Spring 2014

Clinical Community B Syllabus

by

Dr. Ava L. McCall



Elem Ed 360 Clinical Experiences in Teaching and Classroom Management (three credits)

Spring, 2014

Instructors: Mary Benotch, Christie Blanton, Eric Brunsell, Suzanne Doemel, Ava McCall, Pat Tyunaitis, and Susan Van Dyke

Course Description: 

The course includes pre-student teaching experiences in elementary classrooms which provide students with opportunities for guided observations of teaching and classroom management strategies as well as planning, teaching, and assessing lesson and unit plans in core academic subjects. Students must reflect on and learn from their teaching and assess their growth in meeting the ten Wisconsin teaching standards. The concurrent seminar focuses on different frameworks and models to build classroom community, a positive classroom climate, and a safe learning environment. Students complete Elem Ed 360 Clinical Experiences in Teaching and Classroom Management concurrently with Elem Ed 316 Teaching Science and Environmental Education in the Elementary and Middle School, Elem Ed 317 Teaching Social Studies PK-8, and Elem Ed 384 Teaching PK-8 Mathematics.

Prerequisites: Admission I, Educational Foundations 380, Elementary Ed 311, Reading 305, Educational Leadership 302, and Educational Leadership 325. 


Course Goals/Objectives:

The course meets the Department of Public Instruction requirements for pre-student teaching experiences as described in PI34. The requirements are:

● The program shall require onsite supervised pre-student teaching clinical experiences, which are developmental in scope and sequence and occur in a variety of school settings.

● The pre-student teaching experiences shall result in students demonstrating knowledge and understanding of the PI34.02 Teaching Standards.

● Successful performance shall be measured using both of the following: at least two written evaluations of each student based upon observations by the cooperating teachers or by the SCD supervisor and the student portfolio.


Specific goals for the clinical experience:

● Clinicians will prepare and teach lessons and units in science, social studies, and mathematics which are designed for the students in their clinical placement.

● Clinicians will utilize meaningful technology in their lessons which enhance their lesson goals, engage students in learning, and meet students' needs.

● Clinicians will differentiate instruction to meet the needs of their students, including those with special needs and English learners.

● Clinicians will assess students’ learning as a result of their teaching, include ways to differentiate assessments based on students’ needs, and reflect on, evaluate, and learn from their teaching.

● Clinicians will observe, analyze, and, when appropriate, utilize their cooperating teacher's classroom management strategies and reflect on their effectiveness in terms of preventing behavior problems, intervening when problems occur, and developing classroom community and prosocial behaviors among students.

● Clinicians will learn about different classroom management frameworks and models, such as Conscious Discipline, PBIS, and Love and Logic and, with their cooperating teachers’ approval, apply appropriate approaches in their clinical placements and reflect on their effectiveness in terms of developing community, a positive classroom climate, students' prosocial skills, and maximum use of academic learning time.


Required Textbooks:

Bailey, B. A. (2000). Conscious discipline: 7 basic skills for brain smart classroom management.             Oviedo, FL: Loving Guidance.


Handouts for seminars will be sent to you prior to or during the semester.


Course Requirements and Grading:

            The Clinical Experiences in Teaching and Classroom Management is a pass/fail course and the final grade will be a cooperative decision between the cooperating teacher and university supervisor. The pass/fail grade will be determined by the clinician’s demonstration of adequate progress on the performance criteria identified on the “College of Education and Human Services Instructional Evaluation Form” which is aligned with the college conceptual model and the Ten Wisconsin Standards for Teacher Development and Licensure. The clinician’s performance must indicate a readiness for student teaching.

            Clinicians must complete a classroom management log in which they identify and evaluate strategies for preventing student behaviors which may interfere with the creation of a positive classroom climate and a safe learning environment. They must also identify and evaluate strategies for intervening with students immediately to address behaviors which may not be conducive to the creation of a positive classroom climate and a safe learning environment. In addition, clinicians must identify and evaluate strategies to educate and promote students’ long-term development of pro-social skills in order to develop a positive classroom climate and a safe learning environment. Finally, clinicians must prepare a classroom management philosophy in which they describe the overall purpose and outcomes of classroom management and steps they will take to meet their goals.

            Clinicians must complete a self-evaluation of their clinical teaching experiences in which they assess their performance on the Ten Wisconsin Standards for Teacher Development and Licensure on the “College of Education and Human Services Instructional Evaluation Form” This self-evaluation will become part of the clinicians’ Admission to Student Teaching stage of their Professional Education Program portfolio.

            University supervisors will complete at least one written observation/evaluation of each teaching team or clinician teaching a unit integrating science and mathematics and another when clinicians teach a unit integrating science, social studies, and mathematics. Cooperating teachers are also encouraged to complete on-going evaluations of clinicians’ teaching. Both the cooperating teacher and university supervisor will prepare a final evaluation of the clinical experience for each clinician. These evaluations will become part of the clinicians’ Admission to Student Teaching stage of their Professional Education Program portfolio. The clinicians may also select other assignments from their Clinical Community B methods classes for inclusion in the Admission to Student Teaching stage of their Professional Education Program portfolio.


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