SALISBURY STATE
UNIVERSITY
DEPARTMENT
OF EDUCATION
Spring
2001
SCED 426/428: Directed
Teaching in the Secondary School
6 credit hours each
Supervisor: Dr. Arlene White
Office: Language House, Rm. 203
1013 Camden Ave.
Office hours: MTWRF 10:00 - 10:50
Office phone: 410-543-6253
Home phone: 410-742-0424
E-mail: afwhite@salisbury.edu
Description:
Two full-time seven week clinical
experiences providing opportunities to actualize the latest educational
research and theory into practice, including but not exclusive to: observation,
mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a
clinical supervisor (experienced public school teacher) with guidance and
support from the university supervisor.
Prerequisites: A major in one of the academic disciplines with an
MSDE-approved program; competency tests; admission to the Professional Teacher
Education Program; EDUC 300, 305, 306, 308 and special methods. SCED 426 prerequisite to 428. Credit not awarded for SCED 426 until
successful completion of 428. PASS/FAIL.
Objectives:
Students completing SCED 426 and
428 will
1) develop a positive working relationship with
pupils, faculty and staff in secondary public and/or private school settings (IV.2);
2) demonstrate ability to develop short-range
and long-range plans appropriate for student and curricular needs (I.1, I.2,
II.1, II.2, III.5);
3) demonstrate a variety of instructional strategies
and techniques for effective teaching of a diverse population of students (I.1,
I.2, I.5, II.1, II.2, III.3, III.6);
4) develop multiple strategies for assessing
and evaluating instruction and student learning and growth (I.2, I.4, II.1,
II.2, III.2, III.4);
5) create a classroom environment which fosters
learning and positive dispositions (I.1, I.2, I.3, I.4, I.5, II.2, III.4,
III.5, III.6);
6) develop strategies for multicultural, gender
fair, inclusive education (I.1, I.2, I.3, I.4, I.5, II.2, III.4, III.5,
III.6);
7) display professional teacher behaviors and
attitudes (II.3, III.4, III.5, III.6, IV.2, IV.3);
Learning experiences (to be
present in EACH 7 week experience):
1) Be present for work at the designated school
and classroom for the assigned dates on a daily schedule which is comparable to
that of a full-time teacher in the school.
Attend all school activities expected of full-time teachers, including
staff meetings, PTA, field trips, professional days, parent conferences and the
like.
2) Maintain professional demeanor as expected
of full-time teachers in every respect including dress, attendance,
punctuality, confidentiality, record keeping, interaction with peers and
conduct outside of school.
3) After a suitable period of observation and
orientation, gradually assume a full-time teaching load and perform all
appropriate duties of a classroom teacher.
In most cases, full-time teaching should occur by the fourth or fifth week
of the experience, thereby allowing time for extended teaching responsibility.
4) In conjunction with the student teaching
seminar (SCED 433), maintain an on-going record of reflective writing based on
your student teaching experience.
Entries should be made daily to ensure meaningful reflection.
5) Participate in 3-way conferences at
mid-experience and at the end of the seven weeks with the supervisor and the
cooperating teacher. Review and
discussion of the evaluation forms should be included in these conferences as
well as strengths and weaknesses.
6) According to the specific expectations of
the cooperating teacher, submit written plans for lessons to be taught
sufficiently in advance of instruction so that plans may be reviewed and
critiqued by the cooperating teacher and/or supervisor.
Make three
copies of your plans (one copy for you, the cooperating teacher and the
university supervisor). The copy for
the university supervisor should be left in your folder in the main office of
the school where you are teaching (in the cooperating teacher's mailbox, if
possible), each morning before classes start.
Paper clip the plans together by classes with the most recent plan on
top. Evaluation of lessons should be
completed at the end of the day (either in your journal or on the plan) and
returned to the folder by 8 a.m. the next morning.
Use the same
format as you did during methods i.e.
a. date
b. class
c. objectives
(in behavioral terms)
d. materials
and equipment
e. procedures (warm-up,
overview, introduction of material, drill and practice, proficiency-based
activities, summary)
f. evaluation
7) Show evidence of long-range, integrated
planning suitable for the grade level.
Implement an appropriate portion of the long-range plan and assess its
appropriateness and effectiveness.
The topic of the
unit each experience is to be determined by both you and the cooperating
teacher. Use the same format that was
given in the methods class. Include a
xerox copy of the chapter. This is due
the third Friday of EACH experience i.e. February 16 and April 13.
8) Develop, implement and critique a plan for
managing student behavior. The plan
should include a statement of philosophy, references to established theory and research
in classroom management, spatial arrangements of the classroom(s), connection
between instruction and classroom management, teacher expectations, ways that
expectations are communicated to students, consequences of student misbehavior
(check school policy), involvement of parents/guardians and examples of
situations and how they would be handled.
This is due the second Friday of EACH experience i.e. February 9 and
April 6.
9) Submit a video of a class which demonstrates
your best teaching by the fifth week of each experience i.e. March 2 and April
27. Arrange to tape yourself on several
occasions beginning early in the 7 week experience so that the submitted tape
can represent a reasonably polished display of teaching competence, appropriate
for inclusion in a professional portfolio.
Ask your cooperating teacher what arrangements need to be made (who
reserves the equipment; who films you, etc.)
A written
self-critique should accompany the video as well as the lesson plan for the
class. You may use the evaluation form
used by the university supervisor.
Comment on your use of gestures, your position and/or movement in the
classroom, your use of English and the target language (how many minutes each,
the appropriateness of the use, how much ACTUAL COMMUNICATION occurred, etc.).
10) Select a project
from the following to be completed by the end of the sixth week of each
experience i.e. March 9 and May 4.
a. Design and
execute a bulletin board. Put it up and
turn in a written explanation of the choice of the subject and how it was or
will be used in class.
b. Observe
other language teachers in your school (2 observations); state your
objective(s) for observing the classes (i.e. what communicative activities were
used; how were transitions executed; etc.) and write a description of what you
observed.
c. Team teach
a lesson with your cooperating teacher and analyze it (one class).
d. Use group
work / peer teaching. Analyze its use
in 2 classes (same class or on different levels).
e. Use
computer-assisted instruction. Explain
how and why materials were selected and used and students' reactions.
f. Student study (to be done the first or
second week of the experience) - Select a student from one of your classes and
follow him/her though a typical school day although you need not follow the
entire schedule in one day. Write about
how the student acted both in and out of class. Include the schedule which you followed. Check with the Guidance Office for
additional academic and/or personal information. Discuss how you would adjust YOUR teaching to help this student
learn more / better.
g. Other - to
be discussed with the university supervisor.
Expectations/Guidelines for
the Student:
1) Contact the supervisor immediately when any
problem or exceptional circumstance arises related to the student teaching
assignment and/or the student's relationship with the cooperating teacher.
2) Notify by phone no later than 7:30 a.m.
on the teaching day BOTH the cooperating teacher and the supervisor in the
event that you are unable to report for work.
If absences for illness or personal obligation limit your ability to
reach your full potential or to be evaluated fairly, you may be expected to
extend the student teaching experience beyond the originally assigned
dates. In the event that circumstances
beyond your control (e.g. snow days, illness) reduce the number of teaching
days during a 7 week experience, a revised schedule may be negotiated to be
sure that you have every possible opportunity to reach your full potential and
to be fairly evaluated at the culmination of the experience.
3) Submission of materials which bear upon
day-to-day teaching (e.g. lesson plans, unit plan, expectations of the
cooperating teacher) must be effected in a timely manner. Items required by the supervisor which
relate to your professional development (e.g. classroom management plan,
videotape, project) should be completed by the due dates indicated.
4) Before or after your weekly seminar, submit
the weekly green forms detailing your teaching schedule and provide a note
highlighting your student teaching and advising the supervisor about when to
schedule observations and conferences.
Leave in my mailbox in the Language House or in the black mailbox outside
the Language House if it is closed.
Lesson plans must be available for review during the supervisor's visits
(see #6 above).
Expectations/Guidelines for
the Supervisor:
The Supervisor will
1) observe your teaching at least four times
each experience;
2) provide written and oral feedback on each
lesson observed;
3) meet with you and, whenever possible, with
the cooperating teacher to discuss lessons observed and the student teaching
experience in general;
4) prepare final evaluation papers and
recommendations if requested;
5) act as a liaison between you and the
cooperating teacher if necessary, between you and university services available
to you.
Evaluation:
Each experience receives a
PASSING grade with consideration of the following:
1) On mid-term and final evaluation forms of
both the cooperating teacher and the university supervisor, students will
receive a majority of SATISFACTORY to EXCELLENT indicators (2,3,4).
2) On unit / long-range instructional plans, students
will be able to organize materials and activities in a sound pedagogical format
and will be able to evaluate if objectives have been reached. Examples of how the plan to manage student
behavior was implemented should be evident as well (2).
3) The videotape should provide a satisfactory
example of how theory and practice are integrated in a proficiency-based
classroom. Examples of how the plan to
manage student behavior was implemented should be evident as well (3,4).
4) The choice of project should provide another
opportunity for the student teacher to analyze an additional aspect of
classroom interaction at a satisfactory level or above (2,3,4).
Tentative term schedule:
Daily attendance for full-time
teacher's scheduled assigned field placement for two 7 week experiences. One excused absence is allowable during each
experience; beyond that, the intern must make up any days missed.