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Microsoft Word - EDUC 9744T Syllabus_04-05-18.docx

ST. JOHN’S UNIVERSITY SCHOOL OF EDUCATION

DEPARTMENT OF EDUCATION SPECIALTIES SPECIAL EDUCATION

EDU 9744T

Curriculum and Instructional Design in Teaching Literacy

for Individuals with Exceptionalities

Spring 2019

Jan 24, 2019 – May 02, 2019

Thursdays

CRN 15632: 5:10pm to 7:00pm in Rm 207

and

CRN 15634: 7:10pm to 9:00pm in Rm 207

St. John’s University

Manhattan Campus101 Astor PlaceNew York, NY 10003(718) 990-2000

Professor: Dr. Patrick Blessinger

[email protected]

Office Hours: by email

Course Description: Examines theories and models of how children with exceptionalities process and learn from the oral and written languages and ways to develop curriculum, material and multiple research-validated instructional strategies/adaptations in literacy for students with a full range of abilities. Field work required: 20 hours. Credit: 3 semester hours.

Required texts:

Bursuck, W. D., & Damer, M. (2015). Teaching reading to students who are at risk or have disabilities: A multi-tier, RTI approach (3rd ed.). New York, NY: Pearson Education, Inc.

Frey, N. & Fisher, D. (2016). Improving Adolescent Literacy: Content Area Strategies

at Work (4th ed.). New York, NY: Pearson Education, Inc.

Policy for Contacting Instructor: Contact me with any questions or concerns by email.

Please read the University’s Policy on

Plagiarism (http://facpub.stjohns.edu/~layachia/2-Writing/Plagiarism_policy.htm)

6

Course Goals/Objectives

1. To provide the student with basic competence in adapting curricula in Reading and the Language Arts for exceptional learners. Such curriculum adaptations include evaluating children's Special Education needs, targeting instructional aims as they relate (when possible) to standard curricula, and preparing effective long-term goals and short-term objectives.

2. To provide information about general approaches to learning and teaching so that foundational knowledge about methods and procedures for teaching all learners can be better understood.

3. To provide discussions and demonstrations of methods and procedures in

sufficient detail so that teachers are knowledgeable about how to use them.

The above objectives are designed to address many of the professional standards established by the Council for Exceptional Children (CEC; 2015) for special education teachers, as well as the professional standards established by the Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC; 2011).

Grading

Basic Reading Reflection

20%

Fieldwork Assignment

20%

Class Text HW Assignment

20%

Signature Assignment (Lesson Plan)

20%

Participation (including Attendance)

20%

Pre-assessment and APQ Assignments

0%

Grade Scale:

95 and above: A

90-94.9: A-

85-89.9: B+

80-84.9: B

75-79.9: B-

70-74.9: C+

65-69.9: C

65 or below: F

***The instructor reserves the right to change course requirements or course

schedule as deemed necessary. The final grade and its determination (based on

completion of all requirements) is the decision of the instructor.

Note for Students with Disabilities:

Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, colleges are required to provide reasonable accommodations for documented disabilities. Such documentation should be on file at the Student Life

Office. If students require such services, please see the instructor by the second class

of the semester.

Academic Honor Pledge

St. John's University is a diverse community of teachers and scholars committed to

the principles of truth, love, respect, opportunity, excellence and service. Members

of the St. John's University community strive to create an atmosphere that embodies the University's Vincentian mission. Students and faculty commit themselves to the pursuit of wisdom and academic excellence while fostering a responsibility of serving others. As members of this community, students are expected to maintain the principles of compassion and the values of honesty and academic integrity.

(1) In accordance with this policy, students acknowledge their commitment to the

values and principles of the mission of St. John's University with the Academic Honor Pledge, adopted in 2003 by the University Community and Student Government.

Scholastic dishonesty will not be tolerated, and the instructor will report any incidents if plagiarism of written work is evident. You may receive a failing grade for the course if plagiarism is documented. Please familiarize yourself on the University’s Policy on Plagiarism (http://facpub.stjohns.edu/~layachia/2- Writing/Plagiarism_policy.htm)

To learn more about Plagiarism,

visit http://campusguides.stjohns.edu/citing/turnitin

(2) All students are expected to follow standards for professional qualities (See

attachment on BB, under Information tab, for details). Please sign and submit the form acknowledging that you have read the report on BB. A concern can be filed by a faculty member based on the assessment provided for a student who is not adequately meeting the stated responsibilities.

What to Bring to Class

Prior to each class meeting, you will be notified if you will need your textbook in class. While I welcome the use of laptops, iPads or other tablets, and other technology for academic purposes, the use of cellphones, social media use, and non- relevant internet browsing is strongly discouraged; inappropriate use of technology during class time will affect your participation grade.

How to Participate in Class

Active class participation involves coming to class on time, having done all readings and assignments, and participating meaningfully in class discussions. You don’t have to be an extrovert or a chatterbox to be a good participant; you just have to be a good, attentive listener who contributes in his/her own way. Make sure you are sharing your ideas in some way during every class.

Attendance Policy

Our class meets 13 times, and it is important that you maintain regular attendance. If you are going to miss a class, you should notify the instructor as soon as possible.

•If you are absent, please bring one of the following: a doctor’s note, communication from a university administrator (representative from student counseling or support services, Special Education coordinator, Education Specialties department head, or dean) indicating that your absence is excused, or a note from your boss/principal confirming that there is a work-related event you are required to attend (e.g. open school night, parent-teacher conferences, etc).

•When you miss class, the instructor will email you a make-up assignment within 24 hours of the missed class. Complete the make-up assignment in addition to the regular course assignment for that day, and turn in/submit both make-up and regular course assignments by the start of the following class.

•If you accumulate three absences, the instructor will consult with the coordinator of the special education program (Dr. Khemka) and the department chair (Dr. Pratt- Johnson) about whether and how this number of absences will impact your grade.

Lateness/Leaving early: Please make every effort to arrive on time (even if that means allowing extra time for travel, in case of subway/traffic problems) and to stay for the entirety of each class meeting.

•If you anticipate frequent lateness or the need to leave early on a regular basis, you should consult with the instructor within the first two class meetings, to discuss if this is the right section of the course for you to be enrolled in.

•If you are going to be late/leave early, you should notify the instructor as soon as possible.

Course Outline/Meeting Schedule

Please note that the instructor may adjust topics and readings up to one week ahead. All updates will appear on Blackboard and will be provided on paper and/or email.

Class Date

Topic

Assignment due on this day

Class 1: Thursday,

1/24

An introduction to

systemic, explicit

reading instruction

No assignment due on first class.

Read: Bursuck & Damer, Chapter 1.

Pre-assessment (MUST SUBMIT in BB by Feb 7, 2019)

APQ (MUST SUBMIT in BB by Feb 7, 2019)

Class 2: Thursday,

1/31

Phonemic Awareness

Read

•National Reading Panel (2003), p. 1-10 On BB

•Bursuck & Damer Chapter 2: pages 36-52, 66-72

Class 3: Thursday,

2/07

Early Decoding

Read

•Learning First Alliance (2000) On BB

•Bursuck & Damer, Chapter 3: pages 80-97, 132-138

•DIBELS Manual: NWF Pages 24 - 31 On BB

Class 4: Thursday,

2/14

Advanced Word

Reading

Read

•Bursuck & Damer, Ch 4: p. 145-159, 172-173, 178-181

Class 5: Thursday, 2/21

class is on BB

Reading Fluency

Read Bursuck & Damer, Ch 5: p. 187-205, 222-224

Due: Basic Reading Reflection (MUST SUBMIT in BB)

Due to DOE mid-winter break, class is on BB: respond to discussion questions related to this week’s reading


Reading Fluency

Read Bursuck & Damer, Ch 5: p. 228-233

Due: FIELDWORK CHECK-IN (MUST BRING TO CLASS)

March 4 – 9 No Class: Spring Break

Class 7: Thurs, 3/14

Content-Area Strategies

Read Fisher & Frey, Chapter 1

Due: Fieldwork Assignment (MUST SUBMIT in BB)

Class 8: Thurs, 3/21

class is on BB

Active discussions

Read Fisher & Frey, Chapter 2. class is on BB

Class 9: Thursday, 3/28 part 1

Interactions with

text


Class 10: Thursday, 4/04, part 2

Graphic Organizers



Vocabulary

Read

•Bursuck & Damer: Ch 6: pages 239-246, 270-275

•Fisher & Frey, Chapter 4

Due: Class Text HW assignment (MUST SUBMIT in BB)

April 18 - 22 No Class: Easter Recess

Class 12: Thursday, 4/25 class is on BB

Note-taking


Due to DOE spring break, class is on BB: respond to discussion questions related to this week’s reading


Writing to Learn

Read Fisher & Frey, Chapter 7. Wrap-up course.

Due: Signature Assignment (LP) (MUST SUBMIT in BB)

FINAL day to submit any late assignments in BB

Class 14: 5/09

class is on BB

FINAL EXAM WEEK

Respond to discussion questions related to this week’s reading.

class is on BB

Assignment Policies

Below are descriptions of the course assignments. In advance of its due date, each

assignment (and the rubric being used to grade it) will be discussed in class.

All assignments must be

•double-spaced

•in Cambria or Times New Roman font, size 12

•submitted via Blackboard

•if people’s names are included, they MUST be changed to pseudonyms.

The due date is listed for each assignment. Requests for extensions will be considered as long as the student places the request at least one week before the assignment due date. If a request is made less than a week before it is due, it will not be considered (except in cases of medical or family emergency).

A. Basic Reading Reflection: due Thursday, 2/21 (20 points)

Write a one-page reflection based on the Class 1 and 2 class readings, lectures, and

discussions. Here are some questions you might consider:

•Which elements of this material did you already know? Which elements were

new to you?

•Among your students, is there anyone who you think might have difficulty

with some of the areas of reading we have already discussed?

•What kinds of services does your school offer to support adolescents who are

struggling with these basic elements of reading?

•Does any of the material make you think differently about reading

instruction of adolescents?

B. Fieldwork Assignment due Thursday, 3/14 (20 points): Spend 20 hours in the field.

a. Observe a student with a disability in an academic setting focused on literacy learning. Observe a minimum of 5 lessons.

b. Talk to the teacher for 10-15 minutes after at least 3 observed lessons. Ask the teacher for permission to record your interview to help with your note- taking. Take detailed notes, including quotes from the teacher, if he or she will not allow you to record. Be sure to write complete and correct quotes in your notes if you are not recording. Ask the teacher:

•What was the purpose of the lesson?

•How did you decide on that purpose or objective?

•Did you think [student with a disability] might have trouble with any part

of the lesson? (If yes) why did you think that?

•How do you think it went? How can you tell if [student] met the

objective?

You may ask clarifying or probing questions, but be careful not to ask leading

questions.

c.Analyze your notes. Take notes for yourself on what you observed (these will

not be turned in). Questions to ask yourself are:

•What literacy teaching techniques did the teacher use?

•What did you observe about the student you are focusing on?

•Did you think this lesson was effective for the student? Why or why not?

Although maintaining focus on ONE student with a disability is preferred, over the course of your 20 hours, you may observe up to three different focus students.

Choose ONE focus student among those you observed, to be the subject of your paper.

When writing your paper, you must provide pseudonyms for the student and teacher. The first time you use a pseudonym, you must write “(all names in this paper are pseudonyms)” after it. If you do not indicate that pseudonyms are being used, your paper will not be graded.

d. Fieldwork Check-in (due Thursday, 2/28): 1 page check-in on the status of your Field Observation project thus far, including answers to these questions:

•How many observations have you completed?

•What are your initial thoughts about what you have seen thus far?

•What next steps do you plan to take as you move towards the Written Assignment?

e. Written Assignment (due Thursday 3/14, 20 points): 4-6 page paper.

Follow APA formatting for in-text citations and references—see the Purdue OWL website (https://owl.english.purdue.edu/owl/resource/560/01/) if you have any questions about this. Do not add extra spaces between paragraphs or sections.

•Part One Summary (1-2 pages): Briefly describe each lesson you observed. Summarize the student’s strengths, weaknesses and needs based on what you have learned about him/her.

•Part Two Analysis (2-3 pages): Use quotes from the teacher to explain how he or she planned, delivered and reflected on lessons meant to support the literacy learning of your focus student. Include your own observations as well. Did you think the lessons were effective for your focus student? Why or why not? Connect your experiences to the course material, including the text and peer-reviewed articles.

•Part Three Reflection (1 page): What are your thoughts, comments, suggestions and recommendations? What is the most valuable thing you learned from this experience?

C. Class Text HW Assignment: due Thursday, 4/11 (20 points)

For this assignment, you will choose a reading that your students have to do for

your class (Section of a novel, chapter from textbook, important news article) and create a two-day homework assignment associated with this reading. Create an overall goal for your students in doing this reading. Create two subgoals that will help the students achieve this goal. Create two HW assignments- one for each subgoal.

You will turn in the following:

•Overall Narrative (1 page)

o The age, grade, and learning profiles of the students these hw

assignments are designed for.

o A brief description of the unit that these hw assignments are part of.

•Two Assignments. For each one:

o Write-up:

§List the subgoal

§How you developed each part of the assignment

§Features that will support learners with special needs

o Materials for student:

§Clear instructions for students to follow.

§The reading itself

§Any materials that would be part of the assignment (graphic

organizers, worksheets, etc)

D. Signature Assignment: Lesson Plan due Thursday, 5/2 (20 points)

You will design a 20-45 minute lesson plan for use in the classroom (the length of

the lesson will vary, based on the age of the students for whom it is designed).

Please note that this is the Signature Assignment for the course, and is designed to

be a culminating project in which you demonstrate what you have learned. Thus, the

student group for whom this lesson plan is designed should include at least some

learners with exceptionalities with respect to literacy.

There will be 3 components of your lesson plan assignment.

Part 1 (1-2 pages): Introductory narrative in which you provide detailed

information about the

•Students for whom the lesson plan is designed: student age, grade level,

instructional tier, any background information necessary to consider

•Setting for which this lesson plan is designed: group size, location, any

learning environment factors necessary to consider

•Preparation for lesson: supplies needed; the reading skills covered in the

lessons leading immediately leading up to this one

•Goals for this lesson (“Students will be able to…”)

Part 2: Table with three columns, as shown below:

Time Allotted

Name of Activity/ Part of Lesson

Details of Activity

In this table, you will record each section of the planned lesson, including a) how much time you expect this part of the lesson to take; b) the name of this section (i.e. introduction, review of prior skills, and so on); and c) what you and the students will do during this section of the lesson.

Part 3 (1-2 pages): Final narrative in which you explain:

•Your reasoning as to why each lesson section/activity is appropriate

•A brief description of what a follow-up lesson might entail

•Any challenges you foresee, and how you might address them

CEC Standards

List of Related Standards

Standard

Number

Standard

Sub-ID

Standard Narrative

Standard 1:

Learner Development and Individual Learning Differences

IGC.1.K8

Effect of exceptionalities on auditory and information

processing skills

IGC.1.K10

Effect of language development and listening comprehension

on academic non-academic learning of individuals with

exceptionalities

IGC.1.K12

Typical language development and how that may differ for

individuals with exceptionalities

IGC.1.S1

Relate levels of support to the needs of the individual

Standard 2: Learning

Environments

IGC.2.K3

Methods for ensuring individual academic success in one-to- one, small group, and large-group settings

IGC.2.S4

Teach individuals with exceptionalities to give and receive

meaningful feedback from peers and adults

IGC.2.S6

Establish a consistent classroom routine for individuals with

exceptionalities

Standard 4: Assessment

IGC.4.S3

Select, adapt, and modify assessments to accommodate the

unique abilities and needs of individuals with

exceptionalities

Standard 5: Instructional

Planning and

Strategies

IGC.5.K1

Sources of specialized materials, curricula, and resources for


IGC.5.K2

Strategies to prepare for and take tests

IGC.5.K3

Advantages and limitations of instructional strategies and

practices for teaching individuals with exceptionalities

IGC.5.K4

Prevention and intervention strategies for individuals at risk

for a disability

IGC.5.K5

Strategies for integrating student-initiated learning

experiences into ongoing instruction

IGC.5.K7

Methods for guiding individuals in identifying and organizing

critical content

IGC.5.K10

Interventions and services for individuals who may be at risk

for exceptionalities

IGC.5.K11

Relationships between specific exceptionalities and reading

instruction

IGC.5.S1

Use research-supported methods for academic and non- academic instruction of individuals with exceptionalities

IGC.5.S2

Use strategies from multiple theoretical approaches for


IGC.5.S3

Teach learning strategies and study skills to enhance

acquisition of academic content

IGC.5.S4

Use reading methods appropriate to individuals with

exceptionalities

IGC.5.S6

Modify pace of instruction and provide organizational cues

IGC.5.S10

Identify and teach basic structures and relationships within

and across curricula

IGC.5.S11

Use instructional methods to strengthen and compensate for

deficits in perception, comprehension, memory, and retrieval

IGC.5.S12

Use responses and errors to guide instructional decisions

and provide feedback to learners

IGC.5.S13

Identify and teach essential concepts, vocabulary, and

content across the general education curriculum

IGC.5.S14

Implement systematic instruction in teaching reading

comprehension and monitoring strategies

IGC.5.S16

Implement systematic instruction to teach accuracy, fluency,

and comprehension in content area reading and written

language

IGC.5.S17

Enhance vocabulary development

IGC.5.S18

Teach strategies for spelling accuracy and generalization

IGC.5.S23

Select and use specialized instructional strategies

appropriate to the abilities and needs of the individual

IGC.5.S24

Plan and implement age- and ability-appropriate instruction

for individuals with exceptionalities

Standard 6:

IGC.6.K7

Factors that influence the overrepresentation of culturally

Professional

Learning and Ethical Practice

and linguistically diverse individuals with exceptionalities in

programs for individuals with exceptionalities

IGC.6.S2

Ethical responsibility to advocate services for individuals

with exceptionalities

Standard 7: Collaboration

IGC.7.K4

Co-planning and co-teaching methods to strengthen content

acquisition of individuals with learning exceptionalities

IGC.7.S2

Select, plan, and coordinate activities of related services

personnel to maximize direct instruction for individuals with

exceptionalities

InTASC

Standard 1:

Learner

Development

1(b) The teacher creates developmentally appropriate instruction that takes

into account individual learners’ strengths, interests, and needs and that

enables each learner to advance and accelerate his/her learning.

1(d) The teacher understands how learning occurs-- how learners construct

knowledge, acquire skills, and develop disciplined thinking processes--and

knows how to use instructional strategies that promote student learning.

1(g) The teacher understands the role of language and culture in learning

and knows how to modify instruction to make language comprehensible

and instruction relevant, accessible, and challenging.

1(h) The teacher respects learners’ differing strengths and needs and is

committed to using this information to further each learner’s development.

1(i) The teacher is committed to using learners’ strengths as a basis for

growth, and their misconceptions as opportunities for learning.

Standard 2: Learning

Differences

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for

individual rates of growth, task demands, communication, assessment, and

response modes) for individual students with particular learning

differences or needs.

2(c) The teacher designs instruction to build on learners’ prior knowledge

and experiences, allowing learners to accelerate as they demonstrate their

understandings.

2(e) The teacher incorporates tools of language development into planning

and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

2(f) The teacher accesses resources, supports, and specialized assistance

and services to meet particular learning differences or needs.

2(j) The teacher understands that learners bring assets for learning based

on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.

2(k) The teacher knows how to access information about the values of

diverse cultures and communities and how to incorporate learners’

experiences, cultures, and community resources into instruction.

2(m) The teacher respects learners as individuals with differing personal

and family backgrounds and various skills, abilities, perspectives, talents,

and interests.

2(n) The teacher makes learners feel valued and helps them learn to value

each other.

2(o) The teacher values diverse languages and dialects and seeks to

integrate them into his/her instructional practice to engage students in

learning.

Standard #3: Learning

Environments

3(a) The teacher collaborates with learners, families, and colleagues to build

a safe, positive learning climate of openness, mutual respect, support, and

inquiry.

3(c) The teacher collaborates with learners and colleagues to develop

shared values and expectations for respectful interactions, rigorous

academic discussions, and individual and group responsibility for quality

work.

3(d) The teacher manages the learning environment to actively and

equitably engage learners by organizing, allocating, and coordinating the

resources of time, space, and learners’ attention.

3(f) The teacher communicates verbally and nonverbally in ways that

demonstrate respect for and responsiveness to the cultural backgrounds

and differing perspectives learners bring to the learning environment.

3(i) The teacher understands the relationship between motivation and

engagement and knows how to design learning experiences using strategies

that build learner self-direction and ownership of learning.

3(k) The teacher knows how to collaborate with learners to establish and

monitor elements of a safe and productive learning environment including

norms, expectations, routines, and organizational structures.

3(m) The teacher knows how to use technologies and how to guide learners

to apply them in appropriate, safe, and effective ways.

3(o) The teacher values the role of learners in promoting each other’s

learning and recognizes the importance of peer relationships in establishing

a climate of learning.

3(q) The teacher seeks to foster respectful communication among all

members of the learning community.

3(r) The teacher is a thoughtful and responsive listener and observer.

Standard #4:

Content

Knowledge

4(a) The teacher effectively uses multiple representations and explanations

that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

4(d) The teacher stimulates learner reflection on prior content knowledge,

links new concepts to familiar concepts, and makes connections

to  learners’ experiences.

4(j) The teacher understands major concepts, assumptions, debates,

processes of inquiry, and ways of knowing that are central to the

discipline(s) s/he teaches.

4(k) The teacher understands common misconceptions in learning the

discipline and how to guide learners to accurate conceptual understanding.

4(m) The teacher knows how to integrate culturally relevant content to

build on learners’ background knowledge.

4(n) The teacher has a deep knowledge of student content standards and

learning progressions in the discipline(s) s/he teaches.

4(o) The teacher realizes that content knowledge is not a fixed body of facts

but is complex, culturally situated, and ever evolving. S/he keeps abreast of

new ideas and understandings in the field.

4(q) The teacher recognizes the potential of bias in his/her representation

of the discipline and seeks to appropriately address problems of bias.

4(r) The teacher is committed to work toward each learner’s mastery of

disciplinary content and skills.

Standard #6:

Assessment

6(a) The teacher balances the use of formative and summative assessment

as appropriate to support, verify, and document learning.

6(c) The teacher works independently and collaboratively to examine test

and other performance data to understand each learner’s progress and to

guide planning.

6(d) The teacher engages learners in understanding and identifying quality

work and provides them with effective descriptive feedback to guide their

progress toward that work.

6(g) The teacher effectively uses multiple and appropriate types of

assessment data to identify each student’s learning needs and to develop

differentiated learning experiences.

6(h) The teacher prepares all learners for the demands of particular

assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.

6(j) The teacher understands the differences between formative and

summative applications of assessment and knows how and when to use

each.

6(l) The teacher knows how to analyze assessment data to understand

patterns and gaps in learning, to guide planning and instruction, and to

provide meaningful feedback to all learners.

6(o) The teacher knows when and how to evaluate and report learner

progress against standards.

6(p) The teacher understands how to prepare learners for assessments and

how to make accommodations in assessments and testing conditions,

especially for learners with disabilities and language learning needs.

6(r) The teacher takes responsibility for aligning instruction and

assessment with learning goals.

6(t) The teacher is committed to using multiple types of assessment

processes to support, verify, and document learning.

6(u) The teacher is committed to making accommodations in assessments

and testing conditions, especially for learners with disabilities and language

learning needs.

Standard #7:

Planning for

Instruction

7(b) The teacher plans how to achieve each student’s learning goals,

choosing appropriate strategies and accommodations, resources, and

materials to differentiate instruction for individuals and groups of learners.

7(c) The teacher develops appropriate sequencing of learning experiences

and provides multiple ways to demonstrate knowledge and skill.

7(d) The teacher plans for instruction based on formative and summative

assessment data, prior learner knowledge, and learner interest.

7(e) The teacher plans collaboratively with professionals who have

specialized expertise (e.g., special educators, related service providers,

language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.

7(g) The teacher understands content and content standards and how these

are organized in the curriculum.

7(j) The teacher understands the strengths and needs of individual learners

and how to plan instruction that is responsive to these strengths and needs.

7(k) The teacher knows a range of evidence-based instructional strategies,

resources, and technological tools and how to use them effectively to plan

instruction that meets diverse learning needs.

7(l) The teacher knows when and how to adjust plans based on assessment

information and learner responses.

7(m) The teacher knows when and how to access resources and collaborate

with others to support student learning (e.g., special educators, related

service providers, language learner specialists, librarians, media specialists,

community organizations).

7(n) The teacher respects learners’ diverse strengths and needs and is

committed to using this information to plan effective instruction.

7(q) The teacher believes that plans must always be open to adjustment and

revision based on learner needs and changing circumstances.

Standard #8:

Instructional

Strategies

8(a) The teacher uses appropriate strategies and resources to adapt

instruction to the needs of individuals and groups of learners.

8(b) The teacher continuously monitors student learning, engages learners

in assessing their progress, and adjusts instruction in response to student

learning needs.

8(f) The teacher engages all learners in developing higher order questioning

skills and metacognitive processes.

8(g) The teacher engages learners in using a range of learning skills and

technology tools to access, interpret, evaluate, and apply information.

8(l) The teacher knows when and how to use appropriate strategies to

differentiate instruction and engage all learners in complex thinking and

meaningful tasks.

8(n) The teacher knows how to use a wide variety of resources, including

human and technological, to engage students in learning.

8(o) The teacher understands how content and skill development can be

supported by media and technology and knows how to evaluate these

resources for quality, accuracy, and effectiveness.

Standard #9: Professional

Learning and Ethical Practice

9(e) The teacher reflects on his/her personal biases and accesses resources

to deepen his/her own understanding of cultural, ethnic, gender, and

learning differences to build stronger relationships and create more

relevant learning experiences

9(h) The teacher knows how to use learner data to analyze practice and

differentiate instruction accordingly.

9(i) The teacher understands how personal identity, worldview, and prior

experience affect perceptions and expectations, and recognizes how they

may bias behaviors and interactions with others.

9(l) The teacher takes responsibility for student learning and uses ongoing

analysis and reflection to improve planning and practice.

9(m) The teacher is committed to deepening understanding of his/her own

frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.

9(n) The teacher sees him/herself as a learner, continuously seeking

opportunities to draw upon current education policy and research as

sources of analysis and reflection to improve practice.

Standard #10:

Leadership and Collaboration

10(a) The teacher takes an active role on the instructional team, giving and

receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

10(b) The teacher works with other school professionals to plan and jointly

facilitate learning on how to meet diverse needs of learners.

10(j) The teacher advocates to meet the needs of learners, to strengthen the

learning environment, and to enact system change.

10(t) The teacher embraces the challenge of continuous improvement and

change.

Dispositions

New York State and national accreditation standards require The St. John's University School of Education to monitor non-academic behaviors. The standards of the Council for Accreditation of Educator Preparation (CAEP) also require that we monitor candidate dispositions. CAEP Standard 3 (Candidate Quality, Recruitment, and Selectivity) requires that provider institutions maintain highly selective criteria for both admission and certification of teacher education candidates. CAEP Standard 3.3 reads as follows:

“Educator preparation providers establish and monitor attributes and dispositions beyond academic ability

that candidates must demonstrate at admissions and during the program.” CAEP Standard 3.6 reads as follows: “Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies”(CAEP, 2014).

Collaboration

•Displays a positive disposition toward working constructively with peers/colleagues

•Shares responsibilities on collaborative projects and contributes individual effort

•Displays a positive disposition toward working constructively with university faculty, administrators, and school personnel (if applicable).

•Displays a positive attitude regarding working constructively with students and their parents

Honesty & Integrity

•The student demonstrates truthfulness, honesty and trustworthiness

•Takes responsibility for his or her own actions

•Displays willingness to uphold commitments to self and others

•Displays high standards for professional integrity

•Submits original work

•Seeks support from professor and others where needed

Respect

•The student values and demonstrates consideration and regard for oneself and others

•Is respectful of cultural differences within the academic and global community

•Is sensitive to diverse life experiences

•Has a desire to work across difference and values diverse work ethics and environments

•Is open and sensitive to differing opinions and personal beliefs

•Negotiates disagreements appropriately and respectfully

•Maintains non-judgmental and effective communication skills

Professional Behavior & Responsibility

•Accepts and accommodates constructive criticism

•Is conscientious & punctual

•Is an effective communicator (written and verbal)

•Models social skills, character traits, and dispositions desired in academic settings

•Is aware of the importance of professional appearance and demeanor

•Maintains professional standards of behavior with peers, professors, and children in classrooms

(wherever appropriate)

Commitment to learning

•Student models behavior that s/he would expect of her/his own students in:

•Completing all class work, field work, and assignment deadlines as required

•Seeks confirmation of ideas through course frameworks and additional readings

•Demonstrates dispositions toward lifelong learning

•Seeks clarification from professors for assignments and expectations

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