TL 486 - Field Experience
2021 Fall Syllabus, Section 22, CRN 15092
You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.
This syllabus describes the requirements and procedures for TL 486- Field Experience. You are responsible for knowing this material, so please read it through carefully. Please note that this syllabus is subject to change at the instructor’s discretion, but any changes will be announced in an email and in a Blackboard Announcement in advance.
Times and Location
Office: Education 376
Office Hours: Mondays 9:30am-11:00am and 1:30-2:30pm, Tuesdays 9:30-10:30am, Thursdays 1:30-2:30pm, or by appointment
Office Phone: 701-777-3145
Zoom office hours also available by appointment.
Office Hours: Flexible
Zoom office hours available upon email request; a Zoom link will be sent.
This course is a practicum in the diagnosis and intervention of literacy and mathematics difficulties.
Understand the nature and multiple causes of reading and writing and mathematics difficulties (CAEP A.1.1, ILA 1.1, 1.3 & 4.1; NCTM 2 & 6)
Use various tools for assessing and analysis of reading and mathematics difficulties (CAEP A.1.1, ILA 3.1 & 3.2, NCTM 6)
Develop and implement instructional interventions (could include print and digital literacies) to address and strengthen students’ diverse literacy and mathematical abilities (CAEP A.1.1, A.2.1, ILA 2.1 & 2.2, 2.3, 4.1, 4.3, 5.1, 5.2, 5.3, 5.4, 6.4, 7.1, 7.3, 7.4, ISTE 1-3, NCTM 1, 2, 4, 5)
Develop your ability to share your knowledge with the professional community (CAEP A.1.3, A.2.1, ILA 3.4, 6.4, NCTM 6)
The teacher education programs at the University of North Dakota are grounded on constructivist principles. Through our programs, we support the development of educators who are committed to the continuing process of learning about many things, especially about their content and learning to teach; are able to take an active role in promoting the learning of all students, and will advocate with and for students, parents, colleagues, school and community.
Council for the Accreditation of Educator Preparation (CAEP)
Standard #1: Content and Pedagogical Knowledge
Standard #2: Clinical Partnerships and Practice
Standard #3: Candidate Quality and Selectivity
Standard #4: Program Impact
Standard #5: Provider Quality Assurance and Continuous Improvement
International Literacy Association Standards for Specialized Literacy Professionals (ILA)
Standard #1: Foundational Knowledge
Standard #2: Curriculum and Instruction
Standard #3: Assessment and Evaluation
Standard #4: Diversity and Equity
Standard #5: Learners and the Literacy Environment
Standard #6: Professional Learning and Leadership
Standard #7: Practicum//Clinical Experiences
National Council of Teachers of Mathematics (NCTM)
Professional Standards for Teaching Mathematics
Standard #1: Worthwhile Mathematical Tasks
Standard #2: Teacher’s Role in Discourse
Standard #3: Students’ Role in Discourse
Standard #4: Tools for Enhancing Discourse
Standard #5: Learning Environment
Standard #6: Analysis of Teaching and Learning
Content Standards: Process Standards:
Number & Operations Problem Solving
Algebra Reasoning & Proof
Data Analysis & Probability Representations
International Society for Technology in Education (ISTE)
Standard #1: Facilitate and inspire student learning and creativity
Standard #2: Design and develop digital age learning experiences and assessments
Standard #3: Model digital age work and learning
Standard #4: Promote and model digital citizenship and responsibility
Standard #5: Engage in professional growth and leadership
North Dakota Standards for Reading Specialists
05007.5 The teacher candidate has studied and had experiences in the use of various assessment techniques and instruments in collaboration with other professionals in assessing students with severe reading needs.
05007.6 The teacher candidate has studied the self‐contained classroom and resource room for flexible grouping, differentiated instruction, and patterns of student language development. 05007.9 The teacher candidate has studied the means of teaching students with special reading needs with attention paid to appropriate involvement of parents, knowledge of high interest materials and techniques, and attention to the influence of culture, gender, and native language on student response.
05007.10 The teacher candidate has studied and had experiences in interacting with other professionals, parents, and the community about student literacy and its promotion.
You will use Microsoft Word to complete assignments (files created using Pages in Apple can be saved as a Word file before submitting). Students are expected to use their official UND email in the course. Visit the Office 365 Email webpage for information on your UND email and how to download/install a free version of Microsoft Office. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.
Minimum Technical Skills Needed
In order to succeed in this course, at a minimum, you should be able to:
Insert minimum requirements expected and needed. In the bulleted example list below
- Navigate in and use basic Blackboard functions
- Download and open electronic documents
- Create, save, and upload/attach electronic documents
- Send, receive, and manage email
Access and Log in Information
This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.
- Your scheduled weeks of field experience are: Weeks 6, 8, and 12.
- Week 6: You will give your Student Interest and Content Inventory and teach your Guided Math Lesson #1
- Week 8: Teach your Reading Lesson #1 and your Guided Math Lesson #2
- Week 12: Teach your Reading Lesson #2 and your Guided Math Lesson #3
- NOTE: In Weeks 8 and 12, you may choose to teach your reading and math lessons during the same session with your field experience student, or you may choose to spread them out and schedule your second and third math sessions for Weeks 9 and 11 or 13.
- The first option means you will meet with your field experience student 3 times. The second option means you would meet with your field experience student for a total of 5 times.
What Should You Do First?
- Ask the family of a child you already know or have worked with in the recent past (elementary or middle school-aged siblings, cousins, neighbors, a child from a previous field experience or job you have had)
- Ask family and friends near you if they know of an elementary or middle school-aged student or
- Reach out to the principal or teacher at a local school
- Share your course expectations for the field experience sessions and see if they know of a family that may be interested in working with you. Typically, the principal or teacher contacts the family, and if they get a "yes" or "maybe with more information", then they pass along their contact information to you so you can communicate with the parents or guardians.
How Students Should Proceed Each Week for Class Activities
You will not find assignments in this Blackboard course. Instead, please complete and submit all assignments in TL413 and TL 444 courses. While you are enrolled in TL486 as a separate Blackboard course, all the information, assignments, reflections, etc. are housed in the TL413 and TL444 Blackboard courses. You will receive a final passing grade for TL486 as long as you successfully complete all required information for your field experience lessons and reflections in TL413 and TL444.
Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.
Policies for Students in Educator Preparation Programs
The Council of Accreditation for Educator Preparation (CAEP) requires the university to monitor the academic progress and dispositions of every student enrolled in a program leading to an education license or credential. Dispositions refer to a student’s actions and behaviors in terms of professionalism, ethics and human relations. Should a concern arise about a student’s progress or dispositions, faculty, instructors and/or cooperating teachers may request a one-on-one meeting with the teacher candidate or advanced student to discuss areas of strength or concerns. Written documentation of this conference may be included in the student’s permanent file. Specific procedures are delineated on the form, Professional Dispositions for UND Teacher Education.
All communication will be delivered via the Announcements in the TL 413 and TL 444 Blackboard pages. Be sure to check these class announcements regularly as they will contain important information about class assignments and other class matters.
Student Interest & Content Survey
TL 444 Guided Math Lesson #1 and If/Then Profile
TL 444 Guided Math Lesson #2 and If/Then Profile
TL 444 Guided Math Lesson #3 and If/Then Profile
TL413 Literacy Lesson #1 and If/Then Profile
TL413 Literacy Lesson #2 and If/Then Profile
Scheduled Weeks of Field Experience
Due dates for each assignment or activity will be posted in the respective TL444 and TL413 Blackboard sites.
Please view the late work policies listed in the TL444 and TL413 syllabi.
- A = 93 – 100%
- B = 81 – 92%
- C = 71 – 80%
- D = 61 – 70%
- F = 0 – 60%
* In the state of North Dakota, a GPA of 2.50 is required for teacher licensure. Please make sure you know what your state will require.
* You must achieve a “C” or better in all T&L courses.
Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as discussion boards, blogs, and wikis. Students are expected to attend their scheduled field experience sessions with their field experience student, working with the family and/or teacher of this student to schedule each session and communicate clearly, professionally, and in a timely manner.
It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.
UNIVERSITY OF NORTH DAKOTA POLICIES & RESOURCES
Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.
As a scholastic matter, the professor has the discretion to determine appropriate penalties to the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter, and will have little tolerance of or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.
Access & Opportunity, Disability Support and Medical Services
If you have emergency medical information to share with me, or if you need accommodations in this course because of a disability, please visit with me as soon as possible. My office hours are at the top of this syllabus. If you plan to request disability accommodations, you are expected to register with the Disability Support Services (DSS) office online, (180 McCannel Hall, 701.777.3425).
If you have a temporary medical condition such as a broken arm or recovering after surgery, you may be able to arrange for courtesy services. In most cases, it is expected that you will make your own arrangements for these services. Examples of courtesy services include access to a test scribe if the student has a broken hand; lift equipped van transportation when the student has a broken leg or temporary accessible parking for a student using crutches for a short period. If you are unable to make your own arrangements, please contact DSS (777-3425). Unlike services and/or accommodations provided to eligible students with disabilities, the University is NOT obligated to provide courtesy services.
Resolution of Problems
Should a problem occur, you should speak to your instructor first. If the problem is not resolved, meet with insert name of conflict mediator or ombudsperson if available in your department, otherwise delete this sentence. If the problem continues to be unresolved, go to the department chair, and next to the college Dean. Should the problem persist, you have the right to go to the Provost next, and then to the President.
Notice of Nondiscrimination
It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to: Donna Smith, Director of Equal Employment Opportunity/Affirmative Action and Title IX Coordinator, 401 Twamley Hall, 701.777.4171, UND.affirmativeactionoffice@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 500 West Madison, Suite 1475, Chicago, IL 60611 or any other federal agency.
Reporting of Sexual Violence
If you or a friend has experienced sexual violence, such as sexual assault, domestic violence, dating violence or stalking, or sex-based harassment, please contact UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage.
Faculty Reporting Obligations Regarding Sexual Violence
It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual violence they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been the victim of sexual violence, you can find information about confidential support services on the Title IX webpage.
UND Cares Program
The UND Cares program seeks to educate faculty, staff and students on how to recognize warning signs that indicate a student is in distress.
How to Seek Help When in Distress
We know that while college is a wonderful time for most students, some students may struggle. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares program Webpage.
How to Recognize When a Student is in Distress
The term “distressed” can mean any of the following:
- Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
- Student has cut off or minimized contact with family or friends.
- Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
- Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
- Student is acting withdrawn, volatile, tearful, etc.
- Student is acting out of character or differently than usual.
- Student is talking explicitly about hopelessness or suicide.
- Student has difficulty concentrating or difficulty carrying on normal conversation.
- Student has excessive dependence on others for company or support.
- Student reports feeling out of control of one’s emotions, thoughts, or behaviors.
UND Cares about Your Success
Important information is available to you through Starfish, which is an online system used to help students be successful. When an instructor observes student behaviors or concerns that may impede academic success, the instructor may raise a flag that notifies the student of the concern and/or refer the student to their academic advisor or UND resource. Please pay attention to these emails and take the recommended actions. They are sent to help you be successful!
Starfish also allows you to (1) schedule appointments with various offices and individuals across campus, (2) request help on a variety of topics, and (3) search and locate information on offices and services at UND.
You can log into Starfish by clicking on Logins on the UND homepage and then selecting Starfish. A link to Starfish is also available in Blackboard once you have signed in.
To comply with the latest accessibility guidelines, documents posted online, including, but not limited to, Adobe PDF files, Microsoft Word documents, Microsoft PowerPoint presentations, and online flipbooks, must be screen-reader friendly. For directions on how to make your syllabus and other course materials accessible, visit the Creating Accessible Content webpage on the TTaDA site.