College of Education Mission:
The mission of the Pacific University Collge of Education is to be a community of thoughtful and responsive leaders who
- inspire professionals to value and serve individuals within their unique personal, family, and community context;
- construct and disseminate new understandings through teaching and scholarship;
- advance critical evaluation of theory and practice;
- advocate for justice through outreach and service in reciprocal partnership with underserved communities; and
- cultivate learning in and through our inclusive and diverse communities
COURSE DESCRIPTION
This course provides teacher candidates with a support network during the student teaching experience. Students will reflect upon their own practice to develop teacher thinking skills. The course engages students in professional development, especially in the following areas: examining teaching methods and their application in classrooms; understanding school culture and functioning; exploring the dynamics of working with a mentor; and increasing collaboration, communication, cooperation, and problem-solving skills
COURSE OUTCOMES
As a result of participating in this course, prospective teachers will be able to
| COURSE GOALS |
InTASC Standards |
1. Engage in reflection to describe and analyze one's experience as a student teacher, with the purpose of using multiple perspectives to better one's craft.
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6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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2. Work with colleagues, including giving and accepting feedback, to create a democratic, inclusive, reflective learning community is designed to support each other while student teaching.
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1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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3. Reflect upon and develop a deeper understanding of cultures, language patterns, values, attitudes, experiences, and behaviors.
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9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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4. Reflect upon and learn new styles of communication, collaboration, learning, conflict resolution, creativity, flexibility, and problem solving.
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9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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5. Study a variety of ways to set up, manage, and maintain a classroom environment conducive to learning for all students.
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1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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6. Envision this semester as the first step on a journey of continuous learning and improvement as a teacher, who must seriously consider the self, students, and content and the complicated relationships that entangle the three.
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9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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7. Understand the professional expectations required for licensure and for locating and obtaining a teaching position.
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9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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| 8. Synthesize and reflect upon the work you have engaged in to prepare to be a teacher |
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
COURSE REQUIREMENTS
Seminar presentations
Regularly throughout the course we will have meetings and presentations on campus. It is expected that you will attend each session. If you are unable to attend a class, please send an email to me prior to the class so that I will be aware of your situation. Each week we will have a specific theme that will be addressed. These include:
Preparing for your career as a teacher
Response to Intervention
Mandatory Reporting
Interviewing, resume writing
Final Presentations
At the conclusion of this course, you must give two final presentations to your peers:
1. Reflective Synthesis: This presentation should take a broad perspective in which you will provide a final reflective synthesis on the course of your development as a teacher. In the presentation you can utilize any media or interactive activity that you would like to communicate your insights. You can highlight a specific experience that served as a catalyst for your growth and/or address your wider developmental trajectory. You might want to address: Where did you start? Where are you now? What contributed to your growth? What were powerful experiences along the way? You will want to think about your growth in terms of dispositions, skills, content knowledge, as well as affective, intellectual, and motivational growth. What areas of your professional development do you envision focusing on at the commencement of your career? This presentation can take any format that you would like as long as you provide a thoughtful, carefully planned narrative. If you are unable to give a presentation by May 30th, you are required to set up an alternate date to provide a presentation to COE faculty
2. Research Project Showcase and Celebration: On Wednesday June 6th, you will come to class prepared to provide a poster presentation of your TIP project that you will share with your peers. Class will consist of individuals walking around the room exploring each other's work. Faculty will also be invited and refreshments will be served.
COURSE ASSESSMENT
This course is offered Pass/No Pass. Assessment will be based on attendance and participation in the seminars as well as the online discussions and weekly chat. Attendance will be taken at each of the seminars. You and your mentor teacher should allow release time from activities at your school so that you may arrive on campus in a timely fashion. You are expected to attend each session unless there are extenuating circumstances and you have made prior arrangements with me.
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Date
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Class Content
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Meeting Place
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| Feb 7 |
Beginning Your Teaching: Stress and Success
Please Read: Advice to new Teachers, 12 Tips for New Teachers |
Berglund 019 |
| Feb 14 |
Heart Felt Work |
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| Feb 21 |
Ed. TPA Questions. Resume Writing workshop |
Berglund 019 |
| 28 |
Interviewing for a Job, Guest Speaker!! |
Berglund 019 |
| March 7 |
TIP Work |
Berglund 019 |
| 14 |
CRP - Longer Class |
Berglund 019 |
| March 21 |
Designing and implementing a unit of study, Grants, and Subbing? |
Berglund 019 |
| March 28 |
NO CLASS - SPRING BREAK |
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| April 3rd |
Educator Fair: NO CLASS on 4th |
Oregon Convention Ctr. <8:45am |
| 11 |
TIP Work |
Berglund 145 |
| 18 |
Guest Speaker: "Understanding Behavior as sign of Trauma" |
Berglund 145 |
| 25 |
Guest Speakers: SPED and Gran Writing |
Berglund 145 |
| May 2 |
TIP Work |
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| 09 |
Licensure- Guest Speaker |
Berglund 145 |
| May 16 |
Final Reflective Synthesis Presentations |
Berglund 019 |
| May 23 |
Final Reflective Synthesis Presentations |
Berglund 019 |
| May 30 |
Final Reflective Synthesis Presentations 5:00 - Long final Class until 8 |
Berglund 019 |
| June 6 |
Research Project Showcase and Celebration |
Berglund 145 |
Italicized dates represent optional opportunities
"The child is curious. He wants to make sense out of things... He observes closely and sharply, tries to take it all in. He is experimental. He does not merely observe the world around him, but tastes it, touches it, hefts it, bends it, breaks it. To find out how reality works he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He does not have to have instant meaning in any new situation. He is willing and able to wait for meaning to come to him-even if it comes very slowly, which it usually does. School is not a place that gives much time, or opportunity or reward, for this kind of thinking and learning, Can we make it so? I think we can and must" John Holt
Special Needs:
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.
University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog.
Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog.
Incompletes
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter III terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog.
Grade Changes
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog.
Safe Environment Policy
Pacific University's Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog.
Academic Integrity
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog.
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