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.