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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 420
Course Title: Student Teaching in the Elementary School
Number of:
Credit Hours 12
Lecture Hours 1
Lab Hours 11
Catalog Description:

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. $20 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 Student Teaching 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 Student Teaching Requirement Verification form (in the catalog).
 
Course Rotation for Day Program: Offered Fall and Spring.
 
Text(s): Most current editions of the following:

Textbooks listed are not necessarily the textbooks used in the course:

Columbia College Field Experience Handbook

Recommended
Columbia College Teacher Education Program Handbook

Recommended
Columbia College Portfolio Guidelines

Recommended
 
Course Objectives

  • To integrate theory and practice in a realistic setting. QI: 1, 2, 3, 5, 6, 7, and 11
  • To deepen the understanding of child development through an extended period of observation and interaction. QI: 1, 2, 3, 5, 6, 7 and 8
  • To use learning theory, creativity, resources in a systematic approach to plan, implement and evaluate instruction and to evaluate the process and product based on the results of instruction (student gains) QI: 1, 2, 3, 4, 5, 8, and 10
  • To integrate teaching activities and instruction with effective classroom management techniques. QI: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 11
  • To work successfully with and within the administrative and curricular structures of a school system to provide a means to evaluate the professional duties/ responsibilities of a teacher and potential effectiveness of the student in that role. QI: 9 and 10
  • To provide an extended period of time during which students can participate as teaching staff in the teaching/learning process. QI: 9 and 10
  • To provide a systematic process through which novice teachers gradually assume increasing responsibility to plan, implement, and evaluate instruction in an actual school setting (student teachers are expected to effectively assume the full responsibilities of a teacher for a period of not less than ten days to meet the competency requirements). QI: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, and 11
  • To provide group support through seminars with other student teachers which focuses on critical components but also allows for free discussion and group problem solving. QI: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, and 11

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    Measurable Learning Outcomes:

  • Evaluate and analyze the integration of theory and practice in a realistic setting.
  • Evaluate and analyze the understanding of child development through an extended period of observation and interaction.
  • Use learning theory, creativity, resources in a systematic approach to plan, implement, and evaluate instruction and to evaluate the process and product based on the results of instruction (student gains).
  • Evaluate the integration of teaching activities and instruction with effective classroom management techniques.
  • Work successfully with and within the administrative and curricular structures of a school system to provide a means to evaluate the professional duties/responsibilities of a teacher and potential effectiveness of the student in that role.
  • Provide an extended period of time during which students can participate as teaching staff, while evaluating and analyzing the teaching/learning process.
  • Provide a systematic process through which novice teachers gradually assume increasing responsibility to plan, implement, and evaluate instruction in an actual school setting. To achieve this outcome the student teachers are expected to effectively assume the full responsibilities of a teacher for a period of not less than 10 days to meet the competency requirements.
  • Provide group support through seminars with other student teachers which focuses on critical components but also allows for free discussion and group problem solving.

    		•
     
    Topical Outline:

  • The student teaching experience
  • Certification and legal considerations
  • Focus on responsibilities of a teacher
  • Classroom management
  • The learner
  • Curriculum
  • Communication
  • The resume, portfolio, applications and interviews
  • Professionalism and ethical issues
  • The classroom setting
  • Instructional methodology
  • Meeting individual needs
  • Assessment
  • Critical reflection

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    Recommended maximum class size for this course: 5
     
    Library Resources:

    Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.
     
    Prepared by: Paul Hanna Date: August 19, 2011
    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.

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