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EDUC 669

I. Course Title: Student Teaching in Social Studies Grades 6-12

II. Course Number: EDUC 669

III. Credit Hours: 6 credits

IV. Prerequisites: Successful completion of Early Field Experiences in Teaching Social Studies Grades 6-12 (EDUC 649 ) as demonstrated on the final early field experience evaluations; recommendation of the candidate鈥檚 university field supervisor.

V. Course Description: 

This semester long full-time field experience provides teacher candidates extensive clinical experience in a grade level appropriate for licensure in social studies teaching at the middle level (grades 6-8) or secondary level (grades 6-12).  Candidates design and deliver a wide variety of learning experiences in their placement with the advantage of mentorship and coaching provided by schools, licensed teachers, and university faculty.  Candidates begin by observing and co-teaching with their cooperating teachers and then transition to assume full responsibility for appropriate social studies classes. Regularly scheduled seminars enhance professional development of the candidate and are included as a percentage of the student teaching grade.

VI. Detailed Description of Content of the Course:

During this clinical experience, candidates are placed in a middle/secondary (grades 6-12) social studies classroom with a certified cooperating teacher. The semester begins with the candidate completing observations of both the teacher and the students, learning about the school culture, and assisting the teacher as needed with day-to-day classroom tasks. As the semester progresses the candidate is given additional instructional responsibilities with students 鈥� individually and in small and large groups. The candidate also takes pedagogy classes and completes assignments in their classroom setting throughout the semester, culminating in a multi-day, candidate designed instructional sequence. During this time, the candidate teaches and assesses an instructional unit of study that they have planned. Candidates鈥� practices will utilize the Virginia Department of Education regulations for preparing educators and the National Council for the Social Studies National Standards for the Preparation of Social Studies Educators.

Weekly seminars are scheduled to enhance the professional development of candidates enrolled in this field experience and include, but are not limited to the following topics: 

  • Classroom Management 
  • Social Emotional Learning including issues surrounding trauma
  • Teaching Diverse Learners 
  • Professional growth, reflection, and evaluation 
  • Communicating with Families
  • Professional Behaviors 

VI. Detailed Description of Conduct of Course:

Candidate placements are made in appropriate social studies classrooms in grades 6-12. Candidates practice teaching diverse learners under the supervision of approved cooperating teachers and university supervisors.  Candidates are embedded in schools full-time throughout the semester. Effective lesson planning, assessment, instructional delivery, and classroom management are key focus areas. The experience begins with observation and culminates in assumption of full teaching responsibility. The student teaching experience provides for a minimum of 300 clock hours with at least 150 hours spent supervised in direct teaching activities.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing middle/secondary (grades 6-12) social studies educators. Candidates successfully completing this course will be able to demonstrate developing knowledge, skills, and dispositions of the following:

Goal 1: Demonstrate how the knowledge, skills, and processes of history and social science disciplines as defined by the Virginia History and Social Science Standards of Learning apply to design, instruction, and assessment.

Teacher candidates will be able to鈥�

  1. Implement different types of instruction (explicit, direct instruction, teacher-centered, student-centered, constructivist, problem-based, inquiry), including the benefits and challenges associated with each as related to developing knowledge, skills, and sustained intellectual curiosity in social studies learning.
  2. Implement the fundamental components of disciplinary inquiry within social studies disciplines including questioning, gathering and evaluating sources, developing claims and using evidence, communicating conclusions, and taking informed action.

Goal 2: Develop learning plans that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners.

Teacher candidates will be able to鈥�

  1. Design and implement learning plans using the content and processes of history and social sciences instruction by incorporating theory and research in the field, Virginia History and Social Science Standards of Learning, and the NCSS C3 Framework.
  2. Design and implement one cohesive and accessible unit plan containing big ideas, compelling questions, measurable goals and objectives, inquiry and project-based lesson plans, authentic assessments, and accommodations and modifications for diverse learning needs.
  3. Incorporate appropriate media and contemporary technologies, online instructional strategies, and digital literacy skills into social science instructional plans.
  4. Incorporate literacy in the History and Social Science content area through an understanding of vocabulary development, comprehension skills, research skills, and the integration of writing and communication as instructional and assessment tools.

Goal 3: Design and implement effective instructional and assessment practices.

Teacher candidates will be able to鈥�

  1. Use the backward design process of instructional planning to organize key social science content, skills, and practices into meaningful units of instruction based on historical thinking skills that actively engage students using a variety of instructional techniques including the presentation of ideas in writing.
  2. Implement instruction reflecting learner achievement of the goals of the Virginia History and Social Science Standards of Learning, including measurable objectives, appropriate teaching activities and assessments.  
  3. Conduct formative, summative, formal, and informal assessments and examine and use student data to evaluate instruction and student achievement.
  4. Describe the relationship among assessment, instruction, and monitoring student progress to include student performance measures in grading practices.
  5. Interpret and analyze valid, standards-based assessments to make decisions about how to improve instruction and student performance.

Goal 4: Use knowledge of diverse learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environment, and prepare diverse learners to be informed advocates for an inclusive and equitable society.

Teacher candidates will be able to鈥�

  1. Evaluate and incorporate instructional materials, online technologies and learning opportunities, manipulatives, and activities for the purpose of engaging all learners across ability and achievement levels and enhancing student performance.
  2. Design instruction and modify learning experiences to meet the individual needs of diverse learners, including students with disabilities, gifted students, students with limited proficiency in English, and children with diverse cultural needs.
  3. Implement instructional practices that are sensitive to culturally and linguistically diverse learners including students with limited proficiency in English, gifted and talented students, and students with disabilities.
  4. Use a variety of methods including Universal Design for Learning, differentiated instruction, flexible grouping, and other techniques tailored to promote student academic progress.
  5. Develop an inclusive classroom climate using collaboration and communication skills that positively impact student motivation, academic performance, and social and emotional learning.

Goal 5: Reflect and expand upon social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.

Teacher candidates will be able to鈥�

  1. Describe how adolescent development, school culture, and community intersect with the social science instructional methods occurring in field placement sites.
  2. Engage in communication between schools and families as a way to increase family engagement in student learning at home and in school.
  3. Examine instructional practices and use student data to reflect upon and improve instruction, increase access to learning, and support student engagement in the school and community.
  4. Describe how to use theory and research to continually improve social studies knowledge, inquiry skills, and civic dispositions to adapt practice and meet the needs of each learner.

VIII. Assessment Measures:

Assessment of teaching in student teaching is both formative and summative and is collaboratively completed by the by the classroom teacher and University faculty. Evaluation is based upon the INTASC Standards for Beginning Teachers which are embedded in the Teacher Candidate Evaluation forms. 

  • Key CAEP Performance Assessment: Lesson Plan Assessment
  • Key CAEP Performance Assessment: Impact on Student Learning
  • Key CAEP Performance Assessment: Professional Characteristics and Dispositions form
  • Key CAEP Performance Assessment: Teacher Candidate Evaluation form
  • 150 successful teaching hours 
  • Participation in seminar (discussions and small-group activities; reflective writings as appropriate)
  • Completion of a student teaching portfolio that includes information about the community, school, students, instructional practices, assessments, analysis, and reflection on the student teaching experience.

 

Other Course Information

None

 

Review and Approval

Ann Roberts and Darren Minarik, November 2019

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