TCH_LRN-469-amir.gilmore-2026-06-10-10-57-27
Pre-internship for Secondary Teachers
TCH LRN 469
Summer 2026
Number of Credit Hours: 1
Prerequisites: For candidates who have completed TCH LRN 317 and Block I coursework
Course Details
Day and Time: remote and asynchronous
Meeting Location: remote and asynchronous
Instructor Contact Information
Instructor Name: Amir A. Gilmore, Ph.D.
Instructor Contact Information: Cleveland Hall 334, (914) 338-3375, amir.gilmore@wsu.edu
Instructor Office Hours: By appointment
Course Description
Field experience with classroom observation and teaching prior to student teaching.
- Candidates establish classroom communities that support student learning and positive human relationships.
- Candidates design and execute a wide range of instructional plans and strategies that support student learning within and across the curriculum.
- Candidates design and implement a wide range of assessment strategies that support student learning within and across academic content areas.
The connections between the COE Conceptual Framework and TCH LRN 469 include an emphasis on understanding and respecting learners in the diverse cultural context of a clinical classroom placement.
Course Materials
TCH LRN 469 Handbook
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
|
Learn how a teacher manages the daily operations of a classroom (attendance/transitions between classes, interruptions during classes, communication with colleagues and parents). |
Seminar Topics Mentor Teacher Interview Pre-internship Professional Dispositions Evaluation for Field Experiences |
Mentor Teacher Observation Pre-internship Professional Dispositions Evaluation for Field Experiences |
|
Learn basic classroom management techniques (start and end of class transitions, transitions during a lesson, redirection of off-task students, teacher deescalate/reduce the tension of misbehavior in a management situation). |
Seminar Topics Mentor Teacher Interview Pre-internship Professional Dispositions Evaluation for Field Experiences |
Mentor Teacher Observation Pre-internship Professional Dispositions Evaluation for Field Experiences IRIS Classroom Management Modules |
|
Develop an awareness of curriculum flow, formative and summative assessment. |
Seminar Topics Instructional Lesson Plans & Observation Pre-internship Professional Dispositions Evaluation for Field Experiences |
Mentor Teacher Observation Three-Lesson Learning Segment |
|
Develop an understanding of the school culture and context to which you will most likely return for your internship. |
Seminar Topics 469 Culturally Responsive Teaching Assignment |
Mentor Teacher Observation 469 Culturally Responsive Teaching Assignment IRIS Classroom Management Modules |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
Welcome & PLC Discussion I | Discussion | |
| Week 2 [dates] |
PLC Discussion II & III | Discussion | |
| Week 3 [dates] |
Teacher Portfolios & Metacognition | Discussion | |
| Week 4 [dates] |
CCDEI Standards & Building a Comprehensive Classroom Management Plan I | Discussion/IRIS Module | |
| Week 5 [dates] |
Building a Comprehensive Classroom Management Plan II & III | Discussion/IRIS Module | |
| Week 6 [dates] |
Role of ACES & Trauma-informed Pedagogy | Discussion | |
| Week 7 [dates] |
Teacher Well-being & Building Culturally Responsive Learning Communities | Discussion | |
| Week 8 [dates] |
Hot Topics from the Field I & Analyzing State Student Data | Discussion | |
| Week 9 [dates] |
Hot Topics from the Field II & Professional Growth Plan (PGP) | Discussion | |
| Week 10 [dates] |
Introduction to Internship (Student Teaching) | Discussion |
Expectations for Student Effort
For each hour of lecture equivalent, students should expect to have a minimum of one hour of work outside of class.
Attendance
This course meets the requirements for state-legislated certification; therefore, students should make all reasonable efforts to attend all class meetings AND field experiences. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor AND mentor teacher as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time if allowed. Attendance is documented. Missing class meetings or field experiences may result in failure of the class.
Professional Dispositions
The Department of Teaching and Learning at Washington State University uses the Professional Dispositions for Academic Progress (PDAP) to evaluate the dispositions of all its teacher candidates in the classroom and the field. Your professional disposition will be assessed throughout the course. For more information on professional dispositions, visithttps://education.wsu.edu/professionaldisposition/.
Professional Communication
The faculty members, instructors, and teaching assistants in the Secondary Education program emphasize the importance of effective written and oral communication for teachers. Students of the program are expected to demonstrate that they can meet professional communication standards on all their assignments. A student who fails to adhere to conventions of writing (e.g., makes consistent grammatical and spelling errors, frequently misuses words or phrases, fails to organize writing effectively) may be required to work with the Writing Center or complete additional coursework. Students who fail to meet expectations after being provided the opportunity for remediation and improvement may be removed from the program. Students will also be held accountable for demonstrating that they are capable of clear and professional verbal communication.
Grading
Grades are assigned on a satisfactory (S) or unsatisfactory (F) basis.
Evaluation of the pre-internship is an essential component of the experience. Evaluation will be on a satisfactory/fail basis. Satisfactory performance will permit students to continue to the next phase in the teacher training program. Teacher candidates earning a failing grade will receive remediation or be counseled out of the program.
Course Evaluation
Seminars are designed to provide students with additional information about classroom instruction and field experience. Students are required to attend and participate in topics addressed during these seminars. At most, one unexcused absence will be accepted for the term. Supplementary assignments and tasks have been provided in this handbook.
Field Experience Evaluation
Since this field experience is a university requirement, the final evaluation of the teacher candidate is the responsibility of university personnel. However, school personnel (teachers and principals) will have the greatest contact and experience with teacher candidates while in the classroom, so we will rely heavily upon their assessment.
Upon recommendation of the Department of Teaching and Learning, a teacher candidate receiving a failing grade may be allowed to repeat the field experience but will not be eligible to begin Block III until receiving a passing grade in TCH LRN 469. In some cases, a failing grade may result in decertification from the program.
Attendance and Make-Up Policy
Students are required to attend and participate in topics addressed during these seminars. At most, one unexcused absence will be accepted for the term. Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
-Fail the course
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.
Use of AI
For the purpose of field experience courses, the use of AI tools falls under two categories:
- text-generation tool (prohibited)
- research, brainstorming, and editorial aid (permitted)
You may not submit any work generated by an AI program as your own. If you include any material generated by an AI program, it should be cited like any other reference material.