COURSE SYLLABUS
Philander Smith College
Division of Business Administration & Economics
Fall 2005
Course Prefix and Number: VOBT 443
Course Title: Internship II
Credits: Seven Semester Hours
Instructor: Staff
Classroom: Assigned School
Class Time: TBA
Office Location: Business Building
Office hours: Office Hours are posted on office door and by appointment
Telephone Number: To Be Assisgned
Email: To BeAssigned
Textbook: Philander Smith College Field/Clinical Experiences Handbook
Program Guidelines:
Conceptual Framework CF:
The theme of the conceptual framework for the program is “The Teacher as the FORCE in the
Teaching/Learning Process.” The framework’s five underlying principles are: Facilitator, Organizer,
Reflector, Collaborator, and Energizer. Each principle is aligned with NABTE Standards, Pathwise for
domains, and Arkansas Standards.
Pathwise Domain
Domain A: Organizing Content Knowledge for Student Learning
Domain B: Creating an Environment for Student Learning
Domain C: Teaching for Student Learning
Doamin D: Teaching Professionalism
NABTE Standards:
Standard No. 2: Preparatory programs in business teacher educationare designed to prepare candidates
as public and private school business teachers (including middle, junior high, secondary, and
postsecondary), teachers/trainers in business and industry, and other business and industry personnel
required to have business teaching background.
Standard No. 3: General studies comprise approximately one-thirs of the preparatory baccalaureate
business teacher education program. Courses such as economics, business statistics, and business
technology pllications may be counted as part of the general education studies.
Standard No. 4: Business studies comprise approximately one-half of the preparatory baccalaureate
degree program or the baccalaureate degree earnedprior to entering the business teacher education
preparatory program.
Standard No. 5: Professional studies comprise approximately one-sixth of the baccalaureate degree
program or a comparableamount of course work if pursuing an advanced degree teacher certification
program ora teacher certification program. These studiesinclude educational foundation studies,
teaching-learning theory, pedagogical strategies, and field experiences.
Standard No. 6: Prospective business teachers apply the results of educational research, develop
concepts of research, and interpret professional literature wich addresses researchand development.
Course Description:
Candidates will spend one day per week for ten weeks (60 clock hours) in a high school
classroom. This clinical experience will focus on working with students in large and small groups.
Candidates will be expected to complete assignments related to their on campus courses during the
classroom placement. During this field placement, candidates will continue to develop their professional
skills to enter their specialty area of education. Candidates are expected to use technology throughout
the teaching/learning process.
COURSE OBJECTIVES:
1. The student will become familiar with subject matter and assignments. NABTE 2.1,2.2, 3.2, 3.3,
3.4, 5.3, 5.6, 5.8, 6.1, 6.2; Pathwise Domain A1, B3; CF 1.1.1, 2.2.2
2. The student will be able to select, construct, and arrange exhibit materials for bulletin boards
wich spport, extend or teach concepts. NABTE 2.2, 2.11, 5.6, 5.8; Pathwise Domain A1, A4; CF
2.2.2, 2.2.7
3. The stuent will begin a file or notebook of teaching ideas. NABTE 2.1, 2.2, 5.6; Pathwise Domain
A1, A2; CF 2.2.2, 2.2.4.
4. The student will become familiar with a variety of text materials and resources on the subject
taught. NABTE 2.1, 4.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8; Pathwise Domain A3, B4; CF 2.2.6
5. The student will assist in the preparation of materials for the special needs students. NABTE 2.2,
2.11, 5.11; Pathwise Domain A2, A4; CF 2.2.6
6. The student will be able to introduce units of work and assist in the teaching of one or more
lessons. NABTE 2.1, 3.2, 3.3, 4.4; Pathwise Domain B3; CF 1.1.3
7. The student will assist in the preparation and use of multimedia resources. NABTE 2.1, 2.11, 4.2,
4.7; Pathwise Domain A4, D3, CF 2.2.7, 3.3.6
8. The student will be able to give individual instruction when a pupil needs help. NABTE 2.1;
Pathwise Domain B4; CF 1.1.4
9. The student will be able to supervise study groups and committee group work. NABTE 2.1;
Pathwise Domain B4; CF 1.1.4
10. The student will be able to conduct short periods of teaching. NABTE 2.1, 5.5; Pathwise Domain
B1, B2; CF 1.1.1, 1.1.2
11. The student will become familiar with support services and resources. NABTE 2.1, 4.2, 4.7;
Pathwise Domain D3; CF 3.3.6
12. The student will deveope skills in planning, presenting and evaluating instruction. NABTE 2.1,
5.1; Pathwise Domain C2; CF 4.4.4
13. The student will assist in the preparation and use of technology in the teaching/learning
process. NABTE 2.1, 4.2, 4.7; Pathwise Domain D3; CF 3.3.6
14. The student will continue reflective journal writing. NABTE 2.1, 3.9, 5.3, 5.9; Pathwise Domain
D1; CF 3.3.1, 3.3.2
15. The student will continue portfolio development. NABTE 2.1, 3.2, 3.3, 4.2, 4.4, 4.7; Pathwise
Domain B3, D3; CF 1.1.3, 3.3.6
Dispositions:
1. Demonstrate a sense of caring.
2. Establish rapport with students.
3. Demonstrate a sense of efficancy.
4. Demonstrate a positive attitude towards children.
5. Demonstrate respect for children.
Technology:
1. Basic operations and concepts
a. Students demonstrate a sound understanding of the nature and operation of
technology systems.
b. Students are proficient in the use of technology.
2. Social, ethical, and human issues
a. Students understand the ethical, cultural, and societal issues related to technology.
b. Students practice responsible use of technology systems, information and software.
c. Students deveople positive attitudes towards technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3. Technology productivity tools
a. Students use technology tools to enhance learning, increase productivity and
promote creativity.
b. Students use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications, and producing other creative works.
4. Technology communication tools
a. Students use telecommunications to collaborate, publish and interact with peers,
experts and other audiences.
b. Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5. Technology research tools
a. Students use technology to locate, evaluate and collect information from a variety
of sources.
b. Students use technology tools to process data and report results.
c. Sudents evaluate and select new information resources and technological
innovations based on appropriateness to specific tasks.
6. Technology problem-solving and decision-making tools
a. Students use technology resources for solving problems and maing informed
decisions.
b. Students employ technology in the development of strategies for solving problems
in the real world.
Assignments, Evaluations, Procedures and Grading Policy:
Portfolio for Field Experiences
1. Include school profile, seating plan, rules and procedures, classroom management plan and
daily attendance.
200 Points
2. Include 10 lesson plans using assigned format. 200 Points
3. Include photographs and student work.
Grading Policy: Grades will be assigned according to the percentage of toal points earned based on the
following scale:
Grading Scale: 100-90 A
89-80 B
79-70 C
69-60 D
59-0 F
Teaching Strategies:
Lecture
Discovery Learning
X Discussion
Small group Activites
X Cooperative Learning
X Demonstration Medeling
Role Playing
X Technology/Media Presentation
Problem Solving
X Team Teaching
X Individualized Instruction
topics covered in class).
X Other (look up websites information pertaining to
Teaching Models:
X Direct Instruction
X General inquiry Model
Inductive Model
Deductive Model
References:
Students with Disabilities Policy: This course adheres to the stdents with disabilities policy outlined in
the 2005-2007 Philander Smith College Catalog.
Attendance Policy: This course adheres to the attendance policy outlined in the 2005-2007 Philander
Smith College Catalog
Websites:
www.google.com
http://www.awesomelibrary.org/cgi-bin/search-awl.cgi
www.ask.com
http://www.eric.ed.gov