Gretchen Polnac

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.

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

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 complete the field experience.  Students will attend thirty-six observation periods of one hour each as well as teach nine lessons to the students they are observing.  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 (specific dates are listed for observations and lessons in the detailed course syllabus):

• 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 both a mid-term and 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

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

• 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 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, hats, or inappropriate footwear. (i.e. flip-flops) Avoid clothing with political messages.
• 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.
• Copy me on all correspondence between you and your CT.

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 the first one.
• Be prepared for class each day we meet.
• Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism and should be treated seriously. Assignments will be taken late for 24 hours only with a starting grade of 70. After 24 hours, no late work will be accepted.
• 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. See more on the specific syllabus
• What is an Observational Form? This are 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 may now  

1. o    create interactive multimedia lessons
2. o    present multimedia lessons to small or large groups of public school students
3. o    explore sample subject-specific educational software packages
4. 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) 40%

• Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects, Technology) 20%
• Novel Presentation 20%

• Portfolio 20%

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.

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

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 complete the field experience.  Students will attend thirty-six observation periods of one hour each as well as teach nine lessons to the students they are observing.  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 (specific dates are listed for observations and lessons in the detailed course syllabus):

• 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 both a mid-term and 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

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

• 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 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, hats, or inappropriate footwear. (i.e. flip-flops) Avoid clothing with political messages.
• 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.
• Copy me on all correspondence between you and your CT.

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 the first one.
• Be prepared for class each day we meet.
• Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism and should be treated seriously. Assignments will be taken late for 24 hours only with a starting grade of 70. After 24 hours, no late work will be accepted.
• 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. See more on the specific syllabus
• What is an Observational Form? This are 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 may now  

1. o    create interactive multimedia lessons
2. o    present multimedia lessons to small or large groups of public school students
3. o    explore sample subject-specific educational software packages
4. 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) 40%

• Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects, Technology) 20%
• Novel Presentation 20%

• Portfolio 20%

UTEACH - LIBERAL ARTS        UTL101
General Course Syllabus -Fall 2009

Instructor:                      Gretchen Polnac
Office:                           Gebauer 1.308
Room, Day, Time, Unique: SZB 380   W 12:00-1:00 PM  #48435
Room, Day, Time, Unique: SZB 380   W  2:00-3:00 PM   #48440
Voice-mail:                     (512) 471-9216
Office Hours:                   Monday,  10:00-Noon or by appointment
E-mail:                          gpolnac@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.  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.

Field Experience:

• 10 hours: You are responsible for seven hours of participatory observation and three lessons for a total of ten hours in the field. Specific guidelines for observations and the evaluation of the lessons will be provided as well as a schedule for observations and lessons.

• You are responsible for making initial contact with your cooperating teacher.

• Know the check-in procedures for your assigned school. For security reasons most schools have a system guests must follow.

• Make sure the cooperating teacher signs your observation and lesson verification form each observation or lesson.

• The cooperating teacher will provide written feedback at the end of each lesson taught. You are responsible for giving the form to the cooperating teacher and getting the form back before you leave. You are also responsible for giving it to the UT instructor at the next seminar. In addition, the UT instructor will check your field experience progress by contacting the cooperating teacher at various times during the semester.

• The cooperating teacher will submit a midterm and final evaluation of your progress.

• E-mail reflections on lessons, observation write-ups and other assignments to the UT instructor as listed on the detailed syllabus. Observation write-ups thoroughly describe the experience during field experience that day. Remember to keep hard copies of all documents.

• Copy me on all communication between you and your Cooperating Teacher.

• Dress appropriately and professionally when going to schools. Avoid t-shirts with messages that could be offensive in an elementary school environment. Don't wear shorts or inappropriate footwear (i.e. flip-flops).

• Immediately report any problems to the UT seminar instructor.

• Professional behavior is a must! Be on time and be prepared. IF AN EMERGENCY ARISES, CAUSING YOU TO MISS YOUR SCHEDULED FIELD EXPERIENCE, NOTIFY YOUR COOPERATING TEACHER AND YOUR INSTRUCTOR IMMEDIATELY. Do not miss your teaching assignment due to a transportation problem. Be sure to reschedule and complete the missed lesson or observation within a week. Your cooperating teacher, your students, and your instructor are counting on you!

Seminar Expectations:

• Regular class attendance is important for success. UTL students must be present 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 the final grade for each additional absence. No absence from field experience will be allowed. 10 hours must be completed.
• Punctuality is a must! We have only 50 minutes together each week.

• Turn in assignments on time. Late work penalty: -10 first 24 hours/-20 second 24 hours/after 48 hours a grade of "0" results. This includes holidays and weekends. See the detailed syllabus for due dates.

• Technology: UTL101 requires demonstration of basic computer literacy skills. As you progress through the UTeach-LA program, more advanced skills will be required and UTeach students will learn more about how to integrate technology into instruction. These skills will be documented in the student's 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-processing
3.    searching Web sites for new materials, educational resources, and school information

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% Total: 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.

General Syllabus
Course Description/Expectations
UTL-303 E

Instructor:  Gretchen Polnac            Office: 1.308 Gebauer
Phone:  471-9216                          E-mail:  gpolnac@mail.utexas.edu

Prerequisites:

• successful completion of UTL 101
• a grade of A or B in UTL 202, overall and certification area GPA of 2.5
• lap top computer - see requirements of the College of Education

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 complete the field experience.  Students will attend thirty-six observation periods of one hour each as well as teach nine lessons to the students they are observing.  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 both a mid-term and 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

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 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, hats, or inappropriate footwear. (i.e. flip-flops) Avoid clothing with political messages.
• 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.
• Copy me on all correspondence between you and your CT.

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 the first one.
• Be prepared for class each day we meet.
• Turn in assignments on time. It is important that assignments be completed on time. This is an issue of professionalism and should be treated seriously. Assignments will be taken late for 24 hours only with a starting grade of 70. After 24 hours, no late work will be accepted.
• 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. See more on the specific syllabus
• What is an Observational Form? This are 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 may now  
o    create interactive multimedia lessons
o    present multimedia lessons to small or large groups of public school students
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) 40%

• Seminar (Assignments, Attendance to seminar, Presentations, Participation, Projects, Technology) 20%
• Novel Presentation 20%

• Portfolio 20%

____
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.