EDEL/EDSC 491 Capstone

Great Basin College

EDSC 491– Secondary Education Capstone Seminar

3 credits

IAV Elko and Nye

Spring 2011

Instructor:Bonnie Hofland EIT 251753-2226 office

777-2003 home

WebCampus email (more effective-please use)

Office hours: Monday and Wednesday 9:30-12:00 or by appointment

Prerequisite:Admission to Student Teaching Internship.

Co requisite:EDSC 483: Secondary Supervised Student Teaching Internship

Text:Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria,Virginia: ASCD. ISBN 978-1-4166-0571-3

Stronge, J.H. (2007). Qualities of Effective Teachers 2nd ed. Alexandria,Virginia: ASCD. ISBN 978-1-4166-0461-7

Wong, H.K. & Wong, R.T. (2009). How to Be an EffectiveTeacher The First

Days of School. Harry K. Wong Publications, Inc. ISBN 978-0-9764233-1-7

Course Description:EDSC 491 represents the fourth and culminating level of secondary education field experience in the Teacher Education Program. The course deals with ethical, professional, and substantive issues, problems and themes in the profession; it offers an analysis of learning traditions, theories, and situations relating to the profession and to classroom practice.

Purpose:This course is designed to prepare teacher candidates to become confident and competent classroom teachers while acquainting them with the issues of the profession. Skills that beginning teachers must acquire and what experienced teachers must continue to refine cannot and should not occur only in college classrooms isolated from practice or in school classrooms isolated from procedures and attitudes about how to interpret practice. This course forms the bridge between theory and practice where teaching skills can be analyzed, discussed, and refined, and professional competency can be assessed and achieved through consistent, guided learning, guided practice, and productive feedback.

No new information will be presented. Existing knowledge will be applied and practiced.

Sharing ideas and collaboration will be the focus and center of the class.

Reflective practice will be emphasized and expected.

Feedback will be provided.

EDEL 491 Elementary Education Capstone Seminar

3 credits

Elko

Spring2011

Instructor:Bonnie Hofland EIT 251753-2226 office

777-2003 home

WebCampus email (more effective-please use)

Office hours: Monday and Wednesday 9:30-12:00 or by appointment

Prerequisite:Admission to Student Teaching Internship.

Co requisite:EDEL 483: Secondary Supervised Student Teaching Internship

Text:Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria,Virginia: ASCD. ISBN 978-1-4166-0571-3

Stronge, J.H. (2007). Qualities of Effective Teachers 2nd ed. Alexandria,Virginia: ASCD. ISBN 978-1-4166-0461-7

Wong, H.K. & Wong, R.T. (2009). How to Be an EffectiveTeacher The First

Days of School. Harry K. Wong Publications, Inc. ISBN 978-0-9764233-1-7

Course Description:EDEL 491 represents the fourth and culminating level of elementary education field experience in the Teacher Education Program. The course deals with ethical, professional, and substantive issues, problems and themes in the profession; it offers an analysis of learning traditions, theories, and situations relating to the profession and to classroom practice.

Purpose:This course is designed to prepare teacher candidates to become confident and competent classroom teachers while acquainting them with the issues of the profession. Skills that beginning teachers must acquire and what experienced teachers must continue to refine cannot and should not occur only in college classrooms isolated from practice or in school classrooms isolated from procedures and attitudes about how to interpret practice. This course forms the bridge between theory and practice where teaching skills can be analyzed, discussed, and refined, and professional competency can be assessed and achieved through consistent, guided learning, guided practice, and productive feedback.

No new information will be presented. Existing knowledge will be applied and practiced.

Sharing ideas and collaboration will be the focus and center of the class.

Reflective practice will be emphasized and expected.

Feedback will be provided.

Goals:One of the main goals of this course is to prepare reflective, collaborative teachers who are decision-makers. Teacher candidates are expected to design and implement interesting and meaningful learning experiences that support and extend the learners’ existing knowledge while meeting the requirements of grade level and district curriculum as well as state standards. Additionally, teacher candidates are alsoexpected to decide on appropriate strategies to create an active learning environment. Teacher candidates are also expected to articulate what contributes to the success of these designs and strategies, so that theirskills may continue toimprove

Assumptions:

  • Teaching is partially or maybe mostly an act of faith; you are expected to read all assignments prior to the appointed class date and to come to class prepared.
  • You are expected to collaborate and cooperate. You are expected to contribute your talent, time, and effort to class discussions.
  • You will perform your duties in schools in ways reflective of professional teachers (e.g., in dress, demeanor, written and spoken language usage, ethical behavior, collaboration, responsibility, and so forth).
  • You are expected to be honest. If you borrow ideas, you must reference it. Internet mining is subject to documentation, as well as careful evaluation. Plagiarism is a violation of the standards of intellectual honesty. Teacher candidates who violate such standards are subject to punishment ranging from failing a class to dismissal from the program and/ or institution.
  • The instructor and the teacher candidates will demonstrate behavior that is respectful to each other and to all individuals associated with the course regardless of gender, race, ethnic, or cultural background, or religious beliefs. When observing and participating, you will be expected to demonstrate sensitivity to diversity.
  • Confidentiality is expected 100% of the time.

Policy of Academic Integrity: GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:

  • Another person’s actual words are quoted
  • Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words
  • Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

Teacher Candidate Outcomes (INTASC Principles and Standards)

This course utilizes all ten of the INTASC Principles and Standards. They are included in the Student Teaching Handbook.

INTASC Standards:Principle 1- Content and Content Pedagogy

Principle 2- Human Development and Learning

Principle 3- Diverse Learning

Principle 4- Teaching Strategies

Principle 5- Learning Environment

Principle 6- Effective Communication

Principle 7- Instruction Planning

Principle 8- Instruction Assessment

Principle 9- Reflective Practice

Principle 10- Partnerships

Outcomes / Measurements
The teacher candidate will develop the following knowledge, skills, and attitudes:
Demonstrate basic principles of professionalism, such as punctuality, dependability, responsibility, commitment, ethical behavior, and preparation of high quality assignments. / Portfolio, reflections, and participation in class discussions.
Demonstrate a thorough understanding of subject matter s(he) is teaching. / Portfolio, reflections, and participation in class discussions.
Articulate and demonstrate a sound educational philosophy grounded in theoretical foundation based on research and theory. / Reflections, philosophy paper, and participation in class discussions.
Demonstrate what it means to be a collaborative teacher, to inspire children to learn, and to choose strategies for learning that provide meaningful, stimulating experiences for children. / Portfolio, reflections, and participation in class discussions.
Develop behaviors that foster positive relationships and commitment to ongoing learning, advocacy, and service to the profession and the community. / Portfolio, reflections, submission of shared projects and participation in class discussions.

Course Requirements

Attendance: Students will need to attend all classes in order to pass this course unless the student has a prearranged, excused absence. If a student does not attend, it will affect their grade by as much as 40 points/ absence.

Praxis II:All students must either have taken the Praxis II Professional Tests or be registered for it by the end of student teaching. For more information refer to New dates have not been posted yet.

Praxis II Dates

Test Date / Register by / Late registration
7/24/10 / 6/24/10 / 7/1/10
? / ? / ?
? / ? / ?

Reflections (5 points each): Your written reflections are essential to your development as a reflective practitioner. Don’t use the reflection as a diary or a log of what happened during the day. Instead, use it as a place for you to jot down questions you have, assumptions, dilemmas you are facing, or any situations in which you want to devote more thought. You are required to 1 or 2 reflections/ week. You will complete your journal entries on WebCampus. They are due Sunday at 11:55 pm each week. I will respond to your reflections the following week. Sometimes these comments will include questions that I would like you to consider, but you don’t have to necessarily respond. I will always include comments so be sure to read them.

Rubric for Reflections

5 pts / 4 pts / 3 pts / 2 pts / 1 pt
Response Quality / Student responds to reflection prompt in a complete fashion. Student provides specific details to address challenges or recognizes strengths in their own teaching. / Student responds to reflection prompt in a satisfactory fashion. Student provides specific details to address challenges or recognizes strengths in their own teaching / Student responds to reflection prompt in a satisfactory fashion. Student provides generalities about his/her teaching. Student uses reflection as a log. / Student responds to reflection prompt in a satisfactory fashion but doesn’t make the link to his/her own teaching. / Student doesn’t respond to reflection prompt.

Goals in Livetext, resume, philosophy paper, letter of application, and sharing ideas (5 points each):

  • Goals need to be turned in through Livetext before the second week of student teaching. Submit for review to Bonnie Hofland. ALL other assignments are to be turned in through WebCampus. Make sure all goals are measurable and observable. (DOABLE for student teaching!)
  • The philosophy paper, resume and letter of application are to be submitted through WebCampus. After feedback is provided and corrections have been made, the completed product should be placed into Livetext. These assignments should help you prepare for applying for positions after you graduate.
  • Your sharing ideas will be posted on the discussion board.

Lead Teacher Observations: Utilizing the student teaching weekly responsibilities, each of the lead teachers will complete scheduled observations. It is the student intern’s responsibility to make a copy of ALL of the formal, written observations (this may include a checklist, the internship rubric, notes, or an observation form) and give them to your college supervisor each time he/she visits the classroom.

Online Discussion (5 points each):One of the goals of this class is to provide a forum for sharing effective teaching practices. One way to achieve this goal is to share ideas on the discussion board and see what others are learning and practicing in the classroom.Teacher candidates should demonstrate a “professional” attitude towards this class; therefore, lack of participation or unprofessional comments will negatively affect her/his evaluation. Please maintain a positive attitude and confidentiality. They are due on Sunday at 11:55 pm on the week they are assigned.

Professional Portfolio (electronic) (180 points): Based on the INTASC Principles and Standards, your professional portfolio will culminate this semester. The artifacts for this portfolio will be generated, reviewed, and refined from classroom and field experiences. The portfolio needs to be created in Livetext. Students will submit their POLISHED portfolio by clicking on share, then review and select my name, Bonnie Hofland. They will be returned for slight editing. It will come back in the review section. Click on the Submitted for Review tab to see your portfolio. Comments will be in the green band. To see the rubric, click on the assessment button on the top of the screen, and then click on the INTASC Standards and Overall Portfolio on the left hand side. After making revisions to your portfolio, students will resubmit for a summative evaluation. The score will count for 50% of the capstone grade. Remember to use the portfolio decision rule to determine your grade. DO NOT use the percentage in Livetext. Clean them up before the portfolio celebration.

Student interns will be added to the portfolio workshop class through WebCampus. Although you are added as a student to the portfolio workshops, you are not required to complete any of the modules.This is not mandatory, but I highly recommend using these modules as a review or as needed.

Individual Conference about Portfolio:Each student will schedule an individual appointment (either live, Skype, IAV, or by phone) with the instructor to discuss his/her portfolio development. Specific questions will be answered and recommendations can be made. This conference MUSToccur before the first submission of the portfolio.

Portfolio Rubric Conversion

Decision Rule

This decision rule is a guideline for converting the summative evaluation rubric scores into the required portfolio grade for the capstone course. These conversion points count as 50% of the final grade in the capstone course.

Criteria / Grade and % / Points earned
No score lower than a 2. / A
100% / 180
One score of 1 (emerging) and no 0s (unsatisfactory) / B
85% / 153
Two scores of 1 (emerging) and no 0s (unsatisfactory) / C
75% / 135
Three scores of 1 (emerging) and no 0s (unsatisfactory) / D
65% / 117
One score or more of 0 (unsatisfactory) or four or more scores of 1 (emerging) / F
50% / 90

Portfolios are graded on the second submission. The grades are based upon the decision rule and NOT the % in Livetext.

The first submission is for formative feedback.

Lesson Plans: Students will submit their lesson plans to their lead teachers the week before they teach- Wednesday or Thursday. The lead teacher will need to approve the lesson plans before the intern uses them to guide their lessons.

Required Minimum Lesson Plan Components

Curriculum Area

State Standards

Utilize the standards provided by teacher

Objectives

Student will….

Be sure objectives are 1) student-oriented, 2) descriptive of an appropriate learning outcome, 3) clear and understandable, and 4) observable.

Assessment

Did I preassess the students?

How will you know the students have learned the objective? Summative

Consider formative daily to direct your teaching

Procedure

Is building background included?

Be specific on strategies for arranging learning environment.

Do I need to teach any vocabulary words?

What procedures will need to be taught to maximize instruction time?

How is the best way for students to achieve objective?

Should I prepare questions in advance?

How shall I wrap up this lesson?

Differentiation

Should this lesson by differentiated? How? Content, product, process?

Accommodations

Do some students need to have accommodations?

Time Frame

How much time will the lesson take?

Materials

What do the students and the teacher need in order to complete the lesson?

ASSESSMENT AND EVALUATION

Attendance- Mandatory

Individual Conference- Mandatory

Professional Portfolio (180 points)

Book Summary (35 points)

Discussions (7 x 5 =35 points)

Reflections (19 x 5 = 90 points)

Goals, resume, letter of application, philosophy paper (5 x 4=20 points)

Assignment / Points / % of total grade
Professional Portfolio / 180 / 50%
Book Summary / 35 / 10%
Discussions / 35 / 10%
Reflections / 90 / 25%
Other (resume, letter, goals, philosophy paper) / 20 / 5%
TOTAL / 360 / 100%

Grading Scale

A / 90% / 324-360
B / 80% / 288-323
C / 70% / 252-287
D / 60% / 216-251

All requirements have to be completed

before a grade will be assigned.

1

EDEL/EDSC 491 Capstone

Important Dates
Day / Date / Time / Event
Mon / Jan. 3 / 9-4
6-8 / Capstone (Bring a snack and drink)
  • Expectations
  • Procedures/ routines
  • Rubric
  • Lead teachers present from 6-8

Jan. 4 / First day of student teaching
Mon / Jan. 10 / 4:00-5:15 / Capstone
  • Introductions
  • Classroom management- best practices

Mon / Jan. 24 / 4:00-5:15 / Capstone
  • Art and Science of Teaching Part I

Mon / Feb. 7 / 4:00-5:15 / Capstone
  • Art and Science of Teaching Part II

Mon / Feb. 28 / 4:00-5:15 / Capstone
  • Never Work Harder Than Your Students

Mon. / March 7 / 4:00-5:15 / Capstone
  • Portfolio workshop

Fri / March 15 / Graduation applications due
Mon. / March 21 / 4:00-5:15 / Capstone
  • Portfolio workshop

Mon / March 28 / 8:00 AM / Portfolio- First submission due (Formative)
Fri / April 1 / 5:00 PM / Portfolio returned to interns
Mon / April 11 / 4:00-5:15 / Capstone
  • Teaching applications/ licensure
  • Professional Organizations
  • Seeking employment

Mon / April 18 / 8:00 AM / Portfolio- Final submission due (Summative)
Fri / April 22 / 5:00 PM / Portfolio returned to interns
Mon / April 25 / 4:00-5:15 / Capstone
  • Portfolio presentations
  • Evaluations
  • Closure

Fri / April 22- Nye
April 29- Elko
May 27- Special Ed Interns / Last day of student teaching
Mon / May 2 / 4:00-6:00 / Portfolio Celebrations IAV
Rooms TBA

Video Reflection

Name ______Date ______

What was the objective of my lesson?

Did the students achieve the objective? How do you know?

Which engagement strategies did you plan to use? Were the students engaged accordingly?

At what point can you tell that the students understand the lesson (or don’t)? What were the signs that indicated the understanding?

What do you think of the pacing? Does it appear, based on student reaction, that the lesson was too long in places, too short, etc.?

What are your successes?

What are your challenges?

How will you alter your teaching based on what you saw in the video?

Reflections and Assignments

ALL ASSIGNMENTS ARE DUE ON THE SUNDAY AT THE END OF THE ASSIGNED WEEK AT MIDNIGHT.