SCHOOL OF EDUCATION EMPOWERMENT FOR LEARNING PROGRAM SUBMISSION. Art P-12

Transcription

1 SCHOOL OF EDUCATION EMPOWERMENT FOR LEARNING PROGRAM SUBMISSION Art P-12 September 2011 Date Revised: January 2012 Catalog URL: September 2011

2 Campbellsville University School of Education Art Grades P-12 Date Submitted: September 15, 2011 Signature: Brenda A. Priddy, Ed. D. Dean of School of Education 2/6/2012 2

3 Table of Contents (Note: The pagination is accurate with all four margins set at 1 inch.) I. Relationship of Program with the Unit s Conceptual Framework... 4 II. Relationship of Program with the Unit s Continuous Assessment... 4 III. Description of Courses and Experiences... 8 IV. Integration of Kentucky Teacher Standards... 9 V. Explanation of How the Code of Ethics is Integrated, Shared and Discussed VI. Incorporation of National Content Standards: VII. Brief Course Descriptions for Content Courses (outside Professional Education core) VIII. KY P-12 Curricular Documents Program of Studies Kentucky Core Academic Standards Core Content IX. Integration of EPSB Themes Diversity Assessment Literacy Education Closing the Achievement Gap X. Program Faculty Matrices XI. Syllabi for Professional Education core and Methods Courses XII. Curriculum Contract/Guide Page 2/6/2012 3

4 Document 3: Program Experiences I. The Relationship of the Program with the Unit s Conceptual Framework The P-12 Art Education program at Campbellsville University is based on the philosophical beliefs that undergird the unit s conceptual framework with its theme of empowerment. The curriculum for the program is designed to provide instructional opportunities that empower candidates to be effective Art Education teachers. It includes a depth and breadth of knowledge and skills recognized in the conceptual framework as essential for empowerment. It also includes attention to the self-efficacy candidates develop as they acquire the knowledge base and skills to implement effective instruction. Consequently, the resulting empowerment of the candidates directly impacts the empowerment of prospective students in their classrooms. The Art Education program includes connections with the larger professional community through the education components that support content and experiences integral to both the national/state standards and the Praxis II exams. It is also connected to the larger community through field experiences provided in each professional course and courses of other disciplines. Throughout these experiences, the program infuses diversity issues as critical considerations in planning, implementing and evaluating student learning. The model illustrates the relationship of the components of the conceptual framework for the undergraduate program that is designed to empower the teacher by building on learning theory, pedagogy, assessment and technology (inner puzzle pieces). Further, the program seeks to empower the teacher through experiences (outer puzzle pieces) to become effective teachers who positively impact student learning (innermost puzzle piece). II. The Relationship of the Program with the Unit s Continuous Assessment Plan The curriculum for P-12 Art Education candidates begins at CAP 1, intent to enter the education program, with two introductory courses ED 102 and ED 210. Candidates seek admission to the program at CAP 2 during ED 300. Upon completion of the foundation courses, candidates begin content/pedagogy courses designed to equip them with the knowledge, skills and dispositions 2/6/2012 4

5 requisite to teach effectively in P-12 Art Education classrooms. These include a combination of required content courses pertaining to subjects taught at these levels and knowledge of pedagogy. This level of preparation culminates in the CAP 3 portfolio when candidates apply for student teaching during ED 411. Along with the CAP 3 application, candidates are required to take three Praxis II examinations, the specialty examinations, Art Education: Content Knowledge and Art Making, plus the Principles of Learning and Teaching examination. Beginning September 2012, P-12 Art students will only be required to take two Praxis II examinations, Art Education: Content Knowledge plus the Principles of Learning and Teaching examination. The capstone experience of the P-12 Art Education curriculum is student teaching during which candidates are placed in two different classrooms for eight weeks each, for a total of 16 weeks. Near the end of these placements, the candidates submit a CAP 4 application that includes a CAP 4 portfolio to demonstrate they meet all ten Kentucky teacher standards and other requirements to exit the program. This process culminates in a CAP 4 interview during which members of the professional community, primarily administrators and Nationally Board certified teachers, evaluate the CAP 4 portfolios and interview the candidates. The continuous assessment plan of the unit regarding traditional undergraduate candidates includes four, formal monitoring points or CAPs (Candidate Assessment Points). Below is a table visually depicting the core requirements of the continuous assessment plan of the teacher education program at Campbellsville University. However, monitoring of candidate progress is continuous as they take courses and are involved in multiple assessments in each of their courses and field experiences that assess/evaluate their knowledge, skills and dispositions. As a result of these experiences, candidates use artifacts developed in these courses and field experiences as evidence they meet the ten Kentucky Teacher Standards. 2/6/2012 5

6 Continuous Assessment Plan of the Unit CAPs: Candidate Assessment Points CAP 1 Intent to Enter Teacher Education Dispositions: Signed Assessment Policy CAP 2 Admission to Teacher Education CAP 3 Student Teaching GPA: Cumulative 2.75 GPA: Cumulative 2.75 Major 2.75 Professional 2.75 Academic Competency: ACT-21 or PPST- Reading: 173 Math Writing Total: 518 SAT-1470 BS/BA degree from accredited institution Curriculum Guide Written Communication: ENG 111 (C or above) ENG 112 (C or above) Writing Competency Evaluation Oral Communication: MAC 120/140 (C or above) Dispositions Evaluations : Self evaluation ED 102 Professor ED 210 Professor Recommendation/Evaluation from Major Department/ Division Autobiography Pre-Professional Growth Plan Praxis II: Specialty/PLT Curriculum Guide Graduation Application Field/PPD Hours: Field; 30 PPD Dispositions Evaluations: ED 411/416 professor Cooperating Teacher Major/Content Area Professor Self Evaluation All professional education courses CAP 4 Completion/Exit GPA: Cumulative 2.75 Major 2.75 Professional 2.75 Praxis II: Specialty/PLT Curriculum Contract Graduation Application TC 1 Completed ED 450: Seminars Portfolio Video/Analysis Successful Student Teaching: Evaluations by Cooperating Teachers Supervising Teachers Video & Analysis Dispositions Evaluations Cooperating Teachers University Supervisor Self Evaluation CAP 4 Portfolio: KTS CAP 4 Interview: NB certified teachers, Administrators and SE/ Arts & Humanities Faculty KY Code of Ethics & Ethical Use of Technology Required Checks: State Criminal Check Wellness TB check Diversity Survey KY Code of Ethics for KY School Personnel CAP 2 Interview: SE Faculty and other Discipline Faculty KY Code of Ethics & Ethical Use of Technology Required Checks: Medical/Federal Criminal Check TB/Liability Insurance CAP 3 Portfolio: KTS 2/6/2012 6

7 CAP 1 is intent to enter the education program point, when candidates meet required checks to participate in field experiences, commit to the KY Code of Ethics, complete a diversity survey and sign the unit s disposition assessment policy. During the initial course (ED 102), candidates set up their professional portfolio according to the Kentucky Teacher Standards, in anticipation of collecting artifacts for each standard as they progress through the program. Candidates are evaluated for admission to the program at CAP 2, which occurs during ED 300, Human Development and Learning Theory. CAP 2, admission to teacher education, involves evaluation of cumulative GPA, academic competency, oral and written communication, dispositions and a recommendation/evaluation from the major department/division. Candidates are also required to commit to the KY Code of Ethics for Teachers. After candidates are admitted to the education program and complete the foundation courses (ED 102, Introduction to Education; ED 210 Basic Concepts and Philosophy of Education; ED 300 Human Development & Learning Theory; and ED 310, Instructional Technology), they begin taking the other content/pedagogy courses at the 300 level. After completion of all pedagogy and content courses, candidates are evaluated for admission to student teaching at CAP 3. This involves evaluation of cumulative, major and professional GPA, taking of Praxis II exams (Specialty and PLT), disposition evaluations, CAP 3 portfolio meeting all ten Kentucky Teacher Standards, completion of curriculum requirements and graduation application, 150 field and PPD hours, and required federal criminal check, medical examination, tuberculin skin test, and evidence of liability insurance. Finally, candidates are evaluated for program completion and exit at CAP 4 after successful performance during student teaching. CAP 4 involves evaluation of cumulative, major and professional GPA, Praxis II exams (Specialty and PLT), review of curriculum contract, graduation application, and TC 1 application, CAP 4 portfolio meeting all Kentucky Teacher Standards based on the student teaching semester, a video and analysis of instruction, disposition evaluations, and a portfolio evaluation and an interview by external and internal professionals (NBTS certified teachers and principals in the region plus faculty from across campus). In addition to the continuous assessment plan of the teacher education program, many certifiable majors have other assessment requirements built into their programs. Below is the capstone assessment requirement for the ART education program: SENIOR SHOW GUIDELINES The Senior Exhibit, Art 470, is required of every art major and art area student. One credit hour is earned. The following steps will facilitate the necessary work for a senior show. 1. As soon as the student knows which semester he/she is planning to graduate, then the gallery director should be notified. Do this one year ahead of graduation date. The reason for this advanced notice is because the gallery is booked for shows one year to one and a half years ahead of time. 2. When the date is fixed with the gallery director, then the student must start working to that end. The student should gather a body of work completed in the courses taken. There should be a sufficient amount of work to completely fill the gallery. All work chosen for the exhibit should be the absolute best that the student has produced. Hopefully the work will show professionalism in terms of ideas and concepts and in terms of skills and techniques. If a student had done the majority of his/her work in the three-dimensional area, then the major concentration of the show may be three-dimensional. The same is 2/6/2012 7

8 true of a student who has concentrated in the area of drawing, painting, or commercial art. No poor or weak pieces should be shown if they are inferior to the majority of the work that the student has done. 3. Four weeks ahead of the show date, mat board, acetate, or frames (if used) should be ordered or located locally. Also the student should plan how many pieces need to be prepared for the show and roughly how they will hang in the available space. This kind of planning ensures the student that he/she will have enough work to fill the gallery. 4. Three weeks ahead of show date, the student needs to come and fill out a PR sheet in the gallery director's office. At that time, the decision should be made as to whether the student plans to have a reception or not. All the supplies, food, and arrangements for the reception are handled by and are the responsibility of the student. A date must be picked for the reception, cleared with gallery director and through other offices. If the student desires to have a reception, the reception invitation must be typed and taken to the print shop. The art area will pay for the cost of the reception notices, which will go to Trustees of the College, Faculty, and Staff and enough for the graduates family and friends (within reason - not 500 or 1000). The graduate is responsible for doing the mailings to the above mentioned individuals with postage being paid by the art area, except for friends and family invitations which are sent at the graduate's expense. The invitations must be sent 10 days to one week before the reception opening date. 5. Approximately one or two weeks before the show, pieces should be matted or framed. If mounted or matted acetate must be wrapped around the package neatly and securely. If work is three-dimensional, student is responsible for building display bases that may be needed for the work. 6. One week before the show is to be hung; the grouping should be shown to appropriate art faculty as a form or preliminary judging. It may be that some of the pieces may need to be dropped from the exhibit and others added. This step is to ensure that there are no unpleasant surprises for the graduate. If any difficulties appear, they may be discussed and hopefully averted at this time. This exhibit presented by the student is to display the professional abilities and skills that the student has gained in his/her study at Campbellsville University. Consequently, all work must be prepared and presented properly. No sloppy mats or mounts or acetate is acceptable. The same is true of threedimensional work; it must be prepared carefully to show its best features. All pieces must have labels so that viewers are able to identify the work. Insufficient work or poor presentation will result in a poor or failing grade on the exhibit. If a failing grade is received, another show must be prepared in order to pass the requirements for senior exhibit. 7. The show is hung by the student. This is to give the student an opportunity to hang his/her work and learn how to do it properly. Advice and information concerning hanging or displaying work may be obtained from the gallery director the student assistant. III. Description of the Program s Courses and Experiences The Art Department aligns with the program standards of the National Art Education Association. The Art Major requires hours. The required courses are hours; the difference in hours depends upon whether a student takes a 2hr. or 3 hr. Studio Problems class. The major also requires 9 hours of art electives. To position the students well for understanding content knowledge needed on the Praxis II exam, courses strongly recommended are Printmaking I, Ceramics I, and World Art to meet 9 hours of art electives. Overall university program is 120 hours for graduation. Art students can also choose to have an art area with teaching certification. However, this requires a student to take 48 hours of art. The student meets all the same requirements as a major plus extra, 2/6/2012 8

9 required coursework of Ceramics I, Painting II, Sculpture I, and Pictorial Composition. The overall university program is hours for graduation. The teacher certification program for Art has existed at the institution since the 1970 s historically. All students who have graduated from the program in the last years have entered the teaching profession. Currently all courses are taught in a face-to-face format, with online supplementary materials and experiences through online workbooks and Campbellsville University s Learning Management System through TigerNet. IV. Integration of the Appropriate Kentucky Performance Standards KENTUCKY TEACHER STANDARDS Analytic Matrix: Standard 1: The Teacher Demonstrates Applied Content Knowledge The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz; chapter reflections, Web Quests concerning KDE website and curricular documents. ED 210 Basic Concepts and Philosophy Peer collaboration to plan and teach lesson. Write a philosophy of education. Assessments over education pedagogy. ED 300 Human Development and Learning Theory Critiques of articles on human growth and development; Class presentations; KTIP lesson plan demonstrating content knowledge; Examinations over readings; participation in class discussions. ED 310 Instructional Technology Knowledge of ISTE standards for incorporation of technology into instruction; Chapter online exercises; Web Quests on assigned chapters; Presentations using Smart Board, Clickers and other technology; Evaluation of software; Creation of brochure and website; examinations. ED 325 Teaching Diverse Learners Reading assignments/class participation; Development of lesson extensions for diverse learners in Task A2 in unit plans; examinations; article reviews/critiques or issue paper. ED 390 Assessment and Instructional Strategies Define and create assessments used in Kentucky common assessment. Formative/Summative assessment. Criterion referenced and norm referenced testing. Interpreting test scores and statistics. Peer teach demonstrating effective questioning techniques. ED 416 Curriculum and Methodology Students teach a minimum of three times to peers In classroom placements, students work with public school students ED 450 Student Teaching Development of a CAP 4 portfolio with documentation of this standard. ART 101 Drawing I Demonstration of content knowledge, media, processes ART 120 Elements of Design Demonstration of two-dimensional design, elements of art, principles of design ART 202 Drawing II Demonstration of content knowledge, more media and processes ART D Design Demonstration of three-dimensional design, design media, and processes ART 214 Painting I Demonstration of color theory and traditional painting media and 2/6/2012 9

10 processes ART 215 Ceramics I Demonstration of hand-building, wheel thrown pieces, glazes, and kiln use ART 310 Art History I Demonstration of content knowledge from western prehistory through Gothic periods. ART 311 Art History II Demonstration of content knowledge from early Renaissance period into 20 th century ART 330 Elementary School Art, P-5 Demonstration of content knowledge through exams, class presentations, lesson plans, resource notebook, class discussions and lessons taught. Lesson plans with specific accommodation for exceptional students. ART 431 Secondary School Arts & Crafts Class discussion of safe materials, correct use of equipment & setting up a safe classroom; discussion of adapting classroom for exceptional students. Standard 2: The Teacher Designs and Plans Instruction The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction to KTS and Quiz. KTIP Lesson Plan, Task A-1 and A-2 ED 210 Basic Concepts and Philosophy Peer collaboration to plan and teach a lesson. Written philosophy of education. Assessments over education pedagogy. ED 300 Human Development and Learning Theory KTIP Lesson plan on a selected culture. ED 310 Instructional Technology TPA lesson taught during field experiences and evaluated by classroom teacher. ED 325 Teaching Diverse Learners KTIP TPA Lesson Plans Task A-2 as part of Task G Unit. The lesson must have extensions for accommodations. ED 390 Assessment and Instructional Strategies Design a standards-based unit utilizing various forms of assessment and researched based strategies for instruction. Design a TPA lesson plan. Create and peer teach mini-lessons. ED 416 Curriculum and Methodology Units of study are refined Multiple lesson plans are required for the portfolio ED 450 Student Teaching Multiple lessons/units observed and evaluated by cooperating and supervising teachers; CAP 4 Portfolio with TPA; observations. ART 330 Elementary School Art P-5 Student presentations on safe materials & correct use of equipment to maintain safety in classroom; adapting classroom for exceptional students. ART 431 Secondary School Arts & Crafts Class discussion of safe materials, correct use of equipment & setting up a safe classroom; discussion of adapting classroom for exceptional students. Standard 3: The Teacher Creates and Maintains Learning Climate The teacher creates and maintains learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz. View of videos/dvd clips; introduction to KTS Reflect on teacher/student behaviors and interactions during field experiences. ED 210 Basic Concepts and Philosophy Service learning project in field experiences; motivation; personal philosophy paper. 2/6/

11 ED 300 Human Development and Learning Theory Establishing standards of mutual respect, motivations, inquiry during lessons; Field trip to diverse school setting; Discussion of Maslow s hierarchy of needs; Role play of activities concerning classroom instruction. ED 310 Instructional Technology TPA lesson taught in schools, evaluated for KTS 3 by classroom teacher using observation instrument; peer lesson; Acceptable use policy; ethical use of technology ED 325 Teaching Diverse Learners Review of Instructional Management Tips for each category of diversity and disability; ED 390 Assessment and Instructional Strategies Create and teach unit in a public school setting. ED 416 Curriculum and Methodology Students teach peers a minimum of three times with two sessions videotaped ED 450 Student Teaching CAP 4 Portfolio: Reflection on Classroom Management Plan; observation evaluations of lessons by cooperating and supervising teachers; Self and practitioner evaluation of video lesson; reflections on lessons; journal. ART 330 Elementary School Art, P-5 Students modify all lesson plans for diverse learners and exceptional students. Students present papers and role play differences, adaptations in their class. ART 431 Secondary School Arts & Crafts Students modify their units and all lesson plans to accommodate diverse learners (Gardner s theories), of exceptional students and to assess products fairly. Field hours include observations of all learners and exceptional students. Standard 4: The Teacher Implements and Manages Instruction The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction to KTS 4 Class Discussion Quiz over KTS Discussion of Field Experience Trip/ Observations ED 210 Basic Concepts and Philosophy Collaborative project during field experiences. ED 310 Instructional Technology TPA lesson taught during field experiences, observed & evaluated by classroom teacher. ED 325 Teaching Diverse Learners Review classroom management tips for each category of diversity and disability; Complete Task I for unit plans; ED 390 Assessment and Instructional Strategies Create and teach unit in a public school setting. Peer teach. ED 416 Curriculum and Methodology Each student develops a classroom management plan based on a review of prominent classroom theorists ED 450 Student Teaching Multiple lessons/units observed/evaluated by cooperating and supervising teachers. Video lesson evaluated by content professor. ART 330 Elementary School Art, P-5 Study of various forms of assessment; application of various assessment tools in each lesson plan (15) written. ART 431 Secondary School Arts & Crafts Use of variety of assessment tools in 10 lesson plans forming unit; construction of rubrics and writing prompts. Standard 5: The Teacher Assesses and Communicates Learning Results The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz; organization of portfolio for this 2/6/

12 KTS; introduction to lesson plan design and assessment strategies. ED 300 Human Development and Learning Theory KTIP lesson plan with appropriate assessments. ED 310 Instructional Technology TPA with pre/post assessments for the lesson taught during field experiences; use of tables and spreadsheets for analyzing learning data. ED 325 Teaching Diverse Learners Use of ARC conference summary forms and Individualized Education Plan; Task H (Assessment Plan) for unit lessons ED 390 Assessment and Instructional Strategies Design and implement pre/post test in a public school setting in relation to a TPA lesson plan. Analyze pre/post test data (Task J1) and present to peers and/or parents. Design various formative and summative assessments for use in a standards-based unit, i.e., Open response questions and rubrics, ondemand, graphic organizers, cooperative learning, culminating projects, and traditional tests. ED 416 Curriculum and Methodology Self-assessment and peer assessment are a part of each presentation Portfolios require five forms of assessment to be provided ED 450 Student Teaching Development of TPA lessons for cooperating and supervising teacher observations. TPAs involve pre/post assessments and completion of Task C. CAP 4 Portfolio includes samples of these lessons and assessments throughout. ART 330 Elementary School Art, P-5 Study of various forms and methods of assessment; application of various assessment tools in each lesson plan (15) written. ART 431 Secondary School Arts & Crafts Use of variety of assessment tools in 10 lesson plans forming a unit; same variety of assessments used for class lesson plans (15); construction of rubrics and writing prompts. Standard 6: The Teacher Demonstrates the Implementation of Technology The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community and conduct research. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction to KTS and Quiz; electronic set up of portfolio; course occurs in technology lab to model use of Smart Board, clickers; Web Quests on KDE website; ED 300 Human Development and Learning Theory Online component for textbook/live Text/online multiple intelligence tests ED 310 Instructional Technology Experiences with Smart Board, clicker systems. Develop and teach a TPA lesson; Develop an acceptable use policy; ethical use of technology; online text activities; Web Quests; use of Inspiration and Kidspiration to develop concept maps; class website ED 325 Teaching Diverse Learners Development of Task G unit with technology implementation (Tasks H and I) ED 390 Assessment and Instructional Strategies Use Excel, Word, or Power Point to create graphs/charts displaying test data. Use Power Point to present TPA projects. Use technology in the public school classrooms while teaching/assessing such as clicker systems, SMART Board technology and document cameras. ED 416 Curriculum and Methodology Technology must be used with one peer presentation The portfolio must show both teacher and student use of technology ED 450 Student Teaching Development of CAP 4 portfolio with documentation of meeting 2/6/

13 this standard. Evaluation of use during lessons observed by cooperating and supervising teachers; videotaped lesson ART 310 Art History I Research using internet; word processing; Power Point presentations on assigned class. ART 311 Art History II Research using internet; word processing; Power Point presentations for assigned research. ART 330 Elementary School Art, P-5 Prepare lesson plans incorporating use of technology, research using internet; word processing; class presentations using power point. ART th Century Art History Research papers using online journal resources on the internet; word processing; Power Point presentations on assigned art and artists. ART 411 World Art History Research using on-line journals & resources on the internet for culture papers; word processing; Power Point presentations to share class research. ART 431 Secondary School Arts & Crafts Lessons incorporate use of technology like digital graphics use; research using internet, word processing. Standard 7: Reflects on and Evaluates Teaching and Learning The teacher reflects on and evaluates specific teaching/learning situations and/or programs. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz. 12 hours of field experience with reflections Chapter reflections, pertaining to cultural diversity; student diversity and motivation. ED 210 Basic Concepts and Philosophy Responses to questions that guide reflection on 13 field hours; Reflection on conceptual framework; philosophy paper; reflective journal pertaining to course experiences. ED 300 Human Development and Learning Theory Responses to questions that guide reflection on field hours; critiques of scholarly articles. ED 310 Instructional Technology TPA lesson taught during field hours requires completion of Tasks A-1, A-2 and C; reflections on six field hours. ED 325 Teaching Diverse Learners Reflections on 3 PPD and 12 Field Experience Hours; Task G unit with adaptations for diverse learners; article reviews/critiques or issue paper. ED 390 Assessment and Instructional Strategies Complete Task C and J1 following teaching event in the public schools. Reflect on field and PPD hours. Classroom discussion and peer/self assessments. ED 416 Curriculum and Methodology Reflection is part of students viewing tapes of themselves teaching ED 450 Student Teaching Multiple TPAs during student teaching that require reflection through Tasks C and J-1 if an entire unit; reflective journal about student teaching experiences. Also, completion of a CAP 4 portfolio that includes documentation for this standard. ART 330 Elementary School Art, P-5 Reflection required from each field experience in written form; reflection required of one teaching experience in the public school. ART 431 Secondary School Arts & Crafts Reflection on lesson taught at high school level in public school; reflections in written form of 10 hours of field experience. 2/6/

14 Standard 8: Collaborates with Colleagues/Parents/Others The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz. ED 210 Basic Concepts and Philosophy Collaboration task in the schools for field experience. ED 310 Instructional Technology Collaboration with classroom teacher to teach a TPA lesson. ED 325 Teaching Diverse Learners Participation on ARC/IEP teams; collaboration with classroom teachers to teach a TPA lesson during field hours; unit with collaboration project. ED 390 Assessment and Instructional Strategies Collaborates with a public school teacher to plan and implement Task G unit and pre/post test. Collaborate with teachers to schedule and plan field hour requirements. ED 416 Curriculum and Methodology A written plan is part of the portfolio ED 450 Student Teaching CAP 4 portfolio developed during student teaching, to include Task D, Collaboration Project, for this standard. ART 330 Elementary School Art, P-5 Peer-teaching, team teaching in public schools. Collaboration with classroom teacher in teaching/assisting with lesson. ART 431 Secondary School Arts & Crafts Peer teaching, team teaching at high school level. Collaboration with peers, classroom teacher in teaching and assisting with teaching lessons. Standard 9: Evaluates Teaching and Implements Professional Development The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky s learning goals, refines the skills and processes necessary, and implements a professional development plan. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz; set up of portfolio for KTS 9; disposition feedback from professor for PPGP; Pre-Professional Development (PPD) hours/reflections. ED 210 Basic Concepts and Philosophy Assignment and disposition feedback from professors and peers; collaboration task during field hours; PPD hours; reflections. ED 300 Human Development and Learning Theory Completion of PPGP for CAP 2, admission to the teacher education program. Disposition feedback from professors; PPD hours/reflections. ED 310 Instructional Technology Reflections on feedback from the teacher observation and tasks related to TPA; disposition and assignment feedback from professor; PPD hours/reflections. ED 325 Teaching Diverse Learners Completion of 3 PPD Hours/Reflections; disposition and assignment feedback from professor and peers. ED 390 Assessment and Instructional Strategies Complete required professional development hours (5). ED 416 Curriculum and Methodology An updated professional development plan is part of the portfolio ED 450 Student Teaching Development of a CAP 4 portfolio with an updated PPGP based on student teaching experiences. Reflection on cooperating and supervising teacher observations of instruction; journal and reflection on lessons. ART 330 Elementary School Art, P-5 Introduction to Discipline Based art Education and self-evaluation efforts; introduction to NAEA, KAEA, KY. Arts Council, KY, Guild of Artists & Craftsmen; given opportunities for workshops and various professional options. ART 431 Secondary School Arts & Crafts Continued emphasis on DBAE and professional involvement in NAEA, KAEA, KY Arts Council, KY Guild of Artists and Craftsmen; given opportunities for workshops and various 2/6/

15 professional options. Standard 10: Provides Leadership within School/Community/Profession The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. Course Title Experiences/Assessments ED 102 Introduction to Education Introduction of KTS and Quiz. ED 310 Instructional Technology Development of a Teacher/Class Website using Publisher ED 325 Teaching Diverse Learners IEP/ARC teams service discussion ED 390 Assessment and Instructional Strategies Discuss the role of the teacher as a leader. ED 416 Curriculum and Methodology Students develop a plan based on their placements (Task F) ED 450 Student Teaching Implementation of leadership task developed at CAP 3 during student teaching with documentation in the CAP 4 portfolio V. Explanation of how the KY Code of Ethics is Integrated, Shared and Discussed Instructors distribute copies of the Kentucky Code of Ethics to the ELA candidates and discuss the code with them. The KY Code of Ethics is integrated throughout the Art Education program at Campbellsville University through the continuous assessment plan. Three formal candidate assessment points (CAPs) require students to review the document in class and sign it committing to uphold its high ethical standards. During ED 102, students are first introduced to the code through course discussions and required to sign a document of commitment for CAP 1. Then, candidates review the document again and sign a document of commitment at CAP 3 before student teaching and at CAP 4 for program completion and exit. Finally, when they complete their TC1 form for the EPSB, they also must commit to the KY Code of Ethics for teachers. VI. Alignment with National Standards: National Art Education Association (NAEA) Program Standards Standards Learning Experiences Performance Assessments Art 101, 120, 202, 214, 215, Detailed in Standard I, 221, 310, 311, 335, 410, Candidate Standards, 411, 432(3), ED 416 NAEA Visual Arts Program Standards Standard I. Art Teacher Preparation Programs Focus on Content of the Visual Arts Standard II. Art Teacher Preparation Programs Provide Teacher Candidates with a Thorough Knowledge of the Theory and Practice of Art Education ED 210 ED 325 ED 416 Field hours, exams, reflections Shadowing and tutoring of an exceptional child in public school, Field hours Classroom management, discipline plan, teaching strategies ED 450 Student teaching 2/6/

16 NAEA Candidate Standards Standard I. Art Teacher Candidates have a Thorough Understanding of the Content of Art. ART 330 ART 431 ART 101, 201 ART 120 ART 214 ART 215* ART 221 ART 310 ART 311 ART 335* Lesson plans, Field hours, one teaching experience, safety of art materials and equipment, adaptations for exceptional learners, art and literary connections, art projects, resource notebook Lesson plans and unit, field hours and one teaching experience, budget and ordering supplies, classroom safety, writing prompts and rubrics, resource notebook Drawing various subjects from still life, perspective, nature, portrait, and imagination using variety of media graphite, charcoal, ink, conte, pastel Two-dimensional design and studying elements of art and principles of design Color theory and design in beginning painting using oils Beginning ceramics using hand building and throwing techniques Three-dimensional design solving problems in forms and various media Art history from pre-history through Gothic; tests, projects, research paper, museum field trip; Power Point presentations Art history from proto- Renaissance through 20 th century; test, critical analysis paper, museum field trip; Power Point presentations Traditional printmaking 2/6/

17 Standard II. Art Teacher Candidates Make Informed Selection of Instructional Content. ART 410* ART 411 ART 432(3) ART 470 ED 300 Human Development & Learning Theory ART 101, 201 ART 120 ART 214 ART 215* ART 221 ART 310 processes woodcut, linoleum, embossing, etching, silkscreen, lithography World art history, Islamic, India, China, Japan, Africa, Americas; tests, research papers, critical analysis, museum field trip; Power Point presentations 20 th Century art history, research paper, analysis and criticism, tests, museum field trip; Power Point presentations Concentrated work in one studio area; student s own choice of individualized study Correct presentation of exhibit of best work, publicity, arrangements, etc. Diverse learning styles; developmental and cognitive levels; Program of Studies, Core Content Drawing various subjects from still life, perspective, portrait, nature, imagination using a variety of media graphite, charcoal, ink, conte, pastel Two-dimensional design studying elements of art and principles of design Color theory and design in beginning painting using oils Beginning ceramics using hand building and throwing techniques Three-dimensional design solving problems in forms and various media Art history from pre-history through Gothic; tests, 2/6/

18 Standard III. Art Teacher Candidates Have a Comprehensive Knowledge of Student Characteristics, Abilities, and Learning Styles ART 311 ART 335* ART 410* ART 411 ART 431 ART 432(3) ART 470 ED 102 Introduction to Education ED 210 projects, research paper, museum field trip; Power Point presentations Art history from proto- Renaissance through 20 th century; tests, critical analysis paper, museum field trip; Power Point presentations Traditional printmaking processes woodcut, linoleum, embossing, etching, silkscreen, lithography World art history, Islamic, India, China, Japan, Africa, Americas; tests, research papers, critical analysis, museum field trip; Power Point presentations 20 th century art history, research paper, analysis & criticism, tests, museum field trip; Power Point presentations Lesson plans and unit, field hours and one teaching experience, budget and ordering supplies, classroom safety, writing prompts and rubrics, resource notebook Concentrated work in one studio area; student s own choice of individualized study Correct presentation of exhibit of best work, publicity, arrangements, etc. Reflection on chapter on diversity; website on achievement gap ESL partners Diversity of learners 2/6/

19 Basic Concepts & Philosophy of Education ED 300 Human Development & Learning Theory ED 325 Teaching Diverse Learners ED 390 Assessment & Learning Strategies ED 411 Classroom Management or ED 416 Curriculum & Methodology ART 330 School law; special education law Making allowances for special needs students; differentiation of instruction; Changing societal and parental influences Developmental and cognitive characteristics- Piaget, social learning, Vygotsky; Gardner s multiple learning styles Learning modes; Field requirements with running records of observed students; Reading article from scholarly journal that deals with teaching in their areas related to development Study of academic and behavioral characteristics of students with LD, BD, and FMD along with appropriate instructional strategies. Development of lessons, units, and assessments appropriate for varying grades and content. 20 hour field assignment including on site instruction and assessment of performance. Discussions about diversity and abilities Demonstration of knowledge through three peer lessons with adaptations for different needs Classroom Management Plan Observe students at kindergarten, primary 2/6/

20 Standard IV. Art Teacher Candidates Are Sensitive Observers in the Classroom. Standard V. Appropriate Instruction. Standard VI. Art Teacher Candidates Develop Curriculum Reflective of the Goals and Purposes of Art Education. ART 431 ED 102, 210, 300, 310, 325, 390, 416, & 450 ART 330 & 431 ED 325 Teaching Diverse Learners ED 411 Classroom Management OR ED 416 Curriculum & Instruction ART 330 ART 431 ED 390 Assessment and Instructional Strategies ED 411 Classroom Management OR ED 416 levels, teach one lesson at either level Observe at middle & high school levels teach one lesson at high school level Field hours at all levels for all ED and Art 330 & 431. Student teaching. Each course requires reflections and/or other specific requirements. Study of IEP components; review of actual development and ARC meetings. Study different forms of exceptionality-ky eligibility determination forms and appropriate instruction for each of the thirteen categories. Preparation of lessons/units for CAP 3 portfolio. Demonstration of knowledge through three peer lessons with adaptations for different needs Lesson plans, class presentation & paper, ordering safe supplies & equipment Lesson plans, unit, writing prompts and rubrics, safe materials and working conditions Development of lessons, units and assessments Development & implementation of lessons, units aligned with national 2/6/

21 Standard VII. Art Teacher Candidates Develop Curriculum Reflective of an Understanding of the Breadth, the Depth and Purposes of Art. Standard VIII. Art Teacher Candidates Develop Curriculum Inclusive of the Goals, Values, and Purposes of Education, the Community and Society Curriculum & Methodology & ED 450 Student Teaching ART 330 ART 431 ED 390 Assessment & Instructional Strategies & ED 416 Curriculum & Methodology ED 450 Student Teaching ART 310 ART 311 ART 410 ART 411 ART 431 ED 210 Basic Concepts & Philosophy of Education ED 325 Teaching Diverse Learners ED 390 and state standards, including Program of Studies and Core Content Lesson plans, art resources, assessments, safe supplies Lesson plans and units, use of community resources, performance assessments/rubrics, classroom management, ordering safe supplies & equipment Development of lessons and unit. Lessons/Units as Evidence for the CAP 3 portfolio Lessons/Units as Evidence for the CAP 4 portfolio Research paper, exams, projects; Power Point presentations Analysis paper, exams; Power Point presentations Research paper, exams; Power Point presentations Culture papers, exams, critical analysis over World Art; Power Point presentations Lesson plans and unit utilizing aesthetics, artists, art history, exams Educational Philosophy paper Standards based unit with accommodations for special education student in local schools Development of 2/6/

22 Standard IX. Art Teacher Candidates are Able to Affect Student Learning in the Content of Art. Standard X. Art Teacher Candidates are Able to Create Effective Instructional Environments Conducive to Student Learning. Assessment & Instructional Strategies ED 411 Classroom Management OR ED 416 Curriculum & Methodology ART 431 ART 330, 431, 120, 201, 214, 310, 311, 410, 411 ED 390, ED 416, and ED 450, Student Teaching ED 102 Introduction to Education ED 210 Basic Concepts & Philosophy of Learning ED 300 Human Development & Learning Theory ED 310 Instructional Technology ED 325 Teaching Diverse Learners ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Instruction ED 450 Student Teaching lessons/unit Organization of classroom, classroom management Lesson plans and unit; setting up classroom, ordering supplies and equipment, writing rubrics, career awareness Projects, exams, critical analysis, research papers, class critiques, use of technology Development of lessons/units Evidence of teaching ability in the CAP 3 & 4 Portfolios Introduction to the KTS 2; development of lesson and unit Understanding of diversity issues, educational frameworks Knowledge of development levels, learning styles, diversity of learners Knowledge of how to integrate technology into instruction KTIP lesson plan in special education classroom Development of KTIP lessons/unit Peer teaching and evaluation of three lessons. Development of classroom management plan Sixteen weeks of classroom 2/6/

23 Standard XI. Art Teacher Candidates are Well-Versed in Pedagogy. Standard XII. Art Teacher Candidates ED 210 Basic Concepts & Philosophy of Education ED 300 Human Development & Learning Theory ED 310 Instructional Technology ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Methodology ED 450 Student Teaching ART 330 ART 431 ED 102 Introduction to Education based experience; development and implementation of lessons and units; cooperating and supervising teacher evaluations of classroom instruction based on KTS Introduction to the educational system Understanding of developmental levels, learning styles, diversity of learners ISTE standards, KTS 6 projects-web page, PowerPoint, web-quests, etc. Focus on development of KTIP lessons and KDE standards based units of study with appropriate pedagogy and formative and summative assessments Development & implementation of three peer lessons, with peer evaluation and reflection CAP 3 Portfolio: KTS 1-10 Development & implementation of lessons per student teaching assignments. Evaluations by cooperating and supervising teachers. CAP 4 Portfolio: KTS 1-10 Oral presentation, paper projects; Power Point presentations Lesson plans and unit projects, resource notebook, use of technology Introduction to PPGP (Pre Professional Development 2/6/

24 Inquire Into Their Own Practices and the Nature of Teaching Art. Standard XIII. Art Teacher Candidates are Instructional Collaborators. ED 325 Teaching Diverse Learners ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Methodology ED 450 Student Teaching ART 431 ED 210 Teaching Diverse Learners ED 310 Instructional Technology ED 390 Assessment & Instructional Strategies ED 416 ED 450 ART 330 ART 470 ART 431 Plan) Develop differentiated lesson plans appropriate to content area within a standards based unit Field hours and teaching experiences Self Evaluations Revision of PPGP for CAP 3 Portfolio Student teaching for sixteen weeks to develop, implement and analyze instruction Student Teaching Journal CAP 4 Portfolio: PPGP (Pre Professional Growth Plan) Field hours, teaching an art lesson, lesson plans and unit KTS 8 Collaboration (Task D) Collaboration with P-12 partners and peers to design a lesson for students in a character education; feedback from classroom teacher, peer, and college professor & reflection Group work to develop lesson to teach selected content Collaboration with classroom teachers to teach lessons. CAP 3 Portfolio: KTS 8 CAP 4 Portfolio: KTS 8 Lesson plans, budget & supplies Art Exhibit Designing writing prompts and rubrics, lesson plans 2/6/

25 Standard XIV. Prospective Art Teachers Conduct Meaningful and Appropriate Assessments of Student Learning. Standard XV. Prospective Art Teachers Systematically Reflect Upon Their Own Teaching Practice. As Students of Teaching, They Recognize That They will Gain Expertise with Experience and will Continuously Improve Their Efforts to Teach ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Methodology OR ED 411 Classroom Management ED 450 Student Teaching ART 330 ART 431 ED courses, ED 450 Student Teaching and unit, budget and materials Understanding & development of a variety of assessments CAP 3 Portfolio: KTS 5 with artifacts representing assessments developed for lessons and units. Student Teaching for sixteen weeks, Development of CAP 4 Portfolio: KTS 1 & 5- formative and summative assessments with adaptations for gifted/talented and other exceptionalities. KTS 5: Assessment with classroom based assessments, including performance with rubrics. Class critiques, class discussions, exams, projects, mini-exhibits, oral and written presentations, resource notebook Class and individual critiques, class discussion, exams, projects for portfolio, resource notebook, written critique Field & PPD experience totaling at least 150 hours with reflections Student teaching journals Self evaluations Cooperating teacher and Supervising teacher evaluations Pre and Post conferences for evaluations 2/6/

26 Effectively. Standard XVI. Art Teachers Deal with Broader Issues in the School Setting Beyond Concern for Individual Students. At Times, They May Need to Assess the Entire Art Program Within the School or District Setting. Standard XVII. Art Teacher Candidates Continually Reflect on Their Own Practice. ART 330 & 431 ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Instruction ART 470 ART 431 ED 102 Introduction to Education ED 210 Basic Concepts & Philosophy of Education ED 300 Human Development & Learning Theory ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Methodology ED 450 Student Teaching Lesson plans & unit Evaluation of student learning and curriculum alignment issues emanating from assessment. Analysis of student data to make curricular decisionsuse of EXCEL to analyze student learning Art Exhibit Lesson plans and unit, writing rubrics, class discussions Introduction to KTS 7: Reflection Philosophy of teaching paper in ED 210 and then revised at CAP 3 and CAP 4 PPGP CAP 2, 3, & 4 Reflection on 12 hours field experience (diverse field trip, running records) Reflection/critique of journal articles Reflection on classroom teaching and student learning analysis (KTS 7/KTIP TPA Task C and J1) CAP 3 Portfolio: KTS 9 PPGP (Pre Professional Growth Plan) with strengths and growth areas CAP 4 Portfolio: KTS 9 PPGP (Pre Professional 2/6/

27 Standard XVIII. Art Teacher Candidates Recognize Their Responsibilities to the Schools and the Community. Standard XIX. Art Teacher Candidates Contribute to the Growth of the Profession. ART 470 ED 450 Student Teaching ART 431 ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Methodology OR ED 411 Classroom Management ED 450 Student Teaching ART 470 Growth Plan) with strengths and growth areas Art Exhibit, publicizing, hanging, art portfolio, critiques Portfolio, student teaching, evaluation Commitment to KY Code of Ethics for Teachers Critiques, class discussion Portfolio assessment artifacts Class discussions, program exit interview Oral and written critiques VII. Course Descriptions of Art Classes ART 101 Drawing I Three hours Instruction for beginning drawing with practice in drawing, perspective, shading, form and composition, in the classroom and on location. Students prepare a folio of their work for end-ofsemester exhibit. Six hours studio class per week ART 120 Elements of Design Three hours Problems in two-dimensional design and the use of art techniques, collections of problems presented at the end of the semester. Six hours of studio class per week. ART 202 Drawing II Three hours Continuation of Drawing I. Field trips and outside sketching involving figure drawing, portrait drawing, and color drawing. Collected problems are made into a folio with selected drawings placed on exhibit at the end of the semester. Prerequisite: ART 101; ART 120. Six hours of studio class per week. ART 214 Painting I Three hours Oil painting and painting techniques, color mixing, picture making and color/value relationships. Painting from still life. Exhibit at end of semester. Prerequisites: Art 101; ART 120. Six hours of studio class per week. ART 215 Ceramics I Three hours 2/6/

28 An introduction in pottery techniques including pinch, coil, slab, and the use of the potter s wheel, preparation of glazes, the use of the electric kiln and techniques of glazing. A collection of selected projects is to be presented at the end of the semester. Six hours of studio class per week. ART 221 Three-Dimensional Art Three hours Continuation of Elements of Design. A development of the principles of art with emphasis on three-dimensional concepts and individual creativity. The three-dimensional design study includes modeling, carving, and space organization. A collection of problem solutions presented at the end of the semester. Prerequisite: ART 120. Six hours studio class per week. ART 310 Art History I Three hours A survey of world art from the prehistoric era through the Gothic art of Europe. Lectures, supplemented by slides, videos, and teaching aids. A short research paper, projects related to period of study and a field trip. Prerequisite: sophomore level. ART 311 Art History II Three hours A survey of the history of Art from the Renaissance through contemporary trends. Lectures supplemented by slides, films, reproductions of paintings, and teaching aids. A field trip to a museum will be encouraged. Prerequisite: sophomore level. ART 330 Elementary School Art, P-5 Three hours This course will enable the student to apply methods of teaching art, attitudes, and manipulation of materials, essential to classroom activities in the primary through fifth grades. Emphasis is placed on the developmental stages of art and how these are affected by the intellectual, physical, perceptual, aesthetic, creative, emotional, and social growth of a child. Field and clinical observation hours re-enforce concepts. Prerequisite: Admission to teacher education Program. ART 410 Twentieth Century Art History Three hours An intensive study of the development of Art from the Impressionists to post-modern styles of the twentieth century. Lectures will be supplemented by slides, films, and reproduction of paintings. A field trip to a museum will be encouraged. Prerequisite: ART 311. ART 431 Secondary School Arts and Crafts Three hours Arts and crafts for teaching in middle and secondary schools, adult education or rehabilitation programs, with instruction in organization of teaching facilities and acquisition of materials. Prerequisites: Admission to Teacher Education, ART 330. Three hours lecture, three hours studio class per week. ART Studio Problems I Two to Three hours Special studies in advanced work in an art field, chosen by the student with instructor s approval. Independent work with frequent consultations between instructor and student. Exhibit at end of semester. Two hours credit for four hours work per week or three hours credit for six hours work per week. Prerequisite: consent of instructor. ART 470 Senior Exhibit & Seminar One hour 2/6/

29 A retrospective of works from each studio course. Required of all Seniors, Area or Major. Prerequisite: Senior level. VIII. KY P-12 Curricular Documents Program of Studies Grades P-12/KY Core Academic Standards (In transition to all core academic standards) Core Content for Assessment (To be replaced with new Assessment when available) Program of Studies Grades P-12 Courses Program of Studies Core Content/ ED 102 Introduction to Education ED 210 Basic Concepts & Philosophy of Learning ED 300 Human Development & Learning Theory Introduction : Arts & Humanities; English Language Arts; Health Education; Mathematics; Physical Education; Science; Social Studies ELA-EI-R-1 ELA-EII-T-2 ELA-EI-I-1 ELA-EI-SLO-1 ELA-EI-SLO-2 ELA-EI-SLO-3 ELA-EI-SLO-2 ELA-EI-SLO-3 ELA-EI-SLO-4 ELA-EI-W-1 ELA-EI-W-2 ELA-EI-W-3 ELA-EI-W-6 ELA-EI-W-7 SS-HS-H-2 SS-HS-H-3 SS-HS-H-4 SS-HS-GC-4 SS-HS-CS-1 SS-HS-CS-5 ELA-EI-R-1 ELA-EII-T-2 ELA-EI-I-1 ELA-EI-SLO-1 ELA-EI-SLO-2 ELA-EI-SLO-3 ELA-EI-SLO-2 KCAS Core Content Introduction: Arts & Humanities; Mathematics; Practical Living; Reading; Science; Social Studies; Vocational Studies; Writing KCAS Literacy Core Content RD-H RD-H-2.12 RD-H-2.13 WR-H-1 WR-H-1.4 SS-H Core Content RD-H RD-H-2.12 RD-H-2.13 WR-H-1 WR-H-1.4 SS-H Examples of Course/Field Experiences Web Quest: after initial class introduction, WebQuest assignment requires them to read and answer specific questions about each document: POS, CC, and Common Core Standards/College Readiness(KCAS). Core Content for Assessment: Introduction to Core Content and discussion while viewing on computers. Application of knowledge of CC by assisting as tutors for 4rd grade students by assisting with reading skills for their field experience project. KTIP lesson plans and Standards Based Unit Assignment: after familiarity with these documents, creation of a lesson plan and a unit by correctly relating the POS, Common Core and CC to an appropriate grade level of instruction to meet KTS 2. Use reference materials Make sense of professional reading materials Make sense of observations in field experiences Make sense of things they hear in field experiences Communicate ideas & information Write an educational philosophy Make presentations to peers & public school students in service learning Use computers & other technology to enhance instruction Interact with diverse ethnic & cultural groups Recognize continuity & change to make decisions Analyze & interpret human behaviors Be adaptable & flexible Make decisions based on ethical values Use productive team membership skills Be sensitive to multicultural ideas Demonstrate open mind to alternative perspectives Use critical thinking skills Use problem-solving processes Address situations from multiple perspectives Use knowledge base to gain new knowledge Expand knowledge by making connections Use reference materials Make sense of professional reading materials Make sense of observations in field experiences Make sense of things they hear in field experiences Reflect on ways children develop and learn Communicate ideas & information Make presentations to peers 2/6/

30 ED 310 Instructional Technology ELA-EI-SLO-3 ELA-EI-SLO-4 ELA-EI-W-1 ELA-EI-W-2 ELA-EI-W-3 ELA-EI-W-6 ELA-EI-W-7 SS-HS-H-2 SS-HS-H-3 SS-HS-H-4 SS-HS-GC-4 SS-HS-CS-1 SS-HS-CS-5 Arts & Humanities; English Language Arts; Health Education; Mathematics; Physical Education; Science; Social Studies Core Content Arts & Humanities; Mathematics; Practical Living; Reading; Science; Social Studies; Vocational Studies; Writing Use computers & other technology to enhance instruction Interact with diverse ethnic & cultural groups Recognize continuity & change to make decisions Analyze & interpret human behaviors Be adaptable & flexible Make decisions based on ethical values Use productive team membership skills Be sensitive to multicultural ideas Demonstrate open mind to alternative perspectives Investigate strategies to empower children Use critical thinking skills Use problem-solving processes Address situations from multiple perspectives Use knowledge base to gain new knowledge Expand knowledge by making connections Lesson planning Lesson plans integrating technology to meet goals and objectives. ED 325 Teaching Diverse Learners ED 390 Assessment & Instructional Strategies ED 416 Curriculum & Instructional Strategies ED 450 Student Teaching Required to include POS in lesson plan Different content areas use various POS Varies according to candidates majors and certification levels: Arts & Humanities; English Language Arts; Health Education; Mathematics; Physical Education; Science; Social Studies Varies to match majors & certification levels: Arts & Humanities; English Language Arts; Health Education; Mathematics; Physical Education; Science; Social Studies ELA-EII-T-2 ELA-EI-I-1 ELA-EI-SLO-1 ELA-EI-SLO-2 ELA-EI-SLO-3 ELA-EI-SLO-2 ELA-EI-SLO-3 ELA-EI-SLO-4 KCAS Literacy standard for technical subjects Required to include CC in KTIP lesson plan Different content areas use various POS Core Content/KCAS Varies according to candidates majors and certification levels: Arts & Humanities; Mathematics; Practical Living; Reading; Science; Social Studies; Writing Varies to match majors & certification levels: Arts & Humanities; Mathematics; Practical Living; Reading; Science; Social Studies; Writing Core Content RD-H RD-H-2.12 RD-H-2.13 WR-H-1 WR-H-1.4 SS-H KTIP lesson plan for exceptionality designed for diverse learners in a classroom. KTIP lessons and unit planning incorporating Kentucky Core Academic Standards, Program of Studies, and Core Content for Assessment. Field hours include twenty hours and include among other requirements, lessons integrating other subjects. Mini-lesson presented in class with peer feedback. Field Hours: 20 hours in student teaching placements. CAP 3 Portfolio for all ten KTS; lessons, units and assessments identify the appropriate Kentucky Core Academic Standards, Program of Studies, and Core Content for Assessment. Lessons must list these at the beginning. Use reference materials Make sense of professional reading materials Make sense of observations in field experiences Make sense of things they hear in field experiences Communicate ideas & information Create video tape of self teaching Present standard-based lessons to class Use computers & other technology to enhance instruction 2/6/

31 ELA-EI-W-1 ELA-EI-W-2 ELA-EI-W-3 ELA-EI-W-6 ELA-EI-W-7 SS-HS-H-2 SS-HS-H-3 SS-HS-H-4 SS-HS-GC-4 SS-HS-CS-1 SS-HS-CS-5 KCAS Literacy standards for technical subjects Interact with diverse ethnic & cultural groups Recognize continuity & change to make decisions Analyze & interpret human behaviors Be adaptable & flexible Make decisions based on ethical values Use productive team membership skills Be sensitive to multicultural ideas Demonstrate open mind to alternative perspectives Use critical thinking skills Use problem-solving processes Address situations from multiple perspectives Use knowledge base to gain new knowledge ART 101 Drawing I ART 120 Elements of Design ART 202 Drawing II ART D Design ART 214 Painting I ART 215 Ceramics I ART 310 Art History I ART 311 Art History II ART 330 Elem. Sch. Art, P-5 AH-P-VA-1 AH-P-VA-4 AH-P-VA-1 AH-P-VA-4 AH-P-VA-7 AH-P-VA-9 AH-P-VA-1 AH-P-VA-2 AH-P-VA-4 AH-P-VA-5 AH-P-VA-7 AH-P-VA-9 AH-P-VA-1 AH-P-VA-2 AH-5-VA-4 AH-5-VA-5 AH-P-VA-7 AH-P-VA-9 AH-6-VA-1 AH-6-VA-2 AH-6-VA-3 AH-6-VA-4 AH-6-VA-5 AH-6-VA-6 AH-6-VA-9 AH-6-VA-7 AH-6-VA-8 AH-6-VA-9 AH-P-VA-12 AH-P-VA-13 AH-P-VA-14 AH-4-VA-6 AH-4-VA-8 AH-4-VA-9 AH-5-VA-9 AH-5-VA-10 AH-P-VA-12 AH-P-VA-13 AH-P-VA-14 AH-4-VA-6 AH-4-VA-8 AH-4-VA-9 AH-5-VA-9 AH-5-VA-10 AH-P-VA-1 AH-P-VA-3 AH-P-VA-5 AH-P-VA-9 AH-P-VA-10 AH-P-VA-11 Core Content AH-E AH-E AH-E AH-E Core Content AH-E AH-E AH-E Core Content AH-E AH-E AH-E AH-E Core Content AH-E AH-E AH-E Core Content AH-E AH-E AH-E AH-E AH-E KCAS CC W.10 KCAS CC.6-8.W.2-2f CC.9-10.W.2-2f CC.9-10.W.8 KCAS CC.6-8.W.1a-e CC.9-10.W.4 KCAS CC.9-10.W.9 Expand knowledge by making connections Practicing drawing in sketchbook & classroom problems in shading, perspective, form & composition Problems in design to study line, shape, form, value, texture, color & space as well as principles of design. Study in classroom & nature problems in form, value, figure drawing, perspective, portrait drawing and color drawing with emphasis on personal concept development Emphasis on 3-D aspects of design; study of modeling, carving & space organization. Reflections on paintings in sketchbook, formative and summative Beginning pottery techniques in hand building, use of potter s wheel, glazing & operation of kilns. Short research paper rubric Critical analysis criteria established in rubric Use reference materials. Make sense of professional reading materials. Make sense of Field hours in field experiences. Make sense of things they hear in field experiences. Communicate ideas and information. Make presentations to public school students in service 2/6/

32 ART 335 Printmaking I ART th Cent. Art ART 411 World Art ART 431 Sec. Sch. Arts & Crafts AH-P-VA-12 AH-P-VA-13 AH-P-VA-14 AH-5-VA-1 AH-5-VA-2 AH-5-VA-3 AH-5-VA-4 AH-5-VA-5 AH-5-VA-11 AH-6-VA-4 AH-6-VA-7 AH-8-VA-6 AH-8-VA-9 AH-8-VA-12 AH-6-VA-10 AH-6-VA-11 AH-6-VA-12 AH-6-VA-13 AH-6-VA-10 AH-H-VA-1 AH-H-VA-2 AH-H-VA-3 KCAS CC.6-8.W.8-9 CC.9-10.W.6 CC.9-10.W.10 CC W.2-2e CC W.6 CC W.8 KCAS CC.6-8.W.6-7 CC.6-8.W.10 CC.9-10.W.5 CC.9-10.W.7 CC W.7 KCAS CC W.1-1e CC W.9 learning. Use computers and other technology to enhance instruction. Interact with diverse ethnic and cultural groups. Recognize continuity and change to make decisions. Analyze and interpret human behavior. Be adaptable and flexible. Make decisions based on ethical values. Use productive team membership skills. Be sensitive to multicultural ideas. Demonstrate open mind to alternative perspectives. Use critical thinking skills. Use problem-solving thinking skills. Address situation from multiple perspectives. Use knowledge base to gain new knowledge. Expand knowledge by making connections. Address safety issues with use of correct art materials and safe use of equipment. Reflect on ways children develop and learn. Investigate strategies to empower children. Write lesson plans based on KTIP for teaching art. Making adaptations for exceptional abilities and using assessments. Make presentations to peers. Content study of traditional printmaking processes-relief, intaglio, & stencil. Long research paper (15-18 pages), rubric & oral presentations using power point to share research. Culture/Art short research papers (3), Rubric & one critical analysis paper of a work from any culture studied. Use reference materials. Make sense of professional reading materials. Make sense of Field hours in field experiences. Make sense of things they hear in field experiences. Reflect on ways young people develop and learn. Communicate ideas and information. Make presentations to students in public school setting. Use computers and other technology to enhance instruction. Interact with diverse ethnic and cultural groups. Recognize continuity and change to make decisions. Analyze and interpret human behaviors. Be adaptable and flexible. Make decisions based on ethical values. Be sensitive to multicultural ideas. Demonstrate open mind to alternative perspectives. Investigate strategies for empowering students. Use critical thinking skills. Use problem-solving skills. Address situations from multiple perspectives. Use knowledge by making connections. Write lesson plans based on KTIP for teaching art, making adaptations for exceptional abilities and using assessments. Address safety issues with use of correct art materials and safe use of equipment. KDE Standards based unit of study with a minimum of 10 lesson plans with assessments. Teach one lesson plan to public school students from grades /6/

33 ART Studio Problems ART 470 Senior Exhibit & Seminar AH-6-VA-1 AH-6-VA-2 AH-6-VA-3 AH-6-VA-4 AH-6-VA-5 AH-6-VA-6 AH-6-VA-9 AH-6-VA-7 AH-8-VA-6 AH-H-VA-2 AH-8-VA-7 KCAS CC.6-8.W.4-5 CC.9-10.W.1-1e CC W.4-5 Student intensively studies one studio discipline to set own artistic problems and to solve them. Artist statement rubric IX. Integration of EPSB Themes Course Title EPSB Theme 1: Diversity With specific attention to exceptional children including gifted/talented, cultural & ethnic diversity ED 102 Introduction to Education ESL Partners ED 102 students are paired with ESL international students to learn; text readings/discussions; lesson plan with consideration of/accommodation for student diversity, specifically students with IEPs, GSSPs and ESL plans. ED 210 Basic Concepts/Philosophy of Education Service learning project working with diverse student and parent populations (Newton Alternative Learning Center and Pajama Party at Campbellsville Independent Family Resource Youth Center, FRYSC and Title I coordinators and Campbellsville High School. ED 300 Human Development and Learning Theory Overview of development; Field trip to high minority schools; reflections about the field trip; KTIP lesson plan on a selected culture. CAP 2, admission to the program, requires an autobiography which includes candidates experiences with cultural diversity. Questions posted during the admission interview also focus on prior experiences with diversity. ED 310 Instructional Technology Chapter online exercises; Teacher/Class website with consideration of linguistic diversity and special needs; TPA lesson taught in schools with consideration of and accommodations for student diversity specifically students with IEPs, GSSPs and ESL plans. ED 325 Teaching Diverse Learners The entire course focuses on diverse learners, including the full spectrum from students who are gifted to students with physical/mental handicaps, racial/ethnic diversity, etc.; Task G unit with adaptations for diverse learners/field project; student demographic data from field for lesson planning (Task A-1) ED 450 Student Teaching CAP 4 form requires student teachers to identify the types of diversity they experience during student teaching; journal of student teaching; CAP 4 portfolio rationales and artifacts further document experiences with diversity; portfolio evaluation rubric includes diversity proficiencies; CAP 4 exit interview with questions related to impact on student learning. ART 330 Elementary School Art Students research and role play as teachers to give presentations to class concerning various student exceptionalities. These presentations are both oral and written and can use power point and other techniques students choose. Exceptionalities include but are not limited to visually gifted, learning disabled, mentally challenged, physical challenged, hearing impaired and visually impaired. All written lessons the students do are adaptable to all challenges including those students who by ethnic or religious diversity may need different motivations, for example, rather than holiday themes. 2/6/

34 ART 431 Secondary School Art & Crafts Class discussions are held regarding visually gifted, learning disabled, mentally challenged, physical challenged, hearing impaired and visually impaired; discussions focus on understanding ethnic and religious differences to appropriately teach students from diverse backgrounds. All lesson plans (15 class projects) and all units (10 lesson plans) are required to address all exceptionalities and possible diversities. Course Title EPSB Theme 2: Assessment Develop skills to assess student learning ED 102 Introduction to Education Introduction to KTS and quiz; organization of portfolio to include the standard on assessment; introduction to lesson plan design and pre/post assessments. ED 300 Human Development and Learning Theory KTIP lesson planning with pre/post assessments and formative/summative assessments. ED 310 Instructional Technology TPA with pre/post assessments for the lesson taught during field experiences; includes Task C where student learning is analyzed per the assessments. ED 325 Teaching Diverse Learners Use of ARC conference summary forms and Individualized Education Plans; Task H (Assessment Plan) for unit. ED 390 Assessment & Instructional Strategies Design and implement pre/post test in a public school setting in relation to a TPA lesson plan. Analyze pre/post test data (Task J1) and present to peers and/or parents. Design various formative and summative assessments for use in a standards-based unit, i.e., Open response questions and rubrics, on-demand, graphic organizers, cooperative learning, culminating projects, and traditional tests. ED 416 Curriculum & Methodology Self-assessment and peer assessment are a part of each presentation Portfolios require five forms of assessment to be provided ED 450 Student Teaching Development of TPA lessons for cooperating and supervising teacher observations. TPAs involve pre/post assessments and completion of Task C and J1. CAP 4 Portfolio includes samples of these lessons and assessments. ART 330 Elementary School Art Assessment is addressed by studying Bloom s Taxonomy to art assessments, employing various forms of assessment on written lesson plans (16 required), class discussions, reading and use of the following: student self-assessment, journals, anecdotal notes through students observation, checklists, process folios, conferences, portfolio, tests, application sheets, concept maps, essay/or oral responses, criteria based rubrics, performance tasks, task assessment. ART 431 Secondary School Art Assessment is used in all 15 written lesson plans as well as unit lesson plans (10). Students choose form(s) of assessment appropriate to evaluating the students lesson. Class time is spent on studying and writing appropriate rubrics to accompany lesson evaluations. Course Title EPSB Theme 3: Literacy Education ED 102 Introduction to Education Lesson Plans & WebQuests; Review of state curricular standards Program of Studies; Core Content; English/Language Arts and Math Core Academic Standards as applicable to lesson/unit plans. ED 300 Human Development and Learning Theory KTIP lesson plans, incorporating applicable English/language arts KCAS. Review of ways literacy may be integrated into content areas as it relates to cognitive development (age-appropriate literature). Writing Competency Evaluation as part of CAP 2 admission requirement; writing is scored based on the KY Writing Scoring Rubric. ED 310 Instructional Technology Focus on computer literacy, information literacy, and integration 2/6/

35 literacy. Integration of appropriate English/language arts core academic standards into TPA lesson. ED 325 Teaching Diverse Learners Focus on computer literacy, information literacy, and integration literacy. Integration of appropriate English/language arts core academic standards into TPA lesson. ED 390 Assessment & Instructional Strategies Always a part of instruction through preparation of lesson plans, units, research papers. ED 416 Curriculum & Methodology Always a part of instruction through preparation of lesson plans, units, and management plans. ED 450 Student Teaching CAP 4 portfolio documenting focus lessons and units incorporating appropriate English/language arts common core standards. ART 330 Elementary School Art Students are taught from the text, Bringing Art Into the Elementary Classroom by Koster, the close interaction between visual literacy and written literacy. This information is compared, contrasted and references are explicit or embedded in each chapter. Concepts are tested. Course Title EPSB Theme 4: Closing the Achievement Gap Identify what courses emphasize strategies for closing the gap ED 102 Introduction to Education Development of a lesson with Task A-1 and A-2. Task A-1, Context, involves identification of diversity in the classroom and instructional accommodations to be made. ED 210 Basic Concepts and Philosophy of Education Reflection and rationale on the unit s conceptual framework model with STUDENT LEARNING at its center. Analysis of how all facets of the program lead to improved student learning. Philosophy paper based on current research about how to best impact student learning. ED 300 Human Development and Learning Theory During this course, candidates learn about developmentally appropriate practice; lesson plan with objectives aligned with appropriate assessments and accommodations. ED 310 Instructional Technology Involves the use of technology to close the gap, through use of e- books, free/inexpensive sources of materials; learning aids and text to speech software. TPA during field experiences, including Task C, analysis of student learning which involves focus on meeting lesson objectives and how to help those who do not meet the objective; Use of spreadsheets to analyze data from lesson assessments per gap groups; Teacher/Class website to connect with families. ED 325 Teaching Diverse Learners Unit with A-1, concerned with the demographics and diversity of the class and how they reflect on instructional implications. ED 390 Assessment and Instructional Strategies TPA lessons with A-1, concerned with the demographics and diversity of the class and how they reflect on instructional implications. Creating differentiated instruction in standards based unit. ED 416 Curriculum & Methodology Always a part of instruction through preparation of lesson plans, units, and management plans. ED 450 Student Teaching During student teaching, candidates put into use everything they have learned throughout their program. The focus is on implementation, with analysis and reflection, with students whose capabilities and needs vary widely. During the CAP 4 interviews, candidates are asked several questions, one of which is to describe their impact on student learning. ART 330 Elementary School Art Since many inequalities in learning result from situations of low socio-economic environments, many strategies are taught and discussed in both classes in regard to building an art program 2/6/

36 where all children have equal learning opportunities. This involves on some levels providing, obtaining necessary materials for lessons so a student is not left out because he/she cannot afford supplies. Concepts are tested. ART 431 Secondary School Art Discussions are facilitated about the negative practice of bullying, child abuse in various forms, teen pregnancy, drug use and abuse and teen suicide. Concepts are tested. X. Program Faculty Matrices Education Faculty Name of Faculty Member Dottie Davis Highest Degree Masters Degree, Rank I Gifted Education Field/s of Specialization BA in P-5 University of KY; MA in Education Campbellsville University University University of Kentucky/Campbellsville University Assignment ED 102, ED 351, ED 371 Faculty Rank Instructor Scholarship Seminar Presentation: Southeast Teachers of English to Speakers of Other Languages (TESOL) Fall Conference, September, Integrating ESL Students with Mainstream Students. Miami, Florida. Seminar Presentation: Annual International Conference of Education (ICE). January, 2010) Preparation of Pre- Service Teachers for P-12 Diverse Learning Experiences. Honolulu, Hawaii. Rank I Presentation: Rank I Program. June, Leading with soul: An uncommon journey of spirit. A Reflection and analysis of school leadership. Campbellsville, Kentucky). Unpublished. NCATE Board of Examiners (BOE) Accreditation Team Member, Union College, Barbourville, Ky., March 2010 Leadership in Professional Associations Co-Sponsor of KEA-SP Service 10 years Relationship(full-time, part-time) to the institution) Full-time Relationship(full-time, part-time) to the unit Full-time Relationship(full-time, part-time) to the program Part-time Name of Faculty Member Donna Irwin Hedgepath Highest Degree PhD Music Education University of Kentucky Field/s of Specialization Secondary Education, Human Development, Music, Gifted Education University Campbellsville University/University of Kentucky/Western Kentucky University Assignment ED 300, Supervising Student Teachers; GTE 520, 525, 530, 535 Faculty Rank Associate Dean and Professor Scholarship -Seminar Presentation AACTE Conference San Diego, Feb Best Practices in Alternative Certification Programs/Teacher Mentoring. -Article published in Bluegrass Music News October Are the Musically Gifted Students of Kentucky Being Served? -Seminar Presentation-Ky Collegiate Music Educators 2/6/

37 Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization Association Annual Conference, November KTIP for Music Educators. -Seminar Presentation-Ky Association of Gifted Education, February 2004 Musical Giftedness Vice President of CU faculty forum , Member KMEA, MENC, KAGE, ASCD. KDP FEA advisor, Asbury United Methodist Church Full-time Full-time Part-time Don Cheatham Rank 1 Education Administration BA-Math, Chemistry-Campbellsville University; MA Science Education University of KY; Rank 1 Secondary Education Western KY University: MA Computer Science University of California Santa Barbara Campbellsville University University Assignment School of Education: ED 310; Business CIS 100 Faculty Rank Instructor Scholarship 2010-researching Smart Board Strategies for Effective Teaching; attended a SMART advanced training session which included strategies and best practices. This is the PD activity I am making available to local school districts Developed the syllabus and course activities for the new CU SOE Masters Instructional Technology Coursethis included collaboration with Georgetown, Murray State and University of the Cumberlands researched pre-service teacher training for Infinite Campus. This included and online conferencing with KDE and Infinite Campus representatives. IC has agreed to use CU as a pilot site for training through online modules available in fall Leadership in Professional Associations Member KYSTE and KATE Service Revitalization committee for CIS served as CU student sponsor to KYSTE conference 2007 helped family members finance and build 2500 square foot Gladys Cheatham Fellowship Hall addition to Raikes Hill Baptist Church. Relationship(full-time, part-time) to the institution) Full-time Relationship(full-time, part-time) to the unit Full -time Relationship(full-time, part-time) to the program Part-time Name of Faculty Member Priscilla Brame Highest Degree PhD Field/s of Specialization Special Education and Applied Behavior Analysis University The Ohio State University Assignment ED 325, SED 503 Faculty Rank Scholarship Assistant Professor Brame, P., Ernsbarger, S., & Heward, W. (in progress). Using an indiscriminable group contingency to wake up sustained silent reading: Effects on off-task behavior and story fact recall. 2/6/

38 Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Brame, P. (2000). Using picture storybooks to enhance social skills training of special needs students. The Middle School Journal, 32(1), Na National Inclusion Project, Board of Director; FEA Club Advisor Full-Time Full-Time Part-Time Beverly Ennis PhD Philosophy, Middle School Methods, Math Methods, History University of Louisville, Western Kentucky Cooperative Doctoral Program Supervision of Instruction ED 640, ED 210, ED 331, ED 341 Associate Professor Ennis, B. & Davis, D. (2010). Preparing Pre-Service Teachers for Diverse Learning Environments. International Conference on Education. Honolulu, Hawaii Ennis, B. Davis, D. Garrison, C. & Sullivan, L. (2007) Pathways to Teaching. KATE Conference. Georgetown. Ennis, B. Miller, S. & Smith, D. (2009) Empirical Findings on Professional Development and Achievement: Kentucky s Scholastic Audit Database. Institution of Higher Education 3 rd International Conference. Nashville. Ennis, B. Smith, D. Saravia, A. Miller, S. & Wagner, C. (2008) Psychometric Analysis of the Learning Environment Standards from Kentucky s Standards and Indicators for School Improvement. Mid-South Educational Research Association. Knoxville. Leadership in Professional Associations Kentucky Association of School Administrators, Association of Supervision and Curriculum Development, Kentucky Association of School Councils, Kentucky Association of Teacher Educators, Kappa Delta Pi-Alpha Epsilon Omicron, Greensburg United Methodist Church, Board Member of the Kentucky Christian Academy, Campbellsville City Council, Mayor Pro-tem of Campbellsville, Green County Renaissance Committee Member Service Kentucky Teacher Internship Program Trainer (2009) School Based Decision Making Council Trainer (2010) Relationship(full-time, part-time) to the institution Full-Time Relationship(full-time, part-time) to the unit Full-Time Relationship(full-time, part-time) to the program Part-Time Name of Faculty Member Colleen Walker Highest Degree PhD Field/s of Specialization P-12, Reading, Early Literacy University The Ohio State University Assignment School of Education: ED 210, ED 361; IECE 360, IECE 2/6/

39 Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment 400 Assistant Professor Presentations at IRA, NCRA, and other professional conferences; author of early literacy book with Pearson; article submitted to The Reading Professor Member International Reading Association (IRA); Member Professors of Reading Teacher Educators (PRTE); Member Kentucky Reading Association (KRA); North Carolina Reading Association (NCRA) Served as board member for literacy organization in NC; served as faculty advisor for SNCAE, coordinated Jumpstart program Full-time to CU Full-time to unit Part-time to program Robert E. VanEst Ph.D. C&I/English Indiana State ED 361, ED 416, Supervision of Student Teachers, MAE Associate Professor Conversion of dissertation to article underway Co-chair Outcomes Assessment Committee Curriculum committee; General Education sub-committee; Institutional Outcomes/Assessment Committee Teacher Education Committee; Master of Arts in Teaching Advisory Committee; Teacher Education Advisory Council; NCATE Std 6 Chair Full-time Full-time Part-time Susan Blevins B.S., M.A., Rank I, PhD (ABD) Elementary Education, Secondary Mathematics, Guidance, Supervision, Curriculum & Instruction Campbellsville College, Western Kentucky University, Capella University ED 390, ED 450, ED 311, Student Teaching Coordinator Assistant Professor Dual Enrollment Programs and Readiness for Post- Secondary Education-Dissertation Topic ASCD, KEA/NEA, Taylor County Retired Teachers Association, Kappa Delta Pi OR 110 Mentor for Service-Leadership Project, Conduct Professional Development workshops in local schools on Backward Design Planning and Assessment Full-time Full-time Part-time Carolyn Garrison Ed. D. in Curriculum and Administration Reading University of Kentucky ED 411, Classroom Management; ED 361 P-5 Reading 2/6/

40 Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program and Language Arts; Director of Program Development and Effectiveness; Coordinator of Teacher Quality Grant Professor Dissertation Research on Diversity in Teacher Education; have researched, developed and presented numerous presentations on technology in teacher education at CU, state, regional, and international conferences. Secretary to KATE (KY Association of Teacher Educators); Representative of Independent Colleges on KACTE board (KY Association of College Teachers of Education) Sponsor of KEA-SP 2003-present; committee member of Teacher Education Committee, Teacher Education Advisory Committee of EPSB; member of IRA, KRA, ASCD; Pathways to Teaching events Full-time to institution Full-time to unit Part-time to program ART Faculty Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Service Relationship(full-time, parttime) to the institution) Relationship(full-time, parttime) to the unit Relationship(full-time, parttime) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Davie M. Reneau Master of Fine Arts Ceramics, Drawing Western Kentucky University, West Virginia University Studio courses, Art History, General Education courses Assistant Professor Exhibits work nationally and internationally 17 years at institution (15 part-time) Full-time Full-time Full-time Linda J. Cundiff Master of Fine Arts Printmaking, Painting, Minor Art History Campbellsville College, Murray State University, Ohio University Art Advisor, Art Methods Courses, Art History, Studio Courses Professor Exhibits artwork in & out of state Served on State Committee for Art; Validated new Art and Content Praxis II Exam, March years at institution 2/6/

41 Relationship(full-time, parttime) to the institution) Relationship(full-time, parttime) to the unit Relationship(full-time, parttime) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, parttime) to the institution) Relationship(full-time, parttime) to the unit Relationship(full-time, parttime) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Service Relationship(full-time, parttime) to the institution) Relationship(full-time, parttime) to the unit Relationship(full-time, parttime) to the program Full-time Part-time Full-time Henrietta R. Scott Master of Arts Art Methods Courses and Studio Courses Eastern Kentucky University, Western Kentucky University Elementary School Art classes, Studio classes, General Education classes Adjunct Professor Exhibits widely and conducts in-service workshops for teachers First recipient of KY Arts Council Arts Education Award 31 years as public school art teacher Part-time Part-time Part-time Cora L. Renfro Master of Arts Elementary school art classes, general education classes, studio classes Western Kentucky University Elementary school art classes, general education classes, studio classes Adjunct Professor Exhibits and presents widely 35 years as public school art teacher Part-time Part-time Part-time XI. Syllabi for Professional Education Core and Methods Courses 2/6/

42 ED Introduction to Education Spring 2011 MWF 9:00 a.m. School of Education Mrs. Dottie Davis, Instructor of Education Office Phone: (270) Office: ED Bldg Office Hours: MWF: 2:00-3:00 Campus Security Cell Phone: TR: 11:00-12:00 and 1:00-2:00 Campus Security Office: School of Education Theme: Empowerment for Learning Conceptual Framework 1. DESCRIPTION OF COURSE: This course is required for entry into the teacher education program leading to P-5, 5-9, 8-12 or P-12 teaching certification. All entry and exit procedures for teacher education programs and orientation toward completion of exit and certification requirement are covered. This course also introduces students to national, state, and institutional requirements for certification, especially NCATE requirements regarding ethics, professionalism, field experiences, pedagogy, and diversity. Students will gain knowledge of the Kentucky Department of Education curricular guidelines: Kentucky Core Academic Standards, Core Content, Program of Studies, and procedures for developing TPA lesson plans. 2. COURSE OBJECTVES: A) Students will demonstrate an understanding of Kentucky requirements: 1. Kentucky Department of Education resources: 2. Kentucky Teacher Standards. 3. Kentucky Curriculum Kentucky Core Academic Standards, Program of Studies, and Core Content. 2/6/

43 4. KTIP Teacher Performance Assessment (TPA) Lesson Planning 5. PRAXIS II exams and website B) Students will demonstrate an understanding of the School of Education requirements: 1. Portfolio based on Kentucky Teacher Standards. 2. School of Education Conceptual Framework. 3. CAPs Candidate Assessment Points CAP 1 Intent to Apply for Admission CAP 2 - Admission to the Teacher Education Program (Application/Interview) CAP 3 Application to Student Teaching (CAP 3 Portfolio Submission) CAP 4 Program Completion/Exit Interview 4. Field Experience and Pre-Professional Development (PPD) Program 5. NEW: A Disposition Assessment on each student will be completed by professor and submitted to School of Education Records Office. C) Students will demonstrate an understanding of Diversity KTS Diversity Proficiencies: KTS 1.2: connects content to life experiences of students. KTS 2.2: Uses contextual data to design instruction relevant to students. KTS 2.4: Plans instructional strategies and activities that address learning objectives for all students. KTS 3.3: values and supports student diversity and addresses individual needs. KTS 6.3: integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs. 3. REQUIRED COURSE MATERIALS: Textbook: Kauchak, D., & Eggen, P. (2011). Introduction to teaching: Becoming a professional. New Jersey: Merrill Publishing. (4th Edition) Jump Drive - Used for all ED 102 assignments. Please bring to class every day for inclass assignments. Portfolio: 1 ½ - 2 inch Binder w/ front pocket. (Professional color such as white, navy, gray or black). Nine Tabs 4. COURSE REQUIREMENTS: A. PORTFOLIO (100 points) 1. Portfolio Set Up as both Hard copy and Electronic format (25 pts) ED 102 students will create a professional undergraduate portfolio using a three-ring binder in a solid color (navy, white, gray, or black) with a front pocket for cover page. The portfolio is an organizational tool that will include evidence for each of the Kentucky Teacher Standards (KTS). The portfolio should have NINE tabs, labeled for each standard as follows: KTS I (Content Knowledge) KTS IV & VII (Teaching & Reflection) KTS VIII (Collaboration) 2/6/

44 KTS II (Design Instruction) KTS V (Assessment) KTS IX (Professional Dev) KTS III (Learning Environment) KTS VI (Technology) KTS X (Leadership) 2. Portfolio Check (both formats) should include the following class assignments organized according to the KY Teacher Standards: (75 pts) Cover Page - student s name, university, content area, certification level. KTS 2: Design Instruction Task A1, Task A2, Lesson Objectives KTS 4 & 7: Teaching/Reflection - Copy of Field Experience Reflections, Chapter Reflections KTS 6: Technology: Web Quest #1 and Web Quest #2 KTS 9: Professional Development KTS 9 Rationale, Task E PPGP, Copy of CAP I Intent to Apply, Copy of PPD Reflections, Copy of Disposition Policy Statement B. CHAPTER REFLECTIONS (80 Points 10 pts each) Students will write a two-page reflection (word processed document) based on assigned chapter readings and reflect on the following essential questions. Please see the due date on your syllabus. Chapter Reflection Topics: Ch 1: Why do I want to be a teacher? Ch 2: What are some examples of how teachers must develop professionally? Ch. 2: Task E PPGP and Ch. 2: KTS 9 Rationale Ch 3: What are some societal problems that teachers face in dealing with their students and how can they effectively work with students to help all students achieve successfully? Ch 4: What are some examples of cultural differences among students? Ch.5: What are some examples of student diversity in the classroom? Ch 13: What are some strategies that teachers may use to motivate students to learn? C. WEB QUESTS Web Quest 1 - KDE Website (50 Points) Cover Page: KTS 6 Students will research the KDE website ( to learn requirements for Kentucky teacher certification. Assignment will be given in class. Web Quest 2 Kentucky s Curriculum Documents (50 Points) Cover Page: KTS 6 Students will explore and research the KDE website ( to learn about the following Kentucky curricular documents: Kentucky's Core Content for Assessment, Kentucky's Program of Studies, and the Kentucky Core Academic Standards. LESSON PLAN (50 Points) Pre-service candidates will learn lesson plan design and procedures using the TPA format. The lesson plan will include Kentucky s curriculum, a variety of instructional 2/6/

45 and assessment strategies, and carefully constructed learning objectives. (Task A-1 and A-2). E. QUIZZES (80 Points, 20 pts each) Throughout the semester, quizzes will be given over various topics discussed in class: Quiz 1 - Kentucky Teacher Standards, Quiz 2 -KY Curriculum, Quiz 3 - Learning Objectives, and Quiz 4 Diversity. F. FIELD and PPD EXPERIENCES: (250 Points) Field Experience: ED 102 requires students to complete 12 Hours of Field Experience clearly logged on the Field Experience Summary Form. Please have the cooperating public school teacher sign the form to verify time spent in the classroom or diverse setting. ED 102 students will write a reflection for all field experiences. The instructor will provide specific questions for written reflection. Due dates are indicated on the syllabus. These 12 Field Hours will represent the following activities: 5 hrs - Regular classroom setting. (Mid-Term Project). 4 hrs - After School Program: Cville Elem; Taylor Co Elem; or Taylor Co Middle 3 hrs - CU ESL Program for diversity experience TB Skin Test: The School of Education requires ED 102 students to obtain a TB Skin Test prior to visiting public schools. Please contact Taylor County Health Dept ( ) to make an appointment. This will also be used for CAP 2, Admission to the Teacher Education Program. State Criminal Background Check: In cooperation with public schools, the School of Education respects school safety measures by requiring all students to have a State Criminal Background Check prior to visiting schools. The instructor will provide a form to complete in class. This will also be used for CAP 2, Admission to the Teacher Education Program.. Pre-Professional Development (PPD): ED 102 students are required to attend 3 hours of PPD outside of class time. PPD seminars are held on campus and include topics regarding educational issues for pre-service teacher development. All PPD sessions should be clearly logged on the PPD Summary Form with a signature of the presenter to verify attendance. Students will type a one-page reflection for each PPD and attach to the PPD form. PPD Reflection should answer the following questions: 1. What is your description of the PPD session attended? 2. What do you like/dislike about the PPD session? 3. What did you learn from the session? 4. What would you change and why? 5. How can you apply the lessons learned? 6. What types of diversity did you learn? 2/6/

46 NOTE: The Teacher Education Program requires completion of at least 150 Field and PPD hours (120 field and 30 PPD hours) prior to the student teaching semester. All education courses require Field and PPD hours leading up to the total 150 hours. NOTE: The PPD seminar schedule will be given to students in class and will be available on the School of Education website. G. FINAL EXAM PRESENTATION (50 points) PROMPT: Do I want to be a teacher? What did I learn from field experiences? Please include at least 8 slides for a 5 minute presentation. 5. PARTICIPATION AND CLASS ATTENDANCE (100 Points) Students are required to attend all class meetings for ED 102 and are responsible for meeting all the course requirements. (Student Attendance Policy, Student Handbook.). A student's attendance at all classes for the entire period is of utmost importance. If you must be absent (i.e., illness, emergency, or participation in a University-sponsored event), it is your responsibility to contact the instructor before absence, if possible, and provide documentation of reason(s) for absence. NEW School of Education Attendance Policy: Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course. Late Assignments: Students lose 5 points each day an assignment is late. Assignments are due on specific dates even if you are absent. After one week, assignments will not be accepted and a grade of 0 is recorded. NEW Disposition Assessment: A Disposition assessment on each student will be completed by professor and submitted to School of Education Records Office. Failure to complete Field and/or PPD will result in an Incomplete for the course. 6. EVALUATION/GRADING POLICY Students are graded on a point system using the following scale: points A 92% % points B 82 %- 91 % points C 72 % - 81 % points D 62 % - 71 % points F 61 % and below 7. COURSE OUTLINE: Jan 19 Syllabus and Course Requirements Jan 21 School of Education Field Experience Guidelines and PPD Procedures 2/6/

47 School of Education Conceptual Framework (Field Experience Packet) Jan 24 School of Education Portfolio Procedures Kentucky Teacher Standards (ORGANIZED ON JUMPDRIVE) Jan 26 Field Experience -- After School Programs Guest Speakers: Mr. Gary Strange, Cville Elem; Mrs. Cindy Perkins, Cville High School; Mrs. Betty Hayes, Taylor Co Middle School; Mrs. Jennifer Clifford, Taylor Co Elem; Mrs. Jennifer Fitzpatrick, Taylor Co High School Jan 28 Jan 31 Feb 2 School of Education Disposition Assessment Policy and Procedures CAP I Intent to Apply for Admission QUIZ #1 KTS, 20 pts DUE: Portfolio Set Up (Hard Copy and Flash Drive) Ch. 1: Do I Want to Be a Teacher? DUE: Ch. 1 Reflection Ch. 2: Developing as a Professional Feb 3 (Thur) ED 102 Field Trip to Local Schools (Tentative) CHS Mr. Kirby Smith, Principal CES Mr. Ricky Hunt, Principal Feb 7 Feb 9 Ch. 2: Developing as a Professional AND Task E: Pre Professional Growth Plan (PPGP) DUE: Ch. 2 Reflection Ch. 2: Developing as a Professional DUE: Rationale for Professional Development (KTS 9) DUE: CAP I Intent to Apply for Admission Feb 11 Ch. 2 Developing as a Professional DUE: Task E: Pre Professional Growth Plan Feb 14 Feb 16 Ch. 2: Developing as a Professional Dispositions of Teaching, Dr. Brenda Priddy, Dean, Guest Speaker Feb 18 Field Experience Day No Class Feb 21 Web Quest #1: KDE Resources and Teacher Certification Requirements Feb 23 Web Quest #1: KDE Resources and Teacher Certification Requirements DUE: Web Quest #1 Feb 25 Feb 28 Web Quest #2: Kentucky Curriculum Web Quest # 2: Kentucky Curriculum 2/6/

48 Mar 2 Mar 4 Mar 7 Mar 9 Web Quest # 2: Combined Curriculum Document: DUE: Web Quest #2 Ch. 13: Instruction in Today s Schools QUIZ #2 KY Curriculum, 20 pts Ch. 13: Instruction in Today s Schools Writing Lesson Plan Objective Statements Ch. 13: Instruction in Today s Schools Lesson Planning (Task A-1, A-2), Learning Objectives for Lesson Plans DUE: MID-TERM FIELD EXPERIENCE REFLECTION: 5 Classroom Hrs) Mar 11 Ch. 13: Instruction in Today s Schools DUE: Ch. 13 Reflection Mar SPRING BREAK NO CLASSES Mar 21 Ch. 13: Instruction in Today s Schools QUIZ #3 (Learning Objectives, 20 pts) Mar 23 Ch. 13: Instruction in Today s Schools DUE: Lesson Plan Mar 25 Ch. 3 Changes in American Society: Their Influences on Today s Students DUE: Ch. 3 Reflection Mar 28 Ch. 3 Changes in American Society: Their Influences on Today s Students Mar 30 Ch. 4: Student Diversity: Culture, Language, and Gender DUE: Ch. 4 Reflection Apr 1 Apr 4 Apr 6 Apr 8 Ch. 4: Student Diversity: Culture, Language, and Gender Ch. 4: Student Diversity: Culture, Language, and Gender OPEN OPEN Apr 11 Field Experience: ESL Partners Case Study (Instructor: Andrea Giordano) Apr 13 Field Experience: ESL Partners Case Study Apr 15 Field Experience: ESL Partners Case Study 2/6/

49 Apr 18 DUE: ESL Partner Case Studies Presentations (FIELD EXPERIENCE 3 Apr 20 ESL Hrs) ESL Case Study Presentations Apr 22 GOOD FRIDAY NO CLASSES Apr 25 EASTER HOLIDAY NO CLASSES Apr 27 Ch. 5 Student Diversity: Development, Ability, and Exceptionalities DUE: Ch. 5 Reflection and Quiz #4 (Diversity Ch. 3, 4, and 5) Apr 29 DUE: FIELD EXPERIENCE - 4 After School Hrs (Form and Typed Reflections) May 2 CAP 2-4 Candidate Assessment Points May 4 PRAXIS II and PLT Exams ( DUE: PPD Assignment (Form and Typed Reflections (one page for each PPD) May 6 DUE: Portfolio Check MAY 11 (WED 8:00-9:30 a.m.) ED FINAL EXAM PRESENTATION PLAGAIRISM POLICY: Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. TECHNOLOGY: The usage of technology is for educational purposes only. Checking , playing games, or browsing Internet during class time is not permitted. DISABILITIES: Disability Statement: Campbellsville University is committed to reasonable accommodations for students who have documented learning and physical disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for 2/6/

50 disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Director of Disability Services at to inquire about services. RECOMMENDED READING: Gurian, M. (2001). Boys and girls learn differently. A guide for teachers and parents. San Francisco, CA: Jossey-Bass. Mager, R.F. (1997). Preparing Instructional Objectives. Atlanta, GA: CEP Press. Payne, R. K. (2001). A framework for understanding poverty. (3 rd ed.). Highlands, TX: Aha! Process, Inc. Wittmer, J. (1992). Valuing diversity and similarity: Bridging the gap through interpersonal skills. Minneapolis, MN: Media Corporation. Media and Websites: Kentucky Department of Education. (2010). National Teacher of the Year Guy Doud, video ABC News Series videos, Prentice Hall companion website FIELD EXPERIENCE GUIDELINES ATTACHED HERE!!!! 2/6/

51 ED 210: Basic Concepts and Philosophy of Education THEME: EMPOWERMENT FOR LEARNING Instructor: Dr. Beverly C. Ennis Campbellsville University School of Education Office Phone Security Cell Phone: Office Hours Posted EB #111 Security Office Phone: Class Schedule Days Time Building Spring 2011 MWF ED :00-2:50 EB 127 Prerequisite Required Text Course Credit None Kauchak and Eggen. (2011) (4 th Edition) Introduction to Teaching: Becoming a Professional. 3 Hours Grade Type Whole Letter Grade (A - F) 2/6/

52 Grade Based on Points A = 93% B = 83% C = 73% D = 65% F = below 860 pts 768 pts 675 pts 601 pts 601 pts May be revised as needed. Reflection on Conceptual Framework Historical Presentation (Ch. 6) Philosophy Statement (Ch. 7) Assessment (Ch 6-9) Assessment (Ch 10, 11,12,14) Reflective Journal (30) Collaboration Task Textbook Assignments (6) In-class Assignments Field Experiences PPD Compare/Contrast KTS Disposition TOTAL 50 pts 75 pts 75 pts 50 pts 50 pts 30 pts 100 pts 120 pts 85 pts 130 pts 60 pts 50 pts 50 pts 925 pts COURSE DESCRIPTION This course is designed to familiarize ED 210 students with the broad field of education. Emphasis is given to the historical, social, and philosophical foundations of education in America. Through the study of the history of education in the United States the focus will be on changing conceptions of teachers and teaching. Examination will be made of the influence of different philosophical movements on schools and schooling to guide ED 210 students as they formulate their own evolving philosophy of teaching. ED 210 students will investigate government and finance of American education including recent innovations such as charter schools, vouchers, and school choice. ED 210 students will examine ethics and law as they influence rights and responsibilities of teachers and students. Changes from the preceding semester syllabus for this course reflect changes addressed in the student evaluation summary. (NCATE 2) COURSE OBJECTIVES Upon completion of this course, the student will have read, gained understanding, and reflected upon the following: historical foundations of education in America. Examined changing conceptions of teaching and learning. KTS 7 philosophical foundations of education. Further, students are required to use this information to guide the development of their own philosophy of education statement. KTS 7, (NCATE 1) role of schooling in a diverse society. KTS 2.2 (NCATE 4) the structure and organization of school systems. relationships with parents and community to enhance student learning. KTS 8 legal aspects of education, including but not limited to: teacher s rights, student s rights, and the impact upon the accessibility of education. (NCATE 1,4) 2/6/

53 individual differences (e.g., multicultural, gender, socio-economic, academic) and their impact on the teaching/learning environment. KTS 3.3, (NCATE 4) exceptional children and at-risk students. KTS 3.3, (NCATE 1,4) technology as it is imbedded in the curriculum. KTS 6 intervention as it relates to violence in schools. (NCATE 1) explore interrelationship of basic concepts and philosophy of education to Praxis. (NCATE 1) Diversity Standards: 1.2 Connects content to life experiences of student. 2.4 Plans instructional strategies and activities that address learning objectives for all students. 3.3 Values and supports student diversity and addresses individual needs. 8.1 Identifies students whose learning could be enhanced by collaboration COURSE REQUIREMENTS All assignments should be typed. Please indicate name, course, assignment title, and date in top right corner of first page. Please double space and use 12 point Times New Roman font. All assignments are due on designated dates. Pre-service teachers can expect to lose 5 points for each day an assignment is late. Assignments are due on the day assigned even if you are absent. After one week, assignments will not be accepted and a grade of zero will be given for that work. CELL PHONE USAGE IS PROHIBITED IN THIS CLASS. IF YOU VIOLATE THIS RULE, YOU WILL BE ASKED TO LEAVE THE CLASS. PLEASE DO NOT BRING THEM TO CLASS. A. PARTICIPATION, ATTENDANCE and DISPOSITION: PARTICIPATION: You are responsible for your own education. Each pre-service teacher is valuable to the success of this course. To be engaged, you need to participate, that is, speak. To participate you must attend. ATTENDANCE: Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than FOUR (4) absences will be allowed for Tuesday/Thursday courses, SIX (6) absences for MWF courses. Absences in excess of these numbers of days will result in an F for the course. DISPOSITION: A disposition form will be completed on each student of the class. (See attached forms). This will become part of the application for CAP 2. It also will be worth up to 50 points for ED 210. (NCATE 1) 2/6/

54 B. REFLECTION and RATIONALE ON CONCEPTUAL FRAMEWORK (50 points) Write a 2-3 page reflection/rationale about the Conceptual Framework. Indicate how KTS VII is met. Questions to guide your reflection are: 1. How does the Conceptual Framework describe the preparation of teachers? 2. Why is the principle function of teaching based on the theme of empowerment? 3. Explain how students are empowered? 4. How does the goal and mission of the teacher education program promote student learning? 5. How does the inner framework address the preparation of future teachers who know how to teach all students? C. HISTORICAL PRESENTATION-CHAPTER 6 (75 points) This will be a group project. (KTS VIII) A scoring guide will be provided. D. PHILOSOPHY STATEMENT-CHAPTER 7 (75 points) ED 210 students will be required to write a two page personal philosophy statement. You will draw upon research, course materials and discussion, as well as, your own thoughts for this paper. E. ASSESSMENTS (100 points) There will be a test over chapters 6, 7, 8, and 9 (50 points) and a test over chapters 10, 11, 12, and 14 (50 points). (NCATE 2) (KTS 5) F. REFLECTIVE JOURNAL (30 points) Template will be provided. You are responsible to reflect on a regular basis. You must have 30 entries. It is suggested that you maintain a separate pocketed folder or three-ring binder with sleeves for this course. In addition, to providing an organized place to organize your field experience vouchers and appropriate reflections this binder will provide an organized place to keep class notes, handouts, assignments, and announcements. KTS VII, (NCATE 1) G. COLLABORATION TASK (100 Points)-Collaborating partner (Campbellsville Independent). (KTS VIII) (KTS 2.4, 6.3, 8.1) Instructions will be provided in class. H. TEXTBOOK ASSIGNMENTS Chapters 8, 9, 10, 11, 12 and 14 (120 points) The chapter assignments will vary as specified by the instructor. Chapter 10 activity-start collecting articles from newspapers and magazines concerning teacher/school ethical and legal issues I. IN-CLASS ASSIGNMENTS (85 points) Various assignments will be completed and turned in during class for a grade. J. FIELD EXPERIENCES - 13 hours (130 points) (NCATE 3, KTS 9) Three (3) field hours Elementary Level Three (3) field hours Middle Level Three (3) field hours High School Level 2/6/

55 Two (2) hours for collaboration task-1 hour observing, 1 hour presentation One (1) hour school board meeting One (1) hour site-based council meeting NOTE: The Teacher Education program requires completion of at least 150 Field and PPD hours (120 field and 30 PPD hours) prior to student teaching. Use the appropriate Field Experiences Summary Form. Attach reflections to form. Students will write a one-page reflection for each hour of field experience (one hour observation equals one page reflection even if you stay in the same classroom). K. PRE-PROFESSIONAL DEVELOPMENT (60 points) (NCATE 1, KTS 8) You are required to complete 3 hours of PPD. PPD schedule is on the CU website. Submit PPD voucher and reflection to obtain credit. One credit hour will be given for planning your collaboration project. Dr. Ennis will sign your PPD sheet. The student must complete a one page reflection for each PPD. L. COMPARE/CONTRAST SCHOOL FIELD EXPERIENCES (50 points) Using only the school field experiences, write a minimum of 3 pages to compare/contrast your reflections based on the Kentucky Teacher Standards. March 14, Spring Break (no class) April 22 and 25 Easter Holiday (no class) May 9-13 Final Exams *Read chapters by indicated dates Tentative Course Outline: (Revised as Needed) January 19 January 21 January 24 January 26 January 28 and 31 February 2 February 4 February 7 Introductions and Syllabus Syllabus *Chapter 6: Education in the United States: Its Historical Roots Scoring Guide for Project Class Work on Project Presentations Presentations Discuss Conceptual Framework - Campbellsville University Website PowerPoint *Chapter 7 - Educational Philosophy: The Intellectual Foundations of American Education discussion 2/6/

56 February 9 DUE: Chapter 7 assignment, discussion February 11 Discussion of Chapter 7 February 14 Philosophy Statements-Computer Lab, Room 125 February 16 and 18 February 21 February 23 and 25 Philosophy Statements Philosophy Statement Due * Chapter 8 The Organization of American Schools List all personnel/job responsibilities Bring copy of a District Report Card February 28 Finish Chapter 8 Due: First10 Journal Entries Group Work - complete worksheet on comparing school Districts March 2 and 4 *Chapter 9 Governance and Finance: Regulating and Funding Schools \Assignment of Topics to Individual Students Presentation of topics March 7 Discuss SBDM Councils/School Boards/Dress Codes DUE: Chapter 9 Assignment March 9 ASSESSMENT Chapters 6, 7, 8 and 9 March 11 March 21 and 23 Give Back Tests and Introduce Task D Task D - Work in Class in Groups Task A2 - Lesson Planning Instructional Strategies Behavioral Objectives Multiple Intelligences Kentucky Core Academic Standards Due: Task D project must be completed by April 15 Campbellsville Independent has spring break April 4-8 2/6/

57 March 25 March 28 March 30 and April 1 Work Day Task G DUE: Journal Entries *Chapter 10 School Law: Ethical and Legal Influences on Teaching Bring newspaper articles and discuss Read Code of Ethics and Discuss assignment on ethics code April 4 April 6 and 8 April 11 April 13and 15 April 18 April 20 April 27 April 29 Due: Chapter 10 Assignment Response Paper on Code *Chapter 11 The School Curriculum in an Era of Standards and Accountability Due: Chapter 11 Assignment Presentation of Task D to class Due: Task D completed *Chapter 12 Creating Productive Learning Environments: Classroom Management Due: Journal Entries Due: Chapter 12 Assignment *Chapter 14 Assessment, Standards, and Accountability Due: Chapter 14 Assignment May 2 ASSESSMENT Chapters 10, 11, 12, and 14 May 4 and 6 Finals Week DUE: Field Experiences and PPD Presentation - One teaching strategy, etc. from field experiences. DUE: Compare/Contrast KTS Document DISABILITIES: Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. Notice: Any student with a disability or mental condition that may require special assistance or accommodations should discuss these with the instructor at the beginning of the semester. 2/6/

58 Academic Integrity Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (Student Handbook) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. Resources ABC News/Prentice Hall Video Library Jacobs, H.H. (2010). Curriculum 21: Essential for a Changing World. Alexandra, VA.: ASCD. Kauchak, D. & Eggen, P. (2011). Introduction to Teaching: Becoming a Professional. (4 th Ed.) New Jersey: Pearson Education, Inc. Kentucky Department of Education. Silver, H., Strong, R. & Perini, M. (2000). So Each May Learn. Alexandra, VA.: ASCD Tomlinson, Carol Ann. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandra, VA.: ASCD. 2/6/

59 Campbellsville University School Of Education Empowerment for Learning Spring 2011 ED 300 Human Development and Learning Theory Instructor: Donna R. Hedgepath, Ph. D Office Phone: Office Hours: posted/eb 108 Home Phone: drhedgepath@campbellsville.edu Cell Phone: Textbook: McDevitt, T.M., & Ormrod, J.E. (2010). Child development and education fourth edition. Upper Saddle River, NJ: Pearson. Pre-requisites: ED 102 and ED 210/MUS 240 Course Description This course is designed to familiarize pre-service teachers with theory and practice that identifies strategies for promoting the physical, cognitive, and social-emotional growth of children and adolescents. It helps one come to a broad conceptual understanding of the field of child development and provides one with a broad sense of how and when children develop various abilities. Three core developmental issues will be examined the relationship between biological and environmental influences on development, universality and diversity of developmental changes, and the qualitative and quantitative nature of developmental change from a chronological perspective. Course Objectives Evidenced in the Kentucky Teacher Standards (KTS) Kentucky Teacher Standard 1: Demonstrates Applied Content Knowledge The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. 1.2 Connects content to life experiences of students. 1.4 Guides students to understand content from various perspectives. Kentucky Teacher Standard 2: Designs and Plans Instruction The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge. 2/6/

60 2.1 Develops significant objectives aligned with standards. 2.2 Uses contextual data to design instruction relevant to students. 2.3 Plans assessments to guide instruction and measure learning objectives. 2.4 Plans instructional strategies and activities that address learning objectives for all students. Kentucky Teacher Standard 3: Creates and Maintains Learning Climate The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 3.1 Communicates high expectations. 3.2 Establishes a positive learning environment. 3.3 Values and supports student diversity and addresses individual needs. 3.4 Fosters mutual respect between teacher and students and among students. 3.5 Provides a safe environment for learning. Kentucky Teacher Standard 4: Implements and Manages Instruction The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 4.2 Implements instruction based on diverse student needs and assessment data. Kentucky Teacher Standard 6: Demonstrates the Implementation of Technology The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research. 6.1 Uses available technology to design and plan instruction. 6.5 Demonstrates ethical and legal use of technology. Kentucky Teacher Standard 7: Reflects On and Evaluates Teaching and Learning The teacher reflects on and evaluates specific teaching/learning situations and/or programs. 7.2 Reflects on and accurately evaluates instructional practice using appropriate data. Kentucky Teacher Standard 8: Collaborates with Colleagues/Parents/Others The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members,think and solve problems, and integrate knowledge. 8.1 Identifies students whose learning could be enhanced by collaboration. Kentucky Teacher Standard 9: Evaluates Teaching and Implements Professional Development. The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky s learning goals, refines the skills and processes necessary, and implements a professional development plan. 9.1 Self assess performance relative to Kentucky s Teacher Standards 9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. 9.3Designs a professional growth plan that addresses identified priorities 9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instruction effectiveness and student learning. Kentucky Teacher Standards (KTS): Diversity Proficiencies 1.2 Connects content to life experiences of student. 2.2 Uses contextual data to design instruction relevant to students. 2.4 Plans instructional strategies and activities that address learning objectives for all students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. 6.3 Integrates student use of available technology into instruction to enhance learning outcomes and meet diverse student needs. 8.1 Identifies students whose learning could be enhanced by collaboration. Specific Objectives Upon completion of this course, you will have gained an understanding of: key theories in the field of human development and learning and be able to describe how the theorist s contribution impacts your understanding of behavior (KTS 1.1,1.3). 2/6/

61 factors that influence the development of students perceptions and actions (e.g., biological, familial, social, economic, nutritional, hygienic, cultural, and linguistic) in educational contexts (KTS 3.3,3.4). cultural and linguistic differences that can be celebrated in the classroom as powerful vehicles for learning and instruction (KTS 3.2,3.3,2.2). integration of physical, social-emotional, and cognitive aspects that when integrated create and maintain a developmentally responsive program of learning ( KTS 1.3,2.4). key theories of human development and learning theory to assist one as a life-long learner (KTS 9.3). principles and concepts inherent in the role of schooling in a diverse society (NCATE 1, 3). relationships with parents and community to enhance student learning (KTS 8.2). legal aspects of education, including but not limited to: teacher s rights, student s rights, and the impact upon the accessibility of education (KTS 6.5;NCATE 1). individual differences (e.g., multicultural, gender, socio-economic, academic) and their impact on the teaching/learning environment (KTS 3.3,3.4; NCATE 3). exceptional children and at-risk students (KTS 2.4,8.1; NCATE 3). technology as it is imbedded in the curriculum (KTS6.1,6.5). intervention as it relates to violence in schools (NCATE 1). interrelationship of human growth and development to PRAXIS (NCATE 1.C.1). II. III. Course Outline (provided) COURSE REQUIREMENTS: 1--Participation You are responsible for your own education. Each pre-service teacher is valuable to the success of this course. To be engaged, you need to participate. To participate you must attend. It will be through group interaction that the depth of the course is enhanced. Teacher dispositions are important! A disposition assessment on each student will be completed by professor and submitted to SOE Records office. 2--Field Experiences (12 hours) (KTS 8.1; NCATE Standard 3) Pre-service teachers are required to complete 12 hours of field experiences. Specific criteria for these experiences will be provided. During fall and spring semesters, pre-service teachers are required to participate in an all-day field trip to a diverse school (6 hours). Reflections for all experiences are required. 3--Pre-Professional Development Experiences (3 hours) (KTS 9.1, 9.4) You are required to complete 3 hours of PPD. Watch for PPD Schedule to be posted in Carter Hall on second floor bulletin board or on the SOE website. Submit PPD voucher and reflection to obtain credit. At least one PPD on Reflection is required. 4--Assignments All assignments are due on designated dates. Pre-service teachers can expect to lose points for each day an assignment is late. You will apply for admission to the School of Education in ED 300 (CAP 2) if you are not already admitted. All required documents are due March 2. Details will be discussed in class. 5--KTIP Lesson Plan Create a KTIP lesson plan focusing on a selected culture (within or outside the US). Include in the plan clear objectives aligned with appropriate assessments and accommodations. This plan will be revised until deemed acceptable! 2/6/

62 6--Critiques Read and critique a minimum of two articles on the theme of appropriate human growth and development found in scholarly journals. Submit a minimum of a two-page critique (word processed, double-spaced). Also accepted would be a critique of the same length describing and reflecting upon a book that we mutually agree is appropriate (KTS 1.1, 1.2). 7--Technology The required course textbook has an online option. I recommend that you utilize this. Pre-service teachers are requested to utilize for answers to questions concerning course information. Instructor is a valuable resource to ask questions, seek clarification, or just take the opportunity to share. Your messages will be answered on a timely basis (NCATE 1, 2). Live Text orientation/myeducationlab.com Disability Statement: Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. Plagiarism Policy Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. ***New School of Education Attendance Policy:*** Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course Evaluation/Grading Policy Tests (4) 410 A % Final 120 B 82-91% Journal Critiques (2) 100 C 72-81% Lesson Plan 50 D 62-71% Field/PPD 200 F 61% or below Participation 100 CAP 2 documents 100 TOTAL 1080pts 2/6/

63 Bibliography Eggen, Paul et al. (2001). Educational Psychology windows on classrooms. 5 th edition. New Jersey: Merrill Prentice-Hall. ETS. (2004). Principles of Learning and Teaching Study Guide second edition. The PRAXIS Series. Professional Assessments for Beginning Teachers Griswold, K.S. et al. (2000). Management of bipolar disorder. American Family Physician, 62, Levy, T.M. et al. (2000). attachment disorder and the adoptive family. In TM Levy et al. (Eds.), Handbook of attachment interventions (pp ) San Diego, CA: Academic Press. Lewis, M. et al. (2000). Attachment over time. Child Development, 71, Maller, S.J. (2000) Item invariance of four subtests of the Universal Nonverbal Intelligence Test across groups of deaf and hearing children. Journal of Psycho educational Assessment, 18, Mazza, J.J. et al. (2000). Children and adolescents exposed to community violence: A mental health perspective for school psychologists. School Psychology Review, 29, Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall. National Council for the Accreditation of Teacher Education. (2000). Program Standards for Elementary Teacher Preparation. Retrieved from the World Wide Web: Pellegrini, A.D. et al. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal, 37, Perkins, D. et al. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12, Petrill, S.A. et al. (2000). Intelligence and achievement: A behavioral genetic perspective. Educational Psychology Review, 12, Schneider, W. et al. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, Snell, M.E. et al. (2000). Social relationships and peer support. Baltimore: Brookes. South, D. (2000). What motivates unmotivated students? In G. Mills, Action research: A guide for the teacher researcher (pp. 2-3) Upper Saddle River, NJ: Merrill/Prentice Hall. ED 300 Course Schedule Spring 2011 (Tentative) Activity What's due January 19 Orientation 21 Chapter 1 Read 24 Research-Ch Ch. 2 cont Present article critique (1) 28 Activity/Review 31 Test 1 February 2 Pre-natal Development-Ch. 4 4 Physical Development-Ch. 5 2/6/

64 7 Ch. 5/ activity 9 PPGP/CAP 2 Forms Due 11 Cognitive Dev./Intro Piaget Read Ch Piaget Continued 16 Vygotsky/review 18 Test 2 21 TBA Field Day/AACTE Conference San Diego No Class 28 Information Processing Read Ch. 7 March 2 Ch. 7 cont 4 Intelligence Ch. 8 Read Ch. 8 7 Intelligence cont 9 Intelligence/Language Ch. 9 March 10 CAP 2 Interviews (schedule TBA) 11 Running Records share Ch Spring Break 21 Cont./ Ch. 11 Emotional Development 23 Emotions Cont. 25 Ch.11 cont./ktip lesson format 28 Ch. 12 Self/Social Understanding 30 Ch. 12 cont. Ch. 12 April 1 Cont. /Running record share 4 Activity/Test review 6 Test 3 8 Field Day/NCATE Conference Atlanta No Class 11 Maslow/ Motivation-Ch. 13 KTIP Lesson Plan Due 13 Ch. 13 cont. /Continue lesson plan share 15 Ch Cont. /Review 20 Test 4 22/25 Easter Break No Class 25 Running record share/praxis review 27 Field/PPD Due 29 TBA/Field Trip? May 2 Critique of scholarly journals due 2 nd 4 Cont. 6 Presentation make-up day Review for final exam Finals Week May 9-13 Field/PPD Due April 27 All field and PPD hours must be turned in on or before this date. Failure to do so will result in a 5pt penalty per day late. 2/6/

65 **A Field trip to a diverse school is being planned. The date and time will be shared as soon as details are confirmed. ED Course Schedule Spring 2011 (Tentative) Activity January What's due 20 Orientation 25 Chapter 1 Read 27 Research Methods-Ch. 2 Present article critique #1 February 1 Activity/Review critiques cont. 3 Test 1 8 Pre-natal Development-Ch. 3/ Physical Development Ch Ch. 4/ activity 15 Intro Piaget Ch. 6 Read 17 Piaget cont./vygotsky 22 Vygotsky/ Review/activity 24 Field Day/AACTE Conference San Diego March 1 Review CAP 2 forms/documents due March 2 3 Test 2 8 Information Processing Read Ch Intelligence Ch. 8 Read Ch. 8 CAP 2 Interviews Spring Break No Class 15 Intelligence/Language Ch TBA/field trip? 22 Ch. 11 Emotional Development 24 Ch. 11 Cont./KTIP Lesson Format 29 Ch. 12 Social/Self 31 Field Day/NCATE Conference Atlanta April 5 Cont. /Activity/Test review 7 Test 3 12 Maslow/ Motivation-Ch. 13 KTIP Lesson Plan Due 14 TBA 19 Ch Cont./Review 26 Test 4 Field/PPD Due April Critique of scholarly journals due share w/class May 3 Continue journal share 5 Review for final/wrap-up Finals Week is May 9-13 **A Field trip to a diverse school is being planned. The date and time will be shared as soon as details are confirmed. 2/6/

66 Education 310 Instructional Technology Instructor: Mr. Don Cheatham Office: EB 114 Phone: Office Hours: MWF 8:00 a.m. 11:00 a.m. School of Education Conceptual Framework Empowerment for Learning Campbellsville University s School of Education, in keeping with the spirit of Campbellsville University, seeks to prepare teachers by providing an academic infrastructure based on scholarship, service, and Christian leadership. The primary aim of the program is to advance scholars who are competent and caring educators committed to life-long learning in a diverse society. Instructional Technology Course Design Text: M.D. Robly. Integrating Educational Technology into Teaching 5 th ed. Pearson Merrill Prentice Hall, 2009 Course Description: This course explores instructional technology as hands on aids to teaching and learning. Included is instruction in the usage of various technologies with linked learning elements such as developmental and cognitive change in the classroom. While this course uses such tools as Microsoft Office (Word, PowerPoint, Access, Excel, Access), it is assumed the mechanics of using such software has been acquired in prerequisite courses. This developmental study deals with pedagogical aspects of using technology in the classroom for teachers in all public school disciplines. Coursework is designed to introduce prospective teachers to the Instructional Technology program at Campbellsville University, one committed to preparing P- 12 teachers who know the content of their field, promote professional and pedagogical knowledge, demonstrate acquired skills, applying them in such a way all students learn (NCATE, 2000). 2/6/

67 Required Materials and Tools: Each student will purchase a flash/usb storage device for both storage of current work and backup of completed assignments. Course Objectives: This course will provide both introductory and advanced technology tools for student seeking teacher certification. The critical issue is the ability of a student to integrate technology in lesson design and classroom presentations to enhance both teaching and learning. At the conclusion of the course, a student should be able: to meet and enhance the Kentucky and National standards for technology to develop an awareness of resources available for technology. to enhance understanding of implementing technologies into the classroom. to develop understanding of barriers in implementing instructional technologies. to develop a sound legal and ethical responsibility toward technology. Kentucky Teacher Standards: STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. 6.1 Uses available technology to design and plan instruction. Initial-Level Performance Uses technology to design and plan instruction. Advanced-Level Performance Uses appropriate technology to design and plan instruction that supports and extends learning of all students. 6.2 Uses available technology to implement instruction that facilitates student learning. Initial-Level Performance Advanced-Level Performance Uses technology to implement instruction that facilitates student learning. Designs and implements research-based, technologyinfused instructional strategies to support learning of all students. 6.3 Integrates student use of available technology into instruction. Initial-Level Performance Advanced-Level Performance Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs. Provides varied and authentic opportunities for all students to use appropriate technology to further their learning. 2/6/

68 6.4 Uses available technology to assess and communicate student learning. Initial-Level Performance Advanced-Level Performance Uses technology to assess and communicate student learning. Uses technology to assess student learning, manage assessment data, and communicate results to appropriate stakeholders. 6.5 Demonstrates ethical and legal use of technology. Initial-Level Performance Advanced-Level Performance Ensures that personal use and student use of technology are ethical and legal. Provides and maintains a safe, secure, and equitable classroom environment that consistently promotes discerning and ethical use of technology. PERFORMANCE CRITERIA: The extent to which the teacher: 1) Operates a multimedia computer and peripherals to install and use a variety of software. 2) Uses terminology related to computers and technology appropriately in written and verbal communication. 3) Demonstrates knowledge of the use of technology in business, industry, and society. 4) Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations. 5) Creates multimedia presentation using scanners, digital cameras, and video cameras. 6) Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction. 7) Use computers and other technologies such as interactive instruction, audio/video conferencing, and other distance learning applications to enhance professional productivity and support instruction. 8) Requests and uses appropriate assistive and adaptive devices for students with special needs. 9) Designs lessons that use technology to address diverse student needs and learning styles. 10) Practices equitable and legal use of computers and technology in professional activities. 11) Facilitates the lifelong learning of self and others through the use of technology. 12) Explores, uses, and evaluates technology resources: software, applications, and related documentation. 2/6/

69 13) Applies research-based instructional practices that use computers and other technology. 14) Uses computers and other technology for individual, small group, and large group learning activities. 15) Uses technology to support multiple assessments of student learning. 16) Instructs and supervises students in the ethical and legal use of technology. ISTE NET-Teachers 1 TECHNOLOGY OPERATIONS AND CONCEPTS. Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students) demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners. apply current research on teaching and learning with technology when planning learning environments and experiences. identify and locate technology resources and evaluate them for accuracy and suitability. plan for the management of technology resources within the context of learning activities. plan strategies to manage student learning in a technology-enhanced environment. 3 TEACHING, LEARNING, AND THE CURRICULUM. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: facilitate technology-enhanced experiences that address content standards and student technology standards. use technology to support learner-centered strategies that address the diverse needs of students. apply technology to develop students' higher order skills and creativity. manage student learning activities in a technology-enhanced environment. 4 ASSESSMENT AND EVALUATION. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: apply technology in assessing student learning of subject matter using a variety of assessment techniques. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. 2/6/

70 apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. 5 PRODUCTIVITY AND PROFESSIONAL PRACTICE. Teachers use technology to enhance their productivity and professional practice. Teachers: use technology resources to engage in ongoing professional development and lifelong learning. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. apply technology to increase productivity. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: model and teach legal and ethical practice related to technology use. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. identify and use technology resources that affirm diversity promote safe and healthy use of technology resources. facilitate equitable access to technology resources for all students. Course Requirements and Project assignments: 1) Students will complete end of chapter online exercises. 2) Students will complete Web Quests on assigned chapters. 3) Students will use Smart Board, Clickers and other technology during presentations. 4) Students will create 3 concept maps using Inspiration or Kidspiration 5) Student will research and present articles related to technology in education and present the article utilizing PowerPoint presentation software. 6) Students will create a PowerPoint presentation on a topic in his/her content area. 7) Students will use the web to find, use, and evaluate software for course development and assessment. 8) Student will demonstrate the ability to work with tables in Microsoft Word. 9) Student will create a brochure and two additional documents using Microsoft Word. 10) Students will create multiple Spreadsheets used to problem solve. 11) Students will teach an in class lesson on a chapter in the textbook. This will include: A PowerPoint with notes, rubric, word searches, crossword puzzles, Jeopardy game, Quiz and Concept Map. 12) Students will develop a Teacher/Class Website using Publisher 13) Students will prepare a TPA lesson plan integrating technology to meet his/her goals and objectives. This will include forms A1, A2, C and J1 14) 4 tests (1 individual, 1 collaborative, and 1 take home) and a final comprehensive exam. 15) Class participation/attendance. (1 point will be deducted for every class missed. Late three times = 1 absence.) 2/6/

71 Field Hours & Pre-Professional Development Hours (PPD): Students are required to complete 6 field and 3 PPD hours. Students will keep a reflective journal on all field experiences based on KDE requirements. All observations must be documented with appropriate signatures and reflections and must be in by the due date to receive credit. If any part is missing an I grade will be given until completed. Attendance: Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday classes and no more than six(6) absences for MWF classes. Absences in excess of this number of days will result in an F for the course. Grading Scale: A = % B = 80-89% C = 70-79% D = 60-69% F = 0-59% *The instructor reserves the right to adjust the grading scale and syllabus at any time. Plagiarism: All students will follow the Campbellsville University School of Education plagiarism policy below. Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. Emergency Contact Numbers: Security Office Phone: Security Cell Phone: /6/

72 CAMPBELLSVILLE UNIVERSITY SCHOOL OF EDUCATION COURSE SYLLABUS ED 325 Teaching Diverse Learners Spring Term 2011; T/R; 9:30 10:45 a.m. Instructor: Priscilla Brame, Ph.D. Office: EB 126 Telephone: Office hours: Tuesday and Thursday (8:00 9:15; 11:00 12:15; 2:00 3:15) Other hours available by appointment. CAMPUS SECURITY: or THEME OF TEACHER EDUCATION: EMPOWERMENT FOR LEARNING Model of Conceptual Framework I. Course Description: This course is devoted to the study of the exceptional child who is developmentally exceptional in physical, cognitive, emotional, or social areas. Prerequisites: Admittance to the College of Education Teacher Education Program (CAP 2). II. Required Textbook and Materials: Smith, D. D. &Tyler, N.C. (2010) Introduction to special education: making a difference (7th ed.). Columbus, OH: Merrill. A jump (flash) drive to store the KTIP TPA lesson with adaptations for diverse learners. KDE Performance Standards: Extensions for Diverse Learners in the Implementation Manual. What students are eligible for extensions? IDEA, Section 504, Americans with Disabilities Act. There are at least thirteen different types of extensions to consider and provide for exceptional students without jeopardizing the integrity of the content or learning: 2/6/

73 Purpose and appropriateness of task. Complexity of task. Size of task. Time specifies the duration, cycle, length, or interval for learning and demonstrating knowledge. Pace, rate, velocity, speed or acceleration of learning. Environment of learning identifies a variety of settings, situations or domains necessary for learning, access and need for specialized resources, or physical characteristics of environment. Order of learning. Procedures and routines. Resources and materials, software, equipment. Application of knowledge to real life situations. Level of support, need for direct or indirect guidance: job coaching, independent studies, interpreter support, bilingual mentors. Participation options: group projects, individual research. Motivation: extrinsic or intrinsic that matches the student s needs, interests and abilities. Internet Sites of Issues: Kentucky Department of Education documents Extensions for diverse learners Learner Society: Council for Exceptional Children NCATE Standards prepared by The Council for Exceptional Children (CEC) ABCS of LD/ADD Good Reasons NOT To Use Ritalin Gardner on the Acceptance of MI Theory III. Course Objectives: A. NCATE PROGRAM STANDARDS: Program for Initial and Advanced Preparation of Teachers of Special Education prepared by The Council for Exceptional Children (CEC) 1. Philosophical, Historical, and Legal foundations of Special Education: K1 models, theories, and philosophies that provide the basis for special education practice. K3 Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds. K4 Assurances and due process rights related to assessment, eligibility, and placement. K5 Rights and responsibilities of parents, students, teachers and other professionals, and schools as they relate to individual learning needs S1 Articulate personal philosophy of special education including its relationship to/with regular education. 2. Characteristics of Learners: K1 Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs. K3 Characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs. K4 Effects an exceptional condition(s) may have on an individual s life. 2/6/

74 S1 Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs. 3. Assessment, Diagnosis, and Evaluation: K1 Basic terminology used in assessment. K2 Ethical concerns related to assessment. K4 Typical procedures used for screening, pre-referral, referral, and classification. S1 Collaborate with families and other professionals involved in the assessment of individuals with exceptional learning needs. 4. Instructional Content and Practice: K1 Differing learning styles of individuals with exceptional learning needs and how to adapt teaching to these styles. K2 Demands of various learning environments such as individualized instruction in general education classes. K3 Curricula for the development of motor, cognitive, academic, social, language, affective, career, and functional life skills for individuals with exceptional learning needs. K4 Instructional and remedial methods, techniques, and curriculum materials. K5 Techniques for modifying instructional methods and materials. K6 Life skills instruction relevant to independent, community, and personal living and employment. S1 Interpret and use assessment data for instruction S2 Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences. S4 Choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process. S5 Prepare appropriate lesson plans S8 Select, adapt, and use instructional strategies and materials according to characteristics of the learner. S13Teach individuals with exceptional learning needs to use thinking, problem-solving and other cognitive strategies to meet their individual needs S17 Conduct self-evaluation of instruction 5. Planning and Managing the Teaching and Learning Environment: K1 Basic classroom management theories, methods, and techniques for individuals with exceptional learning needs. K2 Research-based best practices for effective management of teaching and learning. K3 Ways in which technology can assist with planning and managing the teaching and learning environment. S1 Create a safe, positive, and supportive learning environment in which diversities are valued. S5 Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities. 6. Managing Student Behavior and Social Interaction Skills: K3 Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs. S1 Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs. S3 Modify the learning environment (schedule and physical arrangement) to manage inappropriate behavior. S4 Identify realistic expectations for personal and social behavior in various settings. S5 Integrate social skills into the curriculum. 7. Communication and Collaborative Partnerships: 2/6/

75 K1 Factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program. S1 Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments. 8. Professionalism and Ethical Practices: K2 Importance of the teacher serving as a model for individuals with exceptional learning needs. S1 Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs. 9. KTS Diversity Proficiencies 1.2 Connects content to life experiences of student. 2.2 Uses contextual data to design instruction relevant to students. 2.4 Plans instructional strategies and activities that address learning objectives for all students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. C. Specific Objectives: 1. Students will demonstrate positive dispositions: caring, fairness, honesty, responsibility, and social justice. For example, they believe that all students can learn. (Dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator s own professional development.) KTS I-X, NCATE 1, CEC 1: K 3,4,5 S1 2. Students will gain knowledge of the federal laws for special education, and educational services for exceptional students. KTS I, II, NCATE 1, CEC 2: K 1,3,4, S1 3. Students will study the major categories of exceptionality. KTS I, III, NCATE 1, 4, 6, CEC 2: K 1, 3, 4, S1 4. Students will demonstrate implementation of technology: Search the Internet and use the CD: Teaching to Proficiency and Beyond. Understand the concept of assistive technology. KTS VI, NCATE 1-4 CEC 4: K 4, 5, S4 5. Students will identify determinants of handicapping and disabling conditions. KTS I, II, NCATE 1, CEC 2: K1, 3, 4, S1 6. Students will interview special education teachers as clinical experience so they will understand life and educational complications inherent in exceptionality. They are encouraged to visit diverse children, teachers and parents to become aware of the importance of global and multicultural education. KTS VIII, NCATE 4, CEC 7: K1, S1 IV. Course Requirements: A. Attendance and Participation: Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course. B. Reading Assignments: 2/6/

76 NCATE I: Knowledge, Skills, and Dispositions; IV: Diversity DIVERSITY: Kentucky Teacher Standard I: Content Knowledge 1.4, Guides students to understand content from various perspectives. Students are expected to complete all reading assignments from the textbook and outside readings in a manner appropriate to contribute to class discussions. Students are required to incorporate a multicultural perspective in content reading. (KTS 1.4) C. KTIP TPA Lesson Plans with Adaptations for Diverse Learners: Field Project: Task G Unit (Due April 19) NCATE III: Field Experiences and Clinical Practice; NCATE IV: Diversity DIVERSITY: Kentucky Teacher Standard V: Assesses & Communicates Learning Results 2. Makes appropriate provisions for assessment processes that address social, cultural, and physical diversity; KTS VI Demonstrates Implementation of Technology 6.3. Integrates student use of available technology into instruction.. Students will create an instructional unit Task G, Designing the Instructional Unit, in reading, math, science, social studies, music, P.E. activities or practical living skills (manners, money skills, telling the time) at their certification level. Lessons should incorporate English/Language Arts core academic standards including the integration of reading based on students cognitive development and modifications/accommodations listed on the IEP. The instructional unit is a one-week unit (five lesson plans) of instruction for one class. Unit guidelines are based on the Kentucky Teacher Internship Program teacher performance assessment model and have been modified for implementation in the teacher preparation program. The unit should address the criteria in the order identified and outlined on the guide sheet. The lessons are developed for students with disabilities in a collaborative classroom setting. Exceptional students social, cultural, and physical characteristics are considered for specific adaptations. If possible, assistive and adaptive technology devices should be used to enhance the learning of students with special needs. The unit should be included in the student s CAP 3 certification portfolio. (TPA Task G) D. Field Hours (Due May 3) and Pre-Professional Development Hours (Due April 21): NCATE III: Field Experiences and Clinical Practice; NCATE IV: Diversity DIVERSITY: Kentucky Teacher Standard VI: Demonstrates Implementation of Technology - 6.3: Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs. Students will complete 12 hours of field experience to observe/tutor exceptional students. The classroom setting for students with disabilities might be any of the following: a resource classroom, a self-contained classroom or a collaborative setting. Students are required to work with exceptional students at their teaching certification level. Additionally, the field experience will include an interview with a special education teacher. Students will receive instruction on confidentiality before beginning their 12 field hours. Students will contact the local schools to schedule their field experiences. Students will complete at least 3 hours of pre-professional development hours. It is recommended that students attend the PPD workshops relating to issues pertaining to students with disabilities, special education law/regulations, and assessment. Students will write (word process) a reflection of their experiences and knowledge gained/lessons learned and attach to the PPD form. (Check the PPD workshops sheet and select the ones that are available.) Reflections shall consist of one [1] type-written page per hour of field experience and per hour of PPD. Students shall request demographic data relating to student diversity, including categories of exceptionality (IEP, G/T, LEP/ESL), from the teachers of the classes observed. This information must be included in the reflection. 2/6/

77 E. Exams (NCATE 1, 2): Mid-Term (March 8) and Final (Date TBD) Students will complete two examinations. Examinations will include the textbook, movies and professional journal articles discussed in class. Make-up exams are only given for students who represent CU or for documented emergency situations. Other cases may result in a lowered grade. G. Portfolios (NCATE 1-4): Pre-Professional Growth Plan (PPGP) (Due April 12): Students will contribute items to their portfolio. Students are required to submit all documentations and reports for B, C, and D. Students will revisit and revise their PPGP. H. Article Review/Critique (Due March 24): Students will select a journal article about one of the topics we cover in class and write a review/critique using the article review template provided by the instructor. Reference information should be written using APA format, and the review should include (a) key words, (b) introduction, (c) abstract and overview, (d) analysis and synthesis, and (e) implications for the classroom. I. Interview and Reflection (Due February 24): Students will interview someone enrolled at CU from a different culture, ethnicity, or who has a disability. Submit a typed-written reflection that is double-spaced and 2-3 pages in length. The reflection should contain three distinct parts where you (a) describe the student s feelings, attitudes, and experiences about school as a child; (b) compare/contrast the student s experiences with yours; and (c) explain what you learned from the experience that will be helpful to you when you begin teaching. Students will present their findings to the class. Grading Policy: Grading Scale: *Attendance and Participation 80 Daily assignments (organizers, quizzes) 150 Unit of Study Task G 200 **Field (120) and PPD Hours (30) 150 PPGP 20 Article Review/Critique or Issue Paper 50 Interview/Reflection pts. each 200 TOTAL 900 *Each unapproved absence results in loss of 5 points % = A % = B % = C % = D Below 60% = F Late assignments may be accepted with the following penalty: each calendar day of lateness, a 5- point deduction of the grade value. **Field experience forms submitted after course final will be awarded no points. V. Notice: Reasonable Accommodation for Disability/Other Condition Campbellsville University is committed to reasonable accommodations for students who have documented learning and physical disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. VI. Academic Integrity Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions 2/6/

78 to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 33.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (e.g., copying off someone else s paper or providing answers to another) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. VII. Selected References Burgess, D. M., & Streissguth, A. P. (1992). Fetal alcohol syndrome and fetal alcohol effects: Principles for educators. Phi Delta Kappan September, Colarusso, R., & O Rourke, C. (2004). Special education for all teachers (2 nd ed.). Dubuque Iowa: Kendall/Hull. Halmhuber, N., & Beauvais, K. J. (2002). Case Studies about children and adolescents with special needs, Boston: Allyn and Bacon. Heward, W. L. (2006). Exceptional children (8th ed.). Upper Saddle, NJ: Merrill. Lerner, J. (2003). Learning disabilities: Theories, diagnosis & teaching strategies (6th ed.). Boston: Houghton Mifflin. Mollica, L. A. (1996). Strategies to help improve reading ability in children with dyslexia. Reading Improvement, 33, Mercer, C. D., Mercer, A. R. (2005). Teaching students with learning problems (7 th ed.). Upper Saddle, NJ: Prentice Hall. Tomlinson, C. a. (2001). How to differentiate instruction in mixed-ability classrooms (2 nd ed.). Alexandria, VA: ASCD. Wood, J. W. (1998). Adapting instruction to accommodate students in inclusive setting. (3rd ed.). Upper Saddle River, NJ: Merrill. Updated January 18, 2011 by Priscilla Brame, PhD 2/6/

79 EDUCATION 390: ASSESSMENT AND INSTRUCTIONAL STRATEGIES EMPOWERMENT FOR LEARNING Spring :00 am M/W/F Contact: Susan M. Blevins Office: EDU Security Office: Phone: (Office) Security Cell: (Cell) Office Hours: MWF 11:00-12:00/1:00-4:00 TR 10:00-12:00/1:00-2:00 TEXTBOOKS: Butler, S. M., & McMunn, N. D. (2006). A teacher s guide to classroom assessment: Understanding and using assessment to improve student learning. San Francisco, CA: Jossey-Bass. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD. COURSE DESCRIPTION: Assessment and Instructional Strategies is a course designed to assist pre-service teachers in implementing the Kentucky New Teacher Standards while designing learning climates using the Kentucky Curricular guidelines and the appropriate Learned Society standards. Students will also design and create assessments appropriate for varying grades and content to be utilized in a Standards Based Unit of Study and a Teacher Performance Assessment. Students will complete a twenty-hour field assignment along with reflections in addition to participating in on-site instruction and assessment of performance in instruction. VII. Kentucky Teacher Standards (KTS) addressed in ED 390 KY Teacher Standard 1: Demonstrates Applied Content Knowledge The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. 2/6/

80 1.1 Communicates concepts, processes, and knowledge 1.2 Connects content to life experiences of student. 1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. 1.4 Guides students to understand content from various perspectives. 1.5 Identifies and addresses students misconceptions of content. KY Teacher Standard 2: Designs and plans instruction The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 2.1 Develops significant objectives aligned with standards. 2.2 Uses contextual data to design instruction relevant to students. 2.3 Plans assessments to guide instruction and measure learning objectives. 2.4 Plans instructional strategies and activities that address learning objectives for all students. 2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. KY Teacher Standard 3: Creates and maintains learning climate The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 3.1 Communicates high expectations. 3.3 Values and supports student diversity and addresses individual needs. KY Teacher Standard 4: Implements and manages instruction The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. 4.2 Implements instruction based on diverse student needs and assessment data. 4.3 Uses time effectively. 4.4 Uses space and materials effectively. 4.5 Implements and manages instruction in ways that facilitate higher order thinking. KY Teacher Standard 5: Assesses and communicates learning results The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 5.1 Uses pre-assessments. 5.2 Uses formative assessments. 5.3 Uses summative assessments. 5.4 Describes, analyzes, and evaluates student performance data. 5.6 Allows opportunity for student self-assessment. KY Teacher Standard 6: Demonstrates the implementation of technology The teachers uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. 6.1 Uses available technology to design and plan instruction. 6.2 Uses available technology to implement instruction that facilitates student learning. 6.3 Integrates student use of available technology into instruction. 6.4 Uses available technology to assess and communicate student learning. 6.5 Demonstrates ethical and legal use of technology. KY Teacher Standard 7: Reflects on and evaluates teaching and learning. The teacher reflects on and evaluates specific teaching/learning situations and/or programs. 7.1 Uses data to reflect on and evaluate student learning. 7.2 Uses data to reflect on and evaluate instruction practice. 7.3 Uses data to reflect on and identify areas for professional growth. KY Teacher Standard 8: Collaborates with colleagues/parents/others The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become 2/6/

81 self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. KY Teacher Standard 9: Evaluates teaching and implements professional development The teachers evaluates his/her overall performance with respect to modeling and teaching Kentucky s learning goals, refines the skills and processes necessary, and implements a professional development plan. 9.1 Self assesses performance relative to Kentucky s Teacher Standards. KY Teacher Standard 10: Provides leadership within school/community/profession The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. COURSE OBJECTIVES: Upon completion of this course the student will have completed and experienced the following: 1. Recognize and be able to apply at a high performance level the ten Kentucky Teachers Standards; 2. Recognize and be able to apply the material from the KDE curriculum guidelines when planning, assessing, and designing curriculum including lesson plans and units of study. 3. Demonstrate a high level of performance while teaching a classroom of students and working with individual students and small groups during after-school programs. 4. Demonstrates an ability to reflect and improve in instructional skills. 5. Recognize and develop various types of assessments that address learner, physical and cultural diversities. Course Information and Requirements Unit 1: Backward Design Unit Plan (200 points) Students will develop a unit containing 3 sequenced lessons. The students will submit the unit in three stages; 1) Learning targets, 2) Assessments, and 3) Instructional activities, so that they may receive feedback. The completed unit is due for evaluation on Monday, April 25 th. (100 points) Students will teach the unit. These lessons will require Tasks A-1, A-2, and Task C. This will be part of the 10 hour TPA field experience. (100 points) Unit 2: Assessment (200 points) Students will design 5 assessments. This set of assessments will contain both formative and summative assessments, rubrics and scales, and a form of self-assessment. These assessments will be part of the assessment plan for your unit. (100 points) Summative assessment (100 points) Unit 3: Instructional Strategies (200 points) Students will design and teach 2-20 minute lessons using an assigned instructional strategy and a studentchoice instructional strategy. These lessons will require only a Task A-2. (50 points each) Summative Assessment (100 points) Unit 4: Field and PPD Experience (200 points) Students must complete 20 field hours, attend 5 PPDs, and keep a journal noting observations and reflections from all experiences. Students will make notes of general observations along with evidence relating to specific class assignments in their journals and then use the journal to write reflections. Field Experience Outline: 10 hours with one teacher at Taylor County Middle School or High School (TPA) 5 hours in a 21 st Century School Program 2/6/

82 5 hours specified by class activities o Observe decisions made by the teacher during the lesson o Observe student characteristics o Observe the instructional strategy used during the lesson o Observe the assessments used during the lesson o Observe differentiation efforts such as adaptations/modifications for exceptional students, learning styles or multiple intelligences **Field Experience and PPD forms, journal, and reflections must be submitted by Monday, May 2 nd. Unit 5: Class Participation (200 points) Students will attend class. (100 points) Students will participate in class formative assessments and discussion forums. (100 points) Grading Policy: Students will be graded on a point system. A B C D F points points points points Below 610 points Course Outline January 19-February 4 February 7-March 25 March 28-May 6 May 9 (8:00 am) Backward Design Model for Unit Development Stage 1 Creating Learning Targets and Connections Stage 2 Assessments and 6 Facets of Understanding Stage 3 Instructional Activities (WHERETO) Assessment Strategies Assessment Cycle and Literacy Formative and Summative Assessments Grading and Feedback Instructional Strategies Marzano s 9 Instructional Strategies Strategies for Teaching Various Content Lesson Presentations in Class Final (Summative Assessment over Instructional Strategies) SCHOOL OF EDUCATION ATTENDANCE POLICY Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course. 2/6/

83 Disability Statement: Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. Plagiarism Policy Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. 2/6/

84 ED 416 CURRICULUM AND METHODOLOGY Spring :00 TTH Dr. R. VanEst OFFICE: EB103 Ph Security Cell Security OFC OFFICE HOURS: MWF 9:30-11, MW 2:30-3:30 TR 9:30-11, 2-3:30 Appointments encouraged. Empowerment for Learning TEXTBOOK: Manning, M. L., & Bucher, K. T. (2007). Classroom management: Models, applications, and cases (2nd ed.). Columbus, OH: Merrill Prentice. ISBN OTHER RESOURCES: Student Teacher Handbook-- available on Education website. COURSE DESCRIPTION: This course is designed to learn about and reflect upon differing classroom management theories and techniques, as well as various teaching and assessment strategies, with the purpose of creating classroom environments that focus on ways of empowering students to become selfregulated learners. COURSE OBJECTIVES: A. Kentucky Teacher Standards (KTS) Diversity Proficiencies 1.2 Connects content to life experiences of student 2.3 Uses contextual data to design instruction relevant to students 2.4 Plans instructional strategies and activities that address learning objectives for all students 2/6/

85 3.3 Values and supports student diversity and addresses individual needs 4.2 Implements instruction bases on diverse student needs and assessment data 5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups 6.3 Integrates student use of available technology into instruction to enhance learning outcomes and meet diverse student needs 8.1 Identifies students whose learning could be enhanced by collaboration B. Specific Objectives: Upon completion of this course, students should be able to demonstrate their knowledge and understanding of the following principles related to classroom instruction and management: 1. Students will gain understanding of the criteria related to developing a portfolio based on the Kentucky Teacher Standards (KTS). Further, students will create rationales for the entries included in their portfolios. 2. Students will analyze modern classroom management theories and create their own classroom management plan that is in conjunction with KTS. 3. Students will learn the principles for organizing a positive learning environment. 4. Students will analyze instructional strategies to determine how changes in instructional strategies impact classroom-learning environments. 5. Students will identify creative and authentic ways for teachers and parents to collaborate when creating a learning environment for children. 6. Students will explore various aspects of teaching as a profession. 7. Students will explore assessment techniques. 8. Students seeking middle school certification will become familiar with MNSA standards. 9. Students seeking secondary certification will become familiar with the appropriate national content area standards. *** NEW: NOTE: ATTENDANCE: In education classes, students are required to follow the SCHOOL OF EDUCATION ATTENDANCE POLICY: Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course. Also, note carefully, arriving late or leaving early constitutes an absence. FIELD AND PRE-PROFESSIONAL DEVELOPMENT HOUR REQUIREMENTS (NCATE Standard 3): Students in 416 are REQUIRED to spend 20 hours in their student teaching placement, 10 hours in each if two placements. Also, students must acquire 5 pre-professional development hours (KTS IX). Documentation for field and pre-professional development hours should be submitted when reflected by the course schedule. Hours will be recorded by the type of experience: observation, tutoring, participation, etc. Diversity is stressed. Field Experience: 2/6/

86 Student teaching cannot take place until all CAP 3 requirements are completed, which includes having 120 field and 30 PPD hours completed and posted into the system for recording them. Even if all other course requirements are completed, a grade of "I" will be the course grade until all hours are completed and posted into the School of Education database. COURSE REQUIREMENTS: 1. DAILY ATTENDANCE AND PARTICIPATION: 5 points per class period. 2. KTS PORTFOLIO PROJECT (Based on all KTS): students are to assemble the evidence to complete a portfolio based on the KTS and develop rationales to explain how and why they chose each piece of evidence. Students will present their portfolios to faculty for review by various professors. 3. CLASSROOM MANAGEMENT PROJECT (KTS IV): Students will complete a multifaceted project to include a theorist presentation with class handouts, an overhead transparency, a grid exercise, and a management plan. A rubric with assignment specifics will be provided. 4. In addition to preparing a test for the unit of study, another assessment project will be individual preparation of an exam based on material in the student teaching handbook. Commercially prepared assessments are unacceptable for pre- or post-assessments. 5. PROFESSIONAL GROWTH PLAN: This project should follow the state prescribed format. Forms will be distributed. Please take this assignment seriously. Confirm with CAP 3 portfolio guidelines. 6. Students will have placements arranged by the Director of Student Teaching in schools with qualified cooperating teachers and must spend 20 hours in those placements during this semester (10 and 10 if two placements.) ADDITIONAL REQUIREMENTS: To complete CAP 3 requirements, all students are required to have liability insurance, a (current within two years) TB Test, a Physical Exam (form is on SE website), and a Federal (FBI) criminal background check with fingerprints (which may be done at the local police department--$10, then forwarded directly to the FBI--$18). The FBI check is also done through the superintendent s office for each school corporation, usually $ Taylor County is an exception. Failure to complete these items may result in a delay of the Student Teaching experience. Also, students who have not yet taken their appropriate Praxis II exams, including the PLT, are required to do so prior to student teaching. The Praxis II results/scores will not stop a program at this time. ASSIGNMENTS: Assignments are due at the beginning of class on the date assigned. Late papers will automatically receive a lower grade. Assignments not submitted within a week will 2/6/

87 be accepted only at the instructor's discretion. Anticipate having to complete a late assignment form if assignment is not completed on time. DISABILITY: Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. PLAGIARISM: Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. DEC 7 First student teaching seminar is the day and time scheduled for course final exam. GRADES: Grades are calculated by a combination of factors. Daily participation accumulates 5 points per day. Those points combined with points noted as + points will combine to determine the class participation grade. Accumulating a percentage of the total points possible at 90%=A, 80%=B, etc. to earn a letter grade calculated as 4/17 of the total course grade. Other activities directly earn a letter grade that is 1/17 or 3/17 of the total course grade. Letter grades are averaged by the following values: A =12 B- 8 A- 11 C+ 7 B+ 10 C 6 B 9 ****************************** 4@12=48 4@9 = @6 =36 17 =7.05 =C /6/

88 Course Schedule ED416 SPR 2011 Activity Due Grade Value JAN 5pts min per day 20 Forms review Graduation applications Field Hours, Med, FBI ck Student T Applications Teacher of the Year curriculum contracts 25 Portfolio, Stds 9, 8 Rationales Teacher of the Year 27 Being excused, late papers Draft rationale std 1 Tardies Topic for lesson Curriculum contracts FEB 1 Assessment Due: Draft of unit test + 10pts 3 Portfolio binder w/dividers Due: Rationale 1 1 ltrg 8 VCR presentations/reflections 10+ min lesson from unit + 10pts 10 Presentations/VCR 10+ min lesson from unit Due: Unit Test 1 ltrg 15 Presentations/VCR 10+min lesson from unit 17 Presentations/Classroom mgt Due: rationale drafts 5,6 22 Ch1 CM Read/written reflection +10pts 24 Ch 2,3, 4 /Req3 Reflections/present + 10pts Final Rationales5,6 1 ltrg MAR 1 Ch, 5,6,7/Req3 Reflections /present +10pts 3 Ch 8, 9 /Req3 Reflections/present +10pts PGP Draft: 4 & 7 rationale 8 Ch10, 11 /Req3 Reflections/present +10pts KY Teacher Standard Ch 12 (takes 2 theorists) Reflection/present +10pts Mgmt plan Due: final 4 & 7 rationale 1 ltrg SPRING BREAK 22 Prof Growth plan/ch14 DUE; UNITS OF STUDY 3 ltrg Assessment Due: Drafts of 7, 2 rationales 24 Field hours/ FBI check Bring portfolios 29 Ch 15/management Due: rationales 7, 2 1 ltrg Due: Management plan 1 ltrg 31 CAP 3 forms Due: CAP 3 forms, 1 ltrg Includes FBI check, insurance, medical, TB APR 5 Interviews Due: Portfolios Due: any field hour or PPD Forms and reflections from working camps, substitute teaching, PPDs. Forms received after this date which relate to field or PPD experiences from prior to this current semester will reduce the course grade 1 ltrg 2/6/

89 7 Student teacher handbook Quiz due 1 ltrg 12 Presentations (w/technology) 15+ min lesson 1 ltrg 14 NO CLASS PORTFOLIO SCORING 19 Presentations (w/tech) 15+ min lesson 21 Presentations (w/tech) 15+ min lesson Safety MAY 3 Interviews 5 Safety Register for Student teaching ED FIRST STUDENT TEACHER SEMINAR DURING THE TIME SCHEDULED FOR THE 416 FINAL 2/6/

90 Campbellsville University School of Education ED 450 Student Teaching Fall 2010 Contact: Susan Blevins Office: EDU 110 Student Teaching Coordinator Office Hours: 11-1 (MWF) 10-3 (TR) Security Office Phone: Security Cell THEME: EMPOWERMENT FOR LEARNING Mission: Campbellsville University s School of Education, in keeping with the spirit of Campbellsville University, seeks to prepare teachers by providing an academic infrastructure based on scholarship, service, and Christian leadership. The primary aim of the program is to advance scholars who are competent and caring educators committed to life-long learning in a diverse society. Credit Hours: 12 Prerequisite: CAP 3, Admission to Student Teaching Description of Course Student teachers are placed in cooperating accredited schools for the study of teaching in a laboratory setting. The experience consists of directed observation, guided participation and full-time classroom teaching. During this capstone experience the student teacher is under the supervision of a qualified teacher and a university supervisor. Student teaching requires one full semester (16 weeks) of classroom experience. Student teachers are required to attend regularly scheduled campus seminars in addition to their placement. The student teaching experience culminates in a real world educational evaluation by external practitioners. Course Objectives: 2/6/

91 1) Demonstrate proficiency on ten (10) Kentucky Teacher Standards as documented by satisfactory ratings from cooperating teachers and university supervisor. 2) Demonstrate transition from college student to pre-service professional teacher as documented by thoughtful reflections in journals and development of professional portfolio. Kentucky Teacher Standards (KTS) * Denotes diversity proficiencies Kentucky Teacher Standard 1: DEMONSTRATES CONTENT KNOWLEDGE The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. 1. Communicates concepts, processes, and knowledge. 2. Connects content to life experiences of student. 3. Demonstrates instructional strategies that are appropriate for content and contribute to student learning. 4. Guides students to understand content from various perspectives.* 5. Identifies and addresses students misconceptions of content.* Kentucky Teacher Standard 2: DESIGNS and PLANS INSTRUCTION The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 1. Develops significant objectives aligned with standards. 2. Uses contextual data to design instruction relevant to students. 3. Plans assessments to guide instruction and measure learning objectives. 4. Plans instructional strategies and activities that address learning objectives for all students.* 5. Plans instructional strategies and activities that facilitate multiple levels of learning.* Kentucky Teacher Standard 3: CREATES and MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 1. Communicates high expectations.* 2. Establishes a positive learning environment. 3. Values and supports student diversity and addresses individual needs.* 4. Fosters mutual respect between teacher and students and among students.* 5. Provides a safe environment for learning. Kentucky Teacher Standard 4: IMPLEMENTS and MANAGES INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 1. Uses a variety of instructional strategies that align with learning objectives and actively engage students. 2. Implements instruction based on diverse student needs and assessment data.* 3. Uses time effectively. 4. Uses space and materials effectively. 5. Implements and manages instruction in ways that facilitate higher order thinking. Kentucky Teacher Standard 5: ASSESSES and COMMUNICATES LEARNING RESULTS 2/6/

92 The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 1. Uses pre-assessments. * 2. Uses formative assessments. 3. Uses summative assessments. 4. Describes, analyzes, and evaluates student performance data. 5. Communicates learning results to students and parents. 6. Allows opportunity for student self-assessment. Kentucky Teacher Standard 6: IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. 1. Uses available technology to design and plan instruction. 2. Uses available technology to implement instruction that facilitates student learning.* 3. Integrates student use of available technology into instruction. 4. Uses available technology to assess and communicate student learning. 5. Demonstrates ethical and legal use of technology.* Kentucky Teacher Standard 7: REFLECTS ON and EVALUATES TEACHING and LEARNING The teacher reflects on and evaluates specific teaching/learning situations and/or programs. 1. Uses data to reflect on and evaluate student learning. * 2. Uses data to reflect on and evaluate instructional practice. 3. Uses data to reflect on and identify areas for professional growth. Kentucky Teacher Standard 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. 1. Identifies students whose learning could be enhanced by collaboration. * 2. Designs a plan to enhance student learning that includes all parties in the collaborative effort. * 3. Implements planned activities that enhance student learning and engage all parties. * 4. Analyzes data to evaluate the outcomes of collaborative efforts. * Kentucky Teacher Standard 9: EVALUATES TEACHING and IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky s learning goals, refines the skills and processes necessary, and implements a professional development plan. 1. Self assesses performance relative to Kentucky s Teacher Standards. 2. Identifies priorities for professional development based on data from self-assessment, student performance, and feedback from colleagues. 3. Designs a professional growth plan that addresses identified priorities. 4. Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning. Kentucky Teacher Standard 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/ PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. 2/6/

93 1. Identifies leadership opportunities that enhance student learning and/or professional environment of the school. 2. Develops a plan for engaging in leadership activities. 3. Implements a plan for engaging in leadership activities 4. Analyzes data to evaluate the results of planned and executed leadership efforts. Evaluation The cooperating teacher completes two (mid-point and final) and the university supervisor completes four formal evaluations. Copies of the evaluations are submitted to the director of student teaching who uses the results, along with the CAP 4 application, to determine a passing or failing grade. Video evaluations are completed by appropriate education, music, and Arts and Science faculty. A culminating assessment called the Student Teacher Exit Program also provides evidence for the director in determining students grades. Practitioners (area administrators and National Board Certified Teachers) score portfolios and rate student performance in mock employment interviews. Course Requirements 1. Seminars Student teachers shall attend all seminars. If seminars are missed (see Student Teaching Handbook) student teachers shall be given appropriate assignments to compensate. 2. Exit CAP Application & Portfolio The Exit CAP (CAP 4 or CAP 7) application including all requirements is to be submitted on the specified due date. Student teachers shall continue to refine and update their professional portfolios throughout the student teaching semester until the due date. Portfolios are to contain new material from the student teaching experience. The portfolio is to be available each time the University Supervisor visits. 3. Journal Student teachers are required to keep a journal describing, evaluating, and reflecting upon classroom experiences. The reflective journal is to be made available to the cooperating teacher and the University Supervisor. 4. Reflection on Lessons After each lesson formally observed by the university supervisor and cooperating teacher, complete Task C. Provide both the University Supervisor and Cooperating teacher with a copy of the reflection within 24 hours. the reflection to the supervising faculty. 5. Video Taped Lesson Complete one twenty minute, uncut videotaping of yourself during instruction (may be Follow the Videotape Guidelines. digital). 6. Student Teacher Exit Program The program is conducted near the end of the semester. See the seminar schedule for the specific date. Students report in professional dress for a mock employment interview and a job fair. Students should bring copies of resumes for distribution to school district representatives who will be at the fair. 7. Attendance 2/6/

94 Attend all faculty meetings, parent conference, collaborative grade-level group meetings, professional development meetings, etc. that the cooperating teacher is required to attend. Disability Statement: Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at to inquire about services. Plagiarism Policy: Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. ( Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. Resources If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The Allen, Richard Howell. (2002). Impact teaching: Ideas and Strategies for Teachers to Maximize Student Learning. student s Boston. Dean Allyn and the and Vice-President Bacon. for Academic Affairs will be notified of either consequence. Costantino, Patricia M. And Maria N. De Lorenzo. (2002) Developing a Professional Teaching Portfolio: A Guide for Success. Boston. Allyn and Bacon. Daniels, Harvey. and Marilyn Bizar. (1998). Methods that Matter: Six Structures for Best Practice Classrooms. York. Maine. Stenhouse Publishers. Marzano, Robert J. et al. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria. VA. Association for Supervision and Curriculum Development. Moffatt, Courtney W. et. al. (2000). How to Get a Teaching Job. Boston. Allyn and Bacon. Payne, Ruby K. PH. D. (1998). A Framework for Understanding Poverty. Highlands. TX. RFT Publishing. 2/6/

95 Pearson, Greg. and A. Thomas Young. editors. (2002). ( Technically Speaking: Why All Americans Need to Know More About Technology. National Research Council. Washington. D.C. National Academy Press. Pelletier, Carol Marra. (2000). Strategies for Successful Student Teaching. Boston. Allyn and Bacon. Roe, Betty D. and Elinor P. Ross. (2002). Student Teaching and Field Experiences Handbook. Fifth edition. Upper Saddle River. NJ. Merrill Prentice Hall. Silver, Harvey F. et al. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria. VA. Association Supervision and Curriculum Development. Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Second edition. Alexandria. VA. Association for Supervision and Curriculum Development. Wentz, Patricia J. (2002). The Student Teaching Experience: Cases from the Classroom. Second edition. Upper Saddle River. NJ. Merrill Prentice Hall. Other Resources: Center for Middle School Academic Achievement Kentucky Department of Education Making Rubrics Marco Polo Internet Content for the Classroom 2/6/

96 ART METHODS SYLLABI Professor: Linda J. Cundiff Office: Art Building 101 Theme of Teacher Education: Empowerment for Learning Model of Conceptual Framework I. Art 330, Elementary School Art (P-5), 3 credit hours II. Course description: This course will enable the student to apply methods of teaching art, attitudes and manipulation of materials, essential to classroom activities in the kindergarten through fifth grades. Emphasis is placed on the developmental stages of art and how these are affected by the intellectual, physical, perceptual, aesthetic, creative, emotional, and social growth of the child. Field and clinical observation hours re-enforce the concepts described. (Pre-requisite: Admission to educator preparation program) III. Text: Bringing Art Into the Elementary Classroom. Joan Bouza Koster, Wadsworth, Thompson Learning, IV. Objectives: A. General 1. To study the role of creativity in learning of children in P-5 grades. 2. To study the developmental stages of art in children in P-5 grades. 3. To study the philosophy, social context and attitudes of art education on the pre-school and primary grade levels. 4. To study knowledge of the curriculum (goals, organization, materials, vocabulary) as they contribute to the growth of the P-5 child. B. Specific 1. To study perceptual awareness by identifying and using the elements of art - - line, shape, form, value, texture, color, and space. 2/6/

97 2. To study design concepts based upon using the elements of art and the principles of pictorial organization - - balance, rhythm, emphasis, contrast, and unity. 3. To study cultural heritage through the interaction of art in society. 4. To study the processes and materials appropriate to students in P To understand self - expression through visual communication of ideas, experiences, and feeling. 6. To understand ethical and emotional growth through activities, which encourage respect for self, peers, one's world, and control of emotions. 7. To study vocabulary peculiar to the visual arts. V. Competencies: A. Students will be able to understand the history and philosophy of P-5 art education. B. Students will demonstrate knowledge of the methodology of teaching k-5 visual art. C. Students will demonstrate ability to select appropriate instructional media and materials for teaching the visual arts. VI. Course content: Ky. Code of Ethics, Art Curriculum Foundation, Elements and Principles of Design, Core Content,, New Teacher Standards, National Standards for Art Education, KY Program of Studies; Kentucky Core Academic Standards; Philosophy of Goals, What is Art?, Art and Language, DBAE, Language Approach, Role of Art Education; Integrating Art, Brain-based Learning, Theory of Multiple Intelligences, Thematic Teaching, Project-based Learning, Embedded Art Unit, Unit Assessment; Creative Development, Creativity and Intelligence, Characteristics and Creative Process, Nurturing Creativity/Problem Solving, Stages of Development, Development of Symbols, Influences on Children s Art, Talent and Hindrances, Relationship Between Drawing and Writing; Aesthetic Development, Art Appreciation, Affective Response and Art Criticism, Art History, Discussion Groups, Responding in Writing; Artist as Teacher and Guide, Role Model, Showing, Telling, Demonstrating, Listening, and Responding, Conferencing and Response Journals, Teacher Growth; Meeting Special Needs, General Modifications, Eliminating Bias, Diversity and Responding without Prejudice, Fostering Acceptance and Benefits of Co-operation, Multicultural Art in Culturally Diverse Classroom, Group Art; Management and Organization, Aesthetic Environment, Learning Zones, Media Centers, Economy and Budget, Mini-Lessons, Specialized Art Center, Art and Writing Workshop Approach; Artistic Assessment, Artistic Growth, Task Assessments, Performance Assessments, Written Assessments, Portfolios, Multimedia Presentations, Using Art Assessments, Reporting to Parents; School and Community, Role of Art Specialist, School Visitors, Collections, School Gallery, Working with Parents, Field Trips, Classroom Displays, Public Displays, Respecting Children s Work, Art Events, Celebration; Process and Production, Media, Building a Base, Developing Skill, Sketching, Revision, Peer Sharing, Paint Center Supplies; Art and Design, Design Awareness, Developing Composition Skills; Technology, Literacy, Mass Media, Commercial Art, Electronic Arts, Computer Graphics, Selecting Software, Multi-Computer Activities, Photography, Video Production. VII. References: Kentucky Teacher Standards Kentucky Program of Studies National Standards for Art Education, 1998 Content Guidelines for Arts & Humanities 2/6/

98 Materials from National Art Education Association Advisories and Journals. Gaitskell, Charles, D., Al Hurivirtz and Michael Day. Children and Their Art. Fourth Edition, New York: Harcourt Brace Jovanovich, Inc., Linderman, Earl and Marlene Linderman. Arts & Crafts for the Classroom. Second Edition, New York: Macmillan Publishing Co., Wankelman, Wigg, and Hasselschwert. A Handbook of Arts & Crafts. Seventh Edition. New York: Wm. C. Brown, Publisher, Rodriguez, Susan. The Special Artist's Handbook - Art Activities and Adaptive Aids for Handicapped Students. Englewood Cliffs, NJ: Prentice-Hall, Inc., Linderman, Marlene Gharbo. Art in the Elementary School. Fifth Edition,. Dubuque: Brown & Benchmark, Wachowiak, Frank. Emphasis Art. Seventh Edition. New York: Longman, VIII. Examinations: A. There will be two exams covering subject matter discussed from class lectures, from the text, demonstrations, terms/ vocabulary, and handouts. One exam will be at mid-term, the other during scheduled finals time; it will be comprehensive. B. Exams will include objective and written / essay items. IX. Teaching methods: A. There will be lectures over reading material from text, discussion in class and opportunity for question/answer time. B. Projects will be discussed, demonstrated, lesson plans given, and assistance given in doing the art projects. C. Field/clinical hours of Field hours in public classroom situations will be used in order to observe children and their art at P-5 grades. D. Supplementary hand-out materials will be used to augment materials in the text. E. Materials, tools, and sample projects will be used to explain ideas and projects. F. Oral reports, role modeling will be done on subjects pertaining to the class. X. Grades, course requirements, and student responsibilities: A. Grading scale consists of the following: = A, superior or extraordinary work (ideas, concepts, projects) = B, good, beyond class requirements = meets class minimum requirements = D, poor work, performance, did not meet minimal class requirements & below = F, failure in performance of work I = Incomplete, for unusual circumstances like a hospital illness B. Evaluation is based upon interest and attitude toward learning which is evidenced by the student's attendance, quality of work, quantity of work, growth, and improvement, completion of assignments on time and active participation in class activities as well as the following: Mid-term test 50 pts. ; Final = 150 pts. and is comprehensive; resources notebook containing all procedures for projects, done in and out of class, is due at the end of the semester and will count 150 pts. of grade; each student will observe 4 hrs. in the public school, this will include 1 teaching experience, (this is 40 pts. of grade); 2/6/

99 each student is responsible for assigned reading in text or specific assignments and participation in class discussions. 16 art projects will be done; these will count 480 pts. of grade. Each student will do an oral report or presentation; this will count 90 pts. of grade. Attendance and participation in class will count 40 pts. of the total grade. Over 4 absences will result in loss of 40 points on the total grade. C. Class attendance and prompt attendance in class is critical to total development of all students understanding the discussions, projects, lesson plans for the projects, etc.. More than 4 absences will cause grade to be lowered 40 points. 3 tardies will count as one absence. Leaving class early is counted as a tardy. Students are expected to do assigned work in and out of class carefully, take care of work and keep it neatly until called for. Projects a day or a week late will be graded but will earn a letter grade lower. After projects are a week late, they will be averaged as a 0. Of course unusual circumstances regarding attendance and work will be taken in account. D. Students are expected to maintain a high standard of work at all times. They are to understand that learning is not necessarily entertaining, self-discipline and concentration in the work is essential. Students should ask questions and ask for assistance whenever that is needed. Students should be aware that the instructor's major concern is your intellectual development and artistic growth. Help will be given and your artistic interest and growth respected. Each student is expected to do his/her own artwork and class work. Therefore, honesty in taking exams and research is expected. Cheating/plagiarism in any form will result in student failure for the course. E. Classroom rules are: clean up your area completely before you leave, do not smoke, eat or drink within the classroom; do not spray glue, paint, or fixative indoors. No classroom taping without permission of the professor and only in extenuating circumstances. No pagers or cell phones, all must be turned off. SUPPLIES LIST FOR ELEMENTARY SCHOOL ART ONE 2B PENCIL STARTER SET OF CRAYPAS ONE SMALL BOTTLE OF WHITE GLUE ONE GUM ERASER CRAYONS (SIXTEEN COLORS) SCISSORS STARTER SET OF PACKAGE TEMPERA PAINT ONE NO.. 1 CAMEL HAIR BRUSH, ROUND ONE BLACK FLAIR PEN FINE POINT MISCELLANEOUS ITEMS -- DRAPERY STRING, STAPLER & STAPLES, RIBBONS, FELT, SEQUINS, YARN, ETC... SELECTED TOPICS FOR REPORTS AND PRESENTATION TOXIC ART SUPPLIES EXCEPTIONAL STUDENTS: GIFTED, MENTALLY CHALLENGED SOCIALLY & EMOTIONALLY DISTURBED, LEARNING DISABLED, VISUALLY HANDICAPPED/COLOR-BLIND, PHYSICALLY HANDICAPPED, SENSORY LOSS (HEARING IMPAIRED 2/6/

100 Campbellsville University Art Department, Office #101 Phone: Theme of Teacher Education: Empowerment for Learning Model of Conceptual Framework I. ART 431, Secondary School Arts and Crafts, 3 credit hours II. III. Course description: Art and crafts for teaching in middle and secondary schools, adult education or rehabilitation programs, with instruction in organization of teaching facilities and acquisition of materials. Admission to Teacher Education & Art 330. Three hours lecture, three hours studio per week. Text: A Survival Kit for the Secondary School Art Teacher--Helen D. Hume; Other information will be used from materials from the KY Dept. of Educ.; Creative and Mental Growth- Lowenfeld and Brittain, Eighth Edition, 1987; Drawing on the Right Side of the Brain--Betty Edwards; Arts and Crafts for the Classroom--Earl & Marlene Linderman. IV. A. To survey the current theory and practice in the field of secondary school art education including the middle and junior high student. B. To develop a basic working knowledge of sources and context materials appropriate to the middle school through senior high schools. C. To familiarize student to organization and adaptation in curriculum, development, instructional materials, and teaching methods and safety issues within classroom. D. To familiarize student to the KY Basic Arts Skills document, other appropriate information provided by the KY Dept. of Educ. & Teacher Standards; KCAS; National Standards in Visual Arts, KY Program of Standards, KY Teacher Standards, KY Code of Ethics, and Arts and Humanities Core Content. V. Competencies: 2/6/