DLE 954,
Multiple Subject Student Teaching Seminar
Fall 2014,
Department of Dual Language and English Learner Education
Dr. Sarah Maheronnaghsh, Coordinator
619/594-3266
smaheron@mail.sdsu.edu
Rick Froehbrodt
619-248-6899
rickfro@hotmail.com
Office EBA 259
Office Hours: by appointment
Office Hours: by appointment
Eileen Moreno
Office Hours: by appointment
619-370-5280
eileen.moreno@santeesdnet.onmicrosoft.com
Course Day/Time: Monday 4:00-7:40, Schedule **Unless indicated on Syllabus!
Location: NE 73
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) & Single Subject (SS) 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.
Course Objectives & Teacher Performance Expectations:
1. Identify the linguistic and academic needs of your diverse learners and ways to
address these via written and spoken reflections, video clips of your teaching
practices, lesson plans using the CA ELD Standards 2012, and course projects
(various TPEs);
2. Identify and describe how to create a physical & social environment that engages
all students in learning and uses instructional time effectively (TPE 5, 6, 7, 8, 11,
12 & 13).
3. Observe and articulate how teachers establish and maintain a climate that
promotes fairness, equity, and respect while promoting social development and
group responsibility (TPE 1, 5-8, 10, 11, 12, & 13).
4. Review, research & evaluate materials on effective teaching practices across
gender, ethnicity race and handicapping conditions (TPE 5-8, 11 & 13).
5. Based on the CCSS and CA ELD 2012 Standards and the models of classroom
management, articulate how to establish and maintain standards for student
behavior (TPE 1, 5-8, 11-13).
6. Plan and implement classroom procedures and routines that support student
learning and value student voice (TPE 1, 2, 5-9, 11 & 13).
7. Create a Discipline Philosophy that explores connections between school,
families, parents, and local communities (TPE 8, 10 ,11, 16)
Course Objectives related to the state mandated Teacher Performance Assessment
8. Find out about and describe your students and school program (TPE 8, Context
for Learning).
9. Multiple Subjects: Candidates will excel on CAT context, planning and
assessment tasks in Math, Science, and Social Studies while making connections
to the Teaching Event and applying insights about students and teaching to their
own practice (TPEs 1, 3, 4, 7-9).
10. Candidates will create, convert, post, and use videos to reflect on their own teaching
practice (and prepare for Teaching Event video taping next semester).
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 (Book will be provided)
 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
 Retrieve and print California Teacher Expectations from:
http://www.ctc.ca.gov/educator-prep/standards/adopted-TPEs-2013.pdf
 CCSS: http://www.corestandards.org
 (bring laptops with access to internet or print out standards)
 CA ELD SBE-Adopted ELA/ELD Framework Chapters
The State Board of Education adopted the ELA/ELD Framework at their July 9-10, 2014
http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
(bring laptops for online access or print out copy)
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:
(Eileen Moreno) 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:
Collaboratively (10 points each, 20 points total), course participants will prepare
two lessons using the new DLE lesson plan template using the CCSS and CA ELD
2012 Standards. This lesson will be presented to Mexican students in Tecate,
Mexico. 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.
Individually (10 points each, 20 points total):
Participants will prepare two individual lesson plans for feedback.
Letter of Introduction to Parents: (10 points)
Participants will write a letter introducing yourself to students’ families. Instructions
and a rubric will be provided.
Classroom Management Share: (5 points)
Participants will be responsible for sharing one classroom management strategy they
have learned from the field that they have seen used or have implemented
themselves. This should be simple and a strategy that your peers can implement the
following day in the classroom. Instructor will model the second-class meeting. A
sign-up sheet will be provided.
Resource: https://www.teachingchannel.org
Community Walk: (5 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 poster
with photos, pamphlets, and other information including artifacts about community
resources that support or promote education. These recourses could include: Library,
book stores, community center, health clinic, religious centers, recreation center,
adult educational center, etc. You will conduct a 5 minute presentation about your
poster. Due 9/15/14
Discipline Philosophy: (10 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 1-2 page paper
typed double spaced using APA style, to be turned in on Blackboard. Due 12/9/14.
Preparing Globally Competent Educators (10): Students will be responsible for
having a valid US Passport of Passport Card to travel to Tecate, Mexico on Saturday
September 27, October 11-12 (an overnight stay in Tecate) and Saturday November
8th.
Participation/Attendance/Video/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 for Tecate = 20 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. Community Walk=5 points
7. Discipline Philosophy=10 points
8. Preparing Globally Competent Educators in Tecate, Mexico =10 points
9. Participation/attendance/video/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
8/25
Class Topics & Activities
 Writing Objectives
 Model Classroom Management
Strategy
 Letter to Parents/Families
9/1 No Class
Labor Day
9/5
9/8
w/Eileen
Meet at 6:00
pm at LARC
Lab in Storm
Hall 204
9/15






Project CORE Institute I: CCSS
Navigating Task Stream
Context for Learning
CAT overview
EdTech
Begin lesson plan in
collaborative groups using CCSS
& CA ELD Standards 2012
Activity: D & D Examples of 12
steps, making a plan for yourself
as an educator who disciplines
with dignity
9/22
Class meets
at 7pm

9/27
Saturday

Trip to Tecate, Mexico
9/29
w/Eileen


edTPA overview
EdTech

D & D Chapter 2: Dignity and
Responsibility in the Classroom
Rick Froehbrodt pre-departure
orientation/lesson planning
Assignments Due
*Read Chapter 5 Funds of
Knowledge for Teaching in
Latino Households (available
on BB)
*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
9/5/2013
You will need a credit card to
register on to TaskStream.
Bring a copy of handouts on
Blackboard.
*Bring/ have access to CCSS &
CA ELD Standards 2012 to
class!
* Community Walk Poster
Due
*D & D Chapter 2: Dignity and
Responsibility in the
Classroom
* Finalize lesson Plan for
Tecate
*All students will bring a CCSS
en ESPANOL lesson to engage
local children
Bring a copy of handouts
found on Blackboard.
Meet at 7:00
pm location
tbd
10/6
Class meets
at 7pm
10/1110/12
10/13
w/Eileen
Meet at
7:00pm
location TBD
10/18
10/20

*El Segundo acuerdo no te
tomes nada personalmente
Reflect on lesson plan 1, plan
for Tecate

Review all Projects for all
Methods courses
Bringing it all together creating
a thematic lesson plan using
CCSS & CA ELD 2012 Standards
Rick F. on Tecate

Trip to Tecate Overnight Stay
Teach, tour museum



Questioning Practices
EdTech
CAT Q & A
Bring a copy of handouts
found on Blackboard.

Project CORE Institute II: Español
 The Three Key Dimensions of
Disciplining with Dignity
 Model Lesson Plan using
template
10/27
 Prepping for Videotaping
w/Eileen
 edTPA commentaries
Meet at 6pm  EdTech
AH 3113
11/3
 Discipline/Classroom
Class meets
Management
at 7pm
 Rick F. on Tecate/ lesson
planning
11/8
Trip to Tecate
11/10


11/20
11/17
11/24
Reflections from Tecate
The Importance of Parents!
Bilingual Math CAT due Wed
 Moving forward with
Discipline
 Discuss Discipline
Philosophy Paper and review
rubric
 Video Conversion workshop
*Classroom Mangagement
Strategies
*D & D Chapter 3: The Three
Key Dimensions
Bring copies of handouts
found on Blackboard.
*D & D Chapter 3: The Three
Key Dimensions (Refer to BB
for discussion Questions
under course documents)
*El tercer acuerdo, na hagas
suposiciones
Lesson Plan #2 & Visit
Deported community
*Funds of Knowledge Chapter
8: Empowering Parents of
Multicultural Backgrounds
* Classroom Management
Strategies Presentations
*Parent Permissions due
Come with your 10 minute
w/Eileen
Meet at
6:00pm at
LARC lab in
Storm Hall
204
12/5
12/6
12/1
video segment. Have the 10
minutes pre-selected as
there won’t be time go
through long videos during
class.
Bilingual Social Studies CAT due Th
Project CORE Institute III: ELD
Border Pedagogy
12/8

Bringing it all together
Reflections, Los Cuatro
Acuerdos
*Funds of Knowledge Chapter
10: Border Crossings: Funds
of Knowledge Within an
Immigration Household
*Due Discipline Philosophy
*El cuarto acuerdo Haz
siempre lo máximo que
puedes
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 PLC 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 Teacher
Performance Assessment 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. This skills is related to edTPA Teaching Event rubrics 2: Planning
to Support Varied Student Learning Needs and 3: Using Knowledge of Students to
Inform Teaching and Learning. Products: context for learning (shared across CATs);
lesson segment (series of lesson plans); all materials used; commentary explaining
your rationale, strategies, etc. Due Thursday, 12/4/2014.
Bilingual Science CAT (in Spring):
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 (rubric 1 for Science) 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 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 (analyzing assessment rubric). 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. Due Wednesday, 11/20/14.