eed496 | undergraduate

Student Teaching

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This course emphasizes the practical application of educational theories and methods. Participants will focus on the following topics: requirements and expectations for student teaching and teacher performance assessment, the school culture, planning instruction, and teaching planned lessons. The course provides a forum for open discussion and problem solving based on student teaching classroom experiences. Finally, learners will prepare and submit Tasks 1, 2, and 3 of the teacher performance assessment.

This undergraduate-level course is 12 To enroll, speak with an Enrollment Representative.

Course details:

Credits: 8
Continuing education units: XX
Professional development units: XX
Duration: 12

topic title goes here

    The Learning Environment

    • Evaluate the aspects of the classroom environment that contribute to positive learning experiences.
    • Explore how brain-based research can contribute to building a positive learning climate.
    • Analyze strategies for remediation of disruptive and non-disruptive student behaviors.
    • Compare and contrast various classroom and school procedures.
    • Compare and contrast various methods of classroom management.
    • Analyze the implications that contextual factors may have on learning and the learning climate.

    Reflection and Self-Evaluation

    • Identify areas for improving instructional skills and classroom management skills.
    • Evaluate your teaching performance relative to the instructional unit implemented for the teacher performance assessment.

    Seeking a Teaching Position and Managing the First Year of Teaching

    • Evaluate the components of a teaching employment portfolio.
    • Compare and contrast various teaching application formats.
    • Evaluate personal and professional considerations when applying for a teaching position.
    • Describe effective personal and professional time management strategies.
    • Identify best-practice strategies.

    Student Teaching Expectations

    • Review the procedures, expectations, and requirements for student teaching and the teacher performance assessment.
    • Identify all state specific requirements of teacher certification including the teacher performance assessment.
    • Review how the Federal Education Rights and Privacy Act (FERPA) affects teachers’ role in education and communication.
    • Explore the teacher performance assessment.

    School Culture

    • Review professional responsibilities as a teacher performance assessment candidate, including professionalism and relationships in the classroom.
    • Compare and contrast the cultures of various districts, schools, and classrooms.
    • Develop techniques for collaborating with grade-level or subject-level teachers.
    • Describe various ways to create a team atmosphere within the school setting.
    • Evaluate the aspects of the classroom environment that contribute to positive learning experiences.

    Academic Language

    • Define glossary terms significant to the teacher performance assessment.
    • Define academic language and how it applies to education.
    • Identify strategies to apply academic language in the classroom.

    Planning

    • Understand all expectations under Task One: Planning for Instruction and Assessment from the edTPA Handbook.
    • Analyze what the focus learner knows, needs to know, and will learn based on content standards.
    • Provide supportive strategies to meet the needs of diverse learners.
    • Develop goals and objectives for each lesson in the learning segment based on the central focus chosen with cooperating teacher.
    • Develop instructional support for various language demands of students.
    • Write a lesson plan for each lesson in the learning segment.

    Analyze Lesson Plans

    • Justify instructional plans supported by research and/or theory.
    • Analyze assessment plans that provide evidence to monitor and support student learning.
    • Provide planning commentary with cited research.

    Instruction

    • Understand all expectations under Task Two: Instructing and Engaging Students from the edTPA Handbook.
    • Demonstrate a positive learning environment that supports student engagement in learning.

    Student Engagement

    • Demonstrate a positive learning environment that supports student engagement in learning.
    • Link prior academic learning to new learning.
    • Interact positively with students to connect content area skills and deepen student learning.
    • Model key strategies and provide meaningful opportunities for practice.
    • Support the needs of diverse learners with strategies reinforced by research or theory.
    • Provide instruction commentary with cited research.

    Assessment

    • Understand all expectations under Task 3: Assessing Students’ Learning from the edTPA Handbook.
    • Analyze evidence of student learning.
    • Evaluate assessment data to provide accurate feedback.
    • Describe how focus students will use feedback to deepen their understanding of the content strategies.
    • Explain and provide evidence of language use and content learning for students with varied needs.
    • Use assessment results to propose targeted support to improve student learning.

    Assessment (Cont.)

    • Create visual representations to profile student performance.
    • Provide assessment commentary with cited research.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

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    The University of Phoenix reserves the right to modify courses.

    While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.