EDUC 461 Student Teaching II, Winter 2010
EDUC 447 Curriculum and Methods, Winter 2010
EDUC448 Senior Seminar: Reflection and Engagement, Winter 2010
Class Meets: Pettengill 312, Tuesdays and Thursdays, 2:40-4:00
Anita Charles / Bronwyn Sale308 Pettengill / 306 Pettengill
207-786-8349 – Home 333-3098 / 207-786-6282
/
Office hours: T and TH 11:00-1:00 and by appointment / Office hours: Mondays 12:00-1:00 and by appointment
Department of Education Mission Statement
The Bates College Department of Education seeks to foster the democratic possibilities of schooling through the study of American public education and other comparative systems. The aim of the department is to create an environment in which students and faculty together analyze the complex dynamics between the purposes and products of schooling, and the social structures and cultural processes that comprise the broader context for education. In particular, we want to nurture in our students the development of these qualities:
Critical action and civic responsibility –Because we want our students to develop a sense of social responsibility and concern for the common good, we encourage them to be involved in the local community and beyond through field work, service learning projects, policy analysis, student teaching, and empirical research.
Reflection and engagement – In our vision of education, reflection and engagement work together to deepen students’ understanding and foster their personal growth.
Imagination and a passion for learning - With imagination, a passion for learning, and the skills and knowledge that we help them develop, our students are well prepared to pursue their interests in education.
Commitment to social justice – Throughout our program, we encourage students to recognize and address the influence of social context on the democratic possibilities of schooling.
Course Overview
Taken together, the three courses for Winter term (461, 447, 448) are a continuation of EDUC 460: Student Teaching I. Although these three courses will be listed on your transcript separately, they comprise an integrated program.
During Winter semester, the following are expectationsfor your student teaching placement:
- Student teachers will be in the schools each day, teaching at least three classes.
- Student teachers are expected to participate in other professional responsibilities of teaching, including after school availability; parent interactions and meetings as needed; typical duty assignments such as lunch, hall, and study duties; and team planning meetings as appropriate for the setting.
- Student teachers will maintain regular, on-time attendance at school, careful advance planning and preparation of written lesson plans, and prompt and thoughtful assessment of student work.
- Student teachers will be respectful and cooperative in their relationships with everyone in their schools and seminar.
- Students will meet all standards as listed on the program rubric.
Course Texts
Methods book in your content area
Articles from professional journals in your content area
Other reading as assigned
Course Requirements
Log Sheets: completed and submitted at Mid-term and end of semester. Total Hours: 270 Winter, 90
Fall, 90 previous field experience. 450 Total.
Planning and Preparation for all classes taught in your student teaching placement:continue to work with your cooperating teacher to prepare for and teach three courses.
Curriculum Essay: See attached description. Due: 1/28/10
Posts to Lyceum:Posts to discussion forum. 10 posts (once a week starting second week of class, as well as 20 Responses (2 per week): Topics may include--Issues that arise in your class that we do not have time to address during seminar, lesson plan trouble shooting and feedback, management and motivation issues methods to share, ethical concerns, curriculum. You may also post a lesson plan/idea with specific feedback requested.
Book Review: In class discussion and Lyceum Post (this counts as one of the 10). Due: 2/23/10
Management Plan:posted to Lyceum (this counts as one of the 10). Due: 3/2/10
Motivation Plan: posted to Lyceum(this counts as one of the 10). Due: 2/2/10
Lesson plans or units for workshop in class:see “workshop days” on course calendar
Analysis of Teaching Digital Video Project:See attached description. Due 3/11/10
Methods Notebook:Keep track of the methods used in your classes, that you research, and that you observe.
Add 8 more to your notebook. 4 due for Midterm portfolio on 2/11/10.
Exemplar Curriculum Unit:see attached description
Philosophy of Education: revised from 1st semester, if necessary. Due for Midterm portfolio 2/11/10.
Resume/Cover letter: Have ready for Principal’s visit on 3/9/10
Mid-term and Final Course Portfolios and Reflections:see attached checklists for components. Midterm due 2/11/10.
Final due 4/8.
Final State RequiredProgram Portfolio:Course requirements in EDUC 461/447/448 areoriented toward meeting the 10 Maine teaching standards. By the end of the semester, you will submit a portfoliodemonstrating that you have met all 10 standards. You will upload your portfolio toGoogle docs andburn it to CD. Throughout the semester, you will write rationales and upload artifacts for each standard (see course calendar). You should continuously be gathering student work, lesson plans and other artifacts that you can upload as part of your final portfolio. Student work must not include the student name. Due: 4/13/10.
Maine Teaching Standards:
1. Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the
disciplines) s/he teaches and can create learning experiences that make these aspects of subject
matter meaningful to students.
2.Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines
3.Demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, and social development.
4.Plans instruction based upon knowledge of subject matter, students, and curriculum goals.
5.Understands and uses a variety of instructional strategies and appropriate technologies.
6.Creates and maintains a classroom environment which supports and encourages learning.
7.Demonstrates the ability to support students’ learning and well-being by engaging students, home, school, colleagues, and community.
8.Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
9.Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher.
10.Demonstrates a strong professional ethic and a desire to contribute to the education profession.
To be eligible for certification, you must meet the 10 standards listed above, earn passing scores on Praxis I tests in Reading (176), Writing (175), and Math (175), as well as the Praxis II test in your discipline and get fingerprinted
CURRICULUM ESSAY (5-7 pages, due 1/28): Research the history,current trends, and contemporary tensions or debates in your content area.
Your paper (5-7 pages) should include the following:
--A summary of historical trends in curriculum and methods in your discipline: How have curriculum and teaching methods shifted over time? What drives the curriculum now?
--A description of the current methods of teaching in your discipline (models and approaches to teaching)
--Recurring issues
--Topics of current debate
--Bibliography
Sources to help you research in order to gain a comprehensive overview of teaching in your discipline include the following:
Methods book
Professional journals available in Ed. Lounge and through Ladd library
Book in Ed. Lounge and Ladd Library
Websites of professional organizations in your discipline
Bates supervisor and cooperating teacher
Note: If you find a particularly useful article, you may want to make a copy for your methods notebook. While researching you may find handouts, websites, and other resources that may be useful in future curriculum development and lesson planning.
SCIENCES. National Science Teachers Association (NSTA). Science Scope (middle school) The Science Teacher (high school) For links to other specific science organizations, go to
SOCIAL STUDIES. National Council for the Social Studies (NCSS). Social Education
REFLECTION/ANALYSIS OF TEACHING: DIGITAL VIDEO PROJECT
Choose a lesson and then arrange to have someone videotape the whole class session. Plan ahead to make sure you can use the camera on the appointed day. The department owns a camera, and cameras are available in Ladd Library. There may also be a camera available at your host school. Please plan ahead!
You will record one entire class period for your own viewing and written analysis. Then, you will select a 20-minute segment to share with classmates for feedback and further reflection.
Project Components:
1.Submit a complete lesson plan (with unit topic, essential question, understanding, learning objective, and assessment.
2.Write an in-depth analysis of your teaching (3 pages double-spaced).
a.What worked well? What didn't? Why?
b. What do you notice about your voice, posture, location, movement, surroundings?
Be specific.
c.What is the most important or surprising insight you gained from viewing yourself?
3. Bring a 20-minute segment to share with classmates.
Due Date: Thursday, March 11, 2010
GOALS AND COMPETENCIES FOR winter Courses
Provided you meet all goals and competencies, you will receive one grade for all three courses combined. The summaries below illustrate that each coursecomponent is an important part of the winter student-teaching program
A. EDUCATION 461 - STUDENT TEACHING IIStudents will…
1. Gain further knowledge about the structure, culture, and context of the contemporary public school and its community.
2. Gain experience working with students in the classroom in order to meet the requirements for Maine certification.
3. Further develop, integrate, and apply skills and knowledge about lesson planning, curriculum development, teaching methods, assessment of learning, classroom management, and student/teacher/team relationships by assuming full responsibility for teaching at least three classes.
4. Demonstrate skill in analysis and reflection of teaching and use those insights to improve teaching
effectiveness;
5. Use a focus on student learning as the basis for planning and teaching.
6. Obtain feedback from a Bates faculty member in the content area who observes your teaching.
7. Assume some duties and responsibilities beyond the classroom.
8. Meet all standards on the program rubric with evaluations from mentor teacher(s) and Education Departmentsupervisor.
II. Methods to demonstrate meeting these goals include the following:
1. Documentation of the context and culture of the community, school, and assigned classes as they compare to theoretical understanding of ideal schools and practices.
2. Documentation of hours in school and preparation for classes on the student teaching log sheet.
3. Regular reflections and analysis of teaching practice posted Lyceum, responses to other student teachers, and additional required pieces as set forth in the syllabus;
4. Documentation of successful completion of content-area courses as evidenced on Bates transcript as well aspossible support from Bates faculty in the content area (a letter from the content advisor if s/he can visit one or more classes);
5. Documentation of regular participation in the duties and responsibilities of a teacher beyond the classroom,
e.g. attendance at department and faculty meetings, PET meetings, or after-school activities;
6. Evidence of meeting all standards on the program rubric with evaluations from mentor teacher (s) and Education
B. EDUCATION 447 - CURRICULUM AND METHODS
I. The goals include the following:
Students will…
1.Understand the philosophical basis for curriculum development and its connection to authentic assessment
strategies.
2. Learn about and integrate major concepts and theories about curriculum construction within one’s
academic discipline.
3. Understand current efforts to address curriculum and evaluation in one’s academic discipline locally,
regionally, and nationally, including those that relate to content area standards developed by professional
organizations and the Maine Learning Results.
4. Incorporate the community and/or its 3resources in teaching;
5. Understand the connections among disciplines;
6. Create an exemplar curriculum unit that incorporates the practical aspects of curriculum, teaching methods,
and assessment/evaluation.
II. Methods to demonstrate meeting curriculum-building goals include the following:
1. Revised one-page philosophy of education.
2. Documentation of reading done in journals, texts, and educational web sites as the basis for your exemplar curriculum unit and the curriculum/methods essay you will write.
3. Evidence in unit/lesson plans of community and interdisciplinary connections.
4. Development and presentation of an exemplar curriculum unit for one or more assigned classes that focuses
on specific student learning, states clear objectives that meet standard(s) in Maine Learning Results, and
includes appropriate assessment strategies that address those objectives. The unit should also show how the
student teacher addresses individual student differences, integrates and applies pedagogical knowledge of one’s
discipline, reflects on one’s teaching and its effectiveness based on student outcomes, and collaborates with
others (student teachers, teachers, college faculty).
5. Presentation of this unit and a complete written packet with two copies to be bound (one copy for student teacher, the other for the dept. files).
III. Methods to demonstrate content knowledge and teaching methods include the following:
- Course transcript in major or demonstrating coursework in certification area
- Completed methods notebook
- Curriculum and methods essay
- Evidence of methods used in completed lesson plans and units
- Classroom observations by Bates supervisor and/or cooperating teacher
C. EDUCATION 448 - SENIOR SEMINAR
The goals include the following:
1.Attend seminars prepared to participate and to be respectful of every member of the class.
2.Engage in focused seminar discussions in order to make connections between content area theory and practice.
3.Share personal discoveries made through research and reflection on teaching.
4. Contribute to a learning community with other student teachers, mentor teachers, and education faculty as well as invited guests, on specific educational issues.
5.Give and receive feedback related to teaching and work done for the seminar.
Demonstration of these goals include the following:
1.Regular attendance and respectful contribution at all seminar meetings.
2.Engaged preparation and discussion of materials assigned.
3. The Contribution of personal experiences and research to strengthen the teaching
potential of peers and faculty.
4. Participation in a learning community as an equal member engaged in discussion of
educational issues.
5. Weekly posts and responses on Lyceum
6.Completion of the reflection on teaching video project.