STUDENT TEACHING SEMINAR

TUESDAY, 4:30-6:30 PM
Dr. Mark Pearcy, Assistant Professor
Office: Memorial Hall, Room 102Q
Phone: (609) 895-5405 (office)/(941) 321-2275 (cell)
Email: mpearcy@rider.edu
I.

COURSE DESCRIPTION/GOALS:

Student Teaching and Seminar (EDU 465) (GLTP 570) is a full-time program for seniors
providing practical teaching experience in an accredited school. Under the direct supervision of
the cooperating teacher, student teachers are responsible for the planning of lessons and for
teaching in their areas of specialization and for developing a high level of teaching competency.
Supervisors from Rider observe the student teacher at work, confer with the cooperating teachers
and student teachers, and evaluate the growth of the student teachers throughout the internship
period. Special topics are considered in seminars held in conjunction with student teaching.
The Seminar portion of this course is designed around three themes: (1) creating and maintaining
a collaborative and professional learning environment, (2) identifying and practicing effective
instructional strategies, 3) using reflection as a tool to improve instruction and (4) preparing for
the job market. A fundamental thread that supports of all of these areas is how language,
professionalism, and reflection influence learning. The specific course objectives are:
II.
III.
IV.
V.
VI.
VII.
VIII.

Develop the skills necessary to establish and maintain effective classroom management
Develop effective teaching strategies
Develop the skills to establish an effective learning environment in the classroom,
motivate and engage students in learning
Develop the skills necessary to develop effective relationships with key constituents
including students, parents, colleagues and administrators
Develop the skills of observation and reflection and use them to grow professionally
Develop the skills necessary to compete in the job market
Develop a peer support network

Student teachers will engage in collaborative study of teaching-related topics through reading,
writing, discussion and reflection on their work in classrooms. The seminars will help student
teachers synthesize knowledge from their professional program. Systematic methods will be
employed as participants analyze their own teaching.
II. COURSE RATIONALE
Seminars are designed to be a support system for student teachers as they proceed through the
capstone course in the teacher preparation program. Support is provided by the seminar leader
and fellow student teachers as well as by cooperating teachers and college supervisors of student
teaching. Riders teacher education program follows a developmental-reflective professional
model, as described in the conceptual framework above. Each element is emphasized in the
Student Teaching Seminar.
III. OVERVIEW
This professional seminar is designed to accompany and support your work in the field. The
goal of this integrated experience is to develop skills of self-study and professional learning that
will help you perform at your highest level in your fieldwork and begin a life-long habit of
professional learning.
The standards against which your performance will be evaluated will be those established by the
Interstate New Teacher Assessment and Support Consortium (INTASC) and Rider University.
These standards are consistent with Rider's Conceptual Framework that supports a strong
knowledge base, commitment to the profession and the reflective nature of professional thinking,
learning, and action.
IV. SEMINAR ASSESSMENTS:
Preparation, Participation and Professionalism: it is expected that you will be present, physically
and intellectually, at all seminar meetings. Absence from seminar or tardiness will affect your
grade, which will be based on the following:

Completion of weekly readings as assigned in class

Participation in class activities and discussions
Collaboration with other members of the seminar
The ability to self-reflect and set goals for your own learning
An growth mindset
Professionalism in class at Rider and in your student teaching placement field (this includes
attendance, punctuality, dress, use of appropriate speech and initiative)
Completion of cover letter and resume
Attendance at one professional meeting (e.g. NJEA, SEA, CEC, staff development at your school,
etc.)
Attendance at all return to campus events

REQUIRED ACTIVITIES The following are minimal expectations for seminar. Others may be
added as we identify additional needs to be addressed in seminar meetings.
1. As with all professional education classes, attendance is considered a professional
responsibility.
2. Productive participation and contribution in all discussions of seminar topics.
3. Preparation and submission of an electronic professional portfolio that will serve as: (a)
documentation of your development and achievement in the student teaching experience, (b) a
tool for reflection and professional growth, (c) a vehicle for marketing your professional worth to
use in your job search activities, and (d) evidence of attainment of each of the ten INTASC
(Interstate New Teacher Assessment and Support Consortium) Core Teaching Standards. The
INTASC Standards, as revised, are outlined below.
THE FOLLOWING ITEMS MUST BE INCLUDED IN ALL PORTFOLIOS:
1.
2.
3.
4.
5.
6.

Video Critique
Unit Plan
Captioned Artifact Collection-Bridging Theory Into Practice
Reflective Essay/Journal
Student Growth Study
Philosophy Statement

1. VIDEO CRITIQUE
You will produce, edit, and critique a video recording of your teaching. It could be a single
lesson, parts of multiple activities or even a part or parts of a single lesson. You will need
permission before recording so check with your cooperating teacher regarding procedure to
follow.
Along with the video, you will submit a written critique of the teaching that has been recorded.
The video serves as documentation of your ability to teach and the critique documents your
ability to reflect on your teaching in order to foster growth and development as a professional.
The critique should be at least one page (single spaced) in length; it should be balanced and it
should be analytical in nature.

2. UNIT PLAN
1) A unit plan, including evidence of student learning, covering a part of the curriculum
that you will be teaching during this field experience. For this portfolio, a unit is defined
as a set of interconnected activities that introduce and explore, develop and expand an
understanding of a topic. The unit gives you the opportunity to demonstrate effectiveness
as you plan, teach, motivate, assess, give feedback, and evaluate your instruction with the
emphasis on student learning. For this assignment, follow the included template (see
below).

a. Include the profiles (anonymous please) of two students of varying ability levels.
If possible include samples of work done by these students. Analyze the learning
evidenced by these students in terms of unit objectives.
b. Conclude with a reflection on the success of your unit. What did your students
learn? Were you able to document students learning? Were you successful in
motivating your students? What was the most successful strategy you used? Why?
What was least successful? Why? What problems did you encounter? What would
you do differently if you taught this unit again?
2) Other items in the portfolio will similarly document important aspects of your teaching
style, your teaching competency, and your teaching strengths.
Portfolio due date is Tuesday, April 26/Tuesday, May 3, our last two seminar meetings. You
are encouraged to begin collecting artifacts right away. This should not be seen as extra work,
it is simply designed to get you in the habit of collecting evidence to document that you are a
good teacher. It will be easier to weed out than to add at the last minute
UNIT PLAN TEMPLATE:
1. Title:
2. Essential Question(s):
a. Represents the big idea; what is this lesson about? What are you teaching it for?
3. Content:
a. What is the information knowledge you are teaching (early American Revolution,
Stamp Act, Sugar Act, Townshend Duties, etc.)?
4. Standards:
a. Provides applicable New Jersey Common Core Standards and/or 2009 New Jersey
Core Curriculum Content Curriculum Content Standards.
5. Instructional Objectives:
a. Identifies desired student outcomes that clearly establish how the learning is assessed
6. Time Necessary:
a. Up to a week-long unit plan is permissible. Each of the three lesson plans can vary in
length, but the entire unit should not exceed one week.
7. Sequence of Learning Activities:
a. Includes the beginning (introduction/anticipatory set), middle (supporting activities),
and ending (closure) of the lesson stated with sufficient detail and clarity that a
substitute teacher could follow the plan
8. Differentiation of Instruction:
a. Shows evidence of considering students learning styles and needs at the lesson level
and/or providing accommodations based on a students IEP
9. Appropriate Use of Technology:
a. Applies technology to enhance the teaching and learning process
10. Connections:
a. Recognizes linkages within and among content areas and to the real world
11. Assessment/Evaluation:
a. Provides objective evidence that students attained the lessons instructional objectives
12. Materials/Resources:
a. Identifies supplies and/or resources needed to implement the lesson plan

3. CAPTIONED ARTIFACT COLLECTION-BRIDGING THEORY INTO PRACTICE

You will be gathering a collection of at least 10 artifacts from your teaching experience (one per
InTASC standard). These artifacts may include, but are not limited to, portions of lesson plans,
portions of reflections, letters to parents and students, and photos of classroom activities (be sure
to adhere to school policies regarding photographing students).
You will capture the artifact (by scan/screenshot/link/copy and paste) and explain how it
addresses the InTASC standard/Danielson domain and how it relates to the theories that you
learned during your coursework before your student teaching semester.
Be sure to clearly identify each standard and explain the context of the artifact and how it meets
the standard. Be sure to relate each artifact back to your coursework. Use appropriate citations
where applicable.
Handouts that align the INTASC standards with the Danielson framework as well as the
Danielson Smart Card are available on Canvas (these were also distributed at orientation).
Additional materials to support your work will be provided by your supervisor.
Here is a link to create your folio for this work on Canvas, however you can use any web folio
tool (i.e. Weebly) to complete this project. You will submit a link once your project is
complete.
http://www.screencast.com/users/scarbonaro/folders/Jing/media/2da56ee1-3eeb-42c2-a996ad0a6308a0d7

See the addendum at the end of this syllabus for more information on this assignment.

4. IMPACT ON STUDENT LEARNING STUDY

In this assignment student teacher candidates are required to select a student or a group of several
students, and carry out a long-term study of his/her/their learning. The project begins as early as
possible in the semester, ideally as soon as the student teacher candidate takes control of a
substantial part of the curriculum. It extends as long as possible throughout the student teaching
semester. This project may be in collaboration with the co-operating teachers learning
objectives (SGOs).
Two brief presentations are required:
1) Prepare and deliver a brief oral presentation (2-3 minutes) detailing your plans for
research
Identify the focus of the case (who, the context). Use initials or first name only.
What is the problem, concern, or reason for choosing this case? Be specific.
Identify the assessments that you will use.

How are you working on the case to problem-solve with other professionals in the
setting? Be specific.
Describe the strategies you are using and trying and discuss progress/set backs.
Mixed quantitative and qualitative data are acceptable, even appropriate in school
settings.
2) Near the end of the term, report your research findings to the class (five minutes to
present, two minutes for questions). Submit an executive summary (two pages maximum
in length) of your research at the time of this presentation. The summary should specify:
(1) what the problem/issue/question was, (2) what intervention you attempted, (3) the
results of your intervention, and (4) a reflection as to why you think you got the results
you did.
Include at least two references in the professional literature that were helpful to
you in this project.

SCHEDULE
Each session will include sharing from your experiences in the field and as a result the schedule
may be modified. It would be especially helpful if you identified topics that seem to be pressing
and we will make every effort to incorporate them in the next sessions agenda.
DATE
TOPICS
1/22/16
Student Teacher Orientation
1 1/26/16
Orientation/first meeting
2 2/2/16
Early stages of student teaching
3 2/9/16
Initial jitters, Identifying successful v. problematic student teachers
4 2/16/16
Assessment & SGOs
2/23/16: No seminar meeting (Mandatory event Thurs., 2/25/16: Interview Preparation)
5 3/1/16
Gradual release of responsibility
6 3/8/16
School policy and accountability
3/15/16: No seminar meeting (Rider University Spring Break)
3/22/16: No seminar meeting (Dr. Pearcy out of town!)
7 3/29/16
Portfolio (Impact on Student Learning Study)
8 4/5/16
Portfolio/Classroom management
9 4/12/16
Student engagement
10 4/19/16
Teacher research presentations /Portfolio presentations
11 4/26/16
Teacher research presentations /Portfolio presentations
5/3/16: No seminar meeting (last week of student teaching)
Student Teacher Wrap-Up: Friday, 5/6/16 10:30-12:30pm

SUMMARY OF UPDATED INTASC CORE TEACHING STANDARDS

The standards have been grouped into four general categories to help users organize their
thinking about the standards:
THE LEARNER AND LEARNING
Teaching begins with the learner. To ensure that each student learns new knowledge and skills,
teachers must understand that learning and developmental patterns vary individually, that
students bring unique individual differences to the learning process, and that students need
supportive and safe learning environments to thrive.
Effective teachers have high expectations for each and every student and implement
developmentally appropriate, challenging learning experiences within a variety of learning
environments that help each and every student reach his or her full potential. They do this by
combining a base of professional knowledge, including an understanding of how cognitive,
linguistic, social, emotional and physical development occurs, with the recognition that students
are individuals who bring differing personal and family backgrounds, skills, abilities,
perspectives, talents and interests.
Teachers collaborate with students, colleagues, school leaders, families, members of the
students communities, and community organizations to understand better their students and
maximize their learning. They promote students acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.
Standard #1: Learner Development. The teacher understands how children learn and develop,
recognizing that 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 learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences
and diverse communities to ensure inclusive learning environments that allow each learner to
reach his/her full potential.
Standard #3: Learning Environments. The teacher works with learners to create environments
that support individual and collaborative learning, encouraging positive social interaction, active
engagement in learning, and self-motivation.

CONTENT
Teachers must have a deep and flexible understanding of their content area(s) and be able to
draw upon it as they work with students to access information, apply knowledge in real world

settings, and work with meaningful issues. Todays teachers make content knowledge accessible
to students by using multiple means of communication, including digital media and information
technology. They integrate cross-disciplinary skills (e.g. critical thinking, problem solving,
creativity, communication) to help students use content to propose solutions, forge new
understandings, solve problems, and imagine possibilities. Finally, they make content knowledge
relevant to students by connecting it to local, state, national, and global issues.
Standard #4: Content Knowledge. The teacher understands 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.
Standard #5: Innovative Applications of Content. The teacher 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.
INSTRUCTIONAL PRACTICE
Effective instructional practice today requires that teachers understand and integrate assessment,
planning, and instructional strategies in coordinated and engaging ways. Beginning with their
end or goal, teachers first identify student learning objectives and align assessments to those
objectives. They understand how to design, implement and interpret results from a range of
formative and summative assessments. This knowledge is integrated into the instructional
practice so that teachers have access to information that can be used to provide immediate
feedback to reinforce student learning and to modify instruction. Planning focuses on
personalizing learning for each student by using a variety of appropriate and targeted
instructional strategies to address unique and diverse ways of learning, to incorporate new
technologies to maximize and individualize learning, and to allow students to take charge of their
own learning and do it in creative ways.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to document learner progress, and to inform the teachers
ongoing planning and instruction.
Standard #7: Planning for Instruction. The teacher 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.
Standard #8: Instructional Strategies. The teacher 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.

PROFESSIONAL RESPONSIBILITY
Creating and supporting learning environments that result in students achieving at the highest
levels is a teachers primary responsibility. To do this well, teachers must engage in professional
self-renewal, which means they regularly examine their own and each others practice through
self-reflection and collaboration, providing collegial support and feedback that assures a
continuous cycle of self-improvement. This kind of professional learning results in discovery and
implementation of better practice for all. As professionals, teachers also contribute to practices
that improve teaching and learning consistent with their schools mission and in collaboration
with colleagues, school leaders, parents, guardians and other adults significant to students. They
demonstrate leadership by modeling ethical behavior and by contributing to positive changes in
policy and practice around activities that connect school, families and the larger community.
Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who
uses evidence to continually evaluate his/her practice, 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.
Standard #10: Collaboration. The teacher collaborates with students, families, colleagues,
other professionals, and community members to share responsibility for student growth and
development, learning, and well-being.

Prepare the portfolio so that it showcases your strengths. There are many ways to do this,
just be sure the purpose is served, i.e. to demonstrate competency in each of the INTASC
Standards.
A list of possible artifacts that could be collected in order to create a portfolio will be
provided.

Bridging Theory Into Practice Captioned Artifact Collection

Rationale
Consistent with candidate development as required by Riders conceptual framework, condensed
here as reflective development toward professionalism, candidates must actively reflect on
their field experiences and connect those experiences to professional standards for teaching in a
folio collection.
Description of the assessment
Bridging Theory and Practice:
A captioned artifact collection
You will be gathering a collection of at least 10 artifacts from your teaching experience (one per
InTASC standard). These artifacts may include, but are not limited to, portions of lesson plans,
portions of reflections, letters to parents and students, and photos of classroom activities (be sure
to adhere to school policies regarding photographing students).
You will capture the artifact (by scan/screenshot/link/copy and paste) and explain how it
addresses the InTASC standard/Danielson domain and how it relates to the theories that you
learned during your coursework before your student teaching semester.
Be sure to clearly identify each standard and explain the context of the artifact and how it meets
the standard. Be sure to relate each artifact back to your coursework. Use appropriate citations
where applicable.
Handouts that align the INTASC standards with the Danielson framework as well as the
Danielson Smart Card are available on Canvas (these were also distributed at orientation).
Additional materials to support your work will be provided by your supervisor.
Here is a link to create your folio for this work on Canvas, however you can use any web folio
tool (i.e. Weebly) to complete this project. You will submit a link once your project is
complete.
http://www.screencast.com/users/scarbonaro/folders/Jing/media/2da56ee1-3eeb-42c2-a996ad0a6308a0d7
Artifact Collection Suggestions based on InTASC Standards
Interstate
New
Teacher
Assessment
National standards with suggested artifacts

&

Support

Consortium

(InTASC)

Standard #1: Learner Development. The teacher understands how learners grow and develop,
recognizing that 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 learning experiences.
Examples of artifacts:

A research paper that describes the four stages of cognitive development

Activities created that demonstrate the students' needs for hands on participation
Pictures of the teacher interacting informally with learners
Small group instruction
Documentation of use of family and community resources

Standard #2: Learning Differences. The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
Examples of artifacts:

Lesson plans and/or photographs that demonstrate use of strategies that encourage critical
thinking and problem solving
Student work samples that demonstrate the result of problem solving and critical thinking
Notes from supervisors, peers, parents, students commenting on the use of varied strategies
A letter from the learning disability teacher thanking the pre-service teacher for his work
with a particular learner
A letter from a parent thanking the pre-service teacher for working to help a learner adjust to
the classroom
A contact between the student and an ESL learner outlining responsibilities

Standard #3: Learning Environments. The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.
Examples of artifacts:

Anecdotal records of positive teacher/student interactions

Motivation/discipline statement or philosophy
Notes or letters from students or parents, regarding student growth
Photographs of students working together
Letters of reference
Anecdotal records that document a discipline problem or concern, the steps that were taken
to improve it and teacher reflections on the growth made

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that
make the discipline accessible and meaningful for learners to assure mastery of the content.
Examples of artifacts:

Student transcript
Portion of teaching unit
Rationales for lessons and alignment to CCSS

Description of routinely read content area journals and membership to professional

organizations in content areas (NCSS, NSTA, NCTM, NCTE, etc.)
Presentation on content to peers and other professionals
Scholarly papers or annotated bibliographies that demonstrate subject matter expertise

Standard #5: Application of Content. The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Examples of artifacts:

Documentation of use of media resources that connect learning to outside world

Pictures and other artifacts that show student projects that involve interdisciplinary
connections
Samples of student work
Pictures of students engaged in project based learning

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.
Examples of artifacts:

Anecdotal records & running records kept by teacher to document student progress and the
decisions that were made about future instruction
Teacher-made test
Description of an alternative assessment and teacher reflection on the success of its
implementation
Philosophy of education, related to assessment
Teacher developed checklist, behavior tallies and rating scales and a description of how they
are used
Story retell with teacher comments and follow-up learning activities
Student self evaluations
Parent evaluations and feedback to their child

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community
context.
Examples of artifacts:

Community resource documents - guest speaker letters, town brochure

Portions of curriculum documents, related to lesson plans
Lesson plans, with curricular and instructional adaptation for students

Teacher made materials; example of re-teaching

Photographs of students actively engaged in project work
Examples of student work and self-evaluations

Standard #8: Instructional Strategies. The teacher 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 apply knowledge in meaningful ways.
Examples of artifacts:

Lesson plan with rationale statement documenting how teacher achieved an effective
technique.
Writing sample
Photographs of bulletin boards
Teacher-made resources that foster inquiry or collaboration
Lessons including information from the Internet and online sites (games)
Evidence of multimedia projects - teacher and student projects

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Examples of artifacts:

Reflective journal entries related to specific students, lessons, or incident

Evidence of service on professional committees/organizations
Evidence of attendance at workshops/conferences
Evidence of parent involvement in the classroom

Standard #10: Leadership and Collaboration. The teacher 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.
Examples of artifacts:

Jointly created lesson plans

Letters to and from parents and community members
Examples of students' work that involve children and/or adults outside the regular classroom
Leadership in professional organizations (including student chapters) with artifacts showing
leadership