Syllabus for Educ 4650
Student Teaching in Parent Education
Spring Semester 2008

Class meeting time:

Meetings times will be arranged
Instructor: To be determined
Office & phone: To be determined
Office hours: By arrangement
e-mail:  

Course Description:

Application of knowledge, understandings and skills related to working with adult learners in parent education or early childhood/family education programs.

 

Course Overview:

The purpose of this course is to serve as the classroom-based experience. It is designed to be the capstone experience that serves as the culmination of the parent education post baccalaureate license requirement.

Required Texts / Readings:

No text is assigned for this course. There will be readings assigned of professional literature-either on reserve in the UMD library or provided by the instructor

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

Board of Teaching

Standards of Effective Practice

 

 Teachers of Parent and Family Education Subject Matter Standard Dept of Educ Conceptual Themes Evidence of Learning and Assessment Opportunities
1. Candidate will understand learning theory, subject matter, curriculum and student development and be able to demonstrate their ability to use this knowledge in planning instruction to meet curriculum goals; bridging curriculum and student experiences, and accommodating individual student learning styles and performance modes.

Subp 8, Std 7 (Planning Instruction)

7(A), 7(B), 7(C)

   C/E/D/R

Candidate will facilitate group sessions for parents in an ECFE, or similar setting, under the guidance of an experienced parent educator. In addition, candidate will attend and participate in symposium meetings related to student teaching.

Assessment:

(1) Plan, present and evaluate group sessions (#3 & #6 Below)

(2) Create adapted lesson plans to meet student teaching placement site's curriculum and/or program goals. (#3 & #6 Below)

(3) Demonstrated competency observed and documented by both UMD student teaching supervisor, and cooperating teacher supervisor. (#1, 3, 5, 6,  & 7 Below)
2. Candidate will understand and be able to create short-range and long-range plans that are linked to student performance, including planning instructional programs that accommodate individual learning styles and performance modes.

Subp 8, Std 7

(Planning Instruction)

7(D), 7(E)

   C/E/D/R

Candidate will facilitate group sessions for parents in an ECFE, or similar setting, under the guidance of an experienced parent educator. In addition, candidate will attend and participate in symposium meetings related to student teaching.

Assessment:

(1) Plan, present and evaluate group sessions (#3 & #6 Below)

(2) Create adapted lesson plans to meet student teaching placement site's curriculum and/or program goals. (#3 & #6 Below)

(3) Demonstrated competency observed and documented by both UMD student teaching supervisor, and cooperating teacher supervisor. (#1, 3, 5, 6,  & 7 Below)
3. Candidate will design and implement lessons, activities and learning experiences, both at multiple levels to meet the needs of all learners, as well as appropriate for curriculum goals, and demonstrate principles of effective instruction.

Subp 8, Std 7 (Planning Instruction)

7(F), 7(G)

Subp 3 (Subject Matter)

D(5)

 C/E/D/R

Candidate will facilitate group sessions for parents in an ECFE, or similar setting, under the guidance of an experienced parent educator. In addition, candidate will attend and participate in symposium meetings related to student teaching.

Assessment:

(1) Plan, present and evaluate group sessions (#3 & #6 Below)

(2) Create adapted lesson plans to meet student teaching placement site's curriculum and/or program goals (#3 & #6 Below)

(3) Demonstrated competency observed and documented by both UMD student teaching supervisor, and cooperating teacher supervisor. (#1, 3, 5, 6,  & 7 Below)
4. Candidate will understand and use a variety of instructional strategies, including demonstration of flexibility and reciprocity in the teaching process as necessary for adaptation and in order to monitor and adjust strategies in response to learner feedback

Subp 5, Std 4 (Instructional Strategies)

4(F), 4(I)

Subp 10, Std 9 (Reflection and Professional Development)

9(H)

    

Candidate will facilitate group sessions for parents in an ECFE, or similar setting, under the guidance of an experienced parent educator. In addition, candidate will attend and participate in symposium meetings related to student teaching.

Assessment:

(1) Plan, present and evaluate group session(s) (#3 & #6 Below)

(2) Create adapted lesson plans to meet student teaching placement site's curriculum and/or program goals. (#3 & #6 Below)

(3) Create, distribute and aggregate data from a student survey intended to evaluate the performance of the student and create a written reflection based on recommendation (#4 Below)

(4) Demonstrated competency observed and documented by both UMD student teaching supervisor, and cooperating teacher supervisor. (#1, 3, 5, 6,  & 7 Below)
5. Candidate will understand formal and informal assessment methods in order to ensure continuous development of the student. This includes: Implementing students' self-assessment activities, evaluating the effect of class activities, monitoring teaching strategies and behaviors in relation to student success, and establishing/maintaining student records of work

Subp 9, Std 8 (Assessment)

8(I), 8(J), 8(K), 8(L)

    

Candidate will facilitate group sessions for parents in an ECFE, or similar setting, under the guidance of an experienced parent educator. In addition, candidate will attend and participate in symposium meetings related to student teaching.

Assessment:

(1) Plan, present and evaluate group session(s) (#3 & #6 Below)

(2) Create adapted lesson plans to meet student teaching placement site's curriculum and/or program goals.

(3) Create, distribute and aggregate data from a student survey, intended to gather information on areas of interest for future sessions and create a written summary. (#2 Below)

(4) Demonstrated competency observed and documented by both UMD student teaching supervisor, and cooperating teacher supervisor. (#1, 3, 5, 6,  & 7 Below)
6. Candidate will have knowledge of and be able to access major areas of research on teaching, as well as other teaching resources. Candidates will have knowledge of and understanding standards of professional conduct and the Code of Ethics for MN Teachers.

Subp 10, Std 9

(Reflection and Professional Development)

9(D), 9(I), 9(K), 9(L)

    

Candidate will participate in symposium discussions with peers related to reading assigned by instructor. Discussion will revolve around professional practice, including the MN Code of Ethics, Licensure requirements, and the purpose and contribution of professional organizations.

Assessment:

(1) Read and report on area of research (#8 Below)

(2) Research, find and report on teaching resources (#8 Below)
7. Candidate will understand the role of reflection and self-assessment on continual learning. In addition, candidate will collaboratively use colleagues as supports for reflection, problem solving and feedback.

Subp 10, Std 9

(Reflection and Professional Development)

9(E), 9(J),

    

Candidate will participate in symposium discussions with peers, and in meetings with UMD supervisor and cooperating teacher supervisor. Candidates will discuss the importance of becoming a member of a "community of practice" within the school or educational settings they will be a part of.

Assessment:

(1) Participation in initial meeting with supervisors (#1 Below)

(2) Create, distribute and aggregate data from a student survey intended to evaluate the performance of the student and create a written reflection based on recommendation (#4 Below)

(3) Participate in final interview with University supervisor and complete a final reflection on the student teaching experience (#9 Below)

 

Dispositions:

  1. Show sensitivity to differing family structures and cultural backgrounds.
  2. Demonstrate respect for and positive relationships with parents/learners.
  3. Establish rapport with colleagues.
  4. Demonstrate positive response to professional responsibilities.
  5. Attendance and punctuality indicate professional attitude.
  6. Engage in self-reflection to improve teaching and learning.
  7. Demonstrate poise and confidence in teaching environments.
  8. Accept constructive critique for professional growth.

Instructional Strategies:

Your learning format will include participation in parent groups through observation and facilitating discussions as well as assisting in other ways, according to agreements with the site parent facilitator. In addition, participation at student teaching symposiums is required

Diversity:

Sensitivity and awareness to the variations in parenting style based on ethnic heritage, sexual orientation, socioeconomic status and family configuration will be a critical component to discussions, activities and reflection.

Course Requirements/Expectations:

  1. Attendance at supervisory and peer meetings is mandatory due to the nature of this course.
  2. Adhere to high standards of professionalism, including attention to schedules, being on time, and following through with commitments.
  3. Follow though with the assignments and responsibilities as agreed upon with the parent educator related to the course description and your own goals and objectives for the student teaching experience.
  4. Document, through the use of a time log/journal, a minimum of 90 hours for a two credit student teaching assignment. You may include reasonable amounts of time for preparation, but not travel time.
  5. Report weekly to the faculty supervisor for planning, and progress updates.
  6. Have regular dialogs with the field parent educator for the purpose of planning, progress and evaluation.
  7. Complete a mid semester evaluation and an end of the semester evaluation.
  8. Complete a post-student teaching narrative evaluation of the experience, and a completion interview with the faculty supervisor.
  9. It is expected that students seeking parent education 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. Professional conduct is here defined as skills required for successful future teaching and/or appropriate interpersonal interactions in educational settings.
  10. 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.
  11. Incompletes will not be given without extraordinary circumstances and prior discussion and permission of the instructor.
  12. If classes are cancelled at UMD because of inclement weather or other emergency, contact the field supervisor at the student teaching site in order to confirm whether or not classes at the student teaching site have also been cancelled.

Assessment:

This course will be graded P/N. (P = Pass, N = No credit) The midterm evaluation conference between the student teacher and the field supervisor will be held to identify strengths and any areas of concern.

Instead of a final exam, there will be a final conference with the faculty supervisor. Student evaluation, parent educator evaluation, and university supervisor evaluation forms will be completed and filed as a part of the student's professional development record.

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
  
1. Initial Meeting with University Supervisor and Field Supervisor in order to review expectations and responsibilities
Read Student Teaching Handbook, Sign Student Teaching Agreement Form,
2. Symposium Meeting #1
Read professional literature, as assigned by instructor, in preparation for symposium discussion. Per discussion with peers and instructor, create a student survey to be distributed to parent group participants in order to gather data on student interests in planning future sessions.
3. Formal Observation #1 by University Supervisor
Facilitate parent group session. Prepare lesson plan for the session, to be turned in to UMD supervisor. Write written reflection following the lesson, to be turned in to UMD supervisor
4. Symposium Meeting #2
Read professional literature, as assigned by instructor, in preparation for symposium discussion. Per discussion with peers and instructor, create a student survey to be distributed to parent group participants in order to improve performance.
5. Midterm Evaluation
Meet formally with field supervisor in order to discus midterm progress. summarize the meeting with recommendations for change and send to UMD supervisor
6. Formal Observation #2 by University Supervisor
Facilitate parent group session. Prepare lesson plan for the session, to be turned in to UMD supervisor. Write written reflection following the lesson, to be turned in to UMD supervisor
7. Final Evaluation
Meet formally with field supervisor in order to discus final evaluation. Summarize the meeting, with recommendations for change and send to UMD supervisor. Field Supervisor to submit recommendation for grade.
8. Symposium Meeting #3 - Final
Read professional literature, as assigned by instructor, in preparation for final symposium discussion. Find and report on (1) Current research in the field of parent education, and (2) teaching resources related to parent education and early childhood family education
9. Completion interview with the University Supervisor
Complete a post-student teaching narrative evaluation of the experience