Requirements for Pre-Student Teaching

Wichita State University

College of Liberal Arts and Sciences (LAS)

Department of Modern & Classical Languages & Literatures (MCLL)

Course Syllabus

COURSE INFORMATION:

. Course title: MCLL 413F Pre-Student Teaching 6-12 . Section: 10313 . Semester: Fall 2009 . Credit hours: 1 credit hour . Time and location: Arranged . Prerequisite: Acceptance into teacher ed and successful completion of Core I and Core II part I through the College of Education

INSTRUCTOR INFORMATION:

. Professor: Dr. Marat Sanatullov . Office location: 421 C Jardine Hall (JH) . Office hours: Tuesday and Thursday 4:15 – 5:15 pm Or by appointment . Telephone: 978-6658 (voicemail) . Home Phone: 686-2421 (answering machine) . Email address: [email protected] . MCLL office: 305 Jardine . MCLL phone: 978 - 3180 . MCLL fax: 978 - 3293 . Campus mail: Dept. of MCLL – Box 11 . MCLL website: http://mcll.wcihita.edu/mcll/

. Weather cancellations: 978 – 6633 (select 2)

All emails and phone messages to the instructor should include your last name and class. 2

CATALOGUE DESCRIPTION: This field experience allows foreign language students to spend an extended length of time in a 6-12-grade classroom working with a cooperating teacher. Students evaluate their own instruction and plan for improvement.

PURPOSE: WSU pre-student teachers in foreign languages are placed with cooperating school teachers licensed and/or qualified in their subject area and grade level to put into practice the knowledge, strategies and skills introduced in the campus course MCLL 454F Instructional Strategies, Assessment, and Management (ISAM): PREK-12 Foreign Languages.

GRADE LEVEL: High School

DATES IN THE COOPERATING TEACHER’S CLASSROOM: August 17 (Monday) - October 16 (Friday)

PLACEMENT CLASS: Based on their respective schedules, the cooperating teacher and the pre-student teacher select a class taught by the cooperating teacher in the language area of the student’s program. Except for official school and WSU holidays, the pre-student teacher participates in each session of the selected class.

PRE-STUDENT TEACHER’S RESPONSIBILITIES:

. Adhere to all placement school, WSU, and pre-student teaching policies and procedures. . Learn about the school, the students, and the cooperating teacher’s curriculum, instructional processes, and assessment. . Gradually assume limited and full classroom responsibility and instructional planning. . Communicate with the cooperating teacher and the university supervisor and implement their suggestions. . Develop and teach a unit for the Practice Teacher Work Sample (minimum of 5 lessons or 4-5 class sessions) with lesson plans and materials as approved by the cooperating teacher and the university supervisor/course instructor.

COOPERATING TEACHER’S EXPERTISE IS NEEDED TO:

. Establish a positive rapport with the pre-student teacher. Remember, this may be their first experience in a high school classroom since they were in high school themselves. . Share pertinent information about the school, the students, the class curriculum and materials, school and classroom procedures as well as teacher’s, parents’, and students’ roles and responsibilities. . Help the students develop a positive attitude towards the pre-student teacher by introducing her/him as another teacher or a colleague. . Allow the university supervisor to observe in your classroom; when appropriate, guide the pre-student teacher in gradually assuming limited and full classroom 3

responsibility and instructional planning (e.g., helping a particular student, taking the roll, making announcements or calls, teaching selected activities and entire class sessions) and developing and teaching a unit for the Practice Teacher Work Sample (minimum of 5 lessons or 4-5 class sessions) with lesson plans and materials. . Set aside some time regularly to communicate with the pre-student teacher to give guidance and support. . Complete the appropriate feedback documentation and visit with the university supervisor and the pre-student teacher about the latter’s progress and evaluation when necessary.

REQUIRED TEXT AND MATERIALS:

A variety of documents and materials will be disseminated during the field experience pertaining to its purpose, expectations, organization, tasks, assignments and assessments.

MAJOR TOPICS:

Each guiding principle associated with a major topic is addressed and assessed in this course.

Guiding Principles from the Unit Conceptual Framework* Major Topics ProfessionalismHuman Connection Technologyof Content (T) Collaboration and ReflectionDevelopment Teaching Knowledge,(C) (PR) and DiversityExperiences Pedagogical (HDD) and Content Assessment Knowledge, and (CTA) Alignment with Standards (CKS) Planning X X X X X X Curriculum X X X X Instruction X X X X X X Assessment X X X X X X Analysis X X X X X Learner X X X X X Technology X X Reflection X X X X X Profession X X 4

*http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03 .pdf

PROGRAM GOALS ADDRESSED:

Guiding Principles KSDE Program Learner Outcomes Related from the Unit Standards Assessment Conceptual Framework (PR, HDD, CTA, T, CKS, C) 1. The teacher of a Foreign Language CTA1 KSDE 1 foreign language Lesson Plans: Item has knowledge in I, Item V specific areas related to the target Foreign Language CTA1 language, its Addendum: Item I literature, and its culture appropriate WSU Practice HDD1 to the Teacher Work developmental Sample Section IX needs and interests Foreign Language: of students. Indicator A, Indicator B, Indicator C

2. The teacher of a Foreign Language KSDE 2 CTA1 foreign language is Addendum: Item II proficient in the foreign language.

3. The teacher of a Foreign Language CTA1 KSDE 3 foreign language Lesson Plans: Item demonstrates an I, Item III, Item IV understanding of second-language Foreign Language CTA1 acquisition and its Addendum: Item III 5

WSU Practice relation to first- Teacher Work CTA5 language Sample Section IX development Foreign Language: including the history Indicator B, of second-language Indicator C, education in the Indicator G United States. Reflection Paper HDD 1

4. The teacher of a Foreign Language CTA1 KSDE 4 foreign language Lesson Plans: Item understands how I, Item III, Item V individuals learn and develop and Foreign Language CTA1 provides foreign Addendum: Item IV learning opportunities that WSU Practice CTA4 support personal Teacher Work development. Sample Section IX Foreign Language: Indicator E, Indicator F, Indicator G

5. The teacher of a Foreign Language T1 KSDE 5 foreign language Lesson Plans: Item demonstrates II knowledge of second-language Foreign Language CTA1 instructional Lesson Plans: Item methods, IV, Item VIII resources, and classroom Foreign Language CTA1 management Addendum: Item V techniques conducive to critical WSU Practice CTA2 and creative Teacher Work thinking. Sample Section IX Foreign Language: Indicator C, Indicator D 6

Foreign Language CTA1 KSDE 6 6. The teacher of a Lesson Plans: Item foreign language VII motivates both individuals and Foreign Language CTA1 groups to create a Addendum: Item VI target language learning environment that encourages positive social interaction, active engagement in learning and self- motivation.

7. The teacher of a Foreign Language CTA1 KSDE 7 foreign language Lesson Plans: Item models a variety of IV, Item VI effective communication and Foreign Language CTA1 instructional Addendum: Item VII techniques to address the diverse needs of students.

8. The teacher of a Foreign Language KSDE 8 CTA1 foreign language Addendum: Item integrates VIII knowledge of and encourages interactions with the local cultures and the general school curriculum through a foreign language.

9. The teacher of a Foreign Language C1 KSDE 9 foreign language Addendum: Item IX fosters collaborative relationships within the school system and community, 7 particularly those that reflect diverse languages and cultures.

TECHNOLOGY INTEGRATION PLAN REQUIREMENTS:

Students will (a) communicate with instructor and cooperating teacher, submit and receive the instructor’s assignments by e-mail, (b) use technology to develop and implement their Practice Teacher Work Sample unit, (c) videotape their own lessons taught in the classroom, (d) use on-line management systems to access course materials, submit assignments and communicate with instructor and classmates.

PERFORMANCE ASSESSMENT:

Both the State of Kansas and national accreditation require that university programs for the preparation of teachers and other school personnel be performance–based. In particular, this requires that program candidates not only pass required courses/attain certain GPA’s, but also receive satisfactory ratings on certain required assessments, many of those embedded within program coursework. One or more of these required assessments occur in this course. The title/description of such assessments and associate rubrics and passing criteria follow:

. Foreign Language Lesson Plans - a minimum average of 2 out 3 possible points on every item. . Foreign Language Addendum - a minimum of 4 out of 5 on every item.

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure and/or endorsement who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPA’s.

STATEMENT ON DISABILITY:

If you have a physical, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the office of Disability Services (DS), Grace Wilkie annex, room 173. (Voice phone number 978-3309; tdd/tty phone number 978- 3067). DS will review your concerns and determine, with you, what accommodations are necessary for you. All information and documentation of your disability is confidential and will not be released by DSS without your written permission.

STUDENT ROLES AND COURSE REQUIREMENTS:

 Written Assignments: All written assignments handed in must contain students’ full first and last names, course title, section number, date, and assignment title. Papers must also be word- processed, page-numbered, double-spaced, size 12 font, APA style format, checked 8

for spelling/structure/ punctuation, and stapled. Written assignments that do not follow these requirements will not be accepted. Papers turned in after the due date will receive a maximum of half the credit available. Those handed in more than two weeks after the due date will receive no credit. Consult the following resources for APA Manual style guidelines: American Psychological Association. (2005). Publication manual of the American Psychological association (5th ed.). Washington, DC: Author. http://www.wooster.edu/psychology/apa-crib.html http://www.landmark-project.com/citation_machine/index.php

. Blackboard The course will utilize Blackboard, a Web-based Course Management System. Students should access class information (ex. grades, assignments, announcements), materials (ex. worksheets), and resources (ex. useful links) as well as participate in online class activities.

 Academic Integrity It is expected that students will be honest in all their work. If students submit assignments, they are stating to the instructor that they have been honest in the completion of these assignments. If students are found guilty of academic dishonesty (e.g., cheating, plagiarism, “recycling” papers, and the like) they may lose part or all of the credit for the assignment or even the course. Likewise, when participating in pair/group work, it is expected that students will contribute fully in the effort of the pair/group. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty constitutes dismissal from the University. (WSU Student Handbook)

COURSE GRADING GUIDE:

The course grade is S/U only. To be accepted into the Student Teaching semester, candidates have to pass the course with a “B” letter grade and reach a passing score on each embedded assessment. The embedded assessments stand alone in the course and the program of study (see the program checksheet). They are marked with an asterisk in the course grading guide (see below). If not passed, remediation will be assigned for any embedded assessment until successfully passed. Documents explaining the content, requirements and evaluation criteria of the course assessments will be discussed and distributed throughout the course when assigned.

. Practice Teacher Work Sample (PTWS) Unit 20% . Videotaped lessons 10% . Reflection papers 10% . Lesson plans* 10% 9

. Mid-point evaluation 10% . Final evaluation 20% . Homework (e.g., additional assignments) 10% . Participation 10%

Grades are based upon the WSU Grading System: Effective Fall 2009, WSU will implement a plus/minus grading system. Once grades are submitted, credit points are assigned as follows to permit averaging of grades. The Grading scale is as follows:

A = 93% - 100% (4.0); A- = 90% - 92.9% (3.7); B+ = 87%-89.9% (3.30); B = 83% - 86.9% (3.00); B- = 80% - 82.9% (2.70); C+ = 77% - 79.9% (2.30); C = 73% - 76.9% (2.00); C- = 70%-72.9% (1.70); D+ = 67% - 69.9% (1.30); D = 63% - 66.9% (1.00); D- = 60%-62.9% (0.70); F = below 60% (0).

COURSE CONTENT AND TENTATIVE SCHEDULE:

Week/D MAJOR TOPICS WHAT IS DUE? ate (MAJOR ASSIGNMENTS) Week 1: . Introductions . Introductory meeting/packet Aug.17- . Overview . Sample tasks Weeks 1 and 2 23 . Introductory meeting/packet . Memo . Sample tasks Weeks 1 and 2 . Suggestions for first days of . Memo placement/school . Suggestions for first days of . Roles and Responsibilities placement/school . Assessments . Roles and Responsibilities . Assessments Week 2: . Introductions . Introductions Aug.24- . Overview . Overview 30 . Introductory meeting/packet . Introductory meeting/packet . Sample tasks Weeks 1 and 2 . Sample tasks Weeks 1 and 2 . Memo . Memo . Suggestions for first days of . Suggestions for first days of placement/school placement/school . Assessments . Assessments Week 3: . Supervisor’s observation 1 . Supervisor’s observation 1 Aug.31- . Sample tasks Week 3 . Sample tasks Week 3 Sept.6 . Submission of practice lesson plans (short . Submission of practice lesson plans version) (short version) . Tentative Pre-Student Teacher Calendar . Tentative Pre-Student Teacher (due to the university supervisor Calendar (due to the university Sept. 4, Friday) supervisor Sept. 4, Friday) Week 4: . Supervisor’s observation 1 (continued) . Supervisor’s observation 1 (continued) Sept.7- . Sample tasks Week 4 . Sample tasks Week 4 13 . Submission of lesson plans (short version) . Submission of lesson plans (short . Videotaped lesson #1 version) . Self- and peer reflection papers #1 . Videotaped lesson #1 . Pre-student teaching journal entry 1 . Self- and peer reflection papers #1 . Candidate’s disposition rubric (due to . Pre-student teaching journal entry 1 10

the university supervisor Sept. 11, . Candidate’s disposition rubric (due to Friday) the university supervisor Sept. 11, Friday)

Week 5: . Supervisor’s observation 2 . Supervisor’s observation 2 Sept.14- . Sample tasks Week 5 . Sample tasks Week 5 20 . Submission of lesson plans (long version) . Submission of lesson plans (long . Videotaped lesson #1 (continued) version) . Self- and peer reflection papers #1 . Videotaped lesson #1 (continued) (continued) . Self- and peer reflection papers #1 . Pre-student teaching journal entry 2 (continued) . Mid-point evaluation meetings (by Sept. . Pre-student teaching journal entry 2 18, Friday) . Mid-point evaluation meetings (by Sept. 18, Friday)

Week 6: . Supervisor’s observation 2 (continued) . Supervisor’s observation 2 (continued) Sept.21- . Sample tasks Week 6 . Sample tasks Week 6 27 . Submission of lesson plans (any version) . Submission of lesson plans (any . Pre-student teaching journal entry 3 version) . Pre-student teaching journal entry 3

Week 7: . Supervisor’s observation 3 . Supervisor’s observation 3 Sept.28- . Sample tasks Week 7 . Sample tasks Week 7 Oct.4 . Submission of lesson plans (any version) . Submission of lesson plans (any . Pre-student teaching journal entry 4 version) . Videotaped lesson from PTWS unit . Pre-student teaching journal entry 4 . Self- and peer reflection papers from . Videotaped lesson from PTWS unit PTWS unit . Self- and peer reflection papers from PTWS unit Week 8: . Final evaluation meetings (by Oct. 14) . Final evaluation meetings (by Oct. Oct.5-11 . Supervisor’s observation 3 (continued) 14) . Sample tasks Week 8 . Supervisor’s observation 3 (continued) . Submission of lesson plans (any version) . Sample tasks Week 8 . Pre-student teaching journal entry 4 . Submission of lesson plans (any . Videotaped lesson from PTWS unit version) (continued) . Pre-student teaching journal entry 4 . Self- and peer reflection papers from . Videotaped lesson from PTWS unit PTWS unit (continued) (continued) . Self- and peer reflection papers from PTWS unit (continued) Week 9: . Final evaluation meetings (continued) (by . Final evaluation meetings (continued) Oct.12- Oct. 14) (by Oct. 14) 18 . Sample tasks Week 9 . Sample tasks Week 9 . Submission of lesson plans (any version) . Submission of lesson plans (any . Pre-student teaching journal entry 5 version) . Videotaped lesson from PTWS unit . Pre-student teaching journal entry 5 (continued) . Videotaped lesson from PTWS unit . Self- and peer reflection papers from (continued) PTWS unit (continued) . Self- and peer reflection papers from PTWS unit (continued) 11

IMPORTANT KEY DATES OF THE PLACEMENT:

1. August 17 Beginning of the placement (Monday) 2. September 4 Disposition Rubric Due (Friday) 3. September 7 HOLIDAY (Labor Day) (Monday) 3. September 11 Tentative Calendar Due (Friday) 4. September 18 Mid-point evaluation meetings deadline (Friday) 5. October 14 Final point evaluation meetings deadline (Wednesday) 5. October 15-16 FALL BREAK at WSU - no classes