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OREGON STATE UNIVERSITY – CASCADES CAMPUS

Master of Arts in Teaching Professional Teacher Education Program

Early Childhood and Elementary Education

TCE 510 (a) Student Teaching Internship and Seminar (2 Credits)

Fall Term 2013 Seminar: Fridays 1000 – 1150 CGRC 126

CRN 16408 Section 501 Instructors:

Marjo May-Korish, M.S.W., M.T.E. Phone: (c) 541.678.0709 (h) 541.389.5649 Email: maykorim@onid.orst.edu Office Hours: by appointment Mary Tebeau, M.Ed. Phone: (c) 541.598.4417 (h) 541.383.2839 Email: tebeaum@onid.orst.edu Office Hours: by appointment

This course is a required component of the Early Childhood and Elementary Education Master of Arts in Teaching (MAT) program within the Professional Teacher and Counselor Education (PTCE) unit. The mission of the College of Education is to prepare, inspire and support teachers, counselors, educational leaders, researchers, and volunteers to promote lifelong learning in schools, colleges, universities, communities and workplaces. Embracing an innovative spirit in teaching, research, service, and knowledge dissemination, we are committed to the values of diversity and social justice in a global society. I. Description Student teaching is another step in becoming a teacher. It is a time when you are both a student and a teacher, and during this part-time experience, you will be expected to act in the responsible role of a professional while taking direction as a student from your course instructors, Cooperating Teachers, University Supervisor and other professional educators. As your responsibilities grow during this term, you will begin putting into practice all that you are learning. Because we do not expect you to start as a perfectly finished teacher and expect you to feel you have a great deal to learn, your course instructors, your Cooperating Teachers, University Supervisor and other professional educators will provide support and instruction through course work, the seminar, reflection, observations and discussions based on your Weekly Professional Dialog Form. This two credit teaching experience at your first level of authorization provides you with a gradual introduction to classroom teaching by involving you in observing and planning with your Cooperating Teacher, teaching lessons, units of instruction, reflecting on your experience, assisting with individual tutoring, small group work, whole group work, preparing instructional materials as appropriate, responding to student papers, grading exams, and performing other routine teacher responsibilities. While these are minimum requirements to meet the Master of Arts in Teaching (MAT) benchmarks for

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this experience, we realize that some Interns may teach more than the minimum requirements, depending on their level of readiness and the judgment of the Cooperating Teacher. II. Link to Conceptual Framework, Knowledge Base, and National and State Guidelines The goal of this course is to extend those domains of knowledge introduced in TCE 599, Effective Lesson Planning, and other coursework taken before student teaching begins. The overall contexts in which these teaching approaches are considered are the state and national curricular reforms in education, as well as practices of teaching excellence supported by research. This course primarily attends to domains of pedagogy, pedagogy and its relationship to subject matter, curriculum, and pedagogical content knowledge. Given that the learner must always be considered and that the general context of instruction is the school, the domains of learners and schools are emphasized. The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four foundational or core values that are listed below. To find out more about how the knowledge base relates to the National Council for Accreditation of Teacher Education (NCATE) guidelines, review the Conceptual Framework at the website: http://oregonstate.edu/education/accreditation/

1. Ethics and Professionalism

2. Reflective Practitioner

3. Lifelong Learners

4. Diversity and Equity

With respect to national standards, this course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit Standards:

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Standard 2: Assessment System and Unit Evaluation

Standard 3: Field Experiences and Clinical Practice

Standard 4: Diversity

Standard 5: Faculty Qualifications, Performance, and Development

Standard 6: Unit Governance and Resources

The Oregon TSPC Standards embedded in this course include the following:

Standard 1: Plan Instruction that supports student progress in learning and is appropriate for

the developmental level.

Standard 2: Establish a classroom climate conducive to learning.

Standard 3: Engage students in planned learning activities.

Standard 4: Evaluate act upon, and report student progress in learning.

Standard 5: Exhibit professional behaviors, ethics, and values.

III. Methods of Instruction

Collaboration with the Cooperating Teacher, University Supervisors and course Instructors

Classroom practice

Formal observations which include a pre-observation conference and a post-observation conference between the Intern and the observer

Participation in Student Teaching Seminar which may include: Written reflection

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Discussion Peer review and editing Direct instruction Cooperative groups

Reflection on all components of the student teaching experience, including the dispositions to be a professional educator

Technology is integrated throughout this course and in the Intern’s placement experience through:

Utilization of classroom technology resources Exploration of Educational Applications – iPads

IV. Student Learning Outcomes -- Objectives of the Course

A. Through the development and teaching of formally observed lessons, the Intern will demonstrate their ability to:

1. Plan and teach lessons or units of instruction.

2. Reflect upon their teaching by participating in discussions with the course instructors,

Cooperating Teacher and the University Supervisors.

3. Assess student learning through the use of authentic assessment strategies.

4. Evaluate student progress using predetermined criteria connected to the benchmarks and Standards.

5. Provide feedback to students and plan future lessons based on assessment data.

6. Incorporate lessons that address issues related to social justice.

7. Plan lessons that meet the needs of culturally and linguistically diverse students by

utilizing appropriate English Language Learner (ELL) teaching strategies.

B. Through attendance at the Placement site, participation in the University Seminar, collaboration with Cooperating Teachers, University Supervisors, Major Professor, Instructors, peers, professional educators and other colleagues, the Intern will demonstrate their ability to:

8. Plan, research, and collaborate with the Winter Placement Cooperating Teacher

about the Winter Work Sample.

C. Through the student teaching internship experience, the Intern will collect, annotate and archive artifacts to be used in the Professional Portfolio.

9. Collect, annotate and archive artifacts to be used in your Professional Portfolio based on the

Five Student Teacher Competencies. See the MAT Handbook pages 20 – 22 for more

information on the Professional Portfolio.

V. Course Requirements Part-Time Student Teaching Benchmarks:

1. Plan and teach at least 6 lessons, then receive feedback from the observer, and reflect on the feedback.

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2. Observe teachers, students, and other professional educators at the placement sites.

3. Observe the communities surrounding the placement sites.

4. Assist your Cooperating Teacher

5. Participate in professional development opportunities

6. Demonstration of growth toward meeting the criteria of the Student Teaching Summary Report (MAT Handbook pp 86-89) required by TSPC.

Course Requirements

Alignment with Student

Learning Outcomes

1. Attendance on site during the scheduled placement:

Beginning in August, Interns are to be their placement site during the regular work day for your Cooperating Teacher to assist in the set up of the classroom, the start up of the school year and to learn how classroom and school-wide rules, procedures and policies are established.

Interns are to attend all faculty/staff meetings, building work days, parent conferences, and in-service opportunities.

Interns are to log the time spent in their placement on the Log of Hours form to be kept in the OSU Dialog Notebook at each placement classroom. Forms are to be handed in as scheduled at seminar classes (9/23, 9/27, 10/4, 10/18, 11/1, 11/15 and 12/6).

Students are to visit their Winter placement and work with their Winter Cooperating Teacher a minimum of five (5) hours per month (October – December)

Starting September 30th through December 20th (or the start of Winter Break) students are to be in their placement site at least 5 hours each day M - TH with their Cooperating Teacher.

Cooperating Teachers are asked to grant Interns time off from their placements during “Dead Week” as students prepare for Final Exams. Cooperating Teachers are also asked to grant Interns time off from their placements during Final Exam week so students may take scheduled Final Exams.

For Fall term 2013 the dates will be:

Dead Week will be December 2 – December 6 Final Exam Week will be December 9-13

Student Teachers are to inform their Cooperating Teachers well in advance as to their needs during Dead Week and Final Exam Week.

1, 2, 3, 4, 5, 6, 7, 8, 9

2. Complete and turn in all required MAT Program forms. 1, 2, 3, 4, 5, 6, 7

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3. Six (6) Formal Observations:

Plan, teach, and receive feedback on lessons, with three (3) Formal Observations by your Cooperating Teacher, using the OSU – Cascades Lesson Plan Format found on pages 55 & 56 of the MAT Handbook.

Plan, teach, and receive feedback on lessons, with three (3) formal observations by your University Supervisor, using the OSU – Cascades Lesson Plan Format found on pages 55 & 56 of the MAT Handbook.

1, 2, 3, 4, 5, 6, 7, 9

4. Attend and participate actively in the weekly seminar course:

Each weekly session of the Student Teaching Seminar will begin with reflection and the completion of an activity or learning log.

1, 2, 3, 4, 5, 6, 7, 9

5. Complete and turn in first draft of both Winter and Spring Teacher Work Sample Context Chapters (Chapter 1) to instructors during Seminar class. Due no later than December 6th.

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VI. Evaluation

1. Attendance at Student Teaching Placement Site (Log of Hours) 100 points

2. Completion of required MAT Program forms (originals not copies) 100 points

3. Weekly Reflections/Learning Logs/Reading Responses 50 points

4. Attendance and Participation in Student Teaching Seminar 50 points

5. Completion of Context Chapters (Winter & Spring TWS) 50 points

Total = 350 points

Registration for TCE 510 (b) for Winter term dependent upon completion of all required licensure paperwork. Clearance for registration will be issued after ALL completed paperwork is filed.

Your evaluation will also be based on your demonstration of growth toward meeting the criteria of the Student Teaching Summary Report (MAT Handbook pages 86-89) required by TSPC.

VII. Grading: The grading scale is shown below in percentages:

93 – 100% = A 73 – 76% = C 90 – 92% = A- 70 – 72% = C- 87 – 89% = B+ 67 – 69 %= D+ 83 – 86% = B 63 – 66% = D 80 – 82% = B- 60 – 62% = D- 77 – 79% = C+ 0 – 59% = F

Grade Requirement:

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A grade-point average of 3.00 (a "B" average) is required: 1) for all courses taken as a degree-seeking graduate student, and 2) for courses included in the graduate degree or graduate certificate program of study. Grades below "C" (2.00) cannot be used on a Graduate Program of Study. A grade-point average of 3.00 is required before the final oral or written exam may be undertaken. In addition, you must receive a grade of “B” or better to have this course count toward licensure and degree completion. VIII. Absences: If you are going to be absent from a day of your Student Teaching for any reason, you must, in accordance with the Student Teacher Absence policy outlined in your MAT Handbook, page 24: 1. Notify your Cooperating Teacher through the mutually agreed upon method. You must establish a notification procedure with your Cooperating Teacher at the beginning of your Student Teaching. 2. Notify your University Supervisor, Marjo May-Korish or Mary Tebeau, by email no later than 7:00 a.m. on the day of the absence, or as agreed upon if a formal observation day. Written documentation of all days missed is required via email and should be noted on your Log of Hours form. Prearranged absences from the Student Teaching placement during any term must be cleared with the Program Lead (Kathleen Cowin), with written notification to Cooperating Teacher and University Supervisor (email will suffice) detailing the reason for and date/time of the absence. Note: Part of learning to be a teaching professional is conducting yourself as if this were your job. Be punctual, prepared, dressed appropriately, and aware that you are developing professional relationships each and every day. Set up a mutually agreed on schedule and notify your Mentor (cooperating) Teacher well in advance if you need to change the schedule. Also, communicate with your Mentor (cooperating) Teacher about your needs to visit your Winter Placement Mentor (cooperating) Teacher and about any needs you will have during Dead Week and Final Examination Week well in advance. IX. Textbooks: Paciorek, K. M. (2014). Annual editions: Early childhood education 13/14. New York, NY: McGraw-

Hill.

Suggested Optional Reading: Wong, H., & Wong, R. (2009). How to be an effective teacher: The first days of school (4th ed.). Mountain View, CA: Harry K. Wong Publications. X. Additional materials:

OSU Cascades MAT Handbook

The Oregon State Standards http://www.ode.state.or.us/teachlearn/

Common Core State Standards http://www.corestandards.org/

Critical Thinking Wheel:

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Lujan, M. (2008). Critical thinking: Based on Bloom’s taxonomy. Tyler, TX: Mentoring Minds, L.P.

Other handouts as distributed in class XI. Instructors’ Expectations: 1. Students will demonstrate respectful behavior toward other students, the instructors, and all OSU Cascades faculty and staff. 2. Students are expected to attend and participate in all classes and activities. If you are unable to attend or participate, you must contact the instructors either by phone or email before the class begins to explain the absence. 3. Students are expected to prepare for class by reading the assigned materials. 4. Students are expected to be punctual when turning in all assignments as the design of the course is structured such that assignments are sequential and cumulative. The instructors are under no obligation to accept late assignments. Late work that is accepted will not receive full credit. 5. Students are expected to demonstrate graduate level proficiency in all written assignments and in all discussions or oral exchanges with fellow students and the instructors. 6. Each student is responsible for their and other Cohort members’ success. 7. Be fully present in class without the distraction of cell phones or computers during lecture, discussion or reflection time. If you must be able to be reached, please set ringer to vibrate or silent out of respect to your instructors and classmates. 8. Students are to act in accordance with OSU-Cascades MAT policy concerning technology use, found in its entirety on pages 18-19 of the MAT Handbook. XII. The University’s Expectation for Student Conduct: Link to Statement of Expectations for Student Conduct http://oregonstate.edu/admin/stucon/achon.htm Academic Integrity — Students are expected to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. For further information, visit Avoiding Academic Dishonesty (http://oregonstate.edu/studentconduct/avoid.htm), or contact the office of Student Conduct and Mediation at 541-737-3656. XIII. Statement Regarding Students with Disabilities: Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at (541) 737-4098. http://oregonstate.edu/dept/budgets/genupol/gupdissu.htm XV. University Policy Concerning Weapons:

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The carrying and use of weapons on the OSU campus is strictly prohibited. This includes permitted concealed weapons. This policy applies to all OSU controlled properties and facilities, including classroom buildings, administrative buildings, and parking areas (including College Way). The complete OSU weapons policy can be found at http://arcweb.sos.state.or.us/rules/OARS_500/OAR_576/576_065.html