Syllabus for Summer 2014 EDU 555 - Education and Society, Online

Instructor’s contact information: David L. Stoloff, Ph.D., Professor, Education Department, Eastern Connecticut State University, 83 Windham Street, Webb Hall Room 150, Willimantic, CT 06226, tel. no. (860) 465 – 5501, email: stoloffd@easternct.edu Office hours in Summer 2014 in Webb 150: by appointment

Course description: A critical study of American education system and contemporary educational practices in relation to historical perspectives, societal issues, philosophical principles, political and economic policies and current initiatives. This course fulfills one of the requirements for the MS programs in Education at ECSU.

Course dates: May 19 – June 26, 2014 Meeting time(s): online Office hours – by appointment arranged via email.

Prerequisite(s): Prerequisites & Requirements Graduate standing in the Graduate Division at Eastern Connecticut State University. Please contact the Graduate Division at 860 - 465 - 5292 for more information on graduate enrollment.

Course goals: The curriculum for this course is designed to prepare participants with the skills, experiences, and dispositions which will give them the confidence to rate themselves at least prepared for the standards discussed within the Connecticut Common Core of Teaching - http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/Board_Approved_CCT_2-3-2010.pdf

Textbooks:

Rury, J. L. (2013) Education and social change: Contours in the History of American Schooling: Fourth Edition. New York: Routledge. ISBN: 978-0-415-52693-7 Freire, P. (2006) Pedagogy of the oppressed: 30th Anniversary Edition. New York: Continuum International Publishing Group. ISBN: 0-8264-1276-9.

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Course requirements

Assignments – 1) Participation in 12 threaded discussions – by posting 5 threads for each discussion. (TDs - 60 points) 2) Assignments (date due). See course materials for details on assignments.

Assignments Potential

Credit Exploration (E) 1-ePortfolio 0521 E2-initial philosophy0523 E3-Rury review 0529 Exploration (E) 4 - US educational history E5-Freire 0611 E6-Diversity 0613 E7-classroom management 0617 E8-school effectiveness 0619 E9-revising philosophy 0623 Alternative projects 0625 evaluation 0626

0 – 40 points 60 points 40 points 50 points 40 points 40 points 40 points 20 points 60 points To be determined 5 points

At minimum - 355 points

All assignments are supposed to be posted in the participant’s electronic portfolio or submitted by uploading in the assignments’ folders. The URLs of the webpage where the assignment is posted is shared in the LEARN assignment materials text box, that appears after one clicks on submit assignment after clicking on the assignment heading. This development of the electronic portfolios is designed to enhance the participants’ reflections on their professional and educational development through the organization and self-assessment of documents. There will be alternatively assignments for those students who do not wish to develop an electronic portfolio.

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Assessment: Students will earn points by completing assignments and participating in class activities and discussions. The total number of points in assignments in the outline is more than 400 points. Participants are encouraged to suggest other alternative activities related to the content of the course to earn additional or substitute points for the outlined projects. By session end, earning 372 points or more will result in an A:

Midterm points

Earned points by the end of the course

> 186 372 or more A > 180 360 - 371 A- > 173 346 – 359 B+ > 166 333 - 345 B > 160 320 - 332 B- > 153 306 - 319 C+ > 146 292 – 305 C > 140 280 - 291 C- > 133 267 - 279 D+ > 126 253 - 266 D > 120 240 – 252 D- < 120 Less than 240 F

Please review carefully this syllabus and the course materials and let the instructor know if you have any questions. Participants may withdraw from this course without penalty during the first days of the seminar. Please contact the Graduate Division and/or the Registrar's Office for details on this process and about the rules on tuition reimbursement. Students may request an incomplete grade by contacting the instructor 10 days prior to the close of the seminar. Incomplete assignments, when students are temporarily unable to fulfill course requirements, must be completed within six weeks after the beginning of the first full semester following the granting of the "Incomplete."

Announcements and Expectations:

(Adapted from descriptions provided by the Online Course Subcommittee and other sources, May 2013)

Learning Accommodations - Office of AccessAbility Service

“If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at 465-5573. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility as soon as possible. Please note that the instructor cannot provide

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accommodations based upon disability until the instructor has received an accommodation letter from the Office of AccessAbility services. Your cooperation is appreciated.”

Academic Services Center:

“Students are encouraged to use the support offered by the Academic Services Center (ASC) located on the ground floor of the Library. Advising Services and tutoring in math, writing, and other subjects, including supplementary instruction, are available. The ASC also offers assistance in study techniques, time management and understanding learning styles. Fall 2013 hours: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4310 or check the ASC website at http://www.easternct.edu/asc/ “

WRITING CENTER STATEMENT:

"The ECSU Writing Center, located in the ASC and staffed by trained peer tutors, is available to help all students with their writing. The Writing Center supports the liberal-arts mission of ECSU by helping students with their writing from any class, at any stage, from brainstorming and drafting to revision to proofreading and editing. We help students do their own work, and do it more comfortably and confidently. Any student can and should use the Writing Center--the process of talking with readers about writing and getting feedback on their writing is something all writers do and can benefit from. Students can either drop into the Center or make an appointment by going to www.rich37.com/easternct and registering online. It's a good idea for students to bring copies of any assignment sheets to the Writing Center, so the tutor knows what is expected of the assignment."

Writing standards:

In this course, all assignments will be posted in the participants’ electronic portfolio. It is recommended that the participants develop their assignments in WORD, apply spelling and grammar checks, and then copy and paste their essays directly on a new webpage within their ePortfolios. It is expected that all written work will reflect professional standards of communication. Complete sentences, proper punctuation, capitalization and spelling, and generally accepted rules of grammar are the hallmark of educational professionals. Excessive errors will be reflected in reduced assigned points or in a request to re-submit the assignment.

Academic Conduct Policy and Definitions:

“At Eastern Connecticut State University, we value personal integrity as fundamental to our interactions with each other. We place special weight on academic honesty in all of our intellectual pursuits because it is a value fundamental to academic life and scholarly

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practice. All members of the University community are obligated to uphold high standards of academic honesty in their scholarship and learning, and this obligation extends to students.” Students in this class are expected to review and abide by the expectations discussed on the Academic Misconduct Policy and Definitions page at http://nutmeg.easternct.edu/judicialaffairs/academicmisconduct/definitions.htm.”

A Plagiarism Policy for this Course

The first time that a student had plagiarized, copied information from other authors without appropriate citations and quotes, the student will be allowed to revise the essay, assuring that all copied information is appropriately cited and that most of the student's essay is original. Late penalties may be imposed during the time that the student takes for revisions. The second time that a student had plagiarized, they will be given an opportunity to explain why they continue to plagiarize, but not given the opportunity to revise the essay for credit in the course. The third time that a student had plagiarized, they will be no longer receive any credit for subsequent assignments in the course after this third occurrence of academic misconduct. For more information about plagiarism, please review the following webpages: iParadigms (2011). Plagiarism Report. Retrieved from http://www.turnitin.com/assets/en_us/media/plagiarism_report.php . iParadigms (2011). White Paper: Plagiarism and the Web. Retrieved from http://pages.turnitin.com/rs/iparadigms/images/Turnitin_WhitePaper_SourcesSECvsHE.pdf?mkt_tok=3RkMMJWWfF9wsRonvK%2FMZKXonjHpfsX67%2BskWqO3i4kz2EFye%2BLIHETpodcMTcpiMa%2BTFAwTG5toziV8R7nCJM1s0dkQWRHh Knapik, Dave (December 2nd, 2009). What is the origin of plagiarism? Retrieved from http://www.answerbag.com/q_view/1867703#ixzz2yCyVtwGvNEISTE Liu, B. (2003). Strategies for Preventing Plagiarism. Retrieved from http://nutmeg.easternct.edu/smithlibrary/documents/policy.pdf Eastern Connecticut State University (Feb. 6. 2013). Policy on Academic Misconduct. Retrieved from http://kb.easternct.edu/al/12/3/article.aspx?aid=1522&bt=4 .

The quality of citations and references

Develop the support of your essays using texts and webpages assigned in this course and research articles written within the last 6 years drawn from the university holdings - including books and other paper materials in the collection and online research articles obtainable as full-text pdf files. To review how one may download online research from library resources, please follow

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Eastern Connecticut State University (2012). Research Databases – Finding Articles to Support Research Papers Retrieved from http://lgdata.s3-website-us-east-1.amazonaws.com/docs/646/1044558/Research_Databases.pdf

Late policy

During 15-week academic sessions, one will lose one point from the value of an assignment for every day late. Being a few minutes late after the closing time for an assignment - set at 11:59 pm at the end of the posted closing date of the assignment - will be considered late and will lose a point from the assignment. Due a short academic session, summer or wintersession courses, penalties for lateness will double, since the period for the course has been shortened. For example, for a six week course, 2 points will be reduced for every day late.

Comments and agreement on these policies

In the first threaded discussion in this course, students will be asked to comment on these policies and indicate that they will abide by these policies throughout this course and avoid plagiarism during their studies at Eastern.

Electronic communication:

“Effective August 1, 2009, email will become an official form of correspondence within Connecticut State University System (CSUS). Therefore, it is expected that communications to students sent via email will be received and read in a timely fashion. It is expected that students check their university email at least as often as their class meets, in recognition that certain communications may be time-critical. Students should not assume that email sent from outside providers will be received by their professor.” For this course, it is preferred that course communication be through the BlackBoard LEARN course shell email system. In general, it is important to remember that email should not to be considered as private and therefore is not appropriate for transmitting sensitive or confidential information.

Technology Expectations:

“In this course, assignments are posted within the participants’ electronic portfolio. Students are expected to have sufficient bandwidth and computer capacity to access course materials. A browse check can be run to determine your computer capacity to operate the Blackboard course shell. The Browser Check can be found at http://nutmeg.easternct.edu/portal/password_faq.htm.”

Sources of Student Assistance and Information:

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“The University Home Page (http://www.easternct.edu/) provides links to the many resources and services available to faculty and students at Eastern Connecticut State University. The Current Students page linked to the Home Page (http://www.easternct.edu/portal) provides a wide range of information regarding the various services available to students. Also on this page are links to several technical support services and procedures. Additional information can be found at

• The Information Technology page (Blackboard log on page) at http://www.easternct.edu/its/webct/.

o The policies links will provide information about general IT policies as well as Copyright and Filesharing.

o Under Services, the student will find information regarding the helpdesk including its hours and contact information as well as after-hours contact information. VPN, Banner, and Calendars are among the resources accessed from Services.

o Solutions for most common problems can be found under FAQs. o

• Password problem solutions can frequently be found at Passwords FAQs at http://nutmeg.easternct.edu/portal/password_faq.htm. But you also see some answers here for students having trouble logging into Blackboard as well as a link to the Browser check.

• Education/Curriculum Research Guide at http://easternct.libguides.com/education provides guidance on using the university online databases for obtaining research articles and other documents to support scholarly writing. Students are encouraged to contact Ms. Hope-Marie Cook, Head of the Curriculum Center/Education Librarian at cookh@easternct.edu and the instructor for guidance on how to access recent (after 2008) online articles to inform their writing.”

Eastern’s Weather Closing Policy

"In the event of a delayed opening of the University, any class that would have at least 45 minutes of meeting time remaining after the announced opening time will meet starting at the announced opening time. Any class meeting that would have fewer than 45 minutes of meeting time after the announced opening time will not meet. For example, if opening the campus is delayed until 10 a.m., classes running from 9:30-10:45 a.m. would meet from 10-10:45 a.m. In the event of an early closing of the University, any class that would have at least 45 minutes of meeting time prior to the announced closing time will meet until the announced closing time. Any class meeting that would have fewer than 45 minutes of meeting time before the announced

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closing time will not meet. For example, if we were to close the University early at 3 p.m., classes running from 2-3:15 p.m. would meet from 2-3 p.m."

Appendix I -

Course Activities and Assessment Aligned to 2008 Unit Conceptual Framework (CF) - ECSU Proficiencies, Connecticut Common Core of

Teaching (2010), Pre-Service Teacher Competencies and ISTE Standards (2008) for

EDU 555 – School and Society Website references: CONNECTICUT STATE DEPARTMENT OF EDUCATION 2010 Common Core of Teaching: Foundational Skills http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/Board_Approved_CCT_2-3-2010.pdf REGULATION of State Board of Education, Rev. 2-3-2010, Part III, Pre-Service Teacher Competencies from http://www.sde.ct.gov/sde/lib/sde/pdf/cert/regulations/2014_proposed_regulations_2-3-2010.pdf The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

EDU 553 Activities and Assessments

2008 Unit Conceptual Framework (CF)- ECSU Proficiencies

Pre-Service Teacher Competencies (TC) and Connecticut Common Core of Teaching (CCCT) 2010

NETS*T Standards - Specialty Professional Association (SPA) standards

EDU 555 Activities and Assessments

1: Content Knowledge (CNK) Candidates/Graduates

TC (2) Evidence-based/Standards-based

3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and

TD1 Intros A2Rury

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demonstrate in-depth understanding of content knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions and learning experiences

Instruction CCCT Domain 3: Planning for Active Learning

work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

A4Freire

TC (3) Evidence-based Classroom and Behavior Management

CCCT Domain 4: Instruction for Active Learning

b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

TD4memor

A5cmanage

TC (3) Evidence-based Classroom and Behavior Management

CCCT Domain 4: Instruction for Active Learning

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

TD8com

TC (2) Evidence-based/Standards-based Instruction

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and

TD6ped

A5cmanage

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CCCT Domain 4: Instruction for Active Learning

use information resources to support research and learning

2: Pedagogical Knowledge (PDK) 2.1

Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals (both state and national), and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.

TC (1) Development and characteristics of learners

CCCT Domain 2: Classroom Environment, Student Engagement and Commitment to Learning

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

A8revphil

TD8change

2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conducive to learning.

TC (1) Development and characteristics of learners

CCCT Domain 2: Classroom Environment, Student Engagement and Commitment to

c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

A5cmanage

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Learning

TC (3)

Evidence-based Classroom and Behavior Management

CCCT Domain 4: Instruction for Active Learning

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Participation on threaded discussions and group project

2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem-solving, and collaborative inquiry.

TC (2) Evidence-based/Standards-based Instruction CCCT Domain 3: Planning for Active Learning

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

TD3accom

2.4

Candidates/Graduates use multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner.

TC (4) Assessment

CCCT Domain 5: Assessment for Learning:

d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3: Integration of Knowledge (INT) 3.1 Candidates/Graduate demonstrate an ability to integrate learning

TC (2) Evidence-based/Standards-based Instruction

b. develop technology-enriched learning environments that enable all students to pursue their individual

A8revprofed

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theories and other pedagogical knowledge in their clinical experiences and student teaching.

CCCT Domain 3: Planning for Active Learning

curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

3.2 Candidates/Graduates demonstrate how different concepts, themes, and principles are interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry, and structure of the discipline(s) they teach.

TC (2) Evidence-based/Standards-based Instruction CCCT Domain 1: Content and Essential Skills

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

TD2 Themes

T11texts

4: Technology as a Tool to Teach (TTT) 4.1.

Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning.

TC (2) Evidence-based/Standards-based Instruction

CCCT Domain 3: Planning for

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences

A4Freire

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Active Learning

that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness

5: Diversity (DIV) 5.1

Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and socioeconomic status.

TC (2) Evidence-based/Standards-based Instruction CCCT Domain 4: Instruction for Active Learning

4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

A3diversity

TC (1) Development and characteristics of learners

CCCT Domain 2: Classroom

b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools

A3diversity

TD3accom

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Environment, Student Engagement and Commitment to Learning

and resources

TC (5) Professional Behaviors and Responsibilities CCCT Domain 6: Professional Responsibilities and Teacher Leadership .

c. promote and model digital etiquette and responsible social interactions related to the use of technology and information

TD6ped

d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

A3diversity

6: Professionalism (PRF) Candidates/Graduates collaborate with cooperating teachers, other teachers, school administrators and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential.

TC (5) Professional Behaviors and Responsibilities CCCT Domain 6: Professional Responsibilities and Teacher Leadership

5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

TD9proforgs

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Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning

TC (5) Professional Behaviors and Responsibilities CCCT Domain 6: Professional Responsibilities and Teacher Leadership

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

TD9proforgs

T10tests

TC (5) Professional Behaviors and Responsibilities CCCT Domain 6: Professional Responsibilities and Teacher Leadership

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

TD9proforgs

TC (5) Professional Behaviors and Responsibilities CCCT Domain 6: Professional Responsibilities and Teacher Leadership

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

TD8com

A8revprofed

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CONNECTICUT STATE DEPARTMENT OF EDUCATION 2010

Common Core of Teaching: Foundational Skills

Overview

The Common Core of Teaching articulates the art and science of teaching as essential knowledge, skills and qualities. These foundational skills and competencies are grouped by domains but, in practice, are to be viewed as integrated parts of the complex and dynamic process of effective teaching. The CCT should be used to help guide and build teacher competence beginning with pre-service and continuing throughout a teacher’s career.

Domains of Teacher Performance

Domain 1: Content and Essential Skills:

Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field.

Domain 2: Classroom Environment, Student Engagement and Commitment to Learning:

Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community.

Domain 3: Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

Domain 4: Instruction for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

Domain 5: Assessment for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction.

Domain 6: Professional Responsibilities and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.

For details, please see http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/Board_Approved_CCT_2-3-2010.pdf

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STATE OF CONNECTICUT Page 11 of 124 pages

REGULATION Of

State Board of Education Rev. 2-3-2010

Part III

Pre-Service Teacher Competencies

Sec. 10-145d-808. Teacher competencies necessary to teach a diversity of students The following set of competencies was developed to address critical knowledge, skills and dispositions needed by teacher candidates and all teachers working in the Connecticut. These competencies are based on state and national standards and are intended for all teacher seeking general education endorsements in early childhood, elementary, secondary and special subject areas. These competencies are specific to the skills needed by general education teachers to teach a diversity of students including students with disabilities, English language learners and issues related to the impact of culture, linguistics and environment on the learning needs of students. (a) Teacher candidates shall complete preparation at an approved institution or professional development through a specially approved provider in each of the following domains: (1) Development and characteristics of learners

• (A) Demonstrate understanding of the growth and development of typical and

atypical students pre-kindergarten through grade 12 including the characteristics and functioning of students with disabilities, English language learners and issues related to the impact of culture, linguistics and environment on the learning needs of students;

• (B) Demonstrate understanding and application of learning as an active, not passive,

process. (2) Evidence-based/Standards-based Instruction

• (A) Organize, sequence, and teach the general education curriculum using evidencebased

principles of instructional design and delivery to meet the needs of students with disabilities and diverse learning needs.

• (B) Teach and support reading and literacy skills and strategies within and across

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specific content areas; • (C) Provide targeted supplemental or specialized academic instruction and

intervention to students who don’t respond to primary instruction alone; • (D) Adjust instruction in response to information gathered from ongoing

assessment and monitoring of performance and progress;

• (E) Provide meaningful and appropriate feedback to students about their performance

and progress; • (F) Design and implement appropriate instructional accommodations,

modifications or differentiation to support student learning; and

• (G) Maximize student engagement and motivation and the role and responsibility of

students in the learning process. (3) Evidence-based Classroom and Behavior Management

(A) Maintain a structured, safe, and positive learning environment that promotes and ensures socially valid behavioral outcomes and student learning, within the

context of the school culture; • (B) Define, model, and acknowledge student learning behavior

expectations and assess, document, and report both appropriate and problematic social behaviors of students;

• (C) Provide explicit or direct instruction on social skills that are conducive to

ensuring learning, including school-wide and classroom-wide positive expectations, self-management strategies, and study skills;

• (D) Reinforce appropriate behavior and minimize problematic social behaviors by

proactively providing targeted supplemental, specialized or individualized behavioral instruction and intervention through a continuum of strategies such as: modifying classroom management or environment, using a variety of grouping options, using positive reinforcement or corrective feedback, contributing to the design of individual behavioral support plans, and facilitating problem-solving and conflict resolution processes. (4) Assessment

• (A) Understand the purposes, strengths and limitations of formal and informal

assessments for making instructional decisions. Has the ability to select, administer and interpret a variety of assessments to document students’ learning and growth to inform planning and instruction;

• (B) Design, implement and modify a variety of developmentally appropriate

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curriculum-based/classroom-based assessments to meet the needs of students; • (C) Understand different assessment approaches for different purposes

(i.e., screening, diagnosis, progress monitoring or evaluating outcomes), and the role of assessment in determining eligibility and assisting with the development of IEPs for students with disabilities and the impact of inappropriate assessment and instruction that may lead to overrepresentation of students with cultural, ethnic, gender and linguistic differences;

• (D) Has the ability to communicate assessment results to students, parents, guardians

and other educators; and • (E) Review and interpret the results of externally-produced standardized

tests including but not limited to the CMT, CAPT, Skills Checklist, Developmental Reading Assessment (DRA). (5) Professional Behaviors and Responsibilities

• (A) Demonstrate knowledge of the rights of students and families and the legal

responsibilities of teachers within the processes for referral, planning and placement, development and implementation of the individualized education program and the continuum of placements and services available;

• (B) Understand the roles of and when appropriate to seek support/consultation from special service staff such as, but not limited to, the special education teacher,

speech/language pathologist, school nurse, school psychologist, school social worker, guidance counselor or content area specialists to assess impact and progress of accommodations and modifications;

• (C) Understand the role of classroom teachers in coordinating support personnel

working within the teacher’s own classroom; • (D) Understand culturally responsive practices when and how to

proactively communicate and collaborate with families about students’ progress; and

• (E) Keep current in understanding of responsibilities to educate all students and

continue to seek training and professional development in trends and effective teaching strategies to meet the needs of learners including those with special needs.

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