For English subject matter candidates: Tina Lewis, alternate Tuesdays starting February 10, 2-4 p m



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Updated 4/10/2016

Course Overview

SED 554: Supervised Field Experience and Practicum

for the Single Subject Credential

Spring 04



Traditional Program

California State University, Northridge

Department of Secondary Education

For English subject matter candidates: Tina Lewis, alternate Tuesdays starting February 10, 2-4 p.m. in ED 1125 starting February 10, tinalewis31@aol.com

For Mathematics and Science subject matter candidates: Professor Mike Rivas, alternate Wednesdays, 4-6 p.m. in BB1210, starting February 11, mgrivas@csun.edu

For all other disciplines: David L. Moguel, alternate Tuesdays starting February 3, 2-4 p.m. in ED 1125; 4-6 p.m. in SH 266, David.l.moguel@csun.edu, (818) 677-4010, office hours (Room 2127) by appointment


Overview of Required Activities

Activity 1a: Interview with Master teacher, Week 1

Support Provider, or Department Chair
Activity 1b: Classroom Observation 1 Week 1
Activity 2: Classroom Observations 2 & 3 Weeks 2
Activity 3: Classroom Observations 4 & 5 Weeks 3

Activity 4: Working with Small Groups or Individuals/

Teaching Parts of a Daily Lesson Weeks 4-6
Activity 5: Professional Connections: Parents, Family, As available

Community, School, and Professional

Organization Meetings
Activity 6: Lesson Planning and Teaching Weeks 6/7 - 20
Activity 7: Concluding Self-Interview Week 15
Activity 8: Selection of six entries for Professional Week 15

Teaching Portfolio (PTP)



School Site and Seminar Participation
Candidates are expected to attend their school sites daily. Absences exceeding ten school days, including illness and family emergency, automatically withdraw the candidate from SED 554. It is the candidate’s responsibility to notify both the university supervisor and the master teacher when they are absent. If a university supervisor makes a visit and the candidate is not on site, a note of this shall be made on the candidate’s Progress Report.
The field experience assignment will respect the school site’s calendar. That is, if the school’s semester ends in January, the field experience assignment will end at that time, even if CSUN’s semester ends in mid-December.
Candidates are expected to fully participate in the biweekly seminar, with 8 total points awarded for participation.
Candidate Evaluation and Grading

All candidates are enrolled in SED 554 on a Credit - No Credit basis.


University Supervisor: Determines 50% of the grade, awards a Credit – No Credit grade, and provides support to the candidates in the field during the semester.
Visit 1 - Initial conference with Candidate and Master teacher

Visit 2 - during Activity 4

Visits 3 and 4 – during Activity 6
The university supervisor will consult with the master teacher on the progress of the candidate, including attendance, instruction and professionalism. The university supervisor will periodically review lesson plans maintained by the candidate in a notebook. The notebook may also include unit or weekly outlines or overviews.
Both master teacher and university supervisor complete and submit a final Progress Report near the end of the semester. The university supervisor will either collect and submit the final Progress Report from the master teacher, or will provide the master teacher information on how to submit it.
For the University Supervisor’s portion of the final grade, the point total is calculated by adding the Performance Competency points for the 13 items of the final Progress Report. The 13 items, each with a Performance Competency on a range of 1-5, can result in a maximum 65 total points, or a minimum passing score of 39 (all 3’s).
Seminar Instructor: determines 50% of grade as detailed in the table on the following page. The seminar grade is based on a 65-point scale. A passing grade is achieved with a minimum of 39 points.

Final Grading Procedures

At the end of the semester, the SED 554 instructor informs the University Supervisor if an individual teacher candidate merits a No Credit grade for the seminar portion of the course. If either the University Supervisor or the SED 554 instructor recommend a grade of No Credit, a conference between the two must compare point totals and determine a final grade.


If the University Supervisor does not receive a recommendation of No Credit from the SED 554 instructor by a specified deadline, the University Supervisor may assume the student has passed the seminar portion and can proceed to award a grade of Credit.

Grading Rubric for Activities / Assignments
NOTE: All written assignments should be double-spaced, with 1-inch margins all around, using the Times or Times New Roman font in 12-point type used here.
All assignments will be graded on a 1-5 basis, with 5 being the maximum score. While the work of describing a class is important in any written analysis, the emphasis for each assignment is on the following:


  • Answering the guiding questions of the Activity

  • Analyzing one’s observations by making explicit connections of theory and scholarship from other credential program courses to classroom practice, specifically citing other courses, authors, and theories.

A score of 5: Outstanding, indicates an answer to the guiding question and connection to relevant theories that are clear, complete, well organized, and insightful.


A score of 4: Strong, indicates a complete answer to the guiding question and strong connections to relevant theories.
A score of 3: Satisfactory indicates a satisfactory answer to the guiding question and connections to relevant theories.
A score of 2: Marginal, indicates an answer to the guiding question and connections to relevant theories that demonstrate limited insight and unclear understanding.
A score of 1: Unsatisfactory, indicates an answer to the guiding question and connections to relevant theories that demonstrate lack of insight and understanding.

SED 554 Course Schedule



University Supervisor Visit

Activity


Description

Points

Due Date

1st Visit: Initial conference with candidate and master teacher




First Day of Seminar




February 3


1a
1b

Interview
Classroom Observation 1


10

February 17





2

Classroom Observations 2 & 3

10

March 2





3

Classroom Observations 4 & 5

10

March 16





4

Analysis of Tutoring or Mini-Lesson

5

March 30


2nd visit

5

Professional Connections

5

April 13


3rd and 4th visit

6

Lesson Plan notebook




Weeks 8 - 20




7

Self-Interview

5

April 27





8

Entries for PTP

12

May 11








Seminar Participation

8



Fieldwork: Progress Report points,

65 points total, 39 required for a passing score


Seminar: 65 points total, 39 required for a passing score




Activity 1a

Interview of Master teacher, Support Provider, or Department Chair

TPE 13: Professional Growth


Seminar Activities: Discuss possible answers to the interview questions.

Interview your master teacher, university supervisor, or Department Chairperson at the school of your SED 554 assignment. Ask the individual the questions below, and write a 2-page, double-spaced written report of the interview addressing the questions.





  1. In general, what curriculum and content standards are addressed in the classes

you teach?


  1. What are the greatest challenges you face in teaching the core curriculum and these students?




  1. What are the most important goals you try to accomplish in the first two weeks of class, and how do you go about trying to accomplish them?




  1. What two or three specific suggestions or advice do you have for me as I enter the teaching profession?


Activity 1b

Classroom Observation 1

Activity 2

Classroom Observations 2 & 3

Activity 3

Classroom Observations 4 & 5

Seminar Activities: Discuss assignment and observation form. Select one or two techniques and discuss anticipated findings.


You are to select 5 of the following 9 observation techniques and prepare one observation report for each. EACH REPORT USES ONE AND ONLY ONE (1) OF THE TECHNIQUES. Each report should contain the following sections.


Class Description: 1 short paragraph that includes subject, grade level, class period, lesson taught
Observation Report: (About 2/3 of a page) What did you see?
Analysis: (About 1 1/3 pages) Answer the questions posed by the technique. In your answer, connect theory and scholarship from other credential program courses to classroom practice, specifically citing courses, authors, and theories.

The Techniques


Technique 1: Teacher Directions: TPE 6B/6C, TPE 7

Teacher directions play a critical role in the success of students as they complete assignments or activities. Clear, complete directions assist and motivate students by helping them know how to do an assignment, the sequence of an activity, etc. Directions are often altered to meet the particular needs of students, e.g., middle school vs. high school students, English learners, from diverse backgrounds. Higher levels of achievement are associated with effective teacher directions. Your task is to make a written record of all the directions a teacher provides, in writing or verbally.


How would you characterize the teacher’s instructions in terms of terms of their amount, variety, specificity, expectations for achievement, and clarity. Considering the directions in terms of the curriculum and the students, what are key aspects of providing directions, and how do directions influence student achievement and attitudes in the class?
Technique 2: Academic Content Standards: TPE 1B, TPE 4

Critical aspects of teaching include how to deliver and make content accessible to students. The purpose of this observation technique is to collect information about what academic content standards are being addressed, the activities a teacher selects to promote student learning, and consideration of how content is made accessible to all students. Your task is to a) make a written record of the content addressed in a class, based on teacher verbal comments, teacher written comments, and assignments and activities; and b) make a written record of the activities used and the length of time provided for each activity (e.g., journal entry, teacher lecture, class discussion, group answering of questions) over a two-three day time period.


How would you characterize the information collected in terms of the variety of activities; level of learning required; opportunities to learn, practice, and apply academic content standards; and how the content was divided into parts for learning? Are the teaching activities subject-specific? Is the core content accessible to all students? What would be some alternatives?
Technique 3: At Task: TPE 5, TPE 10

The purpose of this observation technique to provide information about individual students and their engagement in class activities. Typical activities are reading, listening, writing, discussing questions with a group, etc. The seminar instructor will describe and discuss this technique; in general, you will create a seating chart of the class and an appropriate list of on- and off- task behavior. Then you will systematically rate each student’s behavior at five- or ten-minute intervals.


Analyze the information you have collected. Are there particular students who do not seem to be involved in class work? Does considering gender affect the analysis? Are there particular times when students seem more or less involved in class activities?
Technique 4: Anecdotal Record of Students Outside the Classroom:

TPE 6B/6C, TPE 8, TPE 11

For this observation, select a setting outside the classroom: at lunch, nutrition, or before or after school. Observe and describe the students’ behavior and language. While it’s difficult not to make inferences, focus on describing particular behavior and language. Also include descriptions of the context.


What are some similarities and differences between in-the-classroom and outside-of-the-classroom behaviors and language? Consider the developmental level(s) of students and the social environment. What insights have you gained that may be useful in making teaching decisions?
Technique 5: Teacher Feedback: TPE 3, TPE 4

Providing students with feedback on their learning is critical so that they know what they are successfully learning and where there are gaps in learning. Praise or negative remarks as a type of feedback may also influence students’ motivation to learn. Successful teachers have a repertoire of ways to provide feedback to students. Your task is to make a written record of the teacher’s verbal feedback during a daily lesson. It may also be useful to make a note about a student comment or action that prompted the feedback or to note the teacher’s tone in making the feedback. Write down all teacher statements that seem to you to be providing feedback on learning, student answers, behavior, etc.


Then, analyze the feedback. Does the teacher give a great deal of feedback, or a minimal amount? What is the nature of the feedback? Does it include repeating a student’s idea, modifying or rephrasing the idea, applying the idea, comparing the idea with other ideas or comments in a discussion, summarizing what an individual student or several students have said. Is the feedback positive, negative, or neutral? How does the feedback seem to affect student learning? What types of feedback will you attempt to provide in your teaching?
Technique 6: Movement Patterns: TPE 2, TPE 8

Another seating chart observation technique is to record the movements of teacher and students during a lesson. Teachers make decisions about where they will stand at the beginning and end of class, how they will monitor student learning during class activities, etc. Students’ movements may reveal whether they are engaged in various activities and provide information about particular students. Your task is to make a record of how the teacher and individual students walk from one section of the room to another during a given time frame.


Then analyze the movement patterns of teacher and students during the class time. How much movement was there, and did this movement facilitate learning and engagement? Consider the particular students, curriculum, and planned activities. What insights emerge from this information? What results might alternative possibilities create?
Technique 7: Assessment of Student Learning: TPE 3, TPE 7, TPE 8

This observation technique calls for you to collect information about all assessments used over the course of two-three days of observation. This may include but is not limited to oral or written quizzes, tests, reviews, homework assignments, student presentations, and modifications for English learners or students with special needs.


Analyze the assessments used in terms of their variety, the level of learning required, match with objectives/academic content standards, match with other student activities, and type of assessment (formative, summative). What can be known about individual student learning from these assessments? In what ways will the results of these assessments be valuable for a teacher? What other assessment might be developed to provide helpful information? What other sources of information might a teacher seek out to learn about individual students?
Technique 8: Teacher Questions: TPE 2, TPE 5

Asking questions is a key teacher skill. Asking questions of students skillfully is a way to monitor student learning, engage students in learning, and to stimulate student thinking and learning. Your task is to make a written record of each question asked by the teacher during a particular portion of a lesson. Write down all teacher questions or statements made in a questioning manner. Then, analyze the questions asked. You will want to consider whether the questions called for factual answers or for student thinking, whether the questions were narrow or broad, whether probing or follow-up questions were asked, how many questions the teacher asked at a time, whether questions were rephrased, etc. What types of questions is the teacher generally asking students, and what is the effect of the questions on classroom discussions and student learning? What results might alternative questioning create?


Technique 9: Use of specialists and classroom aides: TPE 4, TPE 7

School or district specialists and classroom aides can provide important resources for classroom teachers as they work with all students, including English language learners. Observe and list how specialists and classroom aides contribute to student learning. Describe how they provide resources, assist in communicating with parents and students, and teach individual and small group lessons. If you are unable to observe a classroom aide in the supervising teacher’s class, the teacher may arrange for this observation in another classroom. What are some of the most valuable contributions classroom aides or other specialists make? How would such personnel participate in your future classrooms to promote student learning, including English Language Development and content learning?


Activity 4
As the student teaching assignment and conditions dictate, the candidate shall select one of the two following distinct activities and write a 2-page report on one of them.

Assisting/Tutoring Individual or Small Groups of Students

TPE: 1B, TPE 4, TPE 9

Seminar Activities: Discuss assignment, conduct role plays, discuss suggestions for

assisting individuals and small groups of students.
Consult with the master teacher about the best ways you can assist individual students or small groups of students with learning. As appropriate and during class time, circulate and assist students as they work individually or in groups; tutor individual student or small group of students. In addition, as appropriate, tutor or assist students before class or during nutrition or lunch. In a 2-page report, address the following questions:
As you analyze these experiences, how do they connect to theory and research from current or completed credential coursework?
How do students respond to your tutoring efforts, and what is this assistance teaching you about how students learn?

Teaching Short Lessons/Pieces of Lesson extended across several days

TPE 1B, TPE 2, TPE 3, TPE 4, TPE 5, TPE 6B/C, TPE 7, TPE 8, TPE 9, TPE 12, TPE 13

Seminar Activities: Discuss assignment and share sample lesson formats.


In consultation with the master teacher, select a “mini-lesson” of 10-20 minutes to teach, develop a written lesson plan and receive approval for the lesson, and then teach the short lesson to the class. These lessons might include leading a discussion on a homework assignment, teaching new vocabulary words, reviewing information learned previously, etc. As you increase your experience with these short lessons, and in consultation with the master teacher, teach short lessons that are connected over several days, e.g., introduce a topic/skill the first day, practice a second day; review and assess a third day.
Candidates complete 10 or more of these short lessons before proceeding to teaching the class for an entire class period.
The assignment is to submit one written plan for one of the mini-lessons. The plan should include the academic content standard addressed, materials used, what the teacher did and what the students did, key points and/or directions, how student learning was assessed, and what you might do differently the next time you teach the lesson.
In English and mathematics, CSUN methods courses do recommend certain formats for lesson plans. In other subjects there is more flexibility and teacher candidates can use any number of standard lesson plan formats.
Activity 5

Professional Connections

TPE 12, TPE 13
Seminar Activities: Discuss assignment and anticipated experiences and insights to be gained.

Attend and observe or participate in three hours of any of the following:

Parent - Teacher Conferences

Parent Meetings

Open House

Back-to-School Event

Faculty/Staff Development

Faculty or Department Meeting

School-Based Management Meeting

Professional Conference Sessions.


Write a 2-page analysis of one or several events. Briefly describe these meetings, then answer the following question. What insights did you gain into the professional, legal, and ethical responsibilities of a teacher? As you analyze these experiences, how do they connect to theory and research from current or completed credential coursework?

Activity 6

Lesson Planning and Teaching

TPEs 1-13
Seminar Activities: Discuss assignment, evaluate sample lessons.

Unit outline, weekly overviews, and lesson plans are kept in a notebook at the school site and are available to the master teacher and university supervisor. The teacher and coach provide comments, suggestions, and feedback. This notebook shall not be submitted to the seminar instructor.


In consultation with the master teacher and the university supervisor, candidates create a unit outline, weekly overviews, and daily lesson plans for approximately twelve weeks. With teacher approval of plans, you will teach the lesson to the whole class with the teacher present in the classroom. These plans will demonstrate your knowledge of students, curriculum, appropriate pedagogy, assessment, classroom learning environment, etc. Daily plans include the information as noted in Activity 6, including the reflection on teaching. You are encouraged to make connections with learning from current or prior credential coursework. It is preferable that the lessons be taught consecutively.
In English and mathematics, CSUN methods courses do recommend certain formats for lesson plans. In other subjects there is more flexibility and teacher candidates can use any number of standard lesson plan formats.

Activity 7

Concluding Self-Interview

TPE 13: Professional Growth
Seminar Activities: Discuss assignment and preliminary responses to questions.

Review the Interview Report, Activity 1a, completed early in the semester. Then consider and address the questions below yourself near the end of your SED 554 assignment. Write a 2-page written report of this self-reflection, providing a summary of the responses. Also in this report, reflect on your earlier concerns and anticipations related to the field assignment, and establish goals for your SED 555 supervised practicum.





  1. In general, what were the greatest challenges you, the candidate, faced in teaching the core curriculum and these students, and how did you strive to meet them?




  1. What are the most important goals you, the candidate will try to accomplish in the first two weeks of school, and how will you go about doing so?




  1. As you analyze these experiences, how do they connect to theory and research from current or completed credential coursework?



Activity 8

Selection of Six Entries for Professional Teacher Portfolio

One selection for each of the TPE major domains, A - F
Seminar Activities: Discuss assignment and criteria for making selections.

You will be making additions to the Professional Teaching Portfolio that was begun in

SED 511 and is organized by the major domains of the Teaching Performance Expectations and the 13 Teacher Performance Expectations.
Select six artifacts from work completed for or related to SED 554, one from each of the areas A - F. For example, you may wish to use Activity 1 or 8 as the selection for Area F: Developing as a Professional Educator.
For each artifact, do the following.


  • Identify the TPE addressed, number and statement, copied from the last page of this syllabus.

  • Give the artifact a title.

  • Describe the artifact and its context (university course assignment, grade and description of class with which the artifact was used, etc.)

  • Write a reflection (minimum of one-page, double-spaced) that addresses these questions:

  1. How does the artifact demonstrate that you have met the competencies required by the TPE?

  2. What insights about your teaching and/or student learning did you gain?

  3. How does this artifact impact your future teaching practices/approaches/strategies?

You will submit the six selections/artifacts, each with its own reflection, to the seminar instructor. The final evaluation of your PTP occurs at the end of SED 555, Supervised Practicum and Seminar for Single Subject Candidates.



Teaching Performance Progress Report

SED 554: Supervised Field Experience and Seminar

A. Making Subject Matter Comprehensible to Students

TPE 1. Demonstrates subject-specific pedagogical skills for subject matter instruction

and the ability to teach state-adopted academic content standards.
B. Assessing Student Learning

TPE 2. Monitors student learning at key points during instruction to determine student progress,

paces instruction, re-teaches when necessary, and addresses student misunderstandings.

TPE 3. Interprets and uses a variety of assessments -- formal and informal, formative and summative -- to determine students’ abilities and progress and to plan instruction.


C. Engaging and Supporting Students in Learning

TPE 4. Makes content accessible by varying instructional strategies, explaining and reinforcing

content in multiple ways, incorporating technology, and providing opportunities and time for students to practice and apply what they have learned.

TPE 5. Actively and equitably engages students in achieving instructional objectives.

TPE 6. Uses developmentally appropriate teaching practices for grades 6-12, while recognizing

individual needs and differences and establishing high expectations.

TPE 7. Teaches English learners effectively by applying pedagogical theories, principles, and practices that lead to the learning of content and literacy in English.
D. Planning Instruction and Designing Learning Experiences for Students

TPE 8. Learns about students by assessing their knowledge, interests, and abilities in the

context of adolescent development to maximize learning opportunities.

TPE 9. Plans effective and sequenced instruction in accordance with state academic content

standards.
E. Creating and Maintaining Effective Environments for Student Learning

TPE 10. Allocates instructional time to maximize student achievement, establishing effective classroom management procedures.

TPE 11. Creates a positive social climate for learning by establishing clear expectations for

academic and social behavior and by developing rapport with students and families.


F. Developing as a Professional Educator

TPE 12. Assumes professional, legal, and ethical obligations and models ethical, non-biased

behavior for students.

TPE 13. Illustrates continuing professional growth, including self-reflection on teaching practices, solicitation of peer feedback, participation in conferences/inservices, and incorporation of new teaching strategies as appropriate.



For the full wording and description of each TPE, consult the following website:

www.csun.edu/~sch_educ/sed/student_teaching/forms.html






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