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OREGON STATE UNIVERSITY CASCADES CAMPUS

Master of Arts in Teaching Early Childhood and Elementary Education

Spring Term 2013

TCE 510 (c) Student Teaching Internship and Seminar (12 Credits) Instructor: Marjo May-Korish, MSW & MTE Phone (h): 541.389.5649 (c): 541.678.0709 Email: maykorim@onid.orst.edu Instructor: Mary Tebeau, M. Ed. Phone: (h): 383.2839 (c): 598.4417 Email: tebeaum@onid.orst.edu This course is a required component of the Early Childhood and Elementary Education Master of Arts in Teaching (MAT) program within the Professional Teacher and Counselor Education (PTCE) unit. The mission of the College of Education is to prepare, inspire and support teachers, counselors, educational leaders, researchers, and volunteers to promote lifelong learning in schools, colleges, universities, communities and workplaces. Embracing an innovative spirit in teaching, research, service, and knowledge dissemination, we are committed to the values of diversity and social justice in a global society. I. Description Full-time Student Teaching is the final step in completing the licensure program to qualify for an initial teaching license. During this experience you will be expected to act in the responsible role of professional while taking direction from your Cooperating (Mentor) Teacher, University Supervisor, and Seminar Instructors. As your responsibilities grow during this term, you will build on your experience from TCE 510, Part-time Student Teaching, and your practice will reflect what you have learned. In addition, through lesson planning and practice you will explore the general pedagogical knowledge that has been the focus of your licensure courses. You will fine-tune your practice by applying theory to transfer knowledge in ways that are comprehensible to students with diverse learning styles and exceptionalities. You will become more aware as you increase your responsibilities of how understanding educational contexts will inform your teaching and your response to the school community. Because we recognize that you may feel that you have a great deal more to learn, your Cooperating (Mentor) Teacher and University Supervisor will provide support and instruction through observations and discussions. II. Link to Conceptual Framework, Knowledge Base, and National and State Guidelines The overall contexts in which these teaching approaches are considered are the state and national curricular reforms in education, as well as practices of teaching excellence supported by research. This course primarily attends to domains of pedagogy, pedagogy and its relationship to subject matter, curriculum, and pedagogical content knowledge. Given that the learner must always be considered and that the general context of instruction is the school, the domains of learners and schools are emphasized. The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four foundational or core values that are listed below. To find out more about how the knowledge base relates to the National Council for Accreditation of Teacher Education (NCATE)

mailto:maykorim@onid.orst.edumailto:tebeaum@onid.orst.edu

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guidelines, review the Conceptual Framework at the website: http://oregonstate.edu/education/accreditation/

1. Ethics and Professionalism 2. Reflective Practitioner 3. Lifelong Learners 4. Diversity and Equity

With respect to national standards, this course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit Standards: http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4 The Oregon TSPC Standards embedded in this course include the following:

Standard 1: Plan Instruction that supports student progress in learning and is appropriate for the developmental level.

Standard 2: Establish a classroom climate conducive to learning.

Standard 3: Engage students in planned learning activities.

Standard 4: Evaluate, act upon, and report student progress in learning.

Standard 5: Exhibits professional behaviors, ethics, and values. III. Methods of Instruction

Collaboration with the Cooperating (Mentor) Teacher, University Supervisor and course instructor

Classroom practice

Formal observations which include a pre-observation conference and a post-observation conference between the Student Teacher and the observer

Participation in Student Teaching Seminar which may include: Written reflection Discussion Peer review and editing Direct instruction Cooperative groups

Reflection on all components of the student teaching experience, including the dispositions to be a professional educator

Technology is integrated throughout this course and in the Student Teachers Placement experience.

IV. Student Learning Outcomes -- Objectives of the Course A. Through the development and teaching of formally observed lessons, the Student Teacher will demonstrate their ability to:

1. Plan and teach lessons or units of instruction. 2. Reflect upon their teaching by participating in discussions with the course instructor,

Cooperating (Mentor) Teacher and the University Supervisor. 3. Assess student learning through the use of authentic assessment strategies. 4. Evaluate student progress using predetermined criteria connected to the benchmarks

and Standards. 5. Provide feedback to students and plan future lessons based on assessment data. 6. Incorporate lessons that address issues related to social justice. 7. Plan lessons that meet the needs of culturally and linguistically diverse students by

utilizing appropriate English Language Learner (ELL) teaching strategies.

http://oregonstate.edu/education/accreditation/http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4

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B. Through attendance at the Placement site, participation in the University Seminar, collaboration with Cooperating (Mentor) Teachers, University Supervisor, Advisor, Instructors, peers, other professional educators and other colleagues, the Student Teacher will demonstrate their ability to:

8. Plan, research, and collaborate with the Cooperating (Mentor) Teacher about the Work Sample.

9. Meet competencies outlined on the Student Teaching Summary Report.

C. Continue to prepare your Professional Portfolio (the capstone project for the Master of Arts in Teaching degree).

10. Collect, annotate and archive artifacts to be used in your Professional Portfolio based on the Five Teacher Competencies listed in the MAT Handbook on p. 48. See the MAT Handbook pages 47 51 for more information on the capstone project and oral examination process.

V. Course Requirements

1. Attendance on site during the scheduled placement.

a. Starting April 1 students are to be in their placement site during the regular working day for your Cooperating (Mentor) Teacher.

b. Student Teachers are to attend all faculty/staff meetings, building work days, parent conferences, and in-service opportunities,

c. Student Teachers are to log the time spent in their placement on the Log of Hours form.

d. Cooperating (Mentor) Teachers are asked to grant Student Teachers time off from their placements preceding the due dates for the Teacher Work Sample as requested by the Student Teacher

e. Dead Week will be June 3 - 7 f. Final Exam Week will be June 1- 14 g. Student Teachers are to inform their Cooperating (Mentor) Teachers in advance as

to their needs for time off from their placements for class work and or a scheduled appointment concerning the Teacher Work Sample.

2. Be aware of and adhere to building and district policies and procedures. 3. Plan, teach and receive feedback on lessons with three (3) formal observations by your

Cooperating (Mentor) Teacher. 4. Plan, teach and receive feedback on lessons with three (3) formal observations by your

University Supervisor. 5. Complete all required MAT Program forms:

a. Formal Lesson Observation forms: i. Three (3) observations by your Cooperating (Mentor) Teacher ii. Three (3) observations by your University Supervisor iii. Formal Lesson Observation forms include the cover sheet, feedback forms

and copies of the lesson plans b. The Three Way Evaluation Checklist (Please note this form is to be completed twice

during the term) c. The Student Teaching Summary Report d. The Cooperating (Mentor) Teacher Evaluation form e. The University Supervisor Evaluation form f. Log of Hours forms g. Work Sample College of Education Licensure File form\

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h. Work Sample Sign Off form i. Other forms as required by your University Advisor (these forms relate to graduation

and State of Oregon Licensure) Before turning in the original required MAT Program forms listed above (a i) make a copy for your own records. Your advisor will not make copies for you. Turn in the original required MAT Program forms to your University Advisor by the assigned date and time.

8. Plan, prepare and teach your second Teacher Work Sample. a. Student Teachers are to work collaboratively with their Cooperating (Mentor)

Teacher in the planning for the Work Sample. b. The Work Sample must be reviewed by your Cooperating (Mentor) Teacher,

University Supervisor and University Advisor before instruction begins. c. The Work Sample is to be reviewed for component completeness and proof-read

before publication.

9. Turn in your completed, final copy of your Teacher Work Sample, which will be kept on file, and the required Work Sample forms:

a. Work Sample College of Education Licensure File form b. Work Sample Sign Off form c. Work Sample forms require signatures from the following persons:

You the Student Teacher Your Cooperating (Mentor) Teacher Your University Supervisor Your University Advisor

d. See the syllabus for TCE 555 for due date for 2nd Teacher Work Sample

10. Attend and participate actively in the Seminar course. Dates are to be finalized on March 22 seminar. Tentative seminar dates are: April 30 and May 28 from 4:00 6:00 p.m. Seminars will be held at Pine Ridge Elementary School.

VII. Evaluation

Assessment of your progress toward meeting the requirements for credit will be ongoing and will culminate with the completion of the Student Teaching Summary Report.

Completion of second Teacher Work Sample with a passing score.

1. Attendance at Student Teaching Placement Site (Log of Hours) 100 points 2. Teacher Work Sample 100 points

Total = 200 points VIII. Grading: The grading scale is shown below in percentages:

93 100% = A 73 76% = C 90 92% = A- 70 72% = C- 87 89% = B+ 67 69 %= D+ 83 86% = B 63 66% = D 80 82% = B- 60 62% = D- 77 79% = C+ 0 59% = F

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Grade Requirement: A grade-point average of 3.00 (a "B" average) is required: 1) for all courses taken as a degree-seeking graduate student, and 2) for courses included in the graduate degree or graduate certificate program of study. Grades below "C" (2.00) cannot be used on a Graduate Program of Study. A grade-point average of 3.00 is required before the final oral or written exam may be undertaken. In addition, you must receive a grade of B or better to have this course count toward licensure and degree completion. IX. Absences: If you are going to be absent from a day of your Student Teaching for any reason, you must, in accordance with the Student Teacher Absence policy outlined in your MAT Handbook, page 35: 1. Notify your Cooperating (Mentor) Teacher through the mutually agreed upon method. You

must establish a notification procedure with your Cooperating (Mentor) Teacher at the beginning of your Student Teaching.

2. Notify your University Advisor, Jessie Buhrle, and your University Supervisor, Marjo May-Korish or Mary Tebeau, by email no later than 7:00 a.m. of the day of the absence. Written documentation of all days missed is required via email and should be noted on your Log of Hours forms.

3. Also, plan to notify your University Supervisor at the time requested by the University Supervisor if it is a day you are to be formally observed. Establish this notification procedure with your University Supervisor before the beginning of the Formal Observation process.

Note: Part of learning to be a teaching professional is conducting yourself as if this were your job. Be punctual, prepared, dressed appropriately, and aware that you are developing professional relationships each and every day. Set up a mutually agreed on method to contact your Cooperating (Mentor) Teacher in the event you are going to be late or absent. Clearly communicate with your Cooperating (Mentor) Teacher well in advance about any need to attend any job fairs, interviews or any other reason you might be absent from your full-time student teaching placement. X. Textbooks: Suggested Optional Reading: Wong, H. K., & Wong, R. T. (1998). How to be an effective teacher: The first days of school.

Mountain View, CA: Harry K. Wong Publications Inc. XI. Additional materials:

OSU Cascades MAT Handbook

The Oregon State Standards http://www.ode.state.or.us/teachlearn/real/newspaper/

Critical Thinking Wheel: Lujan, M. (2008). Critical thinking: Based on Blooms taxonomy. Tyler, TX: Mentoring Minds, L.P.

Other handouts as distributed in class

https://exmail.oregonstate.edu/exchweb/bin/redir.asp?URL=http://www.ode.state.or.us/teachlearn/real/newspaper/

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XII. Instructors Expectations: 1. Students will demonstrate respectful behavior toward other students, the instructor, and all

OSU Cascades faculty and staff. 2. Students are expected to attend and participate in all classes and activities. If you are

unable to attend or participate, you must contact the instructor either by phone or email before the class begins to explain the absence.

3. Students are expected to prepare for class by reading the assigned materials. 4. Students are expected to be punctual when turning in all assignments as the design of the

course is structured such that assignments are sequential and cumulative. The instructor is under no obligation to accept late assignments. Late work that is accepted will not receive full credit.

5. Students are expected to demonstrate graduate level proficiency in all written assignments and in all discussions or oral exchanges with fellow students and the instructor.

6. Each student is responsible for their and other Cohort members success. 7. Be fully present in class without the distraction of cell phones or computers during lecture,

discussion or reflection time. If you must be able to be reached, please set ringer to vibrate or silent out of respect to your instructor and classmates.

8. Students are to act in accordance with OSU-Cascades MAT policy concerning technology use, found in its entirety on page 15 of the MAT Handbook.

XIII. The Universitys Expectation for Student Conduct: Link to Statement of Expectations for Student Conduct http://oregonstate.edu/admin/stucon/achon.htm Academic Integrity Students are expected to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. For further information, visit Avoiding Academic Dishonesty (http://oregonstate.edu/studentconduct/avoid.htm), or contact the office of Student Conduct and Mediation at 541-737-3656. XIV. Statement Regarding Students with Disabilities: Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at (541) 737-4098. http://oregonstate.edu/dept/budgets/genupol/gupdissu.htm XV. University Policy Concerning Weapons: The carrying and use of weapons on the OSU campus is strictly prohibited. This includes permitted concealed weapons. This policy applies to all OSU controlled properties and facilities, including classroom buildings, administrative buildings, and parking areas (including College Way). The complete OSU weapons policy can be found at http://arcweb.sos.state.or.us/rules/OARS_500/OAR_576/576_065.html

http://oregonstate.edu/admin/stucon/achon.htmhttp://oregonstate.edu/admin/stucon/avoid.htmhttp://oregonstate.edu/studentconduct/avoid.htmhttp://oregonstate.edu/dept/budgets/genupol/gupdissu.htmhttps://exmail.oregonstate.edu/exchweb/bin/redir.asp?URL=http://arcweb.sos.state.or.us/rules/OARS_500/OAR_576/576_065.html