Middle Georgia State CollegeSchool of Education
Middle Grades ProgramMGSE3270: Professional Roles and Teaching Practices II
CRN # 27597 (2 credit hours)Spring 2013
Field Coordinator: Ms. Nancy GreeneSupervisor: Ms. Jane Shell
Office Hours:(Greene)
WR: Mondays Advising 9:00-11:00
Macon: Tuesdays 9:00-12:00 and 1:00-3:00 Thursdays: 11:00-2:00
Office Location: Education Building #323
Telephone: 471-2482
E-mail: [email protected]
Conceptual FrameworkThe School of Education’s philosophy consists of four essential elements that constitute a highly-qualified adaptive professional who will contribute to the field and affect the lives of children and communities in positive and meaningful ways. Graduates exiting the MSC program will exemplify these four essential elements, being competent, accountable, reflective, and engaged adaptive professionals in the field. This adaptive professional is one who continuously assesses his or her own instruction and knowledge and makes changes accordingly to ensure that every child in his or her classroom is successful. Teacher candidates will appreciate the value of asking questions of themselves as they develop as teachers, reflecting on their answers in relation to their students’ outcomes, their communities, the current literature, and other factors.
Course PurposeField experience integrates the School of Education conceptual framework, coursework, and other components of MSC’s Teacher Education Program to prepare adaptive professionals who can meet the needs of all learners. Teacher candidates complete over 300 hours in the field prior to their clinical practice experience. During this time, teacher candidates work in a variety of settings with students with exceptionalities and students with different language, ethnic, geographical, racial, gender, and socioeconomic groups to develop and practice their knowledge, skills, and dispositions for working with all students.
Course DescriptionPrerequisites: Formal acceptance into the Bachelor of Science in Education Program and at least a "C” in MGSE 3170. In this course students will become more engaged in the school environment, continuing to work with the teacher, students and parents, and other professionals. Students will work in middle grades classrooms planning and implementing instruction and designing assessments based on the Georgia Performance Standards. Students will also attend regularly scheduled seminars on related topics. Use of technology is required. This course is aligned with state and national standards. Note: A minimum of 12 hours per week in a (day time) school setting is required.
**Important Note: It is strongly recommended that students in the BS program apply for graduation two semesters in advance of the expected graduation term in order to have adequate time to meet all degree requirements.
School of Education Appeal Policy and ProcedureThe School of Education Student Handbook outlines a grievance process to be used by students in the event that usual processes of communication do not result in the positive resolution of a conflict. This procedure may be used for any grievance except a grade appeal. Students wishing to file a Grade Appeal may do so by following the
standard institutional policy as documented in the Academic Catalog and online. (Insert hyperlink for Final Course Grade Appeal Form (http://www.maconstate.edu/academics/docs/FinalCourseGradeAppealForm.pdf)
A. Anyone choosing to engage in the Grievance Process must submit in writing:1. A thorough description of the specific behaviors and actions that created the
basis for the grievance. 2. The identity of the person against whom the grievance is being made. 3. A statement documenting the steps the person bringing the grievance has
made to resolve the problem up to this point. Such attempts at resolution should involve talking with the person involved about areas of disagreement if possible.
B. A copy of this written document must be given to the person against whom the grievance is made and to the Dean of the School of Education.
The Dean of the School of Education is charged with expediting the creation of a Grievance Panel and chairing the Panel. A faculty member who is a party to the grievance must remove him- or herself from all deliberations related to the grievance. If the Dean is being grieved against, the grievance procedures will be determined by the Provost of Macon State College.
Withdrawal DeadlineThe last day to withdraw from this course with a “W” is March 11 , 2013.
Course Questions*Essential Question CF
CAREPerformance
Options
How do I demonstrate competency in content knowledge through effectively meeting the curricular standards of the classroom?
CA
Livetext Portfolio
Lesson Plans
How do I write lesson plans to ensure that all students learn and develop cognitively, socially, psychologically, ethically, physically, and linguistically? A
Contextual Factors
Livetext Portfolio
Lesson Plans
DAR
How do I promote a culturally responsive environment? A
R
Contextual Factors
Livetext Portfolio
Lesson Plans
How do I learn to utilize assessment to impact student achievement?
AR
Lesson Plans
How do I enhance student learning through meaningful integration of technology?
CAE
Lesson Plans
How do I engage in collaborative AR
Livetext Portfolio
communities? E Service Learning
How do I obtain, synthesize, and integrate research into lesson planning?
CARE
Livetext Portfolio
Lesson Plans
How do I demonstrate an understanding of the influences that impact learning communities?
A R E
Contextual Factors
Livetext Portfolio
Service Learning
What is my role as a change agent? AR
Livetext Portfolio
Service Learning*A full alignment of course questions with the CEC, ACEI, PSC, BOR, NCATE, and GFT standards can be found in WebCT.
Resources
Required Text: Marzano, R., Highly Engaged Classroom
Required Resources: All teacher candidates enrolled in upper division education coursework are required to have an active Livetext account. Livetext can be purchased online at www.livetext.com.
Attendance PolicyThe expectation for this class is that teacher candidates will be on-time and in attendance. No more than 20% of the class sessions/field experience days may be missed regardless of circumstances. The teacher candidate is responsible for informing the cooperating teacher and clinical supervisor prior to an absence or immediately after an absence. This can be done in person, via email, or by voice mail message. The candidate must also complete the appropriate documentation forms in the Field Experience Handbook for each absence.
Absences from fieldwork:Please note that you are required to complete a total assigned number of hours in the field per day – even if this time is spent with students in the lunchroom or at specials (art, PE, etc). Students are required to complete required documentation of any field time missed (this includes absences, late arrivals, and leaving early). Failure to complete this documentation and to submit it to your supervisor will result in an unexcused absence. Paperwork must be submitted within one week of the absence. All missed time must be made up as well. In addition, students who miss in excess of 2 days of field experience (excused or not) will be required to meet with the field coordinator to discuss their program and the reasons for the time missed.
Absences from seminars:Please remember that all seminars are required and play a critical part in your success in the classroom. For this reason, seminar attendance is figured into your final grade. In the case of an extenuating circumstance, you may need to miss a scheduled seminar. In this case, you must submit a formal request seeking approval. This request should be in the form of a letter and must include the following:
Date of the request Date of the seminar to be missed Reason for the absence
If circumstances warrant, you may be granted special approval to miss the seminar. Students will not, under any circumstances, receive special approval to miss more than one seminar in a semester.
Candidates who have 1- unexcused absences from seminars will lose one letter grade.Candidates who have 2 unexcused absences from seminars will lose two letter grades.Candidates who have more than 2 unexcused absences from seminars will lose three letter grades and will not successfully complete the course.
Students Rights and Responsibilities and MSC Policies and ProceduresStudents are responsible for knowing their rights at MSC. Information on your rights is posted in the MSC Academic current Catalog and MSC current Student Handbook.
MSC website: http://catalog.maconstate.edu/ MSC website: http://www.maconstate.edu/studentlife/docs/studenthandbook.pdf
Statement of DiversityFaculty in the School of Education are committed to prepare teacher candidates to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, physical, and intellectual – while striving to provide fair and equitable treatment and consideration for all. Therefore, faculty intends to treat all teacher candidates fairly and equitably regardless. Any teacher candidate who believes that she/he has not been treated fairly or equitably for any reason should bring it to the attention of the instructor.
Academic Honesty/ Ethics Policy/Plagiarism/Disruptive Behavior“As a Macon State College student and as a student in this class, you are responsible for reading, understanding, and abiding by the MSC Student Code of Conduct. The student Code of Conduct is included in the MSC Student Handbook and is available online at http://www.maconstate.edu/studentlife/studenthandbook.pdf. (The institutional penalty for academic misconduct is a grade of zero for the work involved.)
Please review the current MSC Academic Catalog for additional information regarding academic honesty. You may also find this information on the MSC website at: http://catalog.maconstate.edu/It is the responsibility of each teacher candidate to know and understand established rules of conduct. Lack of awareness is not recognized as a legitimate reason for failure to comply (current Student Handbook).
Policy on Disability AccommodationsThe Disability Support Center coordinates and provides a variety of services for students with physical and learning disabilities. Our aim is to ensure that students with disabilities have equal access to all programs offered at Macon State College. If you are in need of a modification(s) or an accommodation(s), please contact the Disability Support Services in the Counseling Center to utilize college-wide student assistance programs and to obtain a certification letter. The phone number is 478-471-2985. The Counseling Center is located in the Learning Support Building (Room 110) on the Macon Campus. We will work collaboratively to make reasonable accommodations for students who demonstrate a documented problem that interferes with the successful completion of this course. However, it is your responsibility to request a modification(s) and/or accommodation(s) before assignments are due. Technology StatementSuccessful completion of this course requires the teacher candidate to have a moderate level of computer literacy (e.g., word processing programs; accessing information via the internet; checking e-mail; scanning). Teacher candidates should be familiar with these types of
technologies prior to taking this course. Teacher candidates may receive tutorial assistance through the Academic Resource Center located in lower level of the MSC library.
MSC Email PolicySee current MSC Student Handbook regarding the MSC Email Policy. Email is an official means of communication within the MSC. Therefore the college has the right to send communications to teacher candidates via email and the right to expect that those communications will be received and read in a timely fashion. Every teacher candidate is required to have a MSC email address. This is a free service. If you do not have a MSC email address activated you may go to the Academic Resource Center for assistance. Teacher candidates are responsible to regularly check their MSC email accounts for updated classroom information.
Teacher Candidate Professional DispositionsProfessional dispositions are the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities, and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment. Teacher candidates will demonstrate professional dispositions by exhibiting the following professional behaviors: - Arriving to your field placement and scheduled seminars at the designated start time. - Preparing for class by reading the assigned materials - Participating in class discussions in a variety of ways. - Turning in completed assignments on designated due dates (see above). - Interacting in a professional manner (verbally and nonverbally) - Taking responsibility for his/her professional learning. - Taking responsibility for contacting the cooperating teacher and supervisor via email or by phone prior to an absence, completing the appropriate absence form, and taking responsibility for making up missed time.
This list of professional behaviors is not limited to only the above professional behaviors -- other professional behaviors may be taken into account by the professor when grading the teacher candidate at the end of the semester.Please be polite and courteous in your interactions with each other and your professor. Discussion and active participation is always valued, however, rudeness and disruption in any form will not be tolerated. Remember that cell phones and beepers must be turned off or to a silent mode prior to entering the classroom.
Person First LanguageDuring your enrollment in this class, it is expected that you will reference students with disabilities using person-first language. Person-first language refers to identifying an individual as a human being - first, who possesses a disability – second. Person-first language maintains the dignity and worth of an individual who faces a cognitive and/or physical disability. I will not accept labels such as, “SPED students”, “disabled students”, “MI students”, etc. Please address individuals with disabilities using person-first language during class participation and in all written assignments.
Written Assignment Criteria:All written material submitted should be typed, double-spaced, and when appropriate, submitted in APA (5 th edition) format . If you have difficulty in the area of written
communication skills, please ask for my assistance. Please refer to the APA guidelines the MSC faculty presented to you. A copy is available on WebCT as a resource. When constructing your written materials, special attention must be given to the following:
grammar, punctuation, spelling sentence and paragraph structure tense and parallel usage organization, neatness, and content knowledge be specific – say what you mean
Grading Policy Because the field experience is intended to serve as a learning experience, this course is graded using a mastery model. Teacher candidates are required to successfully complete all assignments and activities in order to pass the course. If any portion of the course is not completed, the teacher candidate will fail to pass the course. Teacher candidates who meet the requirements of the course will receive an A in the course with the following exceptions:
Late assignments will not be accepted . If an assignment is posted past the due date, the student will receive a zero on the assignment. Supervisors will post the due dates in Livetext.
Candidates who have 1 unexcused absence from seminars will lose one letter grade. Candidates who have 2 unexcused absences from seminars will lose two letter grades. Candidates who have more than 2 unexcused absences from seminars will lose three
letter grades and will not successfully complete the course.
Key AssessmentsThis class satisfies a component of the “Key Assessments” Instructional Practice I and Describe Analyze Reflect. In all programs ending in teacher certification, program candidates are expected to complete a series of assessments, which demonstrate their knowledge and skills. Each “key assessment” has criteria, which must be obtained in order for a candidate to move forward and complete the program. Therefore, passing this class does not guarantee your continuance in the program. In addition to obtaining a grade of “C” or higher, you must also meet the required criteria for the key assessment in order to continue to progress toward graduation in this certification program. The criteria for your key assessments are completing the four Lesson Plans, GFT Observations (Supervisor), and two DAR’s (Describe Analyze Reflect / Observed by the Supervisor) with an 80% or better on the scoring guide.
Course RequirementsThe following requirements are expected of each teacher candidate:
Letter of Introduction: Teacher candidates will write a letter introducing themselves to the parents in their cooperating classroom. This letter will be approved by the clinical supervisor as well as by the cooperating teacher before being sent to the parents.
Contextual Factors: Teacher candidates will collect contextual factor data about their cooperating classroom, school, district, and community and upload this data into the appropriate Livetext forms.
Livetext Portfolio: Teacher candidates will complete an electronic portfolio in Livetext. The template and instructions are available in Livetext.
Seminars: Teacher candidates will attend scheduled seminars that will provide instruction on identified critical content. Attendance is mandatory for the seminars.
Lesson Plans: Teacher candidates will write four lesson plans using the MSC Lesson Plan format. Four lesson plans will be submitted for review in Livetext. This is part of a Key Assessment in the IPA I.
Describe Analyze Reflect: Teacher candidates will complete a DAR on two of the lessons they create and implement during the semester. These should be the two lessons that the supervisor observes. This is a key assessment.
Video: Teacher candidates will record themselves teaching a lesson with the students in the classroom. The candidates must use technology to teach this lesson. The candidates will evaluate the lesson using the GFT. The lesson should be shared with their supervisor.
RDRS I – Candidates will complete the RDRS I survey at the end of the semester.
In addition, the cooperating teacher will complete 2 GFT observations and 2 professional dispositions rating forms concerning the candidate’s performance (mid-term and final). The clinical supervisor will also complete 2 GFT observations and a dispositions rating form.
*Course grade will be lowered if the candidate receives several 2’s or a 1 on the Disposition Form.
Course Seminar Topic Date Time LocationEd. Building
MGSE 3270
Syllabus 1/8/13 3:00-4:00 #365
Professionalism and Protocol
Lesson Plans1/15/13 2:00-3:00 #365
CT Data Form Due
DAR1/22/13 2:00-3:00 #365
Technology 2/26/13 2:00-3:00 #365
Classroom Management
Fall 2013 Paperwork
3/12/13 2:00-3:00 #365
“How to Survive and Thrive During Student Teaching”
Apply for Student Teaching
4/16/13 2:00-3:00 #365
Technology 4/23/13 2:00-3:00 #365
Turn in Forms 4/30/13 2:00-3:00 #365
