EDSC 310

The Teaching Experience

Education Unit Conceptual Framework

a transformational journey toward educational advancement and achievement

Core Values

We are a community of educators, educational partners, and students. Seven core values undergird our professional community.We value learning as a life-long process, professional literature that guides and informs our practice, responsibility to self and to the group, diversity as enriching the whole, multiple pathways to learning including the use of technology, critical inquiry that promotes positive student outcomes, and authentic and reflective assessment. We aspire to adhere to and model these in all our professional interactions. Through experiencing these core values in their educational journey, we believe our students will embrace and in turn, model them in their professional lives.

Mission Statement

Our mission is to teach, to serve, and to engage in scholarship. We teach our students to be critical thinkers and lifelong learners. We prepare professionals who improve student learning, promote diversity, make informed decisions, engage in collaborative endeavors, maintain professional and ethical standards, and become change agents in their workplaces. We engage in scholarly work that informs the profession and serve the educational community by providing applied scholarship.

Student Outcomes and IndicatorsAfter successful completion of a program of study, our credential

recipients and program graduates are:

Outcome 1: Knowledgeable and Competent SpecialistsDemonstrate strong foundation in subject matter or field of studyDemonstrate strong understanding and implementation of pedagogical skills or skills in their fieldDemonstrate ability to use technology as a resource

Outcome 2: reflective and Responsive PractitionersPromote diversityMake informed decisionsEngage in collaborative endeavorsThink critically

Outcome 3: Committed and Caring ProfessionalsBecome change agentsMaintain professional and ethical standardsBecome life-long learners

The Mission of the Department of Secondary Education

is to develop quality secondary school teachers. We are committed to providing a program that reflects the complex contexts of the secondary classroom and models a professional community where learning is interactive and dynamic. Our philosophy is to prepare educational leaders through a course of study which bases practice upon knowledge of current research in curriculum and instruction. We develop students as life-long learners, reflective practitioners, and change agents who positively influence decision-making in schools and communities to improve the education of adolescents.

DESCRIPTION 310 THE TEACHING EXPERIENCE

History, philosophy, and sociology of secondary education. Introduction to the California Teaching Performance Expectations and Assessment; needs of special populations, English learners, and struggling readers; content standards; and major curriculum reform documents. Includes a 40-hour practicum on specific course requirements. Letter Grade. 40-hour practicum.

PLANNED ASSIGNMENTSStudents must attend and participate in all class sessions (including online sessions). Participation includes attentive listening/reading, asking relevant questions, offering constructive information, sharing personal examples, and engaging actively and positively in group exercises.

To earn credit, students must successfully complete all the responsibilities listed below:

1. participation during instruction/discussion in class;2. completion of all readings for dates assigned;3. participation in a group topic presentation to the class;4. development of a resume5. completion of 40 hours of fieldwork observations in public schools at the secondary school

level including ELL students and special populations with evidence of completion provided by field site individuals (30 hours at one site for continuity and 10 hours in various other sites/activities for diversity);

6. completion of one (1) report of a public secondary school district school board meeting (two hours of attendance);

7. completion of three (3) fieldwork reports;8. completion of two (2) essays (short writing assignments); 9. completion of one (1) report on the social context of main school observation site;10. completion of Introduction to English Language Learners Internet Activity;11. completion of Teaching Performance Assessment Task 1, Scenario 112. attendance at all class sessions (more than one class absence may result in no credit);13. completion of one (1) three-page assignment "My Philosophy of Education;" 14. submission of Teaching Assessment Documentation (TAD).

GRADING POLICY FOR THE COURSE

This course is letter grade, A, B, C, D, F (no plus or minus grading).  A “B” or better is required for admission to the Single Subject Credential Program.Cases of academic dishonesty will be dealt with in accordance with procedures established by university policy as described in the class schedule and in the university catalogue. Policy: To earn credit, students must complete all the responsibilities listed on the grade sheet attached. Assignments and forms are due at the beginning of the class session for which they are assigned.Assignments must be word-processed. Grades for assignments and required forms will be reduced 50% if submitted late. Late assignments and forms will be accepted only at the beginning of the next class session for which the assignment and/or form was due. In the event of an emergency, the deadline for submission of the Teaching Assessment Documentation Binder will be extended one day with a 3:00 p.m. deadline. It is the student’s responsibility to contact the instructor regarding delivery.

Resume (25 points)

Use the sample on Blackboard as a reference. Also, use resources on the web to help you construct a professional resume. List your personal information, your objective, your education, and your experience. Place your most recent education and experience first.

Release of Liability Form

You must fill out and sign a release of liability form for each school site you plane to visit

The form can be found on Blackboard.

Submit the release of liability form to your instructor before you begin observation at the school site.

FIELDWORK ASSIGNMENTS

Fieldwork totaling 40 hours in two (2) public schools at the secondary level is required in this course. Students must spend the equivalent of 30 hours in one to two hour segments at one school site for a sense of continuity observing in a public secondary school and receive a "satisfactory" evaluation by a field site supervisor for 20 hours with one teacher in the same content area as the student and an additional 10 hours in alternate settings (See below). Your field site supervisor must verify your fieldwork experience and give you a satisfactory evaluation for 20 hours of observation. The verification of your satisfactory completion of this assignment is due the last day of class at the beginning of the period. See PRE-Forms.

Fieldwork Assignment

20 hours in a secondary public school observing a secondary classroom teacher in the same content area of the student

regular, ongoing visits, of one or two hours segmentsa variety of experiences, such as observing, tutoring, and aiding are suggested at the discretion of the teacher

10 additional hours observing other areas of the school; a minimum of 6 hours in classrooms with other secondary teachers in the same content arearemaining hours with other teachers in the same content, other content, or in other areas of the school, such as the library, attendance office, cafeteria, or shadowing an administrator

10 hours in a second school of which 6 hours should be in secondary classroom observations at another school in the content area of the student remaining hours in other areas, such as:

two-hour visits to another school site (nearby junior highs and/or continuation high schools);two-hour attendance at a school board meeting (required);two-hour attendance at a school activity (sports event, school dance, choir recital, etc.)one- to two-hour attendance of a staff development meeting/workshop; and /ortwo-hour attendance at conferences of educational organizations.

Requirements…

Before you Begin your Fieldwork Students must be immunized for measles and rubella and be able to show evidence to school district personnel. Students must have a current TB Clearance through a skin test and be able to show evidence to school district personnel.Students must complete the “Release of Liability" form given to them by the class instructor for each site they visit.Students must have fingerprint clearance and be able to show evidence to the university and school district/school. See Christine Wyder in EC 182 to obtain forms and begin your file. See webpage below.http://ed.fullerton.edu/adtep/CERTCLEAR.htm

Arranging Filed Visits

Select a secondary school site in an area that interests you other than one you attended and/or are/have been employed by and /or a family member or significant others attends or is employed by. We strongly recommend that you select a school site in the Anaheim, Orange, Fullerton, Corona-Norco, or Placentia/Yorba Linda school districts where you may be placed in a Professional Development District for your first semester in the program. Call the school and make arrangements to meet with the person in charge of students requesting observation (usually an assistant principal). Take the letter of introduction given to you by the course instructor and required documentation when you go to your school site.

SPECIAL NOTE FOR EDUCATION SPECIALIST (SPECIAL

EDUCATION) CANDIDATES 

Special Education students need to identify a subject matter content area to enable them to complete fieldwork and written assignments required for EDSC 310.  Special education students should select from one of the following content areas, which are offered through our Single Subject Credential Program: 

art,English/Language Arts, foreign languages, mathematics, music, physical education, science, or social studies.

Special education candidates are required to complete 20 hours of observation in their selected content area (grades 7-12) and are encouraged to

find a content area special education class, such as a content area class that is co-taught by single subject and special education teachers, or a Special Day Class during the time when their selected content area is taught.  remaining classroom fieldwork hours may be conducted in non-content specific special education courses, grades 7-12.  

Verification of Fieldwork (200 points)& Evaluation of Fieldwork (50 points)

Each time you participate in a fieldwork experience, complete a section of the Verification of Fieldwork (PRE-Form 2) with a signature from the participating teacher, administrator, or parent.

Your fieldwork supervisor/teacher must complete the Evaluation of Fieldwork (PRE-Form 4) at the end of your 20 hours of observation.

You can download the forms at:

http://ed.fullerton.edu/SecEd/STHandbook/Downloads.htm

Fieldwork Reports (100 points each)

Students must complete three reports on their secondary field observations. These reports are to be based on three separate visits to school sites and a school board meeting. See due dates in Course Calendar. The school reports should contain all five of the areas below:

1. factual information about your experiences and observations including teaching of: 1. English Learners including what accommodations were made and strategies used for them in

general education and English Language Development classrooms; 2. special populations including what accommodations were made and strategies used for special

education and gifted and talented students in general education, GATE, AP, Honors, or IB classrooms; and

3. reading classes observed including what accommodations were made and teaching strategies used for struggling readers in general education and reading classrooms;

2. personal reactions (thoughts/feelings) about what has been experienced/observed;3. specific references and citation to related topics/issues in this course text;4. correlation to the Teaching Performance Expectations;5. completed CSUF Department of Secondary Education Lesson Plan Format

The form for this report can be found on Blackboard. It is the Fieldwork Observation Log.The Lesson Plan Format is also available on Blackboard.

School District Board Meeting (100 points)

Attendance at one secondary school district board meeting is required. Before the meeting, it is a good idea to read the local newspaper to find out what has been happening in that community. Students should also read Chapter 11 in the Ryan and Cooper textbook before attending the school board meeting. Students must obtain a copy of the agenda for the meeting and attach it to their written report . Have the Verification of Fieldwork PRE-form completed and signed by an attendee. Take notes on the processes of the meeting and on the content discussed. The written report of the observations must include comments on and reactions to the following along with a text reference and citation:

1. What is the composition of the school board?2. Who holds leadership roles and how are these expressed?3. What issues are important in this school district?4. What decisions are debated in public and which are not?5. What groups are active in the school district, if evident?6. Note any other observations you made.

The form for this report can be found on Blackboard. It is the School Board Meeting Report. The due date is listed in the Course Calendar.

Essays (100 points each)

Students in the course will complete two essays. These are short written assignments of three pages (typewritten, double-spaced, 12 font) on your reasons for teaching. All essays must have at least one text reference and citation. The topics are as follows:

Essay 1Reasons you are considering teaching as your career including goals and expectations of this course, CSUF program, and teaching career to be completed at the beginning of the semester. Consider intrinsic and extrinsic reasons and examine your lifestyle preferences.

** Be sure to follow the rubric for this assignment.

Essay 2Reprise: Your goals for a teaching career, reasons for teaching, participation in professional organizations and long-range plans reflecting on the impact your observation experiences, readings in the textbooks, and class discussions have had on you during the course of the semester. Revisit your intrinsic and extrinsic reasons as well as your lifestyle preferences. Include your plans for the future-Where do you see yourself in five years? In ten years?

** Be sure to follow the rubric for this assignment.

Visit the Community

After you begin your school site fieldwork, tour the school's neighborhood to learn:1. What is the geographic location of the school?2. What is the neighborhood like (industrial, residential, business, combination)?3. What type of housing is available?4. What is the socioeconomic level of the neighborhood population?5. What are the student demographics (population, academic levels, and ethnic backgrounds)?6. Where do students gather before and after school?7. Is there an accessible public library?8. What services does that library provide for the students?9. Are there recreational services available to the students (clubs, parks, youth organizations)?10. Do you see indications of anything that would make school difficult for students (poverty, drugs,

crime, violence, too much wealth, distractions, etc.)?

This experience will contribute to the report on the Social Context of School.

Social Context of School Report (100 points)

Research the social context of your main school site. See questions under “Visit the Community” above Research the school web site, and the California Department of Education Testing & Accountability Website http://www.cde.ca.gov/ta/ to find the Academic Performance Index (API) and Adequate Yearly Progress (AYP) Reports. Also use information available at your school to complete this report. A text reference is required along with your personal reaction. Attach a copy of the standardized test results for your school.The form for this report can be found on Blackboard.

Philosophy of Education (yours) (150 points)

This should be a two-three page assignment outlining your philosophy of public school education. Do not write this paper until we have covered philosophy in class and you have had time to absorb some of your observing. We will discuss educational philosophy in class and examine some philosophies of local school districts. This is an important assignment that should be retained and modified as you progress in the program and presented in your Teaching Assessment Documentation (TAD) binder upon completion of the program. You will add to this assignment in your methods course (EDSC 442) your philosophy of your particular subject area (For example, Philosophy of Business Education for business education student teachers.)

Teaching Performance Assessment, Task 1, Scenario 1 (100 points)

Access http://ed.fullerton.edu/SecEd/TPA/Task_One.htm and scroll down to “Task Directions.” Find your subject area and follow the directions. Submit the entire Task 1, Scenario 1 in your subject area and your response.

Group Topic Presentation and Handout (150 points)

Each student will contribute to and participate in a Group Presentation related to a current issue in Secondary Education. Groups will be formed in class and a list of topics will be made available for preference to students. The presentation should last 20 to 30 minutes. All members should be prepared to answer questions from the class. Gather information, reach consensus on what the most important points are and plan interesting ways to engage students on those points.

For example, use media, guests (including students), demonstrations, group activities, whatever will involve the students in the class best.

Share responsibilities and include each group member in the preparation and presentation.

(If anyone is not participating, let the instructor know when the group knows. Successful participation is required to pass the course.)

Group Topic Presentation and Handout (continued)

At your first meeting:1. Elect a Chairperson and a Recorder.

– The chairperson is the key person for group members to contact to give and get information and will be the contact person for the instructor to get information to the group and/or get information.

– The recorder will keep written records of each group meeting, including date, time, place, and length of meeting, names of those present and what happened. The Recorder will provide a written detailed plan for the presentation plus a list of what each group member contributed to the presentation (each member may want to list his/her contributions, research, etc. and give the list to the Recorder who will hand them all in together) before the presentation begins at the assigned class session.

2. Get to know each other. Share what you know, think and feel about the topic.3. Set tasks and times to meet again to prepare and practice the presentation.4. The Recorder gives the instructor a report of all the above information, 1-3.

Groups will have some time for some of the above tasks in class. Groups should delegate tasks, plan to meet during the interim, and finalize the plan for putting the report together. Group members will be evaluated by other students on teaching method(s), clarity of information, organization, pacing, and preparation.

Group Responsibilities

The Group should:1. Plan for the type of presentation (skit, role play, simulated

television program, games, PowerPoint). Members should practice in front of each other so as to be able to speak to the audience without reading!

2. Involve each group member contributes in the planning.3. Involve each group member contributes in the presentation.4. Use effective teaching methods, including visual aids and

graphic organizers.5. Create an informational handout which includes all group

member names.6. Conduct a discussion following the presentation with the

audience.

Teaching Assessment Documentation (TAD) (beginning) (100 points)

Each student will collate Teaching Assessment Documentation according to the California Standards of the Teaching Profession. All of the above materials (fieldwork reports, logs, philosophy, group report, and related class materials) and the completed PRE Forms will be assembled into a binder (preferably CSUF) the last week of class. The instructor will give you instructions (continued in Semesters I and II of the program) and provide you with a Table of Contents for the TAD binder.

http://ed.fullerton.edu/SecEd/STHandbook/PDF/LPF_Side_Guide.pdf