1 2 3 4 5 6 7 8 9 10 content plan climate eds 150 …webapps.berea.edu/eds/documents/kentucky...

Class Kentucky Teacher Standards

1 Content

2 Plan

3 Climate

4 Teach

5 Assess

6 Tech.

7 Reflect

8 Collab.

9 Profl.

10 L-ship

EDS 150 Coursework

1.1 Group and Individual presentations

1.2 Reflective Journals, Memorable Learning Experiences

1.3 Learning Centers, Activity Strands, Playing with Starch and Glue

1.4 Textbook Assessment Project, Apology Project, Learning Centers

1.5 Textbook Assessment Project, Apology Project, Learning Centers

2.3 Assessing Candy Experience, Self Assessments, Group Assessments Learning Centers, Activity strands 2.4 Learning Center, Apology Project,

2.5 Blooms Taxonomy. Multiple Intelligences, Learning Styles, Learning Center

3.1 Playing with Starch and Glue, Eggland, Balls and Ramps, Culture Cards, Cinderella Activity 3.2 Cinderella Activity, Midterm, Culture Cards, Learning Centers, 3.3 Culture Cards, Building “we-ness” activities Midterm, 3.4 Reflective Journals, dispositions exploration

4.1 Kentucky Standards Experience, Learning center, Apology Project

4.2 Dots Activity, Diversities Study, Textbook Evaluation, Manifest Destiny Exploration, Mascot Study, When I was Young in the Mountains 4.3 Time management and classroom organization requirements 4.4 Why do teachers have a desk? reflection 4.5 Blooms Taxonomy explorations and applications, Cinderella, Learning Center,

5.1 Assessing Candy, Cinderella, KTS study

5.2 Assessing Candy, Quick Writes, KTS Study

5.3 Assessing Candy, Self Assessments, Group Assessments, Final Evaluation, KTS Study

5.6 Self Assessments, Group Assessments, Final Evaluation

6.1 Apology Project, Learning Center

7.1 Reflective Journals, Philosophy Statement, Research for Teaching Project, Diversity Group Project Learning Center Project, Education Goals Self-Assessment, Dispositions Self-Assessment, Final Grade Self-Assessment Journal Paper 7.3 Journal Paper, Philosophy Revisions

9.1 Reflective Journals, Self assessments

Activity strand development Apology Project

EDS 150 Evidence

Rubrics, Journal Reflections, Self Assessments

Rubrics, reflective journals, self assessments, observations

Rubrics, reflective journals, midterm test, conferences, written work, philosophy statement

Rubrics, reflective journals; quick writes writes

Rubrics, reflective journals, midterm and final, Quick writes, practice assessments,

Rubric, self assessment

Rubric, self assessment, final evaluation

EDS 215 Coursework

Candidates complete open-ended science inquiry in naturalistic settings, applying mathematical and hypothetico-deductive reasoning.

EDS 215 Evidence

Candidates create qualitative and quantitative displays of data and analysis.

EDS 325 Coursework

: Candidates learn the fundamentals of creating enriching learning environments in which all students can learn at high

Candidates learn the fundamentals of creating enriching learning environments in which all students can learn at high






Candidates are exposed to the fundamentals of creating enriching learning environments in which all students can learn at high



levels including ethics, instructional design, resource management, interacting with students and monitoring their activity, assessment, and communication and collaboration.







levels including ethics, professional responsibilities, and communication and collaboration.



EDS 325 Evidence

Demonstration of teaching proficiency as assessed by a unit plan including all essential components. Candidates interview mentor teachers, observe various meetings, and record reflective journals.







Demonstration of awareness and comprehension of pertinent aspect as evidenced by reflective journals following interviews with mentor teachers, and observation of various meetings.

Demonstration of planning proficiency as assessed by a unit plan including all essential components. Candidates interview mentor teachers, observe various meetings, and record reflective journals.


EDS 335 Coursework

1.1 Lesson Planning

1.2 Lesson Planning

1.3 Less

2.1 Lesson planning, Unit planning 2.2 lesson planning, unit

3.1 Lesson and unit planning 3.2 room arrangement, model


5.1 Unit and lesson planning 5.2 Unit and lesson planning 5.3 Unit and


on and Unit planning

1.4 Lesson and unit planning

1.5 Research and lesson planning

planning 2.3unit and lesson planning, presentations1.4 unit and lesson planning 1.5 unit and lesson planning

classroom 3.3 lesson planning, units, model room setup 3.4 discussions and modeling 3.5 discussions

planning, fieldwork 4.3.use of organizational tools and tie management1.4 lesson planning, units, model room setup 1.5 unit and lesson planning

lesson planning 5.65.1 Unit and lesson planning

planning 6.3unit and lesson planning, presentations6.4 unit and lesson planning 6.5 unit, lesson planning, inquiry projects

EDS 335 Evidence

Rubrics , self assessments, group assessments

Rubrics, self assessments, group assessments





EDS 346 Coursework

1.1 Interdisci-plinary Inquiry Project; Tutoring Plans, Reports and Reflections; Literacy Self-Assessments, Children’s Literature Project, Poetry Anthology; Content Lesson Plans

1.2 Interdisci-plinary Inquiry Project Presentation, Tutoring Plans, Reports, Reflections; Children’s Literature Project, Poetry Anthology 1.3 Inter-

2.1 Tutoring Plans, Reports, Reflections (Note: Students do develop significant objectives, but not explicitly aligned with standards.)

2.2 Tutoring Plans, Reports, Reflections 2.3 Tutoring Plans, Reports, Reflections (Note: Students engage in continuous informal assessment.) 2.4 Reading Workshop; Writing Workshop

3.1 Tutoring Plans, Reports, Reflections

3.2 Tutoring Plans, Reports, Reflections; Children’s Literature Project, Poetry Anthology

3.3 same 3.4 same 3.5 same

4.1 Tutoring Plans, Reports, Reflections; Interdisci-plinary Inquiry Project Presentation 4.2 Tutoring Plans, Reports, Reflections 4.3 Tutoring Plans, Reports, Reflections; Interdisci-plinary Inquiry Project Presentation 4.4 same 4.5 same

5.1 Informal assessments in Tutoring Plans, Reports, Reflections 5.2 same 5.3 same 5.4 same 5.5 Communi-cates with student and teacher informally; not with parents 5.6 same

6.1 Interdisci-plinary Inquiry Project; Tutoring Plans, Reports, Reflections

6.2 Interdisci-plinary Inquiry Project 6.3 ------ 6.4 ------ 6.5 same

7.1 Tutoring Plans, Reports, Reflections; Interdisci-plinary Inquiry Project Presentation peer and self-assessments

7.2 same 7.3 same

8.1 Tutoring Plans, Reports, Reflections; informal talks with teacher 8.2 same 8.3 same 8.4 ----

9.1 Tutoring Reports and Reflections (Note: not explicitly tied to KTS at this level.) 9.2 same 9.3 same 9.4 same

10.1-10.4 -----(Note: Attendance at annual state literacy conference provides models of leadership by future colleagues.)

disciplinary Inquiry Project Presentation, Tutoring Plans, Reports and Reflections 1.4 same 1.5 same

2.5 Reading Workshop; Writing Workshop

EDS 346 Evidence

All of above; final exam

Tutoring Plans, Reports and Reflections

Tutoring Plans, Reports and Reflections; Interdisci-plinary Inquiry Project Presentation



Interdisci-plinary Inquiry Project and Presentation

Tutoring Plans, Reports and Reflections; Interdisci-plinary Inquiry Project Reflection

In-class tutoring discussions; talks with child’s teacher;

Tutoring Plans, Reports and Reflections; Interdisci-plinary Inquiry Project Reflection

Discussion of literacy conference content and participants

347 Coursework 1.1 Tutoring Plans, Reports, Reflections; Children’s Literature Project; Poetry Anthology; Book-based Discussion Lessons; Phonics Lessons

1.2 Tutoring Plans, Reports, Reflections; Children’s Literature Project; Poetry Anthology; Book-based Discussion Lessons; Phonics Lessons 1.3 Tutoring Plans, Reports, Reflections;

2.1 Tutoring Plans, Reports, Reflections; Book-based Discussion Lessons; Phonics Lessons (Note: Students do develop significant objectives, but not explicitly aligned with standards.)

2.2 Tutoring Plans, Reports, Reflections 2.3 Tutoring Plans, Reports, Reflections (Note: Students engage in continuous informal assessment.)

3.1 Tutoring Plans, Reports, Reflections

3.2 Tutoring Plans, Reports, Reflections; Children’s Literature Project, Poetry Anthology

3.3 same 3.4 same 3.5 same

4.1 Tutoring Plans, Reports, Reflections; Interdisci-plinary Inquiry Project Presentation 4.2 Tutoring Plans, Reports, Reflections 4.3 Tutoring Plans, Reports, Reflections; Interdisci-plinary Inquiry Project Presentation 4.4 same 4.5 same

5.1 Informal assessments in Tutoring Plans, Reports, Reflections 5.2 same 5.3 same 5.4 same 5.5 Communi-cates with student and teacher informally; not with parents 5.6 same

6.1 Interdisci-plinary Inquiry Project; Tutoring Plans, Reports, Reflections

6.2 Interdisci-plinary Inquiry Project 6.3 ------ 6.4 ------ 6.5 same

7.1 Tutoring Plans, Reports, Reflections; Interdisci-plinary Inquiry Project Presentation peer and self-assessments

7.2 same 7.3 same

8.1 Tutoring Plans, Reports, Reflections; informal talks with teacher 8.2 same 8.3 same 8.4 ----

9.1 Tutoring Reports and Reflections (Note: not explicitly tied to KTS at this level.) 9.2 same 9.3 same 9.4 same

10.1-10.4 -----(Note: Attendance at annual state literacy conference provides models of leadership by future colleagues.)

Children’s Literature Project; Poetry Anthology; Book-based Discussion Lessons; Phonics Lessons 1.4 same 1.5 same

2.4 Tutoring Plans, Reports, Reflections; Book-based Discussion Lessons; Phonics Lessons 2.5 same

EDS 347 Evidence

All of above; final exam

Tutoring Plans, Reports and Reflections

Tutoring Plans, Reports and Reflections;




In-class tutoring discussions; talks with child’s teacher


EDS 355 Coursework

2.4 Candidates have the opportunity to practice writing learning goals and setting learning objectives for themselves to guide their experience in the field placement.

3.3 Candidates will have the opportunity to demonstrate that they can communicate their acceptance and demonstrate they will support all students and address the needs of individual students. 3.4 Candidates will have opportunity to demonstrate that they can foster mutual respect between

4.1 Candidates will practice the use of a variety of instructional strategies that align learning objectives and actively engage students. 4.5 Candidates will demonstrate that they can implement and manage instruction in ways that facilitate higher order thinking.

7.3 Candidates will have the opportunity to examine, reflect on and identify areas of professional growth.

8.4 Candidates have the opportunity to informally consider how well they worked with others, students, parents and community people who may be different from themselves.

themselves and others who differ from them.

EDS 355 Evidence

Candidates will identify two learning goals for this experience, keeping in mind the purpose of the course and the EDS Program Goals, in particular Goal #2. What they want to learn from this experience that will help them as a teacher to better relate to people who are different from them?

Each candidate’s goals are expected to be thoughtful and achievable during placement duration.

With each goal, candidates will identify objectives to the achieve the stated goals.

Candidates will select one article to read prior to beginning their field placement.

Candidates then connect this reading to their learning goals and/or the EDS Program Goals.

The article review is expected to demonstrate the student’s commitment to learning about diversity.

Candidates will be evaluated by their supervisor. The evaluation will assess work habits and openness to the population group.

Candidate’s dispositions will be assessed and demonstrated willingness to

Candidates volunteer to work in a school or non-profit agency setting with people of racial, cultural, ethnic, or religious backgrounds different from their own.

All field experience locations must be located within the United States and may be a school or non-school setting.

Candidates do volunteer work that contributes to that local community and Challenges the candidate sufficiently to see life through the eyes of those with whom they will work. Candidates are expected to increase their

Candidates are expected to write reflection journals. In the reflection journals, candidates will demonstrate their learning and how they are experiencing diversity in their setting. In their journals candidates may explore issues, describe their thinking, ask questions, write about their learning goals, and make connections to the EDS goals.

Candidates will schedule an Exit Interview with the instructor to discuss what they learned from this experience. The candidates supervisor evaluation is reviewed and discussed. The interview will also provide an opportunity to discuss the overall placement experience, including the journal article read for preparation, reflection journals, supervisor’s evaluation, willingness to learn about diversity, plans for continued growth, any issues or concerns about the quality of

learn about diversity.

self-awareness of how interpersonal relationships and community involvement may have a positive impact on teaching and learning for students.

the field placement site, etc.

EDS 385/485 Coursework

Candidates learn basic teaching techniques (including whole-class instruction and small-group instruction) while situated in a mentor’s classroom and working with his or her students.







Candidates begin to practice collaboration with colleagues, parents, and others as they plan an enact instruction, and continue to interact with the school community under the supervision of their mentors.



EDS 385/485 Evidence

Demonstration of teaching proficiency as assessed by their mentor and as evidenced by lesson plans, audio-visual recordings, and mentor evaluations.







Demonstration of proficiency as assessed by their mentor and as evidenced by reflective journals and mentor evaluations.



EDS 435 Coursework

1.1 1.4 *Individualized inquiry project: * “My Hope for the World” statement. *Inquiry into news-related data as motivation for hope. *Inquiry into need and means for teaching integrative thinking through integrated content. *Readings and reflections to support and provoke thinking in these areas; gain knowledge of children in fieldwork.

2.1 2.3 *Group-supported, individually developed ideas for curriculum plans aligned with hope for the world, required content, motivation and with content possibilities opened by Individual Art Project; fieldwork.

3.1 3.3 *Candidates work in collaborative climate to create art, ideas and to reflect. *Candidates learn in, articulate and where possible, create, appropriate climate for teaching integrated content through the arts

4.1 4.5 *Teaching and work with children offers basis for construction of age-appropriate planning and teaching integrated curriculum through the arts. *As possible, candidates teach some part of the plans derived through connection of hope, work and Individual Art Projects, based on classroom needs and allowances.

5.3 5.6 Candidates understand value of using the arts as tools for integrated inquiry and for assessment. Candidates assess student work.

6.4 Candidates utilize appropriate technology for projects and plan for utilizing technology appropriate to projects; Candidates learn to view the arts and ideas as tools for thinking, learning, teaching and for helping bring about change for a more just world.

7.1 7.3 Candidates reflect on handouts, works-in-progress, teaching and revisions. Candidates dialogue about possibilities for projects, ways to carry them out; handouts; connections; curriculum ideas. Candidates reflect on fieldwork, teaching.

8.2 8.3 Candidates collaborate on presentation at Open House; collaborate with classroom teacher about classroom work and teaching; collaborate with teacher in development of Individual Art Project; collaborate with cooperating teacher in fieldwork.

9.4 Candidates articulate what is possible and what is required in order to integrate content through the arts with required content and with one’s hope for the world.

10.1 Candidates can articulate their support for personal development through the arts and support for arts in curricula and for the importance of autonomy in teaching.

EDS 435 Evidence

Art projects, documentation notes, pictures, etc. and related research. Reflective writings and journals.

Curriculum plans.

Curriculum plans include notes for appropriate climate; observation by college teacher and assessment by cooperating teacher in fieldwork.

When possible, reflection on teaching; revision of curriculum development plans

Self assessment in art projects; curriculum plans, uses assessment in fieldwork.

Curriculum plans include notes for using appropriate technology; notes for teaching ideas as tools.

Journal reflections.

Documentation of project development; Open House; cooperating teacher assessment.

Journal reflections; final writing.

Times New Roman

EDS 440 Coursework

1.1 “History of Me” Timeline and Related

2.1 Book-based Discussion

3.1 Two-week Integrated Unit Plan and

4.1 Book-based Discussion Lessons (2);


6.1 Book-based Discussion Lessons (2);




10.1-10.4 Activities preparing for

History Projects; Current Events Project; Children’s Literature Project; World Atlas Project; Book-based Discussion Lessons (2); Integrated Lesson Plans (6); Integrated Unit; Research on Other Topics from KCC (2); Professional Reading 1.2 Book-based Discussion Lessons (2); Integrated Lesson Plans (6); Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences 1.3 Book-based Discussion Lessons (2); Integrated

Lessons (2); Integrated Lesson Plans (6); Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences 2.2 same 2.3 same 2.4 same 2.5 same

Reflections; Plans and Reflections for Other Teaching Experiences 3.2 same 3.3 same 3.4 same 3.5 same

Integrated Lesson Plans (6); Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences 4.2 Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences 4.3 same 4.4 same 4.5 same

Reflections; Plans and Reflections for Other Teaching Experiences 5.2 same 5.3 same 5.4 Informal 5.5 Note: Communicates to students and mentor teacher, not parents 5.6 Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences

Integrated Lesson Plans (6); Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences 6.2 Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences 6.3 same 6.4 same 6.5 same

Reflections; Plans and Reflections for Other Teaching Experiences 7.2 same 7.3 same

Reflections; Plans and Reflections for Other Teaching Experiences 8.2 same 8.3 same 8.4 Informal

Reflections; Plans and Reflections for Other Teaching Experiences; Final Self-Assessment; Mentor Teacher Assessment 9.2 same 9.3 same 9.4 same

leadership include: * Self-directed participation in community * Taking initiative in practicum setting to identify opportunities to serve children and beyond as appropriate

EDS 440 Evidence

Assignments above; Weekly Practicum

Book-based Discussion Lessons (2);

Two-week Integrated Unit Plan and








Plans, Reports, Reflections

Integrated Lesson Plans (6); Two-week Integrated Unit Plan and Reflections; Plans and Reflections for Other Teaching Experiences

Reflections; Plans and Reflections for Other Teaching Experiences






Reflections; Plans and Reflections for Other Teaching Experiences; Final Self-Assessment; Mentor Teacher Assessment

Reflections; Plans and Reflections for Other Teaching Experiences; Final Self-Assessment; Mentor Teacher Assessment; Disposition Assessment

EDS 479 Coursework

: Candidates learn advanced formative and summative assessment methods, including instrument development, administration, and analysis. Candidates learn how to guide independent student inquiry.

Candidates learn advanced formative and summative assessment methods, including instrument development, administration, and analysis. Candidates learn how to guide independent student inquiry.






Candidates begin to practice collaboration with colleagues, parents, and others as they plan an enact instruction, and continue to interact with the school community under the supervision of their mentors.


Candidates reflect on their daily experience in their mentor’s classroom and write an evidence-based Professional Growth Plan.

EDS 479 Evidence

Demonstration of teaching proficiency as evidenced by practicum experiences, Collection of Assessment Instruments, Analysis of Whole-Class set of responses, Unit



: Candidates learn advanced formative and summative assessment methods, including instrument development, administration, and analysis. Candidates learn how to




Demonstration of proficiency as assessed by their mentor and as evidenced by reflective journals and mentor evaluations.


Demonstration of proficiency as evidenced by their Professional Growth Plan.

Plan with Assessment Scheme, Professional Growth Plan.



guide independent student inquiry.




Plan with Assessment Scheme, Professional Growth Plan

EDS 340 Coursework

1.1 Professional Development Project, 1.4 Simulations done in class, 1.3 Adapted Lesson Plans; 1.2 Research Article Reflections; 1.1 Conference Role Plays; 1.2, 1.3 Social Skills Game and Lesson

2.4 Professional Development Project; 1.4 Simulations done in Groups; 2.1; 2.2; 2.3 Adapted Lesson Plan, 2.2 Research Article Reflections, 2.1; 2.2 Role Play of Conference

3.3; 3.4 Professional Development Project/Artistic Component, 3.4 Conference Role Play, 3.4 Active Listening Skills Simulations, 3.3 Social Skills Game and Lesson

4.1; 4.2; 4.4; 4.5 Adapted Lesson Plan, 4.2 Designing Assessment Accommodations for Special Needs Students, 4.3 Social Skills games and lessons

5.1 Professional Development Presentation, 5.4; 5.5 Conference Role Play 5.1; 5.2; 5.6 Adapted Lesson Plan

6.5 Professional Development Presentation; 6.4 Speakers Displaying Assistive Technology

7.2; 7.3 Observation Journals

8.1; 8.2; 8.3 Conference Role Play 8.2 Presentation, Artistic Component 8.4 Literature Review and Discussion

9.2 Professional Development Presentations 9.4 Collaboration & Adaptations Simulations

10.1; 10.2 Professional Development Presentations

EDS 340 Evidence

PD Presentation; simulations in class; Lesson Plan; Research Articles; Role Plays; Social Skills Game and Lesson

PD Presentation; Simulations; Lesson Plan; Research Articles; Role Plays

PD Presentation; Simulations; Role Plays; Social Game and Lesson Plan

Lesson Plan, Simulated Experience, Social Skills game and lesson

Presentation, Role Plays, Lesson Plan with Adaptations

PD Presentation with use of Technology; Outside Speaker Presentations

Observation Journal

Role Plays, Presentation-Artistic Component, Literature Reviews

PD Presentation; Classroom Simulations


EDS 480 Coursework

1.1 Professional Development Project, 1.4 Simulations done in Groups, 1.3; Adapted Lesson Plans, 1.2 Research Article Reflections, ;

2.4 Professional Development Project, 1.4 Simulations done in Groups; 2.1; 2.2; 2.3 Adapted Lesson Plans,2.2 Research

3.3; 3.4 Professional Development Project/Artistic Component, 3.4 ARC Role Plays, 3.4 Use of Active Listening Skills & Collaboration

4.1; 4.2; 4.4; 4.5 Adapted Lesson Plan; 4.2 Designing Assessment Accommodations for Special Needs Students

5.1 Professional Development Presentation; 5.4; 5.5 ARC Role Play 5.1; 5.2; 5.6 Lesson Plan with Adaptations

6.5 Professional Development Presentation; 6.4 Speakers Displaying Assistive Technology

7.2; 7.3 Observation Journal

8.1; 8.2; 8.3 ARC Role Play, 8.2 Presentation Artistic Component 8.4 Literature Review & Discussion

9.2 Professional Development Presentations 9.4 Collaboration & Adaptations Simulations

10.1; 10.2 Professional Development Presentations

1.1 Case Study/Role Play

Article Reflections,; 2.1; 2.2 Case Study/Role Play

EDS 480 Evidence

PD Presentation, Role Play/Case Study; Lesson Plan; In Class adaptations

PD Presentation, Role Play/Case Study; Lesson Plan; In Class adaptations

PD Presentation, Artistic Representation, Role Plays of ARC, Listening Skills Simulations

Lesson Plan with Adaptations, Simulated Experience

PD Project, ARC Role Play, Adapted Lesson Plan

PD Presentation; Outside Speaker Presentations

Observation Journal

ARC Role Plays, Presentation-Artistic Component, Literature Reviews



EDS 481/482 Coursework

Candidates engage their mentor teacher’s class progressively until they have taken over the full teaching load.


: Candidates engage their mentor teacher’s class progressively until they have taken over the full teaching load.








EDS 481/482 Evidence

Self-evaluation of practice, Supervising Faculty and Mentor Teacher Performance Evaluation, Exit portfolio (including Teacher Work Sample Analysis).









Self-evaluation of practice, Supervising Faculty and Mentor Teacher Performance Evaluation, Exit portfolio (including Teacher Work Sample Analysis and summative reflection).

PED 244 Coursework

Reading, discussion, lectures over

Peer teaching, Teaching in schools and

Peer teaching, teaching in schools

Peer teaching, Teaching in schools

Teaching in schools

Power Point Presentation

Written and Verbal reflection on

Observe and work with leaders of local

Work with local after-school

content material from text and other content resources such as articles and video.

Observation; Lesson Plans

teaching experiences

after-school programs

programs for community children

PED 244 Evidence

Scores on tests and quizzes, ability to incorporate content into written work, class discussions and observations

Evaluation rubric completed by peers and teacher



Evaluation rubric by course teacher and public school teacher

Completion of assignment and evaluation

Ongoing progress in thinking deeply about teaching; ability to self-assess

Communicate importance of community organizations collaborating with schools in supporting student learning

Written reflections of experience; evaluation rubrics of teaching/leadership experience

PED 245 Coursework

Reading text material, class discussions, viewing teaching video series; develop movement sequences and choreographic project

Peer teaching, observation, leadership activities,



Create formative and summative assessments for teaching experiences

Use sound equipment, Internet resources, video equipment

Reflections on teaching of self and others

PED 245 Evidence

Scores on tests, quizzes, application of content to teaching and discussions; peer, self and teacher evaluation of creative work.

Evaluation rubric form completed by peers and teacher



Feedback from students in the schools

Successfully implement the use of the appropriate technology in teaching experiences

Ongoing progress in thinking deeply about teaching and ability to self-reflect

PED 280 Coursework

Reading of text material, articles and viewing video

Planning and implementation of Motor Fitness Clinic

Weekly participation in the Motor Fitness Clinic

Weekly participation in the Motor Fitness Clinic

Performing assessment and gathering assessment

Internet resource assignment

Weekly reflections on teaching experiences in

Communication with public school teachers in planning

Volunteer for Special Olympics events at the

material; hand-on work in gym and pool

for individuals with disabilities

data using the Test of Gross Motor Development

the Motor Fitness Clinic

instruction for the Motor Fitness Clinic; write updates to parent concern students progress

local and state level; attends local Special Olympics events

PED 280 Evidence

Quizzes, tests, Disability Fact Sheet, Accessibility Assignment, Interview a person with a disabiltiy

Weekly lesson plans and teaching in the Motor Fitness Clinic



Writing goals and objectives based on assessment data

Ability to gather and use reliable information from the internet to support other assignments

Ongoing progress in thinking deeply about what worked and didn’t work in teaching; ability to apply content material into reflections and see connections between teaching experiences and content

Ability of students to communicate with collaborating teaching via face-to-face and e-mail; IEP assignment

Event Experience Report and Reflection; Summary of Motor Fitness Clinic Experience

PED 246/247Coursework

Peer teaching; skill analysis project;

Lesson plans; micro-teaching

Field experiences; peer teaching; lesson plans

Peer teaching; micro teaching; laboratory experiences

Skill analysis project

Peer teaching; laboratory experiences; micro teaching

Laboratory experiences; KAHPERD convention

PED 246/247 Evidence

Reflection; rubric; exams

rubric Reflections; rubric

Journal/reflections; rubric

Power point presentations; rubric

Reflections/journal;

Reflections; jo

PED 362 Coursework

Lesson plans; peer teaching

Lesson plans Mini teaching; field experiences

Mini teaching Mini teaching; observation

Mini teaching; observation

Mini teaching; observation

PED 362 Evidence

Rubric; reflection; exam

rubric Reflection; rubric

Reflection; exams

Reflection; Reflection; exam

PED 330 Coursework

Lesson plans; teaching

Lesson plans Weekly journal entries; Implementing lesson plans; assisting

Lesson plans; daily assignments

teaching

PED 330 Evidence

Supervising teacher evaluation

s.t. evaluation

Self evaluation of own teaching Rubric

S.t. evaluation

MAT 201 /202 Coursework

1.1 Analyze and evaluate math lesson plans, compare and contrast various manipulatives, math games for approach, content and effectiveness. Class discussions of why key math concepts are valid 1.2 Read and discuss children’s math literature, write and perform math skit on %, decimals and fractions, Solve and write real world problems. Discuss uses of math in world including decoding zip code bars. 1.3 Experience and evaluate manipulatives, games, sample worksheets/less

2.1 Read and discuss NCTM and Common Core Standards in Math. Evaluate games and manipulatives for content, level and approach. 2.2 Recognize error patterns in computation. Discussion and readings on development stages in key content development. 2.3… 2.4 Discussion on how to modify games and activities. Discussion of multiple approaches to content—maniplatives, real world, problem solving, cooperative learning. Scaffolding of content, error

3.1 Experience in-class activities that incorporate problem solving, number sense and develop an understanding of the whys behind processes. 3.2 Experience activities that utilize cooperative learning, concrete—hands on approach. Video and discussion of learning math through child -centered activities and non-judgemental approach. 3.3Discussion on how to modify and select lessons or worksheets and games to reach all levels. Scaffolding of

4.1 Experience and discuss various instructional strategies: cooperative learning, problem solving, manipulatives, games, children’s math literature, and number sense. 4.2 Discussion on modifying lessons, alternate manipulative, algorithms, and scaffolding. Error patterns in computation and remediation. 4.3 … 4.4 Compare and contrast lessons, manipulatives, children’s math literature. 4.5 Discussion on how to modify lessons to include problem

5.1Discussion on how to sequence concepts in unit to develop algorithms. Discussion of prerequisite skills and concepts embedded in lessons, games, and activities involving manipulatives. 5.2 Focused discussion on stages of development and understanding in videos of children learning math. Readings and discussion of children’s developmental stages. 5.3 … 5.4 same as 5.3 Analyze error patterns in computation and determine relevant concept

6.1 Write power point story to teach a significant math concept. Experience use of games, manipulatives and children’s literature to teach and explore math concepts. 6.2 same as 6.1 6.3 Discussion of appropriate use of calculators and manipulatives and games in developing concepts and algorithms. Discussion and evaluation of videos of children learning math through the use of manipulatives and discovery.. 6.4 … 6.5 Discussion of copyright law with regard to

7.1 Recognition and analysis of error patterns in computation. Discussion of readings on development stages in concept development. 7.2 Error pattern analysis and suggest remediation. 7.3 …

8.1 Modify lessons/worksheets to reach struggling students. Read and discussion of article on math modifications for special needs students. Knowledge of scaffolding and alternate manipulatives and algorithms for teaching the same concepts. Error pattern analysis. 8.2 same as 8.1 8.3 same 8.4 Error pattern analysis and understanding of cognitive development for key math concepts

ons, videos of children investigations of math through problem solving and manipulatives, Experience with problem solving, cooperative learning, student centered activities, number sense activities. 1.4 Evaluate and compare alternate manipulatives and algorithms. Videos of children discovering math. M odify worksheets to improve level and to reach all children. Experience content through problem solving, number sense, and real life applications. 1.5 Discussions of error patterns and suggestions for remediation.

patterns and remediation. 2.5 same

math concepts and alternate approaches and manipulatives. 3.4 Discussion of videos of children learning math in student center and non-judgemental classroom. Approach modeled in all in-class activities. 3.5 same as 3.4

solving, number sense, and discovery. Discussion of NCTM Standards and CCSM.

misconception. 5.5 … 5.6 Experience problems solving activities to develop monitoring of thinking or metacognition. Explain thinking and processes for solution of problems.

manipulatives and internet sources.

Readings on children’s conceptual development and developmental difficulties.

MAT 201 /202 Evidence

1.1Written explanations of algorithms, develop focused lesson plans, evaluation of lesson/worksheets, tests and homework. 1.2 Develop real world lesson plan, annotated bibliography and associated lesson plan based on math literature. Write real world problems. Develop multi-level question using food boxes and nutritional information. 1.3 Evaluate activities, Develop lesson plans. Test questions 1.4 Lesson plans and tests 1.5 same

2.1 Develop lesson plans including identify the appropriate CCSM standard., Evaluate and compare/contrast sample lessons 2.2 Develop lesson plan. Test questions on error patterns and evaluation of activities. 2.3 … 2.4 Develop lesson plans. Test questions on scaffolding and alternative algorithms. 2.5 same

3.1 Develop lesson plans based on NCTM and CCSM that work on higher order thinking skills, problems solving, concept development, connections and real world applications. 3.2 Develop lesson plans 3.3Develop lesson plans including modifications and extensions. 3.4 Develop lesson plans that utilize cooperative learning and community of inquiry approach. 3.5 same as 3.4

4.1 Develop lesson plans that meet NCTM standards and address CCSM. 4.2 Develop lessons that include modification and extension. 4.3 … 4.4 Develop lessons that include cooperative learning and manipulatives. 4.5 Develop lessons that utilize problem solving, real world applications, number sense, concept development, connections.

5.1 Test questions on prerequisite skills concepts embedded in lessons. Development of lessons plans that include analysis of prerequisite skills and concepts embedded. 5.2 Develop lessons including analysis of prerequisite skills. 5.3 … 5.4 Develop lesson plans that anticipates student misconceptions 5.5 … 5.6 Explanation of thinking on assignments and tests

6.1 Develop power point story, construct classroom set of manipulatives. 6.2 same as 6.1 6.3 Develop lesson plan. 6.4 … 6.5 Development of power point story including documentation of internet sources.

7.1 Error pattern analysis on tests, develop lessons. 7.2 Test questions on error analysis and suggest remediation. Plan lessons to develop concepts. 7.3 …

8.1 Develop lesson plan including suggestion for modifying lessons for struggling students. 8.2 same as 8.1 8.3 same 8.4 …

MUS 335 Coursework Materials and Methods of Elementary Music

Music methodologies: Mason, Kodaly/Curwen, Orff, Dalcroze, and Gordon. Learning theories: stages of childhood development, Gardner’s Multiple Intelligences, conceptual learning, Boom’s Taxonomy of Learning Domains, critical thinking, metacognition, social constructivist theory, learning styles, and chaos theories. Pedagogical devices: assessment methods, curriculum mapping, assertive discipline, classroom management, incorporation of whole math

Students plan lessons, design rubrics

Students work in practice lessons and presentations on maintaining a positive atmosphere and using tools of assertive discipline.

Students present lessons they have planned in practice settings. Students presented a lesson to a special needs class at Berea Community School

Students study assessment stages (preliminary, formative, summative) and write rubrics

Students utilize available technology in presenting their lessons and presentations

Students keep a log and write reflections on the following: school visits, practice lessons presented with self-reflection, and actual lessons presented in a school setting

Students work in pairs on projects and discussion groups. Students presented a lesson to a special needs class at Berea Community School and planned and presented the lesson in pairs.

Students join KMEA and attend a conference, learn about professional journals and organizations, and online resources

Students assume leadership roles in practice lessons.

and whole language. Teaching diversity through world music and African-American music Current topics and issues are also explored.

MUS 335 Evidence

Written assignments, tests, discussion, quizzes, exams, research papers, portfolios

Lesson Plans Practice Lessons. Videos.

Lessons presented in class, videos of these, pictures of their special needs lesson

Quizzes, tests, student-designed rubrics

Lessons and presentations, videos of these

Journals, discussions, and essays

Lessons presented, pictures, graded assignments

Attendance at conference, journals reflecting on the workshops attended

Presented lessons, videos

MUS 336 Coursework Fundamentals of Instrumental Music Education

Teaching methodologies: Bloom, Gardner, Skinner, spiraling curriculum, social constructivism. Development of a philosophy of music education. Music methodologies: Edwin Gordon. Assessment

Students plan lessons, design rubrics, design a district curriculum, design activities and identify the domain skills taught by each

Students work in practice lessons and presentations on maintaining a positive atmosphere and using tools of assertive discipline.

Practice lessons, presentations

Students study assessment stages (preliminary, formative, summative) and write rubrics for rehearsals and lessons

Students use technology in appropriate ways

Students write reflective essays and develop and write a philosophy of music education

Students do group projects, i.e. discuss topics in groups and design a yearly curriculm in groups

Students join KMEA and attend a conference, learn about professional journals and organizations and online resources

Students assume leadership roles in practice lessons.

Techniques. Developing musical knowledge and techniques necessary to instruct in an instrumental program at any level. Curriculum Design. Day-to-day organization of an instrumental music program. Use of technology – music writing programs Communication skills. Job market preparation

MUS 336Evidence

Written assignments, tests, discussion, quizzes, exams, research papers, presentations and practice lessons/rehearsals,mock interview, portfolios

Written assignments, exams

Practice lessons

Practice lessons, presentations

Written rubric, written curriculum, exam

Arrangement projects

Reflective essays, philosophy of music education

Written curriculum


Presented lessons

EDU 330 Coursework Pre-Professional Term

In school observation of music program, teaching special needs students, secondary assessment, real-life lesson-planning, appropriate use of technology, school environment and culture, building relationships with colleagues, networking, incorporating diversity into lessons, professionalism, resume-building, and assembling a portfolio.

Lesson plans Readings on the school setting, application of assertive discipline and classroom management skills

Students present lessons they have planned in school setting.

Students apply assessment stages (preliminary, formative, summative) in lessons and write rubrics for rehearsals and lessons. Student writes a rubric for secondary lesson plan

Students utilize available technology in presenting their lessons.

Students write reflective essays on the teaching process and on readings

Student collaborates with co-operating teacher

Students join KMEA and attend a conference, learn about professional journals and organizations

Students assume leadership roles in the classroom.

EDU 330 Evidence

Reflective writings, written assignments, lesson plans, lessons presented in school setting

Lesson Plans Observations, videos, , co-operating teacher observation forms, mentor teacher observation forms

Observations, videos, co-operating teacher observation forms, mentor teacher observation forms

Written rubrics, application in lessons, videos/pictures

Observed lessons, videos of these

Essays Observed lessons, co-operating teacher observation forms


Observed lessons, co-operating teacher observation forms

MUS 326 Coursework Vocal Methods

Fundamentals of singing Vocal mechanism

Student designs rehearsals and lesson plans

Classroom management in rehearsals, rehearsal format

Students teach practice lessons

Self-assessment via reflective essays/

Incorporation of technology into lesson plans

Reflections on choral classroom observations, National Music

Working with peers in practice lessons

Students must join KMEA and attend conferences. Students learn

Students practice assuming the leadership

Male changing voices Alexander technique Kodaly techniques Writing and arranging choral pieces on computer Plan and present rehearsals Special needs students Managing a school choral program School observations Interviews with students Develop a philsosophy of choral music education Compilation of a resource notebook

Standards and Education Goals

about professional organizations and journals, and online resources

role of teacher in practice lessons

MUS 326 Evidence

Written assignments,

Lesson plans Practice lessons

Practice Lessons

Reflective essays

Lesson plans and lessons

Written reflective

Practice lessons

Membership, conference

Students assume

tests, exams, practice lessons, reflective essays

essays attendance leadership roles in practice lessons.

MUS 326 Part 2 Coursework

Vocal Physiology; IPA; Choral music methods for children, adolescents, and adults; choral rehearsal techniques; choral materials and repertoire for children, adolescents and adults; auditioning and standing arrangements; program building

Choral Vocalization (Project #1); Choral rehearsal lesson plans (Project #2)

Choral Vocalization (Project #1); Choral rehearsal lesson plans (Project #2)

Implementing instruction of Choral Vocalization (Project #1)

Assesses and communicates learning results; Choral Vocalization (Project #1)

Videorecording of Choral Vocalization (Project #1); use of DVD’s; use of Vocevista software for acoustical phonetic feedback; student develops lists of choral music related websites for research, repertoire, and instruction, management of choral program

See part 1 of course (oral and written reflections)

See part 1 of course

Evaluating Choral Vocalization (Project #1) and Lesson Plans (Project #2)

Times New Roman

MUS 326 Part 2 Evidence

Choir vocalization (video/audio recording); choral rehearsal lesson plans; teacher’s resource notebook; quizzes, exams

Video/audio recording of Project #1 with class/peer and instructor evaluation; Instructor evaluation of Project #2

Video/audio recording of Project #1 with class/peer and instructor evaluation; Instructor evaluation of Project #2

Teacher candidate observation during Professional Term, especially

Class discussion of videos of choral vocalization (Project #1)

Teacher’s Resource Notebook (Project #3)

Instructor and peer evaluation of reflections; Statement of Philosophy for school music program; dispositional matrix that shows commitment to the value of agency

Teacher candidate’s self-evaluation of Choral Vocalization (Project #1) and Lesson Plans (Project #2)

MUS 329 Teaching of Woodwinds

Basic proficiency on woodwind instruments

Students plan lessons

Classroom management in practice lesson situations

Students present practice lessons

Students design rubrics for lessons (or apply rubrics designed in

Students demonstrate understanding of appropriate use of

Students observation journals

Students present practice lessons to peers, role

Students must join KMEA and attend conferences. Students learn

Students practice assuming the leadership

Pedagogical knowledge on woodwind instruments Basic care of woodwind instruments Basic Repair of woodwind instruments

MUS 336) in practice lessons

technology playing parts of teacher/student

about professional organizations and journals, and online resources

role of teacher in practice lessons

MUS 329 Evidence

Written quizzes and assignments Final exam Playing quizzes Practice teaching Weekly practice and observation journal Research project Use of methods books Build a course notebook Bibliography assembly in order to build a personal woodwind reference

Lesson plans Presented lessons

Presented lessons

Presented lessons with rubrics

Students used web-based resources for research projects and repair information

Journals Presented lessons

KMEA attendance

library

MUS 328 Teaching of Brass and Percussion

Basic proficiency on brass instruments Pedagogical knowledge on brass instruments Basic care of brass instruments Basic Repair of brass instruments Use of methods books Build a course notebook Bibliography assembly in order to build a personal brass music reference library

Students plan lessons

Classroom management in practice lesson situations

Students present practice lessons

Students design rubrics for lessons (or apply rubrics designed in MUS 336) in practice lessons

Students demonstrate understanding of appropriate use of technology

Students observation journals

Students present practice lessons to peers, role playing parts of teacher/student

Students must join KMEA and attend conferences. Students learn about professional organizations and journals, and online resources

Students practice assuming the leadership role of teacher in practice lessons

MUS 328 Evidence

Written quizzes and assignments Final exam Playing quizzes Practice teaching

Lesson plans Presented lessons

Presented lessons

Presented lessons with rubrics

Students used web-based resources for research projects and repair information

Journals Presented lessons

KMEA attendance

Weekly practice and observation journal Research project Bibliography assembly in order to build a personal instrumental music reference library

MUS 337 Coursework

Conducting techniques; coordination, independence of hands; score analysis, interpretation and marking

Mastery of conducting techniques that allow ensemble members to perform freely, responsively with expression, and musical independence



Series of error detection exercises; Self-evaluation of digital recordings of 10 conducting exercises; oral evaluations of conducting of peers in class

Video editing and analysis & self-evaluation of 10 digitally-recorded conducting exercises; self-evaluation of digital video recordings of tests and exams

Series of error detection exercises; Self-evaluation of digital recordings of 10 conducting exercises

“free” conducting projects where peers of teacher candidates (students in and out of class) are performers for the student conductors (students of the students); frequent peer in-class oral evaluations and discussions of conducting assignments

Self-evaluation of digital recordings of 10 conducting exercises; self-evaluation of digital video recordings of tests and exams;

Become student conductors and section leaders of Berea College Concert Choir; conduct wind ensemble at annual Music Dept. Christmas Concert

MUS 337 Evidence

3 unit tests & final exam; 10 graded conducting exercises with evaluations; evaluation of




In-class grading and discussion of error detection exercises; 10 graded conducting

editing and production of digital recording illustrating development of personal

In-class grading and discussion of error detection exercises; 10 graded conducting

Feedback and performance results of peer performers; oral comments (peer evaluations) of

Self-evaluation of digital recordings of 10 conducting exercises; self-evaluation of digital video

Become student conductors and section leaders of Berea College Concert Choir;

“free” conducting projects




exercises, each videotaped and evaluated on written forms by teacher candidate and instructor

conducting skills in the course using Moviemaker Pro software (for inclusion in teacher portfolio)

exercises, each videotaped and evaluated on written forms by teacher candidate and instructor


recordings of tests and exams;

conduct wind ensemble at annual Music Dept. Christmas Concert

MUS 342 Coursework

Pedagogy and Diction

Lesson plans Fostering mutual respect

Implementing instruction

Assesses and communicates learning results

Videos, CD’s, lesson videos, recording equipment and Vocevista computer program

Teacher candidate lesson journals

Collaborative association with accompanist, master teacher and voice students

Evaluating lessons and public performance

CMENC Student NATS

MUS 342 Evidence

Aural and oral testing and written

10 student lesson plans and teaching candidate journals

teacher candidate lesson videos and discussion of teaching videos

Video and teacher candidate observation

Discussion of student teaching, exams, discussion, video evidence, lesson plans and journals

Videos of lessons and discussion

Instructor guided discussion and reflection in class

Performance (public)

Grading of public performance and lesson/journal

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