Syllabus for ECh 4600
Student Teaching in Early Childhood/Primary Education
(6 cr)
Fall, 2007

Class meeting time:

Meeting times will be arranged
Instructor: Kim Riordan
Office & phone: 120 Montague Hall (w) 726-7251  (h) 525-6994
Office hours: By arrangement
e-mail: kriordan@d.umn.edu

Course Description:

Application of skills, understanding, and knowledge related to working with children from birth through age eight.

Course Overview:

The purpose of this course is to serve as the classroom-based experience in preparation for licensure. It is designed to be the capstone experience that is the culmination of early childhood related coursework. Guidelines, policies, and information regarding student teaching can be found at: http://www.d.umn.edu/educ/programs/field_experience/index.html

Required Texts / Readings:

-Early Childhood Studies Student Teaching Handbook

-Readings from Paradis, D. (2007). Second Language Acquisition in Childhood: Handbook of Language Acquisition, E. Hoff & M. Shatz (Eds.) Oxford, UK: Blackwell.

-There will be readings of professional literature assigned-either on reserve in the UMD library or provided by the UMD supervisor

INTASC Standards/MN Standards of Effective Practice Conceptual Framework Themes
  • Standard 1: Subject Matter
  • Standard 2: Student Learning
  • Standard 3: Diverse Learners
  • Standard 4: Instructional Strategies
  • Standard 5: Learning Environment
  • Standard 6: Communication
  • Standard 7: Planning Instruction
  • Standard 8: Assessment
  • Standard 9: Reflection and Professional Development
  • Standard 10: Collaboration, Ethics, and Relationships
  • Diversity (D)
  • Reflection (R)
  • Empowerment (E)
  • Collaboration (C)
  • Technology (T)

Conceptual Framework: Learner-Sensitive Teacher

Course Outcomes:

Outcome

BOT

Standards of Effective Practice

 

 INTASC Standard BOT ECh Subject Matter Standards Dept of Educ Conceptual Themes Evidence of Learning and Assessment Opportunities

1. Accommodate a student's learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes by

1) demonstrating flexibility and reciprocity in the teaching process by adapting instruction to student responses, ideas, and needs

2) Monitoring and adjusting strategies in response to learner feedback

3) Monitor teaching strategies and behaviors in relation to student success to modify plans and instructional approaches to achieve student goals

4) Establish and maintain student records of work and performance

Subp 4, Std 3(M)

Subp 5, Std 4(F)

Subp 5, Std 4(I)

Subp 9, Std 8(K)

Subp 9, Std 8(L)

3.33

4.22

8.35

8.36

   SJ, E, R

Activities: Candidate will successfully complete two student teaching placements in which they are observed to be performing adequately, per expectations of the university supervisor and cooperating teacher. Participate in classroom as student teacher, following guidance of classroom teacher, and developing own lessons, unit plans, and activities to enhance student learning and effectively self-monitor and observe students in order to modify instructional approaches in order to achieve teacher and student goals. Candidate will participate in classroom routines, participate in maintaining positive classroom climate and become familiar with parents, the school and school community.

Assessment: (1) Observation Documentation by University Supervisor, (2) Evaluation by cooperating classroom teacher, (3) Successful completion of lesson plans (three) and Unit Plan (one), and (4) satisfactory final evaluation and grade recommendation by cooperating classroom teacher.
2. Responsibly communicate student progress based on appropriate indicators to students, parent or guardians and other colleagues
 Subp 9, Std 8(M) 8.36   C, E, T

Activities: Candidate will effectively communicate student progress based on appropriate indicators to a variety of persons in order to enhance student learning and teaching goals.

Assessment: (1) observation documentation by university supervisor, (2) satisfactory final evaluation and grade recommendation by cooperating classroom teacher, and (3) participation in parent-teacher conferences with reflection on the experience (if scheduled during student teaching experience).
3. Collaboratively use professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas. This includes actively sharing experiences, seeking and giving feedback, and collaborating in activities designed to make the entire school a productive learning environment.

Subp 10, Std 9(J)

Subp 11, Std 10(H)

9.33

10.31

   C, SJ, R, E

Activities: Candidate will successfully complete two student teaching placements in which they are observed to be performing adequately, per expectations of the university supervisor and cooperating teacher.

Assessment: (1) observation documentation by university supervisor, (2) satisfactory final evaluation and grade recommendation by cooperating classroom teacher, (3) evidence of having participated in the school community (i.e. parent-teacher conferences, ad hoc committees, attendance at school functions).

4. Understand developmental progression of learners and ranges of individual variation, using student's strengths as a basis for growth and student's errors as opportunities for learning.

 

Subp 3

2(C)

2(D)

7(D)

2.13

2.22

   E

Activities: Candidate will participate in classroom routines, participate in maintaining positive classroom climate and become familiar with parents,  the school and community. Plan daily activities/lessons, plan and implement a two-week unit in each placements and be responsible for teaching full-time, including all transitions for at least two weeks during each placement.

Assessment:  (1) Completion of reflective journal, (2) observation documentation by university supervisor, (3) complete 3 formal lesson plans and one unit plan per placement, including short-range learning objectives and long range goals in order for use in instructional planning
5. Assess both individual and group performance and design developmentally appropriate instruction that links new ideas to familiar ideas-making connections between the curriculum and student's experiences and taking into account individual student learning styles and performance modes.

2(E)

2(F)

3(L)

3(M)

7(B)

7(C)

2.31

2.32

3.32

3.33

   E/R

Activities: Candidate will conduct daily activities/transitions and plan and implement a two-week unit in each student teaching placement. Candidate will be familiar with the curricular goals of the placement classroom and will plan lessons congruent with the curriculum. Lessons must include levels of accommodation for differing learning styles as well as abilities.

Assessment:  (1) Completion of reflective journal, specifically answering questions pertaining to gathering of information (review of curriculum, interview of teacher) in order to effectively plan instruction, (2) observation documentation by university supervisor, (3) completion of 3 formal lesson plans and one unit plan per placement

6.Understand how student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values and use this information as a basis for connecting instruction to students' experiences.

Understand the contributions and lifestyles of various groups in society, including cultural and community diversity and norms.

3(C)

3(E)

3(F)

3(H)

3(J)

3.13

3.14

10.12

3.15

3.24

 3(O) E/SJ

Activities:

1. Candidate will participate in classroom routines, participate in maintaining classroom climate and become familiar with school, children, parents and community in order to better inform their instructional decisions based on students' experiences.

Assessment:  (1) Completion of reflective journal which specifically asks students to reflect upon the cultural and ethnic make-up of the student body and to determine how those factors influence the school and community's values, (2) Candidates will complete a self-assessment of their own values in order to best recognize their "blind spots." (3) Clarify (within lesson plans and units) how the cultural norms and community values have been taken into consideration when planning for instruction.

7. Know and understand the process of second language acquisition and teaching strategies in order to support the learning of students whose first language is not English.
 3(C)     SJ/E/R

Activities:

Candidate will complete a variety of readings related to second language acquisition and strategies to support the learning of students whose first language is not English.

Assessment:

Candidate will modify one of their lesson plans in order to explicitly demonstrate the accommodations necessary in order to support students whose first language is not English. Attention should be made to the issue of appropriate assessment of learners whose first language is not English.

8. Plan instructional programs that accommodate individual student learning styles and performance modes

7(E)

7(F)

     E/R

Activities: . Candidate will be familiar with the curricular goals of the placement classroom and will plan lessons congruent with the curriculum. Lessons must include levels of accommodation for differing learning styles as well as various abilities and performance modes.

Assessment:  (1) Completion of reflective journal, specifically answering questions pertaining to gathering of information (review of curriculum, interview of teacher) in order to plan accordingly, (2) observation documentation by university supervisor, (3) completion of 3 formal lesson plans and one unit plan per placement that includes levels of accommodation as specified above.

9. Implement learning experiences that are appropriate for curriculum goals, relevant to learners (and based on students' self-assessment), and based on principles of effective instruction.

Implement students' self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals.

7(G)

8(I)

     R/E/C

Activities: Candidate will conduct daily activities/transitions during student teaching and plan/implement a two-week unit in each student teaching placement.

Assessment: (1) Completion of reflective journal, (2) observation documentation by university supervisor and cooperating teacher which includes attention to the following: Activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired.

 

Dispositions:

A habitual tendency or inclination. Dispositions includes temperament, character, personality, nature, demeanor.
These nouns refer to the sum of traits that identify a person which include, frame of mind, emotional characteristics
moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationship
with others, exhibited behaviors towards others. -The American Heritage Dictionary, 2nd College Edition.

Professional dispositions are defined (per NCATE standards) as: The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth.

Professional Conduct
Accepts responsibility
Completes assignments on time
Carries out assignments independently when needed
Arrives on time
Presents self in a manner appropriate to the setting
Demonstrates a commitment to short and long term planning
Professional Qualities
Adapts easily to changing circumstances
Seeks and accepts suggestions of others
Demonstrates an ability and wiliness to self assess
Shows appreciation for diversity
Responds appropriately to issues of bias and discrimination as they arise
Takes initiative in making a contribution to the learning community
Demonstrates enthusiasm about the subject manner
Demonstrates a commitment to continuous learning
Demonstrates a commitment to the individual student
Expresses responsibility for helping all students achieve
Values educational technology in teaching and learning
Communication and Collaboration
Collaborates effectively with others
Uses good judgment in interactions with others
Displays sensitivity in interacting with others
Behaves ethically in dealings with others
Respects and responds appropriately to differences in point of view
Demonstrates effective written communication skills
Demonstrates effective oral communications
Demonstrates a commitment to working with families
Demonstrates a commitment to working with colleagues
 
  Adopted 2006

Instructional Strategies:

Your learning format will include participation in a classroom setting as an early childhood educator.

Diversity:

Sensitivity to, and awareness of, the variations in children's (and parent's) ethnic heritage, religion, differing abilities, sexual orientation, socioeconomic status and family configuration will be a critical component in effective teaching and successful completion of this experience.

Course Requirements/Expectations:

  1. Attendance at both student teaching site and supervisory meetings is mandatory due to the nature of this experience.
  2. Adhere to high standards of professionalism, including attention to schedules, being on time, and following through with commitments. Your ability to conform to the structure of a school or early childhood setting is critical in assessing pass or no pass status. This includes maintaining the hours required of site/school teacher's schedule. Follow the calendar of classes for the school that you are assigned to (NOT the UMD calendar).
  3. Follow though with assigned activities, as reviewed by the University Supervisor.
  4. Document, through the use of a time log/journal, a minimum of 300 hours for a six credit student teaching assignment (8 weeks).
  5. Complete a reflective journal (2 entries per week) and submit to UMD supervisor weekly.
  6. Contact the university supervisor if you are ill or absent for any reason. You must also contact your cooperating teacher.
  7. Have regular dialog with the cooperating classroom teacher for the purpose of planning, progress and evaluation.
  8. Complete a mid semester self-evaluation and an end of the semester self-evaluation. The guidelines for this will be provided to you by your UMD supervisor.
  9. Complete a post-student teaching evaluation of the experience, and an exit interview with an assigned faculty member (usually the faculty who teaches ECh 4610).
  10. It is expected that students seeking early childhood/primary licensure will demonstrate specific dispositional and professional skills at a level of conduct suitable for operating in educational settings.Your conduct will be observed and evaluated according to those expectations. Refer to Code of Ethics.
  11. Students required to attend district or university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance.
  12. Incompletes will not be given without extraordinary circumstances and prior discussion and permission of the university supervisor.
  13. In the case of inclement weather, follow directions on radio or news programs, or contact the cooperating teacher at the student teaching site in order to confirm whether or not classes have been cancelled.
  14. Statement on Student Academic Integrity : Academic dishonesty is regarded as a serious offense by all members of the academic community.  In keeping with this ideal, this
    course will adhere to UMD's Student Academic Integrity Policy, which can be found at www.d.umn.edu/assl/conduct/integrity.  This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders. www.d.umn.edu/assl/conduct/integrity
  15. Statement on Student Conduct Code, including classroom conduct: Students are expected to follow the University's Student Conduct Code (http://www.d.umn.edu/assl/conduct/code). 

Assessment:

This course will be graded P/N. (P = Pass, N = No credit)

 

Participation in midterm conference with cooperating teacher (summary of mtg sent to UMD supervisor).
Participate in 6 observation conferences with UMD supervisor.
Participate in professional development activities at placement (i.e. Inservices, IEP and staff meeting)
Complete two reflective journal responses each week throughout student teaching placement(s)
Complete lesson plans and unit plans, as assigned by UMD supervisor
Classroom teaching, as observed by field supervision and UMD supervisor

Student Teaching Portfolio
Self-Evaluation at end of each placement
Completion of final conference with faculty supervisor at end of each placement
Completion of exit interview with faculty member (Ech 4610)
Satisfactory evaluation and recommendation for grade by cooperating teacher (at end of each placement)

Grading:

A=93-100%
A-=90-92%
B+=87-89%
B=83-86%
B-=80-82%
C+=77-79%
C=73-76%
C-=70-72%
D=60-69
F=<60

IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.

Class Schedule:

Actual times will vary, depending on schedules. Follow the schedule that you and your University Supervisor establish

*This schedule is repeated for subsequent placements
1. "Readiness Meeting" between university supervisor, student teacher, and cooperating teacher in order to review expectations and responsibilities
Read Student Teaching Handbook, Sign Student Teaching Agreement Form, Read professional literature, as assigned by instructor, in preparation for midterm self-evaluation. Student identifies personal goals using INTASC standards. Schedule observation times.
2. Formal Observation #1 by university supervisor
Prepare lesson plan for the observation, to be turned in to UMD supervisor upon arrival. Meet with UMD supervisor for debriefing about lesson taught. Write written reflection following the lesson/meeting, to be sent to UMD supervisor within 5 days in order to improve performance
4. Mid-placement Evaluation (by week 5 of the 8 week placement)
Meet formally with cooperating teacher in order to discus midterm progress. Summarize the meeting with recommendations for change and send to UMD supervisor
5. Formal Observation #2 by university supervisor

Facilitate class. Prepare lesson plan/Unit plan rationale for the observed session, to be turned in to UMD supervisor upon arrival to observation.Meet with UMD supervisor for debriefing about lesson taught. Write written reflection following the observed lesson, to be turned in to UMD supervisor, within 5 days in order to improve performance.
6. Contact cooperating teacher to set up readiness meeting in upcoming placement
  
7. Final Evaluation with cooperating teacher
Meet formally with cooperating teacher in order to discus final evaluation. Summarize the meeting, with recommendations for change and send to UMD supervisor. Field Supervisor to submit evaluation and recommendation for grade.
8. Completion interview with the University Supervisor

Complete a post-student teaching evaluation of the experience, as well as an exit interview (if applicable)

Reflection Journal is ongoing throughout student teaching