BOWIE STATE UNIVERSITY
COLLEGE OF EDUCATION
Department of Teaching, Learning, and Professional Development
Fall 2020 Syllabus
Course: EDUC 532 Classroom Practices & Procedures
Instructor: Dr. Ryan Daniel
Department: Teaching, Learning, and Professional Development
Office: Virtual
Phone: (202) 445-5705
E-Mail Address: rcdaniel@bowiestate.edu
Alternate E-Mail Address: ryan.daniel@pgcps.org
Office Hours: Monday and Wednesday: 4:00 p.m.- 7:00 p.m.
Course Description: This course is designed to provide an in-depth study of contemporary research in classroom
practices and procedures. Opportunities to enhance understandings of effective teaching principles, pupil- teacher
relationships, major curriculum issues and classroom management are provided. Students will participate in
individual and group projects directed at applying concepts to the classroom.
Course Prerequisites: The student must have taken EDUC 501 Learning and Teaching course.
Suggested Text/Readings: High-Impact Instruction: A Framework for Great Teaching Jim Knight (2012)
ISBN#: 978-1412981774
Course Objectives:
Upon completion of this course, students will be able to:
1. Design classroom learning environments that support expected learning outcomes.
2. Identify, evaluate and apply educational theories to better understand student learning and
behavior.
3. Design an action/exploratory research project that address an educational issue occurring in
classrooms, schools, or communities.
4. Design classroom environments that support racial, ethnic, social, economic, and cultural
differences.
5. Devise classroom rules, norms, procedures, and policies that are aligned with school district
policies in order to manage and enhance student behavior and learning.
6. Identify, evaluate and apply strategies for working with students from different racial, ethnic,
linguistic, socioeconomic, and gender backgrounds.
7. Demonstrate competency for selecting appropriate technology to support student learning,
teacher instruction, curriculum development and other professional needs.
8. Demonstrate competency for engaging in reflective practices.
9. Evaluate educational issues, legislation, and trends that impact teaching and learning in
classrooms and devise strategies to meet the needs of students.
1
10. Discuss historical events and perspectives that impact teachers, administrators, parents, students,
and other stakeholders in the 21st century.
11. Create lesson plans that meet the needs of students in gifted, honors, advanced classes and
programs.
12. Create lesson plans that meet the needs of students with Individualized Education Plan (IEP) in
regular classrooms.
13. Create lesson plans that differentiate instruction for learners with diverse social, educational,
emotional, and physical needs.
14. Craft formative assessments to gather data about student learning from daily lesson plans.
15. Use multiple research databases to gather research literature for action research project and
classroom management strategies and techniques.
16. Identify, evaluate and develop strategies for involving parents in the day-to-day operations of
their child’s education, school, and classroom.
17. Use qualitative and quantitative research methods to collect data about student cognitive
abilities, attitudes, dispositions, and experiences.
18. Compare and contrast their personal and educational experiences with students in order to be
more receptive of student differences, learning and instructional needs.
19. Demonstrate content and pedagogical knowledge and skills through the completion of PRAXIS
II subject and pedagogy assignments.
20. Produce artifacts that can be used to complete the electronic portfolio requirements for initial
certification.
21. Demonstrate competencies in teaching a planned lesson.
22. Participate in a minimum of 25 clock hours in classrooms with students in the content area and
engaged with small groups of students in activities that supplement the learning activities of P12 students.
Course Alignment:
College of Education
Conceptual
Framework
Course
Objectives
Master of
Art in
Teaching
Program
National
(INTASC)
State
(EDOT)
Academic Scholar
2, 5, 11-13,
19
1-9
1-10
1-7, 9-10
Maryland
Teacher
Technology
Standards
(MTTS)
III, V
2, 7, 11-14,
17, 19, 20-21
1-10
1-9
1-7, 10
III, V
Knowledge of
Subject Matter
Knowledge of
Research
Academic Scholar
Knowledge of
Pedagogy
Effective Practitioner
Technological
2
Applications
Multiple forms of
Assessment
Knowledge of
Research Best
Practice
Collaborative
Educator
Communication and
Consultation
Collaborative
Researcher & Life
Long Learner
Academic Scholar
4-6, 12-13,
18
1-8
1-5, 7, 9-10
1-10
VI
1, 3-5, 8, 15,
18
1-10
1-5, 7-10
1, 4, 6-10
VII
6, 9-10, 16,
18
1-10
2, 3, 5, 7-10
4-6, 8-10
I, II, VII
Knowledge of
Students and Society
Multicultural and
Global Perspectives
Special Populations
Perspective
Knowledge of
Research
Reflective
Practitioner
Field-Based
Experiences
Knowledge of
Professional
Expertise and
Research
Model of
Professional
Dispositions
Personal and
Interpersonal
Perspective
Instructional Strategies:
A.
Traditional Experiences: Demonstration, Web Cam and other Video Technology
B.
Clinical Experiences: Guided Discovery, Lab Exercises, Values Clarification, Student Presentations,
Role Playing, Simulations
C.
Field Experience: Observations, Classroom Experiences (teaching, environment preparation,
management, teaming) Community Resource Use, Internship
3
Diversity:
“Teacher candidates need to develop proficiencies for working with students from diverse backgrounds and with
exceptionalities to ensure that all students have an opportunity to learn” (NCATE: Standard 4)
There are a number of readings, assignments, in-class activities and clinical experiences that help candidates
develop the necessary proficiencies to teach students with wide-ranging abilities from diverse backgrounds learn.
Candidates read chapters about culture, unit and lesson planning, developing objectives and using educational
standards, understanding their students, action research, learning communities, classroom management,
instructional technology, and different instructional strategies (e.g., direct instruction, indirect instruction). These
readings are aimed at helping candidates develop the proficiencies for working with students who have wide
ranging abilities from diverse backgrounds. Accompanying these readings are assignments and in-class activities
that help candidates develop these proficiencies. In this course, candidates complete the following assignments:
unit and lesson plans, course syllabus, parental involvement plan, cultural presentations, bulletin boards, and
classroom design. The class is unique given its mixture of interns and current teachers with diverse backgrounds
that make in-class activities like discussing culture, classroom management, assessments and instructional
strategies more enlightening for all candidates. In addition to the readings, assignments and activities, all students
are in classrooms in the area they are seeking certification (or already have certification) and are actually
performing, observing and engaging in activities related to the course topics.
Course Requirements:
Class participation. Students are expected to participate in all online class discussions and activities. These
activities are meant to enhance your understanding of the material both on an individual and class level. Note: It
is expected your class participation will be professional and collegial. Respect for the comments and
questions of classmates, however, unnecessary they may seem to you personally, is expected and will be
enforced.
Assignments. Students will be asked to complete a variety of assignments that will help accentuate the concepts,
methods and strategies learned in the course. Each assignment will be worth points (see evaluation) and will be
explained before you begin. Assignments are to be submitted on time and via electronic media (blackboard or
email). Assignments are to be submitted on or before the due date. No assignment will be accepted late. All
assignments must display knowledge of the content standards and principles of the program.
Library Requirements. Students are expected to register their Bowie Card at the Thurgood Marshall Library to be
able to access online databases, check out books, and other resources. Online resources at the Thurgood Marshall
Library can be accessed online by going to the Bowie State University website: www.bowiestate.edu. Once on
the site, students can click on the word library on the upper right side or go to Academics and Research and go
down to the bottom of the menu on the side and click Thurgood Marshall Library.
Technology. Students will use a variety of different technologies throughout the course. During class, the
instructor requests that technology usage be limited to course related use or important communication. Students
should step outside of the classroom to engage in important communication. This communication should not
disturb the class. The instructor will address any use of technology that is not course related or a hindrance or
distraction to class.
Technology Integration:
BlackBoard. Blackboard is Bowie State University Learning Management System
Blackboard Learning Management System
Blackboard Help for Student:
Login: https://bsuonline.blackboard.com/
http://help.blackboard.com/student/index.htm
You can also download the Blackboard App to your cell phone, iPad, iPhone, Samsung Note, Samsung cell
4
phones, and other electronic devices.
Attendance Policy:
Students are expected to attend every session on time for which the course is scheduled unless otherwise agreed
to by professor and student. Any absence from class must be sent to instructor via email explaining the reason for
the absence. Advance notice is expected. Three late attendances will count as one absence. Three absences may
result in a letter grade reduction. Students will not receive participation points for absences to class.
Evaluation:
90 -100% = A
80 – 89% = B
70 -79% = C
< 69% = F
The letter grade students receive in the course will be based on the evaluation of the following assignments.
Assignment
Assignment Description
Reflection Papers
Teachers will have to complete three concept
papers on the following ideas discussed in class:
1.
2.
3.
My Classroom Management Philosophy or
Approach
My Perspective of Differentiated Instruction
My Perspective of Culturally Responsive
Teaching
Points
TBD
Points
Total
Student Interest Survey
The student interest survey is a differentiated
instruction tool used to gather information
about a student’s dislikes, likes, interests,
career goals, hobbies, books, family/home
life, and more. The survey results are used to
create a profile of students that can be used to
motivate; increase student engagement; plan
lessons; make lessons culturally and
personally relevant to students.
52
Tiered Assignment
Tiered assignments are instructional activities
that address a variety of different student
ability levels for the same lesson that ensure
students explore ideas at a level that builds on
their prior knowledge. Non-teaching and
teaching interns must include a tiered
assignment to assess student learning for at
least one lesson. The tiered assignment must
address the needs of students with the lowest
to the high ability level in the class.
36
5
Assignment
Assignment Description
Points
Two Lesson Sequence
Create two differentiated lesson plans that TBD
build on one another.
Practicum
All students in the MAT program are
expected to complete 25 to 30 hours of a
practicum in an educational environment
working with students and school
professionals.
24
Creative Electronic
Bulletin Board
The electronic bulletin board assignment
is intended to have candidates share their
think about developing a bulletin board.
The candidate will be expected to create
an electronic bulletin board using any
electronic media (e.g., PowerPoint,
Microsoft word, MAC pages, CANVA,
Internet sources, etc.). The teacher will
also be required to write a paper
describing the bulletin board and the
rationale behind the design.
TBD
Total
Course Schedule
Class
Session
Date
Reading
Assignment
1
10/29
Course Introduction
Discussion Question due by
11:59pm
2
11/2
Course Introduction
Discussion Question due by
11:59pm
11/2
Beginning of Independent Study
3
11/3
Weekly Focus: Teaching Philosophy and 21st
Century Learners
Reflection Paper 1 due by
11/6 11:59pm
4
11/10
Weekly Focus: Cultural Responsive Teaching
Bulletin Board due by 11/13
11:59pm
5
11/17
Weekly Focus: Differentiated Instruction
Reflection Paper 2 due by
11/20 by 11:59 p.m.
6
Class
Session
Date
Reading
Assignment
6
12/1
Weekly Focus: Distance Learning and the New Student Interest Survey due
Normal
by 12/4 by 11:59 p.m.
7
12/8
Weekly Focus: Trauma Informed Instruction
Two Lesson Sequence due
by 12/11 by 11:59 p.m.
8
12/15
Weekly Focus: Engaging all Learners
Reflection Paper 3 Due by
12/18 by 11:59 p.m.
Tiered Assignment due by
12/18 by 11:59 p.m.
Additional Information:
Please consult the Bowie State University Office of Student Affairs and Campus Life Code of Student Conduct
for the following sections:
§ Section I: Student Code of Conduct
§ Section III: University Standard of Personal and Group Conduct, especially numbers 1(academic
dishonesty); 2 (network system misuse and dishonesty); 3 (falsification of information); and 23 (standard
of appropriate dress). Although every aspect of this section is serious, as doctoral students, I would
expect you to adhere to everything printed in the booklet.
§ Section IV: Sanctions
§ Section V: Appeals
Academic Integrity
University Policy Regarding Academic Honesty
Students are expected to conform to a strict standard of academic honesty. Cheating on examinations, plagiarism,
unauthorized collaboration with others on assignments, submitting without authorization duplicate assignments
for credit in more than one course, and improper acknowledgment of sources of material are intolerable offenses
that carry serious penalties.
Policy on Plagiarism
1. Plagiarism is the act of representing another’s ideas, words, or information as one’s own. Every student writing
a paper should be aware of the following principles.
a. All directly quoted materials must be identified as such by quotation marks. The source(s) of this material must
be acknowledged.
b. When borrowed ideas or information is not directly quoted by a student, the student should have so assimilated
this material that it is indeed being expressed in his/her own words. However, just as in the case of direct
quotations, the sources of such borrowed ideas or information must be acknowledged.
c. The sources of ideas or information lying well within the realm of common knowledge (i.e., material that
would be known by anyone familiar with the subject under discussion) need not be acknowledged.
2. Students guilty of plagiarism are subject to severe penalties, ranging from failure for the assignment to failure
in the course or, in extreme cases, dismissal from the University. The instructor, in consultation with the
Departmental Chair and the College Dean, shall determine the appropriate sanction to be imposed. Students
appealing the imposed sanction must present their appeal in writing to the Provost for a final resolution.
Academic Dishonesty/Plagiarism
7
Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not
limited to, such acts as stealing or altering testing instruments; falsifying the identity of persons for any academic
purpose; offering, giving or receiving unauthorized assistance on an examination, quiz or other written or oral
material in a course; or falsifying information on any type of academic record.
Plagiarism is the presentation of written or oral material in a manner which conceals the true source of
documentary material; or the presentation of materials which uses hypotheses, conclusions, evidence, data, or the
like, in a way that the student appears to have done work which he/she did not, in fact, do. This course will use
the resources of safe assign, which searches the web for possible plagiarism and is over 90% effective. In cases
involving academic dishonesty, a failing grade or a grade of zero (0) for either an assignment and/or a course may
be administered. Students who are expelled or suspended for reasons of academic dishonesty are not admissible
to other institutions within the University System of Maryland.
Falsification of Information - Falsification of information includes any form of providing false or misleading
information, written or oral, in a manner which has the intent or effect of deceiving authorized University
personnel, including members of judicial hearing panels, or of altering or falsifying official institutional records.
Misrepresentation of oneself or of an organization as an agent of the University will also be considered a
violation of this section.
Any student who commits any of the above is subject to discipline as outlined in the Student Code of Conduct
and by Bowie State University.
Contacting the Instructor
Office hours are listed above. If you need to reach me anytime other than those listed above, the most effective
way is via email. However if you do not have access to email, you may reach me via telephone at the office
numbers listed above.
Eating during instruction creates problems; therefore you should eat prior to entering class.
Please be mindful that the classroom is a place of learning and that we need to make sure that we leave the room
in a neat and orderly manner.
Hats are to be removed upon entering the classroom.
All assignments are to be typed in Times Roman or Arial, 12 font using APA format. Please obtain the
Publication Manual of the American Psychological Association, fifth edition.
BEES: All students are to sign up for BEES (Bowie State University Electronic Emergency System). BEES
registration is located on the homepage of the Bowie Website.
H1N1: Students are to check the Bowie Webpage for updates and information regarding H1N1.Click on the
update for H1N1 and review each link pertaining to H1N1.
Special Accommodations: Students with disabilities who believe they may need an accommodation in this class
are encouraged to contact Dr. Michael Hughes at mhughes@bowiestate.edu as soon as possible to ensure that
accommodations are implemented in a timely fashion.
Appendix:
Information Literacy Standards
Conceptual Framework
EDOT Standards
NCATE Standards
Maryland Teacher Technology Standards
8
Bibliography
9
Appendix A: Information Literacy Standards
Information Literacy Competency Standards for Higher Education
Information Literacy Competency Standards for Higher Education provides a framework for assessing the
information literate individual. It also extends the work of the American Association of School Librarians Task
Force on Information Literacy Standards, thereby providing higher education an opportunity to articulate its
information literacy competencies with those of K-12 so that a continuum of expectations develops for students
at all levels. The competencies presented here outline the process by which faculty, librarians and others
pinpoint specific indicators that identify a student as information literate.
Standard 1
The information literate student determines the nature and extent of the information needed.
Standard 2
The information literate student accesses needed information effectively and efficiently.
Standard 3
The information literate student evaluates information and its sources critically and incorporates selected
information into his or her knowledge base and value system.
Standard 4
The information literate student, individually or as a member of a group, uses information effectively to
accomplish a specific purpose.
Standard 5
The information literate student understands many of the economic, legal, and social issues surrounding the
use of information and accesses and uses information ethically and legally.
Information Literacy Competency Standards for Higher Education, © ALA, 2000
10
Appendix B: Conceptual Framework
Excellence
Civility
Integrity
Diversity
Accountability
Bowie State University
College of Education
Conceptual Framework
“Preparing Effective, Caring, and Collaborative Educators for a
Global Society”
Center for Learning and Technology
14000 Jericho Park Road
Bowie, Maryland 20715
Office: 301-860-3220
Fax: 301-860-3242
www.bowiestate.edu/education
11
•
•
Preparing Effective, Caring and Collaborative
Educators for a Global Society
•
Conceptual Framework
•
...at a glance...
The Conceptual Framework for educator preparation at
Bowie State University is a shared vision describing the
knowledge, skills and dispositions all candidates are expected
to master as a requirement for completing the Unit's
programs. A reflection of the University's mission, the goals of
the College of Education and adherence to state and national
professional standards, the Conceptual Framework fosters
educator preparation consistent with the Unit's theme,
"Preparing, Effective, Caring, and Collaborative Educators
for a Global Society."
The Conceptual Framework guides all educator
preparation programs and is built upon solid knowledge-bases
that include four primary components:
possess knowledge of valid multiple forms of assessment
have knowledge of the learner's physical, cognitive,
emotional, social, and cultural development
have awareness and knowledge of diversity and global
perspectives in the school and community
have knowledge of the educational needs of physically,
mentally, and emotionally challenged learners and provide
for their needs.
Reflective Practitioner
As outcomes of the Conceptual Framework, successful
candidates:
• demonstrate competency in teaching and effectively
organize and manage the classroom using approaches
supported by research, best practice, expert
opinion, and students’ diverse learning needs
• analyze reflectively research-based generalizations in
school and community settings
• demonstrate mastery of appropriate academic
disciplines and a repertoire of teaching techniques
• demonstrate an understanding that knowledge of the
learner's physical, cognitive, emotional, and sociocultural development is the basis of effective teaching
• use valid assessment approaches, both formal and
informal, which are age-appropriate and
address a variety of developmental needs
• demonstrate strategies for integrating students with
special needs into the regular classroom
• engage in careful analysis, problem-solving, and
reflection in all aspects of teaching
• demonstrate an understanding that classrooms and
schools are sites of ethical, social and civic activity.
Academic Scholar
Knowledge of Subject Matter (Liberal Arts and Sciences)
Focus: Subject Matter Content
Knowledge of Effective Pedagogy
Focus: Effective Practitioner
Focus: Technological Applications
Focus: Multiple Forms of Assessment
Knowledge of Students and Society
Focus: Diversity and Global Perspectives
Focus: Special Populations Perspectives
Reflective Practitioner
Collaborative Educator
Focus: Field-based Experiences
As outcomes of the Conceptual Framework, successful
candidates:
• collaborate with the broad educational community
including parents, businesses, and social service
agencies
• use multi-media and computer-related technology to
meet student and professional needs
• incorporate a diversity perspective, which integrates
culturally diverse resources including those from the
learner's family and community
• collaborate within and across colleges to promote
whole child education.
• identify evidence- based research to inform current
educational practice
• contribute to the restructuring and improvement of
education through lifelong professional development
and collaborative partnerships
Collaborative Educator
Focus: Communication and Consultation
Focus: Community of Researchers and Lifelong Learners
Model of Professional
Dispositions
Focus: Personal and Interpersonal Perspectives
Outcomes of the Conceptual Framework
Academic Scholar
As outcomes of the Conceptual Framework, successful
candidates:
• have knowledge of subject matter and multiple design
learning experiences that are coherent and meaningful for
learners
• have knowledge of general and content-specific
instructional strategies and use knowledge to design
instruction and effectively engage learners
• know technological applications to enhance pupil learning
and to meet professional needs
Model of Professional
Dispositions
As outcomes of Dispositions
the Conceptual Framework, successful
candidates:
• support the norms, standards, and values of the
12
•
•
educational community
show respect for the diversity of learners and serve the
needs of all learners to achieve their maximum
potential
demonstrate positive relationships with colleagues,
•
13
parents, businesses, and social service agencies
present evidence of a commitment to life-long learning.
Appendix C: EDOT Standards
Essential Dimensions of Teaching (EDOT) Standards
1. Demonstrate mastery of appropriate academic disciplines and a repertoire of teaching
techniques.
2. Demonstrate an understanding that knowledge of the learner’s physical, cognitive, emotional,
social, and cultural development is the basis of effective teaching.
3. Incorporate a multicultural perspective which integrates culturally diverse resources, including
those from the learner’s family and community.
4. Demonstrate knowledge of strategies for integrating students with special needs into the regular
classroom.
5. Use valid assessment approaches, both formal and informal, which are age-appropriate and
address a variety of developmental needs, conceptual abilities, curriculum outcomes and school
goals.
6. Organize and manage a classroom using approaches supported by student learning needs,
research, best practice and expert opinion.
7. Use computer and computer-related technology to meet student and professional needs.
8. Demonstrate an understanding that classrooms and schools are sites of ethical, social, and civic
activity.
9. Collaborate with the broad educational community, including parents, businesses and social
services agencies.
10. Engage in careful analysis, problem solving, and reflection in all aspects of teaching.
14
Appendix D: NCATE Standards
NCATE Unit Standards
Conceptual Framework
A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in P–12 schools. It provides
direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual
framework is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously
evaluated. The conceptual framework provides the bases that describe the unit’s intellectual philosophy and institutional standards,
which distinguish graduates of one institution from those of another.
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge,
pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary
to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
Standard 2: Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance,
and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.
Standard 3: Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and
other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students
learn.
Standard 4: Diversity
The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the
knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can
demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse
populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools.
Standard 5: Faculty Qualifications, Performance, and Development
Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own
effectiveness as related to candidate performance.
They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and
facilitates professional development.
Standard 6: Unit Governance and Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the
preparation of candidates to meet professional, state, and institutional standards.
http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx
15
Appendix D: Maryland Teacher Technology Standards
Maryland Teacher Technology Standards
SE SEVEN STANDARDS AND OUTCOMES
INDICATORS
I. Information Access, Evaluation,
1.
Processing and Application
2.
3.
4.
Access, evaluate, process and apply information efficiently and
effectively.
II. Communication
A.
1.
Use telecommunications to collaborate with peers, parents, colleagues,
administrators and/or experts in the field.
1.
2.
3.
Select appropriate technologies for a particular communication goal.
Use productivity tools to publish information.
Use multiple digital sources to communicate information online.
1.
2.
3.
Identify ethical and legal issues using technology.
Analyze issues related to the uses of technology in educational settings.
Establish classroom policies and procedures that ensure compliance
with copyright law, Fair Use guidelines, security, privacy and student
online protection.
Use classroom procedures to manage an equitable, safe and healthy
environment for students.
Use technology effectively and appropriately to
interact electronically.
B. Use technology to communicate information
in a variety of formats.
III. Legal, Social and Ethical Issues
Demonstrate an understanding of the legal, social and ethical issues
related to technology use.
4.
IV. Assessment for Administration and Instruction
1.
2.
Use technology to analyze problems and develop data-driven
solutions for instructional and school improvement.
3.
V. Integrating Technology into the Curriculum
and Instruction
1.
Design, implement and assess learning
experiences that incorporate use of technology
in a curriculum-related instructional activity to
support understanding, inquiry, problem solving,
communication and/or collaboration.
Identify, locate, retrieve and differentiate among a variety of electronic
sources of information using technology.
Evaluate information critically and competently for a specific purpose.
Organize, categorize and store information for efficient retrieval.
Apply information accurately in order to solve a problem or answer a
question.
2.
3.
4.
5.
6.
7.
Research and analyze data related to student and school performance.
Apply findings and solutions to establish instructional and school
improvement goals.
Use appropriate technology to share results and solutions with others,
such as parents and the larger community.
Assess students’ learning/ instructional needs to identify the appropriate
technology for instruction.
Evaluate technology materials and media to determine their most
appropriate instructional use.
Select and apply research-based practices for integrating technology into
instruction.
Use appropriate instructional strategies for integrating technology into
instruction.
Select and use appropriate technology to support content-specific
student learning outcomes.
Develop an appropriate assessment for measuring student outcomes
through the use of technology.
Manage a technology-enhanced environment to maximize student
learning.
VI. Assistive Technology
Understand human, equity and developmental issues surrounding the
16
1. Identify and analyze assistive technology resources that accommodate
use of assistive technology to enhance student learning performance
and apply that understanding to practice.
VII. Professional Growth
Develop professional practices that support continual learning and
individual student learning needs.
2.
Apply assistive technology to the instructional process and evaluate its
impact on learners with
diverse backgrounds, characteristics and abilities.
1.
Create a professional development plan that includes resources to
support the use of technology in life long learning
Use resources of professional organizations and groups that support the
integration of technology into instruction.
Continually evaluate and reflect on professional practices and emerging
technologies to support student learning.
Identify local, state and national standards and use them to improve
teaching and learning.
2.
professional growth in technology.
3.
4.
Accepted by the Maryland State Board of Education, March 22, 2002
17
Bibliography
A.
Contemporary References:
Arends, R. I. (2012). Learning to teach (9th ed.). New York, NY: McGraw-Hill
Armstrong, T. (2006). The best schools. Alexandria, VA: ASCD.
Boynton, M. & Boynton, C. (2005). Preventing and solving discipline problems. Alexandria, VA:
ASCD.
Cushner, K., McClelland, A. & Safford, P. (2011). Human diversity in education: An intercultural
approach (7th ed.). New York, NY: McGraw-Hill.
Egbert, J. (2009). Supporting learning with technology: Essentials of classroom practice. Upper Saddle
River, NJ: Pearson.
Marzano, R. J. (2005). School leadership that works. Alexandria, VA: ASCD.
Moore, K.D. (2012). Effective instructional strategies: From theory to practice (3rd ed.). Thousand
Oaks, CA: Sage
Moore, K.D. & Hansen, J. (2012). Effective strategies for teaching in k-8 classrooms. Thousand Oaks,
CA: Sage
O’Shea, M. (2005). From Standards to Success. Alexandria, VA.: ASCD.
Powell, S. D. (2012). Your introduction to education: Explorations in teaching (2nd ed.). Upper Saddle
River, NJ: Pearson
Snowman, J., McCown, R. & Biehler, R. (2012). Psychology applied to teaching. (13th ed.). Belmont,
CA
Suskie, L. A. (2009). Assessing student learning: A common sense guide (2nd ed.). Danvers, MA: John
Wiley & Sons, Inc.
Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: ASCD.
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction. Alexandra, VA.: ASCD
B.
Pre Classic References:
Caine, R. N. (2000). Building the bridge from research to classroom. Educational Leadership 58(3),
59-61.
Emmer, E., Everston, C., Clements, B., & Worsham, M. (2000). Classroom management for secondary
teachers. (5th ed.). Needham, MA: Allyn & Bacon.
18
Freiburg, H. & Driscoll, A. (2000). Universal teaching strategies (3rd ed.). Boston: Allyn & Bacon.
Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions.
Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (2000). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research. Columbus, OH: Merrill/Prentice Hall.
Gay, L.R. & Airasian, P. (2000). Educational research: Competencies for analysis and application (6th
ed.). Upper Saddle River, N.J.: Merrill/Prentice Hall.
Gay, L.P. & Airasian, P. (2003). Educational research: Competencies for analysis and application (5th
ed). Columbus, OH: Merrell/Prentice Hall.
Gall, J.P., Gall, M.D., & Borg, W.R. (1999). Applying educational research: A practical guide (4h ed.).
New York: Addison Wesley Longman.
Gronlund, N. (2000). How to write and use instructional objectives. (6th ed.). New York: MacMillan.
Gronlund, N. & Linn, R. (2000). Measurement and evaluation in teaching (8th ed.). Upper Saddle
River, NJ: Prentice Hall.
Haycock, K. (2001). Closing the achievement gap. Educational Leadership, 58(6), 6-11.
Hittleman, D.R. & Simon, A.I. (2002). Interpreting educational research: An Introduction for
consumers of research (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Jacobs, H. (2004). Getting results with curriculum mapping. Alexandria, VA: ASCD.
Littky, D. (2004). The big picture: Education is everyone’s business. Alexandria, VA: ASCD
Kluth, Paula, & Straut, Diana (2001). Standards for diverse learners. Educational Leadership, 59(l),
43-46.
Marzano, R.J. (2000). Transforming Classroom Grading. Alexandria, VA: ASCD.
Marzano, R.J. (2001). Classroom instruction that works. Alexandria, VA: ASCD
Marzano, R. J. (2003). Classroom management that works. Alexandria, VA: ASCD.
Marzano, R. J. (2003). What works in schools? Alexandria, VA: ASCD.
Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ:
Merrill/Prentice Hall.
Nitko, A.J. (2001). Educational Assessment of Students. (3rd ed.). Upper Saddle River, NJ: Merrill
Prentice-Hall.
Popham, W.J. (2001). The truth about testing: An educator's call to action. Alexandria, VA: ASCD.
19
Popham, W.J. (2001). Teaching to the test. Educational Leadership. 58 (6), 16-20.
Resta, V., & Huling, L. (2001). Preparing second career teachers. Educational Leadership, 58(8), 60-63.
Seung-Yoeun, Y. (2001). Using portfolios to reflect on practice. Educational Leadership, 58(8), 78-81.
Silver, Harvey, F. (2000). So each may learn. Alexandria, VA: ASCD.
Sternberg J., Grigorenko, E. L. & Jarvin, L. (2001). Improving reading instruction: The triarchic model.
Educational Leadership, 58(6), 48-53.
B. Classic References:
Gardner, H. (1983). Frames of mind. New York, NY: Basic Books.
Holt, J. (1967). How children Learn. Reading, MA: Perseus Books.
Hunter, M. (1982). Mastery teaching. El Segundo. CA: TIP Publications.
Kozol, J. (2000). Ordinary resurrections. New York, NY: Crown Publishers.
Maxwell, J.A. (1998). Designing a qualitative study. In L. Bickman & D.J., Rog. (Eds.),
Handbook of applied social research methods (pp. 69-100). Thousand Oaks,
CA: Sage Publications.
Meier, D. (1995). The power of their ideas. Boston, MA: Beacon Press.
Merriam, S.B. (1998). Qualitative research and case study applications in education. San
Francisco, CA: Jossey-Bass.
Monroe, L. (1997). Nothing’s impossible. New York, NY: Times Books.
Saphier, J. & Gower, R. (1997). The skillful teacher. Acton: Research for Better Teaching
Wong, H. & Wong, R (1998), The first days of school. Mountain View, CA: Wong Publications.
20