EDEL 143A Orientation to Teaching Seminar
Sections 20
& 21 (6 units)
Department of
Elementary
Education
San Jose State
University
Instructor:
Nicholas
Meier
Instructor:
Kath(ryn)
Gray
Office: SH 333
Office: SH 337
Phone: (408)
924-7472 office
Phone:(408)
924-4114 office
(831)
688-2708 home
(650)
948-4204 home
Email: nsmeier
(at) stanford.edu
Email:kgray1 (at)
mail.sjsu.edu
SYLLABUS
(9/04/04)
VISION/MISSION/VALUES
OF THE COLLEGE OF EDUCATION
The
faculty of
the College of Education at San Jose State University agrees that
excellence
and equity matter; that each is necessary, and neither is sufficient in
the
absence of the other. The mission
of the College is to prepare educators who have the knowledge, skills
and
dispositions that ensure equity and excellence for all students in a
culturally
diverse, technologically complex, global community.
In
the college,
we believe that a democracy requires that all students have access to a
high
quality education based on fairness and respect for all forms of
diversity. In
addition, we believe that educators at every level must:
* have knowledge of their subject
matter and their students;
* value and engage in ethical
practice and justifiable pedagogy; and
* develop dispositions and habits
of mind that aim to ensure that all students have equitable access to
educational opportunities that enable them to develop their talents,
abilities
and potentialities.
Finally,
a
democracy requires that all stakeholders be fully involved in the
collegial
community. We envision ourselves as a learning community of
practitioner/scholars in continuous dialogue and inquiry that enable us
to
revisit, review and revise our practice in an on-going response to
twenty-first
century issues and circumstances.
COURSE
DESCRIPTION:
In
the TE Collaborative Internship Program, the field experience portion
of the
program requires that Interns be placed with one teacher (Faculty
Associate or
FA) for an entire school year, assuming increasingly more
responsibility for
planning and implementation of instruction as the year progresses. From approximately the beginning of
October, paid interns will begin to take responsibility for one entire
school
day each week, under the guidance of their FA. At this time, paid
interns are
teaching alone while the FAs are engaged in other district duties.
Unpaid
interns participate in the classroom (with the FA present) three days
each week
fall semester. The EDEL 143A seminar provides interns with the
opportunity to
make connections between coursework theories and field experiences, and
builds
their ability to inquire into their own teaching practice, making
instructional
decisions based on evidence.
TEACHER PERFORMANCE
EXPECTATIONS (TPEs)
This
seminar
responds to the new California Standards for Teacher Performance
(Teacher
Performance Expectations) approved by the California Commission on
Teacher
Credentialing (CCTC) as well as to the National Commission for
Accreditation of
Teacher Education Standards (NCATE).
Because
this
seminar brings together that which is taught and that which is
experienced in
the field, all of the Teacher Performance Expectations are touched on
to some
degree. However, in this course the greatest emphasis is placed on the
following five TPEs:
TPE 5:
Student
Engagement
¯
Understanding
of goals
¯
Ensuring
active and equitable participation
¯
Monitoring
student progress
TPE 9: Instructional Planning
¯
Establish
instructional goals
¯
Connect
academic content to the students
¯
Select
strategies/activities/materials that will provide equitable access to
learning
for all students
¯
Be
able to identify ways in which to use technology effectively in the
classroom
TPE 10:
Instructional Time
¯
Allocate
instructional time
¯
Manage
instructional time
¯
Reflect
on how to use instructional time most effectively
TPE 12:
Professional, Legal, and Ethical Obligations
¯
Professional
obligations
¯
Legal
obligations
¯
Ethical
obligations
TPE 13:
Professional Growth
¯
Be
able to evaluate teaching practice
¯
Be
able to improve teaching practice using a variety of sources of
evidence
¯
Be
able to reflect on own teaching practice and respond in a non-defensive
manner
to constructive feedback.
COURSE
OBJECTIVES
This
course is
organized around four essential steps in the inquiry teaching cycle: planning,
implementation, assessment and reflection (PIAR).
In examining the lesson planning
process, we will explore the method of backwards design based on
Wiggins &
McTighe (1998). In backwards
design, the first step is to identify what the desired teaching results
are (goals), the second
step is to
determine what evidence to collect that will show these results (assessment) and the
last step is
to create the learning experience (planning).
The
following
objectives outline our goals for students to achieve this semester. Students will be able to:
1.
support
each other in developing their teaching, analytic and reflective skills
by
using a collaborative method of
learning;
2.
develop
lesson plans that reflect an understanding of how to write a learning
objective, how to develop a coherent process for teaching effectively
toward
that objective, and how to assess if the students were successful;
3.
understand
the backward design process for instructional planning and demonstrate
some
competence in using this method;
4.
effectively
engage with their FA in the coaching cycle process to inquire into
their
teaching practice;
5.
critically
reflect on effective teaching practices through the analysis of lesson
plans,
videos of self and classmates, and student assessments;
6.
engage
in personal self-reflection of teaching practice to increase
self-awareness;
7.
understand
teachersÕ legal rights and responsibilities.
COURSE
REQUIREMENTS
Assignments
Due
Dates
¯
Complete
weekly assignments/readings
Ongoing
(as designated by instructors)
¯
Respond
to quick-writes in class
Ongoing
¯
Maintain
an intern notebook
Ongoing
¯
Complete
weekly collaborative logs with FA
Ongoing
¯
Create
two formal lesson plans for supervisory visits
Variable
(including pre-observation logs)
¯
Technology-based
lesson plan (optional)
Variable
¯
Share
videotaped lessons with classmates (optional)
Variable
¯
Participate
in on-line discussion board (webCT)
See
Schedule
(including posting and critiquing lesson plans)
¯
Complete
classroom demographics assignment
9/10
¯
Complete
Professional Attributes Survey w/ FA
10/15,
12/3
¯
Videotape
lesson & submit written reflection
11/5
¯
Complete
one formal coaching cycle with FA
11/19
¯
Develop
a teaching portfolio
12/3
¯
Complete
Formative/Summative Evaluation with FA
12/3
¯
Participate
in 3-way conference w/ FA & supervisor
TBA
REQUIRED
TEXTS
There are no
required texts for this
seminar. Readings will be made
available to students either on the webCT, via internet links or as
handouts in
class.
This
is a
credit/no credit course. A candidate will receive credit for the course
if
he/she completes all of the course assignments as listed.
No % are given as each of these are
required to receive course
credit.
1.
Satisfactory performance in the field assignment as evaluated by both FA and supervisor through the
use of the student teaching
evaluation forms and conference:
a.
Completion
of the Professional Attributes Survey (mid-semester and end-of-semester
with
FA)
b.
Completion
of the Formative/Summative Evaluation with FA (assessment of teaching
skills
based on the TPEs)
c.
Participation
in a 3-way conference with FA and supervisor at the end of the semester
to
review and assess progress
2.
Satisfactory participation in the 143A seminars as
evaluated by both
instructors. This will include:
a. Active participation in
class
activities, quick-writes and discussions
b. Showing
up well-prepared and in a
consistent and timely manner
d.
Completion
of all course assignments (as listed)
Since
we will
all act as both learners and teachers during our EDEL 143A seminars, we
all
have to be present mentally and physically and be well prepared. As the
sessions will involve more student participation than lecture, students
need to
be on time to class and notify their supervisor regarding absences. More than two absences during the
semester will require a conversation with their supervisor, as absences
limit
the opportunity to participate and understand the content and could
therefore
jeopardize the internÕs ability to receive credit for the course.
3.
Satisfactory participation in the webCT discussion board and
on-line
assignments as
evaluated by both instructors.