San José State University

College of Humanities and the Arts
Department of English and Comparative Literature
Fall 2010

 

ENED 365: Seminar in English Education                       SH 238 Th. 4:30-6:45

Dr. Mary Warner, Director of the English Credential Program

Email: mary.warner@sjsu.edu

Office Phone: 924-4417

FO 127 (English Credential Program)             http://www.sjsu.edu/faculty/mary.warner/

 

Course Description: These seven seminars present topics in English Education for middle and high school English teachers.  In addition, the seminars provide a framework for the intensive experience in supervised student teaching, student teaching under contract, or intern teaching.  Additionally, and perhaps most importantly, they offer support for completion of the PACT Portfolio (Performance Assessment for CA Teachers).

 

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 Learningto 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., August 26            4:30-6:45                     SH 238            Introduction to the Seminar

and to the PACT

 

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

 

**Work on Tasks II-V between September 9 and November 4**

 

Th., October 7            4:30-6:45                     SH 238            Reading and Writing Non-

fiction/Introduction to the Expository Reading & Writing Course (ERWC)

 

Th., October 21          4:30-6:45                     SH 238            Academic Language for ELLs

 

Th., November 4         4:30-6:45                     SH 238            Workshop of PACT

portfolios

                                                                                         

Th., December 2          4:30-6:45                     SH 238            Session on interview tips/the job

Search process

 

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.