New York University Steinhardt School of Culture, Education, and Human Development

Department of Teaching and Learning Teaching Practicum:

Social Studies in the Middle/Secondary School SOCED-GE 2053/SOCED-UG 1040

Spring 2013 Thursdays 4:55-6:35pm

Instructor: Maura FitzGerald Phone: (914) 844-4674 (cell) Email: maurafitzg@gmail.com Office Hours: By Appointment Goals of the Course The primary purpose of this course is to provide support in your student teaching experience and a forum for reflection and growth. Together we will be able to share the successes and challenges experienced while student teaching. The class will help you to:

1. Develop and reflect on your educational philosophy 2. Understand different school cultures and expectations 3. Collaborate with your colleagues 4. Effectively manage your classroom 5. Differentiate to students at both higher and lower levels 6. Assess student understanding 7. Understand the Common Core Standards 8. Handle the job search process

Required Materials Course packet, available at Advanced Copy Center, 552 LaGuardia Place, 212-388-1001 First Year Teacher’s Survival Guide by Julia G. Thompson (ISBN 978-0-7879-9455-6) Grading Policy Attendance, active class participation, and professionalism 30% Weekly Assignments 30% Final Portfolio 40% Attendance All students are responsible for the material covered in each class period. Much of what we do in class is based on in-class activities and discussion. With that in mind, attendance is extremely important to your success in the class. You are expected to be here each week on time. Should you absolutely need to miss a class, please contact me in advance to let me know. Students who miss two or more classes without notice or are repeatedly late will be dropped a letter grade.

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Participation This class centers on the ability to share and reflect on our experiences in the classroom. Your ability to share honestly about your experience, provide feedback to others, and engage with the readings in class is essential. To that end, please be sure to bring your course packet with you to class each week. Weekly Assignments Throughout the semester, there will be assignments due from week to week. These assignments will be scored based on completion. Unless otherwise noted, you’ll receive full credit with feedback to think about. If the assignment needs to be redone for credit, I will let you know. Please bring in a hard copy of all assignments unless otherwise specified. 1. Differentiated Lesson Plan: A lesson plan on any topic you have or will be covering this semester in your placement that includes a plan to differentiate either the content, the process, or the output for different learners in the class. The format doesn’t matter, as long as it provides clear content and skill objectives, a paced description of the lesson, and a check for understanding. 2. Assessment with Rubric: Create a final assessment for any unit you’ve taught this semester in your placement. Include a brief background on the content covered in the unit, and focus on a skill that was taught within the unit. Outline clear expectations for your students to follow in order to complete the assignment and include a rubric that describes the products that exceed, meet, or fail to meet the standards. This will be explained further in class. 3. Intervisitation Assignment: Find at least two teachers at your placement (other than your CT) that are willing to be observed. Visit each class for at least 20 minutes either at the beginning or end of their class. Observe and record how they do any of the following: -Greet the class -Incorporate routines and rituals into their teaching -Start the class -Engage students -Manage behavior -Check for understanding After, in a brief reflection, note what worked, what didn’t, and what questions you had. 4. First Year Teacher’s Survival Kit Assignment: This text is a great resource for your first year and beyond. It is a practical text that you can refer to for most classroom issues, from building relationships with students, to evaluating their work, to professionalism in the classroom. Select a section from the book to focus on. In a three-page paper, explain how you applied (or plan to apply) what you’ve learned from the book in your own classroom or school this semester.

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Portfolio Project The portfolio is the culmination of all of your work this semester. Most of the work has been completed and turned in already throughout the semester. This is your chance to reflect on it, improve it, and pull it all together. The organization and design of the portfolio is entirely up to you, but be sure to include: 1. Your Educational Philosophy* 2. Your Differentiated Lesson Plan (If you are particularly proud of any other

lesson plan you’ve created, include that too!) 3. Sample Assessment with Rubric (If you’ve been able to assign this during the

semester at your placement, include samples of student work.) 4. First Year Teacher’s Survival Guide Assignment 5. A Completed Resume and Sample Cover Letter* 6. Answers to Any Five Interview Questions* (Questions are in the course

reader.) (*Assignments that won’t be submitted ahead of time, only included in final portfolio.) Requirements for Written Work All written work should be typed and double-spaced with reasonable margins and reasonably sized font. Assignments will be collected in class on the days they are due. Late papers will be marked down one letter grade for each calendar day overdue, unless an extension has been cleared with me in advance. Students with Disabilities Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing, should register with the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street, www.nyu.edu/csd All Students Must Comply At All Times with All Aspects of New York University's Code for Academic Honesty

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Schedule of Readings Please note that assignments are due the day they appear on the schedule.

The majority of readings will be done in class. Please note this syllabus is subject to change in accordance with our progress.

1/31: Welcome to the Course

Introductions, Overview, Expectations, and Student Motivation 2/7: Visit from Mark Perez and Understanding School Culture

Grading, Norms, Discipline, Parent Involvement In-Class Reading: Course Reader 11-24 Elaine K. McEwan (2006), Excerpts from the Introduction, How to Survive and Thrive in the First Three Weeks of School

2/14: Visit from Supervisors and Frank Pignatosi Class will be held at 239 Greene St’s Cochrane Room (2nd Floor) *2/21: Classroom Management

Rewards, Punishments, and Why Students Misbehave Due: Find at least two teachers to observe in your current placement (other than your CT). Use the questions on page 2 of the syllabus to guide your observation. Record your results.

In-Class Reading: Course Reader 27-42 Annette Breaux and Todd Whitaker (2006), Excerpts, Seven Simple Secrets: What the Best Teachers Know and Do. Elaine K. McEwan (2006), Excerpts from the Introduction, How to Survive and Thrive in the First Three Weeks of School.

2/28: Differentiation

What Differentiation Is and Isn’t, Differentiating both Up and Down, Modes of Differentiating (Content, Process, Output) Brainstorming Panel Questions In-Class Reading: Course Reader 42-57, 71 Carol Ann Tomlinson (2001), Excerpts from Chapter 1, How to Differentiate in Mixed-Ability Classrooms.

*3/7: CTT/ICT/SETSS and Managing a Differentiated Classroom

CTT Panel Due: One differentiated lesson (see page 71 in course reader) In-Class Reading: Course Reader 59-70 Carol Ann Tomlinson (2001), Excerpts from Chapter 6, How to Differentiate in Mixed-Ability Classrooms.

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*3/14: NO CLASS, PARENT TEACHER CONFERENCES Assessing “Understanding” Examining Differentiated Assessments Due: One assessment with rubric and any necessary guiding sheets that you plan on including in your portfolio (can be from this or previous semesters). Send to me at maurafitzg@gmail.com (one file is preferable) by 3/14. Reading: Course Reader 74-91 Stephanie Harvey and Anne Gouduis (2000), Excerpts from Chapters 1 and 12, Strategies that Work: Teaching Comprehension to Enhance Understanding. Elaine K. McEwan (2006), Excerpts, How to Survive and Thrive in the First Three Weeks of School.

3/21: NO CLASS, NYU SPRING BREAK *3/28: NO CLASS, INTERNATIONAL TRIP Due: Read through 100-121 in your course reader. In a short narrative, explain how

you might be able to employ one of the three literacy strategies discussed in your current placement. (Somebody wanted but so, Anticipation Guide, or Tea Party) Send to me at maurafitzg@gmail.com by 3/28.

*4/4: First Year Teacher Survival Guide Presentations, Assessment and Literacy Debrief

Due: First Year Teacher Survival Guide Assignment (See page 2) 4/11: Educational Philosophies In-Class Reading: Course Reader 123-125, 133-137 4/18: Resume Workshop In-Class Reading: Course Reader 139-145 4/25: Interviews

Interview Process, Group Interviews and Brainstorming Panel Q’s

In-Class Reading: Course Reader 147-150 5/2: Administrator Panel Hiring, Interviews, Observations, Tenure etc. *5/9: Portfolio Presentations and Demo Lesson Advice

Due: Final Portfolio