QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER
COURSE TITLE (CRH)
EDSE 491
Student Teaching in
Secondary Education
(9 Credit Hours)
SEMESTER AND YEAR
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
OFFICE HOURS:
PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES
Teaching
X
Outcome 1 – Content: Apply key theories and concepts of the subject matter.
X
Outcome 2 – Pedagogy: Plan effective instruction to maximize student learning.
X
Outcome 3 – Technology: Use current and emerging technologies in instructionally powerful ways.
X
Outcome 4 – Diversity: Foster successful learning experiences for all students by addressing
individual differences.
Scholarship
X
Outcome 5 – Problem Solving: Arrive at data-informed decisions by systematically examining a
variety of factors and resources.
X
Outcome 6 – Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to
the knowledge base in education.
Leadership
X
Outcome 7 – Ethical Values: Apply professional ethics in all educational contexts.
X
Outcome 8 – Initiative: Lead positive change in education.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
1
COURSE DESCRIPTION
Ten weeks of observation and participation in classroom activity; supervised teaching in an independent school.
Candidates will be assigned a mentor teacher at the school and university supervisors. Instruction of candidates
will be based upon NCATE, INTASC principles, and the Qatar National Professional Standards for Teachers.
Instructional activities will be designed using the Qatar Core Curriculum Standards. This course requires a
significant number of field hours.
Prerequisites: Completion of all other courses in the program with the exception of Student Teaching and program
approval.
COURSE OBJECTIVES
The objectives of this course are to enable candidates to:
1.
Apply knowledge of effective teaching and learning in an authentic context.
2.
Establish and maintain a positive classroom environment for teaching and learning.
3.
Plan standards-based learning activities appropriate for the developmental level of all students.
4.
Conduct learning activities that help all students achieve at high levels.
5.
Use assessment information to inform -practice.
6.
Engage in the professional community of the school .
COURSE LEARNING OUTCOMES
By the end of this course, candidates will:
1.
Develop and practice classroom rules and procedures.
2.
Write lessons and units appropriate for the developmental level of the students.
3.
Co-teach with the school mentor.
4.
Independently teach lessons.
5. Assess student learning to improve the teaching performance.
6. Communicate with parents in order to develop parents support .
7.
Work effectively with school staff.
8.
Use reflection to improve teaching and learning.
9.
Use appropriate technology to improve teaching and learning.
TEXTBOOKS & READINGS
Internship Handbook
COURSE REQUIREMENTS
All course requirements are detailed in the Internship Handbook. These include:
1.
2.
Professional attitude and work habits at all times.
Completion of all assignments, as detailed in the handbook.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
2
3.
4.
5.
Participation in the school community as fully as possible.
Open and productive communication between the candidate and the school mentor and university
supervisor.
Attendance at the placement school and at the university according to the college of education
attendance policy—including the Seminar.
Use of Blackboard:
Course handouts will be placed on the course Blackboard site.
TaskStream Assignment(s): TaskStream assignments must be loaded onto your TaskStream page. All TaskStream
assignments are graded on the TaskStream system, In this course, the TaskStream assignment are: Unit Plan,
Technology Project, Assessment Project, and Reflective Journal.
COURSE MATRIX
Unit Learning
Outcomes
QNPSST
Course
Objectives
Course Learning
Outcomes
Assessment (Tasks/Artifacts)
3, 9
1
1, 3, 6, 7
Notebook and Reflections, CEES
Lesson Plans, Unit Plan, E-Folio
1, 2, 7, 8
2, 3, 4, 5
1, 2, 7
Lesson Plans, Unit Plan, Assessment
Project, CEES, E-Folio
5, 6
1
8, 7
Technology Lesson, CEES, E-Folio
yvigreviP
4
3
1, 7
Unit Plan, CEES, E-Folio
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12
2, 3
6, 7
Notebook and Reflections, CEES, E-Folio
moldhgrhP rolovrP
12
1
6, 7
Notebook and Reflections, CEES, E-Folio
silvogh aghoge
12
2, 6
4, 5, 7
Parent Conference Report, CEES, E-Folio
10, 11
6
4, 5, 7
Parent Conference Report, CEES, E-Folio
Content
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COURSE OUTLINE:
Student teaching for all programs is a full academic semester, and includes a mandatory Orientation Seminar
(2 hours), in which all mentor teachers and college supervisors participate. Student teachers must also attend 18
hours of Seminar at the beginning of the semester before the classroom experience. These 18 hours prepare you
for your classroom experience and provide you with forms and information necessary for the student teaching.
The student teaching experience is determined to be 300 hours, commonly completed over 10 weeks.
Activities and more detail can be found on Student Teaching Handbook.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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ASSESSMENTS
All assignments are explained thoroughly in the handbook, and rubrics are provided.
Assignment
Maximum Score
Grade Value
Parent Conference Report
5
5%
Notebook and Weekly Journal
10
5%
Mid and *Final Journal Report
20
10%
*Unit Plan
20
20%
4.00 Average
25%
20
10%
*Assessment Analysis
20
10%
*E-Folio
60
10%
Other Seminar Assignments
20
5%
*CEES (Final Only)
*Technology Lesson
Seminar
*migrrgo rigSe grg id vg odSshgigo dohvog
QU Grading System
A
B+
B
C+
C
D+
D
F
=
=
=
=
=
=
=
=
100 - 90
89.99 - 85
84.99 - 80
79.99 - 75
74.99 - 70
69.99 - 65
64.99 - 60
59.99 - 0
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community,
students are expected to recognize and honor standards of academic and intellectual integrity. The College of
Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for
academic credit. Qatar University encourages students to be responsible and accountable for their decisions and
actions. Any attempt by students to present the work of others as their own or to pass an examination by
improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary
action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also
considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar
University Student Handbook.
Plagiarism: Plagiarism is the act of taking the words or ideas of another and representing them as one’s own. A
further description of plagiarism can be found in the Student Handbook.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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Cheating: Examples of cheating include, but are not limited to, receiving unauthorized assistance, before, during,
or after an examination or assignment, falsification or misrepresentation of information in an academic exercise or
assignment, unauthorized use of someone else’s password or account number, and submitting work more than
once without the consent of the department.
RESOURCES
The learner is expected to draw from all resources previously introduced in preparatory courses, plus others that
will be self-identified in collaboration with faculty and onsite mentors. Other resources are provided on the course
Blackboard site on the university website.
SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of
all.” and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University
seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special
needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact
the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate
reasonable accommodations for students with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: specialneeds@qu.edu.qa;
Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The
nature of the complaints may be either academic or non-academic. For more information about the policy and
processes related to this policy, you may refer to the students’ handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to supplement
their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring
efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling
Center), and writing labs and workshops. Information about the Learning Center may be found at
http://www.qu.edu.qa/students/services/slsc/
SUPPORTIVE TEXTS
Brooks, J. & Brooks, M. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision
and Curriculum Development
Carr, J. & Harris, D. (2001). Succeeding with standards, Linking curriculum, assessment, and action planning.
Alexandria, VA: Association for Supervision and Curriculum Development.
Erickson, H. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA:
Corwin Press.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and
Curriculum Development.
Jacobs, H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and
Curriculum Development.
Wiggins, G. & McTighe, J. (2000). Understanding by design. Alexandria, VA: Association for Supervision and
Curriculum Development.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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Online resources
 Lesson Development Tools: www.4Teachers.org 
Learning Designs: http://www.learningdesigns.uow.edu.au 
Curriculum Design Guide: http://www.ljmu.ac.uk/lid/ltweb/ldu_12/0000.htm 
The Thinking Classroom: Curriculum Design Tools: http://learnweb.harvard.edu/ALPS/thinking/design.cfm 
Concept Mapping and Curriculum Design:
http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/Concept Mapping/

st
Marco Polo: Education for the 21 Century: http://www.marcopolo-education.org/home.aspx 
Integrating Assessment and Instruction in Ways that Support Learning: (http://www.ncrel.org/sdrs/areas/issues/methods/assment/as500.htm) 
Assessing Problem-solving Skills: (http://www.fno.org/oakharbor.html)
article and an information skills
rating scale. 
Authentic Assessment in Math: (http://mathforum.org/sum94/project2.html/)
from Swarthmore College. 
Indicators of Engaged Learning: (http://www.ncrtec.org/capacity/profile/profwww.htm)
from NCRTEC (scroll
down). 
How to develop rubrics and examples of scoring rubrics. Using Scoring Rubrics:
(http://www.calstate.edu/AcadAff/SLOA/links/using_rubrics.shtml)

Many resources on how to use rubrics: Using Rubrics: http://members.tripod.com/~ozpk/01rubric) 
What rubrics do and why: Understanding Rubrics: (http://www.middleweb.com/rubricsHG.html)

Terms and concept words for rubrics: Guidelines for Rubric Development: (http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Guidelines.html) 
Information on portfolio implementation, assessment, and rationale: Getting Started with Portfolios:
(http://www.indiana.edu/%7Ecrls/handouts/ports.htm Appendix
Qatar National Professional Standards for Teachers
1.
Structure innovative and flexible learning experiences for individuals and groups of students.
2.
Use teaching strategies and resources to engage students in effective learning.
3.
Foster language literacy and numeracy development.
4.
Create safe, supportive, and challenging learning environments.
5.
Construct learning experiences that connect with the world beyond school.
6.
Apply information and communication technology in managing student learning.
7.
Assess and report on student learning.
8.
Apply knowledge of students and how they learn to support student learning and development.
9.
Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
The instructor reserves the right to modify the syllabus in response to the best interests of the students.
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