Syllabus

Andrews University

Department of Teaching, Learning, & Curriculum

EDTE 487 STUDENT TEACHING SEMINAR

Spring Semester 2005

Instructor: Bradley W. Sheppard

Supervisors: Doug Jones, Louise Moon, Richard Orrision

Class: Tuesdays, 5:00 - 6:15 p.m. and WEB-CT Discussions Bell Hall 015

COURSE DESCRIPTION

The guidelines for the student teaching experience are contained in the student teacher material packet. The student teaching seminar focuses on success strategies for and reflective thinking about the student teaching experience. Also, procedures for making the transition from preservice to inservice teaching are explored. This will be accomplished through face-to-face class meetings and group discussions via WEB-CT. The WEB-CT address is: http://webct.andrews.edu/webct/public/home.pl

Click on the following link to access an online version of the Weekly Schedule form: http://www.andrews.edu/~davidsor/StudentTeachingForm/index.htm

COURSE GOALS

The Student Teaching Seminar:

	Facilitates the success of the student teaching experience.
	Promotes reflective thinking about the student teaching experience.
	Assists the student with procedures for making a successful transition from preservice to inservice teaching.
	Enhances the student’s employment potential.

COURSE OBJECTIVES

The student:

Establishes personal goals for the student teaching experience.

	Assesses personal teaching effectiveness
	Composes a narrative description of the cooperating school setting.
	Appraises his/her progress toward attaining the program competencies.

SEMINAR ATTENDANCE

Because of the nature of the course, regular and prompt attendance at all seminar appointments, including participation in scheduled WEB-CT discussions, is required. Absences from appointments and/or failure to participate in WEB-CT discussions will result in lowered final grade levels. The grade will be lowered by one level (e.g. A to B) for every five percent of the total time missed in class and/or lack of participation in WEB-CT discussions. Five percent of the appointments equals one lowered grade level; Ten percent of the appointments equals two lowered grade levels, etc. Three tardies and/or weak participation are the equivalent of an absence.

ABSENCE FROM STUDENT TEACHING APPOINTMENTS

The duration of the student teaching experience will be extended by the total number of days missed when the student teacher is absent due to illness or other emergencies for more than three days. Pre-arranged absences not falling into one of these two categories must be approved by the Director of Student Teaching prior to submitting a request to the Supervising Teacher.

COURSE ACTIVITIES

Participate in seminar activities and WEB-CT discussions.

Engage in a one-hour personal conference with an instructor scheduled during the week of April 25-29, 2005.

Describe the setting of the school where student teaching occurs. The statement in the student teacher packet serves as a guide for preparing a description of the school where the student is student teaching. The document is to be written in narrative style, using complete, properly constructed sentences rather than outline form. Personal observations, in addition to the data specified in the guide, should be provided. The qualities on which the document will be evaluated are format, creativity, scope and writing. The description of the school is to be submitted on February 8, 2005.

The purposes of this activity are:

	To gain a comprehensive understanding of the total school program.
	To provide the student teacher experience with writing reports similar to those that teacher are responsible for writing.

Assess your impact on K-12 learning. Create a lesson plan. The format of the plan is to be based upon the lesson plan format used in your Teacher Preparation Program courses.

	Teach the plan to your students.
	Ask your supervising teacher to evaluate your plan and your teaching of the lesson by completing the coaching guide with you.
	Write a reflective paper on the experience. Use the grading rubric as a guide.
	Create an improvement plan for teaching the lesson.
	Create a new lesson plan, based on the improvement plan.
	The project is to be submitted no later than April 11, 2005.

GRADING PROCEDURE

Conference with Instructor 200 pts.

Participation in Scope 200 pts

of In-Class Meetings

WEB-CT Discussions 100 pts.

Description of School Setting 200 pts.

Lesson Planning 200 pts.

TOTAL 900 pts.

Grading Scale

95-100% A

90-94% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

60-69% D

<60% F

All assignments are due on the date specified. Ten percent of the points possible will be deducted per day for assignments submitted late. However, all assignments must be submitted in order for the student to receive a passing grade in the course.

Please note that no provision is made for a Deferred Grade (DG) or Incomplete (I) in this course.

Students With Special Needs

If because of a disability, you require assistance or reasonable accommodations to complete assigned work, speak with me after class or during my office hours. I will work with you on making this course, class activities, and exercise accessible for your full involvement. Support services for students with disabilities is available through Student Services or Karen Tilstra (471-6205) – Student Success Advisor.

This site was last updated 01/18/05

E-Mail: bshep@andrews.edu