Spring 2016 Course Syllabus EDUC 301
Reflective Instructional Practices: Tech I & Clinical I
Instructor: Dr. Deborah Burris Office: Wham 323 Phone: (618) 559-5048 Office Hours: By Appointment Email: [email protected] Class Meeting: Aligned with observation.
TEP Conceptual Framework
The conceptual framework identified by Southern Illinois University Carbondale's College of Education and Human Services
illustrates the professional community's commitment to preparing reflective educational leaders at both the undergraduate and
graduate level. Reflective educational leaders not only practice reflective thinking but also become practitioners of reflective
action, engaging in informed reflection during and after interactions with their students. Thus, this course will develop skills
and competencies related to the major tenets of SIU's Teacher Education Program:
Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by providing
leadership in the learning community and serving as advocates for students, parents or guardians, and the profession. Course
Objectives: Tech I: 7, Clinical I: 6, 7, & 9
Reflective educational leaders understand the vast array of literacies students need to function in today's modern society. This
includes knowledge of reading, writing, and aural communication within the content area as well as media, scientific and
quantitative literacy. Course Objectives: Tech I: 2 & 7, Clinical I: 2 & 4
Reflective educational leaders understand the diverse characteristics and abilities of all students and how these students
develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. Using these
experiences they create instructional opportunities to maximize student learning.
Course Objectives: Tech I: 1, 2, 3, 4, 5, & 7, Clinical I: 1, 2, 3, 4, & 5
Illinois Professional Teaching Standards
The IPTS will be used to assess your progress throughout the semester and your time in the TEP. In class we will discuss these
standards and potential evidence to be used in the final evaluation. . Descriptors for the novice are listed beneath each course
objective. It is important that you are familiar with these expectations.
Course Relationship to the Conceptual Framework EDUC 301 supports the Conceptual Framework by developing reflective educational leaders in the tenets of ‘Engagement’ as
ethical and reflective practitioners and that of ‘Literacies’ in their understanding of the multiple means of communication
through technology/media in instruction, learning and functioning in a digital age.
Course Description:
EDUC 301 CLINICAL I, Reflective Instructional Practices, is the first clinical experience course in the TEPfor all majors
seeking licensure and is taken concurrently with EDUC 313. This experience consists of five weeks of an introduction to using
technology for student engagement and reflective teaching. It also includes ten weeks of clinical placement in the public
school classrooms where candidates will apply knowledge and skills presented in EDUC 313.
Class Meetings: TECH I - The first 5 weeks of the semester – January 19-February 19, 2016, Teacher Candidates will
attend their Tech I course according to their section meeting time. For the first 5 weeks of the semester candidates attend a
technology workshop. Students are to register for the section which aligns with their selected day(s) for observation in the
Clinical Placement. (Ex. If scheduled to observe MW mornings = Section 1 – no other time is an option without consultation
with the instructor. – Candidates attend the section that is on the day(s) they observe.) Off campus sections will meet
according to their schedule. The three hour weekly workshops will be guided instruction and candidates will be expected to
spend additional time outside of class enhancing their skills individually and developing assigned instructional materials.
Candidates will attend the TECH I class only during the first week. Candidates are required to attend a Clinical Orientation
with their Clinical Supervisor on Friday, February 19, at 4:00 prior to the clinical experience (Candidates may not enter the
Clinical Site without attending the orientation).
During weeks 2-5 (January 25-February 19) Candidates will attend the TECH I class and one-half day in the assigned Clinical
Site. Weeks 6-15 Candidates will spend two half-days in the Clinical Site.
COURSE OBJECTIVES: The purpose of this five week technology workshop is to prepare you with foundational skills necessary for a classroom
teacher. The categories covered during the five weeks will be exercised in the completion of assignments in the EDUC 313
course as you observe the 10 week EDUC 301 Clinical Practice.
As a reflective educational leader, the teacher candidate will:
Tech I:
1. analyze and use student information to design instruction that meets the diverse needs of students and leads
to ongoing growth and achievement. (1H)
2. evaluate teaching resources and materials for appropriateness as related to curricular content and each
student’s needs. (2I)
3. demonstrate fluency in technology systems, use technology to support instruction and enhance student learning,
and design learning experiences to develop student skills in the application of technology appropriate to the
disciplines. (2L)
4. use a variety of explanations and multiple representations of concepts that capture key ideas to help each student
develop conceptual understanding and address common misunderstandings. (2M)
5. demonstrate an understanding of the appropriate role of technology, including assistive technology, to address
student needs, as well as how to incorporate contemporary tools and resources to maximize student learning. (3E)
6. demonstrate an understanding of local and global societal issues and responsibilities in an evolving digital culture.
(9G)
7. communicate relevant information and ideas effectively to students, parents or guardians, and peers, using a variety
of technology and digital-age media and formats. (9M)
8. model digital etiquette and responsible social actions in the use of digital technology. (9S)
9. model (and teach) safe, legal, and ethical use of digital information and technology, including respect for
copyright, intellectual property, and the appropriate documentation of sources. (9T)
Required Texts: LiveText course software (www.livetext.com – credit card to buy)
Required Materials: Flash Drive (at least 4 GB)
Required Module: Candidates must complete the Teacher Education Safety Module prior to EDUC 302. The module
can be accessed by going to the TEP website, http://ehs.siu.edu/tep/, Helpful Links, Teacher Education Safety Module.
(Health and Safety Requirement - IL School Code 25.620 Section F)
Tech I Attendance:
Attendance required at each week’s scheduled workshop.
Promptness is expected
Should you have an emergency or must be absent, you must discuss this with your instructor.
Excused absences will be determined by the instructor.
Those who are affected by the University holidays will be encouraged to attend another section for that week if at
all possible.
Assignments:
Weekly assignments will be due at the next class meeting – no exception.
Skill based project assessment
Skills learned in Tech I will be utilized in the Clinical portion of EDUC 301 and EDUC 313.
Tech I project assessment and attendance/promptness results in 20% of the total EDUC 301 grade.
Attentiveness, participation and attendance/promptness will be held to the TEP Disposition
expectations.
Failure to attend class and/or to complete the weekly assignments and submit them on the assigned week will
result in the loss of 4% of your 20% total grade.
Tech I Class Expectations:
Silence cell phones.
Phones/tablets/computers should be used only for the purpose of instruction.
Tech I Calendar:
WEEK SPRING 2016 TOPICS
# 1 January 19-22 Syllabus Review, Memorandum of Understanding, IPTS, Fair Use & Copyright, Ethical/Legal Issues, WORD Professionalism - IPTS 9
January 22, 4:00 SECTIONS 1-4– MANDATORY ATTENDANCE
CLINICAL PLACEMENT ORIENTATIONS
Wham 105-General Orientation 4:00 General Orientation and meet with
Clinical Supervisors
# 2 January 25-29 Introduction to LiveText, Gateway Portfolio Set-up, WORD cont., EXCEL -
Data/Spreadsheets
Developing instructional materials, assessments and professionalism.
IPTS 1, 3,4,5,6, 7 & 9
Memorandum of Understandings and Copyright & Fair Use papers due.
# 3 February 1-5 Presentation Softwares (PowerPoint, Prezi, Powtoon, Moovley, Present.me) Content/pedagogy, instructional planning and delivery. IPTS 2,3,4 & 5
WORD Assignments 1-3 Due
# 4 February 8-12 Introduction to UDL (Cast.Org), Educational and useful websites, Wikis. Student Learning Module Platforms
Addressing the needs of diverse learners, content/pedagogy, planning, delivery and collaboration. IPTS 1,2, 3,4, 5,6 & 8
EXCEL Assignments 1-3 Due
# 5 February 15-19 Educational Websites cont. Content/pedagogy, instructional planning and delivery. IPTS 2, 3,4 & 5
#6
Week of February 22
FULL CLINICAL OBSERVATIONS ON SCHEDULED DAY(S)
Clinical Supervisors:
EDUC 301 - CLINICAL Portion
You will be supervised by the Clinical Supervisor of your Clinical Site. You will meet with your Clinical
Supervisor for your Clinical Site Orientation on Friday, January 22, at 4:00, Wham 105. This is a mandatory
orientation and you will not be permitted to report to the Clinical Site until you have been approved by your
Clinical Supervisor. Contact information for your Clinical Supervisor will be provided at the orientation. Course Objectives:
As a reflective educational leader, the teacher candidate will:
Clinical I:
1. analyze and use student information to design instruction that meets the diverse needs of students and
leads to ongoing growth and achievement. (IPTS1H)
2. demonstrate fluency in technology systems, use technology to support instruction and enhance student
learning, and design learning experiences to develop student skills in the application of technology
appropriate to the disciplines. (IPTS 2L)
3. create meaningful learning experiences using a variety of explanations and multiple representations and
use technology to support instruction and enhance student learning. (IPTS 2L & 2M)
4. demonstrate an understanding of the appropriate role of technology, to address student needs. (IPTS 3E)
5. assess the instructional environment and use those data to plan for differentiated instruction to allow for
variations in individual learning needs. (IPTS 3J, 4E & 5P)
6. follow laws and rules as a foundation for the fair and just treatment of all students and demonstrate an
understanding of emergency response procedures as required by the School Safety Drill Act [105 ILCS
128/1]. (IPTS 9B, 9C)
7. model professional behavior that reflects honesty, integrity, personal responsibility, altruism, and respect
including accurate data management that protects student and family confidentiality. (IPTS 9I, 9J)
8. reflect on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices
to improve student performance, school goals, and professional growth. (IPTS 9K)
9. model safe, legal and ethical use of evolving digital information and technology when communicating
with other teachers, students, parents and the educational community. (IPTS 9G, 9M, 9S, & 9T) Clinical Attendance Requirements:
Candidates are required to be in their assigned clinical placement during the following weeks: One-half
day per week during weeks 2-4, January 25-February 19, 2016. Beginning week 6, February 22,
Candidates attend two half days per week in the Clinical Site.
A total of 72 hours (6 hours = two ½ days; 3 contact hours = ½ day).
Arrival and departure times to be confirmed by your CT and CS.
Candidates follow the University Calendar and must be aware of their Clinical Site calendar for
attendance purposes.
Maintain a Clinical Practice attendance sheet (provided) that should be kept in your respective
classroom until the end of the semester. Absences are documented here as well.
At the end of the semester, your Cooperating Teacher will hold your original attendance sheet to be given
to your Clinical Supervisor. You should make a COPY for your records prior to your last departure.
Any missed day(s) due to either public school or university holidays/breaks or illnesses must be made
up and should be rescheduled during the week the absence occurs – consult with your CT & CS.
On a day you are going to be absent, IF you must be absent, you are required to contact your Clinical
Supervisor and Cooperating Teacher PRIOR to the absence. In the event of illness, you must contact
your Clinical Supervisor FIRST - by phone – NOT email or text!
Professional Conduct: This is the one area that often impacts a student’s final grade more than any other area. When your Cooperating Teacher asks you to assist in an upcoming lesson, treat this as an opportunity to demonstrate your best teaching
skills. Given the nature of your visits, it is recommended that you exchange e-mails with your Cooperating
Teacher and correspond between your visits. Lesson plans may be sent as attachments. You should review the
TEP Dispositions expected of you. Your demonstration of the TEP Dispositions will go a long way in establishing
a collaborative relationship with your Cooperating Teacher: inquisitive, positive, confident, creative, and
dependable.
SHOW INITIATIVE! INTERACT WITH THE
STUDENTS! SUPPORT THE TEACHER’S
CURRICULUM!
Course/Clinical Requirements:
Your active participation/engagement with the students in your classroom is imperative. Your CT will
help guide you in your activities.
Assignments in your EDUC 313 course and perhaps methods courses may require you to complete
assignments requiring you to collect information from your clinical assigned classroom – this must not
distract from your active participation/engagement with the students.
Use of the technology skills from TECH 1 should be utilized and demonstrated in your assigned classroom.
You will develop and present formal lessons as per the date scheduled for formal clinical teaching on the
EDUC 313 calendar.
You will schedule and teach a minimum of 2 formal lessons - 1 formal lesson for your CS to observe and
1 for your CT (2 different lessons).
Your CS will make a minimum of 3 additional informal contacts with your throughout the semester.
Clinical Evaluation:
Clinical Evaluations will be submitted electronically to the University – CT/CS.
You will be provided a copy of your evaluation and timesheet during your last week of attendance.
Original timesheets and final evaluations are collected by the Clinical Supervisor.
Your clinical performance is the equivalent of 80% of your EDUC 301 course grade.
NOTES:
1. If you need course adaptations or accommodations because of a disability, or if you have emergency medical
information, or if you need special arrangements in case the building must be evacuated, you should talk with
your Cooperating Teacher and your Clinical Supervisor in the beginning of the semester so that special
arrangements may be made for your as soon as possible. Please note that it is fundamental that an SIU student
be able to meet the requirements of this course within the allotted time frame.
2. The instructor reserves the right to revise the course calendar as necessary. Occasionally, discussion of a
particular topic will extend beyond the scheduled class period. Likewise, other topics may not require the
entire class period. You will be informed of any major revisions.
EDUC 301 QUICK REFERENCE:
CLINICAL
START
END TIME
REQUIREMENTS
CS
REQ'ed # OF
LESSONS
LESSONS
CLASS
PRACTICE DATE DATE 2 half days = 6 hrs INFORMAL OBSERVED EVAL'D BY EVAL'D BY ASSIGNMENTS
Week of
Week of
½ day = 3 hrs
CONTACTS
LESSONS
CT
CS
TO BE COMPLETED
EDUC 301
Jan. 25
May 2
Total of 72 hrs
3
2
1
1
YES EDUC 313 + any methods
CLINICAL PRACTICE
LEVELS
con't
CREDIT
HOURS
TIME
SHEET
DISPOSITION
EVAL
Midterm
FINAL
GRADE
GIVEN
ON FORM
CANDIDATE
MUST SIGN
MIDTERM
CANDIDATE
MUST SIGN
FINAL
Week 7/8
EDUC 301 1 cr YES YES - On Form Conference YES NO NO NO
Syllabus Attachment:
The Syllabus Attachment link for Spring 2016 can be accessed at: http://pvcaa.siu.edu/
EDUC 301 CLINICAL EXPERIENCE ACTIVITIES
The following activities are appropriate for pre-service teachers at this level of Clinical Experience. The first column of blank
spaces can be used at the beginning of the experience to establish a specific goal date for accomplishing activities. Once the
EDUC 301 teacher candidate has completed the activity, it can be noted or dated in the second column. This section is available
for planning purposes; other activities deemed appropriate by the Cooperating Teacher and Clinical Supervisor can be added.
2013Illinois Professional Teaching Standards aligned with these activities are noted in parentheses.
1. Plan, implement, and assess teacher candidate performance in three full lessons (3 & 5).
2. Engage with students through tutoring, assisting, small groups tutoring, reading, etc., and observing
classroom Cooperating Teacher(s) delivering instruction, and complete written assignments about the
observations. (9)
3. Assist the teacher in preparation of materials for instruction involving the use of technology. (3, 8)
4. Tutor an individual teacher candidate. (1)
5. Plan and implement a small group lesson to address the learning needs of special populations, such as
developmentally advanced or delayed students. (1, 3, 5, 6)
6. Assist the cooperating teacher in developing a simple evaluation instrument, such as a quiz, in relationship
to a unit or units observed. (3, 8)
7. Assist the cooperating teacher in grading student assignments and recording grades. (8)
8. Assist the cooperating teacher room teacher in administering simple diagnostic
assessments. (1, 6, 8)
9. Observe a teacher-student conference. (1, 6, 8)
10. Identify the learning resources available in the school and community. (9)
11. Create a bulletin board. (6)
12. Check attendance and perform other routine housekeeping duties. (9)
13. Attend a department, faculty, PTA or school board meeting. (8, 9)
14. Participate, if possible, in a field trip. (8)
15. Assist a member of the professional staff in an extracurricular activity. (8, 9)
16. Identify the special personnel available in the school, i.e., resource teachers, psychologist, social worker,
etc. (8, 9)
17. Assist the teacher in such activities as hall duty, cafeteria duty, bus duty, etc., if these responsibilities occur
during the teacher candidate’s scheduled clinical hours. (8, 9)
18. Accompany students to special area classes and observe behavior in various settings. (4)
Clinical Site Orientation Assignments
Student Semester Year
Complete the tasks on this form and retain for proof of
completion.
ASSIGNMENTS
TASK
COMPLETED
CT Initial/Date
1. Arrival 1st Day
Intro Office Staff
Ck-in in Office
Sign-in Procedures
Ck on Parking Pref.
Provide CT contact info
Secure CT contact info, contact preferences
2. Secure Daily Schedule
Establish Arrival/Dept times
3. Classroom Rules Secure, Know and Use
4. Class List/Seating Know the students
5. Tour School Intro to faculty & staff
6. Secure/Review School Handbook
Policy based on Law
7. Secure Disaster Plans Know the Drills
8. District Calendar
District, School, Classroom
9. Classroom Routine
Weekly schedule, activities
10. Student Special Needs
Who, What and What to do (review IEPs, medical needs)
11. Observation of Cooperating Teacher
A. Teaching Lessons
B. Teaching Style(s)
C. Discipline Strategies
D. Student Behavior During Different Classes/Activities
12. Secure IL Standards (Common Core/Illinois Learning Standards/Social and Emotional Standards)
Secure Standards and Curriculum Guides
Tasks should be completed by the end of the second week in the clinical site.
e
of
EDUC 301 - Clinical I Evaluation
Teacher Candidate: Cooperating Teacher:
Clinical Supervisor: Date:
Unacceptable Developing/Needs
Improvement Target/Proficient
1. Teacher candidate analyzes
and uses student information to
design instruction that meets the
diverse needs of students and
leads to ongoing growth and
achievement.
2. Teacher candidate
demonstrates fluency in
technology systems, uses
technology to support instruction
and enhance student learning,
and design learning experiences
to develop student skills in the
application of technology
appropriate to the discipline.
3. The teacher candidate creates
meaningful learning experiences
using a variety of explanations
and multiple representations and
uses technology to support
instruction and enhance student
learning.
4. The teacher candidate
demonstrates an understanding
of the appropriate role of
technology to address student
needs.
5. The teacher candidate can
assess the instructional
environment and use those data
to plan for differentiated instruction to allow for variations
in individual learning needs.
6. The teacher candidate follows
laws and rules as a foundation for
the fair and just treatment of all
students and demonstrates an
understanding of emergency
response procedures as required
by the School Safety Drill Act.
7. The teacher candidate models
professional behavior that
reflects honesty, integrity,
personal responsibility, altruism,
and respect including accurate
data management that protects
student and family
confidentiality.
8. The teacher candidate reflects
on professional practice and
resulting outcomes, engages in
self-assessment and adjusts
practices to improve student
performance, schools goals and
professional growth.
9. The teacher candidate models
sate, legal and ethical use of
evolving digital information and
technology when communicating
with other teachers, students,
parents and the educational
community.
Is unable to design instruction based on analysis and use student information that meets the
diverse needs of students and does not produces observable ongoing growth and achievement
for students.
Unaware or decides not to use technology resources to assist
learning available from any source to support instruction and student learning for the
development of student technology skills in the
discipline.
Displays little understanding
of pedagogical approaches for
the subject and is ineffective in creating learning experiences, explanations, representations and
utilization of technology suitable to students learning of content. Fails to demonstrate an understanding of the appropriate
role of technology to effectively
address student needs.
Fails to identify or chooses to ignore available assessment data
of the instructional environment
in planning for differentiated
instruction and providing for the
variation in individual learning
needs.
Displays very little
understanding of laws and
school rules and has difficulty
providing for the fair and just
treatment of all students and
demonstrates little understanding of emergency response
procedures of the school. Displays dishonesty in
professional behavior regarding
interactions and data
management with students,
families and school personnel. Does not correctly identify
whether a lesson was effective or achieved intended outcomes
and/or profoundly misjudges the
effectiveness of the lesson while making no suggestions about how
a lesson could be improved.
Fails to demonstrate an understanding of the appropriate
role of technology to effectively address student needs.
Designs instruction based on analysis and use student
information that somewhat meets
the diverse needs of some students and produces observable
ongoing growth and achievement
for some students.
Displays some awareness of
technology resources provided by school or district for classroom
use to support instruction and student learning to assist the development of student skills in
technology applications in the
discipline.
Uses limited pedagogical
approach and learning experiences for the subject with
limited explanations,
representations and technology use to support instruction and
enhance student learning.
Demonstrates a limited
understanding of the appropriate
role of technology that can effectively address student needs.
Identifies and applies limited
assessment data of the
instructional environment in
planning for differentiated
instruction and minimally
provides for the variation in
individual learning needs.
Displays some understanding
laws and school rules and
sometimes provides for fair and
just treatment of students and
demonstrates some understanding of emergency procedures of school.
Displays inconsistent effort to
provide adequate professional
behavior of honesty, integrity, and confidentiality in all
interactions and data
management with students, families and school personnel.
Has a somewhat accurate impression of lesson effectiveness and how well the intended outcomes were achieved and can make some suggestions
about how a lesson could be
improved.
Demonstrates a limited
understanding of the appropriate
role of technology that can effectively address student needs.
Designs instruction based on analysis and use of student
information that effectively meets the diverse needs of all students and produces observable ongoing
growth and achievement for all students.
Demonstrates relevant knowledg
and effective use of technology resources beyond those provided by
school or district to support instruction and enhance student learning through learning
experiences designed to develop
student skills in applying
technology to the discipline.
Uses a wide range of
effective pedagogical
approaches for the subject that create meaningful learning
experiences using a variety of
explanations, multiple representations and technology to
support instruction and enhance student learning.
Demonstrates a relevant and
effective understanding of the
appropriate role of technology to
effectively address student needs.
Assesses the instructional
environment to provide relevant
data for use in the planning for
differentiated instruction that allows
for variations in individual learning needs based on the assessment data.
Complies fully with the laws
and school rules in order to provide
for the fair and just treatment of all students and demonstrates an
understanding of emergency response procedures for the school. Displays professional behavior with honesty, integrity, and
confidentiality in interactions and data management with students, families and school personnel. Accurately self-assesses their
lessons taught and correctly identifies the degree to which
intended outcomes were achieved
and makes specific and relevant suggestions about how the lessons
could be improved.
Demonstrates a relevant and effective understanding of the
appropriate role of technology to effectively address student needs.
SIU DISPOSITIONS Unsatisfactory Satisfactory Exemplary
Exhibits Professionalism May not be depended upon; behavior is not trustworthy,
honest or ethical. Exhibits very
little enthusiasm and seems uncommitted to the profession.
Dependable and reliable; characterized by honesty,
trustworthiness, and ethical
behavior. Exhibits enthusiasm, curiosity and willingness to learn, and satisfactory
commitment to the profession.
Absolutely dependable and reliable; characterized by honesty,
trustworthiness, and highly ethical
behavior. Exhibits an exemplary level of enthusiasm, a love of learning, and a strong commitment
to the profession.
Values Human Diversity Shows disrespect and lack of sensitivity to the learning needs and abilities of most individuals,
and to their diverse cultures,
languages, races, and family
compositions.
Shows respect and sensitivity to the learning needs and abilities of all individuals, and to
their diverse cultures, languages, races, and family compositions.
Strives to implement best practices to address diverse learning needs and abilities of all
individuals, and to address their diverse cultures, languages, races, and family compositions.
Collaborates with diverse peers,
professional colleagues, staff
and families.
Shows exemplary respect and sensitivity to the learning needs and abilities of all individual, and to their
diverse cultures, languages, races,
and family compositions.
Consistently strives to implement
best practices to address diverse learning needs and abilities of all
individuals, and to address their diverse cultures, languages, races, and family compositions.
Collaborates enthusiastically and effectively with diverse peers,
professional colleagues, staff and
families.
Develops Professionally Does not seek to acquire Engages in ongoing Readily and consistently engages knowledge, nor to develop research-based practices in any aspect of teaching. Seems
unwilling or unable to assess own performance.
acquisition of knowledge and in the development of research- based practices. Assesses own
performance; reflects and acts upon needed improvements.
in ongoing acquisition of knowledge and in the development of research- based practices in all aspects of teaching. Continually assesses own
performance; reflects and acts upon needed improvements.
Comments
Final Evaluations will be completed online by the Clinical Supervisor. This form is for information only.