Revised 08/2010
COLLEGE OF EDUCATION
UNDERGRADUATE DEPARTMENTAL COURSE SYLLABUS
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.
1. Course Prefix and Number: EEC 4942 Credit Hours: 3
2. Course Title: Field Experiences II
3. Regular Instructor(s): Jolyn Blank, Sophia Han, Ilene Berson
*Adjunct faculty and doctoral students are required to have a Masters Degree in Early Childhood with experience teaching young children.
4. Course Prerequisites (if any): Admittance into Early Childhood Program
5. Course Description:
Field placement in kindergarten classrooms in which teacher candidates have opportunities to apply knowledge and skills in authentic situations and become objective observers of primary children. In addition to the field assignment, the student will attend and participate in a weekly seminar.
6. Course Goals and Objectives:
1) An understanding of how to use diagnostic student data to plan lessons (FEAP 1e; FSTC 6; NAEYC 1a, 3a; CF 6).
2) The ability to adapt the learning environment based upon diversity and student needs (FEAP 2h; FSTC 3; NAEYC 1a, 1b, 1c; CF 2, 5, 6; ESOL 4.2).
3) An ability to utilize current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals (FEAP 2i; FSTC 4; NAEYC 4b, 4c; CF 3, 6; ESOL 3.3, 4.2).
4) An ability to utilize knowledge of subject matter to identify gaps in students learning (FEAP 3c; NAEYC 5a, 5b; CF 2, 6; ESOL 2.2, 2.3).
5) The ability to differentiate instruction based on data related to needs and diversity of students (FEAP 3h; FSTC 3, 5; NAEYC 1a, 1b, 1c; CF 5, 6; ESOL 3.2).
6) An understanding of utilizing student feedback to monitor student needs and modify instruction as appropriate (FEAP 3j; NAEYC 1a, 1b, 1c, 3a, 3b; CF 4, 6; ESOL 5.3).
7) An ability to use research to drive instruction and foster student achievement (FEAP 5b; FSTC 3, 5; NAEYC 4b, 5c, 6c 6d; CF 2, 6; ESOL 3.1, 4.1).
8) An ability to collaborate with colleagues to review data and learning outcomes to plan effective instruction (FEAP 5c; FSTC 3, 5; NAEYC 3c, 3d, 4d, 5c; CF 1, 4, 6).
9) An understanding of how to be a reflective practitioner who continually evaluates her/his choices and actions on others (young children, parents, and other professionals), seek opportunities to grow professionally, serve as an advocate on behalf of young children and their families, improve quality programs and services for young children, and enhance professional status and working conditions for early childhood educators (FEAP 6; NAEYC 4d, 6c, 6d, 6e; CF 1, 5; ESOL 1.1, 5.1).
10) An understanding of the early childhood profession and demonstrates awareness of and commitment to the profession’s code of ethics (FEAP 6; NAEYC 6a, 6b; CF 5).
*FEAP – Florida Educator Accomplished Practices; FSTC – Florida Subject area Teacher Competencies; NAEYC – National Association for the Education of Young Children Program Standards; CF – College of Education Conceptual Framework; ESOL- Florida Teacher Standards for ESOL Endorsement
7. Content Outline:
Date / Course Content / Reading /Assignments Due1 / 1/8 / Course Introduction and Level 2 Overview
Field Placement Details and Professionalism / School Visit
2 / 1/15 / What to expect in Kindergarten? / Field work begins
3 / 1/22 / Revisiting Lesson Plans
4 / 1/29 / Level 2 Critical Tasks
Ø Integrated Inquiry Project / Schedule Observation #1 with Supervisor
5 / 2/5 / Experiences in Kindergarten… what do you see?
6 / 2/12 / The arts/ integrating units of study / Observation #1 with Supervisor
7 / 2/19 / Classroom Discussion
8 / 2/26 / Mathematics in Kindergarten
9 / 3/5 / Science in Kindergarten / Schedule 2nd Observation
10 / 3/12 / NO SEMINAR MEETING- USF SPRING BREAK
11 / 3/19 / Social Studies in Kindergarten / Observation 2 begins
12 / 3/26 / Work session
13 / 4/2 / Personal classroom experiences
14 / 4/9 / Reflection
15 / 4/16 / Level 2 Critical Task- Work Session
16 / 4/23 / Level 2 Final Reflection Presentation / All paperwork due
* The instructor reserves the right to modify the course schedule and/or assign additional readings with adequate notice based on the rate of progress, student needs, and/or other unforeseen events.
8. Evaluation of Student Outcomes:
The Family Educational Rights and Privacy Act (FERPA) is a Federal law designated to protect the privacy of a student’s education records and academic work. The law applies to all schools and universities which receive funds under an applicable program of the U.S. Department of Education and is applicable to students at USF as well as the students in our partnering schools. All files, records, and academic work completed within this course are considered educational records and are protected under FERPA. It is a student’s right to expect that any materials you submit in this course will not include names or other identifying information. The exception will be only when you have given written consent.
A. Level 2 Critical Task: Integrated Inquiry Project
Level 2 explores the over-arching question, “How do I create an inclusive and differentiated learning environment that promotes learning for all children?” Courses draw from research in the field of Early Childhood Education, Early Childhood Special Education, Early Literacy, and English Speakers of Other Languages to engage pre-service teachers in inclusive and differentiated instruction. In order to provide challenging and meaningful teaching and learning experiences, Level 2 courses make purposeful connections across and between coursework and the Kindergarten internship. Particular focus will be given to exploring various early childhood program philosophies; teaching children how to read; and working with children with special needs or children with ESOL background. Level 2 coursework is embedded within a Kindergarten internship, providing pre-service teachers with the opportunity to situate teaching and learning within diverse school contexts.
Pre-service teachers in the Early Childhood Education program are required to demonstrate competency in the Florida teacher preparation standards. The Level 2 courses are intentional about addressing and documenting the following FEAP:
1. Instructional design and lesson planning: Applying concepts from human development and learning theories, the effective educator consistently:
e. Uses diagnostic student data to plan lessons
2. The learning environment: To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
h. Adapts the learning environment to accommodate the differing needs and diversity of student
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals
3. Instructional delivery and facilitation: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
c. Identify gaps in students’ subject matter knowledge
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students
j. Utilize student feedback to monitor instructional needs and to adjust instruction
5. Continuous professional improvement: The effective educator consistently:
b. Examines and uses data-informed research to improve instruction and student achievement
c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons
Pre-service teachers in the Early Childhood Education program are required to successfully complete critical tasks in program courses to document meeting State of Florida teacher preparation standards. The Level 2 critical task is the Integrated Inquiry Project. This critical task requires pre-service teachers to integrate knowledge and experiences across Level 2 coursework. Components of the task will be completed across coursework as required in each course syllabus. At the end of the semester, pre-service teachers will submit the Integrated Inquiry Project as a whole to the Chalk & Wire (CW) online portfolio. A detailed description and rubric for the critical task as a whole will be provided.
Components of the Level 2 Critical Task will be completed across courses as follows:
1. Early Childhood Program Comparison Report (EEC 4203, EDG 4909, RED 4310, TSL 4080)
2. Early Literacy Lesson Planning Project (RED 4310, EDG 4909, TSL 4080, EEC 4203)
3. UDL (Universal Design of Learning) Literacy Center (EDG 4909, RED 4310)
4. Final Integrated Inquiry Project Presentation (EEC 4942)
** Courses in bold indicate a primary course where the assignment should be submitted to, followed by other courses where the integrated learning take place.
B. Successful Completion of Level 2 Internship
Each pre-service teacher is required to complete 132 hours of Level 2 internship experience: 11 hours per week (one day from 7:30AM - 11:30 AM and one day 7:30 AM- 2:30 PM) If any of these hours are missed, they must be made up. Make sure that you complete a log sheet for each visit and receive verification from your collaborating teacher. Attendance Verification Sheet shall be submitted to the instructor by the end of the semester.
B-1: Lesson Planning, Implementation, & Reflection
Each pre-service teacher is required to plan, implement, and reflect on two (2) official lessons what will be observed and evaluated by the collaborating teacher and university supervisor. These official observations could be from any lesson plan from your Level 2 coursework. At least one of the official lessons has to be a whole group instruction.
The date/time of lesson implementation shall be scheduled in communication with your collaborating teacher and your university supervisor, and thus will vary individually. It is your responsibility to communicate and confirm the schedule at all times. Upon setting the schedule, you are required to submit a lesson plan at least 2 days prior to your lesson implementation date both to your collaborating teacher and university supervisor for their feedback and/or approval. All suggested changes shall be made in your lesson implementation.
The first observation will be an in-person observation by the university supervisor, and a goal setting plan will be developed collaboratively with the university supervisor and your collaborating teacher. Upon completion of each lesson, you will have a conference with the university supervisor, where you are expected to critically reflect on your lesson. From the date of your lesson observation you will have one week to complete a minimum of a one-page reflection on your lesson, this will be submitted to your university supervisor.
B-2: Observation Feedback/Coaching by Collaborating Teacher & University Supervisor
As each lesson is implemented, each pre-service teacher will receive observation feedback/coaching from the collaborating teacher as well as the university supervisor. A new observation feedback/coaching tool is going to be used, and will be introduced in class. Note that, this means you will receive feedback on 2 occasions, one for each implemented lesson; They shall be submitted to the instructor by the end of the semester.
B-3: Midterm and Final Evaluation by Collaborating Teacher & University Supervisor
At the end of the semester, the collaborating teacher as well as the university supervisor will complete a final evaluation. A new final evaluation form is going to be used, and will be introduced in class. Final Evaluation Form shall be submitted to the instructor by the end of the semester.
C. Participation and Professionalism
This course will be conducted as a collaborative and reflective learning experience. Course contents and activities are based on the principles of constructivism that embody active learning strategies and your ownership of learning. Adequate preparation and participation is expected for everyone, each and every day. Read assigned materials in advance with sufficient comprehension so that you are ready to participate actively and knowledgeably in class activities and/or discussions. Furthermore, open minded exchange of ideas and opinions is a cornerstone of constructive and reflective learning. All individuals associated with this course will be accorded courtesy and respect at all times. Although we may not agree or reach the same conclusions, we agree to respect others and value diverse experiences and views.
C-1: Seminar Attendance
Pre-service teachers are expected to attend all seminar sessions. The instructors should be notified in advance of any intended absences (i.e., religious observance, family event, etc.) or as soon as possible in the case of unavoidable illness, child care or transportation problem, or other unforeseen crises. It is also your responsibility to get the missed information from the peers. During all sessions, the instructor will distribute an attendance sheet to be signed in. It is your responsibility to ensure that you have signed in. If your name hasn’t been signed, you will be marked as absent. Arriving late or leaving class at break is also considered toward time absent from class, such that two events will be considered as one absence. If more than two class sessions are missed, you may not pass the course. Exceptions to this policy will rarely be approved by the instructor and will occur only under extremely unusual, documented circumstances.
C-2: Field Placement Attendance
Pre-service teachers are required to attend and fulfill internship hours at each of their field placements. If you are unable to attend on your scheduled day, you must first contact your collaborating teacher. Additionally, you must also contact your university supervisor. Any hours missed must be made up to meet the required numbers of hours, and rescheduling should be done in consultation with your collaborating teacher in a way that is respectful to the class and children. Your university supervisor must also be notified of the details pertaining to made-up hours. Absences and tardiness in your field placement will be considered in your dispositions assessment.
If your field placement date is a university designated holiday, you are not required to attend your field placement. However, it is recommended for you to make up the time as much as you can, so that you can gain more field experiences.
C-3: Professionalism in the Field Placement
Professionalism is a serious issue for interns preparing to be teachers. Professional and ethical behaviors that are expected at all times include (but not limited to):