aya social studies - lake erie college · web viewaya social studies aya social studies aya social...
TRANSCRIPT
Ohio Board of Regents LSProgram Review and Development
30 East Broad St., 36 FL Columbus, OH 43215 http://www.ohiohighered.org/education-programs
AYA SOCIAL STUDIES: Undergraduate and Post Baccalaureate
FORM A: TEACHER PREPARATION PROGRAM[Proposal for AYA Social Studies]
There are three common reasons why FORM A is required by the Ohio Board of Regents: 1. to offer a NEW teacher preparation program in Ohio, 2. to bring a program out of DORMANCY, 3. to respond to an OBR request due to issues with the program, and4. when a program is not approved by a Specialized Professional Association and the
institution needs state program approval.
NOTE: The Office of Academic Quality Assurance, Ohio Board of Regents, supports The Lumina Foundation’s important work defining the types of knowledge appropriate within Associate, Bachelor and Graduate level courses and programs. Please refer to the Foundation’s Degree Qualifications Profile (report pages 1 through 17) paying special attention to the Broad, Integrative Knowledge and Applied Learning areas. Note the differences between undergraduate and graduate program “knowledge” expectations as you conceptualize and create the program being proposed.
http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf
General Directions
We require the Dean or Director of the unit to electronically submit FORM A and the NEW: CURRICULUM MAP from her/his direct email account to [email protected].
If you are submitting scanned attachments, please clearly identify the attachment item by section name.
The fee for new program review ($1,000.00for non-public institutions) is to be mailed when your new program proposal is sent. The review will not begin until all fees are received. Checks should be made out to the Ohio Board of Regents, AQA. On the envelope, please add ATTENTION: Corey Posey.
AYA Social Studies
Questions about the proposal process may be directed to [email protected]
SECTION 1: GENERAL INFORMATIONDate of Submission August 19, 2012
Name of Institution Lake Erie College
Dean or Director’s Name Dale Sheptak
Dean or Director’s Email [email protected].
Person Submitting Program Carol P. Ramsay, Ed.D [email protected] and Assessment Coordinator
Person with administrative authority for this program, if not submitter
Dale Sheptak
Program Administrator’s phone number and email 440-375-7368 [email protected] month and year do you expect the proposed program will begin?
Program in progress
Proposed Program Name AYA Social StudiesLicense Code #(License Types and Teaching Field Codes)
63-150004
If this licensure program sits within a degree, what degree program?
Bachelor of Arts
Program Level
x Baccalaureate
x Post-Baccalaureate [courses are at bachelor level]
Post-Baccalaureate [courses are at graduate level]
Graduate
SECTION 2: CANDIDATE QUALITY AND SUCCESSCriteria for Program Admittance
(provide info for criteria you will use)
Have you set a score for
acceptance into the program? Y/N?
If so, what score?
ACT YES Composite-22; Math-20; Reading-21; Writing-21
SAT YES Combined Reading and Math 1030
MAT NO NA
AYA Social Studies
GRE NO NA
Admittance GPA (when?)
YES Admission to the Education Program requires a GPA of 2.7 and completion of all requirements for Gate A, http://www.lec.edu.teac/ Teacher Education Handbook (2011) 25.
GPA end of Year 1 YES 2.7
Praxis 1 YES Reading-173; Writing-172; Mathematics-172
ACTFUL, or OPI NO NA
Additional criteria? Please describe:
YES In addition to the above, students must apply to the program. Their application must provide evidence of passing EDC 201, Foundations of Education and EDC 225 Voices of Diversity with a grade of B- or better.
If your unit will accept candidates into the program on “conditional” status, please describe the system you have in place to support and monitor these candidates throughout the program.
Students are not accepted into the teacher preparation programs on conditional status.
Advising Candidates out of the ProgramIdentify the criteria that are established to counsel or remove candidates out of the program.
Students meet with their advisors each semester and review their progress through the program. Should the advisor find issues that would be problematic for the student, s/he will advise them to seek other majors and/or delay entrance until all criteria are met. At the conclusion of each semester, faculty together do a final review of the candidate and letters are sent to students from the Dean that indicate whether they may continue in the program or are dismissed. Provide the name and title of the Americans With Disability Act (ADA) contact for this proposed program. What accommodations are available to students who need them?Dr. John Spiesman, Director of the Student Success Center. Additional information regarding the work of the Center, ADA compliance and accommodations can be found at http://www.lec.edu/studentsuccesscenter.
What is your expected enrollment for the proposed program?
Year One Year Two Year Three
The AYA Social Studies Program is an ongoing program, not a proposed
The AYA Social Studies Program is an ongoing program, not a proposed
The AYA Social Studies Program is an ongoing program, not a proposed
AYA Social Studies
program. It generally enrolls about 5 new students each year.
program. It generally enrolls about 5 new students each year.
program. It generally enrolls about 5 new students each year.
SECTION 3: SYLLABI AND FACULTY INFO
Provide syllabi as scanned attachments. Syllabi must include:Please see Attachment A for syllabi of Education courses required in this program. Course syllabi are a mixture of those submitted from 2010 to Fall 2012. At the time of the on-site visit syllabi will be bound and available in the evidence room as changes do occur each semester as faculty review and assess the previous semester.
Course description as listed in the catalog. Course learning outcomes, name(s) of faculty teaching the course, course schedule,
assignments, attendance policies, pre-requisites (if any), required books and other resource materials [hard copy and/or electronic], grading policies, other policies, and relevant institutional resources.
Provide vita for all faculty as scanned attachments.Please see Attachment B for vitae of education faculty. Faculty vitae (resumes) include those who have taught and are teaching courses through Fall 2012.
Faculty Ranks/Titles Provide your best estimate -- How many within each of the following ranks/titles will be involved in a teaching/ supervisory role within the proposed program?
First Year Second Year Third Year
Full professor 0 0 0
Associate professor EDC 340, EDC 225 0 EDA 331, EDA 401, EDP 310
Assistant Professor EDC 201, EDC 230 EDC 330
Instructor
Adjunct (or part time) faculty
Other, please specify
Higher Ed Clinical Faculty [higher education faculty who primarily work within school districts with candidates]
(2)Maria SurovyMaureen Depenbrok
PK-12 Clinical Faculty [PK-12 teachers granted clinical faculty status by an institution of higher education]
4
AYA Social Studies
SECTION 4: WHERE/HOW WILL THIS PROGRAM BE OFFERED?
Locations and Types Check all that apply
On-ground, Main CampusLake Erie College main campus391 W. Washington StreetPainesville, Ohio 44077
Online [an online program is one in which most (80+%) of the content is delivered online, typically without face-to-face meetings]
NA
Hybrid/blended [a hybrid/blended program is one that blends online and face-to-face modes, with content also delivered online]
NA
Flexible or accelerated program [a flexible or accelerated program includes courses that do not meet during the institution’s regular academic term or courses that meet during the regular academic term but are offered in a substantially different timeline than a traditional fixed number of sessions.]
NA
On ground, other than Main Campus [include regional campuses and all other locations in Ohio or elsewhere]. Add more boxes, if needed.
SITE NAME Address, City and State
N/A
Other. Explain:
AYA Social Studies
SECTION 5: FIELD EXPERIENCES AND CLINICAL PRACTICE
Field experiences and clinical practice start when a candidate is admitted into the proposed education program and are grouped into three types: 1) initial/early field experiences, 2) more intensive field experiences and 3) Clinical Practice/Student Teaching. These experiences are to be aligned with the Ohio Standards for the Teaching Profession. Each grouping addresses minimum requirements.
For the purpose of this Program Review, OBR follows the definition for Clinical Practice and Field Experiences as found in the NCATE Glossary:
Clinical Practice. Student teaching or internships that provide candidates with an intensive and extensive culminating activity. Candidates are immersed in the learning community and are provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#F
Field Experiences. A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#F
1) Initial/Early Field Experiences
1. Observations2. Supervised experiences3. Method of earning hours (embedded, course base)4. Documentation of candidate performance by university supervisors, and/or P12 teachers5. Explain benchmarks or gateways
Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Students completing Gate A and receiving provisional acceptance to the Teacher Preparation Program at Lake Erie College are eligible to take EDA 312, Field Experience I for 2 semester hours credit. Catalog description of EDA 312 is: The initial clinical hours of this experience are exploratory. Students will observe in schools, tutor students and assist teachers or other school personnel. They will become aware of the sociological environment of the school, center or agency as it interrelates to communities and families. Students should attend school/community events and participate as permitted. The remaining hours of the experience are focused and students will demonstrate appropriate developmental instructional methods and strategies for teaching across the curriculum. The prerequisite to this course is EDC 201 Foundations of Education. Students are assigned a campus supervisor who supports them throughout the
AYA Social Studies
experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75-100 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience I see the student field handbook http://www.lec.edu/teac/
2) More Intensive Field Experiences
1. All experiences are supervised2. Experiences during methods block should be at least 60 hours.3. Additional hours should range between 10-30 hours.4. Must include documentation of how hours were earned.5. Documentation of candidate performance by university supervisors and P12 teachers6. Documentation that experiences are within the reading core, including AYA and multi-
age programs.Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included. Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Students successfully completing EDA 312, Field I may enroll in EDA 412, Field Experience II. The catalog description for EDA 412 is: This field is an intensive experience through which students will demonstrate their abilities to plan and execute lessons in social studies, science, reading, language arts, and mathematics.They will demonstrate the use of technology in teaching and learning episodes. Students should be given the opportunity to practice in inclusive clinical settings that reflect culturally, linguistically and academically diverse systems. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience II see the student field handbook http://www.lec.edu/teac/
3) Clinical Practice/Student Teaching
1. All experiences are supervised2. Minimum of twelve weeks, including at least four consecutive weeks of full-time teaching
responsibility (planning, implementing, learning, activities, assessments)3. Includes a minimum of three face-to face observations by university supervisors using
Ohio Standards for the Teaching profession assessments reflecting on the cycle..4. Documentation of 3 observations of candidate performance by university supervisors
and cooperating teachers. 5. Additional specific assessments determined by the proposed program (action research,
case study, teacher work samples)Describe how the proposed program will meet these minimum expectations and indicate what if
AYA Social Studies
any, additional initial field experiences will be included.
Teacher candidates enroll in clinical practice in their final semester. They are required to spend 15 weeks in an appropriate setting according to their licensure area. Candidates are placed with cooperating teachers assigned by the school district with collaboration from the Lake Erie College Field Director. Although candidates may vary in their readiness to take on the entire classroom responsibilities, they begin by teaching one or two areas/courses and building until they are teaching the full load no later than the fourth week of their experience. The candidate continues teaching the full load until the end of the semester. Campus supervisors and cooperating teachers use the same criteria for evaluating performance. Campus supervisors make a minimum of 8 visits and complete 8 evaluations. Cooperating teachers also conduct 8 evaluations. Campus supervisors assist students in understanding the expectations of the Teacher Performance Assessment which includes action research, case study, and teacherwork samples. For further information regarding the Lake Erie College Clinical/Student Teaching Program, please review the student teaching handbook at http://www.lec.edu/teac/.
Field Experiences and Clinical Practice Hours Must have 100 hours during
these two areasInitial/Early
Field Experiences
More Intensive Field
Experiences
Clinical Practice/Student
Teaching [12 wks]
PROVIDE THE ACTUAL NUMBER OF HOURS IN THESE TWO TYPES
OF FIELD EXPERIENCES
75-100 75
INDICATE WITH A CHECKMARK WHETHER THE TOPICS BELOW ARE ADDRESSED WITHIN ANY
OR ALL OF THE THREE CATEGORIES OF FIELD
EXPERIENCES AND CLINICAL PRACTICE COLUMNS
Academic Language Aligning Content Standards & Instruction
Assessing Student Learning Classroom and School Diversity Classroom Management Content Methods English Language Learners Learner Growth and Development Lesson Planning
AYA Social Studies
Professional Growth Reading Instruction Subject Specific Pedagogy Technology Instruction/Integration
Qualifications of Mentor TeachersHow does the proposed program ensure that all candidates have qualified and diverse clinical educators, coaches and mentors during field experiences and clinical practice? Explain the criteria you use [in addition to these minimum requirements: three years of successful teaching focused in the field and the recommendation and/or approval by a building administrator] to ensure mentors are well prepared.Lake Erie College submits requests for mentor teachers to the school districts. Usually one person in the district offices is designated to work with Colleges and University in placing students. Our expectations include: highly qualified, Master’s Degree, successfully completed the requisite number of years in AYA. Lake Erie College offers an orientation for all mentor teachers at the beginning of the semester and a wrap-up session at the conclusion of the semester. Campus supervisors who are well acquainted with the expectations of the program make frequent visits and are available “on-call” should problems arise. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate places in both public and approved private schools. In addition to that, Lake Erie College employs a full time faculty member to oversee the campus supervisors, oversee implementation of the Teacher Performance Assessment (TPA), guide the seminar curriculum, work with students in the field, and connect with teachers and administrators.
Student Teaching PlacementsHow are student teachers placed? Describe the criteria you will use when selecting a school district and your criteria for selecting cooperating teachers. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate placements in both public and approved private schools. In addition the field director oversees the campus supervisors, plans orientation and professional development for cooperating teachers and campus supervisors, oversees implementation of the Teacher Performance Assessment (TPA), guides the seminar curriculum, works with students in the field, and connects with teachers and administrators.
Lake Erie College submits requests for mentor teachers to the school districts. Usually one administrator in the district offices is designated to work with Colleges and University in placing students. Our expectations for cooperating teachers include: highly qualified teachers with a Master’s Degree and appropriate licensure and those who have successfully completed the requisite number of years teaching AYA Social Studies
LEC provides opportunities for students to work in a variety of schools. The College is located in Lake County which includes populations that are diverse ethnically, culturally, racially, economically, and socially. The schools reflect this diversity offering LEC students a wide variety of classroom environments. In addition to Lake County LEC also places students in Ashtabula, Geauga, and parts of Cuyahoga County. These counties also reflect a wide variety of families from all socio-economic levels.
AYA Social Studies
Attachment AAYA Social Studies Education Course Syllabi
AYA Social Studies
Lake Erie CollegeEducation Department
Course Syllabus
Department and Course #: EDC 201Course Title: Foundations of EducationCourse Meeting Times: Mon/Wed/Fri 1:00-1:50Academic Term: FALL 2011Academic Division: Education Office Phone: 440-375-7376
Instructor: Professor Matthew TheisenClassroom: Garfield Center B21Office Location: Garfield Center Office A9Email: [email protected] Hours: Mon/Wed: 9:30-11:30 AMTues/Thurs 2:00-3:00 PM
“Perfection is not attainable, but if we chase perfection we can catch excellence.”-Vince Lombardi
Course Description:
This course explores historical, philosophical, and sociological foundations of education. Students will critically examine issues in education, past and present, while developing specific, enhanced qualities that will serve them as future educators. The course will use the community as a classroom by utilizing area educators as guest speakers.
Course Sequence:
EDC 201 is required of all Education Majors and is an introductory level class. Successful completion of the class with a grade of “C” or better is required for admittance to the Education Program at Lake Erie College.
LEARNING OBJECTIVES
Learning as Knowledge
The student will:
Demonstrate knowledge of the historical and philosophical foundations of education Discuss social, political, economic, and legal issues that shape and influence education Compare and contrast varying educational philosophies, teaching methods, and learner styles Identify contributions of major theorists and how they shaped public education
AYA Social Studies
Learning as Process
The student will:
Demonstrate an understanding of the material studied through assignments, class discussions, and class presentations.
Develop and compose a personal philosophy of education for inclusion in interview portfolio
Dispositions
The student will:
Evaluate one’s own abilities and attitudes and how they may predict success in the educational profession
Reflect upon the expectations and demands of the teaching profession, including punctuality, attendance, flexibility, confidentiality, integrity, cooperation, initiative, and professional appearance and demeanor.
Comprehend and display the Education Department’s dispositions
Tentative Academic Schedule
Date Lecture Topics – Reading assignments are expected to be done for the following week’s classes!
Week 1 – Aug. 22 Review syllabusGrading criteria Requirements – Attendance, Late Work Plagiarism hand-out Explain concept of “essential question” and Socratic seminar styleAssignment: Assign AutobiographyPass out Education Department Handbooks- Review handbooks and program requirements.
Week 2 - Aug. 29 Topic : World Roots of EducationASSIGNMENT: Chapter 3 Ornstein pp 56-91 Assign Famous Educator Research Paper and PresentationAutobiography paper due
Week 3 – Sept. 5 Monday – Labor Day – NO CLASSTopic: Pioneers in EducationASSIGNMENT: Chapter 4 Ornstein pp 96-124 Reminder: Famous Educator Paper and Presentations due next week
Week 4 – Sept. 12 All Week: Famous Educator Presentations
Week 5 – Sept. 19 Topic: American Education part IWednesday – Guest SpeakerFriday-1 page reflection paper due on speaker presentationASSIGNMENT: Chapter 5 Ornstein pp 127-162
Week 6 - Sept. 26 Topic: American Education part IIReading: : Chapter 5 Ornstein pp127-162
Week 7 - Oct. 3 Monday: Review for midterm exam
AYA Social Studies
Wednesday: Guest SpeakerFriday : Midterm Exam 150 points
1 page reflection paper due on speaker presentation
Week 8 – Oct. 10 Topic: Philosophical Foundations part IASSIGNMENT: : Chapter 6 Ornstein pp165-203Assign Group PresentationsFriday: Fall Break
Week 9 – Oct. 17 Topic: Philosophical Foundations part IIMonday: Guest Speaker Wednesday and Friday: Group Presentations DueASSIGNMENTS: 1 page reflection paper on speaker due on Wednesday Assign Personal Philosophy of Education Paper 3-5 pages
Week 10 – Oct. 24 Topic: Governance/AdministrationMonday: Guest SpeakerASSIGNMENTS: : Chapter 7 Ornstein pp. 208-234 1 page reflection paper on speaker presentation due on Weds.Reminder: Personal Philosophy of Education Paper due on Monday
Week 11 – Oct. 31 Topic: Financing Public EducationMonday: Guest SpeakerASSIGNMENTS: : Chapter 8 Ornstein pp235-258 1 page reflection paper on speaker due on Wednesday
Week 12 – Nov. 7 Topic: Legal Aspects part ISenate Bill 153 Hand-outWednesday : Guest SpeakerASSIGNMENTS: : Chapter 9 Ornstein pp 259-301 1 page reflection paper on speaker due on Friday
Week 13 – Nov 14 Topic: Legal Aspects part IIRecent Education Court Case Hearings and Rulings Hand-outMonday: Final Guest SpeakerAssignments: Final Reflection Paper on speaker due on Wednesday
Week 14 - Nov 21 Monday : Observe LEAD classroomWednesday and Friday: Thanksgiving Break
Week 15 - Nov 28 Monday: Live Skype w/ Guest Educator in Dhaka, BangladeshFinal exam study guide and reviewFriday: Last Day of Class-view sample portfolios
Week 16 - Dec 5 Final Exam: 1:00 -3:00pm
INSTRUCTIONAL PROCEDURES
Including but not limited to:Lectures Demonstrations Student Presentations Guest Speakers
AYA Social Studies
REQUIRED TEXTOrnstein, A.C., and D.U. Levine. (2011) Foundations of Education. 11th ed. Boston: Houghton Mifflin
FERPA: Please be aware that due to the “Family Educational Rights and Privacy Act” (FERPA) of 1974 your professor may NOT discuss with your parents any information related to your grades, classroom performance or personal conduct at LEC. If you WISH us to be able to discuss your personal performance in this class with your parents or guardian, you must sign a specific FERPA RELEASE. This may be DIFFERENT from any release form signed related to sports activities on campus. Please discuss issues related to FERPA or FERPA RELEASES with the Registrar.
DISABILITY STATEMENT - The disability statement that is printed in the Lake Erie College Catalog is applicable to this course. It is the responsibility of the student to seek assistance at the college and to make his/her needs known to Dr. Spiesman, the Director of the Student Success Center (375-7426). The Student Success Center offers both peer and/or professional tutoring in all course/subject areas, as well as assistance in improving personal academic performance. The instructor will assist with accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or the evaluation standards.
ACADEMIC SERVICES - The Lake Erie College Learning Center serves as a focal point, within the academic community, for the creation and promotion of an enriched learning environment where all students have an opportunity to fulfill their academic potential. The Learning Center is coordinated through the Office of Academic Services. The following are some of the services available for students at Lake Erie College:
Pre/post admission counselingRegistration support Academic advising and monitoring Readers, Scribes and / or test proctors Assistance in connecting with community agencies Subject specific tutorial service
Lake Erie College has developed policies concerning students with disabilities. Lake Erie College will: Conform to the applicable federal, state and college / university policies, regulations and definitions regarding
students with disabilities, Provide services that comply with external and internal policies and laws to qualified students through the
services of the Learning Center. Uphold academic standards in the context of these policies and services. Commit its departments and faculty to making reasonable modifications of programs and courses for students
with disabilities. Require students to provide or cooperate in providing necessary documentation in order to be eligible to receive
services. Assist qualified students with disabilities in obtaining reasonable accommodations. Maintain legally appropriate confidentiality for students with disabilities.
Additional questions related to disability coordination or tutorial services should be directed to the Coordinator, Academic Services.
GRADING CRITERIAAttendance: Students are expected to be in class. Excused absences require a note from a doctor for illness or injury only. For every two (2) UNEXCUSED absences your grade will drop by one letter grade.
AYA Social Studies
Late assignments will not be accepted. Exams must be completed on the scheduled day and time. No cell phones in class.
Class Component PointsAutobiography Paper 25Famous Educator Research Paper 50Famous Educator Presentation 50Midterm Exam 100Educational Philosophies Group Presentations 507 One Page Reflection Papers 140 (20 points each)Participation 25Final Exam 150TOTAL POSSIBLE 590
Letter Grade Percentage Points Letter GradeA 93-100 4.00 ExcellentA- 90-92 3.70B+ 88-89 3.30B 83-87 3.00 GoodB- 80-82 2.70C+ 78-79 2.30C 73-77 2.00 SatisfactoryC- 70-72 1.70D+ 68-69 1.30D 63-67 1.00 PassingD- 60-62 0.70F <60 0.00 FailingI* 0.00 IncompleteWP Withdrew PassingWF Withdrew Failing
Expectations for classroom conduct: It is this professor’s goal to make the classroom an environment where students can flourish. Gossiping and interpersonal disputes will not be tolerated. A positive attitude includes a willingness to learn and try new ideas, participation in class discussions and question and answer periods, as well as a consistent work ethic shown steadily throughout the semester. It is expected that respect will be shown towards the all instructors, horses, and fellow students. Students shall not engage in inappropriate verbal, physical or psychological contact or confrontation with another students or college employees, including through the use of social media systems. Students shall not engage in unprofessional conduct found to be offensive or detrimental to the individual, the college or other students. If disrespect is shown in any sphere, the student will be dismissed from the instructional environment for the day.
Disruptive Behavior: It is the obligation of the student to conduct him/herself in a manner that does not disrupt or interfere with the conduct of this class. Student behavior in the classroom shall be conducive to the teaching and learning process for all concerned. Any student whose conduct adversely affects the learning environment in this classroom will be asked to change his/her behavior. If that student continues to be disruptive, he/she will be asked to leave the classroom. Further disruption of the class may result in the student being expelled from the course.
AYA Social Studies
Electronic devices: All cell phones must be silenced or left out of the classroom environment. Texting, reading text messages, checking emails, Facebook or Twittering or other use of social media during class is viewed by your professor as an act of disrespect during class and will result in immediate expulsion from the classroom for that day. Laptop computers are welcome in the classroom as long as their use is not disruptive to the instructional environment and your classmates around you. Computer use is RESTRICTED to the topic of discussion at the time. Reading emails, checking Facebook, Twittering, playing games or otherwise occupying yourself on your computer with concerns NOT under current discussion is viewed by your professor as an act of disrespect during class and will result in immediate expulsion from the classroom for that day.
ACADEMIC DISHONESTY
Any act of academic dishonesty, plagiarism or cheating by students seriously impugns the integrity of the College and is unacceptable. Some examples of plagiarism include, but are not limited to: failure to acknowledge the source(s) of even a few phrases, sentences, paragraphs, or major sections or passages in the paper or project. Failure to acknowledge the source(s) of a major idea is considered plagiarism as well. Cheating consists of giving or receiving unauthorized help before, during or after an exam; looking upon someone else’s exam during the exam period; intentionally allowing another student to look upon one’s exam; the unauthorized discussion of test items during the exam period; and the passing of any exam information to students who have not yet taken the exam are some examples. Other acts of academic dishonesty may include: submitting substantial portions of the same work for credit more than once, without prior consent of the instructor; forging another person’s signature on academic or other official documents; or collaborating on projects, papers or other academic exercises if regarded as inappropriate by the instructor. Anyone caught cheating or plagiarizing will be given an F for the coursework.
BIBLIOGRAPHY
Adler, M. (2000) How to Think About the Great Ideas. Chicago: Carus Publishing.
Adler, M. (1981) Six Great Ideas. New York: Macmillan Publishing.
Das, L. (2011) Buddha Standard Time. New York: Harper Collins.
Esquith, R (2007) Teach Like your Hair’s on Fire. New York: Viking.
Gruwell, E. (1999) The Freedom Writers Diary. New York: Broadway Books.
Gruwell, E. (2007) Teach with your Heart. New York: Broadway Books.
AYA Social Studies
1
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDC 225 Voices of DiversitySpring 2012
Days & Time: MWF 8-8:50 AM, Bldg & Room: Garfield B-11
Instructor’s Name: Dr. Ritu SharmaInstructor’s Title: Assistant ProfessorInstructor’s Office Building & Room: College Hall 205Instructor’s Phone Number: 440-375-7158Instructor’s E-Mail Address: [email protected] Hours: M/W 8:50-9:30 am, 10:45-11:45 am, F 8:50-11:40 am and by appointment
1. Course Description: Voices of Diversity coursework will support pre-service teachers in developing proficiencies to work with students from diverse backgrounds to ensure that all students have the opportunity to learn. This course will provide the opportunity to explore personal values and attitudes toward diversity. The theoretical component will examine the issues of diversity in the classroom. Field experience and examination of educational materials will enhance the students’ understanding of diversity. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.
2. Education Department Sequence: This course falls under the introductory level for the Education Dept.
3. Required Textbooks: Bell, Myrtle P. (2007). Diversity in Organizations, Thomson Higher Education.
http://www.tolerance.org/teach/activities/activity.jsp?ar=800&pa=2
http://www.cnn.com/2007/HEALTH/diet.fitness/01/30/obesity.report/index.html
http://www.woodlands-junior.kent.sch.uk/homework/religion/calendar.htm
https://implicit.harvard.edu/implicit/demo/
4. Course Objectives:
The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
1 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
5/6/2023 10:52 PM Page 17
AYA Social Studies
Upon completion of this course, students are expected to:
1. Identify and define your own individual values, beliefs, and biases regarding issues of diversity.2. Describe how these values, beliefs, and biases may affect skills as a professional teacher.3. Demonstrate an understanding of major conceptualizations regarding diversity as demonstrated through class presentation.4. Apply these understandings to the classroom and its connected community. (i.e. staff, students, parents, etc.)
Knowledge: Project implicit collection of 15 demonstration tests
Skills: Assessment Format 1) Presentation (see Rubric for Presentation)
2) Paper (see Rubric for Paper)
Dispositions: Sense of EfficacyAssessment Format – Presentation (see Rubric for Presentation)
5. Links to the Conceptual Framework: Professionalism - The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance. Knowledge able - The candidate demonstrates knowledge of content, pedagogy, and pedagogical content. Collaborative and Reflective - The teacher candidate collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.
6. Commitment to Reflection: The candidates will be expected to reflect on their practices to refine and improve their classroom practices as it is an integral part of the curriculum and assessment.
7. Field Experience and Student Teaching Requirements (not applicable): A statement of the number of required hours, the level of the field experience, a list of activities and/or assignment expectations, supervision procedures, and assessments that will take place in the field. Include any policies you have for unsatisfactory completion of the field experiences or student teaching.
8. Lake Erie College Education Division Assessment Data Collected in this Course: In this course, assessments and data collection are required to meet requirements for ODE or national accreditation approval.
9. Course Expectations
5/6/2023 10:52 PM Page 18
AYA Social Studies
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than one (1) missed class. Your attendance at every class is expected and required (and being here “in body” doesn’t necessarily mean you are “here”; active participation is a must, and sleeping, doing work/studying for other classes, instant messaging, clockwatching, personal grooming, and other inattentive behaviors are not welcome). As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.
Texting/IMing/Surfing in class is unacceptable under any circumstances—if a situation arises that demands your attention you should not be in the classroom. Disruptive behavior will not be allowed. Every violation of this policy after first warning results in a recorded absence for the day.
b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
c. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
5/6/2023 10:52 PM Page 19
AYA Social Studies
d. Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.
e. Grading Scale:
96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. Please contact me in case of any confusion, concern or question. I am always at your beck and call. My success lies in your success.
10. References:
Aboud, F. E. (1993). The developmental psychology of racial prejudice. Transcultural Psychiatric
Research Review, 30, 229-242.
Bar-On, R. (1997) EQ-i: Bar-On emotional quotient inventory: A measure of emotional intelligence:
Technical manual Toronto, ON: Multi-Health Systems Inc. Bell, M. (2007).
Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology.
American Psychologist, 48, 629-637.
5/6/2023 10:52 PM Page 20
AYA Social Studies
Brewer, M. B. (1999). The psychology of prejudice: Ingroup love or outgroup hate? Journal of Social
Issues, 55, 429-444.
Davidman, L., & Davidman, P. T. (2001). Teaching with a multicultural perspective: A practical guide (3rd
ed.). New York: Addison-Wesley.
Duarte, Eduardo M., & Smith, Stacy. (2000). Foundational Perspectives in Multicultural Education. New
York: Longman.
Grant, Jim (2003). Differentiating for Diversity. Kansas: Principal.
Graves, Donald H. (2002). Testing Is Not Teaching: What Should Count in Education. New Hampshire:
Heinemann.
Greene, B. (1994). Lesbian and gay sexual orientations: Implications for clinical training, practice, and
research. In B. Greene & G. M. Herek (Eds.), Lesbian and gay psychology: Theory, research, and
clinical applications (pp. 1-24). Newbury Park, CA: Sage.
Goleman, D. (1995) Emotional intelligence. New York: Bantam Books.
Goleman, D. (1998) Working with emotional intelligence. London: Bloomsbury Publishing.
Guidelines for Providers of Psychological services to Ethnic, Linguistic, and Culturally Diverse
Populations. (1993). American Psychologist, 48, 45-48.
Hinckley, June M. (2001). A Sound Education. Virginia: Association for Supervision and Curriculum
Development.
5/6/2023 10:52 PM Page 21
AYA Social Studies
Human Rights Watch (2001). Hatred in the Hallways: Violence and Discrimination against Lesbian, Gay,
Bisexual, and Transgender Students in U.S. Schools. [Note: find at
www.hrw.org/reports/2001/uslgbt/toc.htm]
Knapp, M. S., Shields, P. M., & Turnbull, M. J. (1995). Academic Challenge in High-Poverty Classrooms.
Phi Delta Kappan, 76, 770-776.
Kozol, J. (1991). Savage Inequalities: Children in America's Schools. New York: Crown Publishers.
Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice
Teachers. Action in Teacher Education, 12(3), 23-30.
Liston, Daniel P., & Zeichner, Kenneth M. (1996). Culture and Teaching. Mahwah: Lawrence Erlbaum
Associates.
Mayer, J., Salovey, P., & Caruso, D. (2000). Emotional intelligence as zeitgeist, as personality, and as a
mental ability. In R. Bar-On & J.D.A. Parker (Eds.),
The handbook of emotional intelligence. New York: Jossey-Bass.
Noel, Jana. (2000). Notable Selections in Multicultural Education. Guilford: Dushkin/McGraw-Hill.
Ovando, Carlos J., & McLaren, Peter. (2000). The Politics of Multiculturalism and Bilingual Education.
Boston: McGraw Hill.
Steffy, Betty E. Wolfe, Michael P., Pasch, Suzanne H. & Enz, Billie J. (2000). Life Cycle of the Career
Teacher. Thousand Oaks, CA: Kappa Delta Pi and Corwin Press.
Schutte, N & Malouff, J. (1999). Measuring emotional intelligence and related constructs. New York: The
Edwin Mellon Press.
5/6/2023 10:52 PM Page 22
AYA Social Studies
Thorne, B. (1999). Boys and girls together… but mostly apart. In R. Arum and I. R. Beattie (Eds.), The
structure of schooling: Readings in the sociology of education (pp. 338-346). Mountain View, CA:
Mayfield Publishing.
Tiedt, P. L., & Tiedt, I. M. (1999). Multicultural teaching (5th ed.). Boston: Allyn and Bacon.
Wallace, B. (2000). A Call for Change in Multicultural Training at Graduate Schools of Education:
Educating to End Oppression and for Social Justice. [Electronic version]. Teachers College
Record, 102 (6), 1086-1111.
[Note: find at www.tcrecord.org/Content.asp?ContentID=10703]
White, M. S. (1970). Women in the professions: Psychological and social barriers to women in science.
Science, 170, 413-416.
http://www.bokcenter.harvard.edu/docs/hotmoments.html
http://www.crlt.umich.edu/crlttext/P3_1text.html
http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/diversity. htm
http://www.pitt.edu/~ciddeweb/DIVERSITY/resources.htm
http://www.lab.brown.edu/tdl/diversitykitpdfs/dk_language.pdf
11. Assignments:
Notebook 20% identify, define & describe
Paper 35% describe & demonstrate
Presentation 45% describe, demonstrate, apply & analyze
12. Calendar: Topics/Learning Activities and Due Dates for Assignments.
Weeks Topics/Learning Activity Assignment
Week One
Introduction, Orientation, Syllabi review (purpose, scope & sequence, competencies/expectancies)
http://www.hno.harvard.edu/gazette/2003/07.17/15-prejudice.html
Week Definition of Diversity-group test in class, Implicit Bias Test, keep in 2
5/6/2023 10:52 PM Page 23
AYA Social Studies
Two analysis paperpocket folderEkman, reading (keep in folder)F.E. Test reading,
Week Three Jane Elliot video, article Elliot review
Week Four
Body Image reference for class http://www.tolerance.org/images/teach/activities/Reshaping_Body_Image2.ppt
Implicit tests due in folder
Week Five Statistics for paper/presentations Refer to web page for additional
sitesWeek Six Research Paper Due
Week Seven Presentation
5/6/2023 10:52 PM Page 24
AYA Social Studies
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are
committed to the diversity and development of all students.”
EDC 230Educational Psychology Spring, 2012
Mon/Wed/Fri 9:15-10:05 Dr. Rich Bonde
Course DescriptionThis core education course is required of all licensure areas. The course explores the developmental areas of cognition, socialization, morality, emotions, and personality. Students will study language acquisition, group and individual differences, intelligence, and behavior theories. Students will develop workshops in problem-based learning, constructivism, and critical thinking.
Education Department SequenceEDC 230 is a core course for all education students and should be taken early as a professional course.
Required TextbookEggen, Paul and Kauchak, Don (2010) Educational Psychology: Windows on Classrooms.
Upper Saddle, NJ: Pearson/Merrill/Prentice Hall.
Links to Conceptual FrameworkKnowledge of pedagogy
The preservice student will be able to use information on student learning for instructional design and deliveryHuman Growth and Development
The preservice student will be able to: display knowledge of how students learn and the developmental characteristics
of age groups; To understand what students know and are able to do; To recognize characteristics of gifted students, students with disabilities, and at-
risk students
Course ObjectivesKnowledge: The preservice candidate completing this course will be able to explain pertinent
theories of intellectual development, learning, motivation, and s/he will be able to
5/6/2023 10:52 PM Page 25
AYA Social Studies
discuss how such theories can be applicable to classrooms. S/he will be able to show that all students can learn.
Skills: To be able to make applicable decisions and lesson planning relative to learning theories discussed in class.
Dispositions: It is absolutely critical that each preservice candidate completing EDC 230 have a committed belief that all students can learn and that all students have an inherent
motivation to learn. It is part of the LEC Conceptual Framework and essential for this course.
LEC Unit Assessment Data Collection: None in this course.
Course Expectations:Attendance: Daily attendance is required. In the event of an absence, please e-mail the
instructor and make arrangements to make work up. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie
College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.
Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.
Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade.
Grading Scale: Follow scale in Teacher Education Handbook
Assignments:Learning Organizer: Binder with all classwork, chapter organizers, handouts, etcMid Term Exam Assessment of basic knowledge and skills Presentation Presentation to class on your topic. Be creative!!!
Mini-Workshops Student-led workshops on specific topics and opposing viewpointsTerm Paper 5-7 page term paper (3-5 sources) investigating a topic of interest
to the student relative to educational psychology. NOTE: All papers in the Education Department are to be written
in APA style.Final Exam An opportunity to synthesize theories, ideas, concepts, and
practical applications. It will be assigned many weeks in advance.
5/6/2023 10:52 PM Page 26
AYA Social Studies
Grading:Attendance & Participation 20%Content Log 15%Mid-Term Exam (In Class) 20%Term Paper & Presentation 20%Final Exam (Take-Home) 25%
TENTATIVE CLASS SCHEDULEDate: Topic/Activity/Assignment Readings:
M Jan 23 IntroductionsCourse Overview & Requirements
W Jan 25 Is a good teacher born or made?Characteristics of a good teacher; how Ed Psych fits.
F Jan 27 The Development of Cognition an Language Chap. 2Principles of Development & Learning and the BrainPiaget
M Jan 30 Vygotsky Chap. 2
W Feb 1 Language Acquisition Chap. 2
F Feb 3 Personal, Social, Emotional Development Chap. 3Personal & Social DevelopmentIdentify & Self-Concept: Erikson
M Feb 6 Moral Development: KohlbergClashing Views: Retention?
W Feb 8 Group & Individual Differences Chap 4Intelligence: Spearman/ Gardner
F Feb 10 Intelligence: Sternberg Chap 4Learning Style
M Feb 13 SES Chap 4Culture/Language/GenderClashing Views: Gardner: Multiple Intelligences??
5/6/2023 10:52 PM Page 27
AYA Social Studies
W Feb 15 Students at Risk Chap 4
F Feb 17 Panel Discussion: ESL Students
M Feb 20 Behaviorism & Social Cognitive Theory Chap 6Behaviorist Views
W Feb 22 Social Cognitive Theory Chap 6Clashing Views: Self-Esteem
F Feb 24 Guest Presenter: Behavioralism Chap 6
M Feb 27 Cognitive Perspectives on Learning Chap 6
W Feb 29 Memory – Info Processing System Chap 7
F Mar 2 Metacognition Chap 8
M Mar 5 Outcomes of Knowledge ConstructionAssessment
W Mar 7 Students Lessons on Memory
F Mar 9 Mid-Term Exam - In Class
M Mar 12-F 16 No Class – Spring Break
M Mar 19 Complex Cognitive Processes Chap 9Problem-Solving
W Mar 21 Problem-Based Learning Chap. 9
F Mar 23 Critical Thinking Chap 9
M Mar 26 Team Workshops
W Mar 28 Team WorkshopsPAPER DUE
F Mar 30 Chap 10: Theories of Motivation Chap. 10What is Motivation?Humanistic Views
5/6/2023 10:52 PM Page 28
AYA Social Studies
Behavioral Views
M Apr 2 Cognitive Views Chap. 10- Expectancy X Value Theory- Self-Efficacy- Goal Orientation- Attribution- Self-Determination
W Apr 4 - Affective Factors in Motivation Chap. 10- Self-Worth- Arousal and AnxietyClashing Views: Class Size
F Apr 6 No Class
M Apr 9 Motivation in the ClassroomStudent-Led Mini-Workshop
W Apr 11 Chap 11: Motivation Chap. 11Student-Led WorkshopFinal Exam Assigned
F Apr 13 School Visit
M Apr 16 ` Debrief – School Visit and Ed Psych Topics
W Apr 18 Classroom Management – Tentative Panel Discussion
F April 20 Student Presentations Content Organizer Due
M April 23 Student Presentations
W April 25 TBA
F April 27 TBA
M April 30 TBA
W May 1 TBA
F May 2 Final Exam DueRELATED BIBLIOGRAPHY
5/6/2023 10:52 PM Page 29
AYA Social Studies
Borich, Gary D. & Tombari, Martin. (2001). Educational Psychology: A Contemporary Approach (4th Edition) New York: Addison Wesley Longman, Inc.
Garbarino, James (1999). Lost Boys. New York: Anchor Books
Gardner, Howard (1993). Multiple Intelligences: The Theory in Practice. New York: Harper Books.
Goleman, Daniel (1995). Emotional Intelligence. New York: Bantam Books, Inc.
Good, Thomas K & Brophy, Jere (2002). Contemporary Educational Psychology. New York: Longman.
Healy, Jane M (1990). Endangered Minds. New York: Touchstone Publishers.
Hersch, Patricia (1998). A Tribe Apart. New York: Fawcett Columbine Publishers.
Lehmann, Nicholas (2000). The Big Test: The Secret History of the American Meritocracy. New York: Farrar, Straus, Giroux
Ormrod, Jeanne Ellis (2005). Educational Psychology: Developing Learners. Upper Saddle, NJ: Merrill/Prentice Hall.
Wolfe. Patricia (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
5/6/2023 10:52 PM Page 30
AYA Social Studies
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the
diversity and development of all students.”
EDP 310: The Pre-Adolescent Adolescent LearnerInstructor: Linda Siegel E-mail:[email protected]: (office) 375-7384
Course Description: EDP 310 The Pre-Adolescent/Adolescent Learner 3 SHPrerequisite: PS 101This course is designed to provide the pre-service teacher with basic understanding of human development beginning in early childhood and focusing on the preadolescent and adolescent student. Teacher candidates will study the physical, social, emotional, intellectual, psychological, and moral characteristics of the early adolescent within the framework of family and social context. Students will examine research findings on the psychological and social development of preadolescent/adolescents and the impact on their learning and performance in school and in society.
Lake Erie College Ed. Dept. Conceptual Framework Professional Development and Professionalism The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance Knowledge of Content, Pedagogy, and Pedagogical Content The candidate demonstrates knowledge of content, pedagogy, and pedagogical content. Collaboration and Communication The teacher candidate collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development
Course Competencies:Upon completion of this course, students are expected to:1) Acquire an understanding of normal pre-adolescent/adolescent development2) identify issues of concerns to contemporary adolescents, especially those related to school3) Recognize and understand the importance of developing a sense of personal self worth during the adolescent transition4) Apply this knowledge to the support of student learning in the teaching profession
Knowledge: Assessment Format Vocabulary test Skills: Assessment Format – 1) Presentation (see Rubric for Presentation)
2) Paper (see Rubric for Paper)Dispositions: Sense of EfficacyAssessment Format – Presentation (see Rubric for Presentation)
5/6/2023 10:52 PM Page 31
AYA Social Studies
Course Outline: TENTATIVE SCHEDULE notebook is required
Calendar Process Assignment
Week OneIntroduction, Orientation, Syllabi review (purpose,
scope & sequence, competencies/expectancies) Major issues in middle level education
Power Point and text link
Week Two Who Am I? The Central Question of Adolescence Face BookWeek Three Science and Adolescent DevelopmentWeek Four Puberty and Biological DevelopmentWeek Five Cognitive DevelopmentWeek Six The Self, Identity, Emotions, and Personality
Week Seven Gender, SexualityWeek Eight Moral Development, Values, and SpiritualityWeek Nine Families, Peers, SchoolWeek Ten Families, Peers, School
Week Eleven Families, Peers, SchoolWeek Twelve CultureWeek Thirteen Achievement, Work, and CareersWeek Fourteen PresentationsWeek Fifteen Presentations
5/6/2023 10:52 PM Page 32
AYA Social Studies
GradingEvaluation of student achievement includes:1) notebook check2) Rubric for the Presentation3) Rubric for the Paper 4) Dispositional Orientation Rubric
Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D
86-84 B- 72-70 C- 62-60 D- 59
ATTENDANCE POLICY: Each student is expected to maintain regular and punctual class attendance.
DISABILITY STATEMENT:The disability statement that is printed in the Lake Erie College Catalog is applicable to this course. It is the responsibility of the student to seek assistance at the college and to make his/her needs known to Dr. Spiesman, the Director of the Student Success Center (375-7426). The Student Success Center offers both peer and/or professional tutoring in all course/subject areas, as well as assistance in improving personal academic performance. The instructor will assist with accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or the evaluation standards.
PLAGIARISM STATEMENT: Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student; it will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member, who may choose to confer with colleagues. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. This most likely will have an adverse effect on the final grade given for the course. [Source: LEC catalog]
References
Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach (3rd ed.). Upper
Saddle River, NJ: Pearson Education, Inc.
Rice, Philip, F. (1999), The Adolescent: Development, Relationships, and Culture (9th Edition).
Boston, MA: Allyn and Bacon.
Santrock, John W. (2007). Adolescence, Eleventh Edition. Boston: McGraw-Hill. ISBN: 978-0-
07-313372-0 (soft cover)
5/6/2023 10:52 PM Page 33
AYA Social Studies
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to
the diversity and development of all students.”
EDC 330INTRODUCTION TO STUDENTS WITH EXCEPTIONAL LEARNING NEEDS
FALL, 2011Mondays/Wednesdays/Fridays 9:15-10:05 AM Garfield A1
Dr. Catherine Krammer, Ph.D.Office: Garfield, Rm. A14 Phone: 440-375-7381
Course DescriptionThis core education course is required of all licensure areas. Students will be introduced to all areas of disabilities as well as the legislation and regulations of IDEA and 504. Particular emphasis is placed on using cognitive learning strategies with students with disabilities in the general education classroom. In class opportunities are given to teach mini-lessons individually and in co-teaching situations.
Education Department SequenceEDC 330 is a core course for all education students and should be taken early as a professional course. Students must have completed EDC 301 Foundations of Education and EDC 225 Voices of Diversity before taking Exceptionalities.
Required TextbookHallahan, D. P., Kauffman, J. M., & Pullen, P.C. (2012). Exceptional Learners: An Introduction to Special Education. Pearson
Links to the Conceptual Framework (based on the Ohio Standards for the Teaching Profession)
Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
5/6/2023 10:52 PM Page 34
AYA Social Studies
4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.
5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
5.2 Teachers create an environment that is physically and emotionally safe.
5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
5.5 Teachers maintain an environment that is conducive to learning for all students.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively.
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.
6.4 Teachers collaborate effectively with the local community and community agencies, when appropriate, to promote a positive environment for student learning.
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
COMMITMENT TO REFLECTION
Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices
5/6/2023 10:52 PM Page 35
AYA Social Studies
Course Objectives
Knowledge: The preservice candidate completing this course will be able to list and explain all areas of disabilities and exceptionalities. S/he will be able to discuss how such students are integrated into regular classrooms to be educated with their typically developing peers and when such integration is not the best alternative.
Skills: To be able to participate in the identification and assessment process in IDEA and the 504 process.
Dispositions: It is absolutely critical that each preservice candidate completing EDC 330 have a committed belief that all students can learn and that students with disabilities are an important component of the public school classroom. It is part of the LEC Conceptual Framework and essential for this course.
LEC Unit Assessment Data Collection: None in this course.
Course ExpectationsAttendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up before class if at all possible. There will be several times when we will have guest speakers. There is not a way to make these up since we cannot ask them to come back so be in attendance on these days. A student's grade will be reduced one letter grade for more than three (3) missed classes. Meaning the 4th unexcused absence results in a dropped letter grade, the 6th, results in and additional letter grade dropped and anymore than that you will fail the course. If you are late more than three times it will count as a missed class. Be here and be on time.
Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.
Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.
Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor but there will be a 5% reduction per day. Papers more than a week late will not be accepted. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade. Work should be turned in with your name on it, stapled, edited, and professionally presented. I will not accept papers that are not turned in this way.
Grading Scale:
96-100 A94-95 A-90-93 B+87-89 B84-86 B-
5/6/2023 10:52 PM Page 36
AYA Social Studies
80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
Required Assignments: 1. Daily Participation and Attendance You will earn 3 points each of the 41 class periods that you are on time, there the whole time and participating. You will not get these points for the class period even if you were excused. You will not get these points just for physically being present. You must be there and be involved.
2. Weekly Tests Each week you will have a take-home test over the chapter. They are due every Monday over the corresponding chapter.
3. LEAD Program Hours We are extremely fortunate to have been selected as the site to host a new Lake County Education Program. The L.E.A.D (learn, experience, achieve, develop) at Lake Erie program offers therapeutic, prevocational and educational opportunities in a non-traditional setting for 9 th and 10th grade students. Your task is a follows:
By the end of the second week of class I hope that we will have had a “meet and greet” so that the students in the program can meet you, and you can get to know them. Afterwards you will be responsible for arranging an independent visit in which you participate in some way with what is going on in the classroom-this could be assisting the students with homework or research, assisting the teacher, leading a game or lesson, whatever you and the LEAD team determine. During this time you will hopefully get a feel for how you might assist in the program and have determined how you will fulfill your 10 required hours during the semester. Perhaps there is a particular student you would like to be paired with to mentor or if you have a particular strength in a content area and would like to teach a lesson (or more) then you have offered to do that with the approval of the LEAD teachers. Also at that time you must decide what day/time you are committed to and stick with it! Communicate with the LEAD staff if you have to miss a day. It is critical that you be there when you say you will be.
Complete your 10 hours (or more if you wish and we do encourage that) of volunteer service hours. These hours must be spread across the whole semester (i.e. one hour per week) Again, this can be through mentoring a particular student and helping them with research, homework, or even just hanging out and playing a game. This could also be through teaching lesson/s particular to your content area, or through some other activity that you and the LEAD teachers have worked out. The same rules apply here as they do for field in terms of appropriate dispositions (professional behavior, dress, and a strict adherence to confidentiality!)Your grade for this assignment is based on three things: Completion of the hours, feedback from the LEAD teachers (We are looking for attendance, timeliness, professional behavior and dress and a willingness to be a positive part of these students’ program) and finally keeping and periodically turning in (along with your log of hours) a journal briefly talking about what you did while you were there and what your reaction was to the experience. The final entry should be a one page typed summary of the overall experience. See Rubric for more information.
5/6/2023 10:52 PM Page 37
AYA Social Studies
4. Reaction Papers: Reactions papers are 6, 1-2 page typed reflections on experiences such as a field trips, video, speakers, etc. These will always be due one week after the event so for example if the speaker came on a Friday then the paper is due the next Friday. This holds true even if we don’t have a class period in between due to a snow day or holiday. These should be reflections on what you thought about the event, how you would/could use the information as a teacher, what it made you think about. It should NOT be a summary of what happened. I know what happened. I was there! See Rubric for more information.
5. Chapter Presentation Each student is responsible for co-presenting the information on one chapter in a PowerPoint and engaging the class in some kind of learning activity concerning the material. Here are some ideas for your activity, but you can also come up with your own. Discussion questions, Bingo, crosswords, games, skits, matching quizzes, jeopardy PowerPoint, art project, centers, etc. Be creative! See Rubric for more information.
6. Co-Teaching of a Strategy You will pick a co-teaching partner who may or may not be from your licensure area. (Intervention Specialists may not be paired together!). If you are with someone from another grade band than yourself then you two must agree on a common grade level and content area. You will be able to choose a cognitive learning strategy and then the two of you will develop a short lesson plan to teach to the class. Your peers will be your students. Be creative, follow the rubric, and pay attention when we watch the videos and learn how to do this! See Rubric for more information.
7. Presentation on a Disability Topic You have the option of writing a paper, or doing some kind of presentation on a disability topic. This could be a PowerPoint, or some other kind of demonstration of your knowledge. No matter what style you choose you must turn in a reference page with at least three references other than your textbook on the subject. A signup sheet will be provided for topics and dates to present. See Rubric for more information. Once you decide on your format you cannot change. i.e. don’t tell me you are doing a paper and then decide later you would rather do something in class instead. I will only schedule enough slots for those who sign up to do something in class. See Rubric for more information.
8. Final The final will be multiple choice and will be questions you have had on the weekly tests. 100 points.
Grading Procedure: Points Due1. Daily Participation & Attendance 41 classes x 3 points = 123 Points Each class2. Weekly Tests 10 Points x 15 chapters= 150 Points Every Monday3. LEAD Program Hours 75 Points Nov. 214. Reaction Papers 6 papers x 40 points = 240 Points 1 wk. after event5. Chapter Presentation Each student does 1 chapter 50 Points on assigned date6. Co-Teaching of a Strategy 100 Points on assigned date7. Presentation on a Disability Topic 100 points last week class8. Final 100 Points Dec. 5 8:00
938 Points Possible
5/6/2023 10:52 PM Page 38
AYA Social Studies
TENTATIVE CLASS SCHEDULE
Date: Topic/Activity: Readings: Week 1 Ch 1: Exceptionality and Special Education
Aug. 22 Introductions/Course Expectations/Syllabi Chapter 1Aug. 24 CH 1 PP/Fairsticks/Discussion QuestionsAug. 26 LEAD Program Meet and Greet
Week 2 Ch 2: Current Practices Chapter 2Aug. 29 Student Chapter PresentationAug. 31 Video: A New IDEA-Reflection 1Sept. 2 In class activities-IEPs
Week 3 Ch. 3: Multicultural and Bilingual Aspects of SPED Chapter 3Sept. 5 LABOR DAY-NO CLASSSept. 7 Student Chapter PresentationSept. 9 Video: RTI-Reflection 2
Week 4 Ch 4: Parents and FamiliesSept. 12 Student Chapter Presentation Chapter 4Sept. 14 Centers/Lecture/In class activitySept. 16 Guest Speakers???
Week 5 Ch 5: Intellectual and Developmental DisabilitiesSept. 19 Student Chapter Presentation Chapter 5Sept. 21 Centers/Lecture/In class activitySept. 23 Broadmoor Game??-Reflection 3
Week 6 Ch 6: Learning DisabilitiesSept. 26 Student Chapter Presentation LEAD LOG CHECK #1 Chapter 6Sept. 28 Cognitive Learning Strategies Video 1*Sept. 30 Cognitive Learning Strategies Video 2*
*There are no reflections due over these videos but they are essential to you being able to co-teach your lesson! Please watch them carefully and take notes.
Week 7 Ch 7: ADHDOct. 3 Cognitive Learning Strategies Work Chapter 7Oct. 5 Student Chapter Presentation- Oct. 7 Centers/Lecture/In class activity-
Week 8 Ch 8: Emotional and Behavioral DisordersOct. 10 Student Chapter Presentation Chapter 8Oct. 12 Guest Speaker-Joe Schellentrager Oct. 14 NO CLASS-FALL BREAK
Week 9 Ch 9: Autism Spectrum Disorders Chapter 9
5/6/2023 10:52 PM Page 39
AYA Social Studies
Oct. 17 Student Chapter PresentationOct. 19 Centers/Lecture/In Class ActivityOct. 21 Video: Autism is a World-Reflection 4
Week 10 Ch 10: Communication Disorders Chapter 10Oct. 24 Student Chapter Presentation LEAD LOG CHECK #2Oct. 26 Co-TeachingOct. 28 Co-Teaching
Week 11 Ch. 11: Deaf /Hard of Hearing Chapter 11Oct. 31 Student Chapter Presentation Nov. 2 Centers/Lecture/In class activityNov. 4 Video-The Sound and the Fury-Reflection 5
Week 12 Ch: 12: Blindness/Low Vision Chapter 12Nov. 7 Student Chapter PresentationsNov. 9 In class activity/Discussion QuestionsNov. 11 Centers/Lecture/In class activity
Week 13 Ch. 13: Low-Incidence Chapter 13Nov. 14 Video: King Gimp-Reflection 6Nov. 16. Student Chapter Presentation Nov. 18 Discussion Questions/Lecture/In Class Activity
Week 14 Ch 14: Physical and OHI Chapter 14Nov. 21 Student Chapter Presentation-FINAL LEAD Journal and Log DUENov. 23 THANKSGIVING BREAKNov. 25 THANKSGIVING BREAK
Week 15 Ch 15: Gifted and Talented Chapter 15Nov. 28 Student Chapter PresentationNov. 30 Final PresentationsDec. 1 Final Presentations
FINAL
Monday December 5, 2011 8:00-10:00
5/6/2023 10:52 PM Page 40
AYA Social Studies
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the
diversity and development of all students.”
Name: __________________
10-9 8-7 6-0Content: Student has demonstrated understanding of the content through a brief (1 Paragraph) of what happened or what the presentation was aboutReflection: Student has reflected on the material by formulating an opinion and supporting it with their own ideas as well as factsApplication: Student has given thought to how the information would be used, or not used, in their own classroom and teachingPresentation: Student has clearly articulated all of this in a well written 1-2 page paper that is free of spelling and grammatical errors
Total out of 40 points_____________________
EDC 330: Introduction to Exceptionalities
5/6/2023 10:52 PM Page 41
AYA Social Studies
Rubric for Chapter Presentation Name: ____________________________________10-9 8-7 6-0
Content: Student has obviously read and addressed all key points from the chapter in their presentationPresentation: Student has effectively utilized a PowerPoint presentation to convey pertinent information on the topic. This includes appropriate voice, delivery, and paceActivity: Student has created and engaged the class in a process to reinforce the materialProfessionalism: Student has turned in and presented their PowerPoint on the day assigned, is prepared, makes good eye contact and is dressed appropriately
5-4 3-2 1-0Resources: Student provides a list of references for their topic/chapter. In addition to the textbook this list must include four other print or media resourcesCreativity: Student incorporates video, media, hyperlinks or some other added element to their PowerPoint or creates a learning activity that is particularly unique
Total out of 50 Points______________
5/6/2023 10:52 PM Page 42
AYA Social Studies
EDC 330: Introduction to Exceptionalities
Rubric for LEAD Program Hours
Name: _______________________________________
25-23 22-19 18-0Time Log Candidate has completed
all 10 hours within the time frame specified.
Feedback from LEAD Candidate arrived in a timely manner, was appropriately dressed, was respectful, helpful, and assisted in the manner they were asked to.
Journal Candidate kept an on-going journal with entries for every time they attended as well as a final entry of at least one page summarizing the overall experience. Candidate turned in their journal on the days they were asked to do so. The entries were legible, articulate and demonstrated reflection of the experience.
Total out of 50 Pts.
Cognitive Strategy Instruction Co-Taught Lesson Rubric
Name: ____________________________ Partners Name: _________________________
5/6/2023 10:52 PM Page 43
AYA Social Studies
Component Emerging/ 0-7 Acceptable 8-9 Target 9-10 ScoreCo-Teaching Candidate does not
turn in a reflection regarding the lesson planning/ co-teaching experience.
Candidate turns in a 1 pg. reflection regarding the lesson planning/co-teaching experience but the reflection doesn’t address how the process could be improved.
Candidate turns in a 1 page reflection regarding the lesson planning/co-teaching experience.
Develop Background Knowledge
Candidate omits an anticipatory set that taps into student’s background knowledge. Does not motivate students to learn the strategy.
Candidate may have an anticipatory set but it does not connect the strategy to learning in order to develop motivation for learning this strategy.
Candidate has an anticipatory set that helps students develop the background knowledge for the strategy.
Discuss It Candidate leaves out multiple required steps of the “Discuss It” stage: Strategy steps, benefits, significance, and commitment
Candidate may engage the class in a whole group discussion of the strategy but may leave out or ineffectively address one or more of the following: Strategy steps, benefits, significance, and commitment.
Candidate engages the class in a whole group discussion of what the strategy steps are and what the benefits and significance is. Teacher asks the students to commit to using the strategy.
Model It Candidate does not model how to use the strategy or fails to model self-reinforcement strategies and reinforcement statements.
Candidate does an acceptable job of modeling the strategy.
Candidate models how to use the strategy and includes appropriate self-instructions and self-reinforcement statements.
Memorize It Candidate does not include a lesson step which would help the student memorize this strategy.
Candidate either does not provide a mnemonic to help the students memorize the strategy or does not assist them in
Candidate introduces a mnemonic to help the student memorize the strategy and assists them in rehearsing it.
5/6/2023 10:52 PM Page 44
AYA Social Studies
rehearsing it.Support It Candidate does not
engage the students in an activity where they can practice using the strategy.
Candidate has the students use the strategy with a relevant task and provides guidance as needed but does not provide examples of other situations where the strategy could be used.
Candidate has students use the strategy and self-instructions while performing the task, provides guidance as needed and discusses other applicable uses.
Maintain Independent Practice*You will not teach this step in this class for the sake of time, but must note it in your lesson plan
Candidate does not provide a plan in their lesson for how they would help students maintain independent performance.
Candidate may mention a plan in their lesson for how they would maintain independent performance but either not how they would help them generalize or evaluate it
Candidate provides a plan for how they would help students maintain independent performance including how they would generalize the strategy and evaluation measures.
Handout No handout is provided/or the handout leaves out multiple required elements.
A handout is provided but may not include all of the following: Title of the strategy, strategy steps, reference.
A handout is provided to each class member that states the strategy, each of the steps and a reference.
Preparation Candidate did not provide the lesson to the instructor prior to teaching it and does not appear to be prepared to teach the strategy.
Candidate may have the lesson plan completed but does not appear to be fully prepared to teach the lesson.
Candidate has obviously prepared to teach the lesson including having turned in the lesson plan ahead of time (at least 24 hours).
Presentation Lesson presentation has multiple areas that could be improved: Enthusiasm, tone and voice quality, eye contact and movement about the room.
Lesson is presented with acceptable enthusiasm, tone and voice quality may have room for improvement. Candidate could work on eye contact and proper movement about
Lesson is presented with enthusiasm, proper tone and voice projection. Candidate uses good eye contact and moves around the room.
5/6/2023 10:52 PM Page 45
AYA Social Studies
the room. Total out of 100 Points
EDC 330: Introduction to Exceptionalities Final Presentation Rubric Name: ______________________________
Criteria Unacceptable 7 or below
Acceptable 7.5-8.5 Target 9-10
Foundations Candidate has minimally or has not addressed the foundations of the particular disability category.
Candidate has adequately presented the foundations of the particular disability category.
Candidate has thoroughly presented the foundations of this particular disability category.
History Candidate has minimally or has not addressed the history of the particular disability category.
Candidate has adequately presented the history of the particular disability category.
Candidate has thoroughly presented the history of this particular disability category.
Definitions Candidate has minimally or has not addressed the definition of the particular disability category.
Candidate has adequately presented the definition of the particular disability category.
Candidate has thoroughly presented the definition of this particular disability category.
Prevalence Candidate has minimally or has not addressed the prevalence of this particular disability category.
Candidate has adequately presented the prevalence of this particular disability category.
Candidate has thoroughly presented the prevalence of this particular disability category.
Causes Candidate has minimally or has not addressed the causes of the particular disability category.
Candidate has adequately presented the causes of this particular disability category.
Candidate has thoroughly presented the causes of this particular disability category.
Characteristics Candidate has minimally or has not addressed the characteristics of this particular disability category.
Candidate has adequately presented the characteristics of this particular disability category.
Candidate has thoroughly presented the characteristics of this particular disability category.
Identification Candidate has minimally or has not addressed the method
Candidate has adequately presented the methods of
Candidate has thoroughly presented identification methods
5/6/2023 10:52 PM Page 46
AYA Social Studies
of identification for this particular disability category.
identification for this particular disability category.
for this particular disability category.
Methods of Instruction Candidate has minimally or has not addressed methods of instruction for this particular disability category.
Candidate has adequately presented methods of instruction for this particular disability category.
Candidate has thoroughly presented methods of effective instruction for working with this particular disability category.
Other Strategies Candidate has minimally or has not addressed other strategies for working with this particular disability category.
Candidate has adequately presented other strategies for working with this particular disability category.
Candidate has thoroughly presented strategies for working with this particular disability category.
Presentation/Grammar Candidate has not sufficiently presented their topic and/or it contains multiple grammatical errors.
Candidate has adequately presented their topic but with several grammatical errors.
Candidate has effectively presented their topic without any, or with only a couple of grammatical errors.
References Candidate either only includes one source as a reference for this presentation and/or the references are not appropriate.
Candidate only provides two references or they are not appropriate.
Candidate provides a list of references for their topic. In addition to the textbook this list must include two other print or media resources
Total out of 100 Points
Additional Comments:
1. Please read the following statements2. Initial after each of them3. Sign and date this sheet4. Separate it from your syllabus and pass it to the front of the room
I have read and understand this syllabus.
I understand it is my responsibility to read the rubrics and know what is expected on all assignments.
If I don’t understand something I will ask the instructor for help well before the assignment is due.
I will check my e-mail every day and respond to my instructor when she contacts me.
I will do the reading each week and turn in my assignments on time.
I will participate in class and get the most I can out this semester.
5/6/2023 10:52 PM Page 47
AYA Social Studies
I understand that the grade I earn is up to me.
I will have a good time and make the most of this semester!
Name: ______________
5/6/2023 10:52 PM Page 48
AYA Social Studies
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the
diversity and development of all students.”
EDA 331: Planning for InstructionFall 2011
10:30 AM 11:37 AM Dr. Linda Siegel
Assistant ProfessorCollege Hall 302
Office Hours Mondays or by appointment
1. Course Description: This course will enable teacher education candidates to learn and practice instructional
management strategies including classroom management, lesson planning, assessment for instructional planning, materials available for effective instruction, the use of textbooks and supplemental materials, unit planning and the implementation of the Ohio Content Standards for instructional planning.
2. Education Department Sequence: This course may be taken in the Junior year or earlier. 3. Required Textbooks: all resources and materials are electronically accessed via LEO 4. Links to the Conceptual Framework: Standard 2: Teachers know and understand the content area for which they have instructional responsibility. 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan
instruction.2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the
discipline.2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.2.5 Teachers connect content to relevant life experiences and career opportunities.Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 3.1 Teachers know about assessment types, their purposes and the data they generate.3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.3.4 Teachers collaborate and communicate student progress with students, parents and colleagues.3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student. 4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content
standards.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, students
with disabilities and at-risk students.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.
5/6/2023 10:52 PM Page 49
AYA Social Studies
5. Commitment to Diversity: Students experience developing lesson plans and planning appropriate instruction to accommodate various modalities, learning styles and students with diverse intelligences as well as addressing needs of diverse populations.
5. Field Experience and Student Teaching Requirements: N/A 6. Course Objectives This course will focus on the following topics:
Models for Curriculum Integration Aligning Curriculum Bloom’s Revised Taxonomy (Anderson) Brain-Based Learning Multiple Intelligences (MI) Theory Integrated Assessment Strategies Research regarding integration
7. Lake Erie College Education Division Assessment Data Collected in this Course: AYA content
lessons long form
10. 9. Course Expectations/Course Competencies This course will focus on the following topics:
Models of Curriculum Aligning Curriculum Bloom’s Revised Taxonomy (Anderson) Brain-Based Learning
Multiple Intelligences (MI) Theory Assessment Strategies Research regarding learning
Upon completion of this course, students are expected to:1. Identify and define topic concepts,2. Describe how these topics are fundamental to integrating curriculum, 3. Demonstrate and Apply conceptual understandings to the development of an integrated
unit.
Grading Class Assignments 25% identify, define & describe Integrated Unit- Final Long Form Lesson Plan 75% develop & demonstrate
Class Assignments: Students will complete assignments that are given in class and posted on LEO.
Integrated Unit: Students will work both independently and in groups to compose an integrated unit. The unit will consist of all elements of lesson planning in a classroom setting
5/6/2023 10:52 PM Page 50
AYA Social Studies
(i.e. lesson plans, artifacts, resources, research findings, models, etc.) A complete description of the criteria of the unit will be discussed in class. Group work will make up 25% of the unit grade and individual work will be 75% of the unit grade.
a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. The course meets once a week. A student missing a session would be missing a week's worth of work. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.
b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of
Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read yourcollege catalog.
c. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.
d. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
11. Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D 86-84 B- 72-70 C- 62-60 D - 59 Fail 12. Assignments: see LEO 13. Calendar: see LEO
5/6/2023 10:52 PM Page 51
AYA Social Studies
2LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDA 401: Social Studies MethodsSpring 2012
Dr. Linda SiegelAssistant ProfessorGarfield A [email protected] Hours Mondays or by appointment
1. Course Description: Students will work with a specialist who is a professional teacher in their content area and plan lessons, assessments, classroom organization materials, content standards and techniques for effective instruction and learning in integrated social studies.
2. Education Department Sequence: This course does not require a prerequisite although it does require special permission by the Teacher Education Committee to take if the Education Department Interview has not been passed.
3. Required Textbooks: ODE Social Studies Content Standards, NCSS Content Standards
4. Course Objectives
Upon completion of this course, students are expected to:
1. identify ways to plan and organize a social studies program2. develop global perspectives3. demonstrate the ability to plan and compose a social studies unit 4. plan and develop materials for an integrated unit of instruction. 5. demonstrate knowledge of ODE SS Content Standards 6. identify, locate, and exhibit knowledge of how to use materials, media, and technology
available to help implement a social studies program. 7. align assessments to goals for student learning
5. Links to the Conceptual Framework: This course contributes to the development of teacher candidates most specifically in content knowledge and pedagogue in the Social Studies.
Standard 2: Teachers know and understand the content area for which they have instructional responsibility.
2 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
5/6/2023 10:52 PM Page 52
AYA Social Studies
2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
2.5 Teachers connect content to relevant life experiences and career opportunities.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.
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, students with disabilities and at-risk students.
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.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively.
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.
6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
6. Commitment to Diversity: The 1st theme in of NCSS is Culture. “Social studies curriculum should include experiences that provide for the study of culture and cultural diversity.”
7. Commitment to Technology: The 8th theme in of NCSS is Science, Technology, and Society. “Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Science, and its application, technology, affects cultural change and people’s interaction with their world. Technological advances allow people around the world to be connected instantaneously beyond their immediate locations. Modern life as we know it would be impossible without technology and the science that supports it.”
5/6/2023 10:52 PM Page 53
AYA Social Studies
Teacher candidates explore how technology selection facilitates and constrains the learning outcomes of the social studies content standards.
8. Commitment to Reflection: see journal assignment for detailed explanation
9. Field Experience and Student Teaching Requirements Application of principles and concepts learned in this course will be applied to field experiences as available.
10. Course Expectations
a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.
b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.
c. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.
d. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
11. Grading Scale:
100-96 A 93-90 B+ 83-80 C+ 69-67 D+
95-94 A- 89-87 B 79-73 C 66-63 D
86-84 B- 72-70 C- 62-60 D - 59 Fail
12. Assignments: see LEO
5/6/2023 10:52 PM Page 54
AYA Social Studies
Class assignments: see Leo
Social Studies Unit: Students will work both independently and in groups to compose an integrated unit. Presentations of the unit will be delivered at the end of the course. NCSS/ODE SS Standards will guide the development and composition of the unit.
All elements of classroom learning (i.e. lesson plans, artifacts, resources, research findings, models, etc.) A complete description of the criteria of the unit will be discussed in class. Group work will make up 25% of the unit grade and individual work will be 75% of the unit grade.
13. Calendar: see LEO
References
Academic Content Standards K – 12 Social Studies (Ohio Department of Education)
(online) http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?
page=3&TopicRelationID=335&ContentID=852&Content=18582
Bowman, R.P., et. al. (1994.) Helping Adolescents Build Cultural Bridges,
Developmental Resources, Inc. Chapin: South Carolina.
Fry, T.S. (2000). Multicultural perceptions held by preservice social studies teachers,
Journal of Critical Inquiry into Curriculum and Instruction, (2)2.
5/6/2023 10:52 PM Page 55
AYA Social Studies
Glover, R.J., OՄonnel, B.K. (2003) Understanding human rights, Social Studies and the
Young Learner, 1.
Marzano, Robert J., Pickering, Debra J., & Pollock, Jane E. (2001). Classroom
instruction that works: Research-based strategies for increasing student
achievement. Alexandria, VA: Association for Supervision and Curriculum
Development.
Taylor, R. Retrieved from http://www.rogertaylor.com/ Curriculum Design in
Excellence, Inc. August , 2008.
National Council for the Social Studies. (2003). Notable Social Studies Trade Books for
Young People, Social Education, (67) 4.
5/6/2023 10:52 PM Page 56
AYA Social Studies
EDC 340 Educational Media and TechnologySpring 2012
M 2:15 - 4:00Dr. Linda Siegel, Assistant Professor
Garfield A-11440-375-8374 [email protected]
Office Hours Mondays or by appointment
1. General Course DescriptionThis is a required course for all preservice teachers. It encompasses effectively identifying, locating, evaluating, designing, preparing and efficiently using educational technology as an instructional resource in the classroom as related to principles of learning and teaching. Candidates will develop increased classroom communication abilities through lectures, discussions, modeling, laboratory experiences, and completion of a comprehensive project.
2. Education Department Sequence: This course may be taken in the Junior year or earlier. 3. Required Textbooks: all resources and materials are electronically accessed via LEO. 4. Links to the Conceptual Framework: Commitment to Technology: Content is evidence of
technology 5. Commitment to Diversity: Diverse populations are able to access information via technology
equally although perhaps not always equitably due to external factors. 6. Field Experience and Student Teaching Requirements: n/a 7. Course Objectives The objective and assessment outcomes for this course are aligned with the Conceptual
Framework of Lake Erie College, the professional organization.This course does not simply assume that computers and technologies are good for education and then try to expand the software/hardware tools you master in a semester. Rather, in learning about media and technology in education, the pre-service candidate will:
a. Make educationally justified and responsive choices of when and how to integrate technologies
b. Develop knowledge/skills in the selection, use, and application of technology to support student learning and to advance personal professional development.
c. Demonstrate successful implementation of learning supported by technologyd. Author written work on development of technology supported lessons and research implications involved.
8. Lake Erie College Education Division Assessment Data Collected in this Course: n/a
9. Course Expectations
5/6/2023 10:52 PM Page 57
AYA Social Studies
a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. The course meets once a week. A student missing a session would be missing a week's worth of work. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.
b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of
Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.
c. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.
d. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
10. Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D 86-84 B- 72-70 C- 62-60 D - 59 Fail 11. Assignments: see LEO 12. Calendar: see LEO
EDC 330: Introduction to Exceptionalities Reaction Paper Rubric
5/6/2023 10:52 PM Page 58
AYA Social Studies
3
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDP 416 AReading in the Content Area
Fall 2011Mondays/Wednesdays/Fridays 11:45 AM-12:35 PM Garfield B23
Professor Pam Martin, M.Ed.Office: Garfield, A7 Phone: 440-375-7157 email: [email protected]
Office Hours: M/W/F 1:30-3:30 PM T/TH 3:30-4:30 and by appointment“The more you read, the more things you will know. The more that you learn, the more places you'll go.”
- Dr. Seuss, "I Can Read With My Eyes Shut!"
Course Description
This course covers practical reading and study skill techniques for subject area teachers. Teacher candidates learn ways to assist students to read for different purposes. Topics such as readability formulas, directed reading activity, grouping in the classroom, vocabulary building, comprehension levels, questioning, following directions, rate of reading, and study guides are covered.
Education Department Sequence
This course falls under the introductory level for the Education Department.
Required Textbook
Richardson, J. S., Morgan, R. F., & Fleener, C. (2006). Reading to Learn in the Content Areas (6th ed.). Belmont, CA: Wadsworth.
Links to Conceptual Framework
Professional Development and Professionalism: Pre service candidates will uphold and
follow professional ethics, purposeful professional development, policies, and legal
codes of professional conduct.
Course Objectives
Knowledge
The pre service candidate completing this course will gain knowledge of choosing appropriate strategies and materials relating to purpose.
3
5/6/2023 10:52 PM Page 59
AYA Social Studies
know the difference between learning to read and reading to learn and how each applies to content area reading
understand the role of meta cognition in student learning related to identifying student’s prior knowledge and instructional needs.
become familiar with various textual features so comprehension may be facilitated.
Skills
Be able to encourage active, engaged learning by using a variety of text and valuingstudents’ prior knowledge and experiences.
Be able to appreciate the multiple types of reading necessary to become fluent readers Be able to recognize and teach a variety of reading strategies Be able to recognize the importance of teaching reading as a process rather than a discrete
series of skills to be taught through unrelated activities/exercises.
Dispositions
The pre service candidate will understand and will be sensitive to differences among learners and how these differences influence reading. S/he will develop an understanding of the effect that culture, race, and socioeconomics can have on the teaching of literacy skills.
Course Expectations
Attendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up before class if at all possible. Be here and be on time. A student’s grade will be reduced one letter grade for more than three (3) unexcused absences. If you are late more than three (3) times, it will count as an unexcused absence.
As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.
Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.
Disabilities: Any LEC pre service candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.
Late Work : Work is due as assigned. Any late work may be accepted by contacting the instructor but there will be a 5% reduction per day. Papers more than a week late will not be accepted. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade. All work must be turned in with your name on it, stapled, edited and professionally prepared to be accepted.
Grading Scale:
5/6/2023 10:52 PM Page 60
AYA Social Studies
96-100 A 70-72 C-94-95 A- 67-69 D+90-93 B+ 63-66 D87-89 B 60-62 D-84-86 B- Below 60 F80-83 C+73-79 C
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
Required Assignments:
1. Daily Participation and Attendance You will earn 3 points for each of the 41 class
periods that you are on time, stay for the entire class and participating. You will not get
these points when absent, even if it is an excused absence. You will earn these points
by being an active participant.
2. Weekly Quizzes Each week you will have an in-class quiz over the chapter. It will be
given at the start of class each Monday over the chapter/topic covered during the prior
week. If you are late, you miss the quiz. Quizzes will be graded and discussed in class.
3. Reaction Papers Reaction papers are 1-2 pages written reflections on experiences
such as video, journal articles, speakers, class activities, etc. These will always be due
approximately one week after the event. The specific due date will be given at the time
the assignment is made.
4. Chapter Presentation Each student is responsible for presenting the information on
one chapter and engaging the class in a learning activity concerning the material. Some
suggestions for activities are: bingo, crosswords, games, skits,
matching quizzes, jeopardy, art project, or center. Be creative!
5/6/2023 10:52 PM Page 61
AYA Social Studies
Grading Procedure: Points Due
Daily Participation & Attendance 41 classes x 3= 123 points Each class
Weekly Quiz 10 points x 12= 120 points Every Monday
Reaction Papers 6 papers x 40= 240 points 1 wk after event
Final Exam 100 points Final’s Week
583 points possible
Tentative Class Schedule
Date:_______Topic:__________________________________Readings:
Week 1 Ch 1: Content Teachers & Content Literacy Chapter 1 Aug. 22 Introductions/Course Expectations Aug. 24 Literacy Autobiography Assignment Aug. 26 Vocabulary Activity Week 2 Ch 2: Assessment and Evaluation Chapter 2Aug. 29 Ch 1 QuizAug. 31 Student Chapter PresentationSept. 2 “High-stakes” Assessment activity
Week 3 Ch 3: Preparation for Learning Chapter 3Sept. 7 Ch 2 QuizSept. 9 Student Chapter Presentation Graphic Organizers activity
Week 4 Ch 4: Assistance in Learning Chapter 4Sept. 12 Ch 3 QuizSept. 14 Student Chapter PresentationSept. 16 Text Dependent Questions activity
Week 5 Common Core Standards for ELA Standards Sept. 19 English Language Arts 6-12 Sept. 21 Ch 4 QuizSept. 22 Attend Professional Development for 10 extra credit pointsSept. 23 ELA Standards activities
5/6/2023 10:52 PM Page 62
AYA Social Studies
Week 6 Ch 5: Learning Through Reflection Chapter 5Sept. 26 Quiz on ELA StandardsSept. 28 Student Chapter PresentationSept. 30 Using the Strategies activity
Week 7 Ch 6: Moving beyond the Traditional Textbook & Transmission MethodsOct. 3 Ch 5 Quiz Chapter 6Oct. 5 Student Chapter PresentationOct. 7 Readability activity
Week 8 Ch 7: Technology in Today’s Content Classrooms Chapter 7Oct. 10 Ch 6 QuizOct. 12 Student Chapter Presentation
Using Technology in Your Content Area classroom activity
Week 9 Reading Standards for Literacy in History/Social Studies/Science, and Oct. 17 Technical Subjects 6-12 StandardsOct. 19 Ch 7 QuizOct. 21 Reading Standards Activities
Week 10 Ch 8: Study Skills in the Electronic Age Chapter 8Oct. 24 Quiz on Reading StandardOct. 26 Student Chapter PresentationOct. 28 Study Skills activities
Week 11 Ch 9: Teaching Vocabulary Chapter 9Oct. 31 Ch 8 QuizNov. 2 Student Chapter PresentationNov. 4 Vocabulary Development activities
Week 12 Ch 10: Writing to Learn in the Content Area Chapter 10Nov. 7 Ch 9 QuizNov. 9 Student Chapter PresentationNov. 11 Writing activities
Week 13 Ch 11: Supporting Diverse Learners in Content Classrooms Chapter 11Nov. 14 Ch 10 QuizNov. 16 Student Chapter PresentationNov. 18 Meeting the Needs of Diverse Learners activities
Week 14 Case Studies of Real Teaching-Upper Elementary
5/6/2023 10:52 PM Page 63
AYA Social Studies
Nov. 21 Reading Lessons Ch 11 Quiz
Week 15 Ch 12: Teaching in the Affective Domain Chapter 12Nov. 28 Ch 12 QuizNov. 30 Student Chapter PresentationDec. 2 Constructing Affective Domain Questions activities
Week 16 Final Exam
Dec. 5 10:30-12:30
Please complete the attached form and turn it in as documentation that you have read and understand this syllabus.
Reading in the Content Area
1. Please read the following statements.
2. Write your initials at the end of each statement after you have read it.
3. Sign and date this sheet.
4. Separate this sheet from your syllabus and pass it to the front of the room.
I have read and understand this syllabus. ___
I understand it is my responsibility to know what is expected on all assignments.___
If I don’t understand something I will ask the instructor for help well before the assignment is due. ____
I will check my e-mail every day and respond to my instructor within one day after she contacts me.___
I will do the reading each week and turn in my assignments on time.___
5/6/2023 10:52 PM Page 64
AYA Social Studies
I will actively participate in class and get the most I can out of the class.____
I understand that the grade I earn is up to me.
Name: _____________________________ Date: _____________
5/6/2023 10:52 PM Page 65
AYA Social Studies
EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDA 312 AYA Field Experience I
Fall 2011
Campus Supervisor: Office Hours Office Location: Office Phone Other Phone Campus Email Other Email: Seminar Classroom
Office Hours: On seminar days or scheduled as needed
COURSE DESCRIPTION
The initial clinical hours of this experience are exploratory. Students will observe in schools, tutor students, and assist teachers or other school personnel. They will become aware of the sociological environment of the school, center, or agency as it interrelates to communities and families. Students should attend school/community events and participate as permitted. The remaining hours of the experience are focused and students will demonstrate appropriate developmental instructional methods and strategies for teaching across the curriculum. (Lake Erie College Catalog, 2010-2011)
EDUCATION DEPARTMENT SEQUENCE
The prerequisites for this course are EDC 201, Foundations of Education. This course is part of the Gate A requirements in the Lake Erie College Gates Assessment System.
REQUIRED TEXTBOOKS/RESOURCES
Lake Erie College Field Experience I Handbook (Fall 2011)
Roe, Betty D., Smith, Sandra H., & Ross, Elinor P.(2010).Student teaching and Field Experiences Handbook. Upper Saddle, New Jersey: Pearson.
5/6/2023 10:52 PM Page 66
AYA Social Studies
COURSE OBJECTIVES
The objective and assessment outcomes for this course are aligned with the Ohio Standards for the Teaching Profession, the professional organization (NCSS, NCTM, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
OBJECTIVES/PERFORMANCE EXPECTATIONS FOR CANDIDATES
The following performance expectations reflect the Conceptual Framework, which is based on the Ohio Standards for the Teaching Profession.
Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
Standard 2: Teachers know and understand the content area for which they have instructional responsibility.
2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
2.5 Teachers connect content to relevant life experiences and career opportunities.
Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
3.1 Teachers know about assessment types, their purposes and the data they generate.
5/6/2023 10:52 PM Page 67
AYA Social Studies
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.
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, students with disabilities and at-risk students.
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.
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.
5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
5.2 Teachers create an environment that is physically and emotionally safe.
5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
5.5 Teachers maintain an environment that is conducive to learning for all students.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively.
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
5/6/2023 10:52 PM Page 68
AYA Social Studies
Commitment to Reflection: Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession.. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices.
FIELD EXPERIENCE REQUIREMENTS
Teacher candidates must attend all seminars.
Observation requirements are 75-100 hours. A time log that is signed by the cooperating teacher and is turned in at mid-term and at the end of the semester to document the clinical hours. The preservice/teacher candidate should begin his/her field experience with a minimum of 25 hours of observation. The next 50+ hours will focus on obtaining experience in the content area.
The teacher candidate will teach a minimum of four lessons in his/her content area. The cooperating teacher will evaluate these four lessons and the college supervisor will evaluate two lessons. These two lessons can be the same lessons the cooperating teaching is evaluating. Lesson plans must be submitted to the cooperating teacher at least two days in advance to allow time to make adjustments. Copies of all lesson plans and evaluations validated by the cooperating teacher must be turned in to the college supervisor. A copy of the lesson plan should be given to the college supervisor before the lesson is presented. One of the evaluations should be completed .
In addition to clinical experiences, the teacher candidate is required to complete assignments which are a part of the seminar.
Active participation in seminars is required.
All work must be typed for submission.
All teacher candidates will maintain a professional demeanor as a representative of Lake Erie College.
LEC EDUCATION DEPARTMENT ASSESSMENT DATACOLLECTED IN THIS COURSE
A. The Cooperating Teacher/s will submit to the Field Directora) Confirmation of observation and participation hours loggedb) Final Evaluation of candidate’s dispositionsc) Final Evaluation of candidate’s performanced) Program Evaluation
5/6/2023 10:52 PM Page 69
AYA Social Studies
B. The Campus Supervisor will submit to the Field Director Final evaluation of candidate’s dispositions Final evaluation of candidate’s performance
C. Key Assessments for any courses the candidate is taking/has taken that require a field experience to complete. This will vary from student to student. In addition to clinical experiences, the preservice/teacher candidate is required to complete assignments which are a part of the seminar.
COURSE EXPECTATIONS
Academic Dishonesty, Plagiarism, and Cheating:The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted. It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Policies/penalties for submission of work past the due date are given in the grading rubric on
Grading Scale:96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C
5/6/2023 10:52 PM Page 70
AYA Social Studies
70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
Grades are determined on the following basis:
Dispositions by CS
Dispositions by CT
Final Performance by CS
Final Performance by CT
25% 25% 25% 25%
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The Education Department may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
REFERENCES
Banner, James M. and Cannon, Harold C. (1997). The elements of teaching. New Haven, Connecticut: Yale University Press.
Barksdale, M.A., Watson, C. & Park E.S. (2007 September) Pen pal letter exchanges: Taking first steps toward developing cultural understandings. The Reading Teacher, 61, 8-68.
Bernhardt, Victoria I. (1998). Data-Analysis for comprehensive school-wide improvement. Larchmont, New York: Eye on Education.
Bloom’s Revised Taxonomy, http://coe.sdsu.edu/eet/Articles/BloomsT/index.htm and http://coe.sdsu.edu/eet/articles/bloomrev/index.htm
Boling, E. (2008 March). Classroom blogging. In E. Boling, J. Castek, L. Zawilinski, K. Barton, & T. Nierlich, Collaborative literacy: Blogs and Internet projects, The Reading Teacher, 61, 504-505.
Borich, G.D. (2008). Observation skills for effective teaching. Upper Saddle River, NJ: Pearson.
Carico, K. & Logan, D. (2004 March). A generation in cyberspace: Engaging readers through online discussions. Language Arts, 81, 293-302.
5/6/2023 10:52 PM Page 71
AYA Social Studies
Carr, Judy F. and Harris, Douglas E. (2001) Succeeding with standards: linking curriculum, assessment and action planning. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Center for Curriculum and Assessment, Office of Curriculum and Instruction.(2004). Academic content standards: K-12. Columbus, OH, ODE. Also available at http://www.ode.state.oh.us/
Curwin, Richard L. & Mendler, Allen N. (1999). Discipline with dignity. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Fisher, D. & Ivey, G. (2006, November). Evaluating the interventions for struggling adolescent readers. Journal of Adolescent and Adult Literacy, 50, 180-189.
Forcier, R.C., & Descy, D.E. (2008). The computer as an educational tool. Upper Saddle River, NJ: Pearson Education.
Fu, D., & Shelton, N.R. (2007, March). Including students with special needs in a writing workshop. Language Arts, 84, 325-336.
Gregory, G. & Parry, T. (2006). Designing brain-compatible learning. Thousand Oaks, CA: Corwin Press.
Hunter, R. (2004). Madeline Hunter’s master teaching. Thousand Oaks, CA: Corwin Press.
Jensen, Eric. (1998). Teaching with the brain in mind. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Karten, T. (2005) Inclusion strategies that work! Research-based methods for the classroom. Thousand Oaks, CA: Corwin Press.
Kohn, A. (2006). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
Lake Erie College Field I Handbook (Fall 2011).
Louie, B. (2005, April). Development of empathetic responses with multicultural literature. Journal of Adolescent and Adult Literacy, 48, 566-578.
Marchesani, R. J. (2007). The field guide to teaching: a handbook for new teachers. Upper Saddle River, NJ: Pearson Education.
Marzano, Robert J., Pickering, Debra J., Pollock, Jane E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement . Alexandria, Virginia: Association for Supervision and Curriculum Development.
5/6/2023 10:52 PM Page 72
AYA Social Studies
Manyak, P.C. (2007, October). A framework for robust literacy instruction for English learners. The Reading Teacher, 61, 197-199.
Palmer, Parker J. (1998). The courage to teach: exploring landscape of a teacher’s life. San Francisco, California: Josey-Bass, Inc.
Payne, Ruby K. (2001) A framework for understanding poverty. Highlands, Texas: Aha! Process, Inc.
Peterson, Ralph. (1992). Life in a crowded place: making a learning community. Portsmouth, New Hampshire: Heinemann.
Reeves, Douglas B. (2001). Crusade in the Classroom. New York, New York: Simon and Schuster.
Roe, B. D., Ross, E. P. & Smith, S. H. (2006). Student teaching and field experiences handbook (6th Ed.). Upper Saddle River, NJ: Pearson Education.
Wong, Harry K. & Rosemary T. (1998). How to be an effective teacher: The first days of school. Mountain View, California: Harry K. Wong Publishers, Inc.
ASSIGNMENTS
The Field Handbook is available online, via the Lake Erie College website. To access the Field I Handbook, click on Academics, Undergraduate, Education, Field Handbooks. You will be able to utilize the table of contents to find the data for required assignments.
Copy and paste the assigned handbook pages from the Lake Erie College website into MSWord™ and type the summaries of your observations. All work must be typed for submission. Use bulleted or numbered format, when writing several items for one category.
Each assignment will be given a specific number of points. The number of points will be divided by the total number of points possible, and calculated to a percentage. The percentage grade will be combined with the rubric shown on the next page to determine your final grade for the course. If you do not achieve a “B” or higher for this course, you will not be able to proceed to Field II.
Checklist:
Candidate’s Statement of Commitment Regarding Dispositions
Field Experience Time Log signed twice by the cooperating teacher (Handbook)Due by
Four long-form lesson plans in content areas signed by the cooperating teacher
5/6/2023 10:52 PM Page 73
AYA Social Studies
Two long form lesson plans signed by the college supervisor (May be the same lessons observed by cooperating teacher.) All signed lesson plans are due by
Dispositional evaluation by cooperating teacher
Dispositional evaluation by campus supervisor
Program evaluation by cooperation teacher
Four evaluations signed by the cooperating teacher
Final Evaluation (located in the handbook).Please turn these in when you receive them from you cooperating teacher. Due by
Two evaluations signed by the college supervisor
o Total number of lessons required is 4. I will come and observe two of the four that you teach for the cooperating teacher; an additional option is your teaching an additional lesson/lessons.
Field Experience Evaluation form (cooperating teacher)
***************Observations by College Supervisor:*******************
First observation to be scheduled before
Second observation to be scheduled before
We will set up times during seminar.
The following is the rubric/grading procedure for AYA Field I Seminar:
1 2 3 4
Student has completed 100% of work text materials/requirements; however, the assignment was 3 or more days late. All
Student has completed 100% of work text materials/requirements; however, the assignment was 2 days late. All
Student has completed 100% of work text materials/requirements; however, the assignment was one day late. All
Student has completed 100% of work text materials/requirements. All assignments are typed and completed on time.
5/6/2023 10:52 PM Page 74
AYA Social Studies
assignments are typed.
assignments are typed.
assignments are typed.
Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar. Late more than once.
Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar. Late one time.
Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar. Always on time.
Student has attended 8 scheduled seminars and has contributed to the discussion during each seminar. Always on time.
Student has been on site 75-100 clock hours and has documentation of 4 unsatisfactory (D or F) observations by the cooperating teacher.
Student has been on site 75-100 clock hours and has documentation of 4 poor (C) observations by the cooperating teacher.
Student has been on site 75-100 clock hours and has documentation of 4 fair (B) observations by the cooperating teacher.
Student has been on site 75-100 clock hours and has documentation of 4 satisfactory (A) observations by the cooperating teacher.
Student has been observed twice by the college supervisor resulting in a D or F grade.
Student has been observed twice by the college supervisor resulting in a C grade
Student has been observed twice by the college supervisor resulting in a B grade.
Student has been observed twice by the college supervisor resulting in an A grade.
Created by J Meehl, 2002; Modified by B Pazey, 2006/B Davis, 2008/D Mostad
A rubric score of 15 or 16 A A rubric score of 13 or 14 BA rubric score of 11 or 12 C A rubric score of 9 or 10 DA rubric score of 8 or below F
Rubric for Assessing Writing
0 This assignment lacks a clear thesis, and the language is muddled and sometimes unclear. Errors in punctuation, spelling, grammar or usage are highly distracting.
1 Although this paper may have a recognizable and appropriate thesis, the assignment is poorly organized. The assignment is understandable, although the writing may be imprecise, trite or vague. Some sentences or passages may be so confusing that their meaning is not clear. Errors in punctuation, spelling, grammar or usage are distracting.
5/6/2023 10:52 PM Page 75
AYA Social Studies
2 This assignment responds to the questions in an ordinary way. Although the assignment is basically well-organized, individual paragraphs may be weak or out of place. The assignment follows a logical plan and contains generally competent writing, although the language may at times be vague, imprecise or trite. Sentences may sometimes be awkwardly constructed, but their meaning will be clear. Errors in punctuation, spelling, grammar and usage are not highly distracting.
3 Although the assignment is generally well-organized, the paragraph structure may sometimes be disjointed. The assignment may have a few awkward passages and some errors in punctuation, spelling, grammar or usage, but these errors are not significant enough to distract the reader. The language at times may be too general; the paper lacks some of the insight in thought and/or precision in the writing of an “A” assignment.
4 This assignment is well-organized throughout, down to the individual paragraphs. Sentences are carefully crafted with virtually no errors in punctuation, spelling, grammar or usage. Words are accurately chosen; informal language, slang or dialect is used only when appropriate. The assignment is insightful and vivid. The writing is tight and effective throughout.
SEMINAR CALENDAR
The following dates have been scheduled for Field Seminars from
to Please mark your calendars now for the
following dates.
Attendance is mandatory.
Date Assignment
Read chapters prior to scheduled class.
5/6/2023 10:52 PM Page 76
AYA Social Studies
Academic Calendar Fall 2011
(insert calendar)
15. LEC is implementing an on-line course evaluation system, CoursEval, which will open for you . Student responses are read and valued for their thoughtful and honest feedback which is used for curriculum improvement and continuous improvement efforts at Lake Erie College; refer to the course objectives as you complete your survey.
5/6/2023 10:52 PM Page 77
AYA Social Studies
EDUCATION DIVISION4
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDA 412 AYA Field Experience II
Fall 2011
Campus Supervisor: Office Hours Office Location: Office Phone Other Phone Campus Email Other Email: Seminar Classroom
Office Hours: On seminar days or scheduled as needed
COURSE DESCRIPTION
This field is an intensive experience through which students will demonstrate their abilities to plan and execute lessons in social studies, science, reading, language arts, mathematics, health and fine arts. They will demonstrate the use of technology in teaching and learning episodes. Students should be given the opportunity to practice in inclusive clinical settings that reflect culturally, linguistically and academically diverse systems.
EDUCATION DEPARTMENT SEQUENCE
The candidate for Field Experience II must present a grade of B or better in EDA 312 and successful completion of all requirements in Gate A.
REQUIRED TEXTBOOK/RESOURCES
Jones, Vern (2011). Practical Classroom Management. Boston, Massachusetts: Pearson Publishing.
4 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
78 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Field Experience Field II Handbook (Fall 2011). Painesville, OH, Lake Erie College
OBJECTIVES
Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
Standard 2: Teachers know and understand the content area for which they have instructional responsibility.
2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
2.5 Teachers connect content to relevant life experiences and career opportunities.
Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
3.1 Teachers know about assessment types, their purposes and the data they generate.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
79 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
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, students with disabilities and at-risk students.
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.
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.
5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
5.2 Teachers create an environment that is physically and emotionally safe.
5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
5.5 Teachers maintain an environment that is conducive to learning for all students.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively.
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
COMMITMENT TO REFLECTION
Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession.. Through curriculum and instruction in the college
80 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices
FIELD EXPERIENCE REQUIREMENTS
Teacher candidates must attend all seminars. Teacher candidates must log 75-100 hours in the field. Candidates are asked to keep a
personal log of their time in the classroom. The signed log will be due at mid-term and at the last seminar.
Teacher candidates are required to teach a minimum of six lessons in his/her content area. The cooperating teacher will evaluate six lessons and the college supervisor will evaluate two lessons. These two lessons can be the same lessons the cooperating teaching is evaluating. Lesson plans must be submitted to the cooperating teacher at least two days in advance to allow time to make adjustments. Copies of all lesson plans and evaluations validated by the cooperating teacher must be turned in to the college supervisor. A copy of the lesson plan should be given to the college supervisor before the lesson is presented.
In addition to clinical experiences, the preservice/teacher candidate is required to complete assignments which are a part of the seminar and which include maintaining a working reflective journal throughout the semester. This journal will be collected at each seminar. Correct grammar, spelling and punctuation are important. (See attached rubric). Journal entries are to be written in complete sentences and in narrative form. Other criteria are detailed in The Handbook (p. 15).
Active participation in seminars is required. All work must be typed for submission. Achieve a “B” or higher for this course in order to proceed to student teaching. All teacher candidates will maintain a professional demeanor as a representative of Lake
Erie College.
LEC EDUCATION DEPARTMENT ASSESSMENT DATACOLLECTED IN THIS COURSE
The Cooperating Teacher/s will submit to the Field Director Confirmation of observation and participation hours logged Final Evaluation of candidate’s dispositions Final Evaluation of candidate’s performance Program Evaluation
The Campus Supervisor will submit to the Field Director Final evaluation of candidate’s dispositions Final evaluation of candidate’s performance
Key Assessments for any courses the candidate is taking/has taken that require a field experience to complete. This will vary from student to student.
Value Added Project (TPA)
81 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
In addition to clinical experiences, the preservice/teacher candidate is required to complete assignments which are a part of the seminar.
COURSE EXPECTATIONS
Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Please refer to the calendar for due dates of specific assignments. All lesson plans and evaluations must be turned in by December 2. Late assignments may affect your grade. Refer to rubric.
Grading Scale: 96-100 A94-95 A-90-93 B+87-89 B84-86 B-
82 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
Grades are determined on the following basis:
Dispositions by CS
Dispositions by CT
Final Performance by CS
Final Performance by CT
Value Added Assignment
20% 20% 20% 20% 20%
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
DEPARTMENT CHANGES
The Education Department may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
ASSIGNMENTS
Copy and paste the assigned handbook pages from the Lake Erie College website into MSWord™ and type the summaries of your observations. All work must be typed for submission. Use bulleted or numbered format, when writing several items for one category.
Each assignment will be given a specific number of points. The number of points will be divided by the total number of points possible, and calculated to a percentage. The percentage grade will be combined with the rubric shown on the next page to determine your final grade for the course. If you do not achieve a “B” or higher for this course, you will not be able to proceed to Student Teaching.
Checklist:
Candidate’s Statement of Commitment Regarding Dispositions Field Experience Time Log signed twice by the cooperating teacher (Handbook)
Due by and by
83 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Six long-form lesson plans in content areas signed by the cooperating teacher Two long form lesson plans signed by the college supervisor; may be the same
lessons observed by cooperating teacher.)All signed lesson plans are due
Dispositional evaluation (cooperating teacher) Signed rubric mailed to college supervisor.
Program evaluation (cooperating teacher) Six evaluations signed by the cooperating teacher Final Evaluation (located in the handbook).Please turn these in when you
receive them from you cooperating teacher. Due by Two evaluations signed by the college supervisoro Total number of lessons required is 6. The college supervisor will observe two
of the six that you teach for the cooperating teacher; an additional option is your teaching additional lesson/lessons.
Field Experience Evaluation form (cooperating teacher) Return to
***************Observations by College Supervisor:*******************
First observation to be scheduled before October 10, 2011.
Second observation to be scheduled before December 2, 2011.
We will set up times during seminar.
The following is the rubric/grading procedure for AYA Field II Seminar:
1 2 3 4
Student has completed 100% of work text materials/requirements; however, the assignment was 3 or more days late. All assignments are typed.
Student has completed 100% of work text materials/requirements; however, the assignment was 2 days late. All assignments are typed.
Student has completed 100% of work text materials/requirements; however, the assignment was one day late. All assignments are typed.
Student has completed 100% of work text materials/requirements. All assignments are typed and completed on time.
Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar. Late more than once.
Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar. Late one time.
Student has attended 7 scheduled seminars and has contributed to the discussion during each seminar. Always on time.
Student has attended 8 scheduled seminars and has contributed to the discussion during each seminar. Always on time.
Student has been on Student has been on Student has been on Student has been on
84 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
site 75-100 clock hours and has documentation of 4 unsatisfactory (D or F) observations by the cooperating teacher.
site 75-100 clock hours and has documentation of 4 poor (C) observations by the cooperating teacher.
site 75-100 clock hours and has documentation of 4 fair (B) observations by the cooperating teacher.
site 75-100 clock hours and has documentation of 4 satisfactory (A) observations by the cooperating teacher.
Student has been observed twice by the college supervisor resulting in a D or F grade.
Student has been observed twice by the college supervisor resulting in a C grade
Student has been observed twice by the college supervisor resulting in a B grade.
Student has been observed twice by the college supervisor resulting in an A grade.
85 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
REFERENCES
Allen, J. (2008). Family partnerships that count. Educational Leadership, 66 (I), 22-27.
Anderson, K.J. & Minke, K.M. (2007). Parent involvement in education: Toward an understanding of parents’ decision making. The Journal of Educational Research, 100 (5), 311-323.
Arends, R.I. (2008)_. Learning to teach (8th ed.). New York: McGraw-Hill.
Baker, H.B., Basile, C.G. & Olson, F.J. (2005). Teachers as advisors: Fostering active citizens in schools. Kappa Delta Pi record, 41 (4), 167-171.
Belluck, P. (Feb. 5, 2006). And for perfect attendance, Johnny gets a car. The New York Times, pp. A1, A20.
Bloom’s Taxonomy, http://coe.sdsu.edu/eet/Articles/BloomsT.index.htm
Bolick, C.M. & Cooper, J.M. (2006). Classroom management and technology. In C.M. Evertson & C.S. Weinstein (Eds).
Handbook of classroom management: Research, practice and contemporary issues (pp. 541-558) Mahwah, NJ: Lawrence Erlbaum Associates.
Bomer R., Dworin, J.E., May, L. & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne’s claims above poverty. Teachers College Record, 11 0 (12), 1497-2531.
Bondy, E. & Ross, D.D. (2008). The teacher as warm demander. Educational Leadership 66(1), 54-58.
Brown, D.F. (2004). Urban teachers” professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education 39(3), 266.
Burke, K. & Burke-Samide, B. (2004). Required changes in the classroom environment: It’s a matter of design. The Clearing House, 77(6), 236-239.
Center for Curriculum and Assessment, Office of Curriculum and Instruction. (2004). Academic Content Standards: K-12, Mathematics. Columbus, OH: ODE
86 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Center for Curriculum and Assessment, Office of Curriculum and Instruction. (2004). Academic Content Standards: K-12, English Language Arts.. Columbus, OH: ODE
Center for Curriculum and Assessment, Office of Curriculum and Instruction. (2004). Academic Content Standards: K-12, Science. Columbus, OH: ODE
Center for Curriculum and Assessment, Office of Curriculum and Instruction. (2004). Academic Content Standards: K-12, Social Studies. Columbus, OH: ODE
Charles, C.M. (2011). Building Classroom Discipline (10th ed.). Columbus, Ohio: Pearson.
Cornelius-White, J. (2007). Learner-entered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Darling-Hammond, L. & Ifill-Lynch, O. (2006). If they don’t do their homework! Educational Leadership, 63(5), 8-13.
Deslandes, R. & Bertrand, R. (2005). Motivation of parent involvement in secondary-level schooling. Journal of Educational Research,98(30, 164-175.
Doyle, W. (2006). Ecological approaches to classroom management. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 97-126). Mahwah, NJ: Lawrence Erlbaum Associates.
Emmer, E.T. & Everston, C.M. (2008). Classroom management for middle and high school teachers. Boston; Allyn & Bacon.
Gay, G. (2006). Connections between classroom management and culturally responsive teaching. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 343-370). Mahwah, NJ: Lawrence Erlbaum Associates.
Gillies, R.M. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse, and learning during a science-based learning activity. School Psychology International, 29(3), 328-347.
87 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Gregory, A. & Ripski, M. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review: 37(3), 337-353.
Hansen, P. & Mulholland, J.A. (2005). Caring and elementary teaching. The concerns of male beginning teachers. Journal of Teacher Education,56(2), 119-131.
Harrison, M.M. (Fall 2005). Bully on the bus. Teaching Tolerance, 28, 39- 43.
Henning, J.E. (2008). The art of discussion-based teaching. New York: Routledge.
Jones, F.H., Jones, P., Lynn, J., Jones, F., & Jones, B.T. (2007). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA: Fredric H. Jones & Associates.
Levin, James & Nolan James F. (2010) Principles of classroom management: A professional decision-making model (6th ed.). Columbus, Ohio: Pearson.
Lake Erie College Field II Handbook (2012).
Weinstein,Carol Simon,Romano, Molly E. & Mignano, Andrew J. Jr. (2011).Elementary Classroom management (5th ed.). Columbus, Ohio: The McGraw-Hill Companies.
Weinstein, Carol Simon & Novodvorsky, Ingrid (2011). Middle and secondary classroom management: Lessons from research and practice (4th ed.).Columbus, Ohio: McGraw-Hill Companies.
SEMINAR CALENDAR
88 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
The following dates have been scheduled for Field Experience II Seminars from Please mark your calendars now for the following dates.
Attendance is mandatory.
Read chapters prior to scheduled class.
Date Assignment
All requirements and paperwork for the course need to be turned in by
Academic Calendar 2011-2012
FALL 2011
COURSE EVALUATIONS
LEC is implementing an on-line course evaluation system, CoursEval, which will open for you Student responses are read and valued for their thoughtful and honest feedback which is used for curriculum improvement and continuous improvement efforts at Lake Erie College; refer to the course objectives as you complete your survey.
89 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
EDUCATION DIVISION5
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDA 440-443 AYA Social Studies Student Teaching
Campus Supervisor: Office Hours Office Location: Office Phone Other Phone Campus Email Other Email: Seminar Classroom
COURSE DESCRIPTION
Prerequisite: All professional and education coursework and successful completion of all requirements in Gate B
Student teaching is the culminating professional semester for the program. It is a full semester with a full school day supervised experience in select area schools. Teacher candidates will work with master teachers who will assist in assessing the candidate’s progress as the candidate practices teaching on middle school levels. The middle school teacher candidate will demonstrate proficiency in each cognate area. All candidates will demonstrate proficiency in teaching students of varying abilities. The candidates may experience working with interdisciplinary, interagency, and intra-agency teams of professionals. The teacher candidates will actively participate in the biweekly seminars through discussion, sharing of individual expertise/experience, and the completion of the student teaching project. Candidates will be instructed in interviewing techniques, attaining credentials, setting up placement files, and developing as professionals. [Source: LEC catalog]
REQUIRED TEXTBOOK/RESOURCE
Student Teaching Handbook (Fall, 2011). Lake Erie College.
TPAC Assessment Packet (2011). Stanford Center for Assessment, Curriculum and Equity.
COURSE OBJECTIVES
5Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
90 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.
1.1 Candidates display knowledge of how students learn and of the developmental characteristics of age groups.
1.2 Candidates understand what students know and are able to do and use this knowledge to meet the needs of all students.
1.3 Candidates demonstrate the expectation that all students will achieve to their full potential.
1.4 Candidates model respect for students’ diverse cultures, language skills and experiences.
1.5 Candidates recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and
intervention.
Standard 2: Teachers know and understand the content area for which they have instructional responsibility.
2.1 Candidates know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
2.2 Candidates understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
2.3 Candidates understand school and district curricula priorities and the Ohio academic content standards.
2.4 Candidates understand the relationship of knowledge within the discipline to other content areas.
2.5 Candidates connect content to relevant life experiences and career opportunities.
Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
3.1 Candidates know about assessment types, their purposes and the data they generate.
3.2 Candidates select, develop and use a variety of diagnostic, formative and summative assessments.
3.3 Candidates analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.
91 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
3.4 Candidates collaborate and communicate student progress with students, parents and colleagues.
3.5 Candidates involve learners in self-assessment and goal setting to address gaps between performance and potential.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
4.1 Candidates align their instructional goals and activities with school and district priorities and the Ohio academic content standards.
4.3 Candidates communicate clear learning goals and explicitly link learning activities to those defined goals.
4.4 Candidates apply knowledge of how students think and learn to instructional design and delivery.
4.5 Candidates differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk
students.
4.6 Candidates create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
4.7 Candidates use resources effectively, including technology, to enhance student learning.
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.
5.1 Candidates treat all students fairly and establish an environment that is respectful, supportive and caring.
5.2 Candidates create an environment that is physically and emotionally safe.
5.3 Candidates motivate students to work productively and assume responsibility for their own learning.
5.4 Candidates create learning situations in which students work independently, collaboratively and/or as a whole class.
5.5 Candidates maintain an environment that is conducive to learning for all students.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Candidates communicate clearly and effectively.
92 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
6.2 Candidates share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
6.3 Candidates collaborate effectively with other teachers, administrators and school and district staff.
6.4 Candidates collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
7.1 Candidates understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
7.2 Candidates take responsibility for engaging in continuous, purposeful professional development.
7.3 Candidates become an agent of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.
COMMITMENT TO REFLECTION
Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices
STUDENT TEACHING REQUIREMENTS
A. Eight college supervisor observations/assessments
1. seven completed on-site which will include unplanned visits2. video-taped lessons per TPAC requirements accompanied by lesson plan 3. weekly submission of upcoming week’s schedule and previous week’s
anecdotal record
B. Eight cooperating teacher observations plus one summative assessment
C. All lesson plans must be compiled in a binder and available to the supervisor
93 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
D. Student must display professionalism at all times in attire. Attitude, exemplary modeling of correct English in oral and written communications, and prompt and complete submission of assignments.
E. Completion of student teaching project TPA (Teacher Professional Assessment) Stanford Center for Assessment, Learning, and Equity. (2011). Adopted by the Ohio Department of Education Fall 2011.
F. Weekly Schedule (p. 51 of Student Teaching Handbook (Fall, 2011) submitted to the college supervisor each Friday.
G. Anecdotal Reflections (p. 52 of Student Teaching Handbook (Fall, 2011) submitted to the college supervisor each Friday.
H. Mandatory attendance at all seminars; this is part of becoming a professional and will impact the grade for 442.
IMPORTANT NOTE: If you are ill and cannot go to your student teaching assignment, you MUST notify your assigned school (before school begins) and e-mail your college supervisor (call if you have an observation planned for that day).
EVALUATION
Student teaching is assessed with a letter grade for each of the four EDA numbers 440, 441, 442 and 443:
EDA 440 and 441: Your performance at your assigned placement school (clinical setting)
1. Daily attendance and punctuality2. Thorough preparation of lessons that share accurate curricular information, communicated
in correct written and oral English 3. Demonstration of growth and competence in the areas of the Conceptual Framework:
Professionalism, Knowledge of Content, Pedagogy, and Pedagogical Collaboration and Communication, Human Growth and Development.
4. Demonstration of dispositions of commitment towards Diversity, Technology, and Reflection5. Recommendations of the cooperating and supervising teachers6. Timely and flawlessly prepared assignments (correct spelling, punctuation, usage, and
legibility)
EDA 442: Your attendance and participation at the biweekly Lake Erie College seminars.
EDA 443: Your completion of the student teaching project, “Impact on Student Learning.”
A (or A-) By the end of the student teaching experience, the teacher/candidate will demonstrate skills equal to a beginning teacher.
94 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
B (or B+ or B-) The teacher/candidate has demonstrated major improvements in the classroom, but by the end of student teaching has not mastered skills equal to a beginning teacher.
Below B- The teacher/candidate has not demonstrated adequate improvement in performance, and is not eligible for licensure recommendation.
A student who earns a grade in the “C” range may be eligible to for licensure. He/she would need to redo student teaching and earn a higher grade before being recommended by the college for a teaching license. Any student retaking student teaching will work with a different supervisor and cooperating teacher and assigned to a different building. For any other grade, the student must check with the Registrar to see if he/she is eligible for graduation.
You must return any borrowed materials to your cooperating teachers on or before the last day you are scheduled in that classroom. Failure to return borrowed materials may adversely impact your student teaching grade.
LAKE ERIE COLLEGE EDUCATION DIVISIONASSESSMENT DATA COLLECTED IN THIS COURSE:
Campus Supervisor Assessment:
Dispositions Final Evaluation of Performance TPAC Assessment Packet
Cooperating Teacher Assessment:
Dispositions Final Evaluation of Performance Program Evaluation
COURSE EXPECTATIONS
Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504
95 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted. It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Please refer to the calendar for due dates of specific assignments. All lesson plans and evaluations must be turned in by December 2. Late assignments may affect your grade. Refer to rubric.
Grades are determined on the following basis:
Dispositions by CSEDA, E, P, S 440-442
Dispositions by CTEDA, E, P, S 440-442
Final Performance by CSEDA, E, P, S 440-442
Final Performance by CTEDA, E, P, S 440-442
TPAEDA, E, P, S 443
25 25 25 25 100%
Grading Scale:
96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
96 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
97 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
References
Allen, J. D. & Porter, O. P. (2002). Teaching about diversity issues. Kappa Delta Pi Record, 38 (3). 128-133.
Bettencourt, A. M. & Zukergood, D. (2009). Teaching in the Real World: Strategies to Survive and Thrive. Columbus, OH: Pearson.
Content Area Standards (2003). Columbus, OH. Ohio Department of Education. Web site: www.OhioAcademicStandards.com
Cook-Sather, A. & Reisinger, O. (2001). Seeing the students behind the stereotypes: The perspectives of three preservice teachers. The Teacher Educator, 37 (2), 91-99.
Student Teaching Handbook (spring 2011). Lake Erie College.
Gutierrez-Gomez (2002). Multicultured teacher preparation: Establishing safe environments for discussion of diversity issues. Multicultural Education, 10 (1), 31-39.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Jones, V.F. & Jones, L.S. (2010). Comprehensive classroom management: Creating communities of support and solving problems. Upper Saddle River, NJ: Pearson.
Josephson Institute of Ethics (2008). 2008 report card: The ethics of American youth. Retrieved February 8, 2009 from http://charactercounts.org/programs/reportcard
Landrum, T.J. & Kauffman, J.M. (2006). Behavioral approaches to classroom management. In C.M. Evertson & C.S. Weinstein (eds.), Handbook of classroom management: Research, practice and contemporary issues (pp.47-72), Mahwah, NJ: Lawrence Erlbaum Associates.
Marzano, R.J., Gaddy, R.J., Foseid, M.C., Foseid, M.P. & Marzano J.S. (2005).A handbook for classroom management that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Milner, H.R. (2006).Classroom management in urban classrooms. In C.M. Evertson & C.S. Weinstein (eds.). Handbook of classroom management: Research, practice, and contemporary issues (pp. 491-522). Mahwah, NJ: Lawrence Erlbaum Associates.
Morrow, L. M. (2002).The literacy center: Contexts for reading and writing (2nd ed.). Portland, ME: Stenhouse.
National Law Center on Homelessness & Poverty, (2008).Homelessness and poverty in America: Overview. Washington, DC: The National Law center on Homelessness & Poverty.
98 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Olivia, P. F. & Pawles, G. E(2000). Supervision fo today’s schools (6th ed.). New York: John Wiley & Sons.
Ostrander, R. (2004). Oppositional defiant disorder and conduct disorder.In F.M. Kline & L.B. Silver (Eds.)The educator’s guide to mental health issues in the classroom (pp.267-286). Baltimore: Paul H. Brookes.
Pollack, W.S. Modzelski, W., & Rooney,G (2008). Prior knowledge of potential school-based violence: Information students learn may prevent a targeted attack. U.S.Government Printing Office. Retrieved February 20, 2009) from http://www.ed.gov
Posner, G. J. (2000). Field experience: A guide to reflective teaching (5thed.). Boston: Allyn & Bacon.
Welton, D. A. (2002).Children and their world. Boston: Houghton-Mifflin.
Wong, H. K. & Wong, R.(1998).How to be an effective teacher the first days of school. Mountain View, CA: Harry T. Wong Publications, Inc.
99 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
SEMINAR CALENDAR
Date Assignment
The following dates have been scheduled for AYA Student Teaching Seminars
Please mark your calendars now for the following dates.
All requirements and paperwork for the course need to be turned in by .
Academic Calendar 2011-2012
(insert calendar)
LEC is implementing an on-line course evaluation system, CoursEval, which will open for you Student responses are read and valued for their thoughtful and honest feedback which is used for curriculum improvement and continuous improvement efforts at Lake Erie College; refer to the course objectives as you complete your survey.
100 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Attachment BAYA Social Studies Faculty Resumes
101 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Richard J. Bonde
Employment:
2004-2011 Lake Erie College, Assistant Professor: Teaching Graduate and Undergraduate Courses in Education Dean of Education Division
Earned Degrees and Areas of Study:
Institution Date Degree Concentration
John Carroll University 1972 BAMajor: HistoryMinor: Math
John Carroll University 1975 MA Guidance & CounselingCleveland State University 1998 Ph.D Urban Education
Professional Experiences:
1072-1978 Willowick Middle School Mathematics Teacher-Grades 7-9
1978-1980East Shore CenterPainesville, Ohio
Special Education TeacherHigh School (SED)
1980-1987Villa Angela AcademyCleveland, Ohio
Teacher: Math and Social StudiesHigh School
1987-1990St. Joseph High SchoolCleveland, Ohio Principal
1990-1994Chardon High SchoolChardon, Ohio Principal
1994-1997Kirtland High SchoolKirtland, Ohio Principal
1997-2004Lakeside High SchoolAshtabula, Ohio Principal
2004-2005 Lake Erie CollegeAssistant ProfessorMiddle School Coordinator
2005-2007 Lake Erie College Area Chair: Education Division2007-2008 Lake Erie College Dean: Education Division
102 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Maureen Depenbrok9225 Brakeman RoadChardon, Ohio 44024
Education:
BS in Education (1967) Kent State UniversityME in Curriculum & Instruction (1987) Cleveland State UniversityGifted and Talented Certificate (1988) Cleveland State University
Training for PRAXIS III Assessment (2006)Tri-County EYT/ Program Certificate Completion (2003)Ohio First, Professional Induction Training For Mentors (2003)
Certification/Licensure:
Permanent – Valid from July 1, 1999: High School (7-12):HistoryEnglishPolitical ScienceGifted (K-12)
Professional Experience:
Lake Erie College – 2009-Present Campus Supervisor for AYA Social Studies and Language Arts
Ledgemont Local School District-1983-2005 High School English (9-12) - 21 years
Gifted and Talented Teacher – Grades 3-6
Painesville Local School District-1967-1972 8TH Grade English and Social Studies
103 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Pam Martin9030 Cabriolet Avenue Concord, OH 44060 440-487-1926 - [email protected]
Education:
1992: Ashland University, Master’s Degree in Reading
1976: Lake Eric College, Bachelor of Science in Education
Teaching Certifications:
Education of Handicapped (K-12) – Permanent:
Developmentally Handicapped, Specific LD, Sev. Beh. Handicapped
Reading (K-12)
Elementary (1-8) – Permanent
Reading (K-12)
National Board Certification in Early Childhood through Young Adulthood/Exceptional Needs Specialist- 2000 Renewed in 2010
Professional Experience:
Lake Erie College:
August, 2011 – present- Coordinator for Education Campus Supervisors, work directly with student teachers on the Teacher Performance Assessment process, and teach reading courses to undergraduate students in the Teacher Education Program
Perry Local Schools:
August, 2008-June, 2011- Cross Categorical Multi-Handicapped Unit, gr. 5-8
August, 1995-June, 2088- Intervention Specialist, gr. 6-8
104 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
August, 1994-June, 1995-Intervention Specialist, gr. 5, Inclusion Pilot Program
August, 1989-June, 1994-Title I, gr. K-2, reading and math
August, 1985-June, 1989-General Education first grade teacher
August, 1976-June, 1985-Learning Disabilities Unit, gr. 6-8
Professional Participation:
2008-2010 Mentor Teacher for New-To-District and First Year Teacher
2004-2008 District LPDC member
2003-2009 Building Level Committee
Feb., 2007 Ohio Dept. of Educ. Alternate Assessment Standard Committee
June, 2007 Ohio Dept. of Educ. OAT Gr. 6 Reading Range Finding Committee
2006-2011 Response to Intervention Core Team
2005-2011 “Bully Free” Committee
Oct., 2005 IEP Compliance Committee for Perry Schools
April, 2001 National Board Certification In-Service for Perry’s staff
1999-2006 Individual Assistance Core Team facilitator
1998-2004 Coordinated Parent Volunteer Committee
1999-2000 Blue Ribbon Committee – PMS was awarded Blue Ribbon
Jan., 1999 Presented “Successful Inclusion” Workshop to Perry Staff
1998-1999 Public Engagement Committee
1994-Core Team for Perry School’s Strategic Planning Committee
Professional Development:
2010-Non-Violent Physical Crisis Intervention CPI Training
2009 -Instructional Mentoring Training
105 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
2006- 2009-Alternate Assessment Workshops
2008- 2009-TEACCH Workshops
2006- Teacher/Line Course – HQT in Mathematics
2005-State Institute for Reading Instruction
2005- Collaboration, Co-Teaching and Inclusion Workshop
2005 -Response to Intervention Workshop
2003-Technology and Students with Disabilities in the Gen. Educ. Classroom
2002-Pathwise Level One Training
2002-On-line course Technology’s Role in the Special Education Classroom
2000-IAT Leader/Facilitator Training
Honors/Awards:
2009-One of four Ohio Teacher of the Year Finalists
2005-Crossroad’s Carousel Award for “Books for Babies” Project
2003-Council for Exceptional Children “Professionally Recognized Special Educator
2002-Ohio Bd. of Educ. Assistive Technology Infusion Project Grant
2001-Ohio Governor’s Educational Leadership Award
2000-National Board Certification – renewed in 2010
2000-Who’s Who Among America’s Teachers
1990-Martha Holden Jennings Grant for Book Publishing Company
Volunteer Experiences:
Birthright Lake County- Volunteer since 1994
Volunteer of the Year – 2009
106 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Lake International Reading Association – President
Books for Babies Project, Founder and Facilitator since 1993
Western Reserve Junior Service League
Red Stocking Revue Fundraiser Chair – 2005, 2011
President 2007-2009
Candlelight Charity Ball Chair – 2006
Served as Officer or Chair on variety of committees since 1994
107 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Catherine D. Krammer428 Liberty Street
Painesville, OH 44077440-487-3867 (C)
EDUCATION
Ph.D., Special Education, University of Kansas, 2007Area of emphasis: Special Education/ Teacher PreparationMinor area: ResearchDissertation: Literacy and Deafness
M.S., Special Education, University of Kansas, 2001Area of emphasis: Special Education, Deaf EducationMinor areas: Early Childhood, Learning DisabilitiesThesis: Disability awareness/empathy skills
B.S., Elementary Education K-6, University of Kansas, 2000Area of emphasis: Elementary Curriculum and InstructionMinor area: Deaf Education
Interpreter Training Program, University of Kansas, 1995
Area of emphasis: Educational Interpreting PK-12
PROFESSIONAL LICENSURE
Intervention Specialist (K-12) 5 Year State of Ohio
Hearing Impaired (PK-12)
Early Childhood (P-3) 5 Year State of Ohio
Eligible for Alternative Educational Administration License
PROFESSIONAL EXPERIENCE
2009-Current Assistant Professor, Special Education-Mild to ModerateCoordinator, Special EducationLake Erie College, Painesville, OH
Responsibilities:
Served as Special Education Director for undergraduate mild to moderate intervention specialist licensure program
108 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Supervised and evaluated undergraduate students in their field placements
Supervised adjunct instructors for the program
Served as advisor for students majoring in special education
Prepared program updates and changes and submitted proposals to faculty program committee
Responsible for writing Response to Conditions Report to the Ohio Board of Regents, Oct. 2009
Responsible for writing Progress Report to the Ohio Board of Regents, Feb. 2011
Reviewer for CEC SPA reports
Participated as active member of the college community through attendance of faculty meetings, Education Unit meetings, campus events and volunteer opportunities within the college
Undergraduate Courses Taught:
Introduction to Exceptionalities
Inclusive Strategies
Working with Mild to Moderate Disabilities
Behavior Management
Curriculum and Instruction for Mild to Moderate Disabilities
Collaboration and Transition Planning
Assessment and Intervention
Field Seminar
Graduate Courses Taught:
Models of Effective Instruction
Fundamentals of Curriculum
Exceptional Child in the Classroom
2010-Current
109 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Adjunct Online Professor, Special EducationGallaudet University, Washington, D.C.
Responsibilities:
Taught three courses for the online graduate certificate program: Deaf Students with Disabilities
Utilized the Learning Management System (Blackboard) in order to plan, instruct, and evaluate candidates seeking this certificate.
Graduate Courses Taught
Trends in Special Education
Special Education Functional Curriculum
Language and Literacy Development for Deaf Students with Disabilities
2007-2009 Assistant Professor, Special Education-Mild to ModerateInterim Director, Special EducationUrsuline College, Pepper Pike, OH
Responsibilities:
Served as Interim Special Education Director for two graduate and one undergraduate programs
Supervised and evaluated undergraduate and graduate student teachers in their clinical placements
Supervised adjunct instructors for the programs
Served as advisor for undergraduate and graduate students
Participated in preparation for Ursuline’s NCATE visit (April 19-23, 2008)-full accreditation received
Prepared “Response to Condition” Reports for CEC SPA for three programs
Reviewer for CEC SPA reports
Utilized multiple student information systems and assessment systems (Jenzabar, Educator, Angel, TK20)
Participated as member of college committees and active member of the college community
Undergraduate Courses Taught:
Introduction to Special Education
Behavior Management
110 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Assessment for Special Education
Assessment for Early Childhood
Special Education in Early Childhood
Working with Mild to Moderate Disabilities
Curriculum and Instruction in Special Education
Consultation and Collaboration in Special Education
Student Teaching Seminar
Graduate Courses Taught:
Graduate Research and Writing
Introduction to Special Education
Special Education Methods
General Education Methods
Early Childhood Curriculum and Materials
Internship I & II
Consultation and Collaboration
2001-2006 Resource Teacher for the Deaf and Hard of Hearing Blue Valley School District, Overland Park, KS
Responsibilities: Coordinated services for students with hearing loss and additional mild to moderate disabilities in the center based program for deaf and hard of hearing students (PK-5), collaborated with general and special education staff, assessed students and determined present level of performance, developed and implemented individualized education plans based on students needs, adapted materials, supervised interpreters and paraprofessionals, and served as case manager for the student and the student’s family
2006 Field Experience Supervisor-Graduate Teaching Assistant-
University of Kansas, Department of Special Education Teacher Education Program
111 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Responsibilities Supervised six student teachers in various field experience placements, evaluated and provided feedback on lessons and assignments, graded portfolios and assigned grades, and lead a monthly course seminar
2005 College Teaching AssistantUniversity of Kansas, Department of Special EducationCourse: Language and Deafness
Responsibilities Developed syllabus, planned and developed lectures, administered and graded assignments and tests, held conferences with students, and monitored blackboard messages
2000-2006 Supervising Teacher for Deaf Education Practicum Students University of Kansas/Blue Valley School District
Responsibilities Supervised seven student teachers during their student teaching experience (PK-12) and collaborated with University Supervisors to ensure students were meeting all requirements for their practicum or internship, familiarized students with the building, staff and students, involved them in the lesson planning, introduced them to the Individualized Education Plan development and implementation, and provided feedback on their teaching and classroom management
2000-2001 Itinerant Teacher for the Deaf and Hard of Hearing Blue Valley School District, Overland Park, KS
Responsibilities Coordinated services for students in six schools (PK-6), collaborated with general and special education staff, assessed students and determined present level of performance, developed and implemented Individualized Education Plans based on students needs, adapted materials and served as case manager for the student’s family
1996-2000 Freelance Interpreter for the Deaf Greater Kansas City metropolitan area
Responsibilities Provided sign language interpreting services for deaf and hard of hearing individuals in local school districts and community programs
112 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
1995-1996 Educational Interpreter for the Deaf, Homer Junior High School, Homer, AK
Responsibilities Provided educational sign language interpreting and tutoring services for two eighth-grade students for all core and elective courses as well as extracurricular activities
COMMITTEE MEMBERSHIPS
Faculty Development and Welfare Committee and Secretary, Lake Erie College 2011-Present
President-elect, Teacher Education Division of Ohio, 2010-2011
Teaching and Learning with Technology Roundtable, Ursuline College, 2008- 2009
Human Subjects Committee, Ursuline College, 2008-2009
Task Force for Redesign of SPED Licensure Highly Qualified Teachers, 2008-2009
Mission Integration Council, Ursuline College, 2007-2009
Teaching Academy Advisory Board, Mayfield School District, 2007- 2008
Professional Learning Community team leader for Liberty View Elementary School 2004-2006
Case Manger for First and Second Grade Problem Solving Team-Blue Valley School District 2004-2006
Task Force for Developing Guidelines for Least Restrictive Environment-Blue Valley School District 2005
National Representative for the Blue Valley School District at the National Educational Association National Convention in Los Angeles, California 2005
State Representative for the Blue Valley School District at the Kansas National Education Association State Conference in Topeka, Kansas 2003-2005
Building Representative for Blue Valley School District National Education Association 2003-2005
Co-President of the Kansas City Chapter of Council for Exceptional Children 2003-2004
Task Force for Aligning Kansas State Standards with IEP Goals-Blue Valley School District 2003
Task Force for Assistive Technology Training Blue Valley School District 2002
113 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
PROFESSIONAL MEMBERSHIPS
American Association of University Professors 2009-Present
Council for Exceptional Children 2000-Present
Council for Learning Disabilities 2000-Present
Teacher Education Division of CEC 2006-Present
Alexander Graham Bell Association 2000-Present
Ohio Association of the Deaf 2006-Present
Ohio Chapter of the Registry of Interpreters for the Deaf 2006-Present
Quota International 2007-Present
PRESENTATIONS
*All presentations done before June 2006 are under maiden name of Davis
Krammer, C. (2009, Nov.) How do we do this? General and special education collaboration to address HQT. Poster presentation presented at the 2009 Teacher Education Division of the Council for Exceptional Children Conference. Charlotte, NC.
Krammer, C. & Theoharris, R. (2009, Nov.) Analysis of school culture and climate: Implications for students with disabilities. Poster presentation presented at the 2009 Teacher Education Division of the Council for Exceptional Children Conference. Charlotte, NC.
Krammer, C. (2009, April). Value-Added assessment: What does it mean for students with disabilities? Poster presentation presented at the 2009 Council for Exceptional Children Conference. Seattle, WA.
Krammer, C. (2009, April). Strategies to support students with diverse learning needs in higher education. Poster presentation presented at the 2009 Council for Exceptional Children Conference. Seattle, WA.
Krammer, C. & Cherry, M. (2008, November). Value-added assessment: Implications for students with disabilities. Lecture presented at the 2008 Teacher Education Division of the Council for Exceptional Children Conference. Dallas, TX.
114 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Krammer, C. (2008, November). Diverse learning needs in higher education: Strategies to support students. Poster presentation presented at the 2008 Teacher Education Division of the Council for Exceptional Children Conference. Dallas, TX.
Krammer, C. (2008, April). The effects of the methods of repeated and assisted reading on reading fluency and comprehension for deaf and hard of hearing students. Poster session presented at the 2008 Council for Exceptional Children Conference. Boston, Massachusetts.
Krammer, C. & Theoharis, R. (2008, April). Surviving the dissertation experience. Poster session presented at the 2008 Council for Exceptional Children Conference. Boston, Massachusetts.
Theoharis, R. & Krammer, C. (2007, November). Preparing future deaf educators through a quality practicum experience. Lecture presented at the 2007 Teacher Education Division of the Council for Exceptional Children Conference. Milwaukee, Wisconsin.
Krammer, C. & Theoharis, R. (2007, November). Navigating the doctoral program: From the student’s perspective. Round table session at the 2007 Teacher Education Division of the Council for Exceptional Children Conference. Milwaukee, Wisconsin.
Theoharis, R. & Krammer, C., (2007, April). Creating quality practicum experiences for deaf and hard of hearing student teachers. Lecture delivered at the 2007 Council for Exceptional Children Conference. Louisville, Kentucky.
*Davis, C., & Theoharis, R. (2006, spring). Introduction: Meeting the educational needsof students with hearing loss. Presentation at the University of Kansas, Overland Park, Kansas, SPED 775 & 875, practicum seminar.
Davis, C. (2005, August). What to expect when you have a student with hearing loss in your classroom. Presentation to Liberty View Elementary School Staff, Olathe, Kansas.
Davis, C. & Honors, E. (2005, August). Assistive technology for students who are deaf and hard of hearing: Hearing aids, FM systems, cochlear implants and more. Presentation given to Liberty View Elementary Special Education Staff. Olathe, Kansas.
Davis, C. (2004, Spring). Collaborating with other service professionals to meet the needs of students with hearing loss. Presentation to Blue Valley School District Learning Resource Teachers. Olathe, Kansas.
Davis, C. (2003, August). The deaf and hard of hearing resource room and center based model. Presentation to Blue Valley School District Speech Language Pathologists. Olathe, Kansas.
Davis, C. (2003, August). Teaching students who are deaf and hard of hearing: Strategies to implement in your classroom. Presentation to Liberty View Elementary School Staff. Olathe, Kansas.
115 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Davis, C. & Honors, E. (2003, August). Assistive technology for students with hearing loss: Use and care in the classroom. Presentation to Liberty View Elementary School Special Education Staff. Olathe, Kansas.
Davis, C. (2002, August). Strategies for working with students with a hearing loss in the classroom. Presentation given to Liberty View Elementary School Staff. Olathe, Kansas.
Davis, C. & Honors, E. (2002, August). Hearing aids, FM systems, and cochlear implants: Use and care in the classroom. Presentation to Liberty View Elementary School Special Education Staff. Olathe, Kansas.
Davis, C. & Honors, E. (2001, August). The center based resource room for deaf and hard of hearing students. Presentation to Liberty View Elementary School Staff. Olathe, Kansas.
INVITED LECTURES and WORKSHOPS
Krammer, C. (2012, March). Dealing with Diverse Populations. Field I Seminar Presentation. Lake Erie College.
Krammer, C. (2012, March). Behavior Management. Field II Seminar Presentation. Lake Erie College.
Krammer, C. (2011, November). Collaboration Between General and Special Education. Field II Seminar Presentation. Lake Erie College.
Krammer, C. (2011, November). Response to Intervention. Student Teaching Seminar Presentation. Lake Erie College.
Krammer, C. (2011, October). Connect the Dots Information Exchange: Special Education Panel. Lake Erie College.
Krammer, C. (2010, March). Universal design and differentiation in higher education. Brown bag lunch discussion. Lake Erie College.
Krammer, C. (2009, November). Mean little deaf queer. Book discussion at Barnes and Noble, Mentor, OH.
Krammer, C. (2008, November). Differentiation and strategy instruction for students with mild to moderate disabilities. Contracted two-day workshop provided for St. Barnabas Catholic School. Northfield, OH.
Krammer, C. (2008, October). What you need to know about autism. Guest lecturer for Phi Lambda Theta conference. Beachwood, OH.
116 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Krammer, C. (2008, October). Sign language and deaf culture. Guest lecturer for Ursuline College’s Mission in Action Lecture.
Krammer, C. (2008, February). A crash course in statistics. Guest lecturer for value added lab presented to all students getting ready for student teaching. Ursuline College.
Krammer, C. (2008, January). Professional learning communities as they relate to the value added movement. Guest lecturer for value added lab presented to all students getting ready for student teaching. Ursuline College.
Krammer, C. (2007, November). Working with students who have a hearing loss: What general education teachers need to know. Guest lecturer for Pi Lamda Theta conference. Beachwood, OH.
Krammer, C. (2007, October). What general education teachers need to know about special education. Guest lecturer for graduate human development course at Ursuline College.
PUBLICATIONS
Krammer, C. (2008). Play school movement. Contributed to the Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage
Davis, C. (2006). Making inclusion work. In Gargiulo, R. M., Special Education in Contemporary Society (pp. 460-461). Belmont, CA: Thomson Learning.
DISSERTATION
Krammer, C. (2007). The effects of the methods of repeated and assisted reading on the reading fluency and comprehension of deaf and hard of hearing students. (Doctoral dissertation University of Kansas). ProQuest/UMI Manuscript ID: ku:1929.
UNPUBLISHED MANUSCRIPTSKrammer, C. (2006). Least restrictive environment for deaf students: What does the future hold for
residential schools for the deaf? Unpublished manuscript.
Krammer, C. (2006). Social implications for mainstreamed children with cochlear implants. Unpublished manuscript.
RESEARCH INTERESTS
117 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Mild to moderate disabilities, low incidence disabilities, value-added assessment, differentiation, universal design for learning, cognitive strategy instruction, literacy, teacher preparation, assessment methods, deafness, communication strategies, socialization issues for children with disabilities, co-teaching and collaboration, and partnerships between school districts and higher education programs
VOLUNTEER WORK
Reading Tutor, Painesville, Ohio Public Schools
Quota International, Serving Disadvantaged Women and Children and Persons with Speech and Hearing Disabilities.
118 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
RITU SHARMAAddress: 15 Minnewawa Dr., Timberlake, OH, 44095
Cell 216-235-5083 E.Mail: [email protected]
EDUCATION
2006-Human Resource and MBA classes from DeVry University, USA
1997-Ph.D. in English Literature (American and African American Literature) from Jai
Narain Vyas University, Jodhpur, India
1993-M.A in English from Jodhpur University, India, Valedictorian
1990-Bachelor’s in Education from Ajmer University, India, Salutatorian
1989-B.A from Jodhpur University, India
TEACHING & ADMINISTRATION EXPERIENCE
June 01 2008-till date Assistant Professor at Lake Erie College November 2007- till date Adjunct Instructor at Kaplan University August 2004- 2008 Adjunct Faculty at Lorain County Community College, and
Cuyahoga County Community College for Rhetoric & Composition and English. Also taught Technical and Professional Writing, Oral Presentation, Grant Writing, Business, Economics, Group Dynamics, Portfolio Development and Humanities at ITT, DeVry University, Myers (Chancellor) University and Bryant & Stratton College
July 2002- May 2004 English Teacher at I. H. Kempner High School, FBISD, Houston, TX & adjunct Faculty of Journalism in Houston Community College and Progressive Alternative School
July 2001-June 2002 Principal at Air Force School, Jodhpur, India and Instructor at Jodhpur University
July 2000-June 2001 Teacher at Gandhi Memorial International School, Jakarta, Indonesia
July 1990-June 2000 English Teacher at Air Force School (K-12), Jodhpur, India and adjunct instructor at Jodhpur University, India
JOB RESPONSIBILITIES- teach all courses as assigned by the Dean, and advise students
-represent college internationally and mentor peers- prepare, review, order teaching materials, and update course outlines and syllabi - meet all scheduled classes, and use scheduled classroom time appropriately
119 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
-teach computer assisted lessons, related to developmental English as well as pedagogy- demonstrate a professional attitude, philosophy, and commitment that promotes student growth and learning - demonstrate commitment to the institutional mission, goals, and objectives - adhere to School Rules and Procedures, which reflect updated Federal, State, and local legislation that governs the educational process -maintain accurate student records for grading and attendance purposes, submitting grade reports within college deadlines - schedule and maintain office hours as assigned and advising students- attend and contribute to the departmental and other meetings as designated by the Department Chair or administrative official - assist in the development, implementation, and evaluation of departmental program goals and written program reviews- assist with preparation of public relation materials pertaining to the department - initiate and serve on college committees to which elected or appointed - during periods of planned absences, coordinate with the Department Chair or Coordinator for qualified substitute instructors and provide instructional materials, protocols, and directions to ensure consistent and sequential classroom instruction - perform various tasks as required by the Department Chair for the fulfillment of departmental responsibilities - promote and maintain a healthy and safe educational and work environment, free from harassment and discrimination - participate and deliver professional development activities, initiate LPDC- develop, maintain and promote a positive atmosphere among colleagues and members of the college community
-networking with other colleges and stakeholders
-assesses student learning outcomes, completes and submits related rubrics to Dean of Academic Affairs, Online and makes adjustments to instructions and methods as necessary
-develop daily lesson plans to include instructional aides and student satisfaction
-assist students in achieving completion of objectives and provide regular, accurate and timely feedback to students relative to their performance
-exercise and ensure students' online decorum to provide a positive learning environment
-participate in retention initiatives by maintaining productive contact with students –play vital role in student concern resolution
120 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
-motivate students to actively participate in all aspect of the educational process
-maintain expertise in subject area in order to provide students with current trends and to recommend improvements in curriculum development and design
STRENGTHS
Multi-lingual, expertise in facilitating online, onsite and hybrid courses, excellent supervisory, organizational and training skills, outstanding evaluations and students retention, remarkable communication and presentation skills, team player, diversity expert, skills in development, implementation and execution of programs, computer savvy, curricula specialist, professional development trainer, multi-media technology skills, web designed lesson plans, written grants, outstanding communication skills, ability to face challenges, analytical and motivational skills, taught "at risk" students, taught AP and IB Programs, creative writing, African-American literature, literature from the Anglo-Saxon to the Modern age. Above all, inspiring and chiseling the students into better intellectuals and leaving an eternal impact on them
PROFESSIONAL DEVP. & TRAINING
105% grade in Online training, OH Nominated as Top Ten online college professor of the year 2012
http://www.bestcollegesonline.com/2012-online-college-professor-of-the-year-contest-information-and-nominees/
Invited by Toni Morrison Society to translate American novels in different languages Paper has been accepted for the Eleventh International Symposium on Comparative
Literature: “Creativity and Revolution,” November 13-15, 2012, by University of Cairo, Egypt
Paper has been accepted for 5th International Indonesia Forum, Co-Sponsored by Yale University “Between Mountain and the Sea: Positioning Indonesia,” July 9-10, 2012
Awarded by the Indo-American Association Guest Speaker for Faculty Appreciation Night held by Cuyahoga County Community
College, Metro Campus, May 2, 2012 Conducted webinar for Kaplan University, January 13, 2011 for students Presented in the Sixth Biennial International Conference in Paris, France, November 4-7,
2010 for thousand professors and scholars Faculty fellowship with Dr. Chantal Vogeli, University of Lucerne, Lucerne, Switzerland
on Dec 19, 2011. It was focused on a comparative analysis between USA and European Higher Education andragogical techniques
Speaker at Inamori International Center for Ethics and Excellence and UCITE, at Case Western Reserve University for professors and colleagues from neighboring higher educational institutions, on March 07, 2012
Speaker at Lake/Geauga High School-Higher Education Alignment Kick-off work session. The attendees were Superintendents, Asst. Superintendents, Principals, and other
121 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
members from various schools districts, on March 23, 2012 at Lakeland Community College, Kirtland, OH
Active member for Geauga County P-16 Council Active member for Education Workforce P-16 Alliance of Lake County Active member for P-12 College Readiness Committee Active member for Parent Engagement Program, Geauga County Paper accepted and invited to speak at Intersections, Tensions and New Dimensions,
Encounters in the Contact Zone in English Studies, hosted by the University of New Hampshire, Durham, NH October 8-9, 2010
Paper accepted and invited to speak at Florida College English Association Conference, October 13-14, 2010
Edited a three hundred pages book Zero Leadership by Mr. Ratanjit Sondhi Published multiple book reviews-online Serve on search committees, college readiness and parent involvement committees for
not only college but also leading school districts Expertise in online, onsite, hybrid professor for under grad and grad courses, OH Presented in International conference at Central Michigan University, Nov. 11-13, 2011 Written Program Reviews and evaluated Programs Attends regular professional development conferences and workshops based on
OBR/ODE requirements for program accreditation and compliance Certified CRISS trainer and LPDC representative Completed online teaching training and exam with 105% at ITT, OH Conducted presentations for professors and colleagues at Lorain County Community College
on “Professional writings and portfolio development,” OH Presented during the Sixth Biennial Conference of The Toni Morrison Society, Nov 4-7, 2010,
Paris, France Hosted Medieval Fair to promote the understanding of Chaucerian era. The students
dressed up like Chaucerian characters and recited quotes from The Canterbury Tales. Middle age games were conducted to get an in depth insight into the time period
Delivered training on Website Creation for staff members, TX Facilitator for the 8th Annual Teen Summit Represented foreign teachers and gave presentations in Dallas and Vancouver, Canada Attended Creative Assessments, Houston, TX Participated in Curriculum Alignment for English, TX Finished 18 hours of training in Creating Independence through Students owned strategies Participated in Internet Integration Training, TX Participated in Media Literacy for English, TX Attended Instructional Strategies Training Participated in Curriculum and Instructional Mapping Attended Building Classroom Environment, TX Finished orientation for instructors and online grade book, TX Delivered expertise in Entrepreneurship Devp. Program at Engineering College Presented paper on Toni Morrison, India Delivered paper on Afro-American Nobel prize winner Toni Morrison, India
122 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Attended International Baccalaureate Training, Indonesia Attended TEFLIN International Conference at University of Indonesia
ACHIEVEMENTS
Won gold medal by topping the list of successful students in M.A., setting a record in the university (Valedictorian in both the years of P.G.)
Sharma, R. (2011) Literature of the West. In S. Rajimwale and K. Purohit (Eds), Literature for Children (pp.204-213). Daryaganj, New Delhi: Sarup Publishers Pvt. Ltd.
Won “D. S. B. Gold Medal” from Jodhpur University II in merit in Bachelor of Education (Salutatorian) Recognized and received Excellence in Teaching Award from Lake Erie College on May
16, 2012 which comprised of a memento and cash Won semifinal in 1993 North American Open Poetry Contest Offered a place in the University of Leicester, U.K. Written and received Federal/Regional grants Poetry published by the National Library & Society of American Poets Presented and published papers in national and international conferences and symposia Selected by the Indian High School, Dubai, U.A.E. and Indian School, Oman Certificates of Appreciation Won the best and the most industrious teacher award in the Gandhi Memorial
International School, Jakarta Acknowledged for excellent teaching as well as result A resource person in S.K.G. B.Ed. College, Jodhpur, India. and MBM Engineering College,
Jodhpur, India An alternate candidate for Rotary Club Midtown to be sent to USA Awarded the title of Educational Social Welfare Worker by Rajasthan, India Represented Teachers’ internationally, in the U.S and Canada Trained and taught International Baccalaureate Chaired various co curricular activities, volunteer for victim’s assistance In charge of Kempner International Club, TX Evaluated Gifted students and written curriculum for Fort Bend I.S.D. TX Successfully completed research work on "Journeying toward selfhood: in the
novels of Toni Morrison” Written articles, stories and poems and broadcasted them on All India Radio Participated in art galleries in Town-Hall, Jodhpur, India Recognized in poetry competitions at National and International level Published articles for magazines and newspapers like the Jakarta Post, Khaleej Times,
The Quest, Reader’s Digest, Critic, Dainik Navjyoti, Kadambari and other literary journals of National and International repute
Assisted in organizing various sports, co-curricular, charitable activities and community service programs
Done translations, interpretations and written curriculum for Fort Bend I.S.D. TX
123 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Won “Prestigious Editor’s Award” for poetry Certified (7-12) Language Arts teacher Book "Journeying toward selfhood" is going through the final edition and will be
published shortly
MEMBERSHIPS
American Studies Research Center National Council for Teachers of English OCTEO- Ohio Confederation of Teacher Education Organizations Academic Advisory Board, McGraw Hill English teachers' Association, Jakarta Educational Institute of S.S.E. Thailand Toni Morrison Society Geauga County P-16 Council Education Workforce P-16 Alliance of Lake County P-12 College Readiness Committee Reading Is Fundamental American Management Association Parent Engagement Program, Geauga County
124 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Linda Marie Siegel
3585 Call Road, Perry, Ohio 44081
440-259-2768 [email protected]
Education
Ed. D. Educational Leadership Ashland University, OH
M.Ed. Curriculum and Instruction Ashland University, OH
B.S. Education Lake Erie College, OH
Areas of Professional Competencies
Appreciative Inquiry Trainer/Facilitator, Case Western Reserve University (certificate, 2005) National Board for Professional Teaching Standards: AYA Social Studies (2000) Ohio Licensed Secondary Teacher (7-12) Comprehensive Social Studies (current) Leadership: Leadership Training Institute (certificate 1999) Educational Planning & Curriculum Design: ODE Curriculum Development (2003-04) Consultant: Educational Assessment, Evaluation & Training: Mentor, OH School District Adolescent & Adult Instructor (current) Educational Foundations Instructor (current) Graduate Research Instructor (current) Computer Skills: MOS Certifications, Technology Instructor, smart devices & applications NCATE submission author Red Cross Family Services Intake Trainer: Katrina
Professional Experience
Associate Professor, Education Department, Middle School Advisor, Lake Erie College – Full-time Associate Professor, Education Department, Med. Program, Lake Erie College – Part-time Associate Professor, MBA Program, Lake Erie College – Part-time Adjunct Professor - M.Ed. Program at Ashland U, & in BBA, also MBA Program at Tiffin U –
online Consultant/Trainer regarding Leadership, Appreciative Inquiry, and Emotional Intelligence High School Teacher Auburn Career Center, Concord Township, Ohio National Board for Professional Teaching Standards 2000 in Adolescence Young Adult Social Studies
education (among highest scorers in OH)
125 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Martha Holden Jennings Scholar – outstanding Ohio teacher LBJ Scholar - selected to serve as Teacher Intern in (DC) House of Representatives during Clarence
Thomas Hearings, worked with members of all 3 levels of federal government, lobbyists, media, and private business sector Armonk Scholar - selected for teaching experience in Germany, trained European teachers
to develop and to implement Holocaust curriculum, three year project
C-Span Energy/Environment Institute - selected to group of educators from US, Russia, Philippines & S. America to engage in post graduate study at University of Oklahoma & Washington DC, cooperative international project culminating in production of C-Span TV program for educators, included staff
Selected to represent educators in Washington DC in Congress and invited by the German government to facilitate projects and staff in Europe Leader of Nationally Recognized Information Technology Educators Team that set the
benchmark for technology education Project Manager for State Wide Online Curriculum Ashbrooke Center - selected for International Government Seminar at Ashland U Curriculum Development Writer for ODE – selected for curriculum development and writing, Social
Studies Writing Team Mentor Teacher - active role model for new teaching staff
Professional Presentations State/National/International presentations
How Technology Makes International Connections for Students, National Entrepreneurship Conf, Austin, Texas, 2009
Curriculum Alignment within the Career Clusters, Career Institute Conference, Phoenix, Arizona, 2003
Impacting Student Learning through Integrated, Aligned Curriculum, ODE Career Pathways Conf, Marion, OH 2003
Facilitating Successful Information Technology Career Cluster Groups, Career Cluster Institute Conf, Columbus, OH 2002
Student Achievement through Planned Assessment Practices, County School District Seminar, OH 2002
How to Support Student Learning By Supporting Teachers, ODE Best Practices Conf, Columbus, OH 2002
Information Technology across the Curriculum, Educational Development Center, Boston, Massachusetts, 2001
126 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
The Little Red School House in a Global Classroom, National Social Studies Conf, Washington DC, 2000
Energy and the Environment Studies across the Curriculum, Ohio Social Studies Conference, Columbus, OH 2000
Holocaust Curriculum, Ohio Social Studies Conf, Columbus, OH 1999
Holocaust Curriculum, Dohnaueschegin, Germany 1998
License/Certificates
Secondary Teaching License Comprehensive Social Studies Appreciative Inquiry Certificate (CWRU) Consultant/Facilitator TESA Certified Trainer Leadership Trainer, Certified Workshop/Institute Curriculum Alignment Specialist ODE Microsoft Office Specialist Reiki, Chi Gong, Yoga Certificates
127 5/6/2023 10:52 PM | Lake Erie College
AYA Social Studies
Matthew J. Theisen13096 Radcliffe Road
Chardon, OH 44024
(815) 262-9111
Education
Rockford College, Master of Arts in Teaching, May 2003.
Carthage College, Bachelor of Arts in Speech/Theatre/Communications, May 1994.
Certification
Illinois Standard Elementary Teaching K-9, LBSI, December 2000.
Endorsements in Fine Arts, Social Studies, English
Professional ExperienceDirector of Clinical Lake Erie College 2011-present
Experiences and Partnerships/FacultyPresident A Leg Up, Inc. 2008-present
Caledonia, Illinois
Special Education Teacher Harlem School District 2006-2010
Loves Park, Illinois
Special Education and Rockford Public School District 2002-2006
Theatre Teacher Rockford, Illinois
Elementary Teacher Harlem School District 2000-2002
Loves Park, Illinois
FORM A:TeacherPrep.Program Proposal.6.15.12 128
AYA Social Studies
Evening Instructor Atwood Outdoor Environmental Center 1995-2001
Evening Program Director Rockford, Illinois
Camp Director Rockford Park District 1993-1997
Camp Counselor Rockford, Illinois
Skill Sets Secured 501c3 status for co-founded non-profit organization Conducted Board Meetings Led fundraising campaign Managed Special Education case load Held annual review meetings, developed IEPs, and attended diagnostic meetings Attended team teaching/inclusion workshops Served on Building Climate, Choice Open House, and Safety Committees Trained and supervised volunteers Developed English and Reading curriculum and programming Created staff manual Recruited and interviewed employees Modified curriculum for individual, differentiated instruction
Awards Dean’s List, Alpha Psi Omega (Theatre Honor Fraternity)
Volunteer A Leg Up, Inc., Christ Lutheran Church, Tebala Shriners of Rockford, Illinois
References Mr. Larry Knoll
Teacher (retired), Rockford Public Schools
Falcon School District
5870 Good Fortune Road
Peyton, Colorado 80831
(719) 510-7205
Mrs. Susan Lundin
Director, Rockford Park District
4681 Cherry Valley Road
FORM A:TeacherPrep.Program Proposal.6.15.12 129
AYA Social Studies
Cherry Valley, IL 61016
(815)871-3597
Ms. Yolanda Simmons
Principal (retired), Rockford Public Schools
4641 High Point Dr, Apt 4
Rockford, IL 61114-4840
(815) 985-7868
Ms. Christi Woodcock
Secretary, A Leg Up, Inc.
6606 Nimtz Road
Rockford, Illinois 61111
(815) 885-3108
FORM A:TeacherPrep.Program Proposal.6.15.12 130
AYA Social Studies
MARIA T.H. SUROVY 3738 W. 169th, Cleveland, Ohio 44111, (216) 346-1102,
EDUCATION
Ball State University (2000-2002) Muncie, IN
Master of Science in Historic Preservation
Thesis: An Inventory & History of Ohio’s Historic Amusement Parks Standerford Scholarship recipient Dean’s List Three Semesters
University of Dayton (1995-1999)Dayton, OH
Bachelor of Science in Secondary Education
Social Studies Certification History and Political Science Minor Dean’s Recognition List Three Semesters
TEACHING EXPERIENCE
June 2007 – June 2011 Lillian & Betty Ratner School Pepper Pike, OHCultural Celebrations Chairperson
Teacher – 5th through 8th Grades
World History: Topics cover the ancient world and European history
World Cultures: In-depth study of historic and modern cultures; participation in school-wide, monthly cultural celebrations
Writing & Humanities: Integration of writing skills with history and humanities topics
June 2004 – June 2007 St. Mel School Cleveland, OHTeacher – 6th, 7th, and 8th Grade
Ancient History: Focus on Ancient Mesopotamia, India, China, Greece, Rome
European History: Focus on Medieval European History to World War II; Organized all-school Medieval Faire
American History: Focus on American Revolution through Reconstruction.
FORM A:TeacherPrep.Program Proposal.6.15.12 131
AYA Social Studies
Theology: Extend the teachings of the Catholic Church to promote spiritual growth of students. Sacramental instruction for Confirmation.
August 2000 – May 2002 Ball State University Muncie, INTutor/Graduate Assistant
Provide supplementary instruction to first-year, European history college students. Work with Historic Preservation faculty on education-outreach activities.
Summer 2000 Springboro High School Springboro, OHAmerican History Teacher
Implement state academic standards for accelerated sophomore and junior summer history students at Springboro High School, a large, suburban, public school located south of Dayton
Fall 1999 – Summer 2000 Mount Carmel School Saipan, CNMI
Teacher – 7th & 8th Grade
Geography: Local (Pacific and Australia), the Americas, Asia, Europe, Africa
Theology: Catechism and the life of Christ
Spring 1999 Alter High School Kettering, OH
Student Teacher
Fulfilled all requirements working within grades ten and eleven American History and grade twelve Advanced Placement Government
OTHER EXPERIENCE
Summers 2007-2011 Oberlin Heritage CenterOberlin, OH
Museum Staff
Lead summer camp classes based on the American Girls book series and conduct a World Cultures summer camp.
Coordinated the Ohio Historic Inventory project.
Developed teacher resources.
Lead tours of historic museum property.
FORM A:TeacherPrep.Program Proposal.6.15.12 132
AYA Social Studies
April 2003 – August 2004 Oberlin Heritage CenterOberlin, OH
Museum Fellow
Coordinate Ohio Historic Inventory project, including researching histories, writing architectural descriptions, advising and train volunteers and interns, and
creating site maps. Involvement in educational events such as Hands-On History Summer Camps and the Living History Open House. Lead tours of historic museum property and participate in living history presentations.
March 1998 – August 1999 University of Dayton Dayton, OH
Conference Coordinator
Manage staff in resident halls during summer sessions. Duties included interviewing and hiring staff, as well as overseeing salaries and scheduling, guest room assignments,
registration and billing.
August 1996 – May 1998 University of DaytonDayton, OH
Resident Assistant
Produce educational programming and create of monthly activities. Counsel and discipline first and second year college students.
ACTIVITIES & AWARDS
Summer Scholar, National Endowment for the Humanities, “Mozart’s German Operas,” Summer 2010
National Board Certified Teacher, Earned November 2009 Fellow, The Raushenbush White Paper Conference, “Developing Global Citizens: Education
for a Small Planet,” Fall 2008 Cultural Celebration Coordinator, Ratner School, facilitate and plan monthly school-wide
assemblies Chairperson, National History Day, Ratner School 2007-2011; two students advanced to
state level Scholarship Recipient, National Council for History Educators Conference, March 2006 Gilder Lehrman Scholar, Cambridge University, UK, “The Cold War,” Summer 2005 Coach, Volleyball, St. Mel School, Fall 2006 Chairperson, Student Council, St. Mel School, Fall 2004 – Spring 2006 Chairperson, National History Day, St. Mel School, Fall 2005 – Spring 2006 Co-Chairperson, PeaceBuilder Program, St. Mel School, Fall 2005 – Spring 2006 Judge, National History Day Competition, Region 3, Spring 2005, 2007, 2009 Scholarship Recipient, American Association of Museums, March 2004 Volunteer, St. Vincent De Paul Society, St. James, Lakewood, Ohio, 2003-2004
Organized Sock Sunday, collection/drive for socks and toiletries, February 2004
FORM A:TeacherPrep.Program Proposal.6.15.12 133
AYA Social Studies
Secretary, Associated Students of Historic Preservation, Ball State University, Fall 2001-Spring 2002
Nominee, Disney Hand Teacher Awards, Honoring Creativity in Teaching, Spring 2000 Advisor, Grade 8 Student Government, Mt. Carmel School, Saipan, Fall 1999-Spring 2000 Chairperson, National Geography Bee, Spring 2000-2010 Coach, Co-Ed Middle School Volleyball, Mt. Carmel School, Saipan, Spring 2000 Set Designer, Grease, Mt. Carmel School, Saipan, Fall 1999 Honoree, Brother Joseph W. Stander Symposium and Honors Convocation, University of
Dayton, Spring 1999
Email this proposal and all accompanying materials to:
FORM A:TeacherPrep.Program Proposal.6.15.12 134