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.
Student teachers should assume their duties quickly. The exact schedule for student teachers� taking over the classes will be worked out with the resident/master teacher(s). Generally, student teachers will observe for one week before assuming full responsibility for the first class, and by the end of the second week they 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. At the earliest possible time, students should recognize their student teacher as the teacher in charge. However, student teachers should continue to seek the guidance of their resident teachers and should debrief with resident teachers regularly to discuss observations and concerns.
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 stand-alone ELD class or one mixed-ability class
which includes ELLs as part of this assignment. According to state
requirements, the traditional student teacher must also teach two weeks full
time as part of their Phase II/III assignment. To accommodate this
requirement, student teachers & resident teachers should start early in the
semester to discuss when and how they will assume responsibility for these
additional classes for this two week period.
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
English Education Program�s Formative & Summative Evaluations.
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.
Single Subject
Credential Program: Student Learning Outcomes
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.
Course Requirements:
1. Attend and
participate in each of the seven seminar meetings.
2.
Complete the 5 PACT Teaching Event Tasks (in relation to one class you are
teaching)
I. Context for Learning Task– DUE September 9
A. Write a 3-5-page commentary that
describes 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. Be sure to describe what
your students can do as well as
what they are still learning to do:
1. Academic
development: Consider prior student knowledge, key skills, developmental
levels, and other special educational needs. (TPE 8)
2. Language
development: Consider aspects of language proficiency in relation to the oral
and written English required to participate in classroom learning and
assessment tasks. Describe the
range in vocabulary and levels of complexity of language use within your entire
class. When describing the
proficiency of your English learners, describe what your English learners can
and cannot yet do in relation to the language demands of tasks in the learning
segment. (TPEs 7, 8)
3. Social
development: Consider factors such as the students� ability and experience in
expressing themselves in constructive ways, negotiating and solving problems,
and getting along with others. (TPE 8)
4. Family and community contexts: Consider key
factors such as cultural context, knowledge acquired outside of school,
socio-economic background, access to technology, 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.
D. Complete the Context for Learning Form from p. 5
of your PACT Handbook (sent to you electronically by Dr. Warner and available
online at http://www1.coe.sjsu.edu/pact/secondaryEducation.shtml?submenutab=2 or by googling PACT Teaching Event and clicking on
�Teaching Event Handbooks�)
II. Task 2: Planning Instruction & Assessment to be completed between September 9 and November 4
A.
Follow the directions given on pp. 7-9 of your PACT Handbook
B.
Complete Lesson Plans for 3-5 hrs. of Instruction (use Template located on p.
10)
C.
Complete the Planning Commentary (see PACT Handbook pp. 8-9)
III. Task 3: Instructing Students
& Supporting Learning–
to be completed between September 9 and November 4
A. Follow the directions given on pp.
11-12 of your PACT Handbook
B. Prepare your video clips (see p.
13 for Video Label Form)
--note that your �Candidate ID� is
your SJSU ID
C. Complete the Instruction
Commentary on p. 12 of your PACT Handbook
IV. Task 4: Assessing Student Learning—to be completed between September 9 and November 4
A.
Follow the directions given on pp. 14-16 of your PACT Handbook
B.
Collect and analyze student work
C.
Complete the Assessment Commentary on p. 15 of your PACT Handbook
D. Complete �Summary of Student Learning
Chart� from p. 17 of your PACT Handbook
V. Task 5: Reflecting on
Teaching & Learning -- to be completed between September 9 and November
4
A.
Follow the directions given on pp. 18-19 of your PACT Handbook
B.
Include the daily reflections that you completed as part of Task 2
C.
Complete the Reflection Commentary from pp. 18-19 of your PACT Handbook
The following requirements are to be fulfilled in your
student teaching
3.
Maintain a Weekly Journal in which you
a) in an
initial journal entry, written at the end of each week, reflect on �lessons
learned� from each separate prep that week
b) in a second
journal entry, set goals for each of your classes for the coming week
NB: For your PACT Teaching Event in which you complete daily reflections, this weekly journal will not be required.
4.
Maintain a 3-ring binder of all materials you have used/created during the
semester for your two classes. Your binder should 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)
d) quizzes
e) tests
f) overheads
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 she visits your classroom.
The following requirements are to be fulfilled in your school setting
5. 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.
6. 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.
7. 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.
8. 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.
9. Observe time schedules for classes,
meetings, and other conferences that are part of your workload.
Grading: Student teachers, interns,
and contract teachers are graded in ENED 365 and 184Y/Z with CR (Credit) or NC
(No Credit). Candidates must
fulfill all course requirements and must also provide evidence of good teaching
and potential for continued growth to meet the criteria for the grade of
�CR.�
Your university supervisor and your on-site evaluator(s)
will fill out Formative
Evaluations by October 22. 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 21, 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 Friday, October 22.
b. Summative Evaluations no
later than Friday, December 21.
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.� URL for Disability Resources:
http://www.drc.sjsu.edu/
Course
Calendar
Date Time Location Presentations
Th., September 9 4:30-6:45 SH
238 Classroom
Management
Context for Learning due
Th., September 23 4:30-6:45 SH
238 Effective Planning of PACT
Tasks
University Supervisors Email Office
Phone
Betty Burchard ekburchard@comcast.net 408-446-5458
Lois Hamor loishamor@earthlink.net 408 265-7998
Kris Morrella KrisMorrella@aol.com 408
264-6952
Mary Warner mary.warner@sjsu.edu FO
127 408
924-4417
Advisers for the English Credential Program are Jonathan Lovell
and Mary Warner. (Jonathan is on Sabbatical for Fall 2010) Call the English
Department (924-4425) to make an appointment.