Course Number and Title:
EDC 410 Residency Seminar II
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
Department Approval
Course Credits and Hours
13 credit(s)
1 lecture hours/week
0 lab hours/week
Course Description
This two-part course provides practical experience in an elementary school setting through a year-long residency. Teacher candidates engage in intensive practice, regular and specific feedback, and reflection for continuous improvement in the role of an elementary classroom teacher. The accompanying seminar explores topics encountered in the classroom setting and supports teacher candidates as they prepare to become licensed professionals.
Additional Materials
None
Disclaimer
This course requires the student to engage full-time as a resident teacher at a designated school. The resident teacher will follow the designated school's calendar and work alongside an assigned clinical educator. In addition to the daily responsibilities of a teacher, residents may also be required to prepare lessons, grade assignments and participate in other school-related functions during the evenings and weekends. This course also requires attendance in a one hour weekly seminar. The student must provide their own transportation to and from sites.
Core Course Performance Objectives (CCPOs)
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Create culturally-responsive lessons to engage diverse learners in authentic learning experiences. (CCC 1, 2; PGC 1, 2)
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Plan instruction to equitably support all learners using evidence-based instructional strategies and approaches to think critically and problem solve local and global issues. (CCC 5, 6; PGC 1, 2, 3)
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Create a physical and emotional classroom environment that fosters learning, equity, excellence, safety and productivity. (CCC 1; PGC 1, 2)
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Support individual learners through developmentally appropriate practices. (CCC 1; PGC 1, 2)
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Incorporate the use of technology to plan, organize, deliver, and evaluate culturally-responsive instruction for all learners to achieve high standards. (CCC 1, 5; PGC 1, 2, 5)
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Implement multiple methods of assessment and analyze assessment data in order to differentiate instruction. (CCC 5, 6; PGC 4, 5)
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Participate in ongoing professional development to strengthen professional, ethical, and interpersonal skills. (CCC 3, 4, 5; PGC 6)
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Collaborate with colleagues, families, and community members to promote academic and social/emotional growth for diverse learners. (CCC 1, 3, 4; PGC 6)
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Use effective oral and written communication with students, families, and school personnel. (CCC 1; PGC 6)
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Adhere to ethical guidelines and professional standards to ensure instructional practices do not marginalize learners. (CCC4; PGC 7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
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Create culturally-responsive lessons to engage diverse learners in authentic learning experiences.
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Develop written lesson plans that are aligned with state standards.
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Design activities that promote active exploration and inquiry.
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Select developmentally appropriate, culturally sensitive materials to engage learners.
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Develop culturally responsive lesson plans that support the academic areas of literacy, math, science, and social studies growth in the elementary classroom.
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Plan instruction to equitably support all learners using evidence-based instructional strategies and approaches to think critically and problem solve local and global issues.
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Design activities that promote learning experiences across the curriculum to have students problem solve local and global issues.
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Summarize planning concepts as they relate to developmentally appropriate practice.
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Generate goals and objectives for learning that reflect the unique culture, characteristics, needs, and interests of the children served.
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Select materials that address the diverse needs and interests of the learners in the classroom.
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Incorporate appropriate social, emotional, physical, and cognitive skills in planning.
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Create a physical and emotional classroom environment that fosters learning, equity, excellence, safety and productivity.
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Manage an elementary classroom effectively to acquire competence as a classroom teacher.
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Employ equitable guidance techniques to create a positive learning environment.
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Implement activities that incorporate appropriate social, emotional, physical, and cognitive skills.
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Identify and implement activities that support social and emotional development.
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Deliver lessons that effectively account for procedures to promote a positive learning environment.
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Compare and contrast delivery methods that create a positive learning atmosphere through reflection.
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Compare the relationship between appropriate classroom management practices and student behavior.
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Support individual learners through developmentally appropriate practices.
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Use child-centered, developmentally appropriate methods to support children’s development.
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Select materials that address the diverse needs and interests of all learners.
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Evaluate potential resources for developmental appropriateness, cultural responsiveness, and inclusion of all learners in the elementary classroom setting.
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Conduct a variety of observations to make informed decisions.
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Incorporate the use of technology to plan, organize, deliver, and evaluate culturally responsive instruction for all learners to achieve high standards.
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Identify and evaluate instructional technology appropriate for the learning objective.
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Explain ways in which technology can facilitate ongoing planning and assessment.
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Integrate technology responsibly and appropriately to enhance learning and instruction.
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Implement multiple methods of assessment and analyze assessment data in order to differentiate instruction.
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Describe appropriate assessment measures to evaluate student performance and to make adjustments to teaching within the elementary classroom.
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Conduct a variety of observations to inform appropriate outcomes for children on a regular basis.
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Plan lessons based on assessment data to benefit children’s growth and development.
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Collect various records to supplement the classroom teacher’s documentation of student progress.
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Participate in ongoing professional development to strengthen professional, ethical, and interpersonal skills.
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Attend school meetings and professional development opportunities provided by the school and district.
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Discuss outcomes of meetings and professional development with colleagues.
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Collaborate with colleagues, families, and community members to promote academic and social/emotional growth for diverse learners.
1. Plan and participate in parent/teacher conferences
2. Communicate with families on a regular basis.
3. Assist in planning and preparing field trip experiences and related activities.
4. Develop partnerships within the community to enhance learner growth and to advance the profession.
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Use effective oral and written communication with students, families, and school personnel.
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Use grammatically correct English when speaking.
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Use grammatically correct English when writing.
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Adhere to ethical guidelines and professional standards to ensure instructional practices do not marginalize learners. (CCC4; PGC 7)
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Practice ethical and responsible behavior for elementary education professionals.
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Interact professionally with employees, families, and children.
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Respond to dilemmas to change practices that are unethical or marginalize students.
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Reflect on practices and choices that impact actions of learners, families, professionals, and/or the community.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Quarterly Newsletters (2) (Summative) | 5% |
Behavior Action Plan (Summative) | 10% |
Lesson Plans (2-3) (Summative) | 25% |
PPAT (Summative)
| 25% |
Resident Teacher Evaluations (Summative) | 15% |
Formative:
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities | 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.