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UTL 101 • Intro To Teaching Profession

30805 • Wilson, Nina
Meets W 1:00PM-2:00PM RLP 0.118
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Prerequisite

2.5 grade point average

 

UTeach- Liberal Arts Website/Handbook

Website: https://liberalarts.utexas.edu/uteach/index.php

Handbook: https://liberalarts.utexas.edu/uteach/_files/pdf/handbooks/209-student-intern-handbook2.pdf

 

Course Description

UTL 101 involves one on-campus seminar hour per week with a university faculty member, as well as field placement in an elementary school for a minimum 9-10 hours during the semester, under the supervision of a Cooperating Teacher (CT).

 

Course Objectives

Course objectives and seminar topics reflect the state standards established for teacher preparation programs.  Standards addressed by students in UTL 101 will include:

  • Instructional planning and delivery which is both engaging and standards-based
  • Formative assessment
  • Development of a safe, respectful and positive learning environment
  • Basic classroom management considerations
  • The use of reflection to improve over time
  • Professional practices and responsibilities as well as ethical requirements of the profession
  • Technology used as a tool for communication, collaboration and instruction
  • The importance of self-care for educators

UTL 101 • Intro To Teaching Profession

30800 • Wilson, Nina
Meets W 11:00AM-12:00PM JES A209A
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Prerequisite

2.5 grade point average

 

UTeach- Liberal Arts Website/Handbook

Website: https://liberalarts.utexas.edu/uteach/index.php

Handbook: https://liberalarts.utexas.edu/uteach/_files/pdf/handbooks/209-student-intern-handbook2.pdf

 

Course Description

UTL 101 involves one on-campus seminar hour per week with a university faculty member, as well as field placement in an elementary school for a minimum 9-10 hours during the semester, under the supervision of a Cooperating Teacher (CT).

 

Course Objectives

Course objectives and seminar topics reflect the state standards established for teacher preparation programs.  Standards addressed by students in UTL 101 will include:

  • Instructional planning and delivery which is both engaging and standards-based
  • Formative assessment
  • Development of a safe, respectful and positive learning environment
  • Basic classroom management considerations
  • The use of reflection to improve over time
  • Professional practices and responsibilities as well as ethical requirements of the profession
  • Technology used as a tool for communication, collaboration and instruction
  • The importance of self-care for educators

UTL 202 • Intro To Teaching Middle Schl

30815 • Dille, Sarah
Meets MF 1:00PM-2:00PM WAG 308
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UNIVERSITY CATALOG COURSE DESCRIPTION

UTL 202 will provide students with field experience in a middle school classroom selected for the diversity of the student body and the quality of the classroom teacher who serves as a cooperating teacher. Students attend a twice-weekly class on the UT campus and complete a twenty-hour field experience component in a middle school. For the field experience, students will attend fourteen observation/participation periods of one hour each and teach an additional six lessons. 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.

PREREQUISITE

A or B in UTL 101
Grade point average minimum of 2.6

UTEACH-LIBERAL ARTS WEBSITE/HANDBOOK

Website: https://liberalarts.utexas.edu/uteach/index.php
Handbook: https://bit.ly/uteachhandbook

LEARNING OUTCOMES

By the end of this course students will be able to:

  1. Empathize with students developmental, social, and academic needs to plan for meaningful connections.
  2. Create a classroom culture that prioritzes high expectations, clarity of instruction, metacognition, and growth.
  3. Make progress toward classroom management that builds on students’ strengths and strong relationships.
  4. Plan well-organized, student-centered lessons that rely on best practices.
  5. Utilize blended learning models to organize instruction and meaningfully integrate technology.
  6. Seek, accept, and act upon feedback from instructor, peers, and cooperating teacher.

UTL 202 • Intro To Teaching Middle Schl

30810 • Dille, Sarah
Meets MF 11:00AM-12:00PM GAR 0.120
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UNIVERSITY CATALOG COURSE DESCRIPTION

UTL 202 will provide students with field experience in a middle school classroom selected for the diversity of the student body and the quality of the classroom teacher who serves as a cooperating teacher. Students attend a twice-weekly class on the UT campus and complete a twenty-hour field experience component in a middle school. For the field experience, students will attend fourteen observation/participation periods of one hour each and teach an additional six lessons. 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.

 

PREREQUISITE

A or B in UTL 101
Grade point average minimum of 2.6

UTEACH-LIBERAL ARTS WEBSITE/HANDBOOK

Website: https://liberalarts.utexas.edu/uteach/index.php
Handbook: https://bit.ly/uteachhandbook

LEARNING OUTCOMES

By the end of this course students will be able to:

  1. Empathize with students developmental, social, and academic needs to plan for meaningful connections.
  2. Create a classroom culture that prioritzes high expectations, clarity of instruction, metacognition, and growth.
  3. Make progress toward classroom management that builds on students’ strengths and strong relationships.
  4. Plan well-organized, student-centered lessons that rely on best practices.
  5. Utilize blended learning models to organize instruction and meaningfully integrate technology.
  6. Seek, accept, and act upon feedback from instructor, peers, and cooperating teacher.

UTL 360 • Probs/Prins Of Sec Educ-Lote

30835-30845 • Biggerstaff Haug, Julia
Meets TH 5:00PM-6:30PM RLP 1.104 • Hybrid/Blended
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Pre-requisites: 

  • Successful completion of UTL 101
  • A grade of A or B (84 or above) in UTL 202
  • A grade of A or B (84 or above) in UTL 640
  • Overall UT GPA of 2.75 or above and GPA of 3.0 in certification area
  • Laptop computer with a functional camera

 

Course Description:

UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend this three-hour course as support for teaching on a middle school or high school campus. During the 2022 spring semester, students will attend the class both remotely and in person in accordance with the assigned schedule.

For UTL 670, students will begin teaching one to two classes then reach the maximum number of classes allowed after approximately three weeks in the field; a student teacher’s “takeover” timeline may be adjusted by the cooperating teacher (CT) and/or the UTL professor if it fails to comply with the placement district’s COVID-19 protocol and FERPA requirements. The CT will work with the UTeach-LA student to improve their teaching abilities as the semester progresses. The three-way formative evaluation—including the student teacher (ST), CT, and university field supervisor (FS)—will be completed mid-way through the teaching experience. The three-way summative evaluation will be completed at the end of the teaching experience.

Required Text:

Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta L. Hammond

ISBN-13: 978-1483308012

Learning Outcomes (Course Objectives):

Students will

  • Design and deliver engaging, inclusive, and interactive lessons—in person and/or online—that align to state and national standards.
  • Prepare and implement learner-centered 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.
  • Utilize technology to research, communicate, collaborate, curate, create, instruct, differentiate, and assess.
  • Demonstrate how and when to assess student performance.
  • Focus on time-on-task issues and building community during instruction.
  • Construct and implement a successful physical and/or virtual classroom management strategy appropriate for middle or high school students.
  • Serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • Regularly reflect on planning and practice, including appraisal input provided by CT and FS, to set and achieve relevant instructional and professional goals over time.
  • Participate in and seek out professional development opportunities.

UTL 640 • Teaching Sec Sch-Socl Studies

30825 • Denning-Knapp, Kim
Meets TTH 9:30AM-12:30PM UTC 4.120
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Prerequisites

  • Successful completion of UTL 101
  • A grade of A or B (84 or above) in UTL 202
  • A grade of A or B (84 or above) in UTL 640
  • Overall UT GPA of 2.75 or above and GPA of 3.0 in certification area
  • Laptop computer with a functional camera

Course Description

UTL 640 is a twice-weekly three-hour seminar introducing you to the concepts and practices necessary to design and deliver effective instruction in secondary History and Social Studies courses. In this course, students develop a deeper understanding of effective methods for teaching through—

  • Readings, seminar discussion, and active participation.
  • Written assignments and reflections with some content presented or discussed in class or in the Canvas discussion forum.
  • Fieldwork experience which includes 45 hours of virtual or in-person observations, lesson planning, virtual or in-person instructional delivery and facilitation, reflections, and assessment of professional growth.
  • Throughout the semester, students will study for their state certification exams outside of class. Full participation in seminars and field experience is a vital part of exam preparation, but students must reflect and review for the PPR and rigorous content area exams in order to be successful. Students are strongly advised to form study groups within the cohort.

UTL 640 • Teaching Secondary Sch-English

30830 • Biggerstaff Haug, Julia
Meets MW 2:00PM-5:00PM GAR 2.124
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Prerequisites

  • A grade of B or higher in UTL 101 and UTL 202
  • Grade point average minimum of 2.75 overall and 3.0 in your major
  • Laptop computer with MS Office and a functional camera – MAC or other

Course Description

UTL 640, a twice-weekly three-hour seminar, provides you with an in-depth study of the theory and practices necessary to design and deliver excellent instruction in secondary English Language Arts & Reading. You will develop a deeper understanding of effective methods for teaching English literature and language through:

  • Readings, seminar discussion, and active participation.
  • Written assignments with some content presented and discussed in class via face-to-face, synchronous online, and/or asynchronous means.
  • Fieldwork experience (virtual or in person) that includes observations, lesson planning and execution, and reflection.

 Required Texts

  1. Teaching English By Design, 2nd Edition by Peter Smagorinsky – ISBN-13: 9780325009803
  2. How the Brain Learns, 5th Edition by David A. Sousa – ISBN: 9781506346304
  3. Why Do I Have To Read This?: Literacy Strategies to Engage Our Most Reluctant Students by Cris Tovani – ISBN:9781625311511

Digital copies of / links to all other required readings will be available in Canvas.

WHAT WILL I LEARN?

General Course Objectives

The following areas of study and practice will support and increase your knowledge and skills to prepare you for the English Language Arts & Reading (ELAR) classroom.

  • The integration of the Texas Essential Knowledge and Skills (TEKS) for ELAR into lesson planning.
  • Seminar readings, presentations, discussions, mock lessons, and hands-on activities.
  • Fieldwork observation, lesson planning, instruction, self-reflection, and performance evaluations.
  • Technology applications and authentic assessment and their integration into lesson plans.