Evangelina Bustamante Jones, Ph.D.
Telephone:	594-1836 office (please state date & time of call on voice mail)
Fax:	(619) 594-1183
Office Hours:	TBA
E-mail:	ejones@mail.sdsu.edu

Go to:
	Required Texts
	Course Description
	Course Objectives
	Course Requirements
	Grading Policy
	Professionalism
	Standards of Quailty
	Course Schedule of Meetings and Assignments

Required Texts:

Kagan, S. Cooperative Learning. Resources for Teachers, Inc. Lee, E., Menkart, D., & Okazawa-Rey, M. (Eds.) (2002). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Teaching for Change. Wink, J. (2005). Critical Pedagogy: Notes from the Real World, 3rd Edition. Allyn & Bacon.

Course Description:

The student teacher seminar will focus on four interrelated areas: The Bilingual Teacher as a Professional, an Intellectual, and a Change Agent Equitable Environments for Teaching and Learning Critical Pedagogy and Teaching for Change Peer and Instructor-Generated Support, Feedback. and Problem-Solving

Course Objectives:

You will be able to: Identify and use the six California Standards for Teaching and the Policy Studies (seventh) standard to organize a professional portfolio. These are: Engaging and Supporting All Students in Learning Creating and Maintaining Effective Environments Understanding and Organizing Subject Matter Planning Instruction and Designing Learning Experiences Assessing Student Learning Developing as a Professional Educator Developing as a Democratic Educator (PLC Standard) Identify, develop, and effectively present your best teacher characteristics in employment interviews. Identify, analyze, and critique school and classroom learning environments in terms of motivation, engagement, and social justice. Use cooperative learning strategies and learning structures as a means to promote student learning, high student participation, and equitable learning contexts. Know, identify, and use the principles and language of critical pedagogy in class discussions, dialogues, and assigned products. Participate in problem-solving, problem-finding, and problem-posing class discussion and small group dialogues.

Course Requirements:

Organization and Production of your Professional Portfolio according to the seven standards; Presentation of your Professional Portfolio at the Portfolio Showcase to members of the teaching profession and school district human resources staff; Completion of reflective essays and other tasks assigned to you; Regular attendance and active participation in classroom activities and events, and completion of course reading assignments.

Grading Policy:

While this is a Credit/No Credit course, assignments and responsibilities will be monitored closely. Where necessary, rubrics will be given in advance for assignments. Work that falls below a "B" level of quality will not count toward credit. As well, please note that if you are not in your second semester of student teaching at this time, you will be given the grade of INCOMPLETE. You will not have to present the portfolio with the rest of the group this spring, but you will have a portfolio presentation upon completion of second semester student teaching. Your grade will then change from INCOMPLETE to CREDIT. PLEASE NOTE: The professor reserves the right to assign additional work that does not appear on this syllabus for the following reasons: An assignment with an agreed-upon deadline is not turned in promptly, with no indication from student that the product will be delayed, or personal negotiation for additional time to complete the work--it is your responsibility, not the professor's, to communicate important information related to your work; The professor has assessed the level of understanding about a particular reading, concept, or issue in the class as a whole or in individual students, and based upon this assessment, has determined that more work is necessary to attain adequate levels as defined through grading criteria, project rubric, content of written reflection, or quality of class participation.

Professionalism:

Attendance and Participation: If you must miss a session, PLEASE E-MAIL OR CALL BEFORE CLASS so that we can make other arrangements for material or work to be turned in or done. Consider it this way--would you call your principal if you could not go to work or would you just leave him/her guessing? This is related to item #1: If you are working in a group and you are not able to attend, please give your part of the assignment to a group member if it is to be presented or turned in. Please do not let other group members down by not doing your share; if you are in a bind (for example, overwhelmed at work), do your group members the courtesy of letting them know you will not be able to fulfill your part of an assignment so that they can cover the missing part. It is your responsibility to initiate a dialogue with the professor when you do not understand an assignment or other class activity, as you will be held accountable for following through on the work. Communication Style: All efforts must be made to assure that communication between you and your colleagues, and communication with the professor, is conducted with the following criteria--clarity, tactfulness, honesty, and respect. Professionals can discuss differing opinions and views openly and continue to feel respect and warmth for those who do not hold similar views. Professionals have the duty to seek clarity when faced with ambiguity, so that they can better understand their role in the task at hand. They also have the responsibility as role models for their students to maintain equitable, civil, and power sharing habits of communication among their peers.

Standards of Quality:

All work will be typed, double-spaced and already revised and edited by you and/or a peer, unless the work is a rough draft in progress you wish to share for input. Points will be removed for substandard presentation. Please see me if you do not have access to typewriter or word processor. Plagiarism will not be tolerated in student products. Such work is subject to a minimum of a zero grade and possibly result in the student being dropped from the class by the professor.

Course Schedule of Meetings and Assignments

EACH SESSION WILL CONSIST OF STUDENT-GENERATED DISCUSSIONS BASED ON CLASSROOM/TEACHING ISSUES, IN ADDITION TO THE ITEMS DESCRIBED BELOW. PLEASE NOTE THAT THESE ARE SUBJECT TO CHANGE. SPEAKERS OR OTHER EVENTS MAY BE SCHEDULED AND AFFECT THE SCHEDULE DESCRIBED BELOW. PLEASE BRING YOUR TEXTS TO CLASS.

SESSION	READING DUE// ASSIGNMENT DUE	PRESENTATION// HANDS-ON ACTIVITY
#1-1/24		Intro to course
#2-1/31	Wink Ch 1 & Ch 2 One page description of student teaching assignment/school culture	Small group dialogues Presentations Overview of Professional Portfolio
#3-2/07	Wink, Ch 3	Hands-on Activity with Wink --small group dialogues & class presentations
#4-2/14	Wink Ch 4 Kagan, Ch 4, review Six Key Concepts, & read Ch 9, Class Building MUST BRING WINK & KAGAN TEXTS TO CLASS	Hands-on Activity with Wink Hands-on Activity with Kagan Presentation, The Seven Resiliencies Review, Portfolio Components
#5-2/21	Kagan, Ch 14, Social Skills Development Lee, choose a reading from READINGS, pp. 87-115 and write a 2-page reflection (not summary)	Hands-on Activity with Social Skills Social roles scenario Peer shared response with 2-page reflections
#6-2/28	Wink Ch 5 Kagan, Ch 7, Management	I-Messages Student-Selected Topics
#7-3/07	Kagan, Ch 6, Teams, AND Bring a class list from your student teaching assignment	Hands-On, Forming Teams from Student Lists
#8-3/14	Work on Portfolios	Arrange appointment with professor if needed
#9-3/21	Compile portfolio contents of at least 3 standards/ BRING PORTFOLIO IN PROGRESS Lee, choose a reading from READING BETWEEN THE LINES, pp. 118-143 and write a 2-page reflection (not summary) Bring Lee text to class	Share portfolio contents in small groups/will be graded Peer shared response with 2-page reflections
3/28	SPRING BREAK
#10-4/04	Kagan, Chs 8, Teambuilding & 10, Mastery Structures Lee, choose a reading from LANGUAGE, pp. 146-166; pp. 171-177--OR from LESSONS FOR THE CLASSROOM, pp. 216-335 and write a 2-page reflection (not summary)	Hands-On, Cooperative Learning Peer shared response with 2-page reflections from LANGUAGE or LESSONS FOR THE CLASSROOM
#11-4/11	Kagan, Ch 11, Thinking Skills Structures	Hands-On, Cooperative Learning Student-Selected Topics
#12-4/18	Kagan, Ch 12, Information-sharing Structures, and Ch 13, Communication Skills Structures Wink, Ch 6	Hands-On, Cooperative Learning Wink Hands-On, Doing Critical Pedagogy
#13-4/25	Kagan, Ch 16, Scoring & Recognition	Hands-On, Cooperative Learning Student-Selected Topics
#14-5/02	Work on Portfolios on your own	Meet with professor in office in small groups
#15-5/09	Completed Portfolio-TENTATIVE DATE	Presentation of portfolio at Portfolio Showcase

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Last updated: 02/06/05