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CI 317: Guiding Play and Building Learning Communities
Spring 2016 11:00 am - 12:15 pm, Tuesdays and Thursdays Wham 203
Instructor: Shannon Green, MsEd
Office Location: Wham 323T
email: [email protected]
Email is the best way to reach me.
You can leave phone messages at C&I
Reception Desk: (618) 536-2441,
though
I cannot guarantee phone messages will
reach me in a timely manner.
Office Hours: Tuesday & Thursday: 12:30-4:00
Wednesday: 3:30-4:00
Additional office hours are available by
appointment. If you need to meet with me
on a specific day or at a specific time,
please make a formal appointment, even if
it is during my regular office hours.
Catalogue Course Description: Focuses on play as an integral part of child's learning. Covers
play theory and design of the learning environment. Learning how to promote prosocial behaviors
through supportive relationships and environments within diverse settings and guide self-
regulation, prosocial development and task engagement of children. Emphasis on appropriate
ways to guide children in their play activities and routines, and ways to develop creativity in
children. Requires several independently scheduled observations of children's play in the campus
Child Development Laboratories. (3.000 Credit hours)
Course Objectives:
1. Students will review and reflect on their own past play experiences and compare them
with the experiences of others to identify the influence of culture and diverse family
values on play.
2. Students will explain the value of play and creativity both in their own lives and in young
children’s learning and development.
3. Students will identify stages and types of children’s play and describe the characteristics
of each stage or type.
4. Students will observe a young child at play in a preschool setting, record their
observations using various data-collection techniques, and assess that child’s
development in terms of play, including the individual, cultural, and universal aspects
5. Students will demonstrate knowledge of how to arrange space, time, and materials to
support children’s play in preschool, kindergarten, and primary grades.
6. Students will give examples of how to support individual and cultural diversity in play
environments.
7. Students will demonstrate basic competency in active listening and appropriate speech to
young children.
8. Students will practice appropriate techniques for guiding young children’s behavior in
groups and school settings.
9. Students will familiarize themselves with developmentally appropriate play materials
through exploration and experimentation.
10. Students will describe how play is integrated into preschool, kindergarten, and primary
grade curriculum through appropriate design of learning centers and the teacher’s daily
decision making.
Required Texts: Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early
Childhood Programs Serving Children Birth Through Eight (3rd edition).
Washington D.C. National Association for the Education of Young Children. ISBN-13:
978-1928896647
Hearron, P. F., & Hildebrand, V. P. (2013). Guiding Young Children. Boston, MA.
Pearson.
Sluss, D. J. (2015). Supporting Play in Early Childhood: Environment, Curriculum,
Assessment. Stamford, CT: Cengage Learning. ISBN: 978-1-285-73517-7
*Supplemental readings will be assigned throughout the semester. Students will choose an
additional book for the final project assignment for this course.
*(OPTIONAL) NAEYC Membership. Students will be required to utilize the NAEYC
practitioner journal Young Children. Young Children is available at the library, though students
may find becoming a member of NAEYC useful. More information can be found at:
https://www.naeyc.org/membership/benefits
ATTENDANCE. Attendance at all class sessions and full participation in class activities are required.
Students are responsible for completing all required readings before each class and for coming to class
prepared for discussions and activities. If you must be absent for a class session please email a message
to the instructor prior to class start time. Poor attendance (more than two absences) will result in a
lowering of the grade earned by one or more letter grades. (3 absences=one letter grade reduction, 4
absences=2 letter grades, 5+ absences=automatic failure).
LATE ARRIVALS/TARDINESS. Class begins promptly at start time. Students are expected to
sign in before this time and be ready to begin class. Excessive Tardiness (more than two times)
will impact your participation and professionalism grade.
ACADEMIC EXPECTATIONS: Grammar and spelling must be correct in all assignments;
if errors prevent the instructor from reading for content, the assignment will be returned for
revision and the student can expect that points will be deducted. All written work should be typed
using double-spacing and 11 or 12 point Times New Roman Font. Students should place the
following information in the top left corner of all work:
Student Name e.g., Judy Brown
CI 318: Early Childhood Curriculum, Green CI 318: Early Childhood Curriculum,
Green
Assignment Title Reading Reflection #1: Inquiry
Curriculum
Date February 24, 2016
DISPOSITIONAL EXPECTATIONS: Professional behavior is expected at all times, in all
practicum settings, class activities, lecture sessions, email correspondence, and all interactions
with instructor and other faculty. Keep in mind that you represent the University and the Early
Childhood Department. Professionalism should be displayed in your attire, attitude, and
behavior. This includes the use of cell phones and laptops in the classroom. Cell phones are for
emergencies only-do not send text messages during class. If you must use the phone, please leave
the class to do so. Laptops are for note-taking and must have instructor approval to use in class.
A full outline of professional expectations will be provided in class and students will be required
to sign it indicating that they have read it and will abide by its contents.
SIUC STUDENT CONDUCT CODE: Students are expected to adhere to the SIUC student
conduct code. Violations of this code may result in failure of the class and/or further disciplinary
action by SIUC administration. Violations of this include:
1. Plagiarism, representing the work of another as one's own work;
2. Preparing work for another that is to be used as that person's own work;
3. Cheating by any method or means;
4. Knowingly furnishing false information to a university official relative to academic
matters;
5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code.
EVALUATION OF STUDENT PROFICIENCY AND DISPOSITION: All students enrolled
in Early Childhood Education courses must agree to and sign a statement of professional conduct,
which also indicates acknowledgment of the departmental student proficiency and disposition
reporting system. Copies of this statement will be provided to you during the first week of class.
Course Requirements and Grading Policy:
Students will complete several assignments throughout the semester, take three exams,
participate fully in class activities, communicate with respect for others and the for the early
childhood profession as a whole. Assignment details are provided on the following pages, while a
brief summary of points are provided below. Final grades for this course will be determined using
the following scale: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, <59%=F (*note attendance
policy in syllabus.)
1. CDL--Fingerprinting Receipts and Paperwork: 10 points
2. Participation and Professionalism 15 points
3. Foundations Exam—Exam #1 25 points
4. DAP Study Guide Entries (8) 25 points
5. DAP EXAM 25 points
6. Reflection Briefs (3) 15 points
7. Observations (2) 50 points
8. Topical Handouts (3) 30 points
9. Final Project: Book Club & Presentation (3 parts) 25 points
10. Final Exam 25 points
TOTAL POINTS POSSIBLE 245 points
Reading and Assignment Schedule for CI 317:
This schedule is considered tentative in nature and is subject to change at the instructor’s
discretion. Any changes to the schedule will be communicated verbally, during class hours. It is
the student’s responsibility to note and account for such changes.
Intr
o t
o D
AP
Wk.1
1/19
1/21
Tuesday:
Introductions
Syllabus
CDL Requirements/CDL Director
Thursday:
Bredekamp, S., & Copple, C. (2009). Frequently Asked Questions about
Developmentally Appropriate Practice
BRING: Driver’s License
Due: Initial Reflection Brief on Values & Beliefs about Guidance & Play
Tea
chin
g,
Gu
idan
ce,
and
Pla
y Wk.2
1/26
1/28
Tuesday:
Bredekamp, S., & Copple, C. (2009): NAEYC Position Statement & Chapter 1:
To Be an Excellent Teacher
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 1: Guiding Young Children
Due: DAP Study Guide Entries (2), hard copy due in class
Thursday:
Sluss, D. J. (2015). Chapter 1: Valuing Play
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 2: Values as a Basis for
Guidance
DUE: Unstructured Observation (documentation of observation will be
checked, informal notes will be used for class discussion only, no written paper
due)
Ob
serv
atio
n
and
Ass
essm
ent Wk.3
2/2
2/4
Tuesday
Sluss, D. J. (2015). Chapter 2: Play as Development
DUE: Handout—Understanding Play Thursday
Sluss, D. J. (2015): Chapter 3: Observing and Assessing Play
DA
P Wk.4
2/9
2/11
Tuesday:
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 3: Foundations of
Guidance—Understanding Development and Observing Children
Thursday:
Foundations Exam—Exam #1
Book Club Selection List
DA
P Wk.5
2/16
2/18
Tuesday
Bredekamp, S., & Copple, C. (2009): Chapter 2: Development in the First
Three Years of Life
Bredekamp, S., & Copple, C. (2009): Chapter 3: Developmentally Appropriate
Practice in the Infant and Toddler Years—Ages 0-3: Examples to Consider
Due: DAP Study Guide Entries (2), hard copy due in class
Due: Book Club Selection Proposal
Thursday
Bredekamp, S., & Copple, C. (2009): Chapter 4: Developmentally Appropriate
Practice in the Preschool Years—ages 3-5: An Overview
Bredekamp, S., & Copple, C. (2009): Chapter 5: Developmentally Appropriate
Practice in the Preschool Years—ages 3-5: Examples to Consider
Due: DAP Study Guide Entries (2), hard copy due in class
EXTRA CREDIT OPPORTUNITY: 5 points extra credit will be awarded
to students who have submitted all CDL paperwork and fingerprinting
receipts by this day. P
osi
tiv
e G
uid
ance
an
d D
AP
Wk.6
2/23
2/25
Tuesday
Bredekamp, S., & Copple, C. (2009): Chapter 6: Developmentally Appropriate
Practice in the Kindergarten Year—Ages 5-6: An Overview
Bredekamp, S., & Copple, C. (2009): Chapter 7: Developmentally Appropriate
Practice in the Kindergarten Year—Ages 5-6: Examples to Consider
DUE: DAP Study Guide Entries (2), hard copy due in class Thursday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 5: Positive Guidance—
Building Human Resources
DUE: Reflection Statement on Positive Guidance
Ind
irec
t G
uid
ance
and
Su
ppo
rtin
g P
lay
Wk.7
3/1
3/3
Tuesday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 6: Indirect Guidance—The
Role of the Environment in Facilitating Self-Direction
Thursday
Sluss, D. J. (2015): Chapter 4: Supporting Play for Infants and Toddlers
Sluss, D. J. (2015): Chapter 5: Supporting Play for Preschool Children
DUE: Handout: Classroom Design & Materials
Dir
ect
Gu
idan
ce
and
Su
ppo
rtin
g
Pla
y Wk.8
3/8
3/10
Tuesday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 7: Direct Guidance—
Interacting with Children to Foster Self-Direction
Thursday
Sluss, D. J. (2015): Chapter 6: Supporting Play in Kindergarten Classrooms
DUE: Reflection Statement on In/Direct Guidance & Supporting Play
Wk.9.
3/15
3/17
SPRING BREAK
Gu
idan
ce,
Ro
uti
nes
,
and
th
e C
urr
icu
lum
Wk.10
3/22
3/24
Tuesday
DAP EXAM (Bredekamp, S., & Copple, C. (2009): NAEYC Position
Statement, Chapters 1-7)
Thursday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 8: Guiding Young Children
in Personal Caregiving Routines
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 9: Guidance and
Curriculum—Interdependent Elements of Appropriate Practice
DUE: CDL Paperwork and Fingerprinting Receipts.
Ch
alle
ng
ing
Beh
avio
r an
d
Sp
ecia
l N
eed
s
Wk.11
3/29
3/31
Tuesday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 11: Understanding and
Addressing Challenging Behavior
Thursday
Sluss, D. J. (2015): Chapter 9: Supporting Play for Children with Special Needs
DUE: Structured Observation #1
Assignment Descriptions:
Students will receive additional direction for each assignment during class time.
Questions regarding assignments should be asked during class. If necessary, questions
can be sent via email—so long as they are sent within 48 hours of the assigned due
date/time. If you are struggling with an assignment, task, or concept, I recommend
scheduling a face-to-face meeting during office hours.
CDL Requirements. Under the guidance of Child Development Laboratories (CDL)
Administration, CI 317 students will complete the necessary requirements for
participation in CDL activities and practicums. (Fingerprinting Receipt & CDL
Paperwork. 10 Points)
Readings Discussion, Informed Participation, and Professionalism. You will arrive
to each class period having read and engaged with each of the assigned readings,
participated fully in discussion of these readings, additional topics of discussion, and
DA
P a
nd
Pla
y i
n P
rim
ary
Yea
rs Wk.12
4/5
4/7
Tuesday
Bredekamp, S., & Copple, C. (2009): Chapter 8: Developmentally Appropriate
Practice in the Primary Grades—Ages 6-8: An Overview
Bredekamp, S., & Copple, C. (2009): Chapter 8: Developmentally Appropriate
Practice in the Primary Grades—Ages 6-8: Examples to Consider
EXTRA CREDIT OPPORTUNITY: DAP Study Guide Entries (6pts)
Thursday
Sluss, D. J. (2015): Chapter 7: Supporting Play in Primary School
Sluss, D. J. (2015): Chapter 8: Supporting Play for Children in Middle
Childhood
DUE: Book Club Individual Review and Reflection
Ou
tdo
or
Pla
y
and
Gu
idan
ce Wk.13
4/12
4/14
Tuesday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 10: Guiding Young
Children’s Outdoor Play and Learning
Thursday
Sluss, D. J. (2015): Chapter 10: Outdoor Play for Young Children
DUE: Parent Handout: Outdoor Play & Learning
Co
llab
ora
tio
n Wk.14
4/19
4/21
Tuesday
Hearron, P. F., & Hildebrand, V. P. (2013): Chapter 4: Collaborating with
Families of Young Children
DUE: Structured Observation Thursday
Sluss, D. J. (2015): Chapter 11: Current Trends and Issues
Wk.
15
16
Book Club Presentations (Group)
4/26
4/28
5/3
5/5 DUE: Reflection Brief on Personal Growth & Learning
Final
5/12
Final Exam: Thursday, May 12, 10:15-12:15
activities. Additionally, you will have engaged with your peers, instructor, and CDL staff
with a high level of professionalism demanded by the ECE profession. (15 points)
13-15 points- This student is clearly prepared for class at every session and
engages in informed discussion of the assigned readings and homework. He or
she independently offers ideas and constructive criticism about readings and asks
informed questions of the instructor and other students during class. The student
shows a sincere desire to learn and seeks to connect the course content (e.g.,
readings and instruction) to practical work in the early childhood profession.
Additionally, the student does not engage in distracting behaviors during class and
consistently shows respect for other students/instructors.
10-12 points- This student is generally prepared and largely engages in all of the
abovementioned descriptors. Though they participate a little less vocally in class
discourse than is ideal, it is apparent they have read all assigned readings and
thought carefully about their content.
6-9 points- This student participates in class discussions sporadically. While they
may offer their personal reactions/opinions on discussion topics, it is not apparent
whether they are engaging in informed discourse or have thoroughly completed
assigned readings. This student may or may not be careful to illustrate respect for
the ideas and persons of other students or instructors.
0-5 points- This student speaks rarely and is often unprepared for class. This
student may or may not engage in disrespectful or distracting behavior in class.
Additionally, this student will have been encouraged by the instructor to improve
his or her participation and class readiness, but was unable or unwilling to
improve his or her participation and professionalism.
Foundations Exam. This exam will be a combination of multiple choice, matching, and
written response. This exam will cover chapters 1, 2, and 3 of Hearron, P. F., &
Hildebrand, V. P. (2013) and Sluss, D. J. (2015). (25 points)
DAP Study Guide Entries. Students will develop a study & reference guide for each
chapter of the Bredekamp, S., & Copple, C. (2009) text Developmentally Appropriate
Practice in Early Childhood Programs Serving Children Birth Through Eight (3rd
edition). This reference guide will be used as a tool for preparing for the in class DAP
Exam and will be useful in future courses for developing DAP programs. (8@3 points
each+1pt for completing all entries=25 points)
DAP Exam. This exam will be a combination of multiple choice, matching, and written
responses. This exam will primarily cover chapters 1-7 (+the NAEYC position statement)
of the Bredekamp, S., & Copple, C. (2009) text, though DAP application questions will
also refer to readings from the Sluss (2015) and Hearron, P. F., & Hildebrand, V. P.
(2013) texts. (25 points)
Reflection Briefs. CI 317 students will prepare three reflection briefs throughout the
semester. The Initial Reflection Brief on Values & Beliefs about Guidance & Play will
consist only of your own knowledge, experiences, thoughts, values, and beliefs about
guidance and play. The second brief (Reflection Brief on In/Direct Guidance &
Supporting Play) and final brief (Reflection Brief on Personal Growth & Learning:
Guiding Play) must reference and build upon course readings—indicating professional
growth and learning (change) throughout the semester. Each brief must be ONE FULL
PAGE in length (11 or 12 pt. Times New Roman Font, double spaced). Points will not be
awarded to students who do not complete a full page. (3@5 points each=15 Points)
Observations. During the semester, students will be required to make three observations
at the campus Child Development Laboratories (CDL). The first observation will be
informal and unstructured. The second and third observations will each include two
sections: 1) Observational notes and 2) Discussion of Theoretical Concepts. Additional
details regarding these observations will be provided in class. (2@25 points each=50
Points)
Handouts. Throughout the semester, students will create three one-page handouts about
the following topics: 1) Understanding Play, 2) Classroom Materials and Environmental
Design, and 3) Outdoor Play and Learning. Handouts should be professional in
appearance, aesthetically pleasing, and convey important, accessible, and useful
information about the specific topic associated with each. Handouts should be created
with parents, family members, and caregivers in mind. (3@ 10 points each=30 points)
Final Project—Book Club & Presentation. Early in the semester, students will
generate a selection of published professional development books about the topics of play
and/or guidance in early childhood classrooms. Each student will select one of these texts
and write a one page proposal about how they feel this text will assist them in their own
professional growth and development. After reading the books, each student will
individually prepare a two-page review and reflection on the book. This reflection should
also reference an article from the NAEYC journal Young Children and include at least
one paragraph synthesizing the reading topic with your observations at CDL. Emphasis
should be placed on how this book has enhanced and/or challenged your ideas about
working with young children and families. Finally, students will work with others who
have read the same book to prepare an in-class presentation about the book to be shared
during the last two weeks of class. (5/10/10 points=25 points)
Final Exam. This exam will be a combination of multiple choice, matching, and written
response. This exam will cover Chapters 4-11 of the Hearron, P. F., & Hildebrand, V. P.
(2013) and Sluss, D. J. (2015) texts. As these chapters are representative of DAP, the
Bredekamp, S., & Copple, C. (2009) text should be reviewed for this exam as well. (25
points)
Professional Standards—Assessment & Alignment:
The following state and national standards inform the daily objectives and
assessments for this course. Course activities support the early childhood professional
and/or teacher candidate’s knowledge and performance of the Illinois Professional
Teaching Standards (IPTS), NAEYC’s standards for initial early childhood professional
preparation, and the Child and Family Services Core Competencies (SIUC-IL-CFCORE).
Standards marked with an *asterisk are most explicitly covered within this course, while
standards marked with a ^caret are less emphasized.
Fo
un
dat
ions
Ex
am
DA
P S
tud
y G
uid
e
and
Ex
am
Init
ial
Ref
lect
ion
Gu
idan
ce a
nd
Pla
y R
efle
ctio
n
Fin
al R
efle
ctio
n
Ob
serv
atio
ns
Han
do
uts
(3)
Bo
ok
Clu
b &
Pre
sen
tati
on
Fin
al E
xam
IPTS ^Standard 1
NAEYC *STANDARD 1; ^ 2.
SIUC-IL-CFCORE ^COMPETENCY 6; *7
IPTS *Standard 4
SIUC-IL-CFCORE *COMPETENCY 2;*5
IPTS ^Standard 5
NAEYC *STANDARD 4
SIUC-IL-CFCORE ^COMPETENCY 4
IPTS *Standard 7
NAEYC *STANDARD 3
IPTS *Standard 9
NAEYC ^STANDARD 6
SIUC-IL-CFCORE *COMPETENCY 1 *9
TEP Conceptual Framework: Literacies
TEP Conceptual Framework: Identities
TEP Conceptual Framework: Engagement
IPTS 2013 Standards
^Standard 1 - Teaching Diverse Students – The competent teacher understands
the diverse characteristics and abilities of each student and how individuals develop and
learn within the context of their social, economic, cultural, linguistic, and academic
experiences. The teacher uses these experiences to create instructional opportunities that
maximize student learning.
*Standard 4 - Learning Environment – The competent teacher structures a safe
and healthy learning environment that facilitates cultural and linguistic responsiveness,
emotional well-being, self-efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and personal goal-setting.
^Standard 5 - Instructional Delivery – The competent teacher differentiates
instruction by using a variety of strategies that support critical and creative thinking,
problem-solving, and continuous growth and learning. This teacher understands that the
classroom is a dynamic environment requiring ongoing modification of instruction to
enhance learning for each student.
*Standard 7 - Assessment – The competent teacher understands and uses
appropriate formative and summative assessments for determining student needs,
monitoring student progress, measuring student growth, and evaluating student outcomes.
The teacher makes decisions driven by data about curricular and instructional
effectiveness and adjusts practices to meet the needs of each student.
*Standard 9 - Professionalism, Leadership, and Advocacy – The competent
teacher is an ethical and reflective practitioner who exhibits professionalism; provides
leadership in the learning community; and advocates for students, parents or guardians,
and the profession.
NAEYC 2010 Initial Standards
*STANDARD 1. PROMOTING CHILD DEVELOPMENT AND
LEARNING. Candidates prepared in early childhood degree programs are grounded in a
child development knowledge base. They use their understanding of young children’s
characteristics and needs, and of multiple interacting influences on children’s
development and learning, to create environments that are healthy, respectful, supportive,
and challenging for each child.
^STANDARD 2. BUILDING FAMILY AND COMMUNITY
RELATIONSHIPS. Candidates prepared in early childhood degree programs
understand that successful early childhood education depends upon partnerships with
children’s families and communities. They know about, understand, and value the
importance and complex characteristics of children’s families and communities. They use
this understanding to create respectful, reciprocal relationships that support and empower
families, and to involve all families in their children’s development and learning.
*STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO
SUPPORT YOUNG CHILDREN AND FAMILIES. Candidates prepared in early
childhood degree programs understand that child observation, documentation, and other
forms of assessment are central to the practice of all early childhood professionals. They
know about and understand the goals, benefits, and uses of assessment. They know about
and use systematic observations, documentation, and other effective assessment strategies
in a responsible way, in partnership with families and other professionals, to positively
influence the development of every child.
*STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE
APPROACHES. Candidates prepared in early childhood degree programs understand
that teaching and learning with young children is a complex enterprise, and its details
vary depending on children’s ages, characteristics, and the settings within which teaching
and learning occur. They understand and use positive relationships and supportive
interactions as the foundation for their work with young children and families.
Candidates know, understand, and use a wide array of developmentally appropriate
approaches, instructional strategies, and tools to connect with children and families and
positively influence each child’s development and learning.
^STANDARD 6. BECOMING A PROFESSIONAL. Candidates prepared in
early childhood degree programs identify and conduct themselves as members of the
early childhood profession. They know and use ethical guidelines and other professional
standards related to early childhood practice. They are continuous, collaborative learners
who demonstrate knowledgeable, reflective and critical perspectives on their work,
making informed decisions that integrate knowledge from a variety of sources. They are
informed advocates for sound educational practices and policies.
SIUC-IL-CFCORE
*COMPETENCY 1. Personal and Professional Self-awareness.
1A) Understand one’s own personality, beliefs, values, and philosophy in relation to
career, goals, development, learning styles, dispositions, and application of knowledge.
B) Develop and periodically reflect upon a personal and professional philosophy.
F) Understand cultural differences relating to lifestyles, values, beliefs, and behaviors.
G) Seek resources for continuous learning, self-improvement, and professional
development.
*COMPETENCY 2. Legal and Fiscal Management
A) Know and be able to implement the different codes, regulations, and licensing
standards pertaining to health, safety, disability issues, building, and zoning
^COMPETENCY 4. Educational Programming
E) Develop appropriate assessment procedures for children and adults.
*COMPETENCY 5. Program Operations and Environmental Management
A) Know and apply policies and procedures to meet state and local regulations and
standards for health and safety.
C) Implement safe playground design and practice.
D) Plan and design space based on principles of environmental psychology, emotional
health, and child development.
^COMPETENCY 6. Family Support
D) Acknowledge and support families as partners in education.
*COMPETENCY 7. Communication and Public Relations
D) Communicate program philosophy to families, community, public officials and other
F) Design promotional literature, newsletters, handbooks, and press releases
*COMPETENCY 9. Oral and Written Communication
A) Use written language to communicate with administrators, parents, agencies,
legislators, and others.
B) Be familiar with effective oral communication techniques.
C) Demonstrate interpersonal skills, one on one and in a small group.
Teacher Education Program Conceptual Framework:
The Teacher Education Program (TEP) at Southern Illinois University Carbondale
is fully accredited by the National Council for the Accreditation of Teacher Education/
Council for the Accreditation of Educator Preparation (NCATE/CAEP) and by the
Illinois State Board of Education. Spanning the entire university, the Teacher Education
Program is administered through the College of Education and Human Services and
includes majors from the College of Education and Human Services, the College of
Science, the College of Liberal Arts, and the College of Agricultural Sciences. Teacher
education programs approved by the State Educator Preparation and Licensure Board
(SEPLB) are offered at the undergraduate level in early childhood education, elementary
education, special education, secondary education, and in majors and minors that lead to
the special certificate to teach K-12 art, music, physical education, and foreign languages.
Preparing Reflective Educational Leaders. The conceptual framework
identified by Southern Illinois University Carbondale’s College of Education and Human
Services reflects the professional community’s commitment to preparing reflective
educational leaders at both the undergraduate and graduate levels. Reflective educational
leaders are able to review, reconstruct, reenact, and critically analyze their own and their
students’ performances as a means to formulate explanations with evidence. A reflective
educational leader fosters his/her professionalism in practice when he/she values
students’ myriad identities, equips students with the literacies required to
participate in a democratic society, and engages stakeholders to make this learning
accessible, rigorous, and relevant.
Our conceptual framework views the professional development of teachers and
other educational personnel to be an evolutionary and maturational process. Our goal is to
prepare a competent, reflective educational leader, ready to assume the responsibilities of
educating individuals but with full awareness that his or her induction into the profession
continues throughout the duration of his or her professional career. We believe that our
teacher candidates not only practice reflective thinking but also become practitioners of
reflective action. We believe that effective teaching is characterized by interactions with
students to present subject matter, followed by informed reflection on these interactions
and presentations. Teachers should make decisions among methods and content based on
their competence in both subject matter and pedagogy, rather than acting as technicians
following a predetermined curriculum. All unit programs are aligned to the Illinois
Professional Teaching Standards as well as standards from their respective content areas.
The model below represents the three major tenets of SIU’s Teacher Education
Program: Literacies, Identities, and Engagement:
Literacies: Reflective educational leaders understand the vast array of literacies students
need to function in today’s modern society. This includes knowledge of reading, writing,
and aural communication within the content area as well as media, scientific and
quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, & Petscher, 2009;
Cunningham & Stanovich, 2001; Delpit, 1995; Kear, Coffman, McKenna, & Ambrosio,
2000; Leinhardt & Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit,
1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg, 2001).
Identities: Reflective educational leaders understand the diverse characteristics and
abilities of all students and how these students develop and learn within the context of
their social, economic, cultural, linguistic, and academic experiences. Using these
experiences they create instructional opportunities to maximize student learning (Brown,
2005; Cramer, 2006; Epstein, 2009; Irvine, 1997; Olsen, 2010; Rose & Meyer, 2002;
Vygotsky, 1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011).
Engagement: Reflective educational leaders are ethical and reflective practitioners who
exhibit professional engagement by providing leadership in the learning community and
by serving as advocates for students, parents or guardians, and the profession (Amatea,
Daniels, Bringman, & Vandiver, 2004; Bemak, & Chung, 2008; Hiebert, Morris, Berk,
& Jansen, 2007; Keys, Bemak, Carpenter, & King-Sears, 1998; Lach & Goodwin, 2002;
Ladson-Billings, 1995; McCann & Johannessen, 2008; Ratts, DeKruyf, & Chen-Hayes,
2007).
TEP Dispositions: The professional attitudes, values, and beliefs demonstrated though
verbal and nonverbal behaviors (dispositions) as educators interact with students,
families, colleagues, and communities should support student learning and development.
These dispositions are:
The candidate demonstrates professionalism:
dependability and reliability
honesty, trustworthiness, ethics
enthusiasm, love of learning and commitment to the profession
The candidate values human diversity:
shows respect and sensitivity to the learning needs and abilities of all individuals
shows respect and sensitivity to the diverse cultures, languages, races, and family
compositions of all individuals
strives for best practices to address diverse learning needs and abilities of all
individuals
strives for best practices to address diverse cultures, languages, races, and family
compositions of all individuals
collaborates with diverse peers, professional colleagues, staff and families
The candidate develops professionally:
engages in ongoing acquisition of knowledge
engages in development of research-based practices
assesses own performance and reflects on needed improvements
TEP Framework References
Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening
counselor-teacher-family connections: The family-school collaborative
consultation project. Professional School Counseling, 8(1), 47-55.
Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy
strategies for school counselors: A multicultural/social justice perspective to
move beyond the nice counselor syndrome. Journal of Counseling &
Development, 86(3), 372-382.
Brown, B. (2005). The politics of public discourse, identity, and African-Americans in
science education. The Negro Educational Review, 56(2&3), 205-220.
Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47
49.
Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking.
Running Press.
Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations
among reading curricula, poverty, and first through third grade reading
achievement. Journal of School Psychology, 47, 187-214.
Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal
of Direct Instruction, 1(2), 137-149.
Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York:
The New Press.
Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in
classrooms and communities. New York: Routledge.
Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from
teaching. Journal of Teacher Education, 58(1), 47-61.
Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC:
American Association of Colleges for Teacher Education.
Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring
attitude toward writing: A new tool for teachers. The Reading Teacher, 54(1), 10-
23.
Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative
consultant: A new role for counselors serving at-risk youths. Journal of
Counseling & Development, 76(2), 123-133.
Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American
Educational Research Journal, 32(3), 465-491.
McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2),
86-88.
McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for
teachers. The Reading Teacher, 626-639.
Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's
Classroom. Boulder, CO: Paradigm.
Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the
education of African-American children. Boston: Beacon Press.
Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies:
A social justice advocacy framework for professional school counselors.
Professional School Counseling, 11(2), 90-97.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and Curriculum
Development.
Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in
reading history. Cognition and Instruction, 14(4), 441-486.
Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and
learning: A call for change.” Journal of Adolescent and Adult Literacy 52, 96-
107.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1-32.
Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In
G.Schwartz & P. Brown (Eds.), Media literacy: Transforming curriculum and
teaching, pp. 5-17. Malden, MA: Blackwell Publishing.
Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT
Press.
Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of
basic language concepts and dyslexia. Dyslexia, 17, 165-183.
Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment,
pp. 1-10. Portsmouth, NH: Heinemann.
Wineburg, Sam. 2001. Historical Thinking and other unnatural acts: Charting the future
of teaching the past. Philadelphia, PA: Temple University Press.
Evaluation of Student Proficiency and Dispositions
Student: Course: Semester:
Student’s email: Instructor: Shannon Green
Basis for Judgment of Student: ( ) University Coursework ( ) Working with Children or Families
Mastery of Course Content: ( ) Competent ( ) Adequate ( ) Weak
Retention in Program: ( ) Recommended with Reservation ( ) Not Recommended
Dispositions Potential Areas of Concern
1. The candidate does not demonstrate
professionalism:
· dependability and reliability
· honesty, trustworthiness, ethics
· enthusiasm, love of learning, and
commitment to the profession
Attendance/punctuality
Turn in assignments on time
Participation in class/field
Attitude
Plagiarism
Commitment to teaching or
working with families & children
Honesty
Ethics
Other:
2. The candidate does not value human diversity:
· shows respect and sensitivity to the
learning needs and abilities of all
individuals
· shows respect and sensitivity to the diverse
cultures, languages, races, and family
compositions of all individuals
· strives for best practices to address diverse
learning needs and abilities of all
individuals
· strives for best practices to address diverse
cultures, languages, races, and family
compositions of all individuals
· collaborates with diverse peers,
professional colleagues, staff, and families
Rapport with students
Attitude
Appropriate classroom behavior
Rapport with peers
Respect for others
Collaborates with others
Sensitive to others’ needs &
differences
Commitment to best practices for
diverse cultures, languages, races,
and families
Other:
3. The candidate does not develop professionally:
· engages in ongoing acquisition of
knowledge
· engages in development of research-based
practices
· assesses own performance and reflects on
needed improvements
Verbal skills
Written skills
Attitude
Overall academic performance
Performance in field experience
Other:
If applicable, the student does not meet the following Illinois Professional Teaching Standard(s) #
Final (or projected) grade for course:
Comments: