PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

 

I.              COURSE INFORMATION:

SPED      740  (Practicum in E/BD)  and SPED 741 (Practicum in SED or Autism)     

Prerequisites:   SPED 600, SPED 602, EDUC 610, EDUC 655                                                                                         Credit:    3 hours each course

Period:    TBA       It should be NOTED that ONLY Teacher Candidates with Teacher Certification, who have student taught are eligible to take either practicum. If you have not student taught and do not have a clear renewable teaching certificate you should either take SPED 742 and SPED 743 (Student Teaching sequence) or SPED 744 and SPED 745 (Internship sequence).                                                                  

 

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name:     Donna Andrews, Ph.D.      

                Office Location:    L 108      

                Phone Numbers:   706 778-8500  ext.1256         

                E-mail:    dandrews@piedmont.edu                 

                Fax Number: 706 776-0135  

                Office Hours: Schedule an appointment                                         

 

III.           TIME AND PLACE

              CAMPUS:    In your classroom               SEMESTER:    Fall                      

Time:      TBA

Place:      Your classroom

 

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:

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). 

 

Graduate MA and MAT Program Goals: 

The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students.  Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

¨       provide the candidate  with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

¨       use and facilitate critical thinking skills;

¨       enhance candidates’ content knowledge, integrating it with instructional technology;

¨       enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

¨       provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

 

MA Program Goals

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:

¨       enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

¨       broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

¨       expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

¨       enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;

¨       expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

¨       develop the candidate’s ability to assume roles as leaders and mentors in the profession;

¨       establish procedures that candidates can use to continually keep up-to-date on changes in the field;

¨       help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;

¨       encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

 

 

 

VI.           COURSE DESCRIPTION AND PURPOSE:

This course is designed to further candidates’ knowledge of and skills in applying strategies for modifying problem behaviors of students with behavioral disabilities.  Learning theory, measurement procedures, technology, and  verification of functional relationships will be introduced.  Students will be required to plan, implement, and evaluate an intervention with groups of students that have emotional behavioral disabilities and those with Autism Spectrum Disorders.

 

The purpose of this course is to provide candidates with an opportunity to apply research-based best practices to effect a change in academic and pro-social behavior of students with emotional behavioral issues, and those with Autism Spectrum Disorders.

 

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.

 

 

CEC Standards for E/BD 2003

Professional Standards for teachers of students with emotional/behavioral disorders:

  1. Teacher candidates will understand the field as an evolving and changing discipline based on philosophies, evidenced-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. (Foundations)
  2. Teacher candidates understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individuals with emotional learning needs. (Development and Characteristics of Learners)
  3. Teacher candidates are active and resourceful in seeing to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options. (Individual Learning Differences)
  4. Teacher candidates possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with emotional learning needs.  Special educators select, adapt, and use these instruction strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for students with E/BD. (Instructional Strategies)
  5. Teacher candidates actively create learning environments for students with emotional learning needs that foster cultural understanding, safety, and emotional well-being, positive social interactions, and active engagement of these students. (Learning Environments and Social Interactions)
  6. Teacher candidates understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and the use of language. Teacher candidates use individualized strategies to enhance language development and teach communication skills to individuals with emotional learning needs. (Language)
  7. Teacher candidates develop long-range individualized instructional plans anchored in both general and special curricula. Individualized instructional plans emphasize explicit modeling an efficient guided practice to assure acquisition and fluency though maintenance and generalization. (Instructional Planning)
  8. Teacher candidates use multiple types of assessment information for a variety of educational decisions.  The results of assessments are used to help identify exceptional learning needs and to develop and implement individualized instruction programs, as well as to adjust instruction in response to ongoing learning progress. (Assessment)
  9. Teacher candidates are guided by the profession’s ethical and professional practice standards, actively plan and engaging in activities that foster their professional growth and keep them current with evidence-based best practices. (Professional and Ethical Practice)
  10. Teacher candidates routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. Special educators promote and advocate the learning and well being of individuals with emotional learning needs across a wide range of settings and a range of different learning experiences; facilitating the successful transitions of students with emotional learning needs across settings and services. (Collaboration)

 

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.        Demonstrate knowledge of terminology, measurement techniques, monitoring designs, technology, and graphic procedures. 

2.        Demonstrate knowledge of intervention procedures for the increase and decrease of targeted behaviors in a variety of settings.  Effective intervention will be selected based on research on

best practice with regard to the operationalized identification of targeted behaviors or content and the pre-intervention data.

3.        Identify research designs used in current experiments of intervention.

                4.    Identify and apply interventions to targeted behavior or learning problems, collect and               

analyze data, determine if a functional relationship exists, and determine if a new intervention should be applied.

 

 

IX.           COURSE POLICIES & PROCEDURES:

1.  Class Attendance/Participation:

Candidates will report to their schools of employment and follow policies in the districts regarding attendance.  Regular communication with the supervising professor is expected. 

 

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.

 

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:

            A.  Candidates are responsible for all material presented in texts, handouts, and resource manuals.

B.  Teacher As Researcher paper:  Each candidate will complete a research paper.  These papers are to be referenced with no less than 10 professional sources. References selected must come from an approved professional journal with a publication date of 2000 to the present or some other approved professional source.  Each paper must be written and referenced using the American Psychological Association (APA), 5th edition guidelines.  The papers should be 10 pages, double spaced, and should include the following subtopics:

                                •  Introduction

                        •  Identification of the Problem (Include a description of the students, setting, and a

   synopsis of the students’ IEPs)

                                •  A Review of the Literature  (Resources selected to support the intervention identified)

                                •  Explanation of the Intervention

                        •  Baseline Data

                                •  Application of the Intervention

                        •  Analysis of the Intervention

                                •  Implications

 

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

Suggested professional journals include, but are not limited to the following:

                Journal of Applied Behavior Analysis

                Journal of the Association of Persons with Severe Handicaps (JASH)

                Exceptional Children

                Behavioral Disorders

                Journal of Emotional and Behavioral Disorders

Journal of Positive Behavior Interventions

                Autism and Developmental Disabilities

                Focus on Autism and Developmental Disabilities

                Education and Training in Mental Retardation and Developmental Disabilities

 

            C.  Weekly dialogue with the college professor through email journaling.

 

3.   Description of Assignments  

See descriptions above. You should also have dialogue with the college supervisor about the assignments and how you will apply them to the classroom situation you are currently in.

 

4.       Field Experiences :

This course may be conducted in your classroom or in a classroom for the duration of 90 semester hours.

 

                C.  Evaluation Criteria:

Grades for this course are assigned as P (passing) or F (failing).  All assignments that earn a grade of F will be resubmitted until corrections are made, and they meet criteria for a P. If you receive an F for this course, you have one semester to re-take the course, otherwise a permanent F will be recorded on your transcripts.

                                                               

 

 

 

XI. RESOURCES: 

               

1.   Bibliography

 

Alberto, P., & Troutman, A. (2003).  Applied behavior analysis for teachers.  (6th ed.).  Upper                                          Saddle River, NJ:  Merrill/Prentice Hall.

 

Algozzine, R., Serna, L. & Patton, J. (2001) Childhood behavior disorders: Applied research and

educational practices. (2nd edition). Austin, TX: Pro-Ed.

 

Bauer, A., Keefe, C., & Shea, T. (2001).  Students with learning disabilities or emotional/behavioral

disabilities. Saddle River, NJ: Merrill/Prentice Hall.

               

Burns, M., Storey, K., & Certo, N. (1999).  Effect of service learning on attitudes towards students

with severe disabilities.  Education and Training in Mental Retardation and Developmental Disabilities, 34 (1), 58-  65.

 

Freiberg, J. (ed.) (1999).  Beyond behaviorism: Changing the classroom management paradigm.

Needham Heights, MA: Allyn & Bacon.

 

Gallagher, P., Floyd, J., Stafford, A., Taber, T., Brozovic, S., & Alberto, P. (2000).  Inclusion of                            students with moderate or severe disabilities in educational and community settings: 

Perspectives from parents and siblings.  Education and Training in Mental Retardation and Developmental Disabilities, 35 (2), 135-147.

 

Gresham, F., & MacMillan, D. (1997).  Social competence and affective characteristics of students                    with mild disabilities.  Review of Educational Research, 67 (4), 377-413.

 

                Hardman, M. L., Drew, C. J., Egan, M. W., Wolf, B. (1993).  Human Exceptionality, (4th ed.).                                             Boston, MA:  Allyn and Bacon.

 

Hieneman, M., & Dunlap, G. (2000).  Factors affecting the outcomes of community-based

behavioral support:  I.  Identification and description of factor categories.  Journal of

Positive Behavior Interventions, 2 (3), 161-169.

 

Huefner, D. S. (2000). The risks and opportunities of the IEP requirement under IDEA ‘97.  The

Journal of Special Education, 33 (4), 195-204.

 

Jones, V., Dohrn, E., & Dunn, C. (2004).  Creating effective programs for students with emotional

and behavior disorders: Interdisciplinary approaches for adding meaning and hope to behavior change interventions.  Boston, MA: Pearson.

 

Kauffman, J. (2005).  Characteristics of emotional and behavioral disorders of children and youth,                                (8th ed.).  Upper Saddle River, NJ:  Merrill.

 

Kauffman, J., Mostert, M., Trent, S., Hallahan, D. (2002).  Managing classroom behavior: A 

reflective case-based approach. (3rd edition). Boston, MA: Allyn & Bacon.

 

Kauffman, J., Lloyd, J., Hallahan, D., & Astuto, T. (1995).  Issues in educational placement: 

Students with emotional and behavioral disorders. Hillsdale, NJ:  Lawrence Erlbaum

Associates.

 

Knoster, T. (2000).  Understanding the difference and relationship between functional behavioral

assessments and manifestation determinations.  Journal of Positive Behavior Interventions,

 2 (1), 53-58.          

 

Oswald, D., Coutinho, M., Best, A., & Singh, N. (1999).  Ethnic representation in special education:                                  The influence of school-related economic and demographic variables.  The Journal of

Special Education, 32 (4), 194-206.

 

Phelps, L. A., & Hanley-Maxwell, C. (1997).  School-to-work transitions for youth with

 disabilities:  A review of outcomes and practices.  Review of Educational Research, 67 (2),

 197-226.

 

Powell, R., McLaughlin, J., Savage, T., & Zehm, S. (2001).  Classroom management: Perspectives

on the social curriculum.  Upper Saddle River, NJ: Merrill Prentice Hall.

 

Rosenber, M., Wilson. R., Maheady, L., & Sinelar, P. (2004).  Educating students with behavior

disorder. (3rd edition).  Boston, MA: Pearson/Allyn & Bacon.

 

Siegal-Causey, E., & Allinder, R. M. (1998).  Using alternative assessment for students with severe

disabilities:  Alignment with best practices.  Education and Training in Mental Retardation

and Developmental Disabilities, 33 (2), 168-178.

 

Sugai, G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T., Nelson, C. M., Scott, T., Liaupsin, C.,

                Sailor, W., Turnbull, A., Turnbull III, H. R., Wickman, D., Wilcox, B., & Ruef, M. (2000).

Applying positive behavior support and functional behavioral assessment in schools.  Journal of Positive Behavior Interventions, 2 (3), 131-143.

 

Walker, H., Colvin, G,& Ramsey, E. (1995).  Antisocial behavior in school:  Strategies and best

                practices.  Pacific Grove, CA:  Brooks/Cole Publishing Company.

 

 Wallace, G., Larsen, S., & Elksnin, L. (1992).  Educational assessment of learning problems.  (2nd                   edition).  Boston, MA:  Allyn and Bacon.

 

              

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

Governor’s Council on Developmental Disabilities       http://www.ga-ddcouncil.org/

                Georgia Learning Resource System          http://glrs.org

                Autism web site with links:                http://www.autism.org/

Disability Resource Manual which gives links to all kinds of disability information: http://www.disabilityresources.org/

Links to Every Federal Agency: