The Teaching Experience
a transformational journey toward educational advancement and
achievement
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We are a community of educators, educational partners,
and students. Seven core values undergird our professional
community.
We value learning as a life-long process, professional
literature that guides and informs our practice,
responsibility to self and to the group, diversity as
enriching the whole, multiple pathways to learning
including the use of technology, critical inquiry that
promotes positive student outcomes, and authentic and
reflective assessment.
We aspire to adhere to and model these in all our
professional interactions.
Through experiencing these core values in their
educational journey, we believe our students will embrace
and in turn, model them in their professional lives.
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Our mission is to teach, to serve, and to engage in
scholarship.
We teach our students to be critical thinkers and
lifelong learners.
We prepare professionals who improve student
learning, promote diversity, make informed
decisions, engage in collaborative endeavors,
maintain professional and ethical standards, and
become change agents in their workplaces.
We engage in scholarly work that informs the
profession and serve the educational community
by providing applied scholarship.
After successful completion of a program of study, our credential recipients and
program graduates are:
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Outcome 1: Knowledgeable and Competent Specialists
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Outcome 2: Reflective and Responsive Practitioners
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Demonstrate strong foundation in subject matter or field of study
Demonstrate strong understanding and implementation of pedagogical
skills or skills in their field
Demonstrate ability to use technology as a resource
Promote diversity
Make informed decisions
Engage in collaborative endeavors
Think critically
Outcome 3: Committed and Caring Professionals
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Become change agents
Maintain professional and ethical standards
Become life-long learners
is to develop quality secondary school teachers. We are
committed to providing a program that reflects the
complex contexts of the secondary classroom and models a
professional community where learning is interactive and
dynamic. Our philosophy is to prepare educational leaders
through a course of study which bases practice upon
knowledge of current research in curriculum and
instruction. We develop students as life-long learners,
reflective practitioners, and change agents who positively
influence decision-making in schools and communities to
improve the education of adolescents.
History, philosophy, and sociology of
secondary education. Introduction to the
California Teaching Performance
Expectations and Assessment; needs of
special populations, English learners, and
struggling readers; content standards; and
major curriculum reform documents.
Includes a 40-hour practicum on specific
course requirements. Letter Grade. 40hour practicum.
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Use the sample on Blackboard as a reference.
Also, use resources on the web to help you
construct a professional resume.
List your personal information, your objective,
your education, and your experience. Place your
most recent education and experience first.
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You must fill out and sign a release of liability form
for each school site you plane to visit
The form can be found on Blackboard.
Submit the release of liability form to your
instructor before you begin observation at the
school site.
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20 hours in a secondary public school observing a secondary classroom teacher in
the same content area of the student
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10 additional hours observing other areas of the school;
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regular, ongoing visits, of
one or two hours segments
a variety of experiences, such as observing, tutoring, and aiding are suggested at the discretion
of the teacher
a minimum of 6 hours in classrooms with other secondary teachers in the same content area
remaining hours with other teachers in the same content, other content, or in other areas of
the school, such as the library, attendance office, cafeteria, or shadowing an administrator
10 hours in a second school of which
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6 hours should be in secondary classroom observations at another school in the content area
of the student
remaining hours in other areas, such as:
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two-hour visits to another school site (nearby junior highs and/or continuation high schools);
two-hour attendance at a school board meeting (required);
two-hour attendance at a school activity (sports event, school dance, choir recital, etc.)
one- to two-hour attendance of a staff development meeting/workshop; and /or
two-hour attendance at conferences of educational organizations.
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Students must be immunized for measles and rubella and be able to
show evidence to school district personnel.
Students must have a current TB Clearance through a skin test and be
able to show evidence to school district personnel.
Students must complete the “Release of Liability" form given to them
by the class instructor for each site they visit.
Students must have fingerprint clearance and be able to show evidence
to the university and school district/school. See webpage below.
http://ed.fullerton.edu/adtep/CERTCLEAR.htm
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Select a secondary school site in an area that interests you other
than one you attended and/or are/have been employed by and /or a
family member or significant others attends or is employed by.
We strongly recommend that you select a school site in the Anaheim,
Orange, Fullerton, Corona-Norco, or Placentia/Yorba Linda school
districts where you may be placed in a Professional Development
District for your first semester in the program.
Call the school and make arrangements to meet with the person in
charge of students requesting observation (usually an assistant
principal).
Take the letter of introduction given to you by the course instructor
and required documentation when you go to your school site.
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Special Education students need to identify a subject matter content
area to enable them to complete fieldwork and written assignments
required for EDSC 310.
Special education students should select from one of the following
content areas, which are offered through our Single Subject Credential
Program:
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art,English/Language Arts, foreign languages, mathematics, music, physical
education, science, or social studies.
Special education candidates are required to complete 20 hours of
observation in their selected content area (grades 7-12) and are
encouraged to
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find a content area special education class, such as a content area class that is cotaught by single subject and special education teachers, or a Special Day Class
during the time when their selected content area is taught.
remaining classroom fieldwork hours may be conducted in non-content specific
special education courses, grades 7-12.
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Each time you participate in a fieldwork experience,
complete a section of the Verification of Fieldwork (PREForm 2) with a signature from the participating teacher,
administrator, or parent. (Obtain signature at the end of the
20 hours…you do not need to get a signature daily).
The teacher whom you observe for 20 hours must complete
the Evaluation of Fieldwork (PRE-Form 4) at the end of
your 20 hours of observation.
Forms are available on Blackboard
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Students must complete two reports on their secondary field
observations. These reports come in two part – the Fieldwork
Observation Report and the Lesson Plan that matches it. See due dates in
Course Calendar.
You are to write up the fieldwork observation report on an engaging
lesson that you observe (not a test review, movie, student presentation or
other non-lesson activity).
You are to write up a lesson plan that matches the fieldwork observation
report. Write the lesson plan as if you were the teacher and you were
designing this lesson for your classroom).
The forms for this report can be found on Blackboard. It is the Fieldwork
Observation Log and the Lesson Plan Format.
Use the examples and the Lesson Plan_Side Guide available on
Blackboard to guide you.
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Attendance at one secondary school district board meeting is required. Before
the meeting, it is a good idea to read the local newspaper to find out what has
been happening in that community.
Students should also read Chapter 11 in the Ryan and Cooper textbook before
attending the school board meeting.
Students must obtain a copy of the agenda for the meeting and attach it to their
written report. Have the Verification of Fieldwork PRE-form completed and
signed by an attendee.
Take notes on the processes of the meeting and on the content discussed. The
written report of the observations must include comments on and reactions to
the following along with a text reference and citation:
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What is the composition of the school board?
Who holds leadership roles and how are these expressed?
What issues are important in this school district?
What decisions are debated in public and which are not?
What groups are active in the school district, if evident?
Note any other observations you made.
The form for this report can be found on Blackboard. It is the School Board Meeting Report. The
due date is listed in the Course Calendar.
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After you begin your school site fieldwork, tour the school's neighborhood to learn:
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What is the geographic location of the school?
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What is the neighborhood like (industrial, residential, business, combination)?
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What type of housing is available?
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What is the socioeconomic level of the neighborhood population?
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What are the student demographics (population, academic levels, and ethnic
backgrounds)?
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Where do students gather before and after school?
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Is there an accessible public library?
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What services does that library provide for the students?
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Are there recreational services available to the students (clubs, parks, youth
organizations)?
10. Do you see indications of anything that would make school difficult for students
(poverty, drugs, crime, violence, too much wealth, distractions, etc.)?
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This experience will contribute to the report on the Social Context of School.
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This experience will count for one hour of observation time. Sign for yourself.
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Research the social context of your main school site.
Obtain a copy of the “School Accountability Report Card” located on the
school’s website. It will be loaded with information you need to complete
your Social Context of School Report.
Research the school web site, and the California Department of Education
Testing & Accountability Website http://www.cde.ca.gov/ta/ to find the
Academic Performance Index (API) and Adequate Yearly Progress (AYP)
Reports.
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Also use information available at your school to complete this report.
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A text reference is required along with your personal reaction.
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Include the link for the School Accountability Report Card on the Report
(cut and paste the URL).
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The form for this report can be found on Blackboard.
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Each student will contribute to and participate in a Group Presentation
related to a current issue in Secondary Education. Groups will be
formed in class and a list of topics will be made available for preference
to students.
The presentation will be constructed by all members of the group.
Gather information, reach consensus on what the most important
points are and plan interesting ways to engage students on those
points.
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For example, use media, guests (including students), demonstrations,
group activities, whatever will involve the students in the class best.
Share responsibilities and include each group member in the
preparation and presentation.
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(If anyone is not participating, let the instructor know when the group
knows. Successful participation is required to pass the course.)
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At your first meeting:
1.
Elect a Chairperson and a Recorder.
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Get to know each other. Share what you know, think and feel about the
topic.
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Set tasks and times to meet again to prepare and practice the presentation.
4.
The Recorder gives the instructor a report of all the above information, 13.
Groups will have some time for some of the above tasks in class. Groups should
delegate tasks, plan to meet during the interim, and finalize the plan for putting
the report together.
Group members will be evaluated by other students on teaching method(s),
clarity of information, organization, pacing, and preparation.
2.
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The chairperson is the key person for group members to contact to give and get
information and will be the contact person for the instructor to get information
to the group and/or get information.
The recorder will keep written records of each group meeting, including date,
time, place, and length of meeting, names of those present and what happened.
The Recorder will provide a written detailed plan for the presentation plus a
list of what each group member contributed to the presentation (each member
may want to list his/her contributions, research, etc. and give the list to the
Recorder who will hand them all in together) before the presentation begins at
the assigned class session.
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Each student will collate Teaching Assessment
Documentation according to the California Standards of the
Teaching Profession.
All of the above materials (fieldwork reports, logs,
philosophy, group report, and related class materials) and
the completed PRE Forms will be assembled into a binder
(preferably CSUF) the last week of class.
The instructor will give you instructions (continued in
Semesters I and II of the program) and provide you with a
Table of Contents for the TAD binder.