Graduate School of EducationMultiple and Single Subject Credential Programs

EDU 770: Educational Psychology & Classroom ManagementSpring 2017

Wednesdays 6-9 PM Lander 113 Instructor: Daniel Mikkola

E-mail: Daniel.mikkola@tu.eduOffice Hours: Before or after class, by appointment

Mission of the Graduate School of EducationThe mission of the Graduate School of Education is to promote social justice by serving the community and larger society through the preparation and continuous support of professional educators to meet the needs of a constantly changing, challenging, and diverse student population.

Touro University Institutional Student Learning Outcomes (ISLOs)Touro University California students will demonstrate the ability to:

1) Apply knowledge from their discipline in a context reflecting real, complex situations in their profession 2) Think critically to make evidence-informed decisions and evaluate conclusions 3) Communicate effectively with a variety of audiences 4) Act in a professional and ethical manner 5) Serve the needs of their communities 6) Collaborate with colleagues across disciplines 7) Access and evaluate information 8) Commit to lifelong learning

Course DescriptionThis course examines core principles and underlying assumptions in educational psychology including learning theory, cognitive development, memory, motivation, educational assessment, higher-level cognitive processes, personal and social development, and strategies for creating an effective classroom environment. The practical, social, and ethical dimensions of the classroom environment, and the teacher’s role in creating that environment, are examined. Candidates will be required to articulate their plan for an organized environment conducive to learning while building students’ capacity for self-control, responsibility, and cooperation. Emphasis on practices that support educational equity and high academic achievement for all students, assist youth in building a healthy lifestyle, and encourage supportive relations between school, family, and community structures.

Course ObjectivesUpon completion of the course, candidates will:

1. Child Development: Recognize indicators of differing cognitive, linguistic, social, cultural, emotional, moral, and physical developmental stages of children and adolescents and the implications for learning and instruction.

2. Heterogeneous Classrooms: Understand concepts of individual and group identity and difference, and their role in motivation for learning.

3. Learning Theories: Be familiar the major views of learning (behaviorist; cognitive; social-cognitive), the theorists who developed them, and the societal constructs they represent.

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4. Role of Research: Become a critical reader of research, questioning the bases and biases of educational theory.

5. Assessment: Understand the link between assessment and effective instruction for learning, and the purpose of three levels of assessment: entry-level, formative, and summative. Recognize the range of methods for student evaluation, including standardized testing and performance assessment.

6. Professional Responsibility: Understand and accept their professional and legal responsibility as teachers for creating a classroom environment that promotes the health and safety of students, is free from harassment, and supports an ethos of civic responsibility and the skills of democratic participation in students.

7. Develop Plan: Develop a classroom environment and community building plan consistent with the laws of California and individual ethical perspectives, including effective techniques for:

a. Setting high expectations for social and academic performance;b. Supporting student autonomy, initiative, dignity, and responsibility;c. Establishing positive student-to-student interactions;d. Conflict management and resolution;e. Preventing and defusing situations of conflict and violence.

8. Building Community: Examine diverse family structures, community cultures, and child rearing practices, and develop strategies to promote positive interaction between those structures, cultures, and practices and the classroom community.

Teacher Performance Expectation (TPE) CompetenciesThis course is designed for candidates seeking the Multiple or Single Subjects Credential. Candidates will develop the skills, attitudes, and knowledge necessary to become effective teachers and be able to actualize in practice the theories for the benefit of all students in their classrooms. The following TPEs (X indicating of Primary or Secondary Emphasis) are incorporated in this course:

Teacher Performance Expectation (TPE) OverviewTPE

TPE Descriptions MAJOR EMPHASI

S

MINOR EMPHASIS

1 Specific Pedagogical Skills for Subject Matter Instruction2 Monitoring Student Learning During Instruction x3 Interpretation and Use of Assessments x4 Making Content Accessible x5 Student Engagement x6 Developmentally Appropriate Teaching Practices x7 Teaching English Learners8 Learning About Students x x9 Instructional Planning x10 Instructional Time x11 Social Environment x12 Professional, Legal, and Ethical Obligations x13 Professional Growth x

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Required Textbooks and ReadingsCandidates will read the weekly assigned material and be prepared to discuss these readings in class. The required textbook is available on reserve in the library. The digital reader for Education Psychologist will be released weekly in Blackboard.

Wong, Harry & Wong, Rosemary. (2014). The Classroom Management Book. Harry Wong Publications, Inc.

Student Handbooks The edTPA Handbook is required for this class as well as the Touro Handbook.The complete Touro University-California student handbook can be found at www.tu.edu/gsoeThe Student Handbook contains policies and requirements which govern academic performance and student conduct. These policies are unique to Touro University California (TUC), and are designed to promote standards for academic competency, professional discipline and personal responsibility. It represents the parameters of achievement and behavior the faculty expects of its students. It is the responsibility of all students to be knowledgeable about TUC policies. These policies will be applied to all aspects of the student’s academic progress and personal conduct for as long as the student is enrolled.

This handbook applies to all currently enrolled students in the Graduate School of Education (GSOE), and only where stipulated, do policies and requirements apply differently for individual classes or programs.

TUC reserves the right to make changes at any time in this handbook or in the requirements for admission, graduation, tuition, fees and any rules or regulations. TUC maintains the right to refuse to matriculate a student deemed by the faculty to be academically incompetent or otherwise unfit or unsuited for enrollment.

The following is a summary of key policies found in the handbook and have a direct effect on courses; therefore they are included in each GSOE course syllabus.

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GradingGrading will be both competency-based and comparative. Thus, grades reflect demonstration of a student's competencies in an assignment and of a student's standing in comparison with the class. Grades on assignments will be given in numerical percentages that translate to letter grades. Touro University’s College of Education uses the following grading system:

A+ A A- B+ B B- C+ C C- U UP INC W WU100-97% 96-93% 92-90% 89-87% 86-83% 82-80% 79-77 % 76-73% 72-70% 69-0%4.0-3.85 3.8-3.65 3.6-3.5 3.45-3.35 3.3-3.15 3.0-3.1 2.9-2.7 2.3-2.6 2.0-2.2 0.0

o Satisfactory (A, B, or C): 70% or above is considered a satisfactory grade. Candidates must earn a 3.0 overall GPA in the program in order to remain a student in good academic standing and be recommended for their degree.

o Unsatisfactory (U): An unsatisfactory grade, below 70%.

o Unsatisfactory with successful remediation (UP): If an unsatisfactory performance has been successfully remediated, a U/number will replace the U on the transcript. The U denotes the initial grade of unsatisfactory and the number represents the final recorded grade.

o Incomplete: An incomplete grade indicates that a student was unable to finish all required work for issuance of a letter grade. It is a temporarily grade which may be given at the instructor's discretion only when illness, unavoidable absence, or other reasons beyond the control of the student prevented completion of a small portion of course requirements by the end of the academic term. Certain responsibilities must be fulfilled regarding this grade.

Instructor Responsibilities Student Responsibilities Incompletes may only be given if the student has

regularly attended class and submitted passing class work.

An incomplete may not be assigned in order to give a student a chance to do more work to improve a grade or because a student did not complete assignments by the last course session

Students who are unable to complete a course and who do not meet these circumstances should be advised to withdraw from the course

When completing the incomplete form: a) the deadline for completion of missing work must be specified at the time of original submission of the complete grade form and b) a comprehension list of remaining work to be complete must be listed on the incomplete form.

Replacement of an incomplete grade will be under the direction of the instructor who issued the original grade.

After course instructor consultation and approval, it is the student's responsibility to complete the Incomplete Grade Form before the last session of the course and to turn this form into staff at the Graduate School of Education.

It is the student's responsibility to meet all timelines for completing course requirements as stated on the form. No extension will be granted for more than a full calendar year from the date of the issuance of the Incomplete grade.

Students who do not contact the course instructor regarding completion of course requirements are subject to a U grade. If the required work is not completed within the specified time, the I will be automatically converted to an unsatisfactory grade of U which is equivalent to an F.

Students who are unable to complete a course and who do not meet these circumstances should consider withdrawing from the course.

o Withdrawal (W): A withdrawal indicates that a student has registered for a block and then withdrawn before the end of the semester. A W will remain on the student’s transcript.

o Withdrawal Unsatisfactory (WU): If a student withdraws from the semester during finals week, the student will receive a WU.

Minimum Cumulative Grade-Point Average (GPA)The minimum GPA is based on a student's program of study. Transfer credits will have no effect on the GPA for the purposes of financial aid satisfactory progress. Minimum GPA associate with the GSOE is 80% (B) Students who fall below 80% in GPA are subject to being placed on Academic Probation and should check the Student Handbook for consequences of this status and its effect on their studies.

Academic ProbationStudents must meet the minimum standards and requirements set by the institution in order to remain in good academic standing. Students will be placed on academic probation if they receive a grade of Unsatisfactory/Fail in any course or field placement, fail to successfully complete required licensure examinations and/or fail to meet the minimal cumulative weighted academic requirements. A student will be removed from academic probation only after successfully remediating the course or field placement, achieving the minimal cumulative weighted academic requirements and successfully completing licensure exams. Students who are directed to

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repeat a year of curriculum for academic reasons remain on academic probation until successful completion of all courses scheduled within that academic year.

Terms of Probation1. When a student is placed on academic probation, it is noted in the student's academic file and official

transcript. Subsequently, when a student has successfully satisfied the requirements of probation, this is also noted in the student's file and transcript.

2. When a student is placed on academic probation, following approval by the Dean of the College, he/she will be notified in writing by the Dean and the reasons will be stated. When the terms of academic probation have been satisfied the Student Promotion Committee will notify the Dean that probation has been rescinded and a letter will be provided to the student.

3. A student on academic probation may not serve as an officer of any official University club or organization. A student on academic probation may not serve as a representative of the College in the operations of the Admissions Office or on University committees. A student on academic probation may not serve as a representative of the College at off-campus conferences or sponsored events.

Academic Integrity Plagiarism The 6th edition of the Publication Manual of the American Psychological Association defines plagiarism as claiming the words and ideas of another as [ones] own. A quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. (p. 15)Related to the dispositions of honesty, integrity, and ethical and professional behavior, a student who has plagiarized must expect consequences for such action. The instructor will take one or more of the following disciplinary actions:

1. Report the action in writing to the student, the student’s Program Chair, and the Dean.2. Assign a 0% on the assignment with no possibility of making up the grade by means of additional work. 3. Assign a 0% for the course, and notify the Dean of the Graduate School of Education4. Suspend the student for a period ranging from the term in which the infraction occurs to dismissal from

the university.

Student DispositionsThe Touro University California Graduate School of Education credential and degree programs are guided by Program Standards (10 f,g,&h) for the California Commission on Teacher Credentialing that state:

1. Each candidate exhibits intellectual integrity, serves students honestly, protects their privacy, respects their work, and sustains open discussion of ideas;

2. Each candidate assesses his or her own progress, accepts professional advice, considers constructive criticism, and engages in a continuous program of professional development; and

3. Each candidate models respect for the cultures, religion, gender and lifestyle orientation of students and their families.

In conjunction with the elements of the above standards, Touro University California’s Graduate School of Education has high expectations regarding student candidate dispositions. This dispositions are expected to be met during all class sessions, field work and practicum, and any university sponsored activities.

These dispositions include: collaboration honesty/integrity respect reverence for learning emotional maturity

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reflection flexibility responsibility appropriate interpersonal conduct ethical and professional behavior respect for privacy

Students who display poor judgment or performance in one or more of these areas may not be recommended for a credential/degree, and/or may receive a grade that reflects the consequences of their actions, including a failing grade. Occasionally a student will meet the academic requirements of the course, but manifest personal limitations that might impede future teaching performance.  In such cases, it is the responsibility of the faculty to guide the student to take remedial action (either to repeat the class for credit, to become involved in personal therapy, to take a year's leave of absence from the program, to take remedial courses), to be re-evaluated, and/or to consider withdrawing from the program.

Americans with Disabilities Act StatementTouro University complies with the regulations of the Americans with Disabilities Act of 1990 and offers accommodations to students with disabilities.

It is the policy of Touro University to make reasonable accommodations for qualified students with disabilities. All students with special requests or need for accommodations should make this request in person as soon as possible.

This is the student's responsibility.  Information about services, academic modifications and documentation requirements can be obtained from the Dean of Students. (707) 638-5883.

Course Guidelines

Attendance and Participation It is expected that students will attend and actively participate in all instructional sessions, required activities, and field assignments. The Graduate School of Education attendance policy supports the belief that attendance at all sessions is crucial to benefit from the learning experience.

770 is a highly interactive class. Attendance and participation are major requirements representing 6 points per class (3 for each category). Points are deducted for late arrivals/ early leaving/ and absences.

Candidates who present documentation of required attendance at open house or back to school night will not be penalized for their absence but will not earn participation points.

The instructors retain the discretion to make individual exceptions to this policy based upon extenuating circumstances.

Absences from any instructional session for any reason do not relieve students from responsibility for covered material. Chronic absences will result in course failure and may be viewed as violations of the Code of Responsibilities and Rights of the Students.

Class Participation All students must use Touro email, Blackboard, and TaskStream for all course communication and

submissions. It is expected that students and staff check these accounts 2-3 times each week. 6

Complete assigned work and readings prior to class and come prepared to contribute to class discussions and activities.

Turn off cell phones or place on vibrate during class and keep out of sight. Students should not use cell phones, I-pads, or similar devices in the classroom unless directed by instructor.

Instructors may permit the use of laptops for note-taking and activities directly relevant to that class. Students should not be answering e-mails, text-messaging, or surfing the internet during class time. This will result in lowered participation points.

Professional conduct in class is expected. “Screens down” during a guest speaker presentation.

Writing Requirements Writing is expected to be at the graduate level. Papers must have cover page (title, course name, author name, date) Assignments should have pages stapled. Do not submit assignments in folders or plastic covers. Papers must be in APA format, including proper citations and references. Assignments submitted electronically must be saved either as a .doc or .pdf Papers must use pseudonyms for schools, districts, and people Papers must not use personal pronouns, except for journal assignments. Do not use racist, sexist, or homophobic language. Proofread assignments with care. Do not rely on spell check programs. Some students may wish to obtain editorial assistance with grammar, syntax, and style, which is acceptable.

Editorial assistance for content is unacceptable. Writing assistance is available free of charge for Touro University students by contacting Student Services.

Course Assignments

Grading Percent of Grade Participation (up to 3 points per class) Attendance (up to 3 points per class)

15

1. Philosophy of Education Statement* Post on TaskStream to TPE 6 i (100 points)

20

2. Classroom Management Plan* Post on TaskStream to TPE 11 i (100 points)

25

3. Microteaching (50 points)Lesson Plan (25) Teaching (25)

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4. Independent Learning (300 points)(Includes Readings, Website, teachingchannel.org)

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Total 100% *Key Assignments, to be submitted to TaskStream

Assignments/ Late Work PolicyAssignments build upon each other; therefore, staying current is essential to learning. All assignments are due on the dates specified in the course syllabus, before 11:59 PM (2359 hours). Blackboard shows Eastern Time (3 hours ahead, which is 0259 hours) No late work is accepted without approval by instructor. If late work has been approved by instructor, the maximum % on the assignment decreases each week by 10%. Turned in on time = Up to 100%, Turned in 1 week late: = Up to 90%, 2 = Up to 80%. If there is a circumstance, please discuss with the instructor before the assigned due date. All work (including revisions) must be in by the

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instructor’s stated last day to turn in work. (05/04/17) No assignments will be accepted after the last class meeting. No exceptions to this policy.An assignment may only be modified with instructor approval. If an assignment is returned for revision and then re-submitted by the deadline, points will be subtracted (minimum of 10% ). If the revision is not completed by due date, the original score will be final.

FOR TASK STREAM, PLEASE POST EACH ASSIGNMENT ONLY ONCE. USE THE PRELIMINARY CANDIDATES DRF.

Assignment # 1: Philosophy of Education Statement (1-2 pages double-spaced) Create a personal philosophy of education statement. This is a key assignment that you will continue to revisit throughout the program. You will be asked about your teaching philosophy in every interview of your career. As you write your paper in narrative style, be sure to include:

What is your role and identity as a teacher? What qualities of great teachers do you admire and share?

How will you teach your students? How do you believe students learn best? How will you both challenge and support your students?

What child development concepts will guide your teaching? Reference theories/ideas that have shaped your thinking. Use appropriate quotes and citations

(APA FORMAT).See examples of Philosophy of Education Statements in Blackboard for reference. Submit in Blackboard by __________. Before the end of course you will post on TaskStream to TPE 6 i: Developmentally Appropriate Teaching Practices using the Preliminary Candidates DRF.

Assignment # 2: Classroom Management Plan (6-8 pages, including 2 rubrics)Note: As you write your plan, it will be helpful to refer to course resources including speakers, videos, and The Classroom Management Book.

Part 1: Create a plan to build an effective and equitable classroom community where learning is the goal for all:. What is an effective and equitable classroom community? What will you do to create a community of learners in your class? How will you facilitate contributions from all members? How will you ensure that all voices are valued?

Part 2: Create classroom rules, rewards, and consequences with clear expectations for both academic and social behavior.

What conduct is necessary for a productive classroom? What are your expectations for yourself and for students?

What rules, rewards, and consequences, will you have that encourage excellence and commitment to learning and good behavior? This section must be a stand-alone page that could be posted and distributed to students and families.

o Include how will you establish and communicate these to the class, school administration, and families? How will you reinforce desired behaviors?

o Create a sample classroom webpage to introduce yourself and your classroom expectations to students and families

Part 3: Establish routines and procedures to help your class run smoothly. What are some routines and procedures you will institute for effective participation and learning

in your classroom? Pick and describe at least 4 from the Wong text. (Cite using APA FORMAT) Some suggestions include:

o How will you start your class?

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o How will you determine your learning goals for the day have been met? If they have not, what will you do?

o How will you end your class? o What transition routines are in place?o Describe the discussion norms and procedureso What are the expectations for group work? How long? What checking for understanding

and task progress will you have in place?o How do the students enter the class and leave the class?o How do the students have access to materials? o How will you get students’ attention?o How will you communicate with students, families, school staff, and support staff about

successes and challenges?o How is seating determined?

Part 4: Reflect on your classroom management plan. Consider the following: Describe your plan to continually evaluate what is going well and what needs improvement in

your classroom management. Think about both academics and behavior. They are closely linked! As you observe in classrooms, be sure to take note of what is working and what is not.

What additional strategies from The Classroom Management Book will you try? Complete edTPA rubrics #6 and #10 to self-assess. Attach the completed rubrics to your plan.

Submit in Blackboard by _________. Before the end of course you will post completed document on TaskStream under TPE 11i, Social Environment, in the Preliminary Candidates DRF.

Assignment #3: Microteaching Each teacher candidate “microteacher” will teach one 15-minute lesson to the class with classmates role-

playing typical student classroom behaviors. Lesson plans are due the day that you are assigned to teach. Using the Touro University lesson plan format, each teacher candidate is required to develop a lesson plan for his or her 15-minute lesson. The “microteacher” needs to include one procedure from The Classroom Management Book in this lesson.

Lesson plans should be word-processed in 12-point font. Lesson plans must be turned in the day of teaching. Evaluation of microteaching and lesson plan (Questions to consider)

Was there a distinct Touro University lesson plan that is well organized with the micro lesson included within these plans? Were all parts of the lesson plan included? Was there sufficient detail present; enough that a substitute teacher could work from this plan?

Was there a procedure from The Classroom Management Book in this lesson? Was the lesson presented in a well-organized way? Did it correspond to the written lesson plan? Was the learning goal stated and assessed? Use edTPA rubric #7 in your planning and as a self-assessment following your lesson. Did the teacher clearly present information, including directions? Did the teacher demonstrate

enthusiasm throughout the lesson? Was the lesson both motivating and engaging to the students? Did the teacher demonstrate appropriate management skills including with-it-ness, monitoring,

assertiveness, and student–teacher rapport? Was inappropriate student behavior effectively addressed?

You will know what day you present by drawing a random number on the first day of class. If not present first day of class, your number will be decided for you. ☺

I present on _________

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Assignment #4: Independent Learning Activities

Required over the term; see course calendar for due dates, most assignments will be submitted through Blackboard.

1) VARK Investigate Learning Styles/take inventory/understand strategies for various types of learners. Write a reflection of what you learned both personally and professionally. Bring in class on assigned due date (refer to back pages for calendar) (Approx. 1 hour outside course)

2) Case studies for independent text reading on Educational Psychologists (weekly reader posted on blackboard). (Approx. 4 hours outside course)

3) Research an Educational Psychologist other than the ones assigned in class (refer to calendar for the 8 that are discussed). Report out on Blackboard Discussion for others to know. (Pick quick so that no one else will choose your Psych, no repeaters) Cite sources (APA FORMAT) (Approx. 4 hours outside course) Submit in Blackboard by _________

4) TeachingChannel.org video reflections. Create an account at teachingchannel.org and find 3 videos that are related to your 1) subject, 2) a classroom management/strategy video and 3) a current educational topic. Write a brief commentary about each using Blackboard Discussion Board- how they might be applicable in your teaching context and if you can relate to them. Read other students comments and respond to 2. (Approx. 4 hours outside course)

Submit in Blackboard by _________

5) Teacher Website – Create a website that has pages: About you with at least 3 pictures, Calendar from August 2017– June 2018, Educational Philosophy Statement, Contact Info, Helpful links related to your subject, specific page for students (reminders, due dates, videos/tutorials, etc.), specific page for parents (tips to help my child, parent conference information, how to access grades, contact form) Check out two other students’ websites and give feedback via Blackboard Discussion Board. Review feedback and make any necessary changes. (Approx. 4 hours outside course)

Submit in Blackboard discussion board by __________Revise by _________

6) Mandated Training Certificate – We will have a guest speaker from Cope Family Center talk about mandated reporters and the different types of child abuse. We will discuss the affects it has on a child and signs to look out for. (Approx. 1 hour outside course)

Submit in Blackboard _________

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CANDIDATES: Submitting a

Philosophy of Education StatementOn TaskStream

For Evaluation by your EDU 770 Instructor

Here are the steps: First of all, you need to have subscribed to TaskStream. If you have not, please do so immediately. See handout that details that procedure. In TaskStream, Be sure to enter as an "Author" (not a Reviewer). If you do not see “Author” or “Credential Candidate,” please contact your

advisor, who will be sure you are listed in the correct programs.

Choose the Preliminary Credential Candidates "DRF" for posting assignments (not TPA, which is another option for most of you).

Choose "TPE 6 i: Developmentally Appropriate Teaching Practices."  Along the left side. This Initial Philosophy of Education Statement will show partial evidence of having met Teaching Performance Expectation 6 i: Developmentally Appropriate Teaching Practices. At the end of the credential program, you will revisit this Philosophy Statement and submit a revised statement under TPE 6 ii with a reflection on your growth as a teacher.

You have two options for posting your philosophy statement down near the bottom of the page. You could "Add Text & Image." With this option, you cut and paste your philosophy statement from a word document into the text box,

ORYou can choose "Add Attachments." With this option, you add your philosophy statement as an attachment. Either way is fine.

Add a File Name such as "[Last Name] Philosophy of Education"Add a short description of the document...

Choose "Save and Return."

Choose "Submit Work." Please note: Do NOT “Request Comments” because that option does not count as the final submission. If you do request comments, it will be counted as late work.

Write any additional comments for your instructor, then choose “Yes-Submit Work”

Choose “Print this confirmation” if you want hard-copy evidence of the time you submitted the Philosophy of Education Statement.

At this point, since you have just posted a Philosophy Statement, youwill see as you scroll down, that “Initial Philosophy Statement" is checked.  Ifit is not checked, then do so now.

Your instructor will be able to see that your Initial Philosophy Statement is ready for evaluation.

*****To See Your Evaluation Score and Comments from the Instructor

In TaskStream, Be sure to enter as an "Author" (not a Reviewer). Choose "Preliminary Credential Candidates"  and “TPE 6 i” Choose “Scores/Results” in the lavender box.

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CANDIDATES: Submitting an

Initial Classroom Management PlanOn TaskStream

For Evaluation by your EDU 770 Instructor

Here are the steps: First of all, you need to have subscribed to TaskStream. If you have not, please do so immediately. See handout that details that procedure. In TaskStream, Be sure to enter as an "Author" (not a Reviewer). If you do not see “Author” or “Credential Candidate,” please contact your

advisor, who will be sure you are listed in the correct programs.

Choose "DRF: Preliminary Credential Candidates" for posting assignments (not TPA, which is another option for most of you).

Choose "TPE 11 i: Social Environment" along the left side. This Initial Classroom Management Plan will show partial evidence of having met Teaching Performance Expectation 11: Social Environment. At the end of the credential program, you will revisit this Philosophy Statement and submit a revised statement under TPE11 ii, with a reflection on your growth as a teacher.

You have two options for posting your classroom management plan. You could choose "Add Text & Image” at the very bottom of the screen. With this option, you cut and paste your classroom management plan from a word document into the text box,

ORYou can choose "Add Attachments." With this option, you add your plan as an attachment. Either way is fine.

Add a File Name such as "[Last Name] Initial Classroom Management Plan"Add a short description of the document.

Choose "Save and Return."

Choose "Submit Work." Please note: Do NOT “Request Comments” because that option does not count as the final submission. If you do request comments, it will be counted as late work.

Write any additional comments for your instructor, then choose “Yes-Submit Work”

Choose “Print this confirmation” if you want hard-copy evidence of the time you submitted the Initial Classroom Management Plan.

At this point, since you have just posted an Initial Classroom Management Plan, youwill see as you scroll down, that "Classroom Management Plan" is checked.  Ifit is not checked, then do so now.

Your instructor will be able to see that your Classroom Management Plan is ready for evaluation. *****

To See Your Evaluation Score and Comments from the InstructorIn TaskStream, Be sure to enter as an "Author" (not a Reviewer). Choose "Preliminary Credential Candidates"  and “TPE 11 i” Choose “Scores/Results” in the lavender box.

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COURSE CALENDAR Spring 2017* indicates major assignment posted on TaskStream by End of Course *

Session Date Topics Readings/Assignments

1 1/25

Characteristics of a Successful TeacherHow to build rapportTeacherchannel.org

Collaboration: PLC Communities

In class: Intro to Course and Micro-TeachingDue: 1/26 Freud & Maslow

Reflection of Teacher Channel Video

2 2/1

Reading: JigsawMicro-Teaching

Touro University CounselorFreud and Maslow: Subconscious base drives

Wong and Wong pp. 2-15

Guest: Drew Scott, PHD & Marcia Green Due: 2/2 Erickson

3 2/8

Engaging StrategiesInquiry: Philosophical Chairs

Cope Family Center: CoordinatorErickson: Ages and Stages of Development

Micro-Teaching 1-2Guest: Diane Jackel

Due: Mandated Certificate 2/9Due: 2/9 Kohlberg

4 2/15

Diversity in the ClassroomOrganization: Note-Taking

Touro University Librarian – Research/APAKohlberg: Stages of Moral Development

Micro-Teaching 3-4Guest: Tamara Trujillo

Due: 2/16 Piaget

5 2/22

Being TransparentRestorative Circle

Piaget: Constructivist Theory2/22 Rules/Consequences/Rewards Sheet Due

in Class

Micro-Teaching 5-62/23 Gardner

2/22 Rules/Consequences/Rewards Sheet Due in Class

VARK Survey due 3/1

6 3/1

Technology – Website DevelopmentHow Students Learn

Touro University Counselor Gardner: Multiple Intelligence Theory

Bring VARK Survey Bring Laptop

Guest: Jill AlbanMicro-Teaching 7-8

3/2 Vygotsky*Classroom Management Plan Due

7 3/15

Behavioral ManagementVUSD: Teacher

Vygotsky: Scaffolding and the zone of proximal development

Guest: Aaron ToliverMicro-Teaching 9-11

3/16 Montessori*Philosophy Statement Due

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8 4/5

Writing: Vocabulary DevelopmentChild Development

Montessori: Independent natural learners

Micro-Teaching 12-15Teacher Website Due: 4/6

Teacher Website/Feedback Due: 4/20

9 4/26

Lifelong LearningTouro University – Admin Coach

Building Relationships Student Motivation

Micro-Teaching 16-18

Guest: Marilyn NachtmanRevise Teacher Website from Feedback Due: 4/27

Ed Psych Research Paper 4/26

10 5/3Professional Growth and Development

Ed Psych Share outIn-class Evaluation

Micro Teaching 19-24Course Evaluation

Share out your Research piece on an Educational Psychologist. 5/3 (In Class)

Teachingchannel.org videos due 5/4

This course includes 2½ hours of on-line or remote input each week. The on-line learning portion of this class totals 15 hours. Your Micro Teaching date may be subject to change. You will be notified one week in advance if any changes occur. Your major assignments, Classroom Management Plan and Philosophy of Education statement need to be posted onto Taskstream before the end of course. The initial due date (Found above in the calendar) will be posted in Blackboard.

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