EDUK 483.110: Spring2014
SYLLABUS
EDUK 483.110: INTERNSHIP IN CLASSROOM TEACHING
SPRING 2014 SECTION 110
Instructor: Dorleen Hooten, Ed.D.
Assistant Professor, Certification Officer
College of Education
Texas A&M University-Central Texas
1001 Leadership Place, Killeen TX 76549
Office: #216, Fairway Building, 701 Whitlow, Killeen
Work Email: dkhooten@ct.tamus.edu
Work Phone: 254.519.5791
Office Hours: By appointment
Fax Number: 254.519.5788
UNILERT
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communicate health and safety emergency information quickly via email and text message. By enrolling in
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Please enroll today at TAMUCT.org/UNILERT.
COURSE INFORMATION
Program Goal: Texas A&M University-Central Texas students, upon completion of certification requirements,
will be reflective professional educators who make effective educational decisions that support the creation
of dynamic learning environments.
1.0 Course Overview and Description: EDUK 483: This internship includes supervised, field-based
activities in public school classrooms. Major emphasis is placed on the development of instructional
strategies and professional practices designed to improve teaching performance. Students are required to
conduct a reflective analysis of their teaching performance. May be repeated for credit. Prerequisite:
Admission to the Practicum in Teaching.
2.0 Course Objective: The student will demonstrate effective practices in a field-based setting and reflect on
his/her role as a professional educator as he/she moves forward on the continuum from pre-service to inservice educator. The student will demonstrate effective practices in a field-based setting and reflect on
his/her role as a professional education as he/she moves forward on the continuum from pre-service to inservice educator.
EDUK 483.110: Spring2014
Course Understandings:
 The pre-service teacher understands the professional roles and responsibilities and adheres to the legal
and ethical requirements of the profession.
 The pre-service teacher understands the structure of the education system in Texas.
 The pre-service teacher understands the importance of using reflection and ongoing self-assessment to
enhance teaching effectiveness.
 The pre-service teacher understands the importance of continuing professional development.
 The pre-service teacher understands the types of interactions among professionals and his/her roles in
collaboration.
 The pre-service teacher understands the importance of interacting and communicating with families and
community members.
 The pre-service teacher understands instructional decision-making including developing learning goals,
assessment plans, instructional design and analyzing student learning.
2.1 Student Learning Outcomes:
1. The pre-service teacher demonstrates knowledge of the state accountability system in selecting content
for lesson plans.
2. The pre-service teacher fulfills the professional roles and responsibilities of a teacher and adheres to
legal and ethical requirements of the profession.
3. The pre-service teacher designs instruction appropriate for all students that reflects an understanding of
relevant content and is based on continuous and appropriate assessment.
4. The pre-service teacher creates a classroom environment of respect and rapport that fosters a positive
climate for learning, equity, and excellence.
5. The pre-service teacher promotes student learning by providing responsive instruction that makes use of
effective communication techniques, instructional strategies that actively engage students in the learning
process, and timely, high-quality feedback.
6. The pre-service teacher utilizes technology ethically and legally.
7. The pre-service teacher recognizes the value of reflective practice to facilitate growth as a professional
educator.
Student Learning Outcomes Related to Technology
1. Assignments will be computer generated.
2. Teacher Work Sample will reflect the integration of technology.
a. Use of technology will be demonstrated within lesson plan delivery.
b. Use of technology will be used to determine student progress and achievement.
2.2 Course Competency Goal Statements:
Pedagogy and Professional Responsibility Standards
Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of
content and is based on continuous and appropriate assessment.
Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive
climate for learning, equity, and excellence.
Standard III: The teacher promotes student learning by providing responsive instruction that makes use
of effective communication techniques, instructional strategies that actively engage students in
the learning process, and timely, high-quality feedback.
Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical
requirements of the profession.
Technology Application Standards I-V
Standard I: All beginning teachers use technology-related terms, concepts, data input strategies, and ethical
practices to make informed decisions about current technologies and their applications.
Standard II: All beginning teachers identify task requirements, apply search strategies, and use current
technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
EDUK 483.110: Spring2014
Standard III: All beginning teachers use task-appropriate tools to synthesize knowledge, create and modify
solutions, and evaluate results in a way that supports the work of individuals and groups in
problem-solving situations.
Standard IV: All beginning teachers communicate information in different formats and for diverse audiences.
Standard V: All beginning teachers know how to plan, organize, deliver, and evaluate instruction for all
students that incorporates the effective use of current technology for teaching and integrating
the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
TExES Competency 001
The beginning teacher understands human development processes and applies this knowledge to plan
instruction and ongoing assessment that motivates students and is responsive to their developmental
characteristics and needs.
TExES Competency 002
The beginning teacher understands student diversity and knows how to plan learning experiences and design
assessments that are responsive to differences among students and that promote all students’ learning.
TExES Competency 003
The beginning teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.
TExES Competency 004
The beginning teacher understands learning processes and factors that impact student learning and
demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.
TExES Competency 005
The beginning teacher knows how to establish a classroom climate that fosters learning, equity, and
excellence and uses this knowledge to create a physical and emotional environment that is safe and
productive.
TExES Competency 006
The beginning teacher understands strategies for creating an organized and productive learning environment
and for managing student behavior.
TExES Competency 007
The beginning teacher understands and applies principles and strategies for communicating effectively in
varied teaching and learning contexts.
TExES Competency 008
The beginning teacher provides appropriate instruction that actively engages student in the learning process.
TExES Competency 009
The beginning teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate
instruction for all students.
TExES Competency 010
The beginning teacher is a reflective practitioner who knows how to promote his or her own professional
growth and can work cooperatively with other professionals in the system to create a school culture that
enhances learning and encourages positive change.
TExES Competency 011
The beginning teacher understands the importance of family involvement in children's education and knows
how to interact and communicate effectively with families.
TExES Competency 012
EDUK 483.110: Spring2014
The beginning teacher enhances professional knowledge and skills by effectively interacting with other
members of the educational community and participating in various types of professional activities.
TExES Competency 013
The beginning teacher understands and adheres to legal and ethical requirements for educators and is
knowledgeable of the structure of education in Texas.
3.0 Required Reading:
Learner-Centered Schools for Texas: A Vision for Texas Educators
4.0 Course Requirements/Assessment Components
Successful development of a professional portfolio based on the Learner Centered Proficiencies.
SLO 2,3,4,5,6
Due Date: May 5, 2014
50 Total Points

Attendance/Professionalism
Students are expected to attend and actively engage in all class meetings. Students are expected to
arrive in a timely manner, dressed appropriately for each activity, and remain the entire length of the
activity. Cell phones and texting should not be visible or used during any of the activities or classes.
10 Total Points

Lessons Learned Reflective Paper
Students will submit a five to seven page reflective application paper for their student teaching
experience. The paper should include, at a minimum, illuminate what you see as the realities,
dilemmas, and rewards of teaching as well as any areas of your teaching you perceive as needing
further development. SLO 2,3,4,5,6
Due Date: May 5, 2014
20 Total Points

Community of Learners Research and Presentation
Students will conduct a thorough research on either 1) building a community of learners in the
classroom or 2) professional learning communities for educators. The findings will be presented to
the class in an electronic format. SLO 1,7
Due Date: April 23, 2014 20 Total Points
Work turned in late will lose one letter grade (10 points on 100 point scale).
Evaluation Summary
Activity
Points Available
Professional Portfolio
50
Attendance/Professionalism
10
Lessons Learned Paper
20
Learning Communities Research/Presentation
20
TOTAL
100
90 – 100 = A; 80 – 89 = B; 70 – 79 = C; 60 – 69 = D; 0 < 59 = F
Attendance Policy:
Attendance constitutes being present at your campus assignment and at scheduled university events for their
duration. Lack of attendance could result in a score of ‘unsatisfactory’ for this course.
Professionalism:
 Communication - communicate appropriately and effectively with colleagues, supervisors, students,
parents, caregivers and community members using various forms
EDUK 483.110: Spring2014

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Collaboration - work collaboratively with colleagues, mentors and supervisors to achieve the local, state,
and national goals of education
Commitment - demonstrate commitment to the teaching profession and exercise leadership for the
advancement of the profession and public education; be responsible, punctual, regular in attendance, and
prepared to participate in all aspects of professional development
Professional Development - Take responsibility for utilizing professional teaching practices and constantly
strive to improve through professional growth
Ethical Conduct - Uphold the Code of Ethics for Texas Educators and abide by local, state, federal rules,
regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional
colleagues, students, parents and members of the community.
5.0: Grading Criteria: Note: This is a pass/fail course.
Posting of Grades - Final grades will be posted to DuckTrax after completion of course requirements.
6.0: Complete Course Calendar
 See Section 1 of the Practicum in Teaching Notebook for full details.
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
7.0 Drop Policy: If you discover that you need to drop this class, you must go to the Records Office and ask
for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The record’s office will provide a deadline for which the form must be returned, completed and
signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax
and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office
immediately? You are to attend class until the procedure is complete to avoid penalty for absence. Should you
miss the deadline or fail to follow the procedure, you will receive an F in the course.
8.0 Academic Integrity: Texas A&M University-Central Texas expects all students to maintain high
standards of personal and scholarly conduct. Students guilty of academic dishonestly are subject to
disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an examination or other
academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible
for initiating action for each case of academic dishonestly. More information can be found
at www.tamuct.org/studentconduct.
9.0 Disability Support Services: Texas A&M University–Central Texas complies with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. TAMUCT promotes the use of the
Principles of Universal Design to ensure that course design and activities are accessible to the greatest extent
possible. Students who require reasonable accommodations based on the impact of a disability should
contact Gail Johnson, Disability Support Coordinator at (254) 501-5831 in Student Affairs, Office 114E. The
Disability Support Coordinator is responsible for reviewing documentation provided by students requesting
accommodations, determining eligibility for accommodations, helping students request and use
accommodations, and coordinating accommodations.
10.0 Tutoring:
TAMUCT offers its students tutoring, both on-campus and online. Subjects tutored include:
Accounting, Finance, Statistics, Mathematics, and Writing (MLA and APA). For hours, or if you're
interested in becoming a tutor, contact Academic Support Programs at 254-519-5496 or by emailing
gnichols@ct.tamus.edu.
EDUK 483.110: Spring2014
Tutor.com is an online tutoring platform that enables TAMUCT students to log-in and receive FREE
online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career
Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. Chat live with a tutor 24/7 for
any subject on your computer at www.tutor.com/tamuct, or use the Tutor.com To Go App on your
iPhone, iPod touch, or iPad. Visit www.tutor.com/togo to download the app for free. If you have any
questions about Tutor.com, please contact Ryan Thompson at 254-519-5796, or by emailing
rthomp8@ct.tamus.edu.
11.0 Library Services:
Library distance education services aims to make available quality assistance to A&M-Central Texas
students seeking information sources remotely by providing digital reference, online information
literacy tutorials, and digital research materials. Much of the A&M-CT collection is available instantly
from home. This includes over half of the library's book collection, as well as approximately 25,000
electronic journals and 200 online databases. Library Distance Education Services are outlined and
accessed at: http://www.ct.tamus.edu/departments/library/deservices.php
Information literacy focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques. Help
may include, but is not limited to: the exploration of information resources such as library
collections, the identification of appropriate materials, and the execution of effective search
strategies. Library Resources are outlined and accessed at:
http://www.ct.tamus.edu/departments/library/index.php
Technology Support: For technological or computer issues, students should contact the TAMU-CT
Blackboard Support Services 24 hours a day, 7 days a week:
Support Portal: http://www.ct.tamus.edu/bbsupport
Online chat (through the support portal at: http://www.ct.tamus.edu/bbsupport)
Phone: (855)-661-7965
For issues related to course content and requirements, contact your instructor.
TECHNOLOGY REQUIREMENTS AND SUPPORT
This course will use the new TAMU-CT Blackboard Learn learning management system to post all forms and
templates needed during the practicum.
Logon to http://tamuct.blackboard.com to access the course.
Username: Your Tarleton email address (the complete email address, e.g. john.doe@go.tarleton.edu)
Initial password: Your DuckTrax ID (UID)
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000,
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS 10.4
“Tiger®”
Check browser and computer compatibility by following the “Browser Check” link on the TAMU-CT
Blackboard logon page. (http://tamuct.blackboard.com) This is a CRITICAL step as these settings are
important for when you take an exam or submit an assignment.
EDUK 483.110: Spring2014
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under My Courses
tab. Click on that link and study the materials in this orientation course. The new Blackboard is a brand-new
interface and you will have to come up to speed with it really quickly. This orientation course will help you
get there. There is also a link to Blackboard Help from inside the course on the left-hand menu bar. The first
week of the course includes activities and assignments that will help you get up to speed with navigation,
sending and receiving messages and discussion posts, and submitting an assignment. Your ability to function
within the Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your
computer is configured correctly and address issues well in advance of deadlines.
What you can expect from me:
It is a privilege to be working with you during this most exciting time of your educational career. I want to
make your student teaching experience as successful as possible so that when you have your own classroom,
you will have the skills necessary to make an impact in the lives of your students. As such, I am available to
you at all times during this semester. This course has been designed to offer you support in the areas most
problematic to beginning teachers.
I will:
 Provide feedback on assignments within a week in most cases. The Teacher Work Sample will take
considerably longer.
 Return e-mail and phone calls usually within 24 hours.
 Take writing, grammar and spelling into consideration on all assignments.
 Treat each of you with the respect afforded a professional.
 Have high expectations for your success as a student and as a teacher.