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Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: EDF 1005 Prerequisite(s): None

Course Title: Introduction to Education

Course Credit: 3 Course Hours: 3 hours

College: College of Education Department: Secondary Education and Foundations

Required Text(s): Kauchak & Eggen. Introduction to Teaching: Becoming a Professional. (3rd Edition) Merrill Prentice Hall. Upper Saddle River, New Jersey; (2) Lewis, A., and Ellis, R. Different Levels of Parental Involvement (DOLPI). (<$30).

• Level II background clearance ($95.00) Field Clinical Requirements

• Liability Insurance - this is an annual membership, therefore students must renew their membership ($32.00)

• Medical Insurance – student must secure their own medical coverage. If a student is covered by their parents’ policy, the students name must be on the I.D. card.

• FAMU ID badge – must be worn during field experience ($13.00)

Supplies: Textbook, writing utensils, and note pads.

Faculty Name: Rufus Ellis, Jr., Ph.D., Associate Professor/Associate Chairman, Department of Secondary Education and Foundations

Term and Year: Spring 2011 Place and Time: FAMU DRS, Room TBA

Office Location: FAMU DRS, Building 8, Room 107

Telephone: (850) 599-3675 E-mail: [email protected]

Office Hours

Monday Tuesday Wednesday Thursday Friday Saturday

Appt. Only 11:00-12:30pm 5:00–5:30 pm

Appt. Only 11:00-12:30pm 5:00–5:30 pm

Appt. Only N/A

COURSE DESCRIPTION This is a survey course including historical, sociological and philosophical foundations of education, governance and finance of education, educational policies, legal, moral and ethical issues and the professionalism of teaching. Students will be provided information on the Florida Educator Accomplished Practices, Sunshine State Standards, and the Professional Educator Competencies. Students are required to complete a minimum of 15 hours of field-based experiences with children and youth in schools or similar settings. The experiences should not be conducted via virtual modes of film or Internet.

mailto:[email protected]�

F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S)=Skill (D)=Disposition

2

COURSE PURPOSE This course is designed to help the student to acquire insights into the societal context in which education takes place and to explicate underlying bases for the conflicting interpretations of a democratic education in the USA. Moreover, to exhibit an understanding of the social and legal aspects of school organizations including teaching as a profession, and the problems of education for women, the disadvantaged, and ethnic minorities. In addition, the Florida Educators Accomplished Practice principles for pre-professionals are also addressed.

CONCEPTUAL FRAMEWORK The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:

Cross-curricular themes shown in the conceptual framework diagram have been identified and are used to guide and build a rigorous, relevant, and constantly evolving teacher education program. These themes are: multiculturalism, educational technology, values, problem solving, and professionalism and urban/rural education. Program components or “orbits” shown in the diagram are: student services, professional induction, general studies, specialty studies, faculty development, professional studies, and field/clinical experiences. Although program components appear as self-contained “orbits” on the diagram, all are dependent on and integrated with each other as to program design, implementation, and evaluation. The preparation of an exemplary professional at FAMU will be guided and characterized by certain essential measurable qualities (outcomes) as defined in the: Educator Accomplished Practices specified by the Florida Education Standards Commission; Florida Essential Teaching Competencies identified by the Florida Council for Educational Management; and/or competencies set forth by national specialty organizations for each program in the unit (i.e. syllabi, program matrices, and the Florida Department of Education original folios).


3 The Conceptual Framework for the FAMU PEU is grounded in a combination of directed, constructivist, developmental, and social learning theories derived from the writings of system theorists, educational philosophers, social scientists, practitioners, and developmental theorists. Concepts from these writers and from the varied educational learned societies help from the knowledge base for the unit’s curriculum components and principles of its Conceptual Framework.

Selected Conceptual Framework Proficiencies

DIVERSITY

• CF 1 • Through this focal area, the FAMU professional education candidate will:

CF: 1.1 (K)

Demonstrate understanding of diverse backgrounds of individuals. F: 5,6,7 I: 3

TECHNOLOGY •CF 2 •Through this focal area, the FAMU professional education candidate will:

CF: 2.1 (S)

Use a variety of technology tools and software to support student learning. F: 4,12 I: 6

CF: 2.3 (K)

Demonstrate knowledge of fundamental concepts of technology.

F: 12

I: 1,6

CF: 2.4 (K)

Demonstrate an understanding of concepts related to software, hardware and application.

F: 2,12

I: 6

CF: 2.6 (S,D)

Demonstrate the ability to access a variety of tools to enrich media communication.

F: 12

I: 6

VALUES

•CF3 •Through this focal area, the FAMU professional education candidate will:

CF: 3.1 (S)

Work with colleagues in a professional manner. F: 6 I: 2,5

CF: 3.3 (S,D)

Promote perspectives, ideas, people and cultures. F: 5,6 I: 3

CF: 3.4(D)

Demonstrate achievement of goals. F: 3,9 I: 5,9

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will:

CF: 4.1 (K)

Demonstrate an understanding of a variety of instructional/professional strategies to encourage student development of critical thinking and performance.

F:4,7 I: 4

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8 I: 4

PROFESSIONALISM

• CF 5 • Through this focal area, the FAMU professional education candidate will:

CF: 5.1 (K) Know the content F: 8 I: 1

CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F:7,9 I: 7


4 CF: 5.3 (D)

Demonstrate commitment to professional growth & development.

F:3,7 I: 9

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2 I: 6

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respective behavior.

F: 9

I:5, 9

URBAN/RURAL EDUCATION •CF6 •Through this focal area, the FAMU professional education candidate will:

CF: 6.1 (S)

Demonstrate the ability to work in school settings with varied levels of human and material resources.

F: 9, 10, 11 I: 10

CF: 6.2 (S,D)

Demonstrate the ability to work in school settings that focus on rural/urban context with opportunities and challenges that these environments provide.

F: 11 I: 3

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families. F: 5, 11 I: 2,3

ACADEMIC LEARNING COMPACT 1. Content Knowledge/Subject Matter - Graduates will have a basic understanding of the subjects they teach and how a subject

is linked to other disciplines as well as how content can be applied to real world integrated settings.

2. Communication Skills – Graduates will demonstrate the ability and desire to remain current with development in the art of music and teaching, to make independent, in depth evaluations of their relevance, and use the results to improve oral and written communication skills, musicianship, teaching skills and competencies related to pedagogical content knowledge as established by the Florida Education Standard Commission.

3. Critical Thinking Skills – Graduates will demonstrate the ability to reach logical conclusions based on the student-drive information that is derived from multiple sources and moral and ethical implications of policy options.

4. Diversity - Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

5. Professional and Career Success (Role of the Teacher) – Graduates will demonstrate the ability to work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students as well as maintaining personal and professional goals and becoming members of local, state and national professional educators’ organizations.

ALCs for each degree program can be found at http://www.famu.edu/index.cfm?a=Assessment&p=ALCs2007-2008.

SPECIFIC BEHAVIORAL OBJECTIVES

Academic Learning Compacts (ALCs): This course falls under the courses offered in the (the undergraduate Teacher Education Program) and is thus covered by the associated Academic Learning Compacts. ALCs answer three basic questions: What will students learn by the end of their academic programs? Have they learned what they have been taught by their professors? How do we measure these quantities? For details regarding the (undergraduate Teacher Program) ALCs, go to www.famu.edu/assessment and click on Academic Learning Compacts.

http://www.famu.edu/index.cfm?a=Assessment&p=ALCs2007-2008.�


5 1. Students will identify current and historical trends, issues, and individuals who have influenced school curricula and the

development of the school system in the United States. 2. Students will research and discuss characteristics of effective schools. 3. Students will compare and contrast various governance structures and will be able to identify the laws and crucial court cases that

influence education practices and programs. 4. Students will assess the relationships between key educational philosophies and the development of educational practices in the

United States. 5. Students will review and recognize the economic issues that affect schools including sources of funding, funding formulas, school

choice initiatives, tuition tax credit, and vouchers. 6. Students will research and discuss the legal and civil rights and responsibilities of students and teachers. 7. Students will examine and discuss the attributes and ethical standards of a professional educator. 8. Students will describe the responses that schools use in addressing social issues that affect the learner in today’s society. 9. Students will describe how multiculturalism impacts schools and learners. 10. Students will research and identify career options in education. STUDENT LEARNING OUTCOME SAFTER THE COMPLETION OF THE COURSE, THE STUDENT WILL BE ABLE TO: 1. Understand and apply the historical knowledge to today’s current practices. 2. Identify key factors associated with effective schools. 3. Identify the legal aspects of education and understand how governance, laws and policies are enacted at the local, state and

federal level. 4. Compare and contrast key educational philosophies and their influences on education 5. Identify local, state, and federal sources of funding and how each affects education. 6. Identify major rights and responsibilities of students and teachers. 7. Describe the attributes of a professional educator. 8. Identify characteristics of ethical behavior in teaching and how they relate to appropriate decision making. 9. Identify key social factors that impact learning. 10. Identify key cultural factors that impact learning. 11. Discuss career options in education. The following course objectives include the Florida Accomplished Practice Standard(s) [FEAP] addressed during this course. For further details refer to the topical outline and the appendices of this syllabus. Upon completion of this course, the students will be able to: 1. Identify personal strengths and weaknesses as pre-service teachers and design appropriate paths for personal/professional growth.

(CF 1, 3, 5; FEAP 1 & 4) 2. Develop an understanding of the Multicultural history of education and educational systems in the USA and compare with other

cultures. (CF 1, 4; FEAP 4) 3. Develop an understanding of the path of educational systems development that contributed to the development and growth of

USA school systems. (CF 1, 4; FEAP 7, 9 & 11) 4. Develop an understanding of education in a social context with emphasis on social movements, culture, governance and law. (CF

1, 5; FEAP 4) 5. Learn strategies for coping with diverse cultures and environments in the workplace and social settings. (CF 1, 5; FEAP 4) 6. Develop an understanding of major educational philosophies. (CF 5; FEAP 7, 9 & 11) 7. Demonstrate knowledge of educational philosophies in America cultures through research reporting. (CF 5, 4, 6; FEAP ) 8. Demonstrate teaching skills and strategies for providing equity pedagogy and an empowering school culture. (CF 5; FEAP 1, 4, 7,

9 & 10)


6 9. Become knowledgeable of the: “Professional Code of Ethics” for teachers. “Educators’ Accomplished Practices,” and “Generic

Competencies and Skills.” (CF 3; FEAP 4) 10. Develop an understanding of the fluid nature of curriculum and curriculum development with emphasis on technology, diversity,

subject knowledge, and teaching strategies. (CF 1, 5, 6; FEAP 4 & 11) 11. Identify current issues in the field of education and develop positions and solutions. (CF 4, 5; FEAP 4) 12. Develop an understanding of teaching as a profession and the role of the teacher (CF 5; FEAP 4 & 7) 13. Demonstrate oral, written and grammar skills through presentations, classroom activities and participation, interacting with peers

and professional educators, and attending seminars and workshops. (CF 4, 5; FEAP 2 & 10)

14. Demonstrate mastery of Microsoft word and use of Standard English by preparing written and oral assignments and term project. (CF 2, 5; FEAP 2, 4, 10 & 12)

Assignment

Behavioral Objectives

INTASC

Standards

Professional Organization

FEAPs

FTCE SAE

PEU Conceptual Framework

Case Studies/ Chapter Reviews /Presentations

Each chapter’s case studies will be assigned, individually or in groups. Candidates will lead a discussion to show correlation to the chapter’s topic or concepts. Group facilitator is encouraged to allow class participation and or discussion

FEAP 2,3,5,7,8, 10,11

CF 1,4,5,6

Philosophy of Education Paper

Teacher candidates will discuss their personal philosophies of education as they relate to the education profession. Topics to be discussed are characteristics of good teaching you would follow in your classroom; classroom environment; approaches to discipline and classroom management; teachers’ role in planning and curriculum; meeting needs of diverse students; parent involvement why you are considering teaching as a career; future goals in education; personal views about bi-lingual education; and how personal philosophy will help diverse learners increase achievement

FEAP 2, 3, 4, 5, 7, 8, 9, 10, 11

CF 1,3,4,5,6


7

Assignment


INTASC

Standards

Professional Organization

FEAPs

FTCE SAE

PEU Conceptual Framework

Group Presentation

Presenters will role play as teachers during classes designated for Presentations. Presenters may employ choice of methodologies and philosophies in leading discussions Methodologies may include: homework assignments, class assignments, role-play and games; metaphors and mnemonic devices; instructional aids; handouts; and other reference materials. Use of Power Point is encouraged.

FEAP 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

CF 1,2, 4,5,6

NATIONAL AND STATE STANDARDS ADDRESSED IN THE COURSE

Florida Educator Accomplished Practices (FEAPs)

1.PRE.a FEAP 1. Assessment

Analyzes individual learning needs and practices techniques which accommodate differences including, linguistic and cultural differences.

1.PRE.b Draw from a repertoire of techniques to accommodate differences in students’ behavior. 1.PRE.c Identifies potentially disruptive student behavior. 1.PRE.d Identifies students’ cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and

group instruction. 1.PRE.e Employs traditional and alternative assessment strategies in determining students’ mastery of specific outcomes. 1.PRE.g Modifies instruction based upon assessed student performance. 1.PRE.j Interprets, with assistance, data from various informal and standardized assessment procedures. 1.PRE.k Reviews assessment data and identifies students’ strengths and weaknesses.

2.PRE.c FEAP 2. Communication

Varies communication (both verbal and nonverbal) according to the nature and needs of individuals. 2.PRE.f Acquires and adapts interaction routines (e.g., active listening) for individual work, cooperative learning, and whole

group activities. 2.PRE.j Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families,

including families whose home language is not English.

3.PRE.d FEAP 3. Continuous Improvement

Participates in the design of a personal development plan to guide her/his own improvement. 3.PRE.f Reflects respect for diverse perspectives, ideas, and opinions in planned learning activities. 3.PRE.h Works to continue the development of her/his own background in instructional methodology, learning theories, trends,

and subject matter. 3.PRE.i Shows evidence of reflection and improvement in her/his performance in teaching/learning activities. 3.PRE.l Works as a reflective practitioner and develops the skills to recognize problems, research solutions, and evaluate

outcomes. 3.PRE.m Learns from peers and colleagues and develops professional relationships.


8 3.PRE.n Reflects upon her/his own professional judgment and has the ability to articulate it to colleagues, parents, and the

business community.

4.PRE.b FEAP 4. Critical Thinking

Identifies strategies, materials, and technologies that he/she will sue to expand students’ thinking abilities. 4.PRE.c Identifies strategies for utilizing discussions, group interactions, and writing to encourage student problem solving. 4.PRE.d Poses problems, dilemmas, and questions in lessons. 4.PRE.g Demonstrates and models the use of higher-order thinking abilities. 4.PRE.g Modifies and adapts lessons with increased attention to the learners’ creative thinking.

5.PRE.c FEAP 5. Diversity

Recognizes the cultural, linguistic, and experiential diversity of students. 5.PRE.d Recognizes students’ learning styles and cultural and linguistic diversity and provides for a range of activities. 5.PRE.e Has a repertoire of teaching techniques and strategies to effectively instruct all students. 5.PRE.f Selects appropriate culturally and linguistically sensitive materials for use in the learning process. 5.PRE.g Analyses and uses school, family and community resources in instructional activities. 5.PRE.h Selects and introduces materials and resources that are multicultural. 5.PRE.l Provides learning situations which will encourage the student to practice skills and gain knowledge needed in a diverse

society.

6.PRE.d FEAP 6. Ethics

Takes reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.

6.PRE.e Does not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression.

6.PRE.f Does not use institutional privileges for personal gain or advantage. 6.PRE.g Maintains honesty in all professional dealings.

7.PRE.b FEAP 7. Human Development and Learning

Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. 7.PRE.c Uses multiple activities to engage and motivate students at appropriate developmental levels. 7.PRE.e Varies activities to accommodate different student learning needs, development levels experiential backgrounds,

linguistic development, and cultural heritage. 7.PRE.f Recognizes learning theories, subject matter structure, curriculum development, student development and first and

second language acquisition processes. 7.PRE.g Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing

different methods.

8.PRE.b FEAP 8. Knowledge of Subject Matter

Increases subject matter knowledge in order to integrate the learning activities. 8.PRE.c Uses the materials and technologies of the subject field in developing learning activities for students. 8.PRE.e Has planned and conducted collaborative lessons with colleagues from other fields.

9.PRE.d FEAP 9. Learning Environments

Recognizes cognitive, linguistic, and affective needs of individual students and arranges learning environments and activities to meet these needs.

9.PRE.e Uses techniques to align student needs, instructional settings, and activities. 9.PRE.j Implements instructional activities to meet cognitive, linguistic, and affective needs.

10.PRE.a FEAP 10. Planning

Identifies student performance outcomes for planned lessons. 10.PRE.b Plans and conducts lesson with identified student performance and learning outcomes.


9 10.PRE.c Plans activities to promote high standards for students through a climate which enhances and expects continuous

improvement. 10.PRE.f Plans activities that utilize a variety of support and enrichment activities and materials. 10.PRE.g Accesses and interprets information from multiple sources. 10.PRE.i Incorporate the visual and physical environment when planning learning activities. 10.PRE.j Plans activities that engage students in learning activities and employs strategies to re-engage students who are off task. 10.PRE.m Helps students develop concepts through a variety of methods. 10.PRE.n Regularly reflects upon her/his own practice and modifies behavior based upon that reflection. 10.PRE.o Cooperatively works with colleagues in planning instruction. 10.PRE.p Develops a community resource file for use in planning instructional activities.

11.PRE.a FEAP 11. Role of the Teacher

Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar with the laws (State and Federal) and court-ordered Consent Decrees which assure the rights of students.

11.PRE.c Propose ways in which families can support and reinforce classroom goals, objectives and standards. 11.PRE.d Uses community to provide students with a variety of experiences. 11.PRE.f Can describe overt signs of child abuse and severe emotional distress and knows to whom such observations should be

reported.

12.PRE.a FEAP 12. Technology

Demonstrates technology competencies as defined by Document 1 (Florida Technology Literacy Profile). 12.PRE.b Uses technology tools on a personal basis. 12.PRE.c Demonstrates awareness of and models acceptable use policies and copyright issues. 12.PRE.d Identifies and uses standard references in electronic media. 12.PRE.e Uses technology in lesson and material preparation. 12.PRE.f Identifies technology productivity tools to assist with management of student learning. 12.PRE.h Creates authentic tasks using technology tools and recognizes the need for learner-centered environments. 12.PRE.i Selects and utilizes educational software tools for instructional purposes based upon reviews and recommendations of

other professionals. 12.PRE.j Uses digital information obtained through intranets and/or internet (e.g., e-mail and research). 12.PRE.k Uses technology to collaborate with others.

Accomplished Practices/ Competencies Students' Demonstration Criteria for Achievement

Assessment

• Self-assessments 1) Oral Presentations 2) Self assessment 3) Peer assessment 4) Reflection summary

• Attachment I • Attachment II • Meet at least 70% of criteria

Communication

• Use appropriate grammar and sentence structure (oral/written) *Positive learning environment with incentives and consequences

• Practice strategies that support Individual and group inquiry

• Receive constructive feedback Acquire interaction routines for cooperative learning and whole group activities.

1) Oral presentations 2) Group activities 3) Prepare Group Project 4) Case Studies

• Attachments I and II • Attachments III and IV • Must meet at least 70% of criteria. Term

Project and Field Report guidelines including proper grammar & sentence structure


10 Critical Thinking

• Expand thinking abilities • Encourage problem solving • Use creative and Innovative activities • Use technology & tools

1) Group Activities 2) Group Project 3) Case Studies 4) Reflection Summary

• Attachments III and IV • Must meet at least 70% of criteria. Term

Project guidelines including proper grammar & sentence structure

Human Development & Learning

• Link new knowledge & ideas to familiar ideas • Instructional activities

1) Group Activity 2) Group Presentation

• Attachment III • Attachments I and II

Learning Environments

• Establish Standards for Behavior • Apply consistent rules & standards • Provide positive & motivate environ. • Provide clear instructions

1) Group Presentations 2) Group Activities

• Student must establish guidelines and procedures prior to presenting topics. These guidelines must also adhere to all rules and policies as stated in syllabus.

• Attachments II, III and IV

Planning

• Interdisciplinary activities • Activities that enhance and expect continuous

improvement

1) Prepare Group 2) Presentation. Complete assignments and meet deadlines

• Must follow rules, policies and instructions, complete assignments and meet all deadlines or receive penalties

Technology • Use and integrate appropriate technology in

managing, evaluating & improving instruction

Instructional materials or handouts. Group Project, and Group Assignments

All assignments & reports must be prepared on computer software

PRE-SERVICE TEACHER FIELD BASED EXPERIENCE REPORT

Instructions: (Students are required to attend a Field/Clinical Orientation Seminar prior to school-site visit). The student (hereafter called preservice teacher) in Introduction to Education (EDF 1005) will complete a minimum of 20 hours of field-based experience in school site classroom.. The experience will provide a preview of the role of the teacher in the teaching-and-learning process within a specific classroom setting. In addition, the preservice teacher will develop a better understanding of factors that influence teaching and learning. Professional supervision and feedback will be provided. The preservice teacher will be engaged as a professional observer and will teach a single unit or lesson, utilizing documentation that will be of valuable service to him/her as a teacher.


11 Assignment: The preservice teacher will complete a Data Summary Form. This form will be submitted to the FAMU College of Education Field/Clinical Coordinator. The Field/Clinical Coordinator will assign each preservice teacher to appropriate schools and classrooms. The Field/Clinical Coordinator will facilitate a mandatory “Preservice Teacher Field/Clinical Experience Orientation” that will be offered at various times during the beginning of the semester. Students are required

to attend. In addition, students are required to enroll in TaskStream to maintain an automated portfolio of his/her field/clinical experiences. Details will be explained during the orientation. Failure to attend this meeting will prohibit field experience and will result in an “F” grade for the course.

1.0 The

Guidelines:

preservice teacher

1.1 Observe the teacher interacting with students and identify instances where the following dimensions of teaching occur: a) multidimensional, b) simultaneous, c) immediate, d) unpredictable, e) public. Which of these appears to present the greatest challenge to the teacher? Least?

will complete the following tasks to satisfy the field base experience requirements before exiting the course:

1.2 Interview and observe the teacher to investigate his or her use of the following strategies to deal with differences in

learning ability: flexible time requirements, grouping, strategy instruction, and peer tutoring and cooperative learning. Ask the teacher the following questions: a) Are differences in learning ability a problem for the teacher? Explain b) Which instructional strategies does the teacher use? Which ones work and why. Have any been tried that didn’t

work?

1.3 While observing the teacher’s lessons, describe the teacher’s classroom and lessons with respect to the following: a) Arrangement of desks:b)

How are the desks arranged? Explaining versus questioning

c)

: Does the teacher primarily lecture and explain, or does the teacher ask a large number of questions? Student motivation:

d)

Does the teacher provide a rationale at the beginning of the lesson that explains why the lesson is important? Use of Examples:

e) Does the teacher use examples, or is the information presented primarily in verbal form?

Classroom Order:

f)

Are the students orderly and attentive during the lesson? How does the teacher attempt to accomplish this? Assessment:

How does the teacher measure student understanding?

1.4 Discuss with the teacher the different forces that shape his/her curriculum.a) Why she/he emphasizes what she/he does, and why she/he de-emphasizes other aspects of his/her teaching?

Ask the following questions:

b) How much does he/she depend on textbooks to determine what he/she teaches? How much do curriculum guides influence what he/she teaches? How much does testing influence what he/she teaches?

c) Describe the school’s extracurricular program. How important is the extracurricular program, and why?

1.5 Prepare a unit or lesson plana) Ask the teacher for a copy of a unit or lesson plan. If a plan does not exist, ask the teacher to provide you with

the appropriate textbook, materials and guidelines to prepare a lesson plan for specific topics or concepts.

.

b) Work with the instructor in preparing a unit or lesson plan appropriate for the class observed. c) Work with the teacher to develop your timelines and schedule your lesson to teach at the time of your chapter

presentation.

1.6 Reflection on Experiencea) Address what you learn from the experience?

statement. Summarize and evaluate entire experience.

b) Did your experience affect your decision to become (or not to become) an educator? c) What you liked and did not like about your lesson/delivery what you would change – why – etc.

2.0 Record and Maintain documentation

2.1 Maintain the Preservice Teacher Field Base Experience Report

. In addition, YOU MUST SIGN IN AT THE SCHOOL, if it is required by the school. Remember to wear your ID badge.

3.0 Provide a typed (using word-processing software) Final Report3.1 A COVER PAGE that must include the following:

that include:

Title (Example: “Preservice Teacher Field/Clinical Experience Base Report at Bond Elementary School”)


12 Course Name, No. & Sec. (Introduction to Education: EDF 1005)

3.2 Complete SIX OBJECTIVES: Include responses to all five objectivesa.

listed in section 1.0 of these instructions. State the full objective

b. (skip a line– than respond). Use single spacing.

Unit and/or Lesson Plans (Obj. 1.5):

c. Spell and grammar proof your work. Use proper sentence structure.

Include a copy of your unit or lesson plan/s in this report. Use the appropriate format.

3.3 A REFLECTION ON EXPERIENCE statement: Summarizes and evaluates entire experience. At least one page

doubled- spaced. Spell and grammar proof your work. Use proper sentence structure.

3.4 A completed Preservice Teacher Field Base Experience Report (Typed) (See Sample Attachment – I. Obtain form from orientation package). Obtain required signatures and dates. Sign your name (as Preservice Teacher) and date.

3.5 Appendices: You may include any other documentation to support your experiences. 4.0 Failure to follow instructions and meet deadline will result in penalties.

Points Deducted

Penalty Scale. Failure to follow instructions and meet deadline will result in penalties.

TASK

Up to

5

COVER PAGE: Must include the following: a. Title (Example: “Preservice Teacher Field/Clinical Experience Base

Report at Bond Elementary School”) b. Course No. & Sec. and Name: (EDF 1005: Introduction to Education.) c. Your Name d. Last four digits of Social Security Number e. Signature

Complete SIX OBJECTIVES: Include responses to all six objectives listed in section 1.0 of these instructions. State the full objective (Objs: 1.1 to 1.4)a. Spell and grammar proof your work. Use proper sentence structure.

(skip a line– than respond). Use single spacing.

Up to 20pts a. Include a copy of your unit or lesson plan/s in this report. (Use rubric to identify ESOL strategies for lesson plan

production. Additionally, use checklist with criteria to select, adapt and develop instructional materials for a given set of instructional objectives to meet student-learning needs).

Unit and/or Lesson Plans (Obj. 1.5):

b. The instructor’s signature included. c. Use the appropriate format provided by the instructor.

Up to 10pts

A.

a. Summarizes and evaluates entire experience: what you learn from the experience? Did your experience affect your decision to become (or not to become) an educator? What you liked and did not like about your lesson/delivery - what would you change – why – etc

REFLECTION ON EXPERIENCE statement (Obj. 1.6):

b. At least one page doubled- spaced c. spell and grammar proof work d. Use proper sentence structure.

Up to 25

PRESERVICE TEACHER FIELD BASE EXPERIENCE REPORT

100

(Typed). Attach to Report. Obtain required signatures and dates. Sign your name (as Preservice Teacher) and date. Note: You will receive a “F” grade without this report attached. LATE: Zero Tolerance for Late Work: Late work will not

be accepted: No exceptions.


13

INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM (INTASC) STANDARDS

The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make their aspects of subject matter meaningful for students.

Standard 1: Subject Matter

The teacher understands how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Standard 2: Student Learning

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

Standard 3: Diverse Learners

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Standard 4: Instructional Strategies

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 5: Learning Environment

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 6: Communication

The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard 7: Planning Instruction

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Standard 8: Assessment

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Standard 9: Reflection and Professional Development

The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support students’ learning and well-being.

Standard 10: Collaboration, Ethics, and Relationships

FLORIDA TEACHER CERTIFICATION EXAMINATION (FTCE) Professional Education Examination

1. Assessment: Knowledge of various types of assessment strategies that can be sued to determine student levels and needs.

2. Communication: Knowledge of effective communication with students, parents, faculty, other professionals, and the public, including those whose home language is not English.

3. Continuous Improvement: Knowledge of strategies for continuous improvement in professional practices for self and school.

4. Critical Thinking: Knowledge of strategies, materials, and technologies that will promote and enhance critical and creative thinking skills.

5. Diversity: Knowledge of cultural, linguistic, and learning style differences and how these differences affect classroom practice and student learning.


14

6. Ethics: Knowledge of the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

7. Human Development and Learning: Knowledge of how to apply human development and learning theories that support the intellectual, personal and social development of all students.

8. Subject Matter: Knowledge of effective reading strategies that can be applied across the curriculum to increase learning.

9. Learning Environment: Knowledge of strategies to create and sustain a safe, efficient, supportive learning environment.

10. Planning: Knowledge of how to plan and conduct lessons in a variety of learning environments that lead to student outcomes consistent with state and district standards.

11. Role of the Teacher: Knowledge of collaborative strategies for working with various education professionals, parents, and other appropriate participants in the continual improvement of educational experiences of students.

12. Technology: Knowledge of strategies for the implementation of technology in the teaching and learning process.

13. Foundations of Education: Knowledge of the history of education and its philosophical and sociological foundations.

14. ESOL: Knowledge of specific approaches, methods, and strategies appropriate for students with limited English proficiency.

ESOL STANDARDS

1 Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree Standard.

7 Locate and acquire relevant resources in ESOL Methodologies.

22 Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum.

23 Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school; reduce cross-cultural barriers between students, parents, and the school setting.

PROFESSIONAL ORGANIZATIONS

National Education Association

National Social Studies Association

National Middle School Association

National Music Teachers Association

National Science Teachers Association

National Math Teachers Association

National English Teachers Association

National Association of Black School Educators

TEACHING METHODS Situations and events will be identified in the student’s current life as well as the world of education. The focus is to place the student in real-work situations in decision making. Experiences to be provided in this course include reading assignments from additional textbooks, related reading from journals, handouts and lectures; term project and examinations; role play and group discussions; metaphors and mnemonic devices; oral presentation by class members; guest speakers; and action research. Each student is encouraged to read appropriate documents (e.g. textbooks, handouts, related readings) in advance of class.


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DISPOSITIONS As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.).

ACADEMIC HONOR CODE/POLICY

The Florida A&M University Academic Honesty Policy is contained in the FANG Student Handbook, under the Student Code of Conduct—Regulation 2.012 section, beginning on page 55. (s) Academic Honesty Violations 1. An academic honesty violation shall include a student who gives or takes information or material and wrongfully uses it to aid himself/herself or another student in academic endeavors. It shall further include receiving unauthorized written or oral information from a fellow student. Additionally, it shall include stealing, buying, selling, or referring to a copy of an examination before it is administered. 2. In the instance of papers written outside of the class, academic honesty violations shall include plagiarism. Plagiarism may be specifically defined for the purposes of any course by the instructor involved. Unless otherwise defined, plagiarism shall include failure to use quotation marks or other conventional markings around material quoted from any source. Plagiarism shall also include paraphrasing a specific passage from a specific source without indicating accurately what that source is. Plagiarism shall further include letting another person compose or rewrite a written assignment. 3. A student who assists in any of the academic honesty violations mentioned above shall be considered equally as responsible as the student who accepts such assistance.

POLICY STATEMENT ON NON-DISCRIMINATION Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment.

ADA COMPLIANCE To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.


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COURSE EVALUATION Students will be evaluated by the following course requirements:

Maximum Points

Due Dates

1. Class Participation/Attendance 100 2. Examination (1) 100 3. Examination (2) 100 4. Examination (3) 100 5. Examination (4) 100 6. Examination (5) 100 7. Group Project/Presentation 100 8. Philosophy of Education 100 9. Field Clinical 800

Total Maximum Points 1,600

IMPORTANT NOTICE TO ALL STUDENTS:

Each assignment must be turned in on time to receive feedback. All activities must be completed during the semester in which the class is taken. In the event that a student is absence the day of the class meeting. The assignment must be turned in the day before or the day immediately following the absence from class. Late assignments outside of these guidelines will not be graded

, resulting in a Zero (0) grade.

GRADING Your grading in this course will be based on your performance and the identified learning activities (see weight value above). The maximum number of points combined is 1,600. The grade distribution is as follows:

1,440 – 1,600 = A

1,280 – 1,439 = B

1,120 – 1,279 = C

1,119 -- 960= D

559-below = F

IMPORTANT NOTE: Your instructor reserves the right to assign the grade that most clearly represents your performance in the course.

COURSE POLICIES

Class Attendance Regulations (FAMU Catalog)

Students are expected to make the most of the educational opportunities available by regularly attending classes and laboratory periods. Therefore, the university reserves the right to deal with individual cases of non-attendance. Students are responsible for all assignments, quizzes, and examinations at the time they are due and may not sue their absence from class as a plea for extensions of time to complete assignments or for permission to take make-up examinations or quizzes.


17 Absence from class for cause: (a) participation in recognized university activities, (b) personal illness properly certified, or (c) emergencies caused by circumstances over which the student has no immediate control will be excused by the deal or director of the unit in which the student is enrolled. Specifically, the class attendance regulations will apply to all students as follows: A student will be permitted one unexcused absence per credit hour of the course he or she is attending. A student exceeding the number of unexcused absences may be dropped from the course and assigned the grade “F.” Students may be readmitted to the class with the dean’s and the instructor’s permission. NOTE: If you are absent from class on the due date of an assignment, the work must be turned in the day prior to the absence or he day immediately following the absence from class. Failure to meet this requirement will result in a Zero Grade. Attendance is mandatory – the University permits three (3) unexcused absences per credit hour per course; however, you are responsible, not the instructor, for materials missed during these absences. Please note that if a student has more than three absences, he or she may fail the course. Also, you are required to attend all special lectures and discussions and participate in all off campus activities. Class Work/Group Work – Activities for class/group work will on occasions be an out-of-class activity or assignment. You will be notified in advance of the assignment(s) during class or by email. Student Knowledge and Skills – Students are expected to become very familiar with information and materials given to them via handouts, special notes, assigned readings, lectures and discussions, on campus and off campus visits to 6-12 school and other education agencies in Leon County. Professionalism – Students are expected to demonstrate acceptable decorum, be respectful of yourself and others, and present yourselves in a professional posture and demeanor during all class meetings including special presentations/discussions and when conferences with the instructor. Disruptions – Students will not be permitted to disturb or disrupt class once the class is in sessions. Unsolicited and rude commentaries will not be tolerated when the instructor or your peer is speaking. Final Examination and Quizzes – Quizzes will be given at various intervals during this course. They may be in the form of announced or unannounced; they could be oral or written; or they could be take home or in class quizzes. The final examination for this course will be administered according to the university’s schedule. Class Presentations

TENTATIVE COURSE OUTLINE

– You must be present, knowledgeable and professionally prepared for all individual or group assignments and presentations. This is inclusive of both simulated and actual teaching activities. Your presentations must include the use of technology, various types of media, handouts, and etc. you are responsible for securing the materials and various media apparatus that you or your group need for the presentation(s). You will be assigned a given date for your presentation and this date will not be negotiated with me unless there is a written agreement.

The following schedule for the class is tentatively set forth to provide students with a general idea of the scope and sequencing of this course. The instructor may alter either the scope of the presentation/activities or the content based on student response patterns and/or weather exigencies as may arise*. That alternation may include substituting assignments or making other adjustments (modifications, deletions, additions) which may be necessary to more fully achieve the stipulated course objectives. Attendance is critical for full participation in activities and discussion.

Week(s)

Topic

Pre-Class Reading Assignment

Assignment Due

1

Diagnostic and Course Introduction

• Pre-Test

• Name, Address, Telephone, Email • Get Acquainted


18

Week(s)

Topic


Assignment Due 2 Chapter 1

Do I Want To Be A Teacher? Rewards and Challenges The Teaching Profession Diversity The Modem Movement in Education Chapter 2

Discussion Topic: Do you believe teaching is more or less rewarding than it was in the past? Is it more or less difficult? Why do you think so?” Discussion Topic: Do you remember any teachers who had a powerful impact on your life as a student? What did they do and how did they affect you? What positive aspects of these teachers would you like to incorporate into your teaching? How would these make you different as a teacher? Topic: Do you remember any teachers who had a powerful impact on your life as a student? What did they do and how did they affect you? What positive aspects of these teachers would you like to incorporate into your teaching? How would these make you different as a teacher? Discussion Topic: What strengths and potential weaknesses they bring to the teaching profession: What personality traits will be assets to you as a beginning teacher? Discussion Topic: What will be two of the biggest challenges that you will face as a first-year teacher? Discussion Topic: What strengths and potential weaknesses they bring to the teaching profession: What personality traits will be assets to you as a beginning teacher? Discussion Topic: What will be two of the biggest challenges that you will face as a first-year teacher?

Developing As A Professional Beliefs of Preservice and Beginning Teachers Entering the Profession: Your First Year Career-Long Professional Development FEAPs: 3,6

3 EXAM I

Discussion Topic:

How have your own culture and ethnicity influenced your school experiences?

Chapter 3 Helping Diverse Learners Succeed in Today’s Classrooms Cultural Diversity Language Diversity Gender Ability Differences Students With Exceptionalities FEAPs: 5, 7


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Week(s)

Topic


Assignment Due 4

GROUP ONE PRESENTATION Video: The Test & Pages 30-31 Address the question on page 29 Discussion Topic: What changes have occurred in the American family over the last 50 years?

Chapter 4 Changes in American Society: Their Influences on Today’s Schools Changes in American Families Changes in Socioeconomic Patterns Changes in Our Students Students At-Risk FEAPs: 6, 11

5 EXAM 2

Discussion Topic: What is the proper role of religion in the schools? What are the pros and cons of greater emphasis on religion in the schools? What religions did you encounter as you were growing up? How did they influence your development? What religions are you likely to encounter in your teaching? How will this influence your teaching?

Chapter 5 Education in the United States The Colonial Period The Early American Period The Common School Movement: the Rise of Public Education The Evolution of the American High School Searching for Equality: The Education of Cultural Minorities The Modern Era: Schools as Instruments of National Purpose and Social Change FEAP: 5, 6, 9, 11

6 GROUP TWO PRESENTATION Video—Culturally Responsive Teaching & Pages 84-85

Chapter 6 Educational Philosophy: The Intellectual Foundations of American Education Philosophy and Philosophy of Education Branches of Philosophy Traditional Schools of Philosophy Philosophies in Education Developing Your Philosophy of Education FEAPs: 3, 6

What accommodations has DeVonne made out of respect for Hajaar’s cultural and religious beliefs? How can cultural differences contribute to learning and motivation for all students? Discussion Topic: Think about your educational experiences in K–12 education. Was there any one particular philosophy or philosophies that undergirded your educational experiences? What evidence do you have for this? Think about a particular teacher who was influential in your life. What kind of philosophy do you think guided his or her teaching? Why do you think so? What implications does this have for you as a future teacher?


20

Week(s)

Topic


Assignment Due 7

EXAM 3

Chapter 7 Discussion Topic: How were the schools organized? How did this organization affect your life as a student? Did you attend a preschool or kindergarten? Was this a positive experience? Did you attend a middle school or junior high? Analyze your experience here in terms of chapter content. How large was your high school? Did it have tracks? What track were you in? Did you have friends in other tracks? What suggestions do you have to improve the organization of the schools you attended?

The Organization of American Schools What Is a School? The Organization of Schools School Levels What Is An Effective School? FEAP: 11

8

GROUP THREE PRESENTATION Video: The Reunion Answer questions on page 170 Discussion Topic: In what kind of district did you go to school? Was it large or small? Did you know who the superintendent was? Did you know the principals in the schools you were attending? What types of interactions did you have with them? What kinds of interactions did the principals have with teachers? With parents? What suggestions do you have to make these governance structures more effective? Discussion Topic: Was your district adequately funded? How did the funding compare with that of neighboring districts? Were the school facilities well maintained? Did you have labs for your science classes? Were there enough textbooks to go around? Were they recent? Were extracurricular activities adequately funded? If the school district obtained additional funding, where would you recommend it be spent?

Chapter 8 Governance and Finance: Regulating and Funding Schools Governance: How Are Schools Regulated and Run? School Finance: How Are Schools Funded? Emerging Issues in School Governance and Finance FEAP: 3, 6, 11

9 EXAM 4

Chapter 9 Discussion Topic: How are laws different from ethics in terms of teacher decision making? How do federal laws influence education?

School Law: Ethical and Legal Influences on Teaching Law, Ethics, and Teacher Profession The U.S. Legal System Teachers’ Rights and Responsibilities FEAP: 3, 5, 6, 11

10

BREAK


21

Week(s)

Topic


Assignment Due 11

Chapter 10 GROUP FOUR PRESENTATION Video: Examining Philosophies of Teaching Answer the questions on page 203 (4.1, 4.2, and 4.3) Discussion Topic: Describe at least four definitions of curriculum. What is the relationship between curriculum and instruction?

The Curriculum in an Era of Standards and Accountability What Is Curriculum Components of the Curriculum Forces That Influence the Curriculum Curriculum Controversies FEAPs: 1, 4, 8, 10

12 EXAM 5

Chapters 11 PHILOSOPHY PAPER DUE Creating Productive Learning Environments Characteristics of Productive Learning Environments The Human Dimension of Productive Learning Environments Classroom Management: Creating Safe and Supportive Learning Environments

13

Chapter 12 Effective Instruction in American Classrooms Learning and Teaching in American Schools Planning For Effective Teaching Implementing Instruction: Essential Teaching Skills

Chapter 13 Technology in American Schools What Is Technology Technology and Instruction Teacher Support Applications Instructional Issues in the Use of Educational Technology Access Issues in the Use of Technology

14 Presentations


22

USE OF TECHNOLOGY Students are required to use computers and appropriate software (i.e. Blackboard, Microsoft Word, spreadsheet, internet, graphics, etc), as need for required assignments.

COURSE REQUIREMENTS/PERFORMANCE-BASED TASKS Discussion of unit questions and case studies: I. Unit Questions: Students will be assigned, individually or in groups, questions at the end of chapter units to lead a class

discussion of relevant issues raised in the chapter.

II. Case Studies: Each chapter’s case studies may also be assigned to students to lead a discussion to show correlation to the

chapter’s topic or concepts. Also, may allow class participation and or discussion. III. Methodologies and Philosophies: The presenter/s will take on the role of the teacher during the period allowed for the case study

presentations. Presenter may employ his/her choice of methodologies and philosophies in leading discussions. Various methodologies may include: homework assignments, class assignments, role-play and games; metaphors and mnemonic devices; instructional aids; handouts; other reference material and others.

CASE STUDY/CHAPTER REVIEW/GROUP PRESENTATIONS Read each case study and/or summary questions in assigned chapters thoroughly, and respond to each question.) Type a summary of your presentation outline for grading: 1. Each group member’s name, course number and section, professor’s name 2. Chapter number and Title or Title of scenario (e.g. Chapter 2: Parent-Teacher Conferences) 3. Presentations must be completed using Microsoft PowerPoint.. 4. A printed copy of the presentation must be given to the professor prior to presentation to the class – Same class meeting. 5. Due Dates

: the professor will assign Chapters.

PHILOSOPHY OF EDUCATION PAPER

Remember: Late work will not be accepted

The purpose of this activity is to provide you with the opportunity to examine your values and opinions as they relate to the teaching profession. Discuss your philosophy of education in today’s practical world.

• What are some of the characteristics of good teaching that you would follow in your classroom and in your instruction?

• What kind of classroom environment do you want to create (provide specific descriptions)?

Relate to specific philosophy theories discussed in the text.

• How will you approach discipline and classroom management? • What is the teacher’s role in planning and curriculum? • How will you meet the diverse needs of the students in your classroom? • What are your beliefs related to community and parent involvement in the school and your classroom?


23 • Why are you considering a career in teaching? • What are your future goals in • How does your philosophy help diverse learners increase achievement?

education

Instructions: The term project must contain at least six (6) pages (full complete page) of double spaced text - (not including cover page, art and references). Must have an Introduction • Write a Thesis/Problem statement

, analyze your topic, recommend solutions (if applicable)

•

Use sub-titles, and write conclusion or summary.

• Use word-processing, doubled spaced

, one-inch margins, Size No. 12, and IBM Times New Roman fonts or similar non-IBM.

• Use computer graphics and/or arts to enhance the report. • Spell and grammar proof your work. Use proper sentence structure. • Must have a minimum of three (3) research references (not including textbook). Use APA STYLE for citing and references as

used in course’s textbook. References must include only works cited in your paper

.

• The cover page must include the following: Title, Your Name, Signature, Student ID Number, and Course No. & Sec., semester term and date. (This is a must).

• IMPORTANT NOTE

: Do not purchase or use special binders or folders, only staple your paper.


24

FEAPs ASSESSMENT MATRIX Component Evidence Delivery Assessment

FEAP

Indicator Detailed description of

assignment or activity

Check one or both

Type of instrument

used Course Clinical 2. Communication 2.1 The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

2.PRE.a Establishes positive interaction in the learning environment that uses incentives and consequences for students.

Field Clinical Experiences of at least 15 hours (15) in a classroom in a public school. Assigned by the Director of Clinical Experiences. The product is a written summative report of observations of the variety of methods/pedagogies, dispositions, performance and standards the teacher is observed using regarding demonstrated effectiveness of obstruction and classroom management.

X X Rubric

Field Clinical Experience Log (Reflections). The product is the student’s record of activities and reflections/impact summary.

Log

2.PRE.g Provides opportunities for students to learn from each other.

Teacher candidates will discuss their written personal philosophies of education as they relate to the education profession. Topics to be included are characteristics of good teaching you would follow in your classroom; classroom environment; approaches to discipline and classroom management; teacher’s role in planning and curriculum; meeting needs of diverse students; parent involvement; why you are considering teaching as a career; future goals in education; personal views about bilingual education; and how personal philosophy will help diverse learners increase achievement.

X X Rubrics for both personal philosophy, and presentation/ discussion of philosophy.

4. Critical Thinking 4.1 The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively.

4.PRE.c Has strategies for utilizing discussions, group interactions, and writing to encourage student problem solving.

Case Study/Chapter Reviews/ Discussions: Candidates will be assigned case studies from the text, individually of in groups. Candidates will lead discussion to demonstrate correlation to the chapter’s topics and/or concepts. Group facilitators are encouraged to allow class participation and discussion, and use of technology.

X


25

RESEARCH PAPER OUTLINE

COVER PAGE • Name of Course • Class Schedule • Topic • Name • Due Date

TABLE OF CONTENTS

INTRODUCTION

BODY

SUMMARY

REFERENCES

APPENDIX

12.Technology 12.1 The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

12.PRE.a Demonstrates technology competencies as defined by Document 1 (Florida Technology Literacy Profile)

Demonstrates use of technology in presenting summative information for Field Clinical, case studies, and group presentation.

X X Appropriate sections of rubrics for grading various assignments.

12.PRE.e Uses technology in lesson and material preparation.

Presenters will role play a case study as teachers during classes designated for presentations. Presenters may employ choice of methodologies and philosophies in their demonstrations. Methodologies may include; homework assignments, class assignments, role-play and games, metaphors and mnemonic devices, instructional aides, handouts, and other reference materials. Presentations must be completed using Microsoft PowerPoint.

X Rubric for Group Project Presentation


26

RUBRIC FOR GROUP RESEARCH PAPER

Criteria

Favorable (100 points)

Acceptable (75 points)

Marginal (60 points )

Unacceptable Content Establishes and maintains

clear focus, evidence of distinctive voice and/or appropriate tone; depth and complexity of ideas supported by rich, engaging, and/or pertinent details, evidence of analysis, reflection, and insight; use of references indicate substantial research; careful and/or suitable organization; variety of sentence structure and length; precise and/or rich language.

Focused on a purpose; evidence of voice and/or suitable tone; depth of idea development support by elaborated, relevant details; use of references indicate ample research; logical organization; controlled and varied sentence structure; acceptable, effective language; few errors in grammar or format relative to length and complexity.

An attempt to establish and maintain purpose and communicate it; minimal idea development, limited and/or unrelated details; few references; random or weak organization; incorrect or lack of topic and/or transition sentences; incorrect and/or ineffective wording and/or sentence structure; errors in grammar and format (e.g., punctuation, capitalization, headings).

Very limited demonstration of comprehension of assignment, material extremely vague, unclear progression of ideas discernable

Organization Introduction to topic, purpose is stated clearly, content is orderly, flows well, examples given,

Introduction not stated clearly, purpose is somewhat weak, paper not well organized, content is not orderly, confusing, text does not flow well

No introduction, no clear indication of research aim, content difficult to understand, cannot follow what has been written

Apparent misunderstanding of assignment, topic, approved not developed

Language/ Mechanics

Follows standard rules of grammar, no grammar or spelling errors, double spaced, easy to read

Misspellings, poor grammar in several places, not double spaces, somewhat difficult to read

Numerous misspellings and poor grammar throughout, not double spaced, difficult to read

Too frequent errors in spelling grammar, word choice, punctuation ,totally distracts and makes reading difficult

Presentation Comprehensible, neat, typed, headings and subheadings clearly indicated, margins consistently set, no fancy fonts or type

Fairly comprehensible, somewhat neat, some headings and subheadings, margins not consistent throughout, different fonts or type used

Not comprehensible, not neat, no headings and subheadings, inconsistent margins, distracting fonts or type used

Student (s) showed little evidence of thoughtful research. Product does not effectively communicate research findings. Not comprehensible.

Internet Sources Used more than eight credible sties/sources

Used 5-7 credible sites/sources

Used fewer than five credible sites/sources

Less than 2 internet sites/sources, some references not APA

Additional Research Materials

Used more than three credible sources

Used three credible sources

Used fewer than three credible sources

No documentation of library resources


27 Acknowledgement of Sources

Referred to all sources; compliance with APA style; bibliography available

Referred to 75% of sources; complied with APA style somewhat; bibliography available

Referred to less than 75% of sources, not in compliance with APA style; no bibliography

Critical Analysis Student’s critically analyzed the information collected and drew appropriate conclusions and inventive conclusions supported by evidence. Voice of the student is demonstrated clearly.

Student’s product shows good effort was made in analyzing the evidence collected.

Student’s conclusions could be supported by stronger evidence. Level of analysis could have been deeper.

Student’s conclusions simply involved restating information. Conclusions were not supported by evidence.

RESEARCH PAPER OUTLINE

COVER PAGE • Name of Course • Class Schedule • Topic • Name • Due Date

TABLE OF CONTENTS

INTRODUCTION

BODY

SUMMARY

RUBRIC FOR GROUP PROJECT PRESENTATION

Criteria




Unacceptable Content Relates to topic;

knowledgeable; geared to audience; engages audience, raises or invites questions, and stimulates curiosity; well-informed, informative; valuable information; factual

Relates topic; informative; valuable information; minimally engages audience, raises or invites questions, and stimulates curiosity; factual

Relates topic; informative; valuable information; marginally engages audience, raises or invites questions, and stimulates little curiosity from audience; factual.

Topic unrelated; information of little or no value; fails to engage audience, raise or invite questions, and stimulate


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Criteria




Unacceptable curiosity; not factual

Presentation Style Comprehensible; met needs of audience; voice, gestures, eye contact, grammar were strong; group members are appropriately dressed; members answer audience questions; end with effective final presentation; members not dependent on notes

Comprehensible most of the time; voice, gestures, eye contact, and grammar were adequate; group members not dressed appropriately; members answer some audience questions; end with mediocre final presentation; members depend on notes somewhat

Organization somewhat unclear; varying vocal qualities, gestures, members too dependent on notes with resultant minimal eye contact, grammatical errors during presentation; some group members’ attire distracts from presentation; members can’t answer some important audience questions; ends with no final statement

Unclear organization; weak vocal qualities, gestures, eye contact, and grammar during presentation; group members’ attire distracts from presentation; members do not answer audience questions; ends with no final presentation; members depend almost fully on notes

Group Dynamics Entire group was present; role of each member was clear and essential to the project; input was effective; group members were cooperative

Entire group was present; each member gave input; each member was cooperative

All group member(s) present but input given by one or a few members. Group members were uncooperative

Group member(s) absent; input given by one or a few members; group members were uncooperative

Visual Aids and Equipment

Appropriate to presentation; effective; suitable; and educational

Understandable; some reference made to visual aids during presentation

Barely readable posters and materials; limited handout information, limited reference made to visual aids during presentation. Power Point too wordy.

Unreadable; no reference made to visual aids during presentation

Language/ Mechanics



Several misspellings and limited poor grammar throughout, not double spaced, difficult to read


Internet Sources Used more than three credible sites/sources. Included books and periodicals as well.

Used three credible sites/sources

Used sites/sources that were not credible

Used fewer than three sites/sources; sources not credible

Additional Research Materials

Used more than five credible sources

Used five credible sources Used no books or professional journals in research

Used fewer than five sources; sources not credible


29


Criteria




Unacceptable Acknowledgement of Sources

Referred to all sources; compliance with APA style; bibliography available

Referred to 75% of sources; complied with APA style somewhat; bibliography available

Referred to less than 75% of sources, not in compliance with APA style; no bibliography

Referred to less than 60% of sources, not in compliance with APA style; no bibliography; bibliography not alphabetized.

Technology/Technical Aspects (especially PowerPoint)

Good instructional design principle is evident (especially in any sound effects and transitions); content readable (large font size, legible colors); uses multimedia (e.g., sound and video); uses several graphics; graphics support or elaborate on content

Uses small number of graphics; good transition between slides; slides show bullet points, not the entire text of the presentation; content is readable; graphics support or elaborate on content reasonably well

Content is not wordy and not easily readable, uses small number of slides; text has several grammar or spelling errors; graphics distract from content

Content is not very readable, uses small number of slides; text has grammar or spelling errors; graphics distract from or do not support or elaborate on content

RUBRIC FOR CLINICAL/FIELD EXPERIENCE

Criteria




Unacceptable Use of Time Student identified and

implemented three or more satisfactory practices to enhance parental participation; must show evidence of increase in parental participation, teacher’s verification of student’s success is excellent

Student identified and implemented two satisfactory practices that enhanced parental participation; evidence of increase in parental participation is not clearly demonstrated, teacher’s verification is satisfactory

Student identified one satisfactory practices that enhanced parental participation; evidence of increase in parental participation demonstrated, teacher verification is acceptable

Student identified one satisfactory practices that enhanced parental participation; evidence of increase in parental participation not demonstrated, teacher verification not present or is poor

Content of Report

Format is complete and easy to follow; journal entry for each date of contact at school; excellent, well thought-out reflections show superior efforts; full description of school; demographic information; visits to school are documented by teacher

Format is mostly accurate, complete, and/or easy to follow; journal entries for most dates of school contact; reflections not well thought out; good quality report shows good effort; satisfactory description of school; little demographic information; most visits to school documented by teacher

Parts of Activity Report Form are incomplete; journal entries missing; reflections shallow and difficult to follow; good description of school /class demographics; no ; visits to school over a very limited span of time i.e. all in 2-3 consecutive days

Significant parts are incomplete; journal entries missing; reflections not thought out and difficult to follow; fair description of school; no demographic information; poor quality shows poor effort; visits to school not documented by teacher

Organization Well organized, introduction, double spaced,

Organization is fair; not double spaced; somewhat

Organization is marginal; not double

Organization is poor; not double spaced; difficult to


30

RUBRIC FOR CLINICAL/FIELD EXPERIENCE

Criteria




Unacceptable easy to read; photos and/or other relevant materials to document experience; conclusions

difficult to read; few photos or other relevant materials to document experience;

spaced; difficult to read; limited photos or other relevant materials to document experience;

read; no photos or other relevant materials to document experience;

Language/ Mechanics



Significant number misspellings and poor grammar throughout, not double spaced, difficult to read


RUBRIC FOR CLASS ATTENDANCE & PARTICIPATION

Criteria




Unacceptable Participation in Class

Attends all but one or two class sessions; on time; always well prepared for class, evident that student has completed all reading assignments prior to class; exhibits positive, supportive attitude toward course and class members; consistently contributes to class discussion, consistently contributes to in-class activities

Generally well prepared for class; evident that student has completed some reading assignments prior to class; exhibits ambivalent attitude toward course and class members; contributes minimally to class discussions or in-class; three absences and/or excessive tardiness

Numerous classes absences, or leaves early for various reasons. Evidence that usually not prepared assignments or read assignments prior to class. Not cooperative or respectable with class members. Usually negative attitude during class discussions. Three unexcused absences from class and usually tardy attendance.

Does not attend class on consistent basis; never prepared for class, evident that student has not completed reading assignments prior to class; exhibits negative attitudes toward course and class members; does not contribute to class discussions or in-class activities; four absences and/or excessive tardiness

Language/Mechanics Follows standard rules of speech and grammar, uses anecdotal information only when relevant to topic, respects other students’ right to exepress their points of view; does not interrupt when others are speaking, considerate

Inappropriate speech and grammar, uses questionable anecdotal information, tendency to monopolize discussion, sometimes fails to show respect for others’ right to express ideas and opinions; uses slang

Marginal speech and grammar, uses inappropriate or irrelevant anecdotal information, monopolized discussion, fails to show respect for others’ right to express ideas and opinions, rude, sometimes abrasive, uses slang.

Poor speech and grammar, uses inappropriate or irrelevant anecdotal information, monopolized discussion, fails to show respect for others’ right to express ideas and opinions, rude, abrasive, uses excessive slang, may be offensive


31

POWER POINT RUBRIC Favorable

4 Acceptable

3 Marginal

2 Unacceptable

1

Score Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.

Research and Note Taking

Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.

Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.

Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.

Pre Production Planning - Storyboard

The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement and size of graphic, fonts—color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.

The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.

The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.

There are a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.

Introduction The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience’s interests or goals.

The introduction is clear and coherent and relates to the topic.

The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.

The introduction does not orient the audience to what wil follow. The sequencing is unclear and does not appear interesting or relevant to the audience.


32 Content The content is written

clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from primary sources.

The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources.

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable.

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.

Text The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.

Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.

Layout The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.

The layout uses horizontal and vertical white space appropriate.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background .

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

Citations Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format.

Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.

Sometimes copyright guidelines are followed and some information, photos, and graphics do not include proper citation format.

No way to check validity of information.


33 Graphics, Sound and/or Animation

The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.

The graphics, sound and/or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.

Some of the graphics, sounds and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.

The graphics, sounds and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.

Writing Mechanics The text is written with no errors in grammar, capitalization, punctuation, and spelling.

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required.


34

GROUP PRESENTATION EVALUATION FORM Content (15 points)

Favorable (90-100) Acceptable (80-89) Marginal (70-79)

Unacceptable (-69)

Coherence and Organization

(15 points)

Creativity

(14 points)

Material

(14 points)

Speaking Skills

(14 points)

Audience Response

(14 points)

Length of Presentation

(14 points)

COMMENTS:


35

WRITING SKILLS RUBRIC Student ______________:____________________________ Assignment: _________________________ Date: _____________

Content Unacceptable Acceptable 25 points

Exceptional Topic is poorly developed, with supporting details that are absent or vague. Trite ideas and/or unclear wording reflect lack of understanding of topic and audience.

Topic is evident with some supporting details; generally meets requirements of assignment.

Topic is well developed, effectively supported and appropriate for the assignment. Effective thinking is clearly and creatively expressed.

69 and below 70 -89 90 and above Comments: Points:

Organization Unacceptable Acceptable 25 points

Exceptional Writing is rambling and unfocused, with main theme and supporting details presented in a disorganized, unrelated way.

Writing demonstrates some grasp of organization, with a discernible theme and supporting details

Writing is clearly organized around a central theme. Each paragraph is clear and relates to the others in a well-planned framework.

Comments: Points:

Language Unacceptable Acceptable 25 points

Exceptional Writing lacks sentence variety. Significant deficiencies in wording, spelling, grammar, punctuation, or presentation. Sources, if consulted, poorly cited.

Some sentence variety; adequate usage of wording, grammar, and punctuation. Some cited sources used.

Wide variety of sentence structures. Excellent word usage, spelling, grammar and punctuation. Multiple sources correctly cited. Effective integration of information.

Language/ Mechanics 25 Points


Few misspellings, grammar acceptable, can be read


Comments: Points:

NOTE: Students must achieve at least a 70 to demonstrate proficiency.


36

RUBRIC FOR PERSONAL PHILOSOPHY

Categories Unacceptable

(69 and below) Marginal

(70-79) Acceptable

(80-89) Favorable

(90 +) Content: Expression of Individual Message (25 points)

Does not make a philosophical statement, and relate it to specific philosophical theories and practices

Includes ideas but without adequate support or relationship to philosophical theories and practices.

Includes appropriate ideas with some support. Some relation to at least two philosophical theories.

Ideas are appropriate and well supported, relates to specific philosophical theories and practices.

Organization, Comprehensiveness and Clarity (25 points)

Unclear and inconsistent

Clear but not consistently or comprehensive

Clear and consistent but not comprehensive

Clear, consistent, and comprehensive

Mechanics (25 points)

Multiple errors in spelling and grammar detract from message

Clear and direct despite minor errors in grammar and/or spelling

Clear, direct, with some (3+) grammar/spelling Errors

Clear, direct, free from error (s) or minimal error(s) (1-2_

Originality (Other) (25 points)

NA Scattered ideas without statement of philosophical basis.

Displays minimal originality

Meets all assignment criteria and displays originality


37

LESSON PLAN RUBRIC

Items being Assessed Excellent 3

Satisfactory 2

Below standard 1

Introduction Stated grade level, topic, content area, and a rationale statement.

Left out one or two areas of the intro. or did not include intro.


Instructional goal and behavioral objectives are clear, included State Standards.

Instructional goal and behavioral objectives are vague. Did not use state standards or instruct. goals and obj. are missing.

Anticipatory Set

Contains multiple examples and detailed a script of what to say; examples of instruct. language included.

Focused student attention on the lesson, a ‘grabber’, connected prior knowledge.

Not really focused, did not connect with students’ prior knowledge or anticipatory set missing.

Teacher Input

Contains a detailed script and several examples of input for students to gain content understanding; incorporated alternative learning styles.

Provides basic information needed for students to gain the knowledge or skill.

Instructional input is vague. Did not define where it is from the rest of the lesson or teacher input is missing.

Modeling the behavior

Several examples of how students are to go about completing the lesson, includes detailed script/description incorporating alternative learning styles.

Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work.

Vaguely showed students what is expected or modeling the outcome is missing.

Check for comprehension

Checking for comp. is detailed with multiple examples of how the teacher will do this throughout the lesson.

Checking for comp. is stated with at least one example of how this will be done.

Checking for comp. not stated anywhere in the lesson plan.

Guided practice

Several examples of activities are included that incorporate alt. learning styles, cooperative groups or individ. work.

An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision.

Guided pract. is vague or no guided practice is present.

Closure

Clear, concrete, comprehensive; sets stage for new learning

Actions or statements are provided that are designed to bring a lesson presentation to an appropriate conclusion.

Closure is vague, or there is no closure mentioned.

Independent Several examples of activities are included that incorporate alt. learning styles, cooperative groups, or individualized work.

Practice

Lesson provides for reinforcement practice without teacher help; indep. practice is clearly linked to the lesson.

Did not provide independence from teacher guidance or no indep. practice mentioned.

Assessment

Assessment incorporates the stated objectives and reflects lesson goal with multiple and alternative assessment strategies described in detail.

An assessment is described with relevance to stated objectives; assess. data is collected or planned for collecting.

There is an assessment, it but it has little relevance to stated objectives or no assess. was mentioned in the lesson.


38

Materials

Examples of worksheets or info. attached with materials clearly stated and relevant to the lesson; books used are referenced.

Materials are listed and directly related to the lesson format and content.

Materials are incomplete, partly described, or materials are missing altogether.

Modifications for Students with Disabilities

Modifications and implementation procedures are clearly stated and appropriate for each of the five disability areas: ED, LD, MR, OI, OHI.

Modifications and implementations are identified for each of the five disability areas.

Modifications and implementations are not clearly identified (e.g., confusing, not sequential)

Technology Integration

Technology component and implementation is clearly linked to the goals and objectives of the lesson Comprehensive

Technology component and implementation clearly linked to the goals and objectives of the lesson. Brief.

Technology component and implementation not clearly linked to the goals and objectives of the lesson.

Mechanics

Neat, organized, no spelling and grammatical errors are present

A few spelling and grammatical errors are present or too many spelling and grammatical errors are present.

Overall lesson plan evaluation

Exceeds criteria. Lesson plan is well thought out, content is sensitive to the students’ needs, and follows criteria in rubric.

Lesson plan exhibits satisfactory characteristics as described in rubric. Meets passing criteria!

Lesson plan needs to incorporate the missing criteria for a passing grade


39

HOW TO REFERENCE SOURCE USING APA STYLE

a) The reference list should contain

How to Reference Source using APA Style

only b) Use the APA style for references. Remember

those works that are cited in the text all

c) cited work must be referenced in text.

Do not d) Examples of references to

use footnotes in your text. book, a chapter and a journal article

follow:

A book: Graner, R. (1987). Metacognition and Reading Comprehension. New York: Ablex A Chapter: Tatsuoka, M., & Silver, P. (1988). Quantitative Research Methods in Education Administration. In N.J. Boyan (Ed.), Handbook of

Research on Educational Administration. (pp.677-701). New York: Longman.

A journal article: Tyack, D. B., & Hansot, E. (1988). Silence and Policy Talk: Historical puzzles about gender and education. Educational Research,

17(3), 33-41.

Reference Examples for Electronic Source Materials How to Reference Electronic Source using APA Style (Source: http://www.apastyle.org)

72. Article in an Internet-only journal Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and well-being. Prevention &

Treatment, 3, Article 0001a. Retrieved November 20, 2000, from http://journals.apa.org/prevention/ volume3/pre0030001a.html

74. Article in an Internet-only newsletter Glueckauf, R. L., Whitton, J., Baxter, J., Kain, J., Vogelgesang, S., Hudson, M., et al. (1998, July). Video

counseling for families of rural teens with epilepsy -- Project update. Telehealth News, 2(2). Retrieved from ttp://www.telehealth .net/subscribe/newslettr4a.html1

*Use the complete publication date given on the article. *Note that there are no page numbers. *In an Internet periodical, volume and issue numbers often are not relevant. If they are not used, the name of the periodical is all that can be provided in the reference. *Whenever possible, the URL should link directly to the article. *Break a URL that goes to another line after a slash or before a period. Do not insert (or allow your word-processing program to insert) a hyphen at the break. Nonperiodical documents on the Internet 77. Stand-alone documents, no author identified, no date GVU's 8th WWW user survey. (n.d.). Retrieved August 8, 2000, from

http://www.cc.gatech.edu/gvu/usersurveys/survey1997-10/ *If the author of a document is not identified, begin the reference with the title of the document. 78. Document available on university program or department Web site Chou, L., McClintock, R., Moretti, F., & Nix, D. H. (1993). Technology and education: New wine in new

bottles: Choosing pasts and imagining educational futures. Retrieved August 24, 2000, from Columbia University, Institute for Learning Technologies Web site: http://www.ilt.columbia.edu/publications/papers/ newwine1.html

*If a document is contained within a large and complex Web site (such as that for a university or a government agency), identify the host organization and the relevant program or department before giving the URL for the document itself. Precede the URL with a colon.

http://www.apastyle.org/�


40

Other Electronic Sources 88. Electronic copy of a journal article, three to five authors, retrieved from database Borman, W. C., Hanson, M. A., Oppler, S. H., Pulakos, E. D., & White, L. A. (1993). Role of early supervisory

experience in supervisor performance. Journal of Applied Psychology, 78, 443-449. Retrieved October 23, 2000, from PsycARTICLES database.

*When referencing material obtained by searching an aggregated database, follow the format appropriate to the work retrieved and add a retrieval statement that gives the date of retrieval and the proper name of the database.

Citations in Text of Electronic Material

To cite a specific part of a source, indicate the page, chapter, figure, table, or equation at the appropriate point in text. Always give page numbers for quotations (see section 3.34). Note that the words page and chapter are abbreviated in such text citations: (Cheek & Buss, 1981, p. 332) (Shimamura, 1989, chap. 3) For electronic sources that do not provide page numbers, use the paragraph number, if available, proceeded by the paragraph symbol or the abbreviation para. If neither paragraph nor page numbers are visible, cite the heading and the number of the paragraph following it to direct the reader to the location of the material (see section 3.39). (Myers, 2000, ¶ 5) (Beutler, 2000, Conclusion section, para. 1)


41 College of Education

Student Professional Dispositions Spring 2011

Candidate’s Name: _____________________________ Student ID: ___________ Program Area: _________________ Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1 The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Professionalism : The Teacher Candidate demonstrates professionalism (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

Punctuality • Does not exceed three unexcused absences, per university catalog 2009-2010 • In class at or before specified time, per Registrar • Attends class, field experiences, meetings • Appropriate dress and grooming • Completes assignments on or before due date • Emotional Management

o Handles feeling appropriately o Reacts reasonably to situations o Finds a healthy balance between emotions

• Demonstrates the appropriate use of personal technology during class • Follows established protocol and procedures • Follows established procedures and policies

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Effective Communication: The Teacher Candidate demonstrates effective communication skills (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Uses standard English language in various settings • Uses appropriate tone of voice for the setting • Clearly articulates concepts (avoids words such as you know, um, uh-uh, and okay) • Models appropriate respectful communication that is not demeaning or harmful (avoids

loud outbursts and profanity) • Avoids confrontational behavior


42

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Respectful Behavior: The Teacher Candidate demonstrates respectful behavior (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Considers opinions of others with an open mind (respects diversity) • Listens to others in a variety of settings • Provides equitable learning opportunities for all • Considers background interests and attitudes • Reacts reasonably to situations (avoids verbal confrontational behavior)

Criteria for rating Favorable Acceptable Marginal Unacceptable


(90–100 %)


(89-80%)


(79-70%)


Ethical Behavior: The Teacher Candidate demonstrates ethical behavior (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Demonstrates academic honesty o Avoids plagiarizing

• Demonstrate honesty inside and outside of the classroom • Demonstrates trustworthiness • Understands the importance of professional code of ethicse • Advocates fairness

Criteria for rating Favorable Acceptable Marginal Unacceptable


(90–100 %)


(89-80%)


(79-70%)


Reflective Behavior: The Teacher Candidate demonstrates reflective behavior (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Accepts feedback and suggestions, and incorporates in subsequent practice in various settings

• Demonstrates accurate self-analysis regarding ones strengths and weaknesses


43

REFERENCES, SUPPLEMENTAL MATERIALS AND STUDENT SUPPORT AVAILABLE

American Association for the Advancement of Science. (2000). Atlas of science literacy goals: Mapping K-12 learning goals. New

York: Oxford University Press. American Association of School Administrator. (1999). Preparing schools and school systems for the 21st century. Arlington, BA:

American Association of School Administrators. American Psychological Association Publication Manual, 4th ed. (1999) Washington, D.C.: American Psychological Association Banks, J.A. (1999). An Introduction to multicultural Education, 2nd ed. Boston: Allyn and Bacon. Beattie, Mary (2001). The Art of Learning to Teach: Preservice Teacher Narratives. Merrill Prentice Hall. Upper Saddle River, New

Jersey. Columbus, Ohio. Becker, H.J. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. The University of

California, Irvine, and the University of Minnesota, Center for Research on Information Technology and Organizations. Bernstein, B.B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique (critical perspectives on literacy and

education). New York: Taylor and Francis. Bullock, A.A. and Hawk, P.P. (2001). Developing a Teaching Portfolio: A guide for Preservice and Practicing Teacher. Merrill

Prentice Hall. Upper Saddle River, New Jersey. Columbus, Ohio. Cookson, P.W., Jr., and Shroff, S.M. (1997). Recent experience with urban school choice plans. ERIC/CUE Digest, 127. Education

Week. (1999d, May 26). Clinton ESEA plan targets accountability. Epstein, J. (1995, May). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-12. Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon and Schuster. Hansen, D.T. (1995). The Call to Teach. New York: Teachers College Press. Holt-Reynolds, D. (1999). Good graders, good teachers? Subject matter expertise as a challenge in learning to teach. Harvard

Educational Review, 69(1), 29-50. King, S.H. (1993, Summer). The limited presence of African-American teachers. Review of Educational Research. Ladson-Billings, G. (1994). The dream-keepers: Successful teachers of African American Children. San Francisco: Jossey Bass. Lambert, L. et al. (1996). Who will save our schools? Teachers as constructivist leaders. Thousand Oak, CA: Corwin Press. Smith, M.S., Stevenson, D.L., and Li, C.P. (1998, November). Voluntary national tests: Helping schools improve instruction and

learning in reading and math. Phi Delta Kappan, 41-56. Tombari, M.L., and Borich, G.D. (1999). Authentic assessment in the classroom: Applications and practice… Upper Saddle River,

NJ: Merrill. Wirt, F.M., and Kirst, M. W. (1997). The political dynamics of American education, Berkeley: McCutchan Publishing Corporation. Wray, H. (1999). Japanese and American education: Attitude and practices. Westport, CT: Bergin and Garvey.


44

STUDENT ACKNOWLEDGMENT AND UNDERSTANDING I, ________________________________________, acknowledge receipt of a syllabus and the course schedule for Dr. Ellis’ EDF 1005 Introduction to Education class for the Fall 2009 Semester at Florida A&M University. I understand it is my responsibility to read, know and abide by the requirements stated in this syllabus. I further understand I should see or call the professor as soon as any problems occur during the term. Student signature: ___________________________________________ Student ID: __________________________________________ Date: _____________

NOTE: SYLLABUS SUBJECT TO CHANGE AT THE DISCRETION OF THE INSTRUCTOR

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