The School of Education

Drexel University

EDUC 540–902 Field Experience

Winter 2021

Instructor Information:
Ann Hart Gozzard
Ahg34@drexel.com
215.280.6784
Office Hours:
You may text me anytime.

Course Description
Provides supervised field experience at a cooperating school designed to develop skills in instructional
planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse
populations within school settings, identification of instructional resources, and applications of current research
on effective teaching. This course has a Stage 4 field component, successful completion of the field component
is required for recommendation for certification. See SoE Field Placement Office website for all clearance
policy and field experience requirements.

Course Purpose
The seminar course is designed to complement your student teaching experience by developing your teaching
knowledge and strengths through field placement, supervision, and reflective practice. The goal of this seminar
is to create reflective practitioners by providing a forum for collaborative, critical inquiry based on the field
experience. The course facilitates thinking about how to:
 Effectively plan and prepare for quality instruction.
 Create a respectful learning environment by using effective classroom management and establishing a
culture for learning.
 Use various instructional strategies that engage students in meaningful learning.
 Exhibit professionalism through appearance, analysis and reflection on lessons, record keeping,
communication and professional development.

Course Delivery Method: Online Asynchronous 1

Performance Outcomes
1. Demonstrate successful performance in each domain through face-to-face observations and two
videotaped lessons: with corresponding lesson plans and reflections.
2. Contribute meaningfully to weekly discussions about effective teaching practices.
3. Create and maintain a Professional Learning Portfolio (PLP).
4. Engage in analysis, reflection, and discussion of his/her teaching.
5. Create artifacts that show your ability to meet the components of each domain.
6. Show evidence of student learning as a result of your teaching.
7. Use technology to facilitate critical thinking, connections with others, professional development, and
showcase your teaching experiences.
Required Resources:
 The 2013 Framework for Teaching Evaluation Instrument (download): http://danielsongroup.org/books-
materials/

Required Technologies:
 Each student is required to have access to technology that they can use to videotape and submit their
lessons. Each student will need to videotape the entire lesson, view the lesson, and submit the lesson to
his/her instructor electronically. (For more information see the Videotaped Lessons assignment below) –
we will be open to modifications of this assignment due to the virtual nature of classrooms right now.
 Access to the Internet, Blackboard Learn, and the Drexel Library database.

In-Course Resources (Appendices): Use the following evaluation instruments to guide you in reflective
analysis of your work.
 Student Teacher Evaluation Form for Videotaped Lessons (Appendix A): This form will be used to
evaluate your videotaped lesson, lesson plan, and reflection. It is based on the Drexel University Student
Teaching Observation Rubric.
 Drexel University Student Teaching Observation Rubric (Appendix C): This form will be used by your
University Supervisor to evaluate your midterm and final observed lessons. It will also be used
throughout the course as a reference for various assignments.
 Writing Standards Rubric (Appendix D): This rubric will be used to evaluate your writing pieces.
 Discussion Board Rubric (Appendix E): This rubric will be used to evaluate the graded discussion
boards.
 Rubric for PLP (Appendix F): This rubric will be used to evaluate your Professional Learning Portfolio.
 Rubric for Study of Student Achievement (Appendix G)
 Lesson Plan Template (Appendix H)

Course Requirements

Attendance/Participation: As a student in this course, you need to participate actively throughout the course.
The course incorporates structured responses, discussion board questions and assignments to promote active
learning and reflective practice for all students. This is a busy time for you. Organization and dedication will be
critical attributes to your success.

Policy for Late Assignments:

Due dates for course assignments are listed in the course schedule. Assignments will receive 1 point deduction
for each day late. Any assignment received more than 1 week late will receive no credit. Students are expected
to complete their initial discussion board post by Saturday each week and respond to others by Tuesday. 2
See below for information on late discussion board credit.

If you anticipate not being able to meet an assignment deadline, you must contact your instructor 2-3 days
before the due date with your request for an extension, which may or may not be approved. If you need to make
up a discussion board assignment, please discuss this with the instructor first, at times the directives may be
modified to make sure you are getting the most from interacting with your peers’ ideas after the fact rather than
being part of the weekly discussion.

I am very flexible, please do not hesitate to let me know if you need an extension on an assignment. I
want your focus to be on the needs of your students and the expectations of your cooperating teacher.
Professionalism During Your Field Experience Seminar:

Your instructor will be looking at how you handle constructive critique of your work. Often, taking constructive
feedback can be difficult. How you respond to that feedback is very important. Please take caution when
communicating via email. Often, tone in an email can be misinterpreted. If necessary, you can speak on the
phone about your work. Professionalism is an important part of your grade (see the PDE 430 and Drexel
University Student Teaching Observation Rubric).

According to Domain IV, your professional responsibilities include:

 Engages in and contributes to positive professional relationships on social media and within
school/district meetings, events, projects
 Contributes to the “larger community” outside the class
 Engages in and seeks out professional development opportunities both online and face to face
 Welcomes feedback
 Participates in and contributes to the profession
 Uses information from professional resources to develop lesson/seeks out new resources
 Shows leadership in Educ540 coursework, student teaching, correspondence, decision making, etc.
by displaying honesty, integrity, and confidentiality
 Assures that all students are fairly served
 Complies with school/district regulations
 Challenges negative attitudes/practices in a respectful and professional manner

Grading:
The midterm PDE 430 will be at the midway point of your placement. Students that score less than a total of 4
or who score a 0 in any of the four domains on the midterm evaluation will meet with the Site Director,
Program Director, and a Field Placement Officer to discuss placing the student on academic probation and
further to determine (a) if additional support is needed to help the student teacher reach proficiency; (b) if the
placement must be discontinued; or (c) if the placement might be extended to allow more time for the student to
demonstrate proficiency in each domain. 
 
Students that score less than a total score of 8 on the final evaluation will meet with their Site director and the
School of Education’s administration to determine if the candidate’s student teaching experience a) will be
extended, with support, until the candidate gains and demonstrates sufficient mastery of course requirements to 3
be successful in being assessed on a new final PDE 430 evaluation, OR b) must be repeated in a subsequent
term through formal re-application and course. 

Your final grade is a combination of your work in this course and your performance during student teaching.
Your university supervisor will submit feedback from your observations at midterm and final to your EDUC
540 instructor. The observations and your development in response to all evaluations are critical to your
success. In addition, you will take part in an exit interview at the end of your student teaching. After the exit
interview, your template and scores will be sent to the course instructor who will determine your final grade.
The coursework is graded as follows:

 2 Videotaped lessons* (lesson plan, video and reflection) 40 points (20 points each)
  Professional Learning Portfolio 15 points
 2 Writing pieces/Journal Reflection 15 points (5 points each)
 Discussion Boards 15 points
 Study of Student Achievement 15 points

*instructions may be modified to adjust to virtual placements.

The Exit Interview

The student teacher, cooperating teacher, university supervisor (and if possible, the EDUC 540 instructor) will
meet at the end of the student teaching placement. The purpose of the exit interview is:
1. The student teacher will lead the Exit Interview. The student teacher will gather evidence throughout
the semester from both student teaching and EDUC 540. They will use evidence to show achievement
in each domain on the Drexel University Student Teaching Observation Rubric during the Exit
Interview.
2. During the Exit Interview, the student teacher, cooperating teacher, university supervisor and if possible
the EDUC 540 seminar instructor will collaboratively devise a rating (from the Drexel University
Student Teaching Observation Rubric) to describe level of achievement during student teaching.
3. Submit the completed template (in course shell) including final rating and artifacts/evidence to EDUC
540 instructor.

EDUC 540 Final Grade

The final grade for the Student Teaching Course (EDUC 540) will reflect the candidate's seminar participation
and written work as well as their work in the field. The assigned Site Director will meet regularly with the
Course Instructor and the Mentor Teacher throughout the student teaching experience to discuss the candidate's
progress.

The candidate's Student Teaching Course final grade is determined by the Course Instructor with significant
input of the Site Director, (and by extension, the Mentor Teacher). As a capstone, field-based course, the
fieldwork component of the Student Teaching Course will be "weighted," accounting for more than 50% of the
course grade.

Candidates who do not achieve these benchmarks will not receive a grade above a B- in the Student Teaching
Course. The grade of B- or less in the Student Teaching Course is not considered satisfactory or successful.
Only students who earn the grade of B or better in the Student Teaching Course may be considered a Program
Completer and recommended for a state-issued teaching certification. 
FINAL GRADE SCALE
Grade Scoring
4
A 93 - 100
A- 90 – 92
B+ 87 – 89
B 83 - 86
B- 80 - 82
C+ 77 - 79
C 73 – 76
C- 70 - 72
 D+ 67 - 69
D 63 - 66
F 62 and
below

COURSE ASSIGNMENTS
All assignments are based on work you are doing in your student teaching classroom. Use these assignments to
develop pieces (artifacts) for your teaching, your PLP, think critically about your work, and reflect on your
performance in the classroom.

Drexel Policies & Information

Drexel Response to Coronavirus Website:

The most up-to-date information about COVID-19 can be found on the Drexel Response to Coronavirus
website: https://drexel.edu/coronavirus/health-safety/overview/

Students: If you are experiencing symptoms of COVID-19, you are required to contact the Student Health
Center by phone (215-220-4700), or by email to covid19health@drexel.edu, or through the Drexel Health
Tracker app. (This pertains to all students, undergraduate and graduate, regardless of where the student resides.)
Coronavirus Frequently Asked Questions (FAQ) for Students:
https://drexel.edu/coronavirus/frequently-asked-questions/students/

Response to Coronavirus University Resources:

https://drexel.edu/coronavirus/resources/university/

Office of the Provost: Academic Policies:

Academic Honesty: https://drexel.edu/provost/policies/academic-integrity/

Disability Accommodations: https://drexel.edu/oed/policies/overview/OED-2/

Add/drop deadline: https://drexel.edu/provost/policies/course-add-drop/

Withdrawal deadline: https://drexel.edu/provost/policies/course-withdrawal/

5
INC grade: https://drexel.edu/provost/policies/incomplete_grades/

Grade appeal: https://drexel.edu/provost/policies/grade-appeals/

Drexel Student Learning Priorities

Core Intellectual and Practical Skills:
Upon graduation, students will demonstrate an improved ability to;
1. Communication: Employ an understanding of audience, purpose and context to communicate
effectively in a range of situations using appropriate media.
2. Creative and Critical Thinking: Use divergent (e.g., generation of novel ideas, thinking out of the box,
brainstorming) and convergent thinking (e.g., critical thinking, evaluation of ideas,
quantitative/qualitative analysis, scientific reasoning) to generate novel and relevant ideas, strategies,
approaches or products.
3. Ethical Reasoning: Assess their own ethical values and the social context of ethical problems,
recognize ethical issues in a variety of settings, think about how different ethical perspectives might be
applied to an ethical problem, and consider the consequences of alternative actions.
4. Information Literacy: Possess the skills and knowledge to access, evaluate and use information
effectively, competently, and creatively.
5. Self-directed Learning: Establish goals and monitor progress toward them by developing an
awareness of the personal, environmental and task-specific factors that affect attainment of the goals.
6. Technology Use: Make appropriate use of technologies to communicate, collaborate, solve problems,
make decisions, and conduct research, as well as foster creativity and life-long learning.

Experiential and Applied Learning:

Upon graduation, students will demonstrate an improved ability to:
1. Global Competence: Engage in, reflect upon and demonstrate open-mindedness toward all issues of
diversity at the local, national and international level.
2. Leadership: Develop a vision, translate that vision into shared goals and effectively work with others to
achieve these goals
3. Professional Practice: Apply knowledge and skills gained from a program of study to the achievement
of goals in a work, clinical or other professional setting.
4. Research, Scholarship and Creative Expression: Make meaningful contributions in their chosen
field, participating in use-inspired research, scholarship or creative activity as an individual or in a
collaborative effort.
5. Responsible Citizenship: Create and sustain a healthy, engaged public life.

The Teacher Education Core Practices

6
The Drexel Student Teachers will:

1. Establish a safe and respectful classroom community.

a. Specifying and reinforcing productive student behavior
b. Implementing organizational routines
c. Setting up and managing small group work
d. Building respectful relationships
e. Learning about students’ cultural, religious, family, intellectual, and personal
experiences and resources for use in instruction
 
2. Position students as sense makers by implementing rigorous tasks and content.
a. Designing lessons and sequences of lessons that address learning goals
 b. Leading group discussion
c. Eliciting and interpreting student thinking
d. Implementing norms and routines for classroom discourse and work
e. Coordinating and adjusting instruction during a lesson

3. Assess student understanding to guide instruction

a. Diagnosing particular common patterns of student thinking and development in a
subject-matter domain
b. Providing oral and written feedback to students
c. Checking student understanding during and at the conclusion of lessons
d. Selecting and designing formal assessments of student learning
e. Interpreting the results of student work, including routine assignments, quizzes,
tests, projects, and standardized assessments

4. Act professionally and thoughtfully.

a. Investing in the school and community to support student learning
b. Talking about a student with parents or other caregivers
c. Prioritizing student needs
d. Collaborating with colleagues

5. Reflect on teaching practice.

a. Analyzing instruction in order to improve it
b. Soliciting and incorporating feedback from various stakeholders
c. Seeking opportunities for new and ongoing learning and growth

(Adapted from: High Leverage Practices, University of Michigan, TeachingWorks)

EDUC 540-902 Field Experience

Winter 2021 Weekly Schedule
Students are expected to complete their initial discussion board post by Saturday each week and respond
to others by Tuesday. 7

Class Starts January 11

Week Assignment Description
Week 1 Introduction
Reading Danielson Framework
Assignment
Discussion Introduction + Danielson Connections
Board
Cerate PLP Post URL
URL
Week 2 Domain 2: Classroom Environment & Observation
January 11 Reading  Danielson's Framework for Teaching - Domain 1& 2, pages 33-55
Assignment

Learning
Experience: Watch: First Day Idea Videos
Videos
Discussion This week you will formally observe a lesson that your mentor teacher
Board delivers to your class and write an analysis of the lesson.  Post a
section of your analysis to the DB that you think will give your peers a
window into an effective positive classroom climate strategy. In your
response to peers’ writing, reference the videos you chose to view in
this week's Learning Activity and this week's readings.
Week 2: Observe Mentor Lesson
Writing Piece:  Formally observe a mentor teacher lesson. Take notes throughout
Analysis of the lesson on all four of Danielson’s domains, but pay specific
Lesson attention to Domain 2.
 Write a reflection about the lesson. Think about the performance in
each domain. Use the Observation Tool to reflect on the observation
(Appendix B).
 List and describe 2 parts of the lesson you would keep the same if
you taught it and 1 part you would change. Describe why you would
make this change and how it would enhance the learning process.

Week 3 Lesson Plan & Learning Objectives

Reading Danielson's Framework for Teaching - Domain 1, pages 7-31
Assignment
Week 3: Post a Lesson Plan (in your PLP) and Highlight your objective and
DB/Lesson reflect on why it's a well written objective (see tips on objective
Plan & writing) - how does it support student learning and how is it designed
Objective to meet the needs to the students in your classroom.
Writing
Week 4 Strategies for creating an environment of respect and rapport and
establishing a culture for learning
Reading This week choose two of the following five readings and use this
Assignment graphic organizer (provided) to take notes about the ways that each
talks about student voice and teacher voice.  
Videos This week you will be viewing three videos and reviewing online
resources related to the ways that teacher and student voices can
8
build cultures of learning.  Use the graphic organizer from your
readings to take notes as you read and watch.

Week 4: Domain 2 – The Classroom Environment (Post to your PLP): Based on

Writing Piece what you have learned about creating and maintaining a positive,
(Domain 2) organized classroom environment that facilitates meaningful learning,
devise a plan for how you will implement a system of classroom
management in your classroom. Reflect on what you learned in Weeks
2 & 4 and what you have observed in your own classroom.  
Study of Assignment introduced
Student
Achievement
Week 5 Questioning & Discussion Techniques
Reading  Danielson's Framework for Teaching - Domain 3, pages 57-83
Assignment  Himmele, P. Total Participation Techniques: Making Every Student
an Active Learner - Chapters 1 & 2
 Dobbertin, Cheryl Becker. Just How I Need to Learn It

AND Choose one of 3 articles provided on discussions and questioning

Videos The following videos and readings are excellent resources in both
active learning and questioning strategies. Please view the "Engaging
Students in Active Learning" video, make note of the different
strategies mentioned and plan to incorporate them into your teaching.
Read through the 4 short articles and view the 2-minute video about
spiral questioning. All of these resources will help you in this week's
DB as you think critically about and revise the questions you're asking
the students.
Week 5: The focus for this DB will be to analyze your questioning and
Discussion discussion techniques in a lesson that you've taught or that you will be
Board teaching. Choose a lesson that can benefit from improved questions.
From your recorded lesson, answer the following:
 What questions did you ask?
 Were they higher level? Why or why not?
 How can you rewrite those questions so that they require students
to think critically? Be sure to list the improved questions.
 Tell what type of question it is. (Refer to the "Engaging Students In
Active Learning" video which discusses the different types of
questions that stimulate thinking.)

Week 5: Video Submit you analysis/reflection/lesson plan

#1 Lesson
Plan, Video,
Analysis
Week 5: Submit your midterm self-evaluation
Midterm Self-
Evaluation
Week 6 Engaging Students in Learning
Reading This week complete the following two readings:
Assignment  How Do We Know When Students Are Engaged? (Teacher Directed
vs. Student Directed Learning) 9
Check the Discussion Board Prompt for this week and read your
assigned pages in Himmele & Himmele (2017)
 Himmele, P. Total Participation Techniques: Making Every Student
an Active Learner - Chapters 3 - 7
Learning Our first video this week looks at student-centered learning in a well-
Experience resourced, diverse learning community. In this setting, students
engage in inquiry across the content areas and teachers try to enact
their roles as facilitators as often as possible.  As you watch this video,
note how both the teachers and the students talk about learning,
teaching, and student engagement.
Week 6: The Assignment
 Discussion For this week’s Discussion Board you will do the following:
Board (TPT)
1. Create two or three slides (using PowerPoint or your preferred
presentation software) introducing your TPT.  The audience for your
slides should be your Drexel classmates. Think of this as a peer
coaching opportunity like those you see in the video.  
 Post your slides using the VoiceThread link and give a brief
overview of the procedure and explain how you will teach this TPT
to your students and a few content-specific examples of how you
will use it.  
 This overview of your TPT should just be described in your audio.  
 Review and provide constructive feedback for at least two of your
classmates' presentations in VoiceThread.
Week 7 Strategies for using diagnostic, formative, and summative assessments
in instruction, demonstrating flexibility and being responsive to
students when teaching.
Reading  Danielson’s Framework for Teaching – pages 71-79
Assignment  Turning on the Lights: What Pre-Assessments Can Do
 An Investigation of Teachers Encouraged to Reform Grading
Practices in Secondary Schools
Learning In this video, a teacher decides to use a Writer’s Workshop in his
Experience classroom.  Notice how assessment underscores this change in his
instructional approach.  How does he use diagnostic assessment?  How
does he collect formative data as his students work on their projects?
How does he communicate his expectations about summative
assessment? [11:39]
Week 7: 1. Formative Assessment Question [Examine Danielson's Domain 3,
Discussion focusing specifically on component 3d. Share how you've
Board attended to this component in a recent lesson and reflect on how it
went and what you might do more or less of moving forward. What
did you do to elicit understanding? How did you provide feedback?
Were students able to assess their own understanding or progress? 

2. Summative Assessment Question [Post some quiz or test questions

that you have used in your classroom.  Do they reflect these best
practices?  If so, describe how they align with the tips presented.]
Study of ***During week 7, make it your goal to have the Focus, Pre-
Student Assessment Lessons, and Analysis for the Pre-Assessment 1
Achievement Lessons complete!  0
Week 8 Professional Responsibilities
Reading Danielson's Framework for Teaching - Domain 4, pages 85-109
Assignment
Learning 1. Begin by taking this entirely non-scientific quiz from ASCD (see
Experience below for a link to the organization) to determine "what kind of
teacher you are." 
2. Review the resources below and choose three to summarize.
Consider how each can support a teacher in Danielson's Domain 4,
especially component 4e: Growing and Developing Professionally.
[List of Professional Organizations & Education Bloggers & Twitter]
 3. Add a new professional development resource to the class padlet.
Week 8: In your DB post for Week 8:
Discussion
Board 1. Choose one professional resources as the focus of your post.  On the
Discussion Board summarize a key read/visual/tweet you
encountered in this resource and explain how it will help you tackle a
current challenge in your classroom, such as questioning, engagement,
planning, organization, or climate.  

2. Include a quick note as to whether or not your "teacher type" from

the highly unscientific quiz seems to fit your own developing
professional identity. 

Week 9 Data Driven Education Cycle

Reading Classroom Assessment Techniques
Assignment
Week 9/10: In the beginning of week 9, share an outline or draft of your Study of
DB: Refine & Student Achievement. Tell us what concept or skill you will be focusing
Share Study of on for this study.  How will you be assessing student achievement at
Student baseline?  At the midpoint of your instructional sequence?  At the end
Achievement of the instruction? How will you be organizing your instruction?  How
and when will you be take action based on what the data tells you
about your students, your curriculum, and your teaching?

Take time throughout week 9 to look at your peers' posts and provide
feedback. This process will help them improve their Study of Student
Achievement AND help you to clarify your own process.  Provide
specific, constructive feedback and suggestions for improvement. The
goal of the DB during Week 9 is to create a learning community where
we are sharing and learning from one another in regards to the Study
of Achievement.
Week 9: Video Submit you analysis/reflection/lesson plan
#2 Lesson
Plan, Video,
Analysis
Week 9 – Final Submit you self-evaluation
Self Evaluation
Week 10 Final Works: PLP
Week 10: Throughout your student teaching experience, you will be keeping a 1
Reflective Blog journal. Each day, take time to write in your journal. Include 1
Post reflections on your teaching and observations made in the field. You
may write your thoughts in a journal or you may complete this
electronically. Select 1 journal entry to post in the blog portion of your
PLP. Expand on your journal entry by analyzing your teaching. 

Week 10: Submit you PLP

Refine & Share
PLP
Week 10: Submit you Study of Student Achievement
Study of
Student
Achievement
Week 10: Exit Submit your Exit Interview recording sheet
Interview

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