PIEDMONT COLLEGE

SCHOOL OF EDUCATION

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

 

 

I.              COURSE INFORMATION:

SPED 742 and 743                                               

Prerequisites:   EDUC 655, SPED 600, 602, 633, 635, 683, 684                                                                                                                        Credit:    3 semester hours                                                                                 

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name:     Dr. Donna Andrews                           

                Office Location:    L 108      

                Phone Numbers:   706 778-8500 ext. 1256          Home: 706 878-3835 (please call before 9:30 p.m.)

                E-mail:    dandrews@piedmont.edu                 

                Fax Number:706 776-0135                   

                Office Hours: Mon. 1-3 p.m.  Wed. 10-12 a.m. or by appointment                                                              

 

III.           TIME AND PLACE

              CAMPUS: Your classroom                                      

Time:      school hours

               

 

IV.           TEXT AND SUPPLEMENTARY READINGS:

                No text. The APA manual below is suggested.

 

 

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). 

 

 

This is a foundational course for special educators. The goal of the special education program at Piedmont College is to provide undergraduate candidates knowledge in the behavioral, educational, and social development of students.  Through an individualized program of the study the program seeks to:

¨       Explain, discuss, and provide opportunities for application of the philosophical, historical, and legal foundations of special education, specific to mental retardation/developmental disabilities.

¨       Provide the candidate with the ability to understand, discuss, and apply the learning and behavioral characteristics of students with mental retardation/ developmental disabilities.

¨       Provide the candidate with opportunities to learn and apply an understanding of assessment, diagnosis, and academic and behavioral evaluation of students with mental retardation/developmental disabilities.

¨       Inform the candidates of instructional content and practice for educating students with mental retardation/developmental disabilities, and provide opportunities to refine their understandings.

¨       Provide opportunities to demonstrate skills specific to applied behavior analysis when teaching students with mental retardation/developmental disabilities to manage their own behaviors.

¨       Provide opportunities to candidates to demonstrate and apply professionalism and ethical practices when teaching students with mental retardation/developmental disabilities.

 

 

VI.           COURSE DESCRIPTION AND PURPOSE:

This is a two-semester course that represents the culmination of skills learned throughout the Master’s program.  The purpose of these two courses is to prepare candidates who are already working in a classroom of students with EBD, SED, and autism, yet who have not had a student teaching experience as an undergraduate candidate.  This course is designed to be taken over an academic school year.  Through supervision from an instructor from Piedmont College, supervision from the building supervisor/principal, and regular communication via electronic journaling, the candidate will be provided ample support in the role of teacher.  Additional support can be made available if needed, such as from the Director of Special Education of Curriculum Director. 

 

 

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.    Identify projected annual goals and individual objectives for students in the classroom.

2.        Describe the decision-making process for determining a functional daily schedule by

       incorporating ancillary services with needs identified on students’  IEPs.

3.    Describe and reflect upon parent meetings throughout the school year.

4.        Demonstrate and reflect upon collaboration with general educators toward LRE for your students.

5.    Identify target behaviors for learners.

6.    Identify an effective intervention for students’ targeted behaviors based on research findings.

7.        Collect and analyze data on IEP objectives to determine instructional effectiveness and project

       goals for the next year.

8.        Write effective, functional, daily lesson plans based on IEP objectives and collaboration with

       other  teachers.

9.        Describe and reflect upon behavior management plan in terms of effectiveness and areas of

       weakness.

10.     Describe and reflect upon transitions from holidays, new environments, generalization across  

       settings and people.

 

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

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 an 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. COURSE REQUIREMENTS FOR SPED 742:

You will gradually take over planning and teaching all classes for three consecutive weeks. You and your supervising teacher will need to work out a plan to have you gradually assume more and more planning and teaching responsibilities. For example, during week 2 of the semester you might take over planning and teaching one class for the week, then add the responsibilities for one class per week as the semester progresses.  After you have taught for full time for 3 consecutive weeks, you will gradually decrease the number of classes you are responsible for.

 

                A.   First 8 weeks of the first semester:  SPED 742

                1.  Reflection papers will be expected at the end of the first 8 weeks on the following topics:

a.  Beginning of the year:  Describe/reflect on your decision-making process for setting                  up your classroom, how you and your class adjusted to the routine, and what motivated you to make certain changes.

                                b.  Rules:  How did you determine the rules of your class?

                                c.  Daily schedule:  How did this evolve?

d.       IEP goals and objectives:  Identified the strengths and needs of the students.

e.        Projected annual goals:  How often will you check progress?  How will you

re-evaluate goals?

                2.  Meetings:  Keep a contact notebook of all meetings with parents and collaboration                                                        with other professionals.

3.       Journal:  Keep a journal twice weekly  about the issues, questions, concerns, and

reflections that you have with regard to your field experience.  This can be sent directly to the professor via email.

                                Keep your journal in a notebook: this will be checked by your supervising professor

                                intermittently throughout the semester.

 

4.       Lesson plans:  Your lesson plans will be checked each time your supervising professor visits. 

                Follow the building administrator’s directions for turning in lesson plans on site.

 

5.  Video tape:  Two video taped lessons will be required. You should vide- tape yourself

working with a small group(2-4 students) using direct instruction. Your second vide- tape should be of a larger group lesson (5 or more students). Discuss the taped lessons with your supervising teacher and make the video available to your supervisor from Piedmont.

 

 

                B.  Second 8 weeks of the first semester:  SPED 742

                1.  You will write reflection papers on the following topics, due at the end of the semester:

a.        Daily schedule and management system:  How are these components working?  What decision-making process do you use in maintaining or making changes in the original plan?

                                b.  Analysis of the group:  Is the group cohesive?  Why or why not?

c.  Transition for holidays and long weekends:  Do you recognize a need to assist

students and parents with this process?  How did you facilitate the transition?   Address the students’ needs as well as their parents’ needs in this reflection.

d.        Goals and objectives:  What adjustments have you made in the original goals and

objectives you had for the group and for individuals?  Did the group change?  How?

e.        Contact notebook:  Meetings with parents and other professionals should be documented.  Reflections should examine any changes that occur with those

contacted.  Address issues of trust.  How is trust established?  Has trust increased or decreased?  Why?

2.  Journal:  Keep a journal twice weekly about the issues, questions, concerns, and reflections

that you have with regard to your field experience.  This can be sent directly to the professor via email.

3.  Lesson plans:  Your lesson plans will be checked each time your supervising professor

 visits.

                                Follow the building administrator’s directions for turning in lesson plans on site.

4.Video tape:  Two video taped lessons will be required. You should vide- tape yourself

working with a small group(2-4 students) using direct instruction. Your second video-tape should be of a larger group lesson (5 or more students). Discuss the taped lessons with your supervising teacher and make the video available to your supervisor from Piedmont.

 

                C.  Evaluation Criteria:

                1.   Evaluation of assignments.

                2.  End of semester evaluation--Portfolio. See attached description.

2.       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.

 

                COURSE REQUIREMENTS FOR SPED 743:

 

You will gradually take over planning and teaching all classes for three consecutive weeks. You and your supervising teacher will need to work out a plan to have you gradually assume more and more planning and teaching responsibilities. For example, during week 2 of the semester you might take over planning and teaching one class for the week, then add the responsibilities for one class per week as the semester progresses.  After you have taught for full time for 3 consecutive weeks, you will gradually decrease the number of classes you are responsible for.

 

                A.   First 8 weeks of the first semester:  SPED 743

                1.  You will write a reflection paper on the following topics, to be turned in at the end of 8 weeks:

                                a.  Classroom routine:  How did you proactively manage a return to the classroom                                              routine after a long break?

b.        IEP goals and objectives:  Are these being appropriately met?  What changes do

you need to make?

                                c.  Contact notebook:  Document meetings with parents and other professionals.

                2.  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 source.  Each paper must be written and referenced using the APA (5th ed.) guidelines.  These papers should be 10 pages in length, double spaced, and should include the following topics:

 

                A) Introduction.

                B)  Identification of the problem:  Include a description of the students, setting, and a

                synopsis of the students’ IEP goals.

                C)  A review of the literature:  Include the 10 references selected.

                D)  Explanation of the selected intervention.

                E)  Baseline data (collected for 10 sessions)

                F)  Application of the intervention with graphic representation.

                E)  Analysis of the intervention.

                F)  Implications of the research.

 

                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)

                                Journal of Emotional and Behavioral Disorders

                                Exceptional Children

                                Behavior Disorders

                                Autism and Developmental Disabilities

                                Education and Training in Mental Retardation and Developmental Disabilities

3.       Journal:  Keep a journal daily about the issues, questions, concerns, and reflections that

you have with regard to your field experience.  This can be sent directly to the professor

via email.

4.       Lesson plans:  Your lesson plans will be checked each time your supervising professor

visits.

                      Follow the building administrator’s directions for turning in lesson plans on site.

5.  Video tape:  Two video taped lessons will be required. You should video tape yourself

     working with a small group(2-4 students) using direct instruction. Your second video tape  

     should be of a larger group lesson (5 or more students). Discuss the taped lessons with your 

     supervising teacher and make the video available to your supervisor from Piedmont.

 

B.  Second 8 weeks of the second semester:  SPED 743

                1.  You will write reflection papers on the following topics, due at the end of 8 weeks:

a.       Compare and contrast the changes in daily rules and routines over the course of  the year.

                                b.  Data collected.

                                c.  Transitioning from one class to another and the end of the year processes.

     Include methods used to assist parents.

                                d.  Contact notebook:  Document meetings with parents and other professionals.

2.       Copies of your IEP goals and objectives for each student based on current

functioning.               

3.       Journal:  Keep a journal daily about the issues, questions, concerns, and reflections that

you have with regard to your field experience.  This can be sent directly to the professor via email.

4.       Lesson plans:  Your lesson plans will be checked each time your supervising professor

visits. Follow the building administrator’s directions for turning in lesson plans on site.

5.  Video tape:  :  Two video taped lessons will be required. You should video-tape yourself

working with a small group(2-4 students) using direct instruction. Your second video-tape

 should be of a larger group lesson (5 or more students). Discuss the taped lessons with your

supervising teacher and make the video available to your supervisor from Piedmont.

 

 

C.  Evaluation Criteria:

                1.  Mid-term evaluation of assignments.

                2.  End of semester evaluation (See attached Portfolio requirements).

3.       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.

               

5.       Field Experiences:

This is a field based course. All instruction is in the field. You will be supervised by faculty from Piedmont College, in addition to employees of your school district.

 

XI.           RESOURCES: 

                1.   Bibliography

Fraser, B., Hensinger, R., & Phelps, J.  (1990).  Physical management of multiple handicaps:  A

professional’s guide, (2nd ed.)  Baltimore, MD:  Paul Brookes.

Heller, K., Alberto, P., Forney, P., & Schwartzman, M.  (1996).  Understanding physical, sensory,

and health impairments.  Pacific Grove, CA: Brookes/Cole Publishing.

Rusch, F. & Chadsey, J.  (1998).  Beyond high school:  Transition from school to work.  Belmont,

CA:  Wadsworth, Publishing Company.

Sitlington, P., Clark, G., & Kolstoe, O.  (2000).  Transition education and services for adolescents

with disabilities, (3rd ed.)  Needham Heights, MA:  Allyn & Bacon.

Snell, M.  (1993).  Instruction of students with severe disabilities, (4th ed.)  Upper Saddle River, NJ: 

Merrill Publishers.

Sternberg, L. (1994).  Individuals with profound disabilities:  Instructional and assistive strategies,

3rd edition.  Austin, TX:  Pro-ED.

Wehman, P. (1992).  Life beyond the classroom:  Transition strategies for young people with

disabilities.  Baltimore, MD:  Paul Brookes.

Wehman, P. & Targett, P.  (1999).  Vocational curriculum for individuals with special needs: 

Transition from School to Adulthood.  Austin, TX:  Pro-ED.

Wehmeyer, M., Agran, M., & Hughes, C.  (1998).  Teaching self-determination to students with

disabilities.  Baltimore, MD:  Paul Brookes.

Westling, D. & Fox, L.  (1998).  Teaching students with severe disabilities, (2nd ed.)  Upper Saddle