EDEL/EDSC 491 Capstone
EDSC/EDEL 491 Secondary/Elementary Education Capstone Seminar
3 credits
IAV Elko, Pahrump
Fall 2015
Instructor: Thomas Reagan MCML 118 753-2214 office
Office hours: Tuesdays 12:30-3:00, Wednesdays 2:30-5:00 or by appointment
Prerequisite: Admission to Student Teaching Internship.
Co requisite: EDSC/EDEL 483: Secondary/Elementary 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
**Both texts are free as eBooks on GBC’s library website
Course Description: EDSC/EDEL 491 represents the fourth and culminating level of secondary/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.
Ø No new information will be presented. Existing knowledge will be applied and practiced.
Ø Sharing ideas and collaboration will be the focus and center of the class.
Ø Reflective practice will be emphasized and expected.
Ø 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 also expected 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 their skills may continue to improve.
Assumptions:
· 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 Standards)
This course utilizes all ten of the INTASC Standards. They are included in the Student Teaching Handbook.
INTASC Standards: Standard 1- Learner Development
Standard 2- Learning Differences
Standard 3- Learning Environments
Standard 4- Content Knowledge
Standard 5- Application of Content
Standard 6- Assessment
Standard 7- Planning for Instruction
Standard 8- Instructional Strategies
Standard 9- Professional Learning and Ethical Practice
Standard 10- Leadership and Collaboration
Outcomes / MeasurementsThe 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 www.ets.org/praxis. We will fill this in in class.
Praxis II Dates
Test Date / Register by / Late registrationReflections (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 do 1 or 2 reflections/ week. You will complete your journal entries in 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 ptResponse 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, resume, philosophy paper, letter of application, and sharing ideas (5 points each):
· Goals need to be turned in through WebCampus before the second week of student teaching. 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 the portfolio. 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 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 Canvas. Students will submit their POLISHED portfolio by clicking on “make public”, then sending the link to my email, and to Teresa Stauffer at . They will be returned for slight editing. After making revisions to the 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. 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 MUST occur 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 earnedNo 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 percentage.
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/Common Core 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 be 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 gradeProfessional 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%B / 80%
C / 70%
D / 60%
All requirements have to be completed
before a grade will be assigned.
15
EDEL/EDSC 491 Capstone
Important Dates
Day / Date / Time / EventWed / Aug. 26 / 9-4
6-8 / Capstone
Expectations
· Procedures/ routines
· Rubric
· Lead teachers present from 6-8
Thu / Aug. 27 / First day of student teaching
Mon. / Sept. 14 / 4:00-5:15 / Capstone
· Global Planning
· Continuous Assessment
· Classroom management- best practices
Mon. / Sept. 28 / 4:00-5:15 / Capstone
· Portfolio Workshop
Mon. / Oct. 12 / 4:00-5:15 / Capstone
· Portfolio Workshop
Thu. / Oct. 15 / 5:00 / Graduation Applications Due
Mon. / Oct. 26 / 4:00-5:15 / Capstone
Portfolio workshop
Mon. / Nov. 9 / 4:00-5:15 / Capstone
Mon. / Nov. 16 / 8:00 AM / Portfolio- First submission due (Formative)
Fri. / Nov. 20 / 5:00 PM / Portfolio returned to interns
Mon. / Nov. 23 / 4:00-5:15 / Capstone
Mon. / Dec. 7 / 8:00 AM / Portfolio- Final submission due (Summative)
Fri. / Dec. 11 / 5:00 PM / Portfolio returned to interns
Mon. / Dec. 14 / 4:00-6:00 / Portfolio Celebration IAV
Rooms TBA
Fri. / Dec. 18 / Last day of student teaching (except SPED)
Student Teaching Internship Schedule