HomeMy WebLinkAboutEDU-226Bergen Community College
Division of Business, Arts, and Social Sciences
Department of Social Sciences
Course Syllabus
EDU 226 Supervised Fieldwork Experience
EDU-226
3 credits
Prerequisite: EDU-220
Meeting Times:
Location: Online and in a field site classroom
Instructor:
Office Location:
Office Hours:
Course Description:
This course was designed to expand and challenge personal and professional attitudes while
providing supervised growth opportunities for prospective teachers. As the capstone course of
the Early Childhood course sequence, this fieldwork course features guided experiences with
professionals in classrooms that serve students in preschool through third grade. Students will
create and demonstrate developmentally-appropriate lessons, as they develop pedagogical skills
and the dispositions necessary for effective teaching. Students will create a professional teaching
portfolio. Lecture [2.00], Laboratory [3.00].
Prerequisites: EDU- 220
Student Learning Outcomes:
As a result of meeting the requirements in this course, students will be able to:
1. Evaluate and apply educational and developmental theories to provide appropriate
instructional, assessment and management in lessons and activities for the field
classroom.
2. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early
Learning Standards and align these standards within written lesson plans.
3. Demonstrate professional behaviors during weekly fieldwork participation.
4. Locate instructional resources, integrate technology and identify essentials of
research-based curriculum planning and classroom management.
5. Develop effective mathematics and literacy instructional strategies, while supporting
social and emotional development.
6. Demonstrate improvement of academic writing and critical thinking skills.
7. Review and reflect on the historical, political, societal, developmental and cultural
perspectives related to students and their families.
Course Content:
Supervised Fieldwork Experience is an academic course that integrates the major theories of
education and current best practices or teaching young students, with practical work experience
directly related to a students’ academic and career goals. Students will spend one semester
working in an early childhood education classroom for children between 2 and 8 years of age.
Course topics, assignments, reflection activities, and assigned readings are designed to support
students in the achievement of all stated student learning outcomes, while providing the
opportunity to practically apply developing knowledge and skills. Current issues that influence
our public education system, the changing needs of our society, and the dispositions of our
democratic society are supported in readings and assignments.
Course Requirements:
For further clarification please refer to Student Fieldwork handbook.
All students should:
• complete writing and reading assignments and participate fully online, on-campus
and in the field.
• have approved fieldwork sites by the 3rd week of the semester.
• attend on-campus lectures which will take place in the first three weeks of the semester.
• identify their age level and content area preference in preparation for transfer to
teacher certification programs or to enter the workplace.
• write essays to reflect on their field experience, the development of their cultural
awareness and weaknesses and strengths in planning instruction.
• integrate major educational and developmental theory within practical applications
for the field classroom.
• locate resources and identify essentials of good curriculum planning and classroom
management in preparation for weekly lessons.
• spend one to three hours a week in the field classrooms and up to two hours a week
preparing for the time in the field.
• spend up to two hours to prepare written lessons, activities and materials for weekly
field experience.
• demonstrate an understanding of the formal competency based evaluative instruments
that measure field site performance.
Means of Assessment:
A formal evaluation of your fieldwork performance by your cooperating teacher and course
instructor, along with a record of your fieldwork hours are required. The additional means of
assessment types utilized in this course are reflection assignments, discussions, development of
written lesson plans, and the demonstration of these lessons in the field, creation of a professional
teaching portfolio which will include a resume, written lesson plans and teaching artifacts.
Required Reading:
Online readings are posted on Moodle.
Suggested Reading:
Charlesworth, Rosalind and Lind, Karen K. (2012). Math and science for young children. 7th ed.
Cengage Learning.
Cohen, Dorothy. (2013). Observing & reading the behavior of young children. (6th ed.) Teachers
College Prep.
Davis, Bonnie M. (2012). How to teach students who don’t look like you. Sage.
Isik-Ercan, Z. Culturally appropriate positive guidance with young children. (March 2017).
NAEYCE publication.
Kriete, Roxann. (2014). The Morning Meeting Book. (3rd ed.). Northeast Foundation for
Children, Inc.
Ladon-Billings, G. (2013). The Dreamkeepers: Successful Teachers of African-American
Children. Jossey-Bass.
Grading Policy:
You will receive a final grade in this course based on consistent fieldwork
performance/participation, online participation and final teaching portfolio. Grade determination
is as follows:
Assignments, Essays and Field Participation 30%
On-campus Attendance and Assignments 10%
Final Teaching Portfolio 30%
Weekly Written Lesson Plans and Demonstration 30%
All work is due on the date assigned. Work submitted after the due date will be deducted by one
letter grade. No past due work will be accepted in the last two weeks of the semester.
Grading Scale:
A 90-100
B+ 85-89
B 80-84
C+ 75-79
C 70-74
D 60-69
F below 60
Attendance and Participation Policy:
In addition to the on-campus and field assignments that are due during the on-campus meetings,
being absent for these meeting will result in the following grade deductions: Missing 1
mandatory meeting will result in a 4 point deduction to your final grade. Missing 2 mandatory
meetings will cause a 7 point deduction to your final grade. Missing all 3 meetings will result in
a 10 point deduction to your final grade.
As this is a hybrid course, your weekly participation on Moodle is mandatory as is your
participation in your field classroom, as described in this syllabus and during on-campus class
meetings.
Each student is held responsible for all material presented and must incorporate the instructional
strategies and best practices for teaching, which are presented on-campus and online. Written
lesson plans must be approved by cooperating teachers before demonstrated in the field, which
requires additional time spent communicating with cooperating teachers, during the lesson
planning stage and the post lesson discussion. Though two hours a week are spent in the
classroom, additional communication between cooperating teachers and students, via email, face
to face, or via telephone is necessary so you are fully prepared for your 8 lesson demonstrations.
Expectations for Supervised Fieldwork Experience:
Students are expected to develop and demonstrate a lesson each week for a total of 8 weeks for
their field site classrooms. All lessons will facilitate phonemic awareness development and/or
mathematical thinking. Every lesson integrates language arts learning with other curriculum
areas. The other curriculum areas will relate to the theme/topic of the field classroom.
Alternating passive and active learning experiences is supported by current research on how
young children learn and build a strong academic foundation for future learning and school
readiness, so please make sure to integrate movement, physical activity, interactive games and
other active learning strategies.
Lessons and learning experiences must be developmentally appropriate and reflect the
philosophy of the Early Childhood Program at Bergen Community College and at approved field
sites. You must plan each weekly lesson to relate to the current theme in the classroom. Lesson
plans must be discussed with your cooperating teacher, in order to ensure that all lessons are
approved and appropriate for the children in the field classroom. All written lessons must state
the NJ curriculum/learning standards for the age level you teach. You will refer to NJ Preschool
Learning Standards, Early Learning Standards for birth through age 3 or curriculum standards for
K-3, dependent on the grade level you work with.
**Cooperating teachers must receive lesson plans one week prior to your lesson
demonstrations in order to provide feedback on your lesson prior to your lesson
demonstration.
Summary:
The guidelines for the field experience have been intentionally developed with the possibility for
a high-level of flexibility and individualization for students enrolled in this course.
Evaluation of Students in the Field:
Each cooperating teacher will complete a weekly lesson evaluation form rating your written
lesson and lesson demonstration, providing you with information to reflect on. Reflecting on
your performance each week will be a valuable practice that will help you improve from one
week to the next, advancing your understanding of course topics. Please see the student
handbook for more information about how your weekly lessons will be evaluated by your
cooperating teacher.
The end of semester written field experience evaluation form will rate your overall performance
and will focus on the following topics:
-Student's interactions/rapport with the children
-Student's interactions with cooperating teachers, assistants, and other school personnel
-Strengths of student's teaching demonstration
-Areas for improvement
Bergen Community College Academic Policies:
Bergen Community College is committed to academic integrity – the honest, fair and continuing
pursuit of knowledge, free from fraud or deception. Please review the college catalogue or
student handbook for further information on this topic.
Bergen Community College has adopted an internal grievance procedure to provide for prompt
and equitable resolution of complaints alleging any action prohibited by federal regulation
implementation Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans
with Disabilities Act of 1990. (ADA.) Please review the college catalogue for further
information on this topic.
Bergen Community College is committed to providing its students and employees with an
academic and work environment free from sexual harassment of discrimination. Please review
the policy prohibiting sexual harassment in the college catalog.
Please review the statement on acceptable use of BCC technology in the college catalog.
Statement on Americans with Disabilities Act (ADA)
Bergen Community College has adopted an internal grievance procedure providing for prompt
and equitable resolution of complaints alleging any action prohibited by federal regulations
implementing section 504 of the Rehabilitation Act of 1973, as amended, and the Americans
with Disabilities Act of 1990 (ADA). Section 504 and ADA state, in part, that “no qualified
individual with a disability, by reason of such disability, be excluded from participation in or be
denied the benefits of the services, programs, or activities of a public entity, or be subjected to
discrimination by any such entity.”
Discrimination and Harassment Policy
Bergen Community College is committed to providing its students and employees with an
academic and work environment free from sexual harassment or discrimination.
1. Discrimination, harassment or disrespect on the basis of age, race, creed, color, national
origin, ancestry, religion, gender, (including gender identity or expression or disability), marital
status, affection or sexual orientation, military service, political affiliation, veteran status, genetic
information, atypical hereditary cellular or blood trait or any other legally protected
classification.
2. Sexual harassment in any form constitutes prohibited, unprofessional, and unacceptable
conduct and is a violation of Title VII of the Civil Rights Acts of 1964 and 1990, as amended,
Title IX of the Education Amendments of 1972, the New Jersey Law Against Discrimination,
established case law and State policies. The policy applies to all persons. Administrators, faculty,
staff, and students are all covered.
Acceptable Use of BCC Technology Resources
Bergen Community College reserves the right to monitor its information technology resources
and telecommunications network to protect the integrity of its computing systems, workstations,
and lab facilities, and to ensure compliance with all acceptable use and related policies and
procedures. To this end, the College reserves the right to inspect any and all computer systems or
data that reside on its telecommunications network for violations of any acceptable use and
related policies and procedures. (See BCC Catalog for details). The College’s entire Acceptable
Use policy, administrative guidelines, and procedures may be found at the College website.
Week 1
1st On-Campus Meeting: Sept. 10
Preview course and fieldwork requirements
Review Fundamentals of Lesson Planning
Explore the Online Moodle Classroom
Online Module 1
1. Post Rough Draft Practice Lesson Plan 1 on Moodle: The Read Aloud
2. Create instructional materials for Practice Lesson Plan 1 to demonstrate at our next class.
3. Review Student Handbook and complete and sign required forms.
Week 2
2nd On-Campus Meeting: Sept. 17
Develop Phonemic Awareness Skills and Foster Emergent Literacy
Bring Instructional Materials for your Practice Lesson 1 to class this evening
Online Module 2
1.Revise your Rough Draft Practice Lesson Plan 1 to include instruction related to developing
phonemic awareness skills. Post your revised Final Practice Lesson Plan 1 on Moodle.
2.Create instructional materials to accompany Final Practice Lesson Plan 1 and post a picture(s) of
these materials on Moodle.
3.Select the school where you are interested in completing your field work and seek
director/teacher approval. Schedule an appointment with your cooperating teacher and meet with
him or her to provide them with your syllabus and student handbook. Schedule a time to come and
observe* in the classroom. Encourage your cooperating teacher to preview your student handbook
and course syllabus, so they are familiar with your responsibilities and their expectations. If you
are completing your fieldwork off-campus, please have your cooperating teacher provide his or her
contact information on the form provided in the student handbook. This information is due during
our next on-campus meeting.
4.Schedule classroom observation time for the fourth week of the semester.
Week 3
On-Campus Meeting: Sept. 24
Integrating Mathematical Concepts with Language Arts/Literacy
Bring all required student handwork paperwork to class tonight, with the field work form filled out
and signed by your cooperating teacher if you are completing your fieldwork off-campus.
Due during Module 3
1.Post your Practice Lesson Plan 2 on Moodle
2.Create then post a picture of your mathematical instructional materials for Practice Lesson 2 on
Moodle.
3.Student handbook paperwork due on-campus at the beginning of our class meeting.
Week 4
Circle Time/Classroom Management
Make sure to get your first lesson plan to your cooperating teacher for him or her to preview and
provide you with feedback. Preview and feedback should happen for each of your 8 lessons in the
field.
Due during Module 4
1. Plan to observe in your field work classroom next week.
2. Meet with your cooperating teacher and provide him/her with the course syllabus and student
handbook.
3. Plan your first lesson with your cooperating teacher. Find out the topic/theme for your first
lesson in the field, which will take place next week.
4. Participate in the online discussion forum this week.
* Make sure you have submitted your correct Fieldwork School and cooperating teacher
information. Verification of this information will take place next week. If you do not provide
the instructor with correct school/cooperating teacher information and the information
cannot be confirmed by next week, you will not receive credit for fieldwork. 10 point
deducted from final grade if submitted after this week.
Week 5
Teaching Mathematics and Advancing Literacy Skills
Online Module 5
Post Lesson 1 Evaluation Form
*If Fieldwork School and cooperating teacher information cannot be verified by your
instructor by the end of this week, no credit will be given for fieldwork this semester. If
provided after this week, there will be a 10 point grade deduction.
Week 6
Social and Emotional Skills Development
Online Module 6
Post Lesson 2 Evaluation Form
Week 7
Incorporating Music and Movement/Creative Arts
* If you are completing your fieldwork at the CDC, please schedule Lesson 5: Midterm Lesson
demonstration with the course instructor. Make sure to confirm the day and time via email by
Friday of this week.
Online Module 7
Post Lesson 3 Evaluation Form
Begin working on your Professional Teaching Portfolio.
Week 8
Classroom Management Techniques
Online Module 8
Post Lesson 4 Evaluation Form
*Students completing fieldwork off-campus will have midterm lesson 5 evaluated by their
cooperating teacher. It is not necessary to contact your instructor-simply post your Midterm
Lesson Evaluation Form and Lesson Plan 5 on Moodle, by the last day of next week’s Module 9.
*For students completing their fieldwork at the CDC-on the morning of your scheduled midterm,
make sure to email your instructor to confirm that you will demonstrate your midterm on the
scheduled day. Make sure to complete your Midterm Lesson 5 during Module 9.
Week 9
The Integrated Curriculum
Online Module 9
Post Lesson 5 Written Plan and Evaluation Form
Week 10
Addressing the Learning Needs of Diverse Students
Online Module 10
Post Lesson 6 Evaluation Form
Week 11
Modifying Curriculum to Accommodate Learners
Online Module 11
Post Lesson 7 Evaluation Form
Last Lesson in the Field is next week
Week 15
Course Conclusion
Online Module 15
Week 12
Developing a Professional Resume and Teaching Philosophy Essay
Online Module 12
Post your Rough Draft Resume and Teaching Philosophy
Post Lesson 8 Evaluation Form
Week 13
Professional Teaching Portfolio
Online Module 13
Post your final Professional Teaching Portfolio
(save all documents as a PDF and submit on Moodle using the free compression website)
Week 14
Online Module 14
Post your Reflection Essay