LEAD and SERVE constitute the conceptual framework for all programs for professional
educators in the College of Education at NC State. They are the touchstones that assure
that our students graduate with the following:
 LEAD: four forms of knowledge; general pedagogy, content-specific pedagogical
strategies, content or discipline knowledge as well as knowledge of the content of
education, including foundations, historical perspectives and school settings.
 SERVE: elements that show the range of dispositions developed in our candidates;
scholarly, ethical, reflective, valuing diversity and experienced in practical
application of knowledge.
General Course Information
Course Prefix and Title: ELM 400: Connections Seminar III/Instructional Design and
Assessment (Sec. 041/ 043)
Course Catalog Description: ELM 400 is the third of four seminars required for undergraduate
elementary education majors who are pursuing K-6 teacher licensure. Preservice elementary
educators will examine research-verified practices in instructional design and assessment that are
designed to meet the needs of diverse K-6 learners. This course will prepare candidates to plan
appropriate units of study, learning experiences and assessment methods for use in the
elementary classroom.
Number of credits: 3.0
Date syllabus was last revised by course action: August, 2014
Course Prerequisites/Co-requisites: Admission to the Elementary School Teacher Education
Program, Senior standing, and successful completion of ELM 375.
Meeting day/time: Mondays from 9:10-11:00 or 12:25- 2:15
Location: 224 Poe Hall
Course website:
http://moodle.wolfware.ncsu.edu/
valeriefaulknermathclub.com
 NC State  ELM 400  Some pages Password Protected. Will reveal in class.
Instructor Information:
Name: E l i z a b e t h E. S a yl o r - La u d a n o
Email: eesaylor@ncsu.edu
Office location: 402 K Poe Hall
Office phone and/or other contact information: (919) 412-1985
Saylor: By appointment
Required Texts and Course Materials:
edTPA Elementary Education Handbook (PDF on valeriefaulknermathclub.com website)
Other Useful Electronic Resources:
edTPA: http://www.edtpa.com/
NC Essential Standards: http://www.ncpublicschools.org/acre/standards/
Common Core: http://www.corestandards.org/
NC Professional Teaching Standards:
http://www.ncptsc.org/Final%20Standards%20Document.pdf
NC Teacher Evaluation Process:
http://www.ncptsc.org/Teacher%20Evaluation%20Booklet%20-%20Fill%20In%20Forms.pdf
Learn NC: http://www.learnnc.org/
Course Overview
Course Objectives:
At the completion of this course, students will be able to:
1. Utilize data driven decision making to influence instructional decision making.
(LEADSERVE 1-2, 5; NCDI-C 2; NCDPI-D 1-2; NCDPTI-T 5; SA ELM2).
2. Demonstrate the process of developing and purpose for using essential questions in
instruction. (LEADSERVE 1-2, 5; NCDPI-C 1; SA ELM 2)
3. Design a thorough multidisciplinary unit with a science or math focus utilizing the
backward design process. (LEADSERVE 1-2,4-5, 8; NCDPI-C 1-2; NCDPI-D 1-2; NCDPI-T
1-5; SA ELM 2-3, 7-10, 15).
4. Demonstrate ways to motivate students to create a classroom in which students want to
learn. (LEADSERVE 4-5; SA ELM 2)
5. Demonstrate understanding of diverse learners and differentiation as essential
components of instructional design. (LEADSERVE 4, 8; NCDPI-C 2-3; NCDPI-D 1-2, 4; SA
ELM 14-15)
6. Utilize integration in meaningful, creative ways to design instruction. (LEADSERVE 1-2,
5; SA ELM 2)
7. Utilize technology tools to enhance learning. (LEADSERVE 1-2; NCDPI-C2; NCDPI-T 1-5;
SA ELM 2)
8. Identify local resources that can enrich learning experiences. (LEADSERVE 1-2,4; NCDPIC 2-3; SA ELM 14-15)
9. Incorporate appropriate, authentic assessment models for unit of instruction.
(LEADSERVE 1-2, 5; NCDPI-C 2; NCDPI-T 5; SA ELM 2)
Teaching strategies: Class discussions, group work, critical reflection, electronic
communication, field work, inquiry activities, lectures.
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Course requirements:
All ELM students MUST have a unity address for official email correspondence.
Statement on transportation: Students are expected to provide their own transportation to and from
school-based experiences in partnership schools. Consideration will be given in selecting schools close
to campus so that bus transportation is viable. Students are encouraged to carpool with peers in their
cohort so that parking is not an issue at the elementary school site.
Major Assignments/Projects: For all major assignments, a handout will be provided explaining
the purpose, details, and criteria for evaluation.




Field Experience Participation (Grade provided by Field Supervisors & Mentors)
Task 4 Work (e.g. Context for Learning, Assessments, Analyses of Student Work,
Re-engagement Lesson, Mathematics Assessment Commentary)
Task 1 Work (e.g. Analysis of Language Demands, Lesson Plans,
Planning Commentary)
Other Weekly Assignments, Participation, & Professionalism
30%
30%
20%
20%
Explicit details regarding the above assignments will be provided.
Evaluation:
Letter Grade Points needed
A+
97-100
A
93-96
A-
90-92
B+
87-89
B
83-86
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
F
< 60
What this grade means
Demonstrated the highest level of mastery of concepts, including the ability to
apply many of these concepts to real situations
Demonstrated mastery and ability to apply at least some of these concepts to real
situations
Demonstrated mastery of basic concepts
Demonstrated minimal mastery of topics
Failed to demonstrate mastery of any topics
The University requires use of +/- grades.
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Brief and Tentative Calendar (Topics & Sequence is subject to change):
[Disclaimer: What follows is a tentative outline of the topics we will cover. The weekly calendar can and most likely will change.
Rest assured that I will keep you well informed as to my weekly instructional plan, assignments, and expectations.
Day/Meeting #
Mon.
8/25
Mon.
9/1
1
Mon.
9/8
9:10-11:00
2
Mon.
9/15
12:25-2:15
3
Mon.
9/22
9:10-11:00
4
Mon.
9/29
12:25-2:15
5
Mon.
10/6
9:10-11:00
6
Mon.
10/13
Tentative Topics/Activities
No Class. Full Day in the Field
Assignment(s)
No Class-Labor Day
Course Logistics
Classroom Culture discussions
DUE 1 page front and back written assignment - Context (See webpage)
Begin work on Assignment # 1 (part of EdTPA Task 4)- Due 9/15
Classroom Context
DUE 1 page front and back written assignment - Context (See webpage)
Classroom Context continued
Differentiation and Grouping
Work on Assignment # 1 Classroom Context
Last Hour: “ATOMS” elementary ed. evaluation
DUE Assignment #1: Context for Learning (part of EdTPA Task 4)
DUE 1 page written assignment – Differentiation and Grouping (See
webpage)
Begin work on Assignment #2: Overview & Mathematics Assessment
Commentary Parts 1 & 2 (edTPA Task 4)- Due 10/6
DUE 1 page written assignment - Assessment (See webpage)
Assessment
Work on Assignment #2
Work on Mathematics ReEngagement Lesson
BRING STUDENT WORK—All assessment information
DUE Assignment #2: Overview & Mathematics Assessment
Commentary Parts 1 & 2 (edTPA Task 4)Begin working on Assignment #3: Mathematics Assessment
Commentary Parts 1-4 (edTPA Task 4)- Due 11/3
Day/Meeting # Tentative Topics/Activities
Mon.
10/13
7
10/20
Mon K-2
Wed. 3-5
Assignment(s)
No Class. Redirect Week-Full Days in
the Field
Continue working on Assignment #3: Mathematics Assessment
Commentary Parts 1-4 (edTPA Task 4)- Due 11/3
Math, Assessment, Differentiation
Guest Speakers Math, Assessment, Differentiation
K-2 Monday 10/20 3-5 Wednesday 10/22
9:10-11:00
8
Mon.
10/27
12:25-2:15
9
Mon.
11/3
9:10-11:00
10
11/10
Mon K-2
Wed. 3-5
12:25-2:15
Mon.
11/17
DUE 1 page written assignment – Countering stereotype threat
Countering Stereotype threat
Continue working on Assignment #3
Planning for Literacy Instruction &
Assessment
Academic Language
DUE Assignment #3: Mathematics Assessment Commentary Parts 1-4
(edTPA Task 4)
Begin working on Assignment #4: Planning for Literacy Instruction &
Assessment (edTPA Task 1) Parts 1-3-Due 11/24
No Assignment Due
Guest Speaker - Academic Language
K-2 Monday 11/10 3-5 Wednesday 11/12
No Class. Redirect Week-Full Days in
the Field
No Assignment Due
Continue working on Assignment #4: Planning for Literacy Instruction
& Assessment (edTPA Task 1) Parts 1-3
Mon.
No Class. Thanksgiving Holiday
DUE online Assignment #4: Planning for Literacy Instruction &
11/24
Assessment (edTPA Task 1) Parts 1-3
Work on Literacy Instruction &
No Assignment Due 12/4. Assignment Due on 12/8 on line
11
Mon.
Assessment (edTPA Task 1) Parts 4-5 Begin Work on Literacy Instruction & Assessment (edTPA Task 1) 4-5
12/1
Support Sessions available by
Assignment #5: Planning for Literacy Instruction & Assessment
9:10-11:00
appointment
(edTPA Task 1) Parts 1-5-Due 12/8
Note: Field Placement times are opposite the ELM 400 meeting time. For example on Mon. 9/8 we meet for ELM 400 from 9:1011:00so you will be in the field from 11:30-3:30 on that day. On the next Mon. 9/15 we will meet for ELM 400 from 12:25-2:15
and you will go into the field from 8:30-11:00.
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Participation Grade
Field Grade
9/4 context
9/11 context
9/18 Differentiaton
9/18 Assgn #1
9/25 Assessment
10/9 Assgn #2
10/30 Stereo Threat
11/6 Assgn #3
11/27 Assgn #4
12/11 Assgn #5
10 points (Attend,
work, engage)
30 points
2 points
2 points
2 points
5 points
2 points
10 points
2 points
15 points
10 points
10 points
IMPORTANT INFORMATION
Attendance Policy
Candidates in the NCSU Elementary Education Program are part of a community of pre-service educators who
LEAD and SERVE in both the university setting and in the public schools. Candidates are no longer traditional
college students and therefore are expected to exhibit professional behavior, which will lead to preparation for
employment.
Professional behavior includes attendance at all classes and internship sessions. If candidates will miss class, they
should call the instructor’s voicemail and leave a message indicating a reason for the absence and a phone number
where they can be reached. The reason for the missed class may or may not be considered an excused absence. The
university policy on what constitutes an excused absence follows:
Excused Absences
Only three excused absences will be permitted for any course (Read below 2.2.7 to address what happens if there are
more than three excused absences). Students shall receive excused absences for the following.
Anticipated Absences.
Excuses for anticipated absences must be cleared with the instructor before the absence. Examples of anticipated
situations where a student would qualify for an excused absence are:
2.1.1. The student is away from campus representing an official university function, e.g., participating in a
professional meeting, as part of a judging team, or athletic team. These students would typically be accompanied by
a University faculty or staff member.
2.1.2. Required court attendance as certified by the Clerk of Court.
2.1.3. Religious observances as verified by Student Organization Resource Center (1202 Talley Student Center, 5153323). For more information about a variety of religious observances, visit the Diversity Calendar.
2.1.4. Required military duty as certified by the student's commanding officer.
Other anticipated absences can be determined through negotiations with the professor.
Emergency Absences. Excuses for emergency absences must be reported to the instructor as soon as possible, but
not more than one week after the return to class. Examples of emergency absences are:
2.2.1. Illness or injury when certified by an attending physician. Physicians on the Student Health Service staff do
not provide written excuses. Because of student confidentiality, information can only be released directly by the
Counseling Center or Student Health Services in case of crisis or with the student's written authorization.
If you are ill and must miss class, you must have a written doctor’s note in order for the illness to be excused.
2.2.2. Death or serious illnesses in the family when documented appropriately. An attempt to verify deaths or serious
illness will be made by Student Organization Resource Center (1202 Talley Student Center, 515-3323) at the request
of the instructor.
When excused absences are accepted, the instructor shall hold all students with excused absences to the same
standard for making up missed assignments or examinations. (See below for policies on make-up assignments for
Elementary Education students.)
2.2.7. In a case where the student realizes that the anticipated number of absences will exceed the number of
excused absences permitted in the course, the student shall discuss the situation with the instructor, the student's
adviser, or the academic dean in the college in which the student is enrolled. It is anticipated that a suitable
resolution shall occur before the end of the second week of the semester.
Unexcused Absences
An unexcused absence is any absence that does not fall in one of the above cases (anticipated absences negotiated
with the professor or excused absences such as illness, death, or unanticipated events for which there is evidence).
Points will be deducted from the Participation & Professionalism portion of the course grade.
Incomplete Grades
Any incomplete grade not removed by the end of the following regular semester in which the student is enrolled or
by the end of twelve months, whichever is shorter, or by the extended deadline authorized by the instructor or
department offering the course and recorded by the Department of Registration and Records, will automatically
become an F grade and will count as a course attempted.
Late Submission of Assignments
If a student has an excused reason for turning in an assignment late (excused is defined as in examples above), they
will not be penalized if the assignment is turned in within one week of the due date.
If the late assignment is unexcused, it will result in an automatic 10% reduction in the grade on that assignment. The
late assignment must be turned in within one week. If it is not, 10% points will be deducted for every week the
assignment is not turned in.
Class Participation & Professionalism
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Professionalism includes meeting all obligations and assignment requirements as well as acting responsibly,
respectfully, and professionally in classes and in the public schools. It means taking an active part in discussions
and course activities. It means displaying the sort of attitude you want your own future students to exhibit. Thus
10% of your grade for this course will be determined by your participation in the on-campus portion. This will
include engagement in class activities and attitudes. It is, in part, a subjective grade, so be sure your professor knows
you are actively involved.
Field Component
The work you do in your partnership school is critical to your development as a teacher. Hence, we will hold you
accountable for attendance and assignments in the field. For classes in which students are “re-directed,” attendance
and engagement will be determined by the SBTE and University supervisor and will be part of the 10% participation
grade. For Seminar Courses, the field component will make up at least 30% of the grade for the Seminar class. You
will be asked to log into your site each time. Further, your SBTE and University Supervisor will document
participation, engagement, and effort. These qualities will determine the 30% of your Seminar class grade.
Attendance Patterns
Any incomplete grade not removed by the end of the following regular semester in which the student is enrolled or
by the end of twelve months, whichever is shorter, or by the extended deadline authorized by the instructor or
department offering the course and recorded by the Department of Registration and Records, will automatically
become an F grade and will count as a course attempted.
If candidates are going to be absent from an internship, they must contact the Clinical Teacher and the SBTE in
advance of that session. Candidates must attend when they are expected to attend and not choose their own
schedule. If they do miss, they must make up any missed internship time. If they miss more than 3 times (even if
they make up the time), their seminar grade will be reduced one whole letter grade. If they fail to make up
unexcused missed time, the supervisor and seminar teacher may elect to have the student repeat the semester’s field
experience.
Academic Integrity
Students are bound by the academic integrity policy as stated in the code of student conduct. Therefore, students are
required to uphold the university pledge of honor and exercise honesty in completing any assignment. See the
website for a full explanation: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
Avoiding Plagiarism. Plagiarism is intentionally claiming that another person’s work is his/her own or implying that
another person’s work is his/her own (through inadequate or inaccurate citations of reference material.) Students:
 Should not copy whole portions of text from another source as a major component of papers or projects.
 Should identify the title, author, page number/webpage address, and publication date of works when
directly quoting small portions of texts, articles, interviews, or websites.
 Should appropriately identify the source of information when paraphrasing (restating) ideas from texts,
interviews, articles, or websites.
 Should follow the guidelines of the American Psychological Association Style Guide when referencing all
research sources.
For further information about the consequences of academic dishonesty please consult:
http://www.provost.ncsu.edu/copyright/plagiarism/ and/or
http://www.ncsu.edu/stud_affairs/osc/AIpage/cheatingpolicy.html
Disability Services
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of
available accommodations, students must register with Disability Services for Students at 1900 Student Health
Center, Campus Box 7509, 515-7653. http://www.ncsu.edu/provost/offices/affirm_action/dss/ For more information
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on NC State's policy on working with students with disabilities, please see
http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
OTHER IMPORTANT INFORMATION
A complete list of reminders for the beginning of the semester can be found at
http://www.ncsu.edu/provost/academic_regulations/beg_of_semester.html
All ELM students must maintain and use their NCSU email account.
Help for taking and passing PRAXIS I and II is available in the College of Education Learning Technology
Resource Center located in room 400 of Poe Hall. PRAXIS registration information, study guides, etc. are found at
www.ets.org/praxis Information on CED Teacher Education is found at http://ced.ncsu.edu/teachered
The College of Education’s Conceptual Framework may be found in its entirety at
http://ced.ncsu.edu/about/conceptual_framework.htm
Online class evaluations will be available for students to complete during the last two weeks of class. Students will
receive an email message directing them to a website where they can login using their Unity ID and complete
evaluations. All evaluations are confidential; instructors will never know how any one student responded to any
question, and students will never know the ratings for any particular instructors.
Evaluation website: https://classeval.ncsu.edu
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm
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