Courses

7S:090 Introduction to Practicum and Teaching

Faculty supervisor: Steve McGuire
13 North Hall
E-mail: s-mcguire@uiowa.edu

This course is directed toward the practice of learning from an experienced art teacher in an art classroom.

This course meets once a week on Mondays from 12:00 to 1:20 and must be taken along side 7E:143, Methods Art. During the first five weeks of the semester we will be working on the construction of your Employment E-Portfolio, as well as preparing for your first week in the classroom, February 23.

Requirements

A weekly narrative account of the classroom experiences which
(1) tells the story of what you observed in class; (2) relates your interpretation of the meaning of those events for art education generally; (3) considers the meaning your experiences have for you as an individual; and (4) answers the week's guided question Conclude your narrative account with a summative question. The narrative writing is intended to help you clarify the meaning in your encounters with children, art and teaching and to encourage you to reflect upon experiences which otherwise might pass unnoticed. The narrative writing should be viewed as ongoing questioning. It is a vital part of this course and deserves your most intensive energy and insightful intelligence. The narrative requirement is a minimum of 2 pages divided equally among description, personal meanings, educational meanings and continuity between classes. All entries must be typed, double-spaced on 8 1/2" x 11" paper. Attention should be given to quality thinking/writing and the way the paper looks.

A three-ring binder with a collection of your narratives in their sequence of presentation, handed in at the end of the semester.

Readings: Behavior in Art Classrooms: The Dynamics of Discipline, at the IMU Bookstore

Grading

My overall idea concerning the issue of your performance and grade, which is satisfactory /unsatisfactory, is: You are in the school observing an experienced teacher because you want to become a teacher and therefore you are thoughtfully attentive, so that you quite naturally and thoroughly educate yourself with students' responses your cooperating teacher’s approach, and this is evidenced in quality writing, discussion and attendance.

ATTENDANCE IS ABSOLUTELY MANDATORY. Due to the nature of this course and the extent of your responsibilities with your cooperating teacher perfect attendance, punctuality, and careful attention to deadlines and details are essential. This is a course in which you have to clear your calendar. I look at your observation responsibilities as just that, a responsibility due to the commitment you have to the teacher, students and school in which you are placed.

Except in cases of death in the family, illness serious enough to keep you home, or other genuine emergencies or crises, you are expected to attend all meetings of lecture and section. Multiple absences, 4, can result in a failing grade. If you must miss a class, notify me in person or by e-mail in advance; if extenuating circumstances make advance notice impossible, you must provide a written explanation of your absence as soon as possible.
Arriving to class late/leaving class early. This is disruptive so please do not arrive late, and of course, don't leave early.
Meeting deadlines
You will be marked down for failing to meet deadlines. If you anticipate a problem with a deadline, you must notify me in advance.

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Special accommodations

Please let me know if you have some particular learning needs that I may not be aware of. It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that your learning needs be addressed both in and out of class, and that the diversity that you bring to this class be viewed as a resource, strength and benefit. Please let me know ways to improve the effectiveness of the course for you personally or for others.

Reasonable accommodations for students with physical, mental or learning disabilities. Students with disabilities which may require some modification of seating, testing, or other class requirements (during our office hours) so that appropriate arrangements may be made. It is the student’s responsibility to contact Student Disability Services, 3100 Burge Hall (335-1462) and obtain a Student Academic Accommodation Request form (SAAR). The form will specify what course accommodations are judged reasonable for that student. An instructor who cannot provide the accommodations specified, or has concerns about the accommodations, must contact the Student Disability Services counselor who signed the request form within 48 hours of receiving the form from the student.

Concerns related to the course
All students in the College have specific rights and responsibilities. You have the right to adjudication of any complaints you have about classroom activities or instructor actions. Information on these procedures is available in the Schedule of Courses and on-line in the College's Student Academic Handbook (http://www.clas.uiowa.edu/students/academic_handbook/). You also have the right to expect a classroom environment that enables you to learn. I am open to hearing student concerns related to the course and wish to know your thoughts. Speak with me during office hours and/or e-mail .

Departmental/Collegiate Complaint Procedures

A student who has a complaint against any member of the college's teaching staff should attempt to resolve the issue with the faculty member or teaching assistant involved. Lacking a satisfactory outcome, the student can turn to the department chair, Gary Sasso, N 259 LC. (If the complaint concerns a teaching assistant, the student should contact the supervising faculty member first.) If a satisfactory outcome still is not obtained, the student can turn to the Associate Dean for Student Services, James Marshall, N310 LC.

OPTIONS FOR STUDENT COMPLAINTS
* Speak directly to the person against whom you have a complaint. If not resolved:

* Speak the faculty member. If not resolved:

* Speak to that person's Department Chairperson, Gary Sasso If not resolved:

* Meet with the Associate Dean for Student Services (TEP students) or the Associate Dean of Academic Affairs and Research (graduate students).

Plagiarism And Cheating

You are expected to be honest and honorable in your fulfillment of assignments and in test-taking situations. Plagiarism and cheating are serious forms of academic misconduct. Examples of them are given in the Student Academic Handbook (http://www.clas.uiowa.edu/students/academic_handbook/). An instructor who suspects a student of plagiarism or cheating must inform the student (in writing) as soon as possible after the incident has been observed or discovered. Instructors who detect cheating or plagiarism may decide, in consultation with the departmental executive officer, to reduce the student's grade on the assignment or the course, even to assign an F. The instructor writes an account of the chronology of the plagiarism or cheating incident for the departmental executive officer who sends an endorsement of the written report of the case to the Associate Dean for academic programs. A copy of the report will be sent to the student.

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Your Responsibilities

Your responsibilities to this class-and to your education as a whole-include attendance and participation. This syllabus details specific expectations the instructor about attendance and participation. You have a responsibility to help create a classroom environment where all may learn. At the most basic level, this means you will respect the other members of the class and the instructor and treat them with the courtesy you hope to receive

Art Education Employment ePortfolio

The employment portfolio is a valuable job-seeking tool. And, it is a program requirement. Employers can view your technology skills while simultaneously viewing your artwork academic knowledge and professional skills. Include the URL of your portfolio on your résumé and in cover letters or email used for job seeking. You will begin your portfolio in 7S:090, constructing a basic architecture of links.

What is the employment folder and why use it?

Currently, your ePortfolio web space may contain specific coursework and/or artifacts required to document compliance with state standards, per your initial composition in 7W:111 and subsequent semester by semester updating. This information must be kept intact for College of Education requirements.

The employment folder is a new, separate folder in your ePortfolio used only for job seeking purposes. The employment folder will have a different URL than your “web ePortfolio” allowing you to display selected and specific materials to potential employers. Employers will not have access to ePortfolio items outside the employment folder, thus they will not be able to view items you wish to keep private.

How do I obtain the employment folder?

To request the addition of the employment folder to your web site send an e-mail message requesting the employment folder to:
david-lippe@uiowa.edu
In the subject line please type “employment folder”.
Include your name and HawkID somewhere within the message.

How do I upload to my employment folder?

Uploading to your employment folder is similar to uploading to your ePortfolio site. You use the same password and login. After you log into your site with WS_FTP (Windows) or Fetch (Macintosh) you should see the employment folder next to the web folder.

Within the employment folder there is another web folder. Upload all job seeking materials into the web folder found inside the employment folder.

Name the main page inside the employment web folder index.htm. This will be the first page employers see when they view your site. CAUTION: Be careful not to overwrite the index.htm page in any other folder! Make sure you are uploading to the employment folder.

After our staff has installed the employment folder and you have uploaded your index.htm and other pages into the web folder inside the employment folder you may direct employers to the following URL:
http://employment.education.uiowa.edu/YourHawkID

Content of employment ePortfolio

• Documentation of Saturday Art Workshop.
• Documentation of work done as a visiting artist (Adv. Methods).
• Philosophy (updated).
• Artwork.
• Documentation of a lesson taught at the Elm. level in student teaching.
• Documentation of a lesson taught at the Sec. level in student teaching.
• Placement file information.

This content should be reconfigured/composed per the following example:

Professional Development Plan :

In the coming five years, as a professional educator, I plan to...In my experience working and student teaching in the schools, I have found that....are common, challenges in today's public schools. I plan to go into.....(grad school ....)to be a part of the advancement and betterment of the modern American educational system.

I am dedicated to.....

I also plan to continue my informal studies in art in relation to.....

In the classroom, I will work to.....

As an artist, I plan to begin......

I believe in getting my students,.....

In the next five years I plan to spend my summers traveling to.....

I am dedicated to making the next five years of my life, both professionally and personally, exceptional. I aspire to become an outstanding teacher, parent, friend and family member. I will do my best to become all of these.

For further information, questions or comments - Contact Me!

Required links:

Home

Resume

Teaching Philosophy

Professional Development Plan

Example Unit (You might use your curriculum unit composed in Advanced Methods Art).

Lesson Plans

Assessment

Essays

Student Work

Saturday Art Wokshops

Art Gallery of ………

5. Being up to date
Before being approved to student teach both your Art Education Employment ePortfolio and your Program-specific Standards ePortfolio must be up to date. Failure to have your portfolios up to date may result in the delay of your student teaching semester.

It is crucial that you keep your Web site current and follow College of Education guidelines when designing the Web space.

Uploading information for FTP or Fetch

Host/Server Name: employment.education.uiowa.edu
User ID/User Name: iowa\YourHawkID - note the back-slash after "iowa"

Password: your birthmonth(2 digits)+birthday (2 digits) +last 4 of SS#
Empoyment folder Web address (URL): http://eportfolio.education.uiowa.edu/YourHawkID
- note all regular slashes

Further uploading instructions available at www.education.uiowa.edu/resources/

Art Education ePortfolio Standards

Completion of each Art Education Program course includes uploading the required document that indicates your achievement of Program-specific Standards All TEP courses for those admitted after the spring of 2002 (for 2003 graduates, this applies to all TEP courses taken after the summer of 2002). For the list of all

Program specific standards see: http://www.education.uiowa.edu/resources.

For this course you will need to upload your “final observation”, which synthesizes your narrative accounts of observing in a school.

Observation Response Calendar

Week one Observation: Become Familiar with your school. With the following questions as a guide, learn more about your school and your cooperating teacher: Who is your cooperating teacher? How many children do they regularly work with? What does a typical teaching day look like for your cooperating teacher? What school policies do you need to be attentive to? What is your cooperating teacher's school e-mail address and postal address?

Week Two Observation:Describe in detail the physical environment of the classroom?
Due: Response 1.

Week Three Observation: How does your cooperating teacher glean knowledge of individual students and their needs?
Due: Response 2.

Weeks Four-Seven: A range of behavior/learning intervention strategies and classroom management.
Due: Response 3

Week Four Observation: What is your cooperating teacher's practice of classroom management? Write four detailed questions regarding classroom management. Discuss there with your cooperating teacher, and incorporate your cooperating teacher's response into an observation, this week, of students' classroom behavior in general.
Due: Response 4

Week Five Observation: Identify and describe the actions of a student who is off task. Describe the behavior of a student who "needs attention"; or does not seem to understand what to do/lacks motivation; or, keeps pushing the limits. And, how would you respond to their needs?
Due: Response 5

Week Six Observation: How does your cooperating teacher give direction and structure to student's interactions with each other?
Due: Response 6

Week Seven Observation: How does your cooperating teacher both evaluate work and assign grades?
Due: Response 7

Week Eight Observation: In the learning environment your cooperating teacher probably uses a variety of teaching methodologies. What are some of the essential components of the approaches used by your cooperating teacher with students.
Due: Response 8

Week Nine Observation: Curriculum adaptation. How does your cooperating teacher match their philosophy of art education with the school district curriculum?
Due: Response 9

Week Ten Observation: What curriculum adaptations does your cooperating teacher make for special needs students?
Due: Response 10

Week Eleven Observation: final narrative account. Your attention, over the course o the semester, should have discovered interesting features of being an art teacher. From you hours of observation, identify five essential conditions of being an art teacher successfully.
Due: Response 11

Due May 14: A final Narrative Account, photographic and written, uploaded on your ePortfolio.Your Narrative Account is the document from this course that must be uploaded to your ePortfolio Performance Indicators Page. Link to standards: E and H. Tell the story of what you observed in your practicum experience using the above, weekly topics as a guide; (2) relate your interpretation of the meaning of those events for art education generally; (3) consider the meaning your experience has had for you as an individual. You may excerpt from your previous writing to compose your final narrative account.

OFFICE OF STUDENT FIELD EXPERIENCES (N310 Lindquist Center):
Dr. Ellie Herman,Coordinator 

Phone: 319-335-5356;  Email: ellen-herman@uiowa.edu

Dr. Nancy Langguth, Assistant Coordinator

Phone: 319-335-5363; Email: nancy-langguth@uiowa.edu

Mary Heath, Administrative Assistant
Phone: 319-335-5361; Email: mary-heath@uiowa.edu

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