EDUC 6273 - Augusta State University

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                          AUGUSTA STATE UNIVERSITY
                                 College of Education
        Department of Educational Leadership, Counseling, and Special Education


       EDUC 6273 Curriculum and Program Design for Developing Talents (3-0-3)
                   “To Whom Much is Given, Much is Required”

                          Dr. Paulette Harris, Cree-Walker Professor
                                       pharris@aug.edu
                                         706-729-2045
                                     University Hall # 309
                                      Office Hours: TBA


Course Description

An investigation of a variety of gifted program delivery designs and conceptual approaches to
providing qualitatively differentiated curricula for the gifted/talented learner.

Textbooks/Required Readings/Recommended Readings:

Van Tassel-Baska, J. & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners.

       Boston; Pearson.

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Course Objectives

       The Candidate will:
       1. Identify appropriate instructional strategies for differentiating instruction with
          gifted/talented learners.
       2. Describe materials (traditional and technological) that challenge the gifted learner and
          match unique learner styles, characteristics, needs and developmental patterns.
       3. Examine and critique teaching models that meet unique needs of gifted.
       4. Articulate advantages and disadvantages of a variety of program delivery models for
          gifted/talented learners.


College of Education Conceptual Framework

The preparation of teachers and other school personnel is critical to all other professions, and to
communities, the state, and the nation. The professional educator plays an essential role in
student learning. The Conceptual Framework of the professional education unit at Augusta State
University consists of a mission and vision with an overarching theme to produce prepared,
able, and responsive professionals to teach and support diverse learners.

This mission and vision requires a partnership between the professional education unit including
the College of Education, the College of Arts and Sciences, the local community educational
system, community agencies, and the Professional Development School Network.

Conceptual Framework: Mission

Our mission is to educate prospective school professionals to be knowledgeable, effective, and
ethical practitioners.

Conceptual Framework: Vision

Our vision is to prepare school professionals who transform P-12 learners into thinking,
productive citizens.

Standard: Prepared
Disposition: To think critically about the process of teaching, learning and assessment.
Competencies: Candidates who are prepared will:
   P1 - demonstrate strong content and pedagogical preparation in their respective
        subject area or professional field.
   P2 - use self assessment and analysis as a basis for collaboration with
       colleagues, continuing professional development and lifelong learning.
   P3- possess an understanding of the central concepts, tools of inquiry, and structures
       of the discipline(s) or professional field of study and create learning
       experiences that enable all students to learn.



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   P4- demonstrate an understanding about how students learn and develop
       (intellectually, socially, and individually) and provide developmentally
       appropriate curricula, learning opportunities and support.
   P5- demonstrate knowledge about how to use information and technology effectively
      to foster active inquiry, collaboration, and supportive interaction in educational
      settings.

Standard: Able
Dispositions: To be creative, challenging, and flexible in teaching/professional practices.
Competencies: Candidates who are able will:
    A1 - understand, use, and support a variety of instructional strategies to encourage critical
         and creative thinking, problem solving, and achievement.
    A2- create a learning environment that encourages positive social interaction, active
        engagement in learning, and self-motivation for all learners.
    A3- plan, guide, and support instruction using knowledge of subject matter, the learners,
        the community, and curriculum goals.
    A4- understand and use authentic assessment to evaluate and ensure the continuous
        development of the learner.
    A5- organize, allocate, and manage resources to support learning.

Standard: Responsive
Disposition: To act in a manner that is empathetic, responsive, enthusiastic, inclusive, and
reflective in relations with students, parents, peers, and others.
Competencies: Candidates who are responsive will:
    R1- respect the dignity of all persons believing that all children can learn and have the right
        to an opportunity to do so.
    R2- translate knowledge into creating and supporting meaningful experiences for diverse
         learners.
    R3-accept responsibility for teaching and working in authentic settings with diverse
        populations of learners.
    R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring,
        nondiscriminatory, and equitable manner.
    R5 reflect on practice and continually evaluate the effects of choices and actions on
        others (students, parents, and other professionals in the learning community).
    R6- foster professional relationships with school colleagues, parents, and agencies in the
        larger community to support the learning and well-being of all students.


Program-Specific Standards Addressed in This Course

Effective November 15, 2005
505-3-.71 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM



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Georgia Professional Standards Commission- Standards (for preparation of teachers of students
with gifts and talents published by the Council for Exceptional Children)

(1) Purpose.

This rule states field-specific content standards for approving endorsement programs
that prepare individuals to teach gifted and talented students in the field and at the grade level of their
base certification and supplements requirements in Rule 505-3-.01, Requirements and Standards for
Approving Professional Education Units and Educator Preparation Programs.

(2) Requirements.

(a) A state-approved professional education unit shall offer this field as an endorsement to a level 4
or higher professional teaching certificate, the service field of School Counselor, or the leadership field of
Educational Leadership, provided that a teaching field prerequisite has been established.

(b) The preparation program described in program planning forms, catalogs, and syllabi shall
address the following standards for the preparation of teachers of students with gifts and talents
published by the Council for Exceptional Children:

1. Foundations
(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and
talented education.
(ii) The program shall prepare candidates who are familiar with models, theories, and philosophies that
from the basis for gifted education.
(iii) The program shall prepare candidates who know laws and policies related to gifted and talented
education.
(iv) The program shall prepare candidates who understand the relationship of gifted education to the
organization and function of educational agencies.
(v) The program shall prepare candidates who are familiar with issues in definition and identification of
individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds.
(vi) The program shall prepare candidates who are familiar with the incidence and prevalence of
individuals with gifts and talents.
(vii) The program shall prepare candidates who understand issues, assurances and due process rights
related to assessment, eligibility, and placement within continuum of services.
(viii) The program shall prepare candidates who understand the impact of labeling individuals with gifts
and talents.
(ix) The program shall prepare candidates who understand the potential impact of differences in values,
languages, and customs that can exist between the home and school.
(x) The program shall prepare candidates who understand the impact of the dominant culture on shaping
schools and individuals who study and work in them.
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(xi) The program shall prepare candidates who are familiar with the rights and responsibilities of
students, parents, teachers and other professionals and schools related to exceptional learning needs.
(xii) The program shall prepare candidates who understand issues and trends in gifted education
and related fields.
(xiii) The program shall prepare candidates who are familiar with laws, policies, and ethical principles
regarding behavior management planning and implementation.
(xiv) The program shall prepare candidates who understand teacher attitudes and behaviors that influence
behavior of individuals with gifts and talents.




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(xv) The program shall prepare candidates who are familiar with historical points of view and
contributions of culturally diverse groups.
2. Development and Characteristics of Learners
(i) The program shall prepare candidates who understand typical and atypical human growth and
development.
(ii) The program shall prepare candidates who understand similarities and differences of individuals with
and without gifts and talents and the general population of learners.
(iii) The program shall prepare candidates who understand similarities and differences among individuals
with gifts and talents.
(iv) The program shall prepare candidates who understand the educational implications of various gifts
and talents.
(v) The program shall prepare candidates who understand characteristics and effects of the cultural
and environmental milieu of the child and the family.
(vi) The program shall prepare candidates who understand effects of medications on individuals
with gifts and talents.
(vii) The program shall prepare candidates who understand cognitive characteristics of individuals
with gifts and talents in intellectual, academic, creative, leadership, and artistic domains.
(viii) The program shall prepare candidates who understand affective characteristics of individuals
with gifts and talents in intellectual, academic, creative, leadership, and artistic domains.
(ix) The program shall prepare candidates who understand effects of families on the development of
individuals with gifts and talents.
(x) The program shall prepare candidates who understand family systems and the role of families in
supporting development and educational progress for students with gifts and talents.
3. Individual Learning Preferences
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(i) The program shall prepare candidates who understand impact of diversity on educational placement
options for individuals with gifts and talents.
(ii) The program shall prepare candidates who understand variations in beliefs, traditions, and
values across and within cultures and their effects on relationships among individuals with gifts and
talents, family, and schooling.
(iii) The program shall prepare candidates who understand the impact gifts and talents can have on an
individual's life.
(iv) The program shall prepare candidates who understand the academic characteristics of individuals
with gifts and talents, and disabilities.
(v) The program shall prepare candidates who understand the affective characteristics of individuals with
gifts and talents, and disabilities.
(vi) The program shall prepare candidates who understand the impact of multiple exceptionalities that
may result in sensory, motor, or learning needs.
(vii) The program shall prepare candidates who understand differing learning styles of individuals
with gifts and talents including those from culturally diverse backgrounds and strategies for addressing
these styles.
(viii) The program shall prepare candidates who understand the impact of learners' academic and social
abilities, attitudes, interests, and values on instruction and career development.
(ix) The program shall prepare candidates who understand the cultural perspectives influencing the
relationship among families, schools, and communities as related to effective instruction.
4. Instructional Strategies
(i) The program shall prepare candidates who are familiar with sources of differentiated materials
for individuals with gifts and talents.
(ii) The program shall prepare candidates who are familiar with technology for planning and managing
the teaching and learning environment.




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(iii) The program shall prepare candidates who select, adapt, and use instructional strategies and materials
according to characteristics of individuals with gifts and talents.
(iv) The program shall prepare candidates who use instructional time effectively.
(v) The program shall prepare candidates who teach individuals to use self-assessment, problem solving
and other cognitive strategies to meet their needs.
(vi) The program shall prepare candidates who choose and use technologies to modify the instructional
process.
(vii) The program shall prepare candidates who use strategies to facilitate effective integration into
various settings.
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(viii) The program shall prepare candidates who integrate social skills into curriculum.
(ix) The program shall prepare candidates who use procedures to increase the individual's self-awareness,
self-management, self-control, self-reliance, self-esteem, and self-advocacy.
5. Learning Environments and Social Interactions
(i) The program shall prepare candidates who know ways specific cultures are negatively stereotyped.
(ii) The program shall prepare candidates who know strategies used by diverse populations to cope with
legacy of former and continuing racism.
(iii) The program shall prepare candidates who understand effective management of teaching and learning
for students with gifts and talents.
(iv) The program shall prepare candidates who understand acceleration, enrichment, and counseling
within a continuum of service options for individuals with gifts and talents.
(v) The program shall prepare candidates who know grouping practices that support differentiated
learning environments.
(vi) The program shall prepare candidates who know ways to create learning environments that allow
individuals to retain and appreciate their own and each other‟s respective language and cultural heritage.
(vii) The program shall prepare candidates who know strategies for crisis prevention and intervention.
(viii) The program shall prepare candidates who know strategies for preparing individuals to live
harmoniously and productively in a culturally diverse world.
(ix) The program shall prepare candidates who establish and maintain rapport with individuals with gifts
and talents.
(x) The program shall prepare candidates, who structure, direct and supervise the activities of
paraeducators, volunteers, and tutors.
(xi) The program shall prepare candidates who create a safe, equitable, positive, and supportive learning
environment in which diversities are valued.
(xii) The program shall prepare candidates who design learning environments that encourage active
participation in individual and group activities.
(xiii) The program shall prepare candidates who create an environment that encourages self advocacy and
increased independence.
(xiv) The program shall prepare candidates who teach self-advocacy.
(xv) The program shall prepare candidates who prepare and organize materials to implement daily lesson
plans.
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(xvi) The program shall prepare candidates who design and manage daily routines.
(xvii) The program shall prepare candidates who direct activities of classroom volunteers.
(xviii) The program shall prepare candidates who use universal precautions.
(xix) The program shall prepare candidates who organize, develop, and sustain learning environments that
support positive intracultural and intercultural experiences.
(xx) The program shall prepare candidates who use communication strategies and resources to
facilitate understanding of the subject matter for students whose primary language is not the dominant
language.




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(xxi) The program shall prepare candidates who prepare individuals to exhibit self-enhancing behavior in
response to societal attitudes and actions.
(xxii) The program shall prepare candidates who mediate controversial intercultural issues among
students within the learning environment in ways that enhance any culture, group, or person.
6. Language
(i) The program shall prepare candidates who understand effects of cultural and linguistic
differences on growth and development.
(ii) The program shall prepare candidates who understand the characteristics of one's own culture
and use of language and the ways in which these can differ from other cultures and uses of language.
(iii) The program shall prepare candidates who understand the importance of the teacher serving as
a model for individuals with gifts and talents.
(iv) The program shall prepare candidates who understand ways of behaving and communication
among cultures that can lead to misinterpretation and misunderstanding.
7. Instructional Planning
(i) The program shall prepare candidates who understand national, state, and provincial, and local
curricula standards.
(ii) The program shall prepare candidates who understand scopes and sequences of general and
special curricula.
(iii) The program shall prepare candidates who understand theories and research that form the basis of
curriculum development and instructional practice.
(iv) The program shall prepare candidates who identify and prioritize areas of the general curriculum and
accommodations for an individual with exceptional learning needs.
(v) The program shall prepare candidates who understand general and differentiated curricula for
individuals with gifts and talents.
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(vi) The program shall prepare candidates who understand differential curriculum needs of individuals
with gifts and talents.
(vii) The program shall prepare candidates who understand community-based and service learning
opportunities for individuals with gifts and talents.
(viii) The program shall prepare candidates who prepare lesson plans for individuals with gifts and
talents.
(ix) The program shall prepare candidates who design cognitively complex learning experiences for
individuals with gifts and talents.
(x) The program shall prepare candidates who plan instruction using cognitive, affective, and
ethical taxonomies.
(xi) The program shall prepare candidates who sequence, implement, and evaluate learning objectives.
(xii) The program shall prepare candidates who sequence, implement, and evaluate learning objectives.
(xiii) The program shall prepare candidates, who develop and select instructional content, resources,
and strategies that respond to cultural, linguistic, and gender differences.
(xiv) The program shall prepare candidates who develop and implement comprehensive, longitudinal
individualized programs in collaboration with team members.
(xv) The program shall prepare candidates who make responsive adjustments to instruction based
on continual observations of gifted students.
(xvi) The program shall prepare candidates who select instructional models to differentiate specific
content goals and monitoring progress.
(xvii) The program shall prepare candidates who involve the individual and family in setting
instructional goals and monitoring progress.
(xviii) The program shall prepare candidates who identify realistic expectations for personal and social
behavior in various settings.
8. Assessment
(i) The program shall prepare candidates who understand basic terminology used in assessment.



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(ii) The program shall prepare candidates who understand legal provisions and ethical principles
regarding assessment of individuals.
(iii) The program shall prepare candidates who understand national, state, or provincial, and local
assessment, accommodations and modifications.
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(iv) The program shall prepare candidates who understand screening, pre-referral, referral, and
identification procedures for individuals with gifts and talents.
(v) The program shall prepare candidates who understand the use and limitations of assessment
instruments for students with gifts and talents.
(vi) The program shall prepare candidates who gather relevant background information.
(vii) The program shall prepare candidates who use formal and informal assessments.
(viii) The program shall prepare candidates who interpret information from formal and informal
assessments.
(ix) The program shall prepare candidates who develop and administer nonbiased, informal
assessment procedures.
(x) The program shall prepare candidates who use assessment information in making eligibility,
program, and placement decisions for individuals with gifts and talents, including those from culturally
and/or linguistically diverse backgrounds.
(xi) The program shall prepare candidates who identify supports needed for integration into various
program placements.
(xii) The program shall prepare candidates who develop or modify individualized assessment
strategies.
(xiii) The program shall prepare candidates who evaluate instruction and monitor progress for
individuals with gifts and talents.
(xiv) The program shall prepare candidates who use performance data and information from all
stakeholders to make or suggest modification in learning environments.
(xv) The program shall prepare candidates who evaluate learner products and portfolios.
(xvi) The program shall prepare candidates who report assessment results to all stakeholders using
effective communication skills.
(xvii) The program shall prepare candidates who create and maintain records.
(xviii) The program shall prepare candidates who use technology to conduct assessments.
9. Professional and Ethical Practice
(i) The program shall prepare candidates who understand personal cultural biases and differences
that affect one's teaching.
(ii) The program shall prepare candidates, who are familiar with organizations and publications,
relevant to the field of gifted education.
(iii) The program shall prepare candidates who understand the continuum of lifelong professional
development.
505-3-.71 Page 8
(iv) The program shall prepare candidates who articulate personal philosophy of gifted education.
(v) The program shall prepare candidates who access information on meeting the needs of
students with gifts and talents.
(vi) The program shall prepare candidates who conduct self-evaluation of instruction.
(vii) The program shall prepare candidates who evaluate program activities for continued
improvement.
(viii) The program shall prepare candidates who maintain confidential communication about
individuals with gifts and talents.
(ix) The program shall prepare candidates who use verbal, nonverbal, and written language
effectively.
(x) The program shall prepare candidates who demonstrate commitment to developing the highest
potential of individuals with gifts and talents.



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(xi) The program shall prepare candidates who demonstrate sensitivity for the culture, language,
religion, gender, disability, socio-economic status, and sexual orientation of individual students.
(xii) The program shall prepare candidates who uphold high standards of competence and integrity
and exercise sound judgment in the practice of the profession.
(xiii) The program shall prepare candidates who engage in professional activities that benefit
individuals with exceptional learning needs, their families, and colleagues.
(xiv) The program shall prepare candidates who conduct professional activities in compliance with
applicable laws and policies.
(xv) The program shall prepare candidates who practice within one's skills limit and obtain
assistance when needed.
(xvi) The program shall prepare candidates who practice within the CEC Code of Ethics and other
standards of the profession.
(xvii) The program shall prepare candidates who maintain knowledge of research and literature in
special and gifted education.
(xviii) The program shall prepare candidates who participate in the activities of professional
organizations related to gifted and talented education.
(xix) The program shall prepare candidates who reflect on one's practice to improve instruction and
guide professional growth.
(xx) The program shall prepare candidates who act ethically in advocating for appropriate services.
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10. Collaboration
(i) The program shall prepare candidates who understand culturally responsive factors that promote
effective communication and collaboration with individuals, families, school personnel, and
community members.
(ii) The program shall prepare candidates who understand concerns of families of individuals with
gifts and talents and strategies to help address these concerns.
(iii) The program shall prepare candidates who are familiar with services, networks, organizations
for individuals with gifts and talents.
(iv) The program shall prepare candidates who understand models and strategies for consultation
and collaboration.
(v) The program shall prepare candidates who collaborate with families and others in assessment
of individuals with gifts and talents.
(vi) The program shall prepare candidates who foster respectful and beneficial relationships
between families and professionals.
(vii) The program shall prepare candidates who assist individuals with gifts and talents and their
families in becoming active participants in the educational team.
(viii) The program shall prepare candidates who plan and conduct collaborative conferences with
individuals with gifts and talents and their families.
(ix) The program shall prepare candidates, who use group problem solving skills to develop,
implement, and evaluate collaborative activities.
(x) The program shall prepare candidates who communicate with school personnel about the
characteristics and needs of individuals with gifts and talents.
(xi) The program shall prepare candidates who communicate effectively with families of individuals
with gifts and talents from diverse backgrounds.
(xii) The program shall prepare candidates who model techniques and coach others in the use of
instructional methods and accommodations.
Authority O.C.G.A. § 20-2-200

Gifted Endorsement Standards: National Association of Gifted Children (NAGC)




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NAGC.SI - Gifted Education Programming Criterion: Student Identification Description: Gifted
learners must be assessed to determine appropriate educational services.

NAGC.PDEV - Gifted Education Programming Criterion: Professional Development
Description: Gifted learners are entitled to be served by professionals who have specialized
preparation in gifted education, expertise in appropriate differentiated content and instructional
methods, involvement in ongoing professional development, and who possess exemplary
personal and professional traits.

NAGC.SEGC - Gifted Education Programming Criterion: Socio-Emotional Guidance and
Counseling Description: Gifted education programming must establish a plan to recognize and
nurture the unique socio-emotional development of gifted learners.

NAGC.PE - Gifted Education Programming Criterion: Program Evaluation Description: Program
evaluation is the systematic study of the value and impact of services provided.

NAGC.PD - Gifted Education Programming Criterion: Program Design Description: The
development of appropriate gifted education programming requires comprehensive services
based on sound philosophical, theoretical, and empirical support.

NAGC.PAM - Gifted Education Programming Criterion: Program Administration and
Management Description: Appropriate gifted education programming must include the
establishment of a systematic means of developing, implementing, and managing services.

NAGC.CI - Gifted Education Programming Criterion: Curriculum and Instruction Description:
Gifted education services must include curricular and instructional opportunities directed to the
unique needs of the gifted learner.

Method of Instruction

Web-enhanced with textbooks, Galileo, and a variety of internet resources.

Course Schedule - TBA

Performance Assessment – See attached

Portfolio consists of:

   I. Formal Paper
   II. Field Experience Externship
   III. Project-Based Learning


   I. Formal Paper
By the end of this course, prospective teacher of the gifted and talented should develop a
hardcopy portfolio (in spiral notebook) with accompanying CD that addresses in essay form all



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of the components listed below. Focus is on examining, developing and evaluating a variety of
curricula appropriate for gifted and talented students, identifying and analyzing gifted program
and delivery models, and becoming familiar with, planning and using strategies appropriate for
meeting the needs of gifted and talented learners.

In order to write a formal paper with documented project based learning, it will be necessary to:

*Read and apply materials found in the assigned text as an example of primary resources for
your formal paper. Supplement with secondary resources from related web-enhanced sources.
You may also use other references including those cited in the traditional bibliography of this
course syllabus.

All papers should be typed, double spaced with 12-point font and 1" margins using APA
guidelines. Reference to journals, books, and websites should be cited in APA format at the end
of each report in a Reference section. If you are unfamiliar with APA, see the Publication
manual in the library or purchase such in the ASU Bookstore. You may also check out the APA
Website, http://www.apastyle.org.

E-mail professor (pharris@aug.edu) weekly with updates on portfolio as to paper and project
based learning activities.

Written papers will be graded on content and style. Grammatical, punctuation, and spelling
errors, etc. will be penalized. See attached rubric.

Content of formal paper:

At the end of this course, teachers of the gifted and talented should include in their portfolios for
this course sections that allow them to compose a stated examination of curricula appropriate for
gifted and talented students including the examination of gifted program delivery models and
strategies appropriate for providing qualitatively differentiated curriculum for the gifted learner
that includes each of the following subtopics:

   1. Review of traditional and virtual cyber school curricula especially for gifted learners.
   2. Examination of the William and Mary Observation Scale.
   3. Identification of models of coordinating gifted instruction with that of general education
      classroom instruction: Enrichment Triad Model, Schoolwide Enrichment Model,
      Autonomous Learner model, Pull Out Models, etc.
   4. Explanation of the principles of curriculum differentiation for the gifted.
   5. Description of procedures currently in use to determine the overall effectiveness of
      current gifted education programs.
   6. Explanation of curricular patterns which include modification of curriculum content as to
      subject or skill, core, interests, process, experiential bases of operation and designs of the
      learning environment.
   7. Tie of creativity (re: E. Paul Torrence) to the curriculum needs of the gifted.
   8. Review of pros/cons of acceleration, cluster grouping, home schooling, magnet schools,
      and residential academies.


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   9. Description of NAGC Parallel Curriculum.
   10. Explanation of differentiated curriculum, curriculum compacting, tiered lessons, and
       resident experts.
   11. Discussion of J.P. Guildford Model of the Intellect.
   12. Comparison of competitions, contests, challenges and summer programs for the gifted.
   13. Use of technology by the gifted learner.
   14. Advantages of mentors, field experiences, and community resources with the gifted.
   15. Discussion of the Paideia Classroom.
   16. Definition of Renzulli‟s 5 dimensions.

      Include at least one full page per subtopic. Cite references at end of formal paper (APA
       Style). Note which NAGC standards that you have addressed in this formal paper.


FIELD EXPERIENCE-EXTERNSHIP: Must be loaded into Livetext

Externship steps to follow:

      Identify a teacher of the gifted in your county.
      Receive permission to complete this externship with this teacher. Email this permission
       to Dr. Harris before the end of the second week of the course
       pharris@aug.edu

       Document with a signed time log at least 20 hours observing, conferencing, and
       reflecting with this teacher on the following questions as well as observing and
       participating with gifted students under the supervision of the selected teacher of the
       gifted) Review the following models on the web before asking the teacher of the gifted
       the following questions—
      Observe, teach, and reflect under the guidance of your mentor teacher of the gifted for at
       least 20 hours.

   1. Ask the teacher to explain how he/she uses any or all of the following models:
      a. Benbow: SMPY Model
      b. Betts: Autonomous Learner Model
      c. Feldhusen: Purdue Three Stage Enrichment Model
      d. Guilford/Meedker Structure of the Intellect Model
      e. Schlichter: Talents Unlimited
      f. Taylow: Multiple Talent Totem Pole Model
      g. Treffinger: Individualized Program Model
      h. Williams: Cognitive/Affective Model
      i. Other models
   2. As you observe and converse with the teacher of the gifted and as you work with your
      mentor and gifted learners, determine how the teacher uses major programs and
      prototypes developed to provide differentiated instruction for gifted students.
   3. As you observe, note how the teacher synthesizes the major learning realms (thinking
      skills, communication skills, and research skills) to optimize development of gifted
      students across the various curriculum areas.


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   4. Describe how the teacher plans, implements, and evaluates the teaching of gifted students
      based on your observations of the mentor‟s teaching and your teaching of the gifted.
   5. Identify how the teacher uses multiple strategies for assessing gifted student learning and
      program effectiveness. How will you do so as a teacher of the gifted?
   6. Note how the teacher takes into account approaches to providing qualitatively
      differentiated curriculum for the gifted/talented/creative learner.
   7. Integrations/Applications of Research to the Teaching of the Gifted/Talented Learner:
      Incorporate all of the following into your GIFTED TEACHING PORTFOLIO!
      a. Discuss the following with the teacher of the gifted/talented who agrees to be your
          mentor.
      b. Locate, cite and then review with your mentor salient research findings from the web
          which provides compelling evidence that creative problem solving abilities of gifted
          learners can be enhanced through Problem Based Learning ( see research of: Ronald
          A. Beghetto and others online)
      c. Research the Creative Problem Solving Program (CPS) online. Identify and discuss
          with your mentor teacher the advantages and disadvantages of using CPT with gifted/
          talented learners.
      d. Summarize all of the findings/ discussion from B&C above)
   8. Have the teacher/mentor complete the rubric, assessment of Disposition Elements for
      Prospective Teachers of Gifted/Talented Learners.
          a. Develop and implement a lesson plan for gifted/talented. Be sure the plan
              includes development of creative problem solving and higher order thinking
              skills. Reflect on plan with mentor teacher. Use the following lesson plan format.

                          Lesson Plan for Gifted/Talented Learners


              Setting:
              Grade:
              Subject/Theme:
              Goals:
              Objectives:
              Standards (GPS):
              Essential Question:
              Procedures:
              Materials:
              Evaluations:
              Reflections:


   II. PROJECT BASED LEARNING ACTIVITY:
   1. Interview a general education teacher and a teacher of the gifted (real or virtual). This
       may be your gifted teacher/mentor.
   2. Ask how their system (their director of gifted) synchronizes the curriculum of gifted
       education with the general education curriculum.




EDUC 6273 Summer 2011 Harris
                                                                                                   14

   3. Ask each to respond to the following quote from Felix E. Schelling, "Pedagogically
      Speaking", 1929. Ask if they believe that we have made great strides in the education of
      the gifted? Why or why not?

"True education makes for inequality; the inequality of individuality, the inequality of success;
the glorious inequality of talent, of genius; for inequality, not mediocrity, individual superiority,
not standardization is the measure of the progress of the world.”

   4. Ask each to note the impact they feel that the following concepts have on giftedness?
       Perfectionist
       Underachievement
       Stress
       Gender related issues
       Motivation
       Visual/spatial learners
       Gifted with ADD/ADHD
       Profoundly gifted
       Gifted students with Learning Disabilities
       Gifted Students with Asperser‟s syndrome
       Gifted students who are culturally and ethnically diverse, linguistically different, and
          economically challenged
       High Intellectual-Low Creativity
       Low Intellectual-High Creativity

     5. Summarize and reflection all of the above responses.

6. Which group in the #4 above is of most interest to you. Why?

Grading
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F ≤ 59

Field Experience

See Field Experience/Externship above.

Other Important Information

APA Style

All written work is to follow the American Psychological Association (APA) style manual, sixth
edition (2009). APA style addresses the mechanics of writing as well as the format for citation
of references. General assistance with APA style is available online at


EDUC 6273 Summer 2011 Harris
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http://owl.english.purdue.edu/owl/resource /560/01/

Assignments

Assignments will not be accepted beyond the due date.

Course Reminders:

           1. Meet with professor at least 2 times…at least once at the beginning and at the end
              of the course. Feel free to schedule more meetings, as needed.
           2. Conduct on-line discussions via the internet with teachers and parents of the
              gifted.
           3. Use APA (6th ed.) guidelines for citing references.
           4. Supplement required texts with selected web-enhanced resources.
           5. Formal paper, Field Experience Externship and Project Based Learning are
              required. Externship must be loaded into Livetext.
           6. Late work, if accepted at all, will be severely penalized.

Academic Honesty

Students are expected to read and strictly adhere to the entire Academic Honesty policy found in
the 2010-2011 Augusta State University Catalog. In part, the policy reads:

       “Academic honesty requires the presentation for evaluation and credit of one‟s
       own work, not the work of others…Plagiarism is the failure to acknowledge
       indebtedness. It is always assumed that the written work offered for evaluation
       and credit is the student‟s own unless otherwise acknowledged. Such
       acknowledgement should occur whenever one quotes another person‟s actual
       works, whenever one appropriates another person‟s ideas, opinions, or theories,
       even if they are paraphrased, and whenever one borrows facts, statistics, or
       other illustrative materials unless the information is common knowledge.”
       (pg.46)

myASU and JagMail

Students are encouraged to check their JagMail daily. Students are responsible for any
assignments or deadlines sent to them via JagMail. If you have trouble accessing your JagMail
or myASU account, you should contact Information Technology Services at 737-1676.
Computers and printers are available free of charge in computer labs throughout campus as well
as the library and campus Internet cafes for students who do not have access from a home
computer.




EDUC 6273 Summer 2011 Harris
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Department of Educational Leadership, Counseling and Special Education
Website

Students are invited to visit the departmental website at: http://www.aug.edu/elsce. A variety of
forms, some interactive, may be downloaded from the website. There are also newsletters,
registration information and announcements which students will find useful. Most forms are in
Adobe Acrobat. All campus computers have Adobe Acrobat Reader installed and students can
download Adobe Acrobat Reader for their home computer at no charge from:
http://www.adobe.com/products/acrobat/

Writing Center

You may contact the ASU Writing Center (737-1402) for help with developing and
improving composition skills. If you would like additional help with writing or with
learning APA style, inform the class instructor.

Students with Disabilities

Students with disabilities who are registered with the Office of Disability Services
should schedule an appointment with the instructor before the third week of class to
discuss academic accommodations. If the student does not initiate this meeting, it is
assumed no special accommodations or modifications will be necessary to meet the
requirements of this course. You may make an appointment by calling the Counseling
and Testing Center.

Student Safety

Student safety is of primary importance. Students leaving classes late in the evening are
encouraged to stay in groups of two or more and to report all suspicious behavior or persons to
the ASU Office of Public Safety (emergency number 706-729-2911; non-emergency 706-737-
1401). Emergency telephones are located in the University Hall parking lot and various other
locations on campus.

Cell Phones

The use of cell phones for calls, text messaging, or other tasks is prohibited in class.




EDUC 6273 Summer 2011 Harris
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                                          Bibliography

Bennetts, C. (2001). Fanning the aesthetic flame: Learning for Life. Gifted Education

       International, 15(3), 252-261.

Betts, G. & Kercher, J. (2009). The Autonomous Learner. Model for the Gifted& Talented.

       Mansfield center, CT: Creative Learning Press.

Bishop, K. The research process of gifted students. Gifted Child Quarterly, 44(1), 54-64.

Persson, R. (2000). Survival of the fittest or the most talented. Journal of Secondary Gifted

       Education, 12, 28-38.

Renzulli, J., Gentry, M. & Reis, S. (2003). Enrichment clusters. Mansfield, CT Creative

       Learning Press.

Rogers, K. (2002). Reforming gifted education. Scottsdale, AZ: Great Potential Press.

Spady, W. (2000). Breaking out of the box. American School Board Journal, 187(1), 52-53.

Tomlinson, C., Kaplan, S., Purcell, J., Renzulli, J., Leppieh, J., & Burns, D. (2001). The

       parallel curriculum: A design to develop high potential and challenge high ability

       learners. Thousand Oaks, CA: Corwom/

Vam Tasse;-Baska, J. Curriculum for gifted and Talented Students. Thousand Oaks, CA:

       Corwin Press.

Webb, J., Meckstroth, E & Tolan, S. (2005) Guiding the gifted child. Scottsdale, AZ: Great

       Potential Press.

Georgia Department of Education Standards for Gifted Education:
http://www.doe.k12.ga.us/ci_iap_gifted.aspx
Gifted Organizations:
Ex.: Georgia Association for Gifted children (GAGC)
Journals:
Gifted Child Quarterly
Gifted Child Today Magazine
Gifted Education Review
Journal for the Education of the gifted
Roeper Review


EDUC 6273 Summer 2011 Harris
                                                                                             18

                            COURSE POLICY STATEMENTS


                       Dr. Paulette P. Harris, Cree-Walker Professor

   1. Attendance and punctuality are required (exceptions only in emergency situations). The
       maximum number of absences for a class that meets once per week is one absence. You
       may be dropped from class on the second absence. Attendance, punctuality, and
       participation (including active listening) will be into consideration during final
       evaluation.
   2. With permission of professor, audio taping during class lectures/discussions is allowed.
   3. All assignments are due as scheduled. Late assignments, if accepted, will be penalized.
   4. Please type all assignments on your computer. Assignments must be proofread. Final
       product should adhere to standard English in terms of grammar, spelling, punctuation,
       etc.
   5. The academic policy as outlined in the ASU Catalogue applies to this class. Plagiarism is
       strictly forbidden. Document all sources using APA style.
   6. Without advance approval of professor, no cell phones or beepers are allowed during
       class.
   7. ASU students are not allowed to bring children to classes (due to liability issues).
   8. Student grievances should follow policy as outlined in the ASU catalogue. Grievances
       must first be brought to the attention of the instructor of the course.
   9. Feel free to raise questions in class or to stay after class with questions, etc.
   10. The following grading scale will be used:
       A=excellent (90-100)
       B=good (80-89)
       C=fair (70-79)
       D=poor (60-69)
       F= unsatisfactory (≤59)
   11. Dr. Harris may be contacted as follows
       Office: University Hall # 309
       Phone: (706)-729-2045 (voicemail)
       E-mail: pharris@aug.edu




EDUC 6273 Summer 2011 Harris
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                                   GIFTED DUE DATES:

Please meet with Dr. Harris during the first week of classes, at midterm, and have portfolio
fully ready for her review by final review on the following date:

____________________.

Final exit interview will take place on or before the following date:

____________________.


This schedule allows some time for Dr. Harris to review and discuss changes, if needed.


The portfolio for each course should be contained in a 3 ring binder and on a
CD/DVD/flashdrive.

Lifetext archiving is necessary as well.


The portfolio for each course should consist of the following:
   1. Place your name and course #s on spine of 3 ring binder.
   2. Have a title page for each course portfolio.
   3. Do not place pages in plastic covers.
   4. Have a comprehensive table of contents for each course portfolio.
   5. Number all pages and refer to those numbers in your table of contents.
   6. Answer each question-sub-point- just as if you were doing so on an exam. Write at
      least one page per sub-question. Proofread carefully.
   7. Use APA style-sixth edition.
   8. Be able to explain the externship questions to your mentor(s) selected for your
      externship.
   9. Feel free to contact Dr. Harris by email, phone, or in person if you have any
      questions!




EDUC 6273 Summer 2011 Harris
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                                          EDUC 6273

Portfolio Rubric: (see syllabus for details)

       Exemplary
       Proficient
       Adequate
       Inadequate


PORTFOLIO CONTENTS (must be proofread, complete, and referenced-APA style- from
the text and from traditional as well as web-enhanced sources):

   I. Formal Paper: graded on content and style
                 16 subtopics
   II. Externship
                 Name(s) of those teachers and parents contacted (identify real or virtual)
                 Signed Time Log of at least 20 hours spent in the following: observing,
                   conferencing, and reflecting
                 At least 8 questions addressed
   III. Project Based Learning
                 Interview of 2 teachers (general ed and gifted)- real or virtual
                 6 questions answered (including lesson plans)




EDUC 6273 Summer 2011 Harris
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                             Portfolio Assessment Rubric Explanation
      The following rubric (McLaughlin & Vogt, 1996) will be used for portfolio evaluation.
      Levels of the rubric and grade equivalents are listed below.

      Exemplary: All work in portfolio exemplifies the following attributes: Highly
      imaginative; demonstrates critical thought; unique; substantial application; goes above
      and beyond requirements; creative; demonstrates both breadth and depth; shows
      individual‟s personality; professional in presentation and appearance; demonstrates
      considerable effort; *Assignments which are exceptionally completed demonstrate that
      the student shows awareness of the task + gives explanations+ shows how the assignment
      may be adapted and modified. Such a student deserves to earn the grade of A, if in
      addition to the noted attributes, student has: active class participation as evidence by
      regular attendance, preparation, participation+ contribution to all class activities+
      discussion including discussions of reading required and more…

      Proficient: All work in portfolio is well organized and complete; effectively and clearly
      presented; demonstrates clear understandings; applies what has been learned to the
      classroom; clearly shows connections; detailed thoughtful and supported with ideas.
      *Assignments which are thoroughly completed demonstrate that they student shows
      awareness of the task= gives explanations+ shows how the assignment applies to
      teaching/learning situation. Such a student deserves to earn a grade of B, if in addition to
      the noted attributes student has: active class participation as evidenced by regular
      attendance, preparation, participation+ contribution to class activities+ discussions,
      including discussions of reading required.

      Adequate: Portfolio meets minimum requirements; includes general information but
      lacks descriptive detail; some application to teaching; lacks in originality. *Assignments
      which are adequately completed demonstrate that the student shows awareness of the
      task+ gives explanations. Such a student deserves to earn the grade of C, if in addition to
      the noted attributes; student participates in class as evidenced by regular attendance,
      preparation, participation including discussions of required readings.

      Inadequate: Missing evidence or information; sloppy or poorly organized; portfolio
      demonstrates only surface understandings; no evidence of application to teaching; poorly
      written or does not include rationale statement with follow-through. *Assignments which
      are inadequately completed demonstrate that the student shows awareness of the task.
      Such a student deserves to earn the grade of D with attendance+ participation + readings
      completed.

      A grade of F if students fail to meet course requirements and assignment guidelines,
      including mandatory DUE date, etc.




EDUC 6273 Summer 2011 Harris
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                                         Augusta State University’s
                                        Gifted Endorsement Program
Program Rationale:
Augusta State University (ASU) is committed to providing a four-course sequence that will empower candidates
with the knowledge and skills essential for teaching gifted learners using exemplary instructional practices. Augusta
State University has developed a Gifted Endorsement Program that correlates with national and state standards in
gifted education. Such well-prepared teachers of the gifted will be proficient at assessing and evaluating data to
make effective instructional decisions.

Program Purpose:
The purpose of the Gifted Endorsement Program at ASU is to prepare candidates to function as well-prepared
teachers of gifted/talented learners. Candidates will:
    1. Review historical and theoretical underpinnings of current beliefs and practices in gifted education.
    2. Examine current research in gifted education and related fields of learning theory.
    3. Identify the instructional needs of gifted learners from diverse backgrounds.
    4. Plan, implement, and evaluate lessons for gifted/talented learners.

Course Descriptions:
ASU delivers a sequential gifted endorsement program that consists of four courses with accompanying field
experiences.
The following courses are offered in the Gifted Endorsement Program at Augusta State University:

EDUC 6040- (3 semester hours) Tests and Measurements
This course is concerned with practical methods and procedures involved in the construction and evaluation of
teacher made tests and the interpretation of test scores, as well as with the considerations involved in the selection
and use of standardized tests. Special attention will be given to assessing the gifted/talented population of learners.

EDUC 6271- (3 semester hours) Identifying Outstanding Talents and Potentials in Students
This course is an examination of the nature of children and youth having high potential in multiple areas. This
course Includes consideration of definitions, characteristics, and identification measures of the gifted/talented as
reflected in historical and contemporary theory and research. A focus on disparities in identifying specific
subgroups will be addressed including at-risk and underachieving gifted.

EDUC 6272- (3 semester hours) Developing Outstanding Talents and Potential in Students
This course provides candidates an opportunity to develop and implement appropriately challenging instructional
strategies and materials and to examine and critique teaching models specifically designed for meeting the unique
educational needs of gifted learners.

EDUC 6273- (3 semester hours) Curriculum and Program Design for Developing Talents
This course provides candidates opportunities to explore administrative designs, conceptual programs, and
approaches to provide qualitatively differentiated curriculum for the gifted and talented learner. Candidates will
investigate current practices in both parallel curriculum planning and cross-curricular planning. Candidates will
develop higher order instructional thematic units appropriate to gifted and talented learners.




EDUC 6273 Summer 2011 Harris
                                                                                                           23

505-3-.71 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM- Georgia Professional
Standards Commission- Augusta State University’s Gifted Program addresses the following:

(1)Purpose.

This rule states field-specific content standards for approving endorsement programs that prepare
individuals to teach gifted and talented students in the field and at the grade level of their base
certification and supplements requirements in Rule 505-3-.01, Requirements and Standards for
Approving Professional Education Units and Educator Preparation Programs.

(2) Requirements.

(a) A state-approved professional education unit shall offer this field as an endorsement to a level 4
or higher professional teaching certificate, the service field of School Counselor, or the leadership field of
Educational Leadership, provided that a teaching field prerequisite has been established.

(b) The preparation program described in program planning forms, catalogs, and syllabi shall address the
Georgia PSC/CEC standards for the preparation of teachers of students with gifts and talents published by
the Council for Exceptional Children




EDUC 6273 Summer 2011 Harris
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                        EDUC 6273 Field Exercise for Key Assessments for LiveText



                      Unsatisfactory           In Progress             Proficient              Exemplary
                      (1pt)                    (2pts)                  (3pts)                  (4pts)
Meaningful            Responses to             Responses to            Responses to topical    Responses to topical
Understanding         questions convey         questions convey        questions convey        questions convey in-
inherent in written   incoherent or            partial or very basic   complete and            depth and insightful
responses to          superficial topical      topical                 explicit                understanding and
questions             understanding or         understanding or        understanding and       analysis
(1, 20%)              analysis                 analysis                analysis
NAGC-CEC.1

Written Language      Preponderance of         Limited awareness       Evident awareness       Stylistically
inherent in           sentences fragments      to how to vary          in responses to         sophisticated with
responses to          that significantly       sentence patterns       questions of purpose    precise language and
questions             hinder                   with little awareness   with varied sentence    strong sense of
(1, 20%)              comprehension and        of purpose in           patterns                awareness of
                      no awareness of          responses to                                    purpose in responses
                      purpose in responses     questions                                       to questions
                      to questions

Organization of       Written responses to     Written responses to    Written responses to    Written responses to
written responses     questions fail to        questions generally     questions generally     questions
to questions          maintain focus with      lack coherence of       maintain organized      consistently convey
(1, 20%)              complete lack of         consistent focus and    direction, focus and    organized focus with
                      both organization        organized               coherent                logical and coherent
                      and coherence            interpretations         interpretations         structure of
                                                                                               interpretation

Conventions used      Written responses to     Written responses to    Written responses to    Written responses to
in written            questions fail to        questions               questions               questions
responses to          exhibit conventional     demonstrate partial     demonstrate control     demonstrate mastery
questions             spelling,                control of the          of the conventions of   of the conventions of
(1, 20%)              punctuation,             conventions of          Standard English-       Standard English
                      paragraphing,            Standard English        exhibiting only         with essentially no
                      capitalization, and      exhibiting frequent     occasional errors       errors in grammar,
                      grammar found in         errors-some of          with do not impact      spelling,
                      Standard English-all     which hinder            comprehension           punctuation,
                      of which hinder          comprehension                                   paragraphing,
                      comprehension                                                            capitalization, etc.

Development of        Lesson plan for          Lesson plan for         All parts of lesson     All parts of lesson
Lesson Plan           gifted/talented          gifted/talented         plan are developed      plan are exemplary
(1, 20%)              learners is either       learners is developed   and appropriate for     and clearly
NAGC-CEC.3            missing entirely or is   but does not provide    developing              appropriate for
NAGC-CEC.4            poorly developed         sufficient              analytical thinking     developing
NAGC-CEC.7            and lacks                opportunities for       in gifted/talented      analytical thinking in
                      components such as       analytical thinking     learners                gifted/talented
                      objectives,                                                              learners
                      procedures,
                      materials and
                      evaluation



EDUC 6273 Summer 2011 Harris
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   Rubric: “Assessment of Disposition Elements for Prospective Teachers of
                         Gifted/Talented Learners”


This disposition assessment was completed for gifted candidate __________________________

This disposition assessment was completed by Supervisor on ______________________________

Mentor Teacher’s Name____________________________Position_____________________________

              Directions: Check box under “0”, “1”, “2”,or“3” for each criteria


                     A. Demonstrates Interest in Teaching/ Gifted Learners

Addresses CEC Standard(s) GT9S2, GT9S3, GT9S5, GT9S8, GT9K1, GT9K3, GT9S6,
                  GT9S14, GT9S15, GT10S6, GT10K1, GT9K2,
   Disposition       Unsatisfactory         In Progress           Proficient                     Exemplary
Element Criteria           “0”                   “1”                 “2”                              “3”
   1. Interest in  No effort is made to  Minimal effort is    Generally seeks to              Consistently seeks
 teaching Gifted      understand the    made to understand     understand needs                  to understand
     Learners         needs of gifted    and meet the needs        of learners                  needs of gifted
                         learners.        of gifted learners.     students and                    learners and
                                                                    generally                        always
                                                                accommodates                    accommodates
                                                                  their unique                    their unique
                                                                learning needs.                 learning needs.

 2. Plans lessons       Does not plan lessons     Plans some lessons     Generally, lessons    Consistently, all
          that             that incorporate          that incorporate        incorporate             lessons
    accommodate              higher-order          some higher-order        higher-order           incorporate
    Higher Order            thinking skills           thinking skills      thinking skills        higher-order
   thinking Skills                                                                               thinking skills
3.Provides gifted          Provides gifted       Occasionally provides   Provides learning       Consistently
    students with          students with no        additional learning     experiences that    provides learning
     rich learning        additional learning       experiences for       generally provide     experiences that
      experiences             activities.            gifted learners.       more in-depth       provide for deep
                                                                             learning for         learning for
                                                                            gifted learners      gifted students

  4. Implements             Does not use           Occasionally uses      Generally, uses     Consistently uses
   Differentiated            differentiated          differentiation       differentiated       differentiated
      Teaching            teaching strategies      teaching strategies        teaching             teaching
      Strategies           in the classroom                                  strategies.          strategies.

   5. Displays          Demonstrates little or       Occasionally            Generally          Consistently
    Enthusiasm             no enthusiasm              demonstrates          demonstrates        demonstrates



EDUC 6273 Summer 2011 Harris
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                          when engaging           enthusiasm when          enthusiasm when        enthusiasm when
                             students,           engaging students,             engaging               engaging
                        colleagues, parents      colleagues, parents             students,              students,
                            and others.              and others.               colleagues,            colleagues,
                                                                               parents and            parents and
                                                                                  others.                others.
 6. Demonstrates             Does not               Occasionally              Generally             Consistently
  Initiative related     demonstrate any         completes assigned          participates in        participates in
   to Professional      initiative related to        professional             professional           professional
      Learning            participating in        learning, but does             learning               learning
    opportunities.          professional           not participate in       opportunities as       opportunities as
                              learning                 learning             assigned and as        assigned and as
                           opportunities         opportunities unless      identified by self-    identified by self-
                                                       assigned              assessment of          assessment of
                                                                                   need.                  need
      7. Uses          Lesson plans rarely          Lesson plans             Lesson plans           Lesson plans
    Professional        demonstrate use of           occasionally               generally            consistently
     learning to         best pedagogical         demonstrate use of        demonstrate use        demonstrate use
      improve            practices and/or          best pedagogical               of best                of best
      teaching           new knowledge               practices and            pedagogical            pedagogical
                         based on current        knowledge based on           practices and          practices and
                             research              current research        knowledge based        knowledge based
                                                                                on current             on current
                                                                                 research               research


                            B. Demonstrates Responsibility
         Addresses Council for Exceptional Children (CEC) standard GT9K2

    Disposition            Unsatisfactory              In Progress             Proficient           Exemplary
      Element                   “0”                        “1”                    “2”                  “3”
     Criteria
   1.Attendance          Irregular attendance      Occasional absence           Generally          Consistently
                          without notification       with notification            attends             attends

   2.Punctuality          Frequent lateness       Only occasionally late      Generally on        Consistently on
                               problem                                            time                  time

  3.Promptness           Frequent lateness in      Occasionally late in         Generally          Consistently
completing in tasks        completing tasks          completing tasks            completes        completes task on
                                                                               tasks on time           time

    4.Extra time        Rarely devotes extra      Occasionally devotes          Generally           Consistently
                         in time before/after           extra time             devotes extra        devotes extra
                                school             before/after school              time          time before/after
                                                                                before/after           school
                                                                                   school
   5.Appearance           Frequently looks          Occasionally looks          Generally        Consistently looks
                           unprofessional in         unprofessional in          mostly looks        professional
                             appearance                 appearance              professional         appearance
                                                                               in appearance


EDUC 6273 Summer 2011 Harris
                                                                                                    27




                     C. Reacts Favorably to Instructional Supervision

         Addresses CEC Standard(s) GT9S1, GT9S3, GT9S4, GT9S7, GT9S12
   Disposition       Unsatisfactory         In Progress           Proficient                   Exemplary
Element Criteria           “0”                  “1”                  “2”                           “3”
 1.Receptive to      Regularly rejects  Occasionally accepts Generally receptive             Always receptive
Suggestions from       suggestions of        suggestions         to supervisor                 to supervisor
   supervisors          supervisors          supervisors        suggestions and                 suggestions
                                                                   seeks out                   and seeks out
                                                                  constructive                  constructive
                                                                  suggestions                   suggestions

2.Use of Feedback      Rejects or fails to     Occasionally is          Generally makes       Always makes
                             integrate           responsive to           effective use of     effective use of
                     professional feedback   professional feedback         professional         professional
                          into teaching                                     feedback             feedback


        D. Demonstrates Appropriate Collaborative Behavior with Professionals and
                                           Colleagues
   Addresses CEC Standard(s) GT10S1, GT10S4, GT10S5, GT10S6, GT10K1, GT10K2,
                                          GT10K3
   Disposition        Unsatisfactory              In Progress            Proficient            Exemplary
     Element               “0”                         “1”                   “2”                  “3”
    Criteria
  1.Engages in      Does not engage in         Collaborates with     Generally engages in    Always engages
  Collaborative     collaborative efforts     others when asked to       collaborative               in
Efforts with other       with other            do so, but does not           efforts           collaborative
  Professionals         professionals         initiate collaboration                              efforts
                                                    with others

2.Rsponsiveness to       Responds or         Sometimes responds      Generally listens and    Always listens
    opinions of        inappropriately to       appropriately to            responds            and responds
      others            others‟ opinions       opinions of others       thoughtfully and        thoughtfully
                                                                         respectfully to             and
                                                                       opinions or others      respectfully to
                                                                                                 opinions of
                                                                                                   others




  EDUC 6273 Summer 2011 Harris
                                                                                                        28

 3.Working with        Does not work          Sometimes works          Generally contributes         Always
     Groups            effectively in a      effectively in a group      to positive group         contributes to
                            group               and occasionally            functioning            positive group
                                               contributes to the                                   functioning
                                                     group




         E. Demonstrates Effort and Strives for Excellence in Teaching (Initiative)

 Addresses CEC Standard(s) GT9S1, GT9S5, GT9S6, GT9S7, GT9S10, GT9S16, GT10S2,
                                       GT10K4
   Disposition       Unsatisfactory           In Progress             Proficient                  Exemplary
Element Criteria            “0”                    “1”                   “2”                          “3”
  1. Reflective       Only minimal         Engages in limited     Generally reflective              Always
     related to       reflection about     reflections related to    about teaching                 reflective
      teaching            teaching               teaching                                         about teaching


  2.Flexibility      Unwilling to adapt      Sometimes willing to      Generally displays a      Always displays
                       and change in          adapt and change in              positive            a willingness
                      various teaching          various teaching          willingness and          and ability to
                       circumstances             circumstances           ability to adapt to          adapt to
                                                                         changes(flexible)            changes
                                                                        in various teaching         (flexible) in
                                                                           circumstances               various
                                                                                                      teaching
                                                                                                   circumstances

   3.Initiative     Demonstrates little or        Sometimes                   Generally             Always
                     no initiative related        demonstrates              demonstrates           demonstrates
                         to teaching           initiative related to     initiative related to       initiative
                                                     teaching                  teaching              related to
                                                                                                      teaching

  4.Creativity      Demonstrates little or        Sometimes                  Generally              Always
                        no creativity             demonstrates              demonstrates           demonstrates
                                                    creativity                creativity             creativity
 5.Challenging      Little or no evidence    Sometimes provides         Generally provides       Always provides
    standards            of providing        challenging standards          challenging             challenging
                           challenging         for some students           standards for           standards for
                          standards for                                       students              all students
                             students



 EDUC 6273 Summer 2011 Harris
                                                                                                 29

6. Seeks resources    Neglects available      Sometimes seeks        Generally seeks       Always seeks
                      resources and seeks      resources beyond      resources beyond         resources
                          no additional         those provided        those provided        beyond those
                            resource                                                          provided

7.Teacher presence   Seldom appears to be    Sometimes appears      Generally appears     Always appears
                      comfortable in front   comfortable in front      comfortable in      comfortable in
                          of class when         of class when       front of class when     front of class
                         interacting with      interacting with       interacting with          when
                             students              students               students           interacting
                                                                                            with students




  EDUC 6273 Summer 2011 Harris
          F.                                           Demonstrates Ethical Practices                30
        Addresses CEC Standard(s) GT9S2, GT9S4, GT9S5, GT9S9, GT9S13, GT9S17
    Disposition         Unsatisfactory            In Progress              Proficient               Exemplary
 Element Criteria             “0”                      “1”                    “2”                       “3”
1.Confidentiality   Often engages in       Sometimes maintains        Generally seeks             Proactively
                     “gossip,” complains     confidentiality.          solutions for                seeks
                     about school                                      problems while               solutions for
                     problems and/or                                   mostly maintaining           problems
                     children and their                                confidentiality              while always
                     families; Does not                                                             maintaining
                     maintain                                                                     confidentiality
                     confidentiality.
2.Professionalism   Engages in             Occasionally omits         Generally displays          Displays
                     unprofessional          information that leads    professionalism in         professionalism
                     behavior                to „misunderstanding‟     all dealings                 in all
                                             and lacks of                                           dealings
                                             professionalism
3.Ethical practices Has violated copyright Doesn‟t personally         Generally uses high         Always uses
  regarding          restrictions,           infringe on copyright     ethical practices           high ethical
  technology         technology              restrictions, technology  with regard to              practices
                     violations, or          violations or plagiarize  technology                  with regard
                     plagiarized             but doesn‟t encourage                                 to technology
                                             others not to

                             G. Demonstrates Emotional Maturity
                              Addresses CEC Standard GT10K1

     Disposition           Unsatisfactory                 In Progress              Proficient       Exemplary
       Element                  “0”                           “1”                     “2”              “3”
      Criteria
1.Handling            Often vents frustration       Sometimes handles           Generally         Always handles
  frustration          inappropriately                frustration                 Handles          frustration
                                                      inappropriately             frustration      appropriately
                                                                                appropriately
2.Maintaining adult   Often fails to maintain       Sometimes fails to          Generally         Always
  role                 the “adult role” in            maintain the “adult         Maintains the    maintains the
                       dealing with students          role” when dealing          „adult role‟     „adult role‟
                       and staff                      with students and staff     when dealing     when dealing
                                                                                  with students    with students
                                                                                  and staff        and staff
3. Social cues        Often fails to understand     Sometimes understands       Generally         Always
                       role and responds              role in setting and         understands      understands
                       inappropriately.               responds accordingly        role and         role and
                                                                                  responds         responds
                                                                                  accordingly      accordingly

                     H. Demonstrates Effective Communication Skills
 Addresses CEC Standard(s) GT10K1, GT9S6, GT10S1, GT10S2, GT10S3, GT10S4, GT10S5,
                                   GT10S6, GT10S7




EDUC 6271                                       Summer 2011                                       Harris
                                                                                                        31

    Disposition           Unsatisfactory                  In Progress               Proficient          Exemplary
       Element                 “0”                            “1”                      “2”                 “3”
      Criteria
1.Communication       Often demonstrates           Sometimes demonstrates        Generally           Consistently,
  Skills               inappropriate                 inappropriate                 demonstrates        demonstrates
                       interpersonal, listening,     interpersonal, listening,     appropriate         appropriate
                                                                                                       interpersonal,
                       and/or speaking skills.       and communication             interpersonal       listening, and
                                                     skills                        listening, and      communication
                                                                                   communication       skills
                                                                                 skills
2.Expressing ideas   Lacks coherence and           Sometimes expresses            Generally          Always expresses
  in writing          clarity in writing             ideas clearly and             Expresses ideas     ideas clearly
                                                     coherently in writing         clearly and         and coherently
                                                                                                       in writing
                                                                                   coherently in
                                                                                   writing
3.Using standard     Often fails to use            Sometimes uses standard       Uses standard       Always uses
  grammar/            standard grammar/              grammar/ punctuation          grammar/            standard
                                                                                                       grammar/punct
  punctuation in      punctuation in writing         in writing                    punctuation in
                                                                                                       uation in
  writing                                                                          writing             writing
4.Expressing ideas   Often struggles to            Generally expresses           Generally           Always expresses
  when speaking       express ideas when            ideas confidently and         expresses ideas      ideas
                                                                                                       confidently and
                      speaking                      clearly when speaking         confidently and
                                                                                                       clearly when
                                                                                  clearly when         speaking
                                                                                  speaking
5.Using standard     Often fails to use            Sometimes uses standard       Generally uses      Always uses
  grammar when        standard grammar               grammar when                 standard             standard
                                                                                                       grammar when
  speaking            when speaking                  speaking                     grammar when
                                                                                                       speaking
                                                                                  speaking




                                  I. Acknowledges Diversity
          Addresses CEC Standard(s) GT9S3, GT9S8, GT9K1, GT10S6, GT10K1
    Disposition          Unsatisfactory          In Progress           Proficient                    Exemplary
      Element                  “0”                   “1”                   “2”                          “3”
     Criteria
1.Respecting         Demonstrates          Sometimes              Generally                      Always
  diverse learners     disrespect toward     demonstrates respect   demonstrates                   demonstrates
                       diverse learners      toward diverse         respect toward                 respect toward
                                             learners               diverse                        diverse
                                                                  learners                       learners
2.Planning for       Fails to plan for     Sometimes plans for    Generally plans for            Always plans for
  diverse learners     diverse learners      diverse learners       diverse learners               diverse learners
3. Diverse cultural Resists consideration  Sometimes listens to   Generally listens              Always listens and
  perspectives         of diverse cultural   diverse cultural       and responds                   responds
                       perspectives        perspectives             thoughtfully to                thoughtfully to
                                                                  diverse cultural               diverse cultural
                                                                    perspectives                   perspectives




EDUC 6271                                    Summer 2011                                             Harris
                                                                                                                     32




  Summary Points from Disposition Assessment as completed by candidate‟s supervisor:




 Possible Points:                          Points Achieved:                           Supervisor Comments:



      A.   _____________                        A.   _____________                        A.   _____________
      B.   _____________                        B.   _____________                        B.   _____________
      C.   _____________                        C.   _____________                        C.   _____________
      D.   _____________                        D.   _____________                        D.   _____________
      E.   _____________                        E.   _____________                        E.   _____________
      F.   _____________                        F.   _____________                        F.   _____________
      G.   _____________                        G.   _____________                        G.   _____________
      H.   _____________                        H.   _____________                        H.   _____________
      I.   _____________                        I.   _____________                        I.   __________




This rubric was adapted from :

     The Council for Exceptional Children Standards, Georgia 2000 Standards, Saginaw Valley State University College of
        Education‟s “Professional Behavior Assessment,” Northern Illinois University College of Education‟s “Disposition
        Rubric,” CSRA RESA, and South Dakota Education Department‟s “Rubric for Dispositions.



 EDUC 6271                                           Summer 2011                                                Harris
                                 AUGUSTA STATE UNIVERSITY

                                         College of Education

              Department of Educational Leadership, Counseling, and Special Education

                                     PROGRAM OF STUDY

                                   GIFTED ENDORSEMENT

                                          (12 Credit Hours)

Student:_________________________________________ Student ID# _______________________

Address____________________________________________________________________________
Home Phone (___)_______________________    Work Phone_(__ )________________________

Do you hold a Baccalaureate Degree? Yes No        If yes, in what teaching field?

Do you hold a Master‟s Degree?       Yes     No     If yes, in what area?

Semester you will begin classes ______________Pipeline e-mail address__________________@aug.edu

Endorsement Program

   Course      Title                         Hrs Semester/Year          Grade Advisor‟s Comments

EDUC 6271      Identifying Outstanding       3
               Talents & Potentials in
               Students
EDUC 6272      Developing Outstanding        3
               Talents & Potentials in
               Students
EDUC 6273      Curriculum & Program          3
               Design for Developing
               Talents
EDUC 6040      Tests and Measurements        3



_______________________________________                          ________________________________

Student                           Date                           Advisor                   Date

________________________________________

Department Chair                           Date
EDUC 6273: Self-Evaluation (must be first page in portfolio).

NAME________________________JAG ID#________________E-mail___________________

Follow this page with title page, table of contents and tabbed sections.

Please respond to each of the following statements and place this form at the front of your
portfolio.

   1.  Did you complete the Formal Paper for EDUC 6273?______________
   2.  If not, which of the 18 subtopics did you omit?____________________
   3.  Did you proofread and reference the Formal Paper?________________
   4.  Did you locate individuals to contact for your externship?___________
   5.  Did you include a signed Time Log documenting 20 hours?__________
   6.  Did you address each of the 6 externship questions?________________
   7.  Did you review 2 SDOE websites related to the gifted? _____________
   8.  Did you respond to each of the 7 questions related to the SDOE sites?________
   9.  Have you placed your name and course number(s) on the spine of your portfolio
       binder?________
   10. Have you completed all requirements of the course?_________
   11. If not, which were either not completed at all and/or were incomplete and why?

______________________________________________________________________________




        ________________________________________________________________________



Grade expected on this portfolio based on this course self-reflection:__________

Justification for this grade-Be specific as to assets and deficits:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Other pertinent Information related to course completion that Dr. Harris needs to know prior to
examining this portfolio:
                             STUDENT INFORMATION

Course #_____________________________ Semester_________________________________

Name_________________________________________________________________________

Address ______________________________________________________________________

       _______________________________________________________________________

Phone Number ________________________________________________________________

E-mail Address ________________________________________________________________

Other information Dr. Harris needs to know:

				
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