The hybrid course that I am currently developing is TCE 424, “Teacher as a Reflective Practitioner,” for winter term, 2013.\u00a0 It is the final seminar for our full-time student teachers(soon to be early childhood or elementary school teachers) that accompanies their full-time student teaching in the public schools around the state of Oregon.\u00a0 It is the only course the students take during this final term of their senior year.\u00a0 The enrollment varies, but, is normally between 20-30, and, each student is working to obtain their teaching degree\/license upon the completion of this final term.\u00a0 Students are focused and highly motivated to reflect upon best practices that they themselves are learning while teaching, as well as what they are observing in the field.\u00a0 We will all meet face to face every other week, with online assignments being turned in during the alternating weeks through Blackboard, which every student can access.\u00a0 We will use class meetings for various guests(Career Services, Licensure representatives, Panel of Elementary School Principals, Panel of New Teachers, , School District Human Resource Representatives) and a field trip to the local Multi-Cultural Center to meet with a panel of parents.\u00a0 We also discuss educational topics of concern and new ideas, as well as having student-led discussions on various assigned readings.\u00a0 These students collaborated together during the prior term, during their part-time student teaching practicum, course work, and, are creating their second “Work Sample;” the first having been created during their part-time experience.\u00a0 Each week, a section of the work sample is due and turned in online, which I will score with a rubric.\u00a0 Also, at two times during the term, peers review each other’s work sample assignments and give written feedback on those assignments.\u00a0 In addition, a piece of the Senior Capstone is due approximately every other week.\u00a0 These papers(which include a resume, cover letter, professional learning goals, educational philosophy statement, reflective teaching essay) are discussed in class, and, the final copies turned in online and then scored.\u00a0 Additional assignments may include attendance at various teacher job fairs, a principal interview(or questions for the panel attending the face to face class), review and sharing of classroom management theories and individual meetings with the teacher.\u00a0 These student teachers are also formally observed at least six times throughout the term by their cooperating teacher and university supervisor, which observation forms are turned in at the completion of the term.\u00a0 We plan to have most of the final drafts of assignments turned in online, but, with initial drafts, questions and concerns discussed during class.\u00a0 As well, topics of interest or need are announced online, so that students come to class prepared to discuss and review these topics.<\/p>\n","protected":false},"excerpt":{"rendered":"
The hybrid course that I am currently developing is TCE 424, “Teacher as a Reflective Practitioner,” for winter term, 2013.\u00a0 It is the final seminar for our full-time student teachers(soon to be early childhood or elementary school teachers) that accompanies … Continue reading