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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. Student teachers must attend the required teaching seminars held at the college during the student teaching semester. Application must be completed one year prior to taking this course. Prerequisites: Senior standing; admission to the Teacher Certification Program; completion of all coursework and specifications listed in the Student Teaching section of this catalog. $40 lab fee.

Prerequisite(s) / Corequisite(s):

Senior standing; admission to the Teacher Certification Program; completion of all coursework and specifications listed in the Student Teaching section of this catalog.

Course Rotation for Day Program: Offered Fall and Spring.
Text(s): Most current editions of the following:

Columbia College Student Teaching Experience Handbook
By Luke & Friedman (Teachers College Press)
A Guide to Observation, Participation and Reflection in the Classroom
By Bergemann, Reed (McGraw-Hill)
Course Learning Outcomes
  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
  2. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  3. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
  4. Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes. (3.1)
  5. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  6. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  7. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)
  8. Demonstrates competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction. (5.4)
  9. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  10. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  11. Has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.(7.2)
  12. Describes, explains, and analyzes a variety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats, can set their own learning goals, and is able to teach students to set learning goals. (7.3)
  13. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process. (7.6)
  14. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  15. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  16. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.¬† (9.3)
Major Topics/Skills to be Covered:
  • Curriculum Planning
  • Instructional Technique
  • Classroom Management
  • Classroom culture and environment
  • Relationships with parents and students
  • Collaborative Planning with Peers
  • Motivation and Engagement of Students
  • Professional Learning Communities
  • Grades and Conferences
  • Outside of the classroom duties
  • Seeking a Teaching Job
  • Completion of Teacher Certification

Recommended maximum class size for this course: 4

Library Resources:

Online databases are available at the Columbia College Stafford Library.  You may access them using your CougarTrack login and password when prompted.

Prepared by: Kristina Clevenger Date: November 1, 2016
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.

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