NEW YORK UNIVERSITY
STEINHARDT SCHOOL OF CULTURE, EDUCATION AND HUMAN DEVELOPMENT
Department of Teaching and Learning
Multilingual Multicultural Studies
Spring 2015
TESOL-GE.2902.001 & BILED-GE.2992.001
Student Teaching in TESOL & Bilingual Education: Elementary & Secondary (Part 2)
Thursday, 3:30 – 4:45 pm
25 W. 4th Street, C-8
Instructor:
Office:
Phone:
E-mail:
Office hours:
Heather H. Woodley, PhD
East Building, 239 Greene Street, 318
212-998-5494
[email protected]
Wednesday 1:00 – 4:00 pm; Thursday 1:00 – 3:00 pm by appointment
I have learned much wisdom from my teacher, more from my colleagues and the most from my students
–The Talmud
Catalog Description: One semester of supervised student teaching in a TESOL classroom, or TESOL
program, in grades K-6 or 7-12 for a minimum of 180 hours for 20 days. Student teaching experiences
will be used to support theoretical and practical applications of the planning and implementation of the
curriculum. Participation is required in a weekly student teaching seminar which offers a practical
examination of teaching problems and practices as they related to actual classroom teaching.
Course Overview: This course is a support and supplement to your supervised student teaching in
TESOL. Through discussion, reflection, presentation and analysis, this courses builds on and enhances
your student teaching experience. During your student teaching, you will receive support from your
seminar instructor, cooperating teacher, and supervisor.
Learner Objectives: Students will be able to:
Create a facilitative, collaborative, and low-anxiety learning environment
Foster a positive working relationship with your cooperating teacher and other members of the
school community, as well as parents and students
Identify and follow the routines of the schools and the school community (lunch, hallway
duty, etc.)
Plan for the physical, emotional and academic needs and characteristics of diverse students.
Work with students of mixed levels and different learning styles
Develop and apply basic classroom management and discipline skills for their classroom
Apply the standards and best practices in curriculum, unit and lesson plan design
Utilize a variety of instructional strategies in teaching a second or foreign language and
culture, including but not limited to: target language immersion, communicative language
practice, and specific strategies for teaching pronunciation, grammar, vocabulary and the four
language skills (listening, speaking, reading & writing)
Assess students’ needs and achievements through various assessments including standardized
tests (e.g., NYSESLAT, Regents exams)
Reflect on and analyze their own planning and instruction
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Prepare for the edTPA through the collection of teaching videos, student artifacts and
practicing of writing prompts
Course Format: Classes are seminar style, using a combination of direct instruction, small and large
group discussion and activities. Outside of class, discussions will be held on NYU Classes.
Academic Integrity: You are expected to read and adhere to NYU’s and MMS’ policies on academic
honesty, and to produce work of your own doing and credit any secondary sources used in your writing
appropriately. Any use of others’ words/phrases or ideas without proper credit and documentation and
claiming it as one’s own constitutes plagiarism; it is a serious offense with severe consequences. And
then you miss out on the learning too. The full Steinhart statement of Academic Integrity can be found
at www.steinhardt.nyu.edu/policies/academic_integrity.
Students with Special Needs: Any student attending NYU who needs an accommodation due to a
chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should
register with the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street,
www.nyu.edu/csd.
Course Requirements: Details can be found on NYU Classes
1. Class Participation & Attendance (30%)
o Attend all classes
o Complete all readings in advance of class meeting
o Come prepared to class with all necessary materials and handouts
o Actively participate in whole group, small group, and online discussions
2. Class and small group Presentations (20%)
Teaching video clip
o Contextual introduction
o 8-10 minutes
o Facilitation of discussion
Journal sharing
3. Student Teaching Journals (30%) – see prompts in syllabus
o Keep a real journal throughout your semester: online, on device, or in-hand
o Chose 4 prompts to submit as complete written responses (2-3 pages each)
o Post on selections NYU Classes (Forums) to share with classmates
Grade scale
A 93-100
A- 90-92
B+ 87-89
B 83-86
BC+
C
C-
80-82
77-79
73-76
70-72
D+ 65-69
D 60-64
There is no DF Below 60
IP
Incomplete/
Passing
N No Grade
IF
Incomplete/
Failing
Attendance Policy: Participation, preparation and punctuality are highly valued components of this
course as the learning process is a mutually constructed event. If you are absent or late, please make
arrangements with another student to get class information and materials, check NYU Classes, or
discuss it with your instructor in office hours. More than two absences will impact your final grade.
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Grading Policy: The seminar grade is based on performance in your student teaching placement and
campus-based work. Grades for the course are based on your NYU supervisor’s and cooperating
teacher’s final grades for your fieldwork (approx. 70%) and the seminar grade (approx. 30%). The
campus-based grade of 30% consists of the completion of the assignments required by the seminar
instructor. The field-based grade of 70% consists of the completion of responsibilities required for
student teaching by the field office, your CT and NYU supervisor.
New York State Certification and NYC Teaching Information
Mark Perez, NYU Certification Officer, Pless Hall 2nd floor, [email protected]
Andrea Vallani, T&L Department Certification Specialist, East 200, [email protected]
Kate Legnetti, T&L Department Student Teaching Coordinator, East 200, [email protected]
Frank Pignatosi, Director, T&L Department Office of Clinical Studies, [email protected]
Teacher certification @NYU: http://steinhardt.nyu.edu/teacher_certification/
Forms and resources for student teaching: http://steinhardt.nyu.edu/apprentice
Weekly Timesheets: Obtain weekly time sheets (also health forms) at the Office of Clinical Studies
on the 3rd floor of the East Building. Keep a record of your daily student teaching hours on the time
sheets and ask your cooperating teacher to sign them every week. Submit signed weekly time sheets
to the Field Placement Office. Submit health forms and get fingerprinted before you begin your
student teaching.
Weekly Journals to supervisor: In an email to your NYU supervisor, describe your highs/successes,
lows/challenges, and questions of the week in your student teaching. Consider asking questions for
specific resources, lesson planning materials, or give scenarios in your teaching.
Teacher observations: During the second half of the semester, it is recommended that you observe
other teachers who teach courses similar to or different from your own style of teaching, or in a
different program (push-in/pull-out, etc.). You are also expected to attend staff development/PD
sessions or days, parent-teacher conferences, test days, and other activities in your schools.
What’s the deal with Foliotek? Foliotek is an online platform for data storage, management, and
submission of your edTPA. You have received an invitation to join through NYU Classes, and once
you are on the Foliotek NYU Classes page, you can click a link to be redirected to your Foliotek
account. Here you will have direct access to all edTPA prompts and templates for your certification
track(s). You will be able to enter your responses directly after each prompt on Foliotek. There is also
space to store you video, photo, and audio files, share files with your instructor and classmates. This is
also where you will officially submit your completed edTPA to New York State.
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Course Calendar
Please note that our seminar calendar follows the NYU academic calendar:
www.nyu.edu/registrar/calendars/university-academic-calendar.html
Your student teaching placement follows the NYC DOE public school calendar: http://schools.nyc.gov/Calendar
Central Focus
Readings
to be completed before class meeting
Due
**Weekly journal
due to supervisor
each Friday
throughout the
semester
(high/low/question)
Journal prompt
January 29
Who are we? Who
are our students?
What are our
expectations this
semester?
1. A Puerto Rican Girls’
Sentimental Education (Johanna
Vega in Cool Salsa)
2. NYC DOE Office of ELLs
2012-2013 Demographics
Report
3. Student teaching expectations
February 5
What are the
different school
programs or models
for emergent
bilinguals?
1. NY State Education Department
Policies, Mandates & Initiatives
on the Education of ELLs (2014)
2. School Website, DOE School
Progress Report
3. In class: NYC DOE, ELL Parent
Orientation Video
schools.nyc.gov/academics/ELL/f
amilyresources/ellorientationvide
o2010.htm
Describe something
Journal 1:
Building a positive from your placement
class community
that contributes to
building community
(norms, routines,
visuals, etc.)
1. Colorblindness: The new racism?
2. EAS sample or real test
3. edTPA EAL Hadbook,
Introduction & Tasks Overview
section (pgs. 1-8)
4. edTPA Student Guide: Making
Good Choices
Journal 2: My
educational
diversity
Explore how you
learned about
different areas of
diversity (race, class,
gender, LGBTQ etc.),
and how you’ve
changed or not
Journal 3:
Starting the
conversations with
current events
Find and share a
news article, online
video, etc. that can
jumpstart a critical
conversation
How can I build
and support a
positive class
environment?
February
12
How can I teach for
social justice?
How can the edTPA
and EAS impact my
teaching?
February
19
How can I use
Gradual Release of
Responsibility in
planning lessons?
1. edTPA Instruction/Planning
February
26
How can we
differentiate
learning for
emergent
bilinguals?
1. Introduction &
Multilingual/Classroom ecology
sections from Translanguaging in
Curriculum & Instruction
(Hesson, Seltzer, & Woodley,
2014)
Context for
Learning (edTPA
template on
Foliotek)
March 5
How can I plan for
students’
competencies?
1. Research or lessons for one:
discourse, grammatical,
metalinguistic, pragmatic
Journal 4:
Competency
activity
Section & rubrics
2. Levy (2007) Gradual Release of
Responsibility
Describe an activity
you have observed or
led that meets a
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language learning
competency and how
it is met
March 12
How can I use
assessment to
improve learning?
What are
accommodations I
can use in a
assessing learners?
1. edTPA Assessment Section &
Corresponding rubrics
2. Accommodations for IEP/504
http://www.ncld.org/studentsdisabilities/accommodationseducation/accommodations-includeiep-504-students-ld
Draft Outline of
Learning
Segment &
Lesson Plans:
Use templates on
NYU Classes
March
13 – 14
NYSABE (NY State Association for Bilingual Education) annual conference in downtown White Plains
(Metro North from Grand Central)
March 19
No class – NYU Spring Break (DOE schools open)
March 26
How can I meet the
needs of SIFE and
LTELL in my
classes?
April 2
No class – Fieldtrip experience in NYC
April 9
How can we analyze
and reflect on our
teaching for
improvement?
April 16
1. DeCapua et. al. (2009) Meeting
the needs of students with limited
or interrupted schooling: A guide
for educators, Chapters 1 & 2
2. The Difficult Road for LongTerm English Learners (Menken
& Kleyn, 2009)
1. Student-friendly readings and
media for lesson planning
April 23
Presentations:
Teaching Videos
Journal 6:
Assessment
reflection
April 30
May 7
Journal 5:
Working with
families
What are my next
steps in teaching?
In class: Sample interview questions
Describe ways your
CT or school
engages families in
the student learning
or school
community;
challenges faced;
and offer
recommendations
for improvement.
Respond to the
Assessment prompts
in the EAL edTPA
handbook (details
will be discussed in
class)
Journal 7: Looking Create a useful piece
forward
for a next step in your
teaching:
-lessons and learning
segment
-revised teaching
philosophy
-student work with
feedback an
commentary
-interview reflections
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