KEAN UNIVERSITY
Union, New Jersey
Fall 2007 Effective
January 2008
PROFESSIONAL INTERNSHIP FOR SUBJECT AREA TEACHERS, 5-8
Course Number:
EMSE 4812
Semester Hours:
Nine (9)
Prerequisites:
EMSE 2801, EMSE 3801, EDUC 3000, EDUC 3401, and
one of the following: EMSE 3210, 3220, 3230, 3240, or
3250, and completion of 95 semester hours of
course work, passing score on appropriate Praxis exams,
2.75 GPA
Corequisite:
EDUC 4000
Limitations on
Enrollment:
None
Required:
For all students seeking 5-8 subject area certification
who started after September 1, 2005
Catalog Description:
A full-semester, full-time, supervised teaching experience English, foreign language,
mathematics, science or social studies.
N.B. In order to insure full class participation, any student with a disability condition
requiring special accommodations (e.g., tape recorder, special adaptive equipment,
special note taking or test taking procedures) is strongly encouraged to contact the
professor at the beginning of the course.
KEAN UNIVERSITY
Union, New Jersey
Professional Internship for Subject Area Teachers K-12
I. Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals
based on the School of Education NCATE Spectrum Model as evidenced by
demonstration of proficiency in Knowledge acquisition(K), Skill application(S) and
Values development(V).
At the conclusion of the course, the student will demonstrate the ability to:
A. apply effective principles of classroom planning for an inclusive, diverse setting
(K,S)
B. apply effective classroom planning to learning activities K,S)
C. evaluate the outcomes of his/her teaching based on assessment of student
achievement (K,S,V)
D. describe and evaluate his/her performance as a professional (K,S,V)
II. Course Content
The Professional Internship covers a period of one semester of full-time work in an
assigned classroom under the direct guidance of a cooperating master teacher in a
public school.
A. Planning Cluster involving the development and refinement of skills in (K,S):
1. organizing subject matter into sequenced learning activities
2. writing clear lesson plans based on long-term and short-term objectives
3. using a variety of teaching strategies to meet the needs of an inclusive, diverse
classroom. Note that the needs of English language learners are the subject of
the prerequisite course EMSE 3903.
4. using a variety of multi-sensory, multimedia materials and equipment including
technology
B. Teaching Cluster involving the development and refinement of skills in (K,S):
1. creating a positive learning atmosphere for an inclusive, diverse classroom
including setting expectations for student behavior and achievement
2. initiating a lesson by arousing the interest of students in learning appropriate
content, skills and values
3. developing clear and complete explanations, directions and assignments
4. using a variety of questions
5. using summaries, review or closing set in the conclusion of lessons
6. applying transitions between activities and lessons
7. optimizing student time-on-task
8. stimulating critical thinking, problem solving and decision making
9. integrating student questions and comments into lessons and involvement of
students in discussion and activities
10. developing verbal and nonverbal techniques of communication with pupils
11. using nonverbal behavior to support verbal communication
12. developing creative teaching approaches and encouraging creativity in pupils
13. maintaining classroom discipline
14. managing the physical environment and movement within it
15. developing rapport with and respect for students
16. developing sensitivity to human, cultural and ability differences
17. integrating effective knowledge of subject matter into the classroom curriculum
18. demonstrating proficiency in English or the language of instruction based on
appropriate speaking and writing
C. Assessment Cluster involving development and refinement of skills in (K,S,V):
1. assessing pupil achievement based on instructional goals and objectives
2. revising lesson plans and instruction based on student achievement feedback
3. using teacher-made tests, portfolios and other forms of assessment for
purposes of assigning grades and providing feedback to students
4. assisting students in assessment of their own progress
5. devising solutions for specific learning problems
6. reporting to parents, students, peers and community members
7. developing and implementing child study model including population
identification, observation and interviews, data collection and assessment of
findings
D. Professional Development Cluster involving personal growth in (K,S,V):
1. fulfilling professional and other responsibilities
2. cooperating with members of the school community and parents
3. seeking, weighing and acting upon advice from the College Supervisor and
Cooperating Teacher
4. developing existing skills and continuing acquisition of new skills
5. expanding knowledge and understanding of teaching as an activity and a
profession
6. consulting, collaborating and teaming with teachers, specialists, parents,
community personnel and others in solving problems and meetings needs of a
particular student
7. referring process including preparation of individualized education plans,
improvement projects
Ill. Methods of instruction
A. Observation of teaching / classroom instruction
1. The professional internship involves a full semester of observation and
teaching. The student begins observing and gradually takes over more teaching
responsibility until he/she is fully in charge of all curriculum and instruction
within the classroom, usually by the middle of the semester.
2. The professional internship will involve daily review and critique by the
Cooperating Teacher and observation and critique every other week by the
College Supervisor.
B. Individual and group conferences
1. The College Supervisor will confer with interns individually or in groups after
each observation and as many times prior or subsequent to each visit as
necessary.
2. Group conferences will take place when the College Supervisor feels a need for
instruction or discussion among a group of interns who may be assigned to the
same or nearby school districts. Group conferences will usually be held after
school hours in the field.
C. Videotaping
1. Videotaping a student teacher's lesson will be recorded.
2. The student will be responsible for arranging and conducting the videotaping
session.
3. The student teacher and College Supervisor will meet at an assigned time after
the normal school day to review and critique the taped lesson.
D. On-campus seminars and professional contact
1. Three mandatory, on-campus evening seminars will be held for student
teachers. These will be designed to maintain the student teacher-university
contact and to refine, develop and apply their teaching skills.
2. The seminars will typically encompass the following: a. an initial general
seminar led by the Elementary Education Coordinator b. participation in at least
one session of Teachers' Meeting Place c. attendance at one meeting of the
Kean University's Student Chapter of the Association for Supervision and
Curriculum Development
3. Student teachers will be encouraged to attend added meetings of these and
other professional groups and to gain additional information through their
respective Internet sites.
4. Students will be encouraged to maintain professional contact with Teachers'
Meeting Place and their various School of Education professors through e-mail.
E. Completion of Teacher Work Sample Portfolio
IV. Methods of Evaluation
A. Professional Internship notebook which includes lesson plans, time schedules,
classroom materials and other pertinent information
B. Observation by College Supervisor and Cooperating Teacher of classroom
instruction (K, S,V)
C. Conference with Professional Intern, Cooperating Teacher and College Supervisor
(K,S,V)
D. Student log especially indicating problems and improvement and growth as a
professional (K,S,V)
E. Analysis of videotape made during the Professional Internship (K,S,V)
F. Use of Narrative Observation Form (K,S,V)
G. Use of Competency Evaluation Form (K,S,V)
H. Required participation in three evening meetings including Student Seminar,
Teachers' Meeting Place and Kean University Association for Supervision and
Curriculum Development-Student Chapter (K,S,V)
V1. Suggested Texts
A. None. Appropriate readings will be selected from the bibliography.
VII. Bibliography
A. Print Media
Current Works
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development, 1994.
Baker, Gwendolyn C. Planning and Organizing for Multicultural Instruction. (2nd ed.)
Reading, MA: Addison-Wesley, 1994.
Banks, James. Multiethnic Education: Theory and Practice. (3rd ed.) Boston: Allyn and
Bacon, 1994.
Banks, James. Multicultural Education: Issues and Perspectives. (2nd ed.) Boston: Allyn
and Bacon, 1993.
Banks, James. An Introduction to Multicultural Education. Boston, Allyn and Bacon,
1994.
Beane, James A. ed. Toward a Coherent Curriculum - 1995 ASCD Yearbook.
Alexandria, VA: Association for Supervision and Curriculum, 1995.
Blanchard, Jay and Ursula Casanova. ' Modern Fiction about School Teaching: An
Anthology. Boston: Allyn and Bacon, 1996.
Bonstingl, John Jay. Schools of Quality. Alexandria, VA: Association for Supervision
and Curriculum, 1992.
Brooks, Jacqueline Grennon and Martin G. Brooks. ' In Search of Understanding: The
Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision
and Curriculum, 1993.
Clark, D. Cecil. Teaching, An Introduction. New York: Harcourt Brace Jovanovich, 1990.
Cooper, James M. Teachers' Problem Solving: A Casebook of Award Winning Teaching
Cases. Boston, Allyn and Bacon, 1995.
Davidmann, Leonard. Teaching with a Multicultural Perspective: A Practical Guide.
White Plains, NY: Longman, 1994.
Glasser, William. The Quality School. New York: Harper and Row, 1990.
Gutek, Gerald L. ' Philosophical and Ideological Perspectives -on Education. Boston:
Allyn and Bacon, 1997.
Hirsch, E.D.(ed.) Books to Build On: A Grade-by-Grade Resource Guide for Parents
and Teachers. New York: Dell, 1996.
Hirsch, E.D. The Schools We Need - Why We Don't Have Them. New York: Doubleday,
1996.
Hostetler, Karl D. Ethical Judgment in Teaching. Boston: Allyn and Bacon, 1997.
Huyvaert, Sarah H. Reports from the Classroom: Cases for Reflection. Boston: Allyn
and Bacon, 1995.
Joyce, Bruce, James Wolf, and Emily Calhoun. The Self-Renewing School. Alexandria,
VA: Association for Supervision and Curriculum, 1993.
Kilpatrick, William. Why Johnny Can’t Tell Right from Wrong. New York: Simon and
Schuster, 1992.
King, Edith W., Marilyn Chipman and Marta Cruz-Janzen. Educating Young Children in
A Diverse Society. Boston: Allyn and Bacon, 1994.
Kozol, Jonathan. Savage Inequalities: Children in America's Schools. New York: Harper
Collins, 1991.
Krmpotich, Janet G. Inclusion: A Classroom Teacher's Perspective. Apple Valley, MN:
HKB Publishing Co., 1996.
Joyce, Bruce and Emily Calhoun. Learning to Teach Inductively. Boston: Allyn and
Bacon,1998.
Levine, Daniel U. and Rayna F. Levine. Society and Education. Boston: Allyn and
Bacon,1996.
Lickona, Thomas. Educating for Character: How our Schools can Teach Respect and
Responsibility. New York: Bantam, 1991.
McLare, Peter. Life in Schools: An Introduction to Critical Pedagogy in the Foundation of
Education. (3rd ed.) New York: Longman, 1998.
New Jersey State Department of Education. New Jersey Core Content Curriculum
Standards, May, 1996.
Putnam, JoAnne. Cooperative Learning in Diverse Classrooms. Upper Saddle River,
NJ: Merrill, 1997.
Schwartz, Stuart E. Coping with Crisis Situations Englewood Cliffs, N.J.: Prentice-Hall,
1990.
Sowell, Thomas. Inside American Education. New York: The Free Press, 1993.
Spring, Joel. The American School, 1642-1990. (2nd edition) New York: Longman,
1990.
Sylwester, Robert. A Celebration of Neurons: An Educator's Guide to the Human Brain.
Alexandria, VA: Association for Supervision and Curriculum, 1995.
Timm, Joan Thrower. Four Perspectives in Multicultural Education. Belmont, CA:
Wadsworth Publishing Co., 1996.
Seminal Works
Berlak, Ann and Harold. Dilemmas of Schooling and Teaching and Social Change.
London: Methuen, 1981.
Berliner, David C. and Barak Rosenshine, (eds.). Talks to Teachers. New York:
Random House, 1987.
Banks, James. Teaching Strategies for Ethnic Studies. Boston: Allyn and Bacon, 1988.
Combs, Arthur W. A Personal Approach to Teaching: Beliefs that Make a Difference.
Boston: Allyn and Bacon, 1982.
Cruickshank, Donald R. Reflective Teaching: Preparation of Students of Teaching.
Reston, VA: ATC, 1987.
Curwin, Richard L. and Allen N. Mendler. Discipline with Dignity. Alexandria, VA:
Association for Supervision and Curriculum, 1988.
Della-Cora, Delmo and Lois Blanchard (eds.). Moving Toward Self-Directed Learning.
Alexandria, VA: Association for Supervision and Curriculum, 1979.
Dewey, John. How We Think: A Restatement of the Relation of Reflective Thinking to
the Educative Process. Boston: D.C. Heath, 1933.
Dewey, John. Experience and Education. New York: Macmillan, 1938.
Dreikurs, Rudolf. Maintaining Sanity in the Classroom. New York: Harper and Row,
1971.
Dunkin, Michael J. and Bruce J. Biddle. The Study of Teaching. Lanham, MD. University
Press of America, 1982.
Eisner, Elliot W. The Educational Imagination. New York: Macmillan, 1979.
Feinberg, Walter and Jonas F. Soltis. School and Society. New York: Teachers College
Press, 1985.
Fenstermacher, Gary D. and Jonas F. Soltis. Approaches to Teaching. New York:
Teachers College Press, 1985.
Fischer, Louis and David Schimmel. The Rights of Students and Teachers. New York:
Harper and Row, 1981.
Gagne, Robert M. Essentials of Learning for Instruction. Hinsdale, Ill.: Dryden Press,
1974.
Glasser, William. Schools Without Failure. New York: Harper and Row, 1969.
Glasser, William. Control Theory in the Classroom. New York: Harper and Row, 1986.
Goodlad, John 1. A Place Called School. New York: McGraw-Hill, 1983.
Guild, Pat Burke and Stephen Garger. Marching to Different Drummers: Teaching
Styles. Alexandria,VA: Association for Supervision and Curriculum, 1985.
Good, Thomas L. and Jere E. Brophy. Looking in Classrooms. New York: Harper and
Row, 1978.
Greene, Maxine. Teacher As Stranger Belmont, CA: Wadsworth, 1973.
Highet, Gilbert. The Art of Teaching New York: Vintage Books, 1950.
Hawkins, D. "What It Means to Teach," Teachers College Record, 75 (1), 1973, 7-16.
Hirsch, E.D. Cultural Literacy: What Every American Needs to Know. Boston: Houghton
Mifflin, 1987.
Hosford, Philip L. (ed.). Using What We Know About Teaching. Alexandria, VA:
Association for Supervision and Curriculum, 1984.
Hyman, Ronald T. Ways of Teaching. Philadelphia: J.B. Lippincott, 1974.
Jacobs, Heidi Haynes. Interdisciplinary Curriculum: Design and Implementation.
Alexandria, Va.: Association for Supervision and Curriculum, 1989.
Joyce, Bruce and Marsha Weil. Models of Teaching. Englewood Cliffs, N.J.: PrenticeHall, 1986.
Kidder, Tracy. Among School Children. Boston: Houghton Mifflin, 1989.
Kohl, Herbert. On Teaching. New York: Schocken Books, 1976.
Kohl, Herbert. Growing Minds: On Becoming A Teacher. New York: Harper and Row,
1984.
McNeil, Linda. Contradictions of Control. New York: Routledge & Kegan Paul, 1986.
Natkins, Lucille G. Our Last Term: A Teacher's Diary Lanham, MID: University Press of
America, 1986.
Orlich, Donald, et al. Teaching Strategies: A Guide to Better Instruction. Lexington,
MA: D.C. Heath & Co., Inc., 1985.
Phillips, D.C. and Jonas F. Soltis. Perspectives on Learning. New York: Teachers
College Press, 1985.
Posner, George J. Field Experience, A Guide to Reflective Teaching, Second Edition.
New York: Longman, 1989.
Powell, Arthur G., et al. The Shopping Mall High School. Boston, MA: Houghton Mifflin,
1985.
Ravitch, Diane. The School s We Deserve: Reflections on the Educational Crisis of our
Time. New York: Basic Books, 1985.
Rubin, Louis J. Artistry and Teaching. New York: Random House, 1985.
Ryan, Kevin. Don't Smile Until Christmas: Accounts of the First Year of Teaching.
Chicago, Ill.: University of Chicago Press, 1970.
Ryan, Kevin, et al. Biting the Apple, Accounts of First Year Teachers. New York:
Longman, 1980.
Schon, Donald. The Reflective Practitioner: How Professionals Think. New York: Basic
Books, 1984.
Sizer, Theodore. Horace's Compromise: The Dilemma of the American High School.
Boston, MA: Houghton Mifflin, 1985.
Wallat, Cynthia and Richard Goldman. Home, School, Community Interaction.
Columbus, OH: Charles E. Merrill, 1979.
Wragg, E.C., (ed.). Classroom Teaching Skills. New York: Nichols Publishing Co., 1984.
Zumwalt, Karen K., (ed.). Improving Teaching Alexandria, VA: Association for
Supervision and Curriculum, 1986.
B. Internet Sites
Kean University Education Sites
Kean University Home Page
http://www.kean.edu/
School of Education
http://Www.kean.edu/schools.ed.html
Teachers' Meeting Place
http://www.planet.net/ptmpheal/
Teaching Performance Center
www.kean.edu/tpc
Professional Education Associations
National Council for Geographic Education
http://Www.ncge.org/
National Council for History Education
www.history.nche.org
National Council for Teachers of English
http://Www.ncte.org
National Council for Teachers of Mathematics
http://www.nctm.org/
National Council for Teachers of Science
http://Www.nsta.org/
National Council for the Social Studies
http:/twww.ncss.org/
General Educational / Other Sites
Ask Eric
http://ericir.syr.edu/
Awesome Library - K-12 Education Directory
http://www.neat-schoolhouse.org/awesome.htmI
Children's Software Reviews
http://qv3pluto.leidnuniv.nl/steve/reviews/welcome.htm
Classroom Connect
http://www.classroom.net/
Developing Educational Standards: Overview
http://putwest.boces-org/standards.html
Educational Software Institute
http://www.edsoft.com/
The Federal Web Locator
http:/www.law.vill.edu/fed-agency/fedweb.new.html
Library of Congress
http://thomas.loc.gov/
New Jersey Search
http:/twww.njsearch.com/
New Jersey State Legislature
http://Www.njleg.state.nj.us
Newsweek Parent's Guide to Children's Software
http://www.NewsweekParentsGuide.com/
SuperKids Educational Software Review
http://Www.superkids.com/
World Village School House
http://www.worldvillage.com/wv/School/html/school.htm
Search Engines
Alta Vista
http://altavista.digital.com/
Lycos
hftp://Www.lycos.com/
Search.Com
http://Www.search.com/?nscp
Yahoo
http://www.yahoo.com/
C. Non-Print Material
K-404
M2-404/5
M2-214
M2-582
C-212
Assertive -Discipline in the classroom
Class and the Classroom
Classroom Management
Cognitive Development
A Curriculum Manifesto
C-209
M2-697
M'691
K-366
M2-575
M2-172
UC-1 15
M2-665
M2-362
M2-298
M2-359
C-851
K-383
M-822
K-517
VC-255
M2-576
VC- 12/23
VHS-367
N2-158
K-340
C-21 1
K-371
VHS kit-1
C-625
M2-3211
M2-661
EMSE Dept.
EMSE Dept.
Curriculum Planning as it Should Be
Dealing with Discipline Problems
Glasser on Discipline
Glasser's Ten Steps to Discipline
How Children Learn
I Do and I Understand
Implementing Humanistic Education in the Schools
Koestler on Creativity
Learning
Learning About Learning
Learning with Today's Media
Mainstreaming
Mainstreaming: Classroom Management Technique
Mainstreaming in Action
Mainstreaming the Handicapped: A New Perspective
Mastery Teaching with Madelyn Hunter
More Than School
Motivating Children to Learn
Motivation and Teaching
Multidisciplinary Teaching of a Class
Open Education
The Process of Education Reconsidered: Jerome S. Bruner
P.L. 94-142
Teaching Skillful Thinking
The Works of B.F. Skinner
Theory Into Practice
What is Teaching? What is learning?
Belonging
Circles of Learning