PIEDMONT COLLEGE

SCHOOL OF EDUCATION

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

 

 

I.              COURSE INFORMATION:

SPED 744/745                                       

Prerequisites:   SPED 600, SPED 602                                                                                                                 Credit:    5 hours

Period:    TBA                                                                                      

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name:     Donna Andrews, Ph.D.                      

                Office Location:    L 108      

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

                E-mail:    dandrews@piedmont.edu                 

                Fax Number: 706 776-0135  

                Office Hours: by appointment                                                          

 

III.           TIME AND PLACE

              CAMPUS:   Athens              SEMESTER:    Spring 07                         

Time: In your classroom    

Place:      Athens Rm 5

 

IV.           TEXT AND SUPPLEMENTARY READINGS:

No text for this course

 

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.

 

 

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 teaching 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, in lieu of student teaching.  Through supervision from an instructor through the 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 assigned mentor, Director of Special Education or Curriculum Director.  Teacher candidates will be jointly supervised by faculty from Piedmont College and the Local School district employing the candidate.

 

Teacher candidates who are taking each of the Internships MUST have completely filled out and submitted Internship forms to the Department of Special Education PRIOR to placement.

 

 

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 Candidate Learning Outcomes:  

 

In addition to the Core Candidate Learning Outcomes identified by the School of Education, this course will address the following standards in alignment with the Council for Exceptional Children’s             

 

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) CCLOs 1,2,4
  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)

CCLOs 2,3,4,5,6,8

  1. 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) CCLOs 1,2,3,4,5,6,7,8
  2. 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) CCLOs 1,2,3,4,5,8
  3. 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)

CCLOs1,2,3,4,5,6,7,8

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)

CCLOs 1,2,3,4,5,6,7,8

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) CCLOs 1,2,3,4,5,6,7,8

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) CCLOs 1,2,3,4,5,6,7,8

  1. 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) CCLO 8,9,10
  2. 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) CCLOs 1,2,3,4,5,6,7,8,9,10

 

 

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:

               

These two courses will take place in your own classroom.  Having been entrusted with the responsibilities of a full time teacher, you will demonstrate your abilities over the course of the academic school year.  The Internship program is designed to meet the unique needs of conditionally certified teachers who are seeking certification in Georgia.  Upon completion of this course, candidates will:

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

CCLO 1,2,3,4,5,6,7,8

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

incorporating ancillary services with needs identified on students’ IEPs.

                        CCLO 1,2,3,4,5,6,7,8

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

CCLO 1,2,3,4,5,6,7,8,9

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

students. CCLO 1,2,3,4,5,6,7,8,9,10

                5.    Identify target behaviors for learners. CCLO 1,2,3,4,5,6,7,8,9

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

CCLO 1,2,3,4,5,6,7,8

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

       goals for the next year. CCLO 1,2,3,4,5,6,7,8,9,10

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

        other teachers. CCLO 1,2,3,4,5,6,7,8,9,10

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

Weakness.  CLLO 1,2,3,4,5,6,7,8,9

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

       settings and people. CCLO 1,2,3,4,5,6,7,8,9,10

 

 

IX.         COURSE POLICIES & PROCEDURES:

 

Class Attendance/Participation: 

Teacher candidates will report to their schools of employment and follow policies in these districts regarding attendance.  Regular communication with the supervisor from Piedmont College 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.

 

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:

Assignments for these two courses will follow in the next section. Due dates for each assignment will be discussed with the supervisor from Piedmont College.

 

3.   Description of Assignments:  

 

A.   First 8 weeks of the first semester:  SPED 744  DUE at Mid-Term

1.  You will write reflection papers on the following topics. Each paper will vary in length, should be typed and submitted to your supervisor on the schedule established at the beginning of the semester:

                     a.  Beginning of the year/semester:  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?

                   f. Meetings:  Keep a contact notebook of all meetings with parents and

       collaboration with other professionals.

2.        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.

                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:  Video tape a group lesson during the first 8 week period.  Discuss the taped                                     lesson with your supervising teacher.

 

 

B.  Second 8 weeks of the first semester:  SPED 744 DUE at the END OF THE SEMESTER

1.  You will write reflection papers on the following topics:

                     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 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.

            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:  Video tape a group lesson during the first 8 week period.  Discuss the taped                                                lesson with your supervising teacher.

 

 

COURSE REQUIREMENTS FOR SPED 745:

A.   First 8 weeks of the first semester:  SPED 745 DUE AT MID-TERM

       1.  You will write a reflection paper on the following topics:

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:

                •  Introduction.

•  Identification of the problem:  Include a description of the students, setting, and a synopsis of the students’ IEP goals.

                •  A review of the literature:  Include the 10 references selected.

            •  Explanation of the selected intervention.

                •  Baseline data.

                •  Application of the intervention with graphic representation.

                •  Analysis of the intervention.

                •  Implication 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

                Journal of Positive Behavior Interventions

                Exceptional Children

                Behavior Disorders