STUDENT TEACHING

CFS 223 (Registration # 59942)

Wednesdays: 6:30-8:20pm plus 9 hours of Lab

Building 3000: Room: 3004

Course Information

Instructor:Arren Molina-Gassen, M.A.

707-256-7045

Number of Units:5

Prerequisites:CFS 123, CFS 140 & CFS 165 (may be taken concurrently).

Recommended Course:Successful completion of English 120 is recommended.

Textbooks Required:“The Intentional Teacher” by Epstein

“Reflecting Children’s Lives” by Curtis & Carter, 2nd Edition

Other Items Required: Camera

Course Description:

A demonstration of developmentally appropriate early childhood teaching competencies under guided supervision. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning, and assessment; and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children.

Absences:Students are responsible for any information discussed, handouts distributed, and instructor comments during every lecture session. If you are absent, it is your responsibility to obtain that information from another student, or the instructor. If you miss class 2 times you will be dropped from the course, regardless of the reason.

STUDENT LEARNING OUTCOMES

This course is designed to enable the student to:

1. Integrate understandings of children’s development and needs to develop and maintain healthy, safe, respectful, supportive and challenging learning environments for all children.

2. Evaluate the effectiveness of an early childhood curriculum, classroom, teaching strategies and how teachers involve families in their children’s development and learning to improve teaching practices for all children.

3. Design, implement and evaluate curriculum activities that are based on observation and assessment of young children.

4. Apply a variety of effective approaches, strategies and techniques supporting positive relationships with children and adults.

5. Critically assess one’s own teaching experiences to guide and inform practice.

Objectives:

1. Assume teaching and non-teaching responsibilities and demonstrate developmentally appropriate practices in an early childhood classroom.

2. Develop the persona of a professional educator.

3. Use knowledge and understanding of development to create healthy, respectful, supportive, and stimulating learning environments for all children; applying understanding of the multiple influences on development and learning.

4. Use and articulate current research and understanding of development and learning theories to select effective learning materials and experiences for all young children.

5. Analyze classroom space of its effect on the behavior and interactions of children/teachers.

6. Plan, present and evaluate a variety of developmentally, culturally and linguistically appropriate, play-based curriculum and activities.

7. Model and facilitate appropriate language and social behavior with children and adults including problem solving and conflict resolution strategies.

8. Critically assess personal experiences to inform and guide future teaching and collaborative practices.

9. Develop a recordkeeping system to document and track children's progress.

10. Demonstrate professional behavior and preparation for the field of early childhood education.

11. Demonstrate a professional level of competence in written and verbal expression.

12. Apply principles of effective advocacy in assignments or projects.

COURSE PARTICULARS

  • Assigned Readings: It is imperative that you complete all assigned readings noted in the course outline PRIOR to the start of each week. Additional articles or readings may be added during the semester.
  • Participation: Participation during class discussions will be evaluated in this course. You are expected to contribute to, and participate in, discussions and projects. In order to participate in discussions, you should have completed readings prior to coming to class and bring readings to class. You are also expected to stay for the duration of class. Leaving class early may count as an absence.
  • Submitted Work: All submitted work must have the following information: your first and last names, CFS 223, the instructor name, the assignment due date and the assignment title. Work that is missing this information will not be accepted and receive a grade of “F”.
  • Assignments: Assignments are designed to increase your learning of the subject matter and determine if you have met the course SLO’s. Please be sure to make each assignment meaningful to you such that you gain from the experience.
  • Any work submitted after 6:40pm will not be accepted unless prior arrangements have been made with the instructor. No make-up quizzes will be offered.
  • STAPLE YOUR WORK: All work more than 1 page must be stapled prior to submission. There will not be a stapler in class. You should own a stapler and come to class with your work stapled.
  • MLA guidelines: All assigned work must be typed, double spaced, 12 point font, Times New Roman, 1-inch margins, with attention paid to collegiate writing unless the instructor specifies differently for a given assignment.
  • Lab Attendance: You are required to attend 9 hours of lab each week. The instructor will schedule your lab hours the first night of class. You are also required to make up any missed lab hours including the hours from the first week of classes. Options for doing this will be discussed in class. Missing lab 3 times, not counting the absence from the first week will result in you being dropped. Being tardy twice will count as an absence.
  • Lab Performance: Your performance and teaching in the lab component will be evaluated in this course by the instructor and your mentor/supervising teacher.
  • Students with Disabilities: Students with disabilities, who believe they may need accommodations in this class, are encouraged to contact the Office of Special Services (DSPS) as soon as possible to ensure that accommodations are implemented in a timely fashion. Authorization from Special Services is required before any accommodation can be made.
  • Electronic Devices: Cell phones, iPods, iPhones, text messaging devices, and other such items are not allowed in class. If you use them in class, you will be asked to leave and will be marked absent for that day. If group work or an exam is occurring then you will receive an ‘F’ for that assignment.

COURSE SCHEDULE

The course calendar will be arranged by semester weeks. Students are expected to complete all reading prior to the start of class (readings will be assigned in advance) and turn in all work that is due. Quizzes, Topics, and Due dates are subject to change pending the flow of the semester. A separate course calendar will be provided at the second class meeting.

COURSE TEXTBOOKS

Students will be assigned chapters from the textbooks as the course progresses; the assigned chapters may or may not be chronological.

COURSE REQUIREMENTS

All assignments will also be discussed in class with detailed handouts provided for each assignment.

Class Participation

Participation during class discussions and activities will be evaluated in this course. You are expected to contribute to, and participate in, discussions and projects. In order to participate in discussions, you should have completed assigned readings prior to coming to class and bring the readings to class. You are expected to stay for the duration of each class meeting.

Curriculum Activity Implementation

You will be given separate assignment sheets that explain these in detail.

Head Teaching Weeks

During these weeks you will be leading the lesson plan development in your classroom and prepping the activities. More information will be given shortly before your assigned weeks.

ERS Project

This is completion of a detailed ERS and a plan for improvement.

Extensive Classroom Assessment

This is an assessment of your classroom that included evaluating the environment, curriculum, teachers, approaches, and interactions with families. More information will be given out in an assignment sheet.

Self Evaluation

This is an evaluation of your own teaching skills. More information will be given out in an assignment sheet.

Chapter Quizzes

Quizzes will be given throughout the semester at the start of each class meeting.

GRADING

Grade / Percent
A / 90-100
B / 80-89
C / 70-79
D / 60-69
F / 0-59

SPRING 2014 W 6:30-820.