CI 317: Guiding Play and Building Learning …...CI 317: Guiding Play and Building Learning...

CI 317: Guiding Play and Building Learning Communities

Spring 2016 11:00 am - 12:15 pm, Tuesdays and Thursdays Wham 203

Instructor: Shannon Green, MsEd

Office Location: Wham 323T

email: [email protected]

Email is the best way to reach me.

You can leave phone messages at C&I

Reception Desk: (618) 536-2441,

though

I cannot guarantee phone messages will

reach me in a timely manner.

Office Hours: Tuesday & Thursday: 12:30-4:00

Wednesday: 3:30-4:00

Additional office hours are available by

appointment. If you need to meet with me

on a specific day or at a specific time,

please make a formal appointment, even if

it is during my regular office hours.

Catalogue Course Description: Focuses on play as an integral part of child's learning. Covers

play theory and design of the learning environment. Learning how to promote prosocial behaviors

through supportive relationships and environments within diverse settings and guide self-

regulation, prosocial development and task engagement of children. Emphasis on appropriate

ways to guide children in their play activities and routines, and ways to develop creativity in

children. Requires several independently scheduled observations of children's play in the campus

Child Development Laboratories. (3.000 Credit hours)

Course Objectives:

1. Students will review and reflect on their own past play experiences and compare them

with the experiences of others to identify the influence of culture and diverse family

values on play.

2. Students will explain the value of play and creativity both in their own lives and in young

children’s learning and development.

3. Students will identify stages and types of children’s play and describe the characteristics

of each stage or type.

4. Students will observe a young child at play in a preschool setting, record their

observations using various data-collection techniques, and assess that child’s

development in terms of play, including the individual, cultural, and universal aspects

5. Students will demonstrate knowledge of how to arrange space, time, and materials to

support children’s play in preschool, kindergarten, and primary grades.

6. Students will give examples of how to support individual and cultural diversity in play

environments.

7. Students will demonstrate basic competency in active listening and appropriate speech to

young children.

8. Students will practice appropriate techniques for guiding young children’s behavior in

groups and school settings.

9. Students will familiarize themselves with developmentally appropriate play materials

through exploration and experimentation.

10. Students will describe how play is integrated into preschool, kindergarten, and primary

grade curriculum through appropriate design of learning centers and the teacher’s daily

decision making.

Required Texts: Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early

Childhood Programs Serving Children Birth Through Eight (3rd edition).

Washington D.C. National Association for the Education of Young Children. ISBN-13:

978-1928896647

Hearron, P. F., & Hildebrand, V. P. (2013). Guiding Young Children. Boston, MA.

Pearson.

Sluss, D. J. (2015). Supporting Play in Early Childhood: Environment, Curriculum,

Assessment. Stamford, CT: Cengage Learning. ISBN: 978-1-285-73517-7

*Supplemental readings will be assigned throughout the semester. Students will choose an

additional book for the final project assignment for this course.

*(OPTIONAL) NAEYC Membership. Students will be required to utilize the NAEYC

practitioner journal Young Children. Young Children is available at the library, though students

may find becoming a member of NAEYC useful. More information can be found at:

https://www.naeyc.org/membership/benefits

ATTENDANCE. Attendance at all class sessions and full participation in class activities are required.

Students are responsible for completing all required readings before each class and for coming to class

prepared for discussions and activities. If you must be absent for a class session please email a message

to the instructor prior to class start time. Poor attendance (more than two absences) will result in a

lowering of the grade earned by one or more letter grades. (3 absences=one letter grade reduction, 4

absences=2 letter grades, 5+ absences=automatic failure).

LATE ARRIVALS/TARDINESS. Class begins promptly at start time. Students are expected to

sign in before this time and be ready to begin class. Excessive Tardiness (more than two times)

will impact your participation and professionalism grade.

ACADEMIC EXPECTATIONS: Grammar and spelling must be correct in all assignments;

if errors prevent the instructor from reading for content, the assignment will be returned for

revision and the student can expect that points will be deducted. All written work should be typed

using double-spacing and 11 or 12 point Times New Roman Font. Students should place the

following information in the top left corner of all work:

Student Name e.g., Judy Brown

CI 318: Early Childhood Curriculum, Green CI 318: Early Childhood Curriculum,

Green

Assignment Title Reading Reflection #1: Inquiry

Curriculum

Date February 24, 2016

DISPOSITIONAL EXPECTATIONS: Professional behavior is expected at all times, in all

practicum settings, class activities, lecture sessions, email correspondence, and all interactions

https://www.naeyc.org/membership/benefits

with instructor and other faculty. Keep in mind that you represent the University and the Early

Childhood Department. Professionalism should be displayed in your attire, attitude, and

behavior. This includes the use of cell phones and laptops in the classroom. Cell phones are for

emergencies only-do not send text messages during class. If you must use the phone, please leave

the class to do so. Laptops are for note-taking and must have instructor approval to use in class.

A full outline of professional expectations will be provided in class and students will be required

to sign it indicating that they have read it and will abide by its contents.

SIUC STUDENT CONDUCT CODE: Students are expected to adhere to the SIUC student

conduct code. Violations of this code may result in failure of the class and/or further disciplinary

action by SIUC administration. Violations of this include:

1. Plagiarism, representing the work of another as one's own work;

2. Preparing work for another that is to be used as that person's own work;

3. Cheating by any method or means;

4. Knowingly furnishing false information to a university official relative to academic

matters;

5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code.

EVALUATION OF STUDENT PROFICIENCY AND DISPOSITION: All students enrolled

in Early Childhood Education courses must agree to and sign a statement of professional conduct,

which also indicates acknowledgment of the departmental student proficiency and disposition

reporting system. Copies of this statement will be provided to you during the first week of class.

Course Requirements and Grading Policy:

Students will complete several assignments throughout the semester, take three exams,

participate fully in class activities, communicate with respect for others and the for the early

childhood profession as a whole. Assignment details are provided on the following pages, while a

brief summary of points are provided below. Final grades for this course will be determined using

the following scale: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, <59%=F (*note attendance

policy in syllabus.)

1. CDL--Fingerprinting Receipts and Paperwork: 10 points

2. Participation and Professionalism 15 points

3. Foundations Exam—Exam #1 25 points

4. DAP Study Guide Entries (8) 25 points

5. DAP EXAM 25 points

6. Reflection Briefs (3) 15 points

7. Observations (2) 50 points

8. Topical Handouts (3) 30 points

9. Final Project: Book Club & Presentation (3 parts) 25 points

10. Final Exam 25 points

TOTAL POINTS POSSIBLE 245 points

Reading and Assignment Schedule for CI 317:

This schedule is considered tentative in nature and is subject to change at the instructor’s

discretion. Any changes to the schedule will be communicated verbally, during class hours. It is

the student’s responsibility to note and account for such changes.

Intr

o t

o D

AP

Wk.1

1/19

1/21

Tuesday:

Introductions

Syllabus

CDL Requirements/CDL Director

Thursday:

Bredekamp, S., & Copple, C. (2009). Frequently Asked Questions about

Developmentally Appropriate Practice

BRING: Driver’s License

Due: Initial Reflection Brief on Values & Beliefs about Guidance & Play

Tea

chin

g,

Gu

idan

ce,

and

Pla

y Wk.2

1/26

1/28

Tuesday:

Bredekamp, S., & Copple, C. (2009): NAEYC Position Statement & Chapter 1:

To Be an Excellent Teacher

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 1: Guiding Young Children

Due: DAP Study Guide Entries (2), hard copy due in class

Thursday:

Sluss, D. J. (2015). Chapter 1: Valuing Play

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 2: Values as a Basis for

Guidance

DUE: Unstructured Observation (documentation of observation will be

checked, informal notes will be used for class discussion only, no written paper

due)

Ob

serv

atio

n

and

Ass

essm

ent Wk.3

2/2

2/4

Tuesday

Sluss, D. J. (2015). Chapter 2: Play as Development

DUE: Handout—Understanding Play Thursday

Sluss, D. J. (2015): Chapter 3: Observing and Assessing Play

DA

P Wk.4

2/9

2/11

Tuesday:

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 3: Foundations of

Guidance—Understanding Development and Observing Children

Thursday:

Foundations Exam—Exam #1

Book Club Selection List

DA

P Wk.5

2/16

2/18

Tuesday

Bredekamp, S., & Copple, C. (2009): Chapter 2: Development in the First

Three Years of Life

Bredekamp, S., & Copple, C. (2009): Chapter 3: Developmentally Appropriate

Practice in the Infant and Toddler Years—Ages 0-3: Examples to Consider


Due: Book Club Selection Proposal

Thursday


Practice in the Preschool Years—ages 3-5: An Overview


Practice in the Preschool Years—ages 3-5: Examples to Consider


EXTRA CREDIT OPPORTUNITY: 5 points extra credit will be awarded

to students who have submitted all CDL paperwork and fingerprinting

receipts by this day. P

osi

tiv

e G

uid

ance

an

d D

AP

Wk.6

2/23

2/25

Tuesday


Practice in the Kindergarten Year—Ages 5-6: An Overview


Practice in the Kindergarten Year—Ages 5-6: Examples to Consider

DUE: DAP Study Guide Entries (2), hard copy due in class Thursday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 5: Positive Guidance—

Building Human Resources

DUE: Reflection Statement on Positive Guidance

Ind

irec

t G

uid

ance

and

Su

ppo

rtin

g P

lay

Wk.7

3/1

3/3

Tuesday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 6: Indirect Guidance—The

Role of the Environment in Facilitating Self-Direction

Thursday

Sluss, D. J. (2015): Chapter 4: Supporting Play for Infants and Toddlers

Sluss, D. J. (2015): Chapter 5: Supporting Play for Preschool Children

DUE: Handout: Classroom Design & Materials

Dir

ect

Gu

idan

ce

and

Su

ppo

rtin

g

Pla

y Wk.8

3/8

3/10

Tuesday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 7: Direct Guidance—

Interacting with Children to Foster Self-Direction

Thursday

Sluss, D. J. (2015): Chapter 6: Supporting Play in Kindergarten Classrooms

DUE: Reflection Statement on In/Direct Guidance & Supporting Play

Wk.9.

3/15

3/17

SPRING BREAK

Gu

idan

ce,

Ro

uti

nes

,

and

th

e C

urr

icu

lum

Wk.10

3/22

3/24

Tuesday

DAP EXAM (Bredekamp, S., & Copple, C. (2009): NAEYC Position

Statement, Chapters 1-7)

Thursday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 8: Guiding Young Children

in Personal Caregiving Routines

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 9: Guidance and

Curriculum—Interdependent Elements of Appropriate Practice

DUE: CDL Paperwork and Fingerprinting Receipts.

Ch

alle

ng

ing

Beh

avio

r an

d

Sp

ecia

l N

eed

s

Wk.11

3/29

3/31

Tuesday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 11: Understanding and

Addressing Challenging Behavior

Thursday

Sluss, D. J. (2015): Chapter 9: Supporting Play for Children with Special Needs

DUE: Structured Observation #1

Assignment Descriptions:

Students will receive additional direction for each assignment during class time.

Questions regarding assignments should be asked during class. If necessary, questions

can be sent via email—so long as they are sent within 48 hours of the assigned due

date/time. If you are struggling with an assignment, task, or concept, I recommend

scheduling a face-to-face meeting during office hours.

CDL Requirements. Under the guidance of Child Development Laboratories (CDL)

Administration, CI 317 students will complete the necessary requirements for

participation in CDL activities and practicums. (Fingerprinting Receipt & CDL

Paperwork. 10 Points)

Readings Discussion, Informed Participation, and Professionalism. You will arrive

to each class period having read and engaged with each of the assigned readings,

participated fully in discussion of these readings, additional topics of discussion, and

DA

P a

nd

Pla

y i

n P

rim

ary

Yea

rs Wk.12

4/5

4/7

Tuesday


Practice in the Primary Grades—Ages 6-8: An Overview


Practice in the Primary Grades—Ages 6-8: Examples to Consider

EXTRA CREDIT OPPORTUNITY: DAP Study Guide Entries (6pts)

Thursday

Sluss, D. J. (2015): Chapter 7: Supporting Play in Primary School

Sluss, D. J. (2015): Chapter 8: Supporting Play for Children in Middle

Childhood

DUE: Book Club Individual Review and Reflection

Ou

tdo

or

Pla

y

and

Gu

idan

ce Wk.13

4/12

4/14

Tuesday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 10: Guiding Young

Children’s Outdoor Play and Learning

Thursday

Sluss, D. J. (2015): Chapter 10: Outdoor Play for Young Children

DUE: Parent Handout: Outdoor Play & Learning

Co

llab

ora

tio

n Wk.14

4/19

4/21

Tuesday

Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 4: Collaborating with

Families of Young Children

DUE: Structured Observation Thursday

Sluss, D. J. (2015): Chapter 11: Current Trends and Issues

Wk.

15

16

Book Club Presentations (Group)

4/26

4/28

5/3

5/5 DUE: Reflection Brief on Personal Growth & Learning

Final

5/12

Final Exam: Thursday, May 12, 10:15-12:15

activities. Additionally, you will have engaged with your peers, instructor, and CDL staff

with a high level of professionalism demanded by the ECE profession. (15 points)

13-15 points- This student is clearly prepared for class at every session and

engages in informed discussion of the assigned readings and homework. He or

she independently offers ideas and constructive criticism about readings and asks

informed questions of the instructor and other students during class. The student

shows a sincere desire to learn and seeks to connect the course content (e.g.,

readings and instruction) to practical work in the early childhood profession.

Additionally, the student does not engage in distracting behaviors during class and

consistently shows respect for other students/instructors.

10-12 points- This student is generally prepared and largely engages in all of the

abovementioned descriptors. Though they participate a little less vocally in class

discourse than is ideal, it is apparent they have read all assigned readings and

thought carefully about their content.

6-9 points- This student participates in class discussions sporadically. While they

may offer their personal reactions/opinions on discussion topics, it is not apparent

whether they are engaging in informed discourse or have thoroughly completed

assigned readings. This student may or may not be careful to illustrate respect for

the ideas and persons of other students or instructors.

0-5 points- This student speaks rarely and is often unprepared for class. This

student may or may not engage in disrespectful or distracting behavior in class.

Additionally, this student will have been encouraged by the instructor to improve

his or her participation and class readiness, but was unable or unwilling to

improve his or her participation and professionalism.

Foundations Exam. This exam will be a combination of multiple choice, matching, and

written response. This exam will cover chapters 1, 2, and 3 of Hearron, P. F., &

Hildebrand, V. P. (2013) and Sluss, D. J. (2015). (25 points)

DAP Study Guide Entries. Students will develop a study & reference guide for each

chapter of the Bredekamp, S., & Copple, C. (2009) text Developmentally Appropriate

Practice in Early Childhood Programs Serving Children Birth Through Eight (3rd

edition). This reference guide will be used as a tool for preparing for the in class DAP

Exam and will be useful in future courses for developing DAP programs. (8@3 points

each+1pt for completing all entries=25 points)

DAP Exam. This exam will be a combination of multiple choice, matching, and written

responses. This exam will primarily cover chapters 1-7 (+the NAEYC position statement)

of the Bredekamp, S., & Copple, C. (2009) text, though DAP application questions will

also refer to readings from the Sluss (2015) and Hearron, P. F., & Hildebrand, V. P.

(2013) texts. (25 points)

Reflection Briefs. CI 317 students will prepare three reflection briefs throughout the

semester. The Initial Reflection Brief on Values & Beliefs about Guidance & Play will

consist only of your own knowledge, experiences, thoughts, values, and beliefs about

guidance and play. The second brief (Reflection Brief on In/Direct Guidance &

Supporting Play) and final brief (Reflection Brief on Personal Growth & Learning:

Guiding Play) must reference and build upon course readings—indicating professional

growth and learning (change) throughout the semester. Each brief must be ONE FULL

PAGE in length (11 or 12 pt. Times New Roman Font, double spaced). Points will not be

awarded to students who do not complete a full page. (3@5 points each=15 Points)

Observations. During the semester, students will be required to make three observations

at the campus Child Development Laboratories (CDL). The first observation will be

informal and unstructured. The second and third observations will each include two

sections: 1) Observational notes and 2) Discussion of Theoretical Concepts. Additional

details regarding these observations will be provided in class. (2@25 points each=50

Points)

Handouts. Throughout the semester, students will create three one-page handouts about

the following topics: 1) Understanding Play, 2) Classroom Materials and Environmental

Design, and 3) Outdoor Play and Learning. Handouts should be professional in

appearance, aesthetically pleasing, and convey important, accessible, and useful

information about the specific topic associated with each. Handouts should be created

with parents, family members, and caregivers in mind. (3@ 10 points each=30 points)

Final Project—Book Club & Presentation. Early in the semester, students will

generate a selection of published professional development books about the topics of play

and/or guidance in early childhood classrooms. Each student will select one of these texts

and write a one page proposal about how they feel this text will assist them in their own

professional growth and development. After reading the books, each student will

individually prepare a two-page review and reflection on the book. This reflection should

also reference an article from the NAEYC journal Young Children and include at least

one paragraph synthesizing the reading topic with your observations at CDL. Emphasis

should be placed on how this book has enhanced and/or challenged your ideas about

working with young children and families. Finally, students will work with others who

have read the same book to prepare an in-class presentation about the book to be shared

during the last two weeks of class. (5/10/10 points=25 points)

Final Exam. This exam will be a combination of multiple choice, matching, and written

response. This exam will cover Chapters 4-11 of the Hearron, P. F., & Hildebrand, V. P.

(2013) and Sluss, D. J. (2015) texts. As these chapters are representative of DAP, the

Bredekamp, S., & Copple, C. (2009) text should be reviewed for this exam as well. (25

points)

Professional Standards—Assessment & Alignment:

The following state and national standards inform the daily objectives and

assessments for this course. Course activities support the early childhood professional

and/or teacher candidate’s knowledge and performance of the Illinois Professional

Teaching Standards (IPTS), NAEYC’s standards for initial early childhood professional

preparation, and the Child and Family Services Core Competencies (SIUC-IL-CFCORE).

Standards marked with an *asterisk are most explicitly covered within this course, while

standards marked with a ^caret are less emphasized.

Fo

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IPTS ^Standard 1

NAEYC *STANDARD 1; ^ 2.

SIUC-IL-CFCORE ^COMPETENCY 6; *7

IPTS *Standard 4

SIUC-IL-CFCORE *COMPETENCY 2;*5

IPTS ^Standard 5

NAEYC *STANDARD 4

SIUC-IL-CFCORE ^COMPETENCY 4

IPTS *Standard 7

NAEYC *STANDARD 3

IPTS *Standard 9

NAEYC ^STANDARD 6

SIUC-IL-CFCORE *COMPETENCY 1 *9

TEP Conceptual Framework: Literacies

TEP Conceptual Framework: Identities

TEP Conceptual Framework: Engagement

IPTS 2013 Standards

^Standard 1 - Teaching Diverse Students – The competent teacher understands

the diverse characteristics and abilities of each student and how individuals develop and

learn within the context of their social, economic, cultural, linguistic, and academic

experiences. The teacher uses these experiences to create instructional opportunities that

maximize student learning.

*Standard 4 - Learning Environment – The competent teacher structures a safe

and healthy learning environment that facilitates cultural and linguistic responsiveness,

emotional well-being, self-efficacy, positive social interaction, mutual respect, active

engagement, academic risk-taking, self-motivation, and personal goal-setting.

^Standard 5 - Instructional Delivery – The competent teacher differentiates

instruction by using a variety of strategies that support critical and creative thinking,

problem-solving, and continuous growth and learning. This teacher understands that the

classroom is a dynamic environment requiring ongoing modification of instruction to

enhance learning for each student.

*Standard 7 - Assessment – The competent teacher understands and uses

appropriate formative and summative assessments for determining student needs,

monitoring student progress, measuring student growth, and evaluating student outcomes.

The teacher makes decisions driven by data about curricular and instructional

effectiveness and adjusts practices to meet the needs of each student.

*Standard 9 - Professionalism, Leadership, and Advocacy – The competent

teacher is an ethical and reflective practitioner who exhibits professionalism; provides

leadership in the learning community; and advocates for students, parents or guardians,

and the profession.

NAEYC 2010 Initial Standards

*STANDARD 1. PROMOTING CHILD DEVELOPMENT AND

LEARNING. Candidates prepared in early childhood degree programs are grounded in a

child development knowledge base. They use their understanding of young children’s

characteristics and needs, and of multiple interacting influences on children’s

development and learning, to create environments that are healthy, respectful, supportive,

and challenging for each child.

^STANDARD 2. BUILDING FAMILY AND COMMUNITY

RELATIONSHIPS. Candidates prepared in early childhood degree programs

understand that successful early childhood education depends upon partnerships with

children’s families and communities. They know about, understand, and value the

importance and complex characteristics of children’s families and communities. They use

this understanding to create respectful, reciprocal relationships that support and empower

families, and to involve all families in their children’s development and learning.

*STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO

SUPPORT YOUNG CHILDREN AND FAMILIES. Candidates prepared in early

childhood degree programs understand that child observation, documentation, and other

forms of assessment are central to the practice of all early childhood professionals. They

know about and understand the goals, benefits, and uses of assessment. They know about

and use systematic observations, documentation, and other effective assessment strategies

in a responsible way, in partnership with families and other professionals, to positively

influence the development of every child.

*STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE

APPROACHES. Candidates prepared in early childhood degree programs understand

that teaching and learning with young children is a complex enterprise, and its details

vary depending on children’s ages, characteristics, and the settings within which teaching

and learning occur. They understand and use positive relationships and supportive

interactions as the foundation for their work with young children and families.

Candidates know, understand, and use a wide array of developmentally appropriate

approaches, instructional strategies, and tools to connect with children and families and

positively influence each child’s development and learning.

^STANDARD 6. BECOMING A PROFESSIONAL. Candidates prepared in

early childhood degree programs identify and conduct themselves as members of the

early childhood profession. They know and use ethical guidelines and other professional

standards related to early childhood practice. They are continuous, collaborative learners

who demonstrate knowledgeable, reflective and critical perspectives on their work,

making informed decisions that integrate knowledge from a variety of sources. They are

informed advocates for sound educational practices and policies.

SIUC-IL-CFCORE

*COMPETENCY 1. Personal and Professional Self-awareness.

1A) Understand one’s own personality, beliefs, values, and philosophy in relation to

career, goals, development, learning styles, dispositions, and application of knowledge.

B) Develop and periodically reflect upon a personal and professional philosophy.

F) Understand cultural differences relating to lifestyles, values, beliefs, and behaviors.

G) Seek resources for continuous learning, self-improvement, and professional

development.

*COMPETENCY 2. Legal and Fiscal Management

A) Know and be able to implement the different codes, regulations, and licensing

standards pertaining to health, safety, disability issues, building, and zoning

^COMPETENCY 4. Educational Programming

E) Develop appropriate assessment procedures for children and adults.

*COMPETENCY 5. Program Operations and Environmental Management

A) Know and apply policies and procedures to meet state and local regulations and

standards for health and safety.

C) Implement safe playground design and practice.

D) Plan and design space based on principles of environmental psychology, emotional

health, and child development.

^COMPETENCY 6. Family Support

D) Acknowledge and support families as partners in education.

*COMPETENCY 7. Communication and Public Relations

D) Communicate program philosophy to families, community, public officials and other

F) Design promotional literature, newsletters, handbooks, and press releases

*COMPETENCY 9. Oral and Written Communication

A) Use written language to communicate with administrators, parents, agencies,

legislators, and others.

B) Be familiar with effective oral communication techniques.

C) Demonstrate interpersonal skills, one on one and in a small group.

Teacher Education Program Conceptual Framework:

The Teacher Education Program (TEP) at Southern Illinois University Carbondale

is fully accredited by the National Council for the Accreditation of Teacher Education/

Council for the Accreditation of Educator Preparation (NCATE/CAEP) and by the

Illinois State Board of Education. Spanning the entire university, the Teacher Education

Program is administered through the College of Education and Human Services and

includes majors from the College of Education and Human Services, the College of

Science, the College of Liberal Arts, and the College of Agricultural Sciences. Teacher

education programs approved by the State Educator Preparation and Licensure Board

(SEPLB) are offered at the undergraduate level in early childhood education, elementary

education, special education, secondary education, and in majors and minors that lead to

the special certificate to teach K-12 art, music, physical education, and foreign languages.

Preparing Reflective Educational Leaders. The conceptual framework

identified by Southern Illinois University Carbondale’s College of Education and Human

Services reflects the professional community’s commitment to preparing reflective

educational leaders at both the undergraduate and graduate levels. Reflective educational

leaders are able to review, reconstruct, reenact, and critically analyze their own and their

students’ performances as a means to formulate explanations with evidence. A reflective

educational leader fosters his/her professionalism in practice when he/she values

students’ myriad identities, equips students with the literacies required to

participate in a democratic society, and engages stakeholders to make this learning

accessible, rigorous, and relevant.

Our conceptual framework views the professional development of teachers and

other educational personnel to be an evolutionary and maturational process. Our goal is to

prepare a competent, reflective educational leader, ready to assume the responsibilities of

educating individuals but with full awareness that his or her induction into the profession

continues throughout the duration of his or her professional career. We believe that our

teacher candidates not only practice reflective thinking but also become practitioners of

reflective action. We believe that effective teaching is characterized by interactions with

students to present subject matter, followed by informed reflection on these interactions

and presentations. Teachers should make decisions among methods and content based on

their competence in both subject matter and pedagogy, rather than acting as technicians

following a predetermined curriculum. All unit programs are aligned to the Illinois

Professional Teaching Standards as well as standards from their respective content areas.

The model below represents the three major tenets of SIU’s Teacher Education

Program: Literacies, Identities, and Engagement:

Literacies: Reflective educational leaders understand the vast array of literacies students

need to function in today’s modern society. This includes knowledge of reading, writing,

and aural communication within the content area as well as media, scientific and

quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, & Petscher, 2009;

Cunningham & Stanovich, 2001; Delpit, 1995; Kear, Coffman, McKenna, & Ambrosio,

2000; Leinhardt & Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit,

1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg, 2001).

Identities: Reflective educational leaders understand the diverse characteristics and

abilities of all students and how these students develop and learn within the context of

their social, economic, cultural, linguistic, and academic experiences. Using these

experiences they create instructional opportunities to maximize student learning (Brown,

2005; Cramer, 2006; Epstein, 2009; Irvine, 1997; Olsen, 2010; Rose & Meyer, 2002;

Vygotsky, 1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011).

Engagement: Reflective educational leaders are ethical and reflective practitioners who

exhibit professional engagement by providing leadership in the learning community and

by serving as advocates for students, parents or guardians, and the profession (Amatea,

Daniels, Bringman, & Vandiver, 2004; Bemak, & Chung, 2008; Hiebert, Morris, Berk,

& Jansen, 2007; Keys, Bemak, Carpenter, & King-Sears, 1998; Lach & Goodwin, 2002;

Ladson-Billings, 1995; McCann & Johannessen, 2008; Ratts, DeKruyf, & Chen-Hayes,

2007).

TEP Dispositions: The professional attitudes, values, and beliefs demonstrated though

verbal and nonverbal behaviors (dispositions) as educators interact with students,

families, colleagues, and communities should support student learning and development.

These dispositions are:

The candidate demonstrates professionalism:

dependability and reliability

honesty, trustworthiness, ethics

enthusiasm, love of learning and commitment to the profession

The candidate values human diversity:

shows respect and sensitivity to the learning needs and abilities of all individuals

shows respect and sensitivity to the diverse cultures, languages, races, and family

compositions of all individuals

strives for best practices to address diverse learning needs and abilities of all

individuals

strives for best practices to address diverse cultures, languages, races, and family


collaborates with diverse peers, professional colleagues, staff and families

The candidate develops professionally:

engages in ongoing acquisition of knowledge

engages in development of research-based practices

assesses own performance and reflects on needed improvements

TEP Framework References

Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening

counselor-teacher-family connections: The family-school collaborative

consultation project. Professional School Counseling, 8(1), 47-55.

Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy

strategies for school counselors: A multicultural/social justice perspective to

move beyond the nice counselor syndrome. Journal of Counseling &

Development, 86(3), 372-382.

Brown, B. (2005). The politics of public discourse, identity, and African-Americans in

science education. The Negro Educational Review, 56(2&3), 205-220.

Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47

49.

Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking.

Running Press.

Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations

among reading curricula, poverty, and first through third grade reading

achievement. Journal of School Psychology, 47, 187-214.

Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal

of Direct Instruction, 1(2), 137-149.

Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York:

The New Press.

Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in

classrooms and communities. New York: Routledge.

Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from

teaching. Journal of Teacher Education, 58(1), 47-61.

Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC:

American Association of Colleges for Teacher Education.

Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring

attitude toward writing: A new tool for teachers. The Reading Teacher, 54(1), 10-

23.

Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative

consultant: A new role for counselors serving at-risk youths. Journal of

Counseling & Development, 76(2), 123-133.

Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465-491.

McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2),

86-88.

McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for

teachers. The Reading Teacher, 626-639.

Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's

Classroom. Boulder, CO: Paradigm.

Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the

education of African-American children. Boston: Beacon Press.

Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies:

A social justice advocacy framework for professional school counselors.

Professional School Counseling, 11(2), 90-97.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal

design for learning. Alexandria, VA: Association for Supervision and Curriculum

Development.

Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in

reading history. Cognition and Instruction, 14(4), 441-486.

Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and

learning: A call for change.” Journal of Adolescent and Adult Literacy 52, 96-

107.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard

Educational Review, 57(1), 1-32.

Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In

G.Schwartz & P. Brown (Eds.), Media literacy: Transforming curriculum and

teaching, pp. 5-17. Malden, MA: Blackwell Publishing.

Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT

Press.

Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of

basic language concepts and dyslexia. Dyslexia, 17, 165-183.

Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment,

pp. 1-10. Portsmouth, NH: Heinemann.

Wineburg, Sam. 2001. Historical Thinking and other unnatural acts: Charting the future

of teaching the past. Philadelphia, PA: Temple University Press.

Evaluation of Student Proficiency and Dispositions

Student: Course: Semester:

Student’s email: Instructor: Shannon Green

Basis for Judgment of Student: ( ) University Coursework ( ) Working with Children or Families

Mastery of Course Content: ( ) Competent ( ) Adequate ( ) Weak

Retention in Program: ( ) Recommended with Reservation ( ) Not Recommended

Dispositions Potential Areas of Concern

1. The candidate does not demonstrate

professionalism:

· dependability and reliability

· honesty, trustworthiness, ethics

· enthusiasm, love of learning, and

commitment to the profession

Attendance/punctuality

Turn in assignments on time

Participation in class/field

Attitude

Plagiarism

Commitment to teaching or

working with families & children

Honesty

Ethics

Other:

2. The candidate does not value human diversity:

· shows respect and sensitivity to the

learning needs and abilities of all

individuals

· shows respect and sensitivity to the diverse

cultures, languages, races, and family


· strives for best practices to address diverse

learning needs and abilities of all

individuals

· strives for best practices to address diverse

cultures, languages, races, and family


· collaborates with diverse peers,

professional colleagues, staff, and families

Rapport with students

Attitude

Appropriate classroom behavior

Rapport with peers

Respect for others

Collaborates with others

Sensitive to others’ needs &

differences

Commitment to best practices for

diverse cultures, languages, races,

and families

Other:

3. The candidate does not develop professionally:

· engages in ongoing acquisition of

knowledge

· engages in development of research-based

practices

· assesses own performance and reflects on

needed improvements

Verbal skills

Written skills

Attitude

Overall academic performance

Performance in field experience

Other:

If applicable, the student does not meet the following Illinois Professional Teaching Standard(s) #

Final (or projected) grade for course:

Comments:

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