: Finishing Up
Continue teaching if necessary in order to complete a minimum of 45 hours or to complete a unit. Be sure
to grade all papers, record all grades, and do any other necessary paperwork. Leave no loose ends!
Gather final data to complete portfolio.
Complete your final self-evaluation.
Have an exit conference with your cooperating teacher. Get your teacher’s final evaluation (CPI). Bring 4
copies of this document to your end-of-course conference on campus (see below).
Thank your cooperating teacher, your students, your principal, and others who have been helpful to you.
Deadline for unit plans: Monday April 30, at 5:00 p.m. Bring them to Dr. McKinzey’s office (244 Pilcher)
or, if necessary, leave them in the History Department office. You may, of course, turn them in earlier!
Return to campus on Friday May 4 at 9:00 a.m. for a final class session. We will de-brief as a group and
finalize the end-of-course conference appointments for the following week. (Please leave the week “un-scheduled”
so that you can be flexible about appointment times M-F, 9:00 a.m. -- 4:00 p.m.) You will also have an opportunity
to evaluate your instructors at this time.
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May 7-10: End-of-Course Conferences
Individual summative conferences will be held with one or more of your instructors on campus during this
week. Your portfolio is due at the time of this conference. If you have not received your supervising teacher’s final
evaluation, you will receive it at this end-of-course conference. You will need to have four copies of each CPI – one
of each for the brown folder, one of each for your portfolio, one of each for Dr. McKinzey’s records, and one of
each for Dr. Stroud’s records.
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