Major Topics

Possible Portfolio Entries:

Final is scheduled 5:40 PM Tuesday, May 15, 2001

This class is a seminar which requires discussion on a common topic. The primary purpose of this class is to tie theory to practice in order to empower you to make sound and informed educational decisions and responses.

Until this point, you have been the student, the student observer, the student participant. You are moving to being the teacher, the one responsible and making the decisions. Each week you will be asked to explore, understand, and possibly make changes in the way you think about the various aspects of teaching.

1. Weekly Topics and Readings/Resources: Topics A new topic is assigned each week. Resources/Readings: Resources for each topic come from three sources: (a) what you have already learned--WSU undergraduate teacher education coursework, (b) new information--current readings that might be assigned, and (c) field placement information—information that is specific to student teaching sites that may be obtained in handbooks, manuals, interviews, and observations. A list of suggested sources of information will be included in the syllabus. It is up to you to know the information well—most often how you get that information will be up to you. At times, the reading will be required. To gather information yourself, consider reading the readings, interviewing the teachers in the building, attending lectures, collecting handouts, etc.

2. Interview Questions, On-the-spot Tests; Steps for Success: To assure you have understand your role in relationship to the topic each week, you will be asked to do one of three things: (1) write (typed--1-2 pages, 12 pt. type, double spaced) a formal response outside of class to an interview question based on the topic; (2) take an on-the spot "test" at the end of class or (3) at the end of class, make a checklist of steps for successful implementation of the topic into your classroom.

a. Interview Questions: You will be given a question related to the topic. It is up to you to formulate an informed response (typed--1-2 pages, 12 pt. type, double spaced) answering the question as thoroughly as you would in an interview, convincing the employer that you know the information well enough to apply it in a classroom that /he is considering employing you in. This informed response may take the form of a 1-2 page short essay.

b. On-the-spot Tests: At any time during the semester you may be asked in class to take an On-the-spot Test over any of the material covered to that point in the semester. These 10-minute tests can be any type of test--open-ended, true/false, multiple choice, etc. Consider these tests benchmark tests, ones to indicate that you have learned and retained the required information.

c. Steps for Success: At any time during the semester you may be asked in class to create a checklist of Steps for Success on a given topic. Consider these Steps for Success benchmark tests, ones to indicate that you have learned and retained the required information.

3. Final: To Tell a Story: During the final exam time—which is at a different time and on a different day than the regularly scheduled class, students will meet to share a story about a memorable event that has happened to them during their teacher education program at WSU. Most experiences are poignant, passionate, humorous, serious. All show an element of learning on the part of the student—something that really made a difference in who you are as a teacher.

Students will present these "stories" to small groups of peers and faculty. A typed copy is required for the instructor.

Absences: Call ahead of time for all absences. Because this capstone seminar is a required course in the undergraduate teacher education program, only in rare circumstances will students be absent and in fewer circumstances, be excused. During the semester your school will have parent conferences, open houses, field days, field trips, sporting events, and concerts. While it is recognized that these are important parts of your student teaching experience, you are required to be in class each week. If I have not heard from you for 3 consecutive weeks, you may be administratively withdrawn from the class.

Please note all classes on your teaching schedule at the beginning of the semester and explain the mandatory attendance policy to your cooperating teacher(s). This includes the final examination time scheduled for this class.

Making Up Absences: To make up for an absence, you will be expected to read at least 2 of the readings for the week, summarize them and tell what they mean to you as a classroom teacher. Specific guidelines for an absence appear with each week’s assignment.

WEEKLY TOPICS

WEEKLY PLANS

Week One

What this seminar is about?

What rules, policies, and laws should I be aware of during student teaching and all future teaching experiences?

Interview Question (to be "done" in class): What advice would you give to a first year teacher regarding the legal responsibilities associated with their new teaching position?

Required Reading --To Be Read Before Entering the Schools

1. Johnson, C. (1984). Tips for teachers. KNEA Journal, Topeka, KS: KNEA.
2. Locate, read, and be informed about the documents in your school that tell you what your legal responsibilities are. These might include handbooks for students and parents, agendas, policy manuals, posted emergency procedures, etc.
3. Talk with your cooperating teachers to see what their responsibilities are.
4. Come to class prepared to discuss the article, the documents and how you see your responsibilities being different this semester than in the past.

Before or On the First Day of School: Find, read, and learn your school emergency procedures. If possible, secure a copy to refer to throughout your student teaching experience.

1. Read or reread "What are the Ethical and Legal Issues Facing Teachers?" (Ryan & Cooper, 1995; 1998).
2. Searchable database of Kansas Education Statutes. Retrieved January 3, 2001, from the World Wide Web: http://www.ksbe.state.ks.us/lawregs/law_index.html

Focus on a select few of the tips for teachers. What do they mean for you as a student teacher this semester? For example, Rule 7 states "Be aware of the risks of corporal punishment." For you this semester you should follow the advice given within this rule, but you also need to find out whether or not corporal punishment is allowed in Kansas, in the district where you teach, and in the school. If it is allowed in Kansas, in the district, and in your school, you must find, know and follow the written district and school policy. You are the responsible person this semester.

Examine several responses to an interview question on this topic. Formulate concepts/criteria for the grading of interview questions.

Be ready at any time for an On -the-Spot Test or Steps for Success

1. On-the-spot Test or Steps for Success (if given).
2. Complete the interview question above.
3. (a) Restate each legal "tip" in your own terms, and (b) describe what you will have to do this semester to make sure that you understand your responsibilities in your school that are associated with the legal issues in education.

Who are the students and families in my school? What are the beliefs, values and traditions of my school?

Each school has its own culture. This culture is a set of beliefs, values, traditions, and ways of thinking and behaving that distinguishes it from other social institutions and from other schools (Ryan & Cooper, 1998).

"Where we happen to be born and when, may influence the culture, or cultures, we acquired. The family, the neighborhood, the region, the nation, and the era or decade can all make a difference." (Bennett, 2000, p. 39)).

Interview Question (to be typed before class and handed in during class): (Assume that the principal is someone who is not familiar with your school, district, and/or city.) Define the culture of the school and classroom where you did your student teaching. How do you think the culture of the school changed (might change) the way you thought you were going to do things?

Possible Sources of Information:

1. Find a School .Retrieved January 3, 2001, from the World Wide Web: http://nces.ed.gov/nceskids/school.asp
2. School Report Card; To locate a Sedgwick County School, use the following URL http://www.ksbe.state.ks.us Click on the K-12 Demographic Information button to find school listings.
3. School’s Student Handbook
4. School’s Parent Handbook
5. School’s Mission Statement For Wichita schools see (http://www.usd259.com/)

Be ready at any time for an On -the-Spot Test or Steps for Success

Make-up for Absence

1. On-the-spot Test or Steps for Success (if given).
2. Complete the interview question(s) above.
3. Examine the textbooks and/or materials in your classroom to see how various groups are depicted within the teaching/learning materials provided for your students. Write a report answering questions in CI 430 (Social Multicultural Foundations of Education), FER #2. How do the materials match your specific school’s culture?

What is my responsibility to the teachers, the school, and the district in planning and evaluating lessons?

Interview Question (to be typed before class and handed in during class): How will you use the state (or district) standards for the subject(s) you are hired to teach?

Possible Sources of Information:

1. For a listing of the standards for all states, for subject areas, for other countries, see http://www.putwest.boces.org/Standards.html
2. USD 259 Standards. Retrieved January 3, 2001, from the World Wide Web: http://www.usd259.com/curriculum/standards.htm
3. Kansas State Standards. Retrieved January 3, 2001, from the World Wide Web: http://www.ksbe.state.ks.us/outcomes/qpa.html
4. School Improvement Plan (appropriate parts)
5. Student Progress Report Card
6. Teacher Interview: Ask teachers about how they use curriculum standards and the school improvement plan. What type of data is collected to document student performance?

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On-the-spot Test or Steps for Success (if given).
2. Answer the interview question(s) listed above.
3. On the Internet, locate the national organization most closely associated with what you are teaching. Give the Internet address. Summarize what types of things/information are/is available.

Week Five (Ethical Decision Making)

Focus Question:

How should I handle those dilemmas when no rule, policy or law governs them and yet there might be more than one right way to respond?

Interview Question (to be typed before class and handed in during class): Identify an ethical dilemma. Tell what decision you would make in the decision and how you made that decision. (If you need a dilemma, e-mail your instructor and ask for one.)

Required Readings

Eberlein, L. (1989). Ethical decision making for teachers. The Clearing House 68(3), 111-115.).

Kidder, R. M., & Born, P. L. (1998, December/1999, January) Resolving ethical dilemmas in the classroom. Educational Leadership, pp. 38-41).

Fisher, J., & Dowden, B. (2001). Moral dilemmas. Retrieved January 9, 2001 from the World Wide Web: http://www.utm.edu/research/iep/m/m-dilemm.htm

Be ready at any time for an On -the-Spot Test or Steps for Success.

1. On-the-Spot Test or Steps for Success (if given)
2. Request a copy of an ethical dilemma from your instructor. Carefully write down what decision you would make and why you would make it. According to Kidder and Born (1998), did you choose a rule-based, care-based, or ends-based approach to making this decision? Why?

What is the difference between emergencies and crises? What constitutes a crisis? How might I know one when it happens?

Think about crisis situations that have occurred in schools. How have you been prepared to deal with them?

1. On-the-spot Test or Steps for Success (if given).
2. Make sure you get a copy of the speaker’s handout from one of your classmates. Locate an original source that deals with crises in classrooms. Summarize the information and tell how it relates to you this semester.

What is my responsibility in case of a school crisis?

Possible Sources of Information:

1. Crisis in the Classroom: Can Your Schools’ Security Pass the Exam? Retrieved January 3, 2001, from the World Wide Web: http://www.keepschoolssafe.org/classr.html
2. Legal Issues and Policy Issues on Curbing Violence in Schools. Retrieved January 3, 2001, from the World Wide Web: http://www.keepschoolssafe.org/leg.htm
3. Never Say Never: Violence and Tragedy Can Strike Anywhere Tips for Educators on Preparing for the Unthinkable. Retrieved January 3, 2001, from the World Wide Web: http://www.naesp.org/misc/violence.htm
4. Early Warning, Timely Response: A Guide to Safe Schools. Retrieved January 3, 2001, from the World Wide Web: [http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html
5. School Crisis Plan
6. Notes from last week’s speaker.

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On-the-spot Test or Steps for Success (if given).
2. Read and summarize Chapters 3 and 4 of

Early warning, timely response: A guide to safe schools. Retrieved January 3, 2001, from the World Wide Web: http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html

3. Tell what you would do in case of a crisis. Attach a copy of your school’s crisis plan and the members of the school and/or district crisis team.

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Week Eight (Interviewing)

Focus Question:
How can I schedule and prepare for a productive interview?

1. Articles in the Job Search Handbook for Educators that relate to interviewing, portfolios, and job fairs.
2. Read or reread "What are Your Job Options in Education?" (Ryan & Cooper, 1995; 1998).
3. Review the types of information required in an application for a teaching position: Kansas Teaching Jobs. Retrieved January 3, 2001, from the World Wide Web: http://www.kansasteachingjobs.com/app.htm
4. Schedule a mock interview with a building administrator. After the interview make a list of the questions that you remembered being asked. What did you think went well? What needs some help? How might you get that help?

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On -the-Spot Test or Steps for Success (if given)
2. Read or reread "What are Your Job Options in Education?" (Ryan & Cooper, 1995; 1998). Summarize the chapter. Tell about how you might have interpreted this information before the student teaching semester and what it means to you now.
3. Schedule a mock interview with a building administrator. After the interview make a list of the questions that you remembered being asked. What did you think went well? What needs some help? How might you get that help?

What makes a parent conference effective and productive for everyone concerned (the student, the teacher, the parents, and the school)?

1. Kansas National Education Association (KNEA). (1999). Tips for teachers: Suggestions for successful parent conferences. Retrieved January 3, 2001, from the World Wide Web: http://www.knea.org/teachertips/parentconferences.html
2. Kansas National Education Association (KNEA). (1999). Tips for parents: Parents do your homework. Retrieved January 3, 2001, from the World Wide Web: http://www.knea.org/parenttips/conferences.html
3. National Parent Teacher Association (PTA). (2000). Making parent-teacher conferences work for your student. Retrieved January 3, 2001, from the World Wide Web: http://www.pta.org/programs/edulibr/parteach.htm
4. Newsletters and handouts sent home by the schools about conferences.
5. Teacher or Parent Interviews.

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On-the-Spot Test or Steps for Success (if given)
2. Read National Parent Teacher Association (PTA). (2000). Making parent-teacher conferences work for your student. Retrieved January 3, 2001, from the World Wide Web: http://www.pta.org/programs/edulibr/parteach.htm

Summarize the information available at above site. How might you use this information with parents?

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(WSU Spring Break)

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Week Eleven  
Parent Involvement 
Working with Other Adults in Classrooms

Focus Question: 

Do I want or need parents to be involved in schools? If so, how can I enlist their help? What other adults in schools are critical to the school and my teaching?

Interview Question (to be typed before class and handed in during class): Would you involve the parents of the students in your classroom(s) in the activities of the classroom or school? Why or why not? What are some ways you could use parent volunteers in your classroom?

Possible Sources of Information:

13. Examine the national standards for parent involvement, one through six and examples of each: National PTA (1997). National standards for parent/family involvement programs. Chicago, IL: Authors. Retrieved January 3, 2001, from the World Wide Web: http://www.pta.org/programs/stnrdtoc.htm
14. National PTA (1997). National standards for parent/family involvement programs, Research findings. Retrieved January 3, 2001, from the World Wide Web: http://www.pta.org/programs/pfistand.htm#Research
15. Class and/or School Newsletter
16. Teacher or Parent Interview
17. Paraprofessional and What They Feel are Concerns in the Classroom. Retrieved January 3, 2001, from the World Wide Web: http://www.nea.org/esp/messages/2343.html

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On-the-Spot Test or Steps for Success (if given)
2. Briefly define each type of parent involvement addressed in the article. List 4-6 activities under each type of parent involvement that would be appropriate for parents in your grade/subject area. Star those easiest to do.
3. Analyze the school newsletter. Decide what standards/types of parent involvement each article in the newsletter addresses. Which standards or types were not covered? If some were not covered, what might be added to cover the standard?

Or

1. Survey of roles different adults play in your classroom and school.
2. Interview with your teacher to see how adults work together in the school.
3. Attendance at meetings (staff, site council, school board, in-service

Where does the money come from when I need supplies and/or equipment?

Required Source of Information

Interview your teacher about the following issues:

1. How much is the teacher's classroom supply budget?
2. What is it spent on?
3. Where does money come from for major equipment replacements?
4. What happens if the students lack proper clothing?
5. What types of business/school partnerships exist in the school?
6. Who facilitates the fund raising?
7. Who pays for field trip? Who pays if the student cannot?
8. What else might the teacher offer as guidelines and advice concerning this issue?

Possible Sources for Information:

1. Read or reread "How are Schools Governed, Influenced, and Financed?" (Ryan & Cooper, 1995; 1998).

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On -the-Spot Test or Steps for Success (if given)
2. Read or reread "How are Schools Governed, Influenced, and Financed?" (Ryan & Cooper, 1995; 1998). Summarize the chapter. Tell about how you might have interpreted this information before the student teaching semester and what it means to you now. OR
3. Attend a school board meeting. Attach a copy of the agenda to a summary of what took place during the meeting, your opinions about the issues, and what you wished might have happened.

What is QPA? How much do I really need to know about it?

Interview Question (to be typed before class and handed in during class): Tell me what you know about the QPA process. As a teacher, what do you see as your responsibilities to the process?

1. Kansas State Board of Education. (1997). Quality performance accreditation manual: A guide for navigating school improvement and quality performance accreditation. Retrieved January 3, 2001, from the World Wide Web: http://www.ksbe.state.ks.us/outcomes/qpamanl.html
2. Kansas State Board of Education. (1994). Kansas quality performance accreditation. Topeka, KS: Authors
3. Administrator and/or teacher interview.
4. Site Council meetings

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. Complete the interview question(s) listed above.
2. On -the-Spot Test or Steps for Success (if given)

2. Read and summarize Kansas State Board of Education. (1994). Kansas quality performance accreditation (pp. 1-6; 24-29). Topeka, KS: Authors.

What can classroom teachers do to help make the day of the substitute successful?

Required Reading

1. Snyder, J. F. (1998). The alternative of substitute teaching. In AAEE (Eds.), 2000 job search handbook for educators, pp. ______.

1. Teacher Interview: How does the teacher get a substitute teacher? How does the classroom teacher prepare for a substitute teacher?
2. Personal experience as a substitute.
3. Web Links

Substitute Survival: Mini Lessons for Unexpected Moments
http://www.education-world.com/a_lesson/lesson198.shtml

How to Substitute Teach
http://k-6educators.about.com/education/k 6educators/library/howto/htbesub.htm

How to Prepare for a Substitute
http://k-6educators.about.com/education/k-6educators/library/howto/hthavesub.htm

How to Be a Substitute (Lots of Links)
http://k-6educators.about.com/education/k-6educators/msub114.htm

4. Substitute Handbook for the district.
5. Substitute folders developed by the teachers.

Be ready at any time for an On -the-Spot Test or Steps for Success.

Make-up for Absence

1. On -the-Spot Test or Steps for Success (if given)
2. Read and summarize the information you gathered for this assignment. What does this mean to you as a substitute teacher? As a teacher?

What else can I do to prepare for my first teaching job, whether or not I have a contract for next year? What kind of support might be available for first year teachers?

1. Read the information about strategies for a successful first year of teaching in AAEE (Eds.), 2000 Job search handbook for educators.
2. US Department of Education. (1998) What to expect your first year of Retrieved January 3, 2001, from the World Wide Web: http://www.ed.gov/pubs/FirstYear/index.html
3. Starting the Year off Right. Retrieved January 3, 2001, from the World Wide Web: http://www.nea.org/bt/3-school/strtyear.pdf
4. 3 Ways to Beat the First Day Jitters. Retrieved January 3, 2001, from the World Wide Web: http://www.nea.org/bt/3-school/13ways.pdf
5. Read or reread "What Can the New Teacher Expect" (Ryan & Cooper, 1995; 1998).
6. Wong, H., & Wong, R. T. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA 94086: Harry Wong Publications.
7. Teacher interview. Talk with your teacher to see what s/he does to prepare for each year.

Be ready at any time for an On -the-Spot Test or Steps for Success.

1. On -the-Spot Test or Steps for Success (if given)
2. Read and summarize the information you gathered for this assignment. Tell about how you might have interpreted this information before the student teaching semester and what it means to you now.