University of Colorado at Boulder
School of Education
EDUC 5365 – Secondary English Methods
Number of Credits: 4
Fall 2015
Instructor: Dr. sj Miller
Department: Curriculum and Instruction
Website: www.sjmiller.info
Class Time, Location: SOE, Rm 251
Wed 4:30pm to 7:30pm
Phone: 303-492-8360
Office: Room 114
Email: sj.Miller@colorado.edu
Office hours: By appointment
Course Description
The purpose of this course is to present information, resources, and opportunities that enable students to reflect
critically on the curriculum and pedagogy of the secondary English Language Arts (SELA). Students will be expected to
develop awareness of the nature of English curricula and experience how theory moves and constructs the
pedagogical skills necessary to implement a variety of teaching strategies including assessment and evaluation
strategies. Students will learn how to select and assess content and strategies through in-depth rehearsals that attend
to needs of diverse learners with special attention to culture, language, age, social class, body type, color accent,
height, ability, disability, (a) gender, gender expression or creativity, gender identity, (a) sexual orientation,
HIV status, political affiliation, religion, spiritual belief, creed, veteran status, and/or national origin. This work is
embedded in a social justice framework in order to leverage the psycho-emotional-cognitive development and growth
of all learners.
Personal Philosophy Toward Students
My classroom teaching supports, affirms, and recognizes the diverse backgrounds and nature of students with myriad identities.
Therefore, all students are welcomed in this space because of your amazing different cultures, languages, ages, social classes,
body types, colors, accents, heights, abilities, disabilities, (a) genders, gender expressions or creativities, gender
identities, (a) sexual orientations, HIV statuses, political affiliations, religions, spiritual beliefs, creeds, veteran statuses,
and/or national origins. Attending to issues of social justice can underscore not only your psycho-emotional-cognitive
development, but to the growth of all your future students…
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Studio II (location: CU, SOE, Room 251, Casey Middle School)
In order to deepen the skills needed to effectively teach and assess learning in the SELA, students will attend
studio weekly for two hours, in addition to a four-hour once a week practicum placement. Studio space will
provide students with opportunities to practice ideas as they relate to weekly course and practicum content.
Please bring your course and/or practicum materials along with your questions so they can be effectively
addressed. For each week of practicum, you will decide which Studio II to attend, time and location
dependent. Studios will be run by Mary Rose Kelly on Wednesdays from 10:00am-12:00pm or 12:00pm2:00pm in Room 251, SOE and at Casey Middle School. More details to follow.
Driving Facts:
 By 2019, 49% of US public school students will be Black, Asian, Pacific Islander, Latina/o or
American Indian.
 By 2043 1 in 3 will be an MLL learner.
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Teacher Education and Course Goals
This course fits in with the overall vision of the SOE and ensures that course completers will:
 learn how to educate all students and advance educational equity and social justice;
 explore instructional methods specific to the secondary ELA;
 learn and practice specific strategies to meet all students’ needs in today’s classrooms;
 consider the social foundations of education in order to better understand and serve all student populations;
 be prepared to meet the requirements to score at proficient & above on the student teacher assessments;
 develop dispositions that can lead to change agency for students and their families, schools, districts and
communities (if not the nation) writ large.
What does this mean for you?
You will be teaching soon and will weave together the theories, practices, and big ideas about the teaching of literacy
you’ve collected over the past several semesters. This methods course serves as the capstone learning experience for
preservice teachers transitioning between coursework and the student teaching semester. Our goal is for you to
construct a solid understanding of what it means to teach this subject we call the English Language Arts (ELA) AND
imagine what it would mean to put that vision into practice.
This course will contextualize that task—complex enough on its own—within the yet more complex current
landscape of teaching the ELA in middle and high schools. The demands on teachers right now are intense. A clear
vision of what it means to teach the ELA is not enough. Successful teachers must be able to use that vision to build
engaging and meaningful classroom experiences for students alongside the requirements of the CCSS (and the
impending assessments of them, such as the PARCC), district curriculum, and post-secondary college and career
readiness as well as be able to demonstrate effectiveness as a teacher (at least in the state of Colorado as of 2014).
And ELA teachers in particular, must remain cognizant of widening literacy demands in our world more increasingly
moderated via information and communication technology.
It can be easy, within the context of these demands and accountabilities, to lose sight of the fact that what
you will have in your future classroom is a group of unique individuals, each with a whole lifetime of experiences and
struggles and joys that s/he brings over the threshold each day. Above your vision for the ELA and above the complex
landscape described in the previous paragraph, your students are the most important consideration of your teaching.
What, ultimately, do the English Language Arts mean for your future students as human beings? And how will you craft
a classroom experience for them flexible enough to meet their individual needs, inclusive to all no matter what they
bring to the table? These questions will be addressed by you and us collectively throughout this course.
This course also aims to prepare you for the edTPA assessment that you will complete during your student
teaching—the final major assignment from this course is a modified edTPA so you will already have been through the
task once by the time you need to complete it during student teaching. Hence, the following questions from Part 1 of
the edTPA will support our work this semester:
 What do your students know, what can they do, and what are they learning to do?
 What do you want your students to learn? What are the important understandings and core concepts
you want students to develop within the lesson plans?
 What instructional strategies, learning tasks, and assessments will you design to support student
learning and language use?
 How is the teaching you propose supported by research and theory about how students learn?
 How is the teaching you propose informed by your knowledge of students?
Intended Learning Outcomes
Our semester will be broken into six primary learning areas as they relate to learning theory: Curriculum Planning (i.e.,
lesson planning; teaching of reading and writing), Assessment, Learning Styles, Classroom Management, Digital
Literacy, and Metacognition. The intended learning outcomes for in-depth exposure to each of these areas will assist
you to… (Each of the COTQS are [DP]—developing and practicing)
1.
Review and analyze how structural/systemic inequities have not only impacted current trends in theory,
methodology, and materials used in secondary English Language Arts (COTQS: 1A-1D, 2B-2F, 3C, 3E, 3F,
5B; InTASC: 4, 5; SOE values 1-4; CAEP: Standard 1; NCTE/ELA: 3, 9, 10), but generates opportunities to
reframe and recontextualize learning that guide adolescents toward agentive pathways.
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2.
Develop a rationale for secondary English Language Arts, which takes into account the nature of
adolescents, the nature of language and literature, and our pluralistic, democratic society (COTQS: 1B, 1E,
1F, 2A-F, 3A, 3D, 3E, 3F; CAEP: Standard 1, NCTE/ELA: 2, 5, 9, 11).
3.
Acquire and analyze lesson plans designed to actively involve students in the study of secondary English
Language Arts (COTQS: 1A, 1B, 1D, 1E, 1F, 2A-F, 3A, 3C, 3D, 3G, 4A, 4C; InTASC: 7,9; SOE: value 2;
CAEP: Standard 1; NCTE/ELA 1, 2, 3, 7, 11).
4.
Develop units and learning segments, which demonstrate the ability to use a variety of teaching strategies
appropriate to the needs of diverse learners (COTQS: 1A, 1B, 1D, 1F, 2A-2F, 3A-3H, 4A, 4C, 5C; InTASC: 48; SOE values 2 and 5; CAEP: Standard 1; NCTE/ELA 1, 2, 4, 5 6, 7, 8, 9, 11).
Summary
This course will help you practice so as to develop the required dispositions and competencies to complete the
teacher education program (i.e., respect for students, responsibility for student learning, work ethic, organizing
and planning, perseverance, responsibility for actions, collegial interactions, and social media &
technologically savvy). 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 guide you to understand the Standards that govern your discipline.
**Required Materials and instructional Strategies**
Required texts and materials are listed in this section. Please have access to device/equipment for videotaping and
for viewing lesson plans taught during class; flash drive/CD--to word process all lesson plans and portfolio documents;
notebook--for taking class notes and class discussion reflections, glue stick, scissors, scotch tape, thin post it
flags, colored pencils; highlighters/tabs; binder or folders (for portfolios); costs for duplicating lesson
plans/materials; UCB email address; and, active user on D2L (includes information and resources important to your
successful completion of the course. You will find the course syllabus, power point slides, course readings, and notes,
for download.). Some strategies that will be employed include large and small group discussion, simulation, roleplaying, modeling, cooperative learning, on-line learning, large and small group activities, hands-on projects, and
creative play.
Required Texts Books (available at the CU Bookstore):
Kirby, D. L., & Crovitz, D. (2013). Strategies for teaching writing inside out. Portsmouth: Heinemann. (ISBN: 978-0-32504195-7)
Miller, s., Burns, L., & Johnson, T.S. (2013). Generation BULLIED 2.0: Prevention and intervention strategies for our
most vulnerable students. New York: Peter Lang. (ISBN: 978-1-4331-2071-8)
Miller, s., & Norris, L. (2007). Unpacking the loaded teacher matrix: Negotiating space and time between university and
secondary English classrooms. New York: Peter Lang. (ISBN: 978-0-8204-8676-5)
Nieto, S. (2010). Language, culture, and teaching (2nd ed). New York: Routledge. (ISBN: 978-0415999748)
One choice text: See Additional Suggested Texts for Choice Book at the end of this syllabus. Other texts should be
cleared in advance.
*To cut costs, you might consider the Amazon student rental link: http://www.amazon.com/gp/student/signup/info
Optional Book:
Burke, J. (2010). What’s the big idea? Question-driven units to motivate reading, writing, and thinking. Portsmouth:
Heinemann. (ISBN: 978-0-325-02157-7)
Companion Websites:
 Created by Jim Burke, this NING, will be an invaluable resource: Englishcompanion.ning.com.
 Colorado Core Academic Reading, Writing, and Communication Standards:
 http://www.cde.state.co.us/coreadingwriting/statestandards
 Colorado Teacher Quality Standards:
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http://www.cde.state.co.us/coreadingwriting/statestandards
AND Handouts and/or on my website: sjmiller.info
Excerpts:
 Bomer, R. (2011). Building adolescent literacy in today’s English classrooms. Portsmouth: Heinemann.
 Burke, J. (2007). English teachers and the law. The English teacher’s companion: A complete guide to
classroom, curriculum, and the profession. (3rd ed.). Portsmouth: Heinemann, 427-439.
 Fleischer, C., & Andrew-Vaughan, S. (2009). Writing outside your comfort zone: Helping students navigate
unfamiliar genres. Portsmouth: Heinemann.
 Lesko, N. (2012). Act your age! A cultural construction on adolescence. New York: Routledge.
 Zirkel, P.A.,& Karanxha, Z. (2009). Student teaching and the law. Lanham, MD: Rowman &Littlefield.
 Copies of current English Journal of the National Council of Teachers of English.
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/
Professional Dispositions
Professionalism- 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 effect your course grade. 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.
edTPA- edTPA is a national performance assessment of readiness to teach. While preparing your edTPA portfolio in
the student teaching semester, you will document and analyze the work of teaching 3-5 lessons. In turn, a trained
scorer outside CU, will use established rubrics to score your work. edTPA is one measure CU uses to make a decision
whether to recommend you for an initial Colorado licensure.
edTPA is a focused look at 3-5 hours of connected instruction, which is likely be part of a larger unit of instruction. Three
tasks comprise the edTPA, and these capture the onstage and off stage work of teaching. Within each task, you will provide
evidence of your teaching practice, which includes both artifacts of practice (e.g., lesson plans, video clips, student work with your
feedback on it) along with reflective commentary guided by specific prompts to explain or justify your teaching decisions and/or
reflect on what you would do differently the next time you teach the central concepts addressed in your edTPA. Finally, throughout
your edTPA you will show your abilities to assess your student’s language abilities, to determine language demands of the tasks,
and to support your student’s academic language development.
CU chooses to use edTPA as one of the performance assessments to determine your readiness to teach for several
reasons. First, edTPA is modeled after the national board for professional teaching. To be a board-certified teacher is one of the
highest honors possible. Thus, edTPA is an ambitious effort to build an assessment that sets a rigorous, national standard for entry
into the profession. Second, we think edTPA is a meaningful performance assessment that will help you gauge strengths and
weaknesses in your teaching. Third, edTPA prepares you for the teacher evaluation world you will live in as CO’s Educator
Effectiveness. Finally, ensuring you are classroom ready, is part of our commitment to ensuring every child in CO has a fully
prepared teacher.
Mandated Reporters- Mandated reporters are individuals who are obligated by law to report suspected cases of child
abuse and neglect. Any person who has contact with children in a professional capacity is a mandated reporter.
Mandated reporter laws are designed to catch child abuse in its early stages, so that children do not suffer long-term
damage. All teacher licensure candidates are mandated reporters.
http://www.colorado.gov/cs/Satellite/CDHS-ChildYouthFam/CBON/1251590165629
For additional information please consult the following resources:
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BVSD (Boulder Valley Public Schools) training video, one page handout, and report form
http://www.bvsd.org/security/childabuse/Pages/default.aspx
CDHS Child Welfare Training System at http://coloradocwts.com/mandated-reporter-training
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, affirming 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.
Course Requirements and Evaluations
*********************************
Discussion Leader
10% ongoing
Each of the COTQS is met as
Completed Portfolio Parts 1-7
60% Due at Midterm and Final
developing and practicing [DP]
Interactive Notebook
5% ongoing
Practicum is met as satisfy [S]
Equity Audit (time dependent)
10% ongoing
Class attendance, prep, participation
10% ongoing
If the Equity Audit assignment is
Oral Final
5% (co-shared with Differentiation)
cancelled, the interactive
notebook and final exam will
Practicum
P/NP
each be increased to 10%.
Total
100%
Grading Scale:
A 95-100
A- 90-94
B+ 86-89 B 83-85 B- 80-82
C+ 76-79
C 73-75
C- 70-72
D+ 67-69
D 64-66
D-- 60-63
F 0-59
[*Candidates cannot pass a course with a co-requisite practicum unless they also pass the practicum. A passing grade
in a teacher ed course is a C- for UG/PBA and B- for MA+] [*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 lesson plans, and a mature teaching attitude on a regular basis.]
The Role of CO Teacher Quality Standards
The Colorado Teacher Quality Standards for Colorado Teachers are available on line at
http://www.cde.state.co.us/coreadingwriting/statestandards. These “serve as standards for the licensing of all teacher
education candidates in Colorado and reflect the knowledge and skills required of beginning teachers.” This syllabus is
marked throughout with bracketed standards to give teacher education candidates clear indicators of their professional
responsibilities. The brackets indicate when teacher education candidates are “developing and practicing” [DP] a
standard as well as the standards they must “satisfy” [S] in this class.
When a standard is met at the Developing/Practicing level [DP] that means you will have opportunities to
develop an understanding of the standard’s knowledge base and to develop/practice, with assistance, your abilities to
apply the element in a field setting/university classroom and to evaluate the success of your teaching performance.
When a standard is satisfied [S] that means you have demonstrated proficiency on this standard. To
demonstrate proficiency you must demonstrate a substantial knowledge and understanding of the standard element,
the ability to apply the element in a field setting, and the ability to assess student learning and evaluate your teaching
performance.
Each of the assignments in the syllabus must be completed successfully in order to insure that you have
achieved proficiency on the various Performance Standards for Colorado Teachers that are attached to each
assignment. You will not pass this class unless all standards designated below at the “satisfying” level have been met.
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Consideration for Assignments: Revision: *You may revise and resubmit any piece of writing or project for a higher
grade over the course of the semester. It is incumbent upon you however, to take the initiative for your submissions.
Feedback will always be provided to support you in your efforts.
Double-dipping: Occasionally, candidates have similar major assignments in two classes (e.g., a lesson segment or
unit plan). Candidates should not submit the same work for two assignments however, for similar assignments
candidates may approach the respective instructors to discuss ways to modify the given assignments; for example,
rather than producing two unit plans, they might work with instructors to provide a more extensive single unit plan.
Assignment Descriptions and Percentages
Course Discussion Leader/Original Response (10%)– you will each be leading discussion 3 times in a team for the
week as it reflects on the week’s readings and your related practicum experiences. You are expected to prepare and
lead the class discussions with meaningful contributions that show clear comprehension, deep reflection, and
advancement of topic (1-2 questions per reading). You should also be prepared to participate in discussion by knowing
the readings and not just talking because it is your turn or to fill up space). Please use these guidelines for your
planning purposes: (rubric to follow)
 Plan for about 35 minutes
 Frame the discussion with an essential question
 Can include some kind of reflective writing (in interactive notebook) or a personal response
 Create a discussion activity/plan that will take us through the readings and through our observations of
practicum experiences over the previous week
 Build in ways for us to work with the text and reflect about practicum experiences— (bring in observations,
artifacts, writing prompts, etc.)
 Be ready to explain your pedagogy to the class (last 5 minutes) (why you did it the way you did it and what
considerations you weighed in coming up with your plan)
Keep a Working and Showcase Portfolio (60%) - throughout the course, explained in more detail below. Your
Working Portfolio design must include the following items or artifacts for each of the meta areas below of 1-7, and each
item is worth up to the number of percentage points listed beside each item. You may certainly add additional materials
from the equity audit or other artifacts that enhance the presentation of the portfolio. Toward the end of the semester,
we will begin to move the working portfolio into a professional portfolio. Most items listed below are included in the
portfolio.

1. Classroom Set-Up (3 documents: room plan, mini-bulletin board, classroom norms, each
with a rationale (2% each):
In word documents, and with flare/color, design your dream
classroom diagram, create a mini-bulletin board, and develop a classroom procedure plan. Each
should have a brief rationale that aligns with your pedagogy and is supported with theory. This
means that your room plan rationale should align with your pedagogy and address how it does;
this means that the mini-bulletin board should align with your pedagogy and address how it
does; and this means that your classroom norms should align with your pedagogy and address
how it does- please provide enough detail about each norm in the rationale so I can see that you
are able to articulate the norm beyond the surface listing. Consider Miller & Norris and other
required and/or optional texts (e.g., Burden) as references in your explanations. (COTQS: 1D, 2AF, 3A, 3C, 3F, 4C; CAEP: Standard 1; NCTE/ELA 9).
2. Two practice in-class Lesson Plans with Reflections (5% each): For your first lesson plan,
I’d like you and a partner to design, write, and teach a 15-minute learning or engaging activity
demonstrating your knowledge of teaching English with an emphasis on any of the course readings
helpful to the learning design. This should be something you intend to teach in the field. You will
receive both peer and instructor commentary. (COTQS: 1A, 1B, 1D, 1F, 2A-2F, 3A-3H, 4A, 4C, 5C;
InTASC: 1-9; CAEP: Standard 1, 6; NCTE/ELA 11) *These lessons should be the ones you
intend to teach in your coops classrooms.
For the second lesson plan, I am asking you to collaborate with your classroom teaching team,
and design, write and teach a 20-minute learning segment (station) for a group of high school
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students. This learning must include the use of any course readings helpful to the learning design.
You should receive and seek both peer and instructor commentary.
NOTE: The materials for this course should emphasize teaching critical literacy and reaching diverse learners, so you
must use some components of technology (audio, visual, computer, multi-media, etc.) AND you must demonstrate
some cross-disciplinary or multicultural knowledge in either or both lesson plans. You must boldface meeting these
criteria in your written lesson plans and unit plan. Your lesson plans must demonstrate a clear understanding of
rationale, objectives, procedures, engagement, adaptations, and assessment. Each learning segment must
include at least one Colorado Academic Standard, NCTE standard, and one INTASC standard, that is appropriate
to the rationale and objectives of the learning. Your 15-minute learning segment will be videotaped. Also keep in your
WP all of the written feedback you get from students, peers, and instructors. IMPORTANT: Be sure to include credit
for all sources you used for each learning segment, at the end of each learning segment, and after each learning
segment, write a one-page reflection of your strengths, weaknesses, application of your resources, and anything you
would add or change if you teach the learning segment again.
3. Preparation for modified edTPA (10%)
(COTQS: 1A-1F, 2A-2F, 3A-3F, 4A, 4C)

We will complete a modified version of the edTPA. You will have an opportunity therein to practice the moves asked
of you by the edTPA BUT you will formally “do” the edTPA during your student teaching.
For the modified version, you will complete the student academic profiles, conduct equity audits and teach lesson
plans. By accessing the unique features of the context in which teaching and learning of your instructional
sequence will take place, and describing how these features influence the instructional decisions you make while
designing your learning segment.


4. Unit Plan (10%): Prepare a unit plan and provide a calendar for the unit (if you’ve done a
through job organizing for the practice of the 3 Tasks, the lesson segments can be included as part
of your unit plan). The unit should be for about two to three weeks, or it could be interspersed over
a nine-week period (e.g., a writing unit that might be two days a week). Use the required and/or
optional text as a reference. Considerations should be made for thematic, culturally responsive,
and/or cross-disciplinary pedagogy. Be sure to include credit for all sources you used at the end of
the unit plan. I highly recommend connecting this to the edTPA assignment. Separate rubric
to follow (COTQS: 1A, 1B, 1D, 1F, 2A-2F, 3A-3H, 4A, 4C, 5C; InTASC: 1-8; CAEP: Standard 1, 6;
NCTE/ELA #1-12).
5. Teaching Philosophy/Emergent Pedagogy (10%)- Write a clear teaching philosophy
(See assignment explanation and guidelines for Emergent Pedagogy below:) (COTQS: 1A-1C,
1D1F, 2B, 3A-3H; IVA-IVC InTAS: 1-10; CAEP: Standard 1)
Emergent Pedagogy or Developing a Teaching Philosophy
Throughout the semester we will write, revise, and revisit our pedagogy for the classroom three times: at the
beginning of the semester, at midterm for the Working Portfolio, and for our final class meeting. Your task is to
describe in detail your pedagogy, which should include how you will approach teaching and assessing
(reading and writing), how you will manage your classroom, how you will integrate technology and address
issues of social justice and injustice. Your pedagogy should be student-centered and focused in the English
language arts. In order to do this write-up, you might ask yourself, “What are my core beliefs about teaching
and learning with regard to reading, writing, critical thinking, assessment, and classroom management?” and
“How do those beliefs create my pedagogy for the ELA?” When constructing your pedagogy, be sure to draw
upon course readings (which should reflect a component on social justice), discussions, and field experience.
Expectations for each pedagogy
1. Minimum, 2 pgs. but not to exceed 5 pgs. Papers must be typed with 10 or 12 pt. font (preferably Arial or
Times), line spacing 1.5-2.
2. Use proper in-text citations, as per the most recent edition of MLA guidelines.
3. Create a works cited page.
4. When describing your pedagogy, be succinct and explicit and include answers to the questions in the
paragraph above.
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First Emergent Pedagogy- We will consider this a draft of what your final pedagogy will be. As such,
consider this task seriously but also recognize that you will have another opportunity to revise your ideas at
midterm
Second Emergent Pedagogy- This draft should reflect changes from your first emerging pedagogy. You may
use aspects of the first draft in this version and include any changes. Along with this draft, you must submit a
secondary reflection that addresses the following:
•Identify each change that occurred from draft one to draft two and specifically reference what
impacted that change, i.e., texts, theories, conversations, class discussions, teachings, etc.
Final Emergent Pedagogy- This final draft is still an emergent pedagogy but it will be the one I collect in this
course for the last time. We teacher educators believe, that even after “x” numbers of years teaching that
pedagogies can shift over time and in different spaces and are never final or complete. This draft should
reflect changes from your midterm emergent pedagogy. You may use aspects of that draft in this version and
include any newer changes. Along with this draft, you must submit a secondary reflection that addresses the
following:
•Identify each change that occurred from draft one to draft three and specifically reference what
impacted that change, i.e., texts, theories, conversations, class discussions, teachings, etc.
6. Student Academic Profiles (10%)- In order to get to know your students as learners and to
make informed teaching choices suited to their abilities, needs, and experiences, create an
academic profile for three students from your practicum assignment. Although this assignment is
designed to be a learner profile, detailed personal information from the student is neither required
nor necessary. However, as you collect data, you may be exposed to private student information.
If so, it is expected that you will keep such confidential information private. (Handouts to follow)
(InTASC #1, 2, 7, 8; NCTE/ELA 9, 11, 12)

7. Demonstrating Professional Leadership (4%): The last aspect of your portfolio grade is a
rating on professional leadership.
You should attend at least two professional activities or meetings this semester that relate to
teaching in the Secondary Language Arts or 1 English conference to evidence leadership and
interest in the profession (or provide a reasonable equivalent such as joining or participating in a
conference like NCTE, or attending a school meeting or event). You will need to document this
evidence and in no more than a page, describe how the PD will benefit you as a teacher.
Suggestions will be discussed during class- and feel free to bring a PD suggestion to my attention.
(COTQS: 5A-5D; NCTE/ELA 11; CAEP Standard 1).
On Week 8, your Working Portfolio will be collected for the first time. For the first collection, your portfolio must
include all of the items you have documented so far; you will receive a "rough draft" assessment that will explain how
far along you are in completing the requirements with excellence. On Week 8, we will have individual conferences so
we can go over your working portfolio and talk about your progress in the course. On Week 15, the second collection
time, you must have all 6 items above completed at that time.
Comment on drafts: Each of the above 6 items or artifacts must include any revisions and reflections about what
you learned from each assignment. The grade for each item is based on the following criteria if you expect to receive
the full percentage points for the item: completion of the assignment; meeting criteria for the assignment; ability to
communicate content; few, if any, grammatical errors; innovation and creativity; and usefulness and effectiveness for
English education. If any one to several of these items is absent from the artifact, the total score will be lowered. The
policies for plagiarism outlined in the syllabus apply to this course and grades will be affected accordingly. I’d also
appreciate that you use new or thoughtfully revised materials for this class; I do not want the exact same materials you
submitted as requirements for other courses.
**NOTE: The Working Portfolios must be hard copies in a binder/folder for the midterm and final reviews.
Please do not use any plastic covers for your documents since I will be writing comments on them. I would
like each member of this class to stretch your thinking and imagination to design portfolios that best
represent your talents and personalities.
8
Interactive Notebook (5%)- The notebook will be a creative and interactive note taking space for recording,
organizing, and processing information as well as serve as a model for how to engage your left and right brains. The
purpose of the interactive notebook is to enable students to be creative, independent thinkers and writers and to keep
track of your learning and how you learn/process information on assignments over the semester. Interactive
notebooks are used for class notes as well as for other activities where the student will be asked to express their own
ideas and process the information presented in class. I invite you to use this opportunity to create a potential model for
use in your eventual practice. Enjoy! Please see supply section for assembling materials. (COTQS: 4A, 4B; InTASC 1,
2, 5, 7, 8)
2-part Equity Audit (10%)- (1). Autobiographical narrative; (2). Small-scale at your school site; (3). Equity Audit
Reflection. (This will link to the preparation for the Ed-TPA). The equity audit has its origins in the Civil Rights
Movement, where it was conducted by school districts (either voluntarily or under pressure by civic activists or ordered
by the U.S. Department of Education Office of Civil Rights) as a way of determining the degree of compliance with a
number of civil rights statutes that prohibit discrimination in educational programs and activities receiving federal
funding. The equity audit will help you begin to see how your own academic background was steeped in historical geohistories and how they have impacted you as a student. This self-awareness will fold into an equity audit in your
practicum to see how the students at your school do or don’t have the greatest opportunities to learn, enhanced by
the resources and supports necessary to achieve competence, excellence, independence, responsibility, and selfsufficiency for school and for life. The last part will be to analyze your findings and to share with your peers and
colleagues what you’ve concluded at your school sites in order to try and improve student learning. Handouts to follow.
(COTQS: 1A-1D, 2B-2F, 3C, 3E, 3F, 5B; InTASC: 1,2, 7; NCTE/ELA 7,9; CAEP: Standard VI)
Participation (10%)- Includes attendance, promptness, demonstration of professional conduct and attitudes,
participation in class discussions and small outside assignments (e.g., classroom flips, meeting with instructor),
and use of technology where appropriate. Being more than 3 minutes 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 lesson plans 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 lesson plans, 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. (InTASC 10; CAEP: Standard 1).
Oral Final (5%)- This is co-shared with differentiation. The oral final exam provides an opportunity to synthesize
your knowledge about how to foster all learners’ understanding and growth. The oral exam will press you to explain
your understanding of principles and concepts you have learned and to connect them to practice. It also simulates a
group interview that you might participate in during the hiring process for a teaching position. The examiner(s) will
provide concrete feedback regarding your performance in the oral exam. The oral final exam may be in collaboration
with your content course, depending on your subject area. During this time we will collectively respond to Course
Questions (COTQS: 1A, 1B, 1D, 1F, 2B, 3A, 3C, 4A-4C; InTasc: 1-10; CAEP Standard 1).
a.
b.
c.
d.
e.
f.
Explain how reading the texts for this course has directly influenced your development as a
secondary English teacher.
Which assignments/activities were most beneficial to you and why? Least beneficial and why?
What did you learn FROM teaching and ABOUT teaching in this course?
How has your thinking about students with special needs changed?
What will you take away and include about teaching social justice in your future
classrooms?
What questions do you still have about English education? Where might you go for answers to
these questions besides our class?
PRACTICUM
Each item below must be met at the [S] Satisfy level
9
Practicum (P/NP)- You are required to attend practicum and log a total of 52 hours (see suggested time-table at end
of syllabus. This results in 4 hours of practicum work once per week (for 13 weeks). For full details about practicum
expectations and mini-tasks (non-graded: e.g., letters of intro, teaching, hours, behavior and expectations,
appropriate attire, mandatory reporting, expected progress of grades, end of semester and follow up), see pp. 8-13 in
http://www.colorado.edu/education/sites/default/files/attachedfiles/WORK_Teacher_Education_Student_Handbook2.2.
pdf.
Time Log- Please record your 52 hours in the field and sign and date it each time. This will be collected at the end of
the semester.
You will be required to teach 2 formal lessons in your practicum assignment, but that is, of course, the minimal
expectation (see Lesson Planning below). One lesson will be solo and the other, as a group. I will expect you to
gradually take on increased teaching responsibilities. I encourage you to establish early on with your cooperating
teacher what your role will be during the first few weeks and when and how you will gradually take on responsibilities.
Full participation in practicum is a requirement for the class. Successful completion of EDUC 5365 is dependent
upon successful completion of your practicum and studio experience; in other words, if you don’t pass
practicum/studio, you won’t pass this course. Successful completion of practicum involves full attendance and
participation each week (or making up any missed hours/days), acceptable evaluations by your practicum
teachers (one completed mid-semester, one at the end), and competent performance on field-based assignments
in this course (COTQS, (all) 1-6; InTASC #10; CAEP standard 1). Each assignment for practicum is described below.
Lesson Plans- You will prepare and present 2 lesson plans in your cooperating teacher’s classroom that you will
videotape and reflect on in the Talent portal. In addition to the annotated self-refection, you will receive feedback
from the cooperating teacher, university instructor, and your peers. The lesson plans should be discipline and context
specific and sequenced within your cooperating teacher’s lesson plans. The lesson plan might be a mini-lesson, or a
day within the cooperating teachers intended lessons. Always be sure to consult your cooperating teacher far in
advance so you can work together on relevant content and sequencing. (Handouts to follow) (COTQS: 1A-1F, 2A-2F,
3A-3F, 4A, 4C)
Introduction: Please create and ask for feedback about two separate letters that introduces you to (1) your CMT and
(2)
your
students
and
their
families;
for
more
specific
details
see:
http://www.colorado.edu/education/sites/default/files/attached-files/Letter_Introduction_0.pdf. Please see me should
you need any support. Some content will overlap between the letters. I encourage you to speak with your CMT about
what is important for your students’ families to know about you (presence in the classroom, student from CU working
toward teacher licensure, micro-teachings in consult with your CMT, etc.) You may co-write this with your CMT. I will
not ask you to submit this, but do expect you to send this out at the beginning of your classroom practicum. (COTQS:
5, C, 5D)
In your letter, you want to make a good first impression. Keep it positive; do not make negative comments
about other experiences, teachers, or classrooms. Please…
 Include your full name, your phone number and Colorado.edu e-mail address
 Introduce yourself and explain where you are in your program, i.e. is this your first practicum experience?
 Where else have you had experience working with students?
 Indicate the days and times you will be working at the school.
 Identify the focus of this particular practicum experience.
 Identify any specific goals you may have for this experience. (keeping with the university focus for this
particular practicum experience, are there any specific areas you would like to observe or work in (e.g., visit a
music classroom, work one-on-one with a student, try large group instruction, etc.)?
 Let your practicum teacher know the name of your instructor for the co-requisite course, and how to reach
her/him, should questions arise.
Field Notes/Observation Journal-Practicum Reflection: (COTQS: 4A-4C)
Your responses to what you’re seeing in practicum will greatly inform our discussions in class. You should be writing
reflectively in your interactive notebook after every visit and should bring these reflections to class for discussion.
You will be provided prompts for what to observe as it relates to class readings. You can look at several aspects
of your practicum experience for your written reflections:
10





Reflect on how what you’re seeing at your practicum site helps your thinking toward the guiding questions for
this course.
Reflect on the content of this course (readings and discussion) and how you see it dis/connecting to your
practicum site. Consider approaches to teaching reading, writing, classroom norms, assessments,
digital literacy and standardized testing.
Reflect on your own participation in practicum (e.g., work you do with students, lessons you teach, activities,
discussions, small group work you lead, etc.)
Reflect on conversations you have with people at your practicum site (teachers, students, others)
OR write about whatever is meaningful to you about your practicum that day.
 Classroom observations: In addition to the reflection, in the same notebook, you will record a minimum of
five and no more than ten observations of your cooperating teacher. As you record consider the following:
(e.g., look at teacher’s pedagogy, approaches to teaching reading, writing, classroom management/norms,
differentiated instruction, student engagement, small and large group activities, gender equity, how special
needs are addressed, how ELL and MLL learners are addressed, how social justice is/isn’t addressed,
inclusion of technology, spatial make-up (desk arrangement, bulletin board, use of space classroom library,
etc.) curriculum, etc. (See observation/field note handout to support this documentation).







Field Notes/Observation Journal
Expectations:
Keep your field notes/observation journal with you at all times (well, it should be with you in class every week
and in use at your practicum site on every visit).
Write thoughtfully when asked to in class. Use it as space to reflect in order to prepare you to participate
actively in class.
Take notes of your observations at your practicum site. Use field note form- take field notes once a week
(consider cutting and pasting into notebook).
Record tidbits from the readings and write your thoughts about them (to prepare you for class discussions
and to help you integrate the readings into your blog posts and major course assignments).
Take notes during class discussions—what ideas do you want to keep track of?
Date and label entries so you can find what you need later.
Sketch out plans for facilitating class discussion
Teaching/Analysis of instruction- You will be expected to apply your analysis skills in the observation of your
cooperating teacher and your school and to your own lesson plans. You are to write 2 papers of no more than 4 pages
(10-12pnt fnt, with citations, either MLA or APA) each in which you analyze the teaching you observed and your own
teaching. Assignments: Paper 1: Analysis of your cooperating teacher. Paper 2: Analysis of your own instruction.
In order to prepare for this assignment, you must do the following:
 CMT ANALYSIS: When you analyze your cooperating mentor teacher’s teaching, keep in mind
information gathered in your writer’s log that addresses the following. Feel free to address any
combination of the following questions: What does the CMT do to address various learning styles? Is
there differentiated instruction? What theories and pedagogies are employed, do they appear to impact
student learning positively, and how do you know this? If no, why not? How does the CMT address
social justice (consider texts, pedagogical strategies, discourse, activities)? Are there any populations of
students who are not being served in this classroom? Does anyone appear to be marginalized- consider
race, ethnicity, (a) gender, gender expression, age, appearance, disability, ability, national origin,
language, spiritual belief, size [height and/or weight], (a) sexual orientation, social class, economic
circumstance, environment, ecology, culture, religion, and the treatment of animals. What seems to be
going well? Describe a favorite learning segment you observed. What did you learn? How did you know
students were learning and engaged? What is your critique of the learning environment (i.e. too
structured, too loose)? What is your CMT’s attitude toward late work and revision for a higher grade?
What is the rapport between student and teacher- what kinds of comments are said that affirm
students? Describe your take-away.
11

SELF ANALYSIS: When you analyze yourself, keep in mind information gathered in your writer’s log
that addresses the following. Feel free to address any combination of the following questions: What
have you learned about yourself throughout the teaching process? What are your strengths?
Weaknesses? What do you still have questions about? What went well? How did you address various
learning styles? How did you employ differentiated instruction? How did you address social justice
(consider texts, pedagogical strategies, discourse, activities)? Are there any populations of students
who you overlooked in your lesson planning? Describe a favorite learning plan you taught. How did you
know students were learning and engaged during that segment? If applicable, describe the process of
co-planning and co-teaching. What are the advantages? Disadvantages? What did you learn about
yourself and the students through those experiences? Describe your rapport with the students. What is
your take-away? You ready for student teaching?  (COTQS: 4A-4C)
In Summary, for practicum, by Week 13, you will complete:
 A signed time log recording your onsite hours
 The writer’s notebook with teacher observations, with 5-10 entries
 2 lesson segments with revisions based on CMT feedback, supervisor, university instructor and a selfreflection
 Teaching analysis of CMT and self.
Additional Suggested Texts for Choice Book:
(NOTE: Also see all references inside the required texts for this course as possibilities besides the additional
titles listed below)
Alim, S., & Smitherman, G. (2012). Articulate while black: Barack Obama, language, and race in the U.S. New York:
Oxford University Press.
Alsup, J., & Bush, J. (2003). But will it work for REAL students? Urbana: NCTE.
Antinarella, J., & Salbu, K. (2003). Tried and true: Learning strategies and activities for teaching secondary English.
Portsmouth: Heinemann.
Beach, R. (2007). Teaching media literacy.com: A web-linked guide to resources and activities. New York: Teachers
College Press.
Beers, K., & Probst, R. (2013). Notice & note. New York: Heinemann.
Blackburn, M. (2011). Interrupting hate: Homophobia in schools and what literacy can do about it. New York: Teachers
College Press.
Blackburn, M., Clark, C., Smith, J.M., Kenney, L. (2012). Acting out: Combating homophobia through teacher activism.
New York: Teachers College Press.
Bomer, R. (2011). Building adolescent literacy in today’s English classrooms. Portsmouth: Heinemann.
Brandvik, M. L. (2002). English teacher’s survival guide. New York: John Wiley & Sons.
Burke, J. (2007). The English teacher’s companion: A complete guide to classroom, curriculum, and the profession
(3rd ed.). Portsmouth: Heinemann.
Burden, P. (2006). Classroom management: Creating a successful K-12 learning community. (3rd ed.). Hoboken: John
Wiley & Sons.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria: ASCD.
Ebbers, F., & Brant-Kemezis, A. (2002). Supervisor/student teacher manual. (2nd ed.). Rocky River: The Center for
Learning.
Emmer, E., Evertson, C., & Worsham, M. (2006). Classroom management for middle and high school teachers (7th
Ed.). Boston: Allyn & Bacon.
Freedman, S., et.al. (1999). Inside city schools: Investigating literacy in multicultural classrooms. New York: Teachers
College Press, and Urbana: NCTE.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Golden, J. (2001). Reading in the dark: Using film as a tool in the English classroom. Urbana: NCTE.
Golden, J. (2006). Reading in the reel world: Teaching documentaries and other nonfiction texts. Urbana: NCTE.
Golub, J. N. (2000). Making learning happen: Strategies for an interactive classroom. Portsmouth:
Boynton/Cook/Heinemann.
Gould, S.J. (1996). Mismeasure of man. New York: W.W. Norton.
Gorski, P. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York:
Teachers College Press.
Haussamen, B., with Benjamin, A., Kolln, M., & Wheeler, R. S., & members of NCTE’s Assembly for the Teaching of
English Grammar. (2003). Grammar alive! A guide for teachers. Urbana: NCTE.
Hubbard, R., & Power, B. (1999). Living the Questions: A guide for teacher-researchers. Portland: Stenhouse.
12
Johnson, A. P. (2005). A short guide to action research. Boston: Pearson.
Kauffman, S.B. (2013). Ungifted: Intelligence redefined. New York: Basic Books.
King-Shaver, B., & Hunter, A. (2003). Differentiated instruction in the English classroom. Portsmouth: Heinemann.
Kinloch, V. (2012). Crossing boundaries. Teaching and learning with urban youth. New York: Teachers College Press.
Kinloch, V. (2011). Urban literacies: Critical perspectives on language, learning, and community. New York: Teachers
College Press.
Kozol, J. (2006). The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Broadway.
Herz, S., and Gallo, D. (2005). From Hinton to Hamlet: Building bridges between young adult literature and the classics
second edition, revised and expanded. New York: Greenwood Press.
Hill, M. L. (2009). Beats, Rhymes, and Classroom Life: Hip-Hop Pedagogy and the Politics of Identity. New York:
Teachers College Press.
Hill, M.L., & Vasudevan, L. (2007). Media learning and sites of possibility. New York: Teachers College Press.
Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools (2nd ed). New York:
Teachers College Press.
Jackson, Y. (2011). Pedagogy of confidence: Inspiring high intellectual performance in urban schools. New York:
Teachers College Press.
Mahiri, J. (1998). Shooting for excellence: African American and youth culture in new century schools. Urbana: NCTE.
Maxwell, R., & Meiser, M. (2001). Teaching English in middle and secondary schools. (3rd ed.). Upper Saddle River:
Merrill/Prentice Hall.
McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York: NYU Press.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
Meyers, E. (2010). Gender and sexual diversity in schools. New York: Springer.
Meyers, E. (2009). Gender, bullying, and harassment: Strategies to end sexism and Homophobia in schools. New
York: Teachers College Press.
Milner, J., & Milner, L. (2002). Bridging English. (3rd ed.). Upper Saddle River: Prentice Hall.
Mitchell, D. & Christenbury, L. (2000). Both art and craft: Teaching ideas that spark learning. Urbana: NCTE.
Noden, H. (1999). Image grammar: Using grammatical structures to teach writing. Portsmouth: Heinemann.
Parsons, L. (2005). Bullied teacher: bullied student. Portland: Stenhouse.
Perez, B. (Ed.). (2004). Sociocultural contexts of language and literacy (2nd Edition). Mahwah: Lawrence Erlbaum.
Siebers, T. (2008). Disability theory. Michigan: University of Michigan Press.
Smith, M., & Wilhelm, J. (2006). Going with the flow: How to engage boys (and girls) in their literacy learning.
Portsmouth: Heinemann.
Steele, C. M. (2010). Whistling Vivaldi and other clues how stereotypes affect us. New York: W.W. Norton.
Strickland, K., & Strickland, J. (2002). Engaged in learning: Teaching English, 6-12. Portsmouth: Heinemann.
Stryker, S. (2008). Transgender history. New York: Seal Press.
Teasley, A., & Wilder, A. (1997). Reel conversations. Portsmouth: Heinemann.
Teich, N. (2012). Transgender 101: A simple guide to a complex issue. New York: Columbia University Press.
Tovani, C. (2000). I Read It, but I don't Get It: Comprehension strategies for adolescent readers. New York:
Steinhouse.
Tovani, C. (2011). So what do they really know? Assessment that informs teaching. New York: Steinhouse.
Weaver, C. (1996). Teaching grammar in context. Portsmouth: Heinemann.
Wheeler, V. (2001). The positive teacher: Daily reflections. Rocky River: The Center for Learning.
Wilhelm, J. (2002). “Reading don’t fix no chevys”: Literacy in the lives of young men. New York: Teachers College
press
Wilhelm, J. (2007). You gotta be the book: Teaching engaged and reflective reading with adolescents 2nd ed. New
York: Teachers College Press.
Wong, H., & Wong, R. (1998). The first days of school. Mountain View: Harry K. Wong Publications.
Young, V. A., Barrett, R., Young-Rivera, Y., & Lovejoy, K.B. (2013). Other people's English: Code-meshing, codeswitching, and African American literacy. New York: Teachers College Press.
Zinn, H. (2005). People’s history of the United States. New York: Harper Perrenial.
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
13
 Carnegie Academy for the Scholarship of Teaching and Learning – http://www.carnegiefoundation.org/CASTL/k12/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
 National School Reform Faculty-http://www.nsrfharmony.org/protocols.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/
 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/k12/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/
 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/
14
Date and
Class
Overview
Focus
Areas
Essential Questions
Week 1
W. Aug 26
Introduction

Introductio
n to the
Course:
Expectatio
ns
and
Overview



Week 2
W. Sept 2
Curriculum
Planning
Understan
ding
School
Culture



Week 3
W. 9
Curriculum
Planning,
Accounting

How do we use story
as a pedagogy of
“care” and how does
that demonstrate
recognition? Why is it
important to be
recognized?
In what ways do can
intersectionalities of
students’
identities
impact their learning?
Why does teaching
matter?
What is LITERACY
And what is a TEXT
(see AP queries)
(sets the tone for the
class)
How does my identity
impact students and
how can I be a critical
witness/ally?
What does social
justice mean and what
role
can
social
justice theory play
across the curriculum?
What does social
constructivism look
like in classroom
practice?
How do the Standards
inform classroom
practice? What is the
Class Activities

















Collected
Show Adichie: The Danger of A Single Story:
http://www.youtube.com/watch?v=D9Ihs241zeg
Introductions, course expectations/work
load/syllabus review
Sign up for weekly discussion (start week 3)
NCTE (membership, site, policies)
interactive notebook (start logging theories/
google doc/coding books/grid to keep track of
learning and how you learn_
Pedagogy workshop: how beliefs impact actions
Explain studio and give handout on possible ideas
Read as a class on social constructivism:
http://www.thirteen.org/edonline/concept2class/con
structivism/index.html
N/A
Discuss practicum expectations and assignments
(letters of intro, log, field notes/observation journal,
reflections, mini tasks, lessons)
What is social justice and injustice? Activity
Moving pre-draft into Emerging Pedagogy draft (due
week 3)
Introduce Equity Audit (due week 4)
Show NCTE policy/position statements
Introduction to sociolinguistics (Teaching Through
Obama)
Begin lesson planning discussion (introducing
central focus and writing objectives)
Weekly
discussion
team
_________________________
Discussion of law and school code
1:
of
Emergent
Pedagogy
Draft 1
Readings
due
Following Week
the
*=please cover for disc
 Nieto, Ch, 1, 5 and 7;
On D2L:
 Miller, Change
Matters: Glossary of
Terms, Intro, Chapter
1
 Wildman and Davis,
Making Systems of
Privilege Visible
 Johnson, Privilege as
Paradox
 Kivel, How can I be an
ally?
 Dutro, Critical Witness
in Urban Classrooms
On D2L:
 *Nieto, Intro, Ch. 3,
and 4
 *Ladson-Billings,
Toward a Theory of
Culturally Relevant
Pedagogy
 Miller & Norris, Chpt 3
 Kumashiro, “Posts”
Perspectives on AntiOppressive Education
in Social Studies,
English, Mathematics,
and Science
Classrooms
 Download Co Core
Academic Standards
onto laptop or print off
 Read
on
www.sjmiller.info:
Critique
of
the
common core
 *Miller, Burns,
Johnson, Intro and
Ch.1
Assignments for Next Class







Get course materials
Join, Jim Burke’s Ning:
http://englishcompanion.ning.com/
Consider joining: http://www.ncte.org/join
and use the following passcode when
you check out: sMiller
Download/access
http://www.cde.state.co.us/coreadingwriti
ng/statestandards
Start working on Equity Audit
Draft 1, Emerging Pedagogy assignment
(See syllabus, p. 7)
Start in your field notes/observation
journal as soon as possible
(draw upon provided prompts)
Learning extensions (Optional):
Listen to Education Radio Podcast: Charter
Schools, the Great Scam of our Time;


Complete working on part 1 of Equity
Audit
Start in your field notes/observation
15
A Look
Into How
to Deepen
Learning
Experienc
es
Week 4
W. 16
for Context


Assessing
Learning


Understan
ding
Assessme
nt for All
Learners
Common Core?
What does sociocultural theory look
like in practice?
What does culturally
relevant theory look
like in practice?
How do I assess
learning?
How do I know
students have learned
material?








Week 5
W. 23
Assessing
Learning


Generating
Authentic
Assessme
nts
What is liberatory
assessment?
What
role
can
liberatory
or
transformative
theory
play
in
assessing learning?






Week 6
W. 30
Teaching of
Reading

How do I motivate and
engage students in

conduct/mandatory reporting
Lesson planning discussion (integrating standards,
writing directions, integrating technology—facebook,
twitter, youtube, etc, differentiating)
Discuss Student Academic Profiles (due week 6)
Weekly
discussion
team
2:
_________________________
Gorski, “Social Class” quiz
Reflection: how to integrate student academic
profiles (connect to learning theory and standards)
into lesson planning
LS #1 and videotaping, (SIGN-UP FOR IN CLASS
TEACHING)
Assessing Learning: Building rubrics for formative
and summative assessments: In class practice on
assessments (criteria, - explain objective vs.
subjective criteria; structured vs. non-structured (can
rubrics have spaces for non-structured); non-rubric
vs. rubric; holistic vs. analytic, etc)
Code of conduct discussion

D2L:
 Gorski, Chapter 2
team
4:



Equity
Audit


*Read Nieto, Ch 2, 12,
13 and 14
*Miller,
Burns,
Johnson, Ch. 2
All read in D2L:
 Miller, Mythology of
the norm: Disrupting
the culture of bullying
in schools. English
Journal, 101(6), 107109
 McIntosh, “Unpacking
the White Knapsack
 hooks, Teaching to
Transgress
 hooks, Theory as
Liberatory
All read in D2L:
 Rosenblatt, Writing
and Reading: The
Transactional Theory
 Rosenblatt, The Acid
Test
for Literature Teaching
 Lewinson et al.
(2002). Taking on
critical literacy: The
journey of newcomers
and novices.
 Critical lenses
 *Bomer, Chs. 14 and
17
Weekly
discussion
team
3:
_________________________
Discuss classroom Set-ups, BBs
Discuss teaching lesson in practicum, arranging for
my visit
LS #1 workshop (assessment)
Classroom flip: Introduce small group teaching of
reading activity (handouts to follow-research: what
is a genre, i.e., poetry (show time periods), prose,
drama, cookbooks, fantasy, screenplays, mysteries,
self-help, film and clips, sci-fi, etc.): what makes a
sub-genre?
What is comedy? Integrating comedy…
Weekly
discussion
_________________________
*Nieto, Ch. 6, 8 and 9
Student
academic

Read Nieto, Ch. 10
and 11
journal as soon as possible
(draw upon provided prompts)
Start interviews for student academic
profiles
Obtain school code of conduct
Watch Ken Robinson’s video
Learning extensions (Optional):
Criminalizing failure: How high stakes testing
warps identities, opportunities and communities
 Work on LS #1 (bring in draft)
 Keep working on student academic
profiles
 Continue field notes/observation (draw
upon provided prompts)
Learning extensions(optional):
Restorative Justice:
http://www.restorativejustice.org/universityclassroom/04restorative%20justice%20theory/
defining






Keep working on student academic
profiles
When LS#1 is completed, be sure to give
to coop and myself prior to teaching.
Continue field notes/observations (draw
upon provided prompts)
Consider how CT establishes norms
Prep classroom flip
Bring in Emerging Pedagogy draft #2 (be
sure to include a detailed list of what has
16
Reading
Exposed


the reading process?
What does readerresponse theory look
like in practice?
What does critical
literacy look like in
practice?










Week 7
W. Oct 7
Authentica
lly
Reading to
Read and
Assess
Authentica
lly
Week 8
W. 14
Exploring
Writing
Across
Genres
Teaching
and
Assessing
Reading
Teaching of
Writing
 What does it mean for
students to read their
lived worlds?
 What does engagement
with funds of knowledge
look like in practice?
 What does authentic
reading assessment look
like and how do I know
students have learned
material?

 What can teaching writing
look like?
 What does processed
oriented writing theory
look like in practice?














Discuss WP (due week 8 and 15- give handouts
on what will be due)
Historicizing reading and fostering reading
community (Dream team handouts explanation)
Intro to Critical lenses and Close Reading
Model poetry/Hip-Hop and allusion, using Lauryn Hill
Small group teaching of reading classroom flip
activity (pairing texts: non fiction with YA, graphic,
novel, multimodal, etc)
Classroom flip assessment for next week
LS #1 practice (a. b. c. d.)
Peer editing on draft 2 of E.P.
Share coding strategies on reading/poetry (and time
periods) (Crit literacy, constructivism, transactional
theory—social justice)
Where to get resources (contact publishers, grants,
etc.)
Weekly
discussion
team
5:
_________________________
Scaffolding text complexity?
Revisit essential questions (draw from Burke text)
and from own teaching
Creating reading assessments
LS #1 practice (e. f. g. h.)
Classroom flip reading assessment activity
Classroom flip explanation: Select a writing
activity to teach from Kirby (handouts in class)
Share rubrics from when I taught- critique these
to fit into today’s classroom contexts
profiles
Weekly
discussion
team
6:
_________________________
Discuss modified edTPA (connect to LP 2- submit
edTPA planning narrative with LP 2) (Dr.
Kim/Boardman)
Discuss teaching lesson in practicum, arranging for
my visit –videotaping
Self-assessment practice
Small group classroom flip writing activities
Classroom flip for next week: From your writing
activity take us through how you will
assess(handouts in class)
Hand out essays- read and take some notes…
Working
Portfolio



Miller Text complexity
Miller & Norris, Chptr 7
Handout from Beers &
Probst- Notice & Note)


All read in D2L:
 *Bomer, Chps 4-6
 *Moll, et al. Funds of
Knowledge
LS #1
Final
Reflection/r
evision and
university
practice


*Read Kirby & Crovitz,
Chps 1, 2, 3, 4, 5, 6, 7,
Smagorinsky, et al.
Chapter 2








Spot check
of
field
notes/obse
rvation
journal
Spot check
of
interactive
notebook
*Read Kirby & Crovitz,
Chps 8, 9, 11, and
section V
All read in D2L:
 Darling-Hammond and
Snyder,
“Authentic
assessment
of
teaching in context”
 Sternberg, “Culture,
instruction
and
assessment”
 Lee, Culturally
responsive pedagogy
and performancebased assessment
 Miller, Liberatory






changed and what motivated the
change): we will peer edit next week
One you teach LS#1 in the field,
complete the reflection in Talent
Reflection in Talent on LS#1 from
university classroom practice
Complete
classroom
reading
assessment activity to next week
Continue field notes/observation journal
(draw upon provided prompts)
Midterm WP and Finish EP #2
SPOT CHECK NEXT WEEK of field
notes/observation journal and continue
classroom observations
SPOT CHECK NEXT WEEK interactive
notebook
Reflection in Talent completed LS #1
from university practice
Continue field notes/observation (draw
upon provided prompts)
Prep classroom flip writing activity
Work on LS #2
Reminder to meet the professional
development requirements and to select
choice book
Continue field notes/observation (draw
upon provided prompts)
Prep classroom flip writing assessment
activity
Read AP essays- ask to read and take
some notes…
17
Assessment
Week 9
W. 21
Writing
and
Assessing
Exposed
Teaching
and
Assesing
Writing
 What does it mean
s
to
“write
the
world?
(exploring trending views
on grammar)
 What does constructive
student feedback look like
and how can feedback be
integrated into revision?
 What are the various
ways we can assess
writing (e.g., a heuristic
for culturally responsive
assessment)?







Week 10
W. 28
Learning
Styles
Creating
Authentic
Learning
Experienc
es
And Unit
Mapping
 How do I account for
various learning styles in
the classroom, especially
differentiated needs?
 What does individual and
group work look like?
 What
can
Multiple
Intelligence Theory look
like in practice?





Weekly
discussion
team
7:
_________________________
Confer on LS #2
Classroom flip: Small group writing assessments
Modeling writing workshop (pre-writes, drafting, peer
edits, final draft) and grammar discussions (use
Language Exploration and Awareness: Andrews
Chs 1-3: i.e., prescriptive, descriptive, BEV/AAVE,
code-meshing/trans-languaging, hybrids)
Writing-what does it REALLY mean or look like to
grade/score? (see AP rubrics, etc.). Where do I
start?
Grammar Speed Dating [what does it look like to
REALLY teach grammar?]
Revisit Sociolinguistics and discourse patternsthread over next several weeks
Weekly
discussion
team
8:
_________________________
Mindset discussion
Mismeasure of students discussion
Unit plan discussion- map practice (long-range
planning-due last class)
What does effective classroom discussion look
like? (share fish bowls, line activity, Jerry Springer,
Socratic, etc.).
Discussion of next week activity: flipping the classroom
Video teams, choice (from here or elsewhere)
 Beyond the Bricks
 Segments from Precious Knowledge
All read in D2L:
 *Dermody, Going for
the growth
 *Yeager & Dweck,
Mindsets
That
Promote Resilience:
When
Students
Believe That Personal
Characteristics Can
Be Developed
 Gardiner, Stop the
Play, Stop the Play
 Steele, Chapter 1
 http://infed.org/mobi/h
oward-gardnermultiple-intelligencesand-education/
Optional:
 Read Kirby & Crovitz,
Chp 10
Lesson
plan
#2
with
all
drafts, preplan,
edTPA
planning
commentar
y
and
materials
(when you
teach), and
reflections
in Talent

*Miller, Burns,
Johnson, Ch. 3, 4, 5,
6, 7
D2L:
 Selections
from:
Repairing the Mismeasuring of Identity
 Paris,
Culturally
Sustaining Pedagogy
 Meyers, But I’m not
gay: What straight
teachers Need to
Know about queer
theory








Complete LS #2 (be sure to ask for
feedback prior to teaching)
Keep working on Practice Tasks
Take: http://mindsetonline.com/testyour
mindset/step1.php (and write down
results)
Continue field notes/observation (draw
upon provided prompts)
If you taught, reflection/revision on
lesson plan #2
Keep working on portfolio items-don’t
forget PL!
Get to work on Unit Plan Map and plan
Continue field notes/observation (draw
upon provided prompts)
18
Week 11
W. Nov 4
Rethinking
Pedagogic
al
&
Instruction
al
Practices
Week 12
W. 11
Creating,
Fostering,
and
Sustaining
Safe,
Inclusive
and
Affirming
Classroom
Attending
to
‘vulnerabiliz
ed’
identities
and
Learning
Styles
Classroom
manageme
nt
and
norms
 How do I apply culturally
relevant and sustaining
practices and other
theories
to various
learning styles?
 What can queering the
classroom and pedagogy
look like: Exploring
queer theory
 How can growth mindset
be agentive for students?
 What does it mean and
what can it look like to
create and foster an
environment of safety,
inclusivity,
and
affirmation?
(e.g., shifting classroom
discourse toward (a)Gender
and
(a)Sexual
and
Supporting LGBT*TSIAGCQ
Students)

Bully

Weekly
discussion
team
9:
_________________________
Presentations of videos and implications for
practice
Queering the curriculum
How to teach and address loaded and/or potentially
incendiary issues- being open and available








Weekly
discussion
team
_________________________
Watch Growing Up Trans Frontline Video
Watch Judith Butler Video
Ted Talk: Ending Gender
Classroom norms write up
Miller, A queer literacy
framework promoting
(a)gender
and
(a)sexuality
selfdetermination
and
justice.
 Miller, (Dis)Embedding
gender diversity in the
preservice classroom
Optional:
 Blanchett,
“Disproportionate
Representation of
African American
Students in Special
Education:
Acknowledging the
Role of White Privilege
and Racism
All read in D2L:
 *pp. 243-245 from
Teaching to Change
the World, Restorative
Justice
 *Miler & Norris, Ch, 4
 Miller,
Burns,
Johnson, Ch. 8

10:
Lesson
plan
#2
with
all
drafts,
planning
commentar
y edTPA,
and
materials
(when you
teach), and
reflections
in Talent
Lesson
plan
#2
with
all
drafts,
planning
commentar
y edTPA
materials
(when you
teach), and
reflections

*Read Miller & Norris,
Ch. 5 and 6
D2L:
 Duncan-Andrade,
“Urban Youth, Media
Literacy, and
Increased Critical
Civic Participation”



If you taught, reflection/revision on
lesson plan #2
Complete Unit Plan Map
Continue field notes/observation (draw
upon provided prompts)
Learning extension/Optional:
Listen to Education Radio Podcast: Program
28: Breaking the Silence: TQ Curriculum in
Public Schools
 Continue field notes/observation (draw
upon provided prompts)
 Add norms write up to portfolio
19
s
Week 13
W. 18
Unit
Map
Digital
Literacies

Braiding
Literacy
and
Technolog
y
Week 14
W. Dec 2
Metacogniti
on


Transform
ative
Pedagogy
& Change
Agency


Week 15
W. 9
Celebratio
ns of
Closure

How
can
digital
literacies be integrated
equitably into classroom
learning and across
students’ lived worlds?

How can (learning)
theory change lives?
What are my beliefs
about
standardized
testing?
How can I be agentive
in my role as a
teacher?
What
does
a
classroom committed
to social justice really
look like?

What
role
does
celebration have in the
lives of our students?
Or us?











Plan
Weekly
discussion
team
11:
_________________________
Turning the working portfolio into a professional
portfolio
Playing with tech….
Weekly
discussion
team
12:
_________________________
Self assess field notes/observation journal, log,
interactive notebook
Review edTPA rubrics and apply to own edTPA
Role of disaggregating data
Small group presentations on choice articles
Sharing of my best practices (AP Lit, coding, (and
what is current), texts, Hip-Hop. pop cult, improv,
etc- and looking for connections to Standards)
Sharing of portfolios
Q and A
Guests from prior methods
Oral final
*Miller, Burns,
Johnson, Ch.9, 10
In groups, select 1 from:
 McClintock, How to
Interrupt Oppressive
Behavior
 Rethinking Schools:
“Editorial: It’s Time to
End the Silences”
 Martinez, Seeing more
than Black and White
 Love, “The Elements
of Hip-Hop as
Literacy”

Completed
Practice
edTPA







Time log
Complete Practice edTPA
Finish up time log and practicum hours
Bring field notes/observation journal, log,
interactive notebook
Complete philosophies
Complete showcase portfolio
Complete Unit Plan
Finish teaching analysis of CMT and
self
INS
with
field
notes/obse
rvation/eval
uation
journal
Interactive
Notebook
Showcase
portfolio
None- you're done! Woo
hoo!
Buh bye! 
20
Learning
Tentative Course Schedule: *Subject to change- we will make adjustments as necessary
21
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- Attendance is vital. As educators, we do not have the luxury of just ‘missing’ a day. As a professional expectation, you
are requested to be present in class, and to arrive on time. 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.) While I
am understanding of extreme circumstances, simply letting me know that you won’t be there does not count as an excused
absence. Except in the case of serious illness or a family emergency, our attendance policy goes as follows.
1st unexcused absence – no impact on final grade
2nd unexcused absence – impact on final grade, (e.g., from A to B, B to C etc.) and mandatory check-in with instructor
3rd unexcused absence – You cannot earn a grade higher than a C and depending on the quality and consistency of the work, may
receive a failing grade.
*Absence is not an excuse for being uninformed: you are responsible for any and all information presented at class
meetings. Please be sure to have a study buddy in class
Communication with Me- Please communicate with the instructor via e-mail at: sj.Miller@colorado.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 professionally, (i.e., Dear Dr. Miller)
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 D2L website and send an e-mail to class
members via the UCB e-mail system. The public radio station KCPR, FM 90.1 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 D2L system may be utilized
for instruction in lieu of in-class attendance. For more info, you can call 303-492-INFO (4636). Be sure to sign up for campus alerts
at: http://alerts.colorado.edu.
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. The instructor
reserves the right to manage a positive learning environment and thus will not condone inappropriate conduct
in the course. 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 lesson plans, 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 you are taking notes or using
it for a particular pre-assigned assignment. If you are using a laptop, please do not be on Facebook, checking email, or doing any
other tasks. 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. I reserve the right
to ask you to put away any uses of technology if they are not used appropriately and instructor conferencing may become necessary
as determined by level of misconduct.
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.
22
University of Colorado at Boulder
School of Education
Required University Policy Statements
Academic Integrity
Accommodations: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely
manner so that your needs be addressed. Disability Services determines accommodations based on documented disabilities. Contact 303-492-8671
or by email at dsinfo@colorado.edu. The office of Disability Services located in N200 Center for Community, see:
http://www.Colorado.EDU/disabilityservices

If you have a temporary medical condition or injury, please discuss with me and see guidelines
http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html

Disability Services' letters for students with disabilities indicate legally mandated reasonable accommodations. The syllabus statements
and answers to Frequently Asked Questions can be found at http://www.colorado.edu/disabilityservices
Classroom Behavior Policy: Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to
adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to
individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, (a)sexual orientation, (a) gender,
gender identity, and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I
will gladly honor your request to address you by an alternate name or (a) gender pronoun. Please advise me of this preference early in the semester
so that I may make appropriate changes to my records. See policies at
 http://www.colorado.edu/policies/student-classroom-and-course-related-behavior
and
 http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
Collegiate Sport Clubs: Students formally affiliated with University of Colorado Collegiate Sport Clubs are required to communicate with the
instructor involved about any potential conflicts within the first three weeks of their enrollment in a class. Instructors are not obliged to accommodate
any potential conflicts, but may, at their own discretion, allow reasonable accommodations for these absences. Instructors should also be made
aware of the potential for upcoming competitions that are not yet scheduled as of the first week of class (often due to qualifying for Regional or
National Championships).
Honor Code: All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this
institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior.
All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to
be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions
(including but not limited to university probation, suspension, or expulsion). Other information can be found at
http://www.colorado.edu/policies/honor.html and at http://honorcode.colorado.edu.
Observance of Religious Holidays and Absences from Classes or Examinations: Campus policy regarding religious observances requires that
faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams,
assignments or required attendance. In this class, I will make every effort to accommodate all students who have such conflicts with scheduled
examinations, assignments, or attending class, provided students notify me well in advance of the scheduled conflict. See full details at:
http://www.colorado.edu/policies/observance-religious-holidays-and-absences-classes-andor-exams and, http://www.interfaithcalendar.org/
Discrimination and Harassment
Discrimination & Harassment The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living
environment. CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any
employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability,
creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Individuals who
believe they have been discriminated against should contact the Office of Institutional Equity & Compliance at 303-492-2127 or the Office of Student
Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist
individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/institutionalequity/
Sexual Harassment: The University of Colorado Policy on Sexual Harassment applies to all students, staff, and faculty. Sexual harassment is
unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises to create an environment that is hostile or offensive.
Harassment may occur between members of the same or opposite gender and between any combinations of members in the campus community:
students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall.
Any student, staff, or faculty member who believes s/he has been sexually harassed should contact the Office of Discrimination and Harassment
(ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the ODH and the campus resources available to assist
individuals who believe they have been sexually harassed can be obtained at: http://hr.colorado.edu/dh/Pages/default.aspx.
23
Week 1
Week
2
Week 3
Week 4
4 in-school hours
4 inschool
hours
4 inschool
hours
4 inschool
hours
1. Establish a fixed weekly
schedule (i.e. 2nd-3rd period,
MWF)
2. Create seating chart; learn
student names.
3. Learn school handbook.
4. Formally explore class rules
and/or behavior management
procedures.
5. Remember that you will
spend one hour per week (for
ten total hours over the
semester) in a differentiated
setting.
Suggested Time Table for Practicum
Week 5
Week 6
4 inschool
hours
ST shadow teaches CMT (i.e. watch
teacher one period and ST teaches
on-going mini lessons as
appropriate)
Keep recording observations
Week 7
Week 8
4 in- school hours
4 inschool
hours
4 in- school hours
CMT & ST co-create
lesson plan one.
ST
teaches
lesson
plan one.
CMT & ST group cocreate lesson plan two.
Keep recording
observations
Week 9
Week 10
Weeks 11-12
Week 13
4 in-school
hours
4 in-school hours
4 in-school hours
per week
4 in-school hours
ST group teaches lesson
plan two
Observations
For next class, submit
time logs, CMT and
self-analysis.
Do reflection of lesson
plan
2nd LP by week
12 of practicum
Do self
reflection
of lesson
plan
Start working on CMT and
self reflection
24