Secondary School Methods and Management

EDUC 439
Fall 2016
INSTRUCTOR NAME:
Dr. Diane Nickelson
EMAIL:
diane.nickelson@sckans.edu
ADDRESS: Mossman 205
PHONE:
620-545-5027
OFFICE HOURS: MW 1:00-4:00 Or by appt.

CLASS SCHEDULE:

Tuesday/Thursday 1:10 2:20 p.m.; August 23-December8, 2016

COURSE DESCRIPTION:
This course focuses on the development of professional teaching skills for the secondary and middle
school teacher, including: a personal philosophy of education; classroom management procedures; a
discipline plan; instructional methods and strategies; program, course, unit, and lesson planning;
awareness of current trends in education; and assessment/evaluation strategies. During this semester,
students complete their professional portfolio and make application for the Capstone which includes
student-teaching placement. This course is taken immediately prior to the professional block.
Includes clinical experiences. Prerequisites: Admission to Teacher Education and senior standing.
Credit 3 hours.
INSTRUCTIONAL MATERIALS and SUPPLIES:
TEXTBOOK (Required):
Lemov, D. (2010). Teach Like A Champion. 49 Techniques That Put Students On The Path To College.
San Francisco, CA: Jossey-Bass.
SUPPLEMENTAL INSTRUCTIONAL MATERIALS:
Johnson, L. (2011). Teaching Outside The Box. How To Grab Your Students By Their Brains. San
Francisco, CA: Jossey-Bass.

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While learners can purchase texts anywhere, we highly encourage all learners to purchase their textbooks
through our Southwestern College Bookstore, MBS, which can be accessed when you register for
classes or at http://bookstore.mbsdirect.net/sckans.htm

SOUTHWESTERN COLLEGE MISSION STATEMENT:

Southwestern College in Winfield, Kansas is a learning community dedicated to intellectual growth and
career preparation, individual development and Christian values, lifetime learning and responsible
citizenship, and leadership through service in a world without boundaries.
RELATIONSHIP TO COLLEGE VISION/MISSION:
The crux of this course is centered primarily on the vision/mission aspect of career preparation. The
classroom activities, assignments, and clinical field placements which are incorporated provide
teacher candidates with authentic experiences which allow them to ascertain basic information relative
to various aspects of the education field and correspondingly critically analyze the essential abilities,
skills, and dispositions inherent in teaching. These opportunities, in turn, should ultimately facilitate
the successful transition toward becoming effective educators.
SOUTHWESTERN COLLEGE EDUCATOR PREPARATION PROGRAM CONCEPTUAL
FRAMEWORK
The

Southwestern College Educator Preparation Program Conceptual Framework

consists of five constructs with three recurring components. Indicators for
each construct and component detail the expectations of educators
prepared in Southwestern Colleges undergraduate and graduate
education programs.
Content and pedagogy: The educator has knowledge, skills, and
dispositions in content and pedagogy that continuously grow and evolve
over time.
Instruction and Assessment: The educator has knowledge, skills and
dispositions to facilitate learning for students.
Collaboration: The educator has knowledge, skills and dispositions to interact collaboratively
with students, families, colleagues, other professionals, and community members.
Leadership: The educator has the knowledge, skills, and dispositions to act as an instructional
leader, data analyst, community relations officer and change agent.
Reflection and Growth: The educator has knowledge, skills, and dispositions to use evidence,
reflection, and feedback to continually evaluate his/her practice, the effects of his/her choices and
actions on others and adapt practice to meet the needs of each learner.

ATTENDANCE POLICY:
For on ground courses, learners are expected to attend all classes for the full length of the class period.
One or more absences per course may result in a lower grade. Learners are responsible for missed material
and for arranging make-up work. More than two absences per class in one six week period are considered

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unacceptable and may result in a lower grade for the course. Tardies may be counted as absences at the
discretion of the instructor. For online learners, regular, systematic weekly participation is required
according to the tenets established on the course syllabus. More than two weeks of nonparticipation in one
six-week period may result in a lower grade for the course. Learners who fail to demonstrate participation
in an online course by the end of the third week of class and who cannot be reached by phone or e-mail
may be administratively withdrawn unless other arrangements have been made with the instructor.
Note: Attendance is mandatory! Professional reliability is one of the outcomes of the teacher education
program. Teaching professionals are expected to attend school; therefore, so are teaching preprofessionals. Guidelines from the profession (95% attendance) drive the CTE class attendance policy.
Accordingly, attendance rates of 95% (no more than two missed class periods for a course that meets
twice per week) are expected, and these absences should be used in the case of personal or family illness
or similar situation. If you are involved in any campus-sponsored activities that will require you to miss
class, please provide written proof of the scheduled event from the faculty member responsible.
Whether absent because of illness or activity, students are held accountable for all instructional activity
that takes place during class time. Thus, the responsibility for submitting a make-up plan and negotiating
missed group work lies with the student, and must be acceptable to the group and your instructor.
Attendance records and records of any unmet assignments from this class will become part of your student
teaching application file. Subsequent absences beyond two and/or not reported may result in a 3%
reduction per absence on the students final grade.
Further, as stated in the Southwestern College handbook, absences exceeding three times the number of
class meetings per week (i.e., six absences) are considered unacceptable. If a student exceeds the
permitted number of class absences, the instructor may notify the student that it will be impossible to pass
the course. If this occurs prior to the official last day to withdraw from a course, the student may
withdraw and receive a grade of WD. After that date, the grade will be an F.
INCOMPLETES:
A student may request a temporary grade of incomplete when the work of the student has been generally
satisfactory, but for reasons beyond the students control, it has not been possible to complete certain
assignments made by the instructor. If the instructor agrees to the students request, the student and teacher
must jointly complete and file a form describing the work remaining in the course and a plan for its
completion. This form should be filed with the Dean of Education.
If an incomplete is given, the deadline for finishing the course work is 30 days after the beginning of the
semester (fall, spring, summer) following the semester in which the incomplete is given, or an earlier
deadline as agreed to by the student and teacher. A grade of F will automatically be entered as a final
grade if the remaining work is not completed by the deadline.
Extension of the deadline may be allowed by special permission of the academic dean in cases of illness
or other conditions beyond the students control. Requests for extensions of deadlines must be initiated by
the student and endorsed by the instructor involved in order to be considered. During the period in which a
student holds an incomplete, the grade point average will be calculated without counting the incomplete.
An instructor may not give an incomplete unless the student has requested it. If the signed incomplete
form is not submitted to the registrars office by the end of the grading period for that semester, a grade of
F will be recorded.

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OFFICIAL WITHDRAWAL FROM CLASSES:

Withdrawal requests must be made in writing or by submitting the online form found at:
http://w3.sckans.edu/ps/withdraw/
A learner may withdraw from a course at any time before the start of the last week of class in a regular six
week session and receive a grade of WD which does not influence the grade point average. For courses
lasting longer than six weeks, the last date to withdrawal is two weeks before the end of the course. A
charge will result for any course withdrawal after the end of the first week of class. Military learners who
wish to inquire about the impact of mobilization, activation, and temporary duty assignments on academic
standing and financial responsibilities associated with adding, dropping and withdrawing from a course,
should speak with their academic success coach or a staff member in the billing office at (888) 684-5335.
ONLINE WRITING CENTER:
View this brief video tutorial that explains how to enroll.
SOUTHWESTERN COLLEGE DEETS LIBRARY INFORMATION:
To use the library's databases from off-campus, you will need to go to the library's website at
http://www.sckans.edu/library/libraryinfo_offcampus.html or surf from the college's home page
Since you have to log into the proxy server in order to use many of the library's databases and other
electronic resources, you will need to know your SC ID number. If you want to use a resource that is in
the public domain (that doesn't require proxy server authentication) such as the American Religion Data
Archive or the Internet Guide to Engineering, Mathematics, and Computing, you do not need to log in to
the proxy server. For assistance with any questions or problems about accessing electronic resources,
please contact:
Southwestern College Deets Library
Library phone: 1-866-734-1275
Email: library@sckans.edu
SYSTEM REQUIREMENTS:
The minimum operating system requirements are listed at the following URL:
http://ps.sckans.edu/system-requirements
ACADEMIC INTEGRITY:
Southwestern College assumes the academic integrity of its learners.
Academic dishonesty is any act of cheating, fabrication, plagiarism, and abuse of resources, forgery of
academic documents, dissimulation, or sabotage, and any act of aiding and abetting academic dishonesty.
In cases where academic integrity is in question, the following definitions and policies will apply:
1. Cheating is using or attempting to use unauthorized materials, information or study aids in any
academic exercise. Examples: copying homework, copying someone elses test, using an
unauthorized cheat sheet, etc.

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2. Fabrication is the falsification or invention of any information or citation in any academic exercise.
Examples: making up a source, giving an incorrect citation, misquoting a source, etc.
3. Plagiarism is the representation of the words and ideas of another as ones own in any academic
exercise. Plagiarism includes failing to give a citation for using work from another person or
source. Modifications to phrasings do not reduce the requirement for giving a citation. This also
applies to information obtained electronically, such as from the Internet.
4. Dissimulation is the disguising or altering of ones own actions as to deceive another about the real
nature of ones actions concerning an academic exercise. Examples: fabricating excuses for such
things as missing classes, postponing tests, handing in late papers; turning in a paper for one class
that was originally written for another class, etc.
5. Abuse of resources is the damaging of any resource material or inappropriately limiting access to
resource material which is necessary for academic work. Examples: hiding library materials;
removing non-circulating material from the library; hiding or stealing another persons textbook,
notes or software; failure to return library materials when requested by the library, etc.
6. Forgery of academic documents is the unauthorized changing or construction of any academic
document. Examples: changing transcripts, changing grade books, changing grades on papers
which have been returned, forging signatures, etc. Examples also include completion of an
application for any Southwestern College academic program which omits or falsifies any requested
information. Such violations can result in the revocation of the application, even if approval was
previously granted on the basis of fabricated information.
7. Sabotage is the damaging or impeding of the academic work of another learner. Examples: ruining
another learners lab work, failure to participate in group assignments, destroying another learners
term paper, etc.
8. Aiding and abetting academic dishonesty is knowingly facilitating any act defined in points 1-7.
Policies for Dealing with Violations of Academic Integrity:
Course:
1. The instructor shall determine if the infraction is intentional or unintentional.
2. The instructor may issue a reprimand (written or oral) for intentional or unintentional violations,
and/or assign a reduced score or zero for the assignment (paper, exam or project). Institutional
procedures will also apply if a zero is recorded due to an intentional violation of the academic
integrity policy.
3. The most severe violations of academic integrity may result in the learner receiving a failing grade
in the course. In such circumstances the instructor will consult with the Dean of Education prior to
assigning the failing grade. Institutional procedures will also apply if a learner receives a failing
grade due to a violation of the academic integrity policy.
4. The learner may appeal the instructors decision to the Dean of Education.
Institutional:
1. When a zero is recorded for an assignment because of intentional academic dishonesty the
occurrence will be a reported, in writing, to the Dean of Education.
2. The violation will be documented by the appropriate college staff members.
3. Validated attempts of academic dishonesty will become a permanent part of the learners academic
record.
4. The Dean of Education will review the documentation and may issue a written warning (Probable
first violation) or suspend (subsequent violations) the learner from Southwestern College.

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5. The learner may appeal the Deans decision to the Academic Governance Committee Appeals must
be submitted in writing within 30 days of notification by the Dean of Education. Decisions of the
Academic Governance Committee are final.

APA CITATION:
Southwestern College utilizes the guidelines prescribed by the American Psychological Association
(APA), sixth edition (2009) for formatting manuscripts and documenting various kinds of sources when
submitting written work. APA resources are provided in the Online Writing Center.
SafeAssign:
This instructor may use SafeAssign, which is a system that allows for checking the originality of
writing and proper APA citing. Your assignments may be run through this software.
GRADING SCALE AND CRITERIA:
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF

Quality
Points
4.00
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00

Course
Scale
100%
94.0-99.9%
90.0-93.9%
87.0-89.9%
84.0-86.9%
80.0-83.9%
77.0-79.9%
74.0-76.9%
70.0-73.9%
67.0-69.9%
64.0-66.9%
60.0-63.9%
< 60.0%

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PROGRAM OUTCOMES:
Upon Completion of this Program of Study, the learner will be able to meet the Professional Education
Standards:
1
2
3
4
5
6
7
8
9

10
11
12
13.

The educator demonstrates the ability to use central concepts, tools of inquiry, and structures of each
discipline he or she teaches and can create opportunities that make these aspects of subject matter
meaningful for all students.
The educator demonstrates an understanding of how individuals learn and develop intellectually, socially,
and personally and provides learning opportunities that support this development.
The educator demonstrates the ability to provide different approaches to learning and creates instructional
opportunities that are equitable, that are based on developmental levels, and that are adapted to diverse
learners, including those with exceptionalities.
The educator understands and uses a variety of appropriate instructional strategies to develop various kinds
of students learning including critical thinking, problem solving, and reading.
The educator uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning and self-motivation.
The educator uses a variety of effective verbal and non-verbal communication techniques to foster active
inquiry, collaboration and supportive interaction in the classroom.
The educator plans effective instruction based upon the knowledge of all students, community, subject
matter, curriculum outcomes, and current methods of teaching reading.
The educator understands and uses formal and informal assessment strategies to evaluate and insure the
continual intellectual, social, and other aspects of personal development of all learners.
The educator is a reflective practitioner who continually evaluates the effects of his or her choices and
actions on others (students, parents, and other professionals in the learning community), actively seeks out
opportunities to grow professionally, and participates in the school improvement process (Kansas Quality
Performance Accreditation [QPA]).
The educator fosters collegial relationships with school personnel, parents and agencies in the larger
community to support all students learning and well-being.
The educator demonstrates the ability to integrate across and within content fields to enrich the curriculum,
develop reading and thinking skills, and facilitate all students abilities to understand relationships between
subject areas.
The educator understands the role of technology in society and demonstrates skills using instructional tools
and technology to gather, analyze, and present information, enhance instructional practices, facilitate
professional productivity and communication, and help all students use instructional technology effectively.
The educator is a reflective practitioner who uses an understanding of historical, philosophical, and social
foundations of education to guide educational practices.

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COURSE OUTCOMES:
Students successfully completing this course will:
Formulate a philosophy of education.
Analyze a variety of teaching methodologies/strategies and identify, with justification, those
likely to be of significant value and use in classroom application, consistent with a personal
philosophy of education
Examine effective instructional environments which facilitate learning for all students
through active engagement, self-motivation, and positive social interaction.
Develop and present a unit of instruction appropriate to a grade level and subject area of
identified learners, including adaptive techniques for special needs students, based on
knowledge of the students, community, content, and curricular outcomes.
Collect and evaluate information particular to current trends and issues in education.
Design various classroom management procedures appropriate to future classroom use.
Demonstrate competency in the use of technology.
Assemble and present for examination a portfolio reflective of personal goals and
accomplishments in the area of teacher education.
Note: At the end of the course, students may vary in their ability to achieve these outcomes. You are
more likely to achieve these outcomes only if you attend class and/or online activities as required by
the syllabus, complete the requirements for all assignments to the best of your ability, participate
actively in class activities and group work as directed, and study diligently for exams.

INSTRUCTIONAL METHODOLOGIES:
This course is a professional development and practical application course which utilizes multiple
instructional strategies based on student-centered and adult learning theory. Active student engagement
will be encouraged through participation in whole class, small group, and individual activities (e.g.,
directed readings, group discussions, written reflections, web research, innovative cooperative learning
lessons, and constructivist learning).
TECHNOLOGY COMPONENT:
This course will prepare professional educators who are sensitive to the impact of
technology on education, and who are competent in the use of technology to enhance
research and instruction.
Coursework will be available on-line through Blackboard. Student presentations will be
video-taped and documentation will be added to portfolios.
This course includes proficiency components specific to the use of computers and audiovisual equipment specific to classroom application. Students are expected to refrain from
using the computer (or any other technological devices) for any other purpose during class
time and clinical experience. Laptops should not be open during class unless you are
taking notes or are completing a faculty-directed activity. Students may be dismissed from

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class at the discretion of the instructor if they engage in non-class-related technology-based

activity during instructional time.

DIVERSITY COMPONENT:
This course will develop professional educators who demonstrate the ability to plan for and
teach a diverse student population.

COURSE REQUIREMENTS:
Requirements:

Point Value:

Module 1: Personal Philosophy of Education

a) Compose a personal philosophy of education [Content and Pedagogy,
Instruction and Assessment, Collaboration, Leadership, Reflection and
Growth]
Module 2: Instructional Methods/Strategies
b) Identify which specific methodologies will be most useful in your classroom and
why you believe so. Specific references to the elements of those methods
chosen are expected.
Formal/informal lecture
Demonstration
Small group discussion/activity
Large group discussion/activity
Discovery/experimental/inquiry
Questioning
Practice/drill
[Content and Pedagogy, Instruction and Assessment, Reflection and
Growth]
c) On-site component: Observation of the above methodologies in actual
classroom application. Observation data shall include the elements incorporated,
sequencing, type of content/process targeted, reactions of students to delivery
methods, and reflective comments. [Content and Pedagogy, Instruction and
Assessment, Collaboration, Reflection and Growth]
Module 3: Classroom Design
d) Design a classroom which would be effective for subject/level of interest to you,
noting:
Approximate overall dimensions
Storage areas (equipment, supplies, teacher/student personals)
Work areas
Technology equipment
Student seating
Lab facilities, or other special need items as applicable
Bookshelves

100

100

100

100

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 Chalkboard, bulletin board, and/or other wall use items

Other furnishings of a permanent nature which you may envision as
facilitating the needs of your teaching philosophy.
[Content and Pedagogy, Instruction and Assessment, Reflection and
Growth]
e) On-site component: Explore a minimum of two classrooms in conjunction with
syllabus item c to gather ideas on classroom facilities and arrangements.
Sketches of classroom layouts are to be included. (50 points)
Interview at least two classroom teachers to gather insight into reasons for
various classroom arrangements and incorporated furnishings. Interview
questions are found on Blackboard. Additional details to be given in class.
[Content and Pedagogy, Instruction and Assessment, Collaboration,
Reflection and Growth]
Module 4: Classroom Rules/Procedures

50

50

f) Describe the procedures you will use in your classroom for the following tasks:
Attention routine(s)
Daily paperwork (roll taking, lunch count)
Student movement (restroom, water, pencils sharpened, etc.)
Paper flow (distribution, collection, grading, recording)
Maintenance (non-contracted)
Other procedures specific to your envisioned classroom
[Instruction and Assessment, Reflection and Growth]

100

g) On-site component: Conduct an interview with a classroom teacher in

conjunction with syllabus item "e" to gather relative information, ideas, and
reasons for types of procedures developed and utilized within the classroom
setting.

50

Through observation, describe the implementation of procedures as they occur

with reflective comments specific to teachers management/enforcement and
student response. Additional details to be given in class.
[Instruction and Assessment, Collaboration, Reflection and Growth]
Module 5: Classroom Management

50

h) Describe the method(s) of classroom control/discipline which you foresee as

being effective in your classroom. Such things as rules, rewards, punishments,
use of others (parents, administrators, colleagues) are to be included. Identify
possible avenues and plans for developing relationships with parents. [Content
and Pedagogy, Instruction and Assessment, Reflection and Growth]

100

i) Explore at least five web sites on the topic of classroom discipline. Identify the
underlying premises and elements of people management included in each.
Submit with hardcopy, floppy, e-mail attachment, homepage addition or other
instructor approved means. [Instruction and Assessment, Reflection and
Growth]

100

j) On-site component: Conduct two interviews with professionals in the field in

conjunction with syllabus item "g". Interview both a classroom teacher and a

150

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building administrator.
Through observation, identify the implementation of classroom discipline
procedures as they occur with reflective comments addressing teachers
management/enforcement and student response. [Content and Pedagogy,
Instruction and Assessment, Collaboration, Reflection and Growth]
Module 6: Unit of Instruction

50

Syllabus items ku (develop, present, and evaluate a unit of instruction) are an onsite component. Completion of the elements listed will provide the basis for
credit/grade. Details on the process of working with a mentor partner in preparing
and completing this portion of the course will be provided in class.
k) Develop and construct a unit plan (minimum of five class sessions duration
minimum). Topic selection will be a collaborative effort with a mentor partner.
Completion of syllabus items lr will satisfy this expectation. [Content and
Pedagogy, Instruction and Assessment, Collaboration, Leadership,
Reflection and Growth]

800

l) Develop ten objectives (minimum) for lessons used, and three unit outcomes to
coincide with syllabus item "k". Use of Bloom's Taxonomy is an expectation!
m) Develop and construct complete lesson plans for each of the days of the unit.
n) Provide detailed information of KSDE, Common Core and/or National
Standards addressed by this unit.
o) Include strategies for differentiating instruction so that all students will learn.
Classroom specific explanations and procedures are an expectation.
p) Highlight areas in your plans in which curriculum integration is incorporated.
q) Identify a minimum of five web sites which can be incorporated into the unit.
r) Describe completely the assessment plan for the unit. All identified daily
objectives and all unit outcomes need to be addressed. Include the preassessment and post-assessment instrument which will be utilized.
s) Teach at least four of the lessons from your unit in a secondary classroom.
Video tape each presentation if permitted by teaching site. Additional
information, including release forms, will be provided in class. [Content and
Pedagogy, Instruction and Assessment, Reflection and Growth]

100

t) Complete a self-evaluation (both evaluation form and narrative comments) of

each video-taped lesson from syllabus item "s". Evaluation forms will be
provided. Submit all four self-evaluations and one video-taped segment for
credit (if taping is permitted by teaching site). [Reflection and Growth]

100

u) Request evaluation(s) of your teaching by the designated mentor teacher (and

relevant others) and submit along with self-evaluations (syllabus item t).
Forms are available on Blackboard. [Reflection and Growth]
Module 7: Preparing to Teach

100

v) Develop a professional mini-portfolio for presentation to the student teacher

interview committee. [Content and Pedagogy, Instruction and Assessment,

100

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Collaboration, Leadership, Reflection and Growth]

w) Explore a topic which represents a personal interest within the educational field
which reflects current trends, practices, procedures and/or research in education.

100

A minimum of 10 web sites shall be identified and included with submission

(hardcopy, CD, e-mail attachment as a Word document or other instructor
approved means).
A short write-up is to be included identifying the reason for topic choice,
insights, personal comment, and possible implications for the secondary
classroom. [Content and Pedagogy, Instruction and Assessment, Reflection
and Growth]
x) Prepare and peer teach a mini-lesson. Complete a self-evaluation relative to
the experience. Additional details to be provided in class. [Content and
Pedagogy, Instruction and Assessment, Reflection and Growth]
y) Demonstrate competencies in the use of computer technology. [Instruction and
Assessment]
z) Develop a professional portfolio (hard copy or electronic at
http://education.weebly.com) including all syllabus items, on-site journal, and
log reflecting dates/times of on-site activities. [Content and Pedagogy,
Instruction and Assessment, Collaboration, Leadership, Reflection and
Growth]

100

100
100

All syllabus items will be compiled in a portfolio (hard copy or electronic) and
submitted by Thursday, December 8, 2016. An observation journal will be maintained
by the student and submitted as part of the portfolio. The journal will contain Onsite components identified with respective syllabus items and an on-site log (found
on Blackboard) indicating dates and times of site-based activities. Additional details
to be given in class.
Note: Methods students serve as adjudicators for Peer Jury. [Collaboration,
Leadership]
Total Points

2700

CLINICAL EXPERIENCES:
This course is built using a PDS (Professional Development School) model where students participate in
college classroom sessions, observe in P-12 schools, and engage in clinical experiences alongside a
practicing educator. During clinical experiences, SC teacher interns will collaboratively plan, co-teach and
teach, reflect and revise lessons for students in local schools. SC campus classroom sessions and
facilitated observations in public schools will take place under the direction of an SC teacher education
faculty member.
Clinical experiences will be coordinated by SC teacher education faculty and school district
administration and will take place in classrooms with selected and specially trained practicing educators.

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SC faculty will monitor, observe, and provide guidance and feedback to SC teacher interns during the
clinical experiences.
The clinical experience will include multiple and increasingly intensive cycles of: analysis of student data,
selection of lesson objectives, lesson planning, instruction, assessment, reflection, and reteaching/enrichment. It is expected that these clinical experiences will require a time commitment of
approximately 20 hours in the public school setting. Effective teaching practices, collaborative planning,
co-teaching, facilitated observation, and clinical experiences in the public schools provide practical
application of course theory.
Clinical Experience Module:
Plan, prepare and implement lessons for P-12 students (Work will occur in SC
class sessions and along with practicing educators in P-12 classrooms)
a. Co-teaching, supervised, thorough lesson plans (SC lesson plan template
must be used)
o Strand 1: Teacher intern works with students with practicing
educator guidance
o Strand 2: Practicing educator provides objective, teacher intern
teaches students through monitored experiences

Step 1:
Teacher intern observes practicing educator
Teacher intern plans lesson (use Danielsons preplanning
planning questions) with practicing educator based on
formative data
o Teacher intern will meet with SC instructor (use of
Danielsons preplanning planning questions and SC
lesson plan template)
Teacher intern teaches lesson as practicing educator
closely monitors, almost a co-teach situation on first
lesson
Teacher intern and practicing educator reflect on outcome
& instructional effectiveness based on an appropriate
measure of progress (use Danielsons post-teaching
reflection questions)

Step 2:
Teacher interns plan another lesson with practicing
educator then teaches lesson independently
Teacher intern reflects on outcome & instructional
effectiveness based on an appropriate measure of
progress, and conferences with practicing educator (use
Danielsons postteaching reflection questions)

Step 3:

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Teacher intern plans alone, practicing educator reviews

lesson plan, teacher intern teaches independently
Teacher intern reflects on outcome & instructional
effectiveness based on an appropriate measure of
progress, and conferences with practicing intern (use
Danielsons postteaching reflection questions)

ADDITIONAL PROGRAM REQUIREMENTS:

The Teacher Education Committee established a policy in response to a school districts request that
requires students/learners in the Southwestern College Educator Preparation Program to have professional
liability insurance during field/clinical experiences. All students must provide evidence of professional
liability insurance to their instructor before field/clinical experiences can occur with the exception of
EDUC 150 Introduction to Education. Professional liability insurance can be obtained through StudentKNEA membership or through some other insurance provider. Student KNEA membership is currently
$15.00 a year.
The Teacher Education Committee established a policy in response to a school districts request requiring
criminal background checks of Southwestern College students/learners in the P-12 schools. The
background checks will occur automatically in designated courses. Student will be billed through course
fees for the background checks. The current fee is $40.00 for the initial background check and $20.00 for
any subsequent background checks.
The Teacher Education Committee established a policy in response to a school districts request requiring
a TB health check of Southwestern College students/learners in the P-12 schools. The health form is
available at: http://www.sckans.edu/undergraduate/education/resources/?page=2 (See health form).
DEADLINES:
Students are expected to complete assignments as directed and submit all work by the established deadline
dates in order to receive full credit. No late work will be accepted. If extenuating circumstances prevent
you from being present in class on any of these particular dates, it is your responsibility to make
arrangements for submitting the relevant assignment to the instructor prior to that class session.
Absolute final deadline for submission of all assignments is no later than 4:00 p.m. on Thursday,
December 8, 2016. No assignments will be accepted for credit after that time.
EVALUATION CRITERIA:
The course grade will be based upon the successful completion of all course requirements. Final
determination of a course grade rests primarily on the quality of the work presented. Well-organized,
well-written, neat (typed/word processed, with page numbers inserted) and thoughtful work is expected.
Please be attentive to grammar, spelling, punctuation, and syntax. A 1% grade reduction per error
will be imposed on all assigned items.

Southwestern College 2014(Rev. 1/27/14)

DISABILITY CLAUSE:

Students in this course who have a disability that might prevent them from fully demonstrating their
academic abilities should contact Steve Kramer, Disability Services Coordinator, as soon as possible to
initiate disability verification and discuss accommodations. Steve Kramers office is located on the north
end of the Christy Administration building on the lowest level. He can be reached at (620) 229-6307 or
at steve.kramer@sckans.edu. The web page for Disability Services can be found at:
http://www.sckans.edu/student-services/1st-class/sc-access/

WEEK-BY-WEEK GUIDE AND DUE DATES:

Week

Date

Class Session Focus Topic

Clinical Focus Topic

August 23
----------------August 25

Course Overview
------------------------------------------

-------------------------------------

August 30

----------------September 1
September 6

----------------September 8

------------------------------------------

Clinical Experiences:
PDS/Co-teaching Training
Establishing Rapport/Building
Relationships/Collaboration
------------------------------------------

Clinical Experiences

September 13
----------------September 15

Unit/Lesson Planning

September 20

Instructional Strategies and

Models

----------------September 22
September 27

Admission to Student Teaching

(Syllabus Item V)
Personal Teaching Philosophy
(Syllabus Item A)

----------------September 29
October 4
----------------October 6
October 11
-----------------

------------------------------------------

Clinical Experiences

------------------------------------------

-------------------------------------

Current Topic in Education

(Syllabus Item W)
-------------------------------------

Classroom Design
(Syllabus Items D & E)
-------------------------------------

Unit of Instruction
(Syllabus Items K R )
-------------------------------------

B-E-M Principle/Motivation/
Student Engagement

Instructional Methodologies
(Syllabus Item B)
Instructional Methodologies
(Syllabus Item C)

------------------------------------------

-------------------------------------

Clinical Experiences

Clinical Experiences
Behavioral Management
------------------------------------------

Clinical Experiences
Classroom Rules/Routines
------------------------------------------

-------------------------------------

Classroom Management
(Syllabus Item I)
-------------------------------------

Southwestern College 2014(Rev. 1/27/14)

October 13

10
11

October 18
----------------October 20
October 25
----------------October 27
November 1
----------------November 3

12

13

14

15
16

-----------------------------------------

-------------------------------------

Clinical Experiences

Classroom Rules/Procedures
(Syllabus Item G)

------------------------------------------

-------------------------------------

Classroom Management
Systems
-----------------------------------------

Clinical Experiences
Winning at Teaching (Part I)

November 15
----------------November 17

Winning at Teaching (Part 2)

November 22
----------------November 24

Assessment
------------------------------------------

November 29
----------------December 1
December 6

Ethics of Teaching

TBA

Classroom Rules/Procedures
(Syllabus Item F)

Fall Break

November 8
----------------November 10

----------------December 8

17

Clinical Experiences

-----------------------------------------

Clinical Experiences
------------------------------------------

Clinical Experiences

Thanksgiving No Class

-------------------------------------

Classroom Management
(Syllabus Item H)
-------------------------------------

Classroom Management
(Syllabus Item J)
-------------------------------------

Classroom Management
(Syllabus Item J)
-------------------------------------

Unit of Instruction
(Syllabus Item S)

------------------------------------------

-------------------------------------

Preparing to Teach
(Syllabus Items X,Y, Z)
-----------------------------------------Clinical Experiences

-------------------------------------

Unit of Instruction
(Syllabus Items T, U)

Student Teaching Panel

(Final Exam: 1:10 3:00 p.m.)

Southwestern College 2014(Rev. 1/27/14)