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EDUC 4513: Education & Practice SPRING 2018

Instructor Contact Information Carey Sanchez Section Number: carey.sanchez@colorado.edu www.ilove2learnilove2teach.weebly.com 720-203-1915 How to reach me: The best way to reach me is by cell phone or email. I check email daily, typically by 9:00 a.m. For emergencies, please call or text (in that order). Thank you.

Course Overview Education and Practice is a seminar that provides opportunities to synthesize and apply what you have learned in prior courses and field experiences as you develop the habits of mind and practices of an effective teacher. Student teaching is the capstone experience in the teacher education program. edTPA is the capstone project. Successful completion of both is required in order for CU to recommend you for licensure in Colorado. As a student, you have years of experience as a learner (and non-learner) in varied classroom settings. Your new role as a teacher places the responsibility on you to create a classroom environment that is dynamic, challenging, and focused relentlessly on your students’ learnings. Although student teaching is the culminating experience in your teacher education program, it is just the beginning of your development as a professional educator. To get the most out of this experience, consider student teaching as a course in which you have multiple instructors--your cooperating teacher(s) and your university supervisor. If you approach every day as an opportunity to learn and grow as a professional educator, this will be a rewarding and productive experience for you. Through seminar discussions, we will tackle many issues new teachers grapple with, including expectations, adapting to school cultures, effective instruction, classroom management, assessment, and communication with students, colleagues, and their parent/guardians. No course could address every situation a person might encounter in student teaching. As such, topics taken up in seminar will evolve and vary based on our observed and identified needs. Don’t hesitate to ask for help and clarification when unexpected situations arise. Co-Requisite Course This seminar is taken concurrently with the appropriate student teaching course for your program (see list below).

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EDUC 4691- Elementary Student Teaching EDUC 4701- (8-14) Student Teaching - Elementary 2 (for K-12 Music) EDUC 4712- (8-14) Secondary Student Teaching EDUC 4722- (4-8) Secondary Student Teaching II (for World Languages) EDUC 4732- (4-12) Student Teaching K-12 (for K-12 Music) Course Objectives: Describe, explain, and analyze your practice to understand the impact of your teaching on student learning ● Synthesize and apply concepts introduced in prior course/field work to explain and analyze

teaching and learning ● Reflect upon dilemmas of practice, including competing values and goals that influence choices

and decisions you make ● Extend your content knowledge and build pedagogical content knowledge ● Develop a stance and identify about who you are/want to be as a teacher (your core

commitments and how you will live them in your daily practice) ● Examine critically your beliefs about and your abilities to support and extend the learning of

all students ● Examine critically how schools work and your abilities to be productive member of a school

community Required Resources: ● Teacher Performance Assessment Handbook (edTPA) for your content area ● edTPA Good Choices Document ● Student Teaching Handbook ● Website: www.ilove2learnilove2teach.weebly.com

Course Assignments: Your course grade will be based on the following assignments: ● edTPA (Teacher Performance Assessment) (50%) ● Written Assignments, Attendance, and Participation (50%) Teacher candidates will be given a

chart for all assignments at Seminar 1.

edTPA: Teacher Performance Assessment (50%) The edTPA is a summative, subject-specific assessment of teaching performance that demonstrates your readiness for licensure. Evidence of teaching competence consists of authentic artifacts documenting teaching and learning during a learning segment lasting approximately 3-5 lessons/hours and commentaries explaining, analyzing, or reflecting on the artifacts. In constructing the edTPA, you will apply what you have learned from your coursework about research, theory, and best practices related to teaching and learning. PLEASE SEE PAGES 20-22 IN YOUR STUDENT TEACHING HANDBOOK FOR A FULL UNDERSTANDING OF YOUR edTPA PROJECT INCLUDING THE PASSING SCORE AS WELL AS INFORMATION ON REMEDIATION OF SCORES LESS THAN 42.

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The edTPA is comprised of three tasks: (1) Planning Instruction & Assessment, (2) Instructing & Engaging Students in Learning, and (3) Assessing Student Learning. The edTPA Handbook provides extended guidelines and prompts for completing each task as well as rubrics for evaluating evidence provided in the edTPA. You must successfully complete the edTPA in order to pass this course. Full credit for successful completion involves (1) thoroughly completing all edTPA tasks, (2) submitting any tasks on due dates given to you by your supervisor (3) uploading your edTPA to the Pearson Platform (through Chalk and Wire) by the due date, and (3) submitting a flash drive, to your supervisor, with all of your edTPA work, including scanned copies of your video permission forms, to your supervisor by the due date indicated for this semester. More details on each step will be provided later in the semester. edTPA Support: You may take up to three days to be away from your classroom assignment in order to receive help with any technological questions you may have and/or to reflect on and write commentaries for your edTPA. These dates must be determined, pre-approved by both your Mentor Teacher (MT) and your University Supervisor (US) and scheduled ahead of time. For program-recommended edTPA workdays and support sessions, please see the Spring 2018 Master Calendar. Work Days

You may take up to three edTPA work days to be away from your classroom assignment in order to receive help with any technological questions you may have and/or to reflect on and write commentaries for your edTPA. These dates must be determined and pre-approved by both your Mentor Teacher (MT) and your University Supervisor (US) and scheduled ahead of time.

Support Sessions There will be two support sessions to guide your edTPA development and submissions

1) February 22nd: Joint Seminar edTPA Work Session & Chalk and Wire Upload Support 4:30-6:30 (EDUC 146 & 230)

2) March 8th: Chalk and Wire edTPA input session #2 (optional) 4:30-6:30 (EDUC 146 & 230)

Performance-Based Standards satisfied through the edTPA: ● If completing an edTPA in Elementary Literacy or Secondary English Language Arts: 1.1,

(1.2 depending on grade level) 1.3, 1.4, 1.5 ● If completing an edTPA in Elementary Math or Secondary Mathematics: 2.1, 2.2 ● For all student teachers completing an edTPA: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 4.1, 4.2, 4.3,

5.3, 5.4, 5.5, 5.7 5.9, 6.1, 6.2, 6.3, 6.6, 8.5

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ATTENDANCE, PARTICIPATION, AND SEMINAR ASSIGNMENTS (50% of grade) Seminar Grading Scale:

A 90-87 points (-3) A- 86-85 (-5) B 84-82 (-8) C 79 or below

Receiving a grade below a B could be considered a failing grade in student teaching.

Required Tasks Points SEMINAR ATTENDANCE 20 SEMINAR WRITTEN ASSIGNMENTS https://ilove2learnilove2teach.weebly.com/seminar-assignments.html

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LESSON PLANS FOR FIVE (5) COACHING SESSIONS (by 7am on coaching session day) 10 WEEKLY JOURNAL ENTRIES 32

Explanation of Points:

Every task, assignment, seminar participation is worth 2 points.

2 points = On time, complete work; Quality of work at professional level; Attentive; Engaged

at seminar.

1 point = Late, incomplete work; Not of professional quality work; Cell phone issue at seminar;

Disengaged at seminar.

0 point = Over 2 days late; Absent from seminar (unexcused); Not of professional quality work

Seminar Attendance Seminar Attendance is required. If seminar conflicts with Teacher Candidate’s participation at Parent Teacher Conferences or a school function that Candidate is directly involved in, absence will be considered excused.

Required Seminar Assignments

Assignments

• Active participation in seminar activities Due: each seminar (20 points) o Expectations include participating in discussions and sharing at seminars.

Sometimes sharing will be random and, at other times, you may be given a topic to share.

● Weekly Chalk & Wire journal Due: each Sunday by midnight (32 points) o Each week you will log the amount of hours you spend at your school site (or offsite

with your students like a field trip) and answer some reflective questions about your experience that week. Please keep track of your hours in total, as you must reach a minimum of 560 contact hours to be eligible to receive your teaching license.

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● Cooperating teacher’s daily schedule, Understanding Document, 16-Week semester outline Due: Seminar 2/January 17 (6 points)

o Submit your cooperating teacher’s daily schedule to your university supervisor. o Understanding statements of requirements for this course. o 16-week outline of content and general concepts taught during the semester

approved by Mentor Teacher. ● Student Perception Survey and Reflection Due: April 27th (4 points).

o For a timeline of the dates for the SPS, please see Appendix A. ● Required edTPA-Related Assignments

o Webinar Part 1: “Getting Ready for edTPA Part One: Seeing the Big Picture" http://vimeo.com/52567817 (Password is: edTP@GRpart1) Due: January 4th

o Webinar Part 2: “Getting Ready for edTPA Part Two: Understanding the Handbook

and Templates” https://vimeo.com/53118686 (Password is: edTP@GRpart2) Due: January 4th

o Webinar Part 3: “Organizing for Success and Providing Guidance and Support: The

Mentor Teacher’s Role” https://vimeo.com/52571866 (PASSWORD: edTP@GRpart3) Due: January 19th

o edTPA Timeline Agreement Teacher Candidate submits timelines for each task

and three out of school work days for the edTPA Due January 31st/Seminar 3 (2 points).

o edTPA student permission forms uploaded to Chalk & Wire Due: March 16th (2

points). o Upload all edTPA Tasks to Pearson (through Chalk and Wire) Due: Noon (MST)

on Monday March, 12. 2018 (2 points). o edTPA score and reflection emailed to University Supervisor upon receipt of score

and reflection by midnight Sunday. Due: April 5 & April 8th (4 points). o Chalk & Wire Midterm Assignment Submission Due: March 14th (4 points). o For your midterm, you will be uploading two documents to Chalk and Wire. In your

portfolio under EDUC 4513 - Professionalism Rubric Midterm link, please upload Teacher Candidate Mid-Term S.M.A.R.T. Goal(s).

o Under the EDUC 4513 - Observation Midterm link, please upload Lesson Plan and Reflection.

o Chalk & Wire Final Assignment Submission Due: May 4th (4 points). o In your portfolio under “EDUC 4513 - Professionalism Rubric Final” link, please

upload a narrative of your evidence of work toward S.M.A.R.T. Goal. o Under the “EDUC 4513 - Observation Final” link, please upload a Letter to future

teacher candidate or your future teacher self, or create a Vision Board. *Opportunity for extra points with optional assignments, i.e. letter of introduction to parents, SPS reflection with MT, article reflection from website, etc. (2 points each)

You will find all assignments and links on website COURSE INFORMATION > Seminar Assignments https://ilove2learnilove2teach.weebly.com/seminar-assignments.html

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Written Assignments: Teacher candidates will receive a chart of all required assignments and point values during Seminar 1. A grading rubric will be also posted on www.ilove2learnilove2teach.weebly.com.

Weekly Journal (16 submissions) – *Due by Sunday night at midnight Understand/Expectations Document – Due by Seminar 2 Your Teaching Schedule - Due by Seminar 3 16-week Schedule initialed by your Cooperating Teacher – Due by Seminar 3 Timeline Agreement/Contract for edTPA – Due by Seminar 3 Letter of Introduction to parents/guardians – OPTIONAL/Extra Points Due By Seminar 3 edTPA submission to Chalk & Wire – by Noon on required submission day edTPA permission slips (your students) – Due Friday after submission date edTPA Score Profile and Self-Reflection– Due by Sunday midnight after receiving your scores. Mid-Term Goal(s) in S.M.A.R.T. format – Due by end of week 11 of semester Mid-Term Lesson Plan to Chalk & Wire – Due by end of week 11 of semester SPS (Student Perception Survey) results and reflections – Due TBA Final Evidence of work on S.M.A.R.T. GOAL- Due by Seminar 10 Final Letter to Future ST, Future Teaching Self– Due by Seminar 10 FQR/Feedback to University Supervisor – Due by Seminar 10 *Due Dates may be subject to change. See www.ilove2learnilove2teach.weebly.com for all current and updated information. Any additional articles/videos/websites/blogs/REFLECTIONS-EXIT TICKETS that may come up during the semester – Due by Seminar 10 Culturally Responsive Teaching Materials – Due by Seminar 10 Articles/Videos during the semester – Due by Seminar 10

Performance-Based Standards satisfied through written assignments: 5.8, 5.9, 8.5 Performance-Based Standards satisfied through attendance and participation in seminar: 8.5. Optional Texts, Materials & Other Resources Articles on www.ilove2learnilove2teach.weebly.com are encouraged!

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UNIVERSITY POLICIES Disabilities

If you qualify for accommodations because of a disability, please submit to your professor a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu. If you have a temporary medical condition or injury, see Temporary Injuries guidelines under the Quick Links at the Disability Services website and discuss your needs with your professor.

Religious Holidays A comprehensive calendar of the religious holidays most commonly observed by CU-Boulder students is available here.

Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. See campus policy regarding religious observances for full details.

Classroom Behavior

Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. For more information, see the policies on classroom behavior and the student code.

Discrimination And Harassment

The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Individuals who believe they have been discriminated against should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127 or the Office of Student Conduct and Conflict Resolution (OSC) at 303-492-5550. Information about the OIEC, the above referenced policies, and the campus resources

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available to assist individuals regarding discrimination or harassment can be found at the OIEC website. The full policy on discrimination and harassment contains additional information.

Honor Code All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information regarding the Honor Code policy can be found online and at the Honor Code Office. Sincerely, Michael Grant, Vice Provost for Undergraduates

Appendix A. Student Perception Survey Timeline, Roles & Instructions1

Date Who: Tasks: Due:

April 6th Directors Directors will send a self- assessment pdf directly

to the Teacher Candidates via email (and will cc

supervisors).

n/a

April 9-13 Teacher

Candidate

Print out the pdf and complete the self-assessment

as a reflection exercise. Set the self-assessment

aside for later discussion.

April 13th

April 9-13 Teacher

Candidate

Print out a class set of the Student Perception

Surveys (link to documents attached to original

email). Hand the set of documents to the Mentor

Teacher.

April 13th

1 Surveys are only given to grades 3-12.

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April 16-

20

Mentor

Teacher

Administer the survey to the class. Please give the

completed SPS back to the Teacher Candidate.

Anytime

between

April 16th

and April

20th

April 16-

27

Teacher

Candidate

Once the MT has given the TC the completed

surveys, the TC will tally the results and add them

into the provided Excel spreadsheet (attached to

the initial email). The TC will then attach the

completed spreadsheet and send it via email to

BOTH your University Supervisor AND the

Director of Assessment and Reporting, Brian

Brubaker (Brian.Brubaker@Colorado.EDU )

Email

spreadsheet

results by

April 27th

Appendix B. Assignment table (example only)

Due Date Assignment Title Assignment Description Assignment

Points

Each

Seminar

Attendance This course requires your attendance at

all seminars.

30 points

Each

Seminar

Active participation

in seminar activities

Expectations include participating in

discussions and sharing at seminars.

Sometimes sharing will be random

and, at other times, you may be given a

topic to share.

(insert total

points here)

By Seminar 2 Cooperating teacher’s

daily schedule

(insert total

points here)

Week

of April 2nd;

submitted

by April 9th

Student Perception

Survey

For a timeline of the dates for the

SPS, please see Appendix A.

(insert total

points here)

Total Points

= 100

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