ED 450

Course Title: Seminar in Teaching

Credits: One (1)

Course Description:

Taken concurrently with regular student teaching. It is designed to help the student teacher better understand and apply the education principles and theories in full-time classroom teaching experience. It focuses on the roles, responsibilities, issues, and concerns of student teachers such as classroom management, instruction, assessment, multicultural education, human relations, State Board of Education guidelines, policies and programs, and professional practices.

Objectives:

The goal of ED 450 is to help each student become a professional decision maker. It should assist the student to be effective in student teaching, make the transition from student to teacher, and integrate and apply all that has been learned to a full-time field-based, clinical experience.

The students will:

1.     understand and apply professional knowledge in their classrooms during student teaching

2.     be prepared to assume full responsibilities of a teacher.

Topical Outline:

The seminar is based upon the needs and concerns of the student teachers as they assume full-time teaching responsibilities. The areas that are generally discussed include:

1.     CLASSROOM MANAGEMENT - usually the most challenging and important skill to be acquired during student teaching. Should be covered early in the student teaching experience to better equip the students to assume the responsibilities of managing the classroom and student behavior.

2.     INSTRUCTIONAL AND ASSESSMENT COMPETENCE - the students are putting into practice the planning, teaching and evaluation skills learned in their university classes. Some assistance may be needed to make this process smooth and successful.

3.     MULTICULTURAL EDUCATION AND HUMAN RELATIONS - learning to appreciate and work with the diversity in the school community is essential. There will be some biases, tensions, and problems to be overcome.  The Michigan State Board of Education Policy Statement on multicultural education will be discussed and NMU’s Policy Statement will be distributed and discussed.

4.     EMPLOYMENT AND BEGINNING TEACHING - most students will be seeking teaching jobs immediately after student teaching and need to be advised on the ways and means of obtaining employment. The challenges of beginning teaching and the support for first year teachers will be discussed.

5.     PROFESSIONAL POLICIES AND PRACTICES - an understanding of professional policies and practices such as ethics, certification, law, professionalism, roles and responsibilities, curriculum, culture, conferencing, administration and school services is necessary. State Board of Education guidelines, policies and will be discussed and may include the following:

a.     Entry-Level Standards for Michigan Teachers;
        Criteria for an Assessment of Pedagogy

b.     Administrative Rules Governing the Certification of Michigan Teachers;

Procedures for certificate denial, suspension, and reinstatement (Administrative Rules Governing the Certification of Teachers, Part 10);          

        Frequently Asked Questions for Michigan Teacher Certification

c.     The Revised School Code;

d.     Section 1230 (concerning criminal records check by State/FBI), Section 1535a, 1539a, and 1539b (concerning requirements for reporting, notification, criminal convictions, and suspension), and Section 1809 (concerning certification fraud);

e.     Procedures for certificate denial, suspension, and reinstatement (Administrative Rules Governing the Certification of Teachers, Part 10);

f.     Public Act 25 (concerning school improvement)

g.     No Child Left Behind

(NCLB), MI: http://www.michigan.gov/mde/0,1607,7-140-28815---,00.html

h.     Michigan Specific Standards/Rules/Guidelines

i.      Michigan School Report Card: https://oeaa.state.mi.us/ayp/

Teaching Strategies:

A seminar is defined as a group of supervised students doing research or advanced study. The strategies include readings, presentations, whole class discussions, demonstrations, small group discussions, and written assignments such as reflective journals to share the class research and study of teaching.

Knowledge/Research Base:

Our pre-student teaching field experiences give the students an opportunity to better understand and apply educational principles and theories. The need to apply these principles and theories to classroom situations is more dramatic and pressing during the student teaching phase of their teacher training program. The seminar offers a group setting for the sharing of concerns and the discussion of issues affecting the student teachers.

The knowledge base for this seminar comes from a broad range of research in the areas covered. The seminar will provide an opportunity to analyze, synthesize, evaluate and apply the knowledge acquired in their education program.

Exit interviews and written evaluations by students indicate that the seminars are effective and valued elements in assisting them accomplish the stated goals and objectives. A review of the literature supports the process and content of the seminars.

Performance Assessment:

Informal evaluation will occur through class participation, discussion, observation and written assignments. Because of the nature of the seminar, S/U (Satisfactory/Unsatisfactory) grades will be given. Students will pass the course based on attendance, participation and written assignments. Failure to attend all the classes or to complete the written assignments satisfactorily will result in a failure for the course. The following are specific requirements:

1.     Attendance and participation is required at all seminars.

2.     An acceptable reflective and self-evaluative journal of at least two face pages per week due at each seminar after the first.

3.     An acceptable portfolio will be due by the end of the seminar. The portfolio requires you to document and submit evidence electronically of your ability to affect student learning.  The portfolio may include cover page, table of contents, resume, transcripts, philosophy, recommendation letters, description of activities, examples of work (plans, tests, units, etc.), evaluation reports, pupil evaluations, and honors. A videotape/CD of your teaching may also be required.  Further requirements and evaluation criteria will be addressed in seminar.

NOTE:  If you have a need for disability-related accommodations or services, please inform the Coordinator of Disability Services in the Disability Services Office at 1104 of the University Center (227-1700) or TTY (227-1543). Reasonable and effective accommodations and services will be provided to students if requests are made in a timely manner, with appropriate documentation, in accordance with federal, state and University guidelines.