COURSE SYLLABUS

SPRING, 2013

THE PROFESSIONAL SEMESTER

Seminar Location to be Announced – See Course Calendar on Blackboard

EDUCATION 430 E & S

3 SEMESTER HOURS

See Course Calendar on Blackboard for Scheduled Meeting Times

Instructors

Joyce Green – ; Skype Name -

Dale Linton – ; Skype Name – dale.linton

Office Phone: 517-750-6413; Cell Phone: 517-803-1025

Sue Pedersen – ; Skype Name - sue_pedersen

Cell Phone: 517-750-6517

Office Hours

Joyce Green – By Appointment

Dale Linton – By Appointment

Sue Pedersen– Daily via email

School of Education – Daily 8 a.m. – 5 p.m. 517-750-6409

Fax – 517-750-6629

The Spring Arbor Concept

SpringArborUniversity and the School of Education are communities of learners distinguished by our life-long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as our perspective for learning, and critical participation in the contemporary world.

NOTE: THIS SYLLABUS IS SUBJECT TO CHANGE AT THE DISCRETION OF THE INSTRUCTOR. ANY CHANGES WILL BE COMMUNICATED TO THE STUDENTS IN A TIMELY MANNER.

Course Description

The Professional Semester includes EDU 450: Directed Teaching; and EDU 430: Seminar in Teaching which deals with topics especially pertinent to the classroom experiences and entry into the teaching profession.

Within EDU 430:

The overall purpose of the student teaching seminar is to provide student teachers with an avenue to prepare themselves for successfully interviewing for a teaching position. This will include: elements of effective planning and instruction, preparing professional documents, exploring the language of the workplace, participating in mock job interviews, exploring legal aspects of teaching, and discussion of the teacher certification process, among other topics.

Students will complete a high quality interview portfolio complete with:

  • Professional resume
  • Cover letter
  • Letters of recommendation
  • Philosophy of Education (updated)
  • RTI project
  • Unit plan/assessment project
  • Updated EDU 429 profiles
  • Introductory brochure/letter

From this portfolio students will “pull” 2-3 artifacts that will especially demonstrate their ability to teach for student learning to construct an easy-to-use interview packet. This packet will be used during the mock interview and, hopefully, in actual interviews.

Focused time will be spent learning about the interview process and engaging in mock interviews. Students will also develop professional growth plans based on Professional Standards for Michigan Teachers (PSMT’s), SAU evaluations, the principles of Christian educators, and the desire to be a teach who goes “above and beyond” to strive for optimal student learning. An Analysis of Learning paper will be written proving a broad overview analysis of the student teacher’s educational program and career preparation experienced at SAU.

EDU 430/450 Combined Course Goals:

SAU Teaching Model: The School of Education has identified the essential skills needed for effective teaching in this model with six integrated circles, centered around the SAU Concept. Around the six essential skills are four ingredients that define the professional educator.

Coordinating EDU 430 Goals and Objectives with the Spring Arbor University “Effective Teaching Model” and “Professional Standards for Michigan Teachers and Course Assessments”

Professional Standards for Michigan Teachers (PMST) “provide a coherent continuum of a teacher’s professional growth from initial certification through the induction years.” (Michigan Department of Education document, page 1, 2008). Since these standards reflect the standards that all entry level teachers should display, (at least at the emerging level) the Goals and Objectives of the Student Teaching Seminar (EDU 430) demonstrate the ability of Spring Arbor University Teacher Education graduates to meet PMST’s. The Student Teaching Seminar will focus on the following goals and assessments in supporting the student teacher’s capability to meet and demonstrate his or her expertise in the areas listed below. Each goal is followed by the general PSMT standards it is designed to meet and the assessment tool that will demonstrate the student’s expertise

EDU 430 Objectives will be organized by the framework of the SAU “Effective Teaching Model.” This will show how the School of Education model coordinates with MDE standards to ensure effective preparation for Spring Arbor graduates. Each objective will follow the wording of the MDE standard. The assessment(s) used in seminar to show evidence of meeting the objective will follow each objective. (Objectives listed in italics indicate specific Spring Arbor School of Education requirements.) (It is expected that all PSMT standards will be assessed in either the student teaching evaluation or the seminar, and most will be assessed in both.)

EDU 430/450 Goals:

In the Professional Semester (EDU 430/450), the student teacher will:

Explore, clarify and apply knowledge, attitudes and skills as a member of a community of learners in order to meet the expectations the SAU “Effective Teaching Model” and “Professional Standards for Michigan Teachers.”expectations for first year teachers. (PSMT 1-7; Unit Plan, Weekly Group Meeting Reflections; Weekly Interview Questions, Updated Documents, Mock Interview, Student Teacher Notebook, Learning Paper)

EDU 430 Goals:

In the Student Teaching Seminar (EDU 430 E and S), the student teacher will prepare professional documents, practice interview questions, analyze how he or she is a catalyst for student learning and explore how to “go above and beyond” in order to become the “candidate of choice” for any future education opening. (PSMT 1-7; Application Packet, Portfolio, Weekly Interview Questions, Updated Documents, Mock Interview, RTI Project, Unit Plan, Student Teacher Notebook)

EDU 430 E/S Objectives:

Content Knowledge:

Students will:

Articulate their educational philosophical foundation. Discriminate values in the educational arena and develop a professional ethic, which they can articulate.

State the research-based principles of developmentally appropriate practices and design curriculum for student’s level of teaching (preprimary, primary and upper elementary, middle, and secondary).

Develop independent thinking skills and relevant decision-making abilities.

Discuss the role of values and ethics in their professional development.

Identify the importance of certain legal and sociological trends that could have a bearing on future classrooms.

Complete the process of obtaining the teaching certificate.

Prepare an interview portfolio and interview packet

Develop and practice interviewing skills.

PSMT 1a. - Synthesize, analyze, reflect upon, and write with clarity and structure about ideas, information, and data from a general and liberal education, and the relationships between the various disciplines. (EDU 430: Mock Interview Unit Plan/Assessment Project, RTI Project, Philosophy of Education, Analysis of Learning Paper; EDU 450: Weekly Reports, Written Lesson Plans, Videotaped Analysis of Teaching)

Technology:

Students will:

Integrate appropriate use of technology to maximize effective learning in their classrooms.

PSMT 1g. – Understand technology and its use for gathering, processing, evaluating, analyzing, and communicating ideas and information. (EDU 430: Unit Plan/Assessment Project, Mock Interview, Philosophy of Education, Optional Professional Website; EDU 450: “Student Teacher Notebook” Technology Requirement)

PSMT 6d. PSMT 7b. – Successfully complete and reflect upon collaborative online learning experiences. (EDU 430: Group Discussions, Philosophy of Education, Updated Teaching Strategies Profile, Analysis of Learning Paper; EDU 450: Weekly Reports, Classroom Website)

PSMT 7d. – Plan, design, and evaluate effective technology-enhanced learning environments and experiences aligned with Michigan’s Content Standards and Grade Level Expectations and Michigan Educational Technology Standards for each student. (EDU 430: Unit Plan/Assessment Project, Philosophy of Education; EDU 450: Lesson Plans, “Student Teacher Notebook” Technology Requirement)

PSMT 7e. – Implement curriculum plans that include effective technology-enhanced methods and strategies to maximize student learning. (EDU 430: Unit Plan/Assessment Project; EDU 450: Lesson Plans, Informal/Formal Lesson Evaluations, Midterm/Final Evaluations )

PSMT 7f. – Apply Technology to facilitate a variety of effective assessment and evaluation strategies. (EDU 430: Unit Plan/Assessment Project; EDU 450: “Student Teacher Notebook” Technology Requirement, Lesson Plans)

Management and Organization:

Students will:

Manage a classroom and various behavior situations. Demonstrate the use of various instructional techniques.

Develop insights into professional collaboration skills and techniques for effective participation in the school system’s instructional team. Students should demonstrate effective time management.

Articulate the influences of legal issues on school management and organization.

PSMT 2a. - Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities. (EDU 430 –Mock Interviews, Group Interaction, Philosophy of Education, Unit Plan/Assessment Project, RTI Project, Interview Portfolio; EDU 450 – Informal and Formal Lesson Evaluations & Midterm/Final Evaluations)

PSMT 3a. – Design and implement instruction aligned with the Michigan Curriculum Framework, Universal Education Vision and Principles, and the Michigan Educational Technology Standards. (EDU 430: Unit Plan/Assessment Project; EDU 450: Lesson Plans)

PSMT 4b. – Structure the classroom environment to promote positive peer interactions and positive self-esteem, to ensure that each student is a valued participant in an inclusive learning community. (EDU 430: Mock Interview, Unit Plan/Assessment Project; EDU 450: “Student Teacher Notebook” Routines & Procedures)

PSMT 4d. – Design and implement a classroom management plan that utilizes respectful disciplinary techniques to ensure a safe and orderly learning environment, (e.g., instructional procedures utilizing the concepts presented in the State Board of Education’s Positive Behavior Support Policy 2006) which is conducive to learning and takes into account diverse needs of individual students. (EDU 430: Mock Interview Updated EDU 429 Management Profile, Philosophy of Education, Philosophy of Education; EDU 450: “Student Teacher Notebook” Routines & Procedures; Midterm/Final Evaluations)

PSMT 4c. – Construct a learning environment and grading process where both teacher and students have high expectations and mutually understand what is expected of each other to foster optimal achievement of all students. (EDU 430: Mock Interview, Updated EDU 429 Management & Assessment Profiles, RTI Project, Unit Plan/Assessment Project, Philosophy of Education; EDU 450: Lesson Plans, Informal and Formal Evaluations, Midterm/Final Evaluation)

PSMT 2e. – Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education. (EDU 430: Mock Interview, Updated EDU 429 Management & Assessment Profiles, RTI Project, Unit Plan/Assessment Project; EDU 450: Lesson Plans, Informal and Formal Evaluations, Midterm/Final Evaluation)

PSMT 4g. – Establish a learning environment which invites/welcomes collaborative teaching practices; (EDU 430: Introductory Brochure or Letter, Mock Interview, EDU 429 Updated Management & Teaching Strategies Profiles, Philosophy of Education, Analysis of Learning Paper; 450: Introduction Brochure/Welcome Letter, “Student Teacher Notebook” Caregiver Interaction Records)

Collaboration with Stakeholders:

Students will:

Describe the social milieu of the classroom and identify cultural influences on learning.

Effectively communicate and listen as a competent aspiring professional.

Identify and develop effective skills in communicating and conferencing with students, teachers, administrators and parents. Participate in parent-teacher conferences where appropriate.

Collaborate and participate in team teaching with experienced colleagues.

Participate in school meetings and staff development opportunities.

Participate individually with family members and parent groups to help understand the family expectations of teacher.

PSMT 5c. – Develop positive relationships with other teachers, parents/guardians, students, administrators, counselors, and other personnel to benefit students and to influence one’s own professional growth. (EDU 430: Mock Interview, Introduction Brochure/Welcome Letter, Philosophy of Education, Analysis of Learning Paper; EDU 450: “Student Teacher Notebook” People to Meet & Student Teacher/Student Caregiver Interaction Records, Informal/Formal Lesson Evaluations, Midterm/Final Evaluation)

PSMT 5g. – Interact with parents/guardians using best practices for personal and technology-based communication, to maximize student learning at school, home, and in the local community. (EDU 430: Mock Interview; EDU 450: “Student Teacher Notebook” Caregiver Interaction Records)

PSMT 6c. – Demonstrate an understanding of and participate in related organizations and activities in the communities in which the teacher works. (EDU 430: Resume, Philosophy of Education, Analysis of Learning Paper; EDU 450: “Student Teacher Notebook” People to Meet; Midterm/Final Evaluations)

Pedagogy:

Students will:

Construct thorough lesson plans that relate directly to the course of study and build on prior learning.

Note the impact of technology in the schools and be able to utilize instructional technology.

Participate in Individual Education Plan (IEP) meetings where appropriate.

Develop a Response to Intervention plan (RTI) for one or more students with learning challenges.

The student will engage in supervised teaching experiences.

PSMT 2f. – Design and implement instruction based on Michigan Curriculum Framework, using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data. (EDU 430: Unit Plan/Assessment Plan, Updated EDU 429 Teaching Strategies Profile; EDU 450: Lesson Plans, Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)

Embrace teaching through appropriate and creative activities utilizing instructional techniques that are supported by current research. (EDU 430: Resume, Mock Interviews, Unit Plan/Assessment Project, Philosophy of Education; EDU 450: Lesson Plans, Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)

PSMT 1g. – Understand technology and its use for gathering, processing, evaluating, analyzing, and communicating ideas and information. (EDU 430: Mock Interviews, Philosophy of Education, Unit Plan/Assessment Project, Updated EDU 429 Assessment Profile, Analysis of Learning Paper; EDU 450: “Student Teacher Notebook” Technology Requirement & Caregiver Interaction Records, Lesson Plans, Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)

PSMT 4f. – Use a variety of teaching methodologies and techniques (e.g., lectures, demonstrations, group discussions, cooperative learning, small-group activities, and technology-enhanced lessons) and objectively assess the effectiveness of various instructional approaches and teacher actions for impact on student learning. (EDU 430: Mock Interviews, Unit Plan/Assessment Project, Updated Assessment, Management, and Teaching Strategies Profiles; EDU 450: Lesson Plans, Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)

Diversity:

Students will:

Identify the various theories of learning and be able to design instructional strategies for diverse students with varied learning styles, cultural backgrounds and exceptionalities. Students should develop a global perspective and understanding of multicultural peoples.

Construct age-appropriate learning opportunities in order to motivate and teach cognitively, physically, culturally and linguistically diverse students.

Articulate and use different teaching styles to meet the needs of the identified specific population.

PSMT 1e. – Understand and respect the varying points of view and the influence of one’s own and others’ ethics and values. (EDU 430: Mock Interview, Philosophy of Education, Analysis of Learning Paper; EDU 450 “Student Teacher Notebook” Caregiver Interaction Records, Analysis of Learning Paper, SAU Survey)

PSMT 2b. - Assess learning and differentiate instruction to maximize students’ achievement and to accommodate differences n backgrounds, learning modes, disabilities, aptitudes, interests and levels of maturity. (EDU 430: Mock Interview, Updated EDU 429 Assessment, Management and Teaching Strategy Profile, Unit Plan/Assessment Project, RTI Project; EDU 450: Informal and Formal Lesson Evaluations, Midterm/Final Evaluations, )

PSMT 2e. – Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education. (EDU 430: Mock Interview, Updated EDU 429 Assessment & Teaching Strategy Profile, Unit Plan/Assessment Project, RTI Project; EDU 450: Informal and Formal Lesson Evaluations, Midterm/Final Evaluations)

Assessment:

Students will:

Develop and use various evaluative techniques and methods appropriately. Students should be able to write measurable goals and objectives.

Develop and prepare appropriate assessment approaches for the classroom students, including an assessment project.

Analyze and reflect on their practice and to assess the effectiveness of their teaching.

PSMT 2g. – Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students. (EDU 430: Mock Interview, Updated EDU 429 Assessment and Teaching Strategies Profile, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)

PSMT 2c. – Understand the connection between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative, assessments to evaluate learning and ensure the academic achievement of all students. (EDU 430: Mock Interview, Updated EDU 429 Assessment and Teaching Strategies Profile, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)

PSMT 2d. – Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly. (EDU 430: Mock Interview, Philosophy of Education, Updated EDU 429 Assessment, Management and Teaching Strategies Profile, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)

PSMT 4c. – Construct a learning environment and grading process where both teacher and students have high expectations and mutually understand what is expected of each other to foster optimal achievement of all students. (EDU 430: Mock Interview, Updated EDU 429 Assessment, Management and Teaching Strategies Profile, Philosophy of Education, Unit Plan/Assessment Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)

PSMT 4h. – Differentiate between assessment and evaluation procedures and use appropriately. (EDU 430: Mock Interview, Updated EDU 429 Assessment and Teaching Strategies Profile, Unit Plan/Assessment Project, RTI Project, Analysis of Learning Paper; EDU 450: Lesson Plans, informal and formal Lesson Evaluations, Midterm/Final Evaluations)