Developing Effective Relationships with Key Constituencies ... · with the knowledge, skills, and dispositions that result in effective relationships with key constituencies, developmentally

1

Developing Effective Relationships with Key

Constituencies

Purpose 1

The Master of Science Degree in Education: Dual Childhood

Education 1-6/Teaching Students with Disabilities

AUDREY COHEN SCHOOL

FOR

HUMAN SERVICES AND EDUCATION

SPRING 2019

Metropolitan College of New York

60 West Street, New York, NY 10006

All rights reserved. No part of this publication may be reproduced without prior permission by

Metropolitan College of New York©

SPRING 2019

2

DEVELOPING EFFECTIVE RELATIONSHIPS

WITH KEY CONSTITUENCIES

Purpose 1

PAGE

POLICIES 3

DEFINITIONS 5

THE PURPOSE-CENTERED EDUCATOR PROFICIENCIES 8

ASSESSMENT SYSTEM 18

THE PURPOSE DIMENSION® 28

Developing Effective Relationships with Key Constituencies

THE SYSTEMS DIMENSION® 87

Foundations of Special Education

THE SELF & OTHERS DIMENSION® 100

Child/Adolescent Development

THE VALUES & ETHICS DIMENSION ® 106

Social Issues and Trends in Urban Education

THE SKILLS DIMENSION® 121

Teaching and Learning Mathematics

THE COMMUNICATIONS DIMENSION® 131

Reading Instruction for Primary Grades

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POLICIES Attendance:

Students are required to arrive on time and attend all scheduled classes, to complete all assignments by

the due date, and to actively participate in class discussions. Additionally, students are responsible for

knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who

miss multiple classes may jeopardize their good standing. Students who accumulate excessive absences

or lateness may be recommended for withdrawal.

Grading System A 4.000

A- 3.667

B+ 3.333

B 3.000

B- 2.667

C+ 2.333

C 2.000

F 0.000

FNS 0.000 Fail, No Show - Student never appeared in the course

FWD 0.000 Fail, Withdrawal - Student stopped attending the course

I 0.000 Incomplete – instructor must submit Incomplete Grade Notification with

Grade Roster to give an Incomplete

W 0.000 Student officially withdrew from the course

Incomplete Grades

An “I” or incomplete grade is not automatic and given only if the student has been doing passing work.

When a student’s work in a course is not finished on time because of a major illness or other valid

exceptional, compelling circumstances, an instructor may give an “I”. It is the responsibility of the

student to provide the instructor with evidence or documentation before an incomplete grade is granted.

The student must satisfy the “I” by the “date of proposed completion” indicated on the form. Otherwise,

the grade becomes an “F.” Failures must be repeated if the student is permitted to continue.

Students have until the completion date set by the instructor but no later than the end of the seventh

week (with the instructor’s permission) of the following semester to complete coursework for

incomplete grades, unless it is the student’s last semester, which requires a shorter completion time

period. The instructor has up to the end of the 10th week of the semester to change the “I” grade. After

this time, an incomplete grade automatically becomes an “F.” A formal extension – “EI” for an

Extended Incomplete – is required to carry an incomplete beyond this time period. The faculty member,

student and appropriate Dean will need to sign the Incomplete Extension Contract.

For financial aid audits, an incomplete grade is calculated as an “F” until the grade has been changed.

Please see the Financial Aid Handbook for details.

Plagiarism

Presenting someone else’s work as though it is your own constitutes plagiarism. In an academic

community, the use of words, ideas, or discoveries of another person without explicit, formal

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acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism,

students must engage in standard academic practices such as putting quotation marks around words that

are not their own, employing the appropriate documentation or citation, and including a formal

acknowledgement of the source in the proper format.

Add/Drop

It is the policy of the Audrey Cohen School for Human Services and Education that the Director’s

Office will sign add/drop forms after the first two weeks of the semester. Add/drop forms will not be

approved after the fourth week of classes.

Collected Material Policy

In an effort to monitor the quality of the MSED courses and programs, samples of student work may be retained

as hard copies or as electronic copies for NCATE or other external accreditation review as well. The retention

period for these electronic or hard copy materials is indefinite.

Questions or concerns about this process may be directed to the Director of the Master of Science in Education

Programs.

*Students are responsible to adhere to all procedures contained in the current on-line MCNY

Student Handbook.

Please be advised regarding the following:

No food or drink is allowed in the classrooms.

No children are allowed in the classrooms.

Cell phones or any form of mobile equipment should be turned off in the classroom at all times.

Laptop computers should only be used for related academic class work in the classrooms.

Any information in this handbook is subject to change.

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Definitions

The Purpose (pedagogical performance area) for each semester is examined from five different

perspectives called Dimensions.

There are five Dimensions that form the bedrock upon which to achieve the performance areas

and to organize knowledge. The Dimensions are 1) Purpose Seminar, 2) Values and Ethics, 3) Self and

Others, 4) Systems, and 5) Skills (technical and communication). All work of each semester is

organized around these perspectives. The Dimensional perspectives remain constant while the Purpose

to be achieved changes each semester.

Purpose Dimension Seminar The Purpose Dimension Seminar provides field experiences coupled with the class seminar that

allows you to review and analyze your experiences. The Purpose Dimension Seminar is concerned with

bringing together knowledge from the five Dimensions in an organized way to achieve the Purpose.

Constructive Action

In this course, you must demonstrate that you have achieved your Purpose by performing a

Constructive Action based upon your assigned field/student teaching experiences. The Constructive

Action for each semester is supervised and facilitated through this class and culminates in the

submission of the constructive action document.

Values and Ethics Dimensions The Values and Ethics Dimension courses focus on the philosophy of education and how it

relates to a purposeful life. You gain philosophical understanding, through a sequence of studies that

present different visions for education, an examination of social values and technology, a construct for a

personal ethical code, a recognition of value issues in society and in public policy, and ways to deal

productively with value conflicts and ethical dilemmas in teaching.

Self and Others Dimension In the Self and Others Dimension courses, you will master knowledge about developmental

psychology, learning, intelligence, curriculum, measurement and cultural diversity. In this Dimension,

you will also study aspects of the humanities that include literature, art, music, and drama, et al.

Systems Dimension In the Systems sequence, you will analyze social institutions and scientific models. Looking at

the world in terms of structures of integrated relations will give you a perspective for viewing,

understanding, and teaching about the natural, social, and technological environments. You will also

explore the issues and trends in urban and education and learn to use these perspectives in the teaching

of social studies and science in grades 1 through 6.

Skills Dimension In the Skills dimension courses you will learn specific teaching methods and classroom

strategies. The technical and communication skills that are needed to prepare you as a prospective

teacher for success in the classroom, school, and community are developed in these courses. The broad

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spectrum of skills includes the application of reading, mathematics for young students, as well as

developing teaching strategies for inclusive classroom settings.

The Purpose-Centered Educator Proficiencies

Based on the College’s and the teacher education program’s mission and consistent with the

purpose, goals, and philosophy, the Purpose-Centered Education Proficiencies provide structure for

candidates’ learning outcome. The proficiencies that follow are aligned with NCATE/ACEI/CEC

national professional standards, New York State Education Department learning standards and INTASC

teaching principles.

THIS SYMBOL MEANS THAT THE DIMENSIONS COURSE ASSIGNMENT

SHOULD BE INTEGRATED IN YOUR CONSTRUCTIVE ACTION DOCUMENT.

NOTE: The Purpose 1 syllabi and course assessments/rubrics are subject to change due to

possible certification changes required by the New York State Education Department and on-

going accreditation changes made by CAEP/NCATE.

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The Purpose-Centered Educator Proficiencies

The Mission of the Institution

The overall mission of Metropolitan College of New York is “To provide a superior, experientially-

based education that fosters personal and professional development, promotes social justice, and

encourages positive change in workplaces and communities.”

The Vision of the Unit

Although the Masters of Science in Education degree was not instituted until 40 years after the founding

of the College, the vision that originally informed the institution as a whole is particularly well suited to

the preparation of teachers.

In line with the College’s founding vision and mission, the Masters of Science in Education degree

programs provide a context within which empowerment is a central goal. The need for more teachers in

the New York City area is well established, as are the significant challenges that they will face. The

ultimate vision of the unit is to produce graduates from a wide range of backgrounds who are equipped

to empower urban children to become “effective and productive” adults.

The institution’s long-standing emphasis on “experiential” learning also lends itself particularly well for

the preparation of new teachers. From the first week of their attendance in the program, up through to

the final weeks leading to graduation, MCNY teacher candidates are immersed in the daily life of a wide

range of elementary school classrooms. While candidates’ participation in the cooperating schools has a

different focus each semester, the overarching aim is to enable prospective teachers to apply in hands-on

practice what they have learned in theory through their academic work.

The Mission of the Unit

In line with MCNY’s overall mission, the mission of the Masters of Science in Education program is to

provide a Purpose-Centered, performance-based education that will equip Purpose-Centered Educators

with the knowledge, skills, and dispositions that result in effective relationships with key constituencies,

developmentally appropriate teaching practices, and constructive responses to diversity.

Based on the college’s and the professional unit’s mission, and consistent with the purpose, goals,

philosophy and conceptual framework, the education program at MCNY has identified proficiencies/

learning outcomes for its candidates. The proficiencies are aligned with national, state, and professional

standards.

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PROFICIENCIES

Knowledge:

A. Subject Matter Candidates demonstrate knowledge of general education and of subject matter and are able to

integrate this knowledge into their practice.

B. Student Learning

Candidates know theories of human development and learning and know how to use

developmental theory in their practice to optimize student learning.

C. Diversity of Learners

Candidates know theories about developmental, cultural, linguistic, and learning differences and

know how to provide differentiated instruction.

D. Environment for Learning

Candidates know the developmental and learning theories that facilitate the creation of a positive

environment for learning.

E. Assessment Candidates demonstrate the ability to monitor, evaluate, analyze and interpret student learning.

Skills:

A. Planning Instruction

Candidates are able to plan instruction based on knowledge of the subject matter and curriculum

goals

B. Strategies/Technologies Candidates use a range of instructional strategies and technologies to promote student learning,

critical thinking and problem solving.

C. Learning Environment Candidates create a positive learning environment where students are engaged and self-

motivated.

D. Communication

Candidates use effective verbal, non-verbal strategies, medias and technologies to promote

student learning.

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E. Assessment Candidates use formal and informal assessment to monitor student learning and to modify

instruction based on assessments.

F. Collaboration and Relationships

Candidates demonstrate the ability to establish positive relationships with key constituencies

(peers, colleagues, parents and students).

G. Reflection and Professional Development Candidates reflect on and analyze the impact of their actions on student learning in order to

develop as professionals.

Dispositions/Values:

A. Diversity/Individual Differences

Candidates show that they can empower all students to be effective learners helping them

to develop self-confidence and competence.

B. High Expectations

Candidates demonstrate through their classroom behavior that all students can learn at

high levels, and they persist in helping all students achieve success.

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Candidates’ Proficiencies Aligned with NY State and National Teaching Standards

MCNY

Candidates’

Proficiencies

New York State Teaching

Standards (2011)

INTASC Standards (2013) ACEI (2007) CEC

(2012)

Purpose

Knowledge

(A) Subject

Matter

Candidates

demonstrate

knowledge of

general education

and of subject

matter and be able

to integrate this

knowledge into

their practice.

Standard II: Knowledge

of Content and

Instructional Planning

Teachers know the content

they are responsible for

teaching, and plan

instruction that ensures

growth and achievement for

all students.

Standard #4: Content

Knowledge

The teacher understands the

central concepts, tools of inquiry,

and structures of the discipline(s)

he or she teaches and creates

learning experiences that make

these aspects of the discipline

accessible and meaningful for

learners to assure mastery of the

content.

2.1 Reading, Writing, and Oral Language—

Candidates demonstrate a high

level of competence in use of English language arts

and they know, understand,

and use concepts from reading, language and child

development, to teach reading,

writing, speaking, viewing, listening, and thinking

skills and to help students

successfully apply their developing skills to many

different situations, materials,

and ideas;

2.2 Science—Candidates know, understand, and

use fundamental concepts of physical, life, and

earth/space sciences. Candidates can design and

implement

age-appropriate inquiry lessons to teach science, to

build student understanding

for personal and social applications, and to convey

the nature of science;

2.3 Mathematics—Candidates know, understand,

and use the major concepts and

procedures that define number and operations,

algebra, geometry, measurement, and data analysis

and probability. In doing so they consistently

engage problem

solving, reasoning and proof, communication,

connections, and representation;

2.4 Social studies—Candidates know, understand,

and use the major concepts

and modes of inquiry from the social studies—the

3 1,2,3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

integrated study of history,

geography, the social sciences, and other related

areas—to promote elementary

students’ abilities to make informed decisions as

citizens of a culturally diverse

democratic society and interdependent world;

2.5 The arts—Candidates know, understand, and

use—as appropriate to their

own understanding and skills—the content,

functions, and achievements of the

performing arts (dance, music, theater) and the

visual arts as primary media for

communication, inquiry, and engagement among

elementary students;

2.6 Health education—Candidates know,

understand, and use the major concepts

in the subject matter of health education to create

opportunities for student

development and practice of skills that contribute

to good health;

2.7 Physical education—Candidates know,

understand, and use—as appropriate

to their own understanding and skills—human

movement and physical activity as

central elements to foster active, healthy life styles

and enhanced quality of life or elementary

students.

(B) Student

Learning

Standard I: Knowledge of

Students and Student

Learning

Standard #1: Learner

Development

The teacher understands how

1. Development, Learning and Motivation: Candidates know, understand, and use the major

concepts, principles, theories, and research related

1 1, 2,3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

The candidates

know human

development and

learning and how

to use this

developmental

theory in their

practice to

optimize student

learning.

Teachers acquire

knowledge of each student,

and demonstrate knowledge

of student development and

learning to promote

achievement for all

students.

learners grow and develop,

recognizing that

patterns of learning and

development vary individually

within and across the cognitive,

linguistic, social, emotional, and

physical areas, and designs and

implements developmentally

appropriate and challenging

learning experiences.

to development of children and young adolescents

to construct learning opportunities that support

individual students’ development, acquisition of

knowledge, and motivation.

(C) Diversity of

Learners

The candidates

know

developmental,

cultural, linguistic,

and learning

differences and

know how to

provide

differentiated

instruction.

Standard I: Knowledge of

Students and Student

Learning

Teachers acquire

knowledge of each student,

and demonstrate knowledge

of student development and

learning to promote

achievement for all

students.

Standard #2: Learning

Differences

The teacher uses understanding of

individual differences and diverse

cultures and communities to

ensure inclusive learning

environments that enable each

learner to meet high standards.

3.2 Adaptation to diverse students: Candidates

understand how elementary students differ in their

development and approaches to learning, and

create instructional opportunities that are adapted

to diverse students.

1 2, 3

(D) Environment

for Learning

The candidates

know the

developmental and

learning theories

Standard IV: Learning

Environment

Teachers work with all

students to create a

dynamic learning

environment that supports

achievement and growth.


Environments The teacher works with others to

create environments that support

individual and collaborative

learning, and that encourage

positive social interaction, active

3.4 Active engagement in learning: Candidates

use their knowledge and understanding of

individual and group motivation and behavior

among students at the 1-6 level to foster active

engagement in learning, self motivation, and

positive social interaction and to create supportive

learning environments .

2 1, 2,3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

that facilitate the

creation of a

positive

environment for

learning.

engagement in learning, and self-

motivation.

(E) Assessment

The candidates

demonstrate the

ability to monitor,

evaluate, analyze

and interpret

student learning

Standard V: Assessment

for Student Learning

Teachers use multiple

measures to assess and

document student growth,

evaluate instructional

effectiveness, and modify

instruction.

Standard #6: Assessment

The teacher understands and uses

multiple methods of assessment

to engage learners in their own

growth, to monitor learner

progress, and to guide the

teacher’s and learner’s decision

making.

4.0 Assessment for Instruction: Candidates

know, understand, and use formal and informal

assessment strategies to plan, evaluate and

strengthen instruction that will promote continuous

intellectual, social, emotional, and physical

development of each elementary student.

4 2,3

Skills

(A) Planning

Instruction

The candidates are

able to plan

instruction based

on knowledge of

the subject matter

and curriculum

goals.


of Content and




teaching, and plan



all students.

Standard #7: Planning for

Instruction

The teacher plans instruction that

supports every student in meeting

rigorous learning goals by

drawing upon knowledge of

content areas, curriculum, cross-

disciplinary skills, and pedagogy,

as well as knowledge of learners

and the community context.

3.1 Integrating and applying knowledge for

instruction: Candidates plan and implement

instruction based on knowledge of students,

learning theory, subject matter, curricular goals,

and community.

5 1,2,3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

(B) Instructional

Strategies and

Technologies

The candidates use

a range of

instructional

strategies and

technologies to

promote student

learning, critical

thinking and

problem solving.

Standard III:

Instructional Practice

Teachers implement

instruction that engages and

challenges all students to

meet or exceed the learning

standards.

Standard #8: Instructional

Strategies The teacher understands and uses

a variety of instructional

strategies to encourage learners to

develop deep understanding of

content areas and their

connections, and to build skills to

apply knowledge in meaningful

ways.

3.3 Development of critical thinking, problem

solving, and performance skills: Candidates

understand and use a variety of teaching strategies

that encourage elementary students’ development

of critical thinking, problem solving and

performance skills.

5 2,3

(C ) Learning

Environment

The candidates

create a positive

learning

environment

where students are

engaged and self-

motivated.

Standard IV: Learning

Environment

Teachers work with all

students to create a

dynamic learning

environment that supports

achievement and growth.


Environments

The teacher works with others to






motivation.

3.4 Active engagement in learning: Candidates

use their knowledge and understanding of

individual and group motivation, and behavior

among students at the 1-6 level to foster active

engagement in learning, self motivation, and

positive social interaction and to create supportive

learning environments.

2 2,3

(D)

Communication

The candidates use

effective verbal,

non-verbal

strategies, medias

Standard III:


Teachers implement




standards.


Environments

The teacher works with others to





3.5 Communication to Foster Collaboration: Candidates use their knowledge and understanding

of effective verbal, nonverbal, and media

communication techniques to foster active inquiry,

collaboration, and supportive interaction in the

elementary classroom.

7 1,2,3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

and technologies

to promote student

learning.


motivation.

(E) Assessment

The candidates use

formal and

informal

assessment to

monitor student

learning and to

modify instruction

based on

assessments.

Standard V: Assessment

for Student Learning

Teachers use multiple

measures to assess and

document student growth,

evaluate instructional

effectiveness, and modify

instruction.

Standard #6: Assessment

The teacher understands and uses

multiple methods of assessment

to engage learners in their own

growth, to monitor learner

progress, and to guide the

teacher’s and learner’s decision

making.

4.0 Assessment for Instruction: Candidates

know, understand, and use formal and informal

assessment strategies to plan, evaluate and

strengthen instruction that will promote continuous

intellectual, social, emotional, and physical

development of each elementary student.

4 2,3

(F) Collaboration

and Relationships

The candidates

demonstrate the

ability to establish

positive

relationships with

key constituencies

(peers, colleagues,

parents and

students).

Standard VI: Professional

Responsibilities and

Collaboration

Teachers demonstrate

professional responsibility

and engage relevant

stakeholders to maximize

student growth,

development, and learning.

Standard #10: Leadership and

Collaboration

The teacher seeks appropriate

leadership roles and opportunities

to take responsibility for student

learning, to collaborate with

learners, families, colleagues,

other school professionals, and

community members to ensure

learner growth, and to advance

the profession.

5.2 Collaboration with Families: Candidates

know the importance of establishing and

maintaining a positive collaborative relationship

with families to promote the academic, social and

emotional growth of children.

7 1, 2,3

(G) Reflection

and Professional

Development

Standard VII:

Professional Growth

Teachers set informed goals

and strive for continuous

Standard #10: Leadership and

Collaboration

The teacher seeks appropriate

leadership roles and opportunities

5.1 Professional growth, reflection, and

evaluation—Candidates are aware of

and reflect on their practice in light of research on

teaching, professional ethics, and resources

6 1, 2,3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

The candidates

reflect and analyze

the impact of their

actions on student

learning in order

to develop as

professionals.

professional growth. to take responsibility for student

learning, to collaborate with

learners, families, colleagues,

other school professionals, and

community members to ensure

learner growth, and to advance

the profession.

available for professional learning; they continually

evaluate the

effects of their professional decisions and actions

on students, families and other professionals in the

learning community and actively seek out

opportunities to grow professionally.

Dispositions/Valu

es

(A)

Diversity/Individ

ual Differences

The candidates

show they can

empower all

students to be

effective learners

helping them

develop self-

confidence and

competence.


of Content and




teaching, and plan



all students.


Differences







3.2 Adaptation to diverse students—Candidates

understand how elementary students differ in their

development and approaches to learning, and

create instructional opportunities that are adapted

to diverse students.

1 2, 3

(B) High

Expectations

The candidates

demonstrate

through their

classroom

behavior that all

Standard III:


Teachers implement




standards.


Differences







1.0 Development, Learning, and Motivation--

Candidates know, understand, and use the major

concepts, principles, theories, and research related

to development of children and young adolescents

to construct learning opportunities that support

individual students’ development, acquisition of

knowledge, and motivation.

5 2, 3

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MCNY

Candidates’

Proficiencies


Standards (2011)


(2012)

Purpose

students can learn

at high levels and

they persist in

helping all

students achieve

success.

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MSED Assessment System for the Spring 2019 Cohort

The system for assessing candidate proficiencies and unit operations at MCNY is designed to

enhance candidate performance and to improve the professional education program as well as the

unit’s policies and procedures. The assessment system is composed of internal and external measures

organized around transition points and reflects the unit’s conceptual framework. Data is collected at

the transition points, aggregated or summarized, then analyzed and shared with faculty,

administrators, grade1-6 partners and candidates. The overall purpose is to use the data for

improvement.

The development and implementation of the assessment system at MCNY is an on-going process

involving the professional unit faculty as well as faculty in other units, candidates and 1-6 educators.

The assessment system is meant to be both developmental and continuous. As candidates progress

through the three semesters (Purpose 1, 2, and 3), they engage in multiple assessments that allow

them as well as the college and public school faculty to reflect on candidates’ practice and on the

learning of students in grades 1-6.

The assessment system at MCNY has the following characteristics:

1. Candidates’ knowledge, skills and dispositions are assessed continuously at critical points.

2. Multiple assessments are used to assess candidate performance in a variety of ways.

3. Data from internal and external sources are used to make decisions about candidates’

admission, retention, program completion and graduation.

4. Rubrics are developed and used to determine levels of performance.

5. Unit operations are evaluated and modified based on data.

The assessment system at MCNY collects candidate data at four transition points: admissions to the

program; admissions to Purpose 2 (Student Teaching 1); admission to Purpose 3 (Student Teaching

2); and program completion.

Data collected at these transition points are garnered from multiple internal and external sources,

traditional testing, performance assessments, recommendations, observations of teaching, etc.

Central to the system are the Purpose I, Purpose 2, and Purpose 3 Constructive Action Assessments.

These assessments are modeled after the Teacher Work Sample adapted from the Renaissance

Partnership for Improving Teacher Quality to monitor candidates’ instructional practice and to

collect data on student learning in grades 1-6 during field work.

Note: It is the responsibility of each candidate to provide documentation on-time to Dr. Patrick

Ianniello, Room 713 [email protected], 212.343.1234 x2424. Failure to do so might prevent one

from being allowed to register for the next semester.

Admission to the MSED program is competitive and requires the following:

mailto:[email protected]

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1. A completed application with all official transcripts and documentation.

2. Evidence of an earned a bachelor's degree with a GPA of 3.0 or higher from

an accredited institution of higher education. A limited amount of applicants

with a lower GPA may be considered for admission on a provisional basis

based on professional experience and/or credentials. If admitted on a

provisional basis, the student will be required to complete a specified number

of credits with an overall GPA of 3.0 in order to continue in the program.

Upon application to the program, a student's transcripts will also be

evaluated for appropriate liberal arts and sciences and content core

coursework required for certification by NYSED Section 52.21.

3. A resume

4. Two signed letters of reference from faculty/professionals attesting not only to

the academic readiness of the applicant but also to his/her readiness to teach

children.

5. GRE (Graduate Record Exam) or MAT (Miller Analogies Test) scores taken

within the last five years.

6. Proficient English literacy skills through coursework and an in-person

writing sample taken the same day as the interview.

7. Participation in a structured interview with the Program Director and/or

program faculty.

8. NYCDOE fingerprint clearance eligibility to work with children. The

NYCDOE fingerprint clearance process begins immediately following

notification of acceptance by the Program Director.

9. Proof of Immunizations (New York State Public Health Law 2165 requires all

students on or after January 1, 1957 to supply immunizations from Measles,

Mumps and Rubella prior to registration.

10. Application Fee of $45 (the non-refundable fee) which can be paid either by

check, money order or on-line with a credit card via a secured server.

Admission to Purpose 2 (Student Teaching 1):

Candidates must successfully complete Purpose 1 requirements, including the field experience,

in order to be admitted to the first of two semesters of internship or student teaching.

Successful completion of Purpose1 is measured by:

1. Satisfactory evaluation on the Field Experience (minimum 120 hours)

2. Satisfactory completion of the Pre-Student Teaching Assessment (Constructive Action 1)

3. Passing grades on the Mathematics and Reading methods courses

4. Child Study of a Student with Disabilities

5. Foundations of Special Education Examination

6. Child Abuse training certificate *

7. Maintain background clearance to be eligible to work with students during Student

Teaching I

8. CST Multi-Subject (1-6) Part One – Literacy and English Language Arts (221) test

scores

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* You will be given directions on how to complete the distance-learning Child Abuse

training

Admission to Purpose 3 (Student Teaching 2):

Candidates must successfully complete the Purpose 2 semester, including the first student

teaching experience, in order to be admitted to the second student teaching experience and the

third and last semester of the program. Successful completion of Purpose 2 is measured by:

1. Satisfactory Student Teaching 1 Proficiencies Assessment (minimum 33 days) by

faculty supervisor and cooperating teacher(s)

2. Satisfactory completion of the Lesson Planning Assessment (Constructive Action 2)

Assessment

3. Integrated Thematic Unit Assessment

4. Collaboration Project Assessment

5. Project SAVE Seminar

6. DASA (Dignity for All Students Act) training

7. Minimum 3.0 GPA

8. Maintain background clearance to be eligible to work with students during Student

Teaching II

9. Upload edTPA Elementary Education Task 4 in Pearson e-Portfolio

10. Education All Students (EAS) (201) test scores

11. CST – Students with Disabilities (060) test scores

Program Completion/Graduation:

Candidates must successfully complete all requirements for the program and all assessments

including:

1. Satisfactory Student Teaching 2 Proficiencies Assessment (minimum 33 days) by faculty

supervisor and cooperating teacher

2. Satisfactory completion of the Teacher Work Sample Assessment (Constructive Action 3)

3. Arts Diversity Project Assessment

4. Minimum 3.0 GPA

5. Upload edTPA Elementary Education Tasks 1-3 in Pearson e-Portfolio

6. CST Multi-Subject (1-6) Part Two (222) and Part Three (245) scores

Recommendation for Certification:

In order to be recommended and achieve certification, candidates must:

Complete the on-line NYS TEACH application during Purpose 3

http://www.highered.nysed.gov/tcert/teach/

Successfully complete all MCNY degree requirements

Achieve passing scores on the NYSTCE tests: EAS , CST – Students with Disabilities, CST

Multi-Subject tests and the edTPA - Elementary Education.

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Process for Ensuring Accuracy and Consistency:

The assessment system has been developed to include multiple assessments of candidate

performance at each transition point. At each transition point there are internal and external

assessments of the candidate’s progress.

The external assessments such as the EAS, CST Multi-Subject, CST Students with Disabilities, and

the Elementary Education edTPA are standardized assessments developed by New York State with

established validity and reliability.

Internal assessment data, such as evaluations of the Field Experience and Student Teaching 1 and 2

come from multiple sources: the college faculty supervisors, the school cooperating teachers and the

candidates themselves. The scores from all three individuals involved in the process will be

compared to ensure there are no serious inconsistencies.

Candidates Who Do Not Meet Expectations:

When candidates are not meeting unit expectations for successful progress as evidenced by

assessments, the Director or faculty member upon consultation with the Teacher Education

Committee [TEC] meets with the candidate. A plan of action/remediation which has been formulated

from all assessment data and faculty feedback is given to the candidate. This individualized process

takes place at the beginning and at the end of each Purpose semester.

Assessment of Unit Operations:

The assessment system includes not only the assessment of candidate performance described above,

but the monitoring and evaluation of the professional unit’s operations such as: admissions

procedures, enrollment trends, faculty performance, library and other candidate services, course

outcomes, degrees awarded, etc.

The data on unit operations is collected, analyzed, and shared on a regular basis. Instruments utilized

for this purpose include: surveys of candidates, alumni surveys, employers’ feedback (surveys or

focus groups), course and faculty evaluation data, and data gathered for regional accreditation

purposes, etc. No individual candidate is identified in the evaluation of the program data.

*Note: The above MSED Assessment System is subject to change due to compliance requirements

from the New York State Legislature, the New York Board of Regents, the New York State

Education Department , CAEP (Council for the Accreditation of Educator Preparation, and CEC

(Council for Exceptional Children.

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MCNY ASSESSMENT SYSTEM

CANDIDATE PERFORMANCE

Transition Points

Assessment Tools

E-External I-Internal

Proficiencies

Admission to the Program

(Purpose 1)

BA/BS Degree (E)

GPA 3.0 (E)

Letters of Recommendation (E)

Interview (I)

Essay (I)

GRE or MAT Scores

Fingerprinting and Criminal Background Check (E)

Knowledge (A)

Dispositions (A, B)

Admission to Purpose 2

(Student Teaching 1)

Passing Grade in Mathematics and Reading Methods

courses (I)

Criminal Background Check preceding the Field

Experience and Student Teaching (E)

Child Abuse Training Certification (E)

Pre-Student Teaching Proficiencies Assessment (I)

Pre-Student Teaching Assessment (Constructive Action 1)

(I)

Child Study of a Student with a Disability Assessment(I)

Foundations of Special Education Examination (I)

Knowledge (A, B, C)

Skills (B, D, F, G)

Dispositions (A, B)

Admission to Purpose 3

(Student Teaching 2)

3.0 GPA (I)

Student Teaching 1 Proficiencies Assessment (I)

Lesson Planning Assessment (Constructive Action 2) (I)

Project SAVE Seminar (I)

DASA Certification (I)

Integrated Thematic Unit (I)

Collaboration Project Assessment (I)

EAS and CST Multi-Subject exams

Knowledge (A, B, C, D, E)

Skills (A, B, C, D, E, F)

Dispositions (A, B)

Program Completion 3.0 GPA (I)

Student Teaching 2 Proficiencies Assessment (I)

TWS Assessment (Constructive Action 3) (I)

Arts Diversity Project Assessment (I)

Knowledge (A, B, C, D, E)

Skills (A, B, C, D, E, F, G)

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edTPA submission (I and E) and

CST – Students with Disabilities scores (E)

Dispositions (A, B)

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OVERVIEW OF PURPOSE I

Developing Effective Relationships with Key Constituencies

Program The curriculum of the Master of Science Degree in Education program is built around three semester long Purposes: 1) Developing

Effective Relationships with Key Constituencies; 2) Teaching Effectively; and 3) Meeting the Unique Needs of All Learners. The

program focuses on how to develop, maintain and enhance a positive learning environment. Teaching to state standards and meeting the

needs of diverse learners are emphasized. Through intensive field experiences and student-teaching, you will apply effective teaching

practices in urban classrooms. At the conclusion of the program each candidate for graduation will submit a professional portfolio for

faculty and peer review. Assessment of the portfolio will be based on the essential abilities required for successful teaching candidates as

specified in this handbook.

The Master of Science Degree in Education program is registered and authorized by the Board of Regents to certify graduates in

Childhood Education 1-6 and in Teaching Students with Disabilities. However, students should be aware that the New York State

Education Department (NYSED) requires teacher certification applicants to provide evidence of taking the ALST, EAS, the Content

Specialty Test (CST) – Multi-Subject and the Content Specialty Test (CST) – Students with Disabilities, and the edTPA Elementary

Education..Therefore, it will be the responsibility of each student to make arrangements to take and provide evidence of passing the ALST

exam during the first semester, take and provide evidence of taking the EAS and CST Multi-subject exams during the second semester, and

take the edTPA and CST Student with Disabilities exams during the third semester. Information concerning test dates and registration

procedures can be found at the New York State Teacher Certification Examination website www.nystce.nesinc.com. You will need to

complete the required on-line workshop on Child Abuse Prevention during the first semester, and complete the seminars on School

Violence, and Drug Abuse (Project SAVE) and DASA Training during your second semester.

Purpose 1 In the Purpose Seminar of Developing Effective Relationships with Key Constituencies you are introduced to Purpose-Centered

Education—the philosophy of teaching and learning that informs all of your coursework at MCNY. The seminar explores the

development of both the primary relationships with elementary school students, and secondary professional relationships with

professionals, parents, and other members of the community.

A key element of the first semester is your participation in a field experience, consisting of a minimum of 120 total classroom

hours, which is approximately eight hours a week for the entire semester. The field experience will be supervised by faculty member

http://www.nystce.nesinc.com/

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teaching the Purpose Dimension Seminar. It will be your responsibility to document both the amount and apportionment of all time in the

field.

You will undertake a field-based Constructive Action that you will develop and document over the course of the semester. All field

experiences are linked to the Purpose and Constructive Action requirement of Purpose 1, including field experiences related to reading and

math course objectives and teaching students with disabilities. They give you the opportunity to observe and participate in informal small

group teaching situations in a variety of school settings and grade levels. Both your participation in the field and your Constructive Action

will be assessed.

Values and Ethics: Foundations of Special Education course

Self and Others: Child/Adolescent Development and Learning course, explains the process of development from birth to

adolescence. You are also introduced to ideas and practices that help you explore how and why students learn and why they may not. This

knowledge will assist you to adapt instruction to meet the needs of individual students including students with disabilities.

Systems: Social Issues and Trends in Urban Education explore the political, historical, economic, philosophical, and social

contexts that impact urban education in the U.S. today. Educational policies such as desegregation, affirmative action, bilingual education,

teacher accountability and school reform are discussed.

The Skills: Teaching and Learning Mathematics with Technology in Grades 1-3 course includes an examination of curriculum,

goals, methods, and materials for teaching mathematics to elementary school children. The course includes demonstrations, discussion,

review of elementary-level mathematics texts and materials and practice of teaching methods. You will learn how to work with children’s

ideas in a mathematical setting and how to create, differentiate, practice and assess lessons and units of study in mathematics for children

in grades one through six.

In your Communications Skills: Reading Instruction for Primary Grades introduces you to teaching language-related processes

with special emphasis on developmental reading. Emphasis is placed on the practices of reading instruction: basic reading strategies,

methods of instruction, diagnostic teaching, and classroom organization for reading and assessment of reading programs for improvement

of instruction. Special consideration is given to the examination of literature appropriate for diverse cultural groups, individual learning

styles and special needs.

Purpose 1 also integrates practice in the following academic literacy skills in preparation for the ALST exam, the edTPA, and for Purpose

2 student teaching:

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A – ALST COMPETENCY 0001 --

READING

The teacher candidate

a. determines what a text says explicitly

b. makes logical inferences based on

textual evidence

c. draws conclusions based on textual

evidence

d. determines the central ideas or themes of

a text

e. analyzes the development of central

ideas or themes of a text

f. recognizes accurate summaries of key

supporting details and ideas in a text

g. analyzes how and why individuals,

events, and ideas develop and interact over

the course of a text

h. interprets words and phrases as they are

used in a text, including determining

technical, connotative, and figurative

meanings

i. analyzes how specific word choices

shape meaning and tone in a text

j. analyzes how specific sentences,

paragraphs, and larger portions of a text

relate to each other and the whole

k. determines an author’s attitude, opinion,

or point of view

l. assesses how point of view and purpose

shape the content and style of a text.

B – ALST COMPETENCY 0002 –

WRITING TO SOURCES

The teacher candidate

a. delineates and evaluates the argument

and specific claims in a text

b. evaluates the validity of reasoning used

to support arguments and specific claims in

a text

c. Evaluates the relevance and sufficiency

of evidence used to support arguments and

specific claims in a text

d. evaluates the credibility, objectivity, and

reliability of an author or sources used by

an author

e. analyzes how multiple texts address

similar themes or topics to compare the

approaches the authors take

f. integrates and evaluates content

presented in diverse formats and media,

including visually and quantitatively

g. introduces a precise, knowledgeable

claim

h. uses valid reasoning to support the claim

i. anticipates and addresses a possible

counterclaim

j. chooses relevant and sufficient evidence

from multiple texts to support the claim

and integrates the information while

avoiding plagiarism

k. establishes and maintains an appropriate

style and tone

l. uses transitional words and phrases and

varies syntax to link sections of the text

and to clarify relationships between ideas

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m. produces a conclusion that follows from

and supports the claim

n. chooses precise language for clarity and

rhetorical effect

o. uses correct standard English grammar,

usage, capitalization, punctuation, and

spelling.

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Audrey Cohen School for Human Services and Education

PURPOSE SEMINAR:

Spring 2019

Introduction to Purpose-Centered Education

and

CONSTRUCTIVE ACTION:

Observation and Participation in School and Communities

Dr. Leonard Golubchick

[email protected]

Overview

In the first semester’s Purpose Seminar you are introduced to MCNY’s Purpose-Centered Education model. You practice a key concept of

Purpose-Centered Education—empowerment—as you develop the teaching skills and the professional relationships that will enable you to

help children become effective learners and responsible persons. To achieve the first semester’s purpose, you will develop both primary

relationships (i.e. relationships with elementary school students in the classroom that you are placed in) and secondary relationships (i.e.

relationships with teachers, parents, administrators, support services, and the wider community).

In the course of the semester you will also be introduced to other elements of Purpose-Centered Education, including the learning

community/cohort model, the role of fieldwork, the function of theory-practice integration, the Constructive Action, and the Constructive

Action document. Through observation, reflection, lectures, discussions, readings, role-play, films, collaborative projects, classroom

experiences, and writing exercises, you will learn the communication skills necessary to establish positive, appropriate professional


SPRING 2019

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relationships with key constituencies in the school and community so that optimal learning environments can be created and maintained for

all children, including children with disabilities.

To achieve the goals of these courses, in addition to your academic work you will be required to participate in a school environment for

twelve hours each week for the entire semester. The total 120 hours of fieldwork must include experience meeting the needs of children

with disabilities. You will begin your practice of teaching methods by conducting an observed lesson at the midterm and at the end of the

course. Evidence of your ability to develop effective relationships with key constituencies will be demonstrated both through your

activities in the school and through your completion of the Constructive Action document.

The Constructive Action document (see outline below) has a three-fold purpose. First, it aims to give structure to your implementation of

the semester’s purpose, which is to develop effective relationships with key constituencies. Second, the CA document aims to provide an

introductory format for the lesson planning, instruction, and assessment that are required for the EdTPA exam (necessary for New York

State teacher certification). Finally, the CA document will serve as an assessment instrument to record your growth as a teacher-in-

training. Technology is integrated into the course using the lap top computer, accessing our web-based syllabus, conducting research on

the web, and applying technology to assignments such as the Constructive Action document.

Objectives

To fulfill the requirements of this course, you are expected to:

1. Review, discuss, and practice Purpose-Centered Education.

2. Observe, record, and reflect upon the actions of the key constituencies of the school that you are placed in.

3. Plan, research, implement, and evaluate a Constructive Action that develops your ability to conduct two observed mini-lessons during

the semester;

4. Strengthen your communication skills through classroom discussions, presentations, interviews, research, and the careful drafting and

revision of each section of the CA document.

5. Effectively assist cooperating teachers in the classrooms to which you are assigned.

6. Integrate theory and practice within the assignments from the Purpose Seminar and across the Dimension classes.

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Assessment

Purpose Seminar: Introduction to Purpose Centered Education

Class attendance and participation 20%

Weekly assignments 30%

apply for ELA CST Multi-subject by the first week in February 2019 5%

Take the ELA CST Multi-Subject by the First week in April 2019 5%

Final Constructive Action Document 40%

Observation in School and Community Settings 120 hours of attendance are required*

Faculty member’s evaluation of lessons 60%

Cooperating teacher’s evaluation 40%

*Candidates are required to accurately record attendance by maintaining a time-clock attendance card that they must submit at

the end of the month. The college field supervisor will examine the time-clock card every time he or she visits the school. It is

suggested that candidates take pictures of their time cards at the end of each week, and email those pictures to their field

supervisor. Additionally candidates must make copies of each time-clock card for their own records. No matter which school a

candidate is assigned to, they are required to report 15; minutes before the start of the day and leave no earlier than 15 minutes

after the students are dismissed.

Every time a candidate clocks in after the start of the day 2 percentage points will be deducted from the 25% attendance

and lateness component of their overall grade. Candidates will be permitted no more than 2 absences during their field experience

placement. Upon the 3rd absence, 4 percentage points will be deducted from the 25% attendance and lateness component of their

overall grade. Candidates must make up any days that are missed due to absence, and are required to make up an additional day

if the total times of all of the lateness add up to more than 30 minutes, or candidate is late 4 times during their 120-hour field

experience.

Candidates have the responsibility to contact both the school( Cooperating Teacher) and the college supervisor of an absence or

lateness.

**If lateness is unavoidable due to a train delay, candidates must hand in a Subway Delay Verification form which can be acquired

electronically on the link below:

http://enterprise.mtanyct.info/DelayVerify/delayRequest.aspx

http://enterprise.mtanyct.info/DelayVerify/delayRequest.aspx

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Required Readings

Moore, K.D. (2012). Effective instructional strategies: From theory to practice. Third Edition, Sage Publishers

ISBN 978-1-4129-9572-6(pbk)

Tomlinson, Carol Ann, Assessment and Student Success in a Differentiated Classroom, ASCD, 2013,ISBN:978-1-4166-417-1.

Note: Readings assigned or recommended in the other Dimension classes will be discussed in term of relevance to the Constructive

Action.

Recommended Web Sites

Child Trends Data Bank. This site is a rich and reliable research and public policy resource. Online at: www.childtrendsdatabank.org

Connect For Kids newsletter of the Benton Foundation.) Conducts major surveys of critical issues related to child health, education and

welfare. Online at: http://www.connect forkids.org/Benton_topics1544.

The Council for Exceptional Children. The Council for Exceptional Children (CEC) works to improve the educational success of

children and youth with disabilities and/or gifts and talents. The Council’s ethical principles can be found at http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/CECsMissionandVision/default.htm#ethical_principles.

Economic Policy Institute. (EPI) http://www.epinet.org/ An important and reliable research site. A sample “Education” link appears

below. http://www.epinet.org/subjectpages/edu.cfm?CFID=2813086&CFTOKEN=90848996

Infoshare: One of your most important resources. www.infoshare.org

Eductopia.org

http://www.childtrendsdatabank.org/

http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/CECsMissionandVision/default.htm#ethical_principles

http://www.epinet.org/

http://www.epinet.org/subjectpages/edu.cfm?CFID=2813086&CFTOKEN=90848996

http://www.infoshare.org/

SPRING 2019

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Inside Schools: http://www.insideschools.org/ An parent-oriented view of any public school in New York City, a program of Advocates

for Children of New York. Use this site, in addition to the official NYC Dept. of Ed. site below.

The National Council for Teachers of English: Look for lesson plans and guidelines for teaching literacy—K-12: http://www.ncte.org

The National Council for Teachers of Mathematics: Use this site for math lessons, standards, and research http://www.nctm.org

New York City Department of Education: The home page of the Department contains a rich, well-organized set of links to information and

resources on the schools, parents and community. http://schools.nyc.gov.

New York State Education Department: This site is an important source for information about New York State education law, policies,

learning standards, and teaching certification. www.nysed.gov.

The Renaissance Partnership for Improving Teacher Quality Project: This site has many resources that explain the research-based

Teaching Work Sample methodology that has been modified in the Constructive Action. http://fp.uni.edu/itq.

Recommended Readings

Bigelow, B., Harvey, B. Karp, S. and Miller, L. (2001). Rethinking our classrooms: Teaching for equity and justice. Milwaukee:

Rethinking Schools, Ltd.

www.rethinkingschools.org

Borich, G. (1999). Observation skills for effective teachers. Third Edition. Upper Saddle River, NJ.

Bullock, A. and Hawk, P. (2001). Developing a teaching portfolio. Upper Saddle River, NJ: Merrill Prentice Hall.

Bullough, R. and Gitlin, A. Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland

Publishing, Inc.

Calkins, L. (2000) The Art of Teaching Reading. New York: Allyn & Bacon.

http://www.insideschools.org/

http://www.advocatesforchildren.org/

http://www.advocatesforchildren.org/

http://www.ncte.org/

http://www.nctm.org/

http://schools.nyc.gov/

http://www.nysed.gov/

http://fp.uni.edu/itq

SPRING 2019

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Charney, R. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Revised Edition.

Greenfield, MA: Northeast Foundation for Children. www.responsiveclassroom.org

Cochran-Smith, M. and Lytle, S. (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press. [See

Chapter 6 on teachers’ journals.]

Cohen, D., Stern, V. and Balaban, N. (1997). Observing and recording the behavior of young children. Fourth Edition. New York:

Teachers College Press.

Curtis, D. and Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Red Leaf Press.

Duckworth, E. (1987) “The having of wonderful ideas” and other essays on teaching and learning. New York: Teachers College Press.

Frank, C. (1999). Ethnographic eyes: A teacher's guide to classroom observation. Portsmouth, NH: Heinemann.

Kane, P.R. (1996). My first year as a teacher. New York: Signet.

Kelly, W. (2003). Rookie teaching for dummies. New York: Wiley.

McKay, M., Davis, M., Fanning, P. (1995). Messages: The communications skills book. California: New Harbinger Publications.

Meier, D. (1995) The Power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.

Robinson, A and Stark, D. (2002). Advocates in action. Making a difference for young children. Washington, D.C.: National Association

for the Education of Young Children.

Raimes, A. (2002). Keys for writers: A brief handbook. Boson: Houghton Mifflin Co.

Tertell, E. Klein, S. and Jewett, J. (1998). When teachers reflect: Journeys toward effective, inclusive practice. Washington, D.C.: National

Association for the Education of Young Children.

Wong, K., and Wong, R. (2001). The First days of school: How to be an effective teacher. New York: Harry K. Wong Publications.

Class Sessions

http://www.responsiveclassroom/

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1. January 10, 2019- The Teaching and Learning Context

Introduction to the course: purposes, themes, and requirements.

Overview of Purpose-Centered Education (PCE).

The Cycle of Effective Teaching (handout from the edTPA Handbook).

Discussion of student roles in the classroom and the school.

Review of required texts and academic requirements; reading and writing tips.

Overview of the Constructive Action (CA) document outline; uniqueness of the summer semester schedule.

Academic Language required in the edTPA.

Acquiring laptop computers and access to the web-based course syllabus.

In-class drafting of the Introduction to the CA document (“Statement of Purpose”), Part A.

Conventions of Standard American ProseFile

ExpectationsFile

Purpose-Centered Education PowerPointFile

The PowerPoint was developed by Jinx Roosevelt and Patrick Ianniello to describe the MSED program's "Conceptual Framework" to the

visiting NCATE Board of Examiners on March 8, 2015. The program succeeded in passing all the rigorous accreditation standards.

The Cycle of Effective TeachingFile

2. January 17, 2019

The classroom, the teacher, and the children; stating educational goals and

Instructional objectives (i.e. the Central Focus, Language Function, and Key Learning Task of edTPA planning).

Developing lesson Plans.

Discussion of field experiences and assigned readings.

https://moodle.mcny.edu/mod/resource/view.php?id=495491




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In-class guidelines for drafting Parts I D (“Instructional Implications”) and II A of the CA document, “Goals and Objectives for the mid-

term lesson.”

Assignment due:

1) The Introduction of the CA document, Part A, “Statement of Purpose,” is due. This Includes Philosophy of Education how

do children learn, the characteristics of your assigned school and the organization of the classroom contextual factors.

2) This is includes citations of theorists and the application to teaching which is embedded in your CA.

3) Read Moore, Effective Instructional Strategies, 4th Edition, Chapter 1, “Getting Ready for the Classroom,” focusing especially on

pp. 1-11, 12-13, 16-19, 21-29; Chapter 6, “Planning and Organizing Instruction,” focusing especially on pp. 170-174, 180, 186-193, 195-

201.

or

Read Moore, Effective Instructional Strategies, 3rd Edition, Chapter 1, “”Getting Ready for the Classroom,” focusing especially on

pp. 10-16, 15-17, and 20-26; Chapter 6, “Planning and Organizing Instruction,” focusing especially on pp. 152-154, 163-167, 167-

173, 176-183. Tomlinson Chapters 1 and 2.

Neighborhood Walk for Completing Part 1C of CA DocumentFile

NY City - Student Teacher's HandbookFile

Danielson rubrics for evaluation of teachersFile

School data profiles about NYC district #1 schoolsURL

3 January 24, 2019 – Formative and Summative Assessment




https://moodle.mcny.edu/mod/url/view.php?id=495499

SPRING 2019

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Formulating plans for assessment.


Strategies for observing, recording, and reflecting; note taking in preparation for completing Part I of the CA document (“Contextual

Factors: The Teaching-Learning Environment”).

In-class guidelines for drafting Part III A of the CA document, “Assessment Plan for the initial observed lesson. Reviewing developing a

lesson plan.

Online Assignment due: February 1, 2018

Part I Part d (“Instructional Implications”) and Goals and Objectives for the initial observed-lesson, as well as teaching point and

assessments are due.

1) Prepare for District 75 visit- date will be announced. Your observations of the District 75 classroom visit must include

organization of instruction, clear expectations, assessments used, and strategies used to meet the educational needs of the

students.

3) Report on Conferences with cooperating teacher about initial lesson and lesson planning.

3) Read Moore, 4th Edition, Chapter 8, Evaluating and measuring learning, “focuses especially on pp. 251-263, 265-268, and 269-277.

or

Read Moore, 3rd Edition, Chapter 8, “Evaluating and Measuring Learning,” focusing especially on pp. 232-236, 236-244, 245-247, and

248-256. Read Tomlinson, Chapters 4, and 5

Checklist for Part II A and B of the CA documentFile

Common Core Learning Standards for Language Arts in New York CityFile

Common Core Learning Standards in Math for New York CityFile

4. January 31, 2019

Designing instruction: Planning for the initial observed lesson.


In-class modeling and explanation of the lesson plan model.

In-class guidelines for drafting Part IV A of the CA document, “Lesson plan design for the initial lesson.”




SPRING 2019

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Candidate conferences with instructor: plans for the lesson.

First Draft of Part 1 of CA is due.

Assignment due: Parts III A of the CA document (“Assessment plan for the initial lesson” is due.

1) Moore, 4th Edition, Chapter 7, “Developing Unit and Daily Lesson Plans,” focusing especially on pp. 207-208, 211-214, skim

pp. 214-230.

orRead Moore, 3rd Edition, Chapter 7, “Developing Unit and Daily Lesson Plans,” focusing especially on pp. 188-190, 196-197, 215-225. Read Tomlinson, Chapter 3

Model for TC "Mini-lesson/workshop" lessonFile

5. February 7, 2019

Final Review of lesson plans.

Microteaching

Discussion of field experiences and assigned readings. In-class review of lesson plans. In-class guidelines on drafting Part VA of the CA

document, “Reflections on the initial lesson”. In-class review of drafting Parts II B (Goals and objectives for the final lesson”) and III B

(Assessment plan for the final lesson”).Assignment due: Part IV A (“Lesson plan design for the initial lesson is due). Assessment record chartFile

Model for Basic Assessment ChecklistFile

Required lesson plan formatFile

In Purpose 1, this format must be followed for lesson planning at the midterm and at the end of the semester.

When filling in the plan, be sure to follow the guidelines for Assessment, Common Core State Standards, Differentiation, Instructional

Materials, Objectives, and Pre-Assessment that are specified in the attached lesson planning g Glossary.

Prepare your plan well in advance of your scheduled lesson and ask for help from the instructor on any areas that are unclear.

Lesson plans must be submitted to the instructor by 6 p.m. the night before the scheduled lesson.





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lesson”) and III B (Assessment plan for the final mini-lesson”).Assignment due: Part IV A (“Lesson plan design for the initial lesson is

due). Assessment record chartFile

Model for Basic Assessment ChecklistFile

Required lesson plan formatFile

.

6 February 14, 2019

Microteaching Presentation & Written Reflection purpose of this assignment is to allow you to demonstrate your ability to implement

effective-teaching strategies. You will be asked to complete an ELA lesson plan and a Math lesson plan for your lessons and for the

microteaching demonstrations. Presentation dates will be assigned. Please be attentive to the microteaching rubrics. You are to

videotape each lesson and conduct a self-evaluation and reflection. What did you learn about yourself as a teacher and about the teaching

process as a result of this experience? What are your goals for improving your teaching practice? Self-evaluation / reflection papers are

due no later than 1 week after presentation. Please be sure to address each of the criteria in the reflection rubric.

Microteaching Presentation & Written Reflection

The purpose of this assignment is to allow you to demonstrate your ability to implement effective -teaching strategies. You are to prepare an

ELA and Math lesson for microteaching demonstration; which includes content area and grade level. You are to view each video recorded

lesson and conduct a self-evaluation and reflection. What did you learn about yourself as a teacher and about the teaching process as a result

of this experience? What are your goals for improving your teaching practice?

Evaluation

The following criteria will be used to evaluate the microteaching lessons.

Pedagogical Content: ● Accurately represents and presents ELA and Math concepts

● Models use of ELA and Mathematics learning strategies

● Use of inquiry-oriented learning strategies

● Use of effective communication strategies to explain concepts and procedures

● Use of questioning strategies to support the development of students' understanding of both ELA and Mathematics concepts.




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● Use of print and technological resources to support student learning

Effective Teaching Behaviors: ● Maintains student attention and motivation

● Maintains suitable pace of instruction to support student learning

● Professional demeanor; clear, audible speech

● Accurate, carefully selected or prepared materials

● Lesson structure supports student learning (e.g., set induction, directions, refocusing, transitions, closure)

● Formative Assessment

● Differentiation of Instruction-Modification of Learning Objectives for your focus child.

The following criteria will be used to evaluate the written reflections.

Focus on Student Learning:

● Demonstrates an awareness of the decisions made as a teacher and their effect on student learning.

● Demonstrates the ability to step back from events/actions and explore/explain individual or contextual factors that influenced decisions.

Focus on Self-Evaluation and Reflection:

● Demonstrates the ability to identify ways to modify learning objectives, instruction and/or assessment in order to improve student learning.

● Demonstrates the ability to explain reasons for modifications and support those reasons with reference to the professional literature on science

instruction and the accumulated wisdom of professional practice.

Demonstrates the ability to articulate goals to improve teaching practice and to develop a plan of action to achieve those goals.

Microteaching Rubrics

IndicIIndicator

. 1-2 Below Standard

3-4 Meets Standard 5 Exceptional or exceed standard Score

Content

.

● Inaccurate ● Minor inaccuracies in ● Accurate Content

SPRING 2019

40

content

● Little or no

modeling or

teaching of

academic

language

content

● Appropriate academic

language is taught on

a limited basis

● Multiple representation and

examples of concepts

● Models and fosters the use of

appropriate academic language

throughout the lesson

Learn learning E Environment

● Little or no

rapport or

respect is

evident

● Most feedback

is presented

negatively

● Rapport with respect

to and among

students is usually

demonstrated

● Corrective feedback is

usually presented with

positive language

● Solid rapport with respect to

and among students is

consistently demonstrated

● Corrective feedback is always

presented with positive

language

StudeStudent Engagement

● Set induction

lacking or

ineffective

● Students are

continually

disengaged

● Closure absent

● Effective set induction

● Maintains

engagement through

most of the lesson

● Closure evident, but

ineffective

● Dynamic set Induction that

effectively engages student

thinking about the central focus

of the lesson

● Maintains engagement

throughout the lesson

● Effective closure

DevelDevelopment of Stuof students’ critic Critical thinkithinkng and problproblem solvinsolving skills

● Does not

promote

challenging

learning

environment

● Promotes challenging

learning environment

throughout most of

the lesson

● Questioning strategies

● Promotes challenging learning

environment throughout the

lesson

● Questions used effectively to

guide student learning and

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● Only low level

questions

asked

are sometimes used

effectively, but few

address higher level

thinking

develop higher level thinking

TeachTeaching Strategies

● Strategies are

inappropriate

for content

delivery

● Differentiated

instruction not

evident

● Technological

resources are

used

ineffectively or

with limited

impact on

student

learning

● Strategies are

appropriate for

content delivery

● A few strategies are

used to differentiate

instruction

● When appropriate,

technological

resources are

integrated into

instruction but

contribution to

student learning is

limited

● Innovative strategies are used to

deliver content

● Variety of strategies are

employed to differentiate

instruction through learning

styles, interests, and readiness

● When appropriate,

technological resources and

other resource materials are

integrated into instruction in

ways to support student

learning

For Formative AssesAssessment used used to guideguide instruinstructional decisidecision making

● No evidence or

use of

formative

assessment to

inform

instructional

decisions

● Some formative

assessment is evident

and sometimes used

to make effective

instructional decisions

● Multiple modes of formative

assessment are evident and

consistently used to make

effective instructional decisions

InstruInstructional ● Strategies (e.g. ● Some strategies (e.g. ● Strategies (e.g. mobility,

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Man managment

mobility,

transitions,

pacing,

frequent

response

opportunities)

are not used

effectively to

maintain

student

interest and

attention.

● No evidence of

ongoing

analysis of

student

learning

mobility, transitions,

pacing, and frequent

response

opportunities) are

used to maintain

student interest and

attention.

● Some evidence that

the ongoing analysis

of student learning is

used to make/modify


transitions, pacing, frequent

response opportunities) are

used effectively and consistently

to maintain student interest and

attention.

● Sound evidence that the

ongoing analysis of student

learning is used to make/modify


CoC Communication

and Presentation

● Language is not

appropriate

and reflects

errors in

standard

English

● Lack of

enthusiasm

● Speech is not

expressive

and/or

● Standard English used

with minor errors

● Enthusiasm for

teaching is somewhat

evident

● Speech is generally

expressive and

audible with clear

articulation

● Most materials are of

● Standard English used with no

errors

● Enthusiasm for teaching is

obvious and infectious

● Clear articulation, audible with

great expression

● All materials are of professional

quality.

●

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Rubric for Scoring Microteaching Written Reflection

Rating

Indicator 1-2

Standard Not Met 3-4

Standard is Met 5

Exceptional Work that Exceeds Standard

Teacher Effectiveness

Proposes changes related either to classroom management or student behavior.

Proposes changes in teaching strategies and learning activities related to the central focus of the lesson.

Proposes changes in teaching strategies and learning activities related to the central focus of the lesson and varied needs of students.

Giving Students Feedback

Limited explanation on how students used and will use feedback to deepen understandings, improve skills and correct errors. Does not provide specific examples.

Explains how students used and will use feedback to deepen understandings, improve skills and correct errors. Provides specific examples of how feedback supports student learning.

Explains how students used and will use feedback to deepen understandings, improve skills and correct errors. Provides specific examples of how feedback supports student learning across the curriculum.

Language functions and

Identifies either a language function or

Identifies subject-specific language function and

Identifies subject-specific language function and

inaudible

● Materials are

not of

professional

quality

professional quality

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demands content-related vocabulary. Describes students’ language use that has little or no relationship to the language demands.

content-related vocabulary and explains how students used these to develop content knowledge.

language demands (including content related vocabulary) and explains how students used this to develop content knowledge. Explains how language demands for students with varied needs were addressed.

Instructional Strategies

Does not recognize that assessment measures do not provide adequate feedback and suggestions for teaching are loosely connected with lesson.

Based on assessment measures used in lesson, suggests strategies to support student learning in knowledge and skills related to the central concept.

Based on assessment measures used in lesson, suggests strategies to support varied student learning needs in knowledge and skills related to the central concept.

Student use of feedback

Identifies feedback that only addresses either strengths OR weaknesses. Vague explanation for how focus students will use feedback.

Identifies accurate use of feedback, praise, reinforcement, and corrective feedback, as well as guiding, probing and challenging questions. Describes how students will use this feedback to improve their current work.

Identifies accurate use of feedback, praise, reinforcement, and corrective feedback, as well as guiding, probing and challenging questions. Describes how students will use this feedback to improve their current work, deepen and apply their understandings.

Implications for Professional Growth

Provides no goals to improve teaching practice or the goals are not related to

Identifies 1-2 goals to improve teaching practice that are related to microteaching. Provides a

Identifies 2-3 goals to improve teaching practice that are related to microteaching.

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microteaching. general plan of action for meeting the goals.

Provides specific examples of professional development activities needed to meet those goals.

Connection to Research and Theory

Does not make connections to research and theory.

Makes some connections to research and theory.

Makes connections to research and theory throughout.

Written Communication

Poor presentation. Sentences and/or paragraphs are incomplete or confusing with more than a few errors. Many errors in APA style.

Professional presentation. Minimal errors in grammar, spelling, and mechanics. Few errors in APA style.

Professional presentation. Free from grammatical, spelling, and mechanical errors. No errors in APA style.

7 February 21, 2019

Reflections on learning and first observation.

Candidate conferences on choices for the final lesson.


In-class review of drafting Part IV B (”Lesson plan design for the first lesson”) of the CA document.

Assignment due:

1) Part V A of the Constructive Action document (“Reflections on the initial lesson”) is due.

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46

(Integrate academic literacy skills

2) Parts II B (“Goals and objectives for the final lesson”) and III B (“Assessment plan for the first-lesson”) of the CA document

are due.

. 8. February 28, 2019

: Assessment: Reflections on teaching.

Discussion of District 75 visit. Discussion on strategies for focus child.


In-class review of drafting Part V B (“Reflections on the firstl lesson” ) of the CA document.

Assignment due:

Part IV B of the Constructive Action document (“Lesson plan design for the final lesson”) is due

New York State P-12 Common Core Learning Standards For English Language Arts & LiteracyURL

Tips for Successful Lesson ImplementationFile

Revised schedule for Observations of midterm Mini-lessonsFile

9. :March 7, 2019

Communication in the classroom:

Discussion of field experience and assigned reading.

Prepare for final observation.

In-class work on communication and questioning skills.

In-class guidelines for drafting Part V C of the CA document, “Professional Growth.”

Assignment due:

1) Part V B of the Constructive Action document (“Reflections on the final lesson”) is due.




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Integrate academic literacy skills

Read Moore, 4th Edition, Chapter 4, “Engaging and Motivating learning,” focusing especially on pp. 108-119 and 125-129.

or

Read Moore, 3rd Edition, Chapter 3, “Engaging and Motivating learning,” focusing especially on pp. 63-74.

Assignment due:

1) Part V C of the Constructive Action document (“Goals Professional Growth”) is due.

Tips for Success on Upcoming AssignmentsFile

10. March 14, 2019

On developing effective relationships with key constituencies.

Review of including skills and strategies in the Constructive Action.

.

In-class guidelines for drafting Part 3 of the Constructive Action.

Assignment due:

1) All Parts of Section 2.

2) The Introduction, Part B, of the CA document (“Paraphrase the Semester’s Purpose”) is due.

11. March 21, 2019

Contexts for teaching and learning.

Group work on integrating Dimension course work into CA document.

(Again!) Tips for Successful LessonsFile

Assignment due:



SPRING 2019

48

1) Part 3 of the CA due

2) Incorporating EdTPA language,

12. March 28, 2019

: Toward Professional Development.

Guidelines for finalizing the CA document, including the title page, abstract, table

of contents, complete and copy-edited text, references page, and appendices.

Practice drafting abstracts.

Assignment due:

1) The Introduction, Part C of the CA document, “Relate John Dewey’s “My Pedagogic Creed” to the Purpose-centered

educational program at MCNY” is due.

2) CA drafts due for any sections not already critiqued. November 29th.

Assignment due: Completed and carefully revised CA documents are due. Parts 4 and 5 of the CA due.

13. April 4, 2019

Review of contents of CA and reflection of lessons.

14. April 11, 2019

Submission of CA and final presentation

.

CA has to be posted on Moodle as well as self-service.

Toolkits for TeachingForum

Tips for differentiationURL

Instructions for use of SmartBoardURL

https://moodle.mcny.edu/mod/forum/view.php?id=495518



SPRING 2019

49

THE CONSTRUCTIVE ACTION DOCUMENT

Outline

Introduction: Statement of Purpose

A. (Due Session #1.) As a beginning teacher, identify your own educational values and beliefs by analyzing your past

educational experience (Suggested page length: 2 pages), Include your educational philosophy and a statement on

how children learn.

NOTE: APA style must be utilized and you must refer to theorists like Piaget, Vygotsky, Dewey, Gardner, Tomlinson and Bloom

in the appropriate places.

B. (Due Session #2.) Summarize your understanding of Purpose-Centered Education and paraphrase the semester’s Purpose as it appears

in the Purpose I Handbook of the MCNY Masters of Science Degree in Education (Suggested length: 1 page),

C. (Due Session #2.) Relate John Dewey’s “My Pedagogic Creed” to the Purpose-centered educational program offered at MCNY. (Note:

this part of the CA document should be inserted after you have read Dewey in your Values course.) (Suggested length: 2 pages.)

D. Visit to District 75: Please respond to the following:

1) How are the classes organized?

2) What protocols are in place for safety and security?

3) What are the disabilities?

4) What is the student and teacher and paraprofessional ratio?

5) How is the class structured and organized?

6) What curriculum is used to meet the needs of the children?

7) How are the children assessed?

8) How is instruction differentiated?

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I. Contextual Factors (CEC Standards 1 and 2): Using knowledge of the classroom, students, school, and community as a starting

point for lesson planning.

(Due Session #10.) The Classroom as a Teaching and Learning Environment. Using your class observations as a starting point, describe

the classroom and the children to which you have been assigned this semester. The focus of your discussion should be on those factors

listed below that may affect the teaching-learning process, including both supports and challenges. Where appropriate, relate findings to

knowledge gained from your Dimension courses, especially the Self and Others course in Child Development and the Systems course in

Child/Adolescent Development and Learning and the Systems course in Foundations of Special Education.

A. .

Suggested length: 3-4 pages.

The Classroom

-- room size and set-up

-- class size

-- number of adults in the room

-- daily routine

-- classroom rules

-- design to encourage active participation in individual and group activities

-- teacher’s management strategies, behaviors, and attitudes for students with exceptionalities

-- adaptation of the physical environment to provide optimal learning opportunities for students with exceptionalities

-- groupings – fixed or flexible?

-- availability of technology equipment

-- availability of other resources

The Children

-- grade level/age of children

-- male/female ratio

-- ethnic mix

-- culture and/or language

-- academic skill levels

--students with disabilities and/or exceptional learning needs

-- psychological/social-emotional characteristics

-- medical aspects or conditions

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51

-- families’ resources and constraints

-- parental involvement

-- your own attitudes and behaviors that may affect the learning of students with disabilities

B. (Due Session #10.) The School as a Teaching and Learning Environment Using a range of research methods (observations, interviews,

and on-line research), describe the school to which you have been assigned. The focus of your discussion should be on those factors that

may affect the teaching-learning process, including both supports and challenges, especially for students with exceptional learning needs.

Where appropriate, relate findings to knowledge gained from your Dimension courses, especially the Skills courses in Teaching and

Learning Mathematics with Technology in Grades 1-3 and Reading Instruction for Primary Grades, as well as the Systems course in

Foundations of Special Education.

(Note: Much of the following information can be found in the school’s Annual School Report that appears online at http:/schools.nyc.gov.

and the school’s Web Page as well as Inside Schools.

Always site sources according to standard APA format (Suggested length: 2-3 pages),

-- The school’s mission statement

-- A brief statement about the person whom the school is named after

-- The school-wide profile including,

-- total enrollment by grade;

-- average class size;

-- proportions of ethnic groups and/or recent immigrants;

-- proportion of children who are eligible for free lunch;

-- frequency of police department incidents.

-- The school staff and program characteristics in terms of

-- number of staff and administrators (grouped by department/and or title)

-- ethnicity, age, gender, degrees;

-- number of certified vs. non-certified teachers;

-- provision of special education for students with exceptional learning needs;

- Special programs- technology, stem, art, science, math, music, library

-- existence of special programs and alliances with outside agencies; organizations that fund special school programs and the afterschool

programs.

-- other unique features of the school program.

--. The school’s ranking on New York State and city-wide tests (E.g. English-Language Arts, Mathematics, and Science)

--. Programs for parents, including reference to a parent handbook, if applicable.

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52

C. (Due Session # 4 ) The Community as a Teaching and Learning Environment.

Using a range of research methods (observations, neighborhood walks, interviews, and on-line research), describe the community in

which your school is located. The focus of your discussion should be on those factors that may affect the teaching-learning process,

especially the learning of students from culturally and/or linguistically diverse backgrounds, including both supports and challenges.

Where appropriate, relate findings to knowledge gained from your Dimension courses, especially the Systems course in Foundations of

Special Education.

(Some of the following information can be found at www.infoshare.org.) Again, always site sources according to standard APA format.

(Suggested length: 2-3 pages.)

-- Community Profile in terms of

-- geography,

-- history;

-- population [age, ethnic, income, and gender distribution];

-- major industries or employers, housing, interest groups.

-- Community Resources in terms of

-- Stability of the community

-- Educational and recreational facilities;

-- medical and health facilities;

-- police, sanitation, and other services;

-- political organizations and representatives;

-- human service agencies, community action programs, and self-help groups.

-- community support for education

D. (Due Session # 5) Instructional Implications. In a 2-page integrative summary of the above information, discuss what characteristics of

the classroom, children, families, school and community you will need to take into account in planning your -lessons this semester. How

will you use the information collected in Parts I A, B, and C above in planning your lessons this semester? (Suggested length: 2-3 pages.)

II – Identifying Learning Goals and Objectives (CEC Standard 5)

Your Constructive Actions this semester will take the form of two observed lessons based loosely on the Teachers College Reading /

Writing Program’s workshop model. As preparation for the planning of each of those lessons (required in Part IV below), here you must

list and provide a rationale for the goals and objectives for each lesson that will be observed.

http://www.infoshare.org/

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Note: In the edTPA you will be asked to plan for a Learning Segment that is a series of 3-5 integrated lessons within a larger curricular

unit that is to be planned using Understanding by Design guidelines. (See Moore, Chapter 6.) But in Purpose 1 you are only required to

plan for two separate lessons.

In the instructions that follow, the terminology used by the EdTPA appears in bold, italicized font.

A – (Due Session #3.) Goals (i.e. the edTPA’s Central Focus) and objectives (i.e. the edTPA’s Key Learning Task) for the mid-term

lesson on reading or writing skills that will be delivered in Week 5 or 6.

1 – Using discussions with your cooperating teacher and Kenneth D. Moore’s description of general educational goals (in the 4th Edition

on pp. 187-188 or in the 3rd Edition on pp. 167-168) as starting points, state an overall (general) educational goal (Central Focus) for the

midterm lesson. Begin your overall goal statement with the words, “My overall goal (Central Focus) for my learners is that they . . .”

2a – Using discussions with your cooperating teacher and Moore’s description of instructional and informational objectives (in the 4th

Edition on pp. 189-193 and in the 3rd Edition on pp. 169-173) as starting points, list 1-3 instructional objectives for your planned midterm

lesson. Each one-sentence objective should contain a condition, a performance, a product, and a criterion, thus including both what the

students will learn and how the students will learn it.

[Note: For edTPA purposes, the “performance” verb should take the form of a Language Function (e.g. the students will “analyze . . .”

“identify . . .,” “describe . . .,” or “explain . . .”).

In edTPA, the whole statement of instructional objectives is called a Key Learning Task.]

2b - Then in a separate paragraph, justify your planning decisions. Explain in detail the reasoning behind the instructional objective (i.e.

the Key Learning Task) that you have chosen for your observed lesson.

- What prior knowledge and/or skill do the students have of the specific Language Function that you are teaching? What knowledge

and/or skill do they lack?

- In the planned lesson, will you have to include instruction in other kinds of Language Demands, e.g.

Discourse (the overall structure of the product)?

Syntax (sentence-level format)?

Vocabulary (actual word use)?

- Discuss how the instructional objective (Key Learning Task) relates to the theories of learning and child development that you have been

introduced to in your other courses here at MCNY. Why is this particular lesson appropriate for your learners at this particular stage of

their cognitive development? In terms of required edTPA commentary, “Explain how your understanding of your students’ prior academic

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54

learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials” (SCALE, 2013, prompt

3a, p. 18). Make specific references to several theorists and assigned texts from your Values, Self and Others, Systems, and Skills

dimension courses.

3 – Based on your general knowledge of your own communication skills, list both an overall goal and a specific objective for yourself

during your delivery of the midterm mini-lesson.

B – (Due Session #6.) Goals (i.e. the edTPA’s Central Focus) and objectives (i.e. the edTPA’s Key Learning Task) for the final lesson on

math skills that will be delivered in week #7 or 8.

1 – Using discussions with your cooperating teacher and Kenneth D. Moore’s description of general educational goals (in the 4th Edition

pp. 187-188 and in the 3rd Edition on p. 167-168) as starting points, state an overall (general) educational goal (Central Focus) for the

midterm lesson. Begin your overall goal statement with the words, “My overall goal for my learners is that they . . .”

[Note: For edTPA purposes, the Central Focus of a math lesson should support students’ conceptual understanding, procedural

fluency, and/or mathematical reasoning/problem-solving skills.]

2a – Using discussions with your cooperating teacher and Moore’s description of instructional and informational objectives (in the 4th

Edition on pp. 189-193 and in the 3rd Edition on pp. 169-173) as starting points, list 1-3 instructional objectives for your planned final

lesson. In edTPA, an instructional objective in math is called a Targeted Learning Objective.]

Include a separate learning objective for the student whom you have been observing for your Child Study project in the Self and Others

dimension course. Each stated objective should contain a condition, a performance, a product, and a criterion and should include both what

the student will learn and how the student will learn it.

In a separate sentence also include the domain and level of Bloom’s taxonomy (see Moore 4th Edition pp. 195-201; in the 3rd Edition pp.

174 ff.) that the lesson relates to.

2b - Then in two or three paragraphs, justify your planning decisions. Explain in detail the reasoning behind the instructional objective (i.e.

the Targeted Learning Objective) that you have chosen for your observed lesson.

- What prior knowledge and/or skill do the students have of the specific form of mathematical understanding that you are teaching? What

knowledge and/or skill do they lack? If possible, base your commentary on specific prior assessments of the students’ mathematical skills.

- Discuss how the instructional objective (Targeted Learning Objective) relates to the theories of learning and child development that you

have been introduced to in your other courses here at MCNY. Why is this particular lesson appropriate for your learners at this particular

SPRING 2019

55

stage of their cognitive development? Make specific references to several theorists and assigned texts from your Values, Self and Others,

Systems, and Skills dimension courses.

.

3 – With explicit reference to classroom work on communication skills and to your experience thus far in the classroom, list both an

overall communication goal and a specific communication objective for yourself during your delivery of the final mini-lesson.

III – Assessment Plans (CEC 4)

A – (Due Session #4.) Assessment plan for the mid-term lesson:

1 – With explicit reference to assessment terminology introduced by Moore (see Chapter 8) and Tomlinson Chapters 2-6, describe how

you will measure the degree to which your learners have met learning objectives that you have formulated for them. Include possible

modifications of assessment for the child whom you have been observing for your Child Study project in your Self and Others dimension

course and for children from culturally and linguistically diverse backgrounds.

2 – Describe how you will measure the degree to which you have met the communication objectives you have formulated for yourself.

B – (Due Session #5.) Assessment plan for the final lesson:

1 - With explicit reference to assessment terminology introduced by Moore (see Chapter 8) and Tomlinson, describe how you will measure

the degree to which your learners have met learning objectives that you have formulated for them. Include specific plans for both informal

and formal assessments. The assessment should provide opportunities for students to demonstrate

Conceptual understanding

Computational/procedural fluency

And/or mathematical reasoning/problem solving skills (edTPA, 2013, p. 41).

Also include possible modifications of assessment for the child whom you have been observing for your Child Study project in your Self

and Others dimension course and for children from culturally and linguistically diverse backgrounds.

2 – Describe how you will measure the degree to which you have met the communication objectives you have formulated for yourself.

IV - Designs for Instruction (CEC 2, 3, and 5)

A – (Due Session #4 or 5), Lesson plan design for the mid-term lesson. Follow the format assigned in class.

1. Title of the lesson, Grade level, Date

2. Pre-assessment of Students’ Knowledge and Skills

3. Common Core State Standards

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56

4. Objectives i.e. Key Learning Task. (Use instructional objectives listed in Part II A above).

5. Collaboration with general/special educator(s) about instructional objectives and culturally responsive teaching including differentiation

of instruction (refer to Tomlinson).

-- Procedure::

6. Introduction and motivation

7. Teaching Point and Demonstration and/or Modeling

8. Developmental Activities/Steps:

9. Formal and Informal Formative Assessments

10. Closure and/or Share

B – (Due Session #6.) Lesson plan design for the final lesson:

1. Title of the lesson, Grade level, Date

2. Pre-assessment of Students’ Knowledge and Skills

3. Common Core State Standards

4. Objectives i.e. Key Learning Task. (Use instructional objectives listed in Part II B above).

5. Collaboration with general/special educator(s) about instructional objectives and culturally responsive teaching

-- Procedure::

6. Introduction and motivation

7. Teaching Point and Demonstration and/or Modeling

8. Developmental Activities/Steps:

9. Formal and Informal Formative Assessments


V – Assessment and Reflection

A – (Due Session #5 or 6, the first Thursday after your first observed lesson. Reflections on the initial lesson (4-5 pages).

Write a 1-page narrative of your perceptions during the lesson and a 3-page analysis of the event. With references to texts assigned in the

Purpose seminar and in your Dimension classes, your analysis should include the following (based on edTPA, Task 3: Assessing Students’

Literacy Learning): Refer to Tomlinson.

1 – What specific standards or objectives were measured by the assessment that the students completed?

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2 – Provide a graphic (table or chart) or a summary of the student learning that resulted from your lesson. Then analyze the patterns of

learning that the results reveal, both for the whole class and for the children with special needs. What does the assessment tell you about

the effectiveness of your instruction? Which strategies were successful and which ones were unsuccessful?

3 – Based on your analysis of student learning provided by the assessment, describe some possible next steps for instruction, both for the

whole class and for the students with exceptional learning needs.

B – (Due Session #12.) Reflection on the final lesson

Write a 2-page narrative of your perceptions during the lesson and a 3-page analysis of the event. With references to your mid-term

evaluation and to texts assigned in the Purpose seminar and in your Dimension classes, your analysis should include the following (based

on edTPA, Task 4: Assessing Students’ Mathematics Learning):

1 – What specific standards or objectives were measured by the assessment that the students completed?

2 – Provide a graphic (table or chart) or a summary of the student learning that resulted from your lesson. Then analyze the patterns of

learning that the results reveal, both for the whole class and for the children with special needs. What does the assessment tell you about

the effectiveness of your instruction? Which strategies were successful and which ones were unsuccessful?

3 – Based on your analysis of student learning provided by the assessment, describe some possible next steps for instruction, both for the

whole class and for the students with exceptional learning needs.

C – (Due Session #12.) With references to specific events in the classroom, your personal philosophy in relation to the CEC Ethical

Principles and Professional Practice Standards to guide your practice, write a two-page summary of your growth as a teacher this semester

Pre-Student Teaching Field Experience Assessment Constructive Action Evaluation Rubric

Teacher Candidate’s Name __________________________ Date of Submission ___________

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58

Introduction: Statement of Purpose

Rating →

1

Below proficiency

2

Approaching proficiency

3

Proficient

4

Exceeding proficiency

Score

Introduction

Part A

Identification of

educational

values by

analyzing past

educational

experience.

Teacher candidate does

not identify his/her own

educational values by

analyzing his/her past

educational experience.

Teacher candidate either

identifies his/her educational

values or narrates past

educational experience but does

not connect values to past

experiences.

Teacher candidate makes

satisfactory connections between

both positive and negative

educational experiences and

his/her present educational values

as a Teacher candidate-in-training.

Teacher candidate makes clear and

insightful connections between

both positive and negative

educational experiences and

his/her present educational values

as a Teacher candidate-in-training.

Part B

Summary of

Purpose-

Centered

Education.

Teacher candidate does

not demonstrate an

understanding of the

Purpose-Centered

Educational model at

MCNY.

Teacher candidate demonstrates

only a sketchy or partial

understanding of Purpose-

Centered Education at MCNY.

Teacher candidate demonstrates a

satisfactory understanding of

Purpose-Centered Education at

MCNY.


comprehensive understanding of

Purpose-Centered Education at

MCNY.

Part C

Relating

Dewey’s

Pedagogy to

MCNY’s

Purpose-

Centered

Educational

model.

Teacher candidate fails to

relate John Dewey’s “My

Pedagogic Creed” to the

educational program

offered at MCNY.

Teacher candidate makes only

brief or simplistic connections

between Dewey’s pedagogical

principles and those of MCNY.

Teacher candidate demonstrates an

adequate connection between

Dewey’s pedagogy and the

Purpose-Centered Educational

model at MCNY.


complex and multi-faceted connection between Dewey’s

pedagogy and the Purpose-

Centered Educational model at

MCNY.

Part I. Contextual Factors

Rating →

1

Below proficiency

2


3

Proficient

4


Score

SPRING 2019

59

A. Knowledge of

the students,

with and

without

exceptionalities

and of the

classroom as a

teaching and

learning

environment.

(CEC 1.1)

Candidate displays

minimal or biased

knowledge of the

characteristics of students

with and without

exceptionalities including

students whose primary

language is not English,

and of the classroom that

may affect learning

Candidate displays some


characteristic of students with

and without exceptionalities

including students whose

primary language is not

English, and of the classroom

that may affect learning.

Candidate displays a satisfactory

understanding of the characteristic

of students with and without

exceptionalities including students

whose primary language is not

English, and of the classroom that

may affect learning.

Candidate displays a


the characteristic of students with


including students whose primary

language is not English, and of the

classroom that may affect learning.

B. Knowledge of

the school as a

teaching and

learning

environment for

all students.

(CEC 1.1)

Candidate displays

minimal, irrelevant, or

biased knowledge of the

characteristics of the

school.

Candidate displays some

knowledge of the

characteristics of the school

that may affect student learning

of students with and without

exceptionalities including

students whose primary

language is not English.

Candidate displays a satisfactory

understanding of the characteristics

of the school including their own

attitudes and behaviors that may

affect student learning of students

with and without exceptionalities

including students whose primary

language is not English.

Candidate displays a


the characteristics of the school

including their own attitudes and

behaviors that may affect student

learning of students with and

without exceptionalities including

students whose primary language

is not English.

C. Implications

of the above

information for

planning

instruction and

assessment that

includes the

learning needs

of students with

and without

exceptionalities

as well as

students from

culturally and

linguistically

diverse

backgrounds.

(CEC 1.1)

Candidate does not

identify (for the planning

of instruction and

assessment) the

implications of

information about

individual students, the

classroom, the school,

and/or families and the

community, OR identifies

inappropriate implications

of students with and

without exceptionalities

as well as students from

culturally and

linguistically diverse

back-grounds.

Candidate identifies some

general implications, for

instruction and assessment,

of information about individual

students, the classroom, the

school, and/or families and the

community of students with

and without exceptionalities as

well as students from culturally

and linguistically diverse

backgrounds.

Candidate identifies satisfactory

implications for

Instruction1 and assessment of

information about individual

students, the classroom, the school,


community, of students with and

without exceptionalities as well as

students from culturally and

linguistically diverse backgrounds.

Candidate identifies

comprehensive implications for

instruction and assessment of

information about individual

students, the classroom, the school,


community, of students with and

without exceptionalities as well as


linguistically diverse back-

grounds.

SPRING 2019

60

D. Use of

contextual

knowledge to

create a

culturally

responsive

learning

environment.

(CEC 2.1)

Candidate does not

modify the learning

environment with

knowledge regarding an

individuals’ language,

family, culture, and other

significant contextual

factors.

Candidate evidences modifying

the learning environment only

with knowledge regarding a

student’s language, but not

family, culture, and other

significant contextual factors.

Candidate evidences modifying the

learning environment with


individuals’ language, family,

culture, and other significant

contextual factors, and how they

interact with a student’s

exceptionality.

Candidate evidences modifying the



individuals’ language, family,

culture, and other significant

contextual factors, how they

interact with an student’s

exceptionality, and provides such

across environments and subjects

Part II – Identifying Learning Goals and Objectives

Rating →

1

Below proficiency

2


3

Proficient

4


Score

A. Clarity,

comprehensive

ness and

appropriateness

of instructional

objectives for

midterm mini-

lesson.

(CEC 5.1)

Instructional objectives

are not stated clearly,

lack both what and the

how of the planned

instruction, and are

inappropriate for the

development, pre-

requisite knowledge,

skills, and experiences of

the students with and

without exceptionalities.

Some instructional objectives

are stated as learning

outcomes, include either what

or the how of the planned

instruction, and/or are

appropriate for the

development, pre-requisite

knowledge, skills, and

experiences of the students

with and without

exceptionalities.

Most instructional objectives are

clearly stated as learning

outcomes and include the desired

performance, product, conditions,

and criteria of the planned

instruction; and all of the

instructional objectives are

appropriate for the development,

pre-requisite knowledge, skills,

and experiences of the students

with and without exceptionalities.

All instructional objectives are

clearly stated as learning




instruction; also all of the




and experiences of the students


B. Clarity,

comprehensive

ness and

appropriateness

of instructional

objectives for

final mini-

lesson.

(CEC 5.2)


are not stated clearly,

lack both what and the

how of the planned

instruction, and are


development, pre-

requisite knowledge,

skills, and experiences of

students with and without

exceptionalities.

Some of the instructional

objectives are clearly stated as

learning outcomes, include

either what or the how of the

planned instruction, and/or are

appropriate for the

development, pre-requisite

knowledge, skills, and

experiences of students with

and without exceptionalities.

Most of the instructional

objectives are clearly stated as

learning outcomes and include the

desired performance, product,

conditions, and criteria of the

planned instruction; and all of the




and experiences of students with


All of the instructional objectives

are clearly stated as learning




instruction; also all of the




and experiences of students with


SPRING 2019

61

Part III – Assessment Plans

Rating →

1

Below proficiency

2


3

Proficient

4


Score

A. Clarity and

appropriate-

ness of

assessment

plans for the

midterm mini-

lesson.

(CEC 4.1)

Content and methods of

assessment lack

congruence with

instructional objectives

and contain no clear

criteria for measuring

student performance

relative to the

instructional objectives.


objectives are partially assessed

through the assessment plan,

but they are not clear or are not

explicitly linked to the


Each of the instructional objectives

is satisfactorily assessed through

the assessment plan; assessments

are satisfactorily congruent with

the instructional objectives and

with the needs of learners,

including the candidate’s Child

Study of Student with a Disability

student and students from

culturally and linguistically diverse

backgrounds.


are comprehensively

assessed through the

assessment plan; assessment

criteria are clear and are explicitly

linked to instructional objectives.

The assessment plan insightfully

addresses the learning needs of

students, including the candidate’s

Child Study of a Student with a

Disability, student and students

from culturally and linguistically

diverse backgrounds.

B. Clarity and

appropriateness

of assessment

plans for the

final mini-

lesson.

(CEC 4.2)

Content and methods of

assessment lack

congruence with

instructional objectives

and contain no clear

criteria for measuring

student performance

relative to the



objectives are partially assessed

through the assessment plan,

but they are not clear or are not

explicitly linked to the

instructional objectives,

including the instructional

objectives for students with

exceptional learning needs.

Each of the instructional objectives

is satisfactorily assessed through

the assessment plan; assessments

are satisfactorily congruent with

the instructional objectives and

with the needs of learners,

including the candidate’s Child

Study of Student with a Disability

case study student and students

from culturally and linguistically

diverse backgrounds.

.


are comprehensively

assessed through the

assessment plan; assessment

criteria are clear and are explicitly

linked to instructional objectives.

The assessment plan insightfully

addresses the learning needs of

students, including the candidate’s

Child Study of a Student with a

Disability case study student and


linguistically diverse backgrounds.

SPRING 2019

62

Part IV – Design for Instruction

Rating →

1

Below proficiency

2


3

Proficient

4


Score

A – Proficiency

of the

Procedure

planned for the

midterm mini-

lesson:

1) Connection

and 2)

Teaching

Point/Demonst

ration.

(CEC 5.4)

Either an explicit

connection of the lesson to

prior learning or a teaching

point and demonstration

(or both) is completely

omitted from the plan.

A connection to prior learning

is included but not clearly

presented on the lesson plan, or

the teaching point or

demonstration are not fully

articulated to address

individualized instruction for


exceptionalities

Both the connection of the lesson

to prior learning and the teaching

point and demonstration are clearly

articulated and described on the

lesson plan to address



exceptionalities.

The connection of the

lesson to prior learning is clear,

knowledgeable, and described on

the lesson plan to address



exceptionalities. It is

presented in a way that

is likely to promote learning,

and the teaching point

and its demonstration

are planned with pedagogical

imagination.

3) Use of

motivational

and

instructional

interventions

to teach

individuals

with

exceptionalities

how to adapt to

different

environments

for self-

determination.

(CEC 2.2)

Candidate does not

structure the learning

environment to provide

optimal leaning

opportunities for

individuals with

exceptionalities.

Candidate structures the


motivational and instructional

interventions for independence,

self-motivation, and self-

direction by individuals with

exceptionalities in one group

setting.

Candidate structures the learning

environment with motivational and

instructional interventions for

independence, self-motivation,

self-direction, and self-advocacy

by individuals with

exceptionalities to adapt in one-to-

one, small group, and large group

settings.

Candidate structures the learning

environment with motivational and

instructional interventions for

independence, self-motivation,

self-direction, and self-advocacy

by individuals with

exceptionalities to adapt in one-to-

one, small group, large group, and

generalized to typical community-

based settings, such as home,

recreation, etc.

SPRING 2019

63

Differentiation

planned for

one student

with

exceptional

learning needs

(CEC 5.6)

The case study student’s

exceptional learning needs

are not addressed in plan.


exceptional needs are

minimally or inappropriately

addressed in plan.

Plan describes how the case study

student’s exceptional learning

needs are to be met, including the

areas if communication, reading,

math, and social behavior.

Plan describes in detail how the

case study student’s exceptional

learning needs are to be met,

including the areas of

communication, reading, math, and

social behavior.

Differentiation

planned for

students from

culturally

and/or

linguistically

diverse

backgrounds

(CEC 5.1)

Learning needs of students

with or without

exceptionalities from

culturally and/or


backgrounds are not

addressed in the plan.


with and without

exceptionalities from culturally

and/or linguistically diverse

backgrounds are minimally or

inappropriately addressed in the

plan.

Plan describes how the learning

needs of students with and without



backgrounds are to be met,

including language needs.


learning needs of students with and

without exceptionalities

from culturally and/or

linguistically diverse backgrounds

are to be met, including language

needs.

Knowledge of

Subject

Matter. (For

Purpose 1 fill in

appropriate

score for □

Reading,

Writing, and

Oral Language

(CEC 3.2) and

for

□ Mathematics

(CEC 3.2)

Candidate does not

provides evidence of

knowing and using the

general and specialized

curricula for reading,

writing, and oral language

skills and the central

concepts and methods for

teaching those skills to


exceptionalities

Candidate provides evidence of

knowing and using the general

and specialized curricula for

reading, writing, and oral

language skills and the central


teaching those skills across

curricular content areas to


exceptionalities.


knowing and using the general and

specialized curricula for reading,

writing, and oral language skills

and the central concepts and

methods for teaching those skills

using assistive technologies across

curricular content areas to students



knowing and modifying the

general and specialized curricula

for reading, writing, and oral

language skills and the central

concepts and methods for teaching

those skills using assistive

technologies across curricular

content areas to students with and


Candidate does not provide

evidence of knowing and

using the general and

specialized curricula for

mathematics and the

central concepts and

methods for teaching the

content area skills to


exceptionalities.


knowing and using the general

and specialized curricula for

mathematics and the central


teaching the content area skills

across curricular content areas

to students with and without

exceptionalities.


knowing and using the general and

specialized curricula for

mathematics and the central


the content area skills by using

assistive technologies across




knowing and modifying the

general and specialized curricula

for mathematics and the central


the content area skills using

assistive technologies across



SPRING 2019

64

B – Proficiency

of the

Procedure

planned for the

final mini-

lesson:

1) Connection

and

2) Teaching

Point/Demonst

ration.

(CEC 5.6)

Either an explicit

connection of the lesson to

prior learning or a teaching

point and demonstration

(or both) for students with

and without

exceptionalities are

completely omitted from

the plan.

A connection to prior learning

is included but not clearly

presented on the lesson plan, or

the teaching point or

demonstration are not fully

articulated for students with


Both the connection of the lesson

to prior learning and the teaching

point and demonstration are clearly

articulated and described on the

lesson plan for of students with


The connection of the

lesson to prior learning is clear,

knowledgeable,

and presented in

a way that is likely to promote

learning for students with and

without exceptionalities. The

teaching point and its

demonstration are

planned with pedagogical

imagination.

3) Active

Engagement,

4) Link, and 5)

Share

(CEC 2.1)

Candidate does not provide

a learning environment that

encourages active

participation for teaching

the link and share phases

of the TC Workshop model

to students with and


Candidate provides a learning

environment that encourages

active participation for teaching

the link and share phases of the

TC Workshop model to


exceptionalities.


environment that encourages active

participation, including

modifications to manage

behaviors, for teaching the link and

share phases of the TC Workshop

model to students with and without

exceptionalities.


environment that encourages active

participation, including

modifications to manage

behaviors, including crises

prevention/intervention, for

teaching the link and share phases

of the TC Workshop model to


exceptionalities.

Differentiation

planned for

one student

with

exceptional

learning needs

(CEC 5.3)

The cast study student’s

exceptional learning needs

are not addressed in plan.


exceptional learning needs are

minimally or inappropriately

addressed in plan.

Plan describes how the case study

student’s exceptional learning

needs are to be met including in

the areas of communication,

reading, math, and social behavior.


case study student’s exceptional

learning needs are to be met

including in the areas of

communication, reading, math, and

social behavior.

Differentiation

planned for

students from

culturally

and/or

linguistically

diverse

backgrounds

(CEC 5.1)


with and without

exceptionalities from

culturally and/or


backgrounds are not

addressed in the plan.

Learning needs of students with


from culturally and/or


backgrounds are minimally or

inappropriately addressed in the

plan.

Plan describes how the learning

needs of students with and without



backgrounds are to be met,



learning needs of students with and

without exceptionalities from

culturally and/or linguistically

diverse backgrounds are to be met,


SPRING 2019

65

Knowledge of

Subject

Matter. (For

Purpose 1 fill in

appropriate

score for □

Reading,

Writing, and

Oral Language

and for

□ Mathematics

(CEC 3.1)

Plan provides no evidence

of adequate curricular

content knowledge of


language skills or of the

methods for teaching those

skills to individualize

learning for students with

and without

exceptionalities curricular

content

Plan provides evidence of

curricular content knowledge of


language skills and of the


skills to individualize learning

for students with and without

exceptionalities


curricular content knowledge and

tools of inquiry of reading, writing,

and oral language skills and of the

methods for teaching those skills

to individualize learning for


exceptionalities

Plan provides evidence of superior

curricular content knowledge, tools

of inquiry, and life skills of

reading, writing, and oral language

skills and of the methods for


individualize learning for students

with and without exceptionalities

Plan provides no evidence

of curricular content

knowledge of

mathematics-related skills

or of the methods for


individualize learning for


exceptionalities.


curricular content knowledge of

mathematics-related skills and

of the methods for teaching

those skills to skills to

individualize learning for


exceptionalities


curricular content knowledge and

tools of inquiry of mathematics

related skills and of the methods

for teaching those skills to

individualize learning for students


Plan provides evidence of superior

curricular content knowledge, tools

of inquiry, and life skills of

mathematics related skills and of

the methods for teaching those

skills to individualize learning for


exceptionalities.

Part V – Reflection and Response

Rating →

1

Below proficiency

2


3

Proficient

4


Score

A- Reflection

and response

on student

learning

outcomes of

the mid-term

mini-lesson

(CEC 6.2)

Candidate did not show

evidence of understanding

how foundational

knowledge and current

issues influence

professional practice..

Candidate conducted

professional activities in

compliance with applicable

laws and policies to inform

special education practice.

Candidate conducted professional

activities in compliance with

applicable laws and policies to

inform special education practice

and reflected on practice to

improve instruction and guide

professional growth.

Candidate conducted professional

activities in compliance with

applicable laws and policies to

inform special education practice

and reflected and acted to obtain

assistance to improve instruction

and guide professional growth

B – Reflection

and response

on student

learning

outcomes of

Candidate did not

demonstrate understanding

of human diversity can

interact with learning

outcomes for students with

Candidate demonstrated how

human diversity is part of

families, cultures, and schools

and can interact with learning

outcomes for students with and

Candidate demonstrated how

human diversity is part of families,

cultures, and schools and can

interact with learning outcomes for

English Language Learners with

Using professionally appropriate

communication with parents and

families, candidate demonstrated

how human diversity is part of

families, cultures, and schools and

SPRING 2019

66

the final mini-

lesson

(CEC 6.3)

and without

exceptionalities.

without exceptionalities. and without exceptionalities. can interact with learning

outcomes for English Language

Learners with and without

exceptionalities.

C – Summary

of candidate’s

professional

growth as a

teacher

(CEC 6.1)

Candidate did not use the

CEC Ethical Principles and

Professional Practice

Standards to guide their

practice

Guided by the CEC Ethical

Principles and Professional

Practice, candidate maintained

challenging expectations for

students with exceptionalities to

develop learning outcomes and

quality of life potential in ways

that respect their dignity,

culture, language, and

background.



Practice, candidate collaborated

with colleagues to maintain

challenging expectations for

students with exceptionalities to

develop the highest possible

learning outcomes and quality of

life potential in ways that respect

their dignity, culture, language,

and background.



Practice, candidate collaborated

with colleagues and other agencies

to maintain challenging

expectations for students with

exceptionalities to develop the

highest possible learning outcomes

and quality of life potential in ways

that respect their dignity, culture,

language, and background.

Evaluation of candidate writing

Rating →

1

Below proficiency

2


3

Proficient

4


Score

Use and

documentation

of sources.

The writer fails to use

and acknowledge

outside sources.

The writer uses outside sources

but does not follow APA format

accurately.


responsibly and follows APA

format accurately.


responsibly and insightfully and

follows APA format accurately.

Introduction Part I Part II Part III Part V Overall writing

quality

Writing contains so

many errors in usage,

grammar, and/or

punctuation that the text

is difficult to read.

The text is generally readable but

contains numerous errors in

usage, grammar, or punctuation.

The writing flows clearly and

smoothly and follows the

conventions of standard written

English.

The writing not only flows clearly

and smoothly and follows the

conventions of standard written

English, but it also gives the reader

a sense of writing as a work of art.

Introduction

SPRING 2019

67

Part I Part II Part III Part V

Scoring Guide: Exceeding Proficiency = 74-84 pts.

Proficient = 63-73 pts.

Approaching Proficiency = 53-62 pts.

Below Proficiency = below 53 pts.

SEGMENT PLAN FORMAT (in preparation for the edTPA).

Name: _____________________________ Date: _______________ Grade: ___________

1. Subject:

2. Unit Plan Title:

3. Segment Plan Topic:

4. Pre-assessment of Students’ Knowledge and Skills:

5. Students’ Personal/Cultural/Community Assets:

6. Common Core Standard(s) (include number(s) and related text(s)):

a. key learning task/content

b. related skills

7. Informational Learning Objective(s)

8. Central Focus: comprehending or composing, and

- an essential literacy strategy

- related skills

SPRING 2019

68

- reading/writing connections.

9. Language Demands:

a. language function:

b. related skills: academic vocabulary, and/or syntax, and/or discourse

10. Key Learning Tasks of the 3-5 lesson segment (involving reading and/or writing and/or listening and/or speaking)

Lesson 1. ______________________________

Lesson 2. ______________________________

Lesson 3. ______________________________

Lesson 4. ______________________________

Lesson 5. ______________________________

11. Differentiated Instructional Strategies:

12. Methods of Formal and Informal Formative Assessments:

a. whole class and/or

b. groups

c. focus students: A, B, C, D.

13. Instructional Resources and Materials

FORMAT FOR UNIT PLANS: The format for unit plans should be the same as the format for segment plans except that item #10 should

include the topic of each segment instead of the topic of each lesson. In addition, the unit plan should include summative assessments.

LESSSON PLAN FORMAT

(to be used in all courses when a lesson plan is required).

Name - Date –

Course - Professor –

Cooperating Teacher - School –

Grade/Room - Lesson Date(s) / Time(s)

When teaching two or more related lessons, candidates must also submit a Segment Plan for those lessons.

SPRING 2019

69

1. Lesson Title:**

2. Pre-assessment of Students’ Knowledge and Skills:

3. Common Core State Standards (include number and related text):

4. Instructional Objective(s):

5. Instructional Resources and Materials:

Procedure

6. Introduction and motivation (i.e. the lesson’s hook and/or connection):

7. Teaching Point and Demonstration and/or Modeling:

8. Developmental Activities/Steps: (learning tasks involving reading and/or writing and/or listening and/or speaking)


b. groups

c. focus students: A, B, C, D.

9. Formal and Informal Formative Assessments:


b. groups

c. focus Students: A, B, C, D.


** For edTPA lessons, items #8 and #9 from the Segment Plan must be included in each Lesson Plan.

SPRING 2019

70

A Glossary of Terms Used in Planning

Assessment Plan: A segment plan and all lesson plans must refer to informal and formal forms of formative assessment. What data

will you collect as evidence of student learning? Describe how you will assess students before, during, and after each lesson. What

types of observations will you make? What types of questions will you ask? Include the assessments you will use to support your

whole class and/or groups and/or focus students.

Central Focus: The overarching big idea of a lesson that includes an essential strategy, language function, related skills, type of

literature, and a reading/writing connection.

Common Core State Standards: Cite one or two specific standards from http://www.emsc.nysed.gov/ciai/ . Include both the

number of the standard and the most relevant text.

Differentiation: Differentiation refers to teaching strategies for the whole class, for groups, and for individuals. Refer as necessary

both to process differentiation (i.e. instructional strategies) and product differentiation (i.e. assessment strategies). In Purposes 2

and 3 candidates must identify four focus students and accommodate to their needs regarding the environment, materials,

instruction, behavior, organization, or assessment. Focus students are a) students with exceptionalities, including struggling

learners and/or gifted students; and b) students from culturally and/or linguistically diverse backgrounds. (CEC 5) Consider

students with ELLs as well as culture, gender, socio-economic levels. (CEC 5)

Essential Literacy Strategy: The specific strategy for comprehending or composing that you will teach across your learning

segment. If the central focus of the learning segment is comprehending narratives, the essential literacy strategy might be

summarizing. If the central focus of a learning segment is persuasive writing, the essential literacy strategy might be using

evidence to support an argument. (See the edTPA Elementary Education Assessment Handbook, 2015, p. 69).

Instructional Resources and Materials: List text and/or children’s book title and author used. Describe and attach a sample

worksheet – your own, if possible. Integrate technology (including assistive technology) and mixed media, as appropriate,

including photographs, videos, overheads, and software and/or Internet applications. Consider specialized adaptive and/or

augmentative materials and equipment for classified students. Always cite (in APA format) sources for ideas/worksheets used in a

lesson. (CEC 4).

SPRING 2019

71

Key Learning Task: The glossary in the edTPA Handbook defines a learning task as “activities, discussions, or other modes of

participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal” (edTPA

Elementary Education Assessment Handbook, 2015, p. 71) connected to an instructional objective.

Language Demands: In the Academic Language of the edTPA, language demands include the following four aspects of language:

Language function – refers to the kind of thinking that the specific lesson, segment, or unit will require. The edTPA glossary

describes the language function as “the content and focus of the learning task represented by the active verbs within the learning

outcomes.” Examples might include analyzing and interpreting characters and plots; arguing a position or point of view;

predicting, evaluating or interpreting an author’s purposes; comparing ideas, etc.” (edTPA Elementary Education Assessment

Handbook, 2015, p. 67). (See also page 16 in the Handbook.)

Academic Vocabulary – refers to the specific words or phrases that the specific lesson, segment, or unit will require. These can

include the language of specific disciplines (e.g. photosynthesis, metaphor, re-grouping) or the common language of instruction

(e.g. analyze, evaluate, discuss).

Syntax – refers to the sentence level language demands that the specific lesson, segment, or unit will focus on. E.g., will the lesson

ask the students to write in full sentences? Should they use the first person? Should they avoid the passive voice? Use dialogue?

Discourse – refers to the kind of writing or speaking that the specific lesson, segment, or unit will focus on. How will students talk,

write, and participate in knowledge construction? For example, will the lesson/segment/unit ask the students to write in

paragraphs? Make a list? Write an essay? Have a conversation? Engage in argument?

Objectives: Directly related to Common Core standards, objectives refer to the expected learning outcomes of classroom

instruction.

Instructional Objectives: Each lesson plan needs to include an instructional objective that includes a condition, a performance, a

product, and a criterion.

Informational Objectives: In segment plans, unit plans, and IEPs, learning objectives are more “informational” and therefore

more general. Informational objectives specify only the performance and the product.

Pre-Assessment of Students’ Knowledge and Skills: Prior to beginning a unit, segment, or lesson, review summative and formative

data. a) Describe both what students know and what they do not know; include the learning “gap” that the instruction aims to

address. b) Cite tool or procedure used to obtain that information.

SPRING 2019

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Purpose 1 - Lesson Plan Evaluation Rubric

MCNY Masters in Childhood Education Program for Dual Certification (JR. revised 1/6/2016)

Teacher Candidate _____________________________________________________________Date Submitted ______________

Lesson Planning: Teacher candidate designs instruction for specific goals, student characteristics and needs, and learning contexts.

Rating →

Indicator

1

Below proficiency

2


3

Proficient

4


Score

1. Lesson Title No title listed. Lesson title does not accurately

reflect lesson content.

Lesson title accurately reflects

lesson content.

Lesson title accurately

reflects lesson content and

shows alignment with

segment and/or unit plan

topic.

2. Pre-assessment

of Students’

Knowledge and

Skills

(CEC 5)

Pre-assessment not listed. A pre-assessment tool is listed

but it does not provide

evidence of students’

knowledge/skills prior to the

lesson.

Plan includes either (a) a

description of what children

already know about the skill or

lesson topic or (b) the tool or

procedure used to obtain that

information but not both.

Plan a) describes in full

both what students know

and what they do not know

and b) cites the tool or

procedure used to obtain

that information.

3.

Content-Specific

Common Core

State Standards

Standard(s)

(CEC 3)

No standard listed. Standard(s) are listed but are

not relevant and/or are not

cited.

Relevant, incomplete content-

specific standard(s) are listed

with appropriate citation.

All relevant, content-

specific standard(s) are

listed with appropriate

citation and any un-related

concepts are omitted and

are replaced by ellipses.

4. Instructional

Objectives

(CEC 4)

No objective listed. Objective(s) partially describe

what student learning

expectations are or how

students will meet them. There

is no attempt to describe the

levels of learning involved.

Statement of instructional

objectives includes what the

students are to learn but not

how they are to learn it.

Reference to Bloom’s

taxonomy is vague or

inaccurate.

Statement of instructional

objectives includes all 4

components of instruction –

the performance, the

product, the conditions, and

the criterion of the planned

lesson. Included also is a

reference to Bloom’s

taxonomy.

SPRING 2019

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5. Instructional

Resources and

Materials

No materials listed, or the materials

listed are inappropriate for the

subject or for student needs.

The list of materials (and /or

technology) needed is

incomplete or inappropriate for

subject or students’ needs.

The plan lists and describes

essential materials (and/or

technology). Sample materials

are included with the plan with

references to sources.

Materials are fully

described and referenced in

APA style. Plan

demonstrates creative use

of materials to foster

critical thinking.

Technology, if used,

complements and enhances

learning.

6. Introduction

and motivation

(i.e. the lesson’s

hook and/or

connection)

No

introduction/motivation/connection

listed.

The lesson’s planned

introduction partially attempts

to engage students and connect

to prior learning or learning

objectives.


introduction is engaging and

provides an effective

connection to prior knowledge.


introduction engages all

learners and provides an

engaging connection to

prior knowledge.

7. Lesson’s

Objective and

Demonstration

and/or Modeling

The lesson plan lacks information

about how the lesson’s objective

will be communicated and fails to

include demonstration and/or

modeling of the desired learning

outcomes.

The plan for communicating

the objective is unclear or fails

to include demonstration and/or

modeling of the desired

learning outcomes.

The plan for communicating

the lesson’s objective is clear,

informative, and engaging and

includes demonstration and/or

modeling of the desired

learning outcomes.

The plan for

communicating the lesson’s

objective is exceptionally

clear, informative, and

engaging and includes

effective modeling of the

desired learning outcomes.

8. Developmental

Activites/Steps

No activities/steps listed. -Planned activities are unclear

or incomplete.

-Activities are not aligned with

lesson objectives or with

Common Core State Standards.

-Activities rely on passive

rather than active learning.

-Activities do not appear to

build on each other.

-Time is not defined for each

activity or is not realistic.

-Planned learning activities are

clear and complete.

-Activities and strategies are

clearly aligned with lesson

objectives and with Common

Core State Standards. -

Activities engage students in

learning.

-Activities build on each other.

Questions involve different

levels of cognitive learning.

-Transitions are partially

effective.

-Time is defined for each

portion and is mostly realistic.

-Planned activities and

strategies are clearly

aligned with lesson

objectives and with

Common Core State

Standards..

-Planned procedures

actively engage students in

unique and meaningful

ways.

Questions include a wide

range of levels of cognitive

learning.

-Procedures are student

centered vs. teacher or

curriculum centered.

-Transitions are effective.

SPRING 2019

74

-Timing is consistently

realistic.

9. Formal and

Informal

Assessment

(CEC 5)

No assessment. Assessment plan does not

include informal assessment

and/or is poorly defined with

limited connections to lesson

objective[s].

Assessment plan includes

formal and informal assessment

and requires students to apply

knowledge and/or demonstrate

understanding of objective[s].

Assessment plan includes

formal and informal

assessment and provides

ongoing evidence that

students achieved or did not

achieve lesson objective[s].

10. Closure

and/or Share

No closure listed. Lesson lacks logical or

effective closure.

-Lesson includes logical and

effective closure.

-Includes final check for

understanding.

-Lesson includes links back

to lesson rationale and

objectives.

-Includes a link to future

learning.

11. Possible

differentiation in

instruction

and/or

assessment for

students with

exceptional

learning needs

and for children

from culturally

and/or

linguistically

diverse

backgrounds

(CEC 4)

(A)Students’ exceptional learning

needs are not addressed in terms of

the process (i.e. instructional

strategies) of the lesson.

Students’ exceptional learning

needs are minimally or

inappropriately addressed in

terms of the process (i.e.

instructional strategies) of the

lesson.

Plan describes how students’

exceptional learning needs will

be met in terms of the process

(i.e. instructional strategies) of

the lesson.

Plan describes in detail how

students’ exceptional

learning needs (including

physical abilities, and

academic levels) will be

met in terms of the process

(i.e. instructional strategies)

of the lesson.

(B) Students’ exceptional learning

needs are not addressed in terms of

the product (i.e. assessment


Students’ exceptional learning

needs are minimally or

inappropriately addressed in

terms of the product (i.e.

assessment strategies) of the

lesson.

Plan describes how [one

student’s] exceptional learning

needs will be met in terms of

the product (i.e. assessment


Plan describes in detail how

students’ exceptional

learning needs will be met

in terms of the product

(i.e. assessment strategies)

of the lesson.

12. Knowledge of

Subject Matter

(for Purpose 1 fill

in appropriate

score for □

Reading, Writing,

and Oral

Language (CEC

Plan provides little evidence of

adequate knowledge of reading,

writing, and oral language skills or

of the methods for teaching those

skills.

Plan provides evidence of some

knowledge of reading, writing,

and oral language skills and of

the methods for teaching those

skills.


sufficient knowledge of




skills.


superior knowledge of




skills.

Plan provides little evidence of

adequate knowledge of

Plan provides evidence of some

knowledge of mathematics-


sufficient knowledge of



SPRING 2019

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3) or for

□ Mathematics

(CEC 3)

mathematics-related skills or of the

methods for teaching those skills.

related skills and of the


skills.

mathematics-related skills and

of the methods for teaching

those skills.


and of the methods for

teaching those skills.

13. Lesson Plan

Language,

Grammar,

Punctuation,

Spelling

Incomprehensible lesson plan. -Detail is lacking; another

teacher would have difficulty

implementing lesson.

-Portions are missing, poorly

written or unclear.

-Plan contains several

grammatical and mechanical

errors.

- Plan contains sufficient detail

so another teacher could

implement lesson.

-All portions are completed and

clearly written.

- Plan contains a few

grammatical and mechanical

errors.

-Language is particularly

descriptive.

-All portions are complete,

thoroughly developed and

clearly written.

-No grammatical or

mechanical errors.

14. Citations of

Sources of Ideas

(optional) (ACEI

1.0)

Sources not cited Sources are not cited with

enough detail.

All sources are cited so another

teacher could locate sources.

Sources cited using

publication format (APA,

for example).

Comments on the Plan

Strengths:

Recommendations:

SPRING 2019

76

Purpose 1 - Lesson Observation Evaluation Rubric MCNY MS.Ed. Dual Certification Program

Teacher Candidate__________________________________________________ College Supervisor _________________________________________________ Date________________ Time__________________ School ______________ Grade/Class ____________________ Cooperating Teacher _______________________________________________ Lesson Delivery: Teacher candidate delivers instruction for specific goals, student characteristics and needs, and learning contexts.

Rating → Indicator

1 Below Proficiency

2 Approaching proficiency

3 Proficient

4 Exceeding proficiency

Score

1. Materials and

(optional) Technology

None of the required

materials/technology

were provided.

Some of the required


were provided.

All of the required


were provided.

Creative application of all

of the required

materials/technology.

2. Introduction/

Motivation [For TC

Workshop model (i)

the Connection and

(ii) the Teaching point

and Demonstration]

(ACEI 1.0) (CEC 3)

A motivation was not

delivered and the

teaching point was not

clear.

A partial introduction

/motivation/

connection was delivered.

The teaching point was

articulated but was not

demonstrated or modeled.

An engaging introduction

was delivered that

generally provided

connections to prior

knowledge. The teaching

point was clearly

articulated.

An exceptionally engaging

introduction was delivered

that provided specific and

effective connections to

prior knowledge. The

teaching point was both

articulated and modeled

by the candidate.

3. Activities/Steps

[For TC Workshop

model (iii) the Active

Engagement and (iv)

The activities presented

were completely different

from the lesson plan.

Little or no attention was

Directions for the

students’ active

engagement were not

clear, so most students

Directions delivered were

clear, so that most

students did know what to

do. The activities were

Directions delivered were

exceptionally clear, so all

students knew what to do.

The activities based on the

SPRING 2019

77

the Link]

(ACEI 3.4) (CEC 4)

paid to time management

and/or transitions.

did not know what to do.

The activities or steps

presented were based on

the lesson plan, but

sometimes they were


students’ level of skills.

Time management and/or

transitions were partially

effective.

based on the lesson plan,

and they were appropriate

for the students’ level of

skills. Time management

and transitions were

effective.

lesson plan were

creatively presented. They

were appropriate for all

the students’ level of skills

and consistently supported

the lesson’s objectives.

Time management and

transitions were especially

effective.

4. Closure [For TC

Workshop model (v)

the Share]

(ACEI 3.4) (CEC 2)

There was no evident

closure for the lesson.

Lesson lacked logical or

effective closure.

The closure was effective. The closure was effective.

It also linked back to the

lesson rationale and

objectives and included a

link to future learning.

5. Knowledge of

Subject Matter. (For

Purpose 1 fill in

appropriate score for

□ Reading, Writing,

and Oral Language

(ACEI 2.1) (CEC 3) or

for

□ Mathematics (ACEI

2.3) (CEC 3)

Candidate demonstrated

little knowledge of


language skills or of the

methods for teaching

those skills.


some knowledge of




those skills.






those skills.






skills.


little knowledge of


or of the methods for



some knowledge of








teaching those skills






6. Environment for

Learning

(ACEI 3.5) (CEC 2)

The candidate did not

help students to maintain

appropriate behavior or

stimulate their interest

and attention throughout

the lesson.

The candidate employed

some strategies during

parts of the lesson that

helped students to

maintain appropriate

behavior and occasionally

stimulated their interest

The candidate employed

some strategies

throughout the lesson to


behavior while

stimulating students’

interest.

The candidate employed a

variety of strategies

throughout the lesson to


behavior while stimulating

students’ interest.

SPRING 2019

78

and attention throughout

the lesson.

7.Communication

(ACEI 3.5) (CEC 4)

Candidate did not speak

clearly and/or made many

grammatical errors during

the lesson.

Candidate spoke clearly

but made some

grammatical errors and/or

the tone or volume of

voice was not sufficient

to promote student

learning.

Candidate spoke clearly,

made no grammatical

errors, and maintained

eye contact with the

learners throughout most

of the lesson.

Candidate very effectively

used verbal

communication. The

candidate also very

effectively used non-

verbal communication (i.e.

eye contact, gestures, and

body language) to promote

student learning.

8. Differentia-tion of

activity and/or

assessment for

student selected for

Child Study

assignment. (ACEI

3.2) (CEC 4)

Planned modification of

instruction to

accommodate learning

needs of student chosen

for Child Study was not

implemented.


instruction to



for Child Study was only

partially implemented.


instruction to



for Child Study was fully

implemented but did not

result in expected

learning outcomes.


instruction to



for Child Study was fully

implemented and resulted

in positive learning

outcomes.

Differentiation for

children from

culturally and/or


backgrounds (ACEI

3.2) (CEC 4)


instruction and/or

assessment to


needs of students from

culturally and/or


backgrounds was not

implemented.


instruction and/or

assessment to



culturally and/or


backgrounds was only

partially implemented.


instruction and/or

assessment to



culturally and/or


backgrounds was fully

implemented but did not

result in expected

learning outcomes.


instruction and/or

assessment to



culturally and/or


backgrounds was fully

implemented and resulted

in positive learning

outcomes.

SPRING 2019

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Comments on the Delivery of the Planned Lesson Strengths: Recommendations:

SPRING 2019

80

MCNY Proficiencies Evaluation of Student Teaching/Practicum

(Check one: ___Midterm Evaluation/ ___Final Evaluation)

Teacher Candidate’ Name: ____________________________________Purpose _________Semester ________ School____________

Evaluator’s Name: ______________________________________

Check one: College Supervisor______________________________ Cooperating Teacher__________________________________

Please numerically rate the teacher

candidate’s proficiency in each area below.

1

Below Proficiency in

evidencing CEC

Standard

2 Approaching

Proficiency in

evidencing CEC

Standard

3

Proficiency in

evidencing CEC

Standard

4

Exceeding Proficiency

in evidencing CEC

Standard

Knowledge

A. Subject Matter (CEC 3.2)

Candidate knows, understands, and can use

general and specialized curricula for teaching

across curricular content areas to individualize

learning for students with and without

exceptionalities.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________

Does not know,

understand, or use the

scope and sequence of

academic subject-

matter content of the

general curricula

including math,

reading, ELA, social

studies, science and the

arts.

Knows, understands

and uses the scope and

sequence of academic

subject-matter content

of the general

curricula including

math, reading, ELA,

social studies, science

and the arts, but not

the sets of specialized

interventions that

develop meaningful

learning for students

with exceptionalities.

Knows, understands


sequence of academic


of the general

curricula including

math, reading, ELA,

social studies, science

and the arts, and sets

of specialized

interventions that

develop meaningful

learning progressions

for students with and

without

exceptionalities.

Knows, understands


sequence, and tools of

inquiry of academic


of the general curricula

including math,

reading, ELA, social

studies, science and the

arts, and sets of

specialized

interventions that

develop meaningful

learning progressions


without

SPRING 2019

81

exceptionalities.

B. Student Learning (CEC 1.2)

Candidate knows and understands similarities

and differences in human development and

learning and uses this knowledge to provide

meaningful and challenging learning

experiences for students with exceptionalities.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________

Does not demonstrate

knowing and

understanding the

differences and

similarities of

psychological and

social-emotional

characteristics and the

effect that language

development and

listening

comprehension has on

academic learning for

students with

disabilities.

Knows about the

differences and

similarities of

psychological and

social-emotional



development and

listening



students with

disabilities.

Demonstrates in

teaching, the


differences and

similarities of

psychological and

social-emotional



development and

listening



students with

disabilities.

Demonstrates in

teaching, the

understanding the

differences and

similarities of

psychological and

social-emotional



development, listening

comprehension, culture

and family has on


students with

disabilities.

C. Diversity of Learners (CEC 1.1)

Candidate uses differentiated instruction that

demonstrates understanding of how language,

culture, and family background influence the

learning of students including students with

and without disabilities.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________

Differentiated

instruction is not

informed by an

understanding how

language, culture, and

family background

influence the learning

of students including

students with

disabilities.

Differentiated

instruction is based

upon differing ways of

learning by students

with exceptionalities,

but does not

demonstrate an


effect that culturally

diverse families, and

language backgrounds

have in using

strategies for students

with and without

exceptionalities.

Differentiated





and also demonstrates

an understanding of

the effect that

culturally diverse

families and language

backgrounds have in

using strategies for

addressing those

differences for

students with and

without

exceptionalities.

Differentiated





and demonstrates an


effect that culturally

diverse families, values

across and within

cultures and language

backgrounds have in

using strategies for

addressing those

differences for students

with and without

exceptionalities.

D. Environment for Learning (CEC 2.3)

Through collaboration with colleagues,

candidate creates safe, inclusive, culturally

responsive learning environments to engage

Does not adapt the

physical environment

to provide optimal

learning opportunities,

Independently adapts

the physical

environment to

provide learning

Collaboratively adapts

the physical

environment to

provide optimal

Collaboratively adapts

the physical

environment to provide

optimal learning

SPRING 2019

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students with and without exceptionalities.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________

maintaining rapport

with students or use

effective strategies for

crises prevention and

intervention to create a

safe learning

environment for

students with and

without

exceptionalities.

opportunities,

maintaining rapport

with students and use

strategies for crises

prevention and


safe learning

environment for

students with and

without

exceptionalities.

learning opportunities,

maintaining rapport

with students and

collaboratively uses


prevention and


safe learning

environment for

students and without

exceptionalities.

opportunities,

maintaining rapport

with students and

collaboratively use


prevention and

intervention, mediating

controversial

intercultural issues to

create a safe learning

environment for

students and without

exceptionalities.

E. Assessment (CEC 4.2)

Candidate demonstrates the ability to select,

adapt, monitor, analyze and use multiple

methods of assessment in making educational

decisions for students with and without

exceptionalities.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________


the ability to select,

adapt, monitor, analyze

and use multiple

methods of assessment

in making educational

decisions for students

with and without

exceptionalities.

Candidate

demonstrates the

ability to select, and

monitor, but does not

analyze and use

multiple methods of

assessment in making

educational decisions


without

exceptionalities.

Demonstrates the

ability to select, adapt,

monitor, analyze and

use multiple methods

of assessment in

making educational

decisions for students

with and without

exceptionalities.

Demonstrates the


monitor intragroup

behavior changes,

analyze and use

multiple methods of

assessment in making

educational decisions


without

exceptionalities.

Skills

A. Planning Instruction (CEC 5.4)

Candidate is able to select, adapt, and use a

repertoire of evidenced-based instructional

strategies to advance language development and

communication skills.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________


the ability to use a

variety of evidenced-

based instructional

strategies to advance

language development

and communication

skills for students with

and without

exceptionalities.

Demonstrates the

ability to select, but

not adapt, the use of a

repertoire of

evidenced-based

instructional strategies

to advance language

development and

communication skills

for students with

exceptionalities.

Demonstrates the


and use of a repertoire

of evidenced-based


to advance language

development and

communication skills


without

exceptionalities.

Demonstrates the


and use a repertoire of

evidenced-based


to advance language

development and

communication skills,

including monitoring

for errors in written and

oral language, for

students with and

SPRING 2019

83

without

exceptionalities.

B, Strategies/Technologies (CEC 5.3)

Candidate uses a variety of instructional and

assistive technologies, and augmentative and

alternative communication systems to enhance

language and communication skills of students

with exceptionalities.

Comments:_____________________________

_______________________________________

_______________________________________ _______________________________________

Does not use a variety

of assistive

technologies and


and augmentative and

alternative

communication systems

to enhance language

and communication

skills

Plans and uses a

variety of assistive

technologies to

support and enhance

language and


Plans and uses a

variety of assistive

technologies and is

familiar with

augmentative, such as

SAL, and alternative,

such as AAC),

communication

systems to support and

enhance language and


Plans and uses a variety

of assistive

technologies and is

familiar with

augmentative (SAL)

and alternative (AAC)

communication systems

to support and enhance

language, numeracy,

and communication

skills.

C. Learning Environment (CEC 2.1)

Through collaboration with general educators

and other colleagues, candidate creates a safe,

inclusive, and culturally responsive learning

environment to engage students with and

without exceptionalities, in meaningful learning

activities and social interactions.

Comments:_____________________________

_______________________________________

_______________________________________

_______________________________________

Does not structure the

learning environment to

create a safe, inclusive,

culturally responsive,

and engaging learning

environment that result

in meaningful learning

activities and social

interactions.

Structures and

modifies the learning

environment to create

a safe, inclusive,



environment that

result in meaningful

learning activities and

social interactions.

Through collaboration

with general educators

and paraprofessionals,

structures and

modifies the learning

environment to create

a safe, inclusive,



environment that

result in meaningful

learning activities and

social interactions.

Through collaboration

with general educators

and paraprofessionals,

structures and modifies

the learning

environment to create a

safe, inclusive,



environment that result

in meaningful learning

activities and positive

intra- and intercultural

interactions and

experiences.

D. Communication (CEC 5.4)

Candidate effectively uses verbal, non-verbal,

written language, and media communication

strategies to support and enhance language

development and communication skills of

students with exceptionalities.

Comments:_____________________________

______________________________________

_______________________________________

Does not select and use

specialized


appropriate to the

abilities and needs of

students with

communication

disorders such as

graphic organizers,

Selects, and uses

specialized verbal and

non-verbal


appropriate to the


students with

communication

disorders such as

Selects, uses and

makes responsive

adjustments to

specialized verbal,

non-verbal, and media

communication


appropriate to the


In response to ongoing

data assessment, selects

and uses and makes

responsive adjustments

to specialized verbal,

non-verbal, and media

communication


appropriate to the

SPRING 2019

84

______________________________________

______________________________________

Venn diagrams, and

story webs.

graphic organizers,

Venn diagrams, and

story webs.

students with

communication

disorders such as

graphic organizers,

Venn diagrams, story

webs.


students with

communication

disorders such as

graphic organizers,

Venn diagrams, story

webs with technology.

E. Assessment (ACEI 4.1)

Candidate selects, adapts and modifies formal

and informal assessments to guide educational

decisions for students with disabilities.

Comments:_____________________________

______________________________________

_______________________________________

______________________________________

______________________________________

Uses formal and

informal assessment

instruments to modify

instructional strategies.

Uses exceptionality-

specific nonbiased

formal and informal

assessment


instructional

strategies.

Uses, adapts, and

interprets information

from exceptionality-

specific nonbiased

formal and informal

assessment


instructional

strategies.

Uses, adapts, and

interprets information

from exceptionality-

specific nonbiased

formal and informal

assessment instruments

to modify instructional

strategies and for

medical self-

management

procedures.

F. Collaboration and Relationships (CEC 7.3)

Candidate demonstrates across a range of

settings, the ability to consult, and collaborate

with school colleagues, families and community

personnel, to promote the learning and well-

being of students with exceptionalities.

Comments:_____________________________

______________________________________

______________________________________

______________________________________

Co-teaches with

general educators, and

special educators.

Consults with related

service providers.

Selects, co-plans, and

coordinates mutual

goals for co-teaching

activities with general

and special educators.

Consults with related

service providers,

paraprofessionals, and

personnel from

community agencies.

Selects, co-plans, and

coordinates mutual



educators, special

educators. Consults

with related service

providers,


personnel from

community agencies.

Partners with

colleagues in teaching

families to use

appropriate behavior

management and

counseling techniques.

Selects, plans, and

coordinates mutual



educators, special

educators. Consults

with related service

providers,


personnel from

community agencies.

Partners with

colleagues in teaching

families to use

appropriate behavior

management and

counseling techniques.

Models techniques and

coaches others in the

SPRING 2019

85

use of instructional

methods and

accommodations.

G. Reflection and Professional Development

(CEC 6.2)

Candidate uses knowledge of historical, current

and cultural and ethical issues and reflects on

the impact of his/her practice to improve

instruction for students with disabilities and to

guide their own professional growth, practice,

and significance of participating in professional

activities and learning communities.

Comments:_____________________________

______________________________________

_______________________________________


knowing and applying

historical and current

legal knowledge along

with ethical

responsibility in

professional practice.

Demonstrates


the historical and

current legal

knowledge along with

ethical responsibility

in professional

practice.

Demonstrates


historical and current

legal knowledge along

with ethical

responsibility and

reflects on the impact

of his/her practice to

improve instruction

and guide professional

growth.

Demonstrates knowing

and applying historical

and current legal

knowledge with ethical

responsibility and

reflects on the impact

of his/her practice, and

obtains assistance as

needed, to improve

instruction and guide

professional growth.

Dispositions/Values

A. Diversity/Individual Differences (CEC 2.1)

Candidate demonstrates that he/she can create

consistent culturally responsive learning

environments that promote increased

independence, self-motivation, self-direction,

self-advocacy and personal empowerment of

students with exceptionalities.

Comments:_____________________________

_______________________________________

_______________________________________

Creates learning

environments that do

not promote increased

independence, self-

motivation, self-

direction, self-advocacy

and personal

empowerment of

students with

exceptionalities.

Creates culturally

responsive learning

environments that

promote increased

independence, and

personal

empowerment of

students with

exceptionalities.

Creates consistent

culturally responsive

learning environments

that promote increased

independence, self-

motivation, self-

direction, and self-

advocacy and personal

empowerment of

students with

exceptionalities.

Creates consistent

culturally responsive

learning environments,

including in community

settings, that promote

increased

independence, self-

motivation, self-

direction, self-advocacy

and personal

empowerment of

students with

exceptionalities.

B. High Expectations (CEC 6.1)

Candidate demonstrates commitment and

upholds high standards of competence and

integrity to developing the highest education

and quality-of-life potential of students with

and without disabilities.

Comments:_____________________________

Demonstrates

upholding high

standards of

competence and

integrity but does not

exercise sound

judgement in

Demonstrates

upholding high

standards of

competence and

integrity and exercises

sound judgement in

demonstrating

Consistently upholds

high standards of

competence and


sound judgement in

demonstrating

commitment to

Consistently upholds

high standards of

competence and


sound judgement in

demonstrating

commitment to

SPRING 2019

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______________________________________

_______________________________________

_______________________________________

demonstrating

commitment to

developing the highest

education and quality-

of-life potential of

students with and

without disabilities.

commitment to




students with and





students with and





students with and


Reports instances of

unprofessional or

unethical practices to

the appropriate

supervisor.

OVERALL TOTAL

(For students in Purposes 2 and 3, “Exceeding

Proficiency” scores total 46-52; “Proficient”

scores total 39-45; “Approaching Proficiency”

scores total 32-28; “Below Proficiency” scores

are below 32.)

Evaluator’s signature__________________________________________Date ____________________

Candidate’s signature _________________________________________Date ____________________

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Foundations of Special Education - EDU 511 SYS MHV1, SPRING 2019, 3 CREDITS

SYSTEMS

COURSE INFORMATION

Instructor: Professor Lynne Dolle

Phone:

Email: [email protected]

Office: Room 734 Adjunct Room

Office Hours: TBD

COURSE DESCRIPTION:

This hybrid course focuses on special education from a historical perspective to the present with the 2004 reauthorization of the Individuals with

Disabilities Education Act (IDEA), including the 14 disabilities outlined under IDEA. Additionally, this course will explore the principles of inclusion in

the least restrictive environment (LRE), effectiveness of collaboration with other school professionals, and outlining strategies for gaining access to

the general education curriculum through classroom modifications and accommodations. At the cornerstone of educating students is the

development of a classroom environment that values the culture and learning styles of individual students therefore, this course will place emphasis

on this essential question, how can special education teachers create a classroom environment that promotes the academic success of all learners?

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LEARNING OBJECTS: To fulfill the requirements of the course, you are expected to

1. Value variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family and schooling. ICC1K3

(CEC Standard 1 Development & Characteristics of Learners & Individual Learning Differences)

2. Consider the psychological and social-emotional characteristics of individuals with exceptional learning needs. IGC1K4

(CEC Standard 1 Development & Characteristics of Learners & Individual Learning Differences)

3. Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. ICC5S1

(CEC Standard 2 Learning Environments & Social Interactions)

4. Identify historical foundations, classic studies, major contributions, major legislation, and current issues related to knowledge and practice of

educating individuals with exceptional learning needs. IGC3K3

(CEC Standard 3 Foundations & Curricula Content Knowledge)

5. Consider the factors that influence the over-representation of culturally/linguistically diverse individuals with exceptional learning

needs in programs for individuals with exceptional learning needs. IGC3K7


6. Develop and articulate a personal philosophy of special education. ICC3S1


7. Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.

ICC4S3

(CEC Standard 4 Instructional Strategies & Individualized Instructional Planning)

8. Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs,

including those from culturally and/or linguistically diverse backgrounds. ICC5S6

(CEC Standard 5 Assessment)

9. Practice within the CEC Code of Ethics and other standards of the profession. ICC6S1

(CEC Standard 6 Ethics and Professional Practice)

10. Develop models and strategies of consultation and collaboration within the school context, identify community resource/support services and

advocacy groups for families of children with special needs. ICC7K1, IGC7K3

(CEC Standard 7 Collaboration)

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REQUIRED TEXTS: Required Readings:

Friend, M. (2011). Special education: Contemporary perspectives for school professionals.

Upper Saddle River, New Jersey: Pearson Education

ADDITIONAL MATERIALS: Additional readings will be assigned during class sessions or posted on Moodle.

USE OF MOODLE:

This course is requires students to participate in web-based exercises, which will be included in computing their grade. A Moodle course web site

(http://moodle.mcny.edu) has been developed for this course, which includes: course assignments, additional web links, multimedia resources, and

links to the discussion forum. Additional web resources may be added to the page throughout the semester. A copy of this syllabus is also available.

In combination, this syllabus and the moodle course shell explain all the requirements for this course. Faculty will inform the class of the web

requirements and the course schedule for individual sections of this course.

IF A HYBRID COURSE INCLUDE STANDARD DESCRIPTION:

Hybrid Course Format for a 3 credit course:

All hybrid courses will be taught in the following format on a weekly basis:

2 credits will be delivered in a traditional onsite classroom for 1 hour and 50

minutes

1 credit will be mediated or monitored via Moodle.

Note: Each week's required online activity (or activities) will be equivalent to 50 minutes of in-class

learning time.

It is separate and distinct from any homework you may receive in this course. Please follow the

course dates to see which activity corresponds with each week.

ASSESSMENT

Grades will be computed based on any combination of the following:

http://moodle.mcny.edu/

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ASSIGNMENTS POINTS OR % OF GRADE

Examinations 40%

Weekly Summaries 15%

Inclusion Paper 25%

Moodle Forums 10%

Attendance/Class Participation 10%

Attendance Policy

Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in

class discussions. Faculty members are required to take attendance during each class session and must keep their own attendance rosters.

Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who

accumulate 3 absences are jeopardizing their good standing and are n danger of failing. Students who accumulate excessive absences or lateness

may be recommended or withdrawal. Any student who has missed the first 2 sessions per class in a term will not be allowed to begin classes. Each

Faculty may add additional requirements.

Standards of Academic Conduct and Student Integrity

The College expects academic honesty from students and instructors. Students have the obligation both to themselves and to the College to make

the appropriate College representative aware of instances of academic deceit or dishonesty. Generally, this entails making the situation known to the

instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are responsible for enforcing the stated academic standards

of the College. Instances of violating academic standards might include, but are not necessarily limited to, the situations outlined below:

Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating includes the attempt to use or the actual use of

any unauthorized information, educational material, or learning aid in a test or assignment. Cheating includes multiple submission of any academic

exercise more than once for credit without prior authorization and approval of the instructor.

SPRING 2019

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Plagiarism is presenting someone else’s work as though it is your own. In an academic community the use of words ideas, or discoveries of another

person without explicit, formal acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must

engage in standard academic practices such as putting quotation marks around words that are not their own, employing the appropriate

documentation or citation and including a formal acknowledgement of the source in the proper format. Students are expected to use the proper APA

format for citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/.

Fabrication involves inventing or falsifying any data, information, or records.

Obstruction is impeding the ability of another student to perform assigned work.

Collusion comprises assisting any of the above situations or performing work that another student presents as his or her own.

For the complete policies of academic and student conduct of the MCNY student handbook, please visit

http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf

On-Campus Class Attendance and Participation

Throughout the semester, you will be expected to participate in class as demonstrated through various activities. These activities include but are not

limited to readings, class discussions, group and independent activities. We are a community of teachers and learners; attendance is mandatory in

order to create and maintain a collaborative atmosphere. Absences and excessive tardiness will affect your grade. In addition, no usage of mobile

phones and watches during class.

Online Participation

Likewise, active participation in online work is essential for your learning in this course. You are expected to complete assignments by the assigned

date and respond to discussion forums in a timely manner. Because we are a community of teachers and learners it is important that you provide

the identical thought, diligence, insight, comments, and questions in online activities as you would express in an on-campus class discussion. Take

your responsibility seriously online, just as you would in class.

http://www.dianahacker.com/resdoc/


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Weekly Summary

You are responsible for submitting a one page typed weekly summary based on the assigned chapter reading. Your summary should include:

• A bulleted list outlining at least 4 questions that you would like to discover about the specific topic.

• 1-2 paragraph(s) that summarize key findings from your reading regarding the 4 questions.

• A paragraph that outlines at least one specific instructional (academic or behavioral) strategy that you can implement into the

classroom.

• Incorporate personal experiences from your fieldwork experiences that relate to the assigned chapter.

Inclusion Paper

This assignment relates to your field experience case study that you are doing for EDU 510 SEL. This paper will focus on the specific strategies,

accommodations and modifications needed for the selected student’s access to the general education curriculum.

Foundations of Special Education Exam

The exam will be administered in two parts throughout the course. These exams will cover critical knowledge, skills, and strategies presented

throughout our class sessions. Questions may be in multiple choice and true/false answer formats. All potential exam questions will be made

available to you as a study guide. The Foundations of Special Education exam is used to assess CEC Standard 1 – Development and Characteristics of

Learners and Individual Differences and CEC Standard 3 – Foundations and Curricula Content Knowledge.

Inclusion Paper Criteria

This assignment relates to CEC Standard 4, Instructional Strategies & Individualized

Instructional Planning and your field experience case study that you are doing for EDU 510 SEL. This paper will focus on the specific strategies,

accommodations and modifications needed for the selected student’s access to the general education curriculum. This five-page typed paper should

follow the following criteria.

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Introduce Your Student

• Provide some background information about the student, including but not limited to age, grade, disability and student interests.

• Remember to assign your student a pseudonym.

Describe the Disability

• Outline the characteristics, prevalence, definition(s) and current issues of the disability you are researching.

• Remember to use current journal articles, our class text, and credible scholarly websites to support your argument.

• You should reference at least one scholarly journal article.

Describe the Role of Parents & Families

• Introduce the parental perspective(s) associated with a student diagnosed with the disability.

• Address the following question: As the special education teacher how will you support the families of students diagnosed with this

disability?

Create Individual Education Plan (IEP) Goals

• Develop one academic IEP goal (ELA or MATH) that pertains to the student and the identified disability.

• Develop one non-academic IEP goal (BEHAVIORAL or SOCIAL) that pertains to the student and the identified disability.

Create a Plan for Addressing the Learning Needs of the Student

• Formulate one detailed intervention strategy that can be used to address the academic IEP goal outlined above.

• Formulate one detailed intervention strategy that can be used to address the nonacademic IEP goal outlined above.

Inclusion Paper Write-Up

• Attend to the issues of GUMS (Grammar, Usage, Mechanics, Structure)

• Write in APA, 6th edition

• Organize the paper effectively

• Write for an audience who is intelligent, thoughtful and interested in your topic, but perhaps not familiar with your specific topic

Course Schedule

Date Class Session Topic

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Session 1

Introduction to Special Education: Disability vs. Different Ability Essential Question: What is special education? Assignment Due:

Chapter 1: Understanding Special Education

Weekly Summary (Ch 1)

Hybrid Component

Forum #1

Chapter 4: Collaboration in Special Education (pp. 97-109)

Article: Disability vs. Different Ability

Session 2

Introduction to Special Education: A Historical Perspective

Essential Question: How can we define special education from a historical perspective?

Assignment Due:

Revisit Chapter 1: Understanding Special Education (pp. 7-11)

Chapter 2: The Personnel and Procedures of Special Education (pp. 36-68)

Weekly Summary #2 (include Chapter 1 or Chapter 2)

Hybrid Component

Forum #2

Read, Chapter 4: Collaboration in Special Education (pp. 108-122)

Video: Co-teaching model for Special Education

Session 3

Individuals with Disabilities Act (IDEA): Litigation to Legislation

Essential Question: What impact does the history of special education have on current special education law? Assignment Due:

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Chapter 4: Collaboration in Special Education (pp. 102-132)

Weekly Summary: # 3 (Chapter 4)

Hybrid Component

Forum #3

Revisit, Chapter 1 (29-31)

Chapter 4 (pp. 125-129).

Session 4

Valuing Multiculturalism

Essential Question: How can we value multiculturalism in the classroom context?

Assignment Due:


Chapter 3: Multicultural and Bilingual Perspectives


Hybrid Component

Forum #4 (Chapter 1 & Chapter 3)

Session 5

Students with Learning Disabilities (LD): Theory to Practice

Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as LD? Assignment Due:

Chapter 5: Students with Learning Disabilities


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Hybrid Component

Forum #5

Session 6

Students with Attention Deficit-Hyperactivity Disorder (ADHD): Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as ADHD?

Assignment Due:

Chapter 6: Students with Attention Deficit Hyperactivity Disorder

Weekly Summary: #6

Hybrid Component

Forum # 6

Article: Building Bridges with Students Who Have ADHD

Session 7

Students with Intellectual and Developmental Disorders: Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as Intellectually and Developmentally disabled? Assignment Due:

Chapter 8: Students with Intellectual and Developmental Disabilities

Weekly Summary: # 7

Hybrid Component

Forum # 7

Article: Expanding Opportunities for Students with ID

Video: Students with ID Share their College Experience

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Session 8

Students with Emotional and Behavior Disorders (EBD): Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled as EBD? Assignment Due:

Chapter 7: Students with Emotional and Behavior Disorders

Weekly Summary: # 8

Hybrid Component

Forum #8

Session 9

Mid-Term Exam

Session 10

Students with Speech and Language Impairments: Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled having a Speech and Language Impairment?

Assignment Due:

Chapter 9: Students with Speech and Language Disorders

Weekly Summary: # 10

Hybrid Component

Forum # 10

Video: The Power of Parents/Supporting Success for Students with SLD

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Session 11

Students with Autism Spectrum Disorders: Theory to Practice

Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students labeled on the Autism Spectrum? Assignment Due:

Chapter 9: Students with Autism Spectrum Disorders

Weekly Summary: # 11

Hybrid Component

Forum # 11

Inclusion Paper Draft

Session 12

Students with Deafness and Hearing Loss and Students with Visual

Impairments: Theory to Practice

Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students with Deafness/Hearing Loss and students with Visual Impairments?

Preparation for Next Class Session

Chapter 11: Students with Deafness and Hearing Loss

Chapter 12: Students with Visual Impairments

Weekly Summary: # 12 (Chapter 11 & Chapter 12)

Hybrid Component

Inclusion Paper Final

SPRING 2019

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Session 13

Physical Disabilities, Multiple Disabilities & Other Health Impairments (OHI): Theory to Practice Essential Question: What are the implications of the IDEA definitions and outlined characteristics on the academic achievement of students with Physical Disabilities, students with Multiple Disabilities and students labeled as OHI? Assignment Due:

Chapter 13: Students with Physical Disabilities & OHI

Chapter 14: Students with Multiple Disabilities

Weekly Summary: # 13 (Chapter 13 & Chapter 14)

Hybrid Component

Forum 13

Article, Re-visit Disability vs. Different Ability

Video: Other Health Impairements

PowerPoint 13: RTI, UDL, DI

Session 14

Special Education: Disability vs. Different Ability Essential Question: What is special education? Response to Intervention (RTI), Universal Design for Learning (UDL) & Differentiated Instruction (DI) Essential Question: How can we incorporate RTI, UDL, and DI to promote the educational development of all learners? Assignment Due: • Final Exam Hybrid Component

Forum 14: RTI; UDL; DI

SPRING 2019

100


EDU 510 SEL: Child/Adolescent Development and Learning – 2 credits

SELF and OTHERS

Spring 2019

COURSE INFORMATION

Instructor: Dana Gathers, Ph.D.


Office: Adjunct Office – 7th Floor

Office Hours: By Appointment

Course Description

Focus on acquiring a range of teaching strategies derived from an examination of pertinent psychological theories and research. Analysis of major

theoretical perspectives that guide current teaching methods with reference to classroom applications. Topics include but not limited to: the process of

acquiring and using knowledge, perceptual recognition, attention, memory, imagery and language, student assessment and evaluation. Consideration of

identifying children/adolescents with special needs, with emphasis on the psychological basis of suitable curricula adaptations and methods, including

the use of assistive and instructional technology to improve the capabilities of individuals with disabilities.

Learning Objectives To fulfill requirements of this course, candidates are expected to:


SPRING 2019

101

1. Describe similarities and differences in human development and the characteristics between and among individuals with and without special

needs.

2. Describe how special needs can interact with the domains of child development and apply this knowledge in order to respond to varying

abilities and behaviors of K-12 students.

3. Apply child development knowledge by analyzing a student case study and develop solutions in order to maximize learning.

4. Analyze how assistive and instructional technology can be used to improve the learning of all students, including students with disabilities.

Additionally, course discussions, activities, and assignments are aligned with the following subareas and objectives of the NYS Teacher Certification

Exam – CST Students with Disabilities (960), Subarea I – Understanding and Evaluating students with disabilities

0002 Understand the effects of disabilities on human development and learning.

0004 Understand purposes, methods, and procedures for identifying students with disabilities and evaluating their progress.

Subarea II – Understand methods of planning and managing teaching and learning environments for individuals with disabilities.

0006 Understand methods of planning and managing teaching and learning environments for

individuals with disabilities.

0007 Understand principles of curriculum development and instructional planning for students

with disabilities.

0008 Understand principles and methods involved in individualizing instruction for students with

disabilities.

0009 Understand strategies and techniques used to promote students’ language arts skills in a

variety of settings.

Required Readings

Woolfolk, A., Educational Psychology (13th Edition), Boston, MA: Pearson. ISBN: 9780134013527.

Additional readings will be posted on Moodle or distributed in class.

Use of Moodle

This course is requires students to participate in web-based exercises, which will be included in computing their grade. A Moodle course web site

(http://moodle.mcny.edu) has been developed for this course, which includes: course assignments, additional web links, multimedia resources, and

links to the discussion forum. Additional web resources may be added to the page throughout the semester. A copy of this syllabus is also available. In

combination, this syllabus and the Moodle course shell explain all the requirements for this course.

Attendance Policy


SPRING 2019

102

Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in class

discussions. Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work.

Students who accumulate 3 absences are jeopardizing their good standing and are in danger of failing. Students who accumulate excessive absences or

lateness may be recommended for withdrawal. Any student who has missed the first 2 sessions per class in a term will not be allowed to begin classes.

Throughout the semester you will be expected to participate in class as demonstrated through various activities. These activities include but are not

limited to readings, class discussions, group and independent activities. We are a community of teachers and learners; attendance is mandatory in order

to create and maintain a collaborative atmosphere. Furthermore, active participation in online work is essential for your learning in this course. Take

your responsibility seriously online, just as you would in class. Absences and excessive tardiness in online class sessions will affect your grade.


The College expects academic honesty from students and instructors. Students have the obligation both to themselves and to the College to make the

appropriate College representative aware of instances of academic deceit or dishonesty. Generally, this entails making the situation known to the

instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are responsible for enforcing the stated academic standards of

the College. Instances of violating academic standards might include, but are not necessarily limited to, the situations outlined below:

Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating includes the attempt to use or the actual use of any

unauthorized information, educational material, or learning aid in a test or assignment. Cheating includes multiple submission of any academic exercise

more than once for credit without prior authorization and approval of the instructor.

Plagiarism is presenting someone else’s work as though it is your own. In an academic community the use of words ideas, or discoveries of another

person without explicit, formal acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must

engage in standard academic practices such as putting quotation marks around words that are not their own, employing the appropriate documentation

or citation and including a formal acknowledgement of the source in the proper format. Students are expected to use the proper APA format for

citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/.



Collusion comprises assisting any of the above situations or performing work that another student presents as his or her own.

For the complete policies of academic and student conduct of the MCNY student handbook, please visit


ASSESSMENT




SPRING 2019

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ASSIGNMENTS GRADE POINTS

Class Attendance/Participation 14 points

Entrance Tickets (3) 12 points

Child Study Paper 100 points

Final Exam 24 points

150 points possible

Entrance Ticket

The purpose of this assignment is to reflect and apply new concepts and knowledge to your teaching practice. Additional information will be discussed

and distributed in class.

Child Study of a Student with a Disability: In the first week of your field placement, choose a student with an identified learning disability to

observe and interact with. You will integrate this assignment into your Constructive Action and its documentation for the EDU 510 PUR – Observation

and Participation in School and Community Settings course. The case study project will be graded based on the outlined directions below and the

rubric-scoring guide.

Final Exam

The purpose of this assignment to assess your knowledge gained throughout the semester based on the information presented throughout our class

sessions.

COURSE SCHEDULE

Date Class Session Topic

Session 1

1/10 Introduction

Essential Question: What is culture?


Entrance Ticket #1 – Teaching Philosophy

Session 2 Student Culture, Teaching & Learning

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1/17 Essential Question: In what way does student culture impact teaching and learning?


Read: Woolfolk (TBA)

Session 3

1/24

ONLINE

Student Culture, Teaching & Learning

Essential Question: In what way does student culture impact teaching and learning?


Entrance Ticket #2 – Classroom Cultural Analysis

Session 4

1/31 Student Culture, Teaching & Learning

Essential Question: In what way does student culture impact teaching and learning?


See, Think, Feel Observation (Round 1)

Session 5

2/7 Culture and Language Development

Essential Question: How can we effectively support language development?


See, Think, Feel Observation (Round 2)

Student Literacy Data

Session 6

2/14

ONLINE

Instructional Decision Making

Essential Question: How can use student data and cultural experiences to influence

lesson plan activities?


Entrance Ticket #3: Scholarly Article Synopsis

Session 7

2/21

Cognitive Perspectives of Learning

Essential Question: According to Piaget, how does children’s thinking differ at each of

the 4 stages of cognitive development?



Session 8

2/28

Sociocultural Theory of Learning

Essential Question: According to Vygotsky, what is the role of culture in students’

cognitive development?


Lesson Plan Draft #1

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Session 9

3/7

ONLINE

Compare & Contrast: Vygotsky & Piaget

Essential Question: How are the theories of Vygotsky and Piaget similar and different?



Session 10

3/14 Culture, Language, Development & Instructional Decision Making




Child Study Rough Draft


Session 11

3/21

Culture, Language, Development & Instructional Decision Making




Child Study Rough Draft


Session 12

3/28

ONLINE

Teaching Culturally and Developmentally Responsive Lessons

Essential Question: How can we effectively support all learners?

Session 13

4/4 Teaching Culturally and

Developmentally Responsive Lessons

Essential Question: How can we effectively

support all learners?

CHILD STUDY PAPER

Session 14

4/11 Student Culture, Teaching & Learning

Essential Question: In what way does

student culture impact teaching and

learning?

FINAL EXAM

SPRING 2019

106


EDU 512 VAL: Social Issues and Trends in Urban Education (Online) – 2 credits

Values and Ethics

Spring 2019

COURSE INFORMATION

Instructor: Dana Gathers, Ph.D.


Office: Adjunct Office – 7th Floor

Office Hours: By Appointment

Course Description

The aim of this course is to introduce teacher candidates to the social, historical, and philosophical

foundations of the American public-school system. What are the most controversial issues facing

urban educators today? How have cultural, political, social, and economic factors shaped the history

of education in America? What are some of the philosophies of teaching and learning that have

influenced Western thinking about education over the centuries?

The course is divided into three distinct units. The first unit of the semester’s work addresses

contemporary educational issues and requires candidates to practice writing argumentative essays.

The second unit of the course covers a brief overview of the history of education in the United

States. During this phase, candidates experiment with lesson planning for a social studies class and

with videotaping themselves presenting lesson content. The final unit of the course introduces

students to some of the enduring questions that have faced educators over the ages. With short

selections from well-known philosophers as source material, candidates write critically and

reflectively about the nature of knowledge, the purposes of education, and the educational needs of a

democratic society. Included in the content of the course is information about the rights and

responsibilities of teachers and students, professional ethics, and teacher accountability.

The course is conducted on-line. All assignments are posted on the Moodle shell for the course and

must be completed and submitted no later than Sunday at 11:59 p.m. the week they are due.

Learning Objectives By completing the requirements of the course teacher candidates are expected to gain


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1 – The ability to argue persuasively on a wide range of educational issues (e.g. No Child Left

Behind, inclusion, school choice, and privatization) in speech and in writing.

2 – A knowledge of the economic, political, and social forces that have shaped the history of public

education in the United States from the 17th to the 21st century;

3 – An understanding of the philosophical theories (e.g. idealism, empiricism, pragmatism,

constructivism) that have influenced educational practice today;

4 – Information about the rights and responsibilities of teachers, professional ethics, and teacher

accountability;

5 – Practice in the use of internet resources, including websites, education research databases, and

articles that are related to the content of the course.

Required Readings

“American Educational History: A Hypertext Timeline” available at http://www.eds-

resources.com/educationhistorytimeline.html.

Noll, J.W., ed. (2012). Taking sides: Clashing views on educational issues. Seventeenth Edition.

Boston: McGraw Hill. ISBN-0078050359 and ISBN-13 9780078050350

Note: Used copies of this text can be purchased on-line.

Roosevelt, G. ed. (2011). An educational philosophies reader: Selected texts in the history of

educational thought. Self-published at Lulu.com and available on the Moodle shell.

Use of Moodle

This course is requires students to participate in web-based exercises, which will be included in

computing their grade. A Moodle course web site (http://moodle.mcny.edu) has been developed for

this course, which includes: course assignments, additional web links, multimedia resources, and

links to the discussion forum. Additional web resources may be added to the page throughout the

semester. A copy of this syllabus is also available. In combination, this syllabus and the Moodle

course shell explain all the requirements for this course.

Attendance Policy

Students are required to arrive on time and attend all scheduled classes, to complete all assignments

by the due date, and to actively participate in class discussions. Additionally, students are

responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed

work. Students who accumulate 3 absences are jeopardizing their good standing and are in danger

of failing. Students who accumulate excessive absences or lateness may be recommended or

withdrawal. Any student who has missed the first 2 sessions per class in a term will not be allowed

to begin classes.

Throughout the semester you will be expected to participate in class as demonstrated through various

activities. These activities include but are not limited to readings, class discussions, group and

independent activities. We are a community of teachers and learners; attendance is mandatory in

order to create and maintain a collaborative atmosphere. Furthermore, active participation in online

work is essential for your learning in this course. You are expected to complete assignments by the

http://www.eds-resources.com/educationhistorytimeline.html



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assigned date and respond to discussion forums in a timely manner. Take your responsibility

seriously online, just as you would in class. Absences and excessive tardiness in online class

sessions will affect your grade.


The College expects academic honesty from students and instructors. Students have the obligation

both to themselves and to the College to make the appropriate College representative aware of

instances of academic deceit or dishonesty. Generally, this entails making the situation known to the

instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are

responsible for enforcing the stated academic standards of the College. Instances of violating

academic standards might include, but are not necessarily limited to, the situations outlined below:

Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating

includes the attempt to use or the actual use of any unauthorized information, educational material,

or learning aid in a test or assignment. Cheating includes multiple submission of any academic

exercise more than once for credit without prior authorization and approval of the instructor.

Plagiarism is presenting someone else’s work as though it is your own. In an academic community

the use of words ideas, or discoveries of another person without explicit, formal acknowledgement

constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must

engage in standard academic practices such as putting quotation marks around words that are not

their own, employing the appropriate documentation or citation and including a formal

acknowledgement of the source in the proper format. Students are expected to use the proper APA

format for citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/.



Collusion comprises assisting any of the above situations or performing work that another student

presents as his or her own.

For the complete policies of academic and student conduct of the MCNY student handbook, please

visit http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf

ASSESSMENT

Teacher candidates are required to complete all assignments on time. The achievement of the

course’s objectives will be assessed through the weekly assignments posted on-line, a midterm

paper, and a final paper. The schedule for assignments is as follows:

Unit I - Weeks #2-5: Weekly argumentative essays based on James Wm. Noll, Taking Sides:

Clashing Views on Educational Issues.



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Unit II - Weeks #6-9: A series of lesson plans that candidates post on-line based on a time-line of

American educational history found at: http://www.eds-

resources.com/educationhistorytimeline.html.

In this unit candidates will also present a portion of the planned lesson to the other members of their

cohort, record and post their presentations online, and use the Moodle shell to respond to each

other’s work.

Unit III - Weeks #10-14: Weekly analytical papers written in response to selected texts from the

history of educational thought.


ASSIGNMENTS GRADE POINTS

Argumentative Essay (3) 60 points

Midterm Exam 20 points

History of Education (Lesson Plan) 10 points

History of Education (Presentation) 10 points

History of Education (Peer Evaluations - 3) 10 points

Analytical Paper (2) 20 points

Final Exam 10 points

140 points possible

WEEKLY ASSIGNMENTS

Week 1. Introduction to the course: purposes, themes, the use of the Moodle shell,

and requirements.

Review the course syllabus and expectations.

Planning ahead for Unit II: Selection of dates for candidates to choose from the timeline of

American Educational History for lesson plans and video clips due in Weeks #6-9. You should begin



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researching your chosen event well in advance of the week you will be giving your presentation so

you have time to plan your lesson.

If your last name begins with a letter from A through F in the alphabet, choose an event in

the 17th-18th century to focus your lesson on;

If your last name begins with a letter from G through M in the alphabet, choose an event in

the 19th century to focus your lesson on;

If your last name begins with a letter from N through S in the alphabet, choose an event in

the 20th century to focus your lesson on;

If your last name begins with a letter from T through Z in the alphabet, choose an event in

the 21st century to focus your lesson on.

[subject to change per cohort’s distribution of last-name-beginning letters]

Note: Each week in Unit II non-presenters will be required to study their colleagues’ lesson plans

and video clips and to post a short response to one colleague’s lesson plan and video clip.

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UNIT I – CURRENT POLICY DEBATES IN EDUCATION

Week 2. Writing an Argumentative Essay.

1. Please see Moodle for specific instructions.

Week 3. The Pros and Cons of Inclusion Legislation. 1. Read Noll, Issue 14, “Is the Inclusive Classroom Model Workable?”

2. Take a stand on this issue and write a 2-page double-spaced argumentative essay (see

TIPS).

3. Post the essay in the Assignment box on the Moodle shell.

The paper will be graded for thoughtfulness, specificity, and attention to the

conventions of standard English prose, including APA citation format (see RUBRIC).

Week 4. The Pros and Cons of Social Education.

1. Read Noll, Issue 1, “Should Schooling Be Based on Social Experiences?”

2. Take a stand on this issue and write a 2-page double-spaced argumentative essay (see

TIPS).

3. Post the essay in the Assignment box on the Moodle shell.

The paper will be graded for thoughtfulness, specificity, and attention to the

conventions of standard English prose, including APA citation format (see RUBRIC).

Week 5. Midterm Essay for Developing Effective Relationships with Key Constituencies: rights

and responsibilities of teachers, professional ethics, and teacher accountability.

1. Carefully read the discussion of teachers’ rights and responsibilities that appears

in Chapter 1 of Kenneth D. Moore’s textbook, Effective Instructional Strategies.

2. Write a 4 – 5 page, double-spaced letter to the instructor that demonstrates your

understanding of the material. Use examples from your field experience and/or

hypothetical examples to illustrate main points.

The purpose of this assignment is to demonstrate your understanding of the ethical

standards of the teaching profession and to provide evidence for the claim

that you are prepared to uphold those standards in your teaching practice.

Be sure that in reading Moore and writing your letter you exercise the analytical skills

you have been building over the course of Unit I. The letter should act as a demonstration

of both professional knowledge and academic literacy.

This midterm essay exam will be evaluated both for its CONTENT (its breadth, depth,

and power to persuade) and for its FORM (clarity, correct use of APA citation format,

and adherence to the conventions of standard written English prose).

UNIT II – AN OVERVIEW OF THE HISTORY OF THE AMERICAN EDUCATIONAL

SYSTEM

For weeks #6-9, teacher candidates will use the Forum activity on the Moodle shell to post a mini-

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lesson on an event that they find significant in their designated section of the on-line timeline of

American Educational History found at http://www.eds-

resources.com/educationhistorytimeline.html. They will also present this mini-lesson to the rest of

their cohort (who will act as model students for the proposed grade level) as a 5-minute teaching

demonstration, and record the presentation.

a) Lesson Plan. Lesson plans must be structured in the format introduced in the Purpose Seminar in

Purpose 1. They must include your name, the grade the lesson is planned for, how student

learning will be assessed, and the following steps:

i. Introduction and motivation (the lesson’s hook and/or connection)

The introduction should connect or relate the topic of this lesson to previous learning

(“Remember how last week we learned about X?”).

ii. Teaching Point/Objective and Demonstration and/or Modeling

The teaching point or objective should clearly state the topic and purpose of this lesson

(“This week we will be learning about Y”). This phase should include some kind of

demonstration to “show” the contents of the lesson.

iii. Developmental Activities/Steps (learning tasks involving reading and/or writing and/or

listening and/or speaking)

The developmental activity can be any task that will actively engage the students

(worksheet; turn and talk; group activity; etc.).

Candidates can use teaching strategies covered in other courses this semester (e.g. the Purpose

Seminar and the Systems, Self and Others, and Skills dimension courses) to plan the lesson and

engage the rest of the class. The written lesson plan will be assessed for the quality of the plan’s

pedagogy, content, and coherence.

b) Lesson Presentation. In addition to posting a lesson plan in the Forum activity of the Moodle

shell, candidates will also teach a 5-minute mini-lesson to the rest of the cohort and record the

presentation, which they will then post on YouTube (https://www.youtube.com) as a private

video clip. Candidates will enable their peers and the professor to view the YouTube video clip

via a hyperlink posted in the Forum activity. The video clip will be assessed for the candidate’s

interpretation, information, and presentation skills.

Week 6. The History of U.S. Education in the 17th and 18th Centuries: Colonial and

Revolutionary Beginnings.

1. Using the Forum activity on the Moodle shell, teacher candidates assigned to the

period from 1607 to 1800 will post plans for mini-lessons based on topics selected

from the assigned American Educational History timeline.

2. Those same candidates should also post on YouTube a private, 5-minute video clip of

themselves delivering content from the planned lesson to the rest of the cohort.

3. Non-presenters will then study the postings and will respond with a short peer

evaluation of one colleague’s lesson plan and video clip.

Week 7. The History of U.S. Education in the 19th Century: Innovations and Reforms.






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Week 8. The History of U.S. Education in the 20th Century: Origins of Progressivism. 1. Using the Forum activity on the Moodle shell, teacher candidates assigned to the







Week 9. The History of U.S. Education in 21st Century: New Directions








UNIT III– AN INTRODUCTION TO THE HISTORY OF EDUCATIONAL THOUGHT

IN THE WEST

For the assignments for weeks 10 through 13, please use the following guidelines:

Read each selection at least twice.

Annotate the text and/or take notes while you read.

As you read, mark passages that you find intriguing, perplexing, or controversial—passages

that speak to you, jump out at you, or confuse you.

Once you have completed your second reading, choose one of those passages to guide your

paper.

Continue to reread that passage, and the context in which it appears, over and over.

Use the following questions to guide your interpretation of that passage and the structure of

your paper:

1) What does it say?

Give a literal interpretation of the passage or quote you have chosen.

2) What does it mean?

Connect what that passage or quote says to:

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The broader ideas expressed in the selection from which you have

chosen the quote;

The writing of the other theorist to which you are relating the passage

or quote.

3) Why does it matter?

Explain why this quote is relevant with regard to:

The ideas or philosophies conveyed in the two selections;

Your own teaching and learning experience.

In both your thinking and your writing, be sure you have answered questions 1and 2 before

you address question 3. Assignment due: 7/15

REMINDER: All papers must explain in great depth and understanding of the articles that

you are required to read. Carefully analyze the points of the theorists that you have selected

to write about. Embed into your papers all requirements that are list.

Remember: A cover page does not count as a written required double-spaced page

Week 10. Idealism and EmpiricAism: Opposing Approaches to the Nature of Knowledge.

Read selections from the writings of Plato and John Locke in G. Roosevelt, ed., An

Educational Philosophies Reader, pp. 3-22 or in the Moodle-based PDF file. Then write

and submit (on the Assignments activity of the Moodle shell) a 2-3-page double-spaced

analytical paper that includes:

1. a quote from one of the assigned texts and your interpretation of the quote,

2. a paragraph discussing how the quote relates to another theorist’s writings, and

3. a paragraph discussing how the quote relates to your own teaching and learning

experience.

The paper will be graded for thoughtfulness, specificity, and attention to the conventions

of standard English prose, including APA citation format.

Week 11. Education for Social Resistance or for Social Progress?

Read selections from the writings of Jean-Jacques Rousseau and Horace Mann in G.

Roosevelt, ed., An Educational Philosophies Reader, pp. 23-72 or in the Moodle-based

PDF file. Then write and submit (on the Assignments activity of the Moodle shell) a 2-3-

page double-spaced analytical paper that includes:




experience.



Week 12. Vocational vs. Humanistic Education: An Ongoing Debate

Read selections from the writings of Booker T. Washington and W.E.B. Du Bois in in

G. Roosevelt, ed., An Educational Philosophies Reader, pp. 73-90 or in the Moodle-

based PDF file. Write and submit (on the Assignments activity of the Moodle shell) a 2-

3-page double-spaced analytical paper that includes:


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experience.



Week 13. Final Essay Exam: Twentieth-Century Progressivism and the Origins of

Constructivism

Read selections from the writings of John Dewey and Paolo Freire in G. Roosevelt, ed.,

An Educational Philosophies Reader, pp. 91-109 or in the Moodle-based PDF file. Then

write and submit (on the Assignments activity of the Moodle shell) a 2-3-page, double

spaced, analytical essay that includes:



3. a paragraph discussing how the quote relates to your own teaching and/or learning

experiences this semester.

The essay exam will be evaluated both for its CONTENT (its breadth, depth, and power

to persuade) and for its FORM (clarity, correct use of APA citation format, and

adherence to the conventions of standard written English prose).

Week 14. On-line. Evaluating Constructivism and Responding to Peers’ Opinions. 1. Read Noll, Issue 4, “Is Constructivism the Best Philosophy of Education?”

2. Take a stand on this issue and on the _Class forum activity of the Moodle shell post

three points supporting your views.

3. Then respond to another candidate’s arguments for or against Constructivism.

Jinx Roosevelt’s Suggested TIPS for Argumentative Essays That Meet ALST Standards 1 – Read both “sides” of the assigned issue and underline important points as you read.

2 – Make a T-chart by drawing a line down the middle of a piece of paper and labeling the left

column with the “YES” argument (copy the title from the book and include the author’s name) and

the right column with the “NO” argument (copy the title from the book and include the author’s

name). (see template on p.15)

3 – Looking over what you have underlined in the book, fill both columns with at least three points

that support each author’s argument, being sure to put quotation marks around all words that are not

your own and including the page number in parentheses after the quote.

4 –Rank the points in each column in order of INCREASING importance by putting a 1 by the least

important point and a 3 or 4 beside the most important point. (As Aristotle taught us over 2300 years

ago, it is always good to put the most important thing last. Otherwise, why will a reader read on?)

5 – Look over each column and decide which side of the argument you would like to argue in favor

of.

6 – Then make an outline on a second piece of paper. Put a I near the top, a II a few lines down, and

a III near the bottom. Label I “Introduction,” II “Body,” and III “Conclusion.” Under “II – Body”

put an A and a B indented about a half an inch, and under the A, list 1, 2, 3, and under B list 1, 2, 3.

(see template on p.16)

7 –The “A” section will include the side of the argument that you DISAGREE with; the “B” section

should include the side of the argument that you AGREE with. Roughly fill in this section of the

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outline with what you have listed in the columns on the previous “brainstorming” page. This will be

the “Body” of your essay.

8 – For the “Introduction” (Part I) you can probably find a pat phrase that you could use in almost

any argument, e.g. “The question of whether or not [fill in the words from the assigned issue] is an

important question for today’s citizens to debate” (or “ for the future of democracy” or “for anyone

concerned about American education today.”) Follow this with one to three sentences that answer

the question: “WHY is it important?”

9 – Now (and only now) are you ready to write. First, copy out your opening paragraph introducing

the reader to the issue.

10 – The second paragraph (which will contain the view that you are going to argue against) can

begin with something like “[So-and-so] maintains that” and use the words from the assigned text to

identify the side of the argument you disagree with. Then develop the paragraph with the arguments

supporting the opposing view that you have listed in steps 4-7 above.

11 – The third paragraph, where you shift to your own side of the debate, could begin with a

transition sentence like “I, however would argue that . . .” or “I agree with [so-and-so] and support

the view that . . .”, and finish the sentence with the wording from the text that states your own view.

Again develop the paragraph with the points listed in steps 4-7 above.

12 – You can use “first,” “second,” and “third” as threading words to go from one point to the next,

or phrases such as “Such people would also argue that” when you are discussing the opposing view,

and “Another important reason” when discussing your own view.

13 – Be sure that while supporting your side of the argument you also point out any areas in which

the opposing argument is weak, flawed, or fallacious. In other words, you argument should be both

critical (of the opposing side) and constructive (reconstructing and augmenting the argument of the

side you wish to argue for).

14 – Your conclusion can be very simple – either a “clincher” sentence or a statement about how the

issue relates to current educational concerns.

15 – Read the essay over, polish it up, and you’re done!

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Argument Essay T-Chart

YES NO

Author:

Author:

Title:

Title:

POINTS:

POINTS:

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Argument Essay Outline

I. Introduction

II. Body

A) DISAGREE

1.

2.

3.

B) AGREE

1.

2.

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3.

III. Conclusion

Recommended Websites

http://www.ed.gov The United States Department of Education

http://www.nces.ed.gov National Center for Educational Statistics

http://www.nysed.gov New York State Department of Education

http://www.nycenet.edu New York City Board of Education

http://www.uft.org/ The United Federation of Teachers (union)

http://metropolitan.edu/library/library1.php MCNY Library

http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html#statement New York State Code

of Ethics for Educators

http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf “No Child Left Behind Act of 2001”

Recommended Readings

Beals, M.P. (1994). Warriors don’t cry: As searing memoir of the battle to integrate little rock's

central high (New York: Pocket Books).

Bowles, S. and Gintis, H. (1976). Schooling in Capitalist America: Educational Reform and the

Contradictions of Economic Life. New York: Basic Books.

Cohen, A. & Jordan J. (1996). "Metropolitan college of New York‘s system of education: purpose-

centered education" In Sam Stringfield, et. al., eds., Bold plans for school restructuring: the

new American schools design. Mahwah: Lawrence Erlbaum Associates.

Cremin, L. A. (1988). American education: the metropolitan experience, 1876-1980. New York:

Harper and Row.

------ (1970) American education: the colonial experience, 1607-1783. New York: Harper and Row.

------ (1961). The transformation of the school: progressivism in American education, 1876- 1957.

New York: Vintage Books.

Darder, A., Torres, R. D. & Gutierrez, H. (1997). Latinos and education. New York: Routledge.

Darling-Hammond, L.& Bransford, J., eds.(2005). Preparing teachers for a changing world: what

teachers should learn and be able to do. (San Francisco: Jossey-Bass).

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New

York Press.

http://www.ed.gov/

http://www.nces.ed.gov/

http://www.nysed.gov/

http://www.nycenet.edu/

http://www.uft.org/

http://metropolitan.edu/library/library1.php

http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html#statement

http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

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Dewey, J. (1959). Dewey on education: Selections. Martin S. Dworkin, ed. (New York: Teachers

College Press).

Gutmann, A. (1987). Democratic education (Princeton: Princeton University Press).

Hirsch, E.D. (1988). Cultural literacy: What every American needs to know (New York: Vintage).

Hopkins, R. (1997). Educating black males: critical lessons in schooling, community, and power.

Albany: State University of New York Press.

Jackson, P.W. ((1986). The practice of teaching. (New York: Teachers College Press).

Kozol, J. (1991). Savage inequalities: children in America's schools. New York: Crown Publishers.

Montessori, M. (1912). Full text on-line at

digital.library.upenn.edu/women/montessori/method/method.html

Neill, A.S. (1977). Summerhill: A radical approach to child rearing (New York: Pocket Books).

Plato (1968) The Republic. Trans. Allan Bloom. (New York: Basic Books).

Ravitch, D. (2000). Left back: a century of battles over school reform (New York: Simon &

Schuster).

- - - - (2010). “Why I Changed My Mind,” The Nation, June 14, pp. 20-24.

Tyack, D. B. (1974) The one best system: a history of American urban education. Cambridge, Mass.:

Harvard University Press.

Webber, T. (1978). Deep like the rivers: education in the slave quarter community 1831- 1865. New

York:W.W. Norton and Company, Inc.

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AUDREY COHEN SCHOOL FOR HUMAN SERVICES AND EDUCATION

Edu 512 SKI - Teaching and Learning Mathematics with Technology

in Grades 1-3 (3 Credits)

COURSE INFORMATION

Instructor: Dr. Eric Fuchs Phone: 212-343-1234, ext 2441 Email: [email protected] Office: Manhattan Campus, 8th floor, Rm 822 Office Hours: Wednesdays, 7:00pm -7:45pm, for this class

COURSE DESCRIPTION: This course will provide you with the skills and knowledge you need to teach math to students in

grades 1-3 in New York City public schools. On successful completion of this course, you will

possess a thorough knowledge of the math content up to grade 5, as outlined by the New York

State Common Core Standards.

Since you cannot teach a subject you are not thoroughly familiar with, in both courses (Purpose 1

and Purpose 2) you will be required to continue improving your mathematical skills and

demonstrate proficiency of the mathematics subjects that you will be teaching in grades 4-6 under

the new Common Core Standards.

A guiding principle of this course is this: To teach math with depth and understanding, you must

have the knowledge and skills for three grades above the grade you are teaching. Consequently, in

this course, you are expected to master the math content in grades 1-5 in New York City public

schools.

Because the MSED program prepares you for dual certification, this course will emphasize how to

teach math to all children, including those with disabilities.

This course will help you understand a constructivist approach toward math education. The social

context for teaching math includes discussion of equality, diversity, and inclusiveness.

With computer technology widely prevalent nowadays, and with students frequently more

technologically proficient than their teachers or other adults, you must learn how to use technology

in a classroom to facilitate student understanding of mathematical concepts, and to provide the

students with a venue to practice their mathematical skills not only in the classroom but also at

home. The students are expected to use technology to do their homework and for checking the

accuracy of their responses.

Infusion of technology in the classroom has been found effective not only when teaching regular

classroom students but also when teaching students with disabilities. Consequently, in this class

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you will learn how to use Smart Board technology and its applications and how to use other

application software available on the net. You will learn to use the National Library of Virtual

Manipulatives (NLVM) as a teaching tool and you will continue working with IXL both as a

teaching and assessment tool.

This course places a special emphasis on learning how to differentiate instruction and obtain the

knowledge and skills to teach students with disabilities. This will require you to “think outside the

box”: to understand WHY some students do not understand a concept that you’ve already

explained and to learn how to teach mathematics concepts in a way that is understandable to ALL

the students in the classroom, while accounting for students’ different skills and abilities, prior

knowledge (or lack thereof), cognitive impairments, different processing skills and different

learning styles.

The methodology incorporates learner-centered workshops; cooperative group work; critique; use

of computer and digital technology, including assistive technology and designing; and in-class

presentation of lesson plans.

LEARNING OBJECTIVES: At the end of this course you will

1. Have a thorough knowledge of the math concepts covered in grades 1-5

2. Be familiar with national and state standards and use them in lesson planning

3. Know how children (and adults) learn elementary math

4. Be able to plan appropriate math lessons for students in grades 1-3

5. Understand the use of instructional and assistive technology to teach math

6. Know how to assess students’ progress in math

7. Know how to adapt your lessons to the needs of all students, including students with

disabilities

REQUIRED READINGS:

1. Van de Walle, J. (2009). Elementary and Middle School Mathematics: Teaching

Developmentally. Pearson. ISBN: 9780205573523.

2. Burns, M. (2007). About Teaching Mathematics: A K-8 Resource. Sausalito, CA: Math

Solutions. ISBN: 9780941355766

3. Fosnot, C. and Dolk, M. (2001). Young Mathematicians at Work: Constructing Early

Number Sense, Addition and Subtraction Portsmouth, N.H.: Heinemann Press. ISBN:

9780325003535.

4. Fosnot, C. and Dolk, M. (2001). Young Mathematicians at Work: Constructing

Multiplication and Division. Portsmouth, N.H.: Heinemann Press. ISBN: 9780325003542.

5. Other readings as distributed in the classroom

Recommended Readings: Sliva, Julie A. (2004). Teaching inclusive mathematics to special learners, K-6. Thousand Oaks,

CA: Corwin Press, Inc.

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Connor, David J and Valle, Jan W. (2011). Rethinking disability: A disabilities studies approach to

inclusive practices. New York, NY: McGraw Hill.

Hiebert, J. (1997). Making sense: Teaching and learning mathematics with understanding.

Portsmouth, N.H.: Heinemann Press.

National Council for Teachers of Mathematics (NCTM) Standards. (2000).

URL: http://standards.nctm.org/

New York State Learning Standards. (2004). The New York State mathematics and science

standards are under revision. The link below lists both the current mathematics standards and the

proposed standards. Mathematics Standards Committee URL: http://www.emsc.nysed.gov/msc/

Koelner, K. Colsman, M.& Risley, R. (2011). Multidimensional Assessment: Guiding Response in

Intervention in Mathematics. Council for Exceptional Children / Nov, Dec 2011

Burns, M. (2004) Writing in Math. Educational Leadership.

Elementary Mathematics Programs

ARC Center: The ARC Center is a collaboration between the Consortium for Mathematics and Its

Applications (COMAP) and the three National Science Foundation supported elementary

mathematics curriculum projects: • Investigations in Number, Data, and Space • Everyday

Mathematics • Math Trailblazers http://www.comap.com/elementary/projects/arc/aboutarc.htm

Connected Mathematics Project (6-8) (CMP) Developer: Michigan State University. Publisher:

Prentice Hall. URL: www.msu.edu/cmp

Everyday Mathematics (K-6) Second Edition. (2001-2002) Developer: University of Chicago

School Mathematics Project (UCSMP). Publisher: Everyday Learning. URL:

http://everydaymath.uchicago.edu

Everyday Mathematics Sampler Pack K-5: Overview, Sample lessons, Chart of content, and Chart

for month-by-month “Guideposts.” (One set supplied to each student.)

TERC: Investigations in Number, Data, and Space (K-5) Developer: TERC. Publisher:

Scott Foresman. URL: http://investigations.terc.edu/map/index.cfm

Useful Websites National Council for Teachers of Mathematics (NCTM) Standards. (2000).

URL: http://standards.nctm.org/

New York State Learning Standards and Common Core for Mathematics (2011):

http://www.p12.nysed.gov/ciai/mst/math/standards/

ARC Center: The ARC Center is a collaboration between the Consortium for Mathematics and Its

Applications (COMAP) and the three National Science Foundation supported elementary

mathematics curriculum projects: • Investigations in Number, Data, and Space • Everyday

Mathematics • Math Trailblazers http://www.comap.com/elementary/projects/arc/aboutarc.htm

Connected Mathematics Project (6-8) (CMP) Developer: Michigan State University. Publisher:

Prentice Hall. URL: www.msu.edu/cmp

http://standards.nctm.org/

http://www.emsc.nysed.gov/msc/

http://www.comap.com/elementary/projects/index.html


http://www.comap.com/elementary/projects/arc/aboutarc.htm

http://everydaymath.uchicago.edu/

http://investigations.terc.edu/map/index.cfm


http://www.p12.nysed.gov/ciai/mst/math/standards/



http://www.comap.com/elementary/projects/arc/aboutarc.htm

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Everyday Mathematics (K-6) Second Edition. (2001-2002) Developer: University of Chicago

School Mathematics Project (UCSMP). Publisher: Everyday Learning. URL:

http://everydaymath.uchicago.edu

Everyday Mathematics Sampler Pack K-5: Overview, Sample lessons, Chart of content, and Chart

for month-by-month “Guideposts.” (One set supplied to each student.)

TERC: Investigations in Number, Data, and Space (K-5) Developer: TERC. Publisher:

Scott Foresman. URL: http://investigations.terc.edu/map/index.cfm

ADDITIONAL MATERIALS: Additional readings will be assigned during class sessions or posted on Moodle. USE OF MOODLE: This course is requires students to participate in web-based exercises, which will be included in computing their grade. A Moodle course web site (http://moodle.mcny.edu) has been developed for this course, which includes: course assignments, additional web links, multimedia resources, and links to the discussion forum. Additional web resources may be added to the page throughout the semester. A copy of this syllabus is also available. In combination, this syllabus and the moodle course shell explain all the requirements for this course. Faculty will inform the class of the web requirements and the course schedule for individual sections of this course. IF A HYBRID COURSE INCLUDE STANDARD DESCRIPTION: Hybrid Course Format for a 3 credit course: All hybrid courses will be taught in the following format on a weekly basis:

2 credits will be delivered in a traditional

onsite classroom for 1 hour and 50 minutes

1 credit will be mediated or monitored via

Moodle.

Note: Each week's required online activity (or activities) will be equivalent to 50 minutes of in-class learning time. It is separate and distinct from any homework you may receive in this course. Please follow the course dates to see which activity corresponds with each week.

Additional website links will be distributed in the classrooms

ASSESSMENT

Grades will be computed based on a combination of the following:

http://everydaymath.uchicago.edu/

http://investigations.terc.edu/map/index.cfm


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Examinations Midterm……………………………………………….……..15% Final exam ……………………………….…………………25% Working on line Weekly necessary 120 minutes…………………….20%

Participation………………………………………………….25%

Attendance……………………………………………………15%

ATTENDANCE POLICY

According to the MCNY Student Manual: Students are required to arrive on time and attend all scheduled classes, to complete all assignments by the due date, and to actively participate in class discussions. Additionally, students are responsible for knowing missed material. Faculty need not offer make-ups or extensions for missed work. Students who miss multiple classes may jeopardize their good standing. Students who accumulate excessive absences or lateness may be recommended for withdrawal.

STANDARDS OF ACADEMIC CONDUCT AND STUDENT INTEGRITY The College expects academic honesty from students and instructors. Students have the obligation both to themselves and to the College to make the appropriate College representative aware of instances of academic deceit or dishonesty. Generally, this entails making the situation known to the instructor, and if needed, to the Dean of the student’s school. Likewise, faculty members are responsible for enforcing the stated academic standards of the College. Instances of violating academic standards might include, but are not necessarily limited to, the situations outlined below:

Cheating – Receiving or providing unapproved help in any academic task, test or treatise. Cheating includes the attempt to use or the actual use of any unauthorized information, educational material, or learning aid in a test or assignment. Cheating includes multiple submission of any academic exercise more than once for credit without prior authorization and approval of the instructor.

Plagiarism is presenting someone else’s work as though it is your own. In an academic community the use of words ideas, or discoveries of another person without explicit, formal acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must engage in standard academic practices such as putting quotation marks around words that are not their own, employing the appropriate documentation or citation and including a formal acknowledgement of the source in the proper format. Students are expected to use the proper APA format for citations. An online APA manual can be found at: http://www.dianahacker.com/resdoc/. Fabrication involves inventing or falsifying any data, information, or records.


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Obstruction is impeding the ability of another student to perform assigned work. Collusion comprises assisting any of the above situations or performing work that another student presents as his or her own. For the complete policies of academic and student conduct of the MCNY student handbook, please visit http://www.mcny.edu/pdfs/studentservices/MCNY_Student_Handbook.pdf

Technology The use of technology is an important component of learning, teaching, and assessment in this class. Three class sessions will be conducted on-line, based on assignments distributed in the classroom.

The dates of the on-line classes will be coordinated with students and announced in class and on Moodle. NOTE. The instructor might change the on line assignments to adapt to individual mastering of mathematics skills.

PART I – INTRODUCTION

Session # 1. Introductions and overview of goals -Overview of the themes of the course, the assignments, and the required texts.

-Perceptions of math knowledge and math education.

-Introduction to Khan Academy and to IXL

-Assign IXL names and password

Standards

- New York States Learning Standards for Common Core State Standards for teaching elementary

math: http://engageny.org

- State standards: http://www.emsc.nysed.gov/3-8/mscreport.doc - The National Council for Teachers of Mathematics (NCTM) standards: http://standards.nctm.org/

- International Society for Technology in Education (ISTE) through the National Educational

Technology Standards (NETS) for Teachers. http://cnets.iste.org/ncate/n_fac-stands.html

Introduce the professional organization: National Council for the Teachers of Mathematics (NCTM)

http://www.nctm.org/ Homework:

IXL Grade 4: P6

IXL Grade 5: A2, A10, C6, D2

Readings:

Van de Walle, Chapter 1: Teaching Mathematics in the Era of the NCTM Standards.

Burns, p. 5-6: You Can’t Teach What You Can Not Understand


http://engageny.org/

http://www.emsc.nysed.gov/3-8/mscreport.doc


http://cnets.iste.org/ncate/n_fac-stands.html

http://www.nctm.org/

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Become familiar with standards and math websites

Session #2. Teaching and learning as development—for the child and the teacher.

-Strategies and models in a teaching/learning framework.

-Introduction to manipulatives.

-Integrating children with disabilities in an inclusive classroom

-Progression from concrete to iconic to abstract.

Overview of Mathematics Programs

-Everyday Math

- TERC: Investigations in Number, Data, and Space (K-5): Overview.

http://investigations.terc.edu/curr/currOverview.cfm

See Sample packs from Everyday Math and TERC Grade level texts (In the MCNY Library).

Introduction to Singapore Math

Assessment of grade 1-5 math skills

Homework:

IXL Grade 3: K2, K4, L3, L4

IXL Grade 4: M1, M2

IXL Grade 5: L4, L5,

Readings:

Van de Walle, Chapter 9: Developing Meaning for the Operations (pp.154-164)

Fosnot & Dolk (Addition/Subtraction book), Chapter 1: “Mathematics” or “Mathematizing,”

Van de Walle, Chapter 3: Teaching Through Problem Solving.

Burns, p. 5-6: You Can’t Teach What You Can Not Understand

Achieve familiarity with Common Core standards

PART II – MATH CONTENT KNOWLEDGE and MATH KNOWLEDGE FOR TEACHING

Session #3 Operations with integers. This Class will be conducted on line.

-The number line

-Natural numbers, whole numbers, integers, rational numbers

-Addition, subtraction, multiplication, division – integers only

-Power and roots – integers only

-Order of operations

Homework:

IXL Grade 4: H1, H2, H3, H4, P17, P18

IXL Grade 5: Q1, Q2, Q3, Q4, Q5

Readings:

Van de Walle, Chapter 10: Helping Children Master Basic Facts (pp.177-185)

Fosnot and Dolk (Addition/Subtraction), Chapters 7: Algorithms vs. Number Sense

Fosnot and Dolk (Addition/Subtraction), Chapters 8: Developing Efficient Computation

with Mini lessons

http://investigations.terc.edu/curr/currOverview.cfm

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Sessions #4. Operations with fractions.

- The concept of a fraction

- Decimals and percentages as fractions

- Equivalent fractions

- Conversions from mixed numbers to improper fractions and vice versa

- Simplification and amplification

- Solving proportions

- Addition and subtraction of fractions and mixed numbers

- Multiplication and division of fractions and mixed numbers

Homework:

IXL Grade 4: Q1, Q2, Q3, Q4, Q5, Q7, Q8, Q9

IXL Grade 5: M5, M6, M9, M10, M13

Readings:

Van de Walle, Chapter 15: Developing Strategies for Fractions Computations (pp 309-327)

Sessions #5. Operations with fractions.

Session #6. Other topics in elementary math

- Algebraic Thinking

- Measurements

- Geometry

- Probability

Homework IXL Grade 5: V1, V2, V3, V4, P21, P22, G1, G2, G3, G4, I1, I2

Readings:

Van de Walle, Chapter 14: Algebraic Thinking (pp.254-280)

Session #7 Operations with decimals and percentages

- Addition and subtraction

- Multiplication and division

- Conversions between fractions, decimals and percentages

Homework:

IXL Grade 4: U1, U2, U3, U6, U8, U9

IXL Grade 5: G1, G2, G6, V9, V10, V11

Readings:

Van de Walle, Chapter 12: Developing Strategies for Whole-Number Computation

(pp.226-237)

PART III – PEDAGOGICAL MATH CONTENT KNOWLEDGE

Session #8 Use of technology in elementary classroom

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-Providing context

-Instructional software

-Web resources

-Using assistive technology to achieve differentiated instruction

-Using assistive technology to cater to children with disability

Homework:

IXL Grade 3: N1, N2, N3, N4, N5, N6, N7, N8, N9, N10, N11

Readings:

Van de Walle, Chapter 7: Using Technology to Teach Mathematics

From the listing of websites given to you, select the ones you would like to use in your classroom

giving a brief explanation as to why you selected them.

Session #9. Developing number sense, counting and place value

-What is number sense?

-Emerging strategies: Counting.

-Sorting activities

-Place value

-Number line

-Addition and subtraction

Homework: IXL Grade 1: A15, A11, I1, I2, I3, I4

IXL Grade 2: A9, A10, B2, D1, D2, D3, M1, M2, M3, M7, M8

Readings:

Van de Walle, Chapter 8: Developing Early Number Concepts and Number Sense

Van de Walle, Chapter 11: Developing Whole Number Place-Value Concepts

Fosnot & Dolk (Addition/Subtraction book) Chapter 3: Number Sense on the Horizon

Session #10. Teaching addition and subtractio

- Models

- Strategies

- The number line

- Mental math

- Learning the facts

Homework: IXL Grade 2: L2, L4, L5, M1, M2, M7

IXL Grade 3: C3, D3

IXL Grade 5: M6, M8

Readings:

Van de Walle,. Chapter 9: Developing Meaning for the Operations (pp.145-153)

Fosnot and Dolk, (Addition/Subtraction) Chapters 5: Developing Mathematics Models

Fosnot and Dolk, (Addition/Subtraction) Chapters 6: Addition and Subtraction Facts on the

Horizon

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Session #11. Teaching multiplication and division

Operations (Part 2): Multiplication and Division for primary grades

- Models

- Teaching multiplication facts

- Mental math

- Teaching for understanding

- Multiplication and division algorithms

Homework IXL Grade 3: E3, E4, E5, R6, R7, R8, G4, G10

IXL Grade 4: D7, D10, E6, E7, E8, S2, S3

Readings:

Van de Walle. Chapter 12: Developing Strategies for Whole-Number Computation (pp.226-

237)

Session # 12 (March 29) Teaching Fractions, Geometry, Measurement, Statistics and

Probability

- Teaching algebraic thinking

- Teaching measurements

- Teaching geometry

- Teaching probability

IXL Grade 4: J2, J4, T4, T7, R5, R6, R9, V3, V4,

IXL Grade 5: B14, B15, B16, B17, Y1, Y4

Readings:

Burns, p. 363: Questions Teachers Ask. (Add your own question if you have one).

Session # 13 Review and preparation for the final exam

Session #14 Final exam (no calculators)

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EDU 520 COM – Reading Instruction for Primary Grades

Communications

Douglas Keyzer [email protected]

Overview

This course focuses on teaching the language-related processes with special emphasis on developmental reading instruction including the characteristics of learners with disabilities as well as English Language Learners (ELLs). Importance will be placed on building a personal philosophy based upon your interpretation of research-validated methods of instruction and the diversity of the students you are teaching in order to prepare every student to become college and career ready. Importance will be placed on the practices of reading instruction: curriculum, basic reading strategies, diagnostic teaching, classroom organization, assessment of reading programs, Response to Intervention (RTI), and use of assistive and instructional technology for improvement of learning for all students including students with disabilities. Special consideration will be given to the examination of a literature- response approach appropriate for diverse cultural groups, individual learning styles, special academic support for enrichment and remediation, and effective language approaches. Exploration of the writing process and the integration of reading and writing instruction will be emphasized.

Objectives

To fulfill the requirements of this course, you are expected to:

Understand the stages of reading development in young children and learners with

disabilities.

Study methodological approaches to fostering literacy in young children and learners with

disabilities.

Examine early intervention programs as well as specialized reading techniques.

Examine assistive and instructional technology for improvement of learning for all students

including students with disabilities.

Develop skills for creating and effectively managing a Constructivist classroom.

Learn how to set instructional goals through the ongoing process of assessment from

multiple sources.

Integrate specific teaching methods and classroom strategies in the teaching of reading that

are needed to prepare you as a prospective teacher for success in an inclusive classroom.

Required Readings: Texts

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Gunning, T., Creating Literacy Instruction for All children Grades Pre-K to 4. (2nd Edition), Allyn & Bacon. ISBN: 9780132685818

Recommended Readings:

Blevins, W. (2006). Phonics from A to Z, 2nd Edition. Scholastic Teaching Resources. ISBN: 13:978-0-43984511-3

Blachowicz, P., Fisher, P., Ogle, D., Watts Taffe, S. (2013). Teaching Academic Vocabulary K-8 The Guildford Press. ISBN 978-1-4625-1029-0

Parker, E. (2014) Teaching the Core Skills of Listening and Speaking. ASCD.ISBN 978-1-4166-1756-3

Research Articles – To be assigned as required

Buteau, G. & True, M. (2009). Differentiating instructional strategies to support English language learners. New England Reading Association Journal, 44, 23-25.

Compton-Lilly, C. (2008). Teaching struggling readers: Capitalizing on diversity for effective learning.

The Reading Teacher, 61, 668-673.

Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58 (3), 272280.

Risko, V. J., & Walkier-Dalhouse, D. (2010) Making the most of assessments to inform instruction. The Reading Teacher. 63, 420423.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

Wilfong, L. G. (2008). Building fluency, word-recognition ability, and confidence in struggling readers: the poetry

Learning Disabilities on the Internet Adaptive Technology Resource Centre www.utoronto.ca/atrc/reference/tech/techgloss.html Alliance for Technology Access www.ATAaccess.org Apple Computer Disability Solutions Page www.apple.com/education/k12/disability CEC www.cec.sped.org Common Core Curriculum Standards www.engageny.org

http://webcapp.ccsu.edu/u/faculty/TurnerJ/NERA-V44-N2-2009.pdf

http://webcapp.ccsu.edu/u/faculty/TurnerJ/NERA-V44-N2-2009.pdf

http://www.utoronto.ca/atrc/reference/tech/techgloss.html

http://www.ataaccess.org/

http://www.apple.com/education/k12/disability

http://www.cec.sped.org/

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LDResources.com www.ldresources.com National Information Center for Children and Youth with Disabilities (NICHCY) www.nichcy.org Office of Special Education & Rehabilitated Services www.ed.gov/offices/OSERS

COURSE ASSESSMENTs:

Attendance, lateness & participation 15%

Literary Lessons Project 25%

Mid Term Exam 30%

Final Exam 30%

100%

Attendance:

Students are expected to attend all classes. On-time attendance is crucial and any absences will affect your final grade. Whenever unusual circumstances make regular attendance impossible, the student should consult with the instructor to make special arrangements. Importance will be placed on observation of whether a student arrives late, leaves early and during class for extended periods of time, or engages in unassigned computer work or uses the IPhone during class time.

Attendance & Participation:

Active regular class participation, completion of chapter quizzes, constructive input, and involvement in group work are a crucial part of this course. Importance will be placed on observation of whether a student arrives late, leaves early and during class for extended periods of time, or engages in unassigned computer work or uses the IPhone during class time.

New York State Certification Exams:

There are two state certification exams directly related to the content and skills presented in this course. The first is the EAS (Educating All Students), and the second is the edTPA (Educational Teacher Performance Assessment). Course requirements are directly related to preparing candidates for taking these exams.

COURSE ASSIGNMENTS:

All homework and class assignments will provide experience answering selected and focused response-type questions on the EAS exam. The EAS also requires extended writing response items as found on both the mid-term and the final exam. The knowledge

http://www.ldresources.com/

http://www.ed.gov/offices/OSERS

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and skills measured on state exams are acquired, practiced and applied during the field experiences in Purpose 1, 2 and 3.

Literacy Plan Project:

The purpose of this project is to measure your ability to create a research lesson plan based on evidence about reading instruction for all students including students with disabilities. This will help you implement literacy planning that is rooted in these beliefs and consistent with your own philosophy. This will help you become more effective as a teacher of literacy.

Grading for this assignment will be determined by your ability to demonstrate academic literacy skills and integration of the methods and strategies used for teaching literacy to students in the primary grades.

Your Lesson Plan Project will be to create a lesson utilizing the research and

methods researched within the course and then prepare a constructed response and reflection of the materials. This should reflect competency of both skills and evidence-based research.

MID TERM EXAM: (Session 6) This exam will cover the first half of the course. It

will cover major theories, emerging literacy skills, phonetic word attack skills, word knowledge and vocabulary. It will consist of the same type of questions you will find on state certification exams.

FINAL EXAM: (Session 13) This exam will cover the second half of the course. It

will include comprehension, composing, strategies, types of programs, assessment and software/internet application. It will consist of the same type of questions you will find on state certification exams.

DATES CLASS SESSION TOPICS ASSIGNMENTS & Due Dates

SESSION 1 1/9/19

1. Course overview, assignments, and required texts.

Due 1/16/23 1. Rd. Gunning Chapter 1 The Nature of Literacy Research: Read Compton Lilly, C. (2008). Teaching struggling readers: Capitalizing on diversity for effective learning.

SESSION 2 1/16/23

1. Introduction to Literacy Instruction for Primary Grades. 3. The Nature of Literacy 4. Common Core State Standards 5. Inclusive classroom: Reading and Writing Program

Due 1/23 1. Revisit Gunning Chapter 1 2. Rd. Gunning Chapter 2 Literacy for All 3. Completed Reading Response, chapters 1 and 2(1-2 pages)

http://www.academia.edu/2952273/Teaching_Struggling_Readers_Capitalizing_on_Diversity_for_Effective_Learning



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6. The Hierarchy of Questions 7. Using theLanguage-Experience Approach

Read Aloud & Evaluations processes: techniques and recorded sessions of read aloud, written read aloud analysis. Running records and baseline analysis Text dependent questions

SESSION 3 1/23/19

On-Line Due 1/30 Read Chapter Complete Reflection Question for Chapter 3; Due 2/6 and Extending and Applying #4 for Chapter 2 or 3.

Session 4 1/30/19

Teaching All Students See Above

SESSION 4 1/23/29

Language, Reading and Writing 1. Evaluation & Baselines 2. Bloom’s Taxonomy 3. Teaching Literacy to All Students: The Role of RTI 4. Literature for the primary grades 5. Reading to Children 6. Experiencing Literature: Reader Response 7. The role of discussion and questioning

Due 1/30 1. Rd. Gunning Chapter 3: Teaching Phonics 2. Complete Chapter 3 Reading Response 3. Text Dependent questioning, Multiple Entry points. 4. Research: Buteau, G. & True, M. (2009). Differentiating instructional strategies to support English language learners. New England Reading Association Journal, 44, 23-25

SESSION 4 1/30/13

Teaching Phonics/Building Comprehension 1. Compare and Contrast major approaches to teaching phonics 2. Approaches to teaching phonics; consonants, vowels, onsets, rimes, affixes, and syllabic analysis, the Wilson Reading System 3. Stages of word knowledge; reading for purpose 4. High frequency words; 5. Building word knowledge; 6. Disabilities simulation

Due 2/6 1. Rd. Gunning Chapter 4: Assessing for Learning 2. Complete Response for Chapter 4 Research: Risko, V. J., & WalkierDalhouse, D. (2010) Making the most of assessments to inform 6 instruction. The Reading Teacher. 63, 420423.

SESSION 5 2/6/19

Teaching Phonics (continued)& Assessing for Learning Building fluency 1 Syllabic analysis 2. Stages of word knowledge 3. The Starting point 4. Placement information 5. Running Records (various programs for this) 6.. Other Methods of Assessment

Due 2/13 1. Review notes and Study Guide for Mid-Term Exam. 2. Read Gunning, Chapter 5 3. Chapter 5 response due

https://docs.google.com/presentation/d/1MlWRv3cdoMzESeJoJ8jsP-LHfrbyRMs2CaYND6mdvpg/edit#slide=id.p

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SESSION 6 2/13/19

Review for Mid-Term Exam 1. Discuss Reading Assessments 2. Review study guide and terminology related to the following: Major Theories, Emergent Literacy, Phonics, Assessment 3. Developing vocabulary 4. High frequency words 5. WordGen Program 6. Review Past

Due 2/20 1. Discussion of Project Yardsticks and Child Development: Using knowledge and data to inform reading instruction

SESSION 7 2/20/19 On-Line Session

1. Mid Term Exam 2. Charter School Discussion Clark, Charles S. (2002) Charter Schools: Will they improve or hurt public education? CQ Press, Volume 12, No. 44, Pages 1033- 1056 3. Writing to Learn Activity

Due 2/27 1. Rd Gunning Chapter 6 & 7: Comprehension: Theory and Strategies 2. Reading Reflections for 6/7 3. Outline of Essay/Project Due.

SESSION 8 2/27/19

The edTPA Performance Exam & Comprehension 1. What is the difference between a Unit Plan, Segment Plan, and Lesson Plan? 2. Literacy vs. edTPA; 3. The process of comprehending; 4. In-class draft and peer support of literacy project.

Due 3/6/19 1. Re-visit Chapter 7- Comprehension: Theory and Strategies 2. Complete Chapter 7 Quiz 3. Read Chapter 8 4. Chapter 8 Response Due Research: Read article, Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58 (3), 272-280.

SESSION 9 3/6/19

1. Discussion on literacy

2. “Grade Level” readiness and the Common Core

Due 3/13 1. Rd. Gunning Chapter 8 Comprehension: Text Structures and Teaching Procedures 2. Complete Chapter 8 Reflection.

SESSION 10 3/13/19

Comprehension: Text Structures and Teaching 1. Narrative and Expository text 2. Describe and reinforce comprehension strategies 3. Revisit Reading workshop 4. Techniques and strategies for improving comprehension: story maps, story grammar, retelling, guided reading, reciprocal teaching, KWL, KWL Plus, cloze and cloze reading

Due 3/20 1. Rd. Gunning Chapter 11 Writing and Reading 2. Complete Gunning Chapter 11 reflection 3. Rd. Gunning Chapter 10 Approaches to Teaching Reading

SESSION 11 3/20/19

Teaching Writing and Reading & Reading Approaches 1. The Writing process 2. The writing workshop 3. Writing to Learn Strategies 4. Content area reading and writing 5. Fostering critical thinking in the content areas

Due 3/27 1. Rd. Gunning Chapter 12: Creating and Managing a Literacy program 2. Complete Chapter 12 Quiz

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SESSION 12 3/27/19

Major Approaches to Teaching Reading (continued) & Creating and Managing a Literacy program 1. Underlining principles: reading instruction 2. Creating and managing a literacy program 3. The reading writing connection continued

Due 4/3 1. Reflections for Chapters 9 and 10 2. Review for Final Exam.

SESSION 13 4/3/19

Approaches to Teaching Reading 1. What are Basals 2. Phonic-Lingistics 3. Thematic units 4. Conferencing

Due 4/10 Submit all late assignments (Moodle will close for submissions)

SESSION 13 4/10/19

Final Exam All reflections Due (non-submitted beyond this session)

Documents

Developing Effective Relationships with Key Constituencies ... · with the knowledge, skills, and dispositions that result in effective relationships with key constituencies, developmentally