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Stephen F. Austin State University Secondary Education MAT Program

Syllabi

Component III: Curriculum Evidence

19 TAC §228.30(a): The curriculum is based on approved educator standards.

Syllabi

19 TAC §228.30(a): The curriculum addresses the relevant Texas Essential Knowledge and Skills

(TEKS)

Syllabi

19 TAC §228.40 (a): The EPP uses assessments to measure candidate progress

Syllabi

19 TAC §228.30 (b): The curriculum is research-based.

Syllabi

MAT Courses1. SED 522 Curriculum and Instructional Design for ALL Learners Page 22. SED 523 Assessment for Contemporary Classrooms 33. SED 525 Motivating and Managing the Active Learning Environment Page 254. SED 527 The 21st Century EC-12 Student Page 365. SED 543 The Professional Educator Page 50

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Secondary Education and Educational LeadershipSED 522.501

Curriculum and Instructional Design for All LearnersSpring 2019

Instructor: Course Time & Location: Office: Office Hours: Office Phone: Credits: Email:

Prerequisites: None

I. Course Description: This course involves the development of learner-centered curriculum and instruction with an emphasis on culturally relevant teaching. This course also focuses on research based instructional models relevant to public school education, especially effective and equitable education for racially, culturally, and linguistically diverse students.

This course includes a critical assignment related to accountability and accreditation. The Instructional Design Plan assignment will be submitted in the D2L Dropbox and to LiveText, the data management system of the College of Education.

II. Intended Learning Outcomes/Goals/Objectives (Program/Student Learning Outcomes):

A complete listing of the standards associated with this course and the MAT program is located on the Perkins College of Education (PCOE) website.

This course fulfills the following university and program learning outcomes:

University Core ValuesIn the College of Education at Stephen F. Austin State University, we value and are committed to the following core values, which are reflected in course assignments:

Academic excellence through critical, reflective, and creative thinking Life-long learning Collaboration and shared decision-making Openness to new ideas, to culturally diverse people, and to innovation and change Integrity, responsibility, diligence, and ethical behavior, and Service that enriches the community.

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Program Learning Outcomes: The candidate will develop and adapt content specific instruction based on the needs of diverse students in a global and digital society. The candidate will develop and adapt data-driven assessment based on the needs of diverse students in a global and digital society. The candidate will design an effective classroom management plan for diverse learner centered educational settings. The candidate will demonstrate critical pedagogical strategies and professional dispositions through analyses of contemporary issues in

education.

Student Learning Outcomes: 1. The candidate will demonstrate an understanding of the connection between various components of the Texas assessment program, the

state-mandated curricula, and instruction. (TEKS Training)2. The candidate will plan lessons and structure units so that activities progress in logical sequence and support the state-mandated curricula.

(TEKS Training)3. The candidate will design developmentally appropriate instruction that encourages the use and refinement of higher-order thinking skills

and that incorporate different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. (TEKS Training)

4. The candidate will design and apply various instructional strategies to promote active student engagement and learning. (TEKS Training)5. The candidate will write and use instructional objectives for effective teaching and learning. (TEKS Training)

A complete listing of all the educator preparation standards this course and other courses in this program meets and a list of the key assessments used for program accreditation purposes is found below:

Assessments

SED Course

Texas Teaching Standards Adopted inChapter 149

https://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/

PPR Standards (EC-Grade 12)


k = knowledge s = skill

TExES PPR Exam (160) Framework

http://cms.texes-ets.org/files/2815/1023/1650/ppr_EC_12_160_TAAG_2017accessibility.pdf

ESL Standards

http://cms.texes-ets.org/files/4015/1023/5387/english_as_2nd_lang_spplmntl_154_TAAG_2017accessibility.pdf

InTASC

https://www.ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

ISTE for Educatorshttps://www.iste.org/standards/for-educators

Technology Applications (All Beginning Teachers)



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https://www.iste.org/standards/for-educators











SED 527

Sociocultural and Historic Perspectives in American Education

Teaching Lesson

Week 12-14

1ci,1cii,2ai,2aii,4ai

1.1k-1.6k, 1.11k, 1.6s, 4.15k Code of Ethics

1e,1m, 1o, 2d,13a

5g,8a,8b,8d,9a,9c 1,2,3,9 TT 2.1k-2.4k, 2.2s - 2.5s, 2.7s 3.1k, 3.2s, 3.3s, 4.9s, 6.8s, 6.12s, ISTE 1b, 4c

SED 522Curriculum and Instructional Design for All Learners

Unit & Lesson Design, & Reflection on Planning

Week 13-15

1ai,1aii,1aiii,1bi,1bii,1biii,1e, 2bi, 2ciii, 3ai,3aii,3aiii 3bi,3ci,3cii, 4diii, 5bi,5bii,5biii,5di,5dii

1.30k, 1.1s-1.3s, 1.6s, 1.12s-1.16s, 1.2k, 1.3k, 1.5k, 1.7k-1.24k, 1.19s-1.22s, 3.1k, 3.5k-3.9k, 3.11k, 4.3k, 4.16s

1.1k, 1.2k, 1.1s, 1.4s, 1.12k,1.14s, 1.24s, 2.13k, 2.14k, 2.18k

1b, 1c, 2a, 2e, 2f, 2g, 3a, 3b, 3e, 3g, 3h, 4a, 4i, 4j, 4k, 5c,6b, 7a, 7b, 7c, 8a, 8b, 8c, 8h, 8i, 8j

1a,1d,1g,1h,1i,1j, 6d

2b,3a,3b,3c,4c,4d, 4f,5a,5b,5d,5e,5f, 5g,6b,6c,6d

1,2,3,4,5,6,7,8 TT- 1.2kISTE- 5a-6aTT- 7.7sISTE- 4a-6d

SED 522Disciplinary Literacy

Group/Partner Teach

Week 13-15

1ai,1aii,1aiii,1bi,1bii, 1biii, 1ciii, 1ei,1eii,1eiii, 2biii, 3biii

1.3k, 1.6k, 1.11k, 1.14k, 1.17k, 1.22k, 1.28k, 1.1s, 1.2s, 1.6s, 1.7s, 3.2k, 3.3k, 4.16s

1f, 1l,2h,2i,4d,4e,4f,4m,4n,4o,9a,9b,9c,9d,13b

1a,1b,1c,1d,2a,2c,2d,3c,3d,4a,4b,4c,4d,4e,5b,5c,5d,5f,6a, 6c,6d,9a

1,2,4,5,9,10 Tech- 1.1k, 11.1s, 2.1k, 2.2k, 2.3k, 2.4k, 2.1s, 2.2s- 2.5s, 3.1k, 3.3k, 3.1s, 4.1k-4.3k, 7.1k-7.8k, 7.8s, 7.9s

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SED 523Assessment for Contemporary Classrooms

Analysis of Assessment

Week 13-15

1dii, 1fi,1fii,1fiii,2bii, 2c,4div, 5ai,5aii,5ci,5cii

1.3k, 1.11k, 1.19k- 1.26k, 2.1s-2.5s, 2.7s-2.11s, 2.14s, 2.15s, 2.17s, 2.21s, 3.4k, 3.10k, 3.12k-3.14k, 3.1s- 3.11s, 3.19s, 3.15s, 3.17s 3.20s, 4.3k, 4.4k, 4.11k, 4.13k, 4.14k, 4.15k, 4.17k, 4.18k, 4.5s-4.9s, 4.13s, 4.16s

2a,3a,3b,3c,3d,3e,3h,4b,4i,4k,4j,8d,8e, 10a,10b,10c,10d,13d

7a,7b,7c,7f 1,2,3,6,7,8 TT- 1.3s, 3.7s, 4.2k, 4.3s, 4.8s - 4.12s,5.1k, 5.2k, 5.1s,

SED 525Motivating and Managing the Active Learning Environment

Classroom Management Plan

Week 13-15

1di, 1dii, 2aii,2ci,2cii,4aii,4aiii,4bi,4bii,4ci,

4cii, 4di,4dii,

1.11k, 2.1k-2.23k, 3.10k, 3.15k, 3.16k

1e,1k, 1p,1n4c,4h ,4l,4p,5e,5b,5c,5e,5f,5g,6a,6b,6c,6d,6e,6f, 6h,6i,6j, 7d, 8g, 8h, 9f,10e

3d,4b,4f,4g,5g,9b, 9c,9d,10b,10c,10d

1,2,3,9,10 ISTE 1b, 4c, 5c, 6a, 6b, 6d,

TT 2.1k-2.4k, 2.2s - 2.5s, 2.7s 3.1k, 3.2s, 3.3s, 4.9s, 6.8s, 6.12s,

SED 543/541/544Education in a Global Society: A Critical Perspective

Work Sample

Week 13-15

6ai,6aii,6aiii 6bi,6bii,6ci,6cii,6di, 6dii,6diii

1.1s-1.29s, 2.1s-2.21s3.1s-3.20s4.1k- 4.10k, 4.12k, 4.15k, 4.1s- 4.19s

2b, 2d, 4g, 6g, 9b, 9h, 11a, 11b, 11c,11d,11e,11f, 12a,12b,12c,12d, 12e,12f,12g,12h,12i13c,13d, 13f,13g

2b,3b,3c,3e,7d,7e, 8c,10a

1.3k-1.6k, 1.7-1.18k, 1.19-1.26k, 1.30k, 1.31k, 1.1s- 1.29s, 2.1-2.5k, 2.18k, 2.1-2.21s, 3.1s-3.20s, 4.1-4.18k, 4.1s-4.9s

3a,3b,3c,3d4c,5a,5b,5d, 6c, 7a, 7b, 4a, 5a, 5b, 6d, 6b, 1b, 2a, 4c

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Codes for CONTENT MAJORS- Secondary and All LevelAg- Agriculture H- History B- Business EducationA- Art Ho- Hospitality, Nutrition & Food Science SS- Social StudiesCh- Chemistry Hu- Human Development and Family Studies SPED- Special EducationD- Dance LS- Life Sciences (Biology) SP- Speech (Communication)DFHH- Deaf/Hard of Hearing Ma- Mathematics Tech- Technology ApplicationsE- English Mu- Music Th- TheatreFam- Family Consumer Science PE- Physical EducationFr/Sp- French or Spanish PS- Physical Science

III. Course Assignments, Activities, Instructional Strategies, use of Technology:

Major Assignments:1. Authentic Instructional Design Project- Student will create the following parts of a curriculum, part of which is required to be submitted in

LiveText for accreditation purposes. (TEKS Training)*A scope and sequence for their content area, including relevant state standards *One unit plan that is part of their scope and sequence *Five detailed lesson plans that are part of the unit plan

2. Critical Reflections on Instructional Planning and Design- Students will critically evaluate and analyze readings and research on instructional planning and design and curriculum.

QUALITY OF ASSIGNMENTS:

High professional standards are expected of all assignments. In order to obtain the full credit for an assignment, candidates must demonstrate higher order thinking skills (analyze data by applying theoretical and conceptual tools discussed in the course; construct convincing arguments; integrate information from various sources; evaluate various theoretical perspectives; etc.).

All writing assignments must be typed using 12-point Times New Roman or Calibri font, double-spaced. Please proof read your papers before submitting. Points will be deducted for inappropriate format, style, grammar, and spelling errors.

Poorly written papers will be returned and resubmitted with appropriate corrections before credit is earned.

All work will be submitted via D2L to the course instructor.

IV. Evaluation and Assessment (Grading):Student grades will be determined by the following criteria:

To determine your grade, take the points earned and divide by the number of points possible. Letter grades for the course will be determined as follows: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, below 60%= F

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Students in the secondary education and EC-12 education certification programs (undergraduate and PBIC) must earn a “C” or better in each pedagogy course before progressing to the next course/ level. A student earning a grade less than “C” in a pedagogy course must repeat the course and earn a “C” or better before the course counts toward certification.

Failure to submit required assignments into the LiveText system will result in a penalty assessed to the assignment grade.

V. Tentative Course Outline/Calendar (see course timeline and due dates in D2L):

Week #1: The Teacher’s Role: Characteristics of Effective Teaching Week #2: Constructivist Classroom; Memory and LearningWeek #3: Student-Centered Strategies; Active and Passive LearningWeek #4: Learning Modalities, Multiple Intelligences, and Differentiated InstructionWeek #5: Taxonomies of Learning; Differentiating Instruction for Special PopulationsWeek #6: National and State standards-TEKS, ELPS, CCRS; Professional OrganizationsWeek #7: Instructional Planning: Scope and Sequence, Unit PlanningWeek #8: Models of InstructionsWeek #9: Models of Instructions and Lesson CyclesWeek #10: Effective Communication; Questioning strategiesWeek #11: Flexible Grouping and Cooperative LearningWeek #12: Interdisciplinary, Intradisciplinary, and Thematic design; Project-based LearningWeek #13: Guided practice in computers lab for designing lessonsWeek# 14: Independent work on lesson designWeek#15: Trends in curriculum and instruction

VI. Readings:Required text for the course is:

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed). Alexandria, VA: ASCD.

Research-based literature supporting the course content:

Armstrong, T. (2017). Multiple intelligences in the classroom. Alexandria, VA: ASCD.

Doyle, T. & Zakrajsek, T. (2013). The new science of learning. Sterling, Virgina: Stylus.

Jones, L. A. (2005). The cultural identity of students: What teachers should know. Kappa Delta Pi Record (Summer): 150-151.7

Karten, T. (2017). Building on the strengths of students with special needs. Alexandria: ASCD.

Martinez, M. E. ( 2010). Human memory: The basics. Phi Delta Kappan, 91(8), 62-63.

Nunley, K. F. (2005). Differentiating the high school classroom. Thousand Oaks, CA: Corwin.

Sousa, D. A. (2016). How the brain learns. Thousand Oaks, CA: Corwin.

Additional readings will be assigned and /or distributed as the class progresses. These will be provided by the instructor or will be designated as available on-line, in the library or in Course Packet.

VII. Course Evaluations:

Near the conclusion of each semester, students in the Perkins College of Education electronically evaluate courses taken within the PCOE. Evaluation data is used for a variety of important purposes including:

1. Course and program improvement, planning, and accreditation; 2. Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion, pay, and retention.

As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is critical!

In the Perkins College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all ratings and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted.

VIII. Student Ethics and Other Policy Information: Found at http://www.sfasu.edu/policies/

Class Attendance and Excused Absence: Policy 6.7

Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student’s attendance and participation as well as note this information in required reports (including the first 12 day attendance report) and in determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. However, students are responsible for notifying their instructors in advance, when possible, for excusable

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absences. Whether absences are excused or unexcused, a student is still responsible for all course content and assignments. Students with accepted excuses may be permitted to make up work for up to three weeks of absences during a semester or one week of a summer term, depending on the nature of the missed work. Make-up work must be completed as soon as possible after returning from an absence.

Academic Accommodation for Students with Disabilities: Policy 6.1 and 6.6

To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, 936-468-3004 as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to http://www.sfasu.edu/disabilityservices/

Student Academic Dishonesty: Policy 4.1Abiding by university policy on academic integrity is a responsibility of all university faculty and students. Faculty members must promote the components of academic integrity in their instruction, and course syllabi are required to provide information about penalties for cheating and plagiarism, as well as the appeal process.

Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes, but is not limited to: - using or attempting to use unauthorized materials on any class assignment or exam; - falsifying or inventing of any information, including citations, on an assignment; - helping or attempting to help another in an act of cheating or plagiarism.

Plagiarism is presenting the words or ideas of another person as if they were one’s own. Examples of plagiarism include, but are not limited to: - submitting an assignment as one's own work when it is at least partly the work of another person; - submitting a work that has been purchased or otherwise obtained from the Internet or another source; - incorporating the words or ideas of an author into one's paper or presentation without giving the author credit.

Penalties for Academic Dishonesty Penalties may include, but are not limited to, reprimand, no credit for the assignment or exam, re-submission of the work, make-up exam, failure of the course, or expulsion from the university.

Student Appeals A student who wishes to appeal decisions related to academic dishonesty should follow procedures outlined in Academic Appeals by Students (6.3).

Withheld Grades: Policy 5.5

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http://www.sfasu.edu/disabilityservices/

At the discretion of the instructor of record and with the approval of the academic unit head, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F, except as allowed through policy [i.e., Active Military Service (6.14)]. If students register for the same course in future semesters, the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average.

Student Code of Conduct: Policy 10.4

Classroom behavior should not interfere with the instructor’s ability to conduct the class or the ability of other students to learn from the instructional program. Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This policy applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the iCare: Early Alert Program at SFA. Information regarding the iCare program is found at http://www.sfasu.edu/judicial/earlyalert.asp or call the office at 936-468-2703.

Additional Information:

Code of Ethics for the Texas Educator:

The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. This chapter shall apply to educators and candidates for certification.

Please go to TAC 247.2 – Code of Ethics and Standard Practices for Texas Educators. This can be found at https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247&rl=Y.

Teacher Certification: To complete Certification/Licensing Requirements in Texas related to public education and other professional settings, you will be required to:

1. Candidates must undergo a criminal history background check prior to clinical teaching and prior to employment as an educator. The public school campuses are responsible for completing the criminal background check. A person who is enrolled or planning to enroll in a State Board for Educator Certification-approved educator preparation program or planning to take a certification examination may request a

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https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247&rl=Y

http://www.sfasu.edu/judicial/earlyalert.asp

preliminary criminal history evaluation letter regarding the person's potential ineligibility for certification due to a conviction or deferred adjudication for a felony or misdemeanor offense.

A Preliminary Criminal History Evaluation is a non-mandatory, non-binding evaluation of an individual’s self-reported criminal history. In addition, the agency obtains your name-based Texas criminal history information. The service is provided to the requestor for a non-refundable fee. The requestor will receive an evaluation letter by email from agency staff advising of potential ineligibility for educator certification. You are eligible to request a Preliminary Criminal History Evaluation if:

You enrolled or planning to enroll in an educator preparation program or You are planning to take a certification exam for initial educator certification, and You have reason to believe that you may be ineligible for educator certification due to a conviction or deferred adjudication for a

felony or misdemeanor offense.You are not eligible for a preliminary evaluation of your criminal history if you do not have a conviction or deferred adjudication for a felony or misdemeanor offense.In addition, you must complete the fingerprinting process when you apply for certification. Participation in the evaluation does not preclude you from submitting to a national criminal history review at the time you apply for your educator certification. Your criminal history will be reviewed and you may be subject to an investigation based on that criminal history, including any information you failed to submit for evaluation.Additional information can be found at https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluation-FAQs/.

2. Provide one of the following primary ID documents: passport, driver’s license, state or providence ID cards, a national ID card, or military ID card to take the TExES exams (additional information available at www.texes.ets.org/registrationBulletin/ <http://www.texes.ets.org/registrationBulletin/>). YOU must provide legal documentation to be allowed to take these mandated examinations that are related to certification/licensing requirements in Texas. If you do not have legal documentation, you may want to reconsider your major while at SFASU.

3. Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you may want to reconsider your major while at SFASU.

For further information concerning this matter, contact Katie Snyder Martin at 936-468-1740 or [email protected].

LiveText

This course uses the LiveText data management system to collect critical assessments for students who are Perkins College of Education majors (undergraduate, graduate, and doctoral) or majors in other colleges seeking educator certification through the Perkins College of Education. Students who do not have an existing LiveText account will receive an access code via the SFA email system within the first week of class. You will be

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http://www.texes.ets.org/registrationBulletin/


https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluation-FAQs/


required to register your LiveText account, and you will be notified how to do this via email. If you forward your SFA e-mail to another account and do not receive an e-mail concerning LiveText registration, please be sure to check your junk mail folder and your spam filter for these e-mails.

If you have questions about obtaining or registering your LiveText account, call ext. 1267 or e-mail [email protected]. Once LiveText is activated, if you have technical questions, call ext. 7050 or e-mail [email protected]. Failure to activate the account and/or submit the required assignment(s) within the LiveText system may result in course failure.

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mailto:[email protected]



Assessment for Diverse and Contemporary Classrooms SPRING 2019


Prerequisites: None

I. Course Description: This course will provide a foundational understanding, both theoretical and practical, of the essential elements of educational assessment with a focus on diverse populations. In particular, formative and summative assessment methods will receive a strong focus as well as numerous other assessment strategies for diverse learners including: placement, diagnostic, self and peer assessment, alternative, authentic, and portfolio assessment. Measurements, test construction, validity and reliability will also be course topics. The course will also address standardized testing and data disaggregation.

This course includes a critical assignment related to accountability and accreditation. The Assessment Analysis assignment will be submitted in the D2L Dropbox and to LiveText, the data management system of the College of Education.






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Program Learning Outcomes:

The candidate will develop and adapt content specific instruction based on the needs of diverse students in a global and digital society. The candidate will develop and adapt data-driven assessment based on the needs of diverse students in a global and digital society. The candidate will design an effective classroom management plan for diverse learner centered educational settings. The candidate will demonstrate critical pedagogical strategies and professional dispositions through analyses of contemporary issues in

education.

Student Learning Outcomes: 1. The candidates will create an assessment portfolio that includes authentic, alternative and performance assessments. (TEKS Training)2. The candidates will develop unit and lesson plans with appropriate relevant assessments. (TEKS Training)3. The candidates will critically evaluate research and readings connected to assessments.


Assessments

SED Course

Texas Teaching Standards Adopted in

Chapter 149


PPR Standards

(EC-Grade 12)




ESL Standards


InTASC





14















k = knowledge

s = skill

k = knowledge

s = skill

SED 527


Teaching Lesson

Week 12-14

1ci,1cii,

2ai,2aii,

4ai

1.1k-1.6k, 1.11k, 1.6s, 4.15k

Code of Ethics

1e,1m, 1o, 2d,

13a

5g,8a,8b,8d,9a,9c 1,2,3,9 TT 2.1k-2.4k,

2.2s - 2.5s, 2.7s

3.1k, 3.2s, 3.3s,

4.9s, 6.8s, 6.12s,

ISTE 1b, 4c

SED 522

Curriculum and Instructional Design for All Learners


Week 13-15

1ai,1aii,1aiii,1bi,1bii,

1biii,1e, 2bi, 2ciii, 3ai,3aii,3aiii 3bi,3ci,3cii, 4diii, 5bi,5bii,5biii,5di,5dii


1.1k, 1.2k, 1.1s, 1.4s, 1.12k,1.14s, 1.24s, 2.13k, 2.14k, 2.18k


1a,1d,1g,1h,1i,

1j, 6d


1,2,3,4,5,6,7,8 TT- 1.2k

ISTE- 5a-6a

TT- 7.7s

ISTE- 4a-6d

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SED 522

Disciplinary Literacy

Group/Partner Teach

Week 13-15

1ai,1aii,1aiii,1bi,1bii, 1biii, 1ciii, 1ei,1eii,1eiii,

2biii, 3biii

1.3k, 1.6k, 1.11k, 1.14k, 1.17k, 1.22k, 1.28k, 1.1s, 1.2s, 1.6s, 1.7s, 3.2k, 3.3k, 4.16s

1f, 1l,

2h,2i,

4d,4e,4f,4m,4n,4o,

9a,9b,9c,9d,

13b



SED 523

Assessment for Contemporary Classrooms


Week 13-15

1dii, 1fi,1fii,1fiii,

2bii, 2c,

4div, 5ai,5aii,5ci,5cii


2a,

3a,3b,3c,3d,3e,3h,

4b,4i,4k,4j,

8d,8e, 10a,10b,10c,10d,

13d

7a,7b,7c,7f 1,2,3,6,7,8 TT- 1.3s, 3.7s, 4.2k, 4.3s, 4.8s - 4.12s,

5.1k, 5.2k, 5.1s,

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SED 525

Motivating and Managing the Active Learning Environment


Week 13-15

1di, 1dii, 2aii,2ci,2cii,

4aii,4aiii,4bi,4bii,4ci,

4cii, 4di,4dii,

1.11k, 2.1k-2.23k, 3.10k, 3.15k, 3.16k

1e,1k, 1p,1n

4c,4h ,4l,4p,

5e,5b,5c,5e,5f,5g,

6a,6b,6c,6d,6e,6f, 6h,6i,6j,

7d,

8g, 8h,

9f,

10e

3d,4b,4f,4g,5g,9b, 9c,9d,10b,10c,10d

1,2,3,9,10 ISTE 1b, 4c, 5c, 6a, 6b, 6d,

TT 2.1k-2.4k,

2.2s - 2.5s, 2.7s

3.1k, 3.2s, 3.3s,

4.9s, 6.8s, 6.12s,

SED 543/541/544

Education in a Global Society: A Critical Perspective

Work Sample

Week 13-15

6ai,6aii,6aiii 6bi,6bii,6ci,6cii,

6di, 6dii,6diii

1.1s-1.29s,

2.1s-2.21s

3.1s-3.20s

4.1k- 4.10k, 4.12k, 4.15k,

4.1s- 4.19s

2b, 2d, 4g, 6g, 9b, 9h, 11a, 11b, 11c,11d,11e,11f,

12a,12b,12c,

12d, 12e,12f,12g,

12h,12i13c,13d, 13f,13g

2b,3b,3c,3e,7d,7e, 8c,10a



17

Codes for CONTENT MAJORS- Secondary and All LevelAg- Agriculture H- History B- Business EducationB- Art Ho- Hospitality, Nutrition & Food Science SS- Social StudiesCh- Chemistry Hu- Human Development and Family Studies SPED- Special EducationD- Dance LS- Life Sciences (Biology) SP- Speech (Communication)DFHH- Deaf/Hard of Hearing Ma- Mathematics Tech- Technology ApplicationsE- English Mu- Music Th- TheatreFam- Family Consumer Science PE- Physical EducationFr/Sp- French or Spanish PS- Physical Science


COURSE ASSIGNMENTS: 1. Assessment Portfolio: Students will create assessments including authentic, performance, alternative and other. (TEKS Training)2. Unit and Lesson Design including appropriate assessments: Students will continue work on their unit and lesson design from earlier classes to

include assessments appropriate for EL and special needs students. (TEKS Training)3. Reflection of assigned readings and research: Students will write critical reflections based on readings in the course.

QUALITY OF ASSIGNMENTS: High professional standards are expected of all assignments. In order to obtain the full credit for an assignment, candidates must demonstrate higher order thinking skills (analyze data by applying theoretical and conceptual tools discussed in the course; construct convincing arguments; integrate information from various sources; evaluate various theoretical perspectives; etc.).




IV. Evaluation and Assessment (Grading):Student grades will be determined by the following criteria: To determine your grade, take the points earned and divide by the number of points possible. Letter grades for the course will be determined as follows: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, below 60%= F

18



V. Tentative Course Outline/Calendar (see course timeline and due dates in D2L):Week One- Culture of assessmentWeek Two- Culture of assessmentWeek Three- Instructional planningWeek Four- State standards and testsWeek Five- Assessment modelsWeek Six- Assessment modelsWeek Seven- Assessment modelsWeek Eight- Formative and SummativeWeek Nine- Test ConstructionWeek Ten- Performance AssessmentWeek Eleven- Culturally relevant pedagogy in assessmentWeek Twelve- TechnologyWeek Thirteen- Bias in AssessmentWeek Fourteen- Data disaggregationWeek Fifteen- Final Exam VI. Readings:

Required text for the course is:

McMillan, J.H. (2013). Classroom assessment: Principles and practice for effective instruction. (6th). Boston: Pearson.


Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.

Darling-Hammond, L. & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.

Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia: Caslon Publishing.

19

http://northeastern.us7.list-manage1.com/track/click?u=5cd13c41d57ce3de7ab10b10c&id=7f93dea121&e=579140eb93

Jönsson, A., & Panadero, E. (2017). The use and design of rubrics to support assessment for learning. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (pp. 99-111). Singapore: Springer.

Wiggins, G. (2011). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81-93.




1. Course and program improvement, planning, and accreditation;

2. Instruction evaluation purposes; and

3. Making decisions on faculty tenure, promotion, pay, and retention.





Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student’s attendance and participation as well as note this information in required reports (including the first 12 day attendance report) and in determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. However, students are responsible for notifying their instructors in advance, when possible, for excusable absences. Whether absences are excused or unexcused, a student is still

20

http://northeastern.us7.list-manage.com/track/click?u=5cd13c41d57ce3de7ab10b10c&id=d74293776f&e=579140eb93

responsible for all course content and assignments. Students with accepted excuses may be permitted to make up work for up to three weeks of absences during a semester or one week of a summer term, depending on the nature of the missed work. Make-up work must be completed as soon as possible after returning from an absence.



Student Academic Dishonesty: Policy 4.1

Abiding by university policy on academic integrity is a responsibility of all university faculty and students. Faculty members must promote the components of academic integrity in their instruction, and course syllabi are required to provide information about penalties for cheating and plagiarism, as well as the appeal process.





21










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4. Candidates must undergo a criminal history background check prior to clinical teaching and prior to employment as an educator. The public school campuses are responsible for completing the criminal background check. A person who is enrolled or planning to enroll in a State Board for Educator Certification-approved educator preparation program or planning to take a certification examination may request a preliminary criminal history evaluation letter regarding the person's potential ineligibility for certification due to a conviction or deferred adjudication for a felony or misdemeanor offense.

A Preliminary Criminal History Evaluation is a non-mandatory, non-binding evaluation of an individual’s self-reported criminal history. In addition, the agency obtains your name-based Texas criminal history information. The service is provided to the requestor for a non-refundable fee. The requestor will receive an evaluation letter by email from agency staff advising of potential ineligibility for educator certification.

You are eligible to request a Preliminary Criminal History Evaluation if:

You enrolled or planning to enroll in an educator preparation program or You are planning to take a certification exam for initial educator certification, and You have reason to believe that you may be ineligible for educator certification due to a conviction or deferred adjudication for a felony or

misdemeanor offense.You are not eligible for a preliminary evaluation of your criminal history if you do not have a conviction or deferred adjudication for a felony or misdemeanor offense.

In addition, you must complete the fingerprinting process when you apply for certification. Participation in the evaluation does not preclude you from submitting to a national criminal history review at the time you apply for your educator certification. Your criminal history will be reviewed and you may be subject to an investigation based on that criminal history, including any information you failed to submit for evaluation.

Additional information can be found at https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluation-FAQs/.




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LiveText

This course uses the LiveText data management system to collect critical assessments for students who are Perkins College of Education majors (undergraduate, graduate, and doctoral) or majors in other colleges seeking educator certification through the Perkins College of Education. Students who do not have an existing LiveText account will receive an access code via the SFA email system within the first week of class. You will be required to register your LiveText account, and you will be notified how to do this via email. If you forward your SFA e-mail to another account and do not receive an e-mail concerning LiveText registration, please be sure to check your junk mail folder and your spam filter for these e-mails.


24




Motivating and Managing the Active Learning EnvironmentFall 2018


Prerequisites: None

I. Course Description: This course challenges candidates to reflect on ways to implement research based engagement strategies and classroom management techniques for a diverse and learner centered classroom. Through a lens of critical and culturally responsive pedagogy, the candidates will reflect on topics such as classroom organization and procedures, developmentally appropriate behavioral expectations, educator ethics and leadership.

This course includes a critical assignment related to accountability and accreditation. The Classroom Management Plan will be submitted in the D2L Dropbox and to LiveText, the data management system of the College of Education.

II. Intended Learning Outcomes/Goals/Objectives:





Program Learning Outcomes: 25


education.

Student Learning Outcomes: 1. The candidates will create a classroom management plan that addresses strategies, theories, communication, and procedures. (TEKS

Training)2. The candidates will write a case study based on classroom management issues and discipline theories.3. The candidate will present critical evaluations of research-based classroom management theories.


Assessments

SED Course








ESL Standards


InTASC






SED 527


Teaching Lesson



1e,1m, 1o, 2d,13a


26















Week 12-14SED 522Curriculum and Instructional Design for All Learners


Week 13-15



1.1k, 1.2k, 1.1s, 1.4s, 1.12k,1.14s, 1.24s, 2.13k, 2.14k, 2.18k


1a,1d,1g,1h,1i,1j, 6d




Group/Partner Teach

Week 13-15


1.3k, 1.6k, 1.11k, 1.14k, 1.17k, 1.22k, 1.28k, 1.1s, 1.2s, 1.6s, 1.7s, 3.2k, 3.3k, 4.16s






Week 13-15





SED 525Motivating and


1.11k, 2.1k-2.23k, 3.10k, 3.15k, 3.16k

1e,1k, 1p,1n4c,4h ,4l,4p,

3d,4b,4f,4g,5g,9b, 9c,9d,10b,10c,10d

1,2,3,9,10 ISTE 1b, 4c, 5c, 6a, 6b, 6d,

27

Managing the Active Learning Environment


Week 13-15

4cii, 4di,4dii, 5e,5b,5c,5e,5f,5g,6a,6b,6c,6d,6e,6f, 6h,6i,6j, 7d, 8g, 8h, 9f,10e

TT 2.1k-2.4k, 2.2s - 2.5s, 2.7s 3.1k, 3.2s, 3.3s, 4.9s, 6.8s, 6.12s,


Work Sample

Week 13-15


1.1s-1.29s, 2.1s-2.21s3.1s-3.20s4.1k- 4.10k, 4.12k, 4.15k, 4.1s- 4.19s


2b,3b,3c,3e,7d,7e, 8c,10a



28

Codes for CONTENT MAJORS- Secondary and All LevelAg- Agriculture H- History B- Business EducationC- Art Ho- Hospitality, Nutrition & Food Science SS- Social StudiesCh- Chemistry Hu- Human Development and Family Studies SPED- Special EducationD- Dance LS- Life Sciences (Biology) SP- Speech (Communication)DFHH- Deaf/Hard of Hearing Ma- Mathematics Tech- Technology ApplicationsE- English Mu- Music Th- TheatreFam- Family Consumer Science PE- Physical EducationFr/Sp- French or Spanish PS- Physical Science


COURSE ASSIGNMENTS: 1. Critical Reflections and Presentation: Students will write critical reflections for all chapters assigned in class. Students will choose one issue

to present to the class. (SLO 3)2. Classroom Management Case Study: Students will complete a case study of a secondary education classroom. (SLO 2)3. Classroom Management Plan: Students will create a classroom management plan for their future classrooms. (SLO 1) (TEKS Training)







Failure to submit required assignments into the LiveText system will result in a penalty assessed to the assignment grade.29

V. Tentative Course Outline/Calendar (see course timeline and due dates in D2L):Week One- Theories of classroom managementWeek Two- Theories of classroom managementWeek Three- Diversity in the classroomWeek Four- Student and teacher relationshipsWeek Five- Teacher leadershipWeek Six- Classroom cultureWeek Seven- ProceduresWeek Eight- Rules and consequencesWeek Nine- Engagement strategiesWeek Ten- Management strategiesWeek Eleven- Active learningWeek Twelve- Legal and ethical issuesWeek Thirteen- Collaboration with familyWeek Fourteen- TechnologyWeek Fifteen- Final Exam


Emmer, E. T., & Evertson, C. M. (2012). Classroom management for middle and high school teachers. Pearson Higher Ed.


Doyle, W. (1985). Recent research on classroom management: Implications for teacher preparation. Journal of Teacher Education, 36(3), 31-35.

Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The role of knowledge and skills for managing emotions in adaptation to school social behavior and misconduct in the classroom. American Educational Research Journal, 49, 710-742.

Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39, 48-58.

Skiba, R. J. (2015). Interventions to address racial/ethnic disparities in school discipline: Can systems reform be race-neutral? In R. Bangs & L. E. Davis (Eds.), Race and social problems: Restructuring inequality (pp. 107-124). New York, NY, US


30













Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student’s attendance and participation as well as note this information in required reports (including the first 12 day attendance report) and in

31

determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. However, students are responsible for notifying their instructors in advance, when possible, for excusable absences. Whether absences are excused or unexcused, a student is still responsible for all course content and assignments. Students with accepted excuses may be permitted to make up work for up to three weeks of absences during a semester or one week of a summer term, depending on the nature of the missed work. Make-up work must be completed as soon as possible after returning from an absence.







32


Student Appeals

A student who wishes to appeal decisions related to academic dishonesty should follow procedures outlined in Academic Appeals by Students (6.3).









33










34






LiveText



35



Department of Secondary Education and Educational LeadershipSED 527.501

The 21st Century EC-12 Student

Fall 2018

Instructor: Course Time & Location: TBAOffice: Office Hours: TBAOffice Phone: Credits: 3Email:

Prerequisites: None

I. Course Description: This course presents current research about human development among diverse students in grades EC-12, along with classic theories about human development. The human development of the student is studied through the lens of classroom application and culturally responsive pedagogy.

This course includes a critical assignment related to accountability and accreditation. The Field Experience assignment will be submitted in the D2L Dropbox and to the Field Experience Module (FEM) of LiveText, the data management system of the College of Education.






Program Learning Outcomes: 36


education.

Student Learning Outcomes: 1. The candidate will design instruction based on developmentally appropriate and culturally responsive pedagogy. (TEKS Training)2. The candidates will critically analyze, evaluate, and revise curriculum to determine its developmentally appropriateness and cultural

responsivity. (TEKS Training)


Assessments

SED Course








ESL Standards


InTASC






SED 527


Teaching Lesson



1e,1m, 1o, 2d,13a


37

















Week 13-15



1.1k, 1.2k, 1.1s, 1.4s, 1.12k,1.14s, 1.24s, 2.13k, 2.14k, 2.18k


1a,1d,1g,1h,1i,1j, 6d




Group/Partner Teach

Week 13-15


1.3k, 1.6k, 1.11k, 1.14k, 1.17k, 1.22k, 1.28k, 1.1s, 1.2s, 1.6s, 1.7s, 3.2k, 3.3k, 4.16s






Week 13-15





SED 525Motivating and Managing the Active


4cii, 4di,4dii,

1.11k, 2.1k-2.23k, 3.10k, 3.15k, 3.16k

1e,1k, 1p,1n4c,4h ,4l,4p,5e,5b,5c,5e,5f,5g,

3d,4b,4f,4g,5g,9b, 9c,9d,10b,10c,10d

1,2,3,9,10 ISTE 1b, 4c, 5c, 6a, 6b, 6d,

TT 2.1k-2.4k,

38

Learning Environment


Week 13-15

6a,6b,6c,6d,6e,6f, 6h,6i,6j, 7d, 8g, 8h, 9f,10e

2.2s - 2.5s, 2.7s 3.1k, 3.2s, 3.3s, 4.9s, 6.8s, 6.12s,


Work Sample

Week 13-15


1.1s-1.29s, 2.1s-2.21s3.1s-3.20s4.1k- 4.10k, 4.12k, 4.15k, 4.1s- 4.19s


2b,3b,3c,3e,7d,7e, 8c,10a



39

Codes for CONTENT MAJORS- Secondary and All LevelAg- Agriculture H- History B- Business EducationD- Art Ho- Hospitality, Nutrition & Food Science SS- Social StudiesCh- Chemistry Hu- Human Development and Family Studies SPED- Special EducationD- Dance LS- Life Sciences (Biology) SP- Speech (Communication)DFHH- Deaf/Hard of Hearing Ma- Mathematics Tech- Technology ApplicationsE- English Mu- Music Th- TheatreFam- Family Consumer Science PE- Physical EducationFr/Sp- French or Spanish PS- Physical Science


COURSE ASSIGNMENTS: 1. Individual Research Project: Students will complete an instructional design project related to the course content. (SLO 1-2) (TEKS

Training)2. Teaching Presentation: Students will teach a developmentally appropriate and culturally responsive lesson in their content area. (SLO 1-2)

(TEKS Training)3. Reflective Responses: Students will participate in weekly online discussions and reflections about course topics. (SLO 1-2)



Poorly written papers, identified by poor grammar, spelling, sentence structure, and lack of APA style citations will be returned and resubmitted with appropriate corrections before credit is earned.

All work will be submitted via D2L to the course instructor, unless otherwise noted by the instructor.



40


Assignment Description. Points Due DateOnline discussion boards

Weekly online discussion board about weekly topic

150 pts

Present Lesson Plan

The student will present a developmentally appropriate and culturally responsive lesson plan in their content area and record it online (YouTube) or livestream it for the rest of the class and receive peer feedback.

100pts TBA

Interview an elementary age student, a middle school student, and a high school student.

Each student must interview three children (elementary, middle, and high school ages) (with the permission of their parents) and ask them a series of questions about their engagement in their content area and how the content area connects to the real life of the students

100 pts. TBA

Curriculum Analysis

The student will examine and analyze a sample lesson provided by the instructor and determine it’s developmental appropriateness and cultural responsivity and create a plan to modify the lesson to be more developmentally appropriate and culturally responsive.

100 pts. TBA

Total .4 pts

41

V. Tentative Course Outline/Calendar:Schedule Readings Assignments/ActivitiesWeek one: Course IntroAug. 28-Sept. 1

Syllabi SyllabiCourse IntroductionsFirst Weekly topic Discussion Board: Ted Talk Rita Pierson, watch the video and comment in the discussion board your favorite quote/part and why, also how will you implement this idea in your future classroom?

Week two: Early Childhood, Research and Theory in Physical, Cognitive, and Socioemotional development, part 1Sept. 3-8

Chapter 7,8, 9 in Development

Second Weekly Discussion: .

Week three: Early Childhood, Research and Theory in Physical, Cognitive, and Socioemotional development, part 2Sept. 10-14

Chapter 7,8, 9 in Development

Third Weekly Discussion:

Week four: Middle Childhood Research and Theory in Physical, Cognitive, and Socioemotional development, part 1Sept. 17-22

Chapters, 10,11,12 in Development

Fourth Weekly Discussion Board

Week five: Middle Childhood Research and Theory in Physical, Cognitive,

Chapters, 10,11,12 in Development

Fifth Weekly Discussion Board:

42

and Socioemotional development, part 2Sept. 24-29Week six: Adolescent Research and Theory in Physical, Cognitive, and Socioemotional development, part 1Oct. 1-6

Chapter 13, 14, 15 in Development

Fifth Weekly Discussion Board:

Week Seven: Adolescent Research and Theory in Physical, Cognitive, and Socioemotional development, part 2Oct. 8-13

Chapter 13, 14, 15 in Development

Sixth Weekly Discussion Board

Assignment Due: Interviews and Reflection

Week eight: Developmentally appropriate instructionOct.15-20

Chapter 1, - How to Talk Seventh Weekly Discussion Board:

Week nine: Examining Curriculum for Developmental appropriatenessOct. 22-27

Chapter 2, - How to Talk Eighth Weekly Discussion Board:

Week ten: Culturally responsive teachingOct. 29- Nov. 3

Chapter 3, - How to Talk Ninth Weekly Discussion Board:

Week eleven: Examining curriculum for cultural appropriatenessNov. 5-10

Chapter 4, - How to Talk Tenth Weekly Discussion Board: Assignment Due: Examining Curriculum for Developmental Appropriateness and Cultural Responsivity Project (TEKS Training)

Week twelve: Designing

Chapter 5, - How to Talk Eleventh Weekly Discussion Board:

43

Developmentally appropriate and culturally responsive classroom EnvironmentsNov. 12-17Week thirteen :Lesson PresentationsNov. 26- Dec. 19

Chapter 6, - How to Talk Twelfth weekly discussion board

Assignment: Video Record or Livestream your lesson and give peer feedback on peer lessons. (TEKS Training)

Week fourteen: Advocacy for School ChildrenDec. 3-8

Chapter 7, - How to Talk Thirteenth Weekly Discussion Board:

Week fifteen: Final Projects

Fourteenth Weekly Discussion Board

44


Steinberg, L., Vandell, D., & Bornstein, M. (2010). Development: Infancy through adolescence. Nelson Education.

Faber, A., & Mazlish, E. (2012). How to talk so kids will listen & listen so kids will talk. Simon and Schuster.


Brown-Jeffy, S., & Cooper, J. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65-84.

Burke, C., & Grosvenor, I. (2015). The school I'd like: Revisited. London: Routledge.

Musoleno, R. R., & White, G. P. (2010) Influences of high-stakes testing on middle school mission and practice, RMLE Online, 34(3), 1-10.

Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.







45



Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student’s attendance and participation as well as note this information in required reports (including the first 12 day attendance report) and in determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. However, students are responsible for notifying their instructors in advance, when possible, for excusable absences. Whether absences are excused or unexcused, a student is still responsible for all course content and assignments. Students with accepted excuses may be permitted to make up work for up to three weeks of absences during a semester or one week of a summer term, depending on the nature of the missed work. Make-up work must be completed as soon as possible after returning from an absence.






46


Penalties for Academic Dishonesty

Penalties may include, but are not limited to, reprimand, no credit for the assignment or exam, re-submission of the work, make-up exam, failure of the course, or expulsion from the university.









47









48








FEM

In this course you must purchase and activate the LiveText add-on, Field Experience Module (FEM), PRIOR to your first day of field experience/clinical teaching. Failure to purchase and activate the account and/or submit the required assignment(s) within the FEM system may result in course failure. FEM must be purchased from www.livetext.com for a fee of $18.00 for a multiple year subscription.

LiveText



49



Department of Secondary Education and Educational LeadershipSED 543.501 The Professional Educator

Spring 2019

Instructor: Course Time & Location: Office: Office Hours: Office Phone: Credits: Other Contact Information: Email:

Prerequisites: Admission to the Teacher Education Program and satisfactory completion of SED 521, SED 522, SED 534, SED 525

I. Course Description:

Three semester hours. This web-based course is designed to synthesize educational strategies and practices while the candidate completes student teaching. It also assists students in preparation for teacher certification examinations.

This course includes two critical assignment related to accountability and accreditation. The Philosophy of Education assignment will be submitted in the D2L Dropbox and to LiveText, the data management system of the College of Education. The Program Completer Survey is a form to be completed in LiveText.






Program Learning Outcomes: The candidate will develop and adapt content specific instruction based on the needs of diverse students in a global and digital society.

50

The candidate will develop and adapt data-driven assessment based on the needs of diverse students in a global and digital society. The candidate will design an effective classroom management plan for diverse learner centered educational settings. The candidate will demonstrate critical pedagogical strategies and professional dispositions through analyses of contemporary issues in

education.

Student Learning Outcomes:

1. The student will apply the knowledge and skills of pedagogy to provide developmentally appropriate instruction to meet the cognitive, emotional, social, and physical needs of learners. (TEKS Training)

2. The student will apply knowledge and skills of pedagogy to meet professional expectations for Texas teachers. (TEKS Training)3. The student will utilize the knowledge of pedagogy through collaboration and life-long learning.


Assessments

SED Course








ESL Standards


InTASC






SED 527


Teaching Lesson



1e,1m, 1o, 2d,13a


51

















Week 13-15



1.1k, 1.2k, 1.1s, 1.4s, 1.12k,1.14s, 1.24s, 2.13k, 2.14k, 2.18k


1a,1d,1g,1h,1i,1j, 6d




Group/Partner Teach

Week 13-15


1.3k, 1.6k, 1.11k, 1.14k, 1.17k, 1.22k, 1.28k, 1.1s, 1.2s, 1.6s, 1.7s, 3.2k, 3.3k, 4.16s






Week 13-15





SED 525Motivating and Managing the Active


4cii, 4di,4dii,

1.11k, 2.1k-2.23k, 3.10k, 3.15k, 3.16k

1e,1k, 1p,1n4c,4h ,4l,4p,5e,5b,5c,5e,5f,5g,

3d,4b,4f,4g,5g,9b, 9c,9d,10b,10c,10d

1,2,3,9,10 ISTE 1b, 4c, 5c, 6a, 6b, 6d,

TT 2.1k-2.4k,

52

Learning Environment


Week 13-15

6a,6b,6c,6d,6e,6f, 6h,6i,6j, 7d, 8g, 8h, 9f,10e

2.2s - 2.5s, 2.7s 3.1k, 3.2s, 3.3s, 4.9s, 6.8s, 6.12s,


Work Sample

Week 13-15


1.1s-1.29s, 2.1s-2.21s3.1s-3.20s4.1k- 4.10k, 4.12k, 4.15k, 4.1s- 4.19s


2b,3b,3c,3e,7d,7e, 8c,10a



53

Codes for CONTENT MAJORS- Secondary and All LevelAg- Agriculture H- History B- Business EducationE- Art Ho- Hospitality, Nutrition & Food Science SS- Social StudiesCh- Chemistry Hu- Human Development and Family Studies SPED- Special EducationD- Dance LS- Life Sciences (Biology) SP- Speech (Communication)DFHH- Deaf/Hard of Hearing Ma- Mathematics Tech- Technology ApplicationsE- English Mu- Music Th- TheatreFam- Family Consumer Science PE- Physical EducationFr/Sp- French or Spanish PS- Physical Science

III. Course Assignments, Activities, Instructional Strategies, Use of Technology:

1. The course is learner-centered; however, students are expected to complete each lesson and its related assignments by specified dates indicated in the course calendar.

2. All assignments should be completed as scheduled on the course calendar. Students are responsible for all material and updates posted by the instructor; therefore it is essential to log in to check grades and course email several times a week during the semester.

3. Students are required to attend face-to-face meetings to participate in student teaching orientation meeting and to take the Mastery Exam.4. Eligibility to take state certification tests is determined by Department of Secondary Education and Educational Leadership and the College of Education

Office of Assessment and Accountability.5. The course will provide candidates with opportunities to:

a. Examine and apply the Pedagogy and Professional Responsibilities (PPR) Standards for EC-12 or 8-12 teachers in the context of best practices for public school classrooms. (TEKS Training)

b. Examine and apply major legal guidelines that govern educators’ professional practice.c. Examine and apply the Code of Ethics and Standard Practices for Texas Educators as they pertain to educators’ professional practice.d. Examine and apply current technological applications and trends within the educational context. (TEKS Training)e. Examine professional education journals, websites, books and other professional development literature.f. Discover professional development opportunities that keep educators’ abreast of current research and trends.g. Reflect on their experiences in the public schools during student teaching in an effort to improve their teaching practices.



Poorly written papers, identified by poor grammar, spelling, sentence structure, and lack of APA style citations will be returned and resubmitted with appropriate corrections before credit is earned.

All work will be submitted via D2L to the course instructor, unless otherwise noted by the instructor.

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IV. Evaluation and Assessments (Grading):

Course assignments include online quizzes, readings, and indicated assignments. A due date for completion of each assignment is provided in the course schedule below.

Resume: Candidates submit their draft resumes to SFA Career Services for critique. After revision based on the critique, resumes are submitted to the Dropbox folder in D2L.

Educational Philosophy: Candidates revise their educational philosophies by reducing verbiage while retaining essential elements that might be presented during job interviews.

Certify Teacher Exam: You must pass the Certify Teacher PPR exam before the College of Education clears you to take the actual PPR certification test. No fees are required; students will be provided with a login after the course begins. A student who does not achieve the minimum required score will be given a grade of WH in the course until agreed upon requirements are completed.

A student who does not make the minimum required score will be required to work independently with the SED 543 instructor. At this time, the student will receive a WH in the course. A student who does not pass on that attempt must complete one or more of the following options:

1. Repeat SED 543 with instructor and department chair approval.2. Attend a paid, appropriate professional review session approved by the instructor and department chair. Demonstrate readiness to test on the next

regularly scheduled Mastery Exam.3. Other, as determined by the SED 543 instructor and the department chair. There is no final exam for this course.

Assignment PointsPD & ST Scavenger Hunt 2x100Test Dispositions & Domain I-IV Quizzes 5x100School Law Quizzes 4x50Resume 100Philosophy of Education Post & Final 150ESL Practice Quiz 100

Total Points Possible 1250

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Grades will be assigned on the following scale:

Percen Letter90-100 A80-89 B70-79 C60-69 D



V. Tentative Course Outline/Calendar:

Module Due Date Assignment Topic/Notes

I

Jan. 28 Personal Data & Scavenger Hunt (Quiz)

Course orientation/PPR readinessJan. 28 PPR Test Dispositions Quiz

Feb. 4 PPR Domain I Quiz Competencies 001-004Feb. 11 PPR Domain II Quiz Competencies 005-006Feb. 18 PPR Domain III Quiz Competencies 007-010Feb. 25 PPR Domain IV Quiz Competencies 011-013

IIFeb. 25 Resume Note: Submit draft resume to

DropboxMar. 4 Philosophy of Education (draft) Note: Post draft to Discussions sectionMar. 11 ESL Practice Quiz ESL Component

Mar. 25 Philosophy of Education Note: Submit to LiveText

III

Apr. 1 Educational Law Quiz 1 Textbook, Chapter 3 & 4Apr. 8 Educational Law Quiz 2 Textbook, Chapters 5 & 6Apr. 12 Educational Law Quiz 3 Textbook, Chapters 7 & 8Apr. 22 Educational Law Quiz 4 Textbook, Chapters 9 & 10Apr. 29 Program Completer Survey Note: You will find this in the

Forms section of LiveText

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VI. Readings (Required and recommended—including texts, websites, articles, etc.):

Suggested textbook: School Law: What Every Educator Should Know, by Schimmel, Fischer, & Stellman, published by Pearson/Allyn & Bacon (2008). ISBN: 978-0205484058

Secondary and All-Level Student Teaching Handbook


Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons. Hoboken, NJ.

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing. New York, NY.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press. New York, NY.

Additional readings will be assigned and /or distributed as the class progresses. These will be provided by the instructor or will be designated as available on-line, in the library or in Course Packet.VII. Course Evaluations:







Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall

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influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student’s attendance and participation as well as note this information in required reports (including the first 12 day attendance report) and in determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. However, students are responsible for notifying their instructors in advance, when possible, for excusable absences. Whether absences are excused or unexcused, a student is still responsible for all course content and assignments. Students with accepted excuses may be permitted to make up work for up to three weeks of absences during a semester or one week of a summer term, depending on the nature of the missed work. Make-up work must be completed as soon as possible after returning from an absence.







Student Appeals

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A student who wishes to appeal decisions related to academic dishonesty should follow procedures outlined in Academic Appeals by Students (6.3).









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You enrolled or planning to enroll in an educator preparation program or You are planning to take a certification exam for initial educator certification, and You have reason to believe that you may be ineligible for educator certification due to a conviction or deferred adjudication for a felony or

misdemeanor offense.You are not eligible for a preliminary evaluation of your criminal history if you do not have a conviction or deferred adjudication for a felony or misdemeanor offense.In addition, you must complete the fingerprinting process when you apply for certification. Participation in the evaluation does not preclude you from submitting to a national criminal history review at the time you apply for your educator certification. Your criminal history will be reviewed and you may be subject to an investigation based on that criminal history, including any information you failed to submit for evaluation.Additional information can be found at https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluation-FAQs/.




LiveText

This course uses the LiveText data management system to collect critical assessments for students who are Perkins College of Education majors (undergraduate, graduate, and doctoral) or majors in other colleges seeking educator certification through the Perkins College of Education. Students who do not have an

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existing LiveText account will receive an access code via the SFA email system within the first week of class. You will be required to register your LiveText account, and you will be notified how to do this via email. If you forward your SFA e-mail to another account and do not receive an e-mail concerning LiveText registration, please be sure to check your junk mail folder and your spam filter for these e-mails.


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