KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7980
Department of Inclusive Education
Degree Title (if applicable)
Proposed Effective Date Fall 2007
Check one or more of the following and complete the appropriate sections:
__ New Course Proposal
x Course Title Change
Course Number Change
Course Credit Change
x Course Prerequisite Change
x Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog not in 2006/20007 catalog
Course Prefix and Number EDUC 7980
Course Title Practicum
Credit Hours 3
Prerequisites admission to graduate studies in education and permission of
director, Office of Educational Field Experiences and director, Graduate
Studies in Education
Description (or Current Degree Requirements)
A supervised field placement for the purpose of implementing integrated and problem-solving
instruction. Includes seminar or conference discussion of problems encountered and presentation
of an approved study conducted during the experience. Proof of professional liability insurance is
required prior to field experience placement.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____ INED 7980___________________________
Course Title ______ MAT TESOL Practicum ________
__
Credit Hours 3
Prerequisites Admission into MAT TESOL program, INED 7783, INED 7760,
INED 7780
Description (or Proposed Degree Requirements)
This field experience is designed to provide the candidate with the opportunity to apply and
reflect on concepts addressed in INED 7783, INED 7760 and INED 7780. Candidates are placed
in appropriate school settings where they carry out directed activities. Candidates spend
approximately eighteen hours per week in classrooms with ELLs. Proof of liability insurance is
required. Includes seminar or conference discussion of problems encountered and presentation of
an approved study conducted during the experience.
III.
Justification
EDUC 7980 has been on the books, but has been deactivated. It is not listed in the 2006/2007
Graduate Catalog. This course is being re-titled and redesigned to meet the practicum needs of
candidates in the MAT TESOL program. It will be the third practicum in the program after
EDUC 6100L and INED 7784. When the MAT in TESOL program was originally presented to
the Professional Standards Commission, EDUC 7980 was to be used as a repeatable practicum.
However, each of the practicum experiences in the program need to be clearly differentiated since
each builds upon the previous and each is concurrent with specific courses.
.
VII Attach Syllabus
INED 7980
MAT TESOL Practicum
I.
INSTRUCTOR:
Telephone:
Fax:
Office:
Email:
II.
CLASS MEETING:
II.
REQUIRED TEXTS:
Text selection: Same texts as those in INED 7783, INED 7760 and INED 7780.
III.
CATALOG DESCRIPTION:
Prere: INED 7783, INED 7760
This field experience is designed to provide the candidate with the opportunity to apply and
reflect on concepts addressed in INED 7783, INED 7760 and INED 7780.
Candidates are placed in appropriate school settings where they carry out directed
activities. Candidates spend approximately eighteen hours per week in classrooms with ELLs.
Proof of liability insurance is required.
IV.
RATIONALE:
This course is a field experience that applies concepts taught in INED 7783, INED 7760 and INED 7780. It
is the MAT candidate’s second practicum and provides the candidate with the opportunity to apply and
reflect upon the concepts and skills addressed in INED 7783, INED 7760 and INED 7780. Methods of
curriculum mapping and development of integrated units using SIOP, differentiated instruction and
assessment strategies, and pyramid planning will be studied, observed and reflected upon, with the
candidate taking advantage of opportunities to become an active participant in the classroom through team
and shadow teaching. Candidates will spend approximately nine hours per week in supervised teaching
experiences. Candidates must have a satisfactory practicum to continue in the MAT program without
remediation. Verification of Liability Insurance is required.
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 learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals
inside and outside the university. In tandem with this belief is the understanding that teacher expertise
develops along a continuum which includes the stages of preservice, induction, 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 end-state but a
process of continued development.
Field Experiences
While participating in all field experiences, you are encouraged to be involved in a variety of schoolbased 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.
Goals and Objectives:
V.
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 the national association for Teachers of Speakers of Other Languages.
In the area of Knowledge, the Candidate will:
1.
2.
Articulate the processes for documenting the impact of instruction on student learning. TESOL 1.b.5
Articulate the theories of curriculum and assessment, particularly as they relate to the individualized
programming of English language learners. TESOL 4.a.3&4
In the area of Skills, the Candidate will:
3.
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
4. Demonstrate the use of appropriate curriculum design, differentiated instruction, multi-level curriculum,
and instruction to meet the curriculum and instruction needs of diverse learners. TESOL 4.a.4, 4.b.
5. 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
6. Incorporate technology on a regular basis to teach students and to facilitate student performance of
academic and social learning TESOL 3.c.4&5
7. 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
8. 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. TESOL 3.c.1&2
9. Monitor student progress through the use of formative and summative data collection. TESOL 4.b.2-5
10. 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
13. Establish collaboration procedures with peers, parents, para professionals, teachers and related service
providers to facilitate the learning of all students, but particularly English language learners. TESOL
5.c.2&3
In the area of Dispositions, the candidate will:
14. 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
15. 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
16. Demonstrate continuous pursuit of learning, service and research by joining professional organizations,
attending workshops and seminars and engaging in classroom inquiry. TESOL 5.b.3, 5.c.1
1.
Candidates will be required to conduct activities in the classroom that reflect the study of INED 7783, INED
7760, and INED 7780.


Demonstrate the ability to successfully plan to teach students who are learning English and
reflect on their teaching. Candidates who take this internship will be evaluated on their teaching,
interpersonal and professional skills during scheduled and unscheduled observations.
Conduct, write up, and present an innovative curriculum project based upon concepts
discussed in INED 7760.
2.

Plan using SIOP

Instruct using SIOP as instructional guide

Assess using SIOP
Professional Log: The log must contain reflections on your professional reading, conferences with district
mentors and peers in practicum. To obtain full credit for this activity, you must use the writing format
presented in class to complete the following:

Read a minimum of three (3) articles from professional journals regarding universal curriculum
design, accommodation and modifications, and/or any other topics related to our class discussions
and text. In addition, you are required to write a one-page reflection containing your reactions to
the reading.

Develop a partnership with a colleague where you will exchange ideas and visit each other’s
practicum site to learn about innovative curriculum approaches. Write a one-page reflection on
the experience. Be sure to include why it is innovative.
Your completed professional development log must follow the National Board Certification writing process:
 Description: Summarize the main ideas. This should be strictly factual information and not contain
any of your personal opinions. Exactly what points do the articles make, or what did you see or hear?
 Analysis: Based on the focus in this program and your own experiences, what is your opinion about
what you have read or observed? Be sure to support your opinion with specific information from the
articles or observation. Do you agree or disagree and WHY? Please provide more feedback than, “I
like it and think it will work.”
 Reflection: How will this information impact your own teaching practice and student learning in your
class? How did it change the way you think about your personal teaching practice or how did it affirm
your current beliefs?
 References for articles: Must be in American Psychological Association (APA) style (5th ed.).
VIII. Evaluation and Grading
Grades will be assigned as follows:
90-100% = A
80-89% = B
70-79% = C
Below 69% = D
In Class Requirements and Assignments
Class Activities
Points Assessed
Course Objectives
PTEU
Proficiencies
Professional Log
100
1,2,16,18
5
Planning
100
1,2,4,5
1,2,3,4
Instruction
200
2,19
1,5
Assessment
100
3,4,17,18,19
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, multilevel 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
Explanation of Objectives,
Observational Protocols, and
Rubrics.
Planning Curriculum
Team Teaching
Peer mentoring
Curriculum presentations
XII. References/Bibliography
See syllabi for INED 7783, INED 7760, INED 7780
In-class activities
Class Assignment Due