john carroll university department of education and allied

John Carroll University Department of

Education and Allied Studies Fall 2011

Course #: ED 418

Course Title: Exceptionalities

Credit Hours: 2 semester hours

Course Description : The learning problems of the exceptional child, including intellectual, physical,

emotional, and social exceptionalities. Emphasis on the professional educator’s responsibilities in light of

inclusion legislation.

Instructor: Kim Monachino, M.Ed., Ed.S.

(216) 691-2020 (work)

(330) 963-7720 (home)

[email protected]

[email protected]

Required Texts:

Nielsen, L., B., (2009). Brief reference of student disabilities...with strategies for the classroom. Thousand

Oaks, CA: Corwin Press.

McCarney, Stephen B., Kathy Cummins Wunderlich & Angela Marie Bauer (1993). The pre-referral

intervention manual (PRIM). Columbia, MO: Hawthorne Educational Services.

Suggested Reference:

Ohio Standards for the Teaching Profession. Download from

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=48168

Rationale: ED 418 is situated in the JCU Conceptual Framework for Basic and Advanced Programs in Strand

Two: Child and Adolescent Development, and Strand Three, Curriculum, Learning and Instruction. The course

is designed to develop an awareness of the etiology and developmental characteristics of various

exceptionalities, and the educational needs and issues of students defined as exceptional learners. The students

will have an understanding of how classroom teachers can use this knowledge to become effective partners with

these learners, their families, and other professionals to provide appropriate learning environments in which

these learners can grow and develop. The goal of this course is that teachers, prospective teachers and

educational professionals become familiar with the many factors that shape individual learning in the classroom

and, as a result, become more reflective, responsive professionals.

Objectives: The students will be able to:

1. Demonstrate knowledge of the history and legislation that has impacted the education of individuals

with disabilities.

2. Develop strategies to build relationships with families, teachers and other professionals to ensure an

appropriate education for exceptional learners.

3. Address issues in definition and identification procedures for individuals with exceptional learning.

4. Demonstrate a knowledge base for specific disabilities based on implementation of teaching styles and

strategies to meet the needs of a specific disability. 5. Develop a framework for recognizing learning characteristics and styles of exceptional learners.

mailto:[email protected]





6. Describe and explain special education policies and procedures regarding the identification and

placement of individuals with exceptional learning needs from referral to delivery of special education

and related services (general curriculum evaluation, intervention assistance teams, multi-factored

evaluation, IEP meetings).

7. Develop a repertoire of instructional strategies that address differing learning styles of individuals with

exceptional learning needs and that assist in instructional planning and teaching to these styles. 8. Construction of inclusive classrooms to include the ecology of the learning environment and the

modification of learning tasks that will serve to enhance the learning of exceptional learners.

9. Construct lessons which reflect knowledge of the disability, learning style, and respect for specific

developmental characteristics.

10. Construct learning environments and lessons and use educational resources which are developmentally

appropriate and encourage the developmental process.

11. Create learning environments which promote social interaction, emotional control, physical

development and personal control and management, in addition to intellectual development.

12. Use assistive technology, as appropriate and necessary, to enhance and/or achieve the learning

outcomes.

13. Be familiar with effective use of formal and informal assessment strategies appropriate to the developmental level of the student which can assist in planning and implementing effective learning

situations.

14. Develop a personal philosophy of special education including its relationship with/to general or regular education.

15. Develop sensitivity to individual differences and the need to adapt instruction where necessary to take

into account individual exceptionalities.

16. Understand that all children have the ability to learn.

Course Assignments:

Assignment 1. IEP/Student Study 100 points

Domain A ORGANIZING CONTENT KNOWLEDGE FOR STUDENT LEARNING 1) Acquire an IEP of a child in your classroom. 2) Read the IEP thoroughly, seeking clarification from your cooperating teacher and/or intervention

specialist.

3) Complete the following written discourse, providing a pseudonym for the student being studied (to

protect his/her privacy):

Part I:

a. When was the IEP signed?

b. Who signed the IEP? (Do not list names- rather, state their school/family status)

c. What background information do you have regarding the student? (age, grade, gender, etc.)

d. What intelligence and achievement testing was completed?

e. What scores did the student receive in these areas?

f. What is the student’s present level of functioning?

g. What classification within special education has this student been placed under?

h. What related services is the student entitled to? How often?

i. What instructional goals have been written for this student?

j. What accommodations is the student entitled to?

k. What, if any, assistive technology is available to the student?

l. Does the student have a behavior plan or instructional goals that relate to social and

emotional needs?

m. Is extended school year part of the IEP?

Part II:

One page discussion of the student’s disability. Include the characteristics and learning styles

associated with this category of disability, utilizing your text and a minimum of 2 other sources

Part III:

Two page discussion relating the disability to its effects upon learning, including appropriate

strategies for remediation based upon current research, utilizing a minimum of 2 sources

Part IV:

Observe the student for a minimum of two 30 minute classroom visits- visit 1 should be informal

and visit 2 should be to collect data using the form provided. Provide a two page discussion that includes

your observations and reflections of the student in the following areas: characteristics noted, to what

extent these characteristics are reflective of this student’s disability, institution of the

objectives/strategies in the IEP, additional remediation you would choose to provide (based upon what

you have read or originated yourself).

Domain B CREATING AN ENVIRONMENT FOR STUDENT LEARNING 1) Create a diagram that provides the physical layout of the classroom environment, indicating this student’s

desk/place.

2) Complete the following written discourse:

a. Justify your position as to whether the student’s placement in the classroom promotes his/her

learning.

b. How is social interaction between the student and his/her classmates promoted? What would you

try?

c. Are challenging learning expectations in place for this student?

d. Are there consistent standards of classroom behavior in place for this student?

rules/consequences?

e. Does this student have a behavior intervention plan? If so, describe it. If not, would you institute

one? Describe it.

Domain C TEACHING FOR STUDENT LEARNING 1) Design a lesson that you will teach to the entire class, modifying it for gifted and special education students. 2) Complete the following written discourse:

a. For the student being studied, include clarity of objective, procedures and assessment criteria.

Include specific instructional strategies that you will use as a regular education teacher to meet

the needs of this student.

b. Provide an explanation that cites modifications and adjustments you have made to the lesson.

c. What are some examples of effective informal and formal assessment strategies that you could

use with the student being studied?

3) Teach the lesson to the class, making the modifications and adjustments cited for the student being studied.

Domain D TEACHER PROFESSIONALISM 1) Complete the following written discourse:

a. To what extent were the learning goals met of the student being studied?

b. How effective were your modifications and adjustments?

c. As the regular education teacher, how can you work with others in the regular classroom

to support and advocate for this student?

d. What resources are available to support you in working with exceptional children?

e. What information can you provide and how would you communicate with the child’s

parents/guardians in order to build a positive relationship?

2) Develop a personal philosophy of exceptionalities and the exceptional child (1 page minimum) including its

relationship to regular education. Be sure to include what you believe your role is in working with the

exceptional student and the role of inclusion.

Assignment 2. IAT Meeting 25 points

Attend an Intervention Assistance Team (IAT) meeting. Take note of the protocols/ procedures that are being

followed; the people in attendance, the suggestions offered, the roles the people take/ play, the format of the

meetings, and any other pertinent information.

In a minimum 2-page paper, discuss the processes that the teams used to present the data on the student, the

interventions used, and the recommendations that the team offered the teacher and student. Include your

thoughts on the effectiveness of the interventions or any other relevant material. Please make sure to refer

anonymously to any and all students and staff.

Assignment 3. Resource Notebook 25 points

Throughout the course, hand-outs on various disabilities will be discussed and distributed. This collection of

resources will be complied into a three ring binder with tabs. The resource notebook will serve as a practical

guide to provide information about special education issues.

Grading Scale: All assignments will be graded on a point scale based on the amount of time and level of

difficulty involved in the preparation of the assignment.

Final grades will be determined as follows:

A 100% - 93%

B+ 92% - 90%

B 89% - 85%

C+ 84% - 80%

C 79% - 70%

Course Evaluation: This course will be graded and 2 credit hours earned in May. The total number of points

possible for the 2 credit hours is 150.

Course Guidelines: Assignments turned in late will result in a 1 point per day reduction in the grade received.

All assignments must be completed or an “incomplete” will be issued for the course.

University Policies: Students with Disabilities: In accordance with federal law, if you have a documented disability, you may be eligible to

request accommodations from the office of Services for Students with Disabilities (SSD). Please contact services for

students with disabilities at (216) 397-4263 or come to the office located in room 7A, in the Garden Level of the

Administration Building. Please keep in mind that accommodations are never retroactive so students are encouraged to

register early in the semester.

Academic Honesty: Academic Honesty, expected of student, is essential to the process of education and to upholding high ethical standards. Cheating or any other kind of unethical behavior is unacceptable for teacher candidates. All work

submitted in this course must represent only the work of the candidate. Penalties, depending on the severity of the

infraction, will range from a failing grade on an assignment to a failure in the course. Appeals are first made to the

instructor of the course and then the department chairperson.

Course Outline:

Class 1 Discuss syllabus and course requirements

History of Special Education, Confidentiality,

Special Education Vocabulary

Purpose of Intervention Assistance Team (IAT)

Building Scavenger Hunt

Class 2 Building Scavenger Hunt - Due

Continue – Purpose of IAT, Bring PRIM Book

Overview of Disabilities

Evaluation process

IEP Process

Analyzing an IEP

Class 3 Denise Kukla, Guest Speaker, School Psychologist

Interventions, Evaluation process to identification of a disability

Class 4 Data collection for Domain A assignment

Mary Lou Ezzo, Guest Speaker, Special Education Coordinator

Teacher’s role in the special education process

Class 5 Students with learning Disabilities

Marla Houchins, Guest Speaker, Intervention Specialist

Interventions and classroom accommodations

*Domain A - Due (25 point)

Class 6 Discuss Domain A Paper

Classroom Strategies for students with ADHD

Jennifer Gonzelas, Guest Speaker, autism

Class 7 Classroom SLD strategies

Understanding 504 Plans

*IAT Paper Due (25 points)

Class 8 Bob Bell, Gifted

Enrichment activities for the classroom

Class 9 School Guidance Counselors

Sue Cicero and Bridgett Williams

*Domain B - Due (25 points)

Class 10 Shannon Carlson, School Social Worker

Role of the school social worker

Class 11 Inclusion and co-teaching

Class 12 Eleanor Jackson, Speech and Language Therapist

Students with speech and language disabilities

Class 13 Sally Tibjash, Guest Speakers

Students with other health impairments

Health issues in the regular education classroom

*Domain C - Due (25 points) Class 14 Alyssa Hilliard, Rob Radford, Allison Coale, Guest Speakers

Related services, OT, PT

Class 15 Patty O'Neil, Guest Speakers

Students with multiple and physical disabilities

Class 16 Students with emotional disturbances

*Resource Notebook - Due (25 points) Class 17 Special Education Issues

*Domain D -Due (25 points) Class 18 Wrap-up

Attendance and participation is mandatory. A 3 point deduction from the total points earned in the course will

be applied for each session missed, if the student was present during the workday. If the student was absent

from the workday, then the 3 point deduction does not apply.

Alignment of Outcomes and Learning Activities

JCU Conceptual Framework Ohio Stnds for the Teaching Profession Learning

Activities I-1. Understands the central

concepts, tools of inquiry, competing

perspectives and the structure of the

disciplines taught.

I-3. Plans instruction based on

knowledge of subject matter,

students, the community, and

curriculum goals. II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities

that acknowledge and support the

cognitive and social development of learners.

II-7. Understands how learners

differ in their approaches to learning.

III-9. Understands and uses a variety

of instructional strategies; designs coherent instruction. III-12. Understands and uses

formative and summative assessment

approaches and strategies.

1.3 Teachers expect that all students will achieve to their full potential.

1.5 Teachers recognize characteristics of gifted students and

students with disabilities in order to assist in appropriate

identification, instruction, and intervention.

3.3 Analyze data to monitor student progress, & to plan,

differentiate, & modify instruction 3.4 Collaborate and communicate student progress with

students, parents, & colleagues 4.2 Teachers use information about students’ learning and

performance to plan and deliver instruction that will close the

achievement gap.

4.3 Teachers communicate clear learning goals and explicitly

link learning activities to those defined goals.

4.4 Teachers apply knowledge of how students think and learn

to instructional design and delivery.

4.5 Teachers differentiate instruction to support the learning

needs of all students, including students identified as gifted and

students with disabilities.

4.6 Teachers create and select activities that are designed to

help students develop as independent learners and complex

problem-solvers.

4.7 Teachers use resources effectively, including technology, to

enhance student learning.

Resource Notebook,

Student

Study

Domains

A-C

IV-13. Reflects on professional practices.

7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.

Student Study

Domain D I-2. Recognizes the value of

understanding the interests and

cultural heritage of each student.

IV-14. Fosters relationships with

colleagues, parents, and agencies in

the larger community.

6.2 Teachers share responsibility with parents and caregivers to

support student learning, emotional and physical development and

mental health.

6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.

IAT

Meeting

Program Conceptual Framework

The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the

educator as a leader-in-service. The department’s professional education programs for school personnel offer

the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the

professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the

department’s professional education programs is illustrated in Figure 1.

Figure 1. Conceptual Framework of the Jesuit Ideal

The figure illustrates the centrality of the educator as a person who through an effective program of professional

education develops the knowledge, skills and dispositions that further develop the educator as a professional

person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take meaningful

action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the

future of narrative in cyberspace (p126). New York: Free Press.

Program Domains of the Jesuit Ideal in Initial Licensure Programs

Domain Learner Outcomes

I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.

I-2. Recognizes the value of understanding the interests and cultural heritage of each student.

I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

I-4. Creates a learning environment of respect and rapport.

II. Learner Development

II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities that acknowledge and support

the cognitive and social development of learners.

II-7. Understands how learners differ in their approaches to learning.

II-8. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.

III. Practice III-9. Understands and uses a variety of instructional strategies;

designs coherent instruction.

III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.

III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.

III-12. Understands and uses formative and summative assessment approaches and strategies.

IV. Person IV-13. Reflects on professional practices.

IV-14. Fosters relationships with colleagues, parents, and agencies in the larger community.

IV-15. Grows and develops professionally.

1

John Carroll University

School-Based M.Ed. Program

2010-11 Syllabus

Internship and Professional Development Seminar

Course #: ED 445 Course Title: Teaching Internship Credit Hours: 6

Course Description:

A full-day semester-long supervised teaching experience involving classroom responsibilities in

using a full range of planning, teaching, management, and evaluation techniques. The internship is a co-

requisite with ED 594, the Professional Development Seminar, described below.

Instructor: Individual Cooperating Teachers, supervised by Tim Evans, M. Ed.; Karen Valenza, M.

Ed.; and Barbara Garson Braverman, Ph. D.

Required Text:

Eyster, Richard and Christine Martin. Successful Classroom Management: Real-World, Time-

Tested Techniques for the Most Important Skill Set Every Teacher Needs. Naperville, IL: Sourcebooks,

2010. ISBN: 1402240120



Course #: ED 594 Course Title: Professional Development Seminar Credit Hours: 3

Course Description:

This course emphasizes individual advisement, practice in observation, analysis, interpretation,

prescriptions of classroom teaching, reflection and dialogue, the in-depth examination of teacher

effectiveness literature, discussion of practice and problem-solving. The course is a co-requisite with ED

445 and requires the development of a professional portfolio.

Instructor: Individual Cooperating Teachers, supervised by Barbara Garson Braverman, Ph. D.

Required Text:

Eyster, Richard and Christine Martin. Successful Classroom Management: Real-World, Time-

Tested Techniques for the Most Important Skill Set Every Teacher Needs. Naperville, IL: Sourcebooks,

2010. ISBN: 1402240120



Rationale:

Due to the special nature of the School-Based M.Ed. Program, the Teaching Internship and

Professional Development Seminar address all strands of the JCU Conceptual Framework for Basic and

Advanced Programs. As an introductory experience in teaching, they align with the Ohio Standards for

the Teaching Profession.

http://www.amazon.com/s/ref%3Dntt_athr_dp_sr_2?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Christine%20Martin



http://www.amazon.com/s/ref%3Dntt_athr_dp_sr_2?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Christine%20Martin



As components of a graduate level program, ED 445 and ED 594 also emphasize the development

of strengths in Specialization, and Personal and Professional Development. These courses provide interns

with opportunities to apply the principles of assessing the learning environment, planning instruction,

implementing instructional strategies to promote student learning, assessing student learning, and

reflecting on professional practice as a method of reassessing the learning environment. Further, these

activities are performed in the specific age group or content area in which certification is being sought.

These principles comprise a cyclical process in which reflection leads to re-assessing the learning

environment. The School-Based Program is grounded in an understanding of the classroom as a complex

and dynamic environment (Eisner, 1983, 1992), and conceives of teaching as a context-specific activity

(Ayers, 1992; Cochran-Smith and Lytle, 1993) in which practitioners gain increasingly more

sophisticated skills (Berliner, 1988). In a program so conceived, extended participation in the classroom

environment and extended observation and practice of the teaching of specific subject matter in a specific

age group is imperative.

Objectives:

Upon completion of the Teaching Internship and the Professional Development Seminar, the intern will

be able to:

Subject Matter

1. Demonstrate mastery of the knowledge base of their content area.

2. Discuss strengths and weakness of textbooks and related curriculum materials regarding content.

3. Develop a concept about the subject matter/ teaching relationship.

4. Demonstrate mastery of the fundamental dynamics of their content area.

5. Demonstrate the relationship between their content area and the rest of the curriculum.

Diversity of Learners

6. Understand the developmental characteristics of their students.

7. Recognize student differences to accomplish successful instructional planning, practice and

assessment.

Planning Instruction

8. Demonstrate competence in constructing lesson and unit plans in respective subject matter.

9. Develop a repertoire of multiple instructional methods, to be used in all planning.

10. Incorporate technology into planning, as a resource for learning, and as an assistive tool for

students with specific needs.

11. Demonstrate creativity in the development of context-specific lessons and classrooms.

12. Create integrated lessons, which create meaningful connections for students.

13. Demonstrate the ability to modify lessons to meet the developmental needs specific to each child,

with or without a disability.

14. Demonstrate the link between effective planning and classroom management.

Instructional Strategies

15. Demonstrate the theory and practice related to these instructional strategies: lecture, group

discussion, small group activities, cooperative learning.

16. Demonstrate when and how to select the most appropriate strategy for a situation, and why it is

most appropriate.

17. Demonstrate how to select methods of teaching based on student learning abilities and disabilities.

18. Demonstrate how to incorporate technology into a lesson for a meaningful learning experience.

3

Learning Environment

19. Demonstrate factors necessary in the development and maintenance of a positive learning

environment.

20. Create and maintain a positive learning environment.

21. Demonstrate the ability to create a positive learning environment for students with special needs.

Assessment

22. Demonstrate the ability to use observation as a formative assessment tool.

23. Demonstrate the ability to construct an appropriate learning experience for a child based on a

developmental evaluation of ability, which is not in line with present academic placement.

24. Demonstrate the skill of creating fair and appropriate assessment materials.

25. Demonstrate the ability to assess student learning in the classroom dynamic.

26. Demonstrate an understanding of the principles of authentic assessment.

Professional Development

27. Collaborate with mentor teachers and other colleagues to improve content mastery, pedagogic

dexterity, and professional enhancement.

28. Reflect on personal and professional development, related to planning and instruction, and its

effectiveness in promoting student learning.

29. Develop appropriate relationships with students and parents, as well as colleagues. 30. Pursue a variety of sources of information related to personal and professional growth, which will

impact teaching and student learning.

Assignments:

During the course of the 15-week internship, the intern will have regular discussions with the

cooperating teacher and will complete an evaluation approximately every 6 weeks. Interns will take full

responsibility for instructional planning and teaching as well as assessment, and classroom management.

Weekly lesson plans will be kept by the intern, reviewed by the cooperating teacher, and forwarded to the

program coordinator. Prescriptions for improvement will be provided for work considered unsatisfactory.

The Professional Development Seminar will require interns to prepare a Teaching Portfolio

(Appendix A) and complete Section D, Reflection (Appendix B) of the Understanding by Design Unit

created in 464B (Fall Semester).

Course Evaluation:

Interns will earn a score of Pass for ED 445 for satisfactorily completing the internship and

participating in evaluations. A letter grade will be assigned for ED 594 reflecting the intern’s scores on

the Professional Portfolio and UBD Section D.

Attendance and participation is mandatory. A 3 point deduction from the total points earned in the

course will be applied for each session of ED 594 missed, if the student was present during the workday.

If the student was absent from the workday, the 3 point deduction does not apply. Missed sessions on

Friday will count towards overall make-up days at the end of the program.

Grading Scale:

All assignments will be graded on a point scale based on the amount of time and level of difficulty

involved in the preparation of the assignment. Final grades will be determined as follows:

A 93-100 B+ 88-89 C+ 78-80 D+ 68-70 F 60/below

A- 90-92 B 85-87 C 74-77 D 64-67

B- 81-83 C- 71-73 D- 61-63

Course Guidelines:

All assignments must be turned in prior to or on the due dates. Assignments turned in late will

result in one grade reduction per day in the final grade received for the assignment. All assignments must

be completed or an “incomplete” will be issued for the course.

Academic Honesty: Academic Honesty, expected of student, is essential to the process of education and

to upholding high ethical standards. Cheating or any other kind of unethical behavior is unacceptable for

teacher candidates. All work submitted in this course must represent only the work of the candidate.

Penalties, depending on the severity of the infraction, will range from a failing grade on an assignment to

a failure in the course. Appeals are first made to the instructor of the course and then the department

chairperson.

Students with documented disabilities are entitled to reasonable accommodations if needed. If you believe

you need accommodations, please see the professor of this course or JCU’s Coordinator of Students with

Disabilities (ext. 4967) as soon as possible. Accommodations will not be granted retrospectively.

Alignment of Learning Outcomes and Activities:

ED 445, the full-time teaching internship, and ED 594, the Professional Development Seminar,

address all elements of the JCU Conceptual Framework for Basic and Advanced Programs and the Ohio

Standards for the Teaching Profession.



educator as a leader-in-service. The department’s professional education programs for school personnel

offer the content knowledge and skills, and afford the dispositions that contribute to the formation and

growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that

grounds and guides the department’s professional education programs is illustrated in Figure 1.


The figure illustrates the centrality of the educator as a person who through an effective program of

professional education develops the knowledge, skills and dispositions that further develop the educator

5






II. Learner Development

II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.



III. Practice III-9. Understands and uses a variety of instructional strategies; designs coherent instruction.







as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying

power to take meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997).

Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.


Appendix A: Professional Portfolio

The purpose of this assignment is to create an interview/employment portfolio that will showcase your best

work as a pre-service teacher. Next year and beyond, as a certified teacher, your portfolio may become a

working portfolio as you begin to document your accomplishments both in and out of the classroom. The

artifacts that you select for your portfolio should demonstrate your skills, knowledge and disposition in each of

the 4 Domains. Several words of caution: without reflection, your portfolio is nothing more than a glorified

scrapbook. You should create and present your portfolio in a meaningful way and ask yourself, “Why did I

select these artifacts and how does this show my competency as a professional?” Do not overload your

portfolio. The information it contains should be meaningful.

General Guidelines:

Artifacts may be generated/taken from other previous assignments (unit, student study, etc.)

Include original work (not workbook pages, pre-made tests, etc.)

Use a binder; divide and label your portfolio into the 4 Domains; organize it in the order shown below

Domain A: Planning and Preparation 25 points

The following artifacts must be included in this domain:

Philosophy of teaching statement (from ED 503)

Evidence of your theoretical basis of content-related pedagogy (e.g. reading philosophy, math program)

Evidence of getting to know your students

2 long lesson plans with 2 matching original assessments, including a differentiated version for

exceptional student(s)

1 daily lesson plan In addition, a minimum of 2 more artifacts of your choice must be included.

Domain B: The Classroom Environment 25 points


Photos of your classroom that include you working with students (with captions) Diagram of your classroom arrangement

Classroom management plan Evidence of how you have established a positive culture for learning

Evidence of how you keep accurate records for 2 different areas (grades, attendance, etc.)

In addition, a minimum of 2 more artifacts of your choice must be included.

Domain C: Instruction 25 points


Photos of students engaged in a variety of groupings for instruction (with captions)

1 activity/assignment/project with a matching student work sample and rubric

that provides evidence of the integration of a multicultural perspective in your classroom

1 activity/assignment/project with a matching student work sample and rubric

that provides evidence of the integration of technology in your classroom

3 other activities/assignments/projects with 3 matching student work samples and rubrics

In addition, a minimum of 2 more artifacts of your choice must be included.

Domain D: Professional Responsibilities 25 points


Current resume

Formal letters of recommendation (from parents and students, too) Student feedback survey and summary of the results

7

Evidence of participation in school/district projects and/or programs

Evidence of participation in workshops/professional development activities

Parent Contact Log

Reflection from unit

Summary of future professional goals

In addition, a minimum of 2 more artifacts of your choice must be included

Name:

CATEGORY 4 Distinguished

3 Proficient

2 Basic

1 Unsatisfactory

Content In addition to exhibiting level 3

performance, the

intern includes

additional artifacts

beyond the

requirements

The intern addresses all

required aspects

of the assignment

and exhibits no

major errors or

omissions of

artifacts; artifacts

are related to the

appropriate

domains; no

inaccuracies

The intern attempts to address all

required aspects of

the assignment, but

is only partially

successful due to

minor errors or

omissions (1 or more

artifacts); most

artifacts are related

to the appropriate

domains; few

inaccuracies

The intern makes little attempt to

address the

required aspects

of the assignment

and is

unsuccessful due

to major errors or

omissions (2 or

more artifacts);

few artifacts are

related to the

appropriate

domains; many

inaccuracies

present

CATEGORY

4 Distinguished

3 Proficient

2 Basic

1 Unsatisfactory

Organization Overall assignment and individual artifacts

are organized in a

logical, easy to follow

manner; domains are

divided and clearly

labeled; neat

appearance

Individual artifacts are

organized in a

logical, easy to

follow manner;

domains are

divided and

clearly labeled;

neat appearance

Domains are divided and clearly labeled;

neat appearance

No apparent organization;

domains are not

divided or

labeled; sloppy

appearance

CATEGORY

4 Distinguished

3 Proficient

2 Basic

1 Unsatisfactory

Mechanics 1 or less errors in the application of the

conventions of

language; readability

of the work is clear

2-3 errors in the application of the

conventions of

language;

readability of the

work is clear

4-5 errors in the conventions of

language; does not

interfere with the

readability of the

work

Over 5 significant errors in the

conventions of

language that

interfere with the

readability of the

work

TOTAL POINTS EARNED:

Content x 3 + Organization + Mechanics x 5 = /100

9

Appendix B: Understanding By Design Unit

THE FOLLOWING TASKS WILL BE COMPLETED WITHIN TWO WEEKS OF FINISHING THE

UNIT: PROJECTS WILL NOT BE ACCEPTED FOR CREDIT AFTER THIS TIME PERIOD (Worth

50 points towards your ED 594 grade) Domain D: Professional Responsibilities 1. Peer review (done and applied to semester I methods grade)

2. Data analysis

Whole Class: To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every learning goal. Then create a graphic summary

that shows the extent to which your students made progress (from pre- to post-) toward the

learning criterion that you identified for each learning goal (identified in Stage 2). Summarize

what the graph tells you about your students’ learning in this unit (i.e. the number of students

met the criterion).

Subgroups: Select a group characteristic (e.g., gender, performance level, socio-economic

status) to analyze in terms of one learning goal. Provide a rationale for your selection of this

characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle). Create a graphic

representation that compares pre- and post-assessment results for the subgroups on this

learning goal. Summarize what these data show about student learning.

Individuals: Select two students that demonstrated different levels of performance. Explain

why it is important to understand the learning of these particular students. Use pre-, formative,

and post-assessment data with examples of the students’ work to draw conclusions about the

extent to which these students attained two learning goals. Graphic representations are not

necessary.

3. Student reflection

Design a means for your students to reflect and share with you what they liked and what they learned from your unit. Summarize their responses in a narrative format.

4. Personal reflection –discussed in a conference with the course instructor

To what extent did students learn what was intended (refer to the learning goals)? How do you know?

Which learning goals were your students most successful in mastering? Least successful in mastering? What

are some possible reasons for this success? (Consider your goals, instruction, and assessment along with

student characteristics and other contextual factors under your control).

Did your assessments work as you had intended?

Was the amount of time you estimated for your unit accurate?

In what ways were your teaching methods and strategies effective? How do you know?

Did you depart from anything you planned for your unit? If so, why?

Evaluate the effectiveness of the materials used in your unit.

Identify an individual or group of students who did especially well with the unit. How do you account for this

performance?

Identijj; an individual or group of students who had difficulty with the unit. How do you account for this

perfonnance? How will you help this (these) student (s) achieve the learning objectives/goals?

If you were going to teach this unit again to the same group of students. what would you do differently to

improve/enhance your students· perfonnance? Why? The same? Why?

Were there any surprises?

Please add any other comments, reactions, or questions about your unit. For example, is there anything that

you felt particularly good. frustrated. or confUsed about?

11

Unit – Based on UbD Principles

Domains A-C: ED 426A, 433-6, 464B

Domain D: ED 594

Domain A Domain C

Content 15 12 9 6 Content 15 12 9 6

Mechanics

5

4

3

2

Mechanics

5

4

3

2

Preparation

5

4

3

2

Preparation

5

4

3

2

/25 /25

Domain B Domain D Content 15 12 9 6 Content 15 12 9 6

Mechanics 5 4 3 2 Mechanics 5 4 3 2

Preparation 5 4 3 2 Preparation 5 4 3 2

/25 /25

TOTAL_ _/100

Content

15 Distinguished Complete, thorough and thoughtful; exceeds all stated expectations; knowledge of

subject matter is clear; clearly focuses on the assigned topics; topics are fully developed; addresses all parts of

the assignment with additional material/information beyond requirements included; clearly demonstrates match

between theory and practice and provides examples of application; includes many relevant references; thoughts

are well organized and innovatively conveyed; no inaccuracies

12 Proficient Complete and thorough; meets all stated expectations; knowledge of subject matter is

evident; focuses on assigned topics; topics are mostly developed; addresses all parts of the assignment; clearly

demonstrates match between theory and practice; includes some relevant references; thoughts are well

organized; no inaccuracies

9 Basic Complete; meets some stated expectations; knowledge of subject matter is present; focuses on

some assigned topics; topics are partially developed; addresses most parts of the assignment; demonstrates little

evidence of a match between theory and practice; includes few relevant references; thoughts adequately

organized; few inaccuracies

6 Unsatisfactory Incomplete; does not meet stated expectations; knowledge of subject matter is unclear

and superficial; does not focus on assigned topics; topics are not developed; does not address most parts of the

assignment; match between theory and practice is not evident; does not include relevant references; thoughts

lack organization; inaccuracies present

Mechanics

5 Distinguished: Superior graduate quality in verbal expression; correct application of the conventions of

language

4 Proficient: Good graduate quality in verbal expression; correct application of the conventions of language

3 Basic: At graduate quality in verbal expression; minor errors in the conventions of

language do not interfere with the readability of the work 2 Unsatisfactory: Below graduate quality in verbal expression; significant errors in the conventions of

language interfere with the readability of the work

Preparation

5 Distinguished Submitted well before due date or on time; exceeds length and format

requirements 4 Proficient Submitted before due date or on time; meets length and format requirements

3 Basic Submitted on time; almost meets length and format requirements

2 Unsatisfactory Submitted late; does not meet length and/or format

required

13

John Carroll University Department of Education and Allied Studies Fall 2011

Course #: ED 452 (for AYA & MA license) Course Title: Reading and Writing Across the Curriculum Time and Location: Wednesday, 5:00-7:40pm, Dolan E228 Course Description: Literacy development examined through psychological, socio-cultural and historical perspectives. Examines reading as an interactive, problem-solving process. Strategies that foster critical thinking, active engagement and social interaction in the teaching of reading and writing across the curriculum.

Instructors: Laura Northrop, Ed. S.; Catherine Rosemary, Ph.D. Phone: 216-905-3959; 216-397-3080 Email: [email protected]; [email protected] Office Hours: By appointment

Required Texts:

McLaughlin, M. (2010). Content area reading: Teaching and learning in an age of multiple literacies. New York: Pearson.

Common Core State Standards for English Language Arts – available for download from http://www.corestandards.org/the-standards

Additional state standards by license:

o Math: Common Core State Standards for Math – available for download from http://www.corestandards.org/the-standards

o Science, Social Studies, Foreign Language and Physical Education: Ohio Academic Content Standards - available for download from ODE http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&Topi cID=1793&TopicRelationID=1696

Literature Circle texts (by licensure) Ohio Standards for the Teaching Profession – available for download from ODE

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentI D=48168

Selected articles – available for download from Blackboard

Rationale: Literacy is defined as knowing how to read, write, and listen to communicate effectively and to think and act as a literate person. The integration of these cognitive and linguistic processes is essential for learning at all ages and grade levels and in all disciplines, as well as an important part of life beyond school. Students can learn academic content more effectively by reading than by listening and viewing. Reading and writing are recursive, interactive processes. Readers (writers) apply prior knowledge of language, the world, and print to construct meaning of text (National Reading Panel 2000; Perfetti 1995; Ruddel & Unrau 1994). What readers (writers) bring to text experiences (e.g., knowledge of language systems and text, prior world experiences, attitudes, culture, and language) strongly influences what they learn from text and the ease with which they learn (Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Scanlon & Vellufino, 1996; Stanovich, 2000).



http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicID=1793&TopicRelationID=1696






Course Objectives:

1. Students will understand the developmental stages of reading 2. Students will understand the five main components of reading: phonemic awareness, phonics, fluency,

vocabulary and comprehension 3. Students will be able to plan effective lessons that utilize standards, the Before-During-After

(BDA) framework and the Assess-Plan-Teach (APT) cycle 4. Students will understand and apply the gradual release of responsibility model of teaching 5. Students will have “first exposure” to effective reading, writing and vocabulary instructional activities for

the content areas 6. Students will know how to assess students’ instructional reading level, how to match students

with appropriate texts, and how to teach struggling readers

Course Assignments:

Assigned Readings: Students will come prepared to discuss the course readings daily. Article Critique Discussion Groups: Students will read 4 scholarly articles and participate in an online

discussion. (week of 9/14, 9/28, 10/12 and 10/26). Activity demonstration: Students will demonstrate an instructional activity to the class in their discipline

area (due 9/28, 10/5, 10/12, or 10/19). Literature circle: Students will read one assigned YA book and be prepared to participate in a discussion

and in-class activity. (due 10/26) Annotated Bibliography: Students will create an annotated bibliography of 10 YA books that are appropriate

for their licensure area. (due 11/2). Book Talk: Students will give a short presentation on children’s or YA book (due 11/2). Case Study: Students will complete a case study, applying their knowledge of effective reading

instruction to a real classroom situation. Students may work in groups (max 3 students) on the case study, provided that all members in the group are in the same content area. (due 12/7)

Unit Plan & Lesson Plan: Students will design a unit plan for one book. Includes one detailed lesson plan. Students are required to teach and reflect on the lesson. (due 12/7)

All assignments should be submitted electronically, via email, to the instructor no later than 11:59pm on the day the assignment is due.

Course Evaluation:

Article Discussion Group 25 points Activity Demonstration 50 points Annotated Bibliography 20 points Book Talk 5 points Case Study 25 points Unit and Lesson Plan 75 points

Total: 200 points

Grading Scale: 94-100%: A 87-89%: B+ 77-79%: C+ 67-69%: D+ <60% F

90-93%: A- 83-86%: B 73-75%: C 63-66%: D

80-82%: B- 70-72%: C- 60-62%: D-

Students with Disabilities: In accordance with federal law, if you have a documented disability, you may be eligible to request accommodations from the office of Services for Students with Disabilities (SSD). Please contact Services for Students with Disabilities at (216) 397-4263 or come to the office located in

15

room 7A, in the Garden Level of the Administration Building. Please keep in mind that accommodations are never retroactive so students are encouraged to register early in the semester.

Course Schedule: Class Date Topic Readings Assignments

1 8/31 Introduction to Course History of Reading Instruction Multiple Literacies

McLaughlin Ch. 1 & 2

2 9/7 Developmental Reading Stages Components of Reading

Jacobs article

3 9/14 Standards APT Cycle Lesson Design: BDA Framework

McLaughlin Ch.3 Standards Hot Zone article Tarasiuk article

Article Discussion #1: Tarasiuk

4 9/21 Effective Reading Instruction McLaughlin Ch. 4 p. 42-48 Lapp, Fisher & Grant article

Article Discussion #2: Lapp, Fisher & Grant article

5 9/28 Comprehension Instruction McLaughlin Ch. 4 p. 49-61 McLaughlin Ch. 5

Activity Demo

6 10/5 Comprehension Instruction McLaughlin Ch. 6 McLaughlin Ch. 8 p. 117-137 Kieffer & Lesaux article

Article Discussion #3: Kieffer & Lesaux Activity Demo

7 10/12 Vocabulary Instruction McLaughlin Ch. 7 Activity Demo

8 10/19 Disciplinary Literacy McConachie & Petrosky (chapters by discipline) Montelong et. al. article

Article Discussion #4: Montelong et. al. Activity Demo

9 10/26 Literature Literature circle book Literature Circle book

10 11/2 Literature Writing

Annotated bibliography Book talk

11 11/9 Writing McLaughlin Ch. 10-12

12 11/16 Effective Assessment McLaughlin Ch. 14

11/23: No class - Thanksgiving break 13 11/30 Struggling Readers

Differentiation McLaughlin Ch. 8 p. 113-117 McLaughlin Ch. 9

14 12/7 Presentations Case study Unit plan & Lesson plan

Representative Works Consulted: Atwell, N. (1998). In the middle: New understanding about writing, reading, and learning. Portsmouth,

New Hampshire: Henemann. Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2004). Words their way: Word study for phonics,

vocabulary, and spelling instruction (3rd ed.). New Jersey: Pearson. Caldwell, J.S. & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment:

So what do I do know? New York: Pearson. Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New

York: Guilford. Gunning, T. G. (2005). Creating literacy: Instruction for all students (5th ed.). New York: Pearson. Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance

understanding. Portland, Maine: Stenhouse. Leslie, L. & Caldwell, J. (2006). Qualitative reading inventory – 4. New York: Pearson. McConachie, S. M. & Petrosky, A. R. (Eds.) (2010). Content matters: A disciplinary literacy approach to

improving student learning. San Francisco: Jossey-Bass. McKenna, M. & Stalh S.A. (2003). Assessment for reading instruction. New York: Guilford. McLaughlin, M. (2010). Content area reading: Teaching and learning in an age of multiple literacies.

New York: Pearson National Reading Panel. (2000). Report on the National Reading Panel: Teaching children to read (NIH

No. 00-4769). Washington DC: National Institute of Child Health and Human Development. Neuman, S. & Dickinson, D. (Eds.). (2002). Handbook of early literacy research. New York: Guilford Press. Perfitti, C.A. (1995). Cognitive research can inform reading education. Journal of Research in Reading,

18(2), 106-115. Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). New York:

Guilford. Ruddel, R.B. & Unrau, N.J. (1994). Reading as a meaning-construction process: The reader, the text, and

the teacher. In R. Ruddell, M. Ruddell & H. Singer (Eds). Theoretical models and processes of reading (pp. 996-1056). Newark, DE: International Reading Association.

Scanlon, D.M. & Vellutino, F.R. (1996). Prerequisite skills, early instruction, and success in first grade reading: Selected results from a longitudinal study. Mental Retardation and Development Research Reviews, 2, 54-63.

Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.

Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.

Tompkins, G.E. (2009). Literacy for the 21st Century: A Balanced Approached (5th ed.). New York: Pearson Vacca, R.T & Vacca, J.L. (2005). Content area reading: Literacy and learning across the curriculum (8th

ed.). New York: Pearson

17


Conceptual Framework

Learner Outcomes

Ohio Stnds for the Teaching Profession

IRA Standards for Reading Professionals:

Middle and High School Content Classroom Teacher Candidates (2010)

Learning Activities

Context-

1.1

1.3

1.4

Standard 1:

1.1Teachers understand student learning and development

1.2 Teachers understand what students know and are able to do and use knowledge to meet needs of all students

1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connection.

Article critique,

Case Study

Learner Development-

2.6

2.7

2.8

Standard 2:

2.1 Teachers know the content area they teach and use knowledge to plan

2.2 Teachers know and use content-specific strategies to effectively teach

2.4 Teachers understand the relationship of knowledge within the discipline to other content areas

2.5 Teachers connect content to relevant life experiences

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connection.

Activity critique,

Text assessment,

Lesson plan,

Activity Demonstrations,

Bibliography

Practice-

3.9

3.10

3.11

3.12

Standard 3: Assessment

3.2 Teachers select and develop variety of diagnostic, formative and summative assessments

Standard 4: Instruction

4.1 Teachers align goals and

2.3: Use a wide range of texts (e.g. narrative, expository, and poetry) from traditional print, digital, and online resources.3.3: Use assessment information to plan and evaluate instruction.

5.3: Use routines to support reading and writing instruction

Lesson plan,

Activity Demonstrations

activities

4.2 Teachers use assessment information

4.4 Teachers apply knowledge of how students learn to design and delivery of instruction

4.5 teachers differentiate instruction

4.6 teachers create and select activities to support student learning and problem solving skill

4.7 teachers use resources effectively, including technology

Standard 5-Learning Environment

5.3 Teachers motivate students

5.4 Teachers create environment to support students working independently collaboratively

(e.g. time allocation, transitions from one activity to another, discussion, and peer feedback)

5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Person-

4.1

Standard 6:

6.2 Teachers collaborate effectively with other teachers, administrators and school and district staff

6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

Article Discussion Board,

Lesson Plan,

Activity Demonstrations

19


The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in-service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.


The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.







II. Learner Development II-5. Understands how children/youth develop and learn.











21


Education and Allied Studies Syllabus Course #: ED 503A

Course Title: Introduction to Education 2 semester hours Summer III 2011

Course Description (catalog): Designed as an introductory course for the adult learner pursuing teacher licensure, the

course will focus on the teacher as a person, the learner, the learning environment and issues related to the teaching-

learning process.

Instructor:

Thea Ford, Ph. D. [email protected] 216-397-4694

Karen Valenza, M.Ed. [email protected] 216-691-2024

Required Texts:

1. Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching, 2nd

Edition. Alexandria, VA:

ASCD, 2007. ISBN: 978-1-4166-0571-1

2. Educating Esme: Diary of a Teacher’s First Year, Expanded Edition (2009) by Esme Raji Codell

3. Ohio School Operating Standards Download file: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=100895

4. Ohio Standards for the Teaching Profession. Download file:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=48168 5. Professional Text (selected in June by intern)

Rationale: The Department of Education and Allied Studies at John Carroll University, along with our school partners, the

Ohio Department of Education and NCATE, are committed to the preparation of „caring, qualified and competent‟

teachers for our nation‟s children. The purpose of this course is to provide the pre-service teacher the opportunity to begin

to reflect on the profession of teaching and all it entails. The course is grounded in the Jesuit Ideal of an Educator and in

the department‟s conceptual framework.

Desired Outcomes: (Referenced to the JCU Conceptual Framework for Initial Licensure) The beginning teacher:

Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Reflects on professional practices.

Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines

taught.

Recognizes the value of understanding the interests and cultural heritage of each student.

Understands and uses a variety of instructional strategies; designs coherent instruction.

Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.

Assignment Descriptions:

Reading Reflection (Danielson) (40 points) Completion of the worksheet (provided); ten points

per domain

Literature Circle (Codell) (30 points) Completion of assigned role (provided); ten points

per circle session

Personal Philosophy of Education (10 points)

A bulleted list of ten statements that describes your developing philosophy of education (“I believe…”)

Text Presentation - Group (100 points)

Read a non-fiction text related to education. Prepare a lesson plan (template provided) with the goal of

summarizing the text for the class. The plan must include a technology component. Teach the lesson to the class (15

minute maximum) and provide each classmate with an easy-to-read handout (no more than one page in length) that

reviews your findings about the text. (Rubric provided)





Course Guidelines and Evaluation:Attendance, punctuality and participation are mandatory. A 5 point reduction will be

taken off the final course grade for each class absence (unless approved by instructor). All assignments must be completed

on time. The total number of points possible for the course is 180.

Grading Scale:

A 93-100 B+ 88-89 C+ 78-80 D+ 68-70 F 60/below A- 90-92 B 85-87 C 74-77 D 64-67 B- 81-83 C- 71-73 D- 61-63

Students with Disabilities:

Students with documented disabilities are entitled to reasonable accommodations if needed. If you believe you need accommodations, please see the professor of this course or JCU‟s Coordinator of Students with Disabilities (ext. 4967) as

soon as possible. Accommodations will not be granted retrospectively

Course Outline:

Domain A Planning and Preparation Assignment Due 7/26 Introduction to Course

4 Domains/Standards for Ohio Educators

7/27 Components of Domain A EPP Preface - p. 63

Reading Reflection

7/28

Standards-Based Instruction

ODE Content Standards

7/29

Literature Circle: Session 1

Lesson Planning

Esme Part I

Role Assignment

Domain B 8/2

Classroom Environment Components of Domain B

Assignment Due EPP pp. 64 – 76 Reading Reflection

8/3

Diverse Student Populations

Respect and Rapport

8/4

Managing a Classroom

8/5


Managing a Classroom

Esme Part II

Role Assignment

Domain C 8/9

Instruction Components of Domain C

Assignment Due EPP pp. 77 – 91

Reading Reflection

8/10

Motivating/Encouraging Students

8/11

Assessment

OGT/OAA/NCLB

8/12


Ohio‟s Accountability System

Esme Part III Role

Assignment State Indicators Performance Index score

Value Added

Adequate Yearly Progress

23

Domain D 8/16

Professionalism Components of

Domain D Professional Organizations/Join OEA

Assignment Due EPP pp. 92 - 108 Reading Reflection

8/17

Teacher Licensure in Ohio

Legal/Ethical Issues

Ohio School Operating Standards

Code of Professional Conduct

8/18

Text Presentations

Text Presentations: 4 groups

8/19

Text Presentations

Course Feedback

Text Presentations: 4 groups

Personal Philosophy of Education


Conceptual Framework

Learner Outcomes Ohio Stnds for the Teaching Profession Learning Activities

I-3. Plans instruction based on knowledge of subject matter, students,

the community, and

curriculum goals.

IV-13. Reflects on

professional practices.

6.1 Teachers communicate clearly and effectively.

7.2 Teachers take responsibility for engaging in

continuous, purposeful professional development.

Reading Reflection

I-1. Understands the

central concepts, tools of

inquiry, competing

perspectives and the

structure of the

disciplines taught.

I-2. Recognizes the

value of understanding

the interests and cultural

heritage of each student.

1.1 Teachers understand how and when students

develop and gain knowledge, acquire skills and develop

behaviors for learning.

1.2 Teachers understand what students know and are

able to do, and use this knowledge to meet the needs of all

students.

5.4 Teachers create learning situations in which

students work independently, collaboratively or as a whole

class.

7.2 Teachers take responsibility for engaging in

continuous, purposeful professional development.

Personal Philosophy of Education

Literature Circle

III-9. Understands and

uses a variety of

instructional strategies;

designs coherent instruction.

III – 11. Uses knowledge

of communication

techniques to foster

active inquiry,

collaboration, and

supportive interaction.

4.6 Teachers create and select activities that are

designed to help students develop as independent learners

and complex problem-solvers.

4.7 Teachers use resources effectively, including technology, to enhance student learning.

5.1 Teachers treat all students fairly and establish an

environment that is respectful, supportive and caring.

6.1 Teachers communicate clearly and effectively.

Text Presentation

Domain Learner Outcomes I. Contexts I-1. Understands the central concepts, tools of inquiry, competing

perspectives and the structure of the disciplines taught. I-2. Recognizes the value of understanding the interests and cultural

heritage of each student. I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. I-4. Creates a learning environment of respect and rapport.

II. Learner

Development II-5. Understands how children/youth develop and learn.

II-6. Provides learning opportunities that acknowledge and support the cognitive and social development of learners. II-7. Understands how learners differ in their approaches to learning. II-8. Demonstrates flexibility, responsiveness, and persistence in adapting

to diverse learners. III. Practice III-9. Understands and uses a variety of instructional strategies; designs

coherent instruction. III-10. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.



educator as a leader-in-service. The department‟s professional education programs for school personnel offer the

content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the

professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the

department‟s professional education programs is illustrated in Figure 1.


The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a

professional person who is a leader-in-service to others. Note: Agency is defined as the “satisfying power to take

meaningful action and to see the results of our decisions and choices”. Murray, J. H. (1997). Hamlet on the

holodeck: the future of narrative in cyberspace (p126). New York: Free Press.


25

IV. Person

III-11. Uses knowledge of communication teclrniques to foster active

inquiry, collaboration, and supportive interaction.

III-12. Understands and uses formative and summative assessment

approaches and strategies.

IV-13. Reflects on professional practices.

IV-14. Fosters relationships with colleagues, parents, and agencies in the

larger community.


of 9


Education and Allied Studies Summer Session II - 2011

Course: ED 505

Course Title: Child and Adolescent Study

Class Time and Location: 8-9:55 AM MTWH E352 (Section 52)

Course Description: In-depth study of theories pertaining to cognitive, social, emotional, and physical development of the person from infancy to adulthood with special emphasis on the

educational implications of development. For Post-Bac M.Ed and School-Based M.Ed.

Program candidates only.

Instructor: Sheri Young, Ph.D.

Phone: 397-4364

Email: [email protected]

Office Hours: By appointment Note: Taking a summer course means that you are willing to complete the SAME

amount of material covered during a regular semester over a shorter period of time.

This course will cover 14 weeks of material in a five week period. Required Texts:

Santrock, R.J. (2010). Adolescence. Boston: McGraw-Hill. (13th edition)

Murphy, J. (2010). The educator‟s handbook for understanding and closing achievement gaps.

Thousand Oaks: Corwin. Learning Objectives:

Knowledge: Upon completion of this course the student will be able to:

1. identify the major research techniques used by developmentalists.

2. identify major theories of adolescent‟s intellectual development.

3. identify major theories of adolescent‟s social development.

4. identify major theories of adolescent‟s physical development.

5. identify major theories of adolescent‟s emotional development.

6. identify major theories of adolescent‟s moral development.

7. understand how research techniques are applied to assess theories of developmental

functioning (intellectual, social, physical, emotional, and moral functioning).

8. list major resource materials in developmental psychology.

9. understand the role of the major developmental theories in explaining normal and abnormal behavior.

10. understand how the family system affects the functioning of the adolescent in the school environment as well as the home or social environments.

11. differentiate a group differences approach from an individual differences approach to

studying human development.

12. understand the impact that socioeconomic status, gender, language, race and ethnicity

have on adolescent development in addition to the universals that adolescents experience.


Skills: Upon completion of the course, students will be able to:

1. identify traits associated with the academic achievement of children and adolescents

2. identify strategies that help improve academic performance.

3. identify the impact of families and societies on academic performance.

4. distinguish major research techniques used by developmentalists and recognize them

when they are used in applied descriptions.

5. identify major theories of intellectual development and recognize them in applied settings.

6. identify major theories of social development and recognize them in applied settings.

7. identify major theories of emotional development and recognize them in applied settings.

8. identify major theories of moral development and recognize them in applied settings. Attitudes: Upon completion of the course, students will be able to:

1. recognize the importance of the systematic study of adolescent behavior/growth from an

over-reliance on a “commonsense” approach.

2. recognize the interdependence of intellectual, social, emotional, moral, and physical

development in the development of the total person.

3. recognize the importance of understanding the children‟s development to better

understand adolescence and emerging adulthood.

4. understand the importance of matching level of instruction (and instructional technique) to

an adolescent‟s developmental needs.

5. appreciate the complexity of the developmental process. Course Requirements: Readings, Homework, Quizzes, Exams

READINGS - Students are expected to have assigned readings completed by the beginning of the

first class meeting of the week. The reading assignments are provided on the following pages.

The Santrock text is used as an introduction to developmental principles. Assigned readings not

found in the text, will be on reserve at the library, or in the psychology department, at least two

days prior to their due date. Readings other than those listed on the syllabus may be added

through the course of the semester. Discussion Leaders: Pairs will be asked to lead discussion on the topics as presented in the

readings list below. The presentations are worth 20 points. The points are assigned from two

sources. The first source is the class average based on an evaluation of: Clarity of Presentation 0 – Unclear 1 – Fairly Clear 2 – Clear

Rate of Presentation 0 – too slow 1 – too fast 2 – Appropriate

Content Coverage 0 – Insufficient 1 – Fair Amount Covered 2 – Material Well Covered

Ability to Address Questions 0 – Weak 1 – Fair 2 - Strong

Presentation Materials 0- Difficult to follow 1 – Inconsistent with Presentation

2 – Easy to Follow

A comments section will be provided for those of you who wish to give additional feedback to your

colleagues. While there will typically be 2-3 presenters each topic, the scores are based on

overall group work.

I will also evaluate each presentation and add my score to the overall group average. If it‟s

evident that one or more group members were ill- prepared, I reserve the right to issue

„individual‟ scores for the presentation.

Each reviewer will receive two points per day for evaluating presentations. There is obviously no

way of „making up‟ lost points if you miss class.

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HOMEWORK, QUIZZES, AND EXAMS – I reserve the right to give unannounced quizzes (and/or

homework assignments) throughout the summer session. The purpose of the quizzes and

assignments is to make sure that you are keeping current with the assigned material. Each quiz

will be worth a minimum of 10 points and will cover material from any source used in class

(videos, lectures, the text). The quizzes may be of any format (multiple choice, essay, fill-in-the-

blank). There will be ABSOLUTELY NO make up quizzes. The quizzes will typically be given at

the beginning of the hour. If you arrive late to class, you can use the remaining time to complete

the quiz, but you will not be given extra time. In some cases, quizzes may be given at the end of

the hour, and may cover that day‟s lecture material.

There will be two exams during the summer session worth 75 points each, and a final exam

worth 150 points. A varied format may be used for exams (multiple choice and Essay, or all

Essay, or Short answer and Essay, etc.). It is possible that at least one of the exams will be a

take home exam. You will not receive prior notice. You are to prepare for the exams as though

they are all „in class‟ exams. The goal is to have you study for ALL exams and prepare you to

complete the take home exam in sufficient time. Developmental Theory is implicit in all work we

cover during the course. At any time, following the discussion of theory, you may be quizzed or

tested on theory at any time.

You will not be allowed to make up a missed exam. You will not be allowed to take a

‘group’ or ‘pairs’ exam if you miss more than one class date during the period between

exams.

The final exam is comprehensive. The final exam will be given on the assigned date only. If you

wish to take the final exam on another date you MUST seek the permission of the Dean (see the

University guidelines posted in the Undergraduate Student Bulletin).

GRADING POLICY, ATTENDANCE, EMAIL, BLACKBOARD

GRADING SCALE:

A = 93% C+ = 77%

A- = 90% C = 73%

B+ = 87% C- = 70%

B = 83% D+ = 67%

B- = 80% D = 60%

EARNING LESS THAN 60% = F Please note that this scale refers to actual points, not percentage points. While there is one point

difference between an 89 and 90 percent, the number of points needed to earn each is

significantly different. Assume that 600 points are offered over the course of five weeks. Earning 540 points would result in a final grade of an A- (90%). Earning 534 points would result in a final grade of a B+ (89%).

ACADEMIC HONESTY: The University Undergraduate Student Bulletin has specific guidelines

concerning academically honest behavior. If you do not have a graduate bulletin, you will need to

obtain one as soon as possible. The university guidelines will be strictly enforced.

ATTENDANCE: Missing more than two class sessions will result in a failure for excessive absences,

UNLESS you have spoken to me first to make arrangements to stay current with class readings

and activities. If you miss a class, you will not be permitted to take part in group or paired

exams. Missing a day is the equivalent to missing roughly a week of class.

E-MAIL ACCOUNTS: Please be sure to regularly check email. If it‟s necessary to make a change to

the class schedule I will send email to the alert you of the change.

BLACKBOARD: For each exam I set up a „discussion board‟ to allow you to ask questions about the

material. By posting to blackboard, everyone has access to the same information. You are

responsible for any information that is provided via blackboard. I will not respond to individual

email regarding the material. I provide help over the weekend as a courtesy, but I cannot

manage dozens of emails over the weekend in addition to managing the blackboard site.

Students with Disabilities Policy:

John Carroll University recognizes its responsibility for creating an institutional climate in which students with disabilities can succeed. In accordance with University policy, if you

have a documented disability, you may be eligible to request accommodations from the office of Services for Students with Disabilities (SSD). Students with disabilities are

entitled to reasonable accommodations and should have equal access to learning. Please contact the SSD coordinator, Ms. Lisa Meeks, at (216) 397-4967 or come to the office located in room A7, in the Garden Level of the Administration Building. After your eligibility for accommodations is determined, you will be given a letter which, when presented to instructors, will help us know best how to assist you. Please keep in mind

that accommodations are not retroactive so it is best to register at your earliest convenience.

After your eligibility for accommodations is determined, you will be given a letter which, when

presented to instructors, will help us know best how to assist you. Please keep in mind that accommodations are not retroactive so it is best to register at your earliest convenience.

Additional numbers you may find useful

University Counseling Center--397-4283. Located on Belvoir, two doors away from the tennis

courts. A Counseling Center staff member is available 24 hours a day, seven days a week during

the school year. In the event of an emergency after regular working hours, an on-call person

from the Counseling Center can be reached through Campus Safety Services at 216-397-1234

(the Campus Safety Services Emergency Number).

Campus Ministry--(216) 397-4717

Campus Safety Services-- (216) 397-4600 (non emergency number)

Violence Prevention and Action Center – (216) 397- 2175

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Course Outline

It may be necessary to change the order of presentation of topics or change the topic for an

upcoming week. I will notify you in advance of the meeting date. It will be your responsibility to

prepare accordingly. If the order of topics changes or the readings change for the week, you are

still expected to be prepared.

Class Meeting Dates

Topic of Discussion

Readings/Assignments/Exams Due

Week of June 20th Introduction/Class

Discussion

The Science of Adolescent

Study

Santrock – Chapter 1

The Science of Adolescent

Study

Culture

Santrock – Chapter 12

Week of June 27h

Exam 1 - Group Exam/

Discussion

Psychosocial Problems in

Adolescence

Santrock: Chapter 13

The Brain and Cognitive

Development

Santrock: Chapter 3

Families

Santrock: Chapter 8

Week of July 4th

University Closed – 4th

of July Celebration

Peers, Romantic

Relationships, and

Lifestyles

Santrock: Chapter 9

Schools


The Self, Identity,

Emotion, and Personality

Santrock: Chapter 8

Week of July 11th

Exam 2– Pairs

Moral Development,

Values and Religion

Santrock: Chapter 7

Gender Development

Santrock: Chapter 5

Sexuality

Santrock: Chapter 6

Week of July 12th

Work, Leisure, the Mass

Media

Santrock: Chapter 7

Achievement, Work, and

Careers


Achievement

Murphy – Recommendations for Closing the

Achievement Gap

Final Exam – Individual

Administration

Sample List Of Journals Consulted:

Developmental Psychology

Intelligence

Journal of Adolescence

Journal of Applied Developmental Psychology

Journal of Clinical Child Psychology

Journal of Child and Family Studies

Journal of Early Adolescence

Journal of Research on Adolescence

Journal of Youth and Adolescence

The History of Family

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Conceptual

Framework

Learner Outcomes

Ohio Stnds for the Teaching Profession Learning

Activities

II-5. Understands how children/youth

develop and learn.

1.1 Teachers understand how and when

students develop and gain knowledge, acquire skills

and develop behaviors for learning.

1.2 Teachers understand what students know and are able to do, and use this knowledge to meet

the needs of all students.

Course readings, exams, quizzes

II-7. Understands

how learners differ in

their approaches to

learning.

4.4 Teachers apply knowledge of how students

think and learn to instructional design and delivery.

4.5 Teachers differentiate instruction to support

the learning needs of all students, including

students identified as gifted and students with disabilities.

1.5 Teachers recognize characteristics of gifted

students and students with disabilities in order to

assist in appropriate identification, instruction,

and intervention.

Course readings,

exams, quizzes

Program Conceptual Framework The goal of the Jesuit Ideal is a leader-in-service. The five dimensions of personhood interact to shape the educator as a leader-in- service. The department’s professional education programs for school personnel offer the content knowledge and skills, and afford the dispositions that contribute to the formation and growth of the professional as Person who embodies the Jesuit Ideal. The conceptual framework that grounds and guides the department’s professional education programs is illustrated in Figure 1.

Figure 1. Conceptual Framework of the Jesuit Ideal The figure illustrates the centrality of the educator as a person who through an effective program of professional education develops the knowledge, skills and dispositions that further develop the educator as a professional person who is a leader-in-

service to others. Note: Agency is defined as the “satisfying power to take meaningful action and to see the results of our decisions and

choices”. Murray, J. H. (1997). Hamlet on the holodeck: the future of narrative in cyberspace (p126). New York: Free Press.


Domain Learner Outcomes I. Contexts I-1. Understands the central concepts, tools of inquiry, competing perspectives and the

structure of the disciplines taught.



I-4. Creates a learning environment of respect and rapport. II. Learner Development II-5. Understands how children/youth develop and learn.






III-11. Uses knowledge of communication techniques to foster active inquiry, collaboration,

and supportive interaction.

111-12. Understands and uses formative and summative assessment approaches and

strateQies. IV. Person IV-13. Reflects on professional practices.

IV-14. Fosters relationships with caleaQues, parents, and aQencies in the larQer community.


john carroll university department of education and allied

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