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					                                        WEST VIRGINIA WESLEYAN COLLEGE

                                     COMMON SYLLABUS: STUDENT TEACHING

        EDUC 470           Student Teaching Early Childhood Education (K-4)-6 hours
        EDUC 471           Student Teaching Middle Childhood Education (5-9)-6 hours
        EDUC 472           Student Teaching Early Middle Childhood Education (K-Adult) - 6 hours
        SPEC 473           Student Teaching in Specific Learning Disabilities (K-12)-6 hours
        EDUC 474           Student Teaching Adolescent Education (9-Adult) - 6 hours
        EDUC 475           Student Teaching Adolescent Education (9-Adult) - 12 hours
        EDUC 476           Student Teaching Middle Childhood Education (5-6)- 6 hours
        EDUC 477           Student Teaching Early Education (PreK-K) – 6 hours
Course Instructor:         Staff

Course Textbook:           None required

Course Description:          Student teaching is the culminating field-based experience in public school classrooms appropriate
to the certification sought. Candidates teach under the direct supervision of an experienced teacher. Total involvement in the
school program is gained by all-day assignment to teaching responsibilities for a full semester. Observation, reports,
preparation of lesson plans, grouping, private conferences and analysis of child growth and development are stressed.

Rationale:       “Teaching, Active Learning, and Decision Making” is the central theme around which the knowledge base
for education candidates is organized. The classroom educator makes numerous decisions all of which are determined by
prior knowledge and experience. To be an effective decision maker, the teacher must be an active learner, an individual who
constantly seeks to improve through developmental and educational opportunities. The educational theme has five

              I.       Cultural, Social and School Contexts
              II.      Individual Differences/Diversity
              III.     Instruction and Learning
              IV.      Evaluation and Decision Making
              V.       Professional, Personal, Ethical Roles

Each of these components provides the framework within which essential knowledge for the beginning teacher is contained.
Each component provides an area of focus that is an essential part of the teacher preparation program at WVWC. Student
teaching is the culminating experience for candidates, in which they will apply program concepts and skill in their daily
contacts with students and peers.

Objectives:       Student teaching is one of the performance based activities of the teacher preparation program where
candidates are afforded the opportunity to put into practice those concepts and skills learned previously. Therefore, each
candidate will:

         1.   Develop (and apply in the classroom) an appropriate philosophy for the education of all student learners. (PE-3)

         2.   Conceptualize and put into practice the legal, political and historical aspects of classroom practice. (PE-11)

         3.   Visualize the school as an enculturating agency and provide for equal opportunity cultural diversity,
              achievement levels and other equity issues. (PE-11)

         4.   Create a classroom environment that is conducive to learning and to student motivation through the effective
              application of concepts related to teacher expectations, assessment of school programs, effective schools
              research and psychologically comfortable classrooms. (PE-5, PE-11)

        5.   Provide instruction adapted to social/cultural/developmental diversity among students, at risk learners,
             school/home relationships, learning characteristics of diverse student population’s cognitive psychomotor
             development, cognitive/metacognitive, self-esteem and developmentally appropriate education. (PE-2, PE-3,

        6.   Provide appropriate instruction, learning and services for students with special needs. (PE-3)

        7.   Provide effective instruction to students based upon subject matter, content knowledge, prior knowledge and
             conceptualizations of students—instructional design, models of instruction, instructional strategies, instructional
             technology, student performance/instructional planning evaluation, traditional learning theories, communication
             with parents, teacher expectation/student achievement and school curricula. (PE-1, PE-2, PE-4, PE-5, PE-6,
             PE-7, PE-12)

        8.   Exhibit effective management of the instructional program and student behavior. (PE-5)

        9.   Communicate effectively with students, parents, and colleagues. (PE-6)

        10. Demonstrate the ability to evaluate and make appropriate decisions related to curriculum planning, the learner,
            learning contexts, classroom effectiveness, self-reflection, and student learning. (PE-7, PE-8, PE-9)

        11. Interpret test scores and data in terms of test reliability, measurement concepts/tools, interpretation of test
            scores, affective measures, data collection and alternative methods of student assessment. (PE-8)

        12. Collaborate with classroom teachers, content area specialists, and teacher-educators to improve instruction.
            (PE-9, PE-10)

Course Learning Activities:
       1.      Candidates will teach under the supervision of experienced cooperating teachers for a full semester to meet
               certification requirements. If schools are closed for inclement weather or other individual school closings,
               the number of make-up days will be determined by the Education Department. Candidates must make up
               all days missed for personal illness or professional leave.
       2.      Candidates will prepare daily, detailed written lesson plans following the WVWC format.
       3.      Candidates will select instructional materials and deliver instruction that is based on current best practice
               (see objectives 3-7 above). All aspects of lesson planning and teaching shall illustrate best practice
               efforts in evaluation and decision-making. Special attention shall be given to the development and
               presentation of multicultural/global activities, and the use of instructional technologies.
       4.      Candidates will participate in appropriate school meetings, conferences, orientations, or extra-curricular
               activities in their school placement as assigned.
       5.      Candidates will participate in assigned pre- and post-student teaching meetings conducted by college
               and/or/ school/county personnel.
       6.      Candidates will be required to maintain a student teacher notebook in a 3-ring binder containing the
               following items:
                daily lesson plans with reflections
                weekly cooperating teacher evaluations
                evaluations by college supervisor
                dialogue journal (if required by college supervisor)
                student teaching time sheet (one per rotation)
                *copy of the Student Teacher Evaluation form— (Appendix B)
                self-reflection
                analysis of student data
                classroom management plan

                     *copy of the Cultural Diversity Form (each rotation)

                  These (*) must be completed and turned in at exit conference for each rotation. The completeness of this
                  notebook will be considered in determination of the final student teaching grade for each rotation.

        7.        Candidates will apply an appropriate educational philosophy for the education of student learners and
                  conform to all legal, political, and historical practices required by the school and best current practice.

        8.        Candidates will complete and submit to the WVWC Education Department all required forms and reports,
                  including evaluations of cooperating teacher and student teaching.

        9.        Candidates will communicate effectively with parents and other professionals. (Appendix F – completed

        10.       Candidates will develop an assessment plan (or use one developed by the cooperating teacher), record
                  measures of student progress, and make appropriate decisions related to data interpretation. Standardized
                  testing results will be used as appropriate in support of student assessment.

        11.      Candidates will provide instruction that is based upon the prior knowledge of students and their
                 conceptualizations of content/concepts.

        12.       Candidates will collaborate with the cooperating teacher and content area specialist to improve instruction
                  and provide written evidence for such collaboration.

             Letter grades will be assigned by the college supervisor for each separate student teaching course in which the
candidate is enrolled. Grades will be based upon summative data collected with Student Teacher Classroom Evaluation
Forms used by the college supervisor during classroom observations made by the principal (if appropriate), and the Specific
Learning Disabilities Final Evaluation (as appropriate).

Course Instructional Methods:

              Seminars                       Student Conferences                          One-on-One Instruction
              Classroom Practice             Self Critique                                Modeling

Course Materials Needed:
           Varies with placement and grade level. May include poster board, supplemental books, manipulatives, etc.


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