Master of Arts in Teaching
The Master of Arts in Teaching degree needs to make two changes before it begins in
summer 2006.
1. a redistribution of the class and lab hours in EDUC 6100 and 6100L
and
2. a correction of the EDUC 6252 description
Four proposals are included:

Change in course: EDUC 6100

Change in course EDUC 6100L

Change in EDUC 6252

Program Revision Form reflecting those changes
KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name _______EDUC 6100/Master of Arts of Teaching ____________
Department _______________________Secondary & Middle Grades Education _____________
Degree Title (if applicable) __________Master of Arts in Teaching _______________________
Proposed Effective Date _____________Summer 2006 _________________________________
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. _____ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. __X__ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO
NOT constitute a Minor Change, and must go through the full course revision
proposal approval process.
3.
Changes that appear to be more than simple editing changes must go through
the full course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the
two-week submission prior to the first reading rule
Submitted by: ______________
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Lynn Stallings, Ph.D. _____ 11/15/05
Faculty Member
Date
____
Department Curriculum Committee Date
____
Department Chair
Date
____
School Curriculum Committee
Date
____
School Dean
Date
____
GPCC Chair
Date
____
Date
____
Vice President for Academic Affairs Date
____
President
Date
Dean, Graduate Studies
Approved
Not Approved
Approved
Not Approved
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog: __Not yet listed. Program starts summer 2006 _____
Course Prefix and Number: _______EDUC 6100 ______________________________
Course Title: ______ Development, Psychology, and Diversity of the Learner ________
Credit Hours: _____ 3 – 0 – 3 _____________________________________________
Prerequisites: _____ Admission to the Master of Arts in Teaching ________________
Description:
EDUC 6100 Development, Psychology, and Diversity of the Learner: 3-0-3.
Pre-requisite: Admission to MAT program. An examination of the unique aspects
of and relationships between the development, psychology, and diversity of
learners. A study of life span development (with an emphasis on adolescents and
young adults) addresses social, moral, emotional, physical, cognitive and
psychological development. Theories, models, and principles of learning and
motivation are examined and related to development and diversity as it is
influenced culture, language cognitive ability, gender, and special needs. The use
of technology in this course will include word processing, presentation
applications, Internet research, online courseware, electronic portfolio
development, and the review of software.
II.
Proposed Information (Fill in the changed item)
Page Number in Current Catalog: __Not yet listed. Program starts summer 2006 _____
Course Prefix and Number: _______EDUC 6100 ______________________________
Course Title: ______ Development, Psychology, and Diversity of the Learner ________
Credit Hours: _____ 5 – 0 – 5 _____________________________________________
Prerequisites: _____ Admission to the Master of Arts in Teaching ________________
Description
EDUC 6100 Development, Psychology, and Diversity of the Learner: 5-0-5.
Pre-requisite: Admission to MAT program. An examination of the unique aspects
of and relationships between the development, psychology, and diversity of
learners. A study of life span development (with an emphasis on adolescents and
young adults) addresses social, moral, emotional, physical, cognitive and
psychological development. Theories, models, and principles of learning and
motivation are examined and related to development and diversity as it is
influenced culture, language cognitive ability, gender, and special needs. The use
of technology in this course will include word processing, presentation
applications, Internet research, online courseware, electronic portfolio
development, and the review of software.
III.
Justification
EDUC 6100 and EDUC 6100L are taught in the first semester (summer) of the program.
As initially proposed, the lab portion was a three-hour course. Three lab course hours is
typically nine hours of field experience a week in a normal 15-week semester. In a
summer semester, that 135 hour field experience is spread over a six-week semester.
That’s 22.5 hours per week and is not realistic as a part of a full summer semester load.
In a six-week semester, that means
To resolve this logistical problem, EDUC 6100 will be a five-hour course with EDUC
6100L as a one-hour field experience. That change means 3 hours of field experience a
week and 45 total hours of field experience. Over a six-week semester, that’s 7.5 hours
per week, which is much more reasonable.
In a six-week semester, that means
VII. 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 changes have been approved by the Office of the
President.
DISCIPLINE
Education
COURSE NUMBER
EDUC 6100
COURSE TITLE FOR LABEL
Dev Psy Div Lrnr
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
5-0-5
Approval, Effective Term
Summer 2005
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
I.
EDUC 6100 The Development, Psychology, and Diversity of the
Learner
Department of Secondary and Middle Grades Education
Summer Semester, 2005
II.
Instructor:
Email:
Office:
Phone:
Hours:
III.
Class Meetings:
IV.
Required Texts:
A. Driscoll, M. P. (2000). Psychology of Learning for Instruction (2nd ed.). Boston: Allyn and
Bacon.
B. Friend, M.P., and Bursuck, W.D. (2002). Including Students with Special Needs (3rd ed.).
Boston: Allyn and Bacon.
C. Other course readings
V.
Catalog Description: 3-0-3. Pre-requisite: Admission to MAT program. An examination of the
unique aspects of and relationships between the development, psychology, and diversity of
learners. A study of life span development (with an emphasis on adolescents and young adults)
addresses social, moral, emotional, physical, cognitive and psychological development. Theories,
models, and principles of learning and motivation are examined and related to development and
diversity as it is influenced culture, language cognitive ability, gender, and special needs. The use
of technology in this course will include word processing, presentation applications, Internet
research, online courseware, electronic portfolio development, and the review of software.
Purpose and Rationale: This course is the first professional education course leading to initial
certification through successful completion of the Master of Arts in Teaching degree at Kennesaw
State University. Study in this course is focused on the adolescent and young adult learner’s
development, psychology of learning, and diversity.
VI.
Conceptual Framework: Collaborative Development of Expertise in Teaching and Learning
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, research-based 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 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 are 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.
Use of Technology: Telecommunication and information technologies will be integrated throughout the
teacher preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During this course, candidates are expected to
utilize various media resources to support classroom and group activities relative to the course. Candidates
are encouraged to be functional in the use of library and computer research tools. Candidates should access
information resources and incorporate these into assignments and activities.
This course serves to provide a basic foundation for technology related skills for educators. In EDUC
6100, teacher candidates will learn and/or utilize:





The basic skills and terminology needed to use a computer,
A word processing package,
Internet technologies including email, WWW, and online course applications,
PowerPoint presentation application,
Various other classroom technologies.
Other Technology: Please note that “Use of Technology” in this course does not include the use of pagers
and cell phones. Please turn ringers and beepers to silent mode during class meetings.
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.
VII.
Course Goals and Objectives:
Course Objective
Course Goals and Objectives: Upon
successful completion of this course the
candidate will
General
1. Develop knowledge and skills in
defining, analyzing, and synthesizing
various perspectives in research on
learning, motivation, development,
diversity, and exceptionality, and
identifying their implications for
classroom teaching.
2. Understand the relationship between
the factors studied in the course and
teaching and learning.
3.
Demonstrate an understanding of the
role technology can play in educating
a population of students with
Outcomes & NCATE
Standards*
Assignments and Activities
CPI – Facilitator of
Learning, Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)

Research Article Reviews
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning
NCATE – Standard I

Quizzes/Tests


Teaching for Reflection
Web of Support
4.
developmental, cognitive, and/or
physical limitations or abilities.
Plan, implement, and reflect upon
instruction that accommodates
variation in developmental, cultural,
cognitive, and exceptional
characteristics of the learner.
5.
Discuss the necessity for development
and application of educational
programs according to principles of
development, learning, diversity, and
exceptionality examined in this
course.
Development of the Learner
1. Understand current theoretical
perspectives and domains of
development and learning
2.
3.
Examine the physical, cognitive,
emotional, and social domains of
development.
Understand the environmental,
genetic, child-rearing, cultural,
economic, political, and educational
influences on development and
socialization of children and youth.
Psychology of the Learner
1. Explain major theoretical perspectives
of learning (cognitive, developmental,
social learning, behavioral, and human
information processing) and their role
in the education of adolescents.
2. Describe contexts when different
theoretical positions would be
appropriate for use with adolescents.
3.
Understand the motivational processes
in the education of adolescents.
4.
Understand the impact of classroom
atmosphere and teacher effects on
student motivation.
Diversity of the Learner
1. Understand how differences in
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning, Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)

Teaching for Reflection


Class Discussions and
Participation
Cultural Immersion
Experience
Quizzes /Tests
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning
NCATE – Standard
I(Knowledge, Skills,
and Dispositions),
Standard II (Diversity)


Quizzes/Tests
Research Article Reviews



Quizzes/Tests
Cultural Immersion
Experience
Ethnocultural Heritage
Power Point
Cultural Immersion
Experience
Ethnocultural Heritage
Power Point
Quizzes/Tests
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)

Quizzes/Tests


Quizzes/Tests
Teaching for Reflection


Quizzes/Tests
Web of Support


Quizzes/Tests
Research Article Reviews
CPI – Facilitator of

Ethnocultural Heritage




ethnicity, class, gender, religion,
language and exceptionality affect the
work of schools and teachers in
modern society.
2.
3.
4.
Articulate the legal and ethical
requirements of their role in the
education of students with disabilities
and the ways those continue to evolve
out of legislative, litigative, and
sociological changes.
Demonstrate an understanding of the
way in which general characteristics of
exceptionalities are linked to
definitions under state and federal laws
and the attendant regulations.
Demonstrate an understanding of due
process and their role in its
implementation for parents and
students and their role in engaging and
supporting the participation of parents
of students with diverse characteristics
(including disabilities) in the education
of their children.
Demonstrate an understanding of
disabilities as lifelong circumstances
requiring different strategies and
accommodations in various settings
and stages.
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)

Power Point
Research Article Reviews

Quizzes/Tests

Quizzes/Tests

Quizzes/Tests
CPI – Facilitator of
 Teaching for Reflection
Learning, Collaborative  Quizzes/Tests
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
6. Demonstrate the ability to identify
CPI – Facilitator of
 Web of Support
community and professional resources Learning
and collect information about their
NCATE – Standard I
access.
(Knowledge, Skills, and
Dispositions)
8. Exhibit a commitment to teaching in a
CPI – Collaborative
 Cultural Immersion
diverse world.
Professional
Experience
NCATE – Standard I
 Professionalism
(Knowledge, Skills, and
Dispositions)
*“Outcomes” refers to outcomes evaluated in the Candidate Performance Instrument (CPI), used to
evaluate Practicum II, Practicum III, and the professional portfolio. The National Council for Accreditation
of Teacher Education (NCATE) Standards can be found at www.ncate.org.
5.
VIII.
(Suggested) Assignments and Requirements (to meet course objectives):
A. *Professionalism: It is expected that future teachers will conduct themselves with the
professionalism that is required of practicing teachers. Please note that "meeting expectations"
for teachers is usually what others consider to be "exceeding expectations." MAT teacher
candidates are entering a profession of extremely high standards that they are expected to live
up to daily. Keep in mind that the way that you deal with peers and faculty on campus has
proved to be indicative of how you will deal with your future students, colleagues, and
administrators.
Professional behavior will be monitored and may impact the final grade for this course.
Should concerns arise regarding an individual teacher candidate, the instructor(s) of this
course will communicate these concerns to the teacher candidate with the purpose of drawing
attention to deficiencies so that they may be remedied before field placements. Indicators of
professionalism (from CPI Outcome 3: Collaborative Professional) that will be monitored are
addressed in the below.
The Teacher Candidate shows acceptable professional ability to:
3.1 Reflect upon and improve professional performance based on professional standards, feedback, best
practices and effective communication.
3.2 Build collaborative and respectful relationships with colleagues, supervisors, students,
parents and community members.
3.3 Display professional and ethical behavior consistent with recognized educational
standards and codes of ethics.
B.
C.
D.
E.
F.
IF, AT ANY TIME, AN ADVISOR, FACULTY MEMBER, COLLABORATING
TEACHER, OR SCHOOL PRINCIPAL QUESTIONS A TEACHER CANDIDATE’S
PROFESSIONAL CONDUCT, APPROPRIATE ACTION WILL BE TAKEN. SUCH
ACTION MAY INCLUDE THE DEVELOPMENT OF A PLAN FOR THE
TEACHER CANDIDATE TO COMPLETE BY THE END OF THE SEMESTER OR
THE REMOVAL OF THE TEACHER CANDIDATE FROM THE PROGRAM.
*Ethnocultural Heritage Power Point: Create a PowerPoint presentation that addresses your
ethnocultural heritage and how it has affected and influenced your approaches and attitudes
toward your learning and education as well as your expectations for your future students.
(Diversity, Technology)
*Cultural Immersion Experience: Candidates will attend a cultural activity involving
individuals of a group of a different race, religion, sexual orientation, physical ability,
cognitive ability, etc. than their own. Candidates will write a three-page paper describing the
experience and its impact on their perspective of learners and learning. If in doubt, have your
proposed experience approved by the instructor. (Diversity)
Teaching for Reflection: Candidates will be placed in groups for this activity. Each group
will demonstrate their understanding of learning, motivation, and management by teaching a
lesson to the rest of the class. This experience is designed to help each of you “pull it all
together” in your application of all you have experienced in the course. Evaluation will be
based on one’s reflection on the lesson, regardless of success of the actual teaching
experience. Detailed criteria and format for the lesson as well as the evaluation instrument
will be distributed and discussed in class.
*Web of Support: Identify 5 Internet resources with complete web address for motivation
and/or learning that would be helpful for you as a classroom teacher. Identify an additional 5
sites (for a total of 10) OR OTHER RESOURCES (local agencies, books, journals, etc.) that
are community and/or professional resources for educating students of diversity and/or with
exceptionalities. Provide an evaluation of each resource and then rank the five in terms of
how helpful they may be to you as a classroom teacher. Specific guidelines and grading
criteria will be provided in class. (Diversity, Technology)
Research Article Reviews: Each teacher candidate will find and read 3 research articles (one
addressing adolescent development, one addressing learning, and one addressing diversity
issues). The primary goal is to read and understand current research or recommendations in
an area of interest and then be able to discuss the topic in class. The articles can be located
through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or microfiche,
etc. You are encouraged to go to the library and explore the resources available to you. Your
review should include the following information. (Diversity)
1.
Your name
2.
Article information (Title, Author(s), Journal Citation)
3.
Topic area
4.
Summary
5.
Educational implications in general
6.
Your thoughts and reflection
7.
Personal impact on how or what you might teach
G. Quizzes/Tests: Quizzes and/or tests will cover topics from class discussions and readings.
They will be announced by the instructor as they become appropriate.
H. *Portfolio Narrative – A required element in each portfolio for TOSS, Student Teaching,
and 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 brief narrative in which you reflect on each proficiency 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. Unless you are told differently by your program
area, the length of the reflection is up to you, yet it should be concise. Your assignment for
this class, in preparation for the development of your electronic portfolio, prepare a narrative
that describes how your activities and assignments in this course have contributed to your
achievement of the outcomes and proficiencies of the CPI.
I. Other – To Be Determined by individual instructors
*Required to meet PTEU, state, and national standards.
IX.
X.
XI.
XII.
Evaluation and Grading:
90% - 100% Excellent
80% - 89%
Good
70% - 79%
Satisfactory
A
B
C
60% - 69%
Below 60%
Less than satisfactory
Not passing
D
F
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.
Attendance Policy: The teacher candidate's on-campus attendance will be reflected in the class
assignments and participation section of the course activities. Professional conduct requires that
the teacher candidate show respect for others. This includes coming to class on time, staying for
the entire class period, and collaborating with colleagues during and outside of class. In the event
of an absence, the teacher candidate is responsible for all materials, assignments and
announcements presented in class.
Course Topic Outline
A. Human Development (life span with emphasis on adolescence and young adulthood)
1. Theoretical Perspectives and Principles of Development and Learning
a. Maslow
b. Cognitive: Piaget, Bandura, Bloom, Vygotsky. Gardner
c. Psychosocial: Erikson
d. Moral: Kohlberg
2. Nature vs. Nurture
a. Genetic, health, and environmental factors
b. Cultural, economic, social, ecological, political and educational influences
c. Family and Community Factors
3. Individual Differences (including exceptionalities, diversity) and Instruction
4. Current issues in Child Development.
B. Learning Theory and Motivation
1. Learning Theories
a. Behavioral Learning Theories and Direct Instruction
b.
c.
2.
Social/Observational Learning and Teaching - Modeling, Zone of Proximal
Development, Scaffolding, Use of Language for Cognitive Processing,
Socratic Seminars.
Cognitive Learning Theories and Teaching
i. Information Processing
ii. Constructivist
Motivation
a. Motivation vs. Motivation to Learn
b. Motivational Theories
c. Goal Orientation
C. Diversity
1. Cultural Diversity
a. Ethnicity
b. Class
c. Religion
d. Language
2. Exceptionalities
a. Cognitive
b. Physical
3. Other Unique Perspectives
a. Gender
b. Sexual Orientation
c. Learning
i. Learning Modalities
ii. Multiple Intelligences
4. Legal and Ethical Considerations
KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name _______EDUC 6100L/Master of Arts of Teaching ___________
Department _______________________Secondary & Middle Grades Education _____________
Degree Title (if applicable) __________Master of Arts in Teaching _______________________
Proposed Effective Date _____________Summer 2006 _________________________________
Minor Changes:
5.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. __X__ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. __X__ credit hour change
6.
Multiple changes to any combination of title, numbering, or description DO
NOT constitute a Minor Change, and must go through the full course revision
proposal approval process.
7.
Changes that appear to be more than simple editing changes must go through
the full course proposal approval process (committee chair discretion).
8.
Proposals that meet the criteria as being minor changes, are exempt from the
two-week submission prior to the first reading rule
Submitted by: ______________
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Lynn Stallings, Ph.D. _____ 11/15/05
Faculty Member
Date
____
Department Curriculum Committee Date
____
Department Chair
Date
____
School Curriculum Committee
Date
____
School Dean
Date
____
GPCC Chair
Date
____
Date
____
Vice President for Academic Affairs Date
____
President
Date
Dean, Graduate Studies
Approved
Not Approved
Approved
Not Approved
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog: __Not yet listed. Program starts summer 2006 _____
Course Prefix and Number: _______EDUC 6100L ____________________________
Course Title: _______________________ Practicum I __________________________
Credit Hours: _____ 0 – 9 – 3 _____________________________________________
Prerequisites: _ Admission to the Master of Arts in Teaching, Corequisite:
EDUC 6100
Description:
EDUC 6100L Practicum I. 0-9-3. Prerequisite: Admission to MAT program.
Corequisite: EDUC 6100. An experiential, service learning project in which
candidates work (mentoring, tutoring, interviewing, etc.) with adolescents or
young adults, one-on-one, focusing on development, needs, exceptionalities,
diversity, and learning styles. Requires proof of liability insurance. Candidates
must have a satisfactory practicum to continue in the MAT without remediation.
Verification of Liability Insurance is required.
II.
Proposed Information (Fill in the changed item)
Page Number in Current Catalog: __Not yet listed. Program starts summer 2006 _____
Course Prefix and Number: _______EDUC 6100L ____________________________
Course Title: _______________________ Practicum I __________________________
Credit Hours: _____ 0 – 3 – 1 _____________________________________________
Prerequisites: _ Admission to the Master of Arts in Teaching, Corequisite:
EDUC 6100
Description:
EDUC 6100L Practicum I. 0-3-1. Prerequisite: Admission to MAT program.
Corequisite: EDUC 6100. An experiential, service learning project in which
candidates work (mentoring, tutoring, interviewing, etc.) with adolescents or
young adults, one-on-one, focusing on development, needs, exceptionalities,
diversity, and learning styles. Requires proof of liability insurance. Candidates
must have a satisfactory practicum to continue in the MAT without remediation.
Verification of Liability Insurance is required.
III.
Justification
EDUC 6100 and EDUC 6100L are taught in the first semester (summer) of the program.
As initially proposed, the lab portion was a three-hour course. Three lab course hours is
typically nine hours of field experience a week in a normal 15-week semester. In a
summer semester, that 135 hour field experience is spread over a six-week semester.
That’s 22.5 hours per week and is not realistic as a part of a full summer semester load.
In a six-week semester, that means
To resolve this logistical problem, EDUC 6100 will be a five-hour course with EDUC
6100L as a one-hour field experience. That change means 3 hours of field experience a
week and 45 total hours of field experience. Over a six-week semester, that’s 7.5 hours
per week, which is much more reasonable.
In a six-week semester, that means
VII. 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 changes have been approved by the Office of the
President.
DISCIPLINE
Education
COURSE NUMBER
EDUC 6100L
COURSE TITLE FOR LABEL
Practicum I
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
0-3-1
Approval, Effective Term
Summer 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
I.
EDUC 6100L Practicum I
Department of Secondary and Middle Grades Education
Summer Semester, 2006
II.
Instructor:
Email:
Office:
Phone:
Hours:
XIII.
Class Meetings:
XIV.
Required Texts:
None required.
XV.
Catalog Description: EDUC 6100L Practicum I. 0-9-3. Pre-requisite: Admission to MAT
program. Co-requisite: EDUC 6100. An experiential, service learning project in which
candidates work (mentoring, tutoring, interviewing, etc.) with adolescents or young adults, oneon-one, focusing on development, needs, exceptionalities, diversity, and learning styles. Requires
proof of liability insurance. Candidates must have a satisfactory practicum to continue in the
MAT program without remediation.
Purpose and Rationale: This course is the field experience to accompany EDUC 6100 The
Development, Psychology, and Diversity of the Learner. Its purpose is to have the candidate
apply the knowledge and skills learned in EDUC 6100 during an experiential, service-learning
project, working one-on-one with adolescents and young adults in the role of tutor and mentor.
XVI.
Conceptual Framework: Collaborative Development of Expertise in Teaching and Learning
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, research-based 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 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 are 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.
Use of Technology: Telecommunication and information technologies will be integrated throughout the
teacher preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During this course, candidates are expected to
utilize various media resources to support classroom and group activities relative to the course. Candidates
are encouraged to be functional in the use of library and computer research tools. Candidates should access
information resources and incorporate these into assignments and activities.
In EDUC 6100L, teacher candidates will use:



The basic skills and terminology needed to use a computer,
A word processing package,
Internet technologies including email, WWW, and online course applications,
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.
XVII.
Course Goals and Objectives:
Course Objective
Course Goals and Objectives: Upon
successful completion of this course the
candidate will
1. Demonstrate an awareness and
sensitivity to students from
different backgrounds as related
to the concepts of race,
socioeconomic status, ethnicity,
religion, language, gender, and
exceptionalities.
2. Describe how the concepts of
race, socioeconomic status,
ethnicity, religion, language
differences, gender and
exceptionality affect student
performance and teacher
expectations.
3. Describe how the cultural
background, language differences,
cognitive abilities, and
exceptionalities of a learner
influence participation in the
educational setting.
4. Discuss communication and
learning styles of diverse learners
in middle grades and secondary
classrooms.
5.
Demonstrate an understanding of
their role in engaging and
supporting the participation of
parents of diverse students in the
Outcomes & NCATE
Standards*
Assignments and Activities
CPI – Facilitator of
Learning, Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)

Observations and
Reflections

Observations,
Reflections, &
Conclusions
EDUC 6100 discussions
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning, Collaborative
Professional
NCATE – Standard I






Observations,
Reflections, &
Conclusions
EDUC 6100 discussions
Observations,
Reflections, &
Conclusions
EDUC 6100 discussions
Observations,
Reflections, &
Conclusions
education of their children.
6.
7.
8.
9.
Explain major theoretical
perspectives of learning
(cognitive, developmental, social
learning, behavioral, and human
information processing) and their
role in the education of diverse
learners.
Describe contexts when different
theoretical positions would be
appropriate for use with diverse
learners.
Collect and share observational
data that will be useful to
members of interdisciplinary
teams for multiple decisionmaking.
Work collaboratively with other
professionals to facilitate prereferral, screening and
assessment, placement,
transitions, and instructional
design.
10. Exhibit a commitment to teaching
in a diverse world.
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning, Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard
II (Diversity)
CPI – Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Facilitator of
Learning, Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)




Observations,
Reflections, &
Conclusions
EDUC 6100 discussions
Observations,
Reflections, &
Conclusions
EDUC 6100 discussions

Observations,
Reflections, &
Conclusions

Observations,
Reflections, &
Conclusions
EDUC 6100 discussions

CPI – Collaborative
 Observations,
Professional
Reflections, &
NCATE – Standard
Conclusions
I(Knowledge, Skills,
 EDUC 6100 discussions
and Dispositions),
Standard II (Diversity)
*“Outcomes” refers to outcomes evaluated in the Candidate Performance Instrument (CPI), used to
evaluate Practicum II, Practicum III, and the professional portfolio. The National Council for Accreditation
of Teacher Education (NCATE) Standards can be found at www.ncate.org.
XVIII. Assignments and Requirements:
A. Professionalism: It is expected that future teachers will conduct themselves with the
professionalism that is required of practicing teachers. Please note that "meeting expectations"
for teachers is usually what others consider to be "exceeding expectations." MAT teacher
candidates are entering a profession of extremely high standards that they are expected to live
up to daily. Keep in mind that the way that you deal with peers and faculty on campus has
proved to be indicative of how you will deal with your future students, colleagues, and
administrators.
Professional behavior will be monitored and may impact the final grade for this course.
Should concerns arise regarding an individual teacher candidate, the instructor(s) of this
course will communicate these concerns to the teacher candidate with the purpose of drawing
attention to deficiencies so that they may be remedied before field placements. Indicators of
professionalism (from CPI Outcome 3: Collaborative Professional) that will be monitored are
addressed in the below.
The Teacher Candidate shows acceptable professional ability to:
3.2 Reflect upon and improve professional performance based on professional standards, feedback, best
practices and effective communication.
3.2 Build collaborative and respectful relationships with colleagues, supervisors, students,
parents and community members.
3.3 Display professional and ethical behavior consistent with recognized educational
standards and codes of ethics.
IF, AT ANY TIME, AN ADVISOR, FACULTY MEMBER, COLLABORATING
TEACHER, OR SCHOOL PRINCIPAL QUESTIONS A TEACHER CANDIDATE’S
PROFESSIONAL CONDUCT, APPROPRIATE ACTION WILL BE TAKEN. SUCH
ACTION MAY INCLUDE THE DEVELOPMENT OF A PLAN FOR THE
TEACHER CANDIDATE TO COMPLETE BY THE END OF THE SEMESTER OR
THE REMOVAL OF THE TEACHER CANDIDATE FROM THE PROGRAM.
B. Experiential Service Learning Project – Candidates will arrange to spend one-on-one time
with adolescents and/or young adults in the role of tutor and mentor, applying the concepts
studied in EDUC 6100 The Development, Psychology, and Diversity of the Learner. You
should spend at least nine hours per week with students, documenting the dates and times of
your meetings. You should also make efforts to work with a diverse population of students.
Choose to work with males and females and/or middle grades and secondary students. Keep
in mind that any one student might represent several diverse characteristics. Consider
selecting students to work with who are
 From a culture different from yours
 Are language minority
 Have special physical or cognitive needs
Candidates will be given several directed activities to use while working with students. These
activities may include but are not limited to
 Determine the students’ preferred learning modalities, multiple intelligences,
motivational factors, etc.
 Investigate conditions of students’ educational environments and experiences.
 Reflect upon the impact of the students’ diversities and exceptionalities on
learning.
 Collect observational data that might be useful for decision-making.
 Communicate with the students’ parents or guardians regarding your relationship
and observation.
Candidates are expected to use this service learning experience to inform and contribute to
their EDCU 6100 class discussions. In addition, documentation of time, written observations,
reflections, and conclusions may be turned it at intervals throughout the summer session with
final conclusions submitted at the end. (Diversity)
Opportunities to work with students may include the following:
 Church or synagogue youth groups
 Scout troops
 Your children or relatives
 The children of friends or neighbors
 Students at your school (if employed)
 Service-learning opportunities through KSU (information will be provided)
You will be required to verify that the students you work with are there on a voluntary basis,
and that they may chose to discontinue working with you at any time without fear of any type
of penalty. You are also required to verify that you are covered by liability insurance. More
information will be provided about how to acquire this insurance in class.
C. Other – To Be Determined by individual instructors
XIX.
Evaluation and Grading:
S/U
XX.
XXI.
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.
Attendance Policy: The teacher candidate's attendance is expected at all arranged meetings with
students. Realize that students and their parents or guardians are dependent on your prompt
arrival. Time spent working with student should be documented. Professional conduct requires
that the teacher candidate show respect for others. If you must cancel and re-schedule a visit,
please contact the student and/or the parent or guardian as soon as possible to make arrangements.
KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name _______EDUC 6252/Master of Arts of Teaching ____________
Department _______________________Secondary & Middle Grades Education _____________
Degree Title (if applicable) __________Master of Arts in Teaching _______________________
Proposed Effective Date _____________Summer 2006 _________________________________
Minor Changes:
9.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. __X__ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. ____ credit hour change
10.
Multiple changes to any combination of title, numbering, or description DO
NOT constitute a Minor Change, and must go through the full course revision
proposal approval process.
11.
Changes that appear to be more than simple editing changes must go through
the full course proposal approval process (committee chair discretion).
12.
Proposals that meet the criteria as being minor changes, are exempt from the
two-week submission prior to the first reading rule
Submitted by: ______________
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Lynn Stallings, Ph.D. _____ 11/15/05
Faculty Member
Date
____
Department Curriculum Committee Date
____
Department Chair
Date
____
School Curriculum Committee
Date
____
School Dean
Date
____
GPCC Chair
Date
____
Date
____
Vice President for Academic Affairs Date
____
President
Date
Dean, Graduate Studies
Approved
Not Approved
Approved
Not Approved
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog: __Not yet listed. Program starts summer 2006 _____
Course Prefix and Number: _______EDUC 6252 ______________________________
Course Title: ______ Teaching Secondary Mathematics I ________________________
Credit Hours: _____ 2– 3 – 3 ______________________________________________
Prerequisites: _____ EDUC 6100 and EDUC 6100L ___________________________
Description:
EDUC 6252 2-3-3. Pre-requisites: EDUC 6100 and EDUC 6100L.
Recommended Co-requisites: EDUC 6200 and EDUC 6200L. An examination
and application of curriculum issues, learning theories, teaching strategies,
instructional materials and assessment procedures for teaching secondary school
English/Language Arts in the multicultural and diverse classroom of today.
Includes a secondary school field experience in English teaching. Candidates
should plan to spend three hours per week in the field Proof of professional
liability insurance is required prior to school placement.
II.
Proposed Information (Fill in the changed item)
Page Number in Current Catalog: __Not yet listed. Program starts summer 2006 _____
Course Prefix and Number: _______EDUC 6252 ______________________________
Course Title: ______ Teaching Secondary Mathematics I ________________________
Credit Hours: _____ 2– 3 – 3 _____________________________________________
Prerequisites: _____ Admission to the Master of Arts in Teaching ________________
Description
EDUC 6252 2-3-3. Pre-requisites: EDUC 6100 and EDUC 6100L.
Recommended co-requisites: EDUC 6200 and EDUC 6200L. An
examination and application of curriculum issues, learning theories,
teaching strategies, instructional materials and assessment procedures for
teaching secondary school mathematics in the multicultural and diverse
classroom of today. Includes a secondary school field experience in
English teaching. Candidates should plan to spend three hours per week in
the field Proof of professional liability insurance is required prior to
school placement.
III.
Justification
This change corrects an error in the original proposal. EDUC 6251 is the English
methods course and the description of that course was inadvertently provided for EDUC
6252 also.
Please note too that the credit hours (2-3-3) wasn’t listed correctly on the Course Master
Form on the original proposal.
VII. 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 changes have been approved by the Office of the
President.
DISCIPLINE
Education
COURSE NUMBER
EDUC 6252
COURSE TITLE FOR LABEL
Math Meth I
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
2-3-3
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
I.
EDUC 6252 Methods of Secondary Teaching Mathematics I
Department of Secondary and Middle Grades Education
Fall Semester, 2005
II.
Instructor:
Email:
Office:
Phone:
Hours:
XXII.
Class Meetings:
XXIII. Required Texts and Materials:
A. National Council of Teachers of Mathematics (2000). Principles and Standards for School
Mathematics. Reston, VA: NCTM. Available at: http//www.nctm.org/
B. Membership to the website www.heinemann.com/math ($12.00)
C. NCTM advocates that a graphing calculator be available to high school students at all times.
Thus, facility with a graphing calculator (the TI-83 Plus) is essential for secondary
mathematics teachers. It is very desirable for students to own this technology.

Catalog Description: 2-3-3. Pre-requisite: EDUC 6100 and EDUC 6100L. An examination and
application of curricular issues, learning theories, teaching strategies, instructional materials, and
assessment procedures for teaching secondary school mathematics in the multicultural classrooms of
today. Includes a secondary school field experience in mathematics teaching and seminars.
Emphasizes those practices suggested by research in mathematics education and encouraged by the
NCTM and the MAA. Proof of professional liability insurance is required prior to receiving a school
placement.

Purpose and Rationale: The faculty of the Professional Teacher Education Unit of Kennesaw State
University endorse the standards for the preparation of teachers of mathematics proposed by the
Conference Board of the Mathematical Sciences in The Mathematical Education of Teachers, 2001,
and by the National Council of Teachers of Mathematics (NCTM) in the Curriculum and Evaluation
Standards for School Mathematics, 1989, the Principles and Standards for School Mathematics, 2000,
and the Professional Standards for Teaching Mathematics, 1991. These standards are aligned with the
standards of the National Council for Accreditation of Teacher Education. Thus, this mathematics
education course is designed to reflect societal goals for education that "include (1) mathematically
literate workers, (2) lifelong learning, (3) opportunity for all, and (4) an informed electorate." (NCTM,
1989, p. 3)
XXIV.
XXV. Conceptual Framework: Collaborative Development of Expertise in Teaching and Learning
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, research-based 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 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 are 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.
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, 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. The use of calculators and computers is an encouraged and accepted practice to enable
students to discover mathematical relationships and approach real world applications. Technology has
made calculations and graphing easier and has changed the very nature of the problems important to
mathematics. Thus, a graphing calculator should be available to all students in Algebra I and beyond at all
times.
The use of calculators and computers is an encouraged and accepted practice to enable students to discover
mathematical relationships and approach real world applications. Familiarizing the pre-service teacher with
a variety of technological tools is an integral part of the course.
Other Technology: Please note that “Use of Technology” in this course does not include the use of pagers
and cell phones. Please turn ringers and beepers to silent mode during class meetings.
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.
Statement to Encourage School-based Activities: While participating in all field experiences, you are
encouraged to be involved in a variety of school-based activities directed at the improvement of teaching
and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other
school personnel, attending school board meetings, and participating in education-related community
events. As you continue your field experiences, you are encouraged to explore every opportunity to learn
by doing.
 Course Goals and Objectives:
XXVI.
XXVII. The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation
as a developmental and collaborative process. Research for the past 25 years has described this
process in increasingly complex terms. Universities and schools must work together to
successfully prepare teachers who are capable of developing successful learners in today’s schools
and who choose to continue their professional development. This course supports those broad
program goals.
XXVIII.
XXIX. All of the learning activities (readings, class discussions, lectures, projects, homework, field
experiences) are designed to help you achieve interrelated objectives and goals drawn from the
Kennesaw Secondary Education Program objectives. These objectives and goals also reflect the
function of the course as a bridge between discipline-centered and professional education courses
that introduce concepts and practices early in the program and the student teaching experience at
its close.
The objectives, curriculum, and instruction for the Teaching of Mathematics (7-12) were designed to meet
the following guidelines:
1.
NCTM Curriculum and Evaluation Standards, 1989
2.
NCTM Professional Standards for Teaching Mathematics, 1991
3.
NCTM Assessment Standards, 1995
4.
NCTM Principles and Standards fro School Mathematics, 2000
5.
MAA A Call for Change
6. CBMS Mathematical Education of Teachers, 2001
XXX.
Course Objective
XXXIII.Course Goals and Objectives:
Upon successful completion of
this course the candidate will
6. Use effective written and oral
discourse to promote student
understanding.
7.
8.
9.
Use developmental theories of learning
in mathematics and concepts to guide
teaching including the major theories
of multicultural education as related to
middle grades education and secondary
level learners.
Use a variety of instructional strategies
to facilitate students’ learning of
mathematics, such as cooperative
groups and the inquiry method.
Use teaching strategies and assessment
techniques for mathematics education
that demonstrate awareness and
sensitivity to students from different
backgrounds as related to the concepts
of race, socioeconomic status,
ethnicity, religion, language, gender,
sexual orientation, and exceptionalities.
10. Incorporate manipulatives, models,
and technology appropriately to
enhance learning.
XXXI. Outcomes &
NCATE
Standards*
XXXIV.
XXXII. Assignments and
Activities
XXXV.
XXXVI. CPI –
Facilitator of
Learning,
Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
XXXVII.
CPI –
Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)

XXXVIII.
CPI –
Facilitator of
Learning
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
XXXIX. CPI –
Facilitator of
Learning,
Collaborative
Professional
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)

XL.
CPI –
Facilitator of
Learning



11. Plan, implement, and evaluate
mathematics instruction, with an
emphasis on student-centered active
learning, that
1.
Accommodates
different learning styles,
2.
Encourages a diverse
student population, continually
promoting the belief that all
students can do mathematics, and
3.
Promotes a risk-free
environment for all students
4.
Accomplishes these
objectives while considering how
the characteristics of
multicultural populations in
schools affect decisions related to
curricular and instructional
planning and implementation in
the mathematics classroom.
12. Use meaningful mathematical tasks,
incorporating appropriate classroom
management techniques for the
particular activities.
13. Plan mathematical tasks that
encourage problem solving and
reasoning.
14. Connect mathematical concepts with
one another and relate mathematics
through applications to other
disciplines.
15. Communicate mathematical ideas and
concepts with precise language and
sound reasoning.
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
XLI.
CPI –
Facilitator of
Learning
XLII. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
XLIII. CPI –
Facilitator of
Learning
XLIV. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
XLV. CPI –
Facilitator of
Learning
XLVI. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
XLVII. CPI –
Facilitator of
Learning
XLVIII. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
XLIX. CPI –
Facilitator of
Learning
L.
NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)





16. Use a variety of evaluation methods
to assess student learning and to
guide instructional decisions and to
understand how assessments need to
be constructed with sensitive
awareness of how learners’
performance is shaped by cultural
differences and student
exceptionalities.
17. Work cooperatively in mathematics
professional and scholarship roles.
18. Apply principles of curriculum
design and decision-making to
instructional planning.
19. Use reflective teaching practices to
demonstrate an understanding of
teachers’ and students’ race, gender,
sexual orientation, social class,
ethnicity, language, and
exceptionalities and to adjust and
improve their instructional decisions.
20. Apply current research, best practice,
and NCTM Standards to enhance
teaching and learning.
21. Demonstrate professional behavior
(e.g., be on time, dress professionally,
demonstrate positive attitude, behave
collegially).
22. Organize classroom for optimum
learning experience for all students
CPI –
Facilitator of
Learning
NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)

CPI –
Collaborative
Professional
LIV.
NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
LV.
CPI –
Facilitator of
Learning
LVI.
NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
LVII. CPI –
Facilitator of
Learning,
Collaborative
Professional
LVIII. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
LIX.
CPI –
Facilitator of
Learning,
Collaborative
Professional
LX.
NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
LXI.
CPI –
Collaborative
Professional
LXII. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
LXIII. CPI –
Facilitator of

LI.
LII.
LIII.





Learning
LXIV. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
LXV. CPI –
23. Develop classroom management

Facilitator of
techniques appropriate to diverse
Learning
student populations and their varying
LXVI. NCATE –
needs.
Standard I
(Knowledge,
Skills, and
Dispositions)
LXVII.
CPI – Subject
24. Demonstrate content knowledge.

Matter Expert
LXVIII. NCATE –
Standard I
(Knowledge,
Skills, and
Dispositions)
*“Outcomes” refers to outcomes evaluated in the Candidate Performance Instrument (CPI), used to
evaluate Practicum II, Practicum III, and the professional portfolio. The National Council for Accreditation
of Teacher Education (NCATE) Standards can be found at www.ncate.org.
(e.g., small groups, lecture,
discussion).
VIII. (Suggested) Assignments and Requirements (to meet course objectives):
A. *Professionalism: It is expected that future teachers will conduct themselves with the
professionalism that is required of practicing teachers. Please note that "meeting expectations"
for teachers is usually what others consider to be "exceeding expectations." MAT teacher
candidates are entering a profession of extremely high standards that they are expected to live
up to daily. Keep in mind that the way that you deal with peers and faculty on campus has
proved to be indicative of how you will deal with your future students, colleagues, and
administrators.
LXIX.
LXX. Professional behavior will be monitored and may impact the final grade for this course.
Should concerns arise regarding an individual teacher candidate, the instructor(s) of this
course will communicate these concerns to the teacher candidate with the purpose of drawing
attention to deficiencies so that they may be remedied before field placements. Indicators of
professionalism (from CPI Outcome 3: Collaborative Professional) that will be monitored are
addressed in the below.
LXXI.
LXXII. The Teacher Candidate shows acceptable professional ability to:
LXXIII.
LXXIV. 3.1 Reflect upon and improve professional performance based on professional standards,
feedback, best practices and effective communication.
LXXV. 3.2 Build collaborative and respectful relationships with colleagues, supervisors, students,
parents and community members.
LXXVI. 3.3 Display professional and ethical behavior consistent with recognized educational
standards and codes of ethics.
LXXVII.
LXXVIII. IF, AT ANY TIME, AN ADVISOR, FACULTY MEMBER, COLLABORATING
TEACHER, OR SCHOOL PRINCIPAL QUESTIONS A TEACHER CANDIDATE’S
PROFESSIONAL CONDUCT, APPROPRIATE ACTION WILL BE TAKEN. SUCH
ACTION MAY INCLUDE THE DEVELOPMENT OF A PLAN FOR THE TEACHER
CANDIDATE TO COMPLETE BY THE END OF THE SEMESTER OR THE
REMOVAL OF THE TEACHER CANDIDATE FROM THE PROGRAM.
LXXIX.
A. *Philosophy of Mathematics Education: Write your philosophy of mathematics education,
stating why you believe individuals should learn mathematical concepts and skills, what they
should learn, and how they should learn it.
B. *Internet Site/Content Area Software Evaluation: Select a content-oriented (for student,
not teacher use) Internet site or piece of software. Review and evaluate it with regard to its
potential for effectiveness and its use with diverse learners. (Diversity, Technology)
C. Group Lesson Plan: Format and requirements for this assignment will be provided during
class. Your lesson must provide accommodations for diverse learners. (Diversity)
D. *Individual Lesson Plan: Format and requirements for this assignment will be provided
during class. Your lesson must provide accommodations for diverse learners. (Diversity)
A. *Practice Teach: Every student will teach a 20-30 minute lesson to the class. Your lesson
must use technology to teach your peers. The lesson may cover any aspect of mathematcis
instruction including establishing classroom procedures. Each practice teach will be videotaped. You will turn in a copy of your lesson plan for that class at the beginning of the lesson.
Each student will view the videos of his/her practice teach and then turn in a written analysis
of his/her teaching the next class meeting. Each written analysis should answer the following
questions as well as any other issues you wish to discuss:
 Monitor the teacher talk in the lesson. What was the approximately ratio of teacher talk
to student talk? What effect did this ratio have on the students’ learning?
 How student centered was the lesson. How did this affect the effectiveness of the lesson?
 How would you characterize the tone of the teacher talk? Formal, informal, a mixture,
etc.? What was the students’ reaction to this tone?
 What kinds of questions did you ask? Give some examples. How effective were these
questions?




How did you start and end the class? Effective?
What distracting mannerisms (verbal or otherwise) do you need to correct?
How well did you cover the content material?
Did the lesson do what you wanted it to? How and why or how and why not?
E. Midterm: You will be required to design a midterm for the TOSS course. You and a partner
will take each other’s midterm and reflect on the appropriateness of your partner’s midterm.
Details of the assignment and grading will be provided in class.
F. *Mathematics Teaching Unit: Your cooperating teacher will provide the topic for this unit
during your second visit to the school. The format and requirements of the unit will be
provided during class, along with a scoring rubric. Your unit must provide accommodations
for diverse learners and at least two lessons must use technology for instruction.
(Technology, Diversity)
G. *Field Experience Notebook: During the field experience, you will be required to keep a
notebook that contains your lesson plans, assessment instruments, observations, and
evaluations from both your cooperating teacher and your university supervisor. Requirements
for the Field Experience Notebook will be distributed in class. There is a formal field
experience rubric that will be applied to the observations that your supervising professor and
cooperating teacher will conduct. In addition, a checklist of field experience-related activities
will be provided and should be completed by the candidate. The candidate must complete the
field experience component of this course successfully in order to receive a passing grade. A
candidate may be removed from his or her field experience placement at any time under
recommendation of the cooperating teacher, principal, or university supervisor. Candidates
represent KSU and will be held to the highest expectations of professionalism at all times. An
unsatisfactory field experience will result in the student’s receiving a grade of “F.”
H. Case Study: During your field experience, you will keep a weekly journal in which you
reflect on your instructional practices and the students you teach. You will select one critical
incident in teaching and one in management, and write a case-study of each. Each case will
be no more than two pages in length. Details of the assignment and grading will be provided
during class.
I. *Impact on Student Learning Assignment: 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 (included on pages 11 and 12). 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). See the directions for “Impact on Student Learning Analysis”
that accompanies the rubric. (Diversity)
J. *Portfolio Narrative: 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 brief narrative in which
you reflect on each proficiency 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. Unless you are told differently by your program area, the length of the
reflection is up to you, yet it should be concise. Your assignment for this class, in
preparation for the development of your electronic portfolio, is to prepare a narrative that
describes how your activities and assignments in this course have contributed to your
achievement of the outcomes and proficiencies of the CPI.
K. Other – To Be Determined by individual instructors
*Required to meet PTEU, state, and national standards.
IX.
LXXX.
X.
Evaluation and Grading:
S/U
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.
XI.
Attendance Policy: The teacher candidate's on-campus attendance will be reflected in the
class assignments and participation section of the course activities. Professional conduct requires
that the teacher candidate show respect for others. This includes coming to class on time, staying
for the entire class period, and collaborating with colleagues during and outside of class. In the
event of an absence, the teacher candidate is responsible for all materials, assignments and
announcements presented in class.
XII.
Course Topic Outline
Philosophy of Mathematics Education
Standards
Curriculum
Assessment and Evaluation
Planning, Vocabulary, Technology
Instruction
KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:___Master of Arts in Teaching
DEPARTMENT:_______Secondary and Middle Grades Education
PROPOSED EFFECTIVE DATE: ______Summer 2005
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
__X__Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by: ______________
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Lynn Stallings, Ph.D. _____ 11/15/05
Faculty Member
Date
____
Department Curriculum Committee Date
____
Department Chair
Date
____
School Curriculum Committee
Date
____
School Dean
Date
____
GPCC Chair
Date
____
Dean, Graduate Studies
Date
____
Vice President for Academic Affairs Date
President
____
Date
UNIVERSITY SYSTEM OF GEORGIA
REVISION OF GRADUATE PROGRAM PROPOSAL
MASTER OF ARTS IN TEACHING
Kennesaw State University
November 2005
SECONDARY AND MIDDLE GRADES EDUCATION
BAGWELL COLLEGE OF EDUCATION
Proposed Start Date: Summer 2006
CIP:______
I.
Program Description
II Objectives of the Program
III Justification and Need for Changes to the Program
In preparing to start the program next summer, faculty realized that having a three-hour field experience
during a six-week summer semester wasn’t realistic in that it requires 22.5 hours in the field per week.
EDUC 6100 has been changed from a three- to a five-hour course, and EDUC 6100L is now a one-hour
credit (instead of three). The total number of hours in the program remains the same.
IV Procedures Used to Develop the Program
The initial letter of intent for the proposed MAT program was developed in response to critical
teacher shortages in the state of Georgia and to increasing inquiries from individuals with a bachelor’s
degree about an efficient and effective route to initial certification.
Information regarding the teacher shortage and the needs of the state of Georgia along with data
from a survey was used to contribute data regarding justification and need. Credit hours, the curriculum,
and the program delivery were designed after examination of comparable programs at other institutions. A
primary conviction that influenced program development was that graduates of the MAT program should
demonstrate the same high quality levels of knowledge, skills, and dispositions exhibited by the graduates
of other KSU teacher education programs. Attention was also given to unique delivery options and flexible
admission requirements.
Initial drafts of the letter of intent were reviewed by the program coordinators of the PTEU and by
the dean of the Bagwell College of Education.
V Curriculum: Degree Program Requirements
The Master of Arts in Teaching program leads to a Master’s degree and initial secondary certification
for post-baccalaureate candidates in mathematics or English. It is a content focused, standards based
program, which emphasizes scholarly rigor through research and engagement in a variety of field-based
activities and action research projects. Technology and multicultural considerations are infused
throughout the program. Candidates move through the program in cohorts, with new cohorts beginning
each summer term. The program requires full time attendance until completion at the end of the second
summer term (15 months).
Program Admission Requirements:

Probationary Admission to the M.A.T. Program (for individuals who may require additional
undergraduate content courses to get 24 hours of upper level content area study and/or other prerequisites and/or who may need to re-take relevant undergraduate courses to raise the GPA)
To obtain a Probationary Admission to the M.A.T. Program, individuals must
have:
o
o
o
o
A bachelor’s degree in the chosen content area or related field from an accredited
institution.
An adjusted undergraduate GPA of 2.75 in all courses relative to the major.
Passing scores on the PRAXIS I and II exams.
Two or three letters of recommendation (one from an academic or professional source,
one addressing personal qualities of the applicant that are suitable to the teaching
profession, and one from a current work supervisor if applicable)
o
o

Official GRE scores of 1000 (verbal and quantitative combined).
A 1-2 page personal statement describing one’s beliefs about education at the secondary
level and one’s professional goals relative to the Master of Arts in Teaching degree.
o Official transcripts from all accredited colleges/universities the applicant has attended
showing evidence of a bachelor’s degree.
o Completed graduate application with application fee.
o Provided an immunization form.
Admission to Candidacy
To be admitted as a degree candidate in the M.A.T. Program, individuals must have:
o A bachelor’s degree in the chosen content area or related field from an accredited
institution.
o Completed all undergraduate content area course requirements and pre-requisites.
o An adjusted undergraduate GPA of 2.75 in all courses relative to the major.
o Passing scores on the PRAXIS I and II exams.
o Two or three letters of recommendation (one from an academic or professional source,
one addressing personal qualities of the applicant that are suitable to the teaching
profession, and one from a current work supervisor if applicable)
o Official GRE scores of 1000 (verbal and quantitative combined).
o A 1-2 page personal statement describing one’s beliefs about education at the secondary
level and one’s professional goals relative to the Master of Arts in Teaching degree.
o Official transcripts from all accredited colleges/universities the applicant has attended
showing evidence of a bachelor’s degree.
o Completed graduate application with application fee.
o Provided an immunization form.
Course Offering Schedule and Plan-of-Study
Course Offering Schedule and Plan-of-Study
SUMMER I
The Learner
Four-Semester Schedule of Coursework
FALL
SPRING
The Learner in Schools
Teaching in Schools
EDUC 6100
Development,
Psychology, and
Diversity of the
Learner (5 hrs.)*
EDUC 6100L
Practicum I (1 hrs.)
EDUC 6200 Curriculum,
Assessment, and
Management (3 hrs.)*
(EDUC 635X) Content
Area Methods II (3 hrs.)
SUMMER II
The Teacher as a
Professional
EDUC 6400 Preparation
and Presentation of
Action Research Project
and Professional
Portfolio (3 hrs.)*
EDUC 625X Content
Area Methods I (3 hrs.)
Content I (3 hrs.)
EDUC 6200L Practicum
II (3 hrs.)
Content III (3 hrs.)
12 hours
EDUC 6300 Reflective
Inquiry and Action
Research (3 hrs.)*
EDUC 6300L
Practicum III (6 hrs.)
Content IV (3 hrs.)
15 hours
Content V (3 hrs.)
Content II (3 hrs.)
12 hours
Content VI (3 hrs.)
9 hours
TOTAL = 48
* Portions of these courses may be offered online or in alternative meeting formats (small groups or individual
interviews) as is appropriate by faculty with expertise in the field. For example, faculty with expertise in educational
psychology may assume primary responsibility for the developmental and psychology portions of The Learner:
Development, Psychology, and Diversity, while other faculty may assume responsibility for teaching special needs
and/or multicultural education issues.
Growth and Flexibility
It is anticipated that the program will begin with a cohort of 50 candidates. The second cohort will
be limited to 75 candidates, as will each cohort after that, until it is feasible to increase the number of
candidates per cohort.
Course Descriptions
EDUC 6100 Development, Psychology, and Diversity of the Learner. 5-0-5. Prerequisite: Admission to MAT program. An examination of the unique aspects of and
relationships between the development, psychology, and diversity of learners. A study of
life span development (with an emphasis on adolescents and young adults) addresses
social, moral, emotional, physical, cognitive and psychological development. Theories,
models, and principles of learning and motivation are examined and related to
development and diversity as it is influenced culture, language cognitive ability, gender,
and special needs. The use of technology in this course will include word processing,
presentation applications, Internet research, online courseware, electronic portfolio
development, and the review of software.
EDUC 6100L Practicum I. 0-3-1. Pre-requisite: Admission to MAT program. Corequisite: EDUC 6100. An experiential, service learning project in which candidates
work (mentoring, tutoring, interviewing, etc.) with adolescents or young adults, one-onone, focusing on development, needs, exceptionalities, diversity, and learning styles.
Requires proof of liability insurance. Candidates must have a satisfactory practicum to
continue in the MAT program without remediation. Verification of Liability Insurance is
required.
EDUC 6200 Curriculum, Assessment, and Classroom Management: 3-0-3. Prerequisite: EDUC 6100 and EDUC 6100L. An examination of the learning environment
including theories and principles of curriculum, assessment, and classroom management.
Focus is placed on the development of learning outcomes and the development and
selection of culturally responsive lessons. Attention is also given to teacher-constructed
and standardized assessment tools and the use of these tools for instructional decisionmaking. Models of classroom management will be examined including consideration of
time, materials, environment, and behavior management. Technological applications
include the use of word processing, spreadsheets, databases, presentation applications,
Internet research, online courseware, electronic portfolio development, and the review of
software.
EDUC 6200L Practicum II: 0-9-3. Pre-requisite: EDUC 6100. Co-requisites: EDUC
6200 and appropriate first content area methods course (EDUC 6251 or EDUC 6252).
This field experience is designed to provide the candidate with the opportunity to apply
and reflect on concepts addressed in the co-requisite course, EDUC 6200 Curriculum,
Assessment, and Classroom Management and in the content area methods course.
Candidates will be placed in appropriate school settings where they will carry out
directed activities. Candidates will spend approximately nine hours per week in the field.
Candidates must have a satisfactory practicum to continue in the MAT program without
remediation. Verification of Liability Insurance is required.
EDUC 6251 Methods of Teaching Secondary English I. 2-3-3. Pre-requisites: EDUC
6100 and EDUC 6100L. Recommended Co-Requisites: EDUC 6200 and EDUC 6200L.
An examination and application of curriculum issues, learning theories, teaching
strategies, instructional materials and assessment procedures for teaching secondary
school English/Language Arts in the multicultural and diverse classroom of today.
Includes a secondary school field experience in English teaching. Candidates should plan
to spend three hours per week in the field Proof of professional liability insurance is
required prior to school placement.
EDUC 6252 Methods of Teaching Secondary Mathematics I. 2-3-3. Pre-requisites:
EDUC 6100 and EDUC 6100L. Recommended Co-Requisites: EDUC 6200 and EDUC
6200L. An examination and application of curriculum issues, learning theories, teaching
strategies, instructional materials and assessment procedures for teaching secondary
school English/Language Arts in the multicultural and diverse classroom of today.
Includes a secondary school field experience in English teaching. Candidates should plan
to spend three hours per week in the field Proof of professional liability insurance is
required prior to school placement.
EDUC 6300 Reflective Inquiry and Action Research: 3-0-3. Pre-requisite: EDUC
6200. Deals with the development of field-based action research projects and
understanding qualitative and quantitative research methods and designs, focusing on
interpretation and application relative to classroom practices. Attention is given to the
development of the reflective practitioner. Topics include interactive discussion about
literature critiques, professional organizations, legal issues
EDUC 6300L Practicum III: 0-18-6. Pre-requisite: EDUC 6200. Co-requisite: EDUC
6300 and appropriate second content area methods course (EDUC 6351 or EDUC 6352).
. This field experience is designed to provide the candidate with the opportunity to apply
and reflect on concepts addressed in the co-requisite course, EDUC 6300 Reflective
Inquiry and Action Research and in the content area methods course. Candidates will be
placed in appropriate school settings where they will carry out directed activities.
Candidates will spend approximately eighteen hours per week in the field. Candidates
must have a satisfactory practicum to continue in the MAT program without remediation.
Verification of Liability Insurance is required.
EDUC 6351 Methods of Teaching Secondary English II. 2-3-3. Pre-requisite: EDUC
6251. Recommended Co-Requisites: EDUC 6300 and EDUC 6300L. Building upon
knowledge and skills developed in EDUC 6251, candidates continue to examine and
apply curriculum issues, learning theories, teaching strategies, instructional materials and
assessment procedures for teaching secondary school English/Language Arts in diverse
classrooms. Includes a secondary school field experience in English teaching.
Candidates should plan to spend three hours per week in the field Proof of professional
liability insurance is required prior to school placement.
EDUC 6352 Methods of Teaching Secondary Mathematics II. 2-3-3. Pre-requisite:
EDUC 6252. Recommended Co-Requisites: EDUC 6300 and EDUC 6300L. Building
upon knowledge and skills developed in EDUC 6252, candidates continue to examine
and apply curriculum issues, learning theories, teaching strategies, instructional materials
and assessment procedures for teaching secondary school mathematics in diverse
classrooms. Includes a secondary school field experience in mathematics teaching.
Candidates should plan to spend three hours per week in the field. Proof of professional
liability insurance is required prior to school placement.
EDUC 6400 Portfolio Presentation: 3-0-3. Prerequisites: EDUC 6300. Permission of
the committee chair. This course is the capstone experience for the Master of Arts in
Teaching. Candidates work independently under the supervision of the course instructor
and the portfolio committee. The purpose of constructing the portfolio is to implement a
systematic, reflection-in-action approach to the candidate’s development as a subject
matter expert, a facilitator of learning, and a collaborative professional. The portfolio
documents this progress as well as the candidate’s development as a teacher-researcher
through presentation and analysis of the action research project. Technology utilized in
this course may include imaging, online course environments, presentation applications,
and electronic portfolio development.
Content Area Courses: (18 semester hours)
 English
o ENGL 7750 English Studies in the Schools
o ENGL 7701 Topics in Literature
o ENGL 7721 Author Studies
o ENGL 7731 Language Studies in English
o ENGL 7735 Introduction to Comp. Studies
o ENGL 7741 Technology and Media in Engl. and Lang. Arts
 Mathematics
o MATH 7700 Elementary Set Theory
o MATH 7712 Discrete Mathematics
o MATH 7713 Statistics and Data Analysis
o MATH 7714 Geometry from Multiple Perspectives
o MATH 7717 Elementary Number Theory
o MATH 7718 Functions and Analytic Techniques
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Implementation of the proposed program, which will eventually include science,
math, and English cohorts, will require 14 new faculty lines. Existing faculty may teach
in the program, but hiring new faculty will be necessary to cover courses in existing
programs that the existing faculty already teach.
Faculty brought into the program must have qualifications that would allow the
flexibility of their teaching professional education and/or content area courses. They
must be eligible for graduate faculty status. To accommodate the needs of the candidates,
content area educators for each content area (math and English) would be needed. Parttime faculty may be hired to supervise field experiences.
FACULTY DEVELOPMENT
There are existing faculty members who have worked in post-baccalaureate initial
certifications and who have expressed interest in being involved with the proposed MAT.
Working and teaching in the program will not be significantly different than teaching in a
traditional program of teacher education with the exception of opportunities for team
teaching, online courses, and on-site experiences. Faculty will not need significant
training in order to function effectively and successfully in the program.
FACULTY RESEARCH AND SCHOLARSHIP
Faculty in the MAT program will meet the same expectations for scholarship and
creative activity that are held for all KSU faculty with graduate status.
VII Outstanding programs of this nature at other institutions
Georgia State University offers a Master’s of Education degree designed to meet
initial teacher certification requirements for those holding bachelor’s degrees in science,
mathematics, English, and social studies. Course work consists of 12 semester hours of
professional studies, 24 semester hours of courses in the teaching field, 15 semester hours
of content area courses, and 9 semester hours of field experience. While this program is
comparable to KSU’s, the M.A.T. provides opportunity for candidates to develop
stronger content knowledge base. Also, KSU seeks to serve the population of the
northwest crescent of Georgia, offering a quality program for those who would otherwise
drive past the KSU campus for Georgia State University.
Piedmont College offers a Master of Arts in Teaching in Elementary Education
(P-5) and one in Secondary Education (7-12) in the fields of English, broad field social
sciences, mathematics, and science. Middle Grades Certification may be added to any
secondary education program, resulting in certification for grades 4-12. At Piedmont, the
M.A.T. programs lead to recommendation for Georgia T-5 certificates. The Elementary
Education M.A.T. consists of a minimum of 58 semester hours for candidates seeking
initial certification, and the M.A.T.for Secondary Education consists of a minimum of 45
semester hours. Each program requires a minimum of six semesters to complete if the
students are enrolled fulltime and longer if they are enrolled part-time.
Georgia College and State University offers a M.A.T. program in secondary
education for candidates who hold a bachelor’s degree from a regionally accredited
institution with a major in a given content field, or in a related area that includes
coursework that is the equivalent of a major in such an area. The program consists of 27
semester hours in professional education and 9 semester hours of content courses. The
program is designed to be completed in one academic year, full-time, beginning in
August of the preceding year.
Emory University offers the M.A.T. degree in middle grades education (grades 48) and in secondary education (grades 7-12). Students must have an undergraduate major
appropriate for the anticipated teaching field. Each M.A.T. program consists of 46-50
semester credit hours of work spread across three semesters. According to its director,
the program at Emory University is currently being restructured due to low enrollment.
Kennesaw State University’s proposed M.A.T. program will target the students in
Northwest Georgia; therefore, it will not be competing with the M.A.T. programs
referenced above. In addition, KSU’s program has certain advantages that the other
programs do not have. It may be completed in a shorter time frame than the one at
Piedmont College and is stronger content than the M.A.T. program at Georgia College
and State University.
VIII Inventory of pertinent library resources
IX Facilities
IX.
X Administration
XI Assessment
XII Accreditation
The Georgia Professional Standards Commission (PSC) and the National Council for the
Accreditation of Teacher Education will review the program for accreditation.
XIII Affirmative Action Impact
XIV Degree Inscription
Master of Arts in Teaching
XV Fiscal and Enrollment Impact, and Estimated Budget