1. education

COVER SHEET
Initial Program in Middle Level Teacher Preparation
National Middle School Association
Please submit one cover sheet with each program report.
Submitted by:
Kennesaw State University
(Name of institution)
1000 Chastain Road
(Address)
Kennesaw, GA 30144
Date:
9/15/2003
Chief Compiler:
Telephone:
770-420-4477
E-mail:
Date of on-site visit:
Lynn Stallings, Ph.D.
[email protected]
October 30, 2004
Name of program offered for review in this document: Middle Grades Education
Classification: Middle Level Teacher Preparation
Levels offered for review in this document:
__X_ Baccalaureate
_____ Post-Baccalaureate, Initial Program
_____ Masters, Initial Program
_____ Advanced Masters
_____ Doctorate
Checklist of materials to be enclosed with this program review document:
Page
1. __X__ Description of where the program is located within the professional
education unit and its relationships with other programs in the unit
and the college/university. .................................................................................1
2. __X__ Explanation of the knowledge base, philosophy for preparation, and
goals and objectives of the program. .................................................................1
3. __X__ Candidate courses of study with required courses clearly marked. ...................3
4. __X__ Descriptions of field experiences, student teaching, and internships. ...............5
5. __X__ Explanation of how the program may deviate from the program standards......6
6. __X__ Number of graduates from the program over the past three years.....................7
7. __X__ Information about program faculty (Do not send vita)...................................12
8. _NA_ Criteria used in admission to post-baccalaureate programs to determine
Kennesaw State University
if candidates have adequate academic backgrounds in the subjects to be
taught.
9. __X__ Matrix/Matrices for initial and/or advanced programs. ...................................16
I verify that the information provided in the program review document is accurate and
true:
Signature
Associate Professor & Program Coordinator
Position
L. Lynn Stallings, Ph.D.
Name (please print)
770-420-4477
Telephone
MB #0122, Department of Secondary & Middle Grades Education, Bagwell College of
Education, Kennesaw State University, 1000 Chastain Road, Kennesaw, GA 30144
Address
Kennesaw State University
NATIONAL MIDDLE SCHOOL ASSOCIATION
MATRIX FOR PROGRAMMATIC AND PERFORMANCE-BASED STANDARDS
INITIAL
CONTEXTUAL STATEMENT
Description of Program’s Location within the Professional Unit
The Middle Grades Program at Kennesaw State University is a collaborative effort
of the Professional Teacher Education Unit (PTEU) faculty, which is composed of
faculty interested in teacher education from the Bagwell College of Education (BCOE)
and the Colleges of Science and Mathematics, Humanities and Social Sciences, Health
and Human Services, and the School of the Arts. Middle grades education majors select
two teaching fields upon which to concentrate their study, so the program is most closely
allied with the Colleges of Science and Mathematics and of Humanities and Social
Sciences and the departments of Biology & Physical Science, Chemistry, English,
History, and Mathematics. Faculty members from those colleges serve on the Middle
Grades Program Committee, the body that makes decisions on curriculum and policy.
Those faculty members also teach many of the upper- and lower-division teaching field
courses in the program. Other BCOE faculty (Department of Special Education) also
teach courses within the program. PTEU faculty meet monthly. Additionally, the MGE
program maintains relationships with many area middle and elementary schools as
practicing middle school teachers, administrators, and county level specialists serve on
the Teacher Education Council and the Middle Grades Advisory Board (Appendix I).
Knowledge Base, Philosophy for Preparation, and Goals and Objectives of the Program
PTEU faculty collaborate in the Middle Grades Program to develop expertise among
middle grades teacher candidates as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through
effective, research-based practices in classroom instruction, and who establish classroom
settings conducive to those goals. To achieve those goals, PTEU faculty foster the
development of teacher candidates as they progress through stages of growth from
novice to proficient to expert and leader.
The PTEU views expertise as a process of continued development, not a destination.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated
practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
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Kennesaw State University
Teacher development is generally recognized as a continuum that includes four
phases: preservice, induction, in-service, renewal (Odell, Huling, & Sweeny, 2000). Just
as Sternberg (1996) believes that the concept of expertise is central to analyzing the
teaching-learning process, the teacher education faculty at KSU believes that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved
elegance in their teaching. The PTEU, like Sternberg (1998), believes that expertise is
not an end-state but a process of continued development.
The PTEU has committed to a concise statement of outcomes and proficiencies for
all its programs. They are reflected in PTEU course syllabi, many rubrics and
instruments used for assessment, and will be referred to throughout this report. The three
outcomes that the PTEU has committed to for all teacher candidates are subject matter
experts, facilitators of learning, and collaborative professionals. Their proficiencies are
below:
OUTCOME 1: SUBJECT MATTER EXPERTS
Proficiency 1.1: Candidate possesses knowledge of discipline content, methods of
inquiry, connections to other disciplines and applications to common life
experiences.
Proficiency 1.2: Candidate knows and represents content accurately in multiple
explanations, technology integration, and application of various instructional
strategies.
Proficiency 1.3: Candidate uses content and pedagogical knowledge to assist
students in the mastery of subject matter knowledge.
OUTCOME 2: FACILITATORS OF LEARNING
Proficiency 2.1: Candidate demonstrates knowledge of how learners develop, learn
and think about subject content, as well as successful strategies to motivate students
to learn.
Proficiency 2.2: Candidate uses knowledge of the influences of society, culture,
community, and family on schools and learning to create and implement instruction
that embodies multiple cultures and a rich, diverse curriculum.
Proficiency 2.3: Candidate creates effective, well-managed and active learning
environments that reflect high expectations for student achievement.
Proficiency 2.4: Candidate designs and implements instruction that makes effective
use of a variety of methods, materials, and technologies to positively impact learning
of all students.
Proficiency 2.5: Candidate utilizes a variety of assessments to evaluate student
learning and uses the results to improve the quality of instruction that is
differentiated to accommodate students’ diversities.
OUTCOME 3: COLLABORATIVE PROFESSIONALS
Proficiency 3.1: Candidate reflects upon and improves professional performance
based on professional standards, feedback, best practices and effective
communication.
Proficiency 3.2: Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community members.
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Proficiency 3.3: Candidate displays professional and ethical behavior consistent with
recognized educational standards and codes of ethics.
Middle Grades Program faculty are committed to those outcomes, but believe that
additional outcomes are vital for the preparation of effective middle level teachers.
KSU’s middle grades program was designed based on the NMSA’s This We Believe
(1995) characteristics and has been informed by This We Believe and Now We Must Act
(2001) and Jackson and Davis (2000) Turning Point 2000’s design elements. These
sources nicely complement our conceptual framework.
National professional association standards guide KSU’s approach to meeting
NMSA’s Standard 4: Middle Level Teaching Fields:
ƒ
ƒ
ƒ
ƒ
the National Council of Teachers of English/International Reading Association’s
Standards for the English Language Arts (1996),
the National Council of Teachers of Mathematics’ Principles and Standards of
School Mathematics (2000),
the National Council for the Social Studies’ Expectations of Excellence:
Curriculum Standards for Social Studies (1994), and
the National Research Council’s National Science Education Standards (1995).
As part of the Middle Grades Program’s review by the Georgia Professional Standards
Commission, our program must address all of the teacher preparation standards of those
organizations (except for science, in which it is the National Science Teacher
Association, instead of National Research Council).
Candidate Courses of Study
KSU’s middle grades program is divided into four parts: the general education core
common to all University System of Georgia students, the Lower Division Major
courses, the Teaching Field courses, and the Professional Education requirements.
Catalog descriptions of the courses in the program are in Appendix B. The Advisement
Checklist (Appendix A) provides an overview of the program.
In their Lower Division Major requirements, teacher candidates learn about major
issues about teaching and schools, spend thirty hours of focused observations and
exploration in a middle school field experience, study human development, and gain a
foundation in the four teaching fields in which middle grades teachers are certified. This
foundation in the content areas for all teacher candidates is especially important for two
reasons. First, it deepens their interdisciplinary perspectives on the middle school
curriculum and the learning of middle grades learner. That grounding in the curriculum
and pedagogy of all four academic core disciplines better prepares teacher candidates to
collaborate with interdisciplinary teams and to make interdisciplinary connections.
Second, some teacher candidates will teach in self-contained classes in grades 4 and 5.
The Lower Division Major courses required of all middle grades teacher candidates
include
EDUC 2201
EDUC 2202
GEOG 1101
MATH 2590
Teaching and Schools in a Changing Society
Life Span Development: Adolescent and Young Adulthood Emphasis
World Regional Geography
Mathematics for Teachers Middle Grades
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Kennesaw State University
SCI 2201
Science Concepts
or CHEM 1151/1151L Survey of Chemistry I (required for science concentration)
ENGL 2270
Language and Usage
The Teaching Field requirements ensure depth and breadth in the teacher candidate’s
content knowledge. Each candidate selects two teaching fields in each and completes
four additional courses in each of them, at least three courses at an upper division level
(3000 or above). Candidates must earn a grade of C or better in each of those courses.
See Appendix A for a listing of the general education core requirements in each
discipline. The required teaching field courses are listed below. All courses are threecredit hours unless otherwise noted.
Language Arts
(12 hrs.)
ENGL 2140:
Introduction to
Literary Genres
OR
ENGL 2150:
Colloquium in
English
ENGL 3260:
Grammar in the
Context of Writing
ENGL 3309:
Principles of
Teaching Writing
ENGL 3391:
Teaching
Literature to
Adolescents
Mathematics
(13 hrs.)
MATH
1190:Calculus
(4)
MATH 3390:
Introduction to
Mathematical
Systems
MATH 3395:
Geometry
MATH 3495:
Advanced
Perspectives on
Middle School
Mathematics
Science
(14 hrs.)
ASTR 3321:
Solar System
Astronomy
OR
ASTR 3320:
Astronomy and
Cosmology
BIOL 2107:
Biological
Principles I (4)
SCI 3360 &
3360L: Earth
Science and Lab
(4)
PHYS 3310: How
& Why—Physics
of Everyday Life
Social Studies (12 hrs.)
HIST 2206: Origins of Great
Traditions
OR
HIST 2111: America to 1890
HIST 3304: History of Georgia
Select two of the following:
HIST 3305: The World Since 1945
HIST 3366: History of Mexico and
Central America
HIST 3367: History of Brazil
HIST 3373: Modern India and
South Asia
HIST 3374: Modern China and
Japan
HIST 3382: North Africa and the
Middle East in Modern Times
HIST 3391: History of West Africa
HIST 3392: History of Southern,
Eastern and Central Africa
The Professional Education requirements include four courses that deepen teacher
candidate understanding of their students’ diverse needs, interests, motivation, and
learning styles and strategies for teaching reading and writing across the curriculum:
EXC 3304: Education of Exceptional Students (3)
EDUC 3308: Learning, Motivation, and Classroom Management (3)
EDSM 4409: Instructional Strategies in Reading, Writing, and Adolescent Literature (3)
EDSM 4410: Reading to Learn in the Content Areas (3)
The rest of the Professional Education courses provide a context for developing,
applying, and reflecting on developing content-specific teaching proficiencies in a fieldbased setting (TOSS Methods Block and Student Teaching).
EDMG 4401: Teaching Mathematics in Middle Grades (3)
EDMG 4402: Teaching Science in Middle Grades (3)
EDMG 4403: Teaching Social Studies in Middle Grades (3)
EDMG 4404: Teaching Language Arts in Middle Grades (3)
EDMG 4405: Curriculum & Instruction in Middle Grades (5)
EDMG 4475: Student Teaching in Middle Grades (12)
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Description of TOSS
The Teaching of Specific-Subjects (TOSS) methods block is the cornerstone of the
middle grades program because it models many elements of the philosophical
foundation, rationale, and structures of middle level education. An interdisciplinary
(language arts, mathematics, science, social studies) team of four MGE professors
collaboratively teach the course EDMG 4405 Curriculum and Instruction in Middle
Grades. During that same semester they each teach a discipline-specific methods course
(EDMG 4401/2/3/4). All teacher candidates in the TOSS block take EDMG 4405, and
each takes two of the discipline-specific methods course.
The faculty team plans, develops, and delivers curriculum together, modeling the
work of a middle school team. Teacher candidates in the Curriculum and Instruction
course are assigned to interdisciplinary teams to complete various activities and
assignments, much as they will do when they assume positions as middle school
teachers. Each of those teacher candidate teams are placed at the same middle school for
the field experience, so that they may continue to collaborate and support one another.
Each of the TOSS instructors meets weekly with an advisory group of 12-14 teacher
candidates to discuss readings and reflect on the week’s activities.
At the end of the TOSS semester, teacher candidates construct a portfolio that
represents their learning and experiences that contribute their development as middle
grades educators. The TOSS model of middle grades education is unique and has been
presented at national conferences as a model. KSU’s graduating middle level teachers
have earned a reputation for themselves and are sought after by area personnel directors.
Description of Field Experiences and Student Teaching
Middle grades education majors participate in several intensive and extensive field
experiences mentored by practicing middle school teachers. KSU is fortunate to be
located in a state and a county (Cobb) with a long commitment to middle level
education. The Georgia Middle School Association was founded in 1977, and the state
of Georgia held the first NMSA meeting located outside the Midwest in 1975. Georgia
adopted middle grades certification in the early 1980s, although the state still offers
overlapping certifications: PreK-5, 4-8, and 7-12. Cobb County opened their first two
middle schools in 1972, but first showed interested in the middle grades movement with
a study began in 1969 (Linking Services for Georgia’s Young Adolescents, Georgia
Board of Education, 1993).
Teacher candidates have their initial field experience occurs in EDUC 2201:
Teaching and Schools in a Changing Society. In that thirty hours (three hours a week for
ten weeks) field experience, students do focused observations (field experience labs
focus students and provide documentation) and assist teachers. The EDUC 2201 field
experience placement schools are all classified as diverse (at least 25% non-white, 25%
free and reduced lunch, or 12% students with special needs). The next field experience
for MGE students occurs in EXC 3304: Education of Exceptional Children and is an
eight-hour observation in special education classrooms. The intensive TOSS field
experience involves 140 hours: eight in fourth or fifth grade classrooms and the rest in
middle schools. The Middle Grades Program has collaborated primarily with three Cobb
County middle schools for those field experiences over the past two years: Awtrey
Middle, Pine Mountain Middle, and Tapp Middle. Consistency for this essential field
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Kennesaw State University
experience means teachers who are familiar with the MGE program and expectations
mentor KSU students. These three schools vary in their diversity, but are fairly
representative of the schools surrounding KSU.
Selected or
Compensatory
Programs
Race/Ethnicity
4%
5%
11%
13%
2%
17%
10%
81%
6%
2%
2%
19%
14%
2%
10%
41%
25%
51%
61%
4%
8%
1%
4%
3%
3%
9%
10%
15%
12%
<1%
4%
30%
22%
ESOL
5%
Special
Ed.
65%
Gifted
Asian
Awtrey
Middle
Pine
Mountain
Middle
Tapp Middle
Cobb County
Multiracial
Hispanic
21%
Black
White
School
Free/
ReducedPrice
Lunch
Student teaching placements are based on the student’s geographic preference. Given
the general area of their preference, the MGE program coordinator and chair collaborate
with the Center for Field Experiences and Partnerships to find appropriate school
environments and collaborating teachers. The student teaching experience is a full-time
experience for the fifteen weeks of the semester. During that time, student teachers
gradually take on responsibility until they teach full time and assume all the
responsibilities of the teacher for eight to ten weeks. The Middle Grades Program
primarily places student teachers in middle schools in Bartow, Cobb, Cherokee, Fulton,
and Paulding County Systems.
Explanation of how program may deviate from the program standards
Although program faculty continually look for ways to improve the middle grades
program, the program currently does not deviate from program standards. KSU’s
program may deviate from other programs in the areas of integration of multicultural
education and technology, rather in an isolated course.
In 1994, program faculty decided to integrate technology throughout the program,
based on feedback from teacher candidates and their student teaching collaborating
teachers that MGE teacher candidates were not well prepared to teach with technology.
See Appendix G for a chart showing how technology is integrated throughout the
program. Data since then, such as the survey of the spring 2003 student teachers’
collaborating teachers indicate that this approach has worked. Spring 2003 collaborating
teachers said that 75% of KSU teacher candidates were well prepared to very well
prepared to “use technology in the classroom.” See Appendix J for a summary of that
survey data.
More recently, similar data from teacher candidates and their collaborating teachers
indicate concerns about MGE teacher candidates ability to “provide for the needs of
diverse learners” (Appendix J). In the 2002-2003 academic year, a change was made to
integrate multicultural education throughout the program. See Appendix G for a chart
showing how multicultural education is now integrated throughout the program.
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Kennesaw State University
Number of Graduates
Currently the largest producer of middle school teachers at the bachelor’s degree
level in the University System of Georgia (USG), KSU’s Middle Grades Education
Program has produced an average of 46 program completers a year for the past five
years.
USG Institution
19992000- 200120022000
2001
2002
2003*
Kennesaw State University
47
51
41
48
University of Georgia
56
39
34
Georgia State University
70
34
33
Georgia Southern
33
17
18
*Although internal data is available for KSU’s program from 20022003, it has not yet been published for other USG institutions.
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Kennesaw State University
QUALITY ASSURANCE PLAN
The goal of the performance-based evaluation system at KSU is to determine whether
candidates acquire teaching proficiencies. It further documents that the unit and program is
achieving its aim to develop expertise among candidates in their initial programs as teachers
who facilitate high levels of learning in all students through effective classroom instruction, and
who enhance structures that support learning. To achieve this aim, the unit has developed
internal and external assessments of candidate performance to be used in combination with unit
and program operational assessments to determine overall effectiveness in meeting the unit goal
and institutional standards.
Two-Tiered Assessment System
The unit assessment system in the PTEU and BCOE is designed to inform all stakeholders
of overall unit effectiveness and to guide the unit’s efforts in making improvements in programs
and services that help produce highly qualified beginning teachers. Candidate proficiencies
(performance-based) serve as the primary focus of internal and external assessments to
determine candidate qualifications. The unit ensures common collection and reporting of
information pertaining to all programs and services, but some assessments originate at the
program level and become the basis for analysis and application to the unit. A similar structure
provides the unit with information regarding field experiences, diversity, faculty and resources.
The following table titled Unit Assessment System is an attempt to summarize the two-tiered
conceptual structure of the unit assessment system to show how various sources of data
interrelate and complement the unit’s ability to maintain or improve its effectiveness. Although
the unit is the level most accountable for the delivery of teacher education programs and
services, it recognizes and depends upon the unique contributions of programs in supplementing
its major assessments (e.g. program specific requirements at points of admission, state licensure
exams in the content field, technology competencies).
Unit Assessment System
INTERNAL
Tier One
PROGRAMS
Candidate Performance:
ƒ Program specific
requirements at admission
points and exit
ƒ Key assessments of
professional content
standards (SPA & PSC)
ƒ Candidate Performance
Assessment Instrument or
CPI (Appendix H)
ƒ Infusion of technology
Field Experiences:
ƒ Placements in content area
courses
ƒ Placements in
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Tier Two
UNIT
Candidate Performance:
ƒ Common requirements at
each decision point of
admission/exit
ƒ Candidate Performance
Assessment Instrument (CPI)
at Exit
ƒ Portfolio Narrative
ƒ Impact on Student Learning
Field Experiences:
ƒ Placements in core courses
(EDUC 2201, EXC 3304, &
student teaching)
Kennesaw State University
TOSS/practicum
Diversity:
ƒ Candidates
ƒ Field Experiences
ƒ Faculty
ƒ Recruitment & Retention
Faculty:
ƒ Characteristics
ƒ Vita and supporting
documentation
ƒ Performance reviews
Resources:
ƒ Budget
ƒ Facilities
ƒ Technology
EXTERNAL Candidate Performance:
ƒ Praxis I
ƒ Praxis II
ƒ Collaborating teachers
End of Program
ƒ Candidate survey
ƒ Collaborating teachers survey
ƒ Principal survey
Graduates:
ƒ First Year Induction Survey
ƒ Second Year Induction
Survey
Employers:
ƒ Surveys
At the unit level, candidate assessments are related to requirements agreed upon by all
programs and are consistent with the unit’s beliefs about the qualifications its candidates should
have; however, each program retains the right and responsibility for keeping records on
additional requirements. At the initial certification level, quantitative data (e.g. GPAs and Praxis
scores) are collected and summarized at each of four phases in a candidate’s initial program:
1) Admission to Teacher Education,
2) Admission to TOSS or Practicum,
3) Admission to Student Teaching, and
4) Graduation or completion of program
The capability of aggregating data by program, semester, and demographics enables the
unit and programs to observe change over time.
As a unit instrument, the CPI (Appendix H) is used for exit evaluation to assess and
document candidate performance at the end of the program; but its comprehensiveness and
adaptable rubric also make it easy to extend use to other unit assessments, such as the portfolio
narrative and impact on student learning. The inherent alignment between the criteria/rubrics of
related assessments and the CPI preserves the connection with our framework.
The Middle Grades Education program takes additional steps to ensure the quality of its
graduates: regular surveys of students and their collaborating teachers separate from those the
unit administers, regular meetings with an Advisory Board of practicing professionals (teachers,
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Kennesaw State University
administrators at the school and country levels), and a personalized remediation system during
the TOSS methods block and student teaching.
At the end of every fall, students who are completing the TOSS methods block (EDMG
4405 plus two content-area methods courses) fill out surveys about their experience in our
program. Their collaborating teachers from that five-week long field experience are also
surveyed. That data is compiled and shared with the TOSS team, the Program Committee, and
the Advisory Board. Two to three times a year, faculty from the program meet with the
Advisory Board to be updated on issues facing middle schools, to seek and examine feedback
about the program, and to make decisions about any changes needed in the program. Informally
collected data from collaborating teachers and KSU supervisors’ field observations is also
discussed. Changes to the program or policy are often the result, for example, student feedback
about the Human Growth and Development course showed that the course tended to focus on
child development at the earliest ages because most of the students in each course were early
childhood education majors. The Advisory Board and Program Committee suggested that the
course, which served teacher education programs at all levels (those preparing to teach P-12, 712, 4-8, or P-5), be split into two courses that still cover lifespan development, but one
emphasizing P-5 development and the other emphasizing 4-12 development. Middle grades
teacher candidates beginning fall ’03 will take ·EDUC 2202 Life Span Development:
Adolescent and Young Adulthood Emphasis.
The assessment system also includes external measures to assess candidates in field and
clinical experiences as well as the quality of the experience as perceived by the collaborating
school personnel. Surveys by collaborating teachers and principals evaluate the adequacy of
preparation, logistical arrangements for placements, and their familiarity with KSU’s
conceptual framework. Following graduation, the unit monitors all of its graduates for two
years following completion of the degree program in accordance with the Georgia Board of
Regent’s policy, Principles for the Preparation of Educators for the Schools. Surveys
completed by graduates and employers of graduates constitute the unit’s primary source of
feedback used to determine the 1) quality of the induction program, 2) the extent to which the
induction program influences teaching and students’ learning, and 3) quality of the KSU
teacher education program in preparing teachers and school leaders for their roles. These data
inform the unit directly and inform programs only indirectly.
External program measures in Tier I include quantitative data from Praxis I to enter the
teacher education program and Praxis II to become certified in the State of Georgia. Input from
collaborating teachers is also evaluated at the program level.
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Kennesaw State University
PROGRAMMATIC STANDARDS
Standard 1. Middle Level Courses and
Experiences
Institutions preparing middle level teachers
have courses and field experiences that
specifically and directly address middle level
education.
EXPERIENCES, COURSES, AND OTHER DOCUMENTATION
Courses (for course descriptions, see Appendix B):
• EDUC 2202 Life Span Development: Adolescent and Young Adulthood
Emphasis (3)
• EDMG 4405: Curriculum and Instruction in Middle Grades (5)
• EDMG 4475: Student Teaching in Middle Grades (12)
Students take two of the following based on their choices of teaching fields:
• EDMG 4401: Teaching Mathematics in Middle Grades (3)
• EDMG 4402: Teaching Science in Middle Grades (3)
• EDMG 4403: Teaching Social Studies in Middle Grades (3)
• EDMG 4404: Teaching Language Arts in Middle Grades (3)
Field Experiences:
• EDUC 2201: Teaching and Schools in a Changing Society includes a thirtyhour field experience in a middle school. Students do focused observations
and assist the teacher for three hours a week for ten weeks in a school with
more than 20% nonwhite students.
• EXC 3304: Education of Exceptional Students includes an eight-hour field
experience in special education classrooms.
• The TOSS methods block (EDMG 4405 plus two of EDMG 4401/2/3/4)
includes a 140-hour field experience. Students spend a preplanning day and
the first day of the school year in their middle school placement (grades 6-8).
For the next ten weeks, students visit that classroom regularly to observe and
assist. For the final five weeks of the semester, students are in those same
middle school placements for twenty hours a week. They have to teach at least
one class for at least two weeks. Many students teach much more, depending
on the collaborating teacher’s judgment of what they are ready to do. Students
also spend eight hours in 4th and 5th grade classrooms. (Their certification is
grades 4-8.)
EDMG 4475: Student Teaching in Middle Grades is a fifteen-week, full-time
experience. During that time, student teachers gradually take on responsibilities until
they teach full time and assume all the responsibilities of the teacher for eight to ten
weeks.
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Kennesaw State University
Standard 2. Qualified Middle Level
Faculty
Institutions preparing middle level teachers
employ faculty members who have middle
level experience and expertise.
Faculty members hold appropriate advanced degrees: Degrees below the doctoral
level are noted where different from doctoral degree.
• Dr. Pam Cole - English Education, Virginia Tech
• Dr. Marjorie Economopoulos - Mathematics Education, Georgia State
University
• Dr. Kim Loomis - Science Education, University of Tennessee
• Beth Marks, M.Ed. in Middle Grades Education, Kennesaw State University
• Dr. Nita Paris - Educational Psychology, University of Georgia
• Dr. Michael Ross - Social Studies Education, University of Alabama
• Dr. Lynn Stallings - Mathematics Education, University of Georgia
• Dr. Susan Stockdale - Educational Psychology, University of Tennessee; M.S.
Special Education, University of North Dakota
• Dr. Alice Terry - Gifted Education, University of Georgia; M.Ed. Social
Studies Education, University of Georgia
• Dr. Dera Weaver, Reading Education, University of Georgia
• Dr. Binyao Zheng - Educational Psychology and Research, University of
Memphis
Faculty members are knowledgeable about two or more disciplines:
Interdisciplinary presentations (listed chronologically):
• Paris, N. (April 2003). Improving Reading Comprehension and Metacognition in
Science through the Use of Elaborate Analogies. KSU’s Children’s Literature
Conference.
• Stallings, L., & Loomis, K. (April 2003). The Math and Science of Me:
Transitioning 6th Graders to the Middle School. National Council of Teachers of
Mathematics. San Antonio, Texas.
• Economopoulos, M. (October 2002) Incorporating Reading Strategies in Your
Math Class. Georgia Council of Teachers of Mathematics Annual Georgia
Mathematics Conference.
• Stallings, L., & McDevitt, H. (KSU undergraduate). (March 2002). Breaking the
Math Curse: Using Children's Literature to Teach Mathematics. KSU’s Annual
Children's Literature Conference.
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Kennesaw State University
•
•
•
•
•
Stallings, L., & Loomis, K. (October 2001). Exploring the Math & Science of
Sound. Georgia Council of Teachers of Mathematics. Eatonton, Georgia.
Economopoulos, M., & Wilson, D. (local middle school teacher). (October 1999).
Picture Books: A Literature Connection to Motivate Middle Grades Mathematics.
Georgia Council of Teachers of Mathematics Georgia Mathematics Conference.
Economopoulos, M., & Ferguson, B. (April 1999). Teaching Reading Strategies to
Improve Mathematical Confidence. National Council of Teachers of Mathematics
Annual Meeting.
Economopoulos, M., & Wilson, D. (KSU undergraduate). (January 1999). Picture
Books: Amazing and Unexpected Connections for Grades 4-8. KSU’s Annual
Conference on Literature for Children and Adolescents.
Economopoulos, M., & Loomis, K. (1998). Math + Science + Technology =
CHAOS. KSU’s FutureScape in Mathematics, Science, and Technology.
Interdisciplinary Publications
• Cole, P. (2001). Contributing author for a reading strand in Mathematics, a sevenbook textbook series for K-6. McGraw-Hill.
• Stallings, L. (2000). A brief history of algebraic notation. School Science and
Mathematics, 100(5), pp. 230-235.
• Stallings, L., & Wimpey, K. (February 2000). Bubbles: An interdisciplinary
mathematics and science lab. Science Scope, 23(5), pp. 24-27.
Faculty members are recognized scholars in middle level education:
Publications and presentations listed above are omitted from this listing. No more
than one recent publication is listed for each faculty member.
• Economopoulos, M., Cole, P., & Bowen, A. (in press). Case Studies for Teacher
Educators. Invited chapter in K. Hensen (Ed.), Constructivist Methods for
Teaching in Middle Level Diverse Classrooms.
• Martin, D.J., & Loomis, K.S. (in progress). Building a Teacher: A Constructivist
Approach to Introduction of Education. Belmont, CA: Wadsworth Thompson
Learning.
• Paris, N.A. (in press). Analogies are scaffolds for understanding. But be careful!
A case study response. In T. Koballa & D. Tippens, (eds.). The promises and
13
Kennesaw State University
•
•
•
•
•
•
dilemmas of teaching middle and secondary science: A classroom case handbook,
(2nd ed.). Prentice Hall.
Hubbard, D., & Ross, M.C. (2002). Content area teachers’ perceptions of a newly
implemented block schedule. Louisiana Journal of Education Educational
Research, 27(2), 71-85.
Stallings, L. L., & Clark, K. K. Re-creating Graduate Teacher Education
Classrooms: Multiple Technology Formats and Collaborating Instructors.
Manuscript accepted for publication by Journal of Technology and Teacher
Education.
Williams, R.L., & Stockdale, S.L. Classroom motivation strategies for
prospective teachers. Manuscript accepted for publication by The Teacher
Educator.
Terry, A.W. Effects of service learning on young, gifted adolescents and their
community. Manuscript accepted for publication by Gifted Child Quarterly.
Phelps, S.F., & Weaver, D. (1999). Public and personal voices in adolescents’
classroom talk. Journal of Literary Research, 31(3), 321-354.
Zheng, B. The crisis and current reform in American teacher education and their
insights for reforming teacher education in China. World education development
and Chinese educational reform. Beijing: People’s Education Press.
Faculty members have rich and varied middle level backgrounds: Faculty have
taught in 6-8, K-12, 8-12, 7-9, 9-12, and 10-12 school structures in urban, suburban,
and rural settings in Alabama, China, Georgia, North Dakota, Tennessee, Texas, and
Virginia. Faculty from collaborating departments are noted.
• Administrator (Johnson, Paris)
• English/Language Arts teachers (Cole, Harrell1, Weaver, Zheng)
• Gifted education teachers (Economopoulos, Terry)
• Mathematics teachers (Economopoulos, Ferguson2, Fox2, Stallings, Stockdale)
• Media specialist (Weaver)
• Physical education teachers (Paris, Stallings)
• Reading teachers (Harrell1, Weaver)
• Science teachers (Economopoulos, Loomis, Martin3)
14
Kennesaw State University
•
•
Social Studies teachers (McCaleb4, Ross, Terry)
Special Education teachers (Economopoulos, Stockdale)
1
Department of English
2
Department of Mathematics
3
Department of Early Childhood & Elementary Education (Dr. Martin
regularly teaches EDUC 2201, a required course for MGE students.)
4
Department of History
Faculty members hold relevant current certification:
• Grades 4-8 (Economopoulos, Marks, Stockdale, Terry, Weaver)
• Grades 7-12 Mathematics (Stallings)
• Grades 7-12 Science (Paris)
• Grades 7-12 Social Studies (Terry)
• PK-12 Physical Education (Paris)
• Educational Administration (Paris)
• Gifted Education (Economopoulos, Terry)
• Teacher Support Specialist (Terry)
• School Media (Weaver)
15
Kennesaw State University
PERFORMANCE-BASED STANDARDS FOR THE INITIAL LEVEL
Standard 1. Young Adolescent Development
Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide
opportunities that support student development and learning.
What candidates do to
How program faculty assess
How program faculty use
Indicators
Results of assessments
demonstrate they meet the
candidate performance of the
assessment results to improve
standard
standard
program
Knowledge
Middle level teacher candidates:
1. Understand the major
Candidate explores and
Assessment of EDUC 2202
EDUC 2202 will first be
EDUC 2202 was created as a
concepts, principles, and
discusses major theories
assignments including
taught in Fall 2003 so data is
response to data that teacher
theories of young adolescent
about young adolescent
midterm and final
not yet available.
candidates were not receiving
development – intellectual,
development in EDUC 2202
enough emphasis on
physical, social, emotional,
Lifespan Development:
adolescent development in
and moral. (CPI 2.1)
Adolescent and Young Adult
the previously required
Emphasis assignments and
EDUC 2204 (which covered
2. Understand the range of
experiences.
human growth and
individual differences of all
development for all
young adolescents and the
education majors).
implications of these
differences for teaching and
learning. (CPI 2.1)
3. Know a variety of
Candidates collaborate to
Teaching for Reflection
Contributes 20-25% of the
teaching/learning strategies
plan and teach a grade-level
rubric
grade for EDUC 3308.
that take into consideration
appropriate lesson in EDUC
and capitalize upon the
3308 Teaching for Reflection
EDUC 3308 grades for 2002
developmental characteristics assignment.
TOSS class (53 students): Aof all young adolescents.
96%, B-4%
(CPI 2.1, 2.2, 2.3)
4. Understand the
TOSS candidates work in
Classroom Management
These assignments contribute Patterns in CPI data from
Rubric
to the final grade for these
implications of young
interdisciplinary teams on
TOSS are discussed by the
Integrated unit Rubric
courses.
adolescent development for
collaborative assignment:
Program Committee and the
school organization and
Advisory Board.
• Classroom Management
Assessed by each course
2002 TOSS class grades:
components of successful
Plan
instructor.
middle level programs and
EDMG 4401 A 100%
• Integrated unit
schools. (CPI 2.1, 2.2)
Math, 19 students
EDMG 4402 A 94%
In TOSS methods (EDMG
Science, 16
4401/2/3/4) course
EDMG 4403 A 95%
assignments, candidates
Social Studies, 40
16
Kennesaw State University
rethink Philosophy of
Education (initially written in
2201).
5. Understand issues of
young adolescent health and
sexuality. (CPI 2.1, 2.4)
6. Understand the
interrelationships among the
characteristics and needs of
all young adolescents. (CPI
2.1, 2.2, 2.3)
7. Understand that the
development of all young
adolescents occurs in the
context of classrooms,
families, peer groups,
communities and society.
(CPI 2.2)
8. Are knowledgeable about
how the media portrays
young adolescents and
comprehend the implications
of these portraits. (CPI 2.2)
EDUC 2201 candidates
explore basic and academic
needs of their students
through course experiences
and assignments, for
example, 2201 textbook
Building Blocks activities.
Instructors assess candidates
formally and informally.
EDMG 4404 A 94%
Language Arts, 30
EDMG 4405 A 91%
Team class, 53
EDUC 2201 grades for 2002
TOSS class (53 students): A83%, B-13%, C-4%
This course will first be
offered in Fall 2003, so
results are not yet available.
EDUC 2202 course
assignments and activities.
Candidates read and discuss
EDSM 4409 young
adolescent literature.
Assignments include
• Book Reviews
• Literature Circles
• Formal Paper
• Reading Units
Dispositions
Middle level teacher candidates:
1. Are positive and
Candidate demonstrates
enthusiastic about all young
these dispositions (described
adolescents. (CPI 3.2)
in CPI and course syllabi) in
2. Respect and appreciate the all field experiences and
articulate dispositions in
range of individual
developmental differences of reflective writings including
EDUC 2201, EDUC 2202,
all young adolescents. (CPI
EXC 3304, EDMG 4405.
2.1, 3.2)
Instructors assess candidates
formally and informally.
These assignments
contribute to the course
grade in EDSM 4409.
EDSM 4409 grades for 2002
TOSS class (53 students): A91%, B-6%, C – 4%
Assessed formally by
collaborating teacher during
field experiences and by
program faculty.
•
•
2201 modified CPI
instructor evaluations of
17
Candidates who do not
demonstrate positive
dispositions work on a
remediation plan. Some
candidates are required to
repeat TOSS or Student
Teaching. Others have
decided not to pursue a
Ongoing discussions about
candidate dispositions take
place in multiple forums:
program meetings, advisory
boards, and informally with
program faculty.
Upon feedback from
Kennesaw State University
3. Hold high, realistic
expectations for the learning
and behavior of all young
adolescents. (CPI 2.3)
4. Believe that all young
adolescents can learn and
accept responsibility to help
them do so. (CPI 2.3)
5. Are enthusiastic about
being positive role models,
coaches, and mentors for all
young adolescents. (CPI 3.2,
3.3)
6. Believe that diversity
among all young adolescents
is an asset. (CPI 2.1, 2.2, 3.2)
7. Believe that their role
includes helping all young
adolescents develop to their
full potential. (CPI 2.3)
•
•
reflective writings
field experience
observations
TOSS CPI
teaching career.
Some candidates are
recommended with
reservations for Admission
to Teacher Education
because of concerns about
their dispositions.
EDUC 2201 grades for 2002
TOSS class (53 students): A83%, B-13%, C-4%
Candidates reflect on their
own beliefs through
experiences in most required
courses. See matrix in
Appendix E for listing of
course assignments. For
example,
• EDUC 2201 Field
Experience Activities on
At-risk Students,
Student Diversity &
Social Issues, Diversity
in the Classroom
• EDUC 2202 Cultural
Immersion Experience
• EDSM 4409 Book
Reviews
Candidates demonstrate this
belief in their interactions
with young adolescents.
Instructors assess candidates
formally on written work and
informally on participation in
class discussions and
activities.
EXC 3304 grades for 2002
TOSS class (53 students): A96%, B-4%
Assignments contribute to
final grades in courses.
EDUC 2201 grades for 2002
TOSS class (53 students): A83%, B-13%, C-4%
Some candidates are
recommended with
reservations for Admission
to Teacher Education
because of concerns about
their dispositions.
Instructors assess informally
and formally, including CPIs
from EDUC 2201, TOSS, and
Student Teaching.
18
EDSM 4409 grades for 2002
TOSS class (53 students): A91%, B-6%, C – 4%
Spring Student Teaching CPI
item 2.3 data (35 student
teachers):
L4 – 83%, L3 – 17%
candidates and their field
experience collaborating
teachers, the Program
Committee and Advisory
Board approved a change to a
more integrated approach to
Multicultural Education. See
matrix in Appendix G. The
change to the integration of
multicultural education
throughout courses takes
effect in fall 2003 so data is
not yet available.
Kennesaw State University
Performances
Middle level teacher candidates:
1. Establish close, mutually
Candidates establish
respectful relationships with
respectful relationships in
all young adolescents that
field experiences.
support their intellectual,
ethical, and social growth.
(CPI 3.2)
Candidates collaborate to
2. Create learning
plan and teach a grade-level
opportunities that reflect an
appropriate lesson in EDUC
understanding of the
3308 Teaching for Reflection
development of all young
adolescent learners. (CPI 2.1, assignment.
2.3)
In TOSS, candidates
3. Create positive, productive • Develop lesson and unit
learning environments where
plans
developmental differences
• Microteach peers
are respected and supported,
• Teach two weeks in
and individual potential is
middle school (TOSS)
encouraged. (CPI 2.1, 2.2)
In Student Teaching,
4. Make decisions about
candidates work in middle
curriculum and resources
schools for fifteen weeks in
that reflect an understanding
which they increasingly take
of young adolescent
on the responsibilities of the
development. (CPI 2.4)
teacher, including teaching
all the teachers’ classes and
assuming all other duties for
5. Use developmentally
at least ten weeks.
responsive instructional
strategies. (CPI 2.1)
CPIs from TOSS and Student
Teaching
Spring Student Teaching CPI
item 3.2 data (35 student
teachers):
L4 – 89%, L3 – 11%
Teaching For Reflection
Rubric
These assignments
contribute to the final grade
for these courses.
Lesson Plan Rubric
Unit Plan Rubric
Microteaching Rubric
EDUC 3308 grades for 2002
TOSS class (53 students): A96%, B-4%
These assignments
contribute to the final grade
for these courses. 2002
TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Observations
CPIs
TOSS field experience
portion contributes 35% of
final grade in course.
Unsuccessful performance in
TOSS and Student Teaching
will result in remediation for
candidate.
19
Kennesaw State University
6. Use multiple assessments
that are developmentally
appropriate for young
adolescent learners. (CPI
2.5)
7. Engage young adolescents
in activities related to their
interpersonal, community,
and societal responsibilities.
(CPI 2.2)
In TOSS and Student
Teaching, candidates create
and use assessments, then
analyze and reflect on results
to determine their impact on
student learning.
Candidates are given
increasing responsibility for
planning and implementing
instruction that engages
young adolescents during the
TOSS field experience and
Student Teaching.
Impact on Student Learning
Rubric
Spring Student Teachers (34)
performance on the
proficiencies on the Impact
on Student Learning Rubric:
2.5 L4-91%, L3-6%
Collaborating teachers and
university supervisors assess
in formal and informal
observations.
Spring Student Teaching CPI
item 2.2 data (35 student
teachers):
L4 – 83%, L3 – 17%
20
After the reflection on this
assignment, some
refinements in the assignment
and its rubric are planned for
Fall 2003.
Kennesaw State University
Standard 2. Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally
responsive middle level programs and schools, and they work successfully within these organizational components.
How program
faculty use
What candidates do to
How program faculty assess
assessment
Indicators
demonstrate they meet the
candidate performance of the
Results of assessments
results to
standard
standard
improve
program
Knowledge
Middle level teacher candidates:
1. Understand the philosophical
In TOSS, candidates
Instructors assess informally and Misconceptions and/or incomplete
foundations of developmentally
formally.
understandings are addressed with
• participate weekly in
responsive middle level programs
further prompting, questioning, and
Advisory Groups,
and schools. (CPI 2.1, 2.2)
discussion.
• focus on middle level,
education as they revisit
their Philosophies of
Education, and
• reflect in weekly journals.
2. Are knowledgeable about
Candidates explore the history Assignments, quizzes, and
These assignments contribute to
historical and contemporary
of American education
exams.
the course grade.
models of schooling for young
through various assignments
adolescents and the advantages
and activities in EDUC 2201.
EDUC 2201 grades for 2002 TOSS
and disadvantages of these
class (53 students): A-83%, Bmodels. (CPI 2.1, 2.2)
13%, C-4%
3. Understand the rationale and
TOSS candidates participate in Instructors assess informally and
characteristic components of
a variety of experiences,
formally.
developmentally responsive
including readings, field
middle level schools. (CPI 2.1,
experiences, and Advisory
2.2)
Group discussions.
4. Know best practices for the
In EDUC 2201, candidates
education of young adolescents
study and discuss various
in a variety of school
school organizational settings.
organizational settings (e.g., K-8,
5-8, 7-12 organizational plans).
TOSS candidates observe in
(CPI 2.1, 2.2)
and reflect on elementary
school field experience.
21
Kennesaw State University
5. Understand the team process
as a structure for school
improvement and student
learning.
6. Understand that flexible
scheduling provides the context
for teachers to meet the needs of
all young adolescents. (CPI 2.1,
2.2)
Dispositions
Middle level teacher candidates:
1. Believe in the philosophical
foundations that support
developmentally responsive and
socially equitable programs for
all young adolescents. (CPI 2.1,
2.2)
2. Are committed to the
application of middle level
philosophical foundations in their
practice. (CPI 2.1, 2.2)
TOSS candidates work in
interdisciplinary teams to
develop
• classroom management
plans and
• integrated units
Classroom Management Plan
Rubric
Integrated unit Rubric
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
CPIs
Candidates are immersed in
flexible scheduling during
TOSS (on campus and in the
field experience). See syllabus
in Appendix D.
TOSS candidates discuss these
ideas in Advisory Groups.
TOSS candidates express their
beliefs about and commitment
to middle level education in
their Philosophy of Education
assignments.
Student teachers observe and
teach in schools that are
organized as middle schools.
These assignments contribute to
the course grade.
Spring Student Teaching CPI data
(35 student teachers):
2.1 L4– 83%, L3 – 17%
2.2 L4 – 83%, L3 – 17%
Instructors evaluate candidate
participation in Advisory Group
and weekly candidate electronic
journal submission.
TOSS instructors evaluate to see
that candidates understand and
integrate middle level
philosophical foundations.
Instructors assess informally.
3. Are supportive of
organizational components that
maximize student learning. (CPI
2.1, 2.2)
22
Candidates who do not
demonstrate positive dispositions
are remediated. Some candidates
are required to repeat TOSS or
Student Teaching. Others have
decided not to pursue a teaching
career.
Kennesaw State University
4. Are committed to
developmentally responsive and
socially equitable teaching,
learning, and schooling in a
variety of organizational settings.
(CPI 2.1, 2.2, 3.3)
Performances
Middle level teacher candidates:
1. Apply their knowledge of the
philosophical foundations of
middle level education when
making decisions about
curriculum and instruction. (CPI
2.4)
2. Work successfully within
developmentally responsive
structures to maximize student
learning. (CPI 2.3, 3.1)
Candidates collaborate to plan
and teach a grade-level
appropriate lesson in EDUC
3308 Teaching for Reflection
assignment.
Teaching for Reflection Rubric
In TOSS, candidates plan
content-specific lessons &
unit, as well as collaborate to
plan a team integrated unit.
Integrated unit Rubric
Candidates work within
developmentally responsive
middle schools for five weeks
during TOSS and for fifteen
weeks during Student
Teaching.
Collaborating teachers and
university supervisors use the
CPI to assess candidate success
in working successfully within
developmentally responsive
middle schools.
These assignments contribute to
the final grade for these courses.
Lesson Plan Rubric
Unit Plan Rubric
23
EDUC 3308 grades for 2002 TOSS
class (53 students): A-96%, B-4%
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Spring Student Teaching CPI data
(35 student teachers):
2.3 L4– 83%, L3 – 17%
3.1 L4 – 91%, L3 – 9%
Kennesaw State University
3. Articulate and apply their knowledge of
the philosophical foundations of middle
level education in their classrooms,
schools, and communities. (CPI 2.2)
4. Implement developmentally responsive
practices and components that reflect the
philosophical foundations of middle level
education. (CPI 2.3, 2.4)
Candidates experience
simulated AdvisorAdvisee Groups in TOSS
in which they articulate
their knowledge about the
philosophical foundations
of middle level education.
Candidates apply this
knowledge as they work in
developmentally
responsive middle schools
during the TOSS field
experience and Student
Teaching.
Candidates collaborate to
plan and teach a gradelevel appropriate lesson in
EDUC 3308 Teaching for
Reflection assignment.
Instructors informally
assess participation.
Collaborating teachers and
university supervisors use
the CPI to assess candidate
success in applying this
knowledge.
Teaching for Reflection
rubric
In the TOSS field
experience and Student
Teaching, candidates
implement
developmentally
responsive practices and
components based on the
philosophical foundations
of middle level education.
Spring Student Teaching
CPI data (35 student
teachers):
2.2 L4– 83%, L3 – 17%
These assignments
contribute to the final
grade for these courses.
Lesson Plan Rubric
Unit Plan Rubric
In TOSS, candidates plan
and teach lessons and units
of instruction that reflect
the philosophical
foundations of middle
level education.
Advisory groups will be
implemented for the first
time in the Fall of 2003.
Collaborating teachers and
university supervisors use
the CPI to assess candidate
success in implementing
these practices.
24
EDUC 3308 grades for
2002 TOSS class (53
students): A-96%, B-4%
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Spring Student Teaching
CPI data (35 student
teachers):
2.3 L4– 83%, L3 – 17%
2.4 L4 – 69%, L3 – 29%
Kennesaw State University
Standard 3. Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment,
and they use this knowledge in their practice.
How program faculty
What candidates do to
assess candidate
Results of
How program faculty use assessment
Indicators
demonstrate they meet the
performance of the
assessments
results to improve program
standard
standard
Knowledge
Middle level teacher candidates:
1. Understand that middle
In TOSS, candidates plan relevant, • Lesson Plan Rubric
2002 TOSS class
level curriculum should be
challenging exploratory
grades:
• Unit Plan Rubric
relevant, challenging,
instruction in various assignments: • Microteaching Rubric EDMG 4401 A 100%
integrative, and exploratory. • Lesson plans
EDMG 4402 A 94%
• Team Integrated unit
(CPI 2.3, 2.4)
EDMG 4403 A 95%
• Unit plans
EDMG 4404 A 94%
• Microteaching
EDMG 4405 A 91%
• Team Integrated unit
2. Understand the
interdisciplinary nature of
knowledge and how to make
connections among
subject areas when planning
curriculum. (CPI 1.1)
3. Possess a depth and
breadth of content
knowledge. (CPI 1.1, 1.2)
TOSS candidates collaborate to
develop a Team Integrated unit.
•
Candidates complete five courses
in their teaching fields (at least
three at a 3000+ level) with a
grade of C or better.
Tests, quizzes, projects
assessed by each instructor
4. Are knowledgeable about
local, state, and national
middle level curriculum
standards and of ways to
assess the student knowledge
reflected in those standards.
(CPI 2.5, 3.1)
Candidates cite SPA standards and
Georgia Quality Core Curriculum
on all lesson plans. Candidates
develop assessment activities
consistent with objectives derived
from those standards.
•
Integrated unit Rubric
Lesson plan rubric
2002 TOSS class
grades:
EDMG 4405 A 91%
Between 93-98% of
program completers
have passed both
PRAXIS II tests
required over them
over the past four
years. (Appendix J)
These assignments
contribute to the
final grade for these
courses.
Content faculty has been informed by
candidate pass rates on PRAXIS II,
for example, a change in biology
course requirements was made in
consideration of PRAXIS science
objectives.
2002 TOSS class
grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
25
Kennesaw State University
EDMG 4403 A
EDMG 4404 A
5. Are fluent in the
integration of technology in
curriculum planning. (CPI
1.2)
Candidates plan and teach a lesson
using technology to peers in the
TOSS Nanoteaching assignment
(see EDMG 4402 syllabus for
details).
•
Nanoteaching rubric
University supervisors
assess the lesson plan and
reflection.
During Student Teaching,
candidates plan, teach, and reflect
on a lesson using technology.
6. Know how to incorporate
all young adolescents’ ideas,
interests, and experiences
into curriculum. (CPI 2.2,
2.4)
7. Understand multiple
assessment strategies that
effectively measure student
mastery of the curriculum.
(CPI 2.4)
8. Understand the integrated
Candidates collaborate to plan and
teach a grade-level appropriate
lesson in EDUC 3308 Teaching
for Reflection assignment.
Candidates are given increasing
responsibility for implementing
the curriculum in ways that
engage all young adolescents in
learning during the TOSS field
experience and Student Teaching.
Candidates experience and discuss
a variety of assessment strategies
in TOSS class activities.
Candidates plan and implement
Teaching for Reflection
rubric
Observation-CPI
95%
94%
These assignments
Assessment results indicated that
contribute to the
candidates were unable to apply
final grade for these
technology skills learned in a
courses.
previously required course, EDUC
2002 TOSS class
301 Introduction to Technology, to
plan and teach lessons effectively
grades:
EDMG 4401 A 100%using technology. Therefore, Program
EDMG 4402 A 94%Faculty and the Middle Grades
EDMG 4403 A 95%Advisory Board agreed to remove
EDMG 4404 A 94%that course as a program requirement
and integrate its content throughout
the program so that candidates could
Spring Student
learn those skills in context. See
Teaching CPI data
Appendix G for a matrix showing the
(35 student
integration of technology throughout
teachers):
the program.
2.1 L4– 83%, L3 –
17%
These assignments
contribute to the
final grade for these
courses.
EDUC 3308 grades
for 2002 TOSS class
(53 students): A96%, B-4%
Candidates develop an
appropriate assessment for
their own instruction in the
TOSS and Student
Teaching Impact on
Student Learning
Assignment.
•
Nanoteaching Lesson
26
Spring Student
Teachers (34)
performance on the
proficiencies on the
Impact on Student
Learning Rubric:
2.4 L4-82%, L312%
The nanoteaching
Kennesaw State University
role that technology plays in
a variety of student
assessment measures. (CPI
2.2, 2.5)
9. Understand their roles in
the total school curriculum
(e.g., advisory program, cocurricular activities and other
programs). (CPI 3.1)
lessons integrating technology in
TOSS (nanoteaching) and in
Student Teaching (Technology
Lesson Plan). Candidates plan
assessment in variety of ways and
discuss that assessment should
reflect the instructional strategies
used.
In the TOSS Field Experience,
candidates are encouraged to
participate in professional
responsibilities beyond the
classroom.
Plan
•
Technology Lesson
Plan
2002 TOSS class
grades:
EDMG 4401 A
EDMG 4402 A
EDMG 4403 A
EDMG 4404 A
Journal entries
Portfolio entries
In Student Teaching, candidates
are required to take part in the full
range of duties of their
collaborating teacher.
10. Know how to assess and
select curriculum materials
that are academically
challenging and personally
motivating for young
adolescents. (CPI 2.4, 2.5)
Candidates critique and select
curriculum materials as they plan
for teaching lessons for TOSS and
Student Teaching.
plan contributes to
the grades in the
TOSS content
courses.
Lesson Plan Rubric
University supervisors and
collaborating teachers
assess this knowledge
during observations using
27
100%
94%
95%
94%
Spring Student
Teaching CPI data
(35 student
teachers):
2.2 L4– 83%, L3 –
17%
2.5 L4– 94%, L3 –
6%
2002 TOSS class
grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Spring Student
Teaching CPI data
(35 student
teachers):
3.1 L4– 91%, L3 –
9%
2002 TOSS class
grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
Kennesaw State University
the CPI.
11. Understand the key
concepts within the critical
knowledge base and know
how to design assessments
that targets them. (CPI 1.1,
1.2, 2.5)
12. Understand how to
develop, implement, and
assess advisory and other
student advocacy programs
that attend to the social and
emotional needs of young
adolescents (e.g. mentoring,
conflict resolution). (CPI
3.2)
Candidates perform successfully
in content area courses.
Candidates cite content standards
and Georgia Quality Core
Curriculum on all lesson plans.
Candidates develop assessment
activities consistent with
objectives derived from those
standards.
Candidates experience simulated
Advisor-Advisee Groups in TOSS
and also discuss how and why
advocacy programs work.
EDMG 4405 A
Grades on assignments,
projects, and exams.
Lesson Plan Rubric
CPI
Instructors informally
assess participation.
28
91%
Spring Student
Teaching CPI data
(35 student
teachers):
2.2 L4– 83%, L3 –
17%
2002 TOSS class
grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Spring Student
Teaching CPI data
(35 student
teachers):
1.1 L4– 80%, L3 –
20%
1.2 L4– 86%, L3 –
14%
2.5 L4– 94%, L3 –
6%
Advisory groups
will be implemented
for the first time in
the Fall of 2003.
Program faculty realized the TOSS
block provided an opportunity to
model another aspect of the middle
school concept and so will simulate
advisory groups in the fall 2003.
Kennesaw State University
Dispositions
Middle level teacher candidates:
1. Value the need for being
Candidates attend professional development
knowledgeable and current in
seminars and conferences during TOSS and
curriculum areas taught. (CPI
Student Teaching.
1.1, 3.1)
2. View all areas of knowledge
and skills as important. (CPI
1.1, 1.2)
3. Value the importance of
ongoing curriculum assessment
and revision.
Candidates judge the relative importance of
knowledge and skills within their
disciplines when formulating goals,
objectives, and constructing learning
opportunities based on input from
collaborating teachers and standardized test
data.
4. Realize the importance of
connecting curriculum and
assessment to the needs,
interests, and experiences of all
young adolescents. (CPI 1.1,
2.2)
Candidates collaborate to plan and teach a
grade-level appropriate lesson in EDUC
3308 Teaching for Reflection assignment.
5. Are committed to
implementing an integrated
curriculum that accommodates
and supports the learning of all
young adolescents. (CPI 1.1,
3.1))
TOSS candidates work in interdisciplinary
teams to develop integrated units
Attendance is
taken.
Candidate portfolios all
include documentation of
professional development
activities under CPI item
3.1.
Journal reflections
from TOSS field
experience and
student teaching.
Spring Student Teaching
CPI data (35 student
teachers):
1.1 L4– 80%, L3 – 20%
1.2 L4– 86%, L3 – 14%
Input from
collaborating
teachers.
Teaching for
Reflection Rubric
Integrated unit
Rubric
29
These assignments
contribute to the final
grade for these courses.
EDUC 3308 grades for
2002 TOSS class (53
students): A-96%, B-4%
2002 TOSS class grades:
EDMG 4405 A 91%
An increasing number of
opportunities are being
made available based on
positive feedback from
middle grades program
graduates.
Kennesaw State University
Performances
Middle level teacher candidates:
1. Successfully
Candidates are given
implement the
increasing responsibility for
curriculum for which
implementing the curriculum
they are responsible in
in ways that engage all young
ways that help all young
adolescents in learning during
adolescents learn. (CPI
the TOSS field experience
2.3, 2.4)
and Student Teaching.
2. Use current
TOSS candidates work in
knowledge and standards interdisciplinary teams to
from multiple subject
develop integrated units
areas in planning,
integrating, and
implementing
curriculum. (CPI 2.4,
3.1)
3. Incorporate the ideas,
Candidates collaborate to plan
interests, and
and teach a grade-level
experiences of all young
appropriate lesson in EDUC
adolescents in
3308 Teaching for Reflection
curriculum. (CPI 2.2,
assignment.
3.1)
TOSS microteaching
TOSS lesson planning
4. Develop and teach an
integrated curriculum.
(CPI 1.1)
Candidates are given
increasing responsibility for
engaging all young
adolescents in the curriculum
during the TOSS field
experience and Student
Teaching.
TOSS candidates work in
interdisciplinary teams to
develop integrated units.
CPIs
Spring Student Teaching
CPI data (35 student
teachers):
2.3 L4– 83%, L3 – 17%
2.4 L4– 69%, L3 – 29%
•
2002 TOSS class grades:
EDMG 4405 A 91%
Integrated unit
Rubric
Teaching for
Reflection Rubric
These assignments
contribute to the final grade
for these courses.
Microteaching Rubric
EDUC 3308 grades for
2002 TOSS class (53
students): A-96%, B-4%
Lesson Planning
Rubric
CPIs
Integrated unit Rubric
30
This assignment
contributes to the final
grade for these courses.
TOSS grades
Assessment results indicated that
candidates entering the TOSS courses were
unable to apply theory learned in a
previously required course, EDUC 3302
Curriculum and Assessment, to plan
lessons and assess learning effectively.
Therefore, Program Faculty and the Middle
Grades Advisory Board agreed to remove
that course as a program requirement and
integrate its content into the TOSS block so
that candidates could gain practical
knowledge in context.
Kennesaw State University
2002 TOSS class grades:
EDMG 4405 A 91%
5. Teach curriculum in
ways that encourage all
young adolescents to
observe, question, and
interpret knowledge and
ideas from diverse
perspectives. (CPI 1.2)
TOSS candidates create
inquiry lessons that actively
encourage social construction
of knowledge.
Microteaching Rubric
6. Provide all young
adolescents with multiple
opportunities to learn in
integrated ways. (CPI
1.1)
Candidates demonstrate
instructional strategies that
appeal to various learning
styles and intelligences in
their TOSS field experiences
and student teaching.
Student teachers are involved
in all aspects of the teachers’
duties, such as PTA meetings,
chaperone school activities,
bus duty, etc.
Observations
Spring Student Teaching
CPI data (35 student
teachers):
1.1 L4– 80%, L3 – 20%
Represented in
candidates’ reflective
journals and portfolios.
Candidates design
assessments, and then analyze
and reflect on their results in
TOSS and student teaching.
Impact on Student
Learning Assessment
Rubric
Candidates submit a
variety of types of evidence
such as minutes of
meetings, thank you letters,
and comments from
collaborating teachers,
depending on opportunities
available to each of them.
Spring Student Teachers
(34) performance on the
proficiencies on the Impact
on Student Learning
Rubric:
2.5 L4-91%, L3-6%
7. Participate in varied
professional roles within
the total school
curriculum (e.g.,
advisory program, cocurricular activities).
(CPI 3.1)
8. Use multiple
assessment strategies that
effectively measure
student mastery of the
curriculum. (CPI 2.5)
9. Incorporates
technology in planning,
integrating,
In TOSS, candidates plan and
teach a lesson using
technology.
Field experience
observations
Collaborating teacher
and university
supervisor assess
candidates’ abilities to
use multiple
assessment strategies
on the CPI.
Nanoteaching Rubric
Technology Lesson
31
These assignments
contribute to the final grade
for these courses.
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
Spring Student Teaching
CPI data (35 student
teachers):
2.5 L4– 94%, L3 – 6%
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
Recognizing the benefits of this type of
participation, a statement has been added to
all syllabi encouraging candidates to take
an active role in exploring the varied
professional roles of teachers.
Kennesaw State University
implementing and
assessing curriculum and
student learning. (CPI
1.2)
10. Articulate curriculum
to various stakeholder
groups. (CPI 3.2)
Plan Rubrics
During Student Teaching,
candidates plan, teach, and
reflect on a lesson using
technology.
Candidates discuss
curriculum in student
teaching in contacts with
parents and with the other
members of their teams.
EDMG 4403 A
EDMG 4404 A
95%
94%
CPI
Spring Student Teaching
CPI data (35 student
teachers):
1.2 L4– 86%, L3 – 14%
Informally from
collaborating teacher
and journal reflections.
32
Kennesaw State University
Standard 4. Middle Level Teaching Fields
Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields,
and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills.
How program faculty
What candidates do to
How program faculty use
assess candidate
Indicators
Results of assessments
demonstrate they meet the
assessment results to improve
performance of the
standard
program
standard
Knowledge
Middle level teacher candidates:
1. Possess a depth and breadth
of knowledge in two content
areas, which are broad,
multidisciplinary, and
encompass the major areas
within those fields (e.g.,
science, not just biology; social
science, not just history). (CPI
1.1, 1.2)
Candidates take five courses
in each of their two areas of
concentration and must earn
a C or better. See advisement
form (Appendix A) for
listing.
Grades in courses
2. Know how to use content
knowledge to make
interdisciplinary connections.
(CPI 1.2)
TOSS candidates work in
interdisciplinary teams to
develop integrated units
Team Integrated Unit
Rubric
Between 93-98% of
program completers have
passed both PRAXIS II tests
required over them over the
past four years. (Appendix
J)
2002 TOSS class grades:
EDMG 4405 A 91%
3. Are knowledgeable about
teaching and assessment
strategies that are especially
effective in their teaching
fields. (CPI 1.2, 1.3)
Candidates design and
construct assessment
questions, instruments, and
activities in their TOSS
content courses and in the
field experience.
Pico-, nano-, and
microteaching rubric
2002 TOSS class grades:
EDMG 4405 A 91%
CPI
Spring Student Teaching
CPI data (35 student
teachers):
1.2 L4: 86%, L3: 14%
1.3 L4: 77%, L3: 23%
See Appendix C for a
matrix correlating KSU
courses and PRAXIS II
objectives.
PRAXIS II test scores
(Appendix J)
33
All teacher candidates must
earn a C or better in
teaching field courses.
This assignment was reiterated
after the Middle Grades
Advisory Board reported that
interdisciplinary planning and
teaching was happening too
infrequently in the field.
Assessment results indicated
that candidates entering the
TOSS courses were unable to
apply theory learned in a
previously required course,
EDUC 3302 Curriculum and
Assessment, to plan and
construct assessment
effectively. Therefore,
Program Faculty and the
Middle Grades Advisory
Board agreed to remove that
course as a program
Kennesaw State University
4. Understand how to integrate
state-of-the-art technologies and
literacy skills into their teaching
fields. (CPI 1.2)
Candidates explore
development of content area
reading skills in their EDSM
4410 class activities.
Instructors assess formally
and informally.
Activities contribute to the
final grade in EDSM 4410.
Nanoteaching rubric
Candidates experience
content-specific technologies
in content courses and in
TOSS methods courses.
Technology Lesson Plan
rubric
EDSM 4410 grades for
2002 TOSS class (53
students): A: 94%, B: 6%
Activities contribute to the
final grade in EDMG
4401/2/3/4.
Candidates are required to
integrate technology into
teaching field instruction in
TOSS nanoteaching and
student teaching.
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Spring Student Teaching
CPI data (35 student
teachers):
1.2 L4– 86%, L3 – 14%
Dispositions
Middle level teacher candidates:
1. Value the importance of
staying current in their teaching
fields. (CPI 3.1)
Candidates are immersed in
SPA standards and become
familiar with their
appropriate SPA in their
TOSS content courses.
Candidates are encouraged to
attend SPA conferences.
Some candidates have
presented at SPA
conferences with instructors.
Instructors informally
assess.
Evidence of this disposition
appears in candidate
portfolios.
34
Portfolio evidence indicates
that many candidates join
SPAs.
requirement and integrate its
content into the TOSS block
so that candidates could gain
practical knowledge in
context.
A content-specific reading
course was added based on the
Middle Grades Advisory
Board’s recommendation
because of an increased
emphasis on literacy in middle
schools.
See Appendix G for a matrix
showing which basic
technology objectives are met
in specific courses.
Kennesaw State University
2. Are committed to the
importance of integrating
content. (CPI 1.1)
3. Are committed to using
content specific teaching and
assessment strategies. (CPI 1.3)
4. Value the integration of stateof-the-art technologies and
literacy skills in all teaching
fields. (CPI 1.2)
Candidates are placed in
interdisciplinary teams for
on-campus assignments. The
four members of those teams
are placed in the same
middle school for their field
experience. In the field,
candidates continue
collaborating while planning
instruction.
Candidates learn how to
construct lessons and
assessments during TOSS
activities and reflect on the
their effectiveness.
During student teaching,
candidates continue to add to
and refine their repertoire of
content specific teaching and
assessment strategies.
Candidates participate in
EDSM 4410 class activities
and integrate the use of
technology throughout their
programs.
This collaboration is
evident in journal
reflections and informal
observations and
discussions during
supervisory visits.
Program faculty members
have the goal of placing intact
candidate teams with a team of
middle school teachers for the
field experience. Some teams
of collaborating teachers
would prefer to mentor one to
two candidates instead of four.
University supervisors and
collaborating teachers
assess this commitment
during observations using
the CPI.
Spring Student Teaching
CPI data (35 student
teachers):
1.3 L4– 77%, L3 – 23%
Assessed by faculty
supervisor and
collaborating teacher
during observations using
the CPI.
Spring Student Teaching
CPI data (35 student
teachers):
1.2 L4– 86%, L3 – 14%
Lesson Plan Rubric
Field experience
observations
CPI
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
They continue to use these
skills as they enter the field
in TOSS and in student
teaching.
Performances
Middle level teacher candidates:
1. Use their depth and breadth
of content knowledge in ways
that maximize student learning.
(CPI 1.2)
Candidates teach numerous
concepts demonstrating
breadth and depth their
content areas, guided by SPA
35
Kennesaw State University
2. Use effective content specific
teaching and assessment
strategies. (CPI 1.3)
3. Engage all young adolescents
in content that incorporates
their ideas, interests, and
experiences. (CPI 2.1, 2.3))
standards and the Georgia
QCC’s. They use their
content knowledge to
develop, teach, and assess
engaging inquiry-oriented
lessons while in the field
during TOSS and student
teaching.
EDMG 4404 A
EDMG 4405 A
94%
91%
Spring Student Teaching
CPI data (35 student
teachers):
1.3 L4– 77%, L3 – 23%
2.1 L4– 83%, L3 – 17%
2.3 L4– 83%, L3 – 17%
4. Teach in ways that help all
young adolescents understand
the integrated nature of
knowledge. (CPI 1.1)
TOSS candidates work in
interdisciplinary teams to
develop integrated units.
Team Integrated unit
Rubric
2002 TOSS class grades:
EDMG 4405 A 91%
5. Integrate state-of-the-art
technologies and literacy skills
into teaching content to all
young adolescents. (CPI 1.2)
Candidates are placed with
collaborating teachers who
also teach literacy. They use
skills learned in EDSM 4410
to teach the literacy course
while in the field.
Reflective journals, field
experience observation, and
communication with
collaborating teacher.
EDSM 4410 grades for
2002 TOSS class (53
students): A: 94%, B: 6%
6. Engage in activities designed
to extend knowledge in their
teaching fields. (CPI 3.1)
Candidates use technology in
their instruction during
TOSS and student teaching.
Candidates attend
professional development
seminars and content specific
conferences during TOSS
and Student Teaching.
Spring Student Teaching
CPI data (35 student
teachers):
1.2 L4– 86%, L3 – 14%
CPI
Attendance is taken.
Journal entries
Portfolios
36
Candidate portfolios all
include documentation of
professional development
activities under CPI item
3.1.
The faculty TOSS Team is
considering opportunities for
the candidate TOSS teams to
teach their integrated units to
peers.
The middle grades program
added EDSM 4410 as another
required reading course in
response to input from
Advisory Board.
An increasing number of
opportunities are being made
available based on positive
feedback from former
candidates.
Kennesaw State University
Standard 5. Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they
employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.
How program
How program faculty assess
How program faculty use assessment
faculty use
Results of assessments
Results of assessments
candidate performance of the
assessment results
results to improve program
standard
to improve program
Knowledge
Middle level teacher candidates:
These assignments
Instructors assess this knowledge
1. Understand the principles of Candidates learn theories of
contribute to the grade in
through class assignments, quizzes,
cognition and motivation in
instruction and the research
EDUC 3308.
EDUC 3308 class discussions and tests.
base that supports them. (CPI
and activities.
1.3)
EDUC 3308 grades for 2002
Instructors assess through the
TOSS class (53 students): A:
application of these principles in
Candidates discuss and
96%, B: 4%
developing and teaching a series of
explore principles of
instruction discipline-specific lessons (pico-, nano-, and
These assignments
microteaching).
context in TOSS (EDMG
contribute to the grade in
4401/2/3/4).
EDMG 4401/2/3/4.
Candidates develop an appropriate
assessment for their own instruction in
Candidates learn a variety of
2002 TOSS class grades:
the TOSS and Student Teaching
assessment strategies in
2. Know a wide variety of
Impact on Student Learning
TOSS class activities.
EDMG 4401 A 100%
teaching, learning, and
Assignment.
EDMG 4402 A 94%
EDMG 4403 A 95%
assessment strategies, and
when to implement them. (CPI
EDMG 4404 A 94%
2.4, 2.5)
EDMG 4405 A 91%
Spring Student Teachers (34)
performance on the
proficiencies on the Impact
on Student Learning Rubric:
2.4 L4-82%, L3-12%
2.5 L4-91%, L3-6%
37
Kennesaw State University
3. Know that teaching higher
order thinking skills is an
integral part of instruction
and assessment. (2.3)
Candidates learn about
higher order thinking in
EDUC 2202 and EDUC
3308 class discussions and
activities.
Instructors assess this
knowledge through class
assignments, quizzes, and
tests.
4. Know how to select and
develop formal, informal,
and performance assessments
based on their relative
advantages and limitations.
(CPI 2.5)
5. Understand ways to teach
the basic concepts and skills
of inquiry and
communication. (CPI 1.1)
Candidates experience and
discuss a variety of
assessment strategies in
TOSS class activities.
Candidates develop an
appropriate assessment for
their own instruction in the
TOSS and Student Teaching
Impact on Student Learning
Assignment.
Lesson Plan Rubric
Candidates learn the
importance of contentspecific inquiry and
communication skills in
TOSS courses as they are
emphasized in SPA standards
and apply this understanding
when planning lessons.
These assignments contribute
to the grade in EDUC 3308.
EDUC 3308 grades for 2002
TOSS class (53 students): A:
96%, B: 4%
Spring Student Teachers (34)
performance on the
proficiencies on the Impact
on Student Learning Rubric:
2.5 L4-91%, L3-6%
These assignments contribute
to the course grades.
Microteaching Rubric
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
CPIs
Spring Student Teaching CPI
data (35 student teachers):
1.1 L4– 80%, L3 – 20%
6. Know how to evaluate the
effectiveness of teaching
strategies. (CPI 2.5, 3.1)
Candidates are asked to
reflect upon their own
teaching in EDUC 3308’s
Teaching for Reflection;
TOSS pico-, nano-, and
microteaching activities; and
in student teaching through
weekly journals, debriefing
after observations, and
reflections with specific
assignments (Impact on
Student Learning).
In pico-, nano-, and
Instructors read and react to
candidates’ weekly journal
reflections throughout TOSS
and Student Teaching.
Formal reflections are
assessed by instructors.
Impact on Student Learning
Rubric
Instructors read this feedback
before giving it to the
candidate who was
38
Instructors use this data to
help them learn more about
each individual candidate
and his or her abilities to
reflect upon teaching and
improve it.
Formal reflections that are
parts of assignments
contribute to the grade for
that assignment and for the
class.
These assignments contribute
Kennesaw State University
microteaching activities, one
candidate teaches peers who
role-play middle grades
students and provide
feedback.
evaluated.
to the course grades.
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
EDUC 3308 grades for 2002
TOSS class (53 students): A:
96%, B: 4%
7. Understand how to
motivate all young
adolescents and facilitate
their learning through the use
of a wide variety of
developmentally responsive
materials and resources (e.g.,
technological resources,
manipulative materials). (CPI
1.3, 2.1)
8. Know effective,
developmentally responsive
classroom management
techniques. (CPI 2.3)
Candidates learn about and
explore theories about
motivation in EDUC 3308
discussions and activities.
Instructors assess this
knowledge through class
assignments, quizzes, and
tests.
These assignments contribute
to the grade in EDUC 3308.
Candidates learn about and
explore theories about
classroom management in
EDUC 3308 discussions and
activities.
Instructors assess this
knowledge through class
assignments, quizzes, and
tests.
These assignments contribute
to the grade in EDUC 3308.
9. Understand the multiple
roles of assessment in the
instructional process (e.g.
monitoring learning,
evaluating student progress,
and modifying teaching
strategies). (CPI 2.5)
Candidates experience and
discuss a variety of
assessment strategies in
TOSS class activities.
Candidates develop an
appropriate assessment for
their own instruction in the
TOSS and Student Teaching
Impact on Student Learning
Assignment.
39
EDUC 3308 grades for 2002
TOSS class (53 students): A:
96%, B: 4%
EDUC 3308 grades for 2002
TOSS class (53 students): A:
96%, B: 4%
Spring Student Teachers (34)
performance on the
proficiencies on the Impact
on Student Learning Rubric:
2.5 L4-91%, L3-6%
Kennesaw State University
Dispositions
Middle level teacher candidates:
1. Value the need for a
In EDUC 3308, candidates experience a
repertoire of
variety of teaching and learning strategies
teaching/learning strategies
and learn to value that variety as they realize
that are appropriate for
that their peers each have preferred learning
teaching all young
styles and so their own middle grades
adolescents. (CPI 1.2)
students will have preferred learning styles.
To reach all students in their classes,
candidates must vary their instruction.
2. Value the need for
providing and maintaining
environments that maximize
student learning. (CPI 2.3)
3. Believe that instructional
planning is important and
must be developmentally
responsive. (CPI 2.2)
In TOSS and Student Teaching, candidates
demonstrate valuing of a repertoire of
teaching/learning strategies in their own
teaching.
In TOSS and Student Teaching, candidates
demonstrate their valuing of the need for
maintaining an environment that maximizes
student learning.
Working individually and collaboratively,
candidates plan developmentally responsive
lessons and units during TOSS.
Candidates plan with collaborating teacher
and with other grade level teachers during
Student Teaching.
4. Value opportunities to
plan instruction
collaboratively with
teammates and other
colleagues. (CPI 3.2, 3.3)
5. Value the importance of
on-going and varied
assessment strategies. (CPI
2.5)
Candidates learn a variety of assessment
strategies in TOSS class activities.
During student teaching, candidates work
Instructors informally
assess candidates’
dispositions.
Collaborating teachers
and university supervisors
assess candidates’ ability
to demonstrate a variety
of instructional strategies.
Collaborating teachers
and university supervisors
assess candidates’ valuing
of the need for
maintaining an
environment that
maximizes student
learning.
Candidate’s beliefs about
planning are assessed
only indirectly, in the
products of their planning
(lesson plans, unit plans,
and teaching).
Collaborating teachers
assess candidate’s
knowledge of and ability
to implement appropriate
assessment on the CPI.
Candidates develop an
appropriate assessment
for their own instruction
in the TOSS and Student
40
Candidates who do not
value the development of a
repertoire of
teaching/learning skills
receive individual
attention.
EDUC 3308 grades for
2002 TOSS class (53
students): A: 96%, B: 4%
Candidates who do not
value the need for
maintaining an
environment that
maximizes student learning
receive individual
attention.
Candidates who do not
value planning receive
individual attention.
Spring Student Teachers
(34) performance on the
proficiencies on the Impact
on Student Learning
Kennesaw State University
6. Realize the importance of
basing instruction on
assessment results. (CPI 2.5)
with collaborating teacher to plan and
analyze assessment.
7. Appreciate the importance
of teaching strategies that are
current and supported by
research and successful
practice. (CPI 1.3, 3.1)
Candidates attend professional development
seminars and conferences during TOSS and
Student Teaching.
8. Are committed to using
assessment to identify
student strengths and
enhance student growth
rather than deny student
access to learning. (CPI 2.3,
2.5)
Candidates select appropriate assessments
during TOSS field experience and Student
Teaching.
Teaching Impact on
Student Learning
Assignment.
Collaborating teachers
assess candidate’s
knowledge of and ability
to implement appropriate
assessment on the CPI.
Attendance is taken.
Journal entries
Portfolios
Candidates develop an
appropriate assessment
for their own instruction
in the TOSS and Student
Teaching Impact on
Student Learning
Assignment.
Collaborating teachers
assess candidate’s
knowledge, skills, and
dispositions about
assessment on the CPI.
41
Rubric:
2.5 L4-91%, L3-6%
Spring Student Teaching
CPI data (35 student
teachers):
2.5 L4– 94%, L3 – 6%
Candidate portfolios all
include documentation of
professional development
activities under CPI item
3.1.
Spring Student Teachers
(34) performance on the
proficiencies on the Impact
on Student Learning
Rubric:
2.5 L4-91%, L3-6%
Spring Student Teaching
CPI data (35 student
teachers):
2.3 L4– 83%, L3 – 17%
2.5 L4– 94%, L3 – 6%
An increasing number
of opportunities are
being made available
based on positive
feedback from former
candidates.
Kennesaw State University
Performances
Middle level teacher candidates:
1. Use a variety of
teaching/learning strategies and
resources that motivate young
adolescents to learn. (CPI 2.4)
2. Create learning experiences
that encourage exploration and
problem solving so all young
adolescents can be actively
engaged in learning. (CPI 2.3)
3. Plan effective instruction
individually and with colleagues.
(CPI 2.4)
Candidates collaboratively
construct and teach lessons based
on the theories of cognition in
EDUC 3308’s Teaching for
Reflection.
Candidates develop and teach a
series of lessons (pico-, nano-, and
microteaching) in a disciplinespecific context in TOSS (EDMG
4401/2/3/4).
Teaching for Reflection Rubric
Pico-, Nano-, Microteaching
Rubrics
Collaborating teachers assess
candidate’s knowledge of and
ability to implement appropriate
assessment on the CPI.
These assignments
contribute to the grade
in EDUC 3308.
EDUC 3308 grades for
2002 TOSS class (53
students): A: 96%, B:
4%
These assignments
contribute to the grade
in TOSS.
Candidates plan with collaborating
teacher and with other grade level
teachers during Student Teaching.
2002 TOSS class
grades:
EDMG 4401 A
EDMG 4402 A
EDMG 4403 A
EDMG 4404 A
EDMG 4405 A
4. Provide all young adolescents
with opportunities to engage in
independent and collaborative
inquiry. (CPI 1.1, 2.3)
5. Participate in professional
development activities that
increase their knowledge of
effective teaching/learning
strategies. (CPI 3.1)
Candidates attend professional
development seminars and
conferences during TOSS and
Student Teaching.
Attendance is taken.
6. Establish equitable, caring, and
productive learning environments
for all young adolescents. (CPI
2.3, 3.2)
Candidates are given increasing
responsibility for establishing and
managing learning environments
during the TOSS field experience
University supervisors and
collaborating teachers assess
candidate ability to establish and
manage developmentally
42
100%
94%
95%
94%
91%
Spring Student
Teaching CPI data (35
student teachers):
1.1 L4– 80%, L3 – 20%
2.3 L4– 83%, L3 – 17%
2.4 L4– 69%, L3 – 29%
Candidate portfolios all
include documentation
of professional
development activities
under CPI item 3.1.
Spring Student
Teaching CPI data (35
student teachers):
2.3 L4– 77%, L3 – 23%
An increasing number
of opportunities are
being made available
based on positive
feedback from former
students.
Kennesaw State University
7. Employ fair, effective,
developmentally responsive
classroom management
techniques. (CPI 2.3)
8. Implement a variety of
developmentally responsive
assessment measures (e.g.
portfolios, authentic assessments,
student self-evaluation). (CPI 2.5)
and Student Teaching.
responsive learning
environments.
3.2 L4– 89%, L3 – 11%
Candidates select appropriate
assessments during TOSS field
experience and Student Teaching
under the supervision of their
collaborating teachers.
Candidates develop an
appropriate assessment for their
own instruction in the TOSS and
Student Teaching Impact on
Student Learning Assignment.
Spring Student Teachers
(34) performance on the
proficiencies on the
Impact on Student
Learning Rubric:
2.5 L4-91%, L3-6%
Collaborating teachers assess
candidate’s knowledge, skills,
and dispositions about
assessment on the CPI.
9. Maintain useful records and
create an effective plan for
evaluation of student work and
achievement. (CPI 2.5, 3.3)
Candidates are given increasing
responsibility for maintaining
records, evaluating student work,
and communicating assessment
information during the TOSS field
experience and Student Teaching.
University supervisors and
collaborating teachers assess
candidate ability to maintaining
records, evaluating student
work, and communicating
assessment information.
10. Communicate assessment
information knowledgeably and
responsibly to students, families,
educators, community members,
and other appropriate audiences.
(CPI 2.5, 3.2)
43
Spring Student
Teaching CPI data (35
student teachers):
2.5 L4– 94 L3 – 6
Spring Student
Teaching CPI data (35
student teachers):
2.5 L4– 94%, L3 – 6%
3.2 L4– 89%, L3 – 11%
3.3 L4– 94%, L3 – 6%
Kennesaw State University
Standard 6. Family and Community Involvement
Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community
members, and they use that knowledge to maximize the learning of all young adolescents.
How program faculty
How program faculty use
What candidates do to demonstrate
assess candidate
Indicators
Results of assessments
assessment results to improve
performance of the
they meet the standard
program
standard
Knowledge
Middle level teacher candidates:
Faculty are implementing
Instructors provide
Candidates expressing
1. Understand the variety of Candidates explore factors that
ways to integrate more
influence learning, including the
feedback to candidates
limited understandings are
family structures. (CPI 2.2)
opportunities candidates to
variety of family structures, prior
about their
prompted to encourage
experience aspects of
learning, family and cultural
understandings of these more exploration of
diversity, culture, and
backgrounds in course activities, for
topics.
diversity.
ethnicity.
example,
These assignments
• EDUC 2201 field experience
contribute to the grades in
activities and
2. Understand how prior
these classes.
•
EDUC
2202
Cultural
Immersion
learning, differing
Experience.
experiences, and family and
EDUC 2201 grades for
cultural backgrounds
2002 TOSS class (53
influence young adolescent
students): A: 83%, B: 13%,
learning. (CPI 2.1, 2.2)
C: 4%
3. Understand the
challenges that families may
encounter in contemporary
society and are
knowledgeable about
support services and other
resources that are available
to assist them. (CPI 2.2, 3.2)
Candidates discuss challenges that
families may encounter and available
support services in EDUC 2202 and
EXC 3304 class activities.
4. Know how to
communicate effectively
with family and community
Candidates role-play in EDUC 3308
Parent Conference vignettes that
include opportunities to address
Assignments, quizzes,
tests
Assignments contribute to
course grades.
EXC 3304 Proficiency
Test
EXC 3304 grades for 2002
TOSS class (53 students):
A: 96%, B: 4%
Instructors assess
candidates on
appropriateness of
44
Candidates must earn 80%
on the Proficiency Tests.
Candidates get an
incomplete in the course
until they earn an 80%.
Contributes to EDUC 3308
grade.
Recognizing the benefits of
this type of participation, a
statement has been added to all
Kennesaw State University
members. (CPI 3.2)
multicultural and special needs issues.
responses and
effectiveness of
interventions as well as
use of resources.
EDUC 3308 grades for
2002 TOSS class (53
students): A: 96%, B: 4%
5. Understand that middle
level schools are
organizations within a
larger community context.
Candidates become familiar with
various school organizational
structures and their relationships in
discussions and readings in EDUC
2201 and 2202.
Instructors provide
feedback to candidates
based on discussions
and reflections.
Assignments contribute to
course grades.
Graded by instructor.
Contributes to EDMG
4405 grade.
6. Understand the
relationships between
schools and community
organizations. (CPI 3.2)
In TOSS, candidates focus on the
features of middle level schools as
they observe in elementary and middle
level schools and reflect upon
differences between them.
In TOSS, candidates participate in
Service Learning Activity and
reflection.
7. Know about the resources
available within
communities that can
support students, teachers,
and schools. (CPI 3.2)
Candidates learn about community
resources in EDUC 2202 and EXC
3304 class work.
8. Understand the
importance of following
school district policies and
protocol regarding
interagency partnerships
and collaboratives. (CPI
3.3)
Candidates attend a seminar during
student teaching that addresses issues
including school law, district policies,
and professional behavior of teachers.
EXC 3304 Proficiency
Test
EDUC 2202 course
assignments, quizzes,
and tests.
Student teachers read school
handbooks and policy manuals.
Candidate attendance is
mandatory. Roll is
taken.
Student teacher
understanding of school
policies is evident in
their professionalism
and is assessed on the
CPI.
45
EDUC 2201 grades for
2002 TOSS class (53
students): A: 83%, B: 13%,
C: 4%
New assignment. No
results yet.
EXC 3304 grades for 2002
TOSS class (53 students):
A: 96%, B: 4%
Candidates must get 80%
correct responses on the
Proficiency Test to earn
credit for the course.
Spring Student Teaching
CPI data (35 student
teachers):
3.3 L4– 94%, L3 – 6
syllabi encouraging candidates
to take an active role in
exploring their professional
role in interacting with family
and community.
In order to present middle
level school organization
earlier into the curriculum, two
changes were made.
EDUC 2202 increases the
emphasis on adolescents and
developmentally responsive
schools.
EDUC 2201 now places a
greater emphasis on school
structures.
This assignment was
implemented in fall 2003 to
address standards.
Kennesaw State University
9. Understand the roles of
family and community
members in improving the
education of all young
adolescents. (CPI 3.2)
Candidates engage in topics of study
in EDUC 2201 and 2202 that provide
them with the opportunity to explore
the impact and interaction of the
family, community, and the school.
Dispositions
Middle level teacher candidates:
Candidates demonstrate respectful
1. Respect all young
relationships during EDUC 2201,
adolescents and their
TOSS, and Student Teaching field
families. (CPI 2.2, 3.2)
experiences.
2. Realize the importance of
privacy and confidentiality
of information when
working with family
members. (CPI 3.2, 3.3)
3. Value the variety of
resources available in
communities. (CPI 3.2)
Candidates learn about community
resources in EDUC 2202 and EXC
3304 class work.
Informally assessed
based primarily on
feedback from
collaborating teacher
during 2201 field
experience and field
experience activities.
Contributes to final grade.
University supervisors
and collaborating
teachers do formal
observations using the
CPI in TOSS and
student teaching.
Spring Student Teaching
CPI data (35 student
teachers):
2.2 L4– 83T, L3 – 17%
3.2 L4– 89%, L3 – 11%
3.3 L4– 94%, L3 – 6%
In EDUC 2201,
collaborating teachers
assess using the field
experience evaluation
form.
The field experience
evaluation counts 30-35%
of the course grade.
Candidates must
successfully complete the
field experience to be
recommended for
Admission to Teacher
Education.
EXC 3304 Proficiency
Test
46
EDUC 2201 grades for
2002 TOSS class (53
students): A: 83%, B: 13%,
C: 4%
Collaborating teachers rate
teacher candidates high on
“understanding and
adhering to standards of
professional behavior”
(Appendix J).
EXC 3304 grades for 2002
TOSS class (53 students):
A: 96%, B: 4%
A statement has been added to
all syllabi encouraging
candidates to take an active
role in exploring their
professional roles with family
and community members.
Kennesaw State University
4. Are committed to helping
family members become
aware of how and where to
receive assistance when
needed. (CPI 3.2)
EDUC 2202 course
assignments, quizzes,
and tests.
Candidates learn respect for the
backgrounds and individuality of their
students through multicultural
education activities integrated
throughout the professional education
courses, for example, EDUC 2202
Cultural Immersion Experience and
EDSM 4409 Book Reviews (at least
one of which must include a
multicultural issue or special needs
student).
Instructors formally
assess these
assignments.
7. Realize and value the
importance of
communicating effectively
with family and community
members. (CPI 3.2)
Candidates role-play in EDUC 3308
Parent Conference vignettes that
include opportunities to address
multicultural and special needs issues.
Instructors assess
candidates on
appropriateness of
responses and
effectiveness of
interventions as well as
use of resources.
8. Accept the responsibility
of working with family and
community members to
increase student welfare and
learning. (CPI 3.2)
Student teachers interact with their
students’ family members in team
conferences, PTA meetings, and IEP
meetings.
5. Value and appreciate all
young adolescents
regardless of family
circumstances, community
environment, health, and/or
economic conditions. (CPI
2.2, 3.2)
6. Value the enrichment of
learning that comes from
the diverse backgrounds,
values, skills, talents and
interests of all young
adolescents and their
families. (CPI 2.2)
Candidates must get 80%
correct responses on the
Proficiency Test to earn
credit for the course.
Assignments contribute to
course grades.
EDSM 4409 grades for
2002 TOSS class (53
students): A: 91%, B: 6%,
C – 4%
Collaborating teachers
assess candidates’
valuing of
communication with
family and community
on the CPI.
47
Collaborating teachers rate
students well on “relating
with students from all
cultural backgrounds”
(Survey of collaborating
teachers, spring 2003,
Appendix J).
Contributes to EDUC 3308
grade.
EDUC 3308 grades for
2002 TOSS class (53
students): A: 96%, B: 4%
Spring Student Teaching
CPI data (35 student
teachers):
3.2 L4– 89%, L3 – 11%
Kennesaw State University
Performances
Middle level teacher candidates:
1. Establish respectful and
productive relationships with
family and community members
that maximize student learning and
well being. (CPI 3.2)
2. Act as advocates for all young
adolescents in the school and in the
larger community. (CPI 3.2)
3. Connect instruction to the
diverse community experiences of
all young adolescents. (CPI 2.2)
Candidates demonstrate
respectful and productive
relationships during TOSS and
Student Teaching field
experiences.
Candidates express their
advocacy for young
adolescents in their
philosophies of education, and
in the field in TOSS and
Student Teaching.
In designing, constructing, and
implementing instruction,
candidates connect to their
own students’ diverse
community experiences in
TOSS and student teaching.
University supervisors and
collaborating teachers do
formal observations using
the CPI in TOSS and
student teaching.
Spring Student Teaching
CPI data (35 student
teachers):
3.2 L4– 89%, L3 – 11%
Portfolio entries
Lesson plan rubric
Microteaching rubric
Observations by
collaborating teacher and
university supervisor.
These assignments
contribute to the final grade
for these courses.
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
EDMG 4405 A 91%
Spring Student Teaching
CPI data (35 student
teachers):
2.2 L4– 83%, L3 – 17%
4. Identify and use community
resources to foster student
learning. (CPI 3.2)
5. Participate in activities designed
to enhance educational experiences
that transcend the school campus.
(CPI 3.2)
Candidates participate in all
school-related community
experiences during student
teaching, such as field trips,
guest speakers, and service
learning activities.
Candidates participate in all
school-related community
experiences during student
teaching, such as field trips,
Instructors provide
feedback to journal entries.
Portfolio entries
Instructors provide
feedback to journal entries.
Portfolio entries
48
Program faculty will
continue to formalize
assignments and
assessments in which
candidates explore
community resources to
foster student learning.
Kennesaw State University
6. Encourage all young adolescents
to participate in community
activities and services that
contribute to their welfare and
learning (e.g., service-learning,
health services, after-school
programs). (CPI 3.1, 3.2)
7. Demonstrate the ability to
participate in parent conferences.
(CPI 3.2)
guest speakers, and service
learning activities.
Candidates select from among
several Service Learning
opportunities, such as tutoring
Native American children and
Hands-On Atlanta.
Candidates role-play in EDUC
3308 Parent Conference
vignettes that include
opportunities to address
multicultural and special needs
issues.
Instructors assess
candidates on
appropriateness of
responses and effectiveness
of interventions as well as
use of resources.
49
Contributes to EDUC 3308
grade.
EDUC 3308 grades for
2002 TOSS class (53
students): A: 96%, B: 4%
Recognizing the benefits
of this type of
participation, a statement
has been added to all
syllabi encouraging
candidates to take an
active role in exploring
their professional role in
interacting with family
and community.
Kennesaw State University
Standard 7. Middle Level Professional Roles
Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their
competence as professionals.
What candidates do to
How program faculty assess
How program faculty use
Indicators
demonstrate they meet the
candidate performance of the Results of assessments
assessment results to
standard
standard
improve program
Knowledge
Middle level teacher candidates:
1. Understand their evolving
TOSS candidates participate
Instructors assess this
role as middle level
in many activities preparing
progress informally.
education professionals. (CPI them to assume the role of
3.1)
middle level education
professionals by readings of
the textbook, field
experiences, and Advisory
Group discussions.
2. Understand the
EDUC 2201, EXC 3304,
Collaborating teachers and
Spring Student Teaching CPI
importance of their influence TOSS & Student Teaching:
university supervisors
data (35 student teachers):
on all young adolescents.
Before every field
informally and formally
3.3 L4– 94%, L3 – 6%
(CPI 3.3)
experience, candidates are
(CPI) assess candidate
reminded of the influence
professionalism.
3. Are knowledgeable about
they can have on young
their responsibility for
adolescents and the
upholding high professional
professional behavior
standards. (CPI 3.3)
expected of them as middle
level educators.
4. Understand the
Candidates are taught about
EXC 3304 Proficiency Test
EXC 3304 grades for 2002
interrelationships and
services available for
TOSS class (53 students): A:
interdependencies among
meeting the needs of their
96%, B: 4%
various professionals that
students in EXC 3304 class
serve young adolescents
activities.
Candidates must earn 80%
(e.g., school counselors,
on the Proficiency Tests.
social service workers,
Candidates get an incomplete
home-school coordinators).
in the course until they earn
(CPI 3.2)
an 80%.
5. Know advisory/advocate
Candidates experience a
Instructors informally assess
Advisory groups will be
Program faculty realized the
theories, skills, and
simulated Advisor-Advisee
participation.
implemented for the first
TOSS block provided an
time in the Fall of 2003.
opportunity to model another
curriculum. (CPI 3.1)
Group in TOSS and also
discuss how and why
aspect of the middle school
50
Kennesaw State University
advocacy programs work.
6. Understand
teaming/collaborative
theories and processes. (CPI
3.2)
7. Understand their service
responsibilities to school
reform and the greater
community. (CPI 3.1, 3.3)
8. Understand the need for
continual reflection on young
adolescent development, the
instructional process, and
professional relationships.
(CPI 3.1)
9. Know the skills of
research/data-based decisionmaking. (CPI 2,5)
In TOSS, candidates learn
about teaming through
readings, discussion,
activities, and team
assignments.
In the TOSS field experience
and Student Teaching,
candidates work within
teams in schools.
TOSS candidates participate
in their choice of Service
Learning Activities.
Candidates are asked to
reflect regularly in reflective
journals in TOSS and
Student Teaching, as part of
debriefing after formal
observations in TOSS and
Student Teaching, and as
parts of certain assignments,
for example
• EDUC 3308 Teaching
for Reflection,
• TOSS Microteaching,
and
• Student Teaching
Technology plan and
Impact on Student
Learning.
In TOSS and Student
Teaching, candidates create
and use assessments, then
concept and so will simulate
advisory groups in the fall
2003.
Candidates understanding of
teaming is assessed by their
ability to function in teams
on the team assignments and
in middle schools.
Candidates reflect on their
service learning experience
in a written reflection.
Instructors read and react to
candidates’ weekly journal
reflections throughout TOSS
and Student Teaching.
Formal reflections are
assessed by instructors.
Impact on Student Learning
Rubric
51
Grades on team assignments
contribute to the TOSS
course grades.
2002 TOSS class grades:
EDMG 4405 A 91%
Spring Student Teaching CPI
data (35 student teachers):
3.2 L4– 89% L3 – 11%
The Service Learning
Activity and written
reflection are part of the
TOSS grades.
2002 TOSS class grades:
EDMG 4405 A 91%
EDUC 3308 grades for 2002
TOSS class (53 students): A:
96%, B: 4%
Spring Student Teachers (34)
performance on the
proficiencies on the Impact
on Student Learning Rubric:
3.1 L4-97%, L3-0%
Spring Student Teachers (34)
performance on the
proficiencies on the Impact
Kennesaw State University
analyze and reflect on results
to determine their impact on
student learning.
10. Are fluent in the
integration of a range of
technologies (e.g., film,
computers) in their
professional roles with
curriculum, instruction, and
assessment. (CPI 1.2)
Candidates plan and teach a
lesson using technology to
peers in the TOSS
Nanoteaching assignment
(see EDMG 4402 syllabus
for details).
on Student Learning Rubric:
1.3 L4-85%, L3-15%
2.2 L4-74%, L3-18%
2.4 L4-82%, L3-12%
2.5 L4-91%, L3-6%
3.1 L4-97%, L3-0%
Nanoteaching rubric
University supervisors assess
the lesson plan and
reflection.
During student teaching,
candidates plan, teach, and
reflect on a lesson using
technology.
Dispositions
Middle level teacher candidates:
1. Value learning as a lifeCandidates explore resources
long process. (CPI 3.1)
that will enable them to
continue to grow and learn
2. Perceive themselves as
professionally, including
members of the larger
professional readings,
learning community. (CPI
recommended web
3.1)
resources, and a variety of
professional development
conferences.
These assignments
contribute to the final grade
for these courses.
2002 TOSS class grades:
EDMG 4401 A 100%
EDMG 4402 A 94%
EDMG 4403 A 95%
EDMG 4404 A 94%
Spring Student Teaching CPI
data (35 student teachers):
1.2 L4– 86%, L3 – 14%
Candidates are required to
participate or attend.
Candidate dispositions are
only informally assessed.
52
Assessment results indicated
that candidates were unable
to apply technology skills
learned in a previously
required course, EDUC 301
Introduction to Technology,
to plan and teach lessons
effectively using technology.
Therefore, Program Faculty
and the Middle Grades
Advisory Board agreed to
remove that course as a
program requirement and
integrate its content
throughout the program so
that candidates could learn
those skills in context. See
Appendix G for a matrix
showing which technology
objectives are met in specific
courses.
Kennesaw State University
3. Believe that their
professional responsibilities
extend beyond the classroom
and school (e.g., advisory
committees, parent-teacher
organizations). (CPI 3.1, 3.3)
4. Believe in maintaining
high standards of ethical
behavior and professional
competence. (CPI 3.3)
5. Are committed to helping
all young adolescents
become thoughtful, ethical,
democratic citizens. (CPI
3.1)
6. Are committed to refining
classroom and school
practices that address the
needs of all young
adolescents based on
research, successful practice,
and experience. (CPI 3.1)
7. Value collegiality as an
integral part of their
professional practice. (CPI
3.2)
In the TOSS Field
Experience, candidates are
encouraged to participate in
professional responsibilities
beyond the classroom. In
Student Teaching, candidates
are required to take part in
the full range of duties of
their collaborating teacher.
EDUC 2201, EXC 3304,
TOSS & Student Teaching:
Before every field
experience, candidates are
reminded of the influence
they can have on young
adolescents and the
professional behavior
expected of them as middle
level educators.
Candidates work with their
collaborating teachers to
continue to refine their
practices.
Candidates are required to
participate or attend.
Candidate dispositions are
only informally assessed.
Collaborating teachers and
university supervisors
informally and formally
(CPI) assess candidate
professionalism.
Informally assessed.
Program faculty hope to
model this disposition in
their choice to model some
of the elements that
candidates may not
experience in their middle
school field experience, such
as advisory groups.
Candidates read about and
discuss these ideas.
The TOSS team models this
disposition.
Candidates have
collaborative assignments in
several courses, including
EDUC 2201, EDUC 3308,
and TOSS.
Candidates are assessed by
their teammates after these
assignments.
Candidates are taught by an
interdisciplinary team in
TOSS.
A lack of valuing of
collegiality in these
assignments is often a part of
a pattern of a lack of
professionalism or inability
to communicate
appropriately with others in
the middle school setting.
EDUC 2201 grades for 2002
TOSS class (53 students): A:
53
Kennesaw State University
83%, B: 13%, C: 4%
EDUC 3308 grades for 2002
TOSS class (53 students): A:
96%, B: 4%
54
Kennesaw State University
Performances
Middle level teacher candidates:
1. Model positive attitudes and
appropriate behaviors for all
young adolescents. (CPI 3.3)
2. Serve as advisors, advocates,
and mentors for all young
adolescents. (CPI 3.1)
3. Work successfully as members
of interdisciplinary teams and as
part of the total school
environment. (CPI 3.2)
4. Engage in and support ongoing
professional practices for self and
colleagues (e.g., attend
professional development
activities and conferences,
participate in professional
organizations). (CPI 3.1)
Beginning in the EDUC 2201 field
experience and continuing through
TOSS and Student Teaching,
candidates are given increasing
opportunities to show their ability to
model positive and appropriate
behaviors and mentor young
adolescents.
University supervisors
and collaborating teachers
assess candidate ability to
model positive attitudes
and mentor young
adolescents.
Spring Student
Teaching CPI data (35
student teachers):
3.3 L4– 94%, L3 – 6%
Candidates work in interdisciplinary
teams on TOSS team assignments
(Integrated unit & Classroom
Management Plans), as well as in
schools during TOSS field experience
and student teaching.
Integrated unit Rubric
TOSS team
assignments contribute
to the grade in TOSS.
Candidates attend professional
development seminars and conferences
during TOSS and Student Teaching.
Classroom Management
Rubric
CPI
2002 TOSS class
grades:
EDMG 4405 A 91%
Attendance is taken.
Spring Student
Teaching CPI data (35
student teachers):
3.2 L4– 89%, L3 – 11%
Candidate portfolios all
include documentation
of professional
development activities
under CPI item 3.1.
55
An increasing number of
opportunities are being
made available based on
positive feedback from
graduates of the middle
grades program.
Kennesaw State University
5. Read professional literature,
consult with colleagues, maintain
currency with a range of
technologies, and seek resources
to enhance their professional
competence. (CPI 3.1)
Candidates become familiar with
professional literature and resources,
especially that published by SPA
organizations, during TOSS.
During TOSS, candidates are given the
opportunity of assessing their own
technology skills and addressing
weaknesses.
Candidates are not
assessed directly, but
lessons planning and
teaching often show
indirectly the candidate’s
ability to find relevant
resources.
Candidates are required
to assess their technology
skills.
56
TOSS candidates will
be assessed using
AssessOnline in fall
2003.
Kennesaw State University
Appendices
Appendix
Title
Page Number
A
Program Advisement Form ............................................................ 58
B
Catalog Pages of Course Descriptions ........................................... 61
C
Matrix Correlating PRAXIS II Objectives and KSU Courses ....... 67
D
Course Syllabi
EDMG 4405 .......................................................................... 72
EDMG 4402 .......................................................................... 91
E
Selected Assignments from Courses .............................................. 98
F
Rubrics Referenced in Report ...................................................... 104
Classroom Procedures, Routines and Relationships ........... 105
Impact on Student Learning ................................................ 106
Interdisciplinary Unit .......................................................... 109
Lesson Plan Rubric ............................................................. 110
Microteaching .................................................................... 112
Nanoteaching....................................................................... 114
Peer Feedback Picoteaching................................................ 116
Portfolio Narrative .............................................................. 117
Teaching for Reflection....................................................... 119
TOSS Team Management Plan........................................... 122
TOSS Unit Plan................................................................... 123
G
Integration of Technology and Multicultural Education Matrix .. 124
H
Candidate Performance Instrument .............................................. 126
I
Middle Grades Advisory Board ................................................... 132
J
Summary of Data ......................................................................... 133
SATs and GPAs of Middle Grade students......................... 134
Grades from selected courses for TOSS class Fall 2002 .... 134
Spring 2003 Student Teacher data
CPI ............................................................................. 135
Impact on Student Learning Data Spring .................. 136
Portfolio Narrative ..................................................... 136
Collaborating Teacher Survey ................................... 137
PRAXIS Test Results.......................................................... 138
57
Kennesaw State University
Appendix A
Program Advisement Checklist
58
Kennesaw State University
Department of Secondary & Middle Grades Education
BACHELOR OF SCIENCE IN MIDDLE GRADES EDUCATION (GRADES 4-8)
Program Advisement Checklist  Beginning Fall 2003
NAME: ...................................................................................
SSN:.........................................................................
MATRICULATION SEMESTER: ........................................
PREVIOUS DEGREE:............................................
PRAXIS I: ...............................
PRAXIS II: ....................
REGENTS: ...................
EMAIL: .....................
GENERAL EDUCATION*
HRS TEACHING FIELD (see page 2)
HRS
ANTH 2105 or PSYCH 2105 or SOCI 2105
2
Concentration: LA MA SCI
SS
12-14
ART 1107 or MUSI 1107 or THTR 1107
3
3-4
COM 1109 or FL 1002 or PHIL 2200
3
3-4
ECON 1100 Global Econ
3
3-4
ENGL 1101 Composition I
3
3-4
ENGL 1102 Composition II
3
Concentration: LA MA SCI
SS
12-14
ENGL 2110 World Literature
3
3-4
HIST 1110 World Civilization
3
3-4
HIST 2112 America Since 1890
3
3-4
HPS 1000 Fitness for Living
3
3-4
MATH 1101 Modeling or MATH 1113
3
UPPER DIVISION MAJOR REQUIREMENTS
Precalculus
MATH 1107 Statistics
3
EXC 3304 Except. Students (8 hr. field exp.)
3
POLS 1101 Am Gov Global
3
EDUC 3308 Learning, Mot, Cls Mgmt
3
SCI 1101 (or 2205)
4
EDSM 4409 Read, Writing, & Ad Lit
3
SCI 1102 (or 2206)
3
EDSM 4410 Reading Content Areas
3
TOSS or Teaching of Specific Subjects Select two (2) +
LOWER DIVISION MAJOR REQUIREMENTS
EDMG 4405 of the following (includes a 140 hr. field
exp.):
EDUC 2201 Tchg & Schl (30 hr. field exp.)
3
EDMG 4401 Teaching Math
3
EDUC 2202 Life Span Dev**
3
EDMG 4402 Teaching Science
3
GEOG 1101 World Reg Geog
3
EDMG 4403 Teaching Soc Std
3
MATH 2590 Math for Tch Mid Gr
3
EDMG 4404 Teaching Lang Arts
3
SCI 2201 Sci Concepts or CHEM 1151/1151L
3-4 EDMG 4405 Curriculum & Instruction
5
Surv of Chem I (required for science
concentration)
ENGL 2270 Lang & Usage (a B is required for
3
ADMISSION TO STUDENT TEACHING:
Application deadlines
for Fall:
language arts concentration)
Jan. 30
FREE ELECTIVE – Social Studies and
0-1 EDMG 4475 Student Teaching (750 hr. field
12
Language Arts concentrations only. Choose 1-3
exp.)
additional hrs.
PROGRAM TOTAL: 123-126
Student’s Signature
Advisor’s Signature
**Replaces EDUC 2204 requirement. Students matriculating prior to Fall ’03 may take EDUC 2204.
Deadlines: Students must meet with their advisors and do the following by the deadlines published in the catalog:
(1) Apply for Admission to Teacher Education Program (2) Apply for Admission to TOSS
(3) Apply for Admission to Student Teaching
Watch for announcements of a spring TOSS meeting.
(4) Apply for Graduation
(5) Apply for Praxis I and Praxis II
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Kennesaw State University
TEACHING FIELD (24-27) Must complete at least 12 hours of coursework in two of the
following four teaching field concentrations with 9 hours of study at the 3000 level or above.
Mathematics (13 hours) – Students should take MATH 1113 Precalculus and MATH
1107 Statistics as part of their General Education Requirements.
MATH 1190
MATH 3390
MATH 3395
MATH 3495
Calculus....................................................................................... 4
Introduction to Mathematical Systems ....................................... 3
Geometry..................................................................................... 3
Advanced Perspective on Middle School Mathematics..................... 3
Science (14 hours)
BIOL 2107
SCI 3360 & 3360L
PHYS 3310
ASTR 3321
OR
ASTR 3320
Biological Principles I................................................................. 4
Earth Science and Lab ................................................................ 4
How & Why—Physics of Everyday Life ................................... 3
Solar System Astronomy ............................................................ 3
Astronomy and Cosmology ........................................................ 3
Social Studies (12 hours)
HIST 2206
OR
HIST 2111
Origins of Great Traditions......................................................... 3
America to 1890.......................................................................... 3
HIST 3304
History of Georgia ...................................................................... 3
Select two of the following:
HIST 3305
The World Since 1945 ................................................................ 3
HIST 3366
History of Mexico and Central America..................................... 3
HIST 3367
History of Brazil ......................................................................... 3
HIST 3373
Modern India and South Asia ..................................................... 3
HIST 3374
Modern China and Japan ............................................................ 3
HIST 3382
North Africa and the Middle East in Modern Times .................. 3
HIST 3391
History of West Africa................................................................ 3
HIST 3392
History of Southern, Eastern and Central Africa ........................ 3
Language Arts (12 hours)
ENGL 2140
OR
ENGL 2150
ENGL 3260
ENGL 3309
ENGL 3391
Introduction to Literary Genres .................................................. 3
Colloquium in English ................................................................ 3
Grammar in the Context of Writing............................................ 3
Principles of Teaching Writing................................................... 3
Teaching Literature to Adolescents ............................................ 3
60
Kennesaw State University
Appendix B
KSU 2003-2004 Course Descriptions
Listed alphabetically by course prefix.
CHEM 1151L. Survey of Chemistry I Laboratory.
0-3-1.
Corequisite: CHEM 1151.
Laboratory course to study and apply topics and
concepts covered in CHEM 1151.
ASTR 3320. Astronomy and Cosmology. 3-0-3.
Prerequisite: Any core lab science sequence.
An introduction to stellar Astronomy and
Cosmology. Topics include stellar structure and
evolution, end states of stars such as white dwarfs
and black holes, active galaxies and quasars, the
large-scale structure of the universe, and theories for
the origin and evolution of the Universe. This course
will emphasize physical principles and conceptual
understanding.
EDUC 2201. Teaching and Schools in a Changing
Society 2-2-3.
Prerequisite: ENGL 1102.
An introductory study of current issues and problems
in American education from historical, political,
economic, social, philosophical, multicultural, and
global perspectives. Focuses on efforts of schools to
adapt to a changing society, the role of the teacher as
a professional educator and professional ethics.
Includes the use of current technologies which are
directly related to effective teaching and 30 hours of
observation and participation in a classroom setting
appropriate to the students ’ professional interests in
elementary/early childhood, middle grades,
secondary, or P-12 education. Verification of
professional liability insurance is required prior to
enrolling in this course.
ASTR 3321. Solar System Astronomy. 3-0-3.
Prerequisite: Any core lab science sequence.
An introduction to Solar System Astronomy. Topics
include planetary motion and its role in the scientific
revolution, theories for the origin of the solar system,
the history and evolution of the Earth, comparative
planetology and the origin of life. This course will
emphasize physical principles and conceptual
understanding.
BIOL 2107. Biological Principles I. 3-3-4.
Prerequisite: BIOL 2101 or CHEM 1211/1211L. A
cellular approach to biology. Topics include cell
chemistry, cell structure and function, energy
metabolism and cell differentiation, and techniques
used to study them. Laboratories employ principles
of spectrophotometry and differential centrifugation
to examine enzyme kinetics, quantification of protein
and subcellular fractionation. For science majors.
(Formerly BIOL 2201/2201L).
EDUC 2202. Life Span Development: Adolescent
and Young Adulthood Emphasis
A study of human development through the life span
addressing social, moral, emotional, physical,
cognitive and psychological development, with an
emphasis on how these relate to learning and
instruction of adolescents and young adults. Course
examines impact of learning styles, developmental
and cultural differences, and various levels of student
abilities, exceptionalities, and health. Current use of
technology will be integrated as communication and
instructional tools. Teacher candidates will have the
opportunity to observe in naturalistic settings.
CHEM 1151. Survey of Chemistry I. 3-0-3.
Prerequisite: MATH 0099 and READ 0099 (if
required). Corequisite: CHEM 1151L.
General principles of atomic structure, bonding,
reaction, solutions, equilibria as required for a basic
understanding of physiological applications. A brief
introduction to organic compounds which are of
particular importance in pharmacological
applications.
61
Kennesaw State University
EDMG 4403. Teaching Social Studies in Middle
Grades 2-3-3.
Prerequisite: EDUC 3308,at least 9 hrs of required
teaching field Social Studies courses.
This course is a segment of a 9-hour block designed
to develop appropriate teaching strategies in social
studies. Students apply learning theories, teaching
techniques, questioning strategies, instructional
materials, and assessment procedures for middle
grades learners. Students will develop and implement
plans for teaching social studies in an
interdisciplinary team setting. In an extensive field
experience, students will teach middle grades
learners. Proof of professional liability insurance is
required prior to receiving a school placement.
EDUC 3308. Learning, Motivation, and
Classroom Management 3-0-3.
Prerequisite: Admission to Teacher Education
Program.
Examines theories, models, and principles of
learning, motivation, and classroom management in
schools. In level-specific modules, particular
emphasis is placed on the application of theoretical
principles to early childhood, middle grades, or
secondary classroom settings. Addresses learning
theories, motivational theories, learning styles and
individual differences, and models and strategies for
implementing effective systems of time, material,
environment and behavior management in diverse
classroom settings. Various technological
applications, including the World Wide Web, e-mail,
and presentation software, will be utilized.
EDMG 4404. Teaching Language Arts in Middle
Grades 2-3-3.
Prerequisite: EDUC 3308, at least 9 hrs of required
teaching field LA courses.
This course is a segment of a 9-hour block designed
to develop appropriate teaching strategies in language
arts. Students apply learning theories, teaching
techniques, questioning strategies, instructional
materials, and assessment procedures for middle
grades learners. Students will develop and implement
plans for teaching language arts in an
interdisciplinary team setting. In an extensive field
experience, students will teach middle grades
learners. Proof of professional liability insurance is
required prior to receiving a school placement.
EDMG 4401. Teaching Mathematics in Middle
Grades 2-3-3.
Prerequisite: EDUC 3308,at least 9 hrs of required
teaching field Math courses.
This course is a segment of a 9-hour block designed
to develop appropriate teaching strategies in
mathematics. Students apply learning theories,
teaching techniques, questioning strategies,
instructional materials, and assessment procedures
for middle grades learners. Students will develop and
implement plans for teaching mathematics in an
interdisciplinary team setting. In an extensive field
experience, students will teach middle grades
learners. Proof of professional liability insurance is
required prior to receiving a school placement.
EDMG 4405. Curriculum and Instruction in
Middle Grades 4-2-5.
Prerequisite: EDUC 3308.
This collaboratively taught course is a segment of a
9-hour block designed to develop appropriate
teaming skills for middle grades teachers. The
teaching team models instructional strategies that
exemplify the philosophy of middle school education.
Students become part of an instructional team to
develop effective strategies for interdisciplinary
settings. Student teams are paired with school
instructional teams during an extensive field
experience. Proof of professional liability insurance
is required prior to receiving a school placement.
EDMG 4402. Teaching Science in Middle Grades
2-3-3.
Prerequisite: EDUC 3308, at least 9 hrs of required
teaching field Science courses.
This course is a segment of a 9-hour block designed
to develop appropriate teaching strategies in science.
Students apply learning theories, teaching techniques,
questioning strategies, instructional materials, and
assessment procedures for middle grades learners.
Students will develop and implement plans for
teaching science in an interdisciplinary team setting.
In an extensive field experience, students will teach
middle grades learners. Proof of professional liability
insurance is required prior to receiving a school
placement.
EDMG 4475. Student Teaching in MGE.
12 credit hours.
Prerequisite: Admission to Student Teaching.
Full-time teaching experience under the supervision
of a public school collaborating teacher and college
supervisor in an upper elementary school classroom
or in a middle school. Includes regularly scheduled
professional seminars. Proof of professional liability
insurance is required prior to receiving a school
placement.
62
Kennesaw State University
ENGL 3260. Grammar in the Context of Writing.
3-0-3.
Prerequisite: ENGL 2270 (with a “B” or better).
A study of approaches for teaching grammar in the
context of writing instruction. Includes acquiring
grammatical competence in oral and written
communication, understanding what grammar errors
reveal about writing, promoting syntactic complexity
in writing, and studying grammatical structures that
promote syntactic growth and diversity of style in
writing. Also includes an overview of modern
grammars, the history of grammar instruction, and
research on grammar instruction.
EDSM 4409. Instructional Strategies in Reading,
Writing, and Adolescent Literature. 3-0-3.
Prerequisite: Admission to Teacher Education.
This course provides instruction in reading theory
and methodology and will provide an understanding
for selecting and using adolescent literature for the
middle grades and secondary classroom. This course
will acquaint the student with a reading experience
using literary works for adolescents and will also
introduce the student to book selection aids and
electronic database media resources for middle
grades and secondary environments.
EDSM 4410. Reading to Learn in the Content
Areas. 3-0-3.
Prerequisite: EDUC 3308.
An introduction to the process and problems of
reading instruction in middle grades and secondary
classrooms with an emphasis on content area reading.
The course explores the introductory components of
the reading process and organizational and
management aspects of reading instruction. Study of
formal and informal diagnostic procedures and
techniques to determine individual reading needs and
abilities of the adolescent.
ENGL 3309. Principles of Teaching Writing.
3-0-3.
Prerequisite: ENGL 1102 and ENGL 2270.
An exploration of current theories of composition
pedagogy and assessment in practice, including a
variety of strategies for teaching writing while
dealing with institutional policies, such as
standardized testing. Students will write for a variety
of purposes and audiences.
ENGL 3391. Teaching Literature to Adolescents.
3-0-3.
Prerequisite: ENGL 2140.
Using narrative as a central genre, this course
introduces current English teaching philosophy and
practice in teaching literature to adolescents. This
course models current ways to integrate technology
into the curriculum, identifies a variety of
multicultural teaching texts, and extends the study of
critical theory into the teaching of literature to
adolescents.
ENGL 2140. Introduction to Literary Genres.
3-0-3.
Prerequisite: ENGL 2110.
A study of the literary genres of fiction, nonfiction,
drama, and poetry. Texts include works from various
cultures.
ENGL 2150. Colloquium in English. 3-0-3.
Prerequisite: ENGL 2110.
Introduction to the field of English studies. Readings,
discussion and written work emphasize the
interpretive frameworks (including literature, theory,
literacy, and language studies) that currently guide
study in the field and organize the major at Kennesaw
State.
EXC 3304. Education of Exceptional Students.
3-0-3.
Prerequisite: Admission to Teacher Education
Program.
Prepares students to serve as contributing members of
pre-referral teams. Emphasizes the characteristics of
exceptional students as they function in today’s
schools. This course places special focus on the
identification of intellectual, emotional and social
needs of exceptional students. This course requires an
observational experience in an assigned school
placement. Verification of professional liability
insurance is required prior to placement in the field
experience.
ENGL 2270. Language and Usage. 3-0-3.
Prerequisite: ENGL 1102.
Study of the elements of language and of usage in
formal writing and speaking; a review of grammar
rules and their application in a variety of academic
and profession contexts.
63
Kennesaw State University
GEOG 1101. World Regional Geography. 3-0-3.
Prerequisite: None.
An introduction to world regions through the context
of human geography. The course focuses on basic
geographic concepts to analyze social, economic and
political issues at local, regional and global scales.
Elements of fundamental physical geography will be
discussed to illustrate the spatial relationships
between the physical environment and human
geography.
HIST 3305. The World Since 1945. 3-0-3.
Prerequisite: HIST 1110.
A survey of major themes in world history since
1945, it focuses on sociocultural and intellectual
developments in addition to the traditional concerns
with political and economic relations. Particular
emphasis is given to great power relations, the role of
the middle powers, North-South relations as well as
the interactions between Western and non-Western
cultures in the context of increasing globalization.
HIST 2111. America to 1890. 3-0-3.
Prerequisite: ENGL 1102 (with C or better.)
Explores major themes in the social, cultural,
political, and economic history of the peoples of
North America to 1890. Topics include the intersection of cultures in colonial America; the origin
and development of the American republic; the
evolution of democratic ideas and institutions;
western expansion; slavery; sectional conflict;
emancipation and its aftermath; immigration; social
and cultural change; the Industrial Revolution; and
the changing role of the U.S. in world affairs.
Examination of primary sources forms an important
element of this course.
HIST 3366. History of Mexico and Central
America. 3-0-3.
Prerequisite: HIST 1110.
Examines the Mesoamerican preclassic civilizations,
the Aztec Empire and the Maya kingdoms, the
Spanish conquest and establishment of New Spain,
and the independent nation-states of Mexico and
Central America. Themes include Spanish
colonialism, the Indian struggle for justice, modern
nation-state building and relations with the United
States.
HIST 3367. History of Brazil. 3-0-3.
Prerequisite: HIST 1110.
A study of Brazil, to include the Native American
period, Portuguese colonialism, the Empire of Brazil,
and Brazil in the 20th century. Major themes are
sugar and slavery, boom and bust economic cycles,
the formation of the Brazilian social identity, Brazil
and the Amazon and Brazil’s place in the
contemporary global world.
HIST 2206. Origins of Great Traditions. 3-0-3.
Prerequisite: HIST 1110.
A systematic examination of five centers of
civilization in Afro-Eurasia during their defining
moments. The course focuses on the historical
contexts that gave rise to China’s classical
philosophies, India’s transcendental worldview, the
Judaeo-Christian-Islamic synthesis, African mythoreligious systems of thought and the emergence of
Latin-European culture in the West. Content
emphasizes cross-cultural influences and
connections.
HIST 3373. Modern India and South Asia. 3-0-3.
Prerequisite: HIST 1110.
Emphasizes how Hindu, Buddhist, Islamic and other
traditional cultures combined with British colonial
rule and other modernizing influences to produce the
India of today. Some attention is also given to
peripheral areas, particularly Pakistan and
Bangladesh.
HIST 3304. History of Georgia. 3-0-3.
Prerequisite: HIST 2112.
A consideration of Georgia’s political, economic,
social, and cultural development from the colonial
period to the present. Topics include the cultures of
indigenous peoples, the Spanish in Georgia, the
founding of a British colony, the Revolution, Indian
removal, antebellum society, the Civil War,
Reconstruction, the New South era, the rise and
decline of the cotton economy, race relations, and
post-World War II prosperity and problems.
HIST 3374. Modern China and Japan. 3-0-3.
Prerequisite: HIST 1110.
Focuses chiefly upon China and Japan, with some
consideration of Korea, emphasizing how traditional
cultures, outside influences, and modernizing forces
have interacted to produce the East Asia of today.
Covers the period 1600 to the present.
64
Kennesaw State University
HIST 3382. North Africa and the Middle East in
Modern Times 3-0-3.
Prerequisite: HIST 1110.
A history of North Africa and the Middle East since
the emergence of Islam. Major themes include the
rise of Berber/Arab/Islamic civilization, the historical
ties between North Africa and the Middle East and
the impact of Ottoman rule. Consideration of the 20th
century includes European imperialism, the advent of
military rule, the establishment of Israel, Arab-Israeli
wars and the search for peace, pan-Arabism and the
independence movement in Maghrib, petroleum and
international politics, the rise of Muslim
fundamentalism and the problems of economic
development and modernization.
MATH 2590. Mathematics for Teachers of Middle
Grades. 2-2-3.
Prerequisite: 6 hours of mathematics.
The development of the student’s ability to
communicate mathematically through reading,
writing and discussing ideas will be strongly
emphasized along with the cultural, historical, and
scientific applications of mathematics. Topics will
include the development of the set of real numbers,
number theory, geometric figures in the plane and in
space, and measurement, including area and volume.
Mathematical ideas will be developed in a lab setting
using technology and physical models to motivate
and assist the more formal development. Not for
math majors.
HIST 3391. History of West Africa. 3-0-3.
Prerequisite: HIST 1110.
A history of West Africa from the earliest times to
the present. The course emphasizes cultural
continuities and change, trade and cultural ties with
North Africa and contemporary challenges of
economic development and nation building in the
region. It examines important themes like village,
urban and community life; the formation of mini and
mega states such as Ghana, Mali and Songhai
empires; the creation of trans-Saharan and transAtlantic trade networks; traditional religion, Islam
and Christianity; European colonialism and African
resistances; and decolonization.
MATH 3390. Introduction to Mathematical
Systems. 3-0-3.
Prerequisite: MATH 1190.
Introduction to Mathematical Systems is a course
specifically designed to introduce students to the
study of mathematics from a mathematical systems
approach. A mathematical system consisting of
undefined terms, axioms and theorems will be
studied. The major emphasis of this class will be on
the development of skills in communicating and
justifying mathematical ideas and conclusions.
Mathematical systems studied will vary according to
the instructor and may be chosen from sets, number
systems and/or geometry.
HIST 3392. History of Southern, Eastern and
Central Africa. 3-0-3.
Prerequisite: HIST 1110.
A history of Southern, Eastern, and Central Africa
from the earliest times to the present. The course
emphasizes continuities and changes in African
culture, African participation in Indian Ocean and
Middle Eastern trade networks and the impact of
European colonization. It examines important themes
like Bantu migration and state formation in Central
Africa; the emergence of the Ethiopian kingdom; the
impact of the Zulu Mfecane; Swahili culture and
Omani rule in East Africa; Dutch settlement and the
development of apartheid; and the achievement of
Black majority rule in South Africa.
MATH 3395. Geometry. 3-0-3.
Prerequisite: MATH 3390.
This course develops geometry as an axiomatic
mathematical system and approaches it from
synthetic, transformational, and algebraic
perspectives, including higher dimensions. Various
geometries are studied including finite, infinite,
projective, Euclidean and Non-Euclidean. Includes a
research project on a topic which would be
appropriate for any entry-level school geometry
student.
MATH 1190. Calculus I. 4-0-4.
Prerequisite: MATH 1113.
A first course in calculus and analytic geometry.
Topics include fundamental concepts of limits,
continuity, derivatives, and integrals of functions of
one variable. Incorporates applications from a variety
of disciplines. Modern computing technology will be
used where necessary and appropriate.
65
Kennesaw State University
MATH 3495. Exploration of Middle School
Mathematics from an Advanced Perspective. 3-03.
Prerequisite: MATH 1190 and MATH 3390.
Students’ understanding of the mathematics taught in
middle school will be deepened and broadened
through the study of key topics including algebra,
linear functions, exponential functions, quadratic
functions, number theory, discrete mathematics, and
mathematical modeling. This course is designed so
that students can revisit key ideas in school
mathematics, bringing with them the skills and
understandings of college course work in
mathematics, deepening and broadening their
understanding, and connecting more advanced ideas
to the topics they will teach in middle school and
high school.
SCI 2201. Concepts in Science. 2-3-3.
Prerequisite: SCI 1102.
Concepts in Science defines science, examines how
science is done and develops fundamental concepts in
physics, chemistry, geology, astronomy, meteorology
and space science. Laboratories emphasize
experimental design and data analysis. Primarily for
early grades and middle school education majors.
PHYS 3310. How and Why - The Physics in
Everyday Life. 3-0-3.
Prerequisite: Any core lab science sequence.
This course will utilize physics as a tool for understanding how everyday systems work and why tasks
are done in certain ways. It will be taught at a level
appropriate for the general audience. Demonstrations
and student activities will be used to investigate the
operation of a variety of systems selected from areas
such as household appliances, communication
systems, transportation systems, television, radio,
computers and the electrical power system. These
examinations will be tied together with the
underlying principles from mechanics, optics,
electricity and magnetism. The large role of energy in
modern society will be examined in detail.
SCI 3360L. Earth Science Laboratory. 0-3-1.
Prerequisite: Any core lab science sequence.
Corequisite: SCI 3360.
Laboratory designed to accompany SCI 3360.
SCI 3360. Earth Science. 3-0-3.
Prerequisite: Any core lab science sequence.
Corequisite: SCI 3360L.
Origin, evolution and distribution of organisms on
the earth as determined by micro- and macroenvironmental factors. History, development and
nature of the earth’s atmosphere, hydrosphere,
lithosphere and biosphere are included.
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Appendix C
Matrix Correlating PRAXIS II Objectives and KSU Mathematics Courses
I. Arithmetic and Basic Algebra
Add, subtract, multiply, and divide rational numbers expressed in various forms; apply the order of operations; identify the
properties of the basic operations on the standard number systems (for example, closure, commutativity, associativity,
distributivity); identify and inverse, the additive and multiplicative inverses of a number; use numbers in a way that is most
appropriate in the context of the problem
Order any finite set of real numbers and recognize equivalent forms of a number; classify a number as rational, irrational, real,
and/or complex; estimate values of expressions involving decimals, exponents, and radicals; find powers and roots
Given newly defined operations on a number system, determine whether the closure, commutative, associative, or distributive
properties hold
Demonstrate an understanding of concepts associated with counting numbers (for example, prime or composite, even or odd,
factors, multiples, divisibility)
Interpret and apply the concepts of ratio, proportion, percent in appropriate situations
Recognize the reasonableness of results within the context of a given problem; using estimation, test the reasonableness of results
Work with algebraic expressions, formulas, and equations; add, subtract, and multiply polynomials; divide polynomials; add,
subtract, multiply, and divide algebraic fractions; perform standard algebraic operations involving complex numbers, radicals, and
exponents, including fractional and negative exponents
Solve and graph linear equations and inequalities in one or two variables; solve and graph systems of linear equations and
inequalities in two variables; solve and graph nonlinear algebraic equations; solve equations and inequalities involving absolute
values
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EDMG 4401
MATH 3495
MATH 3395
MATH 3390
MATH 2590
MATH 1190
Praxis II Topics and Subtopics
MATH 1107
Praxis II Middle School Mathematics/KSU Curriculum
MATH 1113
The mathematics matrix is shown as an example. Similar matrices are available for Language Arts, Science, and Social Studies.
II. Geometry and Measurement
Solve problems that involve measurement in both the metric and traditional systems (stress is on estimation and problems with
context; provided are conversion factors when appropriate and formulas
for all but the most basic measurement tasks)
Compute perimeter and area of triangles, quadrilaterals, and circles and regions that are combinations of these figures; compute the
surface area and volume of right prisms, cones, cylinders, and spheres and solids that are combinations of these figures
Apply the Pythagorean Theorem to solve problems; solve problems involving special triangles, such as isosceles and equilateral
Use relationships such as congruency and similarity to solve problems involving two-dimensional and three-dimensional figures;
solve problems involving parallel and perpendicular lines
Solve problems using the relationships among the parts of triangles, such as sides, angles, medians, midpoints, and altitudes
Solve problems using the properties of special quadrilaterals, such as the square, rectangle, parallelogram, rhombus, and trapezoid;
describe relationships among sets of special quadrilaterals; solve problems involving angles, diagonals, vertices of polygons with
more than four sides
Solve problems that involve using the properties of circles, including those involving inscribed angles, central angles, chords, radii,
tangents, secants, arcs, and sectors
Solve problems involving reflections, rotations, and translations of points, lines, or polygons in the plane
Execute geometric constructions using straight-edge and compass (for example, bisect an angle or construct a perpendicular); prove
that a given geometric construction yields the desired result
Estimate actual and relative error in the numerical answer to a problem by analyzing the effects of round off and truncation errors
introduced in the course of solving a problem
Demonstrate an intuitive understanding of a limit
Demonstrate an intuitive understanding of maximum and minimum
Estimate the area of a region in the xy-plane
III. Coordinate Geometry, Functions and Their Graphs
Understand function notation for functions of one variable and be able to work with the algebraic definition of a function (that is,
for every x there is at most one y)
Identify whether a graph in the plane is the graph of a function; given a set of conditions, decide if they determine a function
Given a graph, for example, a line, a parabola, a step, absolute value, power of 2, or simple exponential, select an equation that best
represents the graph; given an equation, show an understanding of the relationship between the equation and its graph
Determine the graphical properties and sketch a graph of a linear, step, absolute value, or quadratic function
Demonstrate an understanding of a physical situation or a verbal description of a situation and develop a model of it such as a chart,
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graph, equation, story, or table
Determine whether a particular mathematical model, such as an equation, can be used to describe two seemingly different
situations. For example, given two different word problems, determine whether a particular equation can represent the relationship
between the variables in the problems
Find the domain (x-values) and range (y-values) of a function (without necessarily knowing the definitions); recognize certain
properties of graphs (for example, slope, intercepts, intervals of increase or decrease, axis of symmetry)
Determine the equations of lines given sufficient information; recognize and use the basic forms of a straight line
Solve problems that can be represented on the xy-plane (for example, finding the distance between two points, or finding the
coordinates of the midpoint of a line segment)
Translate verbal expressions and relationships into algebraic expressions or equations; provide and interpret geometric
representations of numeric and algebraic concepts
Solve problems that involve quadratic equations using a variety of methods (graphing, formula, calculator)
IV. Data, Probability, and Statistical Concepts
Organize data into a presentation that is appropriate for solving a problem (for example, construct a histogram and use it in the
calculation of probabilities)
Read and analyze data presented in various forms (i.e., tables, charts, graphs, line, bar, circle, double line, double bar, scatterplot,
stem-and-leaf, line plot, box and whiskers); draw conclusions from data
Solve probability problems involving finite sample spaces by actually counting outcomes; solve probability problems using
counting techniques; solve probability problems involving independent and dependent trials; solve problems using geometric
probability; solve problems that can have only two outcomes (for example, male or female, heads or tails, prime or not prime)
Solve problems involving average, including arithmetic mean and weighted average; find and interpret common measures of
central tendency (mean, sample mean, median, mode) and know which is the most meaningful to use in a given situation; find and
interpret common measures of dispersion (for example, range, spread of data, outliers)
Work with a probability distribution at an intuitive level (for example, solve a problem involving all possible outcome from tossing
a pair of numbered cubes)
V. Discrete Mathematics and Computer Science
Use and interpret statements that contain logical connectives (and, or, if—then) as well as logical quantifiers (some, all, none)
Solve problems involving the union and intersection of sets, subsets, and disjoint sets
Solve basic counting problems involving permutations and combinations without necessarily knowing formulas; use Pascal’s
triangle to solve problems
Work with numbers that can be expressed in bases other than 10
Solve problems that involve simple sequences or number patterns (for example, triangular numbers or other geometric numbers);
find rules for number patterns
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Use and interpret simple matrices as a tool for displaying data
Draw conclusions from information contained in simple diagrams, flowcharts, paths, circuits, networks, or algorithms
Use the calculator as a tool to explore patterns, make conjectures, make predictions, make generalizations; know when to use a
calculator
Demonstrate an understanding of basic computer terminology and the roles of hardware and software; use “friendly” software (for
example, spreadsheets, instruction packages)
VI. Content-Specific Pedagogy
Recognize errors in student work and the underlying misconceptions; suggest ways to help a student develop correct concepts
Identify the prerequisite knowledge and skills students might need to possess in order to correctly learn a particular topic
Develop questions that might be asked orally that will best assess a student’s conceptual understanding of a particular topic
Given a particular problem, identify several problem-solving strategies that can be used to explore or solve the problem with
students (for example, guess and check, reduce to a simpler problem, draw a diagram, work backwards)
Use representations of mathematical concepts (for example, analogies, drawings, examples, symbols, manipulatives) that have the
potential to help students understand and learn mathematical concepts
Use a variety of teaching strategies (for example, laboratory work, supervised practice, group work, lecture) appropriate for a
particular topic or unit and also for a particular group of students
Integrate concepts to show relationships among topics
Relate mathematical concepts and ideas to real-world situations
Identify, evaluate, and use curricular materials and resources for mathematics instructions in ways appropriate for a particular
group of students and a particular topic; know when to use technology, particularly calculators
Identify, evaluate, and use appropriate evaluation strategies (for example, observations, interviews, questioning, oral discussions,
written tests, portfolios) to assess student progress in mathematics; write questions that test specific mathematical skills; develop a
set of questions that can be used to probe for both procedural and conceptual understanding
Determine appropriate strategies to solve a given problem. Strategies might include conjectures, counterexamples, inductive
reasoning, deductive reasoning, proof by contra-diction, direct proof, and other types of proof, using tools (i.e., mental math, pencil
and paper, calculator, computer, models, trees and graphs)
Demonstrate with examples when each of the strategies listed above would be appropriate to use.
After solving a problem, reflect on the strategies used; consider if there are other appropriate strategies; if there are more
appropriate strategies; if the strategies employed can be used to solve other types of problems; if the strategies can be used to solve
a more general class of problems
Communicate the results of reasoning in an appropriate form (for example, the written word, tables, charts, and graphs); explain the
processes used in solving a problem
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Appendix D
Sample Syllabi
Two complete syllabi are included. One is the syllabus for EDMG 4405: Curriculum and
Instruction in Middle Grades. The other is the science methods syllabus for TOSS:
EDMG 4402: Teaching Science in Middle Grades. The following appendix includes
descriptions of the common major assignments in some of the other courses in the
program.
71
I.
EDMG 4405: CURRICULUM AND INSTRUCTION IN MIDDLE
GRADES EDUCATION
FALL 2003
Room: KH 1303
II.
Instructor
Office
Dr. L. Stallings
KH 1017
Dr. K. Loomis
KH 1007
Dr. A. Terry
KH 1019
Dr. D. Weaver
KH 1015
Phone
770-420-4477 (W)
404-641-0503 (H)
770-499-3388 (W)
404-641-0594 (H)
770-499-3389(W)
706-340-0709(H)
770-423-6 (W)
III.
CLASS MEETINGS
A variety of meetings, activities, and experiences will occur during the TOSS
semester. You will attend the Curriculum and Instruction class, two Concurrent
Sessions, and an Advisor/Advisee meeting as well as the two content area classes that
correspond to your chosen areas of concentration. Please see the details of what,
where and when in section XII. CLASS SCHEDULE. Refer to this section
OFTEN! Also keep up with the TOSS Bulletin Board on WebCT.
IV.
REQUIRED TEXTS & MATERIALS:
Muth, K. Denise and Alvermann, Donna E. (1999). Teaching and Learning
in the Middle Grades. Boston: Allyn and Bacon.
V.
CATALOG DESCRIPTION
EDMG 4405: CURRICULUM AND INSTRUCTION IN MIDDLE GRADES
EDUCATION (4-2-5)
This collaboratively taught course is a segment of a 9-hour block designed to develop
appropriate teaming skills for middle grades teachers. The teaching team models
instructional strategies that exemplify the philosophy in middle school education.
Candidates become part of an instruction team to develop effective strategies for
interdisciplinary settings. Candidate teams are paired with school instructional teams
during an extensive field experience. Proof of professional liability insurance is
required prior to receiving a school placement.
VI.
PURPOSE AND RATIONALE
Conceptual Framework: Collaborative Development of Expertise in Teaching and
Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Expertise is viewed as a process of
72
continued development, not an end-state. To be effective, teachers and educational
leaders must embrace the notion that teaching and learning are entwined and that it is
only through the implementation of validated practices can all students construct meaning
and reach high levels of learning. In that way, candidates are facilitators of the teaching
and learning process. Finally, the PTEU fully recognizes, values and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. For we feel strongly that it is only through the collaboration of
professionals in the university, the public and private school sectors, parents and other
professional partners can we truly meet the goal of assisting schools in bringing all
students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes
four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny,
2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who
have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
The knowledge base for this course is acquired from books, articles, current periodicals,
media and other sources grounded in sociological, philosophical and historical
foundations of education. Course content will also be derived from the world of current
practice and learned societies.
TOSS is designed for undergraduate candidates completing a program of study leading to the
B.S. degree in Middle Grades Education and certification to teach in Georgia's public
elementary and middle schools, grades 4-8. It is essential that candidates seeking licensure to
teach in the middle grades develop competence in the methods used for planning, teaching,
and evaluating lessons in the content area disciplines. Candidates will have an opportunity to
demonstrate level- and subject-specific pedagogical knowledge and skills related to student
needs, classroom management, and the process of active learning. In addition, a clinical
setting is provided in which to demonstrate effectiveness in teaching middle grades students
and provide an opportunity to engage in the reflective inquiry, collaborative professional
development, and collaborative curriculum development processes that will support their
continuing development as experts in teaching and learning.
TOSS fosters collaboration in group work and teaming assignments among candidates,
faculty, and area school personnel. Professionalism is expected as candidates participate
in the TOSS program and their assigned field experiences. The faculty of the Department
of Middle Grades Education at Kennesaw State University expects candidates to conduct
themselves in a professional manner at all times and to demonstrate motivation and
enthusiasm for their chosen profession and for their content. Candidates are expected to
show dedication and determination in pursuing their development as educators by
learning and practicing strategies for instruction that actively engage students and create
effective learning environments.
Use of Technology: Telecommunication and information technologies will be integrated
throughout the teacher preparation program, and all teacher candidates must be able to
use technology to improve student learning and meet Georgia Technology Standards for
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Educators. During this course, candidates are expected to utilize various media resources
to support classroom and group activities relative to the course. Candidates are
encouraged to be functional in the use of library and computer research tools. Candidates
should access information resources and incorporate these into assignments and
activities. To fulfill requirements for this course, teacher candidates will learn and/or use:
•
•
•
•
•
•
The basic skills and terminology needed to use a computer;
A word processing package;
Internet technologies including email, WWW, and online course applications;
PowerPoint presentation application;
Web site construction;
Various other classroom technologies.
In addition, teacher candidates will use technology to teach peers and middle grades
students, demonstrating an impact on student learning.
Other Technology: Please note that “Use of Technology” in this course does not include
the use of pagers and cell phones. Please turn ringers and beepers off or to a silent
operation mode during class meetings.
Diversity: A variety of materials and instructional strategies will be employed to meet
the needs of the different learning styles of diverse learners in class. Candidates will gain
knowledge as well as an understanding of differentiated strategies and curricula for
providing effective instruction and assessment within multicultural classrooms. One
element of course work is raising candidate awareness of critical multicultural issues. A
second element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are ethnicity, race, socioeconomic status, gender,
giftedness, disability, language, religion, family structure, sexual orientation, and
geographic region. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(770-423- 6443) and develop an individual assistance plan. In some cases, certification of
disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above. For more
information contact the Student Life Center at 770-423-6280.
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VII.
COURSE GOALS AND OBJECTIVES
Course Goals. The goal of this
Outcomes and Standards
course is to help the candidate
(CPI, GA Professional Standards
begin to apply his or her
Comm., National Middle School Assoc.)
knowledge of disciplines and the
principles of pedagogy to
construct, implement, and
evaluate educational programs
that will facilitate the success of
all middle grades learners. Upon
completion of these courses the
candidate will be able to
1) Demonstrate understanding
• CPI Outcome 1: Subject Matter
and skill in the use of the
Expert
discipline knowledge in all
• PSC Standard 1: Candidate
aspects of planning for
Knowledge, Skills, and Dispositions
instruction.
• NMSA Standard 3: Middle Level
Curriculum and Assessment
• NMSA Standard 4: Middle Level
Teaching Fields
• NMSA Standard 5: Middle Level
Instruction and Assessment
2) Understand the relationships • CPI Outcome 2: Subject Matter
among and between the
Expert
content disciplines as they
• PSC Standard 1: Candidate
apply to construction of
Knowledge, Skills, and Dispositions
integrated, interdisciplinary, • NMSA Standard 2: Middle Level
and thematic instruction.
Philosophy and School Organization
• NMSA Standard 3: Middle Level
Curriculum and Assessment
• NMSA Standard 4: Middle Level
Teaching Fields
• NMSA Standard 5: Middle Level
Instruction and Assessment
3) Use key organizing concepts • CPI Outcome 1: Subject Matter
of the academic disciplines
Expert
as well as principles of
• CPI Outcome 2: Facilitator of
curriculum and design,
Learning
problem solving,
• PSC Standard 1: Candidate
independent thinking, and
Knowledge, Skills, and Dispositions
decision-making skills in
• NMSA Standard 2: Middle Level
planning for instruction.
Philosophy and School Organization
• NMSA Standard 3: Middle Level
Curriculum and Assessment
• NMSA Standard 4: Middle Level
Teaching Fields
• NMSA Standard 5: Middle Level
Instruction and Assessment
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Assignments &
Activities from
TOSS C&I
•
•
Integrated
Team Unit
Plans
Field
Experience
Lesson Plans
•
Integrated
Team Unit
Plans
•
Integrated
Team Unit
Plans
Lesson Plans
from Field
Experience
•
4) Use principles of classroom
management, multicultural
education, developmental
patterns, exceptionalities,
and other learner
characteristics to create and
maintain an environment
that facilitates student
learning.
•
5) Use principles of learning,
motivation, and assessment
to choose appropriate
diagnostic procedures,
materials and referral
processes in the classroom.
•
•
•
•
•
•
•
•
CPI Outcome 2: Facilitator of
Learning
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 1: Young
Adolescent Development
NMSA Standard 2: Middle Level
Philosophy and School Organization
NMSA Standard 5: Middle Level
Instruction and Assessment
CPI Outcome 2: Facilitator of
Learning
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 1: Young Adolescent
Development
NMSA Standard 5: Middle Level
Instruction and Assessment
•
Team
Management
Plan
•
Impact on
Student
Learning
Technology
Lesson Plan
and
Reflection
Lesson Plans
from Field
Experience
Journal
Reflections
from Field
Experience
Technology
Online
Assessment
results and
Technology
Workshop
attendance
Technology
Lesson Plan
and
Reflection
Impact on
Student
Learning
Lesson Plans
from Field
Experience
Integrated
Team Unit
Plans
Team
Management
Plans
Impact on
•
•
•
6) Demonstrate skill in
selection and use of
appropriate instructional
methods and materials,
including media and
technology to enhance
learning.
•
•
•
•
•
CPI Outcome 2: Facilitator of
Learning
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 1: Young
Adolescent Development
NMSA Standard 4: Middle Level
Teaching Fields
NMSA Standard 5: Middle Level
Instruction and Assessment
•
•
•
•
7) Work collaboratively in
planning, implementing, and
evaluating educational
programs and instructional
effectiveness.
•
•
•
•
•
CPI Outcome 2: Facilitator of
Learning
CPI Outcome 3: Collaborative
Professional
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 2: Middle Level
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•
•
•
•
•
•
•
•
8) Use practical and reflective
thought processes to
continually evaluate the
effects of instructional
strategies on student
learning.
•
•
•
•
9) Communicate effectively
and accept multiple points
of view in collaborative
relationships with
colleagues, parents, and
students.
10. Demonstrate familiarity
with professional standards
related to teaching and
relationships with peers,
parents, and professionals.
•
•
•
•
•
•
•
•
VIII.
Philosophy and School Organization
NMSA Standard 3: Middle Level
Curriculum and Assessment
NMSA Standard 4: Middle Level
Teaching Fields
NMSA Standard 5: Middle Level
Instruction and Assessment
NMSA Standard 7: Middle Level
Professional Roles
CPI Outcome 3: Collaborative
Professional
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 3: Middle Level
Curriculum and Assessment
NMSA Standard 5: Middle Level
Instruction and Assessment
CPI Outcome 3: Collaborative
Professional
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 7: Middle Level
Professional Roles
CPI Outcome 3: Collaborative
Professional
PSC Standard 1: Candidate
Knowledge, Skills, and Dispositions
NMSA Standard 2: Middle Level
Philosophy and School Organization
NMSA Standard 4: Middle Level
Teaching Fields
NMSA Standard 7: Middle Level
Professional Roles
Student
Learning
•
•
•
•
•
•
•
Journal
Reflections
Impact on
Student
Learning
Team and
Self
Evaluations
Team
Management
Plans
Journal
Reflections
from Field
Experience
Journal
Reflections
from Field
Experience
Team and
Self
Evaluations
COURSE REQUIREMENTS AND ASSIGNMENTS Announcements, important
dates and assignments will be available electronically on the Middle Grades TOSS
WebCT accessible via the Internet at online.kennesaw.edu. Instructions on how to access
WebCT will be given in class. It is the teacher candidate’s responsibility to check
WebCT frequently. Also available online is the 2003 TOSS Handbook, with important
information about the TOSS field experience.
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Course requirements include the following chronological list of assignments. A detailed
description of each assignment can be found in the following pages. (LATE WORK
WILL BE PENALIZED 10% of the grade for each day late.) Not all course
requirements will be evaluated, but will be required nonetheless. These expectations are
also detailed in this section.
List of Graded Assignments, Due Dates and Value – TOSS 2003
Assignment
Journal Reflections (topics determined
by advisee/advisor group)
Integrated Team Unit Plans
Team Management Plan
Professional Web site
Impact on Student Learning
CPIs (to determine field exp. grade)
Portfolio
Community Service Learning
Reflection
Individual and TOSS Team Evaluation
Professionalism
Due Date
Each Sunday by midnight
TBA
TBA
11/25 (in portfolio)
11/25 (in portfolio)
11/25
12/4
12/4
Always!
Value
15%
5%
8%
5%
10%
35%
15%
5%
2%
Make or Break
Assignment Descriptions
1. Professionalism. A professionalism component is included in the evaluation of
TOSS. It is expected that future teachers will conduct themselves with the
professionalism that is required of practicing teachers. Please note that "meeting
expectations" for teachers is usually what others consider to be "exceeding
expectations." TOSS teacher candidates are entering a profession of extremely
high standards that they are expected to live up to daily. Keep in mind that the
way that you deal with peers, faculty, and the TOSS Team on campus has proved
to be indicative of how you will deal with your future students, colleagues, and
administrators.
Professional behavior will be monitored in this course. Should concerns arise regarding
an individual teacher candidate, the instructors of this course will communicate these
concerns to the teacher candidate and to the middle grades education program coordinator
with the purpose of drawing attention to deficiencies so that they may be remedied before
further field placements. Indicators of professionalism (from CPI Outcome 3:
Collaborative Professional) that will be monitored are addressed in the below.
The TOSS Teacher Candidate shows acceptable professional ability to:
3.1 Reflect upon and improve professional performance based on professional standards,
feedback, best practices and effective communication.
3.2 Build collaborative and respectful relationships with colleagues, supervisors,
students, parents and community members.
3.3 Display professional and ethical behavior consistent with recognized educational
standards and codes of ethics.
IF, AT ANY TIME, A TOSS ADVISOR, COLLABORATING TEACHER, OR
SCHOOL PRINCIPAL QUESTIONS A TEACHER CANDIDATE’S
78
PROFESSIONAL CONDUCT, APPROPRIATE ACTION WILL BE TAKEN.
SUCH ACTION MAY INCLUDE THE DEVELOPMENT OF A PLAN FOR THE
TEACHER CANDIDATE TO COMPLETE BY THE END OF THE SEMESTER
OR THE REMOVAL OF THE TEACHER CANDIDATE FROM THE TOSS
EXPERIENCE. A TEACHER CANDIDATE MUST DEMONSTRATE
ACCEPTABLE PROFESSIONAL BEHAVIOR AND HAVE A SUCCESSFUL
FIELD EXPERIENCE TO RECEIVE A PASSING GRADE IN TOSS.
Fulfilling the following requirements serves to demonstrate your professionalism:
a. Field experience schedules: (Due each Thursday during full-time field
experience): While in the field, you must deliver your weekly schedules to your
TOSS advisor NO LATER than the Thursday before the week for which the
schedule is made. Download the form on WebCT to create your weekly
schedule and email it to your TOSS advisor. If you do not get your schedule to
the appropriate professor, you risk a surprise observation or no observation at
all. You must be observed to receive a field experience evaluation. Your field
experience must be evaluated for you to pass TOSS. A schedule is available for
downloading on the WebCT site.
b. Field experience observation forms: You are required to have your TOSS
advisor and your collaborating teacher observe you at least one time each during
your field experience. The observers should complete formal observation forms
and you will receive copies. Copies of these forms are available on WebCT.
You may use these forms in your portfolio as evidence (especially if you reflect
on the observations, demonstrating that you can accept and respond to
constructive criticism).
c. Candidate Performance Instrument (CPI) (Originals and copies due in
portfolio 11/25): You, your collaborating teacher, and your TOSS advisor will
each fill out a CPI evaluating your performance during your field experience.
The CPI will be used to calculate the field experience portion of your final
TOSS grade in the C&I Team class AS WELL AS your content classes. The
original copies of your CPI and your collaborating teacher’s CPI should be
turned into your TOSS advisor. A copy of them should be placed in your
portfolio. Your TOSS advisor will give you a copy of the form she filled out.
d. “Assess Online” participation: Candidates will utilize the “Assess Online”
software to identify their strengths and weaknesses with instructional
technology. You will be given the opportunity to use “Assess Online” during
scheduled technology workshops on 9/3 and 9/6 (you are required to come to
both times). Additional technology workshops will be offered on Wednesdays
from 10:45 am-12:15 pm and will be designed to address the needs you identify
as a result of “Assess Online.” Specific dates for the workshops are in the course
outline section. Sign up sheets will be made available announcing topics and
locations. Some potential topics include: Web page construction and using
spreadsheet to create grade books and parent mailings. Attendance at the
technology workshops (other than “Assess Online”) is not required, though
recommended.
e. Time log: You must log the hours you spend at your field experience
placement. A form for keeping this log will be made available on WebCT.
Please have your collaborating teacher verify your time log by at the end of your
field experience.
79
f.
Nametag: Teacher candidates will be required to purchase an engraved nametag
that they will wear during their field experiences to identify themselves as KSU
teacher candidates. The nametag may also be used during student teaching.
More information about nametags will be given in class.
g. Contact information: Soon after meeting your collaborating teacher, provide
him or her with your contact information as well as that of your advisor, politely
requesting the same information in return. You should be sure to share your
teacher’s contact information (INCLUDING EMAIL ADDRESS) with your
advisor as soon as possible.
h. Other: There are many, many opportunities to demonstrate your
professionalism or lack of it. Be reminded of the importance of professional
behavior in teaching by reviewing the Georgia Code of Ethics. Be reminded of
the importance of professional behavior in this course by reviewing the boldprint, underlined paragraph above!
2. Field Experiences. Teacher candidates will spend a considerable amount of time
in the field where they will observe and participate in a variety of experiences.
Please see the course outline for specific dates of the following field experiences.
While participating in all field experiences, you are encouraged to be involved in
a variety of school-based activities directed at the improvement of teaching and
learning. Activities may include, but are not limited to, tutoring students,
assisting teachers or other school personnel, attending school board meetings,
and participating in education-related community events. As you continue your
field experiences, you are encouraged to explore every opportunity to learn by
doing.
a. August experience (optional): For those who are able, attend Cobb County preplanning sessions and opening of school at your assigned school. You should
spend at least 6 hours in the school with your assigned collaborating teacher.
Observe and participate in the duties and activities associated with the opening of
school. Teacher candidates who are not able to participate in this pre-semester
experience should make up the 6 hours of field experience time during the FullTime Field Experience described below.
b. Elementary experience: On 9/22 and 9/29, teacher candidates will spend 4
hours in each of two elementary schools. (You will visit one school per week.) A
guide for your observations will be provided on the WebCT site.
c. Full-time experience: During weeks of 10/20 through 11/25, teacher candidates
will spend 20 hours per week in their assigned field experience classroom. When
designing a mutually agreeable schedule with your collaborating teacher, you
should plan to be present for each meeting of at least one section of middle
grades learners. You will assume full responsibility for the planning, instruction,
and evaluation of this class for at least 2 weeks of the 5-week experience. Formal
evaluations of your performance will be used to determine final TOSS grades. A
lesson using technology to teach must be demonstrated during this field
experience. Impact on student learning must be documented. See the description
of assignments associated with this field experience next in this section.
d. Impact on Student Learning (Due in portfolio on 11/25.) During your field
experience, you will constantly be assessing the influence of your instruction on
your students’ learning and considering what factors, such as student diversity,
might affect your students’ achievement. For this assignment, you will select a
lesson, activity, unit, or skill that you plan to teach this semester and analyze its
impact on your students’ learning. Then, you will reflect on the impact that
80
particular lesson, activity, unit, or skill had on your students’ learning using the
“Impact on Student Learning Analysis” Rubric as a guide. (A copy of this rubric
is available on the TOSS WebCT site.) You will want to consider how the
differences that every student brings to the classroom setting may have
influenced learning. (See the definition of “every student” at the top of the
“Impact on Student Learning” rubric). The length of the reflection is up to you,
but it should be concise. (See Directions for “Impact on Student Learning
Analysis” that accompanies the Rubric for greater detail.)
3. Team Assignments. Teacher candidates will be placed in teams to complete the
following assignments.
a. Team management plan (Due date TBA): Each team will develop a
management plan that includes appropriate procedures, routines, rules, and
consequences for middle grades learners. The plan should be written as
information for team members, but also include ideas or plans for
communication to students and parents. The plan should also include
accommodations for diversity and students with special needs. This
assignment will be turned in as a representation of the team’s efforts, with a
common grade given to each team member. The team should submit its plan
to the designated TOSS instructor.
b. Integrated Curriculum Unit Plan (Due date TBA): Each team should
identify a topic around which to develop content-area-specific lesson plans.
(See your text for more on Integrated Curriculum Design.) A unit plan from
each discipline represented in your group is due. Note that you DO NOT
have to turn in detailed lesson plans! This is NOT a “unit” of lessons, but
rather a “unit plan.” This unit plan will include a rationale for the unit with
objectives and a list of activities planned for each day. Each will be evaluated
with regard to format, instructional integrity, and adherence to the theme.
The team will receive a score that represents the averages of the scores on the
included unit plans. The unit plan should be turned in to the designated
TOSS instructor.
c. Self and TOSS Team Evaluation (Due 12/4): Members of the TOSS Teams
will develop rubrics and evaluate each individual of the Team with regard to
individual participation and contribution to the group.
4. Individual Assignments
a. Journal (Emailed via WebCT to your assigned TOSS advisor each
Sunday by midnight): Each teacher candidate will keep a reflective journal.
Your advisory group will determine specific topics to guide your reflections.
Class activities and field experience should inform your journal writings,
which also MUST SHOW EVIDENCE of your reading the textbook. The
length of the writing should be appropriate to the topic. Once you are out in
the field, journal topics should focus on your reflections on your
observations, activities, and performances. Submissions are due no later than
midnight on the Sunday of each week and will begin the first week of
classes and end the last week.
b. Professional Web site (Due 10/17): Each teacher candidate will create a
personal web resume that will serve as an introduction to his or her
collaborating teacher and university advisor for student teaching, as well as
an introduction to potential employers. The page should contain biographical
information, a philosophy on education, and recognized areas of strengths
81
and weaknesses as well as other information relevant to the purpose of the
page. A tutorial and lab time will be provided. The teacher candidate is to
complete the page outside of class time. Required elements of the page
include text, links, pictures, and email capabilities.
c. Community Service Learning Reflection (Due 11/25 in the portfolio):
Find the opportunity to serve the community of your future students in some
way! There will be several opportunities available during the semester
including tutoring Mayan children in Cherokee County, working with
“Hands On Atlanta,” and building with “Habitat for Humanity.” Participate
and then submit a reflection on what you did and how it impacts you and the
students you plan to teach. Details and guidelines will be given in class and
on WebCT.
d. Portfolio. Each teacher candidate will develop a portfolio to be turned in to
your advisor on 11/25. The portfolio should reflect the progression of
development in learning and skills that results from the completion of class
assignments and participation in field experience activities. The portfolio
should be organized around the Candidate Performance Instrument (CPI),
which is also used to evaluate the field experience. The teacher candidate
may select evidence from TOSS as well as previous coursework and
experiences to show that s/he has achieved the outcomes described in the
CPI. It is up to the teacher candidate to decide on the appropriateness of
specific articles of evidence. A required element in each portfolio is the
portfolio narrative. The purpose of the portfolio narrative is to ensure that
every candidate reflects on each of the proficiencies on the CPI with regard
to the evidence the candidate has selected. In your portfolio, include a brief
narrative in which you reflect on each proficiency and in which you make the
case that the evidence you have selected supports a particular proficiency.
Use the Portfolio Narrative Rubric (available on the TOSS WebCT site) as a
guide. The length of the reflection is up to you, yet it should be concise. A
portfolio interview will be conducted with the teacher candidate’s TOSS
advisor. See the course outline for specific dates. The portfolio is due by
5pm, 11/25.
5. Other. There may be other activities and assignments during the TOSS semester
that will require active and conscientious participation by the teacher candidate.
Announcements regarding these activities and assignments will be made in the
Team class and on WebCT.
IX.
EVALUATION AND GRADING
Teacher candidates must complete each of the above requirements in order to receive
a passing grade for the course. (LATE WORK WILL BE PENALIZED 10% of
the grade for each day late.) All work is expected to be typed and free of spelling
and grammatical errors. There will be a penalty for excessive errors.
Grading Scale
93% - 100% Excellent
84% - 92% Good
75% - 83% Satisfactory
X.
A
B
C
65% - 74%
Below 65%
Less than satisfactory
Not passing
D
F
ACADEMIC HONESTY
Every KSU student is responsible for upholding the provisions of the Student Code
82
of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of
the Student Code of Conduct addresses the University’s policy on academic honesty,
including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or
academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be
handled through the established procedures of the University Judiciary Program,
which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct’s minimum one semester suspension requirement.
XI.
ATTENDANCE POLICY
The teacher candidate's on-campus attendance will be reflected in the class
assignments and participation section of the course activities. Professional conduct
requires that the teacher candidate show respect for others. This includes coming to
class on time, staying for the entire class period, and collaborating with colleagues
during and outside of class. In the event of an absence, the teacher candidate is
responsible for all materials, assignments and announcements presented in class.
Teacher candidates are expected to be in attendance at their respective schools during
the entire field experience. If a teacher candidate has an emergency, he/she must
notify the school, follow the school's standard procedure, and notify the collaborating
teacher as soon as possible. Find out the best way to contact the collaborating teacher
(leave a message at the school and/or call the teacher at home). If the absence will
occur during a scheduled observation, it is his/her responsibility to contact the
university advisor and reschedule the observation. Excused absences must be made
up at a time agreed upon by the teacher candidate and the collaborating teacher or
after the end of the semester.
XII.
CLASS SCHEDULE – All Team meetings will be in KH 1303. On some weeks,
we will break out into concurrent sessions that will meet in KH 1303 and KH
2001. Advisor/Advisee sessions may occur in classrooms, at the Student Center,
on the Campus Green, etc. All content course meetings will be in KH 2001.
Week 1 – Aug. 18-Aug. 22
BOOT CAMP!
M
T
W
TH
F
Social
Science
Team Plan
8:00-9:15
Math
Studies
Team C&I
Language
9:30-10:45
Team C&I
Arts
Science
10:45-12:15
Advisor/Advisee
12:15-1:45
Week 2 – Aug. 25-29
M
8:00-9:15
Middle
9:30-10:45
School Field
Experience
10:45-12:15
T
W
Math
Social Studies
Science
Tech
Workshop
TH
Science
F
Team Plan
Language
Arts
Team C&I
Advisor/Advisee
12:15-1:45
83
M
8:00-9:15
9:30-10:45
Week 3 – Sept. 1-5
T
W
Math
Social Studies
Science
Tech
Workshop
Holiday
10:45-12:15
TH
Science
F
Team Plan
Language
Arts
Team C&I
Advisor/Advisee
12:15-1:45
Weeks 4 thru 8 – Sept. 8Oct. 10
M
T
W
TH
F
Science
Team Plan
8:00-9:15
Math
Social Studies
Field
9:30-10:45
Experience*
Language Arts
Team C&I
Science
Tech Workshop
10:45-12:15
Advisor/Advisee
12:15-1:45
*Weeks 4, 5, & 8 = Middle school field experience, weeks 6 & 7 = Elementary school field
experience
Week 9 – Oct. 13-17
M
8:00-9:15
9:30-10:45
Microteaching
10:4512:15
12:15-1:45
MICROTEACHING
W
TH
T
Microteaching
Wks 10 thru 14 – Oct. 20-Nov. 21
M
TIMES
DETERMINED
Field
w/COLLABORATING Experience
TEACHER
Microteaching
Field
Experience
Field
Experience
Field
Experience
T
Field
Experience
Field
Experience
Holiday
Holiday
LAST WEEK OF CLASSES
W
TH
Team C&I and
Final Team
Debriefing
Class
with
(Time TBA)
Advisement
groups
T
Portfolio
Interviews
11:25-12:10
84
Field
Experience
FULL TIME FIELD EXPERIENCE
W
TH
F
M
Week 16 – Dec. 1-Dec. 5
M
8:00-9:45
9:50-10:35
Portfolio
10:40-11:20
Interviews
Day of
Rest
FULL TIME FIELD EXPERIENCE
T
W
TH
F
Week 15 – Nov. 24-Nov. 28
TIMES
DETERMINED
w/COLLABORATING
TEACHER
Microteaching
F
Holiday
F
TEAM TOPICS: The following is list of topics that will be addressed in the C&I Team class and
in the Concurrent Sessions.
Introduction to TOSS and WebCT
Middle School Philosophy and Concept
Curriculum
Standards
QCC’s
Bloom’s Taxonomy
Objective Writing
Lesson Plans
Inquiry Teaching
Classroom Management
Assessment
Service Learning
Reading in the Middle Grades
Team Teaching
Interdisciplinary Unit Planning
Multicultural Education
Preparing for Student Teaching
Preparing for the PRAXIS II
IMPORTANT DATES: (Be sure to watch the TOSS WebCT Discussion Board also!!!)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Thursday, August 7 and Monday, August 11 - August field experience (6 hours)
Monday, August 25th and Monday, September 8th – Field experience in the
middle school
Monday, September 1 - Holiday
Monday, September 8th and Monday, September 15th – Field experience in the
middle school
Monday, September 22nd and Monday, September 29th – Field experiences in
elementary schools
Friday, September 26th – Mandatory Praxis II workshop during Team C&I time.
Monday, October 6th – Field experience in the middle school
Monday, October 13th – Thursday, October 16th – Microteaching Week
Monday, October 20th – Begin first full week in schools
Tuesday, November 25th – Last day in schools. Portfolios due by 5pm to TOSS
advisor. Sign up for interview times on advisor’s door.
Wednesday, November 26th through Friday, November 28th – Fall Break
Monday, December 1st and Tuesday December 2nd – Portfolio interviews
Wednesday, December 3rd – Debriefing day in advisement groups
Thursday, December 4th – Last Team Class
ALL INFORMATION IN THIS SYLLABUS IS SUBJECT TO CHANGE WITH
NOTICE!
85
XIII.
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Videos
Association for Supervision and Curriculum Development Series (available for checkout
from MGE department):
• How to Use Graphic Organizers to Promote Student Thinking
• How to Start the School Year Right
• How to Conduct Successful Socratic Seminars
• How to Improve Your Questioning Techniques
• How to Create Effective Learning Environments
• How to Create Successful Parent Conferences
Harry Wong Series (available for checkout from TRAC):
• Part 1: The Effective Teacher (32 minutes)
• Part 2: The First Days of School (36 minutes)
• Part 3: Discipline and Procedures (36 minutes)
• Part 4: Procedures and Routines (55 minutes)
• Part 5: Cooperative Learning and Culture (47 minutes)
• Part 6: Lesson Mastery (33 minutes)
• Part 7: The Professional Educator (41 minutes)
• Part 8: Positive Expectations (20 minutes)
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Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
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Shapiro, S., & Klemp, R. (1996). The interdisciplinary team organization: Promoting
teacher efficacy and collaboration. Michigan Middle School Journal, 20(2), 26-32.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15 (2), 4-14.
___________(1987, February). Knowledge and teaching: Foundations of the new reform.
Harvard Educational Review, 57 (1), 1-22.
Shoemaker, B.J. & Lewin, L. (1993). Curriculum and assessment: Two sides of the same
coin, Educational Leadership. 50(8), 55-57.
Sims, R. R., & Sims, S.J. (Eds.). (1995). The importance of learning styles:
Understanding the implications for learning, course design, and education. Westport, CT:
Greenwood Press.
Smith, B.O. (1980). A design for a school of pedagogy. Washington, DC: U.S.
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"Dancing through walls". New York: Teacher's College Press.
Stringfield, S. (1995). Attempting to enhance students’ learning through innovative
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Carnegie Council on Adolescent Development.
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professional development. Washington, DC: Author.
Valentine, J.W., & Whitaker, T. (1997). Organizational trends and practices in middle
level schools. In J.L. Irvin (Ed.), What current research says to the middle level practitioner (pp.
277-283). Columbus, OH: National Middle School Association.
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Selected Journals:
Curriculum Inquiry
Educational Leadership
Elementary School Journal
Instructor
Journal of Education for Teaching
Learning
Middle Ground: The Magazine of Middle Level Education
Middle School Journal
Teaching Pre K-8
Theory into Practice
90
I.
EDMG 4402 Teaching Science in the Middle Grades
Department of Secondary and Middle Grades Education
Fall Semester, 2003
II.
Instructor:
Email:
Office:
Phone:
Hours:
Dr. K. Loomis
kloomis on WebCT
or [email protected]
KH 1007
499-3388
Tues., 9:00-10:30; Thurs., 9:30-12:00 and by appointment
Class Meetings: Tuesdays, 10:45-12:00; Thursdays 8:00-9:15 in KH 2001
Required Text: Abruscato, Joseph. (2004). Teaching children science: A discovery approach.
Boston: Allyn & Bacon.
Catalog Description: This course is a segment of a 9-hour block designed to develop appropriate
teaching strategies in science. Candidates apply learning theories, teaching techniques,
questioning strategies, instructional materials, and assessment procedures for middle grades
learners. Candidates will develop and implement plans for teaching science in an interdisciplinary
team setting. In an extensive field experience, candidates will teach middle grades learners. Proof
of professional liability insurance is required prior to receiving a school placement.
Purpose and Rationale: Please refer to the online TOSS C&I Team Class Syllabus (EDMG
4405) for a review of the KSU PTEU Conceptual Framework, Knowledge Base, Use of
Technology, Field Experience, and Diversity Statements.
Course Goals and Objectives (related to the CPI, PSC, NSTA, and NSES Standards)*:
91
Course Objective
Outcomes &
Standard
Course Goals and Objectives: The goal of this course
is to help the candidate begin to apply his or her
knowledge of disciplines and the principles of
pedagogy to construct, implement, and evaluate
educational programs that will facilitate the success of
all middle grades learners. Upon completion of this
course the candidate will:
1. Demonstrate understanding and skill in the use of
the discipline knowledge in all aspects of planning for
instruction.
2. Understand the relationships among and between the
content disciplines as they apply to construction of
integrated, interdisciplinary, and thematic instruction.
3. Use key organizing concepts of the academic
discipline as well as principles of curriculum and
design, problem solving, independent thinking, and
decision-making skills in planning for instruction.
4. Use principles of classroom management,
multicultural education, developmental patterns,
exceptionalities, and other learner characteristics to
create and maintain an environment that facilitates
student learning.
CPI – Outcomes 1
&2
NSTA – Standards
1, 2, & 4
NSES - Standards A
&E
CPI – Outcomes 1
&2
NSTA – Standards 4
NSES – Standard A
CPI – Outcomes 1
&2
NSTA – Standards
1, 2, 3, 4, 6
NSES – Standards
A, B, E
CPI – Outcome 2
NSTA – Standards
3, 5, 9
NSES – Standard A,
B, D, E
Assignments
and Activities
(Possible
sources of
Evidence)
•
•
•
•
•
•
•
•
•
•
5. Use principles of learning, motivation, and
assessment to choose appropriate diagnostic
procedures, materials and referral processes in the
classroom.
6. Demonstrate skill in selection and use of appropriate
instructional methods and materials, including media
and technology to enhance learning.
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CPI – Outcome 2
NSTA – Standards 5
&8
NSES – Standard A,
B, C
CPI – Outcome 2
NSTA – Standards
5, 6, & 7
NSES – Standards
A, D
•
•
•
•
•
Philosophy of
Science
Education
Pico-, Nano-,
&
Microteachin
g
Unit plan
Philosophy of
Science
Education
(Integrated
Unit Plan
from 4405)
Pico-, Nano-,
&
Microteachin
g lesson plans
Unit plan
Pico-, Nano-,
&
Microteachin
g
performances
Unit plan
Classroom
Critter Club
Pico-, Nano-,
&
Microteachin
g lesson plans
Unit plan
Pico-, Nano-,
&
Microteachin
g plans
Unit plan
Content area
software or
site eval.
Course Objective
Outcomes &
Standard
7. Work collaboratively in planning, implementing,
and evaluating educational programs and instructional
effectiveness.
CPI – Outcomes 2
&3
NSTA – Standards
6, 7, & 10
NSES – Standards
A, D
8. Use practical and reflective thought processes to
continually evaluate the effects of instructional
strategies on student learning.
CPI – Outcomes 2
&3
NSTA – Standard 8
NSES – Standards
B, C
CPI – Outcome 3
NSTA – Standard 10
NSES – Standard C
9. Communicate effectively and accept multiple
points of view in collaborative relationships with
colleagues
Assignments
and Activities
• Community
Science
Resources
• Pico-teaching
reflection
• Nanoteaching
lesson plans
and reflection
• Community
Science
Resources
• Pico-, nano-,
and microteaching
reflections
•
•
•
10. Demonstrate familiarity with professional
standards related to teaching and relationships with
peers
CPI – Outcome 3
NSTA – Standard 10
NSES – Standards
B, F
•
•
Philosophy of
Science
Education
Pico-teaching
reflections
Re-done
assignments
Pico-, Nano-,
&
Microteachin
g plans
Unit plan
*CPI = Candidate Performance Instrument
NSTA = National Science Teachers Association Standards. See www.nsta.org for the
association’s web site and
NSES = National Science Education Standards. See
http://www.nap.edu/readingroom/books/nses/ to read standards book for FREE online. Also see
http://www.nap.edu/books/0309064767/html/ to read online book on inquiry teaching and the
standards for FREE.
•
•
•
Assignments and Requirements:
Late work will be penalized 10% for each day late.
All assignments should be done on a word processor. Multiple pages should be
stapled or paper clipped. Please do not place documents in a folder.
Assignments may be re-done 1 time to receive an average grade of the original and
re-done assignment. Re-done assignments should be turned in the class meeting after
it was returned.
Assignment
Professionalism
Initial Philosophy of Science Edu.
Due Date
Always
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Value (pts)
Invaluable
20
Written Exam on the Standards
Pico-Teaching
•
Objective writing
•
Inquiry activity
development
•
Assessment strategy
•
Lesson plan
•
Performance
•
Reflection
Content Area Software or Site Eval.
Nano-Teaching
•
Lesson Plan
•
Performance
•
Reflection
Community Scientific Resources
Microteaching
•
Lesson Plan
•
Performance
•
Reflection
Science Unit Plan
Philosophy Revisited
Portfolio Requirements
Classroom Critter Club Rules…
25
S/U
S/U
S/U
25
S/U
10
15
25
25
10
15
25
25
10
50
10
Part of
portfolio
S/U
Professionalism: Please review the TOSS C&I Team Class Syllabus (EDMG 4405)
regarding the professionalism component of TOSS. The same standards and policies
that apply for EDMG 4405 apply for this class. If, at any time on campus or in the
field, your ability to function as a professional is of concern, immediate
remedial action will be taken. This action may include removal from the field
placement or the TOSS program. Note that you cannot achieve a pacing grade
for the TOSS block of courses if you are removed from your field placement.
Classroom Critter Club Rules, Procedures, and Membership Guidelines: We have
classroom pets! We have to take care of them! As a class we must decide
• How and what we will name them? Who should have a say in the naming process?
• What do they need to live happy, healthy lives? How will we maintain the supplies?
Who will be responsible for maintaining the supplies?
• When and how shall they be fed? Who will feed them? What about over the
weekends and breaks?
• When and how should their cages be cleaned? Who will clean them? What about
over the weekends and breaks?
• Can the pets be handled? How often, if ever, and when? Who will be allowed to
handle them? How will we teach those who are allowed to handle them about the
care and safety of our pets?
• And how will we learn and decide on these things?
I will take care of our classroom pets for the first week or two of the semester.
After that, as a class, it is up to you. Suggestion: We can decide on the first
question as a class. Why not divide the others up for pairs of students to
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research? At the end of the semester, compile the information into fantasticlooking reports to be made available online as the “Classroom Critter Club
Rules, Procedures, and Membership Guidelines.”
Initial Philosophy of Science Education: Write your initial philosophy of science
education in the middle grades in a paper that is no longer than 3 double-spaced
pages. Note that you should develop your philosophy with the middle grades concept
and philosophy in mind. Address the following questions –
• What is the nature of science?
• What is the relationship of science, technology, and society?
• What science (as a noun and as a verb) should middle grades students learn?
• How should middle grades students learn science?
C. Written Exam: We will have one written exam that covers the NSES Science
Teaching, Science Content, and Science Assessment standards
(http://books.nap.edu/html/nses/html/index.html) and NSTA Standards for Science
Teacher Preparation (http://www.nsta.org/main/pdfs/nsta98standards.pdf). The test
will consist of recall questions asking you to list the standards and then a couple or
three short essay questions asking you to apply the standards to your own education
and practice. There will also be a couple questions on writing questions
(Assessment).
D. Pico-teaching: We will build up to our first peer-teaching experience with the
following activities.
1. Identification of science topic/concept – From the QCC’s, choose a science
topic or concept that would be suitable for development into a science unit.
2. Objective writing – Using the QCC’s, write a behavioral objective or
objectives for a lesson that would fit into the unit you will develop.
3. Inquiry activity development – Find, develop, or create and activity that
teaches the objective(s) your wrote.
4. Assessment strategy – Design an assessment activity or activities to assess
your objective(s).
5. Lesson plan – You will compile your objective(s), activity, and assessment
strategy(ies) into a 15 minute lesson using the lesson plan format provided.
(Copies of the science lesson plan format are online in the science folder on
the TOSS WebCT site.) Your lesson plan will be evaluated for a grade using
the rubric available in the science folder on WebCT. You must cite the
Georgia QCC’s and National Science Education Standards
(http://books.nap.edu/html/nses/html/overview.html#content) on your lesson
plan.
6. Pico-teaching Performance – You will teach the lesson you have developed
to a small group of your peers who will provide feedback on the form
available in the science folder on the WebCT site. The performance will not
be evaluated for a grade.
7. Pico-teaching Reflection – Considering the feedback from your peers,
reflect on your pico-teaching performance commenting on what went well,
the lesson’s impact on student learning, what you’d do differently, and what
you’ll concentrate on for nano-teaching.
E. Content Area Software or Web Site Review: Select a piece of science content
software (check in the TRAC computer lab) or a science web site that is designed for
use by students to learn science. Review and evaluate the software or site using the
guide in the science folder on WebCT.
95
F. Nano-teaching and reflection: Individually or in pairs, candidates will teach a 20-
G.
H.
I.
J.
K.
minute lesson to their peers. Your lesson plan and your teaching performance will be
evaluated for a grade using the rubrics available in the WebCT science folder. In the
case of candidates nano-teaching in pairs, each candidate is expected to demonstrate
equal contribution to the planning and instruction to receive the same grade. Your
nano-teaching lesson must include the effective use of instructional technology.
Reflect on your nano-teaching experience commenting on working with a partner (if
appropriate), what went well, the lesson’s impact on student learning what you’d do
differently, and what you’ll concentrate on for micro-teaching.
Scientific Resources in your Community: Identify resources within the community
of your field placement that would assist you in teaching science at your school.
Include potential field trip opportunities, guest speakers, museums, etc. Your list
should contain descriptions and contact information for at least 5 resources.
Micro-teaching and Reflection: Each candidate will teach a 30-minute science
lesson to a group of peers. You will teach one lesson for each of your content areas.
The lesson plan and your teaching performance will be graded using the rubric in the
science folder on the WebCT site. Reflect on your nano-teaching experience
commenting on working with a partner (if appropriate), what went well, the lesson’s
impact on student learning what you’d do differently, and what you’ll concentrate on
for your field experience.
Science Unit Plan: Develop a 5 -day science unit plan. This plan may or may not be
the unit you will teach in your field placement. It also may or may not include the
lessons you planned and taught for pico-, nano-, and microteaching. You do not need
to turn in the detailed lesson plans in your unit, but rather the objectives, outlines for
the activities (including materials needed and safety considerations), and assessment
strategies for each day. Your unit must include a Web Quest and a cooperative
learning group activity and you must address adapting the unit for diverse and special
needs students. See the unit format available in the science folder of WebCT as a
guide. Also in the science folder is the rubric that will be used to grade your unit.
Philosophy of Science Education Revisited: Go back to your initial philosophy of
science education and review it. Has anything changed based on your learning? What
has been reinforced? Add a 1-page reflection.
Science Portfolio Requirements: In your TOSS portfolio, when addressing CPI
Outcome 1: Subject Matter Expert, include and cite evidence that shows you have
achieved the Preservice Level of the National Science Teachers Association (NSTA)
standards. (See http://www.nsta.org/main/pdfs/nsta98standards.pdf or the science
folder on WebCT for an abbreviated version.) Use evidence from all the courses you
have completed up until this point in your program.
Evaluation and Grading:
93% - 100% Excellent
84% - 92% Good
75% - 83% Satisfactory
A
B
C
65% - 74% Less than satisfactory
Below 65% Not passing
D
F
ACADEMIC HONESTY
Every KSU student is responsible for upholding the provisions of the Student Code
of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of
the Student Code of Conduct addresses the University’s policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized
access to University materials, misrepresentation/falsification of University records
or academic work, malicious removal, retention, or destruction of library materials,
96
malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be
handled through the established procedures of the University Judiciary Program,
which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to
the Code of Conduct’s minimum one semester suspension requirement.
ATTENDANCE POLICY
The teacher candidate's on-campus attendance will be reflected in the class
assignments and participation section of the course activities. Professional conduct
requires that the teacher candidate show respect for others. This includes coming to
class on time, staying for the entire class period, and collaborating with colleagues
during and outside of class. In the event of an absence, the teacher candidate is
responsible for all materials, assignments and announcements presented in class.
Course Topic Outline and Readings (Read the parts of the chapter appropriate to
the topic)
Planning
Introduction to EDMG 4402
Identifying topics/concepts
Your Philosophy of Science Education
Writing Objectives
(Chapter 1)
Selecting and Developing Activities
Science Education Curriculum and
Assessment (Chapter 6)
Standards (Chapters 1, 4)
Management (Chapter 4)
National Standards
Providing Good Directions and Transitions
National Science Education Standards
Safety and Care of Living Organisms
National Science Teachers Association
More Strategies (Chapters 5, 8)
Georgia Quality Core Curriculum
Cooperative Learning Groups
Learning Science (Chapters 2, 3)
Web Quests
Review of Learning Theories, Multiple
Adapting the Science Curriculum (Chapter
Intelligences, Learning Styles
9)
Science Process Skills
Diversity
Discovery Learning
Special Needs and Gifts
Teaching Science (Chapter 4)
Inquiry Teaching and Learning Cycle
97
Appendix E
Selected Assignments from Key Courses
EDUC 2201: Schools in a Changing Society
Philosophy of Education. You will explore your thoughts about teaching, determine which
philosophy most closely matches your personal philosophy of teaching, and describe how your
experience is reflected in a specific philosophy. Building Block 2.8
Field Experience Labs. - These labs will be a guide for you to examine various aspects of the
school corresponding to topics being discussed in the lecture portion of this course. Observations
and Reflections are to be emphasized.
Field Experience Evaluations –(35% of your grade) Your participation and professionalism in
your field experience placement will be evaluated by your collaborating teacher twice during the
semester, once at mid-term and once at the end of the term. Evaluation forms are included in the
field experience workbook.
PowerPoint - Use PowerPoint to create a 5-slide project (minimum) on your experiences in
school and diversity awareness. Express what you already know and how you feel about schools,
teaching, and learning. You should have a title slide, clip art, text, slide transitions and text
effects.
Online Modules - Parts of this course will be accessible online through a course management
system on the WWW called WebCT. You will receive instruction in how to use WebCT in class.
Topics that you will be addressing using online learning will be:
Educational Philosophy - Examine various philosophies and educational thought. Take the
educational philosophy survey and identify your personal philosophy. Also, identify the
educational philosophy of your collaborating teacher in your field experience.
Legal Issues - Find out what unique and serious legal issues affect teachers specifically.
Examine information on the WWW and carry an informed opinion to class discussions.
Ethical Issues - Examine ethical issues that teachers are faced with in their classrooms and
school environment. Informed opinions will guide group discussions through the Internet.
Ethnocultural Heritage Paper - NEW (Self Disclosure) The paper should discus your cultural
paradigm (world view) and how it impacts your expectations for multicultural learners in an early
childhood, middle school, or secondary classroom.
Web Page Portfolio - This portfolio will serve as a basis for you to begin building your teaching
repertoire. The portfolio will show your progress toward the outcomes cited on the Candidate
Performance Instrument and demonstrated through a web page. Evidence may include work done
in class, projects, assignments, class discussions, and field experiences.
98
EDUC 2202: Life Span Development: Adolescent and Young Adulthood Emphasis
Observations: Teacher candidates will observe two individuals in their natural environments
(e.g., at school, work, home, and play). Observe individuals from the following groups. Please
observe only one student from each group. Individual observations will be due on specific dates
to be announced.
ƒ Elementary student (grades K-3, age 5-8)
ƒ Middle grades student (grades 4-8, ages 9-14)
ƒ Secondary student (grades 7-12, ages 12-18)
ƒ Middle grades or secondary student from a culture different from your own
You will be given an Observation Guide to use while you observe your student for at least 30
minutes. Be sure to obtain permission to observe the student from a parent or guardian with the
understanding that participation is voluntary and all information will remain confidential.
Cultural Immersion Experience. Student will attend a cultural activity involving individuals of
a group of a different race, religion, sexual orientation, etc. of their own. Students will write a
three page paper reflecting on their experiences.
EXC 3304: Education of Exceptional Students
Proficiency Test: The knowledge and understanding of public laws focusing on the provision of
special education services is an important segment of this course. You will be asked, as a contract
professional, to collaborate with other service givers to provide educational opportunities for all
students, including those with disabilities. State and federal laws that you, as a Professional
Learning Facilitator, must understand stringently regulate the provision of those services. This
exam requires a minimum score of 80% correct responses for an EXC 3304 course grade to be
recorded with the Registrar's Office. Retakes are taken without prejudice. More than one retake to
meet mastery will entail a personal and private conference with the instructor to develop a
remediation plan. The content of this exercise is the application of the laws studied in class and
evaluated for knowledge at the recall level. A FINAL GRADE OF INCOMPLETE WILL BE
REGISTERED WITH THE REGISTRAR UNTIL THE MINIMUM COMPETENCY HAS
BEEN REACHED.
Reflective Log: Purchase a three-ring folder and fill with paper or copy the sheet provided. Each
class you will be asked to respond with a five-minute reflection (not summary) on the day’s
readings, activities, presentations, videos, discussions and/or assignments. You will share your
reaction with a peer at the beginning of the next class and then use it as the springboard for class
discussions.
The questions you will respond to are as follows:
• What did I learn?
• Why is this important?
• What questions were raised in my mind?
• What did I feel?
• How will this impact my future teaching practice? -- How will I use this knowledge?
• How will this impact student performance?
Service Learning Activity: As part of this course, you are required to conduct a service learning
activity. The procedures for this will be discussed the 1st day of class.
99
Observation Activity: Each student will complete a full day observation of a special education
or inclusive classroom. To demonstrate mastery of class objectives, students will submit a 1-2
page single-spaced report relating the information gained in the observation and interview to class
discussion, text, and other professional literature.
• Evaluation will include spelling, punctuation, grammar, clarity of expression and content
analysis (25% of grade).
• Refer to the section on mechanics of writing in the summary form.
• The purpose of this activity is to provide students the opportunity to relate data gathered
in the observation to concepts covered in the text, class, and research articles.
• Refer to the section on APA format for citations and references in the summary form.
• Students will demonstrate the ability to synthesize multiple sources of information and
discuss the manner in which the information will affect their practice and beliefs. This
means there should be some reference to class discussions, professional literature, and/or
text, Course Pack or other materials.
EDUC 3308: Learning, Motivation, and Management
Web of Support assignment ( 10 points): Identify 5 Internet resources with complete web
address for classroom management, motivation, and learning that would be helpful for you as a
classroom teacher. Include at least one resource that addresses a multicultural or special needs
issue. Provide an evaluation of each resource and then rank the five in terms of how helpful they
may be to you as a classroom teacher. Specific guidelines and grading criteria will be provided in
class. We will pool our resources and create a web of support from all sources identified by the
class.
Classroom management and parent conferencing vignettes (20 points): This project is a group
project which involves role-playing and specific prescriptive plans for handling classroom
management problems and parent conferencing issues. Problems will come in the form of
scenarios that will include opportunities to address multicultural and special needs issues.
Candidates will be evaluated on appropriateness of responses and effectiveness of interventions
as well as use of resources.
Classroom Procedures, Routines and Relationships (CPR2) Display (25 points): Each group
will prepare a tri-fold board presentation, with accompanying materials if needed, representing
their ideal classroom’s layout; key procedures and routines they would implement; and specific
activities, strategies they would use to build good relationships with parents and students.
Attention to multicultural and special needs students in the classroom should be represented in the
presentation. The displays will be presented to classmates in the form of a professional seminar
poster session. The specific details of the display and presentation along with grading criteria will
be discussed in greater detail in class.
Teaching for Reflection (40 points): Each group will demonstrate their understanding of
learning, motivation, and management by teaching a lesson to the rest of the class. This
experience is designed to help each of you “pull it all together” in your application of all you have
experienced in the course. Evaluation will be based on one’s reflection on the lesson, regardless
of success of the actual teaching experience. Detailed criteria and format for the lesson as well as
the evaluation instrument will be distributed and discussed in class.
100
End of Course Narrative and Grid (20 points) This assignment provides you an opportunity to
reflect back on the course and the assignments, activities which you have completed or in which
you have participated. In the grid you will describe how the activities, assignments, etc have
helped you develop your expertise as a future teacher. You must connect the activities to the KSU
Candidate Performance Instrument and explain how you have improved your expertise in the four
domains.
EDSM 4409: Instructional Strategies in Reading, Writing, and Adolescent Literature
Book Reviews OR ALAN Conference (Choose one):
Option 1:
Write reviews of 10 adolescent novels. These are due in two groups of five and must be
accompanied by a cover sheet which lists the names of books submitted in each group. You must
review one booke that addresses a multicultural issue or that includes a special needs student.
(NOTE: When you submit the second set, you must list on the cover sheet the books submitted in
the first set. Follow the model handed out in class. Each review will be worth 2 points.
Option 2:
You may choose to attend the ALAN Conference held in Atlanta on November 25 and 26 either
one day or two. This conference is the “premiere” conference for those interested in YA
literature. You will have the opportunity to meet dozens of YA authors and will receive a “load”
of free novels. We are fortune that this national event is being held in Atlanta this year. If you
attend one day you only submit one set of reviews; if you attend both days, you do not have to
submit any. You will, however, need to “prove” you attended.
One formal 8-10 page paper (12 font/double-spaced): Use APA guidelines for research. Topics
may be author studies, themes that run across novels, themes that run through one author’s work,
or any other approved topic. You are encouraged to consider topics that incorporate multicultural
education aspects. At least three resources should be used. You may use an I-Search format. You
can find examples of this format on the Internet.
Reading Unit: Develop a reading unit for a YA novel. The unit should cover a two to three-week
period and include accommodations for multicultural and special needs students as appropriate
(classes running 50 min. blocks).
Reading Group: You will be a member of an assigned reading group. The purpose of this group
is to develop a professional community for discussing assigned readings, and literacy research.
Each candidate is expected to attend all meetings, be prepared and contribute to the group. A
participation assessment will be completed and submitted for each meeting. This assignment is
worth 20 pts. Should teacher candidates miss a meeting or not be in attendance the entire time,
they cannot earn complete credit.
EDSM 4410: Reading to Learn in the Content Areas
Personal Reading History Narrative and Visual(s). Reflect on your own personal reading
experiences and create a “timeline” illustrating your reading development/interests, etc. Your
reflection should include how you learned to read, factors contributing to your progress and
overall attitude toward reading as you matured. Include how your cultural characteristics and
perspectives may have influenced your learning to read, the progress you made, and your attitude
toward reading. You will submit this in the form of a 3-4 page narrative, accompanied by visuals.
You may include such things as school pictures, photos of you involved in a “literacy act,” family
photos, pictures of teachers, copies of “school awards” or other literacy artifacts. (20 pts.)
101
Student Profile. You will study a student’s literacy experiences. You will conduct interviews
with an adolescent, his/her parents, teachers, or other friends and family members to gather a
profile of the student’s reading, speaking, listening, viewing and writing history, his/her interests,
experiences, culture, special needs, etc. You will conduct a reading inventory to gather data on
your middle schooler’s reading interests and attitudes. You will use that information to compile a
6-section student profile notebook (tabbed, table of contents but no plastic sleeves). (70 pts.)
Section 1: (20 pts.)
You will write a 2000-2500 word narrative, supported by research, which outlines your
student’s literacy experiences. Address the following in this narrative:
Briefly describe your student physically, socially, emotionally and intellectually. (No real
names). Focus on your student’s language development and how he/she learned to read/write.
Focus on the cultural, political, economic and social factors contributing to literacy
development. Pay particular attention to factors that contributed to success and/or failure.
Describe your student’s interests and attitudes, primarily those literacy-related.
Outline the instructional methods used with this child (Phonics, basal reader, whole language,
integrated instruction, etc.)
Section 2: (10 pts.)
You will write a reflection on what you learned about this student and develop a plan for
effective reading instruction for this child. (Length: 800-1000 words.)
Section 3: (15 pts.)
You will compile 15 instructional strategies that are “tailored” to your student, briefly
explaining with each strategy why you chose it for your student. (Please include a wide array
of activities that address reading, writing, speaking, thinking, and viewing skills.)
Section 4: (20 pts.)
Based on your student’s needs, interests and attitudes, you will compile an annotated list of
young adult novels and children’s books (10 YA novels, 10 picture books). No books either
last year’s or this summer’s EDSM 4409 and ENED 3391 syllabi may be used. I will provide
a list.
Section 5: (5 pts.)
All raw data, notes, group meeting reflections.
Section 6:
Project self-evaluation
Reading Unit or “Possible” Field Experience.
Option 1:
You may develop one content area unit composed of ten lessons (cannot be LA) that incorporates
reading and writing to learn strategies in math, science or social studies. This unit is designed to
teach content with the idea that students have to read for information during the unit. The unit
should include accommodations for multicultural and special needs students.
Option 2:
I will conduct a poll of students in the class who would rather have a reading field experience of
20 hours. If this option works out, you may elect to spend 20 hours in a reading experience and
elect not to do the unit. You will log your hours and report briefly to me on email. Your reports
should include reflections on your observations of accommodations made for multicultural and
special needs students.
EDMG 4475: Student Teaching in Middle Grades
Professional Portfolio: Create a portfolio organized around the Candidate Performance
Instrument (CPI) for student teaching. The portfolio should be divided into sections that
correspond to the three proficiencies (subject matter experts, facilitators of learning, collaborative
professionals) in the CPI with subsections for each outcome. Provide evidence from your student
102
teaching experience and activities as well as from any other course or experience that
demonstrates your achievement of the stated outcomes. (Build upon your TOSS portfolio. You
may add to it and/or replace evidence.) Each subsection should begin with a narrative that lists
what evidence is included and why it addresses the outcome.
Working Notebook. The working notebook will not be collected, but will be reviewed each time
the university supervisor observes. It should include anything you need to keep at hand during
student teaching, as well as all lesson plans and teaching notes, observation notes from mentor
teacher and from university supervisor, transparencies for teaching, handouts, copies of tests and
quizzes, and other things that you might use if you were to teach this material again. It should
include
a. a lesson plan for each day and each subject you teach. You and your mentor teacher will
decide the format and level of detail of the lesson plan. Err on the side of overplanning.
This plan should include warm-ups, homework and solutions, any worksheets used,
grouping plans, etc. Plans should be shared with the mentor teacher WELL in advance
of the dates they are to be taught!
b. student evaluations of your teaching. Use the same instrument you did in TOSS, or
develop a new instrument.
Videotape Critique. Videotape two lessons, review using the CPI outcomes, and critique them.
Feel free to comment on things not specifically addressed in the CPI, but you must address
relevant CPI outcomes. The first critique should identify areas on which you would like to focus.
The second should specifically refer to your progress in those identified areas.
Technology Lessons. Develop and teach at least two lessons within a single unit that include the
use of technology as an instructional tool. (Remember to inquire about technology availability
early so that you can reserve equipment or labs that may be in demand.) These lessons should
•
address at least two lessons within a single unit,
•
use technology to teach content,
•
show evidence of managing equitable student access and attention to learner diversity
and special needs (as appropriate),
•
show evidence of impact on student learning, and
•
include a survey of the hardware and software available in your school.
Impact on Student Learning Assignment. Examine one of your assessments (quiz, test, or
project) in detail for evidence of student learning and for feedback on your teaching. Identify the
items students missed most often and reflect on why. Identify items most students did well on and
reflect on why. Find at least two instances of common student misconceptions and reflect on how
students might construct those misconceptions. See handout for further details and the rubric.
Participate when possible and appropriate in any events outside of the regular school day that are
a part of a teacher’s responsibilities, especially opportunities to interact with parents (parentteacher conferences). Attend after- and before-school events including study sessions,
extracurricular events, and parent/teacher organizations (e.g., PTA or PTO) meetings. Make sure
to reflect on these events in your journals.
Weekly journal. You will reflect on your student teaching in a weekly journal that will be
emailed to your KSU supervisor. This journal must be sent by Sunday of each week. Each
supervisor will let you know any other specifics about the content or the preferred means of
delivery of the journal.
103
Appendix F
Rubrics
Classroom Procedures, Routines and Relationships
Impact on Student Learning
Interdisciplinary Unit
Lesson Plan
Microteaching
Nanoteaching
Picoteaching
Portfolio Narrative
Teaching for Reflection
Team Management Plan
Unit Plan
104
Classroom Procedures, Routines and Relationships (CPR2)
Procedures and Routines
Presentation shows clear, convincing, and consistent evidence of thoughtful planning for
appropriate and reasonable procedures and routines. Procedures and routines established are
clearly not simply a reflection of job expectations.
Display shows clear evidence of thoughtful planning for procedures and routines. Some may be
clearer than others.
Display shows limited evidence of thoughtful planning for procedures and routines. Few may be
clear.
Display shows no evidence of thoughtful planning for procedures and routines.
Points
7
6
5
4
Classroom Layout
Presentation shows clear, convincing, and consistent evidence of thoughtful planning for
appropriate and reasonable classroom layout. Clear rationale is provided for decisions pertaining
to the classroom layout.
Display shows clear evidence of thoughtful planning for classroom layout. Some aspects of the
layout may be more appropriate and reasonable than others. Most decisions are supported by
rationale.
Display shows limited evidence of thoughtful planning for classroom layout. Rationale for
decisions may be missing, vague, or inappropriate.
Display shows no evidence of thoughtful planning for classroom layout.
7
6
5
4
Relationships
Presentation shows clear, convincing, and consistent evidence of thoughtful planning for
appropriate and reasonable measures for building and maintaining relationships with all students
and parents. Includes measures for early, frequent contact even in the absence of problems.
Measures are not simply a reflection of job requirements.
Presentation shows clear evidence of thoughtful planning for building and maintaining
relationships with students and parents. Some aspects may be more appropriate or unreasonable.
Display may not address measures for both students and parents. Measures for early, positive
contact may be missing.
Presentation shows limited evidence of thoughtful planning for building and maintaining
relationships with students and parents. Some aspects may be inappropriate or unreasonable.
Presentation may not address measures for both students and parents. Measures for early positive
contact may be missing.
Display shows no evidence of thoughtful planning for relationship building. Most measures may
be inappropriate or unreasonable. Does not address both students and parents.
Aesthetic Qualities
Overall effect makes strong statement of creativity, originality, or organization and does not
distract from the content or message of the display.
Overall effect does not distract from the content of the message of the display.
7
6
5
4
4
3
Overall effect may distract from the content or message of the display.
2
Overall effect distracts from the content or message of the display.
1
TOTAL SCORE
105
UNDERGRADUATE
IMPACT ON STUDENT LEARNING ANALYSIS
KENNESAW STATE UNIVERSITY
Bagwell College of Education
Candidate’s Name: ___________________________
Course: ____________________________
Semester: __________________________
Program: ___________________________________
Evaluator:__________________________
Please indicate the candidate’s rating on each proficiency by checking the appropriate box.
Our use of the phrase “every student” is inclusive of these attributes of multicultural populations:
Age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status.
Rating Indicator
Uses content and
pedagogical
knowledge to assist
students in the
mastery of subject
matter knowledge.
(1.3)
Uses knowledge of
the influences of
society, culture,
community, and
family on schools
and learning to
create and
implement
instruction that
embodies multiple
cultures and a rich,
diverse curriculum
(2.2)
L1
Little or No
Evidence
L2
Limited Evidence
L3
Clear Evidence
SUBJECT MATTER EXPERTS
There is no evidence There is limited
There is clear
of knowledge of
evidence of
evidence that the
subject matter;
knowledge of
candidate knows the
unable to give
subject matter.
subject matter and
examples of
Candidate’s
can explain
important principles presentation of
important principles
or concepts.
content appears to to every student.
contain numerous
inaccuracies.
FACILITATOR OF LEARNING
The candidate
The candidate
There is clear
makes minimal
incorporates
evidence that the
attempts to
information
candidate
restricted to those of incorporate multiple incorporates
similar beliefs and perspectives or
multiple
cultural identity.
accurate information perspectives and
There is no evidence to address the
accurate information
multiple attributes of to address the
that the candidate
multicultural
incorporates
multiple attributes of
multiple
populations, in order multicultural
perspectives and
to provide a rich
populations, in order
accurate
diverse curriculum. to provide a rich
information.
diverse curriculum.
Effective use of a The candidate uses
variety of methods predominantly one
The candidate
incorporates a
106
There is clear
evidence that the
L4
Clear, Consistent,
and Convincing
Evidence
There is clear,
consistent, and
convincing evidence
of critical analysis
and synthesis of the
subject. Where
appropriate,
candidate makes
connections from
the content to other
parts of the content
and to other content
areas.
There is clear,
consistent and
convincing evidence
that the candidate
incorporates
multiple
perspectives and
accurate information
to address the
multiple attributes of
multicultural
populations, in order
to provide a rich
diverse curriculum
There is clear,
consistent and
form of instruction,
[that reflect high
does not
expectations] for
every student (2.4) differentiate
instruction, and does
not successfully
accommodate the
learning needs of
every student.
variety of
instructional
strategies, but there
is limited evidence
that the candidate
effectively
differentiates
instruction and
successfully
accommodates the
learning needs of
every student.
Utilizes a variety of The candidate uses The candidate uses
assessments [that predominantly one multiple forms of
form of assessment. assessment, but
reflect high
there is limited
expectations] to
evidence that the
evaluate learning
candidate
for all students
successfully
(2.5)
determines the
learning needs of
every student.
candidate effectively
uses multiple
instructional
strategies to
differentiate
instruction and
successfully
accommodates the
learning needs of
every student.
convincing evidence
that the candidate
effectively uses
multiple
instructional
strategies to
differentiate
instruction and
successfully
accommodates the
learning needs of
every student.
There is clear
There is clear,
consistent and
evidence that the
candidate effectively convincing evidence
that the candidate
uses multiple and
appropriate forms of effectively uses
assessment to
multiple and
determine the
appropriate forms of
assessment to
learning needs of
determine the
every student.
learning needs of
every student
Impacting the
learning of every
student (2.4)
There is no evidence
of impact on the
learning of every
student. Data is
poorly presented,
the interpretation is
inaccurate, and
conclusions are
missing or
unsupported.
There is limited or
incomplete evidence
of the impact on
learning of every
student in terms of
numbers of students
who achieved and
made progress
towards each
learning objective.
Conclusions are
limited, incomplete,
and/or not fully
supported by data.
Analysis of student
learning includes
complete evidence
of the impact on
learning of every
student in terms of
the number of
students who
achieved and made
progress towards
each learning
objective.
Interpretation is
technically accurate,
complete, and
consistent.
Analysis of student
learning includes
clear, consistent and
convincing evidence
of the impact on
learning of every
student in terms of
the number of
students who
achieved and made
progress towards
each learning
objective.
Meaningful
interpretation and
appropriate
conclusions are
determined based on
the data.
Uses the
assessment results
to improve the
quality of
instruction for
every student (2.5)
In reflecting on
his/her analysis of
student learning,
candidate provides
no rationale for why
some activities were
more successful than
others.
In reflecting on
his/her analysis of
student learning,
candidate provides
limited evidence to
identify successful
and unsuccessful
activities and
superficially
explores reasons for
their success or lack
In reflecting on
his/her analysis of
student learning,
candidate provides
evidence to identify
successful and
unsuccessful
activities and
provides plausible
reasons for their
success or lack
In reflecting on
his/her analysis of
student learning,
candidate provides
clear, consistent and
convincing evidence
to identify
successful and
unsuccessful
activities and
provides plausible
107
thereof.
Reflects upon and
improves
professional
performance (3.1)
thereof.
COLLABORATIVE/PROFESSIONAL
There is clear
There is no evidence There is limited
evidence that the
evidence that the
that the candidate
candidate reflects
candidate reflects
reflects upon and
upon and improves upon and improves
improves
professional
professional
professional
performance based performance based performance based
on professional
on professional
on professional
standards, feedback, standards, feedback, standards, feedback,
best practices, and best practices, and best practices, and
effective
effective
effective
communication.
communication.
communication.
Candidate provides Candidate provides Candidate provides
limited reflection on clear reflection on
no reflection on
future professional
future professional the impact of the
performance related candidate’s insights performance related
and experiences for to insights and
to insights and
future professional experiences.
experiences.
performance.
108
reasons for their
success or lack
thereof.
There is clear,
consistent, and
convincing
evidence that the
candidate reflects
upon and improves
professional
performance based
on professional
standards, feedback,
best practices, and
effective
communication. The
candidate recognizes
improvements for
future professional
performance related
to insights and
experiences and
identifies ways to
improve.
Rubric for TOSS Team Integrated Unit
Orientation (CPI
1.3)
Objectives, QCC’s
& Standards
(CPI 1.1)
Curriculum Theme
Activities
(CPI 1.1, 2.1, 2.2,
2.4)
Daily assessments
(CPI 2.5)
0
Material inappropriate for
grade level,
interdisciplinary topic
really a “theme”, content
area topics unrelated, and
goals are stated
incorrectly
0
For each content area,
QCC’s and standards not
related to activities,
objectives written
incorrectly and address
low-level knowledge only
0
Not relevant to young
adolescents’ lives or
social concerns. Does not
engage higher-order
skills.
0-5
Description vague,
activity boring, irrelevant
to topics, no connection to
students’ lives
0-3
Do not address objectives,
single strategy used
throughout unit, address
only lower levels of
knowledge
Comments:
109
1-2
3-4
5
Grade level,
interdisciplinary topic,
content area topics, and
goals appropriate, clearly
indicated and articulated
1-2
3-4
1-4
5-8
5
For each content area,
QCC’s and standards
cited, objectives written
correct and address
content and process skills
as appropriate
9-10
Relevant to young
adolescents’ lives and
social concerns. Engages
higher-order skills.
6-10
11-14
4-5
6-8
15-20
Enough description
provided, includes
motivational strategy, is
relevant to topic and to
students’ lives
9-10
Consistent with
objectives, variety of
strategies used throughout
unit, address more than
one level of knowledge
Lesson Planning Rubric
Name:
National Middle School Association standards and Candidate Performance Instrument
proficiencies are noted.
Source of your lesson idea:
Goals/Objectives/Rationale This section should show that you know what you would like to
accomplish during the lesson. (NMSA standards 3,5; CPI 1.1,1.2)
1. Objectives are meaningful and observable.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
2. Appropriate QCC’s and NCTE/NCTM/NCSS/NSES standards correlate with the objectives
and are appropriate in scope and sequence.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
3. Objectives are at appropriate levels (knowledge, comprehension, application, analysis,
synthesis, evaluation).
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
Preparation/Materials/Resources (NMSA standards 5; CPI 2.3)
4. Preparation and distribution of materials and handouts are explained clearly. Special
management or safety issues are noted.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
Instruction
Hook (NMSA standards 1, CPI 2.1, 2.2)
5. Students’ interest in topic is motivated (appeal to prior knowledge or experience, connections
to their lives, connections to other disciplines)
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
Strategies (NMSA standards 4,5; CPI 2.3, 2.4)
6. Instructional strategies are developmentally appropriate.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
7. Students have opportunities for higher-level thinking.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
8. Students have opportunities to explain their thinking to you or to each other.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
Modifications (NMSA standard 1, CPI 2.4)
9. Modifications for students with special needs are noted. Include ways to collaborate with the
inclusion teacher if appropriate.
1 ----------------- 2------------------3 ----------------- 4 ----------------- 5
110
10. Lesson may address differentiation of instruction. If so how? Content differentiation? Process
differentiation? Product differentiation?
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
Close
11. The close includes a summary of key concepts.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
12. The close must include feedback from more than one student about the lesson.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
13. The close identifies connections between the content taught and prior or future learning.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
Assessment (NMSA standards 3,5; CPI 2.5)
14. Formal and informal strategies to ascertain if all of the students achieved the objectives are
included.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
15. Methods for evaluating understanding more formally in the future are included and are
congruent with the way you taught the concepts.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
Post-lesson Reflection (if lesson is taught) (NMSA standard 7, CPI 3.1)
16. Evidence of student learning is presented and discussed.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
17. Topics with which students had trouble are identified. Strategies for avoiding those
misconceptions are suggested.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
18. The level of student engagement is discussed and addressed. Instances of off-task behavior
identified along with suggestions to minimize.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
19. Materials distribution and management discussed with distractions noted and along with
suggestions to minimize.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
20. Discussion of whether or not the most important ideas received the most time and emphasis
and if not, how these ideas would be addressed in the next lesson and how this lesson would
be modified in the future.
1 -----------------2 ----------------- 3 ----------------- 4 -----------------5
111
Micro –Teaching Rubric
TOSS 2003
This rubric is a modified version of the CPI correlated with the relevant National Middle School
Association (NMSA) standards. Evaluations are made with regard to the objectives and
expectations for the micro-teaching assignment.
Teacher Candidate’s Name
Rating
Level 1
Level 2
Level 3
Level 4
Description
The candidate’s performance offers little or no evidence of achieving the proficiency. Although
there may be occasional points that vaguely suggest the candidate has achieved the expected
proficiency, viewed as a whole the candidate’s performance provides little or no evidence of
meeting the proficiency. If evidence is presented, the evidence suggests that the actions of the
candidate have been carried out solely to fulfill course requirements.
The candidate’s performance provides limited evidence that the proficiency has been met.
Performance may occasionally hint at a higher level of practice but viewed as a whole the
candidate’s performance is either inconsistent, partial, inadequate or incomplete. Evidence
shows that while the candidate may have met course requirements, the candidate fails to meet
performance expectations.
The candidate’s performance provides evidence that the proficiency has been met. Performance
is coherent, complete, consistent and accurate. Evidence shows that candidate learning extends
beyond course requirements and expectations.
The candidate’s performance provides consistent, and convincing evidence that the proficiency
has been met. The performance of this individual is exceptional, with multiple examples of
extensions beyond course requirements and expectations.
Undergraduate Outcomes and Proficiencies
SUBJECT MATTER EXPERTS (NMSA Standard 4)
1. 1 Candidate possesses knowledge of discipline content, methods of inquiry,
connections to other disciplines and applications to real life.
1.2 Candidate knows and represents content accurately to students through
the use of multiple explanations, technology and various instructional
strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in
the mastery of content in the field of study.
FACILITATORS OF LEARNING (NMSA Standards 1, 3, 5)
2.1 Candidate demonstrates knowledge of how learners develop, learn and
think about subject content, as well as successful strategies to motivate
students to learn.
2.2 Candidate uses knowledge of the influences of society, culture,
community, and family on schools and learning to create and implement
instructional strategies that embody multiple cultures and a rich, diverse
curriculum.
112
L1
L2
L3
L4
2.3 Candidate creates effective, well-managed and active learning
environments that reflect high expectations.
2.4 Candidate designs and implements instruction that employs a variety of
methods, materials, and technologies (required for nano-teaching)
effectively to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning
and uses the results to improve the quality of instruction that is differentiated
to accommodate students’ diversities.
COLLABORATIVE PROFESSIONALS (NMSA Standard 6)
3.2 Candidate reflects upon and improves professional performance based on
professional standards, feedback, best practices and effective communication.
3.2 Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with
recognized educational standards and codes of ethics.
Comments on back
113
Nano -Teaching Rubric
TOSS 2003
This rubric is a modified version of the CPI correlated with the relevant National Middle School
Association (NMSA) standards. Evaluations are made with regard to the objectives and
expectations for the nano-teaching assignment.
Teacher Candidate’s Name
Rating
Level 1
Level 2
Level 3
Level 4
Description
The candidate’s performance offers little or no evidence of achieving the proficiency. Although
there may be occasional points that vaguely suggest the candidate has achieved the expected
proficiency, viewed as a whole the candidate’s performance provides little or no evidence of
meeting the proficiency. If evidence is presented, the evidence suggests that the actions of the
candidate have been carried out solely to fulfill course requirements.
The candidate’s performance provides limited evidence that the proficiency has been met.
Performance may occasionally hint at a higher level of practice but viewed as a whole the
candidate’s performance is either inconsistent, partial, inadequate or incomplete. Evidence
shows that while the candidate may have met course requirements, the candidate fails to meet
performance expectations.
The candidate’s performance provides evidence that the proficiency has been met. Performance
is coherent, complete, consistent and accurate. Evidence shows that candidate learning extends
beyond course requirements and expectations.
The candidate’s performance provides consistent, and convincing evidence that the proficiency
has been met. The performance of this individual is exceptional, with multiple examples of
extensions beyond course requirements and expectations.
Undergraduate Outcomes and Proficiencies
SUBJECT MATTER EXPERTS (NMSA Standard 4)
2. 1 Candidate possesses knowledge of discipline content, methods of inquiry,
connections to other disciplines and applications to real life.
1.2 Candidate knows and represents content accurately to students through
the use of multiple explanations, technology and various instructional
strategies.
1.4 Candidate uses content and pedagogical knowledge to assist students in
the mastery of content in the field of study.
FACILITATORS OF LEARNING (NMSA Standards 1, 3, 5)
2.1 Candidate demonstrates knowledge of how learners develop, learn and
think about subject content, as well as successful strategies to motivate
students to learn.
2.3 Candidate uses knowledge of the influences of society, culture,
community, and family on schools and learning to create and implement
instructional strategies that embody multiple cultures and a rich, diverse
curriculum.
114
L1
L2
L3
L4
2.3 Candidate creates effective, well-managed and active learning
environments that reflect high expectations.
2.4 Candidate designs and implements instruction that employs a variety of
methods, materials, and technologies (required for nano-teaching)
effectively to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning
and uses the results to improve the quality of instruction that is differentiated
to accommodate students’ diversities.
COLLABORATIVE PROFESSIONALS (NMSA Standard 6)
3.3 Candidate reflects upon and improves professional performance based on
professional standards, feedback, best practices and effective communication.
3.2 Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with
recognized educational standards and codes of ethics.
NMSA Standards and Comments on back
115
Peer Feedback Form for Pico-Teaching
TOSS 2003
Teacher Candidate’s Name
Use the rating system below and comment on the teacher candidate’s pico-teaching lesson. Although this
rubric is based on the CPI, only the relevant proficiencies and ratings are used.
Rating
Level
1
Level
2
Level
3
Description
The candidate’s performance offers little or no evidence of achieving the proficiency. Although
there may be occasional points that vaguely suggest the candidate has achieved the expected
proficiency, viewed as a whole the candidate’s performance provides little or no evidence of
meeting the proficiency.
The candidate’s performance provides limited evidence that the proficiency has been met.
Performance may occasionally hint at a higher level of practice but viewed as a whole the
candidate’s performance is either inconsistent, partial, inadequate or incomplete.
The candidate’s performance provides clear evidence that the proficiency has been met.
Performance is coherent, complete, consistent and accurate.
¾
Rate the teacher candidate’s EXPERTISE IN SUBJECT MATTER. Did s/he:
•
Possess knowledge of discipline content, methods of inquiry into the content area, connections to
other disciplines and/or applications to real life? (CPI 1.1)
Know and represent content accurately to students through the use of multiple explanations,
technology and/or various instructional strategies? (CPI 1.2)
Use content and pedagogical knowledge to assist students in the mastery of content in the field of
study? (CPI 1.3)
•
•
L1
L2
L3
Comments:
¾
Rate the teacher candidate’s ability to FACILITATE LEARNING. Did s/he:
•
Demonstrate knowledge of how students learn and think about subject content as well as successful
strategies to motivate students to learn? (CPI 2.1)
Create an effective, well-managed and active learning environment that reflected high expectations?
(CPI 2.3)
Design and implement instruction that employed methods, materials, and/or technologies effectively to
positively impact learning of all students? (CPI 2.4)
Utilize an assessment method to evaluate student learning? (CPI 2.5)
•
•
•
L1
¾
•
•
L2
L3
Comments:
Rate the teacher candidate’s ability to function as a COLLABORATIVE PROFESSIONAL. Did
s/he:
Build a collaborative and respectful relationship with students? (CPI 3.2)
Display professional and ethical behavior consistent with recognized educational standards and codes
of ethics?(CPI 3.2)
Comments:
L1
L2
L3
116
UNDERGRADUATE
PORTFOLIO NARRATIVE RUBRIC
KENNESAW STATE UNIVERSITY
Bagwell College of Education
Candidate’s Name: ____________________________ Course: ____________________________
Semester: __________________________
Program: ___________________________________
Evaluator:__________________________
Please evaluate the candidate’s reflective narrative of the Undergraduate Portfolio using the Portfolio
Narrative Rating Scale found on Page Two.
SUMMARY RATING FOR SUBJECT MATTER EXPERTS
L1
L2
L3
L4
1.1
Candidate possesses knowledge of discipline content, methods of inquiry, connections to other
disciplines and applications to common life experiences.
1.2 CANDIDATE KNOWS AND REPRESENTS CONTENT ACCURATELY IN MULTIPLE
EXPLANATIONS, TECHNOLOGY INTEGRATION, AND APPLICATION OF VARIOUS
INSTRUCTIONAL STRATEGIES.
1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery of subject matter
knowledge.
SUMMARY RATING FOR FACILITATORS OF LEARNING
L1
L2
L3
L4
2.1
Candidate demonstrates knowledge of how learners develop, learn and think about subject content,
as well as successful strategies to motivate students to learn.
2.4 Candidate uses knowledge of the influences of society, culture, community, and family on schools and
learning to create and implement instruction that embodies multiple cultures and a rich, diverse
curriculum.
2.3 Candidate creates effective, well-managed and active learning environments that reflect high
expectations for student achievement.
2.4 Candidate designs and implements instruction that makes effective use of a variety of methods,
materials, and technologies to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the results to
improve the quality of instruction that is differentiated to accommodate students’ diversities.
SUMMARY RATING FOR COLLABORATIVE PROFESSIONALS L1
L2
L3
L4
3.1
3.2
3.3
Candidate reflects upon and improves professional performance based on professional standards,
feedback, best practices and effective communication.
Candidate builds collaborative and respectful relationships with colleagues, supervisors, students,
parents and community members.
Candidate displays professional and ethical behavior consistent with recognized educational
standards and codes of ethics.
Comments:
117
UNDERGRADUATE PORTFOLIO NARRATIVE RATING SCALE
Please use the following RATING SCALE to complete the Undergraduate
Portfolio Narrative Rubric.
L1 – Little or No Evidence - Little or no evidence exists that proficiencies are addressed through
reflective analysis. Writing may be only descriptive in nature and lack analysis or critical reflection.
Evidence presented may be vague, brief, or not linked to proficiencies. Reference to the proficiencies
may be missing altogether. Through writing, candidate fails to make connections between evidence
presented and demonstration of expertise in the outcome. Candidate is unable to assess impact on
student learning. There is little to no evidence that the candidate has been able to extend and apply
knowledge and skills to daily practice. Finally, the candidate’s reflective analysis may express negative
opinions about students, parents, or other professionals or blame students and parents for the student’s
inability to learn.
L2 – Limited Evidence - Limited evidence exists that proficiencies are addressed through reflective
analysis. Writing is mostly descriptive with limited elements of analysis or critical reflection. Evidence
presented may address some of the proficiencies while others are not addressed at all or are hard to
identify. Through writing, candidate makes limited connections between evidence presented and
demonstration of expertise in the outcome. Candidate has difficulty assessing impact on student learning
or adjusting practice accordingly. Opinions toward students, parents, or other professionals are difficult
to identify.
L3 – Clear Evidence - Clear evidence exists that proficiencies are addressed through reflective analysis.
Writing is descriptive, analytical, and reflective. Evidence presented clearly addresses all of the
proficiencies with some being richer in detail than others. Through writing, candidate makes clear
connections between evidence presented and demonstration of expertise in the outcome. Candidate
assesses impact on student learning and adjusts practice accordingly. There is clear evidence that the
candidate has been able to extend and apply knowledge and skills to daily practice. Positive opinions and
behaviors about students, parents, or other professionals are evident.
L4 – Clear, Consistent, and Convincing Evidence - Clear, consistent, and convincing evidence exists that
proficiencies are addressed through reflective analysis. Writing is rich in description, analysis, and
reflection. Evidence presented addresses all proficiencies with evidence of multiple examples of extensions
and application of learning to teaching practices. Through writing, candidate makes clear, consistent, and
convincing connections between evidence presented and demonstration of expertise in the outcome.
Candidate consistently assesses impact on student learning and provides multiple examples of adjusting
practice accordingly. Positive opinions and interactions with students, parents, and other professionals are
evident. Candidate is positive about teaching every student and about each student’s ability to learn.
118
Teaching for Reflection
Instructional Planning Guide
1. Objective(s) (Site the relevant Georgia QCC’s from www.glc.k12.ga.us) - These objectives
should be written in behavioral terms, stating what the student should be able to DO to
demonstrate knowledge. Example: NO = The student will learn the parts of a flower. YES =
The student will list and explain the functions of the parts of the flower.
2. Procedures
a. Set – Get your students ready to learn. Open-ended question(s), posing of a
puzzle or problem, relate to real life and/or interests.
b. Activity – Describe what the teacher(s) and what the students will be doing.
Include questions, materials needed, and management considerations. Attach
additional pages if necessary.
c. Closure – Let your students know that they learned something. Finish the lesson.
3. Assessment – How do you know they know? (Will probably be informal in this lesson, but
can you think of any good homework or test questions?)
119
Performance Description
Regardless of the success of the lesson, all indicators on the
Evaluation Instrument are addressed and assessed accurately and in
detail. There is overwhelming evidence that the candidate is driven
by a conscious, deliberate focus to develop their own expertise by
thoughtfully and accurately reflecting on the lesson through the eyes
of their potential students and/or on their professional involvement
as a group member.
Regardless of the success of the lesson, all indicators on the
Evaluation Instrument are addressed with some being richer in detail
than others. Candidate may be inadequate in their assessment of
some of the indicators. The preponderance of evidence suggests that
the candidate is driven by a conscious, deliberate focus to develop
their own expertise by thoughtfully and accurately reflecting on the
lesson through the eyes of their potential students and/or on their
professional involvement as a group member.
Regardless of the success of the lesson, some indicators on the
Evaluation Instrument are not addressed or, one or more are assessed
inaccurately. Some indicators may be addressed in great detail
while others are not addressed at all or are addressed significantly
less than others. There is limited evidence that the candidate is able
to reflect on the lesson through the eyes of their students and/or on
their professional involvement as a group member.
Regardless of the success of the lesson, there is little or no evidence
that the indicators on the Evaluation Instrument are addressed or are
hard to identify. Evidence of addressing or assessing all indicators is
brief, vague or not present at all. There is little or no evidence that
the candidate is able to reflect on the lesson through the eyes of their
potential students and/or on their professional involvement as a
group member.
TOTAL POINTS
Outcome
Subject Matter Expert
Facilitator of Learning
Points
8
16
Collaborative
Professional
16
Subject Matter Expert
7
Facilitator of Learning
13
Collaborative
Professional
13
Subject Matter Expert
Facilitator of Learning
Collaborative
Professional
Subject Matter Expert
Facilitator of Learning
Collaborative
Professional
4
11
11
1
6
6
_____
120
Teaching for Reflection Evaluation Form
OR---BETTER KNOWN AS
The things you should do in your lesson (Outcomes 1 and 2)
AND things you must address in your narrative (Outcomes 1,2, and 3) Form
Outcome 1: Subject Matter Experts
Central concept(s) of lesson identified and connection to Georgia QCC and/or learned society
evident.
Consideration of prerequisite knowledge of students and connection to real life evident in lesson.
Uses multiple explanations and methods or strategies for explaining/teaching concept.
Comments:
Outcome 2 Facilitator of Learning:
Lesson is inviting to all students with a variety of methods and materials.
Learning environment is effective, well managed, and active.
Lesson is organized and pacing is appropriate.
Objectives, activities and assessments are connected/related.
Collects informal/formal information about student learning.
Lesson includes at least one effective motivational strategy.
Lesson is clearly tied to one or more learning theories.
Lesson includes some higher-level (complex) intellectual tasks for all students, reflecting high
expectations.
Comments:
Outcome 3: Collaborative Professional
Reflects upon professional performance based on feedback, best practices and effective
communication.
Identifies lesson strengths and weaknesses and generates ideas for improvement.
Builds collaborative and respectful relationships with colleagues.
Displays professional and ethical behavior consistent with standards and the Code of Conduct.
Constructs written documents free of errors.
Applies appropriate grammar and language in a variety of contexts.
Avoids vernacular and colloquial expressions.
Comments:
For each group member:
1.
Please write a narrative describing in detail, how your lesson and your participation in the group
Teaching for Reflection lesson met each of the criteria listed in the evaluation instrument. For
example: In the “Facilitator of Learning” section, the lesson must connect to students’ interests
and experiences. In your narrative, explain how you see the lesson connecting to their experiences.
Also, in the “Collaborative Professional” section, you must address the strengths and weaknesses
of your lesson and suggest how you might improve it. Other areas in the professionalism section
must also be addressed although they may not have been evident in the lesson your group taught.
2.
Narrative should be no longer than 8 typed, 12-point font double spaced pages.
3.
Attach a copy of the Teaching for Reflection Planning Guide as well.
121
Procedures and
Routines
Classroom Rules and
Consequences
Relationship
Collaboration
TOSS Team Management Plan (CPI 2.3, 3.2)
Plan shows clear, convincing, and consistent evidence of thoughtful planning for appropriate
and reasonable procedures and routines. Accommodations for students with special needs
addressed and effective.
Plan shows clear evidence of thoughtful planning for procedures and routines. Some may be
clearer than others. Some accommodations for students with special needs may be ineffective.
Plan shows limited evidence of thoughtful planning for procedures and routines. Only a few
may be clear. Methods of accommodating special needs students may be unclear or ineffective.
Plan shows no evidence of thoughtful planning for procedures and routines. Students with
special needs not accommodated.
Plan shows clear, convincing, and consistent evidence of thoughtful planning for appropriate
and reasonable classroom rules and logical consequences. The number of rules is appropriate,
they are written positively, and they are not repetitive of procedures and routines.
Accommodations for students with special needs addressed and effective.
Plan shows clear evidence of thoughtful planning for classroom rules. Some rules may be more
appropriate than others. There may be too many rules, some rules may be negative, and/or
some may be repetitive of procedures and routines. Some accommodations for students with
special needs may be ineffective.
Plan shows limited efforts in planning. There are too many rules, some of which are negative
and/or repetitive of procedures and routines. Methods of accommodating special needs
students may be unclear or ineffective.
There is no evidence of thoughtful planning. There are too many rules and they are mostly
negative in tone and/or repetitive of procedures and routines. Special needs students not
accommodated.
Plan shows clear, convincing, and consistent evidence of thoughtful planning for appropriate
and reasonable measures for building and maintaining relationships with students and parents.
Includes measures for early, frequent contact even in the absence of problems.
Accommodations for students with special needs addressed and effective.
Plan shows clear evidence of thoughtful planning for building and maintaining
relationships with students and parents. Some aspects may be more appropriate or
unreasonable. Display may not address measures for both students and parents.
Measures for early, positive contact may be missing. Some accommodations for
students with special needs may be ineffective.
Plan shows limited evidence of thoughtful planning for building and maintaining
relationships with students and parents. Some aspects may be inappropriate or
unreasonable. Presentation may not address measures for both students and parents.
Measures for early positive contact may be missing. Methods of accommodating
special needs students may be unclear or ineffective.
Plan shows no evidence of thoughtful planning for relationship building. Most
measures may be inappropriate or unreasonable. Does not address both students and
parents. Special needs students not accommodated.
Plan shows clear and convincing evidence of collaborative team planning in the
consistency of rules and procedures across the classrooms. Participation and “buy in”
of all team members is evident in the plan.
Plan shows clear and convincing evidence of collaborative team planning in
consistency of rules and procedures across disciplines. Some aspects of the plan may
be more appropriate or reasonable for certain teachers or classrooms. Commitment of
some team members to plan is less evident than others.
Plan shows limited evidence of collaborative team planning. There are clear
deviations by some members from the team plan.
Plan shows no evidence of thoughtful planning for relationship building. Parts of the
plan seem to have been developed separately.
122
Points
25
20
15
10
25
20
15
10
25
20
15
10
25
20
15
10
TOSS Unit Plan
(CPI 1.1, 1.2, 2.5)
Name: ............................................
10%
Each individual student will outline a unit that he or she might teach, provide a rationale
for the unit, provide one thoroughly developed lesson plan, and provide an end-of-the
unit major assessment (test or project).
The outline should include
_____your goals and objectives,
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
_____the QCCs and national standards,
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
_____the developmentally appropriate instructional strategies, and
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
_____the assessments (formal and informal) proposed for each topic.
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
In the rationale, use a paragraph or two
_____to discuss what topics are important in the unit,
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
_____what topics are prerequisites for which other topics,
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
_____what extension topics might be considered.
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
Provide a copy of the
_____assessment (test or project) and
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
_____the rubric you would use to grade it.
1-------------------- 2-------------------- 3 ------------------- 4 --------------------5
123
Appendix G
Integration of Technology and Multicultural Education Matrix
Integrating Technology and Multicultural Education
The assignments and activities described are designed to meet technology standards and multicultural
course objectives. If you decide to change an assignment, MAKE SURE it still covers the standard or
objective and MAKE SURE you communicate with the program coordinator.
Reinforcement of tech skills and multicultural education assignments and activities in other courses
(not listed) is encouraged! Be sure to share what you are doing with the program coordinator and
document it in your course syllabus!
Course
EDUC 2201 Teaching
and Schools in a
Changing Society
EDUC 2202 Life Span
Development:
Adolescent and Young
Adulthood Emphasis
EDUC 3308 Learning,
Motivation, & Classroom
Management
EDSM 4409
Instructional Strategies in
Reading and Adolescent
Literature
Technology Skills Assignments
• Require all assignments
done on word processor
• Email
• Power Point
• Web Page Construction
• Use of Internet
• Assignment that requires
use of technology by a
group
• (Online Course
Environment)
Opportunities exist in new
course.
Multicultural/Diversity Assignments
Class discussions/Reading - Chapters
3, 4, 5 of text
• Field Experience Activities: At-risk
Students, Student Diversity and Social
Issues, Diversity in the Classroom,
Student Achievement
• Ethnocultural Heritage Paper
• Potential: Guest speakers – teachers
and students representing different
cultures.
•
•
•
•
Take advantage of
opportunities to reinforce skills.
(Make Web of Support and
electronic database)
Take advantage of opportunities
to reinforce skills.
•
•
•
•
•
•
•
•
124
Required observations of
adolescents and young adults from a
different culture
Cultural Immersion Experience
Introduction and study of
bilingual education programs as well
as Banks’ multicultural education
approaches
Web of Support assignment
Classroom management and parent
conferencing vignettes:
Classroom Procedures, Routines and
Relationships (CPR2) Display:
Exams
Assigned Readings in this course
include several novels with
multicultural perspectives.
Book Reviews
One formal 8-10 page paper
Reading Unit
Course
EDSM 4410 Reading to
Learn in the Content
Areas
Technology Skills Assignments
Take advantage of opportunities
to reinforce skills.
•
•
•
•
•
•
TOSS Content Classes
•
•
•
EDMG 4405 TOSS
Team
EDMG 4475 Student
Teaching
•
MATH 2590 Math for
Middle Grades
•
•
•
Content area software
evaluation
Nanoteaching incorporating
use of technology
Demonstration of use of
technology in the field
experience
Web Page Construction
Technology lesson plan,
reflection, and analysis of
impact on student learning*
Use of calculators and
CBL’s
(Assignment that requires
use of technology by a
group)
125
•
•
•
•
Multicultural/Diversity Assignments
Assigned Readings in this course
include several novels with
multicultural perspectives.
Personal Reading History
Student Profile
Formal Paper
Annotated Bibliography
Reading Unit or “Possible” Field
Experience
• Field Experiences
Team Management Plan
Peer Teaching Episodes and Lesson
Plans, Unit Plans
Impact on Student Learning
Assessment Analysis
Impact on Student Learning
Assessment Analysis
Appendix H
Candidate Performance Instrument
126
CANDIDATE PERFORMANCE INSTRUMENT - EXIT
MID-TERM AND FINAL EVALUATION FOR STUDENT TEACHING
BAGWELL COLLEGE OF EDUCATION
AND PROFESSIONAL TEACHER EDUCATION UNIT
KSU Candidate______________________________________________
KSU Supervisor_____________________________________________
Collaborating Teacher _______________________________________
Grade
Level/Subject__________________________________________
Semester ____________________________________________________
Candidate Degree Program ___________________________________
School______________________________________________________
School System ________________________________________________
Candidate_____ Collaborating Teacher_____ KSU Supervisor____
(Check One)
Collaborative Development of Expertise in Teaching and Learning: The Kennesaw State University teacher education faculty is committed to
preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals within and beyond the
university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of
preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy,
they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
This evaluation instrument contains the 11 proficiencies that our KSU professional teacher educators and school professionals agree represent the
knowledge, skills and dispositions our undergraduate candidates should have by the completion of their programs. Since student teaching is the
culminating comprehensive experience for all candidates just prior to graduation, it is altogether appropriate to formally assess our candidates’
proficiencies at this time. KSU requests that the team consisting of the collaborating teacher, KSU supervisor and candidate complete this form
independently of each other on two occasions during the student teaching semester, at mid-term and at the end of the term. Self-assessment is
important for the candidate in developing a realistic view of personal competency and professional growth.
Signatures:
Mid-term: _______________________
Candidate
Final:
_______________________
Candidate
________________________
Collaborating Teacher
______________________
KSU Supervisor
_________________________
Collaborating Teacher
______________________ _____________
KSU Supervisor
Date
127
_____________
Date
Rubric and Supporting Explanation
Candidate Proficiencies - L1-L4 Performance Characteristics
The purpose of this rubric is to provide guidance in the evaluation of the candidate’s performance during student teaching. The basis for judgment should be
evidence from multiple sources such as (but not limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, projects,
service-learning projects, teacher work samples, unit plans, etc. When determining the proficiency level demonstrated by the candidate, take into account all the
evidence relating to the proficiency and strive to make a holistic judgment based upon the sufficiency and quality of the evidence. The goal is to make accurate
judgments and ones that are consistent with the judgments of all evaluators.
The rubric contains descriptors that describe the criteria for each level. With each subsequent rating beginning with the lowest rating of L1 to the highest rating of
L4, the criteria show a progression toward more compelling and better quality evidence. Apply these criteria in your judgment of the candidate’s performance as
revealed through the various sources of evidence. Additional information that follows each rating’s criterion is provided to help you make an accurate judgment.
Candidates must attain at least a Level 3 (L3) for all proficiencies to graduate from the undergraduate program. Receiving a rating of less than L3 on any
proficiency should prompt a plan developed by the program area for remediating the performance.
Please record the dates of the mid-term and final evaluations in the appropriate rating box for each proficiency.
Level 1 (L1)
The candidate’s performance offers little or no evidence of achieving the proficiency. Although there may be occasional points that
vaguely suggest the candidate has achieved the expected proficiency, viewed as a whole the candidate’s performance provides little or no
evidence of meeting the proficiency. If evidence is presented, the evidence suggests that the actions of the candidate have been carried out solely
to fulfill course requirements. Candidate is unable to assess impact on student learning or adjust practice accordingly. Negative opinions and
behaviors about students, parents, or other professionals are evident.
Level 2 (L2)
The candidate’s performance provides limited evidence that the proficiency has been met. Performance may occasionally hint at a higher
level of practice but viewed as a whole the candidate’s performance is either inconsistent, partial, inadequate or incomplete. Candidate
shows difficulty identifying the impact of instruction on student learning and has difficulty adjusting practice. Evidence shows that while the
candidate may have met course requirements, the candidate fails to meet performance expectations.
Level 3 (L3)
The candidate’s performance provides evidence that the proficiency has been met. Performance is coherent, complete, consistent and
accurate. Candidate demonstrates the ability to assess the impact of instruction on student learning and adjust practice accordingly. Evidence
shows that candidate learning extends beyond course requirements and expectations. These extensions reflect the application of best practices from
research. Positive opinions and behaviors about students, parents, or other professionals are evident.
Level 4 (L4)
The candidate’s performance provides consistent, and convincing evidence that the proficiency has been met. The performance of this
individual is exceptional, with multiple examples of extensions beyond course requirements and expectations. These extensions reflect the daily
application of research-based, best practices. Candidate consistently and accurately assesses the impact of instruction on student learning and
demonstrates multiple examples of adjusting practice accordingly. Candidate interacts positively with students, parents, or other professionals; and
is positive about the ability to teach all students.
128
OUTCOME 1: SUBJECT MATTER EXPERTS
Proficiency 1.1: Candidate possesses knowledge of discipline content, L1
methods of inquiry, connections to other disciplines and applications to
common life experiences.
L2
L3
L4
Proficiency 1.2: Candidate knows and represents content accurately in
multiple explanations, technology integration, and application of
various instructional strategies.
L1
L2
L3
L4
Proficiency 1.3: Candidate uses content and pedagogical knowledge
to assist students in the mastery of subject matter knowledge.
L1
L2
L3
L4
Notable Strengths:
Areas for Improvement:
Please add any additional comments on the back of the page.
129
OUTCOME 2: FACILITATORS OF LEARNING
Proficiency 2.1: Candidate demonstrates knowledge of how learners
develop, learn and think about subject content, as well as successful
strategies to motivate students to learn.
L1
L2
L3
L4
Proficiency 2.2: Candidate uses knowledge of the influences of
society, culture, community, and family on schools and learning to
create and implement instruction that embodies multiple cultures and a
rich, diverse curriculum.
L1
L2
L3
L4
Proficiency 2.3: Candidate creates effective, well-managed and active
learning environments that reflect high expectations for student
achievement.
L1
L2
L3
L4
Proficiency 2.4: Candidate designs and implements instruction that
makes effective use of a variety of methods, materials, and
technologies to positively impact learning of all students.
L1
L2
L3
L4
Proficiency 2.5: Candidate utilizes a variety of assessments to
evaluate student learning and uses the results to improve the quality of
instruction that is differentiated to accommodate students’ diversities.
L1
L2
L3
L4
Notable Strengths:
Areas for Improvement:
Please add any additional comments on the back of the page.
130
OUTCOME 3: COLLABORATIVE PROFESSIONALS
Proficiency 3.1: Candidate reflects upon and improves professional
performance based on professional standards, feedback, best practices
and effective communication.
L1
L2
L3
L4
Proficiency 3.2: Candidate builds collaborative and respectful
relationships with colleagues, supervisors, students, parents and
community members.
L1
L2
L3
L4
Proficiency 3.3: Candidate displays professional and ethical behavior
consistent with recognized educational standards and codes of ethics.
L1
L2
L3
L4
Notable Strengths:
Areas for Improvement:
Please add any additional comments on the back of the page.
131
Appendix I
Middle Grades Advisory Board
Anne Bowen, Teacher
Awtrey Middle School
Cobb County Schools
Susan Frankenberg, Teacher
Marietta Middle School
Marietta City Schools
Janet Peeler, Principal
Tapp Middle School,
Cobb County Schools
Susan Bishop, Principal
Lost Mountain Middle School
Cobb County Schools
Leigh Funk, Director
KSU Educational Technology
Center
Sally Rainwater, Teacher
Marietta Middle School
Marietta City Schools
Lawrence Bynum, Principal
McClesky Middle School
Cobb County Schools
Glenda Glenn, Instructional
Lead Teacher
Tapp Middle School
Cobb County Schools
Ivia Redmond, Principal
Pine Mountain Middle School
Cobb County Schools
Mike Campbell
Executive Director of Middle
Grades Education
Cobb County Schools
Debbie Gunter, Counselor
Dobbins Middle School
Paulding County Schools
Jennie Cooksey, Teacher
Webb Bridge Middle School
Fulton County Schools
Pam How, Teacher
South Central Middle School
Bartow County Schools
Meribeth Cooper
Director of Middle School
Improvement
Cobb County Schools
Lisa Jackson, Assistant
Principal
Pine Mountain Middle School
Cobb County Schools
Kent Edwards, Principal
Marietta Middle School
Marietta City Schools
Fred McCaleb
Assistant Professor
Department of History
Anita Evans, Assistant
Principal
Awtrey Middle School
Cobb County Schools
Vicki McLain, Director
Center for Field Experiences &
Partnerships
Ann Ferrell, Principal
Sandy Springs Middle School
Fulton County Schools
Dana Meyers
Instructional Lead Teacher
Awtrey Middle School
Cobb County Schools
Marian Fox, Associate
Professor
Department of Mathematics
Carol Mudd
Supervisor of Curriculum
Cherokee County Schools
132
Jennifer Reno, Master Teacher
Georgia Teacher Center
Diane Rice, Teacher
Smitha Middle School
Cobb County Schools
Chris Scopa, Principal
Smitha Middle School,
Cobb County Schools
Ann Smith, Associate Dean
Bagwell College of Education
Denise Welker, Assistant
Principal
South Central Middle School
Bartow County Schools
Hilda Wilkins
Director of High School
Improvement
Cobb County Schools
Lisa Williams, Principal
Awtrey Middle School
Cobb County Schools
Appendix J
Summary of Data
SATs and GPAs of Middle Grade students
Grades from Selected Courses for TOSS Class Fall 2002
Spring 2003 Student Teacher data
CPI
Impact on Student Learning Data Spring
Portfolio Narrative
Collaborating Teacher Survey
PRAXIS Test Results
133
The SAT scores and GPAs of KSU Middle Grades Education students compare favorably to
those of their peers in the majors related to middle grades education teaching fields.
Averages from 2001-2002 KSU Factbook
Age
Cumulative
GPA
SAT Verbal
SAT Math
Total SAT
Middle
Grades
Education
31
Biology
Chemistry
English
History
Mathematics
25
25
30
34
27
3.41
3.08
3.2
3.19
3.37
3.31
535
531
1066
537
498
1052
531
519
1050
544
482
1026
554
498
1052
588
590
1178
KSU
Averages
25
537
526
1063
Grades from Selected Courses for TOSS Class Fall 2002
EDUC EDUC EDMG EDMG EDMG EDMG EDMG EDSM EDSM EXC
Grades 2201
3308
4401
4402
4403
4404
4405
4409
4410
3304
A
44
52
19
16
39
29
49
49
29
52
%A
81%
96% 100%
94%
95%
94%
91%
91%
94%
96%
B
8
2
0
1
1
1
4
3
2
2
%B
15%
4%
0%
6%
2%
3%
7%
6%
6%
4%
C
2
0
0
0
0
0
0
2
0
0
%C
4%
0%
0%
0%
0%
0%
0%
4%
0%
0%
D
0
0
0
0
0
1*
0
0
0
0
%D
0%
0%
0%
0%
0%
3%
0%
0%
0%
0%
F
0
0
0
0
1*
0
1*
0
0
0
%F
0%
0%
0%
0%
2%
0%
2%
0%
0%
0%
Total
54
54
19
17
41
31
54
54
31
54
*Please note that the two Fs and the D were all earned by the same student. She did not
proceed to student teaching.
134
Candidate Performance Instrument (CPI)
Program: MGE, Course Number: EDMG 4475 (Student Teaching)
Semester: SP 2003
L1
L2
L3
L4 Tot.
OUTCOME 1: SUBJECT MATTER EXPERTS
Proficiency 1.1: Candidate possesses knowledge of discipline content,
methods of inquiry, connections to other disciplines and applications to
common life experiences.
Proficiency 1.2: Candidate knows and represents content accurately in
multiple explanations, technology integration, and application of various
instructional strategies.
Proficiency 1.3: Candidate uses content and pedagogical knowledge to assist
students in the mastery of subject matter knowledge.
0
0
7
28
35
0% 0% 20% 80%
0
0
5 30
35
0% 0% 14% 86%
0
0
8
27
35
0% 0% 23% 77%
OUTCOME 2: FACILITATORS OF LEARNING
Proficiency 2.1: Candidate demonstrates knowledge of how learners develop,
learn and think about subject content, as well as successful strategies to
motivate students to learn.
Proficiency 2.2: Candidate uses knowledge of the influences of society,
culture, community, and family on schools and learning to create and
implement instruction that embodies multiple cultures and a rich, diverse
curriculum.
Proficiency 2.3: Candidate creates effective, well-managed and active
learning environments that reflect high expectations for student achievement.
0
0
6
29
35
0% 0% 17% 83%
0
0
6 29
35
0% 0% 17% 83%
0
0
6
29
35
0% 0% 17% 83%
Proficiency 2.4: Candidate designs and implements instruction that makes
effective use of a variety of methods, materials, and technologies to positively
impact learning of all students.
Proficiency 2.5: Candidate utilizes a variety of assessments to evaluate
student learning and uses the results to improve the quality of instruction that is
differentiated to accommodate students’ diversities.
0
1
10
24
35
0% 3% 29% 69%
0
0
2
33
35
0% 0% 6% 94%
OUTCOME 3: COLLABORATIVE PROFESSIONALS
Proficiency 3.1: Candidate reflects upon and improves professional
performance based on professional standards, feedback, best practices and
effective communication.
Proficiency 3.2: Candidate builds collaborative and respectful relationships
with colleagues, supervisors, students, parents and community members.
0
0
3
32
35
0% 0% 9% 91%
0
0
4
31
35
0% 0% 11% 89%
Proficiency 3.3: Candidate displays professional and ethical behavior
consistent with recognized educational standards and codes of ethics.
135
0
0
2
33
0% 0% 6% 94%
35
Impact on Student Learning
Program: MGE, Course Number: EDMG 4475 (Student Teaching)
Semester: SP 2003
Proficiencies
L1 L2
Uses content and pedagogical knowledge to assist students in the mastery of
subject matter knowledge. (1.3)
0
0
L3
5
L4 Total
29
34
0% 0% 15% 85% 100%
Uses knowledge of the influences of society, culture, community, and family
on schools and learning to create and implement instruction that embodies
multiple cultures and a rich, diverse curriculum (2.2)
Effective use of a variety of methods [that reflect high expectations] for every
student (2.4)
0
3
6
25
34
0% 9% 18% 74% 100%
0 2
4 28
34
0% 6% 12% 82% 100%
Utilizes a variety of assessments [that reflect high expectations] to evaluate
learning for all students (2.5)
0 3
7 24
34
0% 9% 21% 71% 100%
Impacting the learning of every student (2.4)
0 1
7 26
34
0% 3% 21% 76% 100%
Uses the assessment results to improve the quality of instruction for every
student (2.5)
Reflects upon and improves professional performance (3.1)
0
1
2
31
34
0% 3% 6% 91% 100%
0
1
0
33
34
0% 3% 0% 97% 100%
Portfolio Narrative
Program: MGE, Course Number: EDMG 4475 (Student Teaching)
Semester: SP 2003
L1 L2
Subject Matter Experts
0
2
L3
1
L4 Total
32
35
0% 6% 3% 91% 100%
Facilitators of Learning
0
2
6
27
35
0% 6% 17% 77% 100%
Collaborative/Professionals
0
2
2
31
35
0% 6% 6% 89% 100%
136
Collaborating Teacher Survey
MGE Box Plots Representing Trend of Responses to Survey Questions
Student Teachers: Spring 2003
5
Score
4
3
2
1
P1.Q1 P1.Q10P1.Q11P1.Q12 P1.Q2 P1.Q2 P1.Q3 P1.Q4 P1.Q5 P1.Q6 P1.Q7 P1.Q8 P1.Q9 P2.Q1 P2.Q3 P2.Q4 P2.Q5
Q#
Collaborating/Master Teacher Survey
Section I: Areas of Competence
Indicate, by circling, how well you think the KSU program prepared your student teacher in each of the areas below
using the following key:
1 = very poorly prepared - I am not confident about the KSU student teacher’s skills in this area
2 = poorly prepared
3 = adequately prepared
4 = well prepared
5 = very well prepared - I feel quite confident about the KSU student’s skills in this area
Ratings
Lowest
Highest
1. Planning instruction – lesson, units, etc. (2.4)
1
2
3
4
5
2. Implementing instruction (2.4)
1
2
3
4
5
3. Assessing learning (2.5)
1
2
3
4
5
4. Managing the classroom (2.3)
1
2
3
4
5
5. Using technology in the classroom (2.4)
1
2
3
4
5
6. Providing for the needs of diverse learners (2.2) (2.5)
1
2
3
4
5
7. Demonstrating knowledge of subject matter (1.1) (1.2)
1
2
3
4
5
8. Relating with students from all cultural backgrounds (2.2)(2.4)
1
2
3
4
5
9. Working with colleagues and supervisors (3.2)
1
2
3
4
5
10. Working with parents (3.2)
1
2
3
4
5
11. Understanding and adhering to standards of professional behavior (3.3)
1
2
3
4
5
12. Using written and verbal communications skills (3.1)
1
2
3
4
5
Section II: Student Teacher Impact on Students/Classroom/School
Please rate, by circling, your student teacher(s) in each of the following using the 5-point scale below:
1 = very poorly prepared - I am not confident about the KSU student teacher’s skills in this area
2 = poorly prepared
3 = adequately prepared
4 = well prepared
5 = very well prepared - I feel quite confident about the KSU student’s skills in this area
Ratings
My Student Teacher(s)
1.
Facilitation of learning among all students (2.4) (2.5) (1.3) (2.2)
2.
Held high expectations for all student learning (2.3)
3.
Preparation for a teaching career (all)
4.
Enhanced student learning (2.4)
5.
Contributed to the overall school program (all)
137
1
1
1
1
1
Lowest
2
2
2
2
2
3
3
3
3
3
Highest
4
4
4
4
4
5
5
5
5
5
Praxis II Test Results, MGE Program Completers
MGE candidates take two Content Specific Praxis II tests
Middle School English Language Arts, Middle School Mathematics,
Middle School Science, Middle School Social Science
# Program
completers
Year
% Passed who tested*
1999-00
48
93%
2000-01
49
96%
2001-02
41
97%
2002-03
48
98%
* Sometimes a program completer does not take a Praxis II licensure test.
Candidate may be moving out of state or have other personal reasons
This test is not a requirement of the program, but for MGE certification in GA.
2003 Program Completers by Test Taken
Program _Middle Grades____
Test _Praxis II 0049 Middle School Engl/LA__
Total #
taking test
26
Reporting Period/Cohort
2002-2003
Program _Middle Grades_______
Total #
taking test
16
% passing
100
# Pass
16
# Fail
0
% passing
100
Test _Praxis II 0089 Middle School Soc. Science
Reporting Period/Cohort
2002-2003
Program _Middle Grades____________
Reporting Period/Cohort
2002-2003
# Fail
0
Test _Praxis II 0069 Middle School Math_____
Reporting Period/Cohort
2002-2003
Program _Middle Grades________
# Pass
26
Total #
taking test
29
# Pass
27
# Fail
2
% passing
93.1
Test _Praxis II 0439 Middle School Science__
Total #
taking test
18
138
# Pass
17
# Fail
1
% passing
94.4
NATIONAL MIDDLE SCHOOL ASSOCIATION
REPORT ON PROGRAM REVIEW DECISION
First Review
Kennesaw State University (GA)
Date of Review: January 28, 2004
Program(s) Covered by this
Review
Program Type
Award or Degree
Level(s)
Middle Level Teacher
Preparation
Initial
Baccalaureate
SECTION I.
SPA Decision on Program(s):
(Specifics of decisions on each standard are noted in the second section of this report.)
Nationally Recognized
Standards Met:
Programmatic Standards: 1 and 2
Performance-Based Standards: 1, 2, 4, 3, 5, 6, 7
Standards Not Met:
None
Program meets or exceeds 80% pass rate on state licensure exams:
Yes
Summary of Strengths: The program provides specialized professional preparation for
teacher candidates who wish to teach young adolescents. All program standards were
met.
Summary of Areas for Improvement: None
SECTION II
REPORT OF FINDINGS FOR EACH STANDARD
PROGRAMMATIC STANDARDS
Results
Comments
Met
The
program
includes
well-planned and
Standard 1. Middle Level
articulated
courses
that
focus on young
Courses and Experiences
adolescents and middle level education. High
quality middle level field experiences are
provided.
Standard 2. Qualified Middle
Met
Faculty members have middle level experience
Level Faculty
and expertise.
PERFORMANCE-BASED STANDARDS
Standard
Results
Comments
Met
This
standard
is
met
based on documentation
Standard 1. Young
provided
in
the
program
review materials.
Adolescent Development
Met
This standard is met based on documentation
Standard 2. Middle Level
provided
in the program review materials.
Philosophy and School
Standard
Organization
Standard 3. Middle Level
Curriculum and Assessment
Standard 4. Middle Level
Teaching Fields
Met
This standard is met based on documentation
provided in the program review materials.
Met
This standard is met based on documentation
provided in the program review materials.
Standard 5. Middle Level
Met
This standard is met based on documentation
Instruction and Assessment
provided in the program review materials.
Standard 6. Family and
Met
This standard is met based on documentation
Community Involvement
provided in the program review materials.
Met
This standard is met based on documentation
Standard 7. Middle Level
provided in the program review materials.
Professional Roles
ASSESSMENT AND QUALITY ASSURANCE PLANS
Assessment Plan
Met
Program review materials provide
documentation that an assessment plan has
been implemented.
Quality Assurance Plan
Met
Program review materials provide
documentation that the program has been
improved based on results from assessments.
[SPA] Report on Program Review Decision
2