The College of Education CAREs The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.htm
1. Course Prefix and Number: EDE 4942
2. Course Name: Elementary Education Internship Level II B
3. Professor Name: Katie Arndt Office Hours: Meetings by appointment Email: klarndt@mail.usf.edu Phone: (813) 451-2191
4. COURSE PREREQUISITES/CO REQUISITES: Successful completion of Level 2a Internship.
5. COURSE DESCRIPTION: This intensive, inquiry-driven internship experience is designed to complement foundational course work expected in the Undergraduate Elementary Program. The integration of course and field experience allows the Undergraduate Teacher Candidates to make critical course to field connections. These students will spend two full days per week in a supervised internship experience in classroom settings in a public school. The classroom experiences are supplemented by a weekly seminar meeting in which relevant topics are discussed
Please note: Between the first day, the week of August 19, 2013 at your assigned school and the final internship day scheduled November 22, 2013, all students are expected to keep up with their progression through the Level II internship tasks and to monitor the seminar information and directions using Canvas.
REQUIRED TEXTBOOKS, MATERIALS AND READINGS: a. Email address b. Name badge (available at Marshall Center NO FIRST NAME) I c. Current Chalk-and-Wire account d. Purchase a video camera with a stand 2 e. Purchase an Elementary Education Logo Shirt (additional information will be given to you later). This Shirt is to be worn on your field internship day in the school f. Purchase the following text: Dana, N.F., & Yendol-Hoppey, D. (2009). The reflective educators guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press. It is expected that the Undergraduate Teacher Candidates will receive from their collaborating teachers, the appropriate textbooks and supplementary materials designed to aid them in developing and delivering instruction to the class or classes in which they are interning.
6. COURSE GOALS / FIELD EXPECTATIONS:
1. Guided by state standards, the Undergraduate Teacher Candidate will apply concepts from human development and learning theories to co-plan and co-teach coherent, data-driven sequenced instruction that acknowledges student differences and leads to student mastery. (FEAP 1a, 1b, 1c, 1d, 1e, 3c, 3h, 3d)
2. The Undergraduate Teacher Candidate will use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy strategies, integration, higher order questioning, centers, assistive technologies) and resources to co-plan and co- teach effective instruction for diverse learners (FEAP 1f, 2h, 2i, 3a, 3b, 3e, 3f, 3g)
3. The Undergraduate Teacher Candidate maintains a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment respectful of learner differences (e.g. cultural, familial, linguistic, ability). (FEAP 2a, 2b, 2d, 2f)
4. The Undergraduate Teacher Candidate will use and model clear, acceptable oral and written communication (FEAP 2e)
5. The Undergraduate Teacher Candidate will integrate current information and communication technologies to support teaching and learning using a variety of learning styles and varying levels of knowledge and set high expectations for all learners, including ELLs, ESE, and gifted learners. (FEAPS: 2c, 3a, 3d, 3g, 3h, 4d; ESOL: 5.1d, 5.1e, 5.3c, 5.3e)
6. The Undergraduate Teacher Candidate will align learner objectives with a variety of formative and summative assessments to diagnose students learning needs, provide specific feedback, and adjust instruction to promote mastery among all students, including ELLs, ESE, and gifted learners. (FEAP 3i, 3j, 4a, 4b, 4c; ESOL 5.1a, 5.1b, 5.1c, 5.3a, 5.3b, 5.3d, 5.3f)
7.The Undergraduate Teacher Candidate will use inquiry and incorporate reflection, data, informed research, collaborative partnerships, and professional growth opportunities to set purposeful goals that drive professional development. (FEAP 5a, 5b, 5d, 5e)
3 8.The Undergraduate Teacher Candidate will adhere to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession. (FEAP 6)
9.Guided by state standards, the Undergraduate Teacher Candidate will apply concepts from human development and learning theories to co-plan and co- teach coherent, data-driven sequenced instruction that acknowledges student differences and leads to student mastery. (FEAP 1a, 1b, 1c, 1d, 1e, 3c, 3h, 3d)
7. CONTENT OUTLINE
A. IMPORTANT DATES: As an Undergraduate Teacher Candidates, you are to follow your Collaborating Teachers work day schedule.
Fall, first day of classes USF 8/26/2013 Labor Day 9/9/2013 Veteran's Day 11/11/2013 Last day of internship 11/22/2013 Thanksgiving Holiday 11/28-29 USF Fall, last day of classes 12/6/2013
**When you are in the classroom for the two full days you should be expected to teach a whole group lesson and a small group lesson each day you are there. (schedule permitting) Tentative Schedule of Seminar Meetings
SEMINAR DATE TOPICS ASSIGNMENTS DUE Week 1 Week of 8/28
Robinson
Syllabus Sign social media policy/IRB Intro Community Inquiry Hand out classroom community assignment Bring Copy of Syllabus
Week 2 Week of 9/4
Robinson
Community Inquiry Data Collection Discussion Post (DP)- What are you learning already in your new classroom? 4 Week 3 Week of 9/11 Online Complete community inquiry KLEW Introduce new lesson plan DP: What stood out for you in the classroom community profile? Sign up for Observation round 1 Week 4 Week of 9/18
Robinson
Sharing community presentations
Wonderings
New Lesson Plan Classroom Community Inquiry (Packet Due)
Community presentation
DP: Write several potential wonderings.
Week 5 Week of 9/25
Robinson
Begin to Develop Data Collection Plan --talk about different forms of data collection (including research literature) DP: How will you collect data about your wondering? Bring Notebook Bring notes from talking with CT about connected lessons Observation Round 1 Begins
Week 6 Week of 10/2
Robinson
Collecting Data -Using Data to Inform Instruction/data analysis -research literature DP: Describe what you are finding within the research literature.
Bring Notebook
Connected Lessons Ideas/Plan Week 7 Week of 10/9
Robinson
Collecting Data from assessment? Using Data to Inform Instruction/data analysis
Using your peer coach DP: Describe what data you have collected. What themes/trends are you noticing? How might data inform your instruction?
**Connected Lessons** These are the weeks you could potentially teach your connected lessons Bring Notebook Week 8 Week of 10/16
Collecting Data/Data Analysis
Literature review in seminar DP: Describe what data you have collected. What themes/trends are you noticing? How might data 5 Trapnell inform your instruction? Connected Lessons
Bring Notebook Peer Coaching Observation #1 Sign up for round 2 observations Week 9 Week of 10/23
Trapnell Collecting Data/Data Analysis
Connected Lessons Bring Notebook DP: Describe what data you have collected. What themes/trends are you noticing? How might data inform your instruction?
Round 2 Observations Begin Week 10 Week of 10/30
Trapnell Work on findings, assertions and implications. Connected Lessons
Due: Rationale, Wondering and Literature review portions of research brief.
Week 11 Week of 11/6
Trapnell
Finalize research brief draft
Connected Lessons
Due: Data collection methods due with a rationale and timeline for methods used and when.
Week 12 Week of 11/13
Trapnell
Final Connected Lessons due Full research brief draft due. Invite CTs to research presentations Peer Coaching Observation #2 Week 13 Week of 11/20
Trapnell
Research Presentations in seminar. **Professional & Scholarly Disposition Survey on Survey Monkey Due
Final research brief due 6 Week 14 Week of Thanksgiving
8. Evaluation of Student Outcomes:
A. Assignments (Additional details for all assignments will be discussed in seminar. Assignment materials are in the Assignment Packet.)
At the beginning of the semester, each student will be placed in a school setting with a collaborating teacher who has taught successfully for at least one year, and who holds a current Elementary Teaching Certificate. The student will also be assigned a supervisor from the university whose responsibility it is to observe the students performance in the classroom, provide feedback and collaborate with the Undergraduate Teacher Candidate and cooperating teachers to resolve any issues or concerns that arise. All students will seek to demonstrate all the accomplished practices as required by the College of Education evaluation form II. In addition, there are two program tasks that serves as the foundation for the professional teaching behaviors expected of an Undergraduate Teacher Candidate in the Elementary Education program. These projects have been approved through the Hillsborough County Public School Research Review process. Note that individual student information is protected under the Family Educational Right and Privacy Act (FERPA). The University of South Florida and Hillsborough County Public Schools both want to ensure that student records are protected and that teachers and potential teachers have the most appropriate training opportunities. Student Information (K-12) collected for this task will NOT include information that identified the individual student and any student identifiable information/data collected will NOT be retained (e.g., videos with students in them, copies of student work, audio recordings of student interviews, etc.) past the completion of the course and the assignment of a grade by the instructor/professor
1. Inquiry into the Community The purpose of this assignment is to develop an understanding of the local context in which your schools are situated. This includes both the community outside of the school as well as the community within the classroom.
1a. Part One: Community Surrounding School Robinson: 4801 South Turkey Creek Road Trapnell: 1605 West Trapnell http://gis.sdhc.k12.fl.us/schoollocator/
Working in a small group, you will answer the question: How can we describe the context in which our students live? You will analyze maps showing the attendance boundaries of your school. In a small group you will drive around the community. During your drive, you will collect data through digital photographs and field notes as observations. You will also collect data upon your return with internet research to find out about the history of the school, newspaper headlines, data on school website, etc. For example, you might locate the schools and/or the districts strategic plan. Working 7 in small groups, you will make some claims about the community supported by evidence and also develop future wonderings. **In order to share your inquiry, you will develop a group KLEW chart (see attached in appendix). You will combine your KLEW chart, pictures, artifacts, notes, etc. in a glogster, powerpoint, imovie, etc.
1 b. Part Two: Community in the Classroom You will receive a packet on the first day of the internship that will serve as a data collection tool to support your inquiry into the classroom community. The first few weeks of the internship are a time to begin to get to the know the students. This packet will help you collect a variety of data to get to know your students better as well as to utilize this information in your planning and instruction.
2. Data Driven Inquiry & Impact on Student Learning
This comprehensive experience will take place across the semester. You will be submitting pieces throughout.
2a. Develop a Wondering: Using data collected from your inquiry into the community as well as your observations from the classroom, discussions with collaborating teacher, reflections on your coursework, etc. you will develop a wondering related to a subject area (i.e. science, math, writing, etc.)
2b. Data Collection: You will engage in data collection about your topic area. This data collection will include: student data (assessments, student work, etc.), surveys, interviews, reading research literature, field notes/observations, etc. A main form of data collection will be a researchers journal that you will keep weekly.
2b1. (cont.) Researchers J ournal : Throughout the semester you will be keeping a researchers journal within the discussions section on canvas. The focus of this journal will be to reflect on what is occurring in your classroom related to your inquiry. Often this will be a place to write about what you are noticing in the data you are collecting. Therefore, the journal will become a place where you are really analyzing your data. Some weeks you will have a specific focus, and other weeks will be more open-ended. See the schedule for discussion post (DP) topics.
2b2. Inquiry notebook: You will need to have a dedicated spot for all of the data you are collecting for your inquiry. You will need to bring this to every seminar. This could be hard copy or electronic.
2c. Impact on Student Learning Lesson Sequence (**chalk and wire task) (on chalk and wire named Impact on Student Learning) You will teach two connected lessons twice during the semester (a total of four lessons). The lessons should be connected to your inquiry content area so you can use data you have collected previously to inform your teaching. The purpose of this assignment is that you use assessment data to inform your planning, collect formative assessment data during and after your teaching, and use this data to plan a subsequent lesson(s). After you teach the first lesson you will most likely (and are expected to) make adaptations to the second lesson plan based on the assessment data you collect. 8
Reflection after each lesson should include- what went well, what went wrong, what did you change, what did the students learn, etc. Your reflection along with assessment data should drive your planning for the next lesson in the sequence.
In order for these lessons to be successful you must be in conversations with your collaborating teacher. Make sure you explain this to your collaborating teacher early in the semester so she/he can work with you to select an area to teach and engage in co- planning.
***Assignment to Hand in for Chalk and Wire***: **field supervisor will let you know when specific pieces are due.
Lesson Study Portfolio #1 (2 connected lessons) *Rationale for teaching lessons-why did you chose these lessons/content? *Data you analyzed before teachinghow did this inform your lesson plans *Lesson Plan 1 *Analysis of Lesson 1--strengths/challenges with specific attention to student learning-- including artifacts (assessments you collected, field notes, etc.) and discussions about student learning based on data; discussions about how data collected informed lesson 2 *Lesson Plan 2 *Analysis of Lesson 2- strengths/challenges with specific attention to student learning-- including artifacts(assessments you collected, field notes, etc.) and discussions about student learning based on data *Overall reflection on two lessons--what did students learn (make sure backed up by evidence); what do you feel are the next steps, discussions about how data could inform future lessons, etc.
Lesson Study Portfolio # 2(this can be two separate lessons or a continuation of lesson 1 and 2) (2 connected lessons) *Rationale for teaching lessons-why did you chose these lessons/content? *Data you analyzed before teachinghow did this inform your lesson plans *Lesson Plan 1 *Analysis of Lesson 1--strengths/challenges with specific attention to student learning-- including artifacts(assessments you collected, field notes, etc.) and discussions about student learning based on data; discussions about how data collected informed lesson 2 *Lesson Plan 2 *Analysis of Lesson 2- strengths/challenges with specific attention to student learning-- including artifacts(assessments you collected, field notes, etc.) and discussions about student learning based on data *Overall reflection on two lessons--what did students learn (make sure backed up by evidence); what do you feel are the next steps, discussions about how data could inform future lessons, etc.
Final Reflection: What did you learn from this experienceabout student learning; using data; yourself as a teacher; areas for future growth?
9 (See rubric for chalk and wire in appendix)
2d. Four peer coaching sessions (FEAP: 1e, 2e, 5b, 5d, 5e; Objectives: 4, 8) You will participate in four peer coaching sessions (two as a presenter and two as an observer/coach) as part of your inquiry. Please meet with your coach before they observe and decide on a method/focus for data collection. This will be connected to your inquiry question. Your peer coach can help to collect data for your inquiry. After the observation, post-conference with your coach. Share the data--work together to analyze the data, talk about future goals. The person who was observed should write a reflection about the feedback from the observation on the researchers journal within a week of being observed (1st observation must be done by TBD; 2nd observation must be done by TBD) as well as attach a scanned copy of the data. Make sure to name who your coach was within the discussion post. The data collected as part of the observation should be added to your inquiry data portfolio.
2e. *****Inquiry Research Brief/Professional Development Plan (chalk and wire task)****** (on chalk and wire may be named professional development plan) When you reach the end of the semester you will look over your inquiry and write a research brief about what you have done. The research brief will include a discussion of: rationale for inquiry; wondering; summary of the research literature; data collection methods (including why you chose them and a timeline of what you have done); data analysis methods; main findings (must include evidence/data to back up your claims); and implications (what did you learn; what are your new wonderings).
2f. Inquiry Presentation You will have an opportunity to present your inquiry to your classmates and collaborating teachers at the end of the semester. The format could be glogster, imovie, prezi, etc.
3. Formal Observations by University Field Supervisor and Collaborating teacher (FEAP: 1a-f, 2a-f, 2h 3a-j, 4a-d, 5a, 5d, 5e, 6; Objectives 1, 2, 3, 4, 5, 6, 7, 8,) and Video Taping (FEAP: 1a, 1c-f, 2a-f, 2h-i, 3a-j, 4a-d, 5a-e; Objectives: 1, 2, 3, 4, 5, 6, 7, 8)
During this semester, two formative observations (see pages ) will be completed by both the University Supervisor and your Collaborating Teacher ( total of four). To prepare for each of the observations, you will complete the lesson plan template identifying the essential focus for the lesson, techniques for instruction and assessment focusing on active student involvement, effective methods for managing students, etc. A pre-conference will be held prior to your instruction with the observer. Following the lesson, you will participate in a post conference with the observer. During this post conference, you will develop goals and an inquiry question for on-going professional development. See Pages
You should videotape each of your observed lessons. This will help support your reflection on your teaching. You will use these videos to support writing your 10 post-conference reflection sheet. Your field supervisor/collaborating teacher may ask you to watch clips from the video during the post-conference.
Pieces of Formal Observations a. Lesson Planmust be given to field supervisor/collaborating teacher prior to preconference b. Post conference written reflectiondue on canvas one week after lesson is taught (you will need to watch video in order to complete this reflection)
Points (lesson plan assessed / on-time)
At the end of the semester, the Undergraduate Teacher Candidate, the University Supervisor and your Collaborating Teacher will each complete a Summative Evaluation. This evaluation will look at the Undergraduate Teacher Candidates overall progress for this internship. You will participate in a final conference to share this Summative Evaluation and discuss goals for your final internship.
Assignments designated as Chalk and Wire (**) requirements must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course.
4. Final End of Semester Surveyin order to receive a grade for the class you will need to complete a program survey on survey monkey during the last week of the semester. This survey is used to make program adaptations based on your feedback.
B. Quizzes (Points and/or %) n/a
C. Final Exam (Points and/or %) n/a
D. Policies Regarding Other Points Awarded (Points and.or %) n/a
9. GRADING CRITERIA:
Evaluation will be holistic, covering the entire experience. This will include (but is not limited to): university supervisors observation notes, lesson plans, weekly reflections, videos, inquiry project, seminar assignments, attendance records, teacher interviews, and peer coaching participation. Grading will be A-C (pass) or D/F (fail).
** Interns who have not turned in all assignments by the last day of class prior to exam week or posted the Critical Assignments on Chalk and Wire will receive an F (fail). The following descriptions are general guidelines for determining the course outcome of passing/ failing:
11 A-B: Consistent, active and thoughtful participation each day in both the classroom and in seminar discussions/ activities. Excellent quality and serious thought put into each assignment. Professional growth is evident, as indicated on the midterm and final observation forms, as well as on weekly reflections as assessed as Developing or higher.
C+, C, C-, D+, D, D- or F: Inconsistency of participation in the classroom or seminar, assignments that are incomplete or poorly done, failure to complete course objectives, requirements, or expectations, or the inability to perform in a satisfactory manner in the internship experience (documented by an unsatisfactory final evaluation form from the university supervisor or the classroom teacher.
A+ = 97-100% A = 94-96% A- = 90-93% B+ = 87-89% B = 84-86% B- = 80-83% C+ = 77-79% C = 74-76% C- = 70-73% D+ = 67-69% D = 64-66% D- = 60-63% F = 59% and below
Assignment Points Total Community Inquiry -- Surrounding the School KLEW20 Presentation10 30 Community Inquiry -Classroom Community 30 30 Data Driven Connected Lesson/Impact on Student Learning Round 130 Round 230 60 Inquiry into Teaching within a subject area Researchers Journal/Discussions 5points X 8=40 Inquiry notebook--20 Final Research -- Brief/Professional development plan--50 110 Formal Observations #1 20 #2 20 20 12 CT Observations #1 10 #2 10 20 Total 270
** Interns who have not turned in all assignments by the last day of class prior to exam week or posted the Critical Assignments on Chalk and Wire will receive an F (fail). **The assignment designated as Chalk and Wire (**)requirement must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course. **CRITICAL TASK ASSIGNMENT FOR CHALK AND WIRE IS: Data Driven Lesson Sequence and Inquiry Brief.
11. Academic Dishonesty Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.
Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.
12. Detection of Plagiarism The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.
Academic Disruption Academic disruption is defined as the acts or words of a student in the classroom or teaching environment which directs attention from the academic matters at hand, such as noisy distractions; persistent, disrespectful or abusive interruptions of lecture, exam 13 or academic discussions, or presents a danger to the health, safety or well being of the faculty member of students.
13. Web Portal Information Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm.
14. ADA Statement Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation.
14. USF Policy on Religious Observances Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
15. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL- infused courses and other courses where assignments need to be collected by students to complete their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as appropriate documentation for one or more of the Florida Accomplished Practices/ESOL Performance Standards.
16. Critical Tasks Students in the Elementary Education Program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards. In this course the Critical Task is: THE DATA DRIVEN LESSON SEQUENCE AND INQUIRY BRIEF. Failure to post this Critical Tasks by November 29, 2013 will result in a U for this course.
17. Canvas and Email Course materials, checklists, and announcements will be posted on Canvas. Students are responsible for downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments. Canvas email/conversations will be used to communicate among class members. You are responsible for information that is emailed to your Canvas account or is posted on Canvas. Please check them regularly.
18. Emergency Preparation In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor the Blackboard site for each class for course specific communication, and the main 14 USF, College, and department websites, emails, and MoBull messages for important general information.
19. Communication Educators are held to a higher standard than the general public. You will be asked to sign The Social Media policies outlined in the College of Education Disposition at your first seminar. Be sure to read this document carefully. Not adhering to these policies could result in your dismissal from the College of Education. Under no circumstances are you to use any type of social media with your students.
Please turn off cell phones while you are in the school and during seminar sessions. Please do not text, email, or conduct personal Internet business during class time. You may not use your cell phone or conduct personal business while working with students.