HSS 611 – Student Teaching Seminar 1

HSS 611 – STUDENT TEACHING SEMINAR

SPRING 2016

Instructor: / Dr. Carla Vidoni
Office Location: / Crawford Gym 114
Contact Information: / Phone: 502-852-8844 / Email:
Office hours: / By appointment
Class meetings: / Tuesdays: 4:30 to 7:00pm at CG 008

CATALOG DESCRIPTION

Prerequisite: Admission to the MAT and Physical Education Year with the Teacher Education Program. Co-requisite: HSS 612, HSS 613 and HSS 615. Designed as an analysis of student professionalism and reflective teaching skills, and understanding the learner with the instructional context.

COURSE PURPOSE

MAT students are continuing in their transition from the role of student to teacher in preparation for their professional teaching career. In this phase of your preparation you are considered a pre-service teacher. This course is specifically designed to help the student teacher analyze their school site experiences as it relates to student learning and instructional effectiveness within the school context or setting.

Student teachers have many experiences that are beneficial in their pre-service preparation. This course provides opportunities to share these with colleagues. In this course students will learn from others and build support systems. Discussions on topics such as gender equity, cultural diversity, and context of school, teaching students with disabilities, technology uses, and teacher socialization will occur. Job search skills such as résumé writing, interview and certification issues will also be discussed.

COURSE MATERIAL

  • Assigned readings posted in Blackboard
  1. AAHPERD (2013). Comprehensive school physical activity programs: Helping al students achieve 60 minutes of physical activity each day. Position Statement. JOPERD, 84(9), 9-15.
  2. Senne, T.A. (2002). Transition to teaching: Putting your best foot forward – Part 1. JOPERD, 73(1), 45-49, 53.
  3. Senne, T.A. (2002). Transition to teaching: Putting your best foot forward – Part 2. JOPERD, 73(2), 46-52.

STUDENT LEARNING OUTCOMES

Student work related to academic content for K-12 students is based on the Kentucky Core Academic Standards:

At the conclusion of HSS 611 students will be able to:

  1. Reflect uponprofessional development (Professional growth plan, readings, guest speakers)
  1. Organize a strategy and develop materials for the job search (Cover letters, resume writing, PRAXIS, certification).
  1. Explore ways of developing personal and professional growth (Professional Growth Plan, readings, guest speakers). Plan, implement, assess and reflect on serving students’ complex needs in schools.
  1. Recognize the influences of gender, socioeconomic status and skill levels on students’ learning and modifying lessons to minimize these influences. (Readings, guest speaker, professional growth plan)
  1. Develop strategies for incorporating cultural diversity into the physical education learning environment. (Readings, guest speaker).
  1. Develop knowledge of a wide variety of professional issues including:
  • Legal liability and culpability (Guest Speaker)
  • Professional dispositions(Class discussions)
  • Individual with disabilities (Guest speaker)
  • Job search and resume (Guest speaker)
  • Bullying (Guest Speaker)
  • Professional organizations and unions (Guest Speaker)

RELATIONSHIP TO STANDARDS
HSS 611 addresses the following Kentucky New Teacher Standards, SHAPE America (previously National Association for Sport & Physical Education - NASPE)beginning teacher standards, and International Literacy Association (ILA) standards

Kentucky Department of Education New Teacher Standards
Standard 7 / The teacher reflects and evaluates teaching /
  • Professional Growth Plan
  • Reading Assignments

Standard 8 / Collaborates with colleagues/ parents/others /
  • Professional Growth Plan
  • Professional Dispositions

Standard 9 / Evaluates teaching and implements professional development /
  • Professional Growth Plan
  • Professional Dispositions

National Initial Physical Education Teacher Education Standards–SHAPE America
Standard 5.3 / Teacher candidates will utilize reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions /
  • Professional Growth Plan

Standard 6.2 / Teacher candidates will participate in activities that enhance collaboration and lead professional growth and development /
  • Professional Growth Plan
  • Reading Assignments
  • Guest Speakers

Standard 6.3 / Teacher candidates will demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers /
  • Professional Dispositions

Standard 6.4 / Teacher candidates will communicate in ways that convey respect and sensitivity / Professional dispositions
Literacy Standards 6 – ILA
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility
Standard 6.1: / Teacher candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. /
  • Guest Speaker Report Assignment

Standard 6.2 / Teacher candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.] /
  • Reading Assignment

Standard 6.3 / Teacher candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. /
  • Professional Growth Plan Assignment

Standard 6.4 / Teacher candidates understand and influence local, state, or national policy decisions. /
  • Guest Speaker Report Assignment

COURSE OBJECTIVES

  1. Reflect on multiple aspects of teaching, including lesson plans, content knowledge, multiple instructional strategies, and diverse learners. (KY standards 7 & 8; SHAPE America beginning teacher standards5.3; 6.2, 6.3 & 6.4; ILA 6.2)
  1. Develop a professional growth plan. (KY standards 7, 8 and 9; SHAPE America beginning teaching standards 5.3, 6.2; ILA 6.3)
  1. Establish and maintain professional and ethical relationships with students, parents, school personnel, peers, guest speakers, instructor, and university supervisors. (KY standards 8 & 9; SHAPE America beginning teacher standards 6.3 & 6.4)
  1. Participate in collegial discussions with peers, university supervisors, and guest speakers. Topics will include, but not be limited to: concerns in the classroom, diversity, and professional development opportunities for teachers, how to prepare for your interview, resume and cover letter writing. (KY standard 8; SHAPE America beginning teaching standards 6.2, 6.3, 6.4; ILA 6.1, 6.3, & 6.4)

CONCEPTUAL FRAMEWORK

Teaching for knowledge refers to the development of teachers who have a depth and breadthof content knowledge and the capacities for reflection, inquiry, and problem-solving. Teaching for leadership refers not only to the development of educators who are leaders in instruction but who additionally serve as change agents with a commitment to make schools and curricula responsive to students’ cognitive, academic and social needs.

Teaching for change refers to the development of teachers who teach to the high standards of social justice, equity and equality and who are caring and compassionate practitioners. Enabling success for all learners refers to the development of teachers who teach to the high standards of professional and state organizations and appropriately use assessment data from instructional, curricular, and program improvement. Additionally, enabling success for all learners refers to our commitment to provide equitable opportunities to learn for all students, in light of their backgrounds and learning styles and to prepare teachers who have the knowledge, skills, and dispositions necessary to successfully teach diverse learners.

Conceptual Framework Constructs / Inquiry / Action / Advocacy
Constructs as Learned and Applied / Research / Practice / Service
Constructs Reflected in Candidates / Critical Thinkers / Problem Solvers / Professional Leaders
Unit Dispositions Reflected in Candidates / Exhibits a disposition to inform practice through inquiry and reflection / Exhibits a disposition to improve practice through information, knowledge, and understanding / Exhibits a disposition to affirm principles of social justice and equity and a commitment to making a positive difference

RELATIONSHIP TO CONCEPTUAL FRAMEWORK

Within the conceptual framework this course specifically meets: Professional Development through the Professional Growth Plan. Implementation of technology is met in the use of Live Text, Blackboard, and Word Processing. In addition,Leadership is met through the student taking the lead in setting up and inviting guest speakers to present a relevant topic for teaching/learning for professional growth. Content Development and Human Development through Learning is met through students’ documented evidence of measurable PGP objectives and assessments. Assessment is met by developing an instrument to measure PGP objectives. Diversity is met through discussions of urban school settings and other school context, gender socio-economic, exceptionalities, skill levels, and other issues in the school settings. Assumptions and biases are discussed. Inquiry and research is met as students solve problems in their school settings and reflect on “best practices” and how it applies to their own teaching. It is also met as we surround ourselves with leaders in the field by bringing in guest speakers and attend professional workshops. Students collaborate with their supervising teachers, other classroom teachers in their school sites as they develop lessons and complete projects such as special events, IEP development and teaching integrated lessons across the school based curriculum. Students work with parents as the need arises on special school projects and parent teacher conferences.

COURSE ASSIGNMENTS

  1. PROFESSIONAL GROWTH PLAN – HAT (PGP) (50 PTS). Students are required to produce a Professional Growth Plan that will assess their ability to set professional goals and evaluate their outcomes. Four areas will be targeted for this project: (a) Planning and implementing instruction, (b) Creating and maintaining a learning climate, (c) Collaborating with Colleagues, Parents, Others, and (d) Providing leadership within the school community. Students will develop specific goals and assessment instruments per each area. The cooperating teacher and university supervisor will use the instruments to assess the goals set. In addition, the students will write analysis and reflection on their experience as a participant in a Seminar course HSS 611.The candidate should discuss his or her experience as a member of a group of professional colleagues explaining how the group collaborated to advance student learning. The candidate should describe how the group functioned to have a positive impact on each member's knowledge and skills as a teacher. Finally, the candidate should also address the experience of assuming leadership in the group as a facilitator, presenter and discussant.
  1. READING ASSIGNMENTS (3 reading assignments X 10 points = Total 30 points).Students will submit reading assignments across the semester. Guidelines to complete the reading assignments are provided at the end of this course syllabus and in Blackboard. Late assignments will not be accepted. See due dates on the course schedule. See class schedule for due dates.
  1. GUEST SPEAKER REPORTS (5 guest sessions X 10 points = 50 points). Several guest speakers will be part of this course throughout the semester.Every guest speaker session will be assessed through a Guest Speaker Report. This assignment must be uploaded in Blackboard. Guidelines to complete this assignment are provided at the end of this course syllabus and also in Blackboard. See class schedule for due dates.
  1. MOCK INTERVIEW REFLECTION (10 points).Teacher candidates will participate in a mock interview. A reflection about performance on the interview will be submitted a week after the event. See guidelines for assignment submission and class schedule with due dates.
  1. PROFESSIONAL DISPOSITIONS. This course follows CEHD Teacher Candidate Disposition Rubric (see CEHD document). Any professional disposition incident that presents a concern according to the instructor (Dr. Carla Vidoni) will results in a drop of letter grade.

*CEHD Teacher Educator Handbook

NASPE 6.1, 6.2, 6.3, 6.4

SUBMISSION OF ASSIGNMENTS

  1. All assignments must be typed (12-point Times New Roman) and single-spaced.
  1. ASSIGNMENTS SUBMITTED AFTER THE DUE DATE WILL NOT BE ACCEPTED.
  1. Guest Speakers Report and Reading Assignments must be posted in Blackboard on assigned Mondays by midnight (see course schedule for specific due dates).
  1. Final version of PGP must be uploaded on Livetext as a pdf file attached on the due date.

EVALUATION

Assignments / Points
Professional Growth Plan / 50
Guest Speaker Report / 60
Reading Assignments / 30
Mock interview reflection / 10
Total / 180
Grading Scale
A / 92-100% / 166 - 180 / C / 72-77.99% / 130 - 139
A- / 90-91.99% / 162 - 165 / C- / 70-71.99% / 161 - 129
B+ / 88-89.99% / 159 - 161 / D+ / 68-69.99% / 122 - 160
B / 82-87.99% / 148 - 158 / D / 62-67.99% / 112 - 121
B- / 80-81.99% / 144 - 147 / D- / 60-61.99% / 108 - 111
C+ / 78-79.99% / 140 - 143 / F / Below 60% / Below 107

PROFESSIONAL DISPOSITIONS

  1. Attendance and punctuality. Failure to attend class on time and regularly will have an adverse effect on the final grade.

Oneabsence throughout the semester is permitted with no penalty. However, failure to communicate the absence to the instructor prior to the class and failure to provide verifiable documentation within the week of the missing day will result in 10 points reduced from the final grade. This absence should be used for illness, snow day, car emergencies, family emergencies, and school commitments.

A second absence will result in 10 pointsreduced from the final grade. Verifiable emergencies (hard copy documents) will be considered as excuses if turned in within the week of the missing day.

For each absence thereafter, the student will receive a failing grade (i.e., zero). No excuses will be accepted after one week of the class missed.

No late arrivals will be excused for this class. Students who arrive after 4:45 pm will have 5 points reduced from final grade per incidence.

  1. Active participation. Enthusiastic, positive participation in learning activities will enhance your learning and make the experience more enjoyable for everyone. Students will be assessed on their active participation every seminar. Lack of participation will lower the final grade up to 40 points.
  1. Respect. Failure in demonstrating professional behaviors during sessions will lower the professional disposition score up to 40 points. Emotional outburst, burping, disruptive behavior, use of inadequate language in class, disrespect of peers and instructor will severely impact your professional dispositions up to 50 points.
  1. Communication. Communication in this course is crucial. It is expected that students communicate with the instructor any issue that affect their performance in the school site and assignments. Emergencies should be notified ahead of time (expected phone calls, tardiness, absences in course, etc). Failure to communicate with the instructor will result in up to 40 points reduced from final grade.
  1. Electronic Devices. The use of electronic devices (i.e., laptops, phone calls, text messages) is not allowed in this class. Ten pointswill be reducedper each incident from student’s final grade if this class policy is not followed. Emergency situations should be communicated with the instructor before the beginning of class.
  1. Responsibility

Check emails. Students are expected to check emails and blackboard announcements every day. Important messages about assignments, change in schedule or course syllabus, and other announcement will be communicated via email and sometimes verbally during class.

Articles: Students are required to bring a hard copy of the assigned article during article discussions. Failure to bring the hard copy of the article will result in 10 points reduced from final grade per incidence.

Attendance, punctuality, lesson plans at school sites: Student conduct at school site in relation to attendance, punctuality and lesson plans will reflect their professional dispositions. Any school incident regarding professional dispositions will impact students final grade.

  1. Class preparation. Students are expected to come to class prepared. Be ready to discuss your reading assignments. Lack of preparation shown by inability to make appropriate discussions/comments in class will impact your professional disposition scores up to 40 points.

NOTE: The professional dispositions for this class are based on CEHD dispositions assessment rubric. Any aspect that results in a concern according to the instructor’s view will result in a letter grade drop.

POLICY ON INSTRUCTION MODIFICATIONS

Students with disabilities, who need reasonable modifications to complete assignments successfully, and otherwise satisfy course criteria, are encouraged to meet with the instructor as early as possible, to plan accommodations. Students may be asked to supply a letter from the Disability Resource Center or other documentation, which will assist in planning modifications.

CEHD DIVERSITY STATEMENT

Diversity is a shared vision for our efforts in preparing teachers, administration, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location,etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

TECHNOLOGY

Assignments are to be word-processed. Continuing and regular use of e-mail is expected. Electronic submission using LiveText for some assignments is required.

All students enrolled in College of Education and Human Development (CEHD) programs are required to have a LiveText account. LiveText will be utilized for submitting a Hallmark Assessment Task (HAT) in every course in addition to other requirements by program (i.e., portfolios). If you do not already have a LiveText account, you will be required to purchase one for use during the courses in which you are currently enrolled.

A LiveText student membership may be purchased at or from the University bookstore. Information about LiveText and how to purchase an account are available at

ACADEMIC INTEGRITY AND DISHONESTY

All contributions and assessments in this course, including any field placement requirements, will demonstrate academic integrity which means that submitted work is of high quality, is original, and represents a single submission, unless otherwise noted through explicit and appropriate citations.

“Academic dishonesty is prohibited at the University of Louisville…Academic dishonesty includes, but is not limited to, the following:

· Cheating

· Fabrication

· Falsification

· Multiple Submission [the same assignment should not be submitted for more

than one course]