Oakland University



OAKLAND UNIVERSITYSCHOOL OF EDUCATION AND HUMAN SERVICESDepartment of Music, School of Music, Theatre and DanceCOURSE SYLLABUS: INTERNSHIP IN K-12 Music EducationUniversity Supervisor: Dr. Lauri Hoglelaurihogle@oakland.eduCell: 404-310-8122COURSE:SED 4952: Internship in K-12 Music Education; 12 credit hours; Full days, for 14 weeks, in a student teaching placement classroom. The school district’s calendar, rather than the university calendar, is used for dates this course is in session. The last day in your placement classroom is OU’s Study Day, unless absences, final performances or other circumstances, such as weather closings, create an additional time requirement. In addition to the daily student teaching responsibilities, candidates are expected to attend small group seminars as scheduled with the university supervisor.CATALOGUE DESCRIPTION:Provides teaching and other appropriate activities in an area classroom with guidance by a university supervisor and a mentor teacher. General and specific instructional concerns of interns are explored in five or more concurrent seminars. Completion of a program evaluation survey is required before a grade is reported to the registrar. May not be repeated. Satisfies the university general education requirement for the capstone experience. IMPORTANT DATE INFORMATION:Follow the university deadline for applying to graduate found at For this semester you must apply by (last Friday of September or January) for commencement. You must apply by this deadline in order to graduate as planned. This is not the same as applying for certification. Double check deadline online.The last day to drop this class with 100% tuition refund, as well as other important academic dates, can be found on the Office of the Registrar “Important Dates” site. All information you need to apply for MI teaching certification is found on the Certification tab on the School and Field Services web site under Certification. COURSE EVALUATIONS: Unlike most university courses, this capstone course to the K-12 music education program requires a series of different types of evaluations as required by the State of Michigan, accrediting bodies, and for program improvement. These evaluation forms can be found within the Certification tab on the School and Field Services web site under Exit Requirements. Notice the deadline at the end of the semester. Examples of forms include: State of Michigan Survey will be sent to your OU email (required)Mentor Teacher Evaluation (Online survey of mentor teacher here)Supervisor Evaluation (Online survey here)Mentor Teacher’s Supervisor Evaluation, completed by the Mentor Teacher upon your request (Online supervisor evaluation by mentor teacher here)PREREQUISITES: Prerequisite(s): Completion of all required program course work, passing scores on MTTC Music test (JQ) and all final forms as described on the Applying for Student Internship site under “STEP 4: Submit Final Forms” including First Aid & CPR and membership in SMEA for the required liability insurance. REQUIRED TEXTBOOKS OR READINGS: Students are expected to be familiar with the internship requirements, overview, seminar dates, and forms as posted on the Music Internship site of the Office of School and Field Services website.In response to your needs as preservice music educators, I will share resources on E-space that might be helpful to you in reaching your learning and teaching goals. We will primarily focus on engaging in reflective practice, through written reflection journals and/or verbal dialogues. In addition, each intern will share resources and ideas with our student teaching community.The Council of Chief State School Officers (CCSSO). (2013), Interstate Assessment and Support Consortium (InTASC) model core teaching standards and learning progressions for teachers. Retrieved from Michigan Department of Education. (2003). Michigan Professional Educator’s Code of Ethics. Retrieved from December 12, 2016. Michigan Department of Education. (2008). Certification standards for elementary teachers. Retrieved from 4, 2016. University of Michigan (2016). TeachingWorks: High-leverage practices. Retrieved from LEARNING GOALS AND OUTCOMES:Observations provide specific objectives that target the following goals and outcomes outlined for this course below. This should be read prior to beginning your placement.This course is identified as a general education capstone course and as such, you will demonstrate: (a) appropriate uses of a variety of methods of inquiry and a recognition of the ethical considerations that arise; (b) the ability to integrate the knowledge learned in general education and its relevance to your life and career. (2018-2019 Oakland University Undergraduate Catalog, General Education Requirements).Candidates will demonstrate a knowledge of and teaching practice aligned with the Michigan Professional Educator’s Code of Ethics. These include: service toward the common good; mutual respect; equity; diversity, and; truth and honesty. Candidates will possess the depth of knowledge necessary to teach and assess all content in a differentiated manner to all students in self-contained classrooms. Candidates know, understand, and use data from formative and summative assessments in addition to formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each student. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. PROFESSIONAL EXPECTATIONS:Comply with all standards outlined in the Michigan Professional Educator’s Code of munication: Clear, timely, and professional communication with your mentor teacher, university supervisor, and the Office of School and Field Services is critical to your success. In addition to daily and weekly conferencing, formalized observations, and seminars, there are additional times when you need to effectively communicate with others (e.g., unexpected scheduling changes; issues you are confronting). Attendance policy: Because you are now in a professional role, daily attendance in your classroom is imperative. Should you have an emergency, you must contact both your university supervisor and your mentor teacher before the absence. Additionally, you must adhere to the school calendar and hours. Finally, student teachers are only allowed three absences during the semester. Preparation and Timeliness: It is expected that you will be thoroughly prepared for your assigned teaching responsibilities and devote the time necessary, often outside of your daily schedule, to ensure success in the classroom. Assignments are to be submitted as established by the supervisor by the due date and time. Truth and Honesty: All assignments are expected to be the individual student's original work and writing or reference appropriately (e.g., lessons from school or mentor teacher not presented as your own work). All allegations of academic misconduct will be reported to the Dean of Students and, thereafter, to the Academic Conduct Committee for adjudication.?Anyone found guilty of cheating in this course may receive a course grade of F, in addition to any penalty assigned by the Academic Conduct Committee.? Please refer to the 2018-2019 Oakland University Undergraduate Catalog to read the full Academic Conduct Policy listed under Other Academic Policies online at and Adherence to School and District Policies, Rules, Regulations and State Laws: You are responsible for knowing, learning about and enacting laws, rules, regulations, and policies involved with your teaching placement. When you have questions, it is your responsibility to seek information from your mentor teacher, building administrators, the university supervisor, or others who can assist. Professionalism and Digital Applications: A special note is needed about the use of photos, videos or other media that may be collected during your student-teaching experience. You must tread carefully and it is your responsibility to understand the policies related to this area. It is your responsibility to seek permission to take photographs or to video your teaching. Speak directly with the teacher regarding policies and make sure that you can articulate the purpose, the use and limitations of use, and the protections you will enact. In most cases, the teacher will have already sought permission from parents according to school district policy and will be able to indicate who is not allowed to be photographed or video-recorded. Also, be sure that you are familiar with, and able to use, technology applications that can be used to blur faces or otherwise de-identify individuals within photographs or video recordings. Professional staff members in the Educational Resources Laboratory can provide support with this technology. Photographs or video are for your assignments or teaching portfolio and are not allowed to be posted online or published in any way (e.g., web, newsletter) for this course. All digital portfolios must be password protected. Substitute Teaching: You may not serve as a substitute teacher during your internship until you have completed all requirements and forms as outlined on the Internship Requirements tab and received written notification of approval from the Office of School and Field Services, following two observations by your university supervisor. Prior to your second observation and approval, you may teach without your mentor teacher in the room only if a paid certified substitute teacher is present in the classroom with you. Throughout the student teaching semester, you may only substitute for your mentor teacher and may only substitute up to seven total times. Retention in the Program: Be sure you understand programmatic and professional expectations and adhere to them. Students may be removed from the program, removed from a field placement, or may not be recommended for certification as described in the Official Competency and Retention Statement.9. ASSIGNMENTS: Details regarding these assignments will be provided to you by your supervisor as noted below.Evidence of Growth and Professionalism (50 pts.): We expect you to grow in knowledge, teaching practices, and dispositions during this student teaching semester. Evidence will be provided through:Attendance and full, positive engagement in student teaching experiences.Attendance and full, positive engagement in University whole group and small group seminars.Ensuring your mentor teacher has the tools needed to engage in assessments (e.g., Student Teaching Weekly Feedback form, CPAST forms, and due dates).Preparation for supervisor observations to assess your pletion of organizational system with teaching pletion of weekly reflection assignments (by Sunday 10 pm), which may include video clips. You must comment on weekly reflections of at least one peer each week (by Wednesday 10 pm).Timely submission of all required assessment forms and materials prior to due dates.Four Formative Supervisor Observations with Written Reflections/Peer Comments and Goals (30 pts.) Three-way conferences after observations, with mentor teacher, are required at midterm and end of semester.First: about three weeks into semester, with formative form, reflections (5 pts).Second: about five weeks into semester, with formative form, reflections (5 pts).Third: midterm (week 6-7), with CPAST form completed by you, mentor teacher and university supervisor (10 pts).Midterm Improvement Plan with three goals, based on CPAST (5 pts). Fourth: several weeks prior to final observation (week 9-10), with formative form, reflections (5 pts).Final Observation (5th) and Final Written Reflection and First-Year Teaching Goals/Improvement Plan (20 pts.) Due by last day of the OU semester. Final assessment week 12-13 of semester, CPAST form and draft of first-year teaching three goals/improvement plan completed by you, mentor teacher and university supervisor.Please note that the CPAST will be used to provide feedback to the candidate and the university regarding progress in the field at both the middle and the end of the semester. This will require a three-way meeting between the candidate, university supervisor and mentor teacher to provide robust, detailed feedback and aid in the ongoing growth and improvement of the candidate.10. COURSE REQUIREMENTS AND GRADING: 50 ptsEvidence of Growth and Professionalism30 pts4 Formative Observations and Reflection/Goal Assignments20 ptsFinal Evaluation, Reflection Assignment, First-Year Teaching Goals (CPAST)Oakland University Grading ScaleA93 - 100%: 4.0 A-90 - 92% 3.7B+87 - 89% 3.3B 83 - 86% 3.0Grades of B- or lower do not qualify for recommendation for certification. 11. ACCESSIBILITY AND ACCOMMODATIONS: It is the University’s goal that learning experiences be as accessible as possible. Students with disabilities who have questions about course accessibility are encouraged to contact the instructor immediately. The Office of Disability and Support Services (DSS) is available to help. DSS is located in room 103A North Foundation Hall. For more information, call 248-370-3266 or visit . PREFERRED NAME/PROUNOUN: Course rosters are typically provided to the instructor with the students’ legal names. If you do not identify with the name that is listed with the Registrar’s office, please notify me. I will gladly honor your request to address you by an alternate name or gender pronoun. For more information on indicating a preferred first name on university records please visit: Course ScheduleWeek: DatesActivitiesDue1: 1/8 or 1/10Initial meeting to include you, mentor teacher and university supervisorDevelop organizational systemIntroductory Stage: Observe mentor teacher, becoming familiar with your teacher, students, the classroom and the buildingWeekly Reflection/Peer CommentsMentor Teacher Feedback2: 1/14Supported Stage: Continue observing, but begin assisting and teaching Begin resource notebookMusic seminar 1/14 3:30-4:45 Varner 231Weekly Reflection/Peer commentsMentor Teacher FeedbackProvide supervisor with your teaching schedule3: Supported StageContinue resource notebookMMC 1/24-26Weekly Reflection/Peer commentsMentor Teacher Feedback4: 1/29 or 31 Supported Stage:Continue resource notebook1st ObservationWeekly Reflection/Peer commentsObservation ReflectionMentor Teacher Feedback5: Supported Stage:Continue resource notebookWeekly Reflection/Peer CommentsMentor Teacher Feedback6: 2/11, 2/12 Independent Stage: You are completely responsible for all aspects of management, instruction and planningMusic seminar 2/11 3:30-4:45 Varner 2312nd Observation (Happy Midwinter Break!)Weekly Reflection/Peer CommentsObservation ReflectionMentor Teacher Feedback7: 2/26Independent StageContinue resource notebook2nd Observation (if not completed 2/12)Weekly Reflection/Peer CommentsObservation ReflectionMentor Teacher Feedback8: 3/5 or 7Independent StageCPAST Midterm Evaluation and 3rd Observation After the midterm evaluation, you, mentor teacher and supervisor will complete the CPAST. Following a three-way conference this week, you will write an improvement plan and share with the university supervisor and mentor teacherWeekly Reflection/Peer CommentsMentor Teacher FeedbackCPASTImprovement plan (goals) incorporated into Observation Reflection9: 3/11Independent StageContinue resource notebookMusic Seminar 3/11 3:30-4:45 Varner 231Weekly Reflection/Peer CommentsMentor Teacher Feedback10: 3/19Independent StageContinue resource notebook4th observationWeekly Reflection/Peer CommentsObservation ReflectionMentor Teacher Feedback11: 3/26Independent StageContinue resource notebook4th Observation (if not completed 3/19) HAPPY SPRING BREAK!Weekly Reflection/Peer CommentsObservation ReflectionMentor Teacher Feedback12: 4/8, 4/9 or 4/11Phasing Out Stage: Begin handing classroom instruction and responsibility back to the mentor teacher. Continue to assist and observe, directing musical programs as assignedMusic Seminar 4/8 3:30-4:45 Varner 231Final Observation with CPAST Three-Way Consensus Meeting on 4/9 or 11Weekly Reflection/Peer FeedbackMentor Teacher FeedbackExit Course evaluation forms due by last day of OUCPASTFinal CPAST Reflection with First Year Teaching Goals13: 4/15Last Day of OU ................
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