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NEUMANN UNIVERSITY
DIVISION OF EDUCATION AND HUMAN SERVICES

COURSE SYLLABUS
EDU 461 SENIOR SEMINAR I
(1 Undergraduate Credit) – January 16 to May 3, 2017

Children: a great way to grow people

Source Unknown

Course Number: EDU-461 – A & B

Course Title: Senior Seminar I

Semester and Year: Spring 2017
Meeting Day:

EDU-461-A / Tuesday / 11:20 AM – 12:50 PM ROOM# 331
EDU-461-B/ Monday/ 7:15 PM – 8:30 PM ROOM #331

Instructor: Dr. Cynthia A. Ferraro Office: 329 / BMB

Office Hours: Monday – 2:30PM to 4PM; Tuesday – 1:00 to 4:00PM; and Wednesday – 2PM
to 4PM

Please Note: Office Hours may vary on a weekly basis due to Student Teacher
Observations; therefore, be sure to schedule an appointment – thank you!

Telephone Number: 610-558-5577

E-Mail: ferraroc@neumann.edu

REQUIRED COURSE MATERIALS:

Student Teaching Handbook/Review of Weekly Schedule and Activities
Supplemental Readings
Blackboard Learn

REQUIRED MATERIALS FOR:
Student Teaching Portfolio Combined
(Shop at Staples, Office Max, Wal-Mart, etc):

1 Large 4 inch 3 Ring Binder
1 Set of Table of Contents with 10 Tab Dividers (Avery Brand)
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PLEASE NOTE:
THIS IS THE 3RD SEMESTER FOR CREATING AN E-PORTFOLIO USING
BLACKBOARD LEARN’S ONLINE PORTFOLIO OR WEEBLY. THEREFORE, YOUR
ONLINE PORTFOLIO IS WHAT WILL BE ASSESSED / GRADED DURING SEMINAR
II. THE HARD COPY PORTFOLIO WILL BE ASSESSED / GRADED FOR THE
INITIAL SET-UP – AND, THEN WILL SERVE AS A FILING CABINET FOR ALL
HARD-COPIES OF YOUR PROFESSIONAL MATERIALS. THIS WILL BE FURTHER
DISCUSSED IN CLASS.

SUGGESTED BOOKS and WEBSITES:
The following texts are excellent supplementary resources for teachers.

Borich, Gary D. (2011). Observation Skills for Effective Teaching: Sixth Edition. Boston, Massachusetts: Pearson

Bullock, A. (2001). Developing a teacher portfolio. New Jersey: Prentice Hall

Campbell, D. (2001). How to develop a professional portfolio. Boston: Allyn and Bacon.

Canfield, Jack & Hansen, Mark Victor (2002) Chicken Soup For The Teacher’s Soul – Stories to Open the Hearts
and Rekindle the Spirits of Educators. Deerfield Beach, Florida: Health Communications, Inc. www.hci-
online.com or www.chickensoup.com.

Danielson, C. http://danielsongroup.org/

Glatthorn, A. (1996). The teacher’s portfolio: fostering and documenting professional development.
Massachusetts: Pro-Active Publications.

PA Dept. of Education Assessment/SLO. http://www.pdesas.org/Instruction/StudentLearningObjectives

Posner, George J. (2010). Field Experience: A Guide To Reflective Teaching – Seventh Edition. Boston,
Massachusetts: Pearson.

Regional Education Applicant Program (REAP) Website Below:
http://www.pareap.net/

Roe, Betty D.; Smith, Sandra H. & Ross, Elinor P. (2010). Student Teaching and Field Experiences Handbook:
Seventh Edition. Boston Massachusetts: Pearson

Standard Application for Teaching Positions in Pennsylvania Public Schools Website Below:
http://www.portal.state.pa.us/portal/server.pt/community/finding_a_teaching_position/8629/standard_application_fo
r_teaching_positions_in_pennsylvania_public_schools/506858

https://www.weebly.com/

Wiltz, Nancy W.; Watson-Thompson, Ocie; Cawley, Hannah S. & Skelley, Heather A. (2009) Developing and
Presenting a Professional Portfolio in Early Childhood Education. Boston, Massachusetts: Prentice Hall.

Wong, Harry K., & Wong, Rosemary T.W. (1998). How To Be An Effective Teacher: The First Days of School.
Mountain View, CA.: Harry K. Wong Publications, Inc. www.effectiveteaching.com.
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COURSE DESCRIPTION:

Senior Seminar I is designed to be taken the semester prior to student teaching to effectively
prepare students for their practicum in secondary and elementary/early childhood/special
education. Time will be allotted for students to share their thoughts and issues regarding their
student teaching experience. Other portions of the course will be devoted to guiding students as
they work to complete their pre-student teaching requirements and become familiar with the
placement process. Students will be involved in organizing their student teaching binder that
will serve to file examples of their work during the practicum experience. Materials will
ultimately be selected from these binders to be organized into a presentation portfolio that will
provide evidence that students have met the Pennsylvania Department of Education’s ten
INTASC (Interstate New Teacher Assessment and Support Consortium) standards for pre-service
teachers.

Students are expected to acquire or accomplish the following learning objectives:

1. Understand and demonstrate professionalism in the seminar setting, and
understand the value of and strategies for creating a community of learners as
they prepare for their student teaching experience. The Program Specific
Guideline for V. Professionalism: A through T will be addressed in this
course;

2. Acquire knowledge regarding the preparation of professional materials and basic
administrative practices and procedures;

3. Assess professional activities as indicators of achievement of the
Pennsylvania State Standards and Principles of Teaching and Learning
adopted from (InTASC) Interstate New Teachers Assessment
and Support Consortium and correlation of the Danielson
Framework for Teaching to the InTASC Standards.
file:///C:/Users/owner/Downloads/Danielson-Framework-correlation-with-InTASC
%20(1).pdf

4. Develop a Philosophy of Education Statement;

5. To review the PA State Teacher Education Program’s Learning Outcomes and
Goals and apply those standards to daily practice;

6. To examine current issues and trends in the field of education as well as their
content area;

7. To develop professional portfolio pages which reflect student teaching
experiences. These pages will provide school administrators with information
concerning student teacher qualifications and accomplishments;

8. To explore and develop Classroom Management strategies.
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9. To explore, increase proficiency, and develop a plan related to Student Learning
Outcomes (SLO). http://www.nciea.org/wp-content/uploads/3_Instructional-
Guide-for-Developing-Student-Learning-Objectives.pdf

GENERAL STATE STANDARDS FOR THE PREPARATION OF EDUCATORS MET IN
THIS COURSE:

ADA Compliance and Support
http://www.neumann.edu/academics/arc/disabilities.asp

ARC (Academic Resource Center)
http://www.neumann.edu/academics/arc.asp

ECE II. A., III.A., III. B., EE II.A., II. B., II D., III.A., III. B.

CHAPTER 345.33.(1)(I) PREPARATION OF PROFESSIONAL EDUCATORS STANDARDS MET IN
THIS COURSE: STANDARDS: F, G, H, I, J

Class Attendance as per Neumann University’s Undergraduate Catalog:

Students are expected to attend all scheduled classes, laboratories, and official convocations of
the University. A student’s presence and participation in class are critical factors towards the
completion of the work for the class and achievement of success in the course. A student who is
absent from class, if at all possible and as a matter of courtesy, should inform the instructor in
advance of the absence. If absences occur, it is the student’s responsibility to contact the
instructor with regard to making up the work missed. Permission to make up course assignments
will be granted solely at the discretion of the instructor.

Each faculty member is required to take attendance for all class meetings (including laboratories,
practical experiences, etc.) that occur between the first day of class and the end of the refund
period for each assigned course that he/she teaches. However, as a matter of practice, recording
attendance for the rest of the semester is recommended, especially if attendance and participation
are considered in the grading criteria for the course. Each faculty member must also be prepared
to document a student’s last date of attendance in accordance with Federal Student Academic
Progress Guidelines. The attendance policy for a particular course should be stated in the course
syllabus. Faculty members should distribute their syllabi, including the attendance policy, on the
first day of class to students and to the appropriate Division Dean.

If the instructor fails to be present at the beginning of a class period, students are expected to
extend the courtesy of allowing ten minutes to elapse, in the absence of a specific directive,
before departing.
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Drop/Add Course and Withdrawal Policies (Update 8/7/2014)

Drop/Add Course Policy

Students have the right to drop or add any course(s) through the first week of the semester. In
the case of a shortened term, e.g., Summer Sessions, courses may be dropped or added before
the class has met for a second time. Once a student has pre-registered, the Drop/Add policy
becomes effective. The Drop/Add procedure is as follows:

1. The student obtains a Drop/Add Form from the Registrar’s Office.
2. The student completes the Form and obtains the signature of their academic advisor. A
Division approval is also needed if the course to be added is over-enrolled.
3. The student returns the signed form to the Registrar’s Office to complete the Drop/Add
process.

Course Withdrawal Policy ( Currently under grading of a W)

Students have the right to withdraw from any course of their choice in accordance with the
following policy. A student who withdraws from a course for any reason from the day after the
“Drop/Add” period to five weeks prior to the last scheduled day of classes shall receive a
grade of “W.”

The student may withdraw from any course at will during the course refund period. For the fall
and spring semesters, this period is generally through the fourth week of classes and is
published in the Catalog under Tuition and Fees. For other semesters, consult the catalog under
tuition and fees for the dates of the course refund period.

The student may withdraw from any course after the refund period (after the fourth week of
classes and/or as published on the Academic Calendar) until the end of the withdrawal period
(five weeks prior to the last scheduled day of classes and/or as published on the Academic
Calendar) with permission of one of the following: academic advisor, course instructor, or
division administrator. If a student’s withdrawal would change the student’s status from full-
time (12 or more credits) to part-time (less than 12 credits), the student must also document a
meeting with a financial aid advisor.

Failure to meet Standards of Academic Progress will affect Financial Aid eligibility.
Therefore, the decision to withdraw from a course should be an informed decision. The
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student should consult with the Financial Aid Office, their academic advisor, and the
course instructor in making this decision.

Official withdrawal from courses is the responsibility of the student. The student must
complete the Course Withdrawal Form (Registrar’s Office), obtain appropriate permissions or
verifications, and return the form to the Office of the Registrar for processing.

Withdrawal from any course(s) is official only when the Course Withdrawal Form has been
completed, signed, and submitted by the student to the Registrar’s Office.

The receipt of this documentation determines the date of course withdrawal and is recorded as
such and noted in the student’s academic file. Withdrawn courses receive a grade of W.

A grade of F will be assigned to a student who fails to officially withdraw, or who registers for
a course but does not complete the course requirements.

Exceptions to the Withdrawal Policy:

1. Course withdrawals are not permitted after the published deadlines.
2. A student can request a grade of I (Incomplete) during the last five weeks of the semester
(or after the official withdrawal period) and prior to the final exam. The grade of I must
have the approval of the course instructor. The student obtains the form for a request for a
grade of Incomplete from the Registrar’s Office and returns the completed forms to that
office for processing. (See additional information for the I (Incomplete) grade under
Grading in the University Catalog.)
3. If the student does not attend scheduled classes at the beginning of the term, the student
will be withdrawn from these classes as a “no show”, and will be considered as a non-
registered student. The following guidelines are used to determine “no show” status:
a. Full 15 week term:
i. The student is not present for the first 4 classes in a course that meets 3
times a week.
ii. The student is not present for the first 3 classes in a course that meets
twice a week.
iii. The student is not present for the first 2 classes in a course that meets once
a week.
iv. The student does not log on to an online course within the first 10 days
after the start of the online course.
b. Other terms:
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i. Generally, the student is not present for the first 4 hours of an assigned
meeting time for the course. OR
ii. As determined by the Office of the Registrar.

Withdrawal or dropping classes does not eliminate the student’s financial obligation to the
University. The student is still responsible for any charges owed to the University at the
official date of withdrawal based on the current tuition and refund policies.

Withdrawal from the Major:
Academic Program Change (Prior to Acceptance into the Major):
Any undergraduate student who has not yet been accepted into a major program may request a
change from their current academic program. The student submits this request to the Office of
the University Registrar using form Academic Major Withdrawal Form. This request must be
approved by their academic advisor, and is forwarded to the Director of the Academic Advising
Center for further action.

Withdrawal from Major (After Acceptance into the Major):
Any undergraduate student who has been accepted into the major may request a change in major.
The student submits this request to the Office of the University Registrar, using Academic Major
Withdrawal Form. The Registrar’s Office sends a notification to the student’s dean and
academic advisor. The request is forwarded to the Director of Academic Advising for further
action.

Withdrawal from the University
A student may request a withdrawal from the University. The student submits this request to the
Office of the Registrar using the Neumann University Student Withdrawal Form. Withdrawal
from the University is official only when the Neumann University Student Withdrawal Form has
been completed, signed, and submitted to the Registrar’s Office.
This withdrawal will be from all courses in which the student is officially enrolled. If the student
withdraws from all classes, the grade for the withdrawn classes follows University guidelines,
dependent upon the date of withdrawal. The student is still responsible for any charges owed
to the University at the official date of withdrawal based on the current tuition and refund
policies.

A student may request university withdrawal for medical reasons. The student must meet with
the Dean of Students to review the requirements of the University for the process of medical
withdrawal. This request and its documentation is submitted to the Office of the Vice President
for Academic Affairs. Any exception to the policies for University Withdrawal must be approved
by the Vice President for Academic Affairs.

The student may be readmitted to Neumann University and/or their accepted major according to
the University’s policies at the time of re-application.
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STUDENT DISABILITY POLICY:
Students requiring accommodations for a physical or diagnosed learning disability should
contact the instructor and the Learning Assistance Center, and refer to the Students with
Disabilities section of the Neumann University Catalog for procedures.

ACADEMIC POLICIES:
Please note that students in this class should follow all University policies pertaining to academic
honesty. Consult the Neumann University Catalog or ask me if you have any questions about
any relevant academic policy.

SEMINAR/COURSE TOPICS
Preregistration for Student Teaching Organization and Time Management
Organization of Professional Development Major Requirements for Pre-Student Teaching
Materials: Portfolio Organization / Sections and Journal:
 Interview Current Student
Teachers/Visit Senior Seminar
 Meet Cooperating Teachers/Arrange
Observations
 Pre-Student Teaching Journal/Complete
Journal Entry Checklist
 Meet Student Teaching Supervisors
Philosophy of Education/Parents, Students, Lesson and Unit Planning
Teachers
Special Education and Special Services Motivation and Climate
Professional Organizations Instructional Strategies
Professional Developmental Materials Assessment
Classroom management Organization and Diversity / Special Needs Children
Routines
School District Administrative Organization Special Education
Clearances Technology
INTASC Standards PA Academic/CORE Standards and Benchmarks
Curriculum PAPA/PECT Examinations
Electronic Portfolio – Blackboard Learn Journaling and State Teaching Standards
Professional Appearance Letter to Parents

COURSE ASSIGNMENTS AND ASSESSMENTS:

Teaching Methods: This course will be taught utilizing a variety of strategies that will include
lecture, seminar discussions, small group collaborative activities, the use of videos, and student
writing responses.

COURSE ATTENDANCE POLICY:

 Attendance (10%): Since this is a senior level course, a high degree of professionalism
will be expected with attendance and class participation being essential requirements.
Students are expected to attend all scheduled classes and are expected to be prepared to
discuss the seminar topics and to process written assignments in a timely fashion to
prepare for each week’s class. Failure to process assignments or to meet deadlines will
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result in a reduction in student grades. A student who is absent from class should, as a
matter of courtesy, inform the instructor in advance of the absence. If absences occur, it
is the student’s responsibility to contact the instructor with regard to making up the work
missed. Permission to make up course assignments may be granted at the discretion of
the instructor. See Neumann University Attendance Policy within this syllabus.

 Class Participation (10%): Participation consists of more than attendance. Listed below
are examples of things that that will lower and raise your class participation grade. This
list is illustrative, not exhaustive.

Behaviors That Will Lower Class Behaviors That Will Raise Class
Participation Grade Participation Grade
Has excessive unexcused absences Attempts to answer questions asked of
(attendance is taken, and any the class (answers need not be
unexcused absence is excessive). correct, and genuine and serious
attempts to answer questions are
rewarded).
Enters class late, leaves early, or Asks questions about the material
gets up and leaves during the class being discussed
session.
Does not pay attention, works on Shares with the class/small group (and
other material, daydreams, talks to me) relevant information found outside
neighbors, or other disruptive of class
behaviors (i.e. texting, etc.).
Talks without giving any thought or Contributes positively to the class
deliberation to what others are going discussion and small group activity
to say.
Is unprepared for class. Expends effort on in-class exercises

I will maintain a record of your participation. You are welcome to see me at any time to ask
about your participation grade. Class participation is extremely important for several reasons. I
firmly believe that, as your careers proceed, it will be necessary for you to have the ability and
courage to express yourselves verbally. In addition, the class will be much more interesting for
all of us if I am not the only person speaking for the entire class session. In fact, the ability of the
class to learn is greatly enhanced by hearing, thinking about and being challenged by different
perspectives. And as means of assessment, some students do not perform well on tests and can
express their knowledge better orally. In other words, class discussion and dialogue truly are
important to me and I will do everything I can to make it as comfortable as possible for you to
participate in class. Further, I will reward those who do make the effort to contribute to the class.
As you would expect of any manager, my impression will be favorable to the extent that you
contribute ideas, viewpoints and questions to the class discussion.

 PAPA/PEARSON/PECT EXAMINATIONS:

 It is required that the PAPA examinations are passed prior to acceptance into
Neumann University’s Teacher Education Program. In addition, you will be guided
as to when to complete the required PECT examinations throughout your degree
program.
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 http://www.pearsonvue.com/pect/

 PAPA PRE-SERVICE ACADEMIC PERFORMANCE ASSESSMENT
(PAPA)
 PA001 – MODULE 1: READING
 PA002 – MODULE 2: MATHEMATICS
 PA003 – MODULE 3: WRITING
 PEARSON COMBINED PAPA REGISTRATION CODE:
PA701 – MODULES 1, 2, 3 COMBINED – READING, MATHEMATICS,
AND WRITING MODULES

 EARLY ELEMENTARY PREK-4

 PA006 – PREK-4: MODULE 1
 PA007 – PREK-4: MODULE 2
 PA008 – PREK-4: MODULE 3
 PEARSON COMBINED PREK-4: MODULES 1, 2, AND 3

 SPECIAL EDUCATION PREK-8 TESTS
 PA011 – SPECIAL EDUCATION PREK-8: MODULE 1
 PA012 – SPECIAL EDUCATION PREK-8: MODULE 2
 PEARSON COMBINED SPECIAL EDUCATION PREK-8 REGISTRATION
CODE: PA703: MODULES 1 AND 2

http://www.pa.nesinc.com/Home.aspx
http://www.wcupa.edu/_academics/coed/documents/SlidingScale6.2.2014.pdf

 PAPA Examinations: You MUST PASS THE PAPA Tests: Reading, Writing and Math
prior to student teaching and acceptance into Teacher Education Program.
http://www.ets.org/praxis/pa

Tentative Student Teaching Dates for the Fall 2017 Semester
Monday, August 28 to December 1, 2017
Split Placement Dates:
Monday, August 28 to Friday, October 13, 2017
Monday, October 16 to Friday, December 1, 2017

 Preregistration Materials (60%) – Students will be evaluated through the student’s
ability to complete preregistration materials for student teaching as outlined on the
Checklist of Requirements.
PLEASE NOTE:

IF ALL OF YOUR CLEARANCES ARE NOT RECEIVED BY MID-TERM FRIDAY,
FEBRUARY 24 2017, YOUR OVERALL COURSE GRADE WILL BE LOWERED TO AN
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AUTOMATIC B; THUS, THE ONLY WAY TO EARN AN A FOR THIS CLASS IS TO HAVE
ALL CLEARANCES SUBMITTED BY MID-TERM.

THERE ARE SCHOOLS WHO WILL NOT ACCEPT YOUR STUDENT TEACHER
APPLICATION WITHOUT CLEARANCES AND IT IS REQUIRED BY LAW TO HAVE ALL
CLEARANCES UPDATED FOR STUDENT TEACHING. ALL CLEARANCES NEED TO
BE CURRENT WITHIN A YEAR OF STUDENT TEACHING.

THANK YOU, IN ADVANCE, FOR SUBMISSION OF ALL CLEARANCES IN A TIMELY
MANNER!!!!!!

The required security clearances are:
1 PA State Police Criminal Record Check
2 Department of Public Welfare’s (DPW) Child Abuse History
3 FBI Fingerprinting
4 Tuberculosis Testing

 Binder and Online Portfolio Set-Up and Organization (20%) – Students will be
evaluated through the assessment of the student’s Student Teacher Portfolio Binder and
the completion of pre-student teaching requirements. Please refer to RUBRIC FOR
SEMINAR II – STUDENT TEACHER PORTFOLIO.

GRADING AND ASSESSMENTS:

Grading for this course is straightforward and simple. You will be evaluated on the quality of
all written assignments submitted, formal presentations, and participation in weekly discussions.

A 93-100%
B+ 89-92%
B 85-88%
C+ 81-84%
C 77-80%
D+ 74-76%
D 73-70%
F Below 70

PERSONAL NOTE

This course is designed for YOU! Please share your ideas and be enthusiastic about the topics we will
explore together. Your goals are to be ORGANIZED, well planned, and equipped with a personalized bag
of teaching experiences, as well as develop a realistic / constructivist concept as you prepare for your
student teacher experience. Please ask questions and do not hesitate to contact me regarding any
questions you may have about class assignments and/or class material.
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CONTENT OUTLINE
SYLLABUS IS SUBJECT TO CHANGE
PLEASE TURN OFF ALL CELL PHONES DURING CLASS, IN THE EVENT OF AN
EMERGENCY; PLEASE SEE THE INSTRUCTOR – THANK YOU!

DATE , ASSIGNMENTS & CLASS HAPPENINGS!

January 16 & 17, 2017

- Introduction to course objectives

- Discuss syllabus & Review Key Requirements from Student Teacher Handbook

- Preregistration for Student Teaching Placements

- Organization of Professional Development Materials

- Student Teacher Binder Portfolio and Blackboard Learn e-Portfolio discussion

Assignments:

 Organize and initial set-up of Student Teacher Binder Portfolio and Blackboard Learn e-Portfolio
– SEE RUBRIC FOR REQUIREMENTS (due date: 2/6 & 2/7)
 Select Student Teacher Placement choices (due date: 2/6 and 2/7 or sooner!)
 Find a teacher quotation that reflects you as a professional educator due for next class

______________________________________________________________________________

January 23 &24, 2017

- Organization of Professional Development Materials (Academic Credit check With Your Advisor and
Application For Student Teaching forms)

- Student Teacher Portfolio and Online e-Portfolio Discussion
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- Philosophy of Education/Parents, Students, Teachers – Read selected teacher quotations

- What is prezi.com?

Assignments:
 Organize and initial set-up of combined Student Teacher Binder/Portfolio – SEE RUBRIC FOR
REQUIREMENTS (due date: 9/19 & 9/20)
 Complete Application For Student Teaching and Student Teacher Placement Choices (due
(due date: 2/6 and 2/7 or sooner!)
 Student Teacher Profile due 2/13 & 2/14
______________________________________________________________________________

January 30 & February 1, 2017- ONLINE CLASS

- Open a Prezi.com account – and, become acquainted with Prezi.com

- Blackboard Learn/Weebly Professional Portfolio Independent Workshop

- Complete Application for Student Teaching and Student Teacher Placement Choices (due date: 2/6
and 2/7 or sooner!)

Assignments:

 Organize and initial set-up of combined Student Teacher Binder/Portfolio – SEE RUBRIC FOR
REQUIREMENTS (due date: 2/6 & 2/7)
 Student Teacher Profile due 2/13 & 2/14
______________________________________________________________________________
February 6 & 7, 2017

- Collect Application for Student Teaching and Student Teacher Placement Choices

- Check organization and initial set-up of combined Student Teacher Binder/Portfolio

- INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25

- Lesson and Unit Planning Formats

- Philosophy of Education/Parents, Students, Teachers / Student Teacher Profile

- Professional Attitude and Conduct

- Distribute Student Teacher Handbook

Assignments:

 Continue to collect pre-student teaching materials.
 Student Teacher Profile due 2/13 & 2/14
 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
___________________________________________________________________________
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February 13 & 14, 2017

- Collect Student Teacher Profile

- Student Teacher Checklist of Requirements

- INTASC STANDARDS

Assignments:
 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
________________________________________________________________________
February 20 & 21, 2017

- Classroom Management: Organization and Time Management, Plan Books, Grade Books, and
Elementary / Secondary Report Cards

- Student Teacher Handbook

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
________________________________________________________________________
February 27 & 28, 2017

SPRING BREAK NEUMANN UNIVERSITY

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
 Print out and / or download the following document on Student Learning Outcomes (SLO’S)
-http://www.nciea.org/wp-content/uploads/3_Instructional-Guide-for-Developing-Student-
Learning-Objectives.pdf and http://www.pdesas.org/Page?pageId=7
– you are required to read this document and create 5 bullets that define and describe SLO’s and
an introductory paragraph over-viewing SLO’s – Submit Paragraph & Bullets as a Blog Post on
Blackboard Learn (Due – March 13 & 14)
 Download the following website: Charlotte Danielson’s Framework
-file:///C:/Users/owner/Downloads/Danielson-Framework-correlation-with-InTASC%20(1).pdf
and https://www.danielsongroup.org/charlotte-danielson/
– you are required to explore these websites and create 5 bullets that overview Charlotte
Danielson’s Framework and an introductory paragraph over-viewing Charlotte Danielson’s
Framework – Submit Paragraph & Bullets as a Blog Post on Blackboard Learn (Due – March 13
& 14)
 Read blog posts and respond to 2 blog entries commenting on what you learned that is different
from your bullet points
________________________________________________________________________
March 6 & 7, 2017
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- Interview Process
- Interviewing Current Student Teachers – (Monday, Monday, March 13 – Schmidt Multipurpose Room –
beginning at 6 – 8 PM)

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
________________________________________________________________________
March 13 & 14, 2017

PIZZA PARTY SEMINAR II INTERVIEWS – MONDAY, MARCH 13 FROM 6-8 PM
SCHMIDT MULTIPURPOSE ROOM – NO TUESDAY, MARCH 14 CLASS

 Print out and / or download the following document on Student Learning Outcomes (SLO’S)
-http://www.nciea.org/wp-content/uploads/3_Instructional-Guide-for-Developing-Student-
Learning-Objectives.pdf and http://www.pdesas.org/Page?pageId=7
– you are required to read this document and create 5 bullets that define and describe SLO’s and
an introductory paragraph over-viewing SLO’s – Submit Paragraph & Bullets as a Blog Post on
Blackboard Learn (Due – March 13 & 14)
 Download the following website: Charlotte Danielson’s Framework
-file:///C:/Users/owner/Downloads/Danielson-Framework-correlation-with-InTASC%20(1).pdf
and https://www.danielsongroup.org/charlotte-danielson/
– you are required to explore these websites and create 5 bullets that overview Charlotte
Danielson’s Framework and an introductory paragraph over-viewing Charlotte Danielson’s
Framework – Submit Paragraph & Bullets as a Blog Post on Blackboard Learn (Due – March 13
& 14).
 Read blog posts and respond to 2 blog entries commenting on what you learned that is different
from your bullet points

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
______________________________________________________________________________
March 20 & 21, 2017

- Independent e-Portfolio Workshop and / or Group Work on Final InTASC Standards Power-point/Prezi
Presentation

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
________________________________________________________________________
March 27 & 28, 2017

- Charlotte Danielson and SLO Discussion – Be prepared with Blog entries
- Letter to Parents
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 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements

April 3 & 4, 2017

- PDE 430 Assessment and Other Student Teaching Assessment Documentation
- Working with Families; Notices, Correspondence, Conferencing and Letter to Parents
- Professional Appearance

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements

_____________________________________________________________________________________
April 17 & 18, 2017

- Independent e-Portfolio Workshop and / or Group Work on Final InTASC Standards Power-point/Prezi
Presentation

Assignments:

 INTASC STANDARDS PREZI ASSIGNMENT DUE: 4/24 & 4/25
 Continue to work on Student Teacher Checklist of Requirements
_____________________________________________________________________________________
April 24 & 25, 2017
Prezi & e-Portfolio Presentations

- Closing Information
______________________________________________________________________________
Tuesday, May 2, 2017

- Meet Supervisors: Tuesday, May 2, 2017 Schmidt Multipurpose Room – Morning:
(TIME TO BE DETERMINED)
- Final Day to Meet All Requirements and Pre-Student Teaching Journals in Binder
_____________________________________________________________________________
17

CHECKLIST OF REQUIREMENTS
EDU 461 SENIOR SEMINAR I

______20 % I. Organization for Professional Development Materials

______Student Teaching Binder and Online e-Portfolio Set-Up

______60% II. Preregistration for Student Teaching: All must be submitted for credit

1. _____Student Teaching Information Placement Form

2. _____Academic Credit Check from Your Advisor

3. _____Copy of Application Form Stamped by Business Office

4. _____3 Copies of the Completed Student Teacher Profile/Word Processed/
Not Stapled

5. _____1 Copy of the Act 34 Clearance

6. _____1 Copy of the Pennsylvania Child Abuse Clearance

7. _____FBI Fingerprint Record

8. _____ Evidence of a negative T.B Test/Neumann

9. _X___1 Copy of your most recent transcript. (I will provide)

10. _____ Arrest/Conviction Report and Certification Form (Under Act 24 of 2011)

11. _____ Act 31 of 2014 Online Training Certificate for “Recognizing and Reporting
Child Abuse: Mandated and Permissive Reporting in Pennsylvania.”

12. ______Register for the following PAPA/PEARSON/PECT examinations:
18

 PAPA/PEARSON/PECT EXAMINATIONS (Highlight and list scores of
examinations taken – please indicate passed or not-passed by each test taken):

 It is required that the PAPA examinations are taken prior to acceptance into Neumann
University’s Teacher Education Program. In addition, you will be guided as to when
to complete the required PECT examinations throughout your degree program.
http://www.pa.nesinc.com/

http://www.pearsonvue.com/pect/

http://www.portal.state.pa.us/portal/server.pt/community/testing_requirements/8638

http://www.pa.nesinc.com/content/docs/pect_pt_01_02_03_papa.pdf

 PAPA PRE-SERVICE ACADEMIC PERFORMANCE ASSESSMENT
(PAPA)
 PA001 – MODULE 1: READING
 PA002 – MODULE 2: MATHEMATICS
 PA003 – MODULE 3: WRITING
 PEARSON COMBINED PAPA REGISTRATION CODE:
PA701 – MODULES 1, 2, 3 COMBINED – READING, MATHEMATICS,
AND WRITING MODULES
 EARLY ELEMENTARY PREK-4
 PA006 – PREK-4: MODULE 1
 PA007 – PREK-4: MODULE 2
 PA008 – PREK-4: MODULE 3
 PEARSON COMBINED PREK-4: MODULES 1, 2, AND 3

 SPECIAL EDUCATION PREK-8 TESTS
 PA011 – SPECIAL EDUCATION PREK-8: MODULE 1
 PA012 – SPECIAL EDUCATION PREK-8: MODULE 2
 PEARSON COMBINED SPECIAL EDUCATION PREK-8 REGISTRATION
CODE: PA703: MODULES 1 AND 2

______10%. III. Complete the Requirements for Pre-Student Teaching Journals

______2 Interviews with Current Student Teachers – Date to Be Determined
______Meet and Interview with Cooperating Teacher/s/Arrange
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Observation/s for 10 hours (5 hours at each placement if it is a split
placement or 10 hours at a single placement)
______Meet Student Teaching Supervisors – Date to Be Determined

______10 % IV. Prompt attendance and participation

NAME: ________________________________________________________________

RUBRIC FOR SEMINAR II – STUDENT TEACHER PORTFOLIO

_____ Title/Cover Page (5 Points)

_____ Table of Contents (5 Points) (Use Avery “Ready Index”)

_____ Section I (Professional Materials) (20 Points): Professional Materials/Organized for
Interview Process

Scoring System-Section I:
20=Exemplary 16=Meets Expectations 12=Needs Improvement

20=Exemplary – All required professional materials are within Section I of portfolio and are
of excellent quality (Danielson Domain 4, INTASC Standards 9 & 10).

16=Meets Expectations – The majority of professional materials are within Section I of
portfolio and are of good quality
(Danielson Domain 4, INTASC Standards 9 & 10).

12=Needs Improvement – Missing over half of required professional materials and included
portfolio items are not presented in a professional manner (Danielson Domain 4, INTASC
Standards 9 & 10).

_____ Philosophy of Education, Mission, Goals, or Autobiography
(Online Professional Portfolio – OPP)
_____ Cover Letter
_____ Resume (OPP)
_____ Letters of Recommendation (3-5) (OPP)
_____ Standard Application Forms:
_____ PA Standard Teaching Application
_____ PA Certification Applications (TIMS-ONLINE DEPT. OF EDUCATION):
_____ PAREAP Application / Optional
_____ PAEDUCATOR.NET Application / Optional
_____ Degree
_____ Transcripts (s)
20

_____Copies of Clearances (OPP)
_____ Letters and Notes of Commendation / Optional (OPP)
_____ Certificates or Awards from Special Training or In-Service sessions/Optional
_____ Memberships and Other Material You Deem Important / Optional

_____ Section II (Student Teaching Items) (50 Points):

Scoring System-Section II
50=Exemplary 40=Meets Expectations 30=Needs Improvement

50=Exemplary – All required professional materials are within Section II of portfolio and
are of excellent quality. Lessons and Unit Plan/s demonstrate a strong knowledge of content
and pedagogy as aligned with the PA Academic Standards (Danielson Domains 1 & 4,
INTASC Standards 1, 2, 7, 9 & 10).

40=Meets Expectations – The majority of professional materials are within Section II of
portfolio and are of good quality. Lessons and Unit Plan/s show knowledge of content and
pedagogy as aligned with the PA Academic Standards (Danielson Domains 1 & 4, INTASC
Standards 1, 2, 7, 9 & 10).

30=Needs Improvement – Missing over half of required professional materials and included
portfolio items are not presented in a professional manner. Lessons and Unit Plan/s
demonstrate a weak knowledge of content and pedagogy as aligned with the PA Academic
Standards (Danielson Domains 1 & 4, INTASC Standards 1, 2, 7, 9 & 10).
_____ Pre-Student Teaching Journals (3) (OPP)
_____ Student-Teaching Handbook (OPP)
_____ “Checklist of Weekly Requirements and Special Education Activities” Form
_____ School Information (Calendar, Schedule, and Seating Charts, School
Policies/Student Handbook

_____ Unit and Lesson Plans – Divided by subject and date each plan, placing each plan in
chronological order with most recent on top. (OPP)

_____ Record Keeping and Student Evaluations – Attendance records; evaluations you use to
assess your students; grade book and / or grade records; information on individual differences,
special needs youngsters, and how you accommodated these youngsters.

_____ Correspondence: Letter to Parents, Thank You Notes, Absentee forms, if absent. (OPP)

_____ Evaluations:
_____ Student Teacher: PDE 430 Evaluations Forms and/or Essential Planning Skills
Rubric
_____ Cooperating Teacher Evaluation Forms: (Lesson Plan Critiques, Weekly
Observations, PDE 430 Mid-Term and PDE 430 Final Evaluations
21

_____ Supervisor Evaluation Forms (Lesson Plan Critiques, PDE 430 Mid-Term and
PDE 430 Final Evaluations

_____ Staff Development and In-Service Notes and Materials: Information, agendas, notes
and reflections gathered from a variety of professional meetings that may include team meetings,
department meetings, faculty meetings, staff in service, and professional development days or
conferences.
_____ Part III - INTASC (50 Points): Evidence of Competency for the 10 PA State
Standards adopted from Interstate New Teachers Assessment and Support Consortium
(INTASC) (OPP)

Scoring System-Section III

50=Exemplary 40=Meets Expectations 30=Needs Improvement

50=Exemplary – All INTASC Standards, INTASC Journal Entries, and artifacts are within
Section III of portfolio and are of excellent quality (Danielson Domains 1, 2, 3 4, INTASC
Standards 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10).

40=Meets Expectations – ALL INTASC Standards, INTASC Journal Entries, and artifacts
are within Section III of portfolio and are of good quality (Danielson Domains 1, 2, 3 4,
INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10).

30=Needs Improvement – Missing two or more of the 10 INTASC Standards and artifacts
within Section III of portfolio, as well as weak journal entries for the included INTASC
Standards (Danielson Domains 1, 2, 3 4, INTASC Standards 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10).

1. _____ Knowledge of Subject Matter (Unit Plan is Artifact for this Standard)
2. _____ Knowledge of Human Development and Learning
3. _____ Adapting Instruction for Individual Needs
4. _____ Multiple Instructional Strategies
5. _____ Classroom Motivation and Management Skills
6. _____ Communication and Technology Skills
7. _____ Instructional Planning Skills
8. _____ Assessment of Student Learning
(Required Student Learning Outcomes – SLO)
9. _____ Professional Commitment, Responsibility, and Development
10._____ Partnerships: School/Community Involvements
22

_____ Part IV (30 Points) Special Education Checklist of Requirements: (OPP)

Scoring System-Section IV:

30=Exemplary 25=Meets Expectations 20=Needs Improvement

30=Exemplary – All required Special Education criteria are presented within Section IV of
portfolio and are of excellent quality (CEC/Council for Exceptional Children for
Professional Practice/Teaching & Assessment: 1.1-1.12).

25=Meets Expectations – The majority of Special Education criteria are within
Section IV of portfolio and are of good quality (CEC/Council for Exceptional
Children for Professional Practice/Teaching & Assessment: 1.1-1.12).

20=Needs Improvement – Missing over half of required Special Education criteria and
included Special Education criteria are not presented in a professional manner and weak in
content (CEC/Council for Exceptional Children for Professional Practice/Teaching &
Assessment: 1.1-1.12).

_____ Part V (20 Points) Overall Organization and Presentation of Professional Portfolio

Scoring System-Section V:

20=Exemplary 16=Meets Expectations 12=Needs Improvement

20=Exemplary – All required professional materials are logically organized with a strong
sense of professionalism (Aligned with PA Dept. of Education PDE430).

16=Meets Expectations – The majority of professional materials are logically organized
with a good sense of professionalism (Aligned with PA Dept. of Education PDE430).

12=Needs Improvement – Professional materials are not logically organized and portrays a
weak sense of professionalism (Aligned with PA Dept. of Education PDE430).

_____ Part VI (20 Points – As per course syllabus)
Prompt Attendance and Participation in Senior Seminar
________________________________________________________________________
23

Total Points: ______ /200

________________________________________________________________________

Comments:

RECOMMENDED
TABLE OF CONTENTS (AVERY “READY INDEX”)

1. PROFESSIONAL MATERIALS

2. STUDENT TEACHING ITEMS

3. UNIT AND LESSON PLANS

4. RECORD KEEPING AND STUDENT EVALUATIONS

5. CORRESPONDENCE

6. EVALUATIONS

7. STAFF DEVELOPMENT AND IN-SERVICE MATERIALS

8. INTASC STANDARDS

9. SPECIAL EDUCATION
24

10. MISCELLANEOUS

Neumann University
Unit Plan & Lesson Plan Format

Cover Page:

 Unit Title
 Grade Level (Pre-K to Grade 4)
 Your Name/s

Part I. Community of Learners

Describe the prior educational experiences of the class in relationship to the unit being presented.
For example, the third grade children already know story structure, and the thinking and story
skills appropriate to that level. This unit will build on this knowledge and develop new skills. A
brief description of the socioeconomic background and individual differences of the class should
also be included in this area (i.e. ELL Students and Exceptionalities). [1-page]

Part II. Planning Questions to be Answered:

In order to develop and teach a unit plan, a good deal of background knowledge is required.
Therefore, to successfully design such an instructional tool, it is necessary to research the content
standards or outcomes that are the focus of this plan.. This information is typically found in the
school’s curriculum guide, state curriculum standards, or the textbook / s that are being used. It
is important that you seek other references that will assist you with motivational activities and
other learning activities to support the teaching of the content standards or outcomes. This
section of your unit represents an encyclopedic description of the concept(s) that demonstrates
your own in-depth understanding of the subject matter under examinations. You must cite
bibliographic references to document the accuracy, adequacy and appropriateness of this
research. These descriptions must lead you to the scope and sequence of topics to be taught, the
development of learning visuals and activities, use of technology, and the selection of assessment
tools.

This section of the unit should answer the following questions.

1. What are the standards or outcomes the student is to master? Use these standards or
outcomes to develop a theme, issue, big idea, or unit questions.

2. What should the students know at the end of this unit? (Knowledge and understanding)
25

3. What will the students be able to do at the end of the unit? (Skills)

4. How will the unit be taught? (Process/Activities). Select activities that lead students to
mastery.

5. What will the students produce at the end of the unit? (Products or evidence of mastery)

6. How will the teacher assess the products to determine if the students have learned the content
and skills? (Tests, rubrics, etc.)

Part III. Vocabulary

Identify those words that are most important to the development of the unit, and define them in
developmentally appropriate language.

Part IV. Lesson Plans

See Lesson Plan template

Part V. References

All resources used in the development of the unit plan (description of the concepts, vocabulary,
and lessons) must be included in a formal reference list. Use APA format.

The following APA web links will provide guidance when creating a “Works Cited” page,
as well as offer varied tips when writing a paper using the APA format: APA
Documentation, APA Research Style Crib Sheet, APA Style Tips
26

Neumann University
Lesson Plan Format

Subject

Grade

Unit Title

Lesson

Estimated Time Period

I Learning Objective(s)

 (2-3) original group objectives – cognitive domain
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html

 What will students know, understand, and be able TO DO by the end of this
lesson?
 An original objective – cognitive domain
 An original objective – affective domain
 An original objective – psychomotor domain

II PA State/ Common Core Standards and/or INTASC Standards

Pennsylvania Department of Education Academic Standards (2-4 Standards presented in
their entirety).
http://www.pdesas.org/ and/or the standards for the National Association for the Education
of young Children (NAEYC):
http://en.wikipedia.org/wiki/National_Association_for_the_Education_of_Young_Childrenhttp://www.nae
yc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf
http://www.pdesas.org/module/content/search/#search

COMMON CORE STANDARDS - http://www.pdesas.org/standard/commoncore

http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf
http://highered.mcgraw-hill.com/sites/0073525820/student_view0/intasc_standards.html
27

http://www.ecu.edu/cs-educ/teached/upload/INTASCStandardsIndicators.pdf
The Performance-Based Licensure product uses the ten standards articulated by the
Interstate New Teacher Assessment and Support Consortium (INTASC). These standards
reflect the professional consensus of what beginning teachers should know and be able to
do. The standards and the key indicators associated with them follow. They provide the
framework for the rubrics used to assess the products.

III Materials and Equipment: What materials and equipment will be used b both the
teacher and learners and how will these materials be used?

IV Procedure: The following will be embedded within this section:

 Describe step by step teacher and learner behaviors
 What motivational strategies will you use to introduce the lesson?
 How will you draw on learner’s prior knowledge and experiences with topic of the
lesson?
 What instructional strategies and techniques will you use to teach the lesson?
 Describe what the students will do during the lesson.
 How will you conclude the lesson and build a bridge to the next one?

You will need to include the above-mentioned criteria into the three required sections of your
lesson plan as per the following Madeline Hunter lesson plan format:

 Anticipatory Set (An Introduction)
 Development
 Conclusion ( Closure)

V. Accommodations for Exceptionalities & ELL Students

VI. Student Assessment/Evaluation: Describe how you will determine the extent to
which the students have attained the learning objective(s).

 Is the assessment consistent with the learning objective(s).
 What will the guided practice activities be?
 What will the independent practice activities be?
 What transitional activities will be used to connect to the next lesson?

Observable/measurable progress toward the attainment of each of the objectives stated in
I. Learning Objectives (i.e. Create a Rubric)

http://www.rubistar.com/
http://rubistar.4teachers.org/index.php
http://school.discoveryeducation.com/schrockguide/assess.html
28

Vll. Teacher Self-Assessment – To be completed after the lesson to review the
components of the lesson plan to determine:
http://linguistics.byu.edu/faculty/henrichsenl/lessonplanning/lp_17.html

 Strengths of your teaching performance.
 Teaching areas that may need improvement.
 Analyze the difference between what you wanted to accomplish (the objective/s) and
what you actually attained (of the results of the assessment).
NEUMANN UNIVERSITY
DIVISION OF EDUCATION AND HUMAN SERVICES

STUDENT TEACHER PROFILE
Name:
Address:
Telephone: Major:
Cell Telephone: E-Mail:
Student Teaching Semester:
Introduction: Develop two or more paragraphs in order to answer the following questions in
narrative form.
 Why do you want to become a teacher?
 What is your philosophy of education? Or, your educational mission.
 What experience do you have with children?
 What activities do you participate in that will compliment your ultimate goal of
becoming a teacher?
 What special interests or hobbies to you have?
 What are your career goals after graduation?

Field Experiences:
Please use the following format to provide information related to the field experiences you have
had in the classroom or other educational settings. List as many of your experiences as possible
starting with the most recent. These experiences may include: tutoring, field study observations,
school yard lab, camp supervision, day care or classroom aide, etc.
Date: Course/Setting:
School:
Address:
Principal:
Teacher:

Responsibilities or Activities Performed (For each field experience and bullet this section):

 You should follow this format by inputting this document into your computer. Your
finished Profile will have the headings and your typed information, but not the
directions.

 You may have one or more pages as necessary.
29