Steinhardt School of Culture, Education, and Human Development

Rev. 11-18-13

New York University Steinhardt School of Culture, Education, and Human Development Department of Teaching and Learning

Methods & Student Teaching 1 in English/Language Arts (a hybrid learning experience)

For middle-school and high school placements

(ENGED-GE 2041.001 and ENGED-GE 2911.001)

Fall 2013

An important message from the Dean regarding your rights:

Any student attending NYU who needs an accommodation due to chronic psychological, visual, mobility and/or learning disability, or who is deaf or hard of hearing should register with the Moses Center for Students with Disabilities at 212 998 4980, 240 Greene Street, www.nyu.edu/csd.

Meeting space: Tuesday: 25 W. 4th (C-10) Thursday: Tisch Building (W. 4th, under Stern Plaza) (LC1)

Meeting times: Tuesday, 4:55 PM - 6:35 PM Thursday, 4:55 PM - 6:35 PM (seminar days) 8:00 AM - 2 PM (rounds days)

Instructors: Professors Keturah Kendrick and Joe McDonald, with student teaching supervisors and cooperating teachers

E-mail: [email protected] [email protected]

Office hours: Kendrick: By appointment McDonald: Wednesdays, 4-6, East Building 622

The Methods and Student Teaching concurrent seminar and practicum in English Language Arts is a 6-7 credit integrated experience of ELA and general pedagogical methods instruction, mentored student teaching or internship, and instructional rounds (protocol-guided visits to other classrooms beyond your placement). All aspects are oriented in their learning goals to a Framework for Learning to Teach ELA. Each of the components is explained briefly below. The overall instructional team includes an Adjunct Professor of English Education who is also an English teacher at the Young Women’s Leadership School of East Harlem and an alumna of the NYU MA joint English Education and Educational Theatre program (Keturah Kendrick); a professor of Teaching & Learning, and former middle- and high- school English teacher and high-school principal (Joe McDonald); your assigned cooperating teacher; and your assigned supervisor.

Required Texts

The four required texts are as follows:

1 Jim Burke, The English Teacher’s Companion, 4th edition 2 Doug Lemov, Teach Like a Champion 3 David West Brown, In Other Words: Lessons on Grammar, Code-switching, and Academic Writing 4 Ann Raimes, Grammar Troublespots: A Guide for Student Writers

Complete citations are listed in the bibliography below. The bibliography also lists other recommended books. The required books are available now at the NYU bookstore. When a book is referenced in the syllabus, bring the book to seminar with you.

Grading Policy

A single grade will be awarded for this integrated 6-7 credit experience. However, it will appear twice on your transcript for 3 credits each for ENGED-GE 2041 and ENGED-GE 2911 (or for 3 and 4 credits if you are an English-Ed-Theatre student). The grade will be jointly agreed upon by the seminar/rounds instructors, your supervisor, and your cooperating teacher – in accord with the guidelines below. Note that one of the seminar leaders (Joe) and all the supervisors meet together monthly to consult on your progress, and they also stay in close touch with your cooperating teacher.

The table below describes how you will be graded, though additional information (for example, major assignment rubrics) is also available on the NYU Classes website.

Seminar Three major assignments will be graded. Assignments Other reading and activity assignments Participation also count. Attendance Active engagement is required. (40%) One hundred percent attendance is expected, with prior notice for illness or other unavoidable circumstance. Growth in Placement Completing explicitly assigned tasks and As demonstrated in weekly written also showing initiative are both communication with your important. supervisor (copied to Keturah and Instructors and supervisors look for Joe), progress, take cognizance of unavoidable as suggested in 3-4 supervisor’s hindrances, and understand that observations, and progress is incremental and perfection as assessed formatively and elusive. summatively by your cooperating Assessment of your growth is grounded teacher. in the NYU Framework for Learning to (40%) Teach ELA. Rounds Rounds are structured visits to schools Timely attendance at two other than your assigned school. They active observations, and follow-up are chosen in order to supplement the discussions with teachers. experience of school and classroom Active engagement during visit culture that you gain in your placement. debriefings and follow-up There will be two rounds this semester, discussion. both on Thursdays. You will be excused (20%) from student teaching in order to attend them, but please give your CT plenty of advanced notice. The two rounds sessions will together count for five Thursday seminars.

At mid-term, practicum members will receive one of three non-binding grades. Most will get UE (unable to evaluate) which merely signals that crucial parts of the student teaching still lie ahead, C to signal that something important is amiss and a conference is called for, and F to signal that continuing in the teacher certification pattern seems in doubt (for reasons that may range from the candidate’s failure to engage, to a misfit between the candidate’s talents and the demands of the teaching profession).

Assignments

Routine/weekly:

1 All practicum members will complete all required readings by their due dates.

2 All practicum members will communicate weekly with their assigned supervisor in the format required by the supervisor. These communications must be copied to the seminar instructors, Keturah and Joe, and Keturah will use them for guides to her weekly consultation sessions. She will, however, rarely participate in the messaging. At least two of the communications should include brief videotapes of your teaching.

Major and collected (in deadline order):

1 All practicum members will participate in an Analysis of Student Writing activity during a seminar class. After the activity, a copy of the student work that was analyzed and a brief reflection (2-3 pages) about the process will be due. ACTIVITY: TUES., OCTOBER 1, REFLECTION: SAT., OCT. 5

2 All practicum members will complete a Student Interview of a Struggling Reader, present the interview data in a Student Interview Protocol, and then submit both the data and a 2-3 page reflection on the process. PROTOCOL: THURS., OCT. 31. DATA and WRITTEN REFLECTION: SAT., NOV. 2

3 All practicum members will present Evidence of Growth in Three Skills Areas represented in the shaded domains of the NYU Framework for Learning to Teach ELA. One must be a high-challenge area (as self-defined) and another a low- challenge area (also self-defined). The third may be any level of challenge. The evidence will be presented in a face-to-face peer and expert review, and submitted to the seminar instructors in a 3-to-5-page summary document with attachments as needed. DUE: TUES., DEC. 9

Seminar and Rounds Sessions

Tuesday, Sept 3. SEMINAR

Welcome

Introductions Overview of the experience

Thursday, Sept. 5. SEMINAR

What do we teach and why?

Read Burke, chapter 1, and the inside of the front and back covers of the book (Common Core Standards, Anchor Standards). Do the last Pause & Reflect (P&R) of the chapter (p. 20), and focus on the New York State Common Core Learning Standards for ELA, 6-12 (See http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea rning_standards_ela.pdf). Read the introduction to this pdf carefully (pp 1-7), then browse the standards for ELA & literacy for 6-12 (pp. 44-71).

A primer on the Common Core Standards. Introduction to the NYU Framework for Learning to Teach ELA, and to the edTPA.

Tuesday, Sept. 10. SEMINAR

The need for routines and procedures

Read Burke, chapter 3; Lemov, chapter 5.

Whom do we teach?

Read Burke, chapter 2. Prepare an oral report on the people you teach, with as much data as possible, and a low-inference transcript featuring 2 or 3 students as they were during one 15-20-minute segment of class this week. Bring copies of the transcript to share.

The culture of the classroom

Read Lemov, chapters 6 and 7.

More on teaching reading.

Read Lemov, chapters 10, 11. Review chapter 12. Discuss with your CT whom you might approach as a participant for the interview of a struggling reader assignment.

Lesson and unit planning.

Read Lemov, chapter 2. Prepare a plan as directed.

Thursday, Oct. 24. No Seminar

Teaching English language learners

Guest: ELL teacher Margarita Leonard, The Young Women’s Leadership School

Consultations.

Student reading interview protocol

Prepare for protocol presentation today. Analysis & reflection due, Saturday, Nov. 2. Tuesday, Nov. 5. SEMINAR

Teaching a whole class

Read Lemov, chapters 3, 4, 8.

Consultations.

Thursday, Nov. 7. ROUNDS

Focus on whole teaching.

Visit to North Star Academy High School, 10 Washington Pl., Newark, NJ 07102

Tuesday, Nov. 12. SEMINAR

Classroom assessment

Read Burke, chapter 8; and Lemov, chapter 1.

Consultations

Thursday, Nov. 14. Seminar

Standardized assessment

Readings posted on the NYU Classes website.

What can we learn from standardized assessment? What are its limitations?

More on assessment: How NOT to drown in grading

Bring to seminar a standard homework assignment that you gave to your students or that your CT normally gives. Note that this should not be an extended writing or other assignment, but rather one that yields work to be turned in the next day.

Consultations. Thursday, Nov. 21. SEMINAR

Follow-up conversations with teachers from MELS (Robin Baumgarten) and NorthStar (Emily Mann).

Introducing the topic of working with ELL students.

Working with Parents

Bring in specific questions/anecdotes about communicating with your students' parents. Questions can come from actual problems you've encountered with working with parents or can be generated from the "perceived" problems you might envision when you have your own classroom.

Thursday, Nov. 28. NO SEMINAR OR ROUNDS (Thanksgiving holiday)

Tuesday, Dec. 3. SEMINAR

Building Better Discussions and Thinking

Read: Burke, chapter 6, and Lemov, chapter 9.

Consultations.

Thursday, Dec. 5. Seminar

More on teaching English language learners.

Readings as assigned.

Tuesday, Dec. 10. NO SEMINAR

Preparation for final framework presentation.

Thursday, Dec. 12. SEMINAR Peer and expert review of your Framework evidence. Five-page summary (plus attachments as needed) of your framework evidence due by Sunday, Dec. 15.

References/Recommended Reading

Allen, D. (2013). Powerful teacher learning: What the theatre arts teach about collaboration. Lanham, MD: Rowman & Littlefield. Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann. Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: ASCD. Brown, D. W. (2009). In other words: Lessons on grammar, code-switching, and academic writing. Portsmouth, NH: Heinemann. Burke, J. (2008). The English teacher’s companion, 4th edition. Portsmouth, NH: Heinemann. Cushman, K. (2010). Fires in the Mind: What kids can tell us about motivation and mastery. San Francisco: Jossey Bass. Danielson, C. (2011). Enhancing professional practice: A framework for teaching, revised ed. Alexandria, VA: ASCD. See http://usny.nysed.gov/rttt/teachers- leaders/practicerubrics/Docs/Teachscape_Rubric.pdf Hirsch, E. (1999). How to read a poem. San Diego, CA: Harcourt, Inc. Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge: Harvard University Press. Lawrence- Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. NY: Random House. Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey Bass. McDonald, J. P., Mohr, N., Dichter, A. & McDonald, E. C. (2013). The power of protocols: An educator’s guide to better practice, 3rd edition New York: Teachers College Press. Raimes, A. (2004). Grammar Troublespots: A Guide for Student Writers, 3rd edition. New York: Cambridge University Press. Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco: Jossey Bass. Seidel, S. (2011). Hip hop genius: Remixing high school education. Lanham, MD: Rowman & Littlefield. Smagorinsky, P. (2008). Teaching English by design: How to create and carry out instructional units. Portsmouth, NH: Heinemann. Smith, R. (2004). Conscious classroom management. Fairfax, CA: Conscious Teaching Publications.. Tomlinson, C. A. and McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD. Tovani, C. (2004). Do I really have to teach reading? Portland, ME: Stenhouse Publishers. Wong, H. K., and Wong, R. T. (2005). The first days of school. Mountain View, CA: Harry K. Wong Publications.