Course Syllabus Fall, 2011

Course Information ED 4694.002Student Teaching 8-12 ED 4696.002Student Teaching 4-8

Contact Information Polly Schlosser Phone: (972) 883-2730 Email: polly.schlosser@utdallas.edu Office hours: by appointment ONLY

Course Pre-requisites, Co-requisites, and/or Other Restrictions A committee of faculty, administrators, and their field placement educators will review all applications for supervised student teaching or post-baccalaureate internships. To be eligible, student teacher candidates must adhere to high ethical standards, exhibit professional maturity, have acceptable class attendance, and meet the following requirements: Pass both required TExES exams. Complete all required professional development courses with a 2.75 GPA. Complete all required course work in teaching specialization with a 2.75 GPA. Have no grade lower than C in courses required by program. Have no grade lower than B in Classroom Management, C&I or Methods courses. Request a school where no family member works or attends. Have a clear district criminal background check.

Course Description Student teaching is the final segment in the professional education sequence. Students will complete 12 weeks of supervised student teaching in a local school district during the fall or spring semester. This cooperative venture between The University of Texas at Dallas (UTD) and the public schools represents the practical application of the teaching/learning process. Student teaching is a three-way effort between the university supervisor, classroom supervising teacher, and the UTD student. The process includes: (a) mutual agreement of objectives for the experience, (b) identification of means for achieving those objectives, (c) adoption of a plan for periodic and continuing evaluation, and (d) final evaluation of progress toward accomplishment of objectives. The details for the Student Teaching Experience are carefully detailed in The University of Texas at Dallas Student Teacher Handbook.

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Student Learning Objectives/Outcomes Students will: 1. apply educational theories, researched-based strategies and subject area content to the actual planning, delivery and assessment of curriculum during the student teaching experience. 2. develop and deliver differentiated curriculum, instruction and assessment aligned to the TEKS, CCRI and ELPS. 3. engage effective classroom management and discipline strategies that respect and dignify all people. 4. implement effective communication skills with all people. 5. practice consistent reflection as part of becoming a professional educator.

Required Reading Tomlinson, Carol Ann, (1999) The Differentiated Classroom Responding to the Needs of all Learners. Association for Supervision & Curriculum Development (ASCD). Highly Recommended Paula Rutherford, (2002) Instruction for All Students, Second Edition, Just ASK Publications, ISBN-13: 9780977779680, ISBN: 0977779688.

Suggested Texts Tomlinson, Carol Ann & McTighe, Jay (2006). Integrating Differentiated Instruction and Understanding by Design. Association for Supervision & Curriculum Development (ASCD) Marzano, Robert, (2007) The Art and Science of Teaching, Association for Supervision & Curriculum Development (ASCD) ISBN: 13: 9781416605713, ISBN: 1416605711 Gladwell, M. (2008). Outliers. London: Little, Brown & Company. Levine, M. (2001). Educational Care: A System for Understanding and Helping Children with Learning Differences. (2nd Ed.). Cambridge and Toronto: Educators Publishing Service. Nelsen, J. (2006). Positive Discipline: The Classic Guide to Helping Children Develop Self-discipline, Responsibility, Cooperation, and Problem-solving Skills (2nd Ed.). New York: Ballantine Books.

Assignments & Academic Calendar Student teaching dates are September 6 to December 9, 2011 inclusive. Student teachers will follow the school calendar for the district to which they are assigned. Students are responsible for completion of all assignments.

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Course Requirements: IMMEDIATE To Do List: Coordinate and arrange an appointment for Mrs. Schlosser and you to meet your supervising teacher between August 22 and September 2. Email your daily class schedule to Mrs. Schlosser, including each period with its clock time, lunch, planning period and holiday breaks immediately and have supervisors information sheet available on the first visit. Place these dates on your calendar:: October 7- UTD Student Teacher Seminar: Work shop I. 2-4 p.m. HH2.502. Attendance is required. November 4-UTD Student Teacher Seminar: Workshop II 2-4 p.m. HH2.502. Attendance is required. Observations and Evaluations: Assessment is performance-based utilizing documentation of overall proficiency through formal evaluation instruments and self-assessment forms. Informal Observations: Several (2-5) informal classroom observations by the university supervisor occur throughout the semester. Students will provide the university supervisor with the relevant lesson plan and instructional materials/resources utilized by students for each observation. Students will need 10-20 minutes after the observation to meet with his/her university supervisor for debriefing. Formal Evaluations: (3) The university supervisor, supervising teacher and student teacher will participate in the mid-point and final evaluations. Each will complete the Observation Rating Form (blue) reflecting on the students cumulative progress to the mid-point or final point in the semester. The completed observation forms will be discussed at the mid-point and final evaluation conference. The resulting rating will be 70% of your mid-point and final course grade. (see Course Grade below) Professional Portfolio in E-form and hard copy The Professional Portfolio provides concrete evidence of the students professional readiness and potential as a professional educator. Students are encouraged to maintain their portfolio throughout their career as a versatile professional tool. The portfolio will be submitted in electronic form. Students will produce hard copy for job fairs and interviews as needed. Begin building your Professional Portfolio. It will include at least these items: 1. Copy of all official college transcript(s) 2. Resume 3. Letters of Recommendation (at least 2: university supervisor and supervising teacher) 4. Philosophy of Teaching /Professional Mission Statement 5. Letter of Intent (UTD) 6. SBEC Certification(s)
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7. Sample worklessons youve written and taught, units youve written and taught, your students work 8. Other documents of your choosing Reflection Journal: The Reflection Journal promotes self-assessment and reflection on a continuing basis which is indispensable when striving to become an effective professional educator. Email your WEEKLY entries every Monday morning to Mrs. Schlosser. See Reflection Journal document for guidelines and submission instructions.

Assignments: Assignments are designed to enhance your student teaching experience as well as require students to begin preparation for their classroom. Due dates for assignments are posted on e-learning. Campus Involvement: Campus Involvement provides the opportunity to glimpse a more complete picture of life as a full-time professional educator. Attend at least one (1) each; PTA Meeting, Faculty Meeting, and Parent Conference. Attend and participate in all Department and Team Meetings. Accompany your supervising teacher on all of his/her duty assignments and professional meetings. Accompany your supervising teacher to a Campus Committee assignment(s) where permissible.

Grading Policy Your course grade is based on several components. 70% - Mid-point and Final Evaluations 20% - Reflection Journal and Assignments 10% - Professional Portfolio Students receiving a grade below B will not be recommended for certification.

Course & Instructor Policies Attendance Policy

The university supervisor and cooperating teacher must be notified immediately of an absence. Three absences are allowed (for emergencies only) from student teaching without time being added to the end of the 14week student teaching assignment. Any absence, for whatever reason, beyond the three must be made up immediately following the 13-week student teaching experience. The three allowed absences are not cumulative to be used at the end of the student teaching experience. Excessive absenteeism may result in a deduction of the final course grade. All meetings are required and will count as an absence.
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Field Trip Policies Off-campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course.

Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities of the universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as ones own work or material that is not ones own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or

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falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software. Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright owners rights and such infringement is subject to appropriate disciplinary action as well as criminal penalties provided by federal law. Usage of such material is only appropriate when that usage constitutes fair use under the Copyright Act. As a UT Dallas student, you are required to follow the institutions copyright policy (Policy Memorandum 84-I.3-46). For more information about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a students U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent).
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Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondents School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Deans decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations.

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Individuals requiring special accommodation should contact the professor after class or during office hours.

Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. These contents and timelines are subject to change at the discretion of Mrs. Schlosser

ED 4696 002Student Teaching4-8 ED and ED4694.002-Student Teaching8-12Course Correlation to TAC 228.30

EC-12 PPR Standard
I, III

Curriculum Topic TAC 228.30 1.Reading Instruction

Programs are encouraged to select from a variety of theories and methods appropriate for teaching these five essential components of reading instruction.

Essential Components
1.Text Structure (organization) 2.Vocabulary teaching strategies 3.Identifying the word (root, prefix, suffix) 4.Fluency (words per minute correct) basic teaching strategies 5.Comprehension (finding main idea, summarizing, supporting details, synthesizing/making connections, inferences, making generalizations Texas Educators Code of Ethics TAC 247.2 Programs will teach a variety

I, IV I, II, III

2. Code of Ethics 3. Child

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Development
I, II, III,

4. Motivation

I I, II, III I, III

I, II, IV

5. Learning Theories 6. TEKS Organization, Skills 8. TAKS Responsibilities

of theories for child development. Programs will select from a variety of theories and methods appropriate for teaching motivation. Programs will teach a variety of learning theories http://ritter.tea. state.tx.us/teks/ http://www.tea.state.tx.us/ click on Testing/ Accountability, click on Texas Essential Knowledge and Skills for much more information. Programs will select from a variety of theories and methods appropriate for teaching curriculum development and lesson planning. Programs will select from a variety of theories and methods appropriate for teaching formative assessment to diagnose learning needs and other types of classroom assessment. Programs will select from a variety of theories and methods appropriate for teaching classroom management. A. ESL/ Bilingual ELPS 1. learning strategies 2. listening 3. speaking 4. reading 5. writing B. G/T 1. Learner characteristics and development 2. Instructional strategies 3. Socio-cultural influences 4. Identifying GT C. Special Education 1. Acronyms/Terms 2. Modifications/ Accommodations 3. Inclusion 4. Parent Involvement 5. Discipline

I, II, III

9. Curriculum Development and Lesson Planning 10. Classroom Assessment and Diagnosing Learning Needs

I, III

II, IV

11. Classroom Management

I, II, III, IV

12. Special Populations

ELPSEnglish Language Proficiencies http://ritter.tea.state.tx.us/ curriculum/biling/elps.html National Assoc. for Gifted Children Teacher Knowledge and Skills http://www.nagc.org/index 2.aspx?id=1863 TEA website resources http://ritter.tea.state.tx.us/ special.ed

III, IV

13. Parent Conferencing and Communication Skills

Programs will select from a variety of theories and methods appropriate for teaching communication skills and parent conferencing.

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I, III

14. Instructional Technology

http://www.sbec.state.tx.u s/SBECOnline/standtest/e dstancertfieldlevl.asp

SBEC Tech . Stds. for All Teachers 1.Tech terms, concepts, data input strategies and ethical practices to make informed decisions about tech app 2. Identify task requirements, apply search strategies, use tech to acquire, analyze, and evaluate a variety of information 3. Use technology to synthesize knowledge, create and modify solutions, and evaluate results 4. Communicate in different formats. 5. Plan, organize, deliver and evaluate instruction that uses technology, and technology TEKS for students.

I, III, IV

15.Pedagogy/ Instructional Strategies http://olc.spsd.sk.ca/ DE/PD/instr/index.ht ml 16. Differentiated Instruction 17. Certification Test Preparation (6 clock hours required)

Programs will teach a variety of instructional strategies suitable for all classrooms and also for specific subjects and content.

I, II, III, IV

IV

Programs will teach a variety of instructional strategies suitable for differentiating instruction. Testing study guides, standards, frameworks, competencies www.texes.ets.org

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