Corequisites: 1. EED 579 DRECOMMENDED TEXTSV. COURSE ACTIVITIES/ASSIGNMENTSCALIFORNIA STATE UNIVERSITY, NORTHRIDGEMICHAEL D. EISNER COLLEGE OF EDUCATIONDEPARTMENT OF ELEMENTARY EDUCATIONE ED 578D SyllabusSPRING 2011COURSE CODE: EED 578DCOURSE TITLE: Student Teaching in the Elementary School TIME: 7:30-3:30 M-F for nine weeks (determined by the Department of Elementary Education)INSTRUCTOR: DR. SUSAN BELGRAD DAY: TUESDAYS OFFICE: ED 2102TELEPHONE NUMBERS: OFFICE: (818) 677-4901DEPARTMENT: (818) 677-2621OFFICE HOURS: WED/ THUR.1:00 - 3:00by appointment: TUES 1-3:00TELEPHONE NUMBERS: Field Experience Office: (818)677-3183Department of Elementary Education: (818) 677-2621 CONCEPTUAL FRAMEWORK OF THE COLLEGE OF EDUCATION:The College of Education as a professional school uses a developmental approach to promote reflection, criticalthinking, and excellence in an inclusive learning community. Its graduates are well educated, highly skilled andcaring persons who are lifelong learners prepared to practice in an ever changing, multicultural world. They arecommitted to promoting achievement of all students as a primary measure of successful educational practice.Graduates assume service and leadership roles in public and private educational, health, and social programs andinstitutions. The College establishes and maintains productive partnerships with community schools and agencies.The faculty is committed to excellence in teaching, scholarship, service and collaboration with the community andprofessions. The values for faculty and students that form the foundation of this Conceptual Framework include thefollowing:1. We value high standards in the acquisition and application of professional knowledge and skills in subject matter, pedagogy, and technology.2. We value the achievement of students at all levels and promote its accomplishment in accordance with national, state, and institutional standards.3. We value an inclusive learning community.4. We value creative, critical and reflective thinking and practice.5. We value ethical practice by caring professionals.I. CATALOG DESCRIPTION:Prerequisites: 1. Admission to Multiple Subject Credential program and/or Education Specialist credential (Mild/Moderate Disabilities) program; Admission to studentteaching2. Successful completion of EED 578A.Corequisites: 1. EED 579 D 2. EED 580EED 578 D is a field experience in the Multiple Subject Credential program and/or Education Specialist Credential (Mild/Moderate Disabilities) program. The field experience takes place in a participating public elementary school and provides opportunities for the credential candidate to work under the daily direction and guidance of a qualifiedsupervising elementary teacher/special education teacher who exemplifies best practices in teaching all students, including English Language Learners and students with disabilities. A university faculty member supervises the fieldwork assignment. In this assignment the candidate gradually assumes full responsibility for the complete instructional program. A minimum of 250 hours is required for this course.II. COURSE DESCRIPTION AND GOALS: The Student Teaching SemesterIn this experience, the focus is on teaching all academic subjects, health, the arts and physical education to diverse learners. Diverse learners include those from different cultures, English language learners, and exceptional populations. There is an expectation for collaborative lesson planning, peer coaching, and collegial reflection about teaching and learning with a partner who is student teaching at your site, but in a different classroom. This student teaching experience is designed to advance in the understanding of the six interrelated categories of teaching practice as outlined in the California Standards for the Teaching Profession (California Department of Education, 1997) through the engagement and mastery of the Teaching Performance Expectations. The thirteen TPE’s are arranged into six categories and include:- Making Subject Matter Comprehensible to Students- Assessing Student Learning- Engaging and Supporting Students in Learning- Planning Instruction and Designing Learning Experiences For Students- Creating and Maintaining Effective Environments for Student Learning- Developing as a Professional EducatorIII. COURSE OBJECTIVES:Upon completing this field experience, you should be moving toward mastery of the teaching performance expectations (as outlined by CCTC, 2001). Mastery is considered to be at Level III for each of the 13 TPE's. TPE Levels:Level I Knowledge of components/elementsLevel II Application of components/elements to observational data - case studies, learning scenarios, learner profilesLevel III Implement, evaluate, and reflect through active decision making in a classroom settingAfter completing this course, students will be able to:1. Teach the state adopted academic content standards for students in English-language Arts, English Language Development, Math, Science, History-Social Science, Health, Visual/Performing Arts and PE. (TPE 1; Level III)2. Strategically plan and schedule instruction to ensure that students meet or exceed the standards. (TPE 1; Level III)3. Make language comprehensible to diverse learners by using SDAIE strategies, and use the needs of the learners to guide instruction (TPE 1; Level III).4. Demonstrate an understanding of the knowledge, skills, and attitudes needed to work effectively with all students, including English Language Learners and culturally diverse students.[TPE7; Level III].5. Help students inquire, reason, and solve problems in all academic contexts. (TPE 1; Level III)6. Use progress monitoring during instruction to determine student progress; pace instruction and re-teach content based on evidence gathered using assessment strategies. (TPE 2; Level III7. Use a variety of informal and formal, formative and summative assessments to determine students' progress and plan differentiation of instruction. (TPE 3; Level III)8. Interpret assessment data to identify level of proficiency of English language learners in English and primary language. (TPE 3; Level III).9. Incorporate specific strategies, teaching/instructional activities, procedures and experience to provide a balanced curriculum in all subject areas for diverse and exceptional learners. (TPE 4, 7; Level III).10. Vary instructional strategies according to purpose and lesson content and to meet