EVOC 518

Field Work Portfolio for Designated Subjects

(2009/20010 Edition)
Last updated on March 30, 2010

Instructor:  Donna Shea, M.A.

Office:  College of Education (CE), Room 321

Office Hours:  Mondays 2:30 to 4:30 and telephone conference by appointment

Office Telephone:  (909) 537-5679

E-mail:  evoc@verizon.net

Year/Quarter:  Fall 2009

Day/Time/Location:   This is a distance learning course.  Please contact instructor for course materials and instructions.

Catalog Description

Supervised field work for the Designated Subjects Teaching Credential. Includes lesson planning and instructional delivery in an actual teaching environment with evaluation of teaching performance by the on-site supervisor. Prerequisites or corequisites: EVOC 501 and consent of instructor. (4 units)

Course Overview and/or Rationale

EVOC 518 is an online course in which all scholars are expected demonstrate their ability to prepare for effective instruction in their own teaching environment. This preparation will will occur through completing specific assignments and actual teaching will occur (in most cases) at the institutions where scholars are employed as teachers. Everyone who completes this course successfully is expected to be able to:

Relevant Professional Standards

Professional Standards are addressed in detail in the Designated Subject Program Document. A copy of that document is posted at:

Professional Standards

Course Goals/Objectives

On completion of this course given reading assignments, class discussions, examples and case studies scholars will:

• Develop a Resource Directory of appropriate support people.

• Describe an appropriate system of formal teacher evaluation.

• Describe an appropriate system for evaluating student work.

• Describe an appropriate system for classroom management.

• Develop competency based materials for a substitute teacher.

• Observe and evaluate on-site effectiveness of other teachers.

• Prepare a series of detailed lesson plans for their own course.

• Document 24 hours of actual teaching in an on-site setting.

• Develop a Personal Mission Statement using Covey's model.

• Describe how to "find your voice and help others find theirs."

• Prepare a PowerPoint or video promoting their own course.

• Prepare a PowerPoint or video of a specific stand alone lesson.

• Describe cultural differences realatve to teaching and learning.

• Demonstrate insight, dedication and professional responsibility.

Course Requirements

The following is a brief description of the course assignments that satisfy the course objectives.  Scholars should refer to the electronic textbook for the specific assignment objectives, assignment discussion, and examples, before beginning any assignment. 

LBN  Late Breaking News
Scholars extract specified information from course materials and submit it in report format to the instructor.  This assignment provides scholars with critical terminology.  It demonstrates scholars have technology skills required to navigate on-line course materials, extract information, and follow written instructions to comprehension and success in 518.

DS Scholar's Data Sheet
In this assignment scholars will provide the instructor with personal contact and work information via e-mail.  All information will remain confidential and accessible to the instructor only.  E-mail will be used as the primary means of communication between the instructor and the scholar.  The data sheet will be submitted via e-mail as a PDF or MS Word attachment.

WR Written Reports
Written reports will be generated to document competency of the objectives cited above.  These competencies represent skills essential to year-one instructors.  They will be compiled into an electronic portfolio.  Scholars are encouraged to continue building upon the portfolio throughout the academic careers.

SR  Status Reports
Scholars will submit three status reports as designated times throughout the quarter.  Status reports ensure scholars remain on task to complete 518 course work in a timely manner.  They also provide the instructor with the opportunity to provide feedback to the scholars' regarding their progress and grade.

SP  Scholars' Portfolio
The final consists of a portfolio of scholars' 518 work to be presented on a CD or Web site.  School site documents may be scanned or complied in a presentation binder and submitted with a CD.  Portfolios will not be returned. 

Course Evaluation Plan

In order to earn the overall grade of "B," EVOC 518 Scholars must:

• Complete ALL the EVOC 518 assignments in a satisfactory manner. Each assignment should follow the same format as the examples provided, but the content should reflect the individual scholar's teaching situation. Please note that in most cases the examples represent only the minimum standards required to earn the grade of "B." Any assignment that does not meet ALL of the criteria specified for that assignment will not be considered to be complete. Scholars who follow the directions and emulate the examples posted for each assignment will earn full credit. Scholars may solicit feedback on any assignment they have any concerns about by e-mailing a copy of that assignment to the course instructor or (better yet) posting a copy of the assignment on their web site and then e-mailing the instructor with the URL where the assignment is posted and whatever specific questions they may have.
  
  Portfolios (on a CD) should be completed on or before the end of the quarter in which the scholar is officially enrolled in the EVOC 518 course at CSUSB. Scholars who complete and submit their portfolios before they have officially enrolled in EVOC 518 should e-mail the course instructor (cc to Dr. Pendleton if appropriate) at the beginning of the quarter in which they are officially enrolled to remind the instructor that they have completed the course (e-mail should include scholar's full name, their "MyCoyote" student ID number, the date portfolio was submitted and the grade earned).
  
  Officially enrolled scholars who are taking EVOC concurrently with EVOC 501, who are doing well in EVOC 501 and who may need additional time to complete their EVOC 518 portfolios, may request that from the EVOC 518 course instructor.
   

In order to earn the overall grade of "A," EVOC 518 Scholars must complete and submit all assignments as specified above AND:

• Provide an "Upgrade Indicator" for each WR assignment. This indicator should be a single paragraph of not more than two or three sentences (for each WR assignment), but should explain how the scholar's assignment is better than the example of that assignment included in the E-TEXT and/or how the assignment will be of value to the scholar in his/her teaching assignment. Upgrade indicators should be included in a section in your Portfolio called "Upgrade Indicators."
  
   
• Complete two additional (your choice) Extra Mile activities.
  
   
• E-mail a "Written Request" for an "A" Grade to the EVOC 518 instructor.
  This request should be included as part of, SR3 and should cite specific reasons why the scholar believes he/she has earned an "A" grade for the course. Follow this link to see an example of a Request for an "A" Grade.

Textbook/Bibliography

The text for this course will be the EVOC 518 E-text which can be accessed by clicking on this link.  http://cte-evoc.info/She518.   All assignments are discussed in the e-text along with other valuable information.  Accessing the e-text is required.  Scholar's should access the e-text and begin reviewing ALL the information provided immediately upon enrolling in the course.  Teaching English Language Learners in Career and Technical Education Programs  by Victor M. Hernanadez-Gantes and William Blank (will also be used for EVOC 505, 501, 519, and 504). 

Other required readings for class discussions and projects are:

Mastery by George Leonard (READ THIS IMMEDIATELY !) This book is a MUST READ for anyone involved with the process education. For additional information and/or to order the book click on the book title.

The 8th Habit by Steven Covey (READ THIS NEXT !) This book continues on from The 7 Habits of Highly Effective People with focus finding your "voice" and helping others find theirs. For additional information and/or to order the book click on the book title.

Extra Credit recommended reading:

Wad-Ja-Get - The Grading Game in American Education by Howard Kirschenbaum (OPTIONAL but HIGHLY RECOMMENDED !)  This is an excellent book that describes grading in a way that all teachers should be aware of.  For additional information and/or to order the book click on the book title.

REFERENCE LINKS

OWL - On-line Writing Lab
The APA Guide

Course Policies

ATTENDANCE

This is a distance learning course.  There will be no on-campus meetings.  The first day of class will scholars should read the syllabus and e-text for orientation to course materials and requirements.  Required readings should be ordered the first week of the quarter with priority delivery requested.  Scholars should e-mail the instructor immediately regarding problems, concerns, or questions. 

ACADEMIC HONESTY

California State University, San Bernardino has a zero tolerance for plagiarism and academic dishonesty.  A scholar who commits an act of dishonesty will receive a failing grade and be reported to university officials.     Scholars do not cheat, use another scholars work in place of their own, or knowingly assist another to do so.  Also, unauthorized access to or changing grades on an assignment or examination is unacceptable.

SCHOLAR  EXPECTATIONS

To be successful in this course, the scholar will:

• Read all course materials provided in the e-text and other resources with an eye to detail
• Follow instructions exactly
• Participate in all class activities on-line including weekly discussions actively
• Successfully complete presentations and assigned activities on or before the due date
• Display a positive attitude concerning a teacher's role of managing professionally developed instruction and career technical classroom activities
• Demonstrate a positive, professional, cooperative attitude in group settings

Commitment to Diversity

In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience.  In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community.  Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (from the CSU San Bernardino University Diversity Committee Statement of Commitment to Diversity, 1995)  

In keeping with the university’s Commitment to Diversity, the faculty of the College of Education fully support the Americans with Disabilities Act (ADA).  Faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Services to Students with Disabilities and who needs and requests accommodation.

Course Calendar

Furlough:  State Mandated Reduction in Direct Instruction

Faculty are contractually forbidden to provide instruction on six workdays this term.  The daily schedule below reflects days when classes will not meet and also additional days when the instructor is not permitted to engage in such activities as meeting with students, advising, grading tests, responding to student work, writing letters of recommendation, and answering course-related e-mail.  Faculty have also been asked to assign students additional course work to make up for omitted class meetings and otherwise to assure that students fully earn any credit hours they receive for this course.  NOTE:  Furlough days do not affect assignment due dates.

H1N1 (Swine Flu):  Attendance Policy

To avoid a pandemic outbreak of H1N1, the campus is encouraging students, faculty, and staff to stay at home if they have any flu-like symptoms instead of coming to campus.  So if you think you may have the flu, please stay home.  You will NOT need to bring a doctor's note to excuse your absence.  You WILL be able to make up any quizzes, exams, or other work that you miss by staying at home.  Notify your instructor by phone message or e-mail if you will not be in class.