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EDSC 209 Teachers and the Teaching Process Spring 2001 Burlington High School - University of VermontInstructor: Mary Lou Razza Phone: 656-8372 (w) e-mail: mlrazza@madriver.com Seminars: Thursday 11:00 - 12:00 at BHS Purpose EDSC 209 is designed as a field experience in the school setting and will provide you with opportunities to observe and reflect about teaching and the teaching process. Through direct experience with students, teachers, and other school personnel, you will become aware of the realities of the classroom, familiar with the diverse learning needs of students, and begin to learn how to address those needs. You will take an active role in your learning this semester: set your own goals, develop relationships in each of your placements, and pose questions to explore the role of teachers, students, and families in the learning process. You will also be able to apply your learning from EDSC 207 (Educational Psychology) where the focus will be on adolescent learning theory. See "Tips and Ideas for a Great 209 Experience". Expected Outcomes Your work in this course will provide you with the opportunities to:
Course Requirements In this course you will begin to develop a professional portfolio that directly relates to the expected qualifications for program review and the teaching licensure program. The ongoing process of accumulating reflections, demonstrating understanding, and synthesizing theory with practice will become a vital part of your portfolio documentation. Course requirements include participation, a journal, lesson planning and teaching, portfolio, and completing a personal statement. Required products are summarized and listed at the end of the syllabus. 1. Participation 50% Your active participation in classrooms across the school setting is an essential component of this field based experience. To gain understanding of the full range of teaching responsibilities and to have wide exposure to the ways teachers address student needs and curricular demands, you will be placed with more than one professional in the school. In those placements you may observe, tutor, provide small group instruction, prepare material, teach full classes... You will self-evaluate (particularly in relation to the Professional Attributes and Dispositions Scale) and the teachers with whom you work and your University instructor through formal and informal observations. You will also be encouraged to gather feedback from the students with whom you work. This will all further understanding of your strengths and needs as an emerging professional. Additionally, you are expected to participate in seminars as scheduled by your EDSC 209 instructor. These seminars will provide you with an opportunity to dialogue about issues of importance to you, your instructor, and your school. Attendance an punctuality will be considered along with the quality of your work with students and teachers at you site. 2. Journal 20% All students are expected to keep a personal journal of their impressions, experiences, learning...as you progress through the semester. Journals should document your professional growth and describe your view of yourself as an emerging teacher. These weekly entries may sometimes be broad - focused on overall observations, or very specific - focused on a particular student-teacher interaction, classroom observation, student-intern interaction... The direction of you journal will be determined to a large extent by your experience and needs. 3. Lesson Planning, Implementation and Reflection 10% 1.)Planning - You will be expected to generate at least two fully developed lesson plans under the supervision of a cooperating teacher and/or university instructor. These plans need to be approved by the teacher prior to implementation. 2.)Implementation - You will be expected to teach at least two lessons. These lessons will be evaluated both orally and in writing by your cooperating teacher and / or university instructor. 3.)Reflection - You will be expected to reflect writing, on the two lessons taught. Thoughts about the planning, teaching, and ''supervision@ phases of the lessons will be included. Additionally, you will need to discuss possible revisions which would strengthen your lessons. These lessons with the accompanying reflections could be used in your program application portfolio. This will demonstrate your content knowledge, understanding of learners= needs, and ability to design lessons which assist students in the understanding of content. 4. Teachers and Teaching - A Personal Statement 10% Using information gathered from several sources, you will be expected to generate a statement of your views of yourself as an emerging teacher. Information may be gathered through coursework, outside reading, observations, formal or informal interview of teachers, and your personal beliefs and experiences about the teaching profession may be used to accomplish this task. You should be able to use this statement as an introduction to the portfolio you need to develop as part of the Secondary Education Program. 5. Case Study 10%6. Program Application Portfolio You will need to create a portfolio over the course of your semester-long field experience. This folio should serve as an articulation of your achievement of course outcomes and program goals. It may include papers, journal entries, videos, lesson plans, letters from teachers and students, observations, readings.... 1. Weekly journal entries 2. At least 2 written lesson plans 3. Written reflections on two lesson plans 4. A personal statement/essay on Teachers and Teaching 5. Case Study 6. Program Application Portfolio
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