EDUCATION 302: Elementary Clinical and Field Experience III

EDUCATION 302/350: Elementary/Secondary Clinical and Field Experience III

Spring 2006

Time: Thursday 5:30 p.m. - 6:45 p.m. Location: Grass Valley Elementary Credits: One/Two Prerequisite: Field experience is coordinated with Method classes Instructor: Carole Doughty 623-2637 Text: A Resource Guide for Elementary School Teaching; Kellough, Richard and Roberts, Patricia (Fifth edition) Merrill, 1998 How to Develop a Professional Portfolio: A Manual for Teachers by Campbell Cignetti, et al. LiveText Electronic Portfolio CD Accommodations: Qualified students with physical or documented learning disabilities have the right to free accommodations to ensure equal access to education opportunities at GBC. For assistance, contact the Student Services Office in Elko at 753-2279. Any student needing special accommodations need to notify me immediately.  Course Description: Education 302 is the third level of elementary education field experience in the Elementary Education Program. GBC recognizes that the skills beginning teachers must acquire must come, at least, in part, from school practitioners in a “hands-on” setting. Because we acknowledge that this cannot and should not occur only in college classrooms isolated from practice or in school classrooms isolated from knowledge about how to interpret practice, we designed this experience to be the link between the two.  Students will spend approximately six hours (four class meetings) in class and 30 hours per credit in a single placements—(up to 60 hours in two placements for two credits.  Students will maintain and submit records for the required observations in schools.  Students are required to develop and teach a lesson in class for the field supervisor to observe and evaluate.  Continue expanding collection of working portfolio entries. Attendance: Present at all four classes and complete the 30/60 hours in classroom observations. Intasc Standards: This course addresses all ten principles but focuses on Principal 1 (Knowledge of Disciplines), Principal 2 (Child Development), Principal 3 (Diverse Learning), Principal 4 (Teaching Strategies), Principal 5 (Positive, Active Learning), Principal 6 (Effective Communication), Principal 7 (Planning for Instruction), and Principal 8 (Assessment).

Student Outcomes: Students who are learning to be teachers should develop the following skills and attitudes:  Demonstrate basic principles of professionalism, such as punctuality, dependability, responsibility, commitment, ethical behavior, and preparation of high quality assignments.  Learn the process and participate in planning for instruction.  Teach at least one activity or lesson during the semester.  Prepare high quality written documents.  Maintain records of observations and signed hours.  Foster respectful, collegial relationships with mentors and peers.  When ready, apply for internship for student teaching.

Grading Policy: Field Experiences are evaluated as P/W.  Attendance of all four class times.  Maintain and submit records for the required observations of the teacher.  Demonstrate understanding of and incorporations of professional behavior and appearance in the professional roles.  Demonstrate ability to identify response to diverse learners and positive learning environments, ability to reflect on experiences, value and foster relationships.  Teach one lesson (two if required) for your supervisor to observe, evaluate and reflection of the lesson.  Submit the required observation and signed hours for observations.

Course Expectations:  Three observations sheets with the five requirements completed.  A lesson plan prepared and presented to instructor prior to teaching the lesson in class.  Submit the signed hours by classroom teacher of the 30/60 required hours of class visitations.  Dress appropriately for class observation. Be prompt, professional, and prepared when entering a classroom.