Student Teaching Syllabus

University of Maine Farmington

Spring Semester 2017

Instructor: Deborah Baker E-Mail: deborah.baker@maine.edu

Home Phone Number: 207-655-4882 Cell Phone Number: 207-671-4961

Course Description

Student teaching is a field experience that provides future educators the opportunity to
apply their acquired knowledge and skills in public schools. It requires the collaboration
of student teachers, mentor teachers, and student teacher supervisors. Students will be
expected to participate and reflect upon every facet of teaching. The supervisor provides
specific feedback and support throughout student teaching.

Seminars will provide an environment where challenges and successes can be addressed
and celebrated. Topics to be discussed include: diversity, classroom management,
standards, curriculum, instructional strategies to meet the needs of all learners,
assessments, analyzing data, grading, reporting students achievement, school law,
professional learning communities, portfolio development, and career opportunities. At
Seminars, students will be expected to demonstrate their knowledge and skills, give
support to one another, and address any concerns.

Students will complete UMF assignments, plan lessons aligned with the UMF lesson
plan format, attend scheduled Seminars, attend professional development activities, and
participate in the UMF Portfolio Fair. They are expected to demonstrate professionalism
throughout the field experience.

Resources:
UMF Student Teaching Handbook and UMF Field Services website
The First Days of School by Harry Wong
State of Maine: Getting to Proficiency www.maine.gov/doe/proficiency/index
State of Maine: Bullying Prevention www.maine.gov.bullyingprevention
State of Maine: The ESL Go-To Chart www.maine.go/education/esl
State of Maine Special Education Regulations www.maine.gov/education/speed
Achieving the COMMON CORE www.achieve.org
The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann
Tomlinson
Whatever It Takes: How Professional Learning Communities Respond When Kids Dont
Learn by Richard Dufour, Rebecca Dufour, Robert Eaker, and Gayle Karhanek
ASCD SmartBrief http://www.smartbrief.com/news/ascd and ASCD webinars
Marzano Teacher Evaluation Model and iObservation
Student teachers will know:

UMF student teacher expectations which are described in the handbook and
syllabus.
Maine Common Core Teaching Standards and ISTE NETS-T Standards.

Student teachers will be able to:

Demonstrate professionalism at all times and increase his/her responsibilities over

time to assume full teaching load including non-teaching duties.
Understands how students learn and develop, recognizing the patterns of learning
and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging experiences. (Maine Common Core
Teaching Standard 1)
Understands individual differences, diverse cultures, and communities to ensure
inclusive learning environments that allow each learner to reach his/her full
potential. (Maine Common Core Teaching Standard 2)
Work with learners to create environments that support individual and
collaborative learning, encouraging positive social interaction, active engagement
in learning, and self motivation. (Maine Common Core Teaching Standard 3)
Understand the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these
aspects of the discipline accessible and meaningful for learners. (Maine Common
Core Teaching Standard 4)
Understands how to connect concepts and use differing perspectives to engage
learners in critical/creative thinking and collaborative problem solving related to
authentic local and global issues. (Maine Common Core Teaching Standard 5)
Understands and uses multiple methods of assessment to engage learners in their
own growth, to document learner progress, and to guide the teachers on-going
planning and instruction. (Maine Common Core Teaching Standard 6)
Draws upon knowledge of content areas, cross-disciplinary skills, learners, the
community, and pedagogy to plan instruction that supports every student in
meeting rigorous learning goals. (Maine Common Core Teaching Standard 7)
Understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build
skills to access and appropriately apply information. (Maine Common Core
Teaching Standard 8)
Uses evidence to continually evaluate his/her practices, particularly the effects of
his/her choices and actions on others (students, families, and other professionals
 in the learning community) and adapts practice to meet the needs of each learner.
(Maine Common Core Teaching Standard 9)
Seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance
the profession. (Maine Common Core Teaching Standard 10)
Model and apply the National Education Technology Standards for Teacher
(NETS-T) as they design, implement, and assess learning experiences to engage
students and improve learning: enrich professional practice; and provide positive
models for students, colleagues, and the community. (Maine Common Core
Teaching Standard 11)

National Educational Technology Standards for Teachers (NETS-T)

1. Facilitate and inspire student learning and creativity: Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-
to-face and virtual environments.
2. Design and develop digital age learning experiences and assessments: Teachers
design, develop, and evaluate, authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in
context and to develop knowledge, skills, and attitudes identified in the National
Educational Technology Standards for Students (NET-S).
3. Model digital age work and learning: Teacher exhibits knowledge, skills, and
work processes representative of an innovative professional in a global and digital
society.
4. Promote and model digital citizenship and responsibility: Teachers understand
local and global societal issues and responsibilities in an evolving digital culture
and exhibit legal and ethical behavior in their professional practices.
5. Engage in professional growth and leadership: Teachers continuously improve
their practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of
digital tools and resources.
 Student Teaching Informal and Formal Assessments

A variety of assessments will be utilized to evaluate the skills which are described in the
Maine Common Core Teaching Standards. Student teachers will be assessed to:

Keep a lesson plan book and a grade book (or an equivalent system) to record
student progress and/or achievement results. The supervisor will review these
during visits.
Prepare a lesson plan for every lesson. It will be reviewed by the mentor before
the lesson is taught. When the supervisor observes, a lesson plan based on the
UMF lesson plan format will be prepared.
Respond to feedback from the mentor and supervisor.
Create an action plan which are based on perceived or identified strengths, as well
as, areas for professional growth.
Videotape three lessons and analyze them.
Complete a Contextual Factor assignment which is a collection of information
about the school community, classroom factors, characteristics of students, varied
approaches to learning, students skills and prior learning, and implications for
instructional planning and assessing. The knowledge will guide effective learning
activities and maximize the learning potential of all students. This assignment
will be posted on TK20.
Complete a Teacher Work Sample which demonstrates their ability to: develop
learning goals, plan assessments which are aligned to objectives, design
instruction to meet the needs of all students, analyze students learning, and reflect
on learning.
Write a philosophy of education that will be woven from experiences in the
classroom, Seminars, and other professional development activities. This
document will describe the beliefs which will guide decisions as an educator.
Attend an IEP meeting and complete a written reflection on the meeting.
Submit a Two Week Progress Report, mid-term evaluations, and final evaluations.
Create a Portfolio which will include the following:
Table of Contents
Philosophy of Education
Final Action Plan
Documentation of standards- 2 artifacts for each standard
Rational statement for each artifact
Participate in Portfolio Fair and exit interview.
Attend any meeting to which mentors are expected to attend.
Attend all Seminars and UMF professional development activities.
 Guidelines for Written Work

All written work should demonstrate professional knowledge and skills.

Guidelines for Communication

UMF course work requires student teachers to communicate effectively. Verbal and
non-verbal skills will demonstrate respect of others. Communication requires listening
carefully whether there is agreement or not. Individuals will state positions with clarity
and disagreement with tact based on UMF student teacher expectations.

Academic Integrity Code

The students and faculty at UMF are dedicated to upholding the highest standards of
academic integrity.
(http:catalog.umf.maine.edu/show.php?type=subcategory&id=37&version=2012-2013)

Equal Education Opportunity

Equal educational opportunity is offered to students with special needs due to disability.
Please notify the instructor if a reasonable accommodation is needed to meet course
requirements.

Grading

Grading for student teaching is PASS/FAIL. The final grade will be based on
assessment results, Seminar participation, Portfolio presentation, his or her actions on
others (learners, families, colleagues, school professionals, and community members),
mentor teacher observations and evaluations, and supervisor observations and
evaluations. To pass student teaching, the student teacher must demonstrate an
understanding of the Maine Common Core Teaching Standards and National
Educational Technology Standards for Teachers(NETS-T).
 Assignments Aligned to Maine Common Corer Teaching Standards
and
National Educational Technology Standards for Teachers

Observe Mentors Classroom Management Strategies and Interview Him or Her.

Standards: All Standards
Review School Handbook
Standards: 2,3,6,7,8,9,10, and 11
Discuss and Collect Two Week Progress Report
Standards: 3,7,8,9, and 10
Develop Goals and Action Plan
Standards: All Standards
Collect and Analyze Data for the Contextual Factor Assignment
Standards: All Standards
Write a Philosophy of Education
Standards: All Standards
Complete Video Analysis
Standards: All Standards
Complete Teacher Work Sample
Standards: All Standards
Reflect on IEP Meeting
Standards: All Standards
Complete and Reflect on Panorama Student Survey Results
Standards: 9 and 10
Discuss and Collect Mentors Observations and Evaluation Forms
Standards: All Standards
Develop Portfolio
Standards: All Standards
 Student Teacher Seminars
(Topics and due dates will change as needed)

Tuesday, January 17 9:00 1:00

Orientation

Build cooperative relationships among participants.

Identify student teacher and mentor teacher expectations.
Review UMF Student Teaching Handbook, Seminar Assignments, and Portfolio Expectations.
Identify contents of a plan book and grade book. Why are they necessary?

Assignments:

Observe mentor teacher, record observations, and interview him/her regarding effective classroom
management techniques and effective instructional strategies to meet the needs of ALL students. (Be
prepared to share your findings on 1/30 or 1/31)
Bring CFA data.
Review School Handbook.
Discuss and collect the mentor's 2 Week Progress Report.

Monday or Tuesday, January 30 or 31 3:15 6:15

Curriculum, Instruction, Assessments, and Grades

Review effective classroom procedures, school curriculum, instructional materials, and assessments
that support students' learning. How are these related to your CFA and TWS
assignment?
Identify and Discuss effective classroom management strategies.
Create a bully free classroom.
Identify and review effective strategies to meet the needs of ALL students.
Discuss how completed UMF lesson plans shows evidence of your understanding of the Maine
Common Core Teaching Standards.
Review literacy skills.

Assignment:

1.) Complete the CFA. (Due 2/13 or 14)

2.) Complete Action Plan. (Due 2/13 or 14)
3.) Turn in Two Week Progress Report. (Due 2/13 or 14)
Monday or Tuesday, 2/13 or 14 3:15 6:15

Diversity and Analyzing Students Achievement

Answer the following questions: Do you know the individual learners strengths and needs? How do
you know when your instructional strategies and assessments are effective for all learners? What will
you do when students do not meet lessons objectives? When you reflect on lessons taught, are the
specific learning results reported clearly? For example, a specific statement might be: 90% of the
students met the objectives. For the students who did not meet the standards, I will . How might you
involve parents and other staff members in the learning process?
Identify procedures to analyze. Grade, and report students achievement.
Describe how you modify instruction, assignments, assessments, and grades for all.
Review Teacher Work Sample expectations.
Identify components of your philosophy of education: What does your philosophy have to do with your
roles and responsibilities as a teacher?

Assignment:

1.) Complete your concise Philosophy of Education. (Due 2/27)

2.) Complete 1 video tape and classroom management form. (Due 2/27)
3.) Complete an action plan. (Due 2/27)
4.) Complete TWS. (Due 4/10 or 11)

Monday, 2/27 in Augusta 3:15 6:15

Job Search and Interviewing Skills

Learn effective strategies as you develop cover letters and resumes.

Identify the essential components to include in your resume which are based on your strengths.

Assignment:

1.) Complete a videotape and video analysis forms. (Due 3/13 or 14)

Monday or Tuesday, 3/13 or 14 3:15 6:15

Its the Law

Learn of laws and policies (state and national) that impacts all educators and students.
Review the process of identifying Special Education students and English Language Learners.
Define RTI and identify common intervention strategies.
Prepare for parent conferences.
Review Portfolio expectations and identify possible artifacts.
Assignment:

1.) Reflect on the feedback youve received from mentor and supervisor. (Due 3/20)
2.) Complete Teacher Dispositions and Professional Expectations form and Essential Areas of
Teaching form. (Due 3/20)
3.) Collect mentors completed forms: Teacher Dispositions and Professional Expectations form,
Essential Areas of Teaching form, and Classroom Management Observation form. (Due 3/20)

Monday, 3/20 at UMF 9:00 3:00

Professional Development Day and Job Fair

Monday or Tuesday, 4/3 or 4 3:15 6:15

Professional Learning Communities and Portfolio Expectations

Identify and discuss characteristics of Professional Learning Communities.

Review Portfolio Expectations.

Assignment:

1.) Reflect on attending an IEP. (Due 4/10 or 11)

2.) Complete TWS. (Due 4/10 or 11)
3.) Identify a problem, incident, or challenge to share with others. (Due 4/10 or 11)

Monday or Tuesday, 4/10 or 11 3:15 6:15

Resolving Issues and Portfolio Expectations

Share problem, incident, or challenges with others.

Practice responding to a difficult school community member.
Review possible Portfolio artifacts.

Assignment:

1.) Identify artifacts for the Portfolio. (Due 4/24 or 25)

Monday or Tuesday, 4/24 or 25 3:15 6:15

Job Search and Interviewing Skills

Identify effective teacher behaviors. (What do administrators consider when hiring beginning
teachers?)
Identify specific questions asked at interviews and practice answering them.
Review job applications.

Assignment:

1.) Complete reflection based on your action plan and future goals. (Due on day of Portfolio Fair)

Monday thru Thursday, 5/1-4 11:30 4:00

Portfolio and Exit Interviews

1.) Complete and Collect Panorama surveys. (Due 5/10)

2.) Complete Teacher Dispositions and Professional Expectations form and Essential Areas of
Teaching form. (Due 5/10)
3.) Collect mentors completed forms: Teacher Dispositions and Professional Expectations form,
Essential Areas of Teaching form, Classroom Management Observation form, and Letter of
Reference and Checklist. (Due 5/10)

Wednesday, 5/10 9:00 3:00

Professional Development Day and Celebration at UMF

January 18, 2017

Dear Colleague,

I would like to thank you for sharing your skills and expertise with a student teacher.
You and other mentor teachers help future teachers acquire the knowledge and skills to
begin a successful career in education. I know you will spend a great deal of time
guiding your student teacher. Thank you!

Student teachers are familiar with the UMF handbook and can answer questions you
might have now. I'm looking forward to meeting with you to answer any questions once
the school year begins. In addition, I will complete 4 formal observations of the student
teacher during the placement. After an observation, I will meet with the student teacher
for a post-conference. The time frame for the observations is as follows.

Observation #1 February
Observation #2 March
Observation #3 and #4 April

Student teachers are expected to attend Seminars. They will be held at Gilbert
Elementary School or Saco Middle School and begin at 3:15 pm. Please allow your
student teacher to leave early if needed.

Collaboratively, we can create a meaningful experience for this future teacher. Do not
hesitate to contact me for any reason. I am looking forward to working with you!

Sincerely,

Deborah Baker
UMF Student Teacher Supervisor
deborah.baker@maine.edu
207.671.4961 (cell phone number)