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.2911.002/ FLGED-GE.1911.002
Student Teaching Foreign Language Ed: Middle/High School (1)
Tuesdays, 3:30 – 4:45 p.m., Silver 208
Fall 2014
Instructor: Robin Harvey
Telephone: 212-992-9367
E-mail: [email protected]
Office hours: Monday, 2:00 – 4:00; Wednesday, 1:30 – 4:00 p.m., and by appointment
Office: East Building, 239 Greene Street, 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 intended as a support and supplement to your supervised student teaching in foreign languages.
Through discussion, reflection, presentations and analysis, we hope to make the most of the student teaching
experience. Requirements of the edTPA will be reviewed and discussed. 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 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
Prepare for the edTPA through the collection of teaching videos, student artifacts and practicing of writing
prompts
II. Readings
A.
Required Readings
NYU Student Teaching Handbook online http://steinhardt.nyu.edu/apprentice/
edTPA Handbook: World Languages
Making Good Choices: Student Guide to edTPA
Additional readings as indicated in syllabus and/or posted on NYU Classes
B.
Recommended Readings
Curtain, H. (2010). Languages and children-making the match. (4th ed.). Boston: Allyn & Bacon
Rominger, L., Laughrea, S. P., & Elkin, N. (2001). Your first year as a high school teacher: Making the
transition from total novice to successful professional. New York: Three Rivers Press.
Sizer, T. R., Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston:
Beacon Press.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers in improving
education in the classroom. New York: The Free Press.
Stone, R. (2002). Best practices for high school classrooms: What award-winning secondary teachers do.
Thousand Oaks, CA: Corwin Press.
Thompson, J. (2007). The first-year teacher's survival guide. San Francisco: John Wiley & Sons, Inc.
Weiner, L. (1999). Urban teaching: The Essentials. New York: Teachers College Press.
Williamson, B. (1998). A first-year teacher’s guidebook: An educational recipe book for success.
Sacramento, CA: Dynamic Teaching.)
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 points)
Attend all classes
Complete all readings & watch all videos in advance of class
Come prepared with handouts in class
Participate in whole group, small group and online discussions
2. Class Presentations with handouts/appropriate materials (20 points)
Activity showing differentiation (with handout)
Assessment Activity (with handout)
Learning Segment draft (with handout) for review in class
Video Clips: two clips of 15 minutes maximum for review in class
3. Written Assignments (60 points)
Learning Segment: draft
Learning Segment and Lesson Plans – include all worksheets, graphic organizers, materials needed to
teach the learning segment.
Differentiation activity: Handout
Assessment activity: Handout
Final learning segment
Journals
o Weekly Reflection Journals – due to supervisor
o Five Student Teaching Journals of 3-5 pages on the following topics.
Context for Learning (edTPA) & The Multilingual Ecology of Your School
Planning for Instruction / Diverse Learners
Instruction (to be handed in with video clip the day of your video presentation)
(Seminal research /theory)
Final Self-Assessment/Reflection on Teaching with Teaching Philosophy
Professional Conference Summary (1)
Portfolio
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 A- will 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 200, [email protected]
Amanda Savarese-Roth, T&L Department Student Teaching Coordinator, East 200, [email protected]
Frank Pignatosi, Director, T&L Department Office of Clinical Studies, [email protected]
Important website: http://steinhardt.nyu.edu/apprentice
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:
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:
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
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.
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.
Course Calendar
Please note that our seminar calendar follows the NYU, not the New York Public School calendar. Your teaching schedule follows the public school calendar.
Date
Central Focus
Sep 2
Finding our Place
What are our individual goals and in what settings
would we like to teach?
What is required of us in our student teaching
placements?
How can we work well within our school
community (CT, faculty, staff, administration,
supervisor)?
What is the edTPA? Intro to Foliotek
Sep 9
Who are our students? What are their
distinguishing characteristics and needs? What do
they bring to the classroom?
What does a respectful classroom environment
look like? What is a “deficit view” of students?
How does this affect our teaching?
Readings
Due Today
Assignments Due:
Presentations
Assignments Due:
Written
READ: School Website, DOE School
Progress Report, Student IEPs (if
possible); attend any department or
grade team meeting that may discuss
current students
**Weekly journal to
supervisor due each
Friday throughout the
semester
Sep 16 How do I become a certified teacher?
Elements of the edTPA
Do the elements of the edTPA reflect good
teaching practices?
How can the edTPA tool help us to improve our
own teaching?
READ: edTPA task overview, P 6-8
Read: Assigned section of edTPA (to
be assigned in class 1)
Journal #1: A
Multilingual Ecology
of My School &
edTPA Context for
Learning
Sep 23 Curriculum and Planning a Learning Segment
What are the tenets of backward planning (design)
and how can I use them in planning my learning
segment?
What are the standards (ACTFL National
Standards, CCSS) and how can I incorporate them
into my planning?
What is a meaningful cultural context (rubric 8)?
READ: edTPA Planning &
Instruction & Corresponding rubrics
READ: ACTFL Standards, Common
Core/ACTFL alignment
Review: Understanding by Design in
a nutshell (McTighe, Wiggins)
TALK to your CT about their
planning (when, how, with whom,
what works, what does not work)
Outline of Learning
Segment Plan: Be
prepared to share and
review your plans with
a partner as well as
give appropriate
feedback.
What standards does
your school/CT use?
Sep 30
Curriculum and Planning for Assessment
What are examples of informal assessments?
What are the three modes of communication and
how can we plan for them?
Qualitative vs quantitative
READ: edTPA Assessment Section &
Corresponding rubrics
READ: edTPA sample Assessment
commentary, “53 Ways to Check for
Understanding” (NYU Classes)
Special Guest:
Office of Clinical
Studies
Journal #2: Planning
for Instruction
Oct 7
Curriculum, Lesson Planning and Differentiation
What student characteristics should I consider in my
unit and lesson design?
How can we teach all of our students, regardless of
proficiency, age level or context?
What instructional strategies can I use in the
classroom and within different content areas to
enable greater understanding?
READ (depending on placement
requirements): Common Core
Standards, NYS Standards for FL,
Science, Social Studies, Math, ACTFL
Standards)
Sharing & feedback:
on learning segment
Assessment Activities
Swap Shop:
-Be prepared to share
an assessment activity
with the class.
Draft Outline of
Learning Segment Plan
&
Assessment Activities
Fall Recess – No Class
(must attend student teaching)
Lesson Plan Workshop
Planning and/or teaching learning
segment
Lesson Plan Review &
Differentiating
Activities Swap Shop:
Lesson Plans for
Learning segment &
Differentiated activity
Oct 28
Instruction and Instructional Commentary (edTPA
Sample)
Choosing Videos
Making Good Choices:
Guide to edTPA
Nov 4
Assessment Commentary (edTPA sample)
(Teaching learning segment)
Nov
11
Analyzing our Teaching
(Teaching learning segment)
Presentations: Teaching
Videos
Nov
18
Analyzing our Teaching
(Teaching learning segment)
Presentations: Teaching
Videos
Nov
25
Analyzing our Teaching
(Teaching learning segment)
Presentations: Teaching
Videos
Dec 2
Analyzing our Teaching
(Teaching learning segment)
Presentations: Videos
Dec 9
Sharing Teaching Portfolios
Dec 16
Teaching Portfolios (if necessary)
Oct 14
Oct 21
READ: edTPA sample Planning
Commentary
Student
Journal #3 due with video
Portfolio Walk
Journal 4: Seminal
research /theory
Journal 5: Final SelfAssessment
Teaching Portfolio
Dec 21
LAST DAY OF STUDENT TEACHING PLACEMENT
Appendix A: Grading Rubric
There is no A+
A
93-100
A90-92
B+
87-89
B
83-86
B80-82
C+
C
CD+
D
There is no D-
77-79
73-76
70-72
65-69
60-64
F
IP
IF
N
Below 60
Incomplete/Passing
Incomplete/Failing
No Grade
Letter Grade Rubric
A—Outstanding Work
An "A" applies to outstanding student work. A grade of "A" features not simply a command of material and excellent presentation
(spelling, grammar, organization, writing style, etc.), but importantly, sustained intellectual engagement with the material. This
engagement takes such forms as shedding original light on the material, investigating patterns and connections, posing questions,
and raising issues. An "A" paper is excellent in nearly all respects:
• It is well argued and well organized, with a clear thesis
• It is well developed with content that is specific, interesting, appropriate and convincing
• It has logical transitions that contribute to a fluent style of writing
• It has few, if any, mechanical, grammatical, spelling, or diction errors
• It demonstrates command of a mature, unpretentious diction
B—Good Work
A "B" is given to work of high quality that reflects a command of the material and a strong presentation but lacks sustained
intellectual engagement with the material.
A "B" paper shares most characteristics of an "A" paper, but
• It may have some minor weaknesses in its argumentation
• It may have some minor lapses in organization and development
• It may contain some sentence structures that are awkward or ineffective
• It may have minor mechanical, grammatical, or diction problems
• It may be less distinguished in its use of language
C—Adequate Work
Work receiving a "C" is of good overall quality but exhibits a lack of intellectual engagement as well as either deficiencies in the
student's command of the material or problems with presentation.
A "C" paper is generally competent; it is the average performance. Compared to a "B" paper, it may have a weaker thesis and less
effective development.
• It may have serious shortcomings in its argumentation
•It may contain some lapses in organization
•It may have poor or awkward transitions
•It may have less varied sentence structures that tend toward monotony
•It may have more mechanical, grammatical, and diction problems
D or F—Unsuccessful Work
The grade of "D" indicates significant problems with the student‚s work, such as a shallow understanding of the material or poor
writing.
• It presents no clear thesis
• It displays major organizational problems
• It lacks adequate support for its thesis
• It includes irrelevant details
• It includes confusing transitions or lacks transitions altogether
• It fails to fulfill the assignment
• It contains ungrammatical or poorly constructed sentences and/or demonstrates problems with
spelling, punctuation, diction or syntax, which impedes understanding
An "F" is given when a student fails to demonstrate an adequate understanding of the material, fails to address the exact topic of a
question or assignment, or fails to follow the directions in an assignment, or fails to hand in an assignment. Pluses (e.g., B+)
indicate that the paper is especially strong on some, but not all, of the criteria for that letter grade. Minuses (e.g., C-) indicate that
the paper is missing some, but not all, of the criteria for that letter grade.