Reading Full Prac Syllabus - BC

What it Takes to Complete the Boston College MastersProgram and Achieve Licensure as a Special EducatorCompleting a Masters Degree at BCObtaining a Massachusetts Teacher LicenseComplete all academic course work at a B level orbetter.Complete a pre-practicum experience EDUC742901 with Inquiry Seminar Part 1 EDUC 743101discussion group.Successfully complete the Masters Degree as listed left. Create yourPersonal Profile on DESE website/ELARPASS the Massachusetts Educator Test for Licensure MTEL for your area.Test registration packets available in Practicum Office and on–line atwww.doe.mass.edu/teachertest(LSOE 5th year students in MS/Reading see advisor)Complete a field experience with Inquiry SeminarPart 2 EDUC 743201discussion and requirements.(Includes LSOE 5th year students)Complete all requirements for ComprehensiveExaminations (EDUC 743101 & EDUC 743201).Your comprehensive paper to be read by threefaculty members.Attend a Mandatory Endorsement Meeting with CertificationOfficer/Director of Practicum Experiences & Teacher Induction, forMassachusetts or Out of State licenses. Information and applications will bediscussed at this meeting.Apply directly to the Department of Education for teacher license uponcompletion of program. Endorsement is placed on the transcript to verifycompletion of student teaching and Masters approved program completion.ATTENTION: IMPORTANTLicensure Update: Reciprocity and MTEL (Massachusetts Test for Educator Licensure)State regulations for licensure and certification across the country vary widely and frequently change. Students who intend to teachin Massachusetts must take the MTEL in order to be Licensed to teach in Massachusetts.Students in teacher education complete an Approved Program, that leads to Reciprocity in most other states. However, any statemay, and most do, require candidates to pass its own state ‘Teacher Test” in addition to acknowledging the BC ApprovedProgram.Students who intend to teach in other states are strongly advised, but are not required to take the MTEL in the event that a staterequires a candidate to be Licensed, in addition to having completed an Approved Program.Students are urged to research the state licensure requirements for all states which they are considering for teaching positions, andto talk with the appropriate Dean of Students and/or the Directors of Practicum Experiences and Teacher Induction for clarificationof those requirements.Academic Pre-requisite Requirements for all graduate students in Special Education Practica:1.2.3.4.5.6.GPA 3.0 for graduate field experienceContent area course work successfully completedAll methods courses must be complete.Successful completion of pre-practicum experience or approved waiver from Director of PracticumExperiences Successful completion of EDUC 743101 – Part #1 of Inquiry SeminarALL students are strongly encouraged to complete a pre-practicum in this new field of subject matterknowledge to better prepare for the field experience.Application and Registration Requirements:1. Submission of completed Full Practicum Application to the Practicum Office2. Practicum course registration through AGORA- EDUC 7610013. Inquiry course registration through AGORA – EDUC 7432014. Submission of white copy of Consent Form signed by school personnel5. Proposal submitted if completing student teaching as a Contract Teacher or teacher aide in own classroom.6. Contract Teachers may opt to complete the practicum over BOTH Fall and Spring semesters.5Fall 2014 – Spring 2015

II. Requirements for Graduate Student Teaching: Reading & LiteracyGoals for the Full Practicum:1) To successfully complete all requirements for the experience as listed in this syllabus to gainthe Boston College Approved Program Endorsement; 2) To be prepared according toMassachusetts State Certification Standards and State Curriculum frameworks; 3) To be prepared toteach in a classroom in the role of a Reading & Literacy Educator with diverse learners, usinginquiry based constructivist learning, using collaborative strategies, to foster pupil learning andto teach for social justice.Course Description: EDUC 761001The practicum course (student teaching) for candidates seeking the Initial License as a Reading &Literacy Educator is a 5-day a week, full-time, 14-week field experience for all student teachers. Studentsin full practica follow the school site calendar and schedule for the field experience. For spring studentteachers there is NO MARCH BC SPRING BREAK!Accompanying the full-time, 14-week field experience is an Inquiry Seminar. The goal of this seminaris to integrate inquiry and reflection into classroom practice through teacher research. The seminar willmeet six times during the semester and will result in a classroom-based, focused research project aroundfostering pupil learning and teaching for social justice. Seminar sections will be organized inheterogeneous groups (K-12) to foster collaboration and sharing of ideas, experiences, and examples ofeffective practice. Your Inquiry Seminar Section will be assigned at the “Kick-Off” meeting at the start ofeach semester.A school based cooperating teacher and a college clinical faculty supervisor will be assigned by theOffice of Practicum Experiences and Teacher Induction to create the supervision "student teaching triad”that will work together throughout the semester.A full practicum “Kick Off” meeting is conducted during the first week of the practicum each semester.Students meet their supervisors and other student teachers assigned to their “Community of Learners”cluster at each school. Students and supervisors read and review the practicum syllabus, review BC andState requirements, and identify short term and long term goals and objectives for the practicum. InquirySeminar course sections and schedules are confirmed and seminar instructors present the philosophicaland pedagogical rationale for integrating the Practicum with the Inquiry Seminar.The purpose of the field experience is to demonstrate competency in the classroom as defined in theDESE PPA-PLUS, and License Specific Questions. If a student teacher leaves the placement for anyreason before the completion of the experience and without the recommendations of the cooperatingteacher and college supervisor, the student will be required to complete an “extended practicum”experience under the direction of the Certification Officer.Linking Student Teaching with Inquiry:Balancing the required Professional Standards through a "collaborative critical inquiry” approach isthe key to a successful teacher preparation program. A complete list of requirements is listed in the DESEPre-service Performance Assessment PLUS and the Evidence Binder descriptive sections of this syllabus.6Fall 2014 – Spring 2015

Requirements for Reading Specialist LicenseThe role of the Reading & Literacy specialist licensed teacher requires consultation and collaboration withclassroom teachers, other specialist teachers and professional practitioners in the school, as well asfamilies. This interaction is vital to the fulfillment of the practicum requirements and can also include otherstudent teachers in the building of their respective roles.During the field experience you will be expected to successfully demonstrate competency in the new fieldof teaching to achieve the BC Endorsement for Licensure.This includes:1. Subject Matter Knowledge (See Appendix in Your Field of Knowledge)2. Completing the DESE Pre-service Performance Assessment (PPA-PLUS) as documentation ofyour competency in the new role and new field of teaching.3. Creating an Evidence Binder of artifacts that are aligned with the PPA –PLUS Indicators.4. Successfully responding to the License Specific Questions in the PPA.-PLUS5. Reflecting and Inquiring (EDUC 743101 & EDUC 743201) into your practiceContract Teachers and Paid AidesIf you are a contract teacher or a paid instructional aide working full time in the district, in order toensure your fulfillment of all state requirements in the role for which you are seeking licensure, you mustcreate a PROPOSAL for meeting licensing requirements in the specialist field you are seeking. It must besigned by the Principal of the school, and submitted to and approved by the Practicum Director.The proposal must include a plan that describes how you will fulfill professional responsibilities thatinclude opportunities for:1. Direct Instruction of children in all areas of literacy across the curriculum2. Assessment (formal and informal) of children in all areas of literacy3. Consultation and Collaboration with other school based practitioners and familiesin all areas of literacy instruction and development.Because contract people are teaching full-time, all day, an extension of the due dates for the DESEEvidence Binder and Pre-service Performance Assessment-Plus are reasonable requests. If you have anygeneral questions about appropriate modifications contact the Director.If you are not a contract teacher or a paid instructional aide, the practicum experience will be “full time” inthe role of the license you are seeking. You will create a Professional Plan that includes opportunities forDirect Instruction, Assessment and Consultation and Collaboration as described above, plus the sevenProfessional Standards for Licensure included in the DESE PPA-PLUS. (See Appendix G).You will create this Professional Plan with your cooperating teacher(s) at the school(s) and your collegesupervisor. Note the time you will spend in each of the seven standards for licensure and the types ofactivities that will demonstrate your competency. Use the knowledge from the Department of Education toguide you. You may fulfill the requirements at more than one school or level.7Fall 2014 – Spring 2015

Reading Specialist Student Teaching Requirements at a GlanceMeetings, Conferences, Required Readings & SeminarsKick Off MeetingInitial 3-way Conference at SiteInquiry Seminars at BCPre-Post Observation Conferences (minimum 4 lesson observations)Mid-term and Final 3-way Evaluations using PPA-PLUSComplete required readingsProfessional Study Group or QCs with Supervisor and/or CT (QCs linked to Required Readings)Close-out Meeting with BC Supervisor“Community of Learners” Celebration to present Inquiry ProjectsEndorsement Meeting with Director/Certification Officer, Fran LoftusPlanning Lessons & Teaching MaterialsCreate a Professional PlanDevelop lesson plans for literacy education with modifications for diverse learners and ELLsTyped Lesson Plans, using BC lesson plan template, for each Formal Observation with SupervisorObserved Lessons, use Lesson Plan Template Found in the Appendices of this SyllabusAmass Reading Specialist Teaching Time across the curriculum and grade levelsAmass “Solo teaching” 2 weeks or as agreed with cooperating teacher or department chairDocument experience using Chart in Appendix GConnecting with Personnel on SiteAttend Study Group meetings or Quality Conversations, and work with faculty, specialists, teams, etc.Meet with parents as appropriateComplete FOUR Required Readings and share with Study Group, Practitioners & other Student TeachersProducts to Complete and Submit to SupervisorReview the Pre-service Performance Assessment (PPA-PLUS) weeklyCollect artifacts as evidence for the State 5 Standards for Licensure, plus 2 additional BC StandardsReview DESE Evidence Binder regularly with supervisorSubmit DESE Evidence Binder to Supervisor on due date set by supervisorSubmit Weekly Journal to supervisorSubmit Final Reflection essay to supervisorRecommended, But Not RequiredFeedback from student teachers in the past provides strong evidence that the following activities are very valuableand provide meaningful insight into their growth during student teaching, and suitable for including in the DESEEvidence Binder and PPA-PLUS. Students are encouraged, but not required to consider exploring these optionsand can discuss them with their cooperating teachers and supervisors:Observe other teachers in your department (secondary) for another perspective on instructional strategies and/orclass mgmtObserve a classroom a grade above or below yours for a developmental perspective on teaching and learning.Audio tape a lesson you are teaching and write a journal reflection on what you learnedVideo tape a lesson you are teaching and write a journal reflection on what you learnedLearn more about the school –based personnel by interviewing the principal, special education teacher, literacycoach, school secretary, guidance counselor and write a journal reflection about what you learn8Fall 2014 – Spring 2015

Recommended Timeline for Completing RequirementsSee samples of 14 week timelinesBeginning – Settling In Attend Kick OffSubmit Weekly Journal to SupervisorAttend Initial Conference at the siteReview PPA-PLUSCollect artifacts for Evidence BinderComplete assigned Required Readings Observe, assist, co-teach, learn classroomroutinesReview IEP’sAttend Inquiry SeminarParticipate in Quality Conversations orProfessional/ Group MeetingsMiddle – Gaining Confidence Modify content & support pupilsParticipate in Pre & Post Observe ConferencesSubmit Weekly Journal to SupervisorParticipate in Quality ConversationsComplete assigned Required ReadingsParticipate in Midterm Observe & ConferenceOngoing Observing, assisting, co-teaching andclassroom routinesAttend Inquiry Seminar Participate in meetings & workwith faculty, specialists, teams, etc.Review & Discuss the PPA-PLUSMeet with parents as appropriateGradually assume more responsibility forplanning, teaching, assessments & classroommanagement & routinesContinue to build Evidence BinderConduct informal/formal assessmentsEnd – Assuming More Responsibility & Flying Solo Modify contents & support pupilsAttend Pre & Post Observe ConferencesSubmit Weekly Journal to SupervisorParticipate in Quality ConversationsAttend Inquiry SeminarComplete assigned Required ReadingsParticipate in Final Observe & ConferencePrepare for and assume “solo teaching” as agreedwith CTs & Supervisor Attend “Community of Learners “ event to present Inquiry Research Study; Dec. or May; dates TBAAttend Endorsement Meeting with Supervisor and Director; date TBA Complete make-up days for absences during practicumComplete and resubmit any materials as required by SupervisorAttend Endorsement Meeting by arrangement as needed Discuss and Complete the PPA-PLUS withCT & supervisorParticipate in meetings & work with faculty,specialists, teams, etc as appropriateMeet with parents as appropriateComplete the Evidence Binder - submit toSupervisor for evaluationAttend Supervisor Close-out MeetingSubmit Final Reflection Essay to SupervisorFinale – Wrapping Up the SemesterPost Practicum Extensions9Fall 2014 – Spring 2015

Suggested Monthly Agendas for Professional Study Group MeetingsWhere possible, form study groups with Reading Student colleagues. Four, one hour (minimum)meetings are recommended. Time and venue to be determined by the participants. Each meetingshould have a group leader and that leadership should rotate with each session. Each participantmust come prepared with at least one professional journal article, or chapter, on the followingassigned topics and supply a copy for each group member. Where the Professional study Groupis not possible, students will participate in Quality Conversations with their supervisor and otherstudent’s on site.* Those students who are completing a year-long experience will be part of a group second semester.Topics for DiscussionStudy GroupMeeting #1Phonemic Awareness and Phonics: Principles and InstructionalPracticesDateStudy GroupMeeting #2Current Research on Theories, Practices and Programs forReading and Writing InstructionDateStudy GroupMeeting #3Selection of and Administration of: Diagnostic Instruments,Formal and Informal Reading and Writing AssessmentsDateStudy GroupMeeting #4Consultation/Collaboration to support Classroom Teachers inLiteracy InstructionDateSolo Teaching in the Role of the Reading SpecialistRegular education programs require a minimum of two weeks of full time or solo teaching. Inspecialist license areas in graduate programs this may not be possible, especially if the studentteacher is employed in a different role than the license sought. Whenever possible the studentteacher must complete “two solo weeks” in the license. These may be done in collaboration withthe cooperating teacher and may be co-taught as long as the student teacher is responsible for“planning and modifying lessons”, correcting and evaluation of pupil learning. The two weeksneed not be consecutive.10Fall 2014 – Spring 2015

III. Guidelines for Journal WritingThese are some ideas and questions to prompt your thinking.Other topics will emerge from your reflections & concerns.Journal Submitted Weekly to the Supervisor. These journals are sources of data andideas for the Inquiry Seminar discussion and your final Inquiry Research project.Standard A: Plans Curriculum & Instruction (Drawing from Formal and InformalAssessment)Boston College Themes: Constructing Knowledge and Collaborating with Others Who are the children you are teaching? Describe the school, classroom, children,demographic profile, etc. How does your teacher communicate with students, colleagues, and parents? Iscommunication effective? How would you evaluate your effectiveness to communicateeffectively with students, cooperating teacher, other faculty, peers, and parents? Provideexamples and/or areas that need practice. How do you intend to communicate about planning with your cooperating teacher? Phonecalls? Planning time? How do teachers plan and communicate with each other? Meetings, formal, informal? Explain who you are, your experiences and what you believe about children, teaching, andlearning and how these experiences affect your descriptions of children, classrooms,teaching, and learning. What are the major content areas being taught in your classroom? Familiarize yourselveswith the Curriculum Frameworks and select one content area for the grade you are teachingand evaluate how the frameworks are guiding instruction in your classroom. Learn about the curriculum, specialists for music, art, physical education, etc. Ask to see your teacher's Plan Book; review and discuss. What kinds of formal and informal assessments are used in your classroom? How do theseassessments inform how you plan curriculum and instruction? Describe ways in which the teacher determines children's prior knowledge about a new orold concept, idea, topic, focus. How does the teacher use this prior knowledge to planinstruction? Does the plan apply to every student? Are accommodations made for cultural, linguistic,academic and/or physical/physiological differences?11Fall 2014 – Spring 2015

Standard B:Assessment)Delivers Effective Instruction (Based on Formal and InformalBoston College Themes: Constructing Knowledge, Collaborating with Others, Meetingthe Needs of Diverse Learners, Promoting Social Justice, Inquiring into Practice What are the school’s expectations for learning in your placement? What are the teacher’sexpectations for learning in your placement? Cite the school’s mission. How are expectations for learning communicated to the students?In writing? Spoken? Other? If you had your own classroom, what would be your expectationsfor student learning? Do your expectations differ from the school’s or cooperating teacher’sexpectations? If so, how? Describe models of instruction: demonstration, lecture, wholeclass, small groups, discussions, debates, dramatic role playing, learning centers, tutorials, Describe a lesson you observed. How did the teacher introduce the lesson? Why? Comments. Comment on the use of instructional models or examples of instructional processes used inyour classroom. What special accommodations and support are available to children with special needs?English language learners? Describe. Provide a sketch of the physical layout of the classroom; how does the layout affect teachingand learning in this classroom? How would you design your own classroom? Why? Describe the use of instructional technology in this classroom. Comment. Are there opportunities for children to work cooperatively in groups to solve problems, planand organize a project, group presentation, or report? Describe examples of “cooperativelearning" and discuss how the children interact with each other. How is learning documentedduring cooperative grouping? Provide examples of questions that promote problem solving and higher level criticalthinking. Provide examples of "open-ended" questions & the context in which they are asked. How does the teacher check for understanding during lessons? Describe evaluation/assessment practices: informal, formal, stand

Licensure Update: Reciprocity and MTEL (Massachusetts Test for Educator Licensure) State regulations for licensure and certification across the country vary widely and frequently change. Students who intend to teach in Massachusetts must take the MTEL