TABLE O.2 – Operationalization of Elements EQUITY Counseling and Human Services Specific Areas of Emphasis Areas are Addressed COE Candidates Address Through Department Area of Emphasis with P – Requirements and/or 20 Students Coursework Equity focused practices, • Care and Share food • ACT Preparation assignments, and projects drive project workshops in the community • Strong emphasis on treating all students • Developing and fairly and holding the delivering classroom same student guidance lessons that expectations for all are focus on appreciation of social • Developmental and cultural diversity Assessment Matrix to analyze student growth • Advocating for students and progress as well as and families from areas for intervention underrepresented or and remediation oppressed groups • Social and Cultural Diversity course assignments Building community and • Realistic counseling • Participation in teacher relationships with families scenarios which enhance conferences, IEP understanding of client meetings, RtI meetings, conditions/context Parent Teacher Organization events • Projects focused on consultation with families • Introduction to Marriage, Couples and Family Counseling course Modeling and • In class counseling role • Digital recordings of operationalizing an ethic of plays with professor as counseling sessions with care counselor students/clients, live supervision of candidate • Student access to faculty and client(s) advisors through required, regular meetings • Emphasis on relationship building with students/clients and use of humanistic approaches to “join” with others Curriculum and Instruction Specific Areas of Emphasis Areas are Addressed Through COE Candidates Address Department Requirements Area of Emphasis with P – and/or Coursework 20 Students Equity focused practices, • Model content delivery by • Candidates apply these assignments, and projects using sheltered instruction strategies and are techniques observed using a standardized observation tool Building community and • Site professors have • Candidates develop relationships with families developed relationships relationships with with their school sites, students, teachers and administration, teachers parents in a minimum of and students two classrooms • Community resources and • Candidates ways to create observe/volunteer for home/school/community 30 hours per credit hour partnerships are shared in in TED 3010 different methods classes. • Cultural field assignment • Parent /Guardian Communication Log (minimum of 30 contacts) Modeling and • Professionalism and ethics • Ethics assignment operationalizing an ethic are an instructional unit encourages ethical of care approach to working • Treat teacher candidates with students with respect and demonstrate caring for • Dispositions are them and their success evaluated regularly • Students sign an ethics statement Leadership, Research and Foundations Specific Areas of Emphasis Areas are Addressed COE Candidates Address Through Department Area of Emphasis with P – Requirements and/or 20 Students Coursework Equity focused practices, • Ethics simulations • Analysis of hiring assignments, and projects related to culture/race practices in schools • Development of a • Personal working plan personal/philosophy for culturally responsive platform that focuses on practices school culture, diversity, • Culturally responsive and a multicultural inquiry assignment society Building community and • Professional • Plan development for relationships with families development growth equity school model plan that includes assessment community relationships • Interviews of teachers • Study the mission and regarding community nature of schools in involvement in schools communities • Development of school-­‐ based budgets • Conflict strategies and development of action • Analyze the testing plan for school culture systems and family and survey community relations Modeling and • Ethic of care is discussed • Review of statutes and operationalizing an ethic of and presented in several regulations regarding care required simulations ethic of care • Comparative review of • Study strategies to EEO statutes and measure ethic of care in regulations education services and policy • Diversity videos and diversity awareness • Study of financial equity survey in school funding Special Education Specific Areas of Emphasis Equity focused practices, assignments, and projects Building community and relationships with families Modeling and operationalizing an ethic of care Areas are Addressed COE Candidates Address Through Department Area of Emphasis with P – Requirements and/or 20 Students Coursework • Transition to adulthood • Candidates provide training student descriptions • Process of gathering • Candidates tailor information from activities to families on what they accommodate different want in transition student needs • Faculty volunteer with • Candidates reflect on the children with disabilities communication and and their families engagement methods used in field placements with families • Personalize field • Observations of placements to respond candidates teaching, to candidate needs assessment of journal reflections, develop • Close advising and summaries of student supervision progress INQUIRY Counseling and Human Services Inquiry based learning • Research and development of a small group counseling proposal to implement during one’s practicum placement • Research and development of psycho-­‐
educational classroom guidance lessons • Literature reviews/research projects, Course based, reflective activities • Three laboratory courses that require small group and written reflection (Individual, Group and Marriage, Couples and Family) • Reflection paper on the roles one occupies in groups, family, organizations, etc. • Challenge students/clients to brainstorm possible solutions to dilemmas/problems and analyze the consequences of each possible decision • Students develop a personal counseling theory paper which is initiated in the first semester and refined during the last internship experience • Candidates develop an awareness of self, outlining both strengths and limitations when working with diverse client populations and participate in supervision to enhance their counseling efficacy Curriculum and Instruction Inquiry based learning • Deliver lessons that • Teacher Work Sample challenge candidates and (TWS) may demonstrate allow them to inquiry approaches and observe/learn different evidence of inquiry approaches approaches in included in the electronic • UCCS Teach uses inquiry portfolio require based learning in all methods course content, courses and converts theory to assignments, lesson practice, plans and research are inquiry focused • Candidates develop lessons that provoke inquiry among their students • Journals and Field Assignment reflections • Lessons developed using current inquiry research • Use inquiry model in classrooms Course based, reflective • Observation of teacher • Post-­‐lesson reflection activities lessons papers • Theory to practice • Reflections are posted papers after every Formal Observation • Lesson reflections •
Reflections are posted • Candidates teach lessons for every standard in the based on course topics, Electronic Portfolio are given feedback based on CLASS model, and are • The TWS has a reflection asked to reflect upon section entire process • The majority of the MA TESOL classes include a reflection paper Leadership and Foundations Inquiry based learning • Reflective journal related to current leadership observations and activities • Culturally responsive inquiry assignment • Disproportionality Assignment • Equity school model assignment • Team leadership model/theory presentation • Privilege and oppression photo memo Course based, reflective • Read My Pedagogic activities Creed and present learning from reading • Journal reflections • Personal teaching philosophy • Self-­‐Assessment of advancing cultural competence • Program development from data analysis of assignments • Program development from data analysis of school culture survey • Personal or professional ethical case study • Required portfolio, ethical case study analysis and reflections • Research paper with implications for future research Special Education Inquiry based learning Course based, reflective activities • Research papers, observe and participate in inquiry based lessons in class • Candidates prepare universally designed lessons that support differentiation and engaged learning • Reflect on tutorial instruction and student response to intervention • Teaching observation reflections • Family interview and participation reflection paper • Candidates develop and inquiry based lesson during math practicum • Journal to reflect on practice • Candidates reflect on lessons and collect data related to student progress INNOVATION Counseling and Human Services Department or course • Creative elective based innovation and opportunities based on transformation student interests and feedback Research • Chi Sigma Iota Ethics competition • Colorado Counseling Association and Colorado School Counseling Association presentations with faculty • American Counseling Association poster sessions • Annual Academic Competition Project based learning • Family of Origin paper • Group Proposal • School Counseling Delivery Systems projects • School Counseling Needs Assessment project • Candidates are asked to create tailored counseling interventions to appeal to personality, development, learning style of student/client • Candidates assess their own effectiveness leading groups and classroom guidance lessons • Candidates share data with their internship site supervisor • Candidates co-­‐develop presentations for state conferences • Candidates co-­‐develop proposed or actual research projects with faculty to present at national conferences • Understanding one’s own family of origin helps counselors react with more understanding and compassion to students/clients who are facing challenges in their family. • Students develop small group counseling and classroom guidance curriculums • Students develop a needs assessment for their practicum site. Curriculum and Instruction Department or course based • Specialized TELP • TELP students and MA innovation and workshops (Big Idea, C&I students generate transformation Classroom Management, lessons that include etc.) innovative practices that address needs of their • Literacy program re-­‐
learners design •
Post lesson reflection • Guest speaker on how to enables instructors to incorporate technology gauge how well to enhance instruction innovative practices for ELLs as well as in the worked TELP programacross content areas • Journal entries across a semester and associated reflection paper in TELP and MA C&I provide some indications of transformative learning • In new BI and BA programs, students will do field work in inclusive settings and eventually student teach in inclusive settings, having direct impact on student learning • Reading Clinics and associated Practica for the Literacy program involves interaction with P-­‐12 students; observations and write-­‐
ups will show impact Research • Annotated bibliography • Research projects that assignment require scientific hypothesis, literature • Statistics and inquiry collection and review, analysis unique experiments and analysis of data Project based learning • Unit planning, Portfolio • Candidates use Project requires Teacher Quality Based Learning in their Standards lessons • Reflection to Action • Candidates use Project projects Based Learning strategies in a unit which • Model how to use Project also includes a field work Based Learning in class experience • Collaborative case study • One course in UCCSTeach devoted to Project Based Learning Leadership and Foundations Department or course • Study leadership styles based innovation and and relate styles as they transformation impact concepts of transitional or transformational leadership • Diversity awareness survey and reflection • School culture survey Research • Research for plan development related to assignments • Study strategies to measure equity in education services and policy • Study the foundations of American education and American values about equity Project based learning • Take Myers-­‐Briggs Personality Type Indicator and develop a reflective paper related to their leadership styles and MBTI typology • Comparative reviews of EEO statutes and regulations • Application of awareness of diversity challenges • Application of personal leadership vision and professional growth plan • Required portfolio • Portfolio presentations • Research based plans from data analysis of assignments • Required portfolio • Develop culturally responsive skill building presentation • Many courses use project based learning as part of formative and summative course evaluations Special Education Department or course based innovation and transformation • Faculty use clicker and Smart-­‐Board technologies • Pairing students with teachers who are teaching self-­‐
determination or transition related skills to K – 12 students Research • Course content is based on recent research Project based learning • Cumulative project related to student’s reading skills and assessment-­‐based instruction • Candidates work with cooperating teachers to implement new practice into the school to enhance student learning • Candidates implement Assistive Technology as a part of universal design for their lesson plans • Action research regarding specific instructional strategies • Research paper based on student’s specific area of interest • Assessment based instruction • Candidates complete a personal learning profile with a K-­‐12 student