EDU 633 Practicum
COURSE SYLLABUS
Fall 2026
Dr. Debra Kutz-Zuchowski
ASSISTANT PROFESSOR
DEPARTMENT OF EDUCATION
ALBRIGHT COLLEGE
READING, PENNSYLVANIA
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Professor:
Dr. Debra Kutz-Zuchowski, Assistant Professor of Education
Office Hours:
Teel 213C Tuesdays & Thursdays 11:00 AM –1:00 PM
Available via email daily during the duration of this course at
dkutzzuchowski@albright.edu
Course:
EDU 633 Practicum
Prerequisites:
This practicum course is a requirement for education certification
candidates. Enrollment in this course is limited to students who have
completed the graduate education requirement courses as stated in the
graduate’s student’s education program advisement form. Students must
be previously admitted to Albright’s Teacher Certification Program.
Candidates must have current and required clearances as mandated by the
Pennsylvania Department of Education (PDE). In accordance with PDE
teacher certification requirements, students must maintain a minimum of a
3.0 GPA during course studies, practicum and student teaching.
Course Description EDU 633 Practicum is a continuation of the study of instruction and
assessment as previously taught in the graduate education requirement
courses. Practicum requires 150 hours of field experience as required by
the Pennsylvania Department of Education (PDE), which immerses
teacher candidates in authentic 4-week classroom settings to integrate
theory and practice. Participants apply pedagogical principles, develop
instructional methodology, engage in small-group instruction, and
cultivate reflective habits through weekly reading assignments, course
assignments and course discussions.
Practicum students will develop an understanding of classroom
management strategies, focusing on the development of high engagement
learning environments that integrate social-emotional learning, discipline
and self-regulation. As practicum students collaborate planning and
implement instruction with a mentor classroom teacher, the practicum
student will develop strategies to differentiate instruction. They will use
flexible and skill-based grouping and a variety of co-teaching models to
implement data-driven instruction.
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Content
Focus Areas
Key Activities
Orientation &
Observation
Classroom culture,
teacher roles, and lesson
planning foundations
Orientation Sunday Seminar, daily
classroom observations, reflective e-journal,
reflective discussions with mentor teacher
Pedagogy in
Practice
Instructional strategies,
classroom management,
learner diversity
E-journal daily reflections, effective
teaching methods coursework
Methodology &
Assessment
Lesson design,
formative assessment,
feedback for learning
Develop and teach a small-group lesson,
collect student artifacts, reflective journal
on assessment practices, effective teaching
methods coursework
Independent
Practice &
Reflection
Synthesis of learning,
professional growth,
next steps
Portfolio: Danielson Evidence of
Demonstrations of Four Teaching
Competencies
EDU 633 Course Objectives and Pedagogical Competencies
1. Development of Learners: The teacher candidate understands how students learn and
develop, and can provide learning opportunities that support their intellectual, social and
personal development. The teacher candidate creates opportunities that are adapted to
diverse learners.
2. Planning for Instruction: The teacher candidate plans instruction based upon knowledge
of the subject matter, students, the community, Pennsylvania Standards, and curriculum
goals.
3. Learning Environment: The teacher 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.
4. Assessment: The teacher candidate understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and physical
development of the learner.
5. Reflection and Professional Development: The teacher candidate is a reflective
practitioner who continually evaluates the effects of his/her choices and actions on others
and who actively seeks out opportunities to grow professionally.
6. Instructional Delivery: The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry collaboration, and supportive
interaction in the classroom.
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Textbook:
Borich, G. & Blanchette, A. (2022). Effective Teaching Methods: Research-Based Practices (10th
edition). Pearson Education. ISBN-13: 9780135791929
Charlotte Danielson’s Framework for Teaching Evaluation Instrument (provided by instructor
within EDU 633 course)
EDU 633 Required Assignments
Introduction Discussion
Danielson Framework for Teaching Domains Assignment
Effective Teaching Methods chapter 6 response question
Effective Teaching Methods chapter 8 response question
Effective Teaching Methods chapter 12 response question
Effective Teaching Methods chapter 13 response question
Summative course assignment: Practicum Reflective e-Journal
Total Points:
Grade
A+
A
A-
Points Grade
97-100
B+
94 - 96
B
90 - 93
B-
Points Grade
87 - 89
C+
84 - 86
C
80 - 83
C-
Points Grade
77 - 79
D+
74 - 76
D
70 - 73
D-
Point Value
25
200
50
50
50
50
600
1025
Points Grade
67 - 69
F
64 - 66
60 - 63
Points
0 - 59
Grading Policy
Grades are often posted in more than one location, most commonly on Self Service and Canvas.
Please note that grades posted on Self Service are the students’ official grades. Students are
responsible for knowing their grades and academic status and should inquire about any
discrepancies to their professor.
Practicum Course Participation
Professionalism and participation are essential components of your success in this course. This
category reflects not only your weekly attendance, but also the quality of your assignments in the
learning process.
Field Placement Expectations
Students are expected to follow the assigned school’s contracted teacher day at their practicum
assignment field experience placement, be prepared with required materials, and conduct oneself
in a professional manner. Regular practicum assignment field experience attendance is expected,
and repeated absences or lateness will reduce your professionalism and participation score, as
well as possible failure and dismissal from your current practicum placement assignment.
Attendance in Online Asynchronous Courses
Success in this course is dependent on your active participation and engagement throughout the
course. As such, students are required to complete all assignments by the due date. Students will
not be marked present for the course in a calendar week if they have not completed assignments
an assigned in that calendar week.
Additionally, students are expected to:
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Log on at least three times a week – on different days in order to complete weekly
assignments, assessments, discussions and/or other weekly deliverables as directed by the
instructor and outlined in the syllabus.
• Participate in threaded discussions as assigned. This means that, in addition to posting a
response to the thread topic presented, students are expected to respond to comments and
questions from the instructor and/or other students. This depends on the format of the
discussions and instructor expectations for student participation.
If you find that you cannot meet the class’s minimum discussion and assignment requirements
due to a personal circumstance, please contact your instructor as soon as possible.
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Attendance for Practicum Field Experience
• One excused absence is permitted from Practicum field experience.
• When an absence is necessary from Practicum field experience the practicum student will
notify:
1) the practicum mentor teacher
2) Dr. Zuchowski, EDU 633 course instructor at dkutzzuchowski@albright.edu
3) Mr. Michael Ricco, Manager of Education Department Programs at
mricco@albright.edu
Notification must be made no later than 6:00 am on the day of the absence. If you are
scheduled to teach on the day of your absence, the lesson plan(s) and all teaching
materials must be prepared and provided for the mentor teacher to permit the mentor
teacher or substitute teacher to teach your lesson(s) as scheduled.
EDU 633 Coursework Expectations
Students are expected to complete assigned coursework by the expected due date. Respect for
peers, the practicum instructor and your mentor teacher is essential.
Late Assignment Policy
Due to EDU 633 being a 4-week course and the professional expectations of being a practicum
student in a professional teaching setting, late assignments will not be accepted. All assignments
must be submitted in D2L Brightspace; email submissions are not accepted unless prior
permission is granted by the instructor. Assignment due date exceptions are considered on a
case-by-case basis.
Field Experience Lesson Plan Assignment Policy
Each completed lesson plan needs to be submitted to your mentor teacher at least 48 hours prior
to teaching each lesson. Your mentor teacher needs to approve each lesson prior to the lesson
being taught in the classroom by the practicum student. Full-time emergency teacher certified
practicum students will follow the lesson plan submission protocol as dictated by your employer
and teacher contract.
Practicum Student Classroom Conduct Policy
As a practicum student in the classroom, you are expected to always demonstrate professional
and respectful behavior. This includes arriving on time, dressing appropriately, no electronic
devises (except an ipad or laptop for notetaking) and maintaining a quiet, non-disruptive
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presence during lessons while observing a mentor teacher. You are expected to observe
attentively, take detailed notes, and refrain from participating in classroom activities unless
invited by the classroom teacher. You need to exemplify the importance of confidentiality and
will not share any identifying information about students. Your role is to learn from the teaching
practices observed, show respect to the classroom teacher and students, and adhere to all school
and district policies throughout your observation experience.
Full-time emergency teacher certified practicum students will follow the classroom expectations
and protocol as dictated by your employer and teacher contract.
Week 1
Aug. 26 – Sept. 1
EDU 633 Course Calendar
Read & view the EDU 633 Practicum Orientation power point
Complete the Introduction Discussion Board
Read chapter 6 in Effective Teaching Methods textbook.
Assignment: Complete and submit discussion and practice questions
Read to develop an understanding of the Danielson Framework for
Teaching Domains 1 & 2
Review the http://pdesas.org/Links to an external site. This is where you
will find the PA Standards for lesson plans.
Create ejournal and submit link in EDU 633 course in the Assignment
Module.
Week 2
Sept. 2 - 8
Complete daily e-journal entries for week 1.
Read chapters 8 of the Effective Teaching Methods textbook.
Assignment: Complete and submit discussion and practice questions
Read to develop an understanding of the Danielson Framework for
Teaching Domains 3 & 4
Week 3
Sept. 9 – 15
Complete daily e-journal entries for week 2.
Read chapter 12 in the Effective Teaching Methods textbook.
Assignment: Complete and submit the discussion and practice questions
Week 4
Sept. 16 - 22
Complete daily e-journal entries for week 3.
Practicum Instructor Observation: Record & submit video and lesson
plan in Assignment Module. (Due by Sept. 18)
Mentor Cooperating Teacher Observation: Mentor teacher needs to
complete practicum observation form. Practicum student uploads
observation assignment. (Due by Sept. 18)
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Read chapter 13 of the Effective Teaching Methods textbook.
Complete and submit Danielson Framework for Teaching Domain
Assignment
Complete daily e-journal entries for week 4.
Summative course
assignment due by
Sept. 27
Reflective ejournal
Academic Dishonesty
The college considers academic dishonesty to be impermissible and subject to disciplinary
action. Academic dishonesty is defined to include any form of cheating and/or plagiarism.
Cheating includes, but is not limited to, such acts as stealing or altering testing instruments;
falsifying the identity of persons for any academic purposes; offering, giving, or receiving
unauthorized assistance on an examination, quiz, or other written or oral material in a course; or
falsifying information on any type of academic record. Plagiarism is the presentation of written
or oral material in a manner which uses hypotheses, conclusions, evidence, data or the like in a
way that the student appears to have done work which he/she did not, in fact, do. Work without
appropriate in-text citation and list of bibliographic sources will not be accepted for assessment.
AI and Ethical Responsibility
The use of artificial intelligence (AI) tools for assignments in this course is permitted only when
approached with ethical responsibility and academic integrity. Students may use AI as a resource
to support their learning—not as a substitute for their own critical thinking, analysis, or original
work. Any use of AI must be transparent: you are required to clearly cite the AI tool used, the
date of access, and the specific prompt or query, and explain how the AI contributed to your
assignment. It is your responsibility to verify the accuracy of AI-generated content, recognize
potential biases, and ensure your work reflects your own understanding. Do not input personal or
sensitive information into AI platforms to protect privacy. Misuse of AI—including submitting
AI-generated content as your own without proper attribution, using AI to bypass learning, or
violating assignment guidelines—will be treated as academic dishonesty and will result in
disciplinary action of a failed assignment as the result of the first offense and failure of this
course as result of multiple offences. If you are uncertain about what constitutes ethical and
responsible AI use, consult the instructor before submitting your work.
Artificial Intelligence (AI) Use in This Course
Artificial intelligence (AI) tools are now common in academic and professional settings,
including generative text (e.g., ChatGPT, Gemini, Claude, Grammarly), image and media tools
(e.g., DALL·E, Midjourney), coding assistants (e.g., GitHub Copilot), and productivity tools
embedded in word processors and learning platforms. These tools can support learning when
used transparently and ethically, but they can also undermine academic integrity and introduce
risks related to bias, privacy, and misinformation if misused.
Purpose and Alignment with Academic Standards
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The purpose of this policy is to help students learn how to use AI tools responsibly, as an
emerging academic and professional skill, while upholding our institution’s standards for
honesty, fairness, privacy, and respect for others’ work. All AI use in this course is governed by
the university’s academic integrity code, student conduct policies, and any relevant professional
or accreditation standards in the discipline.
Types of AI Tools Students May Encounter
For the purposes of this course, “AI tools” include, but are not limited to:
• Generative text tools: Systems that generate or revise writing, such as ChatGPT, Claude,
Gemini, or similar large language models.
• Generative media tools: Tools that create or edit images, audio, video, or data
visualizations from prompts (e.g., DALL·E, Midjourney, Adobe Firefly).
• Coding and data tools: Assistants that write or debug code, analyze data, or generate
formulas (e.g., GitHub Copilot, CodeWhisperer).
• Embedded/“invisible” AI: Features built into platforms (e.g., grammar suggestions,
predictive text, AI search summaries, LMS analytics) that may influence how you read,
write, and study.
Students are expected to be aware that these tools may not be neutral or accurate and can reflect
biases, privacy risks, and factual errors; critical evaluation of any AI-generated output is
required.
Acceptable uses (unless the assignment explicitly forbids them) include:
• Using AI to brainstorm ideas, generate questions, or outline possible directions for a
project, while ensuring that the final work is your own thinking and wording.
• Using AI for skill-building support (e.g., asking for explanations of concepts, examples
of problem-solving steps, or feedback on clarity or structure), while you verify
correctness and maintain your own reasoning.
• Using AI for limited language-level support (e.g., grammar or clarity suggestions), as
long as you maintain control over the content and argument and do not present AIproduced text as your original ideas.
Prohibited uses (considered academic misconduct in this course) include:
• Submitting AI-generated or AI-translated work (in whole or in substantial part) as if it
were your own original writing, analysis, or problem solving.
• Using AI to complete entire assignments, exam responses, or key portions of tasks that
are meant to assess your individual learning without explicit instructor permission.
• Allowing AI to fabricate sources, data, citations, or quotes, or failing to verify the
accuracy of any references or information AI provides.
• Entering confidential, sensitive, or personally identifiable information (about yourself,
classmates, research participants, or others) into AI tools that do not meet institutional
privacy and security standards.
If there is any doubt about whether a particular use of AI is permitted, students must seek
clarification from the course instructor in advance rather than assume that it is acceptable.
Transparency, Citation, and Student Responsibility
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Students are responsible for all work submitted, including any portions assisted by AI. When AI
tools are used in an approved way, students must:
• Clearly acknowledge AI use in the assignment (for example, in a brief “AI Use
Statement” noting which tool was used, for what purpose, and how the output was
revised).
• Follow any discipline-specific guidelines for citing AI outputs (e.g., APA) when AIgenerated content is quoted, paraphrased, or substantively shapes the work.
• Critically evaluate AI output for accuracy, bias, and completeness, and revise or discard it
as needed; AI suggestions do not replace independent judgment or research.
Failure to disclose AI use when it is required, or misrepresenting AI-generated work as your
own, will be treated as a violation of academic integrity.
Ethical Principles Guiding AI Use
AI use in this course is grounded in core ethical principles common in higher education:
• Respect for autonomy and learning: AI should support, not replace, your authentic
learning and decision-making.
• Beneficence and non-maleficence: AI should be used in ways that maximize educational
benefit and minimize harm, including harms related to privacy, bias, and misinformation.
• Justice and fairness: AI should not be used in ways that disadvantage or misrepresent
individuals or groups; students should be alert to potential bias in AI outputs.
• Accountability and transparency: Students and instructors remain responsible for AIassisted work and must be open about when and how AI tools are used.
By remaining informed about the capabilities and limitations of different AI tools and by
following this policy, students can develop ethical AI practices that align with academic and
professional standards
Student Accessibility and Advocacy (SAA)
The Student Accessibility and Advocacy office (SAA) is the college’s designated office for
making decisions about accommodations under the Americans with Disabilities Act (ADA) and
its Amendments (ADAAA). Directions to apply for accommodations are on the SAA website. If
you are approved for accommodations through the SAA office, you’ll need to submit a Term
Request each semester so your professors can receive your official Accommodation Approval
Letter (AAL). After that, please contact your instructors privately and promptly to discuss your
accommodations and how they will be implemented in each course.
Please note that IEPs and 504 Plans from high school are not applicable in college. Students who
are not approved for accommodations through the SAA office - or who are approved but do not
complete their Term Requests—will not be eligible to use accommodations.
Contact the Student Accessibility and Advocacy office at SAA@albright.edu or 610-921-7503
(we are located in the Campus Center Conference Room).
Library Services
Gingrich Library provides resources to assist Albright students with their class projects and
research needs. Reference librarians are available in the Center for Computing and Mathematics
(CCM) to answer questions and help students use resources and find appropriate and credible
materials. Library materials include online articles, journals, and databases, as well as books and
e-books. All students have complete 24/7 access to online library resources from on-campus, in
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residence halls, or off-campus. Students are encouraged to contact a librarian at any stage of the
research process, and 24/7 help is also available from any library page. The portal to the library
is located at https://library.albright.edu/.
Career Development Center (CDC)
The CDC offers a range of resources and programming to enhance your academics. Our
platform, Handshake, provides a wealth of information and resources as well as a platform for
job searching, internships, and learning about various employers. Schedule a pre-Internship,
mock interview, resume, cover letter, and career closet appointment with us. We offer events
such as career & internship and grad school fairs, professional development workshops, one-onone career coaching, and tabling with employers. Students can explore different majors or even
take a free “career assessment test” through Focus2 Career (create an account using your
Albright email and the access code: lions). Students are welcome to stop by the Career
Development Center in Roessner Hall/Office 115 or call us at 610-921-7630, or email
us at elcdc@albright.edu or lblount@albright.edu. Hours: Mon. -Fri. 9 am-4:00 pm.
The Lions’ Edge
The Lions’ Edge is a web-based system to promote your success at Albright College. The Lions’
Edge can be accessed through a link on the Current Students webpage or directly at
lionsedge.albright.edu. You can use the Lions’ Edge to quickly see who your advisor is, to check
your schedule or transcript, or to send messages to faculty and staff at the college. The system
can also automatically send alerts by e-mail if you miss several classes or if your grade on D2L
Brightspace goes below 75%. Please pay attention to any emails that you receive from the
system and talk to your professor or advisor if you have any questions.
Classroom Recording Policy
The audio or visual recording of class lectures, discussions, simulations, and other course-related
activity by either students or instructors is governed by the College’s class recording policy,
available in the Catalog. Albright’s policy on class recording balances the needs of students who
are differently abled, the intellectual property concerns of its instructors, and the privacy of its
students. Any audio or visual recording made by a student during a class, regardless of the
recording device, requires the instructor’s written consent before the class and the student’s
signed agreement with the terms of the College’s policy. Before a student records any class
activity, the student and the instructor must sign a recording agreement and file it with the office
of Student Accessibility and Advocacy (if the recording is an approved disability
accommodation). Violations of this Class Recording Policy may be directed through academic
dishonesty procedures or the Office of Community Standards and could involve civil or criminal
violations.
Health and Wellness Services
Students at Albright College have free, 24/7 access to virtual medical and mental health support
through TimelyCare. Students are encouraged to register for these services
through timelycare.com/Albright or the Timelycare app. For either registration, you need to sign
in with your Albright credentials.
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