NORTHEASTERN STATE UNIVERSITY

COLLEGE OF EDUCATION

http://arapaho.nsuok.edu/%7Ecollegeofed/

DEPARTMENT OF FOUNDATIONS AND LEADERSHIP

EDUC 3313, Clinical Teaching/Pre-Internship I

Fall 2004 Semester, Tahlequah Campus

Instructor: Dr. Karen Carey

Office: Library 119 Phone: ext. 2236 Email: careyka@nsuok.edu

Office Hrs: Mon. 11-12,1-3, Tues. 10-12, 1-3 Wed. 11-12, 1-3, Thur. 10-12, 1-3 Fri. 11-12, 1-3

COURSE NUMBER AND TITLE: Education 3313: Clinical Teaching/Pre-Internship I

I. PREREQUISITES

The prerequisites for this course are completion of 45 credit hours and an overall grade point average of 2.50. Failure to meet these requirements at the start of this course will result in automatic administrative withdrawal.

II. CATALOG DESCRIPTION OF COURSE

This course is a study of the role of the school in a democratic society and teaching as a profession. All students enrolled in the course are required to complete a field-based clinical experience in the public schools for a minimum of 8 days during the semester. The clinical experience includes classroom observation and participation in activities under the supervision of a professional educator. Completion of this course is required for Admission to Teacher Education and to satisfy degree/certification requirements for teacher education.

III. KNOWLEDGE BASE

The Northeastern State University Teacher Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs which prepare professional educators to work in public school settings. These philosophical assumptions are stated in the theme of the program. It is assumed that it is the responsibility of professional educators to:

A. develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection;

B. serve all students under their charge, regardless of ability, with a sense of efficacy;

C. instill self-respect, dignity, and respect for others in their students;

D. be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities and talents; and

E. know, understand, and communicate the content of the specialty area(s) in which they are teaching.

These assumptions represent a philosophical approach to teaching and learning that is present throughout the course-work and the field experiences of the NSU Teacher Education Program.

IV. CONCEPTUAL FRAMEWORK*

The Teacher Education Program at Northeastern State University prepares professional educators to be teaching scholars, educational leaders, and developers of human potential.

Educators as Teaching Scholars

Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills, they know how to stimulate active learning and they encourage P-12 students to be critical, creative thinkers, with the ability to be lifelong learners.

Educators as Leaders

Educational leaders believe that all P-12 students are capable of learning and of making education progress and serve as advocates for children/adolescents and families. They understand the political nature of teaching. Educational leaders are able to inspire and motivate others by modeling effective communication skills, professional demeanor and attitudes.

Educators as Developers of Human Potential

Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

*The full text of the NSU Teacher Education Program conceptual framework is available on the College of Education webpage; you are encouraged to read it for full understanding.

V. MAJOR GOALS

Clinical Teaching/Pre-Internship 1, Education 3313 will introduce prospective teachers to the professional education knowledge base, upon which the NSU Teacher Education Program is designed. In keeping with the theme, Professional Educators As Facilitators of growth and learning for all students under their care, this course will combine classroom discussions and activities with the student’s field-based experiences component.

EDUC 3313 will prepare students with a solid foundation for subsequent educational studies. The major goals for EDUC 3313 are:

A. Students in EDUC 3313 will become aware of the importance of reflective thinking in relation to teaching. They will use this knowledge in designing their educational philosophy.

B. Students in EDUC 3313 will gain knowledge of legal and ethical considerations needed to serve all students with a sense of efficacy.

C. Students in EDUC 3313, through a study of the role of school in a democratic society, the function of the teacher, and teaching as a profession, will gain understanding of the teacher’s responsibility in creating a humane classroom environment.

D. Students in EDUC 3313, through a survey of the complexities of the role of schooling in a democratic society, will gain an appreciation and awareness of the need for educational goals that enhance effective education for a diverse population.

From these goals evolve the specific learning outcomes for Education 3313.

VI. EXPECTED COURSE OUTCOMES

To provide the necessary knowledge base for subsequent educational studies, as well as to reflect the conceptual framework for the NSU Teacher Education Program, the course content of Education 3313 will be correlated with specific topics, many of which are mandated by the Oklahoma State Department of Education*. During this course, the student will:

1. Acquire information on Oklahoma’s minimum criteria for effective teaching performance.

2. Become acquainted with Oklahoma’s professional education standards.

3. Be introduced to group learning strategies and other student-centered teaching methods.

4. Become aware of the impact of multicultural diversity and global perspectives on American public education and resultant educational issues.

5. Acquire knowledge on the history and development of American education.

6. Be able to identify effective teacher characteristics and become aware of effective teaching strategies.

7. Learn about American democratic principles and their relationship to free public education.

8. Learn about organization and administration of schools with emphasis on Oklahoma.

9. Study legal and ethical considerations affecting school operation.

10. Become knowledgeable of the objectives and purposed of education.

11. Be introduced to processes for reflective thinking and problem solving.

12. Become knowledgeable of programs for teacher-student development.

13. Be familiar with competency testing, licensing, and certification.

14. Complete all requirements prerequisite to other professional education courses.

VII. INSTRUCTIONAL MATERIALS

The approved required textbooks for this course are:

1) Introduction to Teaching: Becoming a Professional by Donald Kauchak, Paul Eggen, and Candace Carter;

2) Developing a Teaching Portfolio: A Guide for Preservice and Practicing Teachers

3) Legal Handbook for Teachers – A. Kenneth Stern

4) Professionalism in Teaching, by Beth Hurst & Ginny Reding

5) NSU College of Education Portfolio Handbook, Fall 2004 edition – The NSU college of Education Portfolio Handbook also may be purchased from the NSU Bookstore on all three campuses or it may be printed from the NSU College of Education webpage: http://arapahon.nsuok.edu/%7Ecollegeofed/handbook.pdf

(INSIDER TIP: The NSU College of Education Portfolio Handbook is approximately 70 printed pages.)

6) Course Compass student access code.

Each Student must have:

A. a sturdy notebook for Pre-I Internship journal;

B. a scantron form and #2 pencil for each exam;

C. access to electronic mail and basic web-browsing and electronic mail skills

(e.g., accessing the textbook website, sending and receiving messages, creating, sending and opening attachments). INSIDER TIP: If you do not already have you NSU userid and password, stop now and call Ext. 5580 (on-campus only) OR 918-458-5088 (off-campus) or use NSU Web Services to obtain your NSU username and password;

D. electronic media (CDs, diskettes, etc.) for saving and archiving documents related to the digital professional portfolio and various other course assignments.

Various documents will be provided to the students related to specific processes (e.g., Admission to Teacher Education) and course activities (e.g., field experience observations). Unless otherwise specified, these forms must be properly completed and submitted to the instructor in order to successfully complete the course. In addition, some of these forms will be used for classroom discussions and for coordination of the students’ field experiences with regular course content.

Each student also is encouraged to use a calendar or personal planner to keep track of the class assignments and field-based experience and campus activities.

VIII. INSTRUCTIONAL PROCEDURES

A variety of instructional strategies will be utilized by the instructors of EDUC 3313 to complement students’ field-based experiences. Appropriate multimedia technology and invited guest speakers will also be integrated into the course for the purpose of enriching the students’ total experience. Those strategies include, but are not limited to: expository-discussion, demonstration, inquiry, group activities.

IX. STUDENT PERFORMANCE ACTIVITIES

Students are expected to attend each class, take notes and participate in class activities and discussions.

Attendance will be a factor in determining grades and it is particularly important in the development of positive professional behavior.

In order to receive a grade in this course, students must complete all assignments, activities, tests, and administrative requirements established by the instructor and NSU College of Education. Many of the application procedures required for full admission to the Teacher Education Program at NSU are satisfied during Education 3313. Students who fail to complete all of the requirements of admission to the Teacher Education Program at NSU will receive a “U” grade for EDUC 3313 until all requirements are met. In addition, in order to earn a passing grade in EDUC 3313 Clinical Teaching, by the end of the semester, a student must be fully admitted to the teacher education program at NSU.

X. PERFORMANCE EXPECTATIONS

A. All assignments must be typed or word-processed; handwritten assignments will not be accepted. Written assignments should follow APA or MLA format for citations and references. Students should keep a digital copy of all assignments, and returned graded assignments until receipt of final course grade.

B. All reading assignments should be completed BEFORE the class meeting in which they are to be discussed. All students must participate fully in all class activities – group discussions, class presentations or projects, etc.

C. All activities and projects are to be completed within specified time limitations provided by the course instructor (see schedule/timetable.) Late assignments are not accepted.

D. All exams, tests, quizzes over textbook reading assignments must be completed for successful completion of the course.

E. Excessive absences (more than four) will result in a grade change. As a courtesy, please inform the instructor, in advance if possible, if it is necessary to be absent from the class. Excused absence should be requested in writing and approved in writing by the instructor. Students are responsible for assuring the instructor receives official written notification for excused absences related to University business.

F. Oral and written assignments, class activities, and projects will be evaluated by the instructor with emphasis on

Clarity of presentation (grammar, spelling, sentence structure, etc.)

Clarity of expression (logic, effectiveness of argument, etc.)

Organization

Neatness

Relevancy to key areas of study

G. In order to pass this class, each student must meet the following requirements:

1. Pass the OGET (Oklahoma General Education Test) with a score of 240 or higher (the student is responsible for the financial obligation of the test fee). Proof of a passing score, or test registration must be provided by the second week of class.

2. Take the Writeplacer evaluation (given in class).

3. Participate in a speech and hearing evaluation (given in class).

4. Successfully to establish a digital professional portfolio as part of this course, and pass Portfolio checkpoint one.

5. Successfully complete the 8 full days, one day a week for 8 weeks, of Pre-I Internship field experience in a public school classroom setting and receive an evaluation on their performance from the clinical faculty teacher in that classroom.

6. Students must be admitted to NSU’s College of Education, Teacher Education Program

XI. TIMETABLE FOR COMPLETEING ASSIGNMENTS, ACHIEVING LEARNING OUTCOMES

Within the first four weeks of the semester, students will complete the administrative requirements for admission to the Teacher Education Program and NSU and will be placed in a public school for their EDUC 3313 Pre-Internship I field-based experience. The field-based experiences will be coordinated with EDUC 3313 classroom activities. Development of the professional portfolio also will begin in the first half of the semester.

By midterm, students will have attended class lectures, participated in field activities, participated in class discussions, and completed approximately one-half of their assignments and evaluations, as scheduled by their instructors.

During the second half of the semester, students will complete the remaining course content objectives, including the creation of the developmental digital web-based professional portfolio, and any remaining administrative requirements for program admission. By the end of the semester, a solid knowledge base will be established on which students will build in other professional education courses.

The Course Schedule details the reading, discussion topic, and assignment dates for the course as well as the grade scale.

XII. PORTFOLIO ASSIGNMENTS

All students in the NSU Teacher Education Program are required to develop a digital portfolio which demonstrates their professional growth and development as effective teachers. An in-class seminar will be provided to introduce the digital portfolio concept and guide students through the creating process. Portfolio development begins in this course and all students in the course are expected to satisfactorily complete Checkpoint I as part of their work in this course. (See Checkpoint I content & Organization Checklist in the Portfolio Handbook.) Satisfactory evaluation of the digital, web-based, portfolio during the final internship is a requirement for successful completion of the NSU Teacher Education Program. The guide for the portfolio development process is the NSU College of Education Portfolio Handbook, available online at http://arapaho.nsuok.edu/%7Ecollegeofed/handbook.pdf.

XIII. STUDENTS EVALUATION OF THE COURSE AND INSTRUCTOR

At least once during the semester and at the conclusion of the semester, the students will have an opportunity to evaluate their instructor and the course EDUC 3313. This will be done anonymously and will be used as a means to improve instruction, course content and the NSU professional education program. The suggestions, comments and/or criticisms from students will be taken seriously and hopefully will contribute to the improvement of the course and NSU’s education program.

XIV. CONTACT AND COMMUNICATION WITH INSTRUCTOR

Students in this course are expected to communicate regularly with the instructor regarding their performance in this course. The instructor will be available for individual and group consultation via regular office hours. Office hours are posted on the instructor’s door, Library Room 119. E-mail communication with the instructor is also encouraged and e-mail will be regularly checked, with responses generally available within 24 hours.

XV. STUDENTS WITH DISABILITIES

If any member of the class feels that he/she has a disability and needs special accommodation of any nature whatsoever, the instructor will work with you and the university’s Office of Student Affairs (Room 204 of the Administration Building, Ext. 2120) to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at the first class attended.

XVI. INCLEMENT WEATHER

During times of inclement weather, University wide decisions concerning day classes will be made by 6:00 a.m. in order for the media to be notified and for the students to receive the announcement before they leave home. Administrative decisions concerning night classes will be made by 3:00 p.m. The answering message on NSU’s main number for the Broken Arrow campus, 449-6000, will include severe weather cancellation information when relevant.

SYLLABUS ADDENDUM A:

General Competencies for Licensure and Certification

(Adopted by the State Board of Education as required by Legislative House Bill 1549 for creation of a competency-based teacher preparation program implemented July 1, 1997)

Sandy Garrett, State Superintendent of Public Instruction, Oklahoma State Department of Education

1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or 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 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 is able to adapt 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, 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 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 Oklahoma core curriculum and is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).

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.

Primary Sources of Competencies

~ Competencies 1-10 are based on “Model Standards for Beginning Teacher Licensing and Development: A Resource State Dialogue”, prepared by the Council for Chief State School Officers’ Interstate New Teacher Assessment and Support Consortium.

~ Competencies 11-13 were developed as a result of input from Oklahoma educators.

~ Competencies 14 & 15 are based on Oklahoma law.

Additional background related to the Competencies for Licensure and Certification may be found at the Oklahoma Commissions for Teacher Preparation web page: http://www.octp.org/octp/accred.html. You are encouraged to explore the web page and become familiar with the work of the Commissions and how it affects both your educational and professional aspirations.