Syllabus for Student Teaching Seminar: MUED 400
W 3:30-4:20 |
4-16 hours (with Student Teaching) |
Bibbins 106 |
Instructor: Dr. Peggy D. Bennet
Times: W 3.30-4.30 Library Conference Room
Office: Robertson 122
Office Hours: Call or check office door for appointment
Office Phone: 8947
Email: peggy.bennett@oberlin.edu
Goals:
Student Teaching Seminar is intended to serve the student teacher in music as a preservice forum for issues, experiences, problems, and questions that may arise during the student teaching semester and the first year of teaching. Emphasis is upon developing attributes evident in successful professional music educators and facilitating maximum benefit from the student teaching experience. In addition, issues and activities related to successful job acquisition and productivity as a first-year teacher will be addressed.
Objectives:
Throughout the course, student teachers will:
- develop further understanding of teaching/music teaching as a profession in general and through the preparation of a Professional Orientation Report.
- increase awareness of the importance of professional development, including participation in professional organizations, workshops, and conferences. (Membership in MENC/MEAO recommended).
- demonstrate the ability to successfully execute the necessary components of acquiring a teaching position, including preparation of a professional résumé/portfolio, establishment of a placement file at the Office of Career Services/Development and Placement (College and/or conservatory office), and participation in a mock job interview.
- become familiar with the “realities” of the contemporary educational system through ongoing discussions with other class members, faculty, teachers, and/or public school administrators.
- reflect upon the student teaching experience regularly by maintaining a student teaching journal (different from the “log”) and communicating via email to the course instructor, supervisors, and colleagues.
Requirements
1. Prompt, consistent attendance and active participation at all class sessions and related activities are indicative of professional commitment. “Attendance” refers both to regular classes and special presentations by Guests (e.g. an MEAO workshop), for the entire length of time. “Participation” means a willingness to answer/ask questions both in and out of class, a demonstration of preparedness, and an active role in discussion.
Any absence must be preapproved and excused by the instructor, and does not excuse you from meeting the due date for an assignment or collecting class notes on the lesson missed. Each unexcused absence will result in a lowering of the final portion of the student teaching grade one full letter. The Honor Code is in effect for all assignments.
2. All written assignments must be typewritten, double-spaced, and well-written (correct grammar, spelling, syntax). Due dates are fixed. Written assignments are due by 5.00 on the date they are due. Late assignments will receive a grade no higher than a 4, the grade will continue to lower with increasing lateness, and all assignments must be submitted to pass the course. The Honor Code is in effect for all assignments. All assignments must be submitted no later than December 11.
3. Professional Orientation Report documents your orientation with personnel, services, and facilities at your student teaching site. See Assignments for the specific format and content of this report.
4. The Weekly Journal includes extended reflective analyses and reactions to each week’s student teaching experiences, including Seminar, when appropriate. See the course calendar for Due Dates on journal entries.
5. Résumé/Portfolio/Career Services File Each student teacher will set up a file with the conservatory Career Services Office and prepare a résumé and portfolio with a sample cover letter for purposes of job acquisition. The résumé and portfolio (including a videotape compilation of teaching samples) will be kept on file in the Music Education Division; the student is responsible for making/keeping a duplicate copy.
6 . Selected Readings Selected articles are on reserve in the Conservatory Library and Study Guides will help you focus on pertinent points. Prepare responses on the Study Guides for class discussion on the Due Date.
7. Reaction Paper The reaction paper serves as a reflective conclusion and a culminating exercise for the student teaching experience.
8. A Case Study of a Special Needs Student paper tracks observations, cites pertinent related literature, and discusses effective and adaptive strategies for assisting the student in the school setting. See Assignments for details on preparing this paper.
9. Notebook A notebook (three ring binder) to serve as portfolio of class content and coursework. Use the following organizational scheme for your Seminar in Student Teaching notebook. Each underlined word or phrase below should be the name of the divider that sections your notebook. Please maintain all sections in chronological order
• Begin your notebook with a cover page that includes your name, the course, the semester, the instructor
• Syllabus: syllabus, calendar, general course requirements, and information in this section
• Class notes: include date and notes for each class discussion/presentation.
• Readings: include Study Guide sheets for readings
• Professional Orientation Report: include your paper
• Case Study of Special Needs Student: include your paper
• Handouts: include all handouts from class
• Résumé: career placement information
• Reflections Journal: include and date entries for each week of student teaching
Grading
| The Seminar grade will be composed of the following: |
|
| Attendance and participation |
25% |
| Professional Orientation Report |
25% |
| Readings, Case Study, Résumé-portfolio/cover letter |
25% |
| Journal and Reaction paper/lesson |
25% |
| |
|
| The final Student Teaching grade will be composed of the following: |
|
| Cooperating Teacher assessments |
40% |
| Supervising Teacher assessments |
40% |
| Seminar grade |
20% |
Evaluation will most often be rated according to a 5-point scale. A minus (—) beside the number grade reflects the presence of spelling or grammar errors in your paper; a double minus (=) indicates more than four spelling or grammar errors.
| Grade Equivalent |
Criteria |
| 5 = A/A+ |
Excellent work. Illustrates clear, complete, consistent, and thorough treatment of every aspect of the assignment. Also, reflects extra effort in making connections, considering implications, and digesting content of the assignment. |
| 4 = A-/B+ |
Very good work. Illustrates overall clarity, completeness, and thoroughness, but may lack consistency. Also, reflects inconsistent effort in making connections, considering implications, and digesting content of the assignment. |
| 3 = B |
Good work. Illustrates uneven clarity, completeness, consistency, and thoroughness. Indicates moderate evidence of making connections, considering implications, and digesting content of the assignment. |
| 2 = C |
Adequate work. May include some of the criteria for good or very good work, but generally lacks consistent quality. |
| 1 = D |
Very weak work. Generally includes none of the criteria for excellent work. |
Materials
• Notebook: 3-ring binder
• Student Teaching Handbook
• VHS tapes for observations by supervisors and portfolio
References
Brand, M. (1990). Master music teachers: What makes them great? Music Educators Journal, 77(2), 22-25.
Cowden, R. L. (1990). Interviewing successfully: The right moves. Music Educators Journal,
77(2), 37-39.
Faulkner, Q. (1998). Granton: A parable of change. Music Educators Journal, 84(4), 17-20.
Fowler, C. (Nov 1994). Strong arts, strong schools. Educational Leadership, 4-9.
Michalski, S. F. (1983). The best you can be: Criteria for self-evaluation. Music Educators Journal, 58-59.
Rehbein, S. (Nov, 1988). Tips for new teachers. The Instrumentalist, 43, 13-15.
Wignes, G. (1995). Strategies to improve student response. Music Educators Journal, 81(4), 27-32.
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