ECE 445: Student Teaching (in 1st, 2nd, or 3rd grade)

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Eastern Connecticut State University
Course Syllabus
Department:
Education
Course Title:
Student Teaching (in 1st, 2nd, or 3rd grade)
Course Number:
ECE 445
Credit Hours:
3
Catalog Description:
A full semester of teaching experience in a primary grade setting,
designed to translate theory into practice and to fulfill the
requirements for Initial Teaching Certification issued by the
Connecticut State Department of Education.
Course Prerequisites:
Prerequisite: Admission to the ECE teacher education program,
completion of all required coursework, and approval of the advisor
and Director of Clinical Experiences. ECE 435, Assessment in
Early Childhood Education is a co-requisite. Graded: Credit/no
credit.
Purpose of the Course:
Serves as the culminating experience in the teacher education
program by combining theory and classroom practice and by
providing the required full-time supervised teaching experience for
CT initial teaching certification #113.
Texts:
1.
Machado, J. M., & Bootnarescue, H. M. (2007). Student
teaching: Early childhood practicum guide. Clifton Park,
NY: Delmar.
2.
Student Teaching Handbook, Office of the Director of
Clinical Experiences, Education Department
Field Work:
Full day, 12 weeks student teaching experience, supervised by a
state-trained cooperating teacher and a university supervisor.
Contact hours: 480 hours.
Supervisory Model:
This student teaching experience is coordinated by a university
supervisor, who visits every other week to observe, script,
videotape, and in other ways present teacher candidates with
objective data on their teaching and students’ learning
processes. Following an observation, supervisors implement a
Vygotskian model wherein they scaffold teacher candidates’
reflections on teaching and learning, through the use of openended questions and prompts. These prompts are carefully
framed to direct teacher candidates’ attention to critical events
in their teaching and their analysis of professional practice,
curriculum planning, and child responses and outcomes.
Course Outcomes Aligned with the Education Department's Performance Expectations,
NAEYC, CEC and CCCT Standards, and with Related Key Experiences
2
Outcomes
Performance
Expectations
2.1
1.1
5.1
NAEYC/CCCT/
CEC Standards
NAEYC 1a, 1b;
CCCT I1; CEC:
CC2K1, EC2K1
2. Display an understanding of
how students differ in their
approaches to learning.
1.1
2.3
3. Display an understanding of
the central concepts and skills,
tools of inquiry and structures of
the discipline(s) they teach.
4. Plan, design, and deliver
instruction based upon
knowledge of subject matter,
students, the curriculum and the
community.
5. Select and/or create learning
tasks that make subject matter
meaningful to students.
1.1
3.1
2.1
6. Employ a variety of
instructional strategies that
enable students to think
critically, solve problems and
demonstrate skills.
7. Support a range of student
learning differences by planning
and differentiating instruction.
3.1
2.1
1.1
NAEYC 1b;
CCCT I2; CEC:
CC2K5, CC3K3,
EC3S1, EC3S2
NAEYC 4b, 4c,
4d; CCCT I4, II1;
CEC: CC4S1,
EC4K1
NAEYC 1c; 4a,
4b, 4c, 4d; CCCT
I5, II1, II4; CEC:
CC4S3, EC4S1,
EC4S2
NAEYC 4d, 1c;
CCCT I6, II2;
CEC: CC5K8,
CC5S4, EC5S1
NAEYC 1a, 4b,
4c, 4d; CCCT I6,
II 6; CEC:
CC7K2, CC7S3
8. Establish and maintain
appropriate standards of behavior
and create a positive learning
environment that shows a
commitment to students and their
successes.
9. Use effective verbal,
nonverbal and media
communications techniques
which foster individual and
collaborative inquiry.
10. Monitor during the lesson for
student understanding and
adjusting instruction and pacing
2.1
1.1
2.3
5.1
3.2
1. Display an understanding of
how all children learn and
develop.
3.1
3.2
4.1
4.1
2.2
1.1
2.1
5.1
1.1
2.1
3.1
5.1
4.1
2.4
5.1
1.1
NAEYC 1a, 1b,
4b, 4d; CCCT I6,
II 6, II5; CEC
CC7S1, EC7S2
NAEYC 1a, 1c,
4b, 4d; CCCT II3,
II 2; CEC:
CC5K8, CC5S10,
EC5S3
NAEYC 1c, 4b;
CCCT II5; CEC:
CC4S1, EC4S6
NAEYC 3a, 3b;
CCCT II7; CEC
CC8S4, EC8S3,
Key Experiences





Student teaching
lesson plans, unit
goals, and
curricular
planning, done on
a daily, weekly
and monthly basis.
Daily observations
by cooperating
teacher, followed
by planned and
thoughtful
reflection of
effectiveness of
implementation.
Bi-weekly
observations by
university
supervisors,
followed by a
Vygotskian model
of scaffolded
reflection.
Teach-reflectrevise-re-teach
model for
facilitating a
professional
development
model of learning.
Gather and
analyze data for
child assessment
portfolio
completed in corequisite course
ECE 435.
3
when necessary.
11. Provide performance
feedback (oral or written) that
focuses on content or skills and
assists students in improving
their performance
12. Use various assessment
techniques, including multiple
sources of student data to
evaluate student progress and to
communicate information
13. Conduct themselves as
professionals in accordance with
the Code of Professional
Responsibility for Teachers
(Section 10-145s-400a of the
Connecticut Certification
Regulations.)
14. Evaluate their own
professional practices in regard
to developmental
appropriateness, cultural
sensitivity, overall teaching
quality, and effects on children.
2.1
2.3
2.4
5.1
EC8S6
NAEYC 3b, 3c;
CCCT II7, II4;
CEC CC8S4,
EC8S3, EC8S6
2.4
2.3
NAEYC 3a, 3b,
3c, 3d; CCCT II7,
II5; CEC CC8S4,
EC8S3, EC8S6
6.1
NAEYC 5a, 5b;
CCCT III1; CEC
CC9S1, EC9K1

Self-reflection and
observations by
cooperating
teacher and
university
supervisor.
6.1
1.1
2.1
2.4
NAEYC 5a, 5c,
5d; CCCT III3,
III4, III6; CEC
CC9S1, CC9K1

15. Pursue available professional
development opportunities
related to early childhood
education, including workshops,
seminars and conferences.
6.1
NAEYC 5a, 5c;
CCCT III4; III2,
III6; CEC:
CC9S12, EC9S5

16. Demonstrate communicative
and collaborative skills, and selfevaluation and reflection, as part
of an interdisciplinary team that
includes teachers, administrators,
and other professionals and
agencies serving young children
and their families.
17. With guidance from an
experienced teacher, demonstrate
communication skills in working
6.1
2.1
1.1
NAEYC 5a, 5b,

5c, 2c; CCCT III1,
III2, III5; CEC
CC9S4, CC9S12,
EC9S5
Daily observations
by cooperating
teacher, and biweekly
observations by
university
supervisors,
followed by a
Vygotskian model
of scaffolded
reflection.
Participation in
available and
relevant
professional
development
opportunities.
Participation in
available and
relevant curricular
and assessment
opportunities.
6.1
1.1
2.1
NAEYC 2a, 2b,
2c, 3d; CCCT III1,
III2, III6; CEC:

Participation in
available and
relevant family,
4
with parents and other family
members, including participation
in parent conferences and parent
meetings, home visits or phone
calls, and written notes to
families.
3.1
5.1
CC10K4,
CC10S10, EC10S1
parents and
community
outreach
opportunities.
Course Outline
1. Teacher candidates will spend the 12 weeks of their student teaching observing, preparing
and implementing curricular units. These units will be based on their understanding of
the needs of the students, learning differences, school and community needs and state
standards.
2. Teacher candidates will practice and develop their abilities to maintain appropriate standards
of behavior in the classroom and will create a positive learning environment that shows a
commitment to students and their successes.
3. Teacher candidates will practice effective verbal, nonverbal and media communications
techniques to foster individual and collaborative inquiry.
4. Teacher candidates will practice various forms of formative and summative assessments.
5. Teacher candidates will understand and practice ethical and professional behavior with
children, families, school personnel and other administrators.
6. Teacher candidates will evaluate their own professional practices in regard to developmental
appropriateness, cultural sensitivity, overall teaching quality, and effects on children and
constantly seek to improve themselves.
Key Experiences
1.
Student teaching lesson plans, unit goals, and curricular planning, done on a daily,
weekly and monthly basis, following the guidelines of the state planning format.
2.
Daily planned and thoughtful reflection of effectiveness of implementation, with the
assistance of the cooperating teacher.
3.
Bi-weekly observations by university supervisors, followed by a Vygotskian model of
scaffolded reflection.
4.
Gather and analyze data for child assessment portfolio completed in co-requisite course
ECE 435.
5.
Analyze teaching effectiveness by thoughtful analysis of all teaching areas using the
CCCT as a framework.
6.
Participation in available and relevant professional development opportunities.
7.
Participation in available and relevant curricular and assessment opportunities.
8.
Participation in available and relevant family, parents and community outreach
opportunities.
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