Skip Navigation
UT wordmark
College of Liberal Arts wordmark
uteach masthead uteach masthead
Richard R. Flores, Director GEB 1.308, Austin, TX 78712 • (512) 232-2789

Joseph A. Kieke

Other faculty

Clinical Associate Professor

Contact

Biography

Joseph Kieke is a Master Teacher of Social Studies Education for the UTeach–Liberal Arts program. He previously taught in the Texas public school system for 24 years. He graduated from the University of Texas at Austin and received his B.A. in History. He later returned and attained his teacher certification. Joe is active in the Texas Council for Social Studies and has served on numerous policy committees at the district, regional, and state levels.

UT Courses: UTL 101 - Introduction to the Teaching Profession, UTL 640 - Teaching Social Studies in Secondary Schools, UTL 320 - High School Social Studies Curriculum: Analysis and Differentiation
Years Taught in K-12: 24 years
Schools: Hendrickson High School, Connally High School, Pflugerville High School, Pflugerville Middle School in Pflugerville Independent School District, Pflugerville, TX; Concordia Lutheran College, Austin, TX
Subjects: Texas History, US History, American Cultures, World History, AP World History, Government, AP Government, AP Macroeconomics, AP Microeconomics, grades 7-8 and 10-12
Awards: Connally High School Teacher of the Year, Hendrickson High School Teacher of the Year, Milken Educator Award

Joseph Kieke on Teaching

Teaching and education has been a part of my life from the beginning. Most of my family members were educators and I grew up in schools. I thought it would be the last profession I would choose, until I got in front of a class. I honestly have never experienced a day when I wasn’t excited about my lesson, because the students drive my instruction. Public education is in jeopardy, and only highly skilled teachers can fix the problems. Our goal is to provide that next generation of leaders.

Areas of Expertise

Social Studies Methods
Curriculum Design
Assessment
Educational Systems

UTL 101 • Intro To Teaching Profession

47560 • Fall 2014
Meets W 900am-1000am JES A216A
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser. A grade of A or B (84 or above) is required to remain in the program without appeal.  Plus/minus grading is used in the calculations as well as penalties for absences in determining the final class grade.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice which is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Evaluations and Observations): 30%
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 60%
  • Portfolio: 10%

UTL 640 • Teaching In Secondary Schools

47605 • Fall 2014
Meets TTH 800am-1100am MEZ 1.204
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.75 overall and 3.0 in content area
  • laptop computer or tablet with programs to complete all required assignments and access the internet- YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 640 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a six-hour course on the UT campus as well as completing the field experience. Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed. The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 640 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 30%
  • Portfolio: 10%
  • Fitness Rubric: 20%

UTL 101 • Intro To Teaching Profession

47750 • Spring 2014
Meets W 900am-1000am MEZ 1.210
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice which is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Evaluations and Observations): 25%
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 50%
  • Portfolio: 25%

UTL 640 • Teaching Sec Sch-Socl Studies

47795 • Spring 2014
Meets TTH 800am-1100am JES A217A
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.75 overall and 3.0 in content area
  • laptop computer or tablet with programs to complete all required assignments and access the internet- YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 640 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a six-hour course on the UT campus as well as completing the field experience. Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed. The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 640 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 30%
  • Portfolio: 10%
  • Fitness Rubric: 20%

UTL 101 • Intro To Teaching Profession

47525 • Fall 2013
Meets W 900am-1000am JES A216A
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice which is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Evaluations and Observations): 30%
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 55%
  • Portfolio: 15%

UTL 640 • Teaching In Secondary Schools

47575 • Fall 2013
Meets TTH 800am-1100am MEZ 1.204
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.75 overall and 3.0 in content area
  • laptop computer or tablet with programs to complete all required assignments and access the internet- YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 640 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a six-hour course on the UT campus as well as completing the field experience. Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed. The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 640 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 30%
  • Portfolio: 10%
  • Fitness Rubric: 20%

UTL 101 • Intro To Teaching Profession

47095 • Spring 2013
Meets W 900am-1000am MEZ 2.210
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Evaluations and Observations): 25%
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 50%
  • Portfolio: 25%

UTL 640 • Teaching Sec Sch-Socl Studies

47160 • Spring 2013
Meets TTH 800am-1100am MEZ 1.216
show description

Prerequisites:

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • laptop computer or tablet with programs to complete all required assignments and access to the internet- YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description: UTL 640 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a six-hour course on the UT campus as well as completing the field experience. Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed. The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor. The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of
  • content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for
  • high school students.
  • maintain a portfolio documenting the UTL 640 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest
  • in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:
  • Field Experience (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects, Technology): 20%
  • Portfolio: 20%
  • Fitness Rubric: 20%

UTL 101 • Intro To Teaching Profession

46875 • Fall 2012
Meets W 900am-1000am JES A216A
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Evaluations and Observations): 25%
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 50%
  • Portfolio: 25%

UTL 320 • Hs Socl Stds Curric: Anly/Diff

46935 • Fall 2012
Meets MTWF 700pm-1000pm GEB 1.310
show description

Prerequisites:  

  • Registration for Student Apprentice semester
  • Completion of all core content courses

Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics.  Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:

Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance.

Grading System:

  • Participation: 25%
  • Summative Test: 25%
  • Finalized Unit Plan: 50%

UTL 640 • Teaching In Secondary Schools

46937 • Fall 2012
Meets TTH 200pm-330pm JES A205A
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • laptop computer or tablet with programs to complete all required assignments and access the internet- YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 640 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a six-hour course on the UT campus as well as completing the field experience. Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed. The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 640 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 20%
  • Portfolio: 20%
  • Fitness Rubric: 20%

UTL 101 • Intro To Teaching Profession

46820 • Spring 2012
Meets W 900am-1000am MEZ 1.202
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Evaluations and Observations): 25%
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 50%
  • Portfolio: 25%

UTL 303S • Teaching Socl Stds In High Sch

46870 • Spring 2012
Meets TTH 930am-1100am MEZ 1.216
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • laptop computer – see requirements of the College of Education-YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 303 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a three hour course on the UT campus as well as completing the field experience.  Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed.  The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses.  The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 303 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 20%
  • Portfolio: 20%
  • Fitness Rubric: 20%

UTL 320 • High School Social Stds Curric

46875 • Spring 2012
Meets WF 200pm-500pm SZB 330
show description

Prerequisites: 

  • Registration for Student Apprentice semester
  • Completion of all core content courses

Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics. Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:

Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance.

Grading System:

  • Participation: 25%
  • Summative Test: 25%
  • Finalized Unit Plan: 50%

UTL 101 • Intro To Teaching Profession

46745 • Fall 2011
Meets W 900am-1000am JES A216A
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description:  UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven school visits of one hour each and teach three lessons to the elementary students they observe.  The total is 10 days in the school for a total of 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment activity.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Grading System:

  • Field Experience (Attendance, Cooperation, Lessons, Evaluations and Observations): 25%                      
  • Seminar (Attendance, Participation, Technology, Lesson Plans, Lesson Reflections, Observation Write-ups): 50%
  • Portfolio: 25%

UTL 303S • Teaching Socl Stds In High Sch

46800 • Fall 2011
Meets TTH 930am-1100am SZB 286
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • laptop computer – see requirements of the College of Education-YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 303 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a three hour course on the UT campus as well as completing the field experience.  Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed.  The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses.  The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 303 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 40%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 20%
  • Portfolio: 20%
  • Fitness Rubric: 20%

UTL 320 • Hs Socl Stds Curric: Anly/Diff

46805 • Fall 2011
Meets MTWTHF 400pm-700pm GEB 1.310
show description

Prerequisites:  

  • Registration for Student Apprentice semester
  • Completion of all core content courses

Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics.  Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:

Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance.

Grading System:

  • Participation: 25%
  • Summative Test: 25%
  • Finalized Unit Plan: 50%

UTL 101 • Intro To Teaching Profession

47435 • Spring 2011
Meets W 900am-1000am MEZ 1.202
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description: UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven observation periods of one hour each and teach three lessons to the elementary students they observe. Total observations and lessons should total at least 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL 101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own personality and learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Field Experience:

  • 10 hours: you are responsible for 7 hours of observation/participation and 3 lessons for a total of 10 hours.  Specific guidelines for the fieldwork and the evaluation of your work will be provided by your seminar instructor.  You will be given a schedule for observations and lessons.
  • Observations: the student will
  1. document observed activities and procedures.
  2. participate in classroom activities as suggested by cooperating teacher.
  3. write reflections concerning pedagogical issues raised during the observations.
  4. observe, reflect on, and research answers to specific questions concerning observations.
  5. participate in class discussions concerning the observations and the various strategies and  rationales used by the cooperating teacher, as well as alternate options.
  • Lessons: the student will
  1. design and implement three lessons of approximately fifteen to forty-five minutes each based on the TEKS and strategies covered in the UT seminar.
  2. provide lesson plans to the cooperating teacher, the UT instructor before the lesson.
  3. receive evaluative, constructive, and specific feedback from the cooperating teacher over three lessons as well as an overall, final evaluation.
  4. write reflections and participate in class discussions concerning positive and negative aspects of the lesson and changes that should result in future lessons.
  • Make initial contact with your cooperating teacher.
  • Know the check-in procedures for your assigned school.  For security reasons most schools have a system that guests must follow.
  • Have your cooperating teacher sign the observation and lesson verification form each time you observe or teach a lesson.
  • Give your cooperating teacher a lesson evaluation form before each lesson and get the form back before you leave. Give a copy of the completed form to your instructor at the next seminar.
  • Dress appropriately and professionally when going to schools.  Ask your cooperating teacher what is acceptable.
  • Report any problems to your seminar instructor immediately.
  • Be on time and prepared. Your cooperating teacher, your students, and your instructor are counting on you! Professional behavior is a must!
  • Do not deviate from the schedule you and your cooperating teacher have set-up for observations and lessons.

Seminar Expectations:

  • Regular class attendance is important for success.  I expect you to be in the seminar on the UT campus and to complete all field experience.  After the first absence from the seminar, 5 points will be deducted from your final grade for each additional absence.  No absence from field experience will be allowed.
  • Turn in assignments on time.  Completing your work in a timely fashion is an important professional attribute and extremely important in the teaching field.  Therefore, all work must be turned in on time to receive full credit.  Time due for any work that is e-mailed to me: Midnight of the date due. If you miss this time, then you have 48 hours to turn in for a maximum of 80.  After 48 hours, you will receive a 0. Check Blackboard for your grades at any time you wish. 
  • The instructor maintains the right to change the syllabus and will inform you during class.  You are responsible for changes even if you are absent. 
  • Technology:  You will be required to be computer literate in the workplace so UTL101 requires that you demonstrate basic skills.  As you progress through the UTeach-LA program, you will acquire more advanced skills and learn more about how to integrate technology into instruction.  These skills will be documented in your UTeach-LA file so that we can certify that you have completed the technology proficiencies required for teacher certification.   UTL101 will address the following competencies:
  1. communications via e-mail, including attaching documents
  2. Word documents
  3. searching Web sites for new materials, educational resources, and school information

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Observations) 25%
  • Seminar (Assignments, Attendance, Participation, Technology) 50%
  • Portfolio 25%
  • Total    100%
  • A grade of A+ to B (minimum of 84) in UTL101 is required to go on to UTL202. 
  • All incompletes in UTL101 must be made up by the first day of class of UTL202.

UTL 303S • Teaching Socl Stds In High Sch

47485 • Spring 2011
Meets TTH 930am-1100am SZB 284
show description

Prerequisites: 

  • successful completion of UTL 101 and UTL 202 with grades of A or B
  • overall GPA of 2.75 and certification area GPA of 3.0
  • laptop computer - see requirements on the College of Education LIFE program website - YOU WILL NEED THIS ON THE FIRST DAY OF CLASS


Course Description:  UTL 303 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a three hour course on the UT campus as well as completing the field experience.  Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed.  The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses.  The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student's instruction.

Course Objectives:
Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 303 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.


Field Experience:

  • 45 hours: You are responsible for observation/participation and nine lessons totaling 45 hours. Specific guidelines for the fieldwork and evaluations of your work will be provided. An assessment by your mentor teacher will be turned in after each lesson and a final evaluation will be completed by the mentor at the end of the semester. A schedule is listed for observations and lessons in the detailed course syllabus as well as a copy of the Mentor Evaluations.

o    Observations-Students will

  • document activities in class with an anecdotal form
  • write reflections concerning the pedagogical issues raised during the observations
  • observe, reflect, gather data, and research the answer to specific questions, based on the TExES domains, concerning observations
  • participate in class discussions concerning the observations and the various strategies and rationales used by the mentor teacher, as well as alternative options to these situations

o    Lessons-Students will

  • design and implement nine lesson plans based on the TEKS, TAKS, and TExES domains and criteria
  • receive evaluative, constructive, and specific feedback from the mentor teacher over each of the nine lessons as well as an overall evaluation for the complete participation in the field experience
  • participate in class discussions concerning the students' own performance and execution of the lesson plans with regard to both positives and negatives of the teaching event
  • 1 DVD of your unedited teaching is required. Equipment can be checked out from the Dept of Education.

o    Students will write a final reflection over the entirety of their field experience

  • A schedule is listed for observations and lessons in the detailed course syllabus.
  • Check in at the front office of the school each day you are there. For security reasons most schools require that you pick up a guest pass before walking through the school. Introduce yourself to the receptionist and to the principal if you see him or her. Learn their names!
  • Sign-in and out with your mentor teacher every time you are there.
  • E-mail reflections and other assignments as a required to your instructor as listed on the detailed syllabus. A reflection thoroughly describes your experience in the classroom that day. Keep a hard copy for yourself.
  • Dress appropriately and professionally when going to schools. Follow the school's dress code for teachers. Avoid t-shirts with messages that could be offensive in a high school environment. Don't wear shorts or inappropriate footwear. (i.e. flip-flops)
  • Professional behavior is a must! Be on time and prepared. If you are unable to go to your school, follow the procedure listed below for emergencies. Re-schedule within one week. If you are unable to attend the class, e-mail the instructor. Your mentor, your students, and your instructor are counting on you!
  • Immediately report any problems to me.

IF AN EMERGENCY ARISES AND YOU HAVE TO MISS YOUR SCHEDULED HIGH SCHOOL CLASS, NOTIFY YOUR MENTOR AND YOUR INSTRUCTOR AS SOON AS YOU KNOW.  Do not miss your teaching assignment due to a transportation problem.  Be sure to reschedule and complete the missed activity within one week. Your students, mentor, and instructor are counting on you.  Failure to make up an absence will result in a loss of 5 points off of your Final Grade.


Course Expectations:

  • UTL 303 is a much more time demanding course than 101 and 202 have been-time management will be very important.
  • Regular class attendance is important for success. 5 points will be deducted from your final average for every absence after 2.
  • Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism that I take very seriously. Assignments will be taken as late for 48 hours only with a starting grade of 80. After 48 hours, no late work will be accepted. See What's Due When or the Course Syllabus.
  • What is a Reflection? This is an essay about what you thought about either what you observed or what you did while you are teaching. It is to be concerned with your personal growth and is NOT one paragraph. Two and one half pages is the minimum requirement. See more on the specific syllabus
  • What is an Observational Form? This is just the facts of what you observed. No personal comments about what you think-just what happened and the effectiveness of the activities. Instead of the usual observation forms that you have been doing in 101 and 202, you will be completing TExES Domain Questions.
  • Technology is of ever increasing importance to you as a student and teacher. You have been developing computer skills in the previous UTL courses. These competencies include communications via e-mail including attachments
  1. o    word-processing
  2. o    searching Web sites for new materials, educational resources, and school information.

In addition to the previously listed skills, you will now  

  1. o    create interactive multimedia lessons
  2. o    present multimedia lessons to small or large groups of public school students
  3. o    create and use databases and spreadsheets
  4. o    explore sample subject-specific educational software packages
  5. o    design a web page or blog



Grading System:

  • Field Experience (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions)   50%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects, Technology)           25%
  • Portfolio 25%

UTL 320 • High School Social Stds Curric

47490 • Spring 2011
Meets WF 200pm-500pm UTC 4.110
show description

Prerequisites:  

  • Registration for Student Apprentice semester
  • Completion of all core content courses

Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics.  Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:

Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance. 

Course Expectations:

  • UTL 320 is an intensive course filled with curriculum analysis.  It is important to prepare before class for the material to be addresses each day.
  • Regular class attendance is important for success.  5 points will be deducted from your final average for every absence after 1.  
  • Turn in assignments on time.  It is important that assignments be completed on time.  This is an issue of professionalism that I take very seriously.  Assignments will be taken as late for 24 hours only with a starting grade of 80.  After 24 hours, no late work will be accepted.
  • Practice Tests  are essential in the preparation for the TExES exam as well as appraisal systems formation 
  • 3 major tests will comprise the majority of the grade for the class

 

Grading System:

  • Participation                                                                                                     25%
  • Summative Test                                                                                                25%
  • Finalized Unit Plan                                                                                              50%

UTL 101 • Intro To Teaching Profession

46895 • Fall 2010
Meets W 900am-1000am JES A216A
show description

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description: UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven observation periods of one hour each and teach three lessons to the elementary students they observe. Total observations and lessons should total at least 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL 101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own personality and learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Field Experience:

  • 10 hours: you are responsible for 7 hours of observation/participation and 3 lessons for a total of 10 hours.  Specific guidelines for the fieldwork and the evaluation of your work will be provided by your seminar instructor.  You will be given a schedule for observations and lessons.
  • Observations: the student will
  1. document observed activities and procedures.
  2. participate in classroom activities as suggested by cooperating teacher.
  3. write reflections concerning pedagogical issues raised during the observations.
  4. observe, reflect on, and research answers to specific questions concerning observations.
  5. participate in class discussions concerning the observations and the various strategies and  rationales used by the cooperating teacher, as well as alternate options.
  • Lessons: the student will
  1. design and implement three lessons of approximately fifteen to forty-five minutes each based on the TEKS and strategies covered in the UT seminar.
  2. provide lesson plans to the cooperating teacher, the UT instructor before the lesson.
  3. receive evaluative, constructive, and specific feedback from the cooperating teacher over three lessons as well as an overall, final evaluation.
  4. write reflections and participate in class discussions concerning positive and negative aspects of the lesson and changes that should result in future lessons.
  • Make initial contact with your cooperating teacher.
  • Know the check-in procedures for your assigned school.  For security reasons most schools have a system that guests must follow.
  • Have your cooperating teacher sign the observation and lesson verification form each time you observe or teach a lesson.
  • Give your cooperating teacher a lesson evaluation form before each lesson and get the form back before you leave. Give a copy of the completed form to your instructor at the next seminar.
  • Dress appropriately and professionally when going to schools.  Ask your cooperating teacher what is acceptable.
  • Report any problems to your seminar instructor immediately.
  • Be on time and prepared. Your cooperating teacher, your students, and your instructor are counting on you! Professional behavior is a must!
  • Do not deviate from the schedule you and your cooperating teacher have set-up for observations and lessons.

Seminar Expectations:

  • Regular class attendance is important for success.  I expect you to be in the seminar on the UT campus and to complete all field experience.  After the first absence from the seminar, 5 points will be deducted from your final grade for each additional absence.  No absence from field experience will be allowed.
  • Turn in assignments on time.  Completing your work in a timely fashion is an important professional attribute and extremely important in the teaching field.  Therefore, all work must be turned in on time to receive full credit.  Time due for any work that is e-mailed to me: Midnight of the date due. If you miss this time, then you have 48 hours to turn in for a maximum of 80.  After 48 hours, you will receive a 0. Check Blackboard for your grades at any time you wish. 
  • The instructor maintains the right to change the syllabus and will inform you during class.  You are responsible for changes even if you are absent. 
  • Technology:  You will be required to be computer literate in the workplace so UTL101 requires that you demonstrate basic skills.  As you progress through the UTeach-LA program, you will acquire more advanced skills and learn more about how to integrate technology into instruction.  These skills will be documented in your UTeach-LA file so that we can certify that you have completed the technology proficiencies required for teacher certification.   UTL101 will address the following competencies:
  1. communications via e-mail, including attaching documents
  2. Word documents
  3. searching Web sites for new materials, educational resources, and school information

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Observations) 25%
  • Seminar (Assignments, Attendance, Participation, Technology) 50%
  • Portfolio 25%
  • Total    100%
  • A grade of A+ to B (minimum of 84) in UTL101 is required to go on to UTL202. 
  • All incompletes in UTL101 must be made up by the first day of class of UTL202.

UTL 303S • Teaching Socl Stds In High Sch

46945 • Fall 2010
Meets TTH 800am-930am SZB 286
show description

Prerequisites: 

  • successful completion of UTL 101 and UTL 202 with grades of A or B
  • overall GPA of 2.75 and certification area GPA of 3.0
  • laptop computer - see requirements on the College of Education LIFE program website - YOU WILL NEED THIS ON THE FIRST DAY OF CLASS


Course Description:  UTL 303 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a three hour course on the UT campus as well as completing the field experience.  Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed.  The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses.  The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student's instruction.

Course Objectives:
Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 303 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.


Field Experience:

  • 45 hours: You are responsible for observation/participation and nine lessons totaling 45 hours. Specific guidelines for the fieldwork and evaluations of your work will be provided. An assessment by your mentor teacher will be turned in after each lesson and a final evaluation will be completed by the mentor at the end of the semester. A schedule is listed for observations and lessons in the detailed course syllabus as well as a copy of the Mentor Evaluations.

o    Observations-Students will

  • document activities in class with an anecdotal form
  • write reflections concerning the pedagogical issues raised during the observations
  • observe, reflect, gather data, and research the answer to specific questions, based on the TExES domains, concerning observations
  • participate in class discussions concerning the observations and the various strategies and rationales used by the mentor teacher, as well as alternative options to these situations

o    Lessons-Students will

  • design and implement nine lesson plans based on the TEKS, TAKS, and TExES domains and criteria
  • receive evaluative, constructive, and specific feedback from the mentor teacher over each of the nine lessons as well as an overall evaluation for the complete participation in the field experience
  • participate in class discussions concerning the students' own performance and execution of the lesson plans with regard to both positives and negatives of the teaching event
  • 1 DVD of your unedited teaching is required. Equipment can be checked out from the Dept of Education.

o    Students will write a final reflection over the entirety of their field experience

  • A schedule is listed for observations and lessons in the detailed course syllabus.
  • Check in at the front office of the school each day you are there. For security reasons most schools require that you pick up a guest pass before walking through the school. Introduce yourself to the receptionist and to the principal if you see him or her. Learn their names!
  • Sign-in and out with your mentor teacher every time you are there.
  • E-mail reflections and other assignments as a required to your instructor as listed on the detailed syllabus. A reflection thoroughly describes your experience in the classroom that day. Keep a hard copy for yourself.
  • Dress appropriately and professionally when going to schools. Follow the school's dress code for teachers. Avoid t-shirts with messages that could be offensive in a high school environment. Don't wear shorts or inappropriate footwear. (i.e. flip-flops)
  • Professional behavior is a must! Be on time and prepared. If you are unable to go to your school, follow the procedure listed below for emergencies. Re-schedule within one week. If you are unable to attend the class, e-mail the instructor. Your mentor, your students, and your instructor are counting on you!
  • Immediately report any problems to me.

IF AN EMERGENCY ARISES AND YOU HAVE TO MISS YOUR SCHEDULED HIGH SCHOOL CLASS, NOTIFY YOUR MENTOR AND YOUR INSTRUCTOR AS SOON AS YOU KNOW.  Do not miss your teaching assignment due to a transportation problem.  Be sure to reschedule and complete the missed activity within one week. Your students, mentor, and instructor are counting on you.  Failure to make up an absence will result in a loss of 5 points off of your Final Grade.


Course Expectations:

  • UTL 303 is a much more time demanding course than 101 and 202 have been-time management will be very important.
  • Regular class attendance is important for success. 5 points will be deducted from your final average for every absence after 2.
  • Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism that I take very seriously. Assignments will be taken as late for 48 hours only with a starting grade of 80. After 48 hours, no late work will be accepted. See What's Due When or the Course Syllabus.
  • What is a Reflection? This is an essay about what you thought about either what you observed or what you did while you are teaching. It is to be concerned with your personal growth and is NOT one paragraph. Two and one half pages is the minimum requirement. See more on the specific syllabus
  • What is an Observational Form? This is just the facts of what you observed. No personal comments about what you think-just what happened and the effectiveness of the activities. Instead of the usual observation forms that you have been doing in 101 and 202, you will be completing TExES Domain Questions.
  • Technology is of ever increasing importance to you as a student and teacher. You have been developing computer skills in the previous UTL courses. These competencies include communications via e-mail including attachments
  1. o    word-processing
  2. o    searching Web sites for new materials, educational resources, and school information.

In addition to the previously listed skills, you will now  

  1. o    create interactive multimedia lessons
  2. o    present multimedia lessons to small or large groups of public school students
  3. o    create and use databases and spreadsheets
  4. o    explore sample subject-specific educational software packages
  5. o    design a web page or blog



Grading System:

  • Field Experience (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions)   50%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects, Technology)           25%
  • Portfolio 25%

UTL 320 • Hs Socl Stds Curric: Anly/Diff

46955 • Fall 2010
Meets MTWTHF 400pm-700pm GEB 1.310
show description

Prerequisites:  

  • Registration for Student Apprentice semester
  • Completion of all core content courses

Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics.  Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:

Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance. 

Course Expectations:

  • UTL 320 is an intensive course filled with curriculum analysis.  It is important to prepare before class for the material to be addresses each day.
  • Regular class attendance is important for success.  5 points will be deducted from your final average for every absence after 1.  
  • Turn in assignments on time.  It is important that assignments be completed on time.  This is an issue of professionalism that I take very seriously.  Assignments will be taken as late for 24 hours only with a starting grade of 80.  After 24 hours, no late work will be accepted.
  • Practice Tests  are essential in the preparation for the TExES exam as well as appraisal systems formation 
  • 3 major tests will comprise the majority of the grade for the class

 

Grading System:

  • Participation                                                                                                     25%
  • Summative Test                                                                                                25%
  • Finalized Unit Plan                                                                                              50%

UTL 101 • Intro To Teaching Profession

48070 • Spring 2010
Meets W 900-1000 MEZ 1.202
show description

UTEACH – LIBERAL ARTS

UTL101

Course Syllabus —Spring 2010

 

Instructor:            Joe Kieke                          Office:  Gebauer   1.308           

Voice-mail:             (512) 232-4318                Office HoursMonday   8:00-10:00 or by appointment

E-mail:              kiekej@austin.utexas.edu                                                                                                                                                     

Prerequisites:  2.5 grade point average; students must use a word processor, e-mail, and have access to a web browser.

Course Description: UTL101 provides students with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction. Students attend a weekly seminar on the UT campus.  Students also attend seven observation periods of one hour each and teach three lessons to the elementary students they observe. Total observations and lessons should total at least 10 hours.  The elementary classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher.  The cooperating teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses.  The cooperating teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.  Additionally, this course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Course Objectives:

UTL101 students will

  • assess whether they wish to pursue teaching as a profession.
  • determine their own personality and learning style and relate the findings to the students they are and the teachers they may become.
  • develop an awareness of diverse student populations.
  • understand the concept of interactive lessons.
  • distinguish between learner-centered and teacher-centered instructional strategies.
  • discuss state and national standards and their value to curriculum issues.
  • examine various methods of assessment.
  • write performance objectives, lesson plans, and one assessment.
  • follow the UTL101 lesson plan format and deliver three lessons.
  • become reflective practitioners, using reflection to improve over time.
  • utilize technology to communicate, collaborate, and instruct.
  • understand and begin to practice the basic components of good classroom management.
  • exhibit positive expectations for all students.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • become familiar with teacher certification requirements, including course sequence, UTeach-LA portfolio requirements, state certification exams, and minimum grade point average to be eligible for apprentice teaching.

Field Experience:

  • 10 hours:  You are responsible for 7 hours of observation/participation and 3 lessons for a total of 10 hours.  Specific guidelines for the fieldwork and the evaluation of your work will be provided by your seminar instructor.  You will be given a schedule for observations and lessons.
  •   Observations

          The student will

      • document observed activities and procedures.
      • participate in classroom activities as suggested by cooperating teacher.
      • write reflections concerning pedagogical issues raised during the observations.
      • observe, reflect on, and research answers to specific questions concerning observations.
      • participate in class discussions concerning the observations and the various strategies and  rationales used by the cooperating teacher, as well as alternate options.
  •   Lessons

          The student will

      • design and implement three lessons of approximately fifteen to forty-five minutes each based on the TEKS and strategies covered in the UT seminar.
      • provide lesson plans to the cooperating teacher, the UT instructor before the lesson.
      • receive evaluative, constructive, and specific feedback from the cooperating teacher over three lessons as well as an overall, final evaluation.
      • write reflections and participate in class discussions concerning positive and negative aspects of the lesson and changes that should result in future lessons.
  • Make initial contact with your cooperating teacher.
  • Know the check-in procedures for your assigned school.  For security reasons most schools have a system that guests must follow.
  • Have your cooperating teacher sign the observation and lesson verification form each time you observe or teach a lesson.
  • Give your cooperating teacher a lesson evaluation form before each lesson and get the form back before you leave. Give a copy of the completed form to your instructor at the next seminar.
  • Dress appropriately and professionally when going to schools.  Ask your cooperating teacher what is acceptable.
  • Report any problems to your seminar instructor immediately.
  • Be on time and prepared. Your cooperating teacher, your students, and your instructor are counting on you! Professional behavior is a must!
  • Do not deviate from the schedule you and your cooperating teacher have set-up for observations and lessons.

 

 
 

If an emergency arises and you have to miss your scheduled high school class, notify your cooperating teacher and your seminar instructor immediately.  Do not miss your teaching assignment due to a transportation problem.  Be sure to reschedule and complete the missed activity within one week. All fieldwork must be complete in order to receive credit for the course.

 

 

 

 

 

 

Seminar Expectations:

  • Regular class attendance is important for success.  I expect you to be in the seminar on the UT campus and to complete all field experience.  After the first absence from the seminar, 5 points will be deducted from your final grade for each additional absence.  No absence from field experience will be allowed.
  • Turn in assignments on time.  Completing your work in a timely fashion is an important professional attribute and extremely important in the teaching field.  Therefore, all work must be turned in on time to receive full credit.  Time due for any work that is e-mailed to me: Midnight of the date due. If you miss this time, then you have 48 hours to turn in for a maximum of 80.  After 48 hours, you will receive a 0. Check Blackboard for your grades at any time you wish. 
  • The instructor maintains the right to change the syllabus and will inform you during class.  You are responsible for changes even if you are absent. 
  • Technology:  You will be required to be computer literate in the workplace so UTL101 requires that you demonstrate basic skills.  As you progress through the UTeach-LA program, you will acquire more advanced skills and learn more about how to integrate technology into instruction.  These skills will be documented in your UTeach-LA file so that we can certify that you have completed the technology proficiencies required for teacher certification.   UTL101 will address the following competencies:
  1. communications via e-mail, including attaching documents
  2. Word documents
  3. searching Web sites for new materials, educational resources, and school information

Grading System:

  • Field Experience  (Attendance, Cooperation, Lessons, Observations) 25%
  • Seminar (Assignments, Attendance, Participation, Technology) 50%
  • Portfolio 25%                                    
  • Total    100%       
  • A grade of A+ to B (minimum of 84) in UTL101 is required to go on to UTL202. 
  • All incompletes in UTL101 must be made up by the first day of class of UTL202.

 

Any student who requires accommodation because of a disability may request it if appropriate documentation from the Office of Services for Students with Disabilities is provided.

 

 

UTL 303S • Teaching Socl Stds In High Sch

48120 • Spring 2010
Meets TTH 930-1100 SZB 284
show description

Prerequisites:  

  • successful completion of UTL 101
  • a grade of A or B in UTL 202, overall and certification area GPA of 2.5
  • laptop computer – see requirements of the College of Education-YOU WILL NEED THIS ON THE FIRST DAY OF CLASS

Course Description:  UTL 303 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a three hour course on the UT campus as well as completing the field experience.  Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed.  The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses.  The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student’s instruction.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 303 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Field Experience  (Attendance to school, Cooperation with mentor and students, Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal records, and TExES-based observation questions): 50%
  • Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects,Technology): 25%
  • Portfolio: 25%

UTL 320 • High School Social Stds Curric

48125 • Spring 2010
Meets MTWTHF 400pm-700pm GEB 4.200C
show description

Instructor:  Joe Kieke                        Office: 1.308 Gebauer

Phone:  232-4318      E-mail:  kiekej@mail.utexas.edu 

Office Hours: Monday 9-11AM, Tuesday 8-9AM or by appointment

 

Prerequisites:  

  • Registration for Student Apprentice semester
  • Completion of all core content courses

Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics.  Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:

Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance. 

Course Expectations:

  • UTL 320 is an intensive course filled with curriculum analysis.  It is important to prepare before class for the material to be addresses each day.
  • Regular class attendance is important for success.  5 points will be deducted from your final average for every absence after 1.  
  • Turn in assignments on time.  It is important that assignments be completed on time.  This is an issue of professionalism that I take very seriously.  Assignments will be taken as late for 24 hours only with a starting grade of 80.  After 24 hours, no late work will be accepted.
  • Practice Tests  are essential in the preparation for the TExES exam as well as appraisal systems formation 
  • 3 major tests will comprise the majority of the grade for the class

 

Grading System:

  • Participation                                                                                                     25%
  • Summative Test                                                                                                25%
  • Finalized Unit Plan                                                                                              50%

                                                                                                                                         ____

                                                                                                                                       100%

Any student who requires accommodation because of a disability may request it if appropriate documentation from the Office of Services for Students with Disabilities is provided.

 

 

 

 

 

 

UTL 303S • Teaching Socl Stds In High Sch

48470 • Fall 2009
Meets TTH 800-930 SZB 286
show description

General Syllabus
Course Description/Expectations
UTL-303 SS -Fall 2009


Instructor:  Joe Kieke                                   Office: 1.308 Gebauer
Phone:  232-4318                      E-mail:  kiekej@mail.utexas.edu
Office Hours: Monday 9-11AM, Tuesday 11-12AM or by appointment

Prerequisites:

  • successful completion of UTL 101
  • a grade of A or B in UTL 202, overall and certification area GPA of 2.5
  • laptop computer - see requirements of the College of Education-YOU WILL NEED THIS ON THE FIRST DAY OF CLASS


Course Description:  UTL 303 will provide students with early field experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction.  Students attend a three hour course on the UT campus as well as completing the field experience.  Students will attend thirty-six observation periods of one hour each and teach nine lessons to the students they have observed.  The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor.  The mentor teachers will work with the UTeach students to improve their teaching abilities as the semester progresses.  The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach student's instruction.

Course Objectives:
Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • maintain a portfolio documenting the UTL 303 field and seminar experience.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.


Field Experience:

  • 45 hours: You are responsible for observation/participation and nine lessons totaling 45 hours. Specific guidelines for the fieldwork and evaluations of your work will be provided. An assessment by your mentor teacher will be turned in after each lesson and a final evaluation will be completed by the mentor at the end of the semester. A schedule is listed for observations and lessons in the detailed course syllabus as well as a copy of the Mentor Evaluations.

o    Observations-Students will

  • document activities in class with an anecdotal form
  • write reflections concerning the pedagogical issues raised during the observations
  • observe, reflect, gather data, and research the answer to specific questions, based on the TExES domains, concerning observations
  • participate in class discussions concerning the observations and the various strategies and rationales used by the mentor teacher, as well as alternative options to these situations

o    Lessons-Students will

  • design and implement nine lesson plans based on the TEKS, TAKS, and TExES domains and criteria
  • receive evaluative, constructive, and specific feedback from the mentor teacher over each of the nine lessons as well as an overall evaluation for the complete participation in the field experience
  • participate in class discussions concerning the students' own performance and execution of the lesson plans with regard to both positives and negatives of the teaching event
  • 1 DVD of your unedited teaching is required. Equipment can be checked out from the Dept of Education.

o    Students will write a final reflection over the entirety of their field experience

  • A schedule is listed for observations and lessons in the detailed course syllabus.
  • Check in at the front office of the school each day you are there. For security reasons most schools require that you pick up a guest pass before walking through the school. Introduce yourself to the receptionist and to the principal if you see him or her. Learn their names!
  • Sign-in and out with your mentor teacher every time you are there.
  • E-mail reflections and other assignments as a required to your instructor as listed on the detailed syllabus. A reflection thoroughly describes your experience in the classroom that day. Keep a hard copy for yourself.
  • Dress appropriately and professionally when going to schools. Follow the school's dress code for teachers. Avoid t-shirts with messages that could be offensive in a high school environment. Don't wear shorts or inappropriate footwear. (i.e. flip-flops)
  • Professional behavior is a must! Be on time and prepared. If you are unable to go to your school, follow the procedure listed below for emergencies. Re-schedule within one week. If you are unable to attend the class, e-mail the instructor. Your mentor, your students, and your instructor are counting on you!
  • Immediately report any problems to me.



IF AN EMERGENCY ARISES AND YOU HAVE TO MISS YOUR SCHEDULED HIGH SCHOOL CLASS, NOTIFY YOUR MENTOR AND YOUR INSTRUCTOR AS SOON AS YOU KNOW.  Do not miss your teaching assignment due to a transportation problem.  Be sure to reschedule and complete the missed activity within one week. Your students, mentor, and instructor are counting on you.  Failure to make up an absence will result in a loss of 5 points off of your Final Grade.


Course Expectations:

  • UTL 303 is a much more time demanding course than 101 and 202 have been-time management will be very important.
  • Regular class attendance is important for success. 5 points will be deducted from your final average for every absence after 2.
  • Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism that I take very seriously. Assignments will be taken as late for 48 hours only with a starting grade of 80. After 48 hours, no late work will be accepted. See What's Due When or the Course Syllabus.
  • What is a Reflection? This is an essay about what you thought about either what you observed or what you did while you are teaching. It is to be concerned with your personal growth and is NOT one paragraph. Two and one half pages is the minimum requirement. See more on the specific syllabus
  • What is an Observational Form? This is just the facts of what you observed. No personal comments about what you think-just what happened and the effectiveness of the activities. Instead of the usual observation forms that you have been doing in 101 and 202, you will be completing TExES Domain Questions.
  • Technology is of ever increasing importance to you as a student and teacher. You have been developing computer skills in the previous UTL courses. These competencies include

communications via e-mail including attachments
o    word-processing
o    searching Web sites for new materials, educational resources, and school information.
            In addition to the previously listed skills, you will now  
o    create interactive multimedia lessons
o    present multimedia lessons to small or large groups of public school students
o    create and use databases and spreadsheets
o    explore sample subject-specific educational software packages
o    design a web page or blog


Grading System:

  • Field Experience (Attendance to school, Cooperation with mentor and students,

       Lessons, Plans, Observations, Reflections over Lessons and Observations, Anecdotal
       records, and TExES-based observation questions)                50%

  • Seminar (Assignments, Attendance to seminar, Presentations, Participation,

      Projects, Technology)                                25%

  • Portfolio 25%

____
100%


Any student who requires accommodation because of a disability may request it if appropriate documentation from the Office of Services for Students with Disabilities is provided.

 

UTL 320 • Hs Socl Stds Curric: Anly/Diff

48480 • Fall 2009
Meets MTWTHF 400pm-700pm GEB 1.310
show description

General Syllabus
Course Description/Expectations
UTL320 -Fall 2009


Instructor:  Joe Kieke                                   Office: 1.308 Gebauer
Phone:  232-4318                      E-mail:  kiekej@mail.utexas.edu
Office Hours: Monday 9-11AM, Tuesday 8-9AM or by appointment

Prerequisites:

  • Registration for Student Apprentice semester
  • Completion of all core content courses


Course Description:  UTL 320 will provide students with core curriculum outlines as well as practice for the TExES exam. General descriptions of the social studies curriculum will be constructed and evaluated.  Primary focus of the preparation will be on world history, US history, government, sociology, and economics.  Test taking strategies for addressing multiple choice questions will be thoroughly analyzed.

Course Objectives:
Students will

  • implement instructional strategies that meet the TEKS
  • address curricular issues in social studies high school classrooms
  • design and deliver interactive lessons to use in the classroom
  • prepare and implement test taking strategies to address TExES exam
  • focus on targeted weaknesses in content preparation
  • construct varieties of review materials
  • design main current models of core subjects
  • demonstrate how and when to assess student performance.


IF AN EMERGENCY ARISES AND YOU HAVE TO MISS YOUR SCHEDULED  CLASS, NOTIFY YOUR INSTRUCTOR AS SOON AS YOU KNOW.  Failure attend will result in a loss of 5 points off of your Final Grade after the first absence.


Course Expectations:

  • UTL 320 is an intensive course filled with curriculum analysis. It is important to prepare before class for the material to be addresses each day.
  • Regular class attendance is important for success. 5 points will be deducted from your final average for every absence after 1.
  • Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism that I take very seriously. Assignments will be taken as late for 24 hours only with a starting grade of 80. After 24 hours, no late work will be accepted.
  • Practice Tests are essential in the preparation for the TExES exam as well as appraisal systems formation
  • 3 major tests will comprise the majority of the grade for the class



Grading System:

  • World History Test 25%
  • Composite Test 25%
  • Projects and Daily Practice Questions 50%

____
100%

Any student who requires accommodation because of a disability may request it if appropriate documentation from the Office of Services for Students with Disabilities is provided.

bottom border