COURSE SYLLABUS
SPRING, 2013
THE PROFESSIONAL SEMESTER
Seminar Location to be Announced – See Course Calendar on Blackboard
EDUCATION 430 E & S
3 SEMESTER HOURS
See Course Calendar on Blackboard for Scheduled Meeting Times
Instructors
Joyce Green – joyce.green@arbor.edu; Skype Name Dale Linton – dlinton@arbor.edu; Skype Name – dale.linton
Office Phone: 517-750-6413; Cell Phone: 517-803-1025
Sue Pedersen – spederse@arbor.edu; Skype Name - sue_pedersen
Cell Phone: 517-750-6517
Office Hours
Joyce Green – By Appointment
Dale Linton – By Appointment
Sue Pedersen– Daily via email
School of Education – Daily 8 a.m. – 5 p.m. 517-750-6409
Fax – 517-750-6629
The Spring Arbor Concept
Spring Arbor University and the School of Education are communities of learners distinguished by our
life-long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as
our perspective for learning, and critical participation in the contemporary world.
NOTE: THIS SYLLABUS IS SUBJECT TO CHANGE AT THE DISCRETION OF THE
INSTRUCTOR. ANY CHANGES WILL BE COMMUNICATED TO THE STUDENTS IN A TIMELY
MANNER.
Course Description
The Professional Semester includes EDU 450: Directed Teaching; and EDU 430: Seminar in Teaching
which deals with topics especially pertinent to the classroom experiences and entry into the teaching
profession.
Within EDU 430:
The overall purpose of the student teaching seminar is to provide student teachers with an avenue to
prepare themselves for successfully interviewing for a teaching position. This will include: elements of
effective planning and instruction, preparing professional documents, exploring the language of the
workplace, participating in mock job interviews, exploring legal aspects of teaching, and discussion of the
teacher certification process, among other topics.
Students will complete a high quality interview portfolio complete with:
 Professional resume
 Cover letter
 Letters of recommendation
 Philosophy of Education (updated)
 RTI project
 Unit plan/assessment project
 Updated EDU 429 profiles
 Introductory brochure/letter
From this portfolio students will “pull” 2-3 artifacts that will especially demonstrate their ability to teach
for student learning to construct an easy-to-use interview packet. This packet will be used during the
mock interview and, hopefully, in actual interviews.
Focused time will be spent learning about the interview process and engaging in mock interviews.
Students will also develop professional growth plans based on Professional Standards for Michigan
Teachers (PSMT’s), SAU evaluations, the principles of Christian educators, and the desire to be a teach
who goes “above and beyond” to strive for optimal student learning. An Analysis of Learning paper will
be written proving a broad overview analysis of the student teacher’s educational program and career
preparation experienced at SAU.
EDU 430/450 Combined Course Goals:
SAU Teaching Model: The School of Education has identified the essential skills needed for effective
teaching in this model with six integrated circles, centered around the SAU Concept. Around the six
essential skills are four ingredients that define the professional educator.
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Coordinating EDU 430 Goals and Objectives with the Spring Arbor University “Effective Teaching
Model” and “Professional Standards for Michigan Teachers and Course Assessments”
Professional Standards for Michigan Teachers (PMST) “provide a coherent continuum of a teacher’s
professional growth from initial certification through the induction years.” (Michigan Department of
Education document, page 1, 2008). Since these standards reflect the standards that all entry level
teachers should display, (at least at the emerging level) the Goals and Objectives of the Student Teaching
Seminar (EDU 430) demonstrate the ability of Spring Arbor University Teacher Education graduates to
meet PMST’s. The Student Teaching Seminar will focus on the following goals and assessments in
supporting the student teacher’s capability to meet and demonstrate his or her expertise in the areas
listed below. Each goal is followed by the general PSMT standards it is designed to meet and the
assessment tool that will demonstrate the student’s expertise
EDU 430 Objectives will be organized by the framework of the SAU “Effective Teaching Model.” This
will show how the School of Education model coordinates with MDE standards to ensure effective
preparation for Spring Arbor graduates. Each objective will follow the wording of the MDE standard.
The assessment(s) used in seminar to show evidence of meeting the objective will follow each objective.
(Objectives listed in italics indicate specific Spring Arbor School of Education requirements.) (It is
expected that all PSMT standards will be assessed in either the student teaching evaluation or the
seminar, and most will be assessed in both.)
EDU 430/450 Goals:
In the Professional Semester (EDU 430/450), the student teacher will:
Explore, clarify and apply knowledge, attitudes and skills as a member of a community of learners in
order to meet the expectations the SAU “Effective Teaching Model” and “Professional Standards for
Michigan Teachers.”expectations for first year teachers. (PSMT 1-7; Unit Plan, Weekly Group Meeting
Reflections; Weekly Interview Questions, Updated Documents, Mock Interview, Student Teacher
Notebook, Learning Paper)
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EDU 430 Goals:
In the Student Teaching Seminar (EDU 430 E and S), the student teacher will prepare professional
documents, practice interview questions, analyze how he or she is a catalyst for student learning and
explore how to “go above and beyond” in order to become the “candidate of choice” for any future
education opening. (PSMT 1-7; Application Packet, Portfolio, Weekly Interview Questions, Updated
Documents, Mock Interview, RTI Project, Unit Plan, Student Teacher Notebook)
EDU 430 E/S Objectives:
Content Knowledge:
Students will:
Articulate their educational philosophical foundation. Discriminate values in the educational arena and
develop a professional ethic, which they can articulate.
State the research-based principles of developmentally appropriate practices and design curriculum for
student’s level of teaching (preprimary, primary and upper elementary, middle, and secondary).
Develop independent thinking skills and relevant decision-making abilities.
Discuss the role of values and ethics in their professional development.
Identify the importance of certain legal and sociological trends that could have a bearing on future
classrooms.
Complete the process of obtaining the teaching certificate.
Prepare an interview portfolio and interview packet
Develop and practice interviewing skills.
PSMT 1a. - Synthesize, analyze, reflect upon, and write with clarity and structure about ideas,
information, and data from a general and liberal education, and the relationships between the various
disciplines. (EDU 430: Mock Interview Unit Plan/Assessment Project, RTI Project, Philosophy of
Education, Analysis of Learning Paper; EDU 450: Weekly Reports, Written Lesson Plans, Videotaped
Analysis of Teaching)
Technology:
Students will:
Integrate appropriate use of technology to maximize effective learning in their classrooms.
PSMT 1g. – Understand technology and its use for gathering, processing, evaluating, analyzing, and
communicating ideas and information. (EDU 430: Unit Plan/Assessment Project, Mock Interview, Philosophy
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of Education, Optional Professional Website; EDU 450: “Student Teacher Notebook” Technology
Requirement)
PSMT 6d. PSMT 7b. – Successfully complete and reflect upon collaborative online learning experiences.
(EDU 430: Group Discussions, Philosophy of Education, Updated Teaching Strategies Profile, Analysis of
Learning Paper; EDU 450: Weekly Reports, Classroom Website)
PSMT 7d. – Plan, design, and evaluate effective technology-enhanced learning environments and experiences
aligned with Michigan’s Content Standards and Grade Level Expectations and Michigan Educational
Technology Standards for each student. (EDU 430: Unit Plan/Assessment Project, Philosophy of Education;
EDU 450: Lesson Plans, “Student Teacher Notebook” Technology Requirement)
PSMT 7e. – Implement curriculum plans that include effective technology-enhanced methods and strategies to
maximize student learning. (EDU 430: Unit Plan/Assessment Project; EDU 450: Lesson Plans, Informal/Formal
Lesson Evaluations, Midterm/Final Evaluations )
PSMT 7f. – Apply Technology to facilitate a variety of effective assessment and evaluation strategies. (EDU
430: Unit Plan/Assessment Project; EDU 450: “Student Teacher Notebook” Technology Requirement, Lesson
Plans)
Management and Organization:
Students will:
Manage a classroom and various behavior situations. Demonstrate the use of various instructional
techniques.
Develop insights into professional collaboration skills and techniques for effective participation in the
school system’s instructional team. Students should demonstrate effective time management.
Articulate the influences of legal issues on school management and organization.
PSMT 2a. - Apply knowledge of human growth, development, and learning theory to design and implement
instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social
capacities. (EDU 430 –Mock Interviews, Group Interaction, Philosophy of Education, Unit Plan/Assessment
Project, RTI Project, Interview Portfolio; EDU 450 – Informal and Formal Lesson Evaluations & Midterm/Final
Evaluations)
PSMT 3a. – Design and implement instruction aligned with the Michigan Curriculum Framework, Universal
Education Vision and Principles, and the Michigan Educational Technology Standards. (EDU 430: Unit
Plan/Assessment Project; EDU 450: Lesson Plans)
PSMT 4b. – Structure the classroom environment to promote positive peer interactions and positive selfesteem, to ensure that each student is a valued participant in an inclusive learning community. (EDU 430: Mock
Interview, Unit Plan/Assessment Project; EDU 450: “Student Teacher Notebook” Routines & Procedures)
PSMT 4d. – Design and implement a classroom management plan that utilizes respectful disciplinary
techniques to ensure a safe and orderly learning environment, (e.g., instructional procedures utilizing the
concepts presented in the State Board of Education’s Positive Behavior Support Policy 2006) which is
conducive to learning and takes into account diverse needs of individual students. (EDU 430: Mock Interview
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Updated EDU 429 Management Profile, Philosophy of Education, Philosophy of Education; EDU 450:
“Student Teacher Notebook” Routines & Procedures; Midterm/Final Evaluations)
PSMT 4c. – Construct a learning environment and grading process where both teacher and students have high
expectations and mutually understand what is expected of each other to foster optimal achievement of all
students. (EDU 430: Mock Interview, Updated EDU 429 Management & Assessment Profiles, RTI Project,
Unit Plan/Assessment Project, Philosophy of Education; EDU 450: Lesson Plans, Informal and Formal
Evaluations, Midterm/Final Evaluation)
PSMT 2e. – Differentiate instruction in an environment that facilitates each student’s learning and access to an
equitable education. (EDU 430: Mock Interview, Updated EDU 429 Management & Assessment Profiles, RTI
Project, Unit Plan/Assessment Project; EDU 450: Lesson Plans, Informal and Formal Evaluations,
Midterm/Final Evaluation)
PSMT 4g. – Establish a learning environment which invites/welcomes collaborative teaching practices; (EDU
430: Introductory Brochure or Letter, Mock Interview, EDU 429 Updated Management & Teaching Strategies
Profiles, Philosophy of Education, Analysis of Learning Paper; 450: Introduction Brochure/Welcome Letter,
“Student Teacher Notebook” Caregiver Interaction Records)
Collaboration with Stakeholders:
Students will:
Describe the social milieu of the classroom and identify cultural influences on learning.
Effectively communicate and listen as a competent aspiring professional.
Identify and develop effective skills in communicating and conferencing with students, teachers,
administrators and parents. Participate in parent-teacher conferences where appropriate.
Collaborate and participate in team teaching with experienced colleagues.
Participate in school meetings and staff development opportunities.
Participate individually with family members and parent groups to help understand the family
expectations of teacher.
PSMT 5c. – Develop positive relationships with other teachers, parents/guardians, students, administrators,
counselors, and other personnel to benefit students and to influence one’s own professional growth. (EDU 430:
Mock Interview, Introduction Brochure/Welcome Letter, Philosophy of Education, Analysis of Learning Paper;
EDU 450: “Student Teacher Notebook” People to Meet & Student Teacher/Student Caregiver Interaction
Records, Informal/Formal Lesson Evaluations, Midterm/Final Evaluation)
PSMT 5g. – Interact with parents/guardians using best practices for personal and technology-based
communication, to maximize student learning at school, home, and in the local community. (EDU 430: Mock
Interview; EDU 450: “Student Teacher Notebook” Caregiver Interaction Records)
PSMT 6c. – Demonstrate an understanding of and participate in related organizations and activities in the
communities in which the teacher works. (EDU 430: Resume, Philosophy of Education, Analysis of Learning
Paper; EDU 450: “Student Teacher Notebook” People to Meet; Midterm/Final Evaluations)
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Pedagogy:
Students will:
Construct thorough lesson plans that relate directly to the course of study and build on prior learning.
Note the impact of technology in the schools and be able to utilize instructional technology.
Participate in Individual Education Plan (IEP) meetings where appropriate.
Develop a Response to Intervention plan (RTI) for one or more students with learning challenges.
The student will engage in supervised teaching experiences.
PSMT 2f. – Design and implement instruction based on Michigan Curriculum Framework, using multiple
approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction
based on assessment data. (EDU 430: Unit Plan/Assessment Plan, Updated EDU 429 Teaching Strategies
Profile; EDU 450: Lesson Plans, Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)
Embrace teaching through appropriate and creative activities utilizing instructional techniques that are
supported by current research. (EDU 430: Resume, Mock Interviews, Unit Plan/Assessment Project,
Philosophy of Education; EDU 450: Lesson Plans, Informal and Formal Lesson Evaluations,
Midterm/Final Evaluations)
PSMT 1g. – Understand technology and its use for gathering, processing, evaluating, analyzing, and
communicating ideas and information. (EDU 430: Mock Interviews, Philosophy of Education, Unit
Plan/Assessment Project, Updated EDU 429 Assessment Profile, Analysis of Learning Paper; EDU 450:
“Student Teacher Notebook” Technology Requirement & Caregiver Interaction Records, Lesson Plans,
Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)
PSMT 4f. – Use a variety of teaching methodologies and techniques (e.g., lectures, demonstrations, group
discussions, cooperative learning, small-group activities, and technology-enhanced lessons) and objectively
assess the effectiveness of various instructional approaches and teacher actions for impact on student learning.
(EDU 430: Mock Interviews, Unit Plan/Assessment Project, Updated Assessment, Management, and Teaching
Strategies Profiles; EDU 450: Lesson Plans, Informal and Formal Lesson Evaluations, Midterm/Final
Evaluations)
Diversity:
Students will:
Identify the various theories of learning and be able to design instructional strategies for diverse students
with varied learning styles, cultural backgrounds and exceptionalities. Students should develop a global
perspective and understanding of multicultural peoples.
Construct age-appropriate learning opportunities in order to motivate and teach cognitively, physically,
culturally and linguistically diverse students.
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Articulate and use different teaching styles to meet the needs of the identified specific population.
PSMT 1e. – Understand and respect the varying points of view and the influence of one’s own and others’
ethics and values. (EDU 430: Mock Interview, Philosophy of Education, Analysis of Learning Paper; EDU 450
“Student Teacher Notebook” Caregiver Interaction Records, Analysis of Learning Paper, SAU Survey)
PSMT 2b. - Assess learning and differentiate instruction to maximize students’ achievement and to
accommodate differences n backgrounds, learning modes, disabilities, aptitudes, interests and levels of
maturity. (EDU 430: Mock Interview, Updated EDU 429 Assessment, Management and Teaching Strategy
Profile, Unit Plan/Assessment Project, RTI Project; EDU 450: Informal and Formal Lesson Evaluations,
Midterm/Final Evaluations, )
PSMT 2e. – Differentiate instruction in an environment that facilitates each student’s learning and access to an
equitable education. (EDU 430: Mock Interview, Updated EDU 429 Assessment & Teaching Strategy Profile,
Unit Plan/Assessment Project, RTI Project; EDU 450: Informal and Formal Lesson Evaluations, Midterm/Final
Evaluations)
Assessment:
Students will:
Develop and use various evaluative techniques and methods appropriately. Students should be able to
write measurable goals and objectives.
Develop and prepare appropriate assessment approaches for the classroom students, including an
assessment project.
Analyze and reflect on their practice and to assess the effectiveness of their teaching.
PSMT 2g. – Understand, design, and implement grading processes and assessments, using multiple approaches
to accommodate diverse backgrounds, abilities, and needs of students. (EDU 430: Mock Interview, Updated
EDU 429 Assessment and Teaching Strategies Profile, Unit Plan/Assessment Project, Analysis of Learning
Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)
PSMT 2c. – Understand the connection between instructional decisions, grading, and assessment data. Use
formal and informal, as well as formative and summative, assessments to evaluate learning and ensure the
academic achievement of all students. (EDU 430: Mock Interview, Updated EDU 429 Assessment and
Teaching Strategies Profile, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson
Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)
PSMT 2d. – Discern the extent to which personal belief systems and values may affect the instructional process
and grading, and adjust instruction and interactions accordingly. (EDU 430: Mock Interview, Philosophy of
Education, Updated EDU 429 Assessment, Management and Teaching Strategies Profile, Unit Plan/Assessment
Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations,
Midterm/Final Evaluations)
PSMT 4c. – Construct a learning environment and grading process where both teacher and students have high
expectations and mutually understand what is expected of each other to foster optimal achievement of all
students. (EDU 430: Mock Interview, Updated EDU 429 Assessment, Management and Teaching Strategies
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Profile, Philosophy of Education, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson
Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)
PSMT 4h. – Differentiate between assessment and evaluation procedures and use appropriately. (EDU 430:
Mock Interview, Updated EDU 429 Assessment and Teaching Strategies Profile, Unit Plan/Assessment Project,
RTI Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations,
Midterm/Final Evaluations)
Leadership and Scholarship
Students will:
Demonstrate appropriate levels of leadership and scholarship desired of first year teaching candidates.
PSMT 5b. – Identify and use current research to reflect on and improve one’s own practice related to content,
technology, pedagogy, and other factors that impact student achievement. (EDU 430: Resume, Mock
Interview, Updated EDU 429 Assessment, Management and Teaching Strategies Profile, Philosophy of
Education, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson Plans, Technology
Requirement, informal and formal Lesson Evaluations, Midterm/Final Evaluations)
PSMT 5d. – Analyze the effects of teacher dispositions, decisions and actions upon others (e.g., families, other
personnel, and all students, including those with disabilities) and adjust interactions accordingly. (EDU 430:
Mock Interview, Updated EDU 429 Assessment, Management and Teaching Strategies Profile, Unit
Plan/Assessment Project, RTI Project, Analysis of Learning Paper; EDU 450: “Student Teacher Notebook”
Caregiver Interaction Records, Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final
Evaluations)
PSMT 4e. and 5a. – Understand and uphold the legal and ethical responsibilities of teaching and uphold the
State of Michigan Professional Code of Ethics and engage in meaningful self-evaluation. (EDU 430: Resume,
Mock Interview, Updated EDU 429 Assessment, Management and Teaching Strategies Profile, Philosophy of
Education, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and
formal Lesson Evaluations, Midterm/Final Evaluations)
Analyze the preparation and success of one’s own experience in the Spring Arbor University School of
Education and take steps to improve any areas of need by setting goals and analyzing progress toward
meeting those goals. (EDU 430: Individual Development Plan, Analysis of Learning Paper, Portfolio,
MDE and SAU Surveys)
Confirm the attitudes expected of an SAU student teacher by:
 Maintaining the attitude of a professional, mentored guest at all times during the professional
semester. (EDU 430: Mock Interview, Resume; EDU 450: informal and formal Lesson
Evaluations, Midterm/Final Evaluations)
 Maintaining the Spring Arbor University pedagogical and professional dispositions at all times.
(EDU 430: Weekly Reports, Philosophy of Education, Analysis of Learning Paper; EDU 450:
Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)
Global Perspective
Students will:
Integrate a global and comparative perspective within their teaching
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PSMT 6a. – Understand the structure, function, purpose, and value of education and schools in a free,
democratic, and pluralistic society. (Unit Plan, Education Philosophy, Analysis of Learning Paper, Mock
Interview)
PSMT 1f. - Understand and respect the role, rights and value of the individual in a free democratic society.
(Interview Questions, “Student Teacher Notebook” People to Meet & Classroom Procedures to Review and
Follow)
Integrating Faith and Learning:
Students will:
Articulate the legal framework respective to teaching and discussing religion in public schools. (EDU 430:
Philosophy of Education, Analysis of Learning Paper: EDU 450: EDU 450: Lesson Plans, informal and
formal Lesson Evaluations, Midterm/Final Evaluations)
Develop their personal exercise of faith in the classroom as demonstrated by their actions and attitudes of
caring and service for others. (EDU 430: Philosophy of Education, Analysis of Learning Paper: EDU 450:
EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)
III. Course Requirements: EDU 430: Seminar in Teaching
***All Assignments for EDU 430 are evaluated on the basis of QUALITY (Not Quantity) and
PROFESSIONAL Expectations of a hiring committee. It is vital that you refer to the Course Schedule,
Course Documents and Grading Overview for details about the course and assignments.
Attendance/Participation: EDU 430 is designed as hybrid course experience. Mandatory face-to-face meetings
are scheduled throughout the semester for individuals student teaching within 150 miles from the SAU Main
Campus, Lansing and Gaylord/Petoskey sites. Group meetings will also be required through online and webbased applications. Individuals student teaching beyond 150 miles are responsible for meeting all of the course
requirements within the established course calendar and participating in weekly group meetings.
A Teacher’s Guide to Religion in Public Schools: As a faith-based higher education institution, SAU believes
strongly in candidates knowing their rights and responsiblities pertaining to issues of religion and religious
expression within public schools. A Blackboard Discussion Board posting is required for this assignment. This
pamphlet is highly recogonized as one of the best authorities regarding this issue:
http://sites.arbor.edu/soe/files/2013/08/Teaching-Religion-in-Public-Schools.pdf
Individual Development Plan: Public school teachers are evaluated through a common set of critera based
within the InTASC standards. This assignment provides the student teacher an opportunity to assess their
procifiency in each of the general standards and reasses themselves again at the end of the student teaching
experience. The purpose of this assignment is to help student teachers realistically identify areas they need to
purposely plan improvement in. This will help candidates answer the most horrible interview question ever:
“As a teacher, what are your areas of weakness?” A Blackboard Discussion Board posting is required for this
assignment. (Blackboard: Materials and Resources)
RTI Project: Response to Intervention is a term all general educators should not only know but also how to put
it into practice. During your student teaching you will identify your school and district’s RTI approach and then
select one or several students to complete a Tier One RTI project with. See related handouts (Blackboard:
Materials and Resources).
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Unit Plan/Assessment Project: See related handouts (Blackboard: Materials and Resources). Your Assessment
Project should be directly related to a unit of instruction you create and teach during student teaching. Include –
lesson plans, assessment materials, materials of instruction, copies of student work, etc.
Job Interview Preparation: Educational leaders expect to interview excellent candidates -period! The
competition for a teaching job today has never been greater and school administrators are looking for
professionals who demonstrate good levels of pedagogical knowledge, leadership, can enthuse learning in their
students and conduct themselves with good levels of sincerity, energy, integrity and professionalism. In this
course you will prepare for future job interviews two ways:
Resume & Cover Letter: Every resume and cover letter need to address several important things – your contact
information, your qualifications, your experience, your unique skills and training, and your fit for the school
district. Resumes are scanned for key words in less than 10-15 seconds. Cover letters are read quickly. Creating
a high quality, error free resume and cover letter is essential to getting a job interview. See related information
(Blackboard: Materials and Resources)
Abbreviated EDU 429 Profiles: In EDU 429 you spent a lot of time creating lengthy profiles for management,
instruction, and assessment. Toward the end of your student teaching you will need to review these and create a
one page synopisis for each area. At the top of the page write out a succinct statement of belief for the topic
(management, instruction, and assessment). Beneath that bullet point five to ten practices you have found to
work best for your style as an educator. Be sure to identify any educational expert or theorist associated with
such practices. This will help you quickly develop answers to interview questions related to these areas.
Introductory Brochure: The brochure you created in EDU 429 is unique and is received very well by interview
teams. Toward the end of your student teaching revisit this brochure and update it. It needs to portray an
experienced teacher, not a student wanting to become a teacher.
Evidence of technology proficiency: You may draw from any of the artifacts you developed for the technology
assignment (part 2) for the Student Teacher Notebook. Hiring committees want to see teachers that are well
steeped in technology integration for student learning. Impress them!
Professional Website: In EDU 360 you developed a Weebly site. Now is the time to transform this site into a
professional looking teacher website. Posting your URL on a resume and cover letter is a sure way to get a
second look from an interview team.
Interview Portfolio: One of the best ways to be prepared for a job interview and to demonstrate your
preparedness for a teaching job is to have a strategically created, professional looking portfolio. Interview
committees seldom review a candidate’s portfolio but smart candidates use the portfolio to answer interview
questions more effectively. Within the portfolio students will include:









Resume/Cover Letter
Letters of Recommendation
Introductory Brochure (EDU 429) w/philosophy of education
Unit Plan with Assessment Data
RTI Plan with Results Data
Abbreviated EDU 429 Profiles (Management, Teaching Strategies, Assessment)
Additional evidence of student learning and teaching proficiency
Evidence of technology proficiency
Professional Website
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We do not require student teachers to show us a completed portfolio. However, throughout the
course we will be checking your progress on various assignments and providing feedback for
improvement.
Mock Interviews: It is critical for a candidate to perform very well at their initial job interview. This interview
is as much about your personality and how you portray yourself as it is about your qualifications. School
administrators are seeking to interview candidates who are exciting, enthusiastic, knowledgeable, child-focused,
team oriented and teachable. In this course you will be prepped and guided on how to best represent yourself in
a job interview.
Analysis of Learning Survey: The purpose of this survey is for students to provide input of the overall
learning which took place in the student teaching experience imbedded within the SOE Teaching Model.
Exit interview on-line questionnaires: Toward the end of your experience you will be complete a required
MDE and SOE student teaching exit survey. Upon completing each survey print the last page, sign, date and
give them to your instructor. Your grade will not be posted until we have received the submission form from
you.
Seminar assignments are expected to reflect professional levels of excellence and are due as stipulated in the
syllabus or on Blackboard.
Please note that any absences, less-than-quality assignments, and/or failure to proactively communicate with
the seminar professor is considered unacceptable and will result in the student being placed on a Plan of
Improvement Contract, withdrawn from the course, or receive a failing or unsatisfactory grade for the
course. Students receiving a grade below a “C” will not be recommended for teacher certification and will
be required to retake EDU 430.
Evaluation and Grading Information
All assignments and evaluation expectations will be found in the Materials and Resources site of the EDU
430 Blackboard site. Details about each assignment will be explained in one of the whole group meetings
or in the weekly assignments. It is important that you use the weekly sites to be successful in the course.
Some Assignments are Weighted
0=
Assignment
Not
Turned In
1 = Unsatisfactory
or less than 73% of
points for
assignment
3.70-4.00 = A
Final Grade is
an average of
3.50-3.69 = Aall grades
based on the
3.30-3.49 = B+
following:
2= Developing
or from 73%83% of points
for assignment
4 = Exemplary
3 = Proficient or or 94% or more
from 83%-93% of of points on
points for
assignment. You
assignment
have "gone the
extra mile."
2.49 and Below
Will Not Pass
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3.00-3.29 = B
2.80-2.99 = C+
2.50-2.79 = C
Course Calendar
Sometimes it is hard to keep things separated between what you need to be doing for your supervisor and for
your seminar instructor. The chart below is designed to help you understand what you should be working on
week by week. All seminar assignments are expected to be completed by Week 12.
Week
Prior to the
Start of
Student
Teaching
1
2
Student Teaching Notebook
Student Teaching Seminar (EDU 430)
- Draft welcome letter and have teacher
approve.
- Meet with supervisor
- Review podcasts (BB: Materials and Resources>
Assignments
- Review Blackboard, course syllabus, course
calendar
- Complete and Individual Development Plan
(InTASC assignment)
- Post (BB:DB) Introduction (Community)
- Post (BB:DB) Thoughts regarding reading: A
Teacher’s Guide to Religion in Public Schools
- Brainstorm unit plan ideas with teacher.
- Submit Individual Development Plan (InTASC
assignment)
- Contact Seminar Instructor with any questions
- Begin work on Notebook Assignments
(People to Meet, Classroom Procedures,
Student IEP Report, and Technology Part 1)
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
- Complete working on Notebook Assignments
(above).
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
3
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
- Begin working on notebook assignments
student is working on #7-14
4
- Continue working on notebook assignments
#7-14.
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM).
- Continue working on notebook assignments
#7-14
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM).
5
- Submit finalize unit plan, collect resources; write
lessons (10 week student teachers)
- Brainstorm RtI project
- Meet with seminar group or professor as
scheduled as scheduled
- Give students the unit plan pre-assessment & begin
teaching unit plan (10 week student teachers)
- Develop RtI project
- Begin working on resume/cover letter
- Post (BB:Groups) Questions, challenges and
insights from your experience. Respond to at least
two other postings.
- Give students the unit plan pre-assessment and
begin teaching unit plan (15 week student teachers)
- Begin Implementation of RtI project
- Continue work on resume/cover letter
- Review philosophy of Ed, EDU 429 profiles and
brochure.
- Meet with seminar group or professor as scheduled
- Continue teaching unit plan and collecting data
- Continue implementation of RtI project and
collecting data
- Review philosophy of Ed, EDU 429 profiles and
brochure.
- Submit draft work of resume/cover letter
- Post (BB:Groups) Questions, challenges and
insights from your experience. Respond to at least
two other postings.
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7
8
9
10
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- Continue working on notebook assignments
#7-14 *Videotaped lesson and Analysis
should be completed no later than week 8 (10
week student teachers)
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM).
- Continue working on notebook assignments
#7-14 *Videotaped lesson and Analysis
should be completed no later than week 8 (10
week student teachers)
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM).
- Continue working on notebook assignments
#7-14 *Videotaped lesson and Analysis
should be completed no later than week 8 (10
week student teachers)
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
- Continue working on notebook assignments
#7-14 *Videotaped lesson and Analysis
should be completed no later than week 10
(15 week student teachers)
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
10 week placement candidates - Submit
notebook assignments #7-14 to supervisor
- *Videotaped lesson and Analysis should be
completed no later than week 10 (15 week
student teachers)
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
15 week placement candidates
- Continue working on notebook assignments
#7-14
- Send weekly reflection/schedule and daily
journaling to supervisor (Sunday 6 PM)
15 week placement candidates
- Submit notebook assignments #7-14 to
supervisor
- Continue or wrap up teaching unit plan and
collecting data
- Continue implementation of RtI project and
collecting data
- Begin revising philosophy of Ed, EDU 429 profiles
and brochure.
- Meet with seminar group or professor as scheduled
- Continue teaching unit plan (begin wrapping up).
- Continue implementation of RtI project collecting
data.
- Continue revising philosophy of Ed, EDU 429
profiles and brochure.
- Wrap up or continue implementation of RtI project
collecting data.
- Submit revised Resume/Cover Letter
- Begin development of Professional Website
- Post (BB:Groups) Questions, challenges and
insights from your experience. Respond to at least
two other postings.
- Wrap up unit plan and begin assessment analysis
- Wrap up RtI project analyze data & place into PPT
and report
- Continue development of Professional Website
- Submit draft of revised EDU 429 profiles and
brochure.
- Meet with seminar group or professor as scheduled
- Finalize revised EDU 429 profiles and brochure
- Submit unit plan data analysis and report
- Submit RtI project PPT & report
- Submit final Resume/Cover Letter
- Post (BB:Groups) Questions, challenges and
insights from your experience. Respond to at least
two other postings.
- Submit final versions of 429 profiles and brochure
- Submit Professional Website URL for feedback
- Revisit and Submit Individual Development Plan –
revise as necessary
- Put together your interview portfolio
- 15 week placement candidates - Post (BB:Groups)
Questions, challenges and insights from your
experience. Respond to at least two other postings.
- Complete Surveys: Anaylsis of Learning; SOE;
MDE and Submit the printed last page with your
signature and date
- Participate in a mock interview (TBA or
individually set up)
Basic Readings for Effective Teachers
Dean, C. B., & Marzano, R. J. (2012). Classroom instruction that works : research-based strategies for
increasing student achievement (2nd ed.). Alexandria, Va.: ASCD.
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McEwan-Adkins, E. K. (2001). 10 traits of highly effective teachers : how to hire, coach, and mentor
successful teachers. Thousand Oaks, Calif.: Corwin Press.
Classroom Management
Marzano, R. J., Marzano, J. S., & Pickering, D. (2009). Classroom management that works : researchbased strategies for every teacher. Upper Saddle River, N.J.: Merrill.
Student Achievement/Assessment
Marzano, R. J., & Association for Supervision and Curriculum Development. (2006). Classroom
assessment & grading that work. Alexandria, VA: Association for Supervision and Curriculum
Development.
Reeves, D. B. (2011). Navigating implementation of the common core state standards. Englewood, Colo.:
Lead + Learn Press.
Schmoker, M. J. (2006). Results now : how we can achieve unprecedented improvements in teaching and
learning. Alexandria, Va.: Association for Supervision and Curriculum Development.
School Improvement
DuFour, R. (2010). Raising the bar and closing the gap : whatever it takes. Bloomington, IN: Solution
Tree Press.
Marzano, R. J. (2004). Building background knowledge for academic achievement : research on what
works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.
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IMPORTANT NOTE TO ALL EDUCATION STUDENTS
(Main Campus and Off-Site Locations)
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