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

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

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

Transcription

1 1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: Course Description: Prerequisites: Admission to student teaching; All teacher education methods courses and completion of all courses in the emphasis area(s). Observation, participation and responsible classroom teaching along with related professional activities including students at two non-consecutive levels in the P-5 range. 3. Texts: "Elementary and Middle School Student Teaching Packet" (see field experiences website) The Student Teaching Handbook - "Supervising Student Teachers, A Guide for Supervisors" 4. Student Learning Outcomes: Through teaching experience in classroom settings, the student teacher will be able to: 1. Demonstrate knowledge of all content for the K-5 classroom. (KTS 1) 2. Effectively demonstrates professional roles, behaviors, and responsibilities of classroom teachers educators. (KTS 1, 2, 3, 4, 5, 6, 7, 8, 9) 3. Collaborate with colleagues, parents and other agencies to develop instructional programs which support individual and group inquiry. (KTS 8) 4. Planning and implement activities to meet a wide variety of students' needs utilizing appropriate school, university and community resources. (KTS 2, 3, 4) 5. Identify and interpret the physical, academic, social, cultural and emotional characteristics of students and the influence of these characteristics on instructional procedures. (KTS 2, 3, 4) 6. Create a positive learning climate appropriate for the age and content area (KTS 2). 7. Demonstrate age appropriate and effective classroom management strategies. (KTS 3) 8. Use technology effectively and ethically to enhance instruction and record keeping. (KTS 6) 9. Identify, develop, and analyze appropriate formative and summative assessment strategies and procedures. (KTS 5) 10. Demonstrate professional dispositions, skills, and ethical behaviors as described in the EKU Dispositions Assessment form. (KTS 7, 8, 9) 11. Develop long-range professional development goals and plan for a program of continued professional development. (KTS 7, 9) 5. Evaluation Methods: Course is graded as satisfactory or unsatisfactory based upon: 1. On-going self evaluation including daily journal entries, video tapes of teaching and written evaluations 2. Continuous assessment through individual conferences with cooperating teacher and university supervisor 3. Satisfactory mid-term evaluation form including the EKU Dispositions Assessment. 4. At least 3 observations of teaching by University Supervisor. 5. Satisfactory Final Evaluation for Student Teaching by both cooperating teacher and university supervisor 6. Satisfactory completion of all required components of the Teacher Education Program Professional e-portfolio, including sample instructional plans, assessments, KTIP-TPA Task Analyses, self- 1

2 evaluation of video lesson, evidence of content mastery and evidence of leadership. 6. Student Progress: The student teaching supervisor will provide students with written information on their progress in the course at least once prior to the midterm for each 8 week placement. 7. Attendance Policy: Student teachers are required to be at their assigned school every day. Any absence must be made up with additional days, unless specifically allowed by the student teaching supervisor and the Assistant Director for Professional Laboratory Experience. (See Student Teaching Handbook) Excessive absences and/or tardies may result in extended assignments or an unsatisfactory grade in student teaching. 8. Last day to drop student teaching or to withdraw from the University are included in the University calendar (Colonel Compass). 9. Disability Statement. If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by at or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in alternative forms. See note 2 below 10. Academic Integrity Statement. Students are advised that EKU s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. 11. Course Requirements: 1. Orientation to and participation in all curricular and extra curricular activities which are part of the classroom teacher's responsibility. 2. Preparation and implementation of long-range and daily plans which focus instruction on Kentucky s Program of Studies (including Academic expectations and Core Content for Assessment). 3. Development of instructional materials and use of technology to create a media rich environment. 4. Selection and use of a variety of appropriate teaching strategies. 5. Establishment of a positive classroom climate conducive to learning and challenging to all students. 6. Adaptation of instruction and content specific teaching methods to meet the needs of every student. 7. Utilization of appropriate assessment strategies and processes for diagnostic and prescriptive purposes and evaluation of performance. 8. Maintenance of accurate records. 12. Course Outline of Implementing Activities and Performance Events: 1. Take the Teacher Licensure Examinations (PRAXIS) required for certification and graduation. 2. Maintain regular, punctual attendance. 2

3 3. Observe teachers and analyze their instructional methods and classroom management strategies. 4. Complete required forms and records for cooperating teacher(s) and university supervisor(s) 5. Attend professional development seminars in schools and at the university 6. Register with the EKU Career Services Office and complete a TC-1 form for initial teacher certification. 7. Keep a professional reflective journal for continuous self-evaluation. 8. Develop a revised and up-to-date Professional Growth Plan aligned with Kentucky Teacher Standards that accurately reflects identified areas for improvement. 9. Identify special needs, interests, and concerns of students. 10. Utilize a variety of research and evaluation techniques to locate resources for planning and teaching. 11. Develop daily, weekly and long-range instructional plans with cooperating teacher and teaching team. 12. Develop standards-based, thematic units of study. 13. Write effective, detailed lesson plans using the KTIP-TPA format and develop appropriate related material and assessment procedures. 14. Develop portfolio tasks and performance events and develop reliable scoring guides for evaluation of student work. 15. Effectively and ethically use technology to enhance student learning. 16. Relate lessons to students' prior knowledge and real world interests. 17. Teach concepts developing definitions, examples, attributes and non-examples. 18. Incorporate a variety of strategies and activities to meet individual differences. 19. Utilize visual, auditory, and kinesthetic approaches and cooperative learning/small group activities. 20. Satisfactorily complete a minimum of one week of solo teaching in each placement. 21. Demonstrate and communicate high expectations for all learners. 22. Utilize effective classroom management procedures which demonstrate respect and establish rapport with all students. 23. Utilize a variety of formative and summative assessments to evaluate student learning and plan differentiated instructional strategies. 24. Evaluate student work and performance events and keep effective records. 25. Complete a self-evaluation of video-taped lesson. 26. Confer with and utilize constructive criticism of teaching provided by cooperating teacher(s), teaching team, principal and university supervisor. 27. Organize a professional portfolio that meets the expectations for EKU s Teaching Program Exit Transition Point (Gate 4) including KTIP-TPA lesson plans, at least one standards-based unit of study, examples of assessments, examples of student work, a classroom management plan and other resources. 13. Additional requirements for graduate students in 700-level classes taught concurrently with 500-level classes. Not applicable. Official An official EKU is established for each registered student, faculty, and staff member. All university communications sent via will be sent to this EKU address. Revised Fall

4 Dorie Combs, Ph.D. Course P/N ELE 499 Course Title Supervised Student Teaching in Primary Through Fifth Grade RELATIONSHIP TO: College of Education Conceptual Framework K- Basic Knowledge, A- Application, PA- Portfolio Artifact, 1, 2, 3, 4, 5, 6- Key Assessments CF1 CF2 CF3 CF4 CF5 K, A, PA K, A, PA K, A, PA K, A K, A 3, 6 3, 6 3, 6 Kentucky Teacher Standards Initial or Advanced K- Basic Knowledge, A- Application, PA- Portfolio Artifact, 1, 2, 3, 4, 5, 6- Key Assessments TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A, K, A, K, A. K, A. K, A. K, A. K, A, K, A, K, A, K, A. PA PA PA PA PA PA PA PA PA PA 3, 4, , 4 4, 5b 5, 6 5 EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X X X KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Program of Studies: Program of Studies: Skills & Core Content Expectations Understandings Concepts All P-5 All P-5 All P-5 All P-5 EPSB Themes K- Basic Knowledge, A- Application, PA- Portfolio Artifact, 1, 2, 3, 4, 5, 6- Key Assessments 4

5 SPA Diversity Assessment Literacy/Reading Closing Achievement Gap K, A K, A,PA K, A K, A Association for Childhood Education International (ACEI) 1. Development, Learning and Motivation 2. Curriculum 2.1 Reading, Writing, and Oral Language Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2 Science Candidates know, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science; 2.3 Mathematics Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation; 2.4 Social studies Candidates know, understand, and use the major concepts and modes of inquiry from the social studies the integrated study of history, geography, the social sciences, and other related areas to promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world; 2.5 The arts Candidates know, understand, and use as appropriate to their own understanding and skills the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students; 2.6 Health education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health; 2.7 Physical education Candidates know, understand, and use as appropriate to their own understanding and skills human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. 3. Instruction 3.1 Integrating and applying knowledge for instruction Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; 5

6 3.2 Adaptation to diverse students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; 3.3 Development of critical thinking and problem solving Candidates understand and use a variety of teaching strategies that encourage elementary students development of critical thinking and problem solving; 3.4 Active engagement in learning Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments; 3.5 Communication to foster collaboration Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. 4. Assessment 4.0 Assessment for instruction Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. 5.Professionalism 5.1 Professional growth, reflection, and evaluation Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally. 5.2 Collaboration with families, colleagues, and community agencies Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children 6

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

Endorsement. English as a Second Language P-12. 16 KAR 2:010. Kentucky teaching certificates. September 2008

Endorsement. English as a Second Language P-12. 16 KAR 2:010. Kentucky teaching certificates. September 2008 Endorsement English as a Second Language P-12 16 KAR 2:010. Kentucky teaching certificates. Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/ September 2008 EKU Graduate Program Review Documents:

More information

A. Department of Special Education SED 890: Advanced Behavior Strategies and Interventions, 3 Credit Hours

A. Department of Special Education SED 890: Advanced Behavior Strategies and Interventions, 3 Credit Hours A. Department of Special Education SED 890: Advanced Behavior Strategies and Interventions, 3 Credit Hours B. Course Description: Prerequisite: SED 341, 590/790 or instructor s approval. Study of applied

More information

CURRICULUM MAP. Elementary and Early Childhood Program: Alignment of Student Learning Outcomes, Standards, and Assessments

CURRICULUM MAP. Elementary and Early Childhood Program: Alignment of Student Learning Outcomes, Standards, and Assessments CURRICULUM MAP Elementary and Early Childhood Program: Alignment of Student Learning Outcomes, Standards, and Assessments ACEI = Association for Childhood Education International Standards (see below for

More information

D. Course objectives (student learning outcomes). Upon satisfactory completion of this course, students will be able to:

D. Course objectives (student learning outcomes). Upon satisfactory completion of this course, students will be able to: A. Department of Special Education SED 518/718 Course Title: Special Education Early Childhood Programs Credit Hours: 3 B. Course Description: Overview of history, philosophy, legislation and services

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

A. Department of Special Education SED 810 Special Education Statutes, Regulations, and Case Law Credit Hours: 3

A. Department of Special Education SED 810 Special Education Statutes, Regulations, and Case Law Credit Hours: 3 A. Department of Special Education SED 810 Special Education Statutes, Regulations, and Case Law Credit Hours: 3 B. Course Description: A study of the administrative responsibilities of special education

More information

A. Department of Special Education SED 578/778 Course Title: Behavior Disorders Credit Hours: 3

A. Department of Special Education SED 578/778 Course Title: Behavior Disorders Credit Hours: 3 A. Department of Special Education SED 578/778 Course Title: Behavior Disorders Credit Hours: 3 B. Course Description: Behavior disorders/emotional disturbances as educational, psychological, and sociological

More information

Director of Special Education. Professional Certification

Director of Special Education. Professional Certification Director of Special Education Professional Certification 16 KAR 2:010 Kentucky Teaching Certificates 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 3:040 Director

More information

Elder, L., & Paul. R. (2009). The Aspiring Thinker's Guide. Dillon Beach, CA: Foundation for Critical Thinking. ISBN (13Digit): 978-0-944583-41-8

Elder, L., & Paul. R. (2009). The Aspiring Thinker's Guide. Dillon Beach, CA: Foundation for Critical Thinking. ISBN (13Digit): 978-0-944583-41-8 A. Department of Curriculum and Instruction LIB 863, Computer Use and Media Preparation 3 hours B. COURSE DESCRIPTION This course emphasizes the application of computer tools to library procedures and

More information

3. Text: Snowman and Biehler,(2008) Psychology Applied to Teaching, 11 th Edition. ISBN # 0-618-47397-1

3. Text: Snowman and Biehler,(2008) Psychology Applied to Teaching, 11 th Edition. ISBN # 0-618-47397-1 1. Department of Curriculum and Instruction EDF 320, Human Development/Learning - Vocation Educ. Credit hours: 3 2. Course Description: Supporting Website for this Course http://college.hmco.com/education/snowman/psych_app/11e/students/index.html

More information

MASTER OF ARTS IN TEACHING ELEMENTARY EDUCATION. Primary 5

MASTER OF ARTS IN TEACHING ELEMENTARY EDUCATION. Primary 5 MASTER OF ARTS IN TEACHING ELEMENTARY EDUCATION Primary 5 16 KAR 1:010 Standards for certified school personnel 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 2:010

More information

Master of Arts in Education. Elementary Education P-5

Master of Arts in Education. Elementary Education P-5 Master of Arts in Education Elementary Education P-5 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 2:010 Kentucky Teaching Certificates 16 KAR 6:010 Written examination

More information

CONTINUOUS ASSESSMENT PLAN (CAP)

CONTINUOUS ASSESSMENT PLAN (CAP) Boyce College Teacher Preparation Unit CONTINUOUS ASSESSMENT PLAN (CAP) Boyce College Teacher Education Program (TEP): Teacher Education Program Date Completed: 08-23-2010 Date Approved by CTE: 08-25-2010

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

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

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

C. Text: Alberto, P.A. and Troutman, A.C. (2009). Applied behavior analysis for teachers. (9th ed.). Columbus, Ohio: Charles E. Merrill.

C. Text: Alberto, P.A. and Troutman, A.C. (2009). Applied behavior analysis for teachers. (9th ed.). Columbus, Ohio: Charles E. Merrill. A. Department of Special Education SED 590/790 Course Title: Applied Behavior Analysis Credit Hours: 3 B. Course Description: Behavior analysis applied to classroom and instructional management. Development

More information

BACHELOR OF ARTS FRENCH P-12

BACHELOR OF ARTS FRENCH P-12 BACHELOR OF ARTS FRENCH P-12 16 KAR 1:010 Standards for certified school personnel 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 2:010 Kentucky Teaching Certificates

More information

MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION. Birth - Primary 16 KAR 9:080 16 KAR 5:050

MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION. Birth - Primary 16 KAR 9:080 16 KAR 5:050 MASTER OF ARTS IN TEACHING INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION CERTIFICATION Birth - Primary 16 AR 9:080 16 AR 5:050 Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/gc_07_08.php September

More information

EDUC 469: Middle School Teaching Skills Lab

EDUC 469: Middle School Teaching Skills Lab EDUC 469: Middle School Teaching Skills Lab Description: Program Course Information: UNC-CH School of Education Conceptual Framework: EDUC 469 is a required course in the Middle Grades Program professional

More information

Integrated Social Sciences, Humanities, and Arts

Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts Course Description: The student will learn to plan, implement, and assess developmentally

More information

Analysis of Core Content Knowledge Curriculum Courses B.S. Elementary Education K-6

Analysis of Core Content Knowledge Curriculum Courses B.S. Elementary Education K-6 Analysis of Core Content Knowledge Curriculum s B.S. Elementary Education K-6 1. A brief description of the assessment and its use in the program (one sentence may be sufficient); William Carey University

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI)

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION COVER SHEET 1. Institution

More information

University of North Carolina at Chapel Hill Program Course Information:

University of North Carolina at Chapel Hill Program Course Information: University of North Carolina at Chapel Hill Program Course PROGRAM: Elementary Education EDUC 519 SECTION: 005 COURSE TITLE: Seminar on Teaching Elementary Grades INSTRUCTOR NAME and CONTACT INFORMATION:

More information

Childhood and Special Education/Inclusive Education

Childhood and Special Education/Inclusive Education Master of Science in Education: Childhood and Special Education/Inclusive Education Dual Initial Certification Program Childhood 1-6 and Students with Disabilities 1-6 Program Overview The Master of Science

More information

Admission Content Preparation Review Worksheet - Elementary Teacher Preparation Program

Admission Content Preparation Review Worksheet - Elementary Teacher Preparation Program Admission Content Preparation Review Worksheet - Elementary Teacher Preparation Program REVISED-8/06/07 Applicant Name: The New York State Education Department (NYSED) and the Association for Childhood

More information

Teaching MAT ADMISSION REQUIREMENTS APPLICATION PROCEDURES. Towson University 1

Teaching MAT ADMISSION REQUIREMENTS APPLICATION PROCEDURES. Towson University 1 Towson University Teaching MAT Degree: Master of Arts in Teaching MAT Program Director: Judith Reber 40-704-495 jreber@towson.edu MAT Program Coordinator: Kim McGlaughlin 40-704-569 kmcglaughlin@towson.edu

More information

College of Charleston EDEE 455/457 / FALL 2015 Clinical Practice in Early Childhood and Elementary Education

College of Charleston EDEE 455/457 / FALL 2015 Clinical Practice in Early Childhood and Elementary Education College of Charleston EDEE 455/457 / FALL Clinical Practice in Early Childhood and Elementary Education Dr. Melody Wilt wiltmr@cofc.edu Cell: 610-291-2665 Course Description In this course, candidates

More information

UNIVERSITY OF NORTH GEORGIA College of Education. MGED 4015 Internship 3: Decision Making Fall 2014

UNIVERSITY OF NORTH GEORGIA College of Education. MGED 4015 Internship 3: Decision Making Fall 2014 UNIVERSITY OF NORTH GEORGIA College of Education MGED 4015 Internship 3: Decision Making Fall 2014 Co- requisites: MGED 4010: Classroom Management & Organization MGED 4020: Instructional Strategies & Monitoring

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Early Childhood Education

Early Childhood Education Early Childhood Education Portfolio Guidelines College of Education University of Nevada, Reno Program Coordinator & Advisor: Melissa M. Burnham, Ph.D. (775) 784-7012; mburnham@unr.edu; WRB 3031 P a g

More information

Morris College Teacher Education Curriculum Changes Elementary Education

Morris College Teacher Education Curriculum Changes Elementary Education EDU 200 Introduction to Education (3) Introduction to Education provides an introduction to the nature of education and its place in our society. An overview of the historical background of systems of

More information

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success.

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success. Overview of Beliefs and Expectations for Teacher Education Candidates Teacher Education Program School of Education, College of Applied Human Sciences Colorado State University The mission and goal of

More information

Department Name: Department of Secondary Education. Date Submitted and Academic Year: Assessment Plan for

Department Name: Department of Secondary Education. Date Submitted and Academic Year: Assessment Plan for Department Name: Department of Secondary Education Date Submitted and Academic Year: Assessment Plan for 2011-2012 Department Mission Statement: The undergraduate Secondary Mathematics education program

More information

Radford University TEACHER EDUCATION PROGRAM

Radford University TEACHER EDUCATION PROGRAM Radford University TEACHER EDUCATION PROGRAM POLICIES AND PROCEDURES GOVERNING ADMISSION/READMISSION, FIELD PLACEMENT, RETENTION, and PROGRAM COMPLETION Students have a professional obligation to abide

More information

EDUC 4004 Internship and Seminar: Birth Kindergarten Course Syllabus: Spring 2016

EDUC 4004 Internship and Seminar: Birth Kindergarten Course Syllabus: Spring 2016 1 Catawba College Department of Teacher Education Birth to Kindergarten Preparing Teachers as Reflective Practitioners EDUC 4004 Internship and Seminar: Birth Kindergarten Course Syllabus: Spring 2016

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

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

COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217

COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217 COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217 Department of Instructional Technology School of Education/College of Education and Leadership #92 Instructional Technology

More information

Bachelor of Science in Special Education

Bachelor of Science in Special Education Bachelor of Science in Special Education in Learning and Behavior Disorders (P-12) 16 R 2:010 Undergraduate Catalog: http://www.undergradstudies.eku.edu/catalog/ September 2008 Revised June 2009 Revised

More information

Alignment of MN Board of Teaching Standards of Effective Practice with Key Assessments and MSUM Conceptual Framework

Alignment of MN Board of Teaching Standards of Effective Practice with Key Assessments and MSUM Conceptual Framework Alignment of MN Board of Standards of Effective Practice with Key Assessments and MSUM Conceptual Framework 8710.2000 Standards of Effective Practice Subp. 3., student learning. A teacher must understand

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

MASTER OF ARTS IN EDUCATION

MASTER OF ARTS IN EDUCATION MSTER OF RTS IN EDUCTION griculture; rt; Biology; Business and Marketing Education; Dance; English; Family and Consumer Science Education; French; Industrial Education; Mathematic - Computer Science; Mathematics

More information

Professional Education Unit Early Childhood, Elementary, and Special Education

Professional Education Unit Early Childhood, Elementary, and Special Education Professional Education Unit Early Childhood, Elementary, and Special Education Clinical Practice: Infants & Toddlers and Preschool for 3-5 Year Olds IECE 425-001 Spring 2013 Dr. Elizabeth McLaren 301 B

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

KTS Rubric STANDARD 1:: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

KTS Rubric STANDARD 1:: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE KTS Rubric STANDARD 1:: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE directions for that level with regard to the indicators fails to demonstrate a current and sufficient academic knowledge of the

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

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

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

THE SCHOOL OF EDUCATION

THE SCHOOL OF EDUCATION THE SCHOOL OF EDUCATION The School of Education of University of the Cumberlands continually strives to keep pace with current trends and development in teacher training to meet the needs of prospective

More information

Draft Elementary Teacher Standards: Steering Committee Updates

Draft Elementary Teacher Standards: Steering Committee Updates Draft Elementary Teacher Standards: Steering Committee Updates Banhi Bhattacharya, Sr. Director of Program Review Banhi.bhattacharya@caepnet.org Diane Barone, President, ILA ILA Representative on the Steering

More information

School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching

School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching School of Education MASTER OF ARTS IN TEACHING Master of Arts in Teaching 2012-2014 The Master of Arts in Teaching Program The Master of Arts in Teaching program is designed for: 1. A person with an appropriate

More information

Faculty. Education. EDUCATION Division of Organizational Studies

Faculty. Education. EDUCATION Division of Organizational Studies Faculty Tyi-Sanna Jones (2008) Assistant Professor in Special Education B.S., North Carolina A&T State University; M.S., University of Kansas; Ph.D., University of Nevada at Las Vegas Tom Oppewal (2009)

More information

The Professional Educator Portfolio (PEP) and the

The Professional Educator Portfolio (PEP) and the Electronic Professional Educator Portfolio (E-PEP) 1 The Professional Educator Portfolio (PEP) and the Electronic Professional Educator Portfolio (E-PEP) 1 Portfolios have become increasingly valued in

More information

455-11 (2 455-14 (1 455-16- - (4 457 10 ( 1 ) EDEE

455-11 (2 455-14 (1 455-16- - (4 457 10 ( 1 ) EDEE ` College of Charleston EDEE 455-11 Early Childhood (2 undergraduate students) EDEE 455-14 Early Childhood (1 undergraduate student) EDEE 455-16- - Early Childhood (4 undergraduate students) EDEE 457 10

More information

GRADUATE HANDBOOK OF CLINICAL EXPERIENCES. M.S.Ed. Early Childhood Education

GRADUATE HANDBOOK OF CLINICAL EXPERIENCES. M.S.Ed. Early Childhood Education GRADUATE HANDBOOK OF CLINICAL EXPERIENCES M.S.Ed. Early Childhood Education Fall 2014 Clinical Requirements for Illinois Licensure in Early Childhood The state of Illinois requires that early childhood

More information

The Elementary Education Program Brandeis University Waltham, MA 02454

The Elementary Education Program Brandeis University Waltham, MA 02454 The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of

More information

BA Elementary Education. College of Education and Human Services. Marshall University. Assessment Report 2010 2011 School of Education (SOE) Services

BA Elementary Education. College of Education and Human Services. Marshall University. Assessment Report 2010 2011 School of Education (SOE) Services Services Marshall University College of Education and Human Services Assessment Report 2010 2011 School of Education (SOE) BA Elementary Education Submitted by George Watson 204 Jenkins Hall Marshall University

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

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

Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies

Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest

More information

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application

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

New Hampshire Department of Education Special Education Program Approval and Improvement Process

New Hampshire Department of Education Special Education Program Approval and Improvement Process New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.

More information

Cyber School Student Teaching Competencies

Cyber School Student Teaching Competencies Cyber School Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of student teaching competencies that afford a student teacher the opportunity

More information

Molloy College Rockville Centre, New York 11571 COURSE OUTLINE. EDU 490 Visual Arts Education - Student Teaching

Molloy College Rockville Centre, New York 11571 COURSE OUTLINE. EDU 490 Visual Arts Education - Student Teaching Revision-12/14/08 Molloy College Rockville Centre, New York 11571 COURSE OUTLINE Division of Education Spring Semester EDU 490 Visual Arts Education - Student Teaching Education Faculty Catalog Description:

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Early Childhood Education for Children with Disabilities Exceptional Education--EXED 331 Fall 2008

Early Childhood Education for Children with Disabilities Exceptional Education--EXED 331 Fall 2008 Early Childhood Education for Children with Disabilities Exceptional Education--EXED 331 Fall 2008 Instructor Information: Patti J. Whetstone, Ed.D. Assistant Professor 341 Tate Page Hall (270) 745-6397(O)

More information

Student Teaching Observation Form TESOL. First Placement Second Placement Date:

Student Teaching Observation Form TESOL. First Placement Second Placement Date: Student Teaching Observation Form TESOL First Placement Second Placement Date: Teacher Candidate Observation 1 2 3 4 Classroom Teacher _Grade Level School School Board Subject Observed Brief Description

More information

Dr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10

Dr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10 Dr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10 Department of Education Junior High, Associate Professor and Academic Chair Charles A. Beaman, Visiting Professor Keith Nikolaus,

More information

UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY

UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY UNDERGRADUATE TEACHER EDUCATION CERTIFICATION AT CARDINAL STRITCH UNIVERSITY "Devoted to bridging knowledge, practice, and service." Our mission is to transform lives and communities by preparing leaders

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

Employee s Name. Academic/Fiscal Year Position School. Years of Service with Division Years in Present Position

Employee s Name. Academic/Fiscal Year Position School. Years of Service with Division Years in Present Position GUIDANCE COUNSELOR Employee Annual Goal(s) Form Employee s Name Academic/Fiscal Year Position School Years of Service with Division Years in Present Position Goals Statement [desired result(s)]: Strategies:

More information

Literacy Education. Master of Science in Education: Program Overview. Program Highlights

Literacy Education. Master of Science in Education: Program Overview. Program Highlights Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead

More information

2. Pedagogy The beginning teacher displays competence in both the factual and theoretical bases of pedagogy.

2. Pedagogy The beginning teacher displays competence in both the factual and theoretical bases of pedagogy. 1. Global Perspective The beginning teacher prepares students for productive lives within today's multi-cultural society as the global community necessitates providing them opportunities to be exposed

More information

Required Field and Clinical Experiences Across Initial and Advanced Programs Class B Early Childhood and Elementary Education

Required Field and Clinical Experiences Across Initial and Advanced Programs Class B Early Childhood and Elementary Education Field and Experiences Across Initial and Advanced Programs Class B Early and Course ECY 300 EDF 362 EDR 440 Survey of Special Foundations of I Reading I Designed to provide an overview of exceptionality

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

Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies

Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest

More information

Course(s) that specifically address that standard. Educational Foundations II Methods Courses Curriculum & Assessment Student Teaching

Course(s) that specifically address that standard. Educational Foundations II Methods Courses Curriculum & Assessment Student Teaching Correlation of Model Standards for Beginning Teacher Licensing, Assessment, and Development from the Interstate New Teacher Assessment and Support Consortium (INTASC) Standard Principle #1 The teacher

More information

Master of Arts in Teaching Elementary Education (MAT)

Master of Arts in Teaching Elementary Education (MAT) Master of Arts in Teaching Elementary Education (MAT) The Master of Arts in Teaching: Elementary Education (MAT) is a program of study that prepares career changers who do not have an undergraduate degree

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

TENNESSEE STATE BOARD OF EDUCATION

TENNESSEE STATE BOARD OF EDUCATION Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

1. Department of Curriculum and Instruction LIB 863, Course Title: Computer Use and Media Preparation Credit Hours: 3

1. Department of Curriculum and Instruction LIB 863, Course Title: Computer Use and Media Preparation Credit Hours: 3 1. Department of Curriculum and Instruction LIB 863, Course Title: Computer Use and Media Preparation Credit Hours: 3 2. Course Description: This course emphasizes the application of computer tools to

More information

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.

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

Goal Setting for Student Progress Form

Goal Setting for Student Progress Form Page 1 of 2 Goal Setting for Student Progress Form Teacher s Name: Subject/: School Year: - Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress.

More information

METHODS OF TEACHING PHYSICAL EDUCATION TO ELEMENTARY STUDENTS HPE 300 Face to Face

METHODS OF TEACHING PHYSICAL EDUCATION TO ELEMENTARY STUDENTS HPE 300 Face to Face METHODS OF TEACHING PHYSICAL EDUCATION TO ELEMENTARY STUDENTS HPE 300 Face to Face Morehead State University College of Science and Technology Professional Education Unit Department of Health, Wellness

More information

SCHOOL OF EDUCATION 2012-2013 CATALOG NORTHERN MARIANAS COLLEGE

SCHOOL OF EDUCATION 2012-2013 CATALOG NORTHERN MARIANAS COLLEGE * The student MUST take an additional 16 credit hours of biological and physical science courses from the following list: BI 101, BI 103, BI 106, BI 141, CH 124, CH 141, NS 101, NS 140. At least one course

More information

Bergen Community College

Bergen Community College Bergen Community College Division of Business, Arts, and Social Sciences Department of Social Sciences Course Syllabus EDU 226 Supervised Field Work Experience EDU-226 HY-001 1 Lab, 2 lecture 3 Credits

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* The teacher designs instruction appropriate for all students that reflects an understanding of relevant content

More information

College of Education & Human Services. Special Education Programs

College of Education & Human Services. Special Education Programs College of Education & Human Services GRADUATE STUDENT PORTFOLIO HANDBOOK Special Education Programs 0 Updated April 1, 2006 Contents Topic Page Performance Assessment in the College of Education 2 Goals

More information

University of Kentucky 2004-2005 Undergraduate Bulletin 1

University of Kentucky 2004-2005 Undergraduate Bulletin 1 317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational

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

Bachelor of Bachelor of Education (Honours)

Bachelor of Bachelor of Education (Honours) Bachelor of Bachelor of Education (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements

More information

Professional Education Unit Steering Committee

Professional Education Unit Steering Committee Annual Report on Degree Program Assessment of Student Learning University Assessment Committee Office of Academic Assessment Professional Education Unit Steering Committee Purpose: The purpose of the Annual

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

EA 597 School Planning and Facilities Management (3)

EA 597 School Planning and Facilities Management (3) EA 581 Basic Concepts of Educational Administration (3) An introduction to the basic concepts underlying school building administration. The theory and practice of educational administration is analyzed

More information