Modular III: Field Experience
DUAL SUBMISSION STATEMENT
Coursework that has been completed or will be completed in another course that duplicates or dovetails with an assignment in this course may not be submitted unless prior approval is granted by the instructor. If you foresee this possibility, contact the instructor as soon as possible to request approval for dual submission.
Online M.A.T. Secondary Mathematics and Science Handbook 117 CLASS OUTLINE
Tentative Class Schedule
Class Activities Assignment/Readings Due
Module 1A Course Introduction/Syllabus
Introductions and completion of personal information.
Familiarize yourself with Course Den
Student Introduction
Module 1B Practice assignments Concept Map Project
Practice assignments
Discussion Posting 1
Module 2A Read Chapter 1 Chapter 1
Discussion Posting 2
Module 2B Read Chapter 2-3 Chapters 2-3
Web 2.0
Module 3A Read Chapter 4 Chapter 4
Discussion Posting 3
TI-84 Plus Project
Module 3B Read Chapter 5 Chapter 5
Formative Assessment 1
Module 4A Read Chapter 6 Chapter 6
Discussion Posting 4
Lesson Plan 1
Module 4B Read Chapter 7 Chapter 7
Differentiated Instruction Project
Module 5A Read Chapter 8 Chapter 8
Module 5B Read Chapter 9 Chapter 9
Discussion Posting 5
Module 6A Read Chapter 10 Chapter 10
Lesson Plan 2
Module 6B Read Chapter 11 Chapter 11
Formative Assessment 2
Module 7A Read Chapter 12 Chapter 12
Discussion Posting 6
Electronic Portfolio Project
Module 7B Read Chapter 13 Chapter 13
Bonus Discussion Posting
Final Exam
Online M.A.T. Secondary Mathematics and Science Handbook 118
EDMS 6485 Student Teaching
“…To Achieve Excellence by Guiding Individuals as They Develop the Proficiency, Expertise, and Leadership Consistent with Their Professional Roles as Teachers, Counselors, and Leaders”
_____________________________________________________________________________________
College of Education Columbus State University
Department of Teacher Education
Course: EDMS 6485: Student Teaching (9 credits)
Semester: Fall or Spring Semester
Instructor Time:
Office: Day(s):
Phone: Location:
Partner School Network Email:
FAX: Teaching Schedule:
Office Hours: Prerequisites: Admission to the
Student Teaching Program
The College of Education at Columbus State University prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and
professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. COE faculty guide individuals in this developmental process.
Teaching, scholarship, and professionalism encompass the highest standards represented in the ten (10) principles outlined by the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five (5) core assumptions of accomplished teaching of the National Board of Professional Teaching Standards (NBPTS). The Department of Teacher Education has adopted these principles and assumptions, which are listed below, as standards for beginning and advanced teachers.
INTASC Principles:
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Online M.A.T. Secondary Mathematics and Science Handbook 119
Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
NBPTS Core Assumptions:
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.
ADA STATEMENT:
If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) and Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations please contact the Office of Disability Services in the Schuster Student Center, (706) 568-2330, as soon as possible. Course requirements will not be waived but reasonable accommodations may be provided as appropriate.
COURSE GOALS & OBJECTIVES:
The student teacher will:
1. Demonstrate the ability to apply acquired knowledge by planning and implementing developmentally appropriate learning experiences in the selected grades 6-12 setting.
2. Demonstrate appropriate classroom teaching strategies.
3. Demonstrate the ability to create an atmosphere conducive to learning.
4. Demonstrate the ability to think critically and reflectively about his or her teaching.
5. Demonstrate a desire for learning and commitment to professional growth through thorough preparation for teaching and participation in the non-teaching functions assumed by all educators.
6. Be able to communicate effectively with students, parents, teachers, and other professionals in the school.
7. Be able to accommodate the needs of students of varying abilities.
8. Be able to assess student learning using formal and informal assessment strategies.
9. Be able to teach and relate to students in a manner that is free of bias based on race, gender, and ability.
COURSE REQUIREMENTS:
The student teacher will:
1. Adhere to the policies outlined in the College of Education Student Teaching Handbook.
Online M.A.T. Secondary Mathematics and Science Handbook 120 2. Prepare and maintain the Student Teaching Notebook.
3. Record reflections regarding the student teaching experience in the “Reflective Journal.”
4. Prepare, implement and evaluate developmentally appropriate lesson plans.
5. Develop and implement a unit plan.
6. Document P-12 student learning.
7. Use videotaping for self-reflection and analysis as well as for university evaluation.
8. Maintain a log of professional activities.
GRADES: The course is graded as S/U. Evaluation techniques will include self-assessment, assessment by the cooperating teacher and university personnel based on the Model of Appropriate Practice (see
http://te.colstate.edu/forms.asp ).
TEXTBOOK: Columbus State University Student Teaching Handbook available at http://te.colstate.edu/mat_math_science.asp .
CULTURAL DIVERSITY: In keeping with the Columbus State University Creed, membership in our community of scholars obligates us to practice personal and academic integrity; respect the dignity of all persons; respect the rights and property of others; celebrate diversity, striving to learn from differences in people, ideas, and opinions; demonstrate concern for others, their feelings, and their need for support in their work and development. Perspectives on the importance of cultural diversity on the various topics will be included in the discussions.
TECHNOLOGY: Students will be encouraged to use the broad range of electronic technology available.
This includes appropriate computer hardware and software, internet resources and audio/video technology.
ATTENDANCE POLICY: Teacher candidate involvement in the school should be the same as that of the cooperating teacher.
1. Daily attendance is mandatory. Absences may cause the student teaching experience to be extended.
2. The teacher candidate must be punctual and reliable in carrying out assigned or assumed responsibilities.
3. The teacher candidate should report to school at the same time as classroom teachers and should not leave until classroom teachers are dismissed.
4. Attendance at all scheduled seminars is required.
PLAGIARISM:
The appropriation of passages, either word for word or in substance, from the writing of another and the incorporation of those passages as one’s own in written work offered for credit.
It is always assumed that the written work offered for credit is the student’s own unless proper credit is given the original author by the use of quotation marks and footnotes or other explanatory inserts.
This includes the copying of laboratory reports and homework, or the unchanged use of the essential ideas or conclusions of such work, as well as the footnoted use of other themes, theses, books, or pamphlets. NOTE: Plagiarism may come about through carelessness or ignorance. Every student, however, may free him/herself from uncertainties on this score by observing the special practice by each instructor for preparation of written work in his/her particular course.
NOTE: Credit for this statement goes to Dr. Barbara Hunt.
Online M.A.T. Secondary Mathematics and Science Handbook 121
EDMS 6698 Internship
“…To Achieve Excellence by Guiding Individuals as They Develop the Proficiency, Expertise, and Leadership Consistent with Their Professional Roles”
_____________________________________________________________________________________
College of Education and Health Professions Columbus State University
Department of Teacher Education
Course: EDMS 6698: Internship (9 credits)
Semester: Spring Semester
Instructor Time: TBA
Office: Day(s): Monday-Friday
Phone: Location:
Middle or high school in Georgia Email:
FAX: Teaching
Schedule:
Office Hours: Prerequisites: Admission to the
Internship Program
The College of Education and Health Professions at Columbus State University prepares highly qualified teachers,
counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. COE faculty guide individuals in this developmental process.
Teaching, scholarship, and professionalism encompass the highest standards represented in the ten (10) principles outlined by the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five (5) core assumptions of accomplished teaching of the National Board of Professional Teaching Standards (NBPTS). The Department of Teacher Education has adopted these principles and assumptions, which are listed below, as standards for beginning and advanced teachers.
INTASC Principles:
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Online M.A.T. Secondary Mathematics and Science Handbook 122 Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
NBPTS Core Assumptions:
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.
ADA STATEMENT:
If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) and Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations please contact the Office of Disability Services in the Center for Academic Support and Student Retention, Tucker Hall (706) 568-2330, as soon as possible. Course requirements will not be waived but reasonable accommodations may be provided as appropriate.
COURSE GOALS & OBJECTIVES:
The intern will:
1. Assume the roles and responsibilities of a classroom teacher under the guidance of mentors from the university and school district.
2. Develop expertise in a certification field.
3. Master teaching tasks outlined by the Georgia Teacher Observation Instrument (GTOI) and the Model of Appropriate Practice (MAP).
4. Engage in activities which foster the professional development of educators.
COURSE REQUIREMENTS:
The intern will:
1. Attend all school system/orientation meetings.
2. Receive overall satisfactory ratings on all evaluation instruments.
3. Read and understand the school and school system’s handbooks on policies, procedures and responsibilities.
Online M.A.T. Secondary Mathematics and Science Handbook 123 4. Read and understand the procedures to referring students with special needs or problems to appropriate school
personnel.
5. Complete a Needs Assessment.
6. Complete the Intern Portfolio.
7. Observe the on-site mentor teacher two times per semester.
8. Complete the Documenting Student Performance Activity.
GRADES: The course is graded as S/U. Evaluation techniques will include self-assessment, assessment by the cooperating teacher and university personnel based on the Assessment of Teaching, Student Learning, and Disposition Evaluation Instruments (see Appendix F-H).
TEXTBOOK: Columbus State University Internship Program Handbook available at http://te.colstate.edu/mat_math_science.asp .
CULTURAL DIVERSITY: In keeping with the Columbus State University Creed, membership in our community of scholars obligates us to practice personal and academic integrity; respect the dignity of all persons; respect the rights and property of others; celebrate diversity, striving to learn from differences in people, ideas, and opinions; demonstrate concern for others, their feelings, and their need for support in their work and development. Perspectives on the importance of cultural diversity on the various topics will be included in the discussions.
TECHNOLOGY: Students will be encouraged to use the broad range of electronic technology available.
This includes appropriate computer hardware and software, internet resources and audio/video technology.
ATTENDANCE POLICY: Intern will adhere to the attendance policy mandated by the employing school district.
PLAGIARISM:
The appropriation of passages, either word for word or in substance, from the writing of another and the incorporation of those passages as one’s own in written work offered for credit. It is always assumed that the written work offered for credit is the student’s own unless proper credit is given the original author by the use of quotation marks and footnotes or other explanatory inserts. This includes the copying of laboratory reports and homework, or the unchanged use of the essential ideas or conclusions of such work, as well as the footnoted use of other themes, theses, books, or pamphlets.
NOTE: Plagiarism may come about through carelessness or ignorance. Every student, however, may free him/herself from uncertainties on this score by observing the special practice by each instructor for preparation of written work in his/her particular course.
NOTE: Credit for this statement goes to Dr. Barbara Hunt.
Online M.A.T. Secondary Mathematics and Science Handbook 124
EDMS 6116 Research in Education