EDUC 449

I. Course Title: Early Field Experiences in Teaching Social Studies Grades 6-12 (WI)

II. Course Number: EDUC 449

III. Credit Hours: 3 credits

IV. Prerequisites: Admission into the Teacher Education Program for licensure in middle school or secondary Social Studies teaching.

     Corequisites: EDUC 459 

V. Course Description: 

This field experience is taken in conjunction with the methods course EDUC 459 Methods for Social Studies Instruction Grades 6-12.  The purpose of early field experiences is to provide teacher candidates with real-world perspectives of teaching, learning, and school community while integrating educational theories with practice. Early field experiences in social studies provide teacher candidates with opportunities to become acquainted with the classroom and the many roles of the social studies teacher. Teacher candidates will attend a public school during the course of the semester where they will observe, perform non-instructional tasks, and engage in some closely supervised delivery of instruction. Through regularly scheduled seminar sessions, teacher candidates use an academic lens to reflect upon their observations and contributions within the classroom while considering the early field experience’s impact on their future teaching.

VI. Detailed Description of Content of the Course:

During this clinical experience, candidates are placed in a middle/secondary (grades 6-12) social studies classroom with a certified cooperating teacher. The semester begins with the candidate completing observations of both the teacher and the students, learning about the school culture, and assisting the teacher as needed with day-to-day classroom tasks. As the semester progresses the candidate is given additional instructional responsibilities with students – individually and in small and large groups. The candidate also takes pedagogy classes and completes assignments in their classroom setting throughout the semester, culminating in a multi-day, candidate designed instructional sequence. During this time, the candidate teaches and assesses an instructional unit of study that they have co-planned. Candidates’ practices will utilize the Virginia Department of Education regulations for preparing educators and the National Council for the Social Studies National Standards for the Preparation of Social Studies Educators.

Weekly seminars are scheduled to enhance the professional development of candidates enrolled in this field experience and include, but are not limited to the following topics: 

1. Classroom Management 
2. Social Emotional Learning including issues surrounding trauma
3. Teaching Diverse Learners 
4. Professional growth, reflection, and evaluation 
5. Communicating with Families
6. Professional Behaviors

VI. Detailed Description of Conduct of Course:

EDUC 449 is a clinical experience which involves the students in a 6-12 social studies classroom placement. Students work with approved clinical faculty teachers and university supervisors. The experience begins with observation and culminates in the teaching of a student-designed instructional unit which is based on the Virginia Standards of Learning, the National Council for the Social Studies College Career, and Civic Life (C3) Framework and National Curriculum Standards for Social Studies. Weekly seminar meetings focus on topics including, but not limited to classroom management, preparation for teaching diverse learners, and the professional development of teacher candidates. The course is taught as a co-requisite with EDUC 459.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing middle/secondary (grades 6-12) social studies educators. Candidates successfully completing this course will be able to demonstrate developing knowledge, skills, and dispositions of the following:

Goal 1: Demonstrate how the knowledge, skills, and processes of history and social science disciplines as defined by the Virginia History and Social Science Standards of Learning apply to design, instruction, and assessment.

Teacher candidates will be able to…

• Demonstrate different types of instruction (explicit, direct instruction, teacher-centered, student-centered, constructivist, problem-based, inquiry), including the benefits and challenges associated with each as related to developing knowledge, skills, and sustained intellectual curiosity in social studies learning.
• Demonstrate the fundamental components of disciplinary inquiry within social studies disciplines including questioning, gathering and evaluating sources, developing claims and using evidence, communicating conclusions, and taking informed action.

Goal 2: Develop learning plans that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners.

Teacher candidates will be able to…

• Develop and implement learning plans using the content and processes of history and social sciences instruction by incorporating theory and research in the field, Virginia History and Social Science Standards of Learning, and the NCSS C3 Framework.
• Develop and implement one cohesive and accessible unit plan containing big ideas, compelling questions, measurable goals and objectives, inquiry and project-based lesson plans, authentic assessments, and accommodations and modifications for diverse learning needs.
• Incorporate appropriate media and contemporary technologies, online instructional strategies, and digital literacy skills into social science instructional plans.
• Incorporate literacy in the History and Social Science content area through an understanding of vocabulary development, comprehension skills, research skills, and the integration of writing and communication as instructional and assessment tools.

Goal 3: Design and implement effective instructional and assessment practices.

Teacher candidates will be able to…

• Use the backward design process of instructional planning to organize key social science content, skills, and practices into meaningful units of instruction based on historical thinking skills that actively engage students using a variety of instructional techniques including the presentation of ideas in writing.
• Implement instruction reflecting learner achievement of the goals of the Virginia History and Social Science Standards of Learning, including measurable objectives, appropriate teaching activities and assessments.  
• Conduct formative, summative, formal, and informal assessments and examine and use student data to evaluate instruction and student achievement.
• Describe the relationship among assessment, instruction, and monitoring student progress to include student performance measures in grading practices.
• Interpret and analyze valid, standards-based assessments to examine options for how to improve instruction and student performance.

Goal 4: Use knowledge of diverse learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environment, and prepare diverse learners to be informed advocates for an inclusive and equitable society.

Teacher candidates will be able to…

• Evaluate and incorporate instructional materials, online technologies and learning opportunities, manipulatives, and activities for the purpose of engaging all learners across ability and achievement levels and enhancing student performance.
• Design instruction and modify learning experiences to meet the individual needs of diverse learners, including students with disabilities, gifted students, students with limited proficiency in English, and children with diverse cultural needs.
• Implement instructional practices that are sensitive to culturally and linguistically diverse learners including students with limited proficiency in English, gifted and talented students, and students with disabilities.
• Use a variety of methods including Universal Design for Learning, differentiated instruction, flexible grouping, and other techniques tailored to promote student academic progress.
• Develop an inclusive classroom climate using collaboration and communication skills that positively impact student motivation, academic performance, and social and emotional learning.

Goal 5: Reflect and expand upon social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.

Teacher candidates will be able to…

• Describe how adolescent development, school culture, and community intersect with the social science instructional methods occurring in field placement sites.
• Engage in communication between schools and families as a way to increase family engagement in student learning at home and in school.
• Examine instructional practices and use student data to reflect upon and improve instruction, increase access to learning, and support student engagement in the school and community.
• Describe how to use theory and research to continually improve social studies knowledge, inquiry skills, and civic dispositions to adapt practice and meet the needs of each learner.

VIII. Assessment Measures:

Assessment of teaching in the early field experience is both formative and summative and is collaboratively completed by the by the classroom teacher and University faculty. Evaluation is based upon the INTASC Standards for Beginning Teachers which are embedded in the Teacher Candidate Evaluation forms. 

• Key CAEP Performance Assessment: Lesson Plan Assessment
• Key CAEP Performance Assessment: Impact on Student Learning
• Key CAEP Performance Assessment: Professional Characteristics and Dispositions form
• Key CAEP Performance Assessment: Teacher Candidate Evaluation form

Review and Approval

August 2020

March 01, 2021