EDT 419 – Practicum: Secondary EducationSpring, 2017

EDT 419Instructor: Anne Price Email: a.e.price@csuohio.eduPhone: 216-802-3043 Office

Hours:Monday – Friday, 8-5, by appt.

Office: JH 187 Room: Field siteMeeting Times: Field hours, varied

Course DescriptionStructured field experience designed to accompany the content-based instruction methods courses EDS 313, EDS 316, or EDC 312. This course prepares CSUteach Humanities students for student teaching, stresses the practical application of theory and research to the planning, delivery and evaluation of instruction. Students explore the various roles of a teacher and begin formulating a personal philosophy for teaching while working 80 hours in a high school classroom under the direction of a highly qualified mentor teacher and university supervisor.

Course Goals0.1 I can identify the Resident Educator Licensure Program. 0.2 I can identify the School Operating Standards. 0.3 I can identify the Professional Development Standards. 0.4 I can identify the Value-added Progress Dimension.

Knowledge

During this apprenticeship students will:

1. Develop an understanding of the roles and responsibilities of a secondary teacher in their respective subject area(s). [Professionalism, Partnership]

2. Develop an appreciation for the importance of the roles of culture, race and gender in mediating classroom and school environments. [Contextualism]

3. Begin to understand the scope and sequence of middle- and high-school curriculums for their respective subject area(s). [Inquiry, Contextualism]

Skills

4. Practice a range of instructional and assessment strategies. [Professionalism]

5. Develop, teach and evaluate a sequence of five lessons incorporating appropriate activities and technologies for one class. [Professionalism, Inquiry, Contextualism]

6. Critically reflect on classroom norms and practices. [Inquiry, Contextualism, Partnership]

7. Begin to integrate humanities education theory and practice. [Professionalism, Contextualism]

8. Become skilled in the use of a range of physical materials and educational technology appropriate to a modern secondary classroom in their respective subject area. [Contextualism, Professionalism]

Dispositions

9. Gain insights into the implications of a teacher’s beliefs and practices on students and the learning environment. [Contextualism]

Course RequirementsInterns are required to complete 80 hours in the school over the semester, which roughly

corresponds to 5.5 hours per week (a 2 – 3 day a week regular schedule is recommended), keeping a consistent schedule each week. While at the school, interns should observe at least two different groups of students, and eventually teach just one class for a sequence of approximately five lessons or one week during which time interns will implement the Teacher Performance Assessment.

Intern’s primary responsibility is to learn as much about being a teacher in their respective subject area from their mentor teachers as possible, without burdening the mentor teacher. Initially interns should move about the classroom assisting students whenever appropriate. Interns should only observe for the first few weeks, then gradually build up to multiple lessons per week continuing until they are ready to teach the five-lesson sequence as part of the edTPA which forms the major part of the practicum grade (see the description of this component in the appendices). All lessons are to be planned in conjunction with the mentor teacher, and lesson plans are to be prepared for every lesson at least 48 hours prior to the lesson so that your mentor and supervisor can read and respond well ahead of the appointed observation time.

Interns are expected to attend five seminars with their university supervisor throughout the semester.

Students are required to complete the Checkpoint 2 artifacts on Taskstream at a satisfactory level.

Assessment and Grading1. Context for Learning

The Context for Learning Information form is provided in the OFS Taskstream . This DRF form provides essential information about your children and your school/classroom.

2. Teacher Performance Assessment/Instructional Videotaping Assignment: Students will teach a 2 – 3 day learning segment (2 – 3 lessons to the same group of

students), record at least 1 of these lessons, and reflect upon the planning, teaching, and assessing of these lessons through provided prompts. The support materials for this assignment are found in Taskstream under checkpoint 2 Instructional videotaping.

The documents students prepare this semester will be a trial run for the edTPA (submitted for national scoring during Student Teaching).

3. Instructional Philosophy:

Revisit your initial teaching philosophy. Add in references to educational theory and research that supports your teaching philosophy. Include a statement regarding how your philosophy has changed from day one to the final day of the class.

4. Supervisor Observations:

The university supervisor will formally observe three - four lessons, at least one of which will be during the edTPA-lesson sequence. Lesson Plans for these observations are required to be submitted at least 48 hours in advance, using the OFS lesson plan format.

5. Post-Observation Lesson Reflections:

After each lesson observed by the university supervisor, interns will complete an observation follow-up form and submit it electronically to the supervisor within 48 hours.

6. Mentor Teacher Summative Assessments/ Triad Meeting-Field Assessment :

The mentor teacher is requested to complete the 7-wk Summative Assessment sometime around the beginning of the 7th week using data gathered through at least 1 formal observation of the student’s teaching. This assessment should be discussed with the student, university supervisor and the instructor during the 7 week Triad (especially if there are specific weaknesses that need to be addressed). If there are disagreements regarding the student’s progress, it is wise to try to work things out well before the end of the Practicum experience.

The 12-wk Summative Assessment will be completed around week 12 of the semester. The 12-wk Summative Assessment is completed using data gathered by the mentor teacher through informal observations of the student’s teaching since the completion of the 7-wk Summative Assessment.

The final meeting between the mentor, supervisor, and candidate will take place during the 15th week of the semester. At this time, the 15 week assessment will be completed.

7. Checkpoint 2: Part of your college exit requirement

Please refer to checkpoint 2 in Task Stream. Some of the artifacts are assignments you are completing for EUT 313/316.

8. Learner Engagement and Guidance Plan for students taking 3 credit option of EDT 419 only (33% of course grade)

During the course of your practicum experience, you will carefully observe the learners in your classroom noting evidence of engagement in learning and disengagement from learning. You will identify two learners to follow and study more closely; after observing these learners for a set time, you will devise a plan to increase engagement in learning using instructional interventions. At the end of the semester you will author a final report including relevant researched resources (a minimum of 2). Please see attachment for assignment sheet and rubric.

Grading criteriaA field grade is earned through a calculation of three separate variables:

All field assignments are graded on a scale of 0-3, with 2 being a proficient level.

DESCRIPTION % OF FINAL GRADE

ASSIGNMENTS 40%

CANDIDATE PRE-SERVICE ASSESSMENT OFSTUDENT TEACHING (CPAST)

40%

C.O.E.H.S./SPA 20%

Scale for converting graded components to a CSU letter grade

ASSIGNMENTS MUST BE SUBMITED THROUGH TASKSTREAM IN THE OFS DRF or PROGRAM AREA DRF.

Course PoliciesA. Attendance/engagement policy. The following policy applies to all Field Experiences. Regular attendance is required according to the requirements of the experience. This policy includes all field hours as well as orientations, associated seminars, and other professional activities affiliated with the internship.

All students are expected to:1 Sign in and out of placement daily, using schools designated system.2 Complete the Intern Attendance Form daily. (File with Mentor Teacher)3 Make available the Intern Attendance Form during supervisor’s visits.4 Be present for the full duration of the time scheduled for each day. Leaving early or

arriving late is not permissible without advanced notification and permission. Missing over an hour on any day is considered an unexcused absence.

5 Arrive early or stay late as required for preparation and discussions with a mentor teacher.

6 Receive mentor teacher and supervisor’s advance approval for any anticipated absences, See Below for information regarding absences.

7 Notify the mentor teacher, school secretary, and university supervisor of any anticipated absences See Below for information regarding absences.

8 Leave detailed plans and materials for the mentor teacher who will ‘cover’ for the intern during an excused absence. See Below for information regarding absences.

9 Make-up e ach excused absence beyond three. See Below for information regarding absences.

10

Attend a concern conference, if attendance or punctuality becomes an issue. (e.g. more than 3 absences.) Failure to make-up absences may require Intern to withdraw from field experience. Any intern facing such a possibility should confer with the Office of Field Services.

Grade Points or%

A >2.14A- 2.13-2.02B+ 2.01-1.90B 1.89-1.78B- 1.77-1.66C+ 1.65-1.54C 1.53-1.42D 1.41-1.30F 1.29 >

AbsencesMentors and children expect you to be consistent and reliable with attendance and punctuality. Unexcused absences are not permitted for any reasonExcused absences - W i th p r o p e r c o m mu n icati o n to u n i v e r s it y s up e r v is o r a n d m e n t o r t e a c h er, in extenuating circumstances, interns are permitted up to three (3) e x c u sed a b s e n ces. Each excused absence beyond three must be made-up. See Personal Leave Policy below for definition of excused absences . If more than 3 absences occur, and these absences cannot be made-up, interns may be required to withdraw from practicum or student teaching.

PERSONAL LEAVE (excused absence) POLICY-In extenuating circumstances, interns are permitted up to three (3) excused absences during placement. For practicum interns, this shall be taken to mean the daily length of that member’s work schedule, e.g., a 4 hour teacher is eligible for three 4 hour days of personal leave. Personal leave must be approved in advance and shall be used only for such purposes or in connection with activities of the type listed immediately below and which cannot be accomplished during the non-working hours. Use of such leave may be for the following:

A. Intern illnessB. Religious HolidaysC. Personal business matters that cannot be taken care of outside school hours.D. Attendance at set graduation ceremonies in the immediate family.E. A son, daughter, spouse, or other person residing in the employee's household leaving for military service or college as a freshman.F. Weddings of the employee or in his or her immediate family.G. Attending funerals not covered in the Bereavement Leave Policy.H. Attendance at ceremonies where the teacher or his/her immediate family is receiving an award of major significance.I. Appointments required by academic programs or educational requirements.J. Emergencies affecting the teacher or a member of his/her immediate family.K. Moving from one permanent residence to another.

B. Late assignment policy . All assignments are to be submitted by the due date. Late assignments will lead to Arbitration. (See OFS Handbook) Due dates are set by the Supervisor and/or Taskstream Timeline.

C. Professionalism . Students are to act professional at all times. Professionalism encompasses many areas of behavior, including dispositions, courtesy, attendance and punctuality, appearance, initiative, fulfillment of responsibilities, ethical behavior, and protection of student confidentiality. For complete guidelines on professional behavior, refer to the Office of Field Services Handbook. Failure to demonstrate professional behavior at any point in the experience may jeopardize an intern’s continuation in his/her program.

D. Ethics . Cleveland State requires all interns to follow the professional guidelines set by the College of Education and Human Services and the Code of Ethics established by the National Education Association.

E. Ethical and Responsible Technology Use . All interns must adhere to the CSU Information and Technology Resources General Policy when using computer equipment on campus or at the field site. In addition to the CSU policies, interns are responsible for learning and following the technology policies and

procedures of the district in which they are placed. The application of these policies includes, but is not limited to, any of the following activities:

a. Use of computer, tablets, or personal electronic devicesb. Access to computer systemsc. Possession of computer software or datad. Copying or use of computer software or datae. Use of computer accountsf. Use of computer-related equipment

NOTE: While cell phones are widely used for personal mass multimedia communication, interns should consult with their mentor teacher and district policies to establish an agreement about the acceptable professional use of these devices as part of their internship experience.

F. Plagiarism/Academic Integrity . The CSU Student Handbook describes plagiarism as stealing and/or using the ideas or writings of another in a paper or report and claiming them as your own. This includes but is not limited to the use, by paraphrase or direct quotation, of the work of another person without full and clear acknowledgment.

I. Minor infractions comprise those instances of cheating, plagiarism, and/or tampering which affect the grade of an individual class assignment or project of lesser (<25% of grade) importance. Multiple instances of minor infractions within a course or across courses constitute a major infraction.

II. Major infractions comprise those instances of cheating, plagiarism, and/or tampering which affect the overall course grade, such as a major/comprehensive exam, term paper or project, final grade evaluation, or academic standing and status. Major infractions automatically result in an entry on the student's permanent record that the student has engaged in academic misconduct.

III. Procedures of reporting plagiarism are described in the Student Handbook, available at http://www.csuohio.edu/studentlife/. Additional information on plagiarism is available at the CSU Writing Center, RT Library 124; (216) 687-6981 or http://www.csuohio.edu/academic/writingcenter.

G. Students with Disabilities. Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure equal educational opportunities for all students regardless of their disability. Any student who feels he or she may need an accommodation based on the impact of a disability should contact the Office of Disability Services at (216)687-2015. The Office is located in MC 147. Accommodations need to be requested in advance and will not be granted retroactively.

H. Technical Help . If you have a question about Taskstream or require technical assistance with videotaping or editing, you should visit the Center for Educational Technology in JH 118 during posted hours or contact Heather Gallacher (687-3743; h.gallacher@csuohio.edu) or Brian Yusko (875-9774; b.yusko@csuohio.edu) Professional Dispositions. One important aspect of your education is the development of professional dispositions—ways of working, thinking, and interacting with others—in three areas: Professionalism, Work Ethic, and Communication Skills. You should be monitoring your own development beginning now and continuing throughout your teaching career. The Student List of Professional Dispositions is available on the OFS website.

Wk Apprentice Teacher Checkpoint 2 Artifacts Due

Mentor Supervisor Notes

18/xx

Begin field experience

FBI/BCI must be renewed 30 days before expiration

2 Context for Learning due3 Teach part of a lesson

Observation #1

4 Select standards for problem-based investigation (edTPA-lesson sequence)Teach 2-3 partial lessons

5 Submit first draft of lesson plan for edTPA- lesson sequence on Google DriveSubmit Observation Follow-up form following Observation #1

6 Begin teaching 1 lesson per week.”7 Submit second draft of lesson plan

for edTPA-lesson sequence 7-wk Summative Assessment due via Google Drive

Observation #2 with 7-wk Triad (Supervisor submits Performance ✔)

8 Upload Practice TPA Task 1: Planning to Taskstream

Implement edTPA-lesson sequence Videotape edTPA-lesson sequence9 Personal philosophy

via Taskstream10 Submit Observation Follow-up form

following Observation #2Observation #2

11 Begin teaching 2-3 times per weekUpload Practice TPA Task 2: Teaching to Taskstream

12Observation #3

13 Upload Practice TPA Task 3: Assessing to Taskstream

12-wk Summative Assessment due via Google Drive

14 Submit Observation Follow-up form following Observation #3 By this week Students will Complete OBR Module assessing knowledge of the Resident Educator Licensure Program, the School Operating Standards, the Professional Development Standards, and the Value-added Progress Dimension Modules in preparation for Seminar discussions.

Practice TPA via Taskstream

15 Field Assessment-No Submission Required

All final paperwork due

Final Triad Meeting (Supervisor writes up Field Assessment document)16

Exam Week

Summative Checkpoint Analysis

on Taskstream

OFFICE OF FIELD SERVICES PRACTICUM RECORD AND EVALUATION FORM

EDT419

INTERN:____________________________________________________ EXP: ST PR

SCHOOL______________________________________ SEMESTER/YEAR___________

GRADE LEVEL/SUBJECT____________________________________________________

EDT419

This form is to inform intern, mentor and supervisor of Intern’s progress on assignments and observations throughout the semester. Supervisor is to return Completed Form to OFS at end of semester.

Rubrics in Taskstream DRFs are used to determine Scores on assignments. Final scores are to be recorded here. **OBR Modules are not scored by supervisor

ASSI

GNM

ENTS

DESCRIPTION(A SCORE OF “2” IS CONSIDERED PROFICIENT)

TASKSTREAMDRF

SCORE(0-3)

Context for Learning OFS

Instructional Video Taping/TPA assignment LICENSURE

Instructional Philosophy* LICENSURE

Action Research project (for 3 credit hour students only) OFS

Observations OFS See Below

Post-observation reflections OFS See Below

* SPA Requirements Above

OBR

4 MODULE Quizzes (PRACTICUM)Taskstream OFS DRF

All submitted to Manager, Cleveland State

Student CompletedYES NO

List each Observation.

OBSE

RVAT

IONS

DATE/TIME Walk Through OR Observation

Taskstream Score

Met/ Not Met

LESSON PLANCompleted

COMMENTS

OBS Met Not Met Met Not Met

OBS Met Not Met Met Not Met

OBS Met Not Met Met Not Met

OBS Met Not Met Met Not Met

W/T OBS Met Not Met Met Not Met

W/T OBS Met Not Met Met Not Met

Please circle type of letter completed for intern by

Mentor and Supervisor

MENTOR LETTER SUPERVISOR LETTERRECOMMENDATION Letter or COMPLETION Letter RECOMMENDATION Letter or COMPLETION Letter

SIGNATURES:

INTERN:___________________________________________________________________________ (DATE)

MENTOR:__________________________________________________________________________ (DATE)

SUPERVISOR:______________________________________________________________________ (DATE)

Description GRADE % ofFinal Grade

FINA

L GR

ADE

TOTA

LS

ASSIGNMENTS 40%

CANDIDATE PRE-SERVICE ASSESSMENT OFSTUDENT TEACHING (CPAST)

40%

C.O.E.H.S./SPA 20%

Final Grade for Semester Grade Calculator can be found on OFS website

GRADE KEYS

ASSIGNMENTS GRADE KEY OBSERVATIONS AND FINAL GRADE

TRIA

DS

DATE OF TRIAD MEDIATED SCORE

Midter

m

Final

Grade Points or%A >1.64A- 1.63-1.52B+ 1.51-1.40B 1.39-1.28B- 1.27-1.16C+ 1.15-1.04C 1.03-0.92D 0.91-0.80F 0.79>

Grade Points or%

A >2.14A- 2.13-2.02B+ 2.01-1.90B 1.89-1.78B- 1.77-1.66C+ 1.65-1.54C 1.53-1.42D 1.41-1.30F 1.29 >