CALDWELL
COLLEGE
Department
of Education
Joanne
Jasmine, Ed.D.
Course:
ED 475 Student Teaching Seminar
Credits: 3
Text:
Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., and Wyman, R.
(1997). How to Develop a Professional
Portfolio: A Manual for
Teachers. Allyn and Bacon.
Phone Number: 973-618-3610
E-Mail address: jjasmine@caldwell.edu
Attendance
is mandatory. One absence will be
excused. Each further absence will
result in a lowering of the final grade.
For example an A will result in an A-; an A- will result in a B+. The same procedure follows for tardiness.
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.
A. Integrate all of the
learnings of the professional education curriculum
B. Study the problems and
evaluate the learnings of the student teaching experience
C. Provide opportunities for
extended learning concurrent with student teaching
D. Amend one’s personal
philosophy of education due to the student teaching experience
E. Demonstrate teaching
techniques
F. Engage in dialogue which
creates and enhances the growth of the reflective practitioner
G. Examine current educational
issues
H. Explore procedures for discipline
and classroom management
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.
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 also share with members of the
class current news and magazine articles dealing with educational issues
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. Response Journals will be
collected periodically as stated in the calendar. Each journal must discuss ideas raised by the
student teaching experiences in conjunction with research, theory, and
methodology based upon its intrinsic value and its value to the student as a
future classroom teacher. The student
teacher should be reflecting upon his/her own experiences and how they will
impact future decision-making.
Journals should be completed at the
end of every week and should be 2-3 pages typed.
One occasion during the semester,
the student will exchange his/her journal with other classmates. These students will provide written
feedback. The date is noted in the
calendar.
Students
will submit 3 consecutive lesson plans complete with supplemental activities,
worksheets, assessments etc.
Students will also take one of the lessons and teach
a mini lesson to the class.
Students will videotape a lesson on
site in their respective schools. A 2-page critique of the videotaped lesson
along with the lesson plan will be submitted as noted on the calendar.
Students will attend 3 faculty
meetings and one board meeting. A 3-page
paper will be completed summarizing the events at those meetings. Students will reflect on the meetings and
discuss how they affect the classroom teacher as well as the change in topics
over the course of a semester.
The student will complete the following technology project:
Create a PowerPoint “Back to School Night”
presentation. This PowerPoint
presentation should instruct parents as to your goals and objectives for the
year, your weekly schedule, your homework expectations, and your
availability. This program can also
include special projects and different types of assessment you plan to do in
the upcoming year.
Students will submit their projects on disc and 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 focus on portfolio artifacts and insertions that will be representative of
what he/she has learned in seminar, in other classes, and throughout life's
experiences. The portfolio is intended
to demonstrate professional and personal strengths. The portfolio should attempt to answer the
following questions:
What
is my approach to the teaching of reading and writing?
What
are my instructional approaches?
What
materials and ideas have I collected
from my student teaching experience?
What
material and ideas have I created
which might be useful to me in future classroom?
What
would I like other professionals to know about my performance as a student, as
an educator, and as an individual interested in life long learning?
Philosophy
of Education/Resume 5 points
Journal
Responses 20 points
Back
to School Night Presentation 15
points
Lesson
Plans/Mini Lesson 15
points
Critique
of Video Lesson 10
points
Analysis
of Board and Faculty Meetings 15
points
Portfolio 20
points
Lesson Plan Outline
N.J. Core Curriculum Standard
Lesson Objective
Anticipatory set – a brief statement (question)
to stir prior knowledge and to help relate the new information to previous
experiences, background information that supports/strengthens the lesson
Key Vocabulary- words that require
clarification, explanation, and emphasis before, during, and after the lesson
Focus Activity
Checks for Understanding
Closure (Metacognitive Processing – reflective questions,
discussion)
Homework (if applicable)