Syllabus for EHD 178/110D: Field Study B
Prerequisites
Admission to the Education Specialist or Dual Credential Program.
Course Description
EHD 178 is a supervised clinical experience in a general education classroom three full days per week throughout the semester. EHD 110D is a supervised clinical experience three days per week throughout the semester: two days in general education and one day in a special education or inclusive setting.
These courses constitute the first of three clinical-practice placements and require 18 hours per week in the classroom. With one-half hour before and one-half hour after school included, the weekly commitment is 21 hours. The courses prepare teacher candidates pursuing the Education Specialist Credential or the Multiple Subject and Education Specialist Dual Credentials to teach in culturally and linguistically diverse general education classrooms.
Course Information
- Course
- EHD 178 or EHD 110D
- Units
- EHD 178: 2 units; EHD 110D: 4 units
- Laboratory fee
- $7
- Meeting time
- Tuesday–Thursday, 7:45 a.m.–3:45 p.m., plus additional required time
- School-site location
- Not provided
- Course website
- Not provided
- Instructor
- Not provided
- Office
- Not provided
- Not provided
- Telephone
- Not provided
- Office hours
- Not provided
Required Texts and Instructional Materials
- Candidates must access Canvas for the syllabus, assignments, resources, and other course materials. The university provides free email accounts to all students. Internet service is available for a fee through unWired Broadband.
- Refer to or download relevant materials from the California Department of Education, including:
- Common Core State Standards;
- Next Generation Science Standards;
- Visual and Performing Arts Content Standards;
- Reading/Language Arts Framework for California Public Schools, 2000 revised edition; and
- Core curriculum materials.
- An active Tk20 account, available through Fresno State Tk20.
- Lesson-planning materials.
- Fresno Assessment of Student Teachers (FAST), available at the Kennel Bookstore.
- Special Education Student Teaching Handbook.
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations (TPEs), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the Kremen School of Education and Human Development dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, and Lifelong Learning.
Teacher candidates will:
- Demonstrate specific pedagogical skills for teaching reading, language arts, mathematics, science, and visual and performing arts. (TPE 1; NCATE 1.1, 1.3, 1.4, and 1.7)
- Monitor student learning during instruction. (TPE 2; NCATE 1.7)
- Interpret and use assessments to plan instruction. (TPE 3; NCATE 1.7)
- Make content accessible. (TPE 4; NCATE 1.3 and 1.4)
- Engage students in the learning process. (TPE 5; NCATE 1.3)
- Use developmentally appropriate teaching practices. (TPE 6; NCATE 1.3 and 1.7)
- Allocate instructional time to maximize student learning. (TPE 10)
- Develop and maintain clear expectations for academic and social behavior and create a positive learning environment. (TPE 11)
- Exhibit appropriate ethical and legal behavior. (TPE 12; NCATE 1.6, Professional Ethics)
- Evaluate and reflect on their own teaching practices for the purpose of improvement. (TPE 13; NCATE 1.6 and 1.7, Reflection)
- Use co-teaching strategies.
Examinations and Major Assignments
- Write lesson plans and obtain approval from the university coach or mentor teacher before teaching each lesson. Use the provided lesson-plan template.
- Complete a minimum of six formal lesson observations conducted by the university coach in a general education placement.
- Assume responsibility for the morning routine each day, as documented through observation by the university coach or mentor teacher. Activities may include walking the—description incomplete in the source document.
- Complete the Site Visitation Project scheduled visit and observation. This assessment will document the teacher candidate’s effective use of instructional time to maximize student achievement in relation to state-adopted academic content standards, instructional goals, and scheduled academic tasks. Teacher candidates will implement procedures for routine tasks, manage transitions to maximize instructional time, and reflect on their lessons using the TPEs as a framework. (TPE 1, 2, 3, 4, 5, 6, 11, 12, and 13)
Assignment and Examination Schedule
| Date | Assignment or Assessment |
|---|---|
| Weeks 1–15 | Performance Assessment scheduled visits and observations |
| Weeks 7–8 |
|
| Weeks 8–15 | Site Visitation observation and conference |
| Weeks 14–15 |
|
Site Visitation Project
FAST Overview
The California Commission on Teacher Credentialing requires every credential-program candidate seeking a recommendation for a Preliminary California Credential to demonstrate mastery of the Teaching Performance Expectations. The TPEs will be taught in coursework and applied and practiced during clinical experiences.
The Kremen School of Education and Human Development has designed the Fresno Assessment of Student Teachers (FAST) to evaluate candidates’ mastery of the TPEs. The system consists of two tasks or projects: the Site Visitation Project (SVP) and the Teaching Sample Project (TSP).
The Site Visitation Project is the only FAST assessment required for Education Specialist candidates. Trained scorers, typically the candidate’s university coach, will score the SVP using a four-point rubric. The provided source includes the following rating:
- Does not meet expectations
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