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Course Syllabus
EDSC 404P: Secondary Practicum II/The High School Practicum
Fall 2013
Section 2: Tuesday, 8:00-11:00 AM WRB 4116
Section 3: Wednesday, 8:00-11:00 AM WRB 4116
Section 1: Thursday, 8:00-11:00 AM WRB 4116
Instructor: Kristina Wulfing, M.Ed.
Office: WRB 3114 / CTL Office
Phone: (775) 682-7540
Email: kwulfing@unr.edu
Office Hours: Mondays 12:30-3:30 PM; or by appointment
Graduate Assistant: Hannah Carter
Phone: (662) 316-1290
Email: hannahcarter@unr.edu
Course description: Field experience in the high school. 1 credit. (0+3)
Prerequisite: EDSC 321 and EDSC 321P; and appropriate standing in the College of Education.
Co-requisite: EDSC 404
Class Locations:
August 27-29, September 3-5, October 15-17, and November 19-21: We will be meeting from 8-11 AM in
WRB Room 4116 each day. Otherwise, you will meet at your assigned school.
Purpose and Relationship to the College of Education Framework:
The purpose of this course is to provide field experience for pre-service potential high school teachers. Based on
the four themes guiding the COE teacher preparation program, this course builds upon and develops those themes
in the following ways:
1. Possesses a love of learning: EDSC 404P addresses instructional planning, methods, class management, and
assessment at the high school level. Growth within this pedagogy will make each pre-service teacher’s instruction
more effective, which will increase motivation with future students. This will enable the pre-service teachers to
model and foster a love of learning.
2. Develops a strong fund of knowledge: Students in this course will broaden their understanding and application
of educational pedagogy. They will be required to apply subject matter knowledge in the lessons that they plan and
teach. The more knowledge they obtain, the stronger their understanding of how important that knowledge is in
terms of being experts in both the fields of education and the chosen subject matter.
3. Engages in reflective practice: The focus of this course is the practicum experience and the reflections that
accompany it, so each pre-service teacher will be continually evaluating his/her success in the field.
4. Values democracy and diversity: In this course, curriculum and instructional strategies will be considered in
relation to the purpose that education is intended to serve in a democratic society. Because multiculturalism is at
the heart of our society, the pre-service teachers will learn to approach it with a positive attitude and enlightened
mind while considering the diversity of our schools as an exciting opportunity to learn and explore different ways
of viewing the world.
Domains of Professional Competence and Relationship to Portfolio I
Domain 1: Knowledge of Students & Learning Environments
°InTASC Foundation for this Domain:
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☐Principle 2: Student Development and Characteristics – The candidate understands how children learn and
can provide learning opportunities that support intellectual, social, and personal development.
☐Principle 3: Adapting Instruction to Individual Learning Differences. – The candidate understands how
students differ in their approaches to learning and creates instructional opportunities that are developed
for diverse learners.
°Criteria for Proficiency in Knowledge of Students & Learning Environments:
☐The candidate presents evidence of his or her understanding of how children learn and develop, as well as
how they differ in their approaches to learning. Evidence demonstrates how candidates can actively and
appropriately support the learning of children with a variety of learning and behavioral characteristics.
Domain 2: Knowledge of Subject Matter & Planning
°InTASC Foundation for this Domain:
☐Principle 1: Content Knowledge and Foundations – The candidate demonstrates an appropriate depth of
knowledge in all relevant subject areas, understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject
matter meaningful to students.
☐Principle 4: Instructional Strategies – The candidate understands and uses a variety of instructional
strategies to plan learning experiences that encourage students’ development of critical thinking, problem
solving, and performance skills.
☐Principle 7: Instructional Planning – The candidate plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
°Criteria for Proficiency in Knowledge of Subject Matter & Planning:
☐The candidate presents evidence of his/her knowledge of the discipline(s) and his/her ability to design
and develop learning experiences that allow students to discover in meaningful ways. The candidate selects
instructional strategies and materials that are appropriate for curriculum goals and learning context.
Domain 3: Delivery & Management of Instruction
°InTASC Foundation for this Domain:
☐Principle 4: Instructional Strategies – The candidate uses a variety of instructional strategies to deliver
learning experiences that encourage students’ development of critical thinking, problem solving, and
performance skills.
☐Principle 5: Learning Environments, Social Interactions, Behavior Management – The candidate uses an
understanding of individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation for all students.
☐Principle 6: Language and Communication –The candidate uses knowledge of effective verbal, nonverbal
and media communication techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom.
°Criteria for Proficiency in Delivery & Management of Instruction:
☐The candidate presents evidence of his or her ability to use a variety of instructional materials and
approaches to deliver instruction effectively. Artifacts demonstrate use of group and individual motivation,
as well as effective verbal and nonverbal communication, to create positive and effective learning
experiences.
Domain 4: Assessment
°InTASC Foundation for this Domain:
☐Principle 8: Assessment – The candidate understands and uses formal and informal assessment strategies
to evaluate and ensure the intellectual, social, and physical development of the learner.
°Criteria for Proficiency in Assessment:
☐The candidate presents evidence of his or her knowledge and ability to use formal and informal
assessment strategies to plan, evaluate, and strengthen instruction. The candidate demonstrates a positive
impact on student learning.
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Domain 5: Professionalism
°InTASC Foundation for this Domain:
☐Principle 9: Professionalism and Ethical Practice –The candidate is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out opportunities to grow professionally.
☐Principle 10: Collaboration. – The candidate fosters relationships with school colleagues, parents, and
agencies in the larger community to support students' learning and well-being.
°Criteria for Proficiency in Professionalism:
☐The overall selection of artifacts demonstrates the candidates' potential as a professional educator.
Reflections demonstrate thoughtful analysis, active inquiry, and appropriate goals for learning and
development. The candidate presents a Performance Assessment Portfolio that is professional in all
aspects, including writing mechanics, presentation, and appearance. The Portfolio is complete in all
requirements.
Class Guidelines/Rationale
Teaching and learning require continual change and challenge. Therefore, expect changes and to be
challenged in a way that will stretch the limits of your comfort levels. DO NOT expect to know
everything about everything we will do or you are expected to do from the first day of class. This is why
you need to come to class, check WebCampus, and continually communicate with your classmates and me.
Additionally, I ask the following:
 Attitude: Be flexible with your own learning as well as that of the other classmates. Consider
what type of students you want to foster in your own class and be that student.
 Notes: Please remember that you should be taking notes and participating when I am talking in
class. This may sound tedious to remind you, but you will need this information not only for later
assignments, but future teaching as well. You will not find all of the information required for this
class in the textbooks.
 Assignment Guidelines: The guidelines for all of your assignments are detailed. It is necessary
that you read them on your own, before the due date. If you do not understand what the
expectations are after thoroughly reading the guidelines, I encourage you talk to me. If you do
not read what is expected of you in the guidelines set forth, do not look forward to an
outstanding grade.
 Cell phones/I pods/Computers: Please remove I pods/headphones, close
PDA’s/Blackberries/phones and computers unless you have spoken to me about needing to take
notes electronically.
 Please keep cell phones turned off and put away at all times. If an emergency should
arise, please step outside of the class to take care of the issue. Texting during class is just
plain rude!
 Professionalism is required. See specific details outlined below in the Assignments and
Assessments Overview.
 Attendance is mandatory and will be taken at the beginning of every meeting. Attendance is not
optional.
 Tardies are disruptive. You have to plan ahead to make sure you are on time and do not
have to leave early. Parking and eating can be time consuming…plan ahead!
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 Communication is key-use my office hours, e-mail, mailbox, or phone. After class time may not be
the best time to talk with me, especially if you have a lot to say. Be aware that before and after
class, discussions can usually be overheard by others. I cannot understand that you are
experiencing difficulty unless you tell me. WebCampus will be utilized for assignments and
handouts but it is best to e-mail me through my UNR account because I check it frequently. Email me at: kwulfing@unr.edu
 WebCampus: This is a web-enhanced course, and you will need to have access to WebCampus. In
order to access WebCampus, you must have a NetID. To obtain a NetID, visit
http://www.it.unr.edu/accounts.aspx#NetID. If you have questions, you may contact campus
computing at help@unr.edu or 775-682-5000. In addition, the Instructional Design Team is
holding several workshops to orient you to WebCampus and other technologies. See this link for
more information: http://teaching.unr.edu/IDT/workshops/. All WebCampus questions concerning
the submission of assignments should be directed to the help desk at help@unr.edu or 775-6825000. Do note that they are not always open, but are available during normal library hours.
o I will use WebCampus email to send reminders, scheduling changes, and important class
information. You are responsible for checking your WebCampus email and for ALL
information sent through WebCampus.
 Deadlines and Late Work: The assignments due every week must be submitted online to our
WebCampus site before midnight Sunday of each week (unless otherwise noted).
o The late policy for this course is as follows:
 All students start the semester with 2 “late days”.
 For each week of the semester: any assignment received after midnight Sunday and
before midnight the following day, Monday, will be considered one day late. Any
assignment received between the following day (Monday) at midnight and the day
after (Tuesday) at midnight will be considered 2 days late. No assignments
submitted after 2 days (Tuesday at midnight) will be accepted for credit,
regardless of how many late days you have left.
 After you use your 2 late days, no late work will be accepted for credit. Extensions
may be granted for extenuating circumstances, but the circumstances must be truly
extenuating (only severe illness of the student or death in the immediate family) and they
must be professionally documented. It is your responsibility to keep track of how many
late days you have used or have remaining.
 Each assignment counts individually for late days. If two assignments are due on the
same day and both are submitted late, 2-4 late days will have been used.
 No rough/first drafts will be considered for late days. They are due by Sunday at
midnight.
 Technology issues are not extenuating circumstances for submitting work late.
Especially at the beginning of the semester, leave some extra time to make sure your
WebCampus account and technology resources are in order. All WebCampus questions
concerning the submission of assignments should be directed to the help desk at
help@unr.edu or 775-682-5000.
 Extra Credit: Extra credit may be earned by participating in additional practicum hours. For
each additional hour worked, you may earn one point, up to a maximum of ten points.
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Disability: Any student who qualifies with a disability should provide the instructor with a letter from the
Disability Resource Center (DRC) stating the appropriate accommodations for this course. If you have a
documented disability and wish to discuss how these academic accommodations will be implemented for this course,
please contact the instructor as soon as possible.
NOTE: Surreptitious or covert videotaping of class or unauthorized audio recording of class is prohibited by law
and by Board of Regents policy. This class may be videotaped or audio recorded only with the written permission
of the instructor. In order to accommodate students with disabilities, some students may have been given
permission to record class lectures and discussions. If that is the case, be sure to let me know and follow the
disability policy above.
As is true for all of the work you do for all of your classes, your instructor and others may review your work while
evaluating the quality of courses and programs. However, your work cannot be used for any research projects
without written approval from the UNR Office of Human Research Protection.
Assessment of Performance
In this course, you will demonstrate your knowledge and understanding of the general principles of
secondary methods of instruction, specifically in the high school setting. I expect excellent work, as this
is an imperative course. I would not classify myself as an “easy grader” nor would I consider the
requirements in this course effortless.
Rubrics will be used for the grading of some assignments. All requirements for the assignment will be
represented on the rubric. Rubrics will be handed out in class and/or will be found on WebCampus and
must be submitted with the assignment.
Grading Scale: There are 400 possible points in this course. Point correlation to letter grades is as
follows:
A
93– 100% 372-400 B80 – 83% 320-335 D+
68 – 69% 272-279
A-
90 – 92% 360-371
C+
78 – 79% 312-319
D
63 – 67% 252-271
B+
88 – 89% 352-359
C
74 – 77% 296-311
D-
60 – 62% 240–251
B
84 – 87% 336-351
C-
70 – 73% 280-295
F
<59%
o
o
o
o
o
239& below
“A range” (90—92 =A-/ 93-100=A) grades mean Superior Effort
“B range” (80-83=B-/84-87=B/88-89=B+) grades mean Above Average Effort, which
does not distinguish itself outside of student reactions
“C range” (70-73=C-/74-77=C/78-79=C+) grades mean Average Effort, which requires
improvement
“D range” (69-60) grades are considered Inadequate to meet minimum course and COE
requirements
“F range” (59 and below) grades will be considered failing work. Plagiarized work will earn
a failing grade
Dishonesty
Academic dishonesty is defined as cheating, plagiarism, or otherwise obtaining grades under false pretenses.
Plagiarism is defined as submitting the language, ideas, thoughts or work of another as one's own; or assisting in
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the act of plagiarism by allowing one's work to be used in this fashion. Academic dishonesty will result in a failing
grade on an assignment or test, a failing grade in the class, or a removal of student from class.
Academic Dishonesty is considered a serious offense in this course. Academic dishonesty includes: misquoted work,
fabrications of any type, work submitted without reference pages AND body documentation when requested,
misrepresenting individuals consulted for assignments such as teachers, assignments presented for another
course, downloaded materials/lessons/units or presentation of any work not done by oneself. For the purpose
of this course, all assignments are considered examinations per the following definition, including those
related to community-based work. Any academic dishonesty related to community-based work will result in
the student earning a FAILING grade for the ENTIRE course. Academic dishonesty on other assignments may
receive a failing grade for the course or the assignment at the discretion of the professor.
From the UNR Student Handbook (2004):
Subsection A: Academic Dishonesty – Academic dishonesty is against university as well as the system community
standards. Academic dishonesty includes, but is not limited to, the following: Plagiarism: defined as submitting the
language, ideas, thoughts or work of another as one’s own; or assisting in the act of plagiarism by allowing one’s
work to be used in this fashion. Cheating: defined as (1) obtaining or providing unauthorized information during an
examination through verbal, visual or unauthorized use of books, notes, text and other materials; (2) obtaining or
providing information concerning all or part of an examination prior to that examination; (3) taking an examination
for another student, or arranging for another person to take an exam in one’s place; (4) altering or changing test
answers after submittal for grading, grades after grades have been awarded, or other academic records once
these are official.

Subsection B: Sanctions for Violation of Academic Standards – Sanctions for violations of university academic
standards may include the following: (1) canceling the student’s enrollment in the class without a grade; (2) filing a
Final project grade of “F”; (3) awarding a failing mark on the test or paper in question; (4) requiring the student to
retake the test or resubmit the paper. A student may also be subject to discipline for academic dishonesty
pursuant to the provisions of the Board of Regents Code, Title 2, Chapter 6. (p. 166).
Assignments and Assessments Overview
These are brief guidelines. In order to complete the actual assignments, you must follow the specific
guidelines handed out in class and/or found on WebCampus. Please note that assignment guidelines might
change to be sure your needs are met throughout the following assignments. Remember, good teaching is
RESPONSIVE teaching.
Assignment Format:
 All work must be typed and double-spaced, 12-point font, 1-inch margins, single sided,
submitted as a Word Document and saved as “your last name, assignment title” (unless
otherwise specified). Spelling/grammar, excellent writing, and presentation count. Remember,
you are modeling behaviors of future teachers for parents and students.
 Any researched work must come from academic, peer-reviewed journals, fully documented in both
the body of the paper and in the bibliography using APA style (not MLA). If you do not know APA
style, please consult a librarian located at the Knowledge Center reference desk or the APA style
guide (6th edition).
 No matter how “informal” any work completed for this course may seem, any thoughts that are
not your own must be cited appropriately using APA style both in the body and the bibliography of
the paper.
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Assignment
Professionalism
Attendance
Formal Observation
Pre-observation sheet
Observation rubric
Formal lesson plan
Reflection of lesson
Midterm
Lead Teacher Evaluation
Mid-term Essay
Final
Final Reflective Essay
Lead Teacher Evaluation
TOTAL POINTS POSSIBLE
Points
150
150
50
(5)
(15)
(20)
(10)
20
(10)
(10)
30
(20)
(10)
400
Assessment Descriptions:
Professionalism (150 points): Professionalism is mandatory at all times. This includes the COE
teacher education candidate professional behaviors and dispositions including:
 standards of ethical conduct which include academic honesty and confidentiality.
 working effectively with professional colleagues and other adults.
 valuing the profession of teaching and exhibiting a positive attitude toward schools, teaching,
students, and parents.
 responding to frustration and stress appropriately.
 being prompt, notifying appropriate individuals when absence is necessary, completing assignments
on time, and following through on commitments.
 dressing appropriately for the situation and wearing appropriate attire in the school during
practicum.
 being poised and professional in his or her demeanor.
 being flexible and able to make adjustments to changing student needs and circumstances.
 being receptive and responsive to professional feedback incorporating suggestions into practice.
 reflecting on and evaluating your own behavior and work, being willing to consider multiple
perspectives of your own performance.
 being willing and able to recognize own difficulties or deficiencies and begin to develop potential
solutions.
 recognizing and respecting students as valued and unique individuals.
 valuing multiple aspects of diversity.
 respecting children and adults of varied cultural backgrounds, ethnicities, religions, sexual
orientations, social classes, abilities, political beliefs, and disabilities.
 being independent and going beyond minimum expectations.
 being an active and effective problem solver.
 being curious and interested in learning more about students and content areas.
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 seeking out and taking advantage of opportunities for professional growth beyond the minimum
expectations of what is required in class.
Attendance (150 points): Students must meet all scheduled classes as well as, observing and teaching in
the field. Your attendance is a reflection of your professionalism and commitment to the school,
teachers, and students you are working with, therefore, tardiness and absenteeism are unacceptable in
order to be successful. Being on time means being in the school building, in the classroom, organized and
ready to begin your day when the school bell rings. If you are early, you are on time, if you are on time,
you are late. If you need to miss a day or will be late to your practicum site due to an emergency,
you will need to contact your lead teacher and myself BEFORE the school day begins. You may
contact your lead teacher by emailing them or calling the school and speaking with your lead
teacher directly. You must be at your school site for a total of 9 full days. Therefore, a day (or
any time) missed due to an emergency would have to be rescheduled and made up with your teacher
on your own time. Remember your reputation is on the line.
Each day at your practicum, you will need to have your teacher document on your log the
time/hours you were there with their signature. If your time is not documented on your log, it will
be assumed that you were not at your school.
In addition to your time at your designated school, there will also be mandatory class seminars
at UNR. Attendance will be taken at each meeting and is part of the overall attendance grade,
which includes being on time and staying the duration of class. It is expected that you are seated
in class at the designated time.

There will be a 50 point deduction for every absence.

Failure to complete the nine assigned practicum dates will result in automatic
failure in the course.

There will be a 15-point deduction for each tardy whether it is at the school
site or the UNR campus. Excessive tardiness will result in automatic failure in
the course.
If there is ever a snow day, we will plan to make up the time accordingly. However, if WCSD
experiences a delayed start, all of the scheduled class times will be completed at the school site.
(I.e. 10:00-11:00 you would do your entire practicum at the school).
Informal Observations: Throughout the course of the semester you will have a variety of informal
observations. The course instructor and, or the Graduate Assistant for this course will conduct these.
These will be on a drop-in basis and the length of time for each observation will be dependent on what is
occurring in the classroom. You may receive written feedback each time you are informally observed, and
if time allows, the informal observation will be discussed with you. Domains 1-5
Formal Observations (50 points): Throughout the semester, in addition to your informal observations,
you will also have a formal observation. Formal observations are to be observed by myself, or the
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GA. Formal observations should be taught to the whole class, not a small group. Sign-ups for your
formal observations will occur soon after you start at your schools. Formal observations can be tricky to
schedule because you are working between your schedule, your lead teacher’s schedule, The GA’s and my
schedule. The sooner you schedule your observation, the more likely you are to obtain the day/time
most convenient and desired. Domains 1-5
On the day and time of your formal observation, you must have a copy of your completed preobservation sheet. This is worth 5 points of your overall 50 points. If this is not completed
BEFORE you start your lesson, you will receive 0 points. The purpose of the pre-observation
sheet is to provide a frame of reference for the observer and to guide our observation of your
teaching.
In addition to a completed pre-observation sheet, you must also have a copy of your formal
lesson plan ready to give to your observer BEFORE you start your lesson. If you do not have this
ready, you must reschedule your observation, as you are not ready to teach. Points will be
deducted accordingly if you must reschedule due unpreparedness. Your lesson plan with the
reflection (after you have taught) is worth 30 points of your overall 50 points.
All formal lesson plans must be submitted on WebCampus 24 hours prior to the start of your
practicum time.
None of the lesson plans should be the same, nor will they overlap with assignments from
other classes. All lesson plans will include the necessary components. See specific lesson plan
requirements, templates, and explanations on WebCampus for additional details about each
component.
The final 15 points of your formal observation will come from the observation rubric that will be
used to score the implementation of your lesson plan.
At the end of your lesson, ensure that you have 10-15 minutes to meet with your observer to
debrief the lesson.
At the end of your lesson, ensure that you have 10-15 minutes to meet with your observer to
debrief the lesson.
30 hours of Practicum: Each student must be present at an assigned high school practicum site for at
least 27 hours. To receive credit for practicum hours students must maintain a log which is signed by
the lead teacher IN PEN (and there is no white out used) each visit. Absences from, or lack of
participation in, the practicum experience will result in the student receiving a failing grade. The
practicum also requires you to act, dress, and communicate in a professional manner. Domains 1-5.
Midterm (20 points): Your lead teacher will be asked to complete a midterm evaluation of your work and
progress in the classroom (10 points). This provides helpful and constructive feedback on your
performance within the classroom, your strengths, and areas in which growth can be accomplished. In
addition, you will have a midterm reflective essay to complete which will require you to reflect upon your
practicum progress thus far (10 points). The guidelines for this essay will be given out ahead of time.
Final (30 points): The final grade consists of a second evaluation completed by your lead teacher (10
points) and a reflective essay (20 points). If a student gets a negative evaluation, fails to attend
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any practicum session at an assigned school, or is excessively tardy, regardless of the quality of
work on other assignments for the course, automatic failure will result. Domain 5
Final Reflective Essay of Practicum Experience: Students are to keep a weekly journal about their
practicum experience. Journal entries should be dated. An entry should be made during, or as soon
after the visit as possible, and should describe the observations and/or activities in which
they participated. Entries should provide a reflective analysis of the occurrences. These
reflections should indicate the relationship of practicum experiences to course readings and
content as well as address the student's evolving attitude toward education. They will also
include a piece describing what you would have done differently and why. These may be
collected periodically throughout the practicum experiences. Domain 1-5.
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Course Calendar/Schedule**
Session
UNR Location
Week of
1
WRB
4116
Aug 27-29
2
WRB
4116
Sept 3-5
3
4
5
6
7
8
WRB
4116
9
10
11
12
Sept 10-12
Sept 17-19
Sept 24-26
Oct 1-3
Oct 8-10
Oct 15-17
13
WRB
4116
Nov 19-21
14
WebCampus
Meeting/
Discussion
Nov 26-28
Topic and/or Activities
Assignments Due
Course Introduction/Syllabus
Practicum: High Schools in WCSD
Lesson Planning Review: What Makes a Good Lesson?
Instructional Strategies
Print Syllabus-Bring to class
Expectations of Practicum Experience
Oct 22-24
Oct 29-31
Nov 5-7
Nov 12-14
Wed Dec 11
Practicum
Practicum
Practicum
Practicum
Practicum
NO Practicum at the schools: WCSD Fall Break
Note class will be held at UNR
Practicum
Practicum
Practicum
Practicum
Practicum Experience Debriefing & Reflection:
Yesterday, Today, and Tomorrow
Midterm evaluation (Lead teacher evaluation
and midterm essay)
Formal observation must be complete by the
end of this date
Log of Hours
Final Reflective Essay
Lead Teacher Evaluation (of you)
Thank you for lead teacher
Semester Final Assignment (in class)
Evaluation of Teacher (in class)
Semester Evaluation (in class)
Practicum Experience Reflection
Prep Day: NO CLASS
**Please Note: This is a projected syllabus calendar and subject to change. To meet your needs, I may alter the
pacing of the course. You are expected to note any changes made and will be expected to observe new deadlines.
PLEASE NOTE –ASSIGNMENTS WILL REMAIN IN THE CTL OFFICE APPROXIMATELY TWO WEEKS INTO THE START OF THE NEW
TERM. You may collect them in the student pick up box, which is located in the front of the office, or in the conference room if there are a
large amount of student papers. THE PAPERS WILL BE DESTROYED AFTER TWO WEEKS. If you want your papers for your portfolio I, it is
your responsibility to pick them up, or give me a stamped self-addressed envelope to mail them to you.
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Readings due prior to class/assignments for the week
Reading(s): Syllabus
Bring to lecture and practicum: hard copy of syllabi
Reading(s): Kauchak & Eggen Chapters 5 & 7
Wong Unit D
Reading(s): Kauchak & Eggen Chapter 10 & 11
Alternative Reading
Bring to lecture: Dream Team Extra Credit (bring a hard copy to
class for credit)
Monday
August 26
Tuesday
27
Wednesday
28
Thursday
29
Friday
30
Saturday
31
Sunday
September 1
2 No School
3
4
5
6
7
8
9
10
Practicum first
day in schools
11
Practicum first
day in schools
12
Practicum first
day in schools
13
14
15
Dream Team
Extra Credit Due
Dream Team
Extra Credit Due
16
17
18
Dream Team
Extra Credit
Due
19
20
21
22
23
24
25
26
27
28
29
Reading(s): Alternative Reading
Kauchak & Eggen Chapter 6
Wong Unit A
30
October 1
2
3
4
5
6 Cooperative
Learning Lesson Plan
(first draft-may not use
late days)
Reading(s): Wong Unit C
Alternative Reading
Bring to lecture : Reflective Learning Lesson Plan first draft
7
8
9
10
11
12
13
14
15
Practicum
classes meet in
WRB 4116 during
WCSD Fall Break
17
Practicum
classes meet
in WRB 4116
during WCSD
Fall Break
24
18
19
20 Cooperative
Learning (final draft)
25
26
Reading(s): Alternative Reading
Bring to lecture : Cooperative Learning first draft
Reading(s): Kauchak & Eggen Chapter 12
Alternative Reading
21
22
16
Practicum
classes meet in
WRB 4116
during WCSD
Fall Break
23
Reading(s): Alternative Reading
28
29
30
31
November
1
2
Reading(s): Alternative Reading
Wong Unit B
4
5
6
7
8
9
Reading(s): Wong Unit E
11
No School
12
Practicum last
(required) day in
schools
13
Practicum last
(required) day in
schools
14
Practicum last
(required) day
in schools
15
16
Practicum: Semester Final Assignment in class
Lecture: Semester Final Assignment in class
Wednesday, September 10, 2014
18
19
20
21
Practicum Midterm
evaluation
22
12
23
27 Reflective Learning
Lesson Plan (first
draft-may not use late
days)
3
Classroom rules and
guidelines/syllabus
(first draft-may not use
late days)
10
Reflective Learning
(final draft)
17
Assessment Project
(first draft-may not use
late days)
Practicum formal
observation must be
complete by the end of
this date
24
EDSC 404P/.001-.003
Wulfing/Fall 2013
Bring to practicum: Thank you for lead teacher
Readings due prior to class/assignments for the week
Watch Wong DVD
Monday
25
2
9
Wednesday, September 10, 2014
Changing the
World: Your
Influence Final (In
class)
Assignment
Changing the
World: Your
Influence Final
(In class)
Assignment
Changing the
World: Your
Influence Final
(In class)
Assignment
Tuesday
26
Practicum
optional/make up
day in schools
Wednesday
27
Practicum
optional/make
up day in
schools
Thursday
28
No School
4
5
3
10
11
Prep Day
Log of Hours
Final Reflective Essay
Lead Teacher
Evaluation (of you)
Friday
29
No School
Saturday
30
Sunday
December 1
Online discussion Due
Classroom rules and
guidelines/syllabus
(final draft)
6
12
13
13
7
8
Commencement
Assessment Project
(final draft)
15
14