PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
I. COURSE
INFORMATION:
EDUC 338: ASSESSING AND
ASSISTING EFFECTIVE READING IN THE CLASSROOM
Prerequisites: EDEC/MG 331
Credit: Three hours
Period: 22
II. INSTRUCTOR
INFORMATION:
Name: Dr.
Patricia McCollum
Office Location: L-140
Phone Numbers: office—706-778-8500,
ex 1341
Home—706-282-0390
E-mail: pmccollum@piedmont.edu
Fax Number: 706-776-0135
Office Hours: Monday: by appointment
Tuesday: 2:00-5:00 p.m.
Wednesday: 3:00-5:00 p.m.
Thursday: by appointment
III. TIME
AND PLACE
CAMPUS: DEMOREST SEMESTER:
Fall
DATE: 2005
Time:
Wednesday evenings, 5:50-10:10 p.m.
Place: M-103
IV. TEXT
AND SUPPLEMENTARY READINGS:
American
Psychological Association. (2001). Publication
manual of the American Psychological
Association (5th ed.).
Washington, D. C.: Author.
Supplemental readings will be required
as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
V. PIEDMONT
MISSION:
Piedmont
College Mission:
Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. Learning opportunities are provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical standards and respect for diversity.
School of
Education Mission:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Specific ideals under-gird our conceptual
framework. We advocate the democratic
ideals of: equal rights and opportunities; individual freedom and
responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of
striving for our democratic ideals: engaging in participatory decision-making;
collaborating in teaching and learning; collecting information from all
constituencies; examining options and projecting
consequences; nurturing open discourse; providing for field experiences;
assessing processes as well as products; modeling democratic ideals in the
classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence,
clarity, accuracy, and responsiveness to feedback).
¨
COURSE DESCRIPTION AND PURPOSE:
This course is designed to provide future classroom teachers with
knowledge of reading-related problems and their causes and to develop their
abilities to use instructional strategies appropriately. Emphasis will be placed on informal
diagnosis and interpretation of reading abilities based on individual case
studies and implications for classroom settings. DIRECTED FIELD EXPERIENCE IS REQUIRED.
VII. SCHOOL
OF EDUCATION OUTCOMES
Core
Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive
teacher uses an understanding of individual and group motivation to create a
caring, democratic learning environment that encourages positive social
interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters the ideals of a democratic classroom by treating
students fairly and justly, providing intellectual challenge, and supporting
students as they pursue knowledge and understanding. CO: 1,4,6,7,8,9,10,11,13,14.
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, national
standards, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students.
CO:1,2,,3,6,7,8,9,10,11,12,13,14.
3) Student Learning: The reflective teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students’ intellectual, social, and personal growth. The teacher documents
student achievements and contributes to systems of accountability designed to
improve schooling. CO: 1,3,4,7,9,11.
4) Diversity:
By understanding that all learners are products of their innate abilities,
preferred learning styles, and cultural experiences, the democratic teacher
modifies instruction and assessments to meet diverse needs of all students. CO:
1,5,7,8,9,11.
5) Instructional Strategies: The proactive teacher understands and
uses a variety of instructional strategies to encourage the development of all
students’ creative talents, critical thinking, problem solving, and performance
skills. CO:
1,2,3,4,6,7,8,9,10,11,12,13,14.
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become knowledgeable, inquisitive learners.
CO: 1,2,3,5,6,7,8,9,10,11,12,13.
7) Communication and Technology: The proactive teacher uses knowledge of
effective verbal, non-verbal, and media communication techniques and
technologies to foster active inquiry, collaboration,
and supportive interaction in the classroom. CO: 11.
8) Planning Instruction: The scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals. CO: 1,2,3,4,6,7,8,9,10,12,14.
9) Reflection and Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction, attends
to the development of policies affecting education at the state and national
levels, proactively seeks opportunities for the continual development of a
personal pedagogy. CO: 1,3,11.
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher
communicates and collaborates with other educators, parents/families,
agencies and the community through democratic processes to support
student learning and well being. CO: 6,7,8,10,11,13,14.
Dispositions for All Candidates:
In addition to the common core learning outcomes, all
candidates are expected to be familiar with the dispositions expected of
professionals. Their work with
students, families, and communities reflects the following dispositions as
defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection,
done frequently and honestly; considers many possibilities for problem
solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management;
anticipates problems and difficulties in instruction; addresses pertinent
issues of school and community to support student learning; encourages
students’ critical thinking, problem solving, and creativity; plans for
important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications,
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do
so.
VIII. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the candidate will be able to:
1. Recognize widely accepted reasons for reading difficulties.
2. Administer an informal reading inventory
3. Refer to the IRA/NCTE standards for assistance in assessing reading and writing.
4. Interpret findings from an informal reading inventory to discover reader’s strengths and weaknesses for planning appropriate lessons for students.
5. Relate a child’s success or lack of success in learning to read to environmental, health influences, and/or lack of parental support.
6. Use established quantitative and qualitative testing procedures to measure reading performance and ability.
7. Establish an understanding of what occurs during reading by observing and collecting relevant instructional data on student performance during reading lessons.
8. Demonstrate knowledge and skills of effective ways to organize and manage reading instruction in the classroom environment for all students including diverse learners and children from different cultural and linguistic backgrounds.
9. Demonstrate knowledge of various remediation strategies which would facilitate reading development.
10. Examine and evaluate reading technology as a differentiated approach to reading instruction.
11. Produce structured components of a professional case study with appropriate scaffolding.
12. Survey and evaluate instructional materials for reading using readability formulas.
13. Explore and analyze the QCC objectives to produce appropriate instruction for children.
14. Utilize formative and summative literacy assessments.
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance/Participation:
Attendance, timeliness, and participation,
and professionalism are required and part of your grade. The School of Education policy states that
more than the allotted number of excused absences for any reason will result in
failure of the course. The allotted
number of excused absences for this course is as follows:
Evening classes meeting 8 times
during the semester: ONE ABSENCE
Additionally, tardiness or leaving class
early will be considered a partial absence reflected in your grade. Only those absences due to emergencies will
be excused; work missed due to an excused absence may be made up. Please
contact the instructor prior to the absence except in the case of extreme
emergency. It is your responsibility to review the syllabus and inform me in
writing how you will make up the work.
Your writing should include a statement about why you were absent and a
detailed quality description of the process you undertook to make up the work
as well as a comprehensive summary of the content that was covered in
class. Be sure to include a cover
page. If work is not made up, the
highest grade a candidate can receive for the course is a B. Any candidate who misses more than one class
will be asked to drop the course or will receive an F at the end of the
semester. Understand that reading a
classmate’s notes cannot easily duplicate many of the experiences of the course
and that your participation grade will certainly be affected by absences or
tardies.
ACTIVE
participation means that every candidate prepares for classes by reading the
text and/or other assigned readings and taking active part in discussions and
activities conducted during class. The candidate
is expected to submit quality work in all instances. Tardies to class are considered a rude interruption. While everyone has circumstances which
create lateness, repeated tardiness in UNEXCUSABLE. Three tardies will equal one absence regardless of the nature of
the tardy. PLEASE BE ON TIME!
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the Piedmont College catalog for additional information regarding
an incomplete).
If
the candidate’s illness is extended, causing more than two class absences, the
candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a
candidate may receive a “W” for the course.
INCLEMENT
WEATHER – In general, classes are
dismissed or cancelled (day and/or night classes) when conditions in and around
Demorest become such that the main streets and college parking lots become too
dangerous on which to drive. Candidates
who live outside the Demorest area for which road conditions are too difficult
to proceed should stay at home.
Candidates who miss class should consult their instructors for
assignments and make-up work. Dismissed
or cancelled classes must be made up during semester breaks, the first
available Saturday, or an agreed upon make-up by class members and the
professor. When classes are dismissed,
the following radio/TV stations will be informed of the action taken: Station
WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG
(6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11
Alive.
PARTICIPATION - Active participation means:
Ø
prepare for classes by
reading the text and/or other assigned readings;
Ø
attend all classes for
duration of allotted class time;
Ø
take active part and
contribute significantly during class discussions and activities;
Ø
be attentive and
respectful of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all assignments
on time.
2.
Written Work:
Use
APA style (5th ed.). All papers
for the course are to be typed using size 12 print and one of the following
fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free,
and grammatically correct (including punctuation, spelling, capitalization,
etc.). Make good use of writing
references such as dictionaries, writing handbooks, and computer spelling and
grammar checks.
QUALITY is important! Work
submitted should reflect your professionalism and college level work. Your writings and reflections will be
assessed according to the depth, breadth, clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your
own records.
3.
Academic Integrity:
By
accepting admission to Piedmont College, each candidate makes a commitment to
understand, support, and abide by the "Academic Integrity Policy"
without compromise or exception. (See the Piedmont College Catalog and the
Student Handbook for details of the policy).
This class will be conducted in strict observance of the policy. The College imposes strict penalties for
academic dishonesty (cheating, fabrication, facilitating academic dishonesty,
and plagiarism) as defined in the Catalog and Handbook.
Some
suggestions for helping you abide by the policy include:
1. All work submitted must be your original
work created in and for this course.
2. Cite and reference work properly using the
current APA guidelines.
1. Cite all quotes or paraphrased material.
It is better to over cite than not give credit to the author of a
work or source that you are using in your paper or project.
1. Any time you use the exact words of
researcher, author, or source, you must place the words in quotation marks when
your quote is less than 40 words. If
more than 40 words, place the quote in an indented block omitting quotation
marks. (See the APA Manual for specific
guidelines.)
2. You must also give credit to an author or source when you paraphrase.
3. When referring to information from your course text, be sure you cite and
reference the source and/or authors.
4. Follow the protocol in the current APA
manual for citing and referencing all electronic sources.
1. Double dipping is not
permitted. For example:
1. You may not use an assignment created in one
course to meet the requirements in another.
2. Visiting a classroom for one field
experience may not be used to meet a field experience requirement for another
course.
4.
Special Considerations: Piedmont College makes every effort to provide
reasonable and appropriate accommodations to students with disabilities. Accommodations must be coordinated through
the Office of Academic Support by contacting the director at 1-800-277-7020 ext
1359 or by email – dtaylor@piedmont.edu. Students are responsible for providing
accurate and current documentation of their disability and for making a written
request to the Director of Academic Support before receiving accommodations. Students with special needs (disabilities,
problems, or any other factors that may affect their performance or that
require special instructional strategies) should also make these needs known to
the professor/instructor during the first class session.
X.
STUDENT EXPECTATIONS
AND COURSE OUTLINE:
1. Instructional Methods
This class will operate as a democratic classroom. Candidates will engage in shared decision-
making and in taking responsibility for making the classroom the best it can
be. Interactive discussions and problem
solving will be emphasized where all ideas and contributions are explored and
respected. Various approaches will be
utilized by the candidates and professor including: lecture, demonstrations, observations, class discussions, small
group discussions, cooperative group work, field observations, use of
educational technology, student presentations, readings, writings, listening,
questioning, and formative and summative evaluations.
2.
Assignments:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class. Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose
15 points per class meeting unless prearranged by the professor and the
candidate. To meet the deadline,
assignments may be mailed (post marked by the due date) or delivered by a peer
at the class meeting. Make-up tests
will be considered if a reason for missing the original test is justified. Completion of ALL assignments is required
for a passing grade in the course. If
at any time you are unclear about assignments or expectations, please contact
me for clarification.
Other
assignments or activities may be required as deemed necessary to assure the
mastery of the course objectives as stated.
3. Description of Assignments
A. Schedule of Assignments
|
DATE |
TOPIC |
ASSIGNMENT |
|
Week 1, October 12, 2005 |
Teaching Reading Overview of Class |
For week 2, read chapters 1-3, complete learning log activities for week 2 |
|
Week 2, October 19, 2005 |
Social and Cultural Contexts of Reading; What teachers need to know about language; informal reading inventory |
For week 3, read chapters 4 & 5, complete learning log activities for week 3. |
|
Week 3, October 26, 2005 |
Emergent literacy; Building word knowledge ARTICLE #1 DUE |
For week 4, read chapters 6 & 7, complete learning log activities for week 4 |
|
Week 4, November 2, 2005 |
Reading Comprehension and Reading to Learn (content and study reading) MIDTERM EXAM |
For week 5, read chapter 8, complete learning log activities for week 5 |
|
Week 5, November 9, 2005 |
The writing process Group mini-lesson
presentations |
For week 6, read chapters 9 & 10, complete learning log activities for week 6 |
|
Week 6, November 16, 2005 |
Putting effective literacy instruction in practice: grades K-5 ARTICLE #2 DUE |
For week 7, read chapter 12, complete learning log activities for week 7 |
|
Week 7, November 23, 2005 |
Strategies for teaching ESL and for teaching reading in the Mother tongue |
Complete case study Work on take-home final |
|
Week 8, December 7, 2005 |
Presentation of case studies TAKE HOME FINAL DUE |
|
B. Description of Assignments
1.
Presentation of a Group Mini Lesson (10 points
maximum)
Groups will be formed early in the course and topics
will be assigned to produce an in-depth presentation on some reading
issue. Each member of the group will
work on an aspect of the research and presentation. One hour of class time will be provided. The lesson should include a.) definition of
the skill or strategy needed to work with the reading problem; b.) explanation
of how to identify and assess for the student’s weakness; c.) description of
current trends or controversies with this issue; d.) demonstration of how to
work with this problem to assist the student in becoming a more effective
reader. (Model the skill, provide practice for remediating the skill (not drill
pages)); and e.) inclusion of some type of technology and visual aid. A minimum of five professional resources
(journals, etc. with special emphasis on the READING TEACHER journal) should be
utilized as references to identify the trends and controversies associated with
the topic. Each group should prepare a
handout for the class regarding the problem/issue and a list of references (APA
format) for use with that problem.
Presentations will be evaluated according to an evaluation sheet given
to you when the project is first discussed in class.
2.
Case Study (25 points maximum)
A case study will be written from your experiences
with a student (grades 2-5) that you have tutored. The student should be identified as struggling in some area of
READING. This case study is a
professional work and must be typed using the outline that appears in Appendix
A. This case study must include all the
items listed in the outline as well as the following: a.) informal inventory summary sheets; b.) lesson plans written
for use with the tutee; and c.) typed sets of reactions to each plan answering
the questions listed in the outline. The grade for this section will include
your presentation of plans to work with the tutee and presentation of the
student’s work. The candidate will be
prepared to discuss with the class and with the instructor individually the
results of the informal reading inventory and the interest inventory prior to
engaging the tutee in any instruction.
The candidate will be prepared to share proposed ideas for instruction
of the tutee and receive guidance for the remediation process.
3.
Mid Term Celebration (15 points maximum)
A traditional examination in various objective and
subjective formats will be given addressing the material examined during the
first half of the course.
4.
Final Celebration
(15 points maximum)
This activity will address the material examined
during the second half of the course and will be administered in a take-home
format, encouraging depth of thought and application.
5.
Learning Logs (15 points maximum)
Candidates will complete a Learning Log activity at
least once per week during the 16 weeks of the class. Suggested learning log activities are listed at the end of the
syllabus.
6.
Journal articles (10 points maximum)
Candidates will complete a review of 2 journal
articles in addition to those described above.
The articles should be related to assessing and assisting struggling
readers. Articles will be selected from
The Reading Teacher or other journals
approved by the professor. Candidates
are encouraged to read the articles suggested by the author of the textbook.
7.
Professionalism:
Reading, Attendance, and Participation (10 points maximum)
Points for Reading and Attendance will be awarded as
follows:
·
Complete all assigned readings and have perfect attendance—5 points
·
Complete most assigned readings & miss less than or half of allotted
absences—3 points
·
Complete some assigned reading & miss more than half of allotted
absences—1 point
Points for Participation will be awarded as follows:
·
Enthusiastic participation in class discussion, group activities and
presentations. Demonstrated respect for
others and interest in varying opinions, experiences, etc.—5 points
·
Moderate participation in class discussions, group activities and
presentations—3 points
·
Only contributes to class discussions, group activities and presentations
when called upon—2 points or less
·
4. Field Experiences :
Each candidate is responsible for
arranging and documenting his/her field experiences at
an appropriate
grade level. Keep in mind that Early
Childhood Majors are required to work in
grades P-K, 1-3,
and 4-5. When selecting field
experiences, be sure that you are getting a good
representation
from each of the grade level areas for documentation of field experiences. You must document a minimum of ten hours of
field experience for this course.
RESOURCES:
Bibliography
Allington, R.L.
(2001). What really matters for
struggling readers: Designing
research-based programs. New York: Addison Wesley.
Barr, R., Blachowicz, C.L.Z., Katz, C. & Kaufman (2002). Reading
Diagnosis for teachers: An instructional approach (4th ed.).
Boston: Allyn & Bacon.
Cunningham, P.M. (1995). Phonics
they use: Words for reading and writing
(2nd ed.). New
York: Harper Collins.
DeVries, B.A. (2004). Literacy assessment and intervention for
the elementary classroom. Scottsdale, AR: Holcomb Hathaway.
Flippo, R.F. (1999). Bring life into learning: Create a lasting literacy. Portsmouth,
NH: Heinemann.
Fountas, I.C. & Pinnell, G.S. (2001). Guiding readers and
writers grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth,
NH: Heinemann.
Freeman, E.B. & Person, D.G. (1998). Connecting information children’s books with
content area learning. Needham Heights, MA: Allyn & Bacon.
Goodman, K. (1999). Phonics phacts. Portsmouth, NH: Heinemann.
Graves, D. (1999). Bring life into learning: Create a lasting literary. Portsmouth,
NH: Heinemann.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading
comprehension.
Portsmouth, NH: Heinemann.
Jenkins, C.B. (1999). The
allure of authors: Author studies in the elementary classroom. Portsmouth,
NH: Heinemann.
Lyons, C.A. (2003). Teaching struggling readers: How to use
brain-based research to maximize learning. Portsmouth, NH: Heinemann.
McCormick, S. (2003). Instructing students who have literacy
problems (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Pinell, G.S. & Fountas, I.C. (1998). Word Matters: Teaching
phonics and spelling in the reading/writing classroom. Portsmouth, NH:
Heinemann.
Smith, J.W.A. & Elley, W.B. (1997). How children learn to
read. Katonah, NY: Richard C. Owen.
Relevant Web Sites: (Add or delete
based on content and needs of course.)
Piedmont College’s Web Page: www.piedmont.edu
§
Library: http://library.piedmont.edu
§
Galileo: http://www.galileo.usg.edu/
§
Bookstore: http://www.piedmont.bkstr.com/
§
Georgia Professional
Standards Commission: www.gapsc.com
§
Georgia Department of
Education: http://www.doe.k12.ga.us/
§
QCC objectives/GPS: http://www.glc.k12.ga.us
US
Department of Education: http://www.ed.gov/
Education
World: http://www.education-world.com/
Internet
Public Library: http://www.ipl.org/
Education
Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
National Council of Teachers of English: http://www.ncte.org
Center
for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu
Center
on English Learning and Achievement (CELA): http://cela.albany.edu
Better
Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com
News
about the reading profession: http://www.reading.org
Preventing
early reading failure: http://www.successforall.net/tutoring.htm
Center
for the Improvement of Early Reading Achievement: www.ciera.org
IRA
books: http://bookstore.reading.org
ASCD: www.ascd.org
SUGGESTED
JOURNALS:
Reading
Research Quarterly
The
Reading Teacher
Journal
of Reading
Georgia
Journal of Reading
Reading
Improvement
Reading
Research and Instruction
Praxis Information:
All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching. Students may exempt this requirement by providing either SAT, ACT, GRE, CBEST, CLAST, or FTCE scores which meet the following criteria:
SAT: minimum required score – 1000 (w/ no minimum verbal score or math score required) The composite score is obtained by adding the verbal and the math scores. Candidates must take both the verbal and the math sections of the test.
ACT: minimum score – 43 (w/ no minimum English score or math score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the English and the math sections of the test.
GRE: 1030 minimum score (w/ no minimum verbal score or quantitative score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the verbal and quantitative sections of the test.
CBEST: Passing Scores indicated on score report – Used in California and Oregon
http://www.ctc.ca.gov/profserv/examinfo/cbest.html
CLAST: Passing Scores indicated on report – Used in Florida
http://www.firn.edu/doe/sas/clast/clstpscr.htm
FTCE: General Knowledge – Passing Scores indicated on score report – Used in Florida
http://www.cefe.usf.edu/TestDescGK.aspx
Teacher candidates who are seeking initial certification must also pass Praxis II in the appropriate
content area in order to be recommended for certification. Candidates who are currently certified
and are adding a new field must also pass the appropriate content exam. Information on Praxis I &
II may be found at www.ets.org/teachingandlearning/index.html
XII. ASSESSMENT
AND EVALUATION
Assignments points
Professionalism 10
Case
Study 25
Mini
Lesson (group) 10
Mid
Term Examination 15
Final
Celebration 15
Learning
Logs 15
Journal
Articles 10
TOTAL POINTS 100
GRADING SCALE
A=92-100
B=82-91
C=72-81
D=61-71