EDUC 4513: Education & Practice Fall 2018 · 2018. 8. 30. · 1 EDUC 4513: Education & Practice Fall 2018 Instructor Contact Information Carey Sanchez Section Number: 105 [email protected]

1

EDUC 4513: Education & Practice Fall 2018

Instructor Contact Information Carey Sanchez Section Number: 105 [email protected] www.ilove2learnilove2teach.weebly.com 720-203-1915 How to reach me: The best way to reach me is by cell phone or email. I check email daily, typically by 9:00 a.m. For emergencies, please call or text (in that order). Thank you.

Course Overview Education and Practice is a seminar that provides opportunities to synthesize and apply what you have learned in prior courses and field experiences as you develop the habits of mind and practices of an effective teacher. Student teaching is the capstone experience in the teacher education program. edTPA is the capstone project. Successful completion of both is required in order for CU to recommend you for licensure in Colorado. As a student, you have years of experience as a learner (and non-learner) in varied classroom settings. Your new role as a teacher places the responsibility on you to create a classroom environment that is dynamic, challenging, and focused relentlessly on your students’ learnings. Although student teaching is the culminating experience in your teacher education program, it is just the beginning of your development as a professional educator. To get the most out of this experience, consider student teaching as a course in which you have multiple instructors--your cooperating teacher(s) and your university supervisor. If you approach every day as an opportunity to learn and grow as a professional educator, this will be a rewarding and productive experience for you. Through seminar discussions, we will tackle many issues new teachers grapple with, including expectations, adapting to school cultures, effective instruction, classroom management, assessment, and communication with students, colleagues, and their parent/guardians. No course could address every situation a person might encounter in student teaching. As such, topics taken up in seminar will evolve and vary based on our observed and identified needs. Don’t hesitate to ask for help and clarification when unexpected situations arise. Co-Requisite Course This seminar is taken concurrently with the appropriate student teaching course for your program (see list below).

2

EDUC 4691- Elementary Student Teaching EDUC 4701- (8-14) Student Teaching - Elementary 2 (for K-12 Music) EDUC 4712- (8-14) Secondary Student Teaching EDUC 4722- (4-8) Secondary Student Teaching II (for World Languages) EDUC 4732- (4-12) Student Teaching K-12 (for K-12 Music) Course Objectives: Describe, explain, and analyze your practice to understand the impact of your teaching on student learning ● Synthesize and apply concepts introduced in prior course/field work to explain and analyze

teaching and learning ● Reflect upon dilemmas of practice, including competing values and goals that influence choices

and decisions you make ● Extend your content knowledge and build pedagogical content knowledge ● Develop a stance and identify about who you are/want to be as a teacher (your core

commitments and how you will live them in your daily practice) ● Examine critically your beliefs about and your abilities to support and extend the learning of

all students ● Examine critically how schools work and your abilities to be productive member of a school

community Required Resources: ● Teacher Performance Assessment Handbook (edTPA) for your content area ● edTPA Good Choices Document ● Student Teaching Handbook ● Website: www.ilove2learnilove2teach.weebly.com

Course Assignments: Your course grade will be based on the following assignments: ● edTPA (Teacher Performance Assessment) (50%) ● Written Assignments, Attendance, and Participation (50%) Teacher candidates will be given a

chart for all assignments at Seminar 1.

edTPA: Teacher Performance Assessment (50%) The edTPA is a summative, subject-specific assessment of teaching performance that demonstrates your readiness for licensure. Evidence of teaching competence consists of authentic artifacts documenting teaching and learning during a learning segment lasting approximately 3-5 lessons/hours and commentaries explaining, analyzing, or reflecting on the artifacts. In constructing the edTPA, you will apply what you have learned from your coursework about research, theory, and best practices related to teaching and learning. PLEASE SEE PAGES 20-22 IN YOUR STUDENT TEACHING HANDBOOK FOR A FULL UNDERSTANDING OF YOUR edTPA PROJECT INCLUDING THE PASSING SCORE AS WELL AS INFORMATION ON REMEDIATION OF SCORES LESS THAN 42.

3

The edTPA is comprised of three tasks: (1) Planning Instruction & Assessment, (2) Instructing & Engaging Students in Learning, and (3) Assessing Student Learning. The edTPA Handbook provides extended guidelines and prompts for completing each task as well as rubrics for evaluating evidence provided in the edTPA. You must successfully complete the edTPA in order to pass this course. Full credit for successful completion involves (1) thoroughly completing all edTPA tasks, (2) submitting any tasks on due dates given to you by your supervisor (3) uploading your edTPA to the Pearson Platform (through Chalk and Wire) by the due date, and (3) submitting a flash drive, to your supervisor, with all of your edTPA work, including scanned copies of your video permission forms, to your supervisor by the due date indicated for this semester. More details on each step will be provided later in the semester. edTPA Support: You may take up to three days to be away from your classroom assignment in order to receive help with any technological questions you may have and/or to reflect on and write commentaries for your edTPA. These dates must be determined, pre-approved by both your Mentor Teacher (MT) and your University Supervisor (US) and scheduled ahead of time. For program-recommended edTPA workdays and support sessions, please see the https://docs.google.com/spreadsheets/d/1h80C2XFuZGS2bLFXp-ilmFXDS4Wc-ANnXsQwV1WTGAw/edit#gid=592507433 Work Days

You may take up to three edTPA work days to be away from your classroom assignment in order to receive help with any technological questions you may have and/or to reflect on and write commentaries for your edTPA. These dates must be determined and pre-approved by both your Mentor Teacher (MT) and your University Supervisor (US) and scheduled ahead of time.

Support Sessions There will be two support sessions to guide your edTPA development and submissions

1) February 22nd: Joint Seminar edTPA Work Session & Chalk and Wire Upload Support 4:30-6:30 (EDUC 146 & 230)

2) March 8th: Chalk and Wire edTPA input session #2 (optional) 4:30-6:30 (EDUC 146 & 230)

Performance-Based Standards satisfied through the edTPA: ● If completing an edTPA in Elementary Literacy or Secondary English Language Arts: 1.1,

(1.2 depending on grade level) 1.3, 1.4, 1.5 ● If completing an edTPA in Elementary Math or Secondary Mathematics: 2.1, 2.2 ● For all student teachers completing an edTPA: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 4.1, 4.2, 4.3,

5.3, 5.4, 5.5, 5.7 5.9, 6.1, 6.2, 6.3, 6.6, 8.5

4

ATTENDANCE, PARTICIPATION, AND SEMINAR ASSIGNMENTS (50% of grade) Seminar Grading Scale:

A 90-87 points (-3) A- 86-85 (-5) B 84-82 (-8) C 79 or below

Receiving a grade below a B could be considered a failing grade in student teaching.

Required Tasks Points SEMINAR ATTENDANCE 20 SEMINAR WRITTEN ASSIGNMENTS https://ilove2learnilove2teach.weebly.com/seminar-assignments.html

28

LESSON PLANS FOR FIVE (5) COACHING SESSIONS (by 7am on coaching session day) 10 WEEKLY JOURNAL ENTRIES 32

Explanation of Points:

Every task, assignment, seminar participation is worth 2 points.

2 points = On time, complete work; Quality of work at professional level; Attentive; Engaged

at seminar.

1 point = Late, incomplete work; Not of professional quality work; Cell phone issue at seminar;

Disengaged at seminar.

0 point = Over 2 days late; Absent from seminar (unexcused); Not of professional quality work

Seminar Attendance Seminar Attendance is required. If seminar conflicts with Teacher Candidate’s participation at Parent Teacher Conferences or a school function that Candidate is directly involved in, absence will be considered excused.

Required Seminar Assignments Assignments

• Active participation in seminar activities Due: each seminar (20 points) o Expectations include participating in discussions and sharing at seminars.

Sometimes sharing will be random and, at other times, you may be given a topic to share.

● Weekly Chalk & Wire journal Due: each Sunday by midnight (32 points) o Each week you will log the amount of hours you spend at your school site (or offsite

with your students like a field trip) and answer some reflective questions about your experience that week. Please keep track of your hours in total, as you must reach a minimum of 560 contact hours to be eligible to receive your teaching

5

license. ● Mentor teacher’s daily schedule, Understanding Document, 16-Week semester

outline Due: Seminar 3 (6 points) o Submit your cooperating teacher’s daily schedule to your university supervisor. o Understanding statements of requirements for this course. o 16-week outline of content and general concepts taught during the semester

approved by Mentor Teacher. ● Student Perception Survey and Reflection Due: November 26th (4 points).

o For a timeline of the dates for the SPS, please see Appendix A. ● Required edTPA-Related Assignments

o Webinar Part 1: “Getting Ready for edTPA Part One: Seeing the Big Picture" http://vimeo.com/52567817 (Password is: edTP@GRpart1) Due: Seminar 2

o Webinar Part 2: “Getting Ready for edTPA Part Two: Understanding the Handbook

and Templates” https://vimeo.com/53118686 (Password is: edTP@GRpart2) Due: Seminar 2

o Webinar Part 3: “Organizing for Success and Providing Guidance and Support: The

Mentor Teacher’s Role” https://vimeo.com/52571866 (PASSWORD: edTP@GRpart3) Due: by Initial Triad Meeting with your Mentor Teacher

o edTPA Timeline Agreement Teacher Candidate submits timelines for each task

and three out of school work days for the edTPA Due Seminar 3 (2 points).

o edTPA student permission forms uploaded to Chalk & Wire Due: October 14th (2 points).

o Upload all edTPA Tasks to Pearson (through Chalk and Wire) Due: Noon (MST) on Monday October 8, 2018 (2 points).

o edTPA score and reflection emailed to University Supervisor upon receipt of score and reflection by midnight Sunday. Due: November 15th & Novermber 18th (4 points).

o Other Required Assignments o Chalk & Wire Midterm Assignment Submission Due: October 26th (4 points). o For your midterm, you will be uploading two documents to Chalk and Wire. In your

portfolio under EDUC 4513 - Professionalism Rubric Midterm link, please upload Teacher Candidate Mid-Term S.M.A.R.T. Goal(s).

o Under the EDUC 4513 - Observation Midterm link, please upload Lesson Plan and Reflection.

o Chalk & Wire Final Assignment Submission Due: December 7th (4 points). o In your portfolio under “EDUC 4513 - Professionalism Rubric Final” link, please

upload a narrative of your evidence of work toward S.M.A.R.T. Goal. o Under the “EDUC 4513 - Observation Final” link, please upload a Letter to future

teacher candidate or your future teacher self, or create a Vision Board. *Opportunity for extra points with optional assignments, i.e. letter of introduction to parents, SPS reflection with MT, article reflection from website, etc. (2 points each)

6

You will find all required assignments, links, and point values on website COURSE INFORMATION > Seminar Assignments https://ilove2learnilove2teach.weebly.com/seminar-assignments.html Written Assignments: Teacher candidates will receive a chart of all required assignments and point values during Seminar 1. A grading rubric will be also posted on www.ilove2learnilove2teach.weebly.com.

Weekly Journal (16 submissions) – *Due by Sunday night at midnight Understand/Expectations Document – Due by Seminar 2 Your Teaching Schedule - Due by Seminar 3 16-week Schedule initialed by your Cooperating Teacher – Due by Seminar 3 Timeline Agreement/Contract for edTPA – Due by Seminar 3 Letter of Introduction to parents/guardians – OPTIONAL/Extra Points Due By Seminar 3 edTPA submission to Chalk & Wire – by Noon on required submission day edTPA permission slips (your students) – Due Friday after submission date edTPA Score Profile and Self-Reflection– Due by Sunday midnight after receiving your scores. Mid-Term Goal(s) in S.M.A.R.T. format – Due by end of week 11 of semester Mid-Term Lesson Plan to Chalk & Wire – Due by end of week 11 of semester SPS (Student Perception Survey) results and reflections – Due TBA Final Evidence of work on S.M.A.R.T. GOAL- Due by Seminar 10 Final Letter to Future ST, Future Teaching Self– Due by Seminar 10 FQR/Feedback to University Supervisor – Due by Seminar 10 *Due Dates may be subject to change. See www.ilove2learnilove2teach.weebly.com for all current and updated information. Any additional articles/videos/websites/blogs/REFLECTIONS-EXIT TICKETS that may come up during the semester – Due by Seminar 10 Culturally Responsive Teaching Materials – Due by Seminar 10 Articles/Videos during the semester – Due by Seminar 10

Performance-Based Standards satisfied through written assignments: 5.8, 5.9, 8.5 Performance-Based Standards satisfied through attendance and participation in seminar: 8.5. Optional Texts, Materials & Other Resources Articles on www.ilove2learnilove2teach.weebly.com are encouraged!

7

University Statements

Accommodation for Disabilities If you qualify for accommodations because of a disability, please submit your accommodation letter

from Disability Services to your faculty member in a timely manner so that your needs can be addressed.

Disability Services determines accommodations based on documented disabilities in the academic

environment. Information on requesting accommodations is located on the Disability Services website.

Contact Disability Services at 303-492-8671 or [email protected] for further assistance. If you have

a temporary medical condition or injury, see Temporary Medical Conditions under the Students tab on

the Disability Services website.

Classroom Behavior Students and faculty each have responsibility for maintaining an appropriate learning environment.

Those who fail to adhere to such behavioral standards may be subject to discipline. Professional

courtesy and sensitivity are especially important with respect to individuals and topics dealing with race,

color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity,

gender expression, veteran status, political affiliation or political philosophy. Class rosters are provided

to the instructor with the student's legal name. I will gladly honor your request to address you by an

alternate name or gender pronoun. Please advise me of this preference early in the semester so that I

may make appropriate changes to my records. For more information, see the policies on classroom

behavior and the Student Code of Conduct.

Honor Code

All students enrolled in a University of Colorado Boulder course are responsible for knowing and

adhering to the Honor Code. Violations of the policy may include: plagiarism, cheating, fabrication,

lying, bribery, threat, unauthorized access to academic materials, clicker fraud, submitting the same or

similar work in more than one course without permission from all course instructors involved, and

aiding academic dishonesty. All incidents of academic misconduct will be reported to the Honor Code

([email protected]); 303-492-5550). Students who are found responsible for violating the academic

integrity policy will be subject to nonacademic sanctions from the Honor Code as well as academic

sanctions from the faculty member. Additional information regarding the Honor Code academic

integrity policy can be found at the Honor Code Office website.

8

Sexual Misconduct, Discrimination, Harassment

and/or Related Retaliation The University of Colorado Boulder (CU Boulder) is committed to fostering a positive and welcoming

learning, working, and living environment. CU Boulder will not tolerate acts of sexual misconduct

(including sexual assault, exploitation, harassment, dating or domestic violence, and stalking),

discrimination, and harassment by members of our community. Individuals who believe they have been

subject to misconduct or retaliatory actions for reporting a concern should contact the Office of

Institutional Equity and Compliance (OIEC) at 303-492-2127 or [email protected]. Information

about the OIEC, university policies, anonymous reporting, and the campus resources can be found on

the OIEC website.

Please know that faculty and instructors have a responsibility to inform OIEC when made aware of

incidents of sexual misconduct, discrimination, harassment and/or related retaliation, to ensure that

individuals impacted receive information about options for reporting and support resources.

Religious Holidays Campus policy regarding religious observances requires that faculty make every effort to deal

reasonably and fairly with all students who, because of religious obligations, have conflicts with

scheduled exams, assignments or required attendance.

See the campus policy regarding religious observances for full details.