I. COURSE NUMBER/SECTION: CSED 4417
COURSE TITLE:
Teaching of Computer Science (6-12) Practicum
COLLEGE OR SCHOOL:
Science and Mathematics
SEMESTER/TERM AND YEAR:
II. INSTRUCTOR
TELEPHONE
FAX
E-MAIL
OFFICE:
OFFICE HOURS:
III.
CLASS MEETINGS: In assigned middle and high schools, specific dates TBA
IV. REQUIRED MATERIALS:
Computer Science Teachers Association membership and resources, available on-line www.csta.org
TU
UT
V. CATALOG COURSE DESCRIPTION:
1 credit-hours. Prerequisite: CSED 4416.
Secondary school field experience in teaching computer science. Proof of professional
liability insurance is required prior to school placements.
VI.
RATIONALE:
The faculty of the Professional Teacher Education Unit (PTEU) of Kennesaw State
University (KSU) endorse the standards for the preparation of teachers of science proposed
by the National Science Teachers Association (NSTA), and form the review standards for
the National Council for Accreditation of Teacher Education (NCATE). Thus, the middle
and high-school based experiences of this science education course is designed to reflect
institutional and national goals for discipline-specific science teacher education in the
domains of subject matter expertise, facilitation of learning, and professional collaboration.
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching,
Learning, and Leadership.
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The KSU teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance
from professionals inside and outside the university. In tandem with this belief is the
understanding that teacher expertise develops along a continuum which includes the stages
of pre-service, induction, in-service, and renewal; further, as candidates develop a strong
research-based knowledge of content and pedagogy, they develop their professional
expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believes that the concept of expertise is
central to preparing effective classroom teachers and teacher leaders. Researchers describe
how during the continuum phases teachers progress from being Novices learning to survive
in classrooms toward becoming Experts who have achieved elegance in their teaching. We,
like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
CSED 4417 Teaching of Computer Science (6-12) Practicum provides school-based
opportunities for candidates to explore the nature of adolescent learners, effective teaching
practices, and the complexities of creating an environment that promotes achievement in
science for all adolescent learners. Through reflective cycles that intermingle school-based
experiences with instructional seminars within the class cohort, participants develop a
starting competence for designing computer science instruction.The KSU CPI proficiencies
established by the PTEU serve as assessment criteria for candidate performance, and are
correlated with the Georgia Professional Standards Commission rules for Computer Science
Teacher Preparation. These proficiencies and standards are the basis for instructional
experiences and requirements of students in CSED 4417.
Use of Technology: This course will familiarize teacher candidates with a variety of tools
and approaches to teaching computer science to middle and high school students..
Multicultural Education Emphasis: A variety of material and instructional strategies will be
employed to meet the needs of different learning styles of diverse learners in student
teachers’ classes. Students will gain knowledge, skills, and understanding to provide
effective instruction in multicultural classrooms.
KSU provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act
of 1990. A number of services are available to help disabled students with their academic
work. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In
some cases, certification of disability is required.
VII.
LEARNING OUTCOMES:
Learning Outcome
KSU
Assessed via
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The candidate will be able to:
1. Demonstrate broad, in-depth, and current
knowledge of discipline content for teaching
adolescents computer science.
 Developing Programming Lesson Plans /
Facilitating Student Learning Plans
 Designing and Managing an Interactive Computer
Lab
 Problem Solving, Flow Charts and Algorithmic
Thinking
 Build Collaborative Projects
 Debugging Techniques
Proficiency
1.1
1.4
Formative
Assessment
(CPI ratings)
2. integrate content and pedagogical knowledge
to design engaging instruction that
incorporates technology, hands-on-learning,
and inquiry-based learning experiences.
3. develop an awareness and sensitivity to
students from different backgrounds as related
to socioeconomic status, ethnicity, religion,
language, gender, sexual orientation, and
exceptionalities, and use this awareness to
design and implement instruction for all
learners.
4. create effective, well-managed and active
learning environments that reflect high
expectations for student achievement.
1.2
1.3
2.1
Formative
Assessment
(CPI ratings) &
Tech Report
2.2
2.3
Formative
Assessment
(CPI ratings)
2.4
2.5
5. Implement effective instruction that positively
impacts the learning of all students.
2.7
6. use a variety of methods, materials, and
technologies.
7. utilize a variety of strategies to assess student
learning and use the results of assessments to
improve the quality of instruction.
8. develop a reflective approach to the secondary
science teaching profession and a commitment
to life-long learning through participation in
professional development opportunities and
professional organizations (such as National
Science Teachers Association).
9. Display professional and ethical behavior.
2.8
Formative
Assessment
(CPI ratings)
& Video
Critique
Observations
and Formative
Assessment
CPI Ratings &
Tech. Report
Reflective
Journal
2.9
2.10
3.1
3.2
3.3
Formative
Assessment &
Reflective
Journal
3.4
Formative
Assessment
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VII.
COURSE ACTIVITIES/ASSIGNMENTS AND GRADING:
Each student in the course is expected to meet the following requirements:
1. Professionalism & Formative Assessment
(20% of final grade)
Directions: You are expected to display thoughtful, productive, and professional demeanor
in university and school-based exercises. You are expected to display professional and
ethical behavior in school settings, and to apply your content knowledge to effective
instruction of adolescents.
2. Reflective Journal
(20% of final grade)
Directions: Each Monday, you are expected to post a reflection on the previous week’s
activities on WebCT. These journal entries should include responses to posted questions as
well as your thoughts about course experiences. You are also expected to respond each
week to one or more entries made by your peers. This is intended to foster an on-line
dialogue about learning to teach.
3. Instructional Design Exercises
(60% of final grade)
These include, but are not limited to:
a) Video Critique of Inquiry-based Lesson
Directions: During the high school teaching experience, you will include in your unit of
instruction, one inquiry-based lesson for which you videotape and analyze your teaching
practice relative to two or three critical incidents that you identify.
Your final course grade in CSED 4417 is based on the following scale:
A--90%-100%
B--80%-89%
C--70%-79%
D--60%-69%
F--Below 60%
The field experience is the culminating event of the “Teaching of Specific Subjects” (TOSS) course and
the final practice opportunity prior to student teaching. Students will be expected to teach a variety of
lessons during this time. To be successful in the field experience, the student should show indicators of
the effective application of instructional strategies and classroom management. The field experience will
be assessed using appropriate instruments completed by the student, collaborating mentor teacher, and
TOSS professor. There is a formal field experience rubric that will be applied to the observations that
your supervising professor and mentor teacher will conduct. The student must complete the field
experience successfully in order to receive a passing grade. A student may be removed from his or
her field experience placement at any time under recommendation of the mentor teacher, principal,
or university supervisor. TOSS students represent KSU and will be held to the highest expectations of
professionalism at all times. An unsatisfactory field experience will result in the student’s receiving a
grade of “F” for this course . (Note that dates for the Field Experience are dependent on the local
school.)
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VIII.
Professionalism:
It is expected that candidate teachers will conduct themselves with the professionalism that is required of
practicing teachers. Such professionalism includes effective and respectful collaboration and
communication with colleagues, prompt attendance of all meetings and classes, moral behavior and
actions, appropriate communication and sharing of materials and plans with the mentor teacher and
university supervisor, appropriate professional dress (even on “casual days”), etc. If, at any time, a
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student’s actions or attitudes are judged to be less than professional by a supervisor, mentor
teacher, or school principal, appropriate remedial action will be taken. Such action may include the
development of a plan for the student to complete by the end of the semester or the removal of the
student from the experience. A student must have a satisfactory rating on professionalism to
receive a passing grade.
Attendance Policy:
Students will be expected to attend all class meetings and participate in group activities. The students
in-class attendance will reflect in the class assignments and participation section of the course
evaluation. Professional conduct requires that the student show respect for others. This includes
coming to class on time, staying for the entire class period, and cooperating with colleagues in and
outside of class. In the event of an absence, the student is responsible for all materials, assignments
and announcements presented in class. Any absences beyond agreed upon extenuating circumstances
will be reflected as a deduction in the participation component and/or other components of your course
grade.
In addition to specific school-based exercises in the early weeks of TOSS, candidates will teach a
morning class for 3.5 hours Mon-Thurs for two consecutive weeks in an assigned middle school and
four consecutive weeks in an assigned high school classroom with a mentor teacher.
Policies on late work, student record keeping, and class participation: Written work is due at the
beginning of class on the day assigned. If you cannot attend class, arrange to deliver assignments on
the due date. Late papers, reports, etc. will have 10 points deducted for each class period late. Keep
your own copy of all major assignments that you hand in. Bring your copy of each reading to class on
the day discussion is set for that text. Papers submitted must be typed.
Field Observations:
During the TOSS course, you will have several opportunities to complete school-based exercises
intentionally planned to provide a realistic and problem-based initial development. In addition to these,
you should take the initiative during your field experience to participate in school events that broaden your
understanding of the community and culture of schools. You should view the new relationships that you
negotiate in the schools as opportunities to glean the wisdom of practice and gather resources to equip you
in your teaching practice.
IX. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Incidents of alleged academic misconduct
will be handled through the established procedures of the University Judiciary Program, which
includes either an “informal ”resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct ’s minimum one
semester suspension requirement.
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