John Carroll University Department of Education and Allied ...
Transcript of John Carroll University Department of Education and Allied ...
John Carroll University Department of
Education and Allied Studies Fall 2011
Course #: ED 418
Course Title: Exceptionalities
Credit Hours: 2 semester hours
Course Description : The learning problems of the exceptional child, including intellectual, physical,
emotional, and social exceptionalities. Emphasis on the professional educator’s responsibilities in light of
inclusion legislation.
Instructor: Kim Monachino, M.Ed., Ed.S.
(216) 691-2020 (work)
(330) 963-7720 (home)
Required Texts:
Nielsen, L., B., (2009). Brief reference of student disabilities...with strategies for the classroom. Thousand
Oaks, CA: Corwin Press.
McCarney, Stephen B., Kathy Cummins Wunderlich & Angela Marie Bauer (1993). The pre-referral
intervention manual (PRIM). Columbia, MO: Hawthorne Educational Services.
Suggested Reference:
Ohio Standards for the Teaching Profession. Download from
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=48168
Rationale: ED 418 is situated in the JCU Conceptual Framework for Basic and Advanced Programs in Strand
Two: Child and Adolescent Development, and Strand Three, Curriculum, Learning and Instruction. The course
is designed to develop an awareness of the etiology and developmental characteristics of various
exceptionalities, and the educational needs and issues of students defined as exceptional learners. The students
will have an understanding of how classroom teachers can use this knowledge to become effective partners with
these learners, their families, and other professionals to provide appropriate learning environments in which
these learners can grow and develop. The goal of this course is that teachers, prospective teachers and
educational professionals become familiar with the many factors that shape individual learning in the classroom
and, as a result, become more reflective, responsive professionals.
Objectives: The students will be able to:
1. Demonstrate knowledge of the history and legislation that has impacted the education of individuals
with disabilities.
2. Develop strategies to build relationships with families, teachers and other professionals to ensure an
appropriate education for exceptional learners.
3. Address issues in definition and identification procedures for individuals with exceptional learning.
4. Demonstrate a knowledge base for specific disabilities based on implementation of teaching styles and
strategies to meet the needs of a specific disability. 5. Develop a framework for recognizing learning characteristics and styles of exceptional learners.
6. Describe and explain special education policies and procedures regarding the identification and
placement of individuals with exceptional learning needs from referral to delivery of special education
and related services (general curriculum evaluation, intervention assistance teams, multi-factored
evaluation, IEP meetings).
7. Develop a repertoire of instructional strategies that address differing learning styles of individuals with
exceptional learning needs and that assist in instructional planning and teaching to these styles. 8. Construction of inclusive classrooms to include the ecology of the learning environment and the
modification of learning tasks that will serve to enhance the learning of exceptional learners.
9. Construct lessons which reflect knowledge of the disability, learning style, and respect for specific
developmental characteristics.
10. Construct learning environments and lessons and use educational resources which are developmentally
appropriate and encourage the developmental process.
11. Create learning environments which promote social interaction, emotional control, physical
development and personal control and management, in addition to intellectual development.
12. Use assistive technology, as appropriate and necessary, to enhance and/or achieve the learning
outcomes.
13. Be familiar with effective use of formal and informal assessment strategies appropriate to the developmental level of the student which can assist in planning and implementing effective learning
situations.
14. Develop a personal philosophy of special education including its relationship with/to general or regular education.
15. Develop sensitivity to individual differences and the need to adapt instruction where necessary to take
into account individual exceptionalities.
16. Understand that all children have the ability to learn.
Course Assignments:
Assignment 1. IEP/Student Study 100 points
Domain A ORGANIZING CONTENT KNOWLEDGE FOR STUDENT LEARNING 1) Acquire an IEP of a child in your classroom. 2) Read the IEP thoroughly, seeking clarification from your cooperating teacher and/or intervention
specialist.
3) Complete the following written discourse, providing a pseudonym for the student being studied (to
protect his/her privacy):
Part I:
a. When was the IEP signed?
b. Who signed the IEP? (Do not list names- rather, state their school/family status)
c. What background information do you have regarding the student? (age, grade, gender, etc.)
d. What intelligence and achievement testing was completed?
e. What scores did the student receive in these areas?
f. What is the student’s present level of functioning?
g. What classification within special education has this student been placed under?
h. What related services is the student entitled to? How often?
i. What instructional goals have been written for this student?
j. What accommodations is the student entitled to?
k. What, if any, assistive technology is available to the student?
l. Does the student have a behavior plan or instructional goals that relate to social and
emotional needs?
m. Is extended school year part of the IEP?
Part II:
One page discussion of the student’s disability. Include the characteristics and learning styles
associated with this category of disability, utilizing your text and a minimum of 2 other sources
Part III:
Two page discussion relating the disability to its effects upon learning, including appropriate
strategies for remediation based upon current research, utilizing a minimum of 2 sources
Part IV:
Observe the student for a minimum of two 30 minute classroom visits- visit 1 should be informal
and visit 2 should be to collect data using the form provided. Provide a two page discussion that includes
your observations and reflections of the student in the following areas: characteristics noted, to what
extent these characteristics are reflective of this student’s disability, institution of the
objectives/strategies in the IEP, additional remediation you would choose to provide (based upon what
you have read or originated yourself).
Domain B CREATING AN ENVIRONMENT FOR STUDENT LEARNING 1) Create a diagram that provides the physical layout of the classroom environment, indicating this student’s
desk/place.
2) Complete the following written discourse:
a. Justify your position as to whether the student’s placement in the classroom promotes his/her
learning.
b. How is social interaction between the student and his/her classmates promoted? What would you
try?
c. Are challenging learning expectations in place for this student?
d. Are there consistent standards of classroom behavior in place for this student?
rules/consequences?
e. Does this student have a behavior intervention plan? If so, describe it. If not, would you institute
one? Describe it.
Domain C TEACHING FOR STUDENT LEARNING 1) Design a lesson that you will teach to the entire class, modifying it for gifted and special education students. 2) Complete the following written discourse:
a. For the student being studied, include clarity of objective, procedures and assessment criteria.
Include specific instructional strategies that you will use as a regular education teacher to meet
the needs of this student.
b. Provide an explanation that cites modifications and adjustments you have made to the lesson.
c. What are some examples of effective informal and formal assessment strategies that you could
use with the student being studied?
3) Teach the lesson to the class, making the modifications and adjustments cited for the student being studied.
Domain D TEACHER PROFESSIONALISM 1) Complete the following written discourse:
a. To what extent were the learning goals met of the student being studied?
b. How effective were your modifications and adjustments?
c. As the regular education teacher, how can you work with others in the regular classroom
to support and advocate for this student?
d. What resources are available to support you in working with exceptional children?
e. What information can you provide and how would you communicate with the child’s
parents/guardians in order to build a positive relationship?
2) Develop a personal philosophy of exceptionalities and the exceptional child (1 page minimum) including its
relationship to regular education. Be sure to include what you believe your role is in working with the
exceptional student and the role of inclusion.
Assignment 2. IAT Meeting 25 points
Attend an Intervention Assistance Team (IAT) meeting. Take note of the protocols/ procedures that are being
followed; the people in attendance, the suggestions offered, the roles the people take/ play, the format of the
meetings, and any other pertinent information.
In a minimum 2-page paper, discuss the processes that the teams used to present the data on the student, the
interventions used, and the recommendations that the team offered the teacher and student. Include your
thoughts on the effectiveness of the interventions or any other relevant material. Please make sure to refer
anonymously to any and all students and staff.
Assignment 3. Resource Notebook 25 points
Throughout the course, hand-outs on various disabilities will be discussed and distributed. This collection of
resources will be complied into a three ring binder with tabs. The resource notebook will serve as a practical
guide to provide information about special education issues.
Grading Scale: All assignments will be graded on a point scale based on the amount of time and level of
difficulty involved in the preparation of the assignment.
Final grades will be determined as follows:
A 100% - 93%
B+ 92% - 90%
B 89% - 85%
C+ 84% - 80%
C 79% - 70%
Course Evaluation: This course will be graded and 2 credit hours earned in May. The total number of points
possible for the 2 credit hours is 150.
Course Guidelines: Assignments turned in late will result in a 1 point per day reduction in the grade received.
All assignments must be completed or an “incomplete” will be issued for the course.
University Policies: Students with Disabilities: In accordance with federal law, if you have a documented disability, you may be eligible to
request accommodations from the office of Services for Students with Disabilities (SSD). Please contact services for
students with disabilities at (216) 397-4263 or come to the office located in room 7A, in the Garden Level of the
Administration Building. Please keep in mind that accommodations are never retroactive so students are encouraged to
register early in the semester.
Academic Honesty: Academic Honesty, expected of student, is essential to the process of education and to upholding high ethical standards. Cheating or any other kind of unethical behavior is unacceptable for teacher candidates. All work
submitted in this course must represent only the work of the candidate. Penalties, depending on the severity of the
infraction, will range from a failing grade on an assignment to a failure in the course. Appeals are first made to the
instructor of the course and then the department chairperson.
Course Outline:
Class 1 Discuss syllabus and course requirements
History of Special Education, Confidentiality,
Special Education Vocabulary
Purpose of Intervention Assistance Team (IAT)
Building Scavenger Hunt
Class 2 Building Scavenger Hunt - Due
Continue – Purpose of IAT, Bring PRIM Book
Overview of Disabilities
Evaluation process
IEP Process
Analyzing an IEP
Class 3 Denise Kukla, Guest Speaker, School Psychologist
Interventions, Evaluation process to identification of a disability
Class 4 Data collection for Domain A assignment
Mary Lou Ezzo, Guest Speaker, Special Education Coordinator
Teacher’s role in the special education process
Class 5 Students with learning Disabilities
Marla Houchins, Guest Speaker, Intervention Specialist
Interventions and classroom accommodations
*Domain A - Due (25 point)
Class 6 Discuss Domain A Paper
Classroom Strategies for students with ADHD
Jennifer Gonzelas, Guest Speaker, autism
Class 7 Classroom SLD strategies
Understanding 504 Plans
*IAT Paper Due (25 points)
Class 8 Bob Bell, Gifted
Enrichment activities for the classroom
Class 9 School Guidance Counselors
Sue Cicero and Bridgett Williams
*Domain B - Due (25 points)
Class 10 Shannon Carlson, School Social Worker
Role of the school social worker
Class 11 Inclusion and co-teaching
Class 12 Eleanor Jackson, Speech and Language Therapist
Students with speech and language disabilities
Class 13 Sally Tibjash, Guest Speakers
Students with other health impairments
Health issues in the regular education classroom
*Domain C - Due (25 points) Class 14 Alyssa Hilliard, Rob Radford, Allison Coale, Guest Speakers
Related services, OT, PT
Class 15 Patty O'Neil, Guest Speakers
Students with multiple and physical disabilities
Class 16 Students with emotional disturbances
*Resource Notebook - Due (25 points) Class 17 Special Education Issues
*Domain D -Due (25 points) Class 18 Wrap-up
Attendance and participation is mandatory. A 3 point deduction from the total points earned in the course will
be applied for each session missed, if the student was present during the workday. If the student was absent
from the workday, then the 3 point deduction does not apply.
Alignment of Outcomes and Learning Activities
JCU Conceptual Framework Ohio Stnds for the Teaching Profession Learning
Activities I-1. Understands the central
concepts, tools of inquiry, competing
perspectives and the structure of the
disciplines taught.
I-3. Plans instruction based on
knowledge of subject matter,
students, the community, and
curriculum goals. II-5. Understands how children/youth develop and learn.
II-6. Provides learning opportunities
that acknowledge and support the
cognitive and social development of learners.
II-7. Understands how learners
differ in their approaches to learning.
III-9. Understands and uses a variety
of instructional strategies; designs coherent instruction. III-12. Understands and uses
formative and summative assessment
approaches and strategies.
1.3 Teachers expect that all students will achieve to their full potential.
1.5 Teachers recognize characteristics of gifted students and
students with disabilities in order to assist in appropriate
identification, instruction, and intervention.
3.3 Analyze data to monitor student progress, & to plan,
differentiate, & modify instruction 3.4 Collaborate and communicate student progress with
students, parents, & colleagues 4.2 Teachers use information about students’ learning and
performance to plan and deliver instruction that will close the
achievement gap.
4.3 Teachers communicate clear learning goals and explicitly
link learning activities to those defined goals.
4.4 Teachers apply knowledge of how students think and learn
to instructional design and delivery.
4.5 Teachers differentiate instruction to support the learning
needs of all students, including students identified as gifted and
students with disabilities.
4.6 Teachers create and select activities that are designed to
help students develop as independent learners and complex
problem-solvers.
4.7 Teachers use resources effectively, including technology, to
enhance student learning.
Resource Notebook,
Student
Study
Domains
A-C
IV-13. Reflects on professional practices.
7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.
Student Study
Domain D I-2. Recognizes the value of
understanding the interests and
cultural heritage of each student.
IV-14. Fosters relationships with
colleagues, parents, and agencies in
the larger community.
6.2 Teachers share responsibility with parents and caregivers to
support student learning, emotional and physical development and
mental health.
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
IAT
Meeting
Program Conceptual Framework
The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the
educator as a leader-in-service. The department’s professional education programs for school personnel offer
the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the
professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the
department’s professional education programs is illustrated in Figure 1.
Figure 1. Conceptual Framework of the Jesuit Ideal
The figure illustrates the centrality of the educator as a person who through an effective program of professional
education develops the knowledge, skills and dispositions that further develop the educator as a professional
person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take meaningful
action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the
future of narrative in cyberspace (p126). New York: Free Press.
Program Domains of the Jesuit Ideal in Initial Licensure Programs
Domain Learner Outcomes
I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.
I-2. Recognizes the value of understanding the interests and cultural heritage of each student.
I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
I-4. Creates a learning environment of respect and rapport.
II. Learner Development
II-5. Understands how children/youth develop and learn.
II-6. Provides learning opportunities that acknowledge and support
the cognitive and social development of learners.
II-7. Understands how learners differ in their approaches to learning.
II-8. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.
III. Practice III-9. Understands and uses a variety of instructional strategies;
designs coherent instruction.
III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.
III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
III-12. Understands and uses formative and summative assessment approaches and strategies.
IV. Person IV-13. Reflects on professional practices.
IV-14. Fosters relationships with colleagues, parents, and agencies in the larger community.
IV-15. Grows and develops professionally.
1
John Carroll University
School-Based M.Ed. Program
2010-11 Syllabus
Internship and Professional Development Seminar
Course #: ED 445 Course Title: Teaching Internship Credit Hours: 6
Course Description:
A full-day semester-long supervised teaching experience involving classroom responsibilities in
using a full range of planning, teaching, management, and evaluation techniques. The internship is a co-
requisite with ED 594, the Professional Development Seminar, described below.
Instructor: Individual Cooperating Teachers, supervised by Tim Evans, M. Ed.; Karen Valenza, M.
Ed.; and Barbara Garson Braverman, Ph. D.
Required Text:
Eyster, Richard and Christine Martin. Successful Classroom Management: Real-World, Time-
Tested Techniques for the Most Important Skill Set Every Teacher Needs. Naperville, IL: Sourcebooks,
2010. ISBN: 1402240120
Ohio Standards for the Teaching Profession. Download from
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=48168
Course #: ED 594 Course Title: Professional Development Seminar Credit Hours: 3
Course Description:
This course emphasizes individual advisement, practice in observation, analysis, interpretation,
prescriptions of classroom teaching, reflection and dialogue, the in-depth examination of teacher
effectiveness literature, discussion of practice and problem-solving. The course is a co-requisite with ED
445 and requires the development of a professional portfolio.
Instructor: Individual Cooperating Teachers, supervised by Barbara Garson Braverman, Ph. D.
Required Text:
Eyster, Richard and Christine Martin. Successful Classroom Management: Real-World, Time-
Tested Techniques for the Most Important Skill Set Every Teacher Needs. Naperville, IL: Sourcebooks,
2010. ISBN: 1402240120
Ohio Standards for the Teaching Profession. Download from
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=48168
Rationale:
Due to the special nature of the School-Based M.Ed. Program, the Teaching Internship and
Professional Development Seminar address all strands of the JCU Conceptual Framework for Basic and
Advanced Programs. As an introductory experience in teaching, they align with the Ohio Standards for
the Teaching Profession.
As components of a graduate level program, ED 445 and ED 594 also emphasize the development
of strengths in Specialization, and Personal and Professional Development. These courses provide interns
with opportunities to apply the principles of assessing the learning environment, planning instruction,
implementing instructional strategies to promote student learning, assessing student learning, and
reflecting on professional practice as a method of reassessing the learning environment. Further, these
activities are performed in the specific age group or content area in which certification is being sought.
These principles comprise a cyclical process in which reflection leads to re-assessing the learning
environment. The School-Based Program is grounded in an understanding of the classroom as a complex
and dynamic environment (Eisner, 1983, 1992), and conceives of teaching as a context-specific activity
(Ayers, 1992; Cochran-Smith and Lytle, 1993) in which practitioners gain increasingly more
sophisticated skills (Berliner, 1988). In a program so conceived, extended participation in the classroom
environment and extended observation and practice of the teaching of specific subject matter in a specific
age group is imperative.
Objectives:
Upon completion of the Teaching Internship and the Professional Development Seminar, the intern will
be able to:
Subject Matter
1. Demonstrate mastery of the knowledge base of their content area.
2. Discuss strengths and weakness of textbooks and related curriculum materials regarding content.
3. Develop a concept about the subject matter/ teaching relationship.
4. Demonstrate mastery of the fundamental dynamics of their content area.
5. Demonstrate the relationship between their content area and the rest of the curriculum.
Diversity of Learners
6. Understand the developmental characteristics of their students.
7. Recognize student differences to accomplish successful instructional planning, practice and
assessment.
Planning Instruction
8. Demonstrate competence in constructing lesson and unit plans in respective subject matter.
9. Develop a repertoire of multiple instructional methods, to be used in all planning.
10. Incorporate technology into planning, as a resource for learning, and as an assistive tool for
students with specific needs.
11. Demonstrate creativity in the development of context-specific lessons and classrooms.
12. Create integrated lessons, which create meaningful connections for students.
13. Demonstrate the ability to modify lessons to meet the developmental needs specific to each child,
with or without a disability.
14. Demonstrate the link between effective planning and classroom management.
Instructional Strategies
15. Demonstrate the theory and practice related to these instructional strategies: lecture, group
discussion, small group activities, cooperative learning.
16. Demonstrate when and how to select the most appropriate strategy for a situation, and why it is
most appropriate.
17. Demonstrate how to select methods of teaching based on student learning abilities and disabilities.
18. Demonstrate how to incorporate technology into a lesson for a meaningful learning experience.
3
Learning Environment
19. Demonstrate factors necessary in the development and maintenance of a positive learning
environment.
20. Create and maintain a positive learning environment.
21. Demonstrate the ability to create a positive learning environment for students with special needs.
Assessment
22. Demonstrate the ability to use observation as a formative assessment tool.
23. Demonstrate the ability to construct an appropriate learning experience for a child based on a
developmental evaluation of ability, which is not in line with present academic placement.
24. Demonstrate the skill of creating fair and appropriate assessment materials.
25. Demonstrate the ability to assess student learning in the classroom dynamic.
26. Demonstrate an understanding of the principles of authentic assessment.
Professional Development
27. Collaborate with mentor teachers and other colleagues to improve content mastery, pedagogic
dexterity, and professional enhancement.
28. Reflect on personal and professional development, related to planning and instruction, and its
effectiveness in promoting student learning.
29. Develop appropriate relationships with students and parents, as well as colleagues. 30. Pursue a variety of sources of information related to personal and professional growth, which will
impact teaching and student learning.
Assignments:
During the course of the 15-week internship, the intern will have regular discussions with the
cooperating teacher and will complete an evaluation approximately every 6 weeks. Interns will take full
responsibility for instructional planning and teaching as well as assessment, and classroom management.
Weekly lesson plans will be kept by the intern, reviewed by the cooperating teacher, and forwarded to the
program coordinator. Prescriptions for improvement will be provided for work considered unsatisfactory.
The Professional Development Seminar will require interns to prepare a Teaching Portfolio
(Appendix A) and complete Section D, Reflection (Appendix B) of the Understanding by Design Unit
created in 464B (Fall Semester).
Course Evaluation:
Interns will earn a score of Pass for ED 445 for satisfactorily completing the internship and
participating in evaluations. A letter grade will be assigned for ED 594 reflecting the intern’s scores on
the Professional Portfolio and UBD Section D.
Attendance and participation is mandatory. A 3 point deduction from the total points earned in the
course will be applied for each session of ED 594 missed, if the student was present during the workday.
If the student was absent from the workday, the 3 point deduction does not apply. Missed sessions on
Friday will count towards overall make-up days at the end of the program.
Grading Scale:
All assignments will be graded on a point scale based on the amount of time and level of difficulty
involved in the preparation of the assignment. Final grades will be determined as follows:
A 93-100 B+ 88-89 C+ 78-80 D+ 68-70 F 60/below
A- 90-92 B 85-87 C 74-77 D 64-67
B- 81-83 C- 71-73 D- 61-63
Course Guidelines:
All assignments must be turned in prior to or on the due dates. Assignments turned in late will
result in one grade reduction per day in the final grade received for the assignment. All assignments must
be completed or an “incomplete” will be issued for the course.
Academic Honesty: Academic Honesty, expected of student, is essential to the process of education and
to upholding high ethical standards. Cheating or any other kind of unethical behavior is unacceptable for
teacher candidates. All work submitted in this course must represent only the work of the candidate.
Penalties, depending on the severity of the infraction, will range from a failing grade on an assignment to
a failure in the course. Appeals are first made to the instructor of the course and then the department
chairperson.
Students with documented disabilities are entitled to reasonable accommodations if needed. If you believe
you need accommodations, please see the professor of this course or JCU’s Coordinator of Students with
Disabilities (ext. 4967) as soon as possible. Accommodations will not be granted retrospectively.
Alignment of Learning Outcomes and Activities:
ED 445, the full-time teaching internship, and ED 594, the Professional Development Seminar,
address all elements of the JCU Conceptual Framework for Basic and Advanced Programs and the Ohio
Standards for the Teaching Profession.
Program Conceptual Framework
The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the
educator as a leader-in-service. The department’s professional education programs for school personnel
offer the content knowledge and skills, and afford the dispositions that contribute to the formation and
growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that
grounds and guides the department’s professional education programs is illustrated in Figure 1.
Figure 1. Conceptual Framework of the Jesuit Ideal
The figure illustrates the centrality of the educator as a person who through an effective program of
professional education develops the knowledge, skills and dispositions that further develop the educator
5
Domain Learner Outcomes
I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.
I-2. Recognizes the value of understanding the interests and cultural heritage of each student.
I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
I-4. Creates a learning environment of respect and rapport.
II. Learner Development
II-5. Understands how children/youth develop and learn.
II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.
II-7. Understands how learners differ in their approaches to learning.
II-8. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.
III. Practice III-9. Understands and uses a variety of instructional strategies; designs coherent instruction.
III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.
III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
III-12. Understands and uses formative and summative assessment approaches and strategies.
IV. Person IV-13. Reflects on professional practices.
IV-14. Fosters relationships with colleagues, parents, and agencies in the larger community.
IV-15. Grows and develops professionally.
as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying
power to take meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997).
Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.
Program Domains of the Jesuit Ideal in Initial Licensure Programs
Appendix A: Professional Portfolio
The purpose of this assignment is to create an interview/employment portfolio that will showcase your best
work as a pre-service teacher. Next year and beyond, as a certified teacher, your portfolio may become a
working portfolio as you begin to document your accomplishments both in and out of the classroom. The
artifacts that you select for your portfolio should demonstrate your skills, knowledge and disposition in each of
the 4 Domains. Several words of caution: without reflection, your portfolio is nothing more than a glorified
scrapbook. You should create and present your portfolio in a meaningful way and ask yourself, “Why did I
select these artifacts and how does this show my competency as a professional?” Do not overload your
portfolio. The information it contains should be meaningful.
General Guidelines:
Artifacts may be generated/taken from other previous assignments (unit, student study, etc.)
Include original work (not workbook pages, pre-made tests, etc.)
Use a binder; divide and label your portfolio into the 4 Domains; organize it in the order shown below
Domain A: Planning and Preparation 25 points
The following artifacts must be included in this domain:
Philosophy of teaching statement (from ED 503)
Evidence of your theoretical basis of content-related pedagogy (e.g. reading philosophy, math program)
Evidence of getting to know your students
2 long lesson plans with 2 matching original assessments, including a differentiated version for
exceptional student(s)
1 daily lesson plan In addition, a minimum of 2 more artifacts of your choice must be included.
Domain B: The Classroom Environment 25 points
The following artifacts must be included in this domain:
Photos of your classroom that include you working with students (with captions) Diagram of your classroom arrangement
Classroom management plan Evidence of how you have established a positive culture for learning
Evidence of how you keep accurate records for 2 different areas (grades, attendance, etc.)
In addition, a minimum of 2 more artifacts of your choice must be included.
Domain C: Instruction 25 points
The following artifacts must be included in this domain:
Photos of students engaged in a variety of groupings for instruction (with captions)
1 activity/assignment/project with a matching student work sample and rubric
that provides evidence of the integration of a multicultural perspective in your classroom
1 activity/assignment/project with a matching student work sample and rubric
that provides evidence of the integration of technology in your classroom
3 other activities/assignments/projects with 3 matching student work samples and rubrics
In addition, a minimum of 2 more artifacts of your choice must be included.
Domain D: Professional Responsibilities 25 points
The following artifacts must be included in this domain:
Current resume
Formal letters of recommendation (from parents and students, too) Student feedback survey and summary of the results
7
Evidence of participation in school/district projects and/or programs
Evidence of participation in workshops/professional development activities
Parent Contact Log
Reflection from unit
Summary of future professional goals
In addition, a minimum of 2 more artifacts of your choice must be included
Name:
CATEGORY 4 Distinguished
3 Proficient
2 Basic
1 Unsatisfactory
Content In addition to exhibiting level 3
performance, the
intern includes
additional artifacts
beyond the
requirements
The intern addresses all
required aspects
of the assignment
and exhibits no
major errors or
omissions of
artifacts; artifacts
are related to the
appropriate
domains; no
inaccuracies
The intern attempts to address all
required aspects of
the assignment, but
is only partially
successful due to
minor errors or
omissions (1 or more
artifacts); most
artifacts are related
to the appropriate
domains; few
inaccuracies
The intern makes little attempt to
address the
required aspects
of the assignment
and is
unsuccessful due
to major errors or
omissions (2 or
more artifacts);
few artifacts are
related to the
appropriate
domains; many
inaccuracies
present
CATEGORY
4 Distinguished
3 Proficient
2 Basic
1 Unsatisfactory
Organization Overall assignment and individual artifacts
are organized in a
logical, easy to follow
manner; domains are
divided and clearly
labeled; neat
appearance
Individual artifacts are
organized in a
logical, easy to
follow manner;
domains are
divided and
clearly labeled;
neat appearance
Domains are divided and clearly labeled;
neat appearance
No apparent organization;
domains are not
divided or
labeled; sloppy
appearance
CATEGORY
4 Distinguished
3 Proficient
2 Basic
1 Unsatisfactory
Mechanics 1 or less errors in the application of the
conventions of
language; readability
of the work is clear
2-3 errors in the application of the
conventions of
language;
readability of the
work is clear
4-5 errors in the conventions of
language; does not
interfere with the
readability of the
work
Over 5 significant errors in the
conventions of
language that
interfere with the
readability of the
work
TOTAL POINTS EARNED:
Content x 3 + Organization + Mechanics x 5 = /100
9
Appendix B: Understanding By Design Unit
THE FOLLOWING TASKS WILL BE COMPLETED WITHIN TWO WEEKS OF FINISHING THE
UNIT: PROJECTS WILL NOT BE ACCEPTED FOR CREDIT AFTER THIS TIME PERIOD (Worth
50 points towards your ED 594 grade) Domain D: Professional Responsibilities 1. Peer review (done and applied to semester I methods grade)
2. Data analysis
Whole Class: To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every learning goal. Then create a graphic summary
that shows the extent to which your students made progress (from pre- to post-) toward the
learning criterion that you identified for each learning goal (identified in Stage 2). Summarize
what the graph tells you about your students’ learning in this unit (i.e. the number of students
met the criterion).
Subgroups: Select a group characteristic (e.g., gender, performance level, socio-economic
status) to analyze in terms of one learning goal. Provide a rationale for your selection of this
characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle). Create a graphic
representation that compares pre- and post-assessment results for the subgroups on this
learning goal. Summarize what these data show about student learning.
Individuals: Select two students that demonstrated different levels of performance. Explain
why it is important to understand the learning of these particular students. Use pre-, formative,
and post-assessment data with examples of the students’ work to draw conclusions about the
extent to which these students attained two learning goals. Graphic representations are not
necessary.
3. Student reflection
Design a means for your students to reflect and share with you what they liked and what they learned from your unit. Summarize their responses in a narrative format.
4. Personal reflection –discussed in a conference with the course instructor
To what extent did students learn what was intended (refer to the learning goals)? How do you know?
Which learning goals were your students most successful in mastering? Least successful in mastering? What
are some possible reasons for this success? (Consider your goals, instruction, and assessment along with
student characteristics and other contextual factors under your control).
Did your assessments work as you had intended?
Was the amount of time you estimated for your unit accurate?
In what ways were your teaching methods and strategies effective? How do you know?
Did you depart from anything you planned for your unit? If so, why?
Evaluate the effectiveness of the materials used in your unit.
Identify an individual or group of students who did especially well with the unit. How do you account for this
performance?
Identijj; an individual or group of students who had difficulty with the unit. How do you account for this
perfonnance? How will you help this (these) student (s) achieve the learning objectives/goals?
If you were going to teach this unit again to the same group of students. what would you do differently to
improve/enhance your students· perfonnance? Why? The same? Why?
Were there any surprises?
Please add any other comments, reactions, or questions about your unit. For example, is there anything that
you felt particularly good. frustrated. or confUsed about?
11
Unit – Based on UbD Principles
Domains A-C: ED 426A, 433-6, 464B
Domain D: ED 594
Domain A Domain C
Content 15 12 9 6 Content 15 12 9 6
Mechanics
5
4
3
2
Mechanics
5
4
3
2
Preparation
5
4
3
2
Preparation
5
4
3
2
/25 /25
Domain B Domain D Content 15 12 9 6 Content 15 12 9 6
Mechanics 5 4 3 2 Mechanics 5 4 3 2
Preparation 5 4 3 2 Preparation 5 4 3 2
/25 /25
TOTAL_ _/100
Content
15 Distinguished Complete, thorough and thoughtful; exceeds all stated expectations; knowledge of
subject matter is clear; clearly focuses on the assigned topics; topics are fully developed; addresses all parts of
the assignment with additional material/information beyond requirements included; clearly demonstrates match
between theory and practice and provides examples of application; includes many relevant references; thoughts
are well organized and innovatively conveyed; no inaccuracies
12 Proficient Complete and thorough; meets all stated expectations; knowledge of subject matter is
evident; focuses on assigned topics; topics are mostly developed; addresses all parts of the assignment; clearly
demonstrates match between theory and practice; includes some relevant references; thoughts are well
organized; no inaccuracies
9 Basic Complete; meets some stated expectations; knowledge of subject matter is present; focuses on
some assigned topics; topics are partially developed; addresses most parts of the assignment; demonstrates little
evidence of a match between theory and practice; includes few relevant references; thoughts adequately
organized; few inaccuracies
6 Unsatisfactory Incomplete; does not meet stated expectations; knowledge of subject matter is unclear
and superficial; does not focus on assigned topics; topics are not developed; does not address most parts of the
assignment; match between theory and practice is not evident; does not include relevant references; thoughts
lack organization; inaccuracies present
Mechanics
5 Distinguished: Superior graduate quality in verbal expression; correct application of the conventions of
language
4 Proficient: Good graduate quality in verbal expression; correct application of the conventions of language
3 Basic: At graduate quality in verbal expression; minor errors in the conventions of
language do not interfere with the readability of the work 2 Unsatisfactory: Below graduate quality in verbal expression; significant errors in the conventions of
language interfere with the readability of the work
Preparation
5 Distinguished Submitted well before due date or on time; exceeds length and format
requirements 4 Proficient Submitted before due date or on time; meets length and format requirements
3 Basic Submitted on time; almost meets length and format requirements
2 Unsatisfactory Submitted late; does not meet length and/or format
required
13
John Carroll University Department of Education and Allied Studies Fall 2011
Course #: ED 452 (for AYA & MA license) Course Title: Reading and Writing Across the Curriculum Time and Location: Wednesday, 5:00-7:40pm, Dolan E228 Course Description: Literacy development examined through psychological, socio-cultural and historical perspectives. Examines reading as an interactive, problem-solving process. Strategies that foster critical thinking, active engagement and social interaction in the teaching of reading and writing across the curriculum.
Instructors: Laura Northrop, Ed. S.; Catherine Rosemary, Ph.D. Phone: 216-905-3959; 216-397-3080 Email: [email protected]; [email protected] Office Hours: By appointment
Required Texts:
McLaughlin, M. (2010). Content area reading: Teaching and learning in an age of multiple literacies. New York: Pearson.
Common Core State Standards for English Language Arts – available for download from http://www.corestandards.org/the-standards
Additional state standards by license:
o Math: Common Core State Standards for Math – available for download from http://www.corestandards.org/the-standards
o Science, Social Studies, Foreign Language and Physical Education: Ohio Academic Content Standards - available for download from ODE http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&Topi cID=1793&TopicRelationID=1696
Literature Circle texts (by licensure) Ohio Standards for the Teaching Profession – available for download from ODE
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentI D=48168
Selected articles – available for download from Blackboard
Rationale: Literacy is defined as knowing how to read, write, and listen to communicate effectively and to think and act as a literate person. The integration of these cognitive and linguistic processes is essential for learning at all ages and grade levels and in all disciplines, as well as an important part of life beyond school. Students can learn academic content more effectively by reading than by listening and viewing. Reading and writing are recursive, interactive processes. Readers (writers) apply prior knowledge of language, the world, and print to construct meaning of text (National Reading Panel 2000; Perfetti 1995; Ruddel & Unrau 1994). What readers (writers) bring to text experiences (e.g., knowledge of language systems and text, prior world experiences, attitudes, culture, and language) strongly influences what they learn from text and the ease with which they learn (Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Scanlon & Vellufino, 1996; Stanovich, 2000).
Course Objectives:
1. Students will understand the developmental stages of reading 2. Students will understand the five main components of reading: phonemic awareness, phonics, fluency,
vocabulary and comprehension 3. Students will be able to plan effective lessons that utilize standards, the Before-During-After
(BDA) framework and the Assess-Plan-Teach (APT) cycle 4. Students will understand and apply the gradual release of responsibility model of teaching 5. Students will have “first exposure” to effective reading, writing and vocabulary instructional activities for
the content areas 6. Students will know how to assess students’ instructional reading level, how to match students
with appropriate texts, and how to teach struggling readers
Course Assignments:
Assigned Readings: Students will come prepared to discuss the course readings daily. Article Critique Discussion Groups: Students will read 4 scholarly articles and participate in an online
discussion. (week of 9/14, 9/28, 10/12 and 10/26). Activity demonstration: Students will demonstrate an instructional activity to the class in their discipline
area (due 9/28, 10/5, 10/12, or 10/19). Literature circle: Students will read one assigned YA book and be prepared to participate in a discussion
and in-class activity. (due 10/26) Annotated Bibliography: Students will create an annotated bibliography of 10 YA books that are appropriate
for their licensure area. (due 11/2). Book Talk: Students will give a short presentation on children’s or YA book (due 11/2). Case Study: Students will complete a case study, applying their knowledge of effective reading
instruction to a real classroom situation. Students may work in groups (max 3 students) on the case study, provided that all members in the group are in the same content area. (due 12/7)
Unit Plan & Lesson Plan: Students will design a unit plan for one book. Includes one detailed lesson plan. Students are required to teach and reflect on the lesson. (due 12/7)
All assignments should be submitted electronically, via email, to the instructor no later than 11:59pm on the day the assignment is due.
Course Evaluation:
Article Discussion Group 25 points Activity Demonstration 50 points Annotated Bibliography 20 points Book Talk 5 points Case Study 25 points Unit and Lesson Plan 75 points
Total: 200 points
Grading Scale: 94-100%: A 87-89%: B+ 77-79%: C+ 67-69%: D+ <60% F
90-93%: A- 83-86%: B 73-75%: C 63-66%: D
80-82%: B- 70-72%: C- 60-62%: D-
Students with Disabilities: In accordance with federal law, if you have a documented disability, you may be eligible to request accommodations from the office of Services for Students with Disabilities (SSD). Please contact Services for Students with Disabilities at (216) 397-4263 or come to the office located in
15
room 7A, in the Garden Level of the Administration Building. Please keep in mind that accommodations are never retroactive so students are encouraged to register early in the semester.
Course Schedule: Class Date Topic Readings Assignments
1 8/31 Introduction to Course History of Reading Instruction Multiple Literacies
McLaughlin Ch. 1 & 2
2 9/7 Developmental Reading Stages Components of Reading
Jacobs article
3 9/14 Standards APT Cycle Lesson Design: BDA Framework
McLaughlin Ch.3 Standards Hot Zone article Tarasiuk article
Article Discussion #1: Tarasiuk
4 9/21 Effective Reading Instruction McLaughlin Ch. 4 p. 42-48 Lapp, Fisher & Grant article
Article Discussion #2: Lapp, Fisher & Grant article
5 9/28 Comprehension Instruction McLaughlin Ch. 4 p. 49-61 McLaughlin Ch. 5
Activity Demo
6 10/5 Comprehension Instruction McLaughlin Ch. 6 McLaughlin Ch. 8 p. 117-137 Kieffer & Lesaux article
Article Discussion #3: Kieffer & Lesaux Activity Demo
7 10/12 Vocabulary Instruction McLaughlin Ch. 7 Activity Demo
8 10/19 Disciplinary Literacy McConachie & Petrosky (chapters by discipline) Montelong et. al. article
Article Discussion #4: Montelong et. al. Activity Demo
9 10/26 Literature Literature circle book Literature Circle book
10 11/2 Literature Writing
Annotated bibliography Book talk
11 11/9 Writing McLaughlin Ch. 10-12
12 11/16 Effective Assessment McLaughlin Ch. 14
11/23: No class - Thanksgiving break 13 11/30 Struggling Readers
Differentiation McLaughlin Ch. 8 p. 113-117 McLaughlin Ch. 9
14 12/7 Presentations Case study Unit plan & Lesson plan
Representative Works Consulted: Atwell, N. (1998). In the middle: New understanding about writing, reading, and learning. Portsmouth,
New Hampshire: Henemann. Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2004). Words their way: Word study for phonics,
vocabulary, and spelling instruction (3rd ed.). New Jersey: Pearson. Caldwell, J.S. & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment:
So what do I do know? New York: Pearson. Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New
York: Guilford. Gunning, T. G. (2005). Creating literacy: Instruction for all students (5th ed.). New York: Pearson. Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance
understanding. Portland, Maine: Stenhouse. Leslie, L. & Caldwell, J. (2006). Qualitative reading inventory – 4. New York: Pearson. McConachie, S. M. & Petrosky, A. R. (Eds.) (2010). Content matters: A disciplinary literacy approach to
improving student learning. San Francisco: Jossey-Bass. McKenna, M. & Stalh S.A. (2003). Assessment for reading instruction. New York: Guilford. McLaughlin, M. (2010). Content area reading: Teaching and learning in an age of multiple literacies.
New York: Pearson National Reading Panel. (2000). Report on the National Reading Panel: Teaching children to read (NIH
No. 00-4769). Washington DC: National Institute of Child Health and Human Development. Neuman, S. & Dickinson, D. (Eds.). (2002). Handbook of early literacy research. New York: Guilford Press. Perfitti, C.A. (1995). Cognitive research can inform reading education. Journal of Research in Reading,
18(2), 106-115. Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). New York:
Guilford. Ruddel, R.B. & Unrau, N.J. (1994). Reading as a meaning-construction process: The reader, the text, and
the teacher. In R. Ruddell, M. Ruddell & H. Singer (Eds). Theoretical models and processes of reading (pp. 996-1056). Newark, DE: International Reading Association.
Scanlon, D.M. & Vellutino, F.R. (1996). Prerequisite skills, early instruction, and success in first grade reading: Selected results from a longitudinal study. Mental Retardation and Development Research Reviews, 2, 54-63.
Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.
Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
Tompkins, G.E. (2009). Literacy for the 21st Century: A Balanced Approached (5th ed.). New York: Pearson Vacca, R.T & Vacca, J.L. (2005). Content area reading: Literacy and learning across the curriculum (8th
ed.). New York: Pearson
17
Alignment of Outcomes and Learning Activities
Conceptual Framework
Learner Outcomes
Ohio Stnds for the Teaching Profession
IRA Standards for Reading Professionals:
Middle and High School Content Classroom Teacher Candidates (2010)
Learning Activities
Context-
1.1
1.3
1.4
Standard 1:
1.1Teachers understand student learning and development
1.2 Teachers understand what students know and are able to do and use knowledge to meet needs of all students
1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connection.
Article critique,
Case Study
Learner Development-
2.6
2.7
2.8
Standard 2:
2.1 Teachers know the content area they teach and use knowledge to plan
2.2 Teachers know and use content-specific strategies to effectively teach
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas
2.5 Teachers connect content to relevant life experiences
2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connection.
Activity critique,
Text assessment,
Lesson plan,
Activity Demonstrations,
Bibliography
Practice-
3.9
3.10
3.11
3.12
Standard 3: Assessment
3.2 Teachers select and develop variety of diagnostic, formative and summative assessments
Standard 4: Instruction
4.1 Teachers align goals and
2.3: Use a wide range of texts (e.g. narrative, expository, and poetry) from traditional print, digital, and online resources.3.3: Use assessment information to plan and evaluate instruction.
5.3: Use routines to support reading and writing instruction
Lesson plan,
Activity Demonstrations
activities
4.2 Teachers use assessment information
4.4 Teachers apply knowledge of how students learn to design and delivery of instruction
4.5 teachers differentiate instruction
4.6 teachers create and select activities to support student learning and problem solving skill
4.7 teachers use resources effectively, including technology
Standard 5-Learning Environment
5.3 Teachers motivate students
5.4 Teachers create environment to support students working independently collaboratively
(e.g. time allocation, transitions from one activity to another, discussion, and peer feedback)
5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Person-
4.1
Standard 6:
6.2 Teachers collaborate effectively with other teachers, administrators and school and district staff
6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
Article Discussion Board,
Lesson Plan,
Activity Demonstrations
19
Program Conceptual Framework
The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in-service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.
Figure 1. Conceptual Framework of the Jesuit Ideal
The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.
Program Domains of the Jesuit Ideal in Initial Licensure Programs
Domain Learner Outcomes
I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.
I-2. Recognizes the value of understanding the interests and cultural heritage of each student.
I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
I-4. Creates a learning environment of respect and rapport.
II. Learner Development II-5. Understands how children/youth develop and learn.
II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.
II-7. Understands how learners differ in their approaches to learning.
II-8. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.
III. Practice III-9. Understands and uses a variety of instructional strategies; designs coherent instruction.
III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.
III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
III-12. Understands and uses formative and summative assessment approaches and strategies.
IV. Person IV-13. Reflects on professional practices.
IV-14. Fosters relationships with colleagues, parents, and agencies in the larger community.
IV-15. Grows and develops professionally.
21
John Carroll University Department of
Education and Allied Studies Syllabus Course #: ED 503A
Course Title: Introduction to Education 2 semester hours Summer III 2011
Course Description (catalog): Designed as an introductory course for the adult learner pursuing teacher licensure, the
course will focus on the teacher as a person, the learner, the learning environment and issues related to the teaching-
learning process.
Instructor:
Thea Ford, Ph. D. [email protected] 216-397-4694
Karen Valenza, M.Ed. [email protected] 216-691-2024
Required Texts:
1. Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching, 2nd
Edition. Alexandria, VA:
ASCD, 2007. ISBN: 978-1-4166-0571-1
2. Educating Esme: Diary of a Teacher’s First Year, Expanded Edition (2009) by Esme Raji Codell
3. Ohio School Operating Standards Download file: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=100895
4. Ohio Standards for the Teaching Profession. Download file:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=48168 5. Professional Text (selected in June by intern)
Rationale: The Department of Education and Allied Studies at John Carroll University, along with our school partners, the
Ohio Department of Education and NCATE, are committed to the preparation of „caring, qualified and competent‟
teachers for our nation‟s children. The purpose of this course is to provide the pre-service teacher the opportunity to begin
to reflect on the profession of teaching and all it entails. The course is grounded in the Jesuit Ideal of an Educator and in
the department‟s conceptual framework.
Desired Outcomes: (Referenced to the JCU Conceptual Framework for Initial Licensure) The beginning teacher:
Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Reflects on professional practices.
Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines
taught.
Recognizes the value of understanding the interests and cultural heritage of each student.
Understands and uses a variety of instructional strategies; designs coherent instruction.
Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
Assignment Descriptions:
Reading Reflection (Danielson) (40 points) Completion of the worksheet (provided); ten points
per domain
Literature Circle (Codell) (30 points) Completion of assigned role (provided); ten points
per circle session
Personal Philosophy of Education (10 points)
A bulleted list of ten statements that describes your developing philosophy of education (“I believe…”)
Text Presentation - Group (100 points)
Read a non-fiction text related to education. Prepare a lesson plan (template provided) with the goal of
summarizing the text for the class. The plan must include a technology component. Teach the lesson to the class (15
minute maximum) and provide each classmate with an easy-to-read handout (no more than one page in length) that
reviews your findings about the text. (Rubric provided)
Course Guidelines and Evaluation:Attendance, punctuality and participation are mandatory. A 5 point reduction will be
taken off the final course grade for each class absence (unless approved by instructor). All assignments must be completed
on time. The total number of points possible for the course is 180.
Grading Scale:
A 93-100 B+ 88-89 C+ 78-80 D+ 68-70 F 60/below A- 90-92 B 85-87 C 74-77 D 64-67 B- 81-83 C- 71-73 D- 61-63
Students with Disabilities:
Students with documented disabilities are entitled to reasonable accommodations if needed. If you believe you need accommodations, please see the professor of this course or JCU‟s Coordinator of Students with Disabilities (ext. 4967) as
soon as possible. Accommodations will not be granted retrospectively
Course Outline:
Domain A Planning and Preparation Assignment Due 7/26 Introduction to Course
4 Domains/Standards for Ohio Educators
7/27 Components of Domain A EPP Preface - p. 63
Reading Reflection
7/28
Standards-Based Instruction
ODE Content Standards
7/29
Literature Circle: Session 1
Lesson Planning
Esme Part I
Role Assignment
Domain B 8/2
Classroom Environment Components of Domain B
Assignment Due EPP pp. 64 – 76 Reading Reflection
8/3
Diverse Student Populations
Respect and Rapport
8/4
Managing a Classroom
8/5
Literature Circle: Session 2
Managing a Classroom
Esme Part II
Role Assignment
Domain C 8/9
Instruction Components of Domain C
Assignment Due EPP pp. 77 – 91
Reading Reflection
8/10
Motivating/Encouraging Students
8/11
Assessment
OGT/OAA/NCLB
8/12
Literature Circle: Session 3
Ohio‟s Accountability System
Esme Part III Role
Assignment State Indicators Performance Index score
Value Added
Adequate Yearly Progress
23
Domain D 8/16
Professionalism Components of
Domain D Professional Organizations/Join OEA
Assignment Due EPP pp. 92 - 108 Reading Reflection
8/17
Teacher Licensure in Ohio
Legal/Ethical Issues
Ohio School Operating Standards
Code of Professional Conduct
8/18
Text Presentations
Text Presentations: 4 groups
8/19
Text Presentations
Course Feedback
Text Presentations: 4 groups
Personal Philosophy of Education
Alignment of Outcomes and Learning Activities
Conceptual Framework
Learner Outcomes Ohio Stnds for the Teaching Profession Learning Activities
I-3. Plans instruction based on knowledge of subject matter, students,
the community, and
curriculum goals.
IV-13. Reflects on
professional practices.
6.1 Teachers communicate clearly and effectively.
7.2 Teachers take responsibility for engaging in
continuous, purposeful professional development.
Reading Reflection
I-1. Understands the
central concepts, tools of
inquiry, competing
perspectives and the
structure of the
disciplines taught.
I-2. Recognizes the
value of understanding
the interests and cultural
heritage of each student.
1.1 Teachers understand how and when students
develop and gain knowledge, acquire skills and develop
behaviors for learning.
1.2 Teachers understand what students know and are
able to do, and use this knowledge to meet the needs of all
students.
5.4 Teachers create learning situations in which
students work independently, collaboratively or as a whole
class.
7.2 Teachers take responsibility for engaging in
continuous, purposeful professional development.
Personal Philosophy of Education
Literature Circle
III-9. Understands and
uses a variety of
instructional strategies;
designs coherent instruction.
III – 11. Uses knowledge
of communication
techniques to foster
active inquiry,
collaboration, and
supportive interaction.
4.6 Teachers create and select activities that are
designed to help students develop as independent learners
and complex problem-solvers.
4.7 Teachers use resources effectively, including technology, to enhance student learning.
5.1 Teachers treat all students fairly and establish an
environment that is respectful, supportive and caring.
6.1 Teachers communicate clearly and effectively.
Text Presentation
Domain Learner Outcomes I. Contexts I-1. Understands the central concepts, tools of inquiry, competing
perspectives and the structure of the disciplines taught. I-2. Recognizes the value of understanding the interests and cultural
heritage of each student. I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. I-4. Creates a learning environment of respect and rapport.
II. Learner
Development II-5. Understands how children/youth develop and learn.
II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners. II-7. Understands how learners differ in their approaches to learning. II-8. Demonstrates flexibility, responsiveness, and persistence in adapting
to diverse learners. III. Practice III-9. Understands and uses a variety of instructional strategies; designs
coherent instruction. III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.
Program Conceptual Framework
The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the
educator as a leader-in-service. The department‟s professional education programs for school personnel offer the
content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the
professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the
department‟s professional education programs is illustrated in Figure 1.
Figure 1. Conceptual Framework of the Jesuit Ideal
The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a
professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take
meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the
holodeck: the future of narrative in cyberspace (p126). New York: Free Press.
Program Domains of the Jesuit Ideal in Initial Licensure Programs
25
IV. Person
III-11. Uses knowledge of communication teclrniques to foster active
inquiry, collaboration, and supportive interaction.
III-12. Understands and uses formative and summative assessment
approaches and strategies.
IV-13. Reflects on professional practices.
IV-14. Fosters relationships with colleagues, parents, and agencies in the
larger community.
IV-15. Grows and develops professionally.
Page 1 of 9
John Carroll University Department of
Education and Allied Studies Summer Session II - 2011
Course: ED 505
Course Title: Child and Adolescent Study
Class Time and Location: 8-9:55 AM MTWH E352 (Section 52)
Course Description: In-depth study of theories pertaining to cognitive, social, emotional, and physical development of the person from infancy to adulthood with special emphasis on the
educational implications of development. For Post-Bac M.Ed and School-Based M.Ed.
Program candidates only.
Instructor: Sheri Young, Ph.D.
Phone: 397-4364
Email: [email protected]
Office Hours: By appointment Note: Taking a summer course means that you are willing to complete the SAME
amount of material covered during a regular semester over a shorter period of time.
This course will cover 14 weeks of material in a five week period. Required Texts:
Santrock, R.J. (2010). Adolescence. Boston: McGraw-Hill. (13th edition)
Murphy, J. (2010). The educator‟s handbook for understanding and closing achievement gaps.
Thousand Oaks: Corwin. Learning Objectives:
Knowledge: Upon completion of this course the student will be able to:
1. identify the major research techniques used by developmentalists.
2. identify major theories of adolescent‟s intellectual development.
3. identify major theories of adolescent‟s social development.
4. identify major theories of adolescent‟s physical development.
5. identify major theories of adolescent‟s emotional development.
6. identify major theories of adolescent‟s moral development.
7. understand how research techniques are applied to assess theories of developmental
functioning (intellectual, social, physical, emotional, and moral functioning).
8. list major resource materials in developmental psychology.
9. understand the role of the major developmental theories in explaining normal and abnormal behavior.
10. understand how the family system affects the functioning of the adolescent in the school environment as well as the home or social environments.
11. differentiate a group differences approach from an individual differences approach to
studying human development.
12. understand the impact that socioeconomic status, gender, language, race and ethnicity
have on adolescent development in addition to the universals that adolescents experience.
Skills: Upon completion of the course, students will be able to:
1. identify traits associated with the academic achievement of children and adolescents
2. identify strategies that help improve academic performance.
3. identify the impact of families and societies on academic performance.
4. distinguish major research techniques used by developmentalists and recognize them
when they are used in applied descriptions.
5. identify major theories of intellectual development and recognize them in applied settings.
6. identify major theories of social development and recognize them in applied settings.
7. identify major theories of emotional development and recognize them in applied settings.
8. identify major theories of moral development and recognize them in applied settings. Attitudes: Upon completion of the course, students will be able to:
1. recognize the importance of the systematic study of adolescent behavior/growth from an
over-reliance on a “commonsense” approach.
2. recognize the interdependence of intellectual, social, emotional, moral, and physical
development in the development of the total person.
3. recognize the importance of understanding the children‟s development to better
understand adolescence and emerging adulthood.
4. understand the importance of matching level of instruction (and instructional technique) to
an adolescent‟s developmental needs.
5. appreciate the complexity of the developmental process. Course Requirements: Readings, Homework, Quizzes, Exams
READINGS - Students are expected to have assigned readings completed by the beginning of the
first class meeting of the week. The reading assignments are provided on the following pages.
The Santrock text is used as an introduction to developmental principles. Assigned readings not
found in the text, will be on reserve at the library, or in the psychology department, at least two
days prior to their due date. Readings other than those listed on the syllabus may be added
through the course of the semester. Discussion Leaders: Pairs will be asked to lead discussion on the topics as presented in the
readings list below. The presentations are worth 20 points. The points are assigned from two
sources. The first source is the class average based on an evaluation of: Clarity of Presentation 0 – Unclear 1 – Fairly Clear 2 – Clear
Rate of Presentation 0 – too slow 1 – too fast 2 – Appropriate
Content Coverage 0 – Insufficient 1 – Fair Amount Covered 2 – Material Well Covered
Ability to Address Questions 0 – Weak 1 – Fair 2 - Strong
Presentation Materials 0- Difficult to follow 1 – Inconsistent with Presentation
2 – Easy to Follow
A comments section will be provided for those of you who wish to give additional feedback to your
colleagues. While there will typically be 2-3 presenters each topic, the scores are based on
overall group work.
I will also evaluate each presentation and add my score to the overall group average. If it‟s
evident that one or more group members were ill- prepared, I reserve the right to issue
„individual‟ scores for the presentation.
Each reviewer will receive two points per day for evaluating presentations. There is obviously no
way of „making up‟ lost points if you miss class.
Page 3 of 9
HOMEWORK, QUIZZES, AND EXAMS – I reserve the right to give unannounced quizzes (and/or
homework assignments) throughout the summer session. The purpose of the quizzes and
assignments is to make sure that you are keeping current with the assigned material. Each quiz
will be worth a minimum of 10 points and will cover material from any source used in class
(videos, lectures, the text). The quizzes may be of any format (multiple choice, essay, fill-in-the-
blank). There will be ABSOLUTELY NO make up quizzes. The quizzes will typically be given at
the beginning of the hour. If you arrive late to class, you can use the remaining time to complete
the quiz, but you will not be given extra time. In some cases, quizzes may be given at the end of
the hour, and may cover that day‟s lecture material.
There will be two exams during the summer session worth 75 points each, and a final exam
worth 150 points. A varied format may be used for exams (multiple choice and Essay, or all
Essay, or Short answer and Essay, etc.). It is possible that at least one of the exams will be a
take home exam. You will not receive prior notice. You are to prepare for the exams as though
they are all „in class‟ exams. The goal is to have you study for ALL exams and prepare you to
complete the take home exam in sufficient time. Developmental Theory is implicit in all work we
cover during the course. At any time, following the discussion of theory, you may be quizzed or
tested on theory at any time.
You will not be allowed to make up a missed exam. You will not be allowed to take a
‘group’ or ‘pairs’ exam if you miss more than one class date during the period between
exams.
The final exam is comprehensive. The final exam will be given on the assigned date only. If you
wish to take the final exam on another date you MUST seek the permission of the Dean (see the
University guidelines posted in the Undergraduate Student Bulletin).
GRADING POLICY, ATTENDANCE, EMAIL, BLACKBOARD
GRADING SCALE:
A = 93% C+ = 77%
A- = 90% C = 73%
B+ = 87% C- = 70%
B = 83% D+ = 67%
B- = 80% D = 60%
EARNING LESS THAN 60% = F Please note that this scale refers to actual points, not percentage points. While there is one point
difference between an 89 and 90 percent, the number of points needed to earn each is
significantly different. Assume that 600 points are offered over the course of five weeks. Earning 540 points would result in a final grade of an A- (90%). Earning 534 points would result in a final grade of a B+ (89%).
ACADEMIC HONESTY: The University Undergraduate Student Bulletin has specific guidelines
concerning academically honest behavior. If you do not have a graduate bulletin, you will need to
obtain one as soon as possible. The university guidelines will be strictly enforced.
ATTENDANCE: Missing more than two class sessions will result in a failure for excessive absences,
UNLESS you have spoken to me first to make arrangements to stay current with class readings
and activities. If you miss a class, you will not be permitted to take part in group or paired
exams. Missing a day is the equivalent to missing roughly a week of class.
E-MAIL ACCOUNTS: Please be sure to regularly check email. If it‟s necessary to make a change to
the class schedule I will send email to the alert you of the change.
BLACKBOARD: For each exam I set up a „discussion board‟ to allow you to ask questions about the
material. By posting to blackboard, everyone has access to the same information. You are
responsible for any information that is provided via blackboard. I will not respond to individual
email regarding the material. I provide help over the weekend as a courtesy, but I cannot
manage dozens of emails over the weekend in addition to managing the blackboard site.
Students with Disabilities Policy:
John Carroll University recognizes its responsibility for creating an institutional climate in which students with disabilities can succeed. In accordance with University policy, if you
have a documented disability, you may be eligible to request accommodations from the office of Services for Students with Disabilities (SSD). Students with disabilities are
entitled to reasonable accommodations and should have equal access to learning. Please contact the SSD coordinator, Ms. Lisa Meeks, at (216) 397-4967 or come to the office located in room A7, in the Garden Level of the Administration Building. After your eligibility for accommodations is determined, you will be given a letter which, when presented to instructors, will help us know best how to assist you. Please keep in mind
that accommodations are not retroactive so it is best to register at your earliest convenience.
After your eligibility for accommodations is determined, you will be given a letter which, when
presented to instructors, will help us know best how to assist you. Please keep in mind that accommodations are not retroactive so it is best to register at your earliest convenience.
Additional numbers you may find useful
University Counseling Center--397-4283. Located on Belvoir, two doors away from the tennis
courts. A Counseling Center staff member is available 24 hours a day, seven days a week during
the school year. In the event of an emergency after regular working hours, an on-call person
from the Counseling Center can be reached through Campus Safety Services at 216-397-1234
(the Campus Safety Services Emergency Number).
Campus Ministry--(216) 397-4717
Campus Safety Services-- (216) 397-4600 (non emergency number)
Violence Prevention and Action Center – (216) 397- 2175
Page 5 of 9
Course Outline
It may be necessary to change the order of presentation of topics or change the topic for an
upcoming week. I will notify you in advance of the meeting date. It will be your responsibility to
prepare accordingly. If the order of topics changes or the readings change for the week, you are
still expected to be prepared.
Class Meeting Dates
Topic of Discussion
Readings/Assignments/Exams Due
Week of June 20th Introduction/Class
Discussion
The Science of Adolescent
Study
Santrock – Chapter 1
The Science of Adolescent
Study
Culture
Santrock – Chapter 12
Week of June 27h
Exam 1 - Group Exam/
Discussion
Psychosocial Problems in
Adolescence
Santrock: Chapter 13
The Brain and Cognitive
Development
Santrock: Chapter 3
Families
Santrock: Chapter 8
Week of July 4th
University Closed – 4th
of July Celebration
Peers, Romantic
Relationships, and
Lifestyles
Santrock: Chapter 9
Schools
Santrock: Chapter 10
The Self, Identity,
Emotion, and Personality
Santrock: Chapter 8
Week of July 11th
Exam 2– Pairs
Moral Development,
Values and Religion
Santrock: Chapter 7
Gender Development
Santrock: Chapter 5
Sexuality
Santrock: Chapter 6
Week of July 12th
Work, Leisure, the Mass
Media
Santrock: Chapter 7
Achievement, Work, and
Careers
Santrock: Chapter 11
Achievement
Murphy – Recommendations for Closing the
Achievement Gap
Final Exam – Individual
Administration
Sample List Of Journals Consulted:
Developmental Psychology
Intelligence
Journal of Adolescence
Journal of Applied Developmental Psychology
Journal of Clinical Child Psychology
Journal of Child and Family Studies
Journal of Early Adolescence
Journal of Research on Adolescence
Journal of Youth and Adolescence
The History of Family
Page 7 of 9
Alignment of Outcomes and Learning Activities
Conceptual
Framework
Learner Outcomes
Ohio Stnds for the Teaching Profession Learning
Activities
II-5. Understands how children/youth
develop and learn.
1.1 Teachers understand how and when
students develop and gain knowledge, acquire skills
and develop behaviors for learning.
1.2 Teachers understand what students know and are able to do, and use this knowledge to meet
the needs of all students.
Course readings, exams, quizzes
II-7. Understands
how learners differ in
their approaches to
learning.
4.4 Teachers apply knowledge of how students
think and learn to instructional design and delivery.
4.5 Teachers differentiate instruction to support
the learning needs of all students, including
students identified as gifted and students with disabilities.
1.5 Teachers recognize characteristics of gifted
students and students with disabilities in order to
assist in appropriate identification, instruction,
and intervention.
Course readings,
exams, quizzes
Program Conceptual Framework The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in- service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.
Figure 1. Conceptual Framework of the Jesuit Ideal The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-
service to others. Note: Agency is defined as the “satisfying power to take meaningful action and to see the results of our decisions and
choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.
Program Domains of the Jesuit Ideal in Initial Licensure Programs
Domain Learner Outcomes I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the
structure of the disciplines taught.
I-2. Recognizes the value of understanding the interests and cultural heritage of each student.
I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
I-4. Creates a learning environment of respect and rapport. II. Learner Development II-5. Understands how children/youth develop and learn.
II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.
II-7. Understands how learners differ in their approaches to learning.
II-8. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.
III. Practice III-9. Understands and uses a variety of instructional strategies; designs coherent instruction.
III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.
III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration,
and supportive interaction.
111-12. Understands and uses formative and summative assessment approaches and
strateQies. IV. Person IV-13. Reflects on professional practices.
IV-14. Fosters relationships with caleaQues, parents, and aQencies in the larQer community.
IV-15. Grows and develops professionally.