Developing Effective Relationships with Key Constituencies ... · with the knowledge, skills, and...
Transcript of Developing Effective Relationships with Key Constituencies ... · with the knowledge, skills, and...
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Developing Effective Relationships with Key
Constituencies
Purpose 1
The Master of Science Degree in Education: Dual Childhood
Education 1-6/Teaching Students with Disabilities
AUDREY COHEN SCHOOL
FOR
HUMAN SERVICES AND EDUCATION
SPRING 2019
Metropolitan College of New York
60 West Street, New York, NY 10006
All rights reserved. No part of this publication may be reproduced without prior permission by
Metropolitan College of New York©
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DEVELOPING EFFECTIVE RELATIONSHIPS
WITH KEY CONSTITUENCIES
Purpose 1
PAGE
POLICIES 3
DEFINITIONS 5
THE PURPOSE-CENTERED EDUCATOR PROFICIENCIES 8
ASSESSMENT SYSTEM 18
THE PURPOSE DIMENSION® 28
Developing Effective Relationships with Key Constituencies
THE SYSTEMS DIMENSION® 87
Foundations of Special Education
THE SELF & OTHERS DIMENSION® 100
Child/Adolescent Development
THE VALUES & ETHICS DIMENSION ® 106
Social Issues and Trends in Urban Education
THE SKILLS DIMENSION® 121
Teaching and Learning Mathematics
THE COMMUNICATIONS DIMENSION® 131
Reading Instruction for Primary Grades
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POLICIES Attendance:
Students are required to arrive on time and attend all scheduled classes, to complete all assignments by
the due date, and to actively participate in class discussions. Additionally, students are responsible for
knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who
miss multiple classes may jeopardize their good standing. Students who accumulate excessive absences
or lateness may be recommended for withdrawal.
Grading System A 4.000
A- 3.667
B+ 3.333
B 3.000
B- 2.667
C+ 2.333
C 2.000
F 0.000
FNS 0.000 Fail, No Show - Student never appeared in the course
FWD 0.000 Fail, Withdrawal - Student stopped attending the course
I 0.000 Incomplete – instructor must submit Incomplete Grade Notification with
Grade Roster to give an Incomplete
W 0.000 Student officially withdrew from the course
Incomplete Grades
An “I” or incomplete grade is not automatic and given only if the student has been doing passing work.
When a student’s work in a course is not finished on time because of a major illness or other valid
exceptional, compelling circumstances, an instructor may give an “I”. It is the responsibility of the
student to provide the instructor with evidence or documentation before an incomplete grade is granted.
The student must satisfy the “I” by the “date of proposed completion” indicated on the form. Otherwise,
the grade becomes an “F.” Failures must be repeated if the student is permitted to continue.
Students have until the completion date set by the instructor but no later than the end of the seventh
week (with the instructor’s permission) of the following semester to complete coursework for
incomplete grades, unless it is the student’s last semester, which requires a shorter completion time
period. The instructor has up to the end of the 10th week of the semester to change the “I” grade. After
this time, an incomplete grade automatically becomes an “F.” A formal extension – “EI” for an
Extended Incomplete – is required to carry an incomplete beyond this time period. The faculty member,
student and appropriate Dean will need to sign the Incomplete Extension Contract.
For financial aid audits, an incomplete grade is calculated as an “F” until the grade has been changed.
Please see the Financial Aid Handbook for details.
Plagiarism
Presenting someone else’s work as though it is your own constitutes plagiarism. In an academic
community, the use of words, ideas, or discoveries of another person without explicit, formal
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acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism,
students must engage in standard academic practices such as putting quotation marks around words that
are not their own, employing the appropriate documentation or citation, and including a formal
acknowledgement of the source in the proper format.
Add/Drop
It is the policy of the Audrey Cohen School for Human Services and Education that the Director’s
Office will sign add/drop forms after the first two weeks of the semester. Add/drop forms will not be
approved after the fourth week of classes.
Collected Material Policy
In an effort to monitor the quality of the MSED courses and programs, samples of student work may be retained
as hard copies or as electronic copies for NCATE or other external accreditation review as well. The retention
period for these electronic or hard copy materials is indefinite.
Questions or concerns about this process may be directed to the Director of the Master of Science in Education
Programs.
*Students are responsible to adhere to all procedures contained in the current on-line MCNY
Student Handbook.
Please be advised regarding the following:
No food or drink is allowed in the classrooms.
No children are allowed in the classrooms.
Cell phones or any form of mobile equipment should be turned off in the classroom at all times.
Laptop computers should only be used for related academic class work in the classrooms.
Any information in this handbook is subject to change.
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Definitions
The Purpose (pedagogical performance area) for each semester is examined from five different
perspectives called Dimensions.
There are five Dimensions that form the bedrock upon which to achieve the performance areas
and to organize knowledge. The Dimensions are 1) Purpose Seminar, 2) Values and Ethics, 3) Self and
Others, 4) Systems, and 5) Skills (technical and communication). All work of each semester is
organized around these perspectives. The Dimensional perspectives remain constant while the Purpose
to be achieved changes each semester.
Purpose Dimension Seminar The Purpose Dimension Seminar provides field experiences coupled with the class seminar that
allows you to review and analyze your experiences. The Purpose Dimension Seminar is concerned with
bringing together knowledge from the five Dimensions in an organized way to achieve the Purpose.
Constructive Action
In this course, you must demonstrate that you have achieved your Purpose by performing a
Constructive Action based upon your assigned field/student teaching experiences. The Constructive
Action for each semester is supervised and facilitated through this class and culminates in the
submission of the constructive action document.
Values and Ethics Dimensions The Values and Ethics Dimension courses focus on the philosophy of education and how it
relates to a purposeful life. You gain philosophical understanding, through a sequence of studies that
present different visions for education, an examination of social values and technology, a construct for a
personal ethical code, a recognition of value issues in society and in public policy, and ways to deal
productively with value conflicts and ethical dilemmas in teaching.
Self and Others Dimension In the Self and Others Dimension courses, you will master knowledge about developmental
psychology, learning, intelligence, curriculum, measurement and cultural diversity. In this Dimension,
you will also study aspects of the humanities that include literature, art, music, and drama, et al.
Systems Dimension In the Systems sequence, you will analyze social institutions and scientific models. Looking at
the world in terms of structures of integrated relations will give you a perspective for viewing,
understanding, and teaching about the natural, social, and technological environments. You will also
explore the issues and trends in urban and education and learn to use these perspectives in the teaching
of social studies and science in grades 1 through 6.
Skills Dimension In the Skills dimension courses you will learn specific teaching methods and classroom
strategies. The technical and communication skills that are needed to prepare you as a prospective
teacher for success in the classroom, school, and community are developed in these courses. The broad
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spectrum of skills includes the application of reading, mathematics for young students, as well as
developing teaching strategies for inclusive classroom settings.
The Purpose-Centered Educator Proficiencies
Based on the College’s and the teacher education program’s mission and consistent with the
purpose, goals, and philosophy, the Purpose-Centered Education Proficiencies provide structure for
candidates’ learning outcome. The proficiencies that follow are aligned with NCATE/ACEI/CEC
national professional standards, New York State Education Department learning standards and INTASC
teaching principles.
THIS SYMBOL MEANS THAT THE DIMENSIONS COURSE ASSIGNMENT
SHOULD BE INTEGRATED IN YOUR CONSTRUCTIVE ACTION DOCUMENT.
NOTE: The Purpose 1 syllabi and course assessments/rubrics are subject to change due to
possible certification changes required by the New York State Education Department and on-
going accreditation changes made by CAEP/NCATE.
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The Purpose-Centered Educator Proficiencies
The Mission of the Institution
The overall mission of Metropolitan College of New York is “To provide a superior, experientially-
based education that fosters personal and professional development, promotes social justice, and
encourages positive change in workplaces and communities.”
The Vision of the Unit
Although the Masters of Science in Education degree was not instituted until 40 years after the founding
of the College, the vision that originally informed the institution as a whole is particularly well suited to
the preparation of teachers.
In line with the College’s founding vision and mission, the Masters of Science in Education degree
programs provide a context within which empowerment is a central goal. The need for more teachers in
the New York City area is well established, as are the significant challenges that they will face. The
ultimate vision of the unit is to produce graduates from a wide range of backgrounds who are equipped
to empower urban children to become “effective and productive” adults.
The institution’s long-standing emphasis on “experiential” learning also lends itself particularly well for
the preparation of new teachers. From the first week of their attendance in the program, up through to
the final weeks leading to graduation, MCNY teacher candidates are immersed in the daily life of a wide
range of elementary school classrooms. While candidates’ participation in the cooperating schools has a
different focus each semester, the overarching aim is to enable prospective teachers to apply in hands-on
practice what they have learned in theory through their academic work.
The Mission of the Unit
In line with MCNY’s overall mission, the mission of the Masters of Science in Education program is to
provide a Purpose-Centered, performance-based education that will equip Purpose-Centered Educators
with the knowledge, skills, and dispositions that result in effective relationships with key constituencies,
developmentally appropriate teaching practices, and constructive responses to diversity.
Based on the college’s and the professional unit’s mission, and consistent with the purpose, goals,
philosophy and conceptual framework, the education program at MCNY has identified proficiencies/
learning outcomes for its candidates. The proficiencies are aligned with national, state, and professional
standards.
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PROFICIENCIES
Knowledge:
A. Subject Matter Candidates demonstrate knowledge of general education and of subject matter and are able to
integrate this knowledge into their practice.
B. Student Learning
Candidates know theories of human development and learning and know how to use
developmental theory in their practice to optimize student learning.
C. Diversity of Learners
Candidates know theories about developmental, cultural, linguistic, and learning differences and
know how to provide differentiated instruction.
D. Environment for Learning
Candidates know the developmental and learning theories that facilitate the creation of a positive
environment for learning.
E. Assessment Candidates demonstrate the ability to monitor, evaluate, analyze and interpret student learning.
Skills:
A. Planning Instruction
Candidates are able to plan instruction based on knowledge of the subject matter and curriculum
goals
B. Strategies/Technologies Candidates use a range of instructional strategies and technologies to promote student learning,
critical thinking and problem solving.
C. Learning Environment Candidates create a positive learning environment where students are engaged and self-
motivated.
D. Communication
Candidates use effective verbal, non-verbal strategies, medias and technologies to promote
student learning.
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E. Assessment Candidates use formal and informal assessment to monitor student learning and to modify
instruction based on assessments.
F. Collaboration and Relationships
Candidates demonstrate the ability to establish positive relationships with key constituencies
(peers, colleagues, parents and students).
G. Reflection and Professional Development Candidates reflect on and analyze the impact of their actions on student learning in order to
develop as professionals.
Dispositions/Values:
A. Diversity/Individual Differences
Candidates show that they can empower all students to be effective learners helping them
to develop self-confidence and competence.
B. High Expectations
Candidates demonstrate through their classroom behavior that all students can learn at
high levels, and they persist in helping all students achieve success.
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Candidates’ Proficiencies Aligned with NY State and National Teaching Standards
MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
Knowledge
(A) Subject
Matter
Candidates
demonstrate
knowledge of
general education
and of subject
matter and be able
to integrate this
knowledge into
their practice.
Standard II: Knowledge
of Content and
Instructional Planning
Teachers know the content
they are responsible for
teaching, and plan
instruction that ensures
growth and achievement for
all students.
Standard #4: Content
Knowledge
The teacher understands the
central concepts, tools of inquiry,
and structures of the discipline(s)
he or she teaches and creates
learning experiences that make
these aspects of the discipline
accessible and meaningful for
learners to assure mastery of the
content.
2.1 Reading, Writing, and Oral Language—
Candidates demonstrate a high
level of competence in use of English language arts
and they know, understand,
and use concepts from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening, and thinking
skills and to help students
successfully apply their developing skills to many
different situations, materials,
and ideas;
2.2 Science—Candidates know, understand, and
use fundamental concepts of physical, life, and
earth/space sciences. Candidates can design and
implement
age-appropriate inquiry lessons to teach science, to
build student understanding
for personal and social applications, and to convey
the nature of science;
2.3 Mathematics—Candidates know, understand,
and use the major concepts and
procedures that define number and operations,
algebra, geometry, measurement, and data analysis
and probability. In doing so they consistently
engage problem
solving, reasoning and proof, communication,
connections, and representation;
2.4 Social studies—Candidates know, understand,
and use the major concepts
and modes of inquiry from the social studies—the
3 1,2,3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
integrated study of history,
geography, the social sciences, and other related
areas—to promote elementary
students’ abilities to make informed decisions as
citizens of a culturally diverse
democratic society and interdependent world;
2.5 The arts—Candidates know, understand, and
use—as appropriate to their
own understanding and skills—the content,
functions, and achievements of the
performing arts (dance, music, theater) and the
visual arts as primary media for
communication, inquiry, and engagement among
elementary students;
2.6 Health education—Candidates know,
understand, and use the major concepts
in the subject matter of health education to create
opportunities for student
development and practice of skills that contribute
to good health;
2.7 Physical education—Candidates know,
understand, and use—as appropriate
to their own understanding and skills—human
movement and physical activity as
central elements to foster active, healthy life styles
and enhanced quality of life or elementary
students.
(B) Student
Learning
Standard I: Knowledge of
Students and Student
Learning
Standard #1: Learner
Development
The teacher understands how
1. Development, Learning and Motivation: Candidates know, understand, and use the major
concepts, principles, theories, and research related
1 1, 2,3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
The candidates
know human
development and
learning and how
to use this
developmental
theory in their
practice to
optimize student
learning.
Teachers acquire
knowledge of each student,
and demonstrate knowledge
of student development and
learning to promote
achievement for all
students.
learners grow and develop,
recognizing that
patterns of learning and
development vary individually
within and across the cognitive,
linguistic, social, emotional, and
physical areas, and designs and
implements developmentally
appropriate and challenging
learning experiences.
to development of children and young adolescents
to construct learning opportunities that support
individual students’ development, acquisition of
knowledge, and motivation.
(C) Diversity of
Learners
The candidates
know
developmental,
cultural, linguistic,
and learning
differences and
know how to
provide
differentiated
instruction.
Standard I: Knowledge of
Students and Student
Learning
Teachers acquire
knowledge of each student,
and demonstrate knowledge
of student development and
learning to promote
achievement for all
students.
Standard #2: Learning
Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to
ensure inclusive learning
environments that enable each
learner to meet high standards.
3.2 Adaptation to diverse students: Candidates
understand how elementary students differ in their
development and approaches to learning, and
create instructional opportunities that are adapted
to diverse students.
1 2, 3
(D) Environment
for Learning
The candidates
know the
developmental and
learning theories
Standard IV: Learning
Environment
Teachers work with all
students to create a
dynamic learning
environment that supports
achievement and growth.
Standard #3: Learning
Environments The teacher works with others to
create environments that support
individual and collaborative
learning, and that encourage
positive social interaction, active
3.4 Active engagement in learning: Candidates
use their knowledge and understanding of
individual and group motivation and behavior
among students at the 1-6 level to foster active
engagement in learning, self motivation, and
positive social interaction and to create supportive
learning environments .
2 1, 2,3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
that facilitate the
creation of a
positive
environment for
learning.
engagement in learning, and self-
motivation.
(E) Assessment
The candidates
demonstrate the
ability to monitor,
evaluate, analyze
and interpret
student learning
Standard V: Assessment
for Student Learning
Teachers use multiple
measures to assess and
document student growth,
evaluate instructional
effectiveness, and modify
instruction.
Standard #6: Assessment
The teacher understands and uses
multiple methods of assessment
to engage learners in their own
growth, to monitor learner
progress, and to guide the
teacher’s and learner’s decision
making.
4.0 Assessment for Instruction: Candidates
know, understand, and use formal and informal
assessment strategies to plan, evaluate and
strengthen instruction that will promote continuous
intellectual, social, emotional, and physical
development of each elementary student.
4 2,3
Skills
(A) Planning
Instruction
The candidates are
able to plan
instruction based
on knowledge of
the subject matter
and curriculum
goals.
Standard II: Knowledge
of Content and
Instructional Planning
Teachers know the content
they are responsible for
teaching, and plan
instruction that ensures
growth and achievement for
all students.
Standard #7: Planning for
Instruction
The teacher plans instruction that
supports every student in meeting
rigorous learning goals by
drawing upon knowledge of
content areas, curriculum, cross-
disciplinary skills, and pedagogy,
as well as knowledge of learners
and the community context.
3.1 Integrating and applying knowledge for
instruction: Candidates plan and implement
instruction based on knowledge of students,
learning theory, subject matter, curricular goals,
and community.
5 1,2,3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
(B) Instructional
Strategies and
Technologies
The candidates use
a range of
instructional
strategies and
technologies to
promote student
learning, critical
thinking and
problem solving.
Standard III:
Instructional Practice
Teachers implement
instruction that engages and
challenges all students to
meet or exceed the learning
standards.
Standard #8: Instructional
Strategies The teacher understands and uses
a variety of instructional
strategies to encourage learners to
develop deep understanding of
content areas and their
connections, and to build skills to
apply knowledge in meaningful
ways.
3.3 Development of critical thinking, problem
solving, and performance skills: Candidates
understand and use a variety of teaching strategies
that encourage elementary students’ development
of critical thinking, problem solving and
performance skills.
5 2,3
(C ) Learning
Environment
The candidates
create a positive
learning
environment
where students are
engaged and self-
motivated.
Standard IV: Learning
Environment
Teachers work with all
students to create a
dynamic learning
environment that supports
achievement and growth.
Standard #3: Learning
Environments
The teacher works with others to
create environments that support
individual and collaborative
learning, and that encourage
positive social interaction, active
engagement in learning, and self-
motivation.
3.4 Active engagement in learning: Candidates
use their knowledge and understanding of
individual and group motivation, and behavior
among students at the 1-6 level to foster active
engagement in learning, self motivation, and
positive social interaction and to create supportive
learning environments.
2 2,3
(D)
Communication
The candidates use
effective verbal,
non-verbal
strategies, medias
Standard III:
Instructional Practice
Teachers implement
instruction that engages and
challenges all students to
meet or exceed the learning
standards.
Standard #3: Learning
Environments
The teacher works with others to
create environments that support
individual and collaborative
learning, and that encourage
positive social interaction, active
3.5 Communication to Foster Collaboration: Candidates use their knowledge and understanding
of effective verbal, nonverbal, and media
communication techniques to foster active inquiry,
collaboration, and supportive interaction in the
elementary classroom.
7 1,2,3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
and technologies
to promote student
learning.
engagement in learning, and self-
motivation.
(E) Assessment
The candidates use
formal and
informal
assessment to
monitor student
learning and to
modify instruction
based on
assessments.
Standard V: Assessment
for Student Learning
Teachers use multiple
measures to assess and
document student growth,
evaluate instructional
effectiveness, and modify
instruction.
Standard #6: Assessment
The teacher understands and uses
multiple methods of assessment
to engage learners in their own
growth, to monitor learner
progress, and to guide the
teacher’s and learner’s decision
making.
4.0 Assessment for Instruction: Candidates
know, understand, and use formal and informal
assessment strategies to plan, evaluate and
strengthen instruction that will promote continuous
intellectual, social, emotional, and physical
development of each elementary student.
4 2,3
(F) Collaboration
and Relationships
The candidates
demonstrate the
ability to establish
positive
relationships with
key constituencies
(peers, colleagues,
parents and
students).
Standard VI: Professional
Responsibilities and
Collaboration
Teachers demonstrate
professional responsibility
and engage relevant
stakeholders to maximize
student growth,
development, and learning.
Standard #10: Leadership and
Collaboration
The teacher seeks appropriate
leadership roles and opportunities
to take responsibility for student
learning, to collaborate with
learners, families, colleagues,
other school professionals, and
community members to ensure
learner growth, and to advance
the profession.
5.2 Collaboration with Families: Candidates
know the importance of establishing and
maintaining a positive collaborative relationship
with families to promote the academic, social and
emotional growth of children.
7 1, 2,3
(G) Reflection
and Professional
Development
Standard VII:
Professional Growth
Teachers set informed goals
and strive for continuous
Standard #10: Leadership and
Collaboration
The teacher seeks appropriate
leadership roles and opportunities
5.1 Professional growth, reflection, and
evaluation—Candidates are aware of
and reflect on their practice in light of research on
teaching, professional ethics, and resources
6 1, 2,3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
The candidates
reflect and analyze
the impact of their
actions on student
learning in order
to develop as
professionals.
professional growth. to take responsibility for student
learning, to collaborate with
learners, families, colleagues,
other school professionals, and
community members to ensure
learner growth, and to advance
the profession.
available for professional learning; they continually
evaluate the
effects of their professional decisions and actions
on students, families and other professionals in the
learning community and actively seek out
opportunities to grow professionally.
Dispositions/Valu
es
(A)
Diversity/Individ
ual Differences
The candidates
show they can
empower all
students to be
effective learners
helping them
develop self-
confidence and
competence.
Standard II: Knowledge
of Content and
Instructional Planning
Teachers know the content
they are responsible for
teaching, and plan
instruction that ensures
growth and achievement for
all students.
Standard #2: Learning
Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to
ensure inclusive learning
environments that enable each
learner to meet high standards.
3.2 Adaptation to diverse students—Candidates
understand how elementary students differ in their
development and approaches to learning, and
create instructional opportunities that are adapted
to diverse students.
1 2, 3
(B) High
Expectations
The candidates
demonstrate
through their
classroom
behavior that all
Standard III:
Instructional Practice
Teachers implement
instruction that engages and
challenges all students to
meet or exceed the learning
standards.
Standard #2: Learning
Differences
The teacher uses understanding of
individual differences and diverse
cultures and communities to
ensure inclusive learning
environments that enable each
learner to meet high standards.
1.0 Development, Learning, and Motivation--
Candidates know, understand, and use the major
concepts, principles, theories, and research related
to development of children and young adolescents
to construct learning opportunities that support
individual students’ development, acquisition of
knowledge, and motivation.
5 2, 3
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MCNY
Candidates’
Proficiencies
New York State Teaching
Standards (2011)
INTASC Standards (2013) ACEI (2007) CEC
(2012)
Purpose
students can learn
at high levels and
they persist in
helping all
students achieve
success.
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MSED Assessment System for the Spring 2019 Cohort
The system for assessing candidate proficiencies and unit operations at MCNY is designed to
enhance candidate performance and to improve the professional education program as well as the
unit’s policies and procedures. The assessment system is composed of internal and external measures
organized around transition points and reflects the unit’s conceptual framework. Data is collected at
the transition points, aggregated or summarized, then analyzed and shared with faculty,
administrators, grade1-6 partners and candidates. The overall purpose is to use the data for
improvement.
The development and implementation of the assessment system at MCNY is an on-going process
involving the professional unit faculty as well as faculty in other units, candidates and 1-6 educators.
The assessment system is meant to be both developmental and continuous. As candidates progress
through the three semesters (Purpose 1, 2, and 3), they engage in multiple assessments that allow
them as well as the college and public school faculty to reflect on candidates’ practice and on the
learning of students in grades 1-6.
The assessment system at MCNY has the following characteristics:
1. Candidates’ knowledge, skills and dispositions are assessed continuously at critical points.
2. Multiple assessments are used to assess candidate performance in a variety of ways.
3. Data from internal and external sources are used to make decisions about candidates’
admission, retention, program completion and graduation.
4. Rubrics are developed and used to determine levels of performance.
5. Unit operations are evaluated and modified based on data.
The assessment system at MCNY collects candidate data at four transition points: admissions to the
program; admissions to Purpose 2 (Student Teaching 1); admission to Purpose 3 (Student Teaching
2); and program completion.
Data collected at these transition points are garnered from multiple internal and external sources,
traditional testing, performance assessments, recommendations, observations of teaching, etc.
Central to the system are the Purpose I, Purpose 2, and Purpose 3 Constructive Action Assessments.
These assessments are modeled after the Teacher Work Sample adapted from the Renaissance
Partnership for Improving Teacher Quality to monitor candidates’ instructional practice and to
collect data on student learning in grades 1-6 during field work.
Note: It is the responsibility of each candidate to provide documentation on-time to Dr. Patrick
Ianniello, Room 713 [email protected], 212.343.1234 x2424. Failure to do so might prevent one
from being allowed to register for the next semester.
Admission to the MSED program is competitive and requires the following:
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1. A completed application with all official transcripts and documentation.
2. Evidence of an earned a bachelor's degree with a GPA of 3.0 or higher from
an accredited institution of higher education. A limited amount of applicants
with a lower GPA may be considered for admission on a provisional basis
based on professional experience and/or credentials. If admitted on a
provisional basis, the student will be required to complete a specified number
of credits with an overall GPA of 3.0 in order to continue in the program.
Upon application to the program, a student's transcripts will also be
evaluated for appropriate liberal arts and sciences and content core
coursework required for certification by NYSED Section 52.21.
3. A resume
4. Two signed letters of reference from faculty/professionals attesting not only to
the academic readiness of the applicant but also to his/her readiness to teach
children.
5. GRE (Graduate Record Exam) or MAT (Miller Analogies Test) scores taken
within the last five years.
6. Proficient English literacy skills through coursework and an in-person
writing sample taken the same day as the interview.
7. Participation in a structured interview with the Program Director and/or
program faculty.
8. NYCDOE fingerprint clearance eligibility to work with children. The
NYCDOE fingerprint clearance process begins immediately following
notification of acceptance by the Program Director.
9. Proof of Immunizations (New York State Public Health Law 2165 requires all
students on or after January 1, 1957 to supply immunizations from Measles,
Mumps and Rubella prior to registration.
10. Application Fee of $45 (the non-refundable fee) which can be paid either by
check, money order or on-line with a credit card via a secured server.
Admission to Purpose 2 (Student Teaching 1):
Candidates must successfully complete Purpose 1 requirements, including the field experience,
in order to be admitted to the first of two semesters of internship or student teaching.
Successful completion of Purpose1 is measured by:
1. Satisfactory evaluation on the Field Experience (minimum 120 hours)
2. Satisfactory completion of the Pre-Student Teaching Assessment (Constructive Action 1)
3. Passing grades on the Mathematics and Reading methods courses
4. Child Study of a Student with Disabilities
5. Foundations of Special Education Examination
6. Child Abuse training certificate *
7. Maintain background clearance to be eligible to work with students during Student
Teaching I
8. CST Multi-Subject (1-6) Part One – Literacy and English Language Arts (221) test
scores
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* You will be given directions on how to complete the distance-learning Child Abuse
training
Admission to Purpose 3 (Student Teaching 2):
Candidates must successfully complete the Purpose 2 semester, including the first student
teaching experience, in order to be admitted to the second student teaching experience and the
third and last semester of the program. Successful completion of Purpose 2 is measured by:
1. Satisfactory Student Teaching 1 Proficiencies Assessment (minimum 33 days) by
faculty supervisor and cooperating teacher(s)
2. Satisfactory completion of the Lesson Planning Assessment (Constructive Action 2)
Assessment
3. Integrated Thematic Unit Assessment
4. Collaboration Project Assessment
5. Project SAVE Seminar
6. DASA (Dignity for All Students Act) training
7. Minimum 3.0 GPA
8. Maintain background clearance to be eligible to work with students during Student
Teaching II
9. Upload edTPA Elementary Education Task 4 in Pearson e-Portfolio
10. Education All Students (EAS) (201) test scores
11. CST – Students with Disabilities (060) test scores
Program Completion/Graduation:
Candidates must successfully complete all requirements for the program and all assessments
including:
1. Satisfactory Student Teaching 2 Proficiencies Assessment (minimum 33 days) by faculty
supervisor and cooperating teacher
2. Satisfactory completion of the Teacher Work Sample Assessment (Constructive Action 3)
3. Arts Diversity Project Assessment
4. Minimum 3.0 GPA
5. Upload edTPA Elementary Education Tasks 1-3 in Pearson e-Portfolio
6. CST Multi-Subject (1-6) Part Two (222) and Part Three (245) scores
Recommendation for Certification:
In order to be recommended and achieve certification, candidates must:
Complete the on-line NYS TEACH application during Purpose 3
http://www.highered.nysed.gov/tcert/teach/
Successfully complete all MCNY degree requirements
Achieve passing scores on the NYSTCE tests: EAS , CST – Students with Disabilities, CST
Multi-Subject tests and the edTPA - Elementary Education.
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Process for Ensuring Accuracy and Consistency:
The assessment system has been developed to include multiple assessments of candidate
performance at each transition point. At each transition point there are internal and external
assessments of the candidate’s progress.
The external assessments such as the EAS, CST Multi-Subject, CST Students with Disabilities, and
the Elementary Education edTPA are standardized assessments developed by New York State with
established validity and reliability.
Internal assessment data, such as evaluations of the Field Experience and Student Teaching 1 and 2
come from multiple sources: the college faculty supervisors, the school cooperating teachers and the
candidates themselves. The scores from all three individuals involved in the process will be
compared to ensure there are no serious inconsistencies.
Candidates Who Do Not Meet Expectations:
When candidates are not meeting unit expectations for successful progress as evidenced by
assessments, the Director or faculty member upon consultation with the Teacher Education
Committee [TEC] meets with the candidate. A plan of action/remediation which has been formulated
from all assessment data and faculty feedback is given to the candidate. This individualized process
takes place at the beginning and at the end of each Purpose semester.
Assessment of Unit Operations:
The assessment system includes not only the assessment of candidate performance described above,
but the monitoring and evaluation of the professional unit’s operations such as: admissions
procedures, enrollment trends, faculty performance, library and other candidate services, course
outcomes, degrees awarded, etc.
The data on unit operations is collected, analyzed, and shared on a regular basis. Instruments utilized
for this purpose include: surveys of candidates, alumni surveys, employers’ feedback (surveys or
focus groups), course and faculty evaluation data, and data gathered for regional accreditation
purposes, etc. No individual candidate is identified in the evaluation of the program data.
*Note: The above MSED Assessment System is subject to change due to compliance requirements
from the New York State Legislature, the New York Board of Regents, the New York State
Education Department , CAEP (Council for the Accreditation of Educator Preparation, and CEC
(Council for Exceptional Children.
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MCNY ASSESSMENT SYSTEM
CANDIDATE PERFORMANCE
Transition Points
Assessment Tools
E-External I-Internal
Proficiencies
Admission to the Program
(Purpose 1)
BA/BS Degree (E)
GPA 3.0 (E)
Letters of Recommendation (E)
Interview (I)
Essay (I)
GRE or MAT Scores
Fingerprinting and Criminal Background Check (E)
Knowledge (A)
Dispositions (A, B)
Admission to Purpose 2
(Student Teaching 1)
Passing Grade in Mathematics and Reading Methods
courses (I)
Criminal Background Check preceding the Field
Experience and Student Teaching (E)
Child Abuse Training Certification (E)
Pre-Student Teaching Proficiencies Assessment (I)
Pre-Student Teaching Assessment (Constructive Action 1)
(I)
Child Study of a Student with a Disability Assessment(I)
Foundations of Special Education Examination (I)
Knowledge (A, B, C)
Skills (B, D, F, G)
Dispositions (A, B)
Admission to Purpose 3
(Student Teaching 2)
3.0 GPA (I)
Student Teaching 1 Proficiencies Assessment (I)
Lesson Planning Assessment (Constructive Action 2) (I)
Project SAVE Seminar (I)
DASA Certification (I)
Integrated Thematic Unit (I)
Collaboration Project Assessment (I)
EAS and CST Multi-Subject exams
Knowledge (A, B, C, D, E)
Skills (A, B, C, D, E, F)
Dispositions (A, B)
Program Completion 3.0 GPA (I)
Student Teaching 2 Proficiencies Assessment (I)
TWS Assessment (Constructive Action 3) (I)
Arts Diversity Project Assessment (I)
Knowledge (A, B, C, D, E)
Skills (A, B, C, D, E, F, G)
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edTPA submission (I and E) and
CST – Students with Disabilities scores (E)
Dispositions (A, B)
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OVERVIEW OF PURPOSE I
Developing Effective Relationships with Key Constituencies
Program The curriculum of the Master of Science Degree in Education program is built around three semester long Purposes: 1) Developing
Effective Relationships with Key Constituencies; 2) Teaching Effectively; and 3) Meeting the Unique Needs of All Learners. The
program focuses on how to develop, maintain and enhance a positive learning environment. Teaching to state standards and meeting the
needs of diverse learners are emphasized. Through intensive field experiences and student-teaching, you will apply effective teaching
practices in urban classrooms. At the conclusion of the program each candidate for graduation will submit a professional portfolio for
faculty and peer review. Assessment of the portfolio will be based on the essential abilities required for successful teaching candidates as
specified in this handbook.
The Master of Science Degree in Education program is registered and authorized by the Board of Regents to certify graduates in
Childhood Education 1-6 and in Teaching Students with Disabilities. However, students should be aware that the New York State
Education Department (NYSED) requires teacher certification applicants to provide evidence of taking the ALST, EAS, the Content
Specialty Test (CST) – Multi-Subject and the Content Specialty Test (CST) – Students with Disabilities, and the edTPA Elementary
Education..Therefore, it will be the responsibility of each student to make arrangements to take and provide evidence of passing the ALST
exam during the first semester, take and provide evidence of taking the EAS and CST Multi-subject exams during the second semester, and
take the edTPA and CST Student with Disabilities exams during the third semester. Information concerning test dates and registration
procedures can be found at the New York State Teacher Certification Examination website www.nystce.nesinc.com. You will need to
complete the required on-line workshop on Child Abuse Prevention during the first semester, and complete the seminars on School
Violence, and Drug Abuse (Project SAVE) and DASA Training during your second semester.
Purpose 1 In the Purpose Seminar of Developing Effective Relationships with Key Constituencies you are introduced to Purpose-Centered
Education—the philosophy of teaching and learning that informs all of your coursework at MCNY. The seminar explores the
development of both the primary relationships with elementary school students, and secondary professional relationships with
professionals, parents, and other members of the community.
A key element of the first semester is your participation in a field experience, consisting of a minimum of 120 total classroom
hours, which is approximately eight hours a week for the entire semester. The field experience will be supervised by faculty member
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teaching the Purpose Dimension Seminar. It will be your responsibility to document both the amount and apportionment of all time in the
field.
You will undertake a field-based Constructive Action that you will develop and document over the course of the semester. All field
experiences are linked to the Purpose and Constructive Action requirement of Purpose 1, including field experiences related to reading and
math course objectives and teaching students with disabilities. They give you the opportunity to observe and participate in informal small
group teaching situations in a variety of school settings and grade levels. Both your participation in the field and your Constructive Action
will be assessed.
Values and Ethics: Foundations of Special Education course
Self and Others: Child/Adolescent Development and Learning course, explains the process of development from birth to
adolescence. You are also introduced to ideas and practices that help you explore how and why students learn and why they may not. This
knowledge will assist you to adapt instruction to meet the needs of individual students including students with disabilities.
Systems: Social Issues and Trends in Urban Education explore the political, historical, economic, philosophical, and social
contexts that impact urban education in the U.S. today. Educational policies such as desegregation, affirmative action, bilingual education,
teacher accountability and school reform are discussed.
The Skills: Teaching and Learning Mathematics with Technology in Grades 1-3 course includes an examination of curriculum,
goals, methods, and materials for teaching mathematics to elementary school children. The course includes demonstrations, discussion,
review of elementary-level mathematics texts and materials and practice of teaching methods. You will learn how to work with children’s
ideas in a mathematical setting and how to create, differentiate, practice and assess lessons and units of study in mathematics for children
in grades one through six.
In your Communications Skills: Reading Instruction for Primary Grades introduces you to teaching language-related processes
with special emphasis on developmental reading. Emphasis is placed on the practices of reading instruction: basic reading strategies,
methods of instruction, diagnostic teaching, and classroom organization for reading and assessment of reading programs for improvement
of instruction. Special consideration is given to the examination of literature appropriate for diverse cultural groups, individual learning
styles and special needs.
Purpose 1 also integrates practice in the following academic literacy skills in preparation for the ALST exam, the edTPA, and for Purpose
2 student teaching:
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A – ALST COMPETENCY 0001 --
READING
The teacher candidate
a. determines what a text says explicitly
b. makes logical inferences based on
textual evidence
c. draws conclusions based on textual
evidence
d. determines the central ideas or themes of
a text
e. analyzes the development of central
ideas or themes of a text
f. recognizes accurate summaries of key
supporting details and ideas in a text
g. analyzes how and why individuals,
events, and ideas develop and interact over
the course of a text
h. interprets words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings
i. analyzes how specific word choices
shape meaning and tone in a text
j. analyzes how specific sentences,
paragraphs, and larger portions of a text
relate to each other and the whole
k. determines an author’s attitude, opinion,
or point of view
l. assesses how point of view and purpose
shape the content and style of a text.
B – ALST COMPETENCY 0002 –
WRITING TO SOURCES
The teacher candidate
a. delineates and evaluates the argument
and specific claims in a text
b. evaluates the validity of reasoning used
to support arguments and specific claims in
a text
c. Evaluates the relevance and sufficiency
of evidence used to support arguments and
specific claims in a text
d. evaluates the credibility, objectivity, and
reliability of an author or sources used by
an author
e. analyzes how multiple texts address
similar themes or topics to compare the
approaches the authors take
f. integrates and evaluates content
presented in diverse formats and media,
including visually and quantitatively
g. introduces a precise, knowledgeable
claim
h. uses valid reasoning to support the claim
i. anticipates and addresses a possible
counterclaim
j. chooses relevant and sufficient evidence
from multiple texts to support the claim
and integrates the information while
avoiding plagiarism
k. establishes and maintains an appropriate
style and tone
l. uses transitional words and phrases and
varies syntax to link sections of the text
and to clarify relationships between ideas
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m. produces a conclusion that follows from
and supports the claim
n. chooses precise language for clarity and
rhetorical effect
o. uses correct standard English grammar,
usage, capitalization, punctuation, and
spelling.
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Audrey Cohen School for Human Services and Education
PURPOSE SEMINAR:
Spring 2019
Introduction to Purpose-Centered Education
and
CONSTRUCTIVE ACTION:
Observation and Participation in School and Communities
Dr. Leonard Golubchick
Overview
In the first semester’s Purpose Seminar you are introduced to MCNY’s Purpose-Centered Education model. You practice a key concept of
Purpose-Centered Education—empowerment—as you develop the teaching skills and the professional relationships that will enable you to
help children become effective learners and responsible persons. To achieve the first semester’s purpose, you will develop both primary
relationships (i.e. relationships with elementary school students in the classroom that you are placed in) and secondary relationships (i.e.
relationships with teachers, parents, administrators, support services, and the wider community).
In the course of the semester you will also be introduced to other elements of Purpose-Centered Education, including the learning
community/cohort model, the role of fieldwork, the function of theory-practice integration, the Constructive Action, and the Constructive
Action document. Through observation, reflection, lectures, discussions, readings, role-play, films, collaborative projects, classroom
experiences, and writing exercises, you will learn the communication skills necessary to establish positive, appropriate professional
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relationships with key constituencies in the school and community so that optimal learning environments can be created and maintained for
all children, including children with disabilities.
To achieve the goals of these courses, in addition to your academic work you will be required to participate in a school environment for
twelve hours each week for the entire semester. The total 120 hours of fieldwork must include experience meeting the needs of children
with disabilities. You will begin your practice of teaching methods by conducting an observed lesson at the midterm and at the end of the
course. Evidence of your ability to develop effective relationships with key constituencies will be demonstrated both through your
activities in the school and through your completion of the Constructive Action document.
The Constructive Action document (see outline below) has a three-fold purpose. First, it aims to give structure to your implementation of
the semester’s purpose, which is to develop effective relationships with key constituencies. Second, the CA document aims to provide an
introductory format for the lesson planning, instruction, and assessment that are required for the EdTPA exam (necessary for New York
State teacher certification). Finally, the CA document will serve as an assessment instrument to record your growth as a teacher-in-
training. Technology is integrated into the course using the lap top computer, accessing our web-based syllabus, conducting research on
the web, and applying technology to assignments such as the Constructive Action document.
Objectives
To fulfill the requirements of this course, you are expected to:
1. Review, discuss, and practice Purpose-Centered Education.
2. Observe, record, and reflect upon the actions of the key constituencies of the school that you are placed in.
3. Plan, research, implement, and evaluate a Constructive Action that develops your ability to conduct two observed mini-lessons during
the semester;
4. Strengthen your communication skills through classroom discussions, presentations, interviews, research, and the careful drafting and
revision of each section of the CA document.
5. Effectively assist cooperating teachers in the classrooms to which you are assigned.
6. Integrate theory and practice within the assignments from the Purpose Seminar and across the Dimension classes.
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Assessment
Purpose Seminar: Introduction to Purpose Centered Education
Class attendance and participation 20%
Weekly assignments 30%
apply for ELA CST Multi-subject by the first week in February 2019 5%
Take the ELA CST Multi-Subject by the First week in April 2019 5%
Final Constructive Action Document 40%
Observation in School and Community Settings 120 hours of attendance are required*
Faculty member’s evaluation of lessons 60%
Cooperating teacher’s evaluation 40%
*Candidates are required to accurately record attendance by maintaining a time-clock attendance card that they must submit at
the end of the month. The college field supervisor will examine the time-clock card every time he or she visits the school. It is
suggested that candidates take pictures of their time cards at the end of each week, and email those pictures to their field
supervisor. Additionally candidates must make copies of each time-clock card for their own records. No matter which school a
candidate is assigned to, they are required to report 15; minutes before the start of the day and leave no earlier than 15 minutes
after the students are dismissed.
Every time a candidate clocks in after the start of the day 2 percentage points will be deducted from the 25% attendance
and lateness component of their overall grade. Candidates will be permitted no more than 2 absences during their field experience
placement. Upon the 3rd absence, 4 percentage points will be deducted from the 25% attendance and lateness component of their
overall grade. Candidates must make up any days that are missed due to absence, and are required to make up an additional day
if the total times of all of the lateness add up to more than 30 minutes, or candidate is late 4 times during their 120-hour field
experience.
Candidates have the responsibility to contact both the school( Cooperating Teacher) and the college supervisor of an absence or
lateness.
**If lateness is unavoidable due to a train delay, candidates must hand in a Subway Delay Verification form which can be acquired
electronically on the link below:
http://enterprise.mtanyct.info/DelayVerify/delayRequest.aspx
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Required Readings
Moore, K.D. (2012). Effective instructional strategies: From theory to practice. Third Edition, Sage Publishers
ISBN 978-1-4129-9572-6(pbk)
Tomlinson, Carol Ann, Assessment and Student Success in a Differentiated Classroom, ASCD, 2013,ISBN:978-1-4166-417-1.
Note: Readings assigned or recommended in the other Dimension classes will be discussed in term of relevance to the Constructive
Action.
Recommended Web Sites
Child Trends Data Bank. This site is a rich and reliable research and public policy resource. Online at: www.childtrendsdatabank.org
Connect For Kids newsletter of the Benton Foundation.) Conducts major surveys of critical issues related to child health, education and
welfare. Online at: http://www.connect forkids.org/Benton_topics1544.
The Council for Exceptional Children. The Council for Exceptional Children (CEC) works to improve the educational success of
children and youth with disabilities and/or gifts and talents. The Council’s ethical principles can be found at http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/CECsMissionandVision/default.htm#ethical_principles.
Economic Policy Institute. (EPI) http://www.epinet.org/ An important and reliable research site. A sample “Education” link appears
below. http://www.epinet.org/subjectpages/edu.cfm?CFID=2813086&CFTOKEN=90848996
Infoshare: One of your most important resources. www.infoshare.org
Eductopia.org
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Inside Schools: http://www.insideschools.org/ An parent-oriented view of any public school in New York City, a program of Advocates
for Children of New York. Use this site, in addition to the official NYC Dept. of Ed. site below.
The National Council for Teachers of English: Look for lesson plans and guidelines for teaching literacy—K-12: http://www.ncte.org
The National Council for Teachers of Mathematics: Use this site for math lessons, standards, and research http://www.nctm.org
New York City Department of Education: The home page of the Department contains a rich, well-organized set of links to information and
resources on the schools, parents and community. http://schools.nyc.gov.
New York State Education Department: This site is an important source for information about New York State education law, policies,
learning standards, and teaching certification. www.nysed.gov.
The Renaissance Partnership for Improving Teacher Quality Project: This site has many resources that explain the research-based
Teaching Work Sample methodology that has been modified in the Constructive Action. http://fp.uni.edu/itq.
Recommended Readings
Bigelow, B., Harvey, B. Karp, S. and Miller, L. (2001). Rethinking our classrooms: Teaching for equity and justice. Milwaukee:
Rethinking Schools, Ltd.
www.rethinkingschools.org
Borich, G. (1999). Observation skills for effective teachers. Third Edition. Upper Saddle River, NJ.
Bullock, A. and Hawk, P. (2001). Developing a teaching portfolio. Upper Saddle River, NJ: Merrill Prentice Hall.
Bullough, R. and Gitlin, A. Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland
Publishing, Inc.
Calkins, L. (2000) The Art of Teaching Reading. New York: Allyn & Bacon.
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Charney, R. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Revised Edition.
Greenfield, MA: Northeast Foundation for Children. www.responsiveclassroom.org
Cochran-Smith, M. and Lytle, S. (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press. [See
Chapter 6 on teachers’ journals.]
Cohen, D., Stern, V. and Balaban, N. (1997). Observing and recording the behavior of young children. Fourth Edition. New York:
Teachers College Press.
Curtis, D. and Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Red Leaf Press.
Duckworth, E. (1987) “The having of wonderful ideas” and other essays on teaching and learning. New York: Teachers College Press.
Frank, C. (1999). Ethnographic eyes: A teacher's guide to classroom observation. Portsmouth, NH: Heinemann.
Kane, P.R. (1996). My first year as a teacher. New York: Signet.
Kelly, W. (2003). Rookie teaching for dummies. New York: Wiley.
McKay, M., Davis, M., Fanning, P. (1995). Messages: The communications skills book. California: New Harbinger Publications.
Meier, D. (1995) The Power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.
Robinson, A and Stark, D. (2002). Advocates in action. Making a difference for young children. Washington, D.C.: National Association
for the Education of Young Children.
Raimes, A. (2002). Keys for writers: A brief handbook. Boson: Houghton Mifflin Co.
Tertell, E. Klein, S. and Jewett, J. (1998). When teachers reflect: Journeys toward effective, inclusive practice. Washington, D.C.: National
Association for the Education of Young Children.
Wong, K., and Wong, R. (2001). The First days of school: How to be an effective teacher. New York: Harry K. Wong Publications.
Class Sessions
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1. January 10, 2019- The Teaching and Learning Context
Introduction to the course: purposes, themes, and requirements.
Overview of Purpose-Centered Education (PCE).
The Cycle of Effective Teaching (handout from the edTPA Handbook).
Discussion of student roles in the classroom and the school.
Review of required texts and academic requirements; reading and writing tips.
Overview of the Constructive Action (CA) document outline; uniqueness of the summer semester schedule.
Academic Language required in the edTPA.
Acquiring laptop computers and access to the web-based course syllabus.
In-class drafting of the Introduction to the CA document (“Statement of Purpose”), Part A.
Conventions of Standard American ProseFile
ExpectationsFile
Purpose-Centered Education PowerPointFile
The PowerPoint was developed by Jinx Roosevelt and Patrick Ianniello to describe the MSED program's "Conceptual Framework" to the
visiting NCATE Board of Examiners on March 8, 2015. The program succeeded in passing all the rigorous accreditation standards.
The Cycle of Effective TeachingFile
2. January 17, 2019
The classroom, the teacher, and the children; stating educational goals and
Instructional objectives (i.e. the Central Focus, Language Function, and Key Learning Task of edTPA planning).
Developing lesson Plans.
Discussion of field experiences and assigned readings.
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In-class guidelines for drafting Parts I D (“Instructional Implications”) and II A of the CA document, “Goals and Objectives for the mid-
term lesson.”
Assignment due:
1) The Introduction of the CA document, Part A, “Statement of Purpose,” is due. This Includes Philosophy of Education how
do children learn, the characteristics of your assigned school and the organization of the classroom contextual factors.
2) This is includes citations of theorists and the application to teaching which is embedded in your CA.
3) Read Moore, Effective Instructional Strategies, 4th Edition, Chapter 1, “Getting Ready for the Classroom,” focusing especially on
pp. 1-11, 12-13, 16-19, 21-29; Chapter 6, “Planning and Organizing Instruction,” focusing especially on pp. 170-174, 180, 186-193, 195-
201.
or
Read Moore, Effective Instructional Strategies, 3rd Edition, Chapter 1, “”Getting Ready for the Classroom,” focusing especially on
pp. 10-16, 15-17, and 20-26; Chapter 6, “Planning and Organizing Instruction,” focusing especially on pp. 152-154, 163-167, 167-
173, 176-183. Tomlinson Chapters 1 and 2.
Neighborhood Walk for Completing Part 1C of CA DocumentFile
NY City - Student Teacher's HandbookFile
Danielson rubrics for evaluation of teachersFile
School data profiles about NYC district #1 schoolsURL
3 January 24, 2019 – Formative and Summative Assessment
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Formulating plans for assessment.
Discussion of field experiences and assigned readings.
Strategies for observing, recording, and reflecting; note taking in preparation for completing Part I of the CA document (“Contextual
Factors: The Teaching-Learning Environment”).
In-class guidelines for drafting Part III A of the CA document, “Assessment Plan for the initial observed lesson. Reviewing developing a
lesson plan.
Online Assignment due: February 1, 2018
Part I Part d (“Instructional Implications”) and Goals and Objectives for the initial observed-lesson, as well as teaching point and
assessments are due.
1) Prepare for District 75 visit- date will be announced. Your observations of the District 75 classroom visit must include
organization of instruction, clear expectations, assessments used, and strategies used to meet the educational needs of the
students.
3) Report on Conferences with cooperating teacher about initial lesson and lesson planning.
3) Read Moore, 4th Edition, Chapter 8, Evaluating and measuring learning, “focuses especially on pp. 251-263, 265-268, and 269-277.
or
Read Moore, 3rd Edition, Chapter 8, “Evaluating and Measuring Learning,” focusing especially on pp. 232-236, 236-244, 245-247, and
248-256. Read Tomlinson, Chapters 4, and 5
Checklist for Part II A and B of the CA documentFile
Common Core Learning Standards for Language Arts in New York CityFile
Common Core Learning Standards in Math for New York CityFile
4. January 31, 2019
Designing instruction: Planning for the initial observed lesson.
Discussion of field experiences and assigned readings.
In-class modeling and explanation of the lesson plan model.
In-class guidelines for drafting Part IV A of the CA document, “Lesson plan design for the initial lesson.”
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Candidate conferences with instructor: plans for the lesson.
First Draft of Part 1 of CA is due.
Assignment due: Parts III A of the CA document (“Assessment plan for the initial lesson” is due.
1) Moore, 4th Edition, Chapter 7, “Developing Unit and Daily Lesson Plans,” focusing especially on pp. 207-208, 211-214, skim
pp. 214-230.
orRead Moore, 3rd Edition, Chapter 7, “Developing Unit and Daily Lesson Plans,” focusing especially on pp. 188-190, 196-197, 215-225. Read Tomlinson, Chapter 3
Model for TC "Mini-lesson/workshop" lessonFile
5. February 7, 2019
Final Review of lesson plans.
Microteaching
Discussion of field experiences and assigned readings. In-class review of lesson plans. In-class guidelines on drafting Part VA of the CA
document, “Reflections on the initial lesson”. In-class review of drafting Parts II B (Goals and objectives for the final lesson”) and III B
(Assessment plan for the final lesson”).Assignment due: Part IV A (“Lesson plan design for the initial lesson is due). Assessment record chartFile
Model for Basic Assessment ChecklistFile
Required lesson plan formatFile
In Purpose 1, this format must be followed for lesson planning at the midterm and at the end of the semester.
When filling in the plan, be sure to follow the guidelines for Assessment, Common Core State Standards, Differentiation, Instructional
Materials, Objectives, and Pre-Assessment that are specified in the attached lesson planning g Glossary.
Prepare your plan well in advance of your scheduled lesson and ask for help from the instructor on any areas that are unclear.
Lesson plans must be submitted to the instructor by 6 p.m. the night before the scheduled lesson.
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lesson”) and III B (Assessment plan for the final mini-lesson”).Assignment due: Part IV A (“Lesson plan design for the initial lesson is
due). Assessment record chartFile
Model for Basic Assessment ChecklistFile
Required lesson plan formatFile
.
6 February 14, 2019
Microteaching Presentation & Written Reflection purpose of this assignment is to allow you to demonstrate your ability to implement
effective-teaching strategies. You will be asked to complete an ELA lesson plan and a Math lesson plan for your lessons and for the
microteaching demonstrations. Presentation dates will be assigned. Please be attentive to the microteaching rubrics. You are to
videotape each lesson and conduct a self-evaluation and reflection. What did you learn about yourself as a teacher and about the teaching
process as a result of this experience? What are your goals for improving your teaching practice? Self-evaluation / reflection papers are
due no later than 1 week after presentation. Please be sure to address each of the criteria in the reflection rubric.
Microteaching Presentation & Written Reflection
The purpose of this assignment is to allow you to demonstrate your ability to implement effective -teaching strategies. You are to prepare an
ELA and Math lesson for microteaching demonstration; which includes content area and grade level. You are to view each video recorded
lesson and conduct a self-evaluation and reflection. What did you learn about yourself as a teacher and about the teaching process as a result
of this experience? What are your goals for improving your teaching practice?
Evaluation
The following criteria will be used to evaluate the microteaching lessons.
Pedagogical Content: ● Accurately represents and presents ELA and Math concepts
● Models use of ELA and Mathematics learning strategies
● Use of inquiry-oriented learning strategies
● Use of effective communication strategies to explain concepts and procedures
● Use of questioning strategies to support the development of students' understanding of both ELA and Mathematics concepts.
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● Use of print and technological resources to support student learning
Effective Teaching Behaviors: ● Maintains student attention and motivation
● Maintains suitable pace of instruction to support student learning
● Professional demeanor; clear, audible speech
● Accurate, carefully selected or prepared materials
● Lesson structure supports student learning (e.g., set induction, directions, refocusing, transitions, closure)
● Formative Assessment
● Differentiation of Instruction-Modification of Learning Objectives for your focus child.
The following criteria will be used to evaluate the written reflections.
Focus on Student Learning:
● Demonstrates an awareness of the decisions made as a teacher and their effect on student learning.
● Demonstrates the ability to step back from events/actions and explore/explain individual or contextual factors that influenced decisions.
Focus on Self-Evaluation and Reflection:
● Demonstrates the ability to identify ways to modify learning objectives, instruction and/or assessment in order to improve student learning.
● Demonstrates the ability to explain reasons for modifications and support those reasons with reference to the professional literature on science
instruction and the accumulated wisdom of professional practice.
Demonstrates the ability to articulate goals to improve teaching practice and to develop a plan of action to achieve those goals.
Microteaching Rubrics
IndicIIndicator
. 1-2 Below Standard
3-4 Meets Standard 5 Exceptional or exceed standard Score
Content
.
● Inaccurate ● Minor inaccuracies in ● Accurate Content
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content
● Little or no
modeling or
teaching of
academic
language
content
● Appropriate academic
language is taught on
a limited basis
● Multiple representation and
examples of concepts
● Models and fosters the use of
appropriate academic language
throughout the lesson
Learn learning E Environment
● Little or no
rapport or
respect is
evident
● Most feedback
is presented
negatively
● Rapport with respect
to and among
students is usually
demonstrated
● Corrective feedback is
usually presented with
positive language
● Solid rapport with respect to
and among students is
consistently demonstrated
● Corrective feedback is always
presented with positive
language
StudeStudent Engagement
● Set induction
lacking or
ineffective
● Students are
continually
disengaged
● Closure absent
● Effective set induction
● Maintains
engagement through
most of the lesson
● Closure evident, but
ineffective
● Dynamic set Induction that
effectively engages student
thinking about the central focus
of the lesson
● Maintains engagement
throughout the lesson
● Effective closure
DevelDevelopment of Stuof students’ critic Critical thinkithinkng and problproblem solvinsolving skills
● Does not
promote
challenging
learning
environment
● Promotes challenging
learning environment
throughout most of
the lesson
● Questioning strategies
● Promotes challenging learning
environment throughout the
lesson
● Questions used effectively to
guide student learning and
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● Only low level
questions
asked
are sometimes used
effectively, but few
address higher level
thinking
develop higher level thinking
TeachTeaching Strategies
● Strategies are
inappropriate
for content
delivery
● Differentiated
instruction not
evident
● Technological
resources are
used
ineffectively or
with limited
impact on
student
learning
● Strategies are
appropriate for
content delivery
● A few strategies are
used to differentiate
instruction
● When appropriate,
technological
resources are
integrated into
instruction but
contribution to
student learning is
limited
● Innovative strategies are used to
deliver content
● Variety of strategies are
employed to differentiate
instruction through learning
styles, interests, and readiness
● When appropriate,
technological resources and
other resource materials are
integrated into instruction in
ways to support student
learning
For Formative AssesAssessment used used to guideguide instruinstructional decisidecision making
● No evidence or
use of
formative
assessment to
inform
instructional
decisions
● Some formative
assessment is evident
and sometimes used
to make effective
instructional decisions
● Multiple modes of formative
assessment are evident and
consistently used to make
effective instructional decisions
InstruInstructional ● Strategies (e.g. ● Some strategies (e.g. ● Strategies (e.g. mobility,
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Man managment
mobility,
transitions,
pacing,
frequent
response
opportunities)
are not used
effectively to
maintain
student
interest and
attention.
● No evidence of
ongoing
analysis of
student
learning
mobility, transitions,
pacing, and frequent
response
opportunities) are
used to maintain
student interest and
attention.
● Some evidence that
the ongoing analysis
of student learning is
used to make/modify
instructional decisions
transitions, pacing, frequent
response opportunities) are
used effectively and consistently
to maintain student interest and
attention.
● Sound evidence that the
ongoing analysis of student
learning is used to make/modify
instructional decisions
CoC Communication
and Presentation
● Language is not
appropriate
and reflects
errors in
standard
English
● Lack of
enthusiasm
● Speech is not
expressive
and/or
● Standard English used
with minor errors
● Enthusiasm for
teaching is somewhat
evident
● Speech is generally
expressive and
audible with clear
articulation
● Most materials are of
● Standard English used with no
errors
● Enthusiasm for teaching is
obvious and infectious
● Clear articulation, audible with
great expression
● All materials are of professional
quality.
●
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Rubric for Scoring Microteaching Written Reflection
Rating
Indicator 1-2
Standard Not Met 3-4
Standard is Met 5
Exceptional Work that Exceeds Standard
Teacher Effectiveness
Proposes changes related either to classroom management or student behavior.
Proposes changes in teaching strategies and learning activities related to the central focus of the lesson.
Proposes changes in teaching strategies and learning activities related to the central focus of the lesson and varied needs of students.
Giving Students Feedback
Limited explanation on how students used and will use feedback to deepen understandings, improve skills and correct errors. Does not provide specific examples.
Explains how students used and will use feedback to deepen understandings, improve skills and correct errors. Provides specific examples of how feedback supports student learning.
Explains how students used and will use feedback to deepen understandings, improve skills and correct errors. Provides specific examples of how feedback supports student learning across the curriculum.
Language functions and
Identifies either a language function or
Identifies subject-specific language function and
Identifies subject-specific language function and
inaudible
● Materials are
not of
professional
quality
professional quality
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demands content-related vocabulary. Describes students’ language use that has little or no relationship to the language demands.
content-related vocabulary and explains how students used these to develop content knowledge.
language demands (including content related vocabulary) and explains how students used this to develop content knowledge. Explains how language demands for students with varied needs were addressed.
Instructional Strategies
Does not recognize that assessment measures do not provide adequate feedback and suggestions for teaching are loosely connected with lesson.
Based on assessment measures used in lesson, suggests strategies to support student learning in knowledge and skills related to the central concept.
Based on assessment measures used in lesson, suggests strategies to support varied student learning needs in knowledge and skills related to the central concept.
Student use of feedback
Identifies feedback that only addresses either strengths OR weaknesses. Vague explanation for how focus students will use feedback.
Identifies accurate use of feedback, praise, reinforcement, and corrective feedback, as well as guiding, probing and challenging questions. Describes how students will use this feedback to improve their current work.
Identifies accurate use of feedback, praise, reinforcement, and corrective feedback, as well as guiding, probing and challenging questions. Describes how students will use this feedback to improve their current work, deepen and apply their understandings.
Implications for Professional Growth
Provides no goals to improve teaching practice or the goals are not related to
Identifies 1-2 goals to improve teaching practice that are related to microteaching. Provides a
Identifies 2-3 goals to improve teaching practice that are related to microteaching.
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microteaching. general plan of action for meeting the goals.
Provides specific examples of professional development activities needed to meet those goals.
Connection to Research and Theory
Does not make connections to research and theory.
Makes some connections to research and theory.
Makes connections to research and theory throughout.
Written Communication
Poor presentation. Sentences and/or paragraphs are incomplete or confusing with more than a few errors. Many errors in APA style.
Professional presentation. Minimal errors in grammar, spelling, and mechanics. Few errors in APA style.
Professional presentation. Free from grammatical, spelling, and mechanical errors. No errors in APA style.
7 February 21, 2019
Reflections on learning and first observation.
Candidate conferences on choices for the final lesson.
Discussion of field experiences and assigned readings.
In-class review of drafting Part IV B (”Lesson plan design for the first lesson”) of the CA document.
Assignment due:
1) Part V A of the Constructive Action document (“Reflections on the initial lesson”) is due.
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46
(Integrate academic literacy skills
2) Parts II B (“Goals and objectives for the final lesson”) and III B (“Assessment plan for the first-lesson”) of the CA document
are due.
. 8. February 28, 2019
: Assessment: Reflections on teaching.
Discussion of District 75 visit. Discussion on strategies for focus child.
Discussion of field experiences and assigned readings.
In-class review of drafting Part V B (“Reflections on the firstl lesson” ) of the CA document.
Assignment due:
Part IV B of the Constructive Action document (“Lesson plan design for the final lesson”) is due
New York State P-12 Common Core Learning Standards For English Language Arts & LiteracyURL
Tips for Successful Lesson ImplementationFile
Revised schedule for Observations of midterm Mini-lessonsFile
9. :March 7, 2019
Communication in the classroom:
Discussion of field experience and assigned reading.
Prepare for final observation.
In-class work on communication and questioning skills.
In-class guidelines for drafting Part V C of the CA document, “Professional Growth.”
Assignment due:
1) Part V B of the Constructive Action document (“Reflections on the final lesson”) is due.
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47
Integrate academic literacy skills
Read Moore, 4th Edition, Chapter 4, “Engaging and Motivating learning,” focusing especially on pp. 108-119 and 125-129.
or
Read Moore, 3rd Edition, Chapter 3, “Engaging and Motivating learning,” focusing especially on pp. 63-74.
Assignment due:
1) Part V C of the Constructive Action document (“Goals Professional Growth”) is due.
Tips for Success on Upcoming AssignmentsFile
10. March 14, 2019
On developing effective relationships with key constituencies.
Review of including skills and strategies in the Constructive Action.
.
In-class guidelines for drafting Part 3 of the Constructive Action.
Assignment due:
1) All Parts of Section 2.
2) The Introduction, Part B, of the CA document (“Paraphrase the Semester’s Purpose”) is due.
11. March 21, 2019
Contexts for teaching and learning.
Group work on integrating Dimension course work into CA document.
(Again!) Tips for Successful LessonsFile
Assignment due:
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1) Part 3 of the CA due
2) Incorporating EdTPA language,
12. March 28, 2019
: Toward Professional Development.
Guidelines for finalizing the CA document, including the title page, abstract, table
of contents, complete and copy-edited text, references page, and appendices.
Practice drafting abstracts.
Assignment due:
1) The Introduction, Part C of the CA document, “Relate John Dewey’s “My Pedagogic Creed” to the Purpose-centered
educational program at MCNY” is due.
2) CA drafts due for any sections not already critiqued. November 29th.
Assignment due: Completed and carefully revised CA documents are due. Parts 4 and 5 of the CA due.
13. April 4, 2019
Review of contents of CA and reflection of lessons.
14. April 11, 2019
Submission of CA and final presentation
.
CA has to be posted on Moodle as well as self-service.
Toolkits for TeachingForum
Tips for differentiationURL
Instructions for use of SmartBoardURL
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THE CONSTRUCTIVE ACTION DOCUMENT
Outline
Introduction: Statement of Purpose
A. (Due Session #1.) As a beginning teacher, identify your own educational values and beliefs by analyzing your past
educational experience (Suggested page length: 2 pages), Include your educational philosophy and a statement on
how children learn.
NOTE: APA style must be utilized and you must refer to theorists like Piaget, Vygotsky, Dewey, Gardner, Tomlinson and Bloom
in the appropriate places.
B. (Due Session #2.) Summarize your understanding of Purpose-Centered Education and paraphrase the semester’s Purpose as it appears
in the Purpose I Handbook of the MCNY Masters of Science Degree in Education (Suggested length: 1 page),
C. (Due Session #2.) Relate John Dewey’s “My Pedagogic Creed” to the Purpose-centered educational program offered at MCNY. (Note:
this part of the CA document should be inserted after you have read Dewey in your Values course.) (Suggested length: 2 pages.)
D. Visit to District 75: Please respond to the following:
1) How are the classes organized?
2) What protocols are in place for safety and security?
3) What are the disabilities?
4) What is the student and teacher and paraprofessional ratio?
5) How is the class structured and organized?
6) What curriculum is used to meet the needs of the children?
7) How are the children assessed?
8) How is instruction differentiated?
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I. Contextual Factors (CEC Standards 1 and 2): Using knowledge of the classroom, students, school, and community as a starting
point for lesson planning.
(Due Session #10.) The Classroom as a Teaching and Learning Environment. Using your class observations as a starting point, describe
the classroom and the children to which you have been assigned this semester. The focus of your discussion should be on those factors
listed below that may affect the teaching-learning process, including both supports and challenges. Where appropriate, relate findings to
knowledge gained from your Dimension courses, especially the Self and Others course in Child Development and the Systems course in
Child/Adolescent Development and Learning and the Systems course in Foundations of Special Education.
A. .
Suggested length: 3-4 pages.
The Classroom
-- room size and set-up
-- class size
-- number of adults in the room
-- daily routine
-- classroom rules
-- design to encourage active participation in individual and group activities
-- teacher’s management strategies, behaviors, and attitudes for students with exceptionalities
-- adaptation of the physical environment to provide optimal learning opportunities for students with exceptionalities
-- groupings – fixed or flexible?
-- availability of technology equipment
-- availability of other resources
The Children
-- grade level/age of children
-- male/female ratio
-- ethnic mix
-- culture and/or language
-- academic skill levels
--students with disabilities and/or exceptional learning needs
-- psychological/social-emotional characteristics
-- medical aspects or conditions
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-- families’ resources and constraints
-- parental involvement
-- your own attitudes and behaviors that may affect the learning of students with disabilities
B. (Due Session #10.) The School as a Teaching and Learning Environment Using a range of research methods (observations, interviews,
and on-line research), describe the school to which you have been assigned. The focus of your discussion should be on those factors that
may affect the teaching-learning process, including both supports and challenges, especially for students with exceptional learning needs.
Where appropriate, relate findings to knowledge gained from your Dimension courses, especially the Skills courses in Teaching and
Learning Mathematics with Technology in Grades 1-3 and Reading Instruction for Primary Grades, as well as the Systems course in
Foundations of Special Education.
(Note: Much of the following information can be found in the school’s Annual School Report that appears online at http:/schools.nyc.gov.
and the school’s Web Page as well as Inside Schools.
Always site sources according to standard APA format (Suggested length: 2-3 pages),
-- The school’s mission statement
-- A brief statement about the person whom the school is named after
-- The school-wide profile including,
-- total enrollment by grade;
-- average class size;
-- proportions of ethnic groups and/or recent immigrants;
-- proportion of children who are eligible for free lunch;
-- frequency of police department incidents.
-- The school staff and program characteristics in terms of
-- number of staff and administrators (grouped by department/and or title)
-- ethnicity, age, gender, degrees;
-- number of certified vs. non-certified teachers;
-- provision of special education for students with exceptional learning needs;
- Special programs- technology, stem, art, science, math, music, library
-- existence of special programs and alliances with outside agencies; organizations that fund special school programs and the afterschool
programs.
-- other unique features of the school program.
--. The school’s ranking on New York State and city-wide tests (E.g. English-Language Arts, Mathematics, and Science)
--. Programs for parents, including reference to a parent handbook, if applicable.
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C. (Due Session # 4 ) The Community as a Teaching and Learning Environment.
Using a range of research methods (observations, neighborhood walks, interviews, and on-line research), describe the community in
which your school is located. The focus of your discussion should be on those factors that may affect the teaching-learning process,
especially the learning of students from culturally and/or linguistically diverse backgrounds, including both supports and challenges.
Where appropriate, relate findings to knowledge gained from your Dimension courses, especially the Systems course in Foundations of
Special Education.
(Some of the following information can be found at www.infoshare.org.) Again, always site sources according to standard APA format.
(Suggested length: 2-3 pages.)
-- Community Profile in terms of
-- geography,
-- history;
-- population [age, ethnic, income, and gender distribution];
-- major industries or employers, housing, interest groups.
-- Community Resources in terms of
-- Stability of the community
-- Educational and recreational facilities;
-- medical and health facilities;
-- police, sanitation, and other services;
-- political organizations and representatives;
-- human service agencies, community action programs, and self-help groups.
-- community support for education
D. (Due Session # 5) Instructional Implications. In a 2-page integrative summary of the above information, discuss what characteristics of
the classroom, children, families, school and community you will need to take into account in planning your -lessons this semester. How
will you use the information collected in Parts I A, B, and C above in planning your lessons this semester? (Suggested length: 2-3 pages.)
II – Identifying Learning Goals and Objectives (CEC Standard 5)
Your Constructive Actions this semester will take the form of two observed lessons based loosely on the Teachers College Reading /
Writing Program’s workshop model. As preparation for the planning of each of those lessons (required in Part IV below), here you must
list and provide a rationale for the goals and objectives for each lesson that will be observed.
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Note: In the edTPA you will be asked to plan for a Learning Segment that is a series of 3-5 integrated lessons within a larger curricular
unit that is to be planned using Understanding by Design guidelines. (See Moore, Chapter 6.) But in Purpose 1 you are only required to
plan for two separate lessons.
In the instructions that follow, the terminology used by the EdTPA appears in bold, italicized font.
A – (Due Session #3.) Goals (i.e. the edTPA’s Central Focus) and objectives (i.e. the edTPA’s Key Learning Task) for the mid-term
lesson on reading or writing skills that will be delivered in Week 5 or 6.
1 – Using discussions with your cooperating teacher and Kenneth D. Moore’s description of general educational goals (in the 4th Edition
on pp. 187-188 or in the 3rd Edition on pp. 167-168) as starting points, state an overall (general) educational goal (Central Focus) for the
midterm lesson. Begin your overall goal statement with the words, “My overall goal (Central Focus) for my learners is that they . . .”
2a – Using discussions with your cooperating teacher and Moore’s description of instructional and informational objectives (in the 4th
Edition on pp. 189-193 and in the 3rd Edition on pp. 169-173) as starting points, list 1-3 instructional objectives for your planned midterm
lesson. Each one-sentence objective should contain a condition, a performance, a product, and a criterion, thus including both what the
students will learn and how the students will learn it.
[Note: For edTPA purposes, the “performance” verb should take the form of a Language Function (e.g. the students will “analyze . . .”
“identify . . .,” “describe . . .,” or “explain . . .”).
In edTPA, the whole statement of instructional objectives is called a Key Learning Task.]
2b - Then in a separate paragraph, justify your planning decisions. Explain in detail the reasoning behind the instructional objective (i.e.
the Key Learning Task) that you have chosen for your observed lesson.
- What prior knowledge and/or skill do the students have of the specific Language Function that you are teaching? What knowledge
and/or skill do they lack?
- In the planned lesson, will you have to include instruction in other kinds of Language Demands, e.g.
Discourse (the overall structure of the product)?
Syntax (sentence-level format)?
Vocabulary (actual word use)?
- Discuss how the instructional objective (Key Learning Task) relates to the theories of learning and child development that you have been
introduced to in your other courses here at MCNY. Why is this particular lesson appropriate for your learners at this particular stage of
their cognitive development? In terms of required edTPA commentary, “Explain how your understanding of your students’ prior academic
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learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials” (SCALE, 2013, prompt
3a, p. 18). Make specific references to several theorists and assigned texts from your Values, Self and Others, Systems, and Skills
dimension courses.
3 – Based on your general knowledge of your own communication skills, list both an overall goal and a specific objective for yourself
during your delivery of the midterm mini-lesson.
B – (Due Session #6.) Goals (i.e. the edTPA’s Central Focus) and objectives (i.e. the edTPA’s Key Learning Task) for the final lesson on
math skills that will be delivered in week #7 or 8.
1 – Using discussions with your cooperating teacher and Kenneth D. Moore’s description of general educational goals (in the 4th Edition
pp. 187-188 and in the 3rd Edition on p. 167-168) as starting points, state an overall (general) educational goal (Central Focus) for the
midterm lesson. Begin your overall goal statement with the words, “My overall goal for my learners is that they . . .”
[Note: For edTPA purposes, the Central Focus of a math lesson should support students’ conceptual understanding, procedural
fluency, and/or mathematical reasoning/problem-solving skills.]
2a – Using discussions with your cooperating teacher and Moore’s description of instructional and informational objectives (in the 4th
Edition on pp. 189-193 and in the 3rd Edition on pp. 169-173) as starting points, list 1-3 instructional objectives for your planned final
lesson. In edTPA, an instructional objective in math is called a Targeted Learning Objective.]
Include a separate learning objective for the student whom you have been observing for your Child Study project in the Self and Others
dimension course. Each stated objective should contain a condition, a performance, a product, and a criterion and should include both what
the student will learn and how the student will learn it.
In a separate sentence also include the domain and level of Bloom’s taxonomy (see Moore 4th Edition pp. 195-201; in the 3rd Edition pp.
174 ff.) that the lesson relates to.
2b - Then in two or three paragraphs, justify your planning decisions. Explain in detail the reasoning behind the instructional objective (i.e.
the Targeted Learning Objective) that you have chosen for your observed lesson.
- What prior knowledge and/or skill do the students have of the specific form of mathematical understanding that you are teaching? What
knowledge and/or skill do they lack? If possible, base your commentary on specific prior assessments of the students’ mathematical skills.
- Discuss how the instructional objective (Targeted Learning Objective) relates to the theories of learning and child development that you
have been introduced to in your other courses here at MCNY. Why is this particular lesson appropriate for your learners at this particular
SPRING 2019
55
stage of their cognitive development? Make specific references to several theorists and assigned texts from your Values, Self and Others,
Systems, and Skills dimension courses.
.
3 – With explicit reference to classroom work on communication skills and to your experience thus far in the classroom, list both an
overall communication goal and a specific communication objective for yourself during your delivery of the final mini-lesson.
III – Assessment Plans (CEC 4)
A – (Due Session #4.) Assessment plan for the mid-term lesson:
1 – With explicit reference to assessment terminology introduced by Moore (see Chapter 8) and Tomlinson Chapters 2-6, describe how
you will measure the degree to which your learners have met learning objectives that you have formulated for them. Include possible
modifications of assessment for the child whom you have been observing for your Child Study project in your Self and Others dimension
course and for children from culturally and linguistically diverse backgrounds.
2 – Describe how you will measure the degree to which you have met the communication objectives you have formulated for yourself.
B – (Due Session #5.) Assessment plan for the final lesson:
1 - With explicit reference to assessment terminology introduced by Moore (see Chapter 8) and Tomlinson, describe how you will measure
the degree to which your learners have met learning objectives that you have formulated for them. Include specific plans for both informal
and formal assessments. The assessment should provide opportunities for students to demonstrate
Conceptual understanding
Computational/procedural fluency
And/or mathematical reasoning/problem solving skills (edTPA, 2013, p. 41).
Also include possible modifications of assessment for the child whom you have been observing for your Child Study project in your Self
and Others dimension course and for children from culturally and linguistically diverse backgrounds.
2 – Describe how you will measure the degree to which you have met the communication objectives you have formulated for yourself.
IV - Designs for Instruction (CEC 2, 3, and 5)
A – (Due Session #4 or 5), Lesson plan design for the mid-term lesson. Follow the format assigned in class.
1. Title of the lesson, Grade level, Date
2. Pre-assessment of Students’ Knowledge and Skills
3. Common Core State Standards
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4. Objectives i.e. Key Learning Task. (Use instructional objectives listed in Part II A above).
5. Collaboration with general/special educator(s) about instructional objectives and culturally responsive teaching including differentiation
of instruction (refer to Tomlinson).
-- Procedure::
6. Introduction and motivation
7. Teaching Point and Demonstration and/or Modeling
8. Developmental Activities/Steps:
9. Formal and Informal Formative Assessments
10. Closure and/or Share
B – (Due Session #6.) Lesson plan design for the final lesson:
1. Title of the lesson, Grade level, Date
2. Pre-assessment of Students’ Knowledge and Skills
3. Common Core State Standards
4. Objectives i.e. Key Learning Task. (Use instructional objectives listed in Part II B above).
5. Collaboration with general/special educator(s) about instructional objectives and culturally responsive teaching
-- Procedure::
6. Introduction and motivation
7. Teaching Point and Demonstration and/or Modeling
8. Developmental Activities/Steps:
9. Formal and Informal Formative Assessments
10. Closure and/or Share
V – Assessment and Reflection
A – (Due Session #5 or 6, the first Thursday after your first observed lesson. Reflections on the initial lesson (4-5 pages).
Write a 1-page narrative of your perceptions during the lesson and a 3-page analysis of the event. With references to texts assigned in the
Purpose seminar and in your Dimension classes, your analysis should include the following (based on edTPA, Task 3: Assessing Students’
Literacy Learning): Refer to Tomlinson.
1 – What specific standards or objectives were measured by the assessment that the students completed?
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2 – Provide a graphic (table or chart) or a summary of the student learning that resulted from your lesson. Then analyze the patterns of
learning that the results reveal, both for the whole class and for the children with special needs. What does the assessment tell you about
the effectiveness of your instruction? Which strategies were successful and which ones were unsuccessful?
3 – Based on your analysis of student learning provided by the assessment, describe some possible next steps for instruction, both for the
whole class and for the students with exceptional learning needs.
B – (Due Session #12.) Reflection on the final lesson
Write a 2-page narrative of your perceptions during the lesson and a 3-page analysis of the event. With references to your mid-term
evaluation and to texts assigned in the Purpose seminar and in your Dimension classes, your analysis should include the following (based
on edTPA, Task 4: Assessing Students’ Mathematics Learning):
1 – What specific standards or objectives were measured by the assessment that the students completed?
2 – Provide a graphic (table or chart) or a summary of the student learning that resulted from your lesson. Then analyze the patterns of
learning that the results reveal, both for the whole class and for the children with special needs. What does the assessment tell you about
the effectiveness of your instruction? Which strategies were successful and which ones were unsuccessful?
3 – Based on your analysis of student learning provided by the assessment, describe some possible next steps for instruction, both for the
whole class and for the students with exceptional learning needs.
C – (Due Session #12.) With references to specific events in the classroom, your personal philosophy in relation to the CEC Ethical
Principles and Professional Practice Standards to guide your practice, write a two-page summary of your growth as a teacher this semester
Pre-Student Teaching Field Experience Assessment Constructive Action Evaluation Rubric
Teacher Candidate’s Name __________________________ Date of Submission ___________
SPRING 2019
58
Introduction: Statement of Purpose
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
Introduction
Part A
Identification of
educational
values by
analyzing past
educational
experience.
Teacher candidate does
not identify his/her own
educational values by
analyzing his/her past
educational experience.
Teacher candidate either
identifies his/her educational
values or narrates past
educational experience but does
not connect values to past
experiences.
Teacher candidate makes
satisfactory connections between
both positive and negative
educational experiences and
his/her present educational values
as a Teacher candidate-in-training.
Teacher candidate makes clear and
insightful connections between
both positive and negative
educational experiences and
his/her present educational values
as a Teacher candidate-in-training.
Part B
Summary of
Purpose-
Centered
Education.
Teacher candidate does
not demonstrate an
understanding of the
Purpose-Centered
Educational model at
MCNY.
Teacher candidate demonstrates
only a sketchy or partial
understanding of Purpose-
Centered Education at MCNY.
Teacher candidate demonstrates a
satisfactory understanding of
Purpose-Centered Education at
MCNY.
Teacher candidate demonstrates a
comprehensive understanding of
Purpose-Centered Education at
MCNY.
Part C
Relating
Dewey’s
Pedagogy to
MCNY’s
Purpose-
Centered
Educational
model.
Teacher candidate fails to
relate John Dewey’s “My
Pedagogic Creed” to the
educational program
offered at MCNY.
Teacher candidate makes only
brief or simplistic connections
between Dewey’s pedagogical
principles and those of MCNY.
Teacher candidate demonstrates an
adequate connection between
Dewey’s pedagogy and the
Purpose-Centered Educational
model at MCNY.
Teacher candidate demonstrates a
complex and multi-faceted connection between Dewey’s
pedagogy and the Purpose-
Centered Educational model at
MCNY.
Part I. Contextual Factors
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
SPRING 2019
59
A. Knowledge of
the students,
with and
without
exceptionalities
and of the
classroom as a
teaching and
learning
environment.
(CEC 1.1)
Candidate displays
minimal or biased
knowledge of the
characteristics of students
with and without
exceptionalities including
students whose primary
language is not English,
and of the classroom that
may affect learning
Candidate displays some
understanding of the
characteristic of students with
and without exceptionalities
including students whose
primary language is not
English, and of the classroom
that may affect learning.
Candidate displays a satisfactory
understanding of the characteristic
of students with and without
exceptionalities including students
whose primary language is not
English, and of the classroom that
may affect learning.
Candidate displays a
comprehensive understanding of
the characteristic of students with
and without exceptionalities
including students whose primary
language is not English, and of the
classroom that may affect learning.
B. Knowledge of
the school as a
teaching and
learning
environment for
all students.
(CEC 1.1)
Candidate displays
minimal, irrelevant, or
biased knowledge of the
characteristics of the
school.
Candidate displays some
knowledge of the
characteristics of the school
that may affect student learning
of students with and without
exceptionalities including
students whose primary
language is not English.
Candidate displays a satisfactory
understanding of the characteristics
of the school including their own
attitudes and behaviors that may
affect student learning of students
with and without exceptionalities
including students whose primary
language is not English.
Candidate displays a
comprehensive understanding of
the characteristics of the school
including their own attitudes and
behaviors that may affect student
learning of students with and
without exceptionalities including
students whose primary language
is not English.
C. Implications
of the above
information for
planning
instruction and
assessment that
includes the
learning needs
of students with
and without
exceptionalities
as well as
students from
culturally and
linguistically
diverse
backgrounds.
(CEC 1.1)
Candidate does not
identify (for the planning
of instruction and
assessment) the
implications of
information about
individual students, the
classroom, the school,
and/or families and the
community, OR identifies
inappropriate implications
of students with and
without exceptionalities
as well as students from
culturally and
linguistically diverse
back-grounds.
Candidate identifies some
general implications, for
instruction and assessment,
of information about individual
students, the classroom, the
school, and/or families and the
community of students with
and without exceptionalities as
well as students from culturally
and linguistically diverse
backgrounds.
Candidate identifies satisfactory
implications for
Instruction1 and assessment of
information about individual
students, the classroom, the school,
and/or families and the
community, of students with and
without exceptionalities as well as
students from culturally and
linguistically diverse backgrounds.
Candidate identifies
comprehensive implications for
instruction and assessment of
information about individual
students, the classroom, the school,
and/or families and the
community, of students with and
without exceptionalities as well as
students from culturally and
linguistically diverse back-
grounds.
SPRING 2019
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D. Use of
contextual
knowledge to
create a
culturally
responsive
learning
environment.
(CEC 2.1)
Candidate does not
modify the learning
environment with
knowledge regarding an
individuals’ language,
family, culture, and other
significant contextual
factors.
Candidate evidences modifying
the learning environment only
with knowledge regarding a
student’s language, but not
family, culture, and other
significant contextual factors.
Candidate evidences modifying the
learning environment with
knowledge regarding an
individuals’ language, family,
culture, and other significant
contextual factors, and how they
interact with a student’s
exceptionality.
Candidate evidences modifying the
learning environment with
knowledge regarding an
individuals’ language, family,
culture, and other significant
contextual factors, how they
interact with an student’s
exceptionality, and provides such
across environments and subjects
Part II – Identifying Learning Goals and Objectives
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
A. Clarity,
comprehensive
ness and
appropriateness
of instructional
objectives for
midterm mini-
lesson.
(CEC 5.1)
Instructional objectives
are not stated clearly,
lack both what and the
how of the planned
instruction, and are
inappropriate for the
development, pre-
requisite knowledge,
skills, and experiences of
the students with and
without exceptionalities.
Some instructional objectives
are stated as learning
outcomes, include either what
or the how of the planned
instruction, and/or are
appropriate for the
development, pre-requisite
knowledge, skills, and
experiences of the students
with and without
exceptionalities.
Most instructional objectives are
clearly stated as learning
outcomes and include the desired
performance, product, conditions,
and criteria of the planned
instruction; and all of the
instructional objectives are
appropriate for the development,
pre-requisite knowledge, skills,
and experiences of the students
with and without exceptionalities.
All instructional objectives are
clearly stated as learning
outcomes and include the desired
performance, product, conditions,
and criteria of the planned
instruction; also all of the
instructional objectives are
appropriate for the development,
pre-requisite knowledge, skills,
and experiences of the students
with and without exceptionalities.
B. Clarity,
comprehensive
ness and
appropriateness
of instructional
objectives for
final mini-
lesson.
(CEC 5.2)
Instructional objectives
are not stated clearly,
lack both what and the
how of the planned
instruction, and are
inappropriate for the
development, pre-
requisite knowledge,
skills, and experiences of
students with and without
exceptionalities.
Some of the instructional
objectives are clearly stated as
learning outcomes, include
either what or the how of the
planned instruction, and/or are
appropriate for the
development, pre-requisite
knowledge, skills, and
experiences of students with
and without exceptionalities.
Most of the instructional
objectives are clearly stated as
learning outcomes and include the
desired performance, product,
conditions, and criteria of the
planned instruction; and all of the
instructional objectives are
appropriate for the development,
pre-requisite knowledge, skills,
and experiences of students with
and without exceptionalities.
All of the instructional objectives
are clearly stated as learning
outcomes and include the desired
performance, product, conditions,
and criteria of the planned
instruction; also all of the
instructional objectives are
appropriate for the development,
pre-requisite knowledge, skills,
and experiences of students with
and without exceptionalities.
SPRING 2019
61
Part III – Assessment Plans
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
A. Clarity and
appropriate-
ness of
assessment
plans for the
midterm mini-
lesson.
(CEC 4.1)
Content and methods of
assessment lack
congruence with
instructional objectives
and contain no clear
criteria for measuring
student performance
relative to the
instructional objectives.
Some of the instructional
objectives are partially assessed
through the assessment plan,
but they are not clear or are not
explicitly linked to the
instructional objectives.
Each of the instructional objectives
is satisfactorily assessed through
the assessment plan; assessments
are satisfactorily congruent with
the instructional objectives and
with the needs of learners,
including the candidate’s Child
Study of Student with a Disability
student and students from
culturally and linguistically diverse
backgrounds.
Instructional objectives
are comprehensively
assessed through the
assessment plan; assessment
criteria are clear and are explicitly
linked to instructional objectives.
The assessment plan insightfully
addresses the learning needs of
students, including the candidate’s
Child Study of a Student with a
Disability, student and students
from culturally and linguistically
diverse backgrounds.
B. Clarity and
appropriateness
of assessment
plans for the
final mini-
lesson.
(CEC 4.2)
Content and methods of
assessment lack
congruence with
instructional objectives
and contain no clear
criteria for measuring
student performance
relative to the
instructional objectives.
Some of the instructional
objectives are partially assessed
through the assessment plan,
but they are not clear or are not
explicitly linked to the
instructional objectives,
including the instructional
objectives for students with
exceptional learning needs.
Each of the instructional objectives
is satisfactorily assessed through
the assessment plan; assessments
are satisfactorily congruent with
the instructional objectives and
with the needs of learners,
including the candidate’s Child
Study of Student with a Disability
case study student and students
from culturally and linguistically
diverse backgrounds.
.
Instructional objectives
are comprehensively
assessed through the
assessment plan; assessment
criteria are clear and are explicitly
linked to instructional objectives.
The assessment plan insightfully
addresses the learning needs of
students, including the candidate’s
Child Study of a Student with a
Disability case study student and
students from culturally and
linguistically diverse backgrounds.
SPRING 2019
62
Part IV – Design for Instruction
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
A – Proficiency
of the
Procedure
planned for the
midterm mini-
lesson:
1) Connection
and 2)
Teaching
Point/Demonst
ration.
(CEC 5.4)
Either an explicit
connection of the lesson to
prior learning or a teaching
point and demonstration
(or both) is completely
omitted from the plan.
A connection to prior learning
is included but not clearly
presented on the lesson plan, or
the teaching point or
demonstration are not fully
articulated to address
individualized instruction for
students with and without
exceptionalities
Both the connection of the lesson
to prior learning and the teaching
point and demonstration are clearly
articulated and described on the
lesson plan to address
individualized instruction for
students with and without
exceptionalities.
The connection of the
lesson to prior learning is clear,
knowledgeable, and described on
the lesson plan to address
individualized instruction for
students with and without
exceptionalities. It is
presented in a way that
is likely to promote learning,
and the teaching point
and its demonstration
are planned with pedagogical
imagination.
3) Use of
motivational
and
instructional
interventions
to teach
individuals
with
exceptionalities
how to adapt to
different
environments
for self-
determination.
(CEC 2.2)
Candidate does not
structure the learning
environment to provide
optimal leaning
opportunities for
individuals with
exceptionalities.
Candidate structures the
learning environment with
motivational and instructional
interventions for independence,
self-motivation, and self-
direction by individuals with
exceptionalities in one group
setting.
Candidate structures the learning
environment with motivational and
instructional interventions for
independence, self-motivation,
self-direction, and self-advocacy
by individuals with
exceptionalities to adapt in one-to-
one, small group, and large group
settings.
Candidate structures the learning
environment with motivational and
instructional interventions for
independence, self-motivation,
self-direction, and self-advocacy
by individuals with
exceptionalities to adapt in one-to-
one, small group, large group, and
generalized to typical community-
based settings, such as home,
recreation, etc.
SPRING 2019
63
Differentiation
planned for
one student
with
exceptional
learning needs
(CEC 5.6)
The case study student’s
exceptional learning needs
are not addressed in plan.
The case study student’s
exceptional needs are
minimally or inappropriately
addressed in plan.
Plan describes how the case study
student’s exceptional learning
needs are to be met, including the
areas if communication, reading,
math, and social behavior.
Plan describes in detail how the
case study student’s exceptional
learning needs are to be met,
including the areas of
communication, reading, math, and
social behavior.
Differentiation
planned for
students from
culturally
and/or
linguistically
diverse
backgrounds
(CEC 5.1)
Learning needs of students
with or without
exceptionalities from
culturally and/or
linguistically diverse
backgrounds are not
addressed in the plan.
Learning needs of students
with and without
exceptionalities from culturally
and/or linguistically diverse
backgrounds are minimally or
inappropriately addressed in the
plan.
Plan describes how the learning
needs of students with and without
exceptionalities from culturally
and/or linguistically diverse
backgrounds are to be met,
including language needs.
Plan describes in detail how the
learning needs of students with and
without exceptionalities
from culturally and/or
linguistically diverse backgrounds
are to be met, including language
needs.
Knowledge of
Subject
Matter. (For
Purpose 1 fill in
appropriate
score for □
Reading,
Writing, and
Oral Language
(CEC 3.2) and
for
□ Mathematics
(CEC 3.2)
Candidate does not
provides evidence of
knowing and using the
general and specialized
curricula for reading,
writing, and oral language
skills and the central
concepts and methods for
teaching those skills to
students with and without
exceptionalities
Candidate provides evidence of
knowing and using the general
and specialized curricula for
reading, writing, and oral
language skills and the central
concepts and methods for
teaching those skills across
curricular content areas to
students with and without
exceptionalities.
Candidate provides evidence of
knowing and using the general and
specialized curricula for reading,
writing, and oral language skills
and the central concepts and
methods for teaching those skills
using assistive technologies across
curricular content areas to students
with and without exceptionalities.
Candidate provides evidence of
knowing and modifying the
general and specialized curricula
for reading, writing, and oral
language skills and the central
concepts and methods for teaching
those skills using assistive
technologies across curricular
content areas to students with and
without exceptionalities.
Candidate does not provide
evidence of knowing and
using the general and
specialized curricula for
mathematics and the
central concepts and
methods for teaching the
content area skills to
students with and without
exceptionalities.
Candidate provides evidence of
knowing and using the general
and specialized curricula for
mathematics and the central
concepts and methods for
teaching the content area skills
across curricular content areas
to students with and without
exceptionalities.
Candidate provides evidence of
knowing and using the general and
specialized curricula for
mathematics and the central
concepts and methods for teaching
the content area skills by using
assistive technologies across
curricular content areas to students
with and without exceptionalities.
Candidate provides evidence of
knowing and modifying the
general and specialized curricula
for mathematics and the central
concepts and methods for teaching
the content area skills using
assistive technologies across
curricular content areas to students
with and without exceptionalities.
SPRING 2019
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B – Proficiency
of the
Procedure
planned for the
final mini-
lesson:
1) Connection
and
2) Teaching
Point/Demonst
ration.
(CEC 5.6)
Either an explicit
connection of the lesson to
prior learning or a teaching
point and demonstration
(or both) for students with
and without
exceptionalities are
completely omitted from
the plan.
A connection to prior learning
is included but not clearly
presented on the lesson plan, or
the teaching point or
demonstration are not fully
articulated for students with
and without exceptionalities
Both the connection of the lesson
to prior learning and the teaching
point and demonstration are clearly
articulated and described on the
lesson plan for of students with
and without exceptionalities
The connection of the
lesson to prior learning is clear,
knowledgeable,
and presented in
a way that is likely to promote
learning for students with and
without exceptionalities. The
teaching point and its
demonstration are
planned with pedagogical
imagination.
3) Active
Engagement,
4) Link, and 5)
Share
(CEC 2.1)
Candidate does not provide
a learning environment that
encourages active
participation for teaching
the link and share phases
of the TC Workshop model
to students with and
without exceptionalities.
Candidate provides a learning
environment that encourages
active participation for teaching
the link and share phases of the
TC Workshop model to
students with and without
exceptionalities.
Candidate provides a learning
environment that encourages active
participation, including
modifications to manage
behaviors, for teaching the link and
share phases of the TC Workshop
model to students with and without
exceptionalities.
Candidate provides a learning
environment that encourages active
participation, including
modifications to manage
behaviors, including crises
prevention/intervention, for
teaching the link and share phases
of the TC Workshop model to
students with and without
exceptionalities.
Differentiation
planned for
one student
with
exceptional
learning needs
(CEC 5.3)
The cast study student’s
exceptional learning needs
are not addressed in plan.
The case study student’s
exceptional learning needs are
minimally or inappropriately
addressed in plan.
Plan describes how the case study
student’s exceptional learning
needs are to be met including in
the areas of communication,
reading, math, and social behavior.
Plan describes in detail how the
case study student’s exceptional
learning needs are to be met
including in the areas of
communication, reading, math, and
social behavior.
Differentiation
planned for
students from
culturally
and/or
linguistically
diverse
backgrounds
(CEC 5.1)
Learning needs of students
with and without
exceptionalities from
culturally and/or
linguistically diverse
backgrounds are not
addressed in the plan.
Learning needs of students with
and without exceptionalities
from culturally and/or
linguistically diverse
backgrounds are minimally or
inappropriately addressed in the
plan.
Plan describes how the learning
needs of students with and without
exceptionalities from culturally
and/or linguistically diverse
backgrounds are to be met,
including language needs.
Plan describes in detail how the
learning needs of students with and
without exceptionalities from
culturally and/or linguistically
diverse backgrounds are to be met,
including language needs.
SPRING 2019
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Knowledge of
Subject
Matter. (For
Purpose 1 fill in
appropriate
score for □
Reading,
Writing, and
Oral Language
and for
□ Mathematics
(CEC 3.1)
Plan provides no evidence
of adequate curricular
content knowledge of
reading, writing, and oral
language skills or of the
methods for teaching those
skills to individualize
learning for students with
and without
exceptionalities curricular
content
Plan provides evidence of
curricular content knowledge of
reading, writing, and oral
language skills and of the
methods for teaching those
skills to individualize learning
for students with and without
exceptionalities
Plan provides evidence of
curricular content knowledge and
tools of inquiry of reading, writing,
and oral language skills and of the
methods for teaching those skills
to individualize learning for
students with and without
exceptionalities
Plan provides evidence of superior
curricular content knowledge, tools
of inquiry, and life skills of
reading, writing, and oral language
skills and of the methods for
teaching those skills to
individualize learning for students
with and without exceptionalities
Plan provides no evidence
of curricular content
knowledge of
mathematics-related skills
or of the methods for
teaching those skills to
individualize learning for
students with and without
exceptionalities.
Plan provides evidence of
curricular content knowledge of
mathematics-related skills and
of the methods for teaching
those skills to skills to
individualize learning for
students with and without
exceptionalities
Plan provides evidence of
curricular content knowledge and
tools of inquiry of mathematics
related skills and of the methods
for teaching those skills to
individualize learning for students
with and without exceptionalities.
Plan provides evidence of superior
curricular content knowledge, tools
of inquiry, and life skills of
mathematics related skills and of
the methods for teaching those
skills to individualize learning for
students with and without
exceptionalities.
Part V – Reflection and Response
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
A- Reflection
and response
on student
learning
outcomes of
the mid-term
mini-lesson
(CEC 6.2)
Candidate did not show
evidence of understanding
how foundational
knowledge and current
issues influence
professional practice..
Candidate conducted
professional activities in
compliance with applicable
laws and policies to inform
special education practice.
Candidate conducted professional
activities in compliance with
applicable laws and policies to
inform special education practice
and reflected on practice to
improve instruction and guide
professional growth.
Candidate conducted professional
activities in compliance with
applicable laws and policies to
inform special education practice
and reflected and acted to obtain
assistance to improve instruction
and guide professional growth
B – Reflection
and response
on student
learning
outcomes of
Candidate did not
demonstrate understanding
of human diversity can
interact with learning
outcomes for students with
Candidate demonstrated how
human diversity is part of
families, cultures, and schools
and can interact with learning
outcomes for students with and
Candidate demonstrated how
human diversity is part of families,
cultures, and schools and can
interact with learning outcomes for
English Language Learners with
Using professionally appropriate
communication with parents and
families, candidate demonstrated
how human diversity is part of
families, cultures, and schools and
SPRING 2019
66
the final mini-
lesson
(CEC 6.3)
and without
exceptionalities.
without exceptionalities. and without exceptionalities. can interact with learning
outcomes for English Language
Learners with and without
exceptionalities.
C – Summary
of candidate’s
professional
growth as a
teacher
(CEC 6.1)
Candidate did not use the
CEC Ethical Principles and
Professional Practice
Standards to guide their
practice
Guided by the CEC Ethical
Principles and Professional
Practice, candidate maintained
challenging expectations for
students with exceptionalities to
develop learning outcomes and
quality of life potential in ways
that respect their dignity,
culture, language, and
background.
Guided by the CEC Ethical
Principles and Professional
Practice, candidate collaborated
with colleagues to maintain
challenging expectations for
students with exceptionalities to
develop the highest possible
learning outcomes and quality of
life potential in ways that respect
their dignity, culture, language,
and background.
Guided by the CEC Ethical
Principles and Professional
Practice, candidate collaborated
with colleagues and other agencies
to maintain challenging
expectations for students with
exceptionalities to develop the
highest possible learning outcomes
and quality of life potential in ways
that respect their dignity, culture,
language, and background.
Evaluation of candidate writing
Rating →
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
Use and
documentation
of sources.
The writer fails to use
and acknowledge
outside sources.
The writer uses outside sources
but does not follow APA format
accurately.
The writer uses outside sources
responsibly and follows APA
format accurately.
The writer uses outside sources
responsibly and insightfully and
follows APA format accurately.
Introduction Part I Part II Part III Part V Overall writing
quality
Writing contains so
many errors in usage,
grammar, and/or
punctuation that the text
is difficult to read.
The text is generally readable but
contains numerous errors in
usage, grammar, or punctuation.
The writing flows clearly and
smoothly and follows the
conventions of standard written
English.
The writing not only flows clearly
and smoothly and follows the
conventions of standard written
English, but it also gives the reader
a sense of writing as a work of art.
Introduction
SPRING 2019
67
Part I Part II Part III Part V
Scoring Guide: Exceeding Proficiency = 74-84 pts.
Proficient = 63-73 pts.
Approaching Proficiency = 53-62 pts.
Below Proficiency = below 53 pts.
SEGMENT PLAN FORMAT (in preparation for the edTPA).
Name: _____________________________ Date: _______________ Grade: ___________
1. Subject:
2. Unit Plan Title:
3. Segment Plan Topic:
4. Pre-assessment of Students’ Knowledge and Skills:
5. Students’ Personal/Cultural/Community Assets:
6. Common Core Standard(s) (include number(s) and related text(s)):
a. key learning task/content
b. related skills
7. Informational Learning Objective(s)
8. Central Focus: comprehending or composing, and
- an essential literacy strategy
- related skills
SPRING 2019
68
- reading/writing connections.
9. Language Demands:
a. language function:
b. related skills: academic vocabulary, and/or syntax, and/or discourse
10. Key Learning Tasks of the 3-5 lesson segment (involving reading and/or writing and/or listening and/or speaking)
Lesson 1. ______________________________
Lesson 2. ______________________________
Lesson 3. ______________________________
Lesson 4. ______________________________
Lesson 5. ______________________________
11. Differentiated Instructional Strategies:
12. Methods of Formal and Informal Formative Assessments:
a. whole class and/or
b. groups
c. focus students: A, B, C, D.
13. Instructional Resources and Materials
FORMAT FOR UNIT PLANS: The format for unit plans should be the same as the format for segment plans except that item #10 should
include the topic of each segment instead of the topic of each lesson. In addition, the unit plan should include summative assessments.
LESSSON PLAN FORMAT
(to be used in all courses when a lesson plan is required).
Name - Date –
Course - Professor –
Cooperating Teacher - School –
Grade/Room - Lesson Date(s) / Time(s)
When teaching two or more related lessons, candidates must also submit a Segment Plan for those lessons.
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1. Lesson Title:**
2. Pre-assessment of Students’ Knowledge and Skills:
3. Common Core State Standards (include number and related text):
4. Instructional Objective(s):
5. Instructional Resources and Materials:
Procedure
6. Introduction and motivation (i.e. the lesson’s hook and/or connection):
7. Teaching Point and Demonstration and/or Modeling:
8. Developmental Activities/Steps: (learning tasks involving reading and/or writing and/or listening and/or speaking)
a. whole class and/or
b. groups
c. focus students: A, B, C, D.
9. Formal and Informal Formative Assessments:
a. whole class and/or
b. groups
c. focus Students: A, B, C, D.
10. Closure and/or Share
** For edTPA lessons, items #8 and #9 from the Segment Plan must be included in each Lesson Plan.
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A Glossary of Terms Used in Planning
Assessment Plan: A segment plan and all lesson plans must refer to informal and formal forms of formative assessment. What data
will you collect as evidence of student learning? Describe how you will assess students before, during, and after each lesson. What
types of observations will you make? What types of questions will you ask? Include the assessments you will use to support your
whole class and/or groups and/or focus students.
Central Focus: The overarching big idea of a lesson that includes an essential strategy, language function, related skills, type of
literature, and a reading/writing connection.
Common Core State Standards: Cite one or two specific standards from http://www.emsc.nysed.gov/ciai/ . Include both the
number of the standard and the most relevant text.
Differentiation: Differentiation refers to teaching strategies for the whole class, for groups, and for individuals. Refer as necessary
both to process differentiation (i.e. instructional strategies) and product differentiation (i.e. assessment strategies). In Purposes 2
and 3 candidates must identify four focus students and accommodate to their needs regarding the environment, materials,
instruction, behavior, organization, or assessment. Focus students are a) students with exceptionalities, including struggling
learners and/or gifted students; and b) students from culturally and/or linguistically diverse backgrounds. (CEC 5) Consider
students with ELLs as well as culture, gender, socio-economic levels. (CEC 5)
Essential Literacy Strategy: The specific strategy for comprehending or composing that you will teach across your learning
segment. If the central focus of the learning segment is comprehending narratives, the essential literacy strategy might be
summarizing. If the central focus of a learning segment is persuasive writing, the essential literacy strategy might be using
evidence to support an argument. (See the edTPA Elementary Education Assessment Handbook, 2015, p. 69).
Instructional Resources and Materials: List text and/or children’s book title and author used. Describe and attach a sample
worksheet – your own, if possible. Integrate technology (including assistive technology) and mixed media, as appropriate,
including photographs, videos, overheads, and software and/or Internet applications. Consider specialized adaptive and/or
augmentative materials and equipment for classified students. Always cite (in APA format) sources for ideas/worksheets used in a
lesson. (CEC 4).
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Key Learning Task: The glossary in the edTPA Handbook defines a learning task as “activities, discussions, or other modes of
participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal” (edTPA
Elementary Education Assessment Handbook, 2015, p. 71) connected to an instructional objective.
Language Demands: In the Academic Language of the edTPA, language demands include the following four aspects of language:
Language function – refers to the kind of thinking that the specific lesson, segment, or unit will require. The edTPA glossary
describes the language function as “the content and focus of the learning task represented by the active verbs within the learning
outcomes.” Examples might include analyzing and interpreting characters and plots; arguing a position or point of view;
predicting, evaluating or interpreting an author’s purposes; comparing ideas, etc.” (edTPA Elementary Education Assessment
Handbook, 2015, p. 67). (See also page 16 in the Handbook.)
Academic Vocabulary – refers to the specific words or phrases that the specific lesson, segment, or unit will require. These can
include the language of specific disciplines (e.g. photosynthesis, metaphor, re-grouping) or the common language of instruction
(e.g. analyze, evaluate, discuss).
Syntax – refers to the sentence level language demands that the specific lesson, segment, or unit will focus on. E.g., will the lesson
ask the students to write in full sentences? Should they use the first person? Should they avoid the passive voice? Use dialogue?
Discourse – refers to the kind of writing or speaking that the specific lesson, segment, or unit will focus on. How will students talk,
write, and participate in knowledge construction? For example, will the lesson/segment/unit ask the students to write in
paragraphs? Make a list? Write an essay? Have a conversation? Engage in argument?
Objectives: Directly related to Common Core standards, objectives refer to the expected learning outcomes of classroom
instruction.
Instructional Objectives: Each lesson plan needs to include an instructional objective that includes a condition, a performance, a
product, and a criterion.
Informational Objectives: In segment plans, unit plans, and IEPs, learning objectives are more “informational” and therefore
more general. Informational objectives specify only the performance and the product.
Pre-Assessment of Students’ Knowledge and Skills: Prior to beginning a unit, segment, or lesson, review summative and formative
data. a) Describe both what students know and what they do not know; include the learning “gap” that the instruction aims to
address. b) Cite tool or procedure used to obtain that information.
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Purpose 1 - Lesson Plan Evaluation Rubric
MCNY Masters in Childhood Education Program for Dual Certification (JR. revised 1/6/2016)
Teacher Candidate _____________________________________________________________Date Submitted ______________
Lesson Planning: Teacher candidate designs instruction for specific goals, student characteristics and needs, and learning contexts.
Rating →
Indicator
1
Below proficiency
2
Approaching proficiency
3
Proficient
4
Exceeding proficiency
Score
1. Lesson Title No title listed. Lesson title does not accurately
reflect lesson content.
Lesson title accurately reflects
lesson content.
Lesson title accurately
reflects lesson content and
shows alignment with
segment and/or unit plan
topic.
2. Pre-assessment
of Students’
Knowledge and
Skills
(CEC 5)
Pre-assessment not listed. A pre-assessment tool is listed
but it does not provide
evidence of students’
knowledge/skills prior to the
lesson.
Plan includes either (a) a
description of what children
already know about the skill or
lesson topic or (b) the tool or
procedure used to obtain that
information but not both.
Plan a) describes in full
both what students know
and what they do not know
and b) cites the tool or
procedure used to obtain
that information.
3.
Content-Specific
Common Core
State Standards
Standard(s)
(CEC 3)
No standard listed. Standard(s) are listed but are
not relevant and/or are not
cited.
Relevant, incomplete content-
specific standard(s) are listed
with appropriate citation.
All relevant, content-
specific standard(s) are
listed with appropriate
citation and any un-related
concepts are omitted and
are replaced by ellipses.
4. Instructional
Objectives
(CEC 4)
No objective listed. Objective(s) partially describe
what student learning
expectations are or how
students will meet them. There
is no attempt to describe the
levels of learning involved.
Statement of instructional
objectives includes what the
students are to learn but not
how they are to learn it.
Reference to Bloom’s
taxonomy is vague or
inaccurate.
Statement of instructional
objectives includes all 4
components of instruction –
the performance, the
product, the conditions, and
the criterion of the planned
lesson. Included also is a
reference to Bloom’s
taxonomy.
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5. Instructional
Resources and
Materials
No materials listed, or the materials
listed are inappropriate for the
subject or for student needs.
The list of materials (and /or
technology) needed is
incomplete or inappropriate for
subject or students’ needs.
The plan lists and describes
essential materials (and/or
technology). Sample materials
are included with the plan with
references to sources.
Materials are fully
described and referenced in
APA style. Plan
demonstrates creative use
of materials to foster
critical thinking.
Technology, if used,
complements and enhances
learning.
6. Introduction
and motivation
(i.e. the lesson’s
hook and/or
connection)
No
introduction/motivation/connection
listed.
The lesson’s planned
introduction partially attempts
to engage students and connect
to prior learning or learning
objectives.
The lesson’s planned
introduction is engaging and
provides an effective
connection to prior knowledge.
The lesson’s planned
introduction engages all
learners and provides an
engaging connection to
prior knowledge.
7. Lesson’s
Objective and
Demonstration
and/or Modeling
The lesson plan lacks information
about how the lesson’s objective
will be communicated and fails to
include demonstration and/or
modeling of the desired learning
outcomes.
The plan for communicating
the objective is unclear or fails
to include demonstration and/or
modeling of the desired
learning outcomes.
The plan for communicating
the lesson’s objective is clear,
informative, and engaging and
includes demonstration and/or
modeling of the desired
learning outcomes.
The plan for
communicating the lesson’s
objective is exceptionally
clear, informative, and
engaging and includes
effective modeling of the
desired learning outcomes.
8. Developmental
Activites/Steps
No activities/steps listed. -Planned activities are unclear
or incomplete.
-Activities are not aligned with
lesson objectives or with
Common Core State Standards.
-Activities rely on passive
rather than active learning.
-Activities do not appear to
build on each other.
-Time is not defined for each
activity or is not realistic.
-Planned learning activities are
clear and complete.
-Activities and strategies are
clearly aligned with lesson
objectives and with Common
Core State Standards. -
Activities engage students in
learning.
-Activities build on each other.
Questions involve different
levels of cognitive learning.
-Transitions are partially
effective.
-Time is defined for each
portion and is mostly realistic.
-Planned activities and
strategies are clearly
aligned with lesson
objectives and with
Common Core State
Standards..
-Planned procedures
actively engage students in
unique and meaningful
ways.
Questions include a wide
range of levels of cognitive
learning.
-Procedures are student
centered vs. teacher or
curriculum centered.
-Transitions are effective.
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-Timing is consistently
realistic.
9. Formal and
Informal
Assessment
(CEC 5)
No assessment. Assessment plan does not
include informal assessment
and/or is poorly defined with
limited connections to lesson
objective[s].
Assessment plan includes
formal and informal assessment
and requires students to apply
knowledge and/or demonstrate
understanding of objective[s].
Assessment plan includes
formal and informal
assessment and provides
ongoing evidence that
students achieved or did not
achieve lesson objective[s].
10. Closure
and/or Share
No closure listed. Lesson lacks logical or
effective closure.
-Lesson includes logical and
effective closure.
-Includes final check for
understanding.
-Lesson includes links back
to lesson rationale and
objectives.
-Includes a link to future
learning.
11. Possible
differentiation in
instruction
and/or
assessment for
students with
exceptional
learning needs
and for children
from culturally
and/or
linguistically
diverse
backgrounds
(CEC 4)
(A)Students’ exceptional learning
needs are not addressed in terms of
the process (i.e. instructional
strategies) of the lesson.
Students’ exceptional learning
needs are minimally or
inappropriately addressed in
terms of the process (i.e.
instructional strategies) of the
lesson.
Plan describes how students’
exceptional learning needs will
be met in terms of the process
(i.e. instructional strategies) of
the lesson.
Plan describes in detail how
students’ exceptional
learning needs (including
physical abilities, and
academic levels) will be
met in terms of the process
(i.e. instructional strategies)
of the lesson.
(B) Students’ exceptional learning
needs are not addressed in terms of
the product (i.e. assessment
strategies) of the lesson.
Students’ exceptional learning
needs are minimally or
inappropriately addressed in
terms of the product (i.e.
assessment strategies) of the
lesson.
Plan describes how [one
student’s] exceptional learning
needs will be met in terms of
the product (i.e. assessment
strategies) of the lesson.
Plan describes in detail how
students’ exceptional
learning needs will be met
in terms of the product
(i.e. assessment strategies)
of the lesson.
12. Knowledge of
Subject Matter
(for Purpose 1 fill
in appropriate
score for □
Reading, Writing,
and Oral
Language (CEC
Plan provides little evidence of
adequate knowledge of reading,
writing, and oral language skills or
of the methods for teaching those
skills.
Plan provides evidence of some
knowledge of reading, writing,
and oral language skills and of
the methods for teaching those
skills.
Plan provides evidence of
sufficient knowledge of
reading, writing, and oral
language skills and of the
methods for teaching those
skills.
Plan provides evidence of
superior knowledge of
reading, writing, and oral
language skills and of the
methods for teaching those
skills.
Plan provides little evidence of
adequate knowledge of
Plan provides evidence of some
knowledge of mathematics-
Plan provides evidence of
sufficient knowledge of
Plan provides evidence of
superior knowledge of
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3) or for
□ Mathematics
(CEC 3)
mathematics-related skills or of the
methods for teaching those skills.
related skills and of the
methods for teaching those
skills.
mathematics-related skills and
of the methods for teaching
those skills.
mathematics-related skills
and of the methods for
teaching those skills.
13. Lesson Plan
Language,
Grammar,
Punctuation,
Spelling
Incomprehensible lesson plan. -Detail is lacking; another
teacher would have difficulty
implementing lesson.
-Portions are missing, poorly
written or unclear.
-Plan contains several
grammatical and mechanical
errors.
- Plan contains sufficient detail
so another teacher could
implement lesson.
-All portions are completed and
clearly written.
- Plan contains a few
grammatical and mechanical
errors.
-Language is particularly
descriptive.
-All portions are complete,
thoroughly developed and
clearly written.
-No grammatical or
mechanical errors.
14. Citations of
Sources of Ideas
(optional) (ACEI
1.0)
Sources not cited Sources are not cited with
enough detail.
All sources are cited so another
teacher could locate sources.
Sources cited using
publication format (APA,
for example).
Comments on the Plan
Strengths:
Recommendations:
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Purpose 1 - Lesson Observation Evaluation Rubric MCNY MS.Ed. Dual Certification Program
Teacher Candidate__________________________________________________ College Supervisor _________________________________________________ Date________________ Time__________________ School ______________ Grade/Class ____________________ Cooperating Teacher _______________________________________________ Lesson Delivery: Teacher candidate delivers instruction for specific goals, student characteristics and needs, and learning contexts.
Rating → Indicator
1 Below Proficiency
2 Approaching proficiency
3 Proficient
4 Exceeding proficiency
Score
1. Materials and
(optional) Technology
None of the required
materials/technology
were provided.
Some of the required
materials/technology
were provided.
All of the required
materials/technology
were provided.
Creative application of all
of the required
materials/technology.
2. Introduction/
Motivation [For TC
Workshop model (i)
the Connection and
(ii) the Teaching point
and Demonstration]
(ACEI 1.0) (CEC 3)
A motivation was not
delivered and the
teaching point was not
clear.
A partial introduction
/motivation/
connection was delivered.
The teaching point was
articulated but was not
demonstrated or modeled.
An engaging introduction
was delivered that
generally provided
connections to prior
knowledge. The teaching
point was clearly
articulated.
An exceptionally engaging
introduction was delivered
that provided specific and
effective connections to
prior knowledge. The
teaching point was both
articulated and modeled
by the candidate.
3. Activities/Steps
[For TC Workshop
model (iii) the Active
Engagement and (iv)
The activities presented
were completely different
from the lesson plan.
Little or no attention was
Directions for the
students’ active
engagement were not
clear, so most students
Directions delivered were
clear, so that most
students did know what to
do. The activities were
Directions delivered were
exceptionally clear, so all
students knew what to do.
The activities based on the
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the Link]
(ACEI 3.4) (CEC 4)
paid to time management
and/or transitions.
did not know what to do.
The activities or steps
presented were based on
the lesson plan, but
sometimes they were
inappropriate for the
students’ level of skills.
Time management and/or
transitions were partially
effective.
based on the lesson plan,
and they were appropriate
for the students’ level of
skills. Time management
and transitions were
effective.
lesson plan were
creatively presented. They
were appropriate for all
the students’ level of skills
and consistently supported
the lesson’s objectives.
Time management and
transitions were especially
effective.
4. Closure [For TC
Workshop model (v)
the Share]
(ACEI 3.4) (CEC 2)
There was no evident
closure for the lesson.
Lesson lacked logical or
effective closure.
The closure was effective. The closure was effective.
It also linked back to the
lesson rationale and
objectives and included a
link to future learning.
5. Knowledge of
Subject Matter. (For
Purpose 1 fill in
appropriate score for
□ Reading, Writing,
and Oral Language
(ACEI 2.1) (CEC 3) or
for
□ Mathematics (ACEI
2.3) (CEC 3)
Candidate demonstrated
little knowledge of
reading, writing, and oral
language skills or of the
methods for teaching
those skills.
Candidate demonstrated
some knowledge of
reading, writing, and oral
language skills and of the
methods for teaching
those skills.
Candidate demonstrated
adequate knowledge of
reading, writing, and oral
language skills and of the
methods for teaching
those skills.
Candidate demonstrated
superior knowledge of
reading, writing, and oral
language skills and of the
methods for teaching those
skills.
Candidate demonstrated
little knowledge of
mathematics-related skills
or of the methods for
teaching those skills.
Candidate demonstrated
some knowledge of
mathematics-related skills
and of the methods for
teaching those skills.
Candidate demonstrated
adequate knowledge of
mathematics-related skills
and of the methods for
teaching those skills
Candidate demonstrated
superior knowledge of
mathematics-related skills
and of the methods for
teaching those skills.
6. Environment for
Learning
(ACEI 3.5) (CEC 2)
The candidate did not
help students to maintain
appropriate behavior or
stimulate their interest
and attention throughout
the lesson.
The candidate employed
some strategies during
parts of the lesson that
helped students to
maintain appropriate
behavior and occasionally
stimulated their interest
The candidate employed
some strategies
throughout the lesson to
maintain appropriate
behavior while
stimulating students’
interest.
The candidate employed a
variety of strategies
throughout the lesson to
maintain appropriate
behavior while stimulating
students’ interest.
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and attention throughout
the lesson.
7.Communication
(ACEI 3.5) (CEC 4)
Candidate did not speak
clearly and/or made many
grammatical errors during
the lesson.
Candidate spoke clearly
but made some
grammatical errors and/or
the tone or volume of
voice was not sufficient
to promote student
learning.
Candidate spoke clearly,
made no grammatical
errors, and maintained
eye contact with the
learners throughout most
of the lesson.
Candidate very effectively
used verbal
communication. The
candidate also very
effectively used non-
verbal communication (i.e.
eye contact, gestures, and
body language) to promote
student learning.
8. Differentia-tion of
activity and/or
assessment for
student selected for
Child Study
assignment. (ACEI
3.2) (CEC 4)
Planned modification of
instruction to
accommodate learning
needs of student chosen
for Child Study was not
implemented.
Planned modification of
instruction to
accommodate learning
needs of student chosen
for Child Study was only
partially implemented.
Planned modification of
instruction to
accommodate learning
needs of student chosen
for Child Study was fully
implemented but did not
result in expected
learning outcomes.
Planned modification of
instruction to
accommodate learning
needs of student chosen
for Child Study was fully
implemented and resulted
in positive learning
outcomes.
Differentiation for
children from
culturally and/or
linguistically diverse
backgrounds (ACEI
3.2) (CEC 4)
Planned modification of
instruction and/or
assessment to
accommodate learning
needs of students from
culturally and/or
linguistically diverse
backgrounds was not
implemented.
Planned modification of
instruction and/or
assessment to
accommodate learning
needs of students from
culturally and/or
linguistically diverse
backgrounds was only
partially implemented.
Planned modification of
instruction and/or
assessment to
accommodate learning
needs of students from
culturally and/or
linguistically diverse
backgrounds was fully
implemented but did not
result in expected
learning outcomes.
Planned modification of
instruction and/or
assessment to
accommodate learning
needs of students from
culturally and/or
linguistically diverse
backgrounds was fully
implemented and resulted
in positive learning
outcomes.
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Comments on the Delivery of the Planned Lesson Strengths: Recommendations:
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MCNY Proficiencies Evaluation of Student Teaching/Practicum
(Check one: ___Midterm Evaluation/ ___Final Evaluation)
Teacher Candidate’ Name: ____________________________________Purpose _________Semester ________ School____________
Evaluator’s Name: ______________________________________
Check one: College Supervisor______________________________ Cooperating Teacher__________________________________
Please numerically rate the teacher
candidate’s proficiency in each area below.
1
Below Proficiency in
evidencing CEC
Standard
2 Approaching
Proficiency in
evidencing CEC
Standard
3
Proficiency in
evidencing CEC
Standard
4
Exceeding Proficiency
in evidencing CEC
Standard
Knowledge
A. Subject Matter (CEC 3.2)
Candidate knows, understands, and can use
general and specialized curricula for teaching
across curricular content areas to individualize
learning for students with and without
exceptionalities.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
Does not know,
understand, or use the
scope and sequence of
academic subject-
matter content of the
general curricula
including math,
reading, ELA, social
studies, science and the
arts.
Knows, understands
and uses the scope and
sequence of academic
subject-matter content
of the general
curricula including
math, reading, ELA,
social studies, science
and the arts, but not
the sets of specialized
interventions that
develop meaningful
learning for students
with exceptionalities.
Knows, understands
and uses the scope and
sequence of academic
subject-matter content
of the general
curricula including
math, reading, ELA,
social studies, science
and the arts, and sets
of specialized
interventions that
develop meaningful
learning progressions
for students with and
without
exceptionalities.
Knows, understands
and uses the scope and
sequence, and tools of
inquiry of academic
subject-matter content
of the general curricula
including math,
reading, ELA, social
studies, science and the
arts, and sets of
specialized
interventions that
develop meaningful
learning progressions
for students with and
without
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exceptionalities.
B. Student Learning (CEC 1.2)
Candidate knows and understands similarities
and differences in human development and
learning and uses this knowledge to provide
meaningful and challenging learning
experiences for students with exceptionalities.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
Does not demonstrate
knowing and
understanding the
differences and
similarities of
psychological and
social-emotional
characteristics and the
effect that language
development and
listening
comprehension has on
academic learning for
students with
disabilities.
Knows about the
differences and
similarities of
psychological and
social-emotional
characteristics and the
effect that language
development and
listening
comprehension has on
academic learning for
students with
disabilities.
Demonstrates in
teaching, the
understanding of the
differences and
similarities of
psychological and
social-emotional
characteristics and the
effect that language
development and
listening
comprehension has on
academic learning for
students with
disabilities.
Demonstrates in
teaching, the
understanding the
differences and
similarities of
psychological and
social-emotional
characteristics and the
effect that language
development, listening
comprehension, culture
and family has on
academic learning for
students with
disabilities.
C. Diversity of Learners (CEC 1.1)
Candidate uses differentiated instruction that
demonstrates understanding of how language,
culture, and family background influence the
learning of students including students with
and without disabilities.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
Differentiated
instruction is not
informed by an
understanding how
language, culture, and
family background
influence the learning
of students including
students with
disabilities.
Differentiated
instruction is based
upon differing ways of
learning by students
with exceptionalities,
but does not
demonstrate an
understanding of the
effect that culturally
diverse families, and
language backgrounds
have in using
strategies for students
with and without
exceptionalities.
Differentiated
instruction is based
upon differing ways of
learning by students
with exceptionalities,
and also demonstrates
an understanding of
the effect that
culturally diverse
families and language
backgrounds have in
using strategies for
addressing those
differences for
students with and
without
exceptionalities.
Differentiated
instruction is based
upon differing ways of
learning by students
with exceptionalities,
and demonstrates an
understanding of the
effect that culturally
diverse families, values
across and within
cultures and language
backgrounds have in
using strategies for
addressing those
differences for students
with and without
exceptionalities.
D. Environment for Learning (CEC 2.3)
Through collaboration with colleagues,
candidate creates safe, inclusive, culturally
responsive learning environments to engage
Does not adapt the
physical environment
to provide optimal
learning opportunities,
Independently adapts
the physical
environment to
provide learning
Collaboratively adapts
the physical
environment to
provide optimal
Collaboratively adapts
the physical
environment to provide
optimal learning
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students with and without exceptionalities.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
maintaining rapport
with students or use
effective strategies for
crises prevention and
intervention to create a
safe learning
environment for
students with and
without
exceptionalities.
opportunities,
maintaining rapport
with students and use
strategies for crises
prevention and
intervention to create a
safe learning
environment for
students with and
without
exceptionalities.
learning opportunities,
maintaining rapport
with students and
collaboratively uses
strategies for crises
prevention and
intervention to create a
safe learning
environment for
students and without
exceptionalities.
opportunities,
maintaining rapport
with students and
collaboratively use
strategies for crises
prevention and
intervention, mediating
controversial
intercultural issues to
create a safe learning
environment for
students and without
exceptionalities.
E. Assessment (CEC 4.2)
Candidate demonstrates the ability to select,
adapt, monitor, analyze and use multiple
methods of assessment in making educational
decisions for students with and without
exceptionalities.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
Does not demonstrate
the ability to select,
adapt, monitor, analyze
and use multiple
methods of assessment
in making educational
decisions for students
with and without
exceptionalities.
Candidate
demonstrates the
ability to select, and
monitor, but does not
analyze and use
multiple methods of
assessment in making
educational decisions
for students with and
without
exceptionalities.
Demonstrates the
ability to select, adapt,
monitor, analyze and
use multiple methods
of assessment in
making educational
decisions for students
with and without
exceptionalities.
Demonstrates the
ability to select, adapt,
monitor intragroup
behavior changes,
analyze and use
multiple methods of
assessment in making
educational decisions
for students with and
without
exceptionalities.
Skills
A. Planning Instruction (CEC 5.4)
Candidate is able to select, adapt, and use a
repertoire of evidenced-based instructional
strategies to advance language development and
communication skills.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
Does not demonstrate
the ability to use a
variety of evidenced-
based instructional
strategies to advance
language development
and communication
skills for students with
and without
exceptionalities.
Demonstrates the
ability to select, but
not adapt, the use of a
repertoire of
evidenced-based
instructional strategies
to advance language
development and
communication skills
for students with
exceptionalities.
Demonstrates the
ability to select, adapt,
and use of a repertoire
of evidenced-based
instructional strategies
to advance language
development and
communication skills
for students with and
without
exceptionalities.
Demonstrates the
ability to select, adapt,
and use a repertoire of
evidenced-based
instructional strategies
to advance language
development and
communication skills,
including monitoring
for errors in written and
oral language, for
students with and
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without
exceptionalities.
B, Strategies/Technologies (CEC 5.3)
Candidate uses a variety of instructional and
assistive technologies, and augmentative and
alternative communication systems to enhance
language and communication skills of students
with exceptionalities.
Comments:_____________________________
_______________________________________
_______________________________________ _______________________________________
Does not use a variety
of assistive
technologies and
instructional strategies
and augmentative and
alternative
communication systems
to enhance language
and communication
skills
Plans and uses a
variety of assistive
technologies to
support and enhance
language and
communication skills.
Plans and uses a
variety of assistive
technologies and is
familiar with
augmentative, such as
SAL, and alternative,
such as AAC),
communication
systems to support and
enhance language and
communication skills.
Plans and uses a variety
of assistive
technologies and is
familiar with
augmentative (SAL)
and alternative (AAC)
communication systems
to support and enhance
language, numeracy,
and communication
skills.
C. Learning Environment (CEC 2.1)
Through collaboration with general educators
and other colleagues, candidate creates a safe,
inclusive, and culturally responsive learning
environment to engage students with and
without exceptionalities, in meaningful learning
activities and social interactions.
Comments:_____________________________
_______________________________________
_______________________________________
_______________________________________
Does not structure the
learning environment to
create a safe, inclusive,
culturally responsive,
and engaging learning
environment that result
in meaningful learning
activities and social
interactions.
Structures and
modifies the learning
environment to create
a safe, inclusive,
culturally responsive,
and engaging learning
environment that
result in meaningful
learning activities and
social interactions.
Through collaboration
with general educators
and paraprofessionals,
structures and
modifies the learning
environment to create
a safe, inclusive,
culturally responsive,
and engaging learning
environment that
result in meaningful
learning activities and
social interactions.
Through collaboration
with general educators
and paraprofessionals,
structures and modifies
the learning
environment to create a
safe, inclusive,
culturally responsive,
and engaging learning
environment that result
in meaningful learning
activities and positive
intra- and intercultural
interactions and
experiences.
D. Communication (CEC 5.4)
Candidate effectively uses verbal, non-verbal,
written language, and media communication
strategies to support and enhance language
development and communication skills of
students with exceptionalities.
Comments:_____________________________
______________________________________
_______________________________________
Does not select and use
specialized
instructional strategies
appropriate to the
abilities and needs of
students with
communication
disorders such as
graphic organizers,
Selects, and uses
specialized verbal and
non-verbal
instructional strategies
appropriate to the
abilities and needs of
students with
communication
disorders such as
Selects, uses and
makes responsive
adjustments to
specialized verbal,
non-verbal, and media
communication
instructional strategies
appropriate to the
abilities and needs of
In response to ongoing
data assessment, selects
and uses and makes
responsive adjustments
to specialized verbal,
non-verbal, and media
communication
instructional strategies
appropriate to the
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______________________________________
______________________________________
Venn diagrams, and
story webs.
graphic organizers,
Venn diagrams, and
story webs.
students with
communication
disorders such as
graphic organizers,
Venn diagrams, story
webs.
abilities and needs of
students with
communication
disorders such as
graphic organizers,
Venn diagrams, story
webs with technology.
E. Assessment (ACEI 4.1)
Candidate selects, adapts and modifies formal
and informal assessments to guide educational
decisions for students with disabilities.
Comments:_____________________________
______________________________________
_______________________________________
______________________________________
______________________________________
Uses formal and
informal assessment
instruments to modify
instructional strategies.
Uses exceptionality-
specific nonbiased
formal and informal
assessment
instruments to modify
instructional
strategies.
Uses, adapts, and
interprets information
from exceptionality-
specific nonbiased
formal and informal
assessment
instruments to modify
instructional
strategies.
Uses, adapts, and
interprets information
from exceptionality-
specific nonbiased
formal and informal
assessment instruments
to modify instructional
strategies and for
medical self-
management
procedures.
F. Collaboration and Relationships (CEC 7.3)
Candidate demonstrates across a range of
settings, the ability to consult, and collaborate
with school colleagues, families and community
personnel, to promote the learning and well-
being of students with exceptionalities.
Comments:_____________________________
______________________________________
______________________________________
______________________________________
Co-teaches with
general educators, and
special educators.
Consults with related
service providers.
Selects, co-plans, and
coordinates mutual
goals for co-teaching
activities with general
and special educators.
Consults with related
service providers,
paraprofessionals, and
personnel from
community agencies.
Selects, co-plans, and
coordinates mutual
goals for co-teaching
activities with general
educators, special
educators. Consults
with related service
providers,
paraprofessionals, and
personnel from
community agencies.
Partners with
colleagues in teaching
families to use
appropriate behavior
management and
counseling techniques.
Selects, plans, and
coordinates mutual
goals for co-teaching
activities with general
educators, special
educators. Consults
with related service
providers,
paraprofessionals, and
personnel from
community agencies.
Partners with
colleagues in teaching
families to use
appropriate behavior
management and
counseling techniques.
Models techniques and
coaches others in the
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use of instructional
methods and
accommodations.
G. Reflection and Professional Development
(CEC 6.2)
Candidate uses knowledge of historical, current
and cultural and ethical issues and reflects on
the impact of his/her practice to improve
instruction for students with disabilities and to
guide their own professional growth, practice,
and significance of participating in professional
activities and learning communities.
Comments:_____________________________
______________________________________
_______________________________________
Does not demonstrate
knowing and applying
historical and current
legal knowledge along
with ethical
responsibility in
professional practice.
Demonstrates
knowing and applying
the historical and
current legal
knowledge along with
ethical responsibility
in professional
practice.
Demonstrates
knowing and applying
historical and current
legal knowledge along
with ethical
responsibility and
reflects on the impact
of his/her practice to
improve instruction
and guide professional
growth.
Demonstrates knowing
and applying historical
and current legal
knowledge with ethical
responsibility and
reflects on the impact
of his/her practice, and
obtains assistance as
needed, to improve
instruction and guide
professional growth.
Dispositions/Values
A. Diversity/Individual Differences (CEC 2.1)
Candidate demonstrates that he/she can create
consistent culturally responsive learning
environments that promote increased
independence, self-motivation, self-direction,
self-advocacy and personal empowerment of
students with exceptionalities.
Comments:_____________________________
_______________________________________
_______________________________________
Creates learning
environments that do
not promote increased
independence, self-
motivation, self-
direction, self-advocacy
and personal
empowerment of
students with
exceptionalities.
Creates culturally
responsive learning
environments that
promote increased
independence, and
personal
empowerment of
students with
exceptionalities.
Creates consistent
culturally responsive
learning environments
that promote increased
independence, self-
motivation, self-
direction, and self-
advocacy and personal
empowerment of
students with
exceptionalities.
Creates consistent
culturally responsive
learning environments,
including in community
settings, that promote
increased
independence, self-
motivation, self-
direction, self-advocacy
and personal
empowerment of
students with
exceptionalities.
B. High Expectations (CEC 6.1)
Candidate demonstrates commitment and
upholds high standards of competence and
integrity to developing the highest education
and quality-of-life potential of students with
and without disabilities.
Comments:_____________________________
Demonstrates
upholding high
standards of
competence and
integrity but does not
exercise sound
judgement in
Demonstrates
upholding high
standards of
competence and
integrity and exercises
sound judgement in
demonstrating
Consistently upholds
high standards of
competence and
integrity and exercises
sound judgement in
demonstrating
commitment to
Consistently upholds
high standards of
competence and
integrity and exercises
sound judgement in
demonstrating
commitment to
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______________________________________
_______________________________________
_______________________________________
demonstrating
commitment to
developing the highest
education and quality-
of-life potential of
students with and
without disabilities.
commitment to
developing the highest
education and quality-
of-life potential of
students with and
without disabilities.
developing the highest
education and quality-
of-life potential of
students with and
without disabilities.
developing the highest
education and quality-
of-life potential of
students with and
without disabilities.
Reports instances of
unprofessional or
unethical practices to
the appropriate
supervisor.
OVERALL TOTAL
(For students in Purposes 2 and 3, “Exceeding
Proficiency” scores total 46-52; “Proficient”
scores total 39-45; “Approaching Proficiency”
scores total 32-28; “Below Proficiency” scores
are below 32.)
Evaluator’s signature__________________________________________Date ____________________
Candidate’s signature _________________________________________Date ____________________
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Audrey Cohen School for Human Services and Education
Foundations of Special Education - EDU 511 SYS MHV1, SPRING 2019, 3 CREDITS
SYSTEMS
COURSE INFORMATION
Instructor: Professor Lynne Dolle
Phone:
Email: [email protected]
Office: Room 734 Adjunct Room
Office Hours: TBD
COURSE DESCRIPTION:
This hybrid course focuses on special education from a historical perspective to the present with the 2004 reauthorization of the Individuals with
Disabilities Education Act (IDEA), including the 14 disabilities outlined under IDEA. Additionally, this course will explore the principles of inclusion in
the least restrictive environment (LRE), effectiveness of collaboration with other school professionals, and outlining strategies for gaining access to
the general education curriculum through classroom modifications and accommodations. At the cornerstone of educating students is the
development of a classroom environment that values the culture and learning styles of individual students therefore, this course will place emphasis
on this essential question, how can special education teachers create a classroom environment that promotes the academic success of all learners?
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LEARNING OBJECTS: To fulfill the requirements of the course, you are expected to
1. Value variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family and schooling. ICC1K3
(CEC Standard 1 Development & Characteristics of Learners & Individual Learning Differences)
2. Consider the psychological and social-emotional characteristics of individuals with exceptional learning needs. IGC1K4
(CEC Standard 1 Development & Characteristics of Learners & Individual Learning Differences)
3. Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. ICC5S1
(CEC Standard 2 Learning Environments & Social Interactions)
4. Identify historical foundations, classic studies, major contributions, major legislation, and current issues related to knowledge and practice of
educating individuals with exceptional learning needs. IGC3K3
(CEC Standard 3 Foundations & Curricula Content Knowledge)
5. Consider the factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning
needs in programs for individuals with exceptional learning needs. IGC3K7
(CEC Standard 3 Foundations & Curricula Content Knowledge)
6. Develop and articulate a personal philosophy of special education. ICC3S1
(CEC Standard 3 Foundations & Curricula Content Knowledge)
7. Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.
ICC4S3
(CEC Standard 4 Instructional Strategies & Individualized Instructional Planning)
8. Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs,
including those from culturally and/or linguistically diverse backgrounds. ICC5S6
(CEC Standard 5 Assessment)
9. Practice within the CEC Code of Ethics and other standards of the profession. ICC6S1
(CEC Standard 6 Ethics and Professional Practice)
10. Develop models and strategies of consultation and collaboration within the school context, identify community resource/support services and
advocacy groups for families of children with special needs. ICC7K1, IGC7K3
(CEC Standard 7 Collaboration)
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REQUIRED TEXTS: Required Readings:
Friend, M. (2011). Special education: Contemporary perspectives for school professionals.
Upper Saddle River, New Jersey: Pearson Education
ADDITIONAL MATERIALS: Additional readings will be assigned during class sessions or posted on Moodle.
USE OF MOODLE:
This course is requires students to participate in web-based exercises, which will be included in computing their grade. A Moodle course web site
(http://moodle.mcny.edu) has been developed for this course, which includes: course assignments, additional web links, multimedia resources, and
links to the discussion forum. Additional web resources may be added to the page throughout the semester. A copy of this syllabus is also available.
In combination, this syllabus and the moodle course shell explain all the requirements for this course. Faculty will inform the class of the web
requirements and the course schedule for individual sections of this course.
IF A HYBRID COURSE INCLUDE STANDARD DESCRIPTION:
Hybrid Course Format for a 3 credit course:
All hybrid courses will be taught in the following format on a weekly basis:
2 credits will be delivered in a traditional onsite classroom for 1 hour and 50
minutes
1 credit will be mediated or monitored via Moodle.
Note: Each week's required online activity (or activities) will be equivalent to 50 minutes of in-class
learning time.
It is separate and distinct from any homework you may receive in this course. Please follow the
course dates to see which activity corresponds with each week.
ASSESSMENT
Grades will be computed based on any combination of the following:
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ASSIGNMENTS POINTS OR % OF GRADE
Examinations 40%
Weekly Summaries 15%
Inclusion Paper 25%
Moodle Forums 10%
Attendance/Class Participation 10%
Attendance Policy
Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in
class discussions. Faculty members are required to take attendance during each class session and must keep their own attendance rosters.
Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who
accumulate 3 absences are jeopardizing their good standing and are n danger of failing. Students who accumulate excessive absences or lateness
may be recommended or withdrawal. Any student who has missed the first 2 sessions per class in a term will not be allowed to begin classes. Each
Faculty may add additional requirements.
Standards of Academic Conduct and Student Integrity
The College expects academic honesty from students and instructors. Students have the obligation both to themselves and to the College to make
the appropriate College representative aware of instances of academic deceit or dishonesty. Generally, this entails making the situation known to the
instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are responsible for enforcing the stated academic standards
of the College. Instances of violating academic standards might include, but are not necessarily limited to, the situations outlined below:
Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating includes the attempt to use or the actual use of
any unauthorized information, educational material, or learning aid in a test or assignment. Cheating includes multiple submission of any academic
exercise more than once for credit without prior authorization and approval of the instructor.
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Plagiarism is presenting someone else’s work as though it is your own. In an academic community the use of words ideas, or discoveries of another
person without explicit, formal acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must
engage in standard academic practices such as putting quotation marks around words that are not their own, employing the appropriate
documentation or citation and including a formal acknowledgement of the source in the proper format. Students are expected to use the proper APA
format for citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/.
Fabrication involves inventing or falsifying any data, information, or records.
Obstruction is impeding the ability of another student to perform assigned work.
Collusion comprises assisting any of the above situations or performing work that another student presents as his or her own.
For the complete policies of academic and student conduct of the MCNY student handbook, please visit
http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf
On-Campus Class Attendance and Participation
Throughout the semester, you will be expected to participate in class as demonstrated through various activities. These activities include but are not
limited to readings, class discussions, group and independent activities. We are a community of teachers and learners; attendance is mandatory in
order to create and maintain a collaborative atmosphere. Absences and excessive tardiness will affect your grade. In addition, no usage of mobile
phones and watches during class.
Online Participation
Likewise, active participation in online work is essential for your learning in this course. You are expected to complete assignments by the assigned
date and respond to discussion forums in a timely manner. Because we are a community of teachers and learners it is important that you provide
the identical thought, diligence, insight, comments, and questions in online activities as you would express in an on-campus class discussion. Take
your responsibility seriously online, just as you would in class.
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Weekly Summary
You are responsible for submitting a one page typed weekly summary based on the assigned chapter reading. Your summary should include:
• A bulleted list outlining at least 4 questions that you would like to discover about the specific topic.
• 1-2 paragraph(s) that summarize key findings from your reading regarding the 4 questions.
• A paragraph that outlines at least one specific instructional (academic or behavioral) strategy that you can implement into the
classroom.
• Incorporate personal experiences from your fieldwork experiences that relate to the assigned chapter.
Inclusion Paper
This assignment relates to your field experience case study that you are doing for EDU 510 SEL. This paper will focus on the specific strategies,
accommodations and modifications needed for the selected student’s access to the general education curriculum.
Foundations of Special Education Exam
The exam will be administered in two parts throughout the course. These exams will cover critical knowledge, skills, and strategies presented
throughout our class sessions. Questions may be in multiple choice and true/false answer formats. All potential exam questions will be made
available to you as a study guide. The Foundations of Special Education exam is used to assess CEC Standard 1 – Development and Characteristics of
Learners and Individual Differences and CEC Standard 3 – Foundations and Curricula Content Knowledge.
Inclusion Paper Criteria
This assignment relates to CEC Standard 4, Instructional Strategies & Individualized
Instructional Planning and your field experience case study that you are doing for EDU 510 SEL. This paper will focus on the specific strategies,
accommodations and modifications needed for the selected student’s access to the general education curriculum. This five-page typed paper should
follow the following criteria.
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Introduce Your Student
• Provide some background information about the student, including but not limited to age, grade, disability and student interests.
• Remember to assign your student a pseudonym.
Describe the Disability
• Outline the characteristics, prevalence, definition(s) and current issues of the disability you are researching.
• Remember to use current journal articles, our class text, and credible scholarly websites to support your argument.
• You should reference at least one scholarly journal article.
Describe the Role of Parents & Families
• Introduce the parental perspective(s) associated with a student diagnosed with the disability.
• Address the following question: As the special education teacher how will you support the families of students diagnosed with this
disability?
Create Individual Education Plan (IEP) Goals
• Develop one academic IEP goal (ELA or MATH) that pertains to the student and the identified disability.
• Develop one non-academic IEP goal (BEHAVIORAL or SOCIAL) that pertains to the student and the identified disability.
Create a Plan for Addressing the Learning Needs of the Student
• Formulate one detailed intervention strategy that can be used to address the academic IEP goal outlined above.
• Formulate one detailed intervention strategy that can be used to address the nonacademic IEP goal outlined above.
Inclusion Paper Write-Up
• Attend to the issues of GUMS (Grammar, Usage, Mechanics, Structure)
• Write in APA, 6th edition
• Organize the paper effectively
• Write for an audience who is intelligent, thoughtful and interested in your topic, but perhaps not familiar with your specific topic
Course Schedule
Date Class Session Topic
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Session 1
Introduction to Special Education: Disability vs. Different Ability Essential Question: What is special education? Assignment Due:
Chapter 1: Understanding Special Education
Weekly Summary (Ch 1)
Hybrid Component
Forum #1
Chapter 4: Collaboration in Special Education (pp. 97-109)
Article: Disability vs. Different Ability
Session 2
Introduction to Special Education: A Historical Perspective
Essential Question: How can we define special education from a historical perspective?
Assignment Due:
Revisit Chapter 1: Understanding Special Education (pp. 7-11)
Chapter 2: The Personnel and Procedures of Special Education (pp. 36-68)
Weekly Summary #2 (include Chapter 1 or Chapter 2)
Hybrid Component
Forum #2
Read, Chapter 4: Collaboration in Special Education (pp. 108-122)
Video: Co-teaching model for Special Education
Session 3
Individuals with Disabilities Act (IDEA): Litigation to Legislation
Essential Question: What impact does the history of special education have on current special education law? Assignment Due:
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Revisit Chapter 1: Understanding Special Education (pp. 11-35)
Chapter 4: Collaboration in Special Education (pp. 102-132)
Weekly Summary: # 3 (Chapter 4)
Hybrid Component
Forum #3
Revisit, Chapter 1 (29-31)
Chapter 4 (pp. 125-129).
Session 4
Valuing Multiculturalism
Essential Question: How can we value multiculturalism in the classroom context?
Assignment Due:
Revisit Chapter 1: Understanding Special Education (pp. 22-27)
Chapter 3: Multicultural and Bilingual Perspectives
Weekly Summary: # 4 (Chapter 3)
Hybrid Component
Forum #4 (Chapter 1 & Chapter 3)
Session 5
Students with Learning Disabilities (LD): Theory to Practice
Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as LD? Assignment Due:
Chapter 5: Students with Learning Disabilities
Weekly Summary: # 5 (Chapter 5)
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Hybrid Component
Forum #5
Session 6
Students with Attention Deficit-Hyperactivity Disorder (ADHD): Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as ADHD?
Assignment Due:
Chapter 6: Students with Attention Deficit Hyperactivity Disorder
Weekly Summary: #6
Hybrid Component
Forum # 6
Article: Building Bridges with Students Who Have ADHD
Session 7
Students with Intellectual and Developmental Disorders: Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as Intellectually and Developmentally disabled? Assignment Due:
Chapter 8: Students with Intellectual and Developmental Disabilities
Weekly Summary: # 7
Hybrid Component
Forum # 7
Article: Expanding Opportunities for Students with ID
Video: Students with ID Share their College Experience
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Session 8
Students with Emotional and Behavior Disorders (EBD): Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as EBD? Assignment Due:
Chapter 7: Students with Emotional and Behavior Disorders
Weekly Summary: # 8
Hybrid Component
Forum #8
Session 9
Mid-Term Exam
Session 10
Students with Speech and Language Impairments: Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled having a Speech and Language Impairment?
Assignment Due:
Chapter 9: Students with Speech and Language Disorders
Weekly Summary: # 10
Hybrid Component
Forum # 10
Video: The Power of Parents/Supporting Success for Students with SLD
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Session 11
Students with Autism Spectrum Disorders: Theory to Practice
Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled on the Autism Spectrum? Assignment Due:
Chapter 9: Students with Autism Spectrum Disorders
Weekly Summary: # 11
Hybrid Component
Forum # 11
Inclusion Paper Draft
Session 12
Students with Deafness and Hearing Loss and Students with Visual
Impairments: Theory to Practice
Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students with Deafness/Hearing Loss and students with Visual Impairments?
Preparation for Next Class Session
Chapter 11: Students with Deafness and Hearing Loss
Chapter 12: Students with Visual Impairments
Weekly Summary: # 12 (Chapter 11 & Chapter 12)
Hybrid Component
Inclusion Paper Final
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Session 13
Physical Disabilities, Multiple Disabilities & Other Health Impairments (OHI): Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students with Physical Disabilities, students with Multiple Disabilities and students labeled as OHI? Assignment Due:
Chapter 13: Students with Physical Disabilities & OHI
Chapter 14: Students with Multiple Disabilities
Weekly Summary: # 13 (Chapter 13 & Chapter 14)
Hybrid Component
Forum 13
Article, Re-visit Disability vs. Different Ability
Video: Other Health Impairements
PowerPoint 13: RTI, UDL, DI
Session 14
Special Education: Disability vs. Different Ability Essential Question: What is special education? Response to Intervention (RTI), Universal Design for Learning (UDL) & Differentiated Instruction (DI) Essential Question: How can we incorporate RTI, UDL, and DI to promote the educational development of all learners? Assignment Due: • Final Exam Hybrid Component
Forum 14: RTI; UDL; DI
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Audrey Cohen School for Human Services and Education
EDU 510 SEL: Child/Adolescent Development and Learning – 2 credits
SELF and OTHERS
Spring 2019
COURSE INFORMATION
Instructor: Dana Gathers, Ph.D.
Email: [email protected]
Office: Adjunct Office – 7th Floor
Office Hours: By Appointment
Course Description
Focus on acquiring a range of teaching strategies derived from an examination of pertinent psychological theories and research. Analysis of major
theoretical perspectives that guide current teaching methods with reference to classroom applications. Topics include but not limited to: the process of
acquiring and using knowledge, perceptual recognition, attention, memory, imagery and language, student assessment and evaluation. Consideration of
identifying children/adolescents with special needs, with emphasis on the psychological basis of suitable curricula adaptations and methods, including
the use of assistive and instructional technology to improve the capabilities of individuals with disabilities.
Learning Objectives To fulfill requirements of this course, candidates are expected to:
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1. Describe similarities and differences in human development and the characteristics between and among individuals with and without special
needs.
2. Describe how special needs can interact with the domains of child development and apply this knowledge in order to respond to varying
abilities and behaviors of K-12 students.
3. Apply child development knowledge by analyzing a student case study and develop solutions in order to maximize learning.
4. Analyze how assistive and instructional technology can be used to improve the learning of all students, including students with disabilities.
Additionally, course discussions, activities, and assignments are aligned with the following subareas and objectives of the NYS Teacher Certification
Exam – CST Students with Disabilities (960), Subarea I – Understanding and Evaluating students with disabilities
0002 Understand the effects of disabilities on human development and learning.
0004 Understand purposes, methods, and procedures for identifying students with disabilities and evaluating their progress.
Subarea II – Understand methods of planning and managing teaching and learning environments for individuals with disabilities.
0006 Understand methods of planning and managing teaching and learning environments for
individuals with disabilities.
0007 Understand principles of curriculum development and instructional planning for students
with disabilities.
0008 Understand principles and methods involved in individualizing instruction for students with
disabilities.
0009 Understand strategies and techniques used to promote students’ language arts skills in a
variety of settings.
Required Readings
Woolfolk, A., Educational Psychology (13th Edition), Boston, MA: Pearson. ISBN: 9780134013527.
Additional readings will be posted on Moodle or distributed in class.
Use of Moodle
This course is requires students to participate in web-based exercises, which will be included in computing their grade. A Moodle course web site
(http://moodle.mcny.edu) has been developed for this course, which includes: course assignments, additional web links, multimedia resources, and
links to the discussion forum. Additional web resources may be added to the page throughout the semester. A copy of this syllabus is also available. In
combination, this syllabus and the Moodle course shell explain all the requirements for this course.
Attendance Policy
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Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in class
discussions. Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work.
Students who accumulate 3 absences are jeopardizing their good standing and are in danger of failing. Students who accumulate excessive absences or
lateness may be recommended for withdrawal. Any student who has missed the first 2 sessions per class in a term will not be allowed to begin classes.
Throughout the semester you will be expected to participate in class as demonstrated through various activities. These activities include but are not
limited to readings, class discussions, group and independent activities. We are a community of teachers and learners; attendance is mandatory in order
to create and maintain a collaborative atmosphere. Furthermore, active participation in online work is essential for your learning in this course. Take
your responsibility seriously online, just as you would in class. Absences and excessive tardiness in online class sessions will affect your grade.
Standards of Academic Conduct and Student Integrity
The College expects academic honesty from students and instructors. Students have the obligation both to themselves and to the College to make the
appropriate College representative aware of instances of academic deceit or dishonesty. Generally, this entails making the situation known to the
instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are responsible for enforcing the stated academic standards of
the College. Instances of violating academic standards might include, but are not necessarily limited to, the situations outlined below:
Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating includes the attempt to use or the actual use of any
unauthorized information, educational material, or learning aid in a test or assignment. Cheating includes multiple submission of any academic exercise
more than once for credit without prior authorization and approval of the instructor.
Plagiarism is presenting someone else’s work as though it is your own. In an academic community the use of words ideas, or discoveries of another
person without explicit, formal acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must
engage in standard academic practices such as putting quotation marks around words that are not their own, employing the appropriate documentation
or citation and including a formal acknowledgement of the source in the proper format. Students are expected to use the proper APA format for
citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/.
Fabrication involves inventing or falsifying any data, information, or records.
Obstruction is impeding the ability of another student to perform assigned work.
Collusion comprises assisting any of the above situations or performing work that another student presents as his or her own.
For the complete policies of academic and student conduct of the MCNY student handbook, please visit
http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf
ASSESSMENT
Grades will be computed based on any combination of the following:
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ASSIGNMENTS GRADE POINTS
Class Attendance/Participation 14 points
Entrance Tickets (3) 12 points
Child Study Paper 100 points
Final Exam 24 points
150 points possible
Entrance Ticket
The purpose of this assignment is to reflect and apply new concepts and knowledge to your teaching practice. Additional information will be discussed
and distributed in class.
Child Study of a Student with a Disability: In the first week of your field placement, choose a student with an identified learning disability to
observe and interact with. You will integrate this assignment into your Constructive Action and its documentation for the EDU 510 PUR – Observation
and Participation in School and Community Settings course. The case study project will be graded based on the outlined directions below and the
rubric-scoring guide.
Final Exam
The purpose of this assignment to assess your knowledge gained throughout the semester based on the information presented throughout our class
sessions.
COURSE SCHEDULE
Date Class Session Topic
Session 1
1/10 Introduction
Essential Question: What is culture?
Preparation for Next Class Session
Entrance Ticket #1 – Teaching Philosophy
Session 2 Student Culture, Teaching & Learning
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1/17 Essential Question: In what way does student culture impact teaching and learning?
Preparation for Next Class Session
Read: Woolfolk (TBA)
Session 3
1/24
ONLINE
Student Culture, Teaching & Learning
Essential Question: In what way does student culture impact teaching and learning?
Preparation for Next Class Session
Entrance Ticket #2 – Classroom Cultural Analysis
Session 4
1/31 Student Culture, Teaching & Learning
Essential Question: In what way does student culture impact teaching and learning?
Preparation for Next Class Session
See, Think, Feel Observation (Round 1)
Session 5
2/7 Culture and Language Development
Essential Question: How can we effectively support language development?
Preparation for Next Class Session
See, Think, Feel Observation (Round 2)
Student Literacy Data
Session 6
2/14
ONLINE
Instructional Decision Making
Essential Question: How can use student data and cultural experiences to influence
lesson plan activities?
Preparation for Next Class Session
Entrance Ticket #3: Scholarly Article Synopsis
Session 7
2/21
Cognitive Perspectives of Learning
Essential Question: According to Piaget, how does children’s thinking differ at each of
the 4 stages of cognitive development?
Preparation for Next Class Session
Read: Woolfolk (TBA)
Session 8
2/28
Sociocultural Theory of Learning
Essential Question: According to Vygotsky, what is the role of culture in students’
cognitive development?
Preparation for Next Class Session
Lesson Plan Draft #1
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Session 9
3/7
ONLINE
Compare & Contrast: Vygotsky & Piaget
Essential Question: How are the theories of Vygotsky and Piaget similar and different?
Preparation for Next Class Session
Read: Woolfolk (TBA)
Session 10
3/14 Culture, Language, Development & Instructional Decision Making
Essential Question: How can use student data and cultural experiences to influence
lesson plan activities?
Preparation for Next Class Session
Child Study Rough Draft
Read: Woolfolk (TBA)
Session 11
3/21
Culture, Language, Development & Instructional Decision Making
Essential Question: How can use student data and cultural experiences to influence
lesson plan activities?
Preparation for Next Class Session
Child Study Rough Draft
Read: Woolfolk (TBA)
Session 12
3/28
ONLINE
Teaching Culturally and Developmentally Responsive Lessons
Essential Question: How can we effectively support all learners?
Session 13
4/4 Teaching Culturally and
Developmentally Responsive Lessons
Essential Question: How can we effectively
support all learners?
CHILD STUDY PAPER
Session 14
4/11 Student Culture, Teaching & Learning
Essential Question: In what way does
student culture impact teaching and
learning?
FINAL EXAM
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Audrey Cohen School for Human Services and Education
EDU 512 VAL: Social Issues and Trends in Urban Education (Online) – 2 credits
Values and Ethics
Spring 2019
COURSE INFORMATION
Instructor: Dana Gathers, Ph.D.
Email: [email protected]
Office: Adjunct Office – 7th Floor
Office Hours: By Appointment
Course Description
The aim of this course is to introduce teacher candidates to the social, historical, and philosophical
foundations of the American public-school system. What are the most controversial issues facing
urban educators today? How have cultural, political, social, and economic factors shaped the history
of education in America? What are some of the philosophies of teaching and learning that have
influenced Western thinking about education over the centuries?
The course is divided into three distinct units. The first unit of the semester’s work addresses
contemporary educational issues and requires candidates to practice writing argumentative essays.
The second unit of the course covers a brief overview of the history of education in the United
States. During this phase, candidates experiment with lesson planning for a social studies class and
with videotaping themselves presenting lesson content. The final unit of the course introduces
students to some of the enduring questions that have faced educators over the ages. With short
selections from well-known philosophers as source material, candidates write critically and
reflectively about the nature of knowledge, the purposes of education, and the educational needs of a
democratic society. Included in the content of the course is information about the rights and
responsibilities of teachers and students, professional ethics, and teacher accountability.
The course is conducted on-line. All assignments are posted on the Moodle shell for the course and
must be completed and submitted no later than Sunday at 11:59 p.m. the week they are due.
Learning Objectives By completing the requirements of the course teacher candidates are expected to gain
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1 – The ability to argue persuasively on a wide range of educational issues (e.g. No Child Left
Behind, inclusion, school choice, and privatization) in speech and in writing.
2 – A knowledge of the economic, political, and social forces that have shaped the history of public
education in the United States from the 17th to the 21st century;
3 – An understanding of the philosophical theories (e.g. idealism, empiricism, pragmatism,
constructivism) that have influenced educational practice today;
4 – Information about the rights and responsibilities of teachers, professional ethics, and teacher
accountability;
5 – Practice in the use of internet resources, including websites, education research databases, and
articles that are related to the content of the course.
Required Readings
“American Educational History: A Hypertext Timeline” available at http://www.eds-
resources.com/educationhistorytimeline.html.
Noll, J.W., ed. (2012). Taking sides: Clashing views on educational issues. Seventeenth Edition.
Boston: McGraw Hill. ISBN-0078050359 and ISBN-13 9780078050350
Note: Used copies of this text can be purchased on-line.
Roosevelt, G. ed. (2011). An educational philosophies reader: Selected texts in the history of
educational thought. Self-published at Lulu.com and available on the Moodle shell.
Use of Moodle
This course is requires students to participate in web-based exercises, which will be included in
computing their grade. A Moodle course web site (http://moodle.mcny.edu) has been developed for
this course, which includes: course assignments, additional web links, multimedia resources, and
links to the discussion forum. Additional web resources may be added to the page throughout the
semester. A copy of this syllabus is also available. In combination, this syllabus and the Moodle
course shell explain all the requirements for this course.
Attendance Policy
Students are required to arrive on time and attend all scheduled classes, to complete all assignments
by the due date, and to actively participate in class discussions. Additionally, students are
responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed
work. Students who accumulate 3 absences are jeopardizing their good standing and are in danger
of failing. Students who accumulate excessive absences or lateness may be recommended or
withdrawal. Any student who has missed the first 2 sessions per class in a term will not be allowed
to begin classes.
Throughout the semester you will be expected to participate in class as demonstrated through various
activities. These activities include but are not limited to readings, class discussions, group and
independent activities. We are a community of teachers and learners; attendance is mandatory in
order to create and maintain a collaborative atmosphere. Furthermore, active participation in online
work is essential for your learning in this course. You are expected to complete assignments by the
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assigned date and respond to discussion forums in a timely manner. Take your responsibility
seriously online, just as you would in class. Absences and excessive tardiness in online class
sessions will affect your grade.
Standards of Academic Conduct and Student Integrity
The College expects academic honesty from students and instructors. Students have the obligation
both to themselves and to the College to make the appropriate College representative aware of
instances of academic deceit or dishonesty. Generally, this entails making the situation known to the
instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are
responsible for enforcing the stated academic standards of the College. Instances of violating
academic standards might include, but are not necessarily limited to, the situations outlined below:
Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating
includes the attempt to use or the actual use of any unauthorized information, educational material,
or learning aid in a test or assignment. Cheating includes multiple submission of any academic
exercise more than once for credit without prior authorization and approval of the instructor.
Plagiarism is presenting someone else’s work as though it is your own. In an academic community
the use of words ideas, or discoveries of another person without explicit, formal acknowledgement
constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must
engage in standard academic practices such as putting quotation marks around words that are not
their own, employing the appropriate documentation or citation and including a formal
acknowledgement of the source in the proper format. Students are expected to use the proper APA
format for citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/.
Fabrication involves inventing or falsifying any data, information, or records.
Obstruction is impeding the ability of another student to perform assigned work.
Collusion comprises assisting any of the above situations or performing work that another student
presents as his or her own.
For the complete policies of academic and student conduct of the MCNY student handbook, please
visit http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf
ASSESSMENT
Teacher candidates are required to complete all assignments on time. The achievement of the
course’s objectives will be assessed through the weekly assignments posted on-line, a midterm
paper, and a final paper. The schedule for assignments is as follows:
Unit I - Weeks #2-5: Weekly argumentative essays based on James Wm. Noll, Taking Sides:
Clashing Views on Educational Issues.
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Unit II - Weeks #6-9: A series of lesson plans that candidates post on-line based on a time-line of
American educational history found at: http://www.eds-
resources.com/educationhistorytimeline.html.
In this unit candidates will also present a portion of the planned lesson to the other members of their
cohort, record and post their presentations online, and use the Moodle shell to respond to each
other’s work.
Unit III - Weeks #10-14: Weekly analytical papers written in response to selected texts from the
history of educational thought.
Grades will be computed based on any combination of the following:
ASSIGNMENTS GRADE POINTS
Argumentative Essay (3) 60 points
Midterm Exam 20 points
History of Education (Lesson Plan) 10 points
History of Education (Presentation) 10 points
History of Education (Peer Evaluations - 3) 10 points
Analytical Paper (2) 20 points
Final Exam 10 points
140 points possible
WEEKLY ASSIGNMENTS
Week 1. Introduction to the course: purposes, themes, the use of the Moodle shell,
and requirements.
Review the course syllabus and expectations.
Planning ahead for Unit II: Selection of dates for candidates to choose from the timeline of
American Educational History for lesson plans and video clips due in Weeks #6-9. You should begin
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researching your chosen event well in advance of the week you will be giving your presentation so
you have time to plan your lesson.
If your last name begins with a letter from A through F in the alphabet, choose an event in
the 17th-18th century to focus your lesson on;
If your last name begins with a letter from G through M in the alphabet, choose an event in
the 19th century to focus your lesson on;
If your last name begins with a letter from N through S in the alphabet, choose an event in
the 20th century to focus your lesson on;
If your last name begins with a letter from T through Z in the alphabet, choose an event in
the 21st century to focus your lesson on.
[subject to change per cohort’s distribution of last-name-beginning letters]
Note: Each week in Unit II non-presenters will be required to study their colleagues’ lesson plans
and video clips and to post a short response to one colleague’s lesson plan and video clip.
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UNIT I – CURRENT POLICY DEBATES IN EDUCATION
Week 2. Writing an Argumentative Essay.
1. Please see Moodle for specific instructions.
Week 3. The Pros and Cons of Inclusion Legislation. 1. Read Noll, Issue 14, “Is the Inclusive Classroom Model Workable?”
2. Take a stand on this issue and write a 2-page double-spaced argumentative essay (see
TIPS).
3. Post the essay in the Assignment box on the Moodle shell.
The paper will be graded for thoughtfulness, specificity, and attention to the
conventions of standard English prose, including APA citation format (see RUBRIC).
Week 4. The Pros and Cons of Social Education.
1. Read Noll, Issue 1, “Should Schooling Be Based on Social Experiences?”
2. Take a stand on this issue and write a 2-page double-spaced argumentative essay (see
TIPS).
3. Post the essay in the Assignment box on the Moodle shell.
The paper will be graded for thoughtfulness, specificity, and attention to the
conventions of standard English prose, including APA citation format (see RUBRIC).
Week 5. Midterm Essay for Developing Effective Relationships with Key Constituencies: rights
and responsibilities of teachers, professional ethics, and teacher accountability.
1. Carefully read the discussion of teachers’ rights and responsibilities that appears
in Chapter 1 of Kenneth D. Moore’s textbook, Effective Instructional Strategies.
2. Write a 4 – 5 page, double-spaced letter to the instructor that demonstrates your
understanding of the material. Use examples from your field experience and/or
hypothetical examples to illustrate main points.
The purpose of this assignment is to demonstrate your understanding of the ethical
standards of the teaching profession and to provide evidence for the claim
that you are prepared to uphold those standards in your teaching practice.
Be sure that in reading Moore and writing your letter you exercise the analytical skills
you have been building over the course of Unit I. The letter should act as a demonstration
of both professional knowledge and academic literacy.
This midterm essay exam will be evaluated both for its CONTENT (its breadth, depth,
and power to persuade) and for its FORM (clarity, correct use of APA citation format,
and adherence to the conventions of standard written English prose).
UNIT II – AN OVERVIEW OF THE HISTORY OF THE AMERICAN EDUCATIONAL
SYSTEM
For weeks #6-9, teacher candidates will use the Forum activity on the Moodle shell to post a mini-
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lesson on an event that they find significant in their designated section of the on-line timeline of
American Educational History found at http://www.eds-
resources.com/educationhistorytimeline.html. They will also present this mini-lesson to the rest of
their cohort (who will act as model students for the proposed grade level) as a 5-minute teaching
demonstration, and record the presentation.
a) Lesson Plan. Lesson plans must be structured in the format introduced in the Purpose Seminar in
Purpose 1. They must include your name, the grade the lesson is planned for, how student
learning will be assessed, and the following steps:
i. Introduction and motivation (the lesson’s hook and/or connection)
The introduction should connect or relate the topic of this lesson to previous learning
(“Remember how last week we learned about X?”).
ii. Teaching Point/Objective and Demonstration and/or Modeling
The teaching point or objective should clearly state the topic and purpose of this lesson
(“This week we will be learning about Y”). This phase should include some kind of
demonstration to “show” the contents of the lesson.
iii. Developmental Activities/Steps (learning tasks involving reading and/or writing and/or
listening and/or speaking)
The developmental activity can be any task that will actively engage the students
(worksheet; turn and talk; group activity; etc.).
Candidates can use teaching strategies covered in other courses this semester (e.g. the Purpose
Seminar and the Systems, Self and Others, and Skills dimension courses) to plan the lesson and
engage the rest of the class. The written lesson plan will be assessed for the quality of the plan’s
pedagogy, content, and coherence.
b) Lesson Presentation. In addition to posting a lesson plan in the Forum activity of the Moodle
shell, candidates will also teach a 5-minute mini-lesson to the rest of the cohort and record the
presentation, which they will then post on YouTube (https://www.youtube.com) as a private
video clip. Candidates will enable their peers and the professor to view the YouTube video clip
via a hyperlink posted in the Forum activity. The video clip will be assessed for the candidate’s
interpretation, information, and presentation skills.
Week 6. The History of U.S. Education in the 17th and 18th Centuries: Colonial and
Revolutionary Beginnings.
1. Using the Forum activity on the Moodle shell, teacher candidates assigned to the
period from 1607 to 1800 will post plans for mini-lessons based on topics selected
from the assigned American Educational History timeline.
2. Those same candidates should also post on YouTube a private, 5-minute video clip of
themselves delivering content from the planned lesson to the rest of the cohort.
3. Non-presenters will then study the postings and will respond with a short peer
evaluation of one colleague’s lesson plan and video clip.
Week 7. The History of U.S. Education in the 19th Century: Innovations and Reforms.
1. Using the Forum activity on the Moodle shell, teacher candidates assigned to the
period from 1801 to 1900 will post plans for mini-lessons based on topics selected
from the assigned American Educational History timeline.
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2. Those same candidates should also post on YouTube a private, 5-minute video clip of
themselves delivering content from the planned lesson to the rest of the cohort.
3. Non-presenters will then study the postings and will respond with a short peer
evaluation of one colleague’s lesson plan and video clip.
Week 8. The History of U.S. Education in the 20th Century: Origins of Progressivism. 1. Using the Forum activity on the Moodle shell, teacher candidates assigned to the
period from 1901 to 2000 will post plans for mini-lessons based on topics selected
from the assigned American Educational History timeline.
2. Those same candidates should also post on YouTube a private, 5-minute video clip of
themselves delivering content from the planned lesson to the rest of the cohort.
3. Non-presenters will then study the postings and will respond with a short peer
evaluation of one colleague’s lesson plan and video clip.
Week 9. The History of U.S. Education in 21st Century: New Directions
1. Using the Forum activity on the Moodle shell, teacher candidates assigned to the
period from 2001 to 2016 will post plans for mini-lessons based on topics selected
from the assigned American Educational History timeline.
2. Those same candidates should also post on YouTube a private, 5-minute video clip of
themselves delivering content from the planned lesson to the rest of the cohort.
3. Non-presenters will then study the postings and will respond with a short peer
evaluation of one colleague’s lesson plan and video clip.
UNIT III– AN INTRODUCTION TO THE HISTORY OF EDUCATIONAL THOUGHT
IN THE WEST
For the assignments for weeks 10 through 13, please use the following guidelines:
Read each selection at least twice.
Annotate the text and/or take notes while you read.
As you read, mark passages that you find intriguing, perplexing, or controversial—passages
that speak to you, jump out at you, or confuse you.
Once you have completed your second reading, choose one of those passages to guide your
paper.
Continue to reread that passage, and the context in which it appears, over and over.
Use the following questions to guide your interpretation of that passage and the structure of
your paper:
1) What does it say?
Give a literal interpretation of the passage or quote you have chosen.
2) What does it mean?
Connect what that passage or quote says to:
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The broader ideas expressed in the selection from which you have
chosen the quote;
The writing of the other theorist to which you are relating the passage
or quote.
3) Why does it matter?
Explain why this quote is relevant with regard to:
The ideas or philosophies conveyed in the two selections;
Your own teaching and learning experience.
In both your thinking and your writing, be sure you have answered questions 1and 2 before
you address question 3. Assignment due: 7/15
REMINDER: All papers must explain in great depth and understanding of the articles that
you are required to read. Carefully analyze the points of the theorists that you have selected
to write about. Embed into your papers all requirements that are list.
Remember: A cover page does not count as a written required double-spaced page
Week 10. Idealism and EmpiricAism: Opposing Approaches to the Nature of Knowledge.
Read selections from the writings of Plato and John Locke in G. Roosevelt, ed., An
Educational Philosophies Reader, pp. 3-22 or in the Moodle-based PDF file. Then write
and submit (on the Assignments activity of the Moodle shell) a 2-3-page double-spaced
analytical paper that includes:
1. a quote from one of the assigned texts and your interpretation of the quote,
2. a paragraph discussing how the quote relates to another theorist’s writings, and
3. a paragraph discussing how the quote relates to your own teaching and learning
experience.
The paper will be graded for thoughtfulness, specificity, and attention to the conventions
of standard English prose, including APA citation format.
Week 11. Education for Social Resistance or for Social Progress?
Read selections from the writings of Jean-Jacques Rousseau and Horace Mann in G.
Roosevelt, ed., An Educational Philosophies Reader, pp. 23-72 or in the Moodle-based
PDF file. Then write and submit (on the Assignments activity of the Moodle shell) a 2-3-
page double-spaced analytical paper that includes:
1. a quote from one of the assigned texts and your interpretation of the quote,
2. a paragraph discussing how the quote relates to another theorist’s writings, and
3. a paragraph discussing how the quote relates to your own teaching and learning
experience.
The paper will be graded for thoughtfulness, specificity, and attention to the conventions
of standard English prose, including APA citation format.
Week 12. Vocational vs. Humanistic Education: An Ongoing Debate
Read selections from the writings of Booker T. Washington and W.E.B. Du Bois in in
G. Roosevelt, ed., An Educational Philosophies Reader, pp. 73-90 or in the Moodle-
based PDF file. Write and submit (on the Assignments activity of the Moodle shell) a 2-
3-page double-spaced analytical paper that includes:
1. a quote from one of the assigned texts and your interpretation of the quote,
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2. a paragraph discussing how the quote relates to another theorist’s writings, and
3. a paragraph discussing how the quote relates to your own teaching and learning
experience.
The paper will be graded for thoughtfulness, specificity, and attention to the conventions
of standard English prose, including APA citation format.
Week 13. Final Essay Exam: Twentieth-Century Progressivism and the Origins of
Constructivism
Read selections from the writings of John Dewey and Paolo Freire in G. Roosevelt, ed.,
An Educational Philosophies Reader, pp. 91-109 or in the Moodle-based PDF file. Then
write and submit (on the Assignments activity of the Moodle shell) a 2-3-page, double
spaced, analytical essay that includes:
1. a quote from one of the assigned texts and your interpretation of the quote,
2. a paragraph discussing how the quote relates to another theorist’s writings, and
3. a paragraph discussing how the quote relates to your own teaching and/or learning
experiences this semester.
The essay exam will be evaluated both for its CONTENT (its breadth, depth, and power
to persuade) and for its FORM (clarity, correct use of APA citation format, and
adherence to the conventions of standard written English prose).
Week 14. On-line. Evaluating Constructivism and Responding to Peers’ Opinions. 1. Read Noll, Issue 4, “Is Constructivism the Best Philosophy of Education?”
2. Take a stand on this issue and on the _Class forum activity of the Moodle shell post
three points supporting your views.
3. Then respond to another candidate’s arguments for or against Constructivism.
Jinx Roosevelt’s Suggested TIPS for Argumentative Essays That Meet ALST Standards 1 – Read both “sides” of the assigned issue and underline important points as you read.
2 – Make a T-chart by drawing a line down the middle of a piece of paper and labeling the left
column with the “YES” argument (copy the title from the book and include the author’s name) and
the right column with the “NO” argument (copy the title from the book and include the author’s
name). (see template on p.15)
3 – Looking over what you have underlined in the book, fill both columns with at least three points
that support each author’s argument, being sure to put quotation marks around all words that are not
your own and including the page number in parentheses after the quote.
4 –Rank the points in each column in order of INCREASING importance by putting a 1 by the least
important point and a 3 or 4 beside the most important point. (As Aristotle taught us over 2300 years
ago, it is always good to put the most important thing last. Otherwise, why will a reader read on?)
5 – Look over each column and decide which side of the argument you would like to argue in favor
of.
6 – Then make an outline on a second piece of paper. Put a I near the top, a II a few lines down, and
a III near the bottom. Label I “Introduction,” II “Body,” and III “Conclusion.” Under “II – Body”
put an A and a B indented about a half an inch, and under the A, list 1, 2, 3, and under B list 1, 2, 3.
(see template on p.16)
7 –The “A” section will include the side of the argument that you DISAGREE with; the “B” section
should include the side of the argument that you AGREE with. Roughly fill in this section of the
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outline with what you have listed in the columns on the previous “brainstorming” page. This will be
the “Body” of your essay.
8 – For the “Introduction” (Part I) you can probably find a pat phrase that you could use in almost
any argument, e.g. “The question of whether or not [fill in the words from the assigned issue] is an
important question for today’s citizens to debate” (or “ for the future of democracy” or “for anyone
concerned about American education today.”) Follow this with one to three sentences that answer
the question: “WHY is it important?”
9 – Now (and only now) are you ready to write. First, copy out your opening paragraph introducing
the reader to the issue.
10 – The second paragraph (which will contain the view that you are going to argue against) can
begin with something like “[So-and-so] maintains that” and use the words from the assigned text to
identify the side of the argument you disagree with. Then develop the paragraph with the arguments
supporting the opposing view that you have listed in steps 4-7 above.
11 – The third paragraph, where you shift to your own side of the debate, could begin with a
transition sentence like “I, however would argue that . . .” or “I agree with [so-and-so] and support
the view that . . .”, and finish the sentence with the wording from the text that states your own view.
Again develop the paragraph with the points listed in steps 4-7 above.
12 – You can use “first,” “second,” and “third” as threading words to go from one point to the next,
or phrases such as “Such people would also argue that” when you are discussing the opposing view,
and “Another important reason” when discussing your own view.
13 – Be sure that while supporting your side of the argument you also point out any areas in which
the opposing argument is weak, flawed, or fallacious. In other words, you argument should be both
critical (of the opposing side) and constructive (reconstructing and augmenting the argument of the
side you wish to argue for).
14 – Your conclusion can be very simple – either a “clincher” sentence or a statement about how the
issue relates to current educational concerns.
15 – Read the essay over, polish it up, and you’re done!
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Argument Essay T-Chart
YES NO
Author:
Author:
Title:
Title:
POINTS:
POINTS:
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Argument Essay Outline
I. Introduction
II. Body
A) DISAGREE
1.
2.
3.
B) AGREE
1.
2.
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3.
III. Conclusion
Recommended Websites
http://www.ed.gov The United States Department of Education
http://www.nces.ed.gov National Center for Educational Statistics
http://www.nysed.gov New York State Department of Education
http://www.nycenet.edu New York City Board of Education
http://www.uft.org/ The United Federation of Teachers (union)
http://metropolitan.edu/library/library1.php MCNY Library
http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html#statement New York State Code
of Ethics for Educators
http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf “No Child Left Behind Act of 2001”
Recommended Readings
Beals, M.P. (1994). Warriors don’t cry: As searing memoir of the battle to integrate little rock's
central high (New York: Pocket Books).
Bowles, S. and Gintis, H. (1976). Schooling in Capitalist America: Educational Reform and the
Contradictions of Economic Life. New York: Basic Books.
Cohen, A. & Jordan J. (1996). "Metropolitan college of New York‘s system of education: purpose-
centered education" In Sam Stringfield, et. al., eds., Bold plans for school restructuring: the
new American schools design. Mahwah: Lawrence Erlbaum Associates.
Cremin, L. A. (1988). American education: the metropolitan experience, 1876-1980. New York:
Harper and Row.
------ (1970) American education: the colonial experience, 1607-1783. New York: Harper and Row.
------ (1961). The transformation of the school: progressivism in American education, 1876- 1957.
New York: Vintage Books.
Darder, A., Torres, R. D. & Gutierrez, H. (1997). Latinos and education. New York: Routledge.
Darling-Hammond, L.& Bransford, J., eds.(2005). Preparing teachers for a changing world: what
teachers should learn and be able to do. (San Francisco: Jossey-Bass).
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New
York Press.
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Dewey, J. (1959). Dewey on education: Selections. Martin S. Dworkin, ed. (New York: Teachers
College Press).
Gutmann, A. (1987). Democratic education (Princeton: Princeton University Press).
Hirsch, E.D. (1988). Cultural literacy: What every American needs to know (New York: Vintage).
Hopkins, R. (1997). Educating black males: critical lessons in schooling, community, and power.
Albany: State University of New York Press.
Jackson, P.W. ((1986). The practice of teaching. (New York: Teachers College Press).
Kozol, J. (1991). Savage inequalities: children in America's schools. New York: Crown Publishers.
Montessori, M. (1912). Full text on-line at
digital.library.upenn.edu/women/montessori/method/method.html
Neill, A.S. (1977). Summerhill: A radical approach to child rearing (New York: Pocket Books).
Plato (1968) The Republic. Trans. Allan Bloom. (New York: Basic Books).
Ravitch, D. (2000). Left back: a century of battles over school reform (New York: Simon &
Schuster).
- - - - (2010). “Why I Changed My Mind,” The Nation, June 14, pp. 20-24.
Tyack, D. B. (1974) The one best system: a history of American urban education. Cambridge, Mass.:
Harvard University Press.
Webber, T. (1978). Deep like the rivers: education in the slave quarter community 1831- 1865. New
York:W.W. Norton and Company, Inc.
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AUDREY COHEN SCHOOL FOR HUMAN SERVICES AND EDUCATION
Edu 512 SKI - Teaching and Learning Mathematics with Technology
in Grades 1-3 (3 Credits)
COURSE INFORMATION
Instructor: Dr. Eric Fuchs Phone: 212-343-1234, ext 2441 Email: [email protected] Office: Manhattan Campus, 8th floor, Rm 822 Office Hours: Wednesdays, 7:00pm -7:45pm, for this class
COURSE DESCRIPTION: This course will provide you with the skills and knowledge you need to teach math to students in
grades 1-3 in New York City public schools. On successful completion of this course, you will
possess a thorough knowledge of the math content up to grade 5, as outlined by the New York
State Common Core Standards.
Since you cannot teach a subject you are not thoroughly familiar with, in both courses (Purpose 1
and Purpose 2) you will be required to continue improving your mathematical skills and
demonstrate proficiency of the mathematics subjects that you will be teaching in grades 4-6 under
the new Common Core Standards.
A guiding principle of this course is this: To teach math with depth and understanding, you must
have the knowledge and skills for three grades above the grade you are teaching. Consequently, in
this course, you are expected to master the math content in grades 1-5 in New York City public
schools.
Because the MSED program prepares you for dual certification, this course will emphasize how to
teach math to all children, including those with disabilities.
This course will help you understand a constructivist approach toward math education. The social
context for teaching math includes discussion of equality, diversity, and inclusiveness.
With computer technology widely prevalent nowadays, and with students frequently more
technologically proficient than their teachers or other adults, you must learn how to use technology
in a classroom to facilitate student understanding of mathematical concepts, and to provide the
students with a venue to practice their mathematical skills not only in the classroom but also at
home. The students are expected to use technology to do their homework and for checking the
accuracy of their responses.
Infusion of technology in the classroom has been found effective not only when teaching regular
classroom students but also when teaching students with disabilities. Consequently, in this class
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you will learn how to use Smart Board technology and its applications and how to use other
application software available on the net. You will learn to use the National Library of Virtual
Manipulatives (NLVM) as a teaching tool and you will continue working with IXL both as a
teaching and assessment tool.
This course places a special emphasis on learning how to differentiate instruction and obtain the
knowledge and skills to teach students with disabilities. This will require you to “think outside the
box”: to understand WHY some students do not understand a concept that you’ve already
explained and to learn how to teach mathematics concepts in a way that is understandable to ALL
the students in the classroom, while accounting for students’ different skills and abilities, prior
knowledge (or lack thereof), cognitive impairments, different processing skills and different
learning styles.
The methodology incorporates learner-centered workshops; cooperative group work; critique; use
of computer and digital technology, including assistive technology and designing; and in-class
presentation of lesson plans.
LEARNING OBJECTIVES: At the end of this course you will
1. Have a thorough knowledge of the math concepts covered in grades 1-5
2. Be familiar with national and state standards and use them in lesson planning
3. Know how children (and adults) learn elementary math
4. Be able to plan appropriate math lessons for students in grades 1-3
5. Understand the use of instructional and assistive technology to teach math
6. Know how to assess students’ progress in math
7. Know how to adapt your lessons to the needs of all students, including students with
disabilities
REQUIRED READINGS:
1. Van de Walle, J. (2009). Elementary and Middle School Mathematics: Teaching
Developmentally. Pearson. ISBN: 9780205573523.
2. Burns, M. (2007). About Teaching Mathematics: A K-8 Resource. Sausalito, CA: Math
Solutions. ISBN: 9780941355766
3. Fosnot, C. and Dolk, M. (2001). Young Mathematicians at Work: Constructing Early
Number Sense, Addition and Subtraction Portsmouth, N.H.: Heinemann Press. ISBN:
9780325003535.
4. Fosnot, C. and Dolk, M. (2001). Young Mathematicians at Work: Constructing
Multiplication and Division. Portsmouth, N.H.: Heinemann Press. ISBN: 9780325003542.
5. Other readings as distributed in the classroom
Recommended Readings: Sliva, Julie A. (2004). Teaching inclusive mathematics to special learners, K-6. Thousand Oaks,
CA: Corwin Press, Inc.
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Connor, David J and Valle, Jan W. (2011). Rethinking disability: A disabilities studies approach to
inclusive practices. New York, NY: McGraw Hill.
Hiebert, J. (1997). Making sense: Teaching and learning mathematics with understanding.
Portsmouth, N.H.: Heinemann Press.
National Council for Teachers of Mathematics (NCTM) Standards. (2000).
URL: http://standards.nctm.org/
New York State Learning Standards. (2004). The New York State mathematics and science
standards are under revision. The link below lists both the current mathematics standards and the
proposed standards. Mathematics Standards Committee URL: http://www.emsc.nysed.gov/msc/
Koelner, K. Colsman, M.& Risley, R. (2011). Multidimensional Assessment: Guiding Response in
Intervention in Mathematics. Council for Exceptional Children / Nov, Dec 2011
Burns, M. (2004) Writing in Math. Educational Leadership.
Elementary Mathematics Programs
ARC Center: The ARC Center is a collaboration between the Consortium for Mathematics and Its
Applications (COMAP) and the three National Science Foundation supported elementary
mathematics curriculum projects: • Investigations in Number, Data, and Space • Everyday
Mathematics • Math Trailblazers http://www.comap.com/elementary/projects/arc/aboutarc.htm
Connected Mathematics Project (6-8) (CMP) Developer: Michigan State University. Publisher:
Prentice Hall. URL: www.msu.edu/cmp
Everyday Mathematics (K-6) Second Edition. (2001-2002) Developer: University of Chicago
School Mathematics Project (UCSMP). Publisher: Everyday Learning. URL:
http://everydaymath.uchicago.edu
Everyday Mathematics Sampler Pack K-5: Overview, Sample lessons, Chart of content, and Chart
for month-by-month “Guideposts.” (One set supplied to each student.)
TERC: Investigations in Number, Data, and Space (K-5) Developer: TERC. Publisher:
Scott Foresman. URL: http://investigations.terc.edu/map/index.cfm
Useful Websites National Council for Teachers of Mathematics (NCTM) Standards. (2000).
URL: http://standards.nctm.org/
New York State Learning Standards and Common Core for Mathematics (2011):
http://www.p12.nysed.gov/ciai/mst/math/standards/
ARC Center: The ARC Center is a collaboration between the Consortium for Mathematics and Its
Applications (COMAP) and the three National Science Foundation supported elementary
mathematics curriculum projects: • Investigations in Number, Data, and Space • Everyday
Mathematics • Math Trailblazers http://www.comap.com/elementary/projects/arc/aboutarc.htm
Connected Mathematics Project (6-8) (CMP) Developer: Michigan State University. Publisher:
Prentice Hall. URL: www.msu.edu/cmp
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Everyday Mathematics (K-6) Second Edition. (2001-2002) Developer: University of Chicago
School Mathematics Project (UCSMP). Publisher: Everyday Learning. URL:
http://everydaymath.uchicago.edu
Everyday Mathematics Sampler Pack K-5: Overview, Sample lessons, Chart of content, and Chart
for month-by-month “Guideposts.” (One set supplied to each student.)
TERC: Investigations in Number, Data, and Space (K-5) Developer: TERC. Publisher:
Scott Foresman. URL: http://investigations.terc.edu/map/index.cfm
ADDITIONAL MATERIALS: Additional readings will be assigned during class sessions or posted on Moodle. USE OF MOODLE: This course is requires students to participate in web-based exercises, which will be included in computing their grade. A Moodle course web site (http://moodle.mcny.edu) has been developed for this course, which includes: course assignments, additional web links, multimedia resources, and links to the discussion forum. Additional web resources may be added to the page throughout the semester. A copy of this syllabus is also available. In combination, this syllabus and the moodle course shell explain all the requirements for this course. Faculty will inform the class of the web requirements and the course schedule for individual sections of this course. IF A HYBRID COURSE INCLUDE STANDARD DESCRIPTION: Hybrid Course Format for a 3 credit course: All hybrid courses will be taught in the following format on a weekly basis:
2 credits will be delivered in a traditional
onsite classroom for 1 hour and 50 minutes
1 credit will be mediated or monitored via
Moodle.
Note: Each week's required online activity (or activities) will be equivalent to 50 minutes of in-class learning time. It is separate and distinct from any homework you may receive in this course. Please follow the course dates to see which activity corresponds with each week.
Additional website links will be distributed in the classrooms
ASSESSMENT
Grades will be computed based on a combination of the following:
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Examinations Midterm……………………………………………….……..15% Final exam ……………………………….…………………25% Working on line Weekly necessary 120 minutes…………………….20%
Participation………………………………………………….25%
Attendance……………………………………………………15%
ATTENDANCE POLICY
According to the MCNY Student Manual: Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in class discussions. Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who miss multiple classes may jeopardize their good standing. Students who accumulate excessive absences or lateness may be recommended for withdrawal.
STANDARDS OF ACADEMIC CONDUCT AND STUDENT INTEGRITY The College expects academic honesty from students and instructors. Students have the obligation both to themselves and to the College to make the appropriate College representative aware of instances of academic deceit or dishonesty. Generally, this entails making the situation known to the instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are responsible for enforcing the stated academic standards of the College. Instances of violating academic standards might include, but are not necessarily limited to, the situations outlined below:
Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating includes the attempt to use or the actual use of any unauthorized information, educational material, or learning aid in a test or assignment. Cheating includes multiple submission of any academic exercise more than once for credit without prior authorization and approval of the instructor.
Plagiarism is presenting someone else’s work as though it is your own. In an academic community the use of words ideas, or discoveries of another person without explicit, formal acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must engage in standard academic practices such as putting quotation marks around words that are not their own, employing the appropriate documentation or citation and including a formal acknowledgement of the source in the proper format. Students are expected to use the proper APA format for citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/. Fabrication involves inventing or falsifying any data, information, or records.
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Obstruction is impeding the ability of another student to perform assigned work. Collusion comprises assisting any of the above situations or performing work that another student presents as his or her own. For the complete policies of academic and student conduct of the MCNY student handbook, please visit http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf
Technology The use of technology is an important component of learning, teaching, and assessment in this class. Three class sessions will be conducted on-line, based on assignments distributed in the classroom.
The dates of the on-line classes will be coordinated with students and announced in class and on Moodle. NOTE. The instructor might change the on line assignments to adapt to individual mastering of mathematics skills.
PART I – INTRODUCTION
Session # 1. Introductions and overview of goals -Overview of the themes of the course, the assignments, and the required texts.
-Perceptions of math knowledge and math education.
-Introduction to Khan Academy and to IXL
-Assign IXL names and password
Standards
- New York States Learning Standards for Common Core State Standards for teaching elementary
math: http://engageny.org
- State standards: http://www.emsc.nysed.gov/3-8/mscreport.doc - The National Council for Teachers of Mathematics (NCTM) standards: http://standards.nctm.org/
- International Society for Technology in Education (ISTE) through the National Educational
Technology Standards (NETS) for Teachers. http://cnets.iste.org/ncate/n_fac-stands.html
Introduce the professional organization: National Council for the Teachers of Mathematics (NCTM)
http://www.nctm.org/ Homework:
IXL Grade 4: P6
IXL Grade 5: A2, A10, C6, D2
Readings:
Van de Walle, Chapter 1: Teaching Mathematics in the Era of the NCTM Standards.
Burns, p. 5-6: You Can’t Teach What You Can Not Understand
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Become familiar with standards and math websites
Session #2. Teaching and learning as development—for the child and the teacher.
-Strategies and models in a teaching/learning framework.
-Introduction to manipulatives.
-Integrating children with disabilities in an inclusive classroom
-Progression from concrete to iconic to abstract.
Overview of Mathematics Programs
-Everyday Math
- TERC: Investigations in Number, Data, and Space (K-5): Overview.
http://investigations.terc.edu/curr/currOverview.cfm
See Sample packs from Everyday Math and TERC Grade level texts (In the MCNY Library).
Introduction to Singapore Math
Assessment of grade 1-5 math skills
Homework:
IXL Grade 3: K2, K4, L3, L4
IXL Grade 4: M1, M2
IXL Grade 5: L4, L5,
Readings:
Van de Walle, Chapter 9: Developing Meaning for the Operations (pp.154-164)
Fosnot & Dolk (Addition/Subtraction book), Chapter 1: “Mathematics” or “Mathematizing,”
Van de Walle, Chapter 3: Teaching Through Problem Solving.
Burns, p. 5-6: You Can’t Teach What You Can Not Understand
Achieve familiarity with Common Core standards
PART II – MATH CONTENT KNOWLEDGE and MATH KNOWLEDGE FOR TEACHING
Session #3 Operations with integers. This Class will be conducted on line.
-The number line
-Natural numbers, whole numbers, integers, rational numbers
-Addition, subtraction, multiplication, division – integers only
-Power and roots – integers only
-Order of operations
Homework:
IXL Grade 4: H1, H2, H3, H4, P17, P18
IXL Grade 5: Q1, Q2, Q3, Q4, Q5
Readings:
Van de Walle, Chapter 10: Helping Children Master Basic Facts (pp.177-185)
Fosnot and Dolk (Addition/Subtraction), Chapters 7: Algorithms vs. Number Sense
Fosnot and Dolk (Addition/Subtraction), Chapters 8: Developing Efficient Computation
with Mini lessons
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Sessions #4. Operations with fractions.
- The concept of a fraction
- Decimals and percentages as fractions
- Equivalent fractions
- Conversions from mixed numbers to improper fractions and vice versa
- Simplification and amplification
- Solving proportions
- Addition and subtraction of fractions and mixed numbers
- Multiplication and division of fractions and mixed numbers
Homework:
IXL Grade 4: Q1, Q2, Q3, Q4, Q5, Q7, Q8, Q9
IXL Grade 5: M5, M6, M9, M10, M13
Readings:
Van de Walle, Chapter 15: Developing Strategies for Fractions Computations (pp 309-327)
Sessions #5. Operations with fractions.
Session #6. Other topics in elementary math
- Algebraic Thinking
- Measurements
- Geometry
- Probability
Homework IXL Grade 5: V1, V2, V3, V4, P21, P22, G1, G2, G3, G4, I1, I2
Readings:
Van de Walle, Chapter 14: Algebraic Thinking (pp.254-280)
Session #7 Operations with decimals and percentages
- Addition and subtraction
- Multiplication and division
- Conversions between fractions, decimals and percentages
Homework:
IXL Grade 4: U1, U2, U3, U6, U8, U9
IXL Grade 5: G1, G2, G6, V9, V10, V11
Readings:
Van de Walle, Chapter 12: Developing Strategies for Whole-Number Computation
(pp.226-237)
PART III – PEDAGOGICAL MATH CONTENT KNOWLEDGE
Session #8 Use of technology in elementary classroom
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-Providing context
-Instructional software
-Web resources
-Using assistive technology to achieve differentiated instruction
-Using assistive technology to cater to children with disability
Homework:
IXL Grade 3: N1, N2, N3, N4, N5, N6, N7, N8, N9, N10, N11
Readings:
Van de Walle, Chapter 7: Using Technology to Teach Mathematics
From the listing of websites given to you, select the ones you would like to use in your classroom
giving a brief explanation as to why you selected them.
Session #9. Developing number sense, counting and place value
-What is number sense?
-Emerging strategies: Counting.
-Sorting activities
-Place value
-Number line
-Addition and subtraction
Homework: IXL Grade 1: A15, A11, I1, I2, I3, I4
IXL Grade 2: A9, A10, B2, D1, D2, D3, M1, M2, M3, M7, M8
Readings:
Van de Walle, Chapter 8: Developing Early Number Concepts and Number Sense
Van de Walle, Chapter 11: Developing Whole Number Place-Value Concepts
Fosnot & Dolk (Addition/Subtraction book) Chapter 3: Number Sense on the Horizon
Session #10. Teaching addition and subtractio
- Models
- Strategies
- The number line
- Mental math
- Learning the facts
Homework: IXL Grade 2: L2, L4, L5, M1, M2, M7
IXL Grade 3: C3, D3
IXL Grade 5: M6, M8
Readings:
Van de Walle,. Chapter 9: Developing Meaning for the Operations (pp.145-153)
Fosnot and Dolk, (Addition/Subtraction) Chapters 5: Developing Mathematics Models
Fosnot and Dolk, (Addition/Subtraction) Chapters 6: Addition and Subtraction Facts on the
Horizon
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Session #11. Teaching multiplication and division
Operations (Part 2): Multiplication and Division for primary grades
- Models
- Teaching multiplication facts
- Mental math
- Teaching for understanding
- Multiplication and division algorithms
Homework IXL Grade 3: E3, E4, E5, R6, R7, R8, G4, G10
IXL Grade 4: D7, D10, E6, E7, E8, S2, S3
Readings:
Van de Walle. Chapter 12: Developing Strategies for Whole-Number Computation (pp.226-
237)
Session # 12 (March 29) Teaching Fractions, Geometry, Measurement, Statistics and
Probability
- Teaching algebraic thinking
- Teaching measurements
- Teaching geometry
- Teaching probability
IXL Grade 4: J2, J4, T4, T7, R5, R6, R9, V3, V4,
IXL Grade 5: B14, B15, B16, B17, Y1, Y4
Readings:
Burns, p. 363: Questions Teachers Ask. (Add your own question if you have one).
Session # 13 Review and preparation for the final exam
Session #14 Final exam (no calculators)
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EDU 520 COM – Reading Instruction for Primary Grades
Communications
Douglas Keyzer [email protected]
Overview
This course focuses on teaching the language-related processes with special emphasis on developmental reading instruction including the characteristics of learners with disabilities as well as English Language Learners (ELLs). Importance will be placed on building a personal philosophy based upon your interpretation of research-validated methods of instruction and the diversity of the students you are teaching in order to prepare every student to become college and career ready. Importance will be placed on the practices of reading instruction: curriculum, basic reading strategies, diagnostic teaching, classroom organization, assessment of reading programs, Response to Intervention (RTI), and use of assistive and instructional technology for improvement of learning for all students including students with disabilities. Special consideration will be given to the examination of a literature- response approach appropriate for diverse cultural groups, individual learning styles, special academic support for enrichment and remediation, and effective language approaches. Exploration of the writing process and the integration of reading and writing instruction will be emphasized.
Objectives
To fulfill the requirements of this course, you are expected to:
Understand the stages of reading development in young children and learners with
disabilities.
Study methodological approaches to fostering literacy in young children and learners with
disabilities.
Examine early intervention programs as well as specialized reading techniques.
Examine assistive and instructional technology for improvement of learning for all students
including students with disabilities.
Develop skills for creating and effectively managing a Constructivist classroom.
Learn how to set instructional goals through the ongoing process of assessment from
multiple sources.
Integrate specific teaching methods and classroom strategies in the teaching of reading that
are needed to prepare you as a prospective teacher for success in an inclusive classroom.
Required Readings: Texts
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Gunning, T., Creating Literacy Instruction for All children Grades Pre-K to 4. (2nd Edition), Allyn & Bacon. ISBN: 9780132685818
Recommended Readings:
Blevins, W. (2006). Phonics from A to Z, 2nd Edition. Scholastic Teaching Resources. ISBN: 13:978-0-43984511-3
Blachowicz, P., Fisher, P., Ogle, D., Watts Taffe, S. (2013). Teaching Academic Vocabulary K-8 The Guildford Press. ISBN 978-1-4625-1029-0
Parker, E. (2014) Teaching the Core Skills of Listening and Speaking. ASCD.ISBN 978-1-4166-1756-3
Research Articles – To be assigned as required
Buteau, G. & True, M. (2009). Differentiating instructional strategies to support English language learners. New England Reading Association Journal, 44, 23-25.
Compton-Lilly, C. (2008). Teaching struggling readers: Capitalizing on diversity for effective learning.
The Reading Teacher, 61, 668-673.
Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58 (3), 272280.
Risko, V. J., & Walkier-Dalhouse, D. (2010) Making the most of assessments to inform instruction. The Reading Teacher. 63, 420423.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
Wilfong, L. G. (2008). Building fluency, word-recognition ability, and confidence in struggling readers: the poetry
Learning Disabilities on the Internet Adaptive Technology Resource Centre www.utoronto.ca/atrc/reference/tech/techgloss.html Alliance for Technology Access www.ATAaccess.org Apple Computer Disability Solutions Page www.apple.com/education/k12/disability CEC www.cec.sped.org Common Core Curriculum Standards www.engageny.org
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LDResources.com www.ldresources.com National Information Center for Children and Youth with Disabilities (NICHCY) www.nichcy.org Office of Special Education & Rehabilitated Services www.ed.gov/offices/OSERS
COURSE ASSESSMENTs:
Attendance, lateness & participation 15%
Literary Lessons Project 25%
Mid Term Exam 30%
Final Exam 30%
100%
Attendance:
Students are expected to attend all classes. On-time attendance is crucial and any absences will affect your final grade. Whenever unusual circumstances make regular attendance impossible, the student should consult with the instructor to make special arrangements. Importance will be placed on observation of whether a student arrives late, leaves early and during class for extended periods of time, or engages in unassigned computer work or uses the IPhone during class time.
Attendance & Participation:
Active regular class participation, completion of chapter quizzes, constructive input, and involvement in group work are a crucial part of this course. Importance will be placed on observation of whether a student arrives late, leaves early and during class for extended periods of time, or engages in unassigned computer work or uses the IPhone during class time.
New York State Certification Exams:
There are two state certification exams directly related to the content and skills presented in this course. The first is the EAS (Educating All Students), and the second is the edTPA (Educational Teacher Performance Assessment). Course requirements are directly related to preparing candidates for taking these exams.
COURSE ASSIGNMENTS:
All homework and class assignments will provide experience answering selected and focused response-type questions on the EAS exam. The EAS also requires extended writing response items as found on both the mid-term and the final exam. The knowledge
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and skills measured on state exams are acquired, practiced and applied during the field experiences in Purpose 1, 2 and 3.
Literacy Plan Project:
The purpose of this project is to measure your ability to create a research lesson plan based on evidence about reading instruction for all students including students with disabilities. This will help you implement literacy planning that is rooted in these beliefs and consistent with your own philosophy. This will help you become more effective as a teacher of literacy.
Grading for this assignment will be determined by your ability to demonstrate academic literacy skills and integration of the methods and strategies used for teaching literacy to students in the primary grades.
Your Lesson Plan Project will be to create a lesson utilizing the research and
methods researched within the course and then prepare a constructed response and reflection of the materials. This should reflect competency of both skills and evidence-based research.
MID TERM EXAM: (Session 6) This exam will cover the first half of the course. It
will cover major theories, emerging literacy skills, phonetic word attack skills, word knowledge and vocabulary. It will consist of the same type of questions you will find on state certification exams.
FINAL EXAM: (Session 13) This exam will cover the second half of the course. It
will include comprehension, composing, strategies, types of programs, assessment and software/internet application. It will consist of the same type of questions you will find on state certification exams.
DATES CLASS SESSION TOPICS ASSIGNMENTS & Due Dates
SESSION 1 1/9/19
1. Course overview, assignments, and required texts.
Due 1/16/23 1. Rd. Gunning Chapter 1 The Nature of Literacy Research: Read Compton Lilly, C. (2008). Teaching struggling readers: Capitalizing on diversity for effective learning.
SESSION 2 1/16/23
1. Introduction to Literacy Instruction for Primary Grades. 3. The Nature of Literacy 4. Common Core State Standards 5. Inclusive classroom: Reading and Writing Program
Due 1/23 1. Revisit Gunning Chapter 1 2. Rd. Gunning Chapter 2 Literacy for All 3. Completed Reading Response, chapters 1 and 2(1-2 pages)
SPRING 2019
135
6. The Hierarchy of Questions 7. Using theLanguage-Experience Approach
Read Aloud & Evaluations processes: techniques and recorded sessions of read aloud, written read aloud analysis. Running records and baseline analysis Text dependent questions
SESSION 3 1/23/19
On-Line Due 1/30 Read Chapter Complete Reflection Question for Chapter 3; Due 2/6 and Extending and Applying #4 for Chapter 2 or 3.
Session 4 1/30/19
Teaching All Students See Above
SESSION 4 1/23/29
Language, Reading and Writing 1. Evaluation & Baselines 2. Bloom’s Taxonomy 3. Teaching Literacy to All Students: The Role of RTI 4. Literature for the primary grades 5. Reading to Children 6. Experiencing Literature: Reader Response 7. The role of discussion and questioning
Due 1/30 1. Rd. Gunning Chapter 3: Teaching Phonics 2. Complete Chapter 3 Reading Response 3. Text Dependent questioning, Multiple Entry points. 4. Research: Buteau, G. & True, M. (2009). Differentiating instructional strategies to support English language learners. New England Reading Association Journal, 44, 23-25
SESSION 4 1/30/13
Teaching Phonics/Building Comprehension 1. Compare and Contrast major approaches to teaching phonics 2. Approaches to teaching phonics; consonants, vowels, onsets, rimes, affixes, and syllabic analysis, the Wilson Reading System 3. Stages of word knowledge; reading for purpose 4. High frequency words; 5. Building word knowledge; 6. Disabilities simulation
Due 2/6 1. Rd. Gunning Chapter 4: Assessing for Learning 2. Complete Response for Chapter 4 Research: Risko, V. J., & WalkierDalhouse, D. (2010) Making the most of assessments to inform 6 instruction. The Reading Teacher. 63, 420423.
SESSION 5 2/6/19
Teaching Phonics (continued)& Assessing for Learning Building fluency 1 Syllabic analysis 2. Stages of word knowledge 3. The Starting point 4. Placement information 5. Running Records (various programs for this) 6.. Other Methods of Assessment
Due 2/13 1. Review notes and Study Guide for Mid-Term Exam. 2. Read Gunning, Chapter 5 3. Chapter 5 response due
SPRING 2019
136
SESSION 6 2/13/19
Review for Mid-Term Exam 1. Discuss Reading Assessments 2. Review study guide and terminology related to the following: Major Theories, Emergent Literacy, Phonics, Assessment 3. Developing vocabulary 4. High frequency words 5. WordGen Program 6. Review Past
Due 2/20 1. Discussion of Project Yardsticks and Child Development: Using knowledge and data to inform reading instruction
SESSION 7 2/20/19 On-Line Session
1. Mid Term Exam 2. Charter School Discussion Clark, Charles S. (2002) Charter Schools: Will they improve or hurt public education? CQ Press, Volume 12, No. 44, Pages 1033- 1056 3. Writing to Learn Activity
Due 2/27 1. Rd Gunning Chapter 6 & 7: Comprehension: Theory and Strategies 2. Reading Reflections for 6/7 3. Outline of Essay/Project Due.
SESSION 8 2/27/19
The edTPA Performance Exam & Comprehension 1. What is the difference between a Unit Plan, Segment Plan, and Lesson Plan? 2. Literacy vs. edTPA; 3. The process of comprehending; 4. In-class draft and peer support of literacy project.
Due 3/6/19 1. Re-visit Chapter 7- Comprehension: Theory and Strategies 2. Complete Chapter 7 Quiz 3. Read Chapter 8 4. Chapter 8 Response Due Research: Read article, Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58 (3), 272-280.
SESSION 9 3/6/19
1. Discussion on literacy
2. “Grade Level” readiness and the Common Core
Due 3/13 1. Rd. Gunning Chapter 8 Comprehension: Text Structures and Teaching Procedures 2. Complete Chapter 8 Reflection.
SESSION 10 3/13/19
Comprehension: Text Structures and Teaching 1. Narrative and Expository text 2. Describe and reinforce comprehension strategies 3. Revisit Reading workshop 4. Techniques and strategies for improving comprehension: story maps, story grammar, retelling, guided reading, reciprocal teaching, KWL, KWL Plus, cloze and cloze reading
Due 3/20 1. Rd. Gunning Chapter 11 Writing and Reading 2. Complete Gunning Chapter 11 reflection 3. Rd. Gunning Chapter 10 Approaches to Teaching Reading
SESSION 11 3/20/19
Teaching Writing and Reading & Reading Approaches 1. The Writing process 2. The writing workshop 3. Writing to Learn Strategies 4. Content area reading and writing 5. Fostering critical thinking in the content areas
Due 3/27 1. Rd. Gunning Chapter 12: Creating and Managing a Literacy program 2. Complete Chapter 12 Quiz
SPRING 2019
137
SESSION 12 3/27/19
Major Approaches to Teaching Reading (continued) & Creating and Managing a Literacy program 1. Underlining principles: reading instruction 2. Creating and managing a literacy program 3. The reading writing connection continued
Due 4/3 1. Reflections for Chapters 9 and 10 2. Review for Final Exam.
SESSION 13 4/3/19
Approaches to Teaching Reading 1. What are Basals 2. Phonic-Lingistics 3. Thematic units 4. Conferencing
Due 4/10 Submit all late assignments (Moodle will close for submissions)
SESSION 13 4/10/19
Final Exam All reflections Due (non-submitted beyond this session)