EA 496 Supervised Teaching in the Public Schools - Early Childhood 

Dr. Robert F. Sylvester
Bridgewater State College						
School of Education and Allied Studies                  			
Elementary and Early Childhood Education
	
Course Description 
An eight or fifteen week field experience at the K-3 level under the guidance of a cooperating teacher and a college supervisor.  Opportunities for participation in pupil observation, program planning and utilization of contemporary teaching strategies.

	The instructor and Bridgewater State College are committed to nondiscrimination of handicapped persons as specified in Section 504 of the Rehabilitation Act of 1973.  Students who qualify as handicapped persons or who have extenuating circumstances which might interfere with course work assigned should meet with the instructor at the beginning of the course so that reasonable modification in course requirement may be made when necessary.

Course Rationale  
After careful research, discussion, and reflection, the faculty of the Early Childhood Education program voted to commit themselves to the constructivist paradigm for teaching and learning.  In the professional courses, strategies are modeled where candidates experience inquiry learning.  Candidates are provided multiple opportunities to interact with partners and engage cooperatively in small group discussions and class assignments.  It is through experiencing and reflecting upon these strategies that candidates begin to understand the impact of such strategies on academic achievement.  In the professional courses, the role of the instructor is not primarily to tell and correct, but rather to watch and ask such questions as: What happened?  What did you notice?  Professional Education students take responsibility for their own learning.

The Massachusetts Curriculum Frameworks provide a common guide for Massachusetts schools to develop curriculum grounded in an understanding of how children learn most effectively.  The faculty of the Early Childhood Education program illustrate the use of these frameworks as they design learning experiences that help candidates understand how to create powerful learning environments that meet the needs of diverse learners.

The faculty of the Early Childhood program encourage candidates to use technology as a learning tool and teaching tool during their prepracticum experiences.  The Teacher Technology Center is an integral resource in assisting candidates to demonstrate their understanding of the role of technology in learning and teaching.

Course Objectives and Outcomes:
Candidates will teach and observe a variety of lessons, demonstrating knowledge of developmentally appropriate practices and the subject matter of early childhood school curriculum, as outlined in the Massachusetts Curriculum Frameworks. Students will demonstrate knowledge of content, current methodology and organizational skills, and appropriate technology to effectively meet the needs of all learners, including culturally and linguistically diverse and special needs learners.  

Candidates will design, teach and evaluate an integrated unit, utilizing a variety of instructional strategies that take into account the developmental stage and needs of all students and the Massachusetts Curriculum Frameworks. 

Candidates will show the ability to communicate (orally and in writing) with students, parents, community members, professional colleagues and other school personnel in a clear, understandable and sensitive manner.  

Candidates will demonstrate the ability to reflect upon and self-evaluate lessons designed and taught by the candidate, and to use this reflection to improve practice.  

Candidates will participate on faculty committees and in workshops, seminars and other professional growth activities, and will be encouraged to join professional organizations.

Candidates will demonstrate the ability to organize and manage a classroom so as to foster students’ creative and analytical thinking skills, deal equitably and responsibly with all learners and show awareness of cultural and learning differences.  

Candidates will show evidence of having used multiple assessments, showing sensitivity to learning styles and the needs of all learners, guided by the understanding that assessment drives instruction.  

Candidates will take sole responsibility for an extended period of time – typically one week (two weeks for 15-week experience) for all aspects of the classroom, including designing activities/lessons, setting up a safe and stimulating environment, teaching, managing the classroom, and communicating with administration and parents.  

 Candidates will create a competency portfolio (see requirements, separate page) illustrating  and corroborating competence in the state-mandated areas of: subject matter knowledge, communication skills, instructional practice, evaluation, problem solving, equity, and professionalism.  

Course Topics
This field experience is designed to guide teaching candidates in the process of gradually taking full responsibility of a classroom through hands-on experience, mentoring and scaffolding by a cooperating practitioner, and regular observation and input by a college supervisor.  The course gives the candidate the opportunity to utilize various instructional strategies intended to meet the needs of all learners.  The candidate will practice teaching all components of the State Curriculum Frameworks in a developmentally appropriate manner.  Included in the experience is the design and implementation of an integrated, thematic unit and the opportunity to use teacher feedback, video review, reflection and self-evaluation as tools to improve teaching.  The topics of this course reflect the content of the prepracticum courses.  This is the time when candidates select and employ the methodology and strategies modeled and practiced during the prepracticum to meet the needs of all learners in their classrooms.  

Instructional Method and Activities
	Observation of and mentoring by cooperating practitioners
	Planning, teaching, and self-evaluations
	Feedback and discussion with cooperating practitioners and college supervisors
	Journal writing
	Video taping and reflection
	Seminars
Parent and colleague interaction (varies-letter, Parents’ Night, student conferences, classroom volunteers)

Evaluation and Grading
Assignments: 
Competency Portfolio (all components represent practicum experiences)

A variety of lessons observed: well planned, prepared and effectively taught, at least three of which will be observed by college supervisor (five for 15-week placements).  Candidates will take over sole teaching responsibilities for an extended period of time – typically one week (two weeks for 15-week placements). 

Professionalism:  Ability to set goals, actualize outcome, and reflect on the process both independently and cooperatively 

Collaboration: work cooperatively with cooperating practitioner and supervisor in planning, teaching and reflecting; positive interactions with students, parents and staff members 
	
Seminars -- attendance is mandatory 

Methods
	Self-evaluations and journals
	Written observations by supervisor
	Midterm evaluation and three-way conference (optional in 8-week placement)
	Competency Portfolio
	Final evaluation and three-way conference
Grading Components Suggested Percentage toward Final Grade:
Assignment 1 (Portfolio)	10-20%
Assignments 2 & 3 (Lessons and Professionalism)	60-80%
Assignment 4 (Collaboration)	10-20%

Course Policies
	Policies are to be followed as stated in the Bridgewater State College Student Teaching Handbook; some areas emphasized are:
Act and dress professionally at all times
Arrive early and prepared for the day
In case of absence leave a message for your supervisor and notify your cooperating practitioner
Attendance at seminars is mandatory

Texts
Shafer and Gower, The Skillful Teacher, is strongly recommended. All prepracticum materials, notebooks, texts, etc. should be reviewed for instructional ideas and strategies. The Early Childhood Faculty selected their textbooks and materials with care.  Use them as resources for weak areas and guidance for unit design.  Remember the Massachusetts Curriculum Framework (always on the web) is another excellent resource.

Suggested Readings
Professional Journals and Magazines
Candidates are encouraged to extract ideas from professional journals and how-to magazines.  Some recommendations:
	The Reading Teacher
	Language Arts
	Primary Voices K-6
	Young Children
	The Science Teacher
	Social Studies Journal
	Teaching Children Mathematics

Some “recipe“ magazines:
	The Instructor
	Mailbox (look for your grade level)
	Learning

Books
Children’s textbooks-The curriculum library contains a variety of children’s textbooks and instructor manuals. These are excellent resources for lesson content, age appropriateness and motivational ideas.  In your unit design, look through as many as possible. Make a professional decision on what to include, the best instructional sequence and what instructional strategies should be employed to meet the needs of all learners.

Professional Books for resources:
Allen, Janet. Words, Words, Words, Teaching Vocabulary in Grades 4-12  (1999) York, Maine:  Stenhouse Publishers
Bredekamp, Sue, Ed. Developmentally Appropriate Practice in Early Childhood Programs, Revised Edition (1997) NAEYC
Bronson, Martha. The Right Stuff for Children Birth to 8: Selecting Play Materials to Support Development, (1995) NAEYC
Burns, Marilyn. About Teaching Mathematics, A K-8 Resource, (1992) Math Solutions
Cunningham, Patricia. Phonics They Use, (1995)HarperCollins.
Derman-Sparks, Louise. Anti-Bias Curriculum: Tools for Empowering Young Children, (1989) NAEYC
Jensen, Eric. Teaching with the Brain In Mind, (1998) ASCD Sovchik, Robert. 
Katz, Lillian. Fostering Children’s Social Competence: The Teacher’s Role, (1997) NAEYC.
Katz, Lillian. Engaging Children’s Minds: The Project Approach, (1990) Ablex Publications.
Slaby, Ronald. Early Violence Prevention: Tools for Teachers of Young Children, (1995) NAEYC.
Templeton, Shane. Teaching the Integrated Language Arts, (1997) Houghton Mifflin.
Zemelman, Steven. Best Practice: New Standards for Teaching and Learning in America’s Schools, (1993) Heinemann. 
Technology resources:
Web sites given out or used in your prepracticum courses
Teacher Technology Center
Dr. Marvelle’s homepage has an excellent resource for portfolio information (go through BSC’s homepage)
E-mail your supervisor for quick results, if you have a question concerning methodology, e-mail that professor see (first initial, last name@bridgew.edu)  i.e.--nwitherell@bridgew.edu

Student-Teaching Competency Documentation Package
Package Guidelines      Revised 12/02

1. Throughout the semester you should be gathering evidence of your experiences and competencies and keeping them in a WORKING Portfolio. This evidence will include artifacts (lessons, assessments, copies of student work), an analysis of student achievement, and reflections about the experiences you are having.  At the end of the semester, you should SELECT your BEST EVIDENCE to prove your competency in each category to include in your portfolio.  Remember; we are looking for quality, not quantity.  

2. You should use a 1  1/2-inch 3-ring binder or 2-inch binder clip in which to present this evidence. You should organize your package around items listed on the “Product List.”
Use the following structure to present your evidence:
Product Category
Short Description of Artifact(s) Used to Document this Category, the Date item(s) were collected (if appropriate) and Location of Artifacts in the Appendix.  
In other words, what artifacts will you refer to as evidence of related to this Product..
All artifacts should be placed in the appendix. If you are using student work as part of your 
documentation, please only use photocopies and blacken out the student's name.  
Analysis/Reflection.  

3.  PLEASE NOTE:  YOU MUST HAVE an analysis/reflection for every competency category on the Product List.  This ANALYSIS/REFLECTION statement should be approximately 1 - 2 typed-pages in length.  The statement should tell why you selected the piece of evidence (i.e., "I selected this lesson because…”) and explain how it demonstrates the competency.  

4. Use the “Student-Teaching Competency Documentation Package Fact-sheet” (provided by your supervisor or included in this booklet) as the cover sheet.

5. Your Student-Teaching Competency Documentation Package should be neat and well written, but it DOES NOT need to be * FLASHY!  In fact, flashy may be distracting.  Unless a picture is used to document a competency, it is unnecessary.  PLASTIC sheets should NOT be used.  All packages should be bound in a 1 1/2-inch 3-ring binder or using a 2" binder clip.  

6. Your Student-Teaching Competency Documentation Package should be formally submitted to your college supervisor during the last week of student-teaching practicum.  Your supervisor will review it for competencies, grade it, and submit it to the Department for analysis.  Student-Teaching Competency Documentation Packages WILL NOT BE returned you.  Some of these packages will be used be to determine ways to improve our program and to document our program outcomes.  

Please keep in mind, the Student-Teaching Competency Documentation Package structure was designed to allow you, in a very straight-forward manner, to demonstrate your competencies.  It was not designed to serve as a "Job-Search" Portfolio.  You should have a portfolio (one with some flash, i.e., resume, pictures, etc.) to bring to an interview.  Please don’t assume that the structure used for the Student-Teaching Competency Documentation Package is appropriate for that purpose.  

Early Childhood & Elementary

Product List
12/02

All students who graduate from Bridgewater State College’s Early Childhood and Elementary Education programs must successfully achieve each of the Massachusetts teaching competencies.   The purpose of the Competency Portfolio is to assist you in documenting your achievements with evidence. The Department of Elementary & Early Childhood Education has identified 17 products (explained below) as vehicles for providing this evidence. All products should be viewed in light of developmental appropriateness.  Your evidence should represent your own work.  However, it may include information gathered and/or implemented as part of a professional team. You should not include items, such as a resume and other items typically found in a “Job Search” portfolio.  

Please refer to the Student-Teaching Competency Documentation Package Guidelines for information regarding the structure you should use to present your evidence of competencies. Student teachers should use a 2-inch binder clip to bind their package.   You must submit your Student-Teaching Competency Documentation Package to your student-teaching supervisor during the last week of the practicum or internship.  You should be prepared to present your portfolio to selected members of the Department, if so requested.

1. Interdisciplinary Thematic Unit (The Candidate Demonstrates Subject Matter Knowledge; The Candidate Plans Curriculum & Instruction)
Provide evidence of having designed and implemented a collection of lessons (10-15) that integrates at least two disciplines and uses a theme.  The Unit should present in such as way to demonstrate your in-depth, accurate understanding of the content that you are teaching. This Unit should have between 3-5 major objectives (connected to the Massachusetts Curriculum Frameworks) and should include assessments related to your stated objectives.  (EC – gather evidence in Primary placement.)

2. Evidence of Student Learning (The Candidate Plans Curriculum & Instruction; Delivers Effective Instruction)
Document student achievement by presenting and analyzing student results on assessment(s) that you used during and at the completion of a Unit or mini-unit.  In this section of the portfolio your goal is to provide evidence of student learning.  You should attempt to answer  -- “What percentage of the students accomplished my objectives?”; What did I do to follow-up with students who didn’t accomplish my objectives? In the appendix, you might include:  a copy of the assessment(s) that you used, i.e., teacher-made test, a checklist, an open-ended question with a rubric; a photocopy of a student response. (EC – gather evidence from either placement.)

3. Learning Center (The Candidate Demonstrates Subject Matter Knowledge; Plans Curriculum & Instruction; Delivers Effective Instruction)
Provide evidence of having designed, implemented, and monitored a “Learning Center” – a collection of hands-on activities (at least 5 activities) that focus on a theme.  This Center should have 1-2 major objectives (connected to the Massachusetts Curriculum Frameworks) and should include assessments related to the objectives.  (EC --To be completed in the PK-K placement.) 

4. Full Scope of Curriculum Content Areas
Provide evidence of observations and/or teaching of all aspects of the school curriculum.  You must address the following areas:  literacy, mathematics, science, social studies, physical education, health, art, and music.  In a descriptive narrative, you should discuss your experience either teaching these content areas (referring to your Unit or included lessons) or your observations of specialists teaching in these areas.  (EC -- Evidence should be gathered from both placements.)

5. Lesson Plan: Inquiry-oriented Approach (The Candidate Plans Curriculum & Instruction; Delivers Effective Instruction)
Provide evidence of having used an open-ended instructional strategy; i.e., having encouraged children to find and share their own answers to problems posed, without referring to predetermined “solutions”.  (EC -- Examples should be gathered from both placements.)

6. Lesson Plan: Cooperative Grouping (The Candidate Plans Curriculum & Instruction; Delivers Effective Instruction)
Provide evidence of having implemented a strategy that used a form of cooperative learning, whether it was a simple Think-Pair-Share or a more complex Jigsaw.  (EC -- Examples should be gathered from both placements.)

7. Lesson Plan: Using New Technologies (The Candidate Plans Curriculum & Instruction; Delivers Effective Instruction)
Provide evidence of having used technology as a teaching tool to enhance learning.  (EC -- Evidence can be gathered from either placement.)

8. Classroom Management (The Candidate Manages Classroom Climate and Operation)
Provide a description and reflection on your classroom climate, operation procedures, and classroom discipline. (EC – evidence from both placements.)

9. Multiple Assessments (The Candidate Delivers Effective Instruction)
Provide evidence that you have used several forms of assessment, including such types as performance assessments, open-ended questions and rubrics, observational checklists, teacher-made tests, “running records”, etc.  (Examples should be gathered from both placements.)  (EC -- Examples should be gathered primarily from the PK-K placement.)

10. Adapting for Differences - Children with Special Needs (The Candidate Promotes Equity)
Provide evidence of having adapted strategies, environments, and curriculum to meet specific identified needs of children with disabilities or developmental delays.  Include the specific IEP goals that were satisfied by these accommodations.  DO NOT USE REAL NAMES. (Examples should be gathered primarily from the Preschool placement.)  If you did, also include evidence of having used appropriate assistive technologies for children with disabilities. (EC -- Examples can be gathered from either placement.)

11. Adapting for Differences - Cultural and Linguistic Diversity (The Candidate Promotes Equity)
Provide evidence of having adapted strategies, environments, and curriculum to take into account culturally valued content and the children’s home experiences and to support home language preservation. If you didn’t have this opportunity, describe how you would have done this.  (EC -- Examples should be gathered from both placements.) 

12. Connections - Family and Community (The Candidate Meets Professional Responsibilities)
Provide a brief reflection and evidence of working with, communicating with, and coordinating with parents and families.  For example, document your experience with parent-teacher conferences, use of daily “communication notebook,” classroom newsletters, notes home, phone calls, home visits, parent nights, field trips, parent volunteers, IEP conferences, etc.), including resultant classroom accommodations that reflect the children’s families, cultures, and languages. (EC -- Examples should be gathered from both placements.)

13. Connections - Working with Multidisciplinary Teams (The Candidate Meets Professional Responsibilities)
Provide a brief reflection and evidence of working with or considering input from multidisciplinary teams of professionals (e.g., health, social services, physical or speech therapists, school curriculum teams, etc.) in preparing IEPs and devising and implementing curriculum to meet the special needs of children. If you didn’t have this opportunity, describe how you would have done this. In your portfolio you should include a one-to-two page reflection on this topic commenting on how you have or could work with people from other disciplines as a professional educator. 

14. Reflection on Communication Skills - Videotape/Reflection (The Candidate Delivers Effective Instruction)
Provide an analysis and reflection on your communication skills as they related to teaching.  Videotape at least two lessons (small or large group) and write an analysis and reflection on your competencies in the area of communication.  Your analysis and reflection should focus on answering the questions: “Was your language appropriate to students age, levels of development, gender, race, ethnic and linguistic and socioeconomic backgrounds?”  “Did you listen effectively to your students?”  Answer these and other questions by quotes from your recording.  IMPORTANT NOTE:  The video recordings should be unedited.  Both of them may be recorded on the same videotape.  The videos should not be included in your package, only the written analysis and reflection.  However, the videos should be available for review by your supervisor.  Audiotaping may be used in place of video at the discretion of the College Supervisor. (EC -- One video from each placement.)

15. Connections - Policies and Resources  (The Candidate Meets Professional Responsibilities)
Provide a brief description and reflection on how you have networked and coordinated with the professional community.  During your experience, you should continuously gather information about school policies (e.g., health procedures, discipline policies, confidentiality policies, procedures for reporting suspected abuse and neglect, volunteer practices, procedures for program evaluation, etc.) and community resources (e.g., social and health services available for families, advocacy and support groups, community organizations, professional organizations, and curriculum resources available in the local community).  NOTE:  You should not include school policies and community resources in your package. In your package you should include a reflection on these policies and resources and how you have (or could) use them as a professional educator.

16. Technology Skills (The Candidate Meets Professional Responsibilities)
Provide a brief reflection and evidence of your skills with new technologies (e.g., using the Internet to gather information, designed the PowerPoint demonstrations for Parent Open House, used Internet to connect to other classrooms, etc.) (EC – evidence from either placement.)

17. Professionalism (The Candidate Meets Professional Responsibilities)
Provide a brief reflection and evidence that you are continuing your development as a professional educator. This may include attending in-service workshops and/or professional conferences, joining a professional educator’s society, etc. 

18. Journal Reflection (The Candidate Meets Professional Responsibilities)
You must maintain a journal in which you reflect on your teaching and your growth as a professional educator.  NOTE:  The journal should not be included in this package.  However, it should be available for review by your supervisor. Some supervisors may request you to write your journal in the form of an “email journal” that is submitted to him/her on a weekly basis.  In your portfolio you should include a one-to-two page reflection on your growth as a professional educator.  This reflection should be based on your journal reflections.