SAN DIEGO STATE UNIVERSITY
TE 362.07 Spring 2014 Field Experience in Community Settings, 1 Unit, Letter Grade
MCS 104 Tuesdays 4:00 to 6:40
Blackboard: http://blackboard.sdsu.edu
Instructor
Carol Prime
Office
Hours
Campus EBA 203 5:30 to 6:30 Tuesdays
prior to TE 362 class sessions
School of Teacher Education
5400 Campanile Drive
San Diego, CA 92182-1153
Mailing
Address
Phone
(760) 822-1028
E-mail
carolprime@att.net
Schedule
Number
30266
COURSE DESCRIPTION (from General Catalog):
TE 362. Field Experience in Community Settings (1)
One lecture and one to six hours of activity.
Prerequisite: Consent of instructor and intent to enroll in teaching credential programs.
Tutoring process and teaching strategies for the content being tutored.
For students interested in early field experience for single-subject English teaching credential.
Section blocked with RWS 509, Section 1.
GOALS:
To develop critical thinking in potential English teachers, analyze the
teaching process (assessment informs planning, plan, instruct, assess,
reflect), and deconstruction of the Common Core Language Arts
Standards (CCLAS or CCSS-LA). To set the stage for prospective student
teachers to teach the students they have, rather than the students they
wish they had.
POLICIES:
Late-Work policy: All work is due by the published deadlines. Each late item will be
discounted by 20% for each day, or part thereof, that it is late. Partially completed
work is considered late until the total is submitted.
Attendance policy: Attendance is expected for all in-class sessions. One excused
absence permitted due to illness or family emergency with proof.
Participation policy: Full participation is required for all activities. Professional
engagement is expected at all times to pass the course.
Backing-up-work policy: You are expected to back up all assignments, especially the
EFE Guide, on a USB Flash drive, as well as submit them in Blackboard.
Learning Opportunities TE 362 Provides
In TE 362 Field Experience in Community Settings, students get to select one school
site to observe and to participate in classrooms under the guidance of an
experienced teacher. Participation is set up to take place over 10 weeks of the
semester (third through twelfth).
As observer/participant, the student has the opportunity to assist the classroom
teacher by working with individuals and small groups, and by leading some
instructional activities. Experiences in planning, presenting simple lessons, assessing
secondary students’ learning needs, and managing classroom routines are offered..
Structured observation assignments provide opportunities for the TE 362 participant to
learn 1) effective strategies for classroom management to understand the dynamics
of creating and maintaining a positive, productive learning environment to support all
students in learning; and 2) how teachers apply effective teaching strategies based
on the Common Core State Standards (CCSS).
In TE 362 Discussion Boards posted in Blackboard, students have the chance to reflect
on teaching practices, engage in professional dialogues, and broaden their
knowledge and understanding of diverse school communities.
COURSE OUTCOMES
Students completing this course will be able to:
 Develop emerging teaching skills in preparation for student teaching by observing a
secondary English teacher, interacting with and assisting students in learning, and
reflecting on these experiences on a bi-weekly basis.
 Reflect on the field experience in on-going Discussion Boards in Blackboard with
peers and instructor. Write three two-page essays reflecting on field experience
at the completion of observations in response to prompts in the Early Field
Experience Guide.
 Demonstrate professionalism by coming to class on time and prepared to
participate, to offer ideas and share experiences during class discussions, display a
positive and supportive disposition at all times during class and field experience,
inform supervising teacher of your observation and participation schedule, and
keep accurate records on the EFE log in Blackboard.
GRADES
TE 362 is a graded class in which your grade is based on your level of engagement in at
least 15 hours of field experience* involving focused observation and interaction with
students with full documentation as described in this syllabus and in the Early Field
Experience Guide in Blackboard. Full participation in Discussion Board reflections is an
opportunity for engagement with peers and the instructor for deeper learning and
understanding of secondary learning environments. You also receive support by the
instructor and your peers during three TE 362 seminars. Additional support and learning
opportunities are offered during the two sessions of peer presentations, scheduled during
RWS 509 sessions. A Field Experience Log and Verification Form signed by the supervising
teacher will result in documentation required by the School of Teacher Education in their
application to a Preliminary Credential Program. Attendance and active, professional
participation in class sessions are opportunities for students to engage in learning and
practice professionalism expected of a teacher.
*If you are planning on enrolling in an SDSU credential program, you will need 45
hours of field experience to enter a multiple-subject or single-subject credential program
in the School of Teacher Education. TE 362 requires 15 hours, but you may take this
opportunity to complete additional hours.
Opportunities to practice professionalism in the work you turn in:
1. Please type in 12-point font;
2. Please strive for error-free writing in regard to conventions, grammar, and spelling;
3. Please include evidence of having read assigned texts (if applicable);
4. Please turn in work by the established due date.
To earn an A in this class:
Since each assignment is an opportunity to learn, please strive to turn in ALL
assignments on time and attend ALL classes. (The Professor is allowed to make
exceptions depending on case-by-case scenarios.)
To earn a C or better in this class:
Please engage in and turn in ALL assignments so you can receive a passing grade.
To pass TE 362 you also need to complete and document 15 EFE hours of field experience.
95 to 100
90 to 94
87 to 89
=
=
=
A
A–
B+
83 to 86
80 to 82
77 to 79
=
=
=
B
B–
C+
73 to 76
70 to 72
<69
=
=
=
C
C–
F
What Students Can Do to Realize the Opportunities for Learning Offered in TE 362
Title and Grade
Percentage
Participation in
Seminars (25%)
Rubric
Roll will be taken and
points earned for participation in class. Lesson
plan demonstrations
observed by instructor.
15 hours field
See Blackboard:
-Memo of Introduction.
experience (25%)
Field Experience
-EFE Log in Blackboard.
You must always be Assignments
-EFE Verification Form
supervised when
signed by participating
you are with
teacher to document
students.***
work in the school. Turn in
signed form by May 6 (in
Blackboard).
5 Discussion Boards See Blackboard:
Entries in Blackboard
(Forums) (25%)
5 Discussion Forums Discussion Boards in
1 Due by February 24
Each bi-weekly
response to instructor’s
2 Due by March 10
topic requires a self- prompts and peers’
3 Due by March 24
started thread and reflections.
4 Due by April 14
1 or more responses
5 Due by April 28
to peers’ threads.
3 Two-Page Essays
See Blackboard:
Three two-page essays in
(25%)
3 Essays
response to Early Field
1 Due by March 18
Experience Guide
2 Due by April 1
prompts.
3 Due by April 21
See Blackboard:
Class Participation
Evidence**
Assignment
Dates
January 28 (5:15)
March 11 (5:15)
April 15
May 6
Start between
February 3 and
February 14.
Fully completed
by April 28.
Once every two
weeks. Starting
Feb 10 through
April 28.
Assigned on
March 11. Fully
completed by
April 21 (see
dates on left).
** Additional details will be provided during the class session.
***You are a Category B Volunteer (see Volunteer Screening Quick Facts). As a
Category B volunteer, you are required to provide the school office with a photocopy
of your Volunteer Application Form, current TB Clearance test results (TB Tests are valid
for 4 years), and current photo ID.
Remember, every assignment is an opportunity to learn. Therefore, to pass the
class you need to fully engage in all class sessions listed above.
CLASS PARTICIPATION
Dates
January 28
Topics
 EFE Guide
 Professionalism and
Dispositions
March 11
 The CCLAS and ELDS:
Writing
 EFE Essays








April 15
 The CCLAS and ELDS:
Reading Comprehension
 Gradual Release of
Responsibility
May 6
 Present/Observe Group
Lesson Plans
Evidence--partial list
Point Value
EFE Guide and EFE Log
5 points
Volunteer Application Form
Professionalism and
Dispositions: T-Chart Graphic
Organizers and Word Map
Writing Essays
5 points
Deconstructing an Essay
Constructing an Essay
Common Core State
Standards
ELD Standards
 Gradual Release of
Responsibility
 Close reading
 Graphic Organizer
 Writing Frames
 Peer Feedback
5 points
10 points
Point Values for Individual Assignments:
Class Participation
1. Attendance and full participation in class are learning opportunities. The first
session will prepare you for your Early Field Experience and the documentation
required if you decide to apply for one of SDSU’s credential programs in the
School of Teacher Education. The concepts we will explore in the remaining
sessions reflect not only the values of the instructor, but of the research-informed
teaching profession across the United States, as presented in the Common Core
State Standards and the English Language Development Standards. One session
may be missed due to illness when proof of illness is provided, such as a note
from your doctor.
2. Class participation accounts for 25% of your grade. The following will be used to
determine your score:
o 5 points possible for January 28: EFE Guide and Professionalism and
Dispositions
o 5 points possible for March 11: II. The CCLAS and ELDS: Reading
Comprehension and Introduction to Lesson-Plan Checklist.
o 5 points possible for April 15: EFE Essays and Teaching Essay Writing to
Meet the CCLAS.
o 10 points possible for May 6: Presenting/Observing Group Lesson Plans
and Peer Feedback Checklists.
Field Experience
1. To pass this class (earn a C or better), you need to complete 15 hours of field
experience by April 28 and show proof of starting between February 3 and 14.
2. Field experience accounts for 25% of your grade; the documentation from which
will help you if you apply for a School of Teacher Education credential program.
The following evidence will be used to determine your score:
o 4 points possible for EFE Memo of Introduction.
o 10 points for bi-weekly EFE Log.
o 10 points possible for signed EFE Verification Form (without a signed
form, you cannot pass this class); see the rubric for other requirements.
o 1 point earned for professionalism for students who earn 24 points for the
first three items.
EFE Memo of Introduction Rubric
Criteria
Timeliness
Weight
50.00%
Completeness
Weight
50.00%
Novice
0.00 %
Submitted
late
0.00 %
Incomplete
Competent (1 point each)
50.00 %
Submitted by Week 4
Proficient (2 points each)
100.00 %
Submitted by Week 2
50.00 %
Handwritten All sections completed
thoroughly
100.00 %
Typed All sections completed
thoroughly
Grade for EFE Log Rubric
Criteria
Sept 9-20
Weight
20.00%
Sept 23-Oct 4
Weight
20.00%
Oct 7-18
Weight
20.00%
Oct 21-Nov 1
Weight
20.00%
Nov 4-8
Weight
20.00%
Novice (no points)
Competent (2 points each)
0.00 %
100.00 %
No log entry or fewer than 3 hours for the period. Minimum of 3 hours recorded by February 24.
0.00 %
100.00 %
No log entry or fewer than 3 hours for the period. Minimum total of 6 hours recorded by March 10.
0.00 %
100.00 %
No log entry or fewer than 3 hours for the period. Minimum total of 9 hours recorded by March 24.
0.00 %
No log entry or fewer than 12 hours logged by
November 1.
0.00 %
No log entry or fewer than 15 hours recorded by
November 8.
100.00 %
Minimum total of 12 hours recorded by April 14.
100.00 %
Total of 15 hours recorded by April 28.
EFE Verification Form Rubric
Criteria
Formatting
Weight
12.50%
Types of
activities
Weight
12.50%
1 compliment
Weight
12.50%
2 compliments
Weight
12.50%
3 compliments
Weight
12.50%
4 or more
compliments
Weight
12.50%
Signed form-required
Weight
12.50%
Legibility of
Site Info
Weight
12.50%
Needs Improvement
0.00 % (no points)
Top of form handwritten
Competent
100.00 % (1 point)
Top of form typed in advance by student
0.00 % (1 point)
Few types of activities and most are at
low level of responsibility
100.00 % (2 points)
Varied types of activities indicate
growing responsibility
0.00 % (no points)
No major strengths or skills
100.00 % (1 point)
First major strength or skill
100.00 % (1 point)
Second major strength or skill
100.00 % (1 point)
Third major strength or skill
100.00 % (2 points)
Fourth major strength or skill
0.00 %
Unsigned form No points
earned for the entire form
0.00 %
Teacher name, grade level,
subject, telephone, or email
address missing or illegible No
points earned for the entire
form
100.00 % (1 point)
Form signed by teacher
100.00 % (1 point)
So the instructor can verify the
information with school personnel:
Name of teacher legible Grade level and
subject legible Telephone and email
address legible
Discussion Boards
1. The five Discussion Boards (Forums) account for 25% of your grade. During the
forums you will engage with your peers and the instructor to gain a deeper
understanding of schools, students, demographics, the needs of students in San
Diego schools, and about yourself as a teacher. The questions reflect the values of
the instructor and of the nation at large. The following will be used to determine
your score:
o Forum 1 The environment in which the students live and learn: 5 points
for 1 thread and 2 responses to peers’ threads due by February 24.
o Forum 2 Student writing: 5 points for 1 thread and 1 response to a peer’s
thread due by March 10.
o Forum 3 English Language Development: 5 points for 1 thread and 3
responses to peers’ threads due by March 24.
o Forum 4 Exploring the ELA Common Core Standards: 5 points for 1
thread and 1 response to a peer’s thread due by April 14
o Forum 5 Common Core and Critical Thinking: 5 points for 1 thread and 1
response to a peer’s thread due by April 28
Weekly Reflection of Field Experience in Community Settings Rubrics
Criteria
Novice
Competent
Proficient
Content 0.00 %
50.00 %
100.00 %
No submission, off topic, Fully on topic.
All "Competent"
Weight
Includes substantial expectations are met and
80.00% minimal effort, or
plagiarized (copied from details.
includes a deep analysis of
a source document or
the topic, relates at a high
another student; both
level to the school site,
students receive no
teacher, or students (as
credit).
appropriate based on the
topic.
Organization 0.00 %
50.00 %
100.00 %
Writing rambles from
Somewhat
Highly organized paragraph
Weight
organized with a
structures with topic
10.00% topic to topic with no
paragraph structure or
topic sentence and sentences supported by
topic sentences.
details related to
details.
the topic sentence.
Grammar 0.00 %
50.00 %
100.00 %
Five or more
Three or four
One or two grammatical,
Weight
spelling, or punctuation
10.00% grammatical, spelling, or grammatical,
punctuation errors.
spelling, or
errors.
punctuation errors.
Discussion Boards: Forums 1 through 5
Privacy
Instructions--DO
NOT RESPOND
TO THIS FORUM
Please do not use the names of students or your teacher during these
Discussion Boards. In fact, it is better NOT to even mention the name
of the school so that the privacy of everyone is truly protected. Thank
you.
Forum 1 The
environment in
which the students
live and learn
Analyze the school culture and the School Accountability Report Card.
Describe the cultural diversity of the students in your class. What is the
environment of the school like? How does the school environment
appear to affect the students?
Read and respond to what two of your classmates said about the
environment and students at their schools.
Forum 2 Student
writing
Collect three writing samples with the help of the classroom teacher.
You will need writing from a high, low, and average student. Analyze
the three writing samples. Identify an English Language Development
standard that would address the needs of one or more of the students.
Read the analysis by one of your peers who has not yet received
input from another classmate. Identify differences and similarities in
what the two of you notice about your own students. Discuss how the
ELD standards that each of you chose might be used to support students.
Forum 3 English
Language
Development
How well do the students in the class appear to speak English? How
well do the students read? How do you know? What scaffolds
(supports) does the teacher offer the students as they speak, read, and
write? Identify an ELD standard that addresses the need of a subgroup
of three students in your class.
Discuss with three of your classmates the supports they see their
classroom teacher offer to the students. Be sure to talk about written
supports, visual supports, verbal supports, and social supports (or
supports by people, including other students). Also discuss why it is
important to think of students as individuals or small groups instead of
simply as a whole class of similarly-aged students.
Forum 4 Exploring
the ELA Common
Core Standards
Find the "ELA Common Core State Standards, pages 20-38" in Class
Resources on the left. You will explore one of the following areas,
according to your interests, selecting the appropriate grade level for the
students in your class:
Pages 20-33
 Reading Standards for Literature
 Reading Standards for Informational Text
 Writing Standards
 Speaking and Listening
 Language Standards (Conventions of Standard English,
Knowledge of Language, and Vocabulary Acquisition and Use)
Pages 36-38
 Reading Standards for Literacy in History/Social Studies
 Reading Standards for Literacy in Science and Technical
Subjects
 Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects
After reading the topic and grade level appropriate for you and your
students, identify any of the areas that you have witnessed being
addressed in your classroom. Then write a persuasive paragraph to
entice teachers to address these standards in their classrooms.
Select a classmate who has not received input on this topic from
anyone in our class. Read and respond to that classmate's persuasive
paragraph, write about one reason that you would support his or her
argument and one reason that he or she should support your argument.
Forum 5 Common
Core and Critical
Thinking
Match instruction from a recent observation with a Common Core
Standard (ELA). What critical thinking skills were addressed? Analyze
how the teacher engages and inspires students and teaches critical
thinking.
Discuss with three different classmates the strategies you have
seen that develop deeper critical thinking.
EFE Classroom Reflections (3 Essays)
1. The three essays account for 25% of your grade. The essay assignments were developed
by the School of Teacher Education for student use at the end of the early field experience;
the questions, or writing prompts, allow you to share what you learned about schools,
students, and teachers during your Early Field Experience. The following will be used to
determine your score:
o 8 points possible for "What did you learn about schools during your
observations? essay.
o 8 points possible for "What have you learned about students and student
learning from this experience?" essay.
o 8 points possible for "What does it take to be a successful teacher? essay.
o 1 point earned for in-depth reflection for students who earn 24 points for the
first three items.
The purpose of these three essays is for you to reflect upon your recent classroom
observations. For each question, write a 2-page response (typed, double-spaced).
Also, be sure to give two-to-three specific examples so that your reader can appreciate
why the experience was valuable to you as a future teacher.
1. Please type in 12-point font;
2. Please strive for error-free writing in regard to conventions, grammar, and spelling;
3. Please include evidence of having read assigned texts (if applicable);
4. Please turn in work by the established due date.
Learning About Schools Rubrics
Criteria
Format and
Conventions
Weight
20.00%
Novice
0.00 %
Several errors in
conventions, grammar, or
spelling. Incorrect font
size. Not double-spaced.
3/4 page too brief or too
long.
Organization 0.00 %
Difficult to understand due
Weight
to lack of structure.
20.00%
School
Description
Weight
20.00%
School
Interactions
Weight
20.00%
School
Climate
Weight
20.00%
0.00 %
Unfocused or off topic.
0.00 %
Unfocused or off topic.
0.00 %
Unfocused or off topic.
Competent
50.00 %
Some errors in conventions,
grammar, or spelling.
Incorrect font size. Not
double-spaced. 1/3 to 1/2 page
too brief or too long.
50.00 %
Somewhat structured. Body
paragraphs lack main idea or
introduction or conclusion fail
to state purpose or focus on
the essay. Some transitions.
50.00 %
Adequately describes the
school.
50.00 %
Adequately describes
interactions between adults
and students.
50.00 %
Adequately describes the
school climate.
Proficient
100.00 %
Error free. 12-point font.
Double spaced. Two
pages long.
100.00 %
Highly structured with
introduction, body, and
conclusion. Transitions
among paragraphs and
some sentences.
100.00 %
Insightful reflection with
detailed evidence from
the experience.
100.00 %
Insightful reflection with
detailed evidence from
the experience.
100.00 %
Insightful reflection with
detailed evidence from
the experience.
Learning About Students Rubrics
Criteria
Format and
Conventions
Weight
20.00%
Novice
Competent
0.00 %
Several errors in conventions,
grammar, or spelling.
Incorrect font size. Not
double-spaced. 3/4 page too
brief or too long.
Organization 0.00 %
Difficult to understand due to
Weight
lack of structure.
20.00%
Student
Engagement
Weight
20.00%
Surprise
About
Students
Weight
20.00%
Surprise
About Class
Weight
20.00%
0.00 %
Unfocused or off topic.
50.00 %
Some errors in conventions,
grammar, or spelling. Incorrect
font size. Not double-spaced. 1/3
to 1/2 page too brief or too long.
50.00 %
Somewhat structured. Body
paragraphs lack main idea or
introduction or conclusion fail to
state purpose or focus on the
essay. Some transitions.
50.00 %
Adequately describes instances of
student engagement in learning.
0.00 %
Unfocused or off topic.
50.00 %
Adequately describes something
unexpected about the students.
0.00 %
Unfocused or off topic.
50.00 %
Adequately describes something
unexpected about the class.
Proficient
100.00 %
Error free. 12-point font.
Double spaced. Two pages
long.
100.00 %
Highly structured with
introduction, body, and
conclusion. Transitions
among paragraphs and some
sentences.
100.00 %
Insightful reflection with
detailed evidence from the
experience.
100.00 %
Insightful reflection with
detailed evidence from the
experience.
100.00 %
Insightful reflection with
detailed evidence from the
experience.
A Successful Teacher Rubric
Criteria
Format and
Conventions
Weight
25.00%
Novice
0.00 %
Several errors in
conventions, grammar, or
spelling. Incorrect font
size. Not double-spaced.
3/4 page too brief or too
long.
Organization 0.00 %
Difficult to understand due
Weight
to lack of structure.
25.00%
Qualities & 0.00 %
Strategies Unfocused or off topic.
Weight
25.00%
Impact on
Beliefs
Weight
25.00%
0.00 %
Unfocused or off topic.
Competent
50.00 %
Some errors in conventions,
grammar, or spelling.
Incorrect font size. Not
double-spaced. 1/3 to 1/2
page too brief or too long.
50.00 %
Somewhat structured. Body
paragraphs lack main idea or
introduction or conclusion
fail to state purpose or focus
on the essay. Some
transitions.
50.00 %
Adequately describes the
qualities and strategies.
Proficient
100.00 %
Error free. 12-point font.
Double spaced. Two pages
long.
100.00 %
Highly structured with
introduction, body, and
conclusion. Transitions
among paragraphs and some
sentences.
100.00 %
Insightful reflection with
detailed evidence from the
experience, including why
the teacher was effective.
50.00 %
100.00 %
Adequately describes beliefs Insightful reflection with
of what it takes to be an
detailed evidence from the
effective teacher.
experience, including how it
changed the writer's beliefs
about effective teaching.