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: dlburris@siu.edu 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.