Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Instructor:
Dr. Cherice Montgomery
Contact Info.:
3177 JFSB
801.422.3465
cherice_montgomery@byu.edu
Class Time:
4:15 p.m. – 6:00 p.m. on Wednesdays
Class Location:
JFSB B003 Foreign Language Activity Center (FLAC – in the basement)
Office Hours:
3:00 p.m. – 4:00 p.m. Tuesdays & Thursdays (or by appointment)
Course Description
Spanish 476R is a full-time, field-based, capstone course that provides teacher candidates with a
semester-long teaching experience under the direction of a mentor teacher and with the support of
a university supervisor. During the semester, teacher candidates will attend a series of seminars that
will support their professional growth and assist them in beginning a professional career in
education.
Course Resources
BYU Policies & Procedures Handbook for Student Teaching & Internships:
http://education.byu.edu/ess/documents/policy_handbook.pdf
Course Wiki: http://languagelinks2006.wikispaces.com/Seminar+in+Student+Teaching
Centro de Recursos
164 University Parkway Center
BYU, Provo, UT 84602-6705
801.422.8107
spanish-resource@email.byu.edu
Foreign Language Student
Residence Houses
1950 N. Temple View Dr.,
Provo
801.422.3765
flsr-dept@byu.edu
Writing Lab
Writing Lab 3009A/H
Span 476R/496R ♦ Winter 2012 ♦ Adapted from Blair Bateman by Cherice Montgomery, Ph.D. ♦ cherice_montgomery@byu.edu ♦ 1
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Learning Outcomes
(Note: The hotlinked items in this section will take you to a variety of relevant online resources. Outcomes will be
assessed using classroom observations, Candidate Dispositional Scale (CDS), Clinical Practice Assessment System
(CPAS), in-class conversations, Professional & Interpersonal Behavioral Scale (PIBS), and the Teacher Work Sample).
As a result of active participation in this course, you should be able to:
o
Critically integrate professional readings, coursework, and teaching experiences into a
repertoire of options for professional thought and action (INTASC Standards: 4 – Content
Knowledge, 8 – Instructional Strategies, 9 – Professional Learning & Ethical Practice; Program Outcomes: 1 Communication, 2 - Culture, 3 – Curriculum, Instruction, & Assessment, & 4 – Professional Development)
o Craft meaningful, standards-based, developmentally and contextually appropriate learning
experiences in Spanish that support the growth of students’ proficiency (INTASC Standards: 1 –
Learner Development, 3 – Learning Environments, 4 – Content Knowledge, 5 – Application of Content, 7 –
Planning for Instruction, 8 – Instructional Strategies; Program Outcome: 3 – Curriculum, Instruction, &
Assessment)
o
Contextualize language learning experiences by engaging students in critical thinking and
problem-solving regarding culture (INTASC Standards: 4 – Content Knowledge, 5 – Application of
Content, & 8 – Instructional Strategies; Program Outcomes: 2 - Culture & 3 – Curriculum, Instruction, &
Assessment)
o Adapt learning experiences appropriately to better meet the needs of culturally diverse
learners, including students with a variety of learning styles and special needs (INTASC
Standards: 1 – Learner Development, 2 – Learner Differences, 3 – Learning Environments, 7 – Planning for
Instruction, 8 – Instructional Strategies; Program Outcome: 3 – Curriculum, Instruction, & Assessment)
o
Utilize emerging technologies to foster active inquiry and collaboration, to develop
language proficiency and cultural competence, to differentiate instruction, and to support
your own professional productivity and growth (INTASC Standards: 2 – Learning Differences, 3 –
Learning Environments, 8 – Instructional Strategies 9 – Professional Learning & Ethical Practice, 10 –
Leadership & Collaboration; Program Outcomes: 1 – Communication, 3 – Curriculum, Instruction, &
Assessment, & 4 – Professional Development)
o
Develop and adapt a variety of traditional and alternative assessments to evaluate
students’ proficiency across all three modes of communication, to provide feedback that
will improve student performance, and to report student progress (INTASC Standards: 6 Assessment; Program Outcome: 3 – Curriculum, Instruction, & Assessment)
o Participate professionally in the school community, in professional organizations and
professional development activities, and engage in professional dialogue and reflection
with colleagues and community agencies to support students, improve your teaching, and
strengthen your program (INTASC Standards: 9 –Professional Learning and Ethical Practice, & 10 –
Leadership and Collaboration; Program Outcome: 4 – Professional Development)
Span 476R/496R ♦ Winter 2012 ♦ Adapted from Blair Bateman by Cherice Montgomery, Ph.D. ♦ cherice_montgomery@byu.edu ♦ 2
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Expectations for Professional Performance
Grades are assigned on a Pass/Fail basis. In order to be recommended for
licensure, teacher candidates must demonstrate an acceptable level of
performance in each of the areas below. Students who do not complete
these assessments by the end of the semester will receive a “T” grade in the
course, which may delay graduation/licensure or result in graduation without a teaching license.
Cultivating Professional Habits of Mind & Behavior

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

Attend seminars regularly and punctually (if you are ill, please notify Dr. Montgomery)
Prepare and participate actively, adequately, and appropriately in seminar discussions and
activities
Collaborate with mentor teacher and demonstrate initiative
Display professional dress, grooming, and behavior
Developing & Demonstrating Professional Knowledge







Successfully fulfill a 14-week student teaching placement in the assigned school settings,
including observation of mentor teacher and students, team teaching, and independent
teaching
Generate a Teacher Work Sample of high quality
Complete the required self-assessments on LiveText
- Candidate Dispositional Scale (CDS)
- Field Experience Demographics (FED)
- Professional and Interpersonal Behavioral Scale (PIBS)
Complete the Ethics Test
Complete an official ACTFL Oral Proficiency Interview (OPI) with a rating of Advanced Low
or better (this should have been completed prior to student teaching)
Complete the Praxis Test (Spanish: World Language – 5195) before graduation (or your
license will say provisional)
Receive a satisfactory CPAS evaluation from your mentor and university supervisor
The following assessments will be used to evaluate your performance:
Self assessments: Candidate Dispositional Scale (CDS) & Professional and Interpersonal
Behavioral Scale (PIBS)
Mentor teacher: Clinical Practice Assessment System (CPAS) and letter of recommendation
BYU supervisor: Assessment of professional habits, assessment of Teacher Work Sample,
CPAS, and letter of recommendation. Additional information about these assessments is given
on the next page and on the wiki.
Span 476R/496R ♦ Winter 2012 ♦ Adapted from Blair Bateman by Cherice Montgomery, Ph.D. ♦ cherice_montgomery@byu.edu ♦ 3
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Candidate Dispositional Scale (CDS)
This is a self-assessment of your own dispositions as a teacher. The CDS is done in FLANG 276
and again in Span 476R/496R (like the PIBS).
Clinical Practice Assessment System (CPAS)
The CPAS serves as the final summative assessment of your performance as a student teacher.
It consists of numerical ratings in ten areas. In addition to a numerical rating in these ten
categories, the CPAS includes a narrative commentary, which also serves as a letter of
recommendation. Both your mentor teacher and I will complete a CPAS assessment of your
performance, which will automatically be included in your Career Placement File. At the end of
the semester, you will need to electronically “sign” both CPASes on LiveText to acknowledge
that you have seen and read them.
Ethics Test
Must be completed online for licensure.
Field Experience Demographics (FED)
The FED is not an actual assessment; rather, it simply provides information on the number of
students with whom you work who are classified as minorities or as having special needs and
BYU compiles it for accreditation purposes.
Professional and Interpersonal Behavioral Scale (PIBS)
This self-assessment, which is done in FLANG 276R and again in Span 476R/496R, serves as a
pre-post assessment of your performance in ten categories (personal integrity, respect for
authority, contributions in class, responsibility, attendance, punctuality, flexibility, initiative,
commitment to the program, and dress and grooming).
Teacher Work Sample (TWS)
The TWS consists of a unit plan of five or more lessons which you teach to your students
(during the month of March), followed by an assessment of their learning and a professional
analysis and reflection of the outcomes. It is considered a “process writing” assignment,
meaning that you will submit it in segments, revising each segment in successive drafts. It is
crucial that you submit each segment by the assigned date in order to allow time for me to give
you feedback so you can revise it as necessary. A rating of “3" on a 5-point scale for each
criterion is generally considered acceptable; however, there is no fixed point value that you
must earn in order to pass. I will let you know when I think the project has been adequately
completed and ready to upload to LiveText. More information is available on the course wiki.
Span 476R/496R ♦ Winter 2012 ♦ Adapted from Blair Bateman by Cherice Montgomery, Ph.D. ♦ cherice_montgomery@byu.edu ♦ 4
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Tentative Seminar Schedule
Date
Topic - This schedule is subject to change in order to address emergent
Assignments
needs and/or health concerns.
Jan. 4
Jan. 11
Jan. 18
Jan. 25
Feb. 1
Orientation to Student Teaching for mentors &
student teachers
Teacher Work Sample: Contextual Factors
Comprehensible Input: Interpersonal Communication,
Scaffolding, & Staying in the Target Language
Teacher Work Sample: Unit Overview & Rationale,
Unit Planning Web, National Standards & Objectives
Curriculum Development: Cultural Contextualization
& the Connections Standard
Teacher Work Sample: Assessment Plan
Maintaining Student Engagement: Classroom
Management & Learning Centers
Feb. 8
Teacher Work Sample: Design for Instruction &
Lesson Planning
Preparing for Parent Teacher Conferences (& Program
Advocacy & Recruitment)
Teacher Work Sample: Unit Planning Work Session
Feb. 15
Teacher Work Sample: Unit Planning Work Session
Feb. 22
Teacher Work Sample: Unit Planning Work Session
Feb. 29
Preparing for the Teacher Fair: Cover Letters,
Résumés, & Interview Questions
Mar. 7
Teacher Work Sample: Instructional Decision-making
& Report of Student Learning
Teacher Work Sample: Reflection & Self-evaluation
Mar. 14
Mar. 21
Applying for Jobs: Asking for & Writing Letters of
Recommendation
Mar. 28
Applying for Jobs: Job Hunt, Substituting, Licensure in
Other States
Apr. 4
Applying for Jobs: Preparing a Professional Portfolio
& Teaching Demonstration
Apr. 11
Applying for Jobs: Graduation & Licensure
Sign up to give the Bienvenida
Sign up to bring Food
Complete Course Information Sheet online
Complete Photo Permission Sheet
Complete Field Experience Demographics
(FED) on LiveText
Teacher Work Sample: Contextual Factors
Due
Teacher Work Sample:
Unit Overview & Rationale
Unit Planning Web
Standards & Unit Objectives
Teacher Work Sample:
Assessment Plan
Complete Professional & Interpersonal
Behavioral Scale (PIBS) on LiveText
Teacher Work Sample:
Design for Instruction & Lesson Plans
Teacher Work Sample : Teach Your Unit
Register with e-Recruiting
Complete Candidate Dispositional Scale
(CDS) on LiveText
Teacher Work Sample:
Instructional Decision-making
Report of Student Learning
Teacher Work Sample:
Reflection & Self-evaluation
Letter of Recommendation Due
Teacher Work Sample: Final Electronic
Copy Due to Dr. Montgomery
Mentor Teacher Completes CPAS by Apr. 6
Final copy of entire Teacher Work Sample
uploaded to LiveText
Sign CPAS Evaluations from Mentor & Dr. M.
ScEd 476R/496R ♦ Winter 2012 ♦ Cherice Montgomery, Ph.D.
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
This page contains a list of important dates for student teachers and interns.
BYU Academic Calendar for 2012
January
Jan. 4, 2012 - First day of student teaching
Jan. 16, 2012 – Martin Luther King Day
Jan. 2011 – Register for Praxis II Exam (5195) (Feb. 9, Mar. 29, May 10, or Jun. 21)
February
Feb. 20, 2012 – President’s Day
March
Mar. 21, 2012 – Northern Utah Teacher Recruiting Fair (9 a.m. - 2 p.m. – Utah State TSC
Ballroom)
Mar. 22, 2012 – Utah Teacher Fair South (9 a.m. - 2 p.m. – BYU, WSC Ballroom, Provo, UT)
April
Apr. 11, 2012 – Last day of BYU class
Apr. 11, 2012 – Last day of student teaching
Apr. 12-14, 2012 - Southwest Conference on Language Teaching (SWCOLT) in Phoenix, AZ
Apr. 13, 2012 – BYU Foreign Language Fair/Españolandia (Student teachers are required to
attend. Mentor teachers and their students are invited to participate.)
ScEd 476R/496R ♦ Winter 2012 ♦ Cherice Montgomery, Ph.D.
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Professional Conduct & Expectations
Attendance
Student teachers and interns are expected to be present and on time for
professional commitments. Of course, illness and other emergencies cannot
be avoided. If you must be absent from your placement or a seminar due to
illness or emergency, please inform all who are affected by such an absence
(i.e., mentor teacher, university supervisor, or group members). Do not rely on your peers to
relay messages—make sure you communicate directly with your mentor teacher & Dr.
Montgomery. You should comply with the school policies at your field placement regarding
absences and make sure that plans are available for substitutes. Recurring absences or tardies
in either the seminar course or your field placement are cause for concern and may affect both
your grade in this course and your university supervisor’s ability to affirm that you have
successfully completed the student teaching experience. In severe cases, you may be required
to extend your student teaching, repeat it, or graduate without licensure.
Professional Conduct
Experiences gained in schools, coupled with university coursework, combine to form integral
components of your professional preparation. In both arenas, you are responsible for
behaving both ethically and professionally.
Confidentiality
Professional conversation and critical reflection are important parts of learning to teach. As
you discuss your student teaching experiences in class or with your colleagues, you are
expected use discretion and to respect the privacy and dignity of the children and families with
whom you work. Specifically:

When discussing issues situations from your field placement, you should do so with an
attitude and in a tone that conveys courtesy and professionalism.

You should be cautious about preserving the privacy of colleagues, students, and their
families. If you must discuss an individual or family in order to obtain help in
understanding or resolving a difficult situation, do so with discretion and try to avoid
sharing sensitive or personally identifying information when possible.

In casual conversations or social situations, you should maintain confidentiality. Refrain
from relating stories that may be embarrassing to teachers or students or that include
sensitive information about a child or family.
ScEd 476R/496R ♦ Winter 2012 ♦ Cherice Montgomery, Ph.D.
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University

You should only share student work with written permission from students and their
legal guardians. You should also mask the names of students on any written or visual
work that you share in class or use in your course assignments (such as the Teacher
Work Sample).
Dress and Deportment in Schools
You are expected to adhere to the BYU Honor Code while at your field placement and when
attending extracurricular activities at your school, keeping in mind the value of being viewed as
an adult and as a professional with authority in the classroom. Jeans are not appropriate
attire. You should always be polite to and considerate of other adults in the building including
administrators, custodians, secretaries, and paraprofessionals.
Professional Communication and Problem Solving
One of the purposes of this course (and of your student teaching experience) is to challenge
your assumptions, beliefs, and interpretations, recognizing that these will often differ because
we draw from different life experiences. We are responsible for creating a supportive
environment that allows us to take the risks required to do so. Appropriate, effective
communication is an important factor in facilitating that, as well as a critical component of
professional conduct. You are expected to give and receive constructive feedback in
professionally appropriate ways. If you encounter a problem with your mentor teacher,
university supervisor, or a colleague, you are encouraged to address it directly with that person
in a professional manner. If you are unable to resolve it, then please contact me, Dr. Bateman,
or Dr. Laraway for assistance.
Honor Code Standards
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all
of their academic work. Academic honesty means, most fundamentally, that any work you
present as your own must in fact be your own work and not that of another. Violations of this
principle may result in a failing grade in the course and additional disciplinary action by the
university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence
demonstrates respect for yourself and others and ensures an effective learning and working
environment. It is the university’s expectation, and my own expectation in class, that each
student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847
if you have questions about those standards.
ScEd 476R/496R ♦ Winter 2012 ♦ Cherice Montgomery, Ph.D.
Student Teaching in Spanish
Span 476R/496R – Winter 2012
Brigham Young University
Preventing Sexual Discrimination or Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is
intended to eliminate sex discrimination in education and pertains to admissions, academic
and athletic programs, and university-sponsored activities. Title IX also prohibits sexual
harassment of students by university employees, other students, and visitors to campus. If you
encounter sexual harassment or gender-based discrimination, please talk to your professor;
contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or
http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847.
Students with Disabilities
If you have a disability that may affect your performance in this course, you should get in touch
with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate
your disability and assist the professor in arranging for reasonable accommodations.
ScEd 476R/496R ♦ Winter 2012 ♦ Cherice Montgomery, Ph.D.