Course Syllabus

Edu T&L 884 G 23, Graduate - 2 credits

MSAT Clinical Seminar

Winter 2004  - Fridays 11:45 am -1:00 pm

 

 

Course Schedule - Portfolio Requirements - Debate Teams - Debate Rubric

Instructors:

 

Vicky Kirschner, Ph.D.                                            Paul E. Post, Ph.D.

249-B Arps Hall                                                        1100 Kinnear Rd. Suite 100

292.8073                                                                     292.7471

kirschner.2@osu.edu                                               post.1@osu.edu

 

Preparing EducatorsÉOur Mission

 

The mission of the educator preparation unit of The Ohio State University is to prepare educators, through the generation and use of research, who are highly qualified for and who are passionate about maximizing student learning across all P - 12 school age and demographic groups.

 

 

Rationale:

 

This seminar is intended to help connect educational theories with classroom field experiences and teaching practices. It is designed to provide Mathematics, Science, and Technology Education (MSAT) interns with the commitments and dispositions required to be successful teachers. Interns will develop strategies for meeting Praxis III requirements during their entry year of teaching. Skills will be developed for documenting professional development and growth for both career placement and the Praxis III evaluation. Below are listed the candidate proficiencies to be developed.

 

Relationship to Other Courses

 

This course is a required part of the MSAT MEd program. It is a follow up to the Autumn Clinical Seminar, a predecessor to the Spring Clinical Seminar, and a companion to the Winter Field Experience.

 

Candidate Proficiencies

 

Candidates for initial teacher preparation shall:

 

3.1 understand the policy context of schools and demonstrate knowledge of, and be able to respond to, the cultural, economic, ethical, legal, and political issues surrounding diversity, equity, and efficacy in terms of student learning;

 

5.1 create learning environments that are safe and encourage active inquiry, collaboration, supportive interaction, fairness, consistent standards of behavior, and self-motivation for all students;

 

5.2 foster relationships with the school community to create a shared vision focused on student development and learning; and

 

5.3 provide an environment that allows for ongoing and appropriate communication and rapport with students, colleagues, parents, guardians, and the school community in order to support student development and learning.

 

6.1 facilitate student learning of the subject matter through the articulation of clear learning goals and instructional procedures, and the presentation of the content in meaningful and comprehensible ways;

 

6.2 create and select appropriate assessment strategies aligned with stated goals for the affective and cognitive development and learning of all students;

 

7.1 use research and data to advance the quality of their own knowledge and the effectiveness of their own professional practice, and that of their colleagues, in terms of student growth and achievement; and

 

7.2 develop relationships with colleagues in order to design, implement, and evaluate initiatives aligned with the diverse needs of learners.

 

8.1 a belief that all students can learn and meet reasonable standards and expectations;

 

8.2 a willingness to study the best and most promising professional practices that impact student learning.

 

Course Objectives:

 

  1. To provide a forum for discussing and processing field experiences and current issues/problems in teaching and learning.
  2. To integrate theoretical concepts into classroom / instructional practices.
  3. To become reflective observers and practitioners of education.
  4. To explore professional development opportunities.
  5. To create a professional portfolio for career placement and to document their teaching ability.

 

Grading / Evaluation

 

Your quarter grade for this seminar will be calculated based on the following:

 

Grading Elements

Preparedness, participation, attendance, & timeliness    20%

Presentations                             20%

Portfolio                                     60%

Total                                          100%

 

Grading Scale

94-100%          A

90-93                       A-

87-89               B+

84-86               B

80-83               B-

77-79                       C+

74-76           C

70-73           C

65-69           D+

60-64           D

00-59           E

 

Required Textbook:  Classroom Management for Secondary Teachers by Emmer, Evertson, Clements, & Worsham (5th ed.)

 

Diversity

 

Discussions, debates and speakers will all be inclusive of diverse student populations served by schools.

 

Technology

 

Interns will be expected to make appropriate use of technology in their presentations to the seminar, mainly in their debates.

 

Academic Misconduct

 

 

Materials Available in Another Formats

Any student with a documented disability, who may require special accommodation, should self-identify to the instructor as early as possible to receive effective and timely accommodation.