KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name ECE 8351 School Reform Through Classroom Practice (Birth8yrs) Department Elementary and Early Childhood Education Degree Title (if applicable) Education Doctorate (Ed.D.) Proposed Effective Date Fall 2006 Check one or more of the following and complete the appropriate sections: x New Course Proposal Course Title Change Course Number Change Course Credit Change Course Prerequisite Change 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 Page 1 of 10 KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog Course Prefix and Number Course Title Credit Hours Prerequisites Description (or Current Degree Requirements) II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number ECE 8351 _____________________ Course Title __School Reform through Classroom Practice (Birth-8yrs) Credit Hours 3 Prerequisites Acceptance to the Ed.D. program Description (or Proposed Degree Requirements) Candidates will examine multiple approaches to caring for and educating young children (Birth to age 8 years) in group settings. An in-depth study of organizational strategies, child development theories, historical and philosophical perspectives will be conducted. Connections will be made using current licensing and accreditation standards to the organization of personnel, materials and equipment. In addition the course will include analysis of recent research, theoretical developments, and social issues such as ethics, diversity, special needs, and family involvement as they relate to quality care and education in the early years. III. Justification The purpose of this course is to provide candidates an opportunity to research current trends in early childhood education and gain in-depth knowledge in developmentally appropriate practices (emphais on NAEYC guidelines for classroom serving children from birth through age 8 years.to maximizing student academic achievement, social, physical, and mental well being. IV. Additional Information (for New Courses only) Instructor: to be assigned Text: Bredekamp, Sue. (1997). Developmentally Appropriate Practice in Early Childhood Programs. (Revised Edition), Washington, D.C: NAEYC Publications. Gandini, L., Edwards, C. (2001). Bambini: The Italian Approach to Infant/Toddler Care. New York: Teachers College Press. Prerequisites: Admission to the Ed.D. program Objectives: Page 2 of 10 Course objective Doctoral KSDs 1c, 2.d Distributed School Leadership Roles* Change Leader, Relationship Development Leader PSC/NCATE Standard 1.6, 1.7, 1.8 Demonstrate in-depth knowledge and thoughtful application of NAEYC’s Code of Ethical Conduct and other guidelines relevant to their professional role. 1.b, 2.b, Learning & Development Leader, Change Leader, Operations leader, Process Improvement Leader, Relationship Development Leader 1.4, 1.5, 1.6. 1.7, 1.8 Possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. 1.b, 4.e Learning & Development Leader, Change Leader, Curriculum, Instruction & Assessment Leader, Operations Leader 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 Demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program. 3.c, 4.e Curriculum, Instruction & Assessment Leader, Learning, Development Leader, Operations Leader 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8 Demonstrate a high level of skill in identifying and using human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base Demonstrate inquiry skills, using systematic and professionally accepted approaches to show their ability to investigate questions relevant to their practice and professional goals Demonstrate the flexible, varied skills to work collaboratively and effectively with other adults in professional roles 4.a, 4.e Change Leader, Performance Leader, Operations Leader 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8 4.a, 4.e Change Leader, Performance Leader, Operations Leader 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8 5a, 5.c 1.6, 1.7, 1.8 Demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all young children. (NAEYC standards for advanced programs, 2003) 1.b, 1.c Performance Leader, Data Analysis Leader, Process Improvement Leader, Relationship Development Leader Learning & Development Leader, Change Leader Demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity. 1.4, 1.5, 1.6 Instructional Method Suggested key course assignments would include, but are not limited to, an in-depth research paper, the development of an investigation/ project with young children, formal presentation at local, statewide or regional conference, and formulation of a case study Page 3 of 10 Method of Evaluation Grading V. 93-100% 85-92 % A B 77-84% C 69-76% D <69% F Resources and Funding Required (New Courses only) *Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella Ed.D degree for the Bagwell College of Education. 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 EECE ECE 8351 Sch Reform B-8 3 Fall 2006 Regular APPROVED: Page 4 of 10 ________________________________________________ Vice President for Academic Affairs or Designee VII Attach Syllabus KENNESAW STATE UNIVERSITY BAGWELL COLLEGE OF EDUCATION DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION FALL SEMESTER 2005 I. Course Number and Title: ECE 8351 School Reform Through Classroom Practice (ages Birth- 8 years) II. Instructor: Office: Phone: Email: Office Hours: III. Class Sessions: IV. Text Bredekamp, Sue. (1997). Developmentally Appropriate Practice in Early Childhood Programs. (Revised Edition), Washington, D.C: NAEYC Publications. Gandini, L., Edwards, C. (2001). Bambini: The Italian Approach to Infant/Toddler Care. New York: Teachers College Press. V. Catalog Course Description Candidates will examine multiple approaches to caring for and educating young children (Birth to age 8 years) in group settings. An in-depth study of organizational strategies, child development theories, historical and philosophical perspectives will be conducted. Connections will be made using current licensing and accreditation standards to the organization of personnel, materials and equipment. In addition the course will include analysis of recent research, theoretical developments, and social issues such as ethics, diversity, special needs, and family involvement as they relate to quality care and education in the early years. VI. Purpose and Rationale The purpose of this course is to provide candidates an opportunity to research current trends in early childhood education and gain in-depth knowledge in developmentally appropriate practices (emphais on NAEYC guidelines for classroom serving children from birth through age 8 years. Page 5 of 10 KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: Collaborative development of expertise in teaching and learning Page 6 of 10 Course objective Doctoral KSDs Distributed School Leadership Roles* Change Leader, Relationship Development Leader Learning & Development Leader, Change Leader, Operations leader, Process Improvement Leader, Relationship Development Leader Learning & Development Leader, Change Leader, Curriculum, Instruction & Assessment Leader, Operations Leader Curriculum, Instruction & Assessment Leader, Learning, Development Leader, Operations Leader Change Leader, Performance Leader, Operations Leader PSC/NCATE Standard Demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity. 1c, 2.d Demonstrate in-depth knowledge and thoughtful application of NAEYC’s Code of Ethical Conduct and other guidelines relevant to their professional role. 1.b, 2.b, Possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. 1.b, 4.e Demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program. 3.c, 4.e Demonstrate a high level of skill in identifying and using human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base Demonstrate inquiry skills, using systematic and professionally accepted approaches to show their ability to investigate questions relevant to their practice and professional goals Demonstrate the flexible, varied skills to work collaboratively and effectively with other adults in professional roles 4.a, 4.e 4.a, 4.e Change Leader, Performance Leader, Operations Leader 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8 5a, 5.c Performance Leader, Data Analysis Leader, Process Improvement Leader, Relationship Development Leader Learning & Development Leader, Change Leader 1.6, 1.7, 1.8 Demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all young children. (NAEYC standards for advanced programs, 2003) 1.b, 1.c 1.6, 1.7, 1.8 1.4, 1.5, 1.6. 1.7, 1.8 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8 1.4, 1.5, 1.6 The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, researchbased practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the Page 7 of 10 PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, 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 believe 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. Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission. 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. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, and create WWW resources. \ VII. Course Objectives: The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral Candidates. Students will be able to: *Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership Preparation’s Distributed School Leadership Roles Proficiencies addressed in this course The following proficiencies are used to describe the goals and objectives: 1.1 Candidate possesses broad, current and specialized knowledge of subject matter and communicates this understanding to colleagues, parents and students (KSDs 2c, 4c). 1.2 Candidate possesses a global understanding of connections within and across disciplines and applications to real life and accurately represents understanding through use of multiple explanations, technologies and strategies (KSDs 1a, 1c, 4a, 6b). 1.3 Candidate demonstrates a passion for education and creates environments conducive to the development of powerful approaches to instructional challenges (KSDs 3a, 2c). 1.4 Candidate teaches or leads in ways that convey knowledge as a combination of skills, dispositions and beliefs-integrated, flexible, elaborate and deep (KSDs4c, 2a). 2.1 Candidate believes that all students can learn and helps students develop a positive disposition for learning (KSDs 5d, 6a). 2.2 Candidate treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly (KSDs 6a, 6c). Page 8 of 10 2.3 Candidate understands human development and learning and uses this understanding to create enriching educational experiences and/or environments for all students (KSDs 4d, 6c). 2.4 Candidate creates safe, well-managed, supportive, inclusive and challenging learning environments (KSDs 2b, 4b, 6d). 2.5 Candidate uses multiple methods, technologies, resources, and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan (KSDs 3c, 4a, 4d). 2.6 Candidate monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning (KSDs 4b). 2.7 Candidate is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in multiple formats (KSDs 2e). 3.1 Candidate collaborates with colleagues, parents and other professionals to strengthen school effectiveness, to advance knowledge and to influence policy and practice (KSDs 2b, 2c, 3d). 3.2 Candidate reflects regularly upon daily practice and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement (KSDs1a, 1b). 3.3 Candidate proactively involves parents and other members of the community in support of instruction and education (KSDs 2e, 6c, 6d). 3.4 Candidate engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new staff (KSDs 2d, 5f). Assignments are due on date assigned. All written assignments must be typed in 12 point font with standard margins. Work that is unedited or presented with little thought or planning will not be accepted. IX. Policies Diversity: 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. Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee. Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to Page 9 of 10 provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask pertinent and insightful questions. X. Bibliography—To be added by instructor Bibliography (For Birth –Five) Bredekamp, Sue. (1997). Developmentally Appropriate Practice in Early Childhood Programs. (Revised Edition), Washington, D.C: NAEYC Publications. Gandini, L., Edwards, C. (2001). Bambini: The Italian Approach to Infant/Toddler Care. New York: Teachers College Press. Bredekamp, S. (1995). Reaching Potentials: Transforming Early Childhood and Assessment. (Vol.2). Washington, DC: NAEYC. Brown, J. (1992). Curriculum Planning for Young Children. Washington, DC: NAEYC. Byrnes, D. & Kiger, G. (1992). Common Bonds: Anti-Bias Teaching in a Diverse Society. Wheaton, MD: ACEI Edwards,C., Gandini, L., & Forman, G. (1993). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex. Feeny,S. & Freeman,N. (1999). Ethics and the Early Childhood Educator: Using the NAEYC Code. Washington, DC: NAEYC. Flemming, B.& Hamilton,D. (1977). Resources for Creative Teaching in Early Childhood Education. San Diego: Harcourt Brace Jovanovich. Gestwicki, C. (1999). Developmentally Appropriate Practice: Curriculum and Development in Early Education. (2nd ed.). Albany: Delmar. Hohmann, M.& Weikart, D. (1995). Educating Young Children. Ypsilanti, MI: High/Scope Press. Honig, Alice S. (2002). Secure Relationships. Washington, DC: NAEYC. Jones,E. & Nimmo,J. (1994). Emergent Curriculum. Washington, DC: NAEYC. Neugebauer,B. (1992). Alike and Different: Exploring Our Humanity with Young Children. Washington, DC; NAEYC Reggio Children, The President and fellows of Harvard College, and the Municipality of Reggio Emilia. (2001). Making Learning Visible; Children as individual and group learners. Reggio Emilia, Italy: Reggio Children srl. Wolery,M. & Wilbers, J. (1994). Including Children with Special Needs in Early Childhood Programs. Washington, DC: NAEYC. Page 10 of 10