KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 7790 TESOL
Department Special Education
Degree Title (if applicable) M.ED Special Education/Collaborative Practices/TESOL
Proposed Effective Date January 2006
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
X Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog p. 117
Course Prefix and Number EDUC 7790
Course Title Documenting Professional Growth
Credit Hours 3
Prerequisites EDU 7700 or permission of department chair
Description (or Current Degree Requirements)
This course provides support for Master of Education in Special Education
candidates in completing and presenting their professional portfolio to document
their professional growth. Candidates will work with a Portfolio Committee to
organize reflections about their growth including: highlighting pivotal KSU
learning experiences, reflecting on changes in practice, integrating research and
practice, and relating these to the growth of their students. Outcomes will include
a written portfolio and a multimedia presentation summarizing the portfolio and is
to be completed at least three weeks prior to the date of graduation.
II.
IV.
III.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___EXC7790_____________________________
Course Title _ ________________
Credit Hours
Prerequisites
Description (or Proposed Degree Requirements)
This course provides support for Master of Education in Special Education/TESOL
candidates in completing and presenting their professional portfolio to document their
professional growth. Candidates will work with their instructors to organize reflections
about their growth in meeting the graduate proficiencies on the Candidate Performance
Instrument (CPI) and the Portfolio Narrative Rubric by highlighting pivotal KSU
learning experiences, reflecting on changes in practice, integrating research and practice,
and relating these to the growth of their students. Outcomes will include an electronic
portfolio and a multi-media presentation summarizing their portfolio. Candidates must
be prepared to present their portfolios at least three weeks before their graduation date.
Justification
The Department of Special Education at Kennesaw State University has
historically offered a program in Collaborative Practices, with endorsement in
ESOL. The proposed changes in this course are necessary to bring the exiting
endorsement program into alignment with national TESOL standards. Many of
the research-based practices for students with disabilities are also efficacious for
students who are culturally and linguistically diverse. This effort will pave the
way for classroom teachers in Georgia to educate all students within the Georgia
Performance Standards, including those who have disabilities and those who are
culturally and linguistically diverse.
This course provides support for Master of Education in Special
Education/TESOL candidates in completing and presenting their professional
portfolio to document their professional growth. Candidates will work with their
instructors to organize reflections about their growth in meeting the graduate
proficiencies on the Candidate Performance Instrument (CPI) and the Portfolio
Narrative Rubric by highlighting pivotal KSU learning experiences, reflecting on
changes in practice, integrating research and practice, and relating these to the
growth of their students. Outcomes will include an electronic portfolio and a
multi-media presentation summarizing their portfolio. Candidates must be
prepared to present their portfolios at least three weeks before their graduation
date.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EDUC 7700
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
COURSE NUMBER/SECTION
COURSE TITLE:
II.
INSTRUCTOR:
III.
CLASS MEETINGS:
III.
TEXT:
EDUC 7790
Documenting Professional Growth
Costantino, P. M. & DeLorenzo, M. N. (2002). Developing a Professional Teaching
Portfolio: A Guide for Success. Boston: Allyn & Bacon.
American Psychological Association. (2001). Publication Manual of the American
Psychological Association : Fifth Edition. Washington, D.C.: Author
V.
CATALOG DESCRIPTION: This course provides support for Master of Education in
Special Education/TESOL candidates in completing and presenting their professional
portfolio to document their professional growth. Candidates will work with their
instructors to organize reflections about their growth in meeting the graduate
proficiencies on the Candidate Performance Instrument (CPI) and the Portfolio Narrative
Rubric by highlighting pivotal KSU learning experiences, reflecting on changes in
practice, integrating research and practice, and relating these to the growth of their
students. Outcomes will include an electronic portfolio and a multi-media presentation
summarizing their portfolio. Candidates must be prepared to present their portfolios at
least three weeks before their graduation date.
VI.
PURPOSE/RATIONALE: The purpose of this course is to prepare professional
learning facilitators for all students. The competencies in this course are derived from
the requirements for teachers by the Professional Standards Commission (the licensure
body of Georgia), the national standards of the Council for Exceptional Children and
Teachers of English Speakers of Other Languages as well as the standards of the NBPTS
and NCATE, and guidance from the KSU Department of Special Education Advisory
Board. This course is designed to provide support for candidates in documenting their
growth as professional learning facilitators as measured by the Candidate Performance
Instrument and the Portfolio Narrative Rubric, both of which have been approved by the
faculty of the Bagwell College of Education at Kennesaw State University.
VII. Conceptual Framework Summary & Related Standards & Requirements
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward
that end, the KSU teacher education community strongly upholds the concept of
collaborative preparation requiring guidance from professionals inside and outside
the university. In tandem with this belief is the understanding that teacher expertise
develops along a continuum which includes the stages of preservice, induction, inservice, and renewal; further, as candidates develop a strong research-based
knowledge of content and pedagogy, they develop their professional expertise in
recognizing, facilitating, assessing, and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
Knowledge Base. Teacher development is generally recognized as a continuum that
includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and
Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central
to analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to
develop rapidly. The historical framework included perceptual training, behavior
modification and task analysis. Current directions include multiple intelligence models,
systematic instruction, strategy approaches to teaching and learning, and direct
instruction. The field draws on research literature from educational psychology, medicine,
psychology and special education. The emphasis in this class will be on developing skills
in application of research-based best practice in the area of behavior management,
documenting impact on student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout
the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards
for Educators. During the courses, candidates will be provided with opportunities
to explore and use instructional media, especially microcomputers, to assist
teaching. They will master use of productivity tools, such as multimedia
facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in
classrooms for students in their classrooms. Specifically, candidates will use spreadsheet
software to develop graphs, charts, and tables, word processing to write papers, and email to communicate with the instructors and their peers.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required. Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables
outlined above.
Professional Portfolio Requirements
As you know…”..a required element in each portfolio for the Graduate Program is the
portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate
reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a
narrative, which includes descriptive, analytic and reflective writing in which you reflect
on each of the proficiencies and how you make the case that the evidence you have
selected in your portfolio supports a particular proficiency, using the Portfolio Narrative
Rubric as a guide. The narrative should be comprehensive, documenting research-based
best practices.
Extensions. Candidates should keep ongoing documentation of ways in which they
extended their learning and skills from this and other courses. For this course, this could
include identifying students who gain access to more inclusive educational environments,
actual changes implemented in the school as a result of the Building Plan, changes in
student behavior or learning that results from co-teaching, interactions with parents,
committees formed or served on related to inclusive education, peer mediated strategies
implemented in your class or other classrooms, workshops on co-teaching conducted at
the school, the establishment of additional co-teaching teams at your school and etc.
Impact on Student Learning Analysis
It is our assumption that you are already assessing the influence of your instruction on
your students’ learning and that you are considering what factors, such as student
diversity, might affect your students’ achievement. For this assignment, you will select a
lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact
on your students’ learning. Then, you will reflect on the impact on your students’
learning on that particular lesson, activity, unit, or skill using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the differences that
every student brings to the classroom setting may have influenced learning (see definition
of “every student” at the top of attached “Impact on Student Learning” rubric). Unless
your program area tells you differently, the length of the reflection is up to you, but it
should be concise. (See Directions for “Impact on Student Learning Analysis” that
accompanies the Rubric for greater detail.)
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
X. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit prepares learning facilitators who understand
their disciplines and principles of pedagogy, who reflect on practice, and who apply these
understandings to making instructional decisions that foster the success of all learners.
For the purposes of this syllabus, course goals and objectives are first delineated
according to development of candidate knowledge, skills & dispositions and then crossreferenced to the national professional standards of the Council for Exceptional Children
and Teachers of Speakers of Other Languages.
As a result of Knowledge, the candidate will:
1. articulate knowledge of characteristics of students in their classrooms, CEC Crossreference C2K4; Cross-reference TESOL 2.a.1
2. articulate knowledge of best educational practices, CEC Cross-reference C2K4;
Cross-reference TESOL 3.a.1-4; 3.b.6-8.
As a result of Skills, the candidate will:
3. demonstrate skill in reflecting on practice;
4. demonstrate skill in professional written and oral communication of ideas;
5. demonstrate skill in integrating research findings with reflections on current
practice;
6. demonstrate skill in using action research to improve practice; and
7. demonstrate skill in use of technology to document and exhibit professional
growth TESOL 3.c.4-5
As a result of Dispositions, the candidate will:
8. exhibit commitment to successful learning of all students in their classrooms, and
9. exhibit commitment to lifelong learning.
XI.
COURSE REQUIREMENTS/ASSIGNMENTS:
Completion of written professional portfolio with selected appendices to document
professional growth and the presentation of a multimedia summary of their growth.
Candidate performance will be graded upon a pass/fail basis.
XII.
CLASS PARTICIPATION: Students are expected to attend all class sessions and be
active participants in the learning process. This class includes presentations by
professionals from other disciplines and class attendance is essential for participation in
development of a multi-disciplinary perspective. Class activities will include discussion,
role-playing and group collaborative activities requiring the participation of all students.
Students have many experiences and skills, which they can share to facilitate everyone’s
learning. Evaluation will include attendance, communication and collaboration skills
demonstrated during class.
XIII. ACADEMIC HONESTY: Every KSU student is responsible for upholding the
provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II
of the Student Code of Conduct addresses the University's policy on academic honesty, including
provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and
misuse of student identification cards. Incidents of alleged academic misconduct will be handled
through the established procedures of the University Judiciary Program, which includes either an
"informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
The student is reminded to consult the 2004-2005 KSU Graduate Catalog for the
University's policy. Any strategy, which has the appearance of improving grades
without increasing knowledge, will be dealt with in accordance with the University's
policy on academic honesty. In addition, students in the graduate program in special
education are held accountable by the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for
Exceptional Children's (CEC) Code of Ethics for Educators of Persons with
Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
XIII.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for
dealing with behavior that disrupts the learning environment. Consistent with the belief
that your behavior can interrupt the learning of others, behavior that fits the University's
definition of disruptive behavior will not be tolerated. (See Campus Policies and
Procedures of the 2004- 2005 KSU Graduate Catalog)
IVX.
HUMAN DIGNITY: The University has formulated a policy on human rights that is
intended to provide a learning environment, which recognizes individual worth. That
policy is found in the 2004-2005 KSU Graduate Catalog. It is expected, in this class,
that no Professional should need reminding but the policy is there for your
consideration. The activities of this class will be conducted in both the spirit and the
letter of that policy.
XIV.
Course Requirements
Course
Requirements
Course Objectives*
Journey
3, 4, 7, 9
Philosophy statement
1, 8
Impact on student
learning
1, 2, 3, 4, 5, 6
Documenting
professional growth
1, 2, 4, 5, 6
Reflective practice
1, 2, 4, 5, 6
SME: 1.1-1.4
Future goals
1, 4, 5, 8, 9
FL: 2.1-2.7
CP: 3.1-3.5
Presentation (oral &
written
communication)
2, 3
Professionalism
1, 4, 5, 8, 9
Integration of theory &
practice
2, 4, 5, 6
Technology skills
2, 7
Graduate CPI
* NCATE: Due to the fact that this course is organized according to the KSD’s, aligned with the
BCOE outcomes and proficiencies, it meets NCATE Standard I & II. Given that it addresses
TESOL and Special Education, it meeting NCATE Standard IV of diversity.
EDUC 7790 Documenting Professional Growth
Course Schedule
Spring 2003
Date
Activity
Assignment Due
Review course requirements
Working Portfolio organization – by EDUC class
Bring Working Portfolio to class
Working Portfolio organization – by domain
Philosophy section – develop outline
Documenting impact on student performance
Linking theory & practice
Documenting your professional growth
Spring Break ??
Linking theory & practice
Setting future goals
Effective presentation skills
Edit sessions
Consultation sessions
PORTFOLIO PRESENTATIONS
PORTFOLIO PRESENTATIONS
PORTFOLIO PRESENTATIONS
KSU Hooding Ceremony
KSU Graduation
Journey, Philosophy
Outline for impact section
Impact section
Outline for professional growth
Professional growth section
Outline for goals
Working Portfolio Due
Goals section
Working portfolio evaluations
completed
Final copies for signature
Invited guests