As part of this year’s College-wide review of the curriculum, each faculty member at Colby is being asked to complete the following exercise for the courses you are teaching this semester .  Please type your answers directly in this MS Word document and submit an electronic copy to Michael Donihue (  Your submission will become part of an electronic resource that documents the mission statements and curricular offerings of each department and program at Colby.  This resource will be used to facilitate curricular planning and evaluation of the academic program at the College.  Some resources and examples are included on page 2 and online at the link noted at the bottom of this page.              


Instructor: Karen Kusiak


Course: Ed433


Learning Goals and Outcomes (This course is completed concurrently with Ed431 and several of the goals for the two companion courses overlap. Nevertheless, I am articulating goals for all three of the courses related to student teaching and teacher certification – Ed431, Ed433, Ed437J)


a)        Describe the goals and expected outcomes you have for your students’ learning in this course.

A.   The student teacher will use knowledge and skills gained from education courses and previous experiences, and apply/refine these skills during the student teaching experience.

B.               The student teacher will learn the knowledge, attitudes, and skills necessary for successful teaching.

      C.               The student teacher will demonstrate the teaching competencies outlined in Maine’s Standards for Initial Certification of Teachers.  


              Objectives of the Program


A.               To observe the operation of the school as a social organization and learn how to orient oneself to it, noting the relationship between the school and the community, and examining the purposes, goals, objectives, and philosophy of the school.


B.               To observe the human growth and development of students by working with them to develop a greater sensitivity to, and awareness of, their diverse needs and interests.


C.               To observe teaching/learning processes, methods, materials, modes of inquiry, problems and solutions by working with the cooperating teacher and taking an active role in planning curriculum (unit and daily plans) and trying out a variety of teaching methods under supervision. 


b)        Explain how these learning goals and outcomes are communicated to your students (e.g., catalogue course descriptions, course syllabus, web page, instructions on homework or project assignments, exam review sessions). These goals and objectives are printed in Colby’s Student Teacher Handbook. Copies of the Handbook are distributed to all students in the course, to the cooperating teachers, and to the principals of the schools where Colby students complete student teaching. (Cooperating teachers also receive copies of Maine’s Standards for Initial Certification of Teachers, and the course syllabus for Ed431.)

c)        Describe the methods you use for evaluating the success of your students in attaining each of these learning goals (e.g., exams, homework, rubrics for essays or papers, group projects, rubrics for class presentations, exhibits, peer review, interviews). I observe students in their classes three to four times during the semester. I record observations on a narrative memo to students and later on a protocol that is organized around Maine’s Standards for Initial Certification of Teachers. I make inferences about students’ success in attaining these goals based on the written reflections, discussion points, lesson plans, and research papers they write for Ed431, the companion course to Ed433.

d)        For particular components and assignments in this course, explain how you make the connection between these methods of evaluation and the goals and outcomes you have for your students’ learning in this course. As noted above, direct observation using a focused observation protocol organized around Maine’s Standards for Initial Certification of Teachers is the primary method I used to evaluate students. (NB Ed433 is a non-graded course.)

Pedagogy, Curricular Content, and Course Mechanics

a)        If this course satisfies one or more of Colby’s area distribution requirements, explain using specific examples how the content of this course meets the definition of that area requirement. The course does not meet an area distribution requirement.

b)        If there is a writing component to this course, describe the pedagogy and role of the writing assignments in the context of your learning goals and expected outcomes. Students in Ed433 must have written lesson plans when they teach in their classrooms. In the companion course, Ed431, students write lesson plans using acceptable - albeit formulaic – language and education discourse. When I observe in the classroom, I notice the usage and format of materials the student teacher has prepared for handouts for their students.

c)        If there is a presentation or other oral communication component to this course, describe the pedagogy and role of these exercises in the context of your learning goals and expected outcomes. The companion course, Ed431, presents lesson formats that the students can apply in Ed433. Furthermore, students practice lessons (orally) in Ed431 with the intent of using the lessons in Ed433.  When I observe students in their school placements, I notice the extent to which they follow the lesson plan – or deviate from it as needed. I also notice the extent to which their students in the secondary classrooms engage with the Colby student teachers. I comment on classroom dynamics and the ability of the student teacher to connect with students in their classes. Most of the exchanges between Colby students and their secondary students are oral.

d)        If your course has a maximum enrollment, prerequisites, priority for enrollment, or other ‘rules,’ explain the underlying rationale for each. Students must have completed Ed215, Ed231, and one elective in Education. Furthermore, completion of Ed374 is recommended. Students must have a 3.0 average in courses in their major or a letter of recommendation for student teaching from a faculty member in their major area of study. Enrollment is capped at 10. Priority is given to students who are Professional Certification minors. Occasionally, and as enrollment permits, students who are not seeking Professional Certification are permitted in the course. Oftentimes these are students who want to work in an elementary classroom. The rationale for these rules includes: 1.) students need the background in the pre-requisites to be effective as student teachers in secondary classrooms, 2.) students need to have sufficient background and competency in the content they are preparing to teach in secondary classrooms, 3.) more than 10 students would be very challenging to supervise in the field – students would fail to receive proper attention to their development as teachers if there were more than 10 students in the class.

Institutional Context

a)        Explain how this course contributes to the learning goals and expected outcomes of your department or program. This course contributes to the goals of having Professional Certification minors meet Maine’s Standards for Initial Certification of Teachers . The course also supports the Education Program’s goal of teaching for social justice as observations note both the progress toward meeting Maine’s Standards for Initial Certification of Teachers as well as evidence of students’ understanding of teaching for social justice in actual practice.

b)        Explain how this course contributes to the institutional learning goals and expected outcomes embodied by the educational precepts in The Colby Plan.



Colby Precepts particularly addressed in Education 431 & 433


1.  To develop one’s capability for critical thinking, to learn to articulate ideas both orally and in writing, to develop a capacity for independent work, and to exercise the imagination through direct, disciplined involvement in the creative process


4. To learn how people different from oneself have contributed to the richness and diversity of society, how prejudice limits such personal and cultural enrichment, and how each individual can confront intolerance


5. To study one discipline in depth, to gain an understanding of that discipline’s methodologies and modes of thought, areas of application, and relationship to other areas of knowledge


9. To explore the relationships between academic work and one’s responsibility to contribute to the world beyond the campus.


10. To understand and reflect searchingly upon one’s own values and the values of others


c.) Based on your responses above, provide a revised course description suitable for catalogue copy, using no more than 650 characters, that succinctly identifies the content of this course, the most important learning goals and expected outcomes, and (if appropriate) indicates how it fulfills one or more of the area distribution requirements.


Students serve as student teachers in a local secondary school, working under the supervision of a cooperating teacher. Students use lesson plans, assessments, and unit plans developed in Ed431. Furthermore, students manage classrooms and complete administrative tasks associated with secondary teaching. Education Program faculty make observations in the classroom and note the ways in which the student teachers are progressing toward meeting Maine’s Standards for Initial Certification of Teachers as well as the ways in which they are applying the framework of teaching for social justice. Nongraded. Prerequisite:   Senior standing as a professional certification minor. Must be completed concurrently with Ed431 Four Four credit hours.