KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7784 / MAT in TESOL / MEd in Inclusive Education:
Concentration in TESOL /ESOL Endorsement Program
Department 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:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate 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
Course Prefix and Number
Course Title Practicum
Credit Hours 3
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____ INED 7784
Course Title ______ESOL Endorsement Practicum__________
__
Credit Hours 3
Prerequisites Admission into M.Ed. in Inclusive Education: Concentration in
TESOL, MAT in TESOL or ESOL Endorsement Program, Successful
completion of INED 7781, INED 7782 or upon departmental approval
Description (or Proposed Degree Requirements)
This course is a supervised clinical experience for candidates pursuing an MAT, M.Ed., or
Endorsement in TESOL. Candidates will observe K-12 teachers working with English language
learners, focusing upon delivery models and teaching methodologies. Candidates will also engage
in a supervised teaching experience where they will demonstrate instructional competencies
addressed in the Sheltered Observation Protocol Instrument. (SIOP). If the candidate is employed,
the supervised teaching experience may be conducted on-the-job. If not, the site of the teaching
experience must be organized through the Office of Field Experiences in the BCOE.
III.
Justification
Originally one practicum (EDUC 7980) was intended to be repeatable and was to be used for both
the ESOL Endorsement practicum and the second practicum experience in the MAT: TESOL
program. However, the two practicums need to have separate syllabi for the following reasons:
 The ESOL Endorsement Practicum is open to candidates who have taken the
endorsement courses or who have been admitted to either the MAT in TESOL or the
M.Ed. in Inclusive Education: Concentration in TESOL. This is the only practicum that is
common to all three programs.
 The ESOL Endorsement Practicum requires candidates to have field or clinical
experiences in four separate educational settings P-2, 3-5, 6-9 and 10-12. This is not a
requirement of the TESOL MAT Practicum (INED 7980) or the TESOL MAT Internship
(INED 7981).
 The ESOL Endorsement Practicum requires fewer in-school hours than the TESOL MAT
Practicum (INED 7980)
 In the ESOL Endorsement Practicum, candidates apply concepts only from the ESOL
Endorsement courses.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Karen Kuhel, Dr. Karen Harris, or Dr. Judy Holzman
Texts:
Echevarria, J., Vogt, M. E., & Short, D. J. (2004). Making content comprehensible for English
language learners (2nd ed). Boston: Allyn & Bacon.
Vogt, M. E. & Echevarria, J. (2006), Teaching ideas for implementing the SIOP Model.
Glenview, IL: Pearson Achievement Solutions.
Prerequisites:
INED 7781, INED 7782 and INED 7783
Objectives:
This course focuses on clinical experiences that apply concepts taught in INED, 7781, INED
7782 and INED 7783. It is the clinic field experience requirement for the ESOL Endorsement.
Also, it is the MAT candidate’s second practicum experience. This course provides the candidate
with opportunities to apply and reflect upon the concepts and skills addressed in the ESOL
Endorsement courses. Candidates will spend a minimum of sixty (60) hours in K-12 classrooms.
KSU TESOL faculty will observe and assess MAT candidates teaching in one setting.
Instructional Method
In-class instruction, activities, debriefings, classroom observations, lesson planning and
implementation
Method of Evaluation
Professional Log
Classroom observations w/ reports
SIOP lesson plan and implementation
Impact on Student Learning
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
$0.00
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)
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
TESOL
INED 7784
ESOL End Practicum
3
Fall 2007
Regular
INED 7781, INED 7782, or similar courses as
determined by department
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
INED 7784
ESOL Endorsement Practicum
I.
INSTRUCTOR:
Telephone:
Fax:
Office:
Email:
II.
CLASS MEETING:
II.
REQUIRED TEXTS:
Text selection will mirror INED 7781, INED 7782, and INED 7783.
III.
CATALOG DESCRIPTION:
Prerequisite: Admission to program; Successful completion of INED 7781, INED 7782,
and INED 7783
This course is a supervised clinical experience for candidates pursuing an MAT, M.Ed., or
Endorsement in TESOL. Candidates will observe K-12 teachers working with English language
learners, focusing upon delivery models and teaching methodologies. Candidates will also engage
in a supervised teaching experience where they will demonstrate instructional competencies
addressed in the Sheltered Observation Protocol Instrument. (SIOP). If the candidate is employed,
the supervised teaching experience may be conducted on-the-job. If not, the site of the teaching
experience must be organized through the Office of Field Experiences in the BCOE.
IV.
RATIONALE:
This course focuses on clinical experiences that apply concepts taught in INED, 7781, INED
7782 and INED 7783. It is the clinic field experience requirement for the ESOL Endorsement.
Also, it is the MAT candidate’s second practicum experience. This course provides the candidate
with opportunities to apply and reflect upon the concepts and skills addressed in the ESOL
Endorsement courses. Candidates will spend a minimum of sixty (60) hours in K-12 classrooms.
KSU TESOL faculty will observe and assess MAT candidates teaching in one setting.
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, inservice, 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 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.
V.
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 the national association
for Teachers of Speakers of Other Languages.
In the area of Knowledge, the Candidate will:
Demonstrate knowledge of standards-based ESL and content instruction (TESOL 3.a.1)
Demonstrate knowledge of activities and materials that integrate listening, speaking, reading, and
writing (TESOL 3.b.1)
Demonstrate knowledge of language teaching methods in their historical contexts
(TESOL, 5.a.1)
In the area of Skills, the Candidate will:
1. 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.
2. Incorporate technology on a regular basis to teach students and to facilitate student
performance of academic and social learning TESOL 3.c.4&5
3. 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
VI.
Course Requirements/Assignments
1. 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.).
2. Observation #1: Reflection on delivery models and classroom strategies
3. Observation #2: Reflection on use/non-use of SIOP
4. Supervised teaching experience: SIOP
VIII. Evaluation and Grading
Grades will be assigned as follows:
90-100% = A
80-89% = B
70-79% = C
Below 69% = D
Assessment
Professional Log
Points
100
Observation #1
100
Observation #2
Teaching Experience
100
300
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 coteaching, 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
Explanation of Objectives,
Observational Protocols,
and Rubrics.
Planning Curriculum
Team Teaching
In-class activities
Peer mentoring
Curriculum presentations
XII. References/Bibliography
See syllabi for INED 7781, INED 7782, INED 7783
Class Assignment Due