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Eastern ConnecticutStateUniversity

Course Syllabus

Department:Education

Course Title:Student Teaching in Early Childhood

Course Number:ECE 565

Credit Hours:3

Catalog Description:A full semester of teaching experience in the classroom, designed to translate theory into practice. Seminars required. Graded by credit/no credit. Completion of professional courses, admission to the Teacher Education Program, and submission of student teaching preference form. This course clearly identifies the student teaching experience required for initial Teaching Certification issued by the Connecticut State Department of Education and is consistent with Connecticut Department of Education Requirements.

Course Prerequisites:Prerequisite: Admission to the ECE teacher education graduate program, completion of all required coursework, and approval of the advisor and Director of Clinical Experiences. ECE 575, Assessment in Early Childhood Education is a co-requisite.

Purpose of the Course:Serves as the culminating experience in the teacher education program by combining theory and classroom practice and by providing the required full-time supervised teaching experience for CT initial teaching certification #113.

Texts:1.Machado, J. M., & Bootnarescue, H. M. (2007). Student teaching: Early childhood practicum guide. Clifton Park, NY: Delmar.

2.Student Teaching Handbook, Office of the Director of Clinical Experiences, Education Department

Field Work:Full day, 10 weeks student teaching experience, supervised by a state-trained cooperating teacher and a university supervisor. Contact hours: 400 hours.

Supervisory Model:This student teaching experience is coordinated by a university supervisor, who visits every other week to observe, script, videotape, and in other ways present teacher candidates with objective data on their teaching and students’ learning processes. Following an observation, supervisors implement a Vygotskian model wherein they scaffold teacher candidates’ reflections on teaching and learning, through the use of open-ended questions and prompts. These prompts are carefully framed to direct teacher candidates’ attention to critical events in their teaching and their analysis of professional practice, curriculum planning, and child responses and outcomes.

Course Outcomes Aligned with the Education Department's Performance Expectations, NAEYC, CEC and CCCT Standards, and with Related Key Experiences

Outcomes / Performance Expectations / NAEYC/CCCT/CEC Standards / Key Experiences
  1. Display an understanding of how all children learn and develop.
/ 2.1
1.1 / NAEYC 1a, 1b; CCCT I1; CEC: CC2K1, EC2K1 /
  • Student teaching lesson plans, unit goals, and curricular planning, done on a daily, weekly and monthly basis.
  • Daily observations by cooperating teacher, followed by planned and thoughtful reflection of effectiveness of implementation.
  • Bi-weekly observations by university supervisors, followed by a Vygotskian model of scaffolded reflection.
  • Teach-reflect-revise-re-teach model for facilitating a professional development model of learning.
  • Gather and analyze data for child assessment portfolio completed in co-requisite course ECE 435.

  1. Display an understanding of how students differ in their approaches to learning.
/ 1.1
2.3 / NAEYC 1b; CCCT I2; CEC: CC2K5, CC3K3, EC3S1, EC3S2
  1. Display an understanding of the central concepts and skills, tools of inquiry and structures of the discipline(s) they teach.
/ 1.1
3.1
2.1 / NAEYC 4b, 4c, 4d; CCCT I4, II1; CEC: CC4S1, EC4K1
  1. Plan, design, and deliver instruction based upon knowledge of subject matter, students, the curriculum and the community.
/ 3.1
3.2
4.1 / NAEYC 1c; 4a, 4b, 4c, 4d; CCCT I5, II1, II4; CEC: CC4S3, EC4S1, EC4S2
  1. Select and/or create learning tasks that make subject matter meaningful to students.
/ 4.1
2.2 / NAEYC 4d, 1c; CCCT I6, II2; CEC: CC5K8, CC5S4, EC5S1
  1. Employ a variety of instructional strategies that enable students to think critically, solve problems and demonstrate skills.
/ 3.1
2.1
1.1 / NAEYC 1a, 4b, 4c, 4d; CCCT I6, II 6; CEC: CC7K2, CC7S3
  1. Support a range of student learning differences by planning and differentiating instruction.
/ 1.1
2.1
5.1 / NAEYC 1a, 1b, 4b, 4d; CCCT I6, II 6, II5; CEC CC7S1, EC7S2
  1. Establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their successes.
/ 2.1
1.1
2.3
5.1
3.2 / NAEYC 1a, 1c, 4b, 4d; CCCT II3, II 2; CEC: CC5K8, CC5S10, EC5S3
  1. Use effective verbal, nonverbal and media communications techniques which foster individual and collaborative inquiry.
/ 1.1
2.1
3.1
5.1
4.1 / NAEYC 1c, 4b; CCCT II5; CEC: CC4S1, EC4S6
  1. Monitor during the lesson for student understanding and adjusting instruction and pacing when necessary.
/ 2.4
5.1
1.1
2.1 / NAEYC 3a, 3b; CCCT II7; CEC CC8S4, EC8S3, EC8S6
  1. Provide performance feedback (oral or written) that focuses on content or skills and assists students in improving their performance
/ 2.3
2.4
5.1 / NAEYC 3b, 3c; CCCT II7, II4; CEC CC8S4, EC8S3, EC8S6
  1. Use various assessment techniques, including multiple sources of student data to evaluate student progress and to communicate information
/ 2.4
2.3 / NAEYC 3a, 3b, 3c, 3d; CCCT II7, II5; CEC CC8S4, EC8S3, EC8S6
  1. Conduct themselves as professionals in accordance with the Code of Professional Responsibility for Teachers (Section 10-145s-400a of the Connecticut Certification Regulations.)
/ 6.1 / NAEYC 5a, 5b; CCCT III1; CEC CC9S1, EC9K1 /
  • Self-reflection and observations by cooperating teacher and university supervisor.

  1. Evaluate their own professional practices in regard to developmental appropriateness, cultural sensitivity, overall teaching quality, and effects on children.
/ 6.1
1.1
2.1
2.4 / NAEYC 5a, 5c, 5d; CCCT III3, III4, III6; CEC CC9S1, CC9K1 /
  • Daily observations by cooperating teacher, and bi-weekly observations by university supervisors, followed by a Vygotskian model of scaffolded reflection.

  1. Pursue available professional development opportunities related to early childhood education, including workshops, seminars and conferences.
/ 6.1 / NAEYC 5a, 5c; CCCT III4; III2, III6; CEC: CC9S12, EC9S5 /
  • Participation in available and relevant professional development opportunities.

  1. Demonstrate communicative and collaborative skills, and self-evaluation and reflection, as part of an interdisciplinary team that includes teachers, administrators, and other professionals and agencies serving young children and their families.
/ 6.1
2.1
1.1 / NAEYC 5a, 5b, 5c, 2c; CCCT III1, III2, III5; CEC CC9S4, CC9S12, EC9S5 /
  • Participation in available and relevant curricular and assessment opportunities.

  1. With guidance from an experienced teacher, demonstrate communication skills in working with parents and other family members, including participation in parent conferences and parent meetings, home visits or phone calls, and written notes to families.
/ 6.1
1.1
2.1
3.1
5.1 / NAEYC 2a, 2b, 2c, 3d; CCCT III1, III2, III6; CEC: CC10K4, CC10S10, EC10S1 /
  • Participation in available and relevant family, parents and community outreach opportunities.

Course Outline

  1. Teacher candidates will spend the 10 weeks of their student teaching observing, preparing and implementing curricular units. These units will be based on their understanding of the needs of the students, learning differences, school and community needs and state standards.
  2. Teacher candidates will practice and develop their abilities to maintain appropriate standards of behavior in the classroom and will create a positive learning environment that shows a commitment to students and their successes.
  3. Teacher candidates will practice effective verbal, nonverbal and media communications techniques to foster individual and collaborative inquiry.
  4. Teacher candidates will practice various forms of formative and summative assessments.
  5. Teacher candidates will understand and practice ethical and professional behavior with children, families, school personnel and other administrators.
  6. Teacher candidates will evaluate their own professional practices in regard to developmental appropriateness, cultural sensitivity, overall teaching quality, and effects on children and constantly seek to improve themselves.

Key Experiences

  1. Student teaching lesson plans, unit goals, and curricular planning, done on a daily, weekly and monthly basis, following the guidelines of the state planning format.
  2. Daily planned and thoughtful reflection of effectiveness of implementation, with the assistance of the cooperating teacher.
  3. Bi-weekly observations by university supervisors, followed by a Vygotskian model of scaffolded reflection.
  4. Gather and analyze data for child assessment portfolio completed in co-requisite course ECE 575.
  5. Analyze teaching effectiveness by thoughtful analysis of all teaching areas using the CCCT as a framework.
  6. Participation in available and relevant professional development opportunities.
  7. Participation in available and relevant curricular and assessment opportunities.
  8. Participation in available and relevant family, parents and community outreach opportunities.