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New England CollegeHenniker, NH

Professor: Bill Preble

ED 2110 Professional Practices in Education and Practicum I

o Weekly Classes (seminars) are held Tues and Thurs* 9:50 – 11:30 am o A 30-hour on-site (minimum) Practicum is required for this 4 credit courseo Students will be required to attend 2 of 3 Contemporary Issues Seminars (dates 2/13;

3/13/ 4/ 10 other options TBD)

Professor: Bill PrebleOffice: Rm. 204, Center for Educational Innovation (CEI)Phone: 428-2210 or 428-8706Email: [email protected] Hours: Mon 1:30-3:00pm; Tues 1:00-2:30 & 4:30-6:00; Wed 1:30-3:00; or by

appointment by calling Amanda at 428-8706 or emailing [email protected].

ED 2110 Professional Practices in Education – Preble, Sp, 2014 1

mailto:[email protected]

mailto:[email protected]

ED 2110 Professional Practices in Education and Practicum I

Part I: What Can I expect in P & P this semester !

Welcome to P & P. This course is one of the signature courses in the NEC Teacher Education program. Think of this course as the gateway into the Education Major.It may be our most important course, because if you do not do well in P & P you cannot continue in our program to all of our other wonderful courses!

This course has been designed to "kick-off" your education as a future teacher. It is very important that you read this syllabus carefully so that you understand all the requirements and information for which you will be responsible in the course.

1. P & P is about Rigor, Relevance & Relationships

Please expect this course to be "rigorous". Teaching is not an easy job, and in order to prepare yourself for teaching you will need to be prepared to work hard, stay focused, be organized, act professionally at all times. and embrace the challenges that this course will present to you.

If you are planning to become a great teacher, then, P & P could not be more "relevant" to you. Achieving your goals of becoming an Education Major, and eventually becoming a great teacher, hinge on your success in this course.

This course is all about "relationships." Relationships with your students and with adults; relationships with your cooperating teacher, the principal of your school, and your college supervisor.

As you move forward in this field, remember; rigor, relevance, and relationships… the three R's of effective schools and effective teachers… you will find all three in P & P.

for more info on the 3 R's see Bill Daggett's work: 3'R'shttp://blogs.edweek.org/edweek/finding_common_ground/2012/01/rigor_relevance_relationships_an_interview_with_bill_daggett.html

2. Service Learning

Service Learning is one of the approaches to teaching that NEC and the Ed. Dept. embrace because we know how well it works. You will learn what new teachers need to understand about teaching, schools, and working successfully with students and with other professional educators by spending at least 30 hours doing 'service-learning' in a local school. Please look over the service learning model below:


Service learning is a method of teaching that combines classroom instruction with meaningful community service. This form of learning emphasizes critical thinking and personal reflection while encouraging a heightened sense of community, civic engagement, and personal responsibility. Prepare yourself to be engaged, active, and professional in P & P.

3. The Service Learning Practicum

Few colleges provide as many hands-on learning experiences for developing teachers as we do at NEC. Unlike many Teacher Education programs, we put this first Practicum experience right up front in your program. The Practicum in Education will give you a true sense of what it will be like to become a teacher.

Learning Objectives: Practicum students will:

pass a background check, complete a successful interview, and gain entry into a school for the purpose of completing a 30 hour Practicum.

set three (3) professional development goals using Danielson's Framework for Effective Practice.

gain practical teaching and professional experience by working with, and providing service to local schools, teachers, and students.

gain a deeper understanding of student learning and developmental needs, schools, effective teaching and schooling programs and practices.

meet all NH Teacher Certification Standards as listed in this syllabus and present evidence that these standards have been met.

develop a final service learning presentation as evidence that PD goals have been met and that will provide an opportunity for students to complete a final reflection on their service learning and their contributions to their school, their students, and the school community.

4. Professionalism at ALL Times is Non-Negotiable!

The Education Department is proud of the collaborative relationships we have established with local schools, principals and teachers over the years. It is critical for our program and the college that we respect and protect these valuable relations. For this reason we have VERY STRICT POLICIES about student “professionalism” in P & P. Be sure to read Part III of this


document; P& P Do’s and Don’ts (p.14) to fully familiarize yourself with these important policies and expectations.

Key Questions. The Practicum will provide you with an “instant reality check” about the field of education and what it takes to become a great teacher. The Practicum will help you address questions like these:

Can you wake up early in the morning like teachers need to do and get to school on time to work with students in challenging situations?

Can you learn what is needed and be fully prepared to be successful when you walk into your Practicum placement or classroom?

Can you take initiative and become an engaged and contributing member of a classroom and the wider learning community?

Can you learn about the “professional culture” of the school in which you are working and successfully fit into that professional culture?

Can you "put the kids first" which means that you can successfully "set aside" whatever personal problems, stresses, and concerns you may have on any given day, so that you can be “fully present” and “available” to help your students deal with their personal or learning problems and needs?

Can you be a part of making learning fun, engaging, and meaningful for your students?

If your answer is “YES” to all or most of these questions by the end of the course, then you will be one step closer to having a bright future as a classroom teacher! If not, then you will be able to reconsider your choice of becoming a classroom teacher early in your college career and begin to look for new ways to make a contribution to the lives of young people in another way besides public school classroom or special education teaching.

5. Energy & Enthusiasm Everyday

One final thought on being fully prepared to be successful in this class… I am sure that you will agree that some of YOUR best teachers were those who showed up every day with "energy and enthusiasm" for the work they were doing with you. I must ask each of you to commit to coming to this class and to your Practicum site everyday with energy and enthusiasm. Practicing these dispositions will help you as a future teacher. If you are not enthusiastic and energized, then certainly your students will not be either!

6. The Structure of P & P

P & P consists of two main experiences, weekly classes or seminars and your practicum placement. Because this course is an important gateway into the Education Major and the teaching profession, you will find that there are many requirements, rules, and assignments that you will be expected to understand and complete in order to succeed. So, please take the time to carefully review this syllabus and make sure you FULLY understand the professional commitments you are making as you begin this course. There will actually be a quiz on the expectations, do's and


don'ts and the rest of the contents of this syllabus week 2 . So keep reading!

Welcome to P & P, welcome to the field of teaching…work hard, have fun, and make us all proud of you!

This syllabus is an important guide to P & P. I expect you to start your journey in P & P by learning everything you can about the course assignments, my expectations, and the DO's and the DON'Ts" of the course. Do not begin this class without having fully read this syllabus! No surprises....no excuses.

Clorice Senno, a former Practicum student, has developed a P & P Website that contains clear descriptions of all required assignments and samples of previous student work are posted here. We hope this website will help make every assignment as clear as possible, lower your stress levels, and contribute to your success. Here is the address: http://necpracticumdocuments.weebly.com/index.html. The syllabus is also posted on the course Blackboard site and important sections are posted under labeled weekly tabs.

P & P has three components: 1.) Weekly Classes T/TH 9:50-11:30) 2.) Weekly attendance at practicum site (3 hours per week x 10

weeks min.)3.) Attend at least two evening Contemporary Issues in Education (CIE) Seminars that will be held at the Concord Campus (transport will be provided-(dates TH nights, 2/13; 3/13/ 4/ 10 other options TBD)

Weekly Professional Practices SeminarsThrough a series of class discussions, engagement in debates, lectures, workshops, panel discussions, and case analyses, students will address the following Essential Questions:

1. What are my personal educational beliefs and passions about teaching, students, and schools?

2. What are the purposes of a public education and the roles that our schools should play in American society?

3. What professional knowledge, behavior, and dispositions are required of successful, effective, respectful educators?

4. What is ‘reflective practice’ and what role does reflection play in the life of a successful teacher?

5. What role can service learning and student empowerment play in effective teaching?

6. What are some of the most effective approaches to instruction, assessment, and classroom management and what makes them effective?

7. What are some of the most challenging issues facing schools, teachers, and students today and what can be done to address them?


https://necmail.nec.edu/owa/redir.aspx?C=223ede253e5a4cceb4efc49d8cc7c5f4&URL=http%3A%2F%2Fnecpracticumdocuments.weebly.com%2Findex.html

The weekly seminars will explore the "big picture" questions about the American school system; how have certain historical traditions affected schools, what are traditional and progressive educational philosophies? What are some important contemporary trends and issues that are affecting teaching, schools and families. How does political pressure influence schools and U.S. education? How local and national economic conditions influence schools and teachers?

Other educational issues we will discuss will include (a) the meaning of teacher professionalism, (b) the organization, structure, and funding of schools; (c) legal issues impacting students, teachers, and administrators; (d) the significance of education in our society; (e) the social, economic, and political forces impacting educational systems, and (f) current trends in educational reform and change.

Service Learning Practicum Description and Steps RequiredEach student will participate in a 30-hour, on-site Service Learning Project (Practicum) 10 week @ 3 hours per week required (minimum requirement more is better! ) Your cooperating teacher will identify a specific "need" that she or her students have for your service. You will set three Professional Practice Learning Goals based on Charlotte Danielson's Framework for Professional Practice, and these, along with the Teacher Educational Standards, will serve as they learning targets for your Service learning project and this course.

1. You must complete your Criminal Background check in the first two weeks of the semester in order to gain entry to your Practicum site in a timely fashion. Please pay careful attention to the NEW Criminal Background Check requirements we all must meet. If you cannot follow the schedule and make you appointment so that you can be ready to enter the Practicum Site before week 4, then you will be asked to withdraw from the course.

2. All entry documents must be written, revised, and approved prior to the start of your Practicum Classroom placement. (this includes letter of introduction, resume, goals paper)

3. A schedule must be developed and given to your supervising teacher within the first week of your placement.

4. You must get a Practicum Contract signed and returned to your supervising teacher BEFORE you start your practicum visits (NO EXCPETIONS- Contracts are the tool that school districts use to provide compensation to your cooperating teacher. THIS IS IMPORTANT)

5. You will be required to set up a regular schedule of classroom visitations that add up to a minimum of 3.5 hours per week for the semester (all students must have a minimum of 30 hours throughout the semester – the last day of attendance at your practicum site is the last day of classes).


6. You must schedule your first triad meeting with your Supervising Professor and complete the first triad before the end of the third week of classes.\

Contemporary Issues in Education (CIE) Series - Two RequiredThere will be three evening seminars (2 required) in the 2014 Contemporary Issues in Education CIE Series this semester that all P & P students must attend. This semester, these 90 Minute seminars will explore this theme:

Spring 2014 CIE SeriesSchooling Through New Eyes

Concord CenterMain Street Concord, NH

February 13, 2014Adult Culture and Respectful, Effective Schoolshow can school leaders discover, understand and improve the adult culture of a school? What else has the power to enrich or damage the workplace, to aid or hinder teacher well-being and effectiveness, to stimulate or detract from students and their learning?

March 13, 2014Faraway Voices: The Effective Teaching ELL Students Deservehow do we effectively welcome and address the needs of new Americans and English Language Learners (ELL) in our schools and communities? How can the we help them raise their voices to help us all better understand these students and ourselves?

April 10, 2014The 20% Rule and Student Data Leaders: Integrating the Common Core & NH Teacher Evaluationhow can teachers use NH Teacher Evaluation System Common Core Standards as a vehicle for student empowerment, collaborative school and civic leadership, service and learning?

These evening seminars will be open to local teachers and school leaders as well and all who attend will earn additional professional development certificates.

7. Key Course Outcomes and Evidence of Learning: Students will:

1. demonstrate knowledge of the purposes and roles that public schools can and should play in our society. (Evidence: Reflections on a Debate about current educational issue)

2. demonstrate knowledge of "pedagogy" (curriculum, instruction, and assessment). (Evidence: two lesson plans using the NEC Lesson Planning Template)

3. demonstrate knowledge of what it means to be a professional teacher by applying the Standards of Professional Practice described by Charlotte Danielson (Evidence: develop 3 goals and write at least 4 written reflections showing your thinking, work, and learning related to these goals)


4. identify and investigate a real educational need or problem that will serve as the focus of your work in your Practicum placement (this is service-learning) (Evidence: identify, research your cooperating teacher’s “need” and write SL

Needs paper)5. show your professional growth by comparing effective and ineffective

approaches to instruction, assessment, and classroom management (Evidence: reflections will be based on this issue)

6. show your understanding of Contemporary Challenges Facing Schools Today (Evidence: reflections on CEI Contemporary Issues sessions and case studies)

7. Demonstrate your personal vision, your educational beliefs, and your personal and professional goals as a future educator. (Evidence: Professional Philosophy of Education).

8. Required Readings:

Danielson, Charlotte. (2007). Enhancing Professional Practice: A Framework . Alexandria, VA: ASCD , 2nd Edition

Wong, H & Wong, R. (2005) The First Days of School, How to be an Effective Teacher

Additional readings on Service Learning will be made available in class during the semester on:

o Community Service Learning, Rahima Wade Ch. 1- Community Service Learning: An Overview Ch. 4 -Service Ch. 6 -Reflection

Each student must be able to access the Common Core and the NH Curriculum Frameworks at NH Dept. of Education and NHEON.org

OTHER REQUIREMENTS Each student must have and use their NEC e-mail account Use Blackboard.nec.edu Access and use Common Core Standards

www.education.nh.gov/spotlight/ccss/index.htm Learning Central (www.learningcentral.org) – Your Personal Learning

Planner. You will get your login and password from your instructor.

9. Grading and Evaluation

A. Entry Documents 1. Letter of Introduction

10 pts.2. Resume 10 pts.3. Thank You Letter 5 pts.

B. Research Papers and Lesson Plans4. Paper #1: Danielson Goals Paper 100 pts.


http://www.learningcentral.org/

5. Paper #2: SL & Research on my SL Need 100 pts.

6. Lesson Plan #1: (5 points) 100 pts.7. Lesson Plan #2 (5 points) 100 pts.8. 2 Case Studies-Observational Research (2 x 50 pts. ea.)

100 pts.

C. Reflections9. 4 goal-based reflections (25 points each) 100

pts.10. Wong Readings, 4 minute paper reflections- 5 pts each 20

pts.11. Final Reflection/Personal Philosophy of Education Paper 25

pts.

D. Service Learning 12. Wade Ch 1,4,6 Questions (40 pts each x 3) 120

pts. 13. Service-learning Storyboard And Presentation 100

pts.

E. Triads and Practicum Final Grade 14. Triad One completed on time 10

pts. 15. Triad 2 and Practicum Final Grade

100 pts. 1000 possible

points

10. Credit . You will receive a total of 4 credits, which includes your Practicum. Earning these credits will require professional behavior at all times, punctuality, initiative, hard work, organization, a willingness to take risks, and an ability to connect personally and professionally with principals, teachers, students, and your NEC peers. You MUST earn at least a grade of "C" in order for this course to count towards your education major.

Part II: Detailed Descriptions of Course Assignments


A. Entry Documents- You will need to carefully prepare these three documents to enter and exit your Practicum site. See examples on the Website.

1. Letter of Introduction 2. Resume3. Thank You Letter

B. Key Assignments--Research papers—as the name suggests-- involve conducting research, summarizing what you learned, and citing your sources using APA format (please go to http://www.apastyle.org). You will routinely be asked to investigate a topic, to summarize important ideas presented in reading material, and to summarize and interpret this material. These papers may vary in length but will typically be about 4-6 pages in length. There will be 2 required research papers this semester. All papers can be re-written for a better grade in order to promote excellent writing as long as the first copy is submitted on time and is a quality piece of work. These papers should be used as evidence of learning in your PLP.

4. Research Paper #1: Danielson Goals Paper: Your Professional Goals for the Practicum. When people set goals they are more successful. The purpose of your goals paper is to help you focus your work and learning by asking you to set three important goals for your Practicum. (see Website for examples)

Part I: You will begin by reviewing Danielson’s Framework for Professional Practice.

Read over all of the different sections (domains) of the Framework and set a goal in each of the first three domains. (I will show you how--but remember you are choosing what Danielson calls an ELEMENT as your goal--one from each of her first three Domains.)

Write up each of your three goals by labeling them according to Danielson’s system. Then reflect on: a. what each goal means, b. why you chose it, and c. what you hope to be able to do in relation to that goal by the time you are done with your Practicum (use the rubrics to see what “best professional practice” looks like for each of your goals).

Part II: I am going to ask you to write a section of this paper on Teacher Professionalism, specifically, as it relates to a pre-professional teacher's use of technology and social networking. What does it mean to be a professional nowadays in light of all the changes in technology? How should teachers respond to, use, or deal with Face Book, Twitter, etc. in the most professional and effective ways possible?

You will use this paper to:o demonstrate knowledge of what it means to be a professional

teacher based on Danielson’s Framework for Professional Practice


http://www.apastyle.org/

5. Research Paper #2 : What is Service Learning and Research on your Service Learning "Need"

Part I: What is Service-learning? Introduce the paper by

defining service-learning, discussing how service-learning is done, and the benefits of service-learning as an instructional strategy. Explain what your service-learning project is and how it meets the criteria for a service-learning project.

Part II: What does the research you've fond say about the need or problem that is serving as the focus of your service work in the Practicum site? Why is this important work?

Part III: Best Practices: Describe in detail some best practices that research or experts tells us we can use to effectively address this need. What are the services you see being currently provided to address this need? Are there steps that SHOULD be taken, that you don’t see being taken? If so, what else might be done to address this need even more effectively based on what you’ve learned from your research?

Use APA format for citations and bibliography must be used. A minimum of 6 sources must be referenced and cited

throughout the paper.

You will use this paper to:o identify and investigate a real educational need or problem

that will serve as the focus of your work in your Practicum placement (this is service-learning)

6. Case Studies--2 required: The case studies are based on your own “observational research” in your practicum placement, as well as through your attendance at our Contemporary Issues In Education Series. This assignment is designed to help students focus and reflect on a specific issue or problem that they see in their Practicum placement or that they learn about this semester. Use a case study approach by building your discussion of an important issue around the story of a specific child, challenging situation, or an exciting educational program or practice you discover in your Practicum. The case studies should provide a snapshot of a real on the job dilemma or an exciting aspect of a school or learning situation or program.

6a: Case Study #1 –An Important School Issue or Problem--Your first case study should show case a particular event or situation you encountered in your Practicum Placement that you feel is an issue that affects many or all schools today. Think of your case as a specific example of a more general “contemporary challenge or problem facing schools today” (some examples: homeless kids, bullying, behavior problems, serious academic problems).

o What did you see that made you want to choose this as a case


study?o What did the school or teacher do?o How successful was the response?o What else might have been tried?o What did you learn from observing this situation?

6b: Case Study #2 – Classroom Management: What Works and What Doesn’t? --For this case study please show your professional growth by comparing two different approaches (an effective and ineffective approach to teaching or two school or classroom discipline or classroom management) you may want to choose an issue related to instruction, assessment, or classroom management that you observed in your practicum. Describe the two very different ways that you saw a teacher (or different teachers) approach or respond to this issue, which way did you prefer and why?

Lesson Plans:

7. Lesson Plan #1: As you first begin to observe your cooperating teacher, tell her that you need to write up one of the lessons she is teaching her students using the NEC Lesson Plan Format. Discuss each section of the Lesson Plan framework with her and ask questions so you can write up the lesson clearly and effectively.

8. Lesson Plan #2: Using the NEC Lesson Plan format, write up a lesson plan for a lesson you could teach in your classroom or one that you actually do teach with the help of your cooperating teacher.

C. Reflections.

9. a,b,c,d: Goal-based Weekly Reflections (4 required) Every student in P and P should keep a personal journal in which he or she writes reflections about what was done, seen, learned, and your reactions to specific situations that you encountered in your practicum. This journaling should be done after EACH VISIT to your site. Then, using the information, dates, notes, and personal quotes from your journal entries, you will write a total of four (4) bi-weekly reflections and hand those in every two weeks. All reflections MUST be focused on your GOALS, (check out the INTASC Standards in Appendix for more ideas for reflection and analysis) use the Reflection template that is provided and demonstrate thought, action, and learning in these areas.

These reflections will enable me to see inside your Practicum experience and see how you are thinking and responding to situations. In the past, students who have done poorly in this class did not do this routine journaling, did not hand in bi-weekly reflections, and therefore were unable to produce evidence of their learning in the end for their final presentations. DON’T PUT THIS OFF!


10. a,b,c,d: Wong readings---Minute Papers --Readings in Wong will often be discussed using a Minute paper reflection activity in class. There are 7 sections I selected for your to read and understand. You will be required to do minute papers on just 4 of these sections. Other completed will be done for Extra Credit.

11. Final Reflection, Future Danielson Goals, and Philosophy of Education: Each student will develop a final reflection paper that consists of three parts:

Part A is a personal statement about your professional learning over the course of the semester based on your Danielson Goals. This reflection will focus on what you have learned that is MOST IMPORTANT TO YOU and will be most important to you and your students in the future related to your initial goals for the course --as well as things you learned that were

outside of your initial goals.Part B should focus on you proposing a new set of Danielson

Goals in which you need to gain further experience in the future. Part C should focus on your Philosophy of Education. This is

a one paragraph statement that tell us a few of your most powerful beliefs about the kind of teacher you are working to become.

D. Service Learning Assignments

12. Wade Ch 1,4,6 Questions - see Blackboard for each of these three readings and the questions you will need to answer after reading each chapter in Wade.

These reflections will enable me to see inside your Practicum experience and see how you are thinking and responding to situations. In the past, students who have done poorly in this class did not do this routine journaling, did not hand in bi-weekly reflections, and therefore were unable to produce evidence of their learning in the end for their final presentations. DON’T PUT THIS OFF!

13. Service-learning Storyboard and Presentation - Each student will be expected to make a final Service Learning Presentation to the class and to cooperating teachers, local principals, and Education faculty at the end of the semester. See the examples of Posters or story boards in class and on the Website. Also see the presentation Rubric on the Website. these final presentations will serve as the final exhibition of learning for the course.

14. Triads and Practicum Final Grading

14a. TRIAD Meeting #1: Each student will work with his or her college supervisor and cooperating teacher to set up an initial TRIAD meeting within the first two weeks of the semester.


14b. Final Triad will be held prior to the end of the semester during which a FINAL GRADE will be decided upon. This grade will be awarded to students by the cooperating teacher and Bill and you will be asked for your input into the final grade at the final triad meeting. The grade will represent your Attendance, Professionalism, and overall Participation in the Practicum Placement. Practicum grades are submitted on an A - F basis. The instructor will consider this recommendation in conjunction with the other requirements. IMPORTANT: All students must receive a C or better in order to move on to other required courses in the Education major.

_____________________________________________________________________________

Part III: P & P Do's and Don'ts

This will be on the Quiz!

Attendance and Communication Policies

A. Weekly Seminar Attendance

Excellent attendance in our weekly seminars and at your practicum site is required. Students are expected to attend all seminar classes and should treat their attendance as they would a work commitment in a school. Only emergency situations will be acceptable reasons for missing a class.

Any student who misses more than ONE Seminar class during the semester will have his/her final grade lowered by one letter grade. Your final grade will be lowered one more grade for each additional absence. If you have an issue, please see me to develop a plan for missing a class. Attendance will be taken each class.

It is the responsibility of the student to make any work missed due to an absence.

B. Practicum Attendance Policy *** VERY IMPORTANT***

1. Once you have committed to a schedule with your cooperating teacher you MUST adhere to the schedule. Frequent changes and calling in sick or with excuses will not be tolerated. CHILDREN AND THE TEACHER WILL BE COUNTING ON YOU TO COME WHEN YOU SAY YOU WILL BE THERE! Only emergency situations will be acceptable reasons for missing a Practicum session in the schools.

2. If, for some reason that is beyond your control, you cannot make it to your site, you MUST call the school and speak with your cooperating teacher or get a message to him/her at least one hour prior to the pre-arranged time. Sending an E-mail is unacceptable. You must also call or e-mail me at least one hour prior to the


pre-arranged time to explain why you will not be showing up that day. This means that you must have the school number handy as soon as you are placed. We are very serious about this because your attendance will have a direct impact on your students, your cooperating teacher, and on the NEC Teacher Education Program’s reputation for professionalism.

3. Should you not arrive at your placement site on the day and time arranged and should you not make the necessary calls as outlined above, you will automatically fail the course. This is harsh but necessary. Please do not ask for any exceptions to this policy.

C. Expectations Regarding Professionalism *** VERY IMPORTANT***

1. All students need to understand that we take professionalism in these Practicum placements VERY SERIOUSLY. We expect students to be 100% professional at all times while you are in the schools and will not tolerate unprofessional, unethical, illegal, or childish behavior.

2. If you have a Face Book or You TUBE site that has pictures, videos, or other personal information showing you doing things that no parent would want to see their child’s teacher doing, then you should shut down these sites while taking this and other education course where you are out in the schools working with students. Parents check you out and you do not want to be embarrassed or asked to leave as school under these conditions.

3. If you have a health problem, or family or personal problem that may prevent you from attending class or attending your Practicum placement please see me to develop a plan.

4. Attendance logs must be regularly maintained, be signed by the cooperating after each meeting or at least every week. DO NOT WAIT UNTIL THE END OF THE SEMESTER AND ASK FOR YOUR COOPERATING TEACHER TO SIGN YOUR LOG. The signed log must be submitted to the instructor at the end of the semester to be placed in your permanent file.

5. You are responsible for your own transportation to your field placement. The instructor will work with you as much as possible to fit the placement to your grade level interest, time schedule, and transportation capabilities, but placements are obviously limited by what is available in area schools.

6. Working with students in a school setting is an important professional responsibility. Take care at all times to ensure student safety. If students are in jeopardy physically, mentally, or emotionally, immediately seek the help of a teacher rather than try to handle it yourself. Follow all disciplinary and behavioral expectations


and procedures already set up in the classroom and the school. DO NOT make up your own discipline processes or expectations.

7. Show energy, enthusiasm, and initiative at all times! Be assertive in offering to assist the teacher and students and contribute where you feel comfortable. Don’t sit back waiting to be told what to do! Look for opportunities to learn, to be helpful and creative (i.e. creating bulletin boards, collecting lunch money, making copies), particularly, as your work relates to meeting the need.

8. Participate in all types of school activities outside the classroom when possible (i.e. lunchroom, recess, gym, assemblies, teachers' meetings - when you have permission). These are excellent ways to observe all aspects of school life and to learn more about the teaching profession.

9. The last day of your practicum is the last day of the semester. Students are expected to attend their Practicum weekly for a minimum of 10 weeks, until the end of the term.

D. Expectations Regarding Professional Attire and Personal Hygiene

Professional dress and grooming for field experiences is mandatory. Always check the dress code of the school in which you are working. No caps, baseball hats may be worn in the schools. You must leave these in the residence hall or at home. Additional guidelines include:

a. Students may not wear jeans, cut-off jeans, causal shorts, T-shirts or causal sandals (such as Tevas) to their placement sites.

b. All students must be clean, well-shaven, and well groomed. Limit the use of colognes and perfumes as some students have severe reactions or can be highly distracted by some scents.

a. Males are expected to wear clean and neatly pressed pants such as chinos or other tailored pants; clean and neatly pressed collared shirts and, if deemed appropriate in your school, a tie; shoes and socks.

b. Females are expected to wear clean and neatly pressed slacks and blouses, skirts and blouses, or dresses. (Dresses and skirts should be of an appropriate length.) Absolutely, no mid-riff shirts, or low-cut blouses. (This has been a problem for some female students in the recent past and will be strictly enforced.) Shoes and socks or nylons should be worn.

c. Please note: some schools do not allow individuals to wear nose rings, lip rings, or exhibit excessive body piercing. You may be denied acceptance to a school because of this, or you may be asked to remove your jewelry prior to entering the school. This is up to the individual school and is based on their policies. Above all, think about the image you present to the students, professional staff with whom you work, and the parents who frequent the classrooms in which you will spend your time.


E. Developing Practicum Schedule, Completing Entry Requirements, and Triad Meetings

1. You must complete your Criminal Background check in the first two weeks of the semester in order to gain entry to your Practicum site in a timely fashion. Please pay careful attention to the NEW Criminal Background Check requirements we all must meet. If you cannot follow the schedule and make your appointment so that you can be ready to enter the Practicum Site before week 4, then you will be asked to withdraw from the course.

2. All entry documents must be written, revised, and approved prior to the start of your Practicum Classroom placement. (this includes letter of introduction, resume, goals paper).

3. A schedule must be developed and given to your supervising teacher within the first week of your placement.

4. You must get a Practicum Contract signed and returned to your supervising teacher BEFORE you start your practicum visits (NO EXCPETIONS- Contracts are the tool that school districts use to provide compensation to your cooperating teacher. THIS IS IMPORTANT).

5. You will be required to set up a regular schedule of classroom visitations that add up to a minimum of 3.5 hours per week for the semester (all students must have a minimum of 30 hours throughout the semester – the last day of attendance at your practicum site is the last day of classes).

6. You must schedule your first triad meeting with your Supervising Professor and complete the first triad before the end of the third week of classes.

F. Expectations for Completing Assignments:

All assignments are due on the date given. If an assignment is late, your grade for the

assignment will be lowered. All written work must be typed, proof-read, and reflect

accepted standards of grammar and organization. Writing assignments can always be

edited and revised for a better grade as long as they are handed in on time when the

assignment is due and is quality work. Reflection papers must be turned in to the PLP

according to the schedule in the syllabus. Late practicum reflection papers will be

marked down and not accepted if they are deemed "too late" to be meaningful by the


professor.

G. Academic Integrity

Please consult the NEC Catalog for guidelines regarding academic integrity and penalties for academic dishonesty. Plagiarism will not be tolerated; it will result in course failure. Cite your sources for your written work. If you need help, please ask.

H. Written WorkThe ability to communicate effectively and appropriately in written, verbal, and technological form is necessary for all teachers to succeed. As future educators, you must take care when presenting written papers, oral presentations, and technological pieces; your future audience will be students, parents, other teachers, administrators, or any combination of these audiences and others.Refer to each assignment’s description; you will be expected to post many of these to your PLP.All work should be created with a word processor using 12 point font, with one inch margins, double-spaced, following the appropriate Please include your name, course title, assignment title, and submission date. Make sure all required elements have been included in your work as missing pieces can result in a poor grade.

I. Class Participation and Preparation:

Active participation in class activities, discussion, and assignments, as well as courtesy and respect for other points of view in class discussions and activities are encouraged and expected. We expect students to be active, engaged learners, while, at the same time, to be capable of “sharing air time” with other students in group settings. We expect students to demonstrate good communication, listening, and interpersonal skills and to come to class prepared. This means having done all assignments and/or readings prior to the class. Students will be evaluated throughout the semester on these elements of class participation and preparation. The more you participate the more engaged you will be in the class and the easier and more rewarding it will be. You will learn more too!

J. If You Have Learning Disabilities:

Any student who has a special learning need/style about which I should be made aware should meet with me to discuss how he/she can be most successful and how I might best meet your learning needs. If you as a student are struggling with a skill that is essential to your success in the placement (such as reading aloud to students if you are to be a reading buddy, for example) then you MUST notify me immediately, so that modifications and plans for building these skills can be put in place. In such


cases, it will be necessary to share this information with you cooperating teacher.

K. A Final Word on Expectations:

I believe that those of you who have registered for this course understand the commitment you are making and I trust that the course and practicum will be very positive, exciting experiences for both you and the student with whom you will work this semester. I will do everything that I can do to guide your personal growth and learning.

APPENDIX A

Principles of Education to Be Explored in ED2110

Principle 1: Understanding of Core Content Knowledge is Essential It is essential that teachers know how to communicate effectively and to solve problems while working with the central concepts, tools of inquiry, and structures of different disciplines. For both elementary and secondary education candidates, this means developing rich expertise within their academic disciplines and developing a solid understanding of the range of disciplines taught in the elementary grades and the Common Core Standards.

Principle 2: Reflective Practice Promotes Professional Personal GrowthTeachers must be able to accurately reflect upon, analyze, and assess effective teaching using Danielson's framework.

Principle 3: Teachers Develop Student Thinking and UnderstandingTeachers must draw on their own knowledge, on curricular frameworks and on local, state and national standards to plan, implement, and assess effective learning experiences. They must be


able to promote student inquiry, use effective assessment strategies, and ensure student understanding of core concepts and ideas.

Principle 4: There is No Substitute for a Passion in Teaching and LearningThe best teachers model the joy of personal growth and learning. They strive to continually develop their own content and pedagogical knowledge and engagement in their field as innovators and advocates for improving education. The best teachers strive to support the development of students' habits of mind and ongoing academic learning.

Principle 5: Schools Are Understood in Context of Society and CultureThe best teachers value and teach about diversity. They recognize the impact of social, cultural, economic, and political systems on daily school life, and they capitalize on the potential and responsibility of schools to minimize social, economic, and educational inequities.

Principle 6: Professionalism is a Non-Negotiable in EducationThe best teachers are role models, dependable, pro-active, and engaged in the lives of their students, schools, and communities. They are active members of professional communities and collaborate effectively with others to improve schools, teaching and student achievement by developing shared ethics, standards, and research-based practices.

Please be prepared to talk about and write about each of these during class discussions and in your papers and reflections. This will show that you are learning how useful and important each of these principles are to you as a future educator.

APPENDIX BLearning Targets for Reflections

(Summary of the INTASC STANDARDS)

This course will help you understand and directly experience all of these educational issues. Besides focusing on your 3 Danielson Goals you can also use these INTASC Standards as a framework for reflection on and analyzing the things you are seeing and learning in your Practicum Placement.

Education involves understanding how teachers: act professionally and become successful members of the teaching profession, create a positive and respectful classroom environment, plan lessons and provide standards-based curriculum to students, effectively and humanely manage student behavior, use a variety of assessment methods to see if students are learning or not, effectively apply theories of learning, child development, and motivation in a

classroom, deal effectively with students’ personal and academic differences, promote peer respect and positive peer relationships in the classroom,


deal effectively and professionally with parents, other teachers and adults in schools, and school and community politics.

Appendix C25 Steps to a Successful Course

Each student will be placed in a school or educational organization or agency as part of a request by that school or organization. These schools of classroom invite P and P students because they need some kind of help. They are requesting your assistance in solving a specific problem or meeting a specific need (this creates the opportunity for service learning). The Practicum student will work under the direct supervision of a cooperating teacher and your NEC Professor Bill Preble.

The Practicum student will:1. Select a placement site from a list of possible practicum sites.2. Get Fingerprints and Criminal Records Check done, pay Background Check fee of $25.50, get

forms completed and returned to Chris Baber Smith.(students need this to enter a school).3. Contact the Cooperating Teacher in the site in which you wish to work.4. Write a letter of introduction and complete a resume that is approved by Bill. 5. Schedule an interview with the cooperating teacher to learn more about what is expected for the

placement, to allow him/her to see your interest in working at the site, and to show your qualifications. REMEMBER…the Cooperating Teacher must invite you to work in the site. Placement is not automatic….so you must impress the teacher during your interview and pledge to meet the requirements of this practicum placement.

6. Present your cooperating teacher with the approved letter and resume AT THE FIRST MEETING.7. Once you have been selected, you will need to have a CONTRACT signed and returned to Bill.

This contract MUST be signed and handed in BEFORE YOU BEGIN YOUR PLACEMENT.8. Set up a schedule for your Practicum visits with your Mentor and get a copy of your schedule to

Bill.


9. Choose three goals from the NEC Revised Danielson Matrix that you want to work to address this semester. Write a GOALS PAPER, citing three goals you are setting for yourself.

10. Set up your first triad meeting with your cooperating teacher and Bill .11. Begin your practicum by observing teacher, staff, and student behavior in the class. Ask for

copies of all books being used to learn what they are working on. Learn about school and classroom rules and procedures and follow them at all times. Push to get actively involved ASAP. SHOW ENERGY, ENTHUSIASM, and INITITIATVE AT ALL TIMES!

12. Work with your cooperating teacher to clearly identify a NEED which will become the basis of your service-learning project. Do research to learn more about this need or problem.

13. Attend all evening sessions on Contemporary Issues in Education…try to meet other professionals.

14. Learn about the curriculum and the learning goals that the teacher has for his or her students. Develop lesson plan #1based on one lesson taught by your cooperating teacher.

15. Observe challenging situations that you feel are “Contemporary Issues or Challenges” and use two of these for case studies

16. Assist the classroom teacher with such tasks as material preparation, tutoring of individual students, chaperoning students to and from various activities in the school, keeping records, monitoring small group activities.

17. Participate in classroom/school activities as deemed appropriate by the classroom teacher or your mentor. Be sure you don’t spend too much time simply observing!

18. Work with your cooperating teacher to clearly identify a NEED which will become the basis of your service-learning project. Do research to learn more about this need or problem.

19. Keep a JOURNAL be focused on your goals and provide evidence of your learning related to your goals. Turn you Journal entries into 4 Reflections that need to be completed and turned in to Bill on time.

20. Complete lesson plan #2.21. Do your research on your What’s Unique about My School Paper and complete paper on time22. Write up your Service-learning Project by following the SL Project Guidelines.23. Set up your final triad meeting.24. Write a Thank You Note to your cooperating teacher and give copy to Bill25. Make a final Presentation of your Service-learning Project at the Exhibition at the end of the

semester.Appendix D

State Certification Standards Met As A Result of This Course

The following standards are aligned to the Department of Education – State of New Hampshire State Certification Standards and the Personal Learning Planner and will be met by ALL students as a result of their participation in these two courses. You are required to collect evidence of meeting each of the standards below.

610.02 Professional Education STANDARD h: The teacher demonstrates proficient oral, written, and nonverbal communication and promotes the development of these skills in students;Activity: Students are required to identify a community that needs to be filled and then work in that school or agency to fill that need. They must then create a service-learning binder with documents their journey in meeting the need.Evidence: Service-learning binder.Assessment: Service-learning binder rubric.

Activity: Work at Practicum SiteEvidence: Journals provide students with a chance to routinely reflect on the meaning of the practicum experience and to use the information provided in the class as a lens through which to consider what is happening in the field. Journal entries also provide you with a sense of how


things are going and what you are learning through the practicum. All journal entries must be focused on one or more of your goals and demonstrate thought, action, and learning in these areas.Assessment Tool: The Practicum Journal Rubric is used to assess this piece of writing.

Activity: Students are required to present their service-learning project at the Service-learning Presentation Fair. Students must provide their written documentation, a storyboard about their project, and be prepared to discuss their project and answer questions from reviewers.Evidence: A rubric is used to assess their presentations. Reviewers evaluate the students’ ability to explain their project and answer questions, as well as the materials that they present to showcase their project. Assessment: A service-learning presentation rubric is used. Photos of the storyboard and student presenting and the presentation rubric are included on the student’s PLP.

Activity: Students are required to work in a school meeting a community need. They are expected to be excellent role models while filling the various needs that they have identified. At the conclusion of the practicum experience the student, mentor, and faculty supervisor meet to discuss the student’s effectiveness in working with students.Evidence: Triad notes are provided. In some instances, mentors provide letters of recommendation for the students to place in their permanent files and/or on their PLPs.Assessment: The mentor is asked to evaluate the student and supply a grade for the student’s work in the classroom. The mentor can give a letter grade (which is described to the mentor) or he/she may indicate pass with exceptional ability, pass, minimally pass or does not pass. In addition, the mentor is asked whether the student should be allowed to continue in the teacher education program. Copies of these triad notes are placed in the students file as well as placed on the student’s PLP.

Activity: Students are required to develop a letter of introduction for their mentor teacher.Evidence: Letters of introduction are written to prospective cooperating teacher. Students are expected to introduce themselves, describe experiences that they have had that they can bring to the classroom, share their talents and strengths, and identify how they can be of assistance. These are placed on their PLP.Assessment: The Letter of Introduction/Thank You Letter rubric is used.

Activity: Students are required to develop a thank you letter for their mentor teacher.Evidence: Letters of thanks are written to a student’s cooperating teacher. Students are expected to identify the essential learning that has happened for them, how the mentor has helped them, and thank their mentor for their support and guidance. These are placed on their PLP.Assessment: The Letter of Introduction/Thank You Letter rubric is used.

Activity: Students are required to develop a resume.Evidence: Resumes are developed using the NEC resume format as developed with our professional development school partners. These are placed on their PLP.Assessment: The resume rubric is used.

STANDARD j: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on students, parents, and others in the school and community.

Activity: Development of philosophy statementEvidence: Students are required to write their philosophy of education and place it on their PLP. Writing a philosophy statement requires students to reflective on their beliefs in regard to


teaching and learning and how their beliefs impact what they do or don’t do in a classroom, their interactions with students, parents, colleagues, and others.Assessment Tool: The Writing Rubric is used to assess this piece of writing.

Activity: Development of reflective piece for service-learning binder.Evidence: Students will develop a 4-6 page final reflection paper describing what they learned in reference to their goals and discuss how they believe their project will help them as a new teacher in the future.Assessment Tool: The Writing Rubric is used to assess this piece of writing.

Activity: Creation of Goals PaperEvidence: Each student is required to write a 4-6 page goals paper at the beginning of the semester. Students will use Danielson’s Frameworks for Professional Practice to establish 3 goals for their practicum placement. These are areas in which the student intends to focus and that the student will provide evidence of growth and learning through case studies and field journal reflections.Assessment Tool: The Writing Rubric is used to assess this piece of writing.

Activity: Work at Practicum SiteEvidence: Journals provide students with a chance to routinely reflect on the meaning of the practicum experience and to use the information provided in the class as a lens through which to consider what is happening in the field. Journal entries also provide you with a sense of how things are going and what you are learning through the practicum. All journal entries must be focused on one or more of your goals and demonstrate thought, action, and learning in these areas.Assessment Tool: The Practicum Journal Rubric is used to assess this piece of writing.

Activity: Students are required to develop a thank you letter for their mentor teacher.Evidence: Letters of thanks are written to a student’s cooperating teacher. Students are expected to identify the essential learning that has happened for them, how the mentor has helped them, and thank their mentor for their support and guidance. These are placed on their PLP.Assessment: The Letter of Introduction/Thank You Letter rubric is used.

STANDARD k: The teacher uses a variety of resources (e.g. professional literature and organizations, colleagues, service opportunities) to enhance his/her professional development as a scholar, teacher, and educational leader.

Activity: Researching the service-learning need: what is my service-learning project and what needs will I address.Evidence: Students will write a 4 – 6 page paper addressing the following questions: What is service-learning? What is the need or problem that is serving as the focus on my work at the practicum site? What is your service-learning project? What have you learned about the need and what to do about it through your research? A minimum of six scholarly journals must be used in this research.Assessment Tool: The Writing Rubric is used to assess this piece of writing.

Activity: Case StudiesEvidence: Students are to develop three case studies that reflect on their experiences in the classroom and to promote dialogue and support with the cooperating teacher. Students will share e-mail conversations as evidence of collaborative reflection and will write a two page reflection concerning a specific student, incident, or challenge. This should provide a snapshot of an “on the


job dilemma” related to classroom management, discipline, instruction, curriculum, or assessment.Assessment Tool: The Writing Rubric is used to assess this piece of writing.

Activity: Powerful Theories PaperEvidence: Students will write a 4 – 6 page paper covering at least 4 theorists, two of which must be Dewey and Thorndike. They will answer the essential questions: What do these theorists say? Why are their theories important? How do the theories inform teaching and learning? How will you use these theories to guide your teaching?Assessment Tool: The Writing Rubric is used to assess this piece of writing.

STANDARD l: The teacher understands schools as complex organizations within a larger community and collaborates effectively with school staff, parents, and others to support students’ learning and well-being.

Activity: Work at Practicum SiteEvidence: Triads are conducted twice during the semester. The first triad is used to clarify the role the student will assume in the classroom, to outline the mentor’s and student’s goals, and to identify how the student plans to prove that he/she has met the goals and the evidence he/she will collect. The final triad meeting is used to revisit the goals and to assess the degree to which the student met the goals. Cooperating teachers are asked to evaluate the student’s work in the practicum site. Notes are taken at each triad meeting and students are asked to keep these in their PLP as well as their permanent file in the New England College Department of Education.Assessment Tool: Notes from Triad meeting and final grade assessed by the cooperating teacher. An outstanding job, took initiative, was very responsible, on time, professional. Did not need a great deal of direction. B did an excellent job, was beginning to take initiative, was responsible, on time, professional but needed guidance to complete task.. C did what was expected, was responsible, on time, but needed a great deal of guidance, did not self-initiate.

Activity: Work at Practicum SiteEvidence: Journals provide students with a chance to routinely reflect on the meaning of the practicum experience and to use the information provided in the class as a lens through which to consider what is happening in the field. Journal entries also provide you with a sense of how things are going and what you are learning through the practicum. All journal entries must be focused on one or more of your goals and demonstrate thought, action, and learning in these areas.Assessment Tool: The Practicum Journal Rubric is used to assess this piece of writing.

Activity: Case StudiesEvidence: Students are to develop three case studies that reflect on their experiences in the classroom and to promote dialogue and support with the cooperating teacher. Students will share e-mail conversations as evidence of collaborative reflection and will write a two page reflection concerning a specific student, incident, or challenge. This should provide a snapshot of an “on the job dilemma” related to classroom management, discipline, instruction, curriculum, or assessment.Assessment Tool: The Writing Rubric is used to assess this piece of writing.


Appendix EAPPLICATION TO THE EDUCATION DEPARTMENT:

Application for acceptance into the major should be started while you are enrolled in this course. Please be aware of the requirements for majoring in education as outlined in the Academic Catalog. Students will be informed about the requirements for majoring in education and how to apply for acceptance into the major throughout the semester. Remember that the education requirements you must fulfill are based on the date you are accepted into the major. Therefore, you may be governed by two Academic Catalogs: (1) The education requirements, which you must fulfill, will be based on the catalog associated with the date of your acceptance into the major; and (2) The general education requirements of NEC, which you must fulfill, will be based on the catalog associated with the date you entered NEC. Also, be advised that the State Department of Education often changes certification requirements. If that happens, you must meet the new requirements in order to receive your certification.

PREPROFESSIONAL SKILLS TEST (PRAXIS I and PRAXIS II):

PRAXIS IAll students who plan to apply to the teacher education program are required to take a professional teacher competency exam. Your scores on this exam will determine your eligibility FOR acceptance into the education major. The instructor will distribute specifics concerning the Pre-professional Skills Test. Remember, you will not be considered for acceptance into the major without having successfully completed this test, and you will not be allowed to take certain courses without having been accepted into the major. You are strongly encouraged to register for and take this exam NOW.

PRAXIS IIAlso, please be advised that all certification candidates will be expected to take Praxis II at the conclusion of their teacher preparation program. You will be expected to provide passing scores to both the NH State Department of Education as well as New England College. Your application for certification cannot be sent to the state until the Director of Teacher Education has received your passing scores.

NOTE: Make sure you have your scores sent to NEC and the NH State Department of Education.


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