SED 554: Supervised Field Experience and Practicum

Syllabus updated 4/8/2018

Course Overview SED 554: Supervised Field Experience and Practicum for the Single Subject Credential

Revised for Spring 2003 David L. Moguel

Traditional, ACT, and FYI Programs

California State University, Northridge Department of Secondary Education

Overview of Required Activities

Activity 2: Five Classroom Observations Weeks 1-3

Activity 3: School and Class Profile Weeks 4-5

Activity 5: Teaching Parts of a Daily Lesson Weeks 8-9

Activity 6: Lesson Planning and Teaching Weeks 10-20

Activity 7: Professional Connections: Parents, Family, As available Community, School, and Professional Organization Meetings

Activity 8: Concluding Self-Interview Week 15

Activity 9: Selection of six entries for Professional Week 17 Teaching Portfolio (PTP)

Candidate Evaluation and Grading All candidates are enrolled in SED 554 on a Credit - No Credit basis

University Field Experience Coach: determines 50% of grade, based on:

1. Visit 1 - Initial conference with Candidate and Supervising Teacher 2. Visit 2 - during Activity 3 3. Midterm Evaluation (see attached) 4. Visit 3 – during Activity 5 5. Visit 4 - during Activity 6 6. Support and evaluation of written unit outline, weekly overview, and lesson plans 7. Final evaluation (see attached) with final conference at seminar

1 Syllabus updated 4/8/2018

Seminar Instructor: determines 50% of grade, based on

1. Candidate’s participation in seminar activities 2. Candidate’s written work: Activities 1-9 total 100 points

The course grade is based on a 100-point scale. A passing grade is B- or higher. If a grade of C+ or lower is achieved, the Department of Secondary Education asks the student to repeat the course.

A 94-100 points B+ 87-89 C+ 77-79 A- 90-93 B 84-86 C 74-76 B- 80-83 C- 70-73

Course Schedule

Activity Description Points Week #s Due Date 2 Observations 20 3-4 2/25 Week 5 3 School 10 5-6 3/11 Profiles Week 7 5 Mini-lesson 10 7-9 3/25 Week 9 6 Lesson Plan 30 10-20 4/8 notebook Week 11 7 Professional 10 As available 4/22 Connections Week 13 8 Self-interview 10 15 5/6 Week 15 9 Entries for 10 17 5/20 PTP Week 17

Activity 1 (Omitted Spring 03) Interview of Supervising Teacher, Support Provider, or Department Chair TPE 13: Professional Growth

Seminar Activities: Assignment, purposes of assignment, development of additional interview questions; discuss interviews in groups. 10 points Feedback and scoring by seminar instructor

Interview your supervising teacher, support provider, or Department Chairperson at the school of your SED 554 assignment, determining the best individual to interview in consultation with the seminar instructor. Write a 2-page, double-spaced written report of this interview. Discuss what was most interesting to you in the teacher’s responses, make responses to theory and best practice learned in prior or concurrent coursework, and consider what these may imply for the moment in which you assume responsibility for the class.

1. What professional background and experiences do you have in teaching?

2. What do you especially enjoy about this school and the students you teach?

3. What are the greatest challenges you face in teaching the core curriculum and these students?

4. What are the most important goals you are trying to accomplish in the first two weeks of school, and how do you go about doing so?

Activity 2 Observations of Class Seminar Activities: Assignment, purposes of assignment, description and discussion of techniques, samples and practice interpreting observation information. Selecting observations for individual classroom assignments. Seminar discussions of outcomes and issues.

5 points each; 20 points total for 4 observations Feedback and scoring by instructor

The different possible observation activities will be described and discussed in the seminar. You are to use at least four of these techniques to observe your assigned class on four occasions. For each observation, turn in the information collected along with your analysis of that information. Your analysis of the information should connect theory and scholarship from other credential program courses to classroom practice. Please use the analysis form (Attachment 1) for all four observations.

Technique 1: Teacher Directions: TPE 6B/6C, TPE 7 Teacher directions play a critical role in the success of students as they complete assignments or activities. Clear, complete directions assist and motivate students by helping them know how to do an assignment, the sequence of an activity, etc. Directions are often altered to meet the particular needs of students, e.g., middle school vs. high school students, English learners, from diverse backgrounds. Higher levels of achievement are associated with effective teacher directions. Your task is to analyze the directions a teacher provides, in writing or verbally, for their clarity and effectiveness.

Technique 2: Academic Content Standards: TPE 1B, TPE 4 Critical aspects of teaching include how to deliver and make content accessible to students. The purpose of this observation technique is to collect information about what academic content standards are being addressed, the activities a teacher selects to promote student learning, and consideration of how content is made accessible to all students. Your task is to make a written record of the content standards addressed in a class, based on teacher verbal comments, teacher written comments, and assignments and activities. Analyze the information collected in terms of the variety of activities; level of learning required; opportunities to learn, practice, and apply academic content standards; and how content was divided into parts for learning.

Technique 3: On Task: TPE 5, TPE 10 The purpose of this observation technique is to provide information about individual students and their engagement in class activities. Typical activities are reading, listening, writing, discussing questions with a group, etc. You may wish to focus on some individual students, or on one or two pairs or small group of students. Then you will systematically observer the students’ behavior at five- or ten-minute intervals. Analyze the information you have collected. What is happening when students seem more or less involved in class activities, and what is happening when they are not?

Technique 4: Teacher Feedback: TPE 3, TPE 4 Providing students with feedback on their learning is critical so that they know what they are successfully learning and where there are gaps in learning. Praise or negative remarks as a type of feedback may also influence students’ motivation to learn. Successful teachers have a repertoire of ways to provide feedback to students. Your task is to make a written record of the teacher’s verbal feedback during a daily lesson. It may also be useful to make a note about a student comment or action that prompted the feedback or to note the teacher’s tone in making the feedback. Write down all teacher statements that seem to you to be providing feedback on learning, student answers, behavior, etc.

Then, analyze feedback. You will want to consider the amount of feedback; some teachers give a great deal of feedback, while others provide minimal feedback. Also, consider the ways that the teacher provides feedback, including: repeating a student’s idea, modifying or rephrasing the idea, applying the idea, comparing the idea with other ideas or comments in a discussion, summarizing what an individual student or several students have said. In addition, consider whether the feedback was positive, negative, or neutral, and how specific the feedback was. Reflect on these aspects in light of the particular class and the curriculum, and discuss what types of feedback you will attempt to provide in your teaching.

Technique 5: Assessment of Student Learning: TPE 3, TPE 7, TPE 8 This observation technique calls for you to collect information about all assessments used over the course of two-three days of observation. This may include but is not limited to oral or written quizzes, tests, reviews, homework assignments, presentations by students, and modifications for English learners or students with special needs.

Analyze the assessments used in terms of their variety, the level of learning required, match with objectives/academic content standards, match with other student activities, and type of assessment (formative, summative). What can be known about individual student learning from these assessments? In what ways will the results of these assessments be valuable for a teacher? What other assessment might be developed to provide helpful information? What other sources of information might a teacher seek out to learn about individual students?

Technique 6: Teacher Questions: TPE 2, TPE 5 Asking questions is a key teacher skill. Asking questions of students skillfully is a way to monitor student learning, engage students in learning, and to stimulate student thinking and learning. Your task is to make a written record of each question asked by the teacher during a particular portion of a lesson. Write down all teacher questions or statements made in a questioning manner. Then, analyze the questions asked. You will want to consider whether the questions called for factual answers or for student thinking, whether the questions were narrow or broad, whether probing or follow-up questions were asked, how many questions the teacher asked at a time, whether questions were rephrased, etc.

SED 554: Activity 2 -- Observation Analysis

Date ______Name ______

Technique ______School ______

Observation # ______University Field Experience Coach: (1 - 4) ______Points ______(5 possible)

Brief class description (subject, grade level, class period, lesson taught):

Analysis of information collected:

Questions/Connections to completed or concurrent coursework/Reflections:

Activity 3 School and Class Profile TPE 3, TPE 6B/6C, TPE 7, TPE 8, TPE 11, TPE 12

Seminar Activities: Assignment description, purposes of assignment, address assignment questions; share and compare results in group/class discussions. 10 points Feedback and scoring by Seminar Instructor

Using information collected from the teacher interview and other conferences, observations, the main office, etc. provide a written two-page written report that includes the information below. Considering basic educational principles that underlie effective professional practice, how does this information inform the ways you might modify lessons and approaches in the class in order to promote student achievement? a) School information: number of students ethnic/cultural backgrounds of students number of teachers in the school and your subject’s department school’s location and brief description of neighborhood/community special programs at your school (e.g., magnet school, school wide bilingual program, academies) support staff available to collaborate with teachers (e.g., counselors, TAs, school nurse, psychologist, resource specialist, librarian) b) Class information: course title, grade level(s), period of the day number of male, female, and total students in the class ethnic backgrounds of students languages other than English that students speak number of students who are English learners exceptionalities of students (blind/visually impaired, gifted, developmentally disabled, learning disabled, physically impaired, speech impaired, deaf/hearing impaired, emotionally/behaviorally disabled, other)

Activity 4 (Omitted Spring 03) Assisting/Tutoring Individual or Small Groups of Students TPE: 1B, TPE 4, TPE 9

Seminar Activities: Assignment, purposes of assignment, role playing, discussion on suggestions for assisting individuals and small groups of students; review and evaluate log entries for their implications about teaching. 10 points Feedback and scoring by Seminar Instructor

Consult with the supervising teacher about the best ways you can assist individual students or small groups of students with learning. As appropriate and during class time, circulate and assist students as they work individually or in groups; tutor individual student or small group of students. In addition, as appropriate tutor or assist students before class or during nutrition or lunch. Keep a log of these experiences during 10 or more classes as determined by the supervising teacher and university field experience coach, including the following information: date, class, time/class period topics, content standards and/or skills addressed and tasks to be completed student questions about the content/skill what students are able to do and what they find difficult connections to theory/research from current or completed credential coursework

Activity 5 Teaching Short Lessons/Pieces of Lesson extended across several days TPE 1B, TPE 2, TPE 3, TPE 4, TPE 5, TPE 6B/C, TPE 7, TPE 8, TPE 9, TPE 12, TPE 13

Seminar Activities: Assignment, purposes of assignment, sample lessons; demonstrations of short lessons with peer feedback; discussion of Activity 5 experiences and their implications for planning and daily teaching, connections between experiences and basic principles of effective teaching. 10 points Feedback and scoring by Seminar Instructor

In consultation with the supervising teacher, select a “mini-lesson” of 10-20 minutes to teach, develop a written lesson plan and receive approval for the lesson, and then teach the short lesson to the class. These lessons might include leading a discussion on a homework assignment, teaching new vocabulary words, reviewing information learned previously, etc. As you increase your experience with these short lessons, and in consultation with the supervising teacher, teach a short lessons that are connected over several days, e.g., introduce a topic/skill the first day, practice a second day; review and assess a third day. Each written plan should include an objective, academic content standard, materials needed, what the teacher will do and student activities, key points and/or directions, how student learning will be assessed, and a reflection on the teaching of the lesson. Candidates complete 10 or more of these short lessons before proceeding to teaching the class for an entire class period.

Activity 6 Lesson Planning and Teaching TPEs 1-13

Seminar Activities: Assignment, purposes of assignment, review of basic principles that underlie effective professional practice, evaluation and modification of sample lessons, demonstration lessons with feedback; discussion of and reflection on teaching successes and challenges.

30 points

Unit outline, weekly overviews, and lesson plans are kept in a notebook at the school site and are available to the supervising teacher and university field experience coach. The teacher and coach provide comments, suggestions, and feedback.

In consultation with the supervising teacher and the university field experience coach, candidates create a unit outline, weekly overviews, and daily lesson plans for six or more weeks. With teacher approval of plans, you will teach the lesson to the whole class with the teacher present in the classroom. These plans will demonstrate your knowledge of students, curriculum, appropriate pedagogy, assessment, classroom learning environment, etc. Daily plans include the information as noted in Activity 6, including the reflection on teaching. You are encouraged to make connections with learning from current or prior credential coursework. It is preferable that the lessons be taught consecutively.

Activity 7 Professional Connections TPE 12, TPE 13

Seminar Activities: Assignment, purposes of assignment, suggestions for meeting with parents, administrators, colleagues; role playing; discussion of experiences and insights gained. 10 points Feedback and scoring by Seminar Instructor

Attend and observe or participate in three hours of any of the following: Parent - Teacher Conferences Parent Meetings Open House Back-to-School Event Faculty/Staff Development Faculty or Department Meeting School-Based Management Meeting Professional Conference Sessions.

Write a two-page summary of each of the events and reflect on insights gained regarding professional, legal, and ethical responsibilities.

Activity 8 Concluding Self-Interview TPE 13: Professional Growth

Seminar Activities: Assignment, purposes of assignment; discuss responses in groups. 10 points Feedback and scoring by Seminar Instructor

Review the Interview Report, Activity 1, completed early in the semester. Then consider and address the similar questions below for yourself near the end of your SED 554 assignment. Write a 2-page written report of this “interview”, providing a summary of the responses. Also in this report, reflect on your earlier concerns and anticipations related to the field assignment, and establish goals for your SED 555 supervised practicum.

1. What professional background did you develop and what new professional experiences did you have during this field assignment?

2. What do you especially enjoy about this school and the students you taught?

3. In general, what were the greatest challenges you faced in teaching the core curriculum and these students?

4. What are the most important goals you will try to accomplish in the first two weeks of school, and how will you go about doing so?

Activity 9 Selection of Six Entries for Professional Teacher Portfolio One selection for each of the TPE major domains, A - F

Seminar Activities: Assignment, purposes of assignment, group discussion and/or readaround of possible selections, readaround of complete PTP, review of criteria for making selections, review of accompanying explanation and reflections. 10 points Feedback and scoring by Seminar Instructor

You will be making additions to the Professional Teaching Portfolio that was begun in SED 511 and is organized by the major domains of the Teaching Performance Expectations. Select six artifacts from work completed for or related to SED 554, one from each of the areas A - F. For example, you may wish to use Activity 1 or 8 as the selection for Area F: Developing as a Professional Educator. For each selection, provide a 1/2 - 1 page explanation that includes the following:

Identify the related TPE and describe how the selection represents that TPE. Explain what the artifact demonstrates about your skills and knowledge of teaching. Reflect on what you learned by completing the artifact assignment, how it changed or supported your views of teaching and learning, students, etc., connections to earlier learning, theory/research, basic principles of effective teaching

You will turn in to the seminar instructor the six selections/artifacts, each with an explanation, as well as the entire PTP. The six new entries will be scored, and additional comments on the entire portfolio to date will be given. The final evaluation of your PTP occurs at the end of SED 555, Supervised Practicum and Seminar for Single Subject Candidates.

Teaching Performance Progress Report SED 554: Supervised Field Experience and Seminar

A. Making Subject Matter Comprehensible to Students TPE 1. Demonstrates subject-specific pedagogical skills for subject matter instruction and the ability to teach state-adopted academic content standards. B. Assessing Student Learning TPE 2. Monitors student learning at key points during instruction to determine student progress, paces instruction, re-teaches when necessary, and addresses student misunderstandings. TPE 3. Interprets and uses a variety of assessments -- informal and formal, formative and summative -- to determine students’ abilities and progress and to plan instruction. C. Engaging and Supporting Students in Learning TPE 4. Makes content accessible by varying instructional strategies, explaining and reinforcing content in multiple ways, incorporating technology, and providing opportunities and time for students to practice and apply what they have learned. TPE 5. Actively and equitably engages students in achieving instructional objectives. TPE 6. Uses developmentally appropriate teaching practices for grades 6-12, while recognizing individual needs and differences and establishing high expectations. TPE 7. Teaches English learners effectively by applying pedagogical theories, principles, and practices that lead to the learning of content and literacy in English. D. Planning Instruction and Designing Learning Experiences for Students TPE 8. Learns about students by assessing their knowledge, interests, and abilities in the context of adolescent development to maximize learning opportunities. TPE 9. Plans effective and sequenced instruction in accordance with state academic content standards. E. Creating and Maintaining Effective Environments for Student Learning TPE 10. Allocates instructional time to maximize student achievement, establishing effective classroom management procedures. TPE 11. Creates a positive social climate for learning by establishing clear expectations for academic and social behavior and by developing rapport with students and families. F. Developing as a Professional Educator TPE 12. Assumes professional, legal, and ethical obligations and models ethical, non-biased behavior for students. TPE 13. Illustrates continuing professional growth, including self-reflection on teaching practices, solicitation of peer feedback, participation in conferences/inservices, and incorporation of new teaching strategies as appropriate.