form 1 - boarddocs, a diligent brand · 2019. 5. 18. · (form j – master of arts in teaching)...

1

FORM 1

NEW TEACHER PREPARATION PROGRAM COVER PAGE

Name of University of Private Provider: SOUTHERN UNIVERISTY AND A&M COLLEGE Official(s) Primarily Responsible For the Overall Implementation of the Program:

#1 Name, Rank, & Title: Dr. Diana Kelly, Chair and Associate Professor, SUBR Department of Curriculum and Instruction Address: PO Box 9983, Baton Rouge, LA 70813 Telephone: 225-771-3961

E-mail: [email protected]

#2 Name, Rank, & Title: Address: Telephone:

E-mail:

REDESIGNED PROGRAMS TO BE SUBMITTED

Check ALL redesigned programs being submitted for evaluation.

1. Baccalaureate Degree

Grades Content Area(s) – Grades 4-8, 6-12, & K-12 Only) Grades PK-3 Grades 1-5 Grades 4-8 Grades 6-12 Grades K-12

2. Practitioner Teacher Program

Grades Content Area(s) – Grades 4-8, 6-12, & K-12 Only) Grades PK-3 Grades 1-5 Grades 4-8 Grades 6-12 Grades K-12

3. Master of Arts in Teaching

Grades Content Area(s) – Grades 4-8, 6-12, & K-12 Only) Grades PK-3

Grades 1-5 Elementary Education (Focus on Urban Education and Teacher Leadership) Grades 4-8 Grades 6-12 Grades K-12

2

4. Certification-Only Program Grades Content Area(s) – Grades 4-8, 6-12, & K-12 Only)

Grades PK-3 Grades 1-5 Grades 4-8 Grades 6-12 Grades K-12

By signing and submitting this proposal, the signator is certifying that the degree: (1) has been jointly developed by university/private provider faculty and K-12 schools; (2) addresses Louisiana’s Components of Effective Teaching, NCATE accreditation standards, and PRAXIS expectations; and (3) is based upon empirical research pertaining to effective practices. Name and Title Campus Head/Authorized Campus Representative or Private Provider Head: Dr. Ray Belton, President/Chancellor Signature of Campus Head/Authorized Campus Representative or Private Provider Head: (See scanned signature below) Date: January 8, 2016

Telephone Number: 225-771-4680

E-mail Address: [email protected]

4

TABLE OF CONTENTS Cover Page Table of Contents Forms Overview of the Program Program Description Structure of the Program Teacher Preparation Program and District Collaboration Recruitment and Selection Recruitment Screening and Selection for Program Support of Program Completers Narrative Descriptions of Courses Description of Clinical Experiences Assessment System and Program Evaluation Assessment of System Program Evaluation Institutional Level Evaluation of Program

5

(Form J – Master of Arts in Teaching)

FORM 3 - MASTER OF ARTS IN TEACHING DEGREE ALTERNATE CERTIFICATION

OFFICIAL PLAN Name of University: Southern University and A & M College (BR Campus) Name of College Awarding the Degree (College of Education, College of Arts/Science, etc.):

College of Education, Arts and Humanities

Major: Elementary Education (Master of Arts in Elementary Education—Grades 1-5)

Minor/Concentration - if appropriate:

Type of Certification & Content Areas:

List type of certification (e.g., Elementary Education – Grades 1-5; Secondary Education – Grades 6-12, etc.): Elementary Education—Grades 1-5 List the content area(s) for certification – if appropriate (e.g., French, Vocal Music, English, Biology, etc.): Elementary Education (Focus: Urban Education and Teacher Leadership)

Directions: Please list the course hours, prefixes, numbers, and titles that have been approved by your

university for the Master of Arts in Teaching Degree – Alternate Certification.

Program Requirements

Semester Hours

Required

Course Prefixes and Numbers

Course Titles

KNOWLEDGE OF THE LEARNER AND LEARNING ENVIRONMENT (15 hours)

3 CRIN 528 Education of the Culturally Different (Child Psychology) 3 CRIN 563 Trends in Discipline/Motivation for Diverse Learners 3 CRIN 602 Urban Education 3 CRIN 546 Seminar in Education Problems (Action Research)

3 CRIN 561 Literacy and Language Diversity METHODOLOGY AND TEACHING (12-15 hours)

3 CRIN 527 Science, Mathematics, and Social Studies in Elementary Schools

3 CRIN 531 Diagnosis and Correction of Reading Difficulties 3 CRIN 503 Foundations of Reading Instruction 3 CRIN 524 Social Studies in Elementary Schools

INTERNSHIP OR STUDENT TEACHING (6-9 hours)

3 CRIN 450 Internship I 3 CRIN 451 Internship II

Other Courses (If Applicable)

3 CRIN 604 Urban Education Leadership (Directed Study in Urban Education)

TOTAL HOURS (33-39 hours)

36

6

FORM 4

PROGRESSION OF CLINICAL EXPERIENCES

TYPE OF PROGRAM: (CHECK ONE – Note: Use a separate form for each type of certification.)

PATHWAY: (e.g., Practitioner Teacher Program:

Master of Arts in Elementary Education (Grades 1-5)

Grades Areas of Certification

X Grades 1-5 Grades 4-8 Areas (e.g., English): Grades 6-12 Areas (e.g., Math):

Directions: For each pathway, grade levels, and area(s) for certification, provide a listing of the performance

activities that candidates will complete as they move through their programs and apply knowledge in clinical experiences. Although some courses may not include performance activities, it is anticipated that the total program will provide candidates with opportunities to apply new knowledge through clinical experiences.

Course Numbers or

Names of Modules/Seminars/Etc.

Listing of Performance Activities

Number of Clock Hours

Required for Clinical Experiences

7

CRIN 450

Teacher candidates are embedded in their own classrooms under the leadership and direction of teacher practitioners and university supervisors. Candidates plan, design, and implement instruction as well as formative and summative assessment using evidence-based instruction and assessment strategies. Pedagogical activities will be closely monitored by clinical faculty. This phase includes much emphasis on reading articles and publications and research and discussing evidence-based, best and promising practices. University and school-based clinical faculty will work collaboratively with teacher candidates to ensure their growth and confidence as they prepare their students to master learning outcomes. Candidates are critiqued and provided with feedback on a regular basis. Candidates will meet as a group to reflect and share experiences. CRIN 450 will convene twice or as needed to discuss and review pedagogical practices, research current trends and best practices, discuss instructional assignments, and make class presentations. University-based clinical faculty will evaluate candidates on various sections of Compass or TAP during their observations and classroom critiques. Candidates will maintain journals to document growth. This course is 100% clinical practice, combined with university classroom experiences.

100% clinical practice

CRIN 451

Teacher candidates enrolled in this advanced clinical experiences course are embedded in their own classrooms. They will build upon the skills acquired in CRIN 450. This course features greater autonomy as candidates continue to implement best practices learned in CRIN 450, while developing as independent professionals. In this course, the university and school-based clinical faculty release greater responsibility to the candidates for planning and executing instruction and assessment tasks. CRIN will convene monthly to reflect upon and share experiences; review their teaching practices and successful/not so successful student learning outcomes; and discuss/make presentations relating to course assignments. Teacher Candidates in this course will also be evaluated by university clinical faculty using Compass or TAP. These candidates are expected to show gains on their evaluations from CRIN 450 to CRIN 451

100% clinical practice

8

CRIN 503 CRIN 524 CRIN 527 CRIN 531

Candidates enrolled in these three courses will participate in instructional planning, instructional delivery, progress monitoring, and formative and summative assessment as it relates to their specific course content through field experiences in the university’s Professional Development Sites as well as embedded classroom clinical experiences during Internship classes.

60

CRIN 528

Candidates will observe and interact with students to identify the psychological, developmental, social, and educational characteristics of the culturally diverse, students with mild to moderate disabilities, behavior disorders, etc., and reflect upon reality as compared with society’s views of them, e.g., is there a misconception about diverse students. Candidates will demonstrate effective evidence-based instructional and assessment strategies for diverse students.

20

CRIN 546

Candidates will use field experiences in urban classrooms to observe and gather research data. They will identify a classroom or school problem, create a plan, develop a research proposal, and gather data as they conduct the research. During their final summer class, candidates will analyze the data, report results (orally and in writing), and develop implications for their future teaching practice and urban education in general.

20

CRIN 561

Candidates will interact with students and focus upon the literacy and language development of linguistically diverse students—those who speak a regional or social variation of English or those whose home language is other than English. Candidates will identify the areas of conflict between home language and school expectations as well as build upon the cultural and linguistic strengths of diverse students in reading, writing, and language arts instruction.

20

9

CRIN 563

Candidates will observe classroom procedures and focus critically on the mechanics of developing a personal system of classroom management that is based upon a logical, philosophical, sociological, psychological, humane and legal basis. Candidates will use field experiences to create positive and productive classroom environments for educationally, behaviorally and culturally diverse students in urban settings that contribute to enhanced learning outcomes.

20

CRIN 602 CRIN 604

Observations of urban school settings will provide candidates with an understanding of the policies and practices likely to be found in urban schools, and their effects on students, parents, educators, and the larger community.

40

Note: Please make additional copies of this page if needed.

10

FORM 5 ALIGNMENT TO STATE TEACHER STANDARDS AND EVALUATION

TYPE OF PROGRAM: (CHECK ONE – Note: use a separate form for each type of certification.) PATHWAY: (e.g., Practitioner Teacher Program): Master of Arts in Elementary Education (Grades

1-5) ü Grades Areas of Certification ü Grades 1-5 Elementary Education (Focus: Urban Education and Teacher Leadership) Grades 4-8 Areas (e.g., English): Grades 6-12 Areas (e.g., Math): Directions: For each pathway, grade level certifications, and content area(s), identify the one or two primary

courses/modules that include a performance objective and performance assessment which addresses the Domains and Components for the State Teacher Standards and Evaluation. Type the course number(s) (e.g., EDUC 201) that addresses the Components in the last column. Descriptions of each Domain, Component, and Critical Attributes can be found at the following URL: http://www.louisianabelieves.com/docs/key-compass-resources/2013-2014-compass-teacher-rubric.pdf?sfvrsn=2

Domains

Components

Course Module Numbers

Domain 1: Planning and Preparation

1c: Setting Instructional Outcomes

CRIN 503 CRIN 531

Domain 2: The Classroom Environment

2c: Managing classroom procedures

CRIN 450 CRIN 451

Domain 3: Instruction

3b: Using Questioning and Discussion Techniques

CRIN 527 CRIN 528

3c. Engaging Students in Learning

CRIN 531 CRIN 546

3d. Using Assessments in Instruction

CRIN 531 CRIN 561

http://www.louisianabelieves.com/docs/key-compass-resources/2013-2014-compass-teacher-rubric.pdf?sfvrsn=2http://www.louisianabelieves.com/docs/key-compass-resources/2013-2014-compass-teacher-rubric.pdf?sfvrsn=2

11

IV. OVERVIEW OF THE PROGRAM A. Program Description 1. Structure of Programs Southern University and A&M College (Baton Rouge, LA) is requesting academic approval of the Master of Arts in Elementary Education (Grades 1-5) program of study. The proposed program will focus on urban education and teacher leadership. The aforementioned program will be housed in the College of Education, Arts and Humanities (CoEAH), Department of Curriculum and Instruction. This MAT is designed to attract, retain, and ensure maximum participation by non-certified teacher candidates, both provisional teachers and candidates who currently hold a BA or BS degree in other disciplines. The program will provide teacher candidates with the knowledge, skills, pedagogical and professional dispositions, research-based practices, and hands-on clinical experiences required for working with students, parents, and other stakeholders in urban environments. The proposed program consists of 36 graduate credit hours to be completed within a cohort group over two summers and two semesters; this includes a one-year residency in an urban school setting. The first summer introduces candidates to urban education and provides the knowledge necessary to begin classroom teaching. During the fall and spring semesters while candidates are in residencies in their own urban classrooms, course work will continue to support their skills and knowledge base in reading, content subject matter, classroom management, working with educationally, culturally, and behaviorally diverse students, assessment, developmentally appropriate instruction, psychology, urban education issues, etc., with specific instructional strategies for urban settings. The final summer will provide time for the enhancement of leadership skills and for reflection on teaching practices with the completion of an action research project.

In response to guidelines and mandates, this proposed program is aligned with Bulletin 113, Part XCV, Louisiana Reading and Language Competencies for New Teachers and the state literacy plan and numeracy strategies. Curriculum for the proposed program reflects Compass and Common Core standards; the new state standards approved by Louisiana Department of Education (LDOE) and the BESE; NCATE/TEAC/CAEP national accreditation standards; and LDOE’s Bulletin 746, Section 235. The proposed MAT clearly supports the four elements of our College’s Conceptual Framework: Best Practices, Critical Thinking, Multicultural Perspectives, and Global Perspectives. The proposed MAT will provide an alternative path to certification for preparation of elementary teachers, consistent with the standards discussed above. While our existing non-degree Certification-Only Alternate Program has produced excellent teachers, the proposed MAT program of studies represents a significant improvement over the former program because of its unique focus on urban education and teacher leadership, and degree granting capabilities. The existing Certification-Only Alternate Program will be terminated once the proposed program is approved. Due to its distinctive focus and content, this elementary MAT program differs from other certification programs. While our teacher candidates will be skilled enough to teach any student, they will be specifically prepared to teach marginalized students in urban settings, e.g., low-income students, students of color, students from diverse cultures and with diverse educational

12

needs. As a means of improving student learning outcomes, each course is designed with a focus on those pertinent teaching strategies and school policies that result in the urban student’s success. 2. Teacher Preparation Program and District Collaboration Southern University has created a committee of diverse district and other pertinent partners who have assisted in developing this program. These partners will continue to serve as an Advisory Committee as we move forward. The committee charged with designing and developing this proposed MAT program was headed by Dr. Luria Young, former Dean of Education, Arts and Humanities; Dr. Diana F. Kelly, Chair of the Department of Curriculum and Instruction; and Dr. Lisa Delpit, an internationally and nationally acclaimed expert in the area of urban education. The committee consisted of two (2) science faculty, one (1) mathematics faculty, one (1) social studies faculty, one (1) reading specialist, one (1) district principal, one (1) district teacher, one (1) parent, representatives of East Baton Rouge Parish Schools, two (2) representatives from New Schools of Baton Rouge, one (1) representative from City Year Baton Rouge, and one (1) representative from Celerity Schools of Louisiana. Committee members were selected by discipline and expertise to ensure the eclectic composition of the committee. In addition to designing and developing the proposed program, certain members were selected, according to their areas of expertise, to perform the following functions: a). Proffer suggestions for specific courses and suggest activities, artifacts, and other assessment measures to prove course content mastery and alignment with performance standards; b). Establish criteria for admission; c). Plan strategies for recruitment, retention, follow-up, and the use of evaluation data that is essential to continuous program improvement; d). Assist in the design and development of course descriptions and sequences; e). Identify and interact with groups as possible sources of funding for candidates; and f). Assist in the design and development of the MAT Handbook. Southern University’s Education unit has existing Memorandum of Understanding (MOU) agreements with several surrounding school districts, including East Baton Rouge Parish School System, City of Baker Schools, the Recovery School District, Iberville Parish, and the Southern University Laboratory School. These agreements provide mentor teachers to monitor and supervise the clinical experiences that our teacher candidates participate in at the district level. Through collaborating schools, candidates are immersed in problem based learning experiences that reflect evidence-based practices and engage in data driven continuous improvement designed to close achievement gaps among student subgroups. All of the teachers who participate as mentors/supervisors in the districts with which we partner, are certified and highly effective teachers; they receive on-going training to ensure the quality of the clinical experiences. These collaborations and the resulting candidates’ performances are monitored and data driven analysis indicates strengths and/or weaknesses of the participants and/or the program. Faculty, mentor teachers, and teacher candidates reflect upon the data and make adjustments as dictated by the data.

13

In addition to the district partners indicated above, Southern University has collaborations with New Schools of Baton Rouge, City Year Baton Rouge and Celerity Schools of Louisiana. Through this partnership, significant funds will be generated to provide support and/or stipends for teacher candidates who will be engaged in internships at those sites. 3. Recruitment and Selection a. Recruitment Southern University’s current non-degree Certification-Only alternate program has been welcomed and supported by regional school districts. Numerous districts, community organizations, and other stakeholders with which the university collaborates have urged us to develop a master’s degree bearing alternate certification program that specifically trains teacher candidates to teach successfully in urban environments. In addition, New Schools of Baton Rouge, City Year Baton Rouge corps members, and other adult populations in our region have expressed interest in the proposed MAT program. A recent recruitment fair for paraprofessionals in East Baton Rouge Parish School System yielded a database of approximately 200 potential candidates with non-education university degrees who are interested in earning a Master’s degree in an alternate certification program. Recruitment for the proposed program will place strong emphasis on males of color because, although statistics are limited, data indicate that only two (2) percent of teachers nationwide are African-American males1, and of that number, less than one (1) percent is employed as elementary school teachers2. Recruitment efforts will be focused upon non-education graduates from SUBR and other institutions that have had some experience with children or families in urban settings, and who may be interested in changing their career paths; paraprofessionals with undergraduate degrees hired by school districts; and teachers with provisional credentials working in urban classrooms. Several recruitment strategies have been identified to attract qualified candidates to the proposed program. These strategies include, but are not limited, to the following:

• Meeting with university department heads from non-education programs of study to identify graduates who are seeking other career opportunities;

• Attending recruitment fairs hosted by local and regional school districts; • Collaborating with local groups that have access to Black males, e.g., 100 Black Men; • Sending letters and brochures to recent non-education baccalaureate program graduates; • Providing district and regional human resources directors with advertisements containing

a brief description of the program, including websites, e-mail addresses, and contact numbers for distribution to teachers and/or for placement in faculty lounges and other areas of the schools; and

• Attending faculty and recruitment meetings at local charter school districts. 1Matheson, K. (Oct. 9, 2009). Few teachers are black men. USA Today. 2Amos, D.S. (April 14, 2014). Grants seek black males to teach in elementary schools. The Florida-Times Union.

14

(3) b. Screening and Selection for Program Candidates for the proposed program must have a baccalaureate degree from a regionally accredited university, and have passed the relevant Praxis Examinations discussed below. Moreover, candidates currently working in a school setting must submit a letter of recommendation from a supervisor who has worked professionally with the candidate. Candidates who have not taught must submit a letter from a former supervisor with whom they have a professional working relationship. Recruitment efforts will also target males of color and graduates from SUBR and other local and regional institutions who lack teaching credentials, have previous experience working with children and/or families in urban settings, and are interested in changing their career paths. To qualify for this proposed program, candidates must have:

1. A non-education baccalaureate degree from a regionally accredited university; 2. A 2.50 or higher grade point average (GPA) on a 4.00 scale on all undergraduate work; 3. Produced an acceptable writing sample; 4. Passed the Praxis Core Academic Skills for Educators Examination in reading, writing,

and mathematics or such eligible substitutes as a composite score on the ACT (currently 22) or SAT (currently a combined verbal and mathematics score of 1030);

5. Passed the Praxis Elementary Education Content Knowledge Examination (5018), or; 6. Praxis Elementary Education: Multiple Subjects Examination (5001)

a. Reading/Language Arts (5002) b. Mathematics (5003) c. Social Studies (5004) d. Science (5005); and

7. Employment or employment commitment from an urban elementary school in the area. To ensure the selection of outstanding candidates, applicants will participate in an interview with university and school personnel. The interviews will be based on the research-based qualities identified by Dr. Martin Haberman and proven to be vital for ensuring quality teachers in urban settings.3 The goal is to identify potential teachers who have had experience in urban settings with children and/or families, who, based on the “star teacher” research, possess the qualities of those most likely to persist with urban children and families to achieve excellence, who display elements of potential leadership, and who are most likely to remain in the profession for five or more years. In order to maintain good standing in the proposed program, candidates must maintain a cumulative GPA of at least 3.00. Candidates will not be allowed to apply more than two classes in which a grade of “C” was earned toward fulfillment of degree requirements. Candidates earning a grade below C will asked to leave the program unless an appeal is approved based upon extenuating circumstances (e.g., documented illness or similar events). Ongoing assessment will be conducted to verify candidates’ progress in displaying the appropriate dispositions, attitudes, competencies, etc. This assessment will be conducted through the candidates’ development of the professional education portfolio that will be housed in the Live Text Data Management System. The above is commensurate with the requirements for teacher candidates in our Teacher Preparation Program. 3Haberman, M. (2014). Star Teachers. The Haberman Educational Foundation.

15

(3) c. Support of Program Completers The undergraduate teacher preparation program at SUBR, as part of its accreditation process, surveys recent graduates and their employers. The surveys basically solicit detailed information on pedagogical content knowledge, skills and professional dispositions of teacher candidates who have just completed their clinical experiences. In addition to the above, the surveys gather data on the candidates’ ability to plan and deliver instruction, differentiate instruction and meet the needs of diverse learners. This survey process will be expanded to include completers of the proposed MAT program. Survey results will be used to provide professional development opportunities for program completers. We feel strongly that ongoing opportunities for collaboration and support are necessary for the success of completers of the proposed program. As part of the course in teacher leadership (CRIN 604), students in each cohort will design and implement or refine existing methods of maintaining contact with fellow candidates and university professors. These activities may include on-line chat rooms to discuss problems encountered in practice, success stories, and potential resources; speaker series; political action groups to identify and address education issues affecting urban schools; blogs for teachers; etc. Professors will also be available to discuss with graduates any issues that may arise outside of the planned events on a one-on-one basis. School administrators will be apprised that program (university) personnel will be available to help identify sources of support for graduates struggling in their initial teaching years. A number of technological modalities—including Live Text, e-mail, texting, etc.—will be used to inform candidates and recent graduates of workshops, teaching academies, new courses, grants, and other opportunities for earning Continuing Learning Units through the university.

16

V. NARRATIVE DESCRIPTIONS OF COURSES A. CRIN 450: Internship I Course Description: This three (3) credit hour course is taken concurrently with student teaching. Student teaching consists of observation, participation, and teaching in a campus or off-campus Professional Development School (PDS) setting, under the supervision of school- and university-based clinical faculty for an entire semester. Teacher candidates are embedded in their own classrooms. Pedagogical activities include mentoring, whole and small group activities that focus on motivating, organizing, planning, disciplining, and solving problems that occur in classroom settings. Candidates reflect on their practice through a variety of data they are required to collect (formative and summative) to determine the impact of their teaching on student learning outcomes. Teacher candidates will design and formulate electronic teacher education portfolios that will be housed in the Live Text Data Management System; portfolios will be aligned with INTASC/CAEP, CCSS, Compass and Southern University’s Conceptual Framework. Portfolios will also be aligned with BESE’s new Content Standards. B. Form This course that will be presented via a variety of instructional strategies, including lecture, questions and discussions, demonstrations, simulations, technology resources, and field experiences. The above strategies are essential to the development of students’ knowledge and skills germane to effective teaching methods that are research-based. Students will be required to construct a variety of authentic assessments to include portfolio development using the Live Text system, lesson plans, reports, and completion of other formal and informal assessments. C. Measurable Course Objectives: Course goal(s)/objectives are aligned with the following standards: Council for the Accreditation of Educational Programs (CAEP), Compass, Common Core State Standards (CCSS), and Southern University’s Conceptual Framework (CF)—Best Practices (BP), Critical Thinking (CT), Multicultural Perspective (MP), and Global Perspective (GP). The course will also be aligned with new BESE Content Standards. Measurable Objectives and Standards Upon completion of course experiences,

requirements, and activities, teacher candidates will demonstrate the following dispositions, skills, &

knowledge competencies. They will:

Assessment (Instruments/Processes Upon successful completion of this course, teacher candidates will:

Demonstrate knowledge of the philosophical, historical, and legal foundations of education practice to organize and design instruction and assessment that meets all germane learning standards, including CCSS’s (ELA) four strands, three sub strands, four anchor standards (INTASC 7;8) (Compass 1c; 3)

Plan, design and implement a variety of authentic instruction and assessment strategies with 80% accuracy as measured by teacher candidates’ pedagogical and professional performance on presentations, unit plans, Teacher Work Samples (TWS) and chapter tests

Utilize strategies for effective planning, classroom management, and instruction; select appropriate (age, grade, developmental level) materials, resources, and technology (INTASC 3;7;8) Compass 1c;2c;3)

Plan, design and implement a variety of authentic instruction and assessment strategies with 80% accuracy as measured by teacher candidates’ pedagogical and professional performance on

17

presentations, unit plans, TWS and chapter tests Determine students’ learning styles, instructional levels, interests, aptitudes, skills, aspirations, etc.; develop professional teacher education portfolio that reflects all of the above (Compass 1c)

Plan, design and implement a variety of authentic instruction and assessment strategies with 80% accuracy as measured by teacher candidates’ pedagogical knowledge/skills and professional performance on presentations, unit plans, TWS and chapter tests

Display best teaching practices specific to the candidate’s certification area, as demonstrated by candidates’ actual teaching practices and portfolio development (Compass 2c; 3c)

Use differentiated instruction strategies to enhance learning outcomes with 80% accuracy as measured by teacher candidates’ pedagogical knowledge and skills on chapter tests, presentations, course participation, unit plans, etc.

Form desirable relationships through effective communication with students, cooperating teachers, principals, parents, other school personnel, and community stakeholders as evidenced by participating in at least two (2) parent teacher association (PTA) meetings, at least five (5) parent teacher conferences, at least one meeting with the school improvement team, and at least one meeting with the school principal (INTASC 10)

Use effective disposition and attitude skills to achieve 80% accuracy as measured by documented interactions with relevant stakeholders Success on this objective will be measured by documented evidence of the number of times teacher candidate attended or participated in stipulated activities

Incorporate a variety of assessment strategies (formative and summative) to obtain useful and timely data about student learning and development Demonstrate ability to align teaching and assessment strategies with students’ learning styles, interest and reading levels (Compass 3d)

Identify, plan and implement evidence-based assessment strategies that address the needs of all students with 80% accuracy as measured by pedagogical and professional performances on unit plans, chapter tests, etc.

Illustrate ability to use technology by using teaching videos and other multimedia resources. Interact electronically (and face-to-face) with professors and classmates to reflect on experiences and gather/disseminate information (INTASC 1.5)

Utilize effective technology skills to achieve 80% accuracy on this objective as measured by the number of technology and multimedia experiences documented in the teacher education portfolio

Demonstrate ability to apply and promulgate education policies and regulations relative to screening, referral, placement and legal provisions, regulations, and guidelines for assessment as supported by IDEA and State of Louisiana regulations (INTASC 2; GP)


D. Primary Empirical Basis

In the late 20th century and early 21st centuries, concern about the lack of educational growth in U.S. schools as compared to international performance let to the development of new national standards in literacy and mathematics (National Governor’s Association, et al., 2008). Since that time English and Language Arts standards—both national and state-

18

based—have focused on more rigorous instruction using complex and diverse texts, integrating reading, writing, and language skills; reading and writing across content areas and a number of other higher order strategies (Calkins et al, 2012). These higher order strategies are designed to improve students’ academic performance and prepare them for college and careers (LDOE, 2016; corestandards.org, 2016).

E. Textbooks, Resources, Materials

Educational experiences in this class will be provided using various resources and instructional supports. Education websites that include lesson and unit plans, evidence based learning activities, instructional inventories, case studies, intervention strategies, teaching demonstrations, etc. will serve as important instructional resources. Research based strategies focusing on course readings, cooperative learning experiences, reciprocal teaching, differentiated instruction, technology usage, authentic learning experiences, etc. will be required to plan and assess students’ classroom learning experiences. Textbook: Reutzel, D. and Cooter, R.B. (2016). “Strategies for Reading Assessment and Instruction in an Era of Common Core Standards: Helping Every Child Succeed.” Boston, MA: Pearson ISBN 978-0-13-383404-8

F. Faculty

Dr. Diana F. Kelly, Department of Curriculum and Instruction Chair, Associate Professor and Reading Specialist, generally teaches reading and literacy classes. There are sufficient numbers of faculty, with the necessary expertise, to provide preparation for this course; nevertheless, we are currently preparing to interview for three new faculty positions. At least three (3) other faculty members currently on staff are qualified to teach this course. Even though faculty have the expertise to teach this course, professional development, both on site and via local, state, and national conferences will be provided.

19

A. CRIN 451: Internship II Course Description: This three (3) credit hour course is taken concurrently with student teaching. Student teaching consists of observation, participation, and teaching in a campus or off-campus Professional Development School (PDS) setting, under the supervision of school- and university-based clinical faculty for an entire semester. Teacher candidates are embedded in their own classrooms. CRIN 450 is a prerequisite for this course. Pedagogical activities include mentoring, whole and small group activities that focus on motivating, organizing, planning, disciplining, and solving problems that occur in classroom settings. Candidates reflect on their practice through a variety of data they are required to collect (formative and summative) to determine the impact of their teaching on student learning outcomes. Teacher candidates will design and formulate electronic teacher education portfolios that will be housed in the Live Text Data Management System; portfolios will be aligned with INTASC/CAEP, CCSS, Compass and Southern University’s Conceptual Framework. Compass will be used as one of the evaluation tools for teacher candidates. Portfolios will also be aligned to the new BESE Content Standards. B. Form This course that will be presented via a variety of instructional strategies, including lecture, questions and discussions, demonstrations, simulations, technology resources, and field experiences. The above strategies are essential to the development of students’ knowledge and skills germane to effective teaching methods that are evidence-based. Candidates will be required to construct a variety of authentic assessments that include portfolio development using the Live Text Data Management System. Unit/lesson plans, reports, formal and informal assessments are artifacts that will be included in the portfolios. C. Measurable Course Objectives: Course goal(s)/objectives are aligned with the following standards: Council for the Accreditation of Educational Programs (CAEP), Compass, Common Core State Standards (CCSS), and Southern University’s Conceptual Framework (CF)—Best Practices (BP), Critical Thinking (CT), Multicultural Perspective (MP), and Global Perspective (GP). The course will also be aligned with new BESE Content Standards. Measurable Objectives and Standards Upon completion of course experiences,

requirements, and activities, teacher candidates will demonstrate the following dispositions, skills, &

knowledge competencies. They will:


Demonstrate knowledge of research and evidenced-based education practices to design and deliver instruction and assessment that meets all germane learning standards, including CCSS’s (ELA) four strands, three sub strands, four anchor standards (INTASC 7;8) (Compass 1c; domain 3)


Utilize strategies for effective planning, classroom management, and instruction; determine current instructional levels of students and assess growth over the past semester; select appropriate (age,

Plan, design and implement a variety of authentic instruction and assessment strategies with 80% accuracy as measured by teacher candidates’ pedagogical and professional performance on

20

grade, developmental level) materials, resources, and technology to accommodate current needs (INTASC 3;7;8) (Compass 1c; 2c; domain 3)

presentations, unit plans, TWS and chapter tests

Document completion of Professional Development Plan; Open House and Professional Involvement Plan (Task 11A); present and discuss videotaped classroom lesson (INTASC 9; BP)

Present (to class) indicated strategies that address the needs of all students with 80% accuracy as measured by pedagogical and professional performances on task ratings

Display best teaching practices specific to the candidate’s certification area, as demonstrated by candidates’ actual teaching practices and portfolio development (Compass 3c; BP)

Use differentiated instruction strategies to enhance learning outcomes with 80% accuracy as measured by teacher candidates’ pedagogical knowledge and skills on chapter tests, presentations, course participation, unit plans, etc.

Retain and develop desirable relationships through effective communication with students, cooperating teachers, principals, parents, other school personnel, and community stakeholders; evidence: documented meetings with parents, co-workers, principal, school-based clinical educators, and university-based clinical faculty (INTASC 10)

Use effective disposition and attitude skills to achieve 80% accuracy as measured by documented interactions with relevant stakeholders Success on this objective will be measured by documented evidence of the number of times teacher candidate attended or participated in stipulated activities

Document completion of Teacher Belief Scale (Task D2; Classroom Management System Task 09A; Cooperative Learning Activity Task 09B) (INTASC 3; Compass 2c)

Present (to class) indicated strategies that address the needs of all students with 80% accuracy as measured by pedagogical and professional performances on task ratings

Illustrate ability to use technology by using teaching videos and other multimedia resources. Interact electronically (and face-to-face) with professors and classmates to reflect on experiences and gather/disseminate information (INTASC 1.5)

Utilize effective technology skills to achieve 80% accuracy on this objective as measured by the number of technology and multimedia experiences documented in the teacher education portfolio

Demonstrate ability to apply and promulgate education policies and regulations relative to screening, referral, placement and legal provisions, regulations, and guidelines for assessment as supported by IDEA and State of Louisiana regulations (INTASC 2; GP)



Teachers at every level must accept responsibility for their part in the implementation of today’s standards-focused curricula. To be ready to teach in today’s classroom, teachers must be cognizant of research and evidence-based instruction and assessment strategies that (1) inform instruction, (2) meet the needs of the individual learner, (3) specifically meet the needs of the new ELA Student Standards, and (4) develop an understanding of the essentials of evidence-based instruction in a RTI instructional environment. Today’s students need every opportunity and advantage to ensure that they are college and career ready (Reutzel and Cooter, 2016).

21

E. Textbooks, Resources, Materials Educational experiences in this class will be provided using various resources and instructional supports. Education websites that include lesson and unit plans, evidence based learning activities, instructional inventories, case studies, intervention strategies, teaching demonstrations, etc. will serve as important instructional resources. Research based strategies focusing on course readings, cooperative learning experiences, reciprocal teaching, differentiated instruction, technology usage, authentic learning experiences, etc. will be required to plan and assess students’ classroom learning experiences. Textbook: Reutzel, D. and Cooter, R.B. (2016). “Strategies for Reading Assessment and Instruction in an Era of Common Core Standards: Helping Every Child Succeed.” Boston, MA: Pearson ISBN 978-0-13-383404-8

F. Faculty


22

A. CRIN 503: Foundations of Reading Instruction

Course Description: This course is designed to give general background in the nature of reading and in the teaching of reading skills; to introduce different approaches in the teaching of reading; to introduce diagnostic procedures, emphasizing informal and standardized tests; and to acquaint one with materials used in the teaching of reading. B. Form This is a lecture-based course that will be presented via a variety of instructional strategies, including lecture, questions and discussions, demonstrations, simulations, technology resources, and field experiences. The above strategies are essential to the development of students’ knowledge and skills germane to effective teaching methods that are research-based. Students will be required to construct a variety of authentic assessments to include portfolio development using the Live Text system, lesson plans, reports, and completion of other formal and informal assessments. C. Measurable Course Objectives: Course goal(s)/objectives are aligned with the following standards: Council for the Accreditation of Educational Programs (CAEP), Compass, Common Core State Standards (CCSS), and Southern University’s Conceptual Framework (CF)—Best Practices (BP), Critical Thinking (CT), Multicultural Perspective (MP), and Global Perspective (GP).

Measurable Objectives and Standards Upon completion of course experiences,

requirements, and activities, teacher candidates will demonstrate the following dispositions,

skills, & knowledge competencies. They will:


Discuss, explain the foundational premises of, and demonstrate evidence-based assessment and teaching strategies that are essential components of effective, standards-based literacy instruction (Compass 1c; CAEP 1.1)

Plan, design and implement a variety of authentic instruction and assessment strategies with 80% accuracy as measured by teacher candidates’ pedagogical and professional performance on presentations, unit plans and chapter tests

Identify, explain, model and critique the evidence-based reading skills and relate or align them to the CCSS (ELA): the four (4) strands, the three (3) sub strands, and the four (4) anchor standards (Compass 3; CAEP 1.2)

Plan, design and implement a variety of authentic instruction and assessment strategies with 80% accuracy as measured by teacher candidates’ pedagogical and professional performance on presentations, unit plans and chapter tests

Explain, critique and demonstrate the typical Response to Intervention (RTI) models and their three (3) component tiers (Compass 3; CAEP 1.2; 1.4)

Create RTI models that reflect the three (3) tiers with 80% accuracy as measured by pedagogical and professional performance on resulting plans and chapter tests.

Plan, design and implement evidence-based instruction and assessment strategies that facilitate students’ mastery of print concepts, phonemic awareness and the alphabetic principle (Compass 3; CAEP 1.2)

Use differentiated instruction strategies to enhance learning outcomes with 80% accuracy as measured by teacher candidates’ pedagogical skills on presentations, course participation, unit plans, chapter tests, etc.

23

Plan, organize, and deliver instruction and assessment strategies that facilitate students’ mastery of phonics and decoding skills and reading fluency (Compass 3; CAEP 1.2)

Use differentiated instruction strategies to enhance learning outcomes with 80% accuracy as measured by teacher candidates’ pedagogical skills on presentations, course participation, unit plans, chapter tests, etc.

Utilize evidence-based diagnostic procedures as integral components of ongoing formative assessments essential to planning, designing and implementing differentiated instruction that meets the needs of all students (Comp. 1c)

Identify, plan and implement evidence-based instruction and assessment strategies that address the needs of all students with 800% accuracy as measured by pedagogical and professional performances on unit plans, chapter tests, etc.

Gather, interpret and analyze assessment data to form flexible need-based groups, select instructional resources, and implement appropriate evidence based strategies (Compass 3; CAEP 1.4)

Create cooperative learning groups and select and/or design germane learning resources based on individual needs with 80% accuracy as measured by pedagogical performance on presentations, unit/lesson plans, discussion, chapter tests, etc.

Compare and develop/prepare demonstrations depicting similarities and differences in a Component-Based Model of reading assessment and a Standards-Based Assessment Model (Compass 3; CAEP 1.4)

Plan, design, and present authentic artifacts that demonstrate the use of two popular assessment methods with 80% accuracy as measured by pedagogical performance on presentations, unit/lesson plans, discussion, chapter tests, etc.

Integrate technology resources into strategies used to teach evidence-based reading skills (Compass 3; CAEP 1.5)

Create and/or capture existing technological and video resources to enhance learning outcomes with 80% accuracy as measured by pedagogical performance on presentations, unit/lesson plans, discussion, chapter tests, etc.


In the past two decades, literacy, instructional and assessment has again become a hot political issue. Nile Banton Smith (2002), a reading historian, discussed these issues in her classic work “American Reading Instruction.” The issues have increased in intensity because of the “tale of two achievement gaps.” These gaps in academic achievement exist between ethnic and cultural groups. The responses to these academic gaps form the basis for the current emphasis on reading and literacy.


Educational experiences in this class will be provided using various resources and instructional supports. Education websites that include lesson and unit plans, evidence based learning activities, instructional inventories, case studies, intervention strategies, teaching demonstrations, etc. will serve as important instructional resources. Research based strategies focusing on course readings, cooperative learning experiences, reciprocal teaching, differentiated instruction, technology usage, authentic learning experiences, etc. will be required to plan and assess students’ classroom learning experiences. Textbook: Reutzel, D. and Cooter, R.B. (2016). “Strategies for Reading Assessment and Instruction in an Era of Common Core Standards: Helping Every Child Succeed.” Boston, MA: Pearson ISBN 978-0-13-383404-8

24

F. Faculty Dr. Diana F. Kelly, Department of Curriculum and Instruction Chair, Associate Professor and Reading Specialist, generally teaches reading and literacy classes. There are sufficient numbers of faculty, with the necessary expertise, to provide preparation for this course; nevertheless, we are currently preparing to interview for three new faculty positions. At least three (3) other faculty members currently on staff are qualified to teach this course. Even though faculty have the expertise to teach this course, professional development, both on site and via local, state, and national conferences will be provided.

25

CRIN 524: Social Studies in Elementary School

A. Catalogue Description (3 credit hours) This course provides students with an overview of the field of social studies, of selected issues in the field, and of best practice strategies incorporating literacy standards for teaching social studies to young children. Students will identify the most important social studies knowledge and developmentally appropriate skills and dispositions; investigate the most effective teaching strategies for children from culturally-, socioeconomically-, and ability-diverse backgrounds; and utilize their new understandings to develop classroom lessons to powerfully teach the social studies.

B. Form This course is a three credit hour course that will be delivered on-line and face-to-face. Instructional formats will include interactive lecture, questions and discussion, demonstrations, simulations, and the use of technology resources. Students will utilize case studies to assist in real world, problem-based activities.

C. Measurable Objectives/Competencies/Assessments/Standards Addressed Standards addressed include the Council for the Accreditation of Educator Preparation (CAEP), the Common Core State Standards (CCSS), the College of Education’s Conceptual Framework (CF), and the Louisiana Teacher Performance Evaluation Rubric (Compass). The objectives also reflect relevant aspects of the draft Louisiana Student Standards.

Objectives/Competencies Upon completion of the course experiences, requirements and activities, each teacher candidate will . . .

Standards Addressed

Assessment Instruments/Processes Students will. . .

Understand the standards, objectives, subject matter, and materials of elementary social studies instruction.

CAEP: 1.1, 1.4 CF: Critical Thinking Multicultural Perspectives Global Perspective Best Practices

Respond to related readings through rubric assessed reading responses. Students will exhibit knowledge and understanding of social studies content, objectives, and standards through rubric-assessed class participation and examinations. (80% accuracy required.)

Identify and practice a variety of research and evidence-based instructional strategies, including simulations/role playing, dramatics, concept development, student research

CAEP: 1.1, 1.4 CF: Critical Thinking Best Practices Compass: Domain 2; 3b, 3c CCSS.ELA-

Research and present an integrated, creative strategy to teach a lesson in social studies to classmates. Assessment by instructor and fellow classmates will

26

activities, case studies, cooperative learning, graphic organizers and activities using primary sources, cultural artifacts including works of art and literature.

Literacy.CCRA.R.1-9 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-6 CCSS.ELA-Literacy.CCRA.L.3-6 Compass: 1c, 2c, 3b, 3c

be via rubric. (80% accuracy required.)

Develop resources for teaching social studies lessons by connecting lessons to students’ lives and communities.

CAEP: 1.1, 1.4 CF: Best Practices Critical Thinking Multicultural Perspectives Compass: 3b, 3c

Identify children’s literature/informational texts/issues related to students’ backgrounds and develop a plan to connect those issues to students’ lives and community concerns. Assessment based on rubric defined class presentations and written report. (80% accuracy required.)

Examine issues related to diversity and their relevance to teaching social studies to elementary students, and differentiate for culture, ethnicity, exceptionalities, and economic diversity.

CAEP: 1.1, 1.4 CF: Critical Thinking Multicultural Perspectives Best Practices Global Perspectives Compass: Domain 2; 3b, 3c

Respond to related research literature and case studies through rubric assessed reading responses and examinations. (80% accuracy required.)

Design and use multiple, authentic artifacts and assessments.

CAEP: 1.1, 1.4 CF: Critical Thinking Best Practices Compass: 1c, 3d

Develop multiple, authentic artifacts and assessments within a unit plan, assessed by a rubric and based on knowledge developed through coursework. (80% accuracy required.)

Relate the development of classroom learning communities to student learning and civic participation in a democracy.

CAEP: 1.1, 1.4 CF: Critical Thinking Multicultural Perspectives Best Practices Compass: 2c; 3b, 3c

Develop a plan for collaborative group work and civic participation in the elementary classroom within a rubric-assessed unit of lessons based on knowledge developed through coursework. (80% accuracy required.)

Develop high quality, research-based integrated

CAEP: 1.1, 1.4 CF: Critical Thinking

Develop and execute a unit plan, assessed by a rubric

27

lesson and unit plans for social studies that are based on inquiry and “big ideas,” collaboration, using multiple sources, writing, and technology.

Multicultural Perspectives Best Practices Global Perspectives Compass: Domain 1c; 2; 3b, 3c, 3d CCSS.ELA-Literacy.CCRA.R.1-9 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-6 CCSS.ELA-Literacy.CCRA.L.3-6

and based on knowledge developed through previous coursework. (80% accuracy required.)

Make use of technology in identifying instructional resources and preparing lessons.

CAEP: 1.1, 1.4 CF: Critical Thinking Best Practices Compass: 1c; 3b; 3c

Indicate use of technology in identifying the resources utilized for classroom assignments and in the rubric defined instructional units designed.


Social Studies instruction has always included a focus on learning about the disciplines of civics, economics, geography and history (Brophy, 1996). More recent instructional approaches, however, also demand that students develop their own questions and plan inquiries; apply literacy-based disciplinary concepts and tools; evaluate and use textual evidence; work collaboratively on real issues; communicate conclusions and take informed action (Levstik & Tyson, 2008; Monte-Sano, 2008, 2011; National Council for the Social Studies, 2013; VanSledright, 2011). These new instructional insights suggest that teachers approach the social studies from an interdisciplinary, collaborative, and constructivist perspective, as this course addresses. Citations: Brophy, J. (Ed). (1996). Advances in research in social studies education. Greenwich,

CT: JAI Press. National Council for the Social Studies. (2013). The college, career, and civic life (C3)

framework for social studies state standards: Guidance for enhancing rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.

Levstik, L. and Tyson, C. (Eds) (2008). Handbook of research in social studies

education. New York: Routledge.

28

Monte-Sano, C. (2008). Qualities of effective writing instruction in history classrooms: A cross case comparison of two teachers’ practices. American Educational Research Journal, 45, 1045-1079.

Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read

and write by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41, 212-249.

VanSledright, B. (2011). The challenge of rethinking history education: On practices,

theories and policy. New York: Routledge.

E. Textbooks, Resources, and Materials While numerous articles and studies will be provided for student review, the primary texts and resources will be as follows: Books (select chapters): Levstik, L.S. & Barton, K. C. (2011). Doing history: Investigating with children in

elementary and middle schools. (4thed.). New York: Routledge. Lewis, B.A. (1998). The kids’ guide to social action: How to solve the social problems

you choose – and turn creative thinking into positive action. Minneapolis: Free Spirit Publishing.

Obenchain, K.M. & Morris, R.V.(2015). 50 social studies strategies for K-8 classrooms.

(4th ed.). Boston: Pearson. Parker, W. (2012). Social studies in elementary education (14th Ed.) Upper Saddle River,

NJ: Merrill/Prentice Hall, Inc. Wade, R. (2007). Social studies for social justice: Teaching strategies for the elementary

classroom. New York: Teachers College Press.

F. Faculty Jamar Jackson, Instructor of Curriculum and Instruction, is qualified to teach this course. Additionally, there are sufficient numbers of faculty with the necessary expertise to provide preparation for this course. Nevertheless, as per the agreement reached with Southern University and A&M College, a new faculty member with appropriate skills and background, will be hired to teach this course. Even though faculty have the expertise to teach this course, professional development, both on site and via local, state, and national conferences, will be provided.

29

A. CRIN 527 Science and Mathematics in Elementary Schools Course Description: This course provides an overview of the multiple facets of teaching science and mathematics in the elementary grades. It is designed to familiarize candidates with research based methods for selecting, organizing, differentiating, utilizing and evaluating instructional strategies and resources used in elementary schools. Moreover, candidates will construct and manipulate instructional resources and analyze curriculum trends within a clinical setting to develop lessons to powerfully teach science and mathematics. B. Form This is a lecture-based course that will be presented via a variety of instructional strategies, including lecture, questions and discussions, demonstrations, simulations, technology resources, inquiry and clinical experiences. The above strategies are essential to the strengthening of teacher candidates’ content knowledge and pedagogical skills regarding delivery of the content. Candidates will be required to construct a variety of authentic assessments to include portfolio development addressing real world problem-based activities.

B. Measurable Course Objectives: Course Objectives/Standards Addressed/Student Learning Outcomes/Assessments:

A. General Goal The overall goal of CRIN 527 is to:

B. Course Objectives By the end of the course, students will be able to:

C. Content To enhance students learning outcomes, teacher candidates will use:

D. Learning Outcomes Upon successful completion of the course, teacher candidates will:

The

gene

ral g

oal o

f CR

IN 5

27: A

dvan

ced

Met

hods

in S

cien

ce a

nd

Mat

hem

atic

s fo

r Ele

men

tary

Tea

cher

s is t

he p

repa

ratio

n of

teac

her

cand

idat

es w

ho a

re sk

illed

in u

sing

rese

arch

bas

ed m

etho

ds to

sele

ct,

orga

nize

, im

plem

ent,

and

eval

uate

inst

ruct

ion

and

asse

ssm

ent s

trate

gies

an

d re

sour

ces t

o en

hanc

e th

e st

uden

ts’ s

cien

ce a

nd m

athe

mat

ics l

earn

ing

outc

omes

in u

rban

ele

men

tary

cla

ssro

om. Develop a repertoire of research

based science and mathematics teaching and assessment strategies using technology to help students become content literate, think critically and creatively, and see relationships among science and mathematics, technology and their own communities. CAEP 1.5 CF:Best Practices, Critical Thinking COMPASS 3d

Journal articles from various publications, science and mathematics computer programs and apps, Game based learning programs and apps, multimedia resources

Students will be able to utilize several different teaching methods and strategies help students become critical thinkers who are content literate as measured by 80% accuracy on inclusion of technology in case study presentation, case study summaries and online discussions.

Utilizing research on urban student learning, brain based instruction, and science and mathematics best practices to create inquiry-based lessons that allow students to use technology in conducting science experiments, solving mathematical operations, analyzing data, and communicating findings. Lessons will be aligned with Common Core State Standards and Next Generation Science Standards. CAEP 1.2, 1.4 CF: Best Practices, Global Perspective COMPASS 1c, 3d

Physical and virtual laboratory experiments, lesson plans, presentations of experimental results, SU Mini Labs, SU Inquiry Lab, and Project based experiments.

Students will be able to create lesson plans that are content driven, student centered and utilize technology resources. Students will become proficient in reviewing, analyzing, critiquing, and correcting science and mathematics lesson plans based on instructional designs by Madeline Hunter, Robert Gagne', Charlotte Danielson, and others as measured by 80% accuracy on clinical experience report and video of lesson delivery.

Critique, adapt, and construct standards-based diagnostic,

Diagnostic, formative, and summative assessments,

Students will be able to effectively create valid diagnostic, formative,

30

formative, and summative assessments for the diverse needs of learners including gender equity, cultural diversity, English language learners, gifted/talented students, and students with learning, physical, social, and emotional challenges. CAEP 1.3 CF: Best practices COMPASS 1c, 3d

differentiated instruction, culturally relevant activities and exercises.

and summative assessments that assess the content knowledge of all learners as measured by 80% accuracy on clinical experience report and differentiated instructions assignment.

Identify and use various instructional strategies and techniques (cooperative and peer group learning, activity centers, laboratories and workshops, teacher-directed presentations, etc.) to teach science and mathematics content topics appropriate for elementary children, especially those from urban populations. CAEP 1.3, 1.4 CF: Best Practices COMPASS 1c, 3c

Culturally relevant and authentic learning experiences, inquiry based learning projects and activities, and direct instruction and modeling.

Students will be able to utilize various instructional strategies to teach science and mathematics concepts to urban students as measured by 80% accuracy on video of lesson delivery, clinical experience report and differentiated instructions assignment.

Express (orally and in writing) informed opinions on current issues and trends in education, especially as they relate to science and mathematics instruction. CAEP 1.2 CF: Global Perspective

Discussions regarding current findings and research related to science and mathematics instruction and written reports regarding science and mathematics research findings.

Students will be able to effectively discuss, debate, and critique trends and issues in education verbally and in written form as measured by 80% accuracy on case study presentation, case study summaries and online discussions.

Design and implement activities, and demonstrations to illustrate mathematical and scientific principles and concepts based on the needs, abilities, and interest of diverse urban school children. CAEP 1.3 CF: Best Practices COMPASS 1c, 3c

Laboratory experiments, inquiry based activities, collaborative learning groups, science and mathematics textbooks, electronic resources and differentiated instruction strategies.

Students will be able to effectively design valid guided practice and individual practice activities that meet content standards, contributes to the overall understanding of the lesson and build upon student’s knowledge as measured by 80% accuracy on clinical experience report and differentiated instructions assignment.

Research and utilize best practices for integrating technology in the science and mathematics classrooms. CAEP 1.5 CF: Global Perspective

Lesson plans, use of websites, science and mathematics videos and computer based programs.

Students will be able to effectively design technology rich assessments and activities that enhance urban students learning experience as measured by 80% accuracy on clinical experience report and differentiated instructions assignment.

D. Primary Empirical Basis Current research in the field of teacher education as well as professional organizations, such as the National Council for Teachers of Mathematics (NCTM) and National Science Teachers Association (NSTA), expect teachers to identify and teach the qualities and standards for good science and mathematics education and to provide the highest level of learning opportunities for all students. Current studies emphasize the importance of linking research to practice (NCTM, 2008; Metz, 2008). Additionally, emphasis is being placed on the images of science (Lehrer and

31

Schauble, 2006). Empirical studies from the Next Generation Science Standards and the NCTM Standards will serve as foundational works for this course. National Council of Teachers of Mathematics (2008). Linking Research and Practice: The

NCTM Research Agenda Conference Report. Reston, Virginia: NCTM Lehrer, R., and Schauble, L. (2006). Scientific thinking and science literacy: Supporting

development in learning in contexts. In W. Damon, R.M. Lerner, K.A. Renninger, and I.E. Sigel (Eds.), Handbook of Child Psychology, Sixth Edition (vol. 4). Hoboken, NJ: John Wiley and Sons.

Metz, K.E. (2008). Narrowing the gulf between the practices of science and the elementary school science classroom. Elementary School Journal, 109(2), 138-161.

Simon, S., Erduran, S., and Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.

E. Textbooks, Resources, Materials Greer, Brian. (2009) Culturally Responsive Mathematics Education (Studies in Mathematical

Thinking and Learning Series). New York. Taylor and Francis, Inc. Eichniger, John. (2004) Activities for Integrating Science and Mathematics, K-8. 2nd Ed. Pearson

Education. Zembal-Saul, C., McNeill, K. L., & Hershberger, K. (2013). What's Your Evidence?: Engaging

K-5 Students in Constructing Explanations in Science. Pearson Education. Other Resources: Bender, Williams N. (2013) Differentiating Math Instruction, K-8: Common Core Mathematics

in the 21st century. Gaitan, Concha Delgado. (2006). Building Culturally Responsive Classrooms: A Guide for k-

6 Teachers. Sage Publications. Thousand Oaks California. Corwin Press. National Research Council (NRC). (2012). A framework for K-12 science education:

Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

Vasquez, Jo Anne, Michael Comer, and Cary Sneider. (2013) STEM Lesson Essentials, Grades 3-8: Integrating Science, Technology, Engineering, and Mathematics.

Additional Resources: Next Generation Science Standards Louisiana Common Core State Standards National Council of Teachers of Mathematics National Science Teachers Association Council for the Accreditation on Educator Preparation

F. Faculty Dr. Tonya Rose, Assistant Professor, generally teaches science and mathematics methods classes. Additionally, as per the agreement reached with Southern University’s Board of Supervisors, a new faculty member, with appropriate skills and background, will be hired to teach this course.

32

A. CRIN 528: Education of the Culturally Different

Catalogue Description (3 credit hours) Students identify the psychological, social, and educational characteristics of the culturally diverse, and society’s need and provision for them. Students also evaluate instructional materials and demonstrate effective teaching strategies for the culturally and educationally diverse in the education structure. B. Form This course is a three credit hour course that will be delivered online and face-to-face. Instructional formats will include interactive lecture, questions and discussion, demonstrations, simulations, and the use of technology resources. Students will engage in real world, problem-based activities and they refer to case studies of individual children and classrooms. C. Measurable Objectives/Competencies/Assessments/Standards Addressed Standards addressed include the Council for the Accreditation of Educator Preparation (CAEP), the College of Education’s Conceptual Framework (CF), and the Louisiana Teacher Performance Evaluation Rubric (Compass). Objectives/Competencies Upon completion of the course experiences, requirements and activities, each teacher candidate will . . .

Standards Addressed Assessment Instruments/Processes

Analyze the literature on the educational consequences of marginalization and societal stereotyping from a psychological and child development perspective.

CAEP: 1 CF: Critical Thinking Multicultural Perspectives

Students will respond to related research literature through rubric assessed discussions, written reading responses and essay examinations.

Demonstrate understanding of relevant child psychology, stereotype threat, culturally responsive instruction, strength-based perspectives, warm demanders, and differentiated instruction.

CAEP: 1 CF: Critical Thinking Best Practices Multicultural Perspectives

Students will respond to related research literature through rubric assessed discussions, written reading responses and essay examinations.

Demonstrate the knowledge of how to build strong relationships in order to create a culturally positive and developmentally appropriate classroom environment.

CAEP: 1 CF: Best Practices Critical Thinking Multicultural Perspectives

Students will develop a rubric-defined paper detailing their own philosophy of a culturally responsive classroom environment.

Identify and practice high CAEP: 1 Students will respond to

33

impact, developmentally appropriate instructional strategies that promote high achievement in culturally and ability-diverse urban settings.

CF: Critical Thinking Best Practices Multicultural Perspectives Compass: 1c, 2c, 3b, 3c, 3d

related research literature through rubric assessed discussions, written responses and essay examination. Students will demonstrate instructional strategies to be assessed by classmates.

Demonstrate an understanding of child psychology and development from a multicultural perspective.

CAEP: 1 CF: Critical Thinking Best Practices Multicultural Perspectives Compass: 1c, 2c, 3b, 3c, 3d

Students will respond to related research literature through rubric assessed discussions, written responses and essay examinations, and will demonstrate instructional strategies to be assessed by classmates.

Demonstrate an understanding of how to connect to and incorporate parents and other community members into classroom activities and goals.

CAEP: 1. CF: Critical Thinking Best Practices Multicultural Perspectives Compass: 1c

Students will conduct a rubric-assessed action research project.

Demonstrate an understanding of how to connect students’ cultural heritage, lived experiences, developmental levels and community issues to lesson content based on CCSS standards

CAEP: 1.1, 1.4 CF: Critical Thinking Best Practices Multicultural Perspectives Compass: 1c, 2c, 3b, 3c, 3d

Students will plan a culturally connected rubricassessed unit of lessons based on CCSS or GLE standards.

Demonstrate an understanding of how to design lessons incorporating students’ developmental levels and their culturally influenced interactional styles and behavior.

CAEP: 1.1, 1.4 CF: Critical Thinking Multicultural Perspectives Best Practices Compass: 1c, 2c, 3b, 3c

Students will plan a developmentally appropriate and culturally connected rubric-assessed unit of lessons based on CCSS or GLE standards.

34

A. CRIN 531: Advanced Diagnosis and Correction of Reading Difficulties Course Description: This three (3) credit hour course examines the multiple facets of diagnosing and correcting reading problems among students in urban classroom settings. It is offered as a hands-on, skills embedded, advanced reading course that gives candidates authentic, concrete methods for identifying and correcting reading difficulties. Candidates will be required to plan, design, and implement learning strategies and assessment practices that foster enhanced student learning outcomes. Prerequisite—CRIN 503: Foundations of Reading Instruction B. Form This is a lecture-based course that will be presented via a variety of instructional strategies, including lecture, questions and discussions, demonstrations, simulations, technology resources, and clinical experiences. The above strategies are essential to the development of teacher candidates’ knowledge and skills regarding the diagnosis and correction of reading problems. Candidates will be required to construct a variety of authentic assessments to include portfolio development addressing real world problem-based activities. C. Measurable Course Objectives: Course goal(s)/objectives are aligned with the following standards: Council for the Accreditation of Educational Programs (CAEP), Compass, Common Core State Standards (CCSS), and Southern University’s Conceptual Framework (CF)—Best Practices (BP), Critical Thinking (CT), Multicultural Perspective (MP), and Global Perspective (GP).

Measurable Objectives and Standards Upon completion of course experiences, requirements, and activities, teacher candidates will demonstrate the following dispositions, skills, & knowledge competencies. They will:


Discuss, model and explain the theoretical, historical, and research basis of strategies employed in diagnosing reading difficulties (Compass 3d; CAEP 1.1, 1.3; BP/CT)

Plan, design, and construct a variety of authentic assessments—unit plans, Teacher Work Samples (TWS), Literacy Case Studies, Resource Guides, chapter tests, etc. (80% accuracy required)

Utilize research based diagnostic procedures as integral components of ongoing classroom instruction to plan, design and implement culturally responsive instructional strategies/interventions that meet individual needs of urban students (Compass 1c; CAEP 1.2, 1.4; (CT, BP, MP)

Identify and address/rectify students’ reading strengths and/or deficiencies (this includes all developmental stages, as well as cultural and linguistic backgrounds) with 80% accuracy as measured by their pedagogical and professional performance on presentations, unit plans, TWS, Literacy Case Studies, Resource Guides and chapter tests

Planning and delivering, as well as interpreting and assessing instruction germane to the reading and writing needs of emergent, beginning, and fluent readers (Compass 1c; CAEP 1.3; CT/BP/MP)

Use differentiated instruction strategies and design evaluation models for assessing and correcting reading problems and enhancing all reading competency levels with 80% accuracy as measured by their performance and pedagogical skills on presentations, course participation, unit plans, TWSs, literacy case studies and resource guides

Evaluate reading and writing assessment instruments as vehicles for developing reading strategies and writing skills—inventories (reading, learning styles, interest, developmental, etc.) Journals, learning logs

Administer Informal Reading Inventories (IRI), interest and learning styles inventories, and writing assessments to determine students’ functional levels with 80% accuracy as measured by teacher candidates’ pedagogical skills and ability to select and evaluate results on appropriate and

35

(Compass 3d; CAEP 1.2; CT/BP) germane instructional inventories and other assessments that are components of unit/lesson plans, TWSs, etc.

Integrate technology resources into strategies and procedures used to diagnose and correct reading problems (CAEP 1.5; CF reflects CT, BP, GP)

Create and capture existing technological and video resources to exemplify best practices, including classroom management and higher order thinking skills with 80% accuracy as measured by the usefulness and content of technology resources displayed and used in presentations, unit plans, literacy case studies, and TWSs

Evaluate and synthesize assessment data to form flexible, need-based groups, select instructional resources, and develop appropriate instructional strategies (Compass 3d; CAEP 1.3; CT/BP)

Create cooperative learning groups and select and/or design germane learning resources based on individual needs with 80% accuracy as measured by pedagogical performance on planning, creating and implementing unit/lesson plans and TWSs

Evaluate and apply a wide range of formal and informal diagnostic assessments and corrective strategies in addressing reading problems and assisting students to read effectively and develop lifelong reading skills (Compass 1c, 3c, 3d; CAEP 1.3; ( CT, BP, MP)

Select and administer culturally relevant instructional and assessment instruments that will foster reading gains while developing a love and appreciation for reading with 80% accuracy as measured by teacher candidates’ pedagogical performance and skills on presentations, chapter tests, unit/lesson plans, literacy case studies and TWSs

Compile, analyze, and synthesize student data from numerous instructional and assessment sources to plan, design, and create intervention plans—Literacy Case Studies—that will address the identified needs of students (Compass 1c, 3c, 3d; CAEP 1.2, 1.3; CF reflects CT, BP, MP)

Determine students’ reading needs (strengths and weaknesses), design intervention plans (Literacy Case Studies) for students reading below grade level, and design and create resource guides for use by co-workers and school personnel with 80% accuracy as measured by resulting deliverables and pedagogical skill on presentations (Literacy Case Study, Resource Guides)

Analyze and discuss Literacy Case Study data with parents, students, colleagues, and school personnel (Compass 1c; CAEP 1.2; CF reflects CT, BP)

Schedule conferences with students, parents and other stakeholders and successfully communicate results of students’ skill and performance levels with 80% accuracy as measured by post-conference evaluations and participant comment forms (data derived from Literacy Case Studies and Resource Guides)

D. Primary Empirical Basis Current research in the field of teacher education as well as professional organizations such as the National Council for Teachers of English (NCTE), National Council for the Accreditation of Teacher Education (NCATE), and the International Reading Association (IRA) expect teacher educators to understand that diagnosis and correction of reading difficulties should be a continuous process. Ekwall and Shanker (1989) concluded that by using both formal and informal measures, the classroom teacher can maintain a gauge on the reading pulse of the students in the classroom. Dorothy Rubin (2002) stated that if diagnosis and correction are practiced as an integral part of daily reading instruction, there will be much less need for remediation. This course will cover diagnostic and correction strategies for the critical components that are essential for teaching reading as identified by the National Assessment for Educational Progress (2000) as outlined in the No Child Left Behind Act of 2001. Additionally, Standards for Reading Professionals: Matrix of Competencies (2000) provides a foundation for this course. Common Core State Standards, the new BESE content standards and Compass and TAP competencies are also integrated.

36


Educational experiences in this class will be provided using various resources and instructional supports. Education websites that include lesson and unit plans, evidence based learning activities, instructional inventories, case studies, intervention strategies, teaching demonstrations, etc. will serve as important instructional resources. Research based strategies focusing on course readings, cooperative learning experiences, reciprocal teaching, differentiated instruction, technology usage, authentic learning experiences, etc. will be required to plan and assess students’ classroom learning experiences. Teacher candidates’ key assessments require the design, implementation, and evaluation of a longitudinal intervention plan (case study) for struggling readers or those reading below grade level. The case study will be very inclusive (research based strategies, diagnostic instruments, anecdotal data, video taped demonstration lessons, etc.). In addition, candidates will develop an evidence based resource guide to be used by teachers in urban and other classroom settings. Textbook: Barr, R., et al. (2013). Reading Diagnosis for Teachers: An Instructional Approach (6th ed.). Boston, MA: Pearson. (ISBN 978-0-13-269011-9)

F. Faculty


37

A.

form 1 - boarddocs, a diligent brand · 2019. 5. 18. · (form j – master of arts in teaching)...

Documents