EDSC 4470
Directed Teaching (Student Teaching) Syllabus
Science Secondary Education
9 Credit Hours
Spring 2017
Class Meetings/Days/Times/Locations:
Monday – Friday 7:30 AM – 3:30 PM (adapted to each individual school schedule)
Locations: Assigned School
Seminars: Outside of the school classroom required as assigned
Instructor: Assigned university supervisor & Bill Millar, Coordinator Office of Field Experiences, 100 Tillman Hall, 864-656-5095,
Course Description: Supervised observation and teaching experiences in partnership with elementary schools.
Prerequisite Courses: Approval by Office of Field Experiences of pre-requisite courses
and maintenance of professional level admission 2.75 GPA requirement for those in undergraduate program.
Co-requisite Course: For undergraduate majors: EDEC 4570 (3) Secondary Science Capstone Seminar; For MAT majors: EDSC 8920 (3) Capstone Seminar.
Attendance Policy: The final clinical experience for the candidate is full-time student teaching under the guidance of a cooperating teacher and a university supervisor in a public school for a minimum of 14 to 16 weeks (64 - 72 days). Candidates are to adhere to the calendar of the individual school and school district. No more than 3 absences are allowed. Absences are reserved for illness or approved professional activities. Clemson Educator Career Fair attendance is highly encouraged and is an allowable absence not to be counted in 3 absences.
During student teaching, candidates must adhere to the daily schedule of the cooperating teachers (e.g., bus duty, faculty meetings, parent conferences, extracurricular activities, in-service activities, rehearsals). Assignments of candidates are not to include activities or duties for which a cooperating teacher receives an additional stipend.
Required Text/Materials:
· Roles and Responsibilities Handbook
· Undergraduate Teacher Education Program Guide
· Student teaching assignments, forms, and resource documents on CoE web site:
http://www.clemson.edu/education/academics/field-clinical-practice/teacher-education/secondary-science.html
· LiveText Account
Technology Requirements: Use of technology and digital tools as access is provided in classroom assignment.
Course Assignments/Requirements:
The following assignments are detailed on the School of Education website:
http://www.clemson.edu/education/academics/field-clinical-practice/teacher-education/secondary-science.html
· Sixteen Week Plan
· Fulfilling Professional Responsibilities Goals
· Long Range Plan
· Unit Plan
· Lesson Plans & Reflections
· Midterm Self-Assessment
· Inquiry Lesson
· Video Lesson and Self-Asssessment
· Safety Evaluation
· Other as required through Capstone course
Praxis II tests must be taken and scores must be sent from ETS to Clemson and be on file to receive a grade for student teaching. When registering for PRAXIS tests, candidates must request that scores be sent to both Clemson University (code 5111) and to the South Carolina State Department of Education (code 8108). When registering a candidate must enter his/her correct social security number and Clemson record first and last name. If an incorrect social security number is entered or omitted on the registration form, scores will not be sent to the South Carolina State Department of Education. If for some reason score reports are not sent to Clemson University by ETS, the candidate must contact ETS and request scores be sent to Clemson. Clemson University’s Office of Field Experiences will not process and sign off on licensure until the candidate has requested that ETS send scores to Clemson, scores have been received by Clemson, and scores have been uploaded into Clemson’s student database.
The following requirements are to be completed from url provided by Office of Field Experiences in late April to receive a grade for student teaching:
Teacher Education Program Exit Survey
Student Evaluation of the Cooperating Teacher & University Supervisor Survey
Objectives: Student teachers will employ content knowledge, pedagogical content knowledge and skills and professional dispositions in classroom setting under the mentorship and direction of a university supervisor and classroom cooperating teacher.
Instructional Strategies Employed: The university supervisor and cooperating teacher will work together to assist the student teacher in planning, observe the student teacher and provide feedback for growth and development throughout the semester.
Assessment Strategies Employed: Student Teachers will be evaluated by cooperating teacher and/or university supervisor for levels of proficiency in meeting South Carolina’s ADEPT teaching standards and EEDA standards, CAEP professional standards, and School of Education professional dispositions for teaching. Evaluations include:
ü Long Range Plan Evaluation – by university supervisor
ü Unit Plan Evaluation – by university supervisor
ü Formal Lesson Observations – by university supervisor, by cooperating teacher
ü Mid-Term Evaluation – by university supervisor & cooperating teacher consensus
ü Final Summary Evaluation - by university supervisor & cooperating teacher consensus
ü Other as required
Grading Policy: The final grade is determined from total points received on the Final Summary Evaluation and the Portfolio. Total points for the final grade is calculated on the bottom of the Final Summary Evaluation form. Any student who does not take the required Praxis II tests and have ETS send scores to Clemson will receive a grade of incomplete (I). The incomplete grade can only be changed to a letter grade (A, B, C, D, F) when the required test scores are received. A candidate cannot graduate with an incomplete (I) in student teaching.
Grounds for Dismissal from Student Teaching: It is expected that Student Teachers will show steady progress toward satisfactory levels in all objectives during the student teaching experience. Cause for removal from student teaching will be based on consistent deficiencies in any of the following areas:
Effective teaching (instruction and planning);
Classroom management;
Content knowledge;
Ethical and professional behavior.
College of Education teacher candidates can be removed from field or clinical experiences at the request of the University Supervisor, the Classroom Teacher, the Cooperating School, the Cooperating School District and/or the Coordinator, Office of Field Experiences for violations of the School of Education Policy for Field and Clinical Experiences. Removal from field or clinical experiences can result in the failure of courses requiring field or clinical experiences.
Standards Addressed: South Carolina’s ADEPT teaching performance standards domains for effective teaching - Planning, Instruction, Environment, and Professionalism. South Carolina Education Economic Development Act (EEDA) standards ensure teachers understand career guidance as a process by which P-12 students become aware of the world of work, explore career options, and prepare for post-secondary opportunities. NSTA professional standards are standards specific to elementary effective teaching. CAEP standards ensure teacher candidates obtain content knowledge, pedagogical content knowledge and skills, and dispositions for teaching for impacting the learning of all students. School of Education professional dispositions for teaching include the behaviors and beliefs we value of graduates in our teacher preparation programs and are aligned to all of the fore-mentioned standards.
College of Education Mission Statement: The College of Education is a transformative leader in systemically improving education, beginning at birth.Our mission is to engage our students in high quality applied research, professional learning, and immersive experiences. We prepare culturally competent scholar practitioners who promote the growth, education, and development of all individuals, with emphasis on underperforming schools and underserved communities across the state and nation.
Commitment to Diversity: The College of Education is committed to providing all candidates with purposeful, challenging, and diverse experiences. It is through a range of diverse, carefully constructed, and challenging classroom-based instruction and field-based experiences that candidates will recognize the inherent dignity and value of all individuals, promote equity in education, and advocate on behalf of children, families, and communities.
Academic Integrity Policy: “As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form.”
Accommodations to Students with Disabilities: It is the University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students are encouraged to contact Student Disability Services to discuss their individual needs for accommodations. If you have a documented disability that requires accommodations, you must notify the Office of Field Experiences in writing when submitting your request for Student Teacher placement.
Non-Discrimination Policy: Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age, disability, veteran’s status, genetic information or protected activity (e.g., opposition to prohibited discrimination or participation in any complaint process, etc.) in employment, educational programs and activities, admissions and financial aid. This includes a prohibition against sexual harassment and sexual violence as mandated by Title IX of the Education Amendments of 1972.
Emergency Guidelines from Clemson University Police Department
All students and employees should be familiar with the following guidelines. For additional information about safety see http://www.clemson.edu/cusafety/preparedness/.
Evacuation:
· When evacuating buildings, do not use elevators as they may lose power, stranding riders.
· Familiarize yourself with the locations of stairwells and exits.
· Individuals needing assistance evacuating should move to a stairwell away from the hazard, dial 911, and provide the Dispatcher with their exact location and what they need regarding evacuation.
· When evacuating follow the instructions provided by Public Safety personnel to reach a safe place.
· To seek “Tornado Safer Places,” get to the lowest level of the building time allows, stay away from areas with windows and glass, and put as many walls as you can between yourself and the outside. In public buildings, bathrooms typically have an additional wall.
Active Shooter:
· Always call 911 as soon as you possibly can.
· Run away from the area, if it is safe to do so, time allows and the gunman is not nearby.
· Hide if the gunman is too close to your location. Find a safer place, lock and barricade doors, turn lights out and cell phones off or to vibrate.
· Fight. As a last resort, resolve to fight the intruder with everything you have at your disposal.
A short video prepared and presented by the Department of Homeland Security can be found at the following link: dhs.gov/video/options-consideration-active-shooter-preparedness-video.
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