Loudoun
George Mason University
College of Education and Human Development
Graduate School of Education
Fall 2009 Syllabus
Course: EDUC 600-611: Mentoring/Supervising Interns as Clinical Faculty
Location: George Mason University, L1, room 232
Dates: June 24th & 25th , 8:00 a.m.-3:00 p.m.
Tuesday, September 15th , 4:00-8:00 p.m.
On-site School Based Seminar (Date TBD by participants)
Tuesday, September 22nd, 4:00-8:00 p.m.
Tuesday, September 29th, 4:00-8:00p.m.
Tuesday, October 6th, 4:00-8:00 p.m.
Tuesday, October 13th, 4:00-8:00 p.m.
Tuesday, October 20th, 4:00-8:00 p.m.
Instructor: Dr. Lois Groth
West 2100
Ph: 703-993-2139
Email:
Description: This three-hour graduate course examines the GMU philosophy for the preparation of teacher candidates through the lens of professional development settings. Critical to the creation of a professional development setting is the preparation of clinical faculty as they mentor/supervise interns in partnership schools. Topics will include: professional dispositions, assessment and evaluation, differentiation of curriculum, mentoring, counseling and communication, observation, providing critical feedback, reflection, and inquiry into the profession.
Required Text:
Sweeney, D. (2003). Learning Along The Way. Portland, ME: Stenhouse.
Readings: Other required readings will be distributed during class sessions.
Recommended texts include:
Acheson, K. and M. Gall (2003). Clinical Supervision and Teacher Development
New York: John Wiley & Sons
Glickman, C. (2002) Leadership for Learning. Alexandria, VA: ASCD
Sergiovanni, T. and R. Starratt (2002). Supervision: A Redefinition. New York:
McGraw Hill.
Stronge, J. (2002). Qualities of Effective Teachers. Alexandria, VA: ASCD
Major Outcomes of the Course:
Participants will gain:
a) An understanding of the philosophy, purposes and practices of professional development schools (PDS);
b) Knowledge and skill in applying a variety of adult learning concepts and supervisory roles;
c) Knowledge and application of assessment and evaluation strategies incorporated into the PDS school philosophy;
d) Knowledge and application of applied research in the areas of differentiated curriculum; work sampling, communication, collaboration and inquiry;
e) Knowledge and application of coaching strategies which include “critical friend”, mentoring, and feedback that increase the opportunity for teacher candidates to improve performance, increase student (K-12) learning and foster a collaborative learning environment;
f) Knowledge of GMU expectations and the development of professional dispositions for teacher candidates;
g) Knowledge of the GMU clinical faculty roles, university and site facilitator roles and support services that can be utilized.
Participants will:
a) Analyze and discuss the multiple roles and responsibilities of a clinical faculty
member, site facilitator and university facilitator;
b) Increase understanding and skills in assessment and evaluation, coaching and mentoring as well as developing a systematic line of inquiry;
c) Increase awareness of best practices in the preparation of teacher candidates;
d) Apply knowledge and skills to the assessment and evaluation of teacher candidate performance and provide timely feedback to improve;
e) Increase understanding of INTASC and ACEI standards for novice teachers as well as NCATE performance assessment standards;
f) Provide support for teacher candidates in the areas of work sampling, differentiated curriculum, assessment of student (K-12) performance as well as planning, instruction, and management of the classroom.
Course Evaluation Criteria:
1. Exit card responses, informed class participation and attendance at all sessions (15%). Due: Each class.
2. Self-Assessment (15%) – Due: June 25th, 2009. Based on INTASC
standards provide a reflective self-assessment of your own teaching
practice.
3. Self-Selected Project (20%) - Topic Due: September 29th, 2009. Based on your own professional development needs select one of the following
topics (or negotiate a topic with the instructor) to:
- Provide readings/websites for the class;
- Provide a demonstration or example application of the topic to classroom practice suitable for use with interns;
- Provide leadership for the discussion of the topic with the class.
Possible Topics: Assessment of student work samples, differentiated curriculum, culturally responsive curriculum, effective classroom management strategies, technology, inclusive practices, school resources.
4. Observational Assessment Project (50%) Due: October 20th, 2009
i. Observe two interns/colleagues in your building during an
independent or co-teaching experience.
- Write an observation based on INTASC standards of these instructors.
- Schedule a conference session with at least one of the interns/colleagues to discuss your observation.
ii. Write a reflection on the process, observation and conference (e.g.
What have you learned? What would you do differently next
time? Where do you need further information/assistance?) Provide
examples.
Note: All assignments are required on the due date noted unless otherwise negotiated with the instructor prior to the deadline.
Note: If you have any learning needs or identified disabilities please let the instructor know immediately in order to make suitable accommodations.
GSE Syllabus Statements of Expectations
The Graduate School of Education (GSE) expects that all students abide by the following:
Students are expected to exhibit professional behavior and dispositions. See gse.gmu.edu for a listing of these dispositions.
Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code.
Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.
Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474.
Course Schedule
Fall 2009
Date Topic Assignments Due
6/24/09 Introductions Exit cards
(8-3) INTASC/NCATE
GMU Partnerships
Clinical supervision vs. Traditional Supervision
Self-Assessment
Intern Panel
6/25/09 Styles of Mentoring INTASC Self Assessment
(8-3) Mentoring Styles Inventory
Effective Mentoring Practices
Clinical Faculty Paperwork
University Paperwork Exit Cards
9/22/09 Reviewing lesson plans Read text
(4-8) Observation
Debriefing
Text discussion Exit Cards
9/29/09 Self-selected projects & Teams Team Plan
(4-8) Supervision – observation New Teacher article
Conferencing and Feedback Exit Cards
TBD Site-based Activity Approved Plan Required
10/6/09 Project Presentations Handouts
(4-8) Differentiation Tomlinson article
Homework Exit Cards
10/13/09 Project Presentations Handouts
(4-8) Assessment/Grading Exit Cards
10/20/09 Project Presentations Handouts
(4-8) Observations (3 & 4) Observation Reflection
Classroom Management Exit Cards