T ED 3010 / SPRING, 2014
EARLY SCHOOL DIVERSITY
PRACTICUM
Sections 001 & 002
EARLY SCHOOL DIVERSITY
Course Instructors: Tim Callahan and Sarah Kaka
COE Mission:
Office: Columbine 3020 (Callahan) & 3024 (Kaka)
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Phone: 719-255-4995 (Callahan) & 719-255-4020 (Kaka)
E-mail: tcallaha@uccs.edu
Office Hours:
COE Student Resource Office
Office Hours
8:00 a. m. - 5:00 p. m. M - F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax: 719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Thursday, 1:00 - 5:00 p. m. (Callahan)
xxxxxxxxxxxxx (Kaka)
Required Textbook: none
Required Resources:
•
TaskStream data management system enrollment
•
CBI Background Check and Fingerprinting
Additional Resources (or Recommended
Textbooks):
•
David Sadker, Myra Sadker, & Karen R. Zittleman
(2010). Teachers, Schools, and Society 9/e. (New
York: McGraw-Hill). (This is the text used in
CURR 4800.)
Course Format: This course consists of
observation/volunteerism in public school classrooms,
instructional seminars, readings from supplementary
text and journal articles, and classroom discussions.
Course Overview: This course provides potential
teachers with opportunities to observe the roles,
responsibilities, and qualities of professional teachers
in the public schools. Students are asked to help in
varied classes and grade levels in order to give them as
much exposure as possible to the wide career choices
before beginning their formal program of study.
Students will be instructed to view, identify various
elements of classroom diversity, instruction, and school
practice, and provide written reflection.
Course Objectives:
As a result of this experience, the student will be able to:
1) Recognize the roles, responsibilities, and rewards of being a professional teacher.
2) Identify the personal qualities and strengths the student brings to teaching as a career.
3) Identify areas for personal growth the student needs to address as an entering member of the
teaching profession.
4) Recognize, reflect on, and develop an initial understanding of various elements of classroom
diversity, instruction and school practice.
5) Develop questions related to teaching and schools that the student expects will be addressed
in the Teacher Education and Licensure Program.
T ED 3010 Early School Diversity Practicum Course Calendar Spring, 2014:
(NOTE: FULL SYLLABUS IS POSTED ON BLACKBOARD W/ COMPLETE COURSE
INSTRUCTION.)
Date
INITIAL COURSE
MEETING—MANDATORY
FOR ALL STUDENTS
Friday, January 24, in Dwire
121@ 9:25 - 10:40 a. m.
Content
Course
Orientation,
Syllabus,
Expectations,
Assignments,
Standards
Assignments
If you have already taken a credit of
T ED 3010 during another semester, print and bring
your Colorado Department of Education verification of
completed CBI Background Check (fingerprinting).
Due Date
First Class
Session
If this is your first credit of T ED 3010, print and bring a
copy of your Colorado Bureau of Investigation Instant
Background check (see instructions, below.)
Watch for an e-mail explaining this requirement.
CLASSROOM
OBSERVATION/VOLUNTE
ER PLACEMENT
Each student will secure their own observation/volunteer
placement in a public school setting. (Note, most
charter schools are public schools.)
If you have already taken
credit of T ED 3010 during
another semester, you can
arrange your classroom
observation/volunteer
placement immediately.
For each credit hour of T ED 3010, you must
complete 30 clock hours of observation/volunteerism
in a public school classroom.
If this is your first credit of
T ED 3010, as soon as you
have attended the TaskStream
Enrollment/Background
Check session (turned in both
an Instant Background check
and a completed fingerprint
card), you may arrange your
classroom
observation/volunteer
placement.
Teacher candidates must schedule a minimum of one (of
the three required) credit hour’s
observation/volunteerism in an “urban” classroom
setting (Free/Reduced Lunch rate > 50%).
Elementary teacher candidates must schedule a
minimum of one (of the three required) credit hour’s
observations/volunteerism in a primary (K-2) classroom
and a minimum of one (of the three required) credit
hour’s observations/volunteerism in an intermediate (35) classroom.
Secondary candidates must schedule a minimum of one
(of the three required) credit hour’s
observation/volunteerism in a Middle School (6 - 8) and
a High School (9 - 12) classroom.
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Be prepared to
provide your
classroom
observation/v
olunteer
placement at
your first
seminar.
TASKSTREAM
ENROLLMENT
SESSION/BACKGROUND
CHECK VERIFICATION
SUBMITTED ON EITHER:
Friday, January 31,
from 9:25 - 10:40
-orFriday, February 7,
from 9:25 - 10:40
-orFriday, February 14,
from 9:25 - 10:40
(NOTE: ON CAMPUS
FINGERPRINTING AT
UCCS CAMPUS
SECURITY—LOWER
LEVEL OF PARKING
GARAGE—WILL BEGIN
ON MONDAY, FRIDAY,
FEBRUARY 10.
OTHERWISE USE
CSPD—SEE
INFORMATION,
BELOW.)
COURSE SEMINARS
(SELECT AND ATTEND 2
SEMINARS PER CREDIT
HOUR ENROLLED IN)
Friday, February 21—How
Does the UCCS Teacher
Education and Licensure
Program (TELP) Work and
what is the Professional Year?
(Ms. Kaka)
Friday, February 28—
Working effectively with the
wide range of student ability
represented in a classroom
(Mr. Callahan)
Friday, March 7—Gender
Considerations for the
Classroom Teacher (Ms.
Kaka)
If you are not
registered on
TaskStream
and/or have not
completed a
mandatory
Criminal
Background
check
including
fingerprinting,
you must sign
up for and
attend one of
these
sessions—
See Course Expectations #5, below, re/ mandatory tasks
to be completed during this session—(1) TaskStream
enrollment; (2) submission of rapid background check;
and (3) submission of fingerprints for Criminal
Background Check.*
(*You should bring A COPY OF YOUR INSTANT
BACKGROUND CHECK and the completed
fingerprinting card and Money Order payable to “CBI”
for $39.50 to this meeting.)
LOCATION:
Columbine
220
COURSE
SEMINARS:
For each credit
hour of T ED
3010 you are
taking, you
must sign up
for and attend
two of six
available
seminars. (If
you are taking
two credits of T
ED 3010, sign
up for four
seminars.)
Seminars will
be in Dwire 121
from 9:25 10:40 a. m.
On
TaskStream,
you must
submit a 2 - 3
page paper
related to
each seminar
attended w/in
two weeks of
the date of the
seminar.
Follow the
assignment
prompt which
will be given
at the
seminar.
APA style and
a minimum of
two sources
are required.
Friday, March 14—Students
with Exceptionalities and the
RtI Model (Mr. Callahan)
Friday, April 11—Impact of
Socio Economic Status (SES)
on the Classroom (Ms. Kaka)
Friday, April 18—Working
with English Language
Learners (Mr. Callahan)
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MANDATORY END-OFCOURSE SESSION FOR
ALL STUDENTS ON
EITHER:
Attend a final T ED 3010 session in Dwire 121to turn in
your:
Friday, May 2
or
•
completed Student Interaction in the Classroom
form (hard copy and e-submission on TaskStream
required).
•
completed Observation Log verifying the
completion of 30 clock hours per credit hour
enrolled (hard copy and e-submission on
TaskStream required).
•
end-of-semester recommendation form from the
cooperating teacher at the school site.
•
verification of thank you cards/notes you have
written to teachers that have helped/worked with
you.
Friday, May 2, @ 9:25 a. m.
or
Friday, May 9, @ 9:25 a. m.
in Dwire 121.
Friday, May 9
(See additional information, below, on mandatory tasks
to be completed during this session.)
Completion of
BACKGROUND CHECK
SLOT on TaskStream.
Usually by late-semester in your first enrollment in
T ED 3010, your extensive background check will clear
and a record will be established with Colorado
Department of Education. You can check for your
record @:
https://edx.cde.state.co.us/PublicEducatorSearch/DOBS
earch.jsp
Save the record and submit it in the Background Check
slot of TaskStream.
Completion of LOW
SOCIOECONOMIC (SES)
SLOT on TaskStream.
Placement for a minimum of one credit of T ED 3010
must be completed in a low socioeconomic status (SES)
classroom environment. A low SES school has a rate of
students qualifying for free/reduced lunch of >50%. To
obtain this data, go to:
http://www.cde.state.co.us/cdereval/rv2011pmlink
s.htm
Under “School Level Data” click on K – 12 Free and
Reduced Lunch Eligibility by District and School and
you can search for the school you are considering.
Course Expectations:
1) Attend all required course sessions and complete assignments as outlined, above.
2) Each student will secure their own observation/volunteer placement in a public school setting
(Note, most charter schools are public schools).
3) Each student must have a UCCS e-mail address. Please send all correspondence via e-mail to the
instructor. Title your e-mail: T ED 3010 – include your full name.
4) Check Blackboard, regularly. The instructor will communicate any class changes, etc. to you via
e-mail as recorded on Blackboard.
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5
TaskStream Enrollment and Background Check Requirements:
Criminal Background Check: If you have not already done so, before entering a school, you must
complete College of Education criminal background check requirements. Carefully follow the
instructions included in your folder. Prior to mailing your completed fingerprint card, you must
present it to your instructor at the TaskStream Enrollment/Background Check course session.
TaskStream Enrollment: If you have not already done so, it is mandatory that you enroll in
TaskStream. TaskStream is the UCCS Department of Education data management system which will
be used throughout your Teacher Education and Licensure Program. Course assignments for T ED
3010 must be turned in on TaskStream.
The cost of TaskStream for three years for up to three years is $85.00, and will be payable by credit
card at one of the above sessions. You may register for one or two years, at a reduced rate,
depending on where you are in the TELP.
If you have not already enrolled on TaskStream and/or have not completed a mandatory UCCS
Background check, including fingerprinting, you must sign up for and attend one of the following
sessions. Sessions will be in Columbine 220.
•
Friday, January 31, -or- Friday, February 7, -or- Friday, February 14, from 9:25 - 10:40
* Please be sure to bring a CREDIT OR DEBIT CARD with you to the above session. *
The background check and fingerprint card must be completed and mailed in no later
than Friday, February 14, 2014.
For every week after February 14, your final grade will be reduced by a letter grade if
your fingerprints and background check are left incomplete.
Due to liability concerns, those without a submitted fingerprint card and completed
background check cannot work in a school.
Course Field Requirements:
1) Volunteer/observation hours must be completed in a public school setting. You must take the
letter identifying you as a student enrolled in T ED 3010 and have completed the
fingerprint card and a background check prior to beginning your field placement. You
must complete a minimum of thirty observation/volunteer hours for each semester hour of
credit in a content area classroom between January 21 - May 9, 2014. These hours must be
recorded/documented on the TELP Observation Log form and signed-off, as indicated on
the form. Scan (scanners are available for student use in the UCCS Library and campus
Computer Labs) or use your cell phone to take a picture of your TELP Observation Log
form. Then, follow the usual procedure to submit the document to TaskStream under the
Volunteer Log assignment slot.
2) Complete the Classroom Observation Worksheet (one worksheet per credit hour). Scan or
use your cell phone to take a picture of your Classroom Observation Worksheet. Then,
follow the usual procedure to submit the document to TaskStream under the Volunteer Log
assignment slot.
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3) Give one confidential end-of-the-semester recommendation form to your cooperating
teacher at the school site. (Note: Students volunteering in elementary school should work
with one teacher. Students volunteering in secondary school may work with one or more
teacher(s). This recommendation must be turned in directly to your professor at the May 3 or
May 10 class session. The student should hand carry each completed recommendation in a
sealed envelope with the classroom teacher’s signature across the seal. These
recommendations become part of your TELP application and are kept on file in the College of
Education.
4) Be sure to write a thank you card/note to each teacher who helps/works with you during this
experience. (Documentation of this will include a photocopy of the card/note to be turned in
during your final class session.) This verification must be turned in directly to your professor
at the May 2 or May 9 class session.
5) Placement for a minimum of one credit of T ED 3010 must be completed in a low
socioeconomic status (SES) classroom environment. A low SES school has a rate of students
qualifying for free/reduced lunch of >50%. To obtain this data, go to:
http://www.cde.state.co.us/cdereval/rv2011pmlinks.htm
Under “School Level Data” click on K - 12 Free and Reduced Lunch Eligibility by District
and School and you can search for the school you are considering.
T ED 3010 Course Grading (for each credit hour taken):
Completion of 30 clock hours of classroom
observation/volunteerism per credit hour taken
Attendance at Seminar #1 and reflection paper
submitted on TaskStream
Classroom Presentation #2 and reflection paper
submitted on TaskStream
Completed Student Interaction in the
Classroom Form(s) (hard copy) and esubmission on TaskStream
Completed Log Form(s) (hard copy) and esubmission on TaskStream
Completed Recommendation(s)
Documentation of thank you card(s)/note(s)
TOTAL:
30 pts.
20 pts.
20 pts.
10 pts.
(10 pts. included in 30 pts. for classroom
observation/volunteerism per credit hour
requirement, above)
10 pts.
10 pts.
Varies per student/credit hour(s) taken
Course Grading: The instructor will adhere to the following table when assigning letter grades for the
course*:
A
AB+
94 - 100
90 - 93
87 - 89
B
B-*
C+
84 - 86
80 - 83*
77 - 79
C
CD+
74 - 76
70 - 73
67 - 69
D
DF
64 - 66
60 - 63
59 and below
(A grade lower than a B- is required for acceptance in TELP. Final grades lower than this will
require repeat of this course.)
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Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g. Blackboard)
and using online research databases. Knowledge of the use of technology-supported multimedia, such
as PowerPoint and other audio/video resources, is expected. Students who need assistance with
building technological skills should speak with their professor to learn about technology resources in
the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as not
to miss announcements. If your UCCS email address is not your primary one, please have emails
from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of
ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work fairly
and honestly. As an important member of a classroom community, attendance and punctuality is
mandatory. You must actively engage in class and group work to maximize your learning in this
course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior: Professional behavior is necessary for you to be a successful member of a
learning community. Please monitor your participation in class discussions and group work and find
ways to contribute intelligently to the discussion without silencing others. All written assignments
must be computer generated unless otherwise indicated by the professor. Professional behavior will
be expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing students to
recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious,
gender, economic, sexual orientation and ability – while striving to provide fair and equitable
treatment and consideration for all. Any student who believes that he/she has not been treated fairly
or equitably for any reason should bring it to the attention of the instructor, Department Chair or the
Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this
course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is
committed to ensure that “no otherwise qualified individual with a disability … shall, solely by
reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity…” If you are a student with a disability and believe
you will need accommodations for this class, it is your responsibility to contact and register with the
Disabilities Services Office, and provide them with documentation of your disability, so they can
determine what accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability
Services office has been given to the professor by the student. Please contact Disability Services for
8
more information about receiving accommodations at Main Hall room 105, 719-255-3354 or
dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any course, but
no later than the end of the first week of classes. At this time, the student should provide the
instructor with a schedule of planned absences, preferably signed by the student's commander, in
order to allow the instructor to evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities
to be excused absences, on par with those due to other unavoidable circumstances such as illness. If,
however, it appears that military obligations will prevent adequate attendance or performance in the
course, the instructor may advise the student to register for the course at another time, when she/he is
more likely to be successful.
Student Appeals: Students enrolled in programs or courses in the College of Education may access
the COE
Appeal/Exception Form @:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf.
This form is to be used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain the
general welfare of the university community. The university strives to make the campus community a
place of study, work, and residence where people are treated, and treat one another, with respect and
courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Course Alignment w/ Accreditation Standards:
Objectives
Assignment
Alignment
1)
Recognize the
roles, responsibilities,
and rewards of being a
professional teacher.
Observation
Worksheet
(Student
Interaction in
Classroom form)
Colorado
Performance
Standards for
Teachers
1, 2, 3, 4, 5, 6
INTASC/NCATE
Standards
COE Conceptual
Framework
1,2,4,5,6,7,8,9,10
1) A - C
2) A - C
3) A - C
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Seminar
Discussion and
Reflection Paper
Volunteer Log
Thank You
Letters
2)
Identify the
personal qualities and
strengths the student
brings to teaching as a
career.
Observation
Worksheet
(Student
Interaction in
Classroom form)
1, 2, 3, 4, 5, 6
1,2,3,4,5,6,7,8,10
1) A - C
2) A - C
3) A - C
1, 2, 3, 4, 5, 6
1,2,3,4,5,6,7,8,10
1) C
2) C
3) C
1, 2, 3, 4, 5, 6
1,2,4,5,6,7,8,9,10
1) A - C
2) A - C
3) A - C
1, 2, 3, 4, 5, 6
1,2,3,4,5,6,7,8,10
1) A - C
2) A - C
3) A - C
Seminar
Discussion and
Reflection Paper
Volunteer Log
Letter of
Recommendation
3)
Identify areas
for personal growth the
student needs to address
as an entering member of
the teaching profession.
Volunteer Log
Seminar
Discussion and
Reflection Paper
Letter of
Recommendation
4)
Recognize,
reflect on, and develop
an initial understanding
of various elements of
classroom diversity,
instruction and school
practice.
Volunteer Log
5)
Develop
questions related to
teaching and schools that
the student expects will
be addressed in the
Teacher Education and
Licensure Program.
Volunteer Log
Seminar
Discussion and
Reflection Paper
Seminar
Discussion and
Reflection Paper
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