PRE-TEACHING & PROFESSIONAL PRACTICUM COURSE
Texas Standard Teacher Certification Program
The purpose of the Pre-Teaching and Professional Practicum Course is to ensure that teacher candidates are developing an expanding knowledge base and repertoire of skills related to content area instruction, classroom assessment, classroom environment, communication, family engagement, and professional development. The Professional Practicum selected (either the 10 month Probationary/Intern Teacher of Record or 14 week Clinical (Student) Teaching) allows teacher candidates to demonstrate knowledge, skills, and dispositions at an independent mastery level. Professional mentoring and coaching via licensed, experienced Texas educators are provided to every teacher candidate. Program field supervisors conduct ongoing formal observations of teaching performance throughout the teacher’s school employment or clinical teaching.
Course Instructor: Dr. John Doak
My goal is to help you earn a Texas Standard Teacher Certificate within the next few months. I love the teaching profession and hope that you will also. My public school experiences include service as a bilingual special education teacher (autism, specific learning disabilities, intellectual disabilities, medically-fragile, and emotional/behavioral disturbances), bilingual educational diagnostician, special education principal, and special education director. I have served in Austin ISD, Dallas ISD, Highland Park ISD, Fort Worth ISD, and Houston ISD. Before developing this program, I was a Professor of Special Education at the University of Arkansas - Fort Smith. When I am not in the schools visiting teachers, I like to play my drums, ride my mountain bike, and tend to my ranch. I have a Siberian Husky, named "Bear" who loves to tag along!
TELEPHONE: 702.708.9549 (cell/text/anytime)
ONLINE: During Weekly Webinars
a.) Engage the learning community. Read the assigned articles, share insights or questions about the course material, provide feedback or clarification to questions posed by peers or the instructors, contrast the course readings with your own background experiences, and critically analyze alternative points of view. Complete all module tasks in a timely fashion.
b.) Contribute to the creation of a goal-oriented, purposeful learning community. Students have the right to disagree with peers and the instructors, but they are also expected to respect others, independent of discrepancies in opinion, beliefs, and values.
c.) Create and nurture a safe, risk-free learning community by maintaining the confidentiality of discussions and any
other information presented or discussed in this course.
d.) Create, sustain, and replicate equal educational opportunities for all course participants. As the course instructor, my ultimate goal is for all program candidates to become successful, thriving professional educators who positively impact student learning.
Critical Policies, Procedures, and UDL Reading Tool:
Seminar instructors have five (5) school days to grade written assignments and respond to emails/texts/phone calls. If a grade is not posted within this time period, please contact your instructor for assistance. All assignments must be submitted through the candidate's portal. Instructors are not responsible for assignments submitted via any other means, including email. For immediate assistance with coursework, please text your instructor and include the letters ASAP before the message.
Universal Design for Learning Tool: Activating Text To Speech.
You may activate text to speech capability in order to listen to PDF materials. First, save the article to your desktop or folder. Click on View in the document menu and scroll down to Read Out Loud. Click on Activate Read Out Loud. Once done, you may select Read Out Loud to read the current page or whole document.
Recommended Text: How the Brain Learns, Fourth Edition. David Sousa. 2011. Corwin.
Mandatory Articles: Provided via modules.
Mandatory Lectures: Provided via modules.
Mandatory Videos: Provided via modules.
Upon completion of this course, the teacher candidate will demonstrate mastery of professional roles and responsibilities by achieving a score of “Proficient ” 3/3 times on all domains of an adapted TTESS evaluation instrument.
Upon completion of this course, the teacher candidate will demonstrate data-driven instructional planning/assessment skills by achieving a score of 16/20 on twelve rubric, scored classroom lesson plans.
Upon completion of this course, the teacher candidate will demonstrate pedagogical and and content knowledge by achieving a cumulative score of 80% on ten PPR practice exams.
The teacher candidate will demonstrate professional knowledge of classroom learning environments by achieving a score of "proficient " on each element of a rubric-scored, classroom management/arrangement plan.
Attendance and Academic Progress Policy:
This course spans one academic year. Candidates will also use outside time to complete performance-based projects, test preparation, and reading course resources. Please be advised that instructors are tracking your online activity, such as attendance and participation, to ensure your success. Blackboard Learn has different tools to track candidate logins, the time candidates have spent in the course, and what pages in the course they are accessing. The following tools are available to instructors:
Statistics Tracking - With Statistics Tracking, instructors can run a report to view detailed information about candidates accessing course content, including how many times an item was view and when it was accessed.
Course Reports - With Course Reports, instructors can get a detailed picture of candidate activity in a course. This includes details about which candidates are accessing the course and when.
Performance Dashboard - The Performance Dashboard provides instructors with a view into all types of user activity in a course.
Teacher candidates are considered to be in full attendance in an online class when he/she fulfills these weekly requirements:
1) participates in online discussions about academic matters via substantive posts;
2) initiates contact with faculty to ask questions about subject studies;
3) completes timed assignments, such as professional reflections;
4) takes timed tests;
5) attends weekly webinar;
6.) engages course resources and materials;
7.) completes field-based classroom observations and activities under the supervision
of the course instructor; and
8.) takes final examination.
What is a “substantive post” for Course Discussion?
A substantive post adds to the discussion and encourages a response from your fellow classmates. Here are some guidelines to help you earn credit for your discussion posts:
Explain why you agree or disagree, and add some examples to support your belief.
Relate your personal or work experiences to the topic at hand.
Ask additional questions of your classmates.
Make connections between the topics and the readings in the text.
Add ways you can apply lessons from the class to your work and educational life.
Write responses to your classmates that are at least 75 words.
Offer a two-word response like “I agree.”
Talk about something unrelated to the coursework, like a movie you saw recently.
Insult or mock classmates for their opinions. If you disagree, explain why you do — but in a constructive manner.
Consequences for Failure to Attend:
Candidates aware of necessary absences must inform the professor with as much advance notice as possible in order to make appropriate arrangements. Any candidate absent 20 percent or more of the online course, i.e., non-participatory during one or more weeks will receive an F for that course. Any candidate who has not actively participated in an online class prior to the census date (7th day of the month) is considered a “no-show” and will be administratively withdrawn from the class without record. To be counted as actively participating, it is not sufficient to log in and view the course. The candidate must be submitting work as described in the course syllabus.
Course Standards: Texas Teacher Standards
Standard 1--Instructional Planning and Delivery. Teachers demonstrate their understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today's learners.
Standard 2--Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs.
Standard 3--Content Knowledge and Expertise. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards.
Standard 4--Learning Environment. Teachers interact with students in respectful ways at all times, maintaining a physically and emotionally safe, supportive learning environment that is characterized by efficient and effective routines, clear expectations for student behavior, and organization that maximizes student learning.
Standard 5--Data-Driven Practice. Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed.
Standard 6--Professional Practices and Responsibilities. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.
Since the Institute is not a degree-granting institution, course progress is graded via Pass/Fail.
The grading scale is based upon the points earned divided by the total possible.
Pass = 70%-100% (900-1000 pts.)
Fail = Below 70%
Course instructional activities, discussions, lectures, and assessments are designed to promote the meaningful and inclusive participation of all individuals within a risk-free environment devoid of racism, ageism, linguicism, sexism, ableism,
classism, and other forms of prejudice and intolerance.
MODULES OF STUDY
ORIENTATION: Texas Standard Teacher Certificate Program
Orientation covers TXITE and TEA policies/procedures for earning a Texas Standard Teacher Certificate.
MODULE 1: INTRODUCTION TO EDUCATION
This module examines evidence-based instructional planning. The module explores the state K-12 curriculum (the Texas Essential Knowledge and Skills) and the Universal Design for Learning (UDL) framework.
MODULE 2: INTRODUCTION TO INCLUSIVE EDUCATION
This module emphasizes the importance of instructional practice that reflects a deep belief that all children can achieve if provided with cognitively demanding learning tasks that fairly and equitably optimize student learning.
MODULE 3: UDL AND INSTRUCTIONAL PLANNING: EDUCATIONAL NEUROSCIENCE IMPLICATIONS OF PROFESSIONAL PRACTICE
This module introduces educational neuroscience as the foundation of instructional planning.
MODULE 4: UDL AND INSTRUCTIONAL ASSESSMENT: EDUCATIONAL NEUROSCIENCE IMPLICATIONS OF PROFESSIONAL PRACTICE
This module introduces formative and summative assessment practices for teachers. Classroom assessment drives instructional quality and effectiveness through data-driven educational practices.
MODULE 5: TEACHING LITERACY AND SOCIAL STUDIES TO STUDENTS WITH DIVERSE LEARNING NEEDS
This module introduces effective, evidence-based literacy and social study instruction for K12 students.
MODULE 6: TEACHING MATHEMATICS/SCIENCE TO STUDENTS WITH DIVERSE LEARNING NEEDS
This module explores effective, evidence-based mathematics and science instruction for K12 students.
MODULE 7: MULTI-DISCIPLINARY CURRICULUM AND INSTRUCTION: LINKING UDL TO K12 INSTRUCTION ACROSS ALL CONTENT AREAS
This module explores pedagogy and professional responsibilities for classroom educators teaching all content areas.
MODULE 8: FIELD OBSERVATIONS (30 CLOCK HOURS) AND TEXES PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES (PPR) EXAMINATION
This module includes a school-based observation component and preparation for the TExES examinations.