Troy University by 5T50Mu5c

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                                             Troy University College of Education
                                     Certification/ Licensure Programs (ALSDE, NCATE)
                                                   Master Syllabus 2009-2011

Course Title:                            Internship Seminar

Course Number:                           ECE/ ELE/ SPE 4454

Semester Hours:                          3

Pre-requisite(s):                        Admission to TEP

Co-requisite:                            ECE/ELE/ SPE 4474

Approved Delivery Methods:
Methods of instruction may include, but are not limited to: class discussions, supervised practical application, field trips, videos,
lectures, guest speakers, modeling, and the use of technology tools. Blackboard will be used in this course; therefore, you must
provide an e-mail address.

Course Description:
This course provides seniors an opportunity during internship to examine broad educational issues and concerns, topics on the
state and local levels, and those of personal interest. The scope of the course ranges from juvenile law, classroom management,
professionalism, professional development for teachers, and other course topics.

Goals and Objectives:

The Teacher Education Program is designed to provide a quality, academic program that emphasizes meaningful and practical
learning experiences in preparing students to be innovative, informed, reflective decision-makers. (The Unit’s Conceptual
Framework is included at the end of this syllabus). In addition, this course provides opportunities to demonstrate knowledge of
the following objectives:

290-3-3-.04                            ALABAMA QUALITY TEACHING STANDARDS

(5)(c)2.             Continuous, Lifelong Professional Learning
(5)(c)2.(i)          Knowledge of a range of professional literature, particularly resources that relate to
(CF 3,5,6)           one’s own teaching field(s).
(5)(c)2.(ii)         Knowledge of a range of professional learning opportunities, including job-embedded
(CF 3,5,6)           learning, district-and state-sponsored workshops, university offerings, and online and
                     distance learning.
(5)(c)2.(iii)        Knowledge of the processes and skills associated with peer coaching and mentoring.
(CF 4)
(5)(c)4.             School Improvement
(5)(c)4.(ii)         Knowledge of the principles of individual and organizational change and a
(CF 4, 9)            commitment to assume personal responsibility for leading and supporting others in
                     results-oriented changes.
(5)(c)5.             Ethics
(5)(c)5.(i)          Knowledge of appropriate professional behavior and dispositions expected of
(CF 2, 7, 10)        professionals as outlined in the Alabama Educator Code of Ethics.

The course provides opportunities for the student to demonstrate the ability to:

290-3-3-.04             ALABAMA QUALITY TEACHING STANDARDS

(5)(c)6.             Local, State, and Federal Laws and Policies
                     Ability to access resources to gain information about federal, state, district, and school
(5)(c)6.(iii)        policies and procedures.
(CF1,2,3,4,5,6,
7,8,9,10)


Approved Texts:
                    LiveText Software CD package



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Other Materials: Blackboard

Content:

           I.       Candidates will participate in discussions which demonstrate an understanding of the need for flexibility in
                    the classroom. Actual classroom practice from the internship experience will guide discussion and provide
                    the “real world” situations.
           II.      In addition to discussions of actual practice found in the internship settings, the candidates will be provided
                    with a reading list which will provide information concerning best practice in the classroom.
           III.     Candidates will examine and discuss school law e.g. juvenile law, emergency responses, student/teacher
                    rights, etc.
           IV.      Candidates will discuss ethics in the teaching profession and appropriate professional behavior and research
                    resources available to classroom teachers for professional development.
           V.       Candidates will peruse current issues and trends in education.

Methods of Instruction:
Methods of instruction may include, but are not limited to: class discussions, supervised practical application, field trips, videos,
lectures, guest speakers, modeling, group projects, and the use of technology tools.

Laboratory Experiences: Candidates will spend an entire semester in a classroom setting during the internship. Internship
hours are outlined in the Troy University Professional Internship Handbook.


Course Requirements:

           1.       Attend class meetings.
           2.       Participation in classroom activities and completion of class assignments.
           3.       Read assigned material by assigned dates.
           4.       Complete all assignments required by the instructor.

Specific Course Assignments:

           Assignments will vary somewhat depending on the student’s major. Most often they include:

           1.       Read selected materials assigned by instructor.
           2.       Prepare a resume; obtain and complete applications for teaching positions in one school system and the Troy
                    University placement file.
           3.       Participate in a mock interview.
           4.       Refine personal philosophy of education.
           5.       Obtain information concerning professional organizations applicable to the candidate’s major area.
           6.       Write an essay describing professional development available to teachers.
           7.       Interview various education professionals about relevant topics.
           8.       Prepare a file of resource materials applicable to the candidate’s major.
           9.       Candidates will study the public school handbook for students and any
                    materials which are available to teachers to assist them in dealing with school emergency situations,
                    disciplinary actions, and school policies. These materials will be borrowed by the candidates during the pre-
                    internship visit and read prior to the beginning of the internship. Assignments will vary with individual
                    instructors.
           10.      Prepare Professional Internship Portfolio.

Evaluation:
Candidates must satisfactorily meet all goals or objectives used to assess state, national and professional standards or rules.




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Critical Assignment(s):
Critical Assignments measure the candidate’s proficiency level of knowledge standards. The candidate must demonstrate a
proficiency level of “3” or above on all Critical Assignments.

Score               Descriptor                     Explanation
4                   Exceptional                    The candidate demonstrates exceptional
                                                   understanding and/or skill expected of a candidate
                                                   at the initial level of certification. Knowledge
                                                   conveyed and/or performance demonstrated
                                                   regarding this standard places the candidate at a
                                                   level far beyond peers.

3                   Proficient                     The candidate demonstrates proficient
                                                   understanding and/or skill expected of a candidate
                                                   at the initial level of certification. Knowledge
                                                   conveyed and/or performance demonstrated
                                                   regarding this standard is consistent with that of
                                                   effective preservice candidates.

2                   Basic                          The candidate demonstrates basic understanding
                                                   and/or skill expected of a candidate at the initial
                                                   level of certification. Knowledge conveyed and/or
                                                   performance demonstrated regarding this standard
                                                   is consistent with preservice candidates’ initial
                                                   understanding and/or performance in this area.

1                   Unacceptable                   The candidate does not demonstrate minimal
                                                   understanding and/or skill expected of a candidate
                                                   at the initial certification level. Knowledge
                                                   conveyed and/or performance demonstrated
                                                   regarding this standard is unsatisfactory.

Please Note Competency Statement Below:

*Several class assignments will be completed and competencies must be demonstrated
 during class time.
*Student must successfully complete all course objectives, assignments, assessments
 and activities in order to pass the course.

Critical Assignments:

    A.   Dispositions Self-Assessment and Professional Development Plan:
         Complete a Dispositions Self-Assessment and Professional Development Plan: (1) at the beginning of the first
         placement; (2) at the end of the first placement; and (3) at the end of the internship. The self-assessment, rubrics, and
         plan are located on Live Text. 290-3-3-.04; (5) (c)5. (i)

    B.   Resource File:
         You are to create in Live Text a Resource File which contains artifacts demonstrating knowledge of the following
         Alabama Quality Teaching Standards: 290-3-3-.04: (5)(c)2.(i)(CF3,5,6); (5)(c)2.(ii)(CF 3,5,6); (5)(c)2.(iii)(CF 4);
         (5)(c)4.(ii)(CF 4,9); (5)(c)5.(i)(CF 2,7,10).

         Specifics: Complete a Resource File in Live Text to include the following:
         1. With regard to (5)(c)2.(i)
               *Obtain 5 artifacts of professional literature, particularly resources that relate to your teaching field. For each of
                   the 5 artifacts, type your reflection on the first 2 pages, 12 inch font double spaced, and attach your artifacts.
                   *Directions for Reflection:
                   Provide an overview of each artifact;
                   Describe how the artifact will be useful to you as a teacher; be specific; and,
                   List the Troy course(s) that included the theory/best practices that were featured in each artifact.
         2. With regard to (5)(c)2.(ii)




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                      *Complete on LiveText a description of steps you would take to locate professional opportunities in your
                      teaching field for each of the following: job embedded learning, district and state sponsored workshops,
                      university offerings, and online and distance learning.
                      * List 2 opportunities for each of the 4 in-service sources and provide 3 reasons how each in-service would
                      improve your instruction.
            3. With regard to (5) (c)2.(iii)
                      * Write an essay in LiveText in which Part I describes 5 processes and 5 skills associated with peer coaching
                      and mentoring. Include a bibliography of resources.
                      *Part II of your essay should describe 5 ways in which you can use these resources and skills during your
                      internship and first year of teaching.
            4. With regard to (5)(c)4.(ii)
                      * Interview your principal or assistant principal about the principles of individual and organizational change
                      and how as an intern and first year teacher you can make a commitment to assume personal responsibility for
                      leading and supporting others in results-oriented change.
                      * List 5 principles for individual change and 5 principles of organizational change.
                      * List 5 ways in which you as an intern can begin to assume personal responsibility for leading and
                      supporting other in results-oriented change.
            5. With regard to (5)(c)5.(i)
                      *Write an essay which compares the Alabama Educator Code of Ethics and the Troy Professional Educator
                      Dispositions.

            6. With regard to (5)(c)6.(iii)(CF1,2,3,4,5,6,7,8,9,10)
                      *Candidates will study the public school handbook for students and any
                      materials which are available to teachers to assist them in dealing with school emergency situations,
                      disciplinary actions, and school policies. These materials will be borrowed by the candidates during the pre-
                      internship visit and read prior to the beginning of the internship. For each artifact provide an overview of the
                      federal, state, district, and school policies and procedures.



Rubric for Critical Assignment: Resource File

290-3-3-.04                                                  ALABAMA QUALITY TEACHING STANDARDS

(5)(c)2.               Continuous, Lifelong Professional Learning
(5)(c)2.(i)            Knowledge of a range of professional literature, particularly resources that relate to one’s own teaching field(s).
(CF 3,5,6)
(5)(c)2.(ii)           Knowledge of a range of professional learning opportunities, including job-embedded learning, district-and state-
(CF 3,5,6)             sponsored workshops, university offerings, and online and distance learning.
(5)(c)2.(iii)          Knowledge of the processes and skills associated with peer coaching and mentoring.
(CF4)

                               Exceptional (4)                Proficient (3)                 Basic (2)                     Unacceptable(1)
Quantity of Resources          All resources are present.     Most of the resources are      Few of the resources are      None of the resources are
(CF 6)                         Resources are directly         present. Many of               present. Few of the           present. None of the
                               related to the standard.       resources are directly         resources are related to      resources are related to
                                                              related to the standard.       the standard.                 the standard.
Quality of Resources           All resources meet the         Most resources meet the        Few resources meet the        None of the resources
(5)(c)2.(i) (CF 3,5,6)         following requirements:        following requirements:        following requirements:       meet the following
(5)(c)2.(ii)(CF 3,5,6)                   from an                        from an                      from an            requirements:
(5)(c)2.(iii)(CF4)                        authority in the                authority in the              authority in the              from an
                                          discipline;                     discipline;                   discipline;                    authority in the
                                         is current in                  is current in                is current in                  discipline;
                                          content,                        content,                      content,                      is current in
                                         is accurate.                   is accurate.                 is accurate.                   content,
                                                                                                                                      is accurate.
Content                        Shows a full                   Shows a good                   Shows an understanding        Shows no understanding
Comprehension                  understanding of all           understanding of parts of      of some of the resource       of the resource content.
(CF 7)                         resource content.              the majority of the            content.
                                                              resource content.
Mechanics                      Does not contain spelling      Contains few spelling or       Contains many spelling or     Spelling and grammar are
(CF 3)                         or grammatical errors.         grammatical errors.            grammatical errors.           unacceptable.

(5)(c)4.                 School Improvement
(5)(c)4.(ii)(CF 4,9)     Knowledge of the principles of individual and organizational change and a commitment to assume personal


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                        responsibility for leading and supporting other in results-oriented changes.

                             Exceptional (4)               Proficient (3)                 Basic (2)                     Unacceptable(1)
Quantity of Resources        All resources are present.    Most of the resources are      Few of the resources are      None of the resources are
(CF 6)                       Resources are directly        present. Many of               present. Few of the           present. None of the
                             related to the standard.      resources are directly         resources are related to      resources are related to
                                                           related to the standard.       the standard.                 the standard.
Quality of Resources         All resources meet the        Most resources meet the        Few resources meet the        None of the resources
(5)(c)4.(ii)(CF 4,9)         following requirements:       following requirements:        following requirements:       meet the following
                                       from an                       from an                      from an            requirements:
                                        authority in the               authority in the              authority in the              from an
                                        discipline;                    discipline;                   discipline;                    authority in the
                                       is current in                 is current in                is current in                  discipline;
                                        content,                       content,                      content,                      is current in
                                       is accurate.                  is accurate.                 is accurate.                   content,
                                                                                                                                   is accurate.
Content                      Shows a full                  Shows a good                   Shows an understanding        Shows no understanding
Comprehension                understanding of all          understanding of parts of      of some of the resource       of the resource content.
(CF 7)                       resource content.             the majority of the            content.
                                                           resource content.
Mechanics                    Does not contain spelling     Contains few spelling or       Contains many spelling or     Spelling and grammar are
(CF 3)                       or grammatical errors.        grammatical errors.            grammatical errors.           unacceptable.

(5)(c)5.               Ethics
(5)(c)5.(i)            Knowledge of appropriate professional behavior and dispositions expected of professionals as outlined in the
(CF 2,7,10)            Alabama Educator Code of Ethics.
                            Exceptional (4)              Proficient (3)               Basic (2)                   Unacceptable(1)
Quantity of Resources       All resources are present.   Most of the resources are    Few of the resources are    None of the resources are
(CF 6)                      Resources are directly       present. Many of             present. Few of the         present. None of the
                            related to the standard.     resources are directly       resources are related to    resources are related to
                                                         related to the standard.     the standard.               the standard.
Quality of Resources        All resources meet the       Most resources meet the      Few resources meet the      None of the resources
(5)(c)5.(i)(CF 2,7,10)      following requirements:      following requirements:      following requirements:     meet the following
                                       from an                     from an                    from an          requirements:
                                        authority in the             authority in the            authority in the            from an
                                        discipline;                  discipline;                 discipline;                  authority in the
                                       is current in               is current in              is current in                discipline;
                                        content,                     content,                    content,                    is current in
                                       is accurate.                is accurate.               is accurate.                 content,
                                                                                                                             is accurate.
Content                     Shows a full                 Shows a good                 Shows an understanding      Shows no understanding
Comprehension               understanding of all         understanding of parts of    of some of the resource     of the resource content.
(CF 7)                      resource content.            the majority of the          content.
                                                         resource content.
Mechanics                   Does not contain spelling    Contains few spelling or     Contains many spelling or Spelling and grammar are
(CF 3)                      or grammatical errors.       grammatical errors.          grammatical errors.         unacceptable.

(5)(c)6.                Local, State, and Federal Laws and Policies
                        Ability to access resources to gain information about federal, state, district, and school policies and procedures.
(5)(c)6.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)

                             Exceptional (4)               Proficient (3)                 Basic (2)                     Unacceptable(1)
Quantity of Resources        All resources are present.    Most of the resources are      Few of the resources are      None of the resources are
(CF 6)                       Resources are directly        present. Many of               present. Few of the           present. None of the
                             related to the standard.      resources are directly         resources are related to      resources are related to
                                                           related to the standard.       the standard.                 the standard.
Quality of Resources         All resources meet the        Most resources meet the        Few resources meet the        None of the resources
(5)(c)6.(iii)                following requirements:       following requirements:        following requirements:       meet the following
(CF 1,2,3,4,5,6,7,8,9,10)              from an                       from an                      from an            requirements:
                                        authority in the               authority in the              authority in the              from an
                                        discipline;                    discipline;                   discipline;                    authority in the
                                       is current in                 is current in                is current in                  discipline;
                                        content,                       content,                      content,                      is current in
                                       is accurate.                  is accurate.                 is accurate.                   content,
                                                                                                                                   is accurate.
Content                      Shows a full                  Shows a good                   Shows an understanding        Shows no understanding
Comprehension                understanding of all          understanding of parts of      of some of the resource       of the resource content.

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(CF 7)                        resource content.                the majority of the         content.
                                                               resource content.
Mechanics                     Does not contain spelling        Contains few spelling or    Contains many spelling or    Spelling and grammar are
(CF 3)                        or grammatical errors.           grammatical errors.         grammatical errors.          unacceptable.


C. Student Accountability Plan Part II:
The Student Accountability Plan Part II (SAPII) is a performance-based narrative prepared by the teacher candidate with a focus
on increased student learning. Using information about the teaching/learning context, developmental characteristics of diverse
learners and knowledge about individual differences you must plan, conduct, assess and analyze instruction using the template
below:

            Part I. Classroom Information

Grade level of classroom.         Ages in class.                       Number of students enrolled      Number of student typically
                                                                       in class.                        present.


Individual Differences

Number of ESL students            Number of students in class          Number of mainstreamed           Number of students in pull-
                                  on IEPs.                             students.                        out or supplementary
                                                                                                        programs ( Title I, Gifted,
                                                                                                        Other)


Patterns of Achievement

Number of students who            Number of students who               Number of students that
usually exhibit high              usually exhibit average              usually exhibit low
achievement.                      achievement.                         achievement.


            Part II. Assessment Plan

Describe your pre-assessment method(s). Tell how you determined student knowledge and skills pertinent to this subject prior to instruction
(two objectives). Your pre-assessment does not have to be a pencil-paper test, although that may be appropriate for some objectives and some
classes. (Attach a copy of your pre-assessment here.)

Describe your post-assessment, the formal assessment you used to determine student gains in knowledge and skills as a result of your
instruction. Remember that this assessment must provide information about each student’s accomplishment of each learning outcome/ objective
(two objectives) and about his/ her gains since the pre-assessment. To provide these kinds of information, the post-assessment will need to be one
of the following:

     1.     A repeat of the pre-assessment
     2.     A parallel form of the pre-assessment (same kinds of questions, tasks addressing the same objectives/ outcomes),
     3.     An assessment very much like the pre-assessment, perhaps more extensive that provides data about gains in knowledge/ skills
            identified in your objectives and measured in your pre-assessment.



            Part III. Lesson Implementation:

Explain how you know that your pre-assessment, instruction, and post –assessment were aligned (consistent with each other)? (Attach a copy of
your lesson plan.)

            Part IV. Analysis of Assessment Results

After you have administered the pre-assessment, taught the lesson, and administered the post-assessment, your next task is to analyze the
assessment results. Complete the table below:

Student         Gender          Race               ESL             ECP            Pre-         Post-         How many       Gain from
Number          (Male/          (American          (Yes/ No)       (Yes/ No)      assessment   assessment    objectives     pre-to
                Female)         Indian/                                           Results      Results       were           post-
                                Asian/                                                                       mastered?      assessment
                                Black/
                                White,
                                Other)


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How many students accomplished/ mastered both objectives?

How many students did not demonstrate gain from the pre- to post -assessment?

Attach a copy of two (2) low achieving students’ work here:
Explain: 1) specific errors/ problems in his/her work; 2) specific strengths in his/her work, 3) what you need to do or what you did next to help
each student achieve at the highest possible level.

Attach a copy of two (2) average achieving students’ work here:
Explain: 1) specific errors/ problems in his/her work; 2) specific strengths in his/ her work, 3) what you need to do or what you did next to help
each student achieve at the highest possible level.

Attach a copy of two (2) high achieving students’ work here:
Explain: 1) specific errors/ problems in his/her work; 2) specific strengths in his/her work, 3) what you need to do or what you did next to help
each student achieve at the highest possible level.

           Part V. Communication and Follow-Up

Describe your communication with students and parents regarding the work and its results.

Explain how you will improve this lesson. What will you do differently the next time that you teach it?




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Rubric Critical Assignment: Student Accountability Plan Part II:


                                                                                Section 1: Classroom Information



    Dimensions              4 -Demonstrates Excellence                          3 - Area of Strength                         2 - Needs Improvement                               1 - Unsatisfactory

   1. Contextual     Comprehensive understanding of the              Understanding of the characteristics of the   Little understanding of the characteristics of   No understanding of the characteristics of
      Factors        characteristics of the community/school/        community/school/classroom and setting        the community/school/classroom and               the community/school/classroom and
                     classroom and setting demands that may          demands that may affect learning.             setting demands that may affect learning.        setting demands that may affect learning.
(CF 1)               affect learning.
(NCATE 4.a, 4.d)                                                     Description of at least three student         Description of at least two student              No understanding of individual student
                     Detailed description of relevant student        characteristics is provided.                  characteristics is provided.                     differences that may affect learning.
                     characteristics is provided. Several specific   Some general implications for instruction
                     implications of these characteristics for       and assessment are provided.                  Minimal implications for instruction and         No implications for instruction and
                     instruction and assessment are provided.                                                      assessment.                                      assessment.
                                                                     Demonstrates appropriate standard English
                     Demonstrates strong standard English usage      usage and writing skills with few             Does not demonstrate appropriate level of        Inappropriate English usage.
                     and writing skills with no mechanical           mechanical errors.                            standard English usage and writing skills.
                     errors.
 2. Learning Goals   No more than four clearly and appropriately     No more than four learning goals; most are    Goals are inadequate (less than two (2) and      Incompletely or inappropriately provided.
(CF 1,3,5,6)         stated learning goals.                          clearly and appropriately stated.             not clearly or appropriately stated.
(NCATE 1.a)
                     All depict conceptual level of thinking.        Most depict conceptual level of thinking.     Most do not depict conceptual level of
                                                                                                                   thinking.
                     All aligned with most appropriate state         All are aligned with state and/or national
                     and/or national standards.                      standards.                                    Most not aligned with state and/or national
                                                                                                                   standards or not properly aligned.
                     Excellent table provided.
                                                                     Table provided.                               Inadequate table.
                     Compelling rationale for unit content                                                                                                          No table.
                     beyond inclusion in standards.                  Clear rationale for unit content beyond       Vague rationale for unit content.
                                                                     inclusion in standards.                                                                        No rationale for unit content.
                     Demonstrates strong standard English usage                                                                                                     Inappropriate English usage.
                     and writing skills with no mechanical                                                         Does not demonstrate appropriate level of
                     errors.                                         Demonstrates appropriate standard English     standard English usage and writing skills.
                                                                     usage and writing skills with few
                                                                     mechanical errors.




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                                                                               Section 2: ASSESSMENT PLAN



                                4 - Demonstrates Excellence                           3 -Area of Strength                       2 -Needs Improvement                     1 -Unsatisfactory
     Dimension
3. Pre- assessment   Pre-assessment appears to be valid; criteria for       Pre-assessment appears to have some          Pre-assessment has validity flaws.        Pre-assessment are not valid;
plan and results     success and scoring procedures clearly and             validity; criteria for success and scoring   Criteria for success and scoring          criteria for success and scoring
                     thoroughly explained; all items or prompts well        procedures explained; most items or          procedures poorly explained; very         procedures absent; most items
(CF 9)               written and address conceptual thinking (not rote      prompts well written and address             few items well written and do not         poorly written and do not
(NCATE 1.a, 1.d,     memory).                                               conceptual thinking (not rote memory).       address conceptual thinking (not rote     address conceptual thinking.
4.a)                                                                                                                     memory).                                  Pre- assessments missing.
                                                                                                                                                                   Patterns of student
                                                                            Pre-assessment attached labeled and          Pre- assessment missing.                  performance on pre-
                                                                            aligned with learning goals.                                                           assessment not described; no
                     Pre-assessment attached labeled and aligned with                                                                                              description of impact pre-
                     learning goals.                                        Patterns of student performance on pre-                                                assessment results will have
                                                                            assessment analyzed for each learning        Patterns of student performance on        on instruction. No table(s).
                                                                            goal; adequate description of impact         pre-assessment described for some
                     Patterns of student performance on pre-assessment      pre-assessment results will have on          learning goals; little description of
                     clearly analyzed for each learning goal; clear and     instruction; appropriate supporting          impact pre-assessment results will
                     thorough description of impact pre-assessment          table.                                       have on instruction; table(s) difficult
                     results will have on instruction; exemplary                                                         to interpret.                             No table.
                     supporting table(s).                                   Demonstrates strong standard English
                                                                            usage and writing skills with few            Does not demonstrate appropriate
                     Demonstrates strong standard English usage and         mechanical errors.                           level of standard English usage and
                     writing skills with no mechanical errors.                                                           writing skills.                           Inappropriate English usage.
4. Assessment Plan   Each learning goal is thoroughly assessed before,      Each learning goal is adequately             One learning goal is not adequately       More than one learning goal is
Overview             during, and after instruction with multiple types of   assessed before, during and after            assessed before, during, and after        not adequately assessed
                     assessment.                                            instruction with multiple types of           instruction with multiple types of        before, during, and after
 (CF 9)                                                                     assessment.                                  assessment.                               instruction with multiple types
(NCATE 1.a, 1.d,                                                                                                                                                   of assessment.
4.a)
                                                                                                                                                                   Inappropriate English usage.
                     Demonstrates strong standard English usage and         Demonstrates appropriate standard            Does not demonstrate appropriate
                     writing skills with no mechanical errors               English usage and writing skills with        level of standard English usage and
                                                                            few mechanical errors.                       writing skills.




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                                                                               Section 3: Lesson Implementation

                                   4 -Demonstrates Excellence                          3 -Area of Strength                   2 -Needs Improvement                       1 -Unsatisfactory
     Dimension
5. Detailed lesson      Each lesson plan refers to the numbered learning     Each lesson plan refers to the numbered   Most lessons refer to numbered             Few lessons refer to
plans                   goals; the procedures and accommodations are         learning goals; the procedures and        learning goals; the procedures and        numbered learning goals; few
                        comprehensive, and the formative assessments are     accommodations are adequate, and the      accommodations are not always             or no formative assessments
(5, 6, )                attached.                                            formative assessments are attached.       present; and only some of the             attached.
(NCATE 1.a, 1.b,                                                                                                       formative assessments are attached.
1.c, 1.d)               Reflections are thorough and linked to student                                                                                           Reflects not present or do not
                        learning.                                            Reflections address student learning.     Reflections minimally address             address student learning.
                                                                                                                       student learning.
                        Every lesson plan meets all criteria set by each                                                                                         Criteria set by each program
                        program area; lessons are logically sequenced.       Most lesson plans meet all criteria set                                             area are not met; lessons are
                                                                             by each program area; lessons are         Few lesson plans meet all criteria set    not logically sequenced.
                        Demonstrates strong standard English usage and       logically sequenced.                      by each program area; lessons are
                        writing skills with no mechanical errors.                                                      not always logically sequenced.
                                                                                                                                                                 Inappropriate English usage.
                                                                             Demonstrates appropriate standard         Does not demonstrate appropriate
                                                                             English usage and writing skills with     level of standard English usage and
                                                                             few mechanical errors.                    writing skills.


6. Discussion of        Thorough explanation of the relationship of 2 or     Adequate explanation of the               One explanation left out related to       More than two explanations
instructional           more varied activities to the learning goals, pre-   relationships of 2 varied activities to   activities, instructional modification,   are left out related to activities,
decision making         assessment and contextual factors.                   the learning goals, pre-assessment and    or technological decisions.               instructional modification, or
                                                                             contextual factors.                                                                 technological decisions.
(1, 3, 5, 6, 7, 8, 9)   Demonstrates strong standard English usage and       Demonstrates appropriate standard         Does not demonstrate appropriate
(NCATE1.a, 1.b,         writing skills with no mechanical errors             English usage and writing skills with     level of standard English usage and       Inappropriate English usage.
1.c, 1.d)                                                                    few mechanical errors.                    writing skills.




ECE/ ELE/ SPE 4454                      July 2009                                                                               Page 10
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                                                                         Section 4: Analysis of Assessment Results

                             4 -Demonstrates Excellence                            3 -Area of Strength                       2 -Needs Improvement                    1 -Unsatisfactory
     Dimension



7. Post-assessment   Post-assessment appears to be valid; criteria    Post-assessment appears to have some             Post-assessments have validity flaws.   Post-assessments
plans and results    for success and scoring procedures clearly and   validity; criteria for success and scoring       Criteria for success and scoring        are not valid; criteria for
                     thoroughly explained; all items or prompts       procedures explained; most items or prompts      procedures poorly explained; very       success and scoring procedures
(CF 9)               well written and address conceptual thinking     well written and address conceptual thinking     few items well written and do not       absent; most items poorly
(NCATE 1.a, 1.d,     (not rote memory).                               (not rote memory).                               address conceptual thinking.            written and do not address
4.a)                                                                                                                                                           conceptual thinking.
                     Post- assessment attached, labeled and                                                            Post-assessment missing.
                     aligned with learning goals.                                                                                                              Post-assessment missing.
                     All information in the tables clearly labeled    Post- assessment attached, labeled and aligned   Information in the tables is not
                     and presented with no errors. Pre- and post-     with learning goals.                             clearly labeled or presented. Errors
                     scores and summary data computed                                                                  detected in computations.               Incomplete information in the
                     accurately.                                      All information in the tables clearly labeled                                            table(s) or no table(s).
                                                                      and presented with fewer than 2 errors. Pre-
                                                                      and post-scores and summary data computed
                                                                      accurately.

8. Subgroup          Careful and thorough analysis of subgroup        Some analysis of subgroup differences for one    Weak or inadequate analysis of          Analysis of subgroup
Differences          differences for one learning goal with clear     characteristic with adequate table and           subgroup differences; confusing         differences is missing;
                     table and insightful summary and                 adequate summary and recommendations.            table.                                  no table.
(CF 1, 3, 5, 6, 9)   recommendations.
(NCATE 1.d, 4.a)
                     Demonstrates strong standard English usage       Demonstrates appropriate standard English        Does not demonstrate appropriate
                     and writing skills with no mechanical errors.    usage and writing skills with few mechanical     level of standard English usage and     Inappropriate English usage.
                                                                      errors.                                          writing skills.




ECE/ ELE/ SPE 4454                  July 2009                                                                                  Page 11
                                                                                                                                                                               Page 12 of 15

                                                                               Section 5: Communication Follow-up

                                4 -Demonstrates Excellence                            3- Area of Strength                        2- Needs Improvement                  1- Unsatisfactory
     Dimension



9. Communication       Consistently demonstrates efforts to engage       Demonstrates efforts to engage students and       Demonstrates efforts to develop       Demonstrates efforts to
of Assessment          students and families in the instructional        families in the instructional process.            strategies for communicating with     research the importance of
Results                process.                                          Demonstrates a positive and constructive          students and families.                student and family
                                                                         effort.                                                                                 communications.
(CF 1, 2, 3, 5, 6,     Actively solicits interaction in varied ways to                                                     Does not demonstrate appropriate
7, 8, 9 , 10)          meet individual needs. Demonstrates a             Demonstrates appropriate standard English         level of standard English usage and   Inappropriate English usage.
(NCATE 1.d, 1.g)       positive and constructive effort.                 usage and writing skills with few mechanical      writing skills.
                                                                         errors.
                       Demonstrates strong standard English usage
                       and writing skills with no mechanical errors.
10.                    Teacher candidate articulates a thoughtful and    Teacher candidate articulates an accurate         Teacher candidate is developing the   Teacher candidate is beginning
Use of Data for        accurate assessment of teaching and               assessment of teaching and professional           ability to critique teaching and      to develop the ability to
Improvement of         professional behavior. Can critically evaluate    behavior. Can evaluate to a large extent if the   professional behavior. Can evaluate   critique teaching and
Instruction            the extent to which goals and objectives are      goals and objectives are met looking at both      to some extent if the goals and       professional behavior.
                       met. Clear, concise and well developed            strengths and weaknesses. Clear                   objectives are met. Some              Documentation limited to
(CF 1, 2, 3, , 5, 6,   documentation provided to support entries.        documentation supports the evaluation.            documentation supports reflection.    reflections on classroom
7, 8, 9 , 10)                                                                                                              Does not demonstrate appropriate      observations.
((NCATE 1.d, 1.g,      Demonstrates strong standard English usage        Demonstrates appropriate standard English         level of standard English usage and
3.c)                   and writing skills with no mechanical errors.     usage and writing skills with few mechanical      writing skills.                       Inappropriate English usage.
                                                                         errors.




ECE/ ELE/ SPE 4454                     July 2009                                                                                  Page 12
                                           Page 13 of 15




ECE/ ELE/ SPE 4454   July 2009   Page 13
                                                                                                                Page 14 of 15



Absence Policy:

In registering for classes at the university students accept responsibility for attending scheduled class meetings, completing
assignments on time, and contributing to class discussion and exploration of ideas. Students will abide by the attendance policies
outlined in the Professional Internship Handbook.

Incomplete Work Policy:

University policy states that an incomplete may be reported for students whose progress
in a course has been satisfactory (i.e., the student is passing the course), but who are
unable to receive a final grade because of circumstances beyond their control. No
incomplete may exceed nine weeks from the date it is assigned. It is the candidate’s
responsibility to contact the instructor regarding the deadline for completing all course
requirements. Any candidate who receives a grade of incomplete must adhere to the
work completion deadline set by the instructor, not to exceed the end of the designated
nine week period. This deadline applies whether or not the candidate re-enrolls for the
semester or term following the assignment of the incomplete grade(s). Failure to clear
the incomplete within the specified time period (not to exceed nine weeks) will result in
the assignment of a grade of “F” for the course.

Cell Phones & Other Electronic Devices:

Use of any electronic device by students in the instructional environment is prohibited
unless explicitly approved on a case-by-case basis by the instructor of record or by the
Office of Disability Services in collaboration with the instructor. Cellular phones,
pagers, and other communication devices may be used for emergencies, but sending or
receiving non-emergency messages is forbidden by the University.

Additional Services:

AMERICANS WITH DISABILITIES ACT: Students with disabilities or those who suspect they have a disability, must register
with the Disability Services Coordinator in order to receive accommodations. Students currently registered with the Disability
Services Office are required to present their Disability Services Accommodation Letter to each faculty member at the beginning
of each term. If you have any questions, contact the Disability Services Coordinator.


Academic Misconduct:

Students should refer to the Standards of Conduct section of the Oracle, the student handbook for policies regarding misconduct.




ECE/ ELE/ SPE 4454                  July 2009                                                                          Page 14
                                                                                                                Page 15 of 15



                                                        Troy University
                                                      College of Education

                                      Innovative, Informed, Reflective Decision Makers
                                                   Conceptual Framework
                                       Proficiencies of College of Education Graduates

           Our conceptual framework is grounded in best practices, current and time-tested educational theories, national
initiatives, and teacher education reform elements, while being responsive to change. With our dedication to models of best
practices and recognition of how we can best equip ourselves to prepare teachers and administrators, we help our students to:

1.       Demonstrate an understanding of and show effective performance with diverse learning populations in a variety of
         school cultures

2.       Demonstrate proactive leadership, professional conduct and well-balanced professional dispositions

3.       Demonstrate effectiveness as communicators, facilitators, pedagogues and scholars

4.       Build multi-level collaborative partnerships and mentoring relationships

5.       Demonstrate competencies in content area knowledge, assessment and emerging technologies

6.       Demonstrate cutting-edge competencies in pedagogical and applied research skills

7.       Practice authentic self-assessment, critical and reflective thinking, and the continual monitoring of progress and
         development

8.       Demonstrate an ability to generalize and creatively problem-solve

9.       Refine and evaluate innovative delivery and assessment models

10.      Demonstrate professional qualities that contribute to building safe, supportive, creative and stimulating learning
         environments




ECE/ ELE/ SPE 4454                  July 2009                                                                          Page 15

								
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