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University of Missouri Kansas City
T.E. 423/5423 Practicum II
Fall Semester, 2012
Number of Credits: 2
Instructor: Dr. sj Miller
Department: Curriculum and Instructional Leadership
Website: www.sjmiller.info
Class Time, location: Volker Campus, SOE, Rm 119
M. Aug 27, Oct 15, Dec. 3, 7:25-8:330PM
Phone: 816.235.2467
Office: Room 320, SOE, Volk
Email: sjmiller@umkc.edu
Office hours: M: 2:00-4:00PM
T: 4:00-6:00PM, and by appointment
School of Education Mission Statement
To recruit, prepare and support outstanding teachers, mental health professionals, and administrators
who will create lifelong opportunities through education for America’s diverse urban communities. This
mission is focused on the development of six concepts: academic excellence; strategic innovation; inquiry
leading to reflective decision-making and problem-solving; skilled and knowledgeable professionals
working collaboratively; democracy, diversity, and social justice; and creating caring and safe
environments. This course will support the following SOE values: academic excellence, inquiry leading to
decision-making and problem-solving, skilled and knowledgeable professionals working collaboratively;
democracy, diversity, and social justice; and creating caring and safe environments.
Course Description
This course is intended to continue the development of skills and knowledge begun in prior field
experiences. It is intended that students will continue to hone their skills of observation and analysis of
school settings. In addition, students will have opportunities to apply the teaching strategies they are
learning and to analyze these for their effectiveness in facilitating the learning in classrooms.
University of Missouri – Kansas City Mission
UMKC’s mission is to lead in life and health sciences; to deepen and expand strength in the visual and
performing arts; to develop a professional workforce and collaborate in urban issues and education; and
to create a vibrant learning and campus life experience.
Values of the School of Education and University reflected in this course
Academic excellence as demonstrated in the use of best practices, and strong written and oral
communication skills. Inquiry leading to reflective decision-making and problem solving as demonstrated
in the use of critical thinking, ability to address real world challenges, and use of practices informed by
theory and research. Skilled and knowledgeable professionals working collaboratively as demonstrated in
the ability to work with students, families, communities, and other professionals. Democracy and social
justice as demonstrated in the respect given to diversity of students and other professionals, and the
awareness of the influence of cultural identity on development, values, and worldviews. Creating caring
and safe environments as demonstrated in forming respectful relationships with students, committing to
students’ social, intellectual, and emotional development, and demonstrating concern for students’ health
and well-being.
*Fitness to Teach
Each student will be assessed at least once under the guidelines for Fitness to Teach. FTT is designed to
recognize the personal and academic strengths and possible deficits a student teacher has going into the
classroom. Any problem areas noted will be discussed with teacher candidates and an action plan will be
generated to try to remediate any deficits. Students are encouraged to self-assess in order to identify any
possible issues early in the semester.
Intended Learning Outcomes/Objectives
Students will...
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1. Demonstrate the development of skills resulting in increased learner engagement and
motivation. (SOE #1, 2; Mo-SPE 1.2.1; InTASC #1-3, ELA 3)
2. Apply knowledge of instructional strategies in classroom settings. (SOE #1; Mo-SPE 1.2.5;
InTASC #8, ELA 1, 6,7, 8)
3. Become proficient in the ability to collect data on instructional practice as well as analyze and
reflect upon findings. (SOE #3; Mo-SPE 1.2.9; InTASC #1-6,9; ELA 10)
4. Demonstrate understanding of diverse learners by: increasing awareness of contextual
variables which impact learner outcomes; engagement with diverse learners and their families;
and implementation and analysis of instructional practices. (SOE 4, 5; Mo-SPE 1.2.3, 1.2.10;
InTASC #1, 2, 3, 10; ELA 2, 4, 5, 8, 9, 11)
Program Goals
This course will help you develop some of the competencies to complete the teacher education program.
In particular you will strengthen your skills in designing and implementing instructional programs and
strategies for diverse student populations; motivating students to read, write, speak, listen, view, and
visually represent. This course will help you with all the Mo-Spe principles, with a particular focus on 4, 5,
and 6. Keep a copy of these principles and reflect on them often as you complete this course and your
program.
Professional Dispositions
In this course, a high degree of professionalism is required from all students. This course will strive to
foster a respectful learning community. It is expected that community (class) members will demonstrate
intellectual maturity, democratic values and attitudes (respect, sensitivity, responsibility, and cooperation).
As future school leaders it is important to learn to be team players and exemplary professionals. Please
know that display of unprofessional dispositions will affect your course grade. The instructor reserves the
right to manage a positive learning environment and thus will not condone inappropriate conduct in the
course. Generally, academic/professional misconduct by a student shall include, but not be limited to:
disruption of classes (side bar conversation), rudeness toward the instructor or other class members and
the CMT and the classrooms in which you teach, insensitivity, misrepresenting information presented in
class, manipulative and negative behavior, etc. Engagement in any of these behaviors carries penalty in
terms of dismissal from the course, significant point reduction including grade reduction by one letter
grade, or course failure.
Responsibility- Completion of all assignments is necessary but not sufficient to pass the course. As a
community of learners, attendance and participation in discussions (in-class, during cohort time and
online) are extremely important. Students will have clear expectations for learning activities and receive
timely feedback. The basic premise in this course is that meaningful learning results from a process of
rational discourse. Your responsibilities are to take charge of your learning and to maximize your learning
by reading assigned materials, participating actively in class discussions and other activities, respecting
the dignity of each class member, communicating legitimate needs and concerns to the instructor,
completing required assignments on time and with high quality, and keeping track of your assignments
and progress in class. In addition, your responsibility is to maximize learning opportunities for your
classmates by sharing with them your knowledge, insights and perspectives during the learning process.
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Materials Submission and Access
Blackboard Course Management -Participation required of students. Additional readings will be on
Blackboard site.
Course Requirements and Evaluations
Field placement: School/equity audit observation essay
Analysis of Instruction
Observation Log School
Student Interview
Teacher Work Sample preparation
Attend class meetings
Total
Grading Scale:
A 95-100
A- 90-94
B+ 86-89
B 83-85
C+ 76-79
C 73-75
D+ 67-69
D 64-66
F 0-59
20%
30%
20%
20%
in process
10%
100 %
B- 80-82
C- 70-72
D-- 60-63
*There is always a quality factor to everything you do in this course to prepare to become an English
teacher and to fine-tune your expert abilities. To receive an A, 93-100%, you'll have to know your subject
matter thoroughly, complete everything on time and with your best efforts, demonstrate a clear
understanding of literacy practices (with very few errors in formal situations of reading and speaking,
excellent writing skills, and proficiency with technology), come to class on time, miss no more than one
class, have insightful class contributions, solid lessons, and a mature teaching attitude on a regular basis.
Note: (Assignments with an asterik * can and may be used in your TWS, so make back-up copies and
keep a separate working portfolio of these materials. We will carefully review the TWS so as you
complete your assignments, you can plan ahead.)
Course Meeting Times
This seminar will meet three times immediately after methods. I will likely shorten methods on that
evening so we will not stay until 8:30PM
Tentative Schedule
Date
Today’s Class
Assignment for Next Class
M. Aug. 27
7:258:30PM
M. Oct.
Student information and
schedules; review
assignments and class
meeting dates; discuss
practicum expectations;
Fitness to teach; discuss
professionalism; all
assignments, (field
notes/journal/log, lesson
planning, equity audit,
student interview, TWS)
Present equity audit
findings in PowerPoint
and submit a chart; Selfassessment in FTT
Present equity audit
findings in PowerPoint and
Schedule conference;
Complete: paper/equity
4
submit an observation
chart
15h
7:25 8:30PM
Discuss research projects
for Methods:
audit reflection, analysis
of teachings (self and
CMT), student interview,
4 revised lesson plans
with feedback and
reflections,
log/journal/time log
Discuss placements
M. Dec 3
7:25 8:30PM
Submit and present
paper/equity audit
reflection, analysis of
teachings (self and CMT),
student interview, 4 revised
lesson plans with feedback
and reflections,
log/journal/time log
Discuss TWS
*Notes: •Special meeting times to discuss and refine the teacher work sample:
•Must sign up for one time or make arrangements to meet with me at a time that is mutually
convenient)
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INDIVIDUAL CONFERENCE: Between weeks 12 and 14 with some flexibility depending on when
students complete their 120-hour experiences, at a time agreeable to the student and the
instructor, a 20-minute conference will be held. The student will make a short presentation of all
work in process which will include highlights from the journal, an explanation of the final draft of
the research paper, reflect on the school site, and on class attendance and participation.
Students will be graded using the following criteria: (1) professional preparation for the
presentation; (2) insights on the seminar and student teaching experience; (3) content and
mechanics in the rough drafts of all prepared documents; (4) level of self-awareness for
attendance and participation; (5) poise and articulation as a secondary English educator.
Statement on Classroom Civility, Professional Conduct, & Student Responsibility
Students are expected to come to class on time with necessary materials (paper, highlighters, pen, texts,
assignments) and be prepared to discuss pre-assigned assignments. Cell phones and pagers are to be
turned off always during class, no exceptions! I do not want anyone to text message during class. Grades
will be reflected by non-compliance to these actions.
Assignments- All assignments must be turned in during class time and NOT via email.
•All assignments must have in the upper right hand corner of the page:
o Student name
o Course name and semester
o Assignment name or code
o Date
All assignments must be created as Microsoft documents. All assignments must be turned in by the due
date specified. Late assignments are NOT permitted.
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Attendance- Attend each class session, come on time, and stay for the full session. Tardiness or early
departure will result in the loss of participation points (This does not apply to students with class overlaps
who have made arrangements prior to the beginning of the semester.) Remain in the classroom while the
class is in session. Contact the instructor via e-mail no later that 1 hour before class, if you must miss a
class. Sign the clipboard at each class session. If your name does not appear on the sign-in sheet you
will be counted absent. More than 1 absence, will affect the final grade. Your final grade will be reduced
by 10%. Remember, we only meet three times so attendance is mandatory. *Absence is not an excuse
for being uninformed: you are responsible for any and all information presented at class
meetings.
Communication with Me- Please communicate with the instructor via e-mail at:
sjmiller@umkc.edu..Please do not ask the instructor for information which you can get from other
sources. You should ask the instructor only those questions that can be answered only by the instructor.
All other questions should be resolved through use of the Internet, the Blackboard site, or a “study
buddy.”
Emergency Closing Procedures – Classes are rarely cancelled because of weather – a decision that
can be made only by the chancellor. If class cannot meet due to weather, I will put an announcement on
the course Blackboard website and send an e-mail to class members via the UMKC e-mail system. The
public radio station at the university, KCUR - FM 89.5 should be the first place you check. Students
should also use the major media to ascertain if the university is closed. In the event that class cannot
meet, the Blackboard system may be utilized for instruction in lieu of in-class attendance.
Incompletes - No incompletes will be given in this course unless there is some serious, unforeseen
disruption of the student’s semester, i.e., illness, accident, family crisis.
Participation - Students should be respectful of one another and not talk while another student is talking.
Your willing participation and positive attitude are a necessary component for you to succeed in this class;
and entails your timely fulfillment of class responsibilities and mature attitude in all class activities. Each
week will contain important information besides discussing texts and projects and teaching lessons, so it
is essential that you come to class. Please read this policy again so that there will be no
misunderstanding if your grade suffers because you were not prompt and professional about attendance
and preparation. Students are expected to participate in all class discussions whether whole class or
small group. Students are expected to focus on the instructor and the class activities while in class.
Please, NO CELL PHONE USE DURING CLASS and NO LAPTOP USE DURING CLASS (especially
in your teaching placements!) unless invited for a particular pre-assigned assignment. Each student
should select at least 1 “study buddy” for this class. You and this person should take notes for each other,
get handouts, and convey announcements and information which the “buddy” might have missed due to
absence.
Written Work - All written work should be typed and double-spaced, preferably APA, with a cover page
giving student’s name, date, course number, and type of assignment. Assignments must be turned in
during class.
University Policies and Student Support That Apply to This Class
Academic Honesty- The Board of Curators of the University of Missouri recognizes that academic
honesty is essential for the intellectual life of the University. Faculty members have a special obligation to
expect high standards of academic honesty in all student work. Students have a special obligation to
adhere to such standards. Academic dishonesty, including cheating, plagiarism or sabotage, is
adjudicated through the University of Missouri Student Conduct Code and Rules of Procedures in Student
Conduct Matters file://localhost/(http/::www.umkc.edu:catalog:Academic_Honesty.html).
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Computer Access – Students are encouraged to use the UMKC e-mail system and the course
Blackboard website to communicate and to access up-to-date information. All e-mail communications
regarding this course will be through your assigned UMKC e-mail account.
Student Computer Lab / Writing Support – The Computer Lab/STAR and the Technology Learning
Lab/TLL are located in Room 129 in the School of Education and are available for use by all students.
Students who desire assistance with written assignments may contact the UMKC Writing Lab at
816.235.1146.
English Proficiency—Students who encounter difficulty in their courses because of the English
proficiency of their instructors should speak directly with their instructors. If additional assistance is
needed, they may contact the UMKC Help Line at 816-235-2222 for assistance.
Final Exam Schedule: The final exam schedule for all
http://www.umkc.edu/registrar/registration/final-exam-schedule.asp
classes
can
be
found
at:
Grievance procedures- The School of Education has policies in place for assisting students with
concerns and grievances. The General Grievance / Complaint Policy can be found here in The School of
Education procedure for a grade appeal. If you have other concerns, you should follow a similar process.
The first step is to meet with the course instructor. If there is no satisfactory resolution of the problem,
you may bring your concern to the Division chairperson. We recommend that you send the chairperson
your concern in writing and request a meeting. If the chairperson is unable to resolve the issue, your next
step would be to contact Assistant Dean Renique Kersh. Once again, we recommend that you send your
concern in writing and follow-up with a request for a meeting.
Statement on Discrimination, Intimidation, and Sexual Harassment- The faculty, administration, staff,
and students of the University of Missouri-Kansas City are dedicated to the pursuit of knowledge and the
acquisition of skills that will enable us to lead rich and full lives. We can pursue these ends only in a
culture of mutual respect and civility. It is thus incumbent upon all of us to create a culture of respect
everywhere on campus and at all times through our actions and speech.
As a community of learners, we are committed to creating and maintaining an environment on campus
that is free of all forms of harassment, intimidation, and discrimination. Any form of discrimination or
coercion based on race, color, religion, sex (gender/ pregnancy), national origin, age, disability, veteran
status, sexual orientation, or any other characteristic will not be tolerated.
Should you, a friend, or a colleague ever experience any action or speech that feels coercive or
discriminatory, you should report this immediately to the department chair, the office of the Dean, and/or
the Affirmative Action Office. The Affirmative Action Office, which is ultimately responsible for
investigating all complaints of discrimination or sexual harassment, is located at 218A Administrative
Center, 5115 Oak Street; the office may be contacted at 816-235-1323. All formal complaints will be
investigated and appropriate action taken. See:
http://www.umkc.edu/accreditation/docs/governance/Faculty_Senate_Statement_Discrimination_Harass
ment_20080902.pdf, with adaptations by Michael Garvin)
Student Conduct expectations and sanctions for violations, including academic dishonesty (like
plagiarism and cheating). For more information see: http://www.umkc.edu/catalog/Student_Conduct.html
Students with Disabilities -- To obtain disability related accommodations and/or auxiliary aids, students
with disabilities must contact the Office of Students with Disabilities (OSSD) as soon as possible. To
contact OSSD, call 816-235-5696. Once verified, OSSD will notify the course instructor and outline the
accommodation and/or auxiliary aids to be provided. For more information go to:
http://www.umkc.edu/disability/
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Student Evaluation of Teaching – It is the policy of UMKC that student evaluations of the instructor’s
teaching will be conducted in all classes. A nationally-normed teaching evaluation instrument will be
administered via an online survey that provides student anonymity at the end of the semester.
UMKC Attendance Policy - Students are expected to attend and participate in the class. However,
excused absences may be permitted and applied in a nondiscriminatory manner. Excused absences may
include absences due to illness of the student, illness of an immediate family member for whom the
student must care, death of a family member, religious observance (where the nature of the observance
prevents the student from being present during class) representation of UMKC in an official capacity, and
other compelling circumstances which are beyond the student’s control. Students should notify instructors
of excused absences in advance of the absence, where possible. Students may miss one class without
penalty, however any work that is due for the date missed, must be submitted to my mailbox. Unexcused
absences should be avoided and may result in the lowering of a student’s grade.
http://www.umkc.edu/catalog/Attendance_Policy.html.
Withdrawal dates – The University has very specific guidelines on withdrawing from classes. There are
important financial and assessment implications of trying to drop a course after the deadline. The
Registration and Drop Dates Schedule can be found at http://www.umkc.edu/registrar/acal.asp#/?i=1
School of Education Resources & University Policies
The SOE Life Coaches provide student support services in career planning and development of study
skills, concerns regarding time management, stress management and test anxiety, and connecting
students to resources across campus. Students are welcome to stop by the office during walk-in hours,
or can call to schedule an individual appointment. The Student Mentoring office is located on the
basement level of the SOE in Room 18.
More information can be found at
http://education.umkc.edu/Resources/StudentLifeCoach.html.
UFirst Early Alert Program (for undergraduate students) - UMKC Faculty and Staff are committed to
assisting you as you work to achieve academic success. We have “U First”, an early alert program that
allows your course instructor or other university staff to issue “early alerts” if they become concerned
about your successful academic progress or if you express a concern to them regarding your ability to
achieve success at UMKC. As a follow up to the “early alert” you may be contacted by an Academic
Adviser or other university support staff to provide you information, resources, or referrals to help you
address the concern and to provide you with additional support to assist you in achieving the highest
possible level of academic success while working to complete your UMKC degree.
Faculty Not Allowing Recording - University of Missouri System Executive Order No. 38 lays out
principles regarding the sanctity of classroom discussions at the university. The policy is described fully in
Section 200.015 of the Collected Rules and Regulations. In this class, students may not make any audio
or video recordings of course activity (including those recordings prepared by an instructor), except
students permitted to record as an accommodation under Section 240.040 of the Collected Rules. All
other students who record and/or distribute audio or video recordings of class activity are subject to
discipline in accordance with provisions of Section 200.020 of the Collected Rules and Regulations of the
University of Missouri pertaining to student conduct matters.
Those students who have written permission from the course instructor to record are not permitted to
redistribute any audio or video recordings of statements or comments from the course to individuals who
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are not students in the course without the express permission of the faculty member and of any students
who are recorded, including those recordings prepared by an instructor. Students found to have violated
this policy are subject to discipline in accordance with provisions of Section 200.020 of the Collected
Rules and Regulations of the University of Missouri pertaining to student conduct matters
Course Requirements
Note: (Assignments with an asterik * may be used in your TWS, so make back-up copies and keep
a separate working portfolio of these materials)
1]
Field Placement: School and equity audit observation essay (20% of total grade) *
(SOE #1-5; Mo-SPE 1.2.1; InTASC #1, 3, 9 ELA 3, 7)
2]
Analysis of Instruction (30% of total grade): Analyze your instruction and your CMT’s
instruction: Design, teach, and revise, four lessons with standards under the mentorship of the
cooperating mentor teacher-- with feedback from the cooperating teacher and the university
instructor; *
(SOE #1-6; Mo-SPE; InTasc #1-8; ELA #7, 9)
3]
Observation Log/Journal (20% of total grade),: Record notes about teaching and learning
activities observed in the cooperating teacher’s classroom in a word-processed journal; complete
a time log;
(SOE #2, Mo-SPE; InTasc #1-3; ELA #7, 9)
4]
Student Interview (20% of total grade)*
(Mo-SPE; InTASC #1, 9; ELA #4,7,9)
5]
Teacher Work Sample preparation (*building to final pieces of TWS due in TCH-ED 494, LA
Capstone Class)
6]
Attend and participate in class meetings (10% of grade)
(Mo-SPE; SOE #3, InTASC #9; ELA #9)
Assignments
1]
Field placement- Complete 8 hours per week for sixteen weeks in your assigned school (total of
120 hours). It is important to be in the classroom each of the sixteen weeks. You cannot complete
your practicum in less than sixteen weeks. You cannot compress the practicum into eight or ten
weeks. See the timeline below. Students must provide a practicum log signed by their
cooperating teacher.
School Observation Essay (CMT and Equity Audit) (20% of total grade), due week sixteen
You should observe the co-operating teacher and his or her classes intensively over a period of
time. As you become acquainted with the school you are observing, your observations and
discussions with people should become the data for your description and analysis of the school
setting. The intern will conduct classroom observations vis-à-vis the Equity Audit, which will result
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in a small-scale research project/interview on some aspect of student learning as determined in
TE. 435/5432 (*Note: this assignment will be conducted in this classroom). The focus of the
project will be established through conversation with the co-operating teacher and the university
supervisor. The research project should reflect some area of special interest to the intern that has
emerged as he or she begins to take theory studied in on-campus courses into classroom
practice. The research study should result in a short written report on the findings. Students
should include these observations in the word-processed journal (see Log below for
further explication on what to keep in your journal).
 You will conduct an equity audit at your school site (see Appendix A). I invite you to link some
of these findings into your teacher-action research project in methods. In other words, pull
from these findings and develop your project. The equity audit has its origins in the Civil
Rights Movement, where it was conducted by school districts (either voluntarily or under pressure
by civic activists or ordered by the U.S. Department of Education Office of Civil Rights) as a way
of determining the degree of compliance with a number of civil rights statutes that prohibit
discrimination in educational programs and activities receiving federal funding. The equity audit
will help you begin to see if all the students at your school have the greatest opportunity to learn,
enhanced by the resources and supports necessary to achieve competence, excellence,
independence, responsibility, and self-sufficiency for school and for life. On syllabus due date,
you will need to come to class with a chart prepared (in a power point presentation, Excel chart,
you decide) to share the data you find, as well as any new insights you’ve gained for your final
research projects. We will compare the data from each school in class, and this might encourage
you to consider working with other class members on your research project.
**Remember: try to answer all the questions below and try to add additional areas from the
Appendix
 No. of students in your school
 Labels used at your school
 Students suspended in the past year
 Graduation rate
 Drop-out rate
 Students receiving free/reduced-price lunches
 Students identified as special education
 % of students identified as spec. ed receive free/reduced price lunches
 Academic achievement data
 No. of students of color
 Of no. of students labeled for special ed., how many are students of color?
 Total staff who are people of color in your school
 Certified staff who are people of color in your school
 Uncertified staff who are people of color in your school
 No. of ELL students in your school—what languages?
 What is ELL service delivery model in your school?
 No. of bilingual staff in your school
 No. of special education referrals each year
 Females on teaching staff
 Females teaching science/math classes
 Females teaching English
 Females teaching highest level of math/AP
 Out-of-school expulsions by gender
 Does your school have any active policies that address sexual orientation/gender identity?
 Does your school have a Gay/Straight Alliance?
 To what extent are students teased or called names b/c of their gender identity or sexual
orientation at your school?
 Does your school have a gender specific dress code?
 Other data you want to share
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*In addition: for the class you observe, include student-seating charts (first name only) by
period, summarize school handbook and class rules, and provide initial behavior management
observations. Note the physical arrangement of desks, workspace, what is and isn’t on the walls,
materials etc. and student traffic flow.
Basic rubric for assignment (chart and powerpoint is due second class session)
10—Assignment response has excellent insights, includes specific details and descriptions for all
questions; chart is thorough and has specific details to all questions;
7— Assignment response has good insights, includes some specific details and descriptions for
some of the questions, and has good command of language; chart is less than thorough and
has some specificity but does not answer all questions;
0— Assignment response has less-than through insights, lacks many specific details and
descriptions for the questions; chart is incomplete and lacks specificity and does not answer
all questions OR assignment was not completed
Assignment: Based on the observations made in your CMT’s classroom, and the data
acquired from the equity audit, write an essay of less than 5 pages (including a one pagepostscript (double spaced, APA or MLA, 10-12pnt font) describing, analyzing, and
responding how a dominant narrative in your school impacts
the
learning
environment of the classroom. Because you will amass a plethora of data, limit your
focus to one significant area of your interest. Ask these questions: is my CMT operating
within the dominant narratives, or challenging them? If so, how is the CMT challenging
the narratives? How is the CMT challenging structural inequities and how does that
appear to enhance learning environment? What is different or unique in this classroom?
How can you tell students are learning? What is the rapport between student and
teacher? As you analyze your data, identify problem areas and who is not being served
based on your analysis. Be sure to include proper references and citations throughout
your paper.
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2]
Also provide a one-page postscript, noting any problems in collecting types of data for
the equity audit- on the equity audit. You can ask:
Was it hard to get the data? Why?
What did you have to do to get the data?
Did any of the data surprise you? What? Why? Did you expect any of the data? Explain.
What questions do you have about the data?
What does the data reflect in terms of areas where equity-minded work is needed? How
can/will you address this need in your action research?
What salient issues warrant further research?
If you could provide data to the school principal about the most salient findings, what
might you advise him/her about? What would you hope could change in the school
environment as a result of your findings?
Teaching/Analysis of instruction (30% of total grade), due week sixteen.
You will be expected to apply your analysis skills in the observation of your cooperating teacher
and your school and to your own lessons. You are to write 2 papers of no more than 4 pages (1012pnt fnt, with citations, either MLA or APA) each in which you analyze the teaching you
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observed and your own teaching. Assignments: Paper 1: Analysis of your cooperating teacher.
Paper 2: Analysis of your own instruction.
In order to prepare for this assignment, you must do the following:


CMT ANALYSIS: When you analyze your cooperating mentor teacher’s teaching, keep in
mind information gathered from the equity audit and address the following. What does the
CMT do to address various learning styles? Is there differentiated instruction? How
does the CMT address social justice? Are there any populations of students who are
not being served in this classroom? Does anyone appear to be marginalized- consider
race, ethnicity, gender, gender expression, age, appearance, ability, national origin,
language, spiritual belief, size [height and/or weight], sexual orientation, social class,
economic circumstance, environment, ecology, culture, religion, and the treatment of
animals. What seems to be going well? Describe a favorite lesson you observed. What
did you learn? How did you know students were learning and engaged? What is your
critique of the learning environment? What is the rapport between student and
teacher?

LESSON PLAN AND TEACHING: Interns should have the opportunity to teach a few
lessons and/or one unit of instruction during this field experience -- so that they are well
prepared for student teaching the following semester. How extensively the intern is involved
in actual teaching and when he or she takes on responsibilities for planning and delivery of
lessons will vary. Decisions about how much and what types of teaching the intern will do are
to be made collaboratively between the intern and the cooperating teacher -- with the support
of the university supervisor. The cooperating teacher will provide feedback on the intern’s
teaching throughout the lessons, and toward the end of the 120 hours, the intern should
contact the university instructor to coordinate an observation, followed by feedback. See
steps below.
Specified Lesson Plan: You will prepare and present a lesson in your cooperating teacher’s
classroom and receive feedback from both the cooperating teacher and the instructor. Your
lesson should include a focus on social justice practices and reference a reading of your choice in
one of these areas. Follow these steps as you prepare to teach:
1. Discuss an appropriate topic that you will teach, preferably something that the cooperating
teacher and class are working on.
2. After you prepare your lesson ask for feedback from your clinical supervisor and the
cooperating teacher.
3. Prior to teaching your lesson, submit it for review to clinical supervisor.
4. Teach your lesson to the class.
5. Using the feedback that you receive and your own perceptions, write a reflection on your
teaching; include what you think you did well and what you would like to change.
6. At the end of the course, include your final, revised lesson plan and a reflection and
explanation of changes that have been made based upon the experience of delivering the
lesson.
12
Your lesson plans should include the following components: appropriate rationale of
standards to be addressed, standards, objectives, procedures, materials, adaptation(s),
assessment(s), and references.
You may want to videotape yourself to assist you with your critique and reflection. If you decide
to do so, inform the instructor and ask if it is appropriate, mentioning that you will have the
camera on only you.
3]
School visit log/Journal (20% of total grade), due week sixteen.
Each student must complete a time log of hours completed at the school site, and signed by
both the cooperating teacher and the university instructor. Each time you visit your school, log
that experience and respond to it in journal form.
JOURNAL: Each intern will keep a word-processed journal focusing on the FIELD NOTES
reflecting the experiences and learnings of the internship. The journal will include reports of
observations, including those conducted as part of (1). the Classroom Observation, (2). the
Research Project, (3). your teachings, (4). thoughts about the Equity Audit. It should also
include insights and reflections gained through interactions with students in small group and
whole class teaching situations. They should be written with a professional reader in mind and
thus should be concise, well-organized, and have few if any surface features errors. They should
also include citations when necessary.
The journal will be assessed according to the following criteria: comprehensiveness,
indication of thoughtful engagement with discussions, presence of appropriate references,
pertinent responses to classmates’ responses, comprehensive field notes, and in depth
reflections of classroom observations. Based on said criteria, length is subjective- please meet
the criteria.
4]
Student Interview (20% of total grade), due week sixteen
Interview one or more students on their understanding of a specific subject matter you taught.
Select one major concept and use it for each interview. Do not use this as a tutoring
session. Only collect data on what the student knows. Do not provide right or wrong answers.
Use open-ended questions to start the interview. Example: Why is it important to read a wide
range of literature from different time periods and different genres?
Assignment: Write a paper that is 5 pages or less on the student(s) concepts or misconceptions
about the subject you taught. Praxis is the ability to self reflect, critique and then to take action
based on what you learned. In your evaluation, reflect on what you could have done differently to
meet the needs of these learners. The reflection should not be solely based on what the student
may have missed but on the transaction between the student, the teacher and the context. . Do
not use student names. Label as student 1, student 2, etc. Keep all results confidential. Be sure t
o use proper citations and include 2 references.
5]
Teacher Work Sample
Some of the components you complete for this course will be submitted in this class and in your
Capstone class via livetext in completion of your TWS. Be sure to keep back up copies in a
separate folder.
6]
Attend and Participate in Class Meetings (10% of grade)
You are expected to attend every class session, come on time, and stay for the full session.
Tardiness or early departure will result in the loss of participation points (This does not apply to
students with class overlaps who have made arrangements prior to the beginning of the
semester.) Remain in the classroom while the class is in session. Contact the instructor via e-mail
13
no later that 1 hour before class, if you must miss a class. Sign the clipboard at each class
session. If your name does not appear on the sign-in sheet you will be counted absent. More
than 1 absence, will affect the final grade. Your final grade will be reduced by 10%.
Remember, we only meet three times so attendance is mandatory!
Students should be respectful of one another and not talk while another student is talking.
Your willing participation and positive attitude are a necessary component for you to succeed in
this class; and entails your timely fulfillment of class responsibilities and mature attitude in all
class activities. Each class will contain important information besides discussing texts and
projects and teaching lessons, so it is essential that you come to class. Please read this policy
again so that there will be no misunderstanding if your grade suffers because you were not
prompt and professional about attendance and preparation. Students are expected to participate
in all class discussions whether whole class or small group. Students are expected to focus on
the instructor and the class activities while in class. Please, NO CELL PHONE USE DURING
CLASS and NO LAPTOP USE DURING CLASS (especially in your teaching placements!)
unless invited for a particular pre-assigned assignment. Each student should select at least 1
“study buddy” for this class. You and this person should take notes for each other, get handouts,
and convey announcements and information which the “buddy” might have missed due to
absence.
14
Additional Fieldwork details
*Teacher work sample addressed in special methods. CMT-cooperating mentor teacher, ST- student
teacher
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
8 in-school hours
8 inschool
hours
8 inschool
hours
8 inschool
hours
8 inschool
hours
8 inschool
hours
8 inschool
hours
8 inschool
hours
CMT & ST
co-create
lesson
one.
ST
teaches
lesson
one.
CMT & ST
co-create
lesson
two.
1. Establish a fixed weekly
schedule (i.e. 2nd-3rd period,
MWF)
2. Create seating chart; learn
student names.
3. Learn school handbook.
4. Formally explore class rules
and/or behavior management
procedures.
ST shadow teaches CMT (i.e. watch
teacher one period and ST teaches
next period).
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
8 in-school
hours
8 in-school
hours
8 in-school
hours
8 in-school
hours
8 in-school
hours
8 in-school
hours
8 in-school
hours
8 in-school
hours
ST teaches
lesson two
1. Plan unit of material for student
teaching (i.e teacher work sample)
2. Interview students about knowledge
derived from previous lesson.*
CMT & ST
co-create
lesson
three.
ST teaches
lesson
three.
CMT & ST
co-create
lesson four.
ST teaches
lesson
four.
15
Dr. Miller
Appendix A: Equity Audit
√=complete
General Data
Report fraction and percentage of
each as applicable
1. *Number of students in your
district:
2. Number of students in your
school:
3. Number of staff in your
school (certified and
noncertified):
4. How many teachers in your
school teach outside of their
content/expertise area?
5. How many teachers in your
school hold: a) bachelor’s
degrees; b) master’s degrees;
c) doctoral degree?
6. How many teachers in your
school have been teaching: a)
1-5 years; b) 6-15 years; c)
15-20 years; d) more than 20
years?
7. What is the teacher
mobility/attrition rate at your
school?
8. Who teaches advanced
classes at your school? Longtime teachers or beginning
teachers? Who teaches lowertrack classes? Who teaches
seniors? Freshmen?
9. Number of students who
transferred or moved into the
school the last academic year
(disaggregate by race,
disability, gender, ELL, and
16
free/reduced lunch):
10. Students who transferred out
of the school in the last
academic year (disaggregate
using above info):
11. Fraction and percentage of
staff in your school who are
associated with student
services (e.g., special
education, counselors, nurses,
bilingual specialists, reading
specialists, literacy coaches,
etc.):
Status of Labeling at Your School
(Report total number [fraction] and
percentage) (*all)
1. Students labeled “gifted” in
your school:
2. Students labeled “at-risk” in
your school
3. Students labeled with a
disability in your school:
4. Students labeled ESL, ELL,
or bilingual in your school:
5. Students with any other kind
of label in your school
(include the label):
6. Graduation tracks at your
school (e.g., “basic,”
“advanced,” “honors,”
“college prep,” “AP”)
Discipline Data
1. *Students who were
suspended in the past year
(disaggregate by gender, race,
disability, free/reduced price
lunch, ELL; divide into inschool and out-of-school
suspensions):
2. Students who were expelled
in the past year (disaggregate
using above info):
3. Students who were placed in
alternative school setting
(disaggregate using above
info):
17
4. Low attendance and/or
truancy (disaggregate by race,
free/reduced-price lunch,
ELL, disability, and gender):
5. Other relevant discipline data:
General Achievement Data
1. Eighth-grade achievement
(disaggregate by race,
free/reduced-price lunch,
ELL, disability, gender):
2. Tenth-grade achievement
(disaggregate using above
info):
3. *Graduation rate
(disaggregate using above
info):
4. Graduated with an
advanced/academic diploma
(disaggregate using above
info):
5. *Drop-out rate (disaggregate
using above info):
6. Participation in ACT, SAT,
AP courses/exams
(disaggregate using above
info):
7. Test results of ACT, SAT,
AP exams (disaggregate
using above info):
Social Class Data
1. *Students receiving free and
reduced-price lunches in your
school:
2. Students receiving
free/reduced-price lunches in
other schools in your district
at the same level:
3. *Students identified for
special education in your
school:
4. *Of the number of students
identified for special
education, what fraction and
what percentage receive
free/reduced price lunches?
5. How does the response to
Item 4 compare to Item 1?
18
The answers should be
similar. If, for example, 60%
of students identified for
special education also qualify
for free/reduced-price
lunches, and your school has
20% of students receiving
free/reduced-price lunches,
students who receive
free/reduced-price lunches
are overrepresented in special
education. Further, this means
that, in this setting, if a
student is from a lower
socioeconomic class family,
he or she is three times more
likely to be labeled for special
education than other students.
What social class myths
support these data?
6. Students labeled as “gifted”
in your setting who receive
free/reduced-price lunches.
Compare with Item 1.
7. Students identified as “atrisk” who receive
free/reduced-price lunches.
Compare with Item 1.
8. Reflect: what do these social
class data mean to you? What
curriculum, programs,
resources, etc., are available
at your school for students of
lower social classes? What
ideas do you have for
remedying weaknesses that
exist in these programs?
Race and Ethnicity Data and Analysis
1. *Students of color in your
school: How does this
compare with other schools in
your district?
2. Students of color in the total
district:
3. *Of the number of students
labeled for special education,
what fraction and percentage
are students of color?
19
4. How does this number and
percentage compare with
those in Item 1?
5. How many students of color
are labeled “at-risk”?
6. How many students of color
are labeled “gifted”?
7. *Total certified and
uncertified staff who are
people of color in your
school. Compare with
response to Item 1.
8. *Total staff who are people
of color in your school
9. People of color serving on the
school board:
10. Report two pieces of
academic achievement data
(reading and math) as they
relate to this area of diversity:
11. Reflect: Discuss the problems
with the phrase, “I don’t even
see the person’s color,” and
“But we do not have, or have
very few, students of color in
our school/district, so race
isn’t an issue here.”
English Language Learners (ELL) and
Bilingual Data
1. *How many English language
learners are in your school
and what languages do they
speak? How does this
compare to other schools in
your district?
2. How many English language
learners in the total district?
3. How many ELL students are
labeled for special education?
4. How many ELL students are
labeled “at-risk”?
5. How many are labeled
“gifted”?
6. *What is the ELL service
delivery model at your
school? Are ELL students
receiving quality instruction
with certified teachers, or are
20
they being “warehoused”?
7. *What is the total number of
certified bilingual staff at
your school?
8. Bilingual people on school
board:
9. Report two pieces of
academic achievement data
(reading and math) as they
relate to this area of diversity:
(Dis)Ability Data
1. Number of students labeled
with (dis)abilities in your
school:
2. How does this number
compare with district total?
3. *Number of special education
referrals a year:
4. Report two pieces of
academic achievement data
(reading and math) as they
relate to (dis)ability:
Gender Data
1. *Females on the teaching
staff at your school:
2. *Females teaching
science/math classes:
3. *Females teaching English:
4. Females teaching history:
5. *Females teaching at the
highest level of math:
6. *Females teaching AP
courses:
7. *Out-of-school
suspensions/expulsions by
gender:
8. Females/males on
administrative team:
9. Females on school board:
10. Report two pieces of
academic achievement data
(reading and math) as they
relate to this area of diversity:
21
Sexual Orientation and Gender
Identity
1. *Does your district have any
active policies that address
sexual orientation and gender
identity?
2. How and to what extent does
your district’s curriculum
provide instruction related to
sexual orientation and gender
identity?
3. *Does your school have a
Gay/Straight Alliance? If not,
why not?
4. Assess your school’s
library/media holdings related
to sexual orientation and
gender identity.
5. To what extent has
professional development
addressed sexual orientation
and gender identity?
6. *To what extent are students
teased or called names
because of their gender
identity or sexual orientation
at your school? How do you
know?
7. *Does your school have a
gender specific dress code?
Note: Modified from Skrla, Scheurich, Garcia, & Nolly (2004) and Frattura & Capper (2007).
*=required
22
Rubric
Teacher Work Sample Rubric
A Description of the Setting
MoStep Program Goals: 3, 10 (1, 10%)
InTASC 2,10
SOE Academic Excellence
NCATE: 4
B Rationale for the work sample
MoStep Program Goals: 1, 4 (1, 10%)
InTASC 4, 7
SOE Academic Excellence
C Goals and Objectives
Mo STEP Program Goals 1, 3, 4 (1, 10%)
InTASC 2, 4, 7
SOE: Democracy and Social Justice
Academic Excellence
NCATE: 1
Exemplary
Advanced
Proficient
Emerging
Unacceptable
(5 pts)
(4 pts)
(3 pts)
(2 pts)
(1 pt)
Discussion
includes aspects
of community,
district, school,
classroom
(Including
students' current
pre-instructional
status) that can
influence
teaching and
learning, in terms
of resources,
student needs,
cultural demands
and support.
Discussion
includes
aspects of
community,
district, school,
classroom that
can influence
teaching and
learning, in
terms of both
demand and
support.
Discussion
includes some
data about
district,
school, and
classroom.
Connection to
how setting
influences
teaching and
learning is
weak but
evident.
Discussion is
superficial; with
little connection
to implications
of context on
teaching and
learning.
Description of
setting is
superficial; with
no thought
given to
implications of
context on
teaching and
learning.
Rationale
includes
discussion of
goals, objectives,
assessment, and
instruction and
refers to
students'
previous
experiences,
developmental
levels, and
preinstructional
status as well as
state, district, and
community
expectations (as
appropriate).
Rationale
includes
discussion of
goals,
objectives,
assessment,
and instruction
and refers to
students'
previous
experiences,
developmental
levels as well as
state, district,
and community
expectations
(as
appropriate).
Rationale
focuses on 3
or 4 aspects,
i.e., goals,
objectives,
and
assessment of
activities,
state or district
expectations
but not
previous
experiences,
developmental
levels.
Rationale for
the work
sample is weak,
but some
connections are
made to state
and district
expectations.
Rationale for
the work
sample is weak,
not clearly
stated, and not
supported.
Goals and
objectives are
clearly stated,
developmentally
appropriate,
consistent with
state and district
content
standards and
appropriate for
current
performance
levels of students
and would be
understandable
to other teachers.
Goals and
objectives are
clearly stated,
developmentally
appropriate,
consistent with
state and
district content
standards and
appropriate for
current
performance
levels of
students.
Goals and
objectives are
stated and are
appropriate
but lack
connection to
state and
district
standards or
current level
of students'
abilities.
Goals and
objectives are
stated vaguely,
but are
developmentally
appropriate.
Goals and
objectives are
stated vaguely
and are not
developmentally
appropriate.
23
Teacher Work Sample Rubric
D Plans and Materials
Mo STEP Program Goals: 2, 3, 4, 5, 6, 7, 11 (1, 10%)
InTASC 1, 2, 3, 5, 7, 8
SOE: : Inquiry Leading to Reflective Decision Making
Democracy and Social Justice
Caring and Safe Environment
Academic Excellence
NCATE: 1
E Assessment Program
Mo STEP Goal: 8 (1, 10%)
InTASC 6
SOE Academic Excellence
NCATE: 1
F Analysis of student progress
Mo STEP Program Goal: 8 (1, 10%)
InTASC 6
SOE Academic Excellence
NCATE: 1
Exemplary
Advanced
Proficient
Emerging
Unacceptable
(5 pts)
(4 pts)
(3 pts)
(2 pts)
(1 pt)
Instructional
activities are
aligned with
goals and are
consistent with
research on how
students learn,
and instructional
activities and
materials
challenge,
directly or
through
adaptations or
accommodations,
all students.
Instructional
activities are
aligned with
goals and are
consistent with
research on
how students
learn, and
instructional
activities and
materials
challenge all
students.
Instructional
activities are
aligned with
goals and are
consistent
with research
but activities
do not
challenge all
students.
Instructional
activities are
aligned with
goals but are
not consistent
with research
on how
students learn,
and activities
and materials.
Instructional
activities are not
aligned with
goals.
Assessments are
clearly aligned
with goals and
objectives; have
clear and
understandable
directions, items,
and scoring
procedures;
evidence
characteristics
likely to enhance
reliability; are
feasible to
administer and
score; show
diversity; and are
developmentally
appropriate for
students.
Assessments
are clearly
aligned with
goals and
objectives; have
clear and
understandable
directions,
items, and
scoring
procedures;
show diversity;
and are
developmentally
appropriate for
students.
Assessments
are aligned
with goals and
objectives but
have flaws,
i.e., no
reliability or
face validity.
Assessments
are aligned with
goals and
objectives; but
do not have
clear and
understandable
directions,
items, and
scoring
procedures; do
not have
characteristics
likely to
enhance
reliability; are
difficult to
administer and
score; show no
variety; and are
not
developmentally
appropriate for
students taught.
Assessments
are not aligned
with goals and
objectives; do
not have clear
and
understandable
directions,
items, and
scoring
procedures.
Analysis is
grounded in
assessment
results, examines
the performance
of different
groups and
individual
students,
describes and
examines formal
and informal
assessment
results, and
enhances the
reader's
understanding of
assessment
results
presented.
Analysis is
grounded in
assessment
results,
examines the
performance of
different groups
and individual
students.
Analysis is
grounded in
assessment
results but
focuses on the
performance
of the group
and does
attempt to
describe or
examine
formal and
informal
assessment
results, and
adds nothing
to the reader's
understanding
of the
assessment
results
presented.
Analysis is
grounded in
assessment
results, and
presents only
the whole
class's
performance,
but does not
describe or
examine
reader's
understanding
of the
assessment
results
presented.
Analysis is not
grounded in
assessment
results.
24
Teacher Work Sample Rubric
G Reflective Essay
MoSTEP Program Goals: 9, 10 (1, 10%)
In TASC 9, 10
SOE: Academic Excellence
Democracy and Social Justice
Skilled and Knowledgeable Professionals Working
Collaboratively
H. Summary Rating (1, 10%)
Exemplary
Advanced
Proficient
Emerging
Unacceptable
(5 pts)
(4 pts)
(3 pts)
(2 pts)
(1 pt)
The essay
demonstrates a
"stepping back"
from events or
actions. It is
analytical and/or
integrative of
factors, findings,
and perspectives
and may
recognize
inconsistencies.
It goes beyond
technical and
practical means
to bring up moral
and ethical
criteria and make
judgments about
whether practice
is equitable, just
and respectful of
others.
The essay
demonstrates a
"stepping back"
from events or
actions. It is
analytical
and/or
integrative of
factors,
findings, and
perspectives
and may
recognize
inconsistencies.
The essay is
reflective and
provides
justification for
most events
or actions.
The essay is
not reflective
but instead
describes
events and
makes no
attempt to
provide reasons
or justification
for events. It is
mostly
concerned with
efficiency and
effectiveness of
means to
themselves.
The essay is
not reflective
but instead
describes
events.
The document is
cohesive and
well written and
attends to issues
of context,
diversity and
alignment.
The document
is cohesive and
well written and
attends to
issues of
context, and
diversity.
The document
is a good start
to presenting
the
candidate's
work and
reflections.
The document
is coherent but
does not attend
to issues of
context,
diversity and
alignment.
The document
is fragmented
and poorly
written.
Edit
Student
Learning
Outcomes /
Course
Related
Assessment
SOE
Conceptual
Framework
Values /
NCATE
Standards
MoSpe
NCTESLA
Common
Core
InTASC
25
Objectives
Competencies
Standards
1. Learner
Engagement
Analysis of
Instruction
1-6
7, 9
1-8
2.Application
of
Instructional
Strategies
Analysis of
Instruction
1-6
7, 9
1-8
3. Research
and Analysis
Field
Placement:
School and
equity audit
observation
essay
1-5
3, 7
1,3, 9
7. 9
1-3
4, 7, 9
1-9
Observation
Log/Journal
4.Applications
of Diversity
across
Teaching
Contexts
Student
Interview
1.2.1
2
4
.
Intended Learning Outcomes/Objectives:
1. Learner
Engagement
The learner will demonstrate the development of skills resulting in increased
learner engagement and motivation
2. Application of
Instructional
Strategies
The learner will apply knowledge of instructional strategies in classroom
settings.
3. Research and
Analysis
The learner will become proficient in the ability to collect data on
instructional practice as well as analyze and reflect upon findings.
4. Applications
of Diversity
across Teaching
Contexts
The learner will demonstrate understanding of diverse learners by:
increasing awareness of contextual variables which impact learner
outcomes; engagement with diverse learners and their families; and
implementation and analysis of instructional practices