KEANUNIVERSITY
Union, New Jersey
Fall 2009
PROFESSIONAL INTERNSHIP FOR SUBJECT AREA TEACHERS K-12
Course Number:EMSE 4801
Semester Hours:Ten
Prerequisites:EMSE 2801, EDUC 3000, EDUC 3401, and one of the
following methods courses: EMSE 3210, 3220, 3230,
3240, or 3250, and completion of 95 s.h. of coursework,
2.75 GPA
Corequisite:EDUC 4000
Limitations on
Enrollment:None
Required:For all students seeking K-12 subject area certification.
Catalog Description:
A fullsemester, fulltime, supervised teaching experience in English, foreign language, mathematics, science, or social studies.
N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course.
KEANUNIVERSITY
Union, New Jersey
Professional Internship for Subject Area Teachers K-12
I. Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals based on the School of Education NCATE Spectrum Model as evidenced by demonstration of proficiency in Knowledge acquisition(K), Skill application(S) and Dispositions (D).
At the conclusion of the course, the student will demonstrate the ability to:
A. apply effective principles of classroom planning for an inclusive, diverse setting(K,S)
B. apply effective classroom planning to learning activities K,S)
C. evaluate the outcomes of his/her teaching based on assessment of student
achievement (K,S,D)
D. describe and evaluate his/her performance as a professional (K,S,D)
II. Course Content
The Professional Internship covers a period of one semester of fulltime work in an assigned classroom under the direct guidance of a cooperating master teacher in a public school.
A. Planning Cluster involving the development and refinement of skills in (K,S):
1.organizing subject matter into sequenced learning activities
2.writing clear lesson plans based on longterm and shortterm objectives
3.using a variety of teaching strategies to meet the needs of an inclusive, diverse classroom
4.using a variety of multisensory, multimedia materials and equipment including technology
B. Teaching Cluster involving the development and refinement of skills in (K,S):
1.creating a positive learning atmosphere for an inclusive, diverse classroom including setting expectations for student behavior and achievement
2.initiating a lesson by arousing the interest of students in learning appropriate content, skills and values
3. developing clear and complete explanations, directions and assignments
4.using a variety of questions
5.using summaries, review or closing set in theconclusion of lessons
6.applying transitions between activities and lessons
7.optimizing student timeontask
8. stimulating critical thinking, problem solving and decision making
9.integrating student questions and comments into lessons and involvement of students in discussion and activities
10.developing verbal and nonverbal techniques of communication with pupils
11.using nonverbal behavior to support verbal communication
12.developing creative teaching approaches and encouraging creativity in pupils
13.maintaining classroom discipline
14.managing the physical environment and movement within it
15.developing rapport with and respect for students
16.developing sensitivity to human, cultural and ability differences
17.integrating effective knowledge of subject matter into the classroom curriculum
18.demonstrating proficiency in English or the language of instruction based on appropriate speaking and writing
C. Assessment Cluster involving development and refinement of skills in (K,S,D):
1. assessing pupil achievement based on instructional goals and objectives
2.revising lesson plans and instruction based on student achievement feedback
3.using teachermade tests, portfolios and other forms of assessment for purposes of assigning grades and providing feedback to students
4. assisting students in assessment of their own progress
5.devising solutions for specific learning problems
6.reporting to parents, students, peers and community members
7.developing and implementing child study model including population identification, observation and interviews, data collection and assessment of findings
D. Professional Development Cluster involving personal growth in (K,S,D):
1. fulfilling professional and other responsibilities
2. cooperating with members of the school community and parents
3.seeking, weighing and acting upon advice from the College Supervisor and Cooperating Teacher
4.developing existing skills and continuing acquisition of new skills
5.expanding knowledge and understanding of teaching as an activity and a profession
6.consulting, collaborating and teaming with teachers, specialists, parents, community personnel and others in solving problems and meetings needs of a particular student
7.referring process including preparation of individualized education plans,
improvement projects
Ill. Methods of instruction
A. Observation of teaching / classroom instruction
1.The professional internship involves a full semester of observation and teaching. The student begins observing and gradually takes over more teaching responsibility until he/she is fully in charge of all curriculum and instruction within the classroom, usually by the middle of the semester.
2.The professional internship will involve daily review and critique by the Cooperating Teacher and observation and critique every other week by the College Supervisor.
B. Individual and group conferences
1.The College Supervisor will confer with interns individually or in groups after each observation and as many times prior or subsequent to each visit as necessary.
2.Group conferences will take place when the College Supervisor feels a need for instruction or discussion among a group of interns who may be assigned to the same or nearby school districts. Group conferences will usually be held after school hours in the field.
C. Videotaping
1.Videotaping a student teacher's lesson will be recorded.
2.The student will be responsible for arranging and conducting the videotaping session.
3.The student teacher and College Supervisor will meet at an assigned time after the normal school day to review and critique the taped lesson.
D. Oncampus seminars and professional contact
1.Three mandatory, oncampus evening seminars will be held for student teachers. These will be designed to maintain the student teacheruniversity contact and to refine, develop and apply their teaching skills.
2. The seminars will typically encompass the following: a. an initial general seminar led by the Elementary Education Coordinator b. participation in at least one session of Teachers' Meeting Place c. attendance at one meeting of the KeanUniversity's Student Chapter of the Association for Supervision and Curriculum Development
3.Student teachers will be encouraged to attend added meetings of these and other professional groups and to gain additional information through their respective Internet sites.
4.Students will be encouraged to maintain professional contact with Teachers' Meeting Place and their various School of Education professors through email.
IV. Methods of Evaluation
A.Completion of a Teacher Work Sample Portfolio
B.Observation by College Supervisor and Cooperating Teacher of classroom instruction (K, S, D)
C.Conference with Professional Intern, Cooperating Teacher and College Supervisor (K,S,D)
D.Student log especially indicating problems and improvement and growth as a professional (K,S,D)
E. Analysis of videotape made during the Professional Internship (K,S,D)
F. Use of Narrative Observation Form (K,S,D)
G. Use of Competency Evaluation Form (K,S,D)
- Recommended Text
Parkay, F. and Stanford, B. Becoming a teacher (7th Ed.). Boston: Allyn and Bacon, 2007.
I.Bibliography
- PRINT MEDIA
Current Works
Bloom, Lisa A. Classroom Management: Creating Positive Outcomes for all Students.
Upper Saddle River, New Jersey: Merrill/Prentice Hall, 2009.
Johnson, Daniel P. Sustaining Change in Schools: How to Overcome Differences and
Focus on Quality. Alexandria, Virginia: Association for Supervision and Curriculum, 2005.
Kronowitz, Ellen L. The Teacher's Guide to Success.Boston, Massachusetts: Allyn
and Bacon, 2008.
Marzano, Robert J., Barbara B. Gaddy, Maria C. Foseid, Mark P. Foseid and Jana
S. Marzano. A Handbook for Classroom Management that Works. Upper Saddle River, New Jersey: Merrill, 2009.
Marzano, Robert J.,Jana S. Marzano and Debra J. Pickering. Classroom
Management that Works: Research-Based Strategies for Every Teacher. Upper Saddle River, New Jersey: Merrill, 2009.
New Jersey State Department of Education. New Jersey Core Content Curriculum
Standards.Trenton, New Jersey: July 2002 and April 2004.
Price, Kay M. and Karana L. Nelson. Planning Effective Instruction: Diversity
Responsive Methods and Management, 3rd Edition.Belmont, California: Wadsworth/Thompson, 2007.
Roe, Betty D. and Sandy H. Smith. Teaching Reading in Today's Middle Schools.
Boston, Massachusetts: Houghton Mifflin Company, 2005.
Scarpaci, Richard T. Resource Methods for Managing K-12 Instruction: A Case Study
Approach. Boston, Massachusetts: Allyn and Bacon, 2009.
Schoenfeldt, Melinda K. and Denise E. Salsbury. Lesson Planning: A Research-
Based Model for K-12 Classrooms. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2009.
Seminal Works
Beriak, A. and H. Dilemmas of schooling and teaching and social change. London: Methuen, 1981.
Berliner, D.C. and B. Rosenshine, (eds.). Talks to teachers. New York: Random House, 1987.
Banks, J. Teaching strategies for ethnic studies. Boston: Allyn and Bacon, 1988.
Combs, A. W. A personal approach to teaching: Beliefs that make a difference. Boston: Allyn and Bacon, 1982.
Cruickshank, D.R. Reflective teaching: Preparation of students of teaching. Reston, VA: ATC, 1987.
Curwin, R. L. and A.N. Mendler. Discipline with dignity. Alexandria, VA: Association for Supervision Curriculum, 1988.
Dewey, J. How We Think: A restatement of the relation of reflective thinking to the educative process.Boston: D.C. Heath, 1933
Dewey, J. Experience and education. New York: Macmillan, 1938
Dunkin, M.J. and B.J. Biddle. The study of teaching. Lanham, MD. University Press of America, 1982.
Feinberg, W. and J. F. Soltis. School and society. New York: Teachers College Press, 1985.
Fenstermacher, G.D. and J.F. Soltis. Approaches to teaching. New York: Teachers College Press, 1985.
Gagne, R.M. Essentials of learning for instruction. Hinsdale, Ill.: Dryden Press, 1974.
Greene, M.Teacher as stranger. Belmont, CA: Wadsworth, 1973.
Guild, P. Burke and S. Garger. Marching to different drummers: teaching styles. Alexandria, VA: Association for Supervision and Curriculum, 1985.
Highet, G. The art of teaching. New York: Vintage Books, 1950.
Hirsch, E.D. Cultural Literacy: What every American needs to know. Boston: Houton Mifflin, 1987.
Hosford, P.L. (ed.). Using what we know about teaching. Alexandria, VA: Association for Supervision and Curriculum, 1984.
Hostetler, K.D. Ethical judgment in teaching. Boston: Allyn and Bacon, 1997.
Hyman, R.T. Waysof teaching. Philadelphia: J.B. Lippincott, 1974.
Jackson, P.W. Life in classrooms. NY: Teachers College, 1990.
Jacobs, H. Haynes. Interdisciplinary Curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum, 1989.
Joyce, B. and M. Weil. Models of teaching. Englewood Cliffs, N.J.: PrenticeHall, 1986.
Kidder, T. Among school children. Boston: Hougton Mifflin, 1989,
Kohl, H. On teaching. New York: Schocken Books, 1976.
Kohl, H. Growing minds: On becoming a teacher. New York: Harper and Row, 1984.
McNeil, L. Contradictions of control. New York: Routledge & Kegan Paul, 1986.
Natkins, L.G. Our last term: a teacher’s diary. Lanham, MD: University Press of America, 1986.
Orlich, D., et al. Teaching strategies: a guide to better instruction. LexingtonMA: D.C. Heath & Co., Inc., 1985.
Phillips, D.C. and Jonas F. S. Perspectives on learning. New York: Teachers College Press, 1985.
Posner, G.J. Field experience, a guide to reflective teaching. Second Edition, New York: Longman, 1989.
Powell, A.G., et al. The shopping mall high school. Boston, MA: Houghton Mifflin, 1985.
Ravitch, D. The schools we deserve: reflections on the educational crisis of our time. New York: Basic Books, 1985.
Ravitch, D. Left back., Acentury of failed school reform. New York: Simon & Schuster, 2000.
Rubin, L.J. Artistry and teaching. New York: Random House, 1985.
Ryan, K., et al. Biting the apple, accounts for first year teachers. New York: Longman, 1980.
Schon, D. The reflective practitioner. How professionals think. New York: Basic Books, 1984.
Sizer, T. Horace's Compromise: The dilemma of the American high school. Boston, MA: Houghton Mifflin, 1985.
Wong, Harry K. and Rosemary T. Wong. How to be an Effective Teacher: The First Days of School. Mountain View, California: Harry K. Wong Publications, Inc., 2004.
Wragg, E.C., (ed.). Classroom teaching skills. New York: Nichols Publishing Co., 1984.
Zumwalt, K.K., (ed.). Improving teaching. Alexandria, VA: Association for Supervision and Curriculum, 1986.
B. Internet Sites
KeanUniversity Education Sites
Kean University Home Page
School of Education
Teachers' Meeting Place
TeachingPerformanceCenter
Professional Education Associations
National Council for Geographic Education
National Council for History Education
National Council for Teachers of English
National Council for Teachers of Mathematics
National Council for Teachers of Science
National Council for the Social Studies
http:/t
General Educational / Other Sites
Ask Eric
Awesome Library K12 Education Directory
Children's Software Reviews
Classroom Connect
Developing Educational Standards: Overview
Educational Software Institute
The Federal Web Locator
http:/
Library of Congress
New Jersey Search
http:/t
New JerseyState Legislature
Newsweek Parent's Guide to Children's Software
SuperKids Educational Software Review
WorldVillageSchool House
Search Engines
Alta Vista
Lycos
hftp://
Search.Com
Yahoo
C. NonPrint Material
K404Assertive Discipline in the classroom
M2404/5Class and the Classroom
M2214Classroom Management
M2582Cognitive Development
C212A Curriculum Manifesto
C-209Curriculum Planning as it Should Be
M2-697Dealing with Discipline Problems
M'691Glasser on Discipline
K366Glasser's Ten Steps to Discipline
M2575How Children Learn
M2172I Do and I Understand
UC1 15Implementing Humanistic Education in the Schools
M2665Koestler on Creativity
M2362Learning
M2298Learning About Learning
M2359Learning with Today's Media
C851Mainstreaming
K383Mainstreaming: Classroom Management Technique
M822Mainstreaming in Action
K517Mainstreaming the Handicapped: A New Perspective
VC255Mastery Teaching with Madelyn Hunter
M2576More Than School
VC 12/23Motivating Children to Learn
VHS367Motivation and Teaching
N2158Multidisciplinary Teaching of a Class
K340Open Education
C21 1 The Process of Education Reconsidered: Jerome S. Bruner
K371P.L. 94142
VHS kit1Teaching Skillful Thinking
C625The Works of B.F. Skinner
M23211Theory Into Practice
M2661What is Teaching? What is learning?
EMSE Dept.Belonging
EMSE Dept.Circles of Learning