Department: Education Date of Revision: Spring 2000

Course Number: EDUC 460- 464- 465 467 Course Title: Student Teaching

Number of Credits: Early Childhood (16), Elementary Specialty (16), K-12 (12),

Secondary Education (12)

Frequency of Offering: Semester University Studies: Oral Flag (3hrs)

Prerequisite(s): All the professional courses required for the major

Grading: Pass/No Credit Only

Course applies: Early Childhood, Elementary Specialties, K-12, and Secondary Licensures

1. Catalog Description

One full semester of student teaching on a daily, full-time basis in an appropriate educational school setting. The capstone student teaching experience.

2. Statement of the Major Focus and Objectives of the Course

The focus and objectives of this course relate to the knowledge, skills, and professionalism of the Effective Educator Program. The student teaching experience offers opportunity for student teachers to expand and deepen understanding of concepts and skills while demonstrating competence in application of all ten of the Minnesota Standards of Effective Practice for Beginning Teachers.

Objectives:

Student Teachers will:

1. Exhibit professional and general knowledge by planning and managing instruction, including that appropriate to diverse populations, and the impact on learning and teaching (knowledge);
2. Possess skills to develop a variety of instructional strategies, assess and evaluate learner achievement, promote critical/divergent thinking and problem solving, and active engagement in learning, communicate learning objectives, use technology, and adjust instruction for student learning (skills);
3. Identify and diagnose inappropriate behavior, encourage a positive learning environment, demonstrate human relations skills, utilize educational research, and model appropriate speaking, writing, reading, and listening skills (skills);
4. Self evaluate for professional growth and development, advocate professional ethics, cooperate and collaborate with others, and display a positive attitude (professionalism);
5. Put into practice the knowledge, skills, and professionalism to become an effective educator (practice);

This course allows students to meet the following University Studies Oral Communication Flag requirements:

A. Learn significant course credit though extemporaneous oral presentations.

Greater than 80% of the evaluation for passing is based on successful teaching in a classroom with emphasis on a unit of at least one week duration. The student teacher is responsible for researching, creating, delivering, and evaluating the effectiveness of the unit. Lessons, while based on prepared notes, should be spontaneous and responsive to the classroom and students.

B. Understand the features and types of speaking in their disciplines.

Teachers must be aware of various modes of communication. Specifically, student teaching requires the use of extemporaneous speaking. Student teachers are expected to have fully researched and prepared their lessons. However, because of the contingencies of the classroom, teachers must be able to "think on their feet" and should be prepared to adjust a lesson to fit the needs of the learners. Additionally, the ability to respond to questions from students is a critical aspect of teaching. Therefore, the use of questioning, in various forms, is a vital part of lesson preparation and delivery.

C. Adapt their speaking to field-specific audiences.

Teachers generally have three audiences – students, peers, and parents. Communication techniques must be adjusted to each group. Teachers work with students in classroom and non-classroom settings; therefore, communication must reflect the situation. Teachers receive and give feedback to peers. Student teachers will confer with their cooperating teacher and the university supervisor at regular intervals Teachers must also be able to clearly communicate with parents and student teachers are expected to participate in parent-teacher conferences and IEP meetings.

D. Receive appropriate feedback from teachers & peers, including suggestions for improvement.

As noted above, student teachers will confer with their cooperating teacher and the university supervisor at regular intervals. Suggestions for improvement should be reflected upon and incorporated into classroom routine whenever possible.

E. Make use of the technologies used for research and speaking in the fields.

Traditionally, teachers have relied on "chalk and talk" routines. This is no longer acceptable. It is expected that student teachers will use available technological supports for presenting lessons. Such technology may include, but is not limited to, overhead projectors, computer projectors, computer software, videotapes, and audiotapes. Use of the Internet should be based on appropriateness for the topic of the lesson and grade level. Teachers must consider all learning modalities, and which technologies support them, when developing lessons.

F. Learn the conventions of evidence, format, usage, & documentation in their fields.

Student teachers will use accepted lesson plan formats for lesson preparation. Lesson formats generally accepted are Hunter, Karplus and Danielson. Suitable format choice is based on grade level and subject matter. Format should be discussed with the cooperating teacher and university supervisor before preparation of lessons.

 

4. Course Outline of the Major Topics and Subtopics

General informational meetings three months in advance, orientation meeting one month in advance, and mock interview seminar and exit exam of student teaching experience.

5. Basic Instructional Plan and Teaching Methods Utilized

Large group data collection, informational dissemination, individual interviews, observations, individual conferencing, seminars, and professional collaboration.

6. Course Requirements/Assignments

1. Compile and maintain a professional portfolio.
2. Attend orientation meeting.
3. Write and discuss goals formulated.
4. Complete and hand in master/daily classroom schedule.
5. Observe and summarize in writing observation of two half days in one’s licensure area in other districts.
6. Write a weekly journal/e-mail of reflections, thoughts, and accomplishments (shared only with university supervisor).
7. Write three sequential lesson plans for his/her education files as well as daily plans for teaching.
8. Write and teach a content area unit or build a set of learning experiences around a standard or part of a Minnesota Graduation Standard that is of at least five days duration.

10. Confer daily with classroom supervisors.

11. Confer weekly with university supervisor.

12. Design and manage learning for a minimum of two weeks, full days.

13. Successfully complete student teaching in an appropriate classroom

14. Attend university supervisor scheduled seminars.

 

7. Alignment of assignments with University Studies Flag requirements:

1. The classroom supervisor and the university supervisor observe, record, and discuss positive points of classroom performance as well as share constructive factors to assist in strengthening the student's knowledge, skills, professionalism, and practice. The Student Teacher Evaluation form is sent to the Placement Office.

2. Attend a mock interview seminar and write exit exam.

3. Write and discuss mid-term assessment with classroom supervisor and university supervisor.

4. Discuss final evaluation with classroom supervisor and university supervisor.

9. Textbook(s) or Alternatives

The student is responsible for the information in the Field Experience Handbook for the Winona State University Effective Educator Program.

10. List of References and Bibliography

Campbell & Cignetti. How to Develop a Professional Portfolio. (1997). Needham Heights, MA

Allyn and Bacon

Kronowitz. Beyond Student Teaching. (1992). White Plains, NY Longman

Danielson. Enhancing Professional Practice. (1996) Alexandria, VA. Association for Supervision and Curriculum Development

Rosenberg, Michael S.; O'Shea, Lawrence; O'Shea, Dorothy. (1998). Student Teacher to Master Teacher. Upper Saddle River, NJ