Course Description
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Course Guide
View this course’s outcomes, policies, schedule, and more.*
*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.
Rationale
Student teaching is the culmination of all of the candidate’s course work for preparation for teaching. It is essential to provide an opportunity to communicate with university supervisors.
Course Assignment
Textbook readings and lecture presentations
No details available.
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions (2)
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be 200 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 classmates’ threads. Each reply must be 100 words. For the initial thread, the candidate must support his or her assertations with at least two (2) citations from the required reading and/or presentation sources in current APA format. Each reply must incorporate at least one (1) citation from the reading or presentation sources in current APA format. The optional use of additional professional sources such as journals, articles, and books are encouraged. (CLO: A)
Placement Verification Assignment
The Placement Verification Form must be completed after the first day of the placement in order to provide the Course Instructor with important information regarding the placement, including location, Cooperating Teacher, and On-Site Supervisor information. This information must be consistent with the information provided by the Field Office. The candidate will let the instructor know if there are any discrepancies.
Implementation Schedule Assignment
Using the provided Implementation Schedule Template, the candidate will work with the Cooperating Teacher to create a schedule to phase into and out of the classroom over the entire placement. The candidate will collaborate with the Cooperating Teacher to plan and determine which subjects/classes he or she will take first, how he or she will build up to full-time teaching weeks, and how/when he or she will transition back out. The student must sign up to teach all subjects/classes for at least four weeks in the semester. After having received a signature on the document from the Cooperating Teacher, the candidate will submit an image file of the completed template in Canvas. (CLO: E)
Journal Entry and Weekly Log Assignments (15)
The candidate will submit a 2-3-paragraph journal entry summarizing the week at school. The candidate’s entries should reflect personal experiences about what was learned and what challenges were faced. Weekly hours will be logged in Canvas using the weekly log found in the Student Teaching Handbook. These hours will also be recorded in LiveText. During select weeks, the FEM will be checked for the recording of hours. The candidate must input his/her direct and indirect hours in the “View Placement Details” in the FEM; the onsite mentor must then approve those hours. (CLO: B)
Weekly Schedule and Lesson Plan Assignments (10)
The candidate will submit weekly schedules for his/her placement each Friday prior to the week the schedule will be used. Additionally, the candidate will submit lesson plans each Friday prior to the week the lessons are to be taught. The lesson plans for the first 5 lessons taught for each core subject area will be written as detailed lesson plans. After completing the 5 detailed lesson plans for a core subject area, the candidate can use block lesson plans for the subsequent lessons. The differences between completing the 2 kinds and further guidelines are outlined in the course. (CLO: C, D, E)
Initial Visit and Confidentiality Agreement Assignments (2)
The Initial Visit and Confidentiality Agreement forms are located in the Student Teacher Handbook. The candidate, Cooperating Teacher, and the candidate’s supervisor will obtain these forms and complete them during the candidate’s first visit to the school. Then, the student will submit the completed forms on Canvas. (CLO: A)
Field Experience Summary Check Assignment
The candidate will submit the draft version of his or her Field Experience Summary (FES) form for the Course Instructor’s review. If an area has not been completed, the candidate will need to make arrangements to complete any missing field experiences. The final version of the form will be submitted as a part of the Portfolio Assignment. (CLO: D)
On-Site Supervisor Observation Assignments (4)
The On-Site Supervisor will complete the observation form provided in the Student Teaching Handbook for four (4) formal lessons the candidate teaches during the placements. The On-site supervisor will complete the observation from in the Field Experience Module (FEM) on LiveText. Then, the candidate will save the observation from the FEM as a PDF file and submit the form in Canvas. A copy of the candidate’s Detailed Lesson Plan should also be included with the observation form. (CLO: C, D, E)
Mid-Term CPAST Assignments (2)
The candidate, Cooperating Teacher, and On-Site Supervisor will all complete the CPAST (Candidate Preservice Assessment of Student Teaching) rating forms through the Field Experience Module (FEM) section of LiveText. Then, the candidate’s Liberty University supervisor will merge the ratings into a final assessment score and email the candidate the final consensus sheet. After meeting with the Cooperating Teacher and On-Site Supervisor to discuss the strengths and weaknesses of the assessment, the candidate will submit the date of the meeting, 2-3 ideas for improvement, and the Consensus form to the Mid-Term CPAST Assignment in LiveText. Then, the candidate will submit the consensus form to Canvas. (CLO: A, C, D, E)
Final CPAST Assignments (2)
The candidate, Cooperating Teacher, and On-Site Supervisor will all complete the CPAST (Candidate Preservice Assessment of Student Teaching) rating forms through the Field Experience Module (FEM) section of LiveText. Then, the candidate’s Liberty University supervisor will merge the ratings into a final assessment score and email the candidate the final consensus sheet. After meeting with the Cooperating Teacher and On-Site Supervisor to discuss the strengths and weaknesses of the assessment, the candidate will submit the date of the meeting, 2-3 ideas for improvement, and the Consensus form to the Final CPAST Assignment in LiveText. Then, the candidate will submit the consensus form to Canvas. (CLO: A, C, D, E)
Weekly Schedule and Virtual Lesson Plan Assignment
The candidate will submit a detailed plan for use in online and hybrid settings. After reviewing the Virtual Lesson Plan Template, the candidate will create a lesson plan by completing each section of the template, paying particular attention to the sections that are unique to a virtual lesson plan. The candidate will then teach the virtual lesson plan to either a small group, a whole class, or an individual student setting. The lesson must include measurable objectives, research-based instructional strategies, engaging materials, and an appropriate assessment to evaluate student progress toward the objective. The candidate will submit the Virtual Lesson Plan along with his or her Weekly Schedule in Canvas for grading. (CLO: C, D, E)
Video Lesson Assignment
In order for the course instructor to be able to observe and evaluate the candidate’s teaching, the candidate will need to make arrangements to have one of his/her lessons videotaped. After recording a lesson that makes use of the Detailed Lesson Plan Template located in the Student Teaching Handbook, the student will submit the recorded lesson in the LiveText assignment portal, along with a copy the detailed lesson plan and a self-reflection of the lesson in LiveText. Then, the student will submit the detailed lesson plan and self-reflection to the assignment in Canvas. The recorded lesson must be 30 minutes or less and include the entire lesson from beginning to end. (CLO: C, D, E)
Field Experience Assessment Assignment
The Field Experience Assessment is completed in two parts in LiveText. The completed FES (Field Experience Summary) form should be submitted for review and a reflection regarding these experiences should also be included. This assignment must be submitted in LiveText. Failure to complete all areas on the FES form will impact the final course grade and will hinder the candidate from proceeding to Gate 4. (CLO: A, C, D, E)
Portfolio Assignment
The candidate will complete the portfolio he/she has been working on throughout the program and will submit it to LiveText. (CLO: C, D, E)
P-12 Survey Assignment
The P-12 Survey Assignment is a way for the candidate to receive feedback from students about their perceptions of candidate instruction and effectiveness as a teacher. The candidate will use one of the four surveys provided in the P-12 Survey Packet for Liberty University Student Teachers that directly relates to the grade level in which he or she is serving in order to complete the assignment. The candidate will administer the survey to his or her students and analyze the results provided by using the template in LiveText to complete a summary of the survey results. The assignment should be completed in LiveText near the end of his/her student teaching placement.
Quiz: Placement Attendance
The candidate will complete the Quiz: Placement Attendance by answering questions regarding attendance for the student teaching placement. The quiz will be open-book/open-notes, contain 10 true/false questions, allow for one attempt, and have a 1 hour and 45 minute time limit.
Quiz: Program Completer Contact Survey
The candidate will complete a quiz after submitting a survey providing the School of Education information to continue contact after graduation. The quiz will be open-book/open-notes, contain 1 multiple-choice question, allow for one attempt, and have a 1-hour time limit.
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