University of Pittsburgh
School of Education
Department of Instruction and Learning
IL 2858 Student Teaching Seminar
Spring 2017
Instructor: Dr. Amy Srsic
Office: 5147 Posvar Hall
Phone: 412-648-1998
Email:
Office Hours: By appointment
Classroom: 5400 Posvar Hall – Thursday – 2:45-4:15 pm
Course Description and Requirements
This seminar is offered concurrently with the student teaching experience. Weekly sessions will focus on 1) topics related to student teaching; 2) professionalism; and 3) career development.
Course Objectives
The student will demonstrate the ability to
· create a professional resume, cover letter, philosophy statement
· develop a professional portfolio
· maintain reflective journals as part of the student teaching requirement
· be punctual, attentive, and courteous towards others in all professional settings
Required and Optional Texts for this Course
There are no required textbooks for this course.
Attendance
Students are expected and required to attend this class in its entirety. If you are late, leave early or miss more than 3 classes, you will receive a “U” (“unsatisfactory”) for the course.
Course Requirements
Student Teaching - See student teaching handbook for all guidelines and requirements for student teaching.
Seminar - Students are expected to attend class, be attentive and engage in discussion, and complete all the assigned projects.
IEP Matrix
As part of the student teaching experience, students will develop an IEP matrix that documents each student they will be working with throughout student teaching to include student strengths, current academic levels, IEP goals, and specially designed instruction (SDI).
Reflective Journals
As part of the student teaching experience, students will keep reflective journals. Entries should be at least 2-3 pages in length and contain thoughts about the successes and challenges of the student teaching experience. Journals entries should be submitted via email by 9:00 am on Monday mornings of the week due. No credit will be received for submissions received after 9:00 am. Reflective journals should be typed, double-spaced, and include a heading with at least your name, date, and journal #.
****Please, save your journal the same way each time with your Last Name_Journal Number as the title. (Ex: Srsic_Journal 1) When sending your journal via email, please, put the same thing in the subject field.
Mock Interview
Students will participate in a mock interview which will be scheduled for an evening outside of class time. Students are expected to treat this opportunity as though it were a formal interview to include professional attire and overall presentation. Students will be assigned to an interviewer who is unfamiliar to them, and interview times will be sent to students prior to the mock interview date.
Professional Portfolio
As part of seminar, students will develop a professional portfolio that includes the sections listed below. Portfolios may be in a hard copy format or electronic. Items in italics will be submitted formally. See Course Content Outline.
Section One
· Resume
· Sample Cover Letter
· Honors and Awards
· Professional Documents and Certificates
Section Two
· Students Teaching Evaluations
· Letters of Recommendation
Section Three
· Philosophy of Education
Section Four
· Curriculum and Instruction (Lesson Plans)
Section Five
· Assessment and Individualized Planning
Section Six
· Behavior Management
Section Seven
· Collaboration and Consultation (Communication Log, School/District Contribution Log, Professional Development Log)
****Please, save your resume, cover letter, and philosophy with your Last Name_Assignment Type as the title. (Ex: Srsic_Resume) When sending your resume, cover letter, or philosophy via email, please, put the same text in the subject field.
Lesson Plan/Reflection/Student Work Upload into Taskstream (Certification Milestone)
As part of the process of collecting artifacts related to certification, students are required to upload a lesson plan, reflection, and at least one example of student work from the lesson. It is recommended that you choose from one of your strongest lessons for this task. There is a place to upload the lesson plan, reflection, and student work in Taskstream under Certification Milestones. One area is designated for the lesson plan upload, one for thereflection upload,and one area to upload student work. If you complete this task so that all three components or two components are combined, that is acceptable. Just be sure to upload all three items whether they are placed in one area, two areas,or areuploaded into the three separate spaces.
Course Content Outline
Please note: This syllabus and course content outline may change throughout the semester.
Date / Topics / Assignments1/5 / Introduction, Student Teaching, Review of Syllabus
1/12 / Ideals vs. Reality, Portfolio Components
1/19 / Resumes/Cover Letters/Job Searching
Guest Speaker–Marjie Schermer–Career Services / Group 1: Journal 1
Copy of IEP Matrix due via email
1/26 / Individual Appointments / Group 2: Journal 1
Use time to prepare resume and cover letter
2/2 / Resume/Cover Letter Feedback
What is a Philosophy of Education? / Group 3: Journal 1
Bring draft of resume and cover letter
2/9 / Individual Appointments / Group 1: Journal 2
Use time to prepare draft of philosophy
2/16 / Philosophy of Education Feedback / Group 2: Journal 2
Bring 2 printed drafts of Philosophy of Education for peer review
2/23 / Student Teacher to Master Teacher – Classroom Organization and Managing Paperwork/ Working with Team Members / Group 3: Journal 2
3/2 / Comprehensive Exam Information Session / Group 1: Journal 3
Final Drafts of Resume, Cover Letter, and Philosophy of Education due via email
3/9 / SPRING BREAK / No class or assignments due
3/16 / Preparing for Face to Face Interviews / Group 2: Journal 3
3/23 / MOCK INTERVIEW NIGHT
(Interview times TBA.) / Group 3: Journal 3
Continue to finalize other sections of the portfolio
3/30 / Student Teaching – Beginning Insights/Growth
Ideals vs. Reality / Group 1: Journal 4
Continue to finalize other sections of the portfolio
4/6 / Guest Speaker – Ralph Butera – Thinking Ahead Financially, etc. / Group 2: Journal 4
Continue to finalize other sections of the portfolio
4/13 / Guest Speaker – Amber Orseno –
Past Graduate/Current Teacher
Portfolio Review / Group 3: Journal 4
Bring completed portfolio for presentation/review
4/20 / Erin Wheeler – TIMS Application Process
Assignments and Grading
1. Class Attendance (5 points per class) / 50 points2. Class Attentiveness, Engagement, and Professionalism (5 points per class) / 50 points
3. IEP Matrix / 35 points
4. Reflective Journals (15 points each) / 60 points
5. Mock Interviews / 35 points
6. Professional Portfolio (Resume/Cover Letter/Philosophy) / 150 points
7. Lesson Plan/Reflection/Students Work Upload into Taskstream / 20 points
Total / 400 points
The final grade will be an “S” or “U”.
The scale is 100% to 84% = S. Below 84% (336 points) = U.
Course Competencies
Short Number / Competency / Assessed by:IM – IEP Matrix
Reflective Journals – RJ
Professional Portfolio - PP
PDE 430
VII.D / Collaborate with parents and other IEP team members for effective behavior management techniques that have been successful with students. / IM, PDE 430, RJ, PP, Communication Log
VII.E / Collaborate with team members to plan for transition at designated times throughout the student’s education (including Age 3 transition for Pre K-8). / IM, RJ, Communication Log
IV.A / Act as positive role models, coaches, and mentors for all adolescents. / RJ, School and District Contribution Log
IV.B / Communicate deep content knowledge in the subjects taught. / RJ, PP
IV.C / Serve on an advisory program, co-curricular activities, and other programs supporting the curriculum. / RJ, Professional Development Log, School and District Contribution Log, PP
IV.D / Uphold high professional standards. / RJ, PP
IV.E / Utilize research and data-based decision-making. / RJ, PDE 430
IV.F / Participate fully in grade and building level structures. / PP, School and District Contribution Log
IV.G / Develop effective teaching practices and focus on continual improvement within the teacher-preparation apprenticeship model. / RJ, PP, PDE 430
IV.H / Understand and comply with Pennsylvania’s Code of Professional Practice and Conduct for Educators. / RJ, PP, PDE 430
General Class and University Policies
As a future teacher, you are expected to demonstrate professional behavior in all interactions with faculty, supervisors, mentor teachers, peers, students and parents. The faculty encourages you to approach your graduate program as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.
· Confidentiality
o You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or completing assignments for courses or speaking about your field experience and the students you work with, use pseudonyms (not initials) for student, teacher, and school names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers, or staff secure from the view of others.
· Academic Integrity
o Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.
· Participation
o Students are expected to actively participate in all discussions and class activities as well as small group work. All contributions to discussions and other class activities should be done in a respectful and professional manner. This means making contributions as well as accepting the contributions of others and sharing the various roles of the group. In addition, students are required to use “person-first” language.
· Technology
o You are not permitted to use cell phones, laptops, etc. during face-to-face class sessions for purposes unrelated to class. If you have a special situation that needs to be considered, please, let your instructor know within the first week of the course.
· Communication
o Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course, do not hesitate to ask. You may also schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.
· Courtesy
o You are expected to arrive to class on time and inform your instructor if you must leave early. Keep in mind that it is generally unacceptable to leave class early. Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared.
o Additionally, you are expected to use professional language in class and in written communication (including email). Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.
· Disability Services
o If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.
· Statement on Classroom Recording
o To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student's own private use.
DIL Student Grievance Procedures
The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at:
http://www.education.pitt.edu/portals/0/current%20students/Policies%20and%20Forms/graduate%20policies/academic%20integrity%20guidelines.pdf
The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow this procedure:
1. The student should talk directly to the faculty member to attempt to resolve the matter.
2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator.
3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford).
4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Michael Gunzenhauser).
5. If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Michael Gunzenhauser).
Links to University Policies
Nondiscrimination, Equal Opportunity and Affirmative Action
http://www.cfo.pitt.edu/policies/policy/07/07-01-03.html
Sexual Harassment
http://www.cfo.pitt.edu/policies/policy/07/07-06-04.html
Grading System
http://www.pitt.edu/~graduate/reggrades.html
http://www.cfo.pitt.edu/policies/policy/09/09-01-03.html
Academic Integrity
http://www.education.pitt.edu/portals/0/current%20students/Policies%20and%20Forms/graduate%20policies/academic%20integrity%20guidelines.pdf
Plagiarism Resources and Information
http://www.english.pitt.edu/undergraduate/understand-and-avoid-plagiarism
Disability Policies
http://www.studentaffairs.pitt.edu/drsdocumentationguidelines
6