Secondary Apprenticeship | Fall 2011
Welcome to EDSE 3206: Secondary School Apprenticeship
Spring 2011, section 002
Class Meets: online
Instructor: Dan Glisczinski, Assistant Professor, Doctor of Education
Contact information: http://www.d.umn.edu/~dglisczi/ContactDan.html
Class alias: edse3206-2-f2011@d.umn.edu
Course Description
This course provides pre-service teachers a second opportunity for application of the knowledge and skills learned in methods coursework through placement in a high school setting. Under the guidance of a cooperating teacher, pre-service teachers are expected to apply knowledge and skills learned in university education classes. The initial sessions of the semester will consist of classroom time spent on professionalism, observation techniques, teaching philosophy, and reflective journaling. The time spent in the field experience classroom will involve observation, teaching, being observed, and reflective journaling. Teacher education candidates will begin to demonstrate mastery of content area and pedagogy. Sixty hours of actual field experience are required.
Course Overview
The goal of this course is to prepare pre-service teachers to be professional educators who reflect on good and best practices, self-evaluate, and self-direct. The course begins with review of professional improvement plans and reviewing concepts of curriculum, assessment, and instruction of the teacher and the student. Candidates will be asked to seek out relationships, seek out pathways to individual improvement and to seek opportunities to watch the system in action as a gatherer of information. This course will prepare candidates for student teaching by actively asking them to gather practical applications of what they are learning in their coursework.
Required Text
Danielson, C. (2007) Enhancing Professional Practice: A Framework for Teaching.
Principals of Instruction
Interstate New Teacher Assessment and Support Consortium (INTASC) standards and Minnesota Standards of Effective Practice (SEP)
Standard 1: Knowing subject matter
Standard 2: Human development and learning
Standard 3: Diversity in learning
Standard 4: Variety of instructional strategies
Standard 5: Motivation and management
Standard 6: Communication skills
Standard 7: Instructional planning skills
Standard 8: Assessment
Standard 9: Reflection and responsibility
Standard 10: Relationships and partners
Principals of Instruction
Interstate New Teacher Assessment and Support Consortium (INTASC) standards and Minnesota Standards of Effective Practice (SEP)
Standard 1: Knowing subject matter
Standard 2: Human development and learning
Standard 3: Diversity in learning
Standard 4: Variety of instructional strategies
Standard 5: Motivation and management
Standard 6: Communication skills
Standard 7: Instructional planning skills
Standard 8: Assessment
Standard 9: Reflection and responsibility
Standard 10: Relationships and partnersUMD Education Department Conceptual Framework (DCF)
Social Justice
Reflection (R)
Empowerment (E)
Collaboration (C)
Technology (T)
Course Objectives
During, or upon completion of this course, you will demonstrate the following abilities, which are aligned with the following principles
1. Candidates will observe and reflect upon the acquiring of habits of mind, knowledge and skill development apparent during field placement. Candidates will become practiced in observing the physical, emotional, social, cognitive and moral development in classroom settings. Candidates will observe and develop means of engaging students by making links with prior knowledge, providing opportunities for active engagement, manipulation and testing of ideas, and encouraging constructivist learning activities. INTASC/SEP 2, 2A, 2B, 2F, 2G, 5G, IE. DCF: C, S, R.
2. Candidates will identify and design instruction appropriate to a student’s stages of development, learning styles, strengths and needs. INTASC/SEP: 3K, 5I, 5P, 6K, 8H 8F. DCF: S, E, R.
3. Students will observe and evaluate various teaching strategies in regards to student learning. INTASC/SEP: 4, 4C, 4I, 7H, 8J, 9E. DCF: S, R, C.
4. Candidates will begin to actively seek relationships for support for reflection, problem-solving and new ideas. Students will engage in review of student work and actively seek feedback and suggestions for improvement. Students will be able to articulate and implement a plan for continuous professional improvement. INTASC/SEP: 10, 10C, 10E, 10G, 10H, 10L. DCF: E, R, T.5. Candidates will begin to inquire as to alternative forms of delivery via the internet. Candidates will evaluate effectiveness and appropriateness of various delivery systems. INTASC/SEP: INTASC/SEP: 10G, 10H, 10L. DCF: E, R, T. DCF: E, R, T.
Dispositions
This course will help you develop and strengthen the following dispositions:
Attendance/Punctuality
Collegiality
Reflective response to feedback/supervision
Desire to improve teaching performance
Reliability/dependability
Interaction with students/peers/teachers/others
Professional ethics and demeanor
Self-initiative/independence
Course Requirements and Expectations
Full and prompt participation in each unit activity and timely submission of all assessments is mandatory in order to earn academic credit
Document field experience class time.
Plan, teach and evaluate a minimum of 2 lessons that involve students’ work and collecting student work samples.
Create, implement, and review an individual improvement plan.
Evaluate student work according to established protocol.
Regularly check the class web site for announcements and updates. There may be changes made throughout the semester.
Make the class and assignments personally meaningful and useful for your development as a beginning teacher. You are the teacher now. Challenge yourself!
Apprenticeship Hours
A minimum of 60 practicum hours at your school site must be completed in order to earn credit for this class. In addition, your projects must receive passing marks on the course rubric for course credit.
Course Units, Weeks, Objectives, Essential Questions, Assessments, Grading, and Overview of Learning Activities
Unit 1
Course objective(s): 1, 2
construct standards-based backward designed lesson plan, in alignment with your apprenticeship* and your smart goal/improvement plan
share and receive feedback on lesson plans from community of practice; then revise accordingly
evaluate effectiveness of lesson plan and teaching in light of smart/improvement plan; note feedback as it will inform your next lesson
What will be expected of me as a professional educator? In what ways am I ready and not ready to construct meaningful learning with my students?
How my students and I benefit from me developing my abilities as a professional educator? In what ways will this inform the lessons and student learning that I scaffold?Essential questions:
How my students and I benefit from me developing my abilities as a professional educator? In what ways will this inform the lessons and student learning that I scaffold? What evidence suggests that students are learning? To what extent?
In what ways am I and is my apprenticeship school using data to improve instruction? To what ends? What does this suggest for my future as an effective education professional?
In what ways am I and is my apprenticeship school using data to improve instruction? To what ends? What does this suggest for my future as an effective education professional?Assessment:
Constructing personal smart goal and improvement plan based upon observation tool domains c, d, eGrading basis:
complete/incompleteAssessment:
Share your product and processes with Dan
(see course rubric)Notes:
product means a quality backward designed lesson plan that aligns with your smart goal and improvement plan
process means the ways in which you contribute to your peers’ development though your community of practice
Grading basis:
course rubric*(for those not yet placed at an apprenticeship site, please select content-based standards that appeal to you, and construct backward designed lesson from this; thanks)
Constructing one lesson plan in line with apprenticeship teaching to be taught and assessed via smart goal, improvement plan, observation rubric**, Danielson rubrics, collection of student work, and tuning protocolGrading basis:
course rubricAssessment:
Completing exit interview synthesizing unit 1-4 essential questions, objectives, and assessmentsGrading basis:
course rubricLearning activities:
Week one:
Read Danielson (2007) chapters 1-3
on reflective practice.
Review observation tool domains
c. content knowledge and pedagogy (pdf)
d. instruction (pdf)
and e. assessment and evaluation (pdf).Reflect upon your own strengths and growth opportunities as an educator in order to select an observation tool domain from which to construct a SMART goal and improvement plan.
Week two:
Identify an observation tool domain aligned with your intended SMART goal and improvement plan. Then look in the Danielson book to see how it relates to her framework. Indicate this by recording your name in the appropriate domain in this Google doc.
Week three:
Read Wenger, McDermott, and Snyder (2002 review/summary) on communities of practice (PDF download)
Contact cooperating teacher to meet and schedule (60) semester apprenticeship hours
Collaborate with classmates to organize community of practice around domain of interest, individual smart goal, and individual improvement plan within that domain
Drafting and sharing your SMART goal and improvement plan your with community of practice through a Google Doc (or similar virtual workspace of your choosing). Share URL and permission to view and edit with Dan (dglisczi@d.umn.edu)
(revise and share final draft of each classmate's SMART goal with Dan in week 4)
Learning activities:
Week seven:
Establish or re-establish a community of practice (your group) digital collection—probably inside of Google Docs—but not necessarily so. Label or title this collection with your names, usernames, of some fun, witty community name (no generically title collections, please). Add or verify that your smart goals are within. Please put your name on the inside and outside of your smart goal. Share this collection with dglisczi
Week seven:
If you haven’t already done so, read community mates’ smart goals (feel free to feed back)Week eight:
Meet with apprenticeship teacher and identify first lesson objectives*Week nine:
Design first lesson via backward design and your smart goal and improvement planWeek ten:
Share drafts with community of practice; give and get feedback via comment tools or different color/font typeface in doc; modify per your best decisions;
Share finished product with Dan—via an email invite and hyperlink. Modify lesson and perhaps your process per feedback from Dan
Week eleven:
Teach lesson**
Get feedback from apprenticeship teacher—feedback in alignment with Smart goal/improvement planTake it in, talk it over with yourself, and prepare to make similar decisions in upcoming work
*(for those not yet placed at an apprenticeship site, please select content-based standards that appeal to you, and construct backward designed lesson from this; thanks)
Learning activities:
Work with cooperating teacher to identify second apprenticeship lesson to plan and teach** in support of content standards, smart goal, improvement plan, observation rubric, Danielson rubrics, and review of student work
Share lesson plan stage 1, 2, and 3 activities with community of practice--exchanging feedback on we plan appears to thrive and struggle via above instruments
Revise and re-engage analysis and advancement of own and peers' work
Collect and analyze evidence of student learning via tuning protocol
Collaborate with site-based peers to identify and interpret site data analysis and then interview site assessment coordinator regarding relationship between site data and school improvement plan
Learning activities:
Exit interview simulations with peers
Resources:
Danielson, C. (2007)
Enhancing Professional Practice:
A Framework for Teaching
available in UMD bookstoreObservation tool domains downloads
c. content knowledge and pedagogy (pdf)
d. instruction (pdf)
e. assessment and evaluation (pdf)SMART goal and improvement plan interests matrix
Resources:
backward design explanations
**if you're not in a special methods course,
please turn in your observation tool domain
c: content knowledge and pedagogy (pdf)
to Dan (while keeping a copy for yourself)
based upon your apprenticeship lessons taughtObservation tool domains downloads
c. content knowledge and pedagogy (pdf)
d. instruction (pdf)
e. assessment and evaluation (pdf)Resources:
apprenticeship placements (pdf) from the office of field experiences
Project grading rubric
Passable work
Course grades
Where indicated, course projects will be graded based upon the above rubric. At the end of the semester, your final grade will reflect the bulk of your semester-long evidence. Passable work is C range work. Quality is B range. Exceptional is A range work.
Student Appeals and Grievances
For more information about the appeals and grievances process please go to: http://www.d.umn.edu/educ/student_resources/appeals.html
Students with disabilities
It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements – such as time limited exams, inaccessible web content, or the use of non-captioned videos – please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Please call 218-726-6130 or visit the DR website at www.d.umn.edu/access for more information.