New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Teaching Practicum:
Social Studies in the Middle/Secondary School
SOCED-GE 2053/SOCED-UG 1040
SOCED-GE 2911/SOCED-UG 1037
Spring 2015
Thursdays 4:55-6:35pm
Instructor: Maura FitzGerald
Phone: (914) 844-4674 (cell)
Email: [email protected]
Office Hours: By Appointment
Course Description:
The primary purpose of this course is to provide support in your student teaching experience
and a forum for reflection and growth. Together we will be able to share the successes and
challenges experienced while student teaching.
Learner Objectives:
The class will help you to:
1. Develop and reflect on your educational philosophy
2. Understand different school cultures and expectations
3. Collaborate with your colleagues
4. Effectively manage your classroom
5. Differentiate to students at both higher and lower levels
6. Assess student understanding
7. Understand the Common Core Standards
8. Handle the job search process
Required Readings:
Course packet, available at Advanced Copy Center, 552 LaGuardia Place, 212-388-1001
First Year Teacher’s Survival Guide by Julia G. Thompson: 2013 Edition 3 (ISBN 1118450280)
Course Requirements:
The course requires active participation and completion of both the weekly assignments listed
in the syllabus and the final portfolio. This class centers on the ability to share and reflect on
our experiences in the classroom. Your ability to share honestly about your experience, provide
feedback to others, and engage with the readings in class is essential. To that end, please be
sure to bring your course packet with you to class each week.
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Attendance Policy:
All students are responsible for the material covered in each class period. Much of what we do
in class is based on in-class activities and discussion. With that in mind, attendance is extremely
important to your success in the class. You are expected to be here each week on time. Should
you absolutely need to miss a class, please contact me in advance to let me know. Students
who miss two or more classes without prior notice or are repeatedly late will be dropped a
letter grade.
Grading Policy:
Attendance, active class participation, and professionalism
Weekly Assignments
Final Portfolio
30%
40%
30%
Weekly Assignments:
Throughout the semester, there will be assignments due from week to week. These
assignments will be scored based on completion. Unless otherwise noted, you’ll receive full
credit with feedback to think about as you revise the work for your final portfolio. If the
assignment needs to be redone for credit, I will let you know.
All written work should be typed and double-spaced with reasonable margins and reasonably
sized font. Assignments will be collected in class on the days they are due. Late papers will be
marked down one letter grade for each calendar day overdue, unless an extension has been
cleared with me in advance.
Please bring in a hard copy of all assignments unless otherwise specified.
1. Intervisitation Assignment: Find at least two teachers at your placement (other than your
CT) that are willing to be observed. Visit each class for at least 20 minutes either at the
beginning or end of their class. Observe and record how they do any of the following:
-Greet the class
-Incorporate routines and rituals into their teaching
-Start the class
-Engage students
-Manage behavior
-Check for understanding
After, in a brief reflection, note what worked, what didn’t, and what questions you had.
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2. Checkpoints for Final Portfolio: To help you break down the final portfolio project, and get
feedback along the way, there will be smaller components assigned throughout the semester.
These include:
•
•
•
Unit plan proposal: A one-page description of the unit, including: objectives, possible
aims, assessments, activities, resources. Template is available on NYU classes, though it
need not be in that format.
Two Differentiated Lesson Plans: Two lesson plans from the proposed unit that include
a plan to differentiate either the content, the process, or the output for different
learners in the class. The format doesn’t matter, as long as it provides clear content and
skill objectives, a paced description of the lesson, and a check for understanding.
Assessment with Rubric: Create a final assessment for the proposed unit. Be sure to
include a brief background on the content covered in the unit and focus on a skill that
was taught within the unit. Outline clear expectations for your students to follow in
order to complete the assignment and include a rubric that describes the products that
exceed, meet, or fail to meet the standards. This will be explained further in class.
3. First Year Teacher’s Survival Kit Assignment: This text is a great resource for your first year
and beyond. It is a practical text that you can refer to for most classroom issues, from building
relationships with students, to evaluating their work, to professionalism in the classroom.
Select a section from the book to focus on. (We’ll divide sections up in class to avoid
redundancy). In a one-two page handout, outline what you read. What did the section focus
on? What were the biggest takeaways? What specific strategies or tips were given to assist a
teacher in year one? Provide a brief explanation of how you applied (or could apply) what
you’ve learned from the book in your own classroom or school this semester.
Portfolio Project:
The portfolio is the culmination of all of your work this semester. Most of the work has been
completed and turned in already throughout the semester. This is your chance to reflect on it,
improve it, and pull it all together. The organization and design of the portfolio is entirely up to
you, but be sure to include:
1. Your completed Unit Plan (use the UBD template on NYU classes or your own school’s
unit planning template)
2. Your two Differentiated Lesson Plans
3. Assessment with Rubric (If possible, include examples of student work!)
4. Your Educational Philosophy
5. A Completed Resume and Sample Cover Letter*
(*Assignments that won’t be submitted ahead of time, only included in final portfolio.)
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Students with Disabilities:
Students with physical or learning disabilities should register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) or 240 Greene Street,
www.nyu.edu/csd.
Academic Integrity:
The following has been retrieved from NYU Steinhardt’s Policies and Procedures (available from
http://steinhardt.nyu.edu/policies/academic_integrity):
Academic integrity is the guiding principle for all that you do; from taking exams, making oral
presentations to writing term papers. It requires that you recognize and acknowledge
information derived from others, and take credit only for ideas and work that are yours.
You violate the principle of academic integrity when you:
• Cheat on an exam;
• Submit the same work for two different courses without prior permission from your
professors;
• Receive help on a take-home examination that calls for independent work;
• Plagiarize.
Disciplinary Sanctions:
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty,
appropriate disciplinary action may be taken following the department procedure or through
referral to the Committee on Student Discipline.
The Steinhardt School Statement on Academic Integrity is consistent with the New York
University Policy on Student Conduct, published in the NYU Student Guide.
All students must comply at all times with all aspects of New York University-Steinhardt's
Code for Academic Integrity. This code may be found at
http://steinhardt.nyu.edu/policies/academic_integrity. Please note that it is the student’s
responsibility to read this code and seek clarification on any areas of confusion.
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Schedule of Readings
Please note that assignments are due the day they appear on the schedule.
The majority of readings will be done in class.
Please note this syllabus is subject to change in accordance with our progress.
1/29: Welcome to the Course
Overview & Expectations, Factors that Impact Student Motivation (Expectations, Environment, Planning)
Sign up for FYTSG Sections
2/5: Visit from Mark Perez and Understanding School Culture
Grading, Norms, Discipline, Parent Involvement
In-Class Reading: Course Reader 11-24
Elaine K. McEwan (2006), Excerpts from the Introduction, How to Survive and Thrive in the First
Three Weeks of School
2/12: Visit from Supervisors and Frank Pignatosi/UBD Review
Location TBA
*2/19: Classroom Management
Rewards, Punishments, and Why Students Misbehave
Due: Intervisitation Assignment (see pg. 2 of syllabus)
In-Class Reading: Course Reader 27-42
Annette Breaux and Todd Whitaker (2006), Excerpts, Seven Simple Secrets: What the Best
Teachers Know and Do.
Elaine K. McEwan (2006), Excerpts from the Introduction, How to Survive and Thrive in the First
Three Weeks of School.
*2/26: Differentiation
What Differentiation Is and Isn’t, Differentiating both Up and Down, Modes of Differentiating
(Content, Process, Output) Brainstorming Panel Questions
Due: Unit Proposal (see pg. 3 of syllabus)
In-Class Reading: Course Reader 42-57, 71
Carol Ann Tomlinson (2001), Excerpts from Chapter 1, How to Differentiate in Mixed-Ability
Classrooms.
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*3/5: CTT/ICT/SETSS and Managing a Differentiated Classroom
CTT Panel
Due: First differentiated lesson (see page 71 in course reader)
In-Class Reading: Course Reader 59-70
Carol Ann Tomlinson (2001), Excerpts from Chapter 6, How to Differentiate in Mixed-Ability
Classrooms.
*3/12: Assessing “Understanding”
Examining Differentiated Assessments
Due: Second differentiated lesson (see page 71 in course reader)
Reading: Course Reader 74-91
Stephanie Harvey and Anne Gouduis (2000), Excerpts from Chapters 1 and 12, Strategies that
Work: Teaching Comprehension to Enhance Understanding.
Elaine K. McEwan (2006), Excerpts, How to Survive and Thrive in the First Three Weeks of School.
3/19: NO CLASS, NYU SPRING BREAK
*3/26: NO CLASS, PARENT TEACHER CONFERENCES
Due via email by Thursday, 3/26: First Year Teacher Survival Guide Assignment (See pg. 3 of
syllabus) Email assignment to me at [email protected].
*4/2: Educational Philosophies
Due: Culminating Assessment and Rubric
In-Class Reading: Course Reader 123-125, 133-137
*4/9:Due via email by Thursday, 4/9: Educational Philosophy (will be discussed in class on 4/2.) Email
assignment to me at [email protected].
4/16: Resume Workshop
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In-Class Reading: Course Reader 139-145
*4/23: Interviews
Interview Process, Group Interviews and Brainstorming Panel Q’s
Due: Final Portfolio
In-Class Reading: Course Reader 147-150
4/30: Administrator Panel, Course Wrap Up
Hiring, Interviews, Observations, Tenure etc.
5/7: NO CLASS, PARENT TEACHER CONFERENCES
5/14: 6-7:50pm, Our Scheduled Final Exam Time. Optional class meeting during finals week (to be
discussed in class)