TE 960/TE 961 Student Teacher Seminar
Course Syllabus
Fall 2013
Barbara Layaye
e-mail: blayaye@mail.sdsu.edu
Office: West Faculty Offices #184
760-768-5578 office 760-427-9438 cell
Office Hours:
Monday 4:10 – 6:50 PM
Course Location: Calexico
Mondays 3:00p.m. to 4:00p.m;. other times/days available by appointment
_______________________________________________________________________________
Required Textbooks
Student Teaching Handbook. Available in electronic format through TaskStream
Making Good Choices – available in electronic format in TaskStream
PACT Elementary Literacy Teaching Event Handbook or PACT Bilingual Elementary Teaching Event
Handbook and associated rubrics: www.pacttpa.org
Introduction
Welcome! This seminar will provide you with a forum to engage in professional dialogue and give you the
opportunity to examine in detail experiences related to the process of becoming a teacher. A key source for our
discussions will include not only personal and professional experiences in education but also all of the ideas and
theories about education studied throughout the Teacher Education program. Guided by the State’s Teacher
Performance Expectations guidelines, we will focus and carefully analyze many of the issues that student
teachers, and experienced teachers, face on a daily basis in their classrooms and schools.
Teacher Candidates will study, discuss and complete the PACT Teaching Event and the ideas and theory
surrounding lesson planning, instruction, assessment and reflection. In order to make this seminar a meaningful
and relevant course for everyone, it is essential that you come prepared to share your insights gained from your
readings and teaching experiences.
Course Objectives
1.
2.
3.
4.
5.
6.
Improve teaching practices and experience through classroom discussions and reflection.
Enhance skills and strategies to establish creative and productive classrooms.
Discuss problems and solutions related to student teaching.
Identify common discipline problems and to address them with appropriate and effective techniques.
Analyze level of competencies related to Teacher Performance Expectations
Understand the importance of professionalism as an aspect of a successful career in education
7. Complete PACT Teaching Event using Elementary Literacy Handbook and associated rubrics.
TE 960/961 Student Teacher Seminar
Course Outline
Week 1:
August 26 [Course Orientation & PACT Overview]
TPE 8: Learning About Students
TPE 10: Instructional Time
TPE 11: Social Environment
READINGS AND ASSIGNMENTS
PACT Teaching Event Overview
Course Orientation
Effective Classroom Management
Week 2: Sept. 2
PACT Handbook and rubrics, Syllabus, Making Good Choices, and
TPEs
Homework: None
Holiday – No Seminar Class
Week 3: Sept. 9 [ PACT Task 1 Overview and Academic Literacy]
TPE 4: Making Content Accessible
TEP 7: Teaching English Language Learners
TPE 9: Instructional Planning
READING AND ASSIGNMENTS
PACT Teaching Event
 Task 1 –Context for Learning
Academic Language/Language Demands
PACT Academic Language Rubric
In class assignment: Discussion Making Good Choices:
Introduction, Task 1- Planning, and Academic Language
Strand
Homework:
 Begin Context for Learning – Task 1
 Bring 3 lesson plans to analyze instructional focus
 Distribute Video Parent Permission Slips
Week 4: Sept. 16 [PACT Task 2 Planning and Designing Assessments Overview]
TPE 1: Special Pedagogical Skills For Subject Matter
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
READINGS AND ASSIGNMENTS
PACT Teaching Event
 Task 2 Planning Instruction/Designing
Assessments and Rubrics
- analyze lesson plans for balanced focus
- create assessment rubrics
 Preparing for Practice Video Clip
Week 5: Sept. 23
In class assignment:
Read and discuss Making Good Choices - Task 2: Planning
Create rubric utilizing lesson plans
Homework:
 Collect Student Video Permission Slips
[PACT Task 3 Instruction Overview]
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
READINGS AND ASSIGNMENTS
PACT Teaching Event
 Task 3 Instruction and Rubrics
 Task 5 Daily Reflections
 Analyzing PACT video clip
Practice Video Clip Assignment
Homework : .
 Bring Practice video clip on DVD or clip on USB to class on
Sept. 30
 Conference with Cooperating Teacher on content of PACT
Teaching Event.
 Bring overview of PACT learning segment to next class
session.
Week 6:
Sept. 30
[PACT Task 4 Assessment Overview]
TPE 2: Monitoring Student Learning During Insstruction
TPE 3: Interpretation and Use of Assessments
READINGS AND ASSIGNMENTS
Practice Video Clip Analysis
PACT Teaching Event
 Task 4 Assessing Student Learning and
Rubrics
Week 7:
Oct. 7
Homework:
 PACT Task 1 Draft Context for Learning
[PACT Task 4 Reflection Overview]
TPE 13: Professional Growth
READING AND ASSIGNMENTS
READINGS
PACT Teaching Event
 Task 5 Reflection and Rubrics
Peer Review of Context for Learning Task 1
Week 8:
Oct. 14
In class assignment: Read and discuss Making Good Choices
Homework:
PACT Planning/Designing Assessments Task 2 Draft
[PACT Video Taping Week]
End of First 8 Wks of ST
TPE12: Professional, Legal, and Ethical Obligation
TPE 13: Professional Growth
READINGS AND ASSIGNMENTS
PACT Teaching Event Submissions
Video Tape PACT Lessons with Daily Lesson Reflections
Peer Review of Task 2 – Planning
TE 961 Advanced Student Teaching Seminar
Course Outline
Week 9:
Oct. 21
[Transfer Video Clip to TaskStream]
READINGS AND ASSIGNMENTS
Video Clip Transfer Workshop Computer Lab
Week 10:
Oct. 28
Homework:
Due Oct. 28
 PACT Instructional Task 3 Draft
 PACT Reflections Task – Daily Reflection only
[ Peer Review of Task 3 and Task 5-Daily Reflections]
READINGS AND ASSIGNMENTS
PACT Teaching Event
 Review Academic Language Rubric
 Peer Review Task 3 Instruction and
Task 5 -Daily Reflections Only
Homework: Due Nov. 4
 PACT Assessment Task 4 Draft
Week 11:
Nov. 4
[Peer Review of Task 4 Assessment]
READINGS AND ASSIGNMENTS
Homework: Due Nov, 11
 PACT Reflection Task 5 Daft
PACT Teaching Event
-Peer Review of Task 4 Assessment
Week 12:
Nov. 11
[ Peer Review of Task 5 - Reflection]
READINGS AND ASSIGNMENTS
Homework:
 Work toward completion of PACT Teaching Event
PACT Teaching Event
Peer Review of Task 5 Reflection
(Rubric 10)
Incorporating Theory into Reflection
Week 13:
Nov. 18
[ Independent and Collaborative PACT Review]
READINGS AND ASSIGNMENTS
PACT Independent and
Collaborative Review of PACT Tasks
Homework
 Electronic Copy of PACT Teaching Event
Due on TaskStream by 4:00p.m. on Nov. 25
 PACT CD and other documents due in
Seminar on Nov. 25
Week 14:
Nov. 25
[PACT TE Due]
READINGS AND ASSIGNMENTS
Electronic copy of PACT TE due on
TaskStream by
4:00p.m.
Week 15:
Dec. 2
Homework
 PACT CD, Permission slips due at 4:10p.m.
in seminar
[Effective Resumes]
ASSIGNMENTS
BTSA Induction Program
Effective Resumes
Week 16:
Dec. 9
Homework: Due Dec. 9
 Bring Resume you use for applying for teaching
positions
[Mastering the Job Interview]
ASSIGNMENTS
Mastering the Job Interview
Week 16:
Dec. 16
None
Final Exam
Course Catalog Description
Discussion of immediate problems in student teaching with an emphasis on children’s growth and development,
and the influence of philosophical, social, and cultural factors on learning.
Note: Receiving No Credit for this Seminar automatically will result in No Credit for Student Teaching
Seminar General Guidelines
Grading and Evaluation: The TE 960/TE 961 seminar is a credit/no credit courses. Therefore, issuing letter
grades is not possible. In order to pass the seminar, students must (a) follow this seminar’s attendance and
tardiness guideline, (b) receive credit for all course assignments and reflections, and (c) complete PACT
Teaching Event.
Format for Assignments: All work (content, presentation, timeliness) prepared must be of the highest quality.
Keep in mind that you may be ask to redo assignments to meet this requirements to submissions do not meet
course standards. You will submit some assignments, including PACT teaching event, as an electronic
submission on TaskStream.
Attendance, Tardiness: Seminar attendance is mandatory. Please arrive on time to each class to maximize
instructional time and to minimize disruptions. If you miss a class session, you may be required to complete a
make-up assignment assigned by the instructor. Excessive absences, tardiness, or late completion of
coursework will result in the assigning of no credit for the seminar to the student.
Plagiarism: Such work will result in the referral of the student to Student Affairs for action.
Injury Policy
TRADITIONAL: University teacher education students, who are placed or assigned at schools
and are under the supervision of school site Administrator(s) or Teacher(s), are to be treated as
University employees if and when the student is injured while at the site. Students are subject
to the Workers Comp protocol of the University.
If the injury is an EMERGENCY, students should IMMEDIATELY:
1.
Report the injury to their university instructor or supervisor via telephone message.
2.
Notify Irma Martinez (760) 768-5515 or Veronica Vadillo (760) 768-5670 who will FAX an
injury form to the site.
3.
Report to the nearest Emergency Room for treatment.
If the injury is NOT LIFE THREATENING:
1.
Report the injury to their university instructor or supervisor via telephone message.
2.
Notify either Irma Martinez (760) 768-5515 or Veronica Vadillo (760) 768-5670 who will
FAX an injury form to the site.
3.
Report to the Industrial Family Medical Care, 1441 State Street, Suite B, El Centro, CA 92243,
(760) 337-1771
Students are fully responsible for reporting according to the above protocol, in order to receive
timely treatment and to allow for the timely completion of all required State of California
accident forms.
Students who opt NOT to report according to university protocol and who select private
treatment are solely responsible for all costs that they incur.
INTERN: University teacher education students, who are officially enrolled in the University
State Intern Program and are employees of the school site in which they teach, are subject to
the Workers Comp protocol of their employing school districts.
WHAT TO DO IF YOU ARE INJURED AT A SCHOOL
SITE WHILE PARTICIPATING IN A UNIVERSITY COURSE
Policy does not apply to: Students who are officially enrolled in the University State Intern
Program, are substitute teacher employees, or are under a teaching contract. These students
are subject to the Worker’s Compensation protocol of the employing school district.
 
Inform your supervisor immediately (i.e., student teaching supervisor or course
instructor).
o
o
You must report any injury to your supervisor within 24 hours, no matter how trivial the injury
may seem.
You will need to tell her/him when and where the injury occurred, what happened, and if anyone
witnessed the injury.
 
Once you report your injury to your supervisor, your supervisor will give you an
"Employee's Claim for Workers' Compensation Benefits" form to complete.
o
o
o
Your supervisor submits your claim form and a "Supervisor's Report of Work-Related
Accident/Illness" form to Business Services.
Business Services then forwards all completed forms to the Workers' Compensation Manager.
The Workers' Compensation Manager, in turn, reports the injury to our claims administrator,
Sedgwick CMS, P.O. Box 3170, Rancho Cordova, CA 95741.
o
o
o
o
Sedgwick CMS will make the final determination of whether your injury is work related and
what benefits you are entitled to receive.
Occasionally, however, the claims administrator may investigate the facts surrounding the injury
and will delay extending benefits.
You will receive a notice from the claims administrator shortly after the injury report is filed.
You will want to keep in close contact with the Workers' Compensation Manager and claims
administrator so there is no unnecessary delay.
  Your supervisor will refer you to Industrial Family Medical Care
o If you need first aid or medical treatment, your supervisor will refer you to Industrial Family
Medical Care, 1441 State Street, Suite B, El Centro, CA 92243, (760) 337-1771
o All medical bills and reports will be sent to Sedgwick CMS, P.O. Box 3170, Rancho
Cordova, CA 95741, the University's claims administrator.
o The Workers’ Compensation Manager needs to be aware of your continued absences due to the
injury.
o Please forward any medical status reports that you receive to Business Services, Workers’
Compensation Manager, and Center for Human Resources, along with a copy to your
supervisor.
  Inform your doctor of San Diego State University's policy to provide you, if necessary,
with modified work (or light duty) while you are recovering from a work-related illness or
injury.
o
o
Such positions will be temporary in nature and will be monitored by your immediate supervisor,
department manager and Workers' Compensation Manager.
Job restrictions, as defined by treating physicians, will be strictly adhered to.
  Inform your supervisor and the Workers' Compensation Manager if you are off work
due to the injury or illness.
8
o
If you are off work for any period of time, you must keep your supervisor and the Workers'
Compensation Manager informed of your progress and provide periodic updates from your
physician.
 
The Workers' Compensation Manager, your supervisor and our claims administrator
will be in contact with you.
o
If you have any questions or concerns, be sure to call Jennifer Acfalle, Assistant Benefits
Manager, (619) 594-1142.
9
Teacher Performance Expectations Summary
California Commission on Teacher Credentialing
TPE 1:
TPE 2:
TPE 3:
TPE 4:
TPE 5:
TPE 6:
TPE 7:
TPE 8:
TPE 9:
TPE 10:
TPE 11:
TPE 12:
TPE 13:
Specific Pedagogical Skills for Subject Matter Instruction
Candidates are knowledgeable of subject matter curriculum and enable students to understand state-adopted
academic content standards in content areas; understands how to organize and deliver a balanced
instructional focus of instruction to ensure that students meet or exceed the standards.
Monitoring Student Learning During Instruction
Candidates monitor student learning during instruction to decide if students are adequately progressing
towards achieving state academic standards; pace and re-teach content based on evidence gathered from
questioning students and examining student work; and anticipate, check for, and address common student
misconceptions and misunderstandings.
Interpretation and Use of Assessments
Candidates understand and use informal and formal, as well as formative and summative assessments, to
determine student progress and plan instruction; use multiple measures to assess student knowledge, skills,
and behaviors; teach students how to use self-assessment strategies.
Making Content Accessible
Candidates incorporate specific strategies, activities, procedures, and experiences that address state content
standards for students; vary teaching strategies according to purpose and lesson content; reinforce content in
multiple ways through the use of written/oral presentations, physical models, manipulatives,
visual/performing arts, diagrams, non-verbal communication, and technology.
Student Engagement
Candidates ensure the active and equitable participation of all students; ensure students know what they are
to do during instruction; encourage students to share and examine points of view during lessons; use
community resources and student experiences to make instruction activities relevant.
Developmentally Appropriate Teaching Practices
Candidates design activities that suit the attention span of young learners using activities that connect with
the children’s immediate world; design learning activities to extend students’ concrete thinking and foster
abstract reasoning and problem solving skills.
Teaching English Learners
Candidates know and apply pedagogical theories, principles, and instructional practices for comprehensive
instruction of English learners; draw upon information about students’ backgrounds and prior learning to
provide instruction differentiated to students’ language abilities.
Learning about Students
Candidates use formal and informal methods to assess students’ prior mastery of academic language
abilities, content knowledge a, to maximize student learning opportunities; learn about students’ abilities,
ideas, interests, and aspirations; know how multiple factors can influence student behavior and learning.
Instructional Planning
Candidates plan instruction that is comprehensive in relation to the subject to be taught and in accordance
with state content standards; use explicit teaching methods to help students meet or exceed grade level
expectations; select or adapt instructional strategies/materials to meet student learning goals and needs.
Instructional Time
Candidates allocate instructional time to maximize student achievement; establish procedures for routine
tasks and manage transitions to maximize instructional time; reflect and adjust the use of instructional time
to optimize the learning opportunities and outcomes for all students.
Social Environment
Candidates develop and maintain clear expectations for academic and social behavior; promote student effort
and engagement and create a positive climate for learning; help students learn to work responsibly with
others and independently; respond appropriately to sensitive issues and classroom discussions.
Professional, Legal, and Ethical Obligations
Candidates take responsibility for student academic learning outcomes; are aware of their own personal
values and biases and recognize ways in which they affect the teaching and learning of students.
Professional Growth
Candidates evaluate their own teaching practices and subject matter knowledge; improve teaching practices
by soliciting feedback and engaging in cycles of planning, teaching, reflecting and applying new strategies.