Education 108

2003-2004
COLLEGE OF SAINT BENEDICT / SAINT JOHN'S UNIVERSITY
COURSE SYLLABUS
DEPARTMENT Education INSTRUCTOR Fr. Tom Andert, OSB
COURSE NAME First Year Field Experience COURSE NUMBER EDUC 108

TEXT: none required

Class meets: TBA
Office: Richard N32
Office hours: 1-3-5: 9:30 AM -11:00 AM
2-4-6: 11:00 AM-12:30 PM
Anytime by appointment
Office phone: 5096
Home phone: 2416
e-mail address: tandert@csbsju.edu

PURPOSE OF THE COURSE

The purpose of this course is to provide opportunities for prospective teacher education students to “test the waters” in two ways: by shadowing and assisting a classroom teacher for at least one full week, and also by
engaging in a helping relationship for at least 30 hours over the course of one semester with one or more students who are at-risk for possible failure in school. Both of these experiences are consistent with the “Teacher as Decision Maker” conceptual framework of preparing teacher candidates who will help all students achieve their full potential as persons and as responsible world citizens in a democratic society.

COURSE OUTCOMES

This course is designed to support the pre-service teachers in addressing the “Standards of Effective Practice for Beginning Teachers” established by the Interstate New Teacher Assessment and Support Consortium (INTASC) and adopted by the Minnesota Board of Teaching. Satisfactory completion of this course requires students to address the following standards:

SEP 2: STUDENT LEARNING

A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social, and personal development. This standard will be demonstrated by students who:

2A: understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning;
2D: use a student’s strengths as a basis for growth, and a student’s errors as opportunities for learning

SEP 3: DIVERSE LEARNERS
A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. This standard will be demonstrated by students who:

3B: know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents

3E: understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values

3I: understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success;

3J: know about community and cultural norms

3M: accommodate a student’s learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes

3Q: develop a learning community in which individual differences are respected

SEP 5: LEARNING ENVIRONMENT
A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must:

5C: understand how social groups function and influence people, and how people influence groups

5E: understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom

SEP 6: COMMUNICATION
A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. This standard will be demonstrated by students who:

6D: know effective verbal, nonverbal, and media communication techniques

6E: understand the power of language for fostering self-expression, identity

6F: use effective listening techniques

6G: foster sensitive communication by and among all students in the class

6H: use effective communication strategies in conveying ideas and information and in asking questions

SEP 9: REFLECTION AND PROFESSIONAL DEVELOPMENT
A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. This standard will be demonstrated by students who:
9G: understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues

9H: use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice

9K: understand standards of professional conduct in the Code of Ethics for Minnesota Teachers in part 8700.7500

SEP 10: COLLABORATION, ETHICS AND RELATIONSHIPS
A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. This standard will be demonstrated by students who:

10B: understand how factors in a student’s environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning

10C: understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect

10D. understand the concept of addressing the needs of the whole learner

10G: collaborate with other professionals to improve the overall learning environment for students

10H: collaborate in activities designed to make the entire school a productive learning environment

10J: identify and use community resources to foster student learning

COURSE EXPECTATIONS:

A. CONDUCT: Students are to conduct themselves as aspiring teachers. You are expected to understand and follow behavioral norms and expectations for faculty and support the discipline code of the school.

B. PROBLEMS: Students are expected to inform the instructor in a timely manner of any significant problems or concerns that arise with regard to the clinical experience. Please do not hesitate to do so. Problems in clinicals, while rare, are most effectively resolved when they are addressed as soon as they are recognized as such. Holding off and waiting to see if a problem will go away tends to make that problem fester and grow into one that is much bigger and more difficult to resolve.

C. LIABILITY INSURANCE: Students must carry liability insurance. Education Minnesota provides liability insurance to all members. Membership is available through the CSB/SJU Education Club. For further information, check at the Education Department Desk, HAB 125.

COURSE ASSIGNMENTS AND CALENDAR

A September 3rd or 4th
Attend one hour information session at 4 p.m. or 7 p.m. in HAB 128B.

B September 9th
Attend the Service-Learning Fair anytime between 12:30 – 2:30 p.m. at CSB Alumna Hall in the Haehn Center and select a service-learning opportunity.

C September 12th
Post to Fr. Tom in Public Folders for Education 108 under the Education Department your Service-Learning Proposal.

D September 29th
Required Mentor Training Session 7:00 p.m. (Place TBA)

E Monthly
Post to Fr. Tom in Public Folders for our class your total hours volunteered each month (Sept–Oct-Nov-Dec)

F October 14th
Privately arrange your 5 Day Classroom Field Experience and post your proposal to Fr. Tom..

G December 10th
Attend the final Service-Learning Celebration, 4:00-5:30 p.m.at CSB Alumna Hall in the Haehn Campus Center.
• Bring along 2 assignments:
- Your completed Evaluation of Service-Learning Student Volunteer performance evaluation.
- Your FINAL REFLECTION PAPER as described below.
H School Break
Complete your 5 Day Classroom Field Experience over a school break.

I Upon Completion of Classroom Clinical
Submit to Fr. Tom your final performance evaluation from your clinical experience.

FINAL REFLECTION PAPER REQUIREMENT

Your final paper will be a summative description of what you learned through your Service-Learning Project about teaching as a profession for yourself and the real life experience of school age persons. The paper will be approximately 5 pages in length (double spaced, Times New Roman, 12 pt. font) and will directly address the course outcomes listed here in the syllabus.

The Standards of Effective Practice (SEP) will be used to organize your paper. The questions which follow each standard here below should be used as guidelines in writing your paper, so that you specifically address each of the standard-related questions below as you write your paper.

FINAL REFLECTION PAPER ASSESSMENT RUBRIC

Your final paper will be evaluated according to point system listed on the quality rubric below. Each of the Standards addressed in your paper will be judged according to clarity, completeness, insight, and assigned points.

COURSE GRADING

Grades for Education 108 will be based on the following components:

1. Successful completion of your Service-Learning Experience and your supervisor’s final performance evaluation of your work.

2. Your final reflection paper about your Service-Learning Experience written according to the standards listed above.

3. Successful completion of your 5-Day Classroom Field Experience.

4. Your final Classroom Field Experience Evaluation from your cooperating teacher.

5. Attendance at required meetings for the course and timely postings in Public Folders reporting required information.

Each component will receive a grade of either Honors (H), Satisfactory (S), or Unsatisfactory (U). Each of the 5 components will be graded according to its corresponding attached rubric.

To receive a final grade of “H,” a student must earn an “H” on all 5 components.

To receive a final grade of “S,” a student must earn at least a grade of “S” on all 5 components.

A final grade of “U” will be assigned to any student who earns a “U” in one or more components.

Content Standards for the final paper:

_____1. (SEP 2D) Student Learning
• How did you build upon an individual student’s unique strengths and weaknesses to help the student learn and grow?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____2. (SEP 3B) Diverse Learners
• Describe some area of exceptionally from your Education 105 class and how you may have witnessed any of these special challenges in working with your student.
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____3. (SEP 3E) Diverse Learners
• How did any unique individual background factors (family, language, culture, etc.) influence your interaction with your student?

Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____4. (SEP 3I) Diverse Learners
• Give some examples of your experience of how you challenged your student successfully to set and achieve goals which stretched them to their highest possible potential or performance.
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____5. (SEP 3J) Diverse Learners
• How were you able to recognize and use any underlying community and cultural norms influencing your student’s growth as a learner?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____6. (SEP 3M) Diverse Learners
• In what ways did you address or accommodate your student’s individual learning differences or special needs in your relationship with him or her?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____7. (SEP 3Q) Diverse Learners
• How did you help promote a healthy respect for individual learning differences in the community where you worked with your student?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1
_____8. (SEP 6F) Communication
• What specific listening techniques were more successful than others in dealing with your student? Why do you think this was so?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____9. (SEP 6H ) Communication
• What particular strategies did you use to effectively achieve positive and open communication with your student?

Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1
_____10. (SEP 9G ) Reflection and Professional Development
• What did you learn most about yourself as a professional practitioner or what professional behaviors do you recognize as most necessary for a successful relationship with your student?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

_____11. (SEP 10B) Collaboration, Ethics, and Relationships
• How did you any unique factors in your student’s outside environment influence the students ability to learn or affect your working relationship together?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1
_____12. (SEP 10J ) Collaboration, Ethics, and Relationships
• What kind of support or resources does your agency provide to help your student?
Clarity Completeness Insight
4 4 4
3 3 3
2 2 2
1 1 1

QUALITY RUBRIC FOR THE
STANDARDS OF EFFECTIVE PRACTICE
IN THE SYNTHESIS OF LEARNING

CLARITY COMPLETENESS INSIGHT

4 points
All dimensions of the standard are addressed in an exceptionally clear, logical, and organized manner.
The standard is thoroughly addressed beyond the limitations of the guide questions, demonstrating a strong independent research base

Brilliant connections are made between the research literature, experiences from service-learning, and implications for teaching

3 points
The standard is addressed in a clear, logical, and organized manner, using at least one properly constructed paragraph to address each guide question

All guide questions from the standard are addressed thoroughly with specific and appropriate examples given to illustrate the points made
Connections are clear between developmental concepts, specific examples from the service-learning experience, and implications for teaching.

2 points
The standard is reasonably well addressed, but includes spelling, grammar, and/or logic errors which detract from the quality of response to the standard.

All guide questions from the standard are addressed with at least one general and appropriate example given to illustrate the points made.
Connections are somewhat clear between the concepts addressed in the course with general examples from the service-learning experience and/or implications for teaching

1 point
The standard is addressed in a manner which is generally unclear, illogical, and/or unfocused.
One or more of the guide questions was not addressed or had no appropriate example given to illustrate the point made.
No clear connections were made between the topics addressed in the course with examples from the service-learning experience and/or implications for teaching

Rubric:
4 points = The standard is brilliantly addressed, demonstrating a depth of insight, completeness and clarity of
expression far surpassing expectations for undergraduate students.

3 points = The standard is exceptionally well-addressed, demonstrating depth of insight, completeness, and
clarity of expression.

2 points = The standard is reasonably well-addressed but lacks somewhat in completeness, insight and/or
clarity of expression.

1 point = The standard is addressed but seriously lacks in completeness, insight, and/or clarity of
expression.

0 points = The standard is not addressed.

COLLEGE OF SAINT BENEDICT/SAINT JOHN’S UNIVERSITY
EDUC 108 First Year Teacher Education Field Experience

EVALUATION OF SERVICE-LEARNING STUDENT
Supervisor:

Please complete this evaluation regarding the following student’s service-learning at your agency.

Name of student

Name of agency

Approximate number of hours worked

Below are the criteria on which you are asked evaluate this student as a prospective teacher candidate. These are based on the Education Department’s “Teacher as Decision-Maker” conceptual model integrated with the Interstate New Teacher Assessment Support and Consortium (INTASC) principles. We are looking for feedback from you about this student’s commitment to the service in working with young people.

Check each characteristic as follows:

NA = Not assessed 3 = Proficient/Highly Satisfactory
1 = Deficient/Problematic 4 = Clearly Outstanding/Among the
2 = Nearly Proficient/Satisfactory top 10% of all agency volunteers

1. Demonstration of a professional demeanor, meaning he/she displays an attitude and behaviors that are befitting the prospective teacher (i.e., fosters ethnical relationships with school colleagues, parents, agencies in the larger community to support students’ learning and well-being. SEP 10).

NA 1 2 3 4
Honest and sincere in dealing with others
Takes initiative
Dependable
Passionate about care for clients
Models effective and appropriate communication
Engages client’s attention as appropriate
Exhibits organizational skills
Maintains appropriate relationships with clients
Shows respect to peers and colleagues
Is courteous and polite
Cooperates willingly

2. Demonstration of self-reflection (i.e., he/she evaluates the effects of his/her decisions and actions; seeks opportunities to learn and grow, is a reflective practitioner (SEP 9).

NA 1 2 3 4
Learns from past experiences
Adapts appropriately to situations
Accepts and responds to feedback with grace and maturity
Insightful about own areas of strength and weakness
Seeks ways to improve weak areas

3. Demonstration of sensitivity to students (i.e., he/she recognizes and appreciates social, developmental, and cultural differences; shows an appreciation for human diversity (SEP 3).
NA 1 2 3 4
Shows respect for clients
Listens to clients
Offers support, comfort, encouragement and help to clients
Interacts humanely with clients

COMMENTS

Please list the student-volunteer’s main responsibilities with your agency:

Areas of strength noted at this time:

Areas that need attention at this time:

Signature of Agency Date

Supervisor’s Position/Title___________________________________ Phone ____________________

Signature of student Date
Student Evaluation Form
Clinical Experience
Educ. 108 First Year Teacher Education Field Experience

Student___________________________ Supervising Teacher

School_______________________________________________ Grade level(s)

Dates of experience: _______________________ Total number of hours on site: ____

The aim of our program is to prepare exemplary teachers who have a strong liberal arts background; exemplify Benedictine values (including concern for community, respect for all persons, and balancing mind, body, and spirit); and make effective professional decisions which help all students achieve their full potential as persons and as responsible citizens in a democratic society.

Keeping in mind this program aim and the fact that the student is in her/his first or second year of education coursework, please use the following scale to rate the appropriateness of the candidate’s decision-making in the following areas correlated to the Minnesota (SEP) and national standards (INTASC).

H (Honors) – Always or nearly always makes appropriate decisions in situations and interactions related to these standards.

S (Satisfactory – Generally makes appropriate decisions in situations and interactions related to these standards.

U (Unsatisfactory) – Does not make appropriate decisions in situations and interactions related to these standards.

N – No opportunity to observe the student make decisions regarding these standards.

_____ Professional Knowledge (SEPs 2A, 3B, 3E)
Understands how students internalize knowledge, acquire skills, and develop thinking behaviors, and uses instructional strategies that promote student learning. Has an appreciation of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents.

Comments:

_____ Communication (SEPs 6D-G)
Knows effective verbal, nonverbal, and media communication techniques. Understands the power of language for fostering self-expression, identity development, and learning.

Comments:

_____ Reflection (SEP 9H)
Uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice.

Comments:

_____ Professionalism (SEPs 9K, 9G, 10C; INTASC 1.23)
Understands the standards of professional conduct in the Code of Ethics for Minnesota Teachers, and behaves in a manner consistent with professional ethical standards.

Comments:

_____ Collaboration (SEPs 10G & H; INTASC 3.21)
Collaborates with other professionals to improve the overall learning environment for students with activities designed to make the entire school a productive learning environment.

Comments:

_____ Interpersonal Skills (SEP 5C; INTASC 3.22, 3.23, 3.25)
Knows how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relationship. Respects children as individuals with differing personal and family backgrounds and various skills, talents, and interests.

Comments:

Please check the following activities in which the student participated during the experience:

____Provided individual tutoring ____Graded papers
____Instructed small groups ____Read to students
____Developed a lesson ____Listened to students read
____Taught a large group/whole class ____Attended a parent conference
____Supervised lunchroom/playground ____Other (please describe)

Overall evaluation of the student during the clinical experience:

____Honors ____Satisfactory ____Unsatisfactory

Signature of Supervising Teacher_________________________________ Date_____________

Signature of Student___________________________________________ Date_____________