While we do not have required textbooks, each
student is asked to pay $25. 00 (cash or check made out to SJSU Research
Foundation/WP) to defray the cost of handouts and stipends for presenters
We also suggest you purchase a flash drive for
downloading teacher resources.
Additionally we will suggest books and other resources youÕll find
helpful in your teaching.
A. Traditional
student teachers will work with one or two mentor teachers at the middle or
high school level and with a university supervisor, assuming full responsibility
for two classes involving two preparations for 184YZ, or for one
class for anyone taking only 184Y or 184Z.
Student teachers should assume their duties quickly. The exact schedule for student teachersÕ taking over the classes will be worked out with the mentor teacher(s). Generally, student teachers will observe for one week before assuming full responsibility for the first class, and by the end of the second week they will assume full responsibility for the second class. As soon as possible, student teachers must have complete responsibility for creating unit and daily lesson plans, for handling classroom procedures, for managing classroom behavior issues, for assessing student work, and for completing grade documents, and so forth. At the earliest possible time, students should recognize their student teacher as the teacher in charge. However, student teachers should continue to seek the guidance of their mentor teachers and should debrief with mentor teachers regularly to discuss observations and concerns.
Student
teachers must be on campus one prep period for each class taught (normally a
total of four periods per day). They
will generally be teaching one stand-alone ELD class or one mixed-ability class
which includes ELLs as part of this assignment. According to state
requirements, the traditional student teacher must also teach two weeks full
time as part of his/her Phase II/III assignment. To accommodate this
requirement, student teachers & mentor teachers should start early in the
semester to discuss when and how they will assume responsibility for these
additional classes for this two week period.
B. Student
teachers teaching under contract
will take responsibility at once for their classes (one to five classes,
depending on their contract). They will be evaluated by a university supervisor
and by a designated on-site evaluator at the school site. Each candidate who is
completing Phase II/III student teaching under contract will need to have an
administrator at the school site complete the English Education ProgramÕs
Formative & Summative Evaluations.
C. Intern teachers will assume
responsibility for their assigned classes for the entire school year. Interns
will be supervised in both the fall and spring semesters by both a university
supervisor and an on-site evaluator. Each semester interns will have
mid-semester formative evaluations and summative evaluations.
Single Subject
Credential Program: Student Learning Outcomes
Program Mission: The purpose of the Single
Subject Credential Program is to prepare scholar practitioners as critical
thinkers and reflective decision-makers committed to educating youth for
life-long learning in a technologically advanced, culturally-diverse democracy.
Course Requirements:
1. Attend and
participate in each of the seven seminar meetings.
2.
Complete the 5 PACT Teaching Event Tasks (in relation to one class you are
teaching)
PACT web site: http://www.sjsu.edu/education/pact/
The PACT is due Monday, April 16 by 4:00, in
SH 108
I. Context for Learning Task– DUE February 9
1. Write a 3-5-page (single-spaced)
commentary that describes the following:
a. Type of
school/program in which you teach, (e.g., middle/ high school, themed school or
program)
b. Kind of
class you are teaching (e.g., ninth grade English – untracked, American Literature
– College Prep) and the organization of the subject in the school (e.g., departmentalized,
interdisciplinary teams)
c. Degree
of ability grouping or tracking, if any
2. Describe
your specific class with respect to the features listed below. Focus on key
factors that influence your planning and teaching. Be sure to describe what
your students can do as well as
what they are still learning to do:
a. Academic development: Consider prior student
knowledge, key skills, developmental levels, and other special educational
needs. (TPE 8)
b. Language development: Consider aspects of language
proficiency in relation to the oral and written English required to participate
in classroom learning and assessment tasks. Describe the range in vocabulary and
levels of complexity of language use within your entire class. When describing the proficiency of your
English learners, describe what your English learners can and cannot yet do in
relation to the language demands of tasks in the learning segment. (TPEs 7, 8)
c. Social development: Consider factors such as the
studentsÕ ability and experience in expressing themselves in constructive ways,
negotiating and solving problems, and getting along with others. (TPE 8)
d. Family and community contexts: Consider
key factors such as cultural context, knowledge acquired outside of school,
socio-economic background, access to technology, and home/community resources.
3. Describe any district, school, or resident
teacher requirements or expectation that might impact your planning or delivery
of instruction, such as required curricula, pacing, use of specific
instructional strategies, or standardized tests.
4. Complete the Context for Learning Form from p. 5
of your PACT Handbook (sent to you electronically by Dr. Warner and available
online at http://www.sjsu.edu/education/pact/forms_rubrics/index.htm
or by googling PACT Teaching Event and
clicking on ÒTeaching Event HandbooksÓ)
II. Task 2: Planning Instruction & Assessment to be completed between February 9 – April 5; if you can have Task 2 completed by March 22, it will be to your advantage
1.
Follow the directions given on pp. 7-10 of your PACT Handbook
2.
Complete Lesson Plans for 3-5 hrs. of Instruction (use Template located on p.
10)
3.
Complete the Planning Commentary (see PACT Handbook pp. 8-9)
III. Task 3: Instructing Students
& Supporting Learning–
to be completed between February 9 – April 5. It is wise to videotape
Òearly and oftenÓ to allow you to have the best representation of this Task
1. Follow the directions given on pp.
11-13 of your PACT Handbook
2. Prepare your video clips (see p.
13 for Video Label Form)--note that your ÒCandidate
IDÓ is your
SJSU ID
3. Complete the Instruction
Commentary on p. 12 of your PACT Handbook
IV. Task 4: Assessing Student Learning—to be completed between February 9 – April 5
1. Follow the directions given on pp. 14-16 of your
PACT Handbook
2.
Collect and analyze student work
3.
Complete the Assessment Commentary on p. 16-17 of your PACT Handbook
4.
Complete ÒSummary of Student Learning ChartÓ from p. 18 of your PACT Handbook
V. Task 5: Reflecting on
Teaching & Learning -- to be completed between February 9 – April
5
1.
Follow the directions given on pp. 18-19 of your PACT Handbook
2.
Include the daily reflections that you completed as part of Task 2
3.
Complete the Reflection Commentary from pp. 18-19 of your PACT Handbook
The following requirements are to be fulfilled in your
student teaching
3.
Maintain a Weekly Journal in which you
a) in an
initial journal entry, written at the end of each week, reflect on Òlessons
learnedÓ from each separate prep that week
b) in a second
journal entry, set goals for each of your classes for the coming week
NB: For your PACT Teaching Event in which you complete daily reflections, this weekly journal will not be required.
4.
Maintain a 3-ring binder of all materials you have used/created during the
semester for your two classes. Your binder should include
a) unit plans
b) full daily
lesson plans with standards, objectives, activities, and handouts
c) student
work (used for modeling and illustrating assessment strategies)
d) quizzes
e) tests
f) overheads
g) up-to-date
grade documents
h) seating
charts
i) sample
graded student work
j) observation
reports and evaluations from university supervisor
Please give your up-to-date binder to your university supervisor each time she/he visits your classroom.
The following requirements are to be fulfilled in your school setting
5. Meet with your mentor teacher(s) or
on-site evaluator(s) in your assigned school as soon as your placement
has been confirmed. Discuss the school program and calendar. Ask if it is
possible to be included in any departmental or school faculty orientations or
meetings.
6. Observe your mentor
teachersÕ/coachesÕ classes (if possible). Take notes during this time and
familiarize yourself with classroom procedures and course content. Special
attention should be given to classroom management skills, such as roll taking,
names of students, absences and tardies, referrals, and test make-ups.
7. At the
beginning of the semester, give your university supervisor your vacation/holiday and bell
schedule, including any alternate or special school day dates. Include a
map of the campus marked with the location(s) of your classes.
8. Dress appropriately for
your work environment. You are a professional educator on your campus while
you are student teaching, and you want to project that persona.
9. Observe time schedules for classes,
meetings, and other conferences that are part of your workload.
Grading: Student teachers, interns,
and contract teachers are graded in ENED 365 and 184Y/Z with CR (Credit) or NC
(No Credit). Candidates must
fulfill all course requirements and must also provide evidence of good teaching
and potential for continued growth to meet the criteria for the grade of
ÒCR.Ó
Your university supervisor and your on-site evaluator(s)
will fill out Formative
Evaluations by March 23. You will be advised about areas of your teaching
that you will need to improve in order to receive credit for the course. You
should have ample opportunity to improve in those areas before the end of the
semester. Formative Evaluations from both the university supervisor and
on-site evaluators must be on file in the English Credential Office.
By May 23, your university supervisor
and on-site evaluator(s) will again submit written evaluations of your
performance, using the Summative Evaluation Form. You are
required to teach your classes until the end of the semester of the school in
which you are student teaching. Credit will not be assigned if you do not
complete the term at the school to which you have been assigned.
Evaluations: University supervisors and
resident teachers will submit
a. Formative Evaluations no
later than Friday, March 23.
b. Summative Evaluations no
later than Wednesday, May 23.
Academic Integrity Policy: The University emphasizes
responsible citizenship and an understanding of ethical choices inherent in
human development. Academic honesty
and fairness foster ethical standards for all those who depend upon the
integrity of the university, its courses, and its degrees. This policy sets standards for such
integrity. The public is defrauded
if faculty and/or students knowingly or unwittingly allow dishonest acts to be
rewarded academically and the universityÕs degrees are compromised.
Plagiarism: At SJSU plagiarism is the
act of representing the work of another as oneÕs own without giving appropriate
credit, regardless of how that work was obtained, and/or submitting it to full
academic requirements. Plagiarism
includes, but is not limited to
and/or
the specific substance of anotherÕs work, without giving appropriate credit,
and/or
representing the product as oneÕs own work;
computer
programs, photographs, paintings, drawing, sculptures, or similar works
as oneÕs own.
(Adapted
from the SJSU Academic Senate Policy, S07-2; please check this web site for the full policy:
http://www.sa.sjsu.edu/judicial_affairs/index.html)
According
to the SJSU policy, the minimum penalty for plagiarism is failure of the
assignment/paper/exam. It is your
responsibility to become informed about the Academic Integrity Policy
Disability Resources: If you need course adaptations
or accommodations because of a disability, if you have emergency medical
information to share with me, or if you need special arrangements in case the
building must be evacuated, please make an appointment to see me as soon as
possible. ÒPresidential Directive 97-03 requires that students with
disabilities requesting accommodations must register with DRC to establish a
record of their disability.Ó URL for Disability Resources:
http://www.drc.sjsu.edu/
Course
Calendar
Date Time Location Presentations
Th.,
February 9 4:30-6:45 SH
346 Classroom
Management –Laurie
Weckesser, Co-chair of the English Dept., Silver
Creek HS
Context for Learning due
Th.,
February 23 4:30-6:45 SH
346 Effective Planning of PACT
Tasks
University Supervisors Email Office
Phone
Betty Burchard ekburchard@comcast.net 408-446-5458
Lois Hamor loishamor@earthlink.net 408 265-7998
Jonathan Lovell jonathan.lovell@sjsu.edu FO
127 408
924-4437
Mary Warner mary.warner@sjsu.edu FO
127 408
924-4417
Advisers for the English Credential Program are Jonathan Lovell
and Mary Warner. Call the English Department (924-4425) to make an appointment.