Instructor:  Dr. Lily Anne Goetz                                                 Office:  Grainger 320
Office Telephone:  (434) 395-2158                                      Office Hours:  Mon., Wed. 2:00-4:00
Home Telephone:  (434) 315-0352  cell: (434) 607-1395                              and by appointment

E-mail:  goetzla@longwood.edu

Course Descriptions  (From Longwood University Catalog): 

FREN/GERM/SPAN/TESL 482.  Directed Teaching in the Elementary and Secondary French/German/Spanish/English as a Second Language Classroom.  Required of all students seeking PK-12 Teaching Licensure in French/German/Spanish/English as a Second Language. Each student is assigned to work with qualified cooperating teachers in selected school settings off campus. Settings will be chosen among elementary, middle and secondary levels. The student teacher follows the schedule of each cooperating teacher and will take over all duties under the supervision of the cooperating teacher. The schedule involves a minimum teaching day of five to six hours for five days each week (300 hours total). Prerequisite: completion of the Modern Language Major (French, German, Spanish or ESL concentration), the Study Abroad requirement, and a minimum cumulative and major GPA of 2.50. 12 credits. Fulfills General Education Goal 15.

Spanish / English as a Second Language 601.  Graduate Directed Teaching in the Elementary and Secondary Classroom. Required of students seeking K-12 teaching licensure in Spanish or English as a Second Language.  Each student is assigned to work with qualified cooperating teachers in a selected elementary school setting and a selected secondary school setting off campus, for six weeks in each setting.  The student teaching intern follows the schedule of each cooperating teacher and will take over all duties under the supervision of the cooperating teacher.  The schedule involves a minimum of 300 hours total in the schools.  For those who are already teaching under a Provisional License, the Directed Teaching semester will be a mentorship of their current teaching position.  Prerequisites:  Passing Praxis I and II scores, completion of all coursework for the degree and a minimum GPA of 3.0.  6 credits.

Texts:
Required:
Shrum, Judith., and Eileen W. Glisan. Teacher's Handbook:  Contextualized Language Instruction.  4th Edition.  Boston:  Heinle and Heinle, 2010.

• Demonstrate an understanding of current practices and approaches to foreign and second language teaching. 
  (1, 2, 3, 4, 5, 6, 7, 8, 9)
• Plan long-range and daily lessons that integrate the National Foreign Language Standards or the National ESL Standards with state or district guidelines, and carry them out in a classroom under the guidance of a language teacher.  (1, 2, 3, 4, 5, 6, 7, 8, 9)
• Recognize relationships among teacher expectations, instructional planning, classroom management, and student behavior. (1, 2, 3, 4, 5, 6, 7, 8, 9)
• Demonstrate in their lesson plans and in their teaching current methods of communicative, contextualized language instruction for proficiency in all of the Communication modes (interpersonal, presentational, interpretive) and in cultural knowledge. (1, 2, 3, 4, 5, 6, 7, 8, 9)
• Design a variety of authentic assessment practices, demonstrating current methods of evaluating students' abilities in the the Communication modes (interpersonal, presentational, interpretive) and cultural knowledge using authentic contextualized instruments.  (1, 2, 3, 4, 5, 6, 7)
• Demonstrate the effective use of technology to enhance instruction. (1, 2, 4, 5, 6, 7)
• Establish a positive learning environment. (3)
• Demonstrate effective strategies for classroom management.  (4)
• Participate in professional activities and organizations. (1, 6, 9)
• Begin to evaluate, select, adapt materials, including textbooks, workbooks, videos, software, authentic texts, for the communicative language classroom. (1, 2, 3, 4, 5, 6, 7, 8, 9)
• Locate good sources of teaching ideas and demonstrate their ability to utilize these sources.  (1, 2, 4, 5, 6, 7, 8, 9)
• Demonstrate ethical conduct and professionalism.  (9)
• Take the role of teacher as researcher engaged in a continuing development process. (9)
• Be reflective teachers.  (1, 2, 3, 4, 5, 6, 7, 8, 9)

* "Educators as Reflective Citizen Leaders"
Longwood University "Conceptual Framework"        Outcomes for ESL        Outcomes for Modern Languages

1. Content Knowledge
2. Planning
3. Learning Climate
4. Implementation/Management
5. Evaluation/Assessment
6. Communication  
7. Technology
8.  Diversity
9.  Professional Dispositions

Course Requirements:
Detailed Lesson Plans 20%
Reflective Journal 20%
Impact on Student Learning project 10%
Effective Teaching 30%
Professionalism; Professional Portfolio 20%

Grading:  (90-100 A   80-89 B   70-79 C   60-69 D   59 F) 
Your grade for student teaching will come from two sources. Your cooperating teacher(s) will submit an evaluation of your performance as a student teacher.  I will use that and my own evaluations of your performance to determine your final grade.

Detailed Lesson Plans 20%:  You will be expected to write detailed lesson plans for each class taught using a format similar to the one in the Teacher's Handbook (Shrum and Glisan), Chapter 3.  Your plans should contain the 4 stages of the "Backward Design" model (see pages 98-100).  Student Performance Objectives/Learner Outcomes should incorporate Bloom's Taxonomy.  Your "Stage 3" activities should include warm-up activities, detailed descriptions of each activity, materials you will use, a "warm-down" and any formal assessments.  In planning activities, contextualization and communication are very important.  Your plans should be typed and must be approved by your cooperating teacher by the Friday before the week for which they are planned.  I will evaluate your lesson plans each week.  Some of your best lesson plans should be included in your professional portfolio. 

Reflective Journal 20%:  At the end of every day, you will take 10-15 minutes to write a reflective entry about that day's teaching.  In your journal, discuss lessons that worked well and why they succeeded, as well as lessons that did not go well, why you think they were not successful, and what you would do differently.  This journal is a place to reflect, brag, note problems and questions you have, and analyze your progress and that of the students. You and I will be the only people reading your journal.  This is also where you will keep a record of the information you discover through your "Scavenger Hunt."

Impact on Student Learning 10%:  You will design a plan to show how your teaching has impacted your students' learning.  Your project will include a pre-assessment of your students' abilities in the area you plan to assess, the steps you take to address the proficiency level you hope the students will achieve, including all assessment instruments, materials, handouts, realia, etc., that you use during the project, and your final assessment, showing the improvement in the students' proficiency in the assessed area.  As part of your requirements for OPS, you will complete the on-line Impact on Student Learning Report.  This project and some of its materials should become part of your professional portfolio.

Effective Teaching 30%:  I will evaluate your performance as a language teacher in the classroom.  This includes establishing a communicative classroom environment, maintaining instruction and student activities in the target language, using effective teaching methods and classroom management strategies, devoting time to the development of the four skills and cultural knowledge and appreciation through application of the National or Virginia Standards for Foreign Language Learning or ESL Standards, effective testing and evaluation methods, and attention to the contextualization of instruction.  A bulletin board of your creation may also be evaluated and will be included in this grade.

Professionalism/Portfolio 20%: You must be on time, dress professionally, establish and maintain a good professional working relationship with all school and university personnel, and in general act like a professional at all times.  You must turn in required forms on time; you must be prepared for all duties and assignments and you must always be prepared for class.  If you are unsure what the appropriate action is in a situation, ask for guidance.  Your "Professional Portfolio" will also be included in this grade.  Details for the portfolio will be provided.

Grading Scale: A B C D F  (A=100-90; B=89-80; C=79-70; D=69-60; F= 59 and below )

Attendance Policy:  You must not be absent more than twice during the semester.   You are expected to be present the same days and hours as the teachers in your school, and are expected to attend the same meetings and workshops as your cooperating teacher(s).  You will observe the same holidays and snow make-up days, even Saturdays.   If you are forced to be absent for any reason, you must call your cooperating teacher, the school's main office, and leave a voice-mail or e-mail message for your University Supervisor (Dr. Goetz).  See the Student Teaching Manual and Rules for Student Teachers in Field Center Schools for more information.

Honor Code:  The Longwood University Honor Code prohibits lying, cheating, stealing, and plagiarism.  Students are expected to abide by this code at all times.  All work submitted in this course must be pledged, meaning that students are to do their own   independent work unless an assignment is clearly designated as  collaborative.

Rules for Student Teachers in School Placements

In general, do as regularly employed teachers are expected to do.  This does not mean do what some teachers are able to get by with; it means to do what is officially expected of teachers.  The Student Teaching Manual covers these things in detail.  Here are some specifics:

1. Absences--Your absences from school are limited (2).  You must always notify three people as soon as possible:  your cooperating teacher, the principal's office, and your college supervisor. Absences in excess of the number allowed will result in a reduction of your pay, which takes the form of a grade and final recommendation.

2. Arrival and Departure Times--Know and follow established procedures and schedules for your school's faculty.

3. Lunch--Teachers are generally expected to stay in the school building for their lunch period.
You may partake of the sumptuous repast available in the school cafeteria; you may brown bag it; or you may try to do without.

4. Faculty Meetings--You should attend both departmental and school-wide meetings as called by the department head or principal. Restrain yourself to the role of an observer unless you are specifically invited to do otherwise.

5. School Calendar/Schedule-- Once you begin your official stay, you are to follow the schedule for the school in which you are working. This is true for all circumstances-- vacations, holidays, make-up days (on Saturdays, if necessary).

6. Dress--Not only should you follow the rules and/or custom for all teachers, but you should be even more discreet than some experienced teachers. This is true because you are on trial, especially in the eyes of your students. The more you "look like a teacher" the more likely you will be regarded as one, and that has direct payoff in classroom discipline.  

7. General Conduct--While it is both impossible and distasteful to list all possible matters that may be of concern, sound judgment should guide your behavior in all matters where it is directly or indirectly connected with your role in your school.  For instance, having some students in your home/apartment for either social or educational purposes may easily be seen as suspect behavior by school officials and parents, regardless of how innocent and humane the truth may be.  Speak no evil of the professional efforts of others, especially when you have not had sufficient experience on which to base judgments. What appears to be a questionable practice at first may later be seen as desirable or at least necessary. Your job is to soak up, experience, learn.

Article I:  Expectations for Student Teacher
The Student Teacher will:

1.  Teach all of the classes normally taught by the Cooperating Teacher, plus homeroom if applicable.

2.  Be present in the school during the same hours as regular faculty.

3.  Observe the cooperating teacher during the first week, helping with activities when appropriate, and presenting one activity in one or more classes on Thursday, and perhaps two activities in one or more classes on Friday.

4.  Take full teaching responsibility for one class at the beginning of the second week, and continue observing and assisting during the other classes.

5.  Take full teaching responsibility for two classes (block schedules) or three classes (regular schedules) by the third week, and continue observing and assisting during the other classes.

6.  Take full teaching responsibility for all of the cooperating teacher's classes by the fourth week.  This schedule can be adjusted in cases where the cooperating teacher has more than 5 classes.

7.  Take full responsibility for creating individual lesson plans, with assistance and approval of the cooperating teacher.  Have lesson plans ready for approval by Friday for the following week.

8.  Take responsibility for creating tests and other evaluative instruments, using materials provided by the cooperating teacher, the published textbook materials, and other sources.

9.  Take responsibility for classroom management, including disciplinary procedures, with guidance and assistance from the cooperating teacher.

10.  Encourage students to use only the target language by setting the model, and by encouraging them in positive and creative ways.   Ask your cooperating teacher(s) for assistance in keeping the major portion of every class in the target language.  If this has not been the practice in your cooperating teacher's classroom, ask for assistance in phasing in the use of the targe language for most routine communications and for student activities.  You will be evaluated on the extent to which the target language is used in the classroom, so this is important.

11.  Depend upon the cooperating teacher to observe and to provide feedback to assist the student teacher.

12.  Hope for positive feedback and constructive criticism; Be open to criticism and accept it as constructive, instructive and experienced-based help.

13.  Try to integrate suggestions into subsequent lessons.

14.  Ask the cooperating teacher for help on resources, discipline problems, and questions regarding methodology.
 

Article II:  Expectations for Cooperating Teacher
The Cooperating Teacher will:

1.  Introduce the student teacher to the classes and explain briefly why he/she is there.

2.  Teach the normal sequence of classes during the first week, with the student teacher observing all activities.

3.  Assist the student teacher to prepare and present one activity for one or more classes on Thursday of the first week, and two activities for one or more classes on Friday.

4.  Give responsibility to the student teacher for teaching one class the second week, two classes (block schedules) or three classes (traditional schedules) the third week, and all remaining classes during the fourth week.  This schedule can be adjusted in cases where the cooperating teacher has more than 5 classes.

5.  Spend time discussing with the student teacher the goals, methodology, curricula, procedures used in the cooperating teacher's courses, as well as lesson plans, student needs, and other issues.

6. Spend time discussing with the student teacher the daily procedures of the school; introduce the student teacher to school personnel.

7.  Spend time discussing with the student teacher his/her performance and plans, strong and weak points of the lessons, materials used, and student responses to the lessons.  Provide positive and constructive criticism on all aspects of the student teacher's performance.

8.  Assist the student teacher in keeping the major portion of every class in the target language.  If this has not been the practice, allow and assist the student teacher to phase in the use of the targe language for most routine communications and for student activities.  The student teacher will be evaluated on the extent to which the target language is used in the classroom.

9.   Remain in classes to help with classroom management issues and take notes pertaining to the student teacher's performance, activities, methods, materials, classroom management, and preparation.

10.  Leave the classroom if necessary intermittently after the first four weeks, but continue to observe during the major portion of each day in order to provide guidance, feedback, and constructive criticism.

11.  Make available for the student teacher materials such as transparencies, pictures, files, videos, tapes, slides, etc.

12.  Help the student teacher take over the responsibilities for taking attendance, grading, and other tasks.

13.  Be available for assistance during the normal school hours and by phone at home for any necessary communications.

1) Meet with your cooperating teacher(s):
a) How do they go about making up lesson plans; how long in advance do they plan a day's lesson; what elements do they include in each day's lesson?

b) What textbooks are they currently using in each level?  What do they like about the books and what are they unhappy with?  How do they supplement the textbooks?

c)  How do they plan for communicative activities to take place each day?  Can textbook exercises be used for students to engage in communication in the target language, or do the teachers have to supplement with their own or other activities?

d) What are their philosophies of and procedures for discipline?

e) How do they typically record attendance, grades, and other necessary information?

f) What are their philosophies of grading?

g) What school responsibilities do they have outside the classroom?

h) What professional organizations do they belong to, i.e. FLAVA, ACTFL, TESOL, AATSP, AATF, AATG,  NEA, VEA, others?

i)  In what ways do they try to keep up with current trends in the field of language teaching?
 

1) Meet the Language Department Head:
a) What is her/his name?

b) What are her/his major responsibilities?

c) How are textbooks adopted for school/system use?

d) How, when, and by whom are school/system curriculum guides written? Ask to see copies.

e) What degree of flexibility does the teacher have within the curriculum? With materials they choose to use?

f) Where and how do teachers get texts and other materials for classroom distribution?

g) What materials, i.e. chalk, paper, pens, scissors, staplers, etc., are available for teachers? How can you acquire these?

h) Is there a list of county or state-mandated minimal competencies for students (Virginia SOL's)? Ask to see these documents. How are these included in the curriculum?
 
 

1) Visit the principal and assistant principals:
a) What are their names?

b) What are their official titles?

c) What are the major responsibilities of each of them?

d) How and why might a teacher refer a student to any one of these people?

e) Are there school handbooks for students? teachers? If so, get copies and study them.

f) What school rules should teachers be aware of for students? for teachers?

g) For what reasons and in what ways are students "punished" by school officials?

h) How is school-wide attendance handled?

i) When and why are faculty meetings held?
 

2) Visit the school library/media center and meet the librarians:
a) What are the librarians' names?

b) What title do they prefer for the library and themselves?

c) What classification system is used to organize books?

d) What reference materials are available?

e) Survey the book, magazine, and newspaper collections. What are some strengths and weaknesses?

f) What media equipment is available? How do teachers check it out?  

g) What media materials are available both in the school and from other sources?  How do you reserve or order them?

h) Why, when, and how can students visit the library as individuals or classroom groups?

i) How can students and teachers check out materials? For what length of time?

j) What special services will librarians provide, i.e. bibliographies, making media materials, providing carts of classroom books, etc.?

k) What are the school and system policies for handling censorship questions or issues?
 

3) Visit the school counselors:
a) What are the counselors' names?

b) What are their major responsibilities?

c) Where are student records kept? What do they include? Who has access to these
records and by what procedures?

d) How and why might a teacher refer a student to a counselor?

e) What services (college, career directions, values activities, etc.) do counselors provide?

f) How are school-wide schedules developed? Who has input and final responsibility? What considerations must be taken into account?

g) What county, state, national tests are given to which students? When? Who administers them? Where? Who gets scores?

h) How are grades managed in the school, i.e. how do they get from teacher to transcripts?

4) Meet the special education teachers:
a) What are their names?

b) What areas of special education do they cover, i.e. BD, LD, ESL, gifted, EMR, TMR, speech, hearing, etc.?

c) Are any areas of special education handled by itinerant teachers or teachers in other locations within the system? Which?

d) What are the procedures and guidelines for teacher referrals for special education testing? How are results handled?

e) Are any special education students mainstreamed? How are teachers made aware of their needs if they are in regular classes?

5) Meet the school secretaries/administrative assistants:
a) What are their names?

b) What do they do during their day?

c) What office machines are available for teacher use? What are the rules for using these machines?

d) What teacher-kept records are handled through the main office (money collections, state attendance records, etc.)?

e) How can teachers get and make phone calls during the school day? What limitations are there on cellphone use?  computer use?

f) Where are the faculty mailboxes located? Do you have one?

6) Meet the cafeteria employees:
a) What are the names of the people in charge?

b) What titles do they prefer for the lunchroom and themselves?

c) What lunches are available for teachers and for how much? What choices, if any, do students have for lunch?

d) Do any students get free or reduced lunches or breakfasts? What percentage? Under what conditions?

7) Meet the custodians:
a) What are their names?  What titles do they use?

b) Which one(s) will work on your hallway, in your classroom?

c) What do they do during their day and what are their major responsibilities?

d) How and why can a teacher call on them for assistance?
 
 

1) Get to know the school and school system:
a) What are the names of the school newspaper, yearbook, literary magazines and other publications? Who are their advisors?

b) What clubs do students have available to them? Attend a meeting of one of them, perhaps one you were in in school. What did you learn?

c) What sports activities (intramural AND intermural) do students have available to them? Attend a sporting event if you can.

d) What theatre productions, concerts, talent shows, etc. are annual occurrences at the school? Attend one if you can.

e) When are school dances, carnivals, etc. held? by whom? Attend one if you can. How have they changed since your school days?

f) Does the school have an active PTA? If so, attend a meeting. How might teachers and parents view these meetings? How might their perceptions differ?

g) How are school board members and system superintendent selected: in elections, by appointment, other? Who is the superintendent?

2) Get to know the community within which the school exists:

a) What are the local newspapers? Buy and read them for school news.

b) Where is the nearest public library? Visit it. What print/non-print materials and services do they have?  Can/would you use any of these resources for your classes?

3) Identify the following:
State Superintendent of Instruction
County or Division Superintendent
State Department of Education Foreign Language and ESL Specialists
County Foreign language coordinator or specialist
President of FLAVA
President of state teachers' association (VEA)
President of the local teachers' association (if any)
School representative of local system teacher association (if any)
 
 

1) Eat lunch in the school cafeteria with a group of your students. What have you learned other than you don't want to eat with them again?

2) Attend a meeting of a school-sponsored club or activity.  What do you observe about the students attending?

3) Participate in after-school tutoring or counseling sessions with your cooperating teacher or with a counselor.  Try to understand the student's point of view in the case.  Note some ideas you would try with a similar case in the future.