IL 2278: Practicum in Secondary Social Studies Education
Department of Instruction & Learning
University of Pittsburgh
Instructor: Michael G. Lovorn, Ph.D. E-mail: Phone: 412-610-0017 (c)
Course Meeting Time: W, 1:00-2:45 PM Office Hours: Wednesdays 10:00 AM – 12:00 PM
COURSE DESCRIPTIONThe practicum is a course of study designed to provide teacher candidates with supervised work placement and guided, practical application of educational theory. Each week, secondary social studies teacher candidates are expected to engage in 20 hours of fieldwork at assigned school sites. Duties of this fieldwork assignment include observing classroom instruction, supporting teaching and learning in social studies, collaborating with mentor teachers to develop lessons or lesson components, and when appropriate, engaging in brief teaching episodes. The practicum course is designed to support teacher candidates’ development in these and related areas by providing a structured environment for: (1) group discussion of teacher candidates’ placement experiences; (2) weekly critical reflection on strategies and related to pedagogy and classroom management; and (3) personalized guidance in the recognition and application of adolescent learning and developmental theory.
COURSE OBJECTIVESThis course is designed to facilitate your:
1. exposure to day-to-day social studies teaching and learning;
2. growth as a reflective teaching practitioner;
3. participation in a professional learning community related to secondary social studies;
4. engagement in constructive and reflective exchanges with peers;
5. development as a confident, coherent, student-centered teacher who is aware of environmental and pedagogical supports for student learning;
6. discussion of strategies for building character and trust in the classroom;
7. exploration of ways to motivate and engage students in the learning process;
8. recognition of the need to ensure equity in instruction and classroom management approaches;
9. adherence to expectations related to professionalism and professional dispositions.
REQUIRED TEXTSBoynton M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Alexandria, VA: ASCD. ISBN: 978-1416602378.
Lemov. D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass. ISBN: 978-0470550472.
This course offers a traditional grading structure (with no + or – designations). Grade ranges described below and explained on the following pages:
Grading RangesA 180-200 points
B 160-179 points
C 140-159 points
D 120-139 points
F 119 points or less / Course Components/Activities
1. Observations & reflective analyses
2. In-class participation
3. Placement evaluation (from your mentor teacher)
4. Professional dispositions
Total: / Point Values
80
50
40
30
200
1. OBSERVATIONS & REFLECTIVE ANALYSES (80 POINTS)
Throughout the course, you will conduct four observations of teaching and learning in your placement. Each of these observations will be worth up to 20 points. As we will discuss in class, you will use the Practicum Observation Form to take field notes and then use them to develop a written analysis and reflection of each lesson you observe. I will use the following 20-point scale to assess each of your lesson observations:
Observation Analysis Evaluation Scale:
19-20 points – Your observation form is: 1.) complete, leaving no relevant sections blank; 2.) provides genuine, coherent insights into each observable lesson component; AND 3.) includes an extensive reflective analysis of the lesson and your observation.
15-18 points – Your observation form is: 1.) complete, leaving no relevant sections blank; 2.) provides genuine, coherent insights into all or nearly all observable lesson component; AND 3.) includes an acceptable reflective analysis of the lesson and/or your observation.
12-14 points – Your observation analysis is considered minimal or marginal because the observation form: 1.) is incomplete; 2.) provides few if any genuine, coherent insights into observable lesson component; OR 3.) does not include an acceptable reflective analysis of the lesson and/or your observation.
0-11 points – Your observation analysis has not been submitted or is considered severely lacking in multiple areas.
2. IN-CLASS PARTICIPATION (50 POINTS)Your active participation in our discussions and all activities is critical to the success of the course. During our class meetings, we will engage in various assigned readings, theoretical and practical discourses, lesson planning, and reflective and developmental exercises. The depth and breadth of these activities depends largely on your preparation and participation. I expect you to participate actively by completing readings promptly, taking part in all group and individual writing activities, and contributing to all class discussions. You will receive five participation grades, each worth up to 10 points. Please note: in an effort to maximize developmental opportunities for you and your peers, I emphasize face-to-face discussion, oral reflection, and other activities. For this reason, evaluations related to participation are assigned randomly, individually, and without prior notice. In other words, your five evaluations may not take place at the same times as those of your peers. Please note that evaluations cannot be made up in the event of unexcused absence. I will use the following 10-point scale to assess your participation on five separate occasions:
Discussion & Course Participation Evaluation Scale:
9-10 points – Your participation is significant, and meets or exceeds my expectations. You contribute/participate consistently throughout the discussion/activity. You demonstrate original and deep thinking, and engage in focused analysis of appropriate readings/topics. You lead conversation and introduce compelling ideas.
7-8 points – Your participation is modest, and meets some, but not all of my expectations. You engage in a marginal analysis of appropriate readings/topics. You continue conversation and/or build on the ideas of others.
6 points – Your participation is weak/minimal, and meets few if any of my expectations for graduate-level study. You make few, if any, contributions or appear disconnected from discussion/activity, and/or you demonstrate uninformed analysis of readings/topics.
0-5 points – You are absent or make no real contribution to the discussion/activity.
Near the end of the term, your mentor teacher will complete an evaluation of your performance throughout the placement. I will distribute the evaluation forms during our first class meeting. It is your responsibility to present this observation form to your mentor teacher, and to return it to me by the due date indicated on the course schedule. Please note: I respect your mentor teacher’s right to submit an accurate evaluation of your performance without pressure to inflate your grade. Thus, I will only accept your completed evaluation form if it is returned to me in a sealed envelope. This envelope should bear the mentor teacher’s signature across the seal. This is not to suggest you cannot discuss your evaluation score with your mentor teacher or me.
3. PROFESSIONAL DISPOSITIONS (30 POINTS)Throughout the semester, I will be evaluating your overall attention to professionalism as observed in your demonstration of appropriate dispositions at your placement and in the Practicum course. More specifically, this semester-long evaluation will consist of my overall impressions of your: 1.) promptness and attendance; 2.) reliability, decision-making, and professional reputation; and 3.) communication, reflection, and openness to self-improvement. I will use the following 50-rubric to evaluate your development/performance in these areas:
Professional Dispositions Rubric:Disposition / 0-4 points / 5-6 points / 7-8 points / 9-10 points
Promptness & attendance / Multiple unexcused tardies, absences, or early departures, OR failure to attend to related issues of concern despite corrective measures taken by site personnel or supervisor. / Multiple unexcused tardies, absences, or early departures. / No more than one unexcused tardy, absence, or early departure, AND no more than one excused tardy or early departure. / No unexcused tardies, absences, or early departures, AND no more than one excused tardy or early departure.
Reliability, decision-making, & professional reputation / Predictably unreliable. Frequently makes questionable or bad decisions, OR demonstrates a poor sense of professionalism despite corrective measures taken by site personnel or supervisor. / Sporadically unreliable. Occasionally makes questionable or bad decisions, OR demonstrates a poor sense of professionalism despite corrective measures taken by site personnel or supervisor. / Generally reliable. Generally makes good decisions, AND demonstrates a good sense of professionalism, AND requires few if any related corrective measures taken by site personnel or supervisor. / Impeccably reliable. Consistently makes good decisions, AND demonstrates an exemplary sense of professionalism, AND requires no substantive related corrective measures taken by site personnel or supervisor.
Communication, reflection, & openness to self-improvement / Generally fails to maintain timely e-mail correspondence and/or phone calls, OR demonstrates poor listening and reflection skills, OR reacts with a defensive attitude to critiques or concerns, OR seldom if ever takes initiative. / Occasionally fails to maintain timely e-mail correspondence and/or phone calls, OR demonstrates only marginal listening and reflection skills, OR reacts with a defensive attitude to critiques or concerns, OR only occasionally takes initiative. / Engages in most e-mail correspondence and/or phone calls in a proactive and timely fashion, AND demonstrates good listening and reflection skills, AND reacts with positive attitude to critiques or concerns, AND demonstrates an ability to take initiative. / Engages in all e-mail correspondence and/or phone calls in a proactive and timely fashion, AND demonstrates very good listening and reflection skills, AND reacts with proactive, positive attitude to critiques or concerns, AND actively seeks feedback, AND reaches out for help and suggestions when needed, AND always takes initiative and demonstrates a genuine desire to improve.
CLASS SCHEDULE – Fall 2015
Date / Activities & Assignments / Date / Activities & Assignments
Sept 2 / Course introduction / Oct 28 / ASYNCHRONOUS CLASS – No meeting
Online activity: Boynton & Boynton section 2
Sept 9 / In-class activity: Lemov chapters 1 & 2 / Nov 4 / Discussion: Boynton & Boynton section 3
DUE: Observation analysis #2
Sept 16 / In-class activity: Lemov chapters 3 & 4 / Nov 11 / ASYNCHRONOUS CLASS – No meeting
In-class activity: Boynton & Boynton section 4
Sept 23 / In-class activity: Lemov chapters 5 & 6 / Nov 18 / Reflective circle discussion
Sept 30 / In-class activity: Lemov chapters 7 & 8
DUE: Observation analysis #1 / Nov 25 / NO CLASS: Thanksgiving Holiday
Oct 7 / ASYNCHRONOUS CLASS – No meeting
Online activity: Lemov chapters 9 & 10 / Dec 2 / DUE: Observation analysis #3
Oct 14 / Discussion: Boynton & Boynton section 1 / Dec 9 / Reflective circle discussion
Oct 21 / One-on-one progress check / Dec 16 / DUE: Observation analysis #4
CLASS POLICIES
Attendance: You are expected to attend all class meetings, arrive in a punctual manner, and stay for the duration of each session. Should extenuating circumstances limit or prevent your attendance for any reason, I expect you to contact me in writing (via e-mail) prior to the start of that class session. Attendance can impact my evaluation of your class participation as well as professional dispositions. I will elaborate on my expectations for your attendance and discuss my case-by-case approach for make up work during our first class meeting.
Electronic Communication: E-mail is my preferred method of communication for all course-related correspondence or work submissions. I do not use or check CourseWeb or TaskStream. My e-mail address; , serves as my only means of course-related correspondence. I accept Word document or PDF attachments for electronic submissions of class assignments and official documents. I will also accept Google Docs, but only if I have been granted permission upon initial submission. Assignments that have been submitted via Google Docs are only considered “turned in” if I can access them. I do not use G-mail or other personal accounts for school-related communication, and will not send the assignment back to you to grant me permission to view them. Please take care of this upon initial submission.
Commitment to Social Justice: This course is centered on reflective discussion and exchange of ideas, many of which challenge established societal norms and conventional educational practices. These discourses will be guided by principles of critical pedagogy and social justice. Unwelcomed or insensitive behavior or comments that makes other students feel unnecessarily uncomfortable will not be tolerated. This includes interrupting others while they are talking, carrying on conversations separate from the class discussion, or making insensitive or derogatory comments about gender, sexual orientation, belief structures, non-belief, race, ethnicity, nationality, or disability. Please make every effort to maintain an academic atmosphere in which everyone feels comfortable sharing and responding to ideas.
Academic Integrity: 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.
Disability Services: 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: 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 Grievance Procedures: 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 DIL Associate Chair Trish Crawford. (4) If needed, the student should next talk to SoE Associate Dean 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.