1
University of Missouri Kansas City
EDUC 494 Capstone Middle School/Secondary English Language Arts
Number of Credits: 2
Instructor: Dr. sj Miller
Department: Curriculum and Instructional Leadership
Website: www.sjmiller.info
Class Time, location: Volker Campus, SOE, RM 243 and 264
Mondays, 6:30pm to 8:15pm
Phone: 816.235.2467
Office: Room 320, SOE, Volk
Email: sjmiller@umkc.edu
Office hours: M: 2:00-4:00PM
and by appointment
Co-requisite: Current placement in Student Teaching
School of Education Mission Statement
To recruit, prepare, and support outstanding teachers, mental health professionals, and
administrators who will create lifelong opportunities through education for America’s diverse
urban communities. This mission is focused on the development of six concepts: academic
excellence; strategic innovation; inquiry leading to reflective decision-making and problemsolving; skilled and knowledgeable professionals working collaboratively; democracy, diversity,
and social justice; and creating caring and safe environments.
Course Description
This seminar is designed for students who are in their last professional semester of the teacher
education program, and are in a full time student teaching placement. The course will serve as a
culminating experience, drawing together, reviewing and expanding on major concepts which
have been addressed throughout the previous three semesters and address salient issues in your
student teaching placement. During this class we will expand on the following topics from prior
courses including but not limited to: issues in school law, classroom procedure theories and
strategies, strategies for accommodating and assisting special needs learners, building critical
thinking activities into the curriculum, planning and implementing authentic assessments,
reflecting on social justice/injustice, discussing school bullying, and examining the obligations,
challenges, and realities of the teaching profession. This seminar will provide you the opportunity
to finalize the Teacher Work Sample.
University of Missouri – Kansas City Mission
UMKC’s mission is to lead in life and health sciences; to deepen and expand strength in the
visual and performing arts; to develop a professional workforce and collaborate in urban issues
and education; and to create a vibrant learning and campus life experience.
Values of the School of Education and University reflected in this course
Academic excellence as demonstrated in the use of best practices, and strong written and oral
communication skills. Inquiry leading to reflective decision-making and problem solving as
demonstrated in the use of critical thinking, ability to address real world challenges, and use of
practices informed by theory and research. Skilled and knowledgeable professionals working
collaboratively as demonstrated in the ability to work with students, families, communities, and
other professionals. Democracy and social justice as demonstrated in the respect given to
diversity of students and other professionals, and the awareness of the influence of cultural
identity on development, values, and worldviews. Creating caring and safe environments as
demonstrated in forming respectful relationships with students, committing to students’ social,
intellectual, and emotional development, and demonstrating concern for students’ health and
well-being.
Intended Learning Outcomes:
At the end of the course students will be able to…
2
1. Understand the breadth and scope of federal, state, and local bodies of law that govern
education in America (MoSPE 3C1, InTASC standard 9, SOE values 1, 2, and 3, ELA 9).
2. Describe and demonstrate how to organize the classroom, manage records and
materials, create a classroom that is a safe and caring community, and respond to both
positive and negative student behaviors. (MoSPE 3C1, 3C2, 3C3; 51, 2, 3, 6C1 and 2,
7C5 InTASC standard 3, SOE value 5, ELA 1, 3, 4, 5, and 7).
3. Understand and be able to incorporate in all curriculum and classroom planning
strategies and protocols that meet the needs of all special needs learners. (MoSPE 3C2,
3, InTASC standard 2, SOE values 2 and 3, NCATE standard 4, ELA 5 and 7).
4. Understand the importance of teaching critical thinking, and describe how critical thinking
can be built into daily plans and classroom activities (MoSPE 4C1, 2, 3, InTASC standard
8, SOE values 2 and 5, NCATE standard 1, ELA 2, 3).
5. Describe and demonstrate the use of varied authentic assessment strategies for all
learning activities including formal and informal strategies (MoSPE 7C1, 2,3 4, InTASC
standard 6, SOE value 1. NCATE standard 2, ELA 6).
6. Understand and appreciate the nature of teaching as a profession, and all of the
challenges, obligations, and rewards that are a part of teaching in 21 st century America
(MoSPE 8C1, 2,3,9 C1, 2, 3, InTASC standard 9 and 10, SOE values 1, 2, 3, 4 and 5,
ELA 9 and 10).
Program Goals
This course will help you develop some of the competencies to complete the teacher education
program. In particular you will strengthen your skills in designing and implementing instructional
programs and strategies for diverse student populations; motivating students to read, write,
speak, listen, view, and visually represent. This course will help you with all the Mo-Spe
principles, with a particular focus on 3, 7, and 8 Keep a copy of these principles and reflect on
them often as you complete this course and your program.
Required materials and instructional strategies
Access to device/equipment for videotaping and for viewing learning segments taught during
class; flash drive/CD--to word process all learning segment plans and portfolio documents;
notebook--for taking class notes and class discussion reflections; binder or folders (for portfolios
and inquiry projects); Xeroxing costs--for duplicating learning segments/materials, and a UMKC
email address. Strategies employed--discussion, simulation, role playing, modeling, cooperative
learning, large and small group activities, hands-on projects, providing for special needs.
Required texts:
Ayers, W. (2010). To teach: the journey, in comics. New York: TCP Press.
Campbell, D., Cignetti, P.B., Melenyzer, B. J., Nettles, D.H., Wyman, R. (2011). How to develop a
professional portfolio 5th ed. New York: Pearson.
Common Core Standards for the Secondary Language Arts (2012). Download from
http://www.corestandards.org/the-standards
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum
Recommended Link:
(FREE Information regarding MLA and APA format may be found at the following site:
https://owl.english.purdue.edu/owl/resource/747/01/
3
Professional Dispositions
In this course, a high degree of professionalism is required from all students. This course will
strive to foster a respectful learning community. It is expected that community (class) members
will demonstrate intellectual maturity, democratic values and attitudes (respect, sensitivity,
responsibility, and cooperation). As future school leaders it is important to learn to be team
players and exemplary professionals. Please know that display of unprofessional dispositions will
affect your course grade. The instructor reserves the right to manage a positive learning
environment and thus will not condone inappropriate conduct in the course. Generally,
academic/professional misconduct by a student shall include, but not be limited to: disruption of
classes (side bar conversation), rudeness toward the instructor or other class members,
insensitivity, misrepresenting information presented in class, manipulative and negative behavior,
etc. Engagement in any of these behaviors carries penalty in terms of dismissal from the course,
significant point reduction including grade reduction by one letter grade, or course failure.
Responsibility- Completion of all assignments is necessary but not sufficient to pass the course.
As a community of learners, attendance and participation in discussions (in-class, during cohort
time and online) are extremely important. Students will have clear expectations for learning
activities and receive timely feedback. The basic premise in this course is that meaningful
learning results from a process of rational discourse. Your responsibilities are to take charge of
your learning and to maximize your learning by reading assigned materials, participating actively
in class discussions and other activities, respecting the dignity of each class member,
communicating legitimate needs and concerns to the instructor, completing required assignments
on time and with high quality, and keeping track of your assignments and progress in class. In
addition, your responsibility is to maximize learning opportunities for your classmates by sharing
with them your knowledge, insights and perspectives during the learning process.
Materials Submission and Access
Blackboard Course Management -Participation required of students. Additional readings will
be on Blackboard site.
As part of the School of Education Assessment System, the following are requirements for
this course:
1. Registration for a LiveText subscription. Directions can be found here:
http://education.umkc.edu/LiveText/Workshop/Home.html
2. Completion of the course’s key assessments in the school’s electronic assessment
system.
3. Submission of the artifacts required for this course into your electronic portfolio, where
applicable.
To access your LiveText account, please go LiveText.com. For on-site assistance visit the TLL
Lab Room 129 or call 235-2250
You are required to upload A-E again and then F and G of the TWS through LiveText when
assignments are due.
Course Requirements and Evaluations
Discussion Leader/Original Responses 15%
Unpacking the Common Acsd. Standards10%
TWS A-E and F and G
25%
Uploading F and G of TWS
2%
Showcase portfolio
15%
Teaching Journal
13%
Class attendance, prep, participation
20%
Total
100 %
4
Grading Scale:
A 95-100
A- 90-94
B+ 86-89
B 83-85
C+ 76-79
C 73-75
D+ 67-69
D 64-66
F 0-59
B- 80-82
C- 70-72
D-- 60-63
*There is always a quality factor to everything you do in this course to prepare to become an
English teacher and to fine-tune your expert abilities. To receive an A, 90-100%, you'll have to
know your subject matter thoroughly, complete everything on time and with your best efforts,
demonstrate a clear understanding of literacy practices (with very few errors in formal situations
of reading and speaking, excellent writing skills, and proficiency with technology), come to class
on time, miss no more than one class, have insightful class contributions, solid learning
segments, and a mature teaching attitude on a regular basis.
Discussion Leader/Original Responses (15%). You and a partner will be leading seminar for
one or more of the texts for this course as it relates to your placement. You should be prepared to
participate in discussion by knowing the readings and having several questions planned for each
week. (20% of the grade is for completing the full set of assignments with insight and command of
the language—up to 2% each; and 5% is for preparing and leading the class discussions with
meaningful contributions that show clear comprehension, deep reflection, and advancement of
topic, not just talking because it is your turn or to fill up space—up to .5% each.)
Basic rubric for class discussions:
.5—Student was prepared and/or led and/or contributed to the class discussion with meaningful
contributions that show clear comprehension, deep reflection, and advancement of topic
0—Student was not prepared OR student did not attend class
Unpacking the Common Core Standards or Core Academic Standards (10%) Each week,
we will have 2, 15-minute presentations of a standard as it relates to the 42 CAS SLA standards.
Students will be assigned several standards, asked to unpack, and explain what it means in the
context of the classroom, and invite the class into a brainstorming session for connecting it to a
learning segment plan. Toward the end of the semester we will have group presentations on the
remainder of the Standards: format TBA.
Teacher Work Sample, components F and G (25%) The Teacher Work Sample (TWS) is a
performance-based activity and assessment tool to help the teacher candidate develop a focus
on student learning in addition to their own behavior. Successful teachers make instructional
decisions based on their students’ learning. Developing a TWS activity will assist a teacher
candidate in linking student learning and their own teacher behavior. The TWS requires that the
teacher candidate plan a unit of study and teach a unit of study during student teaching. Before
planning/teaching the unit, the student will; 1) develop a profile of the community and school, 2)
develop the objectives for the unit with alignment to state and district standards, 3) create an
assessment plan designed to measure student performance before, during and after teaching the
unit, 4) and plan for instruction. After teaching the unit the teacher candidate will analyze student
learning and then reflect on and evaluate his or her teaching as related to its impact on student
learning. *Keep a copy of the TWS to put in your Working and Showcase Portfolio below.
TWS, Parts F and G (don’t forget to upload these via LiveText)
 Analysis of Student Progress (Part F)-up to 10% Analysis is grounded in assessment
results, examines the performance of different groups and individual students, describes
and examines formal and informal assessment results, and enhances the reader's
understanding of assessment results presented.
 Reflective Essay (Part G)- up to 10% (2% each) The essay demonstrates a "stepping
back" from events or actions. It is analytical and/or integrative of factors and perspectives
5
related to the findings in Parts A-F of TWS. It may recognize inconsistencies. It goes
beyond technical and practical means to bring up moral and ethical criteria and makes
judgments about whether practice is equitable, just and respectful of others. This paper
will be assessed according to the following issues: (a). Discussion about what you
learned from the formative, summative assessments; (b). What gaps do you see in your
research design, what worked well? (c). What did students learn? Be specific. If there
were issues or concerns, what were they? (d). What modifications would you make to
your research design and assessments? (e). Describe if your goals and objectives were
met? (f). Discuss the success and celebrations from this Unit Plan.
Basic rubric for completing F and G:
2—Assignment response has keen insights and excellent command of language and
thoughtfully discusses each section as it relates to classroom experience
1—Assignment response has adequate insights and command of language and
adequately discusses the sections as it relates to the classroom experience
0—Assignment response has little to no insight and/or command of language OR
assignment was not completed
Your TWS will be submitted in hard copy (5%) along with being uploaded into
LiveText (2%)
Showcase Portfolio/TWS (15%) - Your final Showcase Portfolio is designed to help you with the
interview process. What you put into it will reflect on your professionalism and commitment to the
teaching profession, and in securing a possible job. Make your portfolio reflect your personality.
We will have a mock interview for you to practice discussing your portfolio.
For your portfolio, please include the following items: A Table of Contents, Resume,
Transcripts, Letters of Recommendation, A Professional Photo Teaching Philosophy, TWS,
Learning segment and Unit Plans, Student Work (names must be removed), Student Teaching
Evaluations, Awards, Publications, Certification, Praxis Scores. Copies of Clearances, and
anything else that you think will enhance your marketability.
Teaching Journal (13%)- Journal entries should be reflections of your own teaching experiences
(may be shared dialogically with the cooperating teacher). The journal must be written in no less
than once a week for a total of 15 journal entries to meet this requirement. It should be wordprocessed either 10-12 pt font (preferably Arial or Times), line spacing 1.5-2.
Participation (15%)- Includes attendance, promptness, demonstration of professional conduct
and attitudes, participation in class discussions, and use of technology where appropriate. Being
more than 10 minutes late for class or leaving early without advance notice will count as an
absence. Besides leading one or more of the text discussions, class participation strength will be
demonstrated when we have discussions of learning segments and films, when we are teaching
and learning, and when we provide written and oral feedback for the teaching demonstrations.
You will have in-class and out-of-class responsibilities every week. Your willing participation and
positive attitude are a necessary component for you to succeed in this class; your grade for class
participation at the end of the course will be based on your timely fulfillment of class
responsibilities and mature attitude in all class activities. Each week will contain important
information besides discussing texts and projects and teaching learning segments, so it is
essential that you come to class. Please read this policy again so that there will be no
misunderstanding if your grade suffers because you were not prompt and professional about
attendance and preparation. *Absence is not an excuse for being uninformed: you are
responsible for any and all information presented at class meetings. (MoSPE 1.2.5; SOE
#1,2, 3; InTASC #10; NCATE standard 1).*
6
ERRs: Part of your participation grade will include ERRs. In small groups, we will have about a
15 minute discussion that addresses: an event happened in class/ how the student responded
/recommendations for other possible responses. We will address pressing and salient issues as
they occur in the student’s teaching placement.
Professional Links
Curriculum Resources
 Activists in the pursuit of social justice – http://collegeten.ucsc.edu/activists.shtml
 “Can’t let it all go unsaid: Sistahs reading, writing, and photographing their lives” –
http://www.urbanedjournal.org/archive/Issue3/notes/notes0006.html
 Carnegie Academy for the Scholarship of Teaching and Learning –
http://www.carnegiefoundation.org/CASTL/k-12/fellowship-program/teachers.htm
 Clearinghouse on Reading, English, & Communication – http://reading.indiana.edu/
 Going Public With Our Teaching – http://www.goingpublicwithteaching.org/
 Library of Congress’s Teacher Resources – http://www.loc.gov/teachers/
 Links to literature available online – http://sln.fi.edu/tfi/hotlists/literature.html
 Links to writing and grammar sites – http://sln.fi.edu/tfi/hotlists/composition.html
 Online Student Publishing & Writing Resources –
http://www.publishingstudents.com/Online%20resources.html
 Philadelphia Young Playwrights – http://www.pypf.org
 Purdue University’s Online Writing Lab – http://owl.english.purdue.edu/
 Publishing student writing – http://www.education-world.com/a_tech/tech042.shtml,
http://www.publishingstudents.com/Online%20resources.html,
http://www.ncte.org/library/files/Parents_Students/NCTEWebResources.pdf,
 ReadWriteThink - ReadWriteThink.org
 The Online Books Page – http://onlinebooks.library.upenn.edu/
 Traci’s Lists of Ten – http://www.tengrrl.com/tens/index.shtml
Organizations
 American Educational Research Association – http://www.aera.net/
 Center for Community Change – http://www.communitychange.org
 Coalition of Essential Schools – http://www.essentialschools.org/
 Educators for Social Responsibility – http://www.esrnational.org/home.htm
 Good Schools Pennsylvania – http://www.goodschoolspa.org
 NCEA (National Coalition of Education Activists) - http://www.nceaonline.org
 NCTE (National Council of Teachers of English) – http://www.ncte.org
 Rethinking Schools – http://www.rethinkingschools.org
 Teachers & Writers Collaborative (NYC) – http://www.twc.org/tmmain.htm
 Teaching for Change – http://www.teachingforchange.org
 Teaching Tolerance http://www.tolerance.org/teach/
Professional Development Resources
 Bread Loaf School of English (invigorating summer study opportunity for secondary teachers) –
http://www.middlebury.edu/academics/blse/
 Carnegie Academy for the Scholarship of Teaching and Learning –
http://www.carnegiefoundation.org/CASTL/k-12/fellowship-program/teachers.htm
 Center for the Study of Teaching & Policy – http://www.ctpweb.org/
 Digital storytelling for teachers – http://webenglishteacher.com/
 Delaware Reading & Writing Project – http://www.drwp.udel.edu/
 Electronic Magazine of Multicultural Education – http://www.eastern.edu/publications/emme/
7








English Language, Literature, and Composition: Content Knowledge (Praxis II Test)
ftp://ftp.ets.org/pub/tandl/0041.pdf
ERIC (Education Resources Information Center) – http://www.eric.ed.gov
The Freedom Writers Diary – http://www.gruwellproject.org/site/pp.asp?c=bnJEJJPxB&b=79511;
Integrated Learning Communities – http://www.mcli.dist.maricopa.edu/ilc/
National Writing Project – http://www.writingproject.org
Penn GSE Perspectives on Urban Education – http://www.urbanedjournal.org
Research for Action – http://www.researchforaction.org/index.html
Teachers College Record – http://www.tcrecord.org/
Statement on Classroom Civility, Professional Conduct, & Student Responsibility
Students are expected to come to class on time with necessary materials (paper, highlighters,
pen, texts, assignments) and be prepared to discuss pre-assigned assignments. Cell phones
and pagers are to be turned off always during class, no exceptions! I do not want anyone to text
message during class. Grades will be reflected by non-compliance to these actions.
Assignments- All assignments must be turned in during class time and NOT via email.
•All assignments must have in the upper left hand corner of the page:
o Student name
o Course name and semester
o Assignment name or code
o Date
All assignments must be created as Microsoft documents. All assignments must be turned in by
the due date specified. Late assignments are NOT permitted.
Attendance- Attend every class session, come on time, and stay for the full session. Tardiness
or early departure will result in the loss of participation points (This does not apply to students
with class overlaps who have made arrangements prior to the beginning of the semester.)
Remain in the classroom while the class is in session. Contact the instructor via e-mail no later
that 1 hour before class, if you must miss a class. Sign the clipboard at each class session. If
your name does not appear on the sign-in sheet you will be counted absent. More than 1
absence will affect the final grade. Your final grade will be reduced by 5% if you have 2
unexcused absences. Each unexcused absence after the 2nd will result in a 1% reduction of
your final grade per day. *Absence is not an excuse for being uninformed: you are
responsible for any and all information presented at class meetings.
Communication with Me- Please communicate with the instructor via e-mail at:
sjmiller@umkc.edu..Please do not ask the instructor for information which you can get from
other sources. You should ask the instructor only those questions that can be answered only by
the instructor. All other questions should be resolved through use of the Internet, the Blackboard
site, or a “study buddy.” When addressing your instructors, whether in person or via e-mail,
please speak respectfully and thoughtfully.
Emergency Closing Procedures – Classes are rarely cancelled because of weather – a
decision that can be made only by the chancellor. If class cannot meet due to weather, I will put
an announcement on the course Blackboard website and send an e-mail to class members via
the UMKC e-mail system. The public radio station at the university, KCUR - FM 89.5 should be
the first place you check. Students should also use the major media to ascertain if the university
is closed. In the event that class cannot meet, the Blackboard system may be utilized for
instruction in lieu of in-class attendance.
8
Incompletes-No incompletes will be given in this course unless there is some serious,
unforeseen disruption of the student’s semester, i.e., illness, accident, family crisis.
Participation - Students should be respectful of one another and not talk while another student is
talking. Your willing participation and positive attitude are a necessary component for you to
succeed in this class; and entails your timely fulfillment of class responsibilities and mature
attitude in all class activities. Each week will contain important information besides discussing
texts and projects and teaching learning segments, so it is essential that you come to class.
Please read this policy again so that there will be no misunderstanding if your grade suffers
because you were not prompt and professional about attendance and preparation. Students are
expected to participate in all class discussions whether whole class or small group. Students are
expected to focus on the instructor and the class activities while in class. Please, NO CELL
PHONE USE DURING CLASS and NO LAPTOP USE DURING CLASS (especially in your
teaching placements!) unless invited for a particular pre-assigned assignment. Each student
should select at least 1 “study buddy” for this class. You and this person should take notes for
each other, get handouts, and convey announcements and information which the “buddy” might
have missed due to absence.
Written Work--All written work should be typed and double-spaced, preferably MLA, with a cover
page giving student’s name, date, course number, and type of assignment. Assignments must be
turned in during class.
University Policies and Student Support That Apply to This Class
Academic Honesty- The Board of Curators of the University of Missouri recognizes that
academic honesty is essential for the intellectual life of the University. Faculty members have a
special obligation to expect high standards of academic honesty in all student work. Students
have a special obligation to adhere to such standards. Academic dishonesty, including cheating,
plagiarism or sabotage, is adjudicated through the University of Missouri Student Conduct Code
and
Rules
of
Procedures
in
Student
Conduct
Matters
file://localhost/(http/::www.umkc.edu:catalog:Academic_Honesty.html).
Computer Access – Students are encouraged to use the UMKC e-mail system and the course
Blackboard website to communicate and to access up-to-date information. All e-mail
communications regarding this course will be through your assigned UMKC e-mail account.
Student Computer Lab / Writing Support – The Computer Lab/STAR and the Technology
Learning Lab/TLL are located in Room 129 in the School of Education and are available for use
by all students. Students who desire assistance with written assignments may contact the UMKC
Writing Lab at 816.235.1146.
English Proficiency—Students who encounter difficulty in their courses because of the English
proficiency of their instructors should speak directly with their instructors. If additional assistance
is needed, they may contact the UMKC Help Line at 816-235-2222 for assistance.
Final Exam Schedule: The final exam schedule for all classes can be found at:
http://www.umkc.edu/registrar/registration/final-exam-schedule.asp
Grievance procedures- The School of Education has policies in place for assisting students with
concerns and grievances. The General Grievance / Complaint Policy can be found here in The
School of Education procedure for a grade appeal. If you have other concerns, you should follow
a similar process. The first step is to meet with the course instructor. If there is no satisfactory
resolution of the problem, you may bring your concern to the Division chairperson. We
recommend that you send the chairperson your concern in writing and request a meeting. If the
chairperson is unable to resolve the issue, your next step would be to contact Assistant Dean
9
Renique Kersh. Once again, we recommend that you send your concern in writing and follow-up
with a request for a meeting.
Statement on Discrimination, Intimidation, and Sexual Harassment- The faculty,
administration, staff, and students of the University of Missouri-Kansas City are dedicated to the
pursuit of knowledge and the acquisition of skills that will enable us to lead rich and full lives. We
can pursue these ends only in a culture of mutual respect and civility. It is thus incumbent upon all
of us to create a culture of respect everywhere on campus and at all times through our actions
and speech.
As a community of learners, we are committed to creating and maintaining an environment on
campus that is free of all forms of harassment, intimidation, and discrimination. Any form of
discrimination or coercion based on race, color, religion, sex (gender/ pregnancy), national origin,
age, disability, veteran status, sexual orientation, or any other characteristic will not be tolerated.
Should you, a friend, or a colleague ever experience any action or speech that feels coercive or
discriminatory, you should report this immediately to the department chair, the office of the Dean,
and/or the Affirmative Action Office. The Affirmative Action Office, which is ultimately responsible
for investigating all complaints of discrimination or sexual harassment, is located at 218A
Administrative Center, 5115 Oak Street; the office may be contacted at 816-235-1323. All formal
complaints will be investigated and appropriate action taken. See:
http://www.umkc.edu/accreditation/docs/governance/Faculty_Senate_Statement_Discrimination_
Harassment_20080902.pdf, with adaptations by Michael Garvin)
Student Conduct expectations and sanctions for violations, including academic dishonesty (like
plagiarism
and
cheating).
For
more
information
see:
http://www.umkc.edu/catalog/Student_Conduct.html .
Students with Disabilities -- To obtain disability related accommodations and/or auxiliary aids,
students with disabilities must contact the Office of Students with Disabilities (OSSD) as soon as
possible. To contact OSSD, call 816-235-5696. Once verified, OSSD will notify the course
instructor and outline the accommodation and/or auxiliary aids to be provided. For more
information go to: http://www.umkc.edu/disability/
Student Evaluation of Teaching – It is the policy of UMKC that student evaluations of the
instructor’s teaching will be conducted in all classes. A nationally-normed teaching evaluation
instrument will be administered via an online survey that provides student anonymity at the end of
the semester.
UMKC Attendance Policy - Students are expected to attend and participate in the class.
However, excused absences may be permitted and applied in a nondiscriminatory manner.
Excused absences may include absences due to illness of the student, illness of an immediate
family member for whom the student must care, death of a family member, religious observance
(where the nature of the observance prevents the student from being present during class)
representation of UMKC in an official capacity, and other compelling circumstances which are
beyond the student’s control. Students should notify instructors of excused absences in advance
of the absence, where possible. Students may miss one class without penalty, however any work
that is due for the date missed, must be submitted to my mailbox. Unexcused absences should
be avoided and may result in the lowering of a student’s grade.
http://www.umkc.edu/catalog/Attendance_Policy.html.
Withdrawal dates – The University has very specific guidelines on withdrawing from classes.
There are important financial and assessment implications of trying to drop a course after the
deadline.
The
Registration
and
Drop
Dates
Schedule
can
be
found
at
http://www.umkc.edu/registrar/acal.asp#/?i=1
10
School of Education Resources & University Policies
The SOE Life Coaches provide student support services in career planning and development of
study skills, concerns regarding time management, stress management and test anxiety, and
connecting students to resources across campus. Students are welcome to stop by the office
during walk-in hours, or can call to schedule an individual appointment. The Student Mentoring
office is located on the basement level of the SOE in Room 18. More information can be found at
http://education.umkc.edu/Resources/StudentLifeCoach.html.
UFirst Early Alert Program (for undergraduate students) - UMKC Faculty and Staff are
committed to assisting you as you work to achieve academic success. We have “U First”, an
early alert program that allows your course instructor or other university staff to issue “early
alerts” if they become concerned about your successful academic progress or if you express a
concern to them regarding your ability to achieve success at UMKC. As a follow up to the “early
alert” you may be contacted by an Academic Adviser or other university support staff to provide
you information, resources, or referrals to help you address the concern and to provide you with
additional support to assist you in achieving the highest possible level of academic success while
working to complete your UMKC degree.
Faculty Not Allowing Recording - University of Missouri System Executive Order No. 38 lays
out principles regarding the sanctity of classroom discussions at the university. The policy is
described fully in Section 200.015 of the Collected Rules and Regulations. In this class, students
may not make any audio or video recordings of course activity (including those recordings
prepared by an instructor), except students permitted to record as an accommodation under
Section 240.040 of the Collected Rules. All other students who record and/or distribute audio or
video recordings of class activity are subject to discipline in accordance with provisions of Section
200.020 of the Collected Rules and Regulations of the University of Missouri pertaining to student
conduct matters.
Those students who have written permission from the course instructor to record are not
permitted to redistribute any audio or video recordings of statements or comments from the
course to individuals who are not students in the course without the express permission of the
faculty member and of any students who are recorded, including those recordings prepared by an
instructor. Students found to have violated this policy are subject to discipline in accordance with
provisions of Section 200.020 of the Collected Rules and Regulations of the University of
Missouri pertaining to student conduct matters.
11
Tentative Course Schedule: (Please keep in your folder and bring to class each week)
Week 1-M Jan. 28
YOUR PLACEMENTS
Student info, Introductions, Syllabus, TWS: F AND G. Q and A. Discussion
leaders, Common Academic Standards discussant and explanation (handout
and sign up), I model a CC R1 standard, Weekly concerns and celebrations;
Weekly ERRs, NEEDS ASSESSMENT (what do you want and need help with?
Resumes, interviews, etc. [build this into future classes].
Assignment:
Get course materials, Chptrs 1-3 Ayers, Read through and bring in a copy of the
Student handbook for your school identify concerns or gaps- what is
equitable/inequitable? Read:
http://www.corestandards.org/frequently-asked-questions;
http://www.corestandards.org/about-the-standards/key-points-in-englishlanguage-arts;
http://www.corestandards.org/about-the-standards/process
Week 2M Feb. 4
SCHOOL CULTURE and STUDENT EMPOWERMENT
What did you find supports equitable learning opportunities in your schools?
What are some of your concerns? What could you do to address those issues?
Multiple Intelligences and Styles
Weekly concerns and celebrations;
ERRs
Discussion Leaders: ______________________________________________
CAS Discussant team 1: R2, SL 1 ___________________________
CAS Discussant team 2: R3, SL 2__________________________
Assignment:
Read Campbell Chptrs 1, 2, 5, 7 and Appendix B; Read Ayers, 4-6; bring in an
LP you want help with; Weekly concerns and celebrations;
Week 3-M 11
REVISITING METHODS
Learning segment planning, classroom procedures, assessment; ERRs, Weekly
concerns and celebrations;
Discussion Leaders: ____________________________________________
CAS Discussant team 3: R4, SL 3 ___________________________
CAS Discussant team 4: R5, SL 4__________________________
Assignment:
Finish Ayers, bring in a copy of the CC
Week 4-M 18
THE COMMON CORE
Unpacking the CC as it relates to your learning segments; ERRs, Weekly
concerns and celebrations;
Discussion Leaders: ____________________________________________
CAS Discussant team 5: R6, SL 5 ___________________________
CAS Discussant team 6: R7, SL 6___________________________
Assignment:
Read Freire, Chapter 1
12
Week 5-M 25
POWER, PRIVILEGE, AND OPPRESSION AS SUBTLE INDOCTRINATION
The Level Playing Field; ERRs, Weekly concerns and celebrations,
Discussion Leaders: ____________________________________________
CAS Discussant team 7: R8, L1 ___________________________
CAS Discussant team 8: R9, L2___________________________
Assignment:
Read Freire, Chapter 2
Week 6-M Mar. 4
MOVING FROM BANKING EDUCATION TO LIBERATORY PRAXIS
Film clips and activities; ERRs, Weekly concerns and celebrations
Discussion Leaders: ______________________________________________
CAS Discussant team 9: R10, L3 ___________________________
CAS Discussant team 10: RI1, L4___________________________
Assignment:
Read Freire, Chapter 3, bring in an example of how students are oppressed in
your school or classroom
Week 7-M 11
ACTIVATING FREIRE in OUR CLASSROOMS
TWS and portfolio reminders, Moving students into change agents; ERRs,
Weekly concerns and celebrations
Discussion Leaders: ______________________________________________
CAS Discussant team 11: RI2, L5 ___________________________
CAS Discussant team 12: RI3, L6___________________________
Assignment:
Finish Freire
Week 8-M 18
SECONDSPACING OUR CLASSOOMS
Redesigning and revisiting our Pedagogies; ERRs, Weekly concerns and
celebrations
Discussion Leaders: ______________________________________________
CAS Discussant team 13: RI4, W1 ___________________________
CAS Discussant Group 1: RI5, W2, W3________________________
Assignment:
Finish Campbell, Chptrs 3, 4, 6
Week 9-M Apr. 1
THE SCHOOL MOVEMENTS
Watching Waiting for Superman; Weekly concerns and celebrations
Assignment:
TWS and PORTFOLIO
Week 10-M 8
SCHOOL MOVEMENTS CONT
Sign up for Mock Interviews; ERRs, Weekly concerns and celebrations
Begin: The Inconvenient Truth about Waiting for Superman
Discussion Leaders: ______________________________________________
CAS Discussant Group 2: RI6, W4, W5, _____________________
CAS Discussant Group 3: RI7, W6, W7______________________
13
Assignment:
Making a handout for your interviews
Week 11-M 15
SYNTHESIZING SCHOOL CHOICE
Finish films; ERRs, Weekly concerns and celebrations
CAS Discussant Group 4: RI8, W8, W9_______________________
CAS Discussant Group 5: RI9, RI10, W10_____________________
Assignment:
Complete your Final Portfolio for Mock Interview
Week 12--
MOCK INTERVIEWS
M 22
Assignment:
Week 13--
TBA
M 29
Final showcase portfolio collected, final journals collected, project reflections,
Course evaluation
14
Rubric
Teacher Work Sample Rubric
A Description of the Setting
MoStep Program Goals: 3, 10 (1, 10%)
InTASC 2,10
SOE Academic Excellence
NCATE: 4
B Rationale for the work sample
MoStep Program Goals: 1, 4 (1, 10%)
InTASC 4, 7
SOE Academic Excellence
C Goals and Objectives
Mo STEP Program Goals 1, 3, 4 (1, 10%)
InTASC 2, 4, 7
SOE: Democracy and Social Justice
Academic Excellence
NCATE: 1
D Plans and Materials
Mo STEP Program Goals: 2, 3, 4, 5, 6, 7,
11 (1, 10%)
InTASC 1, 2, 3, 5, 7, 8
SOE: : Inquiry Leading to Reflective
Decision Making
Democracy and Social Justice
Caring and Safe Environment
Academic Excellence
NCATE: 1
E Assessment Program
Mo STEP Goal: 8 (1, 10%)
InTASC 6
Exemplary
Advanced
Proficient
Emerging
Unacceptable
(5 pts)
(4 pts)
(3 pts)
(2 pts)
(1 pt)
Discussion
includes aspects
of community,
district, school,
classroom
(Including
students' current
pre-instructional
status) that can
influence
teaching and
learning, in terms
of resources,
student needs,
cultural demands
and support.
Discussion
includes
aspects of
community,
district, school,
classroom that
can influence
teaching and
learning, in
terms of both
demand and
support.
Discussion
includes some
data about
district,
school, and
classroom.
Connection to
how setting
influences
teaching and
learning is
weak but
evident.
Discussion is
superficial; with
little connection
to implications
of context on
teaching and
learning.
Description of
setting is
superficial; with
no thought
given to
implications of
context on
teaching and
learning.
Rationale
includes
discussion of
goals, objectives,
assessment, and
instruction and
refers to
students'
previous
experiences,
developmental
levels, and
preinstructional
status as well as
state, district, and
community
expectations (as
appropriate).
Rationale
includes
discussion of
goals,
objectives,
assessment,
and instruction
and refers to
students'
previous
experiences,
developmental
levels as well as
state, district,
and community
expectations
(as
appropriate).
Rationale
focuses on 3
or 4 aspects,
i.e., goals,
objectives,
and
assessment of
activities,
state or district
expectations
but not
previous
experiences,
developmental
levels.
Rationale for
the work
sample is weak,
but some
connections are
made to state
and district
expectations.
Rationale for
the work
sample is weak,
not clearly
stated, and not
supported.
Goals and
objectives are
clearly stated,
developmentally
appropriate,
consistent with
state and district
content
standards and
appropriate for
current
performance
levels of students
and would be
understandable
to other teachers.
Goals and
objectives are
clearly stated,
developmentally
appropriate,
consistent with
state and
district content
standards and
appropriate for
current
performance
levels of
students.
Goals and
objectives are
stated and are
appropriate
but lack
connection to
state and
district
standards or
current level
of students'
abilities.
Goals and
objectives are
stated vaguely,
but are
developmentally
appropriate.
Goals and
objectives are
stated vaguely
and are not
developmentally
appropriate.
Instructional
activities are
aligned with
goals and are
consistent with
research on how
students learn,
and instructional
activities and
materials
challenge,
directly or
through
adaptations or
accommodations,
all students.
Instructional
activities are
aligned with
goals and are
consistent with
research on
how students
learn, and
instructional
activities and
materials
challenge all
students.
Instructional
activities are
aligned with
goals and are
consistent
with research
but activities
do not
challenge all
students.
Instructional
activities are
aligned with
goals but are
not consistent
with research
on how
students learn,
and activities
and materials.
Instructional
activities are not
aligned with
goals.
Assessments are
clearly aligned
with goals and
objectives; have
Assessments
are clearly
aligned with
goals and
Assessments
are aligned
with goals and
objectives but
Assessments
are aligned with
goals and
objectives; but
Assessments
are not aligned
with goals and
objectives; do
15
Teacher Work Sample Rubric
SOE Academic Excellence
NCATE: 1
F Analysis of student progress
Mo STEP Program Goal: 8 (1, 10%)
InTASC 6
SOE Academic Excellence
NCATE: 1
G Reflective Essay
MoSTEP Program Goals: 9, 10 (1, 10%)
In TASC 9, 10
SOE: Academic Excellence
Democracy and Social Justice
Skilled and Knowledgeable
Professionals Working Collaboratively
H. Summary Rating (1, 10%)
Exemplary
Advanced
Proficient
Emerging
Unacceptable
(5 pts)
(4 pts)
(3 pts)
(2 pts)
(1 pt)
clear and
understandable
directions, items,
and scoring
procedures;
evidence
characteristics
likely to enhance
reliability; are
feasible to
administer and
score; show
diversity; and are
developmentally
appropriate for
students.
objectives; have
clear and
understandable
directions,
items, and
scoring
procedures;
show diversity;
and are
developmentally
appropriate for
students.
have flaws,
i.e., no
reliability or
face validity.
do not have
clear and
understandable
directions,
items, and
scoring
procedures; do
not have
characteristics
likely to
enhance
reliability; are
difficult to
administer and
score; show no
variety; and are
not
developmentally
appropriate for
students taught.
not have clear
and
understandable
directions,
items, and
scoring
procedures.
Analysis is
grounded in
assessment
results, examines
the performance
of different
groups and
individual
students,
describes and
examines formal
and informal
assessment
results, and
enhances the
reader's
understanding of
assessment
results
presented.
Analysis is
grounded in
assessment
results,
examines the
performance of
different groups
and individual
students.
Analysis is
grounded in
assessment
results but
focuses on the
performance
of the group
and does
attempt to
describe or
examine
formal and
informal
assessment
results, and
adds nothing
to the reader's
understanding
of the
assessment
results
presented.
Analysis is
grounded in
assessment
results, and
presents only
the whole
class's
performance,
but does not
describe or
examine
reader's
understanding
of the
assessment
results
presented.
Analysis is not
grounded in
assessment
results.
The essay
demonstrates a
"stepping back"
from events or
actions. It is
analytical and/or
integrative of
factors, findings,
and perspectives
and may
recognize
inconsistencies.
It goes beyond
technical and
practical means
to bring up moral
and ethical
criteria and make
judgments about
whether practice
is equitable, just
and respectful of
others.
The essay
demonstrates a
"stepping back"
from events or
actions. It is
analytical
and/or
integrative of
factors,
findings, and
perspectives
and may
recognize
inconsistencies.
The essay is
reflective and
provides
justification for
most events
or actions.
The essay is
not reflective
but instead
describes
events and
makes no
attempt to
provide reasons
or justification
for events. It is
mostly
concerned with
efficiency and
effectiveness of
means to
themselves.
The essay is
not reflective
but instead
describes
events.
The document is
cohesive and
well written and
attends to issues
of context,
diversity and
alignment.
The document
is cohesive and
well written and
attends to
issues of
context, and
diversity.
The document
is a good start
to presenting
the
candidate's
work and
reflections.
The document
is coherent but
does not attend
to issues of
context,
diversity and
alignment.
The document
is fragmented
and poorly
written.
16
Student
Learning
Outcomes /
Course
Objectives
1.
Understand
the breadth
and scope of
federal,
state, and
local bodies
of law that
govern
education in
America
2. Describe
and
demonstrate
how to
organize the
classroom,
manage
records and
materials,
create a
classroom
that is a safe
and caring
community,
and respond
to both
positive and
negative
student
behaviors.
3.Understand
and be able
to
incorporate
in all
curriculum
and
classroom
planning
strategies
and protocols
that meet the
needs of all
special
needs
learners and
5. Describe
and
demonstrate
the use of
Related
Assessment
Teaching
Journals
SOE
Conceptual
Framework
Values /
Competencies
1, 2,3
NCATE
Standards
1, 4
5
1
MoSpe
NCTESLA
Standards
InTASC
3C1
9
9
3C1,
3C2,
3C3;
51, 2,
3, 6C1
and 2,
7C5
1, 3, 4, 5,
and 7
3
3C2,3,
7C1,
2,3 4
2,5, 6,7
2, 6
Reflective
Essay
Teaching
Journals
Reflective
Essay
Analysis of
Student
progress
Unpacking
the Common
Core
Standards
1
2, 3
1, 4
17
varied
authentic
assessment
strategies for
all learning
activities
including
formal and
informal
strategies
4.
Understand
the
importance
of teaching
critical
thinking, and
describe how
critical
thinking can
be built into
daily plans
and
classroom
activities
6.
Understand
and
appreciate
the nature of
teaching as a
profession,
and all of the
challenges,
obligations,
and rewards
that are a
part of
teaching in
21st century
America
1
Teaching
Journals
2
4C1,
2, 3
1, 2,3
8
8C1,
2,3,9
C1, 2,
3
1,2,3,4, 5,
9 , 10
9 and
10
Reflective
Essay
Teaching
Journals
Reflective
Essay
1-5