Seminar on Instructional Practice and Pedagogy (TPP 403)
The Seminar on Instructional Practice and Pedagogy (TPP 403) is taken concurrently with TPP 404 Clinical Practice. The course is structured by four broad themes: The Learner and Learning, Content Knowledge: Planning Instruction and Assessment, Instructional Practice and Pedagogy, and Professional Responsibilities. Major course assignments address these themes through a focus on the research and practice of meeting the needs of diverse learners.
The course is designed to help students connect theory and practice, become self-reflective practitioners, use data from formative and summative assessments to inform instruction, and to prepare for full-time student teaching.
Clinical Practice (TPP 404)
Clinical Practice (TPP 404) is a 12-week, 175 hour assignment as a part-time student teacher in a local middle or high school over the course of the semester, amounting to approximately 20 hours of clinical work per week. Students assume increased control of instruction with the support of a cooperating teacher over the 12-week period, and the experience culminates with the student’s design and delivery of a short unit of instruction.
A supervisor from the Program in Teacher Preparation observes each student teacher twice and works in collaboration with the cooperating teacher to support the student.
Assignments include research of the school and classroom context as well as an analysis and reflection on the unit of instruction taught in the final weeks of the semester.
Candidates are hosted by local school districts, and while the goals and needs of candidates are taken into consideration, the program cannot guarantee placement in specific schools or districts. While not required, access to a car provides greater flexibility in placing candidates in schools.
Candidates may be required by the school district to complete a criminal background check prior to TPP 404 as well as to undergo a Mantoux (TB) test. Candidates are expected to adhere to their host district’s or school’s professional code of conduct, and failure to abide by the code of conduct may jeopardize continued placement.
Teacher Prep candidates must earn a minimum grade of B- in Clinical Practice (TPP 404) to continue with Practice Teaching (TPP 406) and to be eligible for the State License (NJ CEAS) If course instructors determine that a student’s performance is not meeting program
standards early in the semester, the student will be placed on an improvement plan and must satisfy the conditions of the plan in order to proceed to the next level of student teaching (TPP 406).
Course Counts for Student Teaching: The program’s student teaching courses, TPP 404 and TPP 406, carry a course count of two courses due to the significant amount of time spent in schools and the academic work required during these clinical placements. The program recommends that students take the first semester of student teaching (TPP 403 and TPP 404 taken concurrently) during the spring of senior year. The double course count of TPP 404 allows seniors to ONLY take these two courses along with their senior thesis, thus minimizing the impact of the clinical hours on their thesis work. Please note that both semesters of student teaching (TPP 403 and TPP 404, followed by TPP 405 and TPP 406) may be taken after graduation if students are unable to schedule TPP 403 and TPP 404 during the spring of senior year.