KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name INED 7980 MAT TESOL
Department Inclusive Education
Degree Title (if applicable)
Proposed Effective Date Fall 2012
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. ___X__ change to the title of a course
b. _____ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ 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 twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
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
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog
Course Prefix and Number
Course Title
INED 7980
MAT TESOL Practicum
Class Hours__0____Laboratory Hours___3___Credit Hours___3____
Prerequisites Admission to M.Ed., MAT, or ESOL Endorsement Program and
INED 7783.
Description: 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.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number _________ _______________________
Course Title ______ TESOL Practicum II_______________________
Class Hours______Laboratory Hours_____Credit Hours_______
Prerequisites
Description
III.
Justification
The course title change brings the MAT TESOL half-time clinical field experience into alignment with the
other MAT programs in the PTEU.
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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
INED
COURSE NUMBER
7980
COURSE TITLE FOR LABEL
TESOL Practicum II
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
0/3/3
Approval, Effective Term
Fall 2012
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
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
INED 7980
Fall 2012
MAT TESOL Practicum II
I. INSTRUCTOR:
II. FIELD SUPERVISORS:
III. Telephone:
a.
Email:
b. Office Hours:
IV.
CLASS MEETING:
a. Location:
V.
REQUIRED TEXTS:
Marzano, R. (2007). The art and science of teaching: A comprehensive framework
for Effective instruction. Alexandria, VA: Association for Supervision and
Curriculum Development.
Marzano, RobertJ., (2003). Classroom management that works. Alexandria, VA: Association for
Supervision and Curriculum Development.
Chalk and Wire account - Beginning Summer 2007, all newly admitted teacher education candidates are
required to purchase a Chalk and Wire Portfolio account. This web-based application will be used in
multiple courses throughout your program, but you will only need to purchase your account ONE time
since the accounts are good for five years. Accounts can only be purchased through the KSU Bookstore.
For additional information on how to purchase the account, the purpose of Chalk and Wire, and training
opportunities please visit our website at www.kennesaw.edu/education/chalkandwire/
VI.
University Policies:
Academic Honesty: 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 with an "informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
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procedure, which may subject a candidate to the Code of Conduct's minimum one semester suspension
requirement.
Disruptive Behavior: The University has a stringent policy and procedure for dealing with behavior with
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 KSU Graduate Catalog.)
Human Relations: The University has formulated a policy on human relations, which 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.
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).
VII. CATALOG DESCRIPTION:
Prerequisites: 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. Includes seminar or conference discussions of problems encountered
and presentation of an approved study conducted during the experience.
RATIONALE:
This course 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 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 18 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.
VIII. CONCEPTUAL FRAMEWORK
“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 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.
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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.
Collaborative Development of Expertise in Teaching and Learning
The knowledge base for methods of teaching students who are English language learners continues to develop
rapidly. Current directions include SIOP, differentiated instruction, and content-area learning strategy
instruction. The field draws on research literature from foreign language, cultural responsiveness, psychology
and ESOL. The emphasis in this class will be on developing skills in application of research-based best
practices, documenting impact on student learning, and reflective practice.
Technology Standards for Educators are required by the PSC
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 classrooms for students
in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs, charts, and tables,
word processing to write papers, and e-mail to communicate with the instructors and their peers. Candidates in
this course will be expected to understand the use of educational technology in support of curriculum design
and instructional planning. Technology emphasis will include word processing, spreadsheet, computer
databases (library access programs, Galileo, internet and email), and technological presentations (PowerPoint).
Websites:
www.doe.k12.ga.us
http://www.glc.k12.ga.us
www.nichy.org
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 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
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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.
IX. Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of the different learning
styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated
strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One
element of course work is raising candidate awareness of critical multicultural issues. A second element is to
cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability,
ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation,
and socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number
of services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext.
6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be
aware there are other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above.
X.
Professional Portfolio Requirements
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what
evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which
includes descriptive, analytic and reflective writing in which you reflect on each of the proficiencies and how you
make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the
Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best
practices.
Preceding each piece of evidence used to document your performance, you are required to provide an introductory
narrative that follows the National Board Writing process that includes description, analysis and reflection. 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 on the Rubric for Evaluation of
Introductory Narratives.
Task 1: Match Assignments to Proficiencies
As you near the completion of each course, you begin the Introductory Narrative Assignment by evaluating
the course assignments to determine which ones best demonstrate that you have met individual
proficiencies. Through that evaluative process, you will identify a minimum of 3 assignments in each
course for which you will write introductory narratives using the Instructions for Writing Introductory
Narratives for ePortfolio Evidence (available at
http://www.kennesaw.edu/education/ined/resources/ined/portfolio/portfolio.htm.
Task 2: Submit Assignment & Get Feedback from Professor
You will submit your 3 introductory narratives to the course professor for review and feedback. Your
professor will use the Rubric for Introductory Narratives to evaluate each introductory narrative and
provide constructive feedback (available at
http://www.kennesaw.edu/education/ined/resources/ined/portfolio/portfolio.htm.
Task 3: Revise Based on Feedback
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After you receive feedback on your individual course assignments AND you receive feedback on each
introductory narrative, you will make revisions as necessary to produce the strongest possible pieces of
evidence.
Task 4: Upload final versions into Chalk and Wire (under the correct sections)
Once you have made all final revisions to your course assignments and introductory narratives you will
update your Evidence Tracking Form and upload the pieces of evidence into your Chalk and Wire
ePortfolio. A copy of the Evidence Tracking Form is available at
http://www.kennesaw.edu/education/ined/resources/ined/portfolio/portfolio.htm. Given that you may not
receive feedback from your professor on some assignments until the very end of the course, you should
plan some time immediately following the course to make your final revisions and upload the final versions
into Chalk and Wire as soon as possible.
Extensions: Candidates should keep ongoing documentation of ways in which they extended their learning and
skills from this and other courses. For this course, this could include extending your skills in curriculum mapping
beyond this course to other content and/or grade level areas, particularly as the new Georgia Performance Standards
roll out over the next two years.
Impact on Student Learning Analysis: 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.
Writing Assistance on KSU Campus
Quality of Writing: It is expected that all candidate work will include full sentences, paragraphs of appropriate
length, and formal English grammar conventions. To facilitate completion of quality work, candidates will do the
following: Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details. Determine the reason for green or red wavy lines under text in Word
documents and make applicable corrections prior to handing in work. Read all documents with a critical eye to
ensure that grammar conventions are followed. Use APA (5th ed.) format for all coursework. If multiple drafts are
permitted or expected in a course, candidates will incorporate corrections and information from instructor comments
into all revised work.
There are two writing resources available on campus:
The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing assistants work
with you throughout the writing process on concerns such as topic development, revision, research, documentation,
grammar, and mechanics. Rather than edit your paper for you, writing assistants will help you learn strategies to
become a better writer on your own. For more information or to make an appointment (appointments are strongly
encouraged), visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of University
College/Department of University Studies. The Center is a free service that provides tutoring in writing, reading, and
pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
XI.
OUTCOMES, EXPERIENCES & ASSESSMENTS
Graduate Field Experience Requirements
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.
Field Experiences
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Site Observations: As they progress through the entire 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 2
observations for this course will focus on components of the SIOP.
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.
XII. KNOWLEDGE, SKILLS & DISPOSITIONS--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:
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:
1.
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
2. 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.
3. Maintain an appropriate pace of instruction, engage all students in learning, and call on all students.
4. TESOL 3.a.2, 3.a.4, 3.b.1&2
5. Incorporate technology on a regular basis to teach students and to facilitate student performance of
academic and social learning TESOL 3.c.4&5
6. 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
7. 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
8. Monitor student progress through the use of formative and summative data collection. TESOL 4.b.2-5
9. 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
10. 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:
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1.
2.
3.
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
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
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
Evaluation and Grading
Grades will be assigned as follows:
90-100%
=A
80-89%
=B
70-79%
=C
Below 69%
=D
I.
Course Outline (Tentative) See attached schedule of activities and assignments
Date
Topic/Class Discussion
Homework for
NEXT class
8/23
Introductory Meeting and
Building Background
Classroom Management
Ch. 1 & 2
Art and Science
Ch. 6 & 7
Classroom Management
Ch. 3
No Class-Cherokee Fall Break
Classroom Management Ch. 7
Deeper Understandings of Marzano's work
Art and Science
Ch. 5
Art and Science
Ch. 9
Classroom Management
Ch. 1 & 2
Art and Science
Ch. 6 & 7
Classroom Management
Ch. 3
Classroom Management
Ch. 7
8/30
9/6
9/13
9/20
9/27
10/4
10/11
10/18
10/25
11/1
11/8
11/15
11/22
11/29
12/6
No Class-Cobb Conferences…Verify
Deeper Understandings of SIOP
No Class-Tentative
Collaborative Teaching
No Class-Thanksgiving Break
Collaborative Teaching
Final Meeting and Reflection
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Art and Science Ch. 5
Art and Science Ch. 9
Bring in 2 SIOP-based
lessons for discussion on
11/1
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http://www.cec.sped.org/ps/code.htm#1).
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Byrnes, M. (2002). Taking sides: Clashing views on controversial issues in special education.
Gilford, CT: McGraw-Hill/Dushkin.
Carta, J. (2000). Early childhood special education in a new century: Voices from the
past, visions for our future. Topics in Early Childhood Education: Special Issue,
20 (1), 3-61.
Division for Exceptional Students, Office of Special Services, Georgia Department of
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Education.
Donegan, M.M., Ostrosky, M.M., & Fowler, S.A. (2000). Peer coaching: Teachers
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Friend, M. (2000). Perspective: Myths and misunderstandings about professional
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Kauffman, J. (2002). Educational reform: Bright people sometimes say stupid things about
education. Lanham, MD: Scarecrow Education.
Kavale, K., & Forness, S. (2000). What definitions of learning disability say and don’t
critical analysis. Journal of Learning Disabilities, 33 (3), 239-256.
say: A
Lanford, A.D., & Lynn, G. C. (2000). Graduation requirements for students with disabilities:
Legal and practice
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considerations. Remedial and Special Education, 21(3), 152-160.
Lange, C.M., & Lehr, C.A. (2000). Charter schools and students with disabilities: Parent
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Lloyd, J.W., Kameenui, E.J., & Chard, D. (1997). Issues in educating students with
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Harvard Education Press.
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profile of changes in new IDEA. Liaison Bulletin, 17, 2-18.
Smith, A., Doll, B., & Gengel, S. (2000). OSERS/SECD International Symposium on
Inclusion and Professional Development. IDEA’s that Work, US Office of Special
Education Programs.
Sorrels, A.M., Rieth, H.J., & Sindelar, P.T. (2004). Critical issues in special education: Access
diversity and accountability. Boston: Pearson Education.
Turnbull, H.R., & Turnbull, A. (2000). Free appropriate public education, 6th edition.
Denver: Love Publishing.
Ysseldyke, J.E., Algozzine, B., & Thurlow, M.L. (2000). Critical issues in special e ducation.
Boston: Houghton Mifflin.
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