Cover Sheet Georgia Professional Standards Commission (PSC) Report
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 1 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 2 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 4 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. 5 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 6 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 7 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 8 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 9 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 10 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 √ √ C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc K, D D 11 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 12 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 13 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 14 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 15 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 16 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 17 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 18 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 19 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 20 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 21 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 22 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 23 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, C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 24 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, C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 25 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 26 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 27 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 28 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 29 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 30 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 31 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 32 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) C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 33 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 34 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 35 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 36 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 37 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 38 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 39 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 40 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 41 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 42 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 43 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 44 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 45 . 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 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] C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 46 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 47 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 C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 48 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: C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 49 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. C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc 50 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) C:\Documents and Settings\jfew\My Documents\Institutional Effectiveness\accreditations and Recognitions\TED\psc\_Reports Only\Teacher Support Specialist 2004.doc
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