COURSE SYLLABUS

Philander Smith College

Division of Business and Economics

Course Prefix and Number: VOBT 343

Course Title:Internship I

Credits: Three Semester Hours

Classroom: Assigned School

Instructor: Staff

Class Time: TBA

Office Location: Business Building

Office Hours: Office hours are posted on office door and by appointment.

Telephone Number: To be assigned

Email: To be assigned

Textbooks: Philander Smith College Field/Clinical Experiences Handbook

Program Guidelines:

Conceptual Framework (CF):

The theme of the conceptual framework for the program is “The Teacher as the FORCE in the Teaching/ Learning Process.” The framework’s five underlying principles are: Facilitator, Organizer, Reflector, Collaborator, and Energizer. Each principle is aligned with NABTE Standards, Pathwise four domains and Arkansas Standards.

Pathwise Domain

Domain A: Organizing Content Knowledge for Student Learning,

Domain B: Creating an Environment for Student Learning;

Domain C: Teaching for Student Learning

Domain D: Teacher Professionalism.

NABTE Standards:

Standard No. 2: Preparatory programs in business teacher education are designed to prepare candidates as public and private school business teachers (including middle, junior high, and postsecondary), teachers/trainers in business and industry, and other business and industry personnel required to have business teaching background.

Standard No. 3: General studies comprise approximately one-third of the preparatory

baccalaureate business teacher education program. Courses such as economics, business statistics, and business technology applications may be counted as part of the general education studies.

Standard No. 4: Business studies comprise approximately one-half of the preparatory baccalaureate business teacher education programs or the baccalaureate degree earned prior to entering the business teacher education preparatory program.

Standard No. 5: Professional studies comprise approximately one-sixth of the baccalaureate degree program or a comparable amount of course work if pursuing an advanced degree teacher certification program or a teacher certification program. These studies include educational foundation studies, teaching-learning theory, pedagogical strategies, and field experiences.

Standard No. 6: Prospective business teachers apply the results of educational research, develop concepts of research, and interpret professional literature which addresses research and development.

Course Description:

Candidates will spend one day per week for ten weeks (60 clock hours) in a middle/junior high school classroom. This field experience will acquaint candidate with a variety of experiences in a middle/junior high school classroom. Candidates will be oriented to the structure of a school district, the school, and the classroom setting. All concurrent courses in the block will include assignment or specific tasks to be completed by candidates during the classroom placement in this field experience.

Course Objectives:

1.The student will be able to identify, discuss and describe the scientific and artistic dimensions of teaching in a real classroom setting. NABTE 2.1, 3.2, 3.3, 4.4: Pathwise Domain B3; CF1.1.3.

2.The student will be able to conceptualize the interactions of social, cultural, philosophical, and professional variables influencing the teaching process. NABTE 2.1,3.1,4.1,4.2,5.11; Pathwise Domain A2; CF 5.52

3.The student will be able to develop skills in classroom management. NABTE 2.1, 2.2, 5.6, 5.8, 6.1, 6.2; Pathwise Domain A1, B4, CF1.14, 2.2.

4.The student will be able to manage the learning environment through planning, presenting and evaluating instruction. . NABTE Standards 2.1, 2.2, 5.2, 5.8, 6.1, 6.2; Pathwise Domain: B3, CF 1.1.3

5The student will be able to improve his or her level competence and develop curriculum goals and objectives.(NABTE Standards 2.1, 5.14; Pathwise Domain: B1, C2; CF 1.1.1, 4.4.3, 5.5.3

6.The student will be able to develop appreciation for cultural differences and values. NABTE Standards 2.1, 2.11, 5.11; Pathwise Domain: A1, A5, CF 2.1,2.11; Pathwise Domain A1, A4: CF 2.21, 2.2.3, 2.2.7.

7. The student will be able to participate more fully in the real world of students and the school community in the teaching/learning process. NABTE 2.1, 3.1, 5.11, 5.15: PAthwise Domain A1, A2, D2; CF 2.2.1, 2.2.3, 3.3.4, 5.5.2

8.The student will be able to apply theories and concepts specific to college courses to the school classroom setting while working with individual or small groups of students. NABTE2.1, 2.2, 5.1, 5.6, 5.8, 5.10, 6.1, 6.2; Pathwise Domain A1, C2; CF 2.2.2, 4.4.3.

Dispositions:

  1. Demonstrate a sense of caring.
  2. Establish rapport with students.
  3. Demonstrate a sense efficacy.
  4. Demonstrate a positive attitude towards children.
  5. Demonstrate respect for children.

Technology:

  1. Basic operations and concepts
  2. Students demonstrate a sound understanding of the nature and operation of technology systems.
  3. Students are proficient in the use of technology.
  4. Social, ethical, and human issues
  • Student understands the ethical, cultural, and societal issues related to technology.
  • Students practice responsible use of technology systems, information, and software.
  • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuit, and productive.
  1. Technology productivity tools
  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.
  1. Technology communication tools
  • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
  • Students use a variety of media and formats to communicate information and ideas affectively to multiply audiences.
  1. Technology research tools
  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
  • Students evaluate and select new information resources and technological innovations based on appropriateness to specific tasks.
  1. Technology problem-solving and decision-making tools
  • Students use technology resources for solving problems and making informed decisions.
  • Students employ technology in the development of strategies for solving problems in the real world.

Assignments, Evaluations, Procedures, and Grading Policy:

Portfolio for Filed Experiences

  1. Include school profile, seating plan, rules and procedures, classroom management plan and daily attendance. 200 points
  2. Include 10 lesson plans using the assigned format. 200 points
  3. Include photographs and students work.

Grading Policy: Grades will be assigned according to the percentage of total points earned based on the following grading scale:

Grading Scale: 100 – 90 = A

89 – 80 = B

79 – 70 = C

69 – 60 = D

59 – 0 = F

Teaching Strategies:

__ Lecture___Discovery Learning

X Discussion___Small Group activities

__Cooperative Learning X Demonstration Modeling

__Role Playing X Technology/Media Presentation

__Problem Solving___Team Teaching

__Individualized Instruction_ Other (look up Websites information pertaining to topics covered in class).

Teaching Models:

___Direct Instruction XGeneral Inquiry Model

___Inductive Model___Deductive Model

References:

Students with Disabilities Policy:This course adheres to the students with disabilities policy outlined in the 2005- 2077 Philander Smith College Catalog.

Attendance Policy: This course adheres to the attendance policy outlined in the 2011-2013 Philander Smith College Catalog.

Websites:

Students with Disabilities Policy:

This is the policy of Philander Smith College to accommodate students with disabilities pursuant to federal and state laws; as well as the College’s commitment to equal opportunity for all students. Any student with a disability who needs accommodations, for example, in setting placement, arrangements for examinations, or class location, etc. should contact the Integrated Council Center to complete a registration form.

Attendance Policy:This course adheres to the student attendance policy outlined in the 2011-2013 Philander Smith Catalog.

References:

Brewer, John. Occupations: A Textbook for the Educational, Civic, and Vocational Guidance.Ginn Publishing Company.

Rudisill, A.E. (1987). Technology Curriculum; chaos and Conflict.Journal of Industrial Teacher Education.

Feingold, S. Norman.Occupations and Careers. McGraw-Hill

Morrison, George S. Teaching in America. Prentice Hall

Gibson, Robert L. Introduction to Career Counseling for the 21st Century.Merrill Prentice Hall.Upper Saddle River, JJ.

Means, T.L. (2001).Communication for the Workplace. Mason, OH: South-Western Publishing Company.

Websites: