EDUC 451: Student Teaching: Grades 6-8
Prerequisite: Meet eligibility for student teaching
Credit Hours: (6-12)
Clinical experience on one grade level appropriate to licensure area; begins with
observation and limited participation and culminates in assumption of full responsibility
in the classroom. Taken in conjunction with EDME 413.
Detailed Description of Content of Course
Begins with observation and limited participation, culminating in assumption of full
responsibility in the classroom. Provides a period of experience in professional,
clinical practice in grades 6-8 during which the student tests and reconstructs the
theory which he/she has evolved and during which he/she further develops personal
teaching style.
Detailed Description of Conduct of Course
Student teacher placements are made in appropriate grade/content areas for which students
have passed their Praxis II examinations, i.e. English, mathematics, social science,
or science. Opportunities are provided to practice under the supervision of approved
cooperating teachers and university supervisors. The experience begins with observation
and limited participation, culminating in assumption of full classroom responsibilities.
Goals and Objectives of the Course
Goals, objectives and assignments in this class address NCATE Standard 1.b.c.d.g VDOE
regulations at 8VAC 20-22-120 are addressed as are NMSA/NCATE Standards 1 through
7.
• To deepen the pre-service teacher’s understanding and perspective of the educational
process in secondary education through full time teaching supported by guided supervision
from school and university personnel
• To enable pre-service teachers to put into practice in a clinical setting, the code
of professional conduct and ethical standards characterizing the teaching profession
• To demonstrate content knowledge, pedagogical knowledge, and theoretical knowledge
in the design, development, and implementation of instruction
• To facilitate the transition from student to practicing professional. Upon completion
of this course students will have demonstrated competency in each of the exit criteria:
• Professional dispositions in working with students, families and colleagues such
as creating supportive learning environments, demonstrate proficiency in appropriate
grammar usage in both writing and speaking
• The ability to provide instruction using a variety of instructional techniques
• The ability to effectively teach the processes in organizing content in the four
core disciplines.
Assessment Measures
Assessment in student teaching is both formative and summative. Summative assessment
involves the collective evaluations of classroom teachers, school administrators,
and university faculty. Formative evaluation is based upon the competencies articulated
in the blocking semester, i.e., EDME 408, EDME 409, EDME 410, EDRD 415, and EDME 432
and NCATE Standards 3 and 4.
Endorsement Competency Assignment/Assessment Additional Assessment
1. Methods. The use of appropriate methods, including direct instruction, to help
learners develop knowledge and skills, sustain intellectual curiosity, and solve
problems; Clinical experience on one or more grade levels appropriate to the certification
area; begins with observation and limited participation and culminates in assumption
of full responsibility in the classroom. Assessed by both the Cooperating Teacher
and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate
Evaluation Form
2. Methods. The use of appropriate methods, including direct instruction, to help
learners develop knowledge and skills, sustain intellectual curiosity, and solve
problems Daily lesson planning as well as mini unit and Thematic Unit planning
Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School
Student Teaching Experience Teacher Candidate Evaluation Form
3. Methods. The ability to utilize effective classroom [ and behavior ] management
skills through methods that shall build responsibility and self-discipline and maintain
a positive learning environment; Assessed by both the Cooperating Teacher and the
RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation
Form
4. Methods. The ability to modify and manage learning environments and experiences
to meet the individual needs of preadolescents, including children with disabilities,
gifted children, and children with limited proficiency in the English language;
Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School
Student Teaching Experience Teacher Candidate Evaluation Form Mini Units (5 days)
and Thematic Units (15 days) require teacher candidates to develop lesson plans incorporating
a variety of teaching strategies for diverse learners.
5. Methods. The ability to use formal and informal assessments to diagnose needs,
plan and modify instruction, and record student progress; Mini Units (5 days) and
Thematic Units (15 days) require teacher candidates to develop lesson plans incorporating
a variety of teaching strategies for diverse learners. Assessed by both the Cooperating
Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher
Candidate Evaluation Form
6. Methods. A commitment to professional growth and development through reflection,
collaboration, and continuous learning; Reflective Journals; Portfolios.
Candidates must reflect on their lessons, on their work with students in the classroom,
and with both their peers and other faculty in the school. Assessed by both the
Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience
Teacher Candidate Evaluation Form
Other Course Information
None
Review and Approval
Reviewed Dr. Elizabeth D. Dore, Coordinator
January, 2010