Educ 4305, Educ 4310, Educ 4405, Educ 4410 Student Teaching
Syllabus
I INSTRUCTOR (Coordinator of
Field-Based Experiences)
Dr.
II COURSE DESCRIPTION
Directed observation and teaching under supervision
and guidance in the elementary/secondary school. Prerequisites: Approval to
Student Teach, Admission to Teacher Education, and English Proficiency.
III RATIONALE
Student teaching is the
culminating experience of the professional training program
for
future teachers. The experiences obtained during the teaching period are
designed to provide
opportunities
for the prospective teacher to demonstrate educational theory in practice.
Student
teaching
represents a vital link between academic preparation full-time independent
teaching.
IV COURSE
OUTCOMES
The general goals of student
teaching are for the prospective teacher to:
1.
observe master teachers at work.
2.
under supervision, apply educational theory to practice
for a sustained length of time.
3.
develop competence in the classroom.
4.
become fully acquainted with related professional
responsibilities which support and enhance classroom teaching.
V TEXTBOOK
VI PROCEDURES
Student teachers spend a minimum
of 60 days full time in a pre-approved public school setting.
Formal approval of Application to
Student Teach and attendance at a Student Teaching Meeting
precede
the time spent at the assigned school(s).
VII CONTRIBUTIONS TO PROFESSIONAL
EDUCATION PROGRAM COMPETENCIES
Satisfactory completion of
student teaching will contribute to the following General Competencies
for
Licensure and Certification:
1.
The teacher
understands the central concepts and methods of inquiry of the subject matter
discipline(s) he/she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
2.
The teacher
understands how students learn and develop, and can provide learning
opportunities that support their intellectual, social and physical development
at all grade levels including early childhood, elementary, middle level, and
secondary.
3.
The teacher
understands that students vary in their approaches to learning and creates
instructional opportunities that are adaptable to individual differences of
learners.
4.
The teacher
understands curriculum integration processes and uses a variety of
instructional strategies to encourage students
development of critical thinking, problem solving, and performance skills and
effective use of technology.
5.
The teacher uses
best practices related to motivation and behavior to create learning
environments that encourage positive social interaction, self-motivation and
active engagement in learning, thus, providing opportunities for success.
6.
The teacher
develops a knowledge of and uses a variety of
effective communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
7.
The teacher plans
instruction based upon curriculum goals, knowledge of the teaching/learning
process, subject matter, students’ abilities and differences, and the
community; and adapts instruction based upon assessment and reflection.
8.
The teacher
understands and uses a variety of assessment strategies to evaluate and modify
the teaching/learning process ensuring the continuous intellectual, social and
physical development of the learner.
9.
The teacher
evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community), modifies those
actions when needed, and actively seeks opportunities for continued
professional growth.
10.
The teacher
fosters positive interaction with school colleagues, parents/families, and
organizations in the community to actively engage them in support of students’
learning and well-being.
11.
The teacher shall
have an understanding of the importance of assisting students with career
awareness and the application of career concepts to the academic curriculum.
12.
The teacher
understands the process of continuous lifelong learning, the concept of making
learning enjoyable, and the need for a willingness to change when the change
leads to greater student learning and development.
13.
The teacher
understands the legal aspects of teaching including the rights of students and
parents/families, as well as the legal rights and responsibilities of the
teacher.
14.
The teacher
understands the
15.
The teacher
understands the State teacher evaluation process, “Oklahoma Criteria for
Effective Teaching Performance,” and how to incorporate these criteria in
designing instructional strategies.
VIII COURSE OBJECTIVES
See Guidelines for the
Professional Trimester, pages 1-4.
IX COURSE REQUIREMENTS
See Guidelines for the
Professional Trimester, (SDE Competencies 1-15).
X EVALUATION CRITERIA
A. “Pass-Fail” grading system is
used for student teaching. The school supervising personnel will be expected to
play a vital role in evaluation for the final grade; however, the final grade
for student teaching will be assigned by the university supervisor. The
university supervisor generally visits weekly with each student teacher to
assess student teacher lesson plans and discuss the events of the prior and
upcoming weeks. Copies of evaluation by the university supervisor are provided
following each on-site observation.
While cooperating teachers complete a confidential evaluation maintained
in the student teacher’s file, other cooperating teacher evaluations are often
requested by the student teacher for his/her Placement File and for
requirements for Educ 4542 Applied Professional Studies.
XI POLICY STATEMENTS
See Guidelines for the
Professional Trimester.
XII BIBLIOGRAPHY
Bosch, K.A., Kersey, K.C.
(1995). The First-Year Teacher.
Kraut, H. (1994). A Primer for Beginning Teachers in Secondary
Schools.
Schell,
L. M., Burden, P. (1992). Countdown to the First Day of
School.
Wong, Harry K. & Wong, Rosemary T. (1998). The First Days of School.