EDSC 310

The Teaching Experience

Education Unit Conceptual Framework

a transformational journey toward educational advancement and achievement

Core Values We are a community of educators, educational partners,

and students. Seven core values undergird our professional community.

We value learning as a life-long process, professional literature that guides and informs our practice, responsibility to self and to the group, diversity as enriching the whole, multiple pathways to learning including the use of technology, critical inquiry that promotes positive student outcomes, and authentic and reflective assessment.

We aspire to adhere to and model these in all our professional interactions.

Through experiencing these core values in their educational journey, we believe our students will embrace and in turn, model them in their professional lives.

Mission Statement Our mission is to teach, to serve, and to engage in

scholarship. We teach our students to be critical thinkers and

lifelong learners. We prepare professionals who improve student

learning, promote diversity, make informed decisions, engage in collaborative endeavors, maintain professional and ethical standards, and become change agents in their workplaces.

We engage in scholarly work that informs the profession and serve the educational community by providing applied scholarship.

Student Outcomes and Indicators

After successful completion of a program of study, our credential recipients and program graduates are:

Outcome 1: Knowledgeable and Competent Specialists Demonstrate strong foundation in subject matter or field of study Demonstrate strong understanding and implementation of pedagogical

skills or skills in their field Demonstrate ability to use technology as a resource

Outcome 2: Reflective and Responsive Practitioners Promote diversity Make informed decisions Engage in collaborative endeavors Think critically

Outcome 3: Committed and Caring Professionals Become change agents Maintain professional and ethical standards Become life-long learners

The Mission of the Department of Secondary Education

is to develop quality secondary school teachers. We are committed to providing a program that reflects the complex contexts of the secondary classroom and models a professional community where learning is interactive and dynamic. Our philosophy is to prepare educational leaders through a course of study which bases practice upon knowledge of current research in curriculum and instruction. We develop students as life-long learners, reflective practitioners, and change agents who positively influence decision-making in schools and communities to improve the education of adolescents.

DESCRIPTION 310 THE TEACHING EXPERIENCE

History, philosophy, and sociology of secondary education. Introduction to the California Teaching Performance Expectations and Assessment; needs of special populations, English learners, and struggling readers; content standards; and major curriculum reform documents. Includes a 40-hour practicum on specific course requirements. Letter Grade. 40-hour practicum.

Resume (50 points)

Use the sample on Blackboard as a reference. Also, use resources on the web to help you

construct a professional resume. List your personal information, your objective,

your education, and your experience. Place your most recent education and experience first.

Release of Liability Form

You must fill out and sign a release of liability form for each school site you plane to visit

The form can be found on Blackboard. Submit the release of liability form to your

instructor before you begin observation at the school site.

Fieldwork AssignmentFieldwork totaling 40 hours in two (2) public schools at the secondary level is

required in this course.

20 hours in a secondary public school observing a secondary classroom teacher in the same content area of the student

regular, ongoing visits, of one or two hours segments a variety of experiences, such as observing, tutoring, and aiding are suggested at the discretion

of the teacher 10 additional hours observing other areas of the school;

a minimum of 6 hours in classrooms with other secondary teachers in the same content area remaining hours with other teachers in the same content, other content, or in other areas of the

school, such as the library, attendance office, cafeteria, or shadowing an administrator 10 hours in a second school of which

6 hours should be in secondary classroom observations at another school in the content area of the student

remaining hours in other areas, such as: two-hour visits to another school site (nearby junior highs and/or continuation high schools); two-hour attendance at a school board meeting (required); two-hour attendance at a school activity (sports event, school dance, choir recital, etc.) one- to two-hour attendance of a staff development meeting/workshop; and /or two-hour attendance at conferences of educational organizations.

Requirements…

Before you Begin your Fieldwork Students must be immunized for measles and rubella and be able to

show evidence to school district personnel.

Students must have a current TB Clearance through a skin test and be able to show evidence to school district personnel.

Students must complete the “Release of Liability" form given to them by the class instructor for each site they visit.

Students must have fingerprint clearance and be able to show evidence to the university and school district/school. See webpage below.

http://ed.fullerton.edu/adtep/CERTCLEAR.htm

Arranging Filed Visits

Select a secondary school site in an area that interests you other than one you attended and/or are/have been employed by and /or a family member or significant others attends or is employed by.

We strongly recommend that you select a school site in the Anaheim, Orange, Fullerton, Corona-Norco, or Placentia/Yorba Linda school districts where you may be placed in a Professional Development District for your first semester in the program.

Call the school and make arrangements to meet with the person in charge of students requesting observation (usually an assistant principal).

Take the letter of introduction given to you by the course instructor and required documentation when you go to your school site.

SPECIAL NOTE FOR EDUCATION SPECIALIST

(SPECIAL EDUCATION) CANDIDATES  Special Education students need to identify a subject matter content

area to enable them to complete fieldwork and written assignments required for EDSC 310. 

Special education students should select from one of the following content areas, which are offered through our Single Subject Credential Program: 

art,English/Language Arts, foreign languages, mathematics, music, physical education, science, or social studies.

Special education candidates are required to complete 20 hours of observation in their selected content area (grades 7-12) and are encouraged to

find a content area special education class, such as a content area class that is co-taught by single subject and special education teachers, or a Special Day Class during the time when their selected content area is taught. 

remaining classroom fieldwork hours may be conducted in non-content specific special education courses, grades 7-12.  

Verification of Fieldwork (200 points)& Evaluation of Fieldwork (50 points)

Each time you participate in a fieldwork experience, complete a section of the Verification of Fieldwork (PRE-Form 2) with a signature from the participating teacher, administrator, or parent. (Obtain signature at the end of the 20 hours…you do not need to get a signature daily).

The teacher whom you observe for 20 hours must complete the Evaluation of Fieldwork (PRE-Form 4) at the end of your 20 hours of observation.

Forms are available on Blackboard

Fieldwork Reports (100 points each) Students must complete two reports on their secondary field

observations. These reports come in two part – the Fieldwork Observation Report and the Lesson Plan that matches it. See due dates in Course Calendar.

You are to write up the fieldwork observation report on an engaging lesson that you observe (not a test review, movie, student presentation or other non-lesson activity).

You are to write up a lesson plan that matches the fieldwork observation report. Write the lesson plan as if you were the teacher and you were designing this lesson for your classroom).

The forms for this report can be found on Blackboard. It is the Fieldwork Observation Log and the Lesson Plan Format.

Use the examples and the Lesson Plan_Side Guide available on Blackboard to guide you.

Fieldwork Observation Log

Lesson Plan Lesson Plan Side Guide

School District Board Meeting (100 points)

Attendance at one secondary school district board meeting is required. Before the meeting, it is a good idea to read the local newspaper to find out what has been happening in that community.

Students should also read Chapter 11 in the Ryan and Cooper textbook before attending the school board meeting.

Students must obtain a copy of the agenda for the meeting and attach it to their written report. Have the Verification of Fieldwork PRE-form completed and signed by an attendee.

Take notes on the processes of the meeting and on the content discussed. The written report of the observations must include comments on and reactions to the following along with a text reference and citation:

1. What is the composition of the school board?2. Who holds leadership roles and how are these expressed?3. What issues are important in this school district?4. What decisions are debated in public and which are not?5. What groups are active in the school district, if evident?6. Note any other observations you made.

The form for this report can be found on Blackboard. It is the School Board Meeting Report. The due date is listed in the Course Calendar.

Visit the Community

After you begin your school site fieldwork, tour the school's neighborhood to learn:1. What is the geographic location of the school?2. What is the neighborhood like (industrial, residential, business, combination)?3. What type of housing is available?4. What is the socioeconomic level of the neighborhood population?5. What are the student demographics (population, academic levels, and ethnic

backgrounds)?6. Where do students gather before and after school?7. Is there an accessible public library?8. What services does that library provide for the students?9. Are there recreational services available to the students (clubs, parks, youth

organizations)?10. Do you see indications of anything that would make school difficult for students

(poverty, drugs, crime, violence, too much wealth, distractions, etc.)?

This experience will contribute to the report on the Social Context of School. This experience will count for one hour of observation time. Sign for yourself.

Social Context of School Report (100 points)

Research the social context of your main school site.

Obtain a copy of the “School Accountability Report Card” located on the school’s website. It will be loaded with information you need to complete your Social Context of School Report.

Research the school web site, and the California Department of Education Testing & Accountability Website http://www.cde.ca.gov/ta/ to find the Academic Performance Index (API) and Adequate Yearly Progress (AYP) Reports.

Also use information available at your school to complete this report.

A text reference is required along with your personal reaction.

Include the link for the School Accountability Report Card on the Report (cut and paste the URL).

The form for this report can be found on Blackboard.

Group Topic Presentation and Handout (150 points)

Each student will contribute to and participate in a Group Presentation related to a current issue in Secondary Education. Groups will be formed in class and a list of topics will be made available for preference to students.

The presentation will be constructed by all members of the group.

Gather information, reach consensus on what the most important points are and plan interesting ways to engage students on those points.

For example, use media, guests (including students), demonstrations, group activities, whatever will involve the students in the class best.

Share responsibilities and include each group member in the preparation and presentation.

(If anyone is not participating, let the instructor know when the group knows. Successful participation is required to pass the course.)

Group Topic Presentation and Handout (continued)

At your first meeting:1. Elect a Chairperson and a Recorder.

– The chairperson is the key person for group members to contact to give and get information and will be the contact person for the instructor to get information to the group and/or get information.

– The recorder will keep written records of each group meeting, including date, time, place, and length of meeting, names of those present and what happened. The Recorder will provide a written detailed plan for the presentation plus a list of what each group member contributed to the presentation (each member may want to list his/her contributions, research, etc. and give the list to the Recorder who will hand them all in together) before the presentation begins at the assigned class session.

2. Get to know each other. Share what you know, think and feel about the topic.

3. Set tasks and times to meet again to prepare and practice the presentation.4. The Recorder gives the instructor a report of all the above information, 1-

3. Groups will have some time for some of the above tasks in class. Groups should

delegate tasks, plan to meet during the interim, and finalize the plan for putting the report together.

Group members will be evaluated by other students on teaching method(s), clarity of information, organization, pacing, and preparation.

Teaching Assessment Documentation (TAD) (beginning)

(100 points) Each student will collate Teaching Assessment

Documentation according to the California Standards of the Teaching Profession.

All of the above materials (fieldwork reports, logs, philosophy, group report, and related class materials) and the completed PRE Forms will be assembled into a binder (preferably CSUF) the last week of class.

The instructor will give you instructions (continued in Semesters I and II of the program) and provide you with a Table of Contents for the TAD binder.