PIEDMONT
COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing proactive educators to improve
the lives of all children
I. COURSE INFORMATION:
SPED 498
Collaborative and Inclusive Practices in Instruction
Prerequisites: Pass or Exempt PRAXIS 1, Admission to the Teacher Education
Program, Admission to Student Teaching, SPED/EDEC/EDMG 497, SPED/EDEC/EDMG 499
Credit: 3
Period: Each semester students will be notified by mail with their respective Student Teaching assignments
II. INSTRUCTOR INFORMATION:
Name: Dr. Gene Pease, Dr. William Brown
Office Location:L120, Martens Botanical Center
Phone Numbers:706 778 8500 ext 1279 ext 1232
E-mail: gpease@piedmont.edu bbrown@piedmont.edu
Fax Number:706 776 0135
Office Hours: Tuesday, Thursday 10-Noon, Monday, 4-5pm
III. TIME AND PLACE
CAMPUS: Demorest SEMESTER: Spring 2005
Time: 8:30-1200 Fridays, see schedule mailed with Student Teaching Information
Place: L130
IV. TEXT AND SUPPLEMENTARY READINGS:
Adams, N.G., Shea, C. M., Liston, D. D., Deever, B. Learning
to Teach: A Critical Approach to Field Experiences. (1998)
Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey.
Piedmont College School of Education Student
Teaching Handbook.
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:
Inspired by the liberal arts
tradition and a historical association with the Congregational Christian
Churches, Piedmont College cultivates a diverse, challenging and caring
intellectual environment to encourage academic success and spiritual
development.
To accomplish this mission,
the college offers a number of major fields of study that are informed by the
liberal arts, including specialized professional programs and selected graduate
programs. Instructional opportunities
are also provided at distant locations to meet student needs.
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 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).
VI. COURSE DESCRIPTION AND PURPOSE:
This course is a synthesis of all courses in your
major. Teacher candidates will
experience the reality of collaborating with colleagues whose specialty is not
their own. Teacher candidates in
general education and special education will work together to teach all
children the basic content areas of language arts, reading, math, science,
social studies.
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.
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:
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.
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.
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.
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.
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.
8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals.
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.
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.
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.
Synthesize collaboration techniques from all methods courses. CCLO: All
2.
Synthesize the school community.
CCLO: All
3.
Synthesize inclusion strategies from all methods courses. CCLO:
All
4. Apply collaboration and
inclusion strategies while teaching in a preK-5, 6th-8th grade or
special education classroom setting.
CCLO: All
IX. COURSE POLICIES & PROCEDURES:
1. Class
Attendance/Participation:
Attendance, timeliness, and participation 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 is as follows:
-Day classes meeting three times a week for entire semester: 6 absences
-Day classes meeting two times a week for entire semester: 4 absences
-All eight-week classes: 1 absence
-Evening classes meeting for entire semester: 3 absences
-This 9
week course: 1 absence
“All absences for
participation in recognized school events (e.g., athletics, drama, field trips)
will count against the teacher’s announced absence policy. The number of absences an individual teacher
may permit in a class, therefore, will not be in addition to the excused
absences.” (Piedmont College Handbook,
Policy and procedures Manual, Section VI, p.2)
Only those absences due to emergencies will be excused. Work missed due to an excused absence may be made up. It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work. Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester. Please contact the professor prior to absence when possible.
Active participation means
that every student prepares for class by reading the text and/or other assigned
readings and that each student actively participates in discussions and
activities conducted during class.
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 graduate 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. This class will be conducted in strict observance of the policy. Refer to your Piedmont College Student Handbook for details.
All work submitted must be your original work created in and for this course. It should be referenced properly using APA (including information from the internet). Double dipping (to be discussed in class) is not permitted.
4. Special Considerations: Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs. Reasonable and appropriate accommodations are coordinated through the Academic Support Office. Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations. Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special 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 and field experiences 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 these
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.
3. Description
of Assignments
1.
Candidates will collaboratively create a rubric to be used in their
assigned student teaching class. CO: 1
2.
Candidates will complete the Constructivist Lesson and Reflective
Planning Project.. CO: 1-4
3. Candidates will critique lessons according to a collaboration and inclusion rubric that has been created by the group. CO: 1,3,4
4. Candidates will create a School Case Study. CO: 2
4. Field Experiences: This
entire course is based on the Student Teaching
Field experience
XI. RESOURCES:
1.
Bibliography
Freiberg, H.J., Driscoll, A. (2000). Universal
teaching strategies. Allyn & Bacon, Boston,
MA.
Ornstein, A.C., Lasley II, T.J. (2000). Strategies
for effective teaching. McGraw Hill,
Boston, MA.
Wong: H. & Wong, R. (1998). How to be an effective teacher: The first
days of school.
Harry Wong Publications, Inc., Mountain View, CA.
http://trackstar.hprtec.org/main/display.php3?track_id=123910
http://www.pbs.org/teachersource/prek2/issues/602issue.shtm
http://www.circleofinclusion.org/english/links/teachers.html
http://www.powerof2.org/
http://www.uni.edu/coe/inclusion/index.html
http://www.ddess.org/
http://www.geocities.com/Heartland/Plains/6097/inclusion.html
2. Relevant Web Sites:
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
3.
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
Self rating on C & I rubric 20%
Colleague rating on C & I rubric 20%
School Case Study 15%
College instructor rating on C & I
rubric 35%
Professionalism Rubric 10%
|
Professionalism Rubric
|
|||
Attendance |
Candidate attends all classes, is always on time, and
stays for entire class |
|
Candidate missed more than maximum allowable classes, is
frequently late, or frequently leaves early. |
Contribution |
Candidate contributes effectively and appropriately |
Candidate nominally contributes to the class discussion
in an effective and appropriate manner. |
Candidate contributes very little. Candidate
contributions are inappropriate, ineffective, or nonexistent. |
|
Collaboration |
Candidate willingly and fully enters into a supportive
role with other members of the learning community, and is actively involved
in all class activities. |
Candidate sometimes enters into a supportive role with
other members of the learning community, offering and is sometimes actively
involved in class activities |
Candidate does not engage in supporting other members of
the learning community. Candidate
does not actively participate in all class activities. |
Grammar |
Candidate uses appropriate grammar when speaking and writing. |
Candidate makes occasional grammar errors when speaking
or writing. |
Candidate frequently uses incorrect grammar when speaking or
writing. |
Completeness |
All assignments are complete. |
Some assignments are incomplete. |
Most assignments are incomplete. |
|
Timeliness of
required work |
Assignments are always in on time. |
If assignments are late, candidate has discussed it with
the professor. |
Assignments are frequently late and no discussion has
been initiated by candidate |
XIII. TENTATIVE SCHEDULE
Meeting 1 & 2:
Synthesize collaboration and inclusion practices
from methods courses
Create collaboration and inclusion rubric.
Meetings 3-8:
Present and critique video tapped lessons
Meeting 9: as needed for instruction, presentations
and synthesis