Troy University College of Education by IO55no

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									                            Troy University College of Education
                    Certification/Licensure Programs (ALSDE, NCATE)
                                   Master Syllabus 2009-11

Course Title:                        Internship in Collaborative Teacher K-6

Course Number:                       SPE 4474

Semester Hours:                      9

Pre-requisite(s):                    Admission to TEP

Co-requisite:                        SPE 4454

Approved Delivery Methods:
On site supervision by University Supervisor and Cooperating Teacher(s).

Course Description:
The Professional Internship Program is the culminating clinical field-based experience for
students seeking certification in a teaching field. The Professional Internship Program provides
the student with the opportunity to conduct classes and assume the role of a teacher while
receiving supervision from a classroom teacher and a university supervisor for a period of one
full semester. The student will demonstrate skills of the informed, reflective decision maker
throughout the internship experience.

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:

The experiences of the Professional Internship Program offer the intern the opportunity to teach
while receiving evaluative feedback and support from the university supervisor, the cooperating
teacher, and the principal. The purpose of the internship is to culminate the preparatory program
of the student with a viable, worthwhile experience in the P-12 school in order to apply
knowledge from formal study to teaching and learning needs. Specifically, the objectives of the
Professional Internship Program for the Collaborative Teacher K-6 Program area are designed
to provide an opportunity for the following:

With regard to AQTS 290-3-3-.04: With regard to the academic discipline the candidates shall
demonstrate the ability to:

290-3-3-.04     NEW ALABAMA QUALITY TEACHING STANDARDS
(1)                             Content Knowledge


SPE 4474      July 2009                                                                     Page 1
(1)(c)                                              Key Indicators
(1)(c)1.             Academic Disciplines(s)
(1)(c)1.(iii)        Ability to use students’ prior knowledge and experiences to introduce new
(CF 1,3,5,6,9)       subject-area related content.
(1)(c)1.(iv)         Ability to identify student assumptions and preconceptions about the content
(CF 1,3,5,6,9)       of a subject area and to adjust instruction in consideration of these prior
                     understandings.
(1)(c)1.(v)          Ability to help students make connections across the curriculum in order to
(CF 1,3,5,6,9)       promote retention and transfer of knowledge to real-life settings.
(1)(c)2.             Curriculum
(1)(c)2.(ii)         Ability to provide accommodations, modifications, and/or
(CF 1,3,5,6,9)       adaptations to the general curriculum to meet the needs of each
                     individual learner.
(1)(c)2.(iii)        Ability to select content and appropriately design and develop
(CF 1,3,5,6,9)       instructional activities to address the scope and sequence of the
                     curriculum.
(2)                                           Teaching and Learning
(2)(c)                                             Key Indicators
(2)(c)1.             Human Development
(2)(c)1.(v)          Ability to teach explicit cognitive, metacognitive, and other learning
(CF 1,2,3,4,5,6,     strategies to support students in becoming more successful learners.
7,8,9,10)
(2)(c)1.(vi)         Ability to use knowledge about human learning and development in the
(CF 1,2,3,4,5,6,     design of a learning environment and learning experiences that will optimize
7,8,9,10)            each student’s achievement.
(2)(c)1.(vii)        Ability to recognize individual variations in learning and development that
(CF 1,2,3,4,5,6,     exceed the typical range and use this information to provide appropriate
7,8,9,10)            learning experiences.
(2)(c)2.             Organization and Management
(2)(c)2.(v)          Ability to plan and implement equitable and effective student access to
(CF 1,3,5,6,9)       available technology and other resources to enhance student learning.
(2)(c)2.(vi)         Ability to plan teaching and learning experiences that are congruent with the
(CF 1,3,5,6,9)       Alabama courses of study and appropriate for diverse learners.
(2)(c)2.(vii)        Ability to collect and use data to plan, monitor, and improve instruction.
(CF 1,3,5,6,9)
(2)(c)2.(viii)       Ability to organize, allocate, and manage the resources of time, space, and
(CF 1,3,5,6,9)       activities to support the learning of every student.
(2)(c)2.(ix)         Ability to organize, use, and monitor a variety of flexible student groupings
(CF 1,3,5,6,9)       and instructional strategies to support differentiated instruction.


(2)(c)3.             Learning Environment
(2)(c)3.(iii)        Ability to develop a positive relationship with every student and to take
(CF 1, 2, 3, 4, 5,   action to promote positive social relationships among students, including
6, 7, 8, 9, 10)      students from different backgrounds and abilities.
(2)(c)3.(iv)         Ability to communicate with parents and/or families to support students’
(CF 1, 2, 3, 4, 5,   understanding of appropriate behavior.
6, 7, 8, 9, 10)
(2)(c)3.(v)          Ability to create learning environments that increase intrinsic motivation and
(CF 1, 2, 3, 4, 5,   optimize student engagement and learning.
6, 7, 8, 9, 10)
(2)(c)3.(vi)         Ability to use individual behavioral support plans to proactively respond to
(CF 1, 2, 3, 4, 5,   the needs of all students.
6, 7, 8, 9, 10)
(2)(c)3.(vii)        Ability to create a print/language-rich environment that develops/extends
(CF 1, 2, 3, 4, 5,   students’ desire and ability to read, write, speak, and listen.
6, 7, 8, 9, 10)
(2)(c)3.(viii)       Ability to encourage students to assume increasing responsibility for
(CF 1, 2, 3, 4, 5,   themselves and to support on another’s learning.

SPE 4474           July 2009                                                                          Page 2
6, 7, 8, 9, 10)
(2)(c)4.              Instructional Strategies
(2)(c)4.(vi)          Ability to make developmentally appropriate choices in selecting
(CF 1, 2, 3, 4, 5,    teaching strategies to assist diverse learners in meeting instructional
6, 7, 8, 9, 10)       objectives.
(2)(c)4.(vii)         Ability to evaluate, select, and integrate a variety of strategies such as
(CF 1, 2, 3, 4, 5,    cooperative learning, discussion, discovery, problem-based learning,
6, 7, 8, 9, 10)       and direct instruction into a coherent lesson design.
(2)(c)4.(viii)        Ability to adjust instruction in response to information gathered
(CF 1, 2, 3, 4, 5,    from ongoing monitoring of performance via formative assessment.
6, 7, 8, 9, 10)
(2)(c)4.(ix)          Ability to use questions and questioning to assist all students in
(CF 1, 2, 3, 4, 5,    developing skills and strategies in critical and higher order thinking
6, 7, 8, 9, 10)       and problem solving.
(2)(c)4.(x)           Ability to use strategies that promote that promote the independence,
(CF 1, 2, 3, 4, 5,    self-control, personal responsibility, and self-advocacy of all students.
6, 7, 8, 9, 10)
(2)(c)5.              Assessment
(2)(c)5.(v)           Ability to design and use a variety of approaches to formal and informal
(CF1,2,3,4,5,6,7,     assessment to plan instruction, monitor student understanding and progress
8,9,10)               toward learning, modify teaching and learning strategies, and measure and
                      report student progress related to learning objectives.
(2)(c)5.(vi)          Ability to collaborate with others to design and score common assessments
(CF1,2,3,4,5,6,7,     and to use results to share and compare instructional practice and plan new
8,9,10)               instruction.

(2)(c)5.(vii)         Ability to collaborate with others to incorporate accommodations into all
(CF1,2,3,4,5,6,7,     assessments as appropriate.
8,9,10)

(2)(c)5.(viii)        Ability to provide a variety of ways for students with diverse needs, including
(CF1,2,3,4,5,6,7,     students with disabilities, to demonstrate their learning.
8,9,10)

(2)(c)5.(ix)          Ability to develop rubrics and to teach students how to use them to assess
(CF 1,7,9)            their own performance.
(2)(c)5.(x)           Ability to develop and select appropriate performance assessments.
(CF 9)
(2)(c)5.(xi)          Ability to engage all students in assessing and understanding their own
(CF 7, 9)             learning and behavior.
(2)(c)5.(xii)         Ability to interpret and use reports from state assessments and results of
(CF 9)                other assessments to design both group and individual learning experiences.
(3)                                             Literacy
(3)(c)                                       Key Indicators
(3)(c)1.              Oral and Written Communications
(3)(c)1.(ii)          Knowledge of the impact of native language and linguistic background on
(CF3)                 language acquisition.
(3)(c)1.(iv)          Ability to model appropriate oral and written communications.
(CF 3)
(3)(c)1.(v)           Ability to demonstrate appropriate communication strategies that include
(CF 3, 5, 6, 9)       questioning and active and reflective listening.
(3)(c)1.(vi)          Ability to foster effective verbal and nonverbal communications during
(CF 3,5,6,9)          ongoing instruction using assistive technologies as appropriate.
(3)(c)1.(vii)         Ability to integrate skill development in oral and written communications
(CF 3,5,6,9)          into all content areas that one teaches.
(3)(c)1.(viii)        Ability to use effective nonverbal communication and respond appropriately
(CF 3,5,6,9)          to nonverbal cues from students.




SPE 4474            July 2009                                                                           Page 3
(3)(c)2.               Reading
(3)(c)2.(iii)          Ability to integrate reading instruction into all content areas that one
(CF 3,5,6,9)           teaches.
(3)(c)2.(iv)           Ability to stimulate interest in and foster appreciation for the written word,
(CF 3,5,6,9)           promote reading growth, and increase the motivation of students to ready
                       widely and independently for information and pleasure.
(3)(c)3.               Mathematics
(3)(c)3.(vi)           Ability to communicate with others about mathematical concepts, processes,
(CF                    and symbols.
1,2,3,4,5,6,7,8,
9,10)
(3)(c)4.               Technology
(3)(c)4.(iii)          Ability to integrate technology into the teaching of all content areas.
(CF
1,2,3,4,5,6,7,8,
9,10)
                                               Content Knowledge
(4)(c)                                            Key Indicators
(4)(c)1.               Cultural, Ethnic, and Social Diversity
(4)(c)1.(iv)           Ability to develop culturally responsive curriculum and instruction, i.e.,
(CF 1,2,3,4,5,6,7,     model, teach, and integrate multicultural awareness, acceptance, and
8,9,10)                appreciation into ongoing instruction.
(4)(c)1.(v)            Ability to communicate in ways that demonstrate sensitivity to diversity such
(CF 1,2,3,4,5,6,7,     as appropriate use of eye contact, interpretation of body language and verbal
8,9,10)                statements, and acknowledgement of and responsiveness to different modes
                       of communication and participation.
(4)(c)2.               Language Diversity
(4)(c)2.(ii)           Ability to differentiate between learner difficulties that are related to
(CF 1,2,3,4,5,6,7,     cognitive or skill development and those that related to language
8,9,10)                learning.
(4)(c)2.(iii)          Ability to collaborate with teachers of English language learners and
(CF 1,2,3,4,5,6,7,     to assist those students with full integration into the regular
8,9,10)                classroom.
(4)(c)3.               Special Needs
(4)(c)3.(iii)          Ability to identify and refer students for diagnosis for special
(CF 1,2,3,4,5,6,7,     services.
8,9,10)
(4)(c)3.(iv)           Ability to address learning differences and disabilities that are
(CF 1,2,3,4,5,6,7,     prevalent in an inclusive classroom.
8,9,10)
(4)(c)4.               Learning Styles
(4)(c)4.(iii)          Ability to help students assess their own learning styles and to build
(CF 1,2,3,4,5,6,7,     upon identified strengths.
8,9,10)
(4)(c)4.(iv)           Ability to design learning experiences that engage all learning styles.
(CF 1,2,3,4,5,6,7,
8,9,10)
(4)(c)5.               General
(4)(c)5.(ii)           Ability to involve families, community agencies and organizations,
(CF 1,2,3,4,5,6,7,     and colleagues in helping support academic achievement of diverse
8,9,10)                learners.
(4)(c)5.(iii)          Ability to create a learning community in which individual
(CF 1,2,3,4,5,6,7,     differences are respected.
8,9,10)
(4)(c)5.(iv)           Ability to assess and diagnose individual students’ contexts,
(CF 1,2,3,4,5,6,7,     strengths, and learning needs and to tailor curriculum and teaching
8,9,10)                to address these personal characteristics.


SPE 4474             July 2009                                                                          Page 4
(5)                                              Professionalism
                                                 Key Indicators
(5)(c)1.             Collaboration
(5)(c)1.(iv)         Ability to involve parents and/or families as active partners in
(3)(c)4.(iii)        planning and supporting student learning.
(CF1,2,3,4,5,6,
7,8,9,10)
(5)(c)1.(v)          Ability to share instructional responsibility for students with diverse
(3)(c)4.(iii)        needs, including students with disabilities and to develop
(CF 1,2,3,4,5,6,     collaborative teaching relationships and instructional strategies.
7,8,9,10)
(5)(c)1.(vi)         Ability to share responsibility for all students’ learning across the
(CF 1,2,3,4,5,6,     school and collaborate with colleagues to support every student’s
7,8,9,10)            growth.
(5)(c)1.(vii)        Ability to participate as reflective members of different types of
(CF 1,2,3,4,5,6,     teams including, but not limited to, Building Student Support Teams.
7,8,9,10)
(5)(c)1.(viii)       Ability to collaborate in the planning of instruction for an expanded
(CF 1,2,3,4,5,6,     curriculum in general education to include Individual Education
7,8,9,10)            Plans and other plans such as Section 504 goals for students with
                     disabilities.
(5)(c)1.(ix)         Ability to communicate and collaborate effectively with colleagues,
(CF 1,2,3,4,5,6,     students, parents, guardians, and significant agency personnel who
7,8,9,10)            are included and valued equally as partners.
(5)(c)1.(x)          Ability to exhibit the professional dispositions delineated in
(CF 1,2,3,4,5,6,     professional, state, and institutional standards while working with
7,8,9,10)            students, colleagues, families, and communities.
(5)(c)2.             Continuous, Lifelong Professional Learning
(5)(c)2.(iv)         Ability to articulate and reflect on a personal philosophy and its
(CF 1,2,3,4,5,6,     relationship to teaching practice and professional learning choices
7,8,9,10)            and commitment.
(5)(c)2.(v)          Ability to use best practices, professional literature, and collegial
(CF 1,2,3,4,5,6,     assistance to improve as a teacher and a learner.
7,8,9,10)
(5)(c)2.(vi)         Ability and willingness to inquire into one’s own practice by
(CF 1,2,3,4,5,6,     designing action research to determine the effectiveness of identified
7,8,9,10)            instructional strategies.
(5)(c)2.(vii)        Ability to participate in the creation and nurturance of a learning
(CF 1,2,3,4,5,6,     environment that supports standards-based inquiry, reflective
7,8,9,10)            practice, and collaborative learning for teachers at all stages of their
                     careers.
(5)(c)3.             Alabama-Specific Improvement Initiatives
(5)(c)3.(iii)        Ability to integrate statewide programs and initiatives into
(CF 1,2,3,4,5,6,     curriculum and instructional processes.
7,8,9,10)
(5)(c)3.(iv)         Ability to communicate with students, parents, and the public about
(CF 1,2,3,4,5,6,     Alabama’s assessment system and major state educational
7,8,9,10)            improvement initiatives.
(5)(c)4.             School Improvement
(5)(c)4.(iv)         Ability to assume increased leadership responsibility in school,
(CF 1,2,3,4,5,6,     district, and state improvement initiatives over the course of one’s
7,8,9,10)            professional career.
(5)(c)5.             Ethics
(5)(c)5.(iii)        Ability to use and maintain confidential student information in an
(CF 1,2,3,4,5,6,     ethical and professional manner.
7,8,9,10)


SPE 4474           July 2009                                                                    Page 5
(5)(c)5.(iv)         Ability to practice safe, responsible, legal and ethical use of
(CF 1,2,3,4,5,6,     technology and comply with school and district acceptable-use
7,8,9,10)            policies including fair-use and copyright guidelines and Internet-user
                     policies.
(5)(c)6.             Local, State, and Federal Laws and Policies
(5(c)6.(ii)          Ability to access school, community, state, and other resources and
(CF 1,2,3,4,5,6,     referral services.
7,8,9,10)
(5)(c)6.(iv)         Ability to keep accurate records including IEPs, especially records related to
(CF 1,2,3,4,5,6,     federal, state, and district policies, and other records with legal implications.
7,8,9,10)


Approved Text: College LiveText edu solutions key code. Available at:
http://www.college.livetext.com or your local Troy University campus bookstore.

Methods of Instruction: Students will participate in one full semester of internship in the
school setting. On site supervision will be provided by a University Supervisor and Cooperating
Teacher(s).

Laboratory Experiences: Candidates will spend an entire semester in a classroom setting. The
Director of Professional Internships will arrange placements for the candidates.

Course Requirements:

The candidate will complete an internship for the entire semester. [290.3.3.02(4)(g)]
   1. The candidate will complete a minimum of one full semester of the following activities
       [290.3.3.02(4)(g)]
   2. The candidate will teach all day for at least ten consecutive days and for a total of at least
       twenty full days during the internship. [290.3.3.02(4)(g)
   3. The student will complete the logs required by the Office of Teacher Education Program.
       The logs will be submitted at the end of the internship and will be approved by the
       Campus Coordinator for Teacher Education.
   4. The candidate will be formally evaluated at least four times by a university supervisor
       and at least four times by the cooperating teacher.

Evaluation:

The grade of the intern will be determined by the collaboratively by the University Supervisor,
the Cooperating Teacher and the Campus Coordinator of Teacher Education. The intern must
earn a rating of “3” or above in each competency area on the final evaluation in order to
successfully complete the course and the internship program. The intern must demonstrate
readiness to teach through satisfactory on-the-job performance as an intern.

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.




SPE 4474           July 2009                                                                             Page 6
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 Assignment (1)

The candidate will maintain a “portfolio” of products obtained and developed and/or documentation of
activities completed during the internship.

Rubric for Portfolio Evaluation
                           Exemplary (4 pts)              Proficient (3 pts)            Developing (2 pts)         Beginning (1 pt)
1. Teaching          The statements of the           The statements of the          The statements of the       There is evidence of
Philosophy (10,      student’s beliefs are           student’s beliefs              student’s beliefs           a philosophy
10%)                 comprehensive and address in    demonstrate and addresses      demonstrate and             statement that begins
                     a concise and clear manner      how the student’s              addresses how the           to address a
AQT 209-3-3-.04      how the student’s philosophy    philosophy will affect the     student’s philosophy will   philosophy.
(5)(c)2.(iv)         will affect the teaching and    teaching and learning          affect the teaching and
(CF1,2,3,4,5,6,7,
                     learning process. Student       process. Student learning is   learning process. Student
8,9,10)
                     learning is the center of the   the center of the focus.       learning is the center of
                     focus. Demonstration of         Demonstration of               the focus.
                     comparisons and contrasts to    references to existing
                     existing educational            educational philosophies.
                     philosophies.
2. Deep              Teacher candidate displays      Teacher candidate displays Teacher candidate               Teacher candidate


SPE 4474            July 2009                                                                                               Page 7
knowledge of          extensive, in-depth content    thorough content               displays sufficient content   displays limited
content and           knowledge and continually      knowledge and a command        knowledge and is              understanding of
teaching              searches for research-based    of research-based practices.   developing a repertoire of    content knowledge
strategies (5, 5%)    best practices. A variety of   A variety of examples are      research-based teaching       and is exploring
                      examples are provided which    provided which                 strategies. Some evidence     research-based
AQT 209-3-3-.04       demonstrate a deep             demonstrate effective          present which                 teaching strategies.
(2)(c)4.(vi)(CF       understanding and              understanding and              demonstrates                  Limited evidence
1,2,3,4,5,6,7,8,9,10) application.                   application.                   understanding and             present.
                                                                                    application
AQT 209-3-3-.04
(2)(c)4.(vii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(3)(c)1.(ii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(3)(c)1.(v)
(CF 3,5,6,9)

AQT 209-3-3-.04
(3)(c)1.(vii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(3)(c)2.(iii)
(CF 3,5,6,9)

AQT 209-3-3-.04
(3)(c)2.(iv)
(CF 3,5,6, 9)

AQT 209-3-3-.04
(4)(c)2.(ii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)2.(v)
(CF1,2,3,4,5,6,7,
8,9,10)

3. Design coherent Teacher candidate designs         Teacher candidate designs      Teacher candidate             Teacher is reading
instruction (5,    appropriately challenging         appropriate instruction        attempts to design            and exploring a
5%)                instruction which consistently    which actively engages         instruction which aligns      variety of
                   and actively engages all          most learners.                 with student needs.           instructional
                   learners. Clear, well             Evidence of a few good         Evidence of a few             approaches for
 AQT 209-3-3-.04   developed examples with           examples with several          examples with                 diverse populations.
(1)(c)1.(iii) (CF  documentation of varied           documentations of              documentation of limited      Evidence of research
1,3,5,6,9)         technologies are provided.        technology use is provided.    technology use is             completed is
                                                                                    provided.                     provided.
AQT 209-3-3-.04
(1)(c)1.(iv) (CF
1,3,5,6,9)

AQT 209-3-3-.04
(1)(c)1.(v) (CF
1,3,5,6,9)

AQT 209-3-3-.04
(1)(c)2.(iii) (CF


SPE 4474            July 2009                                                                                                  Page 8
1,3,5,6,9)

AQT 209-3-3-.04
(2)(c)1.(v)
(CF 1,2,3,4,5,6,
7,8,9,10)

AQT 209-3-3-.04
(3)(c)1.(iv)(CF 3)

AQT 209-3-3-.04
(3)(c)1.(vi)(CF
3,5,6,9)

AQT 209-3-3-.04
(3)(c)3.(vi)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(3)(c)4.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(4)(c)1.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(4)(c)2.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)3.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)



4. Select         A wide variety of appropriate    A variety of appropriate of    Appropriate                  Exploring appropriate
appropriate       of materials/resources/          materials/resources/           materials/resources/         materials, resources
materials (5, 5%) technology selected to meet      technology selected to meet    technology are selected to   and technology to
                  the varying learning needs of    most learning needs of         meet some learning needs     engage students with
AQT 209-3-3-.04   students. A comprehensive        students. A selection          of students. A selection     varying needs.
(3)(c)4.(iii)     selection process is             process is documented with     process is documented
(CF1,2,3,4,5,6,7,
                  documented with strong           attention to cutting edge      with attention to
8,9,10)
                  attention to cutting edge        technology.                    technology.
AQT 209-3-3-.04   technology.
(5)(c)5.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

5. Assessment of      Assessment criteria and      Assessment criteria and        Limited assessment         Experimenting with
student learning      standards are clear and      standards are evident and      criteria and standards are standards and
(5, 5%)               clearly communicated to      communicated to students.      evident. Assessment        assessment criteria.
                      students. A variety of       A variety of assessment        strategies (including
AQT 209-3-3-.04       assessment strategies        strategies (including          technology) are
(2)(c)2.(vii)         (including technology) are   technology) are used to        inconsistently used to
(CF 1,3,5,6,9)        used to inform planning      inform planning appropriate    inform planning.
                      appropriate to individual    to individual student needs.
AQT 209-3-3-.04
                      student needs.
(2)(c)4.(viii)
(CF1,2,3,4,5,6,7,


SPE 4474             July 2009                                                                                             Page 9
8,9,10)

AQT 209-3-3-.04
(2)(c)5.(v)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(2)(c)5.(vi)
(CF 4, 9)

AQT 209-3-3-.04
(2)(c)5.(vii)
(CF 4,9)

AQT 209-3-3-.04
(2)(c)5.(ix)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(2)(c)5.(x)
(CF 9)

AQT 209-3-3-.04
(2)(c)5.(xi)
(CF 7, 9)

AQT 209-3-3-.04
(5)(c)5.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)

6. Self-reflection    Teacher candidate articulates    Teacher candidate               Teacher candidate is     Teacher candidate is
(5, 5%)               a thoughtful and accurate        articulates an accurate         developing the ability tobeginning to develop
                      assessment of teaching and       assessment of teaching and      critique teaching and    the ability to critique
AQT 209-3-3-.04       professional behavior. Can       professional behavior. Can      professional behavior.   teaching and
(5)(c)2.(vi)          critically evaluate the extent   evaluate to a large extent if   Can evaluate to some     professional
(CF1,2,3,4,5,6,7,
                      to which goals and objectives    the goals and objectives are    extent if the goals and  behavior.
8,9,10)
                      are met. Clear, concise and      met looking at both             objectives are met. Some Documentation
                      well developed                   strengths and weaknesses.       documentation supports   limited to reflections
                      documentation provided to        Clear documentation             reflection.              on classroom
                      support entries.                 supports the evaluation.                                 observations.
7. Community          The teacher candidate            With little or no feedback,     With guided practice and The teacher candidate
building (5, 5%) independently and                     the teacher candidate           corrective feedback, the rarely –to-never
                      consistently goes beyond         demonstrates effective use      teacher candidate        demonstrates
AQT 209-3-3-.04       expectations for mastery (a      of community building           demonstrates appropriate appropriate
(2)(c)3.(iii)         proficiency level of             practices.                      community building       community building
(CF 1, 2, 3, 4, 5, 6, performance) and/or                                              practices.               practices.
7, 8, 9, 10)          generalizes the use of
                      community building practices
AQT 209-3-3-.04
(2)(c)3.(iv)          throughout the classroom
(CF 1, 2, 3, 4, 5, 6, environment.
7, 8, 9, 10)

AQT 209-3-3-.04
(2)(c)3.(viii)
(CF 1, 2, 3, 4, 5, 6,
7, 8, 9, 10)

AQT 209-3-3-.04
(4)(c)5.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)




SPE 4474             July 2009                                                                                              Page 10
8. Managing             The teacher candidate           With little or no feedback,    With guided practice and       The teacher candidate
classroom               independently and               the teacher candidate          corrective feedback, the       rarely-to-never
procedures (5,          consistently goes beyond        demonstrates effective use     teacher candidate              demonstrates
5%)                     expectations for mastery (a     of technology for              demonstrates appropriate       appropriate use of
                        proficiency level of            recordkeeping and              use of technology for          technology for
AQT 209-3-3-.04         performance) and/or             management related to          recordkeeping and              recordkeeping and
(2)(c)2.(ix)            generalizes the use of          classroom procedures.          management related to          management related
(CF 1,3,5,6,9)          technology for recordkeeping                                   classroom practices.           to classroom
                        and management related to                                                                     procedures.
                        classroom procedures.
9. Managing             The teacher candidate           With little or no feedback,    With guided practice and       The teacher candidate
student behavior        independently and               the teacher candidate          corrective feedback, the       rarely-to-never
(5, 5%)                 consistently goes beyond        demonstrates effective use     teacher candidate              demonstrates
                        expectations for mastery (a     of behavior management         demonstrates appropriate       appropriate use of
AQT 209-3-3-.04         proficiency level of            principles to manage           use of behavior                behavior
(2)(c)2.(viii)          performance) and/or             students’ behavior.            management principles to       management
(CF 1,3,5,6,9)          generalizes behavior                                           manage students’               principles to manage
                        management principles to                                       behavior.                      students’ behavior.
AQT 209-3-3-.04         manage students’ behavior.
(2)(c)3.(v)
(CF 1, 2, 3, 4, 5, 6,
7, 8, 9, 10)

AQT 209-3-3-.04
(2)(c)3.(vi)
(CF 1, 2, 3, 4, 5, 6,
7, 8, 9, 10)

AQT 209-3-3-.04
(2)(c)4.(x)
(CF1,2,3,4,5,6,7,
8,9,10)

10. Organizing    The teacher candidate                 With little or no feedback,    With guided practice and       The teacher candidate
space and         independently and                     the teacher candidate          corrective feedback, the       rarely-to-never
resources (5, 5%) consistently goes beyond              demonstrates effective use     teacher candidate uses         demonstrates
                  expectations for mastery(a            of physical space and          physical space and             appropriate use of
AQT 209-3-3-.04   proficiency level of                  resources skillfully and       resources adequately and,      physical space and
(2)(c)1.(vi)      performance) and                      learning occurs.               at least, essential learning   resources and
(CF 1,2,3,4,5,6,  Organizes space & uses                                               occurs.                        learning does not
7,8,9,10)         physical resources optimally                                                                        occur as needed.
                  and effective learning occurs.
AQT 209-3-3-.04
(2)(c)3.(vii)
(CF 1, 2, 3, 4, 5, 6,
7, 8, 9, 10)

11. Clear and           Directions and procedures are   Directions and procedures      Communication between          Communication is
accurate                clear to students and           are clear to students and      teacher and students is        evident however
classroom               anticipate possible student     contain an appropriate level   clarified when student         work is needed so
communication           misunderstanding                of detail                      misunderstands directions      that repeated
(5, 5%)                                                                                or procedures                  clarification is not
                                                                                                                      necessary
AQT 209-3-3-.04
(3)(c)1.(viii) (CF
3,5,6,9)

AQT 209-3-3-.04
(4)(c)1.(v)
(CF1,2,3,4,5,6,7,
8,9,10)



12. Engaging            Demonstrates skills in          Demonstrates skills in         Demonstrates skill in          Demonstrates

SPE 4474             July 2009                                                                                                   Page 11
students in           actively engaging students in     actively engaging most         generally engaging            beginning skills in
meaningful            the teaching and learning         students in the learning       students in meaningful        engaging student in
learning activities   process. Makes activities         activities. Makes activities   learning activities. Use of   meaningful learning
(5, 5%)               meaningful through varied         meaningful by including        technology is a limited       activities. Limited
                      approaches to involve             students. Use of technology    part of the learning          use of technology
AQT 209-3-3-.04       students cognitively,             is a part of the learning
(2)(c)2.(v)           physically, and emotionally.      process
(CF 1,3,5,6,9)        Use of technology is an
                      integral part of the learning
AQT 209-3-3-.04
                      process
(4)(c)4.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(4)(c)4.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)1.(vi)
(CF1,2,3,4,5,6,7,
8,9,10)

13. Monitoring        Highly effective in               Effective monitoring of        Beginning to demonstrate Limited ability in
student progress      monitoring student progress       student progress in many       the ability of how to    how to monitor
(5, 5%)               in many varied way. Working       ways. Working with             monitor student progress student progress.
                      with students’ ability to         students’ ability to monitor   in different ways.
AQT 209-3-3-.04       monitor their own progress is     their own progress is also
(2)(c)5.(xii)         also evident. Conveys             evident. Conveys progress
(CF 9)
                      progress to students in a clear   to students in a clear
                      , concise and timely manner       manner
14. Questioning       Highly effective in               Uses a variety of              Uses limited questioning      Superficial questions
and discussion        questioning and discussion        questioning techniques         techniques which lead to      of poor quality which
techniques (5,        techniques that actively          which lead to participation    participation by a few        do not lead to
5%)                   involve students of varying       by most students.              students                      responses by students
                      levels of growth. Uses higher
AQT 209-3-3-.04       order thinking questions to
(2)(c)4.(ix)          develop student skills in the
(CF1,2,3,4,5,6,7,
                      areas of reasoning and
8,9,10)
                      problem solving.


15.               Consistently adapts                   Generally adapts instruction Some adaptations are            Beginning to identify
Responsiveness to instruction in response to all        in response to student       made in response to             appropriate
the diversity of  student needs                         needs.                       student needs.                  adaptations.
student needs (5,
5%)

AQT 209-3-3-.04
(1)(c)2.(ii) (CF
1,3,5,6,9)

AQT 209-3-3-.04
(2)(c)1.(vii)
(CF 1,2,3,4,5,6,
7,8,9,10)

AQT 209-3-3-.04
(2)(c)2.(vi)
(CF 1,3,5,6,9)

AQT 209-3-3-.04
(2)(c)5.(viii)
(CF1,4,9)


SPE 4474            July 2009                                                                                                  Page 12
AQT 209-3-3-.04
(4)(c)3.(iii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(4)(c)3.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(4)(c)5.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)1.(vii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)1.(viii)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)1.(ix)
(CF1,2,3,4,5,6,7,
8,9,10)

16. Professional     Demonstrates thorough              Demonstrates attempts to        Demonstrates attempts to     Demonstrates limited
growth activities    attempts to enhance                enhance professional            enhance professional         attempts to enhance
(4, 4%)              professional growth by             growth by actively seeking      growth by attending          professional growth.
                     actively seeking opportunities     opportunities to enhance        scheduled professional       Recognizes the
AQT 209-3-3-.04      to enhance positive attitude       positive attitude and ability   development activities.      significance of
(5)(c)1.(x)          and ability to grow                to grow professionally.         Recognizes the               technology as a part
(CF1,2,3,4,5,6,7,    professionally. Utilizes and       Utilizes and include the use    significance of technology   of the growth
8,9,10)
                     include the use of technology      of technology as a part of      as a part of the growth      process.
AQT 209-3-3-.04      as an integral part of the         the growth process.             process.
(5)(c)2.(vii)        growth process.
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)4.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

17. Contributions Is actively involved through          Is a member of professional     Is a member of               Is a member of
to the profession participation in professional         organizations, contributes      professional                 professional
(4, 4%)           organizations, contributes on         occasionally to the learning    organizations. Limited       organizations.
                  a regular basis to the learning       environment of the              attempts to contribute to
(5)(c)6.(iv)      environment of the                    classroom. Demonstrates a       the profession.
(CF1,2,3,4,5,6,7, classroom. Initiates important        willingness to contribute to
8,9,10)           activities to contribute to the       the profession.
                  profession.

18. Interactions     Consistently demonstrates          Demonstrates efforts to         Demonstrates efforts to      Demonstrates efforts
with families of     efforts to engage families in      engage families in the          develop strategies for       to research the
students (4, 4%)     the instructional process.         instructional process.          communicating with           importance of family
                     Actively solicits interaction in   Demonstrates a positive and     families.                    communications.
AQT 209-3-3-.04      varied ways to meet                constructive effort.
(4)(c)5.(ii)         individual needs.
(CF1,2,3,4,5,6,7,
                     Demonstrates a positive and
8,9,10)


SPE 4474            July 2009                                                                                                  Page 13
                     constructive effort.
AQT 209-3-3-.04
(5)(c)1.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

AQT 209-3-3-.04
(5)(c)3.(iv)
(CF1,2,3,4,5,6,7,
8,9,10)

19. Contacts with Volunteers to participate in     Participates in community       Participates in community     Exploring
larger community community events. Assumes         events. Assumes a               events when requested.        possibilities for
(4, 4%)           leadership roles in school &     participatory role in school    Assumes a participatory       participation in
                  district events and projects.    & district events and           role in school & district     community, school,
                  Makes substantial                projects. Contributions         events and projects when      and district events
                  contributions toward             toward successful               requested.
                  successful communication         communication attempts.
                  attempts.
20. Advocacy for Makes a consistently, strong      Works as a team member to       Works as a team member        Is attempting to
students (4, 4%) effort in a leadership role to    represent the individual        to represent the individual   become aware of
                  represent the individual needs   needs of all students. Is       needs of all students. Is     issues relating to
AQT 209-3-3-.04   of all students. Is actively     attempting to be involved in    attempting to become          development of the
(5)(c)1.(v)       involved in addressing issues    addressing issues relating to   aware of issues relating to   whole child.
(CF1,2,3,4,5,6,7, relating to development of the   development of the whole        development of the whole
8,9,10)
                  whole child.                     child.                          child.
AQT 209-3-3-.04
(5)(c)6.(ii)
(CF1,2,3,4,5,6,7,
8,9,10)




Critical Assignment (2)

     Candidates will demonstrate and apply an understanding of pedagogical (and andragogical,
     where appropriate) theory in methods, materials and experiences in their practice for all
     learners. The candidate will be formally evaluated at least four times by a university
     supervisor and at least four times by cooperating teachers with the use of the intern
     evaluation found in the Professional Internship Handbook.


Grading Policy:

The following grades may be issued for the Professional Internship Program:

PASS                 assigned to the candidate who has met the Professional Internship Program
                     requirements as outlined in the Professional Internship Program Handbook, this
                     syllabus, and in the application, application interview, and orientation. The
                     satisfactory completion of the requirements of the cooperating teacher and the
                     university supervisor will also be considered in assigning this grade.

FAIL                 assigned to the candidate who has not met the Professional Internship Program
                     requirements as outlined in the Professional Internship Program Handbook, this
                     syllabus, and in the orientation. The failure to complete the requirements of the

SPE 4474            July 2009                                                                                              Page 14
               cooperating teacher and the university supervisor will also be considered in
               assigning this grade. The intern will not have demonstrated a readiness for
               teaching. The final evaluation of the internship will have areas still in need of
               improvement.

If the student is removed from the internship experience, options include but are not
limited to the following:
            (1) The internship will be terminated with a grade of F.
            (2) The student will participate in a remediation program.

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.

SPE 4474     July 2009                                                                      Page 15
Academic Misconduct:

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




SPE 4474     July 2009                                                                  Page 16
                                        Troy University
                                      College of Education

                      Innovative, Informed, Reflective Decision Makers
                                   Conceptual Framework
                            Dispositions 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




SPE 4474     July 2009                                                                    Page 17

								
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