KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
Department
Degree Title (if applicable)
Proposed Effective Date
SCED 6475
BIOLOGY AND PHYSICS
MASTERS OF ARTS IN TEACHING (MAT) SCIENCE
FALL 2008
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
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
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____SCED 6475_________________
Course Title ____Science Teaching Practicum II
________
Credit Hours
6
Prerequisites
SCED 6416, 6417
Description (or Proposed Degree Requirements)
12 Credit hours. Prerequisite: Admission to Student Teaching.
Full-time teaching experience in science under the supervision of a middle or high school mentor
teacher and a college science education supervisor. Includes regularly scheduled seminars. Proof
of professional liability insurance is required prior to receiving a school placement.
III.
Justification
Students enrolled in the MAT-Science program are required by state and
federal accreditation guidelines to complete supervised field experiences
prior to being awarded certification. This course is designed to provide an
opportunity to participate in such activities.
IV.
Additional Information (for New Courses only)
Instructor:Gregory T. Rushton, Ph.D. and Michael Dias, Ph.D.
Text: n/a
Prerequisites: SCED 6416, SCED 6417
Objectives:
NSTA Standards for Science Teacher Preparation
Correlated with Candidate Performance Inventory (CPI)
Kennesaw State University, MAT Science Education Program
The candidate will demonstrate a starting competence for communicating biological content knowledge
and the dispositions for self-directed professional development.
Standard 1: Content (CPI 1.1-4)
To show that they are prepared in content, teachers of science must demonstrate that they:
a. Understand and can successfully convey the major concepts and interrelationships of discipline-specific
science content.
b. Understand and can successfully convey principles unifying science disciplines.
c. Understand and can successfully convey to students important personal and technological applications of
science.
d. Understand research and can successfully design, conduct, report and evaluate investigations.
e. Understand and can successfully use mathematics to process and report data, and solve problems in
science.
Standard 10: Professional Growth (CPI 3.1-4)
To show their disposition for growth, teachers of science must demonstrate that they:
a. Engage in opportunities for professional learning and leadership that reach beyond minimum job
requirements.
b. Reflect constantly upon their teaching and identify means through which they may grow professionally.
c. Use information from students, supervisors, colleagues and others to improve teaching and professional
growth.
d. Interact effectively with colleagues, parents, and students and foster positive relationships with the
community.
The candidate will establish safe and productive learning environments through application of a broad
array of assessment and teaching methods for implementing the curriculum.
Standard 8: Assessment (CPI 2.8-10)
To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they:
a. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with
methods of instruction and the needs of students.
b. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the
assessment process.
c. Use the results of assessments as vehicles for students to analyze their own learning, engaging students in
reflective self-analysis of their own work.
Standard 5: Skills of Teaching (CPI 2.1-7; 3.1)
To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that
they:
a. Vary their teaching actions, strategies, and methods to promote the development of multiple student skills
and levels of understanding.
b. Successfully promote the learning of science by students with different abilities, needs, interests, and
c.
d.
e.
f.
backgrounds.
Successfully organize and engage students in collaborative learning using different student group learning
strategies.
Successfully use technological tools, including but not limited to computer technology, to access resources,
collect and process data, and facilitate the learning of science.
Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
Create and maintain a psychologically and socially safe and supportive learning environment.
Standard 6: Curriculum (CPI 1.1,4; 2.3,7; 3.1)
To show that they are prepared to plan and implement an effective science curriculum, teachers of science must
demonstrate that they:
a. Understand the curricular recommendations of the National Science Education Standards, and can identify,
access, and/or create resources and activities for science education that are consistent with the standards.
b. Plan and implement internally consistent units of study that address the diverse goals of the National
Science Education Standards and the needs and abilities of students.
Standard 9 Safety and Welfare (CPI 1.3; 2.2,3; 3.1,3)
To show that they are prepared, teachers of science must demonstrate that they:
a. Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the
proper treatment of animals, and the maintenance and disposal of materials.
b. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and
disposal of all materials used in science instruction.
c. Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures
appropriate for the activities and the abilities of students.
d. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner
and respect legal restrictions on their collection, keeping, and use.
The candidate will promote understanding and appreciation of the nature of biological science through
instruction that engages students in a variety of inquiry experiences related to the contexts of science and
the local community.
Standard 2: Nature of Science (CPI 1.1-4; 2.3,5)
To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:
a. Understand the historical and cultural development of science and the evolution of knowledge in their
discipline.
b. Understand the philosophical tenets, assumptions, goals, and values that distinguish science from
technology and from other ways of knowing the world.
c. Engage students successfully in studies of nature of science including, when possible, the critical analysis
of false or doubtful assertions made in the name of science.
Standard 3: Inquiry (CPI 1.1,4; 2.1,2,4-8)
To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
a. Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific
knowledge.
b. Engage students successfully in developmentally appropriate inquiries that require them to develop
concepts and relationships from their observations, data, and inferences in a scientific manner.
Standard 4: Issues (CPI 1.1,3; 2.5,6,8)
To show that they are prepared to engage students in issues related to science, teachers of science must demonstrate
that they:
a. Understand socially important issues related to science and technology, as well as processes used to
analyze and make decisions on such issues.
b. Engage students successfully in the analysis of problems, including considerations of risks, costs, and
benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Standard 7: Science in Community (CPI 2.2-4,8; 3.3)
To show that they are prepared to relate science to the community, teachers of science must demonstrate that they:
a. Identify ways to relate science to the community, involve stakeholders, and use community resources to
promote the learning of science.
b. Involve students successfully in activities that relate science to resources and stakeholders in the
community or to the resolution of issues important to the community.
Instructional Method
This course is a field experience, so supervision by the university
supervisor and collaborating teacher will be the primary means of
instruction.
Method of Evaluation
I.
COURSE REQUIREMENTS:
A. Impact on Student Learning Assignment: You are expected to respond to a range of
factors that affect student achievement by assessing the influence of your instruction on
student learning via daily (formative) and unit-level (summative) methods. Select a set
of objectives for which you will plan and implement instruction this semester, then
analyze the evidence of student learning for these objectives. This assignment requires
you to document a detailed analysis of assessment data for a chosen class, two groups in
the class, and two students in the class. Though this assignment is more detailed than
would be feasible in typical teaching practice, it is intended to provide a structured
experience that will allow you to evidence a starting competence for interpreting and
responding to a broad range of learner needs. To guide your planning and final report,
please refer to the directions and Undergraduate Impact on Student Learning Analysis
rubric provided in Appendix A, pp7-10.
B. Schedule Information to KSU Supervisor: During the first week of student teaching,
email or fax a completed copy of the Weekly Schedule to your KSU Supervisor. This is
provided in Appendix B, p.11. This only needs to be done once, unless your schedule
information changes. Please inform your KSU Supervisor via email of schedule
deviations that arise prior to the day of that schedule change.
C. Lesson Plan & Feedback Notebook: Please keep a planning and feedback notebook
available for your university supervisor to view when he or she visits you. This
notebook includes your lesson plans and written feedback provided by your mentor
teacher and university supervisor. Please let your supervisor know where this notebook
is located in your teaching setting. You are required to discuss lesson plans with your
mentor teacher at least two days prior to your teaching of a particular lesson.
Section I: Lesson Plans
Any lesson plan format is acceptable, providing you specify for each day and subject
your
(a) Instructional Objectives (per corresponding day or week),
(b) Assessment Methods (summarize formative methods, provide representative
samples),
(c) Teacher/Student Activities (summarize what you and the learners do to meet
objectives),
(d) Reflective Comments (brief daily entries or detailed weekly jottings for improving
instruction).
Section II: Professional Development Feedback
In this section, include the weekly conference reports (see Appendix C, pp,12-13) that
your collaborating teacher fills out, along with any written feedback or Observation
Summary forms provided by your collaborating teacher or university supervisor.
D. Video Analysis of Critical Incidents: Schedule assistance from your KSU supervisor
or a colleague to videotape representative segments of two different lessons. You will
then analyze your teaching to identify a “critical incident” (detailed in Appendix D, p.
15).
E. Portfolio Evidence with Written Narrative: A required element in each portfolio for
TOSS, Student Teaching, and 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. Using the Portfolio Narrative Rubric as a guide, include a written
narrative for each of the three performance outcomes in which you
a) identify the artifacts you have included as evidence for each proficiency,
b) assess your starting competence as a science teacher relative to the evidence
chosen,
c) summarize your professional development goals for the induction phase (first
three years)
of your teaching practice with a brief and practical plan of action.
Your portfolio organization should follow the CPI Outcomes of KSU Teacher
Education:
Outcome I: Subject Matter Expertise, with evidence for proficiencies 1.1-1.4
Outcome II: Facilitator of Learning, with evidence for proficiencies 2.1-2.10
Outcome III: Collaborative Professional, with evidence for proficiencies 3.1-3.4
As you have done throughout the program, continue build and refine a portfolio that
evidences your professional development as a teacher. At this point, you will be adding
some new evidence and replacing some evidence from other parts of your program with
evidence that better represents where you are now as a teacher.
F. 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, tutoring students, assisting
teachers or other school personnel, attending 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.
G. Candidate Performance Inventory: At mid-term and semester’s end, the candidate,
mentor teacher and university supervisor will discuss our individual ratings and
comments on the CPI evaluation sheets. These forms will be submitted electronically by
each of us.
Go to the Office of Field Experiences website at www.kennesaw.edu/education/ofe
Select PTEU Data System Login
Select Candidate Performance and select appropriate term
Student Teacher CPI - Midterm
Student Teacher CPI - Final
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
500
0
250
TOTAL
750
Funding Required Beyond
Normal Departmental Growth
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 30 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
SCIENCE EDUCATION
SCED 6475
STUDENT TEACHING SCIENCE (6-12)
0-18-6
FALL 2008
S/U
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus