Central Michigan University
College of Education and Human Services
Department of Teacher Education and Professional Development

EDU 458: Student Teaching
Spring 2004

Dr. Abalo Adewui
aadewu1af@cmich.edu
 
Bulletin Description:
This experiential course in which students integrate theory into practice is the field-based culminating activity of the Pre-K-l2 regular education teacher education program.

Prerequisites:
Admission to Teacher Education and completion of all Cycle II requirements of
the mentoring program plus the following criteria based on the specific
certification requirements:
     Elementary:
     A CMU overall GPA of 2.70 or higher
     Department approval of major(s) and minor(s)
     C+ or higher in ALL professional education and methods courses taken before student teaching.
     Courses REQUIRED before student teaching:
          EDU 107, 280, 290, 320, 330, 343, 345, 361, 431, 493, 495 and all major and minor requirements listed in the bulletin.
     Secondary:
     A CMU overall GPA of 2.70 or higher
     Department approval of major(s) and minor(s)
     C+ or higher in ALL professional education and methods courses taken before student teaching.
     Courses REQUIRED before student teaching:
          EDU 107, 290, 310, 325, 450, 495
Course Objectives:
1.  C- Concept-and knowledge-driven: Provides the knowledge base needed in teaching. also provides pedagogical studies to prepare
     professionals for the classroom.
2.  LEA- LEArner centered: Focuses on the intellectual, social, emotional, and physical needs of each learner.
3.  R- Reflective practice relevant to diverse settings/roles: Prepares professionals who reflect upon the role that they fill, from the
     teacher inside diverse classrooms to curriculum planner or education professional within a school district or community.
4.  After completing this course, the student will be able to meet the following Entry Level Standards for Michigan Teachers:
      Standard #1
      A. develop cognitive, affective, physical, and social capacities of students; (C)
      B. articulate the extent to which personal belief systems and values may affect the instructional process (e.g., love of learning); the
           belief that all students can learn; the belief that all students should be treated equitably; the role of expectations in affecting
           achievement; (LEA)
     C. demonstrate appropriate classroom management and disciplinary techniques; (LEA)
     D. plan and deliver instruction to accommodate diversity; (C)
     E. use multiple approaches appropriately to assess needs and achievement; (C)
     F. use various kinds of literacy to promote access to knowledge; (C, LEA)
     Standard #2
     A. create learning environments that promote critical and higher order thinking; (R)
     B. help students access and use information, technology, and other resources to become independent learners and problem
         solvers;(R)
     C. integrate and transfer knowledge across subject areas and encourage the
         same among students; (CR)
     D. engage students in practical activities that demonstrate the relevance, purpose and function of subject matter; (C)
     Standard #3
     A. use a variety of teaching methodologies and techniques; (LEA)
     B. involve and work effectively with support personnel; (C)
     C. involve and work effectively with parents and/or guardians; (LEA)
     D. differentiate between assessment and evaluation procedures and use appropriately; (R)
     E. adhere to the legal and ethical responsibilities of teaching; (C)
     Standard #4
     A: use current research in both the subject field and in other areas of practice in the profession; (R)
     B. plan and manage time and other resources to attain goals and objectives; (R)
     C. continue efforts to develop and improve; (C)
     D. interact successfully with the education community to advance one's professional development; (R)
     E. engage in meaningful self-evaluation and reflect on the professional practice of colleagues; (R)
     Standard #5
     A. use community and home resources to enhance school programs; (C)
     B. various communities in which the teacher is a member, including the professional community, and local, state, national and
          international communities; (LEA)
     Standard #6
     A. design, develop and implement information technology into student learning activities; (C)
     B. demonstrate knowledge about instructional management resources; (LEA)
     C. follow ethical, legal guidelines for the use of information technology; (C,LEA,R)
     D. use information technology for professional development. ((LEA)
 
Course Goals:
     Students will demonstrate:
     1. An understanding and appreciation of the liberal arts (the humanities, the social sciences, the mathematical and natural sciences,
         and the arts):
     2. A commitment to student learning and achievement:
     3. Knowledge of subject matter and pedagogy:
     4. The ability to manage and monitor student learning:
     5.The ability to systematically organize teaching practices and learn from experiences:
     6. Commitment and willingness to participate in learning:
     7. An ability to use information technology to enhance learning as well as enhance personal and professional productivity.
Textbooks and Other Required Equipment and Materials to be Furnished by the Student:  Appropriate print and video resources related to the student teaching experience will be available for students in each student teaching center.
Special Requirements of the Course:
Student teachers are expected to adhere to district and school policies where they are assigned and to the calendar as outlined by the student teaching coordinator. Student teachers are expected to attend all seminars, activities, and professional development opportunities provided through the assigned school(s), school district(s), or the student teaching center. Daily classroom attendance in the assigned student teaching site is mandatory.
General Methodology Used in Conducting in the Course:
The methods utilized in the student teaching field experience are the result of the collaboration between university and PreK-12 institutions and are unique to each assigned classroom setting.
Course Outline:
The Central Michigan University, student teaching field experience is based, for the most part on a sixteen (16) week semester. However, within this sixteen weeks we utilize several configurations based on the various certification expectations involved in this program. Each experience, however, still contains the same general components. The major difference is the amount of time assigned for each experience. Whatever the time, the expectations for student performance are identical as is the content of the experience. This
content can be divided as follows:

I. The Early Days of Student Teaching
     (5-week Endorsement: Week#1; 8-week Regular Education: Weeks #1-2; 10-weekRegular Education for Special Educators:
     Weeks #1-2; 16-week Regular Education: Weeks #1-3)
     A. Getting to Know the School, Classroom, Cooperating Teacher, Students
     B. Observations: Student Teacher
     C. Bit Teaching
     D. Planning: Student Teacher and Cooperating Teacher
     E. Observations: Cooperating Teacher
     F. Visitations and Observations: University Student Teaching Coordinator
     G. Conferencing: Student Teacher, Cooperating Teacher, University Student Teaching Coordinator

II. The Middle Period of Student Teaching
     (5week Endorsement: Weeks #2-3; 8-week Regular Education: Weeks #3-6; 10-week Regular Education for Special Educators:
     Weeks #3-7, 16-week Regular Education: Weeks #4-12)
     A. Assuming Increasing Responsibilities for Teaching: Student Teacher and Cooperating Teacher
     B. Focus on Content Skills
     C. Planning: Student Teacher and Cooperating Teacher
     D. Observations: Cooperating Teacher
     E. Observations: University Student Teaching Coordinator
     F. Conferencing: Student Teacher, Cooperating Teacher, University Student Teaching Coordinator
     G. Solving Problems: Student Teacher, Cooperating Teacher, University Student Teaching Coordinator
     H. Evaluation: Cooperating Teacher

III. The Final Weeks of Student Teaching
     (5-week Endorsement: Weeks #4-5; 8-week Regular Education: Weeks #7-8; 10-week Regular Education for Special
     Educators: Weeks #8-10; 16-week Regular Education: Weeks #13-16)
     A. Assuming Full Responsibility for Teaching: Student Teacher and Cooperating Teacher
     B. Evaluation of the Student Teaching Experience: Student Teacher, Cooperating Teacher, University Student Teaching Coordinator
Evaluation:
The evaluation of the student teaching experience is Credit/No Credit (CR/NC). A successful student teaching field experience will depend upon the student teacher gradually assuming total teaching and management responsibilities in his/her assigned classroom.

Components of the evaluation process will include:
     1. Unit/Lesson plans 20%
     2. Cooperating teacher(s) and university student teaching coordinator observations/conferences/evaluations 50%
     3. Examples of reflective self-assessment 10%
     4. Examples of plans, practices, and reflections related to learner objectives 10%
     5. Examples of personal and professional growth 10%

TEPD     |    Accra, Ghana    |    CMU