Partnership Advisory Council March 5, 2020 ~ 4:15 – 5:30 pm

Winthrop University, 401 Withers and https://us.bbcollab.com/guest/7f220cee2c0a44429ce6474d9adaa518

Members Present: Tammy Burnham, Craig Galeota, Latasha Cassidy, Latasha Cassidy, Beth Costner, Kelly Costner, Kari Doster, Cheryl Fleischman, Becky Funderburk, Crystal Gantt, Crystal Glover, Kirk Godbey, Carolyn Grant, Patrice Green, Dia Hablutzel, Lisa Harris, Lisa Hudson-Lucas, Megan Hoyt, Lisa Huss, Brenda Ishmael, Lisa Johnson, Lynn Johnson, Denise Khaalid, Jennifer Ledbetter, ShaQuenna McLaughlin, Jennifer Melton, Lesha Miller, Tony Mogavero, Shavon O'Brien, Lauren Queen, Michelle Ruhe, Sara Sconyers, Elisa Thompson, Bailey Threatt, Melanie Westmoreland, Angela Williams, Lindsay Yearta I. Welcome and Announcements

A. Ed.S. in Educational Leadership (Sherry Hoyle, hoyles@winthrop.edu) – Sherry Hoyle shared information about upcoming EdS cohort. See attached flyer and FAQ page.

We are recruiting for next NetSERVE teacher residency cohort. Great opportunity for career changes or those with an undergraduate degree in another field. Offers $20,000 in living expenses during the year-long internship year. Visit https://www.winthrop.edu/coe/netserve.aspx for more information or contact program director, Audrey Allan (allana@winthrop.edu) for more information or additional brochures.

II. Professional Learning

A. Partnership Conference – Tuesday, June 9 – “The Power of ME!” (Patrice Green, pgreen@york.k12.sc.us / Christy Matkovich, matkovichc@fortmillschools.org) Patrice Green shared information about the selection of the theme to emphasize the importance of self in all aspects of the education process. This can be self-care to empowering students as well as understanding the needs of those around you. The Conference provides a great opportunity to share best practice and learn from colleagues. Encourage faculty to submit a proposal to present! We are going to use an EdCamp approach for a segment of the Conference so stay tuned for more details!! Pre-conference workshop plans include Psychological Well-Being, Co-teaching, and possible science workshops.

B. Dr. Luis Cruz from Solution Tree – June 30, 2020 – After being promised the June date by Solution Tree, the company communicated that they needed to move the date to early June when most schools are still in session. We shared our frustration and unfortunately had to cancel the event.

Beth Costner presented information on the Supplemental Education Experiences (SEE) being implemented with teacher candidates. The program mimics the renewal process for teachers and requires candidates to accumulate credits in various areas by participating in professional

development. With input from the Partnership Advisory Council, several areas were identified as critical and will be offered in the near future. If you or someone you know has expertise and could co-present or help facilitate a session, please contact Lisa Johnson (johnsonle@winthrop.edu):

• Adverse Childhood Experiences • Suicide Prevention • Bullying • Parent Communication (may wait until later since currently targeting freshmen and

sophomores) • Running Records

III. Curriculum – Education Core Strands and Terms (Lindsay Yearta, yeartal@winthrop.edu)

A. Finalized Education Core strands and vocabulary – see attached final themes and initial vocabulary created with PAC input. Curriculum map was shared with group.

B. Word walls, word cards, and digital repository – Let Lisa Johnson know if you want a set of the word wall cards for your school/classrooms. Crystal Glover shared how the program faculty are seeing the impact of candidate being more reflective and able to generalize concepts from Education Core courses to program-specific courses.

IV. Mentoring and Hosting

A. Year-long internship placement process and needs (Dia Hablutzel – hablutzeld@winthrop.edu) – Dia Hablutzel shared information on the year-long internship process from application to placement.

1. Timeline (interns apply late Feb; process application/review requirements in March; requests made March/April; Meet-n-Greets in April/May)

2. Process (review committees, schools, districts) B. Mentor teacher recruitment

1. Remind teachers of shared commitment (the “do you want to continue in the Partnership” email Lisa sends every year )

2. Consider host teachers who may be ready to move to mentor level 3. Update list with Dia – CRITICAL! – contact Dia (email above) to get your current list

and update as much as possible for next academic year).

Question emerged as to whether mentor training would be offered soon and Carolyn Grant mentioned possibility of summer. We are interested in having co-trainers from school partners so email Carolyn Grant (grantcg@winthrop.edu) if you are a certified trainer and are interested. For current field experiences – PLEASE having host teachers check Via account access. This is much easier to fix now than at the end of the semester when grades are due! Be sure and communicate with the course instructor if seeing ANY issues. Remember, the best resource is the Host Teacher Guide at http://www2.winthrop.edu/rex/rex/field_documents/handbooks/HostTeacher_via.pdf.

V. Other Business? VI. Adjournment

Next Meeting Date: April 23, 2020 (see website for future dates, agendas, and minutes http://www2.winthrop.edu/rex/rex/council.html)

Winthrop University Earn Your Specialist Degree

and Earn Your Superintendent License

Ed.S. in Educational Leadership

Inspiring Extraordinary Leaders

CONTACT INFORMATION… Call or email Dr. Sherry Hoyle

hoyles@winthrop.edu 803.323.4713

• 30-credit hour program • Complete the Ed.S. Program in 1.5 years • Nationally accredited educational

leadership program • Dedicated and supportive faculty

• Internships and authentic experiences • Convenient classes; Hybrid classes and

face-to-face classes one night/week • Earn your superintendent license

APPLY HERE https://www.winthrop.edu/graduateschool/graduate-school-application.aspx

Educational Leadership

Specialist in Educational Leadership (Ed.S.) Program

Frequently Asked Questions

Program Advisor: Dr. Sherry Hoyle Email: hoyles@winthrop.edu Telephone: (803)/323.4713 To Apply: https://www.winthrop.edu/graduateschool/graduate-school-application.aspx

What is the purpose of the Winthrop Ed.S. Program?

The purpose of the Winthrop Ed.S. is to develop school district leaders who are interested in becoming superintendents, central office administrators, program directors and leaders in curriculum and instruction.

When does the program begin? When will I graduate?

Classes will begin in fall 2020. The cohort will graduate in spring 2022.

What are the admission requirements?

Three years of teaching experience and two years of school leadership experience Possess an M.Ed. or equivalent in Educational Leadership with an overall GPA of 3.25 Possess licensure as a school principal Completed application for graduate study at the university Official transcripts of all undergraduate and graduate course work Three letters of reference (using the Winthrop Graduate School reference form) that address the

candidate’s specific qualifications and dispositions. One reference must be from the most recent supervisor.

Completion of the entire selection process as determined by the Educational Leadership faculty

What are the components of the selection process?

In addition to the requirements listed above, applicants will participate in an interview.

How many credit hours are required to complete the Ed.S?

The Ed.S. is a 30 credit hour program, consisting of 10 classes.

What classes are required?

(1) Advanced School/District Leadership, (2) Instructional Leadership, Supervision and Program Evaluation, (3) Politics, Policy and Community Relations in Education, (4) School District Finance, (5) Advanced School Law, (6) Executive Leadership (Superintendency), (7) Facilities Planning, (8) Advanced Educational Research/Statistics, (9) District Level Practicum I, (10) District Level Practicum II.

How long does it take to complete the program?

1.5 years

How are classes structured?

Face-to-face classes meet from 5pm-9pm. Students will only be on campus one night each week (with a few exceptions, i.e., summer). Cohort 3 class night is Tuesday.

How is the program structured?

Winthrop Educational Leadership utilizes a cohort system. This cohort remains together throughout the program.

What is the method of instructional delivery?

A hybrid model will be used. Classes will be a combination of face-to-face instruction along with online instruction.

Are internships required?

Two internships are included among the 10 courses that students complete. Students will complete their internships with district leaders in the school system in which they work.

How do I apply?

Applicants will complete an online application through the Winthrop graduate school. The application link is https://www.winthrop.edu/graduateschool/graduate-school-application.aspx

Can credits from a Winthrop Ed.S. count toward completion of a Ph.D. or Ed.D. in the future?

Institutions offering doctoral studies determine how many credits from an Ed.S. can count toward a doctorate.

Winthrop is engaged in a collaborative partnership with Clemson University in which Winthrop Ed.S. graduates who are accepted into the Clemson Ed.D. program receive credit for all Winthrop Ed.S. classes.

How can I learn more?

Contact Dr. Sherry Hoyle, hoyles@winthrop.edu

understanding, planning for, andapplying strategies that addressthe diverse strengths and needsof individual students

DIFFERENTIATION CULTURALCOMPETENCE

the ability to understand, appreciate,and interact with people from

cultures or belief systems differentfrom one’s own; the skill to navigate

cross-cultural differences

using various methods to gatherinformation about student knowledge,

interests, and learning preferences

PROFESSIONALISMAND

PERSEVERANCE

exhibiting behaviors and actionsindicative of a mature andresponsible adult and demonstratingthe ability to move forward and besuccessful in the face of challenge oradversity

ASSESSMENT

CORE THEMES

EDUCATIONCORE-EssentialVocabulary

DIFFERENTIATION-Understanding,planningfor,andapplyingstrategiesthataddressthediversestrengthsandneedsofindividualstudents.

AccommodationandModification-Accommodationsarechangesinhowinstructionoccurs.Accommodationsaretheinstructionalsupportsandservicesthatastudentmayneedinordertosucceedinthegeneraleducationclassroom.Accommodationsdonotalterthelessoncontent,objectives,orcurriculumstandards.Modificationsarechangesinwhatistaughtand/orassessed.Modificationsmayalter,simplify,orlowerthelessonobjectivesandstandardsaswellasexpectationsforagradelevelassessment.

BlendedLearning–Aneducationprograminwhichastudentlearns:(1)atleastinpartthroughonlinelearning;(2)atleastinpartinasupervisedbrick-and-mortarlocationawayfromhome;(3)andthemodalitiesalongeachstudent’slearningpathwithinacourseorsubjectareconnectedtoprovideanintegratedlearningexperience(TheClaytonChristensenInstituteforDisruptiveInnovation,2012).Co-Teaching-Twoormoreeducatorssharingtheplanningandinstructionalresponsibilityandaccountabilityforasinglegroupofstudentsforwhomtheybothhaveownership.Co-teachingusuallyinvolvesmultipleactivitiesoccurringinoneplace.Thisimpliesthatco-taughtclassestendtobehighlyinteractiveplaceswithhighlevelsofstudentengagement.Caremustbetakenbyco-teacherstooutlinerolesandresponsibilitiessothatbotheducatorshavemeaningfulroles.GradualReleaseofResponsibility-Aninstructionalframeworkthatpurposefullyshiftsthecognitiveloadfromtheteacher(“Ido”phase),totheteacherandstudentjointly(“Wedo”phase),andthenindependentpracticeandapplicationbythestudent(“Youdo”phase)(FisherandFray,2019).IndividualizedEducationPlan-Blueprintsorplansforstudentswithdisabilities.IEPsaredevelopedbyeducators,thefamily,andotherstocreateadetailedplantohelpthestudentreachspecificgoals.Theplanmustberevisitedannuallyandthestudent’sprogressmustbemonitored.Interest,Readiness,andLearningPreferences

● Interest-whatmotivatesastudenttolearnincludinglifeexperiences,preferences,andculture.Whatstudentscareaboutandliketodo.

● Readiness-thedegreetowhichastudentispreparedforalearningexperience● Preferences-preferredwaysofstudyingandlearning,suchasusingpicturesinsteadoftext,workingwithotherpeople

versusalone,orlearninginstructuredorinunstructuredsituations(Woolfolk,2019).Motivation-Forstudentstobecomeactivelyengagedandproductiveinaschoolactivity,theymust:

● Believetheycanbesuccessfulatthetask;● Perceivevalueorbenefitfromrewardsassociatedwithsuccessfullycompletingthetask;and● Undertakeaclassroomclimatetaskthatmeetsthestudents’basicpsychologicalandacademicneeds(Jones&Jones,2013).

Multi-TieredSystemsofSupport(MTSS)-MTSSisanapproachtotheearlyidentificationandsupportofstudentswithlearningorbehaviorneeds.Theprocessbeginswithhigh-qualityinstructionanduniversalscreeningofallchildreninthegeneraleducationclassroom.Strugglinglearnersareprovidedwithinterventionsatincreasinglevelsofintensitytoacceleratetheirrateoflearning.Theseservicesareprovidedbyavarietyofpersonnel,includinggeneraleducationteachers,specialeducators,andspecialists.Progressiscloselymonitoredtoassessboththelearningrateandlevelofperformanceofindividualstudents(AmericanInstitutesforResearch,2019).PersonalizedLearning-StudentOwnership–Studentsknowwhattheyarelearning,whytheyarelearningit,howtheywillknowandshowwhentheyhavelearnedit.Goalsettingandreflectionareconstants.LearnerProfiles-Up-to-daterecordsprovideadeepunderstandingofeachstudent’sprogressandhisorheruniquestrengths,needs,andgoals.Multiplesourcesinformlearnerprofilesincludingpre-andpost-assessmentsandfrequentformativeassessments.

EDUCATIONCORE-EssentialVocabulary

LearningPathways-Pathwaystolearningadapttoeachstudent’sreadiness,learningprogress,motivation,andgoals.Studentsmayaccelerate,takeadditionaltime,ordigdeeperintoanareaofinterestbasedontheirpersonallearningpathway.Evidenceoflearninganddatafromlearnerprofilesinformwhenastudentisreadytomoveon.FlexibleLearningEnvironments-Theenvironmentisadjustedtomeettheneedsoflearners.Learningtakesplacebeyondtheschoolday,schoolyear,andschoolwalls(BillandMelindaGatesFoundation,CompetencyWorks,CCSSO,iNACOL,KnowledgeWorks,CIE,NMEFoundation,andtheU.S.DoE2016).504Plan-Aplanforhowaschoolwillprovidesupportandremovebarriersforastudentwithadisability.A504planprovidesservicesandchangestothelearningenvironment.ItisdifferentthananIEPbecausethestudentcanhaveanydisability,soastudentthatdoesnotqualifyforanIEPcanstillqualifyfora504plan.PositiveReinforcement-Shapingbehaviorbypresentingadesiredstimulusafterthebehavior.Byprovidingstudentswithpositiveoutcomewhentheyaccomplishachievementsordisplaycertainbehaviors,studentsareencouragedtodosoagain.Thetiminganddeliveryofpositivereinforcementisthekeytoeffectivelypromotecertainbehaviors.Inorderforpositivereinforcementtobeeffective,thereinforcementmustbeappropriateforastudent’sage,itshouldbegenuine,anditshouldbeawardedstraightafterthetargetbehavior(Revermann,2019).Problem-BasedLearning-PBLisstudent-centered,ofteninterdisciplinary,andrequiresstudentsto:

• Usenewknowledgeandnewskillstosolveaproblem;• Createaproductordesignaperformance;• Receivefrequentfeedbacktorevisewhilelearning;and• Gobeyondisolatedhands-onactivities.

Theteacherservesasthesubjectmatterexpert,resourceguide,andtaskgroupconsultant,butnotasinformationtransmitterorsolesourceofknowledge.Themajorroleoftheteacheristoencouragestudentparticipation,provideimportantinformationtokeepstudentsontrack,andassumetheroleoffellowlearner.TermsoftenusedinterchangeablywithPBLincludediscoverylearning,experientialeducation,project-basedlearning,and/oractivelearning(Markham,Larmer,&Ravitz,2003).Scaffold-Supportforlearningandproblemsolvingthatallowsthestudenttogrowinindependenceasalearner.Examplesofscaffoldingincludebreakinglearningintochunksorsteps,modelinghowtocompletetasks,thinkingaloudtosharereasoning,usingimagesandtactileitems,andprovidingconceptmaps.Scaffoldingiswithdrawnwhennolongerneededandeffectivewhenitiswithinthestudent’sZoneofProximalDevelopment(ZPD)-learningthatisslightlymoredifficultthanwhatstudentscandoindependentlywithoutguidance,butnotsochallengingthatitfrustratesstudentsandcannotbedoneevenwithscaffolding(Campbell,2008;Vygotsky,1978).Strategy-TeachingStrategy-theprinciplesandmethodsteachersusetosupportandchallengestudentlearning.Strategiesareintentionalandchosentobuilduponstudents’assetsandmeettheirneeds.LearningStrategy-metacognitiveandcognitivestrategiesstudentsusetoorganize,problemsolve,andunderstandcontent.Mostlearningstrategiesbeginasteachingstrategiesthroughmodelingandguidedpractice.

UniversalDesignforLearning(UDL)-TheprimarypurposeofUDListoremovebarriersandmaximizelearningtoprovideequitableaccesstothecurriculumandaninclusiveenvironmentforalllearners.Toaddressalllearners,educatorsmustbepurposeful,proactive,andreflectivebyconstantlyreferringtothefollowingguidelines:

• Multiplemeansofrepresentation:givelearnersvariouswaysofacquiringinformationandknowledge;• Multiplemeansofexpression:provideslearnersalternativesfordemonstratingwhattheyknow;and• Multiplemeansofengagement:tapintoleaners’interests,offerappropriatechallenges,andincreasemotivation(CAST,

2018).

EDUCATIONCORE-EssentialVocabulary

ASSESSMENT-Usingvariousmethodstogatherinformationaboutstudentknowledge,interests,andlearningpreferences.Alignment-Thethoughtfularrangementofstandards,learningobjectives,instructionalmaterials,learningactivities,andassessmentstoreinforceandsupporteachother.

Analysis-Closelyexaminingspecificdata(artifacts)toimprovestudentperformance.Inlookingatdata,onemustconsiderthreesteps:whatthedataillustrates,whatdatameaninrelationtotheestablishedcriteriaintheobjectiveorgoal,andwhatneedstooccurtoincreasestudentperformanceorcontinuouslychallengethelearners.Data-Informationthathelpteachersknowtheirstudents,andthemselvesaspractitioners.

● AcademicData-measuresofstudentlearningofstandards,goals,andobjectives.● Non-AcademicData-informationaboutstudents’learningpreferencesculturalassets,socioeconomicbackgrounds,

individualinterests,attendance,behavior,familyandcommunity,andparticipationinprogramssuchasGiftedandTalentedandESOL(Morrison,2009).

InformativeFeedback-Clearandspecificstatementstostudentsabouttheirperformanceaccomplishingthelessonobjectives.Effectivefeedbackincludesexplicitcontent-relatedcommentsshowingstudentswhattheydidwellandwhattheyneedtoimprove.LearningObjective-Statementsthatspecifywhatstudentsshouldknoworbeabletodobytheendofthelesson.Objectivesmustbespecific,observableandmeasurable,andcontainoneactionverb,anounphrase,andoftencriteriaformastery.Standards-StatementsprovidedbytheStateDepartmentofEducationaboutwhatstudentsshouldknowandbeabletodoinmajorcontentareasandatvariousgradelevels.Standardsdefinewhatknowledgeandskillsstudentsneedforaparticularcourseorcurriculum.DiagnosticPurposes–Theteachergathersinformationaboutstudents’strengthsandneedsandusesthisinformationtoguide/planinstructionincludingthepresentationandprogressionofcontent,andthelevelofchallengeanddifficulty.FormativePurposes-Theteachergathersevidenceofstudentlearning,providesfeedbacktostudents,andadjustsinstructionandstrategiesaccordingly.Formativeassessmentcanbeembeddedandinreal-time,suchasaskingoralquestions,providingshortin-classassignments,andthroughstudentdialogue.Formativeassessmentcanalsobemorestructuredandformal,suchashomeworkassignmentsandquizzesthattakeplaceafterchunksofinstruction.

SummativePurposes-Theteachergatherscomprehensiveevidenceofwhatstudentshavelearnedafterinstructionandoftenforaccountabilitypurposes.Summativeassessmentdocumentsstudents’performancewithascoretorepresentwhatstudentsknowandiftheymettheobjectivesandgoals.FairAssessment-Assessmentsarefairwhentheyallowallstudentsanequalopportunitytodemonstratetheirknowledge.Teachersmustcreateassessmentsthatdonotfavorcertaingroupsofstudentsorplaceothersatanunfairdisadvantage,whichnaturallymeansthatfairassessmentsshouldbeculturallyresponsive.ReliableAssessment-Assessmentsprovidereliableinformationwhentheyarebothdistributedandscoredinconsistentandreliablesettings.Internalfactorssuchasstudentanxiety,illness,orfatiguemaydecreasereliability.Externalfactorssuchasclassroomoroutdoornoise,timeofdayadministered,heatorcoldintheroom,andvariationsinteacher/scorerknowledgeandbiasmayalsodecreasereliability.Teachersmustaimtokeepgradingpracticesuniform,suchasutilizingrubrics,spendingconsistenttimegradingeachstudent,andworkinginsmallsegmentstopreventgradingfatigue.ValidAssessment-Assessmentsprovidevalidinformationwhentheyarewelldesignedandcraftedtomeasurewhattheyclaimtomeasure.Validassessmentsarealignedtolearningobjectivesanddesignedinamannerthatdoesnotassumepreviousexperienceorpriorknowledge.

EDUCATIONCORE-EssentialVocabulary

CULTURALCOMPETENCE–Theabilitytounderstand,appreciate,andinteractwithpeoplefromculturesorbeliefsystemsdifferentfromone’sown;theskilltonavigatecross-culturaldifferences.

AssetView-Astrengths-basedapproachtostudentsthatconsidersdiversityinthought,culture,andtraitsaspositiveassets.Studentsarevaluedfortheirtalentsandpotentialversusbeingcharacterizedbywhattheymayneedtoworkonorlack(deficitview).Culture-Agroup’shistory,institutions,artifacts,values,behaviors,waysofthinking,feeling,andbelieving.Teachersmuststrivetodiscoverandexplorethedeeperaspectsofstudents’culture(e.g.hierarchyinfamilyandsociety,genderrolesandrelationships,valuesofcollectivismvs.individualism,beliefsandattitudestowarddivineandsupernatural,reactionstowardandtreatmentofphysicalormentalsickness,conceptsofbeauty).Educatorsmustexaminehowtheirownculturalvaluesoperateintheclassroomandschool-fromhowtheyexpectchildrentotakepartindiscussionstowhethertheyexpectclassroommaterialstobesharedorusedindividually(Kluckholn,1959;Quiroz&Greenfield,2000).CulturallyandLinguisticallyDiverse-Astudentwhosehomelanguageandculturedifferfromthatofthedominantgroup.ThistermdoesnotimplythatastudentisanEnglishlearnerbecauseCLDstudentshavevaryinglevelsofEnglishproficiencyandmayevenbeproficientwiththeEnglishlanguage.Forexample,astudentisraisedinahomewhereEnglishandSpanisharespoken.ThestudentwasbornintheU.S.andhasreceivedonlyEnglishinstructionatschool,buttheparentswereborninGuatemala.PerhapsoneparentspeaksbothEnglishandSpanish,andoneparentspeaksonlySpanish.Thefamily’sheritagecultureispresentintheirhomeandwayoflife.CulturallyResponsiveTeaching-Aneducatorrecognizes,respects,andusesstudents’identitiesandbackgroundsasmeaningfulsourcesforcreatingoptimallearningenvironments.Culturallyresponsiveteachersinspecttheirownbeliefsaboutstudentsfromnondominantgroupsandconfrontnegativeattitudestheymighthavetowardthesestudents.Culturallyresponsiveteachersseektoexpandtheirculturalawarenessthatone’sworldviewisnotuniversalbutisprofoundlyshapedbyone’slifeexperiences(Nieto,2000;VillegasandLucas,2002).

EducationDebt(AchievementGap)-Thehistorical,economic,sociopolitical,andmoraldecisionsandpoliciesthatcharacterizeoursocietyandhaveovertimehavecreatedadisparityinstandardizedtestscoresbetweenBlackandWhite,LatinoandWhite,andrecentimmigrantandWhitestudents.Thetermeducationdebtrecognizesthatrace,classandgenderinequitiesexistinfunding,policies,andexclusionfromthecivicprocessandhaveaccumulatedovertimesothateacheffortmadetowardimprovingeducationiscounterbalancedbytheongoingandmountingdebt.Socioeconomicstatusistheprimarypredictorofthisdisparity(Ladson-Billings,2006).Equity-Educatorsprovideeachstudentaccesstotheresourcestheyneedtolearnandthrive.Educatorsrecognizethateachstudentisauniqueindividualwithalayeredidentityandvariousassetsandchallenges;therefore,eachstudentneedsvariedapproaches,methods,andresources.Conversely,equalityimpliesthatallstudentsaregiventheexactsameresources.EmergentBilingual/EnglishLearner-StudentswithheritagelanguagesotherthanEnglishwhoareinaschoolenvironmentwhereEnglishisnecessaryforsuccessandupwardmobility.ELstakeaninitialEnglishproficiencytesttobeidentified,andtheytakeanannualproficiencytesttodemonstrategrowthandmasteryofEnglish.EmergentBilingualisanasset-focusedtermthathighlightsthatstudentsaredevelopingbilingualismanddoesnotrefertotheincorrectassumptionthattheyhavealimitationincomparisontothosewhospeakonlyEnglish(García,2009).EnglishtoSpeakersofOtherLanguages-ESOLreferstoservicesforstudentswhoseheritagelanguageisnotEnglishandwhoseEnglishproficiencytestresultsindicatetheyneedEnglishsupport.ServicesareprovidedbytrainedteachersoftenreferredtoasESOLteachers.

EDUCATIONCORE-EssentialVocabulary

FundsofKnowledge-Students’learningisboundwithinlargercontextual,historical,political,andideologicalframeworksthataffectstudents’lives.Teachersmustunlockandcapitalizeontheknowledgestudentsalreadypossesstorepresentcommunitiesintermsofresourcesandthewherewithaltheypossess.Students’communityandhomeexperiencesequipthemwithknowledgesurroundingvarioustopicsthattheteachermustseektolearnandapplyintheclassroom.Somefundsofknowledgemayincludecooking,art,childcare,agriculture,language,technology,sports,economics,health,religion,politics,andgeography(González,Moll,&Amanti,2005).GiftedandTalentedLearners-Studentswhodemonstratehighperformanceabilityorpotentialinacademicand/orartisticareas.GTstudentsrequiredifferentiatedservicessincetheytypicallylearnfaster,desiregreaterdepthofcontent,concentrateontaskslongerbasedoninterestorstrength,andhaveuniquesocial-emotionalneeds.GTalsoreferstotheteachersthatprovidetheservicesandtheprogramsinwhichstudentsparticipate(Tassel-Baska&Brown,2007).

Inclusion/InclusiveEducation-Allstudents,regardlessofanychallengestheymayhave(classifiedornot),areplacedinage-appropriategeneraleducationclassesinleastrestrictiveenvironmentsthatareintheirownneighborhoodschools.Studentsreceivehigh-qualityinstruction,interventions,andsupportsthatenablethemtomeetsucceedinthecorecurriculum.Inclusionhappensthroughaccepting,understanding,andattendingtostudentdifferencesanddiversity(Bui,Quirk,Almazan,&Valenti,2010;Alquraini&Gut,2012).People-FirstLanguage-Anobjectiveandrespectfulwaytospeakaboutpeoplewithdisabilitiesbyemphasizingthepersonfirst,ratherthanthedisability.Itacknowledgeswhatapersonhas,andrecognizesthatapersonisnotthedisability.Inputtingthepersonalbeforethedisability,PeopleFirstLanguagehighlightsaperson'svalue,individuality,andcapabilities.

EDUCATIONCORE-EssentialVocabulary

PROFESSIONALISMandPERSEVERENCE-Exhibitingbehaviorsandactionsindicativeofamatureandresponsibleadultanddemonstratingtheabilitytomoveforwardandbesuccessfulinthefaceofchallengeoradversity.

Advocacy-Supportingorpromotingtheinterestsofothersand/oracause.Teachersmustremaininformedaboutcurrentpolicies,rights,issues,procedures,andpracticessurroundingdiversepopulations,sothattheymayadvocateforothersintheirschoolsandcommunities.Accountability-Holdingeveryoneresponsibleforhighstandardsofperformance.Itisateacher’sdutytoholdeverystudenttohighexpectations,regardlessofanychallenges.Teachersmustalsoholdthemselvesaccountableforthemanydemandsoftheprofessionsuchaspreparingdailylessons,communicatingwithparents,attendingmeetingsandprofessionaldevelopment,andcollaboratingwithcolleagues.Collaboration-Teacherscollaboratewhenmembersofaninclusivelearningcommunityworktogetherasequalstoassiststudentstosucceedintheclassroom.Thismaytakeplacethroughco-planningandco-teaching,teamplanning,consultingwithcounselors,schoolpsychologists,andotherspecialists.Throughouttheircareers,teachersareexpectedtocollaborateinrolessuchaspeercoach,mentorandmentee,parent-teacherandteacher-communitypartnerships.Studentscollaboratewhentheyshareresponsibilityforataskorassignmentandthisisoftenreferredtoascooperativelearning.Disposition-Attitudes,values,andbeliefsthataredemonstratedthroughverbalandnon-verbalbehaviorsasprofessionalsinteractwithstudents,clients,colleagues,families,andcommunities.Winthropteachercandidatesareexpectedtoexhibitthefollowingfourprofessionaldispositionsintheirworkwithcolleagues,faculty,andstaffinUniversityandPK-12settings,andPK-12studentsandtheirfamilies:Fairness,Integrity,Communication,andCommitment.EmotionalResilience-Theabilitytounderstandone’semotions,managethem,andusethemtomeetgoalsandenjoylife.Afewwaystocultivateemotionalresilienceincludebuildingcommunitywithcolleagues,studentsandfamilies,identifyingapurposeandmissionasaneducator,andcreatingaplanforself-carebyprioritizingsleep,exercise,andnutritionalfood(Aguilar,2015).GrowthMindset-Theunderlyingbeliefthatabilitiesandintelligencecanbedeveloped.Whenstudentsbelievetheycangetsmarterandfocusontheprocessthatleadstolearning(likehardwork,tryingnewstrategies,andseekinginput)theyunderstandthateffortmakesthemstronger.Thereforetheyputinextratimeandeffort,andthatleadstohigherachievement.Teachersthatdevelopagrowthmindsetinstudentsprovideeffortpraiseandequipstudentswithself-regulatorystrategiestotacklechallengesbecausetheyunderstandthatlearningtakesalotofeffort.Theyfosterperseveranceandrisk-takinganddevelopstudents’understandingthatmistakesarenormalwhenpeopletryhardthings(Dweck,2015).ProfessionalDevelopment-Effortstohelpteachersimprovetheirknowledgeandskills.Examplesincludeworkshops,meetings,trainings,conferences,andreadingscholarlyjournalsandeducationalbooks.Teachersgainknowledgeabouttheirsubjectorimprovepedagogy.ProfessionalLearningCommunity-Small-groupsofeducatorscollaboratetobuildexpertise,skills,andknowledge.Often-times,PLCsfocusonstudentperformancedata,teachingtechniquesandstrategies,professionalliterature,andassessmentpracticesProfessionalLearningNetwork-Agroupofcolleaguesthatshareideas,resources,andlearningmaterialswithothereducators-typicallyinanonlineformat.PLNsareusuallyinformalandcreatedbyanindividualteacheroradministratortomeetpersonalgoals.

Reflection-Thepracticeofengaginginconstantself-appraisalanddevelopment.Reflectionistheopportunitythroughwhichonecanlearnfromexperienceby:

• Askingquestionsaboutwhatdidandwhatdidnotworkinalesson;• Lookingatpossiblereasons/causeswhysomethingdidordidnotworkinalesson;• Askingwhatshouldbedonedifferentlythenexttimetaughtorwhatshouldoccurinlearningasthestudentsmove

forward;and• Makingdecisionsconcerningfutureplansbaseduponthisself-appraisal.

EDUCATIONCORE-EssentialVocabulary

TeacherVoice-Eventhoughteacherscannotpromoteapersonalorpoliticalagendaintheclassroom,theystillhaveavoice.Teachervoicescanbeheardthroughjoiningthestateeducationassociation,voting,marching,orrunningforoffice.SCTeachingStandards4.0-SouthCarolina’sDepartmentofEducationprovidesstatementsaboutwhatproficientteachersdointhefourcategoriesofplanning,instruction,environment,andprofessionalism.SCTS4.0areintegratedintotheADEPT(Assisting,Developing,andEvaluatingProfessionalTeaching)supportandevaluationsystem.

CoreCourseCurriculumMap

Mayberefinedasexpertgroupsdevelopscopeandsequencecurriculumandassessments.

DevelopingObservationandAnalysisSkillsEDCO101/600

DevelopmentalSciences,theContextofPoverty,andEducationalPsychologyEDCO200/601

SupportingEnglishLearners,ExceptionalStudents,GiftedStudentsintheGeneralEducationClassroomEDCO201/202/610SPED292

AssessmenttoMeetDiverseNeedsEDCO220/605PETE590

TechnologyintheInclusiveEnvironment

EDCO305/602

AcademicandSocialStrategiesforEstablishinganInclusiveClassroomClimate(ClassroomManagement)

EDCO350/660SPED510

InternshipsIandII

EDCO401/402/690AREA592

EducationinaDemocracy;BroadeningProfessionalPerspectives

EDCO410/695

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Differentiation–understanding,planningfor,andapplyingstrategiesthataddressthediversestrengthsandneedsofindividualstudents.

I E G X P K/F X E K/F I E G/K X P G/K X P K X M K - - -

Assessment–usingvariousmethodstogatherinformationaboutstudentknowledge,interests,andlearningpreferences.

- - - I E K I E K/F X E G/K X P K X P K X M K - - -

CulturalCompetence–theabilitytounderstanding,appreciate,andinteractwithpeoplefromculturesorbeliefsystemsdifferentfromone’sown;theskilltonavigatecross-culturaldifferences.

X E G X P K/G X P K/F/G X E G X P K X P K/F X M K X M G/K/F

ProfessionalismandPerseverance–exhibitingbehaviorsandactionsindicativeofamatureandresponsibleadultanddemonstratingtheabilitytomoveforwardandbesuccessfulinthefaceofchallengeoradversity.

X E G X P F X P F X P G X P K/F X P K X M K X M G/K/F

1InfusionLevel:Thelevelofinfusionspecified(X)EXPLICITLYor(I)IMPLICITLYstatedinobjectivesfoundoncoursesyllabi.2ContentExpectations:(E)EMERGING–Candidatesarenotexpectedtobefamiliarwiththecontent.Instructionandexperiencesareentry-levelfocusingonawareness,understanding,anddiversifyingperspectives.(P)PRACTICED–Candidatesusenewknowledgeandunderstandingtobeginmovingfromstudenttoprofessional.Knowledgeandskillsareimplementedinmultipleclassroomsettingswithcandidatesengagingincriticalreflection.(M)MASTERED–Candidatesinternalizewhatitmeanstobeaprofessionaleducatorbybalancingthesimultaneousimplementationofmultipleskills.Applicationofnewknowledgetoexistingframeworksresultsincontinuousimprovement.3FeedbackonStudentPerformance/Assessments:Feedbackonstudentperformancecanoccurthrough(G)GENERALASSESSMENTsuchashomework,projects,exams,etc.witha(K)KEYASSESSMENToccurringatmultipleprogrampoints.(F)FIELD-BASEDASSESSMENTSaremeasurementscompletedbyhost/mentorteachersinthefield.