SYLLABUS
The Steinhardt School of Culture, Education & Human Development
Department of Teaching and Learning
Multilingual Multicultural Studies: TESOL/Foreign Language Ed/Bilingual Ed Programs
FLGED-GE.2922.002/ FLGED-GE.1922.002
Student'Teaching'Foreign'Language'Ed
Tuesdays, 3:30 – 4:45 p.m., 194M, Room 303
Spring 2015
Instructor:
Telephone:
E-mail:
Office hours:
Office:
Robin Harvey
212-992-9367; 917-331-5856
[email protected]
Tuesdays 1:00-3:00, Thursdays 2:00-3:30 and by appointment
East Building room 313
Catalog Description:
One semester of supervised student teaching in a Foreign Language classroom in grades 7-12 for a
minimum of 180 hours with 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 foreign languages.
Through discussion, reflection, presentations and analysis, this course builds on and enhances the
student teaching experience and road to certification. During your student teaching and seminar
experience, 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 duty, hallway
duty, etc.)
• Plan for the physical, emotional and academic needs and characteristics of a diverse student
population
• Work with students of mixed levels and different learning styles
• Develop and apply basic classroom management and discipline skills for their classroom
• Apply 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, Checkpoint A, etc.)
• Reflect on and analyze their own planning and instruction
• Prepare for the edTPA through the collection of teaching videos, student artifacts and practicing
of writing prompts
Course Format
Classes will be conducted in seminar style, using a combination of direct instruction, small and large
group discussion, and small and large group activities. Outside of class, discussions will be held on
NYU Classes.
NYU Classes
This course has a NYU Classes site. The syllabus, details about assignments, and other general course
information will be available on this site. In addition, postings will be made about items of importance
for this course. Most assignments may be uploaded to the dropbox on NYU Classes. Your participation
on the discussion board of the NYU Classes site is of utmost importance, as it allows us to continue
discussions outside of our limited class time.
COURSE REQUIREMENTS
1. Attendance & Participation (20%)
• Attend all classes
• Complete all readings in advance of class meetings
• Come to class prepared with all necessary materials and handouts
• Actively participate in swap shops, whole group, small group and online discussions
2. Class & Small group presentations (30%)
• Activity Swap Shop with posting on NYU Classes (bring 3 copies to share with group)
o Building a positive classroom community
o Building on culture to create a meaningful cultural context
o Developing proficiency through the 3 modes of communication
o Assessment
o Student Case Study
• Teaching Video Clip:
o Contextual Introduction
o Two focus questions: Choose two questions or concerns for classmates to focus for
feedback
o One curated clip (5-7 minutes)
o Facilitation of discussion
3. Student Teaching Journals & Context for Learning (30%) – see details at end of syllabus
• Context for Learning (from the edTPA)
• Journal 1: My Classroom
• Journal 2: Bringing the Outside In
• Journal 3: Working with Parents and Families
• Journal 4: Assessment
• Journal 5: Final Reflection
3. Teaching Portfolio (20%)
• Final learning segment
• Lesson plans (3)
• Assessment(s)
• Student work with feedback
Attendance Policy
No more than two absences will be excused. Your absence is not an acceptable reason for late
submission of assignments. If you must be absent, please advise me by email as soon as possible.
Grading Policy
The seminar grade is based on performance in your student teaching placement and campus-based
work. Grades for the course will be based on your supervisor and cooperating teachers final grades for
your fieldwork (approximately 70%) and the seminar instructor’s grade (approximately 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 supervisor. Breakdown of the seminar instructor’s
grade is outlined in Course Requirements (above) and on accompanying guide to assignments.
Midterm Grade: A temporary midterm grade will be assigned. Work at midterm meriting an A or Awill be assigned the midterm grade “UE.” Work meriting B+ or lower will be assigned a letter grade.
Other Important Details
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 3rd floor, [email protected]
Catherine Legnetti, T&L Department Student Teaching Coordinator, East 3rd floor, [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. You are also expected to attend staff development/PD sessions or days, parentteacher conferences, test days, and other activities in your schools as permitted by your placement
school.
Using 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.
SYLLABUS
This syllabus is a working document that may be adjusted to reflect the needs of our particular class
community. Please bring to my attention any issues or questions you would like to discuss in class.
STUDENTS WITH DISABILITIES
Students with physical or learning disabilities are required to register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a
letter from the Center to the instructor at the start of the semester in order to be considered for
appropriate accommodation.
STATEMENT ON ACADEMIC INTEGRITY: "Your&degree&should&represent&genuine&learning."
The relationship between students and faculty is the keystone of the educational experience in The Steinhardt
School of Culture, Education, and Human Development at New York University. This relationship takes an honor
code for granted. Mutual trust, respect and responsibility are foundational requirements. Thus, how you learn is as
important as what you learn. A university education aims not only to produce high quality scholars, but to also
cultivate honorable citizens.
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:
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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.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is
academic fraud. In a community of scholars, whose members are teaching, learning and discovering knowledge,
plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a musical score
and/or other materials, which are not your original work. You plagiarize when, without proper attribution, you do
any of the following:
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Copy verbatim from a book, an article or other media;
Download documents from the Internet;
Purchase documents;
Report from other's oral work;
Paraphrase or restate someone else's facts, analysis and/or conclusions;
Copy directly from a classmate or allow a classmate to copy from you.
Your professors are responsible for helping you to understand other people's ideas, to use resources and
conscientiously acknowledge them, and to develop and clarify your own thinking. You should know what
constitutes good and honest scholarship, style guide preferences, and formats for assignments for each of your
courses. Consult your professors for help with problems related to fulfilling course assignments, including
questions related to attribution of sources.
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and exchange ideas
and opinions with others, including your classmates and professors. You will be expected, and often required, to
build your own work on that of other people. In so doing, you are expected to credit those sources that have
contributed to the development of your ideas.
Avoiding Academic Dishonesty
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Organize your time appropriately to avoid undue pressure, and acquire good study habits, including note
taking.
Learn proper forms of citation. Always check with your professors of record for their preferred style
guides. Directly copied material must always be in quotes; paraphrased material must be acknowledged;
even ideas and organization derived from your own previous work or another's work need to be
acknowledged.
Always proofread your finished work to be sure that quotation marks, footnotes and other references were
not inadvertently omitted. Know the source of each citation.
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Do not submit the same work for more than one class without first obtaining the permission of both
professors even if you believe that work you have already completed satisfies the requirements of another
assignment.
Save your notes and drafts of your papers as evidence of your original work.
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.
Departmental Procedure
• The Professor will meet with the student to discuss, and present evidence for the particular violation,
giving the student opportunity to refute or deny the charge(s).
• If the Professor confirms the violation(s), he/she, in consultation with the Program Director and
Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and Department Chair, and inform the
student in writing, instructing the student to schedule an appointment with the Associate Dean for Student Affairs,
as a final step. Copies of the letter will be sent to the Department Chair for his/her confidential student file and the
Associate Dean for Student Affairs. The student has the right to appeal the action taken in accordance with the
School's Student Complaint Procedure as outlined in The Steinhardt School of Culture, Education, and Human
Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual circumstances,
faculty may choose to refer the issue to the Committee on Student Discipline for resolution, which they may do
through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York University Policy on
Student Conduct, published in the NYU Student Guide.
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 your placement school’s calendar or the NYC DOE public school calendar: http://schools.nyc.gov/Calendar
Date
Jan 27
Central Focus
Who are we?
What are our individual goals,
needs, experiences and
expectations?
Student Teaching
Requirements & Expectations
Feb 3
Who are our students?
How can we create a positive
classroom environment?
Readings Due Today
Within the first ten days of student teaching:
1. Talk to your CT about the edTPA and it’s requirements (3-5 lesson learning segment,
videotaping teaching, documenting student work)
2. Distribute permission slips to students, have them signed and collected
3. Review and establish your student teaching schedule, talk to your CT about possible planning
times, ask when department and grade team meetings take place and when parent teacher
conferences are
READ:
• School Website
• DOE School Progress Report
TALK to your CT about classroom
norms, routines, etc.
ATTEND department or grade team
meetings that may discuss current
students
Feb 10 What do World Languages
classrooms look like?
How can the edTPA and EAS
help my teaching?
What are the tenets of
backward design?
Assignments Due Today
READ:
• edTPA World Languages
Handbook, overview section
• edTPA Student Guide:
Making Good Choices
• EAS sample test
http://www.nystce.nesinc.com
/NY_PM.asp?t=201
In Class: Review the tenets of
backward design in class
1. Swap Shop: Building a Positive Classroom Community:
How does your CT build a positive classroom community?
How do they do this using the target language? Come prepared
to share strategies (5) for creating a positive classroom
environment.
**Weekly journal to supervisor due each Friday throughout
the semester
1.!Gallery Walk: bring three pictures with captions of your
classroom that demonstrate what the learning environment
2. edTPA Context for Learning - Use the template found on
Foliotek
!
Feb 17 How does my CT plan for the
year, the month, the week and
by day?
How can we evaluate our
students’ proficiency levels?
How can we use our
knowledge of students in
planning?
How can we plan to allow our
students to take responsibility
for their own learning?
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In Class: Review Levy
(2007) Gradual Release
of Responsibility
Feb 24 How can we create a
classroom environment that
values student backgrounds?
How can we help students
develop cultural competence?
What are the “3 Ps” of
teaching culture in a world
language classroom?
READ:
• ACTFL Proficiency levels
• NYS Standards
• Teaching World Languages:
A Practical Guide (Ch 3,
pages 4-14)
Journal #1: The reality of my classroom vs. what I would like
to do - Who are your students? What are their needs? What is
your CT’s approach to planning and instruction? How is it the
same or different from my approach to teaching and how can
I learn from it?
TALK to your CT about planning
(when, how, with whom, what works
& doesn’t)
CONSIDER: student proficiency
levels (choose 3 students)
Talk to one or two students to learn
about their lives.
READ:
1. Swap Shop: Building on Culture: How does your CT or
how do you plan a lesson that uses the 3 Ps of culture? Bring
• ACTFL & NYS Standards
• Funds of Knowledge (article) an activity/lesson that explores the culture of the language
through the lens of the 3 Ps.
TALK to your CT about how and
when the target culture and/or the
cultural backgrounds of the students
are brought into the classroom
What are the “5 Cs”?
Mar 3
What are the three modes of
communication?
How can we develop
communicative competence in
the three modes of
READ:
1. Swap Shop: Developing proficiency through the three
• edTPA Planning & Instruction modes: Bring an activity/lesson which builds through the 3
modes of communication
& Corresponding rubrics
TALK to your CT about planning
field trips or bringing guest speakers
2. Journal #2: How can we incorporate outside resources
available to us in our teaching? What are some ways that we
communication?
into the school
How can we incorporate
outside resources available to
us in our teaching? (Field
trips, speakers, parents etc..)
Brainstorm possible field trip ideas
or ways of bringing the outside in.
can bring the outside in? What are some possible field trip
ideas and how are they aligned with the 5Cs?
Mar 10 How can we use assessment
and feedback, in particular the
Integrated Performance
Assessment, to improve
learning?
READ:
1. Swap Shop: Assessment (IPA) activity
• edTPA Assessment Section &
2. Draft Outline of Learning Segment Plan – Please use the
Corresponding rubrics
template provided on NYU Classes
• The Integrated Performance
Assessment
• “53 Ways to Check for
Understanding” (NYU
Classes)
Mar 17 Spring Recess – No Class
(must attend student teaching)
Mar 24 How can we integrate the 4
skills (reading, writing,
listening & speaking) into our
3 modes lesson plans?
READ Assessment and
Differentiation
What are ways that we can
differentiate for our students?
How can we differentiate via
presentation, process and
product?
Mar 31 How can we work effectively
with parents?
READ Strategies for Differentiation
1. Swap Shop: Differentiation: Come prepared to class to
share an activity or a lesson that demonstrates differentiation
for students of varying needs and or learning styles based on
presentation, process or product.
2. Lesson Plans (3 - 5) of the Learning Segment (use the
template on NYU Classes)
READ:
1. Swap Shop: List of strategies/norms for parent-school and
Articles on diversity and working parent-teacher communication
with families on NYU Classes
2. Student Case Study
TALK to your CT about parental
outreach and involvement.
Attend parent teacher
conferences*** Check date with
your CT (March)
Talk to one or two students to learn
about their lives.
Apr 7
How can we improve our
teaching by analyzing and
reflecting on it?
Journal #3: Working!with parents & families
Presentations: Teaching Videos with guiding questions
Apr 14 How can we improve our
teaching by analyzing and
reflecting on it?
Presentations: Teaching Videos with guiding questions !
Apr 21 How can we improve our
teaching by analyzing and
reflecting on it?
Journal #4: Assessment!
Apr 28 How can we improve our
teaching by analyzing and
reflecting on it?
Presentations: Teaching Videos with guiding questions
May 5
What are our next steps?!
Presentations: Teaching Videos with guiding questions
TALK to your CT about finding a
job and the interview process
1. Teaching Portfolio
!
2. Portfolio Walk
3. Journal #5: Final Self-Assessment
midJune
!
LAST DAY OF STUDENT
TEACHING PLACEMENT