framingham state college · educational technology, including assistive technology, web 2.0...

FRAMINGHAM STATE UNIVERSITY

Education Department

Fall 2015

Course: EDUC 300 Professional Preparation II: Special Needs

and Technology

Professor: Dr. Katherine (Kate) Hibbard

Office Hours: By appointment

Phone: 508-341-5099 (cell; text or voice)

Email: [email protected] (preferred)

Section 1: Tuesdays & Fridays, 12:30-2:20 pm

Final exam period: Thursday, December 18 (8:00 am-11:00 am)

Grades submitted to the Registrar no later than Sunday, December 21

Course Description (Catalog Entry)

An interpretation of the basic principles of teaching and classroom methodology that support all

learners. Emphasis is given to methods, materials and environmental arrangements that support

learners with special needs, including students with disabilities, students who are homeless,

students who are gifted, and those with other special needs. Educational technology, including

assistive technology, Web 2.0 resources, and web-based tools, is addressed. Candidates develop

technology-based tools to communicate with students and parents and evaluate potential web-

based resources for planning and teaching. Careful attention is given to accommodations,

modifications, differentiation and Universal Design, using the Massachusetts Curriculum

Frameworks as a basis for instructional planning. Responsiveness to all learners is stressed.

NOTE: EDUC 315 Professional Preparation and Field Study II: General and Discipline-Specific

Methods for High School, EDUC 316 Professional Preparation and Field Study II: General and

Discipline-Specific Methods for Middle Schools, EDUC 318 Professional Preparation and Field

Study II: General and Discipline-Specific Methods for Modern Languages, Grades 5-12, or

EDUC 319 Professional Preparation and Field Study II: General and Discipline-Specific

Methods for Visual Art, Grades PreK-8 and Grades 5-12 must be taken concurrently.

Time Commitment

This course meets for a total of 4 hours per week on campus and requires a minimum of 8 hours

of outside work per week. Outside work includes readings, journal entries, lesson planning,

Explore It/Make It/Try It activities, working with simulations, video responses,

interviews/observations at your field study site, test preparation, studying, etc. (This is not an

exhaustive list of outside work activities; it includes just some examples.)

Materials

The course website is located at http://educ300proprep.wordpress.com. You will use web sites

and professional journal articles as your “textbook” for this course. A hard copy of the articles

will be provided or you may access them electronically through the library using the reference

list. A variety of strategies will be used to incorporate information and questions from your

mailto:[email protected]

http://educ300proprep.wordpress.com/

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

readings into class discussions, learning activities and assessments. The QR code to the right will

take you to the course web site.

The following will be provided in class (the documents are linked from our course web site, as

well):

Massachusetts Department of Elementary and Secondary Education. (2008). Massachusetts

technology literacy standards and expectations. Malden, MA: Author

URL: http://www.doe.mass.edu/odl/standards/itstand.pdf [under revision in 2014-2015]

Massachusetts Department of Elementary and Secondary Education. (2012). Access to learning:

Assistive technology and accessible instructional materials. Malden, MA: Author.

URL: http://www.doe.mass.edu/odl/assistive/AccessToLearning.pdf

The following textbook is recommended, but not required. If you would like to purchase a copy,

please speak with Dr. Hibbard:

Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide

for classroom teachers (6th ed.). Boston: Allyn and Bacon.

You will use the Massachusetts Curriculum Framework for your discipline, and all students will

also use the English/Language Arts/Common Core Framework. These documents are available

electronically at: http://www.doe.mass.edu/frameworks/current.html Dr. Hibbard will also

provide a hardcopy of framework(s) to students who would like paper copies.

In order to participate fully in this course, please make sure you have the following software on

your laptop/device and that it is fully functional:

Word (or comparable)

PowerPoint (or comparable)

Excel (or comparable)

Web browser: Internet Explorer, Mozilla/Firefox, Safari or another browser.

Prerequisite technology skills:

Create, edit and save a Word (or comparable) document

Copy/paste within and between documents

Save a document as a pdf file

Send an attachment with email

Using a search engine such as Google in your preferred web browser (e.g. Internet

Explorer, Mozilla/Firefox or Safari).

If you do not feel proficient in some of these skill areas, please make arrangements to meet with

the course instructor for an individual tutorial.

Standard: All assignments in this course should be submitted via a Word document

http://www.doe.mass.edu/odl/standards/itstand.pdf

http://www.doe.mass.edu/odl/assistive/AccessToLearning.pdf

http://www.doe.mass.edu/frameworks/current.html

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

(.doc, .docx) or a PDF document (.pdf) if instructions require you to submit the

assignment electronically, unless you are directed otherwise (e.g. Excel,

PowerPoint/Prezi, etc.). If you submit a document in a different format (e.g. Works,

.pages), a grade of zero (0) will be entered until the document is submitted in one of the

two standard formats.

Standard: For Word/PDF documents, the following parameters should be used (unless

otherwise specified):

1 inch margins

11 or 12 pt. font

Times New Roman, Calibri or similar font

Single sided or front-to-back (your choice), unless specified

Single spaced, unless other spacing formats are specified (follow specifications, if

provided)

Follow specified page limits, if applicable

Standard: You are expected to use your laptop/device in an appropriate, professional

manner during class. This includes no email/IM/chat during class time, unless you are

instructed to check email, etc. If you’re not sure what else this means, please check with

your course instructor.

Standard: All cell phones and other devices must be muted or turned off during class.

This also means no checking for messages, texting, reading messages, etc. during class

time, unless you are instructed to send a text/read a message. Please do not answer your

phone during class, unless you have spoken with the instructor in advance about a special

circumstance.

Recommendation: You are encouraged to take photos of any class-generated lists/ideas

that are noted on the white board in class-the photo can then be added to your notes.

When we study assistive technology, you are encouraged to take photos of the devices, as

well.

Pedagogical Approach

Consistent with standards-driven constructivist and social constructivist-based practices, I can

tell you the “big picture” road map of where we’re going. The specific route we take (especially

the side roads), and the scenes and stops along the way will be based on your questions, needs

and interests. We’ll get to our destination, but I cannot tell you the exact route we’ll take! We’ll

construct our course calendar based on our learning interests

We will try some Reggio Emilia-inspired approaches this semester (e.g. Thinking in questions).

These may feel very different from pedagogy you may be more familiar with. Or, it may feel

very familiar.

We will use think-pair-share/turn & talk, small group discussion, collaborative and consultative

work groups, whole class discussions, reflection, and dialogue journals throughout the semester.

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Standard: You are expected to be on topic and to conduct yourself in a professional

manner while participating in these (and all) activities. Listen to others’ ideas, contribute

your own ideas, ask questions, consider and acknowledge different points of view,

identify your own beliefs, ways of thinking, and potential limitations or biases, and be

open to new ways of thinking. You also have responsibility for making sure everyone has

opportunities to participate in your group’s small group discussions.

In the special needs portion of the course, we may use a progressive case study this semester.

This is sometimes called an unfolding case study. You will be introduced to an 8th grader, Brie.

As we progress through the semester, you will learn about Brie and her family, you will examine

some of her school work, her IEP, and you’ll include her as a member of your class in your

lesson planning. You will also learn about her school, migrant education resources that some of

Brie’s peers may access, and more. Some of the case study materials (e.g. work samples) are

from a real student, but names, locations and other information have been changed to ensure

anonymity.

Throughout the course, we will use Teaching Tools, Pedagogical Points and Freeze Frames as a

way to consider all that is involved the instructional process as you move from the role of student

to that of teacher (though I believe everyone is both a student and a teacher).

2015 Professional Standards for Teachers

The standard and indicator, as well as the level(s) of practice are listed below the descriptors of

the levels of practice. (Source: DESE (2015). Professional standards for teachers: Standards and

indicators. Malden, MA: Author).

Level of

Practice

Expectations for Candidates

Introduction (I) Candidates show understanding through coursework and/or in field-based

experiences.

Practice (P) Candidates have opportunities to practice, to be observed, and to receive

feedback through coursework and/or in field-based experiences.

Demonstrate (D) Candidates consistently demonstrate competency through coursework and in

field-based experiences as measured by the teacher performance assessment.

Curriculum, Planning and Assessment standard:

(a) Curriculum and Planning indicator: Knows the subject matter well, has a good grasp of child

development and how students learn, and designs effective and rigorous standards-based units of

instruction consisting of well-structured lessons with measurable outcomes. (I, P)

Teaching All Students standard:

(b) Learning Environment indicator: Creates and maintains a safe and collaborative learning

environment that values diversity and motivates students to take academic risks, challenge

themselves, and claim ownership of their learning. (I)

(c) Cultural Proficiency indicator: Actively creates and maintains an environment in which

students' diverse backgrounds, identities, strengths, and challenges are respected.(I)

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Fall 2015 (Hibbard)

(d) Expectations indicator: Plans and implements lessons that set clear and high expectations

and make knowledge accessible for all students. (I, P) [Focus on planning in EDUC 300]

(f) Classroom Management Indicator: Employs a variety of classroom management strategies,

and establishes and maintains effective routines and procedures that promote positive student

behavior. (I)

Family Engagement standard:

(a) Engagement indicator: Welcomes and encourages every family to become active participants

in the classroom and school community. (I, P)

Professional Culture standard:

(a) Reflection indicator: Demonstrates the capacity to reflect on and improve the educator's own

practice, using informal means as well as meetings with teams and work groups to gather

information, analyze data, examine issues, set meaningful goals, and develop new approaches in

order to improve teaching and learning. (I, P)

(c) Collaboration indicator: Collaborates effectively with colleagues on a wide range of tasks. (I,

P)

(f) Professional Responsibilities indicator: Is ethical and reliable, and meets routine

responsibilities consistently. (I, P)

Course Outcomes/Objectives:

Upon successful completion of this course, you, the student, will be able to do the following at

an introductory (new teacher) level:

Special Needs Component:

1. Explain the major components and requirements of federal and state laws pertaining to

special education.

Assessments: WebQuest court case graphic organizer; laws test

2. Describe the pre-referral, referral, and eligibility determination processes and the

general/regular education teacher’s role in developing and implementing the IEP and

transition plan

Assessments: Laws test; accommodation lesson planning activity; lesson modification

activity

3. Describe the characteristics of higher incidence disabilities, including specific learning

disabilities, ADHD, and other higher incidence disabilities

Assessments: ADHD reciprocal teaching activity; Brie case study activities; simulations

and journal responses

4. Analyze the implications of a variety of disabilities and other special needs (e.g. students

who are second language learners, gifted, homeless, and/or LGBT) and use the findings

when developing appropriate learning activities and lessons, instructional and

environmental differentiation, accommodations and modifications to promote optimum

development of students with special needs in general education settings

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Assessments: Journaling; Brie writing sample analysis; web site evaluations; field study

activities; graphic organizer activity; rubric/checklist design activity; journal article

summary; readability activity; lesson planning

5. Develop Positive Behavior Supports (PBS) primary interventions (Primary Prevention

Plan) at the classroom level to support students’ behavioral success

Assessments: PBS tier one (primary) rules/expectations matrix; procedures and routine

activities

6. Use IEPs, 504 Plans and assessment information to design educational environments and

plan learning activities and assessments in which all students are treated equitably and

with respect so they may participate fully

Assessments: Co-teaching lesson plan, accommodation lesson plan; assessment options

brainstorming session (in class); PBS rules matrix

7. Demonstrate a commitment to the care, concern and support for all students, including

students with disabilities and other special needs

Assessments: observations, reflection activities, verbal language and written work

8. Consistently use person-first language and appropriate/accurate professional terminology

in all spoken and written communications. Note: Non-person first language may be used

when an individual, family or specific group expresses a different preference.

Assessment: observations, discussions and all written work

Technology Component The following NETS-T standards are explicitly addressed in this course;

other NETS-T standards are addressed as students’ interests require. A copy of the full text of

the NETS-T standards is included with this syllabus.

1.d. model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments.

Assessments: Consultation and collaboration activities in class; reciprocal teaching

activity; KWL activator; small group and whole class discussions

2.c. customize and personalize learning activities to address students' diverse learning

styles, working strategies, and abilities using digital tools and resources.

Assessments: graphic organizer activity; rubric activity; assessment options

brainstorming session; lesson planning activities

3.c. communicate relevant information and ideas effectively to students, parents, and

peers using a variety of digital-age media and formats.

Assessments: Parent/student web site; PowerPoint/Prezio assignment

4.a. advocate, model, and teach safe, legal, and ethical use of digital information and

technology, including respect for copyright, intellectual property, and the appropriate

documentation of sources.

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Fall 2015 (Hibbard)

4.b. address the diverse needs of all learners by using learner-centered strategies

providing equitable access to appropriate digital tools and resources.

4.c. promote and model digital etiquette and responsible social interactions related to the

use of technology and information.

Depending on students’ responses to the KEWL activator assignment, other standards may also

be addressed throughout the course.

Students often wonder why this course includes an emphasis on the state regulations. During

your student teaching experience, a determination will be made about whether or not you have

met the minimum requirements for beginning teachers in the five areas listed in the

Commonwealth’s Professional Standards for Teachers. Standard E deals with the legal issues

involved in teaching. This course covers the legal information related to special education and

Internet usage that is addressed in that standard. This course also deals with the other standards

related to working with students with disabilities, as noted in the course outcomes/objectives

listed above.

Course Requirements and Expectations:

As a student in this class, you are responsible for demonstrating the following professional

behaviors and dispositions:

(1) attend all class sessions,

(2) arrive on time and stay until class is dismissed,

(3) complete assigned readings and other learning activities in advance or as instructed,

(4) participate thoughtfully and respectfully in discussions and collaboration activities,

(5) submit assignments on the due date listed on the course calendar,

(6) participate actively in all aspects of the class,

(7) maintain students’ and their families’ rights to confidentiality,

(8) demonstrate a professional demeanor appropriate for the teaching profession,

(9) follow standards, classroom procedures, and expectations, and

(10) ask questions and add to the conversation.

It is expected that all final written work for this course will meet professional writing standards.

Adjustments in assignment grades will be made if written materials include multiple writing

errors. If you need assistance with the writing process, please take advantage of the resources

available at CASA. Assignment content and quality will be assessed. Do not rely solely on spell

check; its two easy to overlook a miss steak! The instructor may recommend or require the use

of services at CASA on an individual basis, as well.

Academic Accommodations for Students with Identified Disabilities/Special Needs

Students with documented disabilities should have appropriate documentation on file at CASA in

order to receive accommodations. If you have an accommodation plan, please meet with me as

soon as possible so that your plan can be implemented in a timely manner. If you do not yet have

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your accommodation plan, please arrange to meet with LaDonna Bridges in CASA. Her phone

number is 508-626-4906 and email is [email protected]. The CASA web site provides

additional information about the University’s disability services.

The direct URL is: http://www.framingham.edu/center-for-academic-support-and-

advising/disability-services/for-students/index.html

If you believe you might require assistance exiting the classroom and/or building in an

emergency, please meet with me (Dr. Hibbard) as soon as possible so appropriate supports can

be put in place.

If you have special medical or health needs (e.g. seizure disorder, diabetes) for which you may

require assistance in the event you experience difficulty in class, please feel free to meet with me

(Dr. Hibbard) to discuss the supports you may need.

All information about students’ disabilities, accommodations and other special needs is kept in

strict confidence. You may choose to share information with peers in class; the course instructor

will not share any information unless you request otherwise.

Religious Accommodations

If you will be absent for a religious observance, please let your instructor know in advance, and

submit your assignment at the beginning of the next class meeting. Religious observances do not

fall under the course late assignment and absence guidelines.

State and federal laws require schools to make reasonable accommodation to the religious needs

of students and employees in observance of holy days. Massachusetts General Laws Chapter

151B, section 4 (1)(A) addresses this issue with respect to employees. With respect to students,

Massachusetts General Laws Chapter 151C, section 2B reads in relevant part as follows:

Any student in an educational or vocational training institution...who is unable, because

of his religious beliefs, to attend classes or to participate in any examination, study or

work requirement on a particular day shall be excused from any such examination or

study or work requirement, and shall be provided with an opportunity to make up such

examination, study or work requirement which he may have missed because of such

absence on any particular day; provided, however, that such makeup examination or work

shall not create an unreasonable burden upon such school. No fees of any kind shall be

charged by the institution for making available to the said student such opportunity. No

adverse or prejudicial effects shall result to any student because of his availing himself of

the provisions of this section. (Source: http://www.doe.mass.edu/resources/holidaymemo.html)

During the fall 2015 semester, several religious holidays may impact course attendance for some

students. Note: This list does not include all religious holy days observed by each faith. State and federal

law require schools to make reasonable accommodation to the religious needs of students and employees

in observance of holy days. For information on other religious holy days observed by members of religions represented in your school community, please see http://www.interfaithcalendar.org/ or contact

local clergy.

Rosh Hashanah*: September 14-15

mailto:[email protected]

http://www.framingham.edu/center-for-academic-support-and-advising/disability-services/for-students/index.html



http://www.doe.mass.edu/resources/holidaymemo.html

http://www.interfaithcalendar.org/

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Yom Kippur*: September 23 Sukkot*: September 28

Eid al-Adha: September 23 (Due to the lunar calendar this is an approximate date.)

Diwali: November 11 Chanukah*: December 7

*According to the Massachusetts Lawyers Diary and Manual, "In addition to dates noted, observant Jews celebrate the second, seventh and eighth days of Passover; the second, eighth and ninth days of Sukkot; and two days of Shavuot. All Jewish holidays begin at sundown, the evening prior to the day of the holiday."

(Source: http://www.doe.mass.edu/resources/holidays.html)

Assignments and Grading Procedures:

Professional Conduct: Students who are frequently late, absent, unprepared and/or who conduct

themselves in other ways that are inconsistent with the conduct, standards and disposition

expectations identified in this syllabus will be reviewed by the Education Department’s

Professional Standards Committee for professional suitability and readiness for the student

teaching semester. Other areas of professional concern may also be reviewed by the Education

Department’s Professional Standards Committee, as well.

Standard: Late work will not be accepted except in very limited circumstances. Late

assignments compromise fair and consistent grading for the individual student and the class

as a whole. There may be very isolated instances when severe illnesses that require

hospitalization, surgery, family bereavement or court mandates may impact your ability to

attend class and turn in an assignment on time. Please contact your course instructor as soon

as possible in these instances to make arrangements to submit your assignment materials.

Documentation will be required to be submitted to Dean Stoop’s office. The instructor will

not accept assignments that are more than seven days late. Late assignments, if accepted for

grading, will be graded and returned by the last day of class.

Standard: In other instances of absence (e.g. oversleeping), assignments due on the missed

day that are not submitted on time will not be accepted. A grade of zero will be entered for

the missed assignment.

Standard: Do not email a late assignment to Dr. Hibbard unless you are specifically

instructed to do so.

General Activities

Attendance, Participation and Reflections—Special Needs and Technology (25 points total):

This course component includes several hands-on, experiential activities that are designed to

help you develop knowledge, skills and positive attitudes about working with people who have

disabilities or other special needs. Small and whole class discussions, practice activities and

other learning activities are also essential participation components. Examples of possible

activities include:

Learning disability simulations

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Group lesson planning activities

Accommodations planning consultation

Dialogue journals/blogs, reflections and other response activities

Sharing activities

Homework and out-of-class exercises (e.g. SurveyMonkey activity, journal entries)

Preparation for peer/reciprocal teaching (e.g. dyad cooperative learning model)

Scaffolding and peer support (serving as an MKO when appropriate)

Rules matrix/primary prevention plan

WebQuest

Other activities appropriate to the topics being discussed will be incorporated into the class, as

well. Many of the in-class activities will require out-of-class follow-up (homework).

Because you cannot participate if you are not in class, absences, tardiness and early departures

will automatically result in a deduction of participation points (regardless of reason except

religious absences).

Note: Students who miss class for religious observances will not lose participation points.

Students must inform the instructor of the absence in advance to plan for assignment submission

and to obtain missed information.

Final Test (15 points): You will take one test in this course; it will be administered during the

final exam period for the course. It will focus on the legal issues and special education

procedures presented in class. A study guide and study resources will be provided. The test will

be available in paper and electronic formats.

Special Needs Activities

Field Study Activities-Special Needs (15 points total): You are will complete three (3) special

education-related activities at your field study site. A menu of options is attached to the

syllabus. Documentation of each is required. Failure to complete all three activities and/or to

fully document the activities will result in a reduction in your course grade.

Assistive Technology Investigation Activity and Discussion (10 points): You will investigate

an assistive technology device or product and will share your findings with a small group of

peers. Note: The sharing will be completed in the Blackboard area for the course, not in the

Wordpress area.

UDL Planning (15 points): Using a lesson plan you prepared for your methods portion of the

course, you will deconstruct and then redesign/create the learning activity and assessment

options so that they follow UDL (Universal Design for Learning) principles. You will

collaborate with peers when planning. Alternate: Rather than reconstructing a lesson, you may

create a new lesson that follows UDL principles.

Co-teaching Lesson Plan (20 points): Using a lesson plan you’ve developed for your methods

course, redesign the lesson so that it is delivered using specific co-teaching models. You will

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

complete this assignment collaboratively with a peer. Alternate: You may design a new plan that

is co-taught.

Accommodation Lesson Plan (15 points): Using a lesson plan you prepared for your methods

portion of the course, you will deconstruct a lesson plan and address an individual student’s

accommodations, as identified in an IEP.

Educational Technology

Grade Plan (10 points): You will demonstrate competency in establishing a detailed grading

plan and process for one course in your discipline.

Try-It/MakeIt/Explore-It Activities (25 points): You will investigate several Web 2.0

applications and apps, use some to create examples, and you will share your findings in small

groups in class.

Parent/Student Web Site (20 points): You will prepare a web site for students and their

parent(s)/families in your future classes using Google sites, TeacherWeb or Wordpress. The site

will connect to your discipline –specific unit. Information about the required content for the web

site will be provided in class. (Note: Students who prefer to use a different authoring tool, a

different web site host, or who prefer to write their own code are welcome to pursue that

alternative; please discuss this option with your course instructor before beginning the

assignment.) If you want to include blogging as a major component of your web site, I encourage

you to use Wordpress. You will also create a QR code for your site.

Discipline Specific Internet Site/Media Evaluations (10 points): You will (1) locate, (2)

review, and (3) evaluate two Internet sites. (Other web-based media may also be included on a

case by case basis—see Dr. Hibbard for pre-approval.) Several evaluation tools will be available;

you will select and use two. Part of this assignment includes using a graphic organizer to

compare/contrast the usefulness of the evaluation tools themselves and discussing how to

incorporate critical evaluation of web sites in research assignments with students. These sites

could be incorporated into your parent web site.

PowerPoint/Prezi Curriculum Presentation (15 points): With a partner, you will prepare a

presentation to be used to explain the curriculum framework for your discipline to parents (e.g.

Open House event). The presentation will cover the full grade range of your license(s). You will

also complete a self-assessment in your Blue Book journal/blog. A PowerPoint mini-workshop

will be included as part of the course content, if needed. Students may also use PowerPoint, Prezi

or another presentation software option.

Optional Activity: ADA Basics Mini-Course (up to 5 points): To learn in-depth information

about the Americans with Disabilities Act, you may choose to complete an online mini-course at

www.adabasics.org. Detailed instructions for establishing your account and using the site are

provided at the site and are available from Dr. Hibbard. It is estimated to take approximately 5-6

hours, though some students may take longer while others may complete the course in fewer than

5 hours. Points: If you achieve 90% or above on the final test for the mini-course, 5 points will

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Fall 2015 (Hibbard)

be added to your points for the course. If you achieve 80-89% on the final test, 3 points will be

added. If you achieve 75-79%, 1 point will be added. ADA mini-course URL:

www.adabasics.org

Summary of Required Assignments and Point/Grade Calculations

*These assignments also include a technology component.

Technology:

Grade plan and rubric 10

Web site 20

Web site/media

evaluations 10

Curriculum presentation 15

Web 2.0 sharing 25

Technology Total 80

General:

Participation 25

Final test 15

General Total 40

Special Needs:

UDL lesson plan* 15

Accommodations plan 15

Co-teaching plan 20 Assistive technology* 10

Field Study Activities 15

Readability activity* 5

Special Needs Total 80

Course Total 200 pts

A 189-200 pts.

A- 180-188 pts.

B+ 174-179 pts.

B 166-173 pts.

B- 160-165 pts.

C+ 153-159 pts.

C 145-152 pts.

C- 140-144 pts.

D+ 133-139 pts.

D 125-132 pts.

D- 120-124 pts.

F <120 pts.

http://www.adabasics.org/

Understanding that teachers will progress on each standard throughout their career, the PSTs and Indicators describe the level of practice that candidates should

demonstrate by the time they complete their teacher preparation program and are endorsed for licensure. The diagram below defines each level of practice and

what it means for teacher candidates during their preparation:

Level of Practice Expectations for Candidates

Introduction Candidates show understanding through coursework and/or in field-based experiences.

Practice Candidates have opportunities to practice, to be observed, and to receive feedback through coursework and/or in field-based

experiences.

Demonstrate Candidates consistently demonstrate competency through coursework and in field-based experiences as measured by the teacher

performance assessment.

The Board of Elementary and Secondary Education (BESE) passed Professional Standards for Teachers (PSTs) in January 2014. These standards align

expectations for preparation candidates with those for in-service teachers as outlined in Massachusetts’ Educator Evaluation Framework.

(1) Curriculum, Planning, and Assessment standard: Promotes the learning and growth of all students by providing high quality and coherent instruction,

designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve

instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.

Introduction Practice Demonstrate

(a) Curriculum and Planning indicator: Knows the subject matter well, has a good grasp of child development

and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-

structured lessons with measurable outcomes.

X

(b) Assessment indicator: Uses a variety of informal and formal methods of assessment to measure student

learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve

future instruction.

X

(c) Analysis indicator: Analyzes data from assessments, draws conclusions, and shares them appropriately. X

SEI Indicator (a) Uses instructional planning, materials, and student engagement approaches that support students

of diverse cultural and linguistic backgrounds, strengths, and challenges.

X

SEI Indicator (c) Demonstrates knowledge of the difference between social and academic language and the

importance of this difference in planning, differentiating and delivering effective instruction for English language

learners at various levels of English language proficiency and literacy. X

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

(2) Teaching All Students standard: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.


(a) Instruction indicator: Uses instructional practices that reflect high expectations regarding content and quality

of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs,

interests, and levels of readiness.

X

(b) Learning Environment indicator: Creates and maintains a safe and collaborative learning environment that

values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of

their learning.

X

(c) Cultural Proficiency indicator: Actively creates and maintains an environment in which students' diverse

backgrounds, identities, strengths, and challenges are respected. X

(d) Expectations indicator: Plans and implements lessons that set clear and high expectations and make

knowledge accessible for all students. X

(e) Social and Emotional Learning Indicator: Employs a variety of strategies to assist students to develop social

emotional-competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

X

(f) Classroom Management Indicator: Employs a variety of classroom management strategies, and establishes

and maintains effective routines and procedures that promote positive student behavior. X

SEI Indicator (b) Uses effective strategies and techniques for making content accessible to English language learners.

X

SEI Indicator (d) Creates and maintains a safe and collaborative learning environment that values diversity and

motivates students to meet high standards of conduct, effort and performance. X

(3) Family and Community Engagement standard: Promotes the learning and growth of all students through effective partnerships with families, caregivers,

community members, and organizations.


(a) Engagement indicator: Welcomes and encourages every family to become active participants in the

classroom and school community.

X

(b) Collaboration indicator: Collaborates with families and communities to create and implement strategies for

supporting student learning and development both at home and at school. X

(c) Communication indicator: Engages in regular, two-way, and culturally proficient communication with

families about student learning and performance. X

SEI Indicator (e) Collaborates with families, recognizing the significance of native language and culture to

create and implement strategies for supporting student learning and development both at home and at school. X

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

(4) Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.


(a) Reflection indicator: Demonstrates the capacity to reflect on and improve the educator's own practice, using

informal means as well as meetings with teams and work groups to gather information, analyze data, examine

issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

X

(b) Professional Growth indicator: Actively pursues professional development and learning opportunities to

improve quality of practice or build the expertise and experience to assume different instructional and

leadership roles.

X

(c) Collaboration indicator: Collaborates effectively with colleagues on a wide range of tasks. X

(d) Decision-making indicator: Becomes involved in school-wide decision-making, and takes an active role in

school improvement planning. X

(e) Shared Responsibility indicator: Shares responsibility for the performance of all students within the school. X

(f) Professional Responsibilities indicator: Is ethical and reliable, and meets routine responsibilities

consistently. X

NETS for Teachers 2008

Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on

preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes

for applying technology in educational settings. All candidates seeking certification or

endorsements in teacher preparation should meet these educational technology standards. It is the

responsibility of faculty across the university and at cooperating schools to provide opportunities

for teacher candidates to meet these standards. URL: http://www.iste.org/standards/nets-for-

teachers.aspx

The six standards areas with performance indicators listed below are designed to be general

enough to be customized to fit state, university, or district guidelines and yet specific enough to

define the scope of the topic. Performance indicators for each standard provide specific outcomes

to be measured when developing a set of assessment tools. The standards and the performance

indicators also provide guidelines for teachers currently in the classroom.

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and

technology to facilitate experiences that advance student learning, creativity, and

innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and

inventiveness.

b. engage students in exploring real-world issues and solving authentic problems

using digital tools and resources.

c.

promote student reflection using collaborative tools to reveal and clarify

students' conceptual understanding and thinking, planning, and creative

processes.

d. model collaborative knowledge construction by engaging in learning with

students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and

assessment incorporating contemporary tools and resources to maximize content

learning in context and to develop the knowledge, skills, and attitudes identified in

the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and

resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students to

pursue their individual curiosities and become active participants in setting

their own educational goals, managing their own learning, and assessing their

own progress.

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

c. customize and personalize learning activities to address students' diverse

learning styles, working strategies, and abilities using digital tools and

resources.

d. provide students with multiple and varied formative and summative

assessments aligned with content and technology standards and use resulting

data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an

innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current

knowledge to new technologies and situations.

b. collaborate with students, peers, parents, and community members using

digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents,

and peers using a variety of digital-age media and formats.

d. model and facilitate effective use of current and emerging digital tools to

locate, analyze, evaluate, and use information resources to support research

and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an

evolving digital culture and exhibit legal and ethical behavior in their professional

practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information

and technology, including respect for copyright, intellectual property, and the

appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies

providing equitable access to appropriate digital tools and resources.

c. promote and model digital etiquette and responsible social interactions related

to the use of technology and information.

d. develop and model cultural understanding and global awareness by engaging

with colleagues and students of other cultures using digital-age communication

and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning,

and exhibit leadership in their school and professional community by promoting

and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative

applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion,

participating in shared decision making and community building, and

developing the leadership and technology skills of others.

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

c. evaluate and reflect on current research and professional practice on a regular

basis to make effective use of existing and emerging digital tools and

resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching

profession and of their school and community.

NETS for Teachers:

National Educational Technology Standards for Teachers,

Second Edition © 2008 ISTE ® (International Society for Technology in Education),

URL www.iste.org. All rights reserved.

Permission to include the full text of the ISTE NETS standards in this syllabus granted on August 8, 2008.

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

EDUC 300 Professional Preparation II:

Special Needs and Technology

Name: Subject area:

Field Study II Site: Supervising Practitioner:

Field-based activities: Making connections

Work with your cooperating teacher(s) at your field study site to make arrangements to complete

a minimum of three of the activities listed below. Place a check mark in the box next to each

activity you completed, record the date, and obtain the teacher’s (or other person’s) initials.

Prepare a summary of each activity you completed using the attached forms. Submit all materials

to Dr. Hibbard by the last day of class. These materials will be attached to your Field Study II

time log and activities list, and they will all be placed in your file in the Education Department

office. Keep a copy for your professional portfolio, as well. (The form is available at our course

web site, as well.)

Observe special education services being provided using co-teaching models in a general

education classroom. Talk with the teachers about their roles and how they plan for co-

teaching. Minimum observation: 1 full class period

Date of observation: Teachers’ initials

Observe special education services being provided in a Learning Center (resource setting

or similar environment outside of the general education classroom). Talk with the teacher

about ways you can support students with disabilities in your classroom. Minimum

observation period: 45 minutes

Date of observation: Teacher’s initials

Observe special education services being provided in a sub-separate or separate

classroom (self-contained setting). Talk with the teacher about ways you can support

students with disabilities in your classroom. Minimum observation period: 45 minutes


Observe and interview a special education paraprofessional to learn more about his/her

role and the services he/she is responsible for providing. Minimum observation period

(excluding interview time): 45 minutes

Date of observation: Paraprofessional’s initials

Observe OT or PT services being provided in a general education classroom. Talk with

the therapist about ways you can support students with special needs in your classroom.

Minimum observation period: 1 class period or the equivalent.

Date of observation: Therapist’s initials

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Observe speech/language services being provided in a general education

classroom. Talk with the therapist about ways you can support students with special

needs in your classroom. Minimum observation period: 1 class period or the equivalent.


Observe OT or PT services being provided in an environment other than the general

education classroom. Talk with the therapist about ways you can support students with

special needs in your classroom. Minimum observation period: 45 minutes or the

equivalent.


Observe speech/language services being provided in an environment other than the

general education classroom. Talk with the therapist about ways you can support

students with special needs in your classroom. Minimum observation period: 45 minutes

or the equivalent.


Observe a reading specialist or math specialist working with a group of students (or an

individual student) and talk with the teacher about ways you can reinforce the

concepts/skills in your classroom. Minimum observation period: 45 minutes.


Interview the Guidance Counselor or School Adjustment Counselor to learn about

services he/she provides to students with and without disabilities. Talk with the counselor

about ways you can support students with special needs in your classroom.

Date of interview: Counselor’s initials

Other options: Availability depends on the personnel in your school and the services

available. Options are listed below.

Observe and interview choices:

A teacher in a program for students who are gifted/talented,

An assistive technology specialist,

An adaptive physical education teacher, or

Another professional/therapist in the school.

Or, interview a professional support staff member, such as

The school nurse,

Another service provider in the school:

Date of observation/interview: Initials

*If you have another idea, check with Dr. Hibbard before completing the observation and

interview.

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Activity #1: Summary

Date of activity Setting

Selected Activity

Name of person you observed: Length of observation:

Describe: Briefly summarize your observations and/or findings from your interview:

Connect: Make connections to what you’ve learned from your readings and in class:

Transform: Discuss one way you will change your teaching practice to better meet the needs of

diverse learners based on what you’ve learned from this activity:

EDUC 300 ProPrep II

Fall 2015 (Hibbard)


Date completed Setting

Selected activity:






EDUC 300 ProPrep II

Fall 2015 (Hibbard)


Date of activity Setting

Selected activity:






EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Name Year

License (e.g. English 8-12)

Planning and Teaching

In collaboration with your supervising practitioner,

Plan and teach a mini-lesson or a portion of a lesson

Plan and teach a whole lesson

Plan/co-teach lessons using co-teaching different models (e.g. stations, parallel, team

teaching)

Present a demonstration

Work with a small group of students

Assist individual students

Plan for and facilitate a class discussion

Plan for and facilitate group work, cooperative learning and/or group presentations

Plan for and facilitate a critique

Plan for and facilitate laboratory work

Assist with preparing for a field trip

Assessment


Design and administer a performance assessment

Design and administer a product assessment

Practice grading student work and providing feedback using different tools (e.g. rubrics,

checklists, narrative comments)

Select (or develop/modify) and use an observation tool for assessment

Informally assess students during discussion, group work, labs, etc. and document

assessment findings

EDUC 300 ProPrep II

Fall 2015 (Hibbard)

Management and Classroom Environment


Take attendance

Conduct routine homeroom procedures

Manage transitions within the class period

Manage the transition at the end of class (e.g. assign homework, supervise class

dismissal)

Monitor halls during transitions (with the supervising practitioner)

Prepare a bulletin board or other display

Assist with planning for classroom design/rearrangement

School-Home Communication


Prepare a letter to introduce yourself (as a field study student) to parents

Prepare or help prepare a parent newsletter or other home communication

Help prepare for Parents’ Night/Open House activities

Attend Parents’ Night/Open House [if your schedule permits]

Other:

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