Course Description ENGE 392 Field Experience In Teaching English (1:0:8):  Students will spend 8 hours per week in the classroom under the supervision of an English education professor and will work with a mentor teacher in preparation for the final internship experience. 

Prerequisite(s):  Admission to Teacher Education Program.

Corequisite(s):  ENGE 391 Principles of Teaching English in Middle and Secondary Schools,  EDUC 390 Core Issues in Teacher Education

Notes:  A grade of S or U will be recorded. Offered in the fall.

Course Description ENGE 592 Field Experience In Teaching English (1:0:8):  Students will spend 8 hours per week in the classroom under the supervision of an English education professor and will work with a mentor teacher in preparation for the final internship experience.

Prerequisite(s): Admission To Teacher Education Program at Graduate Level.

Corequisite(s): ENGE 591 Principles of Teaching English in Middle and Secondary Schools.

Notes: A grade of S or U is recorded.

Course Goals:  This course is in essence the lab component of ENGE 391/591 Principles of Teaching English in Middle and Secondary Schools.  Through observation and participation in the schools, field experience students will come into contact with concepts, theories, and practices discussed in ENGE 391/591 and other core courses in English Education.  

Field Experience students will spend approximately 12 weeks in their placement classroom observing and teaching under supervision of the university supervisor and the mentor teacher. (Core Goals for Undergraduate English Majors #9)  Direct instructional experience will begin small but will gradually increase across the semester.  Students are expected to merge English Language Arts (ELA) content knowledge with pedagogical knowledge in the practical setting of a classroom.  Students will implement a variety of ELA teaching strategies to meet the language and learning needs of diverse students. (Core Goals for Undergraduate English Majors #5, 6).  Students will plan and implement instruction that engages all students, including authentic and varied assessment, media literacy, adolescent literature, and writing. (Core Goals for Undergraduate English Majors #5,7)  Students will develop a sense of professional community, reflecting on their own and others’ instruction as a means for self-improvement and self-understanding. (Core Goals for Undergraduate English Majors #8)  

Because of its intensive speech component, ENGE 392/592 is an approved Touchstone Program course for Goal #1:  To communicate clearly and effectively in standard English.
To achieve this goal, students read, write, and speak standard English, analyze written, spoken, and nonverbal messages from a variety of disciplines, and understand and practice rhetorical techniques and styles by writing and by giving oral presentations.  These goals are met in the preparation and implementation of ELA lessons to students in the placement schools.

For a complete list of English department goals, please see http://www.winthrop.edu/english/goals.htm.  For a complete list of Touchstone Program goals, please see http://www2.winthrop.edu/universitycollege/Touchstone/Touchstonegoals.htm.  In addition, this course will begin to examine certain TESOL Standards for Teacher Preparation Programs (see http://www.tesol.org/s_tesol/seccss.asp?CID=219&DID=1689).

Assessment:  Field experience students will receive several informal and at least two formal teaching evaluations from the mentor teacher and two formal evaluations from the university supervisor.  The purpose of these evaluations is to identify strengths and weaknesses in the student’s teaching and provide suggestions and opportunities for improvement.  There will also be a midterm and final evaluation of the student by the mentor teacher and university supervisor.  Evaluations and rubrics are available on the College of Education’s Student Academic Services website.  MAT candidates’ requirements are identical to those of undergraduates as both groups are seeking initial certification.

Student Learning Outcomes:  Students will demonstrate competency (a minimum average score of “Emerging”) in six domains as described in the Field Experience Final Evaluation and Scoring Guide.  These six domains (Planning, Instruction, Environment, Professionalism, Additional English Education Outcomes) cover the above goals as well as NCTE/NCATE standards for teacher education programs in ELA.

v     Planning:  Field Experience (FE) students will develop learning objective which are appropriate for the subject and grade level and are connected appropriately to the standards (NCTE 4.2), plan appropriate and logically sequenced lessons, plan for differences in individual needs, abilities, and interests (NCTE 2.1, 4.2, 4.4), plan appropriate assessment strategies and instruments (NCTE 4.10).

v     Instruction:  FE students will implement effective instruction for students using knowledge of content and appropriate standards (NCTE 1.1) and establish, communicate, and maintain high expectations for student achievement and participation, FE students give students opportunities and support to assume responsibility for their own learning and provide learning experiences that allow students to form connections between the specific subject area and other disciplines. (NCTE 2.5, 2.6, 4.3).  FE Students assist students in connecting subject matter to everyday life  (NCTE 4.8) and demonstrate an enthusiastic and positive attitude in the classroom.  FE students use instructional strategies to actively engage students (NCTE 2.4) and integrate technology appropriately into teaching and learning. (NCTE 4.6)  FE Students provide learning experiences which encourage critical thinking, problem solving, informed decision making, and/or creativity  (NCTE Standards 2.4). use formative assessment to explore student learning and recognize modifications that demonstrate knowledge of instructional judgment. (NCTE 4.2, 4.3)  FE Students use appropriate voice tone and inflection to deliver instruction effectively. (NCTE 1.0)

v     Environment:  FE students promote positive, collaborative peer interactions (NCTE 4.2) and maintain a positive and safe classroom environment conducive for learning. (NCTE 2.1).  FE students demonstrate confidence and poise when managing the classroom environment, (NCTE Standards 1.0) maintain effective rules, procedures, and routines, and provide for smooth transitions between activities and implements introductions and closures in lessons.

v     Professionalism:  FE students demonstrate oral, written, and/or nonverbal communication consistent with the expectations of a college student (NCTE 3.1, 3.2) and demonstrate a positive rapport with students, parents, colleagues, administrators, and supervisors. (NCTE 2.3) FE students present self in a professional manner in terms of appearance, attitude, attire, and conduct.   FE students are receptive to constructive criticism from the mentor teacher, supervisor, and administrators, incorporates feedback, discusses lesson plans with the mentor teacher in advance of the lesson, and integrates feedback as appropriate.  FE students are prepared to teach. (NCTE 1.0)

v     Additional English Education Outcomes:  FE students design lessons and instruction that include a variety of genres and that address periodicity. (NCTE 3.5) FE students demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture.  (NCTE 3.6, 4.6, 4.9) FE students design lessons that emphasize standard English grammar and usage and they incorporate writing exercises that emphasize how written language is adjusted for audience and purpose. (NCTE 3.4, 4.7) FE students apply knowledge of reading processes to describe and mediate individual literacy needs (NCTE Standard 3.3) and exhibit awareness of and apply research theory in both pedagogy and content.

Resources:

-- COE Field Experience Information

-- National Council of Teachers of English

-- SC Department of Education

-- SC English Language Arts Standards