PLC 960
Multiple & Single Subject Student Teaching Seminar
Spring 2014
Department of Policy Studies in Language and Cross-Cultural Education
Dr. Sarah Maheronnaghsh, Advisor
619/594-3266
smaheron@mail.sdsu.edu
Office EBA 259
Office Hours: by appointment
Mernie Aste, Coordinator
619/594-8302
maste@mail.sdsu.edu
Office EBA 222A
Office Hours: by appointment
Dr. Tamara Collins-Parks, edTPA
760/758-1324
biliterate@gmail.com
Office ED 120. Office phone: 619/594-3330
Office Hours: 3:00-4:00 on Mondays, Thursdays
some Tuesdays. By phone any time.
Course Day/Time: Monday 4:00-7:40
Location: SLHS-247 (across from KPBS building)
Course Description (4 units Credit/No Credit): Focus is on the Multiple Subject & Single
Subject Bilingual Authorization credential program with critical reflection on the culture of
schools & instructional practices during student teaching. Guidelines for effective
classroom management are provided along with self-reflection and professional
development. Additional attention is given to Teaching Performance Expectations (TPEs) in
preparation for completing the edTPA Teaching Event (a performance assessment that
candidates must pass as part of their credential requirements) and the Multiple Subject &
Single Subject Bilingual Authorization Credential eFolio.
Course Objectives: Upon completion of this course students will be able to:
 Demonstrate sensitivity toward language, culture and the needs of diverse learners
 Maintain reflections on the context for learning and culture of schools
 Actively participate in assessment for instruction and professional development
 Prepare lessons, integrating reflective practice into all aspects of teaching & learning
 Explore connections between the school, families, parents, and local communities
 Share ideas for successful teaching and professional development with peers
 Excel on edTPA planning, instruction, and assessment tasks while applying insights
about learning and teaching to their own practice (TPEs 1-13 & PLC -TPEs 14-16).
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Required Texts and Materials:
 Ruiz, Miguel (1997) Los Cuatro Acuerdos
 Curwin, R., Mendler, A, Mendler, B. (2008) Discipline with Dignity 3rd Edition: New
Challenges, New Solutions (available at Aztec Shops)
 edTPA Handbook, formatted documents (for context and the 3 commentaries), and
Evidence Chart available on TaskStream.
 Making Good Choices, and other support materials on BlackBoard
Tech Requirements: E-mail, internet, BlackBoard, www.TaskStream.com, Pearson site .
 Check your E-mail daily.
 Access material & post tips/questions on Blackboard.
 Register on www.TaskStream.com. Enroll in edTPA & eFolio.
 Register with Pearson for scoring (you will receive a voucher code):
http://www.edtpa.com/PageView.aspx?f=GEN_Register.html
 Submit on TaskStream and notify Pearson.
Grading:
All assignments are graded or returned based on whether they meet the criteria. You have
a week to revise assignments that are returned. Late assignments lose a portion of a letter
grade each day (A to A- to B+ to B, etc.) PLC 960 is a credit /no credit course; you need at
least a B- to receive credit.
Participation/Attendance: Attendance and participation are necessary elements to
succeed in class and to accomplish your professional and educational goals in the
program. Participation includes coming prepared to class having completed all
assignments and readings. You will be allowed one absence during the session. After
that absence, 5% will be deducted from your final course grade. In the case of ongoing
medical needs, please consult instructors for special arrangements. It is your
responsibility to get course notes and any information missed from a peer who is enrolled
in the course. Cell phones and laptops are prohibited during class including text
messaging. (Exception – edTPA Teaching Event guide instructor may request use of
laptops for specific activities.) If there is an emergency the instructor must be notified.
Description of Course Requirements:
Course Readings/Participation & Attendance (20 points): Participants are expected to
come to class each week prepared to discuss the readings. Readings are listed on the
course calendar for the week they are due so look ahead to see what you should be doing.
Participants are expected to arrive to class on time and stay until the end of each class
session.
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Course Structure: The first half hour of the course is always led by your coordinator/s.
Prior to Spring Break, the next 3 hours of the class focus on developing skills and
reflective practice relevant to the 16 TPEs and the edTPA Teaching Event. After Spring
Break, the class is devoted entirely to seminar.
Student Teaching Reflective Journal (20 points): Participants will keep a reflective
journal in which they will reflect at least once a week throughout the semester (daily
reflection during placement is encouraged). The reflections will include . . . .
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How are you drawing on your students’ prior learning as well as personal, cultural &
community assets (e.g. backgrounds or life experiences)?
What changes would you make to better support student learning? (Justify this with class
and individual student needs as well as theories/research.)
Successes, observations, challenges, and feelings about student teaching experience,
Reflections on course readings in relation to student teaching, putting theory into
practice.
This will be a professional conversation between the student and the instructor. 10 of the
entries will be graded, 2 points per entry.
Morning Meeting Presentations (10 points): Participants (in pairs) will each share and
present a morning meeting activity they have found to be useful academically, socially,
and emotionally. The morning meeting activity will be modeled and shared so that all
participants have a clear understanding of the activity and can implement it in the future.
(15 minute maximum)
Participants can borrow instructor’s text: 100 Morning Meeting Activities
http://www.responsiveclassroom.org/sites/default/files/pdf_files/videos/mmactivities_dir
ections.pdf
Signature Assignment (10 points): Participants must volunteer at the NABE 2014
conference for a minimum of two days (*as noted in the Guidelines for student teaching)
February 12 and February 13, 2014.
For more information please visit: http://www.nabe.org
Other professional development & Community Events taking place this semester:
 ARE (Association of Raza Educators) Meetings every 2nd Thursday
Jacobs Center Community Room
404 Euclid Avenue San Diego 92114
 California Association of Bilingual Educators (CABE). Any day April 2-5, 2014.
Anaheim Marriot Hotel (possibility of exchange volunteer hours for a day of
attendance)
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https://w3.smartreg.com/webreg/CABE2014/register/CABE.cfm
GLSEN (Gay Lesbian and Straight Education Network) Safe School Summit
Saturday February 8, 2014 8am-2pm
http://glsen.org/chapters/sandiegocounty/events
Latino Summit Saturday TBD April 2014 San Diego County Office of Education
6401 Linda Vista Road, San Diego, CA 92111
Catfish Club San Diego Hall of Champions in Balboa Park future meetings to be
determined (lunch meetings held on Fridays)
http://www.catfishclub.net/LuncheonCalendar.html
The Who and The What La Jolla Playhouse showing 2/11/14-3/9/14 tickets start at
$15 for students http://www.lajollaplayhouse.org/the-season/plays
Four Agreement Reflections (20 points total, 5 points per agreement): Participants
will prepare a one-page reflection regarding each of the four agreements as outlined in
the course calendar. The reflection will provide personal insights and reflections from
putting the agreement into action in real life situations including the classroom, and other
aspects of life.
Questions to address in each reflection:
 What does this particular agreement mean to you?
 What are the challenges of the agreement?
 How have you used this agreement professionally? (with your cooperating teacher,
a professor, etc)
 How have you used this agreement in your personal life?
 How have you used it with a child?
Discipline Philosophy: (20 points)
Participants will create a discipline philosophy that will be turned in at the end of the
semester. Rubric posted on Blackboard. Directions will be provided in April. This will be a
1-2 page paper typed double spaced using APA style, to be turned in on Blackboard and is a
current reflection of participant’s discipline philosophy. Participants may draw on what was
turned in Fall 2013. Due May 12th on Blackboard.
Regular Progress and timely completion of your edTPA Teaching Event (1 point
Extra Credit for each deadline met): Soft deadlines are indicated in the calendar. These
reflect the recommended pacing. (Logistically, there is no way to complete edTPA at the
last minute.) Posting work on TaskStream by these dates will get you extra credit. You
must request comments via TaskStream, select all, and click on Tamara Collins-Parks so
she can view your work in progress & assign you extra credit for meeting deadlines. You
can also ask questions anytime by phone or via e-mail to biliterate@gmail.com. The
edTPA Teaching Event due date is Sat. Fri April 5th (midnight). Once they verify your
submission, scoring starts April 10th or 17th, depending on your content area and takes
approximately one month.
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NOTE: If you have unforeseen & exceptional circumstances which may result in late
submission of your edTPA Teaching Event, e-mail the edTPA Coordinator:
biliterate@gmail.com + your Cohort Coordinator ahead of time to petition for
approval. A late submission usually means delayed results and an Incomplete in ED970
that will be cleared when results are released (if passing).
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Tentative Course Schedule and Assignments (see BB for latest version)
Readings: D & D: Discipline with Dignity
Class Date
Class Topics & Activities
Week 1
Overview of Course
Student teaching
assignments
Planning days at your site
Morning Meeting Model
Supervision
1/27
edTPA Review
 Study groups per site
 Acceptable support
 Task – create timeline
Week 2
2/3
Week 3
2/10
Student teaching protocol
Placement Check In
Morning Meeting
Activity
Task 1: Planning
 Instructional Focus (+/examples).
 Why you scaffold &
differentiate like you do
(justify in terms of students
& theory/ research).
 Planning assessments &
creating rubrics *MULTIPLE
FORMS OF EVIDENCE.
6:30 -- Guest edTPA Panel
Lesson Planning (The Big
Picture)
Morning Meeting Activity
Academic L within edTPA
Teaching Event
 Language Functions
 Associated discourse
structures or text types
 Key terms, symbols, &
phrases
 How they are put together at
the sentence or formula level
(syntax)
 Making plans to assess the
range of performance within
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Assignments Due
By first session,
have read edTPA
Teaching Event
Handbook + Making
Good Choices. Be
prepared to discuss with a
partner what you
understood & what you
have questions about.
Have read theory &
differentiation sections of
edTPA support on BB
(jigsaw with study
group).
Submit First Agreement,
“Be Impeccable you’re your
Word” Reflection on
Blackboard
Soft Deadline: Context &
choose implementation
date/topic.
Have read academic
language section on BB
(jigsaw with study
group).
the language function.
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Week 4
Placement check-in
Morning Meeting
Activities (2 groups)
Soft Deadline: Planning
Commentary
2/17
Task 2: Instruction (Overview
of task & resources)
 +/- examples of active student
engagement (videos)
 Questioning strategies to
deepen student learning
(accountable talk in 931)
  the above 2 set up for
monitoring/assessment
 Content groups -- pedagogy
focus (EL model & teach how
to apply – pref in meaningful
context)
 Planning ahead for key video
taping moments
Week 5
2/24
Week 6
3/3
Morning Meeting
Activities
Classroom Environment.
The Social Contract
(edTPA –TE rubric 6)
Placement Check In
Morning Meeting
Activity
Assessing the Language
Function
Read Ch 2: D & D The
Social Contract
Reflection Due: 2nd
Agreement, “Don’t take
anything Personally”
Soft Deadline: Planning
Task (100% complete)
Soft deadline: Submit
Permission Slips with class
roster as cover sheet
Meet by Content Area:
 4:00 Spanish
 5:00 Multiple Subject (3
subgroups w/Sarah, Mernie
& Tamara)
 6:00 Math
 7:00 Art
Week 7
3/10
Morning Meeting Activity
Consequences
Task 3: Assessment, Ways
to analyze class data
 Picking 3 focus students for
the work samples
 Providing +/- feedback &
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Read Ch 5 D&D
Consequences
Reflection Due Third
Agreement, “Do not make
assumptions”
TO DO -- sign up for small
Week 8
3/17
encouraging self analysis.
 Planning how to use
feedback: guidance for focus
students on how to address
needs.
 Concrete next steps (for class
and groups/individuals) based
on student results &
theory/research (R15)
group status meetings next
week.
5-8 LARC Lab Video
Conversion in Storm Hall 205
(if video already posted on TS,
OK to skip)
Soft Deadline: Instruction
Commentary
Small group Status
Meetings throughout week.
Week 9
3/24
Review and Submission
3/31 Spring Break SDSU
4/5 edTPA Due
No Class
Week 10
4/7 No Class
No class field trip to
High Tech Schools
Morning Meeting
Week 11
4/14
Week 12
4/21
Week 13
4/28
Week 14
5/5
Soft Deadline: Assessment
Commentary
Hard deadline – completed
edTPA Teaching Event
Morning Meeting
Activities
Taking Action
Managing Stress
Effectively
Morning Meeting
Activities
Strategies for students
who chronically
misbehave
Building Your Resume
Workshop
Wrapping it all up!
Mock Interview Session
with District and School
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Read D &D Ch 6 & 7
Reflection Due Fourth
Agreement, “Always do
your best”
READ: Discipline with
Dignity Chapter 8:
Strategies for Students who
Chronically Misbehave
READ: Discipline with
Dignity Chapter 8:
Strategies for Students who
Chronically Misbehave
Dress Professionally
Bring your resume!
Leaders
Location TBD
Bring your questions!
*Location TBD
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