EDUC 468

I. Course Title: Student Teaching in Science Grades 6-12

II. Course Number: EDUC 468

III. Credit Hours: 12 credits

IV. Prerequisites: Successful completion of Early Field Experiences in Teaching Science Grades 6-12 (EDUC 448) as demonstrated on the final early field experience evaluation; 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 science 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 science classes. Regularly scheduled seminars enhance professional development of the candidate and are included as a weighted percentage of the student teaching grade. Graded A-F (+/-).

VI. Detailed Description of Content of the Course:

During this clinical experience, candidates are placed in a middle/secondary (grades 6-12) science 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 Research Council’s Framework for K-12 Science 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: 

1. Classroom management and student motivation
2. Teaching diverse learners in the science classroom
3. Professional growth, reflection, and evaluation 
4. Communicating with families
5. Tools and resources for inquiry-driven science classrooms
6. Applications of instructional planning, pedagogy, and assessment

VI. Detailed Description of Conduct of Course:

Candidate placements are made in appropriate scientific discipline 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) science educators. Candidates successfully completing this course will be able to demonstrate proficient knowledge, skills, and dispositions of the following:

Goal 1: Understand how to effectively implement the instruction and assessment cycle. 

Teacher candidates will be able to…

• Use the backward design process of instructional planning to organize key science content, skills, and practices into meaningful units of instruction that actively engage students in hands-on science activities and learning as well as incorporating the presentation of ideas in writing.
• Design instruction reflecting learner achievement of the goals of the Virginia Science Standards of Learning, including measurable objectives, appropriate teaching activities and assessments.  
• Conduct formative, summative, formal, and informal assessments of student learning and examine and use student data to reflect upon and improve instruction.
• Describe the relationship among assessment, instruction, and monitoring student progress to include student performance measures in grading practices.
• Interpret and analyze valid, standards-based assessments to make decisions about how to improve instruction and student performance.

Goal 2: Engage with science practices as a way to develop scientific curiosity and problem solving.

Teacher candidates will be able to…

• Design and implement lessons that use the Nature of Science, crosscutting concepts, and science practices as foundational to students’ learning in the natural and physical sciences.
• Design and implement inquiry-based lessons that incorporate scientific practices and advance students’ science content knowledge and competence.
• Design and conduct systematic field investigations using the school grounds, the community, and regional resources
• Design and implement lessons that address classroom, field, and laboratory safety rules and procedures and ensure that students take appropriate safety precautions.

Goal 3: Meet the diverse needs of learners to engage them in scientific thinking and activities.

Teacher candidates will be able to…

• Evaluate and incorporate instructional materials, technologies, manipulatives, and activities for the purpose of engaging all learners across ability and achievement levels and enhancing student performance.
• Design instruction to meet the needs of diverse learners, including students with disabilities, gifted students, and students with limited proficiency in English and children with diverse cultural needs.
• Use a variety of methods including differentiated instruction, flexible grouping, models and modeling, productive talk strategies, and concept mapping.

Goal 4: Communication & reflection

Teacher candidates will be able to…

• Engage in communication between schools and families as a way to increase family engagement in student learning at home and in school. 
• Examine their instructional practices and use student data to reflect upon and improve their lessons.

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 which are embedded in the Teacher Candidate Evaluation form.  Key assessments include:

1. CAEP Performance Assessments: Lesson Planning 
2. CAEP Performance Assessments: Observation
3. CAEP Performance Assessment: Impact on Student Learning Project
4. CAEP Performance Assessment Final Evaluation
5. Key CAEP Performance Assessment: Professional Characteristics and Dispositions form
6. 150 successful teaching hours 
7. Participation in seminar (discussions and small-group activities; reflective writings as appropriate)
8. Completion of a student teaching portfolio that includes information about the community, school, students, instructional practices, assessments, analysis, and reflection on the student teaching experience.

Review and Approval

August 2020