KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EDUC 7970 Inclusive Education/Special Education
Department: Inclusive Education Department
Degree Title (if applicable) M.Ed.
Proposed Effective Date: Fall, 2007
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. ___X__ course numbering change
e. _____ degree program name change
f. _____ 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
Patricia Crawford, Ph.D.
Faculty Member
2/20/07
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Revision: 8/18/2006
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog 129
Course Prefix and Number EDUC 7970
Course Title Internship
Credit Hours 3
Prerequisites None
Description:
Prerequisite: Completion of all other requirements in the Special Education Program and
approval of department. Contracted employment, teaching individuals with mild disabilities
under a provisional teaching credential. A full-time supervised teaching experience for teachers
seeking to add-on a special education area to a Georgia teaching certificate. May be repeated.
Proof of professional liability insurance is required prior to field experience placement.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ___INED 7970____________________
Course Title ___Same________________________________________
Credit Hours 3
Prerequisites None
Description: Same
III.
Justification
Course prefix change due to department name change.
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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
Inclusive Education
COURSE NUMBER
INED 7970
COURSE TITLE FOR LABEL
Internship
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
0
Approval, Effective Term
Fall, 2007
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
None
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
Revision: 8/18/2006
COURSE SYLLABUS (Attach here)
INED 7970
Internship in Special Education
Fall Semester 2007
October 13th is the last day to withdraw without academic penalty!
I.
PROFESSOR:
Telephone:
Fax:
Office:
Email:
Dr. Deborah Wallace
770-499-3297
770-423-6263
KH3213
dwallace@kennesaw.ed
Ms. Gail Frederick
770-649-9554
FAX: 423-6263
sfrederi@bellsouth.net
II.
CLASS MEETING:
III.
REQUIRED READINGS: As Distributed
IV.
CATALOG DESCRIPTION:
Prerequisite: Completion of all other requirements in the Special Education Program and
approval of department. Contracted employment, teaching individuals with mild disabilities
under a provisional teaching credential. A full-time supervised teaching experience for teachers
seeking to add-on a special education area to a Georgia teaching certificate. May be repeated.
Proof of professional liability insurance is required prior to field experience placement.
V.
Tuesday, 5:00-8:00: Kennesaw Hall 1007
PURPOSE/RATIONALE:
The purpose of the course is to prepare prospective K-12 special education teachers to become
effective facilitators in the teaching of elementary, secondary or alternative curriculum.
Candidates are expected to demonstrate the full range of competencies for teaching students with
special needs, including systematic instruction, lesson planning, multi-level curriculum and
differentiated instruction, behavior management, and multiple instructional grouping
arrangements. In addition, the Professional Standards Commission (licensure body for Georgia)
and the Council for Exceptional Children (national standards group) recognize the importance of
a supervised field experience in the preparation of teachers for students with disabilities. To
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recommend student for licensure, faculty from Kennesaw State University must observe that
person in the full role of teaching. Since this course is open to employed teachers, it serves both
as confirmation of teaching ability and support for professional development.
VI.
UNIVERSITY POLICIES:
Academic Integrity: Every KSU candidate is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/ falsification of University records or academic work,
malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be
handled through the established procedures of the University Judiciary Program, which includes either an "informal"
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a
student to the Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has
the appearance of improving grades without increasing knowledge, will be dealt with in accordance with the
University's policy on academic honesty. In addition, students in the graduate program in special education are held
accountable by the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional Children's (CEC)
Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
Disruptive Behavior: The University has a stringent policy and procedure for dealing with
behavior
that disrupts the learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior that fits the University's definition of disruptive behavior will not be tolerated. (See Campus
Policies and Procedures in the KSU Graduate Catalog).
Academic Honesty Statement: The KSU Graduate Catalog states “KSU expects that graduate candidates will
pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of
program or course requirements should reflect their own efforts, achieved without giving or receiving any
unauthorized assistance. Any candidate who is found to have violated these expectations will be subject to
disciplinary action.”
Human Dignity: The University has formulated a policy on human rights that is intended to provide a learning
environment, which recognizes individual worth. That policy is found in the KSU Graduate Catalog. It is expected,
in this class, that no Professional should need reminding but the policy is there for your consideration. The activities
of this class will be conducted in both the spirit and the letter of that policy.
COLLEGE OF EDUCATION INFORMATION
Conceptual Framework Summary:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
“The Collaborative Development of Expertise in Teaching, Learning and Leadership” is the basis
for all of Kennesaw State University’s teacher education programs. Working from a solid content
background, the teacher as facilitator demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. Teachers as facilitators are well versed in the
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characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in
integrating technology into instruction and create an environment in which students can be successful and
want to learn. Teachers as facilitators know when and how to assess learning by means of various forms
of traditional and authentic assessments. They are well prepared for successful careers in teaching and are
expected to act in a professional manner in all circumstances with colleagues, parents, community
members and their own students. As a professional educator, the teacher facilitator values collaboration
and seeks opportunities to work with other professionals and community members to improve the
educational experiences for children and youth. This course contributes to the candidates’ understanding
of their developing role as a professional facilitator by supporting their educational growth as they learn
to effectively teach students.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the
concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU
believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases, teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998),
believe that expertise is not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to develop rapidly. The historical
framework included perceptual training, behavior modification and task analysis. Current directions include
multiple intelligence models, systematic instruction, strategy approaches to teaching and learning, and direct
instruction. The field draws on research literature from educational psychology, medicine, psychology and special
education. The emphasis in this class will be on developing skills in application of research-based best practice in
the area of behavior management, documenting impact on student learning, and reflective practice.
Diversity Statement: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the
concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU
believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases, teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998),
believe that expertise is not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to develop rapidly. The historical
framework included perceptual training, behavior modification and task analysis. Current directions include
multiple intelligence models, systematic instruction, strategy approaches to teaching and learning, and direct
instruction. The field draws on research literature from educational psychology, medicine, psychology and special
education. The emphasis in this class will be on developing skills in application of research-based best practice in
the area of behavior management, documenting impact on student learning, and reflective practice.
OUTCOMES, EXPERIENCES & ASSESSMENTS
Candidate Performance Instrument (CPI)
PTEU Outcomes & Proficiencies
Outcome 1: SUBJECT MATTER EXPERTS:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to
colleagues, parents and students.
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1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately
represents understanding through use of multiple explanations, technologies and/or strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional
challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is
integrated, flexible, elaborate and deep
Outcome 2: FACILITATORS OF LEARNING:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or
assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching educational experiences and/or
environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual students,
class instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences
in multiple formats.
Outcome 3. COLLABORATIVE PROFESSIONALS:
3.1 Collaborates with colleagues, parents and/or other professionals and
leads appropriately to strengthen school effectiveness, to advance
knowledge, and to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the
professional literature to design and conduct research aimed at improved
student achievement.
3.3 Proactively involves and leads parents and other members of the community
in support of instruction and education.
3.4 Engages in on-going professional development by joining professional
organizations, participating in conferences, mentoring new staff, etc.
3.5 Adheres to professional ethical standards while reporting, conducting and
publishing research.
TECHNOLOGY
Technology Standards & Use: Integration of the NETs Technology Standards for Teachers and the Georgia
Technology Standards 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 produce course assignments in this program and 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, multimedia applications,
Internet resources, 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 technology as an instructional tool in their classrooms, 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, develop power-point presentations, and use e-mail to communicate with instructors and peers.
Candidates will have access to GALILEO, TRAC and the Educational Technology Center. Library research required in this
course is supported by the Galileo system. The password for this semester is “bowleg”.
KSU Student Email: As of Fall 2004, Kennesaw State University mandated that all official university communication
would be delivered via the KSU student email system. Effective this semester (Fall 2005), all candidates seeking degrees
from the Department of Special Education will be required to use their KSU student email accounts as the primary
communication mode. Program updates, information from faculty, and other important university communication will be
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sent to your KSU student email account. You are expected to check this email at least several times a week, and to use this
email account when sending email to departmental faculty. The KSU student email is a web based system that is accessible
both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing your
account please contact KSU Service at 770-423-6999.
Field Experiences
Site Observations: As they progress through the program of study, all candidates will be observed a minimum of
five times by either a full-time or adjunct faculty member. All observations will follow a protocol appropriate to the
candidate’s major that will be shared with the candidate prior to the observation. The observation for this course
will focus on
Leadership and School-based Activities: While completing your graduate program at Kennesaw State University,
you are required to be involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and participating
in education-related community events. As you continue your educational experiences, you are encouraged to
explore every opportunity to learn by doing.
Assessments
Impact On Student Learning Analysis (ISLA): It is our assumption that you are already assessing the influence
of your instruction on your students’ learning and that you are considering what factors, such as student diversity,
might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill that you
plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the impact on
your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student Learning
Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the
classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on
Student Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you,
but it should be concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for
greater detail.)
Professional Portfolio Narrative: To fulfill the portfolio graduation requirements for this graduate program, each
candidate will be required to create a professional portfolio that provides evidence of mastery of the outcomes and
proficiencies articulated on the Candidate Proficiency Indicators (CPI) as Subject Matter Expert, Facilitator of
Learning and Collaborative Professional. Your portfolio is to document your professional growth. Preceding each
piece of evidence used to document your proficiencies, you are required to provide an introductory narrative that
uses descriptive, analytic and reflective writing. This introductory narrative should be a concise, comprehensive
reflection documenting research-based best practices and indicating how your evidence supports the proficiency at a
Level 3 or Level 4, using the Portfolio Narrative Rubric as a guide. In the introductory narrative, you need to
indicate how the evidence meets the proficiency, how it was used in your daily practice and cite where appropriate
at least one foundational source to support it use as a best practice (APA format). At the conclusion of the program,
your portfolio should have two or more pieces of evidence and reflections documenting your professional growth on
each proficiency.
Portfolio Entries: Each candidate will upload under the appropriate proficiency in your electronic portfolio an
introductory reflective narrative and an abbreviated version of your action research with all relevant components
demonstrating you have had an impact on student academic or behavior performance.
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Each semester, in each course, you will be required to reflect on and articulate how the portfolio assignment
identified in each course demonstrates that you have met the graduate outcomes and proficiencies. The portfolio
assignment entry consists of a brief introduction of the assignment, along with a detailed explanation of how
completing the assignment demonstrates that you have met at least one of the Advanced Candidate Proficiencies.
(The rubric used to assess the selected assignment will be provided by your instructor.) To ensure that the evidence
that is ultimately up-loaded into your electronic portfolio is representative of your best effort, your instructor will
provide feedback describing necessary revisions. Each candidate is required to make the revisions, and have the
portfolio entry introduction reviewed by a peer, prior to uploading the evidence into their electronic portfolio. This
exercise will be worth 10% of the overall evaluation in order to pass this course.
Extensions of Learning: Candidates should keep ongoing documentation of ways in which they extended their
learning and skills from this and other courses. In your final portfolio, at least one piece of evidence for each
outcome is required documenting professional growth beyond course requirements. Candidates should also keep
documentation data of the impact on student academic and/or behavior learning that result from any intervention
extensions.
REQUIREMENTS OF THE INSTITUTIONAL REVIEW BOARD
(Assurance of Research On Human Subjects)
Institutional Review Board Assurances: As of August 1, 2003, the Assurance for Research on Human Subjects is required
by Federal policy and formalizes the institution’s commitment to protect human subjects. All individuals (faculty, staff, and
students) engaged in research on human subjects must complete a web-based training course. This web-based training will
take approximately two hours to complete and can be found at: http://cme.cancer.gov .
Certificate of Assurance of Research on Human Subjects: Upon completion of the course, save a copy of your
Completion Certificate electronically and upload the certificate to the WebCT course. Specific instructions:
 To access the online training course go to: http://cme.cancer.gov
 Click on Human Participant Protections Education for Research Teams
 Click New User Registration just below the Overview paragraph
 Complete the New User Registration. Be sure to make a note of your username and password as you may need to
access the online training course or your certificate later in your graduate program. When registering for the course,
indicate that the course is being taken for “Completion Certificate only, no continuing education credits.”
 After establishing your username and password, go back to the http://cme.cancer.gov website and login under the
Returning Users section.
 Review the first few screens and then you will enter the main menu area to begin the course.
To save a copy of Completion Certificate:
 Once you have completed the online training course, click on Get Your Certificate from the main menu screen.
 From this screen, you may need to click another link that says Click here to receive your completion certificate.
 Once your completion certificate is displayed you will use your browser menu to save a copy. Click File  Save
Page As from the browser menu bar.
 You will then be prompted to save the page by entering a file name. Save the file using the following naming
convention:
yourfirstname_lastname_IRB_Certificate.htm
Example: leigh_funk_IRB_Certificate.htm
 After saving the certificate, login to WebCT and upload your file under the IRB Certificate Assignment area.
IRB Short Form
Student Research Involving Human Subjects
Assignments with No Reports Outside the Classroom
Kennesaw State University, Bagwell College
Revision: 8/18/2006
Complete this form and submit it to the Institutional Review Board for a determination of
exemption of this project from IRB oversight.
1.
Education Candidate
____________________________
2.
Professor
3.
Classroom Project Location
____________________________
4.
Number of students in class
____________________________
5.
Semester/Year
____________________________
6.
Description of the classroom project/assignment:
7.
As a pre-service or in-service candidate in a pre-school, elementary or secondary classroom, I certify that:
(1) I have completed KSU’s required web-based training course on research on human subjects or training accepted
by KSU’s IRB for substitution. (Copy of training certificate attached.)
____________________________
(2). I have primary responsibility for ensuring that the rights and welfare
of students participating in the above assignment are not violated.
(3). The practices described above are part of normal educational practices.
(4) This assignment is for educational purposes only and will not be presented or published by
the instructor or the supervising instructor outside the classroom. I understand that data
collected for this project cannot be reported outside the classroom
_____________________________________, Candidate
Date___________
Signed
_____________________________________, Supervisor
Date___________
Signed
____________________________________________________________________________
VIII.
Confidentiality: The federal Family Educational Rights and Privacy Act of 1974
(FERPA) regulates access to, and disclosure of student information. FERPA serves to assure record access by
covered students and their guardians and to prevent disclosure from those records of personally identifying
information to unprivileged parties without the written consent of affected students and their guardians. Disclosure
of confidential information is NOT to occur. To protect the confidentiality of student information, no identifying
information is included when KSU candidates present written or oral reports.
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Kennesaw State University candidates photographing or video-taping for KSU class requirements must obtain
informed permission from parents to photograph or videotape. School district permission forms should be used and
all returned forms kept on file with the school where photographing or videotaping takes place. KSU candidates
should include a statement that permission forms were completed and a sample permission form with any
photographic or videotape material submitted to KSU.
IX.
COURSE 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.
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. (CEC Cross Reference: CK 1-5)
2.
Articulate the process for writing and submitting a mini-grant proposal to secure external funding for a
curriculum, instruction, or family oriented program.
3.
Articulate the theories of learning, motivation and assessment, particularly as they relate to the individualized
programming of students with disabilities. (CEC Cross Reference: AK 1-5)
4.
Articulate the theories of classroom and behavior management, particularly as they relate to the social and
behavioral development of students with disabilities. (CEC Cross Reference: CK4, BK 1-4, CCK 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. (CEC Cross Reference: KS 1-3, CS 1)
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.
7.
Conduct systematic instruction tailored to the individualized learning needs of students with disabilities in a
variety of educational, social and community contexts, as appropriate. This includes the use of systematic
prompting, task analysis, successive approximations, fading, advance organizers, controlling difficulty or
processing demands of a task, directed questioning and responding, and gaining students’ attention prior to
giving instructional cues. (CEC Cross Reference: IK 1-26, PS 1-7, BS 1-8, CCS 1-2)
8.
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 of students with disabilities. (CEC Cross Reference: IS 126, PS 1-7)
9.
Maintain an appropriate pace of instruction, engage all students in learning, and call on all students.
10. Incorporate technology on a regular basis to teach students and to facilitate student performance of academic
and social learning
11. 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. (CEC Cross Reference: PS 1-7, BS 1-8)
12. Establish routines and procedures for students to make a variety of transitions, including class-to-class,
building-to-building, school to work. (CEC Cross Reference: PS 1-3, PS 6, BS 5-6, CCS 2)
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13. Demonstrate effective use of classroom organization skills: grade level and age-appropriate materials ready for
instruction; schedule posted and followed; behavioral expectations and consequences posted and followed; class
rolls assigned.
14. Monitor student progress through the use of formative and summative data collection.
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.
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. (CEC Cross Reference: CCS 1-2,
PS 1-7)
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.
X.
18.
Demonstrate ethical behavior and professional attitudes in relationship to other teachers, administrators,
school staff, parents, community members and students.
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. (CEC Cross
Reference: ES 1-2)
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Class Participation: The professor expect candidates to attend class regularly (see University
policy on tardiness and absenteeism), be respectful of the professor and colleagues by not
talking, making sarcastic or other denigrating comments, or working on non-class materials
while the instructor or peers are talking, and participate actively in group activities. All six
meetings are mandatory.
2.
Demonstrate The Ability To Successfully Teach All Students, Focusing On Those With Disabilities, And
Reflect On One’s Teaching: Candidates who take this internship will be evaluated on their teaching, interpersonal
and professional skills during scheduled and unscheduled observations. The SEPO or SIOP will be the evaluation
instruments utilized during the on-site observations. In addition a write up will be provided related to Subject Matter
Expert, Facilitation of Learning and Disposition strengths, weaknesses and recommendations. A conference between
the KSU observer and the candidate will be conducted to share and discuss pertinent information observed during
the lesson. More specifically, you 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
 Every aspect of the teaching role including reflection on practice, ethical interactions, professional attitudes, and
collaboration with other staff, parents, and students.
Each candidate, after every observation is required to submit to the instructor a Post Observation Reflection. The
form will be distributed in class.
3.
Conduct, Write Up, And Present 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 (academic or behavior). In order to get full credit for the
action research project, you must use the information, formats and rubrics provided. There are several components
to this project. A rubric for this project will be given on the first day of class.
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.
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h.
i.
4.
XI.
Write action research using APA, 5th Edition, 2001.
Present action research project to the class utilizing power point or some form of multi-media.
Develop A Mini-Grant Proposal or a Needs-Based Project: Within a small group (2-3) candidates will complete
a mini-grant proposal. An application form and instruction for the mini-grant will be provided in class, with the
mini-grant being due a month later. If the needs-based project is selected, it will be individualized based on the
candidate’s needs in the classroom in which they are instructing. A one page proposal of their project will be
submitted for instructor approval.
EVALUATION AND GRADING:
Class Attendance And Participation: Candidates are expected to attend all class sessions and
be active participants in the learning process. The knowledge and skills taught in this class are
learned best by reading the assignments and coming to class to participate in class discussions,
ask questions, and interact with peers during group activities. 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 six class meetings, it is mandatory that all
candidates attend all six 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.
The professor and university supervisors will conduct performance evaluations of observed teaching. The overall
evaluation will be determined using the SEPO/SIOP Observation Form, which will be distributed and explained.
Evaluation is Pass/Fail. Candidates must obtain an L3 or L4 on all competencies and write a reflection on each
observed lesson to receive a passing grade. Evaluation of Action Research and Mini-Grant Proposal/Needs-based
Project are also on a Pass/Fail basis. Passing criteria are listed on the Rubrics.
The candidate must receive a Pass in all activities in order to pass the course.
In Class Requirements and Assignments
Class Activities
Class Attendance and Participation
SEPO Observation and
Candidate Reflections on
observed lesson
Action Research Project
Impact on Student Learning Analysis
Portfolio Narrative for Action Research
and Upload to Portfolio
Mini-Grant Proposal/Needs Based Project
Revision: 8/18/2006
Points Assessed
Course Objectives
PTEU
Proficiencies
Pass/Fail
Pass/Fail
1,2,16,18
3,4,5,6,7,8,910,11,12,1
3,14,15,16,17,18
5
1,2,3,4
Pass/Fail
Pass/Fail
Pass/Fail
1,2,4,5
1,2,4,5
1,2,4,5
1,2,3,4
1,2,3,4
1,2,3,4
Pass/Fail
2,19
1,5
XII.
COURSE OUTLINE: (** Subject To Change **)
EXC 7970
Date
Topic/ In Class Activity
Review Course Requirements EXC 7970
Assignment Due the Day it is Displayed
August 22
August 29
September 12
Action Research – Rationale and
Procedures
(Action Research Paper & copy of Power
Point for Presentation are due the day of
your presentation)
Select Action Research Question
Developing Mini Grant Proposals –
Processes and Procedures
Initial Development of Mini Grant Proposal
Discussion of Power-Point Presentations
Writing & Editing mini grant in class
Writing & Peer Review of Reflective
Introductory Narrative (Bring to class)
Work on mini grant proposals in class
Action Research Power Point Draft
October 24
Action Research Presentations
November 28
Action Research Presentations
Final Draft of Complete Portfolio Narrative – including all
references and appendices, using APA format
Copy of Power Point for Portfolio Presentation
MINI GRANT DEADLINE – May be turned in sooner
Self-Evaluation Due of ISLA & 1pg reflection
Dec. 5
Individual
Observations
EXC 7970
XIII.
SEPO will be discussed and distributed in class.
SEPO Observation Reflections (Post-Observation
Reflection) due the class following the observation
– will complete SEPO with Observer in class.
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.
Eisner, E. (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York,
NY: Macmillan Publishing.
Goswami, D. & Stillman, P. (1987). Reclaiming the Classroom: Teacher Research as an Agent for Change. Portsmouth:
Heinemann/Boyton-Cook.
Kincheloe, J. L. (1991). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. New York: Falmer.
Patterson, L. & Short, K. (1993). Teachers are Researchers: Reflection in Action. Newark: International Reading
Association
Revision: 8/18/2006
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.
Professional Standards & Issues of Teacher Preparation and Philosophy
Council for Exceptional Children (1996). What every special educator must know: The International standards for the
preparation and certification of special education teachers. Reston, VA: CEC.
Graves, A., Landers, M. F., Lokerson, J., Luchow, J., Horvath, M., & Garnett, K. (1992). The DLD Competencies for
Teachers of Students with Learning Disabilities. Reston, VA: Division of Learning Disabilities, Council for Exceptional
Children.
Platt, J. & Olson, J. (1990). Why teachers are leaving special education: Implications for pre-service and inservice
educators. Teacher Education and Special Education, 13, 192-196.
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, NY: Macmillan.
Singer, J. D. (1993). Are special educators career paths special: Results from a 13-year longitudinal study. Exceptional
Children, 59, 262-279.
Swan, W. W. & Sirvis, B. (1992). The CEC Common Core of Knowledge and Skills Essential for All Beginning Special
Education Teachers. Teaching Exceptional Children, 25, 16-20.
Throne, J. (1994). Living with the pendulum: The complex world of teaching. Harvard Educational Review, 64, 195208.
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.
Effective Instruction
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
Henley, M., Ramsey, R., & Algozzine, R. (1995). Characteristics of and Strategies for Teaching Students with Mild
Disabilities. Boston: Allyn & Bacon.
Meese, R. L. (l994). Teaching learners with mild disabilities: Integrating research and practice. Brooks/Cole
Publishing Company: Pacific Grove, California.
Revision: 8/18/2006
Directions for the “Impact on Student Learning Analysis”
To be completed by each candidate in every program area at least one time during
TOSS, STUDENT TEACHING, and the GRADUATE Program
Purpose:
This assessment is to give you the opportunity to tie together many pieces of the assessment process to help you:
1) determine the effect of instruction on all your students’ learning (NCATE/PSC Standards 1, 3, 4)
2) guide decisions about future instruction and plans to improve upon every students’ performance (NCATE/PSC
Standards 1, 3, 4)
3) communicate performance results to others (NCATE/PSC Standard 2)
Method:
Select a class/group of students whom you are teaching and a lesson/activity/unit/skill on which to evaluate the impact on
every students’ learning. Decide on a method of collecting data on your impact upon student learning using an assessment
that can generate data suitable for analysis, such as a pre- and post-test. The assessment(s) you choose should be aligned with
your objectives. The assessments can be of the authentic/alternative or traditional nature or a combination of the two.
In assessing the impact of your lesson on all students’ learning, you will need to interpret the results within the contexts of
the setting and student diversity. Contextual factors are important for teachers to know because they often help explain
student behaviors and achievements. In your analysis, you need to investigate these contextual factors of the class you
evaluated:
 geographic location, community and school population, socio-economic profile and race/ethnicity,
 physical features of setting, availability of equipment/technology and other resources,
 student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
achievement/developmental levels, culture, language, interests, learning styles or skill levels.
Analyzing and Reporting the Data:
Perform the analysis on three levels:
 Whole group: Compile the data as a whole group by using simple descriptive techniques. If you gave a pre-test,
compare the pre-and post-test results.
 Sub group: You should compile the data into groups for comparison (select two) from those identified under student
characteristics. This analysis should include the contextual factors of exceptionalities, ethnicity, race, socioeconomic
status, gender, language, religion, sexual orientation, and geographical area (NCATE/PSC Standard 3, Element 3;
Standard 4, Elements 1 & 4).
 Individuals: Select two students who represent different levels of performance and examine the data you have on
them.
Reflecting on the Data:
After analyzing and reporting the data, reflect on your performance as a teacher and link your performance to student
learning results using the “Impact on Student Learning” Rubric as a guide for reflection. Evaluate your performance and
identify future action for improved practice and professional growth.
Additional Prompts for reflection:
 Select the learning objective where your students were most successful.
 Select the learning objective where your students needed more opportunity to grow.
Revision: 8/18/2006
In each case, provide two or more possible reasons for these outcomes. Consider your goals, instruction, and assessment
along with student characteristics and other contextual factors that you can influence to continue to have a positive impact on
student learning.
Reflect on the possibilities for professional development.
 Describe at least two professional learning goals that emerged from your insights and experiences with this
assignment.
Revision: 8/18/2006
Identify two specific
steps you will
immediately take to
improve your
performance in the
critical areas(s)
you identified.
GRADUATE
IMPACT ON STUDENT LEARNING
ANALYSIS
KENNESAW STATE UNIVERSITY
Bagwell College of Education
Candidate’s Name: ________________________________ Course: ___________ Semester: _________
Program: ____________________________________ Evaluator:___________________________________
Are you a KSU graduate
YES
NO
If so, what year:_____________
Please indicate the candidate’s rating on each proficiency by checking the appropriate box.
Our use of the phrase “every student” is inclusive of these attributes of multicultural populations: Age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status.
Rating Indicator
1
Little or No Evidence
SUBJECT MATTER EXPERTS
There is no evidence
Uses broad, current,
of knowledge of
and specialized
knowledge of subject subject matter; unable
to give examples of
matter and
important principles or
communicates this
concepts.
understanding to all
students (1.1)
Ed Leadership: There
Ed. Leadership:
is no evidence of
Advocates, nurtures,
knowledge of school
and sustains a school
culture and
culture and
instructional program
instructional program
conducive to student
conducive to student
learning and staff
learning and staff
professional growth.
professional growth.
2
Limited Evidence
3
Clear Evidence
4
Clear, Consistent, and
Convincing Evidence
There is limited
evidence of knowledge
of subject matter.
Candidate’s
presentation of content
appears to contain
numerous
inaccuracies.
There is clear
evidence that the
candidate knows the
subject matter and
can explain
important principles
to every student.
There is clear,
consistent, and
convincing evidence of
critical analysis and
synthesis of the
subject. Where
appropriate, candidate
makes connections
from the content to
other parts of the
content and to other
content areas.
Ed. Leadership: There
is limited evidence of
knowledge of school
culture and
instructional program
conducive to student
learning and staff
professional growth
Ed. Leadership:
There is clear
evidence that the
candidate promotes
the success of all
students by
advocating,
nurturing, and
sustaining a
knowledge of school
culture and
instructional
program conducive
to student learning
Ed. Leadership: There
is clear, consistent, and
convincing evidence of
critical analysis and
synthesis of knowledge
allowing candidate
success in knowledge
of school culture and
instructional program
18
and staff
professional growth.
L1
conducive to student
learning and staff
professional growth.
L4
L2
L3
Rating Indicator
1
Little or No Evidence
FACILITATOR OF LEARNING
The candidate
Treats students
incorporates
equitably and
information restricted
provides equitable
to those of similar
access to the full
beliefs and cultural
curriculum by
respecting individual identity. There is no
evidence that the
differences and
candidate incorporates
adjusting practices
multiple perspectives
accordingly (2.2)
and accurate
information.
NOTE: Diversity
“IN” the curriculum:
relates to content.
L1
The candidate uses
Uses multiple
predominantly one
methods to meet
form of instruction,
goals articulated for
does not differentiate
individual students
instruction, and does
and class instruction
not successfully
(2.5)
accommodate the
Ed. Leadership: Uses
learning needs of
multiple methods to
every student
meet goals articulated
for instruction of all
Ed. Leadership: The
students.
candidate does not
have knowledge to
effectively promote
NOTE: Diversity
various types of
“OF” the curriculum: instruction to meet
relates to how
needs of individual
material is presented
students.
and how students
complete assignments.
L1
Monitors student
progress with a
The candidate uses
predominantly one
2
Limited Evidence
3
Clear Evidence
4
Clear, Consistent, and
Convincing Evidence
The candidate makes
minimal attempts to
incorporate multiple
perspectives or
accurate information
to address the multiple
attributes of
multicultural
populations, in order
to provide a rich
diverse curriculum.
There is clear
evidence that the
candidate
incorporates
multiple
perspectives and
accurate information
to address the
multiple attributes of
multicultural
populations, in order
to provide a rich
diverse curriculum.
L3
There is clear
evidence that the
candidate effectively
uses multiple
instructional
strategies to
differentiate
instruction and
successfully
accommodates the
learning needs of
every student.
There is clear,
consistent and
convincing evidence
that the candidate
incorporates multiple
perspectives and
accurate information to
address the multiple
attributes of
multicultural
populations, in order to
provide a rich diverse
curriculum.
L4
There is clear,
consistent and
convincing evidence
that the candidate
effectively uses
multiple instructional
strategies to
differentiate instruction
and successfully
accommodates the
learning needs of every
student.
Ed. Leadership: There
is clear, consistent and
convincing evidence
that the candidate
effectively promotes
multiple instructional
strategies to
differentiate instruction
and successfully meet
the learning needs of
every student.
L2
The candidate
incorporates a variety
of instructional
strategies, but there is
limited evidence that
the candidate
effectively
differentiates
instruction and
successfully
accommodates the
learning needs of
every student
Ed. Leadership: There
is limited evidence
that the candidate
effectively promotes
differentiated
instruction to meet
needs of individual
students.
Ed. Leadership:
There is clear
evidence that the
candidate effectively
promotes
differentiated
instruction to meet
needs of individual
students.
L4
L2
The candidate uses
multiple forms of
L3
There is clear
evidence that the
There is clear,
consistent and
19
variety of evaluation
methods (2.6)
form of assessment.
assessment, but there
is limited evidence
that the candidate
successfully
determines the
learning needs of
every student.
candidate effectively
uses multiple and
appropriate forms of
assessment to
determine the
learning needs of
every student.
L1
L2
L3
(All Graduate
Candidates)
Rating Indicator
Meets learning goals
articulated for
individual students,
impacting the
learning of every
student (2.5)
(All Graduate
Candidates)
Uses the assessment
results to improve the
quality of instruction
for every student
(2.6)
(All Graduate
Candidates)
1
Little or No Evidence
2
Limited Evidence
3
Clear Evidence
There is no evidence
of impact on the
learning of every
student. Data is poorly
presented, the
interpretation is
inaccurate, and
conclusions are
missing or
unsupported.
There is limited or
incomplete evidence
of the impact on
learning of every
student in terms of
numbers of students
who achieved and
made progress towards
each learning
objective. Conclusions
are limited,
incomplete, and/or not
fully supported by
data.
L1
In reflecting on his/her
analysis of student
learning, candidate
provides no rationale
for why some
activities were more
successful than others.
L2
In reflecting on his/her
analysis of student
learning, candidate
provides limited
evidence to identify
successful and
unsuccessful activities
and superficially
explores reasons for
their success or lack
thereof.
L2
Analysis of student
learning includes
complete evidence
of the impact on
learning of every
student in terms of
the number of
students who
achieved and made
progress towards
each learning
objective.
Interpretation is
technically accurate,
complete, and
consistent.
L3
In reflecting on
his/her analysis of
student learning,
candidate provides
evidence to identify
successful and
unsuccessful
activities and
provides plausible
reasons for their
success or lack
thereof.
L3
There is limited
evidence that the
candidate reflects upon
and improves
professional
performance based on
professional standards,
feedback, best
practices, and effective
communication.
Candidate provides
There is clear
evidence that the
candidate reflects
upon and improves
professional
performance based
on professional
standards, feedback,
best practices, and
effective
communication.
L1
COLLABORATIVE PROFESSIONAL
There is no evidence
Reflects regularly
that the candidate
and draws on
reflects upon and
experience aimed at
improves professional
improved student
performance based on
achievement (3.2)
professional standards,
(All Graduate
feedback, best
Candidates)
practices, and effective
communication.
Candidate provides no
reflection on future
convincing evidence
that the candidate
effectively uses
multiple and
appropriate forms of
assessment to
determine the learning
needs of every student.
L4
4
Clear, Consistent, and
Convincing Evidence
Analysis of student
learning includes clear,
consistent and
convincing evidence of
the impact on learning
of every student in
terms of the number of
students who achieved
and made progress
towards each learning
objective. Meaningful
interpretation and
appropriate
conclusions are
determined based on
the data.
L4
In reflecting on his/her
analysis of student
learning, candidate
provides clear,
consistent and
convincing evidence to
identify successful and
unsuccessful activities
and provides plausible
reasons for their
success or lack thereof.
L4
There is clear,
consistent, and
convincing
evidence that the
candidate reflects upon
and improves
professional
performance based on
professional standards,
feedback, best
practices, and effective
20
professional
performance related to
insights and
experiences.
L1
limited reflection on
the impact of the
candidate’s insights
and experiences for
future professional
performance.
L2
Candidate provides
clear reflection on
future professional
performance related
to insights and
experiences.
L3
communication. The
candidate recognizes
improvements for
future professional
performance related to
insights and
experiences and
identifies ways to
improve. L4
21
22