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Course Proposals

Course Name:  Integrated Elementary Education Student Teaching Seminar 
Course Prefix: CHF
Course Number: 4850
             Submitted by (Name & E-Mail):  Wei Qiu, weiqiu@weber.edu

Current Date:  2/11/2010
College: Education
Department:   Child & Family Studies                              
From Term: Fall  2011 

Substantive

new 

Current Course Subject N/A
Current Course Number

New/Revised Course Information:

Subject:  CHF            

Course Number: 4850

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  SI  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: Integrated Elementary Education Student Teaching Seminar

Abbreviated Course Title: EE Student Teaching Seminar

Course Type:  LEC

Credit Hours:  4  or if variable hours:    to

Contact Hours: Lecture 4  Lab    Other

Repeat Information:  Limit 0   Max Hrs 0 

Grading Mode:  crnc

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

EDUC 4840 Student Teaching in Elementary Education (K and 1-3) (8) should be taken concurrently. The student needs to complete Level 1 to Level 3 professional education courses.

Course description (exactly as it will appear in the catalog, including prerequisites):

This course will help prepare teacher candidates for student teaching and ultimately licensure with two different types of activities. First, are weekly, 3-hour collaboration and topical seminars emphasizing ongoing discussions and support on classroom management, preparing the TWS and INTASC portfolio, creating your career file, and other education issues. Second, is a two day workshop to synthesize the semester and have your INTASC portfolio assessed.

Justification: All Early Childhood Education students need to take Level 4 professional education courses in order to receive K-3 teaching license. It is the final pre-licensure phase. This course is the same as EDUC 4850. It will be taught by the Teacher Education Department as a cross-listed course between the two departments. Early Childhood Education students will be able to accumulate a certain number of CHF credits by registering for CHF 4850 instead of EDUC 4850.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

This course is essentially the same as EDUC 4850. It will be taught by the Teacher Education Department as a cross-listed course between the two departments.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

Adding CHF 4850 might affect the enrollment of EDUC 4850 that is offered by the Teacher Education Department. However, the number of Early Childhood Education majors is declining with the new K-6 program. Many ECE students are doing double majors in Early Childhood Education and Elementary Education and have to take EDUC 4850 as a required course. It is very unlikely that adding CHF 4850 will cause a significant enrollment decline for EDUC 4850.

4. Is this course required for certification/accreditation of a program?

yes

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

CHF 4850 Integrated Elementary Education Student Teaching Seminar

4 credits

Elementary Education Student Teaching Block Description:

This block is the final pre-licensure phase of your teaching career. This block consists of two courses: Integrated Elementary Student Teaching Seminar and Synthesis (4) and Elementary Student Teaching (8). In Student Teaching, you will be assigned to an elementary school in which you will teach pupils at two grade levels. Mentor teachers from the school will turn over their classes and pupils to you and will help you in your teaching experience. You will also have at a university supervisor through the Teacher Education Dept. The Seminar will support the clinical practice through regular meetings on campus. There will be separate and specific requirements for both the seminar and clinical practice. Please note that you will receive a letter grade for 4850; you will be given a credit/no credit grade for student teaching.

Course Description:

This course will help you prepare for clinical practice and ultimately licensure with two different types of activities. First, you are expected to attend weekly, 3-hour collaboration and topical seminars will be held emphasizing ongoing discussions and support on classroom management, preparing the TWS and INTASC portfolio, creating your career file, and other education issues. The second activity will be a two day workshop to synthesize the semester and have your INTASC portfolio assessed.

Course Objectives:

As a result of this course, teacher candidates will:

• have on-going contact and support from the teacher education department.

• understand various classroom management techniques and how to use them in their own

classrooms.

• develop a classroom management style and policy that fits their own personality.

• become part of a collaborative professional learning community with fellow teacher candidates in

an cff01i to support each other in becoming highly qualified teachers.

• learn about some of the issues affecting elementary schools today.

• learn about various districts' hiring processes and getting a job.

• create their final INTASC portfolio.

• submit their TWS and Reflective Journals for review & grading.

Required Text:

Evelison, C. M., & Emmer, E. T. (2009). Classroom management/or elementary teachers (8th Ed.).

Boston: Pearson, Allyn & Bacon.

Requirements and Assignments:

I. Class Participation. Regular, punctual attendance is critical. Class member input is an essential element of a successful community of learners. Thus, students should be prepared to reflect, engage, and collaborate regularly in the classroom. In order to fully benefit from this class, each student should:

2. Classroom Management Plan. In this paper, you will explain your philosophy of c.m., your expectations of student behavior, and the consequences of misbehavior. The total paper should be no more than five (5) pages in length split as follows. The paper should:

be typewritten and no longer than 3 pages in length. Single-spaced, bulleted lists are appropriate for the time, space, materials, behaviors, rules and consequences sections. The philosophy should be in paragraph form.

have a plan of how you will manage time, space, materials, and behaviors in your classroom (This is not a course disclosure!)

contain a list of classroom rules and consequences.

have a c.m. philosophy statement written in paragraph form and be double-spaced. Include how you are going to develop an atmosphere of trust and community in your classes.

3. Critical Summaries. You will write a critical summary of 5 chapters of your choice from the classroom management text. A typed, 1-2 page critical summary should include:

a bulleted list of items/thoughts that you deem important from the text. You should have approximately 10 items.

a reflection, in paragraph form, single-spaced, on this information. Discuss how this information will affect your classroom practices; why you think this is important; and how you will use the information.

4. Service Project, Written and Oral Report. Each student will complete a 30-hour service project. Prior to starting you project you must fill out and submit to the seminar instructor the application form which can be found on the Teacher Education's Department's home page. Failure to submit an application form will result in a 5 pt. deduction from your final grade. At the completion of the project, each candidate will have 5 to 10 minutes to share his/her project with the rest of the class. This is a chance to celebrate.

The oral report should include a visual of some sort.

The written report must include a time-log and a one-page reflective summary.

5. Classroom Management Reports. During the semester, you will be required to turn in ten (one for each of ten weeks) classroom management reports equally divided between your two placements. Many of these will come directly from your required, reflective clinical practice journal. Anything that affects the classroom environment can be discussed in these reports. These reports will also help to inform your case study assignment. Each report should:

be well-written and typed.

be approximately 12 page in length.

describe the issue and the steps you took to "fix" the problem.

Please note: On these final three assignments, you will he graded on the department's rubric.

You must have a "standard met" in ALL categories to pass this c1uss. If not, you will receive an "I" until the standard is met. The licensing process will also be 011 hold until all standards are met.

6. Two Teacher Work Samples (TWS). There will be two TWSs due during student teaching (one for your K-2 experience and one for your 3-6 experience). Each will have two due dates. The first date will include the complete first four sections of the TWS (Contextual Factors, Objectives, Assessment Plan, and Design for Instruction, full day, daily lesson plans for the unit). If deemed acceptable, you will then teach this unit and complete the final sections of the TWS for final grading.