San Jose State University
College of Science
Science Education Program
Single Subject Credential Program
Science Education 375: Fall 2011
Colloquium and Seminar
In Science Education
With Appendix SCED 184YZ
College of Education Vision
The College of Education at San José State University is a professional community of students, faculty,
and staff engaged in supportive partnerships to serve a community of culturally diverse children, youth
and families by pursuing scholarly and reflective inquiry, promoting, enhancing and increasing access
to a quality, lifelong education. Faculty staff and graduates are compassionate professionals who
interact in ethical ways and are mindful of our roles and responsibilities in a democratic society.
College of Education Mission
The mission of the College of Education is to prepare educators who will enhance the quality of
education for all students in our culturally diverse, technologically complex world.
Basic Values

Respect and appreciation for diversity

Promotion of equity and access to quality education

Excellence through scholarly activity and reflective professional practice

Continual professional and personal growth

Ethical, collegial, and humane interpersonal relationships as a basis for community
Secondary Education Philosophy
The philosophy of the Secondary Education Department at San Jose State University is based on a
vision of professional educators who can function effectively and sensitively in the multicultural,
multilingual, and technologically complex environment of today’s secondary schools. The faculty is
committed to preparing teachers who are critical and reflective practitioners who are prepared to do the
following:
1) make informed and thoughtful decisions in their daily practice
2) serve in diverse educational contexts
3) promote equity, respect for person, and social justice
4) provide fair-minded and responsive instruction for ethnically and linguistically diverse populations
These teachers must also be aware of uses of technology for learning, and they must be well prepared
in current education theory, research, methods, and practice.
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SCED 375 - Colloquium and Seminar in Science Education
Fall 2011
Thursday 4:30 pm – 6:30 pm, DH 246
Instructor:
Office:
Office Hours:
Michelle Steever
DH 224
Wednesdays 3-4 PM
or by appointment
e-mail: msteever@science.sjsu.edu
Phone: 408-924-5269
Fax: 408-924-5180
Course Website: https://sjsu.desire2learn.com/
Secondary Education
Expectations for Candidates – Dispositions
In accordance with the goals of the Single Subject Credential Program, candidates are expected to
demonstrate the following professional dispositions as they progress through course work and field
work experiences:
REFLECTIVENESS
RESPONSIBILITY
Indicators:
 Practices critical questioning
 Is responsive to criticism
 Is responsive to opposing views
 Examines personal strengths and
weaknesses
 Questions own beliefs and practices
 Exhibits flexibility
COMMITMENT TO PROFESSIONALISM
Indicators:
 Complies with obligations
 Oral and written agreements with others
 Coursework/Assignments
 Timeliness
 Engages actively in program
experiences
Indicators:
 Demonstrates an understanding of the legal obligations of teaching
 Demonstrates ongoing commitment to professional development
 Practices collaboration and collegiality to reach identified goals
COMMITMENT TO FAIRMINDEDNESS AND EQUITY
Indicators:
 Treats others with equal respect, courtesy, and dignity
 Is intolerant of all forms of harassment, discrimination, and exploitation
 Recognizes the need for differences to ensure equal treatment of all
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PURPOSE
This seminar is designed for you as a Phase II student teacher or intern, to support and assist you with
your teaching experiences. This seminar will support you by
(1)
extending your understanding of major ideas and emphases developed in your methods classes,
especially Science Methods 173
(2)
contribute to meeting the Teaching Performance Expectations (TPE), Standards of Quality and
Effectiveness for Professional Teacher Preparation Programs
(3)
contribute to your completion of the Performance Assessment for California Teachers (PACT)
(4)
provide a forum for discussion of issues related to your classroom experiences. The salient
features of California Teaching Performance Expectations (TPE) are:
o Making Subject Matter Comprehensive to Students
o Assessing Student Learning
o Engaging and Supporting Students in Learning
o Planning Instruction and Designing Learning Experiences for Students
o Creating and Maintaining Effective Environments for Student Learning
o Developing as a Professional Educator
Hopefully, this seminar will help guide you through many challenges you will face as you grow into a
strong and effective teacher because teaching is a vocation that requires constant renewal of mind and
heart, spirit and skills.
REQUIREMENTS
ATTENDANCE AND PARTICIPATION:
According to University policy F69-24, “Students should attend all meetings of their classes, not only
because they are responsible for materials discussed therein, but because active participation is
frequently essential to insure maximum benefit for all members of the class.”
This is a credit/no credit seminar without formal evaluation or examinations. Therefore, student
attendance and participation are essential. Students are expected to attend each session, be on time
and remain for the entire class period to receive full credit. Each student is expected to actively
participate, to complete all assignments, and to make significant and appropriate contributions to class
discussions and activities. Please call or email in advance when you cannot attend any session.
Due to time constraints, missed sessions cannot be made up. Students are required to turn off cell
phones during class hours. Failure to comply with this regulation will result in dismissal for the
remainder of the class period.
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ASSIGNMENTS
Readings, Written Assignments, Class/Online Discussions: To provide guidance, support, and a
context for reflecting upon their teaching experiences, students will be expected to complete reading
and written assignments and to participate in class discussions. Assignments received after the due
date/time will be subject to penalty. The following will be required for ONE of the courses that you are
teaching:
1.
2.
3.
4.
Course syllabus that outlines major topics and subtopics covered during the semester.
Curriculum Map for one unit taught during the semester .
Semester Calendar that sequences major topics on a timeline.
Weekly planning calendars for the entire semester in one course that indicate the sequence of
topics, lessons, objectives, strategies and assessments
5. Letter to Parents that introduces yourself and your goals for the semester.
6. Classroom Management Policy that describes rules, routines and procedures, rewards and
consequences.
7. Homework Policy that describes how homework will be posted, graded, collected, and how
late work will be handled.
8. Grading Policy that details how student achievement will be evaluated and measured.
9. Safety Plan that describes key safety issues and precautions.
10. Your own course Greensheet—though it may be modified and/or follow the format of another
teacher.
NOTE: Assignments required for Phase II Student Teaching SCED 184 Y&Z will be submitted to the
instructor of SCED 375. Review the course requirements, details, and due dates as provided in the
SCED 184 Y&Z addendum and SJSU PACT Science Teaching Event Candidate Guidelines. These
assignments include:
1.
2.
3.
4.
Weekly teaching calendars for each class taught
Two weeks of full-time Student Teaching
Performance Assessment for California Teachers (PACT) Teaching Event
Observations and Reflection of two experienced teachers at your site, any subject (NOT your
master teacher(s))
Grading Policy for Assignments: This course is a credit/no credit course. It is expected that a
minimum of 80% will be achieved to earn credit. Credit distribution (approximate):
Expectations for Candidates—Dispositions
Written Assignments
50%
50%
All work submitted is expected to meet high standards of professional quality in content, style, and use
of Standard English. Written assignments and presentations will be graded based on criteria distributed
in advance of the due date. All assignments are to be submitted on or before their due dates/times to
be eligible for full credit.
Online Interface: High-speed connections are available to students on campus, if needed. It is the
student’s responsibility to check D2L for announcements or additions/changes to assignments.
Online assignments and electronic copies of written assignments must be submitted by Wednesday,
11:55 pm. We are attempting to be as “green” as possible for this course, all handouts and
written assignments will be available on line.
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ACADEMIC INTEGRITY: University policy and personal integrity forbid one from plagiarizing any work
for this class. Students who do so will be subject to academic sanctions, including an F grade in the
course. Academic dishonesty, in the form of plagiarism, will not be tolerated. Plagiarism (as
defined by SJSU Policy on Academic Dishonesty, SJSU catalog):
“is the act of representing the work of another as one’s own (without giving
appropriate credit) regardless of how that work was obtained, and submitting it to fulfill
academic requirements. Plagiarism at SJSU includes but is not limited to the act of
incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the
specific substance of another’s work, without giving the appropriate credit, and
presenting the product as one’s own work...”
Inappropriate paraphrasing (changing few words in a sentence) is also considered plagiarism. A
sentence is plagiarized as long as the voice of the original sentence is kept in the modified version
written by students (McMillan, 1999). Proper paraphrasing involves summarizing, synthesizing and
citing information that you read, heard, saw, etc.
There are academic and administrative sanctions that the University can pursue in the case of
plagiarism. Faculty members are required to report all infractions to the Office of Judicial Affairs. A
web site (http://www.turnitin.com) may be used to screen assignments and lesson plans in this class.
An electronic report will be generated, showing similarities between student submissions and online
sources. Please come to see us during our office hours if you have any questions.
Student responsibilities regarding academic integrity may be found at:
http://www.sjsu.edu/studentconduct/docs/Student_Conduct_Code.pdf In addition, the university’s
policy on academic integrity can be accessed at http://www2.sjsu.edu/senate/S04-12.pdf.
ADAPTATIONS/ACCOMMODATIONS DUE TO DISABILITY: If you need course adaptations or
accommodations because of a disability, or if you need special arrangements in case the building must
be evacuated, please make an appointment with one of the instructors as soon as possible, during the
first two weeks of the semester. Presidential Directive 97-03 requires that students with disabilities
requesting accommodations must register with DRC to establish a record of their disability.
SEMINAR TOPICS
1.
2.
3.
4.
5.
6.
7.
Planning Instruction
Effective practices that support student learning and assessment
Student active learning
Instructional practices for comprehensive instruction of English language
Literacy strategies for English language learners
State Teaching Standards and Performance Assessment
Instructional time and social environment – discipline, classroom and behavior management,
safety
8. Technology in the classroom
9. Controversial and Legal issues in Education
10. Community science resources
11. Professional and personal growth- the reflective teacher
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SCED 375 - Colloquium and Seminar in Science Education
Spring 2011
Thursday 4:30 pm – 6:30 pm, DH 246
REQUIRED TEXT: Conscious Classroom Management, Rick Smith, Rick Smith –Conscious Teaching
Publications, 2004
(Note: this is referred to as CCM in the schedule of assignments)
RECOMMENDED TEXTS:
1. Tools for Teaching, Fred Jones, Frederick H. Jones & Associates, 2007.
2. Discipline Survival Kit for the Secondary Teacher, Julia Thompson, Jossey-Bass, 1998.
3. Classroom Instruction that Works—Research-based Strategies for Increased Student
Achievement, Marzano, Pickering and Pollock, ASCD, 2001
READING ASSIGNMENTS: (See attached tentative schedule. Changes may be made with prior
notice. Under special circumstances and with prior agreement, instructors may assign alternative
reading assignments to individual students.)
TENTATIVE CLASS SCHEDULE
Subject to Change with Advance Notice (Additional readings and/or assignments may be added to
clarify, further understanding, or promote discussion.)
NOTE: Online assignments and electronic copies of written assignments must be submitted by
Wednesday, 11:55 PM prior to class, unless otherwise indicated. There is no hard copy requirement
until the final check off and review of portfolio. .
In Class Agenda
Introductions/Overview
Meet and Greet your Supervisors/Faculty
Paperwork
SCED 375 Greensheet
Video Recording Requirement
Expectations and Dispositions
Classroom Management (Part 1)
First Day/First Week
Date
8/18/2011
Week 1
Week 2
1/20/2011
Week 3
o
o
o
o
o
o
o
o
o
o SCED 184YZ Greensheet
o • Performance Assessment for California
Teachers (PACT) Teaching Event (184)
o • SEMESTER PROJECT: Teaching Portfolio
(375)
o • Expectations and Dispositions
o Discussion: Readings/ TBD
o
o
o
o
o
o
o
o
Classroom Management (Part 2):
Appropriate Mental State
Setting Rules and Procedures
Disciplinary Interventions
Teacher-Student Relationships
Back-To-School Night
Arranging the Room
Discussion: Readings/ TBD
SCED 375 Sp2011/ Steever
Revision date 3/7/16
Assigned
o PACT: review
handbook
o Reading: CCMChapters 2-4
o Portfolio 2.1
Introductory letter to
parents
o PACT: Video
Forms, “Making
Good Choices”
o Reading: CCMCh 8
o Portfolio 3.1
Curriculum map
Course Syllabus
Semester Calendar
o PACT 3.2 TE
Task 1
o Reading: CCMCh 11
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Turn IN
1.
2.1 Introductory
letter to parents
o
o
o
o
o
o
o
In Class Agenda
Unit/Lesson Planning
Teaching Declarative (Content) and
Procedural (Skills) Knowledge
Concept Development
Direct Instruction vs Constructivism
Discussion: Readings/ TBD
Laboratory Investigations
Inquiry (vs) Traditional Methods
Open and Guided Inquiry
Discussion: Readings/ TBD
o
o
Nine Instructional Strategies
Discussion: Readings/ TBD
Date
o
o
Week 4
Week 5
Week 6
Week 7
Week 8
Assessment and Feedback
o • Formative Assessment
o • Summative Assessment
o • Performance Based Assessment (PBA)
o • Rubrics
o • Scoring/Grading
o Discussion: Readings/ TBD
o
o
Science Safety
Laboratory Management
o
o
o
Generating and Testing Hypotheses:
Experimental Inquiry
Discussion: Readings/ TBD
o
o
• Cooperative Learning
Discussion: Readings/ TBD
Week 9
Week
10
Week
11
o Practicum
Week
12
SCED 375 Sp2011/ Steever
Revision date 3/7/16
o Portfolio 8.1
Homework Policy
o PACT: Task 3
Commentary
o Reading TBA
posted
o Portfolio
9.1Safety Plan
o PACT: 9.2 Task 4
o Reading none
o PACT: Task 5
Documentation
o Reading CCM
Ch 7
o Portfolio 10.1
Grading Policy
o PACT: Finish all
sections
o Reading CCM
Ch 5
o Portfolio: 12.1
Observation of one
veteran teacher
o Reading CCM
Ch 12
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3.1
Curriculum map,
Course Syllabus
Semester
Calendar
3.2 TE Task 1
4.1 Timeline
5.1 TE Task 2
Plans/Comment
ary Rough Draft
6.1 Classroom
Management
Policy
6.2 TASK 2
completed
7.1 Generic
Rubric Template
7.2
Teaching/video
Complete
8.1 Homework
Policy
9.1Safety Plan
9.2 Task 4
PACT DUE
Literacy
Supporting English Language Learners
Discussion: Readings/ TBD
o Portfolio
o PACT: 5.1 Task2
Plans/commentary
o Reading: CCMCh 6
o Portfolio
6.1 Classroom
management Policy
o PACT: 6.2
Finalize TASK2
o Reading TBA
posted
o Portfolio 7.1
Generic Rubric
Template
o PACT: 7.2
Teach/Video
o Reading CCM
Ch 7
Turn IN
3:00 PM 11/14/2011
o
o
o
Assigned
o Portfolio
o PACT: 4.1
Timeline
o Reading: CCMCh 9
Date
o
o
Week
13
Week
14
In Class Agenda
Performance Based Assessment
Scoring Student Work
Discussion: Readings/ TBD
o
o
o
o
o
o
o
o
o
o
o
• Controversial Issues
• Generating and Testing Hypotheses:
• Decision-Making
• Educational Issues
• Legal Issues
• Community Resources
• Curriculum Resources
• Professional Organizations
• Professional Development
Discussion: Readings/ TBD
SOTES
Discussion: Readings/ TBD
Week
15
Final
Assigned
o Portfolio 13.1
Observation of
Second Veteran
teacher
o Reading CCM
Ch 13
10.1
Grading Policy
12.1
Observation of
one veteran
teacher
o Portfolio
14.1 Greensheet
o Reading CCM
Ch 10,14
13.1
Observation of
Second Veteran
teacher
o
14.1 Greensheet
Portfolio Check-off By appointment
SCED 375 Sp2011/ Steever
Revision date 3/7/16
Portfolio;
Final Formatting
Turn IN
Final Portfolio
Check-off
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