Kean University

Union, New Jersey

Summer 2017

Clinical Practice I in K-6 Bilingual Education

Course Number:EMSE 3800

Semester Hours:Two

Prerequisites:Declared education major, completion of 65 hours

of coursework, 3.0 G.P.A., EMSE 2800

Co-requisite:EMSE 3420, EMSE 4440, EDUC 3000, EDUC 3400

Limitations on Enrollment: None

Required:Clinical I, II, and IIImust be taken back to back and in consecutive order.

For all students in the K-6 Bilingual Education

Catalog Description:

Fifteen full days in a K-6 Bilingualclassroom with focus appropriate teaching strategies for English learners, planning instruction, goals and objectives, authentic assessment, classroom management, and edTPA portfolio construction.

⊠ Required □ Experimental □ Distance Learning Course Offerings □ Elective □ Continuing Education

N.B.: In order to ensure full participation, any student with a disabling condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special notetaking or testtaking procedures) is strongly encouraged to contact the College Supervisor at the beginning of the course.

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Kean University

Union, New Jersey

Clinical Practice I in K-6 Bilingual Education (EMSE 3800)

  1. Introduction: Theoretical Components

A. Kean University COE Conceptual Cornerstones The foundational statement of goals for Kean’s preparation of future educators. The statement represents a collaborative synthesis of the thinking of the College’s faculty and was formally adopted in the summer of 2014.

The foundational four philosophical constructs of the Conceptual Cornerstones are:

  1. 21st Century Skills
  2. Equity and Diversity
  3. The Whole Learner
  4. Global Competencies

Candidates demonstrate knowledge, skills, and dispositions of the Conceptual Cornerstones through the following five domains:

  1. Academic Content Knowledge and Planning for Learning
  2. Clinical Partnerships and Environments for Learning
  3. Instructional Practice for Learning
  4. Professional Development and Values for Learning
  5. Networks for Learning

II. Student Learning Outcomes

  1. Collaborate with the cooperating teacher and university supervisor to help create classroom environments that enhance learning for all students (NJPST 9, 10; Domains I, II)
  2. Plan instruction that applies content-specific and pedagogical knowledge that was developed in prior courses to the planning and delivery of instruction to all students in a middle and high school classroom, and integrates the values of edTPA instructional planning (NJPST 1, 2,3, 4, 5, 6; Domains I, II, III, IV)
  3. Draw on principles and practices developed in past education courses to create a variety of instructional strategies that address a diverse and inclusive classroom(NJPST 8; Domains II, III)
  4. Apply varied approaches to classroom management, as developed in prior courses, to the construction and maintenance of creative, respectful classroom environments (NJPST 3; Domain II, III)
  5. Construct varied and authentic assessments and to reflect on how those assessments can be used to enhance student performance (NJPST 6, 7; Domains I, II)
  6. Build relationships with colleagues, administrators, parents, and other school and community professionals (NJPST 10; Domain V)
  7. Model appropriate professional behavior and to describe and evaluate the ethical responsibilities of the classroom teacher in a diverse and inclusive setting (NJPST 10, 11; Domains IV)

III. Course Content

A. Successful learning environment supported through supervision and collaboration

  1. Working with the cooperating teacher and university supervisors
  2. Acting on advise
  3. Creation of classroom environments that enhance learning
  4. Appreciating cultural differences
  5. Fostering classroom respect

B. Content-specific instruction based on edTPA requirements (Literacy and Math)

  1. Correlate NJSLS and WIDA Standards with instruction
  2. Sequenced lessons
  3. Scaffolding of instruction
  4. Videotape and reflect on instruction using rubrics based on edTPA

C. Integrating best practices in teaching

  1. Educational theory
  2. Philosophies of education
  3. The diverse classroom
  4. Individualized instruction
  5. Evaluatingstudent achievement in terms of instructional goals and objectives
  6. Revising lesson plans and instruction based on students' achievement and

feedback

D. Classroom management

  1. Engaging students in learning
  2. Creating a classroom management approach
  3. HIB

E. Assessments

  1. Objectives, standards, and assessments
  2. Varied and authentic assessments
  3. Creating rubrics
  4. Using assessments to individualize student learning and learning-rich feed-back
  5. Assigning grades

F. Professional support and collaboration

  1. College supervisor
  2. Cooperating teacher
  3. School administrators
  4. Parents

G. Professional behavior

  1. Professional ethics
  2. Professional responsibility
  3. Professional values
  4. Self-assessment
  5. Self-reflection and evaluation of teaching as a career choice

IV. Methods of Instruction

A. After each observation, the University Supervisor will confer with the student and the Cooperating Teacher and assist the student to inform his/her teaching based on edTPA requirements.

B. The Cooperating Teacher will work closely with the student and approve lesson plans before lessons are taught and provide the student with suggestions to inform of his/her teaching based on edTPA requirements.

C. The University Supervisor will serve as liaison between the school district and the college to make certain that the student conforms to standards of professional behavior and understands edTPA requirements.

V. Methods of Assessment

A. TheUniversity Supervisor will meet informally and formally with the candidate, complete formal observations, and discuss the progress in teaching competencywiththe candidate. (SLOs A, C, D, E)

B. The UniversitySupervisor will complete the Clinical II Competency Form at the middle and end of the field experience and discuss the candidate's Satisfactory/Unsatisfactory completion of the various categories. (SLOs A, C, D, F, G

C. The Cooperating Teacher will discuss the candidate's progress on a weekly basis with the student teacher. (SLOs A, B, C, D, E)

D. The Cooperating Teacher and the University Supervisor will complete a dispositional assessment in the middle and at the end of the field experience. (SLOs A, D, F, G)

E. The Cooperating Teacher will completethe Clinical II Competency Assessment Form at the middle and end of Clinical II and discuss the candidate's Satisfactory/Unsatisfactory completion of thevarious categories. (SLOs A, C, D, E, F, G)

F. In conjunction with the University Supervisor, the candidate will complete a preliminary draft of Tasks 1, 2, and 3 of the edTPA Portfoliowhich will be evaluated by the University Supervisor who will use the edTPA rubrics and written feedback. (SLOs A, B, C, E)

VI. Recommended Texts

Burstein, J. (2016). Guide to the edTPA sssessment: Navigating the edTPA process. Boston, MA: Houghton Mifflin Harcourt.

Kean University Teaching Performance Center. (2017). A guide for professional laboratory experiences: Clinical practice field experiencehandbook.Union, NJ.: Teaching Performance Center.

VII. Bibliography

A. Print

Borich, G. (2017). Effective teaching methods: Research-based practice. New York, NY: Pearson Publishing.

Burden, P., & Byrd D. (2016). Methods for effective teaching: Meeting the needs of all students. New York, NY: Pearson Publishing.

Guillaume, A. (2016). K-12 classroom teaching: A primer for new professionals. New York, NY: Pearson Publishing.

Lever-Duffy, J., & McDonald, J. (2015) Teaching and learning with technology. Pearson Publishing.

Maloy, R. (2016). Transforming learning with new technologies. New York, NY: Pearson Publishing.

Matlin, M., & Farmer, T. (2016). Cognition. Hoboken, NJ: Wiley.

Nieto, S., & Bode, P. (2017). Affirming diversity: The sociopolitical context of multicultural education. New York, NY: Pearson Publishing.

Parkay, W. (2014). Curriculum leadership: Readings for developing quality educational programs.New York, NY: Pearson Publishing.

Reeve, J. (2015). Understanding motivation. Hoboken, NJ: Wiley.

Smaldino, S. (2015). Instructional technology and media for learning. New York, NY: Pearson Publishing.

Wiles, J., & Bondi, J. (2015). Curriculum development: A guide to practice with enhanced E-Text. New York, NY: Pearson.

Williams, A. (2016) Critical educational psychology. Hoboken, NJ: Wiley.

B. Seminal Works:

Feinberg, W.,Soltis, J. (1985).School and society.New York, NY: Teachers College Press.

Highet, G. (1950). The art of teaching. New York, NY: Vintage Books.

Wiggins, G.,McTighe, J. (2005).Understanding by design. Alexandria, VA: ASCD.

Wong, H. K. (2004).The first days of school: How to be an effectiveteacher. Mountain View, CA: Harry K. Wong Publications.

Wong, H. K., et al. (2013).The classroom management book. Mountain View, CA: Harry K. Wong Publications.

VIII. Internet Sites

Kean University: College of Education

Teaching Performance Center

Kean University: Journal of School Connections

Kean University: Program Mission and Outcomes

National Council for Teachers of English

National Council for Teachers of Mathematics

National Council for Teachers of Science

National Council for the Social Studies

National Association of Childhood Education International

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