TE 960/TE 961 Student Teacher Seminar
Course Syllabus
Fall 2014
Barbara Layaye
e-mail: blayaye@mail.sdsu.edu
West Faculty Office #184
Voice-mail 760-768-5578 ( office)
Office Hours:
Monday 4:10 – 6:50 PM
Course Location: Calexico
Mondays 3:00 to 4:00PM. Other times/days available by appointment
_______________________________________________________________________________
Required Textbooks
Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six: Essential strategies for achieving
excellence with the common core. Alexandra, VA: ASCD
Handbook for Student Teachers. Available in electronic format in 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. Available in TaskStream and at www.pacttpa.org
TaskStream Account available at: www.taskstream.com
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.
2
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, and (b) receive credit for all course assignments and reflections.
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 also use TaskStream to submit any assignments and PACT Teaching
Event in electronic format.
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.
Note: Receiving No Credit for this Seminar automatically will result in No Credit for Student
Teaching
TE 960 Student Teacher Seminar
Course Outline
Week 1:
August 25 [Course Orientation & PACT Task 1 Overview]
TPE 8: Learning About Students
TPE 10: Instructional Time
TPE 11: Social Environment
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Course Orientation
Effective Classroom Management
Introduction to Core Six Essential Strategies
PACT Teaching Event Overview
 Task 1 Context For Learning



Making Good Choices: and PACT Handbook- Task 2Planning and Designing Assessments
Context for Learning Form Draft
The Core Six Chapter 1: Reading For Meaning
Distribute Video Permission Slips
Week 2: Sept. 1
Holiday – No Seminar Class
3
Week 3: Sept. 8 [ PACT Task 2 Overview - Planning & Academic Literacy]
TPE 1: Pedagogical Skills for Subject Matter Instruction
TEP 7: Teaching English Language Learners
TPE 9: Instructional Planning
READING AND ASSIGNMENTS FOR NEXT CLASS SESSION
Academic Language/Language Demands
Questioning Strategies
The Core Six: Ch. 1 Reading for Meaning
PACT Teaching Event
 Task 2 Planning & Designing Assessments
 PACT Academic Language Rubric




Making Good Choices/ PACT Handbook: Task 3:
Instruction
The Core Six Chapter 2: Compare & Contrast
Bring 3 lesson plans to analyze instructional focus and
language function
Bring copy of Daily Reflections
Week 4: Sept. 15 [PACT Task 3 Overview-Instruction &Task 5 - Daily
Reflection]
TPE 4: Making Content Accessible to Students
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Engaging Students in Learning
Multiple Dimensions of Learning
The Core Six: Chapter 2 Compare & Contrast
PACT Teaching Event
 Task 3 Instruction and Rubric
 Task 5: Daily Reflections
Week 5: Sept. 22




Making Good Choices/PACT Handbook: Task 4:
Assessment
The Core Six Chapter 3: Inductive Learning
Collect Student Video Permission Slips
Prepare for Practice Video Clip
[PACT Task 4 Overview - Assessment]
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Assessing Student Learning
The Core Six Chapter 3 Inductive Learning
PACT Teaching Event
 Task 4 Assessment
Practice Video Clip Assignment
Week 6: Sept. 29



Making Good Choices/PACT Handbook: Task 5 Reflection
The Core Six Chapter 4: Circle of Knowledge
Upload practice video clip to TaskStream by Sept. 29
[PACT Task 5 Overview - Reflection]
TPE 13: Professional Growth
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Practice Video Clip Analysis
The Core Six Chapter 4:Circle of Knowledge
PACT Teaching Event
 Task 5 Reflection and Rubric
 Review Context for Learning Task 1



Submit Context for Learning Task 1 on TaskStream
PACT Planning Task 2 Draft
The Core Six Chapter 5: Write to Learn
4
Week 7:
Oct. 6
[Analyzing Student Learning]
TPE 13: Professional Growth
READING AND ASSIGNMENTS FOR NEXT CLASS SESSION
READINGS
Using Assessment to Inform Teaching
 Planning Next Steps of Instruction
The Core Six Chapter 5: Write to Learn
PACT Teaching Event
 PACT Submission Requirements
 Review Planning Task 2
Week 8:
Oct. 13
 Submit PACT Task 2 on TaskStream
[PACT Video Taping Week]
End of First 8 Wks of
ST
TPE12: Professional, Legal, and Ethical Obligation
TPE 13: Professional Growth
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Student Teaching Analysis of 1st 8 weeks
PACT Teaching Event
 Review Daily Reflection Task 5


Video Tape PACT Lessons
Submit PACT Daily Lesson Reflections on
TaskStream
TE 961 Advanced Student Teaching Seminar
Course Outline
Week 9:
Oct. 20
[Video Transfer Clip to Task Stream]
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Video Clip Transfer Workshop Computer Lab
PACT Teaching Event
 Review Instructional Task 3
Week 10:
Oct. 27
Submit on TaskStream
 PACT Instructional Task 3
The Core Six
Chapter 6: Vocabulary’s CODE
[ Classroom Expectations and Procedures]
READINGS AND ASSIGNMENTS
Classroom Management Strategies
The Core Six Chapter 6: Vocabulary’s Core
PACT Teaching Event
 Review Assessment Task 4
Week 11: Nov. 3
[ Student Intervention Process ]
Prepare presentation on Student Intervention Referral
Process
Submit on TaskStream
 PACT Assessment Task 4
READINGS AND ASSIGNMENTS
Student Intervention Referral Process
PACT Teaching Event
Submit on TaskStream
 PACT Reflection Task 5
5
 Review Reflection Task 5
Commentary
Week 12:
Nov. 10
[ Standards for the Teaching Profession]
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
TPE Self-Evaluations
PACT Teaching Event
 Review Academic Language Rubric
Week 13:
Nov. 17
Work on completing PACT Teaching Event
[Independent Project]
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Completion of PACT Teaching Event
Week 14:
Nov. 24
Work on completing PACT Teaching Event
PACT Teaching Event Due on TaskStream by 4:00PM
on Nov. 24
[PACT TE Due]
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Electronic copy of PACT TE due on
TaskStream by 4:00p.m. on Nov. 24
Authenticity Declaration due on
TaskStream on Nov. 24
Week 15:
Dec. 1
Documents due in Seminar on December 1:
 Parent Video Permission Slips with Class
Roster
Bring Personal Resume to Dec. 1 class session
[ Effective Resumes]
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
BTSA Induction Program
Effective Resumes
Week 16:
Dec. 8
Reading: Student Teaching Handbook:
Mastering the Job Interview
[Mastering the Job Interview]
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Mastering the Job Interview
None
Week 17: Dec. 15
READINGS AND ASSIGNMENTS FOR NEXT CLASS SESSION
Final
None
6
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.