Oregon State University College of Education. SYLLABUS TCE 553 Critical Issues in the Teaching and Learning of Mathematics

Size: px
Start display at page:

Download "Oregon State University College of Education. SYLLABUS TCE 553 Critical Issues in the Teaching and Learning of Mathematics"

Transcription

1 Oregon State University College of Education SYLLABUS TCE 553 Critical Issues in the Teaching and Learning of Mathematics Credits: 3 Instructor s Name: Karen M. Higgins Instructor s and phone: (541) COURSE DESCRIPTION This course examines National Council of Teachers of Mathematics (NCTM) principles and addresses curriculum and strategies that help ensure that all students meet the benchmarks and standards. COURSE INFORMATION This is a three-credit course in the Master of Education (Ed.M), Online Master s program, delivered via www. This course adheres to all OSU academic regulations as found in the Schedule of Classes. Students with documented disabilities who may need accommodations should consult with the instructor at the beginning of the term, no later than the end of the first week. Course content will be made available in an accessible format upon request. LINK TO CONCEPTUAL FRAMEWORK, KNOWLEDGE BASE, NATIONAL AND STATE STANDARDS, AND PROGRAM OUTCOMES The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four foundational or core values that are listed below. To find out more about how the knowledge base relates to the National Council for Accreditation of Teacher Education (NCATE) guidelines, review the Conceptual Framework at the website: 1. Ethics and Professionalism 2. Reflective Practitioner 3. Lifelong Learners 4. Diversity and Equity With respect to national standards, this course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit Standards: The Oregon TSPC Standards embedded in this course include the following: Standard 1: Plan Instruction that supports student progress in learning and is appropriate for the developmental level. Standard 2: Establish a classroom climate conducive to learning. Standard 3: Engage students in planned learning activities. With respect to national teaching standards, the course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. The state standards for teaching (TSPC) imbedded in this course include the design and implementation of instructional plans, classroom climate, collaboration, evaluation of student progress, emerging research,

2 and improving opportunities for teaching and learning in an educational institution. National (NCTM)and state standards in mathematics are also an integral part of the course. STUDENT LEARNING OUTCOMES (Related to Program Outcomes) As a result of taking this class, students will be able to do the following: 1. Construct and implement mathematics curricula and teaching that reflects understanding of the constructivist learning process and integrates technology (IP 1). 2. Interpret the ideas and conceptual themes within reform mathematics as advocated by NCTM (IP 2). 3. Represent mathematical concepts using a variety of strategies, models, and representations to make it accessible to a diverse group of students with varying ability levels, cultural differences, and special needs (IP 3, 5). 4. Assess their own professional practice in the teaching and learning of mathematics and its impact on student learning and overall school improvement in mathematics (RR 7). 5. Critically interpret professional literature (research and theory) in mathematics and integrate best practices within their teaching (RR 8). 6. Develop professional networks and collaborate with colleagues, parents, and members of the community to enhance excellence in the teaching and learning of mathematics, bring a broader perspective to the education of students in a democratic society, and advance teaching as a profession (). COURSE TEXTBOOKS/READINGS AND REQUIRED ASSIGNMENTS The required textbook: Van de Walle, J. A., Karp, K.S., & Bay-Williams, J.M. (2010). Elementary and middle school mathematics: Teaching developmentally (7 th ed.). Boston: Allyn & Bacon. STUDENT EXPECTATIONS Students are expected to do the following: login to the class site by required dates, prepared to engage in dialogue with colleagues prepare materials and think critically about resources demonstrate clarity of ideas, application of knowledge, and appropriate and relevant contributions in class discussion exhibit insight and reflection through self-evaluation prepare assignments, delivered on time, that meet all the criteria recognize and respect the ideas and skills of colleagues and experienced professionals participate actively and positively in class activities identify and engage other professionals, networks, organizations, and other resources related to the issues discussed in the class. STUDENTS WITH DISABILITIES Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at

3 COURSE CONTENT AND SCHEDULE Class Session Week 1 Week 2 Weeks 3 & 4 Week 5 Week 6 Week 7 Week 8 Topic Introductions & Teaching Contexts Standards for Teaching Mathematics Teaching for Understanding & Problem Solving Planning for Instruction: Mathematical Discourse and the Role of Tasks Pedagogical Content Knowledge Resources and Collaboration Addressing Principles in Planning Overview of Assignments Introductions: Putting our teaching and learning into context and beginning to build supportive connection. Building a foundation for thinking about how mathematics can be taught in a way to meet the needs of all students. Discussion: Post an introduction to yourself and respond to at least three others introductions in the Blackboard Discussion. Readings: Text Chapter 1, NCTM Principles and Standards for School Mathematics, Your school/district Math Standards Assignment 1 (10 Pts): Standards Comparisons Discussion (5 Pts): How can standards affect the teaching of mathematics? Respond to at least two others postings. Readings: Text Chapters 2 and 3; Reinhart article Assignment 2 (10 Pts): Evaluation of Mathematics Programs Discussion (5 Pts): Reflect on the use of published programs. Respond to at least two others reflections/questions/issues. Readings: Text Chapters 4 and 6; Kazemi article Assignment 3 (15 Pts): Three Part Math Lesson Discussion (5 Pts): Reflection on teaching. Respond to at least two others reflections. Readings: Text Chapters relating to chosen Content and Process Goals and professional resources. Capstone Activity Part 1: Mathematical Conceptual Focus of Teaching Unit - Begin unit by choosing learning goals from Content and Process Standards appropriate for target grade/age. Discussion: Post Unit Topic and grade level so others can support you with ideas and resources. Readings: Text and variety of professional publications on topic of unit. Capstone Activity Part 2: Resource List - Begin development of an annotated list of resources. Include professional resources & input from other professional/ community members. Discussion: Post resources. Read others resource list and suggest other items that you believe will be useful. Readings: Chapter 7 NCTM Principles Capstone Activity Part 3:Five Activities - Begin selecting five activities for the unit. These activities should address as many of the Principles and Strategies discussed in the text (Chapter 3) as possible and must include the use of technology, models, class investigations, problem solving, group discussion, student justifications, productive group work, high cognitive tasks, and classroom discourse. Program & Learning Outcomes RR 7; PLA 12,13 LO 4, 6 IP 1, 2, 3; RR 8; PLA 12,13 LO1, 2, 4, 5, 6 IP1, 2, 3 RR: 8 PLA12,13 LO1,2,4,5,6 IP 1, 2, 3, 5 RR 7, 8 LO 1-6

4 Week 9 Week 10 Assessment: Assessment Tasks and Scoring Rubrics Pulling It All Together: Submitting Capstone and Professional Reflection Discussion: Post brief descriptions. Comment and make suggestions to others. Readings: Text Chapter 5 Capstone Activity Part 4: Assessment Task - Locate or develop a task that will assess students understanding of the selected concept. Create a simple rubric for scoring students work. Discussion: Post task and rubric for ideas/input from other class members Capstone Activity (45 points): Unit of five activities and a culminating assessment task that incorporates the NCTM Principles and Standards for Teaching Mathematics and focus on the students understanding of a chosen mathematical concept. Unit will include an annotated list of references including print materials, electronic resources, and community members and/or professional colleagues. Discussion (5 points): A final reflection on incorporating the Principles and Standards into planning for mathematics instruction. Discuss lingering questions, ah-ahs, new understandings or insights, and final thoughts on teaching mathematics. Complete online instructor/course evaluation. IP 1-3,5; ; RR 8 EVALUATION OF STUDENT PERFORMANCE There are a total of 100 possible points in this course. The points are distributed as follows: Discussion Participation 20 points Assignment 1 10 points Assignment 2 10 points Assignment 3 15 points Capstone Activity (45 points) Part 1:Mathematics Focus 5 points Part 2: Resource List 10 points Part 3: Activities 20 points Part 4: Assessment Task 10 points TOTAL 100 points Grading Scale Grading will be as follows: A A B B B C C C-

5 ASSIGNMENTS Discussion Participation: 20 points Participation in online discussions is an important element in this class. Four of the five online discussions will be graded. Each graded discussion will be worth five points for a total of 20 points. The deadline for each due date is 6:00 a.m. Pacific Daylight Time. Due Dates (Posting typically on Monday...Responses on Thursday): 1. Introductions (0 Points) 2. Use of Standards (5 Points) 3. Reflections on Published Programs (5 Points) 4. Reflections on Teaching 3-Part Lessons (5 Points) 9. Capstone Reflection (5 Points) Assignment 1: Standards Comparison (10 points) Write a paper comparing the NCTM Principles and Standards to your local school or district standards or curriculum. Assignment 2: Evaluation of Published Materials (10 points) Using the guidelines for effective teaching, examine the Teacher s Guide of the published mathematics program you use in your school (or another available published mathematics program). Focus on one chapter or unit of study. Assignment 3: Planning and Teaching a Lesson (15 points) (1) Plan a "Three Part" (Before, During, After) problem solving lesson. (2) Teach the lesson to your students. (3) Respond to the Discussion Board post. Capstone Activity: 45 points Plan a teaching unit with the focus of student understanding of a chosen mathematical concept. 1. Part 1: Mathematical Conceptual Focus of Teaching Unit Choose a mathematical concept that is both important and appropriate for the age/grade level and achievement level of your students. 2. Part 2: Resources for Planning (Resource List) Develop an extensive list of resources to support your development of the unit. 3. Part 3: Five Activities Using the NCTM Principles for Teaching Mathematics and effective teaching strategies discussed by Van de Walle, select five activities/investigations that offer your students various experiences with the concept. 4. Part 4: Assessment Task Select a task that will assess students understanding of the concept. Develop a Simple Scoring Rubric to assess student understanding. NOTE: Over the last weeks of class the pieces of this Capstone Activity are to be posted in the Discussion Board AS THEY ARE BEING DEVELOPED. What is posted is for the purpose of development. Postings may become final products; however, the hope is that students will receive input

6 from the other class members and the instructor and continue to refine each part of the unit. Only the final submission will be graded. Course Evaluation: We encourage you to engage in the course evaluation process each term online, of course. The evaluation form will be available toward the end of each term, and you will be sent instructions by Ecampus. You will login to Student Online Services to respond to the online questionnaire. The results on the form are anonymous and are not tabulated until after grades are posted.

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or

More information

Mathematics Education Master of Education Degree Program PROFESSIONAL PORTFOLIO RUBRIC Candidate: ID#: Date: Evaluator:

Mathematics Education Master of Education Degree Program PROFESSIONAL PORTFOLIO RUBRIC Candidate: ID#: Date: Evaluator: Mathematics Education Master of Education Degree Program PROFESSIONAL PORTFOLIO RUBRIC Candidate: ID#: Date: Evaluator: Recommendations: Evaluator Signature: Grade: PASS FAIL Developing Acceptable Optimum

More information

NCTM NCATE Standards (2012) Secondary (Initial Preparation)

NCTM NCATE Standards (2012) Secondary (Initial Preparation) 1 (Initial Preparation) Standard 1: Content Knowledge Effective teachers of secondary mathematics demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and

More information

The performance assessment shall measure the extent to which the teacher s planning:

The performance assessment shall measure the extent to which the teacher s planning: Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.

More information

Teacher Education Portfolio Guidelines and Rubric

Teacher Education Portfolio Guidelines and Rubric Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASC

More information

OSU CASCADES. Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014

OSU CASCADES. Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014 1 OSU CASCADES Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014 TCE 573 Instructional Approaches for ESOL/Bilingual Education (3 credits)

More information

ED 666 ~ Advanced Educational Psychology ~ Karen L. Macklin

ED 666 ~ Advanced Educational Psychology ~ Karen L. Macklin UAS CTE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts ED S631 Advanced Educational Psychology - Course Syllabus Karen L. Macklin,

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP Instructor: Office: Phone: Email: Suzanne Maniss, Ph.D. 240 Gooch Hall Martin, TN 38238

More information

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent

More information

Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education

Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

Solve Open Sentences with Multiplication and Division

Solve Open Sentences with Multiplication and Division Solve Open Sentences with Multiplication and Division Student Probe What number can replace in each of the following s to make a true statement? 5 x 7 = 18 3 = x 9 = 4 x 9 36 4 = 4 6 = 48 6 Lesson Description

More information

STANDARDS FOR THE MASTER OF LIBRARY SCIENCE DEGREE/ SCHOOL LIBRARY MEDIA COORDINATOR LICENSE

STANDARDS FOR THE MASTER OF LIBRARY SCIENCE DEGREE/ SCHOOL LIBRARY MEDIA COORDINATOR LICENSE STANDARDS FOR THE MASTER OF LIBRARY SCIENCE DEGREE/ SCHOOL LIBRARY MEDIA COORDINATOR LICENSE Note: The master of library science degree is an entry-level requirement for all North Carolina school library

More information

CLINICAL EXPERIENCE A: EARLY CHILDHOOD EDUCATION ECE 319 FALL 2011 Instructor Annette Searfoss

CLINICAL EXPERIENCE A: EARLY CHILDHOOD EDUCATION ECE 319 FALL 2011 Instructor Annette Searfoss CLINICAL EXPERIENCE A: EARLY CHILDHOOD EDUCATION ECE 319 FALL 2011 Instructor Annette Searfoss Office RCC 113, 661-1870 Home:717-377-6215 Office Hours Tuesdays and Thursdays 10:00-11:00 am and by appointment

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

Additional Qualification Course Guideline. Primary Education Specialist

Additional Qualification Course Guideline. Primary Education Specialist Additional Qualification Course Guideline Primary Education Specialist Schedule D Regulation 184/97 Teachers Qualifications Standards of Practice and Education April 2003 Ce document est disponible en

More information

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,

More information

The Teacher Educator Standards

The Teacher Educator Standards The Teacher Educator Standards From the Association of Teacher Educators Winter Conference Standards Clinic New Orleans, LA February, 2008 Facilitators: Dr. Robert Fisher Dr. Barbara Short Dr. Robin McBee

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

(Advanced Preparation)

(Advanced Preparation) 1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments.

Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments. Summary Program Report, Elementary Education IUPUC Division of Education June 7, 2011 General Outcomes Sought: What students will know or be able to do All elementary education majors must meet the standards

More information

Teacher of Students with Disabilities Endorsement Program Student Handbook

Teacher of Students with Disabilities Endorsement Program Student Handbook Teacher of Students with Disabilities Endorsement Program Student Handbook Rowan University College of Education Interdisciplinary and Inclusive Education Department 1 Table of Contents Overview and General

More information

LEVEL 1 LICENSURE PORTFOLIO

LEVEL 1 LICENSURE PORTFOLIO LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment

More information

Virtual Programs and Assessment in Graduate Teacher Education. Nedra Atwell Marge Maxwell Western Kentucky University. Abstract

Virtual Programs and Assessment in Graduate Teacher Education. Nedra Atwell Marge Maxwell Western Kentucky University. Abstract Virtual Programs and Assessment in Graduate Teacher Education Nedra Atwell Marge Maxwell Western Kentucky University Abstract This research goes to the very heart of professional education preparation

More information

Master of Arts in Education/Teacher Credential

Master of Arts in Education/Teacher Credential Antioch University Los Angeles 1 Master of Arts in Education/Teacher Credential OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS The Teaching Credential program stands alone and its coursework can be completed

More information

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours Instructor: Steve Neill, Associate Professor Office: Visser Hall 203B Address: Box 4037 Emporia, Kansas

More information

M.S. in Education Assessment in the Major Report 2010. By Dr. Renee Chandler, Program Director Submitted: October 2011

M.S. in Education Assessment in the Major Report 2010. By Dr. Renee Chandler, Program Director Submitted: October 2011 M.S. in Education Assessment in the Major Report 2010 By Dr. Renee Chandler, Program Director Submitted: October 2011 Table of Contents 1. Outcomes of Previous Assessments... 2 2. Questions To Be Answered

More information

Program Outcomes and STRIVE: Expectations for Reflective, Principled Educators at California Lutheran University

Program Outcomes and STRIVE: Expectations for Reflective, Principled Educators at California Lutheran University Program Outcomes and STRIVE: Expectations for Reflective, Principled Educators at California Lutheran University Each of the programs at California Lutheran University is guided a specific set of expectations

More information

Master s Degree Portfolio Project

Master s Degree Portfolio Project Master s Degree Portfolio Project Introduction The portfolio project serves as the capstone activity for the master s degree program in the Department of Secondary Education. The portfolio will provide

More information

Portfolio Handbook. Table of Contents

Portfolio Handbook. Table of Contents 1 2010-2011 Portfolio Handbook Table of Contents Introduction... 3 Welcome to Lesley!... 3 Phase One: Standards Portfolio... 5 Collection process... 5 Phase One Organizing Strategies... 5 E-Portfolio...

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010 THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010 Instructor: Beverly J. Hearn, Ed.D Office: 227 Gooch Hall Phone:

More information

Instruction: Design, Delivery, Assessment Worksheet

Instruction: Design, Delivery, Assessment Worksheet Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program

More information

Department of Secondary Education Kutztown University of Pennsylvania. Master s Degree Portfolio Project

Department of Secondary Education Kutztown University of Pennsylvania. Master s Degree Portfolio Project Department of Secondary Education Kutztown University of Pennsylvania Master s Degree Portfolio Project Introduction The portfolio project serves as the capstone activity for the master s degree program

More information

SCHOOL OF EDUCATION VIRTUAL CAMPUS

SCHOOL OF EDUCATION VIRTUAL CAMPUS SCHOOL OF EDUCATION VIRTUAL CAMPUS Mission: Wayland Baptist University exists to educate students in an academically challenging, learning focused and distinctively Christian environment for professional

More information

TEXAS SOUTHERN UNIVERSITY COLLEGE OF EDUCATION Department of Counseling

TEXAS SOUTHERN UNIVERSITY COLLEGE OF EDUCATION Department of Counseling 1 Fall, 2013 COUN 539 School Counseling (Online) Joyce P. Finch, Ed.D. drjoycefinch@gmail.com or finchjg@tsu.edu Office: 713-313-7625 Cell: 281-731-2099 Office: 307 A TEXAS SOUTHERN UNIVERSITY COLLEGE

More information

PRIORITY REVIEW GIVEN TO THOSE WHO SUBMIT APPLICATIONS BY JANUARY 5, 2009. (EI AND LD ONLY.)

PRIORITY REVIEW GIVEN TO THOSE WHO SUBMIT APPLICATIONS BY JANUARY 5, 2009. (EI AND LD ONLY.) SPECIAL EDUCATION Emotionally Impaired/Learning Disabled/Deaf Education Master of Arts Application Deadlines: EMOTIONALLY IMPAIRED FEBRUARY 15. LEARNING DISABLED FEBRUARY 15. DEAF EDUCATION FEBRUARY 15.

More information

Annual Goals for Secondary Education

Annual Goals for Secondary Education Annual Goals for Secondary Education 2010-2011 maintain accreditation The department of secondary education will strive to maintain accreditation standards with the National Council for Accreditation of

More information

B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook

B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program

More information

OTTAWA ONLINE ECE-30050 Early Childhood Math Methods

OTTAWA ONLINE ECE-30050 Early Childhood Math Methods Course Description OTTAWA ONLINE ECE-30050 Early Childhood Math Methods Examines theories of cognitive development framework to understand how young children acquire math skills, concepts and abilities.

More information

Mathematics Education Master Portfolio School of Education, Purdue University

Mathematics Education Master Portfolio School of Education, Purdue University Mathematics Education Master Portfolio School of Education, Purdue University Overview: Masters Portfolios are purposeful, thematic collections of selected student work that exhibit to the student and

More information

Course outline. Code: EDU209 Title: Teaching Mathematics in the Early Years

Course outline. Code: EDU209 Title: Teaching Mathematics in the Early Years Course outline Code: EDU209 Title: Teaching Mathematics in the Early Years Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2016 Course Coordinator: Vicki Schriever

More information

1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12

1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 2. Course Description: Prerequisites: Admission to student

More information

Seminar in Instructional Technology

Seminar in Instructional Technology Joe Winslow jwinslow@coastal.edu Kearns Hall 211B COURSE DESCRIPTION: Capstone experience in the design, development, implementation, evaluation and management of instructional technologies and their potential

More information

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information

SCHOOL COUNSELING. Assessment at a Glance. Early Childhood through Young Adulthood. Choosing the Right Certificate. Reviewing the Standards

SCHOOL COUNSELING. Assessment at a Glance. Early Childhood through Young Adulthood. Choosing the Right Certificate. Reviewing the Standards Early Childhood through Young Adulthood SCHOOL COUNSELING Choosing the Right Certificate Reviewing the Standards Demonstrating Your Teaching Practice and Content Knowledge Understanding the National Board

More information

PreK 12 Practicum and Internship. School Counseling. Overview

PreK 12 Practicum and Internship. School Counseling. Overview PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the

More information

Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline

Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline COURSE INSTRUCTOR: Larry Beard, Ed.D. lbeard@jsu.edu Ph: 256-782-5078 CLASS MEETINGS: OFFICE HOURS: Online Email me

More information

Alignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards

Alignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Alignment Table School Counseling Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Austin Peay State University Professional Educational Standards

More information

FAST TRAIN Elementary Program Guidelines for Performance Based Assessment And Fieldwork Experience

FAST TRAIN Elementary Program Guidelines for Performance Based Assessment And Fieldwork Experience FAST TRAIN Programs 4400 University Drive, MS 1E8, Fairfax, Virginia 22030 Phone: 703-993-2794; Fax: 703-993-5771 FAST TRAIN Elementary Program Guidelines for Performance Based Assessment And Fieldwork

More information

Spadoni College of Education Coastal Carolina University EDAD 680 School and Community Relations Course Syllabus Summer I Online 2014

Spadoni College of Education Coastal Carolina University EDAD 680 School and Community Relations Course Syllabus Summer I Online 2014 Spadoni College of Education Coastal Carolina University EDAD 680 School and Relations Course Syllabus Summer I Online 2014 Instructor of Record: Dr. Linda May Email: lanastm@coastal.edu Office Location:

More information

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT RESPONSIVE EDUCATORS

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT RESPONSIVE EDUCATORS COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT RESPONSIVE EDUCATORS Knowledge, Skills, and Dispositions Proficiencies And Key Indicators For The Responsive Educator K1- Knowledge of self (metacognition) and

More information

Teacher Education. Electronic Evidences Handbook. Initial A Licensure. School of Education NORTH CAROLINA A&T STATE UNIVERSITY

Teacher Education. Electronic Evidences Handbook. Initial A Licensure. School of Education NORTH CAROLINA A&T STATE UNIVERSITY Teacher Education Initial A Licensure Electronic Evidences Handbook School of Education NORTH CAROLINA A&T STATE UNIVERSITY Spring 2013 P a g e 2 Table of Contents Overview... 3 Getting Started with TaskStream...

More information

A. The master of arts, educational studies program will allow students to do the following.

A. The master of arts, educational studies program will allow students to do the following. PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);

More information

Course Textbook: Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications.

Course Textbook: Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications. ARTE 382-Art Education: Content II T/R 3-5:40 p.m. Instructor: Lisa Jameson FAC 300 Office Hours: T/R 1-3 p.m. or by appointment Phone: (859) 572-6659 Email: jamesonl@nku.edu Course Description: Teaching

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION Gifted and Talented Advisory Council College of Education University of Nevada, Reno Mailstop 0299 Reno, NV 89557 Office (775) 784-4383 Fax (775) 784-4384

More information

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director I. Admission: a. Apply to Graduate School: (www.saumag.edu/graduate/admissions). i. Admission to the

More information

Elementary Education: Teacher Leadership Track

Elementary Education: Teacher Leadership Track Elementary Education: Teacher Leadership Track Designed for: Students who have an undergraduate degree in Education and an initial teaching license for elementary grades K-6, plus a minimum of one year

More information

OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation

OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation Course Description Surveys the field of curriculum theory and organizational frameworks for current practices in curriculum development and evaluation,

More information

Elementary Math Methods Syllabus

Elementary Math Methods Syllabus Elementary Math Methods Syllabus Course Description This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination

More information

Portfolio Guide. Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Conceptual Framework

Portfolio Guide. Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Conceptual Framework Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course 1.4.1.1 Human Growth and Development:

More information

Reduced Impact Timber Harvesting SNR 534 2 Credits

Reduced Impact Timber Harvesting SNR 534 2 Credits Instructor Loren Kellogg, PhD, CF Lematta Professor of Forest Engineering Oregon State University E-mail: loren.kellogg@oregonstate.edu Phone: 541-737-2836 Reduced Impact Timber Harvesting SNR 534 2 Credits

More information

Introduction to Educational Psychology AEDP235. Spring 2012. A. AEDP 235 Introduction to Educational Psychology (3)

Introduction to Educational Psychology AEDP235. Spring 2012. A. AEDP 235 Introduction to Educational Psychology (3) Introduction to Educational Psychology AEDP235 Spring 2012 Instructor: David Lewis, MA, NCSP, LPES Email: lewisdr@mail.sc.edu Telephone Home 803-259-7668 Office 803-625-5008 Office Hours by appointment

More information

Teacher Education Dispositions

Teacher Education Dispositions Teacher Education Dispositions Role of Dispositions Teaching involves more than effective planning, instructional knowledge, and teaching skills. It also extends to professional dispositions. Dispositions

More information

IHE Master's Performance Report

IHE Master's Performance Report IHE Master's Performance Report Salem College 26-27 Overview of Master's Program At Salem College, graduate students may earn licensure (initial and/or advanced) in elementary education, general curriculum

More information

Indiana s Department of Education STEM Education Implementation Rubric

Indiana s Department of Education STEM Education Implementation Rubric Indiana s Department of Education STEM Education Rubric The rubric that follows provides an outline for the implementation of STEM attributes in schools. The rubric is designed to show varying levels of

More information

EDUC 660. Organization and Administration of School Counseling Programs

EDUC 660. Organization and Administration of School Counseling Programs EDUC 0 Organization and Administration of School Counseling Programs *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may

More information

Candidates will demonstrate ethical attitudes and behaviors.

Candidates will demonstrate ethical attitudes and behaviors. EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and

More information

ASU College of Education - Teacher Education Department EPSY 3303 Child and Adolescent Development Course Syllabus Fall 2009

ASU College of Education - Teacher Education Department EPSY 3303 Child and Adolescent Development Course Syllabus Fall 2009 ASU College of Education - Teacher Education Department EPSY 3303 Child and Adolescent Development Course Syllabus Fall 2009 Professor: Dr. Linda N. Lucksinger Telephone: 325-942-2052 ext. 257 Email: Linda.Lucksinger@angelo.edu

More information

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing

More information

EFRT 305 Human Development and Learning

EFRT 305 Human Development and Learning EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field

More information

Syllabus for Educational Psychology EDUC 300B

Syllabus for Educational Psychology EDUC 300B Syllabus for Educational Psychology EDUC 300B Term: Fall 2015 Course Number: EDUC 300 B Course Title: Educational Psychology Instructor: Bruce Wisowaty Office: Room 500 Office Phone: 219-473-4264 Cell

More information

For Initial Programs for School Library Media Specialist Preparation

For Initial Programs for School Library Media Specialist Preparation For Initial Programs for School Library Media Specialist Preparation Approved by NCATE March 5, 2003 American Library Association American Association of School Librarians Program Standards School Library

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

More information

JOINT MASTER OF ARTS IN LEADERSHIP AND EDUCATION CHANGE COURSE DESCRIPTIONS

JOINT MASTER OF ARTS IN LEADERSHIP AND EDUCATION CHANGE COURSE DESCRIPTIONS JOINT MASTER OF ARTS IN LEADERSHIP AND EDUCATION CHANGE COURSE DESCRIPTIONS A. CORE COURSES MALC 801 Perspectives in Educational Leadership Educational leadership is a complex concept, both in theory and

More information

ASSOCIATE & APPLIED SCIENCE in EARLY CHILDHOOD EDUCATION Plan for Assessment of Student Academic Achievement 2009-2010

ASSOCIATE & APPLIED SCIENCE in EARLY CHILDHOOD EDUCATION Plan for Assessment of Student Academic Achievement 2009-2010 ASSOCIATE & APPLIED SCIENCE in EARLY CHILDHOOD EDUCATION Plan for Assessment of Student Academic Achievement 2009-2010 From the Mission of Hocking College Hocking College is an innovative, experience-based

More information

Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours

Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours "Committed to the Development of All Learners" Committed to the Development of All Learners is

More information

Course: MTH 595AZ - Algebra and Middle School Mathematics Curriculum Development with TI-Nspire Technology Course credit: 3 (3-0) Term:

Course: MTH 595AZ - Algebra and Middle School Mathematics Curriculum Development with TI-Nspire Technology Course credit: 3 (3-0) Term: Course: MTH 595AZ - Algebra and Middle School Mathematics Curriculum Development with TI-Nspire Technology Course credit: 3 (3-0) Term: Instructor: Dr. Denny St. John Office: 134C Pearce Hall Phone: (989)

More information

Distance Learning Policy With Proposed Procedures

Distance Learning Policy With Proposed Procedures Distance Learning Adopted by PWO 19 Feb 2010 Distance Learning Policy With Proposed The Instructional Division will be responsible for the development, delivery, assessment and accreditation of Distance

More information

According to the Common Core State Standards Initiative (CCSSI, 2012), Mathematics Standards,

According to the Common Core State Standards Initiative (CCSSI, 2012), Mathematics Standards, Understanding Integer Addition and Subtraction Concepts Using Microsoft Word R Illustrations Estella De Los Santos, University of Houston-Victoria Abstract: Small colored disks of different colors have

More information

INTEGRATED CREDENTIAL PROGRAM GENERAL INFORMATION AND CURRICULUM

INTEGRATED CREDENTIAL PROGRAM GENERAL INFORMATION AND CURRICULUM COLLEGE OF EDUCATION, HEALTH, HUMAN SERVICES COLLEGE OF HUMANITIES, ARTS, BEHAVIORAL SOCIAL SCIENCES INTEGRATED CREDENTIAL PROGRAM GENERAL INFORMATION CURRICULUM BACHELOR OF ARTS IN LIBERAL STUDIES MULTIPLE

More information

MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961

MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961 Summer I, 2011 MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961 Course description: Participants will examine the theories

More information

Required Online Subscription Brainpop.com. Subscriptions will be provided in class (will be used in science methods, too).

Required Online Subscription Brainpop.com. Subscriptions will be provided in class (will be used in science methods, too). Elementary Math Methods 02.551 Course Syllabus Fall 2013 Wednesdays, 9 a.m. - 11:30 a.m. and Web-enhanced O'Leary Library 513 and Murkland School, Lowell Instructors: Dr. Michelle Scribner-MacLean (Michelle_ScribnerMacLean@uml.edu)

More information

IHE Master's Performance Report

IHE Master's Performance Report IHE Master's Performance Report Fayetteville State University 2011-2012 Overview of Master's Program The Master of Education (M. Ed.) degree program at FSU offers the opportunity to complete a graduate

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Early Childhood. Education

Early Childhood. Education Early Childhood Page 1 Education Program Assessment System effective August 26, 2013 Revised January 7, 2014 I. Greetings to Students Welcome to the Early Childhood Education teacher preparation program

More information

Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership

Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership 1 Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership Instructor: Phone Office E-mail Mailbox Location -

More information

Setting a vision for strong student teaching

Setting a vision for strong student teaching Setting a vision for strong student teaching Goals to be achieved by the student teacher Source: Furman University s Comprehensive Orientation to ADEPT contains a detailed set of goals for the student

More information

Charles A. Szuberla, Jr.

Charles A. Szuberla, Jr. THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:

More information

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing

More information

CURRICULUM COURSE REVIEW FORMAT. 1. Course Title/Number: 12-346 Behavior Analysis and Modification for Individuals with Exceptional Needs

CURRICULUM COURSE REVIEW FORMAT. 1. Course Title/Number: 12-346 Behavior Analysis and Modification for Individuals with Exceptional Needs CURRICULUM COURSE REVIEW FORMAT 1. Course Title/Number: 12-346 Behavior Analysis and Modification for Individuals with Exceptional Needs 2. Number of Credit Hours: (3) 3. Curriculum Program Title: Special

More information

Standards of the P-6 Mathematics Specialist Endorsement

Standards of the P-6 Mathematics Specialist Endorsement Standards of the P-6 Mathematics Specialist Endorsement I. Mathematical Content Knowledge and Knowledge of Curriculum Candidates have deep understanding of mathematical content and knowledge of mathematical

More information

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates

More information

Charles A. Szuberla, Jr.

Charles A. Szuberla, Jr. THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:

More information

Transition Points for Undergraduate Initial Teacher Preparation Programs

Transition Points for Undergraduate Initial Teacher Preparation Programs Transition Points for Undergraduate Initial Teacher Preparation s Transcript reviews for sixteen academic units in major content areas; and high school GPA for the quality of academic work (or results

More information

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize

More information