Deborah Cannon Partridge-Wolfe College of Education Accreditation Work Meeting
December 10th, 2010
10:00am-1:00pm at P201-203
Attendance: Allan De Fina, Brandi Warren, Regina Adesanya, Matthew Caulfield, Muriel Rand, Althea
Hall, Audrey Fisch, Jane Webber, Chris Shamburg, Laura Zieger, Nicole Luongo, Deborah Woo, Alexis
Kim, Donna Farina, Mihri Napoliello, Elba Herrero, Patricia Yacobacci, Lilliam Rosado, Lorraine
Chewey, Sheila Kirven, and Sachie Tsumura-Tmart.
Review of claims and evidence
Claim 1: Our candidates know the subject matter they plan to teach.
 Undergraduate GPA from General Studies Courses
o Preminary – feedbacks are welcome
 Cumulative Undergraduate GPA (for current graduate students)
 Praxis II scores
o Praxis analysis of those who passed. Feedbacks are welcome.
 Subscores from Content Knowledge Items from the Clinical Assessment
 Oral and Written Language Proficiency Scores for ESL and Bilingual Candidates
Claim 2: Our candidates demonstrate their pedagogical knowledge, integrating their understanding
of their pupils’ developmental levels, individual differences, learning exceptionalities, and
sociocultural backgrounds.
 Cumulative GPA for all Education Courses (Undergraduate and Graduate)
 Praxis II scores for Special Education graduate students
 Scores from rubrics on Lesson Plan assessments (departmental assignments)
 Subscores from Pedagogical items from the Clinical Assessment
Claim 3: Our candidates demonstrate effective instruction, caring behavior, and reflection to
improve practice.
 Total scores from Clinical Assessment
 Subscores Caring/Relationship items from Clinical Assessment
 Reflection and Self-Evaluation Assessment (Proposed)
o The implementation plan will be discussed at the departmental meetings.
o Developmental implementation is necessary; where the assignment is introduced at the
beginning of program, providing candidates clear goal of what they will achieve by the
end of the program.
o The assignment should provide examples.
Claim 4: Our candidates know and value how individuals are shaped by their life experiences as
mediated by factors such as social class, gender, race, ethnicity, language, sexual orientation, age,
and social needs. Our candidates know, value, and engage in culturally responsive teaching to
promote social justice, particularly in our urban areas.
Cross-Cutting Themes:
Multicultural Perspectives (Will be assessed with Claim 4)
Learning to Learn (Will be assessed with Claim 3)
Technology
Overview of Technology Cross-Cutting Theme
The followings were shared.
 ISTE (2008). National Educational Technology Standards for Teachers. Retrieved
December 9, 2010 from http://www.iste.org.standards.nets-for-teachers/nets-for-teachers2008.aspx
 Jenkins, H. (2007). Expert from Confronting the Challenges of Participatory Culture:
media Education for the 21st Century Retrieved December 7, 2010 from
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9CE807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF (pp. 1-11)
 CAST. (2009). Excerpt from Universal Design for Learning Guidelines. Retrieved
December 1, 2010 from
http:///www.udlcenter.org/sites/udlcenter.org/files/UDL%20Guidelines_version1.doc (pp.
2-10)
 Bers, M. (2008). Constructionism as Developmentally Appropriate Practice. In M. Bers
Blocks, To Robots: Learning with Technology in the early Childhood Classroom. New
York: Teacher’s College Press. (pp.13-29).
Presentation Workshops
Everyday Media Makers in Education by Chris Shamburgurg
This will be a hands-on session on easy-to-use media making tools for audio, video, and images. We will
go over ideas, projects, and educational frameworks for the use of student- and teacher-created media in
schools. Tutorials for faculty and students will be available as well as a supplemental information on the
use of these tools in different COE departments.
-
http://web.njcu.edu/faculty/cshamburg/Content/teac_resources.asp
Gaming Across the Curriculum: How to engage and Instruct in the 21st Century by Laura
Zieger
Game-Based Learning offers fun, interactive, digital simulations of physical phenomena to support
teaching and learning. In this seminar, we will identify an array of free computer games that are playable
through Web browsers. We will discuss games as pedagogical instruments and as a social and cultural
phenomenon. Finally, participants will reflect on ways in which students can integrate game-based
learning into the curriculum. A database collection of K-12 lesson plans integrating gaming will be
provided.
Explored games:
- http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html
- http://www.wordle.net
- http://www.superteachertools.com
- http://www.superteachertools.com/jeopardy/usergames/Dec201049/game1291933357.php
Using a SMART Board in a K-12 Classroom by Nicole Luongo
Participants will learn the basics of using an interactive SMART Board in a classroom setting. They will
explore and examine various online SMART Board resources. Also, they will be provided with example
lesson plans as well as strategies to use when teaching pre-service teachers how to integrate this tool into
the current curriculum.
- http://prezi.com/zyzppmdsbb0u/using-a-smart-board-in-a-k-12-classroom/
Department Group Work
Each department discussed expectations for their candidates and evidence to use to demonstrate
the technology cross-cutting theme.
Topics covered:
 What are the technology outcomes you’d expect for your candidates?
 Where in your program do candidates learn these competencies?
 How are you (will you be) measuring these competencies?