Integrative seminar culminating in a professional portfolio which demonstrates competency in major areas of theory and practice accompanied by successful presentation. A minimum grade of “C” is required for graduation. Prerequisites: Senior or graduate standing; admission to the Teacher Certification Program; must be taken in the semester or session just prior to student teaching.
Prerequisite(s) / Corequisite(s):
Senior or graduate standing; admission to the Teacher Certification Program; must be taken in the semester or session just prior to student teaching.
Course Rotation for Day Program:
Offered Fall and Spring.
Course Learning Outcomes
Demonstrates an understanding of the central concepts, structure and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students
Demonstrates an understanding of how students learn, develop, and differ in their approaches to learning; and provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
Recognizes the importance of long-range planning and curriculum development; develops, implements, and evaluates curriculum based upon standards and student needs.
Uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
Uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation.
Models effective verbal, nonverbal, and media communication techniques with students, colleagues and parents to foster active inquiry, collaboration, and supportive interaction in the classroom.
Demonstrates an understanding of and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction; monitors the performance of each student and devises instruction to enable students to grow and develop, making adequate academic progress.
Displays the qualities of a reflective practitioner who continually assesses the effects of choices and actions on others; actively seeks out opportunities to grow professionally in order to improve learning for all students.
Demonstrates effective working relationships with students, families, school colleagues and community members.
Major Topics/Skills to be Covered:
Successfully complete a professional synthesis paper that includes the following:
A written philosophy of education that builds upon previous philosophy statements from other courses and synthesizes knowledge and skills attained throughout the entire education program existence
Competency and reflective "statements of defense" for each quality indicator of the Missouri Teaching Standards
Exemplary artifacts to support competency and reflective statements
Artifact and narrative proof of understanding of key areas of education which assist in preparation for student teaching.
Adequate synthesis with proof and rationale for successful teaching based on the Missouri Teaching Standards.
Two professional development plans: (1) a plan for obtaining specific experiences in the student teaching internship in order to strengthen demonstration of competencies; (2) a plan for obtaining professional development and experiences in the first two years of teaching in order to demonstrate continued professional growth
Successfully complete tasks that exemplify readiness for full participation in the teaching profession, such as the following:
Resume and cover letter preparation
Development of interviewing skills; mock interview and/or job fair participation; MoREAP registration
Examination of national, state, and local professional organizations, benefits of membership, advocacy and representation versus professional development
Development of teacher leadership skills by creating and delivering a workshop to school faculty and staff
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.