STUDENT TEACHING SYLLABUS Course Number: History 475 and History 476 Course Title: Educational Practice with

Seminar I and II Credit Hours: 12 Department: History Authorized Instructor(s): Prof. Julie L. Peters Office: 926 UH Office Hours: Tues. 11-1, Wed. by appointment, Thurs. 11-3 Contact Information: jlpeters@uic.edu, 312-413-9163 Prerequisites: Good academic standing in a teacher education program, completion of 100 clock hours of pre-student teaching field experiences, and approval of the department. Suggested readings: There are any number of great books out there about teaching. A few spring to mind, and I hope you will share any good reading ideas with us as we go along: Understanding By Design, Grant Wiggins and Jay McTighe (Alexandria, VA: Association for Supervision and Curriculum Development, 2005). This book is the basis for the current redesign of CPS social studies curriculum. If you get a chance to buy and read this book, now is the time to do it. A Framework for Understanding Poverty, Ruby Payne, Ph.D. (Highlands, TX: aha! Process, Inc. 2005) This book has been both lauded and criticized for its attempt to understand the root causes of generational poverty and its effect on students ability to succeed in school. CPS teachers and administrators in several schools have examined the book recently as a basis for discussion. I encourage you to read not only this book but also what critics have said

about it as a way of helping you explore your own ideas about how to best help your students succeed. The First Days of School, Harry K. Wong and Rosemary T. Wong You should absolutely subscribe to ASCD.orgSmartBrief https://www.smartbrief.com/ascd/index.jsp Field experience and/or clinical practice: 14 week assignment student teaching. Methods of instruction: discussion, student presentations, guest speakers Course Background/purpose: Here it is, at last: student teaching. During this semester you will have one foot in the real world of teaching and one foot still on campus. The purpose of this seminar is to help you debrief your student teaching experiences, get advice from your colleagues, complete assignments that will help you clarify and refine your skills as a teacher, and meet with your field instructors. Ultimately you will move from being a student to being a professional teacher. You will be exhausted throughout most of this semester. Please make sure you get enough sleep. Although this may be a difficult time for you, it will also remind you why you wanted to become a teacher in the first place. You are going to be excited about trying out all the great ideas youve been working on. But please also remember that you are a guest in your mentor teachers classroom during student teaching. While it will be important to try out new ideas, it will be equally important to learn from your mentor and to respect his or her ways of doing things in the classroom. Always ask for help whenever you need it and remember that you have a network of support on which to draw, including your cooperating teacher, your field instructor, your seminar instructor, and your fellow student teachers.

Reflect on their achievements and areas for improvement and collaborate with their cooperating teacher and field instructor to create a plan for continued professional growth.

Your seminar instructor will: Facilitate the weekly seminar discussions and provide resources and materials Evaluate your performance on seminar assignments Help in your career planning and job search, including preparing your portfolio and resume Your university field instructor will: Serve as a liaison between UIC and your mentor teacher(s) and school Assist you by acting as a counselor, mentor, and resource for ideas and materials Observe you teaching four times during the semester, evaluating your performance, and offering you ideas on how to improve Your work in the school will also be observed and evaluated by your mentor teacher(s). Your mentor teacher(s) will be your primary resource for learning about your school, courses, and students. Your mentor teacher(s) will be your principal advisor and source of feedback. Course objectives/Learning goals: Students will be able to: Function and thrive as a professional social studies teacher in all capacities of the position, including lesson and curriculum planning, classroom management, making accommodations for diverse learners, creating authentic assessments, communicating with parents and colleagues, and fully participating in the school community.

Illinois State and other standards addressed: Illinois Professional Teaching Standards #1-11 Social Studies Content Standards: #29 History Content Standards #1-8 Core Language Arts Standards #1-3

Date Jan. 9 Jan. 11 Jan. 18

Jan. 25

Topic Assignments Due Student Teaching Orientation NO CLASS Meet with Field If you have this information, please bring it to share with your field instructor: Instructors 4-5 p.m. o Student Information: your email, cell phone, home What to expect from address student teaching o Your mentors email and schedule o School Bell Schedule o Brief (1-2 paragraphs) description of each class you will teach and your class schedule Assignment #1: School and Community Profile. Investigate Overview of principal your school and its community. Write a brief summary of what expectations School and community you learned that you did not know, that surprised you, and/or what you learned that will help you be a more effective teacher. 1 culture page maximum. Post to Blackboard Portfolio rubric reviewed Relationship: Who ARE you people?

Feb. 1

Feb. 8 Feb. 15 Feb. 22

Classroom Management Seminar--REQUIRED Classroom Management follow-up Hot topics in education: RTI, Universal Design, Academic Language, Performance Based Assessment, UBD, ESL, Common Core Language Arts Standards, College Readiness Standards, etc. Mid-term Progress: Meet with Field Instructors Legal Issues Seminar-Required

Assignment #2 Create and implement a way to get to know your students as a way to establish relationship. Post this assignment to our Blackboard site. Be ready to share what you learned about your students, whether this method was effective, etc. 4-6 p.m. room tba

Be prepared to share and discuss specific classroom management problems you may be having or techniques that have been successful Assignment #3 Go to Teaching.History.uic. Post an article, book review, or website youve found on one of the topics listed for todays discussion and give a 1-2 paragraph description/critique. Be prepared to discuss what you learned and share it with your colleagues.

Feb. 29 March 7

March 14

Lesson Plan Sharing

Original and 1 Copy of cooperating teacher mid-term evaluation (one from each teacher) Also, be prepared to discuss how you would rate yourself using the evaluation form. Theres a lot of law involved in teaching. Find out about how to protect your students-- and yourself! Also: post your philosophy of education statement to Task Stream by this date if you havent already done so. This might be the time to go back and look at all those great ideas you wrote before you actually started teaching. Do you still believe what you used to believe? Have you come to some new conclusions? This MUST be posted before the CTE will recommend you for certification. Now is a good time to do it. Group One: be ready to give a 5-7 minute presentation of a lesson plan youve used so far. Be sure to focus on how you taught Academic Language. Be ready to share what went well and why, what didnt go so well and why, and what you would do next time you teach the lesson. Post the lesson plan to Blackboard

March 21

UIC SPRING BREAK

No Class

March 28

Certification Seminar

(Track E Spring Break: you are still required to attend this seminar) Group Two (CPS Regular schedule spring break: you are still required to attend class)

April 4

Lesson Plan Sharing

April 11

The Job Search

Mock Interviews, tips on finding job openings and getting a job

April 18

No Class: Work on Portfolios, Teaching and Assessment Events, etc. CPS Report Card Pickup

Be sure to complete and post your Teaching and Assessment Event to Task Stream by this date if possible. It must be posted by the end of the semester. Remember, you will not be recommended for certification without doing this. Also, use this time to work on your professional portfolio which you will present at your Capstone Interview. Bring food and drink and celebrate the end of student teaching! Location to be announced. Your field instructor will contact you to schedule your one hour Commencement Interview, to be held sometime between April 30May 4. Your Portfolio and your final evaluationone from each cooperating teacher (signed by you and your cooperating teacher) are due at the interview.

April 25 April 30May 4

Celebration! Commencement Interviews

Alignment with the Council on Teacher Education Conceptual Framework: The Council on Teacher Education, which includes all educator preparation programs in the university, has created a Conceptual Framework describing the ideals of teacher development it espouses. The framework focuses on the preparation of teachers (1) who are committed to the education of all children (2) who are knowledgeable; and (3) who are effective practitioners. The aim of this course is to provide students with an opportunity to practice the skill of teaching and curriculum development under the guidance of their cooperating teacher, field instructor, and seminar instructor. The course also provides students with a forum to discuss the challenges they face in the classroom as well as to share resources and ideas with their peers. Course Expectations and grading: Field Instructor Observations: Lesson plans: Each time the university field instructor visits you at your school, please have available copies of three daily lesson plans: one for the day of observation, one for the day prior to that, and the lesson you have planned for the following day. These will be kept with your evaluation forms. These lesson plans are to be neatly typed and should follow a formal lesson plan format, including goals, performance based objectives, descriptions of activities, an assessment, a rubric for the assessment, and any state standards that apply. Failure to have these lesson plans prepared for the field instructor when he or she arrives will have an impact on your evaluation. I am serious herefailure to do this will lower your grade.

Required Assignments: You will submit and share several assignments with your peers and seminar instructor. These assignments are listed in the course calendar. Portfolio: Prospective employers in the teaching profession expect job applicants to have a portfolio. It gives them insight into the quality of your work. You will assemble this portfolio throughout the semester and submit a completed portfolio for presentation and review at your Commencement Interview. Attendance and Late Assignment Policy: The seminar meets Wednesdays from 4-6 p.m. You are required to attend all seminars. If you cannot attend, however, please contact the instructor in advance. Students are allowed one absence without consequence (not the required seminars). If you are going to use your free pass/mental health/sick option, please email me in advance. Please arrive on time. If your school schedule does not allow you to arrive on time, please notify the instructor in advance. However, you are allowed to leave school after classes on Wednesdays in time to make attend this class. All assignments are due whether you attend or not. If you cannot attend, please submit your assignment as an email attachment. Only submit and email copy if you cannot attend class. Assignments will not be accepted after the following class meeting. You are also responsible to be in attendance full time at your school during the semester and complete 14 weeks of student teaching to meet state certification requirements. If you miss a day at school because you are sick, you must follow the school guidelines for arranging a sub and you must have a lesson plan for your sub or cooperating teacher to use that day. Office of Disability Statement: Students with disabilities should speak with the instructor to arrange appropriate

Seminar:

accommodations for access and participation in this course. Students who require such accommodations need to be registered with the Office of Disability Services (ODS), 312-413-2103 (voice) or 312-413-0123 (TTY). Grades in this seminar are based on the following: Written evaluations submitted by your University Field Instructor. All visits will be scheduled in advance. The purpose of the first visit is to become acquainted with your school, mentor teacher, and department. Subsequent visits will be observations of your teaching. A written evaluation will be the basis for discussing your work. Written evaluations submitted by your cooperating teacher(s): Your cooperating teacher will formally evaluate your work at mid-semester and at the end of the semester. Although they will not assign you a grade, the evaluations are consulted in determining your grade. Evaluation of your seminar assignments: Your seminar instructor will evaluate your written assignments, portfolio, and other work submitted in the seminar. All of these factors work together toward a grade for HIST 475 and 476. In addition to assessing your pedagogical and content knowledge, your work will be assessed for timeliness, completeness, and evidence that you have given it serious attention. Two grades are given. Although grades officially correspond to each quarter (one grade for 475 and one grade for 476), I will give you one grade for your performance in your host classroom and one grade for your performance in my classroom.