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Syllabus

Teacher Education
07E:197/07E:198  Superv Tch Erly Chld Cntr Intrctv Phase
Fall, 2009
Instructors: Ellie Herman
Emails: ellen-herman@uiowa.edu
Course Web Site: See: http://www.education.uiowa.edu/fieldexp
Course Description

These courses for student teaching registration reflect the culminating experience of the Elementary Teacher Education Program. Student teachers are placed in a classroom with an experienced cooperating teacher for a full-day assignment lasting between seven and fourteen weeks (length of placement depends on the licensure the student is seeking). During this experience, a University Supervisor works with the student teacher and cooperating teacher to facilitate a successful experience. During a fourteen-week experience, student teachers are expected to have full teaching responsibility for a minimum of two weeks. In addition to their planning and teaching responsibilities, student teachers also are expected to a) keep a reflective journal of the experience, b) develop and analyze two videotaped lessons of their teaching, c) develop an original unit with a minimum of five daily lessons, and d) develop an ePortfolio. These artifacts provide the documentation necessary to demonstrate fulfillment of the State of Iowa Teaching Performance Standards.

Artifacts should be uploaded both to the 7E:190/191 "Course” page" and to their overall Program "Standards" page.  The artifacts listed below are required however additional artifacts may be included.  Students are encouraged to add photos and other media whenever appropriate.  All artifacts shoul have a caption or brief narrative that explains how the artifact pertains to the narrative and the standard.

Required Readings

Student Teaching Handbook and Forms Packet should be downloaded from the web at: www.education.uiowa.edu/handbook/elementary or in CD ROM format are available in N1310 LC.

Focus Standards and Student Assignments

StandardsStudent Assignments
A: Student Learning

Write a narrative that explains your philosophy of education including how you believe students learn and how you deal with the needs of diverse learners.  Include at least two artifacts, the first is a narrative that describes your student teaching setting and one to illustrate your philosophy (e.g., lesson plan or journal excerpts about strategies used). 

B: Diverse Learners

Link your philosohoy narrative and include at least one artifact such as a lesson plan that you specifically adapted for diverse learners or a journal entry in which diverse learners were discussed and/or student work is shown or discussed.
C: Planning Instruction

Original unit with at least five lesson plans. Include unit overview, unit content goals, formal lesson plans, resources, and a brief reflective narrative describing procedures and management strategies used, and how this fit with curriculum. (See handbook page 33 for unit rubric requirements)
D: Instructional Strategies

Write a narrative addressing instructional strategies you used to teach students to develop critical thinking, problem-solving and performance skills. Please link to at least one student work sample and or lesson plans that illustrate your point.

E: Learning Environment

Write a narrative explaining how you create a positive learning environment for students. Items to consider: rapport, motivation, community, clarity, consequences, classroom management systems and/or anything that helped students work together productively. Be specific. Link to at least three total artifacts that demonstrate strategies you personally developed or initiated.  Artifacts to consider include  photos, lesson plans, journal entries, bulletin boards, or notes home.

F: Communication

Write a narrative addressing the importance of communication with parents/guardians and students. Describe the types of communication you used during student teaching. Include at least one artifact sucah as a student work on which you made comments, a notes home to parents, or another examples of your communication.

G: Assessment

Write a narrative explaining your beliefs about assessment. Describe opportunities in which you assessed students. Include links to examples of at least two assessments you used and explain how you used them. (Assessments may include running records, quizzes, rubrics, anecdotal records, corrected papers with comments, test scores, item analysis, your journal entries on assessment, and/or your reflection after a class discussion).

H: Reflection and Professional Development

Write a narrative discussing the importance of professional development. Include in your discussion the importance of teachers' relationships with their school community, parents/guardians, and the larger community as well as the role of professional ethics.  Consider mentioning any opportunities that you experienced which connected you with your school, your students' parents and/or any projects involving the community as a whole. Include at least one link to your video tape self-evaluation, post-observation conference, or other feedback from your teacher.

I: Collaboration, Ethics, and Relationships

Link your Professional Development narrative and include a linke to at least one artifact such as a team, staff, or district in-service meeting agenda, or any community or professional organization activity.  
J: Technology

Link your Original Unit and include links to at least two artifacts such as: Internet resources sites, a DVD or CD rom, a PowerPoint presentation, or other digital technology used in the planning and/or teaching of your unit.
K: Subject Matter Knowledge

Link your Original Unit and include links to at least two examples of external resources used to plan, develop, and teach this unit.