CALDWELL
COLLEGE
Department
of Education
Joanne
Jasmine, Ed.D.
Course:
ED 475 Student Teaching Seminar
Credits: 3
Texts:
Campbell, et.al. (2001). How to develop a
professional portfolio. Boston: Allyn
and Bacon.
Hunter,
R. 2004. Madeline Hunter’s
Mastery Teaching. California: Thousand
Oaks.
Time:
Wednesday – 4:20 –6:50 p.m.
Office Hours: Monday
12:00-1:00, 3:00-4:00
Wednesday 12:00-1:00, 3:00-4:00
By
Appointment
Phone Number: 973-618-3610
E-Mail address: jjasmine@caldwell.edu
Attendance is mandatory. More than one absence may result in the
lowering of the final grade of the student.
Extenuating circumstances must be addressed directly to the instructor.
Academic Integrity
Academic integrity, that is, honesty in dealing with ideas, facts, data, interpretations, conclusions, and expression of these, is essential to the very nature of any academic community. The nature and mission of Caldwell College demand a high respect for moral values, including intellectual honesty and justice. Every student who attends Caldwell College agrees to abide by this Academic Integrity Policy as long as he or she remains enrolled. For further details please see the Caldwell College catalogue.
Any
student who has a documented disability and is in need of academic
accommodations must contact the Office of Disability Services (973-618-3645)
and notify the professor of this course.
Students are required to provide written documentation of their
disability in order to be eligible for accommodations. Accommodations are individualized and in
accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1992.
Student Teaching Seminar is
the culminating course in Education Studies.
Upon completion of the course requirements, the student will be eligible
for New Jersey Teaching Certification.
The graduates of
education programs at Caldwell College meet the three sub-components of TEAC
Quality Principle I
1.1
Subject
Matter Knowledge
1.2
Pedagogical
Knowledge
1.3
Caring and
Teaching Skills
These sub-components
align with the 10 New Jersey Professional Teaching Standards (NJPTS) as illustrated
in the Appendix. Similarly, the course
objectives align with the three sub-components referenced above, namely:
|
Objective |
|
A.
Integrate knowledge of the professional education
curriculum and NJ Core Curriculum Standards
1.1, 1.2, 1.3 |
|
B.
Demonstrate teaching techniques, the strategies
designed for students, and the modification of lessons for students with
disabilities 1.1, 1.2, 1.3 |
|
C.
Along with the cooperating teacher, understand
diverse needs of students through the studying of student Individualized
Education Programs (IEPs) 1.1, 1.2, 1.3 |
|
D.
Modify lesson plans, assignments, and formal
assessments to accommodate individual student needs as stated in the IEP 1.1, 1.2, 1.3 |
|
E.
Develop multiple assessments and their modifications 1.2, 1.3 |
|
F.
Demonstrate various different uses of technology in the classroom to
assist all children and to improve communication throughout the school
community 1.2, 1.3 |
|
G.
Engage in dialogue with cooperating teacher, child
study team, colleagues, and classmates to create and enhance the growth of
the reflective practitioner 1.2, 1.3 |
|
H.
Demonstrate procedures for discipline and classroom
management for students and how they need to be modified for children with
disabilities 1.2, 1.3 |
|
I.
Work with parents/guardians in the education of their child 1.2, 1.3 |
|
J. Engage in reflective practices to
gain an understanding of their role as a teacher 1.3 |
Student participation is vital to the
learning process in this course. The use
of practical situations from experience, current events in education, critical
discussions of theory, and a variety of group activities will assist students
in meeting the objectives of this course.
Students are expected to think about the assigned readings and through
class discussions consider how they relate to the student teaching
experience. Important to these
discussions will be the New Jersey Core Curriculum Standards and each student’s
experience in student teaching.
Students will also familiarize
themselves with each child’s IEP.
Students will observe the characteristics of each child’s disability to
effectively meet the needs for these students.
With the help of the cooperating teacher, student teachers will
understand and where applicable administer the services each child is
entitled. Student teachers will also
modify all activities based upon student need and the IEP.
Philosophy of Education and
Resume
The students will
write a one-page philosophy of education statement to ultimately be placed in
their portfolio. Students will also
write their resume.
Readings and Discussion/
Participation/Current Events
The
student will have assigned readings for most class sessions. Students are required to read assignments
prior to attending classes each week in order to be prepared for
discussions. The instructor may
distribute other reading assignments throughout the semester.
Students
will respond to the student teaching experience by recording personal
questions, thoughts, ideas, and reactions on paper in a journal format. Do not summarize a typical day and do not
respond to each lesson or experience separately. Rather, discuss those ideas in your
experience that seem to be valuable as you reflect upon the successes and
improvements, or personal viewpoints differing from your experiences or
studies.
Students earning their Teacher of Students with
Disabilities endorsement will discuss their experiences implementing the IEP,
administering discipline to the students, and interacting with teachers,
special education teachers and regular education teachers.
Journals
should be completed at the end of every week and should be 2-3 pages typed.
The student will create a PowerPoint “Back to School Night” presentation. This PowerPoint presentation should instruct parents as to goals and objectives for the year, weekly schedule, homework expectations, and availability. This program can also include special projects and different types of assessment planned.
Students will submit their projects via email
attachment as well as a hardcopy to the instructor.
The Portfolio
Each
seminar student will create a portfolio that provides insights about the
individual as a person and as a reflective practitioner professional. Students will compile the main components of
their portfolio to showcase to a group of classmates at the conclusion of the
term. Each seminar student must
ultimately become the judge of his/her own classroom performance. The instructor will discuss artifacts during
class. The portfolio is intended to
demonstrate professional and personal strengths.
Philosophy
of Education/Resume 5 points
Journal
Responses 20 points
Back
to School Night Presentation 15
points
Critique
of Audio/Video Lesson 10
points
Portfolio 50
points