1. education

i
Cover Sheet
Georgia Professional Standards Commission (PSC) Report
Program Name:
Teacher Support Specialist Add-on Program
Submitted by:
Kennesaw State University
Address:
1000 Chastain Road
Kennesaw, GA 30144-5591
Chief Compiler:
Dr. Susan B. Brown
Fax 770-423-6263
Phone:
770-423-6577
Email
[email protected]
Level offered for review:
Baccalaureate
Masters
Post-Bac (Alternative Certification)
X
Endorsement/Add-on
Checklist of Materials to be enclosed in this review document:
Table of Contents
Overview of the Program
Goals and Objectives of the Program
College or Department Responsible for Preparing Candidates
Description of Course(s) of Study
Descriptions of Field Experiences, Student Teaching and Internships
Explanation of How and Why The Program May Vary From the Published
Georgia Standards
List of Faculty Responsible for the Program
Number of Candidates in the Program
Post Baccalaureate Programs
Evidence for Meeting the Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Standard 2 – Program Assessment and Unit Capacity
Standard 3 – Field Experiences and Clinical Practice
Standard 7 – Georgia-Specific Requirements for Units and Programs
Standard 8 – Content Requirements for Educator Preparation Programs
ii
Required Appendices
A. Assessment instruments referenced in response to Standard 2.
B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
iii
PSC PROGRAM REPORTS IN CONJUNCTION WITH ON-SITE
CONTINUING REVIEWS
Kennesaw State University
Teacher Support Specialist Add-on Program
Advanced
Table of Contents
I
II
III
IV
Cover Sheet
Table of Contents
Overview of the Program
III.A Goals and Objectives of the Program
III.B College or Department Responsible for Preparing Candidates
III.C Description of Course of Study
III.D Descriptions of Field Experiences, Student Teaching & Internships
III.E Explanation of How & Why the Program may vary from the Published
Georgia Standards
III.F List of Faculty Responsible for the Program
III.G Number of Candidates in the Program
III.H Post-Baccalaureate Program
Evidence for Meeting Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Element 1.1 Content Knowledge for Teacher Candidates
Element 1.2 Content Knowledge for Other Professional School Personnel
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates
Element 1.4 Professional and Pedagogical Knowledge and Skills for
Teacher Candidates
Element 1.5 Professional Knowledge and Skill for Other School Personnel
Element 1.6 Dispositions for All Candidates
Element 1.7 Student Learning for Teacher Candidates
Element 1.8 Student Learning for Other Professional School Personnel
Standard 2 – Program Assessment and Unit Capacity
Element 2.1 Assessment System
Element 2.2 Data Collection, Analysis, and Evaluation
Element 2.3 Use of Data for Program Improvement
Standard 3 – Field Experiences and Clinical Practice
Element 3.1 Collaboration between Unit and School Partners
Element 3.2 Design, Implementation, and Evaluation of Field
Experiences and Clinical Practice
Element 3.3 Candidates’ Development and Demonstration of KSDs to Help
All Students Learn
Standard 7 – Georgia-Specific Requirements for Units and Programs
Element 1 Meets Minimum Admissions Requirements
Element 2 Knowledge of Reading Methods
iv
Element 3 Knowledge of the Identification and Education of Children
with Special Needs
Element 4 Proficiency in the Use, Application, and Integration of
Instructional Technology
Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core
Curriculum
Element 6 Knowledge of Professional Ethical Standards and Requirement for
Certification and Employment
Element 7 Field Experiences Appropriate to the Grade Level
and Field of Certification Sought Element
Standard 8 – Content Requirements for Educator Preparation Programs
V
Required Appendices
A. Assessment instruments referenced in response to Standard 2. (N/A)
B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
EDUC 7771 Teacher Support Specialist
EDUC 7772 Internship for Teacher Support Specialist
TS3M Staff Development Unit Application
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III.
Overview of the Program: Teacher Support Specialist
The Teacher Support Specialist add-on program is a two-course (6 semester hour) graduate
level sequence. Candidates must hold a clear, renewable Georgia Teaching Certificate
before admission to the program. Upon successful completion of the add-on program,
candidates may apply to add Teacher Support Specialist to their teaching certificate.
The Teacher Support Specialist graduate add-on program was transferred to the Kennesaw
State University Department of Special Education in response to the NCATE/Georgia
Professional Standards Commission Board of Examiners on-site visit in Spring 2001.
The syllabus for the content course (EDUC 7771) was completely revised and field-tested
as part of the Master of Education in Early Childhood Education cohort program during
Fall 2001. Ms. Phyllis Payne, who served on a statewide task force for development and
training of the TSS program and has served as Director of Staff Development for the
Northwest Georgia RESA, was contracted to develop the syllabi and teach the course.
Under her leadership the program was revised to reflect the current knowledge base in
preparing Teacher Support Specialists.
The Department of Elementary and Early Childhood Education decided that the TSS
program did not meet the needs of their graduate candidates and the program was no longer
delivered as part of their graduate degree program. The TSS courses were approved for
delivery as staff development units as part of the TS3M grant program for Summer - Fall
2003 and Summer – Fall 2004. The objectives for the SDU program were the same
objectives in the EDUC 7771 and EDUC 7772 syllabi. Content was again updated to
address research based best practice in teaching and learning.
Faculty from the Department of Special Education and the TS3M grant program attended a
training workshop in Summer 2004 for the GA PSC resource materials for the TSS
program. The resources are being integrated into the Fall 2004 delivery of EDUC 7772.
Future plans for the Teacher Support Specialist involve coordinating the program with the
KSU PTEU Center for Field Experience and Partnerships (CFEP). CFEP is responsible for
student teaching and programs for induction programs for follow-up of novice teachers.
A. Goals And Objectives Of The Program
Conceptual Framework: Collaborative Development of Expertise
in Teaching and Learning
Kennesaw State University Professional Teacher Education Unit’s conceptual
framework for the preparation of teachers is based on the Collaborative
Development of Expertise in Teaching and Learning. This framework succinctly
captures the essence of the university's deep commitment to university-wide and
university-school collaboration in the preparation of teachers. The Kennesaw State
University Professional Teacher Education Unit (KSU-PTEU) is committed to
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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. Performance outcomes demonstrating expertise in subject matter, expertise
as facilitators of teaching and learning and expertise as collaborative professionals
are clearly defined by the Professional Teacher Education Unit within the
Conceptual Framework.
The KSU-PTEU fosters the development of candidates as they progress through stages of
growth from novice (level 1) to proficient (level 2) to expert (level 3) and leader (level 4). Within
the PTEU conceptual framework, expertise is viewed as a process of continuous development, not
an end-state. The Department of Special Education utilizes a knowledge base for the graduate
Teacher Support Specialist add-on program based on the KSU conceptual framework and Georgia
Professional Standards Commission (GA –PSC) Teacher Support Specialist standards.
Alignment of KSU-PTEU and GA PSC Standards
KSU-PTEU Conceptual Framework
GA PSC Teacher Support Specialist
1 Subject Matter Experts
2 Expertise as facilitators of teaching &
Learning
1 Subject matter experts
2 Expertise as facilitators of teaching &
Learning
I: The program shall require demonstrated
competence in the application of current research
and successful practices concerning teaching,
learning and supervision.
II: The program shall require demonstrated
competence in the knowledge, skills and attitudes
necessary for the supervision and support of student
teachers, interns, other professional laboratory
participants, beginning teachers, and other teachers
needing support
3 Collaborative professionals
III. The program shall require demonstrated
competence in reflective teaching, mentoring, peer
coaching, induction processes, observation and
feedback and the program shall require a structured
and supervised internship for the demonstration of
supervision and support
2. Expertise as facilitators of teaching &
Learning
IV: The program shall require demonstrated
competence in the use of available technology,
particularly multimedia, and shall include the
application of computer hardware and software for
instruction and supervision and techniques of
evaluating the use of software for TSS programs.
3
2. Expertise as facilitators of teaching &
Learning
3 Collaborative professionals
V: The program shall require a structured and
supervised internship for the demonstration of
supervision and support competencies.
3 Collaborative professionals
VI: The program shall meet all requirements
specified in rule 505-2-.08, Special Georgia
Requirements.
As subject matter experts, candidates know the subjects they teach and how to teach those
subjects to students (KSU-PTEU 1).As TSS candidates, they are expected to be knowledgeable
of methods to support student teachers, interns, novice teachers and other teachers needing
support, with an emphasis on using research and standards-based classroom practice.
Faculty implement constructivist and behaviorist approaches within graduate add-on program
classes to model the centrality of expertise as facilitator of teaching and learning (KSU-PTEU
2). Candidates are guided through learning activities, self-evaluation, philosophy and reflection
on their practice, and extension of these activities to their teaching practice. Teaching and
learning are entwined and only through the implementation of validated practices can all
candidates develop their own mental models or schema and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process, committed to students,
and responsible for managing and monitoring student learning. Teacher Support Specialist
teachers must possess the skills and knowledge to guide novice teachers to create environments
and learning experiences that engage students in active learning and authentic achievement and
who constantly assess and use results for improvement of student learning. Candidates are
expected to demonstrate knowledge and mastery of research-based practices in teaching and
mentoring. In the role of facilitators of teaching and learning, teachers guide, motivate, evaluate,
instruct and advise students. Their classroom practices reflect a repertoire of teacher and learner
centered methods, which they should be able to implement or adapt in response to changes in the
environment and student needs. The awareness of individual differences, knowing when and how
to adjust instruction, and formative and summative assessment and the ability to mentor others in
these skills are essential outcomes of the graduate Teacher Support Specialist experience.
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. Teacher Support Specialist candidates meet more
than the academic requirements of the add-on program. Candidates are expected to be
collaborative professionals and think and reflect systematically about their practice, learn from
experience, and serve as members of learning communities (KSU-PTEU 3). Professionals are
enthusiastic about their work and positively influence colleagues and students. They are aware
that becoming a better teacher requires a commitment to ownership of the success of all students,
use of data based decision making strategies to maximize impact on student learning, currency in
subject matter knowledge, and continual assessment of their own strengths and areas of need as
facilitators of learning through self-reflection. They take responsibility in their schools for
curriculum initiatives, parental involvement, and collaboration with all constituents. In the
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classroom and in all school matters, their relations with students, parents, and colleagues show
regard for human dignity. As professionals, KSU candidates are expected to continually seek
ways to improve learning experiences for the students they teach. Candidates are also expected
to be lifelong learners, participating in learning communities to inform their teaching practice.
Collaborating with professional colleagues, participating in the activities of professional
associations, engaging in self-evaluation, and working with members of the community served
by their schools contribute to their effectiveness as professionals in facilitating student learning.
The Teacher Support Specialist program expands this reflective practice to leadership in
mentoring others to achieve these goals.
A.
College Or Department Responsible For Preparing Candidates
The graduate add-on program for Teacher Support Specialist is housed in the Department
of Special Education. The Department of Special Education is one of four departments within the
Bagwell College of Education. The Department offers the Master of Education in Special
Education; the state required (HB 671) undergraduate Education of Exceptional Students course;
and graduate level add-on programs in Interrelated Special Education, Preschool Special
Education, Teacher Support Specialist and English to Speakers of Other Languages.
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Organizational Structure of the Professional Teacher Education Unit
Kennesaw State University
Dean
Bagwell College of Education
Teacher Education Council
Elementary
&
Early Childhood
Education (P-5)
Middle Grades
Education (4-8)
Secondary
Education (7-12)
Initial
Initial
English Educ.
Initial
(B.S.)
(B.S.)
(College of
Humanities and
Social Sci.)
Math Educ.
Adv.
Adv.
(M.Ed.
)
(M.Ed. in
Adol.
Educ.)
Endorse
-ment
Reading
(College of Sci.
& Math.)
Science
Education
P-12
Education
al
Leadershi
Adv.
(M.Ed.)
Adv.
(M.Ed.)
Academic
Support
Initial
Art Educ.
(School of
the Arts)
Health
Phys.
Educ.
Cobb Education
Consortium (CEC)
Educational Technology
Center (EdTech)
&
Center for Field
Experiences and
Partnerships (CFEP)
(College of
Health
&
Human
Services)
(College of Sci.
& Math.)
Foreign
Lang.
Social
Science Educ.
(College of
Humanities
& Soc. Sci.)
(College of
Humanities &
Soc. Sci.)
Special
Education
Music
Education
Endorsements:
IRR
ESOL
TSS
Pre-School
(School of
the Arts)
Teacher Education
Advisement Center
(TEAC)
Endorsement
Teacher Resource and
Activity Center (TRAC)
Leadership
ConEd
Professional Teacher Education Faculty
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Faculty from the Department of Special Education, the Department of Elementary and Early
Childhood Education, the Department of Mathematics and part-time faculty with TSS
credentials and experience teach the Teacher Support Specialist courses. The Department of
Special Education Chair and/or the KSU Certification Officer coordinate candidate advisement.
All faculty teaching in the program hold a Ph.D. in an appropriate field and/or have appropriate
public school experience as a Teacher Support Specialist. Faculty are involved in professional
development opportunities to remain up-to-date for program delivery and they provide
leadership in professional service at the department, college, university, state and national level.
The involvement of faculty in grant, contract, service and collaborative relationships in schools
is reflective of KSU’s strong emphasis on applied scholarship using Boyer’s (1990) model.
Future plans for the Teacher Support Specialist involve coordinating the program with the KSU
PTEU Center for Field Experience and Partnerships (CFEP). CFEP is responsible for student
teaching and induction programs for support of novice teachers.
B. Description Of Course(s) Of Study
The requirements for the graduate Teacher Support Specialist add-on are currently included in 2
courses:
EDUC 7771 Teacher Support Specialist (3) This course is designed to provide the theoretical
and practical basis for serving in the role of teacher support specialist to an intern, beginning
teacher or peer teacher. Three years teaching experience and principal’s recommendation are
required.
EDUC 7772 Internship for Teacher Support Specialist (3) This course is an extension of
EDUC 7771 and will provide opportunities for teacher supervision/support through a structured
internship. Requires employment in educational settings grades K-12. Proof of professional
liability insurance is required prior to field experience
The program requirements are listed on the attached advisement sheet.
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Department of Special Education
Teacher Support Specialist
Add-on Advisement Form
NAME
ADVISOR
KSU Student ID #
ADMISSION DATE
ADDRESS
CURRENT CERTIFICATE
CITY, STATE, ZIP
PHONE
COURSE
TRANSFER
COMPLETION
SEM/GRADE
EDUC 7771 (3)
Teacher Support Specialist
EDUC 7772 (3)
Internship for Teacher Support Specialist
STUDENT SIGNATURE
ADVISOR SIGNATURE
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C. Descriptions Of Field Experiences, Student Teaching And Internships
EDUC 7772 Internship for Teacher Support Specialist is the primary field experience for the
Teacher Support Specialist add-on program at Kennesaw State University (KSU). The TSS
program was offered as part of the Master of Education in Elementary Education in 2001-2002.
Each candidate was assigned to work with a student teacher or novice teacher in his/her school. .
The field sites included children from diverse backgrounds (culturally and ethnically) and
children with and without disabilities. A KSU faculty member was regularly on-site as part of the
M.Ed program.
During Fall 2003 and Fall 2004, the EDUC 7772 Internship for Teacher Support Specialist was
offered as part of a special TS3M grant program in Math and Science. The candidates are
assigned to work with a student teacher or novice teacher in their school. An on-line discussion
group is conducted during the semester to address common issues. Supervision is provided by
TS3M grant personnel, with a minimum of one observation visit during the Fall semester.
Additional visits were scheduled as necessary to address candidate needs.
D.
Explanation Of How And Why The Program May Vary From The Published
Georgia Standards
Not Applicable.
E.
List Of Faculty Responsible For The Teacher Support Specialist Special
Education Add-on Program
FACULTY QUALIFICATIONS
Teacher Support Specialist /Special Education Graduate Add-on program
Summer/ Fall 2004
Status**
Experien
ce in
Higher
Experien
Ph.D.
P
T
21
ce in P-
Rank*
Susan
Brown
Highest
Degree
Name
FACULTY QUALIFICATIONS
Program
Areas of
Responsibilities Specialization
12
Department
Chair,
Advising
Working with
parents,
learning
disabilities, TSS,
Supervisor of
SPE, Director of
SPE,
technology,
diversity,
medical &
neurological
Other
Qualifications
Graduate
faculty
CEC
reviewer
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Mike Dias
David
Baugher
*Key 1:
Ph.D.
AP
T
3
14
Faculty
Science
Education
Proposal
Review for
NSTA , GA
P-14 Science
Content Stds
Revision
Cmte, Mentor
Tchr for
TEEMS
KSU
Certification
officer
Advising
L - Lecturer
ASP = Associate Professor
I = Instructor
P = Professor
AP = Assistant Professor
SMT = Supervising Master Teacher
**Key 2: PT = Part-time
FT = Full-time, temp
TT = Tenure Track
T = Tenured
Faculty members participated in the July 2004 Georgia Professional Standards
Commission workshop for the new TSS resource materials and attend professional development
opportunities to remain up-to-date. Additional faculty in the Professional Teacher Education Unit
are available as needed.
F. Number Of Candidates In The Program
There are currently 18 candidates in theTS3M staff development program that will end in
December 2004. Future plans for admission and delivery will be coordinated with CFEP and
integration of new Georgia PSC resources available for training.
G. Post-Baccalaureate Programs
Not Applicable.
IV. Evidence for Meeting the Georgia 2000 Standards
Standard 1 – Candidate Skills, Knowledge, and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel
know and demonstrate the content, pedagogical, and professional knowledge, skills, and
dispositions necessary to help all students learn. Assessments indicate that candidates meet
professional, state, and institutional standards.
Alignment of KSU-PTEU Graduate Proficiencies
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With State and National Standards
KSU CONCEPTUAL
FRAMEWORK
OUTCOMES &
PROFICIENCIES
Content Pedagogical Professional Dispositions Student Knowledge,
Content
&
Learning Skill, or
Pedagogical
Disposition
K, S
GRADUATE
Outcome 1:
Subject Matter Experts
1.1 Subject matter
expert
1.2 Understanding of
connections
1.3 Powerful
instructional approaches
1.4 Knowledge as
combination of
understanding, skills &
dispositions
Outcome 2:
Facilitators of Learning
2.1 Belief that all
students can learn
2.2 Equitable treatment
and access
2.3 Human
development and
learning
2.4 Challenging
environments
2.5 Multiple methods
2.6 Evaluating progress
2.7 Interpreting &
reporting student
performance
Outcome 3:
Collaborative
Professionals
3.1 Collaboration with
professional partners
3.2 Reflection, research
& scholarship
3.3 Parental and
Community
Involvement
√
K
√
K, S
√
K, S
√
K, S, D
√
D
√
√
√
√
S
K, S, D
√
K, S
√
√
√
√
√
√
√
√
√
K, S
K, S
K, S
K, D
√
√
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K, D
D
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KSU CONCEPTUAL
FRAMEWORK
OUTCOMES &
PROFICIENCIES
3.4 Professional
Development
Content Pedagogical Professional Dispositions Student Knowledge,
Content
&
Learning Skill, or
Pedagogical
Disposition
K, S
D
√
The following chart indicates the alignment of the Teacher Support Specialist add-on
program courses with KSU-PTEU and GA PSC Standards.
Content Mastery (NCATE Standard 1) skills are addressed in GA PSC Standards I (Teaching
content) and II (Supervision content) and PTEU Standard 1 (Subject Matter Experts).
Pedagogical Content Knowledge (NCATE Standard 1.3) is addressed in GA PSC Standards I
(Teaching Content), II (Supervision Content), and IV (Technology) and PTEU Standard 2
(Facilitator of Teaching & Learning).
Professional and Pedagogical Knowledge and Skills (NCATE Standard 1.4) are addressed in
GA PSC Standards I (Teaching Content), II (Supervision Content & Skills) and III (Skills).
Application of these skills is addressed in class participation and the Internship course (PSC
Standard V Field Experience) and PTEU Standard 2 (Facilitator of Teaching & Learning.
Candidate Dispositions (NCATE Standard 1.6) are addressed with individual candidate
reflective activities throughout the program (PTEU Standard 3 Collaborative Professional) and in
all GA PSC Standards. Reflections following the National Board for Professional Teaching
Standards (NBPTS) have been emphasized.
The TS3M SDU program used the Building Resources: An Induction Design for Georgia
Educators (BRIDGE) model developed by the Georgia Systemic Teacher Education Program.
This is a collaboration among the University of Georgia, Albany State, and Valdosta State
Universities, partners school districts and RESAs, and the PSC and BOR.
I. Content & Curriculum: Teachers demonstrate a strong knowledge of content area(s)
appropriate for their certification levels.
II. Knowledge of Students and Their Learning: Teachers support the intellectual, social,
physical, and personal development of all students.
III. Learning Environments: Teachers create learning environments that encourage positive
social interaction, active engagement in learning, and self-motivation.
IV. Assessment: Teachers understand and use a range of formal and informal assessment
strategies to evaluate and ensure the continuous development of all learners.
V. Planning & Instruction: Teachers design and create instructional experiences based on
their knowledge of content and curriculum, students, learning environments, and
assessments.
VI. Professionalism: Teachers recognize, participate in, and contribute to teaching as a
profession.
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TSS Program Alignment to institutional (PTEU), state (PSC) & BRIDGES Standards
KSU-PTEU
Conceptual
Framework
1 Subject Matter
Experts
2 Expertise as
facilitators of teaching
& Learning
1 Subject matter
experts
2 Expertise as
facilitators of teaching
& Learning
3 Collaborative
professionals
2. Expertise as
facilitators of teaching
& Learning
2. Expertise as
facilitators of teaching
& Learning
3 Collaborative
professionals
GA PSC Teacher Support
Specialist
BRIDGES
KSU TSS
Course
I: The program shall require
demonstrated competence in the
application of current research and
successful practices concerning
teaching, learning and supervision.
I. Content & EDUC 7771
Curriculum
II.Knowledge
EDUC 7772
of Students &
their Learning
II: The program shall require
demonstrated competence in the
knowledge, skills and attitudes
necessary for the supervision and
support of student teachers, interns,
other professional laboratory
participants, beginning teachers,
and other teachers needing support
III. The program shall require
demonstrated competence in
reflective teaching, mentoring, peer
coaching, induction processes,
observation and feed program shall
require a structured and supervised
internship for the demonstration of
supervision and support
IV: The program shall require
demonstrated competence in the
use of available technology,
particularly multimedia, and shall
include the application of computer
hardware and software for
instruction and supervision and
techniques of evaluating the use of
software for TSS programs.
V: The program shall require a
structured and supervised internship
for the demonstration of
supervision and support
competencies.
VI: The program shall meet all
requirements specified in rule 5052-.08, Special Georgia
Requirements.
VI.
EDUC 7771
Professionalism
EDUC 7772
III. Learning
Environments
IV Assessment
V. Planning &
Instruction
EDUC 7771
EDUC 7772
V. Planning &
Instruction
EDUC 7771
EDUC 7772
EDUC 7772
VI.
Prerequisite for
Professionalism admission
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Element 1.1 Content Knowledge (Initial & Advanced)
Element 1.1 Content Knowledge for Teacher Candidates
Unacceptable
Acceptable
Target
Teacher candidates have
Teacher candidates know
Teacher candidates have ininadequate knowledge of
the subject matter they plan depth knowledge of the
subject matter that they
to teach as shown by their
subject matter that they
plan to teach as shown by
ability to explain important plan to teach as described
their inability to give
principles and concepts
in professional, state, and
examples of important
delineated in professional,
institutional standards.
principles or concepts
state, and institutional
They demonstrate their
delineated in professional,
standards.
knowledge through inquiry,
state, and institutional
critical analysis, and
standards
synthesis of the subject.
As a prerequisite for admission to the graduate Teacher Support Specialist add-on program,
graduate candidates are required to demonstrate content mastery in the a content teaching field as
evidenced by a valid Georgia Teaching Certificate and documentation of completion of
coursework in Human Growth and Development, Education of Exceptional Students, and
Teaching of Reading (as required for Georgia Teacher Certification).
The two required courses (EDUC 7771 and EDUC 7772) emphasize the application of current
research and successful practices concerning teaching, learning, and supervision. When taught as
part of the M.Ed. in Elementary Education, the courses were tailored to address best practice in
ECE content. As part of the TS3M grant, the courses have focused on best practice in middle and
secondary science and math content.
Another aspect of content knowledge for Teacher Support Specialists is knowledge of best
practice in mentoring and supporting teachers. This element is supported throughout both
delivery models. New resource materials developed by the Georgia PSC provide additional
support for the content of mentoring and supporting teachers. Future directions will include
development and implementation of rubrics that clearly show the link from the assessment plan
to the standards.
The following table illustrates the alignment of standards to course assignments from
Summer/Fall 2004 TS3M Syllabi as part of the assessment plan. The Assessment plan includes
key assignments, although additional assignments are incorporated in the courses to lead
candidates to mastery.
Teacher Support Specialist Add-on Program Content Knowledge Assessment Plan
KSU-PTEU
GA PSC TSS Standards
Course
Assessment Plan
Conceptual
Framework
1 Subject
1: The program shall require
EDUC
• Inquiry Teaching Notes
Matter Experts demonstrated competence in the
7771
• Inquiry Lessons
application of current research and
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1 Subject
matter experts
successful practices concerning
teaching, learning and supervision.
II: The program shall require
demonstrated competence in the
knowledge, skills and attitudes
necessary for the supervision and
support of student teachers, interns,
other professional laboratory
participants, beginning teachers,
and other teachers needing support
EDUC
7771
• Inquiry Teaching Notes
• Inquiry Lessons
Element 1.2 Content Knowledge for Other Professional School Personnel (EDL only)
Not applicable
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates (Initial & Advanced)
GA PSC Standards I (Teaching Content), II (Supervision Content), and IV (Technology)
are the Pedagogical Content Knowledge for Teacher Support Specialist. Mastery of subject
matter and inquiry methods across multiple curriculum areas are also evaluated within
Pedagogical Content Knowledge.
Unacceptable
Teacher candidates do not
understand the
relationship of content
and pedagogy delineated
in professional, state, and
institutional standards in a
way that helps that
develop learning
experiences that integrate
technology and build on
students’ cultural
backgrounds and
knowledge of content so
that students learn.
Acceptable
Teacher candidates have a
broad knowledge of
instructional strategies that
draws upon content and
pedagogical knowledge and
skills delineated in
professional, state, and
institutional standards to help
all students learn. They
facilitate student learning of
the subject matter through
presentation of the content in
clear and meaningful ways
and through the integration of
technology.
Target
Teacher candidates reflect a
thorough understanding of
pedagogical content knowledge
delineated in professional, state,
and institutional standards. They
have in-depth understanding of the
subject matter that they plan to
teach, allowing them to provide
multiple explanations and
instructional strategies so that all
students learn. They present the
content to students in challenging,
clear, and compelling ways and
integrate technology appropriately.
The following chart represents the assessment plan based on assignments required in
Summer/Fall 2004 TS3M SDU syllabi. Future directions will include development and
implementation of rubrics that clearly show the link from the assessment plan to the standards.
Teacher Support Specialist Add-on Program Pedagogical Content Knowledge Assessment
Plan
KSU-PTEU
GA PSC TSS Standards
Course
Assessment Plan
Conceptual
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Framework
2. Expertise as
facilitators of
teaching &
Learning
2. Expertise as
facilitators of
teaching &
Learning
2. Expertise as
facilitators of
teaching &
Learning
1: The program shall require
demonstrated competence in the
application of current research and
successful practices concerning
teaching, learning and supervision.
EDUC
7771
• Inquiry Teaching Notes
• Inquiry Lessons
II: The program shall require
demonstrated competence in the
knowledge, skills and attitudes
necessary for the supervision and
support of student teachers, interns,
other professional laboratory
participants, beginning teachers,
and other teachers needing support
IV: The program shall require
demonstrated competence in the use
of available technology, particularly
multimedia, and shall include the
application of computer hardware
and software for instruction and
supervision and techniques of
evaluating the use of software for
TSS programs.
EDUC
7771
• Inquiry Teaching Notes
• Inquiry Lessons
EDUC
7771
EDUC
7772
• WebCT Participation &
Postings
• Electronic Reflective
Journal
• NSTA presentation
Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates
(Initial & Advanced)
Professional knowledge and skills are addressed in PTEU 2 Facilitator of Teaching & Learning
and GA PSC I (Content Standards), II (Supervision Standards), III (Supervision Skills) and V
(Internship). Candidate Dispositions are addressed with individual candidate reflective activities
throughout the program.
Unacceptable
Candidates have not
mastered professional and
pedagogical knowledge
and skills delineated in
professional, state, and
institutional standards as
shown in their lack of
knowledge of school,
family, and community
contexts or in their
inability to develop
Acceptable
Candidates use their
professional and
pedagogical knowledge and
skills delineated in
professional, state and
institutional standards to
facilitate learning. They
consider the school, family,
and community contexts in
which they work and the
prior experiences of
Target
Candidates reflect a thorough
understanding of professional
knowledge and skills delineated in
professional, state, and institutional
standards, as show in their
development of meaningful learning
experiences to facilitate student
learning for all students. They reflect
on their practice and make necessary
adjustments to enhance student
learning. They know how students
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learning experiences that
draw on students’ prior
experiences.
students to develop
meaningful learning
experiences.
learn and how to make ideas
accessible to them. They consider
school, family, and community
contexts in connecting concepts to
students’ prior experiences, and
applying the ideas to real-world
problems.
The following table represents the assessment plan based on assignments required in
Summer/Fall 2004 TS3M syllabi. The two required courses (EDUC 7771 and EDUC 7772)
parallel these requirements. Future directions will include development and implementation of
rubrics that clearly show the link from the assessment plan to the standards.
KSU-PTEU
Conceptual
Framework
2. Expertise as
facilitators of
teaching &
Learning
2. Expertise as
facilitators of
teaching &
Learning
2. Expertise as
facilitators of
teaching &
Learning
2. Expertise as
facilitators of
teaching &
Learning
GA PSC TSS Standards
Course
Assessment Plan
1: The program shall require
demonstrated competence in the
application of current research and
successful practices concerning
teaching, learning and supervision.
EDUC
7771
• Inquiry Teaching Notes
• Inquiry Lessons
II: The program shall require
demonstrated competence in the
knowledge, skills and attitudes
necessary for the supervision and
support of student teachers, interns,
other professional laboratory
participants, beginning teachers,
and other teachers needing support
IV: The program shall require
demonstrated competence in the use
of available technology, particularly
multimedia, and shall include the
application of computer hardware
and software for instruction and
supervision and techniques of
evaluating the use of software for
TSS programs.
III. The program shall require
demonstrated competence in
reflective teaching, mentoring, peer
coaching, induction processes,
observation and feed back
EDUC
7771
• Inquiry Teaching Notes
• Inquiry Lessons
EDUC
7771
EDUC
7772
• WebCT Participation &
Postings
• Electronic Reflective
Journal
• NSTA presentation
EDUC
7771
EDUC
7772
•
•
•
•
TS3M Notebook
Action Plan
Mentoring Log
Observation by faculty
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Element 1.5 Professional Knowledge and Skills for Other School Personnel (EDL only) Not
applicable.
Element 1.6 Dispositions for All Candidates (All)
Unacceptable
Acceptable
Candidates are not familiar
Candidates are familiar with
with professional dispositions the dispositions expected of
delineated in professional,
professionals. Their work with
state, and institutional
students, families, and
standards. They do not model communities reflects the
these dispositions in their
dispositions delineated in
work with students, families,
professional, state, and
and communities.
institutional standards.
Target
Candidates’ work with
students, families, and
communities reflects the
dispositions expected of
professional educators as
delineated in professional,
state, and institutional
standards. Candidates
recognize their own
dispositions may need to be
adjusted and are able to
develop plans to do so.
Candidates participated in Electronic Bulletin Board Postings related to readings on reflective
practice. They developed an electronic reflective journal to document their reflections.
Element 1.7 Student Learning for Teacher Candidates (Initial & Advanced)
Unacceptable
Acceptable
Target
Teacher candidates do not
Teacher candidates focus on
Teacher candidates accurately
accurately assess student
student learning as shown in
assess and analyze student
learning or develop learning
their assessment of student
learning, make appropriate
experiences based on students’ learning, use of assessments in adjustments to instruction,
developmental levels or prior
instruction, and development
monitor student learning, and
experience.
of meaningful learning
have a positive effect on
experiences for students based learning for all students.
on their developmental level
and prior experience.
The KSU-PTEU Impact on Student Learning Assessment will be integrated in the future
Element 1.8 Student Learning for Other Professional School Personnel (EDL only) Not
applicable
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Standard 2 – Program Assessment and Unit Capacity
Element 2.1 Assessment System
The Teacher Support Specialist add-on program is a two-course sequence and does not
lead to a degree. Assessment focuses on the Georgia PSC Teacher Support Specialist outcomes
and the 3 major outcomes of the KSU-PTEU Candidate Performance Indicators (1 Subject
Matter Expert, 2 Facilitator of Learning and 3 Collaborative Professional). The following chart
addresses the assessment plan based on TS3M assignments.
KSU-PTEU Conceptual
Framework
GA PSC Teacher Support
Specialist
1 Subject Matter Experts
I: The program shall require
demonstrated competence in the
application of current research
and successful practices
concerning teaching, learning
and supervision.
II: The program shall require
demonstrated competence in the
knowledge, skills and attitudes
necessary for the supervision
and support of student teachers,
interns, other professional
laboratory participants,
beginning teachers, and other
teachers needing support
III. The program shall require
demonstrated competence in
reflective teaching, mentoring,
peer coaching, induction
processes, observation and feed
program shall require a
structured and supervised
internship for the demonstration
of supervision and support
IV: The program shall require
demonstrated competence in the
use of available technology,
particularly multimedia, and
shall include the application of
computer hardware and software
for instruction and supervision
2 Expertise as facilitators
of teaching & Learning
1 Subject matter experts
2 Expertise as facilitators
of teaching & Learning
3 Collaborative
professionals
2. Expertise as facilitators
of teaching & Learning
Assessment Plan
Inquiry Teaching Notes
Inquiry Lessons
TS3M Notebook
Action Plan
Electronic Reflective Journal
Electronic Postings & Journal
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2. Expertise as facilitators
of teaching & Learning
3 Collaborative
professionals
and techniques of evaluating the
use of software for TSS
programs.
V: The program shall require a
structured and supervised
internship for the demonstration
of supervision and support
competencies.
VI: The program shall meet all
requirements specified in rule
505-2-.08, Special Georgia
Requirements.
EDUC 7772
Prerequisite
Standards/Assessment Alignment
Element 2.2 Data Collection, Analysis, and Evaluation
The Teacher Support Specialist add-on program assessment system includes an
external component for program evaluation and an internal component for individual
candidate assessment. A continuous data collection model is used to support data based decision
making on program evaluation and individual candidate progress. The external component
includes Department of Special Education Advisory Board review and external review. Internal
candidate assessment includes data collected on individual candidates beginning with admission
review and performance on specific assignments linked to program outcomes.
The Department of Special Education Advisory Board, including faculty and staff
from across campus, current candidates and graduates, parent representatives from the
community, and practicing professionals from the community, provides external review for all
graduate programs in the Department of Special Education, including the Teacher Support
Specialist add-on program. It meets twice a year and provides a forum for discussion and
feedback to guide program development and program evaluation.
The Internal assessment system begins with data collected at the point of admission to
the program. Admission requirements are listed in the Graduate Catalog (See III. B. of this
report). Faculty monitor mastery of course requirements. The assessment plan goal is to collect
data on candidate performance on major projects that reflect PSC and PTEU outcomes and to
document candidate dispositions.
The Teacher Support Specialist add-on program was offered as part of the Master of Education
in Elementary Education during 2001-2002. The Department of Elementary & Early Childhood
Education reviewed data as part of their degree review process. At that point EECE determined
that the TSS add-on program was not appropriate as part of their degree program.
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The staff development model implemented by the TS3M grant is still in the process of delivery
and data collection. Data collection includes review by the BRIDGE collaborative to address
how the program meets those standards. Review of data will include the TS3M faculty,
Department of Special Education faculty and CFEP to address the alignment of assessment data
with the PTEU model.
As the new standards and resource materials are integrated, performance data collection will be
reviewed and aligned with other programs in the Department of Special Education. Since the
add-on program only includes 3 courses, the assessment system will focus on the three major
components of the KSU-PTEU Candidate Performance Instrument (Subject Matter Experts,
Facilitators of Learning, and Collaborative Professional) and the revised Georgia PSC standards
for Teacher Support Specialist.
Element 2.3 Use of Data for Program Improvement
Program review is an ongoing process built on multiple levels of data collection and
discussions. A major goal of the review process is quality program development, but attention is
also focused on meeting community needs. Feedback from the Department of Special Education
Advisory Board did not support use of Department resources to grow the TSS program. Changes
in funding for teachers with TSS credentials have impacted demand for the program.
Discussions with the Department of Elementary and Early Childhood Education originally
resulted in support for redesign of the program as part of the M.Ed. in Elementary Education.
Data from this pilot did not support continuing this model. Many of the M.Ed. candidates did not
have the requisite three years of teaching experience for adding the TSS to their certificate. This
lack of experience was evident in candidate performance.
Discussions were initiated by PTEU faculty proposing a staff development model of the TSS as
part of the TS3M grant program. The purpose of this program was to prepare experienced Math
and Science teachers to support student teachers and novice teachers entering shortage fields of
science and mathematics. The SDU model was implemented in Summer/Fall 2003 and
Summer/Fall 2004. Data is being collected and reviewed as part of the grant.
The deletion of the TSS program was recommended by the Department of Special Education and
processed through KSU curricular bodies. Although there was expressed need for the TSS, no
department was in a position to support continued development of the program. Contact from
the Georgia PSC for training in the new support materials developed for TSS programs and the
new standards for TSS resulted in renewed interest in the program. Representatives from the
Department of Special Education and the TS3M grant program attended the training program in
Summer 2004 and have initiated a pilot of the new materials as part of EDUC 7772 Internship
for Teacher Support Specialist being delivered Fall 2004. In addition, discussions with the KSU
PTEU CFEP have resulted in an agreement to work collaboratively to support program
development to increase the availability of teachers with TSS as party of the CFEP role in
student teaching and induction program support of novice teachers.
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The KSU program review council highlights the Department of Special Education’s excellent
use of data based decision-making and continuous improvement. The department is committed to
continuous program improvement through formative evaluation and discussion. The relationship
with Advisory Board members and local schools impacts program improvement through regular
meetings addressing the needs of local schools and how to balance quality and the demand for
more teachers. Data from the TS3M grant will be analyzed and discussions will continue as part
of the continuous improvement model. In light of these initiatives, the Department of Special
Education has completed curricular requests to reinstate the TSS add-on program.
Standard 3 – Field Experiences and Clinical Practice
Candidates in the program participate in in-class activities in EDUC 7771 Teacher
Support Specialist and a field experience course, EDUC 7772 Internship for Teacher Support
Specialist, through which they develop and demonstrate the knowledge, skills and dispositions
necessary to help all students learn.
Element 3.1 Collaboration Between Unit and School Partners
Unacceptable
Acceptable
Target
The school and unit share and integrate
The unit makes decisions The unit, its school
resources and expertise to support
partners, and other
about the nature and
candidates’ learning in field
members
of
the
assignment of field
experiences and clinical practice. Both
experiences and clinical
professional community
unit and school-based faculty are
practice independently of design, deliver, and
the schools or other
evaluate field experiences involved in designing, implementing,
and clinical practice to
and evaluating the unit’s conceptual
agencies hosting them.
framework(s) and the school program;
The unit’s school partners help candidates develop
they each participate in the unit’s and
do not participate in the
their knowledge, skills,
and dispositions. The unit the school partners’ professional
design, delivery, or
development activities and instructional
evaluation of field
and its school partners
jointly determine the
programs for candidates and for
experiences or clinical
children. The unit and its school
practice. Decisions about specific placement of
student teachers and
partners jointly determine the specific
the specific placement of
interns for other
placements of student teachers and
candidates in field
professional roles to
interns for other professional roles to
experiences and clinical
maximize the learning experience for
practices are solely the
provide appropriate
learning experiences.
candidates and P-12 students.
responsibility of the
schools.
EDUC 7772 is the field experience component for the TSS. Candidates are observed at least
once by KSU faculty and participate in an electronic discussion board to address relevant issues
throughout the internship semester.
Element 3.2 Design, Implementation, and Evaluation of Field Experiences and
Clinical Practice
Unacceptable
Acceptable
Target
Field experiences are not
Field experiences facilitate
Field experiences allow
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linked to the development of
proficiencies delineated in
professional, state, and
institutional standards. Field
experiences and clinical
practice do not reflect the
unit’s conceptual
frameworks(s) and do not help
candidates develop the
competencies delineated in
standards. Clinical practice
does not provide opportunities
to use information technology
to support teaching and
learning. Clinical practice is
not long or intensive enough
for candidates to demonstrate
their ability to take full
responsibility for the roles for
which they are preparing.
candidates’ development as
professional educators by
providing opportunities for
candidates to observe in
schools and other agencies,
tutor students, assist teachers
or other school personnel,
attend school board meetings,
and participate in educationrelated community events
prior to clinical practice. Both
field experiences and clinical
practice reflect the units’
conceptual framework(s) and
help candidates continue to
develop the content,
professional, and pedagogical
knowledge, skills, and
dispositions delineated in
standards. Clinical practice
allows candidates to use
information technology to
support teaching and learning.
Clinical practice is sufficiently
extensive and intensive for
candidates to demonstrate
proficiencies in the
professional roles for which
they are preparing.
candidates to apply and reflect
on their content, professional,
and pedagogical knowledge,
skills, and dispositions in a
variety of settings with
students and adults. Both field
experiences and clinical
practice extend the unit’s
conceptual framework(s) into
practice through modeling by
clinical faculty and welldesigned opportunities to learn
through doing. During clinical
practice, candidate learning is
integrated into the school
program and into teaching
practice. Candidates observe
and are observed by others.
They interact with teachers,
college or university
supervisors, and other interns
about their practice regularly
and continually. They reflect
on and can justify their own
practice. Candidates are
members of instructional
teams in the school and are
active participants in
professional decisions. They
are involved in a variety of
school-based activities
directed at the improvement of
teaching and learning,
including the use of
information technology.
Candidates collect data on
student learning, analyze
them, reflect on their work,
and develop strategies for
improving learning.
The field experience component was developed to provide on-the-job experience. Candidates are
assigned student teachers or novice teachers within their school to mentor. Candidate
performance is evaluated by mastery of skills presented in EDUC 7771.
Unacceptable
Acceptable
Target
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Criteria for clinical faculty are
not known. Clinical faculty
does not demonstrate the
knowledge and skills expected
of accomplished school
professionals. Clinical faculty
do not provide regular and
continuing support for student
teachers and other interns
Criteria for clinical faculty are
clear and known to all of the
involved parties. Clinical
faculty are accomplished
school professionals. Clinical
faculty provide regular and
continuing support for
teachers and other interns
through such processes as
obse5rftion, conferencing,
group discussion, email, and
the use of other technology.
Clinical faculty are
accomplished school
professionals who are jointly
selected by the unit and
partnering schools. Clinical
faculty are selected and
prepared for their roles as
mentors and supervisors and
demonstrate the skills,
knowledge, and dispositions
of highly accomplished
school professionals.
The KSU faculty members who delivered courses provide on-site supervision of the clinical
field experience component of the TSS program.
Element 3.3 Candidates’ Development and Demonstration of KSDs To Help All
Students Learn
Unacceptable
Acceptable
Target
Entry and exit criteria exist for Candidates demonstrate
No entry or exit criteria exist
candidates in clinical practice. mastery of content areas and
for candidates in clinical
pedagogical and professional
practice. Assessments used in Assessments used in clinical
knowledge before admission
clinical practice are not linked practice are linked to
to and during clinical practice.
candidate competencies
to candidate competencies
Assessments used in clinical
delineated in professional,
delineated in professional,
practice indicate that
state, and institutional
state, and institutional
candidates meet professional,
standards. Assessments do not standards. Multiple
examine candidates’ effect on assessment strategies are used state, and institutional
standards and have a positive
student learning. Assessments to evaluate candidates’
effect on student learning.
performance and effect on
of candidate performance are
Multiple assessments are used
student learning. Candidates,
not conducted jointly by
school faculty, and college or by candidates and clinical
candidates, and college or
faculty to determine areas that
university and school faculty. university faculty jointly
need improvement and to
Feedback and coaching infield conduct assessments of
develop a plan for
candidate performance
experiences and clinical
improvement. Candidates
practice are not evident. Field throughout clinical practice.
work collaboratively with
Both field experiences and
experiences and clinical
clinical practice allow time for other candidates and clinical
practice do not provide
faculty to critique and reflect
opportunities for candidates to reflection and include
on each others’ practice and
feedback from peers and
develop and demonstrate
their effects on student
clinical faculty. Field
knowledge, skills, and
learning with the goal of
experiences and clinical
dispositions for helping all
practice provide opportunities improving practice. Field
students learn. Candidates do
experiences and clinical
for candidates to develop and
not work with students with
demonstrate knowledge, skills, practice facilitate candidates’
exceptionalities or with
and dispositions for helping all exploration of their
students from diverse ethnic,
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racial, gender, and
socioeconomic groups in their
field experiences or clinical
practice.
students learn. All candidates
participate in field experiences
or clinical practice that include
students with exceptionalities
and students from diverse
ethnic, racial, gender, and
socioeconomic groups.
knowledge, skills, and
dispositions related to all
students. Candidates develop
and demonstrate proficiencies
that support learning by all
students as shown in their
work with students with
exceptionalities and those
from diverse, ethnic, racial,
gender, and socioeconomic
groups in classrooms and
schools.
Admission to the Teacher Support Specialist add-on program requires a clear renewable Georgia
teaching certificate. The Teacher Support Specialist add-on program was designed to address the
application of skills. EDUC 7772 Internship for Teacher Support Specialist provides for
evaluation of field experience.
Standard 7 – Georgia-Specific Requirements for Units and Programs
Element 1 Meets Minimum Admissions Requirements
Candidates admitted to initial certification programs at the baccalaureate level have a minimum
grade point average of 2.5 on a 4.0 scale. Candidates admitted into initial certification programs
at the post baccalaureate level have attained appropriate depth and breadth in both general and
content studies, with a minimum of a bachelor’s degree from a PSC-accepted accredited
institution.
KSU 2003-2004 Graduate Catalog (p. 112)
Requirements for consideration for admission to the Teacher Support Specialist
graduate add-on program
1. Baccalaureate degree from an acceptably recognized accredited college of university
2. A minimum undergraduate cumulative grade-point average of 2.5 (on a 4.0 scale).
3. Teaching certification (Valid Georgia certificate (clear renewable) in early childhood
education or special education)
4. Official transcripts from all colleges/universities an applicant has attended showing
evidence of a bachelor’s degree with minimum GPA of 2. 5 from an accredited
institution
5. Proof of completion of courses in Human Growth & Development, Teaching of
Reading, and Education of Exceptional Students.
6. Completed graduate application with application fee
7. Immunization form.
8. A score of at least 550 on the TOEFL is required for all students for whom English is
not the native language. International applicants must have their foreign credentials
evaluated by an independent evaluation service. Course by course evaluations,
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equivalence to an accredited US degree or number of years toward completion, and
grade point average equivalents are required.
Element 2 Knowledge of Reading Methods
Candidates in programs in Early Childhood, Middle Grades, English, and the special
education fields of Mental Retardation, Learning Disabilities, Behavior Disorders,
Interrelated Special Education and Interrelated Special Education/Early Childhood
have demonstrated competence in the application of methods of teaching reading to
students.
Clear renewable Georgia teaching certificate is required for admission to the Teacher
Support Specialist add-on program. The methods of teaching reading competencies are
prerequisite to Georgia certification for the above fields.
Element 3 Knowledge of the Identification and Education of Children with Special
Needs
Candidates in all teaching fields, the leadership field of Administration and
Supervision, and/or the service fields of Media Specialist and School counseling have
completed five or more quarter hours or three or more semester hours, or the
equivalent, in the identification and education of children who have special
educational needs.
All candidates in the Teacher Support Specialist add-on program hold clear renewable
Georgia Teaching Certificates and have met the requirement for a course in the
identification and education of children who have special educational needs.
Element 4 Proficiency in the Use, Application, and Integration of Instructional
Technology
Candidates have demonstrated proficiency in the use, application, and integration of
instructional technology, either by attaining an acceptable score on a PSC-approved
test of computer skill competency or by completing a PSC-approved training course or
equivalent.
All candidates in the program hold clear renewable Georgia Teaching Certificates and
have either met this proficiency or are working on this proficiency within their employing
district. The technology requirements within the Teacher Support Specialist add-on
program provide the opportunity for candidates to expand their skills.
Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core
Curriculum
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Candidates are prepared to implement the appropriate sections of any Georgia
mandated curriculum (e.g. Quality Core Curriculum, QCC) in each relevant content
area.
The Teacher Support Specialist does not have specific QCC requirements. The TSS addon program emphasizes access to the general education curriculum for all students.
Element 6 Knowledge of Professional Ethical Standards and Requirements for
Certification and Employment
Candidates are provided with information about professional ethical standards,
criminal background check, and clearance for certification and employment.
Knowledge of professional ethical standards and requirements for certification
and employment are prerequisites for admission to the Teacher Support Specialist
add-on program. All candidates hold clear renewable Georgia teaching
certificates.
Candidates represent Kennesaw State University and are expected to maintain
high standards of personal and professional ethics. Candidates follow the
guidelines for professionalism for Georgia Teachers (http://www.gapsc.com).
Professionalism is emphasized in their classroom, their participation in the TSS
add-on program, and with all constituencies (parents, administrators, peers,
faculty). Course requirements and field experience include evaluation of
professionalism and dispositions.
Element 7 Field Experiences Appropriate to the Grade Level and Field of
Certification Sought
Candidates for Early Childhood certification shall complete field experiences in grades
PK-K, 1-3, and 4-5. Candidates for Middle Grades certification shall complete field
experiences in grades 4-5 and 6-8. Candidates for P-12 certification shall complete
field experiences in grades PK-K, 1-3, 4-5, 6-8, and 9-12. Candidates for certification
in secondary fields shall complete field experiences in their fields of certification in
grades 7-8 and 9-12.
Candidates in the Teacher Support Specialist add-on program hold clear renewable
Georgia Teaching Certificates as a prerequisite for admission to the program. Field
experiences are required in EDUC 7772 Internship in Teacher Support Specialist.
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Standard 8 – Content Requirements for Educator Preparation Programs
KSU Teacher Support Specialist Alignment Matrix
GA PSC TSS
Standards
I: The program shall
require demonstrated
competence in the
application of current
research and successful
practices concerning
teaching, learning and
supervision.
II: The program shall
require demonstrated
competence in the
knowledge, skills and
attitudes necessary for
the supervision and
support of student
teachers, interns, other
professional laboratory
participants, beginning
teachers, and other
teachers needing
support
III. The program shall
require demonstrated
competence in
reflective teaching,
mentoring, peer
coaching, induction
processes, observation
and feed program shall
require a structured and
supervised internship
for the demonstration
of supervision and
support
IV: The program shall
KSU-PTEU
Conceptual
Framework
1 Subject Matter
Experts
Course
Assessment Plan
EDUC 7771
EDUC 7772
•
EDUC 7771
EDUC 7772
•
3 Collaborative
professionals
EDUC 7771
EDUC 7772
•
2 Expertise as
EDUC 7771
•
2 Expertise as
facilitators of
teaching &
Learning
1 Subject matter
experts
2 Expertise as
facilitators of
teaching &
Learning
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require demonstrated
facilitators of
competence in the use
teaching &
of available
Learning
technology, particularly
multimedia, and shall
include the application
of computer hardware
and software for
instruction and
supervision and
techniques of
evaluating the use of
software for TSS
programs.
EDUC 7772
V: The program shall
require a structured and
supervised internship
for the demonstration
of supervision and
support competencies.
EDUC 7772
VI: The program shall
meet all requirements
specified in rule 505-2.08, Special Georgia
Requirements.
2 Expertise as
facilitators of
teaching &
Learning
•
• Prerequisite for admission to
TSS graduate add-on program.
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V. Required Appendices – Syllabi
EDUC 7771
I.
EDUC 7771 Teacher Support Specialist
Department of Special Education
Kennesaw State University
Fall, 2001
II.
INSTRUCTORS:
Name Ms. Phyllis Payne
Ms. Peggy Nesbitt
2324 KH
770-423-6121
III.
Class Sessions: TBA
IV. TEXTS: TBA
V. Catalog Description:
This course is designed to provide the theoretical and practical basis for serving in the role of teacher
support specialist to an intern, beginning teacher or peer teacher. Three years teaching experience and
principal’s recommendation are required.
VI. Purpose/Rationale:
(statement written for specific course being taught)
Conceptual Framework Summary:
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
inside and outside 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.
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 endstate but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be
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integrated throughout the master teacher preparation program, and all candidates
must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be
provided with opportunities to explore and use instructional media, especially
microcomputers, to assist teaching. They will master use of productivity tools,
such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio. Instructional support and some course activities are
available online: http://www.kennesaw.edu/education/eece/med-prog/tss/tsshome.htm.
Diversity Statement
A variety of material and instructional strategies will be employed to meet the needs of different learning
styles of diverse learners in class. Students will gain knowledge, skills, and understanding to provide
effective instruction in multicultural classrooms. 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 help
disabled students with their academic work. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance
plan. In some cases, certification of disability is required.
VII. Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development.
In the knowledge domain:
1. Explain the role of the Teacher Support Specialist.
2. Explain the role of educational supervisors and the relationship to the TSS role.
3. Identify effective teaching and classroom management strategies.
4. Explain effective coaching, conferencing, and communication strategies.
5. Discuss the Georgia Code of Ethics for Teachers.
6. Explain the Georgia TPOI.
In the skills domain:
7. Demonstrate skill in evaluating student teacher performance in classroom
setting.
8. Demonstrate effective coaching, conferencing, and communication strategies.
9. Develop and effectively use observation instruments to provide feedback to
student teacher.
10. Develop and implement an action research project to document impact of
student teacher performance on student learning of one QCC curriculum
objective.
11. Model effective use of technology in instruction.
In the disposition domain:
12. Model ethical behavior and professionalism in all interactions.
13. Model reflective practice and commitment to improvement of student
performance for all students.
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14. Model commitment to continuous professional development.
Course Requirements/Assignments Evaluation and Grading
Topic I: Roles and Responsibilities
Objective:
Readings: Handouts for Roles and Responsibilities
Moran article
Activity: Summarize Roles and Responsibilities of the TSS
Read and respond to the Moran article as to what schools can do to help the beginning teacher.
Assignments: Complete summary and post online
Evaluation: Journal Entry: 3 points
References: Handouts: Roles and Responsibilities of the Mentor Teacher
Schools and the Beginning Teacher by Sheila W. Moran
Topic II: Problems and Needs of New Teachers
Objective: 3, 5, 7, 8, 9
Readings: Handouts
Activity: Survey of New Teachers
Assignments: Design and implement a survey to collect data on
the problems of new teachers. Summarize the results, discuss
what your school does to address and/or alleviate these problems
and post online.
Evaluation: Survey and Journal: 4 points
References: Handout
Topic III: School Learning Environment
Objective: 1, 3, 5, 7, 8, 9
Readings: None
Activity: Reflecting on Personal Experiences as a New Teacher
Assignments: When you enjoyed school and felt comfortable, what did it look
like, would like, feel like? Identify and discuss factors your school is already
addressing concerning school environment and how to improve the climate that is
more conducive to student learning and teacher effectiveness.
Evaluation: Journal Entry: 3 points
References: Personal Experiences
Topic IV: Challenges Facing Adult Learners
Objective: 3, 5, 7, 8, 9
Readings:
Activity:
1.
Inductive Activity on Adult Learning
2.
Analyze Video Clip
3.
Read Carl Glickman’s Adult Development and Life Transitions and apply to the
TSS program
4.
Identify the Characteristics of the Adult Learner
Assignments:
1. Identify experiences as an adult in Professional Development classes that were
satisfying and discuss online.
2. Obtain a copy of Sister Act and view the scenes where the ineffective and effective teaching
strategies took place. Identify the strategies used in each case and how they were alike/different.
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3. Read Carl Glickman’s Adult Development and Life Transitions and discuss online how his study
applies to the TSS program.
4. Read a list of the characteristics of the Adult Learner. Determine how this list compares to your
experiences. Discuss in journal.
Evaluation: Personal Experiences/Journal: 5 points
References: Handout
Topic V: Career Stages for Teachers
Objective: 5, 6, 9
Reading: Handouts on Components of Career Cycle
Activity: Candidates identify instances from own career that fit into the stages of the Career Cycle
Assignments: Read the handouts on the Components of the Career Cycle and the Phases of New
Teacher Growth handout. Respond in your journal as to how your own career fits into the
components of the career cycle. Also, respond as to how your experiences when you were a new
teacher and/or in your experiences now compare to the phases of the new teacher growth chart.
Evaluation: Journal Entry: 5 points
References: Handout
Topic VI: Learner Differences
Objective: 2, 3, 5, 6
Readings: Information on the Web site
Activity: Participate in the Kaleidoscope Inventory
Assignments: Go to the web site link plsweb.com and the Kaleidoscope Inventory. Follow the
directions for completing the inventory in the Educator section and note your profile. Read the
information for the categories included in the inventory. Respond as to insights into (1) your own
working/learning preferences, and (2) how this knowledge might impact your working with and
responding to protégés or student teachers that might fall into the categories that are different from
yours.
Evaluation: Journal Entry: 5 points
References: The Kaleidoscope Inventory
Topic VII: Effective Teaching
Objective:
1. To become familiar with the evaluation instrument utilized by your school system to evaluate
teacher effectiveness
2. To become familiar with the Georgia Code of Ethics program
Readings: The Georgia Teacher Observation Instrument (GTOI) or its equivalent utilized by your
school system
The Georgia Professional Ethics Handbook
Activity: Read and study each of the documents and connect to the Mentor/Protégé relationship
Assignments: Obtain the above-mentioned documents from your school system. Read and study
the documents through the eyes of one who would need to mentor a protégé as to how to
proactively meet the expectations of these programs and policies. Answer how the two documents
connect. Respond to these issues in your journal.
Evaluation: Journal Entry: 5 points
References: The Georgia Teacher Observation Instrument
The Georgia Professional Practices Commission code of Ethics/Standards of Conduct
X. Academic Honesty Statement
KSU expects that graduate students will pursue their academic programs in an ethical, professional manner.
Any work that students present in fulfillment of program or course requirements should represent their own
efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have
violated these expectations will be subject to disciplinary action. (See page 150 of the KSU Graduate catalog
2001 - 2002)
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Class Attendance Policy
See appropriate graduate or undergraduate KSU catalogue for statement.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing with
behavior that disrupts the learning environment. Consistent with the belief that your behavior can
interrupt the learning of others, behavior that fits the University's definition of disruptive behavior will
not be tolerated. (See Campus Policies and Procedures p.XXX of the 2001- 2002 KSU Graduate
Catalog).
HUMAN DIGNITY: The University has formulated a policy on human rights that is intended to
provide a learning environment, which recognizes individual worth. That policy is found on p.XXX in
the 2001-2002 KSU Graduate Catalog. It is expected, in this class, that no Professional should need
reminding but the policy is there for your consideration. The activities of this class will be conducted
in both the spirit and the letter of that policy.
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References
Allen, R. H. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student
Learning. Boston: Allyn & Bacon.
Beach, D.M. & Reinhartz, J.(2000). Supervisory Leadership: Focus on Instruction. Boston:
Allyn & Bacon.
Boreen, J., Johnson, M.K., Niday, D., & Potts, J. ( ). Mentoring Beginning Teachers: Guiding,
Reflecting, Coaching.
Boyer, L. & Gillespie, P. (2000). Keeping the Committed: The importance of induction and
support programs for new special educators. Teaching Exceptional Children, 33, 10-15.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria,
VA: ASCD
Feiman-Nemser, S. (1996). Teacher Mentoring: A Critical Review. ED397060. Washington,
D.C.: ERIC Clearinghouse.
Fraser, J. ( ). Teacher to Teacher: A Guidebook for Effective Mentoring.
Georgia Department of Education (1996). Teacher Support Specialist Trainer’s Guide &
Resource Manual. Atlanta, GA: Author
Ginsberg, M.B. & Wlodkowski, R. J. (20002). Creating Highly Motivating Classrooms for all
Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners.Nevada
City, CA: PLS.
Glickman, C.D. et al. (2001). Supervision & Instructional Leadership: A Developmental
Approach. Boston: Allyn & Bacon.
Graham, P., Hudson-Ross, S., Adkins, C, McWhorter, P. & Stewart, J. (Eds.) (1999).
Teacher/Mentor: A Dialogue for Collaborative Learning. New York: Teachers College
Press.
McAllister, E.A. & Neubert, G.A. (1998). New Teachers Helping New Teachers: Preservice
Peer Coaching. Boston: Allyn & Bacon.
Murdoch, G. (2000). Introducing a Teacher-Supportive Evaluative System. ELT Journal, 54, 5464.
Reiman, A. & Thies-Sprinthall, L. (1998). Mentoring and Supervision for Teacher Development.
Boston: Allyn & Bacon.
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Professional Teacher Education Unit
Collaborative
Development of Expertise
In Teaching and Learning
Kennesaw State University
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
EDUC 7772
I.
II.
III.
IV.
COURSE NUMBER/SECTION: EDUC 7772
COURSE TITLE:
Internship in Teacher Support Specialist
INSTRUCTOR: Name: TBA
CLASS MEETING: During the course of the semester, there will be 3 on-site cohort meetings. In
addition to the class meetings, there will be on-site observations in your school. These observations will
focus on the graduate candidate’s ability to demonstrate mastery of course objectives. Candidate’s will also
complete assignments posted on course website http://www.kennesaw.edu/education/eece/med-prog/tss/tsshome.htm. Individual e-mail conferences with your instructor will be necessary to prepare for your
observations and complete class assignments.
REQUIRED TEXT: Hubbard, R. S. and Power, B. M.(1999). Living the Questions: A Guide for
Classroom Inquiry. Portsmouth: Heinemann.
CATALOG DESCRIPTION: Prerequisite: Admission to M.Ed. program or Teacher Support Specialist
Endorsement program and EDUC 7771.This course is an extension of EDUC 7771 and will provide opportunities
for teacher supervision/support through a structured internship. Requires employment in educational settings grades
K-12. Proof of professional liability insurance is required prior to field experience placement.
V.
PURPOSE/RATIONALE: The purpose of the course is to prepare K-12 teachers to become effective
mentors for student teachers, new teachers or peers. To recommend the TSS candidate for licensure,
faculty from Kennesaw State University must observe that person in the full role of Teacher Support
Specialist. Since this course is open to employed teachers, it serves both as confirmation of mentoring
ability and support for professional development.
CONCEPTUAL FRAMEWORK:
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
inside and outside 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.
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
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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 endstate but a process of continued development.
The Department of Special Education programs are at the graduate level. Program components provide a
strong research-based knowledge of content and pedagogy, to help candidates refine their professional
expertise in recognizing, facilitating, assessing, and evaluating student learning, Program outcomes are
designed to evaluate candidate progress in each area. Based on the premise that teacher expertise develops
along a continuum, objectives for graduate programs are linked to the National Board for Professional
Teacher Standards (NBPTS). This framework is linked to a developmental continuum adopted by the
PTEU that evaluates candidate progress towards program outcomes at four levels: (1) Novice teacher
leader, (2) Emergent teacher leader, (3) Advanced teacher leader, and (4) Expert teacher leader. Graduate
candidates are expected to achieve at least level 3 in all program outcomes.
USE OF TECHNOLOGY: Technology Standards for Educators are required by the
Professional Standards Commission. Telecommunication and information technologies will be
integrated throughout the master teacher preparation program, and all candidates must be able to
use technology to improve student learning and meet Georgia Technology Standards for
Educators. During the courses, candidates will be provided with opportunities to explore and use
instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to
design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio. Instructional support and some course activities are available online:
http://www.kennesaw.edu/education/eece/med-prog/tss/tss-home.htm.
DIVERSITY: A variety of material and instructional strategies will be employed to meet the
needs of different learning styles of diverse learners in class. Students will gain knowledge,
skills, and understanding to provide effective instruction in multicultural classrooms. 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 help disabled students with their academic
work. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In some
cases, certification of disability is required.
VII.
COURSE GOALS AND OBJECTIVES: The KSU teacher preparation faculty is
strongly committed to the concept of teacher preparation as a developmental and
collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully
prepare teachers who are capable of developing successful learners in today’s schools
and who choose to continue their professional development. In completion of course
requirements, candidates will demonstrate competency in the following objectives:
In the knowledge domain:
1. Explain the role of the Teacher Support Specialist.
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2.
3.
4.
5.
6.
Explain the role of educational supervisors and the relationship to the TSS role.
Identify effective teaching and classroom management strategies.
Explain effective coaching, conferencing, and communication strategies.
Discuss the Georgia Code of Ethics for Teachers.
Explain the Georgia TPOI.
In the skills domain:
7. Demonstrate skill in evaluating student teacher performance in classroom
setting.
8. Demonstrate effective coaching, conferencing, and communication strategies.
9. Develop and effectively use observation instruments to provide feedback to
student teacher.
10. Develop and implement an action research project to document impact of
student teacher performance on student learning of one QCC curriculum
objective.
11. Model effective use of technology in instruction.
In the disposition domain:
12. Model ethical behavior and professionalism in all interactions.
13. Model reflective practice and commitment to improvement of student
performance for all students.
14. Model commitment to continuous professional development.
VI.
COURSE REQUIREMENTS & ASSIGNMENTS: Each student who enrolls in this internship will
supervise a KSU student teacher in their teaching field. They will fulfill the role of the Supervising Teacher
as defined in the KSU PTEU Field Experience Manual. A KSU faculty member will be assigned to monitor
and provide feedback on TSS candidate mastery of competencies in this role.
Assignment
Video-tape of student teaching evaluation preand post-conference, KSU student teacher
lesson, and TSS candidate reflective selfevaluation of conferences.
Complete KSU Student Teaching forms and
include documentation of KSU student-teacher
impact on student learning.
Develop (or locate from literature) an
observation instrument to provide feedback on
a teaching/management skill identified as a
growth area for student teacher during midterm evaluation conference. Use the instrument
to collect data and share with the student
teacher.
Develop and implement action research plan to
evaluate impact of student teacher on student
learning of one QCC curriculum objective.
Course Objective
7, 8, 12, 13
PTEU Objective
4
7, 13
2
9, 7
1, 3
9, 10
1, 2, 3
Guide student teacher in development of
professional portfolio artifacts and reflective
entries to accompany artifacts.
13, 14
4, 5
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Attend on-site seminars and participate in
activities and discussions.
Complete assigned readings and reflection log
on readings.
Complete activities on EDUC 7772 web site
X.
13, 14
4, 5
13, 14
4, 5
1, 2, 3, 4 5, 6, 11
4, 5
ACADEMIC HONESTY: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present
in fulfillment of program or course requirements should represent their own efforts,
achieved without giving or receiving any unauthorized assistance. Any student who is
found to have violated these expectations will be subject to disciplinary action. (See
page 150 of the KSU Graduate Catalog 2001 - 2002)
Class Attendance Policy : Students are expected to attend all class sessions and be active participants in the
learning process. This class includes presentations by professionals from other disciplines and class attendance
is essential for participation in development of a multi-disciplinary perspective. Class activities will include
discussion, role playing and group collaborative activities requiring the participation of all students. Students
have many experiences and skills, which they can share to facilitate everyone's learning. Evaluation will
include attendance, communication and collaboration skills demonstrated during class.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing with behavior
that disrupts the learning environment. Consistent with the belief that your behavior can interrupt the learning
of others, behavior that fits the University's definition of disruptive behavior will not be tolerated. (See Campus
Policies and Procedures p.153-155 of the 2001- 2002 KSU Graduate Catalog).
HUMAN DIGNITY: The University has formulated a policy on human rights that is intended to provide a
learning environment, which recognizes individual worth. That policy is found on p159-160 in the 2001-2002
KSU Graduate Catalog. It is expected, in this class, that no Professional should need reminding but the policy
is there for your consideration. The activities of this class will be conducted in both the spirit and the letter of
that policy.
Internet Links
http://www.plsweb.com/sec06_learningstyles/begin.htm
http://www.kane.k12.il.us/Links/MentorCoach.html
http://www.peaklearn.com/newteach/mentoring.html
http://www.keirsey.com/personality/nfej.html
http://www.mentors.net/LibraryFiles/Knowlbase.html
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References
Allen, R. H. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize
Student Learning. Boston: Allyn & Bacon.
Beach, D.M. & Reinhartz, J.(2000). Supervisory Leadership: Focus on Instruction.
Boston: Allyn & Bacon.
Boreen, J., Johnson, M.K., Niday, D., & Potts, J. ( ). Mentoring Beginning Teachers:
Guiding, Reflecting, Coaching.
Boyer, L. & Gillespie, P. (2000). Keeping the Committed: The importance of induction
and support programs for new special educators. Teaching Exceptional Children,
33, 10-15.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching.
Alexandria, VA: ASCD
Feiman-Nemser, S. (1996). Teacher Mentoring: A Critical Review. ED397060.
Washington, D.C.: ERIC Clearinghouse.
Fraser, J. ( ). Teacher to Teacher: A Guidebook for Effective Mentoring.
Georgia Department of Education (1996). Teacher Support Specialist Trainer’s Guide &
Resource Manual. Atlanta, GA: Author
Ginsberg, M.B. & Wlodkowski, R. J. (20002). Creating Highly Motivating Classrooms
for all Students: A Schoolwide Approach to Powerful Teaching with Diverse
Learners.Nevada City, CA: PLS.
Glickman, C.D. et al. (2001). Supervision & Instructional Leadership: A Developmental
Approach. Boston: Allyn & Bacon.
Graham, P., Hudson-Ross, S., Adkins, C, McWhorter, P. & Stewart, J. (Eds.) (1999).
Teacher/Mentor: A Dialogue for Collaborative Learning. New York: Teachers
College Press.
McAllister, E.A. & Neubert, G.A. (1998). New Teachers Helping New Teachers:
Preservice Peer Coaching. Boston: Allyn & Bacon.
Murdoch, G. (2000). Introducing a Teacher-Supportive Evaluative System. ELT Journal,
54, 54-64.
Reiman, A. & Thies-Sprinthall, L. (1998). Mentoring and Supervision for Teacher
Development. Boston: Allyn & Bacon.
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Addendum
to
Agency
Comprehensive
Plan
Certification Renewal Through Staff Development
Kennesaw State University
Teacher Support Specialist in Science and Mathematics
The Staff Development addendum includes the
following elements
1. Number of actual contact hours (schedule or
5 SDUs
Omitted
Acceptable
X
explanation)
2. Improvement practice(s) to be implemented
X
3. Competencies to be demonstrated with related
performance indicators
X
4. Preparation plans for activity:
X
a. Dates.........................................................
b. Instructor(s) with qualifications .....................
c. Location......................................................
d. Strategies (ex. Lecture/demonstration, handson, field or group work, simulations, practicum,
etc.)
5. On-the-job Assessment procedures
X
a. How the assessment will be conducted
b. Who will conduct the assessment
c. When the assessment must be completed?
OR
Mastery Verification
a. Rationale for Mastery Verification
b. How verification will be conducted
Approval Date: 7./10/03
Form revised 07/09/01
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Course title:
Teacher Support Specialist in Science and Mathematics (TS3M)
Course description: This course is designed to provide the theoretical and practical basis for serving in the role of
teacher support specialist to an intern, beginning teacher or peer teacher in the teaching fields of math and/or
science. Three years teaching experience and principal's recommendation are required.
Goals and objectives to be addressed by the SDU course:
In the Knowledge domain:
1. Explain the role of the Teacher Support Specialist.
2. Explain the role of educational supervisors and the relationship to the
TSS role.
3. Identify effective teaching and classroom management strategies.
4. Explain effective coaching, conferencing, and communication
strategies.
5. Discuss the Georgia Code of Ethics for Teachers.
6. Explain the Georgia TPOI.
In the Skills domain:
7. Demonstrate effective coaching, conferencing, and communication
strategies.
8. Model effective teaching and classroom management strategies.
9. Analyze teaching skills of self and others.
10. Develop an action plan for a novice teacher.
11. Develop a TSS manual for a novice teacher.
In the Dispositions domain:
12. Exhibit reflective practice.
13. Exhibit ethical behavior
14. Demonstrate commitment to field.
Improvement practice to be implemented:
TS M Course focuses on the enhancement of skills used in observing instruction and providing supportive feedback
to the novice science and mathematics teacher. The role and responsibilities of the Teacher Support Specialist in
Science and Mathematics in identifying and responding to the needs of beginning teachers, supervising the field
experiences of pre-service science and mathematics teachers, and in promoting professional growth of colleagues
will be emphasized. The activities of the course are research-based, with emphasis on discussion and applications.
Competencies to be developed with associated performance indicators identified:
The program requires demonstrated competency in:
1. the application of current research and successful practices concerning teaching, learning, and supervision.
2. the knowledge, skills and attitudes necessary for the supervision and support of student teachers, interns, and
other professional laboratory participants, beginning teachers, and other teachers needing support.
3. reflective teaching; mentoring; peer coaching; induction process; observation and feedback techniques; evaluation
techniques and instruments; and conferencing skills.
Preparation planning: See attached syllabus
Formative and Summative Evaluation Strategies and Criteria: See attached syllabus
Mastery verification procedures including a rationale for why mastery verification is being used. See attached
syllabus.
In class assessment and/or on-the-job assessments: Course is followed by on-the-job internship. See attached
syllabus.
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Teacher Support Specialist in Science and Mathematics (TS3M) Summer & Fall 2003
Instructors:
Michael Dias ([email protected])
Tom Koballa ([email protected]) Wendy Sanchez (wsanchez@kennesaw) Jacob Klerlein
[email protected]) Scott Schomer ([email protected])
Class Meeting Times:
June 4
July 6
1 :00 - 4:00 PM
5:30 - 8:00 PM
July 7-10 8:30 AM - 4:00PM
July 11
8:30 AM-12:00 PM
Fall Seminars To Be Announced
Kennesaw State University
Department of Biology & Physics Telephone - (770) 423-6158, Dias at 6176 Fax: (770) 423-6625
Program Description
The program consists of one fifty-hour course and one fifty-hour internship. The TS3 M Course focuses on the
enhancement of skills used in observing instruction and providing supportive feedback to the novice science and
mathematics teacher. The role and responsibilities of the Teacher Support Specialist in Science and Mathematics in
identifying and responding to the needs of beginning teachers, supervising the field experiences of pre-service
science and mathematics teachers, and in promoting professional growth of colleagues will be emphasized. The
activities of the course are research-based, with emphasis on discussion and applications. Upon completion of this
summer course, participants will receive 5 SDUs.
The TS3 M Internship must be taken subsequent to completing the TS3 M Course. n consists of activities related to
the application of the knowledge and skills developed during the course. Activities will include mentoring a
beginning teacher (initial three years) or student teacher of science or mathematics, attending seminars, maintaining
a reflective journal, and developing inquiry lessons. This Internship will be supervised by members of the program's
instructional staff. Upon completion of this internship, participants will receive 5 SDUs.
Program Standards
The program requires demonstrated competency in:
1. the application of current research and successful practices concerning teaching,
learning, and supervision.
2. the knowledge, skills and attitudes necessary for the supervision and support of
student teachers, interns, and other professional laboratory participants, beginning
teachers, and other teachers needing support.
3. reflective teaching; mentoring; peer coaching; induction process; observation and
feedback techniques; evaluation techniques and instruments; and conferencing
skills.
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Instructional Materials*
Required
* Artz, F. A., & Armour-Thomas, E. (2002). Becoming a reflective mathematics
teacher: A guide for observation and self-assessment. Erlbaum.
Boreen, J., Johnson, M. K., Niday, D., & Potts, J. (2000). Mentoring beginning
teachers: Guiding, Reflecting, Coaching. York, ME: Stenhouse.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, VA: ASCD.
Georgia Professional Standards Commission. The Code of Ethics for Educators.
Available on-line at www.gapsc.comlpps.asp
*Koballa, T. R., & Tippins, D. J. (Eds.) (2000). Cases in middle and secondary
science education: The promise and dilemmas. Upper Saddle River, NJ:
Merril1/Prentice Hall.
Northeast Georgia RESA. (undated) Teacher support specialist handbook.
Winterville, GA: Northeast Georgia RESA.
*Specific to either mathematics or science mentors.
Optional
Acheson, K. A., & Gall, M. D. (1992). Techniques in the clinical supervision of
teachers, third edition. New York: Longman.
Glickman, C. D. (1990). Supervision of instruction. Boston: Allyn and Bacon. Chiappetta, E. L.& Koballa, T. R.
(2002). Science instruction in the middle and
secondary schools (5th edition). Upper Saddle River, NJ: Merril1/Prentice Hall.
Madrazo, G. M., & Motz, L. L. (Eds.) (1993). Sourcebook for science supervisors
(4th edition). Washington, DC: National Science Teachers Association.
Program Tasks: Summer Course
1. Electronic Bulletin Board Postings--Read Enhancing Professional Practice: A Framework for Teaching and
Mentoring Beginning Teaches: Guiding, Reflecting, Coaching. Post a total of four messages on the class bulletin
board. Each message must be no less than 150 words and reflect both your understanding of what you read and
your reaction to a message posted by a classmate or program instructor. Electronic postings should conform to
the following schedule and relate to a topic or topics addressed in the identified readings from Enhancing
professional practice: A framework for teaching and Mentoring beginning teachers: Guiding, Reflecting,
Coaching.
Week of June 9-13 Enhancing - Preface, Chapters 1 and 2
Mentoring
- Chapters I and 2
Week of June 16-20 Enhancing - Chapters 3 and 4
Week of June 30 - July 4 Mentoring - Chapters 3 and 4
Enhancing - Chapters 5 and 6-Domains 1 and 2 Mentoring - Chapters 5 and 6
Enhancing - Chapter 6- Domains 3 and 4 Mentoring - Chapters 7 and 8
Week of June 23-27
Questions for Guest Speaker-- Write at least two questions for our guest who will speak
about the Legal and Ethical Issues of Teaching on Wednesday, July 9. Questions should be
sent to Michael Dias at <[email protected]> by 12:00 noon on Thursday, July 3.
Providing questions will enable our speaker to address your interests and concerns.
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2. TS3M Notebook--Use the binder and dividers provided to develop a notebook that reflects your growing
understanding of the responsibilities and knowledge base for a teacher support specialist in science. Your notebook
should include personal notes and information from outsider sources in addition to materials distributed by course
instructors and guest speakers. Notebooks are due on July 10 for scoring and will be returned on July 11.
3. Action Plan--Develop a written plan that describes actions you will take to support and mentor a science student
teacher or beginning teacher during the coming school year. Your action plan should be at least 2 typed pages and
tailored to address the expected needs and concerns of the person who you will mentor. (A plan for working with a
student teacher will likely differ from a plan for working with a veteran teacher who is new to your school.) The first
draft of your action plan is due on July 11. Later drafts of action plans will be posted at the program Web-CT site.
4. Inquiry Teaching Notes-One section of your TS3M Notebook should be devoted to organizing key points and
memorable ideas from our workshop relating to teaching science and math as inquiry. An important part of your
work with a beginning teacher in the upcoming school year will involve working together to plan, implement, and
evaluate inquiry teaching. This section of your TS3M Notebook will store ideas to help us initiate that process in the
upcoming academic year.
Summer and School Year
5. Surveys and Interviews-- Throughout the program, you will respond to surveys and participate in group and
individual interviews. The data gathered from surveys and interviews are required to document the effectiveness of
the program. The course instructors will provide additional information about the survey and interview activities.
School Year
6. Mentoring Log--A log of mentoring activities and interactions will be maintained. A minimum of fifty contact hours
working with a protégé and at least three observation cycles must be documented in the log. Each observation cycle
will include the following components: pre-conference, observation, analysis and interpretation, post-conference,
and critique. One of the observation cycles must be tape-recorded.
7. Inquiry Lessons-Each participant will develop inquiry lessons that integrate mathematics and science. The inquiry
lessons are to be framed by the Benchmarks for Scientific Literacy and exemplify the essential features of classroom
inquiry (Martin-Hansen, TST, Feb 2002) and inquiry teaching/problem solving as defined by the National Research
Council National Council for Teachers of Mathematics. This is a focus during our school visits and group meetings
in the academic year. Lessons will be presented at the National Science Teachers Association Convention in Atlanta
in Spring 2004.
8. Electronic Reflective Journal--Entries will be made bi-monthly throughout the fall semester (weeks of August 11 December 8). Entries tend to be prompted by questions and discussion topics generated by program participants.
New questions will be posted at the first and third Monday of each month, giving you until the Friday evening of the
third and fourth Friday of each month to reply. Each entry should be at least 100 words in length and reveal a
growing understanding of the responsibilities and knowledge base for a teacher support specialist in mathematics
and science. Additionally, entries should raise questions, suggest actions or comment on understandings shared by
others about mentoring science teachers. Members of the program staff and participating teachers will read your
journal postings as part of our dialogue during the fall semester.
Grading: Summer
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. Class Participation--25 points
. Bulletin Board Postings--20 points . Questions for Speaker--5 points . Notebook--25 points
. Action Plan--15 points
. Survey and Interviews--l 0 points
Grading: Fall
.
.
.
Seminar Participation--30 points
Electronic Reflective Journal--20 points
.
Mentoring Log--20 points
Inquiry Lesson Development--20 points . Surveys and Interviews--l0 points
(lOO-93=A, 92-85=B, etc. for university course and internship credit; a score of 90 or above is required to earn
SDUs)
Tentative Program Calendar:
Wednesday, June 4
Summer Course
1 :00-4:00
Monday, June 9 through Friday, July 4
Sunday, July 6
Introduction & Technology Orientation KSU Clendenin 1009
Readings and Web-CT Activities
5:30-7:30 Orientation and Participant Introduction -at KSU Science CASA
Monday, July 7 --at KSU Clendenin 1009
• Concerns and Perceptions of Mentor Teachers (Dias) 9:00-10:25 Understanding Beginning Science
Teachers (Koballa & Sanchez)
• Copious Cogitation
• Teaching Science and Mathematics as Inquiry (Dias & Sanchez) 12:00-1:00 Lunch
• Engaging in Clinical Supervision (Koballa & Sanchez) 2:25-2:35 Copious Cogitation
• Teaching Career Cycle and Science Teachers as Adult Learners (Dias & Koballa)
Tuesday, July 8 --at KSU Clendenin 1009
• Intro to GSTEP BRIDGE and Mentor Action Plans (Dias) 9:00-10:25 Conferencing Skills (Tom Koballa)
• Copious Cogitation
• Science & Math Breakouts - Knowledge of Students and Their
ƒ Learning [GSTEP 2] (Sanchez & Klerlein; Dias & Koballa) 12:00-1:00 Lunch
• Science & Math Breakouts - Planning and Instruction [GSTEP-5] (Sanchez & Klerlein; Dias & Koballa)
Copious Cogitation
• Action Plan Development (Dias & Klerlein)
Wednesday, July 9 --at KSU Clendenin 1009
• A Framework for Teaching: Domains 1 & 2, Correlation with GSTEP BRIDGE
• Assessment [GSTEP-4] (Tom Koballa & Wendy Sanchez) Copious Cogitation
• Converting Traditional Lessons/Labs to Inquiry Experiences
• [GSTEP 1,3] (Dias & Sanchez)
• Developing Productive Learning Environments [GSTEP 3] (Klerlein & Schomer)
• Teaching Legally & Ethically [GSTEP-6]
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Thursday, July 10 --at KSU Clendenin 1009
A Framework for Teaching: Domains 3 & 4, Correlation with GSTEP BRIDGE
• Maintaining Records and Supporting Learner Success [GSTEP 2]
• Developing Inquiry Ideas for Math and Science Teaching [GSTEP 1,3] (Klerlein & Koballa)
• Science & Math Breakouts - Science Lab Safety & Math Manipulatives [GSTEP-3] (Michael Dias &
Wendy Sanchez)
• Promoting Student Engagement and Managing the Learning Environment ("Staying Safe..." role
play)[GSTEP 1,3]
Friday, July 11 --at KSU Clendenin 1009
• TSS Endorsement Paperwork
• Presentation of Action Plans
• Summer Component Evaluation
• Discussion of Fall and Spring Activities [Meeting dates, cases, NST A, bulletin board postings, etc]
Each participant will mentor a student teacher or beginning teacher and attend three Saturday sessions during the
fall. The dates and times of these sessions will be determined during the summer course. Each fall session's activities
will be geared to help you to reflect on and refine the understandings constructed during the summer and to
implement your action plan. Audio- and video-tapes of participants , mentoring sessions will be used to aid
reflection. Student teachers and beginning teachers will be encouraged to participate in these sessions. Topics of the
sessions will be based on participants' needs and concerns.
Project staff will visit participants at their schools to gauge the success of their mentoring efforts. Participants and
staff will remain in contact by means of the electronic bulletin board feature of Web-CT.
In Spring 2004, participants will present lessons on their work with student teachers or beginning teachers at the
NST A meeting in Atlanta.
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VITA:
Michael J. Dias, Ph.D. Assistant Professor of Science Education Kennesaw State University
Education:
Ph.D., Science Education, Georgia State University, December 2000
Master of Arts in Secondary Education, West Georgia College, December 1992
Bachelor of Science, Western Kentucky University, May 1987
Professional Experience:
2001-Present
1993-2001
Summers 2000-2002
1999 - 2000
Summer, 1999
Summer, 1998
Summer, 1997
Summer, 1994,1995
1992-1993
1991 - 1992
1987 -1991
Kennesaw State University Kennesaw, GA
Department of Biological and Physical Science
Assistant Professor of Science Education
Cobb County Public Schools Marietta, GA
Harrison High School, Department of Science
Teacher: Advanced Placement Biology, Chemistry
Director: Hoya Science Camp Kennesaw, GA Carl
Harrison High School
Georgia State University Atlanta, GA
Graduate Research Assistant
Russian Innovative Project: developed Web-based
environmental science teaching modules
Georgia State University Atlanta, GA Graduate
Teaching Assistant, Science Education EDSC 7120
Science Concepts and Issues
orgia State University Atlanta, GA
Graduate Teaching Assistant, Science Education
TEEMS Science Summer Institute: EDCI
660/EDSC 655
Georgia State University Atlanta, GA Graduate
Teaching Assistant, Science Education Introduction
to Secondary Teaching: EDCI 660
Georgia Institute of Technology Atlanta, GA
Center for Education Integrating Science,
Mathematics, and Computers (CEISMC)
SummerScape Program Instructor
Davidson County Public Schools Nashville TN
Maplewood High School, Department of Science
Teacher: Physical Science
Cobb County Public Schools Marietta, GA
Harrison High School, Department of Science
Teacher: Physical Science, Biology
Cobb County Public Schools Marietta, GA North
Cobb High School, Department of Science
Teacher: Physical Science, Biology
Courses Taught at KSU:
BIOL 2221 & 2222: Human Anatomy & Physiology SCED 4475: Student Teaching Science (7-12)
SCI 2201: Concepts in Science
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SCI 7726: Life Science for Teachers
SCED 7750 Contemporary Issues in Science Education
Professional Service:
NARST Outstanding Paper Award Committee, 2003-2006
Proposal Reviewer for NSTA National Convention, Atlanta, GA, 2004
KSU Search Committee, Center for Field Experience and Partnerships, Spring, 2003 Secretary, Georgia
Science Teachers Association, 2002-2003
Georgia's P-14 Science Content Standards Revision Committee, 2002-2003
Co-President, Southeastern Association for the Education of Teachers in Science, 2001-2002 Cobb
Educational Consortium Leadership Academy, 2001-2003
Standard Action Team for Diversity component of NCATE Standards, KSU, 2001Science Curriculum
Coordinator for Post-Secondary Enrichment Program KSU, Fall, 2001 Steering Committee for CobbCounty Course End Examinations in Science, 1999
Student support team and faculty support committee at Harrison High, 1997 - 1999
School site participant in the GenScope Integration Study Spring, 1998
Mentor teacher and coordinator of TEEMS interns from GSU at Harrison High 1997 - 2000 Mentor teacher for
KSU science student teachers, 1992, 1996
Cobb County Science Text-book Adoption Committee 1994
S.A.C.S. study accreditation committees 1988, 1992
Grants & Distinctions:
Improving Teacher Quality, Higher Education Grants Program, "Georgia Teacher Support Specialist in
Science and Mathematics (TS3M): Toward a Model of Sustainable Mentoring for New Teachers in
Critical Need Areas." $50,997. PI and Primary Director: Michael Dias; Co-PIs Tom Koballa, Wendy
Sanchez, March 5, 2003 - June 30, 2004.
Nominee, KSU College of Science and Mathematics Distinguished Teaching Award, 2002.
Eisenhower Higher Education Program Grant, "Teacher Support Specialist in Science (TS3) Providing a
Framework for Improving Science Teaching in Georgia." $77,587. PI and Primary Director: Tom
Koballa; Co-PIs: Baba Abayomi, Brian Gerber, Michael Dias, March 15, 2002 - June 30, 2003.
Eisenhower Higher Education Program grant, "BioTech 2K2: A Workshop on Biotechnology." $19,207.
(PI and Primary Director: R. Rascati; Co-PI Michael Dias) March 15,2002 - June 30, 2003. Outstanding
Doctoral Dissertation Award. College of Education, Georgia State University, April, 2001.
Eddie Griffin Memorial A ward for Outstanding Graduate Student Paper: Bridging the Gap: Science
Teacher Education as Constructivist Communities. Southeastern Association for the Education of
Teachers In Science, October, 2000.
Schomer, S., & Dias, M. (2003). What teachers are saying about mentoring. The Georgia Science
Teacher, 43(2),9-12.
Publications:
Brown, T. & Dias, M. (2003). Demonstrations to Save the World. Science Scope, 27(7), 20-24.
Laposata, M., Howick, T., Dias, M. (2001). Current Events and Technology: Video and Audio on the
futernet. Science Scope, 25(6), 82-85.
Research Presentations:
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Dias, M., & Dias, L. (2003). Pedagogical patterns and practical theories of three high school science
teachers emerging from the induction phase. Interactive paper presentation at the annual meeting
of the Association for the Education of Teachers of Science, February 1,2003, St. Louis, MO.
Schomer, S. & Dias, M. (October, 2001). Listening to the mentors: Patterns of practice of experienced
science teachers collaborating with preservice science teaching interns. Paper presented at the
annual meeting of the Southeastern Association for the Education of Teachers in Science, Tampa,
FL.
Dias, M., & Hassard, J. (2001). Narrowing the theory-practice gap: first year science teachers emerging
from a constructivist science education program. Poster presentation given at the annual meeting
for the National Association for Research in Science Teaching, March 26,2001, St Louis, MO.
Dias, M., & Hassard, J. (2001). From practice to theory - narrowing the gap: first year science teachers
emerging from a constructivist science education program. Paper presented at the annual meeting
for the Association for the Education of Teachers in Science, January 20,2001, Costa Mesa, CA.
Dias, M., Hutcheson, C., & Mumma, B. (2000). The TEEMS program: An alternative induction to
science teacher education. Paper presented at the annual meeting of the Southeastern Association
for the Education of Teachers in Science, October 7, 2000, Auburn, AL.
Dias, M., & Hassard, J. (2000). Experiences in a constructivist community of practice: an inquiry into
TEEMS - an alternative science teacher education program. Paper presented at the annual
meeting of the National Association for the Education of Teachers in Science, April 29, 2000,
New Orleans, LA.
Dias, M. (1998). A qualitative study of initial reflections and pedagogical tendencies of first year science
teachers. Paper presented at the annual meeting of Southeast Association for the Education of
Teachers in Science, Atlanta, GA.
Teacher Workshops I Invited Presentations:
Dias, M. & Brown, T. Curiosity Stimulates Comprehension: Why Effective Teaching is More About
Asking the Right Questions. Keynote address for the Future Educator's On-Campus Retreat,
Center for Field Experiences and Partnerships, Bagwell College of Education, Kennesaw State
University, February 19, 2003.
Brown, T. & Dias, M. Demonstrations to Save the World (before bedtime). Sessions on population
growth, greenhouse gases, and global warming for the annual meeting of the Georgia Science
Teachers' Association, Jekyll Island, GA, February 13 & 14,2003.
Dias, M. Engaging the Sense of Wonder with Life Science Inquiry Activities. Workshop session for the
2nd Annual Students First Conference, Center for Field Experiences and Partnerships, Bagwell
College of Education, Kennesaw State University, November 21,2002.
Dias, M. Inquiries into Cellular Energy Concepts. Session for the "Inquiring Scientists Want to Know"
workshop in Paulding County. Hiram High School, November 9, 2002.
Brown, T. & Dias, M. Science Fair Kick-Off: Demonstrations and Questions to Get You Started! Science
show assembly for the students of Twiggs County Middle School, October 25,2002.
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Dias, M., & Sanchez, W. Management Strategies to Promote Engagement in Mathematics and Science.
Teacher workshop, Sprayberry High School, April 25, 2002.
Dias, M. & Brown, T. Hands-On Science In-Service Training. Teacher workshop, Frey Elementary
School, February 21,2002.
Dias, M. & Brown, T. Strengthening Student Engagement: What We've Learned Along the Way. Keynote
address for the Students First Conference, Center for Field Experiences and Partnerships, Bagwell
College of Education, Kennesaw State University, January 28,2002.
Professional Memberships:
Association for the Education of Teachers in Science (AETS)
Georgia Science Teachers Association (GSTA)
National Association of Biology Teachers (NABT)
National Association for Research in Science Teaching (NARST) National Science Teachers Association
(NSTA)
Southeastern Association of Educators of Teachers in Science (SAETS)
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