AUBURN UNIVERSITY SYLLABUS

1.		Course Number: CTEE 4190-001
	Course Title: Practicum in Classroom Management for Undergraduate Elementary Preservice  Teachers
	Credit Hours: 3 semester hours 
	Prerequisites: Elementary Program Coordinator Approval
	Corequisites: None

2.	Date Syllabus Prepared: May 15, 2010

3.	Texts:	Evertson, C. & Emmer, E. (2009). Classroom Management for Elementary
	Teachers. 8th Edition. Allyn & Bacon.
	Thompson, Julia. (2007). The First-Year Teacher’s Survival Guide.  2nd Edition. Jossey-Bass.

4.	Course Description:

Provides individual students with experiences relating theory and practice in a classroom management school setting.  The practicum is designed to provide teaching experience related to effective strategies and methods that are designed to provide students with study and teaching practice that will assist them in gaining expertise/experience within a selected area discipline, behavior and management of classroom procedures. Flexibility is provided through choice of project that will provide meaningful learning in practice with regard to their current needs and future professional activities. 
The approved project associated with the practicum should entail a minimum of 40 hours of documented work or involvement in the school to be arranged per approval of the instructor and cooperating teacher. 

5.	Course Objectives:

The course is designed to:
A.	A.	Provide experience closely relating theory and practice in a school setting.
B.	B.	Provide choice from various and flexible learning experiences to afford the student the opportunity to achieve required or desired experience in managing behavior in a classroom.

Students will be able to:
A.	C.	In consultation with the professor and classroom teacher, select one field-based project/study related to your area of concern in classroom management and document field hours in implementing it.
B.	D.	Submit an annotated bibliography of references related to the field project/study.
C.	E.	Write a proposal to guide completion of the field project.  The proposal will include a description of the project/study, rationale for it, objectives, activities to be implemented in completing the project (including resources), and evaluation.
D.	F.	Submit evidence of study/project completion, such as a finished product or paper, and results.
E.	G.	Present the study/project and important learning from it to the class. 

6.	6.	      Course Content and Schedule:

A. The course content is developed based upon the individual student’s approved project/study proposal. 
B. The length of time expended in the course will depend on the required minimum time in the school placement (40 clock hours) along with the required course meetings and work outside of the school placement. 
C. The student is expected to spend a minimum of 60 hours of documented practice in the classroom.  Some learning experiences will require more hours in the school and outside of school than others, depending upon the activity to be accomplished.

7. 	      Course Requirements/Evaluation:

A.	Attend an orientation session with the professor.

B.	Identify a topic within the choice of professional experiences project.
C. 	Prepare an annotated bibliography using the Publication Manual of the American Psychological Association (5th edition).  (Minimum of 3 references; at least one text or book in project area; all articles must have cited literature within them). 

D.	Prepare a calendar schedule for meeting your 60 hours of field work in your school.

E. 	Obtain appropriate written permission from your school and assigned teacher to implement your project BEFORE you implement it. Check with your course instructor if you have any question about this.

F. 	Write a proposal describing the study/project and a plan for completing and evaluating the study/project.

G.	Class will meet for a minimum of six (6) required times with the professor during the semester. Locations TBA. These are check-point and discussion meetings on the practicum project and not for new instruction.
1)	Orientation meeting – Set future meeting dates and overview of syllabus 
2)	Week 3 or Week 4 – Project selection, annotated bibliography, school/teacher permissions, calendar schedule
3)	Week 6 or Week 7 – Project proposal
4)	Week 9 - Project progress and field hours checkpoint
5)         Week 10 – Final presentation of project and or paper

H.          Evaluation: The professor will determine whether the student has met the criteria 
established jointly by professor and student and will assign an S (Satisfactory) or U (Unsatisfactory) for the course.  Weighted components will be the following:
1) Annotated Bibliography (See website; minimum of three references; at least one
book) up to 10 points
2) Proposal up to 20 points
3) Meeting with professor and checkpoints completed up to 10 points
4) Final created project product(s) or artifact(s), and evaluation results up to 50 points 
5) Final powerpoint presentation of project and learning (5-10 minutes) up to 10 points

	       I. 		Satisfactory grades will be assigned for meeting minimum required hours in the 
				school placement (40 hours verified by time sheet attached) and to projects that earn 					at least 80 points.

		J. 		Students must also submit their completed ADVANCED FIELD EXPERIENCE DOCUMENTATION FORM (attached) with their teacher’s signature to their instructor. 

8.       	Field Based Project/Study Areas of Choice – Any proposed project must be planned in concert with your classroom teacher and have his/her permission in writing on school letterhead to do so.

A. Curriculum Development – You will propose to develop a small area of curriculum to meet a targeted need or learning goal in the topic area of interest or specialization in the elementary classroom. Curriculum development, even on the small scale, goes through a research and development (R & D) process or cycle where new curriculum is developed based on research on best practice, tested with students in real classrooms, and then modified for greater success in the next round of testing before being packaged for widespread use. The goal in this process is both pedagogical ease of use and maximum student learning. You will be required to complete one round of the R&D cycle with your curriculum. Curriculum can be the development of a unit (series of lessons and assessment) that meets a learning need. This project may be designed with knowledge of curriculum and teaching developed in the core disciplinary courses, CTEE 4030,4040,4010 or 4020. You must obtain your teacher’s approval in writing before testing any new curriculum elements in the classroom.

B. Teaching Practice – You will propose to implement a teaching method that can be used to help students learn in the topic area of interest or specialization in the elementary classroom. Numerous teaching methodologies exist that are supported by research in helping students learn better under specified contexts. Examples include peer tutoring, cooperative learning, and immediate feedback, to name a few. You must devise an assessment plan to determine the effectiveness of your implemented method within your teacher’s existing curriculum. This project may be designed with knowledge of teaching practice developed in the core disciplinary courses, CTEE 4030,4040,4010, and 4020. You must obtain your teacher’s approval in writing before testing any new teaching approaches in the classroom.

C. Assessment Development – You will propose to research and develop appropriate authentic assessments (formative and/or summative) that better gauge what students ‘know and can do’ in the topic area of interest or specialization in the elementary classroom. Many new, reform-based, standards-based curricula exist that need stronger means of assessing students in authentic situations. Devised assessments must meet learning goals as well as give the classroom teacher feedback on student learning before end-of-unit testing. New assessments must be ‘tested’ on students in appropriate settings at low risk in order to obtain needed data for refinement and future use. You must obtain your teacher’s approval in writing before testing any new assessments in the classroom.

9.         Class Policy Statements
	
•		Attendance: Students are expected to attend all pre-arranged class meetings, and will be held responsible for any content covered in the event of an absence. Students must meet their minimum field-based, clock-hour requirement in order to receive credit for this practicum.
•		Excused absences: Students are granted excused absences from class or field placement for the following reasons: illness of the student or serious illness of a member of the student’s immediate family, the death of a member of the student’s immediate family, trips for student organizations sponsored by an academic unit, trips for university classes, trips for participation in intercollegiate athletic events, subpoena for a court appearance, and religious holidays. Students who wish to have an excused absence from class for any other reason must contact the instructor in advance of the absence to request permission. The instructor will weigh the merits of the request and render a decision. When feasible, the student must notify the instructor and cooperating teacher prior to the occurrence of any excused absences, but in no case shall such notification occur more than one week after the absence. Appropriate documentation for all excused absences is required. Please see the Tiger Cub for more information on excused absences. 
•		Make-Up Policy: Arrangement to make up missed assignments or field hours due to properly authorized excused absences must be initiated by the student within one week of the end of the period of the excused absences(s). Documentation for the absence must be submitted during this time for the absence to be excused. Unexcused absences will result in the loss of points for late assignments.
•		Academic Honesty Policy: All portions of the Auburn University student academic honesty code (Title XII) found in the Tiger Cub will apply to university courses. All academic honesty violations or alleged violations of the SGA Code of Laws will be reported to the Office of the Provost, which will then refer the case to the Academic Honesty Committee.
•		Disability Accommodations: Students who need special accommodations in class, as provided by the Americans with Disabilities Act, should arrange for a confidential meeting with the instructor during office hours in the first week of classes (or as soon as possible if accommodations are needed immediately). The student must bring a copy of their Accommodations Letter and an Instructor Verification Form to the meeting. If the student does not have these forms, they should make an appointment with the Program for Students with Disabilities, 1288 Haley Center, 844-2096 (V/TT).
•		Course contingency: If normal class and/or lab activities are disrupted due to illness, emergency, or crisis situation, the syllabus and other course plans and assignments may be modified to allow completion of the course. If this occurs, and addendum to your syllabus and/or course assignments will replace the original materials. 

	Professionalism:  As faculty, staff, and students interact in professional settings, they are
	expected to demonstrate professional behaviors as defined in the College’s 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

PROPOSAL GUIDELINES
Practicum in Area of Specialization
(Prepare two copies: one for the instructor and one for the classroom teacher)

1.	Cover Page (2 points)

A.	Heading: CTEE 4190  Practicum in (Area of Specialization).
B.	Professor’s Name; Cooperating Teacher’s Name
C.	Title of project
D.	Semester and Year
E.	Student Information 
a.	Name
b.	Address
c.	Phone number and email address
F.	Date 
G.	Contract sign off	(Student)	  			   (Date)
(Professor)				   (Date)
(Cooperating Teacher)			   (Date)
2.	Body of Proposal (18 points)

	1.	The Project and its Significance (2 points)
Discuss with some detail the educational project proposed in the specific area of the proposed practicum: What will you do? What will you make?  (1/2-1 page).

	2.	Supporting Evidence and Rationale (4 points)
Describe preliminary planning already accomplished, observations made, problems between theory and practice, and review of related literature which provide a rational for the proposed objectives of the practicum: Why are you doing this project? (1-2 pages).

	4.	Objectives (2 points)
Write the specific objectives to be achieved by the proposed project. Each written objective should have measurable outcomes that will be evaluated for the outcome of the project: What do you hope to achieve? (no more than 3 objectives)

	5.	Project Design (3 points)
Describe the operational plan for implementing the project and indicate why the plan is appropriate for achieving the stated objectives: How will you do it?  Describe how you envision the final product (or artifacts) and its usefulness to the classroom teacher: How will it look and be useful? (1 page)

	6.	Activity Management (2 points)
Indicate in chronological order the events and the time frame for their completion. (steps and dates)

	7.	Resources (2 points)
List the resources needed to complete activities and objectives and briefly explain how they are to be used. (bulleted list)

	8.	Evaluation (3 points)
Describe how you will assess or evaluate students on the outcomes of your project and the criteria for success or attainment: How will you know if you are successful?; and attach all instruments, forms, check-sheets, questions, tests, etc. that you will use. Evaluation should measure each objective for student outcomes. (Attach)

3. 	Proposed Project Evaluation Scheme (required) – See Page -2- H4 above.

Propose a detailed evaluation scheme or rubric for the completed project – worth 50 points – which reflects the process: Planning, implementation (product/artifacts), results of student learning, teacher reflection on learning and suggested modification for the next cycle. Evaluation scheme to be approved by the professor.
CTEE 4190: Time Sheet for Field Hours (40 hours total minimum)
Name:                                                                      Cooperating Teacher: ___________________________

School: ________________________________________	     Grade:  ___________________

Students are required to complete a minimum of 40 clock hours of field experience as part of the practicum requirement. Any scheduled lab time missed must be made up in order to complete your required hours. 

Weeks
Write in the dates each week	Activities/Instruction/Tasks Completed
In Lab Placement Describe/list activities/instruction/tasks you participated in this week.	Total Hours Completed for Week	Sponsor Teacher
Signature – to be signed each week	
Week 1

Week 2

Week 3

Week 4

Week 5

			
Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12	
			
Week 13

Week 14

Week 15

MEETING DATES:
Instructor: 						Office Hours: 

Cooperating Teacher: _______________________________ School/Grade: __________________
Subject (if applicable): ____________________________ Email: __________________________

Meeting #1: ___________________________________________________________________
Materials Due:  Printed and reviewed syllabus

Meeting #2: ___________________________________________________________________
Materials Due:

Meeting #3: ___________________________________________________________________
Materials Due:

Meeting #4: ___________________________________________________________________
Materials Due:

Meeting #5: ___________________________________________________________________
Materials Due:

Meeting #6: ___________________________________________________________________
Materials Due: