January 16 , 2018 EWC 1

TE 960 Seminar
Spring 2018
Estella Chizhik, Cohort Leader
La Mesa Spring Valley - TLC Cohort

COURSE INFORMATION: Classroom Management and Seminar

Class Days: Tuesdays Office Hours Location: ​Northmont Elem.

Class Times: 4:00pm to 6:40pm Office Hours Times: Variable
Class Location: ​Northmont Elem. Rm 20 Phone:​ 619-504-6178

COURSE OVERVIEW

Description from the Official Course Catalog:

● Discussion of immediate problems in student teaching with emphasis on the influence
of philosophical, social, and cultural factors on learning.
● Discussion of immediate problems in student teaching with emphasis on children's
growth and development.

Description of the Purpose and Course Content​: This course seeks to meet the needs of
Teacher-Candidates as they serve in their classrooms, schools, and communities. This course
supports Teacher-Candidates as they meet and/or exceed the Teacher Performance
Expectations (TPE). Teacher-Candidates will use the TPEs as a basis for understanding and
articulating their teaching strengths and needs. They will develop and apply effective
instructional practices with an emphasis on using assessment to guide instructional planning
and in providing appropriate planned supports to meet the needs of diverse learners.​ ​In
addition, this course helps prepare and support Teacher-Candidates in understanding and
successfully completing the EdTPA performance assessment. Teacher-Candidates will read and
discuss the EdTPA handbook and “unpack” rubrics and commentary questions to provide a
deeper understanding of requirements and expectations. They will practice “mock or formative”
performance tasks that simulate rubric expectations of the EdTPA. Another emphasis of this
course is to support teacher candidates’ transition to becoming independent classroom
teachers. Teacher candidates, therefore, will learn how to apply for teaching jobs and learn
about programs designed to further support their development as a teacher (i.e., induction and
master’s programs).

Real-Life Relevance​: This course is designed to prepare Teacher-Candidates to effectively teach

in TK-8 classroom settings. It is important for Teacher-Candidates to have the knowledge,
skills, and dispositions to effectively plan, instruct, and assess student learning.
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STUDENT LEARNING OUTCOMES

Students will be able to**:

Learning Objectives TPEs

#. Assignments

Develop skills and dispositions appropriate for an effective student TPE 6.4; TPE 1.4
teacher. TPE 1.5; TPE 2.1

1. Rotation C Assignments
2. Letter to Guide Teacher
3. Tea with Dr. C
4. Classroom Management Video Activity (Advanced Practice)
5. Student Teaching Evaluation Manager

In collaboration with a guide teacher, design a system or process for TPE 2.1; TPE 2.2
ongoing communication with families that includes communication about TPE 1.1; TPE 1.6
class rules, norms and behavior expectations, policies regarding
homework, student progress and/or grading, etc.

1. Classroom Management Packet (Co-Teaching project) TPE 2.7

2. Students will sign-up for necessary communication tools that will TPE 2.8
ensure their success in the course and credential program.
a. Enroll in edmodo
b. Enroll in seesaw
c. Enroll in sibme & taskstream
d. Follow TLC on twitter

List and describe effective instructional strategies and explain why those TPE 2.3
strategies foster a positive learning environment. TPE 2.5; TPE 2.1

1. Classroom Management Video Activity (Advanced Practice)

Reflect on own development as a teacher and propose learning needs for TPE 6.1; TPE 6.3
development as a professional classroom teacher. TPE 6.4; TPE 6.5
TPE 6.6; TPE 6.7

1. Professional Growth Reflection Plan

2. Reply to Supervisor’s feedback and annotations

** Many of these learning outcomes will also be practiced in your student-teaching assignment.
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COURSE MATERIALS

● Smart Device​: ​I encourage you to bring a laptop or some smart device to class. There
will be times during class when you need to look things up, compose a short response,
or read a document from the internet.​ ​Having a laptop or smart device is helpful, but
optional. If you don’t have one to bring to class, no worries. I will adjust the lesson
accordingly. ​Using a smart device in class means being responsible and respectful. Avoid
needless and inappropriate use of your smart device during class.

● Blackboard: ​All resources are placed in the Documents folder and organized. You will
also submit most assignments on BB.

● Teach Like a Champion​ by Doug Lemov

● Online websites​ - please enroll:

● Sibme ● Edmodo ● TLC@Dr. Chizhik Twitter

● Taskstream ● Powtoons

STUDENT CONDUCT AND DISPOSITION

Attendance.​ Regular attendance is your professional responsibility and extremely important to

your learning. Please let me know in advance when you will be absent.
To earn credit for attendance please see the section called ​Attendance​ under ​Course
Assignments Explained​.

Assignments.​ Preparation for class sessions is our joint responsibility. Please come to class
prepared and ready to discuss the readings and/or screencasts. Submit assignments on time; you
cannot earn full points for any late assignments. ​If more than two assignments are turned in
late, you are ineligible to earn an A in the clas​s. If you are having difficulty keeping up with
your assignments, please let me know as soon as possible. Once I know, I can assist you in
finding appropriate solutions.

When attaching files in BlackBoard, edmodo, Sibme, Taskstream, or any online platform, please
label your electronic file using the following method: ​Last name, First initial, name of
assignment​. Your file, therefore, should be labeled like this: ​AztecJWritingQuestions.doc​.
If you do not label your file in this manner, then your assignment may be misfiled.
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Participation.​ My teaching philosophy emphasizes a student-centered teaching approach that

includes discussions, problem-solving, and cooperative learning in class. What we will discover
and what we must accept about the activities of this course is that, if learning is to happen, we
all have to bring our best attitude and disposition to the learning environment; we all must
enter a caring, compassionate, and respectful community; we all have to be active in seeking out
new understandings. Learning is not passive, it is ACTIVE. Moreover, I may not always agree
with you, and you may not always agree with me or other students in the class. Building
understanding on disagreement is part of the learning process. Should this happen, I urge you
to professionally talk through the discord.

Course Mindset/ Disposition.​ Learning, if it is to be long lasting and transformative, must be

challenging and saturated with slip-ups and missteps. As teacher, we must begin to accept these
conditions for ourselves as learners if we want our students to respond in kind. You will not
understand everything presented in this class the first time or even the second time around.
Some ideas will seem hard, unclear, impossible. I’ve been in similar situations where I didn’t
understand and felt as if I did not have the skills to even modestly succeed. But, I also believed
that such circumstances are not fixed forever in time. I can improve and I can master skills.
When you are in that situation, I am asking you to reach out to me or a peer for a helping hand,
to persevere, to make note of how you overcame a challenge, and to be patient for the right
moment for the seed to take root.
If you have any concerns about class, please talk to me before or after class or make an
appointment; I am a caring and affable human being.

GRADING

For this course, class assignments are structured like a video game. Your performance will
be determined by your completion of assignments - a series of opportunities to demonstrate the
same kind of effort a person shows while playing a video game. Some of these activities are
mandatory and they are referred to as ​Proficiency Assignments.​ (You are required to complete
these assignments to develop proficiency in the content.) Proficiency Assignments reflect core
and foundational skills and thinking associated with the course. You earn full points for making
an effort to complete all elements of the assignment and submitting the assignment ​on time​.
You must complete all Proficiency Assignments to be eligible to earn an A in the course. ​Late
assignments will still be reviewed but 25% will be deducted from the points.
While you must complete all Proficiency Assignments, you may ​choose​ which ​Mastery
Assignments​ to complete. These assignments continue to develop core skills and thinking by
reinforcing them through additional practice. Think of it like a menu: you select items to
complete from an available list. Some Mastery Assignments allow you to award your peers for
the work that they do and the effort they put into the class. Some assignments allow you to be
reflective, analytical, practical, or creative. So, like a video game, you can earn points and
rewards based on attempted challenges and perseverance.
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Proficiency Assignments (Mandatory) Points Due Date

1. Attendance 10 TBD

2. Community Service 10 TBD

3. Tea with Me/Dr. C 4 TBD

4. Student Permission Slips updated by January 30th 5 January 30

5. Letter to Guide Teachers (Advanced Clinical Practice) 5 March 26

6. Reply to Annotation 15 48 hours after

annotations
Rotation C
Advabced Clinical Practise

7. Classroom Management Video Activity (Adv. Clinical Practice) 20 May 7

8. Classroom Management Packet (Co-Teaching project) 25 May 14

9. Professional Growth Reflection and Plan 20 May 1

10. Student Teaching Evaluations 21 May 10

Subtotal 135

Mastery Assignments (Choose what you need) Points Due Date

Attend TLC Cohort Outings (2 max) 5 (10) May 4

Attend 2 School Activities (2 max) 5 (10) May 4

Walk About Photojournalism 5 May 4

Note to Parent (2 max) 5 (10) May 4

Principal Observation and Letter (1 max) 10 May 4

Master Teacher Showcase (2 max) 5 (10) TBD

Subtotal 55

TOTAL POINTS POSSIBLE 190

GRADING POLICY

To earn credit, earn a minimum of 150 points while completing all the Proficiency Assignments.
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COURSE ASSIGNMENTS EXPLAINED

Do not start any assignment until we discuss it in class.

In addition, please note, that changes may be made with regard to any assignments. You will
be notified at least two weeks in advance if changes are made.
Proficiency Assignments (Mandatory)
1. Attendance. ​Perfect attendance allows you to gain information and practice skills that you
will need to be a teacher. Every class, every day is important. If you have perfect
attendance, you can earn 10 points. If you do not have perfect attendance, you will not
earn these 10 points, regardless of the excuse. If you miss more than 3 classes, you final
grade will be lowered a half grade; no matter how many mastery assignments you
complete. For example, if you missed four classes and your final grade would have been
an A, you would actually earn an A- in the class.
2. Community Service. ​Being a good citizen is important. We are here to support each other.
I will have you assigned to various roles designed to support the professors and each
other. The roles are environmental maintenance, homework support, social gathering,
social justice, peer support, as well as birthdays and celebrations. Details of these roles
will be posted on BB.
3. Tea with Me/Dr. C. ​The program is demanding. As demanding as it is, you are well
supported. One way that I will support you is by meeting with you twice during the
semester. During that time, we will discuss your student teaching, dreams, and concerns.
4. Student Permission Slips updated by January 30th. ​Preparing for the edTPA means
collecting the necessary permission slips for the students you will be teaching. Submit
parent permission slips only for students you have selected for the edTPA.
5. Letter to Guide Teachers (Advanced Clinical Practice)
Before you start your Advanced Clinical Experience, it is important for you to introduce
yourself to the teacher who will guide you and support you during that valuable time.
Your letter should include information about the following:
a. Background information (e.g., Where did you grow up? Education/College?
b. What specialized skills do you have that might be helpful to your student
teaching (e.g., music, art, organization, love math)?
c. Accomplishments in Fall Semester student teaching
i. With whom did you work? How?
ii. What is your Classroom Management Style?
iii. Describe your favorite lesson. Describe how it shows your strengths in
teaching and facilitating students’ learning.
d. What are your commitments to clinical practice?
i. When will you be available for meeting to co-plan?
ii. When you hope to be able to engage in solo teaching?
e. Conclude with an optimistic quote.
Email to your teacher as soon as you are able. Make sure it is professional.
This letter is Due to Guide Teacher and on BB.
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6. Rotation C Reply to Annotation. ​Your Supervisor provides you with meaningful and
relevant feedback. This assignment provides you the opportunity to review and reply to
that feedback. During Rotation C, you should receive feedback for two of the three
lessons you teach (10 points). During advanced clinical practise you will receive one
more feedback (5 points). ​Reply wthin 48 hours of your supervisor posting their
annotations.

Late replies are only eligible for 2 points total. You must thoughtfully respond to ​all​ Ideas
and Questions marked by your Supervisor.
Submit onto Sibme in the specified folder.
7. Classroom Management and Instructional Video Activity
Background:​ Classroom Management is fundamentally a set of interpersonal actions and
teaching behaviors that build appropriate student-teacher relationships, ensure a
welcoming and safe environment in which ALL students can both learn and take risks,
and provide opportunities for students to understand and deal with behavior challenges
through the lenses of restorative justice and positive behavior intervention supports.
Although each of these goals can be described and discussed, the real test of classroom
management comes in the implementation of these practices with a specific set of
students.
Assignment: ​Upload to Sibme videos (5 min. max.) of your teaching that display 4 of the
strategies below. Using the time-stamp feature of Sibme, ​name and define​ 4 strategies
being used in the videos. Write a brief definition about the strategy. (Tip: Do not
describe what you did since the video clearly shows what you did.) Paraphrase/summarize
the definition according to the book and ​reflect​ on how it worked.
● Tthreshold (TPE 1.1; 1.3; 2.2 & 2.3) ● Culture of Error ( TPE 3.5; 2.0. 1.4)

● Radar: Be seen Looking ( TPE 2.3; 2.5) ● What to Do (TPE 2.2 & 2.3)

● Right Is Right ( TPE 2.5) ● Without Apology (TPE 2.2; 2.3; 2.5)

● No Opt Out ( TPE 1.1; 1.5) ● Targeted Questioning ( TPE 1.0;4.1)

● Break it Down ( TPE 1.6; 2.4, 3.5. 4.2, 4.4) ● All Hands ( TPE 4.0, 3.0, 2.0, 1.0)

● ‘Everybody Writes ( TPE 4.0) ● Turn and Talk ( TPE 1.0,3.0, 4.0)

8. Classroom Management Packet (Co-Teaching Project)

For this assignment you will use Edmodo.
Work with your guide teacher to develop a welcome packet for parents and/or students
that include the information outlined below. (This is what you would give or make
available to families and/or students on the first day of school.) It should be appropriately
written and formatted to reflect your students’ age and/or grade level and any unique
aspects of your school and community. When possible, use photos and other graphics to
help express your ideas. Students and/or parents should be able to understand and adhere
to the classroom management plan.
There are seven components to this packet:
a. Grade Level.​ Because you have the opportunity to seek input from and
collaborate with two guide teachers on this project, you have a choice on what
grade level to focus your letter. Therefore, select a grade level for this project.
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b. Use Edmodo.​ Use Edmodo by creating your own teacher page (that means you
will need to re-enroll this time as teacher). Create a hypothetical class page for
your future students and parents. Invite me.
c. Welcome/Introductory Letter​ to introduce yourself and your class (include
pictures). Include your beliefs about learning, education and schooling. Share
your goals for your students. Design and describe two prototypical activities that
excite students. Something big and exciting associated with an academic topic
(examples: a class book, poetry night, class garden, raise chicks). Include pictures.
1-page
d. Communication​. Describe how will you communicate with parents and students
on a monthly basis. Describe the purpose of communication methods (examples:
to report behavior, to celebrate accomplishments, to engage parents). 1
paragraph
e. Get to Know Your Class.​ ​Use Edmodo to create two polls/quizzes. The first
poll/quiz should allow you to collect information about your students. The
second poll/quiz should allow you to collect information about your parents. You
design the types and number of questions. Make the polls/quizzes available on
Edmodo. (Tip: Only Quizzes report who gave the information.)
f. Classroom Management Plan​. Students and parents should be able to understand
and be able to adhere and/or support your classroom management plan. The plan
should only be about one paragraph in length. In other words, keep it very short
(2-paragraphs).
i. Explain your plan to create a respectful and positive learning environment
(i.e., classroom rules, racial and linguistic equity)
ii. State your policy regarding homework, birthdays, tardiness, absences, and
poor performance. Add more if you desire.
g. Invite me and your classmates to join.
Submit all materials (letter, photos , polls, etc) onto your Edmodo sight. Invite me to your
finished Edmodo page by the deadline. ​If you invite me before the page is completed, you
may not earn full points.
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9. Professional Growth Reflection and Plan for continued growth

Using evidence from Supervisor’s feedback, Guide Teacher’s feedback, other school
evaluations (e.g., Principal comments), edTPA results, you will complete a reflection of
your performance by analyzing the TPE’s. For each TPE, write a brief commentary
about what you can do now and what you expect to develop in your first years of
teaching.
TPE 1: Engaging and Supporting All TPE 2: Creating and Maintaining TPE 3: Understanding and Organizing
Students in Learning Effective Environments for Student Subject Matter for Student Learning
Learning

TPE 4: Planning Instruction and TPE 5: Assessing Student Learning TPE 6: Developing as a Professional
Designing Learning Experiences for Educator
All Students

Write a 3-4 pages double spaced (12pt font with 1 inch margin) essay. Use headings to
clearly identify the TPEs. ​Submit onto BB.
10. Student Teaching Evaluations/Reports
Teacher-Candidates need to make sure that they have all the required student teaching
reports and documents; this is how they will be assessed on their development and
accomplishment of the TPEs:
a. 3 annotations of video: 2 for Rotation C and 1 for Advanced Clinical Practice (2
points each)-- ​Sibme
b. Progress Report from Supervisor only due February 20th. (3 points) ​Sibme and
Taskstream
c. Final Report from Guide Teacher due March 23 (3 points) ​Sibme and
Taskstream
d. Final Report from Supervisor due March 23 (3 points) ​Sibme and Taskstream
e. Final Guide Teacher Report for Advanced Clinical Practice due May 9 (3 points)
Sibme and Taskstream
f. Final Report from Supervisor due May 9 (3 points) ​Sibme and Taskstream
Documents must be uploaded to the appropriate platform (Taskstream and/or Sibme).

Mastery Assignments (Choose what you need)

1. Attend School Activities (Advanced Clinical Practice Only)
Being a part of the school community shows your commitment to teaching, your
professionalism, and your interest in your students. Find activities at your school where
you can attend. This may include professional development meetings. Document with
photos/pictures. Write a summary with description of the photos/pictures. You can
attend as many as you desire, but can earn credit only for two. ​Post on BB.
2. Attend Cohort Outings
The purpose of a cohort is to provide peers with support. There will be opportunities to
get together and celebrate, support, and enjoy each other’s company. In this course, you
can earn points for attending such events. Document with photos/pictures. Write a
summary with description of the photos/pictures. You can attend as many as you desire,
but can earn credit only for two. ​Post on BB.
3. Walk About the neighborhood: photojournalism (Advanced Clinical Practice Only)
Knowing your school’s community helps relate abstract concepts to your students’ lives.
Take at least 10 photos of the neighborhood and share the photos in a slideshow.
Provide a caption for each picture and how it can help your instruction. ​Post on BB.
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4. Note to Parent (Advanced Clinical Practice Only)

Working with your guide teacher, arrange a parent interaction where you send a note
(email or letter) to a parent. Share positive information about a student as well as
information that will help that student improve. Share a copy of the note along with
your guide teacher’s signature (confirming that it was sent). ​Post on BB
5. Principal Observation and Letter
Having people observe and provide you with feedback is extremely helpful. You can
earn 10 points if you invite the principal in to observe you teach. The principal should
write you a letter. Share a copy with me. ​Post on BB.
6. Master Teaching Showcase
There will be opportunities for you to share your student teaching videos with the class
for comment, support, and recommendations.​ Post videos on Sibme.

STUDENTS WITH DISABILITIES

If you are a student with a disability and believe you will need accommodations for this class​, it is
your responsibility to contact Student Disability Services at (619) 594-6473​. To avoid any delay
in the receipt of your accommodations, you should contact Student Disability Services as soon as
possible. Please note that accommodations are not retroactive, and that accommodations based upon
disability cannot be provided until you have presented your instructor with an accommodation letter
from Student Disability Services. Your cooperation is appreciated.
RELIGIOUS OBSERVANCES

In accordance with University Policy on Absence for Religious Observances: Students should
notify the instructor by the second week of affected courses of planned absences for religious
observances. Please notify the instructor in a timely manner and a reasonable accommodation will
be reached.
ACADEMIC HONESTY

The University adheres to a strict ​policy regarding cheating and plagiarism​. Be familiar with the
policy. Any cheating or plagiarism will result in failing this class and a disciplinary review by
Student Affairs.
Examples of Plagiarism include but are not limited to:
o Copying and pasting work from an online or offline source directly and calling it your own
o Using information you find from an online or offline source without giving the author credit
o Replacing words or phrases from another source and inserting your own words or phrases
If you have questions on what is plagiarism, please consult the ​policy
(http://www.sa.sdsu.edu/srr/conduct1.html) and this ​helpful guide from the Library​:
(http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)
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BLACKBOARD SUPPORT

Library Computing Hub Email: hub@mail.​sdsu​.​edu​ ; Phone: 619-594-3189

Web: ​http://library.sdsu.edu/computers-technology/computer-help​
Blackboard Collaborate Technical Support 24/7 (877) 382-2293
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COURSE SCHEDULE

Topics
1 Review Syllabus (1)
1/16
Review edTPA (2)
Matrix Overview (3)

2 Meet your Supervisor

1/23
Read edTPA samples

3 Context for Learning

1/30
Read edTPA samples

4 Lesson Plan: Academic Language

2/6
Read edTPA samples

5 Data Chart and Summary

2/13
Read edTPA samples

6 Analyzing Teaching Effectiveness

2/20 Master Teaching Lessons
7 Master Teaching Lessons
2/27

8
3/6 Master Teaching Lessons
9 Workshop
3/13

10 Independent Study
3/20

SDSU Spring Break

3/27

11 Getting Started part 1

4/3
Advice from Administrators.
Tina Sardina ​Assistant Superintendent Human Resources

12 Workshop or Special Topics:

4/10
Advice from Principals

13 Independent Study
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4/17

14 Workshop or Special Topics:

4/24
Advice from Teachers

15 Celebration
5/1