CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION
SINGLE SUBJECT CREDENTIAL PROGRAM
ESEC 550A Student Teaching Seminar I
Instructor
Office
Ofice Hours
Office Telephone
E-mail
Year/Quarter
Time/days/location
Conceptual Framework:
The College of Education at CSUS is dedicated to the development and
support of wise, reflective professional educators who will work toward
a just and diverse society that embraces democratic principles. The
wise professional educator:
 possesses rich subject matter knowledge,
 applies sound judgment to professional practice and conduct,
 applies a practical knowledge of context,
 respects multiple viewpoints,
 reflects on professional practices and follows up with
appropriate action.
(College of Education Conceptual Framework, 2006)
Course Description
Seminar to accompany the first quarter of student teaching. Includes
curriculum planning, instruction, student evaluation, and classroom
management with assignments related to the student teaching placement and
observations
Course Overview
This course is designed to prepare teacher candidates for successful
completion of their student teaching assignment and for the entry and
success in a professional teaching position in public education. It is taught
with the premise that behind the practice of teaching there is a science, a
body of organized knowledge. It is a competency based course in that
students must demonstrate what they have learned. The teaching/learning
methods used in this course will include lecture/demonstration, small group
work, class discussion, a variety of active-learning techniques, microteaching,
and independent work. Students will complete fieldwork observations and
prepare a portfolio that documents professional development based on the
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California Standards for the Teaching Professional and the California 2042
Teaching Performance Expectations (TPE’s). The structure for the course will
focus on daily student teacher experiences, personal professional
development through reflection and portfolio documents, and contemporary
adolescent learners.
Relevant Professional Standards
The California Standards for the Teaching Profession (CSTP) and the
California Teacher Performance Expectations provide the foundation for the
2042 Single Subject Credential Program. The ESEC 550A course objectives
are linked to the CSTP and reflect as well the course objectives outlined in
the CSUSB Single Subject Handbook. The numbers in parentheses after
each objective also indicate which of the SB 2042 Teacher Performance
Expectations (TPE’s) that are addressed by that particular objective.
Course Objectives--based on the Knowledge, Skills and Dispositions
that Students have of the CSTP
This course is designed to assist student teachers to:
1. Talk about their experiences in an open forum with peers and
instructors (Standards 6.1, 6.5) (TPE’s 1B, 2, 4, 5, 6B & C, 7, 8, 9, 10,
11, 12, 13)
2. Reflect upon their professional development experiences in teaching
by creating assessing, and implementing action plans based on their
reflections (Standard 6.1) (TPE’s 1B, 2, 3, 4, 5, 6B & C, 7, 8, 9, 10, 11,
12, 13)
3. Develop a personal portfolio that provides evidence of their
professional development and compliance with all of California’s
Standards for Teacher Preparation and TPE’s. (Standards 6.1, 6.5)
(TPE’s 2, 13)
4. Engage in instructor-lead activities that focus on secondary schools
and characteristics of contemporary adolescents (Standards 1.0 –5.5)
(TPE’s 1B, 2, 4, 5, 6B&C, 7, 8, 10,11)
5. Complete Fieldwork experiences that focus on School/Classroom
Climate, Management, and Instruction. (Standards 1.1, 1.3, 1.5, 2.12.6, 4.1, 4.2, 4.5, 5.4, 5.5,6.1, 6.5) (TPE’s 4, 5, 6B & C, 7, 8, 10, 11,
12, 13)
Dispositions
 Develop a teaching philosophy and learning environment that views all
students as gifted and that all students can learn.
 Develop a learning environment that hones the knowledge and skills of
all students to be life long learners and productive citizens.
 Develop and practice a philosophy and pedagogy that sees
individuals, cultures, social class, family, gender, learning styles,
language, sexual orientation, as strengths and challenges rather than
weaknesses or deficiencies.
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 Develop and give time, attention and consistency to your content
pedagogy to provide access and equity to all students.
 Develop and engage in on-going self-assessment, self-examination
and reflection and view change as a constant.
ESEC 550A: Student Teaching Seminar
Student teaching candidates are required to conduct observations and
complete fieldwork assignments from various program courses at their
assigned school sites for 10 weeks (Minimum of two days per week for a
total of 60 observation hours). In addition, student teaching candidates are
required to tutor a designated English Language Learner and a student with
special needs. The seminar class requires candidates to explore and reflect
on school-wide policies, classroom environments, classroom management
and procedures, and lesson planning. Candidates are required to develop a
Student Teaching Portfolio and a Course Syllabus/Management Plan.
Course Requirements
Summary of Assignments and Grading Information
(Details provided in supplementary materials and in class)
550A Assignments
CSUSB Daily Reflective
Logs (Must be typed)
Classroom Syllabus &
Management Plan
(2 Hard Copies)
CSUSB 550A Fieldwork
Observations
(2 hard copies for each
report)
1. Seating
Arrangements (10
pts)
2. Teacher Movement
(10 pts)
3. School Teacher
and Student
Handbooks
(10 pts)
4. Fighting Violence
Due
Points Comments
Date
Weekly 75
75 pts. (Total for quarter)
Checks
Reviewed by Master Teacher
and/or Supervisor (minimum
of 2 per week for 8 weeks –
based on days on campus)
Total = 16
50
Reviewed by Resident
Teacher and/or Seminar
Instructor
80
Reviewed by Resident
Teacher and/or Seminar
Instructor
3
(10 pts)
5. Taking Control of
the Classroom (10
pts)
6. English Language
Learners,
Immigrant/Migrant
Students (10 pts)
7. Class
Characteristics and
Climate (10 pts)
8. Parent Teacher
Relations (10 pts)
Effective Teacher
Questionnaire
(Two Hard Copies)
Portfolio Presentations
Final Log Sheets (60
Hours)
Attendance and Class
Participation
40
25
Reviewed by Resident
Teacher and/or Seminar
Instructor
30
Course Evaluation Plan
A = 300 – 286 (95 – 100%)
COURSE
A- = 285 – 271(90 – 94 %)
B+ = 270 – 257 (86 – 89 %)
B = 257 – 247 (82 – 85 %)
B- = 246 – 233 (78 – 81%)
BELOW 233 points = NO CREDIT FOR
If you are on financial aid: Please be aware that receiving grades of F, I, NC,
and WU may have an impact on your financial aid. It is a student’s
responsibility to maintain financial aid eligibility.
Required Text(s)/Resources
Wong, Harry and Wong, Rosemary. How To Be An Effective Teacher-The
First Days of School. Mountain View, CA. Harry K. Wong Publications, 2004.
Adams, Shea, Liston, Deever (2006) Learning to Teach, A Critical Approach
to Field Experiences. New Jersey: Lawrence Erlbaum Associates, Publishers,
2006.
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College of Education CSUSB. Secondary Student/Intern Teaching Handbook
(online)
http://www.csusb.edu/coe/programs/single_subject_cred/index.htm
Content Standards for California Public Schools – Grades 7-12 (Individual
Single Subject Major)
California English Language Development Standards – Adopted July 1999
Common Assignment: Portfolio
Recommended Resources
Jones, F. Tools for Teaching – Discipline – Instruction – Motivation. Santa
Cruz, CA. Fredrick H. Jones & Associates, Inc., 2000.
Larrivee, Barbara. Authentic Classroom Management. Needham Heights, MA
Allyn and Bacon, 2006.
Kagen, Spenser. Cooperative Learning. Resources for Teachers, Inc., 2007.
Course Guidelines and Policies
Attendance, participation and preparation are essential for an individual
to successfully complete the requirements of this course. There are
group activities and mini-lessons in this course that can’t be made up.
Fifteen points will be deducted for a student’s first missed session. Fifteen
points will be deducted for the student’s second missed session. A student’s
third missed session will result in no credit for the course.
If a student must miss all or part of a class session due to illness or an
emergency, it is their responsibility to check with the instructor or other
classmates, in advance of the subsequent class session, regarding any
materials handed out the night of an absence.
Late arrivals and early departures are unacceptable. If a student is late or
leaves early a total of five points will be deducted per occurrence.
All written assignments must be typed, doubled spaced, proofread, and
corrected using a word-processing program unless special instructions
indicate otherwise.
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All written assignments must be well presented, organized and without
spelling errors.
All written assignments must be identified with student name, student ID
number, date and title of assignment.
All work must be submitted on time. Points will be deducted for late work
(15% of grade) and no assignment will be accepted after one week.
Incompletes will not be given since several of the assignments involve group
activities.
Cell phones and pagers are to be turned off during class time.
According to College of Education policy, any grade below a B- is not
acceptable for the credential program. Please note that although your
final grade is based on a point system, all assignments must be
completed in order to receive a B- or above.
The CSUSB policy on plagiarism requires that you acknowledge and
document all work submitted that is taken from other sources. Failure to do
so may result in a failing grade or other disciplinary measures. (See CSUSB
Policy)
Commitment to Diversity
In our commitment to the furthering of knowledge and fulfilling our
educational mission, CSUSB, seeks a campus climate that welcomes,
celebrates, and promotes respect for the entire variety of human experience.
In our commitment to diversity, we welcome people from all backgrounds and
we seek to include knowledge and values from many cultures in the
curriculum and extra-curricular life of the campus community. Dimensions of
diversity shall include, but are not limited to, the following: race, ethnicity,
religious belief, sexual orientation, sex/gender, disability, socioeconomic
status, cultural orientation, national origin, and age (from the CSUSB
Diversity Committee Statement of Commitment to Diversity, 1995).
In keeping with the university’s Commitment to Diversity, the faculty of the
College of Education fully support the Americans with Disabilities Act (ADA).
Faculty will provide reasonable accommodation to any student with a
disability who is registered with the Office of Services to Students with
Disabilities and who needs and requests accommodation.
If you are in need of an accommodation for a disability in order to
participate in this class, please let me know ASAP and also contact Services
to Students with Disabilities at the Palm Desert Campus in RG-209, 760-341-
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2883 extension 78117, or at the San Bernardino Campus in UH-183, 909537-5238, ssd@csusb.edu.
Course Calendar
550A Student Teacher Seminar 1
DATE
Week
One
Week
Two
Week
Three
Week
Four
Week
Five
Session Topics, Themes,
activities
Introductions/Model/Seating
Information
Course Overview/Required Texts
Observation Logs
CTPE’s Overview (handbook)
Daily Student Teaching Reflective
Logs
Assignments
Portfolio design and Overview
Review Daily Reflective Logs and
Lesson Plan Organization for
Subject Areas
Review Wong Basic Understandings
of the TEACHER
Check Portfolios Set-up and
Course Requirements
Positive expectations
Review Daily Reflective Logs
Set up portfolio sections
Begin data collection for portfolio
Review class handouts
Maintain Daily Journals/Lesson Plans
Discuss and Collect Field Work
#’s 1 and 2
Positive expectations - Wong
Portfolio Checks
Review Daily Reflective Logs
Discuss and Collect Field Work
#’s 3 and 4
Review Daily Reflective Logs
Week
Six
Discuss and collect Field Work #5
Effective Teaching and WONG
Review
Obtain CSUSB Single Subject Handbook
Obtain Copy of Single Subject Standards
Obtain Copy of ELD Standards
Obtain 4 -5 inch 3 ring binder (portfolio)
Begin Daily Reflective Logs and
Observation Hours
Read Wong - Units A (pgs 3 – 32)
Continue organization and data collection for
portfolio
Maintain Daily Journals/Lesson Plans
Complete Field Work Assignments 1&2:
 Seating Arrangements (pgs 21-22)
 Teacher Movement (pg 27)
Read Wong Unit B (pgs 34-78)
Continue Daily Reflective Logs
Continue data collection for portfolio
Complete Field Work Assignments 3&4:
 School Teacher and Student
Handbooks
 Parent/Student Rights &
Responsibilities
 Fighting Violence (pgs 41-42)
Continue Daily Reflective Logs
Continue data collection for portfolio
Complete Field Work Assignment # 5:
Taking Control of the Classroom (pgs 4344)
Continue data collection for portfolio
Continue Daily Reflective Logs
Read Wong Unit C (pgs 82 – 132)
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Portfolio Check
Review Daily Reflective Logs
Week
Seven
Week
Eight
Week
Nine
Week
Ten
Complete Field Work Assignment # 6:
 English Language Learners (145146)
Read Wong Unit C (pgs 133 – 190)
Discuss and collect Field Work #6 Continue data collection for portfolio
Review and Discuss Wong Unit C Continue Daily Reflective Logs
Classroom Management
Complete Field Work Assignment # 7:
Overview Class Syllabus and
 Class Characteristics and Climate
Management Plan
(pgs 67-69)
Portfolio Checks
Begin Design for Classroom Syllabus &
Review Daily Reflective Logs
Management plan for Portfolio (due
03/23/09)
Discuss and collect Field Work #7 Complete portfolios for presentations
Review and Discuss Wong Unit C (03/23/09)
Classroom Management
Continue Daily Reflective Logs
Review Effective Teaching
Continue design of syllabus and
Questionnaire
management plan due on 03/23/09
Complete Field Work Assignment # 8:
 Parent Teacher Relations (pg 107109)
Complete Effective Teacher
Questionnaire (03/16/09)
Discuss and Collect Field Work #8 Continue data collection for portfolio
Review and Collect Effective
Continue Daily Reflective Logs
Teacher Questionnaire
Read Wong UNIT D (pgs 196 – 266)
Review and Collect Course
Syllabus and Management Plan
Review Daily Reflective Logs
Supervisor Observations/Evals
Review Wong Unit D
Portfolio Presentations
Collect Log Sheets
Final Evaluations/Assessments
Grades due
Continue Daily Reflective Logs
Continue data collection for portfolio
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