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(EDG 685) Practicum/Graduate Field Experience

Syllabus of Record: Programs Preparing Teachers

Catalog Description: Field-based experience designed to provide clinical experience for graduate students. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies and must be with approval by the appropriate program personnel. All practica will require seminars. Three and six credits.

Practicum is offered for the following programs:

Elementary Education

Secondary Education

Early Childhood Education

Middle Level

Elementary Principal

Central Office Administrator

Superintendent

Secondary Principal

School Library Media

English as a Second Language

Adult and Higher Education

Reading

School Counseling

Special Education Supervisor

Special Education Director

Emotional Impairment

Cognitive Impairment

Learning Disabilities

Early Childhood Developmental Delay

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Common Unit Standards: Michigan Department of Education; National Council for the Accreditation of Teacher Education (NCATE).

Common Advanced Program Standards for Programs Preparing Teachers: National Board for Professional Teaching Standards 1-5

Common Advanced Program Standards for Programs Preparing Other School Personnel: Individual Specialty Program Associations

Course Standards and Assessments:

Common Course Outcomes:

NBPTS Proposition 1: Teachers are Committed to Students and Their Learning

NBPTS Proposition 2: Teachers Know Their Subjects/ How to Teach/Implement Them

NBPTS Proposition 3: Teachers are Responsible for Managing Student Learning

NBPTS Proposition 4: Teachers Engage in Systematic Thinking about Practice and Experience

NBPTS Proposition 5: Teachers are Members of Learning Communities

Common Assessment: Practicum Performance Evaluation

Major Topics:

Knowing students and their needs

  • Knowing the knowledge base in the area of expertise
  • Implementing this knowledge base into practice.
  • Managing others’ learning and work
  • Thinking systematically about one’s practice and learning from experience.
  • Being a member of a learning community

Course Knowledge Base:This knowledge base will also be made more specific to the specialized ED 685 practicum areas.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Cohen, D. K., McLaughlin, M. W., & Talbert, J. E. (Eds.). (1993). Teaching for understanding: Challenges for policy and practice. San Francisco: Jossey-Bass.

Richardson, V. (Ed.) (2001). Handbook of research on teaching (4th Ed.). NY: American Educational Research Association.

Richardson-Koehler, V. (Ed.) (1987). Educator’s handbook: A research perspective. NY: Longman.