Web viewWINONA STATE UNIVERSITY. REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS. Course or Program__RED303: Community Development. This checklist enables A2C2 representatives to endorse

WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED303: Community DevelopmentThis checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______ Dana Brigson __________________________________ ____ 12/1/11 _________ Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __December 1, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

___RED 303____________ __Community Development__________________________________ __2__________Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers Clinical Practice; RED311: Ethnographers of Language in Elementary Classrooms

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description1. Catalog description.

The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the third course in the sequence focusing on groups and community. Teacher candidates will explore community development within and outside of the classroom.

Essential Questions situated within this course includes:

How do thoughts, beliefs, and behavior of the Classroom Cultural Community impact student learning?

o How does the Individual develop within the cultural community? How does Content Knowledge – Human Development – impact student

learning?

Guiding Questions include:

What is a community? What in the learning environment encourages positive social interaction,

active engagement in learning, and self-motivation?

2. Course outline of the major topics and subtopics (minimum of two-level outline).

I. Theories of LearningA. Culturally Relevant and Responsive Teaching PracticesB. Social Learning TheoryC. Self TheoriesD. Intrinsic Motivation

II. DiscourseA. Effective Teacher LanguageB. Community and BelongingC. Classroom Discourse

1. Responsibility2. Class Meetings3. Rules, consequences, procedures, and routines

III. Content KnowledgeA. Building a Learning Community

1. Making the Rules with Children2. Teaching the Rules3. A Student’s Individual Goals

B. Making the Community Work1. Using Logical Consequences2. Time-out3. Working Together to Support the Rules

C. The Voices of Teaching1. Empowering Language2. Stress the deed, not the Doer3. The Voices of Authority4. Revisiting the Power of Our Language

D. Solving Thorny Behavior Problems1. Problem-solving Class Meetings2. Using Social Conferences3. Individual Contracts4. Student-to-Student Conflict Resolution5. Role-Playing6. Beyond the Classroom Walls: Solving problems that involve children from different classrooms7. Apology of Action

E. Procedures1. Beginning and Ending the Day2. Transitions and Interruptions3. Use of Materials and Equipment4. Group Work, Seat work, Teacher-led Activities

F. Mental Set1. Exhibiting “Withitness”2. Exhibiting Emotional Objectivity

G. Student Responsibility1. Goal setting and efficacy2. Strategies for personal development

H. Getting off to a Good Start1. Before School Begins2. The first day of school3. The first six weeks of school

I. The Daily Five1. Key materials, concepts, and routines in the Daily Five2. Read to Self3. Read to Someone

4. Listen to Reading5. Work on Writing6. Word Work

IV. AssessmentA. ObservationB. InterviewsC. Record-keepingD. PerformanceE. Individual

V. Learning EnvironmentA. Teaching children to care for themselves, their fellow students, their environment,

and their work.B. Developing the vision and strategies of a respectful, friendly, and academically

rigorous classroom.C. Fostering Literacy Independence.

VI. Instructional StrategiesA. Culturally Relevant Classroom Management StrategiesB. Positive Behavior and Instructional Supports (PBIS)C. Rules, Routines, and ProceduresD. Problem-Solving difficult classroom behaviorsE. Goal-setting and ContractsF. Conflict ResolutionG. Self-instruction, self-management, and self-recording

VII. EthicsA. Classroom management for ethical growthB. Of responding to each childC. Classroom practices that nurture belonging and individuality

VIII. Children’s & Adolescent LiteratureA. Literature about how to treat each other, caring, friendship, celebrating uniquenessB. About feelings and how to deal with them – anger, jealousy, peer pressure, sadness, loss, etc.C. About conflict and peace, inclusion and exclusion, basic human needs, etc.

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

Core Belief:We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking.

(Reflect, Respond, Advocate)

Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN Teaching Standards in the following course requirements:

Applied Field ExperienceCandidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.For this course, candidates will complete the following Clinical Practice Application:

Critical Consumer of Research:Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

Various readings will be assigned by the Professor with students also asked to select readings to support projects. Students will be expected to reflect, summarize, and make personal connections to their reading.

One primary area of research will be centered on Positive Behavior and Instructional Supports (PBIS).

Self-Analysis:Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded

Teacher candidates will use the books: “Teaching Children to Care” and “The First Six Weeks of School” to co-create weekly OMIEs (Objective, Materials, Instruction, & Evaluation) for the First Six of Weeks of school in their 1st student teaching placement. Additionally, candidates will reflect daily on the effectiveness of that day’s OMIE.

Candidates will write a Classroom Community Blueprint and then be expected to co-teach during the First Six Weeks of school student teaching placement.

throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

In this course, teacher candidates will be reflecting on their practice as Developers of Community. This area of teacher development is critical to the future effectiveness of candidates in today’s diverse classrooms. It is also noted by Elementary Principals as one of the most important developed areas of first-year teachers.

Strategy Showcase:a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies:

Culturally Relevant Classroom Management Strategies Positive Behavior and Instructional Supports (PBIS) Rules, Routines, and Procedures Problem-Solving difficult classroom behaviors Goal-setting and Contracts Conflict Resolution Self-instruction, self-management, and self-recording

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.Capstone Experience:At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required.

For this course, candidates will engage in the following capstone experience: Classroom Community Blueprint

Professional Dispositions Expected from Students in this Course:

Attendance/Punctuality Self-Initiative/Independence Reliability/Dependability Clarity in Written Expression Critical Thinking Skills Verbal Involvement in Class/Groups Open-minded Listening and Discussion Respectful Interaction with ALL

Tact/Judgment Collegiality/Positive Attitude Accept and Give Constructive Criticism Professional Ethics and Demeanor Best Effort/High Quality Performance Desire to Improve Own Teaching Performance Word-processing of All Major Written Projects

Assignment Descriptions

E-Journal. The e-journal assignment is tied to the course reading: Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Follow the assignment guide for the reading schedule, expected prompts for reflection, and the format. Entries are due prior to our discussions in class. Please note the expectations tied to your clinical practice. You will be expected to practice application of each chapter in the field and reflect on your experience.

Classroom Community Blueprint. The Classroom Community assignment will be a major project embedded in Semester 3. This project will be connected across coursework, tied into to your 6-week student teaching placement, and culminate in a rich resource of understandings.

The purpose of this assignment is to create a classroom community blueprint that promotes positive social skills and academic achievement. Your plan will center on classroom practices that foster a sense of belonging to a community, where everyone feels accepted and where individuality is encouraged. Further, you will create plans where children learn how to participate in class meetings, work collaboratively, and resolve conflicts peacefully. You will also incorporate Positive Behavioral Interventions and Supports (PBIS) into your Classroom Community plan. In particular, you will consider strategies and techniques at the classroom level that fit within PBIS’s three-tiered framework for providing a continuum of behavior supports to students in your classroom.

This assignment will be further detailed in class with due dates for each element of the assignment. Many aspects of this plan will be co-created with your student teaching Classroom Supervisor.

Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy; knowledge, comprehension, and application – as well as essay and problem-based items.

Professional Dispositions. Students will be expected to demonstrate Acceptable levels of Participation, Collaboration, & Professionalism. Students who fall below expectations will be notified and given an opportunity for growth. Performance in this area may be reflected in your final grade.

An Assignment Description and Evaluation Format will be distributed for each assignment.

5. Course materials (textbook(s), articles, etc.).

Charney, R. S. (2002). Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Turners Falls, MA: Northeast Foundation for Children, Inc. ISBN: 9781892989086

Denton, P. & Kriete, R. (2000). The First Six Weeks of School. Turners Falls, MA: Northeast Foundation for Children, Inc. ISBN: 9781892989048

Selected readings from the following:

Crowe, C. (2009). Solving Thorny Behavior Problems: How Teachers and Students Can Work Together. Turners Falls, MA: Northeast Foundation for Children, Inc.. ISBN: 97818928932

Kriete, R. & Bechtel, L. (2002). The Morning Meeting Book. Turners Falls, MA: Northeast Foundation for Children, Inc.. ISBN: 892989093

Marzano, R. J., Gaddy, B. B., Foseid, M. C., Foseid, M. P., & Marzano, J. S. (2005). A handbook for classroom management that works . Alexandria, VA: ASCD.

Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.Association for Positive Behavior Support. (n.d.[a]) Retrieved December 9, 2008,from www.apbs.org/new_apbs/genIntro.aspx.

Association for Positive Behavior Support. (n.d.[b]) Retrieved June 1, 2009, from www.apbs.org/new_apbs/researchIntro.aspx.

Beach Center on Disability, University of Kansas. “Defining PBS.” (n.d.) Retrieved June 1, 2009, from www.beachcenter.org/pbs/what_is_pbs/defining_pbs.aspx.

Chicago Public Schools Toolkit. (n.d.) What Does the Research Say? Retrieved December 9, 2008, from www.cpstoolkit.cps.k12.il.us/StrategyPage.aspx?id=63.

Fairfax County Public Schools, Department of Accountability, Office of Program Evaluation. (July 2006) Positive Behavior Support: Interim Evaluation Report. Retrieved December 9, 2008, from www.fcps.edu/accountability/off_prog_eval/pdf/positive_behavior_support_interim_report.pdf

Knopf, R.A. (n.d.) Vermont Positive Behavior Support Services: A Framework for Improving Learning and Behavior. Retrieved December 9, 2008, from www.uvm.edu/~cdci/best/PBSBEST.ppt#1 .

Florida’s Positive Behavior Support Project. (n.d.). “Discovering School-Wide PBS: Moving Towards a Positive Future.” Video retrieved June 1, 2009, from Office of Special Education Programs, U.S. Department of Education, Technical Assistance Center on Positive Behavioral Interventions & Supports, Effective Schoolwide Interventions: www.pbis.org/swpbs_videos/pbs_video-discovering_swpbs.aspx .

Northeast Foundation for Children. “About Responsive Classroom.” (n.d.) Retrieved April 8, 2009 from www.responsiveclassroom.org/about/aboutrc.html .

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. (n.d.) Retrieved May 15, 2009, from www.pbis.org .

Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (Eds.). (2008). Handbook of Positive Behavior Support (Issues in Clinical Child Psychology). New York: Springer. Southern Poverty Law Center. “Positive Behavior Supports: A wise investment of economic stimulus funds.” (n.d.) Retrieved April 8, 2009, from www.splcenter.org/legal/pbis.jsp?ttnewsletter=ttnewsgen-040609

PBIS websites: www.pbis.org www.pbismaryland.org www.apbs.org www.promoteprevent.org

Book by Book - Supplementary IndexBook by Book: An Annotated Guide to Young People’s Literature with Peacemaking and Conflict Resolution Themesby Carol SpiegelCambridge, MA: Educators for Social Responsibility 2010Alike and Different - Picture BooksBein’ With You This Way (Nikola–Lisa) [K–2], 9Being Friends (Beaumont) [P-K], 9Cool Cat, Hot Dog (Turner) [P-2], 21A Kaleidoscope of Kids (Damon) [K–2], 49The Perfect Thanksgiving (Spinelli) [P-3], 72Skin Again (hooks) [K–4], 85

Two Eyes, A Nose, and a Mouth (Intrater) [P-2], 96Whoever You Are (Fox) [K–3], 103Wild & Woolly (Parker) [K-3], 104You and Me Together (Kerley) [P–2], 107Anger - Picture BooksThe Accident (Carrick) [K-3], 3Andrew’s Angry Words (Lachner) [K-3], 4Angry Dragon (Robberecht) [P-1], 5Caps for Sale (Slobodkina) [K-3], 17The Day I Saw My Father Cry (Cosby) [1-4], 23Goldie is Mad (Palatini) [P-K], 34Ira Says Goodbye (Waber) [P-4], 45Little Bear and the Big Fight (Langreuter) [P-2], 52Peaceful Piggy Meditation (MacLean) [P-3], 71

The Quarreling Book (Zolotow) [K-3], 76Raymond and Nelda (Bottner) [1-3], 78Sammy Wakes His Dad (Emmons) [P-2], 81Sometimes I’m Bombaloo (Vail) [P-1], 87Sometimes My Mommy Gets Angry (Campbell) [1-3],88When Mommy Was Mad (Jonell) [P-2], 101When Sophie Gets Angry (Bang) [K-2], 101Why Are You Fighting, Davy? (Weninger) [P-2], 104Basic Emotional Needs - Picture BooksBoxes for Katje (Fleming) [1–4], 14The Feel Good Book (Parr) [P–2], 29Mercedes and the Chocolate Pilot (Raven) [3–5], 58Mr. Lincoln’s Way (Polacco) [1–4], 61Music for Alice (Say) [3–8], 62A Place to Grow (Pak) [K–4], 74Trouble in the Barkers’ Class (De Paola) [P–2], 95Conflict Escalator - Chapter BooksAdam’s War (Levitin) [5-8], 114Benjamin Dove (Erlings) [5-8], 114Horrible Harry and the Dragon War (Kline) [2–3], 132The Outsiders (Hinton) [5-12], 152The Power of One (Fradin) [6–9], 154The Pushcart War (Merrill) [6–10], 155Rain of Fire (Bauer) [5-9], 156Tiger Turcotte Takes on the Know-It-All (Flood) [2–4],173The War with Grandpa (Smith) [4–7], 177The Well: David’s Story (Taylor) [4-7], 178Conflict Escalator - Picture BooksThe Butter Battle Book (Seuss) [2–5], 16The Day I Saw My Father Cry (Cosby) [1–4], 23Duck & Goose (Hills) [P-2]. 25The Island of the Skog (Kellogg) [2–4], 46Little Bear and the Big Fight (Langreuter) [P–2], 52Matthew and Tilly (Jones) [K–2], 56Mean Chickens and Wild Cucumbers (Zimelman)[K–3], 57Mim, Gym, and June (Roche) [P–2], 59Raymond and Nelda (Bottner) [1-3], 78Six Crows (Lionni) [P–3], 85The War Between the Vowels and the Consonants(Turner) [2–4], 98Why? (Popov) [1–4], 103Why Are You Fighting, Davy? (Weninger) [P–2], 104You’re Not My Best Friend Anymore (Pomerantz)[K–2], 107“The Zax” in Sneetches & Other Stories (Seuss) [2–4],108Inclusion or Exclusion - Chapter BooksAll Alone in the Universe (Perkins) [5–8], 111Being Bee (Bateson) [4-6], 113Benjamin Dove (Erlings) [5-8], 114Cliques, Phonies, & Other Baloney (Romain) [3-8], 129The Double–Digit Club (Bauer) [3–5], 124Freak (Pixley) [7-10], 128The Girls (Koss) [5–8], 129The Hundred Dresses (Estes) [4–7], 134

Isabel and the Miracle Baby (Pearce) [3-5], 137King of the Lost and Found (Lekich) [6-10], 140Losers, Inc. (Mills) [4–6], 142The Meanest Girl (Allie) [4–7], 145The Misfits (Howe) [4–8], 145Olive’s Ocean (Henkes) [5–8], 150Queen Sophie Hartley (Greene) [3-5], 156Remembering Raquel (Vande Velde) [7-10], 158Robert and the Happy Endings (Seuling) [2-4], 160The Secret Circle (Schenker) [4–7], 163Sixth-Grade: Glommers, Norks, and Me(Papademetriou) [5–7], 165Snowboarding on Monster Mountain (Bunting) [4-7],166Sparks (McNamee) [4–6], 167Starting with Alice (Naylor) [3–6], 168What if They Knew? (Hermes) [5–9], 179Worlds Apart (Johnson) [5-8], 183Inclusion or Exclusion - Picture BooksAllison (Say) [P-3], 2An Angel Just Like Me (Hoffman) [P-2], 4Becky the Brave: A Story about Epilepsy (Lears) [P–3],9The Best Friends Club: A Lizzie and Harold Story(Winthrop) [K–2], 10Best Friends for Frances (Hoban) [K-3], 10The Brand New Kid (Couric) [P–3], 14Chicken Chickens (Gorbachev) [P–1], 18Circus Girl (Bogacki) [K-3], 20Cooper’s Lesson (Sun Yung Shin) [3–5], 21Goin’ Someplace Special (McKissack) [K–5], 34Hank and Fergus (Nielsen–Fernlund) [P–2], 36Horace and Morris but Mostly Dolores (Howe) [K–3],39How My Family Lives in America (Kuklin) [P–2], 41Liar, Liar, Pants on Fire! (Cohen) [1–4], 51The Memory String (Bunting) [K-3], 58My Best Friend (Rodman) [1-3], 62My Secret Bully (Ludwig) [1–4], 64The New Hippos (Landström) [P–2], 64The New Kid) (Brimner) [K–2], 64New Kid (Hood) [P-1], 64Old Turtle and the Broken Truth (Wood) [3–8], 67A Picnic in October (Bunting) [1–3], 73The Printer (Uhlberg) [2–4], 76Room for a Little One: A Christmas Tale (Waddell)[P-1], 79The Secret Birthday (Wells) [K–3], 83Simon and Molly plus Hester (Jahn-Clough) [P-2], 85“The Sneetches” in The Sneetches & Other Stories(Seuss) [2–4], 86The Thanksgiving Door (Atwell) [K–3], 93Jealousy - Chapter BooksGoosed! (Wallace) [2-4], 130Granny Torrelli Makes Soup (Creech) [4–7], 130I’m Somebody Too (Gehret) [4–7], 135I’m Sorry, Almira Ann (Kurtz) [2–4], 135Jacob Have I Loved (Paterson) [5–9] 137Mallory on Board (Friedman) [2-4], 144

Martin Bridge Ready for Takeoff! (Kerrin) [2–4], 144Stealing Home (Mantell) [3–6], 168Jealousy - Picture BooksBest Best Friends (Chodos-Irvine) [P-1], 10Best Friends (Kellogg) [K–3], 10Dolores Meets Her Match (Samuel) [P-2], 24Enemy Pie (Munson) [K–3], 28Evie & Margie (Waber) [P-3], 28Father Bear’s Special Day (Minarik) [K–2], 29Jungle Drums (Base) [K–3], 49Mim, Gym, and June (Roche) [P–2], 59Oh, Bother! Someone’s Jealous! (Birney) [P-2], 67A Pocket Full of Kisses (Penn) [P–1], 75Rachel Parker, Kindergarten Show-Off (Martin) [K-3],77Whoa Jealousy! (Hubbard) [K-3], 103Peer Pressure - Chapter BooksAdam’s War (Levitin) [5-8], 111Because of Anya (Haddix) [3–6], 112Charlie is a Chicken (Smith) [4-7], 118Daring to Be Abigail (Vail) [4–6], 121Emma-Jean Lazarus Fell Out of a Tree (Tarshis) [5-7],126Ferret in the Bedroom, Lizards in the Fridge (Wallace)[4–7], 127Hot Issues, Cool Choices: Facing Bullies, PeerPressure, Popularity, and Put-Downs (Humphrey)[4–7], 133How to be Cool in the Third Grade (Duffey) [2–4], 133If the Shoe Fits (Soto) [1-3], 135

Isabel and the Miracle Baby (Pearce) [3-5], 137The Last Holiday Concert (Clements) [4–7], 140Mr. Cool (Wilson) [1–3], 147On My Honor (Bauer) [4–6], 150The Pigman (Zindel) [5–9], 154Rain of Fire (Bauer) [5-9], 156Really, Truly, Everything’s Fine (Strauss) [4–7], 157Sarah and the Naked Truth (Carbone) [4–6], 162Shark Girl (Bingham) [6-10], 164Some Friend (Bradby) [5–7], 166Sparks (McNamee) [4–6], 167Whitewater Scrubs (McEwan) [1–3], 181Wringer (Spinelli) [4–7], 183Peer Pressure - Picture BooksArnie and the Skateboard Gang (Carlson) [1–3], 6A Bad Case of Stripes (Shannon) [K–2], 7But Mom, Everybody Else Does (Winters) [P–2], 15Hunter’s Best Friend at School (Elliott) [K–2], 42I Miss Franklin P. Shuckles (Snihura) [K–3], 43It Doesn’t Have To Be This Way: A Barrio Story = Notiene que ser así: una historia del barrio(Rodriguez) [2–5], 46Meanest Thing to Say (Cosby) [K-3], 57Nine Animals and the Well (Rumford) [K–3], 65Once Upon a Time (Daly) [K-3], 68Peer Pressure: Deal with It without Losing Your Cool(Slavens) [4–6], 72“The Sneetches” in The Sneetches & Other Stories(Seuss) [2–4], 86Timothy Goes to School (Wells) [P–2], 94

B. Rationale

1. Statement of the major focus and objectives of the course.The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice, Minnesota Standards for Teachers of Elementary Education with a Specialty, and to the Minnesota Social Studies Standards for 5-8 Middle Level Specialty. This course builds on prior knowledge concept development of fundamental social studies concepts and serves as the primary source for learning opportunities and assessment of competence for the following list of standards:

8710.2000 Standards of Effective Practice

Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.

8710.2000 Standards of Effective Practice

Subpart 4. Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.3J. know about community and cultural norms

Readings: “Teaching Children to Care: Classroom Management for Ethical and Academic Growth – k-8”

Experiences/Assignments/Assessments: Classroom Community Blueprint. This assignment has a significant field application during Student Teaching placement 1 – the first-six weeks of school. Notice part 3.e: Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.

https://www.revisor.leg.state.mn.us/rules?id=8700.7600

3O. use information about students’ families, cultures, and communities as the basis for connecting instruction to students’ experiences;



3P. bring multiple perspectives to the discussion of subject matter, including attention to a student’s personal, family, and community experiences and cultural norms;



3Q. develop a learning community in which individual differences are respected; and


Experiences/Assignments/Assessments: Classroom Community Blueprint. This assignment has a significant field application during Student Teaching placement 1 – the first-six weeks of school.

Assessment:Student Teacher Evaluation FormStudent Teaching Unit Evaluation

Subpart 6. Standard 5, learning environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must:5A. understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;



5B. understand how social groups function and influence people, and how people influence groups;



5C. know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;



5D. know how to help people work productively and cooperatively with each other in complex social settings;



5E. understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom;



5F. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;



5G. understand how participation supports commitment;



5H. establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole;



5I. establish peer relationships to promote learning;



5J. recognize the relationship of intrinsic motivation to student lifelong growth and learning;



5K. use different motivational strategies that are likely to encourage continuous development of individual learner abilities;



5L. design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities;



5M engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;



5N. organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks;



5O. maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals;



5P. develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;



5Q. analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work; and



5R. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals



Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:6A. understand communication theory, language development, and the role of language in learning;



6C. understand the importance of nonverbal as well as verbal communication;



6E. understand the power of language for fostering self-expression, identity development, and learning;



6F. use effective listening techniques; Readings: “Teaching Children to Care: Classroom Management for Ethical and Academic Growth – k-8”


6G. foster sensitive communication by and among all students in the class;



Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:10A. understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works;



10B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;



10C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;



10J. identify and use community resources to foster student learning;



8710.3200 Teachers of Elementary Education

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and the connections among them. The teacher must know and apply:

A. A teacher of children in kindergarten through grade 6 must: (3) understand and apply the concepts of "belonging" and "family connectedness" as crucial to the development of young children;



(4) understand and apply the process and necessity of collaboration with families and other adults in support of the learning of young children;



I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:(2) concepts of:(c) the interaction between people, places, and environments;



(e) interactions among individuals, groups, and institutions;



2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Maggie Hoody ______________________________ _529-6118 ______ [email protected] ____ __ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED303: Community Development __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program __RED303: Community Development ______

Department Recommendation

_________________________________ ________________ _______________________ __Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

Documents

Web viewWINONA STATE UNIVERSITY. REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS. Course or Program__RED303: Community Development. This checklist enables A2C2 representatives to endorse