A. Traditional student teachers will work with one or two resident/master teachers at the middle or high school level and with a university supervisor, assuming full responsibility for two classes involving two preparations for 184YZ, or for one class for anyone taking only 184Y or 184Z.
The student teacher should try to assume her or his duties quickly. The exact schedule for the student teacher‚s taking over the classes will be worked out with the resident/master teacher(s). Generally, the student teacher will observe for one week before assuming full responsibility for the first class, and by the end of the second week the student will assume full responsibility for the second class. As soon as possible, student teachers must have complete responsibility for creating unit and daily lesson plans, for handling classroom procedures, for managing classroom behavior issues, for assessing student work, and for completing grade documents, and so forth. Student teachers rely on the guidance of resident teachers. They need to debrief with resident teachers regularly to discuss observations and concerns. The student teacher should be recognized by „his/herš students as the teacher in charge at the earliest possible convenience.
Student teachers must be on campus one prep period for each class taught (normally a total of four periods per day). They will generally be teaching one ELD or ESL class or a sheltered English class as part of this assignment. According to state requirements, the traditional student teacher must teach full-time for two weeks of the Phase II/III semester. Thus, to accommodate this requirement, student teachers should start discussing and planning when and how they will assume three additional sections for a two-week period during the semester.
B. Student teachers teaching under contract will take responsibility at once for their classes (one to five classes, depending on their contract). They will be evaluated by a university supervisor and by a designated on-site evaluator at the school site. Each candidate who is completing Phase II/III student teaching under contract will need to have an administrator at the school site complete the agreement form developed by the English Education Program for an employed Phase II/III candidate.
C. Intern teachers will assume responsibility for their assigned classes for the entire school year. Interns will be supervised in both the fall and spring semesters by both a university supervisor and an on-site evaluator. Each semester interns will have mid-semester formative evaluations and summative evaluations.
Course Objectives: The seminar sessions reinforce the objectives required of Credential candidates during their Phase II/III student teaching experience. Candidates will be able to
• establish and sustain a level of student rapport and a classroom environment that promotes learning;
• prepare at least one unit plan and continuing daily lesson plans that include standards, objectives, procedures (i.e. strategies, activities, materials, and assessment plans) that are defined and coordinated with each other;
• use strategies, activities and materials appropriate for diverse students;
• motivate student interest and appropriate conduct during a variety of activities;
• communicate effectively by presenting ideas and instructions clearly and meaningfully to students;
• evaluate students‚ needs and achievements;
• promote development of cognitive abilities;
• demonstrate capacity to teach diverse students.
Credential candidates must meet the following Computer Based Technology Objectives and Field Based Performance Indicators during Phase II/III student teaching experience. Candidates will be able to
• use record keeping software to efficiently record and manage student work;
• use record keeping software appropriately to determine student grades;
• use software to communicate with students and/or parents about how grades are determined (email, profile sheets, etc);
• use appropriate software and technology to collect and analyze data to improve instructional practice and student learning;
• use computer-based technology to create interesting, informative, motivating and developmentally appropriate course materials;
• when possible, provide class materials to students and parents on-line;
• create at least two lessons that use technology to support diverse needs of the learners; that require students to use electronic research to solve at least one complex problem; that effectively incorporate subject software and/or subject specific websites;
• deliver at least one of the above technology lessons to demonstrate effective management of student learning activities in a technology-enhanced environment;
• include discussions or other class activities that focus on the inequity of access to technology and on the ethical use of technology and of information acquired on the internet;
Program Mission: The purpose of the Single Subject Credential Program is to prepare scholar practitioners as critical thinkers and reflective decision-makers committed to educating youth for life-long learning in a technologically advanced, culturally-diverse democracy.
1. Attend and participate in each of the seven seminar meetings.
2. Context of Learning Paper-- as described below—This is due at the beginning of the third seminar, Tuesday, September 23, and is to focus on one class that you are teaching. Explain how the factors addressed in your paper reflect effective classroom management issues.
A. Write a 1-2 page commentary that addresses the following:
1. Type of school/program in which you teach, (e.g., middle/high school, themed
school or program)
2. Kind of class you are teaching (e.g., ninth grade English – untracked, American Literature – College Prep) and the organization of the subject in the school (e.g., departmentalized, interdisciplinary teams)
3. Degree of ability grouping or tracking, if any
B. Describe your specific class with respect to the features listed below. Focus on key factors that influence your planning and teaching:
1. Academic development. Consider prior student knowledge, key skills, developmental levels, and other special educational needs.
2. Language development. Consider aspects of English language proficiency in conversational and academic language as well as in the students‚ primary languages.
3. Social development. Consider factors such as the students‚ ability and experience in working independently and with others
4. Socio-economic and cultural contexts. Consider key factors such as cultural context, knowledge acquired outside of school, and home/community resources
C. Describe any district, school, or resident teacher requirements or expectation that might impact your planning or delivery of instruction, such as required curricula, pacing, use of specific instructional strategies, or standardized tests.
3. English Language Learners Paper—A 3-5 page paper on Understanding English Language Learners. There are two ways to approach this paper, depending on your work schedule. This paper is due at the beginning of the sixth seminar, Tuesday, November 4. You might find it helpful to review the ELD Standards for CA Public Schools—a free download version is available at www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf
CHOICE ONE: If you are on a full-time contract, you may choose this route:
Interview at least one--preferably two--of the English Language Learners who are presently taking one or another of your classes. Ask these students (or this student) which of your practices make learning easier in your classroom, and which of your practices make learning more difficult.
Ask a number of ELL students at your school which teacher or teachers they regard as especially successful in teaching English Language Learners. Interview one of these teachers, asking them how they learned the teaching practices they presently use, and how they might explain their special success with English Language Learning students.
Write a three to five-page paper summarizing your findings about successful instruction for ELL students, based on your interviews with the student (or students) and the teacher.
CHOICE TWO: If you are on a traditional student teaching schedule, you might prefer this plan.
Observe the teaching techniques of instructors in either English as a Second Language (ESL) or Sheltered English classes. What techniques do they use to make the content of their curriculum accessible to their Limited English Proficient (LEP) students?
Choose one LEP student to „shadowš for at least part of a day. Attend classes, observe the student in class and out of class, at lunch, or with friends. If possible, visit the student‚s family.
Write a three to five-page paper to share what you have learned. Be prepared to discuss your findings.
4. Two detailed Lesson Plans incorporating Technology/Computers. They will be due at the seventh and last seminar, Tuesday, December 2. You will be „Incorporating Computers in Instructionš during your Phase II/III program. In order to meet this part of the computer requirements, you will need to do the following:
Create two lessons in which you incorporate the use of computers/technology into the teaching of English composition, literature, or English as a second language to a whole class. Teach one of these lesson plans in which you use technology/computers.
Have your resident teacher(s), department head, or school administrator complete the Computer Requirement form (this form is in the folder given to your resident teacher or on-site evaluator) verifying successful integration of computers into classroom instruction. If you volunteer to present during the last seminar, bring copies of your lesson plans to hand out as you describe and demonstrate one of your lessons in the seminar on December 2.
The following requirements are to be fulfilled in your student teaching:
5. Maintain a weekly Journal in which you
a) reflect on goals set for that week or on a specific class from the week—it may be especially helpful to reflect on a class which is observed by your university supervisor, resident teacher, or on-site evaluator.
b) set goals for the following week or discuss changes you‚d like to make.
Please give your up-to-date journal to your university supervisor each time he or she visits your classroom.
6. Maintain a 3-ring binder of all materials you have used/created during the semester for two classes. Your binder will include
a) unit plans
b) full daily lesson plans with standards, objectives, activities, and handouts
c) student work (used for modeling and illustrating assessment strategies)
g) up-to-date grade documents
h) seating charts
i) sample graded student work
j) observation reports and evaluations from university supervisor
Please give your up-to-date binder to your university supervisor each time he or she visits your classroom.
7. Videotape one class/ portion of one class and complete the review form of the videotape. Provide a copy of the plan for the lesson taped. Dr. Lovell will be doing the videotaping this semester. He will make a DVD for you and for your university supervisor. You will need to provide a copy of your schedule and the school‚s bell schedule to Dr. Lovell to assist him in coordinating the videotape session. Just a note, the videotape can be a particularly effective tool for helping evaluate your teaching. Consider doing the taping before the end of October.
Please carry out the following in your school setting
1. Meet with your resident teacher(s) or on-site evaluator(s) in your assigned school as soon as your placement has been confirmed. Discuss the school program and calendar. Ask if it is possible to be included in any departmental or school faculty orientations or meetings.
2. Observe your resident teachers‚/coaches‚ classes (if possible). Take notes during this time and familiarize yourself with classroom procedures and course content. Special attention should be given to classroom management skills, such as roll-taking, names of students, absences and tardies, referrals, and test make-ups.
3. With your resident teacher‚s and school-site evaluator‚s help, complete three types of lesson planning: semester overview, unit plan, and daily lessons. Include written standards and objectives for each of your assigned classes, and include this work in your 3-ring binder or portfolio. In the binder include seating charts, lesson plans for each of your two classes everyday, handouts, quizzes, models, and any other materials. [Give your university supervisor your up-to-date binder and journal at the beginning of the period each time he or she visits the classroom to observe.]
4. At the beginning of the semester, give your university supervisor your vacation/holiday and bell schedule, including any alternate or special school day dates. Include a map of the campus marked with the location(s) of your classes.
5. Dress appropriately for your work environment. You are a professional educator on your campus while you are student teaching, and you want to project that persona.
6. Observe time schedules for classes, meetings, and other conferences that are part of your workload.
Grading: The following statement has been adopted by the English Department for inclusion in all green sheets (including those courses in the English Credential Program):
The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog („The Grading Systemš). Grades issued must represent a full range of student performance: A=excellent; B=above average; C=average; D=below average; F=failure
Your best efforts are expected and appreciated, but effort alone may not assure the highest grade if the writing or presentation does not meet the criteria for the assignment.
In English Department Courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct usage and punctuation, appropriate diction and syntax, and organization.
Student teachers, interns, and contract teachers are graded in ENED 365 and 184Y/Z with CR (Credit) or NC (No Credit). The candidate must fulfill all course requirements. The candidate must also provide evidence of good teaching and potential for continued growth to meet the criteria for the grade of „CR.š
Your university supervisor and your on-site evaluator(s) will fill out Formative Evaluations by October 17. You will be advised about areas of your teaching that you will need to improve in order to receive credit for the course. You should have ample opportunity to improve in those areas before the end of the semester. Formative Evaluations from both the university supervisor and on-site evaluators must be on file in the English Credential Office.
By December 18, your university supervisor and on-site evaluator(s) will again submit written evaluations of your performance, using the Summative Evaluation Form. You are required to teach your classes until the end of the semester of the school in which you are student teaching. Credit will not be assigned if you do not complete the term at the school to which you have been assigned.
Evaluations University supervisors and resident teachers will submit
a. formative evaluations no later than October 17.
b. summative evaluations no later than December 18.
Incompletes for ENED 365 and 184YZ will be given only in extenuating circumstances.
Academic Integrity Policy: The University emphasizes responsible citizenship and an understanding of ethical choices inherent in human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the university, its courses, and its degrees. This policy sets standards for such integrity. The public is defrauded if faculty and/or students knowingly or unwittingly allow dishonest acts to be rewarded academically and the university‚s degrees are compromised.
Plagiarism: At SJSU plagiarism is the act of representing the work of another as one‚s own without giving appropriate credit, regardless of how that work was obtained, and/or submitting it to full academic requirements. Plagiarism includes, but is not limited to
and/or the specific substance of another‚s work, without giving appropriate credit,
and/or representing the product as one‚s own work;
computer programs, photographs, paintings, drawing, sculptures, or similar works
as one‚s own.
(Adapted from the SJSU Academic Senate Policy, S07-2; please check this web site for the full policy: http://www.sa.sjsu.edu/judicial_affairs/index.html)
According to the SJSU policy, the minimum penalty for plagiarism is failure of the assignment/paper/exam. It is your responsibility to become informed about the Academic Integrity Policy
Disability Resources: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment to see me as soon as possible. „Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability.š URL for Disability Resources: http://www.drc.sjsu.edu/
Date Time Locations Presentations
Tues., September 9 4:30-6:45 SH 410 Effective Planning
Paper #2 English Language Learners DUE
University Supervisors Email Office Phone
Betty Burchard email@example.com 408-446-5458
Lois Hamor firstname.lastname@example.org 408 265-7998
Jonathan Lovell email@example.com FO 127 408 924-4437
Kris Morrella KrisMorrella@aol.com 408 264-6952
Mary Warner firstname.lastname@example.org FO 127 408 924-4417
Advisers for the English Credential Program are Jonathan Lovell and Mary Warner. Call the English Department (924-4425) to make an appointment.