EDCI 536
Seminar for Student Teaching Supervision
3 Credit Hours
Summer 2012
Instructor: Ms. Lorie HunnOffice:Old Admin room 106
Office Phone:(308) 432-6491e-mail:
Office Hours:as posted and by appointment
Description:
Seminar for Student Teaching Supervision is designed to aid present and/or prospective cooperating teachers in working with student teachers. The course focuses on principles, theories, guidelines, and problems common to the supervision-student teacher experience. In addition, emphasis is placed on developing effective skills and techniques that will assist a cooperating teacher establish a professional relationship with his/her student teacher.
Purpose: This course is intended to assist cooperating teachers in developing effective supervisory skills to apply in field experience settings.
Credit Hours: 3
Required Text:
Henry, M,. Beasley & Weber, A. (2010). Supervising Student Teachers: The Professional Way. (7th ed.). New York, NY: Rowman & Littlefield Publishers, Inc.
Student Learning Outcomes:
The student will be able to:
- Develop appropriate strategies to design a successful student teaching experience as evidenced in the teacher intern handbook that will be produced for the class.
- Identify major problems common to the teaching intern experience and discuss during the seminar.
- Understand the philosophy and objectives of ChadronState’s field experience program.
- Share experiences related to working with teacher interns, including college-based supervisors.
- Design a Teacher Intern Handbook appropriate to the school district in which the supervisor teaches.
Intended Program Outcomes: The six intended program outcomes are as follows:
1)Promote activities that elicit critical thought, beyond recall and comprehension. (THINKING SKILLS)
2)Develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning, that encourages student concerns, embraces elements of diversity, and exhibits and understanding of child growth and development. (HUMAN RELATIONS)
3)Design and assess learning activities (with sequential goals and objectives, utilizing assessment measures to make instructional and/or curricular decisions. (ASSESSMENT)
4)Demonstrate and promote effective communication skills (with students and adults), while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications. (COMMUNICATIONS)
5)Plan and deliver teaching-learning activities that are consistent with identified learning objectives, ability level of students, while using a variety of instructional methodologies/strategies to prescribe for individual differences. (METHODOLOGY-TECHNOLOGY)
6)Demonstrate conduct befitting a professional educator, to include the following dispositions: regular self reflection, positive ethical behavior, respectful and attentive attitude, effective classroom management skills, appropriate knowledge of subject matter, and professional leadership. (PROFESSIONALISM)
Visionary Learner Conceptual Framework
ComponentActivity
Thinking SkillsDetermine strategies to assist student teachers in becoming good decision makers.
Human Relations/Diversity Identify ways to develop effective working
relationships with teacher interns.
Assessment Design techniques to assist teacher interns to learn evaluative techniques, including
self-evaluation.
CommunicationsFormulate ideas to assist teacher interns
to become effective communicators.
Methods/ Technology Identify successful teaching methods and
techniques for teacher interns to observe.
ProfessionalismDemonstrate appropriate appearance, conduct, ethical behavior when working with teacher interns.
Method of Instruction: A combination of online discussions, assignments,
and individual readings will be used.
Course Requirements:
Class participation
Quality of case study assignments
Teacher Intern Handbook
Course Schedule/Outline: See attached.
Grading Procedures: 90-100=A; 80-89=B; 70-79=C; 60-69=D; 0-59=F
Student Behavior:
Academic Honesty - Students are expected to conduct themselves in conformity with the highest standards with regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating or falsification of official records will not be tolerated. Students violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. Please request a copy of the student handbook from the Dean of Students (Crites 6280).
Attendance Policy - The College assumes that students will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences, and for arranging potential make-up rests with the students.
Attendance: Attendance is required. Your presence is important for your own learning as well as your contribution to the work of the class. If an absence is unavoidable, please arrange ahead of time to discuss options for making-up work. More than two unexcused absences may result in lowering of the final grade.
Assignments: Assignments are due on or before the specified date. If you anticipate being absent, arrange to have the assignment turned in before the class meeting.
Make-up exams: Exams that are missed due to an excused absence may be made-up before the next class meeting by arrangement with the instructor.
Civility - Civil behavior enhances the academic setting, and is expected at all times. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.
Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed to an affirmative action program to encourage admission of minority and female students and to provide environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable accommodation based upon documented disabilities should be presented within the first two weeks of the semester, or within two weeks of the diagnosis, to the Disabilities Counselor (432-6461; CRITES 338).
Intellectual Real Estate / Copyright Notice:
Reproduction of copyrighted material is governed by Copyright Law of the United States (Title 17, United States Code). Under conditions of this law, students may copy materials for research or scholarship purposes as long as the copyright holder is cited. In teaching situations, parts of copyrighted material may be used under the ‘fair use’ guidelines, but only once, and the copyright holder must be cited. Unauthorized use may be liable for copyright infringement.
Use of Technology:
Students are encouraged to use the technical resources provided in Chadron State College facilities to support, enhance, and expand their learning activities. Chadron State College recognizes that learning is a unique human endeavor best achieved through the interactions of instructors and students. Technology is best used when it supports and enhances teacher - student as well as student - student interactions.
Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student learning. However, the instructor reserves the right to make changes in this schedule that, within my professional judgment, would result in enhanced or more effective learning on the part of the students. These modifications will not substantially change the intent or objectives of this course and will be done within the policies and procedures of Chadron State College.
Time Schedule
This is a two week course. You may work through the course at a faster pace than I have outlined, however, do not get behind the scheduled pace for the course.
Week One: Complete the following chapters
Complete the following Chapters:
1. Before the Student Teaching Experience Begins
2. The Student Teacher's First Few Days
3. Personal Relationships in Student Teaching
4. Working With College Supervisors
5. Supervising Observations
6. Supervising Planning
Week Two: complete the following chapters
7. Observing, Analyzing and Guiding Student Teachers
8. Supervisory Conferences
9. Supervising Participation in the Total School Program
10. Legal and Ethical Aspects of Supervising Student Teaching
11. Problems of Student Teachers
12. Evaluating the Student Teachers