| Course Description | Objectives | Requirements | Calendar | Assignments Summary | Grading |
Student Teaching Field Experience 143A and 143B
Instructor:
Joy D. Hummer, Ed.D., CHES Classroom: SH 439
6 credits for 143A, 10 credits for 143B
Office
Hours: By appointment
Telephone: ((408) 528 8315
E mail: joydhummer@msn.com
"The mission of the College of Education is to prepare educators who will enhance the quality of education for all students in our culturally diverse, technologically complex world."
This course will provide students with an opportunity to relate educational theory presented at the university to everyday school experiences. Students typically work in one district and at one or two school sites for the entire teaching experience, with the depth and intensity of that experience increasing from EDEL 14A to EDEL143B. Students are expected to develop an understanding of the school as a learning community, ovserving and particpating in the teacher's professional life and the lives at school. students will be given many opportunities to observe in a variety of classrooms throughout a school district and across grade levels in a given school. Additionally, students will have structured opprotunies to inquire into their own and others teaching practices, developing their ability to behave as reflective practicioners. EDEL143 A and B are structured to reflect a close collaboration betwen the university and school dstircts within our service area. It is the intent of this course to prepare the teacher candidate with a vareity of school-based experiences and opportunities to reflect critically upon those experiences.
The following are aligned to the Teaching Performance Expectations (TPE) and the new Programs Standards approved by the California Commission on Teacher Credentialing (CCTC):
1. Identify the roles and responsibilities of the student in the Elementary Education Program at San Jose State University . (TPE #12, CCTC #15)
2. Identify the roles, and legal rights and responsibilities of the K‑8 teacher in California (TPE #12,13, CCTC#12)
3. Be able to reflect critically on personal strengths and needs, particularly as they relate to teaching and working with diverse student populations (e.g. gender, culture, language differences, physical and learning handicaps, etc.) (TPE #4‑7, 12, 13, CCTC #6, 13, 14)
4. Examine ways to provide equal access to learning for all students and identify and reflect on issues of equity ( TPE #1, 4‑7, CCTC #5)
5. Become sensitive to the interaction process in operation in a school among staff, students, aides, parents, and volunteers; demonstrate skills as a collaborative team member (team teaching, co‑planning, group project) (TPE #12,13, CCTC #15)
6. Plan, implement, and evaluate at least three lessons using teaching models, strategies, and content appropriate to the classroom student population (TPE #8,9, CCTC #6)
7 identify the roles and responsibilities of fed. state, county, and district organizations in the credentialing process (TPE #12, CCTC #10)
8. Identify student-learning styles and determine appropriate technological resources to improve learning (TPE #2‑11, CCTC #9)
9. Develop a portfolio to assess and to begin a lifelong process of learning about teaching and being a teacher, reflecting on their teaching practice. (TPE #12,13, CCTC #6)
10. Examine ways in which a given school fosters a sense of community among parents, faculty, staff, and students. (TPE #11, CCTC #10)
11. Explain the Student Study Team and Individualized Education Program Team process (TPE #2,3, CCTC #5, 10)
12. Examine state and federal laws pertaining to the education of English learners, specifically how they impact student placement and instruction programs. (TPE #7, CCTC #13)
13. Opportunities to observe first and second language acquisition and to become acquainted with linguistic development including how first language literacy connect to second language development. (TPE #7, CCTC #13)
14. Examine management of first and second language and classroom organization to promote English language development (TPE #7, CCTC #13)
15. Become acquainted with participation by specialist and paraprofessionals in promoting English language development (TPE 7, CCTC #13)
16. Understand the ELD standards; the purpose, content and uses of CELDT. Examine appropriate measures to assess English learners' growth in language development and content knowledge in core curriculum. (TPE #7, CCTC #13)
REQUIRED TEXTS:
Field Experience Guide Book may be purchased in Field Placement Office, SH 108 for $25.00
| Other than the Field Experience Guide Book, you will need the following to complete this course: • Late model PC or Mac (made within the last two years or so) • A minimum of 64 Megabytes of system memory (RAM) • The latest browsers (See browser tune-up) • A fast internet connection (DSL or Cable modem preferred) • Good skills using a word processing program We may use some Adobe portable document format (PDF) files. To access these files you must have a free "acrobat" reader on your computer. You can download in either PC or MAC versions from: www.adobe.com/products/acrobat/readstep.html Course Technology Objectives: 1. Interact with others using email. 2. Collaborate and share resources with other students using list servers and web boards. 3. Use electronic search tools to find materials available to teachers on the Internet. 4. Design a lesson that includes a hands-on experience for children using technology. |
1. Class participation
and attendance at seminars.
2. Assignments: Consult the field guide timeline. Assignments include a portfolio which will include:
a) videos b) collaborative logs c) community resources, d) 5 page questionnaire* (143A only. See WEBCT.e) letter of introduction f) a minimum of two coaching cycles for each 143A and 143B class, g) target student lesson plan3. Successful 15 week placement in an elementary school setting. For more information regarding assignments, consult the calendar which has samples of each assignment.
No Textbooks are required. An optional list of readings is available. However, participation in WEBCT and weekly email is important for maximum participation in this blended class.
A. Beginning of Placement
* Letter introducing self to teacher P
* School/Community Description P
* Five worksheets on physical environment (TPE E) P
* Selection of three target students
* Begin Weekly collaborative logs (with cooperating teacher, peers, and/or supervisors) P
* Video with analysis P
* Review Professional Attribute Form with cooperating teacher
* Coaching cycle on TPE D P
* Portfolio Entry on TPE D P
* Letter of introduction to Professional Portfolio representing philosophy of education P
END OF PLACEMENT
*Portfolio share with peers
* Formative Assessment-cooperating teacher and student teacher each complete one and discuss
*Professional Attributes-final review and discussion with cooperating teacher.
P = materials to be placed in Professional Portfolio
Timeline of Assignments and Assessments 143B
Beginning of Placement/Weeks 1-5
* Letter introducing yourself to teacherP
*School/Community Description P
*Selection of three target students
*Begin weekly collaborative journals P
* Video Analysis P
* Update Program Planning Forms.
Mid-Point of Placement Weeks 5-10
*Coaching Cyle on TPE C P
*Technology Observation P
* Formative Evaluation P
End of Placement Weeks 10-15
The class uses a Pass/Fail grading system. You will be evaluated by your mentor teacher and supervisor. The evaluation form is located at WEEK 15 of the Calendar.
