Professional Education Unit Department of Middle Grades, Secondary and Master of Arts in Teaching College of Education

Transcription

1 Professional Education Unit Department of Middle Grades, Secondary and Master of Arts in Teaching College of Education PROGRAM SUBMISSION Certification: Gifted and Talented Endorsement Governing Kentucky Regulation: 16KAR 2:010.Kentucky Teaching Certificates September 15, 2010 Revised: February 2011, May 2011

2 Table of Contents Document 1: Conceptual Framework 3 A. Professional Education Unit 3 B. Gifted/Talented Endorsement Preparation Program 4-5 Document 2: Continuous Assessment Initial Preparation Programs 6 A. Links to the Conceptual Framework 6 B. Integration of Standards throughout Endorsement Program 7 C. Candidate Assessment 7 D. Code of Ethics 7 E. Faculty Evaluation 8 F. Plan for Collection P-12 Student Impact Data 8 G. Technology Supported Assessment System 8 H. Ensuring that Assessments are Accurate, Fair, and Consistent 9 Document 3: Program Experiences 9 Section 1: Descriptive Table: Program Required Courses 9 a) Gifted/Talented Program Courses 9-10 Section 2: Holistic Matrices: Kentucky Teacher Standards 10 A. Gifted/Talented Coursework: Links to KYTS 10 Section 3: Holistic Matrices: Conceptual Framework and Standards and Links to Candidate Assessment 11 a) Gifted/Talented Key Assessments: Links to Candidate Assessment A. Holistic Matrices and Links to National Association for Gifted Children a. Gifted/Talented Program and Links to NAGC 12 B. Descriptive Tables: KERA Initiatives a. Gifted/Talented Program Courses and KERA Initiatives C. Descriptive Tables and EPSB Themes a. Gifted/Talented Program Courses and EPSB Themes D. Program Faculty E. Curriculum Map 20 Appendix A: Links to Program Syllabi Appendix B: Final practicum Grading Rubric

3 Document 1: Conceptual Framework A. Professional Education Unit at Morehead State University Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University strives to promote the flow of Light to and from the Mountains by engaging with communities of learners at all levels and in a variety of contexts including P-12 students, pre-service candidates and in-service educators, university faculty and staff, and community members. We deliver high quality educator preparation programs that are informed by relevant national and international scholarship. Appalachian research, literature, and experience is integrated throughout curricula to ensure that candidates are equipped with the knowledge and skills needed to improve the schools, quality of life, and communities in eastern Kentucky and beyond. Four critical concepts have been identified to provide an intellectual framework and coherence to support candidates, colleagues, public school practitioners, and stakeholders in their understanding of the Unit s commitment to engage multiple communities and to prepare educators who are equipped to bring a Light to and from the Mountains. These concepts are: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and Empowerment. The knowledge and skill set needed to empower educators to apply these concepts is developed as they move through their academic program. Five performance areas have been identified to guide the focus and context used in Unit decision-making and course and program outcome development and assessment. The Unit and the faculty within individual programs assess the degree to which its graduates: 1) Master the content knowledge, professional and the twenty first century skills needed to make an optimal contribution to whole student learning in educational settings. 2) Are competent in the collection and use of data to inform decision- making and to demonstrate accountability for student learning. 3) Demonstrate professional dispositions. 4) Are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all students. 5) Engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. The entire Morehead State Conceptual Framework Document is available on line at: 3

4 B. Links to the Conceptual Framework: GRADUATE CERTIFICATION FOR TEACHING GIFTED AND TALENTED STUDENTS P-12 The Gifted and Talented Education Program at Morehead State University views the conceptual framework as a particularly appropriate metaphor for the role of the gifted and talented education teacher in today's schools. Community Engagement: A Light to and from the Mountains calls on our candidates and faculty to reflect critically on the basic concept of diversity. Diversity lies at the center of United States education: diversity of race, culture, gender, exceptionalities, and language. The expectation for gifted and talented students should always be the same as the expectation for all students--high achievement commensurate with ability. The research literature in gifted education has consistently demonstrated that the nature of the learning environment can contribute to the success of gifted students. Our conceptual framework conveys the concept of light shining into and out of the mountains, and this is reflected in the role the university has in training teachers of the gifted so that they can take their knowledge and make an impact on the learning experiences of gifted students in the region. In turn, these students will impact their own schools and districts. Too often, gifted and talented students are left on their own to learn, while the teacher concentrates on the rest of the class. Common thinking is that gifted students are going to learn anyway, so because time is short, they are the logical group of students to be given less attention. This attitude, however, stands in stark contrast to the Free and Appropriate Public Education to which every US child is entitled. Appropriate accommodations and instruction in all areas, including literacy and numeracy, for gifted and talented will not be the same as appropriate accommodations and instruction for the average learner, and teachers need training and professional development in learning how to reach these students. At the dawn of the 21st century, the challenge to meet the needs of our gifted and talented is one that has become best encapsulated in the concepts of informed decision making, collaboration, and empowerment. The gifted and talented program at Morehead State University is designed to widen the knowledge base of gifted and talented (GT, henceforth) so that they can make informed decisions, collaborate with other teachers, and not only be empowered themselves, but empower those around them and their students. Our program, therefore, reflects the concepts found in the conceptual framework Community Engagement: A Light to and from the Mountains. Guided by this perspective, faculty and candidates together examine the research surrounding gifted and talented learners to identify factors that enhance or hamper student learning, achievement, and overall success. Within this framework, there are four critical ideas: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and 4

5 Empowerment. The following briefly explores each of these four ideas that flow from our conceptual framework and demonstrates how they are linked with critical outcomes for teachers and gifted and talented students. Informed Decision-Making. The concept of informed decision-making simply captures the fact that teachers need to know and understand the needs of the gifted and talented learner in order to truly be able to teach them. This requires the teacher to become knowledgeable about many aspects of giftedness, including identification, socio-cultural needs, and curriculum planning. Not only must teachers have a strong knowledge base, they must also be able to use that knowledge in the context of making decisions about gifted education. This in turn involves gaining an understanding of federal and state laws, as well as learning how programs can be used in individual schools and classrooms. Knowledge alone is insufficient; teachers must be challenged to understand, manipulate, and adapt information to fit their settings. Diversity and HolisticEducation. Gifted and talented students are a diverse group in and of themselves. However, within this grouping there is further diversity which includes, but is not limited to, degrees of giftedness, cultural background, language, race, socioeconomic status, and gender. Although this certification is Gifted and Talented, teachers must be made aware of the vast diversity contained within this simple label. Teachers will study giftedness from different viewpoints to become attuned to the myriad of ways in which gifted and talented students can access their exceptional ability to fully participate in what goes on in the school. They will also be challenged to use data to build a strong curriculum for their gifted and talented students. Collaboration and Coalition Building. If gifted and talented education becomes simply the "greenhouse" or "plastic bubble that encapsulates gifted and talented students, they never will be challenged to reach their highest potential nor will they be fully accepted by their peers. Thus, the teacher must structure activities within the regular classroom and use resources in ways that support participation. Two skills critical to achieving participation are collaboration and coalition building. Developing skills in forming collaborative relationships with colleagues in regular education and related services is central to our gifted and talented education program. In a like manner today's teacher in exceptional education has to be skilled at analyzing learning tasks to design the accommodations which will allow the student with special talents to do his or her best. Empowerment. It is critical that all teachers and students have a sense of empowerment. All that we do in schools is geared towards preparing our students to be valued contributing members of our communities. It is critical for the student with an exceptional gift or talent to be prepared to meet the challenges the everyday life will present. Similarly, all students must be prepared for the complexities of a world filled with human difference. The exceptional education program at Morehead State University 5

6 strives to develop the kinds of lights who can shine on paths that will lead all of their future students to success. The gifted and talented endorsement program is a 12 credit program conducted online. The final 3 hours of the program make up the practicum which must be taken in a faceto-face manner. To this end, faculty in the gifted and talented program have established a week-long gifted summer camp for grades 3-8 which will form the backbone of the practicum experience. Candidates will be expected to teach classes at this camp and will be mentored, observed, and assessed by the faculty of this program. This will be a rich experience with gifted children, program faculty, and school gifted coordinators. However, if a candidate is unable to participate in the summer camp program, it will be possible to negotiate a different experience as long as the syllabus criteria are met. Examples of possible alternative experiences include working with gifted camps at other universities, or working with strong public school gifted programs. In conclusion, this program will help meet the needs of gifted children in Kentucky by providing professional development to their teachers. Teachers will be introduced to the whole child and will learn to meet needs in areas including literacy, numeracy, problem solving, and social interaction. The program also addresses the EPSB themes of diversity (e.g. gifted children from diverse backgrounds), assessment (e.g. assessing gifted students and alternative work), literacy (e.g. teaching advanced readers, choosing suitable literature), the achievement gap (e.g. how to address underperforming, underachieving gifted students), and technology (e.g. computer-based programs available for gifted students, the use of technology in project learning) Document 2: Continuous Assessment A. Links to the Conceptual Framework The Unit s Conceptual Framework states that in our mission to prepare engaged educators in Eastern Kentucky, we promote the flow of Light to and from the Mountains in the form of many voices (perspectives) and resources that contribute to the generation of knowledge and recognize that integrating these resources in curricula leads to the effective preparation of educators who are interculturally competent regional stewards. In order to fulfill our self-given mandate, with the exception of the practicum, this program will be offered online in order to enable access for students living in rural areas. Candidates must demonstrate the knowledge, skills, and dispositions that have been set forth by state and national learned societies as being critical to success as an initial or advanced teacher, school counselor, or administrator. To ensure quality preparation, a Continuous Assessment System (CAS) has been developed and implemented to ensure the goals of the Professional Education Unit (PEU) are met and that these are consistent with the mission of the University. Continuous assessment is interwoven into curriculum and standards-driven instruction. It also plays an important role in Unit evaluation. While assessments occur at the individual 6

7 level (pre-candidates, candidates, and advanced program candidates), evaluation occurs at the program and Unit levels, including evaluation by alumni and the professional educational community. The CAS provides for both the ongoing assessment of candidate achievement (knowledge, skills, and dispositions) and the ongoing evaluation of program quality within the Professional Education Unit. Implementation of the CAS provides data used for decision-making focused on maintaining or extending the quality of programs as well as candidate performance levels. Faculty, academic administrators, school-based personnel, and candidates are committed to, and invested in, the development and implementation of the Continuous Assessment System. B. Integration of Standards in Continuous Assessment Standards-based assessment is interwoven throughout all initial teacher education Programs. The graduate level courses have been designed to address selected standards, course outcomes identify the standard themes students are expected to fulfill, and course assessments determine the level of proficiency achieved by each student. Standard alignment has been documented in relation to the Kentucky Teacher Standards, the KERA Initiatives, the Education Professional Standards Board Themes, and the National Association for Gifted Children course alignment with standards has been reviewed as part of the Morehead State University s required Annual Program Review Assessment (through 2007) and most recently as part of the Curriculum Audit process (2008). Information regarding the specific ways the Graduate Certification for Teaching Gifted and Talented P-12 fulfills standards is presented in Document 3 of the Program Review. The entire Continuous Assessment System is available on line at C. Candidate Assessment Key Assessments are those that are used to make program admission, continuation, or completion decisions about all graduate candidates in the gifted and talented teacher certification program. Data from these assessments inform us about program quality. Graduate Endorsement Transition Points Transition Pt #1: Admission Admission to graduate study Teaching certificate or statement of eligibility Transition Pt #2: Continuance Maintain 3.0 GPA Standard Alignment KTS 1-10 NAGC 1 KTS 1-10 NAGC 1-10 How Assessed Decision Maker Outcome transcript review verifying certificate or eligibility review of classroom performance Grad School Program Coordinator Individual instructors acceptance or deferral or rejection continue or not in the program 7

8 Pass all courses with no grade lower than C Transition Pt. #3: Exit Complete all course work with GPA of 3.0 Successfully complete practicum KTS 1-10 NAGC 1-10 Review of transcript Rubric (see Appendix B) Grad School Program Coordinator Individual Instructors Graduate from program D. Code of Ethics The Code of Ethics statement is included in the University catalog and the Teacher Education Program (TEP) Handbook. Candidates are required to read and document that they understand and agree with the Kentucky Professional Code of Ethics. The Teacher Education Program Handbook is located at The complete Professional Disposition Form and the process used for evaluation, and when needed, remediation is located on: The complete Professional Disposition Form, the process used for evaluation, and when needed, remediation: E. Faculty Evaluation Evaluation of faculty across the University occurs annually. All faculty members are required to input workload and performance information into the Faculty 180 database system annually. The three areas of evaluation are Teaching Effectiveness, Professional Achievement, and Service. Morehead State University Tenure Policy (Pac-27) and Promotion Policy (Pac-2) along with the IDEA and departmental evaluation form establish the criteria to be used for faculty evaluation. Candidates evaluate faculty teaching and course delivery. Faculty peers, the department chair, the dean and provost evaluate faculty performance in all areas of evaluation and provide written feedback to each faculty member addressing their performance strengths and areas of concern. The College of Education Faculty Evaluation Plan is located at Personnel policies are located at the following web site, F. Plan for Collecting P-12 Student Impact Data Candidates learn about assessment as they proceed through the four courses. They are introduced to screening procedures for gifted children, and they are required to analyze and discuss these procedures. Candidates are required to write lesson plans and unit plans 8

9 which include assessment, and such assessments will be discussed in class. Further, candidates are required to participate in a practicum during which they must observe and teach gifted children. They will be required to make instructional decisions based on assessments and will reflect upon these decisions. The practicum itself will impact our local school districts because it will offer added services for gifted children. The children and their parents are surveyed to obtain their feedback on the program, and gifted teachers are contacted for their feedback. The first practicum was run as a Super Summer Camp in 2009 and had 105 children enrolled. In 2010, the number of inquiries has increased, and this seems to be an indicator that the program is meeting the needs of children, schools, and parents. G. Technology Support for the Professional Education Unit In an effort to centralize multiple data sources and to enhance data-driven decision making at the candidate and program levels, the Unit installed Tk20 the Campus Wide Tools Assessment, Accountability, and Reporting System, that enables the Unit to collect data systematically, plan our assessments, compare them against specified outcomes objectives and generate detailed reports for compliance, analysis, and program improvement. In addition, all candidate data and selected performances are entered into Tk20. Data can be reviewed to determine each candidate s status in regard to the fulfillment of program requirements and performance quality H. Ensuring Assessments are Accurate, Fair, and Consistent Teacher education program candidates are expected to fulfill policies and performance expectations and these are published in candidate resources such as the Student Teacher Handbook, and Tk20. There is consistency in the policies and expectations presented in each publication. Candidates who meet the published standards are eligible to proceed through the program. To ensure candidates have a process that can be implemented when they have an academic or due process concern regarding the accuracy or fairness of a policy or grade, the university has developed and published the Academic Grievance Procedure. Candidates can refer to a complete description of this procedure in the University online catalog. All students have the right to file an Academic Grievance. The grievance procedures are located at Document 3: Program Experiences Section 1: Descriptive Table of Graduate Certification Content Coursework For Teaching Gifted and Talented Students P-12 9

10 Program: GRADUATE CERTIFICATION FOR TEACHING GIFTED AND TALENTED STUDENTS P-12 Course Prefix Course Title Catalogue Course Description and Number EDSP 641 Conceptions and This course is designed to examine the Identification of meaning of giftedness, and methods of Gifted Children and identifying school-age individuals who are Youth gifted. Candidates will investigate theories of giftedness and origins of the concept. The course also will examine issues such as genetics and intelligence, high IQ, and legal and ethical questions related to the public EDSP 642 EDSP 643 EDSP 644 EDSP 645 Meeting the Individual Needs of Gifted Children and Youth Teaching The Gifted Student The Gifted Adolescent and Young Adult Practicum in Gifted Education Note: This is an endorsement only program. education of gifted individuals. This course is designed to provide students with an understanding of the relationship between gifted and talented students' abilities in the areas of academics, leadership, creativity, the visual and performing arts, and individualized program planning. The course also will address issues such as motivational needs of the population, underrepresented groups such as females and ethnic minorities, student and family counseling, underachievement, and the development of model programs and their evaluation. This course is designed to prepare the classroom teacher in developing strategies and materials appropriate for the gifted and talented child in the elementary and middle grades (K-9). Students will become familiar with a variety of program approaches, with technology emphasized, as well as materials, and specific instructional strategies for the gifted and talented through field experiences and investigating current literature (Prerequisite EDSP 641). This course addresses the following topics: the gifted individual in adolescence and adulthood, teaching for career education, teaching for talent education, models of instruction for the older gifted student (Prerequisite EDSP 641). Placement in an approved setting for gifted education on the basis of one week for each credit hour. (Prerequisites EDSP 641, 642, and 643 or 644). 10

11 Section 2. Holistic Matrix: Graduate Certification Content Coursework for Teaching Gifted and Talented P-12: Kentucky Teacher Standards Program: TALENTED STUDENTS P-12 Kentucky Teacher Standards (KYTS) 1.Demonstrate Applied Content Knowledge 2. The Teacher Designs and Plans Instruction GRADUATE CERTIFICATION FOR TEACHING GIFTED AND 3. The Teacher Creates and Maintains Learning Climate 4. The Teacher Implements & Manages Instruction 5. The Teacher Assesses and Communicates Learning Results 6. The Teacher Demonstrates Implementation of Technology 7. The Teacher Reflects on and Evaluates Teaching & Learning 8. Collaborates w/ colleagues/ parents/ others 9. Evaluates Teaching & Implements Professional Development Content Courses EDSP 641 EDSP 642 EDSP 643 EDSP 644 EDSP 645 Section 3: Holistic Matrices: Conceptual Framework and Standards and Links to Candidate Assessments a. GRADUATE CERTIFICATION FOR TEACHING GIFTED AND TALENTED STUDENTS P Demonstrates Leadership in the School & Community Outcomes and Standards TP 1: Admission to graduate program; have teaching certificate or statement of eligibility TP 2: Fulfill Program Requirements Mastery of content, professional and 21 st century skills Competent data based decision makers/assessment Authentic field and Clinical experience Culturally Competent/account for all learners Demonstrate professional dispositions KYTS Demo applied TP 2: Fulfill Certification Requirements TP 3: Program Exit 11

12 Content knowledge Design/Plan Instruction Creates/ Maintains learning climate Implements/ Manages Instruction Assess/ Communicate Learning results Effective use of technology Reflect on teaching/ learning Collaborates: Parents, colleagues Evaluates Teaching/PD Provides leadership NAGC Foundations Development and Characteristics of Learners Individual Learning Differences Instructional Strategies Learning Environments and Social Interactions Language and Communication Instructional Planning Assessment Professional and Ethical Practice Collaboration EPSB Themes Diversity Assessment Literacy Closing the Achievement Gap 12

13 A. Holistic Matrices: Graduate Certification Content Coursework for Teaching Gifted and Talented P-12: Links to NAGC Standards Program: GRADUATE CERTIFICATION FOR TEACHING GIFTED AND TALENTED STUDENTS P-12 National Association for Gifted Children Courses Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 6: Language and Communication Standard 7: Instructional Planning Standard 8: Assessment Standard 9: Professional and Ethical Practice Standard 10: Collaboration EDSP 641 EDSP 642 EDSP 643 EDSP644 EDSP 645 Note: No Required Professional Education Courses due to endorsement program only. B. Descriptive Tables: Graduate Certification Content Coursework for Teaching Gifted and Talented P-12: KY Education Reform Act (KERA) Initiatives Program: GRADUATE CERTIFICATION FOR TEACHING GIFTED AND TALENTED STUDENTS P-12 Initiative Course Explanation of course delivery of KERA Initiative. 13

14 KERA Goals and Academic Expectations EDSP 641 EDSP 642 EDSP 643 EDSP 645 Students learn about KERA Goals and Academic Expectations through reading, instruction, and discussion about how the goals and academic expectations relate to the education of gifted children. Students will prepare differentiated instructional activities for gifted children based on KERA Goals and Academic Expectations. Students will discuss KERA Goals and Academic Expectations via an online discussion board. They will be required to write lesson plans, develop a project, and design activities using KERA Goals and Academic Expectations. Students will discuss the needs of gifted learners and the expectations of KDE (using KERA Goals and Academic Expectations). They will prepare lesson plans, a project, and activities based on the same. Students will be required to align their units, lesson plans, and activities with KERA s Goals and Academic Expectations. EDSP 641 The Program of Studies is used as a framework within which gifted programming is to be set. The students apply their knowledge of gifted education when working with Big Ideas, Enduring Knowledge, and Skills and Concepts for Field Experience lesson plan development and in the context of classroom discussion. Candidates also apply their knowledge in class projects, reflections, and examinations. Further, all lesson plans, activities, and projects are aligned with Kentucky s Program of Studies Program of Studies EDSP 642 EDSP 643 EDSP 645 Students will examine the Program of Studies in terms of meeting the needs of gifted children and youth. They will discuss and reflect upon the relationship between the Program of Studies and a strong Gifted Program. As in all other classes, they will be required to write lesson plans, design activities, and undertake a research project that follow the Program of Studies. Students will examine the Program of Studies through the lens of Teaching the Gifted Student. They will discuss and reflect upon the relationship between the Program of Studies and Best Practices for teaching gifted students. All lesson plans, activities, and projects will be aligned to the Program of Studies. Students enrolled in the practicum will align all their activities with the Program of Studies. They will have an opportunity to not only plan, discuss, and reflect upon the PoS, but also to teach using these standards. 14

15 Core Content for Assessment EDSP 641 EDSP 642 EDSP 643 The students examine the Core Content for Assessment in order to learn to adapt, augment, or modify instruction to meet the needs of gifted and talented students. The candidates apply their content knowledge and knowledge of gifted education when selecting relevant Core Content designations, and apply pedagogical knowledge when selecting appropriate DOK levels to align instruction and assessment as shown on Field Experience lesson plans. Students also apply this knowledge in class projects, reflections, discussion and examinations. Students will examine Core Content in context of Program of Studies, Academic Expectations, and Kentucky s Learning Goals. Core Content standards will be examined and carefully chosen for each and every lesson plan, activity, and project. Students will discuss and reflect upon their choices of standards. Students will discuss and reflect upon the Core Content standards in terms of teaching the gifted child. In particular, the DOKs will be examined in order to encourage deeper learning. As in all other gifted classes, students will be expected to use Core Content standards in their lesson planning, activity and project planning. EDSP 645 During the practicum, students will design, produce, teach from, and reflect upon a unit and its corresponding lesson plans. All will be required to contain core content standards, and students will be expected to be able to articulate why certain standards were chosen over others, and how they expect to assess these standards. 15

16 Note: No Required Professional Education Courses due to endorsement program only. C. Descriptive Tables: Graduate Certification Content Coursework for Teaching Gifted and Talented P-12: the Education Professional Standards Board (EPSB) Themes Program: GRADUATE CERTIFICATION FOR TEACHING GIFTED AND TALENTED STUDENTS P-12 Theme Course Explanation of course delivery of EPSB Theme. EDSP 641 Students will discuss and explain defining characteristics and needs of diverse populations of gifted students. EDSP 644 Students will analyze special concerns and issues in planning programs and services of gifted sub-populations (e.g. culturally diverse, economically disadvantaged, and twice-exceptional etc.) through discussion and portfolio presentation. Diversity EDSP 642 EDSP 643 EDSP 645 Students will discuss underrepresented and twice-exceptional populations and social and emotional issues Students will discuss characteristics of gifted students in terms of various diversities. Students will be required to develop differentiated instructional activities. Students will work in face-to-face situations with gifted students from diverse backgrounds. EDSP 641 Students will address issues of screening and identification of gifted students across diverse groups. They will discuss and analyze the more common screening instruments, discussing the pros and cons of each. Assessment EDSP 645 EDSP 642 EDSP 643 EDSP 644 EDSP 645 Students will be able to plan and exhibit adequate evaluation of pupil learning in the areas taught. Students will observe classroom assessment techniques and will discuss what they have observed. Students will develop lesson plans which incorporate appropriate assessment techniques for gifted students. Students will observe assessment techniques in the classroom, will discuss these, and will be tested on their knowledge. Students will write lesson plans for their practicum experience and will incorporate a variety of assessment strategies. 16

17 Literacy Education EDSP 641 EDSP 642 EDSP 643 EDSP 644 EDSP 645 Literacy in terms of gifted education is addressed from the beginning of the course. Students are introduced to terms used in the field of gifted education and are required to read recent peer-reviewed research in order to understand different aspects of this topic. Students also examine how literacy can be taught, enriched, and accelerated with gifted learners. Students are required to read, analyze, and evaluate current research in the field of gifted education. Students are required to read, analyze, and evaluate current research in the field of gifted education. Students are also required to complete a research project. Students are required to read, analyze, and evaluate current research in the field of gifted education. Students will develop a series of lessons for use in their practicum. Lesson development will require research. Strategies for Closing the Achievement Gap EDSP 642 EDSP 641 EDSP 643 EDSP 644 EDSP 645 This course seeks to help close the achievement gap between what a gifted learner COULD achieve, and what he or she actually achieves by introducing students to factors contributing to underachievement in gifted and talented students. Students will then examine the importance of mentors, needs assessment, and counseling for gifted learners. Students will examine the nature of gifted children, including the reasons why such children may not be learning to their potential. Students will be required to read literature pertaining to the achievement of gifted children and will be encouraged to discuss what they have learned. Students will be required to develop lesson plans which cater to the needs of gifted learners. Students will be required to develop lesson plans which cater to the needs of gifted learners. Students will be required to develop a series of lesson plans for gifted learners and then to teach these lessons in their practicum. Students will be observed teaching and will be asked to reflect on their experience. Note: No Required Professional Education Core Courses and EPSB Themes 17

18 D. Program Faculty Name of Faculty Member Sara Jane Coutanche Lindsey Highest Degree Ed.D Area(s) of Specialization Gifted Education, Curriculum and Instruction University University of Louisiana at Monroe Assignment/role EDSP 641, EDSP 645 Faculty Rank Assistant Professor Scholarship, Leadership in Super Summer Gifted Camp: Co-Director Professional Association(s), and Chapter: Squelching the Gift: Unwrapping the developmental Service (List up to 3 major milestones of Gifted Pre-Schoolers through Activity and Behavior Analysis: Nova Science Publishers (In Press) contributions in the past 3 years) Four peer-reviewed presentations at the Hawaii International Education Conference 2010 (Gifted Education, Gifted Preschoolers, Graphic Novels, Dyslexia); one peer reviewed presentation at AECT November 2010; two peer reviewed articles currently in press. Tenure/ Non Tenure Track Tenure Track Relationship: Full-time to the Full-time institution Relationship: Full-time to the unit Full-time Relationship: part-time to the Part-time program Teaching or other professional experience in P-12 Schools Name of Faculty Member Highest Degree Area(s) of Specialization University Assignment/role EDSP 642, EDSP 645 Faculty Rank Instructor Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship (Full-time, Part-time) to the Institution Relationship (Full-time, Part-time) to the unit Relationship (full-time, part-time) to the Program Teaching or other professional Waikowhai Intermediate School, Nga Iwi Primary, Glen Eden Intermediate, Kelston Girls High School (all New Zealand); English instructor to district-organized multi-aged school students, Japan. Kimberely F. Nettleton MA Education Leadership, Instructional Design and Technology (ABD) Gifted (endorsement) Morehead State University Super Summer Gifted Camp: Co-Director Math + Literacy =Connections: Grant Coordinator Chapter: Squelching the Gift: Unwrapping the developmental milestones of Gifted Pre-Schoolers through Activity and Behavior Analysis: Nova Science Publishers (In Press) Non Tenure Full time Full time to ECESE Part time to the program Grade 3/4: 2 years, 18

19 experience in P-12 Schools Grade 4: 4 years, Grade 5: 2 years Grade 5/6: 5 years Grade 7/8: Math: 4 years, (All subjects: 2 years) Special Ed: 1 year (7-12) Principal: 4 years (K-8) Name of Faculty Member Martha Miller Decker Highest Degree Ed.D. Area(s) of Specialization Reading, English Language Arts; Special Education, Gifted Education; Inclusion University The University of Memphis Assignment/role EDSP 643 Faculty Rank Associate Professor Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship (Full-time, Part-time) to the Institution Relationship (Full-time, Part-time) to the unit Relationship (full-time, part-time) to the Program Teaching or other professional experience in P-12 Schools 4 published peer-reviewed journal articles, one monograph; presentations at state, national and international conferences; Tenure Full time Full time unit Part time to the program 25 years Elementary classroom teacher; 5 years Educational Specialist, consultant and presenter in staff development training. E. Curriculum Contract Sheet Morehead State University Gifted Education Endorsement Curriculum Map Curriculum Contract Sheet Gifted and Talented Education Endorsement MOREHEAD STATE UNIVERSITY Department of Curriculum and Instruction GIFTED AND TALENTED EDUCATION ENDORSEMENT Grades P-12 Name: Advisor: Address: 19

20 SS#: UG Acad. Comps: Adm. Date: Candidacy Adm. Date: Admission Requirements 1. General admission to graduate study. 2. An acceptable admission index by meeting any of the following a. GRE score (verbal + quantitative) * undergraduate GPA = 2050 (minimum) b. Miller Analogies Test (MAT) Scaled Score * undergraduate GPA = 980 (minimum) c. The test requirement is waived for candidates who have successfully completed a master s degree 3. A teaching certificate or statement of eligibility Students not meeting these requirements may apply under the alternative admission plan After completion of 12 hours, candidates must have attained at least a 3.0 cumulative program GPA. Credit Hours I. CORE COURSES Semester 12 hours Grades EDSP 641 Conceptions and Identification of Gifted Children and Youth Fall 3 EDSP 642 Meeting the Individual Needs of Gifted Children and Youth Spring 3 EDSP 643 Teaching the Gifted Student Spring 3 EDSP 645 Practicum in Gifted Education Summer 3 Exit Criteria: Design and conduct instruction for Gifted and Talented students at the summer camp (5-10 classes totaling 12 teaching hours for grades 3-8); observed and assessed by Gifted and Talented Faculty using the rubric found in Appendix B Minimum Hours Required = 12 Requirements for the Endorsement 1. The student must apply for completion at the Graduate Office, 701 Ginger Hall. 2. Must possess a cumulative GPAS of The student must meet the required score on the Gifted (P 12) 0357 Praxis Test Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at for current requirements or contact Ms. Rice at or Student: Date: Advisor: Date: Department Chairperson: Date: 20

21 APPENDI A: LINKS TO PROGRAM SYLLABI 21

22 Endorsement Program Syllabi EDSP 641 EDSP 642 EDSP 643 EDSP 644 EDSP = = = = =

23 APPENDI B Final Practicum Grading Rubric 23

24 NATIONAL ASSOCIATION OF GIFTED EDUCATION STANDARDS RUBRIC National Association of Gifted Education Indicators demonstrated during planning, teaching, assessing, evaluating, and Below Standard Meets Standard Exceeds Standards Standard 1 Foundations Standard 2 Development and Characteristics of Learner Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 6: Language and Communication Standard 7: Instructional Planning communicating lessons Uses Key philosophies, theories, models, and research to support planning of education lessons and units Clearly Identifies and addresses similarities and differences within a group of individuals with gifts and talents by providing evidence of differentiated instruction Addresses cognitive and affective characteristics of individuals with gifts and talents, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains when planning instruction. Clear indication that teacher uses Influences of different beliefs, traditions, and values across and within, diverse groups on relationships among individuals with gifts and talents, their families, schools, and communities during lessons by establishing and encouraging strong, supportive learning groups. Teachers integrate perspectives of diverse groups into planning instruction for individuals with gifts and talents. Demonstrates the ability to apply pedagogical content knowledge when instructing learners with gifts and talents during lessons Applies higher-level thinking and metacognitive models to content areas to meet the needs of individuals with gifts and talents when teaching. Paces delivery of curriculum and instruction to be consistent with needs of individuals with gifts and talents when teaching. Designs learning opportunities for individuals with gifts and talents that promote self-awareness, positive peer relationships, intercultural experiences, and leadership. Creates learning environments for individuals with gifted and talents that promote self-awareness, self-efficacy, leadership, and lifelong learning. Creates safe learning environments for individuals with gifts and talents that encourage active participation in individual and group activities to enhance independence, interdependence, and positive peer relationships. Develops social interaction and coping skills in individuals with gifts and talents to address personal and social issues, including discrimination and stereotyping Demonstrates methods of communication essential to the education of individuals with gifts and talents, including those from diverse backgrounds Teacher accesses resources and develops strategies to enhance communication skills for individuals with gifts and talents including those with advanced communication and/or English language learners. Teacher selects curriculum resources, strategies, and product options that respond to cultural, linguistic, and intellectual differences among individuals with gifts and talents. Teacher demonstrates appropriate selection and adaptation of a variety of differentiated curricula that incorporates advanced, conceptually challenging, indepth, distinctive, and complex content. 24

25 Standard 8: Assessment Standard 9: Professional and Ethical Practice Standard 10: Collaboration Teacher develops differentiated curriculum-based assessments for use in instructional planning and delivery for individuals with gifts and talents. Teacher encourages and models respect for the full range of diversity among individuals with gifts and talents Teacher reflects on personal practice to improve teaching and guide professional growth in gifted and talented education. Teacher demonstrates culturally responsive behaviors that promote effective communication and collaboration with individuals with gifts and talents, their families, school personnel, and community members Respond to concerns of families of individuals with gifts and talents. 25