ࡱ> qspg JbjbjVV 0xr<r<A%TTTTThhh8dTh/X"X/ K .......$03^.T[ [ [ .TT.w"w"w"[ TT.w"[ .w"w"/-|_.{[O!-..0/- 4"^ 4$_. 4T_.$w"[ [ [ ..w"[ [ [ /[ [ [ [ 4[ [ [ [ [ [ [ [ [  : San Jos State University College of Humanities and the Arts Department of English and Comparative Literature Fall 2011 ENED 365: Seminar in English Education Th. 4:30-6:45, SH 240 Dr. Jonathan Lovell, Assoc. Director, English Credential Program Phone: 924-4437 Dr. Mary Warner, Director, English Credential Program Phone: 924-4417 Professor Wendy Rouse, Dept. of Social Science Email:  HYPERLINK "mailto:jonathan.lovell@sjsu.edu" jonathan.lovell@sjsu.edu  HYPERLINK "mailto:mary.warner@sjsu.edu" mary.warner@sjsu.edu wendy.rouse@sjsu.edu FO 127 (English Credential Program Office) http://www.sjsu.edu/faculty/mary.warner/ While we do not have required textbooks, each student is asked to pay $25. 00 (cash or check made out to 91 Foundation/WP) to defray the cost of handouts and stipends for presenters We also suggest you purchase a flash drive for downloading teacher resources. Additionally we will suggest books and other resources youll find helpful in your teaching. Course Description: These seven seminars present topics in English and Social Sciene Education for middle and high school English and Social Science teachers. In addition, the seminars provide a framework for the intensive experience in supervised student teaching, student teaching under contract, or intern teaching. Additionally, and perhaps most importantly, they offer support for completion of the PACT Portfolio (Performance Assessment for CA Teachers). A. Traditional student teachers will work with one or two resident/master teachers at the middle or high school level and with a university supervisor, assuming full responsibility for two classes involving two preparations for 184YZ, or for one class for anyone taking only 184Y or 184Z. Student teachers should assume their duties quickly. The exact schedule for student teachers taking over the classes will be worked out with the mentor teacher(s). Generally, student teachers will observe for one week before assuming full responsibility for the first class, and by the end of the second week they will assume full responsibility for the second class. As soon as possible, student teachers must have complete responsibility for creating unit and daily lesson plans, for handling classroom procedures, for managing classroom behavior issues, for assessing student work, and for completing grade documents, and so forth. At the earliest possible time, students should recognize their student teacher as the teacher in charge. However, student teachers should continue to seek the guidance of their mentor teachers and should debrief with mentor teachers regularly to discuss observations and concerns. Student teachers must be on campus one prep period for each class taught (normally a total of four periods per day). They will generally be teaching one stand-alone ELD class or one mixed-ability class which includes ELLs as part of this assignment. According to state requirements, the traditional student teacher must also teach two weeks full time as part of his/her Phase II/III assignment. To accommodate this requirement, student teachers & mentor teachers should start early in the semester to discuss when and how they will assume responsibility for these additional classes for this two week period. B. Student teachers teaching under contract will take responsibility at once for their classes (one to five classes, depending on their contract). They will be evaluated by a university supervisor and by a designated on-site evaluator at the school site. Each candidate who is completing Phase II/III student teaching under contract will need to have an administrator at the school site complete the English Education Programs Formative & Summative Evaluations. C. Intern teachers will assume responsibility for their assigned classes for the entire school year. Interns will be supervised in both the fall and spring semesters by both a university supervisor and an on-site evaluator. Each semester interns will have mid-semester formative evaluations and summative evaluations. Single Subject Credential Program: Student Learning Outcomes Candidates demonstrate a high level of professional responsibility for and involvement in their own professional development. Candidates explain a personal philosophy of teaching and learning that is grounded in theory and standards of professional practice. Candidates articulate conceptual frameworks relating to culture, power, and equity and how these influence teaching and learning. Candidates discuss legal issues and ethical choices that influence education. Candidates discuss interrelationships among family, community, student learning, and success in school. Candidates discuss and critique various theories and practices of language acquisition and literacy development (e.g. reading, writing, speaking, listening) across content areas. Candidates design standards-based instructional objectives and activities that are developmentally appropriate, sequential and integrated, and actively engage all students. Candidates design, critique, and utilize a variety of formal and informal standards-based assessments that inform teaching and provide feedback on student learning. Candidates demonstrate teaching methodologies that reflect an effective use of standards, objectives, and strategies including technology for working with a diverse student population. Candidates critically reflect upon the relationship between their own teaching and student learning. Program Mission: The purpose of the Single Subject Credential Program is to prepare scholar practitioners as critical thinkers and reflective decision-makers committed to educating youth for life-long learning in a technologically advanced, culturally-diverse democracy. Course Requirements: 1. Attend and participate in each of the seven seminar meetings. 2. Complete the 5 PACT Teaching Event Tasks (in relation to one class you are teaching) PACT web site: http://www.sjsu.edu/education/pact/ The PACT is due Monday, November 14 at 4:00, in SH 108 I. Context for Learning Task DUE September 8 A. Write a 3-5-page commentary that describes the following: 1. Type of school/program in which you teach, (e.g., middle/ high school, themed school or program) 2. Kind of class you are teaching (e.g., ninth grade English untracked, American Literature College Prep) and the organization of the subject in the school (e.g., departmentalized, interdisciplinary teams) 3. Degree of ability grouping or tracking, if any B. Describe your specific class with respect to the features listed below. Focus on key factors that influence your planning and teaching. Be sure to describe what your students can do as well as what they are still learning to do: 1. Academic development: Consider prior student knowledge, key skills, developmental levels, and other special educational needs. (TPE 8) 2. Language development: Consider aspects of language proficiency in relation to the oral and written English required to participate in classroom learning and assessment tasks. Describe the range in vocabulary and levels of complexity of language use within your entire class. When describing the proficiency of your English learners, describe what your English learners can and cannot yet do in relation to the language demands of tasks in the learning segment. (TPEs 7, 8) 3. Social development: Consider factors such as the students ability and experience in expressing themselves in constructive ways, negotiating and solving problems, and getting along with others. (TPE 8) 4. Family and community contexts: Consider key factors such as cultural context, knowledge acquired outside of school, socio-economic background, access to technology, and home/community resources. C. Describe any district, school, or resident teacher requirements or expectation that might impact your planning or delivery of instruction, such as required curricula, pacing, use of specific instructional strategies, or standardized tests. D. Complete the Context for Learning Form from p. 6 of your PACT Handbook (sent to you electronically by Dr. Warner and available online at  HYPERLINK "http://www.sjsu.edu/education/pact/forms_rubrics/index.htm" http://www.sjsu.edu/education/pact/forms_rubrics/index.htm or by googling PACT Teaching Event and clicking on Teaching Event Handbooks) II. Task 2: Planning Instruction & Assessment to be completed between September 8 November 3; if you can have Task 2 completed by October 27, it will be to your advantage A. Follow the directions given on pp. 8-11 of your PACT Handbook B. Complete Lesson Plans for 3-5 hrs. of Instruction (use Template located on p. 11) C. Complete the Planning Commentary (see PACT Handbook pp. 9-10) III. Task 3: Instructing Students & Supporting Learning to be completed between September 8 November 3 It is wise to videotape early and often to allow for you to have the best representation of this Task A. Follow the directions given on pp. 12-14 of your PACT Handbook B. Prepare your video clips (see p. 14 for Video Label Form)--note that your Candidate ID is your 91 ID C. Complete the Instruction Commentary on p. 13 of your PACT Handbook IV. Task 4: Assessing Student Learningto be completed between September 8 November 3 A. Follow the directions given on pp. 15-17 of your PACT Handbook B. Collect and analyze student work C. Complete the Assessment Commentary on p. 16-17 of your PACT Handbook D. Complete Summary of Student Learning Chart from p. 18 of your PACT Handbook V. Task 5: Reflecting on Teaching & Learning -- to be completed between September 8 November 3 A. Follow the directions given on pp. 19-20 of your PACT Handbook B. Include the daily reflections that you completed as part of Task 2 C. Complete the Reflection Commentary from pp. 19-20 of your PACT Handbook The following requirements are to be fulfilled in your student teaching 3. Maintain a Weekly Journal in which you in an initial journal entry, written at the end of each week, reflect on lessons learned from each separate prep that week in a second journal entry, set goals for each of your classes for the coming week NB: For your PACT Teaching Event in which you complete daily reflections, this weekly journal will not be required. 4. Maintain a 3-ring binder of all materials you have used/created during the semester for your two classes. Your binder should include unit plans full daily lesson plans with standards, objectives, activities, and handouts student work (used for modeling and illustrating assessment strategies) quizzes tests overheads up-to-date grade documents seating charts sample graded student work observation reports and evaluations from university supervisor Please give your up-to-date binder to your university supervisor each time she/he visits your classroom. The following requirements are to be fulfilled in your school setting 5. Meet with your mentor teacher(s) or on-site evaluator(s) in your assigned school as soon as your placement has been confirmed. Discuss the school program and calendar. Ask if it is possible to be included in any departmental or school faculty orientations or meetings. 6. Observe your mentor teachers/coaches classes (if possible). Take notes during this time and familiarize yourself with classroom procedures and course content. Special attention should be given to classroom management skills, such as roll taking, names of students, absences and tardies, referrals, and test make-ups. 7. At the beginning of the semester, give your university supervisor your vacation/holiday and bell schedule, including any alternate or special school day dates. Include a map of the campus marked with the location(s) of your classes. 8. Dress appropriately for your work environment. You are a professional educator on your campus while you are student teaching, and you want to project that persona. 9. Observe time schedules for classes, meetings, and other conferences that are part of your workload. Grading: Student teachers, interns, and contract teachers are graded in ENED 365 and 184Y/Z with CR (Credit) or NC (No Credit). Candidates must fulfill all course requirements and must also provide evidence of good teaching and potential for continued growth to meet the criteria for the grade of CR. Your university supervisor and your on-site evaluator(s) will fill out Formative Evaluations by October 21. You will be advised about areas of your teaching that you will need to improve in order to receive credit for the course. You should have ample opportunity to improve in those areas before the end of the semester. Formative Evaluations from both the university supervisor and on-site evaluators must be on file in the English Credential Office. By December 16, your university supervisor and on-site evaluator(s) will again submit written evaluations of your performance, using the Summative Evaluation Form. You are required to teach your classes until the end of the semester of the school in which you are student teaching. Credit will not be assigned if you do not complete the term at the school to which you have been assigned. Evaluations: University supervisors and resident teachers will submit Formative Evaluations no later than Friday, October 21. Summative Evaluations no later than Friday, December 16. Academic Integrity Policy: The University emphasizes responsible citizenship and an understanding of ethical choices inherent in human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the university, its courses, and its degrees. This policy sets standards for such integrity. The public is defrauded if faculty and/or students knowingly or unwittingly allow dishonest acts to be rewarded academically and the universitys degrees are compromised. Plagiarism: At 91 plagiarism is the act of representing the work of another as ones own without giving appropriate credit, regardless of how that work was obtained, and/or submitting it to full academic requirements. Plagiarism includes, but is not limited to the act of incorporating the ideas, words, sentences, paragraphs, or parts of, and/or the specific substance of anothers work, without giving appropriate credit, and/or representing the product as ones own work; representing anothers artistic/scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works as ones own. (Adapted from the 91 Academic Senate Policy, S07-2; please check this web site for the full policy: http://www.sa.sjsu.edu/judicial_affairs/index.html) According to the 91 policy, the minimum penalty for plagiarism is failure of the assignment/paper/exam. It is your responsibility to become informed about the Academic Integrity Policy Disability Resources: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment to see me as soon as possible. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability. URL for Disability Resources: http://www.drc.sjsu.edu/ Course Calendar Date Time Location Presentations Th., August 25 4:30-6:45 SH 240 Introduction to the Seminar and to the PACT Th., September 8 4:30-6:45 SH 240 Effective Planning of PACT Tasks Context for Learning due Th., September 22 4:30-6:45 SH 240 Classroom Management Laurie Weckesser, Co-chair of the English Dept., Silver Creek HS **Work on Tasks II-V between September 8 November 3** Th., October 6 4:30-6:45 SH 240 Reading and Writing Non- Fiction/Introduction to the Expository Reading & Writing Course (ERWC) Brook Wallace, English Dept. ChairWestmont HS Th., October 20 4:30-6:45 SH 240 Academic Language for ELLs Th., November 3 4:30-6:45 SH 240 Workshop of PACT portfolios Th., December 1 4:30-6:45 SH 240 Session on interview tips/the job Search process University Supervisors Email Office Phone Betty Burchard  HYPERLINK "mailto:ekburchard@comcast.net" ekburchard@comcast.net 408-446-5458 Lois Hamor  HYPERLINK "mailto:loishamor@earthlink.net" loishamor@earthlink.net 408 265-7998 Jonathan Lovell  HYPERLINK "mailto:jonathan.lovell@sjsu.edu" jonathan.lovell@sjsu.edu FO 127 408 924-4437 Mary Warner  HYPERLINK "mailto:mwarner@email.sjsu.edu" mary.warner@sjsu.edu FO 127 408 924-4417 Advisers for the English Credential Program are Jonathan Lovell and Mary Warner. Call the English Department (924-4425) to make an appointment.     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