EDUC 498 – Advanced Supervised Teaching 10 weeks

Instructor: Email: Office Phone:

Course Goals

This course provides teaching credential candidates the opportunity to bridge the theories and learning from their courses and fieldwork into the day-to-day practice of student teaching. By the end of the course, students will be able to do the following:

• Make professional learning goals and make progress to improve practice • Teach daily lessons aligned with the Teacher Performance Expectations

• Prepare complete lesson plans, according to the University’s approved format

• Complete a reflective evaluation after each observed lesson taught where strengths and areas of needed improvement are analyzed

• Prepare lessons based on the feedback received from the University Supervisor and the School-Site Supervisor

• Analyze teacher’s codes of ethics and be able to apply these to real world case studies

• Understand the history of public education and its influences on our current system

• Use and adapt resources based on the strengths and needs of your students, including assistive technology

• Understand how to effectively communicate with students and parents, including the use of technology

• Make progress towards meeting beginning teacher competency of the Teacher Performance Expectations

Dispositions As students and professors in ULV’s Education Department, we agree to the following dispositions and work towards improving and modeling these characteristics on a daily basis:

Intellectual and Personal Transformation

Teacher candidates challenge themselves to become the best personal and professional

representation of their current self, and strive to mature and grow by thinking and reflecting on

the growth process they have established for themselves.

Cultural Competence & Inclusion

Teacher candidates demonstrate ability to understand and communicate effectively with people

across cultures. Teacher candidates demonstrate this ability by being aware of their own world

view and by being intentional in their development of positive attitudes towards cultural

differences. Teacher candidates gain knowledge of different cultural practices and world views

that enable them to work effectively in diverse settings.

Social Emotional Learning

Teacher candidates effectively apply the knowledge, attitudes, and skills necessary to understand

and manage emotions, set and achieve positive goals, feel and show empathy for others, establish

and maintain positive relationships, and make responsible decisions.

Ethical Responsible Decision-making

Teacher candidates establish a process of evaluating and choosing among alternatives in a

manner consistent with ethical principles. Teacher candidates make the commitment to do the

right thing; are aware to act consistently and apply moral convictions to daily behavior, and have

the ability to collect and evaluate information, develop alternatives, and foresee potential

consequences and risks.

Facilitation & Collaboration

Teacher candidates can advocate on their own behalf and they also listen to different points of

view and perspectives. Teacher candidates ask questions and analyze the integration of new

knowledge and information in their efforts to co-construct meaning and outcomes beneficial to

all involved.

Critical Analysis & Inquiry

Teacher candidates seek, gather and evaluate information, ideas, and assumptions from multiple

perspectives to produce well-reasoned analysis and understanding, leading to new ideas,

applications and questions.

Innovative Thinking

Teacher candidates understand that innovating thinking is thinking “that’s outside of the box”,

while having clearly defined objectives. Teacher candidates understand that innovators are open

to other people’s ideas, and engage in constructive and collaborative ways with others.

Effective Verbal & Non-Verbal Expression

Teacher candidates exhibit proficient use of verbal and non-verbal communication skills, and are

competent at recognizing registers of communication associated with different cultural/linguistic

patterns.

Student Teaching Attendance Policy

✓ All candidates are to be in attendance at their assigned school sites and classrooms for the full

length of the professional day.

✓ All candidates are to attend faculty meetings, department meetings, planning meetings, parent meetings, and any other meetings held at the school site that are attended by the School-Site Supervisor.

✓ Candidates are to adhere to the district’s policies for teachers regarding the professional day and must keep the same time of arrival and departure to and from the school as the School-Site Supervisor.

✓ Candidates are expected to be at their assigned school-sites and classrooms every day. Two (2) excused absences will be allowed for EDUC 4XXB. If you have three (3) absences, it may result in suspension of your supervised teaching supervision. Please contact the School-Site Supervisor and the University Supervisor if you are going to be absent.

✓ Per each course, candidates will only be allowed two (2) days to substitute in the class of the School-Site Supervisor during EDUC 4XXB.

Course Calendar

Date Topics Reading /Online Prep (done before class)

Assignments Due (bring to class)

Session 1 In- person: Classroom Management

Session 2 Online: Ethics in Education

Ethical Case Studies

Session 3 In-person: Cal TPA 2 Orientation

Read the TPA and come to class with questions

Session 4 Online: TPA 2

Session 5 Online: History of Public Education

Online Module

Session 6 Online: TPA 2

Session 7 Online: Parent Communication

Parent Communication Reflection

Session 8

Session 9 In- person: Credential Orientation and Securing a Job

Bring your Resume to class

Session 10 Online: Induction Induction Plan

Assignments

All assignments must be typed, including lesson plans. No late assignments will be accepted unless approved by the instructor ahead of time. Due dates are specified on the above course calendar. The

quality of all written work is expected to be at graduate level. Written work is evaluated for quality and clarity of content, logical organization, and general mechanics such as spelling and grammar.

1. Respond to Ethical Case Studies on the Discussion Board. Analyze teacher codes of ethics and apply these to answering real world case studies. Identify when a situation moves form low risk to high risk. Respond to two case studies and provide feedback to one of your classmates.

2. Reflect on the history of public education and its influences on our current system. Talk with your Site Supervisor and University Supervisor on the changes they have seen during their career. Reflect on how education has changed since you were in school. Include your reflection in your portfolio.

3. Lesson Plans. Complete thorough lesson plans in outline format using the Into: Through: Beyond format and identifying Modeling Instruction: Guided Practice: Checking for Understanding: Independent practice must be prepared for each lesson taught.

• Daily lesson plans must be completed for all subjects taught. These lesson plans must be e-mailed to the University Supervisor the day before and given to the School-Site Supervisor each morning prior to teaching the lessons.

• No lesson can be taught without a lesson plan. The University Supervisor will leave if a thoroughly prepared lesson plan is not available. These lesson plans are to become part of the candidate’s Portfolio.

• Complete lesson plans must be available for each University Supervisor and School-Site Supervisor’s observation.

• Lesson plans must follow the University’s format.

• All lesson plans are to be based on the TPE requirements, Common Core Standards, and ELD Standards.

• Complete a reflective evaluation after each observed lesson.

4. Portfolio. The Electronic Portfolio is to be divided into Sections and must be available to the University Supervisor every week and shared with your instructor.

• Section 1 Classroom Management. All materials pertaining to the class and school’s policies, procedures, and schedules.

• Section 2: Daily Lesson Plans. A lesson plan is required for each lesson taught. All materials used to teach the lesson MUST be included with the lesson plan.

• Section 3 TPE Journal and Goal Setting. The TPE goal setting assignment is submitted here. This is also a place to reflect on different TPEs that your supervisor might not have observed in a lesson (Example: A reflection on attending and participating in parent conferences).

• Section 4 Observations. A copy of each observed lesson form from the University Supervisor and School-Site Supervisor.

• Section 5. Lesson Reflection and General Reflections: An analysis of each observed lesson is required. This is also a place for general reflection on your student teaching experience.

• Section 6. Assignments. Parent Communication assignment is submitted here.

• Section 7 Professional Activities and Induction Plan. Keep a log of all training and professional activities attended. Submit your Induction plan assignment here.

5. Parent Communication Reflection: Observe two ways of communication to parents. One should be in person, like a parent-teacher conference, and one should utilize technology. Reflect on the strategies used. Include in your portfolio.

6. Complete an Induction Plan. Analyze and reflect on your strengths and needed growth areas in

relationship to the Teacher Performance Expectations. Complete the Induction Plan and get input from both your School-Site Supervisor and University Supervisor.

Grading

Grade A/ Based on the 498 Final Evaluation: The candidate’s planning and teaching abilities were appropriate, relevant, accurate, clear, and detailed. The planning and teaching were purposefully connected to the content standard and the objective and the content standard was strongly reinforced throughout the lesson. The teaching strategies used were appropriate and accurately supported the objective. The assessments appropriately supported the objectives. The candidate attended all sessions and submitted all assignments for credit. Grade B/ Based on the 498 Final Evaluation: The candidate’s planning and teaching abilities were inappropriate and lacking in detail. The planning and teaching lacked connected to the content standard and the objective and the content standard was ineffectively reinforced throughout the lesson. The teaching strategies used were inappropriate and did not support the objective. The assessments inappropriately supported the objectives. The candidate did not attend all sessions or submit all assignments for credit. Grade F: Candidate does not meet beginner teacher competencies.

Seminar Attendance Policy

Students who miss more than 10% of scheduled class time cannot pass the class. This includes tardies, absences, early departures from class, or failure to participate fully in online sessions/activities. Any fraction of an hour missed counts as a full hour. We feel strongly about the importance of students being in class to experience the material. If students can attend an equivalent class session in another section or at another campus, the time missed can be made up. The time cannot be made up through additional assignments or experiences unrelated to the content that was missed.

Late Work Policy No late work will be accepted for any teacher education/MAT course. Should extenuating circumstances arise, students may make individual arrangements with the professor for extended deadlines. Such arrangements must be made before the original due date for the assignment and are at the discretion of the professor.

Academic Honesty “All tests, term papers, oral and written assignments, and all other academic efforts are to be the work of the student presenting the material. Any use of wording, ideas, or findings of other persons, writers, or researchers requires the explicit citation of the source; use of the exact wording requires a “quotation” format” (ULV Catalog).

Students with Disabilities

University policies concerning students with disabilities are available through the Director of Services for Students with Disabilities in the main campus Student Health Center (ext. 4254 or through www.laverne.edu/dss). Students may speak privately to the instructor as well.

UNIVERSITY OF LA VERNE LAFETRA COLLEGE OF EDUCATION

STUDENT TEACHING PORTFOLIO REQUIREMENTS EDUC 497: INTRODUCTORY SUPERVISED TEACHING &

EDUC 498: ADVANCED SUPERVISED TEACHING

The Electronic portfolio serves as both a reflective tool and record of your work in EDUC 468 and EDUC 478. Its purpose is to facilitate an interactive dialog between you and your University Supervisor, as you reflect on your growth areas and goals during student teaching. It also serves as a bridge, as you secure a job and enter into your two years of Induction. The electronic portfolio can be on Digication or Google Docs. The link to your portfolio must be shared with your University Supervisor during the first week of student teaching. The portfolio is included in your overall grade given by your University Supervisor. Your portfolio should be divided into the following tabs: Section 1: Journal Section 2: Lesson Plans and Copies of Completed Observation Forms Section 3: Management Plan Section 4: Induction Plan Section 5: Professional Development Section 1: Journal

a. Observed Lesson Analysis: To be completed after each observed lesson by the

University Supervisor or School-Site Supervisor.

• What do you consider went well in the teaching of this lesson? (Student

engagement, effective strategies, effective assessment, pacing, technology,

adaptations, etc.)

• What do you consider did not go as well as you had planned in the teaching

of this lesson? Analyze why the lesson did not go well. (Type of lesson,

unclear modeling or guided practice, lack of student involvement or interest,

etc.)

• What adaptations would you make to the lesson, in order to re-teach it

effectively?

b. Overall Reflection: A one to two page reflection should be completed each week.

This can be accomplished by writing a little each day or waiting until the end of the

week to reflect. Over the course of the 15 weeks, use the topics listed below to

guide your journal entries:

• Describe and reflect upon events that happened during the week. (Example:

Describe an SST or IEP meeting you attended? How was it facilitated, and

how were the parents involved? How will what you learned about this

student, change how you plan your lessons and adaptations?)

• Write about one of the Teacher Performance Expectations that is difficult to

observe in a lesson. (Example: TPE 5: Use assessment data from a variety of

sources to plan and modify instruction. How did you specifically use

assessment data to plan your next lesson? How did you plan adaptations for

GATE, EL or students with an IEP, based on assessment data?)

• Reflect on your growth areas and set specific goals

Section 2: Lesson Plans and Copies of Completed Observation Forms- Use an approved ULV lesson plan template or district template.

a. Observed Lesson Plans: All observed lessons for both the University Supervisor and

the School-Site Supervisor need to be emailed prior to teaching the lesson. Be sure

to include pieces of your lesson that might not be observable (Individual

adaptations, decisions based on assessment data, rationale for strategies used, etc.).

b. All other lessons taught: You should begin 468 by making lesson plans for all lessons

you teach. Your supervisors may decide to shorten the format after they feel you

have taught a subject for long enough that you no longer need a more detailed

format.

Section 3: Management Plan- Complete your plan by the end of 468. For student teachers, this plan should be how you want your classroom to be organized. For interns, this is the plan you are using.

a. Classroom Procedures and Routines

• How do students enter the room?

• How do students leave the room?

• How do students move around the room during the lesson?

• Passing out and collecting papers

• Passing out and collecting supplies

• Drinking water, restroom, and pencil sharpening

• Dismissal/greeting

• Attendance

b. Classroom Physical Environment

• Classroom layout with rationale

• Bulletin boards

• Student work posted

c. Student Management

• Classroom expectations

• Student discipline procedures

d. Parent Involvement

• Welcome Letter

• Ongoing positive communication

• Volunteers

e. Teaching Practices

• Positive reinforcement

• Participation expectations (Examples: Raising hands, asking for help, working

in small groups)

• Key instructional phrases

• Transitions

Section 4: Induction Plan: This plan is due by the end of 478. You work with both your University Supervisor and your School-Site Supervisor, to reflect on your strengths and set goals to work on during Induction. Besides posting in your portfolio, you also need to bring your plan the first time you meet with your Induction Support Provider. Section 5: Professional Development

a. Professional Activities: Log and describe all professional activities

(conferences attended, professional development training, technology

training, etc.)

b. Resume: Get feedback on your resume from your supervisors.

c. Cover Letters: Include multiple cover letters for the districts you would like

to work in. Research each district and describe why you want to work for

that particular district and why you would be a good fit.

d.