II. COURSE DESCRIPTION

A capstone course taken concurrently and following student teaching which includes a review of recent developments in content education at the local, state, national and international levels as reflected in current educational theory, research and practice; reflection on curriculum and assessment in light of student teaching experiences; discussions of the professional Code of Ethics for educators and the role of the educational professional leader, as well as the development and presentation of a professional educational portfolio.

III. RATIONALE

Taken concurrently with student teaching, the course is designed to provide students with professional guidance towards demonstrating their proficiency to teach in accordance with the recommendations of the National Science Education Standards; the program standards of the National Science Teachers Associations and the outcomes of the SUNY-College at Oneonta conceptual framework.

IV. COURSE OBJECTIVES AND OUTCOMES

As displayed in-class, group presentations and in an exit portfolio, students will be able to:

1. Provide performance evidence and or reflective commentary for each outcome identified on the portfolio rubric provided.

V. COURSE TOPICS

Teaching, learning and understanding the Nature of Science
Inquiry teaching and learning environments
Connecting science to the daily lives of students
Teaching, learning and understanding the relationships of science to society, technology and other human endeavors
The skills and methods of constructive classroom teaching
Developing teaching and learning goals, and curriculum that reflect the expectations of the National Science Education Standards, the New York State Education Department
Connecting teaching to the community by identifying and utilizing community resources
Contemporary assessment
Creating and managing a psychologically supporting classroom environment
Creating and managing the physical classroom environment
Professional practice and ethics of teaching

VI. INSTRUCTIONAL METHODS AND ACTIVITIES

Traditional Experiences: lecture/discussions, video, written assignments
Non-Traditional Experiences: On-line discussions.
Clinical Experiences: Cooperative Groups, demonstrations, student presentations.
Field Experiences: students will be student teaching concurrently with this course.

VII. EVALUATION AND GRADE ASSIGNMENT: COURSE REQUIREMENTS

All assignments are aligned with the National Science Education Standards; the program standards of the National Science Teachers Associations and the outcomes of the SUNY-College at Oneonta conceptual framework.
Several of the portfolio requirements involve lesson plans and reflective pieces on topics--NOS, Inquiry and Context of Science among others. To earn a Proficient Score on the Lesson Plans you must follow the format in the student teaching manual. A more challenging question is what is a good reflection piece: Include these components: a) a description of the lessons goals-if a NOS Lesson, Inquiry Lesson or other specifically designed to meet a performance objective, then describe what characteristics of the theme this lesson possesses. b) a short summary of the pedagogical strategies used; c). provide data on how the students performed in relation to the lessons goals; d). a short description of how you performed as the teacher; e). provide copies of student work (names removed) to show how you assessed their performance. Please refer to the attached Post Lesson Reflection Template.

Portfolio Requirements Due Dates and max points.	UNACCEPTABLE	BASIC	PROFICIENT	Helpful Hints!
1. Resume Due:12/19 3 points maximum.		neat and orderly resume		The Career Development office staff will review your resume.
2. Philosophy of Teaching Due: 12/19 5 points maximum.	no philosophy statement	clearly written statement	A well written document. Shows that you are reflective decision maker. You have learned from your experiences and can apply them to your teaching . Statement shows that candidate knows learning theories and teaching methods and is passionate about all students' success.	This is particularly important. You will likely be asked to detail your philosophy of teaching during a job interview. Look back at your philosophy from EDUC 106. How has it changed, what experiences led to the changes?
3. College work samples representing your content readiness to teach science. Due 10/24 15 (3 X 5) points maximum.		Submit 2 examples from you content courses that demonstrate your content readiness. See Evaluation Criteria SCED 398-A at the bottom of this document.	Submit 3 or more examples from you content courses that demonstrate your content readiness. See Evaluation Criteria SCED 398-A at the bottom of this document.	Did you save any labs or papers that you did well on or learned a lot from? Look through your science content courses and pull samples of your work that show your best performance. See Evaluation Criteria SCED 398- A at bottom of this document.
4. College work samples representing your understanding of unifying science principles Due 10/24 15 (3 X 5) points maximum.		Identify 2 unifying science principles in the content of your major. For each, defend your understanding and ability to teach the principle with the submission of supporting documents. See Artifact Evaluation Criteria SCED 398-B below for details.	Identify 3 unifying science principles in the content of your major. For each, defend your understanding and ability to teach the principle with the submission of supporting documents. See Artifact Evaluation Criteria SCED 398-B below for details.	What are unifying science concepts and themes? For example, evolution is supported by the fossil record as well as cell biochemistry. Environmental Science includes chemistry, biology, ecology and earth science. Think along the lines of major scientific principles that are supported by findings in several science disciplines. Oceanographers, astronomers and geologists understand and apply concepts and principles from chemistry, earth science and physics; astronomer. Scientific understanding is holistic.
5. College work samples representing your ability to apply mathematics to science investigations. Due 10/24 15 (3 X 5) points maximum.	Refer to the far right column for details.	2-good examples. Evidence may come from your mathematical analysis of SCIN 390 research project. Other sources of evidence are welcome.	3-good examples. Defend 5 work samples showing how you have applied mathematics to science investigations.	The work samples required must be a combination of college-content and student teaching work. In other words, you must show how your integrated mathematics into your science teaching. They must all be science investigations-not isolated mathematics items. SCIN 390 is one example. Defend your artifacts with: a). a short description of the science content; b). a description of the type and level of mathematics used. c) if a teaching example, show how you structured the lessons to teach both science and mathematics.
6. An example of an science research investigation you have designed and carried out. Due 10/24 3 points max.	no evidence	Provide the abstract from SCIN 390 or similar.		If you have carried out any true research beyond SCIN 390 include that in addition to your SCIN 390 abstract.
7. -2. a. Know and understand the philosophical nature of science and the nature of scientific explanations. March 15 10 points max (2 x 5)		Generate one artifact that best reveal your understanding of the Nature of Science. Artifacts may be work samples form your science education or science content courses or may be a new document the represents your understanding.	Generate two artifacts that best reveal your understanding of the Nature of Science. Artifacts may be work samples form your science education or science content courses or may be a new document the represents your understanding.	Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) what nature of science means to you and b) how and why this artifact represents your understanding of NOS.
8. -2. b. Engage K-12 students effectively in studies of the nature of science and conventions of scientific explanations. 20 points max. 1st Due 10/24 2nd Due 12/19	no evidence	1-lesson plan deliberately addressing NOS with reflective narrative as on right.	2-lesson plans deliberately teaching NOS and reflective narrative. In the reflective narrative you must defend this submission as a good example of a NOS lesson. Include samples of student work. I suggest you photocopy the work from a student who is struggling, an average performer and an outstanding performer. Use these student work samples to self evaluate the effectiveness of your lessons. You want to show that students have learned as a result of your teaching. Include the self evaluation in your reflections.	In courses preceding this experience you have read articles on NOS, prepared lessons, developed concept maps and been involved in class discussions. You must have evidence demonstrating your ability to apply knowledge about the NOS to the students you teach.
9. -3. a. Know and understand scientific inquiry and its relationship to the development of scientific knowledge. Due 10/24 10 points max (2 x 5)	no evidence		Similar to the NOS requirement above, review your college work and identify two works samples that best represent your understanding of and ability to apply ideas of scientific inquiry.	Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) what scientific inquiry means to you and b) how and why this artifact represents your understanding or experiences of scientific inquiry.
10.-3. b. Engage K-12 students effectively in scientific inquiry appropriate for their grade level and abilities. 30 points total (3 x 10) 1st due 10/24 2nd-3rd due 12/19	no-evidence	1-2 inquiry focused lesson plans taught during student teaching and reflective narrative. Same format as box to the right.	3-lesson plans deliberately teaching Inquiry and reflective narrative. In the reflective narrative you must defend this submission as a good example of an Inquiry lesson. Include samples of student work. I suggest you photocopy the work from a student who is struggling, an average performer and an outstanding performer. Use these student work samples to self evaluate the effectiveness of your lessons and show evidence that your instruction resulted in learning. Include the self evaluation in your reflections.	Like NOS above, applications of Inquiry have been a major emphasis of your science ed training. You must show convincing evidence that you can effectively teach Inquiry lessons during student teaching.
11. 4. a. Know and understand the relationship of science to other human values and endeavors. 10/24 10 points total 5 points each (2 x 5)=10	no evidence	1-2 from your course work at Oneonta that demonstrates your understanding of how science is imbedded in other human values and endeavors.	2 or more examples connecting content to human values and endeavors. This may come from course work or from special products.	Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) describe the science-human values & endeavors that the artifact represents. b) why is important or special about this artifact that you chose it for your portfolio.
12. 4. b. Engage K-12 students effectively in the study of the relationship of science to other human values and endeavors. 10 points each = 20 total 1st due 10/24 2nd due 12/19	no evidence	Same a right but 1 lesson.	2-lesson plans deliberately addressing this standard and reflective narrative. In the reflective narrative you must defend this submission as a good example of a human values lesson. Include samples of student work. I suggest you photocopy the work from a student who is struggling, an average performer and an outstanding performer. Use these student work samples to self evaluate the effectiveness of your lessons. Include the self evaluation in your reflections.
Items 13-25 are part of the Teacher Work Sample. There is an individual rubric used to assess your teacher work sample. Details on how to prepare your teacher work sample will be provided during seminar meetings. The maximum total score on the TWS is 110 points. The Teacher Work Sample is Due Friday, March 16.
13. 4.c. Relate science to the personal lives, needs and interests of K-12 students.			Addressed in Teacher Work Sample, Standard 1 and Standard 4 Rubrics.	You can't simply assume that your science lessons are intuitively interesting to the students you teach. You must make specific efforts to connect your lessons to the interests of the population you teach. Your ability to do this will be evaluated by the documents you submit for your TWS.
14. 5.a. Use diverse and effective actions, strategies and methodologies to teach science.			Best addressed in TWS Standard 4. Your TWS must Show evidence of different teaching approaches. These may be cooperative learning, learning cycles or technology driven lessons among others. For a proficient score, demonstrate a wide variety of strategies and solid rationales.	Good teachers modify their teaching constantly to meet the specific needs of the students and to more effectively teach content. You are required to do this purposively and to document the strategies you use. Standard 4 of the TWS requires that your lessons have at least four different instructional strategies. Consider the use of the following. Cooperative learning; brain based learning techniques; Learning Cycles, Pair-Share, Concept mapping lessons, jig-saw lessons.
15.- 5.b. Interact effectively with K-12 students to promote learning and demonstrate student achievement.			Details are provided in Standards and Rubrics 4. , 5, 6 and 7 of the TWS.
16.-5.c. Organize and manage science activities effectively in different student groupings.			Details are provided in Standards and Rubrics 1,2 and 4 of the TWS.
17.- 5.d. Use advanced technology to teach K-12 students science.			Assessed in TWS standard/rubric 4.
18.- 5.e. Use prior conceptions and K-12 student interests to promote learning.			Assessed in TWS standard/rubric 4. Show multiple examples of prior knowledge evaluation and then show post-teaching performance.	Using concept maps, kwl charts, and or well planned questioning strategies, show how prior knowledge was evaluated and used to plan instruction.
19.-6.a. Develop coherent, meaningful goals, plans, and materials and find resources.			Addressed in TWS standard/rubric 2.
20.-6.b. Relate plans and resources to professionally-developed state and national standards, including the National Science Education Standards.			Addressed in TWS standard/rubric 2.	This is the URL for the National Science Education Standards. http://www.nap.edu/readingroom/books/nses/
21. -7.a. Know and understand the values and needs of the community and their effect on the teaching and learning of science.			TWS standard/rubric 1.
22. -7.b. Use community human and institutional resources to advance the learning of science in the classroom and field.	no evidence		Assessed in TWS standard/rubric 4.
23. -8.a. Align science goals, instruction and outcomes.	no evidence	Be able to defend this alignment in all lessons developed.	Addressed in TWS standard/rubric 2.	Write a reflective piece for this. Identify your goals as a student teacher-what do you hope to accomplish-what do you hope to teach? In general, how are you going to teach to achieve those goals? Each Friday, write a short piece describing what you hoped to accomplish and how successful you were.
24.-8.b. Know and use a variety of contemporary science assessment strategies to determine preK-12 student needs and levels of learning and development.	no evidence		Addressed in TWS standard/rubric 3.	How did you assess inquiry? How did you assess lab work? How did you assess rote memory? How did you assess application? How will you know that they know what you wanted them to know?
25.- 9.a. Create and maintain a psychologically and socially safe and supportive learning environment.	no evidence	Describe an example of how you modified something in your class or lesson presentation to more fully meet the psychological needs of students.	TWS standard/rubric 1.
26.-9.b. Manage the activities and materials of science safely in storage areas, labs and field. Due 10/25 20points total.				Task description located at end of syllabus.
Summative Score

Important Dates: Seminar Class will meet on Thursday, August 30, Wednesday, October 24 and Thursday, October 25 and then again on Wednesday December 19 and Thursday, Dec 20.

SCED 398-A Box 3-Criteria for evaluating Candidate Generated Artifacts of Standard 1-Content. Respond to the criteria in narrative form and attach the narrative to your artifact.

a. Describe the science principles and concepts represented by the work. When describing the science principle, identify the major theory, law or understanding that guides the work (e.g., evolution, earth formation, atomic structure, weather, plant/animal adaptation). Simply stating one word isn't enough. Describe why and how the work fits into this overriding theme.

b. Describe the sub-content that was reinforced or taught by the science experience. For example, if the principle was connected to plate tectonics, describe the focus content ideas.

c. Why this artifact represents your content readiness-what was special about it, why did you choose it for your portfolio.

SCED 398-B: Consider carefully the artifacts you are submitting to represent your understanding of "Unifying Science Disciplines". Defend each submission in narrative form by addressing a and b below.

a. Describe how the artifact is a "unified science principle" and why or how this artifact represents your understanding of "unifying science disciplines".

Learn the names of the students: a class picture and or use of a seating chart will help. .

Learn how the teacher runs the classroom. What procedures are in place? How are labs, lecture and everything else conducted. Observe carefully and then ask questions about what you observed.

Set up a conference time-maybe just a few minutes, when you and the teacher can plan together, discuss you progress. Keep the communication going.

Keep a notebook of ideas suggested by the teacher. Do everything professionally.

Most student teacher take over the class slowly. You will probably observe the first 2-3 days and then move into teaching. You may teach the entire teachers day if appropriate. There is some flexibility here depending on the situation.

Every Thursday afternoon you must send the following to Dr. Bischoff via e-mail.

Your material will be reviewed on Friday morning. Late work will not be accepted and will reduce your course grade.

1. Each Friday you will receive a score from 0-2 based on the quality of your response to topic of the week.

2. Teacher Work Sample: Due October 25th Your TWS will be graded according to the rubric. However to emphasize the importance of the TWS and to equitable distribution of points, the TWS maximum score of 110 points will be doubled to 220. So if you score 90 according to the rubric, your score will be 180.

4. Final Powerpoint presentation of your student teaching experience on May 16th or 17th is 50 points.

Grade Calculations: >95% A; 90-94% A-; 85-89% B+; 80-84% B; 78-79% B-; 75-77% C+; 72-74% C; 69-71% C-; 65-69% D+

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Ball, D. L. & McDiarmid, G. W. (1991). The subject-matter preparation of teachers. In National Research Council, Moving beyond myths; Revitalizing undergraduate mathematics (pp. 437-447). Washington DC: National Academy Press.

Brophy, J. (1992). Probing the subtleties of subject-matter teaching. Educational Leadership, 49(7), 4-8.

Boyer, E. (1987). College: The undergraduate experience in America. New York: Harper and Row.

Carlsen, W. S. (1991). Effects of new biology teachers' subject-matter knowledge on curricular planning. Science Education, 75(6), 631-47.

Darling-Hammond, L. (1991). Are our teachers ready to teach? Quality Teaching, 1(1), 6-7,10.

Dreistadt, R. (1968). An analysis of the use of analogies and metaphors in science. Journal of Psychology, 68(1), 97-116.

Dunkin, M. J. & Barnes, J. (1986). Research on teaching in higher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 754-777). New York: McMillan.

Ferguson, P. & Womack, S. T. (1993). The impact of subject matter and education coursework on teaching performance. Journal of Teacher Education, 44(1), 55-63.

Hewson, P. W. & Hewson, M. G., (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72, 597-614.

Leatherdale, W. H. (1974). The role of analogy, model and metaphor in science. New York NY: Elsevier.

Lederman, N. G., Gess-Newsome, J. & Latz, M. S. (1994). The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(3), 129-146.

Mason, C. (1992). Concept mapping: A tool to develop reflective science instruction. Science Education, 76, 51-63.

National Research Council (1996). National science education standards. Washington DC: National Academy Press.

Renner, J. W., Grant, R. M. and Sutherland, J. (1978). Content and concrete thought. Science Education, 62(2), 215-221.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Stalheim-Smith, A. & Scharmann, L. C. (1996). General biology: Creating a positive learning environment for elementary education majors. Journal of Science Teacher Education, 7(3), 169-178.

Stepans, J. I., Beiswenger, R. E. & Dyche, S. (1986). Misconceptions die hard. The Science Teacher, 53(9), 65-69.

Sternberg, R. J. (1985). Human intelligence: The model is the message. Science, 230(4730), 1111-1118.

Task Described: Your task is to conduct a management and safety assessment of the science classroom and labs in which you are student teaching. Extend the assessment to include a review of procedures for out-of-class safety protocols.

Conduct the safety assessment with the support and assistance of your cooperating teacher and other qualified school science personnel. Use the table below to guide your management and safety assessment.

Submit the work as 1 package starting with item number 1 and continuing through item number 7.

2. Flinn Scientific Safety Information. Available [http:www.flinnscientific.com]

Standard 9.c. Keep and use living organisms as in the classroom in a safe, ethical and appropriate manner.

This part of the assignment will be graded on a scale of 0-6. Six is excellent, 3 is average, zero is unacceptable.

Task. Review and summarize the information presented in the NSTA position statement ‘Responsible Use of Live Animals and Dissection in the Science Classroom’.

Write a response to each point listed. The response may include: a). the outcomes of a discussion you had with your cooperating teacher or other science teacher about the statement. b). a description of how the position statement was responded to in your student teaching. c). a description of how you included the position statement into your class policies.

Required: Develop an alternative to dissection plan that will provide a valuable learning experience for those not wishing to participate in animal dissection activities.

Topic	Week
1. First impressions	1
2. Classroom Management and Student Motivation	2
3. Exceptional Students and Special Needs	3
4. Assessment	4
5. Are they working like scientists/mathematicians?	5
6. What you are most successful with.	6
7. What you are struggling with	6

Student teaching Portfolio	Organized in a 3-ring binder
Item 26 in rubric	Due at seminars on October 24
Topic of the week	sent via e-mail
Teacher Work Sample	Due October 25
Final Portfolio Presentation	December 19 or 20th.,

Item Number	Items and Issues to Address on Management and Safety Assessment	Specifics of the Candidates Assignment	Satisfactory: It is mandatory that you earn a satisfactory rating on each item 1-7. 1-point	Exceptional 2-points
1	Evacuation Plan: Conduct a semi-structured interview with the cooperating teacher and 2 students.	The purpose is to identify the evacuation plan and/or protocols that science teachers and student follow. What happens if the fire drill goes off during lab? Are exits clearly marked and routes established? Is there a central gathering point so roll can be called? What plans are in place for disabled students (wheelchair bound)?	Interview questions are prepared in advance. Outcome is transcribed so that the questions and response are clearly delineated. The major outcomes of each interview concerning are summarized. You have shared the results with your cooperating teacher and discussed ways to improve the evacuation plan if necessary.	You have extended the requirements. For example: you have used the data from the evacuation study and conducted drills; you have made recommendations on how to improve the evacuation plan.
2	Class Size	Safety and fire codes limit the numbers of students allowed in classes. Check to see if class size maximums are posted and followed. Discuss class size and management of students in labs with seminar instructor and with cooperating teacher. Report the results of your investigation.	You have interviewed the cooperating teacher concerning class size and management of students, particularly during lab. In support of your interview, you have observed the class during lab. You have noted ways of better facilitating the class, especially during lab to further safety. You have communicated the results of your interview and observation/investigation.	You have actually changed the structure of lab activities and seating arrangements for improved safety. Student seating has been arranged so that Safety facilities (fire blankets, eye wash stations, showers) ha
3	Safety Goggles-Legal and Practical Issues: Safety Goggles—corrosive gases of fumes, corrosive liquids, hot liquids, sharp objects, small particles, fire and heat		Review and summarize the laws pertaining to the use of safety goggles in science classrooms. Once completed, discuss the safety goggle policies and procedures of your cooperating teacher’s classroom. In writing, describe the outcomes of your research and interview.	Safety goggle policies are part of a safety contract. There are rules and consequences in place for safety goggles. Safety goggle posters are posted. Issues pertaining to contact lenses have been addressed.
4	Safety Posters		Visit at least 3 science classes in your host school and document the occurrence or absence of safety posters. Describe the types of posters found (student made, teacher made, purchased and what are they about).	You have made or have had students make safety posters and placed them in conspicuous places.
5	Fume Hood		Most commonly used in chemistry laboratories and somewhat in biology laboratories. Observe the fume hood and describe its state of readiness and safety.
6	Lighting		Inspect the class, lab and storage areas for adequate lighting. Report your findings and recommendations to your cooperating teacher and as part of this report.
7	Storage and Labeling of Items and Chemicals		You have discussed the proper storage of chemical with your cooperating teacher and/or others involved. Accompanied by your cooperating teacher you have evaluated the science chemical storage areas in your school. Your evaluation was conducted by addressing each of the 15 points of Flinn-Scientifics-Practices for Storage and Handling of Laboratory Chemicals. You have submitted a written evaluation to your cooperating teacher and included it in this report.	Beyond the satisfactory requirements, you have reviewed the schools policies for receiving chemicals and for disposal of chemicals. You have reviewed the emergency plans for chemical spills. You have identified conducted related research into chemical safety and acted on the findings of that research.
				Maximum is 14 points.