ࡱ>  `>bjbj .`6  D><0ozLnnnnnnn,Fqsnnn"nn-f%l`8BhHno00o itt%l%l>cl0nn0ot :   CTEE 4953 Professional Development Seminar Spring 2014 Course Syllabus Class Meetings: Via Distance and Periodic Meetings with Supervisor Class Location: TBA Credit Hours: 2 hours Prerequisite: Admission to Teacher Education Co-requisites: CTEE 4923: Internship Course Description This seminar is designed to support early teaching practice in elementary classrooms through ongoing professional development designed by the instructor and students. Dialogue and reflection will center on possible solutions to the challenges, difficulties, and dilemmas facing student teachers as they learn to teach in diverse classrooms. The course schedule will include more integration within the internship placement, thoughtful reflections via distance delivery and periodic meetings over the semester. Course Objectives: During this course, students will be able to: Prepare for Teacher Interview Day through updating their resume, practice interview skills, and related portfolio materials. Reflect on experiences in the classroom. Reflect on experiences and or interviews from outside of the classroom. Critically discuss the personal challenges and difficulties in student teaching practice while proposing informed potential solutions for authentic cases. Apply learning about differentiated instruction, diversity, and inclusion to internship placements and students, and discuss issues and successful strategies. Observe and reflect on the professional practices of various school personnel at the assigned school Class Policy Statements: Participation: Students are expected to participate in all class meeting discussions and complete all assignments. It is the students responsibility to contact the instructor if assignment deadlines are not met. Students are responsible for initiating arrangements for missed work due to university excused absences. Attendance/Absences: Attendance is required at each class meeting. Late work will be accepted only for University-approved excuses as outlined in the  HYPERLINK "https://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudent_info%2fstudent_policies%2f" \t "_blank" Student Policy eHandbook; the URL is  HYPERLINK "https://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudentpolicies" \t "_blank" www.auburn.edu/studentpolicies. Doctors or other official excuse notes must be turned into the instructor no more than seven days after the absence, or it is unexcused. Upon the third absence from a scheduled class meeting, students will be required to meet with the instructor and program coordinator to discuss continuation in this course. The instructor should be notified by email of any absence prior to the class meeting, or as soon as possible. Other unavoidable absences from campus must be documented and cleared with the instructor in advance. Unannounced quizzes: There will be no unannounced quizzes. Accommodations: Students who need accommodations are asked to electronically submit their approved accommodations through AU Access and to arrange a meeting during office hours the first week of classes, or as soon as possible if accommodations are needed immediately. If you have a conflict with my office hours, an alternate time can be arranged. To set up this meeting, please contact me by e-mail. If you have not established accommodations through the Office of Accessibility, but need accommodations, make an appointment with the Office of Accessibility, 1228 Haley Center, 844-2096 (V/TT)." Honesty Code: The University Academic Honesty Code and  HYPERLINK "https://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudent_info%2fstudent_policies%2f" \t "_blank" Student Policy eHandbook (the URL is  HYPERLINK "https://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudentpolicies" \t "_blank" www.auburn.edu/studentpolicies) rules pertaining to Cheating will apply to this class. Professionalism: As faculty, staff, and students interact in professional settings, they are expected to demonstrate professional behaviors as defined in the Colleges conceptual framework. These professional commitments or dispositions are listed below: Engage in responsible and ethical professional practices Contribute to collaborative learning communities Demonstrate a commitment to diversity Model and nurture intellectual vitality Cell Phones: Students are expected to turn cell phones off or to vibrate during class and lab time. Course Assignments and Evaluation: School Based Experiences  Pass-Fail Grading Per Assignment: Exemplary (E) (Pass) Competent (C) (Pass) Approaching Competence (AC) (Fail) Poor (P) (Fail) Assignments: All written assignments must be typed and should adhere to Standard English usage and conventions. Weekly assignments must be presented in class (or posted to Canvas) on time and with competent quality in order to receive credit for them i.e., to be marked as passing. Outside the Classroom Experiences During your internship you are encouraged to plan with your cooperating teacher other experiences that will help develop a knowledge and appreciation of the other facets of teaching. You have been provided a list below of options you can choose to complete during your internship. You will complete School Based Experiences Documentation Form form after each experience. School Based Experiences The School Based Experiences Documentation Form must be completed by the due dates posted on Canvas. Reflect on the following questions: How do I address questions that arise relating to the ethics involved in working with children, parents, paraprofessionals, and school officials? How do I ensure that current research, codes of ethics, school regulations, and my understanding of the family values and cultures of the child guide my relationships? How do I plan, create and maintain the classroom environment and curriculum necessary to meet the academic, cultural, social/moral, physical and personal needs of the children? How do I ensure that my classroom environment and curriculum value and display children's work? How do I ensure that my classroom environment and curriculum necessary to meet the academic, cultural, social/moral, physical and persona needs of the children? How do I ensure that my classroom environment and curriculum value and display children's work? How do I ensure that my classroom environment and curriculum facilitate children's thinking? How do I manage guidance and discipline in a vibrant learning community, so that children have ownership of the classroom rules, their problems that arise, and can devise strategies for solving those problems? How do I adapt instruction to meet the needs of the children, parents, and community and still meet the state and local school curriculum standards? How do I evaluate my ability to consider all perspectives as I work with the children? School Based Experiences Directions: Choose at least 10 options below. You can only do each option once in order to maximize your experience during internship. After completing each experience, be sure to fill the form out and either keep it in your internship notebook or turn the form in according to your supervisors directions. Calendar examples have been provided for you and your cooperating teacher in helping you plan more effectively the outside classroom experiences. The classroom experiences will need to be completed prior to the last day of internship but the scheduling is flexible and allows you to complete as many experiences as possible. Note: You can complete the experiences with other interns at your school. We suggest that when observing another teacher (i.e. art teacher) that only two interns observe at a time. This will help with management and organization. * Required (no less than 1 from 6, 7, 8, or 9) ** Required _______ Observe, interact, and reflect on the first day of the school year (Fall Interns only) _______ Interview two of the following: secretary, cafeteria coordinator, janitorial, after-school coordinator, book keeper, special aide assistant, parent of the advisory board, Title 1 aide, teacher aide, media specialist aide _______ Interview a teacher or other professional about how Common Core (Mathematics or Language Arts) is impacting curriculum at the local level _______ Select a student who has special needs or behavioral challenges within the school context. Locate two research articles about the specific challenge in order to identify strategies to help the student to be successful _______ Observe a Response to Intervention (RTI) or Problem-Based Solving Team (PBST) meeting and reflect on the strategies/plan recommended to support the needs of student(s) _______ Observe a Title 1 teacher while she is preparing resources or conducting a small group intervention lesson _______ Observe a reading coach for a day _______ Observe an ELL coach for a day _______ Observe an inclusion teacher for a day _______ Observe a committee meeting of your choice _______ Observe at least two special teachers for a day each (i.e. art, music, venture, physical education, computer) _______ Observe the media specialist for a day _______ Observe two other classroom teachers with different grade levels from your internship placement _______ Observe the counselor for a day _______ Attend a special event at your school (reading night, math night, carnival, musical, etc.) _______ Observe a parent teacher conference _______ Attend a school wide faculty meeting _______ Attend a collaborative grade-level meeting _______ Attend a professional development session(speaker, training, technology, etc.) _______ Attend and interact in an after school program for an afternoon _______ Plan and carry out a special project (setting up recycling, organizing a math night, etc.) and reflect on the challenges, successes, and dynamics of the project. _______ Interview a parent (with classroom teachers permission) about what he or she perceives his or her role to be in supporting the childs education. Some questions may include, but are not limited to: as a parent of a child in this classroom, what is your view of parents role in their childs education? What kinds of things do you and your child(ren) do or have done in the past that you would say support his or her educational goals? What ideas or suggestions might you have for a beginning teacher? _______ Professional development activity as directed by classroom teacher and approved by university supervisor. Schedule Examples Schedule #1 (One Week) Note: The following example includes four interns that have already taught their 20 full days of teaching. These experiences may be spread out over the semester or completed at the end of the semester. The cluster teacher and intern should work out the schedule as soon as the internship semester begins. Time:MondayTuesdayWednesdayThursdayFriday 7:30-11:30Interns 1 & 2 observe the Art teacher Interns 3 & 4 observe the counselor Interns 1 & 2 observe two teachers from different grade levels Interns 3 & 4 observe an inclusion teacher. Interns 1 & 2 observe the reading coach Interns 3 & 4 observe the ELL coach 11:30-3:30 Interns 1 & 2 observe the counselor Interns 3 & 4 observe the Art teacher. Interns 1 & 2 observe the ELL coach Interns 3 & 4 observe the reading coach Interns 1 & 2 observe an inclusion teacher. Interns 3 & 4 observe two teachers from different grade levelsUse this time for all interns to interview at least two school staff members.After School All interns attend Reading Night! All interns attend a faculty advisory meeting. Schedule #2 (Two Weeks) Note: The following example includes four interns that can either have taught their full 20 days or not. Week 1Time:MondayTuesdayWednesdayThursdayFriday7:30-11:30Interns 1 & 2 observe the Art teacher Interns 3 & 4 observe the Art teacher.Use this time for all interns to interview at least two school staff members.11:30-3:30Interns 1 & 2 observe the counselor Interns 3 & 4 observe the counselorAfter School All interns attend Reading Night! Week 2Time:MondayTuesdayWednesdayThursdayFriday7:30-11:30Interns 1 & 2 observe the ELL coach Interns 3 & 4 observe the ELL coach11:30-3:30Interns 1 & 2 observe two teachers from different grade levels Interns 3 & 4 observe two teachers from different grade levelsInterns 1 & 2 observe the reading coach Interns 3 & 4 observe the reading coach After School All interns attend a faculty advisory meeting. School Based Experiences Documentation Form One Completed Form for EACH Experience Name: Description of the Experience:Date: School/Grade:Directions: This form must be completed after each experience. Be sure to list the experience that you have done along with a reflection and proof. Be sure to choose experiences that you feel will help you achieve and learn the most from your internship. Provide a one-paragraph summary of the School Based Experience: Provide a 2 -3 paragraph reflection of the experience: What did you learn? What was the most surprising thing you discovered? How can the experience help you to become a better teacher? 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Oh+'0$ <H l x  'DPersonal Data Form: CTEE 4950 Professional Development Seminar Marcia Webb Normal.dotmLindsey Mears17Microsoft Macintosh Word@캃@bR@9@`/C. ՜.+,D՜.+,|8 hp  'Auburn UniversitybE6 APersonal Data Form: CTEE 4950 Professional Development Seminar Title 8@ _PID_HLINKS'Aa https://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudentpoliciesYPhttps://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudent_info%2fstudent_policies%2fahttps://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudentpoliciesYPhttps://ch1prd0202.outlook.com/owa/redir.aspx?C=WgyqOeIOVUuAUAV0hdKTy_xkJ6WXS88IdlmilzBmndsznwaScKGhLhujZBIt9sziFNUcHD3f5Bo.&URL=http%3a%2f%2fwww.auburn.edu%2fstudent_info%2fstudent_policies%2f  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F`8Data P1TableXbuWordDocument.SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8