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CURRICULUM & INSTRUCTION 468 E
PRACTICUM IN TEACHING
WORLD LANGUAGES
Dr. Marcia Harmon Rosenbusch School of Education and Department of
World Languages and Cultures Office: E045 Lagomarcino Hall
Mailing address: N131 Lagomarcino Hall Iowa State University
Ames, IA 50011 Office: 515‐294‐6454 Home: 515‐232‐5232
Fall 2012
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Table Of Contents
What Is the Purpose of the Teaching Practicum in World Languages? ............................... 3 Students with Disabilities ..................................................................................................... 3 Academic Dishonesty ........................................................................................................... 3 What Are the Minimum Requirements of the Practicum? .................................................. 4 What Is the Schedule of the Practicum Seminars and When Are Assignments Due? ......................................................................................................... 5 How Are Practicum Students Graded? ................................................................................. 5 Guidelines for Classroom Observation for World Language Practicum ....................................................................................... 5 CI 468E Observation and Participation Record .................................................................... 6 Guidelines for Journals ......................................................................................................... 7
Guidelines for Lesson Plans .................................................................................................. 7 What Are the Responsibilities of the Cooperating Teacher? ............................................... 8 Guidelines for Educational Activities in Which Practicum Students May Assist ........................................................................................................ 8 CI 468E Evaluation Form for Cooperating Teacher .............................................................. 9 Teacher Licensure Standards ............................................................................................... 10 Standards Addressed in CI 468e ........................................................................................... 11 Table 1: Relationship of Lesson Plan to Teaching Standards ............................................... 12
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What Is the Purpose of the Teaching Practicum in World Languages?
The course, CI 468E Teaching Practicum ‐ World Languages (1 s.h.) is designed to complement the methods course pre‐service teachers take during the same semester, WLC/CI/Ling 486 Methods in Elementary School World Language Instruction. The practicum course allows students to observe in a classroom setting the strategies for teaching a world language to young learners that are examined in the methods course. The university supervisor for the course is Dr. Marcia H. Rosenbusch, who collaborates with Ann Pierce in the Field Experiences Office in making the placements. The cooperating teacher is the classroom teacher in whose classroom the student is observing. Students will complete the following activities during the practicum: 1) observe the elementary school world language teacher instruct the class, 2) assist in educational activities at the direction of the elementary school world language teacher, 3) complete journal entries for each school visit, 4) prepare one lesson plan that expand upon classes observed, 5) teach one activity from a lesson plan to classmates during a practicum seminar, and 6) complete a course evaluation. To receive the world language endorsement, students must request that this approval be added to the licensure form as it is processed during their last semester at the university. General questions regarding licensure should be directed to Teresa Kahler, 0133A Mackay, 515‐294‐7004. [email protected].
Students with Disabilities in CI 468E: If a student has a disability that qualifies under the Americans with
Disabilities Act and Section 504 of the Rehabilitation Act and requires accommodations, he/she should contact the Student Disability Resource (SDR) office for information on appropriate policies and procedures. SDR is located on the main floor of the Student Services Building, Room 1076 – phone 515‐294‐7220.
Academic Dishonesty: This course will follow the policies on academic dishonesty as adopted by the
university. Academic dishonesty includes unauthorized use of information in taking an examination, submitting as one’s own work prepared by others, assisting another student in academic dishonesty, and other behaviors specified in the university policy. Instances of academic dishonesty will be handled in the manner prescribed in the University policy on academic dishonesty, which is available at http://www.iastate.edu/~catalog/2001‐03/acad‐dishonest.html. Students are responsible for being familiar with this policy.
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What Are the Minimum Requirements of the Practicum?
Attend all practicum seminars.
Inform cooperating teachers and the supervisor of any absence from scheduled classroom visits.
Arrive on time for classroom visits.
Dress appropriately.
Observe respectfully and attentively.
Communicate regularly with the supervisor through journal entries.
Accept and implement suggestions from cooperating teachers and supervisors.
Follow and enforce school policies and rules.
Complete the following assignments in a professional and timely manner:
1. Visit elementary school world language classes for a minimum of 3 full days (7:30 – 4:30, including travel time, or approximately 20 hours of observation time). Students are expected to observe the classes (see observation guidelines) and to assist in educational activities as directed by the cooperating teacher (see guidelines for the cooperating teacher). Note: That the total hours of participation required for this one credit class is 24 hours, which also includes preparing your journals and lesson plan and participating in the course seminars.
2. Maintain the form “CI 468E Observation and Participation Record” for each class visit by
obtaining the cooperating teacher’s signature after you have filled out the form. Turn this form in to Dr. Rosenbusch within one week after you have completed your school visits.
3. Write a journal entry for each school visit (due to Dr. Rosenbusch one week after each visit)
using the suggested journal format. 4. Prepare one lesson plan that is consistent with current theory and research in the field of
world language teaching and which expand upon a lesson in a class you observed in your school visits (see “Guidelines for Lesson Plans”) and provide a copy of your lesson plan to Dr. Rosenbusch
5. Teach one activity from your lesson plan in a practicum seminar to your classmates using
materials you have developed. At that class period, provide each classmate and your instructors with a copy of your activity.
6. Complete the final evaluation of the practicum experience.
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What Is the Schedule of the Practicum Seminars and When Are Assignments Due?
Students enrolled in CI 468E will meet on two arranged occasions during the semester as follows:
To be arranged: Students will review the course syllabus and procedures and the class visitation schedule.
To be arranged: In an arranged meeting, all practicum students will teach part of the lesson plan they prepared for CI 468E to their fellow practicum students. Additionally students will discuss what they have learned from the classroom observations and participation. We will arrange the meeting time and place.
How Are Practicum Students Graded?
The Teaching Practicum in World Languages is graded on a Satisfactory/ Unsatisfactory basis. Dr. Marcia Rosenbusch, Supervisor for the practicum, will assign the practicum grades with input from the cooperating teacher. Dr. Rosenbusch will review the professional and timely manner in which the student has completed work on all assignments. She will review the quality of the assignments and the student’s ability to meet the expectations defined for the classroom visitations in the section “Minimum Requirements of the Practicum.”
Guidelines for Classroom Observation for World Language Practicum
The following guidelines are provided to help practicum students focus their observations in the world language classroom.
1. What routines has the teacher established in the classes?
2. What strategies did the teacher use to a) provide appropriate input to students and b)
encourage student output of the language?
3. How did the teacher maintain a rhythm and flow to the class that was appropriate to the
developmental level and differentiated needs of the students?
4. What strategies did the teacher use in transitioning from one activity to another?
5. What grouping strategies did the teacher use?
6. What classroom management strategies did the teacher use?
7. How did the physical instructional setting affect the classroom management?
8. What assessment strategies did the teacher use?
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CI 468E Observation and Participation Record Name:
Begin each school visit by introducing yourself at the school office and explaining the purpose of your visit.
Fill in this chart to record all of the observation and participation times you completed for CI 468E.
Turn in your journal entry within one week of each school visit for full credit.
You will need to make up snow days as well as any other time you miss an observation/participation day. You must inform your cooperating teacher and Dr. Rosenbusch before, or in the early morning of, the day of your absence and must propose in writing by the next meeting of the methods class when you will make up that time.
Do not change observation dates or times by making arrangements directly with the teacher. Propose any changes to the supervisor to minimize the burden on the teachers.
Date School Lang. Teacher Initial Begin End Total
Sources for School Information and Addresses:
West Des Moines: Elementary School Foreign Language Program (FLES) in grades 1‐ http://www.wdm.k12.ia.us/district/schools.php
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Guidelines for Journals
Rationale: The purpose of completing a journal entry for each visit to a school’s world language classrooms is three‐fold:
1) It is a record for you of the types of events, teaching strategies, and classroom management techniques that go on in the classrooms;
2) It provides you the opportunity to reflect upon your experiences; 3) It is your method of communicating with your supervisor about your school visits.
Content: Plan to also address the questions detailed on the previous page in “Guidelines for Classroom Observation for World Language Practicum.” Be sure you have considered each of the eight questions in at least one of your three observations. You also may reflect on any other questions that occur to you as you observe. Caution: Journals related to field experiences should not use the names of the district, city, school, teacher or other school personnel, pupils or pupils' families, or others. Pseudonyms or nonspecific designators (e.g. T for teacher, C1 for child) should be used. Personal characteristics of pupils and teachers (gender/race/ethnicity) should not be used unless they are essential to a case being discussed. Format: 1. Introduction: Include your name, date, grade levels observed, and the times the observation started
and ended. 2. Focus of the Observation: Clearly identify the foci of your observation and address them in detail. 3. Interpretation: Include your personal reactions to what you have observed. 4. Learning and Questions: Identify what you have learned from the observation and the questions that
the observation has generated. 5. Submission: Submit your journal entries to your supervisor by one week following each school visit.
You may submit your entries written legibly on paper or by email using “Practicum 468E” as the subject.
Guidelines for Lesson Plans You will prepare one lesson plan, which will be related to a theme you observed being taught in a world language class you visited. Plan to extend and expand that theme in your lesson plan. Identify the date and grade level of the class to which your lesson plan is related. You are expected to use the information about lesson planning that you have studied in WLC/CI/Ling 486 in developing these lessons. Do not use already prepared lessons from outside sources. Adaptations that have been considerably redesigned will be acceptable if you include the original lesson when you turn in your adapted lesson plan. You may not use the same lesson plan for CI 468E that you used for WLC/CI/Ling 486. Your lesson plan is due on Monday December 3, 2012.
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What Are the Responsibilities of the Cooperating Teacher? Cooperating teachers are the individuals who work most closely with the practicum students in the classroom. It is their responsibility to:
Serve as a model for the practicum student.
Provide orientation as needed to the school setting and procedures including:
Classroom regulations
Organization of the classroom for learning
Pupil behavior
Teaching strategies and techniques.
Prepare elementary students for the arrival of the practicum student.
As opportunities arise, direct practicum students to assist in educational activities related to the elementary school world language program (see guidelines on page 12).
Observe practicum students in varied situations and provide constructive feedback.
Communicate with the university supervisor regarding progress, concerns, etc. (see optional CI 468E Evaluation Form for Cooperating Teachers).
Guidelines for Educational Activities in Which Practicum Students May Assist The following guidelines suggest ways in which practicum students may assist in the world language classroom under the direction of the cooperating teacher. Whenever possible it is suggested that these activities be completed in the same classroom in which the cooperating teacher is conducting a lesson so that practicum students may observe the lesson being taught. Note: Since observation is an equally important learning experience, it is expected that practicum students will not spend more than 25% of their school visit in the following activities. At least 75% of their time will be spent in classroom observation.
Take attendance
Grade papers and/or record grades
File papers
Prepare worksheets
Assist with research
Prepare teaching materials
Work with special education or talented/gifted students
Monitor and/or supervise special events
Provide individual and/or small group instruction
Assist in teaching lesson to the whole class
Confidential: CI 468E Evaluation Form for Cooperating Teacher
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Date Due: December 3, 2012 Please email, fax, or mail this evaluation to Dr. Marcia Rosenbusch: Email: [email protected]; Fax:
515.294.6206; N131 Lagomarcino Hall, Iowa State University, Ames, IA 50011 Student’s Name: Coop Teacher’s Name: School: Please use the following scale to rate the practicum student. Circle the appropriate number for each point.
5 4 3 2 1 Outstanding Satisfactory Less than Minimally Unacceptable
Satisfactory Acceptable
a. Works effectively with children. 5 4 3 2 1 b. Exercises initiative in planning/teaching 5 4 3 2 1 c. Carries out planned activities effectively. 5 4 3 2 1 d. Is reliable. 5 4 3 2 1 e. Accepts teacher’s directions and suggestions 5 4 3 2 1 f. Works cooperatively with teacher. 5 4 3 2 1 g. Manages children effectively. 5 4 3 2 1 h. Is enthusiastic about teaching. 5 4 3 2 1 i. Aware/willing to ask for help/advice when needed. 5 4 3 2 1 1. Is on the job attendance a problem for this student? Yes No If Yes, please provide clarifying details: 2. Did the student contact you sufficiently ahead of time to inform you of an absence or absences? Yes No 3. Has the student made up absences? Yes No 4. What significant responsibilities/activities has the student completed during the semester that you would like
the supervisor should know about in evaluating the student? 5. Please comment on this student’s strengths. 6. Comment on any problems/weaknesses you have encountered in working with this student. 7. What is your prediction of success for this student as a future teacher? 6. Other comments:
Signature: Date:
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Teacher Licensure Standards
A. Standards for Iowa State University Teacher Education Candidates: Each candidate will exhibit competency in all of the following standards:
1. Content/Subject Matter Specialization ‐ The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches, and creates learning experiences that make these aspects of the subject meaningful for students.
2. Student Learning ‐ The candidate demonstrates an understanding of human growth and development and of how students learn and participates in learning opportunities that support intellectual, career, social and personal development.
3. Diverse Learners ‐ The candidate demonstrates an understanding of how students differ in their approach to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
4. Instructional Planning ‐ The candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
5. Instructional Strategies ‐ The candidate demonstrates an understanding and use of a variety of instructional strategies to encourage students’ development of critical and creative thinking, problem‐solving, and performance skills.
6. Learning Environment/Classroom Management ‐ The candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self‐motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high‐risk behaviors.
7. Communication ‐ The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
8. Assessment ‐ The candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction.
9. Foundations, Reflective Practice and Professional Development ‐ The candidate develops knowledge of the social, historical, and philosophical foundations of education. The candidate continually evaluates the effects of the candidate’s choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom.
10. Collaboration, Ethics and Relationships ‐ The candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge and dispositions for cooperation with other educators, especially in collaborative/co‐teaching as well as in other educational team situations.
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11. Technology ‐ The candidate effectively integrates technology into instruction to support student learning.
12. Methods of Teaching. Methods of teaching have an emphasis on the subject and grade level endorsement desired.
Accessed 8/14/2012 from http://www.education.iastate.edu/te/ep‐isu/standards/university/
B. Iowa Teaching Standards and Criteria
Iowa State University uses the same competency standards that are used to evaluate Iowa's teachers. The eight standards are:
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district student achievement goals.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching
position.
Standard 3: Demonstrates competence in planning and preparing for instruction.
Standard 4: Uses strategies to deliver instruction that meet the multiple learning needs of
students.
Standard 5: Uses a variety of methods to monitor student learning.
Standard 6: Demonstrates competence in classroom management.
Standard 7: Engages in professional growth.
Standard 8: Fulfills professional responsibilities established by the school district.
Accessed 8/24/2011 from http://www.teacher.hs.iastate.edu/prog_standards.php Standards Addressed in CI 468e
This course addresses the methods of teaching world languages at the elementary school level. (Note that perspective teachers are required to keep the Lesson Plan as part of their professional portfolio.)
See Table 1 “Relationship of CI 468e Course Assignments to Teaching Standards” to see how the key assignments in this course relate to:
1) Iowa Teaching Standards and Criteria 2) Iowa State University Standards for University Teacher Education Candidates 3) Interstate New Teacher Assessment and Support Consortium (INTASC)– National
foreign language standards for beginning foreign language teachers, and 4) National Board for Professional Teaching Standards (NBPTS) – National standards for
accomplished teachers of world languages other than English.
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Table 1. Relationship of Lesson Plan to Teaching Standards
Iowa Teaching Standards and Criteria (Iowa)i, ISUii, INTASCiii, NBPTSiv
Lesson Plan that Expands on an Observed Lesson
Teach Activity from Lesson Plan
1. Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. (Iowa)
ISU 8 & 10 INTASC 6 & 10 NBPTS 3 & 8
X X
2. Demonstrates competence in content knowledge appropriate to the teaching position. (Iowa)
ISU 1 INTASC 1, 2, & 4 NBPTS 1, 3‐5, 9
X X
3. Demonstrates competence in planning and preparing for instruction. (Iowa) ISU 2,4,5 & 6 INTASC 7 NBPTS 7
X X
4. Uses strategies to deliver instruction that meets the multiple learning needs of students. (Iowa)
ISU 3, 4, 5 & 11 INTASC 4 NBPTS 7
X X
5. Uses a variety of methods to monitor student learning. (Iowa)
ISU 8 INTASC 8 NBPTS10
X X
6. Demonstrates competence in classroom management. (Iowa)
ISU 6 & 7 INTASC 5 NBPTS 12‐13
X X
7. Engages in professional growth. (Iowa) ISU 9 INTASC 9 NBPTS 11
X X
8. Fulfills professional responsibilities established by the school district. (Iowa)
ISU 10 INTASC 10 NBPTS 8
X X
i Iowa Teaching Standards and Criteria adopted by the State Board of Education 5/10/2002 (Iowa). Retrieved 8/24/11 from http://www.teacher.hs.iastate.edu/prog_standards.php ii Iowa State University Teacher Education Licensure Standards, Basic Principles for Beginning Practitioners. Retrieved 8/14/2012 from http://www.education.iastate.edu/te/ep-isu/standards/university/ iii
Interstate New Teacher Assessment and Support Consortium (INTASC). (2002). Model standards for licensing beginning foreign language teachers: A resource for state dialogue. Retrieved 7/1/05 from http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/Projects/Standards_Development/#foreign iv National Board for Professional Teaching Standards (NBPTS) for World Languages Other than English (WLOE) from National Board for Professional Teaching Standards. (2001). Standards for world languages other than English. Arlington, VA: Author. Retrieved 8/20/08 from http://www.nbpts.org/the_standards/standards_by_cert?ID=26&x=47&y=7
