Middle Grades Practicum I, MGED 3731, Fall 2007

Department of Teaching & Learning,

College of Education, Georgia Southern University

Tuesday, Wednesday, and Friday 7:45 a.m. – noon (approximately) at Langston Chapel Middle School, Statesboro

 

Instructor:                Dr. Scott A.L. Beck

Office:                                  Room #4113, College of Education

Office hours:                        by appointment

Contacts:                             (912) 681-0354 or sab44@cornell.edu

 

Clinical Associate:     Ms. Cindy Pugliano, 7th grade, cpugliano@bulloch.k12.ga.us

Cooperating Teachers:

                                            Ms. Diane Allen, 6th grade LA, dallen@bulloch.k12.ga.us – __________

                                            Ms. Barbara Brown, 8th grade LA, bbrown@bulloch.k12.ga.us – __________

                                            Ms. Katie Olliff, 6th grade SS, kolliff@bulloch.k12.ga.us – __________

                                            Ms. Paige Rountree, 6th grade LA, prountree@bulloch.k12.ga.us – __________

School:                                Langston Chapel Middle School, Statesboro

Phone:                                 (912) 681-8779

 

 

 

 

Course Description:

The practicum involves extensive structured observations and active participation, as well as planning and teaching an integrated language arts/social studies instructional unit in a middle grades classroom.  Emphasis is placed on a strong content knowledge base, classroom management, instructional strategies for diverse populations of students, the integration of technology, classroom environment, and assessment of student learning.  The practicum is one of three integrated courses in Methods Block I.  This semester-long field-based course requires that candidates spend twelve hours per week at their assigned school.  Candidates participate in a variety of school and classroom activities such as tutoring students, reading aloud a young adolescent novel, assisting with lunch and hall duties, grading student papers, working with small groups of students, shared teaching, and assisting with other teaching duties as assigned.  During the four weeks of formal teaching, candidates spend a minimum of twenty hours per week in the assigned school.  The specifics of unit and lesson plan development are detailed in the Methods Block I Packet.

 

Performance Outcomes:

1.      Demonstrate clear commitment to professional development and responsible pre-professional behavior by completing all course requirements in a timely and professional manner.  (NMSA Standard 7; Middle Grades Program Outcome 37)

2.   Demonstrate knowledge and understanding of the planning-teaching process through active, reflective, and intelligent participation in all classroom and field-based activities.  (NMSA Standards 3 & 5; Middle Grades Program Outcomes 1 – 41)

3.   Plan, develop and incorporate aspects of middle grades language arts, social studies, reading content and skills, and appropriate use of instructional technology into an integrated unit of study.  All Unit and Lesson Plan format requirements and time lines must be followed and met.  (NMSA Standards 3, 4, & 5; Middle Grades Program Outcomes 1 – 41)

4.   Successfully and reflectively complete requirements for the Pre-Teaching Seminar and actively, reflectively and professionally participate in the Pre-Teaching Seminar.  (NMSA Standards 3 & 5; Middle Grades Program Outcomes 1 – 41)

5.   Successfully teach the integrated unit in the field-based setting thereby demonstrating necessary planning, academic and related performance skills.  (NMSA Standard 5; Middle Grades Program Outcomes 1 – 41)

6.   Successfully complete all field-based structured observation and active participation requirements thereby demonstrating the necessary professional skill and attitudes for success in the school classroom.  This includes on-site work for the ENTIRE semester.

      (NMSA Standard 7; Middle Grades Program Outcomes 1 – 41)

7.   Clearly demonstrate a reflective, positive, and developing commitment to professional behavior in the pursuit of professional certification, in class (includes timely completion of all assignments), and in the field-based segment of the course.  Failure to do so will negatively impact on both your planning-teaching grade and final course grade.  (NMSA Standard 7; Middle Grades Program Outcomes 34 – 40)

8.   All unit/lesson plan development and submission deadlines must be met.  Failure to do so will result in no teaching.  Completed Units must be approved by your Methods Block Practicum I instructor AND assigned cooperating teacher before teaching.  Unapproved units will prevent you from teaching resulting in failure of all Methods Block I courses.

9.   Successfully and reflectively complete all requirements for the Post-Teaching Seminar thereby demonstrating the ability to reflect objectively and accurately on one’s planning skills and actual instructional performance.  (NMSA Standards 3 & 5; Middle Grades Program Outcomes 1 – 41)

Middle Grades Program Outcomes are located on WebCT

This course also addresses the following additional standards:

TEP 1, 2, 3, 4, 5, 6, 7, 8, & 9

GA 2000 Standard 1

INTASC Principles 1, 2, 3, 4, 5, 6, 7, 8, & 9

ISTE Standards 1, 2, 3, 4, 5, & 6

BOE Principles: 1, 2, 3, & 4

 

Relationship to College of Education Conceptual Framework

The College of Education’s Conceptual Framework is firmly grounded in all facets of this course. 

C.1 Commitment to the Knowledge and Dispositions of the Profession: Candidates are expected to endorse a belief that all students can learn and they are able to implement appropriate learning strategies to achieve this goal.  Candidates are also expected to apply the content and pedagogy learned in their methods courses during this practicum experience.  

C.2 Commitment to Diversity:  Emphasis is placed on the diverse literacy and learning needs of young adolescents, the diversity and uniqueness of young adolescents, and other issues of diversity that affect students’ development.  The course provides candidates opportunities to develop and apply a range of effective pedagogical skills that respond to the academic and affective needs of a diverse student population. 

C.3 Commitment to Technology:  Candidates will continue to develop and refine their technological skills in this course through the use of WebCT, TK-20, and Internet resources.  In addition, candidates will utilize technology to enhance student learning in their teaching and they will develop an electronic portfolio. 

C.4 Commitment to the Practice of Continuous Reflection and Assessment:  Candidates are involved in on-going reflection on their teaching and experiences throughout practicum. 

 

 

 

 

Required Texts: 

Boynton, M. & Boynton, C.  (2005).  The educator's guide to preventing and solving discipline problems.  Alexandria, VA:  ASCD.
McTighe, J. & Wiggins, G.  (2004).  Understanding by design: Professional development workbook.  Alexandria, VA:  ASCD.

 

COURSE PERFORMANCE OUTCOMES (ASSIGNMENTS & ASSESSMENTS):

 

1.  Social Studies/Language Arts-Reading Integrated Unit

[Middle Grades Program Key Assessment 3:  Assessment of Candidates Ability to Plan Instruction, NMSA Standards 1, 3, 4, & 5]

As a member of a teaching team, candidates will plan, develop, and teach an integrated unit based on a theme or topic assigned by their cooperating teacher.  During the planning of your unit, each of you will a collect a variety of diverse, high-quality children’s books and internet resources relevant to your theme to use in planning instruction.  One purpose of your thematic unit will be to contextualize and enrich the interest and knowledge that your students will develop while reading these books and accessing these websites and to develop substantive connections regarding your theme across the entire curriculum.  However, you cannot accomplish these goals without the knowledge to critique, refute and/or extend the information presented in the books and websites.  Thus you will also need to carefully research your theme using reputable academic resources and carefully developed instructional materials.  With approval of the unit by both cooperating teacher and Methods Block I instructors, candidates will teach the unit in a middle school during a four week social studies/language arts-reading practicum experience.  See the Methods Block I Packet and Unit Evaluation Form for specific content and format requirements for the Integrated Unit.  Refer to the Unit Assessment Rubric for specific evaluation criteria for the Unit. 

 

Evaluation/Grading of the Written Elements of the Integrated Unit

·         Your UNIT OUTLINE & MATRIX and FIRST LESSON PLAN will not be formally graded.  Rather you will receive feedback and guidance so as to improve your later, graded unit submissions.

·         Your COMPLETE 5 or 10 DAY UNIT PLAN will be graded in this course. 

·         Your REVISED 5 or 10 DAY UNIT PLAN will be graded in this course. 

·         Your POST-TEACHING REVISED 5 or 10 DAY UNIT PLAN will be graded in this course. 

 

Evaluation/Grading of the Teaching of the Integrated Unit

A teaching grade will be earned based on your teaching performance of your integrated unit.  Your cooperating teacher and I will each observe and formally evaluate at least 2 of your lesson presentations.  The observer will meet with you within two days of your teaching to discuss our observations and evaluations.  These meetings may require time outside of your usual time at the school.  Refer to the Performance Assessment Form for specific criteria. 

 

Evaluation/Grading of Professional Dispositions during the Practicum

Each student is expected to attend all sessions, to conduct her/himself in a professional manner at all times, and to abide by GSU, COE and PSC Codes of Professional Responsibilities.  Moreover, you are expected to participate in your classroom, not just observe.  You should seek to take on responsibilities in the classroom and help your cooperating teacher by handling some informal teaching routines.  The more experience you accumulate in front of the classroom, the more successful you will be in this program. You will earn a grade for professional dispositions based on your total performance at your placement site.  The university supervisor will determine the dispositions grade in consultation with the cooperating teacher. Refer to the Dispositions Rubric for specific criteria. 

 

Absence / Tardy Notification Procedure:
 If you have an emergency and cannot be at the practicum site as scheduled, it is vital that you contact me via e-mail and/or phone and your supervising teacher ASAP.  (Early, direct notification is especially important if you are scheduled to teach on that day.  Make every effort to speak directly to the cooperating teacher.)
Please note that any combination of 3 absences and/or tardies will automatically lead to the completion of a Form A.

 

Please note:

·         Since field placements, schools, and teachers vary widely, do not expect that all aspects of your practicum experience and work requirements will be identical to those of other students in the Methods I Block this semester.  Variability in workload and responsibilities are part of the teaching profession and are thus also inevitable in any teacher education program with a significant practicum component.

·         An evaluation of your teaching performance in this course will be placed in your College of Education records at the end of the semester.

 

3.  Effects on Student Learning

After the completion of your practicum teaching experience, you will be expected to be able to document and reflect upon the effects of your teaching on the learning of your classroom students.  This document should be prepared according to the guidelines in the course packet. 

 

2.  Practicum Logs AND Pre and Post-teaching Seminar Papers

You will maintain a log of your experiences at your field placement.  These logs will force you to demonstrate that you are making connections between the course readings, especially from Boynton & Boynton, and your field practicum experiences. Submit your logs electronically to Dr. Beck via WebCT by 5:00 pm each Friday. 

You will also complete pre- and post-teaching reflections according to the guideline in the course packet.  They will be due on the dates specified below.

 

Grade Chart:

Assessment

Your Grade

x % of Total Grade

= Subtotal

 

U

N

I

T

 

Complete unit plan

 

 

10%

 

Revised unit plan

 

 

15%

 

Post-teaching revised unit plan

 

 

10%

 

Classroom Teaching

 

 

40%

 

Professional Dispositions

 

 

10%

 

Effects on Student Learning

 

 

10%

 

Practicum Logs and

Pre- & Post-teaching Seminar Papers

 

 

5%

 

 

Total Grade:

 

 

 

 

SEE SEPARATE COURSE SCHEDULE FOR DUE DATES, ETC…

 

 

 

END OF COURSE-SPECIFIC MATERIAL

 

BEGINNING OF GENERAL SYLLABUS MATERIAL

 

 Assessment:

I adhere to Georgia Southern University’s definitions for grading:

A           Exceptional capabilities and exceptional performance  90-100

B           Significantly more effective command of the material than expected  80-89

C           Mastery of the material  70-79

D           Grasp of the material is minimal  60-69

F           Failure to master the essentials  below 60

I will return graded assignments in as a timely fashion as possible.  I will gladly explain evaluation / assessment procedures and results.

Midterm Progress: Any student who wishes to discuss his or her cumulative class grade at mid-term (before the last day to withdraw without academic penalty) is encouraged to make an appointment with me. 

 

Attendance:

Punctual attendance is mandatory.  Your success in this course is dependent upon your presence.  Failure to attend all classes and scheduled field-based responsibilities will have a severe impact on your final course grade.  Any missed quizzes, in-class reflective writings, idea lists for team discussions, or homework, etc. – whether due to absence, illness, tardiness, or early departure will be recorded as zeros and cannot be made up.  Any missed time during a field practicum must be made up as soon as possible.  You are responsible for getting from your classmates any notes, materials, or assignments missed during your absence.

 

participation in WebCT and Other Electronic instruction:

You will be expected to participate in the on-line aspects of this course as specified in this syllabus, as required for specific assignments, and as explained in class or on-line. Your participation in the on-line aspects of this course will impact your grade.  For example, WebCT provides a wide array of statistical tools for precisely tracking and measuring your participation in the course: the number of postings you make to bulletin boards and chats, the number of postings you read, the amount of time you spend reading postings, etc.  Your on-line participation is not only welcome, it is absolutely necessary if this course is to be successful. 

 

Guidelines for Preparing Assignments: 

·        Assignments and projects used to fulfill the requirements of this course are not to have been used for the fulfillment of requirements for other courses, except as explicitly described in the syllabus or assignments. 

·        All assignments are due on time as indicated in the course calendar. 

·        Late papers/assignments will be accepted for up to 1 week with a…

      … 10 point (1 letter grade) reduction in grade when less than 24 hours late.

      … 20 point (2 letter grades) reduction in grade when less than 1 week late.

      However, if an assignment must be used or taught within a short period of time, late work will not be accepted.

·        All assignments are to be typed and stapled, bound together, or submitted electronically as specified by the instructor. 

·        Each assignment must have your name, course section and the date clearly indicated

·        Demonstrate thoughtful reading, research, analysis and presentation in your work.

·        Your work must be yours – write in first person when appropriate.  Share your thoughts; don’t just copy the ideas of others.

·        Avoid strings of quotes or paraphrased material with little of substance linking and explaining these materials.  Instead, explain why you think certain quotes are significant and/or related to each other. 

·        Avoid use of the ‘generic he.’

·        Your grade will suffer if errors (grammar, spelling, punctuation) and poor composition and style make an assignment difficult to read.

·        Write, then edit, re-write, then proofread, re-write again, and ask friends to edit and proofread, and re-write yet again.

·        Make use of GSU’s Writing Center (call 871-1413).  It’s free!  They can help improve anyone’s writing.

·        Document your writing with bibliographies and citations using standard APA style. For clarifications regarding APA style see:

                                                            http://library.georgiasouthern.edu/libref/apastyle.pdf

                                                            http://webster.commnet.edu/apa/apa_index.htm 

                                                            http://www.apastyle.org/elecref.html

·        Be sure to have at least two current, electronic copies of each assignment as you work on it.  HAVE A BACKUP!  COMPUTER SNAFUS AND LAST-MINUTE PRINTING PROBLEMS DO NOT EXCUSE LATE WORK. 

 

Student Conduct, Academic Honesty, Professional Standards & Program Retention:

·        All students are expected to demonstrate professionalism and accept constructive criticism from instructors, supervisors, and peers.  Students are expected to critically and honestly reflect upon their own work.  Students must expect and tolerate diversity in their teaching and practicum experiences.  Students must demonstrate appropriate language and communication skills.

·        Students who disrupt class with inappropriate behavior or electronic devices can expect to be asked to leave class and penalized in their class participation grade.

·        The GSU Student Conduct Code and Regulations regarding Academic Honesty will be enforced.  (See: http://students.georgiasouthern.edu/judicial/).  Misconduct will be reported to the Office of Judicial Affairs and can result in severe penalties. 

·        Academic honesty is not just a nice idea, it is the rule at GSU.  Plagiarism will not be tolerated.  Plagiarism can lead to your immediate failure of this course.  Plagiarism includes: using someone else’s ideas or words without proper quotation marks and citations and/or failing to properly cite paraphrased material.

If you think that you can plagiarize and get away with it, see: http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm

·        Cheating or any other infraction against the Student Conduct Code can lead to your immediate failure of this course.

·        Candidates are expected to meet all requirements for retention in their program of study and the Teacher Education Program (TEP).  Unsuccessful progress toward meeting program objectives (including course assessments), unsatisfactory grades/GPA, and actions found in violation of the GSU Student Conduct Code or the Georgia PSC’s Code of Ethics can result in non-retention in these programs.

 

Students with Disabilities:

If you have a physical, psychological, and/or learning disability that might affect your performance in this course, please contact the Student Disability Resource Center (SDRC) in Building 805 as soon as possible. The SDRC will determine appropriate accommodations based on testing and medical documentation.

 

Syllabus is subject to revision if necessary:

While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein without actual notice, if circumstances so warrant.  Every effort will be made to keep candidates advised of such changes and information about such changes will be available at all times from the instructor.  It is the responsibility of each candidate to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course.  This syllabus may be part of a larger packet of material covering important aspects of this course and/or a block of courses.