WSU Regulation 3-4
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__RED304: Teacher Development
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing
Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting
department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly
advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of
proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals
have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions,
rationales, and notifications have been provided.
____X____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
____X____ Completed
________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this
proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation
is enclosed, the department's representative is prepared to address A2C2's questions on this matter.
_____X___ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and
Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____X____ Completed
Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still
opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at
which this proposal is considered.
_____X___ Completed
________ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
____X____ Completed
________NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the
prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations.
________ Completed ____X____ NA – This is a course proposal.
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
_____X___ NA -- This is a course proposal.
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
____X____ Completed
________ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation.
Accessibility of the cited publications for use in this proposed course has been confirmed.
____X____ Completed
________ NA
______Maggie Hoody __________________________________
Department's A2C2 Representative or Alternate
____3/3/11_________
Date
[Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department Rochester Education
_
Date __January 10, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular
changes.
_RED 304______________
Course No.
_Teacher Development____________________
Course Title
This proposal is for a(n)
_X
Applies to:
Undergraduate Course
__X____ Major
______ Minor
__X___ Required
_____ Required
_____ Elective
_____ Elective
_________2___
Credits
______ Graduate Course
______ University Studies*
______ Not for USP
Prerequisites: RED401: Kid-Watching; RED301: Development Theories; RED410: STEM Clinical Practice; RED310: STEM in Elementary
Classrooms; RED402: Data Collect, Interpret, Use; RED302: Diverse Learners/Human Relations; RED411: Ethnographers Clinical Practice;
RED311: Ethnographers of Language in Elementary Classrooms; RED403: Data Decisions; RED303: Community Development; RED412:
Global Studies Clinical Practice; RED312: Global Studies in Elementary Classrooms
Grading method __X____ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering ______Yearly_________
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and
submitted according to the instructions on that form.
Provide the following information:
A.
Course Description
1.
Catalog description.
The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher
candidates explore theories, individuals, communities, and themselves. This is the fourth course
in the series focusing on understanding the Teaching self.
Essential Questions situated within these courses include:

How do thoughts, beliefs, and behavior of the Classroom Cultural Community
impact student learning?
o How does the Individual develop within the cultural community?

How does Content Knowledge – Human Development – impact student learning?
Guiding Questions include:
2.

How do my choices and actions impact others?

Who am I as a Teacher?

Why collaborate, communicate, and build relationships?

What are my teaching ethics?
Course outline of the major topics and subtopics (minimum of two-level outline).
I.
Theories of Learning
A.
II.
III.
History of American Education (for example: Franklin, Jefferson, Mann, Webster,
McGuffey, Dewey, Froebel, Montessori, Bethune)
B.
Philosophy of Education (for example: Socrates, Plato, Aristotle, Bagley, Dewey,
Adler, Hutchins, Neill, Watson, Skinner)
C.
Critical Theory – Paulo Freire
D.
Innovators (Horace Mann, John Joseph Hughes, Catherine Beecher, Booker T.
Washington, John Dewey, Ellwood Cubberley, Albert Shanker, Linda Brown
Thompson, Jose Angel Gutierrez, Deborah Meier, E.D. Hirsch, Jr.)
http://www.pbs.org/kcet/publicschool/innovators/index.html
E.
The Sociology of Education
F.
The Politics of Education
G.
Legal Dimensions (Tinker v. Des Moines, Hazelwood v. Kuhlmeir, Ingraham
v.Wright; U.S. Constitutional Amendments; Minnesota State Statutes
ADA/IDEA/Sec. 504 (purpose, target groups, major principles)
privacy/confidentiality
Discourse
A.
Of being Culturally Responsive
B.
Of a Professional Educator
C.
Of a Reflective Practitioner
Content Knowledge
A.
Foundations of Education
1.
History of American Education
2.
Philosophy of American Education
3.
Innovators in Education
4.
The Politics of Education
5.
The Sociology of Education
B.
Current Issues in Education
1.
Teacher issues
2.
Student issues
3.
Curriculum issues including global and multicultural issues
4.
Pedagogical issues including English learners, underserved learners, and
underachieving learners
5.
School/society issues
C.
School, community, and home relationships
1.
Relationships with parents/guardians/caretakers
2.
Using community resources
3.
Communication with school, community, and the home
4.
a)
Social resources
b)
Cultural resources
c)
Linguistic resources
d)
Intellectual resources
5.
Responsive Strategies for Diverse Learners
D.
Action Research Project: Step 6: Disseminate Findings [Read chapter 8: Telling
Your Story in The Power of Questions: A Guide to Teacher and Student Research text]
1.
Written Action Research Report
2.
Presenting your Action Research
3.
Displaying your Action Research
E.
IV.
V.
VI.
VII.
VIII.
Action Research Project: Step 7: Develop a New Plan of Action [Read chapter 9:
Launching Inquiries from Children’s Questions and chapter 10: Curiosity – The Secret to
Wisdom in The Power of Questions: A Guide to Teacher and Student Research text]
1.
Reflective Practitioner
2.
Re-Defining a Theory of Literacy Learning
F.
Education Minnesota Presentation
1.
Teacher Professionalism
2.
Teacher Responsibility
3.
Teacher as a Public Employee
4.
Purpose and contribution of EM and other educational organizations
Assessment
A.
Of Ethical self as a Teacher
B.
Self-efficacy for impacting student learning
C.
Of the Funds of Knowledge for one student
D.
Inquiry and professional self-assessment
Learning Environment
A.
Creating a learning environment as a Reflective Practitioner
B.
Creating a personal, professional development learning environment
Instructional Strategies
A.
Communication strategies with the school, community, and
parents/guardians/caretakers
B.
Collaboration strategies with colleagues, the community, and
parents/guardians/caretakers
C.
Strategies for reflective practice and professional self-assessment
Ethics
A.
Code of Ethics for Minnesota Teachers
B.
Ethical Teaching with English learners and underachieving learners
C.
Student rights and Teacher responsibility to:
1.
Equal education
2.
Appropriate education for students with disabilities
3.
Confidentiality
4.
Privacy
5.
Appropriate treatment of students
D.
Reporting in situations of known or suspected abuse or neglect
1.
Mandatory Reporting Brochure from the state
2.
Process used by the Rochester Public Schools
Children’s & Adolescent Literature
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
ITV
Online
Web Enhanced
Lecture: Classroom X
Service Learning
Travel Study
Laboratory
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None:
3. Internet
6. Independent Study
1. Satellite
4. ITV Sending
7. Taped
2. CD Rom
5. Broadcast TV
8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Web Supplemented X
Internship/Practicum
9. Web Enhanced X
10. Web Supplemented
Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN
Teaching Standards in the following course requirements:
Applied Field Experience
Candidates will be expected to complete a minimum of 5 hours of Field Experience associated
with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester
for part-time students. Field Experiences are planned to include the full-range of potential
placements related to the licensure. Students will be expected to demonstrate and document
experience and competencies as follows:
o Field placements will include at least 35-40 hours with each of these grade levels;
Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).
o Field placements will include at least 20-35 hours in a Special Education program and 2035 hours with children/a child at-risk for underachieving.
Program coursework includes planned field experience applications where teacher candidates
demonstrate their knowledge and understanding in a clinical setting. In some instances,
candidates may be required to go beyond their minimum Field Experience placement or hours in
order to complete an applied experience.
For this course, candidates will complete the following Clinical Practice Application:
Reflective Practitioner Journal. This course is during Semester 4 and connected to RED
413: Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these
Clinical Experiences, candidates determine how they will practice reflection and selfanalysis in their teaching. Candidates will consider a journal, blog, a Teaching Log, and
other formats. Candidates will implement their plan during Clinical Practice.
Critical Consumer of Research:
Assignments within the Critical Consumer of Research domain challenge students to develop the
ability to read, critique, and make meaning out of educational research. Within each course,
students will read and dialogically process research topically linked to the semester theme.
Assignments will progressively address the following skills: reading research, summarizing research
findings, identifying types of research, critiquing research, and utilizing research to inform
pedagogical practice.
For this course, candidates will demonstrate the following critical consumer of research skill(s):
 Candidates will jigsaw the course text. Each candidate will select a reading from the text:
o Section I: The History of Education (W.E.B. Du Bois, Lawrence A. Cremin, David B.
Tyack)
o Section II: The Politics of Education (Samuel Bowles & Herbert Gintis, Jean Anyon,
Diane Ravitch)
o Section III: The Sociology of Education (Randall Collins, Dan Lortie, Jeannie Oakes)
o Section IV: The Philosophy of Education (Maxine Greene, John Dewey, Jane Roland
Martin)
Self-Analysis:
Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be
constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the
social, cultural, and historical forces that shape the people that they are, then utilize such
knowledge to inform their thinking about teaching and learning. Such work will be threaded
throughout each course within the program. As students transition to student-teaching, selfanalysis assignments will take the form of critiquing knowledge gained through reflective practice.
For this course, candidates will complete the following self-analysis experiences:
Teaching Platform. This assignment is intended to provide a means for candidates to define
themselves and their beliefs as it relates to education. In creating their platform, candidates will
be reflecting on course learnings, clinical practice experiences, and personal beliefs. Candidates
will prepare a personal format that addresses the following: philosophy, student-teacher
relationships, principal-teacher relationships, school climate, curriculum, pedagogy, creating a
classroom community, partnerships.
Strategy Showcase:
a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5.
Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional
strategies to encourage student development of critical thinking, problem solving, and
performance skills.
Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will
focus on strategies and tools for communicating and collaborating with parents and colleagues.
Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents
to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa
Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas
for communicating and collaborating. Candidates will also search the professional literature,
professionals in the field, and other resources. At the end of the semester, after student teaching,
candidates will showcase the communication and collaboration strategies they’ve used. This
assignment will focus on:

Communication strategies with the school, community, and
parents/guardians/caretakers

Collaboration strategies with colleagues, the community, and
parents/guardians/caretakers
Portfolio Entries:
A performance-based assessment tool that stretches across all aspects of this program will be the
candidate’s development of a professional development portfolio aligned with 8710.2000
Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty.
Portfolio Entries will be planned and developed during the candidate’s program coursework, field
experience placements, and two student teaching placements. Candidates, with guidance, will
individually plan and select portfolio entries that best demonstrate their knowledge,
understanding, and/or performance of the standards and benchmarks. Candidates will design and
maintain an electronic portfolio available for review by program faculty each semester. Detailed
Portfolio Guidelines will be given to candidates during their first Seminar class.
Capstone Experience:
At the end of each semester, students will be expected to demonstrate an integrated
understanding of the theories, topics, skills, concepts, and strategies explored throughout the
theme-based coursework. Each capstone assignment will feature required elements in addition to
a menu of optional elements (of which a minimum number will be identified), allowing students to
individualize their learning. Capstone projects may take on a variety of forms, though consultation
with the instructor is required.
For this course, candidates will engage in the following capstone experience:
Action Research Project: You will be completing the following steps of the Action
Research project in this course: [See the Action Research Project Assignment for a
more complete description of this Assignment.]


Step 6: Disseminate Findings
Step 7: Develop a New Plan of Action
6. Assignment Descriptions
Readings: Candidates will jigsaw the course text. Each candidate will select a reading from the
text:
o Section I: The History of Education (W.E.B. Du Bois, Lawrence A. Cremin, David B.
Tyack)
o Section II: The Politics of Education (Samuel Bowles & Herbert Gintis, Jean Anyon,
Diane Ravitch)
o Section III: The Sociology of Education (Randall Collins, Dan Lortie, Jeannie Oakes)
o Section IV: The Philosophy of Education (Maxine Greene, John Dewey, Jane Roland
Martin)
Action Research Project: You will be completing the following steps of the Action
Research project in this course: [See the Action Research Project Assignment for a more
complete description of this Assignment.]
 Step 6: Disseminate Findings
 Step 7: Develop a New Plan of Action
Reflective Practitioner Journal. This course is during Semester 4 and connected to RED 413:
Action Research Clinical Practice and EDST 464: Student Teaching II. Prior to these Clinical
Experiences, candidates determine how they will practice reflection and self-analysis in their
teaching. Candidates will consider a journal, blog, a Teaching Log, and other formats. Candidates
will implement their plan during Clinical Practice.
Electronic Portfolio. Throughout your experiences in this program, you have been building an EPortfolio documenting meeting the Standards of Effective Practice. In this course you will
complete your E-Portfolio for a final evaluation.
Parent/Teacher Communication and Collaboration. The Strategy Showcase for this course will
focus on strategies and tools for communicating and collaborating with parents and colleagues.
Candidates will read: “How can Elementary Teachers Collaborate More Effectively with Parents
to Support Student Literacy Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa
Gamma Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will brainstorm ideas
for communicating and collaborating. Candidates will also search the professional literature,
professionals in the field, and other resources. At the end of the semester, after student teaching,
candidates will showcase the communication and collaboration strategies they’ve used. This
assignment will focus on:

Communication strategies with the school, community, and
parents/guardians/caretakers

Collaboration strategies with colleagues, the community, and
parents/guardians/caretakers
Teaching Platform. This assignment is intended to provide a means for candidates to define
themselves and their beliefs as it relates to education. In creating their platform, candidates will
be reflecting on course learnings, clinical practice experiences, and personal beliefs. Candidates
will prepare a personal format that addresses the following: philosophy, student-teacher
relationships, principal-teacher relationships, school climate, curriculum, pedagogy, creating a
classroom community, partnerships.
School Board Meeting. Attend or view on TV a School Board meeting. Provide a summary of the
meeting and discuss your view regarding its operations as it would relate to you as a teacher in
that district.
Professional Development Log. During student teaching you will have opportunities for
professional development offered through the school district. Keep a log of the opportunities, at
least 2, you attend. Annotate your experience and include artifacts in your portfolio.
Code Of Ethics test: Each teacher, upon entering the teaching profession, assumes a number of
obligations, one of which is to adhere to a set of principles which defines professional conduct. These
principles are reflected in the following code of ethics, which sets forth to the education profession and
the public it serves standards of professional conduct and procedures for implementation. This code shall
apply to all persons licensed according to rules established by the Board of Teaching. Prior to student
teaching you will be required to briefly and in your own words, list the 10 standards of professional
conduct in the state of Minnesota.
Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy;
knowledge, comprehension, and application – as well as essay and problem-based items.
Professional Dispositions. Students will be expected to demonstrate Acceptable levels of
Participation, Collaboration, & Professionalism. Students who fall below expectations will be
notified and given an opportunity for growth. Performance in this area may be reflected in your
final grade.
An Assignment Description and Evaluation Format will be distributed for each assignment.
5.
Course materials (textbook(s), articles, etc.).
Falk, B. & Blumenreich, M. (2005) The Power of Questions: A Guide to Teacher and Student
Research. Portsmouth, NH: Heinemann ISBN: 0-325-00698-9
Semel, S.F., Editor. (2010). Foundations of Education. Florence, KY: Routledge, Taylor & Francis,
Inc http://www.routledge.com/books/details/9780415806251/
Sugarman, S. (2010). Seeing Past the Fences: Finding Funds of Knowledge for Ethical Teaching.
The New Educator, 6, 96-117. Retrieved 1/15/11 at:
http://www.metrostatecue.org/files/mscd//Documents/Effective%20Educators/Urban%20Teachi
ng%20and%20Deficit%20Language.pdf
6.
Assessment of Outcomes
Midterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large
group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments.
Also see description of course requirements. See section B.1. of this document for specific assessment plans.
7. List of references.
Blair, T. (1998). Preparing for student teaching in a pluralistic classroom Boston : Allyn and
Bacon.
Capobianco, B. & Joyal, H. (2005). Action research: Practical strategies for incorporating
professional development experiences in the classroom. Science and Children.
Dyson, A. (1997). What difference does difference make?: Teacher reflections on diversity, literacy,
and the urban primary school. Urbana, IL: National Council of Teachers of English.
Kitchen, J. & Stevens, D. (2008). Action research in teacher education. Action Research. 6(1): 7 – 28.
Mintz, E., Fiarman, S. & Buffet, T. (2005). Digging into data. In Data Wise: A step-by-step guide to
using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education
Press.
Rigg, P. & Allen, V. (1989). When they don’t all speak English. Urbana, IL: National Council of
Teachers of English.
Sagor, R. (2000). What is action research? In Guiding school improvement with action research.
Alexandria, VA: ASCD. P. 3 – 11.
Tabachnick, R. & Zeichner, K. (1999). Idea and action: Action research and the development of
conceptual change teaching of science. Science education. 83(3): 309-322.
Journals:
Educational Leadership
Education Week
Exceptional Child
Instructor
Phi Delta Kappan
Teaching Exceptional Children
Selected journals in content areas
Selected documents:
Minnesota Code of Ethics for Teachers
Minnesota Standards for Effective Practice for Beginning Teachers
Interstate New Teacher Assessment and Support Consortium Standards
National Board for Professional Teaching Standards
Current selected documents generated from ERIC using PALS and other retrieval systems
Websites:
Title: American Federation of Teachers
URL: www.aft.org
Title: Education Week on the Web
URL: www.edweek.org
Title: EDLaw
URL: www.access.digex.net/~edlawinc/
Title: EdWeb: Exploring Technology and School Reform
URL: www.edweb.cnidr.org:90
Title: Eisenhower National Clearinghouse
URL: www.enc.org
Title: Educational Resources Information Center
URL: www.eric.syr.edu
Title: The Law and Special Education
URL: www.ed.sc.edu/spedlaw/lawpage.htm
Title: Library of Congress (legislative information)
URL: www.loc.gov and www.thomas.loc.gov
Title: Mid-continent Regional Educational Laboratory
URL: www.mcrel.org
Title: National Education Association
URL: www.nea.org
Title: National Information Center for Children and Youth with Disabilities
URL: www.aed.org/nichy/
Title: National School Boards Association
URL: www.nsba.org
Title: US Department of Education
URL: www.ed.gov
Title: Minnesota Department of Children, Families, and Learning
URL: www.cfl.state.mn.us
B.
Rationale
1.
Statement of the major focus and objectives of the course.
The content and planned experiences of this course are tied to the Minnesota Standards of
Effective Practice and the Minnesota Standards for Teachers of Elementary Education. This
course builds on prior knowledge and serves as the primary source for learning opportunities and
assessment of competence for the following list of standards:
8710.2000 Standards of Effective Practice
Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the
standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.
Subpart 10. Standard 9, reflection and professional development. A teacher must be a reflective practitioner who
continually evaluates the effects of choices and actions on others, including students, parents, and other professionals
in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:
9A. understand the
Readings: course text “Foundations of Education”
historical and
o Section I: The History of Education (W.E.B. Du Bois, Lawrence A. Cremin, David B.
philosophical
Tyack)
foundations of
o Section II: The Politics of Education (Samuel Bowles & Herbert Gintis, Jean Anyon,
education;
Diane Ravitch)
o Section III: The Sociology of Education (Randall Collins, Dan Lortie, Jeannie Oakes)
o Section IV: The Philosophy of Education (Maxine Greene, John Dewey, Jane Roland
Martin)
9B. understand
Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4
methods of inquiry,
and connected to RED 413: Action Research Clinical Practice and EDST 464: Student
self-assessment, and
Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice
problem-solving
reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a
strategies for use in
Teaching Log, and other formats. Candidates will implement their plan during Clinical
professional selfPractice.
assessment;
Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program,
you have been building an E-Portfolio documenting meeting the Standards of Effective
Practice. In this course you will complete your E-Portfolio for a final evaluation.
Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”
9C. understand the
influences of the
teacher's behavior on
student growth and
learning;
Experience/Assessment: Action Research: Reflective Practice about Impacting Student
Learning. Candidates will develop an Action Research Project focused on a small group of
English learners or underachieving learners. The assessments, intervention implementation,
and data collection will all take place during a Clinical Practice course and during the 2 nd
student teaching placement. This Capstone Experience will be disseminated in a Showcase
with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially
Step 7: Develop A New Plan of Action. Candidates will reflect together.
Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”
Experience/Assessment: Action Research: Reflective Practice about Impacting Student
Learning. Candidates will develop an Action Research Project focused on a small group of
English learners or underachieving learners. The assessments, intervention implementation,
and data collection will all take place during a Clinical Practice course and during the 2 nd
student teaching placement. The purpose of this rich project is to cause candidates to
study their impact on student learning.
9D. know major areas
of research on teaching
and of resources
available for
professional
development;
9E. understand the
role of reflection and
self-assessment on
continual learning;
Professional Development Log. During student teaching you will have opportunities for
professional development offered through the school district. Keep a log of the
opportunities, at least 2, you attend. Annotate your experience and include artifacts in your
portfolio.
Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”
Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4
and connected to RED 413: Action Research Clinical Practice and EDST 464: Student
Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice
reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a
Teaching Log, and other formats. Candidates will implement their plan during Clinical
Practice.
Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program,
you have been building an E-Portfolio documenting meeting the Standards of Effective
Practice. In this course you will complete your E-Portfolio for a final evaluation.
Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”
Experience/Assessment: Action Research: Reflective Practice about Impacting Student
Learning. Candidates will develop an Action Research Project focused on a small group of
English learners or underachieving learners. The assessments, intervention implementation,
and data collection will all take place during a Clinical Practice course and during the 2 nd
student teaching placement. This Capstone Experience will be disseminated in a Showcase
with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially
Step 7: Develop A New Plan of Action. Candidates will reflect together.
9F. understand the
value of critical thinking
and self-directed
learning;
Experience/Assessment: Candidates will keep a Research Journal/Blog where they will
Reflect on their thoughts during the research project.
Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program,
you have been building an E-Portfolio documenting meeting the Standards of Effective
Practice. In this course you will complete your E-Portfolio for a final evaluation.
Readings: course text “The Power of Questions: A Guide to Teacher and Student Research”
9G. understand
professional
responsibility and the
need to engage in and
support appropriate
professional practices
for self and colleagues;
9H. use classroom
observation,
information about
students, and research
as sources for
evaluating the
outcomes of teaching
and learning and as a
basis for reflecting on
and revising practice;
Experience/Assessment: Action Research: Reflective Practice about Impacting Student
Learning. Candidates will develop an Action Research Project focused on a small group of
English learners or underachieving learners. The assessments, intervention implementation,
and data collection will all take place during a Clinical Practice course and during the 2nd
student teaching placement. This Capstone Experience will be disseminated in a Showcase
with the Junior cohort, a research paper, and in their electronic portfolio.
Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program,
you have been building an E-Portfolio documenting meeting the Standards of Effective
Practice. In this course you will complete your E-Portfolio for a final evaluation.
Experience/Assessment: Action Research: Reflective Practice about Impacting Student
Learning. Candidates will develop an Action Research Project focused on a small group of
English learners or underachieving learners. The assessments, intervention implementation,
and data collection will all take place during a Clinical Practice course and during the 2 nd
student teaching placement. This Capstone Experience will be disseminated in a Showcase
with the Junior cohort, a research paper, and in their electronic portfolio. Notice especially
Step 7: Develop a New Plan of Action. In particular questions 1, 2, 5, and 6 address
reflecting and revising practice.
Experience/Assessment: Reflective Practitioner Journal. This course is during Semester 4
and connected to RED 413: Action Research Clinical Practice and EDST 464: Student
Teaching II. Prior to these Clinical Experiences, candidates determine how they will practice
reflection and self-analysis in their teaching. Candidates will consider a journal, blog, a
Teaching Log, and other formats. Candidates will implement their plan during Clinical
Practice.
9I. use professional
literature, colleagues,
and other resources to
support development
as both a student and a
teacher;
Experience/Assessment: Parent/Teacher/Community Communication and Collaboration.
The Strategy Showcase for this course will focus on strategies and tools for communicating
and collaborating with parents and colleagues. Candidates will read: “How can Elementary
Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?”
by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using
this article as a grounding, candidates will brainstorm ideas for communicating and
collaborating. Candidates will also search the professional literature, professionals in the
field, and other resources. At the end of the semester, after student teaching, candidates
will showcase the communication and collaboration strategies they’ve used.
9J. collaboratively use
professional colleagues
within the school and
other professional
arenas as supports for
reflection, problemsolving, and new ideas,
actively sharing
experiences, and
seeking and giving
feedback;
9K. understand
standards of
professional conduct in
the Code of Ethics for
Minnesota Teachers in
part 8700.7500;
Experience/Assessment: Parent/Teacher/Community Communication and Collaboration.
The Strategy Showcase for this course will focus on strategies and tools for communicating
and collaborating with parents and colleagues. Candidates will read: “How can Elementary
Teachers Collaborate More Effectively with Parents to Support Student Literacy Learning?”
by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using
this article as a grounding, candidates will brainstorm ideas for communicating and
collaborating. Candidates will also search the professional literature, professionals in the
field, and other resources. At the end of the semester, after student teaching, candidates
will showcase the communication and collaboration strategies they’ve used.
9L. understand the
responsibility for
obtaining and
maintaining licensure,
the role of the teacher
as a public employee,
and the purpose and
contributions of
educational
organizations; and
9M. understand the
role of continuous
development in
technology knowledge
and skills
representative of
technology applications
for education.
Experience: Professionalism Seminar conducted by a representative from Education
Minnesota – in syllabus outline as follows
A.
Education Minnesota Presentation
1.
Teacher Professionalism
2.
Teacher Responsibility
3.
Teacher as a Public Employee
4.
Purpose and contribution of EM and other educational organizations
Experience/Assessment: Code Of Ethics test: Each teacher, upon entering the teaching
profession, assumes a number of obligations, one of which is to adhere to a set of principles
which defines professional conduct. These principles are reflected in the following code of
ethics, which sets forth to the education profession and the public it serves standards of
professional conduct and procedures for implementation. This code shall apply to all
persons licensed according to rules established by the Board of Teaching. Prior to student
teaching you will be required to briefly and in your own words, list the 10 standards of
professional conduct in the state of Minnesota.
Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program,
you have been building an E-Portfolio documenting meeting the Standards of Effective
Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note
Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven
throughout each semester as it relates to the Semester Theme or to the Semester
Strands. Technology Blog Assignment. On the assignment notice Entry #1, the Semester
Entries, and Entry #5. Technology Snapshots integrated:
o Programming & Robotics
o E-Portfolio/Blog
o Digital-Age Work & Learning
o Basic Skills Test-out
o Digital Literacies
o Digital Tools & Resources
o
o
o
o
o
o
o
Technology-enriched learning environments
Global Learning Community
Digital Citizenship
Collaborative Tools
Data Analysis, Display, & Self-renewal
Professional Growth & Leadership
Relevant learning experience using digital tools & resources
Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and
interact with parents or guardians, families, school colleagues, and the community to support student learning and
well-being. The teacher must:
10A. understand
Experience/Assessment: School Board Meeting. Attend or view on TV a School Board
schools as organizations meeting. Provide a summary of the meeting and discuss your view regarding its operations
within the larger
as it would relate to you as a teacher in that district.
community context and
understand the
operations of the
relevant aspects of the
systems within which
the teacher works;
10C. understand
Experience/Discussion: Located on the syllabus as follows:
student rights and
I.
Ethics
teacher responsibilities A.
Code of Ethics for Minnesota Teachers
to equal education,
B.
Ethical Teaching with English learners and underachieving learners
appropriate education
C.
Student rights and Teacher responsibility to:
for students with
1.
Equal education
disabilities,
2.
Appropriate education for students with disabilities
confidentiality, privacy, 3.
Confidentiality
appropriate treatment 4.
Privacy
of students, and
5.
Appropriate treatment of students
reporting in situations
D.
Reporting in situations of known or suspected abuse or neglect
of known or suspected
1.
Mandatory Reporting Brochure from the state
abuse or neglect;
2.
Process used by the Rochester Public Schools
10G. collaborate with
other professionals to
improve the overall
learning environment
for students;


10H. collaborate in
activities designed to
make the entire school
a productive learning
environment;
Experience/Assessment: Assignment prepared in class prior to student teaching,
implemented in student teaching, and reported back to the group after student teaching. As
follows:
Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase
for this course will focus on strategies and tools for communicating and collaborating with
parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate
More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St.
George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a
grounding, candidates will brainstorm ideas for communicating and collaborating.
Candidates will also search the professional literature, professionals in the field, and other
resources. At the end of the semester, after student teaching, candidates will showcase the
communication and collaboration strategies they’ve used. This assignment will focus on:
Communication strategies with the school, community, and parents/guardians/caretakers
Collaboration strategies with colleagues, the community, and parents/guardians/caretakers
Experience/Assessment: Assignment prepared in class prior to student teaching,
implemented in student teaching, and reported back to the group after student teaching. As
follows:
Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase
for this course will focus on strategies and tools for communicating and collaborating with
parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate
More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St.
George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a
grounding, candidates will brainstorm ideas for communicating and collaborating.


10I. consult with
parents, counselors,
teachers of other
classes and activities
within the school, and
professionals in other
community agencies to
link student
environments;


10K. establish
productive
relationships with
parents and guardians
in support of student
learning and well-being;


10L. understand
mandatory reporting
laws and rules; and
10M. understand the
social, ethical, legal,
and human issues
surrounding the use of
information and
technology in
prekindergarten
through grade 12
schools and apply that
understanding in
practice.
Candidates will also search the professional literature, professionals in the field, and other
resources. At the end of the semester, after student teaching, candidates will showcase the
communication and collaboration strategies they’ve used. This assignment will focus on:
Communication strategies with the school, community, and parents/guardians/caretakers
Collaboration strategies with colleagues, the community, and parents/guardians/caretakers
Experience/Assessment: Assignment prepared in class prior to student teaching,
implemented in student teaching, and reported back to the group after student teaching. As
follows:
Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase
for this course will focus on strategies and tools for communicating and collaborating with
parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate
More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St.
George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a
grounding, candidates will brainstorm ideas for communicating and collaborating.
Candidates will also search the professional literature, professionals in the field, and other
resources. At the end of the semester, after student teaching, candidates will showcase the
communication and collaboration strategies they’ve used. This assignment will focus on:
Communication strategies with the school, community, and parents/guardians/caretakers
Collaboration strategies with colleagues, the community, and parents/guardians/caretakers
Experience/Assessment: Assignment prepared in class prior to student teaching,
implemented in student teaching, and reported back to the group after student teaching. As
follows:
Parent/Teacher/Community Communication and Collaboration. The Strategy Showcase
for this course will focus on strategies and tools for communicating and collaborating with
parents and colleagues. Candidates will read: “How can Elementary Teachers Collaborate
More Effectively with Parents to Support Student Literacy Learning?” by Carol Yerger St.
George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38. Using this article as a
grounding, candidates will brainstorm ideas for communicating and collaborating.
Candidates will also search the professional literature, professionals in the field, and other
resources. At the end of the semester, after student teaching, candidates will showcase the
communication and collaboration strategies they’ve used. This assignment will focus on:
Communication strategies with the school, community, and parents/guardians/caretakers
Collaboration strategies with colleagues, the community, and parents/guardians/caretakers
Experience/Discussion: Located on the syllabus as follows:
II.
Ethics
A.
Reporting in situations of known or suspected abuse or neglect
1.
Mandatory Reporting Brochure from the state
2.
Process used by the Rochester Public Schools
Experience/Assessment: Electronic Portfolio. Throughout your experiences in this program,
you have been building an E-Portfolio documenting meeting the Standards of Effective
Practice. In this course you will complete your E-Portfolio for a final evaluation. Please note
Tab 7 of the Portfolio is for Candidates TECHNOLOGY BLOG. Technology is woven
throughout each semester as it relates to the Semester Theme or to the Semester
Strands. Technology Blog Assignment. On the assignment notice Entry #2, #3, and #4.
The Technology Standards within the Standards of Effective Practice are integrated across the
program as Technology Snapshots for each semester. As part of their Electronic Teaching
Portfolio, Candidates will maintain a Technology Blog with required entries each semester. This
work will culminate in this course as part of the Electronic Teaching Portfolio. These standards
are addressed as follows:
Subpart 3. Standard 2, student learning. A teacher must understand how students learn and develop and must
provide learning opportunities that support a student's intellectual, social, and personal development. The teacher
must:
2H. demonstrate knowledge and Experience/Assessment: Electronic Portfolio. Throughout your experiences in
understanding of concepts
this program, you have been building an E-Portfolio documenting meeting the
related to technology and student Standards of Effective Practice. In this course you will complete your Elearning.
Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
Candidates TECHNOLOGY BLOG. Technology is woven throughout each
semester as it relates to the Semester Theme or to the Semester Strands.
Technology Blog Assignment. On the assignment notice Entry #2, Semester
Entries, and Entry #5.
Subpart 4. Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to
learning and create instructional opportunities that are adapted to students with diverse backgrounds and
exceptionalities.
3R. identify and apply technology Experience/Assessment: Electronic Portfolio. Throughout your experiences in
resources to enable and
this program, you have been building an E-Portfolio documenting meeting the
empower learners with diverse
Standards of Effective Practice. In this course you will complete your Ebackgrounds, characteristics, and Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
abilities.
Candidates TECHNOLOGY BLOG. Technology is woven throughout each
semester as it relates to the Semester Theme or to the Semester Strands.
Technology Blog Assignment. On the assignment notice the Semester Entries
and Entry #5. Technology Snapshots integrated:
 Programming & Robotics
 E-Portfolio/Blog
 Digital-Age Work & Learning
 Basic Skills Test-out
 Digital Literacies
 Digital Tools & Resources
 Technology-enriched learning environments
 Global Learning Community
 Digital Citizenship
 Collaborative Tools
 Data Analysis, Display, & Self-renewal
 Professional Growth & Leadership
 Relevant learning experience using digital tools & resources
Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional
strategies to encourage student development of critical thinking, problem solving, and performance skills.
4L. develop, implement, and
Experience/Assessment: Electronic Portfolio. Throughout your experiences in
evaluate lesson plans that include this program, you have been building an E-Portfolio documenting meeting the
methods and strategies to
Standards of Effective Practice. In this course you will complete your Emaximize learning that
Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
incorporate a wide variety of
Candidates TECHNOLOGY BLOG. Technology is woven throughout each
materials and technology
semester as it relates to the Semester Theme or to the Semester Strands.
resources.
Technology Blog Assignment. On the assignment notice the Semester Entries
and Entry #5. Technology Snapshots integrated:
 Programming & Robotics
 E-Portfolio/Blog
 Digital-Age Work & Learning
 Basic Skills Test-out
 Digital Literacies
 Digital Tools & Resources







Technology-enriched learning environments
Global Learning Community
Digital Citizenship
Collaborative Tools
Data Analysis, Display, & Self-renewal
Professional Growth & Leadership
Relevant learning experience using digital tools & resources
Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom. The teacher must:
6K. use a variety of media and
Experience/Assessment: Electronic Portfolio. Throughout your experiences in
educational technology to enrich
this program, you have been building an E-Portfolio documenting meeting the
learning opportunities.
Standards of Effective Practice. In this course you will complete your EPortfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
Candidates TECHNOLOGY BLOG. Technology is woven throughout each
semester as it relates to the Semester Theme or to the Semester Strands.
Technology Blog Assignment. On the assignment notice the Semester Entries
and Entry #5. Technology Snapshots integrated:
 Programming & Robotics
 E-Portfolio/Blog
 Digital-Age Work & Learning
 Basic Skills Test-out
 Digital Literacies
 Digital Tools & Resources
 Technology-enriched learning environments
 Global Learning Community
 Digital Citizenship
 Collaborative Tools
 Data Analysis, Display, & Self-renewal
 Professional Growth & Leadership
 Relevant learning experience using digital tools & resources
Subpart 8. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon
knowledge of subject matter, students, the community, and curriculum goals. The teacher must:
7H. plan for the management of
Experience/Assessment: Electronic Portfolio. Throughout your experiences in
technology resources within the
this program, you have been building an E-Portfolio documenting meeting the
context of learning activities and
Standards of Effective Practice. In this course you will complete your Edevelop strategies to manage
Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
student learning in a technologyCandidates TECHNOLOGY BLOG. Technology is woven throughout each
integrated environment.
semester as it relates to the Semester Theme or to the Semester Strands.
Technology Blog Assignment. On the assignment notice the Semester Entries
and Entry #5. Technology Snapshots integrated:
 Programming & Robotics
 E-Portfolio/Blog
 Digital-Age Work & Learning
 Basic Skills Test-out
 Digital Literacies
 Digital Tools & Resources
 Technology-enriched learning environments
 Global Learning Community
 Digital Citizenship
 Collaborative Tools
 Data Analysis, Display, & Self-renewal
 Professional Growth & Leadership
 Relevant learning experience using digital tools & resources
Subpart 10. Standard 9, reflection and professional development. A teacher must be a reflective practitioner who
continually evaluates the effects of choices and actions on others, including students, parents, and other
professionals in the learning community, and who actively seeks out opportunities for professional growth. The
teacher must:
9M. understand the role of
Experience/Assessment: Electronic Portfolio. Throughout your experiences in
continuous development in
this program, you have been building an E-Portfolio documenting meeting the
technology knowledge and skills
Standards of Effective Practice. In this course you will complete your Erepresentative of technology
Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
applications for education.
Candidates TECHNOLOGY BLOG. Technology is woven throughout each
semester as it relates to the Semester Theme or to the Semester Strands.
Technology Blog Assignment. On the assignment notice Entry #1, the Semester
Entries, and Entry #5. Technology Snapshots integrated:
 Programming & Robotics
 E-Portfolio/Blog
 Digital-Age Work & Learning
 Basic Skills Test-out
 Digital Literacies
 Digital Tools & Resources
 Technology-enriched learning environments
 Global Learning Community
 Digital Citizenship
 Collaborative Tools
 Data Analysis, Display, & Self-renewal
 Professional Growth & Leadership
 Relevant learning experience using digital tools & resources
Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and
interact with parents or guardians, families, school colleagues, and the community to support student learning and
well-being. The teacher must:
10M. understand the social,
Experience/Assessment: Electronic Portfolio. Throughout your experiences in
ethical, legal, and human issues
this program, you have been building an E-Portfolio documenting meeting the
surrounding the use of
Standards of Effective Practice. In this course you will complete your Einformation and technology in
Portfolio for a final evaluation. Please note Tab 7 of the Portfolio is for
prekindergarten through grade
Candidates TECHNOLOGY BLOG. Technology is woven throughout each
12 schools and apply that
semester as it relates to the Semester Theme or to the Semester Strands.
understanding in practice.
Technology Blog Assignment. On the assignment notice Entry #2, #3, and #4.
8710.3200 Teachers of Elementary Education
A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and
the connections among them. The teacher must know and apply:
G. A candidate for licensure as a teacher of elementary education demonstrate a view professional
development as a career-long effort and responsibility including:
(1) Exhibiting a particular
Experience/Assessment: Professional Development Log. During student
stance towards
teaching you will have opportunities for professional development offered
professional development. through the school district. Keep a log of the opportunities, at least 2, you
Beginning teachers view
attend. Annotate your experience and include artifacts in your portfolio.
learning about reading
Experience/Assessment: Action Research: Reflective Practice about
processes and students’
Impacting Student Learning. Candidates will develop an Action Research
reading development, and Project focused on a small group of English learners or underachieving
becoming more proficient learners. The assessments, intervention implementation, and data collection
as a teacher of reading, as will all take place during a Clinical Practice course and during the 2nd student
a career-long effort and
teaching placement. This Capstone Experience will be disseminated in a
responsibility;
(2) Displaying positive
dispositions toward the
act of reading and the
teaching of reading,
including a belief that all
students can learn to read
regardless of their
cognitive, cultural or
linguistic backgrounds;
(3) Providing support for
students’ reading
development by
communicating regularly
with parents/caregivers
and eliciting their support
in a student’s reading
development;
(4) Understanding how to
provide instructions for
paraprofessionals and
volunteers working in the
classroom to ensure that
these individuals provide
Showcase with the Junior cohort, a research paper, and in their electronic
portfolio. Notice especially Step 7: Develop a New Plan of Action. This step
of the project asks students to reflect on their experience. In particular,
questions 1, 3, 4, 5, and 7 ask candidates to reflect on their development as
a teacher of reading.
Readings: 1. Words Their Way with English Learners: Word Study for
Phonics, Vocabulary, and Spelling; 2. Research-Based Methods of Reading
Instruction for English Language Learners; 3. Literacy Essentials for English
Language Learners.
Experience/Assessment: Action Research: Reflective Practice about
Impacting Student Learning. Candidates will develop an Action Research
Project focused on a small group of English learners or underachieving
learners. The assessments, intervention implementation, and data collection
will all take place during a Clinical Practice course and during the 2nd student
teaching placement. This Capstone Experience will be disseminated in a
Showcase with the Junior cohort, a research paper, and in their electronic
portfolio. Notice especially Step 7: Develop a New Plan of Action. This step
of the project asks students to reflect on their experience. Each of the
questions in this step point to the candidates disposition about impacting
student’s literacy learning.
Experience/Assessment: Action Research: Reflective Practice about
Impacting Student Learning. Candidates will develop an Action Research
Project focused on a small group of English learners or underachieving
learners. The assessments, intervention implementation, and data collection
will all take place during a Clinical Practice course and during the 2nd student
teaching placement. This Capstone Experience will be disseminated in a
Showcase with the Junior cohort, a research paper, and in their electronic
portfolio. Notice especially Step 2: Develop a Plan of Action. In this step
candidates are asked to plan for regular and specific communication with
parents/guardians related to reading development.
Another Experience/Assessment in this course is: Parent/Teacher
Communication and Collaboration. The Strategy Showcase for this course
will focus on strategies and tools for communicating and collaborating with
parents and colleagues. Candidates will read: “How can Elementary Teachers
Collaborate More Effectively with Parents to Support Student Literacy
Learning?” by Carol Yerger St. George. (Winter 2010). Delta Kappa Gamma
Bulletin, 76(2), 32-38. Using this article as a grounding, candidates will
brainstorm ideas for communicating and collaborating. Candidates will also
search the professional literature, professionals in the field, and other
resources. At the end of the semester, after student teaching, candidates
will showcase the communication and collaboration strategies they’ve used.
This assignment will focus on:
 Communication strategies with the school, community, and
parents/guardians/caretakers
 Collaboration strategies with colleagues, the community, and
parents/guardians/caretakers
Experience/Assessment: Parent/Teacher Communication and
Collaboration. The Strategy Showcase for this course will focus on strategies
and tools for communicating and collaborating with parents and colleagues.
Candidates will read: “How can Elementary Teachers Collaborate More
Effectively with Parents to Support Student Literacy Learning?” by Carol
Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38.
effective supplementary
reading instruction;
(5) Engaging in personal
learning as a daily and
long-term goal to inform
instructional practices,
including reflection on
practices, to improve daily
instructional decisions and
interactions with students;
and
6) Collaborate with other
professionals on literacy
learning initiatives.
Using this article as a grounding, candidates will brainstorm ideas for
communicating and collaborating. Candidates will also search the
professional literature, professionals in the field, and other resources. At the
end of the semester, after student teaching, candidates will showcase the
communication and collaboration strategies they’ve used. This assignment
will focus on:
 Communication strategies with the school, community, and
parents/guardians/caretakers
 Collaboration strategies with colleagues, the community, and
parents/guardians/caretakers
Experience/Assessment: Reflective Practitioner Journal. This course is
during Semester 4 and connected to RED 413: Action Research Clinical
Practice and EDST 464: Student Teaching II. Prior to these Clinical
Experiences, candidates determine how they will practice reflection and selfanalysis in their teaching. Candidates will consider a journal, blog, a Teaching
Log, and other formats. Candidates will implement their plan during Clinical
Practice.
Experience/Assessment: Parent/Teacher Communication and
Collaboration. The Strategy Showcase for this course will focus on strategies
and tools for communicating and collaborating with parents and colleagues.
Candidates will read: “How can Elementary Teachers Collaborate More
Effectively with Parents to Support Student Literacy Learning?” by Carol
Yerger St. George. (Winter 2010). Delta Kappa Gamma Bulletin, 76(2), 32-38.
Using this article as a grounding, candidates will brainstorm ideas for
communicating and collaborating. Candidates will also search the
professional literature, professionals in the field, and other resources. At the
end of the semester, after student teaching, candidates will showcase the
communication and collaboration strategies they’ve used. This assignment
will focus on:
 Communication strategies with the school, community, and
parents/guardians/caretakers
 Collaboration strategies with colleagues, the community, and
parents/guardians/caretakers
2. Specify how this new course contributes to the departmental curriculum.
This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary
Education.
3. Indicate any course(s) which may be dropped if this course is approved. None
C.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
2.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which
department(s)? NO
Attach letter(s) of understanding from impacted department(s).
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
___Maggie Hoody______________________________
Name (please print)
_529-6118 ______
Phone
_mhoody@winona.edu ______
e-mail address
[Revised 9-1-10]
WSU Regulation 3-4
WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program__RED304: Teacher Development __________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by
adjunct faculty, include a rationale.
This course will be taught using existing staff.
If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary
Education.
2.
What impact would approval of this course/program have on current course offerings? Please discuss number of sections of
current offerings, dropping of courses, etc.
Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester
campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.
The existing Elementary Education program coursework will continue intact on the Winona campus.
3.
What effect would approval of this course/program have on the department supplies? Include data to support expenditures for
staffing, equipment, supplies, instructional resources, etc.
This course will have minimal to no impact on department supplies and resources.
[Revised 9-05]
WINONA STATE UNIVERSITY
NEW AND REVISED COURSE AND PROGRAM APPROVAL FORM
Routing form for new and revised courses and programs.
Course or Program __RED304: Teacher Development __________
Department Recommendation
_________________________________
Department Chair
___3/3/11
Date
Dean’s Recommendation _____ Yes
_________________________________
Dean of College
___
_neckerson@winona.edu
e-mail address
__
_____ No*
________________
Date
*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice Presdient for
Academic Affairs.
A2C2 Recommendation
_____ Approved
_____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation
(if applicable)
_____ Approved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-1-10]