Students, under the guidance of college supervisors and qualified classroom teachers, assume the duties and responsibilities of public school teachers including planning, presenting and evaluation of instruction and related responsibilities (16 weeks). Grade of B or higher required for certification. $40 lab fee. Application must be completed one semester prior to beginning student teaching. Prerequisites: Senior standing; admission to the Teacher Certification Program; completion of all coursework and specifications listed on the Teacher Candidate Requirement Verification form (in the catalog).
Prerequisite(s) / Corequisite(s):
Senior standing; admission to the Teacher Certification Program; completion of all coursework and specifications listed on the Teacher Candidate Requirement Verification form (in the catalog).
Course Rotation for Day Program:
Offered Fall and Spring.
Most current editions of the following:
Textbooks listed are not necessarily the textbooks used in the course:
Columbia College Student Teaching Experience Handbook
By Luke & Friedman (Teachers College Press) Recommended
A Guide to Observation, Participation and Reflection in the Classroom
By Bergemann, Reed (McGraw-Hill) Recommended
Teacher candidates will demonstrate the expected level of mastery of the Missouri Standards for Professional Educators.
To understand knowledge of the certification area discipline concepts, structures, and tools of inquiry and creates lessons that help students understand and engage in each of the discipline aspects.
To understand and plan instruction to meet each students learning style providing differentiation to meet student learning needs and to encourage individual student intellectual, social, and personal development.
To recognize the need for long range planning and curriculum development to meet student needs, based on state standards.
To use a variety of instructional strategies to encourage student development, critical thinking, problem solving, and performance skills including instructional resources.
To create a positive classroom environment which shows educators understanding of individual and group motivation which leads to active learning engagement, positive social interaction, and self-motivation.
To model effective verbal, nonverbal, and media communication techniques with students, colleagues, and parents to foster active inquiry, collaboration, and supportive interaction in learning experiences.
To use formative and summative assessment data to analyze and monitor learner process, plan and modify instruction, and enable students to grow and develop.
To reflect and analyze instructional decisions and choices and their effect on others and seeks professional development to help in these instructional decisions.
To demonstrate effective working relationships with students, parents, school colleagues, and community members.
The MoSpe Standards and 36 Quality Indicators are the measurements used by the Department of Elementary and Secondary Education and Teacher Certification Programs to assess student proficiency during the student teaching process.
Mastery of the MoSpe Standards is assessed using the Missouri Professional Teaching Assessment during the 16 weeks of student teaching.
Student teachers are observed teaching lessons in the area of certification by the cooperating teacher and college supervisor. The progress of the student teacher is recorded on a lesson rubric which aligns with the MoSpe Standards.
A mid-term evaluation is completed jointly by the student teacher, cooperating teacher, and the college supervisor.
A final evaluation is completed jointly by the student teacher, cooperating teacher, and college supervisor.
Successful completion of the Missouri Certification Portfolio is a measurement to determine the student's knowledge and theoretical application during student teaching.
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 objectives and cover the subjects listed in the topical
outline. 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.