DLE 954
Multiple Subject Student Teaching Seminar
Fall 2015,
Department of Dual Language and English Learner Education
Dr. Sarah Maheronnaghsh, Coordinator
619/594-3266
smaheron@mail.sdsu.edu
Office EBA 259
Office Hours: M: 2-4
Rick Froehbrodt
619-248-6899
rickfro@hotmail.com
Office Hours: By apt.
Dr. Tamara Collins-Parks, DLE TPA Coordinator
tcollins-parks@mail.sdsu.edu
760/758-1324
Office: EBA 214
Office Hours: M/W, by apt.
by phone any time,
Course Day/Time: Monday 4:00-7:40, Schedule **Unless indicated on Syllabus!
Location: AH 3113
Course Description (4 units): This course will focus on the following areas
specifically addressing the needs of English learners: student teaching, lesson
planning using the Common Core State Standards Lesson Plan Template which
ensures students practice planning and implementing lessons for diverse learners,
classroom management, professionalism, preparing globally competent educators,
and the state-mandated teacher performance assessments known as the Content
Area Tasks (CATs) and the Teaching Event (TE). The focus is on the Multiple Subject
(MS) Bilingual Authorization credential program with critical reflection on the
culture of schools, professional obligations, & 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
Performance Assessments and the Multiple Subject & Single Subject Bilingual
Authorization Credential eFolio.
Assignments, Teacher Performance Expectations, edTPA Rubrics, and
Knowledge Dispositions and Skills of DLE Department
Assignment
TPE
edTPA
KDS
Context for
TPE 8: Learning
Rubric 3: Using
Create Inclusive
Learning
about students
Knowledge of
Learning
TPE 12:
Students to Inform Environments
Professional, Legal, Teaching and
and Ethical
Learning
Obligations
Tecate Experience TPE 1: Specific
Rubric 2: Planning Global Competence
Pedagogical skills
to Support Varied
Create Inclusive
for Subject Matter
Student Learning
Learning
Instruction
Needs
Environments
Collaborate with
TPE 4: Making
Rubric 1: Planning peers, students,
Content Accessible for Literacy
parents,
TPE 5: Student
Learning
admininstrators,
Engagement
Rubric 6: Learning and community
TPE 6:
Environment
Ideological &
Developmentally
Rubric 7: Engaging pedagogical clarity
Appropriate
Students in
Biliteracy
Teaching Practices Learning
development and
TPE 9:
How does the
success across the
Instructional
candidate
content area
Planning
demonstrate a
Classroom
Management Share
TPE 5: Student
Engagement
TPE 8: Learning
About Students
TPE 9:
Instructional
Planning
TPE 10:
Instructional Time
TPE 11: Social
Environment
Rubric 2: Planning
to Support Varied
Student Learning
Needs
Rubric 3: Using
Knowledge of
Students to Inform
Teaching and
Learning
Create Inclusive
Learning
Environments
Lesson Plans
TPE 1: Specific
Pedagogical skills
for Subject Matter
Instruction
TPE 5: Student
Engagement
TPE 8: Learning
About Students
TPE 9:
Instructional
Planning
TPE 10:
Instructional Time
TPE 11: Social
Environment
Reflective Video
Taping
TPE 5: Student
Engagement
TPE 8: Learning
About Students
TPE 9:
Instructional
Planning
TPE 10:
Instructional Time
TPE 11: Social
Rubric 1: Planning
for Literacy
Learning Rubric 2:
Planning to
Support Varied
Student Learning
Needs Rubric 3:
Using Knowledge
of Students to
Inform Teaching
and Learning
Rubric 4:
Identifying and
Supporting
Language
Demands Rubric 5:
Planning
Assessments to
Monitor and
Support Student
Learning Rubric 6:
Learning
Environment
Rubric 7: Engaging
Students in
Learning Rubric 9:
Subject-Specific
Pedagogy
Rubric 10:
Analyzing
Teaching
Effectiveness
Rubric 7: Engaging
Students in
Learning Rubric 6:
Learning
Environment
Rubric 3: Using
Knowledge of
Students to Inform
Teaching and
Ideological &
pedagogical clarity
Biliteracy
development and
success across the
content area
Create Inclusive
Learning
Environments
Global Competence
Ideological &
pedagogical clarity
Biliteracy
development and
success across the
content area
Create Inclusive
Learning
Environments
Environment
Letter of
Introduction to
Parents
Learning
TPE 12:
Professional, Legal,
and Ethical
Obligations
Collaborate with
peers, students,
parents,
administrators,
and community
Create Inclusive
Learning
Environments
TPE 11: Social
Environment
School and
Community Funds
of Knowledge,
Community Walk
TPE 12:
Professional, Legal,
and Ethical
Obligations
TPE 11: Social
Environment
Rubric 6: Learning
Environment
Rubric 3: Using
Knowledge of
Students to Inform
Teaching and
Learning
Collaborate with
peers, students,
parents,
administrators,
and community
Create Inclusive
Learning
Environments
Ideological &
pedagogical clarity
Rubric 3: Using
Knowledge of
Students to Inform
Teaching and
Learning Rubric 2:
Planning to
Support Varied
Student Learning
Needs
Create Inclusive
Learning
Environments
Ideological &
pedagogical clarity
TPE 8: Learning
About Students
TPE 4: Making
Content Accessible
Philosophy
Statement of
Teaching &
Classroom
Management
TPE 11: Social
Environment
TPE 5: Student
Engagement
TPE 8: Learning
About Students
Additional Course: DLE 499: Preparing Globally Competent Educators (2 units)
Students will be responsible for participating in a global teaching experience that will
take place in Tecate, Mexico. To complete this assignment it is necessary to have a
valid US Passport of Passport Card. Dates for this assignment are announced prior to
the start of the program. Students will design and teach a lesson in teams to students
in Tecate, Mexico and further reflect on this in Seminar.
Texts/Materials Needed:
 Curwin, Mendler & Mendler. Discipline with Dignity: New Challenges, New
Solutions. 3rd Edition.
 Gonzalez, N, Moll, L, Amanti, C. Funds of Knowledge: Theorizing Practices in
Households, Communities, and Classrooms (Chapters available on Blackboard)
 Ruiz, Miguel. Los Cuatro Acuerdos (en español)
 TaskStream Subscription -- purchase @ www.taskstream.com (about $40-50)
 Additional readings distributed in class and online via Blackboard class website
 Department of Dual Language Education, Multiple and Single Subject Student
Teacher Handbook
 CCSS: http://www.corestandards.org
 (bring laptops with access to internet or print out standards)
http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
Tech Usage: In the course of the class, candidates will make use of and evaluate
various technologies: e.g., Blackboard, e-mail, on-line platforms such as TaskStream,
databases, video recording (including conversion and posting), on-line
collaboration, data director or other K-12 student records programs. When you
meet with Eileen, it will be helpful if you have some sort of device (laptop, iPad,
tablet, or smartphone/iphone) so that you can experience the apps that will be
shared.
Students with Disabilities: If you are a student with a disability and believe you will
need accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473. To avoid any delay in the receipt of your
accommodations, you should contact Student Disability Services as soon as possible.
Please note that accommodations are not retroactive, and that accommodations
based upon disability cannot be provided until you have presented your instructor
with an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
Description of Assignments:
(Tamara Collins Parks) Context for Learning (5 points): The more you know
about your students, the better you will be able to teach them. You will complete a
context for learning each semester. It provides (anonymous) background
information on your school, classroom, curriculum, community, and students. The
Context is shared across all Teacher Performance Assessment work completed in
that semester. For example, even though MS bilingual candidates are completing
two CATs in the Fall, candidates complete a single context for learning to be used
across both Fall CATs. See BB and TaskStream for details and options.
Lesson Plans (30 points): Using templates provided by the instructor students will
create lesson plans individually and collaboratively. The instructors will model
lessons using the lesson plan template providing time for practice and reflection.
Instructors will present models and further guidelines throughout the course as
needed.
Collaboratively (10 points each, 10 points total), course participants will prepare
one lesson plan collaboratively to implement and for feedback.
Individually (10 points each, 20 points total): Participants will prepare two
individual lesson plans for feedback and implementation, if students need more
feedback it is their responsibility to let the instructor know.
Letter of Introduction to Parents: (10 points)
Participants will write a letter introducing themselves to students’ families to be used
for the school site where they will be student teaching. Instructions and a rubric will
be provided by the instructor.
Classroom Management Share: (5 points)
Participants will be responsible for sharing one classroom management strategy they
have learned from the field that promotes community among students. This can be a
strategy they have seen used or have implemented themselves. This should be simple
and a strategy that can be implemented the following day in the classroom after the
demonstration. Instructor will model the second-class meeting. A sign-up sheet will
be provided.
Resource: https://www.teachingchannel.org
School and Community Funds of Knowledge: (10 points)
Participants walk through the school community (where they are currently placed) to
identify educational resources that can be accessed by parents, teachers, students,
administrators, and other community members. Participants will prepare a one to
two page executive summary of their findings. Artifacts can include: photos,
pamphlets, and other information to class to share. You will share your findings with
five colleagues. Due 9/21/15
Philosophy Statement of Teaching & Classroom Management: (15 points)
Participants will create a discipline philosophy that will be turned in at the end of the
semester and will carry over into the Spring 2015 Seminar course. Further
description and a rubric will be provided mid-semester. This will be a 2 page paper
typed double spaced using APA style, to be turned in on Blackboard. Due 12/14/15
Video Taping Lesson/Reflective Activities (5 points each, 10 points total) :
Candidates will video tape themselves teaching a lesson two times during the
semester. Candidates will bring their video to class to share with a small peer group
to receive feedback. A reflection form will be provided to complete individually and
in groups.
Participation/Attendance/Course Readings (15 points): 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 (including video
project – see BB for details). 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 phone usage and texting is prohibited during class unless
the instructor is notified. If there is an emergency the instructor must be notified.
Grading:
1. Context for Learning = 5 points
2. Collaborative Lesson Plan = 10 points
3. Individual Lesson Plans 10 points each =20 points total
4. Letter of Introduction to Parents=10 points
5. Classroom Management Share=5 points
6. School and Community Funds of Knowledge =10 points
7. Philosophy Statement of Teaching & Classroom Management =15 points
8. Reflective Video Taping Participation = 10 points
9. Participation/attendance/course readings=15 points
Total points possible=100
Grade Equivalents (in points):
100-94= A
79-75=B93-90=A74-70=C+
89-85=B+
69-65=C
84-80=B
64-60=C-
Tentative Course Calendar
Topics are introduced with the purpose of building on each other and support the
final goals of the course. Consistent with the expectations found in the CCSS, the
course schedule is designed to gradually increase the complexity of texts,
assignments, and topics.
Class Date
8/24
Class Topics & Activities
 Lesson Planning
 Preparing for Tecate


8/31
9/4
Letter to Parents/Families
Model Classroom Management
Strategy
Project CORE Institute #1
California State Standards
9/7 No Class
Labor Day
9/14
Assignments Due
*Funds of Knowledge Chapter
10: Border Crossings: Funds
of Knowledge Within an
Immigration Household
*Discipline with Dignity:
Chapter 1 Discipline
*Leer Los Cuatro Acuerdos,
domesticación y el sueño del
plantea y el primer acuerdo
*Letter to families due via
Blackboard by Friday
9/11/15


Activity: D & D Examples of 12
steps, making a plan for yourself
as an educator who disciplines
with dignity
Lesson Planning Model and
sharing
9/21
Workshop
w/
Tamara
5-7

Preparation for video taping self
teaching
5-6 Overview of CATs and the
Teaching Event MS.
 6-7 Context for Learning
(assignment) MS & SS
9/28
Tamara
4-6

·
Reflective video taping session
Deep Questioning Strategies
(monitoring & engagement)
Video Workshop
·
* D & D Chapter 2: Dignity and
Responsibility in the
Classroom
* Turn in Lesson Plan
Collaboratively for feedback
on BB
* School and Community
Funds of Knowledge
Executive Summary Due,
upload to BB and bring to
class
*Start gathering Information
for the Context for Learning.
*TO DO: Videotape & select a
10 min clip showing how you
lead students to think. Post on
TaskStream w/ reflection.
Share in Oct and Nov (½ & ½)
* Turn in Individual Lesson
10/5


10/9
10/12
10/19
Tamara 6-8
MS
Storm Hall
10/26
11/2
Tamara
Storm Hall
6-8 Sarah
And Karen
will be
present for
assistance
11/9
11/16
11/23
No Class
No Te tomes nada
personalmente
Reflective Video Lesson Activity
Project CORE Institute #2
Anatomy of a Lesson Plan
 Review all Projects for all
Methods courses
 Reflective Video Lesson Activity

6:00 TaskStream Registration
and conversion demo (location
TBD)
 6:30 Video Conversion
Workshop in SH 204/5 (LARC
Labs). Most will finish by 8 but
be prepared to stay late if you
run into difficulties.
Project CORE Institute II: Español
 The Three Key Dimensions of
Disciplining with Dignity


·

Discipline/Classroom
Management
Registering for Task Stream
6:00-8:00 TaskStream
Workshop in SH (Storm Hall)
Demo location TBD
·
205/204: LARC Mac & PC
labs

Reflective video taping
session
Bilingual Math CAT due Wed
 Moving forward with Discipline
 Discuss Discipline Philosophy
Paper and review rubric
No Class Thanksgiving Week
Plan on BB
*Leer el Segundo acuerdo: No
te tomes nada personalmente
* Bring Video taped Lesson to
Class
*El Segundo acuerdo no te
tomes nada personalmente
*Read Chapter 5 Funds of
Knowledge for Teaching in
Latino Households (available
on BB)
* Bring Video of yourself
teaching a lesson
*Bring credit card & register
for TaskStream
*Video, Permission Slips &
cover sheet due (for video &
for CAT work samples)
*Turn in Individual Lesson
Plan on BB
*D & D Chapter 3: The Three
Key Dimensions
*D & D Chapter 3: The Three
Key Dimensions (Refer to BB
for discussion Questions
under course documents)
*El tercer acuerdo, na hagas
suposiciones
*Bring credit card & register
for TaskStream + sign up for
programs within TaskStream
* Bring Video of yourself
teaching a lesson
*Continue reflective video
sharing
*Parent Permissions due
11/30
Bilingual Social Studies CAT due Th
Project CORE Institute III: ELD
 The Power of Parents
 Guest Speaker Parent Institute
12/4
*Funds of Knowledge Chapter
8: Empowering Parents of
Multicultural Backgrounds
Project CORE Institute #3
Scaffolding and Differentiation
12/7

Bringing it all together
Reflections, Los Cuatro
Acuerdos
*El cuarto acuerdo Haz
siempre lo máximo que
puedes
12/14
Tamara
4-6


·
edTPA samples and next steps
Planning for 2016
EdTPA Samples and Next
Steps: Planning for 2016
Sample Teaching Events (TEs)
Self Assessment
·
Next Steps
*Due Discipline Philosophy
12/14/15
*Submit semester reflection
on strengths and needs.
(Related to teaching in
general & your TE in
particular.).
·
·

Quick Facts on CATs for MS Bilingual Candidates
CAT stands for “Content Area Task.” You use CATs to demonstrate key teaching
skills within the core subject areas. CATs are part of the CTC Requirements for a
Multiple Subjects Credential. Your methods teachers are key sources of information
on the CATs but you have additional support via the DLE 954 Workshops. There are
three CATs -- two for Fall and one for Spring concurrent with the Teaching Event (or
TE). You will prepare one Context for Learning each semester to use across CATs
and TE as appropriate.
Context for Learning: The more you know about your students, the better you will
be able to teach them. You will complete a context for learning each semester. It
provides (anonymous) background information on your school, classroom,
curriculum, community, and students. The Context is shared across all PACT related
work completed in that semester. For example, even though MS bilingual are
completing two CATs in the Fall, candidates complete a single context for learning to
be used across both Fall CATs.
Bilingual Social Studies CAT (in Spring):
The Bilingual Social Studies CAT focuses on Planning, specifically planning social
studies curriculum to be accessible to all students, particularly those within a
bilingual context. Products: context for learning (shared across CATs); lesson
segment (series of lesson plans); all materials used; commentary explaining your
rationale, strategies, etc. Due Date TBD.
Bilingual Science CAT (in Fall):
The Science CAT also focuses on Planning, particularly the ability to plan lessons
that build on each other to connect scientific concepts, real world phenomena, and
scientific investigation/ experimentation skills within a bilingual context. Products:
context for learning (shared across CATs); lesson segment (series of lesson plans);
all materials used; commentary explaining your rationale, strategies, etc. Due 11/5.
Bilingual Math CAT (in Fall):
The Math CAT focusses on Assessment, namely the ability to analyze and find
patterns in bilingual and monolingual student performance that you can use to
guide future instruction (PACT rubric 6). Products: context for learning (shared
across CATs); assessment; criteria or rubric; student work samples; tables and
commentary identifying patterns and analyzing results for class, subgroups and
individuals, etc. Used to design follow-up lessons informed by the results of the
assessment. Due via TaskStream 11/18 (no class meeting, day before Thanksgiving)