I. Course Title: Student Teaching in English Grades 6-12
II. Course Number: EDUC 466
III. Credit Hours: 12 credits
IV. Prerequisites: Admission into the Teacher Education Program; successful completion of Early Field Experiences in Teaching English Grades 6-12 (EDUC 446); recommendation of the candidate’s university field supervisor.
V. Course Description:
This semester-long full-time field experience provides teacher candidates extensive clinical experience in a grade level appropriate for licensure in English teaching at the middle level (grades 6-8) or secondary level (grades 6-12). Candidates design and deliver a wide variety of learning experiences in their placement with the advantage of mentorship and coaching provided by schools, licensed teachers, and university faculty. Candidates begin by observing and co-teaching with their cooperating teachers and then transition to assume full responsibility for appropriate English classes. Regularly scheduled seminars enhance professional development of the candidate and are included as a weighted percentage of the student teaching grade.
VI. Detailed Description of Content of the Course:
During this clinical experience, candidates are placed in a middle/secondary (grades 6-12) English classroom with a certified cooperating teacher. The semester begins with the candidate completing observations of the teacher and the students and learning classroom routines and expectations; candidates assume co-teaching responsibilities within the first few weeks and subsequently transition into full-time teaching, first using the cooperating teacher’s lesson plans and then their own. Candidates will develop their own lessons, provide instruction, and assess student learning in all appropriate classes for a minimum of two consecutive weeks. Candidates’ practices will utilize the Virginia Department of Education standards and the National Council of Teachers of English Standards for K-12 English Language Arts Education for planning and instruction.
Weekly seminars are scheduled to enhance the professional development of candidates enrolled in this field experience. Seminar participation is a weighted part of the student teaching grade. Topics include, but are not limited to the following:
VI. Detailed Description of Conduct of Course:
Candidate placements are made in appropriate English classrooms in grades 6-12. Candidates practice teaching diverse learners under the supervision of approved cooperating teachers and university supervisors. Candidates are embedded in schools full-time throughout the semester; effective lesson planning, assessment, instructional delivery, and classroom management are key focus areas. The experience begins with observation and culminates in assumption of full teaching responsibility. The student teaching experience provides for a minimum of 300 clock hours with at least 150 hours spent supervised in direct teaching activities.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing middle/secondary (grades 6-12) English educators. Candidates successfully completing this course will be able to demonstrate developing knowledge, skills, and dispositions of the following:
Goal 1: Apply theories of learning and integration to English instruction and incorporate state and national standards
Goal 2: Plan evidence-based instruction and assessments to include differentiated instruction for diverse learners and select appropriate objectives, activities and teaching materials for English instruction.
Goal 3: Demonstrate understanding of evidence-based literacy strategies in developing instructional tasks, activities, and/or lessons.
Goal 4: Meet the diverse needs of learners to engage them in English content learning.
Goal 5: Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
Goal 6: Apply classroom [and behavior] management techniques and individual interventions, including techniques that promote the emotional well-being of learners.
Goal 7: Understand how to develop effective lessons, activities, and assessments.
Goal 8: Develop skills as reflective practitioners.
Teacher candidates will be able to…
Goal 9: Build a repository of rigorous, meaningful teaching strategies and material for bringing ELA content to life for diverse learners.
Teacher candidates will be able to:
Goal 10: Use multimodal composition and communication technologies to facilitate reflection and instruction.
Teacher candidates will be able to:
Goal 11: Teach a range of lessons, reflecting on and using feedback for continued growth, inquiry, and pedagogical skill.
Teacher candidates will be able to:
VIII. Assessment Measures:
Assessment in student teaching is both formative and summative; it is performance-based in an authentic field setting, and completed collaboratively by the classroom teacher and university faculty. Evaluation is based upon the INTASC Standards for Beginning Teachers embedded in the Teacher Candidate Evaluation form. Key assessments include:
Review and Approval
August 2020