KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
(10/02/2002)
Course Number/Program Name MAT TESOL Internship
Department of Inclusive Education
Degree Title (if applicable)
Proposed Effective Date
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
_____
Date
Not Approved Approved
Approved Not Approved
Department Curriculum Committee Date
Department Chair Date
Not Approved Approved
Approved
Approved
Approved
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School Curriculum Committee Date
School Dean Date
GPCC Chair
Dean, Graduate College
Date
Date
Approved
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Vice President for Academic Affairs Date
President Date

KENNESAW STATE UNIVERSITY
GRADUATE COURSE / CONCENTRATION/PROGRAM CHANGE
I. Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II. Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____INED 7981
Course Title __MAT TESOL_Internship____________
Credit Hours 3
Prerequisites Admission to MAT TESOL program. Completion of all other requirements in the MAT TESOL program..
Description (or Proposed Degree Requirements)
This course is a full-time supervised teaching experience for candidates seeking the MAT in
TESOL. If the candidate is employed, the internship may be conducted on-the-job. If not, the internship site must be organized through the Office of Field Experiences in the BCOE.
Recommendation for licensure will be made by the university supervisor. Proof of professional liability insurance is required.
III. Justification
The internship traditionally used in the Department of Inclusive Education (EDUC 7970) is designed for candidates who already have a clear renewable certificate and have been teaching for at least 3 years prior to entrance in a graduate program. The candidates in the
MAT TESOL are seeking their initial certification in TESOL and may or may not have full-time classroom experience. Also, the EDUC 7980 has a strong focus on teacher as researcher. While research in included in the MAT TESOL Internship, the main focus is on developing teaching knowledge and skills that will enhance student learning.
IV. Additional Information (for New Courses only)
Instructor: Karen Kuhel, Karen Harris, Judy Holzman
Text: Texts from EDRD 7765, INED 7731, INED 7760, INED 7780, INED 7781, INED
7782, INED 7783, Course Packet: TBA
Prerequisites:
INED 7783, INED 7760, INED 7780
Objectives:
The purpose of the course is to prepare prospective teachers of English language learners as effective facilitators for enhancing the learning of the English language and content of the K-12 curriculum as articulated by the Georgia Performance Standards. Candidates are

expected to demonstrate the full range of competencies for teaching content and language to English language learners in inclusive settings, using the Sheltered Instruction
Observation Protocol (SIOP). This course meets clinical requirements of the National
Accreditation of Teacher Education (NCATE), the Professional Standards Commission
(licensure body for Georgia), the national organization for Teachers of English Speakers of Other Languages (TESOL). In this course, TESOL faculty members from Kennesaw
State observe candidates in the full role of teaching.
Instructional Method
Seminar, consultations, in-school clinical experience including lesson plan development, delivery and observation
Method of Evaluation

Instructional practices consistent with best practices research as stated in course objectives;

Classroom management practices as stated in course objectives; and

Satisfactorily fulfill every aspect of the teaching role including reflection on practice, ethical interactions, professional attitudes, and collaboration with other staff, parents, and students.
V. Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
Amount
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
none none
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
TESOL
INED 7981
MAT TESOL Practicum

CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites program
0-3-3
Spring 2008
S/U
all previous courses in MAT TESOL
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __

VII Attach Syllabus
INED 7981
MAT TESOL Internship
0-3-3.
I.
INSTRUCTOR:
Telephone:
Fax:
Office:
Email:
II. CLASS MEETING:
III.
REQUIRED TEXTS:
Texts from EDRD 7765, INED 7731, INED 7760, INED 7780, INED 7781, INED 7782,
INED 7783, Course Packet: TBA
CATALOG DESCRIPTION:
Prerequisites: Completion of all other requirements of the MAT program in TESOL
This course is a full-time supervised teaching experience for candidates seeking the MAT in TESOL. If the candidate is employed, the internship may be conducted on-the-job. If not, the internship site must be organized through the Office of Field Experiences in the
BCOE. Recommendation for licensure will be made by the university supervisor. Proof of professional liability insurance is required.
PURPOSE/RATIONALE:
The purpose of the course is to prepare prospective teachers of English language learners as effective facilitators for enhancing the learning of the English language and content of the K-12 curriculum as articulated by the Georgia
Performance Standards. Candidates are expected to demonstrate the full range of competencies for teaching content and language to English language learners in inclusive settings, using the Sheltered Instruction Observation Protocol (SIOP).

This course meets clinical requirements of the National Accreditation of Teacher
Education (NCATE), the Professional Standards Commission (licensure body for
Georgia), the national organization for Teachers of English Speakers of Other
Languages (TESOL). In this course, TESOL faculty members from Kennesaw
State observe candidates in the full role of teaching.
V.
Conceptual Framework Summary
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating student learning. Toward that end, the
KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Field Experiences
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, attending and presenting at professional conferences, participating in leadership activities, attending PTA/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.
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. Candidates in this course will be expected to apply the use of educational technology in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs and tables to record and track student performance, word processing to write papers, web based data bases to conduct Action
Research, and e-mail to communicate with instructors and peers.
Diversity Statement
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 ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region . 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 candidates with disabilities within their academic program. In order to make arrangements for special services, candidates must visit the Office of Disabled Student
Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-423-6280.
VI.
Goals and Objectives:
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.
For the purposes of this syllabus, course goals and objectives are first delineated according to development of candidate knowledge, skills & dispositions and then cross-referenced to the national professional standards of Teachers of Speakers of Other Languages. Please

note that by the time they complete their internships, all candidates demonstrate all domains, standards and proficiencies of TESOL.
In the area of Knowledge , the Candidate will:
1.
Articulate the processes for documenting the impact of instruction on student learning through the action research process. TESOL 1.b.5
2.
Articulate the process for writing and submitting a mini-grant proposal to secure external funding for a curriculum, instruction, or family oriented program.
TESOL 5.b.3
3.
Articulate the theories of learning, motivation and assessment, particularly as they relate to the instruction of English language learners. TESOL 4.a.3&4
4.
Articulate the theories of classroom and behavior management, particularly as they relate to the social and behavioral development of English language learners. TESOL
2.b.2
In the area of Skills , the Candidate will:
5.
Apply advanced problem-solving and critical thinking in making instructional decisions, as well as in conducting action research focused upon instructional improvement. TESOL 1.a.10, 1.b.5
6.
Demonstrate the use of appropriate curriculum design, differentiated instruction, multi-level curriculum, curriculum overlap, multiple-intelligence’s, and multi-sensory instruction to meet the curriculum and instruction needs of diverse learners.
TESOL 4.a.4, 4.b.
7.
Teach students using a balance of direct instruction, strategy instruction, peer tutoring, cooperative learning, project based learning, teacher directed small groups, whole class instruction, and monitoring of individual work to meet the unique learning strengths and needs English language learners. TESOL 3.a.1&2, 3.b.2&7
8.
Maintain an appropriate pace of instruction, engage all students in learning, and call on all students.
TESOL 3.a.2, 3.a.4, 3.b.1&2
9.
Incorporate technology on a regular basis to teach students and to facilitate student performance of academic and social learning
TESOL 3.c.4&5
10.
Establish classroom ecology, classroom management strategies, high levels of differentiated reinforcement of appropriate behavior, and group and individual positive behavior support plans that facilitate student learning of academic and social skills. Demonstrate positive teacher to student and student-to-student interactions.
Teach social skills in context. TESOL 1.a.6, 1.b.2-4, 3.a.2
12. Establish routines and procedures for students to make a variety of transitions, including class-to-class, building-to-building, school to work. TESOL 4.b.1
13.
Demonstrate effective use of classroom organization skills: grade level and ageappropriate materials ready for instruction; schedule posted and followed; behavioral expectations and consequences posted and followed; class rolls assigned.
TESOL 3.c.1&2
14.
Monitor student progress through the use of formative and summative data collection.

TESOL 4.b.2-5
15.
Reflect on teacher instruction and student learning and adapts curriculum and instructional procedures to meet the needs of students experiencing difficulty learning and behaving.
TESOL 2.a.3, 3.a.4
16.
Establish collaboration procedures with peers, parents, para professionals, teachers and related service providers to facilitate the learning of all students, but particularly those with disabilities. TESOL 5.c.2&3
In the area of Dispositions, the candidate will:
17.
Exhibit the attitudes, values and interactions that they expect of all of their students by recognizing that diversity also applies to ability.
TESOL 2.a.4, 2.b.2&3
18.
Demonstrate ethical behavior and professional attitudes in relationship to other teachers, administrators, school staff, parents, community members and students.
TESOL 5.b.1, 5.c.2&3
19.
Demonstrate continuous pursuit of learning, service and research by joining professional organizations, attending workshops and seminars and engaging in classroom inquiry and grant writing. TESOL 5.b.3, 5.c.1
Course Requirements/Assignments
2.
Demonstrate the ability to successfully teach content and language to English language learners.
(Three observations by KSU TESOL faculty) Candidates who take this internship will be evaluated on their teaching, interpersonal and professional skills during scheduled and unscheduled observations. More specifically, they will be evaluated on their ability to select, implement & evaluate:

Instructional practices consistent with best practices research as stated in course objectives;

Classroom management practices as stated in course objectives; and

Satisfactorily fulfill every aspect of the teaching role including reflection on practice, ethical interactions, professional attitudes, and collaboration with other staff, parents, and students.
3.
Conduct and write a report on an action research project. Candidates will develop and implement the action research project in consultation with the instructor and supervising faculty. The action research project must demonstrate the candidate’s impact on student learning (language and content). A rubric for this project will be given on the first day of class.

Components of the action research project are: a.
Frame your research question based on your classroom practice. b.
Support your intervention in relationship to published research. c.
Select and describe your data collection procedures and research design. d.
Implement the intervention. e.
Collect your data (Both Baseline/Intervention, or Pre/Post). f.
Analyze your results and discuss their implications. g.
Relate your results to published research. h.
Write action research using APA, 5 th Edition, 2001 . i.
Present action research project to the class utilizing power point or some form of multi-media.
4.
Develop a mini-grant proposal.
Candidates will write and submit a mini-grant. An application form for this mini-grant will be given on the date the class meets to learn how to write a mini-grant.
5.
Activity based on implication of major concepts in Opening Lines: Approaches To The
Scholarship Of Teaching and Learning and their relationship to the candidate’s current teaching situation.
VIII. EVALUATION AND GRADING
The instructor and university supervisors will conduct performance evaluations of observed teaching. The overall evaluation will be determined using the Sheltered
Observation Protocol Form. Candidates must obtain an L3 or L4 on all competencies and write a reflection on each observed lesson.
Assignment Points
Assessed
300
Course Objectives
Supervised Teaching
Experiences (3 observations)
TESOL 3.c.1&2; TESOL 1.a.6,
1.b.2-4, 3.a.2
Action Research
Project
100 TESOL 4.a.4, 4..; TESOL
5.b.3
PTEU
Proficiencies
1,2,3,4
1,2,3,4

Mini-Grant Proposal 100 TESOL 5.b.3 1,5
Activity on Opening
Lines: Approaches to…
100 TESOL 1.a.10, 1.b.5;
TESOL 2.a.3, 3.a.4
4,5
IX. Academic Integrity
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.
X.
Class Attendance Policy
Candidates are expected to attend all class sessions and be active participants in the learning process. The knowledge and skills taught in this class is learned best by reading the assignments and coming to class to participate in class discussion, ask questions, and interact with peers during group activities. If, after reviewing the syllabus, class assignments, and reading, candidates believe they already know the information in this course, they must speak to the instructor who will arrange for a competency test and then alternative assignments to extend the candidate’s current understanding co-teaching, collaboration, multi-level curriculum, and building assessment and whole school change.
Class activities will include discussion and group collaborative activities requiring the participation of all candidates. Candidates have many experiences and skills, which they can share to facilitate everyone's learning. Evaluation will include attendance, communication and collaboration skills demonstrated during class. Since there are only five class meetings, it is mandatory that all candidates attend all five classes in order to receive a Passing grade under the category, Class Attendance and Participation, unless they are excused by written permission of the instructor. As noted above, the candidate must receive a Pass in all categories described above in order to pass the course.
XI. Course Outline (subject to change)
Class # Topic
January 14 Explanation of Objectives,
Observational Protocols, and Rubrics. Thinking
In-class activities Class Assignment Due
Group discussion of probable Action
Research topics and

about Data for Action
Research Project.
January 21 Action Research –
Rationale and Procedures
February 4 Developing Mini Grant
Proposals – Processes and
Procedures
March 4
Opening Lines:
Approaches to…
April 15 & 22 Action Research
Presentations data to be collected.
Selection of Action
Research Question
Initial Development of Mini Grant
Proposal
Class and small group discussion
Presentation of
Action Research
Results
Mini Grant Proposal
Read Opening Lines:
Approaches to… preparation to participate in an activity.
Action Research Project
Professional
Development Log (April
8 th
)

XII. References/Bibliography
Action Research
Brubacher, J., Case, C. & Reagon, T. (1994). Becoming a reflective educator,. How to build a culture of inquiry in the schools. Thousand Oaks, CA: Corwin Press.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
Eisner, E. (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of
Educational Practice. New York: Macmillan Publishing.
Goswami, D. & Stillman, P. (1987). Reclaiming the Classroom: Teacher Research as an
Agent for Change. Portsmouth: Heinemann/Boyton-Cook.
Grossen, B. (1996). Making research serve the profession. American Educator, 20, (3).
7-8.
Kincheloe, J. L. (1991). Teachers as Researchers: Qualitative Inquiry as a Path to
Empowerment. New York: Falmer.
Miller, J. (1990). Creating Spaces & Finding Voices: Teachers Collaborating for
Empowerment. New York: State University of New York Press.
Murray, D. (1989). Expecting the Unexpected: Teaching Myself--and Others--to Read and Write. Portsmouth: Boynton/ Cook-Heinemann.
Murray, D. (1990). Shoptalk: Learning to Write with Writers. Portsmouth: Boynton/
Cook-Heinemann.
Patterson, L. & Short, K. (1993). Teachers are Researchers: Reflection in Action.
Newark: International Reading Association
Salisbury, C., Wilson, L., Swartz, T., Palombaaro, M. & Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and
Treatment of Children, 20, (1), 21-39.
Yin, R. (1989). Case study research: Design and methods. Newbury Park: Sage
Publications.

Barnes, H. (1989). Structuring knowledge for beginning teaching. In M.C. Reynold
(Eds.) Knowledge Base for the Beginning teacher, (pp. 13-22). New York: Pergammon.
Berliner, D. C. (1984). The half-full glass: A review of research on teaching. In
Hosford, P. L. (Ed.) Using What We Know About Teaching. Alexandria, VA: ASCD.
Reynolds (1995). The knowledge base for beginning teachers: Education professionals' expectations vs. research findings on learning to teach. The Elementary School Journal, 95, 199-
221.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula,
T. J. & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102-119). New York:
Macmillan.
Throne, J. (1994). Living with the pendulum: The complex world of teaching. Harvard
Educational Review, 64, 195-208.
Zeichner, K. & Gore, J. (1990). Teacher socialization. In R. Houston, M. Haberman, &
J. Sikula (Eds.) Handbook on Research on Teacher Education (pp. 329-348). New York:
Macmillan.